Bloomfield College Catalog 2017-2018 2

Non-Discrimination Policy Bloomfield College admits students of any race, creed, age, sex, or national origin to all the rights, privileges, programs, and activities generally available at the College. It does not discriminate on the basis of race, creed, age, physical handicap, sex, sexual orientation, or national origin in the administration of educational or admissions policies, scholarship and loan programs, or athletic or other College-administered programs. Bloomfield College is committed to the principle of non-discrimination, as set forth in the regulations of Title IX of the Educational Amendments of 1972. Americans with Disabilities Act Policy Assurance of equal educational opportunity rests upon legal foundations established by federal law, specifically the Rehabilitation Act of 1973 including Section 504, and the Americans with Disabilities Act of 1990. Family Educational Rights and Privacy Act The Family Educational Rights and Privacy Act of 1974–also called the Buckley Amendment–provides that colleges and schools may NOT release information about students or provide access to student records (with certain exceptions listed in the statute) without students' written consent. This law makes it possible for students to examine their records by making an appointment with the Registrar. Those who wish to see their student personnel records should contact the Dean of Students. Students who wish to challenge the contents of academic files should contact the Registrar. Those who wish to contest student personnel records should contact the Judiciary Board. Academic Regulations and Procedures The Academic Regulations and Procedures set forth in this Catalog constitute student rights and responsibilities. The College assumes every student is acquainted with them. Failure to note the regulations will never excuse non-compliance. Bloomfield College Campus Photography and Film Policy Bloomfield College reserves he right to photograph or film its constituent groups while they are on campus. Imagery will be utilized in publications, catalogs, posters, advertisements, recruitment materials, promotional materials, event materials, development materials, social media, the college’s website, and various other purposes. Groups the college will film or take photographs of include faculty, staff, and students. Photogra- phy and filming will include teaching, learning, clinical courses, campus life, additional activities, as well as casual and portrait imagery. Photographs and film may be distributed to local, state, or national media for promotional purposes. Bloomfield College will archive photographs and film, including digital media, and they will remain available for use by the college with- out time limitations or restrictions. The college reserves the right to alter photography and film for creative purposes. Faculty, staff, and students who wish for their images to not be used in the manner described in this policy should contact the Department of Marketing ([email protected]). Faculty staff, and students are advised that individuals in public places legally have no expectation of privacy and are subject to being photographed by third parties. Bloomfield College has no control over the use of images taken by third parties, including the news media covering college activities. The College reserves the right to change its regulations, schedule of classes, procedures, courses of study, and schedule of fees without previous notice. Note: The procedures outlined in this Catalog shall be followed by all students irrespective of first date of attendance at Bloomfield College. 3

Table of Contents

Introduction 4 College’s Mission 5 Academic Calendars 7 Admission, Tuition, Scholarships & Financial Aid 12 Admission 13 Tuition 20 Scholarships & Financial Aid 23 Awards 42 The Educational Program 45 The Educational Goals of the College 46 Competencies Across the Curriculum 47 Academic Programs 48 Advising/Coaching & Registration 51 Summer Session 52 Undergraduate Studies Graduation Requirements 53 Academic Programs & Majors 60 Index to Academic Majors & Concentrations 61 Minors 64 Departmental Academic Programs 65 Course Descriptions 148 Academic Regulations & Procedures 241 Graduate Studies Departmental Academic Programs 299 Index to Academic Programs & Certificates 300 Departmental Academic Programs 301 Course Descriptions 312 Academic Regulations & Procedures 321 The Enrichment Programs 257 Special Programs 259 Alternative Credit Programs 263 High School/College Credit Programs 266 Academic Resources 267 Standards of Conduct 269 Bloomfield College Acceptable Use Policy 285 Student Affairs 286 Student Affairs Mission 287 Center for Career Development 289 Center for Student Leadership & Engagement 291 The Wellness Center 293 Residential Education 297 Directory 325 Board of Trustees 326 Administration 327 Faculty 331 Directions to the Campus 345 Bloomfield, NJ Map 346 Campus Map 347 Department of Security 348 Index 349 4

Introduction COLLEGE’S MISSION 5

College’s Mission

Bloomfield College, founded in 1868, empowered, active individuals engaged is an independent college historically in renewing themselves, their relation- related to the Presbyterian Church ships, their workplaces, and their com- (U.S.A.) and strategically located in munities. the New Jersey-New York metropolitan Programs are designed to help students region. The College offers academic think critically and quantitatively, speak programs leading to a Bachelor of Arts, effectively, write clearly, develop aesthet- Bachelor of Science, and a Master of ic appreciation, and integrate feelings Science degrees. The curriculum is and values. We believe students must designed to provide students with a gain a greater understanding of and sound liberal arts grounding as well as appreciation for other cultures and for with the expertise they will need in the unique racial and cultural their careers. diversity of the United States. The mission of Bloomfield College is: One of the strengths of the College is To prepare students to attain the rich diversity of its students. The academic, personal and professional College is committed to this richness excellence in a multicultural and because it provides an ideal context global society. for personal growth and a basis for a The College is committed to enabling better society. In joining Bloomfield students, particularly those who have College, each person assumes a person- traditionally been excluded from higher al responsibility to strive to achieve education, to realize their intellectual academic excellence, to take full and personal goals. Programs of study advantage of the resources offered, are rooted in the liberal arts and assist and to contribute to the quality of students in obtaining the skills, knowl- the College community. edge, and values they need to become

HISTORICAL BACKGROUND The roots of the College and its mission and German by the four full-time faculty. can be traced back to 1868. With the influx Classes were also conducted in Hebrew, of nearly two million German immigrants Latin, and Greek. following the European Revolution of In 1872, the school relocated to 1848, it became necessary to establish a Bloomfield, occupying the home of the training school for German-speaking former Bloomfield Academy at Franklin ministers “who would be acceptable to and Liberty Streets. This structure the immigrant German communities in stands today as Seibert Hall. the eastern metropolitan area of the United States and who would lead their German As the German immigrants assimilated members out of their German-oriented into American society, the need for a culture into the American ways of the special theological school diminished. new fatherland.” The Seminary soon opened its doors to students from other foreign countries. Thus was born the German Theological In 1913, the year it was renamed Seminary of Newark, New Jersey. The insti- Bloomfield Theological Seminary, the tution’s first four students met on Septem- institution was serving students from ber 16, 1869, in a room in the First German some 15 different language groups. Presbyterian Church. Courses in theologi- cal instruction, Biblical history, pastoral In 1923, the State Board of Education work, natural philosophy, and United approved a four-year college course lead- States history were taught in both English ing to the Bachelor of Arts degree, thereby 6 INTRODUCTION

establishing Bloomfield College as an inde- BLOOMFIELD COLLEGE pendent division of the Seminary. Eight STATEMENT OF SHARED VALUES years later, in 1931, the State Legislature We, the members of the Bloomfield approved the change of the institution’s College Community, take pride in our- name to Bloomfield College and Seminary. selves and in our Institution. To that end, In 1958, the College came under the spon- we are committed to upholding the high- sorship of the United Presbyterian Church est standards of ethics, integrity, and pro- through its New Jersey Synod, now the fessionalism in all that we do. We recognize Synod of the Northeast. that excellence in teaching and learning The term “Seminary” was dropped from flourishes in an environment where the institution’s name in 1961, and was each of us is free to express our ideas replaced with the term “Institute.” This in ways that recognize and respect our dif- term was quickly phased out, leaving the ferences. We are committed to celebrating institution’s name as it is known today: the rich diversity of all members of the Bloomfield College. campus community and the community More than 55 nationalities are represented at large. on the College’s 11-acre campus, reflecting Therefore, in an effort to attract and retain the College’s commitment to diversity exceptional students, faculty, staff, admin- and to the advancement of its distinctive istrators, and trustees who will continue mission: the wonderful tradition of the College, we “To prepare students to attain actively support behavior that is consistent academic, personal and professional with the values shared by the Bloomfield excellence in a multicultural and College Community. global society.” Honesty ACCREDITATION AND The College promotes an intellectually stimulating environment where all interac- AFFILIATION tions are open, honest and free of bias and Bloomfield College is chartered by the where the responsibility for all individuals State of New Jersey and accredited by the is to be straightforward and trustworthy. Middle States Commission on Higher Education. Its academic programs are Respect approved by the New Jersey Commission • for Person on Higher Education. The mailing address The College embraces the high diver- and telephone numbers of the Middle sity and culture of its faculty, staff, States Association of Colleges and students, administrators and trustees, Schools is including but not limited to their 3624 Market Street race, ethnicity, gender, religion, sexual Philadelphia, PA 19104. orientation, ability, and socio- (267) 284 5020 economic status. The Nursing Program at Bloomfield is • for Property accredited by the New Jersey Board of The College seeks to provide an envi- Nursing and the Commission on Collegiate ronment that is safe, one in which indi- Nursing Education. The Program is a mem- vidual and institutional property are ber of the National League for Nursing. respected and protected. The College The mailing address and telephone number also values the integrity of intellectual of the New Jersey Board of Nursing is work that is creative, resourceful and 124 Halsey Street, 6th floor, P.O. Box 45010, innovative and, therefore, enforces strict Newark, NJ 07101, (973) 504-6430. policies against plagiarism, cheating and Bloomfield College is related to the the misuse of traditionally published Presbyterian Church, USA, through the and/or Internet resources. Synod of the Northeast and is a member Commitment to Achieving of the Association of Presbyterian Excellence Colleges and Universities. The College encourages excellence in intellectual, personal, professional and social development, and an appreciation for spiritual wellness while fostering a commitment to excellence in teaching, learning, and all aspects of work. ACADEMIC CALENDAR 2017 7 Academic Calendar 2017

FALL SEMESTER 2017 August 25–December 19

Freshman and Transfer Student Orientation August 25 First Day of Classes August 28 Labor Day–(No Classes) September 4 Last Day for New and Continuing Students to Register Weekday Courses September 5 Weekend Courses September 9 Last Day for Registered Students to be Added to an Open Course (Instructor Approval Required) September 12 Last Day to Drop a Course September 12 Last Date for Removal of Incomplete Grades from the Spring & Summer 2017 Terms September 15 Mid-Term Grades Due October 20 Last Date to Withdraw with a Grade of “W” November 7 Advising and Registration for Spring 2018 Begins November 13 Thanksgiving Recess Begins at 10:00 P.M. November 20 Classes Resume November 27 Last Day of Classes December 9 Final Examination Period December 11-16 Grades Due in Registrar’s Office December 19 8 ACADEMIC CALENDAR 2018

Academic Calendar 2018

SPRING SEMESTER 2018 January 10–May 18

Freshman and Transfer Student Orientation January 10 First Day of Classes January 11 Martin Luther King Holiday–(No Classes) January 15 Last Day for New and Continuing Students to Register Weekday Courses January 17 Weekend Courses January 20 Last Day for Registered Students to be Added to an Open Course (Instructor Approval Required) January 24 Last Day to Drop a Course January 24 Last Day for Removal of Incomplete Grades. from the Fall 2017 Term February 9 Spring Break Begins at 8:00 A.M. March 5 Classes Resume March 12 Last Day to Withdraw with Grade of “W” March 26 Mid-Term Grades Due March 16 Easter Break Begins at 8:00 A.M. March 29 Classes Resume April 2 Advising and Registration for Fall 2018 Begins April 16 Last Day of Classes April 30 Final Examination Period May 1-7 Grades Due in Registrar’s Office May 9 Commencement May 18 ACCELERATED COLLEGE CALENDAR 2017-2018 9 Accelerated College Calendar 2017-2018

ACCELERATED COLLEGE SESSION I 2017

August 28 First Day of Class September 4 Labor Day – No Classes 6 Last Day for Registration or Adding an Open Course with Instructor’s Approval 6 Last Day to Drop a Course 13 Removal of Incompletes from Previous Session 27 Last Day for Withdrawal with a Grade of “W” October 17 Last Day of Classes 19 Grades Due in Registrar’s Office

ACCELERATED COLLEGE SESSION II 2017

October 30 First Day of Class November 6 Last Day for Registration or Adding an Open Course with Instructor’s Approval 6 Last Day to Drop a Course 13 Removal of Incompletes from Previous Session 22-26 Thanksgiving Break 27 Last Day for Withdrawal with a Grade of “W” December 12 Last Day of Classes 14 Grades Due in Registrar’s Office

ACCELERATED COLLEGE SESSION III 2018

January 11 First Day of Class 15 Dr. King Day – No Classes 18 Last Day for Registration or Adding an Open Course with Instructor’s Approval 18 Last Day to Drop a Course 25 Removal of Incompletes from Previous Session February 14 Last Day for Withdrawal with a Grade of “W” 28 Last Day of Classes 28 Makeup for Memorial Day March 2 Grades Due in Registrar’s Office 10 ACCELERATED COLLEGE CALENDAR 2017-2018

ACCELERATED COLLEGE SESSION IV 2018

March 26 First Day of Class March 29-April 1 Easter Break

April 2 Last Day for Registration or Adding an Open Course with Instructor’s Approval 2 Last Day to Drop a Course 9 Removal of Incompletes from Previous Session 23 Last Day for Withdrawal with a Grade of “W” May 8 Last Day of Classes 10 Grades Due in Registrar’s Office

ACCELERATED COLLEGE SESSION V 2018

May 12 First Day of Class 21 Last Day for New Registration or Adding an Open Course with Instructor’s Approval 21 Last Day to Drop a Course 26-28 Memorial Day Holiday – No Classes 29 Removal of Incompletes from Previous Session June 11 Last Day for Withdrawal with a Grade of “W” July 2 Last Day of Classes 5 Grades Due in Registrar’s Office

ACCELERATED COLLEGE SESSION VI 2018

July 7 First Day of Class 16 Last Day for New Registration or Adding an Open Course with Instructor’s Approval 16 Last Day to Drop a Course 23 Removal of Incompletes from Previous Session August 6 Last Day for Withdrawal with a Grade of “W” 21 Last Day of Classes 24 Grades Due in Registrar’s Office ACADEMIC CALENDAR SUMMER 2018 11 Academic Calendar Summer 2018

INTENSIVE SESSION SUMMER SESSION II MAY 12 – JUNE 4 JULY 9 – AUGUST 22

First Day of Class May 12 First Day of Class July 9 Last Day for New Registration Last Day for New Registration and Adding a Course with and Adding a Course with Open Seats (Instructor’s Open Seats (Instructor’s Approval Required) May 14 Approval Required) July 12 Last Day to Drop a Course May 14 Last Day to Drop a Course July 12 Last Day for Withdrawal Last Day for Withdrawal with a Grade of “W” May 22 with a Grade of “W” Aug. 2 Memorial Day Holiday – Last Day of Classes Aug. 22 No Classes May 26-28 Grades Due in Registrar’s Make-up Day Office Aug. 24 (for Memorial Day) June 4 Last Day of Classes June 4 Grades Due in Registrar’s Office June 6

SUMMER SESSION I SUMMER TRIMESTER MAY 12 – JULY 2 MAY 12 – AUGUST 22

First Day of Class May 12 First Day of Class May 12 Last Day for New Registration Memorial Day Holiday – and Adding a Course with No Classes May 26-28 Open Seats (Instructor’s Last Day for New Registration Approval Required) May 21 and Adding a Course with Last Day to Drop a Course May 21 Open Seats (Instructor’s Memorial Day Holiday – Approval Required) May 29 No Classes May 26-28 Last Day to Drop a Course May 29 Last Day for Withdrawal Independence Day – No Classes July 4 with a Grade of “W” June 12 Last Day for Withdrawal Make-up Day with a Grade of “W” July 13 (for Memorial Day) July 2 Make-up Day Last Day of Classes July 2 (for Independence Day) Aug. 22 Grades Due in Registrar’s Last Day of Classes Aug. 22 Office July 5 Grades Due in Registrar’s Office Aug. 24 12

Admission, Tuition, Scholarships & Financial Aid ADMISSION 13

Admission

ADMISSION WITH and rank in class if applicable. Candidates FRESHMAN STATUS should direct their Guidance Department to forward transcripts directly to the Degree candidates with freshman status Office of Enrollment Management and are admitted each year for the fall, spring, Admission. Normally, transcripts must and summer semesters. indicate the completion or expected An application for admission may be completion of at least fourteen academic obtained by writing or calling: units, which should include: English, Office of Enrollment Management mathematics, history, and laboratory and Admission science. Foreign language is strongly Bloomfield College recommended but not required. Bloomfield, New Jersey 07003 4. Scholastic Assessment Test (SAT-I) or (973) 748-9000, Ext. 1230 American College Test (ACT) scores. Fax: (973) 748-0916 Bloomfield College continues to consid- E-mail: [email protected]. er only the critical reading and math Applications are also available online at sections of the SAT and/or ACT exams www.bloomfield.edu/apply. in admission decisions. Applicants should feel free to address You can obtain information about questions to the Office of Enrollment SAT/ACT test dates from your high Management and Admission at any time. school Guidance Department. All candidates are encouraged to visit the 5. Two letters of recommendation. College for a personal interview and a You must submit statements concerning tour of the campus. your potential for college study from your Freshman candidates must submit the high school guidance counselor, principal following forms and credentials to or teachers. the Office of Enrollment Management 6. All freshman applicants are required and Admission: to submit an essay. Please refer to the 1. A completed application for admission. application for topics and for guidelines. 2. A $40 non-refundable application fee 7. Interview is strongly recommended. made payable to Bloomfield College. Please note: Bloomfield College 3. An official transcript of all high school will move to a text-ophone admission work completed, including courses, grades policy in Fall 2018.

Students are encouraged to visit the College’s website: www.bloomfield.edu To schedule an interview with an Admission Counselor and a tour of the campus, or for additional information regarding admission policies and procedures, please write or call: Office of Enrollment E-mail: Management and Admission [email protected] Bloomfield College Fax: (973) 748-0916 Bloomfield, NJ 07003 (973) 748-9000, Ext. 1230 Text: (973) 233-5059 14 ADMISSION, TUITION, SCHOLARSHIPS & FINANCIAL AID

FRESHMAN ENRICHMENT ADMISSION WITH TRANSFER PROGRAM STATUS Educational Opportunity Fund (EOF) Degree candidates with transfer status are The Educational Opportunity Fund (EOF) admitted each year for the fall, spring and Program is a comprehensive support pro- summer semesters. gram funded by the State of New Jersey Transfer applicants are required to provide that provides academic and financial assis- official academic transcripts from all col- tance for New Jersey residents to attend leges or other postsecondary institutions college. The program targets students from previously attended. Transfer applicants academically and financially challenged who have met the GPA requirement and backgrounds who show academic promise completed more than 15 college level cred- and have a desire to succeed. its are not required to submit high school To be considered for the EOF program, transcripts and SAT or ACT scores, a student must provide appropriate infor- although all transfer applicants are encour- mation and meet certain criteria: aged to provide them, if available, so that we have the best possible understanding • Must submit a Bloomfield College of each student’s educational needs. application, high school transcript, two letters of recommendation, Transcripts of prior collegiate work are a personal essay and SAT or ACT scores evaluated by the Office of Advising and for admission. Registration. In general, only courses for which a grade of C (or its equivalent) or • Must be a legal resident of New Jersey better earned will be considered for transfer for at least one year. credit. The Bloomfield College GPA is based • Must be from a low-income family solely on courses taken at this institution, demonstrating historic poverty and while credits are transferable the GPA meet the financial guidelines established is not. Remedial course credits and by the State of New Jersey. English as a Second Language credits will • Must be interviewed by the EOF not be transferable. Admission Counselor. Bloomfield College accepts credit for • Must participate in an intense five-week transfer from institutions approved by the residential summer program if accepted American Council of Education and listed to the program. in Accredited Institutions of Postsecondary Education. These courses must be similar in nature or content to those offered by Bloomfield College. Any questions concern- ing the evaluation of these courses are referred to the appropriate division chairperson for review and/or acceptance. Students from institutions not accredited by the above agencies will receive credit upon recommendation of the appropriate division chairperson and completion of six courses at Bloomfield College with a cumulative GPA index of 2.0 or better. In addition, the International Baccalaureate degree as well as courses may be accepted from approved institutions in foreign coun- tries. International students and those who have completed university level studies in foreign countries must have their academic records evaluated before an admission decision can be made. Such students should apply for a Course-by-Course Report from World Education Services, Inc. Contact WES: World Education Services, Inc. P.O. Box 5087, Bowling Green Station New York, NY 10274-5087 Tel: 212-966-6311, Fax: 212-739-6100, or E-mail: [email protected]. ADMISSION 15

A copy of the WES Course-by-Course Report for adult applicants to provide recommenda- should be sent to the Office of Enrollment tions from high school teachers or a guid- Management and Admission. Costs for the ance counselors. The acceptance of freshmen report are the responsibility of the applicant. adult students is based primarily on verifica- The evaluation of courses for transfer credit tion of a high school transcript/diploma or will be completed by the Office of Advising GED (with scores), postsecondary activities and Registration upon receipt of transcripts and achievements, results of a mandatory and the WES Report. interview with an Admission Counselor and assessment of a required essay. Adult/Non- DIRECT TRANSFER PROGRAM Traditional transfer students are evaluated Candidates with A.A., A.S., A.A.S./RN (only using the criteria described under the for students seeking BSN), B.A., B.S., or ADMISSION WITH TRANSFER STATUS M.A., degrees from regionally accredited section. institutions will have the general education courses of the approved transfer programs ADMISSION TO CAT AND accepted by the College as stated in the NURSING MAJORS NJ Transfer Articulation Agreement. Grades For information about the CAT and accepted in the major are subject to a Nursing majors see pages 84 and 131 minimum grade requirement. This program respectively. presupposes that a candidate has received the degree with a cumulative average of 2.0 INTERNATIONAL STUDENTS or better. Students who have not received a Bloomfield College welcomes academically degree will be considered on an individual qualified international students. An basis. It should be noted that because of pro- international student is a non-immigrant gram requirements and course cycling, the who usually enters the U.S. on a student College cannot guarantee that those who visa (F1) or an exchange visa (J1). All enter with junior standing will complete international students must complete the degree requirements in two years. application form. They must also complete NEW JERSEY TRANSFER special international student supplement forms available from the Office of Bloomfield College is a participating insti- Enrollment Management and Admission. tution in New Jersey Transfer, an online program that provides detailed informa- The Bloomfield College admission process tion on articulation agreements and course for International Students is as follows: equivalences for New Jersey’s two-year and 1. Submit an application for admission (in- four-year colleges. Students enrolled at, or cluding the $40.00 (USD) application fee) planning to attend, a New Jersey commu- made payable to Bloomfield College. nity college can plan a seamless transfer 2. Provide official documents that certify into Bloomfield College by choosing a the equivalent of a U.S. high school program of study and selecting courses education. If you are a transfer student that have been pre-approved for transfer. from another college, you must also send New Jersey Transfer is an initiative of the official college transcripts. If your high State of New Jersey Commission on school or college-level course work was Higher Education and evolved from the completed outside of the U.S., these tran- Rutgers University transfer pilot program, scripts must be evaluated at your own ARTSYS. For more information expense by World Education Services visit www.njtransfer.org. (WES). For college-level courses, the ADMISSION FOR ADULT/ translation must be completed on a NON-TRADITIONAL STUDENTS course-by-course basis. An adult student is one that is 25 years of age 3. Applicants’ whose native languages is or above at the start of their first term. This not English must submit results of the includes first-time freshmen that have Test Of English as a Foreign Language acquired a high school diploma or GED and (TOEFL) with a minimum score of 550 students transferring from another two or for the paper-based test, 213 for the com- four-year college or university. The admis- puter-based test, or 79 for the internet- sion procedure at Bloomfield College is more based test; or completion of APIEL level flexible for adult/non-traditional applicants. #3 is required. U.S. Embassies and Freshmen applicants are not required to sub- Consulates have information about these mit SAT or ACT scores, nor is it necessary tests so your scores can be sent directly to us from the testing organization. 16 ADMISSION, TUITION, SCHOLARSHIPS & FINANCIAL AID

In addition, Items 4-5 are required of • Have an official high school transcript students already in the United States: or GED sent to the Office of Enrollment 4. Submit copies of I-20 Forms from all Management and Admission U.S. institutions previously attended • Have official transcripts of previous (if applicable). college work, if any, sent to the 5. Submit a copy of visa, and unexpired Office Enrollment Management I-94 Form. and Admission • RN/BSN Degree Program Candidates For more information please visit must meet requirements for certificates our international webpage at as listed and additional requirements on www.bloomfield.edu/international. page 130. Obtaining the Form I-20 for issuance of a student visa: GRADUATE CERTIFICATE IN Bloomfield College is required by the POST-BACCALAUREATE TEACHER United States Immigration and Naturaliza- EDUCTION tion Service to determine that international Individuals with a bachelor’s degree with applicants have sufficient financial resources a cumulative grade point average of 3.0 and to cover their expenses while studying in the at least 60 credits in the liberal arts are eligi- United States. In order to receive your I-20 ble for admission. To apply, please: Form, you must complete the Bloomfield Complete the Graduate application College Form I-20 application with proof of • your ability to pay for all education and liv- • Mail application and application fee of ing expenses. Documentation of sufficient $40 to: funds to cover the educational and living Office of Enrollment expenses for the duration of study is Management and Admission required to obtain a student visa. Required Bloomfield College documents include: notarized affidavit Bloomfield, NJ 07003 of support, bank statements, proof of (Make checks payable to income (employer letter, pay stub, etc.) Bloomfield College) as well as a copy of your passport. • Have official transcripts from all previous colleges sent to the ADMISSION TO ACCELERATED Office of Enrollment Management RN/BSN PROGRAM and Admission RN/BSN Program offers adult students • Submit an essay explaining why you the opportunity to complete courses and wish to become a teacher certificate programs at a fast pace. Courses Once your application materials have are run in 7-week sessions, and students been received, the Teacher Education may complete as many as 12 courses Advisor will contact you to arrange an during a 12-month period. interview and discuss the program in detail. Admission Requirements: For more information about the RN/BSN Degree Program • Accelerated College, please see page 261. All adults, 23 years of age and older, who have a high school diploma or high school equivalency diploma and documentation of consistent and relevant work experience will be considered for admission. To apply, please: • Complete the Accelerated College application • Mail application and application fee of $40 to Office of Enrollment Management and Admission Bloomfield College Bloomfield, NJ 07003 (Make checks payable to Bloomfield College) ADMISSION 17

ADMISSION TO THE MASTER’S For Bloomfield College alumni of the BS DEGREE IN ACCOUNTING in Accounting program with a GPA of 3.0 Applicants for Admission to the program or higher, the GMAT exam is waived. must meet the following criteria: It is suggested that applicants with a bache- Applicants with a bachelor’s degree in lor’s degree in accounting, a non-account- accounting ing field, or a non-business field and inter- national applicants take th GMAT exam. • GMAT minimum score of 450 for However, in lieu of the GMAT exam a stu- applicants with an accounting degree OR dent may be enrolled on a probationary • GMAT +(200 x GPA) of 1000 or higher basis for no more than two courses. Applicants with a bachelor’s degree Achievement of at least a B in both courses in a non-accounting business degree, may be substituted for the GMAT score. non-business field Types of Admission Decisions: • GMAT minimum score of 450 for Regular – student meets all standards for applicants with an accounting degree admission, gains full matriculation. OR • GMAT +(200 x GPA) of 1000 or higher Deferred – student does not meet the • Prerequisite courses completed follows: standard for admission – needs to send -Non-accounting degree: additional materials. Cost Accounting Non-Matriculated – student does not Taxation I meet standard for admission-can take two Intermediate Accounting I and II courses as a non-matriculated student Auditing and will be reviewed upon completion -Non-business degree: of the courses. Cost Accounting Taxation I CREATIVE ARTS AND Intermediate Accounting I and II TECHNOLOGY– Auditing MASTER OF FINE ARTS Business Law Microeconomics Admission Requirements: Macroeconomics • A B.A., B.S., or B.F.A. Degree; Statistics • An essay describing the personal arts Introduction to Finance practices; International Applicants • An e-portfolio or personal website • GMAT minimum score of 450 for (portfolio review for all disciplines); applicants with an accounting degree • A current Curricula Vitae; OR • An interview by phone or Skype; • GMAT +(200 x GPA) of 1000 or higher • 3 recommendations from supervisors, • TOEFL score of 550 or higher on the teachers, and/or co-workers; paper-based test, 213 or higher on the • Short-list candidates come in March computer-based test, 79 or higher on for a personal interview; the Internet-based test • Accepted students notified by • Prerequisite courses completed first week of April. (determined by degree) For applicants with a bachelor’s degree plus a CPA or CFA, the GMAT exam is waived. For applicants with a masters or doctoral degree, the GMAT exam is waived but prerequisite courses must be completed. • Prerequisite courses: Cost Accounting Taxation I Intermediate Accounting I and II Auditing Business Law Microeconomics Macroeconomics Statistics Introduction to Finance 18 ADMISSION, TUITION, SCHOLARSHIPS & FINANCIAL AID

NOTIFICATION AND TUITION REACTIVATING AN APPLICATION DEPOSIT An acceptance decision is effective only Candidates normally receive official for the semester for which the student notification of admission decisions within is applying. If a student is accepted but two weeks of the completion of their files. chooses not to attend for that semester, the The Office of Enrollment Management and Office or Enrollment Management and Admission adheres to the policy of “rolling Admission will retain the application for admissions”; that is, the Committee on two years. Within that period of time, stu- Admission considers applicants as soon dents may request that their applications be as it receives their required credentials. reactivated. If a student has attended other Candidates accepted for full-time pro- institutions since the date of the last appli- grams must submit an Intent to Enroll cation, academic transcripts of this work Form and non-refundable tuition deposit must be submitted. After two years have by May 1st (Fall Semester) or December elapsed, students will have to submit 15th (Spring Semester) to reserve space in a new application, supporting documents the entering class. Students who wish to live and application fee. on-campus must submit an On-Campus Housing Deposit and Resident Information FORMER BLOOMFIELD COLLEGE Form and an additional room reservation STUDENTS deposit also by May 1st. Priority for housing If a student discontinued his/her studies is given to students living outside of com- at Bloomfield College and decides to muting distance. re-enroll, the student must complete an Students who deposit early and then decide application for reinstatement. The Office of not to enroll at Bloomfield College can Enrollment Management and Admission request a full refund by contacting the will process it within two weeks. Former Office of Enrollment Management and students who have been away for 3 or Admission no later than May 1st (Fall more years must submit a new admission Semester) or December 15th (Spring application, proof of high school gradua- Semester). After the stated deadlines, no tion, and/or official transcripts from any refunds will be granted. other college previously attended besides Bloomfield College, and application fee. PLACEMENT TESTS NON-MATRIC POLICY All Freshmen are required to take Writing and Mathematics placement tests Students who apply to credit bearing for advising and registration purposes programs and are deemed not eligible unless their SAT scores is a 570 or higher for admission will not be allowed to enroll on the Reading and Writing and/or Math as a non-matriculated student at sections or their ACT score is a 23 in the Bloomfield College. English and/or Math sections which will opt them out of one or both tests. Transfer HEALTH SERVICES OFFICE– students who have not successfully com- REQUIRED IMMUNIZATION pleted the required English/Mathematics The State of New Jersey requires all courses at their prior institutions will be students enrolled in a program leading required to take the appropriate placement to a degree to submit proof of immunity test(s). Test scores will expire after 2 years. to measles, mumps and rubella (MMR) and Hepatitis B. Two doses of MMR and three doses of Hepatitis B or blood titers are necessary to document immunity. Students born before 1957 are exempt from the MMR requirement. All students must be vaccinated for Hepatitis B within nine months of attendance as a condition of continued attendance at Bloomfield College. ADMISSION 19

Medical Exemptions Resident Students A written statement submitted to the All health records are to be submitted to Health Services Office by a licensed the Health Services Office prior to moving physician indicating that the vaccine is in to campus housing. medically contraindicated for a specific In addition to the requirements listed, period of time and the reasons for the all students enrolling in a program leading medical contraindication, based upon to an academic degree, who reside in a valid medical reasons as determined campus residence, or campus sponsored by regulation of the Commissioner housing, must receive a meningococcal of Health and Senior Services. vaccination as a condition of attendance at Other Exemptions that institution. Exemptions may also include documented A negative Tuberculosis (Mantoux) test, no religious, philosophical or moral reasons. more than 6 months old, is also required. A general philosophical or moral objection Follow-up as recommended by the Center shall not be sufficient for an exemption on for Disease Control and a negative chest religious grounds. x-ray report must be submitted prior to moving in. 20 ADMISSION, TUITION, SCHOLARSHIPS & FINANCIAL AID

Tuition Rates

Bloomfield College is a private, non- This commitment is rooted in our profit, Presbyterian-related college. belief that all students should have Committed to affordability and trans- the opportunity to attend the institution parency we do not have additional that is right for them via access, afford- fees outside of tuition, room, board, ability, and excellence. and textbooks.

TUITION AND HOUSING RATES 2017-2018

TUITION Traditional Undergraduate Full-time Students (3-5 course units) $ 14,650 per semester Part-time Students (less than 3 course units) $ 3,670 per course Audit $ 1,735 per course SUMMER TUITION $ 1,600 per course ACCELERATED UNDERGRADUATE, AND GRADUATE Full and Part Time Students $ 1,910 per course Student Insurance Premium $ 575.50 per semester (All Full-Time Students) International Insurance Premium $ $156.65 per semester ROOM AND BOARD – Franklin Street $ 6,600 per semester ROOM AND BOARD – 225 Liberty $ 6,375 per semester ROOM AND BOARD – Clee, Schweitzer, Theme Houses, 23 Park Place $ 5,850 per semester

SPECIAL TUITION RATES Alumni Bloomfield Police, Fire and Bloomfield College graduates who return Emergency Personnel to take additional undergraduate courses • Offered tuition cost at 15% of and Bloomfield students who have full-time undergraduate tuition. completed graduation requirements are offered a 35% reduction in tuition. TUITION 21

OTHER COSTS

Admission Application Fee (one-time) 40 Deferred Payment Set-Up (per semester) 25 ID Card–Replacement (per occurrence) 10 Late Bill Clearance (per semester) 100 Lifelong Learning Assessment (per occurrence) 500 New Student Tuition Deposit-Commuter (one-time) 150 Applied to semester bill upon enrollment New Student Tuition Deposit-Resident (one-time) 250 Applied to semester bill upon enrollment Parking Permit-Commuter (annual) 107 Parking Permit-Resident (annual) 100 Room Insurance (Mandatory, Residents Only) (annual) TBA Summer Housing (No Meal Plan) (weekly) 100 Text Books (per semester) 625 Estimate. Visit Campus bookstore for more information. Transcript Request (by mail) 5 Transcripts Request (same day) 8

RESIDENCE FEE SCHEDULE OF PAYMENTS Double rooms are available for students on Tuition is charged per semester. campus. Resident students must engage All students are required to pay, and/or their rooms for a full academic semester submit evidence of financial aid and participate in one of the available meal arrangements to pay semester charges plans. Some single rooms are available at on or before the first day of classes. an additional $150 per semester. Fall/Spring semester accounts are to be Students who wish to reserve space in the cleared by posted settlement deadline or a residence halls must submit a $100 security $100 late fee will be charged. deposit prior to registration. This deposit The Office of Student Financial Services becomes a damage deposit upon occupan- accepts MasterCard, VISA, Discover and cy, refundable upon withdrawal or gradua- American Express. tion provided no damage has occurred and proper notice has been given to the In addition, a payment plan is offered. Director of Residential Education and Please contact the Office of Student Housing. Financial Services for more information. 22 ADMISSION, TUITION, SCHOLARSHIPS & FINANCIAL AID

STUDENT MEDICAL INSURANCE Three week intensive summer session All full-time students are charged an students who file written notice of with- amount to be determined per semester for drawal with the Registrar during the first medical insurance. Options will be com- two days of classes will receive 50% credit municated by the College and based on of tuition only. After the second day of the current regulatory requirements. Students three-week summer session, no adjustment who have their own insurance may waive is made if a student withdraws. this fee. Request for waivers must be In the event of withdrawal book-store received in the Office of Student Financial charges will be billed at 100%. Services by the start of the term. Student Any student asked to withdraw for Medical Insurance brochures and waiver disciplinary reasons will receive no form are available in the Office of Student adjustment of tuition or fees. Financial Services. The waiver form is also available at www.studentplanscenter.com, In the event of withdrawal from the select Bloomfield College/Forms/2016- College, the food service fee is prorated. 2017 Student Accident & Sickness waiver. The dormitory fee is not refundable in Complete the form and bring it to the any part after registration. Office of Student Financial Services. FINANCIAL OBLIGATION The waiver may also be submitted online Any unpaid balance constitutes a financial through WebAdvisor. obligation which students must meet in full before securing transcripts, diplomas TUITION ADJUSTMENT or recommendations. If a student files written notice of with- Bloomfield College reserves the right to drawal with the Registrar according to the withhold transcripts or diplomas for 10 schedule below, tuition for the fall, spring, business days from date of payment when or 14-week summer term will be credited payment is made by check. as follows, if all other obligations to the College have been discharged in full: Unpaid balances remaining 60 days During the first two weeks after the last official class could include 100% of tuition only collection agency and attorney fees. During the third week 50% of tuition only After the third week of the semester, no adjustment of tuition will be made. Seven week accelerated and summer session students who file written notices of withdrawal with the Registrar during the first week of classes will receive 50% credit of tuition only. After the first week of a session, no adjustment of tuition is made if a student withdraws. SCHOLARSHIPS & FINANCIAL AID 23

Scholarships & Financial Aid

HOW TO APPLY your Expected Family Contribution (EFC). Bloomfield College recognizes that many This is the amount of money you and/or families need assistance in meeting the cost your parents can be expected to contribute of a college education. While the College to your college costs. The EFC figure which expects that students and their parents will is calculated by the Federal Government contribute to the fullest extent of their takes the size of the family, number in ability from their income and assets, the college, parent and student income and financial aid programs administered by assets into consideration. Bloomfield College can provide financial Bloomfield College will then try to meet assistance to students who would be your need through a financial aid package unable to attend college without it. which can include a combination of grants, Students are encouraged to seek advice and/or scholarships, (do not have to be and assistance from the Student Financial repaid), loans (must be repaid), and Services Office whose staff can provide employment These awards that make up detailed information regarding federal, State the financial aid package come from and College financial aid programs. Federal, State and Institutional Resources. The Student Financial Services Office In order to receive aid from most is located in Knox Hall can be reached at programs, you must meet the following (973) 748-9000, Ext. 1212. criteria: The following are steps in applying for • Have financial need (not a criteria for scholarships and financial aid: some scholarships and some loans) 1. Apply for admission to Bloomfield Have a high school diploma College. The final decision regarding • your eligibility for financial aid will • Be working toward your first under- be made after you are accepted for graduate degree at Bloomfield College admission and your FAFSA application and be enrolled in an academic program is on file. that is approved by the federal govern- ment 2. File a Free Application for Federal Student Aid (FAFSA). Use the • Be a U.S. citizen or eligible noncitizen Bloomfield College federal code (not a criteria for all scholarships or number of 002597 when completing institutional work-study) the form online by accessing the • Have a valid Social Security number www.fafsa.ed.gov website. • Be registered with the Selective Service 3. Complete the State Grant Questionnaire (if applicable) with HESAA. Apply online at • Maintain satisfactory academic progress http//www.hesaa.org/Pages/NJGrants Home.aspx Both Direct and Indirect expenses, which comprise a student’s total Cost of HOW BLOOMFIELD COLLEGE Attendance (COA), are considered in DETERMINES ELIGIBILITY awarding loans. Jobs provide funds as they are earned and students usually The College makes every effort to assist apply for these funds to non-direct costs. needy students, to provide financial aid which approximates or equals demonstrat- After a student files the appropriate appli- ed financial need and attempts to provide cations, the data is reviewed and evaluated. a financial aid package which is sensitive Notice of results is sent to the applicant to the student’s circumstances. with additional instructions. These instruc- tions should be read and carefully followed Students are encouraged to apply by in order to ensure receipt of the award. November 15th in order to ensure a time- The amount of financial aid granted to any ly response based on availability of funds. student is based on the extent of need, Using the information you supply on the funds available and demonstrated FAFSA, the federal processor determines academic progress toward a degree. 24 ADMISSION, TUITION, SCHOLARSHIPS & FINANCIAL AID

Total aid–including scholarships, grants, Changes in financial circumstances often federal work-study, loans, and other educa- make it necessary to update and re-evalu- tional resources (such as tuition remission ate an aid application. Parents and students and veteran’s benefits–)cannot exceed the with altered family situations should notify total COA, whether the student aid was the Office of Student Financial Services administered through financial aid or some regarding such changes. other source. In cases where a student Financial aid is awarded annually and, receives funds from certain federal student- therefore, new applications must be com- aid programs, total financial aid may not pleted each year. Continuation of aid will be exceed his or her demonstrated financial based on documented financial need, aca- need. demic standing, and availability of funds. Tuition is charged per semester. All students are required to pay, and/ STANDARDS OF ACADEMIC or have financial aid arrangements to PROGRESS (SAP) pay semester charges on or before the Academic Progress is a requirement for all first day of classes. students receiving federal, state, or institu- Students that do not have satisfactory pay- tional aid. Specifically, financial aid recipi- ment arrangements and/or financial aid by ents must meet both a qualitative and a the clearance deadline, will be subject to a quantitative standard to maintain eligibili- $100 Late Fee. ty for financial aid. The qualitative measure is a cumulative Grade Point Average. Students are eligible for deferments based In addition to maintaining a certain on evidence of financial assistance (such cumulative grade point average, students as an application for a Federal Direct must successfully earn minimal numbers Student Loan). Financial aid is disbursed of degree credits for each term of each semester as a credit to the student’s attendance. See the Student Financial account. Services Webpage for more details.

Grade Qualitative Quantitative Maximum Level Measure Measure Amount Requirement Requirement of Course (CPGA) (Completion Unit Rate) Attempts

______Freshmen 1.7 66.67% 48 CU Sophomore ______Junior 2.0 66.67% 48 CU Senior

The completion rate is evaluated by adding the total number of attempted courses and dividing by the total number of completed courses. An attempted course is any course that is transcripted. Withdrawals and failures are considered an attempted course. ______Completed Courses Completion Rate= Attempted Courses

If a student fails to meet either the qualitative or quantitative measure of completion (or both), the student will be placed on Financial Aid Suspension. Once notified of Financial Aid Suspension, the student has the option to appeal the suspension. If the appeal is approved, the student’s place on Financial Aid Probation for one payment period/term. If at the end of the payment period/term, the students is still not meeting SAP, the student will again be placed on Financial Aid Suspension. The student will now be required to submit an Academic Plan. If a student chooses not to appeal, or the appeal is denied, the student may continue to attend academically but is ineligible to receive financial aid. Without an approved appeal, a student cannot regain Financial Aid eligibility until the standards of academic progress are met. SCHOLARSHIPS & FINANCIAL AID 25

FINANCIAL AID POLICIES • Students in their final semester needing • Students receiving financial aid must be fewer than three course units to com- making satisfactory academic progress plete degree requirements will be consid- according to the College’s policy and ered full-time students for state aid only. be matriculated in an eligible program (Note: Federal Student Aid Regulations of study. supersede this policy when determining • Students who are United States citizens eligibility for federal aid.) For additional (including U.S. nationals) or permanent information please call the Office of Stu- residents of the U.S. (possessing an alien dent Financial Services (973) 748-9000, registration, Form I-551) may be consid- Ext. 1212. ered for financial aid. Other individuals • Undergraduate students must be regis- who may be eligible for aid are those tered for a minimum of 1.5 course units possessing a conditional permanent in order to receive Financial Assistance resident (I-551C) or an I-94 Arrival- from federal sources. A student must be Departure Record (I-94) from the registered full-time (3.0 course units) in U.S. Immigration and Naturalization order to receive financial assistance Service showing any one of the through state and/or Bloomfield College following designations: “Refugee,” sources. or “Asylum Granted,” or “Indefinite Graduate matriculated students must Parole,” “Humanitarian Parole,” or • be registered for a minimum of 1 course “Cuban-Haitian Entrant.” Students on unit in order to receive Financial Assis- F1 or F2 student visa, or only a J1 or J2 tance from federal sources. exchange visitor visa, or a G series visa (pertaining to international organiza- VERIFICATION POLICIES tions) are, by definition, in this country on a temporary basis and are not eligible All students who are selected by the federal to receive any federal or State assistance. or State agency or the College for verifica- Documentation of permanent residency tion will be required to provide additional status may be required prior to the documentation which demonstrates the awarding of financial aid. accuracy of the data which was previously provided on a financial aid application. • Students must not owe refunds on a Students will be given approximately one Federal Pell Grant, a Federal Supple- month to provide the information once it mental Educational Opportunity Grant, is requested. Failure to complete the verifi- or a New Jersey Tuition Aid Grant in cation process may result in cancellation order to receive financial aid. of financial aid which has been awarded. • Students will not be eligible to receive For complete information on all financial financial assistance from any source aid programs, please call the Office of Stu- (federal, state and college) if they are dent Financial Services (973) 748-9000, in default on a student loan received Ext. 1212 or 1383. through any federal program (Federal Perkins Loan, Federal Direct Student FINANCIAL AID REFUND POLICY Loan, and/or Federal PLUS Loan). Bloomfield College will provide a fair and • Students awarded grants/scholarships equitable refund to all students who with- from Bloomfield College may not draw from school before the completion of receive total grants/scholarships from all an enrollment period for which they are sources (institutional, federal, state and charged. The federal government mandates external aid) in excess of the total cost that Bloomfield College perform the of attendance, and, if applicable, room appropriate refund calculation based on and board. the student’s registration and financial aid status at the time of withdrawal. Each formula is described as follows: 1. Students Not Receiving Funding from Any Source The tuition refund policy as described in the “Tuition” section of this catalog will apply. 26 ADMISSION, TUITION, SCHOLARSHIPS & FINANCIAL AID

2. Students Receiving Bloomfield College If you plan to withdraw from any of Funding Only (Grants, Scholarships your courses during an academic term, and/or Waivers) it is important that you contact the The tuition refund policy as described Office of Student Financial Services for in the “Tuition” section of this catalog advice regarding your financial aid. If will apply. The amount of Bloomfield you are not properly enrolled at the College funding retained by the student time the funds disburse, you could jeop- will be based on the same percentage as ardize receipt of particular types of aid. the institutional refund policy. (Exam- Withdrawing from courses may also ple: A student who is billed 80% of prevent you from making satisfactory tuition for the semester will receive 80% academic progress, which will affect of the Bloomfield your eligibility for future assistance. If College semester award). you want to withdraw from all your 3. Federal Financial Aid Recipients courses, it is imperative that you follow the withdrawal procedure with the Reg- Current federal regulations require that istrar to obtain an official withdrawal students who withdraw from classes date. before 60% of the semester has passed will be subject to the federal govern- 6. Treatment of Bloomfield College ment Return of Title IV Funds formula. Financial Aid for Total Withdrawal Bloomfield College is allowed to Adjustments to institutional financial retain only that portion of aid which aid follow Bloomfield College’s policy corresponds to the actual length of on refunds for tuition due to with- attendance in the enrollment period drawal. minus any of the student’s unpaid If you withdraw from all courses on scheduled cash payments. or before completing 60 percent of an Excess Federal Financial Aid Funds will academic term, your financial aid will be returned in the following order: be reviewed to determine whether funds Unsubsidized Federal Direct Student must be adjusted in accordance with Loan, Subsidized Federal Direct Student college, state, and federal policies gov- Loan, Federal Plus Loan, Federal Pell erning total withdrawals. Office of Grant, Federal Supplemental Education- Student Financial Services calculates al Opportunity Grant, other Title IV your refund of tuition for total with- programs, other federal sources of aid, drawals according to the college’s policy. state aid programs, private aid pro- The policies on treatment of financial aid grams, institutional aid, refund to the for total withdrawals, however, are specif- student. ic to each designated fund program and 4. State of New Jersey Grant(s) Recipients are applicable only if you were awarded that particular type of fund. If you were Refunds may be due to the State of awarded various types of financial aid, New Jersey when a student withdraws more than one policy may apply in or is terminated or drops to less than determining your revised aid eligibility. full-time status during the institu- tional refund period. Students may request an example of the refund calculations from the Office of Student Financial Services. 5. Financial Aid–Withdrawal from Bloomfield College If you fail to enroll or to begin atten- dance for the award period indicated on your financial aid award letter, the Office of Student Financial Services must cancel all financial aid that was offered to you. Upon your re-enroll- ment, you can request financial assis- tance again, but any assistance you receive will be based on the availability of funds at the time. SCHOLARSHIPS & FINANCIAL AID 27

FEDERAL PROGRAMS FEDERAL DIRECT LOAN PROGRAMS Federal Pell Grants Eligibility for a Pell Grant is based on the Federal Direct Loan Program Expected Family Contribution that is (Subsidized) calculated from the information provided This loan program enables students on the Free Application for Federal Student enrolled on at least a half-time basis to Aid (FAFSA). The Central Processor sends apply for loans up to $3,500 yearly for the student a Student Aid Report in students in the first year of study, $4,500 response to the submission of the FAFSA. The Expected Family Contribution is listed for the second year of study, and up on the Student Aid Report if the FAFSA to $5,500 for students in their third or was properly completed. A Federal Pell fourth year of study. Grant, unlike a loan, does not have to be All students applying for a Direct Student repaid. Pell Grants are restricted to student Loan must file the Free Application for pursuing their first undergraduate degree Federal Student Aid (FAFSA). Undergradu- and are prorated if a student is enrolled for ate students demonstrating financial need fewer than 12 credits each semester. are eligible for a federally subsidized loan A student may not receive a Pell Grant for the entire period of at least half-time from more than one college for the same study and throughout a six month grace period of time. Funding for the Pell Grant period. The loan matures six months after program is subject to congressional appro- a student ceases at least half-time study priations. Therefore, the range of specific and is repayable in minimum installments award amounts may change each academic of $50 monthly over a period of up to year. Beginning July 1, 2012, students ten (10) years. The annual interest rate are limited to 12 semesters of Pell Grant as of July 1, 2016 is fixed at 3.76% for eligibility during their lifetime. Undergraduate Students and 5.31% for Federal Supplemental Educational Graduate Students. Opportunity Grant (FSEOG) Students must use the loan money This federal program provides grants for authorized educational expenses at on the basis of need to undergraduate Bloomfield College for the time period students. Awards range from $100 to shown on the application. Authorized $4,000. Only students eligible to receive a expenses include: tuition, room, board, Federal Pell Grant will be considered for fees, books, supplies, equipment, the FSEOG award. Students who begin dependent child care, transportation their undergraduate studies at Bloomfield and/or commuting expenses. Loan College will be limited to eight semesters proceeds may not be used to purchase of eligibility; transfer students will be or lease an automobile. limited to four semesters of eligibility. By endorsing a Federal Direct Loan prom- Federal Work-Study Program issory note, the borrower is confirming This federal program provides employ- his/her agreement to repay the Federal ment opportunities to full-time students Direct Loan(s). Borrower dissatisfaction demonstrating financial need. Students with, or nonreceipt of, the educational who receive funding through this program services being offered by Bloomfield may be assigned jobs on campus or with a College does not excuse the borrower cooperating non-profit community-orient- from repayment of any loan made for ed agency. Work-study provides an oppor- enrollment at the institution. tunity for students to learn professional skills while working for financial assis- tance. Students earn funds as they work. Paychecks are issued every two weeks. Students interested in additional employ- ment programs should consult the Career Development section of this catalog. 28 ADMISSION, TUITION, SCHOLARSHIPS & FINANCIAL AID

Federal Direct Loan Program Federal Direct PLUS Loan Program (Unsubsidized) Federal Plus loans are available to parents Students who do not demonstrate finan- of dependent undergraduate students who cial need are eligible for an unsubsidized have a valid FAFSA on file, are enrolled Federal Direct Loan. This loan program at least half-time, and are maintaining enables students enrolled on at least a half- satisfactory academic progress. Parents time basis to apply to participating lending must be a U.S. Citizen or eligible non- institutions for loans up to $2,000 yearly. citizens. The interest rate is fixed at 6.31% Payment is due on interest only after as of July 1, 2016 and borrowers are the institution has received the first loan responsible for all interest on the loan. disbursement, unless the borrower has Please be advised that there is an origina- requested that the interest be capitalized. tion fee on these loans. Repayment general- Students begin repayment on principal ly begins 60 days after the second disburse- six months after a student ceases at least ment on this loan, however, principal and half-time study. The annual interest rate interest can now be deferred. Please be is fixed at 4.66%. The annual interest rate advised that these loans are subject to cred- as of July 1, 2016 is fixed at 3.76% for it approval. Undergraduate Students and 5.31% for Please visit our Plus Loan web link for Graduate Students. more information. Students must use the loan money for authorized educational expenses at Bloomfield College for the time period shown on the application. Authorized expenses include: tuition, room, board, fees, books, supplies, equipment, depend- ent child care, transportation and/or commuting expenses. Loan proceeds may not be used to purchase or lease an automobile. By endorsing a Federal Direct Loan prom- issory note, the borrower is confirming his/her agreement to repay the Federal Direct Loan(s). Borrower dissatisfaction with, or nonreceipt of, the educational services being offered by Bloomfield College does not excuse the borrower from repayment of any loan made for enrollment at the institution. SCHOLARSHIPS & FINANCIAL AID 29

STATE OF NEW JERSEY State Scholarships Not Based on Need PROGRAMS Grants Based on Need Edward J. Bloustein Distinguished Scholars Program New Jersey Tuition Aid Grant (TAG) Students demonstrating the highest level The Tuition Aid Grant is awarded to New of academic achievement based upon their Jersey residents of at least twelve (12) secondary school records and SAT scores consecutive months. The parent(s) of a will be selected for consideration by their dependent student must also be New Jersey high schools. The State of New Jersey will Residents for the prescribed period of time. offer a $1,000 Distinguished Scholar award In addition, recipients must be or intend to to New Jersey residents who intend to be enrolled as full-time undergraduates enroll at a New Jersey college or university and must demonstrate financial need. TAG as a full-time undergraduate student. awards are renewable annually and are set Additional information can be obtained by the state the summer prior to the new from the high school guidance office. academic year. Students are notified of their New Jersey World Trade Center award by the HESAA. You may receive the Scholarship award for nine (9) semesters if financial need is demonstrated. You must reapply to Recipients of this scholarship are the HESAA for funds each year by submitting a dependent children and surviving spouses Free Application for Federal Financial Aid of New Jersey residents who died as a (FAFSA) by April 15 for renewal students result of the terrorist attacks against the and September 15 for new students. In United States on September 11, 2001. addition to answering additional questions Student may attend an eligible post- by directly linking off the FAFSA or by visit- secondary school in New Jersey or may ing www.hesaa.org., you must be working also attend an out-of-state institution of towards your first undergraduate degree. higher learning. You must be a full time Educational Opportunity Fund (EOF) undergraduate student. Established by the New Jersey Legislature Urban Scholars in 1968, Educational Opportunity Fund Additional high achieving students Grants (EOF) are awarded to undergradu- attending public secondary schools in the ates from educationally disadvantaged State’s urban and economically distressed backgrounds who also demonstrate finan- areas (Type A and B school districts as cial need. Students and the parent(s) of defined by the New Jersey Department of dependent students must be residents of Education) may be selected as Edward J. New Jersey for twelve (12) consecutive Bloustein Distinguished Scholars under months prior to receiving this award funding provided through the Urban and maintain full-time attendance. The Scholars Program. Students who rank in application deadline is October 1 for the the top 10% of their class and have a academic year and March 1 for Spring grade point average of at least 3.0 (on a 4.0 only. or equivalent scale) at the end of their jun- A student is academically eligible if ior year are considered for Urban Scholar he/she exhibits evidence of the potential to awards. An Academic Index (AI) for each succeed in college, but does not demon- of these students is computed based on strate sufficient academic preparation to class ranking and grade point average, gain admission to an approved institution and offers are made to candidates with of higher education under its regular the highest AI. Each participating Type standards of admission (where applicable) A and B school receives a share of the and shall have standardized test scores total awards available based on class size. that are below the institutional norms. Scholarship offered under the Urban Financial eligibility for EOF is based on Scholars Program are valued at $1,000 the size of the student’s household and annually without regard to financial need. the total family income. 30 ADMISSION, TUITION, SCHOLARSHIPS & FINANCIAL AID

NJCLASS Loan Program Non-Need Based Aid for All Students New Jersey College Loans to Assist State Students (NJCLASS) is a loan program Family Scholarships intended for the middle-income families Family scholarships are awarded when of college undergraduate or graduate more than one family member is enrolled students. Under the program, a student, as a full-time traditional undergraduate parent, legal guardian, spouse, or relative student at Bloomfield College during the may borrow up to the student’s cost of same semester. education. NJCLASS Loan funds may be A family member is defined as someone used to pay for school-related expenses living in the same household with one (tuition, fees, books, supplies, room and of the following relationships: board, etc.) and should supplement other A. Siblings who are both dependent sources of financial aid. The program is students administered by the New Jersey Higher B. Parent/dependent child Education Assistance Authority (NJHEAA) C. Husband/wife which also acts as lender. D. Grandparent/grandchild To be eligible, family members must be BLOOMFIELD COLLEGE U.S. citizens or permanent residents. PROGRAMS After one family member is enrolled full- Institutional Need Based Aid time, each additional family member who for All Students enrolls full-time will be awarded a Family Scholarship after submitting a financial aid Bloomfield College Tuition application. The scholarship will be deter- Scholarships mined based on the amount of tuition the family is required to pay beyond the grants Bloomfield College Tuition scholarships for which the student is eligible. are awarded to full-time traditional under- The following percentages will be applied graduate students on the basis of financial to the tuition cost they are required need and financial aid packaging guidelines. to pay: These scholarships are awarded to offset the Second family member to enroll 50% increased costs of tuition and fees. Students Third family member to enroll 75% must have filed a FAFSA application and Fourth family member to enroll 100% be a U.S. citizen or eligible Non-citizen to Children of Alumni Scholarships be considered for these scholarships. Dependent children of Bloomfield College Bloomfield College Study Abroad alumni are awarded $500 scholarships Grants each year they are enrolled as full-time traditional undergraduate students Bloomfield College students who enroll pursuing their first undergraduate degree. in a study abroad program approved by The scholarship is awarded for up to four the College will be considered for a Study years (eight semesters). Awards will not Abroad Grant up to $1,000 for one semes- be given if the parent or the recipient are ter only. Students must have demonstrated in default on any student loan made by financial need and have utilized the maxi- the College or the federal government. mum eligibility under the Federal Direct Student Loan Program. No separate application is required. Eligible students should contact the Office of Student Financial Services to receive the award. SCHOLARSHIPS & FINANCIAL AID 31

BLOOMFIELD COLLEGE awards are presented. The Presidential PROGRAMS Scholar Awards are renewable for up to four years (eight semesters) of full-time Institutional Scholarships and Grants study at Bloomfield College. Recipients Not Based on Need must maintain a cumulative grade point average of 3.0 or better, show evidence of A scholarship in combination with other good citizenship in the Bloomfield College grants cannot exceed the cost of tuition community and demonstrate satisfactory at the College. progress toward the bachelor’s degree. Trustees Scholar Awards Transfer Scholarships Annual awards from $9,000–full tuition are Annual awards from $6,000–full tuition to available to students in the top quarter of full-time traditional undergraduate trans- their high school class with a minimum fer students from two-year colleges who high school grade point average of 3.6, 980 present a grade point average of at least 2.5. SAT scores, College Prep Curriculum 4 + Students must be admitted to the College. AP and/or Honor courses. Students must Renewal of the scholarship (maximum of be admitted to Bloomfield College as full- six semesters of full-time study) requires a time traditional undergraduate freshmen. minimum 3.0 grade point average. Stu- Bloomfield College continues to consider dents with a previous bachelor’s degree are only the Reading and Writing and Math not eligible. Candidates are not required to sections of the SAT and/or ACT. Students demonstrate financial need; however, they for admission decisions must be U.S. citi- are required to file the Free Application for zens or permanent residents of the United Federal Student Aid (FAFSA) before States. Candidates are not required to awards are presented. demonstrate financial need; however, they are required to file the Free Application for Phi Theta Kappa Transfer Federal Student Aid (FAFSA) before the Scholarships awards are presented. The Trustee Scholar Annual awards of up to full tuition are Awards are renewable for up to four years available to traditional undergraduate (eight semesters) of full-time study at transfer students from two-year colleges Bloomfield College. Recipients must who present a grade point average of at maintain a cumulative grade point least 3.5 and are members of Phi Theta average of 3.0 or better, show evidence of Kappa, the international honor society of good citizenship in the Bloomfield College the two-year colleges. community and demonstrate satisfactory Students must have earned an Associate progress toward the bachelor’s degree. in Arts or Associate in Science degree and Presidential Scholar Awards must be admitted to Bloomfield College and enrolled immediately following receipt Annual awards from $7,000–full tuition of their degree from the two-year college. are available to students in the top third of their high school class with a minimum Renewal of the scholarship (maximum of high school grade point average of 3.0, SAT six semesters of full-time study) requires score of 980 or higher, College Prep Cur- a minimum 3.0 grade point average. riculum 2 + Honor or AP. Students must Part-time students and students with a have been admitted to Bloomfield College previous bachelor’s degree are not eligible. as full-time traditional undergraduate Candidates are not required to demon- freshmen and must be U.S. citizens or strate financial need; however, they are permanent residents of the United States. required to file the Free Application for Candidates are not required to demon- Federal Student Aid (FAFSA) before the strate financial need; however, they are awards are presented. required to file the Free Application for Federal Student Aid (FAFSA) before the 32 ADMISSION, TUITION, SCHOLARSHIPS & FINANCIAL AID

Cicely Tyson School of Fine and Bloomfield College Campus Animation Performing Arts Scholarships at the East Orange Campus High In recognition of Cicely Tyson School’s School Scholarships outstanding contribution to education In recognition of East Orange Campus in the arts and its collaboration with High School’s outstanding contribution to Bloomfield College’s Creative Arts and education in the arts and its collaboration Technology Program, the College has with Bloomfield College’s Creative Arts established the Bloomfield College-Cicely and Technology Program, the College has Tyson School of Performing and Fine established the Bloomfield College East Arts Scholarship (CTSPFA). Up to two Orange Campus High School’s (EOCHS) scholarships shall be awarded each year Scholarship. Up to two scholarships shall to CTSPFA graduates who enroll as full- be awarded each year to EOCHS graduates time traditional undergraduate freshmen who complete the joint BC/EOCHS ani- at Bloomfield College. The scholarship mation program and enroll as full-time shall cover up to 50% of annual tuition. traditional undergraduate freshmen at Candidates for the scholarship must have a Bloomfield College. The scholarship shall minimum 3.0 grade point average and a SAT cover up to 50% of annual tuition. of 950 or higher to qualify. They must be Candidates for the scholarship must have admitted to Bloomfield College and be nom- a minimum grade point average of 3.0 and a inated by the High School. The Bloomfield minimum SAT of 950 to qualify. They must College scholarship committee shall select be admitted to Bloomfield College and the recipients based on academic records, be nominated by the High School. The standardized test scores, recommendations Bloomfield College scholarship committee from Cicely Tyson School faculty and shall select the recipients based on administrators, and an interview with the academic records, standardized test scores, scholarship committee. Artistic talent and recommendations from EOCHS achievement, motivation, and industry will faculty and administrators, and an interview also be considered in the selection process. with the scholarship committee. Artistic Candidates are not required to demon- talent and achievement, motivation, and strate financial need; however they are industry will also be considered in the required to file the Free Application for selection process. Federal Student Aid (FAFSA) before the Candidates are not required to demonstrate scholarships are awarded, if they are U.S. financial need; however they are required to citizens or permanent residents of the U.S. file the Free Application for Federal Student The scholarship is renewable for a Aid (FAFSA) before the scholarships are maximum of four years of full-time awarded if they are U.S. citizens or perma- study; renewal of the scholarship requires nent residents of the U.S. The scholarship is recipients to maintain a grade point aver- renewable for a maximum of four years of age of 3.0. full-time study; renewal of the scholarship requires recipients to maintain a GPA of 3.0. SCHOLARSHIPS & FINANCIAL AID 33

Bloomfield High School Scholarship Candidates are not required to demon- Bloomfield College will award scholarships strate financial need; however, they are to Bloomfield High School graduates based required to file the Free Application for on academic achievement once they are Federal Student Aid (FAFSA) before the admitted to the College. Awards are renew- scholarships are awarded if they are able for four years and are not based on U.S. citizens or permanent residents financial need. Three criteria are consid- of the U.S. ered in determining the amount of the The Scholarship is renewable for a award: combined SAT score, high school maximum of four-years of full-time grade point average, and rank in class. Full study; renewal of the Scholarship requires tuition scholarships will be awarded up to recipients to maintain a grade point a maximum of five students per class. average of 3.0. Award Amounts: Bloomfield College Athletic Full Tuition and Books— Scholarships • SAT scores: 1270+ Athletic Scholarships in both men’s • High School grade point average: and women’s sports are awarded by the 90 (3.5) Director of Student Financial Services, • Rank in class: top fifth based on recommendations made by the Athletic Department to students admitted Full Tuition— to Bloomfield College. • SAT scores: 1100-1260 • High School grade point average: Athletic Scholarships awarded to students 90 (3.5) cannot exceed the total cost of tuition, • Rank in class: top fifth fees, and room and board, if applicable. Scholarships are renewable on an annual $4,500— basis for up to four(4) years of undergrad- • SAT scores: 990-1090 uate study at Bloomfield College. • High School grade point average: To apply, contact the Director of Athletics. 85 (3.0) • Rank in class: top third $2,500— • SAT scores: 910-980 • High School grade point average: 80 (2.7 or 2.8) • Rank in class: top half 34 ADMISSION, TUITION, SCHOLARSHIPS & FINANCIAL AID

BLOOMFIELD COLLEGE Bloomfield College mission. Applications PROGRAMS will be available in the Office of Residential Life, the Office of the Dean of Students, Merit Scholarships for the Academic Advising Office and the Continuing Students Office of the Vice President for Academic Affairs during the spring semester. Bloomfield College President’s The deadline date is usually in early May. Scholarship The Bloomfield College President’s Scholarship is awarded to outstanding Restricted and Endowed Scholarships students in the areas of social and behav- Based on Financial Need and/or ioral sciences, excluding physical educa- Academic Merit tion. Awards will be based on academic achievement and potential for growth. These scholarships are assigned by the The number and amounts of awards are Office of Student Financial Services determined annually by the President according to the scholarship stipulations of the College in consultation with the established by the donor. Division of Social and Behavioral Sciences. The donors of several scholarship funds Deans’ Scholarship have placed restrictions as to residence, This award recognizes academic excellence place of birth, and other qualifications of and service. To be eligible, a student must applicants. have a minimum cumulative grade point Applicants who meet the qualifications in average of 3.8, have achieved at least soph- addition to College scholarship requirements omore status, be enrolled full-time in will be considered for scholarships from the traditional undergraduate program these funds. All financial aid applicants are and have demonstrated service in an considered for restricted scholarships. area of appropriate need, be it to family, However, those receiving need-based aid community or College. are subject to the College’s financial aid Academically eligible students are contact- packaging policy as well as regulations ed in January and invited to apply for governing the awarding of federal and state the scholarship which, if granted, will be programs. Therefore, receipt of a restricted credited to the following academic year scholarship may result in the reduction tuition. Students who believe they are of previously awarded aid. Awarding of eligible, but have not received an applica- restricted scholarships is based on the tion package by the end of January, availability of funds. should contact the Special Assistant to Joseph Alexander Foundation the Vice President of Student Affairs. Scholarship Division Scholarships Funds are given to students with financial Each academic division offers scholarships need based on academic performance. to students. The selection of the scholar- Elizabeth J. Ballard Annual ship recipients is based on both academic Scholarship merit and financial need. The candidates Scholarships are awarded to full-time are required to file the Free Application for junior and senior students based on Federal Students Aid (FAFSA) before the financial need and a minimum GPA of scholarship is awarded. Students must be 3.0. Qualified students must be natives of U.S. citizens or permanent residents of the Newark, NJ. United States. These scholarships are eligible for renewal (for a maximum of C.R. Bard Scholarship four years or eight semesters) at the This annual scholarship will be awarded to discretion of the academic division. freshman, sophomore, junior and senior Residence Life Scholarship students majoring in nursing, biology, chemistry, clinical laboratory science, allied All Bloomfield College resident students health technologies or pre-chiropractic who are of sophomore status or better and studies. The C.R. Bard Foundation Schol- who have achieved a grade point average of arship is based on financial need and aca- at least 3.00 are invited to apply. Applicants demic merit.Students must maintain a must have a history of good citizenship, minimum GPA of 3.0. a record of service in the community, and demonstrate a strong commitment to the SCHOLARSHIPS & FINANCIAL AID 35

Jacqueline M. Bartley and Margaux ship capacity and financial need. The Jade Oxle Annual Scholarship Fund Office of Student Financial Services, in Scholarships are awarded to full-time cooperation with the Dean of Students, undergraduate students involved in at least will select recipients based on both two student organizations/community financial need and merit. Award amounts service activities based on financial need are determined annually. and academic merit. Carle C. Conway Scholarship Katherine and K. Roald Bergethon The Carle C. Conway Scholarship Founda- Financial Aid Fund tion and the Continental Can Company, Inc. endowed this scholarship to be Funds from this program will be made awarded on the basis of financial need available to worthy students based on and academic merit. Students must have financial need and academic promise. a minimum GPA of 3.0 Bestfoods Educational Foundation Alice Marilyn Cross Scholarship for Endowed Scholarship Psychology Students Funds are awarded to full-time sophomores, The scholarship was established by Walter juniors and seniors with a minimum GPA Phillips ’81 in memory of his wife. Funds of 3.0, based on financial need. from the endowment will provide scholar- Bloomfield College Alumni ship assistance to a junior or senior psy- Association Annual Scholarship Fund chology major who is in good academic standing and in need of financial aid. Scholarships are awarded to full-time undergraduate students with a minimum Dendrite Endowed Scholarship GPA of 2.6. Preference will be given to This scholarship, which is awarded based direct descendants of Bloomfield College on merit and need, will assist promising, alumni. at-risk students majoring in Computer S. Jervis Brinton and Endowed Information Systems. Applicants must Scholarships have a minimum 3.0 grade point average. Scholarships are awarded to full-time Dr. Ernst Derendinger Scholarship undergraduate students based on financial Funds from the Derendinger estate provide need and academic merit. Scholarship scholarships for juniors and seniors who recipients must have been selected as a have proficiency in the use of at least one Portrait of Excellence honoree within the foreign language and who have a majority last twelve months and actively involved in of A’s in the subjects carried in the preced- community service. ing scholastic year. Scholarship recipients Katherene E. Carretta Endowed must be Creative Arts and Technology Nursing Scholarship majors. Funds given annually to students in the Nurs- Drinker Biddle and Reath/Bernard ing Program, based on financial need and/or M. Shanley Endowed Scholarship grade point average. This endowed scholarship is awarded to John L. Carey Scholarship full-time and part-time students from the Scholarships are awarded to students major- freshman, sophomore, junior and senior ing in English, based on academic promise. class. Selection is based on academic merit. Raymond and Theresa Castro Susan and Thomas Dunn/TEAM Annual Scholarship Schools Alumni Annual Scholarship Scholarships are awarded to full-time under- Scholarships are awarded to full-time graduate Social and Behavioral Science majors undergraduates who are alumni of TEAM based on financial need, academic merit schools based on financial need and aca- and community service. Recipients must demic merit. have completed at least 50 hours of communi- Josean Fernandez ’06 ty service over the past 12 months with Annual Scholarship documentation. Scholarships are awarded to full-time first Lester H. Clee Scholarship generation Hispanic undergraduate finance The purpose of the Clee Scholarship is students based on financial need and aca- to provide awards to students who have demic merit. demonstrated academic promise, leader- 36 ADMISSION, TUITION, SCHOLARSHIPS & FINANCIAL AID

Dorothea B. Frank (Hon. ’11) Finance and enrolled in the Honors Annual and Endowed Scholarships Program with preference given to Scholarships are awarded to full-time those on the Bloomfield College undergraduate students majoring in Eng- Fed Challenge Team. lish with a concentration in writing and/or Maureen Grant Endowed minor in creative writing and based on Scholarship financial need and academic merit as This scholarship, established to honor determined by the Program Administrator. Maureen C. Grant, the former Vice Ambrose and Ida Frederickson President for Academic Affairs, will assist Foundation Scholarship students in the Bloomfield College Awards are given to freshmen and first year Honors Program who wish to study transfer students with a minimum 2.7 abroad. Applicants must have a min- grade point average; based on academic imum 3.3 grade point average, and must merit and financial need. have achieved sophomore standing. Clarence Fuller Endowed Scholarship William Randolph Hearst The Clarence Fuller Endowed Scholarship Endowed Scholarship is awarded to full-time undergraduate The William Randolph Hearst Foundation students based on financial need and established this endowed scholarship to academic merit. Preference will be given assist students based on financial need and to students enrolled in the Study Abroad academic merit. Preference will be given to Program. students who intend to reside in the United States upon completion of their studies at Lucy C. Galioto Scholarship Bloomfield College. This award is given to an upperclass student who has demonstrated leadership abilities Cyrus H. Holley Scholarship at the College or in the community. Scholarships are provided to full-time Preference is given to residents of the town students who demonstrate academic prom- of Bloomfield. ise but whose financial circumstances would prevent continuation in their Paul Genega Endowed Scholarship degree program. A grade point average in Creative Writing of 3.0 or higher is required. This scholarship is awarded to one under- Angelina and Salvatore Iannelli graduate English/writhing major or a creative writing minor based on financial Endowment need and academic merit. An annual scholarship will be awarded from the Iannelli to assist a Gilmore Family Scholarship Bloomfield College full-time or part-time The Gilmore Family Scholarship provides student with a minimum GPA of 2.5. annual scholarships to Bloomfield College Preference will be given to a returning students. “Gilmore Scholars” will be mature woman majoring in business or nominated by a member of the Science sociology. The award will be based on and/or related field faculty. Recipients financial need and academic merit. will be chosen on the basis of academic Alfred and Rosemary Iversen performance, potential for contribution to the betterment of society through science, Freshman Scholarship and financial need. The Alfred and Rosemary Iversen Freshman Scholarship is awarded to an Glasser Family Scholarship Fund incoming full-time undergraduate In Honor of Esther and Melvin freshman student based on financial Glasser need and academic merit. Mr. and Mrs. Stephen A. Glasser and Mrs. Alfred and Rosemary Iversen Study Esther Glasser established this scholarship to assist students on the basis of merit Abroad Scholarship and need. The Alfred and Rosemary Iversen Study Abroad Scholarship is awarded to a full- Grandy Endowed Scholarship time undergraduate student who wishes Scholarships are awarded to full-time to study abroad and is based on financial undergraduate students majoring in need and academic merit. SCHOLARSHIPS & FINANCIAL AID 37

Investors Bank Endowed Scholarship C.E. Lummus-William P. Orr Fund in Memory of Patrick Grant Scholarship Scholarships are awarded to full-time Scholarships will be awarded to outstand- undergraduate students based on financial ing students in the field of business and need and academic merit with preference science and/or students involved in inter- given to Accounting majors. national education on the basis of academ- Scott H. Kaplan ’02 Endowed ic performance, campus leadership and future promise. The President of the Scholarship College or his designee shall determine Established by Ellen and Marc Kaplan, this the number and amount of the awards. scholarship provides critical support to deserving Bloomfield College students in Martin and Toni McKerrow memory of their son, Scott H. Kaplan, a 2002 Endowed Scholarship Bloomfield College graduate. Preference is The Martin and Toni McKerrow Endowed given to physically challenged Creative Arts Scholarship will be awarded to part-time and Technology/graphic arts majors of or full-time undergraduate students based sophomore, junior or senior standing who on financial need and academic merit. have a minimum 3.2 grade point average. Preference will be given to Liberal Scholarship awards are based on merit Arts majors. and need. William Kerr McKinney Dr. Martin Kellman Memorial Scholarship Scholarship Funds from the estate of Margaret G. The Kellman Scholarship is awarded to McKinney provide scholarships in memory students who have successfully completed of her late husband, the former Pastor of the Kellman Course in Humanities and Westfield Presbyterian Church. who choose to enroll in Bloomfield Richard C. Larsen ’66 Endowed College. Scholarship Devra and Jeffrey Karger Annual Scholarships are awarded to full-time Scholarship Fund undergraduate students enrolled in business Scholarships are awarded to full-time administration based on financial need and education majors based on financial need academic merit. and academic merit. Dr. Maryann Mercer ’69 Annual Gertrude and Raymond Levao Scholarship Endowed Scholarship Scholarships are awarded to full-time Scholarships are awarded to full-time undergraduate math majors with a juniors or seniors studying piano or minimum GPA of 3.0 based on financial keyboard arts and is based on financial need and academic merit. need and academic merit. P. Henry Mueller Scholarship Ronald Levao and Susan Wolfson P. Henry Mueller, a trustee emeritus of the Endowed Scholarship College, has made a scholarship available Scholarships are awarded to full-time to a deserving student on the basis of sophomore, junior or senior students academic achievement and financial need. with a minor in Creative Writing based on Dr. Kurt Munchheimer Endowed financial need and academic merit. Scholarship William Limmer Scholarship Scholarships are awarded to full-time William Limmer Scholarships are awarded undergraduate students who were born to residents of the City of Passaic to aid outside of the United States based on and encourage young people of promise financial need and academic merit. in obtaining a formal education. Eleanor G. Nensteil ’34 Endowed Nursing Scholarship This scholarship is awarded to freshman, sophomore, junior and senior nursing majors. Preference will be given to single mothers. 38 ADMISSION, TUITION, SCHOLARSHIPS & FINANCIAL AID

Charlotte W. Newcombe Foundation who reside in Essex County. Students must Annual Scholarship and have a minimum GPA of 3.0 and demon- Charlotte W. Newcombe Endowed strate financial need and academic merit. Scholarship Presbyterian Nursing Alumnae Both the annual and endowed scholarship Scholarship funds are awarded to full-time or part-time Funded through contributions by gradu- junior or senior mature women (age 25 ates of the Presbyterian Hospital School and over). Candidates must complete the of Nursing and the Presbyterian Division Charlotte W. Newcombe Scholarship appli- of Nursing at Bloomfield College, these cation and possess a 2.5 GPA at the time of scholarships are awarded to nursing application. Students must demonstrate students who demonstrate high academic financial need and have completed at least performance and financial need. 60 credit hours towards an intended bach- elor's degree by the start of the semester in Alice W. Price Endowed which the scholarship is awarded. Scholarship Award This scholarship award is given to a John F. Noonan Endowed student who demonstrates improvement Scholarship and excellence in written and oral An eligible student for this scholarship communication. must show demonstrated financial need; be a full- or part-time sophomore, junior Provident Bank Foundation or senior with a minimum 2.8 grade Endowed Scholarship point average. Students selected as Provident Bank Founda- tion Scholars will be business and accounting William A. Olson Scholarship majors with a minimum GPA of 3.0 Scholarships have been established for students in the teacher education pro- PSEG Endowed Honors Scholarship gram. Awards will be given to juniors Scholarships are awarded to full-time and seniors with a minimum GPA of undergraduate sophomore, junior or 3.0 and are based on financial need and senior students enrolled in the Division of academic merit. Natural Science and Mathematics and Mabel E. Pennick ’95 in the Honors Program. Annual Scholarship Fund Rath Family Scholarship Scholarships are awarded to full-time The Rath Family Endowment provides sophomore, junior and senior students scholarships of $500 per year to junior based on financial need, academic merit and senior nursing students who are and community service. Recipients must in good academic standing and who have completed at least 100 hours of com- are in need of financial aid. munity service over the past 10 months; Glenn M. and Marilyn B. Reiter have a minimum cumulative GPA of 2.3; Endowed Scholarship Fund have submitted the scholarship application, two letters of recommendation in support Scholarships are awarded to full-time of community service activities, and a one- undergraduate students based on financial page essay on community service and citi- need and academic merit. zenship. Max Roach (H’93) Endowed Dr. Maxwell Platt Fund Scholarship Mildred ’88 and Max Platt established this This scholarship was endowed to honor fund to assist handicapped and physically legendary percussionist/composer and impaired students at Bloomfield College Bloomfield College friend Max Roach. who demonstrate financial need. Awards are to assist motivated students on the basis of merit and need. Students Presbyterian Church of Upper must have a minimum grade point Montclair Annual Scholarship average of 2.5. Annual scholarships will be awarded to students with funds provided by the Presbyterian Church of Upper Montclair. Preference will be given to single parents SCHOLARSHIPS & FINANCIAL AID 39

Donald A. Ross ’52 Annual Renee ’82 and Ralph Selitto Annual Athletic Scholarship and Endowed Scholarships Scholarship recipients will be chosen Scholarships are awarded to full-time stu- based on financial need and academic dents in the accounting master’s program performance. Recipients can be full-time or their junior or senior year of accounting or part-time students from the freshman, undergraduate program. Recipients must sophomore, junior and senior classes. have a minimum 3.5 GPA and financial This academic scholarship will be available need is to be taken into consideration for to all students who meet the criteria, those that meet the GPA requirement. with 75% distributed to student who have Mern Shafman Memorial Nursing a GPA of 3.0 or higher, and 25% to students with a GPA between 2.5 and 3.0. Scholarship A $500 scholarship will be awarded to Donald A. Ross ’52 Endowed a junior nursing major who is in good Scholarship academic standing and has financial need. Scholarship recipients will be chosen based The scholarship is renewable during on financial need and academic perform- the senior year, provided the recipient ance. The Fund is intended to support continues to make normal progress student-athletes and veterans. toward a degree. Alfred E. Rowe Scholarship Karen Elizabeth Stager The estate of Alfred E. Rowe has estab- Upper Class Emergency Fund lished scholarships for graduating nursing Funds are given to sophomore, junior and students who have demonstrated the senior students in good academic standing; highest achievement in academics and based on financial need. community service. Dr. Bobby Short (H’90) Scholarship Sarah, Earl and Donald Ryan Scholarships are provided to full and part- Memorial Scholarship time students who demonstrate academic This memorial scholarship awards students promise and have financial need. based on merit and need. Arthur A. Simon Endowment Alice Ann Sayler and The estate of Arthur A. Simon endowed Frank V. Zaccaria Pre-Chiropractic this scholarship to provide support to Endowed Scholarship full- or part-time students based upon Scholarships are awarded to part-time or academic performance and potential. full-time pre-chiropractic students with a Scholarships may be awarded to incoming minimum GPA of 2.75 and have completed a freshmen, who in the judgment of the minimum of two science classes required for Dean of Admission indicate academic the pre-chiropractic major. promise. Elena J. Scambio Annual Scholarship John B. Skowronski ’91 The Elena J. Scambio Scholarship is Annual Scholarship awarded to full-time undergraduate Scholarships are awarded to full time jun- students based on financial need and ior, senior or masters in accounting majors academic merit. Preference will be given to with a Bloomfield College undergraduate education majors during the semesters in degree based on financial need and aca- which they are student teaching. demic merit. Schering-Plough Scholarship Dorothy A. Snyder Nursing The Schering-Plough Corporation has Endowment Scholarship established scholarships for minority Income from the fund, established by students majoring in nursing and the bequest by the husband of Dorothy A. health sciences. Snyder, is awarded each year to a junior or senior nursing major with high academic performance and demon- strated financial need. 40 ADMISSION, TUITION, SCHOLARSHIPS & FINANCIAL AID

St. John’s Episcopal Church Robert V. Van Fossan Scholarship Scholarship This scholarship benefits a student who This scholarship was established to assist exemplifies the values of the late Robert single parents who wish to earn a degree, V. Van Fossan, a fervent champion of on the basis of need and merit. Montclair civic leadership and community service. residents are preferred, but awards may The scholarship will go to a student who, be extended to residents of other areas because of unusual circumstances, is in Essex County. ineligible for financial aid according to standard guidelines but who still has a Walter and Louise Sutcliffe significant need for financial support and Foundation Nursing Scholarship demonstrates academic achievements Scholarships are awarded to students and service to the community. majoring in Nursing and based on finan- cial need and academic performance. Edward and Stella Van Houten Memorial Nursing Scholarship Adebola A. Taiwo ’09 Annual Scholarships are awarded to students Scholarship majoring in Nursing and based on finan- This scholarship is awarded to a full-time cial need and academic performance. junior or senior accounting major with the highest GPA in accounting. Joel M. Weiner ’66 Annual Honors Program Scholarship H. Seely and Anne Thomas Endowed Scholarships are awarded to full-time Scholarship Fund undergraduate students enrolled in the Scholarships are awarded to full-time Honors Program. undergraduate majors with a concentration Joel M. Weiner ’66 Annual in Journalism based on financial need and Scholarship academic merit. Scholarships are awarded to full-time Sandra and Monroe Trout undergraduate students based on Scholarship financial need and academic merit. Scholarships are awarded to junior and Westminster Foundation Annual senior disadvantaged students based on financial need. Scholarship Scholarships are awarded to full-time Board of Trustees Scholarship students based on financial need and The Board of Trustees Scholarship is academic achievement with preference awarded annually to one or more students given to religion majors. who exemplify high standards of leader- ship and academic quality. Full-time Phyllis S. and Wayne A. Witte students who have completed their fresh- Annual and Endowed Scholarships man year are eligible for consideration. Scholarships are awarded to part-time or full-time undergraduate students majoring Alan Turtletaub Endowed in education during the semester in which Scholarship s/he is engaged in college-sponsored This scholarship was endowed to assist student-teaching. Preference will be given students on the basis of merit and need. to students who are student-teaching or Students must have a minimum grade intend to pursue a teaching career point average of 2.5 to qualify. in districts that are currently or were Union County Endowed formally designated as Abbott. Scholarship The scholarship has been established to provide assistance to financially needy stu- dents who are Union County residents. SCHOLARSHIPS & FINANCIAL AID 41

OTHER SCHOLARSHIPS AND PROGRAMS OFFERED OUTSIDE FINANCIAL AID BLOOMFIELD COLLEGE ______Programs Offered Through National Presbyterian College the Independent College Fund of Scholarships New Jersey For superior young people preparing to enter The Independent College Fund of New full-time as incoming freshmen at one of the Jersey (ICFNJ) administers a variety of participating colleges related to the Presbyte- scholarships funded by various founda- rian Church (U.S.A.). Applicants must be tions and available to Bloomfield College high school seniors, U.S. citizens or perma- students. The Office of Student Financial nent residents, received by the Session of a Services will identify potential candidates Presbyterian Church (U.S.A.) and take the for each scholarship and contact those stu- SAT/ACT no later than November 30th of dents regarding the application process. their senior year in high school. Additional The deadline for all the applications is qualifications are listed in the application March 31 prior to the start of school form, which is available after September 1st. in September. Range of Awards: $500 to $1,400 per academ- UPS Scholarship ic year depending on need and available funds. Awards are renewable. Deadline for fil- UPS Employees are eligible for a 25% ing application is December 1 of a student’s tuition discount on all courses and programs. senior year in high school. For information Interested students should contact their HR or forms, call (502) 569-5776 or write: representative at UPS. Presbyterian Church (U.S.A.) Pfizer/Pharmacia Scholarship Office of Financial Aid for Studies This scholarship is available for disadvan- 100 Witherspoon Street taged minority students with an interest Louisville, KY 40202-1396 in science, based on academic merit and Presbyterian Church (U.S.A.) financial need. Student Opportunity Scholarships BD Scholarship Designed to assist racial/ethnic undergradu- BD Scholarship is awarded to students ate students (Asian, Black, Hispanic, Native majoring in the fields of science, healthcare American) finance their undergraduate and nursing– based on academic merit education. Applicant must be a member of and financial need. the Presbyterian Church (U.S.A.), a U.S. Coca-Cola Foundation citizen or permanent resident of the U.S.; First Generation Scholarship must be a high school senior who will be entering college full time as an incoming This is a scholarship for students with freshman and must apply to the college for a minimum 3.0 grade point average who financial aid. Applications are available after demonstrate involvement and leadership January 1st and must be submitted by April in campus and community activities. 1st of student’s senior year in high school. Range of Awards: $100 to $1,400 per aca- demic year depending upon demonstrated need and available funds. Applicants accept- ed on a first-come, first-served basis. Renewal of award during student’s under- graduate years is possible depending on continuing financial need and satisfactory academic progress. For information or forms, call (502) 569-5776 or write: Presbyterian Church (U.S.A.) Office of Financial Aid for Studies 100 Witherspoon Street Louisville, KY 40202-1396 42 AWARDS

Awards

William P. and Bloomfield College Award in Carolyn A. Anderson Fund Government and International Dr. William P. Anderson, ’61, established Studies this award for the graduating class The Political Science Department selects salutatorian. a graduating senior who has demonstrated Bloomfield College Educational outstanding excellence in scholarship Opportunity Fund Awards and character in Political Science. EOF students are recognized each spring Bloomfield College Award in for their leadership abilities, academic Sociology excellence and community service. The graduating Sociology major who Bloomfield College Freshman demonstrates excellence in scholarship, Achievement Award character and commitment to social justice is presented this award in the spring. A freshman is selected each spring to receive this award which is based on Bloomfield College Leadership and academic achievement, and demonstrated Service Award leadership. Faculty, staff and administration nominate Bloomfield College Award in students for this award which is presented Psychology to those students who have made an outstanding contribution to the College This award is given in the spring to a and/or Community by participating graduating Psychology major on the basis in activities or service programs and of excellence in scholarship and character. who have a minimum GPA of 2.8. The nominees’ names are reviewed by the Service Selection Committee and the Office of Student Affairs. AWARDS 43

Bloomfield College Scholar Joyce Carol Oates Award Athlete Award for Outstanding Work in The Department of Athletics selects a Creative Writing student athlete who has maintained Awarded to a senior English major who academic and athletic excellence to receive demonstrates extraordinary promise in this honor during the spring semester. fiction, poetry, play writing, or creative Charles Gross Award for Outstanding non-fiction. The chairperson of the Work in Science Division of Humanities will make the selection based on the recommendation Awarded to a senior natural sciences major of the creative writing faculty. who has demonstrated extraordinary promise through their work in their disci- Albert E. Roberts, Jr. pline. The chairperson for the Division of Memorial Award Natural Science and Mathematics will This award is presented at the Spring make the selection based upon the recom- Awards Ceremony to a graduating mendation of the division faculty. senior, preferably of minority background, Excellence in Science Award who has a grade point average of 3.0 or better and has displayed leadership The Science Department selects an and involvement in campus life. outstanding senior in Science to receive this highest honor each spring. Student Organization Award George E. Jones Creative Writing This award is presented to the Student Organization that has demonstrated Award excellence in leadership and service This award is presented each year in to the Bloomfield College community. the spring in memory of Professor The selection is made through the George E. Jones, who died in 1981, Office of Co-curricular Programming for the best three poems and short and is presented in the spring. stories submitted by students. Martha and Irving Weinberg Award Ella Handen Humanities Award A prize of will be awarded in the spring The Ella Handen Humanities Award semester to a CAT major who presents a was established to honor the memory senior project that meets the highest pro- of a distinguished Bloomfield College fessional standards. Projects will be judged Professor and is awarded annually to full- on creativity, daring, originality, and tech- time students majoring in Humanities. nical and aesthetic merit. Recipients must be a junior or senior Who’s Who Among Students and have attained a grade point average in American Universities of 3.0 or higher. and Colleges New Jersey Institute of Chemists This honor is awarded yearly to juniors Award and seniors who have demonstrated outstanding scholarship ability, participa- The Chemistry Department makes tion and leadership in academic and this award each spring to the outstanding extracurricular activities, citizenship senior in this major. and service to the College as well as their potential for future achievement. 44 AWARDS 45

The Educational Program 46 THE EDUCATIONAL PROGRAM The Educational Goals of the College

The primary goal of any program effectively. They must also develop in a liberal arts college is to foster the specific career-oriented skills. personal growth of its students. This Personal development implies increased goes beyond imparting information or emotional maturity, and the ability to developing certain narrowly-defined make decisions effectively and responsi- skills. The program at Bloomfield bly. A liberal arts-based education College also has the aim of helping should prepare people to assume the students learn how to learn, so that responsibilities of leadership and serv- they are prepared to face change and ice, and to be sensitive to the depths are confident in their ability to and complexities of human experience. grow and adapt. Not least, it should help them develop To accomplish this goal, College pro- the capacity for aesthetic appreciation. grams aid students in acquiring certain By shaping its programs to meet these important qualities and skills. Students needs and satisfy these goals, Bloom- should learn to think clearly and field College affirms its commitment productively, and to integrate feelings to a comprehensive objective: helping and values within their thinking. its students learn to live more satisfy- They must learn to communicate ing, humane, and productive lives.

ACADEMIC FREEDOM FOR In keeping with these mutual rights and FACULTY AND STUDENTS responsibilities, instructors should make it clear, preferably in the course syllabus, The freedom of instructors to organize how a course is structured pedagogically their courses according to the highest aca- and the means whereby students will be demic standards of pedagogical excellence evaluated. This evaluation and learning is basic to the academic freedom of both process may or may not include a final faculty and students.1 examination. The 1967 “Joint Statement on Rights and Freedom of Students” makes it clear that ACADEMIC INTEGRITY students should have the right to freedom Academic integrity, in its simplest defini- of expression and proper academic tion, is the trust that exists among mem- evaluation: bers in the academic community. It is A. Protection of Freedom of Expression only as strong as the behavior of the Students should be free to take reasoned individuals within that community. exception to the data or views offered Any attempt by a student to communicate in any course of study and reserve judg- misleading and false information as to the ment about matters of opinion, but they student’s achievement and understanding are responsible for learning the content of the course work is an act of plagiarism of any course of study in which and a violation of academic integrity. The they enroll. full policy is outlined on page 272. B. Protection against Improper Academic Evaluation 1 “Academic Freedom in its teaching aspect Students should have protection through is fundamental for protection of the rights orderly procedures against prejudiced of the teacher in teaching and of the student in or capricious academic evaluation. At learning.” See AAUP 1940 Statement of Princi- the same time, they are responsible for ples, Academic Freedom and Tenure. maintaining standards of academic per- 2 2 Joint Statement on Rights and Freedoms formance established for each course. of Students, June, 1967. COMPETENCIES ACROSS THE CURRICULUM 47 Competencies Across the Curriculum

The list of competencies, approved by the 6. Problem Solving and Critical Bloomfield College faculty is as follows: Thinking Skills (PST) 1. Aesthetic Appreciation (AAC) The ability to examine, analyze and The ability to engage and connect with a interpret information, to question creative work as a complex, multi-lay- assumptions; to use inductive and ered, and transformative experience. deductive reasoning; to use informal 2. Communication Skills (CSC) logic to develop arguments; and to apply logic and reasoning to understand The ability to read, view and compre- relationships, develop values, draw hend ideas and arguments from diverse verifiable conclusions, and develop perspectives, and the ability to express a viable solution to an identifiable ideas and arguments effectively in oral, problem. and visual or written forms. 7. Professional Skills (PSC) 3. Community Orientation and Citizenship (COC) The development of professionalism, including interpersonal skills and the An appreciation of communities and ability to work with others as part of a environments in all their diversity –local, team; time and activity management; national, and global –connected to a self-discipline and the pursuit of excel- sense of service, civic engagement, and lence; leadership skills; the understand- social responsibility. ing of diversity in the workplace; the 4. Information Literacy (IFC) ability to market one’s skills and An awareness of the practical skills develop workplace etiquette; and the involved in the effective use of informa- development of professional ethics. tion technology and print and electronic 8. Scientific and Technological Skills information resources, as well as critical (STS) reflection on the nature of information The awareness of advances in science itself, its technical infrastructure, and its and technology and the ethical and social and philosophical context and social understanding of the implications impact. of these advances; the understanding 5. Multi/Transcultural and Global of quantitative analysis, scientific Awareness (MGA) methodology and concepts; the An understanding of the diversity and development of research skills; and the fluidity of cultures and cultural identi- awareness of the general functions, ties, and values across boundaries and capabilities and impact of technology. borders in ‘global’ society; the develop- ment of a global historical perspective; These competencies are the central theme and knowledge of diverse religious and of the Education Program. Bloomfield spiritual traditions, values, beliefs, artis- College courses and student activities are tic expressions and philosophies. designed to reflect or address one or more of these competencies, and students are expected to demonstrate proficiency in the competency areas. 48 THE EDUCATIONAL PROGRAM

Academic Programs

MAJOR PROGRAMS Bloomfield College offers major programs in the following disciplinary areas: BACHELOR OF ARTS (B.A.) BACHELOR OF SCIENCE (B.S.) Creative Arts & Technology Accounting Education Allied Health Technologies English Applied Mathematics History Biology Interdisciplinary Studies Broadcast Journalism Philosophy Business Administration Government & Chemistry International Studies Clinical Laboratory Sciences Psychology Computer Science Religion E-Commerce Sociology Game Programming Network Engineering Nursing BACHELOR OF BUSINESS ADMINISTRATION (BBA) Human Resource Management MASTER OF ARTS (M.A.) Education MASTER OF FINE ARTS (M.F.A.) Creative Arts and Technology MASTER OF SCIENCE (M.S.) Accounting Some majors have defined courses Creative Arts & Technology which concentrate on one aspect of a E-Commerce discipline. Students should consult the Education (some co-concentrations detailed descriptions of major pro- and student teaching) grams contained in the section entitled Mathematics “Academic Programs and Courses” to Network Engineering see if a variation which falls within Nursing (Generic) their interests has been defined. The following programs are available Not all majors are offered totally in through the Accelerated College: both day and evening sessions. Students may need to attend both day and Certificate in Network Engineering evening classes to complete degree Certificate in Supply Chain requirements. The following majors are Management available primarily in the day session Graduate Certificate in Post- only: Baccalaureate Teacher Education

CAPSTONES The courses require students to demon- Capstone experiences are offered in strate skills learned through their courses students’ majors across the disciplines. in General Education and their majors, Capstones require the demonstration of most specifically their competencies in mastery of the competencies through for- Critical Thinking, Communications Skills mal and informal presentations or projects. (oral and written) and Professional Skills. ACADEMIC PROGRAMS 49

CERTIFICATE PROGRAMS THE CONTRACT MAJOR Students may use two courses of transfer The Contract Major provides the opportu- credit toward certificates and may earn two nity to structure a cross-disciplinary set of courses of credit through life/learning major requirements to take the place of a assessment toward certificates. Any traditional disciplinary major. Students may Bloomfield College student who has use any discipline or combination of disci- completed the requirements for a certifi- plines which suits their academic needs to cate program in the course of his/her create the contract. Students earn a Bachelor regular studies may apply to the Registrar of Arts degree in Interdisciplinary Studies. for a certificate. Unless a contract specifically modifies To receive credit toward a certificate existing college requirements, students in any course, a student must earn a must meet all graduation requirements minimum grade of “C.” stated elsewhere in this Catalog. The following certificate programs are In order to structure a contract major, the described in the section “Academic student should speak to his/her academic Programs and Majors:” advisor or to the Registrar who will suggest • Digital Media a faculty member to advise the student in Diversity Training establishing requirements. The Registrar • will submit the requirements to the • Supply Chain Management appropriate faculty committee for approval. CLASS STANDING The approved requirements will be consid- ered the student’s “major” requirements Class standing is determined by the number for graduation. of course units (c.u.) successfully completed at Bloomfield College and elsewhere: COURSE LOAD Freshman: 1–6.25 course units A full-time course load is three course Sophomore: 6.5–14 course units units (c.u.) or more per semester. Junior: 14.25–23 course units During the fall and spring semesters, Senior: More than 23.25 students with a minimum GPA of 2.0 will be allowed to take a maximum of 5 course CONCENTRATION units (c.u.) per semester. A concentration is an area of specialization Students who are on probation will not be within a major. permitted to take more than 4.5 course units (c.u.s) per semester. CO-CONCENTRATION During the summer, the maximum num- (EDUCATION MAJOR) ber of course units (c.u.) for all students The co-concentrations in the Education is four, including all courses taken in Major are liberal arts co-concentrations the trimester and seven-week sessions. in these fields: Art, Biology, Chemistry Students who seek to take more than the (Physical Science), English, Government maximum number of courses, but not to and International Studies, History, exceed five course units (c.u.) in any one Mathematics, Philosophy, Psychology, semester, must receive permission from Religion, Sociology, and Visual and the Registrar. Permission is granted on the Performing Arts. See the Education basis of academic and/or class standing. Major for details. For certification purposes, students in their final semester needing fewer than three course units to complete degree requirements will be considered full-time students even if they are taking fewer than three course units. 50 THE EDUCATIONAL PROGRAM

COURSE VALUE MINOR Each course carries a course value of A minor is a set of related courses taken 3, 2, 1.5, 1, .75, .5, or .25 c.u. For individu- in a discipline or area other than the major als whose transcripts will be evaluated by discipline to provide an experience which other institutions, the College recommends goes substantially beyond the introductory that triple courses worth 3 c.u. be consid- level. ered the equivalent of 12 credits, double courses worth 2 c.u. be evaluated as the PREREQUISITE, COREQUISITE equivalent of 8 credits, courses carrying AND PRE/COREQUISITES 1.5 c.u. as the equivalent of 6 credits, stan- • Prerequisite-you must take course A dard courses of 1 c.u. as the equivalent of before course B. 4 credits, half courses of .5 c.u. as the equiv- • Corequisite-you must take course A at alent of 2 credits, and quarter courses of .25 the same time as course B. c.u. as the equivalent of 1 credit. • Prerequisite/Corequisite-you must take DOUBLE MAJOR course A either before, or at the same A student may complete a double major time as course B. by satisfying major requirements in both disciplines which must include at least three course units in the second major. Some courses required by one of the two disciplines may normally satisfy the General Education Elective requirements. Both majors must be completed prior to the awarding of the degree. ELECTIVES Electives are courses in the major field or in other disciplines which are not specifically required for completion of the major or general education. ACADEMIC ADVISING/COACHING & REGISTRATION 51 Academic Advising/Coaching & Registration

MISSION: To provide accurate academic record information and policy services to direct, monitor, record and report on a student’s academic progress from their initial enrollment through graduation.

ACADEMIC ADVISING/COACHING REGISTRATION In a flexible learning environment Students must officially enroll for each where there is a choice among educa- course taken. Registration is conducted tional programs and course offerings, in the fall for spring courses and in the it is important for students to prepare spring for summer and fall courses. their schedules carefully each semester Official registration includes: in consultation with an academic advi- A.Meeting with the academic advisor/ sor/coaching counselor. A professional coaching counselor each semester to academic advisor/coaching counselor receive clearance to register online assists students in planning schedules. through web advisor. After the student has formally declared a major, an advisor who is familiar with B. Students who have had a senior the programmatic requirements of the check with the Registrar will register major will be assigned. online through web advisor. While students are responsible for C.Completion of all financial planning their schedules to meet all re- obligations with the Office of quirements for graduation, the academ- Student Financial Services. ic advisor/coaching counselor is expect- Failure to complete the above ed to review with them the academic procedures will result in the student regulations, graduation requirements, receiving no credit for courses. curricular programs and course offer- If a student attends class without ings, the registration process, and the having completed these procedures, student’s academic responsibilities as a even if he/she has completed assign- member of the College community. ments, credit will not be awarded. Late registration or total change of Meeting with your academic academic program is possible only advisor/coaching counselor at least during the first week of the semester. twice per semester will help you stay on track so that you can start and finish It is the student’s responsibility to strong! be registered for classes and cleared through the Office of Student Financial Services. Students who attend classes and who are not properly registered and cleared will not be reinstated into the class and will not receive credit. No change of program will be permitted after the end of the second week of classes. 52 THE EDUCATIONAL PROGRAM

Summer Session

Bloomfield College operates on a twelve- The rules governing withdrawals from month schedule. Summer Session is an the College, as well as the dropping integral part of the College program. and adding of courses, follow the same The Summer Session permits the evening principles as in the fall and spring student to complete degree requirements semesters, with dates modified as in the traditional four-year time span. appropriate to the shorter term. Day students have the opportunity to The Summer Session is open to all accelerate their progress toward comple- students regularly enrolled in Bloomfield tion of their degree. The Summer Session College and to students in good academic consists of two consecutive seven-week standing at other institutions. A student sessions, and a full fourteen-week session who wishes to attend the Summer Session running from May to August. These on a visiting basis must submit a statement sessions provide flexibility for students of eligibility signed by the Academic Dean to arrange their summer schedule. or Registrar of his or her own institution Students may enroll in up to two c.u.s (see Visiting Student, page 263). in each short Summer Session and up to A Summer Session student pays four c.u.s over the entire summer. During a part-time registration fee of $125 registration, students are encouraged to per term and course fees as listed. integrate the Summer Session into long- range plans for the achievement of curricular goals. 53

Graduation Requirements for Undergraduate Programs 54 GRADUATION REQUIREMENTS

I. COURSE REQUIREMENTS decision of the Committee, petitions should be submitted no later than two weeks after All degree candidates must successfully final grade posting. complete at least 32 course units (c.u.s) at After completing the Core, students will the 100 level or above. At least 16 of these master certain skills through the General course units must be at an advanced level Education Electives, which will also expose (200 or above). students to the introductory knowledge of These course units include General Education specific disciplines. The College has identi- Core Courses, General Education Electives, fied sets of skills necessary for an educated Required Major and Minor Courses and other person in the twenty-first century (see Electives. It is possible that some majors or page 47 for the list and description of these combinations of majors may need more competencies). These competencies are the than 32 course units for successful comple- basis of the College’s General Education tion of degree requirements. Electives, and students will take a variety of courses to be introduced to these skills. II. GENERAL EDUCATION The combination of courses students take PROGRAM in the General Education Program and in the major is designed to help students At the heart of Bloomfield College’s educa- reach a high level of competence in each of tional program is the General Education these areas. Program. This program challenges students When students successfully complete the to engage in intellectual discovery and fos- General Education Program, they will have ters a passion for life-long learning. the skills necessary to succeed in upper Through the General Education Program, division courses and continue learning students will be prepared to evaluate and throughout their lives. apply new information, to make reasoned judgments about the complex and diverse A. COMMON CORE: contemporary world, to express ideas 5 course units effectively, and to be public citizens. The 1. MTH 130 Transition to Collegiate College’s General Education Program is Mathematics built around two elements: 2. MTH 140 College Algebra- • The Core Enhanced/ • The Electives MTH 141 The Core is designed to introduce students College Algebra to the foundational skills and information or needed for success in college and beyond. MTH 160 Precalculus-Enhanced/ These skills include writing, mathematical MTH 161 Precalculus knowledge, and, through the First Year Expe- As determined by the major’s rience (FYS 100*) course, a grounding in the requirements. scientific, cultural, and historical processes WRT 105 Enhanced or Analytic & that have shaped the world. Based on experi- Argumentative Writing ential learning and the integration of field trips with classroom work, the FYS course or provides a common immersion experience 3. WRT 106 Analytic & in culture, art, ecology, and science. By Argumentative Writing exposing students to the richness of the 4. WRT 107 Synthesis & Research physical and cultural landscapes of the Writing region. FYS is intended to broaden students’ 5. FYS 100 First Year Seminar* knowledge, stimulate their curiosity, and spark their imaginations. Successful completion of FYS is necessary to progress in all majors at the college and, therefore, is a graduation requirement. Students who fail to achieve the necessary grade in FYS for a second time must seek permission from the Committee on Academ- ic Standards to take the course for a third time, by filing a formal petition. In the event this petition is denied, the denial will serve as * Pilot Program–Academic Year 2017 a dismissal from Bloomfield College. To expedite the processing of the petition and GRADUATION REQUIREMENTS 55

B. GENERAL EDUCATION • Two course units addressing the Problem Solving/Critical Thinking ELECTIVES: competency. 8 course units • One course unit addressing the 1. Candidates for the Bachelor of Arts Community Orientation/Citizenship (B.A.) degree must take a total of 4 competency. course units from the following: • Two course units addressing the 3. Candidates for the Bachelor of Aesthetic Appreciation competency. Business Administration (BBA) in • One course unit addressing the Human Resource Management must Communication Skills competency. take a total of 6 course units from • One course unit addressing the the following: Scientific and Technical Skills • Aesthetic Appreciation competency competency. (1 c.u.) AND • Communication Skills competency A total of 4 course units from the (1 c.u.) following: • Multi/Transcultural and Global • Two course units addressing the Awareness competency Multi/Transcultural and Global (1 c.u.) Awareness competency. • Problem Solving/Critical Thinking • Two course units addressing the competency (2 c.u.s) Problem Solving/Critical Thinking • Scientific and Technical Skills competency. competency (1 c.u.) OR Note: Three course units of the major’s • One course unit addressing the list of requirements may count as General Multi/Transcultural and Global Education Electives. Awareness competency. 4. Restrictions on and exemptions from • Two course units addressing the General Education Electives: Problem Solving/Critical Thinking • Two course units may be from the competency. major’s list of requirements and will • One course unit addressing the count as two general education Community Orientation/Citizenship electives. When basic competencies competency. are clearly taught and practiced 2. Candidates for the Bachelor of throughout the student’s major disci- Science (B.S.) degree must take a pline course, students in that major total of 4 course units from the may have substitutions for similar following: courses of general education credit. • One course unit must be a lab • One course unit addressing the science. Aesthetic Appreciation competency. • Four course units must be at the • One course unit addressing the 200-level or above. Communication Skills competency. • Many students, depending upon • Two course units addressing the their major, may have additional Scientific and Technical Skills substitutions for General Education competency. Electives. AND A total of 4 course units from the following: • One course unit addressing the Multi/Transcultural and Global Awareness competency. • Three course units addressing the Problem Solving/Critical Thinking competency. OR • One course unit addressing the Multi/Transcultural and Global Awareness competency. 56 GRADUATION REQUIREMENTS

• Students in the three-year plus GENERAL EDUCATION COURSES programs may count two of the course units in their list of major * Signifies course is also Writing Intensive requirements as general education electives. AESTHETIC APPRECIATION (AAC) • General education courses may list CAT 101 Creative Arts Workshop up to two primary competencies, CAT 124 Dance Jam I but each course will only satisfy one CAT 189 Bloomfield College of a students general education or Concert Choir competency requirements. CAT 190 Movement Theatre Project CAT 191 Beginning Piano I 5. Writing Intensive Requirements: CAT 192 Beginning Piano II • Two course units must be Writing CAT 193 Introduction to Acting Intensive (WI).* These courses can CAT 207 Art Appreciation be in the General Education CAT 211 20th Century Artists Electives, the list of Major/Minor CAT 213 Musical Improvisation requirements and/or the electives CAT 214 Modern Art of Latin students take to complete 32 c.us. America For students in the three-year plus CAT 218 Painting programs, only one course unit must CAT 222 Global Art History be Writing Intensive (WI).* *CAT 230 History of Animation *CAT 259 Media Histories CAT 289 Bloomfield College Choir CAT 364 Motion Capture with Moton Builder ENG 121 Introduction to Poetry ENG 203 British Literature Survey I ENG 204 British Literature Survey II ENG/WMS 223 Women’s Literature ENG/REL 227 Religion & Literature *ENG 229 Literature and Medicine *ENG 251 The Art of Fiction *ENG 252 The Art of Drama ENG 253 The Art of Poetry ENG/WMS 258 Gothic Literature ENG 274 Children’s Literature *ENG 278 American Literature Survey I *ENG 279 American Literature Survey II *ENG 281 Literature, Film, & Theory JOU 213 Oral Interpretation of Literature COMMUNICATION SKILLS (CSC) CAT 244 Visual Communications ENG 120 Introduction to Creative Writing ENG 150 Introduction to Western Literature ENG 249 Advanced Grammar ENG/HIS 267 History of the English Language FRN/LAC 115 French Language & Culture I FRN/LAC 115 Spanish Language & Culture II JOU 122 Public Speaking SPA/LAC 110 Spanish Language & Culture I SPA/LAC 120 Spanish Language & Culture II GRADUATION REQUIREMENTS 57

COMMUNITY ORIENTATION & REL 110 Ways of Understanding CITIZENSHIP (COC) Religion REL 201 Old Testament Lineature, EDC 202 Teaching as a Profession: History, & Religion Meeting the Needs of All REL 204 New Testament Lineature, Learners History, & Religion EDC 217 Understanding Family & REL 208 Religion in America Community REL 211 Religion & Society GIS 200 American Politics REL 233 Selected Topics in Religion HIS/WMS 102 Introduction to REL 237 Introduction to Buddhism Public History REL 238 Introduction to Hinduism HIS/WMS 104 Introduction to Women’s REL 333 Selected Topics: Religion Studies REL 370 Mythology MULTI/TRANSCULTURAL & PROBLEM SOLVING/ GLOBAL AWARENESS (MGA) CRITICAL THINKING (PST) AFS/HIS 105 Introduction to BUS 107 Personal Financial Planning Africana Studies CAT 237 Group Game Project I AFS/CAT 113 African-American CAT 247 Design Thinking & Practice Tradition Workshop CAT 308 Group Game Project II AFS/CAT 216 History of African- CMP 126 Programming I American Art CMP 130 Introduction to Data AFS/ENG/WMS 222 African-American Visualization Literature CMP 226 Programming II *AFS/ENG/WMS 226 Literature of Race, ECN 200 Introduction to Economics Class, & Gender EDC 120 Robotics as a Learning Tool AFS/REL 232 Introduction to Islam AFS/ENG/PHL 259 Contemporary EDC/PSY 210 Educational Psychology African-American Thought *ENG/WMS 361 Shakespeare’s Women AFS/ENG/LAC 268 Haitian Literature *ENG 362 Shakespeare’s Men *AFS/ENG 363 Major Writers of the ENG 364 Studies in Shakespeare African Diaspora GIS 100 Government Studies APG/LAC 111 Cultural Anthropology GIS 204 Ancient Political Theory CAT 203 World Art I GIS 205 Modern Political Ideologies CAT 204 World Music GIS 224 American Foreign Policy CAT 232 Japanese Culture & GIS 318 Contemporary Political Language Theory CAT 251 Hip Hop Theory HIS 207 African-American History ENG 125 Introduction to Literature: to 1877 World Literature *HIS/LAC 216 Colonial Latin America & ENG/LAC 232 Latin American Literature the Caribbean, 1500-1825 Survey *HIS 219 Writing History *ENG/WMS 258 Gothic Literature *HIS 225 African-American History GIS 102 International Studies I from 1877-present GIS 202 International Studies II HIS/LAC 226 Modern Latin American & GIS 203 Comparative Politics the Caribbean,1825-present GIS 208 International Relations HIS 233 Selected Topics in History GIS 210 Human Rights *HIS 244 The Making of the United GIS 215 Modern Chinese Politics States to 1877 GIS 230 American Political Thought JOU 370 Media Ethics GIS 322 East Asian Politics PHL 100 Introduction to Philosophy HIS 106 Introduction to Geography PHL 101 Contemporary Moral Issues HIS/LAC 116 Introduction to Latin PHL 226 African-American American & Caribbean Philosophy Studies PHL 230 Biomedical Ethics HIS 215 History & Problems of PHL 248 Harlem Renaissance: Globalization Reflection on Art & Society HIS 227 Global History I PSY 100 Introduction to Psychology HIS 237 Global History II PSY/SOC 230 Social Psychology *HIS 254 The United States in the SOC 100 Introduction to Sociology World, 1877-Present SOC/WMS 234 Social Inequity PSY/WMS 335 Psychology of Gender SOC 235 Urban Sociology SOC/WMS 251 Gender & Globalization 58 GRADUATION REQUIREMENTS

SCIENTIFIC/TECHNICAL SKILLS (STS) ENG 333 Selected Topics in Literature BIO 115 Selected Topics in Biology: ENG 348 Creative Non-Fiction Infectious Diseases ENG 359 Major Asian Writers BIO 115 Selected Topics in Biology: ENG 361 Shakespeare’s Women Nutrition ENG 362 Shakespeare’s Men BIO 115 Selected Topics in Biology: ENG/AFS 363 Major Writers of the Biology in a Changing African Diaspora World ENG 460 Senior Thesis in Creative BIO 211 Human Biology Writing CAT 115 Media Tools HIS/AFS 207 African-American History CHM 100 Chemistry for Everyone to 1877 CMP 100 Computer Literacy HIS/LAC 216 Colonial Latin American & CMP 102 Fundamental Computer Caribbean History, Literacy I 1500-1825 CMP 120 Cyber Crime HIS 219 Writing History EDC 120 Robotics as a Learning Tool HIS/AFS 225 Ideas of Freedom, African- NTW 101 Data Representation & American History from Digital Logic 1877-Present NUR 236 Pathophysiology HIS/LAC 333 Selected Topics in History SCI 100 Integrated Science HIS 244 The Making of the SCI 101 Applied Science I United States to 1877 SCI 102 Applied Science II HIS 254 United States in the World, SCI 103 Astronomy 1877-Present SCI 200 Introduction to Forensic HIS 300 History of Social Policy & Science the Poor HIS/WMS 353 Women’s History HIS 361 Comparative Revolutions WRITING INTENSIVE COURSES JOU 224 Journalism I (WI) JOU 234 Journalism II BIO/CHM 404 Biochemistry I Lab NUR 355 Nursing Research BIO 450 Bioseminar NUR 460 Capstone Project I BUS 332 International Financial NUR 461 Capstone Project II Management PSY 205 Developmental Psychology CAT 230 History of Animation PSY 310 Research Methods I CAT 259 Media Histories PSY 311 Research Methods II CAT 360 Selected Topics in Creative SOC 433 Selected Topics in Sociology Arts & Technology SOC 490 Fall Internship in Sociology CAT 400 Pre-Capstone Graphics SOC 491 Spring Internship in CHM 303 Organic Chemistry I-Lab Sociology CHM 304 Organic Chemistry II-Lab CHM 404 Biochemistry I-Lab CHM 450 Chemistry Seminar CMP 300 System Analysis & Design ENG 202 Selected Topics in Contemporary Literature ENG 203 British Literature Survey I ENG 204 British Literature Survey II ENG/CAT 206 Screenwriting ENG 223 Women’s Literature ENG/AFS/WMS 226 Literature of Race, Class, & Gender ENG 229 Literature and Medicine ENG 251 Art of Fiction ENG 252 The Art of Drama ENG/WMS 258 Gothic Literature ENG 278 American Literature Survey I ENG 279 American Literature Survey II ENG 281 Literature, Film, & Theory ENG 332 Selected Topics in British Literature GRADUATION REQUIREMENTS 59

III. GRADE REQUIREMENTS or concentration, must formally declare the new major or concentration prior to A minimum cumulative quality point aver- registration for the last four courses age (based on courses and credit earned at required for graduation. Bloomfield College) of 2.0 is required for Students should acquaint themselves graduation when grades are recorded in with the major and general education the letter- grade system. requirements as defined in the section (See “Grading–Evaluation System”). “Academic Programs and Majors”. The Students must achieve a grade point Registrar can answer questions about average of 2.0 or better in major required variations in major requirements. courses. No more than two of these may be in the range of C- to D-. VI. ELIGIBILITY TO PARTICIPATE IN COMMENCEMENT Students who declare a minor in a subject area must achieve a grade point average In order to participate in the Commence- of 2.0 or better in the required courses. ment Program, students must be within No more than one of these may be in their final two courses needed for gradua- the range of C- to D-. tion by the end of the Spring semester, and To remain in the Education Programs stu- have been cleared for graduation by the dents must maintain a cumulative 3.0 Office of Advising and Registration. grade point average and must earn a “C” or Students must be registered for these better in all education courses. courses prior to commencement and The nursing major also has a different must complete these courses by August 31. set of standards: Students may participate in only one A. All major and required courses MUST Commencement Exercise. Honors for have grades of “C” or better and the Baccalaureate Ceremony will be based on courses completed prior to B. Students may not progress into any Commencement. Final honors will be NUR course unless the prerequisite awarded upon completion of all courses have been passed with grades course work. If students have academic of “C” or better. dishonesty charges, this may affect their IV. RESIDENCY REQUIREMENTS ability to participate in Baccalaureate and Commencement. A minimum residency period of eight course units (the last eight) including a VII. WRITTEN COMMUNICATION minimum of three courses required by the COMPETENCY STANDARD given major. Students taking courses at an A Written Communication Competency off-campus site must fulfill the residency is required for graduation. Students in requirements at the Bloomfield College WRT 107 are expected to pass an Exit campus. Essay Exam. Students wishing to take any of their Students who transfer in credit for WRT last eight course units elsewhere must peti- 106 and WRT 107 will not have to take the tion the faculty Committee on Academic Exit Essay Exam. Standards. Students with upperclass stand- ing (i.e., those who have completed 14.25 Successful completion of writing courses courses or more) may not take courses at (WRT) is necessary to progress in all a community college or other two-year majors at the College and, therefore, is a college for transfer to Bloomfield College. graduation requirement. Students who fail to achieve the necessary grade in a writing V. MAJOR REQUIREMENTS course for a second time must seek permis- sion from the Committee on Academic Each student must declare a major field or Standards to take the course for a third area of concentration, prior to registering time, by filling a formal petition. In the for the 17th course unit by completing the event this petition is denied, the denial will “Declaration of Major” form available in serve as a dismissal from Bloomfield the Office of Advising and Registration. College. To expedite the processing of the The appropriate major advisor or division petition and decision of the Committee, chairperson must sign the completed form. petitions should be submitted no later than The student will return the form to the two weeks after final grade posting. Office of Advising and Registration. A student who wishes to change a major or concentration or to declare a second major 60

Undergraduate Academic Programs & Majors

• For assistance with Academic programs and Majors students should reference Degree Audit on WebAdvisor. • For assistance with course sequencing students should reference the two year Course Cycles and Program Ladders on the Bloomfield College website. INDEX TO UNDERGRADUATE ACADEMIC MAJORS & CONCENTRATIONS 61 Index to Undergraduate Academic Majors & Concentrations

DIVISION OF ACCOUNTING, BUSINESS, COMPUTER SCIENCE & ECONOMICS

MISSION: To prepare students to realize intellectual and professional goals by teaching current, ethical, relevant and marketable business and professional skills, which incorporate technology and instill a desire for lifelong learning. Accounting Computer Science General Accounting E-Commerce BS/MS Accounting Applications: Design Business Administration Applications Programming Economics Support & Implementation Finance Network Engineering Human Resource Management, BBA Human Resource Training International Business Management Management Management Information Systems Marketing Supply Chain Management

DIVISION OF CREATIVE ARTS & TECHNOLOGY

MISSION: To develop and maintain a program that is artistically and technologically “cutting edge” and the first choice of students who are interested in the arts and technology. Creative Arts & Technology E-Commerce Animation Applications: Design (2D or 3D) Applications Programming Expanded Media Support & Implementation Game Design Bachelor of Science Game Programming Graphic Design Interactive Multimedia & the World Wide Web Music Technology 62 ACADEMIC PROGRAMS & MAJORS

DIVISION OF EDUCATION

MISSION: To provide a comprehensive academic experience built upon high academic and professional standards. The ultimate goal of the program is to produce teachers who understand the needs of diverse learners, are effective in multicultural environments, have a solid liberal arts background to support their teaching effectiveness and utilize a broad array of instructional strategies to help students become responsible citizens in a changing world. Elementary & Early Childhood Special Education/Early Childhood Biology and Elementary Education Chemistry Biology Chemistry (Physical Science) Chemistry English Chemistry (Physical Science) History English Mathematics Government & Philosophy International Studies Government & History International Studies Mathematics Psychology Philosophy Religion Psychology Sociology Sociology Elementary with Subject Matter Visual & Performing Arts Specialization* Subject Area/Secondary* Biology Biology Chemistry Chemistry Chemistry (Physical Science) Chemistry (Physical Science) English English History History Mathematics Mathematics

DIVISION OF HUMANITIES

MISSION: To introduce students to the ever expanding, ever changing, ever fulfilling life of the mind, initiating them in the enchantment and excitement of lifelong learning in the Humanities. English* Journalism* Literature Philosophy* Creative Writing Religion* History*

*See Education major for Co-Concentrations for the above majors. INDEX TO UNDERGRADUATE ACADEMIC MAJORS & CONCENTRATIONS 63

DIVISION OF NATURAL SCIENCE & MATHEMATICS

MISSION: Through its courses and programs, the Division of Natural Science and Mathematics seeks to provide its majors with the scientific and mathematical knowledge and technological facility to function competitively in the scientific marketplace, and to provide all students with the basic scientific and mathematical literacy to make reasoned judgments and positive contributions to society in the 21st century. Biology* Clinical Laboratory Sciences General Biology Medical Laboratory Science Pre-Chiropractic Studies (formerly Medical Technology) Pre-Podiatry Studies Mathematics* Chemistry* Medical Imaging Sciences Biochemistry Pre-Med Program General Chemistry

DIVISION OF NURSING

MISSION: To engage in a collaborative educational process that prepares caring, reflective, and socially committed professional nurses, who act with ethical regard and informed awareness as they influence and shape health care delivery to culturally diverse individuals, families, and communities. Generic Nursing Program RN/BSN Track

DIVISION OF SOCIAL & BEHAVIORAL SCIENCE

MISSION: To educate our students to apply theory and research in the social and behavioral sciences to everyday life in order to see the world in a broader perspective. The Division’s goal is to prepare students for graduate school and careers. We accomplish this by emphasizing the development of skills including critical thinking and analysis, effective communication, and sensitivity to other individuals and cultures. Government & International Studies* Psychology* (formerly Political Science) General Psychology Global Civil Society & Human Services Studies Human Rights Sociology* Government Criminal Justice Human Services Studies General Sociology Public Administration Human Services Studies

*See Education major for Co-Concentrations for the above majors. 64 ACADEMIC PROGRAMS & MAJORS

Minors

DIVISION OF ACCOUNTING, DIVISION OF NATURAL SCIENCE BUSINESS, COMPUTER SCIENCE & MATHEMATICS & ECONOMICS Biology Computer Science Chemistry Network Engineering Mathematics DIVISION OF CREATIVE ARTS DIVISION OF SOCIAL & & TECHNOLOGY BEHAVIORAL SCIENCE Art History Psychology Game Programming Public Policy Music Technology Sociology (Digital Audio Engineering INTERDISCIPLINARY STUDIES & Sound Design or Africana Studies Production, Writing Latin American & Caribbean Studies & Artist Development) Women’s Studies DIVISION OF HUMANITIES Creative Writing English French History Philosophy Religion Spanish

INTERDISCIPLINARY PROGRAMS

Africana Studies Latin American & Caribbean Studies Honors Program Women’s Studies

UNDERGRADUATE CERTIFICATE PROGRAMS

Digital Media Network Engineering Diversity Training Supply Chain Management

DISCIPLINARY PROGRAMS

Anthropology Physical Education Economics Physics Interdisciplinary Studies Science 65

Undergraduate Departmental Academic Programs 66 A Guide to the Undergraduate Departmental Academic Programs

The following pages present the course Courses listed with an asterisk (*) listing for the academic program in after the course title require an detail. This section provides informa- additional fee. tion which will make the total program Departmental Academic Programs and easier to understand. course listings are listed alphabetically Each course has a three-digit course by title for the reader’s convenience. number. Courses below 100 level are pre-college and do not carry degree Many courses have prerequisites which credit. are listed in the course description. First Digit Designation Please be sure that necessary prerequi- 1–Beginning Level sites have been taken before enrolling in any course. 2 or 3–Intermediate Level 4–Advanced Level 5–Graduate 6–Graduate Advanced 67

DIVISION OF ACCOUNTING, BUSINESS, COMPUTER Accounting SCIENCE & ECONOMICS

Students in the Accounting major The required courses are: are required to take the following ACC 201 Principles of Accounting I General Education courses. ACC 204 Principles of Accounting II FYS 100 First Year Seminar* ACC 301 Intermediate Accounting I MTH 130 Transition to Collegiate ACC 302 Intermediate Accounting II Mathematics ACC 318 Taxation I MTH 160 Precalculus Enhanced/ ACC 323 Cost Accounting: MTH 161 Precalculus A Managerial Emphasis ACC 404 Advanced Accounting WRT 105 Enhanced Analytic & ACC 421 Auditing Argumentative Writing BUS 200 Introduction to Management or BUS 312 Managerial Finance WRT 106 Analytic & Argumentative BUS 314 Principles of Marketing Writing BUS 316 Business Law I WRT 107 Synthesis & Research Writing BUS 401 Business Policy CMP 100 Computer Literacy*†† 8 c.u.s required from the following: ECN 210 Principles of Economics I: Aesthetic Appreciation Competency (1 c.u.) Microeconomics†† Communication Skills Competency (1 c.u.) ECN 211 Principles of Economics II: Scientific & Technical Skills Competency Macroeconomics†† (2 c.u.s) ECN 310 Managerial Economics AND ECN 309 Money & Banking Multi/Transcultural & Global Awareness or Competency (1 c.u.) BUS 332 International Financial Problem Solving & Critical Thinking Management Competency (3 c.u.s) OR MTH 200 Applied Statistics I Multi/Transcultural & Global Awareness * This course may be substituted by a Competency (1 c.u.) combination of Problem Solving & Critical Thinking Competency (2 c.u.s) CMP 102 Fundamental Computer Literacy I Community Orientation/Citizenship and Competency (1 c.u.) CMP 104 Fundamental Computer Literacy II †† * Pilot Program–Academic Year 2017 Note: Three course units of the major’s list of requirements may count as General Education Electives.

Undergraduate Accounting course descriptions begin on page 153. 68 Africana INTERDISCIPLINARY PROGRAMS Studies

MINOR IN AFRICANA STUDIES

Requiring a total of 5 c.u.s of which AFS/CAT 216 The History of students must select courses from at least African-American Art three different disciplines with the follow- AFS/ENG/WMS 222 African- ing course of study. American Literature Students must take: AFS/CAT 224 Music of the United States: The African- AFS/HIS 105 Introduction to American Influence Africana Studies AFS/REL 232 Introduction to Islam GROUP I AFS 233 Selected Topics in Students must take three courses from Africana Studies the following: AFS/LAC/SOC/WMS 241 Minority Groups & Race Relations AFS/CAT 113 African-American AFS/ENG/PHL 259 African-American Tradition Workshop Thought AFS 121 African Civilizations AFS/CAT 266 African-American AFS/HIS 207 African-American Performance History History to 1877 AFS/HIS 225 Ideas of Freedom, GROUP II African-American History from Students must take one(1) course 1877-present from the following: AFS/APG 213 Peoples & Cultures of AFS 333 Selected Topics in Africa South of the Sahara Africana Studies AFS/SOC 369 Sociology of African- American Families

Undergraduate Africana Studies course descriptions begin on page 154. 69

DIVISION OF NATURAL SCIENCE Biology AND MATHEMATICS

Students in the Biology major are required to take the following Students wishing New Jersey Teaching General Education courses. Certification must be admitted to the B.A. in Education and satisfy the courses listed FYS 100 First Year Seminar* in the biology co-concentration MTH 130 Transition to Collegiate (see page 91). Should a student decide Mathematics to major in the discipline exclusively, MTH 160 Precalculus Enhanced/ he/she will need to submit a change of major MTH 161 Precalculus declaration and satisfy all the requirements. WRT 105 Enhanced Analytic & Students who wish to Argumentative Writing double major must complete the requirements or of both majors. WRT 106 Analytic & Argumentative A student majoring in Biology may enter Writing any of three concentrations: WRT 107 Synthesis & Research Writing • General Biology 8 c.u.s required from the following: • Pre-Chiropractic (2 Science courses will satisfy the STS • Pre-Podiatry competency) (For Biochemistry major, please see Aesthetic Appreciation Competency (1 c.u.) CHEMISTRY). Communication Skills Competency (1 c.u.) Scientific & Technical Skills Competency (For Pre-Med Program, see page 136). (2 c.u.s) AND The following core of common courses is Multi/Transcultural & Global Awareness required of all Biology majors: Competency (1 c.u.) BIO 111 General Biology: Cell Problem Solving & Critical Thinking BIO 121 General Biology: Diversity Competency (3 c.u.s) The following courses are recommended OR for all Biology majors: Multi/Transcultural & Global Awareness Competency (1 c.u.) CHM 303 Organic Chemistry I Laboratory Problem Solving & Critical Thinking CHM 304 Organic Chemistry II Laboratory Competency (2 c.u.s) Computer Science Course Community Orientation/Citizenship MTH 200 Applied Statistics I Competency (1 c.u.) Many courses have prerequisites which are * Pilot Program–Academic Year 2017 listed in the course description. Please be sure that necessary prerequisites have been Note: The required two c.u.s addressing taken before enrolling in any course. the Scientific and Technical Skills competency are waived because the major’s introductory courses address this competency but are not general education courses.

Undergraduate Biology course descriptions begin on page 156. 70 DIVISION OF NATURAL SCIENCE AND MATHEMATICS

GENERAL BIOLOGY CONCENTRATION

The General Biology concentration is Plus three additional courses selected satisfied by successfully completing the from the following Biology courses following additional courses: and the recommendation of the BIO 200 Microbiology Biology Advisor: BIO 205 Human Anatomy & BIO 208 Advanced Zoology Physiology I BIO 214 Issues in Human Ecology BIO 206 Human Anatomy & BIO 304 Developmental Biology Physiology II BIO 305 Comparative Vertebrate BIO 213 Molecular & Cellular Morphology Biology BIO 309 Genetics BIO 320 Ecology BIO 317 Immunology BIO 450 Bioseminar BIO 326 Histology CHM 111 General Chemistry I BIO 390 Science Internship CHM 112 General Chemistry II BIO 401 Biochemistry I CHM 301 Organic Chemistry I BIO 402 Biochemistry II (no lab required) BIO 412 General Mammalian Physiology CHM 302 Organic Chemistry II BIO 430 Advanced Topics in Biology (no lab required) BIO 460 Bioresearch MTH 221 Calculus & Analytic Geometry I PHY 105 General Physics I PHY 106 General Physics II BIOLOGY PRE-CHIROPRACTIC CONCENTRATION

(See page 135) BIOLOGY PRE-PODIATRY CONCENTRATION

(See page 138) MINOR IN BIOLOGY

A minor in Biology consists of: And four(4) additional Biology course units BIO 111 General Biology: Cell chosen in consultation with a member of BIO 121 General Biology: Diversity the Biology Faculty. One of these courses must be numbered 300 or higher.

In conjunction with Rutgers University, a four-year degree is offered in Clinical Laboratory Sciences. Specialization is available in: • Medical Laboratory Sciences For further details, see CLINICAL LABORATORY SCIENCES. 71 Broadcast DIVISION OF Journalism HUMANITIES

Students in the Journalism major are Students in the Journalism major are required to take the following General required to take the following Core Education courses: Courses: FYS 100 First Year Seminar* JOU 114 Utilizing Tablet Computers MTH 130 Transition to Collegiate JOU 122 Public Speaking Mathematics JOU 128 Introduction to MTH 140 College Algebra-Enhanced/ Mass Communication MTH 141 College Algebra JOU 212 Voice & Speech Production WRT 105 Enhanced Analytic & or Argumentative Writing or JOU 213 Oral Interpretation of Literature WRT 106 Analytic & Argumentative JOU 224 Journalism I Writing JOU 231 Radio & Television WRT 107 Synthesis & Research Writing JOU 234 Journalism II JOU 243 Media Writing Aesthetic Appreciation Competency (1 c.u.) JOU 244 News Gathering Communication Skills Competency (1 c.u.) Scientific & Technical Skills Competency JOU 247 Writing for Radio & (2 c.u.s) Television Radio Production JOU 266 Radio Production I AND Multi/Transcultural & Global Awareness JOU 280 Sports Journalism Competency (1 c.u.) JOU 357 Broadcast Journalism Problem Solving & Critical Thinking JOU 366 Radio Production II Competency (3 c.u.s) JOU 370 Media Ethics OR JOU 375 Mass Media Research Multi/Transcultural & Global Awareness JOU 390 Communication Internship Competency (1 c.u.) JOU 440 Communication Capstone Problem Solving & Critical Thinking Competency (2 c.u.s) Many courses have prerequisites which are Community Orientation/Citizenship listed in the course description. Please be Competency (1 c.u.) sure that necessary prerequisites have been * Pilot Program–Academic Year 2017 taken before enrolling in any course.

Undergraduate Broadcast Journalism course descriptions begin on page 156. 72

DIVISION OF ACCOUNTING, Business BUSINESS, COMPUTER SCIENCE & ECONOMICS Administration

Students in the Business Many courses have prerequisites which Administration major are are listed in the course description. required to take the following Please be sure that necessary prerequi- General Education courses. sites have been taken before enrolling FYS 100 First Year Seminar* in any course. MTH 130 Transition to Collegiate A student majoring in Business Mathematics Administration must choose a field of MTH 160 Precalculus Enhanced/ MTH 161 Precalculus concentration from among the nine fields offered: WRT 105 Enhanced Analytic & Argumentative Writing • Economics or • Finance WRT 106 Analytic & Argumentative • Human Resource Training Writing • International Business Management WRT 107 Synthesis & Research Writing • Management Management Information Systems 8 c.u.s required from the following: • Marketing Aesthetic Appreciation Competency (1 c.u.) • Communication Skills Competency (1 c.u.) • Supply Chain Management Scientific & Technical Skills Competency The student will normally select one (2 c.u.s) field of concentration toward the end of AND the sophomore year or early in the Multi/Transcultural & Global Awareness junior year. Competency (1 c.u.) Problem Solving & Critical Thinking Core courses for Competency (3 c.u.s) Business Administration majors: OR ACC 201 Principles of Accounting I Multi/Transcultural & Global Awareness ACC 204 Principles of Accounting II Competency (1 c.u.) BUS 152 TQM for Everyone *† (0.5 c.u.) Problem Solving & Critical Thinking BUS 200 Introduction to Management Competency (2 c.u.s) BUS 312 Managerial Finance Community Orientation/Citizenship BUS 314 Principles of Marketing Competency (1 c.u.) BUS 316 Business Law I * Pilot Program–Academic Year 2017 CMP 100 Computer Literacy**†† ECN 210 Principles of Economics I: †† Note: Three course units of the Microeconomics†† major’s list of requirements may count ECN 211 Principles of Economics II: as General Education Electives. Macroeconomics†† ECN 310 Managerial Economics* † MTH 200 Applied Statistics I

† BUS 152 TQM for Everyone and ** This course may be substituted by a ECN 310 Managerial Economics combination of are not required for the Management CMP 102 Fundamental Computer Information Systems concentration. Literacy I (0.5 c.u.) and * BUS 152 TQM for Everyone is not required CMP 104 Fundamental Computer for the Supply Chain Management and Interna- Literacy II (0.5 c.u.) tional Business Management concentrations.

Undergraduate Business Administration course descriptions begin on page 159. BUSINESS ADMINISTRATION 73

BUSINESS ADMINISTRATION ECONOMICS CONCENTRATION

The courses required for the Elective Courses Economics concentration in addition Students select 2 courses (at the 300 to the core courses are: or 400 level) from any economics, BUS 353 Operations Management finance, management, accounting, ECN 309 Money & Banking human resource training or marketing ECN 311 Monetary & Macroeconomic courses and select one 0.5 c.u. course Theory from within the College. ECN 320 Intermediate Macroeconomics ECN 410 History of Economic Thought

BUSINESS ADMINISTRATION FINANCE CONCENTRATION

The courses required for the Finance Elective Courses concentration in addition to the core Students select 3 courses from the courses are: following and one 0.5 c.u. course BUS 401 Business Policy from within the College. BUS 412 Security Analysis BUS 308 Entrepreneurship ECN 309 Money & Banking BUS 333 Issues in Contemporary Business BUS 332 International Financial & Management Management BUS 352 Total Quality Management BUS 353 Operations Management BUS 3XX/4XX Any Division 300 or 400 level course PSY 317 Organizational Behavior

BUSINESS ADMINISTRATION HUMAN RESOURCE TRAINING CONCENTRATION

The courses required for the Human Resource Training concentration in addition to the core courses are: BUS 313 Human Resource Management BUS 341 Project Management BUS 423 Training & Development BUS 480 Resources in the Training Field PSY 317 Organizational Behavior 74 DIVISION OF ACCOUNTING, BUSINESS, COMPUTER SCIENCE & ECONOMICS

BUSINESS ADMINISTRATION INTERNATIONAL BUSINESS MANAGEMENT CONCENTRATION

The courses required for the Interna- Elective Courses tional Business Management concentra- Students select two(2) courses from the tion in addition to the core courses are: following: BUS 300 Introduction to International ENG 310 Intercultural Communication Business GIS 224 American Foreign Policy BUS 332 International Financial SOC 251 Gender & Globalization Management BUS 353 Operations Management BUS 365 International Human Resource Management BUS 401 Business Policy ECN 305 International Economics & Trade

BUSINESS ADMINISTRATION MANAGEMENT CONCENTRATION

The courses required for the Elective Courses Management concentration in Students select two(2) courses from the addition to the core courses are: following: BUS 313 Human Resource Management BUS 308 Entrepreneurship BUS 353 Operations Management BUS 333 Issues in Contemporary Business BUS 401 Business Policy & Management PSY 317 Organizational Behavior BUS 341 Project Management And students select 1 course at the 300 or 400 level from any ACC, BUS, CIS or ECN course and one 0.5 course unit from within the College. BUSINESS ADMINISTRATION 75

BUSINESS ADMINISTRATION MANAGEMENT INFORMATION SYSTEMS CONCENTRATION

The courses required for the Elective Courses Management Information Students select one(1) course from the concentration in addition to following: the core courses are: CMP 225 Programming Languages CMP 126 Programming I CMP 322 Introduction to Operating CMP 226 Programming II System CMP 300 Systems Analysis & Design CMP 324 Multimedia Programming CMP 330 Database Management CMP 334 Web Programming CMP 324 Multimedia Programming CMP 336 Database Implementation or CMP 431 Data Communication & CMP 431 Data Communication & Networks Networks CMP 433 Selected Topics in Computer CMP 430 Management Information Information Systems Systems CMP 490 Internship CMP 460 Applied Systems Development ECN 310 Managerial Economics Project

BUSINESS ADMINISTRATION MARKETING CONCENTRATION

The courses required for the Marketing Elective Courses concentration in addition to the core Students select three(3) courses courses are: (at the 300 or 400 level) from any BUS 354 Marketing Research economics, finance, accounting, BUS 355 Consumer Behavior management or marketing courses and BUS 356 Business (Industrial) Marketing PSY 224 Industrial/Organizational BUS 414 Marketing Management & Psychology or PSY 317 Organizational Strategies Behavior. or BUS 401 Business Policy And one(1) of the following two: BUS 325 Principles of Advertising BUS 337 Sales & Sales Management 76 DIVISION OF ACCOUNTING, BUSINESS, COMPUTER SCIENCE & ECONOMICS

BUSINESS ADMINISTRATION SUPPLY CHAIN MANAGEMENT CONCENTRATION

A Bachelor of Science degree in BUS 346 Principles of Physical Business Administration with a Distribution concentration in Supply Chain BUS 347 Purchasing Management requires successful BUS 348 Traffic & Warehouse completion of the following courses Management in addition to the common core: BUS 349 Quality Control Fundamentals BUS 445 Supply Chain Management Policy BUS 245 Supply Chain Management Overview BUS 345 Production & Inventory Control

CERTIFICATE IN SUPPLY CHAIN MANAGEMENT

The certificate in Supply Chain A student wishing a certificate in Management is intended for those Supply Chain Management must who seek training and certification successfully complete the following: in current technologies. The program BUS 245 Supply Chain Management results from close cooperation with the Overview corporate sector. Guidance was provid- BUS 345 Production & Inventory ed by an Advisory Committee repre- Control senting the American Production and BUS 346 Principles of Physical Inventory Control Society (APICS), Distribution the National Association for Purchasing BUS 347 Purchasing Management (NAPM), the Internation- BUS 348 Traffic & Warehouse Management al Supply Chain Management Society BUS 349 Quality Control Fundamentals (IMMS), the National Council for BUS 445 Supply Chain Management Policy Physical Distribution Management (NCPDM) the Delta Nu Alpha Transportation Fraternity, Inc. (DNA), and the American Society for Quality Control. 77

DIVISION OF NATURAL SCIENCE Chemistry AND MATHEMATICS

Students in the Chemistry major are required to take the following Students wishing New Jersey Teaching General Education courses. Certification must be admitted to the B.A. in Education and satisfy the courses FYS 100 First Year Seminar* listed in the Chemistry co-concentration MTH 130 Transition to Collegiate (see page 98). Should a student decide Mathematics to major in the discipline exclusively, MTH 160 Precalculus Enhanced/ he/she will need to submit a change of MTH 161 Precalculus major declaration and satisfy all the WRT 105 Enhanced Analytic & requirements listed below. Students who Argumentative Writing wish to double major must complete or the requirements of both majors. WRT 106 Analytic & Argumentative Writing There are two Chemistry WRT 107 Synthesis & Research Writing concentrations: • General Chemistry 8 c.u.s required from the following: Biochemistry (2 Science courses will satisfy the STS • competency) Both majors are required to take the Aesthetic Appreciation Competency (1 c.u.) following core courses: Communication Skills Competency (1 c.u.) CHM 111 General Chemistry I Scientific & Technical Skills Competency CHM 112 General Chemistry II (2 c.u.s) CHM 211 Chemical Analysis & AND Instrumentation Multi/Transcultural & Global Awareness CHM 212 Chemical Analysis & Competency (1 c.u.) Instrumentation Laboratory Problem Solving & Critical Thinking (0.5 c.u.) Competency (3 c.u.s) CHM 301 Organic Chemistry I OR CHM 302 Organic Chemistry II Multi/Transcultural & Global Awareness CHM 303 Organic Chemistry I Laboratory Competency (1 c.u.) (0.5 c.u.) Problem Solving & Critical Thinking CHM 304 Organic Chemistry II Laboratory Competency (2 c.u.s) (0.5 c.u.) Community Orientation/Citizenship CHM 311 Physical Chemistry I Competency (1 c.u.) CHM 313 Physical Chemistry I Laboratory (0.5 c.u.) * Pilot Program–Academic Year 2017 CHM 401 Biochemistry I Note: The required two c.u.s addressing CHM 404 Biochemistry I Laboratory the Scientific and Technical Skills (0.5 c.u.) competency are waived because the CHM 450 Chemistry Seminar (0.5 c.u.) major’s introductory courses address MTH 221 Calculus & Analytic this competency but are not general Geometry I MTH 222 Calculus & Analytic education courses. Geometry II Many courses have prerequisites which PHY 105 General Physics I are listed in the course description. PHY 106 General Physics II Please be sure that necessary prerequi- or sites have been taken before enrolling PHY 210 University Physics I in any course. PHY 211 University Physics II

Undergraduate Chemistry course descriptions begin on page 163. 78 DIVISION OF ACCOUNTING, BUSINESS, COMPUTER SCIENCE & ECONOMICS

GENERAL CHEMISTRY CONCENTRATION

The General Chemistry concentration is satisfied by successfully completing the following additional courses: CHM 312 Physical Chemistry II CHM 414 Advanced Inorganic Chemistry CHM 314 Physical Chemistry II Laboratory CHM 415 Advanced Inorganic Chemistry (0.5 c.u.) Laboratory (0.5 c.u.)

BIOCHEMISTRY CONCENTRATION

The Biochemistry concentration is satisfied by successfully completing the following additional courses: BIO 111 General Biology: Cell CHM 402 Biochemistry II BIO 121 General Biology: Diversity CHM 405 Biochemistry II Laboratory BIO 213 Molecular & Cellular Biology (0.5 c.u.) MINOR IN CHEMISTRY

A minor in Chemistry requires 7.5 course units: CHM 111 General Chemistry I And three(3) additional upper-level CHM 112 General Chemistry II courses, two of which have laboratory CHM 301 Organic Chemistry I components, chosen in consultation CHM 303 Organic Chemistry I Laboratory with the chemistry faculty. (0.5 c.u.) 79 Clinical DIVISION OF NATURAL SCIENCE Laboratory AND MATHEMATICS Sciences

Students in the Clinical Laboratory The Bachelor of Science degree in Sciences major are required to take Clinical Laboratory Sciences BS–CLS the following General Education is a joint degree offered with Rutgers courses. University. FYS 100 First Year Seminar* Bloomfield College, in conjunction MTH 130 Transition to Collegiate with Rutgers University, offers a Mathematics program leading to a B.S. degree in MTH 160 Precalculus Enhanced/ Clinical Laboratory Sciences. MTH 161 Precalculus • Medical Laboratory Science WRT 105 Enhanced Analytic & (formerly Medical Technology) Argumentative Writing or As a joint degree between Bloomfield WRT 106 Analytic & Argumentative College and Rutgers University, the CLS Writing major depends upon the cooperation of WRT 107 Synthesis & Research Writing two institutions. Students must complete a three-year, 8 c.u.s required from the following: (24 course units) pre-professional (2 Science courses will satisfy the STS component at Bloomfield College and competency) a 15-month professional component at Aesthetic Appreciation Competency (1 c.u.) Rutgers University. Communication Skills Competency (1 c.u.) Scientific & Technical Skills Competency Bloomfield College students who (2 c.u.s) have earned 24 course units by AND completing the General Education Multi/Transcultural & Global Awareness courses, as well as the professional Competency (1 c.u.) courses listed under each specialty, Problem Solving & Critical Thinking may be admitted to Rutgers University Competency (3 c.u.s) for the remaining professional courses OR provided they have Multi/Transcultural & Global Awareness A. been in residence at Bloomfield Competency (1 c.u.) College for a minimum of 8 Problem Solving & Critical Thinking courses; Competency (2 c.u.s) B. achieved an overall grade point Community Orientation/Citizenship average of 2.85, and; Competency (1 c.u.) C. received grades of C or better in all * Pilot Program–Academic Year 2017 required Science and Mathematics courses. Note: The required two c.u.s addressing Many courses have prerequisites which the Scientific and Technical Skills are listed in the course description. competency are waived because the Please be sure that necessary prerequi- major’s introductory courses address sites have been taken before enrolling this competency but are not general educa- in any course. tion courses. Also, as a three-year-plus program, majors in CLS may count two of the course units in their list of major requirements as general education electives and take only one Writing Intensive course in the general education electives. 80 DIVISION OF NATURAL SCIENCE AND MATHEMATICS

MEDICAL LABORATORY SCIENCE (formerly Medical Technology)

Students interested in Medical In addition, the following courses Laboratory Sciences must take the are recommended to strengthen the following courses: student’s background (Electives): BIO 111 General Biology: Cell BIO 205 Human Anatomy & BIO 121 General Biology: Diversity Physiology I BIO 200 Microbiology BIO 309 Genetics BIO 206 Human Anatomy & BIO/CHM 404 Biochemistry I Laboratory*** Physiology II CHM 302 Organic Chemistry II BIO 213 Molecular & Cellular Biology CHM 304 Organic Chemistry II Laboratory BIO 317 Immunology (0.5 c.u.) BIO/CHM 401 Biochemistry I CMP 100 Computer Literacy* CHM 111 General Chemistry I PHY 105 General Physics I CHM 112 General Chemistry II PHY 106 General Physics II CHM 301 Organic Chemistry I CHM 303 Organic Chemistry I Laboratory * This course may be substituted by a (0.5 c.u.) combination of MTH 200 Applied Statistics I CMP 102 Fundamental Computer Literacy I (0.5 c.u.) and CMP 104 Fundamental Computer Literacy II (0.5 c.u.)

*** Required for licensure to work in the State of New York 81 Computer DIVISION OF ACCOUNTING, BUSINESS, COMPUTER Science SCIENCE & ECONOMICS

Students in the Computer Science The required courses are: major are required to take the following GENERAL BUSINESS, General Education courses. MATHEMATICS & SCIENCE FYS 100 First Year Seminar* CORE COURSES MTH 130 Transition to Collegiate BUS 200 Introduction to Management Mathematics MTH 221 Calculus & Analytic MTH 160 Precalculus Enhanced/ Geometry I MTH 161 Precalculus or MTH 332 Discrete Mathematics WRT 105 Enhanced Analytic & Argumentative Writing CIS CORE COURSES or WRT 106 Analytic & Argumentative CMP 126 Programming I Writing CMP 226 Programming II CMP 228 Data Structures WRT 107 Synthesis & Research Writing CMP 300 System Analysis & Design 8 c.u.s required from the following: CMP 322 Introduction to Operating Systems Aesthetic Appreciation Competency (1 c.u.) CMP 330 Database Management Communication Skills Competency (1 c.u.) CMP 334 Web Programming Scientific & Technical Skills Competency CMP 430 Management Information (2 c.u.s) Systems AND CMP 460 Applied Systems Development Multi/Transcultural & Global Awareness Project Competency (1 c.u.) NTW 101 Data Representation & Digital Problem Solving & Critical Thinking Logic Competency (3 c.u.s) NTW 115 Introduction to Computer OR Networks Multi/Transcultural & Global Awareness And three(3) courses selected from the Competency (1 c.u.) following: Problem Solving & Critical Thinking BUS 341 Project Management Competency (2 c.u.s) CAT 242 FLEX for Web & Games Community Orientation/Citizenship CAT 328 Artificial Intelligence for Games Competency (1 c.u.) Any Computer Science course 200-level or * Pilot Program–Academic Year 2017 higher †† Note: Three course units of the Any Network Engineering course major’s list of requirements may count as General Education Electives. Many courses have prerequisites which are listed in the course description. Please be sure that necessary prerequi- sites have been taken before enrolling in any course.

Undergraduate Computer Science course descriptions begin on page 166. 82 DIVISION OF ACCOUNTING, BUSINESS, COMPUTER SCIENCE & ECONOMICS

MINOR IN COMPUTER SCIENCE

The Computer Information Systems Two(2) additional elective courses Minor consists of six required courses selected from the following: and two electives. The six(6) required CAT 320 Multimedia II: Interactive courses are: Design & Programming BUS 200 Introduction to Management CMP 225 Programming Languages CMP 126 Programming I CMP 334 Web Programming CMP 226 Programming II CMP 430 Management Information Systems CMP 300 Systems Analysis & Design CMP 431 Data Communications or & Networks CAT 108 Introduction to Game Design and CAT 209 Creating Your Game Design Document CMP 324 Multimedia Programming CMP 330 Database Management 83 Creative Arts & DIVISION OF CREATIVE ARTS & Technology TECHNOLOGY

Students in the Creative Students wishing New Jersey Teaching Arts & Technology major are Certification must be admitted into the required to take the following B.A. in Education and satisfy the cours- General Education courses. es listed in the Arts and Visual and FYS 100 First Year Seminar* Performing Arts co-concentrations MTH 130 Transition to Collegiate (see page 91). Should a student decide Mathematics to major in the discipline exclusively, MTH 140 College Algebra-Enhanced/ he/she will need to submit a change MTH 141 College Algebra of major declaration and satisfy the or requirements. Students who wish MTH 160 Precalculus Enhanced/ to double major must complete the MTH 161 Precalculus requirements of both majors. WRT 105 Enhanced Analytic & Argumentative Writing or Admissions Procedure and Standards WRT 106 Analytic & Argumentative Freshmen Admission to the CAT Major: Writing • Admission to CAT is based on WRT 107 Synthesis & Research Writing successful completion of 2 CAT Aesthetic Appreciation Competency (2 c.u.s) courses, an admissions essay, portfolio Communication Skills Competency (1 c.u.) review and an interview with a CAT Scientific & Technical Skills Competency Discipline Coordinator. (1 c.u.) • A student applying to CAT must have AND earned a minimum 2.7 average in two Multi/Transcultural & Global Awareness full-course unit CAT 100 level courses, Competency (2 c.u.s) 1 of which will be outside of the chosen Problem Solving & Critical Thinking CAT concentration. Competency (2 c.u.s) • The admissions essay topic is OR "Describe yourself as a creative person. Multi/Transcultural & Global Awareness What are your creative ambitions and Competency (1 c.u.) what do you want to learn as a CAT Problem Solving & Critical Thinking major?" This essay may describe work Competency (2 c.u.s) Community Orientation/Citizenship submitted in the portfolio. Competency (1 c.u.) • The portfolio must be the applicant’s best work. * Pilot Program–Academic Year 2017 Please contact the Creative Arts and Technology Division (Ext. 1507) to receive instructions for portfolio submissions. Many courses have prerequisites which are listed in the course description. Please be sure that necessary prerequi- sites have been taken before enrolling in any course.

Undergraduate Create Arts & Technology course descriptions begin on page 191. 84 DIVISION OF CREATIVE ARTS & TECHNOLOGY

Transfer Students and Admission Required of all majors: (except those to CAT: enrolled in the Art and Visual and Transfer students are not automatically Performing Arts Teacher Education admitted to the CAT major. All transfer programs) students must write an essay describing Two(2) Full-course unit CAT 100-level their creative work and aspirations. courses and: They must meet with a discipline CAT 121 Foundation Studio coordinator for portfolio review, CAT 380 Internship I which is used to assess technical and or artistic proficiencies. CAT 430 Internship II Transfer students with an AA degree, CAT 420 Capstone a minimum 2.7 average in a CAT In addition, each student will specialize in concentration, and a successful one of the following areas and be required interview and good portfolio will to take the additional course units listed be admitted to the major. under their chosen area of specialization. Since transfer students often work in a new concentration, it may take more All courses listed below are worth one than four years total (junior college and course unit unless otherwise indicated. Bloomfield College) to graduate with the B.A. in CAT.

ANIMATION CONCENTRATION • 2D Animation • 3D Animation

Animation Core: 2D Track: CAT 107 Music Technology CAT 241 Pre-Production & Animation CAT 116 Movement for Animator’s CAT 134 Drawing for 2D Animation 3D Track: CAT 228 Stop Motion Animation CAT 372 3D Animation CAT 230 History of Animation CAT 364 Motion Capture I CAT 257 Video I CAT 471 Advanced 3D Animation CAT 264 Computer Imaging CAT 332 Life Drawing for Animation CAT 361 3D Modeling CAT 366 Motion Design CAT 403 Pre-Capstone: Animation (0.5 c.u.) CAT 406 Preparing A Demo Reel CREATIVE ARTS & TECHNOLOGY 85

EXPANDED MEDIA CONCENTRATION

Expanded Media broadens the scope of photo, And four(4) courses from the following: video and related media across time and CAT 116 Movement for Animators & space, creating socially engaging experiences Filmmakers for the screen, web and physical realm. CAT 228 Stop Motion Animation* The required courses are: CAT 247 Design, Thinking and Practice* CAT 261 Physical Computing CAT 126 Digital Photography CAT 264 Computer Imaging CAT/ENG 206 Screenwriting CAT 270 Web Design CAT 257 Video I CAT 286 Sound Design: Audion for Video CAT 258 Video II CAT 368 Interactive Installation* CAT 259 Media Histories or *Note: Only one of the following can count ENG 281 Literature, Film & Theory towards the Expanded Media Core: CAT 228, CAT 247, CAT 368. The other two CAT 366 Motion Design may count towards Expanded Media Core Choices CAT 409 Pre-Capstone: Expanded Media ENG 120 Creative Writing

GAME DESIGN

GAME DESIGN TRACK The required courses are: CAT 108 Introduction to Game Design CAT 209 Game Design Methodology CAT 120 Drawing I CAT 237 Group Game Project I CAT 198 Design I CAT 264 Computer Imaging or CAT 308 Group Game Project II CAT 194 3D Design CAT 408 Game Capstone

BACHELOR OF SCIENCE GAME PROGRAMMING

(See page 108)

GRAPHIC DESIGN CONCENTRATION

The required courses are: CAT 120 Drawing CAT 270 Web Design CAT 194 3D Design CAT 278 Digital Publishing CAT 244 Visual Communication CAT 311 Business of Graphics CAT 247 Design Thinking & Practice CAT 362 Typography CAT 263 2D & 3D Design Drawing for CAT 363 Advertising Concepts & Design Graphics Production CAT 304 Motion Graphics CAT 264 Computer Imaging CAT 400 Pre-Capstone Studio 86 DIVISION OF CREATIVE ARTS & TECHNOLOGY

INTERACTIVE MULTIMEDIA AND THE WORLD WIDE WEB CONCENTRATION

The required courses are: CAT 270 Web Design I CAT 107 Introduction to Music Technology CAT 286 Sound Design I: CAT 108 Introduction to Game Design Audio for Video I CAT 117 Multimedia for CD-ROM, DVD CAT 361 3D Modeling & the World Wide Web CAT 368 Interactive Installation CAT 134 Drawing for 2D Animation CAT 370 Advanced Web Design CAT 241 Pre-Production & 2D Animation CAT 385 Visual Effects CAT 257 Video I

MUSIC TECHNOLOGY CONCENTRATION

The required courses are: CAT 107 Introduction to Music Technology CAT 286 Sound Design I: CAT 189 Bloomfield College Concert Audio for Video I Choir (0.5 c.u.) CAT 300 Composition & MIDI CAT 200 Music Theory I Programming I CAT 201 Music Theory II CAT 301 Composition & MIDI Programming II CAT 204 World Music CAT 305 Sound Design II: or Audio for Video II (0.5 c.u.) CAT 224 Music in the United States: CAT 310 Digital Audio Engineering II The African-American Influence (Mixing) CAT 205 Basic Sequencing CAT 323 Music Industry Essentials CAT 210 Digital Audio Engineering I CAT 401 Advanced Synthesizer (Recording) Programming & Electronic Music CAT 213 Musical Improvisation (0.5 c.u.) CAT 402 Developing a Record Project CAT 257 Video I (0.5 c.u.) CAT 410 Digital Audio Engineering III: Practicum

MINOR IN ART HISTORY

The minor in Art History required 5.5 And three(3) course units selected from course units. At least four(4) courses the following: must be at the 200 or 300-level. CAT 207 Art Appreciation The required courses are: CAT 211 Artists of the 20th Century CAT 214 Modern Arts of Latin America CAT 203 World Art I CAT 216 African-American Art CAT 235 World Art II CAT 222 Global Art History CAT 230 History of Animation CAT 248 History of Cinema CAT 313 Topics in Arts & Western Culture CAT 333 Global Arts CAT 350 Selected Topics in Fine & Performing Arts CREATIVE ARTS & TECHNOLOGY 87

MINOR IN GAME PROGRAMMING

The courses required for the And three(3) courses selected from the Creative Arts & Technology following: Game Programming Minor are: CMP 225 Programming Languages CMP 126 Programming I CMP 226 Programming II CAT 237 Group Game Project I CMP 228 Data Structures CAT 238 Introduction to Game CMP 300 System Analysis & Design Programming CMP 322 Introduction to Operating MTH 160 Precalculus Systems CAT 308 Group Game Project II CAT 318 Game Architecture CAT 328 Artificial Intelligence for Games MTH 221 Calculus & Analytical Geometry I MINOR IN MUSIC TECHNOLOGY

The courses required for the Creative Arts & Technology Music Technology Minor are: DIGITAL AUDIO ENGINEERING PRODUCTION, WRITING AND AND SOUND DESIGN TRACK ARTIST DEVELOPMENT TRACK CAT 107 Introduction to Music CAT 107 Introduction to Music Technology Technology CAT 205 Basic Sequencing CAT 200 Music Theory I CAT 210 Digital Audio Engineering I CAT 201 Music Theory II (Recording) CAT 205 Basic Sequencing CAT 286 Sound Design I: CAT 210 Digital Audio Engineering I Audio for Video I (Recording) CAT 310 Digital Audio Engineering II CAT 310 Digital Audio Engineering II (Mixing) (Mixing) CAT 410 Digital Audio Engineering III (Practicum) 88 DIVISION OF CREATIVE ARTS & TECHNOLOGY

CERTIFICATE IN DIGITAL MEDIA

To earn the Certificate in Digital Media, CAT 300 Composition & MIDI the student must successfully complete Programming I any six of the following 35 courses. CAT 301 Composition & MIDI Students must, however, adhere to Programming II course prerequisites or demonstrate CAT 304 Motion Graphics CAT 305 Sound Design II: comparable experience. Audio for Video II (0.5 c.u.) CAT 106 Experiments in Digital/ CAT 310 Digital Audio Engineering II Analog Media (Mixing) CAT 107 Introduction to Music Technology CAT 318 Game Architecture & the 2D CAT 108 Introduction to Game Design Game Engine CAT 117 Multimedia for CD-Rom, DVD & CAT 328 Artificial Intelligence for Game the World Wide Web Development CAT 134 Drawing for 2D Animation CAT 338 Adapting to the Game Industry CAT 194 3D Design CAT 352 Special Topics in Technology CAT 205 Basic Sequencing CAT 360 Special Topics in Technology CAT 208 Illustration & Graphic Design CAT 361 3D Modeling for Games CAT 362 Typography CAT 209 Game Design Methodology CAT 363 Advertising Concepts & Design CAT 210 Digital Audio Engineering I CAT 366 Motion Design (Recording) CAT 368 Interactive Installation CAT 241 Pre-Production for 2D Animation CAT 370 Advanced Web Design CAT 257 Video I CAT 372 3D Animation CAT 263 Graphics I CAT 401 Advanced Synthesizer CAT 264 Computer Imaging Programming & Electronic Music CAT 268 Graphics II CAT 408 Group Game Project III CAT 270 Web Design I CAT 409 Pre-Capstone: CAT 286 Sound Design I: Expanded Media Practices Audio for Video I CAT 471 Advanced 3D Animation 89

DIVISION OF ACCOUNTING, BUSINESS, COMPUTER E-Commerce SCIENCE & ECONOMICS

Students in the E-Commerce major Many courses have prerequisites which are required to take the following are listed in the course description. General Education courses. Please be sure that necessary prerequi- FYS 100 First Year Seminar* sites have been taken before enrolling MTH 130 Transition to Collegiate in any course. Mathematics A student in the E-Commerce major MTH 160 Precalculus Enhanced/ must choose a field of concentration MTH 161 Precalculus from the three fields offered: WRT 105 Enhanced Analytic & • Applications: Design Argumentative Writing Applications: Programming or • WRT 106 Analytic & Argumentative • Support and Implementation Writing WRT 107 Synthesis & Research Writing The following core of common courses is required for all E-Commerce majors: 8 c.u.s required from the following: BUS 201 Introduction to E-Marketing Aesthetic Appreciation Competency (1 c.u.) CAT 110 Digital Media Studio I: Communication Skills Competency (1 c.u.) Computer Art Scientific & Technical Skills Competency CMP 100 Computer Literacy*†† (2 c.u.s) CMP 106 E-Commerce Technology AND ECM 101 Introduction to E-Commerce Multi/Transcultural & Global Awareness ECM 401 Capstone Seminar in E-Commerce Competency (1 c.u.) NTW 115 Introduction to Computer Problem Solving & Critical Thinking Networks Competency (3 c.u.s) NTW 125 Managing Internet Devices OR NTW 200 Internetwork Programming I Multi/Transcultural & Global Awareness NTW 220 Routing I Competency (1 c.u.) NTW 330 Network Security Problem Solving & Critical Thinking Competency (2 c.u.s) * This course may be substituted by a Community Orientation/Citizenship combination of Competency (1 c.u.) CMP 102 Fundamental Computer Literacy I (0.5 c.u.) * Pilot Program–Academic Year 2017 and †† Note: Three course units of the CMP 104 Fundamental Computer Literacy II major’s list of requirements may count (0.5 c.u.) as General Education Electives.

APPLICATIONS: DESIGN CONCENTRATION

The courses required for the CAT 270 Designing the Web Experience Applications: Design concentration in CAT 368 Interactive Installation addition to the core courses are: CAT 370 Advanced Web Design Four(4) course units selected from the One(1) additional course unit selected following: from one of the other concentration's course list. CAT 198 Design I

Undergraduate E-Commerce course descriptions begin on page 183. 90 DIVISION OF ACCOUNTING, BUSINESS, COMPUTER SCIENCE & ECONOMICS

APPLICATIONS: PROGRAMMING CONCENTRATION

The courses required for the CMP 322 Introduction to Operating Applications: Programming Systems concentration in addition to the CMP 334 Web Programming core courses are: One(1) additional course unit selected Four(4) course units selected from the from one of the other concentration’s following: course list. CMP 126 Programming I CMP 226 Programming II

SUPPORT AND IMPLEMENTATION CONCENTRATION

The courses required for the BUS 314 Principles of Marketing Support and Implementation BUS 315 Internet Law concentration in addition to the BUS 355 Consumer Behavior core courses are: ECN 210 Principles of Economics I: Microeconomics†† Four(4) course units selected from the ECN 211 Principles of Economics II: following: Macroeconomics†† ACC 201 Principles of Accounting I One additional course unit selected from BUS 200 Introduction to Management one of the other concentration’s course list. 91

DIVISION OF Education EDUCATION

The Bloomfield College B.A. in MIDDLE SCHOOL WITH Education degree program provides SUBJECT MATTER SPECIALIZATION a comprehensive academic experience ENDORSEMENT with high academic and professional The elementary with subject matter standards. Upon graduation, our specialization program requires 13 students will: course units in General Education, 9-11 1. be reflective teachers who courses units in the Core Curriculum understand the nature and needs Content Standard areas (Biology, of diverse learners Chemistry, Chemistry (Physical 2. be knowledgeable about, and Science), English, History, Mathematics,) effective in educating students in and 15.5 course units in professional urban, multicultural environments education, which includes student teach- 3. have a solid Liberal Arts background ing. Students completing this program to support and enhance their will have fulfilled the coursework to teaching effectiveness and qualify for three certifications: Preschool 4. be practitioners with a broad array of through third grade (P-3) and Elemen- instructional strategies, including tary, Kindergarten through grade 6 instructional technology, to help stu- (K-6), and Elementary with Subject dents to become active learners and Matter Specialization (grades 5-8). responsible citizens in a changing world Any student wishing to teach above There are five(5) programs in the grade 5 must enroll in this program. Education major: SPECIAL EDUCATION ENDORSEMENT 1. Early Childhood (P-3) The Special Education Program is an 2. Elementary (K-6) endorsement program in which students 3. Middle School with Subject Matter take four(4) more courses (EDC 322, 323, Specialization Endorsement 324, and 325) in addition to all required 4. Special Education Endorsement course for the Early Childhood Elementary 5. Subject Area/Secondary or Secondary, subject area program to obtain the Special Education Endorsement ELEMENTARY OR EARLY CHILDHOOD certification. Students seeking this endorse- The elementary and early childhood ment so not take EDC 320. programs each require 13 course units in General Education, 8-11 course units SUBJECT AREA/SECONDARY in the Liberal Arts co-concentration The Subject Area/Secondary (Biology, Chemistry, Chemistry program requires 13 course units in (Physical Science), English, General Education, 13-15 course units Government & International Studies, in the Liberal Arts Subject Area History, Mathematics, Philosophy, field (Art, Biology, Chemistry, Psychology, Religion, Sociology), Chemistry (Physical Science), MTH 106, and 13.5 course units in pro- English, History, Mathematics), fessional education, which includes student 12.5 course units in Professional teaching and one course unit elective. Education, which includes student Students completing the Elementary teaching. Program have fulfilled the course work to qualify for Elementary (K-6) certification. Students completing the Early Childhood Program have fulfilled the course work to qualify for Pre-School Certification (P-3).

Undergraduate Education course descriptions begin on page 185. 92 DIVISION OF EDUCATION

Students enrolling in the B.A. in Education may choose from the following co-concentrations:

Early Elementary Middle School/ Special Secondary/ Childhood (K-6) Subject Matter Education Subject (P-3) Specialization Endorsement Area Endorsement Biology xx x x x Chemistry xx x x x Chemistry (Physical Science) x xx xx English xx x x x History xx x x x Mathematics xx x x x Philosophy xx x Government & International Studies xx x Psychology xx x Religion xx Sociology xx x Visual & Performing Arts x

CRITERIA FOR ADMISSION TO THE EDC 202 Teaching as a Profession: EDUCATION MAJOR Meeting the Needs of All Learners Admission to the education major formally EDC 217 Understanding Family & begins with the successful completion of Community EDC 330 Introduction to Curriculum. EDC 314 The Development of the Pre- Design: Research Based Practice. In order Adolescent & Adolescent Learner to qualify for the major, all students & Implications for Teaching must have completed the following EDC 316 Early Childhood Development & requirements: Learning 1. Earned a cumulative GPA of at least PSY 100 Introduction to Psychology a 3.0. PSY/EDC 210 Educational Psychology 2. Attained the minimum score set by CRITERIA FOR CONTINUATION the New Jersey Department of Edu- cation on the Praxis Core Academic AND GRADUATION IN A TEACHER Skills Battery for Educators or SAT/ EDUCATION PROGRAM ACT Exam. To remain in the Education program and 3. Attained junior status with the com- to be eligible to student teach, students pletion of 14.25 course units (57 must maintain a minimum GPA of 3.0. credits). Students who have been accepted into the 4. Earned a grade of C or better in MTH Education program will have their GPA’s 130 and MTH 140, 141, 160 or 161 reviewed each semester: and in WRT 105 or WRT 106 and 1. Students who do not achieve a 3.0 WRT 107, and all education courses. GPA will be given a warning the first Students who are awaiting formal semester their GPA is lower than acceptance into the education major required. After the second semester, should take their general education students with a GPA below 3.0 will courses, co-concentration courses, and be asked to declare another major. the following education courses: EDUCATION 93

2. To student teach and become certi- • One course unit addressing the fied to teach in New Jersey, students Community Orientation/Citizenship must pass the required PRAXIS II competency. exam for their certification area. Note: These curricula meet the current require- 1. †† 2 course units from the Education ments of the New Jersey Department of major’s list of requirements and two(2) Education; any changes in laws and/or reg- course units from the co-concentration’s ulations will result in revisions of curricu- list of requirements may count as lar requirements that may take effect General Education Electives. before the publication of the next Catalog. 2. Students whose co-concentrations are biology, chemistry or mathematics Required General Education Courses: must take Precalculus (MTH 160) or (13 c.u.s) common core requirements, one c.u. addressing Aesthetic Appreciation, FYS 100 First Year Seminar* one c.u. addressing Communication MTH 130 Transition to Collegiate Skills, and two c.u.s addressing Mathematics Scientific and Technical Skills. MTH 140 College Algebra Enhanced/ Students in all other co-concentra- MTH 141 College Algebra tions take College Algebra (MTH or 140) for Common Core requirements, MTH 160 Precalculus Enhanced/ two c.u.s addressing Aesthetic Appre- MTH 161 Precalculus ciation, one c.u. addressing Commu- WRT 105 Enhanced Analytic & nication Skills, and one c.u. address- Argumentative Writing ing Scientific and Technical Skills. or WRT 106 Analytic & Argumentative Writing * BACHELOR OF ARTS: WRT 107 Synthesis & Research Writing Aesthetic Appreciation Competency (2 c.u.s) * Pilot Program–Academic Year 2017 Communication Skills Competency (1 c.u.) Scientific & Technical Skills Competency (1 c.u.) Common Core Required General AND Education Courses: (13 c.u.s) Multi/Transcultural & Global Awareness Candidates for the Bachelor of Arts(B.A.) Competency (2 c.u.s) degree must take a total of 4 course units Problem Solving & Critical Thinking from the following: Competency (2 c.u.s) • Two course units addressing the OR Aesthetic Appreciation competency. Multi/Transcultural & Global Awareness • One course unit addressing the Competency (1 c.u.) Communication Skills competency. Problem Solving & Critical Thinking • One course unit addressing the Competency (2 c.u.s) Scientific and Technical Skills Community Orientation/Citizenship competency. Competency (1 c.u.) AND Note: †† 2 course units from the A total of 4 course units from the fol- Education major’s list of requirements lowing: and two(2) course units from the co- • Two course units addressing the concentration’s lists of requirements may Multi/Transcultural and Global count as General Education Electives. Awareness competency. * Determined by the co-concentrations. • Two course units addressing the Students whose co-concentrations are Problem Solving/Critical Thinking biology, chemistry or mathematics must competency. take Precalculus, one c.u. addressing OR Aesthetic Appreciation, and two c.u.s • One course unit addressing the addressing Scientific and Technical Multi/Transcultural and Global Skills; students in all other co-concen- Awareness competency. trations take College Algebra, two c.u.s • Two course units addressing the addressing Aesthetic Appreciation, and Problem Solving/Critical Thinking one c.u. addressing Scientific and Tech- competency. nical Skills. 94 DIVISION OF EDUCATION

To remain in the Education Programs Required Co-Concentration Courses students must maintain a cumulative (Listed with the individual 3.0 grade point average and must earn a Co-Concentrations) “C” or better in all education courses. Required Professional Education Courses Middle School/ BA BA BA Subject Matter Early Elementary Secondary Specialization Credits Childhood Education Education Endorsement (c.u.s) (PreK-3) (K-6 License) (K-12 License) (5-8)

EDC 202 4(1) xx x x Teaching as a Profession: Meeting the Needs of All Learners EDC 210 4(1) xx x x Educational Psychology EDC 217 4(1) xx x Family & Community EDC 314 4(1) xx The Development of the Pre-Adolescent & Adolescent Learner EDC 316 4(1) xx x Child Development & Learning EDC 318 4(1) x Early Childhood Curriculum & Assessment EDC 320 2(0.5) xx x x Educating the Child with Disabilities in the Regular Classroom EDC 321 4(1) xx x x Developing Literacy Across the Grades: Methods & Strategies EDC 330 4(1) xx x x Introduction to Curriculum Design I: Research-Based Practice EDC 332 4(1) xxx Introduction to Curriculum Design II: Effective Teaching Methods in the Content Areas EDC 334 4(1) xxx Instructional Design & Analysis of Classroom Assessment EDC 336 4(1) xx x x Introduction to Educational Technology EDC 342 4(1) x Early Childhood Learning Environments & Assessment EDC 410 4(1) xx x x Clinical Practice I EDC 412 10(2.5) xx x x Clinical Practice II EDC 414 2(0.5) xx x x Clinical Practice Seminar MTH 106 4(1) xx x Math for Elementary Teachers Credits (c.u.s) 58(14.5) 58(14.5) 50(12.5) 62(15.5)

To obtain a Special Eduction Endorsement, EDC 323 Instructional Planning & Assess- students must take the required initial cer- ment for Students with Low tification courses and the following four(4) Incidence Disabilities (1 c.u.) courses: EDC 324 Consultation & Curriculum EDC 322 Instructional Planning & Assess- Adaptation for Students with ment for Students with High Special Needs in Inclusive Incidence Disabilities (1 c.u.) Settings (1 c.u.) EDC 325 Classroom Management (0.5 c.u.) EDUCATION 95

BIOLOGY CO-CONCENTRATION FOR BACHELOR’S DEGREE IN EDUCATION

Early Childhood Subject Area/Secondary Education (14.5 course units) (12.5 course units): or BIO 111 General Biology: Cell Elementary BIO 121 General Biology: Diversity (14.5 course units) BIO 200 Microbiology or BIO 205 Human Anatomy & Middle School with Subject Matter Physiology I Specialization Endorsement BIO 206 Human Anatomy & (15.5 course units): Physiology II BIO 213 Molecular & Cellular Biology BIO 111 General Biology: Cell BIO 309 Genetics BIO 121 General Biology: Diversity BIO 320 Ecology BIO 200 Microbiology BIO 450 Bioseminar BIO 205 Human Anatomy & CHM 111 General Chemistry I Physiology I CHM 112 General Chemistry II BIO 206 Human Anatomy & PHY 105 General Physics I Physiology II PHY 106 General Physics II BIO 309 Genetics BIO 320 Ecology And two(2) course units to be selected CHM 111 General Chemistry I from BIO/CHM/MTH/PHY courses CHM 112 General Chemistry II designated for majors and/or SCI 103 Astronomy, SCI 200 Introduction to And two(2) course units to be selected Forensic Science depending on students’ from BIO/CHM/MTH/PHY courses interest. Courses to be selected with the designated for majors and/or SCI 103 approval of a Biology Advisor. Astronomy, SCI 200 Introduction to Forensic Science depending on students’ Note: MTH 130 Transition to Collegiate interest. Courses to be selected with the Mathematics and MTH 160 Precalculus approval of a Biology Advisor. Enhanced/MTH 161 Precalculus are Note: MTH 106 Mathematics for required as part of the General Education Elementary School Teachers is required Core for the Biology Co-Concentration. for the Elementary and Early Childhood and Special Education and Early Childhood Co-Concentrations. 96 DIVISION OF EDUCATION

CHEMISTRY AND CHEMISTRY (PHYSICAL SCIENCE) CO-CONCENTRATIONS FOR BACHELOR’S DEGREE IN EDUCATION

Early Childhood Subject Area/Secondary Education (14.5 course units) (15 course units): or CHM 111 General Chemistry I Elementary CHM 112 General Chemistry II (14.5 course units) CHM 301 Organic Chemistry I or CHM 302 Organic Chemistry II Middle School with Subject Matter CHM 303 Organic Chemistry I Specialization Endorsement Laboratory (0.5 c.u.) (15.5 course units): CHM 304 Organic Chemistry II Laboratory (0.5 c.u.) CHM 111 General Chemistry I CHM 311 Physical Chemistry I CHM 112 General Chemistry II CHM 313 Physical Chemistry I CHM 301 Organic Chemistry I Laboratory (0.5 c.u.) CHM 303 Organic Chemistry I CHM 401 Biochemistry I Laboratory (0.5 c.u.) MTH 221 Calculus & Analytic CHM 302 Organic Chemistry II Geometry I CHM 304 Organic Chemistry II MTH 222 Calculus & Analytic Laboratory (0.5 c.u.) Geometry II CHM 401 Biochemistry I PHY 210 University Physics I PHY 105 General Physics I PHY 211 University Physics II PHY 106 General Physics II And 3.5 course units to be selected from And three(3) course units to be selected BIO/CHM/MTH/PHY courses designated from BIO/CHM/MTH/PHY courses for majors and/or SCI 103 Astronomy, designated for majors and/or SCI 103 SCI 200 Introduction to Forensic Science Astronomy, SCI 200 Introduction to depending on students’ interest. Forensic Science depending on students’ Courses to be selected with the approval interest. Courses to be selected with the of a Chemistry Advisor. approval of a Chemistry Advisor. Note: MTH 130 Transition to Collegiate Note: MTH 106 Mathematics for Mathematics and MTH 160 Precalculus Elementary School Teachers is required Enhanced/MTH 161 Precalculus are for the Elementary and Early Childhood required as part of the General Education and Special Education and Early Core for the Chemistry Co-Concentration Childhood Co-Concentrations. Subject Area/Secondary Education. Students must select either the Students must select either the Chemistry or Chemistry (Physical Chemistry or Chemistry (Physical Science) Co-Concentration when they Science) Co-Concentration when they prepare for the PRAXIS Exam and prepare for the PRAXIS Exam and Student Teaching. Student Teaching. EDUCATION 97

ENGLISH CO-CONCENTRATION FOR BACHELOR’S DEGREE IN EDUCATION

Early Childhood Subject Area/Secondary Education (14.5 course units) (13 course units): or ENG 120 Introduction to Creative Elementary Writing†† (14.5 course units) ENG 122 Public Speaking†† or ENG 128 Introduction to Mass Middle School with Subject Matter Communication†† Specialization Endorsement ENG 125 Introduction to (15.5 course units): World Literature or ENG 120 Introduction to Creative †† ENG 150 Introduction to Writing Western Literature†† ENG 122 Public Speaking†† ENG 128 Introduction to Mass ENG 203 British Literature Survey I Communication†† ENG 204 British Literature Survey II ENG 213 Oral Interpretation of ENG 125 Introduction to Literature World Literature or ENG 278 Survey of American ENG 150 Introduction to Literature I Western Literature†† ENG 279 Survey of American Literature II ENG 213 Oral Interpretation of Literature ENG 402 Literary Criticism and Advanced Research And two(2) courses selected from the or following: ENG 403 Major Writing in Depth ENG 203 British Literature Survey I ENG 204 British Literature Survey II And one(1) course in Shakespeare ENG 278 Survey of American selected from the following: Literature I ENG 361 Shakespeare’s Women ENG 279 Survey of American ENG 362 Shakespeare’s Men Literature II ENG 364 Selected Topics in Shakespeare And one(1) course selected from the Plus one(1) course selected from the following: following: ENG 222 African-American Literature†† ENG 222 African-American Literature†† ENG 223 Women in Literature ENG 223 Women in Literature ENG 226 Literature of Race, Class & Gender ENG 226 Literature of Race, Class & Gender ENG 232 Latin American Literature Survey ENG 232 Latin American Literature Survey ENG 248 The Harlem Renaissance: ENG 248 The Harlem Renaissance: Reflection on Art & Society Reflection on Art & Society ENG 264 Caribbean Literature ENG 264 Caribbean Literature ENG 351 Major African & Asian Writers ENG 351 Major African & Asian Writers ENG 356 Major Latin American & Caribbean Writers ENG 356 Major Latin American & ENG 363 Major Writers of the African Caribbean Writers Diaspora ENG 363 Major Writers of the African ENG 368 Classics of Non-Western Diaspora Literature ENG 368 Classics of Non-Western Plus one Literature elective Literature One literature course at the 300-level or higher Note: MTH 106 Mathematics for Elementary School Teachers is required †† Two(2) course units from the Education for the Elementary and Early Childhood major’s list of requirements and two(2) and Special Education and Early course units from the co-concentration’s Childhood Co-Concentrations. lists of requirements may count as General Education Electives. Note: MTH 130 and MTH 140/ MTH 141 will satisfy the Mathematics requirement of the General Education Core. 98 DIVISION OF EDUCATION

GOVERNMENT & INTERNATIONAL STUDIES FOR BACHELOR’S DEGREE IN EDUCATION

Early Childhood GIS 242 Science & Public Policy (14.5 course units) GIS 244 Local & State Government or GIS 310 Public Administration Elementary GIS 311 Public Economics & Finance (14.5 course units) Note: MTH 106 Mathematics for or Elementary School Teachers is required Middle School with Subject Matter for the Elementary and Early Childhood Specialization Endorsement Co-Concentration. (15.5 course units): MTH 130 and MTH 140/MTH 141 will GIS 100 Introduction to Government satisfy the Mathematics requirement of the Studies General Education Core. GIS 200 American Politics GIS 204 Ancient Political Theory GIS 223 Problems In Public Policy

HISTORY CO-CONCENTRATION FOR BACHELOR’S DEGREE IN EDUCATION

Early Childhood Subject Area/Secondary Education (14.5 course units) (13 course units): or GIS 200 American Politics Elementary or (14.5 course units) GIS 244 Local & State Government or HIS 105 Introduction to Africana Studies†† Middle School with Subject Matter HIS 106 Introduction to Geography†† Specialization Endorsement HIS 219 Writing History†† (15.5 course units): HIS 227 Global History I†† HIS 106 Introduction to Geography†† HIS 237 Global History II HIS 219 Writing History†† HIS 244 The Making of the United States to 1877 HIS 244 The Making of HIS 251 Topics in New Jersey History†† the United States-1877 or HIS 254 The United States in the World, HIS 254 The United States in the World, 1877-Present 1877-Present HIS 400 Capstone HIS 227 Global History I Plus two history courses at the 300 level HIS 237 Global History II And one course from the following: †† HIS 251 Topics in New Jersey History HIS 207 African-American History to 1877 HIS 400 Capstone HIS 216 Colonial Latin American & the Plus two courses at the 300 level Caribbean, 1500-1825 HIS 224 Introduction to Latin American & Note: MTH 106 Mathematics for Caribbean Studies Elementary School Teachers is required HIS 225 Ideas of Freedom, for the Elementary and Early Childhood African-American History from and Special Education and Early 1877-Present Childhood Co-Concentrations. Note: MTH 130 and MTH 140/ MTH 141 will satisfy the Mathematics requirement of the General Education Core. EDUCATION 99

MATHEMATICS CO-CONCENTRATION FOR BACHELOR’S DEGREE IN EDUCATION

Early Childhood Subject Area/Secondary Education (14.5 course units) (15 course units): or MTH 130 Transition to Collegiate Elementary Mathematics* (14.5 course units) MTH 160 Precalculus Enhanced/ or MTH 161 Precalculus* Middle School with Subject Matter MTH 200 Applied Statistics I Specialization Endorsement MTH 221 Calculus & Analytic Geometry I MTH 222 Calculus & Analytic Geometry II (15.5 course units): MTH 223 Calculus & Analytic MTH 130 Transition to Collegiate Geometry III Mathematics* MTH 320 Differential Equations MTH 106 Mathematics for Elementary MTH 330 Geometry School Teachers* MTH 331 Foundations of Mathematics MTH 160 Precalculus Enhanced/ MTH 337 Linear Algebra MTH 161 Precalculus* CMP 100 Computer Literacy**†† MTH 200 Applied Statistics I CMP 126 Programming I MTH 221 Calculus & Analytic Geometry I CMP 226 Programming II MTH 222 Calculus & Analytic Geometry II And one of the two course sequences in MTH 330 Geometry Physics: MTH 331 Foundations of Mathematics MTH 332 Discrete Mathematics PHY 105 General Physics I CMP 100 Computer Literacy**†† PHY 106 General Physics II or And one of the two course sequences in PHY 210 University Physics I Physics: PHY 211 University Physics II PHY 105 General Physics I And one(1) course unit to be taken from PHY 106 General Physics II BIO/CHM/CMP/INT/MTH/PHY/SCI or depending on students’ interest. PHY 210 University Physics I Courses to be selected with the approval PHY 211 University Physics II of a Mathematics Advisor. And one(1) course unit to be taken from * MTH 130 and MTH 160/MTH 161 are BIO/CHM/CMP/INT/MTH/PHY/SCI required as part of the General Education depending on students’ interest. Core for Mathematics Co-Concentration. Courses to be selected with the approval of a Mathematics Advisor. ** This course may be substituted by a combination of * MTH 106 Mathematics for Elementary CMP 102 Fundamental Computer School Teachers is required for the Literacy I (0.5 c.u.) Elementary and Early Childhood and and Special Education and Early Childhood CMP 104 Fundamental Computer Co-Concentrations. Literacy II (0.5 c.u.) * MTH 130 and MTH 160/MTH 161 are required as part of the General Education †† Two(2) course units from the Core for Mathematics Co-Concentration. Education major’s list of requirements ** This course may be substituted by a and two(2) course units from the co- combination of concentration’s lists of requirements may count as General Education Electives. CMP 102 Fundamental Computer Literacy I (0.5 c.u.) and CMP 104 Fundamental Computer Literacy II (0.5 c.u.) 100 DIVISION OF EDUCATION

PHILOSOPHY CO-CONCENTRATION FOR BACHELOR’S DEGREE IN EDUCATION

Early Childhood GROUP II (14.5 course units) PHL 228 Philosophy, Technology, & or Environment Elementary PHL 230 Bio-Medical Ethics (14.5 course units): PHL 231 Business Ethics PHL 100 Introduction to Philosophy†† GROUP III PHL 101 Contemporary Moral Issues PHL 306 Philosophy of Science/Social PHL 102 Philosophy in Literature†† Science PHL 110 Effective Reasoning†† PHL 309 Aesthetics (Philosophy of Art) PHL 200 Logic†† GROUP IV Plus one(1) course from each of the PHL 307 Philosophy of Mind four(4) groups: PHL 313 Theory of Knowledge GROUP I Note: MTH 106 Mathematics for Elementary School Teachers is required PHL 221 Philosophy of Education for the Elementary and Early Childhood PHL 225 Philosophical Perspectives Co-Concentration. on Women PHL 226 African-American Philosophy MTH 130 and MTH 140/MTH 141 will satisfy the Mathematics requirement of the General Education Core.

PSYCHOLOGY CO-CONCENTRATION FOR BACHELOR’S DEGREE IN EDUCATION

Early Childhood And one(1) course selected from the (14.5 course units) following: or PSY 209 Health Psychology Elementary PSY 306 Adolescence (14.5 course units): PSY 309 Adulthood & Aging PSY 100 Introduction to Psychology†† PSY 325 Cross-Cultural Psychology PSY 201 Human Cognition/Learning PSY 333 Selected Topics in Psychology PSY 205 Developmental Psychology PSY 335 Psychology of Gender PSY/SOC 230 Social Psychology†† PSY 418 Principles of Psychotherapy & PSY 245 Statistics for the Behavioral Counseling Sciences PSY 420 Group Dynamics PSY 450 Senior Research Seminar PSY 307 Theories of Personality PSY 495 Practicum in Applied or Psychology PSY 305 Abnormal Psychology PSY 310 Research Methods I Note: MTH 106 Mathematics for PSY 311 Research Methods II Elementary School Teachers is required †† Two(2) course units from the for the Elementary and Early Childhood Education major’s list of requirements Co-Concentration. and two(2) course units from the co- MTH 103 and MTH 140/MTH 141 will concentration’s lists of requirements may count as General Education Electives. satisfy the Mathematics requirement of the General Education Core. EDUCATION 101

RELIGION CO-CONCENTRATION FOR BACHELOR’S DEGREE IN EDUCATION

Early Childhood REL 232 Introduction to Islam†† (14.5 course units) REL 237 Introduction to Buddhism or REL 238 Introduction to Hinduism†† Elementary REL 333 Selected Topics in Religion (14.5 course units): Note: MTH 106 Mathematics for REL 110 Ways of Understanding Elementary School Teachers is required Religion†† for the Elementary and Early Childhood REL 201 Old Testament Literature, Co-Concentration. History & Tradition REL 204 New Testament Literature, MTH 130 and MTH 140/MTH 141 will History, & Tradition†† satisfy the Mathematics requirement of the REL 208 Religion in America†† General Education Core. REL 230 Traditional Religions of the World

SOCIOLOGY CO-CONCENTRATION FOR BACHELOR’S DEGREE IN EDUCATION

Early Childhood GROUP II (14.5 course units) Two(2) courses selected from the or following: Elementary PSY 317 Organizational Behavior (14.5 course units): SOC 213 Women & Work SOC 100 Introduction to Sociology†† SOC 316 Sociology of Health & Illness SOC 215 Statistics for Sociologists SOC 333 Selected Topics in Sociology SOC 320 Classical Sociological Theory SOC 336 Sociology of Sex, Gender & SOC 325 Methods of Social Research Sexuality SOC 450 Senior Research Seminar* SOC 351 Sociology of Religion SOC 370 Sociology of Latin America Plus four(4) courses selected from the and the Caribbean groups shown: GROUP III GROUP I One(1) course selected from the One(1) course selected from the following: following: SOC 412 Contemporary Social SOC 211 Juvenile Delinquency Problems SOC 212 Sociology of Education SOC 413 Social Change SOC/PSY 230 Social Psychology†† SOC 414 Social Movements SOC 236 Deviance & Social Control SOC 415 Criminal Justice & Gender SOC 241 Minority Groups & Race SOC 416 Criminal Justice & Race Relations SOC 417 Feminism: Theory & Practice SOC 243 Criminology SOC 433 Selected Topics in Sociology SOC 249 Sociology of the Family SOC 251 Gender & Globalization Note: MTH 106 Mathematics for Elementary School Teachers is required * Must be taken the semester prior for the Elementary and Early Childhood to student teaching. Topic must Co-Concentration. be related to education. MTH 130 and MTH 140/MTH 141 will satisfy the Mathematics requirement of the General Education Core. 102 DIVISION OF EDUCATION

VISUAL AND PERFORMING ARTS CO-CONCENTRATION FOR BACHELOR’S DEGREE IN EDUCATION

Early Childhood And five(5) course unites selected (14.5 course units) from the following: Required courses: CAT 101 Creative Arts Workshop (0.5 c.u.) CAT 106 Experiments in Digital/Analog CAT 115 Media Tools Media CAT 207 Art Appreciation CAT 113 African-American Tradition CAT 257 Basic Video Production Workshop And one(1) course selected from the CAT 134 Drawing for 2D Animation following: CAT 194 3D Design CAT 218 Painting CAT 116 Movement for Animators & CAT 227 Silkscreen Filmmakers (Required for CAT 279 Studio Sculpture Animation Concentration) CAT 292 Printmaking CAT 124 Dance Jam I CAT 332 Life Drawing for Motion CAT 125 Dance Jam II CAT 190 Movement Theater Project Note: MTH 106 Mathematics for CAT 193 Introduction to Acting (0.5 c.u.) Elementary School Teachers is required CAT 195 Circus Arts for the Special Education and CAT 213 Music Improvisation (0.5 c.u.) Early Childhood Co-Concentration. (Required for Music Technology Concentration) MTH 130 and MTH 140/MTH 141 will CAT 299 Performing Arts Production I satisfy the Mathematics requirement of the General Education Core. 103

DIVISION OF English HUMANITIES

Students in the English major Students wishing New Jersey Teaching are required to take the following Certification must be admitted into General Education courses. the B.A. in Education and satisfy FYS 100 First Year Seminar* the courses listed in the English MTH 130 Transition to Collegiate co-concentration (see page 97). Mathematics Should a student decide to major MTH 140 College Algebra-Enhanced/ in the discipline exclusively, he/she will MTH 141 College Algebra need to submit a change of major WRT 105 Enhanced Analytic & declaration and satisfy all the require- Argumentative Writing ments. Students who wish to double or major must complete the requirements WRT 106 Analytic & Argumentative of both majors. Writing WRT 107 Synthesis & Research Writing Students interested in English as a Aesthetic Appreciation Competency (2 c.u.s) Communication Skills Competency (1 c.u.) major have two options: Scientific & Technical Skills Competency • Literature (1 c.u.) • Creative Writing AND Multi/Transcultural & Global Awareness Competency (2 c.u.s) Problem Solving & Critical Thinking Competency (2 c.u.s) OR Multi/Transcultural & Global Awareness Competency (1 c.u.) Problem Solving & Critical Thinking Competency (2 c.u.s) Community Orientation/Citizenship Competency (1 c.u.) * Pilot Program–Academic Year 2017 Many courses have prerequisites which are listed in the course description. Please be sure that necessary prerequi- sites have been taken before enrolling in any course.

Undergraduate English course descriptions begin on page 189. 104 DIVISION OF HUMANITIES

LITERATURE CONCENTRATION

The courses required for the And four(4) Literature course units Literature concentration are: selected from the following, of which ENG 125 Introduction to two units must be at the 300-level: World Literature ENG 202 Issues in Contemporary or Literature ENG 150 Introduction to ENG 222 African-American Literature Western Literature ENG 223 Women’s Literature ENG 203 British Literature Survey I ENG 226 Literature of Race, Class & ENG 204 British Literature Survey II Gender ENG 249 Advanced Grammar ENG/REL 227 Religion & Literature ENG 278 Survey of American Literature I ENG 229 Literature & Medicine ENG 279 Survey of American Literature II ENG 232 Latin American Literature Survey ENG 402 Literary Criticism & Advanced ENG/AFS/PHL 248 The Harlem Renaissance: Research Reflection on Art & Society or ENG 251 The Art of Fiction ENG 403 Major Writers in Depth ENG 252 The Art of Drama ENG 253 The Art of Poetry And one(1) course in Shakespeare ENG 258 Gothic Literature selected from the following: ENG 259 Contemporary African-American ENG 361 Shakespeare’s Women Thought ENG 362 Shakespeare’s Men ENG 263 Fantasy Literature ENG 364 Studies in Shakespeare ENG 264 Caribbean Literature ENG 268 Haitian Literature And two(2) course units selected from ENG 274 Children’s Literature the following: ENG 281 Literature, Film, & Theory ENG 222 African-American Literature ENG 313 Selected Topics in Arts & Western ENG 223 Women in Literature Civilization ENG 226 Literature of Race, Class & ENG 331 Selected Topics in American Gender Literature ENG 232 Latin American Literature Survey ENG 332 Selected Topics in British ENG/AFS/PHL 248 The Harlem Renaissance: Literature Reflection on Art & Society ENG 333 Selected Topics in Literature ENG 259 Contemporary African-American ENG 352 Major Writers of Europe Thought ENG 356 Major Latin American & ENG 264 Caribbean Literature Caribbean Writers ENG 268 Haitian Literature ENG 361 Shakespeare’s Women ENG 356 Major Latin American & ENG 362 Shakespeare’s Men Caribbean Writers ENG 363 Major Writers of the African ENG 359 Major Asian Writers Diaspora ENG 363 Major Writers of the African ENG 364 Selected Topics in Shakespeare Diaspora ENG 368 Classics of Non-Western ENG 368 Classics of Non-Western Literature Literature ENGLISH 105

CREATIVE WRITING CONCENTRATION

The courses required for the ENG 226 Literature of Race, Class & Writing concentration are: Gender ENG 120 Introduction to Creative Writing ENG 232 Latin American Literature Survey ENG 249 Advanced Grammar ENG 248 The Harlem Renaissance: Reflection on Art & Society ENG 325 Literary Magazine Production ENG 256 Changing Women’s Lives or ENG 264 Caribbean Literature ENG 405 Internship in English ENG 268 Haitian Literature ENG 460 Senior Thesis in Creative Writing ENG 359 Major Asian Writers ENG 363 Major Writers of the African And one(1) Introduction to Literature Diaspora course selected from: ENG 125 Introduction to World And one(1) course in genre studies: Literature ENG 251 The Art of Fiction ENG 150 Introduction to Western ENG 252 The Art of Drama Literature ENG 253 The Art of Poetry And one(1) Literature Survey course And four(4) course units selected from the selected from: following: ENG 203 British Literature Survey I ENG 206 Screenwriting ENG 204 British Literature Survey II ENG 215 Playwrighting ENG 278 Survey of American Literature I ENG 220 Intermediate Creative Writing ENG 279 Survey of American Literature II ENG 234 Selected Topics in Writing ENG 309 Advanced Fiction Writing And three(3) Literature of Diversity cours- ENG 341 Advanced Poetry Writing es selected from: ENG 342 Writing for the Professions ENG 222 African-American Literature ENG 348 Creative Non-Fiction ENG 223 Women’s Literature JOU 224 Journalism I

MINOR IN CREATIVE WRITING

A minor in Creative Writing must Plus one(1) Literature course selected take the following courses: from the following: ENG 120 Introduction to Creative Writing ENG 251 The Art of Fiction ENG 249 Advanced Grammar ENG 252 The Art of Drama And 3.5 writing course units selected ENG 253 The Art of Poetry from the following: ENG 215 Playwriting ENG 216 The Short Story (0.5 c.u.) ENG 217 The Lyric (0.5 c.u.) ENG 220 Intermediate Creative Writing ENG 234 Selected Topics in Writing ENG 236 Special Seminar in Writing (0.5 c.u.) ENG 309 Advanced Fiction Writing ENG 325 Literary Magazine ENG 341 Advanced Poetry Writing ENG 348 Creative Non-fiction ENG 460 Senior Thesis in Creative Writing 106 DIVISION OF HUMANITIES

MINOR IN ENGLISH/LITERATURE

A minor in English must successfully One(1) course selected from the complete six(6) course units. following: Two courses selected from the ENG/REL 227 Religion & Literature following: ENG 361 Shakespeare’s Women ENG 362 Shakespeare’s Men ENG 203 British Literature Survey I ENG 364 Selected Topics in Shakespeare ENG 204 British Literature Survey II ENG 278 American Literature Survey I One(1) course selected from the ENG 279 American Literature Survey II following: One(1) course selected from the ENG 302 Children’s Literature following: ENG 302 Religion & Literature ENG 313 Selected Topics in Arts & Western ENG 251 The Art of Fiction Civilization ENG 252 The Art of Drama ENG 331 Selected Topics in American ENG 253 The Art of Poetry Literature ENG 332 Selected Topics in British One(1) course selected from the Literature following: ENG 333 Selected Topics in Literature ENG 202 Selected Topics in Contemporary ENG 352 Major Writers of Europe Literature ENG 356 Major Latin American & ENG 222 African-American Literature Caribbean Writers ENG 223 Women’s Literature ENG 359 Major Asian Writers ENG 226 Literature of Race, Class & ENG 361 Sheakespeare’s Women Gender ENG 362 Shakespeare’s Men ENG 227 Religion & Literature ENG 363 Major Writers of the ENG 229 Literature & Medicine African Diaspora ENG 232 Latin American Literature Survey ENG 364 Selected Topics in Shakespeare ENG/AFS/PHL 248 The Harlem Renaissance: ENG 368 Classics of Non-Western Reflection on Art & Society Literature ENG 249 Advanced Grammar ENG 401 Major Writers in Depth ENG 251 The Art of Fiction ENG 402 Literary Criticism & Advanced ENG 252 The Art of Drama Research ENG 253 The Art of Poetry ENG 258 Gothic Literature ENG 259 Contemporary African-American Thought ENG 263 Fantasy Literature ENG 264 Caribbean Literature ENG 268 Haitian Literature ENG 281 Literature, Film, & Theory 107

DIVISION OF French HUMANITIES

MINOR IN FRENCH

A minor in French must With the written consent of the successfully complete: French Faculty, students may FRN 205 Advanced Conversation, substitute other courses, especially Composition & Phonetics I those numbered 300 or higher. FRN 206 Advanced Conversation, Students are encouraged to request Composition & Phonetics II and take independent study FRN 210 Survey of French Literature I courses in French. FRN 211 Survey of French Literature II FRN 310 Advanced Grammar & Expression I FRN 311 Advanced Grammar & Expression II

Undergraduate French course descriptions begin on page 198. 108 Game DIVISION OF CREATIVE ARTS AND TECHNOLOGY Programming

Students in the Bachelor of Science The required courses are: Game Programming Major CAT CORE COURSES are required to take the following CAT 108 Introduction to Game Design General Education courses. CAT 209 Game Methodology FYS 100 First Year Seminar* CAT 237 Group Game Project I MTH 130 Transition to Collegiate CAT 238 Introduction to Mathematics Game Programming MTH 160 Precalculus with Algebraic CAT 308 Group Game Project II Support/ CAT 380 Internship I MTH 161 Precalculus CAT 408 Group Game Project III CAT 420 Capstone Project WRT 105 Enhanced Analytic & Argumentative Writing CIS CORE COURSES or WRT 106 Analytic & Argumentative CMP 126 Programming I Writing CMP 226 Programming II CMP 228 Data Structures WRT 107 Synthesis & Research Writing CMP 300 System Analysis & Design CMP 322 Introduction to Eight(8) c.u.s required from the Operating Systems following: MATHEMATICS CORE COURSES Aesthetic Appreciation Competency (1 c.u.) Communication Skills Competency (1 c.u.) MTH 221 Calculus & Analytic Geometry I or Scientific & Technical Skills Competency MTH 332 Discreet Mathematics (2 c.u.s) AND Multi/Transcultural & Global Awareness Competency (1 c.u.) Problem Solving & Critical Thinking Competency (3 c.u.s) OR Multi/Transcultural & Global Awareness Competency (1 c.u.) Problem Solving & Critical Thinking Competency (2 c.u.s) Community Orientation/Citizenship Competency (1 c.u.) * Pilot Program–Academic Year 2017 109 Government & DIVISION OF SOCIAL & International BEHAVIORAL SCIENCE Studies

Students in the Government & Students wishing New Jersey Teaching International Studies major are Certification must be admitted into required to take the following the B.A. in Education and satisfy the General Education courses. courses listed in the Government & FYS 100 First Year Seminar* International Studies co-concentration MTH 130 Transition to Collegiate (see page ___). Should a student decide Mathematics to major in the discipline exclusively, MTH 140 College Algebra-Enhanced/ he/she will need to submit a change MTH 141 College Algebra of major declaration and satisfy WRT 105 Enhanced Analytic & all the requirements. Students who Argumentative Writing wish to double major must complete or the requirements of both majors. WRT 106 Analytic & Argumentative Writing WRT 107 Synthesis & Research Writing A student wishing to major in Government & International Studies Aesthetic Appreciation Competency (2 c.u.s) may choose either of the following Communication Skills Competency (1 c.u.) Scientific & Technical Skills Competency concentrations: (1 c.u.) • Global Civil Society and AND Human Rights Multi/Transcultural & Global Awareness –Track A Competency (2 c.u.s) –Track B Problem Solving & Critical Thinking • Public Administration Competency (2 c.u.s) • Government OR Human Services Studies Multi/Transcultural & Global Awareness • Competency (1 c.u.) The Core Courses required of Problem Solving & Critical Thinking all majors consist of the following Competency (2 c.u.s) seven(7) courses: Community Orientation/Citizenship ECN 210 Principles of Economics I– Competency (1 c.u.) Microeconomics * Pilot Program–Academic Year 2017 ECN 211 Principles of Economics II– Macroeconomics Many courses have prerequisites which GIS 102 International Studies I are listed in the course description. GIS 202 International Studies II Please be sure that necessary prerequi- GIS 203 Comparative Political Systems sites have been taken before enrolling GIS 208 International Relations in any course. HIS 106 Introduction to Geography In addition, students must demon- strate third year proficiency six(6) c.u.s with a grade of C or better in a single foreign language.

Undergraduate Government & International Studies course descriptions begin on page 200. 110 DIVISION OF SOCIAL & BEHAVIORAL SCIENCE

Students may also fulfill the language b. Students whose native language requirement for Government and in not English, or students who International Studies via one of these have studied a language previous- methods: ly, may be exempt from the lan- a. Successfully completing one year guage requirement by earning a of study abroad in the target lan- rating of “Intermediate Mid” on guage (provided that course work the Oral Proficiency Interview or other programs of study are administerd by Language Testing conducted in the target lan- International in accordance with guage). Courses or other studies the American Council on the conducted in English will not be Teaching of Foreign Languages. accepted in fulfillment of this c. CLEP requirement.

GLOBAL CIVIL SOCIETY & HUMAN RIGHTS CONCENTRATION

There are two Tracks students may HIS 226 Modern Latin America & select from which are dependent on the Caribbean, 1825-Present fulfillment of language criteria. LAC/APG 210 Cultures of the Anglo & French Caribbean Track A of the Global Civil Society and Human Rights concentrations In addition, select one(1) from specifically geared to placement in the following: graduate studies programs as it is GROUP II modeled on the Master of Arts degree REL 232 Introduction to Islam criteria of member programs affiliated REL 236 Religions of East Asia with the Association of Professional REL 237 Introduction to Buddhism Schools and International Affairs REL 238 Introduction to Hinduism (APSIA). In addition, select one(1) from Track B of the Global Civil Society the following: and Human Rights concentration is GROUP III also geared toward placement in GIS 205 Modern Political Ideologies APSIA graduate studies programs, yet GIS 224 American Foreign Policy offers an opportunity for students to GIS 305 International Conflict study their selected foreign language TRACK B in-country. Required courses for this TRACK A concentration: Required courses for this GIS 210 Introduction to Human Rights concentration: GIS 400 Globalization & Poverty GIS 210 Introduction to Human Rights GIS 402 Ethics & International Relations GIS 320 International Political Economy GIS 400 Globalization & Poverty In addition, select two(2) from GIS 402 Ethics & International Relations the following: In addition, select two(2) from GROUP I GIS 322 East Asian Politics the following: HIS 216 Colonial Latin America & GROUP I the Caribbean, 1500-1825 GIS 322 East Asian Politics HIS 226 Modern Latin America & HIS 216 Colonial Latin America & the Caribbean, 1825-Present the Caribbean, 1500-1825 LAC/APG 210 Cultures of the Anglo & French Caribbean GOVERNMENT & INTERNATIONAL STUDIES 111

In addition, select one(1) from In addition, select two(2) from the following: the following: GROUP II GROUP III REL 232 Introduction to Islam GIS 205 Modern Political Ideologies REL 236 Religions of East Asia GIS 224 American Foreign Policy REL 237 Introduction to Buddhism GIS 305 International Conflict REL 238 Introduction to Hinduism

HUMAN SERVICES STUDIES CONCENTRATION

(See pages 116-118)

PUBLIC ADMINISTRATION CONCENTRATION

In addition to the Common Core GROUP I courses, a student in the Public Any two(2) courses from the Administration concentration following: will take the following required GIS 205 Modern Political Ideologies courses: GIS 224 American Foreign Policy BUS 200 Introduction to Management GIS 244 Local & State Government BUS 300 Introduction to International GIS 305 International Conflict Business GIS 312 The Theory & Practice of ECN 305 International Economics & Trade Non-profit Management or GIS 322 East Asian Politics ECN 321 Public Finance & Expenditure GIS 402 Ethics & International Relations GIS 223 Problems in Public Policy In addition, students must demon- GIS 244 Local & State Government strate second year proficiency four(4) GIS 310 Public Administration c.u.s with a grade of C or better in a GIS 311 Public Economics & Finance single foreign language. PSY 245 Statistics for Behavioral Sciences or SOC 215 Statistics for Sociologists 112 DIVISION OF SOCIAL AND BEHAVIORAL SCIENCE

GOVERNMENT CONCENTRATION

Required courses for this concentra- For example, a student could tion include: complete: GIS 100 Government Studies SPA 110 Spanish Language & Culture I GIS 200 American Politics SPA 120 Spanish Language & Culture II GIS 204 Ancient Political Philosophy SPA 205 Advanced Conversation, Composition & Phonetics I In addition, select three(3) from SPA 206 Advanced Conversation, the following: Composition & Phonetics II GROUP I or GIS 205 Modern Political Ideologies FRN 115 French Language & Culture I GIS 210 Introduction to Human Rights FRN 125 French Language & Culture II GIS 230 American Political Thought FRN 205 Advanced Conversation, GIS 235 Contemporary Political Theory Composition & Phonetics I GIS 400 Globalization & Poverty FRN 206 Advanced Conversation, Composition & Phonetics II In addition, select three(3) from the following: Students may also fulfill the language GROUP II requirement for Government via one of GIS 208 International Relations– these methods: (Prerequisite for GIS 402) a. Successfully completing one year GIS 224 American Foreign Policy of study abroad in the target GIS 305 International Conflict language (provided that course GIS 333 Special Topics in Government work or other programs of study GIS 402 Ethics & International Relations are conducted in the target In addition, select one(1) from language). Courses or other the following: studies conducted in English will not be accepted in fulfillment of GROUP III this requirement. GIS 308 Theory & Practice in Human Services b. Students whose native language REL 232 Introduction to Islam in not English, or students who REL 236 Religions of East Asia have studied a language previous- ly, may be exempt from the lan- In addition, students must demon- guage requirement by earning a strate second year proficiency four(4) rating of “Intermediate Mid” on c.u.s with a grade of C or better in a the Oral Proficiency Interview single foreign language. administerd by Language Testing International in accordance with the American Council on the Teaching of Foreign Languages. c. CLEP MINOR IN PUBLIC POLICY

A minor in Public Policy must success- Plus three(3) courses chosen in fully complete eight(8) courses: conjunction with a Government and GIS 223 Problems in Public Policy International Study Advisor. GIS 224 American Foreign Policy GIS 242 Science & Public Policy GIS 244 Local & State Government GIS 310 Public Administration 113

DIVISION OF History HUMANITIES

Students in the History major Students wishing New Jersey Teaching are required to take the following Certification must be admitted into General Education courses. the B.A. in Education and satisfy FYS 100 First Year Seminar* the courses listed in the History co-concentration. Should a student MTH 130 Transition to Collegiate decide to major in the discipline Mathematics exclusively, he/she will need to submit MTH 140 College Algebra-Enhanced/ a change of major declaration and MTH 141 College Algebra satisfy all the requirements listed below. WRT 105 Enhanced Analytic & Students who wish to double major Argumentative Writing must complete the requirements of or both majors. WRT 106 Analytic & Argumentative Writing WRT 107 Synthesis & Research Writing A student wishing to major in History must take the following courses: Aesthetic Appreciation Competency (2 c.u.s) Communication Skills Competency (1 c.u.) HIS 219 Writing History Scientific & Technical Skills Competency HIS 244 The Making of the (1 c.u.) United States-1877 HIS 254 The United States in the World, AND 1877-Present Multi/Transcultural & Global Awareness HIS 400 Senior Capstone Project Competency (2 c.u.s) Problem Solving & Critical Thinking Two(2) 100 level History courses Competency (2 c.u.s) or OR 200 level History courses Multi/Transcultural & Global Awareness Two(2) 300 level History courses Competency (1 c.u.) Problem Solving & Critical Thinking Select one(1) course from the following: Competency (2 c.u.s) HIS 227 Global History I Community Orientation/Citizenship HIS 237 Global History II Competency (1 c.u.) Select one(1) course from the following: * Pilot Program–Academic Year 2017 HIS 216 Colonial Latin America & the Many courses have prerequisites which Caribbean, 1500-1825 are listed in the course description. HIS 207 African-American History to 1877 Please be sure that necessary prerequi- HIS 220 Introduction to Latin American sites have been taken before enrolling & Caribbean Studies HIS 225 Ideas of Freedom, African- in any course. American History from 1877-Present MINOR IN HISTORY

A minor in History must success- Students must take four(4) additional fully complete at least six(6) courses in History courses two(2) at the 300 level. History. Two(2) courses are required: HIS 106 Introduction to Geography HIS 219 Writing History

Undergraduate History course descriptions begin on page 204. 114

INTERDISCIPLINARY PROGRAMS Honors

Courses for Honors credit: All College Honors Seminars Four(4) course units at the 200 level or Honors Seminars are interdisciplinary, above must be taken for Honors credit team-taught courses developed within the 33 course requirement, especially for the All-College Honors exclusive of the Honor Seminars. program. Students must take one Approval of the Director of the full-course unit of an Honors Seminar Honors program and the Instructor as partial fulfillment of the Honors of these four courses is required, program requirements, usually in the with notification to the Registrar sophomore or junior year and prior within the first three weeks of class. to beginning the Honors thesis. Enrollment is limited to students participating in the Honors program. A detailed description of the program appears on page 259 of the Catalog.

Undergraduate Honors course descriptions begin on page 208. 115 Human

Resource DIVISION OF ACCOUNTING, BUSINESS, COMPUTER Management SCIENCE & ECONOMICS

Bloomfield College offers a Bachelor in Note: Three(3) course unites of the Business Administration degree (BBA) major’s list of requirements may count as in Human Resource Management. The General Education Electives. area of Human Resource Management is a growing and dynamic field offering The required Business Core courses are: a myriad of opportunities for gradu- ACC 201 Principles of Accounting I ates. This program will provide stu- ACC 204 Principles of Accounting II dents with a broad overview of organi- BUS 200 Introduction to Management zational management with an emphasis on how to best harness energies to BUS 312 Managerial Finance build a better functioning workforce. BUS 314 Principles of Marketing The student will learn skills needed to BUS 316 Business Law I creatively meet the needs of workers CMP 100 Computer Literacy within the context attaining organiza- ECN 210 Principles of Economics I: tional objectives. Students will gain Microeconomics experience in staffing, training, per- ECN 211 Principles of Economics II: Macroeconomics formance management, dispute resolu- tion, compensation, organizational MTH 200 Applied Statistics I behavior and leadership strategies in business. The BBA in Human Resource The required Human Resource Man- Management prepares you to enter and agement courses are: excel in the human resources arena by BUS 313 Human Resource Management generating approaches and solutions for BUS/PSY 317 Organizational Behavior managing an organization’s most valu- (Business Division course) able resource: its employees. BUS 322 Employee Benefit Administration BUS 365 International Human Resource Students in the Human Resource Man- Management agement Major are required to BUS 362 Ethics & Leadership in take the following General Education Organizations courses: BUS 364 Conflict Management & MTH 130 Transition to Collegiate Math Resolution MTH 160 Precalculus Enhanced/ BUS 368 Labor Relations & Collective MTH 161 Precalculus Bargaining WRT 105 Enhanced Analytic & BUS 415 Problems & Cases in Human Argumentative Writing Resource Management or BUS 423 Training & Development WRT 106 Analytic & Argumentative BUS 421 Compensation Management Writing WRT 107 Synthesis & Research Writing Select 1 (one) course from the following: 6 c.u.s are required from the following: BUS 333 Selected Topics in Management Aesthetic Appreciation Competency (1 c.u.) Communication Skills Competency (1 c.u.) BUS 366 Workplace Issues in Human Multi/Transcultural & Global Awareness Resource Management Competency (1 c.u.) PSY 224 Industrial/Organizational Problem Solving & Critical Thinking Psychology Competency (2 c.u.s) PSY 337 Diversity Training** Scientific & Technical Skills ** Selecting this course will result in comple- Competency (1 c.u.) tion of the Diversity Training Certificate. 116 Human Services Studies DIVISION OF SOCIAL & BEHAVIORAL SCIENCE Concentration

Students in the Human Services A student wishing to major in Studies Concentration are Human Services Studies Concentration required to take the following may choose from three majors: General Education courses. • Government & International FYS 100 First Year Seminar* Studies MTH 130 Transition to Collegiate • Psychology Mathematics Sociology MTH 140 College Algebra-Enhanced/ • MTH 141 College Algebra The following nine common core WRT 105 Enhanced Analytic & courses are required for Human Argumentative Writing or Services Studies Concentration: WRT 106 Analytic & Argumentative GIS 223 Problems in Public Policy Writing GIS /PSY/SOC 308 Theory & Practice in the WRT 107 Synthesis & Research Writing Human Services Aesthetic Appreciation Competency (2 c.u.s) GIS 312 Theory & Practice of Non-Profit Communication Skills Competency (1 c.u.) Management Scientific & Technical Skills Competency PSY 100 Introduction to Psychology (1 c.u.) PSY 418 Principles of Psychotherapy AND PSY 305 Abnormal Psychology Multi/Transcultural & Global Awareness or Competency (2 c.u.s) PSY 307 Theories of Personality Problem Solving & Critical Thinking SOC 100 Introduction to Sociology Competency (2 c.u.s) SOC 236 Deviance & Social Control OR or Multi/Transcultural & Global Awareness SOC 249 Sociology of the Family Competency (1 c.u.) Internship course in the student’s Major Problem Solving & Critical Thinking (GIS 490; PSY 495; SOC 490 or 491) Competency (2 c.u.s) Community Orientation/Citizenship In addition, students will select three(3) Competency (1 c.u.) courses chosen from within one of the concentrations within GIS in conjunction * Pilot Program–Academic Year 2017 with a Government and International Studies Advisor. Many courses have prerequisites which are listed in the course description. Please be sure that necessary prerequisites have been taken before enrolling in any course. HUMAN SERVICES STUDIES CONCENTRATION 117

GOVERNMENT & INTERNATIONAL STUDIES MAJOR HUMAN SERVICES STUDIES CONCENTRATION

In addition to the nine(9) common core courses, a student in Government & International Studies major will take the following seven(7) required courses: GIS 100 Introduction to Government Studies GIS 200 American Politics GIS 230 American Political Thought GIS 244 Local & State Government GIS 310 Public Administration GIS 311 Public Economics & Finance SOC 215 Statistics for Sociologists

PSYCHOLOGY MAJOR HUMAN SERVICES STUDIES CONCENTRATION

In addition to the nine(9) common GROUP III core courses, a student in the Psychol- Two(2) courses from the following: ogy major will take the following PSY 209 Health Psychology ten(10) required courses: PSY 230 Social Psychology PSY 205 Developmental Psychology PSY 307 Theories of Personality PSY 245 Statistics for the Behavioral Sciences GROUP IV PSY 310 Research Methods I One(1) course from the following: PSY 311 Research Methods II PSY 402 History of Psychology: A Global Perspective GROUP I PSY 418 Principles of Psychotherapy One(1) course from the following: PSY 420 Group Dynamics PSY 221 Career Development, PSY 425 Cross Cultural Psychology* Theory & Practice PSY 433 Selected Topics in Psychology PSY 224 Industrial/Organizational PSY 450 Senior Research Seminar Psychology PSY 317 Organizational Behavior GROUP II Two(2) courses from the following: PSY 201 Human Cognition/Learning PSY 231 Animal Behavior PSY 319 The Psychology of Motivation PSY 323 Biopsychology 118 DIVISION OF SOCIAL & BEHAVIORAL SCIENCE

SOCIOLOGY MAJOR HUMAN SERVICES STUDIES CONCENTRATION

In addition to the nine common core GROUP III courses, a student in Sociology major Two(2) courses selected from the will take the following eight required following: courses: PSY 317 Organizational Behavior SOC 215 Statistics for Sociologists SOC 305 Beyond Black & White: SOC 320 Classical Sociological Theory Latinos in the United States SOC 325 Methods of Social Research SOC 314 Sociology of Madness & Marginality GROUP II SOC 316 Sociology of Health & Illness Two(2) courses selected from the SOC 333 Selected Topics in Sociology following: SOC 336 Sociology of Sex, Gender, & PSC 235 Gay & Lesbian Politics Sexuality PSY/SOC 230 Social Psychology SOC 351 Sociology of Religion SOC 211 Juvenile Delinquency SOC 369 Sociology of African/ SOC 212 Sociology of Education American Families SOC 213 Women & Work SOC 370 Sociology of Latin America SOC 234 Social Inequality & the Caribbean SOC 235 Urban Sociology GROUP IV SOC 236 Deviance & Social Control SOC 241 Minority Groups & Two(2) courses selected from the Race Relations following: SOC 243 Criminology SOC 412 Contemporary SOC 249 Sociology of the Family Social Problems SOC 251 Gender & Globalization SOC 413 Social Change SOC 414 Social Movements SOC 415 Criminal Justice & Gender SOC 416 Criminal Justice & Race SOC 417 Feminism: Theory & Practice SOC 418 Drugs, Crime, & Social Policy SOC 433 Selected Topics in Sociology 119 Latin INTERDISCIPLINARY American & PROGRAMS Caribbean Studies

MINOR IN LATIN AMERICAN AND CARIBBEAN STUDIES

GROUP I LAC/APG 210 Cultures of the Anglo Students must take one(1) of the & French Caribbean following: LAC/GIS 224 American Foreign Policy LAC/HIS 116 Introduction to Latin LAC 233 Selected Topics in Latin American & Caribbean Studies American & Caribbean Studies LAC/ENG/SOC 257 Peoples & LAC/SOC 241 Minority Groups & Cultures of Latin America & the Race Relations Caribbean LAC/ENG/SOC/ 257 Peoples & GROUP II Cultures of Latin America & the Students must take three(3) of the Caribbean following: GROUP III LAC/SPA 110 Spanish Literature & Students must take one(1) of the Culture following: LAC/APG 111 Cultural Anthrology LAC/SOC 305 Beyond Black & White: LAC/FRN 115 French Language & Latinos in the United States Culture I LAC 333 Selected Topics in Latin LAC/SPA 120 Spanish Language & American & Caribbean Studies Culture II LAC/ENG 356 Major Latin American LAC/FRN 125 French Language & & Caribbean Writers Culture II LAC/SOC 370 Sociology of Latin LAC/HIS 216 Colonial Latin American America & the Caribbean & Caribbean, 1500-1825 LAC/HIS 226 Modern Latin American & the Caribbean, 1825-present LAC/GIS 203 Comparative Political Systems

Undergraduate Latin American & Caribbean Studies course descriptions begin on page 209. 120

DIVISION OF NATURAL SCIENCE AND MATHEMATICS Mathematics

Students in the Mathematics major Bloomfield College offers a BS degree in are required to take the following Applied Mathematics. General Education courses. The required courses are: FYS 100 First Year Seminar* MTH 200 Applied Statistics I MTH 130 Transition to Collegiate MTH 221 Calculus & Analytic Geometry I Mathematics MTH 222 Calculus & Analytic Geometry II MTH 160 Precalculus Enhanced/ MTH 223 Calculus & Analytic Geometry III MTH 161 Precalculus MTH 310 Number Theory WRT 105 Enhanced Analytic & or Argumentative Writing MTH 332 Discrete Mathematics or WRT 106 Analytic & Argumentative MTH 320 Differential Equations Writing MTH 330 Geometry MTH 331 Foundations of Mathematics WRT 107 Synthesis & Research Writing MTH 337 Linear Algebra 8 c.u.s required from the following: MTH 415 Abstract Algebra MTH 423 Advanced Calculus (2 Science courses will satisfy the STS CMP 100 Computer Literacy* competency) CMP 126 Programming I Aesthetic Appreciation Competency (1 c.u.) CMP 226 Programming II Communication Skills Competency (1 c.u.) Scientific & Technical Skills Competency PHY 105 General Physics I (2 c.u.s) PHY 106 General Physics II or AND PHY 210 University Physics I Multi/Transcultural & Global Awareness PHY 211 University Physics II Competency (1 c.u.) Problem Solving & Critical Thinking *This course may be substituted by a Competency (3 c.u.s) combination of OR CMP 102 Fundamental Computer Multi/Transcultural & Global Awareness Literacy I (0.5 c.u.) Competency (1 c.u.) and Problem Solving & Critical Thinking CMP 104 Fundamental Computer Competency (2 c.u.s) Literacy II (0.5 c.u.) Community Orientation/Citizenship Competency (1 c.u.) * Pilot Program–Academic Year 2017 Note: The required two c.u.s addressing Many courses have prerequisites which the Scientific and Technical Skills are listed in the course description. competency are waived because the Please be sure that necessary prerequi- major’s introductory courses address sites have been taken before enrolling this competency but are not general in any course. education courses.

Students wishing New Jersey Teaching need to submit a change of major Certification must be admitted into declaration and satisfy all the require- the B.A. in Education and satisfy the ments. Students who wish to double courses listed in the Mathematics major must complete the requirements co-concentration (see page 101). of both majors. Should a student decide to major Bloomfield College offers a BS degree in in the discipline exclusively, he/she will Applied Mathematics.

Undergraduate Mathematics course descriptions begin on page 212. MATHEMATICS 121

MINOR IN MATHEMATICS

Students electing a minor in Mathematics must take the following courses: MTH 310 Number Theory MTH 200 Applied Statistics I or MTH 221 Calculus & Analytic MTH 332 Discrete Mathematics Geometry I MTH 320 Differential Equations MTH 222 Calculus & Analytic MTH 331 Foundations of Mathematics Geometry II MTH 337 Linear Algebra 122 Medical DIVISION OF NATURAL SCIENCE AND MATHEMATICS Imaging Sciences

B.S. in Medical Imaging Sciences with Note: The required two c.u.s addressing concentration in: the Scientific and Technical Skills • Sonography (Cardiac/Echo) competency are waived because the Sonography (Diagnostic Medical) major’s introductory courses address • this competency but are not general • Sonography (Vascular) education courses. Also, as a three-year- • Nuclear Medicine Technology plus program, majors in MIS may count two of the course units in their list Students in the Medical Imaging of major requirements as general educa- Sciences major are required to take the tion electives and take only one Writing following General Education courses. Intensive course in the general education electives. FYS 100 First Year Seminar* MTH 130 Transition to Collegiate The Bachelor of Science degree in Mathematics Medical Imaging Sciences is a joint MTH 160 Precalculus Enhanced/ degree offered with Rutgers University. MTH 161 Precalculus Bloomfield College, in conjunction WRT 105 Enhanced Analytic & with Rutgers University, offers a Argumentative Writing or program leading to a B.S. degree in WRT 106 Analytic & Argumentative Medical Imaging Sciences. Writing Students must complete a three-year WRT 107 Synthesis & Research Writing (24 course units) pre-professional component at Bloomfield College and 8 c.u.s required from the following: a 15-month professional component (2 Science courses will satisfy the STS at Rutgers University. competency) Aesthetic Appreciation Competency (1 c.u.) Communication Skills Competency (1 c.u.) Bloomfield College students who have Scientific & Technical Skills Competency earned 24 c.u.s by completing the (2 c.u.s) General Education courses, as well as the AND professional courses listed, may be Multi/Transcultural & Global Awareness admitted to Rutgers University for the Competency (1 c.u.) remaining professional courses provided Problem Solving & Critical Thinking they have: Competency (3 c.u.s) OR A. been in residence at Bloomfield Multi/Transcultural & Global Awareness College for a minimum of 8 courses, Competency (1 c.u.) B. achieved a minimum overall grade Problem Solving & Critical Thinking point average of 2.85, and Competency (2 c.u.s) C.received grades of C or better in Community Orientation/Citizenship all required science and mathematics Competency (1 c.u.) courses. * Pilot Program–Academic Year 2017 MEDICAL IMAGING SCIENCES 123

Many courses have prerequisites which Students in the Medical Imaging are listed in the course description. Sciences major must take the Please be sure that necessary prerequi- following professional courses prior sites have been taken before enrolling in to matriculation at Rutgers University.** any course.

MEDICAL IMAGING SCIENCES

BIO 111 General Biology: Cell And two(2) courses selected from the BIO 121 General Biology: Diversity following: BIO 205 Human Anatomy & BIO 200 Microbiology Physiology I BIO 213 Molecular & Cellular Biology BIO 206 Human Anatomy & BIO 304 Developmental Biology Physiology II BIO 305 Comparative Vertebrate BIO/CHM 401 Biochemistry I Morphology CHM 111 General Chemistry I BIO 309 Genetics CHM 112 General Chemistry II BIO 317 Immunology CHM 301 Organic Chemistry I BIO 326 Histology CMP 100 Computer Literacy* BIO/CHM 402 Biochemistry II MTH 200 Applied Statistics I BIO 412 General Mammalian Physiology PHY 105 General Physics I PHY 106 General Physics II * This course may be substituted by a combination of CMP 102 Fundamental Computer Literacy I (0.5 c.u.) and CMP 104 Fundamental Computer Literacy II (0.5 c.u.) ** Students are required to be certified in CPR prior to enrollment at Rutgers University. 124 Network DIVISION OF ACCOUNTING, BUSINESS, COMPUTER SCIENCE AND ECONOMICS Engineering

Students in the Network Engineering 8 c.u.s required from the following: major are required to take the (2 Science courses will satisfy the STS following General Education courses. competency) FYS 100 First Year Seminar* Aesthetic Appreciation Competency (1 c.u.) MTH 130 Transition to Collegiate Communication Skills Competency (1 c.u.) Mathematics Scientific & Technical Skills Competency MTH 160 Precalculus Enhanced/ (2 c.u.s) MTH 161 Precalculus AND WRT 105 Enhanced Analytic & Multi/Transcultural & Global Awareness Argumentative Writing Competency (1 c.u.) or Problem Solving & Critical Thinking WRT 106 Analytic & Argumentative Competency (3 c.u.s) Writing OR WRT 107 Synthesis & Research Writing Multi/Transcultural & Global Awareness * Pilot Program–Academic Year 2017 Competency (1 c.u.) Problem Solving & Critical Thinking Competency (2 c.u.s) Community Orientation/Citizenship Competency (1 c.u.)

Undergraduate Network Engineering course descriptions begin on page 215. NETWORK ENGINEERING 125

NETWORK ENGINEERING MAJOR

The required courses are: NTW 218 Wireless Networks CMP 126 Programming I NTW 305 Scaling Networks CMP 226 Programming II NTW 312 Connecting Networks CMP 322 Introduction to Operating NTW 415 Cyber Security Systems NTW 420 Network System MTH 221 Calculus I Development Project or And two(2) courses selected from the MTH 332 Discrete Mathematics following: NTW 101 Data Representation & Digital Logic CMP 228 Data Structures NTW 115 Introduction to Computer CMP 235 Web Programing Networks CMP 330 Database Management NTW 205 Routing & Switching Essentials NTW 225 Managing LAN Devices NTW 210 Windows Network Operating NTW 315 Voice Over IP Systems NTW 325 Internetwork Programming II NTW 215 Introduction to Computer NTW 391 Network Engineering Internship Security

MINOR IN NETWORK ENGINEERING

A minor in Networking Engineering NTW 210 Windows Network Operating requires the following six(6) courses: System NTW 215 Introduction to Computer NTW 115 Introduction to Computer Security Networks NTW 305 Scaling Networks NTW 205 Routing & Switching Essentials NTW 315 Voice Over IP

CERTIFICATE IN NETWORK ENGINEERING

A Certificate in Networking Engineering requires the following six(6) courses: NTW 115 Introduction to Computer NTW 215 Introduction to Computer Networks Security NTW 205 Routing & Switching Essentials NTW 305 Scaling Networks NTW 210 Windows Network Operating NTW 315 Voice Over IP System 126

FRANCES M. McLAUGHLIN DIVISION OF NURSING Nursing

Students in the Nursing major Many courses have prerequisites which are required to take the following are listed in the course description. General Education courses. Please be sure that necessary prerequi- FYS 100 First Year Seminar* sites have been taken before enrolling MTH 130 Transition to Collegiate in any course. Mathematics MTH 140 College Algebra-Enhanced/ MTH 141 College Algebra The College accepts freshman WRT 105 Enhanced Analytic & applicants, transfer students, and Argumentative Writing R.N.’s who are graduates of Associate or degree and diploma programs. WRT 106 Analytic & Argumentative Writing Freshmen and transfer students may apply to the Nursing major. WRT 107 Synthesis & Research Writing Listed are the admission criteria 8 c.u.s required from the following: which apply to freshman applicants (2 Science courses will satisfy the STS and transfer applicants. competency) Aesthetic Appreciation Competency (1 c.u.) Communication Skills Competency (1 c.u.) Scientific & Technical Skills Competency (2 c.u.s) AND Multi/Transcultural & Global Awareness Competency (1 c.u.) Problem Solving & Critical Thinking Competency (3 c.u.s) OR Multi/Transcultural & Global Awareness Competency (1 c.u.) Problem Solving & Critical Thinking Competency (2 c.u.s) Community Orientation/Citizenship Competency (1 c.u.) * Pilot Program–Academic Year 2017 Note: The required two c.u.s addressing the Scientific and Technical Skills competency are waived because the major’s introductory courses address this competency but are not general education courses. In addition, two other course units in the major’s list of requirements may count as general education electives.

Undergraduate Nursing course descriptions begin on page 217. NURSING 127

The Nursing major grade requirements are: A. All major and required courses MUST have a grade of “C” or better. B. Students may not progress into any NUR course unless the prerequisite courses have been passed with a grade of “C” or better. *Includes clinical component. Students are responsible for own transportation to clinical sites. Some community-based clinicals require own vehicle for visiting nurse/home care experiences. Criteria for Admission to the Nursing Major Admission to the nursing major formally begins with entry into NUR 215 Foundations of Professional Practice. In order to qualify for the major, all students must have completed the following requirements: 1. GPA of 2.75 required to enter the major. 2. The following seven courses: WRT 105 or WRT 106, WRT 107, MTH 130, MTH 140/MTH 141, BIO 205, BIO 206, and NUR 105, all with minimum grade of C. 3. A student who repeats more than three of the required courses (WRT 106, WRT 107, MTH 130, MTH 140/MTH 141, BIO 205, BIO 206, and NUR 105) cannot enter the major. 4. Students must be eligible to enter the nursing major within two years of initial enrollment as an undeclared-nursing student. If the student is not eligible for entry to the nursing major within two years, then the students must declare a different major. 5. A pre-entry standardized examination is required for admission into the nursing major. The examination must be taken in the semester prior to admission into NUR 215. The standardized examination may only be taken for a total of two(2) times. The selection process is competitive and may result in students being placed on a waiting list for admission into the major. 128 DIVISION OF NURSING

Criteria for Admission to the Nursing Major for College Transfer Students Students may transfer course credits from other colleges or universities. The following stipulations apply: A. Students must be eligible to enter the nursing major within two years of initial enrollment as a pre-nursing student. If the student is not eligible for entry to the nursing major within two years then the student must declare a different major B. Minimum GPA of 2.75. C. Transfer of nursing courses subject to evaluation by the Division of Nursing. Transfer of non-nursing courses subject to College policy. See policy on page 253. D. Refer to criteria for Admission to the Nursing Major in 2, 3, & 4 on page 127. Additional Requirements for the Nursing Major

1. Health clearance must be obtained from the College Health Service every year. Students are not eligible to participate in clinical nursing experiences if health requirements are not met. 2. Students enrolled in clinical courses must provide evidence of current American Heart Association CPR certification. 3. All Nursing students are required to have criminal history background checks.* Clinical agencies accredited by JCAHO require criminal back- ground checks for all individuals engaged in patient care. If a student is denied clinical placement by any clinical agency due to criminal history information, that student will be withdrawn from the Nursing major. * Additional fees may be required. Requirements for Progression in the Nursing Major

Students may progress to successive courses based upon their ability to demonstrate: A. Satisfactory academic achievement of grades of C or better in nursing courses. B. Satisfactory completion of clinical objectives as measured by the clinical evaluation tool. A clinical failure constitutes a failure in the entire course! C. Once a student is admitted to the major, if the student must repeat a fourth course (including prerequisites, corequisites, or course designated as NUR), the student cannot continue in the major. D. Only one nursing course (NUR designation) may be repeated once. A withdrawal or grade of C- or below on the second attempt necessitates withdrawal from the major. E. All nursing courses must be taken in sequence (completion of all sophomore level courses before beginning junior level, completion of all junior level courses before beginning senior level). NURSING 129

Requirements for Licensure

• Senior level nursing students must successfully complete all course requirements of the major in order to obtain the BS degree. In order to be endorsed by the College to sit for the NCLEX (licensure) examination, the students must fulfill the following additional requirements. If these requirements are not met, the Division of Nursing reserves the right to deny endorsement to sit for the NCLEX examination. • A standardized comprehensive exam will be given to all graduating seniors at the end of the spring semester in order to assess readiness to sit for the NCLEX. Students who perform satisfactorily will be endorsed by the Nursing Division. Unsuccessful students may repeat the standardized comprehensive exam until they are successful. • All students must provide the documentation of successful completion of a Division-approved NCLEX review course before receiving endorsement to sit for the NCLEX. New Jersey Board Requirements

The State Board of Nursing determines who is eligible to take the Registered Nurse examination (NCLEX-RN). Graduation from the Nursing program satisfies one of the eligibility requirements. There are other eligibility requirements as well. Since eligibility requirements may vary, candidates should consult with the Board of Nursing of the state in which they plan to take the Registered Nurse examination. Nursing Major Requirements

The courses for the major, in addition to the General Education requirements, consist of the following: BIO 200 Microbiology MTH 130 Transition to Collegiate BIO 205 Human Anatomy & Mathematics Physiology I MTH 140 College Algebra-Enhanced/ BIO 206 Human Anatomy & MTH 141 College Algebra Physiology II MTH 200 Applied Statistics I CHM 120 Fundamentals of Inorganic, PSY 100 Introduction to Organic, & Biochemistry Psychology†† NUR 105 Nutrition (0.5 c.u.) NUR 341 Adult Health II* (1.5 c.u.s) NUR 215 Foundations of NUR 349 Growth & Professional Practice Development (0.5 c.u.) NUR 235 Health & Physical NUR 355 Nursing Research Assessment* NUR 404 Management & NUR 236 Pathophysiology Leadership NUR 241 Adult Health I* (1.5 c.u.s) NUR 441 Adult Health III* (1.5 c.u.s) NUR 323 Psychiatric/Behavioral NUR 454 Community Nursing* (1.5 c.u.s) Health Nursing NUR 460 Capstone Project I (0.5 c.u.) NUR 323 Psychiatric/Behavioral NUR 461 Capstone Project II (0.5 c.u.) Health Nursing NUR 351 Maternity & Pediatric Nursing* NUR 358 Pharmacology SOC 100 Introduction to Sociology†† 130 DIVISION OF NURSING

RN Student Applicants

Bloomfield College will accept coursework taken at other accredited institutions for credit toward the degree, provided it meets the College criteria. A maximum of 16 course units may be earned through CLEP, Excelsior College Examinations, and evaluation of previous nursing courses. The Nursing Core requires that each RN must enroll in the following courses: NUR 305RN Bridge to the Profession NUR 404RN Management & NUR 335RN Health & Physical Leadership Assessment* NUR 454RN Community Nursing NUR 345RN Foundations in NUR 460RN Capstone Project I (0.5 c.u.) Community NUR 461RN Capstone Project II (0.5 c.u.) NUR 355RN Nursing Research All College and General Education requirements MUST be met, even if additional courses may be required. Students must adhere to course prerequisites or demonstrate comparable experience. We encourage students to complete the statistics requirement before beginning the BSRN program. In accordance with the Bloomfield College residency policy, a transfer student must take at least eight course units at Bloomfield College to graduate.

Criteria for Admission to the Nursing Major for RNs 1. Minimum GPA of 2.5. 2. Nursing courses completed that result in completion of nursing program resulting in RN licensure will be accepted for transfer credit. Transfer of non-nursing courses subject to College policy. See policy on page 255. 3. Show proof of RN licensure in the State of New Jersey. RNs licensed in other states must obtain New Jersey licensure. 4. Forward copies of liability/malpractice insurance with minimum coverage of $1,000,000/$3,000,000. 5. RN applicants must have completed WRT 106/107 or equivalent to be eligible for entry as an RN to BSN student. 131

DIVISION OF Philosophy HUMANITIES

Students in the Philosophy major Students wishing New Jersey Teaching are required to take the following Certification must be admitted into General Education courses. the B.A. in Education and satisfy the FYS 100 First Year Seminar* courses listed in the Philosophy MTH 130 Transition to Collegiate co-concentration (see page 91). Mathematics Should a student decide to major MTH 140 College Algebra-Enhanced/ in the discipline exclusively, he/she will MTH 141 College Algebra need to submit a change of major WRT 105 Enhanced Analytic & declaration and satisfy all the require- Argumentative Writing or ments listed below. Students who WRT 106 Analytic & Argumentative wish to double major must complete Writing the requirements of both majors. WRT 107 Synthesis & Research Writing Aesthetic Appreciation Competency (2 c.u.s) The following courses are required Communication Skills Competency (1 c.u.) for the Philosophy major: Scientific & Technical Skills Competency PHL 100 Introduction to Philosophy (1 c.u.) PHL 101 Contemporary Moral Issues AND PHL 110 Effective Reasoning Multi/Transcultural & Global Awareness PHL 200 Logic Competency (2 c.u.s) PHL 220 Great Ideas of Philosophers Problem Solving & Critical Thinking PHL 2XX * Competency (2 c.u.s) PHL 2XX * OR PHL 3XX * Multi/Transcultural & Global Awareness PHL 3XX * Competency (1 c.u.) PHL 405 Internship in Philosophy Problem Solving & Critical Thinking or Competency (2 c.u.s) PHL 451 Senior Thesis Community Orientation/Citizenship (Recommended for those Competency (1 c.u.) intending to pursue graduate study in Philosophy) * Pilot Program–Academic Year 2017 or HON 499 Honors Seminar * Selection of courses dependent on a student’s special interests in consultation with the Philosophy Advisor.

Undergraduate Philosophy course descriptions begin on page 221. 132 DIVISION OF HUMANITIES

MINOR IN PHILOSOPHY

The following courses are required PHL 200 Logic for the Philosophy minor: or PHL 110 Effective Reasoning PHL 100 Introduction to Philosophy or PHL 2XX or over* PHL 102 Philosophy in Literature PHL 2XX or over* An Ethics Course * Dependent on a student’s special interest. 133 Pre- DIVISION OF NATURAL SCIENCE Chiropractic & MATHEMATICS Programs

The Pre-Chiropractic concentration preparation and the second is offers a sequence of courses designed for students who also wish to to prepare students for entry into make substantial progress toward programs leading to the Doctor of the Baccalaureate degree. Chiropractic degree. The third option is a program There are three versions of the designed for students wishing Pre-Chiropractic program. The first admissions to a Chiropractic college is for students who wish basic requiring a Bachelor’s degree.

BASIC PROGRAM OPTION (22.5 c.u.s)

Those students who want Basic Aesthetic Appreciation Competency (1 c.u.) Pre-Professional Training should Communication Skills Competency (1 c.u.) take the following: Scientific & Technical Skills Competency (2 c.u.s) BIO 111 General Biology: Cell BIO 121 General Biology: Diversity AND CHM 110 Fundamentals of Chemistry* Multi/Transcultural & Global Awareness CHM 111 General Chemistry I Competency (1 c.u.) CHM 112 General Chemistry II Problem Solving & Critical Thinking CHM 301 Organic Chemistry I Competency (3 c.u.s) CHM 302 Organic Chemistry II OR CHM 303 Organic Chemistry I Laboratory Multi/Transcultural & Global Awareness (0.5 c.u.) Competency (1 c.u.) CHM 304 Organic Chemistry II Laboratory Problem Solving & Critical Thinking (0.5 c.u.) Competency (2 c.u.s) MTH 130 Transition to Collegiate Community Orientation/Citizenship Mathematics Competency (1 c.u.) MTH 160 Precalculus Enhanced/ MTH 161 Precalculus Four courses chosen from the PHY 105 General Physics I General Education Electives PHY 106 General Physics II Electives (3 c.u.s) PSY Psychology Elective (PSY 100 recommended) *CHM 110 is a prerequisite to CHM 111. SCI 153 Seminar in Pre-Chiropractic Students who test out of CHM 110 Studies (0.25 c.u.) must take an additional elective. SCI 263 Pre-Chiropractic Forum The following electives are (0.25 c.u.) recommended: WRT 105 Enhanced Analytic & BIO 205 Human Anatomy & Physiology I Argumentative Writing or BIO 206 Human Anatomy & Physiology II WRT 106 Analytic & Argumentative Students may chose to modify Writing the program in consultation with WRT 107 Synthesis & Research Writing an Advisor in order to better meet the entrance requirements of 8 c.u.s required from the following: the specific Chiropractic college (2 Science courses will satisfy the STS to which the student will apply. competency) 134 DIVISION OF NATURAL SCIENCE & MATHEMATICS

BACHELOR’S DEGREE OPTION (24 c.u.s)

Those students who wish to The following courses are required of prepare for entrance to Chiropractic the Pre-Chiropractic major: college and obtain the Bachelor’s BIO 111 General Biology: Cell degree while completing the BIO 121 General Biology: Diversity Doctor of Chiropractic degree BIO 205 Human Anatomy & Physiology I should take the following BIO 206 Human Anatomy & Physiology II 24 courses: CHM 110 Fundamentals of Chemistry* CHM 111 General Chemistry I FYS 100 First Year Seminar* CHM 112 General Chemistry II MTH 130 Transition to Collegiate CHM 301 Organic Chemistry I Mathematics CHM 302 Organic Chemistry II MTH 160 Precalculus Enhanced/ CHM 303 Organic Chemistry I Laboratory MTH 161 Precalculus (0.5 c.u.) WRT 105 Enhanced Analytic & CHM 304 Organic Chemistry II Laboratory Argumentative Writing (0.5 c.u.) or PHY 105 General Physics I WRT 106 Analytic & Argumentative PHY 106 General Physics II Writing PSY Psychology Elective WRT 107 Synthesis & Research Writing (PSY 100 recommended) SCI 153 Seminar in Pre-Chiropractic 8 c.u.s required from the following: Studies (0.25 c.u.) (2 Science courses will satisfy the STS SCI 263 Pre-Chiropractic Forum competency) (0.25 c.u.) Aesthetic Appreciation Competency (1 c.u.) Electives (0.5 c.u.) Communication Skills Competency (1 c.u.) *CHM 110 is a prerequisite to CHM 111. Scientific & Technical Skills Competency Students who test out of CHM 110 (2 c.u.s) must take an additional elective. AND Multi/Transcultural & Global Awareness Bloomfield College students who have Competency (1 c.u.) Problem Solving & Critical Thinking completed the prescribed courses and Competency (3 c.u.s) have: OR 1. been in residence for a minimum Multi/Transcultural & Global Awareness of 8 courses, Competency (1 c.u.) 2. successfully completed a minimum Problem Solving & Critical Thinking of 3 Science courses at Bloomfield Competency (2 c.u.s) College, Community Orientation/Citizenship 3. completed General Education Competency (1 c.u.) courses including MTH 130, * Pilot Program–Academic Year 2017 MTH 160/MTH 161, WRT 105 or WRT 106 and WRT 107, Note: The required two c.u.s addressing 4. attended a CCE-accredited the Scientific and Technical Skills compe- Chiropractic college, will be eligible tency are waived because the major’s for a B.S. degree in Biology with introductory courses address this compe- concentration in Pre-Chiropractic tency but are not general education cours- Studies. es. Also, as a three-year-plus program, Bloomfield College will accept Science majors in Pre-Chiropractic may count two credits from the Chiropractic college of the course units in their list of major (the equivalent of nine courses or 36 requirements as general education electives credits) to complete the degree require- and take only one Writing Intensive course ments. Members of the Science Faculty in the general education electives. will evaluate the Science courses to determine which credits are transferable. PRE-CHIROPRACTIC PROGRAMS 135

B.S. BIOLOGY– PRE-CHIROPRACTIC STUDIES OPTION (33 c.u.s)

Students who wish to obtain the The following courses are required of Bachelor’s degree before entering the Pre-Chiropractic major: a Chiropractic college should elect BIO 111 General Biology: Cell this major. Students must take BIO 121 General Biology: Diversity the following 33 courses: BIO 205 Human Anatomy & Physiology I FYS 100 First Year Seminar* BIO 206 Human Anatomy & Physiology II MTH 130 Transition to Collegiate CHM 110 Fundamentals of Chemistry* Mathematics CHM 111 General Chemistry I MTH 160 Precalculus Enhanced/ CHM 112 General Chemistry II MTH 161 Precalculus CHM 301 Organic Chemistry I WRT 105 Enhanced Analytic & CHM 302 Organic Chemistry II Argumentative Writing CHM 303 Organic Chemistry I Laboratory or (0.5 c.u.) WRT 106 Analytic & Argumentative CHM 304 Organic Chemistry II Laboratory Writing (0.5 c.u.) WRT 107 Synthesis & Research Writing PHY 105 General Physics I PHY 106 General Physics II 8 c.u.s required from the following: PSY Psychology Elective (2 Science courses will satisfy the STS (PSY 100 recommended) competency) SCI 153 Seminar in Pre-Chiropractic Aesthetic Appreciation Competency (1 c.u.) Studies (0.25 c.u.) Communication Skills Competency (1 c.u.) SCI 263 Pre-Chiropractic Forum (0.25 c.u.) Scientific & Technical Skills Competency Electives (3.5 c.u.s) (2 c.u.s) And four(4) additional courses selected AND from the following: Multi/Transcultural & Global Awareness Competency (1 c.u.) BIO 200 Microbiology Problem Solving & Critical Thinking BIO 213 Molecular & Cellular Biology Competency (3 c.u.s) BIO 304 Developmental Biology OR BIO 305 Comparative Vertebrate Multi/Transcultural & Global Awareness Morphology Competency (1 c.u.) BIO 309 Genetics Problem Solving & Critical Thinking BIO 317 Immunology Competency (2 c.u.s) BIO 326 Histology Community Orientation/Citizenship BIO 412 General Mammalian Physiology Competency (1 c.u.) BIO/CHM 401 Biochemistry I BIO/CHM 402 Biochemistry II * Pilot Program–Academic Year 2017 BIO 450 Bioseminar Note: The required two c.u.s addressing BIO 460 Bioresearch the Scientific and Technical Skills *CHM 110 is a prerequisite to CHM 111. competency are waived because the Students who test out of CHM 110 major’s introductory courses address must take an additional elective. this competency but are not general education courses. POST-CHIROPRACTIC PROGRAM

The Post-Chiropractic program Admission to the program is offers holders of the D.C. degree an based on the D.C. degree and opportunity to complete the require- two years of college credit from ments for the B.S. degree. an accredited institution. Post-Chiropractic students must For further information, contact complete the General Education the office of the Pre-Chiropractic and residency requirements. Coordinator. 136 DIVISION OF NATURAL SCIENCE & MATHEMATICS

PRE-MED PROGRAM

Students interested in pursuing medi- Each professional school has very spe- cine (as well as dentistry, optometry, cific requirements and timelines. Since veterinary medicine, physical therapy, having the appropriate prerequisites pharmacy, etc.) can select any major, and timing are especially critical for provided they meet the prerequisites successful entry into these prestigious of the professional school. However, and competitive professional pro- most pre-med (and related) students grams, interested students are urged to major in biology, biochemistry, or consult with the Pre-Professional chemistry. In general, all of these pro- Coordinator (Ext. 1318) as soon as fessions require a minimum of two they make a decision to pursue medi- years of chemistry, one year of biology, cine or a related profession. one year of physics, and one year of English, all at the college level. The competitive applicant is expected to achieve a grade point average of at least 3.0 (B’s or better) in all science classes. 137 Pre- DIVISION OF NATURAL SCIENCE Podiatry & MATHEMATICS Programs

BIOLOGY PRE-PODIATRY CONCENTRATION (32 c.u.s)

Bloomfield College has an articulation competency but are not general education agreement with the New York College courses. Also, as a three-year-plus program, of Podiatric Medicine (NYCPM). majors in Pre-Podiatry may count two of the Students who wish to prepare for course units in their list of major require- entrance to NYCPM and obtain the ments as general education electives and take Bachelors degree while completing the only one Writing Intensive course in the gen- Doctor of Podiatric Medicine degree eral education electives. must complete: The following courses are required of FYS 100 First Year Seminar* the Pre-Chiropractic major: MTH 130 Transition to Collegiate Mathematics BIO 111 General Biology: Cell MTH 160 Precalculus Enhanced/ BIO 121 General Biology: Diversity MTH 161 Precalculus BIO 205 Human Anatomy & Physiology I BIO 206 Human Anatomy & Physiology II WRT 105 Enhanced Analytic & CHM 110 Fundamentals of Chemistry* Argumentative Writing or CHM 111 General Chemistry I WRT 106 Analytic & Argumentative CHM 112 General Chemistry II Writing CHM 301 Organic Chemistry I CHM 302 Organic Chemistry II WRT 107 Synthesis & Research Writing CHM 303 Organic Chemistry I Laboratory 8 c.u.s required from the following: (0.5 c.u.) (2 Science courses will satisfy the STS CHM 304 Organic Chemistry II Laboratory competency) (0.5 c.u.) Aesthetic Appreciation Competency (1 c.u.) PHY 105 General Physics I Communication Skills Competency (1 c.u.) PHY 106 General Physics II Scientific & Technical Skills Competency Two course units from SOC and/or PSY (2 c.u.s) *CHM 110 is a prerequisite to CHM 111. AND Students who test out of CHM 110 Multi/Transcultural & Global Awareness must take an additional elective. Competency (1 c.u.) Problem Solving & Critical Thinking Bloomfield College students who have Competency (3 c.u.s) earned 96 credits by completing the above OR courses may receive a Bachelor’s degree Multi/Transcultural & Global Awareness from Bloomfield College if they have: Competency (1 c.u.) Problem Solving & Critical Thinking 1. been in residence at Bloomfield Competency (2 c.u.s) College for a minimum of 8 courses; Community Orientation/Citizenship 2. successfully completed a minimum of Competency (1 c.u.) 3 science courses at Bloomfield College; 3. completed the General Education * Pilot Program–Academic Year 2017 courses including MTH 130 and Note: The required two c.u.s addressing MTH 160/MTH 161, WRT 105 or the Scientific and Technical Skills WRT 106, WRT 107; competency are waived because the 4. successfully completed 36 designated major’s introductory courses address this credits from NYCPM. 138 DIVISION OF NATURAL SCIENCE & MATHEMATICS

B.S. BIOLOGY– PRE-PODIATRY STUDIES OPTION (32 c.u.s)

Students who wish to obtain the The following courses are required of the Bachelor’s degree before entering Pre-Chiropractic major: NYCPM should elect this major. BIO 111 General Biology: Cell In addition to the courses required BIO 121 General Biology: Diversity under the 96-credit option, students BIO 205 Human Anatomy & Physiology I must take the following courses: BIO 206 Human Anatomy & Physiology II FYS 100 First Year Seminar* CHM 110 Fundamentals of Chemistry* MTH 130 Transition to Collegiate CHM 111 General Chemistry I Mathematics CHM 112 General Chemistry II MTH 160 Precalculus Enhanced/ CHM 301 Organic Chemistry I MTH 161 Precalculus CHM 302 Organic Chemistry II WRT 105 Enhanced Analytic & CHM 303 Organic Chemistry I Laboratory Argumentative Writing (0.5 c.u.) or CHM 304 Organic Chemistry II Laboratory WRT 106 Analytic & Argumentative (0.5 c.u.) Writing PHY 105 General Physics I WRT 107 Synthesis & Research Writing PHY 106 General Physics II Electives 3 c.u.s 8 c.u.s required from the following: Two(2) course units from SOC and/or PSY (2 Science courses will satisfy the STS competency) And four(4) additional courses selected Aesthetic Appreciation Competency (1 c.u.) from the following: Communication Skills Competency (1 c.u.) BIO 200 Microbiology Scientific & Technical Skills Competency BIO 213 Molecular & Cellular Biology (2 c.u.s) BIO 304 Developmental Biology AND BIO 305 Comparative Vertebrate Multi/Transcultural & Global Awareness Morphology Competency (1 c.u.) BIO 309 Genetics Problem Solving & Critical Thinking BIO 317 Immunology Competency (3 c.u.s) BIO 326 Histology OR BIO 412 General Mammalian Physiology Multi/Transcultural & Global Awareness BIO/CHM 401 Biochemistry I Competency (1 c.u.) BIO/CHM 402 Biochemistry II Problem Solving & Critical Thinking BIO 450 Bioseminar Competency (2 c.u.s) BIO 460 Bioresearch Community Orientation/Citizenship *CHM 110 is a prerequisite to CHM 111. Competency (1 c.u.) Students who test out of CHM 110 must take an additional elective. * Pilot Program–Academic Year 2017 Note: The required two c.u.s addressing the Scientific and Technical Skills competency are waived because the major’s introductory courses address this competency but are not general education courses. 139

DIVISION OF SOCIAL & Psychology BEHAVIORAL SCIENCE

Students in the Psychology major Students wishing New Jersey Teaching are also required to take the following Certification must be admitted into General Education courses. the B.A. in Education and satisfy the FYS 100 First Year Seminar* courses listed in the Psychology MTH 130 Transition to Collegiate co-concentration. Should a student Mathematics decide to major in the discipline MTH 140 College Algebra-Enhanced/ exclusively, he/she will need to submit MTH 141 College Algebra a change of major declaration and WRT 105 Enhanced Analytic & satisfy all the requirements. Students Argumentative Writing or who wish to double major must com- WRT 106 Analytic & Argumentative plete the requirements of both majors. Writing WRT 107 Synthesis & Research Writing A student wishing to major in Aesthetic Appreciation Competency (2 c.u.s) Psychology may choose from two(2) Communication Skills Competency (1 c.u.) concentrations: Scientific & Technical Skills Competency • General Psychology (1 c.u.) • Human Services Studies AND Multi/Transcultural & Global Awareness Competency (2 c.u.s) Many courses have prerequisites which Problem Solving & Critical Thinking are listed in the course description. Competency (2 c.u.s) Please be sure that necessary prerequi- OR sites have been taken before enrolling Multi/Transcultural & Global Awareness in any course. Competency (1 c.u.) Problem Solving & Critical Thinking Competency (2 c.u.s) Community Orientation/Citizenship Competency (1 c.u.) * Pilot Program–Academic Year 2017

Undergraduate Psychology course descriptions begin on page 225. 140 DIVISION OF SOCIAL & BEHAVIORAL SCIENCE

GENERAL PSYCHOLOGY CONCENTRATION

The courses required for the GROUP IV Psychology major are: Two(2) courses from the following area: CORE COURSES PSY 402 History of Psychology: PSY 100 Introduction to Psychology Global Perspective* PSY 205 Developmental Psychology PSY 418 Principles of Psychotherapy PSY 245 Statistics for the Behavioral PSY 420 Group Dynamics Sciences** PSY 425 Cross Cultural Psychology* PSY 310 Research Methods I PSY 433 Selected Topics in Psychology PSY 311 Research Methods II PSY 450 Senior Research Seminar PSY 495 Psychology Internship GROUP I GROUP V One(1) course from the following area: 200+-level Elective from list below or PSY 221 Career Development, Theory & course not taken from groups: Practice PSY 224 Industrial/Organizational PSY/EDC 210 Educational Psychology Psychology PSY 306 Adolescence PSY 313 Positive Psychology PSY/GIS/SOC 308 Theory & Practice in PSY 317 Organizational Behavior Human Services PSY 309 Adulthood & Aging GROUP II PSY 333 Selected Topics in Psychology Two(2) courses from the following area: PSY 335 Psychology of Gender* PSY 430 Diversity Certificate Internship PSY 201 Human Cognition/Learning (Open only to students enrolled PSY 209 Health Psychology in the Diversity Certificate PSY 231 Animal Behavior Program) PSY 319 The Psychology of Motivation PSY 323 Biopsychology GROUP III Two(2) courses from the following area: PSY 230 Social Psychology* PSY 305 Abnormal Psychology PSY 307 Theories of Personality ** Students declaring/changing to one of the majors in the division (GIS, PSY, SOC) must take the discipline-specific statistics course if they have not previ- ously taken another statistics course. If a student has taken a statistics course in another discipline prior to declaring the major, and earned a C or better in that course, they do not have to take the discipline-specific statistics course. Under no circumstances can MTH 200 be substituted for PSY 245 or SOC 218. Note: Government & International Studies majors are required to take SOC 215. PSYCHOLOGY 141

HUMAN SERVICES STUDIES CONCENTRATION

(See page 117)

MINOR IN PSYCHOLOGY

A minor in Psychology requires the PSY 310 Research Methods I is strongly completion of PSY 100 plus five recommended as one of the additional additional course units in Psychology. courses for anyone who is considering Two of the five(5) additional courses graduate study in Psychology. must be at the 300 or 400 level. Note: PSY 245 Statistics for Behavioral Science is a prerequisite for PSY 310.

CERTIFICATE IN DIVERSITY TRAINING

To earn the certificate in Diversity GROUP II Training, the student must successfully One(1) course from the following list: complete three(3) course units from BUS 415 Problems & Cases in Human the courses listed below: Resource Management GROUP I BUS 366 Workplace Issues in Human Resource Management One course from the following list: NUR 454 Community Nursing BUS 300 Introduction to International PSY/WMS 425 Cross Cultural Psychology Business PSY/SOC 230 Social Psychology BUS 365 International Human Resource PSY/GIS/SOC 308 Theory & Practice in Management Human Services PSY 100 Introduction to Psychology* SOC 336 Sociology of Sex, Gender & PSY 317 Organizational Behavior Sexuality SOC 100 Introduction to Sociology* SOC 305 Beyond Black & White: SOC 235 Urban Sociology Latinos in the United States SOC 241 Minority Groups & Race SOC 369 Sociology of African-American Relations Families SOC 251 Gender & Globalization GROUP III SOC 236 Deviance & Social Control PSY 337 Diversity Training *Only counts for non-psychology and non- sociology majors. 142

DIVISION OF HUMANITIES Religion

Students in the Religion major Many courses have prerequisites which are also required to take the following are listed in the course description. General Education courses. Please be sure that necessary prerequi- FYS 100 First Year Seminar* sites have been taken before enrolling MTH 130 Transition to Collegiate in any course. Mathematics MTH 140 College Algebra-Enhanced/ Students wishing New Jersey Teaching MTH 141 College Algebra Certification must be admitted into WRT 105 Enhanced Analytic & the B.A. in Education and satisfy Argumentative Writing the courses listed in the Religion or co-concentration (see page 103). WRT 106 Analytic & Argumentative Should a student decide to major Writing in the discipline exclusively, he/she will WRT 107 Synthesis & Research Writing need to submit a change of major Aesthetic Appreciation Competency (2 c.u.s) declaration and satisfy all the require- Communication Skills Competency (1 c.u.) ments listed below. Students who Scientific & Technical Skills Competency wish to double major must complete (1 c.u.) the requirements of both majors. AND Multi/Transcultural & Global Awareness Competency (2 c.u.s) The courses required for the Religion Problem Solving & Critical Thinking major are: Competency (2 c.u.s) REL 110 Ways of Understanding Religion OR And ten additional courses in Religion Multi/Transcultural & Global Awareness selected in consultation with the Competency (1 c.u.) student’s Advisor. Problem Solving & Critical Thinking Competency (2 c.u.s) Community Orientation/Citizenship Competency (1 c.u.) * Pilot Program–Academic Year 2017

MINOR IN RELIGION

Students selecting a minor in Religion Courses will be chosen in must successfully complete: consultation with the Discipline REL 110 Ways of Understanding Religion Coordinator of Religion. And four(4) courses from the 200 or 300 level.

Undergraduate Religion course descriptions begin on page 229. 143

DIVISION OF SOCIAL & Sociology BEHAVIORAL SCIENCE

Students in the Sociology major Students wishing New Jersey Teaching are also required to take the following Certification must be admitted into General Education courses. the B.A. in Education and satisfy FYS 100 First Year Seminar* the courses listed in the Sociology MTH 130 Transition to Collegiate co-concentration (see page 104). Mathematics Should a student decide to major MTH 140 College Algebra-Enhanced/ in the discipline exclusively, he/she will MTH 141 College Algebra need to submit a change of major WRT 105 Enhanced Analytic & declaration and satisfy all the require- Argumentative Writing ments. Students who wish to double or major must complete the requirements WRT 106 Analytic & Argumentative of both majors. Writing WRT 107 Synthesis & Research Writing A student wishing to major in Aesthetic Appreciation Competency (2 c.u.s) Communication Skills Competency (1 c.u.) Sociology may choose from three Scientific & Technical Skills Competency concentrations: (1 c.u.) • General Sociology AND • Criminal Justice Multi/Transcultural & Global Awareness • Human Services Studies Competency (2 c.u.s) Problem Solving & Critical Thinking Many courses have prerequisites which Competency (2 c.u.s) are listed in the course description. OR Please be sure that necessary prerequi- Multi/Transcultural & Global Awareness sites have been taken before enrolling Competency (1 c.u.) in any course. Problem Solving & Critical Thinking Competency (2 c.u.s) Community Orientation/Citizenship Competency (1 c.u.) * Pilot Program–Academic Year 2017

Undergraduate Sociology course descriptions begin on page 232. 144 DIVISION OF SOCIAL & BEHAVIORAL SCIENCE

GENERAL SOCIOLOGY CONCENTRATION

The courses required of the General GROUP III Sociology concentration are: Two(2) courses from the specialized SOC 100 Introduction to Sociology courses at the 300 level: SOC 215 Statistics for Sociologists* PSY 317 Organizational Behavior SOC 320 Classical Sociological Theory SOC/LAC 305 Beyond Black & White: Latinos SOC 325 Methods of Social Research in the United States Plus either: SOC/GIS/PSY 308 Theory & Practice in Human Services SOC 450 Senior Research Seminar SOC 309 Global Crime or SOC 314 Sociology of Madness & SOC 490 Fall Internship in Sociology Marginality or SOC 316 Sociology of Health & Illness SOC 491 Spring Internship in Sociology SOC 333 Selected Topics in Sociology And the following: SOC 336 Sociology of Sex, Gender, & Sexuality GROUP I SOC 369 Sociology of African-American One(1) course selected from the following: Families PHL 100 Introduction to Philosophy SOC 370 Sociology of Latin America & PHL 110 Effective Reasoning the Caribbean GROUP II GROUP IV Three(3) courses selected from the follow- Two(2) courses from the 400 level courses: ing courses at the 200 level: SOC 412 Contemporary Social Problems GIS 235 Gay & Lesbian Politics SOC 413 Social Change PSY/SOC 230 Social Psychology SOC 414 Social Movements SOC 211 Juvenile Delinquency SOC 415 Criminal Justice & Gender SOC 212 Sociology of Education SOC 416 Criminal Justice & Race SOC 213 Women & Work SOC 417 Feminism: Theory & Practice SOC 234 Social Inequality SOC 418 Drugs, Crime, & Social Policy SOC 235 Urban Sociology SOC 433 Selected Topics in Sociology SOC 236 Deviance & Social Control * Students declaring/changing to one of SOC 241 Minority Groups & Race Relations SOC 243 Criminology the majors in the division (GIS, PSY, SOC 249 Sociology of the Family SOC) must take the discipline-specific SOC 251 Gender & Globalization statistics course if they have not previ- SOC/ENG/LAC 257 Peoples & Cultures of ously taken another statistics course. Latin America & the Caribbean If a student has taken a statistics course in another discipline prior to declaring the major, and earned a C or better in that course, they do not have to take the discipline-specific statistics course. Under no circumstances can MTH 200 be substituted for PSY 245 or SOC 215. Note: Government & International Studies majors are required to take SOC 215. SOC 450 and SOC 490/491 cannot be substituted with portfolio assessment. SOCIOLOGY 145

CRIMINAL JUSTICE CONCENTRATION

The courses required of the Criminal GROUP III Justice concentration are: Two(2) courses selected from the following: CORE COURSES GIS 310 Public Administration SOC 100 Introduction to Sociology PSY 317 Organizational Behavior SOC 215 Statistics for Sociologists SOC 309 Global Crime SOC 236 Deviance & Social Control SOC 310 Sociology of Capital Punishment SOC 243 Criminology SOC 314 Sociology of Madness & SOC 320 Classical Sociological Theory Marginality SOC 325 Methods of Social Research SOC 333 Selected Topics in Sociology SOC 336 Sociology of Sex, Gender, & Plus either: Sexuality SOC 450 Senior Research Seminar SOC 345 The Police or SOC 347 Corrections SOC 490 Fall Internship in Sociology SOC 348 Victimology or SOC 353 Criminal Law SOC 491 Spring Internship in Sociology GROUP IV And the following: Two(2) courses from the following GROUP II 400 level courses, one of which must Two(2) courses selected from the following: focus specifically on Criminal Justice: GIS 235 Gay & Lesbian Politics SOC 412 Contemporary Social Problems PSY/SOC 230 Social Psychology SOC 413 Social Change SOC 211 Juvenile Delinquency SOC 414 Social Movements SOC 212 Sociology of Education SOC 415 Criminal Justice & Gender SOC 234 Social Inequality SOC 416 Criminal Justice & Race SOC 235 Urban Sociology SOC 418 Drugs, Crime, & Social Policy SOC 241 Minority Groups & Race SOC 419 Community & Corrections Relations SOC 433 Selected Topics in Sociology SOC 249 Sociology of the Family SOC 251 Gender & Globalization

HUMAN SERVICES STUDIES CONCENTRATION

(See page 118)

MINOR IN SOCIOLOGY

Students electing a minor in SOC 234 Social Inequality Sociology will take: SOC 235 Urban Sociology SOC 236 Deviance & Social Control SOC 100 Introduction to Sociology SOC 241 Minority Groups & Race SOC 320 Classical Sociological Theory Relations SOC 325 Methods of Social Research SOC 249 Sociology of the Family And two(2) courses selected from the Plus two(2) electives chosen in following: consultation with a major Advisor PSY/SOC 230 Social Psychology in Sociology. SOC 212 Sociology of Education 146

DIVISION OF HUMANITIES Spanish

MINOR IN SPANISH

A minor in Spanish must complete: With the written consent of SPA 205 Conversation, Composition & the Spanish Faculty, other courses Phonetics I may be substituted, especially those SPA 206 Conversation, Composition & courses numbered 300 or higher. Phonetics II All student are encouraged to SPA 212 Masterpieces of Spanish Literature request and take independent study SPA 231 Civilization of Spain & Spanish courses in Spanish. America Many courses have prerequisites which SPA 301 Advanced Grammar & are listed in the course description. Expression I Please be sure that necessary prerequi- SPA 302 Advanced Grammar & Expression II sites have been taken before enrolling in any course.

Undergraduate Spanish course descriptions begin on page 238. 147 Women’s INTERDISCIPLINARY Studies PROGRAMS

MINOR IN WOMEN’S STUDIES

Students must select courses from at least GROUP I three different disciplines (AFS/HIS/LAC). Students must take two(2) courses from: Students must take the following: WMS 200 level WMS/HIS 104 Introduction to GROUP II Women’s & Gender Studies Students must take two(2) courses from: WMS/ENG/HIS/SOC 256 Changing Women’s Lives WMS 300/400 level WMS/SOC 417 Feminism: Theory & Practice

Undergraduate Women’s Studies course descriptions begin on page 239. 148

Course Descriptions Undergraduate UNDERGRADUATE COURSES 149

Accounting Courses

ACC 201 PRINCIPLES OF ACC 323 COST ACCOUNTING: ACCOUNTING I A MANAGERIAL EMPHASIS I Basic accounting concepts, fundamentals of A study of the fundamentals of cost determina- accounting procedures, development of account- tion, allocation, cost analysis and costing for ing principles and practices, and the determina- decisions. Topics include break-even analysis, tion, valuation, and presentation of accounting cost-profit-volume analysis, job order costing, information. Emphasis on accounting theory and process costing, and basic standard cost analysis. its relationship to the preparation of finan- Prerequisite: ACC 204. 1 c.u. cial accounting statements. Use of a computer- ized practice set will be required. 1 c.u. ACC 404 ADVANCED ACCOUNTING Prerequisites: BUS 200; CMP 100 or An in-depth study of business combinations CMP 102, CMP 104; MTH 160. and consolidations and partnerships. 1 c.u. ACC 204 PRINCIPLES OF Prerequisite: ACC 302. ACCOUNTING II ACC 421 AUDITING To continue the study of basic accounting con- A study of external auditing theory, practice cepts, fundamentals of accounting procedures, and administration. topics include auditing development of accounting principles and standards, ethics, disclosures required for pub- practices, and the determination, valuation, lic reporting, auditing techniques, auditor and presentation of accounting information. client relationships. 1 c.u. Emphasis on the use of accounting informa- Prerequisite: ACC 404, tion as it pertains to management. 1 c.u. or consent of the Instructor. Prerequisite: ACC 201. ACC 454 MANAGERIAL ACCOUNTING ACC 301 INTERMEDIATE ACCOUNTING I SEMINAR Review of basic financial statements and an in- An in-depth study of managerial practices and depth study of accounting principles including: procedures. Topics include: discussion models, disclosure classification and presentation. 1 c.u. linear programming, specialized variancy Prerequisite: ACC 204 with a grade analysis, budgetary control, transfer pricing of C or better. and cost allocations. 1 c.u. ACC 302 INTERMEDIATE ACCOUNTING II Prerequisites: ACC 323; BUS 312. A continuation of ACC 301. 1 c.u. ACC 455 FINANCIAL ACCOUNTING Prerequisite: ACC 301. SEMINAR ACC 318 TAXATION I An in-depth study of APB opinions and FASB statements as they pertain to financial state- A study of taxation as it applies to the typical ment presentations. Topics include consolidat- routine tax return for an individual tax payer. ed statements, pro forma statements, state- Topics will include determination of tax, ments required by regulatory bodies, state- income inclusions, capital gains and losses, ments for stockholders and statements for man- itemized deductions and tax credits. 1 c.u. agement. Emphasis on statement preparation, Prerequisite: ACC 204, presentation, and predictions. Accounting for or consent of the Instructor. non-profit organizations will also be covered. Prerequisite: ACC 404. 1 c.u. 150 UNDERGRADUATE COURSES

Africana Studies Courses

NOTE: Courses marked with an asterisk (*) AFS 213 PEOPLES AND CULTURES OF require special fees. AFRICA SOUTH OF THE SAHARA (Also APG 213) An anthropological study of the cultures and AFS 105 INTRODUCTION TO social structures, ethos, and configurations of AFRICANA STUDIES sub-Sahara Africa. The cultures of Black Africa (Also HIS 105) are examined in order to provide an under- I Multi/Transcultural & Global Awareness standing of Black Africa and its contributions This course will offer a broad survey of African to the Americas. 1 c.u. peoples and the African Diaspora in the world, beginning with their African origins. Special AFS 216 THE HISTORY OF AFRICAN- attention will be paid to the enslavement of AMERICAN ART Africans, colonization, and the resultant free- (Also CAT 216) (Writing Intensive) dom struggles undertaken by Africans and the I African Diaspora. 1 c.u. Multi/Transcultural & Global Awareness Emma Amos, Betty Saar, Sam Gilliam, Jacob AFS 113 AFRICAN-AMERICAN Lawrence. Do you recognize the names of these TRADITION WORKSHOP* artists? Study the achievements of artists of color. (Also CAT 113) How have they integrated their cultural identity I Multi/Transcultural & Global Awareness with their self-expression? Where and when have Hand, heart and spirit have been an intrinsic African, European, Latino and Caribbean influ- part of the process of creativity, survival and ences affected their art? How have African-Amer- enthusiasm in the African-American commu- ican artists established strong, creative communi- nity. This studio course will draw inspiration ties? Visits to museums, galleries, and cultural from the rich artistic traditions in the centers in New Jersey and New York. 1 c.u. African-American visual arts. We will engage Prerequisite: WRT 107 with a final in creative processes such as improvisation, grade of C- or better. quilting, and collage –concepts and techniques used by Betye Saar, Faith Ringgold, and AFS 222 AFRICAN-AMERICAN Romare Bearden. We will study narrative in LITERATURE (Also ENG/WMS 222) the works of Ringgold, Jacob Lawrence and I others. With this foundation, students will cre- Multi/Transcultural & Global Awareness ate their own personal narratives. 1 c.u. Selected poetry, drama, fiction, autobiography, and essays by African-American authors, with AFS 121 AFRICAN CIVILIZATIONS emphasis on literary excellence. Authors range Socio-economic, political and cultural trends from Phillis Wheatley to Frederich Douglas, in the African continent from earliest times to Imamu Amiri Baraka, Alice Walker, and Ishmael the beginnings of European colonialism. Reed. Lecture, discussion. 1 c.u. Emphasis on the development of agriculture, Prerequisite: WRT 107 with a final the great empires, the movement of people grade of C- or better. and ideas, Islam and emergence of the Swahili culture in East Africa. 1 c.u. AFS 224 MUSIC IN THE UNITED STATES: THE AFRICAN-AMERICAN INFLUENCE* AFS 207 AFRICAN-AMERICAN HISTORY (Also CAT 224) TO 1877 Musical traditions brought to our country (Also HIS 207) from abroad. The development of American (Writing Intensive) musical culture from colonial times to the This course begins with the history of present, including a survey of African/ Africans in continental Africa and their American music from its tribal and colonial forced removal and enslavement in North origins to the present. The sociological impact America and continues through the Aboli- of jazz upon Western music and culture. 1 c.u. tion movement, Emancipation, and Recon- Prerequisite: WRT 105 or WRT 106 struction. This course will examine the cre- with a final grade of C- or better. olization of Africans in what became the United States, and the resultant religious, cultural, and political traditions. This is the first course in the African American Histo- ry sequence. 1 c.u. Prerequisite: WRT 105 or WRT 106 with a final grade of C- or better. UNDERGRADUATE COURSES 151

AFS 225 IDEAS OF FREEDOM, AFS 248 THE HARLEM RENAISSANCE: AFRICAN-AMERICAN HISTORY FROM REFLECTIONS 1877-PRESENT (Also ENG/PHL 248) (Also HIS 225) I Problem Solving & Critical Thinking Skills (Writing Intensive) Broad review of the literary period known as I Problem Solving & Critical Thinking Skills the Harlem Renaissance or the New Negro This course explores the African American Movement. An examination of poetry, fiction, struggle for freedom after Reconstruction. critical essays, art and music for social and aes- Of particular concern will be the economic, thetic values projected in the artistic produc- political, social and cultural struggles that tion of the day. Highlighting the transnational, African-Americans waged to secure freedom transethnic texture of African-American social and justice in the face of racial segregation and consciousness. 1 c.u. injustice. This is the second course in the Prerequisite: WRT 107 with a final African-American survey. 1 c.u. grade of C- or better. Prerequisite: WRT 107 with a final AFS 259 CONTEMPORARY AFRICAN- grade of C- or better. AMERICAN THOUGHT (Also ENG/PHL 259) AFS 226 LITERATURE OF RACE, I CLASS AND GENDER Multi/Transcultural & Global Awareness (Also ENG 226) Contemporary African-American Thought (Writing Intensive) explores the intellectual contributions of I Multi/Transcultural & Global Awareness prominent African-American writers and philosophers from the late twentieth centu- Varied works of western and/or non-western lit- ry to the present. Through literary analysis, erature that illustrates how different races, eth- discussion, and participation in a class nic groups, genders, and classes view themselves. conference, students investigate the cultual, Prerequisite: WRT 107 with a final 1 c.u. political, aesthetic, and philosophic dilem- AFS 232 INTRODUCTION TO ISLAM mas of the African Americans in the (Also REL 232) cotemporary age. 1 c.u. I Multi/Transcultural & Global Awareness Prerequisite: WRT 107 with grade of This course will introduce the student to the C- or better. basic beliefs and practices of Islam. It will also AFS 266 AFRICAN-AMERICAN survey major historical, cultural, theological, PERFORMANCE HISTORY and social developments. Special attention will (Also CAT 266) be given to the Arabian origins of Islam and to An overview of the contributions African/ its subsequent growth into a dynamic global Americans have made to American perform- tradition. The role of Islam in the modern ance culture. Exploration of black performance world and its impact on American society will traditions and the social contexts in which they also be considered. 1 c.u. were developed. A useful sampling of informa- Prerequisite: WRT 107 with a final tion for students interested in American Stud- grade of C- or better. ies, African-American Studies, Theatre, Dance, AFS 233 SELECTED TOPICS IN Drama, History, Music, Popular Culture and AFRICANA STUDIES related areas. 1 c.u. Selected topics with Africana Studies focus. Prerequisite: WRT 107 with a final Prerequisite: As defined by the grade of C- or better. department offering the course. 1 c.u. AFS 268 HAITIAN LITERATURE AFS 241 MINORITY GROUPS AND RACE (Also ENG/LAC 268) RELATIONS I Multi/Transcultural & Global Awareness (Also LAC/SOC/WMS 241) Haitian literature explores the literary con- This course examines race, ethnicity, racism, tributions of prominent writers, artists, prejudice, discrimination, majority-minority and filmmakers from Haiti and the Haitian relations, and other intergroup relations from Diaspora. All course texts are in translated a sociological perspective, paying close atten- to English. Using the literature as a lens, the tion to the experiences of the major course investigates Haitian history and racial/ethnic groups in the United States, Haitian cultural discourses. Haiti’s historic namely, American Indians, European Amer- and cultural impact in the Caribbean icans, African-Americans, Latinos, and Asian region and throughout the Americas is also Americans. 1 c.u. considered. 1 c.u. Prerequisite: SOC 100 or PSY 100. Prerequisite: WRT 107 with a grade of C- or better. 152 UNDERGRADUATE COURSES

AFS 333 SELECTED TOPICS IN AFS 369 SOCIOLOGY OF AFRICAN - AFRICANA STUDIES AMERICAN FAMILIES Selected topics with Africana Studies focus. (Also SOC 369) Prerequisite: As defined by the This course seeks to examine Black families in department offering the course. 1 c.u. the United States by exploring the social and AFS 363 MAJOR WRITERS OF THE cultural factors that have shaped them. It AFRICAN DIASPORA begins with an overview of the historical and (Also ENG 363) anthropological roots of Black families, and (Writing Intensive) then focuses on an in-depth analysis of their I Multi/Transcultural & Global Awareness contemporary formations. 1 c.u. Distinguished writers of African, Afro-Caribbean, Prerequisites: SOC 100, SOC 215. Afro-Latin and African-American heritage. Emphasis is upon the theory and practice of diaspora, and how it has shaped the literary voices of writers of African descent. 1 c.u. Prerequisite: A 200-level literature course with a grade of C or better, or the consent of the Instructor. Anthropology Courses

APG 111 CULTURAL ANTHROPOLOGY APG 213 PEOPLES AND CULTURES OF (Also LAC 111) AFRICA SOUTH OF THE SAHARA An analysis of the theory and universality of (Also AFS 213) culture from the historical, functional and An anthropological study of the cultures and structural approaches. Emphasis on cross-cul- social structures, ethos, and configurations of tural comparisons as a basis for understanding sub-Sahara Africa. The cultures of Black Africa contemporary society. 1 c.u. are examined in order to provide an under- APG 210 CULTURES OF THE ANGLO AND standing of Black Africa and its contributions FRENCH CARIBBEAN to the Americas. 1 c.u. (Also LAC 210) Cultural traditions of the Anglo and French Caribbean will be explored. Each cultural area will be examined in terms of its history of slav- ery and plantation life, race and ethnic rela- tions, socio-economic and political change, and family and community organization. 1 c.u. Prerequisite: WRT 107 with a final grade of C- or better. UNDERGRADUATE COURSES 153

Biology Courses

NOTE: Courses marked with an asterisk (*) BIO 206 HUMAN ANATOMY AND require special fees. PHYSIOLOGY II* This course is a study of the structure and physiology of the human circulatory (hema- BIO 111 GENERAL BIOLOGY: CELL* tology), respiratory, nervous, “special senses”, This course is one of two introductory general digestive, urinary, endocrine, reproductive, biology courses. Topics include the origin of and integumentary systems. General informa- life, the cellular level of organization, the tion on cells and tissues will be presented. It chemical/physical basis of life, genetics, and the is the second part of a two part sequence. The molecular biology of gene expression. 1 c.u. laboratory experience will include experi- ments in physiology. 1 c.u. BIO 115 SELECTED TOPICS IN Prerequisite: BIO 205 or BIO 121. BIOLOGY* I Scientific & Technological Skills BIO 208 ADVANCED ZOOLOGY* This course presents selected topics in biology. This course is a study of the major invertebrate Topics may include evolution, biomechanics taxa. Course topics include an overview of ani- (e.g. flight), emerging diseases (e.g. AIDS, mal diversity, evolution, behavior, morpholo- Ebola virus), history of biological science, gy, and physiology. Additional topics include antibiotic resistant pathogens, cancer, nutri- current techniques in phylogenetics, and the tion, biotechnology and human affairs, etc. As interrelationships of form, function, ecology, topics change, this course may be repeated for and behavior. Laboratory exercises emphasize credit. 1 c.u. current techniques and instruments used in Science majors may not enroll in this the study of zoology; museum visits and field course without the consent of the Instructor. work may also be offered. 1 c.u. Prerequisites: BIO 111, BIO 121. BIO 121 GENERAL BIOLOGY: DIVERSITY* BIO 209 ENVIRONMENTAL ISSUES AND This course is one of two introductory general HUMAN SURVIVAL* biology courses. Topics will include the evolu- This is an introductory course focusing on tion, diversity, development, reproduction, man's environment. The organism, popula- physiology, ecology, and behavior of living tion, community, ecosystem, and biosphere organisms. Laboratory work will include natu- levels of organization will be studied with ralistic observation as well as experimentation respect to the interrelationships occurring in and will emphasize the analysis, organization, the natural world. Aspects of air, water, solid and presentation of data. 1 c.u. waste, and noise pollution, population prob- lems, our energy dilemma, use of pesticides, BIO 200 MICROBIOLOGY* and the state of our natural resources will also This course describes the structure, physiology be discussed. This course is designed for non- and culture of bacteria and related organisms, science majors. 1 c.u. their importance in nature and their relation- Science majors may not enroll ship to human problems of food preservation, in this course without the consent sanitation, disease, and immunity. 1 c.u. of the Instructor. BIO 205 HUMAN ANATOMY AND BIO 211 HUMAN BIOLOGY* PHYSIOLOGY I* I Scientific & Technological Skills This course is a study of the organization of This course is a study of the life history of man the human body, and the anatomy and physi- from birth to death including a discussion of ology of the skeletal, muscular, and circulatory all major organ systems and how they function (heart and circulation) systems. It is the first to maintain the organism in the environment. part of a two part sequence. The laboratory It will include the biology of sex and heredity experience will include study of mammalian of man. This course is designed primarily for anatomy. 1 c.u. majors other than biology, and will not count Prerequisite: High School Biology. toward the biology major. 1 c.u. Science majors may not enroll in this course without the consent of the Instructor. 154 UNDERGRADUATE COURSES

BIO 213 MOLECULAR AND CELLULAR BIO 320 ECOLOGY* BIOLOGY* This course is a study of the relationships This course is an in-depth treatment of nucle- between animals and plants and their environ- ic acid metabolism and cellular architecture. ment. Population growth and species interac- The lecture emphasizes the relationships tions, organization of biological communities, between structure and function at the cellular ecosystem structure and function (energy flow level, while the laboratory component high- and biogeochemical cycles) will be discussed. lights recent developments in recombinant Current examples (“case studies”) of environ- DNA technology. 1 c.u. mental problems will be examined to show the Prerequisite: BIO 111 or BIO 200. real application of basic ecological principles. Laboratory consists of experimental and BIO 304 DEVELOPMENTAL BIOLOGY* descriptive laboratories with experience in field This course is a study of developmental techniques. 1 c.u. processes in animals, including fertilization, Prerequisites: BIO 121; MTH 130. cleavage, cellular differentiation, and organo- genesis. Current techniques in experimental BIO 326 HISTOLOGY* embryology are used to study the major This is a course describing microscopic human changes that accompany the development of anatomy as it relates to organs and organ sys- various organisms. 1 c.u. tems. The physiological consequences of Prerequisite: BIO 121. structure will be emphasized. Students will be given the opportunity to learn how to distin- BIO 305 COMPARATIVE VERTEBRATE guish between slide preparations of the vari- MORPHOLOGY* ous tissues. 1 c.u. This course explores the relationship between Prerequisite: BIO 213. form and function in selected vertebrate taxa. Emphasis is placed on trends in vertebrate evo- BIO 390 SCIENCE INTERNSHIP lution that allowed vertebrates to move from This course is a combined work-study experi- aquatic to terrestrial habitats. Lectures integrate ence in which students work in an approved data from topics such as locomotion, feeding, scientific environment doing relevant job- size and scaling, with issues of historical impor- related functions. Students will also attend tance and current interest. Labs include dissec- seminars in which they report on their work tion of preserved vertebrate animals, field work, assignments, discuss experiences, study and a visit to a museum. 1 c.u. employment demands, and receive counsel. A Prerequisites: BIO 111, BIO 121. faculty committee assesses the internship report. 1 c.u. BIO 309 GENETICS* Prerequisites: Junior or senior standing This course introduces the student to the fun- with a GPA of at least 2.5 in the Biology damental principles of mendelian, population, or Chemistry major and consent of the and molecular genetics. The biochemistry of appropriate program director. genetic material, the physical basis of inheri- tance as well as the mode of expression of BIO 401 BIOCHEMISTRY I genetic material in individuals and popula- (Also CHM 401) tions will be covered. Laboratory experiments The course presents proteins, lipids, and carbo- with statistics will demonstrate the principle hydrates from the perspective of organic func- of molecular, mendelian, and population tional group chemistry, physical chemistry, genetics. 1 c.u. analytical chemistry, and biochemistry. The Prerequisite: MTH 130 or MTH 200. acid-base properties, kinetics, thermodynamics Pre/Corequisite: BIO 213. and reactions of these biomolecules will be cov- ered. Structure correlated to function will be BIO 317 IMMUNOLOGY integral component of the discussion. The This courses is an introduction to the rapidly course consists of lecture and recitation. 1 c.u. expanding field of immunology covering such Prerequisite: CHM 301. topics as the immune response, (cellular and CHM 302, 303 and 304 are strongly humoral) immunoglobulins, antigen-anti- recommended. body reactions, immunohematology comple- BIO 402 BIOCHEMISTRY II ment and cytotoxicity, immunopathology (Also CHM 402) (hypersensitivity and autoimmune diseases), transplantation and oncoimmunology. 1 c.u. This course covers the biochemistry of the Pre/Corequisite: BIO 213. nucleic acids and proteins. Topics include DNA replication, transcription, translation, gene regulation, and protein function. The overall regulation of metabolic pathways will also be addressed. 1 c.u. Prerequisite: BIO 213. UNDERGRADUATE COURSES 155

BIO 404 BIOCHEMISTRY I BIO 450 BIOSEMINAR LABORATORY* (Writing Intensive) (Also CHM 404) The seminar is designed to bring upperclass- (Writing Intensive) men in all biology concentrations together so The course considers the qualitative and quan- that they can discuss the major principles of titative aspects of protein, lipid, and carbohy- this discipline. The preparation of a literature drate analyses. The laboratory includes appli- research paper and its oral presentation devel- cations of wet chemistry, as well as analytical op the ability to critically assess the research techniques such as chromatography [column, literature, expose students to subject areas not thin layer, paper, and high performance liquid encountered in previous courses, develop chromatography (HPLC)], colorimetric and communication skills, and serve as a basis for spectorphotometric analyses, polarimetry, continued learning in individual students’ titrimetry and statistical data analysis. 0.5 c.u. particular areas of interest. 1 c.u. Prerequisite: CHM 303. Prerequisites: Biology major–Junior/Senior Corequisite: BIO/CHM 401. level standing and five Biology courses and WRT 107. BIO 405 BIOCHEMISTRY II BIO 460 BIORESEARCH* LABORATORY* (Also CHM 405) This course is an opportunity for advanced students to design and conduct experimental The course covers basic techniques for the research with the assistance of a faculty mem- extraction, purification, and characterization ber. Students will learn the techniques involved of DNA, RNA, and protein molecules. 0.5 c.u. in carrying out a research project including: lit- Prerequisites: BIO 213; WRT 107. erature search, experimental design and imple- Corequisite: BIO/CHM 402. mentation, data collection and analysis, and BIO 412 GENERAL MAMMALIAN presentation of results. 1 c.u. PHYSIOLOGY* Prerequisites: Junior level standing and five Biology courses. Students in this course study the biological function of mammals (especially humans) from cell to system with emphasis on nervous, endocrine, muscular, circulatory, respiratory, urinary, digestive, and reproductive systems. These systems are examined with reference to their regulation and role in maintenance of homeostasis. Pathophysiology (“clinical case studies”) will be integrated into discussions. In the laboratory, students will gain hands-on experience learning techniques and working with instruments while applying fundamental physiological concepts. 1 c.u. Prerequisite: Junior level standing. BIO 430 ADVANCED SELECTED TOPICS IN BIOLOGY* Topics will include advanced subjects in major areas of the biological sciences. Topics may vary or be repeated. As topics vary, students may repeat the course for credit. Course unit value will be announced with the topic. Prerequisite: Junior level standing. 156 UNDERGRADUATE COURSES

Broadcast Journalism Courses

NOTE: Courses marked with an asterisk (*) JOU 213 ORAL INTERPRETATION require special fees. OF LITERATURE I Aesthetic Appreciation Oral interpretation is defined as the study of JOU 114 UTILIZING TABLET literature through performance. The course is COMPTERS* designed to train students to use their bodies This course is designed to introduce students to and voices to interpret poetry, drama and tablet computers as a communication tool. The prose, children’s literature, world literature tablet will be used to access news information, and documentary material. Students will pres- create PowerPoint presentations, conduct tele- ent literature in individual and ensemble per- prompter readings, record interviews, create formances. 1 c.u. video presentations and conduct research, Use of Prerequisites: WRT 107 with a final apps and hardware is a critical component of the grade of C- or better and 200 level HUM. course. Students will be required to have a table JOU 224 JOURNALISM I computer, keyboard, and microphone. 0.5 c.u. (Writing Intensive) This course is for communication majors only. This course focuses on the basics of journalism JOU 122 PUBLIC SPEAKING reporting and writing. It will introduce stu- I Communication Skills dents to the fundamentals as well as modern This course focuses on the theory and skills of techniques in news gathering and writing. Stu- preparing and presenting public speeches. The dents will report and wite stories as an entry emphasis in this course is on practice and eval- level journalist. Sessions will involve class writ- uation of classroom presentations and profes- ing as well as discussions and analysis of news coverage. 1 c.u. sional speeches. 1 c.u. Prerequisite: WRT 107. Corequisite: WRT 105 or WRT 106. JOU 231 RADIO AND TELEVISION JOU 128 INTRODUCTION TO MASS COMMUNICATION This course traces the history of radio and tel- (Formerly ENG 228) evision. It includes criticism, production, pro- gramming issues and ethics. 1 c.u. The nature and effect of contemporary mass Prerequisites: JOU 128; WRT 107. media; history of the mass media; regulations regarding present and future uses; economic JOU 234 RADIO AND TELEVISION restraints and social control. 1 c.u. (Writing Intensive) JOU 212 VOICE AND SPEECH The course builds on journalism basics and PRODUCTION applies these to writing for digital media and producting multimedia journalism. Students Improvement of the speaking voice is the focus will learn how to report, write, and produce of this course. Attention will be paid to develop- for digital publications, and how to effectively ing a pleasing tone, strong articulation, proper utilize 21st century journalism applications pronunciation, and correct breathing. Students and technology including blogging, social will also learn the International Phonetic Alpha- media, and multimedia. 1 c.u. bet. The course is highly recommended for those Prerequisite: WRT 107. students interested in radio, television, teaching and business. 1 c.u. JOU 243 MEDIA WRITING* Prerequisite: JOU 122. (Formerly ENG 140) This course explores the various media writing styles. Students will be exposed to fundamental writing skills common to all media and will learn how to apply those skills to different formats. 1 c.u. Prerequisite: JOU 122, JOU 128; WRT 107 or consent of the Instructor. UNDERGRADUATE COURSES 157

JOU 244 NEWS GATHERING JOU 375 MASS MEDIA RESEARCH The course is designed to enable students to This course is designed to help students learn gain proficiency in gathering information the different research approaches used in mass from reliable sources through conducting media research and to apply those approaches interviews, researching on the internet and to a research project. 1 c.u. examining public documents. 1 c.u. Prerequisite or Corequisite: JOU 370. Prerequisites: ENG 128, ENG 243; WRT 107. JOU 390 COMMUNICATION INTERNSHIP* JOU 247 WRITING FOR RADIO AND Field study in newspapers, television and radio TELEVISION* stations, advertising and public relations firms, This course is designed to introduce students and other communications institutions. Field to the mechanics of writing for the electronic placement required. 1 c.u. media of radio and television. Primarily devot- Prerequisites: JOU 112, JOU 128, and ed to broadcast news writing, students will also at least three other courses in the learn how to create special formats such as Communication concentration. sports, specials and commentary. 1 c.u. Junior standing and consent of the Instructor. Prerequisites: JOU 244; WRT 107. This course may be repeated once for credit and either a 200-level literature course JOU 266 RADIO PRODUCTION I with a grade of C or better, or the This course introduces students to the basic consent of the Instructor. operation of a radio studio. It includes writ- ing, producing and announcing. 1 c.u. JOU 440 COMMUNICATION Prerequisite: WRT 107 with a final CAPSTONE* grade of C- or better. A final major independent project undertaken by communication major under the supervi- JOU 280 SPORTS JOURNALISM sion of a department faculty member. 1 c.u. This course will focus on all aspects of sports Prerequisite: JOU 357 or consent journalism, including reporting, editing, writ- of the Instructor and either a 200-level ing, and producing. Students learn skills need- literature course with a grade of C or ed for digital, print, and broadcast. 1 c.u. better, or the consent of the Instructor. Prerequisites: WRT 107; JOU 266. Prerequisite or Corequisite: JOU 366. JOU 357 BROADCAST JOURNALISM This course is designed to involve students in the writing, reporting and producing of news for radio and television. They will develop skills and techniques needed to work in broad- cast news. 1 c.u. Prerequisites: JOU 247 and either a 200- level literature course with a grade of C or better, or the consent of the Instructor. JOU 366 RADIO PRODUCTION II This is an advanced radio production course which focuses on producing and directing programs which well be aired on the campus radio station. 1 c.u. Prerequisites: JOU 266 and either a 200- level literature course with a grade of C or better, or the consent of the Instructor. JOU 370 MEDIA ETHICS I Problem Solving & Critical Thinking Skills The purpose of this class is to help students understand the need for ethics in society espe- cially as it pertains to the media. They will also learn how to make ethical decisions using the principles they have learned. 1 c.u. Prerequisite: JOU 247. 158 UNDERGRADUATE COURSES

Business Administration Courses

BUS 102 MANAGEMENT ESSENTIALS BUS 201 INTRODUCTION TO This course will help students build a strong E-MARKETING knowledge base and develop management skills The purpose of this course is to introduce as they study forms of business ownership, func- students to the basic concepts of Internet tions of management, communications, legisla- marketing. The course will include traditional tion, leadership and teamwork, marketing and marketing concepts such as market segmenta- economics. Learning will take place through tion, target marketing, differentiation and con- project-based discussions and activities. 0.5 c.u. sumer behavior. Course content will cover Internet marketing, Internet business models, BUS 107 PERSONAL FINANCIAL Internet distribution strategies, blogs, social PLANNING I networking and Internet customer relation- Problem Solving & Critical Thinking Skills ship management. 1 c.u. This course helps individuals understand per- Prerequisites: ECM 101; WRT 107. sonal financial planning. Specifically, the con- tent of this course is geared to teach students BUS 245 SUPPLY CHAIN MANAGEMENT how to prepare personal budgets and how to OVERVIEW evaluate insurance requirements. The funda- Introduction to the field of supply chain man- mentals of investment decisions will also be agement, physical distribution, production covered. Any student who has taken or is tak- and inventory control, purchasing, transporta- ing BUS 312 cannot take BUS 107 for credit. tion, warehousing and materials handling, 1 c.u. order processing, communications, and prob- lems and issues related to the field. 1 c.u. BUS 110 INTRODUCTION TO BUSINESS Prerequisite: Industry experience in Basic knowledge of business, its components supply chain management field, and the environment in which it operates, or BUS 200, or consent of including an understanding of business oper- 1 c.u.the Business Advisor. ations and business vocabulary. 1 c.u. BUS 300 INTRODUCTION TO BUS 120 FUNDAMENTALS OF PERSONAL INTERNATIONAL BUSINESS FINANCIAL MANAGEMENT TOOLS Introduction to the dynamic field of interna- The objectives of this course are to: a) introduce tional business. Students will learn the basics of students to the use of financial services in the international business transactions, with par- economy; b) help develop personal financial ticular regard to the differences between inter- management skills and plans; c) introduce national and domestic transactions. Students students to the fundamentals of invest- will also be introduced to the range of career ments–mutual funds, stocks. Students will be opportunities available in international busi- exposed to the fundamentals of portfolio man- ness and in related fields such as international agement. 0.5 c.u. law and civil service. Topics to be covered will include: international business contracts; BUS 152 TOTAL QUALITY international business negotiations; interna- MANAGEMENT (TQM) FOR EVERYONE tional marketing; international public affairs TQM for everyone addresses the role of qual- and lobbying; international arbitration and lit- ity in consumer satisfaction, continuous im- igation; international transport; multicultural provement and employee involvement. The management; and international electronic basic tenets of TQM will be discussed as they commerce. 1 c.u. relate to each of us in a personal as well as in Prerequisite: BUS 200. a business setting. 0.5 c.u. BUS 308 ENTREPRENEURSHIP BUS 200 INTRODUCTION TO Applying the principles of management to MANAGEMENT small business and entrepreneurship in retail- Introduction to the world of a manager, the ing, wholesaling, manufacturing, and service knowledge needed, the process of managing, industries. The importance of small business, its the actual practice of managing, and the adjust- status, problems, and requirements for success. ments to change that are important in the mod- Prerequisites: ACC 201, ACC 204; 1 c.u. ern world. 1 c.u. BUS 200, BUS 314. Prerequisite: WRT 105 or WRT 106. UNDERGRADUATE COURSES 159

BUS 312 MANAGERIAL FINANCE BUS 317 ORGANIZATIONAL Introduction to the principles of financial BEHAVIOR management. Topics include: analysis of (Also PSY 317) financial statements, roles of financial man- The study of individual and group behavior in agers, financial functions, preparation of cash organizations. Key topics include job satisfac- budgets, pro forma financial statements, intro- tion; motivation; group dynamics, leadership; duction to working capital management, capi- conflict and change; communication; job tal budgeting, valuation theory. 1 c.u. design; power and influence; organization con- Prerequisites: ACC 204; cepts and design; organizational development. ECN 210, ECN 211 and BUS 200 or Prerequisites: Junior standing. 1 c.u. consent of the Business Advisor. For Business majors, BUS 110 or 200, and BUS 313. BUS 313 HUMAN RESOURCE For Sociology majors, at least one prior MANAGEMENT Sociology course. Analysis of the principles and practices of per- For Psychology majors, PSY 224 or PSY 230. sonnel (human resources) management, For other majors, consent of the Instructor. including personnel policy, selection, training and development, wages and salary adminis- BUS 322 EMPLOYEE BENEFIT tration, labor and employee relations, benefits ADMINISTRATION administration and performance appraisal, (Formerly BUS 373) how human resources departments function Major classifications and related costs of and their contribution to the organization. employee benefits; principal laws governing Prerequisite: BUS 200 for Business 1 c.u. employee benefits; typical features of benefit majors or consent of the Business Advisor. plans including group health, disability, sur- PSY 100 for others. vivor and retirement protection, capital accu- mulation, time off with pay. Basic planning BUS 314 PRINCIPLES OF MARKETING techniques. Approaches for communicating Introduction to marketing of products and with employees. 1 c.u. services. Topics covered include: external Prerequisite: BUS 313 or consent analysis, target market identification, market of the Business Advisor. research, consumer behavior, product devel- opment, demand estimation and forecasting, BUS 325 PRINCIPLES OF ADVERTISING pricing, distribution channels, advertising, Introduction to the role of advertising and sales promotion and public relations. 1 c.u. sales promotion strategies and practices. Top- Prerequisites: BUS 200; ECN 210, ics include: strategy development, creative ECN 211. design, copy development, media selection, the role of advertising agencies and campaign BUS 315 INTERNET LAW execution and evaluation. 1 c.u. The purpose of this course is to explore the Prerequisite: BUS 314. legal, policy, and socio-political issues about the global technology and information mar- BUS 332 INTERNATIONAL FINANCIAL ket. In this course we will identify and explain MANAGEMENT those issues and think critically about how (Writing Intensive) they can best be resolved. We will also analyze A course intended for junior-level students. U.S. practice, policy and law; discuss how ideas Will examine: foreign currency, accounting about trade and innovation circulate. Students principles, foreign exchange, (SPOT, Forward will discuss both broad theoretical questions Rates) the International monetary system, for- and narrower issues, from how the First eign exchange risk management, work in cap- Amendment applies to the Internet to how ital management in international operations, children can be protected from potentially sources of funds for working capital and long- harmful Internet content. 1 c.u. term investments in international markets. Prerequisite: BUS 200. Prerequisite: WRT 107. Corequisite: BUS 312. 1 c.u. BUS 316 BUSINESS LAW I Fundamental principles of business law and BUS 333 SELECTED TOPICS IN practice and the Constitutional setting in CONTEMPORARY BUSINESS AND which they are implemented. Structure of the MANAGEMENT law and the state and federal court systems, A study of a major business issue, person or contract law, agency law, and the law of sales. activity occurring in the contemporary busi- Prerequisite: BUS 200 or consent of the 1 c.u. ness world. Possible topics: government dereg- Business Advisor. ulation; environment; social responsibilities; mergers; conglomerates; world trade; etc. May be repeated for credit as topics change. 1 c.u. Prerequisite: To be announced with topic. 160 UNDERGRADUATE COURSES

BUS 337 SALES AND SALES organization, transportation mode selection MANAGEMENT and rate analysis. The impact of transporta- Covers the fundamentals of professional sell- tion deregulation will also be discussed. 1 c.u. ing and management of the selling function. Prerequisite: BUS 245 or consent Topics covered include: selling theories, of the Business Advisor. recruiting, demand forecasting, account man- BUS 349 QUALITY CONTROL agement, motivation, territory design and FUNDAMENTALS management, compensation and profitability. Prerequisite: BUS 314. 1 c.u. An introduction to quality control, its basic concepts, organization/management of quali- BUS 341 PROJECT MANAGEMENT ty, quality costs, problem solving techniques, Managing projects introduces new challenges fundamentals of statistics, acceptance sam- to professionals and managers. This course pling, control charts, reliability, quality audits, examines the environmental factors which and quality improvement. 1 c.u. affect project management, and provides an Prerequisite: BUS 245 or consent exposure to the key tools and techniques of the Business Advisor. which have been developed for this unique BUS 350 JUST-IN-TIME (JIT) type of management. 1 c.u. MANUFACTURING TECHNIQUES Prerequisites: BUS 200; MTH 140. Provides the history, and philosophy, and basic BUS 345 PRODUCTION AND requirements of JIT operations. The course INVENTORY CONTROL will dispel current myths about the techniques The development, scope and objectives of pro- and responsibilities of arriving at the JIT man- duction control, as well as the dynamics of ufacturing environment as well as providing a managing inventory in the changing industri- road map for starting the journey to “world al and commercial environment. Scheduling, class” manufacturing excellence. 1 c.u. control, critical path, machine loading and Prerequisite: BUS 245 or consent materials requirements planning, forecasting of the Business Advisor. sales and inventory requirements, computer BUS 352 TOTAL QUALITY applications to inventory control problems, MANAGEMENT (TQM) building inventory models, simulation, and the relationships of inventory control to mar- The literature discusses many definitions of keting management and production control. Total Quality Management (TQM). However. Prerequisite: BUS 245 or consent 1 c.u. the common theme is that (TQM) is a man- of the Business Advisor. agement process utilizing customer satisfac- tion, continuous improvement and employee BUS 346 PRINCIPLES OF PHYSICAL involvement as its basic tenets. A model DISTRIBUTION (TQM) program, including all the integral ele- The movement of goods from production to ments, will be presented through lectures, class delivery to distribution channel intermedi- discussion, reading assignments, student pre- aries. Distribution channels, traffic manage- sentations, group activity and current quality ment, warehousing, inventories, organization, journal articles. Examples will be presented control, and communication. Heavy emphasis and students encouraged to discuss situa- is given to distribution system design and tions/examples from their own background or analysis. 1 c.u. company 1 c.u. Prerequisite: BUS 245 or consent Prerequisite: BUS 349 Quality Control of the Business Advisor. Fundamentals and/or consent of the Business Advisor. BUS 347 PURCHASING The nature and importance of the procurement BUS 353 OPERATIONS MANAGEMENT function in modern business organizations. Techniques and strategies for managing man- Principles, tools, methods, and techniques ufacturing and service sectors. Provides per- employed for the acquisition of materials, sup- spectives for the production areas which plies and equipment. 1 c.u. include product planning, product/process Prerequisite: BUS 245 or consent design, facility layout, capacity planning, of the Business Advisor. aggregate planning, materials, inventory con- trol, scheduling and quality control. 1 c.u. BUS 348 TRAFFIC AND WAREHOUSE Prerequisite: BUS 200. MANAGEMENT Corequisite: MTH 200. The management of the physical storage, retrieval and inbound/outbound shipment of materials. Cube utilization, materials handling hardware, automatic storage/retrieval systems UNDERGRADUATE COURSES 161

BUS 354 MARKETING RESEARCH BUS 365 INTERNATIONAL HUMAN Basic concepts needed for marketing research. RESOURCE MANAGEMENT Students will study problem formulation, The course will examine such issues as the glob- research design, data collection, questionnaire alization of the human resource strategy, the construction sampling techniques, analysis management and structure of global organiza- and reporting. Students will design and imple- tion and the compensation of the expatriates. A ment a marketing research project. 0.5 c.u. framework for analyzing global human resource Prerequisites: BUS 314; PSY 245 or management issues will be developed within the MTH 200. context of the critical issues. 1 c.u. Prerequisites: BUS 300 , BUS 313. BUS 355 CONSUMER BEHAVIOR Principles of behavioral and social science con- BUS 366 WORKPLACE ISSUES IN cepts applied to marketing situations. The HUMAN RESOURCE MANAGEMENT importance of understanding consumer behav- This course will provide a comprehensive ior in demand, brand, pricing, advertising, overview of contemporary issues faced by motivation and positioning decisions will be human resource professionals. Topics will explored. 1 c.u. include such areas as employee rights, employ- Prerequisite: BUS 314. ment discrimination, wrongful discharge, em- ployment-at-will, workplace violence, employ- BUS 356 BUSINESS (INDUSTRIAL) ee deception and theft, employee assistance MARKETING programs, QWL (quality of worklife) programs Application of marketing principles to indus- and the future director of the human resource trial (Business-to-business) situations. Stu- function. 1 c.u. dents will study the unique marketing situa- Prerequisite: BUS 313. tions found in non-consumer product, price, BUS 368 LABOR RELATIONS AND distribution and promotional decisions. COLLECTIVE BARGAINING Demand for industrial products will be stud- This course provides an overview of the labor ied. Intermediaries and distribution channels relations process in which management deals will be evaluated. 1 c.u. with employees who are represented by a union. Prerequisite: BUS 314. The history of major labor unions and primary BUS 362 ETHICS AND LEADERSHIP IN labor laws and court cases are explored, along ORGANIZATIONS with the general structure and operational This course will explore varied ethical issues aspects of today’s labor organizations. Union cer- from the business world in conjunction with tification, collective bargaining, and dispute reso- models of leadership leading to how those eth- lution are discussed in detail. Students may also ical issues are resolved. The intent is to deepen participate in a mock labor contract negotiation and broaden student’s learning about theories, project and analyze sample grievances. 1 c.u. models, and constructs related to the study and Prerequisite: BUS 313. practice of ethics and leadership. This includes BUS 401 BUSINESS POLICY experiential learning activities and discussions A capstone course which stresses the basic con- that connect formal knowledge with real world cepts of strategic planning and strategic man- experiences and includes one credit of experi- agement, the strategic planning process, and ential learning. 1 c.u. why it is necessary. Students will analyze situa- Prerequisite: BUS 200. tions from a top management viewpoint and BUS 364 CONFLICT MANAGEMENT AND determine recommended solutions to organiza- RESOLUTION tion-wide problems through the use of actual company cases and a simulation game. Conflict is unavoidable in the workplace. 1 c.u. Prerequisites: BUS 312, BUS 314, Whether collaborating with peers, managing BUS 353 or ACC 323; ECN 310. direct reports, or dealing with difficult supervi- sors, conflict exists at all levels of an organiza- BUS 412 SECURITY ANALYSIS tion. This course will provide tools for manag- Introduction to portfolio selection, technical ing interpersonal dynamics that may be analysis, brokers, description of securities, encountered during performance reviews, mutual fund investment and short term interdepartmental collaboration, and partner- investments. In-depth introduction to funda- ing with external organizations. 1 c.u. mental analysis of securities investment valua- Prerequisite: BUS 200. tion theory–expanded coverage of the capital asset pricing model, option pricing theory, derivatives investments, diversification and risk, statistical measures of risk, return, capital market behavior. 1 c.u. Prerequisite: BUS 312.Ï 162 UNDERGRADUATE COURSES

BUS 414 MARKETING MANAGEMENT BUS 480 RESOURCES IN THE AND STRATEGIES TRAINING FIELD A marketing capstone course designed to A capstone course to bring together the broad explore contemporary marketing theories; and constantly growing range of products, serv- develop and analyze marketing strategies; and, ices, equipment, journal and trade publications, explore successful and unsuccessful company commercial distributors, systems, information marketing strategies through case studies. 1 c.u. networks, and professional and trade organiza- Prerequisites: BUS 312, BUS 314. tions in the training field. Focus on techniques to locate, review, evaluate and match resources BUS 415 PROBLEMS AND CASES IN to specific training needs and questions, HUMAN RESOURCE MANAGEMENT emphasizes strategies necessary to manage Cases in personnel including the resolution of information overloads. 0.5 c.u. complex problems in the procurement, devel- opment, maintenance and utilization phases BUS 491 INTERNSHIP IN BUSINESS of personnel. Discussion of and selection from A combined work-study experience in which alternate solutions to actual business and students work in an approved business organ- industry problems. 1 c.u. ization while also attending weekly classes in Prerequisite: BUS 313. which they report on their work assignments BUS 416 BUSINESS LAW II and receive counsel, advice and appropriate academic learning. 1 c.u. A continuation of the examination of specific Prerequisite: Second Semester Junior areas of business law principles and their Con- standing with a GPA of at least 2.5. stitutional setting. Specific topics covered include property law, commercial paper, part- nerships, corporations and bankruptcy. 1 c.u. Prerequisite: BUS 316. BUS 421 COMPENSATION MANAGEMENT Theory and practice of wage and salary ad- ministration. Job analysis and evaluation methods, survey techniques, economic and behavioral aspects of managing compensa- tion, policy issues and current controversies in the field. 1 c.u. Prerequisite: BUS 313. BUS 423 TRAINING AND DEVELOPMENT Principles and methods of employee, supervi- sory and management training and develop- ment. Includes needs assessment, program/ course development, training techniques, eval- uation methods. 1 c.u. Prerequisites: BUS 313; PSY 100. BUS 445 SUPPLY CHAIN MANAGEMENT POLICY Capstone seminar integrates supply chain management concepts developed throughout the program. Strategic management concerns and current topics relevant to the supply chain management function are developed. 1 c.u. Prerequisite: Any three of preceding courses in the Supply Chain Management program. UNDERGRADUATE COURSES 163

Chemistry Courses

NOTE: Courses marked with an asterisk (*) CHM 120 FUNDAMENTALS OF require special fees. INORGANIC, ORGANIC AND BIOCHEMISTRY* This course covers selected principles of inor- CHM 100 CHEMISTRY FOR EVERYONE* ganic, organic and biochemistry in application I Scientific & Technological Skills to living systems. The course includes lecture, This course, an introduction to the structure, one hour of recitation, and three hours of lab- properties, and behavior of materials, is oratory per week. This course cannot be used intended for non-science majors. Principles of to help fulfill the chemistry requirement for chemistry are illustrated through demonstra- science majors. 1 c.u. tions, laboratory exercises, and applications to Prerequisite: MTH 140 or MTH 141. everyday life. Prior study of chemistry is not Corequisite: WRT 105 or WRT 106. required. 1 c.u. Science majors may not enroll in this CHM 211 CHEMICAL ANALYSIS AND course without the consent of the Instructor. INSTRUMENTATION Not open to students who have received credit The course covers the theoretical and experi- for another college chemistry course. mental principles of chemical analysis and ionic equilibria. Gravimetric, volumetric, elec- CHM 110 FUNDAMENTALS OF trometric, and instrumental methods are cov- CHEMISTRY* ered from the quantitative point of view. The This course prepares students for CHM 111 course consists of lecture and recitation. 1 c.u. and includes measurements, matter, energy, Prerequisite: CHM 112. chemical/physical changes, elements, com- pounds, the mole concept, formulas, nomen- CHM 212 CHEMICAL ANALYSIS AND clature, chemical equations, stoichiometry, INSTRUMENTATION LABORATORY* behavior of gases, atomic structure, the Period- This four hour laboratory is associated with ic Table, chemical bonding, solutions, acids, CHM 211. The course emphasizes wet chemistry and bases. The course consists of lecture, techniques which include gravimetric and volu- recitation and one three-hour laboratory per metric methods of analysis. Separation methods week. 1 c.u. such as chromatography are also discussed along with some spectroscopy. Instrumental tech- CHM 111 GENERAL CHEMISTRY I* niques of IR, UV-VIS, HPLC and Atomic This is a comprehensive introduction to the Absorption may also be explored. 0.5 c.u. principles of chemistry. The course is intended Prerequisite: CHM 112. primarily for students who are majoring in the Corequisite: CHM 211. natural sciences or enrolled in science-based pre-professional programs. Topics include CHM 301 ORGANIC CHEMISTRY I atomic structure, chemical bonding, stoichiom- This course is intended to be a year long study etry, patterns of reactivity, gas laws, thermo- of the structure and reactions of organic chemistry, and quantum theory. The course compounds. The course focuses on functional consists of lecture, recitation, and one three- groups and reaction mechanisms. Applica- hour laboratory per week. 1 c.u. tions to compounds of general public interest Prerequisite: CHM 110 or one year are discussed. The course consists of lecture of high school Chemistry. and recitation. 1 c.u. Corequisite: MTH 160/MTH 161. Prerequisite: CHM 112. CHM 112 GENERAL CHEMISTRY II* CHM 302 ORGANIC CHEMISTRY II This course is a continuation of CHM 111. This course is a continuation of CHM 301. 1 c.u. Topics covered include theories of covalent Prerequisite: CHM 301. bonding, the liquid and solid states, physical properties of solutions, kinetics, equilibria, chemical thermodynamics, oxidation-reduc- tion, and electrochemistry. The course consists of lecture, recitation, and one three-hour lab- oratory per week. 1 c.u. Prerequisites: CHM 111; MTH 160/MTH 161. 164 UNDERGRADUATE COURSES

CHM 303 ORGANIC CHEMISTRY I CHM 314 PHYSICAL CHEMISTRY II LABORATORY* LABORATORY * (Writing Intensive) This four hour laboratory is associated with This four hour laboratory is associated with CHM 312. Laboratory work emphasizes meas- CHM 301. The course can (but doesn’t have urement of kinetic data and properties of mate- to) be taken concurrently with CHM 301. The rials associated with structure and bonding. course includes basic organic chemical instru- Rate laws and proposed mechanisms are deter- mentation, analysis, and techniques. 0.5 c.u. mined by initial rate or integrative methods. Prerequisite: CHM 301 or Spectroscopic and other instrumental methods concurrent registration. are used to determine structures. 0.5 c.u. Prerequisites: CHM 311, CHM 313; CHM 304 ORGANIC CHEMISTRY II PHY 211. LABORATORY* Corequisite: CHM 312. (Writing Intensive) This four hour laboratory is associated with CHM 390 SCIENCE INTERNSHIP CHM 302 and is a continuation of CHM 303. (Also BIO 390) In addition to wet chemistry, the course This course provides a combined work-study includes lectures and laboratory exercises on experience in which students work in an the topics of nuclear magnetic resonance and approved scientific environment doing rele- infrared spectroscopies. 0.5 c.u. vant job-related functions while also attending Prerequisites: CHM 301, CHM 303, seminars in which they report on their work CHM 302 or concurrent registration assignments, discuss experiences, study employ- in CHM 302. ment demands, and receive counsel. A faculty committee (including one member outside the CHM 311 PHYSICAL CHEMISTRY I major) assesses the internship report. 1 c.u. This course is a formal development of ther- Prerequisites: Junior or Senior standing modynamic and equilibrium principles and with a GPA of at least 2.5 in the Biology their application to both chemical reactions or Chemistry major and consent of the and a variety of physical, biological, and engi- appropriate program Director. neering processes. The course includes lecture and recitation. 1 c.u. CHM 401 BIOCHEMISTRY I Prerequisites: CHM 112; MTH 222; (Also BIO 401) PHY 210. The course presents proteins, lipids, and carbo- Corequisite: PHY 211. hydrates from the perspective of organic func- tional group chemistry, physical chemistry, CHM 312 PHYSICAL CHEMISTRY II analytical chemistry, and biochemistry. The This course presents a formal development of acid-base properties, kinetics, thermodynamics kinetics and theories of molecular structure and reactions of these biomolecules will be with applications to chemical reactivity as well covered. Structure correlated to function will as physical and biological properties. The be integral component of the discussion. The course includes lecture and recitation. 1 c.u. course consists of lecture and recitation. 1 c.u. Prerequisites: CHM 311; PHY 211. Prerequisite: CHM 301. CHM 302, 303, and 304 is strongly CHM 313 PHYSICAL CHEMISTRY I recommended. LABORATORY * This four hour laboratory is associated with CHM 402 BIOCHEMISTRY II CHM 311. Laboratory work emphasizes meas- (Also BIO 402) urement of thermodynamic data such as heats This course covers the biochemistry of the of combustion, heat capacities, enthalpies, and nucleic acids and proteins. Topics include free energies. Physical properties of materials DNA replication, transcription, translation, are also explored and data are presented with gene regulation, and protein function. The construction of phase diagrams. 0.5 c.u. overall regulation of metabolic pathways will Prerequisites: CHM 112; MTH 222; also be addressed. 1 c.u. PHY 210. Prerequisite: BIO 213. Corequisites: CHM 311; PHY 211. UNDERGRADUATE COURSES 165

CHM 403 ADVANCED SELECTED TOPICS CHM 450 CHEMISTRY SEMINAR IN CHEMICAL CONCEPTS (Writing Intensive) This course includes selected advanced topics The seminar is intended to serve as a capstone in analytical, physical, inorganic, and organic experience for chemistry and biochemistry chemistry. As topics change, the students can majors. Students will learn how to search the lit- take the course again for credit. erature in their area of concentration, prepare Course unit value will be announced two well-researched papers (one short, one long), with the topic. and present those papers in front of their peers, Prerequisite: Four courses in Chemistry as well as faculty in the discipline. 0.5 c.u. above the 110 level. Prerequisites: Chemistry or Biochemistry major with Junior or CHM 404 BIOCHEMISTRY I Senior standing in the major. LABORATORY* Two semesters of Organic Chemistry (Also BIO 404) are required. (Writing Intensive) The course considers the qualitative and quan- CHM 461 CHEMISTRY RESEARCH* titative aspects of protein, lipid, and carbohy- This is a one or two semester course consisting drate analyses. The laboratory includes appli- of library and laboratory research. Credit may cations of wet chemistry, as well as analytical be arranged in advance by the advisor, but may techniques such as chromatography [column, not exceed one course each term. 1 c.u. thin layer, paper, and high performance liquid Prerequisite: Consent of major Advisor. chromatography (HPLC)], colorimetric and spectrophotometric analyses, polarimetry, titrimetry and statistical data analysis. 0.5 c.u. Prerequisite: CHM 303. Corequisite: BIO/CHM 401. CHM 405 BIOCHEMISTRY II LABORATORY * (Also BIO 405) The course covers basic techniques for the extraction, purification, and characterization of DNA, RNA, and protein molecules. 0.5 c.u. Prerequisite: BIO 213. Corequisite: BIO/CHM 402. CHM 414 ADVANCED INORGANIC CHEMISTRY The course approaches modern inorganic chemistry by integrating descriptive and phys- ical principles using molecular orbital theory to describe chemical bonding and reactivity. Structures, magnetic properties, and spectra of transition metal complexes are described using the crystal and ligand field theories. Spe- cial topics, such as, catalysis, organometallics, and bioinorganics are included. The course includes lecture and recitation. 1 c.u. Prerequisite: CHM 211. CHM 415 ADVANCED INORGANIC CHEMISTRY LABORATORY* This four hour laboratory is associated with CHM 414. Laboratory work emphasizes the syntheses and characterization of transition metal complexes. 0.5 c.u. Prerequisites: CHM 211, CHM 212. Corequisite: CHM 414. 166 UNDERGRADUATE COURSES Computer Science Courses

NOTE: Courses marked with an asterisk (*) CMP 104 FUNDAMENTAL COMPUTER require special fees. LITERACY II* (For Non-Business Majors) Primarily through self-study and computer CMP 100 COMPUTER LITERACY* based training, students will develop essential (For Business Majors) skills in software for word processing, presen- I Scientific & Technological Skills tations, and spreadsheets. The bulk of the Primarily through self-study and computer course will be devoted to preparing students to based training, students will develop essential be able to leverage current, emerging, and skills in software for word processing, presen- future technologies. Topics include the appli- tations, and spreadsheets. The bulk of the cation of computers to major career disci- course will be devoted to preparing students to plines, the internet, Web 2.0, the impact of be able to leverage current, emerging, and computers on society, and emerging and dis- future technologies. Topics include the appli- ruptive technologies. This course and CMP cation of computers to major career disci- 102 together are equivalent to CMP 100. plines, the internet, Web 2.0, the impact of Students cannot get credit for this 0.5 c.u. computers on society, and emerging and dis- course and CMP 100. ruptive technologies. Prerequisite: CMP 102. Students cannot get credit for this CMP 106 E-COMMERCE TECHNOLOGY* course and CMP 102 and CMP 104. 1 c.u. E-Commerce Technology is an essential CMP 101 MIS FOR SUPPLY CHAIN course for anyone looking to take the next MANAGEMENT steps in launching a successful online business Capabilities and limitations of computer- technological implementation. This is a based information systems applied to supply hands-on, survey and introductory course to chain management. Hardware and software. bridge students into the different fields in the Emphasis on current, top-down development E-Commerce program. The topics include methodologies of phased systems develop- web site design tools and models, networking ment, MIS project management, structured and security, and implementation and devel- analysis and design. Communication with opment tools. 1 c.u. systems developers through Pseudo-Code and Prerequisite: CMP 100. Structured English will also be stressed. 1 c.u. CMP 120 CYBER CRIME Prerequisite: Any two courses in I Scientific & Technological Skills Supply Chain Management, or consent of the Supply Chain Management academic This course provides an overview of the various coordinator. forms of cyber crime and the methods, thought process and tools used by criminals. Criminol- CMP 102 FUNDAMENTAL COMPUTER ogy theories such as conflict, control and strain LITERACY I* will also be discussed. The impact of cyber (For Non-Business Majors) crime and public policy implications will also I Scientific & Technological Skills be explored. 1 c.u. Primarily through self-study and computer CMP 126 PROGRAMMING I* based training, students will develop essential I Problem Solving & Critical Thinking Skills skills in software for word processing, presen- tations, and spreadsheets. The bulk of the An introduction to the problem solving course will be devoted to preparing students to process, numerical methods, algorithms be able to leverage current, emerging, and and algorithm design. Basic principles of future technologies. Topics include the appli- software engineering, program design, cod- cation of computers to major career disci- ing, debugging, and documentation are plines, the internet, Web 2.0, the impact of introduced. Structured and object-oriented computers on society, and emerging and dis- programming is taught using the Java plat- ruptive technologies. This course and CMP form. 1 c.u. 104 together are equivalent to CMP 100. Students cannot get credit for this 0.5 c.u. course and CMP 100. UNDERGRADUATE COURSES 167

CMP 130 INTRODUCTION TO DATA CMP 235 WEB PROGRAMMING VISUALIZATION An introduction to web design concepts and I Aesthetic Appreciation technology, this course covers the fundamen- I Problem Solving & Critical Thinking Skills tals of the Internet, browsers, web servers, and This class will discuss contemporary visual- web programming languages. Students will izations and critique their effectiveness in gain extensive practical experience using conveying information. Students will learn HTML and CSS. 1 c.u. techniques for visualizing multivariate, Pre/Corequisite: CMP 226. temporal, text-based, geospatial, hierarchi- cal, and network-based data. Students will CMP 248 INTRODUCTION TO learn how to acquire, parse, and analyze MICROPROCESSORS* datasets and the process of encoding data An introduction to microprocessors. This visualizations to achieve aesthetically pleas- course will study the basic theory and operation ing, effective communication. 1 c.u. of microprocessors with their logical and pro- Prerequisite: MTH 140/141 or MTH 160/161. gramming characteristics. It will introduce a study of architecture, instruction sets, machine CMP 211 DEVELOPING APPLICATIONS language programming, input/output, inter- FOR MOBILE DEVICES rupts and interfacing techniques. 1 c.u. This course will provide instruction on devel- Prerequisite: CMP 126. oping, deploying and maintaining applica- tions for mobile devices that use the Android CMP 300 SYSTEMS ANALYSIS AND and IOS platforms. Students will develop DESIGN* applications that function solely on the An introduction to the fundamental concepts device and applications that integrate with of systems analysis and design. The role of the Web Services. 1 c.u. system analyst and the training skills required Prerequisite: CMP 126. to function in this position are presented. Stu- dents will do application analysis, including CMP 225 PROGRAMMING LANGUAGES* modeling of processes and data and transfor- This course covers important program- mation of analysis results into a design for a ming languages other than Java, which is specific computer environment. Design of pro- utilized in Programming I, II, III. Students grams, system testing, evaluation, conversion will learn language syntax and develop and documentation will also be discussed. The programs in C++, C#, Pearl, and Python. life cycle concept and its application to busi- Prerequisites: CMP 100, CMP 126. 1 c.u. ness systems are also discussed. 1 c.u. Prerequisite: CMP 126. CMP 226 PROGRAMMING II* I Problem Solving & Critical Thinking Skills CMP 322 INTRODUCTION TO A continuation of CMP 126. Continued devel- OPERATING SYSTEMS* opment of design, coding, debugging, and doc- Introduction to the organization, design and umentation. Topics covered include Servlet, implementation of operating systems covering: Java Server Pages, Web Application, polymor- basic concepts and considering examples of phism, overloading along with the most com- current systems, structure, process manage- mon aspects of Java. 1 c.u. ment, scheduling; interaction of concurrent Prerequisite: CMP 126 with a grade processes; I/O; device handling; memory and of C or higher. virtual memory management, file manage- ment; communication, synchronization, pro- CMP 228 DATA STRUCTURES* cessor allocation, and distributed file systems. Emphasis is placed on the importance of effi- Prerequisite: CMP 225 or CMP 226. 1 c.u. cient data structures and algorithms in design CMP 324 MULTIMEDIA and implementation. The classic data struc- PROGRAMMING* tures include arrays, strings, list, linked lists, stacks, queues, trees, and graphs and iterative A multimedia development environment and a and recursive programming techniques. Algo- scripting language valuable in combining text, rithms include sorting and searching with sound, graphics, and animation into an interac- emphasis on complexity and efficiency. 1 c.u. tive application are studied. Design concepts Prerequisite: CMP 226 with a grade (user interface design and the integration of of C or higher. media), problem decomposition, and program- ming concepts (abstractions, control mecha- nisms, data structures), are discussed and uti- lized to produce a multimedia course project. Prerequisite: CMP 126. 1 c.u. 168 UNDERGRADUATE COURSES

CMP 328 PROGRAMMING III* CMP 430 MANAGEMENT INFORMATION A continuation of CMP 226. Additional topics SYSTEMS* in the programming theory are discussed Analysis of business information systems using using object-oriented programming languages the case study method. Information require- platform. Students develop business-related ments, planning, design, implementation, facil- projects using standard objects ranging from ities, equipment, replacement of equipment, low level data structures to high level graphical and control. Analysis of cost/benefit relation- user interface objects. 1 c.u. ships to the total management effort. 1 c.u. Prerequisite: CMP 226. Prerequisites: Junior standing; CMP 300. CMP 330 DATABASE MANAGEMENT* CMP 431 DATA COMMUNICATIONS An introduction to the concepts of database AND NETWORKS* processing. An understanding of the physical (Formerly CMP 331) and logical organization of data relationships Introduces the basic concepts, principles, such as trees, hierarchies, networks, and flat design procedures and applications of com- files are presented via data models. Methods to puter networks and data communication sys- achieve these logical relationships such as tems. This course also introduces students to linked lists, chains, pointers, and inverted files other important issues in data communica- are evaluated. Operational requirements of tions including network security, network data base management systems are discussed management, etc. 1 c.u. as are characteristics of hierarchical, network, Prerequisite: CMP 334. and relational systems. 1 c.u. Prerequisite: CMP 300. CMP 433 ADVANCED SELECTED TOPICS IN COMPUTER INFORMATION CMP 333 SELECTED TOPICS IN SYSTEMS* COMPUTER SCIENCE* Topics may include the continuation of CMP Special topics of current interest in computer 333, Data Warehouse Implementation, etc. and information systems. Topics may include Content varies with each offering. The course Expert Systems, Data mining, Computer may be repeated for credit as topics change. graphics, Assembly language, etc. Content Prerequisites: Junior standing and 1 c.u. varies each offering. Course may be repeated consent of the Instructor. for credit as topics change. 1 c.u. Prerequisite: Consent of the Instructor. CMP 460 APPLIED SYSTEMS DEVELOPMENT PROJECT* CMP 336 DATABASE IMPLEMENTATION* Students function as teams of analysts and This course offers students an extensive intro- programmers to complete a comprehensive duction to data server technology. The class system development project(s). Teams analyze covers the concepts of both relational and selected programs, design a system to solve the object relational databases and the powerful problem including project specifications, sys- SOL programming language. Students are tem flow-chart and time line for completion. taught to create and maintain database objects Systems analysis and programming skills will and to store, retrieve, and manipulate data. be emphasized. Teams will make formal pre- Students learn to retrieve data by using sentations of their results. 1 c.u. advanced techniques such at ROLLUP, CUBE, Prerequisites: Consent of the Instructor set operators, and hierarchical retrieval. They and second semester Junior standing. also learn to write SOL and SOL *Plus script files to generate report-like output. Demon- CMP 490 INTERNSHIP strations and hands-on practice reinforce the A semester-long field experience affording prac- fundamental concepts. 1 c.u. tical application of computer systems. A mini- Prerequisite: CMP 330. mum of 10 hours per week of field work. Atten- CMP 428 INFORMATION AND dance at weekly on-campus seminar required. NETWORK SECURITY* Internships arranged by appropriate faculty or approved by the faculty if arranged by the stu- This course will cover main concepts of infor- dent. Credit for this course may not be obtained mation and network security. Students will through life/learning assessment. 1 c.u. learn how to deal with security issues for the Prerequisite: Second semester Junior whole life cycle of a system. Students will also standing in the CS major. learn how to design and develop a security system, implement and maintain a system security. 1 c.u. Prerequisite: CMP 431. UNDERGRADUATE COURSES 169

Creative Arts & Technology Courses

NOTE: Courses marked with an asterisk (*) CAT 108 INTRODUCTION TO GAME require special fees. DESIGN* This course covers the broader aspects of the games industry such as its history, its current CAT 101 CREATIVE ARTS WORKSHOP* I state and potential future evolution, and the Aesthetic Appreciation team-based development environment. It then Come alive as a dancer, singer, actor or artist in focuses on core game design concepts and a short course where you collaborate with oth- their application as students create documen- ers, try out a new art form, develop your tal- tation and work in collaborative groups to ents, and learn a great deal about being cre- develop analog games. 1 c.u ative and expressive. This is a rotating series of half-courses that fulfill the Arts as Catalyst CAT 113 African-American requirement for General Education. May be TRADITION WORKSHOP* repeated for credit. 0.5 c.u. (Also AFS 113) I Multi/Transcultural & Global Awareness CAT 105 FRIDA KAHLO AND THE Hand, heart and spirit have been an intrinsic MEXICAN FOLK TRADITION* part of the process of creativity, survival and This is a studio art course that focuses on making enthusiasm in the African-American commu- things from simple materials: papier-maché, nity. This studio course will draw inspiration wire, clay, wood, string, paper, cloth, cardboard from the rich artistic traditions in the and everyday objects that are often thrown away. African-American visual arts. We will engage It is the ultimate re-cycling, green course. So, you in creative processes such as improvisation, should bring in anything that you think can be quilting, and collage –concepts and techniques used to make art. 1 c.u. used by Betye Saar, Faith Ringgold, and CAT 106 EXPERIMENTS IN Romare Bearden. We will study narrative in DIGITAL/ANALOG MEDIA* the works of Ringgold, Jacob Lawrence and others. With this foundation, students will cre- Explore ways to bring “real” media into your ate their own personal narratives. 1 c.u. computer and how to bring your computer-gen- erated work to life in the studio. Use scanners, CAT 115 MEDIA TOOLS* digital cameras, printers, paint, clay, and found Whether you are a scientist or a small business objects to push your creative envelope. 1 c.u. owner, a teacher or a journalist, you need to CAT 107 INTRODUCTION TO MUSIC communicate with your target audience as TECHNOLOGY* effectively as possible. This course offers hands-on training in the latest new media This course will provide hands-on experience tools including digital photography, DVD pro- recording, editing and mixing digital audio. duction, web design, blogging, internet radio, Pro Tools and Digital Performer will be the pri- and podcasting. 1 c.u. mary software programs used on the Macin- Corequisite: WRT 105 or WRT 106. tosh computer platform. The student will work with files that contain spoken work, sound CAT 116 MOVEMENT FOR ANIMATORS effects and music files. In addition the student AND FILMMAKERS* will be given the opportunity to work with This course explores the movement of both audio files and QuickTime movie files. 1 c.u. humans and inanimate objects through the Students should be prepared to spend study of Commedia Dell Arte, mime, acrobat- lab time out of class. For CAT majors only. ics, stage combat and street theatre. This knowledge is used in the creation of animation and film pieces, with special attention to such advanced technologies as motion capture and green screen. 1 c.u. Prerequisite: CAT major or consent of the Instructor. 170 UNDERGRADUATE COURSES

CAT 117 PROCESS AND INTERACTION: CAT 125 DANCE JAM II AN INTRODUCTION* An intensive level class, building upon tech- This course is an introduction to the con- nique learned in Dance Jam I. It will include cepts and methodologies in the field of knowledge of the muscular skeletal system, interactivity and interdisciplinary practice. student choreography and improvisation. At Exploring the experimental and dynamic end of the semester, students will be required world of interaction: people with people, to complete a performance project for faculty people and the digital world, and people and students. 1 c.u. with analog or “real” environments. Images, Prerequisites: CAT 124. audio, cameras, sensors (Arduino), 3D printers, laser cutters and the software that CAT 126 DIGITAL PHOTOGRAPHY connects them (Processing) are part of our Study the history of photography and explore toolkit. 1 c.u. the aesthetic opportunities of digital cameras. Practice storytelling through the development CAT 118 TAP DANCE of single and sequential images. Learn about Learn the basics of tap dancing. Steps and rou- the operational functions of a digital single tines will be taught along with some history of lens reflex (SLR) camera, digital editing, digi- this American art form. Film clips of legendary tal retouching, color management and output, tap performers will be shown in class. No dance and lighting for studio shots. 1 c.u. experience necessary, beginners are welcome. Tap shoes will be needed. 1 c.u. CAT 134 DRAWING FOR 2-D ANIMATION* CAT 120 DRAWING I* This hands-on studio course will emphasize the This course teaches basic drawing skills. Stu- importance of drawing skills specifically used in dents will develop keener powers of observa- the animation and cartooning industry. Basic tion by drawing still lifes, live models and construction, line of action, exaggerated per- nature. By analyzing the contours, surfaces, spective, force, rhythm, gravity, design, volume bone structures–by measuring the curves and and physics will all be addressed along with the angles of the objects and people they draw, 12 principles of animation. 1 c.u. students will gain an appreciation of the world around them. 1 c.u. CAT 189 BLOOMFIELD COLLEGE CONCERT CHOIR* CAT 121 CAT FOUNDATION STUDIO I Aesthetic Appreciation This is a team-taught freshman foundation Introduces students to basic choral participa- class, a platform for experimentation, collabo- tion which will enable them to: find their ration and networking. After meeting as a singing voice; match pitches in specific ranges large group, the class divides into rotating sec- and learn to follow a score of written music. tions. Each professor creates a teaching envi- The repertoire will include music from all ronment to broaden students’ background periods from European classical to contempo- knowledge, connect them to a personal cre- rary American popular styles 0.5 c.u. ative path and welcome them as members of This course may be repeated once for credit. the CAT community. 1 c.u. Students must receive a grade of “C” CAT 190 MOVEMENT THEATER or better to continue as a CAT major. PROJECT * I Aesthetic Appreciation CAT 124 DANCE JAM I This course offers a semester-long project in I Aesthetic Appreciation one particular form of movement theatre, A participatory class offering an introduction to ranging from ballet to modern dance to stage beginning jazz, hip-hop and theater dance tech- combat to mime to physical comedy. All proj- nique. The technique focuses on yoga breathing ects involve full participation of mind, body, through movement as fundamentals of ballet, and spirit and culminate in a small public per- jazz and modern elements are combined in class formance. 1 c.u. to reflect dance styles ranging from the street to This course may be repeated once for credit. the Broadway stage. The art of dance develops CAT 191 BEGINNING PIANO I* self-confidence in a fun, supportive environ- I ment. 1 c.u. Aesthetic Appreciation Group instruction offered in the electronic piano lab for students who have had no previous piano training. The emphasis will be on playing simple pieces, reading, basic keyboard harmony and elementary keyboard technique. 0.5 c.u. This course does not carry General Education elective credit. UNDERGRADUATE COURSES 171

CAT 192 BEGINNING PIANO II* CAT 200 MUSIC THEORY I* I Aesthetic Appreciation The fundamentals of music including: nota- A continuation of CAT 191. 0.5 c.u. tion, intervals, scales and chords are explored. Prerequisite: CAT 191. Emphasis is placed on demonstrating the This course does not carry General results of study realized through the successful Education elective credit. completion of projects designed to exhibit the students’ understanding of the topics present- CAT 193 INTRODUCTION TO ACTING ed. The following software packages will be (Formerly CAT 291) I used: Pro Tools, Reason, Digital Performer and Aesthetic Appreciation Finale. 1 c.u. A hands-on practical introduction to basic Prerequisite: CAT 107 and placement exam techniques and concepts of acting. Theater given in keyboard and musical literacy. games, movement exercises, and character Student without any previous musical improvisations serve as a foundation for later experience in notated music may be work on scripted scenes. Attendance, partici- required to take CAT 191. pation, and energy are essential, as most of the work and grade are based on what happens in CAT 201 MUSIC THEORY II* the class. 0.5 c.u. A continuation of Music Theory I. 1 c.u. Prerequisite: CAT 200. CAT 194 3D DESIGN The study of sculpture begins with an under- CAT 202 WORLD THEATRE* standing of three-dimensional forms in space: The history of the theater, as both a literary how to imagine, draw, construct or shape form and as a living, breathing art. Major them using a range of scale and materials. We styles of theater are surveyed and plays by such will explore the concepts of volume, shape, great writers as Shakespeare, Sophocles, form, time, and light, and sound in a series of Moliere, and Beckett are read, discussed, and group and individual creative design projects. viewed on film or in live performance. 1 c.u. 1 c.u. Prerequisite: WRT 107. CAT 195 CIRCUS ARTS* CAT 203 WORLD ART I* Learn physical skills and performance skills in I Multi/Transcultural & Global Awareness this participatory crash course in basic circus Great works of art give clues to the meanings technique. Skills may include juggling, unicy- and values of a culture. We will explore and cling, wirewalking, tumbling, rolling globe, compare the obvious and the hidden mean- rola-bola, object balancing and partner acro- ings of the art and architecture of the world’s batics. This course ends with a public per- great cultures, from prehistoric time to the formance. No experience needed, just a sound Gothic (12th century) period of European art. body and rugged determination. 1 c.u. Special attention to the ancient cultures of This course does not carry Egypt, Greece, Rome, India, China, Africa, General Education elective credit. Mexico, and Peru. 1 c.u. Prerequisite: WRT 105 or WRT 106. CAT 198 DESIGN I* Design is the study of how to organize the for- CAT 204 WORLD MUSIC* mal art elements of color, line, space, texture, I Aesthetic Appreciation time and motion into a unified whole. This A survey course designed to stimulate the inter- course trains your eye and develops your aes- est in and understanding of the music of repre- thetic appreciation of excellent design in fine sentative world cultures including: Native art and commercial art forms. Using tradition- American, Sub-Sahara Africa, India and China. al art materials and the computer, it taps your The focus will be on the comparison and con- creativity and develops your ability to commu- trast of both classic fold forms and more the nicate effectively through organizing structure. contemporary forms as they continue to evolve Prerequisite: CAT or 1 c.u. and function in their individual cultures. The E-Commerce majors only. student is responsible for outside listening, research projects and field trips. 1 c.u. CAT 199 DESIGN II* Corequisite: WRT 105 or WRT 106. Building on the studio concepts introduced in CAT 198, Design II challenges you to develop your design sense and to build your graphics portfolio. You will learn about design theory and the history of graphics. 1 c.u. Prerequisite: CAT 198. 172 UNDERGRADUATE COURSES

CAT 205 BASIC SEQUENCING* CAT 210 DIGITAL AUDIO (Formerly CAT 109) ENGINEERING I (RECORDING)* Explores the MIDI programming language as it (Formerly CAT 119) applies to digital music production on the Mac- Working in a critical and collaborative envi- intosh system platform. Course content and ronment, students learn and put to use the projects are designed to aid students in estab- fundamentals of sound recording. Acoustics, lishing both a comprehensive and creative microphone usage, studio techniques, and approach to computer music composition. Soft- advanced sequencing are stressed. Students ware applications include Reason, Live, Pro achieve proficiency in equalization, compres- Tools and Logic. 1 c.u. sion and reverb. CAT 210 is a hands-on audio Prerequisite : CAT 107. recording course which emphasizes, listening, creativity, and critical discourse around the CAT 206 SCREENWRITING past, present and future of recorded sound. (ALSO ENG 206) Prerequisite: CAT 107. 1 c.u. (Writing Intensive) Prerequisite or Corequisite: CAT 205. The focus is on writing a feature-length film and the basic elements of plot, protagonist, CAT 211 ARTISTS OF THE turning point, and resolution. You will be 20th CENTURY* expected to complete a step outline of your I Aesthetic Appreciation story and the first act of your screenplay. Paris as the bustling artistic and cultural nexus Prerequisites: WRT 105 or WRT 106 and the birthplace of Modernism. A study of and ENG 106. 1 c.u. the art and culture of France from 1870 to 1945, with focus on artists who changed our CAT 207 ART APPRECIATION* way of seeing: Manet, Degas, Monet, Renoir, (Formerly CAT 100) I Cezanne, Morisot, Cassatt, Van Gogh, Gau- Aesthetic Appreciation guin, Rodin, Claudel, Vuillard, Bonnard, To appreciate art, it helps to know it first- Braque, Matisse, and Picasso. 1 c.u. hand by making art yourself: some sculp- Prerequisite: WRT 107. ture, painting, printmaking, drawing, and new experimental forms. It also helps to hear CAT 213 MUSICAL IMPROVISATION* what artists have to say about their work, to I Aesthetic Appreciation know some art history, and to leave a course Focus on the musical ensemble skills associated knowing whose work you enjoy and why. with improvisation. Course will be participato- This course provides you with this kind of ry, and the bulk of the time in class will be spent first-hand experience. 1 c.u. playing music. Diverse cultural approaches to Corequisite: WRT 105 or WRT 106. improvisation –African-American, South Indi- an, and European –will be explored. 0.5 c.u. CAT 208 ILLUSTRATION AND GRAPHIC This course may be repeated for credit for DESIGN FOR GAMES* a total of 3 semesters. Techniques derived both from traditional illustration, comic books, and the latest com- CAT 214 MODERN ART OF LATIN puter graphics software to create visual repre- AMERICA: 1900-1950 sentations of characters, environments, props, I Aesthetic Appreciation and textures. 1 c.u. Important works of Latin American painting Prerequisite: CAT 108. and sculpture from 1900-1950, emphasizing stylistic analysis and the relationship of the art CAT 209 GAME DESIGN to its socio-cultural context. 1 c.u. METHODOLOGY* Prerequisite: WRT 107. This course introduces game design method- ologies. Topics include: the documentation CAT 215 LEVEL DESIGN I* process and standard tools of the trade, appli- Like a good game, level design is easy to learn cation of MDA concepts, and interactive and difficult to master. There are many aspects design. Students will design their own play to consider such as player ergonomics, flow, experience, and also contribute within a col- difficulty, boundaries, storytelling, tension, laborative group project while giving weekly risk/reward, and game balancing. This course critical analysis and feedback of other teaches you the basics, and helps you develop students’ work. 1 c.u. the requisite skills of good level design. 1 c.u. Prerequisite: CAT 108. Prerequisite: CAT 209. UNDERGRADUATE COURSES 173

CAT 216 THE HISTORY OF AFRICAN- CAT 224 MUSIC IN THE UNITED STATES: AMERICAN ART THE AFRICAN-AMERICAN INFLUENCE* (Also AFS 216) (Also AFS 224) I Multi/Transcultural & Global Awareness Musical traditions brought to our country Emma Amos, Betty Saar, Sam Gilliam, Jacob from abroad. The development of American Lawrence. Do you recognize the names of musical culture from colonial times to the these artists? Study the achievements of artists present, including a survey of African/ of color. How have they integrated their cul- American music from its tribal and colonial tural identity with their self-expression? origins to the present. The sociological impact Where and when have African, European, of jazz upon Western music and culture. 1 c.u. Latino and Caribbean influences affected their Prerequisite: WRT 106. art? How have African-American artists estab- lished strong, creative communities? Visits to CAT 227 SILKSCREEN* museums, galleries, and cultural centers in A water-based ink, environmentally friendly New Jersey and New York. 1 c.u. course that teaches the stencil method, mono- Prerequisite: WRT 107. print approach, and photo-emulsion based processes for creating images in silkscreen. CAT 217 DRAWING II* Historical and contemporary examples of Drawing is often considered a preliminary step silkscreen as art works. Students are encour- towards achievement of an artist’s final work aged to develop art ideas that begin in in sculpture or painting. However, drawing is silkscreen or ideas previously explored in also an independent art form and is valued as other media. 1 c.u. the most direct, personal expression of the CAT 228 3D STOP-MOTION ANIMATION* artist. Both aspects of drawing are studied in This course will explore the basics of motion works by the world’s old and modern masters. animation using clay, puppets and many other Students will gain greater understanding of 3D objects. Students will learn how to pitch an drawing materials and formal problems by idea, develop a concept and work up a pro- experimentation with chalk, charcoal, pen and duction schedule for exercises using cutouts, ink, pencil, and pastels. 1 c.u. collage and clay, in 3D stop-motion techniques This is a more advanced course with digital cameras. 1 c.u. than CAT 120-Drawing I. CAT 230 HISTORY OF ANIMATION* CAT 218 PAINTING* I (Writing Intensive) Aesthetic Appreciation I Aesthetic Appreciation Studio work in composition and color in acrylic This class will explore the history and develop- or oils. 1 c.u. ment of animation throughout the 20th cen- CAT 222 GLOBAL ART HISTORY* tury. Major social and technological move- I Aesthetic Appreciation ments and the effects they had on animators The course includes at least a week of intensive working at the time will be analyzed and dis- group travel and study abroad. Our goal is to cussed. This work will be examined to see how increase your appreciation of art history, to animation has developed as an art form. The develop your communication with the enjoy- class will read related texts and view historic ment of people in another country, and to and contemporary animation work. make you an experienced traveler. The best Prerequisite: WRT 107. 1 c.u. way to understand works of art and architec- CAT 231 CHINESE CULTURE AND ture is to see the originals in their country of LANGUAGE* origin. This course prepares you to study art It is often said that we have just finished the history abroad by familiarizing you in advance American Century, and that the 21st will be in class with art in its cultural context. Students the Chinese Century. With 1.3 billion people, have found this course to be a life-changing the longest and arguably richest history of any experience. 1 c.u. country ever to exist, and the fastest growing Corequisite: WRT 107. economy in the world, China is poised to play a dominant role in shaping your future. This course will provide an overview of Chinese culture within the context of Chinese history and politics, including such topics as calligra- phy, king fu, Beijing Opera, cuisine, literature, architecture, and contemporary film and music. Each class session will include lessons in speaking basic conversational Mandarin. Corequisite: WRT 107. 0.5 c.u. 174 UNDERGRADUATE COURSES

CAT 232 JAPANESE CULTURE AND CAT 238 INTRODUCTION TO GAME LANGUAGE* PROGRAMMING* I Multi/Transcultural & Global Awareness Learn the fundamentals of programing Be it anime, judo, sushi, the films of Kurosawa, through the tools used to create games and the cars of Toyota, or the latest game from Nin- interactive experiences. Collaborate and apply tendo, Japanese culture is very much a part of game design practices through an interactive the American way of life. This course offers a design and development process. 1 c.u. fascinating look at both traditional and con- Prerequisite: CMP 126 or CAT 209. temporary Japanese art forms within the con- text of Japanese politics, history, and lifestyle. CAT 241 PRE-PRODUCTION AND 2D Test, film, multimedia, guests, and class trips ANIMATION* will inspire and prepare you for a visit to Japan, The basic concepts and techniques of storyboard and each class session will include lessons in and layout including visualization and script- speaking basic conversational Japanese. writing are important to the pre-production Corequisite: WRT 107. 0.5 c.u. process of animation and are emphasized in this This course may be repeated for credit. course. The student will learn continuity and basic story structure in a storyboard form, from CAT 233 KOREAN CULTURE AND rough sketches to a finished presentation. 1 c.u. LANGUAGE* I Multi/Transcultural & Global Awareness CAT 242 FLEX FOR WEB & GAMES* On the cutting edge of new media innovation Learn how to use the versatile Flash/Flex plat- yet drawing upon a rich cultural heritage, Korea form to create Rich Internet Applications (RIAs). is clearly a country on the move. The land of This class will show you how Flex, Flash, Air, and Buddhist temples, tae kwon do, kim chee, hanji ActionScript can be utilized to make anything papermaking, and other exquisite traditional from a quick, Web form to well-polished games crafts is also Asia’s most wired nation. Readings, and cross-platform desktop applications. 1 c.u. movies, guest speakers, and class trips provide Prerequisite: CAT 238. an overview of Korean culture within a histori- cal and political context. Each class session will CAT 243 MUSIC AND THE MOVING include lessons in speaking basic conversation- IMAGE* al Korean, which is accessible to Westerners This course explores the history, theory and prac- because it uses a conventional alphabet tice of collaborations between music and moving (han’geul) of vowels and consonants rather image artists. The major focus is on the works of than pictographic characters. 0.5 c.u. the 20th century up to the present. Topics include Corequisite: WRT 107. music and film, video, and performance arts, exploring image-driven as well as music-driven CAT 235 WORLD ART II* works. 1 c.u. I Multi/Transcultural & Global Awareness Corequisite: WRT 107. European art and architecture from the Renais- CAT 244 VISUAL COMMUNICATIONS sance to the late nineteenth century, taught I from the perspective of international travel, Communication Skills trade, and cultural interactions. We will study Understanding the ways in which visual ideas works of art first-hand in New York and local function and what they represent in our media museums and see the influence of key artists on landscape of advertising, news and popular each other, the evolution of their styles, techni- culture requires important navigational tools cal practices, and content. 1 c.u. and critical thinking skills. This class will Corequisite: WRT 107. explore a range of concepts and theories used to acquire analytical approaches towards the CAT 237 GROUP GAME PROJECT I* achievement of visual literacy. 1 c.u. I Problem Solving & Critical Thinking Skills Prerequisite: WRT 107. This course focuses on the core processes for making a game as a collaborative group. Learn valuable preproduction and documen- tation skills that go beyond the initial Game Design Document. Manage the project with schedules, milestones, and an iterative devel- opment process that includes intensive test- ing, version control, and effective communi- cation strategies. 1 c.u. Prerequisite: CAT 108 or CMP 126. UNDERGRADUATE COURSES 175

CAT 247 DESIGN THINKING AND CAT 258 VIDEO II PRACTICE* Students expand their video production I Problem Solving & Critical Thinking Skills skills while increasing their knowledge of Students will collaborate across disciplines to the history and theory of video. The course identify a project, topic, or design idea of social focuses on advanced camera techniques, significance they explore, question, research, video installation and alternative video and analyze leading to resolution. They will practices. The grammar and aesthetics of extend their learning experience through trips editing in the visual storytelling process will and virtual worlds to help them design and also be emphasized. 1 c.u. communicate their work with a public they CAT 259 MEDIA HISTORIES identify. Discussing, collaboration, innovative I research and varied technologies that accom- Aesthetic Appreciation pany design practice will be tools for learning (Writing Intensive) and expression in this course. 1 c.u. This course examines the evolution of mechanically reproduced media and its CAT 250 SELECTED TOPICS IN inevitable application by the aesthetic com- TECHNOLOGY* munity, beginning with the invention of Student team work on collaborative projects the film camera (1800s) to digital technology using the latest technology, software and social (1940s), through to contemporary field of media. 1 c.u. interactivity, sound and image. This course Prerequisite: Completion of two discusses the convergence of the scientific, 100-level CAT courses. military, and political environments that CAT 251 HIP HOP THEORY* spawned the employment of technology. I Multi/Transcultural & Global Awareness Prerequisite: WRT 107. 1 c.u. An in-depth study of the elements of the vari- CAT 261 INTERACTION AND ous styles of American music that were to INTERFACE: INTRODUCTION become hip-hop. Includes examination of TO PHYSICAL COMPUTING* how to formulate hip-hop lyrics and beats. The division between the physical and the digital Hands-on experience with sequencing soft- is becoming increasingly blurred. This course ware, computers and samplers and opportuni- will investigate the concept and design of interac- ties to rhyme and free-style to beats made by tive objects. Using an open-source platform such class members will also be provided. 1 c.u. as Arduino, a series of hand-on exercises will Prerequisites: CAT 107, CAT 205. expose the students to various techniques and CAT 256 ART IN AN encourage them for further inquiry. The basics of INTERDISCIPLINARY SPACE electricity and electronics, hardware hacking and prototyping will be explored. 1 c.u. This course is a collaborative interdiscipli- nary art class, which concentrates on the CAT 263 2D & 3D DIGITAL DRAWING development of concepts through research FOR GRAPHICS PRODUCTION and practice. As a semester long project, The foundation course for the study of graph- students will be asked to write and invent a ic design. Students conceptualize visual solu- creation myth, do research around their tions to communications problems by con- project and implement their story through ducting research and creating preliminary artworks. 1 c.u. sketches. Students participate in peer/instructor CAT 257 VIDEO I project review sessions. 1 c.u. I Aesthetic Appreciation A portfolio of printed projects is produced at semester end. An introduction to video as a creative visu- Prerequisite: CAT 198. al, auditory, and spatial medium. Students learn the fundamentals of video produc- tion with the goal of making original work in a the genres of single-channel, perform- ance, and installation. Works by filmmakers and video artists are viewed and discussed. It is highly recommended that students take CAT 126 Digital Photography prior to enrolling in this class. 1 c.u. 176 UNDERGRADUATE COURSES

CAT 264 COMPUTER IMAGING * CAT 279 STUDIO SCULPTURE* Students will use the latest version of Adobe Students will explore the potential of tradi- PhotoShop, an essential tool for any visual tional sculptural media and new digital media artist working with computers-animators, to create three-dimensionally. They will work graphic designers, web makers, special effects to develop a technical skill base, a critical artists, multimedia and design professionals. sense, and a personal creative vision. 1 c.u. This course teaches the advance principles of Prerequisite: CAT major or consent digital imaging and manipulation, including of the Instructor. digitizing, editing, color correction, special effects and transformation techniques used by CAT 286 SOUND DESIGN I: PhotoShop Pros. It will emphasize the methods AUDIO FOR VIDEO I* used to scan and collage images from photo- Through project-based work, students will graphs, to retouch and alter these images and learn the process of creating audio for multi- to create complex design solutions and illustra- media productions including film television, tions. 1 c.u. games, and the web. Topics include recording, Students are required to register for mixing, editing, foley, worldizing, and dialogue laboratory time. replacement. The class will also examine the Prerequisite: CAT 121. interplay between sound design and music and how to successfully create scores and ambi- CAT 266 AFRICAN-AMERICAN ences. Aesthetics as well as technology will be PERFORMANCE HISTORY discussed throughout the semester, and at the (Also AFS 266) end, students will compile a reel of their work. An overview of the contributions African/ Prerequisite: CAT 107. 1 c.u. Americans have made to American perform- ance culture. Exploration of black performance CAT 288 IMPROVISATIONAL ENSEMBLE traditions and the social contexts in which they ACTING were developed. A useful sampling of informa- Students in this course become better members tion for students interested in American Stud- of the College’s improvisational acting troupe. ies, African-American Studies, Theatre, Dance, They develop improvisational approaches to Drama, History, Music, Popular Culture and acting that are then put to use in performing a related areas. 1 c.u. wide variety of scenarios–some involving audi- Prerequisite: WRT 107 . ence participation–on current issues of partic- ular concern to college students. There are fre- CAT 269 ADVANCED GAME DESIGN quent performances during the semester both Explore games as systems and learn to solve on and off campus. 0.5 c.u. increasingly difficult problems that require This course may be repeated for credit. explorative design and extensive testing to find a combination of mechanics that effectively CAT 289 BLOOMFIELD COLLEGE solves each problem. Work individually and in CHAMBER CHOIR* groups to design, test, and build analog games. A continuation of Elementary Chorus, the Prerequisite: CAT 108. 1 c.u. experience will provide the student basic choral participation enabling them to: develop the CAT 270 WEB DESIGN I* quality of their singing voice, match pitches in The foundation course for the study of specific ranges, learn to follow a score of writ- graphic design for the World Wide Web. This ten music, improve their concentration, per- course teaches the student the language of form more complex harmonies and rhythms. the WWW (XHTML), its visual presentation The repertoire will include music from all peri- (CSS), and how to communicate with one’s ods from European classical to contemporary audience. Focus is placed on including mul- American popular styles. 0.5 c.u. timedia information in an interactive envi- This course may be repeated once for credit. ronment. 1 c.u. Prerequisite: CAT 189. CAT 278 DIGITAL PUBLISHING CAT 292 PRINTMAKING* This course provides students with the oppor- Printmaking allows artists to change and devel- tunity to learn the basics of layout design, op images in stages, creating a visual record of typesetting, printing and binding a booklet, creativity. This course will introduce many and how to create a webpage from an InDesign techniques, both traditional and experimental. file with ease. Students choose their own 1 c.u. research theme for the booklet. 1 c.u. Prerequisite: WRT 107. UNDERGRADUATE COURSES 177

CAT 293 STUDIO MUSIC I* CAT 304 MOTION GRAPHICS* Private instruction in piano, voice, other orches- Be a part of the motion graphics craze – learn tral instruments such as trumpet, saxophone how to create bugs, lower thirds, opening anima- and guitar. At least one year of prior instruction tions – all the elements that are in demand for on the selected instrument or the consent of the the NYC Metropolitan broadcast industry. Work instructor is required. Enrollment on the basis on projects and become proficient at using of audition. This course may be repeated twice AfterEffects, the state-of-the-art special effects for a total of three semesters 0.5 c.u. digital video editing software. 1 c.u. Prerequisite: CAT 264 or consent CAT 294 STUDIO MUSIC II* of the Instructor. Continuation of Studio Music I; course may be repeated twice for a total of three semesters. CAT 305 SOUND DESIGN II: Prerequisite: CAT 293. 0.5 c.u. AUDIO FOR VIDEO II* (Formerly CAT287) CAT 299 PERFORMING ARTS A continuation of the first semester, this course PRODUCTION I* is focused on longer, more in-depth work. Rehearsal for and actual production of a full- Through individual development as well as length play, to be performed at the College and group projects, students will gain insight into the perhaps elsewhere as well. Students may experience of working on a production team become involved as performers or as stage that will carry into the workplace. Further dis- managers, designers, costumers, or any combi- cussion of aesthetics and the role of sound in our nation thereof. 1 c.u. visual world and sound and music in media will be explored. 0.5 c.u. CAT 300 MIDI COMPOSITION AND Prerequisite: CAT 286. PRODUCTION I* Students will explore compositional tech- CAT 308 GROUP GAME PROJECT II* niques through a survey of strategies of vari- I Problem Solving & Critical Thinking Skills ous musical parameters, through analysis and This course continues the focus on core method- original composition and production proj- ologies for collaborative game development. The ects. Students will create original compositions interactive development process will be and these will be critiqued in class and revised. enhanced through online communication Orchestration and arranging techniques will strategies, version control and a rigorous review also be addressed. 1 c.u. process. In addition, students will gain a better Prerequisite: CAT 201 understanding of the art pipeline for both 2D or consent of the Instructor. and 3D game engine environments. 1 c.u. Prerequisite: CAT 237. CAT 301 COMPOSITION AND MIDI PROGRAMMING II* CAT 310 DIGITAL AUDIO ENGINEERING II A continuation of CAT 300, focusing on form (MIXING)* and arrangement, including song form. 1 c.u. (Formerly CAT 229) Prerequisite: CAT 300 Working in a critical and collaborative environ- or consent of the Instructor. ment students develop advanced recording proj- CAT 302 PATCHWORK: A QUILTER’S ects and learn the art of mixing. Through focused LOOK AT THE WORLD* listening, reading, discussion, group critique and (Also WMS 302) disciplined studio practice, students begin to I Multi/Transcultural & Global Awareness achieve professional quality in their work. Stu- dents learn advanced mixing techniques includ- A hands-on quilting bee and a global look at ing customized effect, 3D listening, and precision women, past and present, as artists and work- editing. CAT 310 is a hands-on studio produc- ers in fabric. 1 c.u. tion course which emphasizes development of Prerequisite: WRT 107. the ear, attention to detail, creativity, and critical CAT 303 TELEVISION AND FILM ACTING discourse in sonic manipulation. 1 c.u. Acting for film and television places different Prerequisite: CAT 210. demands upon an actor. Working in conjunc- tion with the video classes and the course in TV Studio, aspiring performers experiment with such areas as drama, commercials, and news broadcasting. 1 c.u. Prerequisite: CAT 193. 178 UNDERGRADUATE COURSES

CAT 311 BUSINESS OF GRAPHICS* CAT 317 STUDIO DRAWING* This course was designed to provide you with You will learn how to see and how to draw the information and tools needed to begin a from direct observation of nature and life. You freelance or full-time career. Some of these will use a variety of media to create self-por- include a comprehensive overview of business traits, figure drawings, object studies, still lifes, practices, systems and interpersonal skills. interior scenes, landscapes, depending on Among the subjects to be covered are the stu- Instructor. Use drawing as part of the planning dio set-up, portfolio, résumé, how to research process for prints, paintings, and digital works, and identify markets, promotion, taxes, copy- and as a finished work in its own right. right, negotiation and contracts. 1 c.u. Prerequisite: CAT 217. 1 c.u. Prerequisite: CAT 268. CAT 323 MUSIC INDUSTRY ESSENTIALS* CAT 313 SELECTED TOPICS IN Exploration of the function, responsibilities and ARTS AND WESTERN CIVILIZATION* entitlements of an artist manager. Consideration (Also ENG 313) of artist, producer, management contracts and (Formerly CAT/ENG 255) master recording leases. Overview of the copyright The period between the end of the 19th centu- law and how it applies to the arts. Application ry and the end of the 20th century is a time- for copyright registration, mechanical and syn- frame whose events, images, and words res- chronization licenses, music publishing, perform- onate with our experience of the world now. ing rights organizations and the issue of Wars, political decisions, industrialization, public domain will also be discussed. 1 c.u. globalization, and the emergence of what we Prerequisite: WRT 107. call “modern” life in the West–all affect our present. Themes like “War and Peace,” “Art as CAT 327 GAME PROGRAMMING STUDIO Social Protest,” “Revolution” are chosen as a What are the strengths and limitations of way of studying the work of American and game engines? Further examine the tools used European artists, playwrights, and writers who for game development to go beyond the fun- lived and worked during this time. 1 c.u. damentals of programming. 1 c.u. Prerequisite: WRT 107 with a final Prerequisite: CAT 238. grade of C-or better and either one 200-level literature class with a grade CAT 328 ARTIFICIAL INTELLIGENCE of C or better or consent of Instructor. FOR GAMES* This is the all-important element that breaths life CAT 314 LEVEL DESIGN II* into those seemingly thinking creatures found in The core skills learned in Level Design I are today’s games. See how state machines, decision further refined and used to create a more making, path finding, and both construction all imersive player experience. Advanced skills are play a role in making them believable. 1 c.u. taught such as controlling world physics, cre- ating particle effects, building custom user CAT 330 ADVANCED PAINTING interfaces, generating real-time camera effects, WORKSHOP* using post-processes to transform a scene’s Intensive studio work in students’ choice of aesthetic, and creating in-game cinematics. painting media and style. Teachers continue to Prerequisite: CAT 215. 1 c.u. develop students’ technical mastery and “eye” and assist them in defining their unique goals CAT 315 ART METHODS PREK-12 as painters. Drawing and painting from obser- This course prepares future K-12 art teachers. vation, memory, model (the figure, still life), It focuses on methods to create a stimulation frequent individualized critiques, required creative environment that is appropriate to museum and gallery trips. 1 c.u. students at different stages of their develop- For CAT and Fine Arts Education ment. It investigates educational methods and majors only. This course may be curriculum content and engages the future repeated for credit. teacher in hands-on studio work to develop Prerequisite: CAT 317 his/her own technical and aesthetic skills. How or consent of the Instructor. to manage a studio class, assessment strategies, and educational theories and practices are examined. 1 c.u. Prerequisite: EDC 304. UNDERGRADUATE COURSES 179

CAT 331 LIFE DRAWING/PAINTING* CAT 343 SELECT ENSEMBLE* A systematic study of drawing from the live This course is an ensemble, open by audition only, model at rest and in motion. We examine in which students perform on an advanced level, the body as a working system, while draw- potentially for public performance. Ensembles ing the main skeletal, muscular and struc- may be based on instrumentation (guitar, voice, tural forms. Demonstrations and individu- electronics) or repertoire (Improvisation Ensem- alized critiques enable the student to see ble, Chamber Ensemble, etc). 1 c.u. and to draw the figure with growing May be repeated for credit. knowledge, self-assurance, and mastery of line, perspective, light, and shading. Inform- CAT 350 SELECTED TOPICS IN ative for science and nursing students, THE FINE AND PERFORMING ARTS* essential for artists. 1 c.u. In-depth study of a topic in the fine and per- Prerequisites: CAT 217, CAT 317, forming arts. Topics may be interdisciplinary or consent of the Instructor. or focus on one field in the arts (e.g., Far East- ern Art; Rock & Rap; The 60s). Some atten- CAT 332 LIFE DRAWING FOR MOTION* dance at performances and art exhibits Through a series of critical concerns in the required. 1 c.u. analysis of an action and motion drawing, This course may be repeated the student will be able to understand the once for credit. difference between drawing for animation Corequisite: WRT 107. and drawing for illustration. The art of conveying gestures while learning the con- CAT 352 SELECTED TOPICS IN struction and mechanics of the human fig- TECHNOLOGY* ure will be examined. 1 c.u. In-depth study of the latest developments in technology and the arts (digital video, 3-D CAT 333 GLOBAL ARTS: UP-CLOSE AND animation, the Internet). 0.5 c.u. IN PERSON* This course may be repeated once for credit. Each spring semester, this course will study in depth the classical art and the contemporary arts CAT 360 SELECTED TOPICS IN scene of a major international city, and then visit TECHNOLOGY* that city during spring break. A broad spectrum of (Writing Intensive) arts will be covered, including whenever possible In-depth study of the latest developments in the music, film, painting, literature, sculpture, archi- technical aspects of communications and the tecture, photography, animation, theatre, and new arts (e.g., virtual reality, hypertext, etc.). 1 c.u. media, as well as cuisine and traditional crafts. This course may be repeated once for credit. Artistic creativity will be examined in relationship to the history, politics and culture that shape it. CAT 361 3D MODELING* Cities to study and visit will be selected from such (Formerly Computer Imaging II and 3-D art centers as Paris, Berlin, Rome, Barcelona, Graphics and Animation) Mexico City, Athens, London, Beijing, Kyoto, Students will learn to construct CG 3D mod- Marrakesh, and Rio de Janeiro. Each student els by breaking down complex shapes into will choose a specific topic to focus on and will simpler components that can be modified, conduct their own research on it during their visit transformed and animated using the industry to the city. 1 c.u. standard software in 3D computer generated Prerequisite: Grade of “B” or better model building and animation. 1 c.u. in a CAT GEL and with consent of CAT 362 TYPOGRAPHY* the Instructors. Study the historical development of type, typeface CAT 338 ADAPTING TO THE GAME design, and the use of type as an expressive image. INDUSTRY* This course will teach you the typographical skills Find out what else is out there. Hear experts speak to succeed as a graphic designer. 1 c.u. about the technologies used in the field by com- Prerequisite: CAT 268. puters and consoles alike. Learn about OpenGL, CAT 363 ADVERTISING CONCEPTS DirectX, network gaming, and client/server archi- AND DESIGN* tecture. Delve into the complexities involved in developing a 3D interactive world, manipulating Learn the methods graphic designers use to give 3D characters, and the importance of frame rates. products a brand identity. Explore ways to cre- Explore handheld devices like the GameBoy atively and effectively execute the brand con- Advance and wireless cellular phones. 1 c.u. cept in print and digital design. Invent your Prerequisite: CAT 328. own product and produce an ad campaign for it. 1 c.u. Prerequisite: CAT 244. 180 UNDERGRADUATE COURSES

CAT 364 MOTION CAPTURE WITH CAT 370 ADVANCED WEB DESIGN* MOTIONBUILDER* This course provides the web site Creative I Aesthetic Appreciation Director with a working knowledge of the latest This course is a practical approach to learning Internet technologies necessary for sophisticat- Motion Capture and the fundamentals of ed interactivity and business-related functions. MotionBuilder. Students will learn how to work Topics include managing a web server, DHTML, with the motion capture data on a professional XML, Java Script, CGI, FTP, Telnet, and data- level with an emphasis on navigating the inter- bases. This course will keep pace with the most face, importing and applying motion capture recent developments in the field. 1 c.u. data to a virtual actor and virtual character. Prerequisite: CAT 270. Concepts of character retargeting, filters, f- curves, plotting 3D data, constraints, cameras, CAT 371 ACTING II: SCENE STUDY rendering, lights, materials, and shades will also A continuation of Introduction to Acting. Stu- be addressed. 1 c.u. dents work extensively with texts, both classic Prerequisite: CAT 361 or permission of and contemporary. The course develops prac- the Animation Coordinator. tical skills in script analysis, developing a char- acter, study and training methods, working CAT 365 ART IN AN with a director, rehearsal technique, and per- INTERDISCIPLINARY SPACE formance. 1 c.u. This course is a collaborative interdisciplinary art Prerequisite: CAT 193. class, which concentrates on the development of concepts through research and practice. As a CAT 372 3D ANIMATION* semester long project, students will be asked to (Formerly CAT 334 Character Animation II) write and invent a creation myth, do research This course continues with the latest industry around their project and implement their story standard software exploring more advanced through artworks. 1 c.u. 3D modeling construction along with a strong emphasis on the theories and principles of CAT 366 MOTION DESIGN motion for animation. 1 c.u. Students explore the fundamentals of time-based Prerequisite: CAT 361. motion for animation, video and game using a combination of motion design, image composit- CAT 380 INTERNSHIP I ing and Adobe After Effects. Emphasis will be on A semester-long internship required of CAT design, composition, conceptualization and ability majors in their junior year. Placement will be to communicate ideas. Students also apply basic in professional settings appropriate to the stu- principles of storytelling to create shor sequences dent’s area of specialization and where the stu- and narrative works. 1 c.u. dent will have ample opportunity to actually Prerequisite: CAT 257 or CAT 264. use their new skills: theatres, art galleries, music production companies, television, CAT 368 INTERACTIVE INSTALLATION video, and radio studios, design firms, service I Problem Solving & Critical Thinking Skills bureaus, publishing houses, community serv- What does it mean to create meaningful interactive ice organizations, small businesses, and corpo- experiences? Students will create interactive instal- rations. Field placement is required. 1 c.u. lations and environments. Contemporary software Prerequisites: CORE CAT courses, Junior and hardware will be covered, with students creat- standing, consent of the departmental chair. ing physic projects. A variety of mechanisms (edge detection, color tracking, capacitance sensors, CAT 392 STUDIO MEDIA WORKSHOP* presence sensors, custom switches, etc) will be cov- In stimulating workshop atmosphere, students ered. Class discussions include topics of interactiv- are free to experiment and to combine their ity, art, media, design, space, and installation. work in mixed media: traditional and digital. Prerequisite: WRT 107. 1 c.u. The goal of the course is to create works that expand and eventually represent the student’s CAT 369 GAME THEORY AND ANALYSIS creative outlook. There will be frequent indi- This course introduces game theory concepts and vidual and group critiques. Experimental, col- critical analysis with a focus on European game laborative, and interdisciplinary projects are mechanics. 1 c.u. possible and are encouraged. Highly recom- Prerequisite: CAT 108. mended as a pre-Capstone prep elective for CAT majors. 1 c.u. This course may be repeated once for credit. Prerequisites: CAT major, certificate candidate, or permission required. UNDERGRADUATE COURSES 181

CAT 399 PERFORMING ARTS CAT 404 ADVANCED PROJECT PRODUCTION II* SEMINAR* Continuation of CAT 299. 1 c.u. This class will allow seniors working on original Course may be repeated for credit. creative projects to share ideas with other stu- Prerequisite: CAT 299. dents who may or may not be working in the same media or genre. Students shall explore the CAT 400 PRE-CAPSTONE–GRAPHICS* creative process and the shared concept among This is an advanced imaging/print production the arts, as well as the distinct differences. Stu- class, designed to prepare students to concep- dents shall discuss the progress of the projects tualize a Capstone project. Students tackle over the course of the semester. Related con- advanced creative challenges, acquire advanced temporary works shall be discussed and ana- production skills, and write and gain approval lyzed as well. In addition to creating original of a Capstone proposal. 1 c.u. projects, students will be expected to clearly Prerequisites: CAT 264, CAT 268, articulate their ideas in a final essay. 1 c.u. CAT 270. CAT 406 PREPARING THE DEMO REEL CAT 401 ADVANCED SYNTHESIZER The function of getting your work ready to be PROGRAMMING & ELECTRONIC MUSIC* seen at festivals by enthusiasts and/or industry (Formerly CAT 321) professionals, with the intention of getting Students lean the history, musical impact, and your “foot in the door”, is the basis of this technical fundamentals of electronic music course. We will address the most important with an emphasis on analog synthesizers and factors for introducing yourself to the industry their digital counterparts. Through directed by preparing a diverse, high quality demo reel, listening, reading, and sonic experimentation, featuring quality animation that shows you students become conversant in the history of have a strong and clear understanding of ani- electronic music and skillful in the exploration mation principles. Whether your path is 2D, of sonic possibilities. 0.5 c.u. 3D or a more experimental Stop Motion, in a This course may be taken three times large commercial studio, an independent ani- for credit for a maximum 1.5 c.u.s. mator, or within the festival circuit, this course Prerequisite: CAT 310. will investigate the current resources, and Prerequisite or Corequisite: CAT 201. prepare you to take the best steps for that direction. 1 c.u. CAT 402 DEVELOPING A RECORDING PROJECT* CAT 407 ADVANCED LIFE DRAWING (Formerly CAT 351) FOR MOTION* This is a project based class, and can serve as a The study of drawing the human anatomy, espe- preparation for the capstone preparation. Stu- cially with concerns in articulating expressive dents focus on creativity and logistics of an gesture poses for motion, requires much prac- audio production, through process of class- tice. This course will elevate a students’ under- critiques. 0.5 c.u. standing of complex mechanics in the human Prerequisite or Corequisite: figure, while continuing to emphasize the CAT 300, CAT 410. importance of sound construction in drawing. It is designed for experienced students, who are CAT 403 PRE PRODUCTION CAPSTONE: interested in additional attention on capturing ANIMATION* the observed effects of light and movement on This is an advanced animation pre-production the human form. 1 c.u. class, designed to prepare students to concep- tualize and write the proposal for their senior CAT 408 GAME CAPSTONE Capstone project. Before students can advance This is the culmination course for collabora- to CAT 420 Capstone, an approved proposal, tive game development methodologies. It is including the treatment, a script/screenplay, also the first half of the Capstone experience storyboard and production schedule must be and incorporates several new preproduction completed. 0.5 c.u. tasks. Students will enter into a develop- Prerequisites: CAT 228, CAT 241 or er/publisher relationship with their faculty CAT 372. advisor and go through to the necessary steps to get their projects green lighted. Then they will utilize all of their skills to create a work- ing game prototype that is ready for detail and polish. 1 c.u. Prerequisite: CAT 308. 182 UNDERGRADUATE COURSES

CAT 409 PRE-CAPSTONE: CAT 421 CAPSTONE PROJECT II* EXPANDED MEDIA For students with a double major in CAT, a Students will build upon the basic skills intro- second capstone may be required. 1 c.u. duced in CAT 188 by working in teams on Prerequisite: Permission from challenging assignments. A chance to experi- their Advisor. ment and develop ideas for the Capstone work that the students will begin to execute. 1 c.u. CAT 430 INTERNSHIP II Corequisite: CAT 221. This course has the same goals and require- ments as Internship I, but the intention is to CAT 410 DIGITAL AUDIO place the student in a situation at a higher ENGINEERING III (PRACTICUM)* technical level and with even more profession- Working in a critical and collaborative environ- al responsibility. 1 c.u. ment students develop and complete a semes- Prerequisite: Consent of the Instructor required. ter-long recording project of professional cal- iber. As a culmination of the DAE series, CAT CAT 471 ADVANCED 3D ANIMATION* 410 emphasizes project management, problem This course is a continuation of CAT 372 3D solving, originality and technical precision. Stu- Animation, with further explanation and dents direct the flow of the course which is tai- detailed understanding of the advanced func- lored to meet the specific needs of their projects. tioning within industry standard 3D software. Group critique, student-to-student feedback The emphasis will be on constructing intricate and collaboration are essential elements of the 3D models and complex animated scenes. The course. CAT 410 is a hands-on studio produc- student will be required to produce, from start tion course which serves as a bridge to a creative to finish, an original collaborated short ani- and professional working dynamic. 1 c.u. mation utilizing technical and experimental Prerequisite: CAT 310. effects learned throughout the semester. 1 c.u. Prerequisite: CAT 372. CAT 420 CAPSTONE PROJECT* A final, major independent project undertaken by senior CAT majors under the supervision of departmental faculty. The intention is to cre- ate a work that will in some shape become part of the student’s portfolio, to be used to market themselves after graduation from the pro- gram. Projects take many forms, depending on the student’s talents and area of specialization: e.g., production of a videotape or audio tape; design and construction of a book; gallery exhibition of a significant number of works; performance of a solo show. The student must not only complete the project, but also publi- cize and market it in true entrepreneurial fash- ion. This course is required of departmental majors and all projects must be approved by a meeting of the departmental faculty. May be repeated for credit for total of 2 semesters. Prerequisites: Music majors must 1 c.u. complete CAT 410; all other CAT majors must have permission from their Advisor. UNDERGRADUATE COURSES 183

E-Commerce Courses

ECM 101 INTRODUCTION TO ECM 401 CAPSTONE SEMINAR IN E-COMMERCE E-COMMERCE This is an interdisciplinary course with the In this course, E-Commerce majors design purpose of exposing students to a survey of all and carry out a final, major independent or the key issues and components of electronic team project under the supervision of E- commerce from internet technology applica- Commerce faculty. This project must focus tions, support, and implementation. The on the student’s area of concentration within course will be interactive with many hands-on the major. The students must also publicize exercises to be completed during class time. the project in a manner agreed upon by the This course is a prerequisite for all other faculty supervisor. 1 c.u. courses in the E-Commerce major. 1 c.u. Prerequisite: Senior standing or consent of the E-Commerce Advisory Board. Economics Courses

ECN 105 CONSTITUTIONAL POLITICAL ECN 210 PRINCIPLES OF ECONOMY ECONOMICS I: MICROECONOMICS (Also GIS 105) Tasks of economic organization; the main In this course we study the American polit- institutions of the economy; demand and ical and economic systems; we explore their supply analysis and applications; the opera- interdependence and investigate the nature tion of a price-directed economy; distribu- of their integration. Since the United States tion theory–the pricing of the factors of Constitution is the single common unifying production. 1 c.u. legal force of the American Society, we Prerequisites: MTH 160, MTH 161; study the structure of the Constitution first. WRT 105 or WRT 106. Then, we focus on the commercial and eco- nomic provisions of the Constitution. Next, ECN 211 PRINCIPLES OF we investigate the relationship between eco- ECONOMICS II: MACROECONOMICS nomics and politics and finally we discuss The determinants of national income, out- the social philosophies of the main political put, employment, and price level; introduc- groups that compete for political power in tion to money and banking and to mone- America today. 1 c.u. tary and fiscal policy; introduction to pub- Corequisite: WRT 105 or WRT 106. lic finance and international trade; review of supply and demand analysis with some ECN 200 INTRODUCTION TO applications. 1 c.u. ECONOMICS Prerequisite: ECN 210. I Problem Solving & Critical Thinking Skills This course provides the students with the ECN 305 INTERNATIONAL rudiments of economic literacy and under- ECONOMICS AND TRADE standing. The course is mainly descriptive This course will examine the economic theo- of the present-day economy, partly theoret- ry of international trade, trade regulation, ical and partly speculative in discussing protectionism, and international trade poli- possible remedies to current economic cy. International economic integration, for- problems. The main focus of the course is eign exchange, balance of payments, interna- the role of government, the Federal Reserve tional institutions, and policy issues of cur- and the operation of the free markets in determining National Income, employ- rent interest will also be investigated. 1 c.u. ment, wages, interest rates and prices of Prerequisite: ECN 310. goods and services. 0.5 c.u. Prerequisites: MTH 140, MTH 141, MTH 160 or MTH 161; WRT 106 with a final grade of C- or better. 184 UNDERGRADUATE COURSES

ECN 309 MONEY AND BANKING ECN 320 INTERMEDIATE Functions of money; role of financial insti- MICROECONOMICS tutions; roles of Federal Reserve Banks and This course is designed to provide the student monetary policy. Introduction to the deter- with a thorough understanding of the mod- mination of interest rates, the stock of ern microeconomic theory and its applica- money and other monetary theory concepts tions. The approach used for this purpose is as they relate to economic activity. 1 c.u. rigorous but mathematically simple. In par- Prerequisites: ECN 210, ECN 211. ticular, the course will study the different market structures and the corresponding ECN 310 MANAGERIAL ECONOMICS: market mechanisms through which scarce APPLICATIONS OF productive resources are used to produce MICROECONOMICS TO goods and services and distribute them MANAGEMENT among the members of the society. 1 c.u. Application of microeconomic principles to Prerequisites: ECN 210, ECN 211. management decision-making. The con- cepts of production transformation and cost ECN 321 PUBLIC FINANCE AND of output; sales or revenue side of produc- EXPENDITURE tion; demand for product under different Definition and meaning of public finance market structures and the implications for and expenditures. The impact of govern- selling price. Overall application of the above ment expenditures, taxation, and debt on to management decision-making: breakeven resource allocation, income distribution, analysis, maximization of net income, mark- economic stabilization, and growth. 1 c.u. up pricing, target return pricing, advertising, Prerequisites: ECN 210, ECN 211. estimation of market demand curves, and other case studies. 1 c.u. ECN 410 HISTORY OF ECONOMIC Prerequisites: ECN 210, ECN 211. THOUGHT This course surveys the major trends in eco- ECN 311 MONETARY AND nomic thought since the 19th century. MACROECONOMIC THEORY Schools of economic thought to be discussed A rigorous but mathematically simple treat- and critically analyzed include: classical polit- ment of modern macroeconomic theory and ical economics, neoclassical economics, its applications. The determinants of nation- Marxian, Austrian institutionalists, Keyne- al income, employment, and inflation; the sian and Post-Keynesian economics. 1 c.u. Keynesian, post-Keynesian and monetarist Prerequisites: ECN 311, ECN 320. models discussed and compared; the effec- tiveness of fiscal and monetary policies eval- uated in the context of the above models. The applied aspect of macroeconomics will be emphasized and recent American economic experience discussed. 1 c.u. Prerequisites: ECN 210, ECN 211. ECN 315 MONETARY POLICY AND AN ANALYSIS OF CURRENT ECONOMIC CONDITIONS An examination of economic indicators and analysis of the current state of the U.S. econo- my. the Federal Reserve actions, open market operations, monetary policy options, and appropriate policy will also be investigated. Students must abe available to participate in the College Fed Challenge. 0.5 c.u. This course may be repeated for credit. Prerequisites: ECN 210, ECN 211. Corequisite: ECN 309. UNDERGRADUATE COURSES 185

Education Courses

NOTE: Courses marked with an asterisk (*) EDC 217 UNDERSTANDING FAMILY require special fees. AND COMMUNITY I Community Orientation & Citizenship This course is designed to foster under- EDC 120 ROBOTICS AS A LEARNING standing of the significant roles of families TOOL and communities in the growth and edu- I Problem Solving & Critical Thinking Skills cation of children. Topics include recog- I Scientific & Technological Skills nizing children at-risk; recognizing and This interdisciplinary methodology course accepting diverse family units; the impact will introduce students to the use of educa- of home, community, health, and cultural tional robotics as an alternative means of experience on development and learning fostering learning in children. The main and understanding social, historical, polit- focus of the course will be a hands-on expe- ical, legal and philosophical constructs rience through which students will learn that impact children, families and com- concepts of mathematics and science while munities. Identification and collaboration working with the LEGO MINDSTORMS with community agencies and resources to Robotics Intervention System and RoboLab support individuals with special needs and programming software. This course is a their families will be addressed. 1 c.u. strongly recommended Arts-as-Catalyst Prerequisite: WRT 105 or WRT 106. course for Education majors. Other students may register as well. 1 c.u. EDC 314 THE DEVELOPMENT OF THE Prerequisite: WRT 105 or WRT 106. PRE-ADOLESCENT AND ADOLESCENT LEARNER AND IMPLICATIONS FOR EDC 202 TEACHING AS A TEACHING PROFESSION: MEETING THE NEEDS This course is designed to examine young ado- OF ALL LEARNERS I lescents, their development and issues related to Community Orientation & Citizenship their educational needs during the period of This course introduces the teaching pro- growth from childhood through adolescence. fession by panoramically exploring both Students will learn how to use developmental general education and special education characteristics in the instructional design and settings. It includes the study of American planning process. Students will also learn how schools and considers diversity, multicul- schools should be structured to maximize turalism, equity, and inclusive educational learning for this population. 1 c.u. practices for students with and without Prerequisite: EDC 202. disabilities. 1 c.u. A field component in general education EDC 316 CHILDHOOD and special education classrooms is DEVELOPMENT AND LEARNING required. This course is designed for This course is designed to foster under- undergraduates only. standing of the dynamic continuum of Prerequisite: WRT 105 or WRT 106. development and learning in children from birth through Pre-Adolescent. Top- EDC 210 EDUCATIONAL ics include cognitive and linguistic fac- PSYCHOLOGY tors affecting development and learning, (Also PSY 210) nurturing diversity and equity, address- I Problem Solving & Critical Thinking Skills ing multiple intelligences and diverse The role of psychological concepts in educa- learning styles, integrating play, and lan- tional practices, focusing on the nature and guage and literacy across the curriculum. sources of intellectual development and readi- Prerequisites: EDC 202; PSY 100. 1 c.u. ness according to Piagetian, psychometric, and information process perspectives. Beyond these approaches to cognitive development, learning theory, motivation, and the role of emotion in learning will be discussed. This course will also include a section on individual differences in learning; exceptional students and social, eth- nic, cultural, and gender differences. The relat- ed topics of measurement and evaluation of learning will round out the course. 1 c.u. Prerequisite: PSY 100. 186 UNDERGRADUATE COURSES

EDC 318 EARLY CHILDHOOD EDC 322 INSTRUCTIONAL CURRICULUM AND ASSESSMENT PLANNING AND ASSESSMENT FOR The course is designed to foster implement- STUDENTS WITH HIGH- ing developmentally appropriate principles INCIDENCE DISABILITIES and practices. Topics include integration (Formerly EDC 222) across all core curriculum areas, respon- This course offers a variety of instructional siveness to cultural and linguistic differ- strategies and techniques to assist students ences, fostering intellectual stimulation with mild to moderate high-incidence dis- through play, implementing appropriate abilities, including learning disabilities, guidance and management techniques to mental retardation, behavioral and emo- create a safe environment, and assessment tional disabilities, and speech or language that is multidimensional, ongoing and impairments. It will address curriculum performance based. 1 c.u. planning, program development, assess- This course is not to be taken with ment, and the use of technology. Develop- EDC 310. ing literacy and effective Individual Educa- This course requires successful tional Plans (IEPs), designing effective completion of 30-hour field practicum. learning environments, and preparing stu- Prerequisite: EDC 304. dents for transition will also be addressed. Corequisite: EDC 342. This course requires successful 1 c.u. completion of 16-hour field practicum. EDC 320 EDUCATING THE CHILD Prerequisites: EDC 330, EDC 318. WITH DISABILITIES IN THE REGULAR CLASSROOM EDC 323 INSTRUCTIONAL PLANNING (Formerly EDC 207) AND ASSESSMENT FOR STUDENTS A course designed to provide cross train- WITH LOW-INCIDENCE DISABILITIES ing for the teacher in the regular class- (Formerly EDC 223) room in order to be able to work as part of This course offers a variety of instructional a collaborative interprofessional team. strategies and techniques to assist students Through study, observation, and field with mild to severe low-incidence disabili- experiences the pre-service teacher will ties, including autism, pervasive develop- gain valuable training and resources for mental disorders, severe-profound mental inclusion of special needs students in the retardation, physical and multiple disabili- regular classroom. 0.5 c.u. ties, health impairments, and traumatic Students are required to do a brain injury. It will address adaptive and functional curriculums, the use of assistive 11⁄2 hour application session. Prerequisite: EDC 330. technology, interventions and transdiscipli- nary teaming and assessment, effective EDC 321 DEVELOPING LITERACY learning environments, and elective Individ- ACROSS THE GRADES: ual Educational Plans (IEPs). 1 c.u. METHODS AND STRATEGIES This course requires successful This course serves as an introduction to the completion of 16-hour field practicum. teaching of literacy in grades Preschool-12 Prerequisites: EDC 330, EDC 318. and focuses on both theoretical and practi- EDC 324 CONSULTATION AND cal approaches to assessing, teaching, and CURRICULUM ADAPTATIONS FOR incorporating literacy into classroom. Teacher candidates wil explore and learn to STUDENTS WITH SPECIAL apply teaching practices related to balanced, NEEDS IN INCLUSIVE SETTINGS comprehensive literacy including, phone- (Formerly EDC 312) mic awareness, phonics, comprehension, This course provides the necessary knowl- fluency, vocabulary development, and moti- edge and skills for working with special vation. These approaches will be discussed needs students placed in inclusive educa- in the context of special needs and ELL stu- tional settings, addressing collaborative dents, multicultural education, technology relationships with various professionals integration, and differentiated strategies. and agencies serving special needs students. Connections to the New Jersey Student Learn- It will offer various models, materials, and ing Standards will be integral. This course instructional adaptations including tech- will also expose teacher candidates to devel- nology, to promote inclusion. It will also oping/analyzing lesson plans, evaluating emphasize implementing Individual case studies, and reading/discussing con- Education Plans (IEPs) within regular temporary issues in literacy. 1 c.u. education settings.This course contains Prerequisite: EDC 330. a field experience and requires successful completion of a thirty(30) hour practicum. This course is not to be taken 1 c.u. concurrently with EDC 318. Prerequisites: EDC 322, EDC 323. UNDERGRADUATE COURSES 187

EDC 325 CLASSROOM MANAGEMENT EDC 336 INTRODUCTION TO (Formerly EDC 313) EDUCATIONAL TECHNOLOGY This course describes the principles under- The objective of this course is to introduce var- laying effective classroom management, ious forms of educational technology through offers techniques and strategies to promote hand-on project based learning to preservice an effective learning environment for all stu- teacher candidates. This course provides var- dents in both inclusive and self-contained ious opportunities for engagement and reflec- settings. Also provides specific strategies and tion on the role these technology tools can play techniques for conducting functional behav- in teaching/learning processes in a classroom. ioral assessment and designing positive Students will become skilled in some of many behavioral support plans for students with digital tools available for schools to use in their challenging behavior. This course contains a classrooms. In addition, students will learn cur- field experience. 0.5 c.u. rent issues in technology use in classrooms and Prerequisites: EDC 322, EDC 323. will become familiar with basic learning theo- ries which will help in determining appropriate EDC 330 INTRODUCTION TO applications of educational technology in edu- CURRICULUM DESIGN I: cational settings. Students will become familiar RESEARCH-BASED PRACTICE with virtual schooling and learn how to assist (Formerly EDC 304) online learning of their students. 1 c.u. This course focuses on the study of curricu- This course is required for all lum development and principles of teaching. Education majors. The course will introduce the skills to design Corequisites: EDC 330, EDC 332, and deliver interdisciplinary curricula utiliz- EDC 334, EDC 318 or EDC 321. ing differentiated instruction, technology integration, as well as accommodating for EDC 342 EARLY CHILDHOOD special needs and ELL students. 1 c.u. LEARNING ENVIRONMENTS AND Prerequisite: EDC 314 or EDC 316. ASSESSMENT (Formerly EDC 327) EDC 332 INTRODUCTION TO Students will be introduced to the elements CURRICULUM DESIGN II: of a quality early childhood learning envi- EFFECTIVE TEACHING METHODS ronment. Building on their knowledge of IN THE CONTENT AREAS child development, students will learn (Formerly EDC 309) appropriate assessment tools and tech- This course focuses on the further develop- niques, both formal and informal, to be able ment of curriculum design and principles of to evaluate young children’s learning and teaching. The course reinforces the skills of development. 1 c.u. differentiated instructional design and deliv- Prerequisite: EDC 330. ery, integration of technology, and adapting Corequisite: EDC 318. lessons to address diverse learners including special needs and ELL Students. 1 c.u. EDC 372 INTERDISCIPLINARY AND Prerequisite: EDC 330. DIFFERENTIATED INSTRUCTIONAL DESIGN IN THE CONTENT AREAS EDC 334 INSTITUTIONAL This course focuses on the further develop- DESIGN AND ANALYSIS OF ment of curriculum design and principles of CLASSROOM ASSESSMENT teaching. The course introduces the skill of (Formerly EDC 310) differentiated instructional planning and This course is designed to provide a founda- delivery, adapting lessons to address diverse tion for classroom methodology of stan- learners and incorporating concrete assess- dards-based instructional activities and ment strategies. Students design and develop assessments. One purpose of this course is to interdisciplinary curricula utilizing: Multiple introduce teacher candidates to the elements Intelligences; diverse learning styles; Dimen- of assessment that ae a part of good teaching sions of Learning and Bloom’s Taxonomy. and best practice. 1 c.u. The curricula will facilitate the integration of Prerequisite: EDC 332. standardized and alternative assessment methods to meet the New Jersey Core Cur- riculum Standard. 0.5 c.u. Prerequisite: EDC 330. 188 UNDERGRADUATE COURSES

EDC 405 INTRODUCTION TO TEACCH: EDC 414 CLINICAL PRACTICE AUTISM BASIC TRAINING SEMINAR The ongoing increase of new cases of autism (Formerly EDC 402) being diagnosed has created a growing demand This seminar utilizes group discussions to for effective programs, practical suggestions assist in the analysis and evaluation of iden- and information. The TEACCH (Treatment tified classroom problems, best practices, and Education of Autistic and related Commu- classroom behavior management techniques nication handicapped Children) approach will and coping strategies. Efforts are made to prepare educators and service providers to socialize the student teacher to the profes- assess and adapt the physical environment as sion of teaching. Attention is given to career well as general educational structure for both placement tools and strategies. 0.5 c.u. preschool and school-age students. Topics to be Prerequisite: Consent of the Instructor. covered include: the primary characteristics of Corequisite: EDC 412. autism as they relate to classroom practices, the elements of “The Culture of Autism” and how to employ the “Cultural Compromise,” how to organize the physical space, create and imple- ment individual daily schedules, plan and exe- cute “One to One” teaching, as well as create independent workstations that include visually clear independent work tasks. 0.5 c.u. Prerequisite: Post baccalaureate, matriculated and non-matriculated students. EDC 410 CLINICAL PRACTICE I Students who have satisfied requirements will be assigned two full days per week in an approved pre-school, elementary, middle school, or high school setting. Students will spend time observing, participating, and teaching in an assigned class under the direction of a Cooperating Teacher and a College Supervisor. The student is expected to begin to fulfill the role of teacher, includ- ing attendance at faculty meetings, profes- sional development opportunities, and duty assignments. This course will include monthly seminar meetings (four(4) times throughout the semester) where students are provided with guidance to complete their clinical practice assignments including the preparation for edTPA performance assessment 1 c.u. EDC 412 CLINICAL PRACTICE II (Formerly EDC 401) Students who have successfully completed all academic requirements will be assigned to full-time teaching in an approved school set- ting relevant to the area of intended certifica- tion. Students will observe, interact and teach under the direction of a Cooperating Teacher and College Supervisor. Student teaching applications must be submitted by April 1st for Fall placement and by October 1st for Spring placement. 2.5 c.u.s. Prerequisite: Consent of the Instructor and submission of student teaching application. Prerequisite: EDC 410. Corequisite: EDC 414. UNDERGRADUATE COURSES 189

English Courses

NOTE: Courses marked with an asterisk (*) ENG 202 SELECTED TOPICS IN require special fees. CONTEMPORARY LITERATURE (Writing Intensive) Selected works of English and American litera- ENG 115 INTRODUCTION TO ture, in all three major genres, focusing on a par- COMMUNICATION ticular issue or topic of contemporary interest, This course surveys the theories and variables of such as sports, women in literature, science fic- human communication in the interpersonal, tion, popular culture, existentialism, religion. group, organizational, intercultural, mediated Emphasis on how the various writers present and global systems. 1 c.u. these problems in styles peculiar to their genres. Prerequisite: WRT 105 or WRT 106. Students may repeat this course once for credit with consent of discipline coordinator. 1 c.u. ENG 120 INTRODUCTION TO Prerequisite: WRT 107 with a final CREATIVE WRITING grade of C- or better. I Communication Skills Introduction to the craft of writing. Frequent ENG 203 BRITISH LITERATURE in-class and home assignments to explore vari- SURVEY I ous writing techniques and hone developing (Formerly ENG 303) (Writing Intensive) skills. This course culminates in a final portfolio I of completed fiction, poetry and short drama. Aesthetic Appreciation Designed primarily for freshmen. 1 c.u. Selected works in English literature with empha- Corequisite: WRT 105 or WRT 106. sis on historical, cultural, and aesthetic values, including material from Beowulf to Boswell. ENG 121 INTRODUCTION TO POETRY Lecture and discussion. 1 c.u. WRITING Prerequisite: WRT 107 with a final I Aesthetic Appreciation grade of C- or better. This course is an introduction to reading and ENG 204 BRITISH LITERATURE writing poetry through the study and practice SURVEY II of poetic craft and techniques. 1 c.u. (Formerly ENG 304) Prerequisite: WRT 105 or WRT 106. (Writing Intensive) ENG 125 INTRODUCTION TO WORLD I Aesthetic Appreciation LITERATURE Selected works in English literature with I Multi/Transcultural & Global Awareness emphasis on historical, cultural, and aesthetic An introduction to the various literary genres: values, including material from the romantic poetry, drama and fiction. Specific syllabus at period to the Second World War. Lecture, dis- the discretion of the instructor, but texts will cussion. 1 c.u. come from the continents of Africa, Asia, Cen- Prerequisite: WRT 107 with a final tral and South America and from the Pacific grade of C- or better. Islands. 1 c.u. ENG 206 SCREENWRITING Prerequisite: WRT 105 or WRT 106 (ALSO CAT 206) with a final grade of C- or better. (Writing Intensive) ENG 150 INTRODUCTION TO WESTERN The focus is on writing a feature-length film LITERATURE and the basic elements of plot, protagonist, I Communication Skills turning point, and resolution. You will be An introduction to various literacy genres: expected to complete a step outline of your poetry, drama and fiction. Specific syllabus at story and the first act of your screenplay. the discretion of the instructor. Emphasis on Prerequisites: WRT 105 or the literature of western Europe and the Unit- WRT 106 and ENG 120. 1 c.u. ed States. Focus on literature and its relation to society. 1 c.u. Prerequisite: WRT 105 or WRT 106 with a final grade of C- or better. 190 UNDERGRADUATE COURSES

ENG 214 INTERVIEWING ENG 223 WOMEN’S LITERATURE This course is designed to teach students good (Also WMS 223) interviewing techniques. Focusing primarily on (Writing Intensive) journalistic applications, this course can also be I Aesthetic Appreciation helpful to anyone needing to develop interview- This course focuses on literature in English ing skills; i.e., anyone interested in careers in written by women. We study themes and human services. 1 c.u. techniques common to the literature by Prerequisite: WRT 107 with a final women. From the late Middle Ages until grade of C- or better. the present, we examine texts that chal- lenge beliefs about female inferiority, pro- ENG 215 PLAYWRITING mote a women’s perspective on gender and A seminar in the art and craft of playwrighting. allow for a discussion of self-esteem, moth- Through classroom discussions, selected read- erhood, privacy and women’s power. 1 c.u. ings, writing assignments and critical feedback, Prerequisite: WRT 107 with a final each student creates a one-act play which is grade of C- or better. presented to the College community in an ENG 226 LITERATURE OF RACE, informal program of staged readings. 1 c.u. CLASS AND GENDER Prerequisites: ENG 120 or (Also AFS/WMS 226) consent of the Instructor; (Writing Intensive) WRT 107 with a final I grade of C- or better. Multi/Transcultural & Global Awareness Varied works of western and/or non-western lit- ENG 219 CONTEMPORARY WRITING* erature that illustrates how different races, eth- Introduction to the writing professions and to nic groups, genders, and classes view themselves. important contemporary practitioners of the Prerequisite: WRT 107 with a final 1 c.u. craft. Frequent appearances by guest poets, fic- grade of C- or better. tion writer, journalists and editors who will discuss their work and the professional con- ENG 227 RELIGION AND LITERATURE texts within which they work. Specially design- (Also REL 227) ed workshops will allow students to explore a (Writing Intensive) range of genres and writing styles. 0.5 c.u. I Aesthetic Appreciation Prerequisites: ENG 120; WRT 107 Selected poetry, fiction, drama, and non-fiction with a final grade of C- or better. that explore such topics as faith, the nature and presence of God, death and immortality, spiri- ENG 220 INTERMEDIATE CREATIVE tuality, sin, and salvation. The course invites WRITING student to examine and reflect on the interrela- Intensive work in fiction and poetry writing for tionship of literary expression and a theological students who have mastered the basic tools of understanding of the world. 1 c.u. the craft. Study of contemporary models from Prerequisite: WRT 107 with a final outstanding poets and writers. Short readings grade of C- or better. on the writer’s craft from such practitioners as Raymond Carver, Flannery O’Connor, Quincy ENG 229 LITERATURE AND MEDICINE Troupe and Andre Breton. this course culmi- I Aesthetic Appreciation nates in a portfolio of original poetry and/or (Writing Intensive) fiction and a reading of original work for the An introduction to fiction, drama, poetry, college community. 1 c.u. memoir and other literary non-fiction, through Prerequisites: ENG 120 or works that deal with health-and medicine- consent of the Instructor; WRT 107 related themes. Emphasis on how writers with a final grade of C- or better. explore their themes in their particular genres, on the structures and styles of their works. ENG 222 AFRICAN-AMERICAN Prerequisite: WRT 107 with a final 1 c.u. LITERATURE grade of C- or better. (Also AFS/WMS 222) I Multi/Transcultural & Global Awareness Selected poetry, drama, fiction, autobiography, and essays by African-American authors, with emphasis on literary excellence. Authors range from Phillis Wheatley to Frederich Douglas, Imamu Amiri Baraka, Alice Walker, and Ishmael Reed. Lecture, discussion. 1 c.u. Prerequisite: WRT 107 with a final grade of C- or better. UNDERGRADUATE COURSES 191

ENG 232 LATIN AMERICAN LITERATURE ENG 251 THE ART OF FICTION SURVEY (Writing Intensive) (Also LAC 232) I Aesthetic Appreciation I Multi/Transcultural & Global Awareness A study of the entire genre of fiction, including Survey of Latin American literatures from the some novels. Emphasis will be placed on fic- sixteenth century to the present. Emphasis is tion of the 19th and 20th centuries. 1 c.u. upon literary discourses the reflect and shape Prerequisite: WRT 107 with a final the diverse array of Latin American cultural grade of C- or better. identities throughout the region. 1 c.u. Prerequisite: WRT 107 with final ENG 252 THE ART OF DRAMA grade of C- or better. (Writing Intensive) I Aesthetic Appreciation ENG 234 SELECTED TOPICS IN WRITING Selected plays representing the major periods Special focus in the study of writing, such as chil- of the drama from the Greeks to the present, dren’s literature, sports writing, travel writing with attention to the religious, social, and the- and memoir. Can be repeated for credit. 1 c.u. atrical forces that shaped these works. Lecture Prerequisite: WRT 107. and discussion. 1 c.u. Prerequisite: WRT 107 with a final ENG 236 SELECTED SEMINAR TOPICS grade of C- or better. IN WRITING Intensive study of a specific aspect of a genre, ENG 253 THE ART OF POETRY such as Poetry and Place, the persona poem, (Formerly Modern Poetry) non-linear narrative. Can be repeated for I Aesthetic Appreciation credit. 0.5 c.u. A study of the genre of poetry with emphasis on Prerequisite: WRT 107. formal innovations and evolution of the art form. Focus will vary according to instructor’s ENG 248 THE HARLEM RENAISSANCE: discretion. 1 c.u. REFLECTIONS Prerequisite: WRT 107 with a final (Also AFS/PHL 248) grade of C- or better. I Problem Solving & Critical Thinking Skills Broad review of the literary period known as ENG 256 CHANGING WOMEN’S LIVES the Harlem Renaissance or the New Negro (Also HIS/SOC/WMS 256) Movement. An examination of poetry, fiction, This course explores the ways in which tradi- critical essays, art and music for social and aes- tion, myth, social stereotypes and social forces thetic values projected in the artistic produc- shape American women’s lives. We will study tion of the day. Highlighting the transnational, the influence of gender from several disciplinary transethnic texture of African-American social perspectives to help illuminate large subject consciousness. 1 c.u. areas, such as work, love, creativity, pornogra- Prerequisite: WRT 107 with a final phy, the family, communication, personal iden- grade of C- or better. tity and self-worth. Any study of women recog- nizes that gender roles affect both women and ENG 249 ADVANCED GRAMMAR men; thus, discussion includes issues related to I Communication Skills male and female social development. Readings balance women’s common realities, such as bio- This course is designed as an intensive study in logical functions and sex role training, with English grammar, punctuation, and usage. individual realities influenced by class, race, age After reviewing the intricacies of English and sexual orientation. Central to this course grammar, students will be required to apply are choices and constraints contemporary their knowledge by revising and editing their women and men face as we make our way into own written work. 1 c.u. the twenty-first century. 1 c.u. Prerequisite : WRT 107 with a final Prerequisite: WRT 107 with a final grade of C- or better. grade of C- or better. ENG 250 SELECTED TOPICS IN COMMUNICATION Course addresses problems faced by women and minorities and other subjects of current interest in mass communications. Topics will vary from semester to semester. Course may be repeated. 1 c.u. 192 UNDERGRADUATE COURSES

ENG 258 GOTHIC LITERATURE ENG 267 THE HISTORY OF THE (Also WMS 258) ENGLISH LANGUAGE I Aesthetic Appreciation (Also HIS 267) I Multi/Transcultural & Global Awareness I Communication Skills (Writing Intensive) This course will examine the evolution of the There is more to Gothic literature than ghosts English language by reading texts (e.g. Beowulf, and spooky houses. This course examines how Chaucer, the King James Bible) to trace the the genre dramatizes and explores the dark development of the language from Old to Mod- impulses that arise in the human psyche; it ern English. In order to explore the debates also studies how gender and sexuality shape about language in modern America, we will also the writing of this literature and the attitudes examine the evolution of the controversies sur- that it expresses. The course may focus on rounding African-American English. 1 c.u. American Gothic literature or British Gothic Prerequisite: WRT 107 with a final literature, and may be repeated for credit when grade of C- or better. that focus changes. 1 c.u. Prerequisite: WRT 107 with a final ENG 268 HAITIAN LITERATURE grade of C- or better. (Also AFS/LAC 258) I Multi/Transcultural & Global Awareness ENG 259 CONTEMPORARY AFRICAN- Haitian literature explores the literary con- AMERICAN THOUGHT tributions of prominent writers, artists, (Also AFS/PHL 259) and filmmakers from Haiti and the Haitian I Multi/Transcultural & Global Awareness Diaspora. All course texts are in translated Contemporary African-American Thought to English. Using the literature as a lens, the explores the intellectual contributions of course investigates Haitian history and prominent African-American writers and Haitian cultural discourses. Haiti’s historic philosophers from the late twentieth centu- and cultural impact in the Caribbean ry to the present. Through literary analysis, region and throughout the Americas is also discussion, and participation in a class considered. conference, students investigate the cultual, Prerequisite: WRT 107 with a final political, aesthetic, and philosophic dilem- grade of C- or better. 1 c.u. mas of the African Americans in the ENG 274 CHILDREN’S LITERATURE cotemporary age. 1 c.u. I Prerequisite: WRT 107 with a final Aesthetic Appreciation grade of C- or better. This course offers traditional and recent approaches to studying various genres, themes, ENG 263 FANTASY LITERATURE national and global traditions, historical peri- I Problem Solving & Critical Thinking Skills ods, and critical issues in children’s literature. The course explores the world of fantasy creat- Topics and texts vary from semester to semes- ed by writers of the most imaginative form of ter. As topics change, this course may be repeat- fiction. We will explore contemporary and ed for credit. 1 c.u. classic novels and short works and our focus Prerequisites: WRT 107 with a final will be to differentiate this genre from others. grade of C- or better. Students will try out story-telling techniques and analyze underlying meanings of works.. ENG 278 AMERICAN LITERATURE Prerequisite: WRT 107 with a final 1 c.u. SURVEY I grade of C- or better. (Writing Intensive) I Aesthetic Appreciation ENG 264 CARIBBEAN LITERATURE An historical and cultural survey of major Ameri- (Also LAC 264) can figures of the 19th century, including new I Multi/Transcultural & Global Awareness research on women and African-American fig- Study of Caribbean literature with emphasis ures. Writers may include Emerson, Thoreau, upon the oral and literary traditions of the Whitman, Melville, Dickinson, Poe, Hawthorne English-speaking Caribbean. Consideration is and Frederick Douglass. 1 c.u. also given to creole Caribbean languages and Prerequisite: WRT 107 with a final the ways in which they have shaped the devel- grade of C- or better. opment of Caribbean literatures and cultures. Prerequisite: WRT 107 with a final 1 c.u. grade of C- or better. UNDERGRADUATE COURSES 193

ENG 279 AMERICAN LITERATURE ENG 313 SELECTED TOPICS IN ARTS SURVEY II AND WESTERN CIVILIZATION* (Writing Intensive) (Also CAT 313) I Aesthetic Appreciation (Formerly CAT/ENG 255) A study of literature of the United States in the The period between the end of the 19th centu- first half of the 20th century. Writers may ry and the end of the 20th century is a time- include Faulkner, Cather, O’Neil, Elliot, Pound, frame whose events, images, and words res- Hughes, Hurston and Hemingway. 1 c.u. onate with our experience of the world now. Prerequisite: WRT 107 with a final Wars, political decisions, industrialization, grade of C- or better. globalization, and the emergence of what we call “modern” life in the West–all affect our ENG 281 LITERATURE, FILM, AND present. Themes like “War and Peace,” “Art as THEORY Social Protest,” “Revolution” are chosen as a (Also HIS 267) I way of studying the work of American and Aesthetic Appreciation European artists, playwrights, and writers who (Writing Intensive) lived and worked during this time. 1 c.u. This course examines the relationship between Prerequisites: WRT 107 with a final literature, film and theory. More specifically, it grade of C- or better and either a 200- examines how literature and film can encapsu- level literature course with a grade of C late crucial aspects of a theoretical text, enriching or better, or the consent of the Instructor. and expanding our experience and understand- ing of it. 1 c.u. ENG 325 THE LITERARY MAGAZINE Prerequisite: WRT 107 with a A project-centered course in which students final grade of C- or better. learn the editorial, proofreading and produc- tion sills necessary to produce a professional lit- ENG 309 ADVANCED FICTION WRITING erary magazine. Some discussion also of the Intensive work in fiction writing within the role of the literary magazine in contemporary context of contemporary fiction. Study of writing and in the history of American letters. modernist and post-modernist techniques. Culminates in the production of Blink, Bloom- Frequent writing assignments designed to help field College’s literary magazine. Can be repeat- students gain technical control of their writing ed once for credit. 1 c.u. and find their individual writer’s voice. This Prerequisites: ENG 120 and either a 200- course culminates in a portfolio of original fic- level literature course with a grade of C tion (short stories or a novel in-progress) and or better, or the consent of the Instructor. a public reading of original fiction for the College community. 1 c.u. ENG 331 SELECTED TOPICS IN Prerequisites: WRT 107 with a final AMERICAN LITERATURE grade of C- or better, ENG 120 or This course offers varying approaches to the consent of the Instructor and either a 200- study of different topics within American Lit- level literature course with a grade of C erature. The course material may focus on or better, or the consent of the Instructor. specific themes, genres or major innovations to style within the literature of the U.S. at any ENG 310 INTERCULTURAL period. Topics and texts will change depending COMMUNICATION upon the focus for the semester. As the topics Course provides a cross-cultural perspective in change, the course may be repeated for credit. addressing various topics of human communica- Prerequisites: WRT 107 with a final 1 c.u. tion (e.g., verbal and nonverbal communication, grade of C- or better, and either a 200- listening, relationship maintenance, conflict level literature course with a grade of C management). Students will learn current trends or better, or the consent of the Instructor. towards globalization, study underlying cultural differences in communication and practices of ENG 332 SELECTED TOPICS IN cultural adaptation and accommodation. 1 c.u. BRITISH LITERATURE Prerequisites: WRT 107 with a final (Writing Intensive) grade of C- or better and 200 level HUM This course offers traditional and recent and either a 200-level literature course approaches to studying various genres, with a grade of C or better, or the consent themes, historical periods, and critical issues of the Instructor. in British literature. Topics and texts vary from semester to semester. As topics change, this course may be repeated for credit. 1 c.u. Prerequisites: WRT 107 with a final grade of C- or better, and either a 200- level literature course with a grade of C or better, or the consent of the Instructor. 194 UNDERGRADUATE COURSES

ENG 333 SELECTED TOPICS IN ENG 352 MAJOR WRITERS OF EUROPE LITERATURE Some of the major writers of continental (Writing Intensive) Europe of different eras and cultures studied in This course offers traditional and recent the context of their cultures. Writers will approaches to studying various genres, include Homer, Dante, Cervantes, Racine, Dos- themes, historical periods, and critical issues toevsky, Yourcenar, Duras and Kafka. 1 c.u. in the texts from more than one national liter- Prerequisites: WRT 107 with a final ature. Topics and texts vary from semester to grade of C- or better, and either a 200- semester. As topics change, this course may be level literature course with a grade of C repeated for credit. 1 c.u. or better, or the consent of the Instructor. Prerequisites: WRT 107 and either a 200- ENG 356 MAJOR LATIN AMERICAN level literature course with a grade of C WRITERS or better, or the consent of the Instructor. Major figures in the literature of Latin America ENG 341 ADVANCED POETRY WRITING in translation. Majors figures will include, Intensive work in poetry writing within the Allende, Borges, Carpentier, Garcia Marquez, context of contemporary poetry. Study of the Neruda, and Vargas Llosa. 1 c.u. competing schools of modern poetry, from the Prerequisites: WRT 107 with a final New Formalists to the Nuyoricans. Frequent grade of C-or better, and a 200 level writing assignments designed to help students literature course with a final grade find their individual poetic voice. This course of C or better or the consent of culminates in a portfolio of original poetry the Instructor. and a public reading of original poetry for the ENG 359 MAJOR ASIAN WRITERS College community. 1 c.u. (Writing Intensive) Prerequisites: ENG 120 or consent of the Instructor; A study of major figures of Asian literatures in WRT 107 with a final grade of C- their own cultural contexts, as well as the ways or better, and either a 200-level in which their writings have engaged with Western literary traditions. Emphasis will be literature course with a grade of C upon modern writers from East and South or better, or the consent of the Instructor. Asia, and may include R.K. Narayan, Anita ENG 342 WRITING FOR THE Desai, Bel Dao and Mishima Yukio. 1 c.u. PROFESSIONS Prerequisites: WRT 107 with a final (Formerly Technical Writing) grade of C-or better, and a 200 level Advanced expository prose particularly de - literature course with a final grade signed for students in science and business but of C or better or the consent of open to all who wish to improve their writing the Instructor. techniques. 1 c.u. ENG 361 SHAKESPEARE’S WOMEN Prerequisites: WRT 107 with a final (Also WMS 361) grade of C- or better, and either a 200- I Problem Solving & Critical Thinking Skills level literature course with a grade of C (Writing Intensive) or better, or the consent of the Instructor. The course analyzes women characters and ENG 348 CREATIVE NON-FICTION attitudes about women in the plays of Shake- (Writing Intensive) speare. We will consider and read in depth his- Intensive work in creative non-fiction, includ- tories, comedies, and tragedies of Shakespeare ing the memoir, personal essay, epistolary to learn how to read the Bard’s plays through a forms and travel writing. Frequent writing literary criticism lens. The course also trains assignments designed to help students find an students in the practice of feminist analysis of individual writing voice and hone their skills literature, and thus is also a Women’s Studies in prose. Culminates in a portfolio of original course. 1 c.u. prose and a public reading for the college Prerequisites: WRT 107 with a final community. 1 c.u. grade of C- or better, and either a 200- Prerequisites: ENG 120 level literature course with a grade of C or consent of the Instructor; or better, or the consent of the Instructor. WRT 107 with a final grade of C- or better, and either a 200- level literature course with a grade of C or better, or the consent of the Instructor. UNDERGRADUATE COURSES 195

ENG 362 SHAKESPEARE’S MEN ENG 368 CLASSICS OF NON-WESTERN (Also WMS 362) LITERATURE I Problem Solving & Critical Thinking Skills I Multi/Transcultural & Global Awareness (Writing Intensive) Classic non-Western texts from antiquity The course analyzes the role of masculinity through the nineteenth century. Emphasis is and concepts of manhood in the plays of upon the philosophical ideas conveyed Shakespeare. We will consider and read in through the literatures on non-Western cul- depth histories, comedies and tragedies of tures, particularly those with literary traditions Shakespeare to learn how to read the Bard’s dating to antiquity. While many literatures may plays through a literary criticism lens. The potentially be included, the focus is on classic course also trains students in the practice of texts from the Middle East, the Maghreb and feminist analysis of literature, and thus is also Asia. 1 c.u. a Women’s studies course. 1 c.u. Prerequisites: WRT 107 with a final Prerequisites: WRT 107 with a final grade of C-or better, and a 200 level grade of C- or better, and either a 200- literature course with a final grade level literature course with a grade of C of C or better, or the consent of or better, or the consent of the Instructor. the Instructor. ENG 363 MAJOR WRITERS OF THE ENG 371 PROFESSIONAL AFRICAN DIASPORA COMMUNICATION (Also AFS 363) The course explores the various communica- I Multi/Transcultural & Global Awareness tion practices utilized in professional commu- (Writing Intensive) nication industries. 0.5 c.u. Distinguished writers of African, Afro-Caribbean, Prerequisites: ENG 128 and ENG 212 Afro-Latin and African-American heritage. or ENG 213 and either a 200-level Emphasis is upon the theory and practice of literature course with a grade of C diaspora, and how it has shaped the literary or better, or the consent of the Instructor. voices of writers of African descent. 1 c.u. Prerequisites: WRT 107 with a final ENG 373 BROADCAST JOURNALISM grade of C-or better, and a 200 level NEWS PRODUCTION literature course with a final grade This course is an extension of the Newsgather- of C or better, or the consent of ing, Writing for Radio and Television and the Instructor. Broadcast Journalism courses. It will provide the students with hands on experience in pro- ENG 364 SELECTED TOPICS IN ducing television news programs. 1 c.u. SHAKESPEARE Prerequisites: ENG 247, ENG 266 This course offers traditional and recent and either a 200-level literature course approaches to studying Shakespeare’s drama with a grade of C or better, or the and poetry. Topics and texts vary from semes- consent of the Instructor. ter to semester. As topics change, course may be repeated for credit. Topics may include: ENG 402 LITERARY CRITICISM AND genre studies, Shakespeare in performance, ADVANCED RESEARCH Shakespeare and his contemporaries. 1 c.u. A capstone course for English majors in the Prerequisites: WRT 107 with a final Literature Concentration. Students will read grade of C- or better, and either a 200- major texts of literary theory and they will con- level literature course with a grade of C duct original and advanced literary research or better, or the consent of the Instructor. resulting in a long writing project. 1 c.u. Prerequisite: WRT 107 with a final grade of C- or better and either a 200- level literature course with a grade of C or better, or the consent of the Instructor. 196 UNDERGRADUATE COURSES

ENG 403 MAJOR WRITERS IN DEPTH ENG 460 SENIOR THESIS IN CREATIVE A capstone course for English majors in the WRITING Literature Concentration. Students will read (Writing Intensive) the work of one major writer, or the work of 2- For English/Writing Concentration majors 3 related major writers whose works form a only. Preparation of a final undergraduate coherent field of study. Possible writers include portfolio of original poetry or fiction. In- Jane Austen, the Bronte Sisters, Willa Cather, depth study of one craft element in a twentieth Gabriel Gasrcia Marquez, Herman Melville, century writer’s work. Solo reading of original Toni Morrison. As topics change, this course work for the Humanities Division and the may be repeated for credit. 1 c.u. College community. 1 c.u. Prerequisite: WRT 107 with a final Prerequisites: ENG 309 or grade of C- or better and either a 200- ENG 341; WRT 107 with a final level literature course with a grade of C grade of C- or better, and either a 200- or better, or the consent of the Instructor. level literature course with a grade of C or better, or the consent of the Instructor. ENG 405 INTERNSHIP IN ENGLISH Field experience in the Humanities allowing majors to gain hands-on experience in such professional settings as the publishing industry, museums, and the ministry. Open to juniors and seniors majoring in English. Prerequisite: Humanities major 1 c.u. with junior or senior standing and either a 200-level literature course with a grade of C or better, or the consent of the Instructor. ENG 410 COMMUNICATION THEORY AND RESEARCH A course designed for Interpersonal Commu- nication majors to provide them with the opportunity to study the research and to develop a research project. 1 c.u. Prerequisites: ENG 218, ENG 262, and at least two 300-level courses (chosen from ENG 310, ENG 365, ENG 372) and either a 200-level literature course with a grade of C or better, or the consent of the Instructor. UNDERGRADUATE COURSES 197 198 UNDERGRADUATE COURSES

French Courses

FRN 115 FRENCH LANGUAGE AND FRN 210 SURVEY OF FRENCH CULTURE I LITERATURE I (Also LAC 115) A basic course in French literature including I Communication Skills the study of representative works chosen from Introductory course to French Language and various periods. Conducted in the French lan- Culture. Basic language skills for the student guage. 1 c.u. who has no previous knowledge of the lan- Prerequisite: FRN 203 or the equivalent; guage. Course will cover different language FRN 205 may be taken concurrently functions, basic vocabulary, simple grammati- with FRN 210. cal structures, oral recitation and written com- position. In addition to language studies, the FRN 211 SURVEY OF FRENCH course will compare French and French dias- LITERATURE II poric cultures in the Caribbean, Africa and A continuation of FRN 210. 1 c.u. elsewhere. 1 c.u. Prerequisite: FRN 210; FRN 206 may be taken concurrently FRN 125 FRENCH LANGUAGE AND with FRN 211. CULTURE II (Also LAC 125) FRN 310 ADVANCED GRAMMAR Further development of language skills to AND EXPRESSION I broaden awareness and increase appreciation Principles of French grammar and expression of the culture. 1 c.u. as found in the spoken language and the more Prerequisite: FRN/LAC 115 or two years difficult literary works. Practical application of High School French or consent of through the writing of original essays and the Instructor. translations. 1 c.u. Prerequisites: FRN 206, FRN 211, FRN 203 FRENCH CULTURE III or the equivalent. Intensive study of language and cultural her- FRN 311 ADVANCED GRAMMAR itage through readings and discussions of lit- AND EXPRESSION II erary works to give imaginative insight into thought, ideas, feelings, and doings of the peo- A continuation of FRN 310. 1 c.u. ple and the language. 1 c.u. Prerequisite: FRN 310. Prerequisite: FRN/LAC 125 or three years FRN 410 FRENCH LITERATURE OF of High School French or consent THE NINETEENTH CENTURY I of the Instructor. Various literary movements from Pre-Roman- FRN 205 ADVANCED CONVERSATION, ticism to Naturalism. Conducted in the French COMPOSITION, AND PHONETICS I language. 1 c.u. Fundamentals of French usage, oral and writ- Prerequisite: FRN 211. ten. An introduction to French diction and FRN 411 FRENCH LITERATURE OF phonetics. The student acquires a fluency in THE NINETEENTH CENTURY II the reading of selections from literary works and through training in correct pronunciation. A continuation of FRN 410. 1 c.u. Conducted in the French language. 1 c.u. Prerequisite: FRN 410. Prerequisite: FRN 203 or the equivalent; FRN 415 FRENCH LITERATURE FRN 210 may be taken concurrently IN THE SEVENTEENTH AND with FRN 205. EIGHTEENTH CENTURIES I FRN 206 ADVANCED CONVERSATION, Poetic, dramatic, and philosophical works of COMPOSITION, AND PHONETICS II the Classical Age and the Age of Enlightenment. A continuation of FRN 205. 1 c.u. Conducted in the French language. 1 c.u. Prerequisite: FRN 205; Prerequisite: FRN 211. FRN 211 may be taken concurrently FRN 416 FRENCH LITERATURE with FRN 206 . IN THE SEVENTEENTH AND EIGHTEENTH CENTURIES II A continuation of FRN 415. 1 c.u. Prerequisite: FRN 415. UNDERGRADUATE COURSES 199

First Year Seminar Courses

FYS 103 FIRST YEAR SEMINAR* The goal of the First-Year Seminar is to wel- come the student to Bloomfield College by providing support in transition to college life; understanding the value of a liberal arts educa- tion; furthering the development of student career, college and life success skills; and build- ing the expectation of academic and life suc- cess. Successful completion of theis course requires a grade of “C” or better. 1 c.u.

* Pilot Program Academic Year 2017 200 UNDERGRADUATE COURSES

Government and International Studies

GIS 100 INTRODUCTION TO GIS 202 INTERNATIONAL STUDIES II GOVERNMENT STUDIES I Multi/Transcultural & Global Awareness I Problem Solving & Critical Thinking Skills The course is a continuance of the issues pre- The nature and use of political power. Political sented in International Studies I but can be analysis of social institutions and behavior and taken without previously taking that course. In their impact upon the distribution of social this course we contend with how critical theo- values. Current political problems. 1 c.u. rists look anew at how social power reproduces itself. This course examines historically how dif- GIS 102 INTERNATIONAL STUDIES I I ferent ideas regarding development, modernity, Multi/Transcultural & Global Awareness modernization and progress evolved in Europe International Studies is an interdisciplinary field and in the United States and how these ideas drawing from disciplines such as anthropology, guided economic and social policies around the economics, geography, history, political science, world. Additional topics covered include post- and sociology. This first part of the course modernism, post-Fordism, post-colonialism, addresses questions regarding modernity and and post-structuralism. One of a the major the- state sovereignty, along with the struggle of crit- oretical shifts of this century has been the calling ical social theory to make sense of historical into question of the authoritativeness of knowl- changes in the mode of capitalist societies–par- edge. This course will delve into a critical analy- ticularly modernization theories focus on devel- sis of such key concepts as the ‘world-system’, opment and its counter argument of under- ‘hegemony’, and ‘empire’. The purpose of the development. Other questions raised by critical course is gaining literacy, devising critiques and theory concern relationships between time, deriving inspiration in some areas of overlap space and capital/class formations and ideology, among political economy, geopolitics and stud- along with heightened concerns over how ideol- ies of representations of inferiorized otherness. ogy figures in the reproductions of power rela- 1 c.u. tions and how science and technology con- tribute to emancipation or domination. 1 c.u. GIS 203 COMPARATIVE POLITICS (Also LAC 203) GIS 105 CONSTITUTIONAL POLITICAL I Multi/Transcultural & Global Awareness ECONOMY General problems of comparative analysis. (Also ECN 105) Political communication, political culture, In this course we study the American political modernization and nation-building, conflict and economic systems; we explore their inter- and revolution. 1 c.u. dependence and investigate the nature of their integration. Since the United States Constitu- GIS 204 ANCIENT POLITICAL THEORY tion is the single common unifying legal force I Problem Solving & Critical Thinking Skills in the American Society, we study the structure Concepts and questions that are the basis of of the Constitution first. Then, we focus on the Western political thought. Conflicting notions commercial and economic provisions of the of justice, the nature and role of authority, Constitution. Next, we investigate the relation- individualistic and majoritarian principles in ship between economics and politics and modern political life. Emphasis on the role of finally we discuss the social philosophies of the these principles in resolving issues of contem- main political groups that compete for politi- porary significance. 1 c.u. cal power in America today. 1 c.u. Corequisite: WRT 105 or WRT 106. GIS 205 MODERN POLITICAL IDEOLOGIES GIS 200 AMERICAN POLITICS I Problem Solving & Critical Thinking Skills I Community Orientation & Citizenship Modern political thought with emphasis on Analysis of national government and politics. political movements of this century: conser- The branches of government, political parties vatism, liberalism, socialism, statism and radi- and pressure groups, voting behavior and the calism. The role of political ideologies in distribution of power in the American politi- modern political systems. The examination cal system. Particular attention to contempo- of competing ideologies in the light of con- rary problems and issues. 1 c.u. temporary issues. 1 c.u. UNDERGRADUATE COURSES 201

GIS 208 INTERNATIONAL RELATIONS change has created major problems for the CCP. I Multi/Transcultural & Global Awareness We discuss the ability of the Party to respond to This course aims to introduce you to several of the challenges of political reform, such as the more prominent IR theories that now per- whether and/or how to become more demo- vade the discipline: Realism, Liberalism, Marx- cratic, as well as the problems facing continued ism, Critical Theory, Normative Theory, Femi- CCP rule. 1 c.u. nism, Historical Sociology, Post-Modernism, GIS 223 PROBLEMS IN PUBLIC POLICY Social Constructivism, Green Political Theory, and Evolutionary Biology. In this sense, IR theo- An introduction to public policy in the United ry is the language that you need to learn in order States. Public policy is studied as choices made to make sense of much, if not all, of the wide by political leaders, and governed by who does range of discourse and debate that transpire in and who does not have power. Policy topics IR circles. The course operates primarily in the vary. 1 c.u. ‘system’ level and gives special attention to polit- GIS 224 AMERICAN FOREIGN POLICY ical realism (Realpolitik)–the oldest and, (Also LAC 224) arguably, the most popular theoretical perspec- I Problem Solving & Critical Thinking Skills tive in the field–and recent ‘constructivist’ work. In the broadest terms, the course explores the American foreign policy today. American rela- place(s) of power, institutions, and values in tions with major allies, the Communist coun- international relations. 1 c.u. tries and the Third World. Current problems in American foreign policy such as detente, GIS 210 HUMAN RIGHTS national security, disarmament, the global I Multi/Transcultural & Global Awareness allocation of resources. 1 c.u. This course provides a theoretical and histori- GIS 230 AMERICAN POLITICAL cal introduction to human rights, on the THOUGHT premise that a sound understanding of con- I Multi/Transcultural & Global Awareness temporary practice and debates requires grounding in their historical and theoretical Modern American political thought. Conser- roots and foundations. We will focus especial- vatism and liberalism in the American context. ly on the practical and political implications of The ideologies of the left and the right in con- human rights in an attempt to understand temporary American politics as well as an analy- how and why they matter for what actually sis of their respective constituencies. The role of happens in world politics as opposed to what ideology in American political life. 1 c.u. one might wish would happen. We will ask GIS 242 SCIENCE AND PUBLIC POLICY questions such as: What obligations do states Analysis of science as a political system com- have to defend and guarantee human rights at peting for resources in the American political home? How are those obligations enforced, if arena. The impact of science and technology at all? To what degree do such obligations upon policy making. Science as a political extend internationally? Who decides when resource in problem solving as well as a politi- international intervention is justified and what cal competitor and problem creator. 1 c.u. are the pitfalls associated with humanitarian action? Is religion compatible to secular views GIS 244 LOCAL AND STATE of universal rights? Did the industrial revolu- GOVERNMENT tion and socialist tradition contribute to Introduction to State and local Government. human rights? And, are there tensions between Topics include the role of states and localities security and universal rights?. 1 c.u. in American Federalism, the rejuvenation of GIS 215 MODERN CHINESE POLITICS State and Local Authority, budgetary alloca- I Multi/Transcultural & Global Awareness tion within the political process and the poli- tics of State, local and Federal relations. 1 c.u. We examine the social and political currents which first gave rise to the Chinese Communist GIS 305 PEACE IS WAR Party (CCP) and how these helped it to come to An analysis of violent conflict within the inter- power in 1949. We look at how the CCP consol- national political system. General theories of con- idated its power and began its attempt to make flict, problems of strategy; the consequences of China, strong, prosperous and socialist. This war; the process of conflict resolution. 1 c.u. includes tracing the evolution of CCP ideology, Prerequisites: Two courses in any of the development and ultimate failure of Mao- the following areas: Political Science, ism (e.g. the Great Leap Forward and Great Pro- Sociology, Psychology, Economics letarian Cultural Revolution). We examine how or History. the CCP initiated a process of reform under Deng Xiaoping, a process which continues to have profound effects on the development of Chinese society and politics. Subsequent social 202 UNDERGRADUATE COURSES

GIS 308 THEORY AND PRACTICE IN GIS 318 CONTEMPORARY POLITICAL HUMAN SERVICES THEORY (Also PSY/SOC 308) I Problem Solving & Critical Thinking Skills This course considers several different cross- Our contemporary political world is a complex disciplinary theoretical frameworks that are one, characterized by both tremendous promise relevant to understanding social problems and enduring human misery. Political theory is (e.g., HIV/AIDS, poverty and homelessness, a realm of intellectual inquiry where we exam- teenage motherhood, hunger, domestic vio- ine our most basic concepts and definitions, lence, alcohol and drug abuse, aging, child engage in normative judgment of our existing welfare issues, etc.). The course investigates the systems of government, and articulate and ways in which these social problems and peo- defend a vision of the system of political organ- ple’s needs are addressed by our social welfare ization we envision to be ideal. The goal of this and human service institutions, both public course is to familiarize students with important and private. Ethical issues surrounding the themes within contemporary political theory provision of care and services in the human and the ways in which they relate to the world in services are emphasized. Principles of group which we reside. We will accomplish this dynamics, needs assessment, participant through surveying the most influential political observation and evaluative research methods theorists of our time. To the extent that this are also studied. 1 c.u. course has an overarching theme, it is a the issue Prerequisite: Junior standing. of difference in contemporary political societies whether that difference is encountered in the GIS 310 PUBLIC ADMINISTRATION form of ascriptive identities such as gender and The impact of government bureaucracies on ethnicity, or simply deep disagreements in a the policy-making process. Internal processes more ideological sense. 1 c.u. of the federal administrative units including recruitment, budgetary conflicts, formal and GIS 320 INTERNATIONAL POLITICAL informal rules and rule making; regulatory ECONOMY distributive and control functions. Interaction This course provides an introduction to the pol- between bureaucracies and state and local gov- itics of international economic relations. The erning agencies. 1 c.u. primary purpose is to give an overview of the Prerequisites: Two courses in any field by exploring the theories that political sci- of the Social Sciences, Business entists have traditionally used to analyze the ori- Administration or Accounting. gins of particular international economic arrangements. Much of the class is therefore GIS 311 PUBLIC ECONOMICS AND devoted to lectures and readings that delve into FINANCE these issues. The course has a second, equally Major issues in macroeconomic Public important intellectual project, however. there is Finance. The course examines the process by a significant difference between most econo- which government provides and allocates mists and political scientists on the one hand public goods. Major topics include the impact and many sociologists on the other about what of Federalism upon fiscal policy, voting and each filed believes drives human behavior. Based interest group behavior impact upon Finance on those different assumptions, the social sci- policy as well as the empirical and normative ence tend to diverge on questions concerning issues of taxation. 1 c.u. how we can study the social world. We will also Prerequisites: ECN 200; GIS 200. spend considerable time discussing the various assumptions that underpin theory. Finally, we GIS 312 THE THEORY AND PRACTICE will debate which of the approaches presented OF NONPROFIT MANAGEMENT in the readings and lectures are the most con- This course explores the theoretical basis of the vincing in their assesment of problems. 1 c.u. nonprofit sector in the Untied States, both his- torically and in today’s society. Differences in theory and practices in the nonprofit sector which distinguish it from private for-profit and government sectors will also be studied. 1 c.u. Prerequisite: Junior status. UNDERGRADUATE COURSES 203

GIS 322 EAST ASIAN POLITICS GIS 402 ETHICS & INTERNATIONAL I Multi/Transcultural & Global Awareness RELATIONS As a region, East Asia looms large in internation This course provides a theoretical and historical politics. Four of the world’s fifteen most popu- analysis of the ethical permutation of interna- lous countries (China, Indonesia, the Philip- tional relations discourse based on the premise pines and Vietnam) occupy the region, as do that a sound understanding of contemporary three of the world’s fifteen richest countries by practice and debates requires grounding in their nominal GDP (China, Japan, and South Korea). historical and theoretical roots and foundations. At the same time, international politics in East To help close the gap between theory and prac- Asia is complex and at time volatile. The pri- tice we explore issues that integrate rigorous mary objectives of this class are to help enhance thinking about principles of justice and morali- the students analytic ability for the study of ty into discussions of practical dilemmas related political dynamics and policy behaviors of the to current policy developments, global institu- most intriguing systems of East Asia (two Chi- tional arrangements, and the conduct of impor- nas, two Koreas, and Japan). The course exam- tant international actors. Theoretical discus- ines and compares the major aspects and func- sions that originate in philosophy, religion, or tions of political systems, processes, and changes the social science should connect with the inter- (general patterns of similarities and differences) ests of journalist, activists, policy-makers, and in each of these countries. Major contemporary citizens who are primarily concerned with issues and policies of the East Asian systems are assessing and reforming specific policies, as well also surveyed, with particular emphasis on how as existing rule and institutions such as the Unit- (in what ways) each government enhances its ed Nations, the World Bank, and the Interna- regime’s claim to political legitimacy. 1 c.u. tional Monetary Fund; arrangements governing trade, environmental protection, and the use of GIS 333 SELECTED TOPICS IN force; and the International Criminal Court and GOVERNMENT & INTERNATIONAL ad hoc tribunals that address genocide and past STUDIES societal injustices. 1 c.u. Depending on the instructor, topics may be suited for General Political Science or the Pub- GIS 490 INTERNSHIP IN GOVERNMENT lic Administration concentrations or the & INTERNATIONAL STUDIES minor in Public Policy. As topics change, this Supervised placement in an agency or organ- course may be repeated for credit. 1 c.u. ization which is part of, or related to, the public sector. 1 c.u. GIS 400 GLOBALIZATION & POVERTY Prerequisite: Application procedure The purpose of this course is to understand the and consent of Instructor required. conceptual and empirical issues underlaying the Criteria for entering GIS 490 Internship in political economy of global poverty and human Political Science: rights. What is poverty? What are the global 1. Class standing (Seniors have preference over dimensions of poverty? How does the discourse Juniors) of human rights relate to underlying political 2. Political Science GPA economy of global capitalism? How does the 3. Satisfactory completion of the Internship discourse of human rights relate to the underly- Program Application Procedure which includes: ing causes of inequality and poverty in the A. The application form and personal essay world? In order to do this, we will look at the in which the student’s goals and objec- relationship between human rights, economic tives, motivations, interests, interpersonal growth, poverty and inequalities in several dif- skills and previous relevant experiences ferent dimensions. After an initial exploration of are clearly articulated. these issues we will focus on the more recently B. Two letters of recommendation from developed social capabilites approach developed Faculty who are familiar with the stu- by Amartya Sen and others. We will explore the dent’s interests and performance in related courses. limits of policies under the existing institutional C. Interview with the Internship Coordina- arrangements and examine the need for funda- tor. The interview will help the Coordina- mental changes in the global political economy. tor to assess students readiness and 1 c.u. degree of motivation for the internship experience, and help students explore options regarding the most suitable placements. 204 UNDERGRADUATE COURSES

History Courses

HIS 102 INTRODUCTION TO PUBLIC HIS 116 INTRODUCTION TO LATIN HISTORY AMERICAN AND CARIBBEAN STUDIES I Community Orientation & Citizenship (Also LAC 116) I This course will introduce students to the dis- Multi/Transcultural & Global Awareness cipline of Public History including museum This course will offer a broad overview of his- studies, oral history, and public commemora- torical and contemporary issues in Latin tion, among other avenues for the preserva- American and Caribbean Studies. Special tion and dissemination of history to and for attention will be paid to the experiences of the public. Special attention will be paid to Latin American and Caribbean peoples; public debates over the commemoration of national, ethnic, and racial identities; waves historical events. 1 c.u. of migration within the region and beyond; and US-Latin American and Caribbean rela- HIS 104 INTRODUCTION TO tions. The course will draw on interdiscipli- WOMEN’S STUDIES nary materials, including scholarly articles, (Also WMS 104) and fiction. 1 c.u. I Community Orientation & Citizenship HIS 207 AFRICAN-AMERICAN HISTORY This course surveys some of the major themes relevant to a gendered understanding of poli- TO 1877 (Also AFS 207) tics, society, and culture. The course intro- I duces gender as a central category of analysis, Problem Solving & Critical Thinking Skills among others, for critical inquiry, and it (Writing Intensive) examines the experiences of women and men This course begins with the history of to offer a conceptualization of what gender Africans in continental Africa and their means for individuals both as citizens and as forced removal and enslavement in North community members. 1 c.u. America and continues through the Aboli- tion movement, Emancipation, and Recon- HIS 105 INTRODUCTION TO struction. This course will examine the cre- AFRICANA STUDIES olization of Africans in what became the (Also AFS 105) United States, and the resultant religious, I Multi/Transcultural & Global Awareness cultural, and political traditions. This is the This course will offer a broad survey of African first course in the African American Histo- peoples and the African Diaspora in the world, ry sequence. 1 c.u. beginning with their African origins. Special Prerequisite: WRT 107 with a final attention will be paid to the enslavement of grade of C- or better. Africans, colonization, and the resultant free- HIS 215 HISTORY AND PROBLEMS dom struggles undertaken by Africans and the OF GLOBALIZATION African Diaspora. 1 c.u. I Multi/Transcultural & Global Awareness HIS 106 INTRODUCTION TO This course will address the historical back- GEOGRAPHY ground for current problems of globalization I Multi/Transcultural & Global Awareness in areas selected from the following: histories of globalization, colonialisms, the unequal dis- This course will introduce students to the tribution of wealth, global health, including a myriad forms of geography: physical, cultural, history of plagues, world trade, ethnic wars social, religious, and economic, around the and their consequences, terrorism, culture and globe at various points in time. Of particular globalization. 1 c.u. concern will be the various movements lead- Prerequisites: HIS 106, HIS 227; ing to modern globalization. 1 c.u. WRT 107 with a final grade of C- or better. UNDERGRADUATE COURSES 205

HIS 216 COLONIAL LATIN AMERICA HIS 227 GLOBAL HISTORY I AND THE CARIBBEAN, 1500-1825 I Multi/Transcultural & Global Awareness (Also LAC 216) (Writing Intensive) This course studies the major world commu- I Problem Solving & Critical Thinking Skills nities in their independent development before European exploration. Students will This course explores the history of Latin compare the social and political structures, America and the Caribbean from Conquest to family structures, economics and technology, Independence. Special attention will be paid to religious belief systems, and cultures of the encounters between various peoples; the eco- major societies of Africa, Asia, the Middle nomic, political, and cultural institutions of East, and the Americas. 1 c.u. the colonial period; and the wars for inde- Prerequisite: WRT 107 with a final pendence that ended colonialism. This is the grade of C- or better. first course offered in the latin American- Caribbean survey. 1 c.u. HIS 230 HISTORICAL MEDIA Prerequisite: WRT 107 with a final This course will engage students in the various grade of C- or better. types of media used to document/record histo- HIS 219 WRITING HISTORY ry. Students will explore traditional, electronic, (Writing Intensive) and digital archives. The ongoing preservation I Problem Solving & Critical Thinking Skills and dissemination of historical materials through various media will be critically analyzed. 1 c.u. This course will introduce students to the fun- Prerequisite: HIS 102; damentals of writing history. Students will WRT 107 with a final grade learn to both identify and make historical of C- or better. arguments, use primary and secondary sources to appropriately support an argument HIS 233 SELECTED TOPICS IN HISTORY and successfully sustain an argument through- I Problem Solving & Critical Thinking Skills out academic papers of varying lengths. Stu- This course provides for the in-depth study of dents will develop their writing by editing and the people, society, culture, or movements revising multiple drafts of papers. 1 c.u. during a particular historical period or for Prerequisite: WRT 107 with a final comparative analysis of societies, cultures or grade of C- or better. movements of people or ideas during particu- HIS 225 IDEAS OF FREEDOM, lar periods, or other historical moments. This AFRICAN AMERICAN HISTORY FROM course also allows for the in-depth study of 1877-PRESENT particular historical events. The topic and (Also AFS 225) methods of evaluation will be defined by the (Writing Intensive) instructor of the course. Offered most Spring I Problem Solving & Critical Thinking Skills and Fall semesters. 1 c.u. Prerequisite: 200-level history course; This course explores the African American WRT 107 with a final grade struggle for freedom after Reconstruction. Of of C- or better. particular concern will be the economic, polit- ical, social and cultural struggles that African- HIS 234 ORAL HISTORY METHODS Americans waged to secure freedom and jus- This course will introduce students to best tice in the face of racial segregation and injus- practices in collecting and analyzing oral histo- tice. This is the second course in the African- ry interviews. The traditional role of oral histo- American survey. 1 c.u. ry interviews in historical preservation will be Prerequisite: WRT 107 with a final explored as will the oral tradition in many his- grade of C- or better. torically underrepresented cultures. 1 c.u. HIS 226 MODERN LATIN AMERICA Required for Public History concentrations. AND CARIBBEAN, 1825-PRESENT Prerequisites: HIS 102; (Also LAC 226) WRT 107 with a final grade I Problem Solving & Critical Thinking Skills of C- or better. This course explores the history of Latin America and the Caribbean since Independ- ence. It will pay particular attention to the colonial legacy; the abolition of slavery; eco- nomic development; twentieth-century social movements and revolutions; and relations with the United States. This is the second course offered in the Latin American- Caribbean survey. 1 c.u. Prerequisite: WRT 107 with a final grade of C- or better. 206 UNDERGRADUATE COURSES

HIS 237 GLOBAL HISTORY II HIS 267 THE HISTORY OF THE I Multi/Transcultural & Global Awareness ENGLISH LANGUAGE This course surveys both˙ Western and non- (Also ENG 267) Western civilizations and cultures from 1500 I Communication Skills to the present. Emphasis is on the political, This course will examine the evolution of the social, and cultural developments of the major English language by reading texts (e.g. Beowulf, civilizations; the interactions between those Chaucer, the King James Bible) to trace the civilizations; and the development of a global development of the language from Old to Mod- community since 1500. 1 c.u. ern English. In order to explore the debates Prerequisite: HIS 227 with a final about language in modern America, we will also grade of C- or better. examine the evolution of the controversies sur- WRT 107 with a final grade rounding African-American English. 1 c.u. of C- or better. Prerequisite: WRT 107 with a final grade of C- or better. HIS 244 THE MAKING OF THE UNITED STATES TO 1877 HIS 300 HISTORY OF SOCIAL POLICY (Writing Intensive) AND THE POOR I Problem Solving & Critical Thinking Skills (Writing Intensive) This course examines the colonization process This course will examine the treatment of peo- of early North America through the making ple monetarily impoverished by public and and near unmaking of the United States in the private institutions from the colonial period to Revolutionary and Civil Wars respectively. the modern ear. Changing theories, practices, Special attention will be paid to competing and attitudes about the poor and about pover- notions, definitions, and laws regarding citi- ty are the focus of study. Of central concern to zenship and exclusion. This is the first course this course is the response of poor peoples to in the United State survey. 1 c.u. these policies and the ways in which they resis- Prerequisite: WRT 107 with a final ted and organized. Each student will write a grade of C- or better. major (20 page) research paper for the course. This course will alternate between a United HIS 251 SELECTED TOPICS IN States history course and a Latin America NEW JERSEY HISTORY Caribbean history course. 1 c.u. This course examines selected aspects of the Prerequisites: WRT 107; HIS 219 history of the United States and its people as or permission of the Instructor. reflected in the experience of New Jersey and New Jerseyans. Topics include immigra- HIS 302 APPLIED PUBLIC HISTORY tion and ethnicity, cultural expression, This course will advance student knowledge political change, religion, urbanization, of, and experience with, public history. Stu- business and technology, architecture, dents will engage with local museums, church- and landscape transformation.. 1 c.u. es, preservation societies, governmental Prerequisite: WRT 107 with a final offices, libraries and townships to undertake a grade of C- or better. mutually agreed upon project, to provide a service to the agency and hands-on skills to the HIS 254 THE UNITED STATES students. Each student will write a major (20 IN THE WORLD, 1877-PRESENT page) research paper for this course. 1 c.u. (Writing Intensive) Prerequisites: HIS 219 with prior I Multi/Transcultural & Global Awareness permission of the Instructor; WRT 107. This course will focus on the social, political, and economic changes that took place HIS 333 SELECTED TOPICS IN HISTORY between Reconstruction and the present,thus (Writing Intensive) propelling the United States into a position of This course provides for the in-depth study of global dominance. This course is the third and the people, society, culture, or movements dur- final course in the United States History ing a particular historical period or for compar- sequence. 1 c.u. ative analysis of society's, cultures, or move- Prerequisite: WRT 107 with a final ments of people or ideas during particular peri- grade of C- or better. ods, or other historical moments. This course also allows for the in-depth study of particular historical events. Each student will write a major (20 page) research paper for this course. The topic and methods of evaluation will be defined by the instructor of the course. 1 c.u. Prerequisites: HIS 219 with prior permission of the Instructor; WRT 107. UNDERGRADUATE COURSES 207

HIS 353 WOMEN’S HISTORY HIS 400 SENIOR CAPSTONE PROJECT (Also WMS 353) This course provides and opportunity for stu- (Writing Intensive) dents to demonstrate what they have learned This course will examine the role of women about historical thinking, historical research, and women’s movements n various times and and historical writing. History majors and places. Special attention will be paid to the Eduction co-concentrations will develop and social, economic, cultural, and political options complete a research project that requires a available to women. The course will also exam- (25-35 page) paper based on both primary ine the efforts of women to achieve equality. and secondary sources in their concentration. Each student will write a major (20 page) While the course will be taught by one profes- research paper for the course. This course will sor, students are required to consult the head alternate between a United States history of their concentration in planning and carry- course a Latin America Caribbean history ing out their research. All students will present course, and a Global History course. 1 c.u. the results of their project to the college com- Prerequisites: HIS 219 with prior munity. This course is the final major require- permission of the Instructor; WRT 107. ment undertaken by History majors and Edu- cation co-concentrations. 1 c.u. HIS 361 COMPARATIVE REVOLUTIONS Prerequisites: HIS 219 and (Writing Intensive) a 300 level history course; WRT 107; This course will examine the “democratic” permission of the instructor required. Revolutions in the United States, France, and Haiti. Precipitating events, choices, and out- HIS 405 INTERNSHIP IN HISTORY comes will be analyzed through the process of This course is designed to give students a comparing and contrasting the revolutions in semester long experience working with a com- each location. The treatment of racial, ethnic, munity organization or agency. Selected stu- and religious minorities will be given special dents doing a History internship will design a consideration when considering ideas of citi- program with the head of their concentration zenship and nationhood. Each student will and the selected agency. This experience is write a major (20 page) research paper for this intended to give students professional experi- course. 1 c.u. ence in the discipline. 1 c.u. Prerequisites: HIS 219 with prior Prerequisite: Permission of instructor. permission of the Instructor; WRT 107. 208 UNDERGRADUATE COURSES

Honors Courses

NOTE: Courses marked with an asterisk (*) sions can elect to offer major and/or general require special fees. education elective credit for a given seminar when appropriate, by submission to the Gen- eral Education Committee. 0.5 c.u. HON 101 OUT OF THE BOX This course may be repeated This interdisciplinary seminar is for honors- for credit as topics change. level freshmen who want to explore theories of multiple intelligences, diverse learning styles, HON 499 HONORS SEMINAR* the campus resources, and off-campus learning An interdisciplinary course on topics that arise activities. Discussions and activities connect from any of the academic disciplines. Specific freshmen with professors, scholars and artists topics may include culture, art, identity, socio- in and outside the classroom, on and off cam- biology, and literature, among others. Divi- pus. Students reflect on their own work and tal- sions can elect to offer major and/or General ents and the goals for their education. 0.5 c.u. Education elective credit for a given seminar when appropriate, by submission to the Gen- HON 498 HONORS SEMINAR eral Education Committee. 1 c.u. An interdisciplinary course on topics that arise This course may be repeated from any of the academic disciplines. Specific for credit as topics change. topics may include culture, art, identity, socio- biology, and literature, among others. Divi- For additional information, see pages 114 & 259. Interdisciplinary Studies Courses

IDS 125 CAREER PLANNING SEMINAR IDS 221 RESEARCH METHODS USING This course will develop students' self-aware- THE LIBRARY AND INTERNET ness in terms of values, interests, and skills and Methods applied in retrieving and evaluating provide information about occupations print and electronic information. This course through studies of career areas. It also aims to includes lecture, hands on experience, and indi- help students connect self-awareness with vidual and group projects involving library information about the world of work and collections and on-line data bases. 0.5 c.u. helps develop communication skills needed Corequisite: WRT 105 or WRT 106. for interviewing and careers. Teaching meth- ods will include lectures, class discussions, and IDS 250 SEMINAR IN videotaping. 0.5 c.u. INTERDISCIPLINARY STUDIES This course does not carry General Selected topics to be announced. 1 c.u. Education elective credit. IDS 361 CAREER PLANNING IDS 155 PATHWAYS TO LABORATORY ADULT LEARNING Seniors will have the opportunity to identify This entry level, multidisciplinary course is career possibilities as they are related to individ- recommended of all evening and weekend ual skills, interests, and aptitudes. Career and freshmen. It is designed to help adult learners employment outlook will be investigated. Cre- make the transition to formal learning by ative job search strategies, including effective strengthening skills and acquiring new knowl- resume writing and interview techniques, will edge. The course also aims to help students be covered. Teaching methods will include lec- learn to balance personal, professional and ture, discussion, independent study, role-play- academic schedules. 0.5 c.u. ing, and videotaping. 0.5 c.u. Prerequisite: Senior standing. This course does not carry General Education elective credit. UNDERGRADUATE COURSES 209

Latin American & Caribbean Studies Courses

LAC 110 SPANISH LANGUAGE AND LAC 120 SPANISH LANGUAGE AND CULTURE I CULTURE II (Also SPA 110) (Also SPA 120) I Communication Skills I Communication Skills Introductory course to Spanish Language and Further development of language skills to Culture. Basic language skills for the student broaden awareness and increase appreciation of who has no previous knowledge of the language. the culture. 1 c.u. Course will cover different language functions, Prerequisite: LAC/SPA 110 or basic vocabulary, simple grammatical structure, two years of high school Spanish or oral recitation and written composition. In addi- consent of the Instructor. tion to language studies, the course will compare LAC 125 FRENCH LANGUAGE AND and contrast American, Latin American, Latino CULTURE II and Spanish cultures. 1 c.u. (Also FRN 125) I LAC 111 CULTURAL ANTHROPOLOGY Communication Skills (Also APG 111) Further development of language skills to I Multi/Transcultural & Global Awareness broaden awareness and increase appreciation of An analysis of the theory and universality of cul- the culture. 1 c.u. ture from the historical, functional and structural Prerequisite: FRN/LAC 115 or two approaches. Emphasis on cross-cultural compar- years of high school French or consent isons as a basis for understanding contemporary of the Instructor. society. 1 c.u. LAC 203 COMPARATIVE POLITICAL SYSTEMS LAC 115 FRENCH LANGUAGE AND (Also GIS 203) CULTURE I General problems of comparative analysis. (Also FRN 115) Political communication, political culture, I Communication Skills modernization and nation-building, conflict and Introductory course to French Language and revolution. 1 c.u. Culture. Basic language skills for the student who has no previous knowledge of the language. LAC 210 CULTURES OF THE ANGLO AND Course will cover different language function, FRENCH CARIBBEAN basic vocabulary, simple grammatical structures, (Also APG 210) oral recitation and written composition. In addi- Cultural traditions of the Anglo and French tion to language studies, the course will compare Caribbean will be explored. Each cultural area French and French diasporic cultures in the will be examined in terms of its history of slav- Caribbean, Africa and elsewhere. 1 c.u. ery and planation life, race and ethnic relations, socio-economic and political change, and family LAC 116 INTRODUCTION TO LATIN and community organization. 1 c.u. AMERICAN AND CARIBBEAN STUDIES Prerequisite: WRT 107. (Also HIS 116) This course will offer a broad overview of his- LAC 216 COLONIAL LATIN AMERICA torical and contemporary issues in Latin AND THE CARIBBEAN, 1500-1825 American and Caribbean Studies. Special (Also HIS 216) attention will be paid to the experiences of (Writing Intensive) Latin American and Caribbean peoples; I Problem Solving & Critical Thinking Skills national, ethnic, and racial identities; waves This course explores the history of Latin of migration within the region and beyond; America and the Caribbean from Conquest to and US-Latin American and Caribbean rela- Independence. Special attention will be paid to tions. The course will draw on interdiscipli- encounters between various peoples; the eco- nary materials, including scholarly articles, nomic, political, and cultural institutions of and fiction. 1 c.u. the colonial period; and the wars for inde- pendence that ended colonialism. This is the first course offered in the latin American- Caribbean survey. 1 c.u. Prerequisite: WRT 107 with a final grade of C- or better. 210 UNDERGRADUATE COURSES

LAC 224 AMERICAN FOREIGN POLICY LAC 241 MINORITY GROUPS AND (Also GIS 224) RACE RELATIONS American foreign policy today. American rela- (Also SOC 241) tions with major allies, the Communist coun- This course examines race, ethnicity, racism, tries and the Third World. Current problems in prejudice, discrimination, majority-minority American foreign policy such as d’etente, nation- relations, and other intergroup relations from a al security, disarmament, the global allocation of sociological perspective, paying close attention resources. 1 c.u. to the experiences of the major racial/ethnic groups in the United States, namely, American LAC 226 MODERN LATIN AMERICA Indians, European Americans, African-Amer- AND CARIBBEAN, 1825-PRESENT icans, Latinos, and Asian Americans. 1 c.u. (Also HIS 226) Prerequisite: PSY 100 or SOC 100. I Problem Solving & Critical Thinking Skills This course explores the history of Latin LAC 257 PEOPLES AND CULTURES OF America and the Caribbean since Independ- LATIN AMERICA AND THE CARIBBEAN ence. It will pay particular attention to the (Also ENG/HIS/SOC 257) colonial legacy; the abolition of slavery; eco- This interdisciplinary core course is designed to nomic development; twentieth-century social introduce students to the richness and diversity movements and revolutions; and relations of Latino/Latin American and Caribbean cul- with the United States. This is the second tures by examining the geography and ecology of course offered in the Latin American- the region, its history, politics and economics, its Caribbean survey. 1 c.u. literature, music and arts, and contemporary Prerequisite: WRT 107 with a final issues like migration and globalization. 1 c.u. grade of C- or better. Prerequisite: WRT 107 with a grade of LAC 232 LATIN AMERICAN LITERATURE C- or better. SURVEY LAC 264 CARIBBEAN LITERATURE (Also ENG 232) (Also ENG 264) I Multi/Transcultural & Global Awareness I Multi/Transcultural & Global Awareness Survey of Latin American literatures from the sixteenth century to the present. Emphasis is Study of Caribbean literature with emphasis upon literary discourses the reflect and shape upon the oral and literary traditions of the the diverse array of Latin American cultural English-speaking Caribbean. Consideration is identities throughout the region. 1 c.u. also given to creole Caribbean languages and Prerequisite: WRT 107 with final the ways in which they have shaped the devel- grade of C- or better. opment of Caribbean literatures and cultures. Prerequisite: WRT 107 with a final LAC 233 SELECTED TOPICS IN LATIN grade of C- or better. 1 c.u. AMERICAN AND CARIBBEAN STUDIES (Also HIS 233) LAC 268 HAITIAN LITERATURE (Also AFS/ENG 268) This course provides for the in-depth study of I the people, society, culture, or movements Multi/Transcultural & Global Awareness during a particular historical period or for Haitian literature explores the literary con- comparative analysis of societies, cultures or tributions of prominent writers, artists, movements of people or ideas during particu- and filmmakers from Haiti and the Haitian lar periods, or other historical moments. This Diaspora. All course texts are in translated course also allows for the in-depth study of to English. Using the literature as a lens, the particular historical events. The topic and course investigates Haitian history and methods of evaluation will be defined by the Haitian cultural discourses. Haiti’s historic instructor of the course. Offered most Spring and cultural impact in the Caribbean and Fall semesters. 1 c.u. region and throughout the Americas is also Prerequisite: 200-level history course. considered. 1 c.u. Prerequisite: WRT 107 with a grade of C- or better. UNDERGRADUATE COURSES 211

LAC 305 BEYOND BLACK AND WHITE: LAC 356 MAJOR LATIN AMERICAN AND LATINOS IN THE UNITED STATES CARIBBEAN WRITERS (Also SOC 305) (Also ENG 356) Latinos, or Hispanic Americans, constitute the Major figures in the literature of Latin America largest minority in the United States today. Yet, and the Caribbean in translation. Writers will in a society that continues to focus on the Black- include: Allende, Borges, Vargas, Llosa, Fuentes, White racial divide, Latinos are often ignored. Hijuelos, Wolcott, Marquez, and Paz. 1 c.u. This course explores the experiences of Latinos Prerequisite: 200 level HUM or consent from a sociological perspective. Topics include of the Instructor. immigration trends, the meaning of race in the construction of Hispanic ethnicity, educational LAC 370 SOCIOLOGY OF LATIN attainment, work, health, media representations, AMERICA AND THE CARIBBEAN and family life. 1 c.u. (Also SOC 370) Prerequisite: SOC 100. The richness and diversity of Latin American cul- tures, the region’s turbulent history of conquest LAC 333 SELECTED TOPICS IN LATIN and colonization, the politics of development and AMERICAN AND CARIBBEAN STUDIES underdevelopment, and national struggles for Selected topics with Latin American and reform and revolution are examined. 1 c.u. Caribbean focus. 1 c.u. Prerequisite: SOC 100. Prerequisites defined by department offering course. 212 UNDERGRADUATE COURSES

Mathematics Courses

MTH 106 MATHEMATICS FOR MTH 141 COLLEGE ALGEBRA ELEMENTARY SCHOOL TEACHERS The concept of functions and their properties A course designed to develop an understand- form a central theme. Multiple representations ing of the mathematical concepts supporting of function properties are made possible topics taught at the elementary level. Central through the use of the TI-84+ graphing calcu- to these is the number sense required to teach lator. Polynomial, quadratic, exponential, and basic operations (addition, subtraction, multi- logarithmic functions are considered. The plication and division) with non-negative inte- course also includes an introduction to matri- gers. Fractions, decimals, mental calculation ces as a method of solving systems of equa- tions and the study of descriptive statistics in and estimation are also considered. Students order to interpret data and make informed will use visualization, diagrams, manipulatives, decisions. Students may not receive credit for and engaging in mathematical conversation to both MTH 140 and MTH 141. 1 c.u. explore alternative ways of understanding and Prerequisite: An appropriate score communicating required concepts. 1 c.u. on the mathematics placement test This course does not satisfy the or an SAT Mathematics score of mathematics requirement of the 550 or higher. General Education Core. MTH 160 PRECALCULUS: ENHANCED MTH 130 TRANSITION TO COLLEGIATE This is an enriched pre-calculus course sup- MATHEMATICS ported by structured activities to promote stu- (Formally MTH 103) dent success. The concept of functions and A course designed to develop a transition from their properties form a central theme. Multiple high school expectations to the study of math- representations of function properties are made ematics at the collegiate level made easier possible through the use of the TI-84+ calcula- through the use of the TI-84+ graping calcula- tor. Polynormal, quadrantic, rational, exponen- tor as an aid to understanding of mathematical tial, logarithmic and trigonometric functions concepts. Critical thinking will be a central are considered. In addition MTH 160 includes theme woven through the concepts of number an introduction to statistics through the study sense; using percents to show change and com- of descriptive statistics and an overview of parison; solving simple equations through the matrices as a method of solving systems of application of interest, discount, and sales price; equations, applications of vectors and polar and introductory algebra including applica- coordinates, and an introduction to limits and tions of linear and quadratic functions. This tangent lines. Students may not receive credit course will be waived if the student’s mathe- for both MTH 160 and MTH 161. 1 c.u. matical preparation is sufficient. Students who Prerequisite: MTH 130 or an have received credit for a higher level mathe- appropriate score in the mathematics matics may not take this course. 1 c.u. placement test. MTH 140 COLLEGE ALGEBRA: MTH 161 PRECALCULUS ENHANCED The concept of functions and their properties This is an enriched college algebra course sup- form a central theme. Multiple representations ported by structured activities to promote stu- of function properties are made possible dent success. The concept of functions and through the use of the TI-84+ graphing calcu- their properties form a central theme. Multiple lator. Polynormal, quadrantic, rational, expo- representations of function properties are nential, logarithmic and trigonometric func- made possible through the use of the TI-84+ tions are considered. In addition, MTH 161 graphing calculator. Polynomial, quadratic, includes an introduction to statistics through exponential, and logarithmic functions are the study of descriptive statistics, an overview of considered. The course also includes an intro- matrices as a method of solving systems of duction to matrices as a method of solving sys- equations, applications of vectors and polar tems of equations and the study of descriptive coordinates, and an introduction to limits and statistics in order to interpret data and make tangent lines. Students may not receive credit informed decisions. Students may not receive for both MTH 160 and MTH 161. 1 c.u. credit for both MTH 140 and MTH 141. Prerequisite: An appropriate score Prerequisite: MTH 130 or an 1 c.u. on the mathematics placement test appropriate score in the mathematics or an SAT Mathematics score of placement test. 550 or higher. UNDERGRADUATE COURSES 213

MTH 200 APPLIED STATISTICS I MTH 330 GEOMETRY This course covers the methodology of organ- This is an axiomatic approach to geometry izing, summarizing, and presenting statistical which compares various analyses of Euclid’s data. Students calculate and interpret the fifth postulate resulting in non-Euclidian measures of central tendency and dispersion geometries. Several finite geometries are and are introduced to probability and distri- studied. 1 c.u. bution theory (Normal, Binomial, Poisson). Prerequisite: MTH 222. They use distribution and sampling theory to make statistical inferences. 1 c.u. MTH 331 FOUNDATIONS OF ADVANCED Prerequisite: MTH 140, or MTH 141, 160, or MATHEMATICS MTH 161. This is a study of the development of concepts and tools used in abstract mathematics. MTH 221 CALCULUS AND ANALYTIC Emphasis is on writing proofs, logic, set theory, GEOMETRY I formal axiom systems, and the real number sys- Basic theory of differential calculus through tem from an axiomatic point of view. 1 c.u. the concepts of limits and continuity are the Prerequisite: MTH 221. goals of this course. Necessary analytic geom- etry is developed as required. Algebraic and MTH 332 DISCRETE MATHEMATICS trigonometric functions, curve sketching and Topics in this course include: elementary set applications to real world problems (including theory, permutations and combinations, dis- maximum/minimum problems). The Mean crete functions, relations and graphs, trees, Value Theorem, and its consequences are cov- counting procedures and Boolean Algebra. ered. 1 c.u. Application of these topics in computer sci- Prerequisite: MTH 160 or MTH 161 ence will be covered. 1 c.u. with a grade of C or higher. Prerequisite: MTH 160 or MTH 161. MTH 222 CALCULUS AND ANALYTIC MTH 337 LINEAR ALGEBRA GEOMETRY II This is a course in the abstract mathematics This is an introduction to the integral calculus sequence. Topics include: systems of linear and its application to the solution of real equations, matrices, vectors, linear transfor- world problems. Integration of exponential, mations, bases, linear independence, orthogo- logarithmic and trigonometric functions, nality, eigenvectors and eigenvalues. 1 c.u. techniques of integration, and an introduction Prerequisite: MTH 331. to differential equations are covered. 1 c.u. Prerequisite: MTH 221. MTH 415 ABSTRACT ALGEBRA This is the final course in the abstract mathe- MTH 223 CALCULUS AND ANALYTIC matics sequence. Topics include: groups, rings, GEOMETRY III fields, integral domains, isomorphisms, The study of calculus is continued through homomorphisms, sub group structure of sequences and series, multivariable functions finite groups. 1 c.u. and their derivatives, multiple integrals and Prerequisite: MTH 331. vector valued functions, Green’s Theorem, and Stokes’ Theorem. Applications using the MTH 423 ADVANCED CALCULUS graphing calculator are included. 1 c.u. This course is a rigorous treatment of the basic Prerequisite: MTH 222. concepts of calculus including limits, continu- ity, differentiation, and the Riemann integral. MTH 310 NUMBER THEORY Properties of the real number system, and This is a formal study of the integers through extensions of the Mean Value Theorem are prime numbers, divisibility, congruencies, Euler’s also considered. 1 c.u. function and quadratic reciprocity. 1 c.u. Prerequisite: MTH 223. Prerequisite: MTH 222. MTH 320 DIFFERENTIAL EQUATIONS The focus of this course is the solution of differ- ential equations. Topics include: separation of variables, homogeneous equations, integrating factors, linear and higher order equations and applications via classical and computer based methods. 1 c.u. Prerequisite/Corequisite: MTH 223. 214 UNDERGRADUATE COURSES

Network Engineering Courses

NOTE: Courses marked with an asterisk (*) NTW 205 ROUTING AND SWITCHING require special fees. ESSENTIALS This course is based on Cisco Networking Academy CCNA curriculum. This is the second NTW 101 DATA REPRESENTATION AND of two courses to prepare students for the DIGITAL LOGIC CCENT/ICDN1 certification test. The course I Scientific & Technological Skills introduces students to basic switching and rout- The course explores how computers repre- ing concepts, configurations and troubleshoot- sent different types of data; numeric, text, ing. Topics include VLANs, InterVLAN routing, image, and audio. Students learn about the static and dynamic routing protocols RIP2 difference between analog and digital signals, and OSPF. Students will also be introduced to finite precision, Boolean logic and simplifica- firewalls, DHCP and NAT. 1 c.u. tion of digital circuits using Boolean algebra. Prerequisite: NTW 115. In addition, they learn how computers per- NTW 210 WINDOWS NETWORK form arithmetic using adders, and how bit storage is implemented using latches and OPERATING SYSTEM flip-flops. At a higher level, students also Introduces students to the basic operation and learn how computer components interact to management of a Microsoft NOS (Network achieve computing; memory hierarchy, Operating System) LAN. Students will be able chipset and system clock, bus system archi- to install a server, and a workstation software in tecture, storage device organization, and a LAN environment. Troubleshooting and net- motherboard/CPU. 1 c.u. work security will be emphasized. Topics will Laboratory work is integrated also include policy loan controllers, perform- within the class. ance monitoring, and troubleshooting tech- Students possessing CompTIA A+ niques. Students will be able to configure NOS certification will be granted credit for features and utilities for upgrades and interop- NTW 101. erability with other NOSs and clients. 1 c.u. Laboratory work is integrated NTW 115 INTRODUCTION TO within the class. COMPUTER NETWORKS Includes one two-hour laboratory per week. I Scientific & Technological Skills Prerequisite: NTW 205. This course is based on Cisco Networking Academy CCNA curriculum. This is the first NTW 215 INTRODUCTION TO of two courses to prepare students for the COMPUTER SECURITY CCENT/ICDN1 certification test. The course This course provides students with the introduces students to LANs, WANs and the knowledge and skills to secure and safeguard Internet. Topics include the seven-tier OSI applications and services from the threat and mode. TCP/IP, transmission media, Ethernet vulnerabilities of unauthorized acess. The and IPv4/IPv6 addressing. Students will also course covers the majority of the Security+ be introduced to routing and switching and certification. Topics discussed include the use of IOS to build and troubleshoot a authentication methodologies, forms of small network. 1 c.u. cyber-attacks, virtual private networks, fire- Laboratory work is integrated walls, cryptography, web security, and physi- within the class. cal security. 1 c.u. Prerequisite: NTW 101. Prerequisite: NTW 115. NTW 218 WIRELESS NETWORKS Introduces students to Wireless Networks con- figurations, maintenance, and troubleshooting with strong emphasis on design, security vulner- abilities and management. Students gain insight on emerging Wireless LAN protocols, Media Access standards and Radio Frequency funda- mentals. Configuration and troubleshooting of Access Points and hosts to a wired network will be emphasized in a lab-environment. 1 c.u. Prerequisite: NTW 210. UNDERGRADUATE COURSES 215

NTW 225 MANAGING LAN DEVICES* NTW 415 CYBER SECURITY The course is intended to introduce students to This course is the first of two Cyber Security tasks involved in implementing, managing, and courses based on the CCNA Security curricu- maintaining server-based networks. These tasks lum. It provides advanced skills and techniques include implementing routing; implementing, to mitigate common security vulnerabilities managing, and maintaining DHCP, DNS, and and threats. Students will be able to implement WINS; securing Internet Protocol (IP) traffic security techniques and configure devices to with Internet Protocol security (IPSec) and cer- secure LANs and WANs, implement AAA tificates; implementing a network access infra- (Authentication, Authorization and Account- structure by configuring the connections for ing) and configure firewalls. Students will also remote access clients; and managing and mon- be able to implement zone-based firewalls and itoring network access. 1 c.u. Intrusion Prevention systems. 1 c.u. Prerequisite: NTW 200. Prerequisites: NTW 215, NTW312. NTW 305 SCALING NETWORKS* Laboratory work is integrated within the class. The course is based on Cisco Networking Academy CCNA curriculum. This is the first of NTW 420 NETWORK SYSTEM two courses to prepare student for the DEVELOPMENT PROJECT* CCNA/ICDN2 certification test. The course A final, major independent project, under the introduces student to scaling networks with supervision of Department faculty members LAN Redundancy and LAN aggeration, config- forms a capstone experience for senior Net- uration and troubleshooting of wireless LANs, work Engineering major students. 1 c.u. Multi-area OSPF and advanced EIGRP are Prerequisite: Senior standing or covered. Students will also be able to manage consent of the Program Coordinator. IOS systems imaging and licenship. 1 c.u. Prerequisite: NTW 210. NTW 430 SELECTED TOPICS IN NETWORK ENGINEERING* NTW 312 CONNECTING NETWORKS This course covers advanced topics in Network This course is based on Cisco Networking Engineering. It is offered only when there is an Academy CCNA curriculum. This is the sec- opportunity to present material not included ond of two courses to prepare students for the in the curriculum. 1 c.u. CCNA/ICDN2 certification test. The course Course may be repeated for credit introduces student to designing and connect- as topics change. ing a WAN. Topics include point-to-point Laboratory work is integrated connections, frame relay, broadband solutions within the class. and how to secure a site-to-site connection. Prerequisite: Announced for each offering. Students will also be able to monitor and trou- bleshoot a network using various hardware/ software tools. 1 c.u. Laboratory work is integrated within the class. Prerequisite: NTW 305. NTW 391 NETWORK ENGINEERING INTERNSHIP This is an elective course designed to provide field experience in establishing, maintaining, and troubleshooting local area networks. Placements may include business settings, school districts, and the College’s laboratories, administrative systems, and Advanced Tech- nology Institute. 1 c.u. Prerequisite: NTW 200 or current CCNA certification. May be repeated once for credit. Credit may not be earned by life learning assessment. 216 UNDERGRADUATE COURSES

Nursing Courses

NOTE: Courses marked with an asterisk (*) NUR 241 ADULT HEALTH I* require special fees. Introduces basic medical surgical concepts inte- gral to care of the adult client. Develops critical thinking and basic technical skills. Applies the NUR 105 NUTRITION nursing process and prioritize care to selected Study of nutrition in relation to nutrients interventions. Requires extensive independent throughout the life cycle. Nursing assessment, practice. Requires laboratory and clinical days. planning and evaluation of diet, and food Prerequisites: CHM 120; 1.5 c.u.s beliefs are explored. 0.5 c.u. NUR 215, NUR 235; PSY 100; SOC 100. Prerequisite: Pre-Nursing major students Corequisites: BIO 200; NUR 358. only and Prerequisite or Corequisite WRT 105, 106 and BIO 205 NUR 323 PSYCHIATRIC/BEHAVIORAL HEALTH NURSING* NUR 215 FOUNDATIONS OF Focuses on therapeutic use of self with individ- PROFESSIONAL PRACTICE* uals, families, and communities to promote Introduces the students to the knowledge base behavioral health. Uses a research based and of professional nursing. Presents theoretical holistic approach to provide nursing care for foundations that support practice such as criti- clients exhibiting behavioral disorders within a cal thinking, communication, ethics and law, cultural context including anxiety, mood and nursing theorists and health and illness. Intro- psychotic disorders in acute care and commu- duces professional values of caring, altruism, nity settings. Requires 1 clinical day. 1 c.u. autonomy, human dignity, integrity and social Prerequisite: All 200 level Nursing courses. justice. Explores the history of nursing creating Corequisites: NUR 236, NUR 349, an understanding for current nursing practice NUR 355. and education. Initiates the socialization of the student to the expectations of the profession of NUR 341 ADULT HEALTH II* nursing. Includes a weekly laboratory to foster Builds on Adult Health I. Reinforces contem- success in the major. 1 c.u. porary medical-surgical concepts integral to the Prerequisites: BIO 206; MTH 140/ care of the client. Focuses on acute and chron- MTH 141; NUR 105; WRT 107. ic diseases and related nursing interventions in Corequisites: CHM 120; NUR 235. the acute care setting. Reinforces organizational NUR 235 HEALTH AND PHYSICAL skills and ability to prioritize client care found- ASSESSMENT* ed on evidence based practice. Requires 2 clini- Introduces selected foundational nursing con- cal days. 1.5 c.u.s cepts. Develop skills in health and physical Prerequisites: NUR 236, NUR 323, assessment and apply it to well adult popula- NUR 349, NUR 355. tions. This course includes a lecture component Corequisite: NUR 351. as well as a laboratory component which NUR 349 GROWTH AND DEVELOPMENT requires extensive practice time. Requires suc- cessful achievement of practicum to demon- Focuses on growth and development from strate mastery of skills. Limited clinical experi- newborn to senescence. Provides the frame- ences may be included. 1 c.u. work for understanding the person and factors Prerequisites: BIO 206; MTH 140/ that predispose individuals to health-wellness MTH 141; NUR 105; WRT 107. and disease-illness. Includes understanding of Corequisites: CHM 120; NUR 215. physical, cognitive, emotional, social and envi- ronmental factors influencing development. NUR 236 PATHOPHYSIOLOGY Cultural influences on the person emphasized Overview of principles of physiology and com- through discussion and case studies. 0.5 c.u. mon pathology found in humans. Clinical situ- Prerequisites: NUR 236, NUR 323, ations and case studies used to analyze and dis- NUR 355. cuss the etiology of disease processes. Develop Corequisites: NUR 341, NUR 351. rationales for management of clients experienc- ing abnormal bodily function. 1 c.u. Prerequisites: NUR215 and NUR 235 . Corequisites: BIO 200 and NUR 241. Prerequisite/Corequisites: CHM 120. UNDERGRADUATE COURSES 217

NUR 351 MATERNITY AND PEDIATRIC NUR 441 ADULT HEALTH III* NURSING* Introduces critical care nursing theory, empha- Uses concepts of growth and development, sizes and reinforces adult nursing principals. family theory, and the nursing process to Focuses on clients with multi-system problems. interact with children and families for health Designs, implements, and evaluates nursing promotion and illness prevention. Course care of clients with complex health care issues. centers on care of women during antepar- Requires 2 clinical days. 1.5 c.u.s tum; birth; postpartum: newborns and chil- Prerequisite: All 300 level Nursing courses. dren during wellness and illness. Focuses on Corequisite: NUR 460. priority setting strategies for family centered NUR 454 COMMUNITY NURSING* education. Requires1clinical day. 1 c.u. Prerequisites: NUR 236, NUR 323, Applies primary and secondary prevention, expands focus from the nurse client interaction NUR 349, NUR 355. to the nurse-community relationship. Intro- Corequisites: NUR 341. duces the community as a client, as well as NUR 355 NURSING RESEARCH strategies to promote health and prevent dis- (Writing Intensive) ease. Clinical experiences provide students the opportunity to explore the roles of nurses in the Focuses on research as a foundation for community and the diverse populations they practice, education, and health care policy. serve. Requires two (2) clinical days each week. Introduces the concepts and processes of nurs- Prerequisites: NUR 441, NUR 460. 1.5 c.u.s ing research and evidence-based practice to Corequisite: NUR 461. enable students to become critical consumers and evaluators of research findings for use in NUR 460 CAPSTONE PROJECT I practice. Includes weekly laboratory session that (Writing Intensive) focus on different styles of writing and the effec- Opportunities to apply previous course content tiveness of the writing as a means of professional and major concepts of the nursing curriculum communication. 1 c.u. in a culminating project that demonstrates Prerequisites: All 200 Level Nursing courses; integration of college competencies. Students MTH 200. create an original patient/health-oriented proj- Corequisites: NUR 236, NUR 323, ect in areas such as: Clinical Practice, Evidence- NUR 349. Based Practice (EBP), Political Activism, Research, and Certification in health-related NUR 358 PHARMACOLOGY specialty area. 0.5 c.u. Students study the science of pharmacology to Prerequisite: All 300 level Nursing courses. develop an understanding of drugs and their Corequisite: NUR 441. interactions in humans. Drug classifications provide the framework for nursing interven- NUR 461 CAPSTONE PROJECT II tions and client education. Dimensional analy- (Writing Intensive) sis is used to solve a variety of medication cal- Students implement projects designed in culation problems. 1 c.u. NUR 460 Capstone I, such as Clinical Practice, Prerequisites: CHM 120; Evidence-Based Practice (EBP), Research, NUR 215, NUR 235. Political Activism, Research or Certification in Corequisites: BIO 200; NUR 241. a Specialty Area. This will involve off-campus NUR 404 MANAGEMENT AND field experiences depending upon specific LEADERSHIP individual/team project. 0.5 c.u. Prerequisite: NUR 460. Theory provides the framework for under- Corequisites: NUR 404, NUR 454. standing leadership role performance and man- agement principals. Course promotes develop- ment of personal attributes for leadership and management. Clinical settings may be used to foster application of theory to practice. 1 c.u. Prerequisite: NUR 441. Corequisite: NUR 461. 218 UNDERGRADUATE COURSES

Nursing Courses–RNto BSN

NOTE: Courses marked with an asterisk (*) NUR 404RN MANAGEMENT AND require special fees. LEADERSHIP–RN Course provides the essential and founda- tional leadership skills necessary for the RN NUR 305RN BRIDGE TO THE student to progress in complex clinical PROFESSION–RN environments. Content explores the com- Course introduces the RN student to current plexity of organizational cultures and sys- concepts and theories of professional nursing. tems for the emerging leader. Concepts of Explores theoretical foundations that support change and innovation, personal attributes critical thinking, communication skills, ethics of leaders, conflict skills, patient care deliv- and law, professional values and the health/ill- ery models, interdisciplinary practice, ness continuum. Examines the dynamics of the healthcare economies, and ethical chal- evolving healthcare delivery system and the lenges prepare the RN student for leader- impact on health policies. Course focuses on ship roles in this time of significant health the core healthcare professional competencies transformation. 1 c.u. established by the Health and Medicine Divi- Prerequisite: All 300 level Nursing courses. sion of the National Academies of Sciences, NUR 445RN COMMUNITY NURSING–RN* Engineering and Medicine. 1 c.u. Prerequisite: WRT 107. Builds on NUR 345-RN, expanding the focus from the nurse-client interaction to the nurse- NUR 335RN HEALTH AND PHYSICAL community relationship. Content includes con- ASSESSMENT–RN* cepts essential for the community/public health nurse. Clinical experiences provide students the RN students develop comprehensive physical opportunity to explore the roles of nurses in the assessment techniques and apply them in community and the diverse populations they assessing the health status of people across the serve. Includes one (1) clinical practice day each life span. This course includes a lecture com- week. 1.5 c.u.s ponent as well as a laboratory component Prerequisite: All 300 level nursing courses. which requires extensive practice time. Requires successful achievement of practicum NUR 460RN CAPSTONE PROJECT I–RN* to demonstrate mastery of skills. 1 c.u. (Writing Intensive) Prerequisite: WRT 107. Opportunities to apply previous course content NUR 345RN FOUNDATIONS IN and major concepts of the nursing curriculum COMMUNITY–RN in a culminating project that demonstrates Focuses on health promotion for the individual integration of college competencies. Student and family in the community. Explores com- creates an original patient/health-oriented munity health risk across the lifespan and project in areas such as: Clinical Practice, Evi- strategies effective in risk reduction. 1 c.u. dence-Based Practice (EBP), Political Activism, Prerequisites: NUR 305RN, NUR 335RN. Research, and Certification in a health-related specialty area. 0.5 c.u. NUR 355RN NURSING RESEARCH–RN Prerequisite: All 300 level Nursing courses. (Writing Intensive) NUR 461RN CAPSTONE PROJECT II–RN* Introduces the concepts and processes of nurs- (Writing Intensive) ing research and evidence based practice to enable students to become critical consumers Students implement projects designed in NUR and evaluators of research findings. Focuses on 460RN Capstone I-RN, such as Clinical Prac- the utilization and application of research and tice, Evidence-Based Practice (EBP), Research, evidence based findings in practice. Spends sig- Political Activism, and Certification in a Spe- nificant amount of course time on different cialty Area. This will envolve off-campus field styles of writing and the effectiveness of the experiences dependent upon specific individ- writing as a mode of communication. 1 c.u. ual/team project. 0.5 c.u. Prerequisites: NUR 305RN, NUR 335RN; Prerequisite: NUR 460RN. PSY 245 or MTH 200. UNDERGRADUATE COURSES 219

Philosophy Courses

PHL 100 INTRODUCTION TO PHL 211 PHILOSOPHY OF EDUCATION PHILOSOPHY Changing attitudes and approaches to educa- I Problem Solving & Critical Thinking Skills tion in Europe and America in the context of A survey of perennial issues and problems of an understanding of philosophical develop- philosophy addressed from historical or con- ments. The course includes works from Plato temporary perspectives. Such problems may to Sartre, from Mather to Mann, and from include: freedom and determinism, personal Dewey to B. F. Skinner. 1 c.u. identity, the existence of God, right and Prerequisite: WRT 107 with a final wrong, reason and sensation, problems of grade of C- or better. knowledge, etc. 1 c.u. Corequisite: WRT 105 or WRT 106. PHL 214 HISTORY OF PHILOSOPHY: ANCIENT/MEDIEVAL PHL 101 CONTEMPORARY MORAL A representative survey beginning with the ISSUES pre-Socratics (e.g. Parmenides-Heraclitus, I Problem Solving & Critical Thinking Skills Pythagoras, the Atomists) and, continuing Contemporary moral issues in the light of tradi- through the major theories of Plato and Aris- tional and contemporary philosophical analysis. totle, ending with Plotinus and representative Racial discrimination, violence, poverty and medieval philosophers such as Anselm, affluence, changing moral standards, the values Aquinas, Augustine, etc. Typically a focus on of a business society, and the rights, responsibil- issues of metaphysics and epistemology. 1 c.u. ities and problems of the individual with respect Prerequisite: WRT 107 with a final to his society. 1 c.u. grade of C- or better. Corequisite: WRT 105 or WRT 106. PHL 215 HISTORY OF PHILOSOPHY: PHL 102 PHILOSOPHY IN LITERATURE MODERN Examination of the philosophical content of Beginning with the early Renaissance, a repre- works of both literary and philosophical merit. sentative survey of developments in science and Writers such as Hesse, Dostoyevsky, Camus, Tol- philosophy, including the Rationalist philo- stoy, Kafka, Bellow, Steinbeck, Brecht, Orwell, sophical systems of Descartes, Leibnitz and Murdoch, Charles Johnson, Toni Morrison, Spinoza, and later the common sense philoso- among others, will be read and discussed. 1 c.u. phies of the 17th, 18th Century British Empiri- Corequisite: WRT 105 or WRT 106. cists Locke, Berkeley and Hume, culminating in the synthesizing efforts of Kant. 1 c.u. PHL 110 EFFECTIVE REASONING Prerequisite: WRT 107 with a final I Problem Solving & Critical Thinking Skills grade of C- or better. Effective Reasoning is a general introduction to the principles of reasoning and logical PHL 216 HISTORY OF PHILOSOPHY: analysis. The main focus of this course will be CONTEMPORARY on the nature of arguments, the critical eval- Examination of late 19th- and 20th-Century uation of arguments, and the evaluation of contributions to philosophy through study of theories. 1 c.u. one or more of the following styles or schools Corequisite: WRT 105 or WRT 106. of philosophy: existentialism, analytic philoso- phy, phenomenology, American pragmatism, PHL 200 LOGIC post-modernism, etc. 1 c.u. I Problem Solving & Critical Thinking Skills Prerequisite: WRT 107 with a final The principles of reasoning, both deductive grade of C- or better. and inductive, immediate inference, the syllo- gism, fallacies, doctrine of probability and PHL 220 GREAT IDEAS OF experimental method. The course acquaints PHILOSOPHERS the student with the conditions of valid A survey of the history of philosophy, focus- thought and scientific inquiry. 1 c.u. ing on Plato, Aristotle, St.Thomas Aquinas, Prerequisite: WRT 107 with a final Descartes, Hume, Nietzsche, Wittgenstein, grade of C- or better. Russell, Dewey. Variable content. This course may be repeated for credit, as long as the con- tent is varied. 1 c.u. Prerequisite: WRT 107 with a final grade of C- or better. 220 UNDERGRADUATE COURSES

PHL 225 PHILOSOPHICAL PHL 248 THE HARLEM RENAISSANCE: PERSPECTIVES ON WOMEN REFLECTIONS ON ART AND SOCIETY (Also WMS 225) (Also AFS/ENG 248) I A critical analysis of traditional and contempo- Problem Solving & Critical Thinking Skills rary conceptions of the nature of women and Broad review of the literary period known as their social roles and obligations. Readings from the Harlem Renaissance or the New Negro classical and contemporary philosophical, psy- Movement. An examination of poetry, fiction, chological and literary sources. Topics include: critical essays, art and music for social and aes- concepts of sexual equality, natural sex differ- thetic values projected in the artistic produc- ences, sex roles, self-respect and the reflection of tion of the day. Highlighting the transnational, sexual stereotypes in linguistic usage. 1 c.u. transethnic texture of African-American social Prerequisite: WRT 107 with a final consciousness. 1 c.u. grade of C- or better. Prerequisite: WRT 107 with a final grade of C- or better. PHL 226 AFRICAN-AMERICAN PHILOSOPHY PHL 259 CONTEMPORARY AFRICAN- I Problem Solving & Critical Thinking Skills AMERICAN THOUGHT (Also AFS/ENG 259) Philosophical reflection upon African/ I Multi/Transcultural & Global Awareness American social experience, African-American intellectual history, modern and contem- Contemporary African-American Thought porary oppositional discourse. Caribbean explores the intellectual contributions of promi- presence, Pan-Africanism, African heritage, nent African-American writers and philoso- value systems, aesthetics, political theology. phers from the late twentieth century to the Prerequisite: WRT 107 with a final 1 c.u. present. Through literary analysis, discussion, grade of C- or better. and participation in a class conference, students investigate the cultual, political, aesthetic, and PHL 228 PHILOSOPHY, TECHNOLOGY philosophic dilemmas of the African Americans AND ENVIRONMENT in the cotemporary age. 1 c.u. Philosophical, ethical and humanistic issues Prerequisite: WRT 107 with grade of emerging from the impact of modern technol- C- or better. ogy on society. Comparative philosophies of the natural environment and consideration of PHL 304 SOCIAL AND POLITICAL technology’s effects on the environment, PHILOSOPHY human well-being and the future. 1 c.u. A study of classical, modern and contemporary Prerequisite: WRT 107 with a final theory about social well being. Political obliga- grade of C- or better. tion, social justice, privacy, collective good, international rights, sovereignty, power. 1 c.u. PHL 230 BIO-MEDICAL ETHICS Prerequisite: 200 level HUM or I Problem Solving & Critical Thinking Skills consent of the Instructor. Moral problems confronted by both the pro- PHL 305 PHILOSOPHY OF RELIGION fessional and the lay person in health-care The meaning of faith and revelation, reason institutions and in biological research. Abor- and faith, types of religious knowledge, proofs tion and infanticide, eugenics, euthanasia and for the existence of God, and comparative suicide, allocation of scarce resources, experi- philosophical study of native American and/or mentation, and general criticisms directed at non-western religions. 1 c.u. the medical establishment. 1 c.u. Prerequisite: 200 level HUM or Prerequisite: WRT 107 with a final consent of the Instructor. grade of C- or better. PHL 306 PHILOSOPHY OF SCIENCE / PHL 231 BUSINESS ETHICS SOCIAL SCIENCE Moral issues in business arising from the An examination of the basic presuppositions actions and decisions in production, advertis- and methods of physical and/or social sci- ing, marketing, etc. Justification of profit and ences, including a historical presentation of private property, truth-telling and social major scientific theories in the appropriate responsibility, privacy, the role of the law in areas. 1 c.u. competition and trade, and the morality of Prerequisite: 200 level HUM or worker-owner relations. Problems and per- consent of the Instructor. spectives raised by the advent of globalization in international enterprise. 1 c.u. PHL 307 PHILOSOPHY OF MIND Prerequisite: WRT 107 with a final Classical theories on the nature of conscious- grade of C- or better. ness, on the possible being and nature of the soul, on the relation of mind and matter. Read- ings include Plato, Aristotle, Descartes, Gilbert Ryle followed by selected contemporary theo- ries. Dual purpose to appreciate the great con- UNDERGRADUATE COURSES 221 tributions of the classics and to establish a PHL 333 SELECTED TOPICS IN knowledge base for understanding theories of PHILOSOPHY consciousness. 1 c.u. An in-depth study of a major figure, move- Prerequisite: 200 level HUM or ment, or issue in philosophy. Ethics and meta- consent of the Instructor. ethics; quantification and axiomatic logic, PHL 309 AESTHETICS medieval philosophy; 19th century philoso- (PHILOSOPHY OF ART) phy; recent and contemporary philosophy; Eastern philosophy, etc. 1 c.u. An analysis of the work of art, of aesthetic Course may be repeated for credit. experience and judgements of aesthetic value Prerequisite: 200 level HUM or in which representative art works and philoso- consent of the Instructor. phies of art are studied. May have an historical or contemporary problems orientation. 1 c.u. PHL 405 INTERNSHIP IN PHILOSOPHY Prerequisite: 200 level HUM or Field experience in the Humanities allowing consent of the Instructor. majors to gain hands-on experience in such PHL 313 THEORY OF KNOWLEDGE professional settings as the publishing industry, museums, and the ministry. Open to juniors Study of classical theories of knowledge, and seniors majoring in, Philosophy. 1 c.u. including Plato, Aristotle, Descartes, Locke, Prerequisite: Humanities major Berkeley, Hume and Kant. Treatment of pri- with junior or senior standing. mary texts both for the sake of themselves as great moments in western thought and for the PHL 451 SENIOR THESIS sake of establishing a knowledge base for An independent study in a topic chosen in understanding contemporary problems of consultation with the philosophy faculty. An knowledge. 1 c.u. extended paper will be developed under the Prerequisite: 200 level HUM or mentorship of a faculty member in philosophy consent of the Instructor. and defended before the entire Humanities Divi- sion. Open only to philosophy majors. 1 c.u. Physical Education Courses

PED 191 OFFICIATING I AND II ogy and playing tactics of tennis. Offered dur- Basic skills and techniques of sports officiating ing the second semester. 0.5 c.u. with emphasis on both the theory and the prac- Course may be repeated for credit. tical aspects. 0.5 c.u. Each This course does not carry This course does not carry General Education elective credit. General Education elective credit. PED 196 SPORTS APPRECIATION I AND II PED 192 FIGURE AND FORM I AND II The spectator viewpoint regarding football, bas- Figure and Form I combines “keep fit” exercises ketball, baseball, and soccer. The courses empha- through elements of calisthenics, dance and aer- size greater understanding and appreciation for obics. Movement awareness is extended through team sports as a nonparticipant. 0.5 c.u. Each class observations and live performances. Figure This course does not carry and Form II combines group leadership oppor- General Education elective credit. tunities and personal evaluations in addition to PED 233 SELECTED TOPICS IN movement awareness. 0.5 c.u. Each FITNESS AND HEALTH This course does not carry General Education elective credit. Learning about fitness and health and applying it to life. Topics will require classroom-centered PED 193 WEIGHT TRAINING I AND II activities, study of science/cultures/history and Fundamentals of weight lifting, isometrics, and may include physical exercise. Examples: Yoga, exercises. Individual progressive programs are Tai Chi, Nutrition and Fitness, Meditation, available for interested students. 0.5 c.u. Each Intramural Sports, Self-Image: Strength, Beau- This course does not carry ty and Brains. 0.5 c.u. General Education elective credit. May be repeated as topics change. This course does not carry PED 194 BEGINNING TENNIS General Education elective credit. Explanation, demonstration and participation in the basic skills. Emphasis given to grip, foot- work, forehand, backhand and serve. Terminol- 222 UNDERGRADUATE COURSES Physics Courses

NOTE: Courses marked with an asterisk (*) PHY 210 UNIVERSITY PHYSICS I* require special fees. This is a calculus-based course covering some of the fundamental principles and laws of nature. Topics include Newtonian mechanics, PHY 105 GENERAL PHYSICS I* fluids, periodic phenomena and wave motion. This is an algebra-based course covering some The course consists of lecture and one three- of the fundamental principles and laws of hour laboratory per week. 1 c.u. nature. Topics include Newtonian mechanics, Prerequisite: MTH 221 or consent fluids, kinetic theory of gases, heat and ther- of the Instructor. modynamics, periodic phenomena and wave Corequisite: MTH 222 or consent motion. This course consists of lecture and of the Instructor one three-hour laboratory per week. 1 c.u. Prerequisite: MTH 160 /MTH 161 PHY 211 UNIVERSITY PHYSICS II* or consent of the Instructor. This course is a continuation of PHY 210. Top- ics include kinetic theory of gases, heat and PHY 106 GENERAL PHYSICS II* thermodynamics, electricity, magnetism, light, This course is a continuation of PHY 105. Top- geometric and wave optics, quantum and ics include electricity, magnetism, light, geo- atomic physics. The course consists of lecture metric and wave optics, quantum and atomic and one three-hour laboratory per week. 1 c.u. physics. The course consists of lecture and one Prerequisites: PHY 210 or consent three-hour laboratory per week. 1 c.u. of the Instructor. Prerequisite: PHY 105 or consent of the Instructor. PHY 312 SELECTED TOPICS IN PHYSICS* This course includes selected advanced topics in physics. As topics change, the students can take the course again for credit. Course unit value and prerequisites will be announced with the topic. UNDERGRADUATE COURSES 223

Psychology Courses

NOTE: Courses marked with an asterisk (*) PSY 210 EDUCATIONAL PSYCHOLOGY require special fees. (Also EDC 210) I Problem Solving & Critical Thinking Skills The role of psychological concepts in educa- PSY 100 INTRODUCTION TO tional practices, focusing on the nature and PSYCHOLOGY sources of intellectual development and readi- I Problem Solving & Critical Thinking Skills ness according to Piagetian, psychometric, and Introduction to psychological research meth- information process perspectives. Beyond these ods, biological foundations, sensation and approaches to cognitive development, learning perception, states of consciousness, learning, theory, motivation, and the role of emotion in memory, human development, personality, learning will be discussed. This course will also social behavior, psychological disorders and include a section on individual differences in treatment, and applied psychology. 1 c.u. learning; exceptional students and social, eth- Prerequisite: WRT 105 or WRT 106. nic, cultural, and gender differences. The relat- ed topics of measurement and evaluation of PSY 201 HUMAN COGNITION/LEARNING learning will round out the course. 1 c.u. An examination of various topics including Prerequisite: PSY 100. classical conditioning, operant conditioning, memory, language, thinking, creativity and PSY 214 SELECTED TOPICS IN problem-solving. 1 c.u. PSYCHOLOGY Prerequisite: PSY 100. An in-depth study of a single topic in psychol- ogy. The course may be repeated for credit as PSY 203 PSYCHOLOGY OF THE topics change. 0.5 c.u. INTERNET Prerequisite: PSY 100. An exploration of the applications of sever- al theories of psychology to human interac- PSY 221 CAREER DEVELOPMENT tion via the Internet, including impression THEORY AND PRACTICE formation and impression management, (Formerly PSY 314) aggression, group dynamics, and attraction, An introduction to theory, research, and prac- with a focus on how the concepts and theo- tice in the field of career development. Career ries of psychology describe, explain and development is a major aspect of human predict how people behave online. 0.5 c.u. development. Students will use the theories Prerequisite: PSY 100. and research discussed in class to craft their own career development plans. 1 c.u. PSY 205 DEVELOPMENTAL Prerequisite: GIS 100, or PSYCHOLOGY PSY 100, or SOC 100. (Writing Intensive) An introduction to the study of human develop- PSY 224 INDUSTRIAL/ ment across the lifespan. The course focuses on ORGANIZATIONAL PSYCHOLOGY research methodology and current literature in (Formerly PSY 324) the areas of physical, cognitive, social, and per- The application of the methods, facts, and prin- sonality changes from conception to death. ciples of the science of psychology to people at Stress is placed on evaluating the relative work. Topics include: employee selection, train- contributions of nature and nurture to these ing, performance appraisal, leadership, motiva- changes. 1 c.u. tion, job satisfaction, working conditions, Prerequisites: PSY 100; WRT 107. workplace safety, violence in the workplace, health issues at work, stress, engineering psy- PSY 209 HEALTH PSYCHOLOGY chology and consumer psychology. 1 c.u. An examination of the specialization in psy- Prerequisite: BUS 200 or PSY 100. chology that focuses on physical health. In particular, health psychology describes the PSY 230 SOCIAL PSYCHOLOGY (Also SOC 230) interrelationships between behavior, psycho- I logical states, and physical health. 1 c.u. Problem Solving & Critical Thinking Skills Prerequisite: PSY 100. Human behavior as the interaction of individ- ual and social processes. Recent research on top- ics such as interpersonal attraction, perception, and small group behavior; analysis of events and environments of current interest. 1 c.u. Prerequisite: PSY 100 or SOC 100. 224 UNDERGRADUATE COURSES

PSY 231 ANIMAL BEHAVIOR* PSY 308 THEORY AND PRACTICE IN An introductory survey of the following top- HUMAN SERVICES ics covering a diverse range of species: Senso- (Also GIS/SOC 308) ry/perceptual abilities, communication, This course considers several different cross- learning, mating behavior, parental behavior, disciplinary theoretical frameworks that are rel- kin selection, organization of animal soci- evant to understanding social problems (e.g., eties, and interactions between species. Labo- HIV/AIDS, poverty and homelessness, teenage ratory exercises and class demonstrations will motherhood, hunger, domestic violence, alco- be included. 1 c.u. hol and drug abuse, aging, child welfare issues, Prerequisite: PSY 100 or any etc.). The course investigates the ways in which 100 or 200 level Biology course. these social problems and people’s needs are PSY 245 STATISTICS FOR THE addressed by our social welfare and human BEHAVIORAL SCIENCES service institutions, both public and private. Ethical issues surrounding the provision of care Introduction to statistical methods as applied to and services in the human services are empha- the behavioral sciences. Emphasis on the basic sized. Principles of group dynamics, needs assumptions underlying statistical concepts, assessment, participant observation and evalua- selection of appropriate analyses, and the role of tive research methods are also studied. 1 c.u. statistics in the analysis and interpretation of Prerequisite: Junior Status. quantitative data. Topics include frequency distri- butions, measures of central tendency and vari- PSY 309 ADULTHOOD AND AGING ability, probability and sampling, correlation and An in depth analysis of development from regression, and hypothesis testing. 1 c.u. early adulthood through old age. The course Prerequisites: MTH 130. focuses on current literature in areas such as PSY 305 ABNORMAL PSYCHOLOGY physical, cognitive, and personality changes, relationships, parenthood, work and retire- An introduction to psychological issues in ment. Central questions: Is adulthood a period mental health including understanding of the of decline or development? How is the experi- DSM-IV. Issues of diversity in diagnosis, treat- ence of aging affected by cultural attitudes ment, and research will be addressed. 1 c.u. toward the aged? 1 c.u. Prerequisite: PSY 100. Prerequisite: PSY 205. PSY 306 ADOLESCENCE PSY 310 RESEARCH METHODS I* An in depth analysis of that transitional period (Writing Intensive) known as adolescence. The course will focus on This combined lecture and laboratory course research methodology and current literature in includes research projects based on traditional areas such as pubertal changes, cognitive devel- research designs as well as archival, observa- opment, academic achievement, identity tional, correlational, and quasi-experimental achievement, sexuality and intimacy. Issues methods. 1 c.u. will be viewed through the contexts of devel- A laboratory component is included opment–peers, families, employment, school, in the course. and culture. 1 c.u. Prerequisites: PSY 100, PSY 245; Prerequisite: PSY 205. WRT 107. PSY 307 THEORIES OF PERSONALITY PSY 311 RESEARCH METHODS II* Approaches to the study of personality including (Writing Intensive) psychoanalytic, developmental, behavioristic This combined lecture and laboratory course and other theories. Emphasis on research design primarily focuses on qualitative and applied and assessment techniques in the field. 1 c.u. research methods used in educational, social Prerequisite: PSY 100. services and corporate settings. Methods cov- ered will include focus groups, structured interviews, archival research and program evaluation. 1 c.u. Prerequisite: PSY 310 or SOC 325; WRT 107. UNDERGRADUATE COURSES 225

PSY 313 POSITIVE PSYCHOLOGY PSY 333 SELECTED TOPICS IN This course provides an introduction to Posi- PSYCHOLOGY tive Psychology. We will explore the concepts Topics may include relationships and divorce, and research of Positive Psychology and com- history and systems, self in contemporary psy- plete exercises that will enhance your own chology among others. 1 c.u. understanding of well-being. Positive Psychol- (Course may be repeated for ogy is the scientific study of what makes life credit as topics change.) most worth living. It is a call for psychological Prerequisites: PSY 100 and an science and practice to be as concerned with additional prerequisite to be strength as with weakness; as interested in announced when course is offered. building the best things in life as in repairing the worst; and as concerned with making the PSY 335 PSYCHOLOGY OF GENDER lives of “normal” people fulfilling as with heal- (Also WMS 335) I ing pathology. 1 c.u. Multi/Transcultural & Global Awareness Prerequisite: PSY 100. An analysis of present research finding and the- ory pertaining to gender-related issues. Social PSY 317 ORGANIZATIONAL and intellectual development, gender differ- BEHAVIOR ences and gender role socialization will be (Also BUS 317) examined. This course will provide students The study of individual and group behavior in with a basis for understanding the role of gen- organizations. Key topics include job satisfac- der in research and clinical applications. 1 c.u. tion; motivation; group dynamics, leadership; Prerequisite: PSY 100. conflict and change; communication; job design; power and influence; organization con- PSY 337 DIVERSITY TRAINING cepts and design; organizational development. This course is the culmination of the Diversity Prerequisites: Junior standing. 1 c.u. Training Certificate program. In a world of For Business majors, BUS 110 or increasing cultural contact, globalization, 200, and BUS 313. immigration, and ethnic tensions, it is increas- For Sociology majors, at least one prior ingly important to learn how to succeed in Sociology course. diversity. With its practical approach, the course For Psychology majors, PSY 224 or PSY 230. develops skills that are essential to effectively For other majors, consent of the Instructor. and harmoniously function in diverse social environments. Through case studies, exercises PSY 319 THE PSYCHOLOGY OF and role-playing, students acquire multicultur- MOTIVATION al competency ready to be used in workplace (Formerly PSY 215) situations. This course is for students registered Analysis of the development of motivation for the Diversity Certificate program. 1 c.u. from simple drives to complex social needs, Prerequisite: Junior or Senior standing. including the nature of emotion, attitudes and PSY 402 HISTORY OF PSYCHOLOGY: motives. Emphasis on current research in moti- A GLOBAL PERSPECTIVE vation and its theoretical implications. 1 c.u. (Formerly PSY 302) Prerequisite: PSY 100. This course will explore the roots of psycholo- PSY 320 POSITIVE PSYCHOLOGY gy as a science in the United States and global- Positive psychology is the scientific study of ly. In this course we will consider views on the what makes life most worthliving. It is a call for major issues in psychology, definitions of psy- psychological science and practice to be as con- chology, and the influence of historical figures cerned with strength as with weakness; as inter- and events, and compare and contrast Ameri- ested in building the best things in life as in can and indigenous psychologies. 1 c.u. repairing the worst; and as concerned with Prerequisites: PSY 100, PSY 310; making the lives of normal people fulfilling as two additional Psychology courses with healing pathology. 1 c.u. and Junior or Senior standing. Prerequisite: PSY 100. PSY 404 MENTORING AND COACHING PSY 323 BIOPSYCHOLOGY The purpose of this course is to examine the (Formerly Physiological Psychology) theoretical frameworks guiding the effective The study of the biological bases of behavior. practice of coaching and mentoring. Students The focus is on the role of genetics, neruo- will also experience a mentoring relationship. physiology, hormones and drugs on sensa- Prerequisite: Psychology major with 1 c.u. tion, perception, learning, consciousness, Junior or Senior standing and PSY 310. emotion, motivation, sexual behavior and psychopathology. 1 c.u. Prerequisite: PSY 100. 226 UNDERGRADUATE COURSES

PSY 418 PRINCIPLES OF PSY 433 SELECTED TOPICS IN PSYCHOTHERAPY PSYCHOLOGY (Formerly PSY 318) Advanced selected topics in Psychology. An upper level integrating course that focuses Depending upon the instructor, topics may be on theoretical and practical models of psy- suited for any group in the psychology major chotherapy and counseling in applied settings. or a psychology elective. As topics change, this The focus is on current research and practices course may be repeated for credit. 1 c.u. in the field of clinical psychology. A back- Prerequisite: Psychology major with ground in personality theory and abnormal Junior or Senior standing and PSY 310. psychology is highly recommended. 1 c.u. Prerequisites: PSY 305 or PSY 307 and PSY 450 SENIOR RESEARCH SEMINAR PSY 310 and Junior or Senior standing. Students will participate in the entire research process including hypotheses development, lit- PSY 420 GROUP DYNAMICS erature review, data collection and analysis, and The study of the theory and research of group communicating the results to others. The class behavior. Students will examine group dynam- will also discuss several contemporary and clas- ics through readings in industrial/organ- sic articles in psychology to further their knowl- izational and social psychology. In addition, edge of the field and their ability to critique students will participate in experiential research. 1 c.u. group exercises. 1 c.u. Prerequisites: PSY 310, PSY 311 Prerequisite: Psychology major with with a grade of C or better and Junior or Senior standing and PSY 310. permission of the Instructor. PSY 425 CROSS-CULTURAL PSY 495 PSYCHOLOGY INTERNSHIP PSYCHOLOGY This course requires a weekly seminar, as well (Also WMS 425) as placement in an approved clinical, devel- A study of cultural differences in psychological opmental, industrial/organizational, or edu- functioning. In a world of increasing cultural cational setting for a total of 96 hours over contact, globalization, immigration, and eth- the course of the semester. The course will nic tensions, it is increasingly important to permit students to apply what they have learn about cultural differences and intercul- learned to new situations. Acceptance into tural communication. Are there any psycho- the internship program requires an applica- logical universals? How can intercultural rela- tion procedure, interview with the instructor tions be improved? These are some of the and two letters of recommendation. 1 c.u. questions cross-cultural psychology seeks to Prerequisite: Psychology major address. 1 c.u. with Junior or Senior standing. Prerequisites: PSY 230, PSY 310, and PSY 310. PSY 305, or PSY 307 and Junior or Senior standing. UNDERGRADUATE COURSES 227

Religion Courses

REL 110 WAYS OF UNDERSTANDING REL 211 RELIGION AND SOCIETY RELIGION I Multi/Transcultural & Global Awareness I Multi/Transcultural & Global Awareness This course seeks to develop in the student an This course will introduce the student to the awareness of sociological approaches to the academic study of religion and show how dif- study and understanding of religion. It will con- ferent world religions express their beliefs and sider the various ways of defining and articulat- values through culture. Students will consider ing the sociological dimensions of religion. how religions provide their followers with dis- Included will be an exploration of how Ameri- tinctive views of reality, and how those views can and other societies have been influenced by can have a great influence upon art, literature religious factors as well as an investigation of and social values. 1 c.u. how society itself can shape religion. The rela- Prerequisite: WRT 105 or WRT 106 tionship of religion to politics, economics, class with a final grade of C- or better. structures, sexual roles and other vital areas of human life will be examined. 1 c.u. REL 201 OLD TESTAMENT LITERATURE, Prerequisite: WRT 107 with a final HISTORY AND RELIGION grade of C- or better. I Multi/Transcultural & Global Awareness A study of the Old Testament against the back- REL 212 RELIGION AND CULTURE ground of the ancient Near East emphasizing the Religion is an integral part of human culture history and religion of the Hebrew people. 1 c.u. and society; as such, it has exerted an enor- Prerequisite: WRT 107 with a final mous influence upon the course of history, the grade of C- or better. formation of civilization, and the develop- ment of literature, art, music, and philosophy. REL 204 NEW TESTAMENT LITERATURE, The aim of this course is to acquaint the stu- HISTORY AND RELIGION dent with the diversity and complexity of reli- I Multi/Transcultural & Global Awareness gious phenomena in Western and selected The writings of the New Testament will be non-Western cultures. The student will be studied in terms of their historical context, lit- introduced to the “language” of religion erary style, purpose, authorship, and religious (mythology, symbolism, ritual) and will exam- teachings. A variety of approaches to the read- ine the influence of religion upon a range of ing and understanding of this literature will be humanistic concerns. These may include: art considered. 1 c.u. and architecture, music and dance, drama and Prerequisite: WRT 107 with a final literature, and philosophy. 1 c.u. grade of C- or better. Prerequisite: WRT 107 with a final grade of C- or better. REL 208 RELIGION IN AMERICA I Multi/Transcultural & Global Awareness REL 227 RELIGION AND LITERATURE The history of religion in the United States (Also ENG 227) from the colonial period to the present day. (Writing Intensive) Topics will include: the religious situation in I Aesthetic Appreciation Europe during the 16th and 17th centuries; Selected poetry, fiction, drama, and non-fiction immigration patterns of the colonists; frontier that explore such topics as faith, the nature and expansion and the industrial revolution; the presence of God, death and immortality, spiri- growth of denominationalism; religion and tuality, sin, and salvation. The course invites science; liberal and conservative ends; civil student to examine and reflect on the interrela- religion; "cults'' and other contemporary tionship of literary expression and a theological issues. 1 c.u. understanding of the world. 1 c.u. Prerequisite: WRT 107 with a final Prerequisite: WRT 107 with a final grade of C- or better. grade of C- or better. REL 230 TRADITIONAL RELIGIONS OF THE WORLD This course will deal with the so-called "primi- tive'' religious traditions of the Americas (e.g. Navaho), Polynesia, Australia, and Africa. The course will examine the basic beliefs, practices, world views, and mythologies of these disappear- ing societies. It will also reconsider the usage of terms such as "primitive,'' "advanced,'' etc. 1 c.u. Prerequisite: WRT 107 with a final grade of C- or better. 228 UNDERGRADUATE COURSES

REL 232 INTRODUCTION TO ISLAM REL 238 INTRODUCTION TO HINDUISM (Also AFS 232) I Multi/Transcultural & Global Awareness I Multi/Transcultural & Global Awareness An in-depth exploration of the beliefs, prac- This course will introduce the student to the tices, and social institutions of Hinduism. Stu- basic beliefs and practices of Islam. It will also dents will explore the history of Hinduism survey major historical, cultural, theological, from its origin in India through its develop- and social developments. Special attention will ments in recent centuries as Hindus have be given to the Arabian origins of Islam and to migrated around the globe. We will also con- its subsequent growth into a dynamic global sider the increasing importance Hinduism in tradition. The role of Islam in the modern modern American culture and society. 1 c.u. world and its impact on American society will Prerequisites: WRT 107 with a final also be considered. 1 c.u. grade of C- or better; REL 333. Prerequisite: WRT 107 with a final grade of C- or better. REL 333 SELECTED TOPICS IN RELIGION I Multi/Transcultural & Global Awareness REL 233 SELECTED TOPICS IN RELIGION This course provides for an in-depth study of I Multi/Transcultural & Global Awareness major issues in the history of religions, espe- This course provides for the study of various cially the academic study of religion. Possible religious traditions and topics not covered in topics may include: mythology; cosmology; the regular course offerings. Possible topics theology; religion and science, etc. 1 c.u. may include: contemporary issues in religion; This course may be repeated for credit. “new” religious movements; religion and art; Prerequisite: Announced with topic. religion in ancient Egypt, etc. 1 c.u. This course may be repeated for credit. REL 370 MYTHOLOGY Prerequisite: Announced with topic. I Multi/Transcultural & Global Awareness In modern scholarship, the term “myth” refers REL 236 RELIGIONS OF EAST ASIA to a range of sacred stories told by cultures An in-depth exploration of the major religious through the ages to describe the origins of the traditions of China, Korea, and Japan includ- universe and the human place in that cosmic ing Taoism, Confucianism, Buddhism, Shinto, structure. These stories are not just about gods and the ``new'' religions of Japan. The cultural and goddesses. This course will survey differ- and social dimensions of each tradition will be ent ways of studying mythology, consider examined, as well as its beliefs, practices, myths from different culture, and explore the mythology, and world view. The course will ongoing roles of myth in modern literature, also consider the influence of China, Japan games, and religion. 1 c.u. and Korea upon Western cultures. 1 c.u. Prerequisite: WRT 107 and Prerequisite: WRT 107 with a final one Humanities or Social Science course. grade of C- or better. REL 405 INTERNSHIP IN RELIGION REL 237 INTRODUCTION TO Field experience in the Humanities allowing BUDDHISM majors to gain hands-on experience in such I Multi/Transcultural & Global Awareness professional settings as the publishing An in-depth exploration of the beliefs, prac- industry, museums, and the ministry. Open tices, and social institutions of Buddhism. Stu- to juniors and seniors majoring in Religion. dents will explore the history of Buddhism Prerequisite: Humanities major 1 c.u. from its origin in India through its develop- with junior or senior standing. ments in China, Japan, and more recently in Europe and North America. We will also con- REL 451 SEMINAR IN SPECIAL sider increasing importance of Buddhism in PROBLEMS modern America culture society. 1 c.u. A selected topic such as mysticism, scriptures Prerequisite: WRT 107 with a final of a world religion or of particular religious grade of C- or better. movements, leaders and thinkers. 1 c.u. UNDERGRADUATE COURSES 229

Science Courses

NOTE: Courses marked with an asterisk (*) SCI 103 ASTRONOMY* require special fees. I Scientific & Technological Skills The introductory course in astronomy explains how physical laws prescribe natural processes SCI 100 INTEGRATED SCIENCE* in the universe. It includes discussions on the I Scientific & Technological Skills motion, composition and evolution of the Integrated Science is an introductory course planets, stars and interstellar matter and, that deals with the fundamental behavior of examines the structure and evolution of the matter and energy in living and nonliving sys- universe using the Big Bang theory. Some lab is tems. It is intended to serve the needs of non- an integral part of this course. 1 c.u. science majors who are required to complete Science majors may not enroll in this science courses as part of the general educa- course without the consent of the Instructor. tion requirements. It introduces basic con- cepts and key ideas while providing opportu- SCI 153 SEMINAR IN PRE-CHIROPRACTIC nities for students to learn reasoning skills and STUDIES a new way of thinking about their environ- This biweekly seminar is designed for pre-chi- ment. Laboratory work is an integral part of ropractic students. The seminar examines the the course. 1 c.u. breath and depth of the chiropractic profession Science majors may not enroll in this including methods of treatment, types of ther- course without the consent of the Instructor. apy, scope of practice and diversity of the pro- fession. Topics also include admission require- SCI 101 APPLIED SCIENCE I* ments to accredited chiropractic schools, state I Scientific & Technological Skills licensing procedures and other relevant con- This course is a survey of classical mechanics, cerns. Field trips to chiropractic colleges, clin- thermodynamics, wave motion (including ics and/or offices are required. Students will be light and sound), electromagnetism and the required to prepare and present research physics of the atom and the nucleus. The papers. Students may repeat the course for emphasis is on those aspects of physical sci- credit. 0.25 c.u. ence which underlay modern technology. Some laboratory work is integrated with the SCI 200 INTRODUCTION TO class work. 1 c.u. FORENSIC SCIENCE* Science majors may not enroll in this I Scientific & Technological Skills course without the consent of the Instructor. This course is an integrated lecture/laboratory course designed to introduce non-science SCI 102 APPLIED SCIENCE II* majors to the fundamental principles of sci- I Scientific & Technological Skills ence and to teach them to apply these princi- This course is a survey of electronics with ples to forensic science. Topics will include emphasis on devices used in the acquisition of properties of matter, analysis of physical evi- data and the processing of information. Tran- dence (glass, soils, hairs, fibers, paint, drugs), sistors, power supplies, logic gates, transduc- toxicology, serology, fingerprinting, arson, and ers, analog-digital conversion. Interfacing of firearms. 1 c.u. computers and data acquisition devices, with Science majors may not enroll in this practical applications. Laboratory work is an course without the consent of the Instructor. integral part of the course. 1 c.u. Prerequisite: SCI 101. SCI 263 PRE-CHIROPRACTIC FORUM Science majors may not enroll in this This course is a biweekly forum for pre-chiro- course without the consent of the Instructor. practic students. Topics of current interest in the chiropractic profession will be discussed. Forums will be given by guest speakers and by students who will organize and moderate some of the discussion sessions. Students may repeat the course for credit. 0.25 c.u. 230 UNDERGRADUATE COURSES

Sociology Courses

SOC 100 INTRODUCTION TO SOCIOLOGY techniques used to describe social science data, I Problem Solving & Critical Thinking Skills examines probability theory and sampling This course provides an introduction to the theory, and introduces students to statistical basic concepts, theories, and methods in soci- inference techniques. 1 c.u. ology. It explores the interactions between self A grade of C or better is required in order and society by examining social structure, to advance in all subsequent core courses in social consciousness, and social change. It Sociology. These include: SOC 320, SOC 325, takes the perspective that individuals both SOC 450 and SOC 490 or SOC 491. affect and are affected by values, norms, Consistent with college-wide policy groups, and institutions. 1 c.u. regarding repeating courses, students who Prerequisite : WRT 105 or WRT 106 receive below a C may retake SOC 215 once. with a grade of C or better. Prerequisites: MTH 130; SOC 100. GIS 100 for Political Science majors. SOC 211 JUVENILE DELINQUENCY Corequisite: MTH 140/MTH 141. This course examines the organization and function of social institutions in our society SOC 230 SOCIAL PSYCHOLOGY (Also PSY 230) and how they relate to producing particular I patterns of juvenile delinquency. Delinquency Problem Solving & Critical Thinking Skills theories and analysis of the three primary Human behavior as the interaction of individ- components of the juvenile justice system; ual and social processes. Recent research on top- police, courts, and corrections, are included in ics such as interpersonal attraction, perception, the course. 1 c.u. and small group behavior; analysis of events Prerequisites: SOC 100, SOC 215 and environments of current interest. 1 c.u. with a grade of C or better. Prerequisite: SOC 100 or PSY 100. SOC 212 SOCIOLOGY OF EDUCATION SOC 234 SOCIAL INEQUALITY (Also WMS 234) Gender, race, and class dimensions of school- I ing, and current debates in education includ- Problem Solving & Critical Thinking Skills ing bilingual education, multiculturalism, val- This course examines inequalities in power, ues, religion, tracking, and special education. privilege, and opportunities, which character- The history of education and schooling as a ize the structure of most societies. It explores process of socialization, custodial care, selec- the role of ideology in legitimizing and sus- tion and allocation, and training and certifica- taining unequal treatment due to differences in tion are also examined. 1 c.u. class, race, ethnicity, and gender. Topics include Prerequisites: SOC 100, SOC 215 legal systems and the relation between educa- with a grade of C or better. tional attainment and social mobility. 1 c.u. Prerequisite: PSY 100 or SOC 100. SOC 213 WOMEN AND WORK (Also WMS 213) SOC 235 URBAN SOCIOLOGY I This course examines the effects of gender, Problem Solving & Critical Thinking Skills race and class on women’s employment This course studies cities as physical settings opportunities and labor force participation which shape and are shaped by social life, and rates. Topics may include: access to education also the social experiences that such settings and training, women in the military, profes- produce. The course focuses on cities in histo- sional women, women and poverty, prostitu- ry, theories of urbanization, the impact of tion and sex work, occupational health and race, ethnicity, class, and gender on cities, and safety, sexual harassment on the job, materni- worldwide urbanization. 1 c.u. ty leave, factory work, immigrant women, Prerequisite: PSY 100 or SOC 100. unemployment, unionization, and the chang- SOC 236 DEVIANCE AND SOCIAL ing structure of work and occupations CONTROL throughout the world. 1 c.u. Prerequisites: SOC 100, SOC 215 This course emphasizes the social reactions with a grade of C or better. perspective, analyzes how people are differen- tially labeled, the experience of stigma, SOC 215 STATISTICS FOR SOCIOLOGISTS attempts at neutralization, and explores differ- This course provides an introduction to statis- ent social control strategies across time and tics for sociologists. It uses lectures and exer- place. 1 c.u. cises to familiarize students with descriptive Prerequisites: SOC 100, SOC 215 and inferential statistics. It explores the basic with a grade of C or better. UNDERGRADUATE COURSES 231

SOC 241 MINORITY GROUPS AND SOC 256 CHANGING WOMEN’S LIVES RACE RELATIONS (Also ENG/HIS/WMS 256) (Also AFS/LAC/WMS 241) This course explores the ways in which tradi- This course examines race, ethnicity, racism, tion, myth, social stereotypes and social forces prejudice, discrimination, majority-minority shape American women’s lives. We will study relations, and other intergroup relations from a the influence of gender from several discipli- sociological perspective, paying close attention nary perspectives to help illuminate large sub- to the experiences of the major racial/ethnic ject areas, such as work, love, creativity, pornog- groups in the United States – American Indians, raphy, the family, communication, personal European Americans, African-Americans, identity and self-worth. Any study of women Latinos, and Asian Americans. 1 c.u. recognizes that gender roles affect both women Prerequisites: SOC 100, SOC 215 and men; thus, discussion includes issues related with a grade of C or better or PSY 100. to male and female social development. Read- ings balance women’s common realities, such SOC 243 CRIMINOLOGY as biological functions and sex role training, This course examines the classical and modern with individual realities influenced by class, theories of crime, analysis of different crimes race, age and sexual orientation. Central to and criminals and the various responses to this course are choices and constraints con- them by victims, their families, the media, and temporary women and men face as we make society as a whole. 1 c.u. our way into the twenty-first century. 1 c.u. Prerequisites: SOC 100, SOC 215 Prerequisite: WRT 107 with a with a grade of C or better. final grade of C- or better. SOC 249 SOCIOLOGY OF THE FAMILY SOC 257 PEOPLES AND CULTURES OF (Also WMS 249) LATIN AMERICA AND THE CARIBBEAN From the perspective of the family as the most The interdisciplinary core course is designed basic social institution in human society and to introduce students to the richness and as a focus of social change, this course discuss- diversity of Latino/Latin American and es the major trends in the past forty years that Caribbean cultures by examining the geogra- have called attention to the diversity of Amer- phy and ecology of the region, its history, pol- ican family life. Themes include the family life itics and economics, its literature, music and cycle, couple interaction, subcultural varia- arts, and contemporary issues like migration tions, and work-family interaction. 1 c.u. and globalization. 1 c.u. Prerequisite: SOC 100. Prerequisite: WRT 107. SOC 251 GENDER AND GLOBALIZATION SOC 305 BEYOND BLACK AND WHITE: (Also WMS 251) LATINOS IN THE UNITED STATES I Problem Solving & Critical Thinking Skills (Also LAC 305) Globalization may be conceptualized as the Latinos, or Hispanic Americans, constitute the constellation of transformations and crises largest minority in the United States today. Yet, with local and global consequences. Global in a society that continues to focus on the crises are social, economic and political. Driv- Black-White racial divide, Latinos are often en by networks of power, capital and technol- ignored. This course explores the experiences ogy, global processes are changing the struc- of Latinos from a sociological perspective. ture and meaning of the nation-state, institu- Topics include immigration trends, the mean- tions, communities, family, culture and the self ing of race in the construction of Hispanic worldwide. 1 c.u. ethnicity, the socioeconomic characteristics of Prerequisites: SOC 100, SOC 215 the major Latino groups and issues of citizen- with a grade of C or better. ship, politics, gender, and religion. 1 c.u. Prerequisites: SOC 100, SOC 215 with a grade of C or better. 232 UNDERGRADUATE COURSES

SOC 308 THEORY AND PRACTICE IN SOC 310 SOCIOLOGY OF HUMAN SERVICES CAPITAL PUNISHMENT (Also GIS/PSY 308) The course addresses issues relating to the This course considers several different cross- death penalty, including its history as well as disciplinary theoretical frameworks that are its level of effectiveness, costs, and discrimi- relevant to understanding social problems natory application. In addition, the course will (e.g., HIV/AIDS, poverty and homelessness, analyze data on miscarriages of justice and teenage motherhood, hunger, domestic vio- public opinion and the effect of Supreme lence, alcohol and drug abuse, aging, child Court decisions. 1 c.u. welfare issues, etc.). The course investigates the Prerequisites: SOC 100, SOC 215 ways in which these social problems and peo- with a grade of C or better. ple’s needs are addressed by our social welfare and human service institutions, both public SOC 314 SOCIOLOGY OF MADNESS AND and private. Ethical issues surrounding the MARGINALITY provision of care and services in the human (Also WMS 314) services are emphasized. Principles of group Using historical documents, social statistics, dynamics, needs assessment, participant works of literature, anthropology, and social observation and evaluative research methods and psychoanalytic theory, this course exam- are also studied. 1 c.u. ines the process of marginalization, compares Prerequisite: Junior standing. conceptions of sanity and insanity among dif- ferent cultures and sub-cultures, and analyzes SOC 309 GLOBAL CRIME the consequences of institutionalization, “Global Crime” examines the growth of stigmatization, and marginalization. 1 c.u. transnational crime and criminal behavior Prerequisites: SOC 100, SOC 215 carried out by cartels, mafias, corporations, with a grade of C or better. institutions and governments. We will analyze the integration of the global criminal economy SOC 316 SOCIOLOGY OF HEALTH AND into the formal economies of nations through- ILLNESS out the world. Emphasizing critical thinking (Also WMS 316) skills and introducing students to a diversity of This course examines the social correlates of perspectives and frameworks, this course is health and illness (gender and sexuality, “race,” intended to expand our definitions and cate- ethnicity and social class), the structure of gories of criminal activities. In addition to health care and the medical establishment, international crimes such as money launder- institutions of medial research and training, ing, the trafficking of drugs and weapons, and the pharmaceutical industry, government terrorism, we will include crimes against policies regarding disease control, public humanity–genocide, “ethnic cleansing,” war, health, and health care practices. 1 c.u. slavery, human trafficking (for labor, prostitu- Prerequisites: SOC 100, SOC 215 tion, organs and adoptions)–and against the with a grade of C or better. environment–ecocide, oil spills, the dumping of toxic wastes, nuclear disasters and the traf- SOC 320 CLASSICAL SOCIOLOGICAL ficking of endangered species –which threaten THEORY the very existence of the planet. Readings, dis- This course provides a basic survey of classical cussions, films and research projects will help sociological theory. It explores the method- us to make sense of the word in which we live ological and substantive concerns in the writ- and come to understand that global social jus- ings of classical theorists, including Emile tice is possible through both individual and Durkheim, Karl Marx, and Max Weber. It collective action. 1 c.u. examines those theorists’ views on science, Prerequisites: SOC 100, SOC 215 social structure and social change. 1 c.u. with a grade of C or better. Prerequisites: SOC 215 with a C or better and two 200-level Sociology courses. SOC 325 METHODS OF SOCIAL RESEARCH This course provides an introduction to research methods used by sociologists. It reviews the guidelines, principles, and tech- niques for collecting social science data, including measurement, sampling, survey in - strumentation, and field research. 1 c.u. Prerequisite: SOC 215 with a C or better. UNDERGRADUATE COURSES 233

SOC 333 SELECTED TOPICS IN SOC 369 SOCIOLOGY OF AFRICAN/ SOCIOLOGY AMERICAN FAMILIES This course descriptions will be announced (Also AFS 369) when the course is offered. As topics change, This course seeks to examine Black families in this course may be repeated for credit. 1 c.u. the United States by exploring the social and Prerequisites: SOC 100, SOC 215 cultural factors that have shaped them. It with a grade of C or better. begins with an overview of the historical and anthropological roots of Black families, and SOC 336 SOCIOLOGY OF SEX, GENDER, then focuses on an in-depth analysis of their AND SEXUALITY contemporary formations. 1 c.u. (Also WMS 336) Prerequisites: SOC 100, SOC 215 This course will analyze the social, cultural with a grade of C or better. and political construction of sex, sexuality and gender by examining “western” and “non- SOC 370 SOCIOLOGY OF LATIN western” conceptions of masculinity, feminin- AMERICA AND THE CARIBBEAN ity, male and female, heterosexuality, homo- (Also LAC 370 sexuality, bisexuality, transvestitism, transsex- The richness and diversity of Latin American uality and transgenderism. 1 c.u. cultures, the region’s turbulent history of Prerequisites: SOC 100, SOC 215 conquest and colonization, the politics of with a grade of C or better. development and underdevelopment, and national struggles for reform and revolution SOC 345 THE POLICE are examined. 1 c.u. The history of the police will be examined as Prerequisites: SOC 100, SOC 215 well as types of organization, recruitment and with a grade of C or better. training of personnel and patrol tactics and innovations. The course will also explore new SOC 412 CONTEMPORARY SOCIAL laws and technology which affect law enforce- PROBLEMS ment as well as viewing federal law enforce- This course focuses on the problems we face in ment agencies and foreign police forces from a society today, how we recognize and attempt comparative perspective. 1 c.u. to solve them, and the political, economic, and Prerequisite: SOC 243. cultural institutions that construct and shape social problems. 1 c.u. SOC 347 CORRECTIONS Prerequisites: SOC 325 and two The historical and philosophical foundations 200-level Sociology courses. of contemporary corrections are the focus of this course. Topics will include institutional SOC 413 SOCIAL CHANGE and community-based corrections and cross This course examines changes in technology, cultural comparisons. 1 c.u. culture, economy, political structure, and Prerequisite: SOC 243. social consciousness which contributed to and were consequences of colonization, industrial- SOC 348 VICTIMOLOGY ization, and revolution. Historical and com- This course offers an in depth examination of the parative analysis of theories of social change nature and scope of victimization; current are studied. 1 c.u. research and policy trends; the victim’s role with- Prerequisites: SOC 325 and two in the criminal justice system and the criminal 200-level Sociology courses. justice system’s response to victimization. 1 c.u. Prerequisite: SOC 243. SOC 414 SOCIAL MOVEMENTS (Also WMS 414) SOC 353 CRIMINAL LAW This course examines the nature of social This course concerns statutory and case law protest and resistance to oppression and social pertaining to crime. Both substantive and pro- injustice, the ways in which individuals have cedural law will be considered. 1 c.u. organized to challenge the limitations and Prerequisites: Junior standing or boundaries imposed upon them in order to cre- consent of Instructor; SOC 215 ate the conditions necessary for a dignified life, with a grade of C or better. and the consequences of social protest. Top- ics may include: revolutionary, human rights, civil rights, black power, labor, and women’s movements around the world. 1 c.u. Prerequisites: SOC 325 and two 200-level Sociology courses. 234 UNDERGRADUATE COURSES

SOC 415 CRIMINAL JUSTICE AND SOC 419 COMMUNITY AND GENDER CORRECTIONS (Also WMS 415) This course examines reintegrating prisoners This course involves a comprehensive examina- back into the community. Topic areas include tion of the particular situation of women when the role of community corrections, the social confronting the criminal justice system. Topics economic and political forces influencing suc- include: the history of women’s imprisonment, cessful reintegration, programs designed to responses to female crime, theories of female rehabilitate prisoners, and working with spe- criminality, crime statistics pertaining to women, cial offender populations (e.g. drug offenders, and the criminal justice system’s response to sex offenders, mentally ill offenders). 1 c.u. women when they encounter it as victims. 1 c.u. Prerequisites: SOC 325 and two Prerequisites: SOC 325 and two 200-level Sociology courses. 200-level Sociology courses. SOC 433 SELECTED TOPICS IN SOC 416 CRIMINAL JUSTICE AND RACE SOCIOLOGY This course examines the racial representation (Writing Intensive) of victims and offenders in the criminal justice Advanced selected topics in Sociology. system. Various perspectives and theories Depending upon the instructor, course topics about the race-crime correlation are exam- may be suited for either General Sociology or ined. Topics include: theories about race and Criminal Justice Concentration students. As crime, racial profiling, race riots, multicultur- topics change, this course may be repeated for al law enforcement, race and sentencing, and credit. 1 c.u. bias related crimes. 1 c.u. Prerequisites: SOC 325 and two Prerequisites: SOC 325 and two 200-level Sociology courses. 200-level Sociology courses. SOC 450 SENIOR RESEARCH SEMINAR SOC 417 FEMINISM: THEORY AND (Writing Intensive) PRACTICE A graduation requirement (as an alternative to (Also WMS 417) SOC 490/491), SOC 450 is an in-depth exami- A requirement for the WMS minor, this course nation of a central issue in contemporary soci- focuses on contemporary feminist theories ology. Examples of issues, which vary from regarding culture, identity, class “race”/ semester to semester, are the media and social ethnicity, gender and sexuality. Relation- change; culture and identity; masculinities; ships between social theory and praxis, social class and African-American status; Lati- and research methodology and the creation no/Hispanic ethnicity; and sociology of infor- of knowledge are explored. 1 c.u. mation technologies. Students conduct their Prerequisites: SOC 325 and two own research in consultation with the faculty. 200-level Sociology courses. Prerequisites: Senior majors only, 1 c.u. Cannot be substituted with portfolio SOC 418 DRUGS, CRIME, AND SOCIAL assessment. POLICY SOC 215 with a C or better, This course analyzes the research literature SOC 320, SOC 325. regarding drug policy formation and imple- mentation in the United States within a social SOC 490 FALL INTERNSHIP IN and political context. Topics include: drug SOCIOLOGY trafficking, drug law reform, controlling sub- (Also WMS 490) stance abuse, and drug policy on various seg- (Writing Intensive) ments of the population. 1 c.u. See “Internships in Sociology” for course Prerequisites: SOC 325 and two description, prerequisites and application pro- 200-level Sociology courses. cedure. 1 c.u. SOC 491 SPRING INTERNSHIP IN SOCIOLOGY (Also WMS 491) (Writing Intensive) See “Internships in Sociology” below for course description, prerequisites and applica- tion procedure. 1 c.u. Cannot be substituted with portfolio assessment. UNDERGRADUATE COURSES 235

INTERNSHIPS IN SOCIOLOGY Acceptance into the internship (Fall and Spring) classes is based on the following criteria: Prerequisites: SOC 215 with a C or better, 1. Class standing (Seniors have preference SOC 320, SOC 325, application, over Juniors) and consent of the Instructor. 2. Sociology GPA Students majoring in Sociology are required to 3. Satisfactory completion of the Internship take either SOC 450 Senior Research Seminar, Program Application Procedure which or an internship. Students may take both includes: internship classes for credit. The Internships in Sociology involve weekly class meetings and a A. The application form and personal essay minimum of 96 hours of internship experience in which the students’ goals and objec- over the course of the semester in an approved tives, motivations, interests, interper- appropriate agency, institute, or organization. sonal skills and previous relevant experi- The courses integrate students’ “hands-on” ences are clearly articulated. experiences as interns, with theory and case B. Two letters of recommendation from study analysis of social issues, problems and Faculty who are familiar with the institutions. Each class is limited to 12 students. students’ interests and performance Cannot be substituted with portfolio in related courses. assessment. C. Interview with the Internship Coordina- tor. The interview will help the Coordi- nator to assess students’ readiness and degree of motivation for the internship experience, and help students explore options regarding the most suitable placements. 1 c.u. 236 UNDERGRADUATE COURSES

Spanish Courses

SPA 110 SPANISH LANGUAGE AND SPA 212 MASTERPIECES OF SPANISH CULTURE I LITERATURE (Also LAC 110) Outstanding work of Spanish literature from I Communication Skills the Middle Ages through the twentieth Introductory course in Spanish Language and century with emphasis on those of universal Culture. Basic language skills for the student influence. 1 c.u. who has no previous knowledge of the lan- guage. Course will cover different language SPA 230 HISPANIC SHORT STORY functions, basic vocabulary, simple grammatical The short story genre as seen through the structures, oral recitation and written composi- works of major Spanish and Hispanic-Ameri- tion. In addition to language studies, the course can writers. 1 c.u. will compare and contrast American, Latin SPA 231 CIVILIZATION OF SPAIN AND American, Latino and Spanish cultures. 1 c.u. SPANISH AMERICA SPA 120 SPANISH LANGUAGE The principal characteristics of the civilizations AND CULTURE II of Spain and Spanish America through a study (Also LAC 120) of the evolution of their political and social insti- I Communication Skills tutions and an examination of representative lit- Further development of language skills to erary, philosophical and artistic works. 1 c.u. broaden awareness and increase appreciation SPA 241 SPANISH FOR SOCIAL of the culture. 1 c.u. WORKERS, MEDICAL PERSONNEL Prerequisite: LAC/SPA 110 or two years of high school Spanish or consent A practical course that includes the special of the Instructor. vocabulary and idiomatic structures needed for communicating with Spanish-speaking SPA 203 SPANISH CULTURE III people in their daily work. 0.5 c.u. Cultural heritage through readings and dis- SPA 301 ADVANCED GRAMMAR AND cussions of literary works to give imaginative EXPRESSION I insight into the thought, ideas, feelings, and doings of the people. 1 c.u. An intensive study of Spanish grammar. Prac- Prerequisite: LAC/SPA 120 or three years tical application through the writing of essays, of high school Spanish or translations, and oral reports. 1 c.u. consent of the Instructor SPA 302 ADVANCED GRAMMAR AND SPA 205 ADVANCED CONVERSATION, EXPRESSION II COMPOSITION AND PHONETICS I Continuation of SPA 301. 1 c.u. Fundamentals of Spanish usage, oral and written. Prerequisite: SPA 301. An introduction to Spanish diction and phonet- SPA 313 TWENTIETH CENTURY ics. The student acquires fluency in the reading of SPANISH LITERATURE selections from the literary works as well as from training in correct pronunciation. 1 c.u. A study of the leading writers of the twentieth Prerequisite: SPA 203 or the equivalent. century through representative novels, poems, and dramas. 1 c.u. SPA 206 ADVANCED CONVERSATION, COMPOSITION AND PHONETICS II SPA 410 CERVANTES A study of El Quixote. Selections from the Continuation of SPA 205. 1 c.u. “Entremeses” and the “Novelas ejemplares.”1 c.u. Prerequisite: SPA 205. SPA 411 LITERATURE OF THE GOLDEN AGE Analysis of the literary and social background of the sixteenth and seventeenth centuries with emphasis on the drama from Lope de Vega to Calderon de la Barca. 1 c.u. UNDERGRADUATE COURSES 237

Women’s Studies Courses

NOTE: Courses marked with an asterisk (*) WMS 225 PHILOSOPHICAL require special fees. PERSPECTIVES ON WOMEN (Also PHL 225) A critical analysis of traditional and contem- WMS 104 INTRODUCTION TO porary conceptions of the nature of women WOMEN’S STUDIES and their social roles and obligations. Read- (Also HIS 104) ings from classical and contemporary philo- I Community Orientation & Citizenship sophical, psychological and literary sources. This course surveys some of the major themes Topics include: concepts of sexual equality, relevant to a gendered understanding of poli- natural sex differences, sex roles, self-respect tics, society, and culture. The course intro- and the reflection of sexual stereotypes in duces gender as a central category of analysis, linguistic usage. 1 c.u. among others, for critical inquiry, and it Prerequisite: WRT 107 with a examines the experiences of women and men final grade of C- or better. to offer a conceptualization of what gender means for individuals both as citizens and as WMS 226 LITERATURE OF RACE, community members. 1 c.u. CLASS, GENDER (Also AFS/ENG 226) WMS 213 WOMEN AND WORK I Multi/Transcultural & Global Awareness (Also SOC 213) Varied works of western and/or non-western lit- This course examines the effects of gender, erature that illustrates ow different races, ethnic race and class on women’s employment groups, genders, and classes view themselves. opportunities and labor force participation Prerequisite: WRT 107 with a 1 c.u. rates. Topics may include: access to education final grade of C- or better. and training, women in the military, profes- sional women, women and poverty, prostitu- WMS 233 SELECTED TOPICS IN tion and sex work, occupational health and WOMEN’S STUDIES safety, sexual harassment on the job, materni- Selected topics with women’s studies focus. ty leave, factory work, immigrant women, unemployment, unionization, and the chang- Prerequisite: As defined by the 1 c.u. ing structure of work and occupations department offering the course. throughout the world. 1 c.u. WMS 234 SOCIAL INEQUALITY Prerequisites: SOC 100, SOC 215 (Also SOC 234) with a grade of C or better. I Problem Solving & Critical Thinking Skills WMS 222 AFRICAN-AMERICAN This course examines inequalities in power, LITERATURE privilege, and opportunities, which characterize (Also AFS/ENG 222) the structure of most societies. It explores the I Multi/Transcultural & Global Awareness role of ideology in legitimizing and sustaining unequal treatment due to differences in class, Selected poetry, drama, fiction, autobiography, race, ethnicity, and gender. Topics include and essays by African-American authors, with legal systems and the relation between educa- emphasis on literary excellence. Authors range tional attainment and social mobility. 1 c.u. from Phillis Wheatley to Frederich Douglas, Prerequisite: SOC 100 or PSY 100. Imamu Amiri Baraka, Alice Walker, and Ish- mael Reed. Lecture, discussion. 1 c.u. WMS 241 MINORITY GROUPS AND Prerequisite: WRT 107 with a RACE RELATIONS final grade of C- or better. (Also AFS/SOC 241) ENG 223 WOMEN’S LITERATURE This course examines race, ethnicity, racism, (Also WMS 223) prejudice, discrimination, majority-minority relations, and other intergroup relations from a (Writing Intensive) sociological perspective, paying close attention I Aesthetic Appreciation to the experiences of the major racial/ethnic This course focuses on literature in English groups in the United States – American Indians, written by women. We study themes and European Americans, African-Americans, techniques common to the literature by Latinos, and Asian Americans. 1 c.u. women. From the late Middle Ages until Prerequisites: SOC 100, SOC 215 the present, we examine texts that chal- with a grade of C or better. lenge beliefs about female inferiority, pro- mote a women’s perspective on gender and allow for a discussion of self-esteem, moth- erhood, privacy and women’s power. 1 c.u. Prerequisite: WRT 107 with a final grade of C- or better. 238 UNDERGRADUATE COURSES

WMS 249 SOCIOLOGY OF THE FAMILY American Gothic literature or British Gothic (Also SOC 249) literature, and may be repeated for credit when From the perspective of the family as the most that focus changes. 1 c.u. basic social institution in human society and Prerequisite: WRT 107 with a final as a focus of social change, this course discuss- grade of C- or better. es the major trends in the past forty years that WMS 300 HISTORY OF SOCIAL POLICY have called attention to the diversity of Amer- AND THE POOR ican family life. Themes include the family life (Also HIS 300) cycle, couple interaction, subcultural varia- (Writing Intensive) tions, and work-family interaction. 1 c.u. Prerequisite: SOC 100. This course will look at the treatment of poor people by public and private institutions from WMS 251 GENDER AND the colonial period to the modern era. Chang- GLOBALIZATION ing theories, practices, and attitudes about the (Also SOC 251) poor and about poverty are the focus of study. I Problem Solving & Critical Thinking Skills We will also examine poor peoples’ response Globalization may be conceptualized as the to this treatment and the ways in which they constellation of transformations and crises shaped social policy. 1 c.u. with local and global consequences. Global Prerequisite: HIS 219; WRT 107 or crises are social, economic and political. Driv- consent of the Instructor. en by networks of power, capital and technol- WMS 302 PATCHWORK: A QUILTER’S ogy, global processes are changing the struc- LOOK AT THE WORLD* ture and meaning of the nation-state, institu- (Also CAT 302) tions, communities, family, culture and the I Multi/Transcultural & Global Awareness self worldwide. 1 c.u. Prerequisites: SOC 100, SOC 215 A hands-on quilting bee and a global look at with a grade of C or better. women, past and present, as artists and work- ers in fabric. 1 c.u. WMS 256 CHANGING WOMEN’S LIVES Prerequisite: WRT 107. (Also ENG/HIS/SOC 256) WMS 314 SOCIOLOGY OF MADNESS This course explores the ways in which tradition, AND MARGINALITY myth, social stereotypes and social forces shape (Also SOC 314) American women’s lives. We will study the influ- ence of gender from several disciplinary perspec- Using historical documents, social statistics, tives to help illuminate large subject areas, such as works of literature, anthropology, and social work, love, creativity, pornography, the family, and psychoanalytic theory, this course exam- communication, personal identity and self- ines the process of marginalization, compares worth. Any study of women recognizes that gen- conceptions of sanity and insanity among dif- der roles affect both women and men; thus, dis- ferent cultures and sub-cultures, and analyzes cussion includes issues related to male and female the consequences of institutionalization, social development. Readings balance women’s stigmatization, and marginalization. 1 c.u. common realities, such as biological functions Prerequisites: SOC 100, SOC 215 and sex role training, with individual realities with a grade of C or better. influenced by class, race, age and sexual orienta- WMS 316 SOCIOLOGY OF HEALTH tion. Central to this course are choices and con- AND ILLNESS straints contemporary women and men face as (Also SOC 316) we make our way into the twenty-first century. Prerequisite: WRT 107 with a final 1 c.u. This course examines the social correlates of grade of C- or better. health and illness (gender and sexuality, “race,” ethnicity and social class), the structure of WMS 258 GOTHIC LITERATURE health care and the medical establishment, (Also ENG 258) institutions of medial research and training, I Aesthetic Appreciation the pharmaceutical industry, government I Multi/Transcultural & Global Awareness policies regarding disease control, public (Writing Intensive) health, and health care practices. 1 c.u. There is more to Gothic literature than ghosts Prerequisites: SOC 100, SOC 215 and spooky houses. This course examines how with a grade of C or better. the genre dramatizes and explores the dark WMS 333 SELECTED TOPICS IN impulses that arise in the human psyche; it WOMEN’S STUDIES also studies how gender and sexuality shape the writing of this literature and the attitudes Special topics with a women’s studies focus. that it expresses. The course may focus on Prerequisite: As defined; by 1 c.u. the department offering the course. UNDERGRADUATE COURSES 239

WMS 335 PSYCHOLOGY OF GENDER course also trains students in the practice of (Also PSY 335) feminist analysis of literature, and thus is also I Multi/Transcultural & Global Awareness a Women’s Studies course. 1 c.u. An analysis of present research finding and the- Prerequisite: WRT 107 with a final ory pertaining to gender-related issues. Social grade of C- or better. and intellectual development, gender differ- WMS 414 SOCIAL MOVEMENTS ences and gender role socialization will be (Also SOC 414) examined. This course will provide students with a basis for understanding the role of gen- This course examines the nature of social der in research and clinical applications. 1 c.u. protest and resistance to oppression and asocial Prerequisite: PSY 100. injustice, the ways in which individuals have organized to challenge the limitations and WMS 336 SOCIOLOGY OF SEX, GENDER boundaries imposed upon them in order to cre- AND SEXUALITY ate the conditions necessary for a dignified life, (Also SOC 336) and the consequences of social protest. Topics This course will analyze the social, cultural include: revolutionary, human rights, civil “non-western” conceptions of masculinity, rights, black power, labor, and women’s move- femininity, male and female, heterosexuality ments around the world. 1 c.u. and homosexuality, bisexuality, transvestitism, Prerequisites: SOC 325 and transsexuality and transgenderism. 1 c.u. two 200 level Sociology courses. Prerequisite: One 200 level WMS 415 CRIMINAL JUSTICE AND Sociology course. GENDER WMS 353 WOMEN’S HISTORY (Also SOC 415) (Also HIS 353) This course involves a comprehensive exami- (Writing Intensive) nation of the particular situation of women This course will examine the role of women and when confronting the criminal justice system. women’s movements in various times and Topics include: the history of women’s impris- places. Special attention will be paid to the social, onment, responses to female crime, theories of economic, cultural, and political options avail- female criminality, crime statistics pertaining able to women. The course will also examine the to women, and the criminal justice system’s efforts of women to achieve equality. Each stu- response to women when they encounter it dent will write a major (20-page) research paper as victims. 1 c.u. for this course. The course will alternate between Prerequisites: Junior standing and a US History course, a LAC History course, and one course in Sociology. a Global History course.. 1 c.u. WMS 417 FEMINISM: THEORY AND Prerequisites: HIS 219; WRT 107 or PRACTICE consent of the Instructor. (Also SOC 417) WMS 361 SHAKESPEARE’S WOMEN A requirement for the WMS minor, this course (Also ENG 361) focuses on contemporary feminist theo- (Writing Intensive) ries regarding culture, identity, class, “race”/ The course analyzes women characters and atti- ethnicity, gender and sexuality. Relationships tudes about women in the plays of Shakespeare. between social theory and praxis, and research We will consider and read in depth histories, methodology and the creation of knowl- comedies, and tragedies of Shakespeare to learn edge are explored. 1 c.u. how to read the Bard's plays through a literary Prerequisites: SOC 325 and criticism lens. The course also trains students in two 200 level Sociology courses. the practice of feminist analysis of literature, and WMS 425 CROSS-CULTURAL thus is also a Women’s Studies course. 1 c.u. PSYCHOLOGY Prerequisite: WRT 107 with a final (Also PSY 425) grade of C- or better. A study of cultural differences in psychological WMS 362 SHAKESPEARE’S MEN functioning. In a world of increasing cultural (Also ENG 362) contact, globalization, immigration, and ethnic (Writing Intensive) tensions, it is increasingly important to learn I Problem Solving & Critical Thinking Skills about cultural differences and intercultural The course analyzes the role of masculinity communication. Are there any psychological and concepts of manhood in the plays of universals? How can intercultural relations be Shakespeare. We will consider and read in improved? These are some of the questions depth histories, comedies and tragedies of cross-cultural psychology seeks to address. 1 c.u. Shakespeare to learn how to read the Bard’s Prerequisites: PSY 230, or PSY 305 or plays through a literary criticism lens. The consent of the Instructor. 240 UNDERGRADUATE COURSES

Writing Courses

WRT 95 READING AND WRITING FOR WRT 106 ANALYTIC AND COLLEGE ARGUMENTATIVE WRITING This course is designed for students whose read- (Formerly ENG 106) ing and writing skills are not yet ready for col- This course teaches writing as a process by lege-level work. With intensive instruction in requiring a number of written drafts per essay reading and writing, students will leave this class and short in-class written assignments, all of prepared to meet the challenges of college course which are based on critical reading source work. The class meets four times a week, two materials. The focus is developing students’ times of which will be in the computer lab where college-level competence in analytic and argu- students will work on their writing in a studio mentative, thesis-based writing. Some classes setting. While some personal experience essays are held in the writing/computer labs, and may be assigned, the focus of the class will be on some out-of-class tutoring may be assigned. expository writing, in preparation for work done Students must receive a grade of 1 c.u. at the 100-level. 2 c.u.s C- or better to advance to WRT 107. Successful completion of this course requires a grade of C or better. WRT 107 SYNTHESIS AND RESEARCH Students who successfully pass this WRITING class take WRT 105 the next semester (Formerly ENG 107) WRT 105 ENHANCED ANALYTIC AND This course continues to develop students’ competency in thesis-based writing with an ARGUMENTATIVE WRITING emphasis on information literacy and the This course is designed for students in need of writing process. The course introduces stu- enhanced instruction in college-level writing. dents to the college-level research process and It teaches writing as a process by requiring a teaches them to synthesize source material number of written drafts per essay. The focus into a variety of written genres. Some classes is on developing students’ college-level com- are held in the writing/computer labs, and petence in argumentative, thesis-based writ- some out-of-class tutoring my be assigned. ing. Many classes are held in the computer lab Required of all students. 1 c.u. to enable intensive writing instruction, and Successful completion of this course some out-of-class tutoring may be assigned. requires a grade of C- or better Students must receive a grade of 1.5 c.u.s and passing the WRT 107 Exit Exam. C- or better to advance to WRT 107. Prerequisite: WRT 105 or WRT 106 with a grade of C- or better. 241

Academic Regulations & Procedures– Undergraduate 242 UNDERGRADUATE ACADEMIC REGULATIONS & PROCEDURES Academic Regulations & Procedures– Undergraduate

The academic regulations and proce- petition to the Committee on Academic dures set forth in this section constitute Standards. Petition forms are available a student’s rights and responsibilities. in the Office of Advising and Thorough acquaintance with them is Registration and in the Center for presumed in the case of every student. Adult Learning. Failure to understand the regulations The College reserves the right to is no excuse for non-compliance. change regulations, procedures, Exceptions to stated academic courses, and fees without previous regulations may be obtained through notice to students.

ACADEMIC PROBATION AND ACADEMIC STATUS DISMISSAL Decisions on academic status Guidelines for probation and dismissal (i.e., probation, dismissal and honors) depend upon the student’s cumulative are made twice each year at the end of grade point average (G.P.A.). New first- the fall and spring semesters. time freshmen in the first semester at the ADD AND DROP PROCEDURES College who fall below a cumulative GPA of 1.7 will be placed on academic proba- A student may change a schedule (add tion. All continuing and transfer students and/or drop course) during the first week who fall below a cumulative GPA of 2.0 of a semester by completing an official will be placed on academic probation. If, change of schedule form available in the after two semesters of probation, a student Office of Advising and Registration. A fails to raise the cumulative GPA to 2.0, the student should follow the same procedure student may be suspended. If, in the judg- to drop a course from the schedule during ment of the Committee, it is in a student’s best the second week of the semester. A course interest to continue to take classes, rather than section may be changed during the second be suspended for a semester, a student may be week only with the instructor’s approval. placed on academic probation for a third con- After the end of the second week of class- secutive semester. If the student fails to achieve es, no course may be changed unless the a 2.0 cumulative GPA during that semester, Committee on Academic Standards makes the student may be dismissed. In the event that an exception. However, a student may the student has been suspended for one semes- withdraw from a course up to two weeks ter, the student may apply to the Office of after the official date of mid-semester by Admission for reinstatement. If upon rein- completing the withdrawal form. A grade statement to the College a student fails to of “W” will be recorded for students who achieve a 2.0 cumulative GPA in one semes- withdraw from classes from the 2nd week ter, the Faculty Committee on Academic of classes up to the 60% point of the semes- Standards may dismiss that student. ter. After the 60% point a grade of “F” will be recorded. UNDERGRADUATE ACADEMIC REGULATIONS & PROCEDURES 243

Once the 60% of the semester is completed AMERICANS WITH DISABILITIES students who fail to officially withdraw ACT POLICIES AND PROCEDURES can appeal to the Faculty Committee FOR STUDENTS WITH on Academic Standards to receive a “W” DISABILITIES grade instead of an “F” grade for any of the following reasons: Preamble – serious illness and/or injury with Assurance of equal educational opportuni- documentation from a doctor; ty rests upon legal foundations established – unavoidable change in work hours with by federal law, specifically the Rehabilita- documented letter from the employer; tion Act of 1973 including Section 504, – serious personal or family problems with and the Americans with Disabilities Act authentication when available. of 1990. By federal law, a person with a Inability to perform satisfactorily in a disability is any person who has a physical course will not acceptably support such a or mental impairment, which substantially petition. No course may be withdrawn limits one or more major life activities from after the date of the last officially such as self-care, walking, seeing, hearing, scheduled class. speaking, breathing or learning. There will be no refunds in tuition or fees Bloomfield College is committed to achiev- after the fourth week of classes, even if ing equal educational opportunity and full part-time status is apparently achieved participation for persons with disabilities. by withdrawing from courses. It is the College’s policy that no qualified A student who does not officially withdraw person be excluded from participating in from a course is responsible for all work any College program or activity, be denied missed. the benefits of any College program or activity, or otherwise be subjected to There is no charge for schedule changes discrimination with regard to any College during the first week of classes; a fee of program or activity. This policy derives $10 is charged for each subsequent sched- from the College’s commitment to nondis- ule change after the first week of classes. crimination for all persons in employment, If in a national emergency students are access to facilities, student programs, called to active duty, they will be with- activities and services. drawn from classes without academic or A person with a disability must be ensured financial penalty. Alternative arrangements the same access to programs, opportuni- may be made with the instructor in special ties, and activities at the College as all circumstances. Documentation must be others. Existing barriers, whether physical, provided. programmatic or attitudinal, must be removed. There must be ongoing vigilance to ensure that new barriers are not erected. The College’s efforts to provide reasonable accommodations to people with disabilities must be measured against the goal of full participation and integration. Services and programs to promote these benefits for people with disabilities shall complement and support, but not duplicate, the College’s regular services and programs. Achieving full participation and integra- tion of people with disabilities requires the cooperative efforts of all of the College’s departments, offices, and personnel. To this end, the College will continue to strive to achieve excellence in its services and to assure that its services are delivered equitably and efficiently to all of its members. Adopted (May 16, 2002) 244 UNDERGRADUATE ACADEMIC REGULATIONS & PROCEDURES

Student Rights and Responsibilities tation with the student’s signed consent Every student with a documented authorizing such discussion. disability has the following rights: 4. Select among equally effective and reasonable accommodations, adjust- 1. Equal access to courses, programs, ments, and/or auxiliary aids in consulta- services, jobs, activities, and facilities tion with students with disabilities. available through the College. 5. Deny a request for accommodations, 2. Reasonable accommodations, academic academic adjustments, and/or auxiliary adjustments, and or auxiliary aids aids if the documentation does not determined on a case-by-case basis. identify a specific disability, the docu- 3. Appropriate confidentiality of all infor- mentation fails to verify the need for the mation pertaining to his/her disability requested services, or the documenta- with the choice of whom to disclose tion is not provided in a timely manner. their disability to except as required 6. Refuse to provide an accommodation, by law. adjustment, and/or auxiliary aid that is 4. Information reasonably available in inappropriate or unreasonable including accessible formats. any that: Every student with a disability has the • pose a direct threat to health and responsibility to: safety of others; • constitute a substantial change or 1. Meet the College’s qualifications and alteration to an essential element of a essential technical, academic, and course or program; or institutional standards. • pose undue financial or administra- 2. Identify himself or herself in a timely tive burden on the College. manner, prior to the beginning of the 7. Eligibility for reasonable accommoda- academic semester as an individual tions will be determined on a case-by- with a disability when seeking an case basis. accommodation. 3. Provide documentation from an appro- Bloomfield College, through its Disability priate medical or professional source Contact Person, has the responsibility to: that verifies the nature of the disability 1. Ensure that College courses, programs, and the functional limitations. Provide services, jobs, activities, and facilities, documentation from an appropriate when viewed in their entirety, are medical or professional source that offered in the most integrated and identifies the specific accommodations appropriate settings. sought. 2. Provide information regarding policies 4. Follow specific procedures for obtaining and procedures to students with disabil- reasonable accommodations, academic ities and assure its availability in accessi- adjustment, and/or auxiliary aids. ble formats upon request. 3. Evaluate students on their abilities, Institutional Rights and not their disabilities. Responsibilities 4. Provide reasonable accommodations, Bloomfield College, through its Disability academic adjustments, and/or auxiliary Contact Person, has the right to: aids for students with documented 1. Maintain the College’s academic disabilities upon a timely request standards. by a student. 2. Request current documentation from a 5. Maintain appropriate confidentiality student completed by an appropriate of records and communication concern- medical or professional source to verify ing students with disabilities except the need for reasonable accommoda- where disclosure is required by law tions, academic adjustments, and/or or authorized by the student. auxiliary aids. Policies regarding access for persons with 3. Discuss a student’s need for reasonable disabilities apply to the College’s campus accommodations, academic adjust- and off-campus sites. Individuals seeking ments, and/or auxiliary aids with the services should contact the College’s professional source of his/her documen- designated Disability Contact Person: UNDERGRADUATE ACADEMIC REGULATIONS & PROCEDURES 245

Bloomfield College Disability Students wishing to submit a conflict Contact Personnel: to the Academic Accommodations Committee should contact the ADA Learning Needs Specialist Coordinator. Bloomfield College Learning Resource Center Discrimination Complaint Procedures Bloomfield, NJ 07003 College policy prohibits discrimination on 971-748-9000, Ext. 1654 the basis of sex, sexual orientation, race, Fax 973-748-9761 color, and national/ethnic origin in admin- istration of its educational policies, schol- Eligibility for Financial Aid arship and loan programs, or athletic and Students with documented disabilities may other College-administered programs. enroll in a less than full-time course load Discrimination means unequal treatment as an academic adjustment to accommo- or harassment based upon any of these date their disability under the Americans group characteristics. with Disabilities Act of 1990 and the Any employee, student or other member regulations accompanying Section 504 of of the College community injured by the the Rehabilitation Act of 1973. Students are discriminatory behavior of an employee encouraged to discuss full-time course load may file a complaint under the Grievance requirements with an academic advisor for Procedure. Similar complaints against their respective program. A financial aid students should be filed with the counselor can determine how a reduced Office of the Dean of Students under course load will affect their aid. Standards of Conduct. Students should be aware that Federal law AUDITING requires that Federal Pell Grand funds be prorated based on the number of credits A student may take any course on an taken, and that the student’s financial aid audit basis, participate fully in the class budget will also be reduced accordingly. and take any examinations given. In addition, under the Federal Stafford Loan No credit is earned through the audit Program, or to have a previous loan deferred, of a course, but the student’s transcript the student must take at least two course carries an appropriate entry. A grade of units. “EX” indicates regular attendance. Students whose disabilities warrant the A degree candidate or a provisional degree adjustment of carrying less that a full-time candidate in good academic standing may load per semester should contact the audit one course each semester with the Disability Contact Person for details. approval of the instructor and permission Students should be aware that, as always, of the advisor. Special students may audit eligibility for Financial Aid depends upon up to two courses each semester with the satisfactory academic progress. approval of the appropriate instructors and the Registrar. The audit course must Grievance Procedures be selected at the time of registration. Details regarding specific ADA grievance Students taking the course for credit have procedures are available from the priority for classroom space. Disability Contact Person. At the time of registration, students Academic Accommodations Committee auditing courses, except full-time students 1 enrolled for 3-4 ⁄2 courses or three evening If a disagreement arises concerning specific courses (excluding the audited course), accommodation requests and a process of pay a fee for each audit course as indicated conflict resolution is desired, Bloomfield under “Special Fees” (see Index). College has established an Academic Accommodations Committee. The purpose Students may change audit courses to of this Committee is to resolve any dis- credit courses by requesting the change agreements that arise concerning specific prior to the official date of mid-semester. requests for academic accommodations. This request is made in the Office of The Committee serves as a resource for all Advising and Registration and must be College constituencies, including faculty, accompanied by the instructor’s written administrators, staff and students for a approval. When an audit changes to a final review of disagreements concerning credit course, an additional fee will be specific requests for accommodations. charged to the student’s account. 246 UNDERGRADUATE ACADEMIC REGULATIONS & PROCEDURES

Part-time students who become full-time Last Date of Attendance Policy due to the change in courses from audit to credit must pay the balance of full- time Bloomfield College will determine a tuition at the time of the change. current/enrolled student’s date of last attendance when: CLASS ATTENDANCE The student communicates to the Regis- Attendance at scheduled class meetings is trar’s Office either in person, in writing, expected. The requirements for attendance telephoning, emailing, faxing Bloom- for each course will be stated by the field College that he/she withdraws or instructor in each syllabus at the College. intends to withdraw from any or all Instructors may define attendance differ- courses currently registered for or with- ently depending on the type of course draws from Bloomfield College. The and whether it is offered in a traditional date that this communication is received classroom or online. Instructors may by the Registrar will be the official date penalize absences in various ways, of last attendance. including lowering of students’ grades, In cases where the student has taken no or entering failing grades for the course. official action to withdraw from his/her Bloomfield College will enforce the policy course(s), Bloomfield College will deter- each instructor sets for each course. mine a student’s last date of attendance Instructors will keep track of all students’ when: academic activity, including but not limit- 1. The Office of the Registrar distributes ed to class attendance, to be able to docu- to the faculty of Bloomfield College a ment such activity and determine the last student roster for his/her class after the date of attendance in accordance with Fed- add/drop period (2nd week) for the eral Title IV Regulations. If students with- current semester. The faculty returns draw themselves or are administratively the roster to the Registrar’s Office withdrawn from classes up to the last date no later than two weeks following the of withdrawal, they will receive a grade of disbursement of the roster, indicating “W”. It will be the student’s responsibility whether the student is currently in to read each course syllabus and take note attendance. of the policy regarding attendance for that • If the student has never attended, the class. faculty member indicates this on the Please note that withdrawing from a class or roster and the Registrar’s Office then drops the student from the class. being administratively withdrawn can affect students’ financial aid and housing status. • If the student has attended one or more class meetings, but has stopped Attendance may be required in all types attending, the faculty will indicate the of laboratory, special programs, clinical last date of attendance on the roster. study and in studio and physical education The student remains enrolled in the classes. course unless they formally withdraw. Students may be permitted to attend If the student is determined to be College-sponsored activities, given ade- never in attendance, the registration quate notification, and their absence will and financial charges will be deleted not count towards the permitted number and the full amount of the Title IV of absences. College-sponsored activities funds will be returned to the U.S. may include lectures, field trips, etc. Department of Education. 2. Faculty submits attendance information again when submitting midterm grades (7th week) for the current semester. If a currently enrolled student has stopped attending, the faculty member will indi- cate the last date of attendance and will enter the student’s earned midterm grade. The student remains enrolled in the course unless they formally with- draw. • A student wishing to withdraw from a course must complete a withdrawal UNDERGRADUATE ACADEMIC REGULATIONS & PROCEDURES 247

form in the Office of Advising and When a current student declares or Registration. The Registrar will then changes a major or concentration, the stu- assign a grade of “W” if the student dent becomes subject to the current major last attended prior to the withdrawal requirements at the time of declaration. deadline. The “W” grade does not However, the general education require- affect the student’s GPA. ments remain unchanged if the student 3. When entering final grades (15th week), entered under the 1994 Catalog or prior faculty will indicate the last date of to that year. Transfer students will be attendance only for enrolled students considered on an individual basis. who have stopped attending. No final grade will be entered. Based on the dates DEGREE AUDIT entered, the Registrar will assign grades See Junior and Senior Checks. as follows: • The student will receive a grade of DEGREE CANDIDATE “WF” if they last attended after the A student formally accepted by the College withdrawal deadline. The “WF” grade to pursue a degree on a part-time or full- is equivalent to an “F” grade in terms time basis is a degree candidate, or a of GPA calculation. matriculated student. • If the faculty member cannot record the last date of attendance or if the DIRECTORY INFORMATION date is left blank, Bloomfield College Based on the Family Educational Right will determine the midpoint of and Privacy Act (FERPA), Bloomfield the period of enrollment as the College may release the following directory withdrawal date. information without written permission of the student: name, address, telephone DEAN’S LIST number, date and place of birth, class Students with superior academic records are level, registered credit for the current named to the Dean’s List, published at the term, major field of study, dates of end of each semester. These students are also attendance, degrees and awards received recognized at a special ceremony the follow- and participation in recognized activities ing semester. A student with a quality point and sports. The student may request average of 3.5 or better receives “Honors” that the directory information be kept designation. A quality point average of 3.8 confidential by filling out a form at the or better earns “High Honors.” Full-time Office of Advising and Registration. students are eligible for inclusion every semester. Part-time students are eligible Academic information, including after two consecutive semesters during which grades, GPA and graduation information, they complete at least four course units. can be discussed only with the student Part-time students may only count the same unless the student has signed a release semester for inclusion on the Dean’s List once. giving permission to discuss this Summer courses will not be considered when information with a third party. determining a student’s eligibility for Dean’s List. DIRECT TRANSFER PROGRAM/ NJ TRANSFER A student who receives a grade of incomplete may not be considered for honors in that (For details, see section on ADMISSION.) semester. THE FAMILY EDUCATIONAL DECLARATION OF MAJOR RIGHTS AND PRIVACY ACT (FERPA) Each student must declare a major or The Family Educational Rights and Privacy area of concentration formally prior to Act (FERPA) affords students certain rights registering for the 17th course unit. with respect to their education records. A student who wishes to change a major These rights include: or concentration, or to declare a second 1. The right to inspect and review the major or concentration or add a minor, student’s education records within 45 must formally declare the new major or days of the day the College receives concentration prior to registration for the a request for access. Students should last four courses required for graduation. submit to the registrar, dean, head of the academic department, or other 248 UNDERGRADUATE ACADEMIC REGULATIONS & PROCEDURES

appropriate official, written requests 4. The right to file a complaint with the that identify the record(s) they wish U.S. Department of Education concern- to inspect. The College official ing alleged failures by the College will make arrangements for access and to comply with the requirements of notify the student of the time and place FERPA. The name and address of the where the records may be inspected. Office that administers FERPA is: If the records are not maintained by the Family Policy Compliance Office College official to whom the request U.S. Department of Education was submitted, that official shall advise 400 Maryland Avenue, SW the student of the correct official to Washington, DC 20202-4605 whom the request should be addressed. 2. The right to request the amendment of GRADE APPEAL POLICY the student’s education records that the If you think you have received a final grade student believes is inaccurate. Students that you did not deserve, you must begin may ask the College to amend a record the appeal process within the first two that they believe is inaccurate. They weeks of the next semester (spring appeals should write the College official respon- may be initiated the following fall). If the sible for the record, clearly identify the final grade for the course depends in any part of the record they want changed, part upon charges of academic dishonesty and specify why it is inaccurate. If the against the student, those charges must be College decides not to amend the record resolved following the process detailed in as requested by the student, the College the section of the catalog devoted to will notify the student of the decision Academic Integrity before a grade appeal and advise the student of his or her can take place. If the grade you are appeal- right to a hearing regarding the request ing is for a course that is part of a sequence, for amendment. Additional information it is the student’s responsibility to initiate regarding the hearing procedures the grade appeal as soon as possible. Failure will be provided to the student when to do so may prevent you from taking the notified of the right to a hearing. next course in the sequence. Efforts will be 3. The right to consent to disclosures made to accelerate the process in such cases. of personally identifiable information • Step 1 Speak to your instructor. Ask the contained in the student’s education reason for the grade and discuss your records, except to the extent that FERPA work in the course. (If the instructor is no authorizes disclosure without consent. longer with the College, then address your One exception, which permits disclosure appeal to the Division Chair—see Step 4.) without consent, is disclosure to school • Step 2 If you still wish to appeal the officials with legitimate educational grade, you must continue the appeal interests. A School official is a person process within one week after speaking employed by the College in an with the instructor. You must write a administrative, supervisory, academic letter to the instructor stating your or research, or support staff position reasons for appealing and send copies (including law enforcement unit person- of the letter to the Registrar and the nel and health staff); a person or com- Chairperson of the Division in which pany with whom the College has con- the course is listed. tracted (such as an attorney, auditor, or Note: If the student fails to respond in collection agent); a person serving on time, the instructor’s grade stands. the Board of Trustees; or a student • Step 3 Your instructor must respond serving on an official committee, such within one week of receiving your as a disciplinary or grievance commit- letter. Copies of this letter are forwarded tee, or assisting another school official to the Registrar and the Chairperson in performing his or her tasks. of the Division. A school official has a legitimate • Step 4 If you wish to appeal further, you educational interest if the official needs must send a letter to the Chairperson of to review an education record in order the Division within one week of receiv- to fulfill his or her professional ing the instructor’s response stating responsibility. your intention to appeal further, with copies to your instructor and to the Registrar. UNDERGRADUATE ACADEMIC REGULATIONS & PROCEDURES 249

If the instructor of the course is the GRADE CHANGES Division Chair, he or she will request that Once an instructor submits a final grade the Vice President for Academic Affairs to the Office of Advising and Registration, and/or designee appoint an appropriate it may be changed for only two reasons: a member of the Division to respond mathematical error calculation or a to your appeal. transcription error in the recording on • Step 5 The Chairperson of the Division the official grade sheet. Instructors who or the appointed designee, must respond request change of a particular grade must in writing within one week of receipt of secure the written approval of the Registrar. your letter. Copies of the Chairperson’s letter are sent to your instructor and to THE GRADING EVALUATION the Registrar. SYSTEM • Step 6 If the student does not accept the Evaluation recommendation of the Chairperson of the Division, the student can appeal by Evaluation takes several forms, depending sending a formal petition to the Faculty on particular course objectives. Regular Committee on Academic Standards with- evaluations should occur throughout the in one week of receipt of the decision of term as well as upon completion. the Chairperson of the Division involved Specifically: in the appeal. Copies of the petition must A. The instructor should state course be sent to the instructor, the Registrar, and objectives in writing during the first the Chairperson of the Division. The week of classes, in clear, comprehensive, Committee on Academic Standards will specific terms. respond within one week after its next regularly scheduled meeting. B. The stated objectives should include: • Step 7 If the students wishes to appeal 1. Any prerequisite skills or knowledge; further, within one week of the decision 2. Time factors for classroom contact of the Committee on Academic Stan- and out-of-class study and preparation; dards, the student must send a letter to 3. The methods to be utilized; the Vice President for Academic Affairs 4. Desirable behavioral, cognitive, or and/or designee with copies to the effective changes; and instructor, the Registrar, the Chairper- son of the Division and the Chairperson 5. Standards against which the of the Committee on Academic Stan- instructor will evaluate. dards. The Vice President for Academic C. Evaluative reports to the student will Affairs and/or designee shall receive a include both a grade or score and com- folder assembled by the Divisional ments or suggestions for improvement; Office Secretary containing a record of D. Evaluations should be made as soon previous appeals and shall respond in as possible after an assignment is com- writing to the student within one week pleted and reported to the student when of his/her letter. Following consultation the work is returned, with opportunity with the student, the instructor, the for extensive discussion of evaluative Division Chairperson, and the Chair- comments; person of the Committee on Academic E. All original written work submitted Standards, the Vice President for Aca- for evaluation will be returned to the demic Affairs will render a decision student with the instructor reserving regarding the grade. The decision will be the right to retain a copy if so desired; final. Note: After each step, if there is failure to GRADING respond, within one week the student is A grade or score on a specific assignment free to go to the next level. In the case of should represent a fair and competent graduating seniors, efforts will be made to evaluative judgment. The grade or score, as accelerate the appeal procedure. well as accompanying comments, should be understandable and based only on the stated course objectives. 250 UNDERGRADUATE ACADEMIC REGULATIONS & PROCEDURES

THE GRADING SYSTEMS– QUALITY LETTER GRADE SYSTEM SYMBOL POINTS Excellent ...... A ...... 4.0 A- 3.7 B+ 3.3 Good ...... B ...... 3.0 B- 2.7 C+ 2.3 Satisfactory*...... C ...... 2.0 Less than Satisfactory ...... C-...... 1.7 D+ 1.3 D 1.0 D- 0.7 Passing ...... P ...... 0.0 Satisfactory ...... S ...... 0.0 Unsatisfactory ...... U ...... 0.0 Failing & Unofficial Withdrawal . . . . .F...... 0.0 Official Withdrawal ...... W ...... 0.0 Administrative Withdrawal...... WN ...... 0.0

*C (Satisfactory) is the minimum quality of work expected from students qualifying for a baccalaureate degree.

Specifically: the work for the marking period. A student A. With the exception of final course who misses the final exam must notify the grades, which must be selected from instructor or the departmental office with- among a standardized set of grading in 48 hours. An Incomplete may not be symbols, individual instructors may use reported because of negligence or procras- a variety of evaluative methods and tination. If the student’s academic standing symbols based on their course objectives is in question when Incomplete grades are and standards. submitted, the Committee on Academic Standards reserves the right to consult B. Grading standards and criteria should appropriate instructors and to base its reflect at least the following factors: decision on the student’s anticipated 1. The level of the course (i.e., 100, 200, course grade(s). 300, or 400); A student who receives an Incomplete 2. Student performance in accordance grade must arrange with the instructor to with the instructor’s stated expectations make up the Incomplete coursework. and the stated objectives of the course; The College strongly encourages the stu- 3. A general understanding of the mini- dent to make up Incomplete work before mum quality of academic achievement the beginning of the succeeding semester. acceptable for graduation credit. Students must complete all Incomplete work by the end of the third week of the C. Mid-term and final grades are semester following the one in which the submitted to the Office of Advising Incomplete was incurred. Any request for and Registration for each course. extension must be made by the instructor Incomplete Grades to the Registrar’s Office no later than the A grade of Incomplete may be reported end of the third week of classes. If an only when illness or other serious Incomplete remains by the end of the emergency occurs during the semester to third week of classes in the semester fol- prevent the student from completing lowing the one in which the Incomplete was incurred, and there is no official UNDERGRADUATE ACADEMIC REGULATIONS & PROCEDURES 251

request for an extension by the instructor, Two faculty and/or employment references it will be officially converted to an “F” (as approved by the internship coordina- and affect semester and cumulative tor) attesting to the student’s ability to averages accordingly. function effectively in an internship must A student who receives a grade of accompany application for admission to incomplete may not be considered for an internship program. The admission honors in that semester. decision will be based on factors which Grade Point Average and Quality Points include access to transportation and the availability of a suitable position. Quality points are determined by multiply- ing the respective grade weight by the value These are the minimal institutional of the course. standards for all internship programs. Grade point average is determined by The internship coordinator will provide dividing the total quality points earned in information regarding special additional a set of courses by the sum of the total requirements for admission to any courses attempted for credit. particular internship. GRADUATION WITH HONORS JUNIOR AND SENIOR CHECKS To be considered for Honors at graduation, Juniors will receive notification to make a student must have successfully completed an appointment to review their progress at least sixteen (16) course units on the charts from the Office of Advising and letter grade system (no S’s or P’s) at Registration. All Seniors must be evaluated Bloomfield College. A student who has by the Registrar. This updated evaluation, earned a cumulative grade point average the senior check, must be signed and dated of 3.5 and a 3.5 average in the major is by the student. After evaluation by the eligible for cum laude; both averages Registrar, all appropriate candidates for must be 3.65 for magna cum laude and graduation must complete the application 3.8 for summa cum laude. Students may for the undergraduate degree to be able to also be considered for Honors at gradua- participate in commencement. tion by membership in the Bloomfield LEAVE OF ABSENCE College Honors Program or Bloomfield College chapters of the honor societies A student may voluntarily request a leave of listed below. absence at any time during the semester by completing the form available in the Office HONOR SOCIETIES of Enrollment Management, Ext. 1230. • Alpha Chi–National Academic Honor Upon request, leaves may be granted for up Society. to one year subject to extension. No credit is • Chi Alpha Sigma–Honor Society for granted for courses which are in progress Scholar Athletes. when the leave is granted. Any course • Delta Mu Delta–Business Honor Society. credits earned elsewhere while the student • Psi Chi–National Honor Society for is on leave may not be accepted upon Psychology Majors. readmission. • Kappa Delta Pi–Education Honor To be eligible for a leave of absence, Society. a student must be in good academic stand- • Sigma Theta Tau-International. ing. For students, not in good academic INTERNSHIP PROGRAMS standing, see the withdrawal policy. The Dean of Faculty may require a student to To enroll in any Bloomfield College intern- take up to a one-semester leave of absence ship, a student must file timely application if such action is in the best interest through an internship coordinator. The of the student or the College. applicant must have successfully completed all stated academic prerequisites and must NON-MATRICULATED POLICY have a cumulative quality point average of Non-matriculated students are those who: 2.3 or above. In special cases, the student 1. may take up to six courses at Bloomfield may petition the Committee on Academic College Standards to waive this minimum grade point average. Statements from the internship coordinator and the division chairperson must support such a petition. 252 UNDERGRADUATE ACADEMIC REGULATIONS & PROCEDURES

2. are members of a special population his/her academic record, the faculty defined as: senior citizens, students has directed that a student seeking seeking a certificate, or students who reinstatement after five (5) years will already have an undergraduate degree not have any grades of “F” counted in the Before registering for a seventh course, cumulative index. These courses will students, with the exception of members remain on the student’s permanent record. of special populations, must matriculate. Students returning to the College after In order to matriculate, a non-matriculated an absence of three years or more will student must: be subject to any new graduation • have a G.P.A. of 2.0; requirements, including those in the • complete an application with Admission major. Classes taken previously must be to be accepted as a matriculated student. evaluated by the Discipline Coordinator for inclusion in the major. Other students who may be enrolled but not pursuing a degree, include those taking *Unpaid balances must be paid in full individual courses for personal interest, to be considered for reinstatement. enrichment, certification or professional REPEATING COURSES advancement; visiting students; high school scholars; and those taking classes Students may repeat no more than three as part of the High School/College courses in their major in which any combi- Credit Program. nation of grades of C- or lower, W, or WF has been received. If a grade of W, WF, or ONLINE ENROLLMENT less than C is earned in the course for the Student enrollment in online courses is second time, the course may not be repeated defined as active participation in the course again. The highest grade achieved in the as described by the individual course course will be counted in the GPA. All syllabus. Students enrolled in these courses courses regardless of weight in CUs will be must maintain active Bloomfield College counted as one course. Developmental e-mail and Blackboard accounts to permit courses (courses numbered less that 100) correspondence about the course. Students may only be repeated once but are not must download the course syllabus from counted in the three courses limit policy. their own Bloomfield College Blackboard In the event that a student is unsuccessful accounts by the end of the Add/Drop after repeating three course in the major, period or they will be withdrawn from the student must change majors. the course. For any course that a student wishes to REGISTRATION repeat (grade in course is C- or lower), the course MUST be repeated at Bloomfield It is the student’s responsibility to be regis- College. A student wishing to repeat a tered for classes through the Registrar’s course may only repeat at the highest level Office and cleared through the Bursar’s attained in that discipline. Credit for courses Office. Students who attend classes and that must be repeated may not be earned who are not properly registered and through CLEP testing. cleared will not be reinstated into the class and will not receive credit. A course in which the student has received a grade of C or better may not be repeated REINSTATEMENT for additional credits or quality points. A student who has withdrawn from the Students with extenuating circumstances College or who has been academically who wish to challenge the above policy suspended and who wishes to be consid- may petition the Faculty Committee on ered for reinstatement must complete Academic Standards. All measures will be the reinstatement application available taken to maintain confidentiality. in the Office of Enrollment Management To Expedite the processing of the petition and Admission.* and decision of the Committee, petitions The faculty of Bloomfield College recog- should be submitted no later than two nizes that a maturation process will have weeks after final grade posting. occurred in a student who has been out of college for several years. In view of this, and the fact that a student may be seriously compromised by previous failures on UNDERGRADUATE ACADEMIC REGULATIONS & PROCEDURES 253

REPEAT POLICY FOR NURSING TAKING COURSES AT ANOTHER MAJORS INSTITUTION A pre-nursing student who needs to Requirements: repeat more than three required courses 1. Only students with a cumulative GPA of (BIO 205, BIO 206, MTH 130, MTH 140, 2.0 or better can take classes off campus. NUR 105, WRT 105 or WRT 106, WRT 107) will not be allowed to enter the 2. The requested course cannot be a repeat major. Once a student is admitted to the of a course already taken at Bloomfield major, if the student must repeat a fourth College. course (including prerequisites, corequisites, 3. Students with junior or senior or courses designed as NUR), the student status must take courses at a four-year may not continue in the major. Only one institution. nursing course (NUR designation) may be 4. The Residency Requirement (page 59) repeated once. A withdrawal of grade of C- states that students must take their or below on the second attempt necessitates last eight course units on campus. withdrawal from the major. 5. The requested course must have the approval of a faculty member in the SECOND BACCALAUREATE appropriate department or the DEGREE Division Chairperson. A student who holds a baccalaureate Appeals of the requirements should degree from Bloomfield College or another be directed to the Faculty Committee on accredited institution may register for Academic Standards. courses at Bloomfield College in order to Procedure: complete a second academic major and/or earn a second baccalaureate degree. Students should pick up a course approval form in the Registrar’s Office and have Candidates for second baccalaureate the course approved by a faculty member degrees must successfully complete at least in the appropriate department or the eight courses beyond the normal under- Division Chairperson. The student should graduate requirement, including at least return the signed form to the Registrar’s three courses in the second major appro- Office. The current GPA and the number priate to the degree. A student who holds of completed courses will be checked and a baccalaureate or graduate degree from final approval will then be given. another institution is eligible to earn a Bloomfield degree in the same major only The student will be given a letter confirm- if he or she is pursuing a defined concen- ing that the course has been approved and tration which includes at least four courses that Bloomfield College will accept credit that are recognizably different from any of provided that a grade of C or better is the courses taken while earning the previ- earned and an official copy of the tran- ous degree. The Office of Advising and script is received by the Registrar’s Office. Registration will examine the transcript of A copy of the letter will be placed in the courses leading to the first baccalaureate student’s permanent file. degree to determine whether these courses meet General Education and major TRANSCRIPT REQUESTS requirements appropriate to the second • All transcript requests require the signa- degree. These requirements must be met, ture of the student, and must include even if this necessitates more than the the full address of the recipient. minimal eight courses. • Official transcripts are normally mailed directly to the recipient or the student STUDY IN ABSENTIA within 3-5 working days. However, Students may study at other colleges by official transcripts will be issued directly requesting permission to study in absentia. to students in a sealed envelope for an This status may be granted for up to one additional charge. No same day requests full year through application and approval will be accepted after 4:00 pm. from the Faculty Committee on Academic • Transcripts will not be prepared Standards. Students may submit credits for students who owe money to earned as transfer credits if the Office Bloomfield College. of Advising and Registration has given prior approval for such work. 254 UNDERGRADUATE ACADEMIC REGULATIONS & PROCEDURES

• Students can fax requests to the VETERAN’S BENEFITS Office of Advising and Registration Bloomfield College is approved for the at 973-748-2767, provided they training of veterans and the widows and have signed the request. children of deceased veterans under the • Students can scan signed requests to provisions of the various federal laws [email protected]. pertaining to veteran’s educational bene- • Transcripts will not be faxed to a fits. Information about veteran’s benefits student or any other recipient. and enrollment procedures may be • Telephone requests will not be obtained at the Registrar’s Office at honored. 229 Liberty Street or by calling Annette Raymond at 973-748-9000, Ext. 1271. TRANSFER CREDITS FOR Students eligible for veteran’s benefits UPPERCLASSMEN register and pay their College bills in the Students with upperclass standing same manner as non-veteran students. (i.e., those who have completed 16 courses Reimbursement is made by the Depart- or more) may not take courses at a ment of Veteran’s Affairs on a monthly community or other two-year college for basis. The amount of reimbursement is transfer to Bloomfield College. governed by the student’s program and the student’s course load. TRANSFER STUDENTS To be reimbursed the student must comply The Office of Advising and Registration will with the following procedures: evaluate transcripts of prior collegiate work by students who enter as transfer students. Initial Enrollment In general, only courses in which a grade of Once admitted to the College, the student C (or its equivalent) or better was earned must obtain an Application for Program of will be considered for transfer credit. Education or Training (VA Form 22-1990) The Bloomfield College GPA is based sole- from either the Department of Veterans ly on courses taken at this institution, Affairs or from the College. The completed while credits are transferable the GPA is application along with a certified copy of not. the DD-214, is sent to Annette Raymond, Office of the Registrar, 467 Franklin Street, Students wishing to transfer in courses that Bloomfield, New Jersey, 07003. were taken more than three years ago must have them evaluated and approved by the Students transferring from another univer- Discipline Coordinator. Courses that are sity or college will need to obtain a Request not approved are not transferable. for Change of Place of Training (VA Form 22-1995) from either the Department of Students who have received A.A., A.S., Veterans Affairs or from the College. A.A.S./RN (only for students seeking The completed form should be sent to BSN), B.A., B.S., or M.A. degrees from Annette Raymond, Office of the Registrar, regionally-accredited institutions will 467 Franklin Street, Bloomfield, be admitted under the Direct Transfer New Jersey, 07003. Program. For further information, see Direct Transfer Program on page 15. Re-enrollment Students who have received the bachelor’s Students who receive veteran’s benefits at degree in a given discipline from other the College the preceding semester and institutions are eligible for admission as plan to re-enroll with no change of objec- candidates for Bloomfield College degrees tive should inform the Registrar’s Office at in other disciplines. Prior academic work is the time of registration that they which to treated much the same as prior academic be recertified under the provisions of their work of any transfer student. For further original VA Form 22-1990. information, see Second Baccalaureate Students receiving veteran’s benefits must Degree. take courses that lead toward the exact UNOFFICIAL WITHDRAWAL objective (usually a specific degree) on the original VA application. Otherwise, they A grade of “WF” designates unofficial must submit a Request for Change of withdrawal from class. This is the grade Program (VA Form 22-1995). Students given by the instructor to a student who is utilizing veteran’s benefits must let Annette not in attendance after the time permitted Raymond know immediately of any for official withdrawal from the course. change in their status or program that UNDERGRADUATE ACADEMIC REGULATIONS & PROCEDURES 255 might affect the amount of their monthly WITHDRAWAL FROM COLLEGE payment from the VA. If they fail to do A student may officially withdraw from the so, the Department of Veterans Affairs College prior to the end of classes in a given will seek reimbursement from the semester. W-grades will be recorded if the vol- student for any overpayment. untary withdrawal is made between the begin- The Office of Adult Student Services pro- ning of the third week of classes and last day vides academic support and guidance for to withdraw (See Calendar). After that date, student veterans at Bloomfield College. For an “WF” grade will be recorded. Students who assistance, please contact Keisha Shay by feel that there are mitigating (non-medical) email [email protected] or by circumstances may file an appeal with the calling 973-748-9000, Ext. 1257. Faculty Committee on Academic Standards. Those students with medical documentation Yellow Ribbon Program may file an appeal with the Registrar. In order Bloomfield College has partnered with the to withdraw, the student must complete a Yellow Ribbon GI Education Enhancement withdrawal form available in the Office of Program (Yellow Ribbon Program), a pro- Advising and Registration. Failure to with- vision of the Post-9/11 Veterans Educa- draw officially will lead to failing grades and tional Assistance Act of 2008. This pro- may limit chances of reinstatement at a later gram allows institutions of higher learning date. Students who have withdrawn and who (degree-granting institutions) in the wish to be considered for reinstatement United States to voluntarily enter into an must complete the reinstatement agreement with Veterans Affairs to fund application available in the Office of tuition expenses that exceed the highest Enrollment Management and Admission. public in-state undergraduate tuition rate. Bloomfield College has agreed to match dollar for dollar with the Yellow Ribbon Program to cover the difference in tuition and fees for qualifying veterans. Therefore, under this program, veterans can earn a degree at Bloomfield College at no cost. This new benefit was created for those who served in the military on active duty for at least 90 days beginning on or after Septem- ber 10, 2001. For more information about eligibility, please visit the U.S. Veterans Affairs website. Standards of Progress Continuation of VA payments depends on the student’s meeting the College’s academic standards for all students. The student must also meet any standards of progress which may be established by VA regulations. If in a national emergency students are called to active duty, they will be with- drawn from classes without academic or financial penalty. Alternative arrangements may be made with the instructor in special circumstances. Documentation must be provided to the certifying official. 256

Enrichment Programs ENRICHMENT PROGRAMS 257

Enrichment Programs

EDUCATIONAL OPPORTUNITY The EOF Program provides financial FUND PROGRAM support for college tuition to eligible students. A preliminary decision will be The Educational Opportunity Fund (EOF) made regarding eligibility after students Program is a comprehensive support pro- complete the Bloomfield College EOF gram funded by the State of New Jersey Program Preliminary Financial that provides academic and financial assis- Information Form. tance for New Jersey residents to attend college. Students must also complete the Free Application for Federal Student Aid The Program targets students from aca- (FAFSA) and the Bloomfield College demically and financially challenged back- Application for Financial Assistance by the grounds, who show academic promise and recommended deadline of April 1st. A copy have the desire to succeed but do not meet of the family’s federal income tax return or the College’s regular admission criteria. a letter from the agency providing support The main goals of the EOF Program are: of the family is also required. Financial aid • To promote a positive adjustment and applications are available at Bloomfield assimilation into the College; College. Students who need assistance may • To involve students in the total life of contact the Financial Aid Office at the College, by making the most of (973) 748-9000 Ext. 1212 or 1383. campus resources; FIRST YEAR SUMMER BRIDGE • To assist students to learn and develop a set of decision making, critical This program offers incoming First Year thinking, problem solving skills; Students a free college course in healthy • To involve students in leadership and lifestyles and customized math tutorials co-curricular activities; that address student math skill needs. • To prepare students to face new Through this four week program students challenges with hope, optimism, and will enhance math skills making them self confidence. better prepared for their college level math courses. Students will also meet To be considered for the EOF Program, faculty and professional advising/coaching a student must provide appropriate staff who will facilitate transitioning information and meet certain criteria: challenges to college. • Must submit a Bloomfield College Application, high school transcript, two letters of recommendation, and SAT or ACT scores for admission; • Must be a legal resident of New Jersey for at least one year; • Must be from a low-income family demonstrating historic poverty and meet the financial guidelines estab- lished by the State of New Jersey; • Must be enrolled as a full-time college student; • Must be interviewed by a member of the EOF staff; • Must participate in an intense five- week residential summer program. • Student must have a high school diploma or Graduate Equivalent Diploma (GED). 258 ENRICHMENT PROGRAMS

SSS#STAR . . . STUDENT The activities or services of the program SUPPORT SERVICES PROGRAM include, but are not limited to, the following: The SSS#STAR Program is a federally funded comprehensive support program • Financial Literacy Instruction; whose goal is to support the retention and • Academic and personal counseling; graduation of first-generation and income • Tutorial services; eligible students at Bloomfield College. • Career guidance and mentoring; In addition to providing grant aid to eligi- • Cultural and leadership activities; ble participants, the Program provides • Computer lab and personal services and activities designed to: instruction; • assess academic needs, goals, • Graduate/professional school and skills; advisement; • support achievement of academic • Support for students with limited success; English proficiency and/or • assist with basic college specific learning needs. requirements; Eligible participants include enrolled • facilitate the transitional process Bloomfield College students who are first from one level to the next; generation (i.e., neither parent earned a • provide cultural, leadership and 4-year college degree) and/or meet social enrichment; federal income guidelines, in addition to • prepare participants for post- having a need for academic support. The baccalaureate endeavors. SSS#STAR Program is located in the Learning Resource Center, Room 107 and is open Monday through Friday from 8:30 a.m. to 4:30 p.m. Evening hours are also available. For additional information, please call (973) 748-9000, Ext. 1170 or e-mail, [email protected]. SPECIAL PROGRAMS 259

Special Programs

BLOOMFIELD COLLEGE Enrolled students must have completed HONORS PROGRAM between 3 and 18 college-level courses with a cumulative grade point average of 3.3 or The purpose of the Bloomfield College higher, submit two recommendations from Honors Program is to create an academic faculty, and interview with the Director of environment that encourages and motivates the Honors Program. students to shine in their academic work, Incoming transfer students must have a leadership activities, and social responsibili- ty. The program embraces our mission and cumulative incoming grade point average is committed to interdisciplinary, multicul- of 3.3 or higher, submit two recommenda- tural perspectives as a foundation for tions from faculty at their previous institu- scholarship in the 21st century. tion, and interview with the Director of the Honors Program. The curriculum consists of interdisciplinary Honors seminars which are grounded in THE EDUCATIONAL PROGRAM the arts and sciences, courses taken for Requirements Honors credit (“Honors Options” or To remain in the Honors Program honors-designated courses), and an honors and graduate with the Honors Program capstone project. Honors students work designation: with faculty mentors in their discipline 1. Honors students must maintain a and on the Honors Council to develop the cumulative grade point average of honors element of the capstone project in 3.3 or higher. their major. 2. Honors students must successfully com- The curriculum will be enriched by the plete at least four courses for Honors co-curricular such as attendance at the credit (“Honors Options” or honors- national and regional honors conferences, designated courses) during their regular activities that take advantage of the academic program. The selection of cultural opportunities afforded by the these honors courses must be made New York/New Jersey metropolitan area, in consultation with, the student’s as well as on-campus cultural events, academic advisor and the approval of service and social activities. the Director of the Honors Program, and instructor. The Honors Option Students enrolled in the Program are designation means that the student will encouraged to participate in an interna- perform honors work that involves tional academic experience, which is greater depth and academic challenge supported by the Maureen Grant Study than that assigned other students in the Abroad Scholarship. course. Specific requirements will be Eligibility established by the instructor of the course in consultation with the student The Honors Program is open to new fresh- and Honors Program Director. men and enrolled students, as well as 3. Honors students must take at least one transfer students. New freshmen are admit- Honors Seminar (HON 498 or HON ted based upon their high school academic 499), normally in junior or senior year. record (a combination of AP courses, hon- Note: as topics vary, HON 498 and ors courses, SAT scores, high school grade HON 499 may be repeated for credit. point average, international baccalaureate HON 498 and HON 499 will count as degree, letters of recommendation from elective credit. However, these honors teachers) and participation in community seminars may be used as a substitution service and leadership activities. for a major course with approval by the appropriate discipline coordinator and the Honors Director. 4. Part-time students must meet the same criteria and be enrolled in a minimum of two college-level courses. 260 ENRICHMENT PROGRAMS

5. Honors students are encouraged to To be eligible for the McNair Scholars Pro- actively participate in the intellectual life gram, students must: of the College community and to serve • Have completed the Sophomore year as leaders and role models for other (in some cases Sophomores will be students by serving on the Honors Council, assisting in the planning and admitted to the program under the organizing of co-curricular events, classification of a junior McNair Scholar) mentoring other students and partici- • Have a minimum cumulative GPA of 3.0 pating in service activities. or above • Hold U.S. Citizenship or permanent U.S. DR. RONALD E. MCNAIR residency POST-BACCALAUREATE • Come from a low-income family and be ACHIEVEMENT PROGRAM the first generation to complete a bac- The Dr. Ronald E. McNair Scholars calaureate degree or be a member of a Program is a federally-funded TRIO group that is underrepresented in gradu- program that prepares income-eligible, ate education (African American, Native first-generation and/or underrepresented American or Chicano/Latino). students for graduate and doctoral study. N.B. There are limited slots for admis- The program was named after the sion as an underrepresented Scholar NASA astronaut, Dr. Ronald E. McNair, the second African-American to fly • Intend to pursue graduate studies leading into space, who was committed to to a Ph.D. (This program is not open to educational access and opportunity. students pursuing medical, law or an MBA degree.) The goal of the McNair Scholars Program is to increase the number of Ph.D.s among For additional information, including an underrepresented segments of our society. application, please view the McNair web- The Bloomfield College McNair Scholars site: www.bloomfield.edu/mcnair. Program’s objectives are to provide and To speak with McNair staff and set up facilitate research opportunities, increase an appointment or learn more about retention and graduation rates, increase the the program, please send an e-mail to number of scholars matriculating into [email protected] or call graduate programs (doctoral and masters), (973) 748-9000, Ext. 1663. and increase the number of Scholars receiving Ph.D.’s within 10 years of gradu- POST-CHIROPRACTIC PROGRAM ating with a Bachelor’s degree. The post-chiropractic program offers Scholars can expect to receive the following holders of the D.C. degree an opportunity benefits and activities as participants in the to complete the requirements for the Program: B.S. degree. Post-chiropractic students must complete • Seminars on the research and graduate the General Education and residency school admissions process; requirements. Admission to the program • Workshops on library and academic is based on the D.C. degree and two years research, finding funding and fellowships of college credit from an accredited for graduate school, improving technical institution. writing skills, preparing personal state- For further information, contact the office of ments, and effective interviews and the Pre-Chiropractic Coordinator. research presentations; • Access to faculty mentors to supervise and guide Scholars' research work; • Individual and group academic advise- ment; • Support for travel to and participation in McNair Research Conference and national academic conferences; • GRE preparatory workshops; • Financial literacy workshops; • Unlimited referrals to fellowships, gradu- ate school fairs and summer research opportunities; • Up to $2,200 in stipend to support research efforts. SPECIAL PROGRAMS 261

THE SENIOR CITIZENS PROGRAM VISITING STUDENTS Senior citizens, aged 65 and above, are Bloomfield College welcomes bona fide welcome to enroll in any course that is not visiting students who submit statements filled, on a space-available basis (2) weeks of eligibility signed by the Dean or Regis- before the beginning of the term. See trar of their own institutions. Statements page 21 for tuition and fees. While many of eligibility are submitted to the Office senior citizens at Bloomfield College take of Admission who arranges registration classes for audit only, they may take appointments. The usual application fee courses for credit toward degrees. Through is waived as a courtesy to the sending their presence on campus, and especially institution. Visiting students are responsi- through their active participation, the ble for tuition and appropriate fees. seniors enrich the learning experience of all students. The College is pleased to ACCELERATED COLLEGE have them. Our Accelerated College offers accelerated, credit-bearing programs to meet the needs STUDY ABROAD of adult students who wish to complete Study Abroad opportunities in European, their program in a minimum amount of Asian, African and Latin American countries time without compromising quality or are available through Bloomfield College’s standards. Recognizing the demands made membership in the College Consortium for on full-time working adults, the Accelerated International Studies (CCIS). College program provides an opportunity Applicants for CCIS programs must have for serious academic pursuit within a sched- attained sophomore status with a minimum ule that provides for balance in their lives. cumulative G.P.A. of 2.5. Information on Courses are offered in a variety of delivery CCIS programs and assistance in the modes –traditional face-to-face, hybrid, and application process is available from fully online –on weekdays and Saturdays. Ext. 1171. Bloomfield College has small, personal Bloomfield College also offers credit classes, as well as expert, caring faculty. through Wroxton College, located between The adult learner will find an opportunity to Stratford-on-Avon and Oxford, England. work with faculty with professional experi- While Wroxton is owned and operated by ence who draw upon their student’s strengths Fairleigh Dickinson University, it is techni- while, at the same time, recognize their cally treated as a branch of Bloomfield distinctiveness as nontraditional students. College under a special agreement. The Accelerated College offers the Students entering the Wroxton program following programs of study: must have attained sophomore status, with • Certificate in Network Engineering a cumulative G.P.A. of 2.7 or higher. Formal The certificate in Network Engineering application may be made by completing prepares students with or without a bache- the Wroxton application forms which lor’s degree to meet the growing demands are available from Ext. 1171. of the Internet Technology industry as These programs provide the opportunity network consultants, LAN and WAN for students to spend a semester of study engineers, IP telephony support engineers, abroad without the problems often network security architects. Students will associated with the transfer of credit. develop skills required by large and small While enrolled at Wroxton or other CCIS corporations, government, and the non- program, students are entitled to continue profit sector. For those already in the Inter- receiving all federal, State and Bloomfield net Technology field, this certificate will help accelerate your career. College financial aid. Students will be con- sidered for an increase in Bloomfield For curriculum information, see page 125. College Supplemental Grants to help meet the additional costs of attending the over- seas program. Additional grants of up to $1,000 are available for one semester only to students who have demonstrated financial need and have utilized maximum eligibility under the Stafford Student Loan Program. 262 ENRICHMENT PROGRAMS

• Certificate in Supply Chain • RN/BSN Program Management The accelerated RN/BSN degree program The certificate prepares students with and provides a fast-track to the BSN for without a bachelor’s degree for the growing RN–prepared nurses who wish to expand fields of physical distribution, inventory their skills beyond the clinical aspects of control, traffic, warehouse management nursing, be a leader in the nursing profes- and more. The program is designed to sion, and be better prepared for today’s meet the needs of the working professional health care challenges. and fulfill corporate training objectives. For more information on the RN/BSN For curriculum information, see page 76. program, contact the Chairperson of the For more information on Certificates in Frances M. McLaughlin Division of Nursing Network Engineering or Supply Chain at 973-748-9000, Ext. 1324. Management, contact the Chairperson of the Division of Accounting, Business, Computer Information Systems and Economics at 973-748-9000, Ext. 1389. ALTERNATIVE CREDIT PROGRAMS 263

Alternative Credit Programs

ADVANCED PLACEMENT Note: Internships will be treated as Bloomfield College participates in regular courses with student participa- the Advanced Placement Program tion dependent on faculty/Division administered by the College Entrance Chairperson recommendation. Examination Board. It grants advanced To register a student must obtain an standing (placement and credit) to the application for Internship form in the student who earns a grade of 3, 4, or 5 Registrar’s Office. in an Advanced Placement Examination. In order to determine eligibility for inde- In the case of a student who earns a grade pendent study, students should contact the of 3, advanced standing may be granted Division Chairperson. They must then only upon the recommendation of the secure the sponsorship of an appropriate faculty within the discipline involved. faculty advisor who will assist in preparing Additional information concerning a program prospectus. The prospectus the Advanced Placement Program must include the learning goals, the may be obtained from: method of study, and the means by College Board which the faculty member will evaluate the Advanced Placement Examination student's progress. If approved by the Box 592 faculty member, the Division Chairperson, Princeton, NJ 08540 and the Registrar the prospectus will constitute a contract between the student INDEPENDENT STUDY and the College. The Independent Study Program provides Independent studies will normally begin and the opportunity to study individually with end with the regular semester. The faculty a member of the College faculty. Students member will assign a grade upon comple- may use it for unique, creative projects not tion of the project, and the student will found in the standard course offerings or receive the academic credit agreed upon if for requirements which the student cannot the project is completed satisfactorily. meet through scheduled course offerings. More information can be obtained 1. Only juniors and seniors are allowed from the Office of Advising and Registra- to take an Independent Study unless it tion at 229 Liberty Street (973) 748-9000, is in a Foreign Language. Ext. 1759. 2. The following G.P.A. is required for taking an Independent Study: Juniors – 3.0 Seniors – 2.5 3. An Independent Study may not be used to repeat a course. 4. A student may take only one Independent Study per semester and no more than a total of four. Certain majors may have other restrictions. 5. An Independent Study may not be taken during a semester that the course is offered. 6. Students may petition the Faculty Committee on Academic Standards for exceptions to this policy. 264 ENRICHMENT PROGRAMS

LEARNING ASSESSMENT • All CLEP and DSST tests are taken Because not all college-level learning takes online; there are no pencil-and-paper place in the classroom, Bloomfield College tests. accepts credit through the College Level • Successfully completed CLEP and DSST Examination Program (CLEP and DSST) exams will be recorded on the student’s and Prior Learning Assessment (PLA). transcript as transfer credit and will not be used in calculating the grade point A maximum of 16 course units may be average. earned through CLEP, DSST and PLA. FOR CLEP AND DSST: CLEP BLOOMFIELD COLLEGE EXAM EQUIVALENT • Examination credit is applicable to the fulfillment of the major and General ACC 201 Financial Accounting I 1 cu Education requirements, subject to the BUS 200 Principles of Management1 cu approval of the major advisor. BUS 314 Principles of Marketing 1 cu BUS 316 Introductory Business • In accordance with scoring recommen- Law 1 cu dations of the American Council on ENG 202 Analysis & Interpretating Education, credit will be granted for Literature 1 cu students who score 50 and above (59 ENG 203 English Literature 1 cu and 63 for French II and Spanish II, ENG 204 1 cu respectively) on CLEP exams and 46 Biology and above on the DSST Lifespan Chemistry Development exam. Natural Science • Bloomfield College is a CLEP testing GIS 200 American Government 1 cu center. MTH 140/141 College Algebra 1 cu • Students must register in advance MTH 160/161 Precalculus 1 cu for CLEP exams via email to MTH 221 Calculus 1 cu [email protected]. PSY 100 Introductory Psychology 1 cu • Test dates and registration deadlines PSY/EDC 210 Educational Psychology 1 cu are available from the Center for Inno- SOC 100 Introductory Sociology 1 cu vation to Enhance Learning (CITEL) or SOC 247 Human Growth & Aging 1 cu online at http://www.bloomfield. French Language edu/academics/academic-centers/citel/ FRN 115 French Language & testing-services/clep Culture I 1 cu • There is a non-refundable registration FRN 125 French Language & fee of $25 in addition to the cost of the Culture II 1 cu exam. Spanish Language • To register for CLEP exams, Bloomfield SPA 110 Spanish Language & College students must have Culture I 1 cu SPA 120 Spanish Language & • completed a minimum of one Culture II 1 cu semester at the College before taking a CLEP exam. DSST BLOOMFIELD COLLEGE • completed any necessary foundation EXAM EQUIVALENT courses. PSY 205 Lifespan Developmental • completed the prerequisite(s) for Psychology 1 cu the course they wish to CLEP. • a cumulative GPA of 2.0 or higher. PRIOR LEARNING ASSESSMENT (PLA) • CLEP and DSST exams cannot be taken • Assessment may be requested in any as a repeat of a course already taken at course found in this Catalog except any institution. Education and Nursing courses and some • CLEP and DSST credits accepted in internship courses. transfer are subject to evaluation criteria • Prior learning acquired through spon- established by Bloomfield College. sored or non-sponsored experiences will • Each exam is 90 minutes long and is be considered (for example –work made up primarily of multiple-choice experiences, volunteering, non-credit questions. Some exams have fill-ins, and certification courses, and other life the English Composition exam contains experiences). an essay. ALTERNATIVE CREDIT PROGRAMS 265

• Prior learning is assessed through the b. The Division Chairperson will development of a portfolio, which is arrange for a faculty mentor. accomplished with the guidance of a c. The student must enroll in the faculty mentor. free, non-credit PLA workshop. • If the course to be assessed is a prerequi- site for later courses, these courses may d. The student receives a list of the not be taken until the assessment course outcomes to address in process has been successfully completed. the portfolio. • Students must apply for portfolio • The student develops the portfolio with assessment through the Associate Vice guidance from the faculty mentor. The President for Academic Affairs, portfolio must be completed by the end 73 Oakland Avenue, Ext. 1352. of the semester after the portfolio appli- • Costs are set each year and can be cation was approved. obtained from the Vice President for • Portfolio is submitted to the Vice Presi- Academic Affairs dent of Academic Affairs. • To apply for portfolio assessment, • The portfolio evaluation will be students must have completed a mini- submitted to the Vice President for mum of 6 course units at the College Academic Affairs within one month. (4 course units for transfer students • Associate Vice President for Academic holding the AA or AS degree) Students Affairs immediately reports the evalua- may apply for portfolio assessment prior tion results to the student and Registrar. to completing 6 course units and credits • If awarded credit, the Registrar adds the will be recorded on the transcript after course to the student’s transcript with a the 6 course units have been completed. grade of “S” (satisfactory). The grade PORTFOLIO ASSESSMENT will not be used in calculating the grade PROCESS: point average. • Submit PLA application to the Associate ASSESSMENT OF WRT 106/107 CREDIT Vice President for Academic Affairs. For a student who tests out of WRT 105/ • Associate Vice President for academic 106 through placement testing at Bloom- Affairs forwards applications to the field College, assesment of credit for these appropriate division Chairperson for courses can be done via Prior Learning review and approval. Assessment. • Application may be approved, denied, or • Students submit applications along with returned for additional information. several of their best writing samples. • Application decisions will be made • Completed applications are forwarded within 3 weeks of receipt. to the Writing and analysis Program • If additional information is needed, Coordinator by the Associate Vice Presi- the Associate Vice President for dent for Academic Affairs. Academic Affairs requests this • If the application is approved, the information from the applicant. student receives credit for WRT 106. • Application decisions will be reported • If the student has not yet taken WRT to the student immediately by the 107, s/he will take the WRT 107 exit Associate Vice President for exam through arrangement with the Academic Affair Writing and Analysis Program Coordi- • If an application is approved, nator. a. The Division Chairperson will • The exit exam is evaluated by the arrange for a faculty mentor and Writing nd Analysis Coordinator. students will be notified of the • If a student passes the exit exam, s/he name and contact information receives credit for WRT 107. for the mentor by the Associate • If a student does not pass the exit exam, Vice President for Academic s/he must take the WRT 107 course. Affairs. 266 ENRICHMENT PROGRAMS

High School/College Credit Programs

COLLEGE CREDIT IN THE HIGH SCHOOL SCHOLARS HIGH SCHOOLS PROGRAM Through a cooperative arrangement with High school students completing the local high schools, freshman-level College junior year with excellent records may elect courses are made available to qualified up to two day or evening summer courses. high school seniors. Faculties of both the These courses carry full college credit and high school and the College cooperate in can either be applied toward degrees for the development and evaluation of courses, students later admitted to Bloomfield and high school faculty teach the courses. College or as transfer credit. Tuition Courses offered under this program scholarships of up to 50% are available carry full college credit. to qualified students. SUMMER SESSION OPTION SPECIAL PROGRAM PROGRAM • Educational Opportunity Fund This option is open to incoming freshman (E.O.F.) Summer Program students who may enroll for two regular Summer Session courses on a transitional basis. They may withdraw from either or both courses without academic penalty at any time prior to the final examination. Courses taken under the Summer Session Options are not included in the calculation of academic progress. ACADEMIC RESOURCES 267

Academic Resources

CENTER FOR INNOVATION • Academic Support Coaching IN TEACHING TO ENHANCE Meet one on one with an academic LEARNING support coach to map out a plan for The Center for Innovation in Teaching academic success. You can locate indi- to Enhance Learning provides Bloomfield vidual coaching scheduler on starfish. College students with a wide variety of • Adult, Transfer and Veteran support activities designed to improve Learning Support academic achievement. These activities Adult, transfer and veteran students are include: provided with necessary resources and • Placement Testing tools to succeed and attain their educa- Reading, writing and mathematics tional goals. tests are administered to incoming Fall and Spring Hours: students to determine appropriate course placement. Take your placement Monday 10:00 A.M. to 5:00 P.M. online at: bloomfield/placement. Tuesday 10:00 A.M. to 7:00 P.M. • Summer Bridge Program Wednesday 10:00 A.M. to 7:00 P.M. The Summer Bridge Program affect: Thursday 10:00 A.M. to 5:00 P.M. incoming freshmen an opportunity to Friday 10:00 A.M. to 5:00 P.M. get a head start on their college courses Saturday 12 P.M. to 3:00 P.M. with a course focused on college readi- ness, writing and math preparation. Students may access CITEL services • Workshops, Study Groups and by visiting the LRC, calling 748-9000, Recitations Ext. 1256, emailing [email protected] Supplementary instructional sessions or via our website at are led by professional tutors to www.bloomfield.edu/citel. support specific courses. Group study hub is located in LRC 005. ADJUNCT INSTITUTE • Tutoring Center and Writing Center Adjunct faculty members are a valued and Individual and small group tutorial integral part of our Bloomfield College sessions are available in most subject community deserving of a professional and individual areas and online. personal connection. The Adjunct Institute • Preparation for Standardized Exams under the leadership of the Associate Vice Preparation sessions for the TEAS, President for Academic Affairs provides PRAXIS and GRE are offered. orientation programs to all new adjunct You may register here: faculty and information about the services testcenter.bloomfield.edu. that can enhance the instructional process • Peer Mentor Tutor Program (PMT) and seeks to assist faculty members in Highly qualified students work as becoming better teachers through profes- workshop assistants, tutors and sional development workshops. mentors to peers. • Disability Services We provide academic support services and accommodations for students with disabilities. • Graduate School Preparation A specially designed graduate prep program that begins freshmen year (sophomores, juniors and seniors also welcome). Learn about various gradu- ate programs and career opportunities, receive mentoring and application/test prep assistance. 268 ENRICHMENT PROGRAMS

THE LIBRARY Air-conditioned reading rooms and study The new, state-of-the-art Bloomfield group rooms, equipped with comfortable College Library is the intellectual nerve study stations provide a pleasant center of curricular activities. With its atmosphere for concentrated study, continuously expanding instructional as well as for recreational reading. materials and facilities, it is an indispen- The Library hosts poetry readings sable learning resource center of the and book discussions throughout the College. academic year. The Library also provides The Library has a collection of over meeting space for students and faculty. 64,000 volumes, 385 periodical subscriptions covering all segments of the expanding curricula, approximately 3,000 volumes in an up-to-date reference collection, subscriptions to over 80 CD’s and on-line reference sources, internet connections to dozens of data banks, over 4,200 reels of microfilm and fiche, over 4,100 musical and non-musical phonograph records, scores, albums, films, and video tape. 269

Standards of Conduct 270 STANDARDS OF CONDUCT

Standards of Conduct

Because Bloomfield College is rich with educational community. Abusive or human diversity, it provides a unique harassing behavior, verbal or physical, setting for students, employees and which demeans, intimidates, threatens, alumni to learn to advance ideals of or injures another because of his or her human worth and dignity. The College personal characteristics or beliefs, which is committed to safe-guarding condi- include but are not limited to race, sex, tions which will foster mutual respect. sexual orientation, national origin, The mission of the College, "to prepare religion, disability, and age, will not be students to attain academic, personal tolerated at Bloomfield College. Nor and professional excellence in a multi- will persons who commit such deeds cultural and global society" clearly artic- be entitled to continue their membership ulates our respect for the rights, privacy in this academic community. and sensibilities of each member of this

President Richard A. Levao

Bloomfield College is a multi-racial, Bloomfield College’s program is in keeping multi-cultural institution of higher with that of other major institutions of education. Part of the learning experience higher education. includes learning about and respecting those norms of society that are designed I. BILL OF RIGHTS to promote, protect and respect the rights The following rights shall not be construed of all members of society. to deny or diminish other rights retained by students as citizens of the local commu- If Bloomfield College is to operate nity, the state, or the nation. harmoniously and efficiently, the students must be assured of certain fundamental A. In the free pursuit of their educational rights and the College must have basic goals, students are entitled to: rules which are respected and enforced. 1. Competent, professional instruction The failure to behave in accordance with at all times, and the right to ask existing standards may result in the relevant questions and receive administration of discipline that is con- coherent answers. sistent with, and related to, the College’s 2. Accurate, concerned advising from objective of learning and growth. assigned advisors. What follows is a list of student rights and 3. All reasonable respect for their responsibilities, followed by the Code of characters, opinions, abilities, sinceri- Conduct and an explanation of the College ty and integrity as human beings. Judiciary Program. Nothing in this Student performance is to be evalu- document is to be construed as interfering ated solely on academic achievement, with the academic freedom of faculty and including adherence to the traditional students. These statements of policy canons of scholarly honesty and integri- originated with the Faculty Committee ty, and not on unrelated matters. on Student Affairs and were approved by 4. Freedom from verbal and/or the Faculty of Bloomfield College. physical abuse. STANDARDS OF CONDUCT 271

5. Fair grading based on standards that are affiliated with organizations outside are clearly articulated by the instruc- Bloomfield College, the relationships tor in the syllabus distributed by the must not interfere with the objectives second class meeting. and activities of the College. College 6. The right to appeal to the head of policy will take precedence over the the division or the Vice President rules of any national, state, or local for Academic Affairs and Dean of affiliate organization. Faculty/designee any grade that E. Bloomfield College regards student the student believes is based on publications as central to the creation of a prejudiced, capricious, or an atmosphere of free and responsible erroneous academic evaluation. discussion and of intellectual exploration 7. Confidentiality concerning matters on campus. Bloomfield College is firmly both personal and academic. committed to freedom of expression in 8. Equality in the administration of order that student publications may College codes and administrative due maintain their integrity of purpose. process in the handling of all charges The freedom of student editors and against the student; and the right to managers entails allegiance to the appeal to an appropriate body as canons of responsible journalism, such defined in the appeals procedures as the avoidance of libel, slander, of Section VI of the Standards of obscenity, and undocumented allega- Conduct. tions. Students must recognize the legal 9. The right to control the release and fiduciary obligations incumbent of information contained in their upon them and the College in all publi- student records, as specified in the cation matters. There also must be a Family Educational Rights and Privacy recognition that freedom of expression Act of 1974 (also known as the with opportunities for responsible Buckley Amendment). replies is one of the characteristics of B. Free inquiry and expression are encour- higher education in the United States. aged. All constituents of the College All student publications must explicitly Community are free, individually and state on the editorial page that the opin- collectively, to express their views on ions that are expressed are not necessar- issues of College policy and on matters ily those of the College or student body. of interest to the student body. Editors and managers of the student However, such expression must not: press shall not be arbitrarily disciplined Disrupt the operation of the College. because of student, faculty, administra- • tive, alumni, or community disapproval • Threaten the safety of individuals of editorial policy or content. Discipline and/or their property, individual may result for failure to adhere to the rights, or the continuity of the canons of responsible journalism, educational process. as discussed above. • Cause damage to College property. F. No student shall be discriminated • Harass or threaten others. against on the basis of sex, race, color, C. Students have the right to be secure in creed, national or ethnic origin, sexual their persons, campus living quarters, orientation, age, or disability. papers, and personal property. Informa- Each student shall be guaranteed fair tion on the Family Educational Rights treatment under College rules and regu- and Privacy Act (Buckley Amendment) lations in the securing and protection of is available in the Office of the Registrar. aforesaid rights. Alleged violations of D. Students can organize and join associa- the student’s rights should be referred tions to promote their common interest to the Office of the Vice President for as designated by College rules and pro- Academic Affairs and Dean of the vided they are consistent with the mis- Faculty/designee for academic matters sion of the College. Student organiza- or to the Office of the Vice President tions may be afforded use of College for Student Affairs and Dean of facilities and resources when available so Students/designee for other matters, long as such interests and use are com- or to the Affirmative Action Officer. patible with the purposes and functions The appropriate Officer will respond, of the College. If student organizations in writing, to the student’s concern. 272 STANDARDS OF CONDUCT

II. ACADEMIC INTEGRITY online exams before you are scheduled A. Plagiarism to take the exam; searching the web for information without permission Plagiarism is the copying of a passage during an online exam. or idea from a book, article, notebook, laboratory report, video, Internet, or Collusion is a form of cheating that other source, published or unpublished, involves working with another without acknowledging the source of person/persons to prepare separate the passage or idea. Text extracted from course assignments (including papers, another source without substantial par- projects, and presentations) in ways not aphrasing must be cited as a quotation, authorized by the instructor. Penalties or it too will be considered plagiarism. for cheating on an examination or Finally, any replication of another collusion can include a written warn- student’s work or a student’s own work ing/reprimand and a combination of from prior semesters or other courses one or more of the following actions will be considered as plagiarism, unless administered by a faculty member or the instructor’s approval for such usage if necessary by the Vice President for has been obtained. Penalties for plagia- Academic Affairs and Dean of the rism can include a combination of one Faculty/designee: or more of the following actions • Failing the examination. administered by a faculty member. the • Obtaining a failing grade on the • Redoing the assignment. assignment. • Obtaining a failing grade for the • Failing the course. assignment. Suspension or expulsion from the • Obtaining a failing grade in the College if deemed necessary, will be course. administered by the Vice President for • Vice President for Academic Affairs Academic Affairs and Dean of the and Dean of the Faculty/designee may Faculty/designee. issue a written warning/reprimand C. Other Forms of Dishonesty and/or impose additional sanctions All forms of dishonesty, including up to and including suspension or knowingly furnishing false information, expulsion from the college. In addi- forgery, (college written/online docu- tion, students who have committed ments, records, timesheets, identifica- acts of academic dishonesty are tion cards/or other material) alteration ineligible for academic honors. or use of College documents or instru- B. Cheating ments of identification with the intent Cheating on an examination (whether to defraud; theft or misappropriation of in-class, take-home or online) includes property or services; knowingly furnish- the following: attempting to look at ing false information to the College; another student’s examination for the helping others to give such false infor- purpose of obtaining answers; commu- mation, are prohibited. Violations of nicating any information about the this provision will subject all individuals examination, either during or after the who participate in or otherwise aid or testing period, to someone who has not abet in any form of academic dishonesty yet taken the exam; using any materials, to the full range of disciplinary actions. including books and/or notes, techno- D. Protocol/Appeal Process/Sanctions logically based communication devices If the instructor has sufficient evidence (including but not limited to cell phones, to believe that a violation of the pagers, personal digital assistants, academic integrity policy has taken laptops, hard drives, disks, or student’s place, the instructor must discuss the personal space on the computer) issue, as well as the penalty, with the during the examination that have not student. If the supportive evidence is been authorized by the instructor; not definitive and the student denies engaging in any other activity for the guilt, the case is referred to the Vice purpose of obtaining assistance not President for Academic Affairs and authorized by the instructor; opening Dean of Faculty/designee. STANDARDS OF CONDUCT 273

Depending upon the circumstances President for Academic Affairs and Dean of surrounding the incident, as assessed the Faculty/designee according to the by the instructor, following discussion procedures set forth herein. The determi- with the student, and, if necessary, nation of the appropriate discipline to be following discussion with the Vice applied in all other cases shall be made by President for Academic Affairs and Dean the Vice President for Student Affairs and of Faculty/designee, any one of the Dean of Students/designee according to penalties below could be enforced: the procedures set forth in Section IV (J), • Student is issued a written Emergency Powers and according to warning/reprimand. Section V, The Judiciary Program. • Student must resubmit the assignment. A. Endangering Health or Safety of Others • Student obtains a failing grade Any conduct in any College facility, on for the assignment. any College grounds, or at any on or off- • Student obtains a failing grade for campus College-sponsored or College- the examination. related event or activity, which harms or • Student fails the course. threatens to harm the physical, emotion- Suspension or expulsion from the al or mental well-being of any person is College if deemed necessary, will be grounds for discipline, up to and includ- administered by the Vice President for ing expulsion from the College. Prohib- Academic Affairs and Dean of the ited conduct includes, but is not limited Faculty/designee. to, fighting, physical assault, acts of The instructor will place a written physical violence against others, holding record of the infraction in a permanent or confining another against his or her file maintained in the Office of the will, and taking actions for the purpose Vice President for Academic Affairs and of inflicting emotional, mental or physi- Dean of Faculty. A copy of the record cal harm on another. must also be given to the student. The possession, storing or use of any If plagiarism, cheating or other types type of weapon in any form (including of academic dishonesty are discovered but not limited to firearms, general after final grades have been submitted knives/blades, ammunition, fireworks, to the Registrar’s office, final grades may and incendiary devices), or any object be lowered accordingly. that can be construed to be a weapon is prohibited. The possession, use or stor- III. CODE OF CONDUCT ing of firearms, air guns/rifles, ammu- The primary purpose of regulations and nition, explosives, dangerous chemicals discipline at the College is to protect the or other dangerous weapons on campus well-being of the community and in contravention of federal, state or to advance its educational mission by local laws or College regulations will defining and establishing certain norms of result in immediate dismissal from the behavior. Institutional discipline may be College. applied to conduct that adversely affects Such actions also include interfering the College community’s pursuit of its with local police authorities and educational objectives. Campus Security Officers while they are Conduct of the following kind may result acting in the performance of their duties in the imposition of institutional discipline on the College premises or intentionally in the form of one or more ignoring citations issued by local police of the disciplinary actions listed in authorities and Campus Security, fail- Section IV, Official College Sanctions. Any ure to comply with evacuation proce- other misconduct deemed a threat to the dures, and/ or tampering with fire pro- well-being of the community or to the tection equipment or inappropriate use safety of any person might also result in of open flame devices or combustible the imposition of institutional discipline as materials. Intentionally initiating or well. In cases involving academic miscon- causing to be initiated any false report, duct (cheating, plagiarism, collusion), the warning or threat of fire, explosion, determination of the appropriate discipline or other emergency. to be applied shall be made by the Vice 274 STANDARDS OF CONDUCT

B. Lack of Respect for Others dation, embarrassment, or ridicule as a The College does not tolerate abusive precondition for membership, including or harassing behavior, verbal or physical but not limited to: or written, which demeans, intimidates, • extended deprivation of sleep or rest; threatens, coerces, or injures another • forced consumption of food, liquor, because of his or her personal character- beverage, or drugs; istics or beliefs which include but are • paddling, beatings or brandings and not limited to disability, ethnic and exposure to the elements; national origin, race, age, religion, • participation in sexual rituals or sex and sexual orientation. assaults; Actions which are intended to humiliate, • any other such conduct that discredit and/or interfere with a violates local, state, or federal laws person in the conduct of his or her is prohibited. customary or usual affairs, such as send- Violation of this provision will subject ing, tweeting or posting threatening or all individuals and organizations who harassing messages (via email, voicemail, participate in the hazing to the full text messages, U.S. Mail, postings on range of disciplinary actions (see Twitter, Face Book, Instagram, My Space Section IV, Official College Sanctions). or any other Internet/student profile In general, however, pledge(s) will not websites) explicitly or by inference be subject to disciplinary action unless directed to the person, use of inappro- they have taken an active part in plan- priate/threatening language directed at ning or carrying out hazing activities. another, or vandalism or misappropria- Pledge(s) may, though, be encouraged tion of a person’s property, including to attend counseling sessions or any theft, handling or mishandling of a other support-based interventions person’s personal property without per- deemed appropriate by the College. mission, attempted theft or damage of personal property, theft of academic D. Damage to Property work in electronic format or hard copy, Willful or grossly negligent damage or theft, of academic supplies including destruction of the property of others, or textbooks, laptops, i-pads or other tech- of the College, including but not limited nical equipment, disks/CDs, stationery, to the deliberate defacement of library etc.; or vandalism damage of a person’s materials, equipment, buildings, room or car (e.g. by graffiti) are prohib- vehicles, sidewalks, walls, trees, landscap- ited. When necessary and appropriate, ing or littering is prohibited. Violation payment of replacement or repair costs of this provision will subject the person will be required in addition to discipli- or persons responsible to the full range nary actions ranging from written of disciplinary actions (see Section IV, reprimand to suspension or expulsion. Official College Sanctions), and in (See Section IV, Official College addition will ordinarily also include Sanctions). payment for the cost of replacement C. Hazing or repair. Hazing, including organizing, engaging A first offense involving replacement in, facilitating, or promoting any con- or repair costs of less than $25.00 will duct that places or may place another result in disciplinary reprimand and person in danger of bodily harm or seri- payment of the cost; if the damage was ous emotional or psychological distress caused by a resident student to residence is prohibited. (The consent of those hall facilities/college property, that hazed will not be accepted as a defense.) student will in addition be suspended Hazing and aggravated hazing are from College housing for a minimum crimes punishable under the provisions of seven (7) days. of Title 2C of the Statutes of the State of A first offense involving replacement or New Jersey. repair costs of $25.00 or more will result Any action taken or situation created in conduct probation for a minimum intentionally whether on or off College of 30 days, payment of replacement or premises to produce mental or physical repair costs and possibly suspension discomfort, harassment, personal degra- for a minimum of seven (7) days or dis- STANDARDS OF CONDUCT 275

missal from the College; if the damage ment of any form, sexual misconduct in was caused by a resident student to any form, etc. residence hall facilities/college property, G. Excessive Noise that student will, in addition, be suspended from College housing Any noise above a reasonable level for a minimum of two (2) weeks. whether produced by an individual or a group, will be considered excessive. A second offense involving any replace- Excessive noise will not be allowed. At ment or repair cost will result in con- any social event where live or recorded duct probation for a minimum of one entertainment is a part of the event, the semester, payment of replacement or student group sponsoring such a social repair costs and possibly suspension for event must maintain the sound of any a minimum of fourteen (14) days or entertainment at a reasonable level dismissal from the College. A second and must obey local regulations with offense by a resident student to resi- respect to its termination. The Office of dence hall facilities/college property Residential Education and Housing will result in suspension from College reserves the right to reject radio/stereo housing for a minimum of thirty (30) systems that can create a disturbance days, payment of replacement or (see the publication "A Guide to repair costs and possible dismissal Residential Education and Housing"). from the College. If noise from a College-sponsored social Further offenses on the part of any event causes the College’s neighbors to student can range from partial suspen- complain, College officials will ask the sion for one semester to dismissal from sponsors and/or attendees of the event the College for all students and perma- to reduce the noise; if the noise contin- nent dismissal from housing for ues or resumes, the event will be shut resident students. down. In cases of repeated reports of E. Violations of the Alcohol and excessive noise from a sponsoring Drug Policy organization, that organization and its All students are subject to local, state, members may be subjected to a full and federal laws. Infraction of the range of disciplinary actions ranging Alcohol and Drug Policy may therefore from written reprimand to dismissal also result in prosecution by such author- from the College. (See Section IV, ities. In cases involving prosecution by Official College Sanctions) federal, local and state authorities, the H.Disruption or Obstruction of College reserves the right to impose College Activities disciplinary actions whether infractions Any behavior that disrupts or obstructs occurred on or off the College campus. teaching, tutoring, social/recreation Students with concerns about drugs programs, research, administration, or alcohol may contact the Office of learning, studying, invited speakers, Student Affairs for counseling and disciplinary proceedings, fire, police or referrals. emergency services or any other normal For more details please refer to the College activity is prohibited. Discipli- Bloomfield College 2015-2016 Policies nary actions can be initiated by the Brochure. person in charge of the activity or by F. Violations of Local, State and any College staff and/or faculty mem- Federal Law ber who observes such behavior. Violations of local ordinances or of Disruption or Obstruction of state or federal laws while on campus or Classroom Teaching: off the college campus are subject to • In circumstances wherein a student’s College sanctions as well as any legal conduct disrupts the ongoing penalties. Such violations include, but educational purposes of any College are not limited to, possession, sale and/ class, that student will be subject to or distribution of controlled substances, sanctions which can include, but are possession of unlawful weapons, use of not limited to, written warnings, an item as a weapon to commit harm to written reprimands, failing course others, terrorist threats in any form, grades, suspension and/or dismissal. robbery of any form, assault or harass- 276 STANDARDS OF CONDUCT

• For disruptive behavior on the part L. Unauthorized Use of College of a student enrolled in the class, the Facilities and Resources person in charge of the classroom at All areas of the College campus, includ- the time of the disruption can initiate ing classroom, residential facilities, the student’s withdrawal from the administrative buildings, the library, classroom due to misconduct. recreational buildings, the quad and • For disruptive behavior on the part parking lots, are open to students only of a student who is not enrolled in according to published use schedules or the class, any College staff or faculty other sanctioned use. In addition, unau- member who observes such behavior thorized student access to and/or use of can initiate disciplinary action via the College’s property, equipment, submission of a written report to the resources and documents are prohibit- Vice President for Student Affairs ed. Student groups, unless authorized by and Dean of Students/designee. a College Official, may not grant any nonmember of the College Community I. Violation of College-Promulgated any level of access to resources and facil- Rules and Regulations ities exclusively available to members of All students are subject to the range the College Community (i.e., meeting of disciplinary actions (see Section IV, rooms, library, quad, cafeteria, common Official College Sanctions) when they fail spaces, computer labs, video equipment, to obey College-promulgated rules and etc.). Facilities and equipment must be regulations, including those applicable returned in their pre-use condition to residents. Violations include, but are unless otherwise authorized. All other not limited to, failure to respect the use is considered unauthorized. confidentiality of judicial hearings and Additionally, the unauthorized use of willfully preventing a College official the College’s computer system, College’s from properly discharging his or her name, finances, materials and supplies lawful responsibilities. College-promul- (including College letterhead) and gated rules and regulations are available unlawful entry into or use of College to all students through the Office of facilities and offices is prohibited. Student Affairs. M.Unauthorized Posting J. Failure to Honor Agreements and All student posting of notices on Contracts College property must be: All students can be subject to discipli- • Stamped by the Director of the nary actions when they fail to honor Center for Student Leadership and agreements or contracts relating to Engagement located in the Student official College activities or processes, Center or an academic Division academic and disciplinary sanctions. Chair; K. Sexual Harassment • Posted in pre-approved designated Sexual harassment of another student, areas. See the Center of Student faculty member, administrator, staff Leadership and Engagement for a member, or guest of the College is pro- list of pre-approved areas; hibited. Sexual assaults or any other • Posted by authorized student uninvited behavior of a sexually explicit organizations recognized by nature are likewise prohibited. Students Bloomfield College. are referred to the College’s official Sex- Unauthorized postings and notices ual Harassment Policy in the Bloomfield posted in unauthorized locations will be College 2012-2013 Policies Brochure. removed. Unauthorized and inappropri- ate posting which demeans or infringes on the rights of any member of the College Community will be removed, and person(s) responsible will be subject to a full range of disciplinary actions ranging from written reprimand to dismissal from the College. STANDARDS OF CONDUCT 277

IV. OFFICIAL COLLEGE SANCTIONS Office for behavioral misconduct and Whenever appropriate, sanctions may the Registrar and Academic Affairs include a learning component in an Offices for academic misconduct. attempt to prevent future offenses. In C. Remuneration addition to the sanctions listed below, a In the case of personal injury, damage to fine or activity related to the infraction College property, or damage to personal may be imposed by the appropriate Vice property, students shall be required to President/Dean or designee or one of pay for all expenses incurred because of the College’s Judiciary Boards. Both the their actions. fine and the activity would require the approval of the respective Vice President/ D. Conduct Probation Dean or designee who can modify the This action involves a period of time, sanction or request that the respective normally not exceeding one year, during Board modify the sanction. which a student is given reasonable Sanctions involving total suspension from opportunity to show that he/she can the College for a specific period of time become a responsible and effective will be imposed by both the Vice President member of the College community. for Student Affairs/Dean of Students and In addition, conditions and restrictions the Vice President for Academic Affairs/ may be imposed, including revocation Dean of Faculty, unless otherwise consid- of specific privileges and recommends- ered a severe infraction which warrants tions for counseling. enforcement of the “Emergency Powers” Individuals and Organizations on con- as defined in Section IV, item J. duct probation will be restricted from The disciplinary actions defined below are participating in College activities with- examples of the kind of sanctions that may out prior permission from the Office of be imposed, but are not intended to limit the Vice President for Student Affairs the discretion of the College to impose any and Dean of Students. These restrictions other sanction it deems appropriate. may include, but are not limited to, While in most instances the following attending, sponsoring or co-sponsoring sequence of procedure is followed, the social events or events intended to raise severity of the student infraction may funds for that organization, recruiting preclude this progression. new members, and freezing the organi- A. Disciplinary Warning zation’s budget for up to one semester. A warning is a formal admonition, At the end of the probation period, if all either oral or written, that may be taken conditions of the action have been met into account in judging the seriousness satisfactorily, the student will be consid- of any future violation. For purposes of ered in good conduct standing and will assessing additional, concurrent offens- be so informed in writing by the respec- es, a disciplinary warning will be in tive Vice President/Dean or designee. effect for one semester. Any pertinent Any pertinent material associated with material associated with a written the sanction of probation as well as the warning, as well as the warning itself are sanction itself are placed in the student’s placed in the student’s permanent file permanent file with the Student Affairs with the Student Affairs Office for Office for behavioral misconduct and behavioral misconduct and the Registrar the Registrar and Academic Affairs and Academic Affairs Offices for aca- Offices for academic misconduct. demic misconduct. E. Withdrawal from Class Due to B. Disciplinary Reprimand Misconduct A reprimand is a written notification A student may be withdrawn from a to a student containing a warning that class or classes due to disruptive or repeated infractions of regulations may obstructive behavior by a faculty mem- result in more severe disciplinary action. ber or instructor. For this particular For purposes of assessing additional, sanction, any conduct withdrawal may concurrent offenses, a disciplinary repri- be appealed to the Vice President for mand will be in effect for one semester; Student Affairs and Dean of Students/ and will be placed in the student’s designee, and the appeal will be heard permanent file with the Student Affairs within 48 hours. 278 STANDARDS OF CONDUCT

If an appeal is granted by the Vice Presi- privileges of students in good conduct dent for Student Affairs, the appeal must standing, including presence on be endorsed by the Vice President for College property, and the student may Academic Affairs and the course instruc- not participate in any College activity tor before a decision is reached to allow or College-sponsored activity. the student to return to class. In such a I. Dismissal from the College case, the student may be placed on spe- This is the most serious penalty and cial behavioral contract with the Office results in a permanent separation of of Student Affairs and placed on conduct the relations between the College and probation. Any pertinent materials asso- the student. Permanent notification ciated with the withdrawal are placed in appears in the official permanent the student’s permanent file with the record. Registrar. Dismissal must be approved by the F. Suspension from Housing President of the College. A student may be suspended from J. Emergency Powers College housing for a specified period of time, normally not to exceed one In the case of infractions which, in the year. During this period of suspension, opinion of the College, constitute one or the student will be denied all rights and more of the following: privileges of resident students in good • A serious violation of College rules or conduct standing, including presence regulations; or in any residence facility, or off-campus • Circumstances seriously affecting the College-sponsored housing facility; or health or well-being of any person; areas immediately surrounding any such facility including entrances, driveways, • Circumstances where the ability of the walkways and other general common College to carry out its essential oper- areas. Any pertinent material associated ations is seriously impaired or threat- with a suspension from housing will be ened; or placed in the student’s file with the • Circumstances which disrupt or pose Student Affairs Office. a threat to the College community G. Dismissal from College Housing and where the infraction is one that may constitute violation of a local In the case of a serious violation of resi- ordinance, state or federal law, or rule dence rules or regulations, or in the case or regulation promulgated pursuant of repeated minor infractions of these rules, a student may be dismissed from to law, or violation of the legal rights College housing for a specified period of of another. time. Any pertinent material associated The appropriate Vice President/Dean or with a dismissal from housing will be his/her designee, at his/her sole discretion, placed in the student’s file with the following a preliminary investigation of the Student Affairs Office. matter, may invoke "Emergency Powers" and summarily suspend, dismiss, bar from H.Suspension from the College campus or take any other disciplinary 1. Partial Suspension action deemed necessary against any per- Under partial suspension, a student son. Except where the appropriate Vice may attend classes only. Any other President/Dean or his/her designee, at presence by the student on campus his/her sole discretion, elects to do so, will require an appointment and incidents of misconduct falling within the prior permission from the Office of scope of this section shall not be referred the Vice President for Student Affairs to a judiciary board. Sanctions imposed and Dean of Students. Resident under this section are to be considered students under partial suspension temporary, pending the outcome of an may be allowed to attend classes and independent investigation or review by use the residence hall and cafeteria. College legal counsel. Permanent sanctions 2. Total Suspension are to be imposed by the appropriate Vice A student may be suspended from President/Dean or his/her designee after the College for a specified period of the conclusion of that independent time, normally not to exceed one investigation/review. Notice to appropriate year. During this period of suspension, persons is to be given following the the student will be denied all rights and imposition of sanctions in accordance STANDARDS OF CONDUCT 279

with the procedures set forth in the The purpose of discipline is to correct "Assessment of Discipline" section of improper conduct. To that end, the Section V, "The Judiciary Program". disciplinary process will provide oppor- Disciplinary action taken and sanctions tunity for the individual to: imposed under this section, whether by • reassess and correct his/her the Vice President for Student Affairs/ behavior that led to the disciplinary Dean of Students or by a judiciary board, action; are subject to the "Appeals Procedure" • increase his/her awareness of the established in Section V, "The Judiciary expectations and standards which the Program", except that the original College holds for a student; disciplinary decisions shall be and accept responsibility for modifying remain fully implemented pending • his/her behavior to better meet these the outcome of the appeal. expectations; Any hearings conducted under this section, as well as the findings of the independ- • perceive him/her as an individual ent investigation of the matter, are to capable of guiding his/her own remain confidential to the extent personal development. required by law. Reporting Incidents of Misconduct K. Banishment In cases involving academic misconduct In circumstances seriously affecting the in the classroom setting, (workshop, lab, health or well-being of any person, or lecture, tutoring, etc.) a charge may be where the ability of the College to carry brought forward by the instructor, or out its essential operations is seriously Vice President for Academic Affairs and impaired or seriously threatened, the Dean of Faculty/designee. The adminis- President or his representative, or a tration of appropriate disciplinary senior officer of the College authorized course of action is at the discretion of by the President, may summarily the Vice President for Academic Affairs suspend, dismiss, or bar any person and Dean of the Faculty/designee. from the College. In cases involving behavioral miscon- duct on campus, a charge of violation of V. JUDICIARY PROGRAM college policy may be brought forward The administration of the College’s by any member of the College commu- disciplinary process is the responsibility nity or by the College itself. Charges of the Office of the Vice President for involving student misconduct must be Student Affairs and Dean of Students. channeled through the Student Affairs The judiciary standards and procedures Office. Charges must be submitted that are established by the College are in written form to the Vice President intended to protect the educational for Student Affairs and Dean of purpose of the institution, provide for Students/designee within ten (10) busi- orderly conduct of its activities, protect ness days of observed infraction; unless the victims of crime, and safeguard the the nature of the violation involves a interest of the College’s community. criminal prosecution in which case, The disciplinary procedures adopted written charges beyond ten (10) days by the College are considered part of would be acceptable. The determina- the educational process and reflect the tion of appropriate disciplinary actions philosophy of peer education and is at the discretion of the Vice President evaluation. Formal hearings and appeals for Student Affairs and Dean of included in the judiciary process are not Students/designee. courts of law, and are not subject to rules of civil or criminal hearings. As violations of College’s Standards of Conduct may also account for violations of law, students may be accountable for both civil authori- ties and the College for their actions. However, outcomes of Legal Court proceedings will not guide the College’s administrative processes or disciplinary decisions. 280 STANDARDS OF CONDUCT

Investigative Processes B. that if he/she chooses not to Pursuant to the receipt of a written appear at the scheduled hearing, charge of violation of the Standards of the hearing will be heard in his/her Conduct from a member of the absence, and a decision will College Community; the investigative be made based on the relevant process will begin with the review of said evidence presented. charge by the Vice President for Academ- C. of the range of discipline the ic Affairs and Dean of Faculty/designee; student may be subject to by the or the Vice President for Student Affairs respective judiciary board. and Dean of Students/designee. Based on the type of infraction, whether academic Hearings or behavioral misconduct, the respective For cases referred to it, the role of any Vice President/Dean and/or designee of the judiciary board is to determine by will meet individually with all parties way of a hearing whether the accuser involved in the infraction. The respective has proved, by a preponderance of Vice President/Dean or designee may evidence, that the student in question reach a resolution on the matter based has in fact violated one or more of the on the review of all pertinent evidence provisions of this Catalog, or any other associated with the infraction; and rules, regulation or standard of behavior impose one or more of the disciplinary set by the College and to recommend an sanctions listed in Section IV, Official appropriate punishment. In the interest College Sanctions. If a resolution is not of confidentiality, hearings are closed reached at this level, the appropriate Vice unless an open hearing is requested President/Dean or designee will deter- by the accused. However, the College mine whether or not the case is deferred reserves the right to deny a request to one of the judicial hearing panels. for an open hearing. Some cases, based on their nature may warrant involvement of the College’s In closed meetings, only the person Counsel, local or state authorities bringing charges, the person represent- and immediate implementation of the ing the College, the student charged, the College’s emergency powers. hearing advisor chosen by the student, the ombudsman, members of the judici- Formal Notification of a Charge ary board and its staff, and witnesses of Misconduct called by the board to testify may be If a charge of student misconduct is present at the hearing. Board members referred to any of the judiciary boards, who violate the confidentiality of judi- the respective Vice President/Dean or cial hearings shall be dismissed immedi- designee will provide the student ately from the board and may be subject involved with a copy of the charge, to disciplinary action. Any member who which will include the substance of the violates the confidentiality of a judicial matter charged and the date, time, and hearing may also be subject to further place the matter will be heard. Such penalties or liability under state and notification shall be made in person or federal law. During open meetings, by means of a registered letter, return persons attending the hearing who are receipt requested. not witnesses are there as observers The student will be informed: and not as participants and are expected A. of the right to: to observe proper decorum. • have access to all records of Disciplinary hearings are not adversary charges and all supporting doc- proceedings in the legal sense; they are uments to be used in the case; conducted in an atmosphere of infor- • have an advisor present mality and interested understanding. who is a current member of the At the start of a hearing, the chairperson College community (neither the shall advise those present of the proce- College nor the student may be dures and read the statement of the represented by an attorney); charge. At that time, the parties should • present a statement on his/her present their lists of any witnesses they behalf; want the board to call. The chairperson • present witnesses who have of the board shall call the witnesses. relevant information. STANDARDS OF CONDUCT 281

All witnesses may be questioned by all the individual by certified letter, return parties in a case and by any member receipt requested, or by-hand with provi- of the board. The chairperson may, with sions for a signed receipt, from the appro- an explanation, rule any inappropriate priate Vice President/Dean or designee question or response out of order. All within 72 hours of the close of hearings. information upon which the decision It explains both the nature of the action will be based must be introduced at the and the period during which it is effective. hearing. The board will only hear or If the sanction imposed involves suspen- review evidence which is germane sion or dismissal from the College, the to the charge. Vice President/Dean or designee will When the board members are satisfied inform the appropriate faculty members that they have heard all pertinent and and campus security personnel of this available information and that the stu- decision. The right of the student to appeal dent has been given an opportunity to and the appeals procedure is again set make his/her final statement, they forth in the letter. then deliberate in private. If the board Appeal Procedure members decide that the student is not If a student chooses to exercise his/her responsible of the stated charge(s), the right to appeal, he/she must state board chairperson informs the appro- the intent in writing to both the Vice priate Vice President/Dean or designee President for Student Affairs and Dean of this decision orally at the conclusion of Students or designee and to the of the board’s deliberations, and in writ- chairperson of the board that originally ing within 24 hours. The respective Vice heard the case within one week of President/Dean or designee shall notify the student of the decision as soon as receipt of written notification of the practicable. original judiciary decision against the student. Assessment of Discipline The basis for any appeal to any and all If the board members decide that the disciplinary decisions must be clearly in- student is responsible of the charge(s), dicated, following the guidelines below: the chairperson is to submit the findings • The student must present new to the appropriate dean in writing with- evidence and/or show that inade- in 24 hours, including the following quate attention was given to certain information: facts at the initial hearing, and/or . . . • the essential facts, and the major • The student must provide evidence evidence, as determined by the board; that he/she was denied basic • the severity of the offense procedural fairness, and/or . . . (Is it considered a minor or major • The student may attempt to show infraction?); the inapplicability of the regulation • the sanction that they consider is under which the charge was brought appropriate for the nature of the inci- to the particular case, and/or . . . dent and for the continued growth of The student may attempt to show the student. (At the time the decision • that the original punishment was is reached that the student is responsi- unduly severe. ble–but not before–they may ask the appropriate dean to provide them The Office of the Vice President with appropriate academic and for Student Affairs has the discretion conduct records of the student in to decide whether to hear an appeal of question.) student behavioral non-academic infrac- The board presents its findings and recom- tions. The Office of the Vice President mendations to the appropriate Vice Presi- for Academic Affairs has the discretion dent/Dean or designee. The imposition of to decide whether to hear an appeal of discipline is the responsibility of and with- an academic infraction. If a hearing is in the discretion of the Vice President for granted, it is to take place within 14 Academic Affairs and Dean of Faculty or working days and will be called by the designee or the Vice President for Student Vice President for Student Affairs Affairs and Dean of Students or designee, and Dean of Students or designee or the if appropriate. Official notification of disci- Vice President for Academic Affairs plinary action to be taken is provided to and Dean of the Faculty or designee. 282 STANDARDS OF CONDUCT

The appeal will be deferred to the alternate. The Chairperson will be a Bloomfield College Board of Appeal. faculty member of the Board. A quorum Until the appeal is heard, no provision of four (4) and the appropriate Vice of the original disciplinary decision President/Dean or designee, (an ex officio will be implemented. The appellate member) must be present to conduct body upon hearing the evidence and business at a hearing; a majority of those argument presented shall make a present and voting is required to reach a recommendation to the appropriate final decision. The Chairperson or his/her Vice President/Dean or designee. designate shall vote only in case of ties, The final imposition of discipline is the shall serve as spokesperson for the Board, responsibility of and within the discre- and shall be responsible for submitting tion of the Vice President for Academic the written findings and recommenda- Affairs and Dean of the Faculty or the tions. Written findings, recommendations Vice President for Student Affairs and and related material will be submitted to Dean of Students or designee, as appro- the Vice President for Student Affairs priate. At an appellate hearing, the indi- and Dean of Students or designee in vidual is entitled to be accompanied by cases regarding behavioral conduct and no more than two (2) advisors of their to the Vice President for Academic Affairs choice from the College community. and Dean of the Faculty or designee in cases regarding academic irregularities. VI. THE JUDICIARY BOARDS Whenever possible, hearings will be The College maintains three Judiciary recorded. Mechanical failure and/or Hearing Boards as components of the related problems with tape recording disciplinary administrative process. are not sufficient for invalidating or post- The Boards are the College Judiciary poning the hearing. A tape recording, Board, the Peer Resident Judiciary Board when available, will be submitted to and the Board of Appeals. No student or the appropriate Vice President or Dean faculty member may serve simultaneously or designee with the written findings on more than one judiciary board. and recommendation. The College’s Judiciary Boards convene The Peer Resident Judiciary Board at the request of the Vice President for Academic Affairs and Dean of the The Peer Resident Judiciary Board (PRJB) Faculty or designee or the Vice President at the recommendation of the Director of for Student Affairs and Dean of Students Residence Life will only hear violations of or designee. Resident Student Terms of Agreement; violation of Standards of Conduct; general Bloomfield College Judiciary Board College policies; and violation of Residence The Bloomfield College Judiciary Board, at Life Guide policies and procedures – while the recommendations of the Vice President in a College sponsored residential facility. for Student Affairs and Dean of Students The Board will also hear cases involving or designee or the Vice President for violation in areas in surrounding Academic Affairs and Dean of the Faculty residential building entrances and or designee will hear all cases involving internal/external common areas student violations of the College’s (driveways, porches, sitting areas, etc.). Standards of Conduct, unrelated to The PRJB will not hear matters relating incidents occurring in any on/off campus to academic dishonesty or any other College sponsored residential program. violations related to student’s conduct This Board has original jurisdiction in all in a classroom setting. cases involving the alleged violation of all Membership of the PRJB College rules and regulations and all alle- gations of academic misconduct. All cases The PRJB is comprised of five (5) resident involving the interpretation of the student students and one (1) administrator not government’s Constitutions or policies employed by the Residence Life & Housing will be referred to this Board. Department. One student must be a Veter- an Resident Advisor (at least one full year Membership of the Bloomfield College on Resident Advisor Staff). The resident Judiciary Board advisor staff will nominate and elect a Membership consists of three (3) faculty representative to serve a full academic year plus alternate and two (2) students plus at the annual August training program. STANDARDS OF CONDUCT 283

The Senator for Resident Students shall Membership of the Board of Appeals appoint three (3) full time resident Membership consists of four (4) faculty students of at least sophomore year plus alternate and three (3) students status to serve on the Board and shall plus alternate. The Chairperson will be personally serve on the Board for the a faculty member of the Board. entire academic year. A quorum of six members and the The Board shall meet monthly to hear resi- Vice President of Student Affairs and dential disciplinary cases between the 1st Dean of Students or designee (an ex and 10th day of each month, and should officio member) must be present to con- not exceed 4 hearings per semester unless duct business. A majority of those present called to order at the request of the Vice and voting is required to reach a final deci- President for Student Affairs and Dean of sion. The same quorum requirement shall Students or designee. A quorum of four also apply to the review of written requests and the appointed administrator or for appeal. The Chairperson or his/her designee must be present to conduct busi- designee shall vote only in case of ties, ness at a hearing; a majority of those pres- shall serve as spokesperson for the Board, ent and voting is required to reach a final and shall be responsible for submitting decision. The Chairperson or his/her desig- the written findings and decisions to nate selected at the first meeting of the the appropriate Vice President/Dean or PRJB in September shall vote only in case designee. A tape recording shall be made of ties, shall serve as spokesperson for the of all hearings and submitted to the appro- Board, and shall be responsible for submit- priate Vice President/Dean or designee ting the written findings and recommenda- with the written findings and decision. tions. Disciplinary hearings facilitated by There shall be no copy made of the tape the PRJB shall be informal, fair, and expe- recording. All decisions of this Board are ditious. These hearings are not subject to final. Official notification to the student rules of courts of law and are not subject of the decision of the Board shall be to civil or criminal court proceedings. The made in writing by the Chairperson Board will render a decision and recom- within 72 hours of the close of the mendations based on facts presented and review of the request for the appeal articulated policies and procedures of the or the appeal hearing. College. Recommendations of the Board Note: The Vice President for Academic will be channeled through the office of the Affairs and Dean of the Faculty or designee Director of Residence Life in written form will serve in place of the Vice President within 24 business hours of hearing. for Student Affairs and Dean of Students The enforcement of appropriate sanctions or designee for appeals related for violations is at the discretion of the to academic irregularities. Director of Residence Life. Election of Members to the Judiciary Bloomfield College Board of Appeals With the exception of the Peer Resident This Board has no original jurisdiction. Judiciary Board, student membership The primary responsibility of the Board is pool of nine students shall be elected to review written requests for appeal of an at the time of the regularly scheduled initial decision, including all pertinent spring student elections run by the information related to the initial decision. Office of Student Affairs. Students must The hearing of an appeal is at the discre- have an overall grade point average tion of the Vice President for Student of 2.3 for eligibility. Affairs and Dean of Students or designee or the Vice President for Academic Affairs With exception to the Peer Resident and Dean of the Faculty or designee based Judiciary Board, faculty membership on nature of infraction, and criteria pool of nine faculty members shall be specified under the sub-heading Appeal elected at the regular spring faculty Procedure. This Board may also review election. Four/five faculty members and make recommendations concerning each year will be elected to serve for the total Judiciary Program, including two year terms. No member shall serve statements of policy, rules and regulations, more than two successive years. and the functioning of the judiciary boards of original jurisdiction. 284 STANDARDS OF CONDUCT

Alternate Members Student Member Vacancies As noted, it is imperative that each board Vacant student positions on judiciary have alternate members who can be called boards can be filled by appointment. The on to serve in the absence of a regular Appointment Committee shall consist of member(s), when a regular member must one representative from each of the follow- excuse himself/ herself because of bias, ing: Student Government, the Faculty, and prejudice, or direct involvement in the appropriate Vice President/Dean’s the case, and during periods when the Office (for student conduct issues the Vice convening of a particular board is difficult. President for Student Affairs and Dean of The alternate members are selected from Students or designee and for academic the student pool and from the faculty issues the Vice President for Academic pool of Judiciary Board members. Affairs and Dean of Faculty or designee). Assignment of Elected Members to Cases Ombudsman Faculty and student members will be The Office of Student Affairs shall appoint assigned to cases by the Vice President for an ombudsman, an expert in the College Student Affairs and Dean of Students or judicial process, who will serve in an designee using a rotation system. impartial and confidential role in guiding No member may serve as both a witness the student through the judicial process, and as a voting member for the same case. and who will also be available to counsel No member may hear the same case the advisor chosen by the student. on both the Judiciary Board and the The ombudsman may be present at the Appeals Board. hearing, even if it is otherwise closed. The ombudsman shall in no way be involved in the prosecution of the case, in the determination of responsibility, or in the sanctioning. The ombudsman may not offer testimony in the case, nor in any other way violate the confidentiality of the student. BLOOMFIELD COLLEGE ACCEPTABLE USE POLICY 285

Bloomfield College Acceptable Use Policy

BLOOMFIELD COLLEGE BLOOMFIELD COLLEGE ACCEPTABLE USE OF PASS IDENTITY VERIFICATION COMPUTING RESOURCES POLICY POLICY Bloomfield College recently revised its The BCPass card is the College’s official policy on usage of computing resources means of identification, enabling stu- on campus. The revisions to the policy dents, faculty, and staff to access essential aimed to ensure an information services and facilities on campus, includ- technology infrastructure that promotes ing dining halls, libraries, events, recre- the basic mission of Bloomfield College ation centers, campus building access in teaching, learning, research, and and more. As an official ID card, the administration. BCPass card will also be accepted by This policy reflects the critically impor- Bloomfield College to verify your identi- tant institutional values salient to cam- fication when conducting personal pus technology which include: integrity; business with the College where personal reliability; availability; superior perform- and confidential information will be ance of IT Systems; appropriate usage of exchanged. The BCPass card is also used IT Systems; and revised procedures to for monetary transactions for BC Flex, address policy violations and sanctions BC Bucks, and BC Books. for violators. Bloomfield College has a responsibility All users of the College’s campus to protect the identity of its students, technology are expected to be familiar faculty, and staff and must ensure the with all contents of the Acceptable Use personal information is not shared of Computing Resources Policy. unless appropriate identification is provided. As an institution Bloomfield The complete version of the Acceptable College is bound by Federal FERPA Use of Computing Resources Policy (Family Educational Rights Privacy Act) is available in the 2014-2015 College regulations that are intended to protect Policies Brochure and on the College’s the privacy of students’ education Website at http://campus.bloomfield. records and Federal HIPPA (Health edu/it/AcceptableUsePolicy.pdf. Insurance Portability and Accountability Act) regulations that are intended to protect the privacy of health records. Therefore, the identification verification process required to issuance of the BCPass ID card requires official forms of identification as outlined in this policy. The complete version of BCPass Identity Verification Policy is available on the College’s website at http://bloomfield. edu/resources/helpdesk/BCPass_Identi- ty_Verification_Policy. 286

Student Affairs STUDENT AFFAIRS 287

Student Affairs Mission

Student learning and personal partnerships with students, faculty, development are the primary goals of academic administrators and outside undergraduate education. As Student agencies to help students recognize Affairs professionals, we believe that their talents and use them to attain fostering this learning and development high levels of measurable learning and is our primary mission and purpose. personal development. Our objective is We are engaged in creating a seamless to graduate intellectually and socially learning environment in which activi- competent individuals who will attain ties outside the classroom are integrated academic, personal and professional with the instruction taking place in excellence in a multicultural and the classroom. We seek to strengthen global society.

ORIENTATION “The goal of New Student Orientation is to support the continuous process of integrating new students into the academic, cultural, and social climate of Bloomfield College” We offer a comprehensive New Student Orientation Program for first-year and transfer students prior to the beginning of the fall semester and continuing pro- grams throughout the academic year. At New Student Orientation, students will become familiar with the campus culture and will be introduced to student services, requirements and expectations, first-year planning, and diversity education. They will have the opportunity to network and make friends with other incoming students, faculty and staff and student orientation leaders, who support and mentor new students. In support of this goal, fun and engaging activities will be included. 288 STUDENT AFFAIRS

EDUCATIONAL OPPORTUNITY • Must be a legal resident of New Jersey FUND PROGRAM for at least one year; The Educational Opportunity Fund (EOF) • Must be from a low-income family Program is a comprehensive support pro- demonstrating historic poverty and gram funded by the State of New Jersey meet the financial guidelines established that provides academic and financial assis- by the State of New Jersey; tance for New Jersey residents to attend • Must be enrolled as a full-time college college. student; The Program targets students from aca- • Must participate in an intense six-week demically and financially challenged back- residential summer program. grounds, who show academic promise and • Student must have a high school have the desire to succeed but do not meet diploma or Graduate Equivalent the College’s regular admission criteria. Diploma (GED). The main goals of the EOF Program are: The EOF Program provides financial • To promote a positive adjustment and support for college tuition to eligible assimilation into the College; students. A preliminary decision will be • To involve students in the total life of made regarding eligibility after students the College, by making the most of cam- complete the Bloomfield College EOF pus resources; Program Preliminary Financial • To assist students to learn and develop a Information Form. set of decision making, critical thinking, Students must also complete the Free and problem solving skills; Application for Federal Student Aid (FAFSA) • To involve students in leadership and by the recommended deadline of April 1st. co-curricular activities; A copy of the family’s federal income • To prepare students to face new tax return or a letter form the agency challenges with hope, optimism, and providing support of the family is also self confidence. required. Students who need assistance To be considered for the EOF Program, a may contact the Financial Aid Office at student must provide appropriate (973) 748-9000 Ext. 1212 or 1383. information and meet certain criteria: • Must submit a Bloomfield College Application, high school transcript, two letters of recommendation, and SAT or ACT scores for admission; THE CENTER FOR CAREER DEVELOPMENT 289 The Center for Career Development

The Center for Career Development • Workshops on skill identification, majors assists students with their professional and careers, professionalism, dining and development needs through: internet etiquette • Individual professional career counseling • Training in job search strategies, appointments including networking and using social • Administration of assessment tools networking sites for job search to enable students to better understand • Professional resume preparation and their skills, values, and abilities as they review relate to majors and careers • Interview skill instruction and practice • Assistance with exploring and interviews investigating career options • Panels and presentations on professional • Opportunities for on and off campus development and career management work experiences in order to develop and topics enhance professional skills and behavior • Information about transitioning from • Administration of the CWR/BEST and college to career or graduate school Internship Program (not-for-credit, paid • On-campus Career Fairs for full time, internship experiences) part time and summer jobs, as well as • Information about attaining internships internships and volunteer positions in specific career fields of interest • 24/7 on-line access to: self-assessment tools, a resume and cover letter prepara- tion system, and job posting systems.

Students are encouraged to call for an • Bloomfield College Career appointment or to stop by the office to Connections, a web-based job database meet with one of the career counselors. and career information system exclu- When students visit the office, they will sively for Bloomfield College students: find a state of the art computer lab, Career https://bloomfieldcsm.symplicity.com/. library research room and conference area. • Internships.com, an on-line system, The staff provides instruction in develop- which provides access to local and ing and formatting resumes and cover national internships. letters, and in using the internet for job, • Department created lists of current full internship, and volunteer searches, as well time job and internship opportunities. as researching careers, graduate schools, and company/labor market information. • Part-time and summer off-campus employment listings. The following are some of the available resources: The staff makes classroom presentations, runs workshops throughout the year, • A library of reference materials and list and hosts information tables around cam- of on-line sites covering all areas of pus to enable students to become familiar professional development. with the staff and the career development • FOCUS-2, 24/7 interactive web services that are available to them. service for career exploration and identification. For more information, please contact The Center for Career Development, Phone 973-748-9008, Ext. 1250, or email: [email protected] 290 STUDENT AFFAIRS

STUDENT EMPLOYMENT PROGRAM CWR/BEST Interns “Bloomfield Educates Students A limited number of Internships are avail- for Tomorrow through able to qualified juniors and seniors at Career Experiences Today!” approved on and off campus sites, such as The Bloomfield Educates Students for congressional and senatorial offices, non- Tomorrow Program, CWR/BEST, profit organizations, CAT, Enrollment provides eligible students the opportunity Management, Institutional Advancement, to work on or off campus throughout the and WBCR and some faculty offices. academic year. The Federal Work Study Program The purpose of CWR/BEST is to help If eligible, students can apply for on-cam- students develop pre-professional skills pus jobs or for off-campus positions with and to assist them in developing a approved organizations. Students earn network of connections within the larger these funds if they attain a position and community. This program is financed work. When students are approved for through Federal Work Study Awards Federal Work Study by Financial Aid Serv- and the Bloomfield College Student ices, then they should come to the Center Employment Fund. for Career Development to sign up for an introductory workshop and/or to speak Students enjoy working with members of with the Coordinator of Student Employ- the Bloomfield College faculty and staff ment who will explain the job application that they may not otherwise have the process. opportunity to meet. The students’ supervisors value the opportunity to work Positions are not guaranteed. with, mentor, and get to know the Students who are not eligible for Federal students outside of the classroom. Work Study funding may apply for on or Students work on-campus in offices such off campus positions funded through the as Student Affairs, Health Services, Center Bloomfield College Student Employment for Career Development, Information budget. This program was established to Technology, Athletics, the Library, Center assist students who do not demonstrate for Student Leadership and Engagement, financial need but who are interested in Office of Enrollment Management, as well an employment experience. Therefore, all as Academic Affairs. Divisions such as: students may utilize the services and Communication, Humanities, Creative resources of the Center for Career Arts and Technology, and Science. Development to find employment through the CWR/BEST Program. What do student employees do? Students serve in many capacities. They The goal is to help students gain work and monitor labs, conduct tours, prepare Excel career related experience. spreadsheets, tutor, conduct research, serve In addition, the Bloomfield College as receptionists, work at athletic events, Career Connections job board, https:// and peer mentor. All students are welcome www.myinterface.com/bloomfield/student, to apply for employment. provides 24/7 access to part-time, seasonal, internship, community services, and full time positions posted by area employers and organizations. For more information, please contact the Center for Career Development, 973-748-9000, Ext. 1250. CENTER FOR STUDENT LEADERSHIP & ENGAGEMENT 291

Center for Student Leadership & Engagement

The Center for Student Leadership and other student activities. There are a Engagement (CSLE) provides program- variety of active student organizations ming to strengthen initiatives to engage serving a wide variety of student inter- students in all aspects of campus life ests. These interests might focus on and create an exciting campus atmos- social activities, academic advancement, phere which connects students to the ethnic pride and exploration, leadership College and its mission. The CSLE aims development, or other issues of special to centralize leadership development interest to students. Involvement with and training programs and community student organizations adds to the col- service programs available to student in lege experience and co-curricular one location. In addition, the CSLE advancement. Students are invited to oversees all student organizations investigate, join and participate in the including the student government, fra- organizations that interest them. ternities and sororities, and other inter- est groups. The office also manages the Student Center and hosts a variety of

ACTIVE STUDENT ORGANIZATIONS • Resident Student Senator • African Student Association • Senior Class • ALAS–Association of Latin American • Show Your Colors (GLBT Group) Students • Sophomore Class • BCAESNJ–Bloomfield College • T.I.–Team Infinite Alliance of Educational Opportunity • Women of Success Fund Students of New Jersey FRATERNITIES & SORORITIES • BC Impact–Christian Fellowship • BIO–Beauty Inside and Out • Alpha Kappa Alpha Sorority • Black Student Union • Alpha Phi Alpha Fraternity • BloomBox TV • Beta Kappa Sigma Sorority • Bloomfield College Dance Team • Chi Phi Sigma Fraternity • Bloomfield College N’ Control • Chi Upsilon Sigma Sorority • Bloomfield College Student Government • Delta Sigma Theta Sorority • BMW–Bloomfield Meets World • Groove Phi Grove Social Fellowship International Club • Iota Phi Theta Fraternity • CARIBSO–Caribbean Student Association • Lambda Sigma Upsilon Fraternity • Cheerleading Club • Lambda Tau Omega Sorority • Commuter Council • Lambda Theta Alpha Sorority • First Ladies of Bloomfield College • Lambda Theta Phi Fraternity • Freshmen Class • Mu Sigma Upsilon Sorority • Game Development Club • Omega Psi Phi Fraternity • Greek Council • Phi Beta Sigma Fraternity • Green Hearts Environmental Club • Sigma Gamma Rho Sorority • Haitian Student Association • Swing Phi Swing Social Fellowship • Junior Class • Zeta Phi Beta Sorority • MEN–Male Empowerment Network • National Society of Leadership & Success • Negativity Opposed 292 STUDENT AFFAIRS

COMMUNITY SERVICE Den Pizza and Grill, food venue is available SERVE, Students Engaging in Real in the Student Center for the community Volunteer Experiences, is a clearinghouse during scheduled operating hours in the for community service and volunteerism, morning, afternoon and early evening. benefiting students, non-profit organiza- Lockers are available in the Student Center tions, and the citizens of Bloomfield for commuter students for daily use. College, Essex County and beyond. CSLE Commuters may check out a locker free of functions as a resource for the develop- charge. Commuter students are encour- ment of service-learning partnerships aged to participate in all student activities between Bloomfield College students and as well as take advantage of the full range community organizations, promoting an of services described in this section. Check ethic of civic engagement and public the bulletin boards, e-mail, and/or stop by service. SERVE helps prepare students as the CSLE Information Booth to find out socially responsible citizens, who can what is going on around campus. There become leadership and decision makers are several NJ Transit buses which come in their chosen fields continuing the within one or two blocks of the campus: volunteerism they experience at Bloomfield Among these are: College. #34 Market Street #92 Orange Crosstown STUDENT CENTER #72 Paterson/Newark The Student Center serves as the primary #28 Bloomfield Avenue social, recreational and out-of-classroom student learning and development center. #94 Belleville The building houses the Center for Student #11 Bloomfield Avenue Leadership and Engagement (CSLE), For information as to specific schedules Student Government Offices, Greek Coun- and discounts call NJ Transit at cil Office, Wellness Center (including (800) 772-3606. Health Services, Counseling Services, and Spiritual Life and College Chaplain), the ATHLETICS Relaxation Station, a prayer room, student The Intercollegiate Sports Program lounges Deacon’s Den Pizza and Grill. The Intercollegiate athletics have traditionally Deacon’s Den provides students with a been an integral part of the College place to socialize and connect. experience. Bloomfield’s Athletic Program During the academic year the Student offers men and women a wide range of Center is open: sports opportunities and compete in the Monday through Friday NCAA Division II level. These include full 8:30am – 12:00am schedules in men’s and women’s soccer, Saturdays and Sundays men’s baseball, men’s and women’s 12:00pm – 8:00pm basketball, women’s volleyball, softball, Meeting rooms, conference room, and pro- men’s tennis, men’s and women’s cross gramming space in the Student Center can country and Men’s and Women’s Outdoor be reserved by filling out an Events & Track and Field. Room Reservation Form which can be All are welcome to try out for the varsity obtained from the CSLE Office. teams. The athletic staff gives athletes the chance to prove their skills with the result COMMUTER STUDENTS that Bloomfield teams often include talent- CSLE aims to provide creative, innovative ed ”walk-on.” Prior to the beginning of the and engaging programs for our commuter season, contact the coaches at the gymnasi- students by providing various activities, um for information on how to try out for a services, and trips for our students. team in which you have an interest. Commuter students can visit our com- muter lounge located in the lower level of the Talbot Hall Student Center, equipped with sofas, TV, computer stations, printers, and study areas to accommodate com- muter students. There are a number of locations and services popular among our commuter student. Study areas are avail- able in College Hall and Library. Deacon’s WELLNESS CENTER 293

The Wellness Center

Promoting Physical, Spiritual and need requested. The Chaplain’s priority is Emotional Health the well-being of the students and staff of “It is the mission of the Wellness Center Bloomfield College. In order to ensure the to encourage the pursuit of healthier health of everyone, the chaplain is here to lifestyles, promote balance in all of life, provide spiritual resources to those who and create a campus environment that feel a need to discern their relationship fosters positive change and integrates with their personal as well as community- wellness into the community culture.” based spirituality. Wellness is not simply the absence of Spiritual Life at Bloomfield College illness. At Bloomfield College, we see well- To help enrich your college experience the ness as a physical, spiritual and emotional Director of Spiritual Life and College wholeness. A holistic approach to wellness Chaplain can: is one in which mind, body and spirit are • Provide leadership, support and direc- seen as interconnected. Just as physical tion for student organizations based in a illness can result in a person feeling number of different faith traditions and emotionally drained, improving one’s serve as advisor to groups focused more health can result in increased motivation, generally on the pursuit of spiritual productivity, and openness. As individuals development. focus on and nurture any one aspect of Counsel individuals and groups on their being, all other aspects are enhanced. • issues related to faith and spirituality. The Bloomfield College Wellness Center Supervise events related to religious is comprised of the Health Services Office, traditions and spiritual life. the Office of Spiritual Life and College • Plan and present programs with speak- Chaplain, and the Personal Counseling ers, performers and other activities Office. As a team, we are all here to help designed to educate the campus about reach your full potential. On the following different religious and spiritual practices pages you will learn more about the role and celebrate a variety of traditions. each office plays in promoting wellness and the specific services offered. Together our • Work toward strengthening and main- goal is to foster your growth as a whole taining the relationship between the person. College and the Presbyterian Church (USA) and other religious groups. DIRECTOR OF SPIRITUAL • Organize and sponsor student trips LIFE/COLLEGE CHAPLAIN to conferences, events and volunteer The Director of Spiritual Life and College mission work. Chaplain provides for the enrichment and Office of the Chaplain support of the spiritual life of students and The Director of Spiritual Life and College staff at Bloomfield College. The Chaplain Chaplain is responsible for fostering and is available as a resource for individuals of nurturing spiritual growth and wholeness all faith backgrounds or no faith-affiliation during your years of living and learning at at all. The Chaplain is available as a Bloomfield College. The chaplain can pro- resource for campus faith-based organiza- vide support for individuals and groups tions and serves as the moderator of sever- engaged in religious activities related to al spiritual life programs on campus open specific faith traditions and those explor- to both staff and students. The Chaplain is ing personal spiritual development. This also available for one-on-one or group includes activities, programs, and classes counseling and spiritual direction for those related to the understanding and apprecia- seeking resolution to personal spiritual tion of a variety of cultures and beliefs, the dilemmas as well as guidance in regards to examination of personal values, and the how their faith may play a role in their life pursuit of justice and contribution to the at Bloomfield College and beyond. The common good. Chaplain can provide direction to individ- uals as well as refer people to resources on and off campus that may meet the spiritual 294 STUDENT AFFAIRS

Spiritual Direction and Pastoral Accidents Counseling with the Chaplain Any accident or illness occurring on cam- The Director of Spiritual Life and pus should be reported immediately to College Chaplain is available for one-on- the Health Services Office, Ext. 1360, one or group sessions of counseling for during the hours the nurse is on duty or those students and staff who wish to. to Security, Ext. 1366, at all other times. The Campus Chaplain For more information please see the Student Center, 3rd Floor, Health Services section of this Catalog, Phone: 973-748-9000, Ext. 1393. under Student Affairs. COUNSELING PATIENT RIGHTS AND The Personal Counseling Office aims to RESPONSIBILITIES sort out stressors, which if unresolved As a patient, you have certain choices, might impact their academic achievement. rights and responsibilities. The Health Our goal is to help students reach personal Services Office asks that you participate growth through supportive services and a in your own health care by being an nurturing environment. Counseling ses- active and informed consumer. sions will explore challenges that might Patients have the right to: impact optimal functioning, explore areas to enhance coping skills and can assist stu- 1. Respect, consideration and dignity. dents to develop a plan of action. 2. Privacy. Registered Bloomfield College Students 3. Confidentiality of records. can schedule a meeting with a counselor 4. Clear explanations. and they can develop a plan to coordinate 5. Knowledge of service availability. on-going meetings throughout their aca- 6. Knowledge of all fees for services. demic experience at the College, as needed. 7. Knowledge of the names and positions Also, referrals to off campus providers can of people serving you. be facilitated for those student who might 8. Refusal of treatments or procedures. require additional services. 9. Seek a second opinion. Personal counseling is available free-of- charge and is confidential. Personal coun- Patients have the responsibility to: seling sessions are not documented on an 1. Be honest about your medical history. academic record. 2. Report any changes in your health. To meet with a Personal Counselor, email 3. Cooperate in the treatment plan [email protected] or call recommended by the Health Services 973-748-9000, Ext. 1403. Personal Coun- Office doctor or nurse. seling is located in the Wellness Center 4. Accept personal responsibility if they which is on the 2nd floor of Talbott Hall. refuse treatment. Walk-ins are welcome as well. 5. Abide by the polices of the College. HEALTH SERVICES OFFICE 6. Accept financial responsibility for services received. Health Services is located on the second 7. Respect the rights of other patients floor of the Student Center. It is staffed and Health Services staff. by Robert Martinez (Ext. 1360), RN-BC, Director of Health Services. Commuter and residential students are eligible for all services. The part-time nurse is Carissa Kison. THE WELLNESS CENTER 295

CONFIDENTIALITY Non-Emergencies: The Wellness services • All services provided by the Health of the Health Services/Wellness Center Services Office are confidential. are free to the College community. No appointment is necessary for the nurse’s • Medical records are strictly confidential evaluation. Location of Health Services is and are not part of the academic record. in the Student Center, second floor. • There are limited confidentiality A Registered Nurse is on duty exceptions required by law, such Monday 8:30 am to 6:00 pm as certain communicable diseases, Tuesday – Friday 8:30 am to 4:30 pm or situations which threaten your during the Fall and Spring semesters. own safety or safety of others, No appointment is necessary. and age of consent. Immunization requirements: • No information will be released without the written permission New Jersey State Department of Health of the student. requires ALL students enrolled in a program leading to a degree supply proof of immu- SERVICES nization to Measles, Mumps and Rubella (MMR). Exceptions are allowed for students Assessment and treatment of common • born prior to 1957 and students with health problems and injuries. documented medial or religious reasons. • Blood Pressure and Weight Monitoring. All others must supply documentation • Pregnancy testing. for the following vaccinations: • Health Education and Monitoring. • Two doses of MMR (given after your • Wellness Services. first birth date and at least 30 days • TB screening when needed – annual apart) or blood titers to prove you are testing is encouraged. immune to the three diseases; • Wellness sessions are provided for the • Hepatitis B–Three doses of vaccine or College Community. two doses of adult vaccine in adoles- • Referrals to campus and community cents 11-15 years of age are required. resources. The series is given over 6 months. A • Free HIV and STD testing is available positive Hepatitis B surface antibody regularly – check the website. also meets the requirement; Emergencies: The health and well being • A Mantoux (TB) test administered no of our students, faculty and staff are of more than 12 months prior to starting paramount importance. In the event a college must be submitted to the Health person is found to be: Services Office for all resident students, nursing majors and high risk students. • unconscious Students with a positive reaction must • complaining of chest pain provide proof of a negative chest x-ray • bleeding profusely and treatment plan. Nursing majors • or having difficulty breathing must be screened annually; Call 911. Health Services (Ext. 1360), Secu- • The Meningococcal Meningitis vaccine rity (Ext. 1366) or the operator should also is required for first time resident stu- be called if possible. Always stay with the dents. All resident students are required victim until professional help has arrived. to provide proof of a Meningitis vaccine Automatic External Defibrillators (AED) after their sixteenth birthday prior to are located in the gym, the mobile security moving into College sponsored housing; vehicle, and in Health Services. There is • Tetanus and Varicella vaccines are highly no other emergency equipment on the recommended for all incoming students. campus. All members of the College community are encouraged to take CPR and AED training. The official position of the HEALTH SERVICES Office is SUPPORT TO TRANSPORT. 296 STUDENT AFFAIRS

Health Holds are placed on all students Meningococcal bacteria are transmitted who have not complied with the New through air droplets and by direct contact Jersey State Department of Health’s with infected persons. It occurs often in immunization requirements after 60 the late winter and early spring – when days of start of classes. most college students are away at school. New Jersey State Law requires all incoming Symptoms include high fever, severe new and transfer students to take the headache, stiff neck, confusion, nausea, MENACTRA vaccine after their sixteenth vomiting, exhaustion and/or a rash. birthday prior to moving into the Resident Parents and students should be aware of Halls or other College sponsored housing. the relative risks of meningococcal menin- Causes of meningitis among teens and gitis on campus and that a vaccine is young adult 15-24 years of age – the age of required that could help prevent the dis- many college students – have more than ease. The vaccine, MENACTRA is indicat- doubled since 1991. The disease strikes ed for active immunization against invasive about 3,000 Americans each year and meningococcal disease caused by N menin- claims 300 lives. It is estimated that gitides serogroups A, C, Y, and W-135 in between 100 and 125 meningitis cases persons 11 to 55 years of ages. You can visit occur on college campuses and as many the following website at Centers for as 15 students will die from the disease. Disease Control and Prevention (CDC), hhtp://www.cic.gov/ncidod/dbmd/ diseaseinfo. RESIDENTIAL EDUCATION 297

Residential Education

THE OFFICE OF RESIDENTIAL Housing Accommodations EDUCATION AND HOUSING All campus housing accommodations The Office of Residential Education and are equipped with High Optic Cable Housing at Bloomfield College provides Television/Internet connection, 24 hour on-campus housing to full-time students access to building computer labs and laun- who reside beyond a reasonable commut- dry facilities. All bedrooms are furnished ing distance. As residential living is a privi- with a twin size bed, desk, chair, dresser lege and not a right, so when students and closet/wardrobe per student. choose to accept to reside on campus, they Traditional and Suite Style Halls agree to live with each other in an atmos- • Clee Hall & Schweitzer Hall: phere conducive for attaining academic, The traditional halls are co-ed, multi- personal and professional excellence. Fail- level halls that house first year and ure to do so will result in conduct meetings transfer students; 114 students reside in and sanction rendered accordingly. Clee Hall and 80 students reside in The Residential Education and Housing Schweitzer Hall. Students housing Offices are located on the 1st floor of the assignments and floor placement are Franklin Street Residence Hall and is open gender specific and will range from Mon – Fri 8: 30 am – 4:30 pm. The Office double to triple accommodations. of Residential Education and Housing is • 225 Liberty: comprised of 7 professional staff members; This mix class suite style facility is co-ed a Director of Residential Education Hous- by suite and have a maximum of 4 stu- ing, a Housing Coordinator, 5 Resident dents who share a common area and Directors, and a team of 24 undergraduate bathroom. students who serve in the capacity of Resi- dent Advisors. The staff is responsible for • Campus Houses: the 14 College housing facilities for 680 19, 21, 23, 25 Austin students which makes up the residential 58, 60, 68 Spruce community at Bloomfield College. 61 Fremont 23 Park The Resident Directors reside in the halls 61 Oakland: and supervise the Resident Advisors. All The ten houses are co-ed style with a residence halls close during Thanksgiving, shared living room, kitchen and bath- Christmas/Winter Break, Spring Break and rooms amongst 8-18 upperclassmen Easter Recess for special cleaning, repairs students depending on the house. All and general maintenance. Students may houses are located within a 2 minute leave their belongings in their residence walking vicinity from main campus. during non-class breaks but at their own • Apartment Style: risk. The College accepts no responsibility Franklin Street Residence Hall for personal belongings left in one’s room. The only apartment style hall is located Housing is available during the summer on Franklin Street. This hall is home to session for students who are taking classes upperclassmen students with a shared at Bloomfield College at an additional cost. living room, kitchen, and two(2) bath- Students who will be taking classes at rooms amongst 4-8 students. Bloomfield College are required to com- plete and return an Immunization Form including a meningococcal vaccination, vaccination to Health Services prior to their arrival on campus. This information must be provided as a condition of atten- dance as a residential student at the col- lege, except as otherwise exempt pursuant to P.L. 203, c. 284, s.3. For more informa- tion see the section on Health Services and immunization requirement for resident students. 298 STUDENT AFFAIRS

Residential Meal Plan Store Hours: The Main Dining Hall is located in Monday – Thursday Schweitzer Hall which is managed and 9:00 A.M. to 7:00 P.M. operated by Gourmet Dining. Schweitzer Friday and Saturday Dining Hall provides unlimited dining 9:00 A.M. to 4:00 P.M. during the academic year for all residential Visit us on-line at bloomfield.bncollege. students. All residential students receive com. Like us on facebook flex dollars in the amount of $50 per semester which can be used on campus INTERNATIONAL STUDENT LIFE at the Liberty Pizza & Grill Café. Residents may increase their flex dollars by visiting Each year, the College enrolls a large the main cafeteria and purchasing addi- international student population. tional flex dollars. These students, from diverse bilingual and bicultural backgrounds, considerably OTHER STUDENT SERVICES enrich our campus life. The College offers a number of services and activities Barnes & Nobles Campus Store designed to meet their special needs. At Barnes & Noble College, we have our Students with F-1 visas are encouraged to finger on the pulse of the latest trends and meet with the College’s Foreign Student purchasing patterns. We offer students an Advisor, in The Admission Office, Ext. on-campus experience like no other, 1230. This person provides assistance in with many groundbreaking services and interpreting College policies and customs, products only available in our stores. and local, state and national laws, Working closely with students and admin- accepted standards of conduct, and the istrators, we implement the most innova- expectations of other students and citizens tive store concepts and offer the most rele- who the international student meets. vant, exciting and wide-ranging selection Hospitality visits to American homes on of merchandise students want and need to major holidays can also be arranged. turn our college bookstores into vibrant and profitable campus hubs. The Bloomfield College Starbucks Café is located right inside the store adjacent to the bookstore so anyone can come in and grab their books and drinks on the go. The café also offers a lounge area for students to be able to sit down, relax, study, do homework, and more. The café offers both hot and cold drinks, bottled beverages, and a very wide assortment of wrapped or oven baked snacks. Your journey starts NOW! Download the mobile app now. Go to the app store and search “My College Bookstore”. The Book- store mobile app is your guide to college. You’ll get tips, advice, and discounts exclu- sively for new students. In addition, you’ll receive rental due date reminders, track your orders, and be the first to know about all bookstore promotions and events. Download the app for an instant 25% OFF one school spirit item. 299

Graduate Departmental Academic Programs 300 INDEX TO GRADUATE ACADEMIC PROGRAMS Index to Graduate Academic Programs & Certificates

DIVISION OF ACCOUNTING, BUSINESS, COMPUTER SCIENCE, & ECONOMICS

Accounting B.S./M.S. Accounting Computer Science BS/MS Computer Science

DIVISION OF CREATIVE ARTS & TECHNOLOGY

Master of Fine Arts

DIVISION OF EDUCATION

Master of Arts in Education Graduate Certificate in M.A. Early Childhood Education Post Baccalaureate Teacher Education M.A. Special Education Initial Teacher Certification Programs: Grades Preschool Through 3 Grades Kindergarten Through 6 Teacher Endorsement Programs: Grades Preschool Through 3 Teacher of Students with Disabilities Alternate Route Program 301 Masters Degree DIVISION OF ACCOUNTING, BUSINESS, COMPUTER in Accounting SCIENCE & ECONOMICS

The requirements for the Master’s Degree in Accounting are the following: To facilitate the transition of current ACC 505 Advanced Taxation* Professional Accounting Students, ACC 510 Advanced Auditing* an additional conversion course (ACC ACC 515 Managerial Accounting Seminar* 500) will be offered. Upon successful ACC 520 Financial Accounting Seminar* completion of the conversion course, ACC 525 Selected Topics in Accounting students will be given graduate credit ACC 630 Accounting Research for certain equivalent undergraduate BUS 505 Corporate Financial Management courses. BUS 510 The Legal Environment* ECN 505 International Economics Courses marked with an (*) will be ECN 510 Economic Statistics eligible for credit.

B.S./M.S. ACCOUNTING

In addition to the general education ACC 515 Managerial Accounting Seminar and major core courses listed, students ACC 520 Financial Accounting Seminar wishing to complete the B.S./M.S. in ACC 525 Selected Topics in Accounting Accounting must take the following ACC 630 Accounting Research courses: BUS 505 Corporate Financial Management BUS 510 The Legal Environment ACC 505 Advanced Taxation ECN 505 International Economics ACC 510 Advanced Auditing ECN 510 Economic Statistics

Graduate Masters Degree in Accounting course descriptions begin on page 313. 302 DIVISION OF ACCOUNTING, BUSINESS, COMPUTER SCIENCE & ECONOMICS

B.S./M.S. COMPUTER SCIENCE CONCENTRATION

Students in the B.S./M.S. Computer In cooperation with the New Jersey Science major are required to take the Institute of Technology (N.J.I.T.), following General Education courses. Bloomfield College students will have FYS 100 First Year Seminar* the opportunity to receive a B.S. in MTH 130 Transition to Collegiate Computer Science from Bloomfield Mathematics College, and a M.S. in Information MTH 160 Precalculus Enhanced/ Systems (I.S.) from N.J.I.T. MTH 161 Precalculus WRT 105 Enhanced Analytic & CS majors at Bloomfield College who Argumentative Writing want to further their education or by earning a Master’s degree in the WRT 106 Analytic & Argumentative field will be given special acceptance Writing into N.J.I.T.’s M.S. program. The stu- WRT 107 Synthesis & Research Writing dent must have a minimum cumulative 8 c.u.s required from the following: GPA of 3.0 of 12 course units in the Aesthetic Appreciation Competency (1 c.u.) major and a minimum cumulative Communication Skills Competency (1 c.u.) GPA of 3.0 overall at the end of the Scientific & Technical Skills Competency junior year. A qualified and interested (2 c.u.s) student should file an application with AND the CS coordinator at Bloomfield Multi/Transcultural & Global Awareness College by the end of his/her junior Competency (1 c.u.) year. Students meeting this require- Problem Solving & Critical Thinking ment who want to enter the program Competency (3 c.u.s) will be guaranteed admittance OR by N.J.I.T. and bypass the typical Multi/Transcultural & Global Awareness application and GRE testing process. Competency (1 c.u.) Problem Solving & Critical Thinking Students in the program will complete Competency (2 c.u.s) 32 of their 34 required courses at Community Orientation/Citizenship Bloomfield College. The remaining Competency (1 c.u.) two(2) courses will be completed in their Bloomfield College senior year * Pilot Program–Academic Year 2017 at N.J.I.T. Note: Three course units of the major’s list of requirements may count as General Education Electives. Many courses have prerequisites which are listed in the course description. Please be sure that necessary prerequi- sites have been taken before enrolling in any course. MASTERS DEGREE IN ACCOUNTING 303

Students who wish to complete the And two(2) courses taken at N.J.I.T.: M.S. program must complete CIS 251 Computer Organization the following: CIS 333 Introduction to UNIX Operating GENERAL BUSINESS COURSES Systems or BUS 200 Introduction to Management CIS 456 Open Systems Networking BUS 314 Principles of Marketing MTH 221 Calculus & Analytic Geometry I In addition to the courses listed above COMPUTER COURSES students must take the following courses before beginning the Masters’ degree CMP 126 Programming I CMP 226 Programming II courses at N.J.I.T.: CMP 228 Data Structures MTH 200 Applied Statistics I CMP 300 Systems Analysis & Design MTH 222 Calculus & Analytic Geometry II CMP 322 Introduction to ACT 515 Accounting for Managerial Operating Systems Control (at N.J.I.T.) CMP 328 Programming III Masters’ degree courses are to be taken CMP 330 Database Management at N.J.I.T. CMP 334 Web Programming CMP 430 Management Information Systems CMP 431 Data Communications & Networks (formerly CMP 331) CMP 460 Applied Systems Development Project NTW 100 Computer Configurations & Maintenance 304 Masters Degree DIVISION OF CREATIVE ARTS & TECHNOLOGY in Fine Arts

The Master of Fine Arts degree is The course requirements for the designed to meet the need for students Masters Degree in Fine Arts are who seek a culturally and statistically as follows: divers program and seek to define their CAT 500 Seminar, Salon, Lecture l roles as artists in the pursuit of a viable CAT 502 Seminar, Salon, Lecture II society. This low-residency program CAT 504 Intercession I allows students to pursue a professional CAT 506 Intercession II degree while continuing to work and CAT 508 Fall Independent Study I maintain other aspects of their personal CAT 510 Fall Independent Study II lives. CAT 512 Spring Independent Study I CAT 514 Spring Independent Study II CAT 516 Group Meeting I Creative Arts and Technology CAT 518 Group Meeting II Master of Fine Arts– CAT 520 Group Meeting III Admission requirements CAT 522 Conferences I • A B.A., B.S., or B.F.A. Degree; CAT 524 Conferences II An essay describing the personal CAT 552 Group Meeting IV • arts practices; CAT 600 Master’s Project & Thesis An e-portfolio or personal website • (portfolio review for all disciplines); • A current Curricula Vitae; • An interview by phone or Skype; 3 recommendations from • supervisors, teachers, and/or co-workers; Short-list candidates come in • March for a personal interview; Accepted students notified by • first week of April.

Graduate Masters Degree in Fine Arts course descriptions begin on page 314. MASTERS DEGREE IN FINE ARTS 305 306 Masters Degree DIVISION OF EDUCATION in Education

MASTERS OF ARTS IN EARLY CHILDHOOD EDUCATION

The Master of Arts in Early Childhood Program requires students to maintain Education program is designed for a minimum GPA of 3.0 and earn a applicants who hold the early child- grade of C or better in all education hood (p-3) certification in Early courses. Childhood Education in order to foster professionals dedicated to working *Required Coursework (total of 10 with young children and their families course units-equivalent to 40 credits): and advance their understanding of EDC 516 Childhood Development & educating young children. Learning EDC 517 Understanding Family & Community Master of Arts in Early Childhood EDC 519 Educating the Child with Education–Admission requirements Disabilitiesin the Regular A Bachelor’s degree with 60 or more Classroom •credits in the liberal arts or sciences, a EDC 528 Childhood Environment & cumulative grade point average of 3.0 Assessment EDC 538 Instructional Strategies or higher (official transcripts from all for Creative Arts and Play higher education institutions attended); in Early Childhood Two professional letters of recom- EDC 552 Language & Literacy •mendation from supervisors, teachers, in Early Childhood or co-workers; EDC 554 Instructional Strategies for Children’s Literature • A personal statement describing the EDC 556 Instructional Strategies applicant’s philosophy of education for STEM in Early Childhood and reasons for applying to this gradu- EDC 626 Introduction to Action Research ate program at Bloomfield College EDC 628 Leadership, Advocacy & (between 250-500 words); Administration in Early • Professional resume/Curriculum Childhood Vitae; *Select MA courses may be waived. Current NJ teacher certification(s) See Education Department for transcript •if applicable; review and final evaluation. The Test Of English as a Foreign •Language (TOEFL) with a minimum score of 550 for the paper-based test, 213 for the computer-based test or completion of APIEL level #3 is required for applicants whose native language is not English; Candidates will be interviewed by •the faculty.

Graduate Masters Degree in Education course descriptions begin on page 316. MASTER OF ARTS IN SPECIAL EDUCATION 307

MASTER OF ARTS IN SPECIAL EDUCATION

The Master of Arts in Special Education Program requires students to maintain program is intended for applicants a minimum GPA of 3.0 and earn a who hold the Special Education grade of C or better in all education certification interested in developing courses. advanced skills for teaching K-12 learners with disabilities, in particular *Required Coursework (total of 10.5 teaching learners with autism and course units-equivalent to 42 credits): other developmental disabilities. EDC 530 Introduction to Special Education & Inclusion EDC 532 Assessment in Special Education Master of Arts in Special EDC 534 Educational Strategies in Education–Admission requirements Inclusive Settings A Bachelor’s degree with 60 or more EDC 536 Educational Strategies •credits in the liberal arts or sciences, a for Learners with Autism & other cumulative grade point average of 3.0 Developmental Disabilities or higher (official transcripts from all EDC 539 Transition Planning & Collaborative Partnerships higher education institutions attended); EDC 540 Assistive Technology for Learners • Two professional letters of recom- with Disabilities (0.5c.u.) mendation from supervisors, teachers, EDC 560 Clinical Experience for or co-workers; Endorsement in Special Education • Personal statement describing the EDC 602 Basic Applied Behavior Analysis applicant’s philosophy of education for Students with Autism & and reasons for applying to this gradu- other Developmental Disabilities ate program at Bloomfield College EDC 604 Advanced Clinical (between 250-500 words); Experience/Seminar Positive Professional resume/Curriculum Behavioral Support •Vitae; EDC 606 Advanced Educational Programming for Learners • Current NJ teacher certification(s) with Autism & other in Special Education; Developmental Disabilities The Test Of English as a Foreign EDC 608 Advanced Assessment •Language (TOEFL) with a minimum for Learners with Autism & other score of 550 for the paper-based test, Developmental Disabilities 213 for the computer-based test or *Select MA courses may be waived. completion of APIEL level #3 is See Education Department for transcript required for applicants whose review and final evaluation. native language is not English; Candidates will be interviewed by •the faculty. 308 Graduate Certificate DIVISION OF EDUCATION in Teacher Education

The Graduate Certificate in Teacher Education prepares students to teach at EARLY CHILDHOOD the following grade levels: Preschool (GRADES PreK-3) through Third grade (P-3), Elementary Required Coursework (total of 11.25 (K-6), Middle School, or Secondary course units-equivalent to 45 credits): School. We also offer two endorsement EDC 516 Childhood Development & certificate programs for teachers who Learning have already completed a teacher EDC 517 Understanding Family & education program and passed the Community EDC 528 Early Childhood Environments & appropriate New Jersey Praxis certifica- Assessment tion exam: a Preschool through Third EDC 538 Instructional Strategies grad endorsement (P-3) and a Special for Creative Arts & Play Education endorsement (K-12). in Early Childhood Additionally Alternate Route students EDC 550 Introduction to the Profession may fulfill their P-3 coursework (0.25 c.u.) requirements at Bloomfield College. EDC 552 Language & Literacy in Early Childhood Bloomfield College operates on a course EDC 554 Instructional Strategies unit system. One course unit (c.u.) equals for Children’s Literature four(4) credits. EDC 556 Instructional Strategies for STEM in Early Childhood EDC 620 Clinical Practice I ENTRANCE REQUIREMENTS FOR EDC 622 Clinical Practice II (2.5 c.u.s) INITIAL TEACHER CERTIFICATION EDC 624 Clinical Practice Seminar PROGRAMS: (0.5 c.u.) 1. Undergraduate degree with a mini- mum grade point average of 3.0 on ~Masters Option~ a scale of 4.0 at an accredited college Early Childhood Initial Certification or university. students may continue on to complete 2. Minimum of sixty (60) liberal arts a Master of Arts Degree in Early credits successfully completed. Childhood Education, by taking the 3. Passing score on the Praxis Core following additional three(3) courses: Academic Skills for Educators EDC 519 Educating the Child with Test(s). Must pass all three areas- Disabilities in the Regular Reading, Writing, and Math. Classroom EDC 626 Introduction to Action Research EDC 628 Leadership, Advocacy, & Administration in Early Childhood

Graduate Certificate in Teacher Education course descriptions begin on page 316. GRADUATE CERTIFICATE IN TEACHER EDUCATION 309

ELEMENTARY (GRADES K-6), CRITERIA FOR CONTINUATION MIDDLE SCHOOL, OR SECONDARY IN THE GRADUATE CERTIFICATE SCHOOL IN TEACHER EDUCATION Required Coursework (total of 11.25 PROGRAM, FOR STUDENT course units-equivalent to 45 credits): TEACHING, AND FOR NEW JERSEY EDC 506 Introduction to Curriculum TEACHER CERTIFICATION Design I: Research Based Practice 1. To remain in the post baccalaureate EDC 508 Introduction to Curriculum teacher eduction program and to be Design II: Effective Teaching eligible to student teach, students Methods in the Content Area must maintain a minimum GPA of EDC 511 Instructional Design & Analysis 3.0 and earn a grade of C or better in of Classroom Assessment all education courses. EDC 514 The Development of the a. Students will have their GPAs Pre-Adolescent & Adolescent reviewed each semester. Learner & Implications b. Students who do not achieve a 3.0 for Teaching (for Middle GPA will be given a warning for or Secondary Certification) the first semester in which their or GPA is lower than required. After EDC 516 Childhood Development the second semester, students with & Learning a GPA below 3.0 will be asked (for Elementary Certification) to leave the program. The EDC 519 Educating the Child with Chairperson of the Division of Disabilities in the Regular Eduction will hear student Classroom appeals. EDC 521 Developing Literacy Across 2. To student teach and become certi- the Grades: Methods & Strategies fied to teach in New Jersey, students EDC 550 Introduction to the Profession must pass the required PRAXIS II (0.25c.u.) exam for their certification area. EDC 553 School & Society These curricula meet the current EDC 620 Clinical Practice I requirements of the New Jersey Depart- EDC 622 Clinical Practice II (2.5 c.u.s) ment of Education; any changes in laws EDC 624 Clinical Practice Seminar and/or regulations will result in revi- (0.5 c.u.) sions of curricular requirements that may take effect before the publication ~Masters Option~ of the next Catalog. Elementary, Middle School, or Secondary School Initial Certification students may continue on to complete a Master of Arts Degree in Early Childhood Education or a Master of Arts Degree in Special Education. See pages 306-307 for additional course work required 310 DIVISION OF EDUCATION

Teacher of Students with Disabilities ENTRANCE REQUIREMENTS FOR Endorsement TEACHER CERTIFICATION ENDORSEMENT PROGRAMS: Required Coursework (total of 6.5 course units-equivalent to 26 credits): P-3 endorsement applicants must hold a Certificate of Eligibility to teach EDC 530 Introduction to Special Education & Inclusion grades P-3 and/or K-6. Teacher of EDC 532 Assessment in Special Education Students with Disabilities (TOSD) EDC 534 Educational Strategies in endorsement applicants must hold Inclusive Settings any New Jersey Instructional Teaching EDC 536 Educational Strategies certificate. for Learners with Autism & other P-3 Endorsement Developmental Disabilities EDC 539 Transition Planning & Required Coursework (total of 7 Collaborative Partnerships course units-equivalent to 28 credits): EDC 540 Assistive Technology for Learners EDC 516 Childhood Development & with Disabilities (0.5 c.u.) Learning EDC 560 Clinical Experience for EDC 517 Understanding Family & Endorsement in Special Community Education EDC 528 Early Childhood Environments & Assessment ~Masters Option~ EDC 538 Instructional Strategies Special Education endorsement for Creative Arts & Play in Early Childhood students may continue on to complete EDC 552 Language & Literacy a Master of Arts Degree in Special in Early Childhood Education, by taking the following EDC 554 Instructional Strategies additional four(4) courses: for Children’s Literature EDC 602 Basic Applied Behavior Analysis EDC 556 Instructional Strategies for Students with Autism & for STEM in Early Childhood other Developmental Disabilities EDC 604 Advanced Clinical Experience/Seminar Positive ~Masters Option~ Behavioral Support P-3 endorsement students may contin- EDC 606 Advanced Educational ue on to complete a Master of Arts Programming for Learners Degree in Early Childhood Education, with Autism & other by taking the following additional Developmental Disabilities three(3) courses: EDC 608 Advanced Assessment EDC 519 Educating the Child for Learners with Autism & other Developmental Disabilities with Disabilities in the Regular Classroom EDC 626 Introduction to Action Research EDC 628 Leadership, Advocacy, & Administration in Early Childhood GRADUATE CERTIFICATE IN TEACHER EDUCATION 311

ENTRANCE REQUIREMENTS FOR ALTERNATE ROUTE P-3 PROGRAM: Alternate Route students must hold a Certificate of Eligibility to teach grades P-3 and provide a letter from the school district in which they are employed, verifying their enrollment in the Alternate Route Program. Required Coursework (total of 7.25 course units-equivalent to 29 credits): EDC 516 Childhood Development & Learning EDC 517 Understanding Family & Community EDC 528 Early Childhood Environments & Assessment EDC 538 Instructional Strategies for Creative Arts & Play in Early Childhood EDC 550 Introduction to the Profession (0.25 c.u.) EDC 552 Language & Literacy in Early Childhood EDC 554 Instructional Strategies for Children’s Literature EDC 556 Instructional Strategies for STEM in Early Childhood

~Masters Option~ P-3 Alternate Route Certification stu- dents may continue on to complete a Master of Arts Degree in Early Child- hood Education, by taking the follow- ing additional three(3) courses: EDC 519 Educating the Child with Disabilities in the Regular Classroom EDC 626 Introduction to Action Research EDC 628 Leadership, Advocacy, & Administration in Early Childhood 312

Course Description Graduate GRADUATE COURSES 313

Masters in Accounting Courses

ACC 500 BRIDGE CONVERSION COURSE ACC 630 ACCOUNTING RESEARCH This course is to be taken by students who have The course covers current techniques of research completed all the requirements of the Profes- and preparation of a research project. Student sional Accounting program and need a waiver will select a topic for research that will require a for ACC 505, ACC 510, ACC 515, ACC 520 and formal paper and a presentation. This is the cap- BUS 510. The course is an update course and stone project. 1 c.u. it will require the student to do case study work. Prerequisite: Completion of seven It will provide a waiver for any combination of graduate courses. the five classes listed above. 1 c.u. BUS 505 CORPORATE FINANCIAL ACC 505 ADVANCED TAXATION MANAGEMENT The course will include a study of corporate tax, The course will continue the study of time value taxation for partnerships and advanced topics in methodology, cash flow applications and employ accounting for individuals. The course will use a the traditional evaluation techniques of capital case study format to apply these topics to real life budgeting analysis in business. 1 c.u. situations. 1 c.u. BUS 510 THE LEGAL ENVIRONMENT ACC 510 ADVANCED AUDITING The course will be the study of business law The course will review topics in external auditing beyond contract law. Topics to be included are: theory such as auditing standards, ethics, disclo- commercial paper, secured transactions, real sures required for public reporting, auditing property, bankruptcy, securities regulations, techniques and auditor/client relationships and accountants legal liability and insurance. 1 c.u. use a case study format to apply them to real life situations. 1 c.u. ECN 505 INTERNATIONAL ECONOMICS The course will examine the economics of inter- ACC 515 MANAGERIAL ACCOUNTING national trade and international finance. Topics SEMINAR will include absolute advantage, comparative The course is an in-depth study of managerial advantage, protectionism, trade regulation, the accounting including topics such as discussion balance of payments, international financial models, quantitative techniques, specialized vari- markets, and the causes for movements in the ance analysis, budgetary control, transfer pricing currency exchange rates. 1 c.u. and cost allocations. The course will use a case Prerequisite: Undergraduate courses study format to apply these topics to real life sit- in Microeconomics, Macroeconomics uations. 1 c.u. and Managerial Economics. ACC 520 FINANCIAL ACCOUNTING ECN 510 ECONOMIC STATISTICS SEMINAR The course provides the student with a hands-on The course is an in-depth study of financial approach to data presentation and analysis. Top- accounting including topics such as consolidated ics will include statistical inference, least-squares statements, pro-forma statements, statements regression, multiple regression, one-way analysis required by regulatory bodies, and accounting of variance, and two-way analysis of variance. fiduciaries. The course will use a case study for- Prerequisite: An undergraduate course 1 c.u. mat to apply these topics to real life situations. in Statistics. 1 c.u. ACC 525 SELECTED TOPICS IN ACCOUNTING Topics will include current accounting areas that will confront graduates from both the public and private sectors. 1 c.u. 314 GRADUATE COURSES

Masters of Fine Arts Courses

CAT 500 SEMINAR, SALON, LECTURE I CAT 508 FALL INDEPENDENT STUDY I Seminars meet after the second the fourth, and Students and an advisor meet remotely to decide during the eighth week of the first two Summer what the student should accomplish during this Terms. Attendance at Seminar is voluntary for 3 month term (September through November). third year students. Critiques involve student Progress is discussed in weekly remote meetings peers, MFA director(s) and faculty, and provide by phone call or Skype, with new work posted on constructive criticism during the first two meet- the e-Portfolio site. 0.5 c.u. ings. The Third meeting is reserved for evaluat- ing the progress of the work done during the CAT 510 FALL INDEPENDENT STUDY II Summer Term. By participating in informal Students and an advisor meet remotely to decide Salon discussions, students practice and develop what the student should accomplish during this into fluent and persuasive contributors during 3 month term (September through November). critiques. Attendance at the Lectures provides Progress is discussed in weekly remote meetings students with the opportunity to hear profes- by phone call or Skype, with new work posted on sionals explain their working methods and con- the e-Portfolio site. 0.5 c.u. cept development to an audience. 0.5 c.u. Attendance at all art lectures and CAT 512 SPRING INDEPENDENT STUDY I two salon dinners is required. Students and an advisor meet remotely to decide what the student should accomplish during this 3 CAT 502 SEMINAR, SALON, LECTURE II month term. Progress is discussed in weekly Seminars meet after the second the fourth, and remote meeting by phone or Skype, with new during the eighth week of the first two Summer work posted in the e-Portfolio site. This term is Terms. Attendance at Seminar is voluntary for devoted to enriching the conceptual thinking of third year students. Critiques involve student the student through reading and writing, an peers, MFA director(s) and faculty, and provide attending exhibits, screenings and performances. constructive criticism during the first two meet- It is a time to experiment and explore one’s craft ings. The Third meeting is reserved for evaluat- through work in the studio while still receiving ing the progress of the work done during the feedback from an advisor in the program. Summer Term. By participating in informal 0.5 c.u. Salon discussions, students practice and develop into fluent and persuasive contributors during CAT 514 SPRING INDEPENDENT STUDY II critiques. Attendance at the Lectures provides Students and an advisor meet remotely to decide students with the opportunity to hear profes- what the student should accomplish during this 3 sionals explain their working methods and con- month term. Progress is discussed in weekly cept development to an audience. 0.5 c.u. remote meeting by phone or Skype, with new Attendance at all art lectures and work posted in the e-Portfolio site. This term is two salon dinners is required. devoted to enriching the conceptual thinking of the student through reading and writing, an CAT 504 INTERSESSION I attending exhibits, screenings and performances. An intensive 2 week session in which students It is a time to experiment and explore one’s craft and faulty meet all day to discuss Independent through work in the studio while still receiving Study readings, attend critiques, and have indi- feedback from an advisor in the program. vidual evaluation conferences. 1.5 c.u.s. 0.5 c.u. CAT 506 INTERSESSION II CAT 516 GROUP MEETING I An intensive 2 week session in which students Groups meet every day and post their discussion and faulty meet all day to discuss Independent topics on their blog. Group meeting times are Study readings, attend critiques, and have indi- staggered so that students and faculty from other vidual evaluation conferences. 1.5 c.u.s. groups are able to attend. This staggered sched- ule reinforces the benefit of being in an interdis- ciplinary program. 1 c.u. GRADUATE COURSES 315

CAT 518 GROUP MEETING II CAT 526 CONFERENCE III Groups meet every day and post their discussion Conferences are individual discussions between topics on their blog. Group meeting times are one faculty member and one student. Conferences staggered so that students and faculty from other are where teaching takes place and represent the groups are able to attend. This staggered sched- core or “heart” of the program, and are scheduled ule reinforces the benefit of being in an interdis- every day of the Summer terms. Conference top- ciplinary program. 1 c.u. ics include, but are not restricted to, technique, conceptualization of the student’s work, discus- CAT 520 GROUP MEETING III sion of cultures and social issues and their relation Groups meet every day and post their discussion to artistic practice, possible new or tangential topics on their blog. Group meeting times are directions, and theoretical perspectives. 1 c.u staggered so that students and faculty from other groups are able to attend. This staggered sched- CAT 600 MASTERS PROJECT AND THESIS ule reinforces the benefit of being in an interdis- The master’s project is a professional-level exhi- ciplinary program. 1 c.u. bition or performance of work created and pro- duced during the latter part of the student’s CAT 522 CONFERENCE I experience in the program. The concept under- Conferences are individual discussions between pinning the project has been defended and pro- one faculty member and one student. Confer- nounced foundationally sound and fully devel- ences are where teaching takes place and represent oped by the fault. The exhibition or performance the core or “heart” of the program, and are sched- of the master’s project demonstrates evidence of uled every day of the Summer terms. Conference exemplary craft, execution and presentation of topics include, but are not restricted to, technique, the concept. The written master’s thesis defends conceptualization of the student’s work, discus- the aesthetic direction of the arts practice, and sion of cultures and social issues and their relation describes how research, skill acquisition and to artistic practice, possible new or tangential process were combined in the development of directions, and theoretical perspectives. 1 c.u. the concept supporting the master’s project. 3 c.u.s CAT 524 CONFERENCE II Conferences are individual discussions between one faculty member and one student. Confer- ences are where teaching takes place and represent the core or “heart” of the program, and are sched- uled every day of the Summer terms. Conference topics include, but are not restricted to, technique, conceptualization of the student’s work, discus- sion of cultures and social issues and their relation to artistic practice, possible new or tangential directions, and theoretical perspectives. 1 c.u. 316 GRADUATE COURSES

Graduate Education Courses

EDC 500 INTRODUCTION TO cation of theat research through best practices EDUCATION utilizing; multiple intelligences, diverse learning This course encompasses the structure of Amer- styles, dimensions of learning, the Bloom’s tax- ican Education by exploring the development of onomy. The curricula will facilitate the integra- social, economic, political, and cultural con- tion of standardized and alternative assessment structs in which learning takes place in American measures to meet the New Jersey Student Learn- society. Included are considerations for social ing Outcomes. 1 c.u. values, education as a profession, education and EDC 508 INTRODUCTION TO the community, and impacts of social policy. This course will also serve as a transition to CURRICULUM DESIGN II: more advanced educational pedagogy by EFFECTIVE TEACHING METHODS addressing topics such as multiple intelligences, IN THE CONTENT AREAS dimensions of learning, differentiated instruc- This course focuses on the further development tion, lesson design, and the Common Core Stan- of curriculum design and principles of teaching. dards in math and English language arts. We will The course reinforces the skills of differentiated examine the New Jersey Professional Teaching instructional design and delivery, integration of Standards and the contexts in which teachers technology, and adapting lessons to address teach. A multicultural emphasis and multi-disci- diverse learners including special needs and ELL plinary approach to schooling in both urban and students. The essential elements of instruction, suburban communities will guide our explana- assessment, grouping strategies and effective tion of schools here in the state of New Jersey. In questioning will be illustrated to effectively plan addition, students will be introduced to methods instruction for diverse learners in English for finding viable peer-reviewed research articles language arts, mathematics, social studies, and using Education-specific databases. 0.5 c.u. science. 1 c.u. This course requires a field component. EDC 511 INSTRUCTIONAL DESIGN AND EDC 505 INTRODUCTION TO TEACCH: ANALYSIS OF CLASSROOM ASSESSMENT AUTISM BASIC TRAINING This course will enable teacher candidates to The ongoing increase of new cases of autism demonstrate their teaching skills in the designed being diagnosed has created a growing demand delivery of curricula addressing the needs of for effective programs, practical suggestions and diverse learners. Teacher candidates will design, information. The TEACCH (Treatment and differentiated instructional lessons and demon- Education of Autistic and related Communica- strate skills in the delivery of lessons based on the tion handicapped Children) approach will pre- understanding tha learners have differing needs. pare educators and service providers to assess Students present their lessons using a variety of and adapt the physical environment as well as strategies, integrating diagnostic, formative and general educational structure for both preschool summative assessment data. 1 c.u. and school-age students. Topics to be covered include: the primary characteristics of autism as EDC 514 THE DEVELOPMENT OF THE they relate to classroom practices, the elements PRE-ADOLESCENT AND ADOLESCENT of “The Culture of Autism” and how to employ LEARNER AND IMPLICATIONS FOR the “Cultural Compromise” .how to organize the TEACHING physical space, create and implement individual This course is designed to examine young ado- daily schedules, plan and execute “One to One” lescents, their development and issues related to teaching, as well as create independent worksta- their educational needs during the period of tions that include visually clear independent growth from childhood through adolescence. work tasks. 0.5 c.u. Exploration and application of research-based findings will be pursued to investigate the devel- EDC 506 INTRODUCTION TO opmental differences between the stages of pre- CURRICULUM DESIGN I: adolescence and high school adolescents and its RESEARCH BASED PRACTICE impact on education. Students will learn how to This course focuses on the study of curriculum use developmental characteristics in the instruc- development and principles of teaching, empha- tional design and planning process. Students will sizing the background content research needed also learn how schools should be structured to to develop curricula. The course will introduce maximize learning for this population. 1 c.u. the skills to design and develop interdisciplinary curricula that is based on research and the appli- GRADUATE COURSES 317

EDC 516 CHILDHOOD DEVELOPMENT EDC 521 DEVELOPING LITERACY AND LEARNING ACROSS THE GRADES: METHODS This course is designed to foster understanding AND STRATEGIES of the dynamic continuum of development and The course serves as an introduction to the learning in children from birth through PreAdo- teaching of literacy in grades Preschool-12 and lescence. Topics include cognitive and linguistic focuses on both theoretical and practical factors affecting development and learning, nur- approaches to assessing teaching, and incorpo- turing diversity and equality, addressing multiple rating literacy into the classroom. Teacher candi- intelligences and diverse learning styles, integrat- date will explore and learn to apply teaching ing of play and language, and literacy across the practices related to balanced, comprehensive lit- curriculum. Knowledge of early childhood eracy including phonemic awareness, phonics, development and how it is related to the learning comprehension, fluency, vocabulary, develop- of children is the foundation upon which all ment, and motivation. These approaches will be effective teaching and learning decisions are discussed in the context of special needs and ELL built. Without this knowledge, a teacher cannot students, multicultural education, technology design an appropriate program or meet the integration, and differentiated strategies. Con- learning needs of each student. Students will nections to the New Jersey State Learning Stan- learn to be able to apply their knowledge about dards will be integral. This course will also early child development and learning to adapt expose teacher candidates to developing/analyz- the learning environment to meet the needs of ing lesson plans, evaluating case studies, and children with atypical development in the affect- reading/discussing contemporary issues in litera- ed developmental domain(s). Students will also cy through a review and synthesis of peer obtain the research skills to find and analyze reviewed, scientific-based reading research research articles to explain children’s develop- (SBRR) studies.. 1 c.u. ment and show their deeper understanding of early child development and learning. 1 c.u. EDC 526 INTRODUCTION TO EDUCATIONAL TECHNOLOGY EDC 517 UNDERSTANDING FAMILY The objective of this course is to introduce new AND COMMUNITY digital media-various forms of educational tech- This course is designed to foster understanding nology through hands-on project-based learning of the significant roles of families and communi- to pre-service teachers. This course provides var- ties in the growth of young children. Topics ious opportunities for engagement and reflec- include recognizing children at risk; establishing tion on the role these technology tools can play linkages with community resources to support in teaching/learning processes in a classroom. families; recognizing and accepting diverse fami- Students will become familiar with various tech- ly units; the impact of home, community, health, nological and digital tools, become capable of and cultural experience on development and using some of the digital tools in their class- learning; and understanding social, historical, rooms. In addition, students will learn current political, legal, and philosophical constructs that issues on technology use in classrooms and will impact children, families, and communities. become familiar with basic learning theories, Identification and collaboration with communi- which will help in determining appropriate ty agencies and resources to support individuals applications of educational technology in educ- with special needs and their families will be tional settings. Students will obtain the skills to addressed. In addition, students will consult research evidence to evaluate tectological and databases to summarize peer-reviewed research digital tools so they can decide the best tools to studies and form an argument around a contem- use and the best way to implement them in their porary issue in education. 1 c.u. classrooms. Students will learn about eh research process including how to critically review and EDC 519 EDUCATING THE CHILD incorporate peer-reviewed research in the appli- WITH DISABILITIES IN THE REGULAR cation of theory into practice. 0.5 c.u. CLASSROOM A coursed designed to provide cross training for EDC 528 CHILDHOOD ENVIRONMENT the teacher in the regular classroom in order to AND ASSESSMENT be able to work as part of a collaborative, inter- This course will focus on the learning environ- professional team. Through study, observation, ment of pre-kindergarten through third grade field experiences, and research exploring profes- classrooms. The classroom environment is often sional journals, books and other resource mate- referred to as the “third” teacher. The structure, rials, as well as peer reviewed research, for the design, and choice of materials in the classroom pre-service teacher to gain valuable training and influence how teaching and learning in all devel- resources by applying research based best prac- opmental domains take place. Students will also tices to implement strategies, modifications and learn how to design a supportive, intellectually accommodations for special needs students in stimulating classroom environment; how to the regular classroom. 1 c.u. develop daily and weekly plans that reflect and 318 GRADUATE COURSES

support children’s growth in all areas, especially of learners with autism and other developmental the development of self-regulation. In addition, developing positive behavioral supports and they will learn how a well-designed environment interventions. 1 c.u. supports classroom management, by exploring This course includes 10 hours research based best practices to accommodate of clinical experiences. and adapt the classroom environment for success for each individual student and incorporating EDC 538 INSTRUCTIONAL STRATEGIES these accommodations into their classroom FOR CREATIVE ARTS AND PLAY IN design. 1 c.u. EARLY CHILDHOOD Using emergent curriculum as the approach to EDC 530 INTRODUCTION TO SPECIAL curriculum development, this course introduces EDUCATION AND INCLUSION students to what STEM learning in early child- This course introduces graduate students to the hood classrooms looks like. The basic learning field of special education and provides the histo- goals of early childhood STEM education are 1) ry of the field and to the federal and state regula- knowledge and understanding 2)skills 3)disposi- tions and laws mandating special services to tions, and 4)feelings. In-depth investigations of learners with disabilities, including an overview phenomena lead children to achieve all four of of the disability regulations defined in federal the above learning goals, this course focuses on special education legislation. The course includes pedagogical approaches and strategies that help research on the progress of inclusion and current young children explore, observe, inquire, predict, inclusive education practices. 1 c.u. investigate and integrate their learning through hands-on projects. 1 c.u. EDC 532 ASSESSMENT IN SPECIAL A field component is required EDUCATION as part of this course. This course enables graduate students to develop competencies for assessing learning of students EDC 539 TRANSITION PLANNING with disabilities. Course participants will gain AND COLLABORATIVE PARTNERSHIPS knowledge on how to assess, analyze, and inter- Legal, historical influences, agencies and pro- pret data from formal (standardized) and infor- gram factors impacting the transition process mal (traditional and alternative) testing sources across the life span of learners with disabilities and measurement including functional assess- are discussed in this cours. Process of transition ment. Course participants will be taught how to planning is covered with emphasis on developing interpret reports as relevant to student from relationships. 1 c.u. diverse learning backgrounds and use these interpretative results along with behavioral EDC 540 ASSISTIVE TECHNOLOGY FOR observation, task analysis and other types of LEARNERS WITH DISABILITIES measurement to design instruction. 1 c.u. This course is a broad introduction to assistive technology (AT) used for instruction of learn- EDC 534 EDUCATIONAL STRATEGIES ers with disabilities. Course participants will IN INCLUSIVE SETTINGS examine strategies for creating supportive This course prepares gradate students to provide environments for learners with disabilities to effective instruction to learners with disabilities effectively use high and low AT devices includ- in inclusive settings. Course participants will ing augmentative/alternative communication gain knowledge to plan, implement, and assess systems. 0.5 c.u. effective instruction and positive learning envi- ronments aligned with students’ academic, social EDC 545 INSTRUCTIONAL STRATEGIES and behavioral needs with an emphasis in devel- FOR CHILDREN’S LITERATURE opment of literacy skills. Course participants will This course is designed to help students recog- engage in research and reflective teaching prac- nize the importance of books and reading in the tices to select effective teaching strategies to life of the young child and to develop knowledge teacher literacy for learners in need of supports and appreciation of the wide variety and scope of in general education. 1 c.u. reading material available for young people through grade 3. The course will incorporate EDC 536 EDUCATIONAL STRATEGIES strategies for evaluation and finding the best FOR LEARNERS WITH AUTISM AND books, learning about authors and illustrators, OTHER DEVELOPMENTAL DISABILITIES and using books to ignite a lifelong love of read- This course offers an overview on history, causes, ing as well as strategies to integrate good chil- characteristics, assessment and instruction of dren’s literature, both nonfiction and fiction, learners with autism and other developmental across the curriculum. 1 c.u. disabilities. Course participants will gain knowl- A field component is required edge and skills necessary to support the learning as part of this course. GRADUATE COURSES 319

EDC 550 INTRODUCTION TO THE EDC 602 BASIC APPLIED BEHAVIORAL PROFESSION ANALYSIS FOR STUDENTS WITH This 15-hour course introduces students to the AUTISM AND OTHER DEVELOPMENTAL Early Childhood Teaching Profession and pro- DISABILITIES vides an overview of the P-3 Program, the In this course graduate students will acquire the required performance assessment edTPA, ethics basic applied behavior analysis (ABA) principles in the field of early childhood, the importance of and its application to classroom settings. In this family, developmentally appropriate practice, course participants will be introduced to ABA and the standards of Pre-K, Kindergarten, and based programs to increase, maintain and grades 1-2. 0.25 c.u. decrease behaviors in classroom settings. Emphasis is given to the se of these strategies in EDC 552 LANGUAGE AND LITERACY the instruction of learners with autism and other IN EARLY CHILDHOOD developmental disabilities. 1 c.u. This 15-hour course introduces students to the Early Childhood Teaching Profession and pro- EDC 604 ADVANCED CLINICAL vides an overview of the alternate route program, EXPERIENCE/SEMINAR POSITIVE the required performance assessment edTPA, BEHAVIORAL SUPPORT ethics in th e field of early childhood, the impor- In this course graduate students will implement tance of family, developmentally appropriate evidence based instructional strategies in class- practice, and the standards for PreK, Kinder- rooms for learners with Autism and other devel- garten, and grades 1-3. 1 c.u. opmental disabilities and attend seminar to learn to prepare behavioral intervention plans. This EDC 553 SCHOOL AND SOCIETY course requires the completion of 50 clinical The teacher candidate will learn about the class- experience house in classroom for learners with room as a social unit and the management/orga- autism and other developmental disabilities nization skills needed to create an effective learn- (including seminar hours). 1 c.u. ing environment. The prospective teacher will become familiar with the organizational, social, EDC 606 ADVANCED EDUCATIONAL economic, and political forces that impact upon PROGRAMMING FOR LEARNERS WITH schools. 1 c.u. AUTISM AND OTHER DEVELOPMENTAL DISABILITIES EDC 560 CLINICAL EXPERIENCE FOR This course provides an overview of the evidence- ENDORSEMENT IN SPECIAL EDUCATION based practices for teaching learners with autism In this course graduate students will complete 30 and other developmental disabilities. A focus of hours of clinical experiences. These experiences the course is on evidenced based practices such will be completed in classroom environments as antecedent-based interventions, visual sup- where students with disabilities are receiving ports, systemic instruction, and interventions to services. Course participants are provided the promote social and communication skills. This opportunity to apply content learned in prior course is taken concurrently with the Advanced courses in real classroom settings. Student will Clinical experiences course. 1 c.u. complete clinical experience in classrooms for students with disabilities. Students will observe EDC 608 ADVANCED ASSESSMENT FOR and under the supervision of a cooperating LEARNERS WITH AUTISM AND OTHER teacher will practice strategies learned in the DEVELOPMENTAL DISABILITIES courses. 1 c.u. In this course graduate students will acquire the ability to appropriately assess the skills and EDC 565 INSTRUCTIONAL STRATEGIES abilities of learners with autism and other FOR STEM IN EARLY CHILDHOOD developmental disabilities and translate assess- Unsing emergent curriculum as the approach to ment results into meaningful educational curriculum development, this course introduces interventions in least restrictive environments. students to what STEM learning in early child- The process of functional behavioral assess- hood classrooms looks like. The basic learning ment and functional behavior analysis will be goals of early childhood STEM education are 1) covered in this course. This course is taken knowledge and understanding )skills )disposi- concurrently with the Advanced Clinical expe- tions, and )feelings. In-depth investigations of riences course. 1 c.u. phenomena lead children to achieve all four of the above learning goals, this course focuses on pedagogical approaches and strategies that help young children explore, observe, inquire, predict, investigate and integrate their learning through hands-on projects. 1 c.u. A field component is required as part of this course. 320 GRADUATE COURSES

EDC 620 CLINICAL PRACTICE I EDC 626 INTRODUCTION TO ACTION Students who have satisfied requirements will be RESEARCH assigned to two full-days per week in an This course introduces the theoretical and prac- approved pre-school, elementary, middle, or tical dimensions of action research. The primary high school setting. Students will spend time objective of the course is to prepare students to observing, participating, and teaching in an conduct action research in centers. Topics assigned class under the direction of a Cooperat- include an analysis of collaborative and spectator ing Teacher and a College Supervisor. The stu- forms of research, ways to identify problems to dent is expected to begin to fulfill the role of a investigate, the selection of appropriate research teacher, including attendance at faculty meet- methods, collecting and analyzing data, and ways ings, professional development opportunities, to draw conclusions from the research. 1 c.u. and duty assignments. This course will include monthly seminar meetings (four times through- EDC 628 LEADERSHIP, ADVOCACY, out the semester) where students are provided AND ADMINISTRATION IN EARLY with guidance to, complete their clinical practice CHILDHOOD assignments including the preparation for This course introduces the principles of leader- edTPA performance assessment. 1 c.u. ship, advocacy and adminstration in early child- hood programs and classrooms. This course EDC 622 CLINICAL PRACTICE II focuses on the knowledge, skills, and dispositions The Clinical Practice Intershop is a sixteen-week necessary to develop leadership and administra- teaching experience in a field placement for stu- tive abilities needed in the field of Early Child- dents. It is designed to apply learning about pro- hood Education. The course will address a vari- fessional knowledge of Pedagogy, child develop- ety of facets of administration including enroll- ment, and reflective thinking to classroom situa- ment, staffing, supervision, policy development, tions on a full-time basis for one semester. Stu- communication, budgeting and evaluation of dents are observed and evaluated a minimum of early childhood programs. 1 c.u. seven times by a College supervisor. 2.5 c.u.s EDC 624 CLINICAL PRACTICE SEMINAR The Clinical Practice Intershop is a sixteen- week teaching experience in a field placement for students. It is designed to apply learning about professional knowledge of Pedagogy, child development, and reflective thinking to classroom situations on a full-time basis for one semester. Students are observed and evalu- ated a minimum of seven times by a College supervisor. 0.5 c.u. Corequisite: EDC 620. 321

Academic Regulations & Procedures– Graduate 322 ACADEMIC REGULATIONS & PROCEDURES–GRADUATE

Academic Regulations & Procedures– Graduate

ACADEMIC PROGRESS • Step 1 Speak to your instructor. Ask the Students in the Graduate Program are reason for the grade and discuss your expected to complete all requirements work in the course. (If the instructor is for the degree in five years. no longer with the College, then address your appeal to the Division Chair— COURSE LOAD see Step 4.) Students will be considered as full-time • Step 2 If you still wish to appeal the graduate students if they are enrolled in grade, you must continue the appeal two graduate courses per semester. process within one week after speaking with the instructor. You must write a DEGREE REQUIREMENTS letter to the instructor stating your To qualify for the Master’s Degree the reasons for appealing and send copies student must complete all requirements of the letter to the Registrar and the prescribed by the College. Only students Chairperson of the Division in which the course is listed. who have completed the entire program can participate in the Commencement Note: If the student fails to respond in Program in May. time, the instructor’s grade stands. Students must have a cumulative • Step 3 Your instructor must respond GPA of 3.0 with only two grades of C. within one week of receiving your letter. Copies of this letter are forward- A student anticipating graduation ed to the Registrar and the Chairperson should meet with the Associate Registrar of the Division. to have a review and to fill out a diploma • Step 4 If you wish to appeal further, application. you must send a letter to the Chairper- GRADE APPEAL POLICY son of the Division within one week of receiving the instructor’s response If you think you have received a final grade stating your intention to appeal further, that you did not deserve, you must begin with copies to your instructor and to the appeal process within the first two the Registrar. If the instructor of the weeks of the next semester (spring appeals course is the Division Chair, he or she may be initiated the following fall). If the will request that the Vice President for final grade for the course depends in any Academic Affairs and/or designee part upon charges of academic dishonesty appoint an appropriate member of the against the student, those charges must be Division to respond to your appeal. resolved following the process detailed in • Step 5 The Chairperson of the Division the section of the catalog devoted to or the appointed designee, must Academic Integrity before a grade appeal respond in writing within one week of can take place. If the grade you are appeal- receipt of your letter. Copies of the ing is for a course that is part of a sequence, Chairperson’s letter are sent to your it is the student’s responsibility to initiate instructor and to the Registrar. the grade appeal as soon as possible. Failure to do so may prevent you from taking the next course in the sequence. Efforts will be made to accelerate the process in such cases. GRADUATE ACADEMIC REGULATIONS & PROCEDURES 323

• Step 6 If the student does not accept the THE GRADING EVALUATION recommendation of the Chairperson of SYSTEM the Division, the student can appeal by sending a formal petition to the Faculty Evaluation Committee on Academic Standards with- Evaluation takes several forms, depending in one week of receipt of the decision of on particular course objectives. Regular the Chairperson of the Division involved evaluations should occur throughout the in the appeal. Copies of the petition must term as well as upon completion. be sent to the instructor, the Registrar, and Specifically: the Chairperson of the Division. The Committee on Academic Standards will A. The instructor should state course respond within one week after its next objectives in writing during the first regularly scheduled meeting. week of classes, in clear, comprehensive, • Step 7 If the students wishes to appeal specific terms. further, within one week of the decision B. The stated objectives should include: of the Committee on Academic Stan- 1. Any prerequisite skills or knowledge; dards, the student must send a letter to 2. Time factors for classroom contact the Vice President for Academic Affairs and out-of-class study and preparation; and/or designee with copies to the instructor, the Registrar, the Chairper- 3. The methods to be utilized; son of the Division and the Chairperson 4. Desirable behavioral, cognitive, or of the Committee on Academic Stan- effective changes; and dards. The Vice President for Academic 5. Standards against which the Affairs and/or designee shall receive a instructor will evaluate. folder assembled by the Divisional C. Evaluative reports to the student will Office Secretary containing a record of include both a grade or score and com- previous appeals and shall respond in ments or suggestions for improvement; writing to the student within one week of his/her letter. Following consultation D. Evaluations should be made as soon with the student, the instructor, the as possible after an assignment is com- Division Chairperson, and the Chair- pleted and reported to the student when person of the Committee on Academic the work is returned, with opportunity Standards, the Vice President for for extensive discussion of evaluative Academic Affairs will render a decision comments; regarding the grade. The decision E. All original written work submitted will be final. for evaluation will be returned to the Note: After each step, if there is failure to student with the instructor reserving respond, within one week the student is the right to retain a copy if so desired; free to go to the next level. In the case of F. While attendance, by itself, cannot be a graduating seniors, efforts will be made to criterion for grading, class participation accelerate the appeal procedure. may be an integral part of the course objectives and evaluated accordingly. GRADE CHANGES In no instance, however, should mere Once an instructor submits a final grade classroom presence or absence serve to the Office of Advising and Registration, as a basis for evaluation. it may be changed for only two reasons: a mathematical error calculation or a transcription error in the recording on the official grade sheet. Instructors who request change of a particular grade must secure the written approval of the Assistant Vice President for Academic Services and Registrar. 324 GRADUATE ACADEMIC REGULATIONS & PROCEDURES

THE GRADING SYSTEMS– QUALITY LETTER GRADE SYSTEM SYMBOL POINTS Excellent ...... A ...... 4.0 A- 3.7 B+ 3.3 Good* ...... B ...... 3.0 B- 2.7 C+ 2.3 C ...... 2.0 Failing ...... F ...... 0.0 Official Withdrawal ...... W ...... 0.0 Unofficial Withdrawal ...... WF ...... 0.0 Incomplete ...... I Research in Progress ...... RP *B is the minimum quality of work expected from students qualifying for a masters degree.

NON-MATRICULATION POLICY TAKING COURSES AT ANOTHER Only two courses can be taken as a INSTITUTION Non-matriculated student. At the end Students in the graduate program must of the second courses, students must have permission from the Chairperson to matriculate into the program. take graduate courses at another institu- tion. No more than two courses can be PLAGIARISM transferred into the graduate program. Plagiarism, cheating or any Violation of Grades must be a “B” or better. Academic Integrity should be reported to Exceptions to stated academic regulations the Vice President of Academic Affairs. The may be obtained through petition to allegation will be investigated by the Office the Faculty Committee on Academic of Academic Affairs. A confirmed case will standards. Petition forms are available result in the dismissal of the student from in the office of Advising and Registration. the program. REPEAT POLICY Students in the graduate program may repeat one course. Both grades will appear on the transcript, but only the best grade will be included in the cumulative GPA that applies to the degree. Students who need to repeat a second course will be dismissed from the program. A graduate student may withdraw from a class at the 80% point of the program and receive a grade of “W”. This will be considered an attempt at the course. 325

Directory 326 DIRECTORY Board of Trustees 2017-2018

OFFICERS OF THE BOARD

WILLIAM H. TURNER, III ROSEMARY IVERSEN Chair Vice Chair JOHN J. DELUCCA, ’66 JOANNE T. MARREN Vice Chair Secretary CHRISTINA M. NOLAN Assistant Secretary

CLASS OF 2018 HECTOR O. BANEGAS STEPHEN A. GLASSER CARMEN AMALIA CORRALES NANCY L. LANE JOHN J. DELUCCA, ’66 SANFORD B. PRATER VERNON M. ENDO HANNAH RICHMAN CLASS OF 2019 JIM AXELROD ALISA C. NORRIS NICHOLAS CARLOZZI JOHN G. PANAGAKIS JACQUIE COLGAN STEVEN M. ROSE GEOFFREY M. CONNOR ADRIAN A. SHELBY, LL.D. (hon.’98) BRIAN F. DORAN LARRY I. SILLS JAMES R. GILLEN JOHN SKOWRONSKI, ’91 MAUREEN C. GRANT ADEBOLA A. TAIWO, ’09 EDWARD C. HEFTMAN, ’67 WILLIAM H. TURNER, III STEPHANIE LAWSON-MUHAMMAD HANK UBEROI CRAIG B. LINDSAY, ’76 NANCY VAN DUYNE CLASS OF 2020 JOSEAN FERNANDEZ, ’06 MARTIN MCKERROW, LL.D. (hon.’15) CAROLYN ROBERSON GLYNN, ’69 GLENN M. REITER ROSEMARY IVERSEN JOANNE T. MARREN

EMERITI EX-OFFICIO BERNARD S. BERKOWITZ RICHARD A. LEVAO L. DONALD LATORRE President PETER A. OLSON RICHARD A. POLLACK, LL.D. (hon.’91) ALICE W. PRICE ADMINISTRATION 327 Administration

OFFICE OF THE PRESIDENT

RICHARD A. LEVAO CHRISTINA M. NOLAN President Administrative Assistant to the President

OFFICE OF ACADEMIC AFFAIRS TRESMAINE R. GRIMES CAROLYN SPIES Vice President for Associate Vice President for Academic Affairs and Dean of Faculty Academic Affairs and Dean of Graduate Studies, DENISE SMITH Professor of Psychology Administrative Assistant to the Vice President for Academic Affairs and Staff Supervisor

ADVISING/COACHING AND REGISTRATION ANNETTE RAYMOND, ’97 Registrar and Director of Academic Services

CENTER FOR INNOVATION IN TEACHING TO ENHANCE LEARNING HEATHER SCHPIRO Director

CENTER FOR TEACHING AND LEARNING WITH TECHNOLOGY YIFENG BAI Director

LIBRARY AND MEDIA CENTER R. GREG REID Library Director BARBARA ISACSON Media Center Director 328 DIRECTORY

OFFICE OF STUDENT AFFAIRS PATRICK LAMY SUE ANN HARRISON Vice President for Administrative Assistant to the Student Affairs and Dean of Students Vice President and Dean of Students ROSE MITCHELL, ’91 Associate Dean for Student Development and Support Services

ATHLETICS SHEILA WOOTEN, ’85 JENNIFER VIRGIL Director of Athletics Compliance Coordinator

CAREER SERVICES RACHEL JACKIEWICZ Director for Career Services

CHAPLAINCY TERRY OFORI Director of Spiritual Life and College Chaplain

EDUCATIONAL OPPORTUNITY FUND TBA Director of EOF

HEALTH SERVICES ROBERT MARTINEZ Director of Health Services

FOOD SERVICES MICHAEL ST. BLANCARD Director of Gourmet Dining Services PERSONAL COUNSELING NICOLE PALAGANO Director of Personal Counseling RESIDENTIAL EDUCATION AND HOUSING NICOLE FAISON Director of Residential Education and Housing DEPARTMENT OF PUBLIC SAFETY JACK CORTEZ Director of Security ADMINISTRATION 329

OFFICE OF FINANCIAL AFFAIRS

HOWARD BUXBAUM PETER DOYLE Vice President for Director of Custodial Services Finance and Administration JACK McGRANE WILLIAM MCDONALD ’84 Superintendent of Buildings and Grounds Vice President for Campus Planning and Associate Vice President EUGENE MULLER for Finance and Administration Director of Institutional Research SUSAN DACEY VINNIE PANAGGIO Director of Human Resources Director of Maintenance ANDREW GERSTMAYR Director of Enterprise Information Services LASZLO MARSHALL ’97 Director of Telecommunications & Networks

OFFICE OF ENROLLMENT MANAGEMENT & ADMISSION

ADAM CASTRO MONIKA POLLICK Vice President for Office Manager, Enrollment Management Enrollment Management RICK BURCHFIELD Director of Marketing NICOLE CIBELLI Director of Admission

OFFICE OF STUDENT FINANCIAL SERVICES LISA SHAHEEN Director of Student Financial Services 330 DIRECTORY

OFFICE OF INSTITUTIONAL ADVANCEMENT JACKIE M. BARTLEY DIANE PICCIUTO Vice President for Director of Corporate and Institutional Advancement Foundation Innovation RICH BASLER MICHELLE SCHLEIBAUM Director of Major Gift Development and Director of Annual Fund and Alumni Advancement Services Innovation ALICIA COOK NICOLE QUINN Director of Institutional Communication Director of Donor Relations and and Campaign Marketing Campaign Manager

OFFICE OF INTERNATIONAL TRAINING AND PROFESSIONAL STUDIES PETER K. JEONG SOYUN PARK Vice President for Associate Director of International Pro- Global Programs and grams Professional Studies JOYCE NG RAJESH MISTRY Coordinator of American Language Director of Corporate Training Center and Technology DAVID KANG Director of Global Programs and Curriculum Specialist FACULTY 331

Faculty

RICHARD A. LEVAO–2003 President. A.B., Rutgers College; J.D., Cornell Law School.

TRESMAINE R. GRIMES–2015 Vice President for Academic Affairs and Dean of Faculty. Associate Professor of Psychology. B.A. Yale University; M.A., New School for Social Research; M.Phil., Ph.D., Teachers College, Columbia University.

CAROLYN SPIES–1993 Associate Vice President for Academic Affairs and Dean of Graduate Studies. Professor of Psychology. B.S., Ramapo College; Ph.D., Temple University. 332 DIRECTORY

FULL-TIME FACULTY

ZACHARY AIDALA–2014 ANGELA CONRAD–2000 Assistant Professor of Psychology. Professor of English. B.S., Binghamton University; B.S., Georgetown University; M.A., Hunter College, M.Phil., Ph.D., Drew University. City University of New York; M.Phil., Ph.D. The Graduate Center, GRACE E. COOK–2014 City University of New York. Assistant Professor of Mathematics. B.S., M.S., Stevens Institute of Technology; NANCY BACCI–1988 Ph.D., Walden University. Professor of Computer Graphics. B.A., University of Delaware; CHRISTIE L. CRUSE-COHEN–2015 M.A., Montclair State University. Assistant Professor of Business Management. NATASCIA BOERI–2017 A.A., Rockland Community College; Assistant Professor of Sociology. B.S., State University of New York at Geneseo; B.A., Warren Wilson College; M.S., Mercy College; M.A., Queens College, Ed.D., Nova Southeastern University. City University of New York; Ph.D., The Graduate Center, DEBRA CURTIS–1991 City University of New York. Professor of Mathematics. B.S., M.S., Long Island University; ROBERT K. BUNCH–1999 M.S., Ph.D., Stevens Institute of Technology. Associate Professor of Philosophy. B.A., University of Buffalo; K. DENISE DENNIS–1999 M.A., Syracuse University; Professor of Psychology. Ph.D., Sociology, State University B.A., University of California at Berkeley; of New York, Buffalo; M.S., Ph.D., North Carolina Ph.D., Philosophy, State University State University. of New York, Stony Brook. MARYANN J. FOGARTY DI LIBERTO–1999 TAMMY CASTRO–2003 Professor of Economics. Associate Professor of Biology. A.B., Barnard College, Columbia University; B.S., New Jersey City University; M.A., M.Phil., Ph.D., Columbia University. Ph.D., University of Medicine and ESTHER L. DILLARD–2014 Dentistry of New Jersey. Assistant Professor of Communications. JULIA MORRISON CHAMBERS–1987 B.A., State University of New York at Buffalo; Professor of Business. M.S., Syracuse University. A.S., Graham Junior College; GREGORY J. EDENS–2013 B.S., Seton Hall University; Assistant Professor of Chemistry. M.B.A., Fairleigh Dickinson University; B.S., Oregon State University; Ph.D., New York University. M.S., University of Illinois at Chicago; ROBERT D. COLLMIER, ’74 – 1982 Ph.D., Purdue University. Professor of Accounting. AMY EGUCHI–2006 B.A., Bloomfield College; Associate Professor of Teacher Education. M.B.A., Fairleigh Dickinson University; B.A., Keio University; C.P.A., New Jersey, C.M.A. M.A., Pacific Oaks College; M.A., Harvard University; Ph.D., University of Cambridge. FACULTY 333

KAREN FASANELLA–2016 NANCY IANELLA–2017 Associate Professor of Education. Associate Professor of Nursing. B.A., M.A., New Jersey City University; B.S., Seaton Hall University; Ed.D., Seton Hall University. M.S.N., Monmouth University; A.B.D., Rush University. MARIANNE FLOOD–2002 Professor of Nursing. MARK JACKSON–2000 B.S., University of New Hampshire; Associate Professor, References and M.A., Ph.D., New York University. Online Resources Librarian. B.A., Thomas Edison State College; BRANDON FRALIX–2007 M.L.S., M.A.L.S., Rutgers University. Associate Professor of Writing and Analysis. PETER KARDOS–2015 B.A., Presbyterian College; Assistant Professor of Psychology. M.A., Clemson University; M.A., Budapest University of Economic Ph.D., Drew University. Science, Budapest; M.A., Ph.D., New School for Social Research. HARRY FRANQUI-RIVERA–2017 Associate Professor of History. GLENDA KIRKLAND–2000 B.A., University of Puerto Rico; Associate Professor of M.A., Temple University; Public Administration. PhD., University of Massachusetts, Amherst. M.B.A., Boston University Graduate School of Arts and Science; JONTERRI GADSON–2014 Ph.D., Rutgers University. Assistant Professor of English. B.A., Florida International University; LEILA KOEPP–1981 M.F.A., University of Virginia. Professor of Biology. B.A., Messiah College; ABRAHAM L. GOMEZ-DELGADO–2012 M.S., North Texas State University; Associate Professor of Creative Arts Ph.D., The University of Medicine and and Technology. Dentistry of New Jersey. B.F.A., Massachusetts College of Arts; Registered Microbiologist, M.F.A., Bard College. National Registry of Microbiology. PETER L. GORDON–2007 ELISSA KOPLIK–1990 Professor of Music. Professor of Psychology. B.A., University of California–San Diego; B.S., Brooklyn College of C.U.N.Y.; M.F.A., Mills College. M.A., Ph.D., Fordham University. FIONA HARRIS-RAMSBY–2014 CLAUDIA KOWALCHYK–1994 Assistant Professor of Writing. Associate Professor of Sociology. B.A., M.A., California State University; B.S., M.A., M.Phil., Ph.D., Ph.D., University of Utah. New York University. GLEN A. HAYES–1981 STEVEN E. KREUTZER–2011 Professor of Religion. Professor of Computer Science and Net- B.A., Lehigh University; work Engineering. M.A., Ph.D., University of Chicago. B.S., Union College; LAURA WARREN HILL–2010 M.S., Ph.D., Northwestern University. Associate Professor of History. GYONG JU LEE–2017 B.A., State University of Assistant Professor of Creative Arts and New York at Geneseo; Technology. M.A., State University of B.F.A., New Jersey City University; New York at Brockport; M.P.S., ITP, Tish School of Arts. Ph.D., Binghamton University, State University of New York. 334 DIRECTORY

KAREN ANN LUCHKA, ’99 – 2011 DEMETRIS NICOLAIDES–1996 Assistant Professor of Accounting. Professor of Physics. B.S., Bloomfield College; B.S., M.A., Queens College; M.B.A., Regis University. M.Phil., Ph.D., City University of New York.

NORMA MCCOOK–2017 YUICHIRO NISHIZAWA–2011 Assistant Professor of Writing. Associate Professor of Creative Arts B.A., Belmont University; and Technology. M.A., University of Delaware; B.F.A., Rhode Island School of Design; Ph.D., The Ohio State University. M.F.A., The School of the Art Institute of Chicago. ADA C. MCKENZIE–2013 Assistant Professor of World Literature. LAURA NOVA–2005 B.A., Columbia University; Associate Professor of Creative Arts M.A., Ph.D., University of and Technology. Massachusetts Amherst. B.F.A., B.A., Cornell University; M.F.A., The School of the Art Institute LAZAROS MICHAILIDIS–1978 of Chicago. Professor of Economics. B.A., Athens School of Economics JEANNE DOLORES NUTTER–2001 and Business Administration; Professor of Communications. M.A., Purdue University; B.A., M.A., University of Cincinnati; Ph.D., State University of New York, Buffalo. Ph.D., Howard University. ISMAT F. MIKKY–2009 SUHAIB OBEIDAT–2014 Professor of Nursing. Assistant Professor of Computer Science B.S.N., Bethlehem University; and Network Engineering. M.S.N., University of Hartford; B.S., Philadelphia University; Ph.D., University of Connecticut M.S., Monmouth University; School of Nursing. Ph.D., Arizona State University. KEVIN MORAN–2015 LYNNE ODDO–1999 Assistant Professor of Criminology/ Professor of Animation. Sociology. B.A., State University College of Potsdam; B.A., Trinity College, Dublin; M.A., New York Institute of Technology. M.Sc., University of Glasgow; M.Phil., Ph.D., Graduate Center, LORI ANN PALMIERI–2007 City University of New York. Associate Professor of Nursing. B.S.N., Seton Hall University; PHYLLIS MORE–1977 M.S.N., William Paterson University. Professor of Nursing. B.S.N., Cornell University; ANITA B. PASMANTIER–2009 M.A., Ph.D., New York University. Professor of Finance. B.A., M.A., Ph.D., Fordham University. JAMES MURPHY–1994 Professor of Biology. VÂNIA PENHA-LOPES–1998 B.S., Manhattan College; Professor of Sociology. M.S., Ph.D., New York University B.A., Universidade Federal do School of Medicine. Rio de Janeiro, Brazil; M.A., M.Phil., Ph.D., New York University. KENNETH MYERS–2000 Associate Professor of Mathematics. KAREN PEZZOLLA–2017 B.S., Michigan State University; Assistant Professor of Early Childhood M.A., Ed.D., Teachers College, Education. Columbia University. B.A., Caldwell University; M.Ed., College of St. Elizabeth; ESMAIL NAJMI–1995 M.Ed., Education Leadership; Professor of Sociology. Ed.D., Northcentral University. B.A., M.A., Ph.D., University of Wisconsin. FACULTY 335

ELLEN L. POWLEY–1991 DANIEL SKINNER–2006 Professor of Business. Associate Professor of Political Science. B.S., Montclair State College; B.A., State University of New York M.B.A., D.P.S., Pace University. College at Cortland; M.A., University of Adelaide; PAUL M. PUCCIO–2004 Ph.D., University of Denver. Professor of English. A.B., St. Joseph’s University; JACQUELYN SVERCAUSKI–2015 Ph.D., University of Massachusetts Assistant Professor of Nursing. at Amherst. B.S.N., M.S.N.,D.N.P., William Patterson College. ROSITA RODRIGUEZ–2012 Assistant Professor of Nursing. THOMAS L. TOYNTON, ’03–2003 B.S., William Paterson University; Associate Professor of M.S., Ph.D., University of Medicine and Creative Arts and Technology. Dentistry of New Jersey. B.A., Bloomfield College; M.S., Capella University. PAUL M. RUSSO–1994 Professor of Biology and DUNJA LUND TRUNK–2007 Computer Information Systems. Associate Professor of Psychology. B.A., Brooklyn college; B.A., Indiana University of Pennsylvania; Ph.D., Rutgers University. M.S., Ph.D., University of Florida. MICHAEL A. SCHIRO–1968 CAROLYN TUELLA–1992 Professor of Mathematics. Professor of Nursing. B.A., M.A., Montclair State College; B.S., Fairleigh Dickinson University; Ph.D., New York University. Ed.M., Teachers College, Columbia University; NEDDIE SERRA–2004 Ed.D., Rutgers University. Professor of Nursing A.A.S., Bronx Community College; MARIA VOGT–1986 B.S.N., M.S.N., Pace University; Professor of Chemistry. Ed.D., Nova Southeastern University. B.S., M.S., Ph.D., University of Wisconsin–Milwaukee. REBECCA WALTER–2012 Associate Professor of Biology. B.S., Alma College; M.S., Ph.D., University of Utah. 336 DIRECTORY

ADJUNCT FACULTY

ANDREW ABDUL–2005 ROBERTA BLENDER–1992 Lecturer in Chemistry. Lecturer in Writing and B.S., Fairleigh Dickinson University. Teacher Education. B.A., Fairleigh Dickinson University; MARGARET G. ADAMS–2006 M.A., Montclair State College. Lecturer in Teacher Education. B.S., M.Ed., Kent State University. CHANTA J. BLUE–2013 Lecturer in Psychology. ALAA T. ALARIZAH–2015 B.A., Spellman College; Lecturer in Science. M.A., Rutgers University. B.S., M.S., New Jersey Institute of Technology. DAVID BOKIL–2009 MELISSA A. ANDERSON–2012 Lecturer in Creative Arts and Technology. Lecturer in Sociology. B.A., Manhattanville College; B.A., M.A., Rutgers University. M.M., New York University. MUTASEM AWWAD–2013 STEVEN BUTLER–1976 Lecturer in Network Engineering. Lecturer in English. B.S., M.S., New Jersey Institute B.A., City College of the of Technology; City University of New York; Ph.D., Bernelly University. J.D., St. John’s University School of Law; L.L.M., New York University School of Law. LESLIE T. BECK–2015 Lecturer in Business Administration. JOAN A. BUZICK–2010 B.A., The College of William and Mary; Lecturer in Teacher Education and M.B.A., Fairleigh Dickinson University. Psychology. B.A., Kean University; GLENMORE BEMBRY, JR.–1991 M.A., Rider University; Lecturer in Religion. M.A., New York University. B.S., Montclair State College; M.Div., Colgate Rochester Divinity School; ANTON A. CAMPBELL–2016 D.Min., New York Theological Seminary. Lecturer in Creative Arts and Technology. PHILIP M. BENJAMIN–2014 B.A., Art Institute of Philadelphia. Lecturer in Mathematics. B.A., State University of New York CARLOS CARBAJAL–2015 at Binghamton;. Lecturer in Spanish. M.A., City College of New York; B.S., San Marcos university, Lima, Peru; M.S., Rutgers University M.A., Salamanca University of Spain; M.Ed., William Paterson University. JAMES BETTS–2016 Lecturer in Business Administration. ADRIANA CATAGENA–2014 B.S., Kean University; Lecturer in Accounting. M.B.A., Strayer University; B.S., M.S., Bloomfield College. J.D., University of Detroit PAUL CARUSO–2007 Mercy School of Law; Lecturer in Writing. Ph,D., Northcentral University. B.A., Montclair State University; M.A., M.A., New York University. DARWIN L. BHARATH–2015 Lecturer in Creative Arts and Technology. QUASSAN T. CASTRO, ’12 – 2015 A.A.S., Monroe College; Lecturer in Writing. B.F.A., M.A., Fashion Industry of Technology. B.A., Bloomfield College; M.F.A., Fairleigh Dickinson University. FACULTY 337

ROBERT J. CERCO–2010 LENA DELGADO DE TORRES–2015 Lecturer in Teacher Education. Lecturer in History. B.A., Thomas Edison State College; B.A., Bryn Mawr College; M.A., Jersey City State College; M.A., Ph.D., Binghamton University. M.A., New Jersey City University; Ed.D., Nova Southeastern University. MOUHAMADOU DIALOO–2016 Lecturer in Mathematics. MARIA R.B. CHELKO–2015 B.S., University of Strasbourg, France; Lecturer in Writing. M.S., University of Rennes I, France. B.A., The Pennsylvania State University; M.F.A., The University of New Hampshire. BRENDA D. DONALD–2016 Lecturer in Mathematics. TED COHEN–1999 B.S., St. Joseph’s College; Lecturer in Psychology. M.B.A., Long Island University; B.A., Fairleigh Dickinson University; M.S., Mercy College. M.A., Kean College. FRED COLLINS–1989 CARROLE DORCENT, ’99 – 2008 Lecturer in Nursing. Lecturer in Creative Arts and Technology. B.S., Seton Hall University; A.D., Rhode Island Community College. B.S., Bloomfield College; KARYN D. COLLINS–2011 M.S.N., University of Medicine and Lecturer in Broadcast Journalism. Dentistry of New Jersey. B.A., Howard University DOUGLAS P. DOYLE–2014 School of Communications. Lecturer in Broadcast Journalism. STEVE COLSON–1989 B.A., Pennsylvania State University. Lecturer in Creative Arts and Technology. BRENDA J. DUFFY–2016 B.M.Ed., Northwestern University Lecturer in Nursing. School of Music. B.S., Fairleigh Dickinson University; ASHTON J. CORLEY, ’13 – 2016 B.S.N., William Paterson University; Lecturer in Physical Education. M.S.N., Seton Hall University. B.A., Bloomfield College; M.A., Seton Hall University. JAKE R. DYNES–2016 Lecturer in Mathematics. VIRGINIA CORNUE–2012 B.S., Seton Hall University; Lecturer in Sociology. M.S., Montclair University, B.F.A., University of North Carolina; M.A., New School fo Social Research REMOUN R. ESTFANOUS–2009 Ph.D., Rutgers University. Lecturer in Mathematics. B.S., Alexandria University; KELLEI COSBY, ’03–2003 M.A., New Jersey City University. Lecturer in Creative Arts and Technology. B.A., Bloomfield College. DANIEL L. EVANS–2005 Lecturer in Creative Arts and Technology. SUSAN M. COX–2006 B.A., Montclair State University. Lecturer in Writing. B.A., M.A., Montclair State University. DAVID N. FERRARA–2014 Lecturer in Business. JEANNIE E. CROICHY–2014 B.S., Seton Hall University; Lecturer in Writing. M.B.A., Fairleigh Dickerson University. B.A., William Patterson University; M.A., Ashford University. WANDA R. CROUDY–2015 Lecturer in Broadcast Journalism. A.A.S., Fashion Institute of Technology; B.A., Richard Stockton College of New Jersey; M.A., University of Phoenix. 338 DIRECTORY

NANCY FISCHER–2007 CLAIRE R. GRANDE–1993 Lecturer in Creative Arts and Technology. Lecturer in Nursing. B.F.A., William Paterson College. B.S.N., Felician College; M.S., Rutgers University, SHAUN K. FLETCHER–2013 Lecturer in Writing. CHERYL M. GROSS–2010 B.A., Drew University; Lecturer in Creative Arts and Technology. M.A., M.F.A., Caspersen School of B.F.A., M.F.A., Pratt Institute. Graduate Studies. JENNIFER CAMILLE GUERCIO–2009 LORRAINE A. FLOOD–2011 Lecturer in Writing. Lecturer in Nursing. B.A., M.A., North Carolina State University. B.S.N., Wagner College; M.S.N., Adelphi University. JOHN GUERRIERO–2015 Lecturer in Computer Science. MARIA ALCINA FONSECA–2012 B.A., Ramapo College; Lecturer in Nursing. M.A.S., Fairleigh Dickinson University. B.S., Kean College; M.S., M.B.A., Rutgers University. REGINALD HALABY–2015 Lecturer in Biology. SCOTT A. FUCHS–2014 B.S., Boston University; Lecturer in Mathematics. M.Phil., Ph.D., The City University B.S., Kean University; of New York. M.A., Montclair State University. RANDI D. HAWKINS–2001 CASANDRA GABRIELE, ’05 – 2005 Lecturer in Writing and Economics. Lecturer in Chemistry. B.A., M.A., Rutgers University; B.S., Bloomfield College. M.S., Duquesine University. DOREEN GAGNON, ’84 – 2004 LEIGH A. HEEREMA–2007 Lecturer in Nursing. Lecturer in Psychology. B.A., William Paterson University; B.S., Bloomfield College; B.A., B.S., East Stroudsburg University; M.S., Felician College. M.A., Seton Hall University. TORIONO M. GANDY, ’08 – 2009 GERALD T. HOLMES–2003 Lecturer in Creative Arts and Technology. Lecturer in Physical Education. B.A., Bloomfield College. B.S., New Jersey Institute of Technology. KEVIN M. GEORGE–2011 PAMELA HUGHES–1991 Lecturer in Mathematics. Lecturer in English. B.S., Rutgers University: B.A., Fairleigh Dickinson University; College of Engineering; M.F.A., Brooklyn College. M.A., University of Saint Mary. PETER I. IKRE–2016 ASHLEY GERST–2014 Lecturer in Mathematics. Lecturer in Creative Arts and Tecnology. M.B.A., Hawaii Pacific University; B.F.A., Cleveland Institute of Art; M.P.H., University of Hawaii. M.F.A., School of Visual Arts. STEVEN F. INSOLERA–1991 CAROL ANN GIAMPOLO- Lecturer in Writing. SCHESKOWSKY–2003 B.A., Montclair State College; Lecturer in Teacher Education. M.F.A., Rutgers University. B.A., William Paterson University; EUN JIN JANG–2014 M.A., Seton Hall University. Lecturer in Creative Arts and Technology. DORA GOODWILL–2014 B.F.A., sungshin Women’s University; Lecturer in Nursing. M.F.A., College of Fine Art in Boston A.A.S., Raritan Valley Community College; University. B.A., American Intercontinental University; M.S.N., University of Phoenix. FACULTY 339

MARVIN KAZEMBE JEFFERSON–1995 ROB KRIEGER–2013 Lecturer in Creative Arts and Technology. Lecturer in Computer Science. B.A., Columbia College, VADNEE JEFFERSON–2011 Columbia University; Lecturer in Biology. M.J., University of California. B.A., Ramapo College; D.C., New York Chiropractic College. VICTORIA A. LANE–2004 Lecturer in Biology. NANCY JOA–2016 D.C., Cleveland Chiropractic College. Lecturer in Spanish. B.A., Universidad Catolica Madre Y Maestra MICHAEL A. LANTZ–2015 (PUCMM); Lecturer in Creative Arts and Technology. M.A., Ponatificia Universidad Catolica B.A., University of California; Madre Y Maestra; M.F.A., Rutgers University. Ph.D., Universidad Nactinal e Educacion PAUL L. LATORRE, ’11 – 2016 a Distancia Lecturer in English. ART JONES–2015 B.A., Bloomfield College; Lecturer in Creative Arts and Technology. M.F.A., William Paterson University. A.E.S., USN Engineering School; PAUL M. LEWANDOWSKI–1992 B.F.A., State University of New York, Lecturer in Biology. Purchase. B.A., St. Francis College; KEVIN J. JUDGE–2015 M.A., Montclair State College; Lecturer in computer Science. D.C., New York Chiropractic College. B.A., George Washington University; GAIL LIGHTHIPE–1997 M.B.A., Fairleigh Dickinson University, Lecturer in Writing. B.A., Cedar Crest College; KANAN KAPILA–2015 M.A., New York University. Lecturer in Physical Education. B.A., Rutgers University; GEORGE LY–2013 M.A., Fordham University. Lecturer in Mathematics. B.A., New Jersey City University; AMANDA S. KIBLER, ’12 – 2016 M.A., New York University. Lecturer in Writing. B.A., Bloomfield College; BRIAN S. LYDELL–2014 M.F.A., Fairleigh Dickinson University. Lecturer in Creative Arts and Technology. B.M., Berklee College of Music. ZEROM KIFLEMARIAM, ’12 – 2014 JENNIFER MAGALHAES–2015 Lecturer in Mathematics. Lecturer in Biology. B.A., Bloomfield College. B.S., Montclair State University. KEVIN R. KLINE–2013 ANN MASTERSON–2014 Lecturer in Mathematics. Lecturer in Nursing. B.S., State University of New York, Purchase; B.A., Jersey City State College; M.Ed., M.B.A., Rutgers University. B.S.N., University of the State of New York; BRIAN SANG-CEUL KONG–2012 M.P.H., Columbia University; Lecturer in Computer Science. Ed.D., Columbia University B.A., Cornell University; Teachers College. M.S., Polytechnic Institute of New York. CHRISTOPHER C. MASULLO–2016 Lecturer in Mathematics. ROBERT W. KOOB–2016 B.A., Seton Hall University; Lecturer in Computer Science. M.A., Montclair state University; B.E., M.S., Stevens Institute of Technology; h.D., Nova Southeastern University. M.B.A., Fairleigh Dickinson University. 340 DIRECTORY

BERNEARD T. MCCLOSKEY–2004 MARY PORCELLI–2005 Lecturer in Spanish and Religion. Lecturer in Teacher Education. B.Phil., Sacred Heart Seminary; B.S., Fordham University M.Theo., University of Detroit; College of Business Administration; D.Min., St. Mary’s Seminary and University. M.Ed., Rutgers University.

CATHY MCCORMACK–2009 TANYA L. POTEAT–2009 Lecturer in Nursing. Lecturer in Broadcast Journalism. B.S., University of Scranton; B.A., Rider University; M.S., Columbia University. M.A., Kean University. ALYSSA C. MENES–2016 MELISSA RADIN–2014 Lecturer in Creative Arts and Technology. Lecturer in Business Administration. B.M., Montclair State University. B.S., State University of New York; M.S., New York University of Technology. EHAB N. MINA–2014 Lecturer in Mathematics. MICHAEL G. RADIN–2015 B.S., Ph.D., Zagazig University, Cairo Egypt; Lecturer in Business Administration. M.S., Cairo University, Cairo Egypt. B.S., The University of Michigan; M.B.A., The Wharton School, KHAIRUL AZMAN B. MOHD University of Pennsylvania. RAHIMI–2017 Lecturer in Creative Arts and Technology. ZAREEN G. RAHMAN–2014 B.S., Depaul University; Lecturer in Mathematics. M.F.A., Pratt Institute. A.S., Bergen Community College; B.S., M.S., Montclair State University. RITU MUKHERJEE–2013 JOEL M. REGALADO–2007 Lecturer in Religion and Writing. Lecturer in Nursing. B.A., Brandeis University; B.S., M.S.N., Western Mindanao M.A., Boston University. State University; ROBERTO A. OSTI–2003 D.N.P., University of Southern Indiana. Lecturer in Creative Arts and Technology. DAVID MICHAEL REILLY, ’01 – 2004 B.A., Bologna University, Bologna, Italy; Lecturer in Sociology. M.F.A., New York Academy of Art. B.A., Bloomfield College; MELISSA A. PACE–2011 M.A., William Paterson University. Lecturer in Psychology. MARCIA REYNOLDS, ’94 – 1994 B.A., Manhattan College; Lecturer in Chemistry. M.S., St. John’s University. B.S., Bloomfield College; RIDHI A. PANCHAL–2015 M.A., Marygrove College. Lecturer in Mathematics. KEITH ROBINSON–2011 B.S., M.Phil., Ph.D., Devi Ahilya Lecturer in Creative Arts and Technology. Vishwavidyala, Indore, India. B.S., New York Institute of Technology. JANE J. PARK–2010 BENJAMIN H. RUBIN–2013 Lecturer in Anthropology. Lecturer in History and Writing. B.A., Yonsei University; B.A., Hanover College; B.A., Randolph-Macon Woman’s College; M.A., Western Carolina University. M.A., Rutgers University. RASHEEDA S. SAMPSON-JEFFERSON– MAYURA A. PATEL, ’08 – 2011 2005 Lecturer in Chemistry. Lecturer in Creative Arts and Technology. B.A., Bloomfield College. B.A., Rutgers University. CHRISTOPHER J. POLLATI, ’07 – 2009 Lecturer in Creative Arts and Technology. B.A., Bloomfield College. FACULTY 341

SHAUN V. SAUNDERS–2013 GREG R. THOMAS–2015 Lecturer in Writing. Lecturer in Mathematics. B.A., M.A., Seton Hall University; B.S., The College of New Jersey M.Div., Duke University; (Trenton State); Th.M., Princeton Theological Seminary. M.A., Grand Canyon University. VICKRAM S. SAWH–2001 RAQUEL R. THOMPSON, ’11 – 2017 Lecturer in Computer Science. Lecturer Mathematics. B.S., Jersey City State College; B.S., Bloomfield College; M.S., New Jersey Institute of Technology. M.A., Rowan University.

PERRY MARTIN SCHWARZ–2000 JASON PAUL TORREANO–2017 Lecturer in Writing. Lecturer in Broadcast Journalism. B.A., Montclair State University; B.S.,State University of New York at M.A., William Paterson University; Brockport; M.P.A., Kean University. M.A., State University of New York at ELIZABETH SEATON–2000 Empire State College. Lecturer in Creative Arts and Technology. B.A., Rutgers University; FELICE TORROMEO–2009 M.F.A., Vermont College. Lecturer in Writing. B.Ed., William Paterson University; JOSEPH M. SEGRIFF–2016 M.A., Jersey City State College. Lecturer in Psychology. B.A., Plattsburgh State; ANTHONY L. TROHA–2005 M.A., Kean University; Lecturer in Science. M.A., Fairleigh Dickinson; B.S., M.S., Stevens Institute of Technology; Ph.D., University of Buffalo. M.S., Ph.D., University of California. CLAUDIA C. SERNA, ’16 – 2017 PHILIP K. VANDERHYDEN–2017 Lecturer in biology. Lecturer in Creative Arts and Technology. B.S., Bloomfield College, B.F.A., University of Wisconsin; M.F.A., Northwestern University. ABRAHAM I. SHABAN–2011 Lecturer in Mathematics. EMILY R. WASHINGTON–2005 B.S., M.S., St. Louis University. Lecturer in Writing. B.A., University of Illinois; MICHAEL SHERIDAN–2015 M.A., Fairleigh Dickinson University. Lecturer in Creative Arts and Technologies. B.A., Westfield State University; JOHN D. WEIMAN–2008 M.M., Mannes College of Music/ Lecturer in Creative Arts and Technology. The New School University. B.F.A., Tiler School of Art, Temple University. JUAN B. SOTO, ’14 – 2015 Lecturer in Biology. RAYMOND WHITE–1994 Lecturer in Computer Science. B.S., Bloomfield College. A.A., B.S., St. Peter’s College; BEATRICE SPITZER–2015 M.B.A., Fairleigh Dickinson University. Lecturer in Business Administration. GEORGE WRIGHT–2008 B.S., M.B.A., Montclair State University. Lecturer in Psychology. B.S., University of Massachusetts; WILLIAM J. SWENSON–2012 M.S., Radford University. Lecturer in Economics. B.A., Bethel University; TAMARA L. YADAO–2005 M.A., The Johns Hopkins University. Lecturer in Creative Arts and Technology. B.A., University of Michigan; STEPHEN A. TARAS–2014 M.F.A., Photography and Related Media Lecturer in Mathematics. School of Visual Arts. B.S., M.S., St. John’s University. 342 DIRECTORY

HANIFE YILDIZ–2016 Lecturer in Mathematics. B.S., Erciyes University; M.S., Western Governors University; M.S., University of West Florida.

JONATHAN ZALBEN–2009 Lecturer in Creative Arts and Technology. B.A., Yale University; M.A., New York University. SCOTT ZANGER–1988 Lecturer in Sociology and Religion. B.A., Roanoke College; M. Div., D. Min., Lutheran Theological Seminary. FACULTY 343

EMERITI

ILONA H. ANDERSON RASHMI JAIPAL Professor Emerita of Communications. Professor Emerita of Music. B.A., New York University; B.S., London University; M.A.T., Harvard University; M.A., Teachers College, Columbia University Ed.M., Ed.D., Teachers College, M.A., Ph.D., New School for Social Research. Columbia University. NORA J. KRIEGER PAUL M. BERNSTEIN Associate Professor Emerita Professor Emeritus of Political Science. of Early Childhood Education. A.B., Boston University; B.A., M.S., Queens College, M.A., Ph.D., University of Pennsylvania. City University of New York; Ph.D., New York University. CHERYL EVANS Professor Emerita of Education. MARTHA J. LABARE B.S., University of Massachusetts; Associate Professor Emerita of English. M.A., Emerson College; B.A., Vanderbilt University; Ph.D., Old Dominion University. M.A., University of Tulsa. PAUL GENEGA FRANCES McLAUGHLIN, N’45, Professor Emeritus of English. Ped.D. (Hon ’90) A.B., Georgetown University; Professor Emerita of Nursing. M.A., John Hopkins University. B.S., Seton Hall University; M.S., New York University. ELEANOR WEBBER GIBSON Assistant Professor Emerita of Economics. JOSEPH M. MOST B.A., Barnard College; Professor Emeritus of Chemistry. M.A., Columbia University. A.B., Rutgers College; M.S., New Jersey Institute of Technology; TERRY GLOVER Ph.D., Rutgers University. Professor Emerita of Psychology. B.A., Allegheny College; JOHN F. NOONAN Ph.D., The City University of New York. President Emeritus, Professor Emeritus. STEVE GOLIN B.A., Wheeling College; Professor Emeritus of History. M.A., Ph.D., Bowling Green A.B., Wesleyan University; State University. Ph.D., Brandeis University. FRANK OGDEN RICHARD HART Professor Emeritus of Professor Emeritus of Philosophy. Business Administration. B.G.S., Ohio University; B.S., Case Institute of Technology; Ph.D., State University of New York, M.B.A., Harvard University. Stoney Brook. ERICA POLAKOFF JOAN W. CONKLIN HIGGINS, N’56 Professor Emerita of Sociology. Professor Emerita of Nursing. B.S., Ph.D., Cornell University. R.N., Presbyterian Hospital School of Nursing; LISA RABINOWITZ B.S., M.A., Teachers College, Professor Emerita of Fine Arts. Columbia University; B.A., Oberline College; Ed.D., Rutgers University. M.A., Ed.M., Ed.D., Columbia University. 344 FACULTY

ALICE ANN SAYLER MARION TERENZIO Professor Emerita of Chemistry and Dean Emerita. Computer Information Systems. A.B., Vassar College; B.S., Juniata College; M.A., Texas Women’s University; M.S., Stevens Institute of Technology; M.A., Sage Graduate School, Ph,D., Worcester Polytechnic Institute. The Sage Colleges; Ph.D., Michigan State University. ROBYN ELAINE SERVEN Associate Professor Emerita of Mathematics. ALBERT R. TOMLINSON B.A., Portland State University; Associate Professor Emeritus M.A., Ph.D., University of Oregon. of Accounting. B.B.A., University of Massachusetts; THOMAS FREEMAN SLAUGHTER, JR. M.S., Columbia University; Professor Emeritus of Philosophy. C.P.A., New Jersey; C.M.A.; C.I.A. B.A., Knoxville College; B.A., Southern Illinois University; JOHN TOWSEN Ph.D., State University of New York, Professor Emeritus Stoney Brook. of Theater/Multimedia Arts. B.A., M.A., Ph.D., New York University. HENRY SMITH Associate Professor Emeritus of Digital Video. SANDRA VAN DYK B.A., M.A., New York University. Associate Professor Emerita of History and Africana Studies. B.A., Ramapo College; M.A., State University of New York, Albany; Ph.D., Temple University. DIRECTIONS TO THE CAMPUS 345

Directions to the Campus

BY AUTOMOBILE: From New York City and Points East: From the North: Garden State Parkway George Washington Bridge to Route 80 South, to Exit 149. Turn left at stop sign West or Lincoln Tunnel to Route 3 onto John F. Kennedy Memorial Drive. West, to Garden State Parkway South, Proceed two blocks to traffic light. Turn to Exit 149. Turn left onto John F. right onto Liberty Street and proceed Kennedy Memorial Drive. Proceed one block to the campus. two blocks to traffic light. Turn right onto Liberty Street and proceed From the South: Garden State Parkway one block to the campus. North, to Exit 148. Continue north on John F. Kennedy Memorial Drive to BY PUBLIC TRANSPORTATION: 4th traffic light. Turn left onto Liberty From New York City, Port Authority Street and proceed two blocks Terminal: DeCamp bus lines Nos. 33 to the campus. or 88, to Broad and Liberty Streets, From the West: Route 78 East or Bloomfield. Walk one block east Route 280 East to Garden State Parkway on Liberty Street to College. North, to Exit 148. Continue north on From Newark: New Jersey Transit John F. Kennedy Memorial Drive to 4th bus lines Nos. 11, 27, 28, 29, 72, 93, traffic light. Turn left onto Liberty Street to Broad Street, Bloomfield. Walk one and proceed two blocks to the campus. block north on Broad Street to College. 346 BLOOMFIELD, N.J. MAP

Bloomfield, N.J. Map CAMPUS MAP 347

Campus Map

1. 1 Park Place 13. Robert V. Van Fossan Theatre 29. Frances M. McLaughlin Office of Enrollment 14. Learning Resource Center Division of Nursing Management & Admission Disability Services 30. Student Affairs 2. 23 Park Place Residence Hall SSS#Star Office 31. Center for 3. 229 Liberty Center for Innovation in Teaching Technology + Creativity Office of Academic Advising to Enhance Learning (CITEL) Division of Creative Arts & Registrar 15. College Quad Technology 4. 225 Liberty Street Residence Hall 16. Clee Hall 32. College Library Security Office First-Year Residence Center for Teaching & Upperclassmen Residence 17. Talbott Hall – Student Center Learning with Technology 4. 185 Liberty Center for Student Learning Hub Information Technology Leadership & Engagement Media Center Help Desk Deacon’s Den Scott H. Kaplan Art Gallery 6. College Hall Meeting Rooms 33. Gymnasium/Athletics Adjunct Faculty Lounge Wellness Center 34. Office of Academic Affairs Classrooms/Labs 18. Schweitzer Hall 35-38. Upperclassmen Student Division of Natural Science & Dining Hall Residences Mathematics First-Year Residence 61 Oakland 7. 102 Spruce 19. Center for Career Development 58 Spruce Visiting Professor Residence Student Employment Offices 60 Spruce 8. Seibert Hall 20. Westminster Hall 68 Spruce Division of Humanities Classrooms 39. 164 Liberty President’s Office 21-25. Upperclassmen Student 40. Franklin Street Residence Hall 9. Knox Hall Residences Residential Education & Business Office 19 Austin Housing Information Services Office 21 Austin Test Center Institutional Research & 23 Austin Bookstore Assessment Office 25 Austin Upperclassmen Residence Student Financial Services 61 Fremont 41. 2 Broad Street 10. Richards Hall 26. Division of Social & Classrooms/Labs Physical Plant Behavioral Science PBI Grant Offices Mail Room 27. Division of Business International Training & 11. Voorhees Hall 28. Office of Institutional Professional Studies EOF Office/Liberty Academy Advancement Marketing Office 12. Jarvie Hall Alumni Affairs * Employee Parking Division of Education Development Communications 348 DEPARTMENT OF SECURITY

Department of Security

225 LIBERTY STREET, LOWER LEVEL

Security Main Number: 973-748-9000, Ext. 1366

Toll Free Security Number: 800-809-2222

TIPS Line: 973-748-9000, Ext. 1466

Immediate Contact with Police, Fire, EMT Services: 911

Bloomfield College recognizes the importance of a safe and secure campus environment and strives to maintain a campus security program that provides protection for students, faculty and administrative employees. The Office of Security is primarily responsible for providing a program of campus security and reports to the Vice President of Student Affairs. The campus security staff is provided through a contract with a professional security agency. Superviso- ry personnel is provided jointly by Bloomfield College and this professional agency. This combination provides unarmed security coverage 24 hours per day, 7 days per week through foot patrols, enforcement of parking regulations, and building access control where applicable. In addition, there is a roving foot patrol officer 24 hours a day. Jurisdiction of the security officers is limited to the property at the Bloomfield College campus and grounds. INDEX 349

Index

Americans with Disabilities a Act Policy ...... 2, 243 Academic Advising/Coaching...... 51 Anthropology Courses ...... 152 Academic Foundations...... 66 Application Fee...... 13 Academic Foundations Courses ...... 148 Assessment of WRT 106/107 Credit...... 265 Academic Freedom for Faculty Athletics ...... 292 and Students ...... 46 Attendance Policy...... 246 Academic Integrity ...... 46, 272 Auditing ...... 245 Undergraduate Academic Majors/ Awards...... 42 Concentrations...... 60-64 Academic Probation and Dismissal...... 242 Academic Programs ...... 48 b Academic Progress, Graduate ...... 301 Bill of Rights ...... 270 Academic Progress, Undergraduate ...... 24 Biology Co-concentration for Academic Regulations and Bachelor’s Degree in Education...... 95 Procedures, Graduate ...... 321 Biology Courses...... 153 Academic Regulations and Biology Major...... 69 Procedures, Undergraduate...... 2, 241 General Concentration...... 70 Academic Resources ...... 267 Pre-Chiropractic Concentration...... 135 Academic Status ...... 242 Pre-Med...... 136 Accelerated College...... 16, 261 Pre-Podiatry Concentration ...... 138 Acceptable Use Policy...... 285 Bloomfield, NJ Map ...... 346 Accounting Courses, Undergraduate ...... 149 Broadcast Journalism Courses...... 156 Accounting Courses, Masters...... 313 Broadcast Journalism Major...... 71 Accounting Major BS/MS ...... 65, 301 Business Administration Courses...... 158 Accounting Major, Masters...... 301 Business Administration Major...... 72 Accounting Major, Undergraduate...... 67 Economics Concentration ...... 73 Accreditation...... 6 Finance Concentration...... 73 Human Resource Training Add and Drop Procedures ...... 242 Concentration...... 73 Adjunct Institute ...... 267 International Business Management Admission ...... 13 Concentration...... 74 Accelerated College...... 16 Management Concentration...... 74 Adult /Non-Traditional Students ...... 15 Management Information Systems Creative Arts & Technology Concentration...... 75 Major...... 15, 83 Marketing Concentration ...... 75 Direct Transfer...... 15 Supply Chain Management Former Students ...... 18 Concentration...... 76 Freshman Status ...... 13 International Students...... 15 Masters Degree, Accounting ...... 17 c Masters Degree, Fine Arts ...... 17 Calenders...... 7-11 New Jersey Transfer...... 15 Campus Map ...... 347 Notification and Deposit ...... 18 Campus Store ...... 298 Nursing Major ...... 126 Reactivating an Application...... 18 Capstones...... 48 Required Immunization...... 18 Center for Innovation in Teaching Transfer Status ...... 14 to Enhance Learning ...... 267 Advanced Placement ...... 263 Center for Career Development ...... 289 Advising/Coaching and Registration ...... 51 Center for Student Leadership Africana Studies...... 68 and Engagement ...... 291 Alternative Credit Programs...... 263 350 INDEX

Certificate Programs...... 49, 62 Digital Media ...... 88 Diversity Training...... 141 d Network Engineering ...... 125 Dean’s List...... 247 P3 Certification...... 308 Declaration of Major...... 247 Supply Chain Management ...... 6, 262 Degree Audit...... 247 Teacher of Students with Degree Candidate ...... 247 Disabilities ...... 107, 310 Directions to Campus ...... 345 Chaplin...... 293 Director of Spiritual Life...... 293 Cheating...... 272 Directory...... 325 Chemistry Courses ...... 163 Administration ...... 327 Chemistry Major ...... 77 Board of Trustees...... 326 Biochemistry Concentration ...... 78 Faculty...... 331 General Chemistry Concentration...... 78 Directory Information ...... 247 Chemistry Concentration for Bachelor’s Degree in Education...... 96 Direct Transfer Program/ Chemistry (Physical Science) NJ Transfer...... 15, 247 Co-concentration for Bachelor’s Disciplinary Programs ...... 60 Degree in Education...... 96 Division of Accounting, Business, Class Attendance...... 246 Computer Science and Economics...... 61 Last Date of Attendance Policy...... 246 Division of Creative Arts and Class Standing...... 49 Technology...... 61 CLEP-College Level Division of Education ...... 62 Examination Program...... 264 Division of Humanities...... 62 Clinical Laboratory Sciences Program...... 79 Division of Natural Science and Medical Laboratory Science...... 80 Mathematics ...... 63 Co-concentration ...... 49 Division of Nursing...... 63 Code of Conduct...... 273 Division of Social and College’s Mission ...... 5 Behavioral Science...... 63 Commuter Students...... 292 Double Major ...... 50 Competencies ...... 47 Computer Science Courses...... 166 Computer Science e Joint Degree B.S., M.S...... 302 E-Commerce Courses ...... 183 Computer Science Major ...... 81 E-Commerce Major ...... 89 Concentration...... 49 Applications: Design ...... 89 Contract Major...... 49 Applications: Programming ...... 90 Support and Implementation...... 90 Counseling...... 294 Economics Courses ...... 183 Course Load, Graduate ...... 322 Education Courses, Undergraduate ...... 185 Course Load, Undergraduate...... 49 Education, Certification for Teachers Course Value...... 50 of Students with Disabilities...... 107, 310 Creative Arts & Technology Education Major, Undergraduate...... 91 Courses...... 169 Academic Requirements...... 91 Creative Arts & Technology Major...... 83 Criteria Admission ...... 92 Animation Concentration...... 83 Elementary/Early Childhood Expanded Media Concentration ...... 85 Concentration...... 91 Game Design ...... 85 Elementary with Subject Matter B.S. Game Programming ...... 108 Specialization Concentration ...... 91 Graphics for Print and Digital Special Education/Early Childhood Media Concentration...... 85 Elementary Concentration ...... 91 Interactive Multi-Media and The Subject Area/Secondary World Wide Web Concentration...... 86 Education Concentration ...... 92 Master of Fine Arts...... 304 Education Major Co-concentration Master of Fine Arts Courses ...... 314 Music Technology Concentration ...... 86 Biology ...... 95 Chemistry ...... 96 Creative Arts & Technology Major Chemistry (Physical Science)...... 96 Admission, Transfer...... 83 English...... 97 Government & International Studies...... 98 History ...... 98 INDEX 351

Mathematics ...... 99 Grade Requirements...... 59 Philosophy ...... 100 Grading, Graduate...... 323 Psychology ...... 100 Grading, Undergraduate ...... 249 Religion ...... 101 Grading Evaluation System, Graduate ...... 323 Sociology...... 101 Grading Evaluation System, Visual & Performing Arts...... 102 Undergraduate...... 249 Education, Graduate M.A...... 306-307 Graduate Certificate in Post-Baccalaureate Education, Graduate Certificate in Teacher Education ...... 308 Post-Baccalaureate Teacher...... 308 Graduation-Honors, Undergraduate ...... 251 Educational Goals of the College ...... 46 Graduation Requirements, Educational Program ...... 45 Aesthetic Appreciation ...... 56 Electives...... 50 Graduate...... 322 English Co-concentration for Undergraduate...... 53 Bachelor’s Degree in Education...... 97 Commencement ...... 59 English Courses ...... 189 Common Core...... 54 English Major ...... 103 Communication Skills...... 56 Creative Writing Concentration ...... 105 Community Orientation & Literature Concentration ...... 104 Citizenship...... 57 Enrichment Programs...... 14, 256 Course Requirements...... 54 EOF-New Jersey Educational General Education Electives ...... 55 Opportunity Fund Program ...... 257, 288 General Education Program...... 54-57 Grade Requirements...... 59 Major Requirements...... 59 Mathematics Requirements ...... 54 f Multi/Transcultural & Global Family Educational Rights Awareness...... 57 and Privacy Act...... 2, 247 Problem Solving/Critical Thinking ...... 57 Federal Programs...... 27 Scientific/Technical Skills...... 58 Financial Aid...... 23 Residency Requirements ...... 59 Application...... 23 Written Communication Eligibility...... 23 Competency Standard...... 59 Policy...... 25 Refund Policy...... 25 Financial Obligation...... 22 Verification Policy...... 25 h Health Services ...... 294 First Year Seminar ...... 199 Required Immunization...... 18, 297 French ...... 107, 200 High School/College Credit Program ...... 266 Historical Background ...... 5 History Co-concentration for g Bachelor’s Degree in Education...... 98 Game Programming Major ...... 108 History Courses...... 204 General Education Program ...... 54-58 History Major ...... 113 Government & International Studies Honors Program...... 114, 259 Co-Concentration for Bachelor’s Degree in Education ...... 98 Honors Courses...... 208 Government & International Studies Honor Societies ...... 253 Courses ...... 200 Human Resources Management Major .....115 Government & International Studies Human Services Studies ...... 116-118 Major...... 109 Global Civil Society & Human Rights Concentration...... 110 i Government Concentration...... 112 I.D. Cards ...... 285 Human Services Studies Immunizations ...... 295 Concentration...... 117 Incomplete Grades ...... 250 Public Administration Concentration....111 Independent Study ...... 263 Grade Appeal Policy, Graduate...... 322 Interdisciplinary Programs...... 64 Grade Appeal Policy, Undergraduate ...... 248 Interdisciplinary Studies Courses ...... 208 Grade Changes, Graduate ...... 322 International Student Life...... 298 Grade Changes, Undergraduate ...... 249 International Students ...... 15 Grade Point Average and Quality Points ...250 Internship Programs ...... 251 Introduction to Bloomfield College ...... 4 352 INDEX

j n Judiciary Board...... 282 Network Engineering Courses...... 214 Judiciary Program ...... 279 Network Engineering Major...... 124 Junior and Senior Check...... 251 N.J. Transfer...... 15 Non-Degree Programs ...... 49 Non-Discrimination Policy ...... 2 k Non-Matriculated Policy, Graduate ...... 324 Non-Matriculated Policy, Undergraduate...... 18, 251 Nursing Courses, Generic ...... 216 l Licensure ...... 129 Last Date of Attendance policy...... 246 Nursing Major ...... 126 Latino/Latin American and Nursing Major Admission ...... 127 Caribbean Studies ...... 119, 209 Nursing Major Progression...... 128 Learning Assessment ...... 264 Nursing Requirements ...... 129 Leave of Absence...... 251 Nursing Courses Repeat Policy...... 253 Library...... 268 Nursing RN/BSN Major...... 130 Loans ...... 27 o m Official College Sanctions...... 277 Major Programs, Undergraduate, Orientation ...... 287 List of ...... 48, 60-64 Major Requirements...... 59 Mathematics Co-concentration p for Bachelor’s Degree in Education...... 99 Patient Rights and Responsibilities ...... 294 Mathematics Courses...... 212 Philosophy Co-concentration Mathematics Major ...... 120 for Bachelor’s Degree in Education...... 100 McNair Program...... 260 Philosophy Courses...... 219 Medical Imaging Sciences Major...... 122 Philosophy Major ...... 131 Medical Insurance ...... 21, 22 Physical Education Courses...... 221 Minor ...... 50 Physics Courses ...... 222 Minor, List of ...... 64 Placement Tests...... 18 Minors Plagiarism, Graduate...... 324 Art History...... 86 Plagiarism, Undergraduate ...... 272 Biology ...... 70 Chemistry...... 78 Portfolio Assessment Procedure...... 265 Computer Science ...... 82 Post-Chiropractic Program...... 135, 260 Creative Writing...... 105 Pre-Chiropractic Program ...... 133 English/Literature...... 106 Pre-Med Program...... 136 French...... 107 Pre-Podiatry Program...... 137 Game Programming...... 87 Prerequisite, Corequisite and History ...... 113 Pre/Corequisite ...... 50 Latin American and Prior Learning Assessment (PLA) ...... 264 Caribbean Studies ...... 119 Privacy Act – Directory Information ...... 247 Mathematics ...... 120 Psychology Co-concentration for Music Technology...... 87 Bachelor’s Degree in Education...... 100 Network Engineering ...... 124 Psychology Courses...... 223 Philosophy ...... 132 Psychology Major ...... 139 Psychology ...... 141 Diversity Training Certificate ...... 141 Public Policy ...... 112 Religion ...... 142 General Concentration ...... 140 Sociology...... 145 Human Services Studies Spanish...... 146 Concentration...... 117 Women’s Studies...... 147 INDEX 353

Student Medical Insurance ...... 22 Student Organizations ...... 291 r Student Support Services Program Reactivating Application...... 18 (SSS#STAR)...... 258 Registration...... 51, 252 Study Abroad ...... 261 Reinstatement ...... 252 Study in Absentia...... 253 Release of Information – Summer Session ...... 52 Directory Information ...... 247 Supply Chain Management Certificate...... 76 Religion Co-concentration for Bachelor’s Degree in Education...... 101 Religion Courses...... 227 t Religion Major...... 142 Taking Courses at Another Institution Repeating Courses, Graduate...... 324 Graduate...... 324 Repeating Courses, Undergraduate...... 252 Taking Courses at Another Institution Repeat Policy for Nursing Majors ...... 253 Undergraduate...... 253 Residence Fee...... 21 Transcript Requests ...... 253 Residency Requirements ...... 59 Transfer Credits for Upperclassmen...... 254 Residential Education ...... 297 Transfer Students...... 254 RN/BSN Curriculum...... 130, 262 Tuition Alumni, Bloomfield Police, Fire, Emergency Personnel s Senior Citizen ...... 20 Schedule of Payments ...... 21 Tuition Adjustment ...... 22 Scholarships...... 23 Tuition and Fees ...... 20 Bloomfield College Programs Need-Based...... 30 No Need...... 31 u Science Courses ...... 229 Unofficial Withdrawal...... 254 Second Baccalaureate Degree ...... 253 Undergraduate Academic Security ...... 348 Programs & Majors ...... 60 Senior Citizens Program ...... 261 Sociology Co-concentration for Bachelor’s Degree in Education...... 101 v Sociology Courses ...... 230 Veteran’s Benefits...... 254 Sociology Major...... 143 Yellow Ribbon Program ...... 255 Criminal Justice Concentration...... 145 Visiting Students ...... 261 General Concentration...... 144 Visual & Performing Arts Human Service Studies Co-concentration for Concentration...... 118 Bachelor’s Degree in Education...... 102 Spanish Courses...... 150, 236 Special Programs ...... 259 SSS#STAR...... 258 w Standards of Conduct ...... 269 Wellness Center ...... 293 Standards of Progress...... 24 Withdrawal from College...... 255 State of New Jersey Programs...... 29 Women’s Studies...... 147, 239 Statement of Shared Values...... 6 Writing Courses...... 240 Student Affairs...... 286 Written Communication Competency Student Center...... 292 Standard...... 59 Student Employment ...... 290 Bloomfield Employment Student Team Program (CWR/BEST) ...... 290 Federal Work Study ...... 290