LIU Brooklyn
2013-2014 Graduate Bulletin
LIU Brooklyn
2013 - 2014 Graduate Bulletin
1 University Plaza, Brooklyn, N.Y. 11201-5372
General Information: 718-488-1000
www.liu.edu/brooklyn
Admissions: 718-488-1011
E-mail: [email protected]
Notice to Students: The information in this publication is accurate as of September 1, 2013. However, circumstances may require that a given course be withdrawn or alternate offerings be made. Therefore, LIU reserves the right to amend the courses described herein and cannot guarantee enrollment into any specific course section. All applicants are reminded that the
University is subject to policies promulgated by its Board of Trustees, as well as New York State and federal regulation. The University therefore reserves the right to effect changes in the curriculum, administration, tuition and fees, academic schedule, program offerings and other phases of school activity, at any time, without prior notice.
The University assumes no liability for interruption of classes or other instructional activities due to fire, flood, strike, war or other force majeure. The University expects each student to be knowledgeable about the information presented in this bulletin and other official publications pertaining to his/her course of study and campus life. For additional information or specific degree requirements, prospective students should call the campus Admissions Office. Registered students should speak with their advisors.
Bulletin 2013 - 2014
Institutional Advancement & Student 27 TABLE OF CONTENTS Affairs
After School Program - FUN (Family LIU 4 27 UNiversity) CAMPUSES OF LIU 5 Student Life & Leadership 27 Residential Campuses 5 Development
Regional Campuses 6 SPECIAL PROGRAMS 28
GENERAL INFORMATION 7 Student Support Services 28
About LIU Brooklyn 7 RICHARD L. CONOLLY 29 COLLEGE OF LIBERAL ARTS DIRECTORY 8 AND SCIENCES ACADEMIC CALENDAR 9 Anthropology 30 ADMISSION 11 Biology 31 ACADEMIC REGULATIONS 13 Chemistry and Biochemistry 37 REQUIREMENTS FOR 14 Communication Sciences and 40 DEGREES Disorders INTEGRATED STUDENT 16 Economics 47 FINANCIAL SERVICES English 48 Tuition & Fees 16 History 54 Student Financial Aid 20 Mathematics 55 THE LIBRARY 22 Media Arts 56 LEARNING RESOURCES 23 Political Science 70 Academic Reinforcement Center 23 Psychology 73 Mathematics Center 23 Social Science 82 Modern Language Center 23 Speech Language Pathology 82 Multimedia Language Laboratory 23 Sociology 83 Testing Center 23 United Nations Graduate Program 84 Writing Center 23 Urban Studies Program 86 FACILITIES 24 SCHOOL OF BUSINESS, PUBLIC 89 Steinberg Wellness Center 24 ADMINISTRATION AND Lupus Cooperative of New York 24 INFORMATION SCIENCES
Residence Life and Housing 24 Finance, Law, Accounting and 91 Taxation Kumble Theater 24 Technology, Innovation and 97 Arnold & Marie Schwartz Gym 24 Computer Science SERVICES 25 Managerial Sciences 100 Information Technology 25 Public Administration 110 MyLIU 25 SCHOOL OF EDUCATION 118 Audio Visual Services 25 Counseling and School Pyschology 121 University Health & Medical Services 25 Teaching, Learning and Leadership 134 Psychological Services Center 25 SCHOOL OF HEALTH 163 Veteran Services 26 PROFESSIONS
Alumni Association 26 Athletic Training, Health and 164 Exercise Science STUDENT LIFE 27 Occupational Therapy 171 Cultural Programs and Exhibitions 27 Physical Therapy 182 International Students' Services 27 Physician Assistant Studies 190
LIU Brooklyn Graduate Bulletin 2013 - 2014 Page 2 LIU Brooklyn
Public Health Program 196
Social Work 200
SCHOOL OF NURSING 207
LIU PHARMACY 217
SCHOOL OF CONTINUING 218 STUDIES
BLENDED AND ONLINE 222 LEARNING
APPROVED PROGRAMS 223
LIU BROOKLYN FACULTY 226
LIU BROOKLYN 237 ADMINISTRATION
LIU TRUSTEES, OFFICERS AND 239 ADMINISTRATION
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LIU
Long Island University (LIU) is one of America’s largest and most comprehensive private universities with locations and programs spanning the New York metropolitan area, overseas and online. World-class faculty, small classes and résumé-building hands-on learning experiences are the hallmarks of an LIU education. The University offers nearly 500 academic programs and educates over 24,000 students in degree-credit and continuing education programs in Brooklyn, Brookville (LIU Post), Brentwood, Riverhead, and Rockland and Westchester (LIU Hudson). Its international unit, LIU Global, provides a wide range of study abroad options at overseas centers in China and Costa Rica, and through programs in Australia, South Africa, Taiwan, Thailand, Turkey and, beginning in 2015, Europe. The accomplishments of more than 191,000 living alumni are a testament to the success of LIU’s mission of “Access and Excellence.” The institution also provides enrichment for students and neighboring communities, including the excitement of NCAA Division I and II athletics, internationally acclaimed arts programming at Tilles Center for the Performing Arts and the nationally renowned George Polk Awards in journalism.
Accreditation and Program Registration LIU is accredited by the Commission on Higher Education of the Middle States Association of Colleges and Schools, 3624 Market Street, Philadelphia, PA 19104, (215) 662-5606. The Commission on Higher Education is an institutional accrediting agency recognized by the U.S. Secretary of Education and the Council for Higher Education Accreditation. The degree and certificate programs also are approved and registered by the New York State Department of Education.
LIU Brooklyn Graduate Bulletin 2013 - 2014 Page 4 LIU Brooklyn
CAMPUSES OF LIU LIU Post
LIU Post is distinguished by programs of excellence and small classes in The Residential Campuses five schools of study: College of Education, Information and Technology; College of Liberal Arts and Sciences; College of Management; School of Health Professions and Nursing; and School of Visual and Performing Arts. LIU Brooklyn The wooded suburban campus, only 20 miles from New York City, is home to the renowned Tilles Center for the Performing Arts, Steinberg Museum of Art LIU Brooklyn is distinguished by dynamic curricula reflecting the great and WCWP-FM. LIU Post offers the Ph.D. in information studies, the Psy.D. urban community it serves. Distinctive programs encompass the arts and in clinical psychology and the Ed.D. in interdisciplinary educational studies. media, the natural sciences, business, social policy, urban education, the health The campus was established on the former estate of cereal heiress Marjorie professions, pharmacy and the health sciences, all on a pluralistic campus that Merriweather Post in 1954 to accommodate the growing educational needs of draws insight and strength from differences. Nassau County following World War II. Formerly known as the C.W. Post Founded in 1926, LIU Brooklyn is the original unit of Long Island Campus of Long Island University, LIU Post offers its full-time, part-time and University. Its beautifully landscaped 11-acre campus is a self-contained urban non-credit students a comprehensive range of nearly 200 associate, oasis in the heart of downtown Brooklyn – steps away from the new Barclays undergraduate, graduate and doctoral degree programs and certificates. In Center, top arts venues like BAM and the hip restaurants and cafes of Fort addition, the campus offers college credit courses to high school students in Greene, and just a 10-minute subway ride from the professional and cultural area schools. opportunities of Manhattan. LIU Post is recognized as one of the nation’s most beautiful academic LIU Brooklyn offers nearly 200 associate, undergraduate, graduate, doctoral settings. Modern buildings range from an acclaimed student union to an and certificate programs, including Ph.D. programs in clinical psychology and elegant library. Beautiful red-brick academic buildings, including Humanities pharmaceutics, the D.P.T. in physical therapy and the Pharm.D. in pharmacy. Hall, Pell Hall/Life Science and the Kahn Discovery Center, are outfitted with Serving a diverse student body, its academic units include the Richard L. wireless classrooms, major-specific laboratories and computer centers. The Conolly College of Liberal Arts and Sciences; the School of Business, Public campus's award-winning cooperative education program is nationally Administration and Information Sciences; the School of Education; the School renowned for its extensive career counseling and job placement services. of Nursing; the School of Health Professions; and LIU Pharmacy (the Arnold Fifteen NCAA men’s and women’s sports teams take advantage of LIU & Marie Schwartz College of Pharmacy and Health Sciences). The campus is Post’s 70 acres of playing fields. Clubs, fraternities and sororities provide known for its nationally recognized Honors Program, which was the first of its many other outlets for student activities. The campus's $18-million Pratt kind in the country and emphasizes a holistic, liberal arts background. Recreation Center is a state-of-the-art health and fitness facility featuring an LIU Brooklyn has a deeply rooted tradition of athletic excellence. The eight-lane swimming pool, three full-size basketball courts, racquetball courts basketball teams of the 1930s captured two national championships, and the and an elevated jogging track. campus’ success in sports has continued over the decades with numerous Tilles Center for the Performing Arts, Long Island’s premier concert Northeast Conference championships. This year, the men’s basketball team facility, brings Carnegie Hall and Lincoln Center to the campus with world- made history as the first team to win three NEC champoinships in a row and class jazz, rock, folk music, dance, mime, orchestral and chamber music made their third consecutive trip to March Madness. The campus currently performances. fields 16 NCAA Division I teams. The $45-million Steinberg Wellness Center, which features an NCAA- regulation swimming pool, a 2,500-seat arena, state-of-the-art workout facilities and a rooftop track, serves the campus and the surrounding community, and the Cyber Café provides a high-tech hot spot for students and faculty members to meet and eat.
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The Regional Campuses LIU Hudson LIU Riverhead
For more than a quarter of a century, Long LIU Riverhead offers high-quality LIU Brentwood Island University has been offering graduate undergraduate and graduate courses and programs degree and certificate programs in Rockland and to residents of Long Island’s East End. Since 1959, LIU Brentwood has served the Westchester Counties. LIU Hudson at Rockland is Conveniently located on Suffolk County diverse communities of western Suffolk County conveniently located near the Palisades Parkway in Community College’s Eastern Campus, just 10 with premier undergraduate and graduate Orangeburg, N.Y., just two miles from the New minutes from exit 70 on the Long Island programs. Conveniently located on the Michael J. Jersey border. LIU Hudson at Westchester is Expressway, it provides working adults and recent Grant Campus of Suffolk Community College, it located in a state-of-the art facility on the grounds baccalaureate graduates with the opportunity to offers access to a full range of amenities, including of Purchase College, which features high-tech pursue a private education in conveniently state-of-the-art library and computer resources, as classrooms designed for adult learners. Both scheduled day and evening programs. well as personalized academic advisement and centers boast technologically advanced library Offerings include the upper division B.S. in support services. Since LIU Brentwood is resources and mainframe-networked computer childhood education (grades 1-6), the upper primarily a teaching institution, classroom labs, and offer small classes with personalized division B.A. in communication studies - new instruction is its top priority. While most faculty instruction delivered by full-time and adjunct media, the M.S. in childhood education (grades 1 – members are involved in research, scholarly faculty members who bring a wealth of practical 6), the M.S. in literacy education (birth – grade 6), writing or creative activities appropriate to their experience and an understanding of career trends the M.S. in teaching students with disabilities discipline, all are measured against the highest to the classroom. (grades 1 – 6 or generalist grades 7 – 12) and an standards of teaching excellence. Some programs Students enroll as degree candidates or as non- advanced certificate in applied behavior analysis. require completing coursework at another LIU degree students who wish to pursue graduate In addition, an M.S. in homeland security campus. courses for personal enrichment or professional management and advanced certificates in advancement. Most classes in Rockland and homeland security management and cyber security Westchester are held in the late afternoons, in the policy are offered fully online. The Homeland evenings and on weekends to meet the scheduling Security Management Institute features needs of working adults. Program offerings comprehensive curricula designed by professionals include: business (M.B.A. and/or advanced for professionals. Faculty members and guest certificates in health care sector management and lecturers include some of the top names in law cyber security for business professionals); health enforcement, counterterrorism and government. or public administration (M.P.A. and advanced certificate in gerontology); educational leadership (M.S.Ed. and/or advanced certificate); education (M.S.Ed. and/or advanced certificate) in the areas of childhood – grades 1-6, early childhood, middle childhood and adolescence – grades 5-12, special education, autism, literacy, bilingual, TESOL, bilingual extension, gifted extension, writing and reading, school counseling and school psychology; marriage and family therapy (M.S.); mental health counseling (M.S.); and pharmaceutics (M.S.) with specializations in industrial pharmacy and cosmetic science.
LIU Brooklyn Graduate Bulletin 2013 - 2014 Page 6 LIU Brooklyn
GENERAL INFORMATION Undergraduate and Graduate Offerings accelerated 3+3 B.S./D.P.T. in Health Science / Richard L. Conolly College offers liberal arts Doctor of Physical Therapy is also offered. and sciences programs leading to the degrees of The School of Nursing offers the Bachelor of About LIU Brooklyn Associate in Arts, Bachelor of Arts, Bachelor of Science with a major in Nursing for generic, R.N.- Fine Arts, Bachelor of Science, Master of Arts, B.S. and 2nd degree students, the Master of Statement of Mission Master of Fine Arts, Master of Science, and Science in Adult Nurse Practitioner and Family Nurse Practitioner, and Nurse Educator. The Expressed in its still-relevant motto Urbi et Doctor of Philosophy (in Clinical Psychology). It following Advanced Certificates are offered: Adult Orbi, the mission of LIU since 1926 has been to also offers a B.S./M.S. in Communication Nurse Practitioner, Family Nurse Practitioner, and open the doors of the city and the world to men Sciences and Disorders/ Speech-Language Education for Nurses. The School of Nursing and women of all ethnic and socioeconomic Pathology, and a United Nations Graduate offers an accelerated R.N.-B.S./M.S. Adult Nurse backgrounds who wish to achieve the satisfaction Certificate Program. Practitioner dual degree program. of the educated life and to serve the public good. The School of Business, Public The LIU Pharmacy – Arnold & Marie Its mission is to awaken, enlighten and expand the Administration and Information Sciences Schwartz College of Pharmacy and Health minds of its students. offers, on the undergraduate level, the degrees of Sciences offers an entry-level, six-year Doctor of Generation after generation, the students who Associate in Applied Science in Business Pharmacy (Pharm.D.) degree and the Master of have enrolled at LIU Brooklyn have come from Administration; Bachelor of Science in Science degree in Pharmaceutics, Drug Regulatory varied, primarily urban backgrounds. Like their Accounting, Computer Science, Technology Affairs and Pharmacology/Toxicology. It also predecessors, many of today's students are new to Management, Entrepreneurship, Finance, offers the Doctor of Philosophy in Pharmaceutics America and new to the English language or are Management, and Marketing. On the graduate (Ph.D.) degree. the first in their families to seek a university level, the School offers the Bachelor of Science/ LIU Global is designed for students who desire education. At LIU Brooklyn, all students find an Master of Science in Accounting; Master of a hands-on learning approach in a variety of academic community where cultural, ethnic, Business Administration (M.B.A.); Master of international locations. The college offers a religious, racial, sexual, and individual differences Business Administration in Accounting (M.B.A. Bachelor of Arts in Global Studies. are respected and where commonalities are Accounting); Master of Science in Accounting, affirmed. This requires the Campus to be open and Computer Science, Human Resource Management, welcoming, even as it maintains respect for Taxation, Master of Public Administration intellectual, cultural and academic traditions. (M.P.A.) and M.P.A. in Health Administration. It Nationally recruited, the faculty has a strong also offers Advanced Certificates in Human commitment to teaching, to personal advisement Resource Management, Gerontology of students, to the fullest range of scholarship, and Administration and Not-for-Profit Management. to faculty development and service. The School of Education offers, on the LIU Brooklyn recognizes both the faculty’s undergraduate level, the Bachelor of Science and training and experience and the character of its the Bachelor of Fine Arts degrees in various diverse student body as two of its greatest disciplines in urban education. On the graduate strengths and challenges. No matter what their level, the school offers the Master of Science in background or generation, students come to LIU Education degree in the areas of Childhood Urban Brooklyn to build the educational and intellectual Education, Early Childhood Urban Education, foundations for successful personal lives and Adolescence Urban Education, Teaching Urban careers. The Campus faculty and administration Children with Disabilities, Teaching Urban believe that a liberal education, along with careful Adolescents with Disabilities, Teaching English to preparation for a fulfilling career, is the best way Speakers of Other Languages (TESOL), School to achieve this end. Counseling, Bilingual School Counseling and To carry out its mission, LIU Brooklyn offers School Psychologist; the Master of Science degree comprehensive undergraduate curricula, supported in Mental Health Counseling and Marriage and by advanced courses for specialized knowledge Family Therapy; and Advanced Certificates in and graduate programs in those areas in which it Bilingual Education, Educational Leadership, has developed strength or has a unique Early Childhood Urban Education, School contribution to make. In addition, the Campus has Counseling, Bilingual School Counseling, Mental designed programs to permit students to acquire Health Counseling, and Marriage and Family essential literacies, intellectual curiosity, analytic Therapy. and reasoning skills, and effective communication The School of Health Professions offers the skills. In this way, the Campus serves as a Bachelor of Science degrees in Health Science, conservator of knowledge, a source and Diagnostic Medical Sonography, Respiratory Care promulgator of new knowledge, and a resource for and Sports Sciences, and the Bachelor of Arts the community it serves. degree in Social Work. It also offers combined B.S./M.S. degrees in Athletic Training and in Occupational Therapy and the B.S./M.P.H. in Health Science / Master of Public Health. It offers the M.S. degrees in Exercise Science, and in Physician Assistant Studies as well as the Master of Social Work and the Master of Public Health. The Division of Physical Therapy offers a Doctor of Physical Therapy (D.P.T.) program that is a three-year post-baccalaureate graduate degree. An
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DIRECTORY
Department Name Phone Office Hours Email/Website
Admissions 718-488-1011 (M,Th,F) 9 a.m.-5 p.m. [email protected] (Tu,W) 9 a.m.-6 p.m. www.liu.edu/brooklyn/admissions
Richard L. Conolly College 718-488-1003 (M,Th,F) 9 a.m.-5 p.m. www.liu.edu/brooklyn/conolly (Tu,W) 9 a.m.-6:30 p.m.
School of Business, Public 718-488-1130 (M-Th) 9 a.m.-7 p.m. [email protected] Administration and Information (F) 9 a.m.-5 p.m. www.liu.edu/brooklyn/sbpais Sciences
School of Education 718-488-1055 (M-Th) 9 a.m.-6:30 p.m. www.liu.edu/brooklyn/education (F) 9 a.m.-5 p.m. Summer (M-Th) 9:00 a.m-6 p.m. (F) 9 a.m.-5p.m.
School of Health Professions 718-780-6578 (M-F) 9 a.m.-5 p.m. www.liu.edu/brooklyn/health
School of Nursing 718-488-1059 (M-F) 9 a.m.-5 p.m. www.liu.edu/brooklyn/nursing Summer (M-Th) 9 a.m.-6 p.m.
LIU Pharmacy 718-488-1004 (M-F) 9 a.m.-5 p.m. www.liu.edu/brooklyn/pharmacy
LIU Global 718-780-4312 (M-F) 9 a.m.-5 p.m. [email protected] www.liu.edu/brooklyn/global
School of Continuing Studies 718-488-1364 (M-Th) 9 a.m.-6:30 p.m. [email protected] (F) 9 a.m.-5 p.m. www.liu.edu/brooklyn/scs
Office of Institutional Advancement 718-488-1602 (M-F) 9 a.m.-5 p.m. www.liu.edu/brooklyn/studentactivities and Student Affairs
Integrated Student Financial Services 718-488-1037 (M,Th,F) 9 a.m.-5 p.m. [email protected] (Tu,W) 9 a.m.-6:30 p.m. www.liu.edu/brooklyn/financial- services
International Students 718-488-1216 (M,Th,F) 9 a.m.-5 p.m. www.liu.edu/brooklyn/international- (Tu,W) 9 a.m.-6:30 p.m. students
Library 718-780-4513 (M,W,Th) 8 a.m. – 10 p.m. www.liu.edu/brooklyn/library (Tu) 9 a.m. – 10 p.m. (F) 9 a.m. – 5 p.m. (Sat.) 9 a.m. – 6 p.m. (Sun.) 11 a.m. – 5 p.m. Summer (M-Th) 9 a.m. – 8 p.m. (Sat.) 9 a.m. – 6 p.m.
Provost 718-488-1001 (M-F) 9 a.m.-5 p.m. www.liu.edu/brooklyn/provost
Registrar 718-488-1013 (M,Th,F) 9 a.m.-5 p.m. www.liu.edu/brooklyn/registrar (Tu,W) 10:30 a.m.-6:30 p.m. Summer (M,Th) 9 a.m.-5 p.m. (Tu,W) 10:30 a.m.-6:30p.m. (F) 9 a.m.-4 p.m.
Residence Life and Housing 718-488-1046 (M-Th) 9 a.m.-7 p.m. www.liu.edu/brooklyn/reslife (F) 9 a.m.-5 p.m.
Office of Student Development and 718-488-1042 (M,Th,F) 9 a.m-5 p.m. www.liu.edu/brooklyn/osdr Retention (Tu,W) 9 a.m-6:30 p.m.
Student Leadership and Development 718-488-1216 (M,Th,F) 9 a.m.-5 p.m. www.liu.edu/brooklyn/slld (Tu,W) 9:00 a.m.-6:30 p.m.
LIU Brooklyn Graduate Bulletin 2013 - 2014 Page 8 LIU Brooklyn
ACADEMIC CALENDAR 2013-2014
Spring 2014 Fall 2013 January 7-17 and January 20 In-Person Registration
August 19 - August 30 In-Person Registration January 20 Martin Luther King, Jr. Day
September 2 Labor Day-holiday January 21 Weekday classes begin
September 3 Convocation Day January 17 Awarding of January degrees
September 4 Weekday classes begin January 21-24 and January 27 Late registration and program changes
September 4-10 Late registration and program changes January 25-26 Semester classes meeting Saturday- September 7-8 Semester classes meeting Saturday- Sunday begin Sunday begin January 25-26 First weekend session classes begin
September 7-8 First weekend session classes begin January 27 Late registration ends
September 10 Late registration ends January 27 Deferred final examinations
September 20 Awarding of September degrees January 31 Last day to apply for May degree
September 30 Deferred final examinations January 31 Last day to apply for comprehensive October 4 Last day to apply for January degree examination
October 4 Last day to apply for comprehensive February 17 President's Day-no classes examination February 18 Tuesday follows a Monday Schedule
October 14-25 Midterm examinations-classes in February 24-March 7 Midterm examinations-classes in session session
October 19-20 First weekend session final March 8-9 First weekend session final examinations examinations
October 26-27 Second weekend session classes begin March 10 Spring recess begins
October 30 Last day to withdraw from March 17 Classes resume undergraduate courses March 19 Last day to withdraw from November 5 Election Day-classes in session undergraduate courses
November 27 Wednesday follows a Friday schedule March 22-23 Second weekend session classes begin
November 28 Fall recess begins April 4 Last day to submit thesis and November 30 Classes resume complete degree requirements
December 4 Last day to submit thesis and May 3-4 Second weekend session final complete degree requirements examinations
December 7-8 Second weekend session final May 3-4 Semester classes meeting Saturday- examinations Sunday end
December 7-8 Semester classes meeting Saturday- May 6 Semester classes meeting Monday Sunday end through Friday end
December 12 Semester classes meeting Monday May 6 Last day to withdraw from graduate through Friday end courses
December 12 Last day to withdraw from graduate May 7-13 Final examinations-undergraduate and courses graduate
December 12 Last day to complete withdrawal May 7 Last day to complete withdrawal appeal process appeal process
December 13 Study day May 15 Commencement Ceremony
December 14-20 Final examinations-undergraduate and May 16 Conferral of May degrees graduate
December 21 Winter recess begins
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Summer I 2014 Summer II 2014
May 15-16 Registration and program changes July 2-3 Registration and program changes
May 17-18 Weekend session classes begin July 4 Independence Day - holiday
May 19 Weekday classes begin July 7 Weekday classes begin
May 20 Late registration ends July 8 Late registration ends
May 24-26 Memorial Day-holiday July 12-13 Weekend session classes begin
May 27 Last day to withdraw from July 16 Last day to withdraw from undergraduate courses undergraduate courses
June 2 Deferred final examinations August 14 Last weekday class
June 4 Last day to apply for September August 14 Last day to submit thesis and degree complete degree requirements
June 4 Last day to apply for comprehensive August 14 Last day to withdraw from graduate examination courses
June 28-29 Weekend session final examinations August 14 Last day to complete withdrawal appeal process June 30 Last day of class August 16-17 Weekend session final examinations June 30 Last day to withdraw from graduate courses Last Class Meeting Final examinations
June 30 Last day to complete withdrawal appeal process
Last Class Meeting Final examinations
LIU Brooklyn Graduate Bulletin 2013 - 2014 Page 10 LIU Brooklyn
ADMISSION transcripts must be submitted to the LIU seeking student. Admission as a non-degree Admissions Processing Center. Transfer credit student permits registration for a maximum of 12 Applicants are strongly encouraged to submit toward the master’s degree is normally limited to credits. an application online at six semester hours of credit for courses in which If a non-degree student wishes to matriculate, a www.liu.edu/brooklyn/apply. the student has received a grade of B or better and graduate application must be filed with the Office A paper application may also be downloaded from is not recorded as part of the grade point average. of Admissions. Upon review of the student’s this website, or obtained by visiting the Office of Courses with a grade of B- are not transferable. application and supporting credentials, the Admissions, LIU Brooklyn, 1 University Plaza, Students seeking a second master’s degree may appropriate department will decide if all Brooklyn, N.Y. 11201-5372, e-mailing be granted up to 12 credits, when academically requirements for matriculation have been met. [email protected], or by calling appropriate, at the recommendation of the Courses completed by non-degree students, if 718-488-1011. A bachelor’s degree (or its Department Chair and with the approval of the pertinent to the degree program in which the equivalent) from an accredited institution, Graduate Dean. Students entering the School student has matriculated, and if completed within indicating an acceptable record, is necessary to be Psychology program may be granted up to 18 the time limit, are credited toward the degree. considered for admission to the graduate credits. Admission of Undergraduate Students programs. Additional requirements are described Classification of Students Seniors who need substantially less than a full in the sections for each discipline. All students admitted to the master’s programs program to meet the requirements for the The completed application must be submitted will be classified as matriculants or non-degree bachelor’s degree may take, concurrently with with a personal statement of approximately 500 students. Matriculants must submit evidence of a their undergraduate program, a limited number of words. Applicants must also submit official bachelor’s degree or its equivalent. They must 500- and 600-level graduate courses and reserve transcripts from all colleges and universities have an acceptable record in undergraduate and the credits for a master’s degree. Such a special attended showing all undergraduate and graduate other studies as reflected in official transcripts of arrangement will be limited to undergraduate coursework taken and degrees received, if any. all colleges and universities attended. Usually a B- students who have been formally admitted as Some departments may request letters of average in the undergraduate major subject is graduate students, pending satisfactory completion recommendation, resumes, test scores, writing required. Attention is given to overall grade of bachelor’s degree requirements. Applicants samples, portfolios, copies of professional licenses averages, grade trends during undergraduate study, must have permission from the graduate program or other additional documents. Applicants should and areas of scholastic strength. as well as authorization from the undergraduate refer to the section of this bulletin for their Applicants must receive satisfactory scores on institution. Qualified juniors and seniors attending program of interest as well as the departmental any required examinations. Students whose LIU Brooklyn may, with the approval of the Chair web site to determine what documents are required undergraduate average is less than B- and all of the Department concerned and the Graduate for admission by their program as well as to students from foreign colleges or universities may Dean, take courses on the 500-level for determine where credentials and materials are to be requested to take the Graduate Record undergraduate credit to complete the requirements be sent for processing. An application fee of Examination (GRE) or the GRE advanced subject for the bachelor’s degree. The credits they receive $50.00 is required. LIU Brooklyn encourages examination. Applicants to Master of Business may not subsequently be applied toward the credit students to self-manage their application, which (M.B.A.) in the School of Business, Public requirements for the master’s degree. means it is the responsibility of the applicant to Administration and Information Sciences must Undergraduate student enrollment in 600-level collect all required documents needed for submit scores from the Graduate Management courses will not be approved by the Graduate Dean admission and manage where documents are to be Admissions Test or the Graduate Record unless there is exceptional justification given by mailed. Students needing assistance and Examination before the completion of their first the Department Chair. clarification are encouraged to e-mail the Graduate semester of study. Applicants for the master’s Students Presenting International Admissions Office at degree in Public Health, Ph.D. in Clinical Credentials [email protected]. Psychology, Doctor of Physical Therapy, Applications are welcome from students who Most graduate programs are available each Physician Assistant Studies and all graduate hold the equivalent of a four-year bachelor’s semester on a rolling admissions basis with Pharmacy programs must submit GRE scores from degree. To be considered for admission, applications accepted as long as space is available. the General Aptitude Test at the point of undergraduate transcripts/marksheets for each year However, it is strongly encouraged that application. Additionally, individuals who apply of study, including degree conferral applications and supporting materials be submitted for the Ph.D. in Clinical Psychology must submit (diploma/degree certificate) are required. All as early as possible. Several graduate programs GRE scores from the GRE Subject Test in records must be translated into English and be have specific application deadlines. Examples of Psychology. original or copies of the original, certified/attested programs are the Doctor of Physical Therapy A student will be classified as matriculant when by an official of the school issuing that record or (D.P.T.) which is due March 1st; the Masters in accepted into a degree program. Students admitted the Consulate/Ministry of Education of the issuing Physician Assistant Studies due on January 15th; with technical or academic deficiencies (e.g., country. A course-by-course evaluation, the Ph.D. in Clinical Psychology due on December incomplete official transcripts) will be classified as completed by an acceptable international 1st; the Master's in Speech-Language Pathology matriculants with conditions, pending fulfillment credential evaluation agency, is required for some due on February 1st; and the Master's in Social of those conditions. Technical deficiencies must be programs. Please refer to the section of this Work due on April 1st. removed before the end of the first semester of bulletin for your program of interest as well as the Consult the section for your academic enrollment. Academic deficiencies must be departmental website to determine if an evaluation discipline for additional information. satisfied before the completion of 12 credits is required. The graduate admissions office Transfer Credits required in the degree program or within one year. reserves the right to request an evaluation on any Graduate courses taken at other institutions Non-degree students must meet the same transcripts/marksheets from colleges or before admission to LIU may, if pertinent to the admission standards as those admitted to degree universities outside the United States. A complete plan of study, be credited to the graduate degree. programs. A student in this category may take a list of acceptable agencies can be requested from Permission to transfer such credits must be limited number of courses for certification, the Office of Admissions or found on requested at the time of admission, and official professional advancement or personal enrichment, www.liu.edu/brooklyn. All students for whom but he or she is not classified as a graduate degree-
Page 11 LIU Brooklyn Graduate Bulletin 2013 - 2014 Bulletin 2013 - 2014
English is not a native language are required to undergraduate record may be given an opportunity take the Test of English as a Foreign Language to remove specific course deficiencies. A post- (TOEFL) administered by the Educational Testing baccalaureate student enrolls in a program of Service or the International English Language advanced undergraduate courses in the field Testing System (IELTS) examination. Information selected for graduate study. The appropriate on the examinations may be obtained by visiting department approves the number of credits www.ets.org and www.ielts.org, respectively from necessary, the level of achievement required, and American consulates and embassies abroad, or the specific courses to be completed. Upon from the United States Information Service (USIS) compliance with those conditions, the post- in each country. baccalaureate student becomes eligible for Proficiency in English must be demonstrated. A admission to the graduate school. student who needs additional study in English may Veterans be required to take English courses for foreign LIU Brooklyn welcomes applications from students at LIU before or concurrently with an veterans and encourages them to take full academic program (see English Language Institute advantage of their G.I. Bill benefits. Candidates section). are required to submit a copy of Form DD214, International Students Report of Separation, to the Office of Admissions. Applications and all supporting documents A veterans counselor is available to assist in from international applicants must be received by admissions and funding procedures. For further May 1st for Fall admission and by November 1st information, contact the Veterans Affairs Office. for Spring admission. Auditing of Courses Upon notification of admission, the student will In order to gain necessary background or be requested to send a nonrefundable deposit fee enhance general knowledge, students may audit of $200.00, which will be applied toward the first graduate courses for no credit. The permission of semester’s tuition and fees. Selected programs of the instructor and of the Dean is required in every study require a $500 deposit. Upon admission case. Laboratory courses and fieldwork practicums students are advised if their program of study may not be audited. Students (who must have been requires a higher deposit. Upon receipt of the admitted to a graduate program) pay half the deposit and of a sponsor’s affidavit of support and regular tuition for courses, and their transcripts official bank statement, an I-20 form will be issued will show that the courses have been audited. that will enable the student to apply for a student Admission to Classes visa. Students should not make plans to come to Admission to graduate classes does not imply the United States until they have received that the student has been accepted as a candidate appropriate nonimmigrant forms. for a degree. Acceptance to degree candidacy is Students should be aware of the cost of living contingent upon the student’s obtaining and studying in New York City. It is advised that matriculated status and satisfying all admission students make realistic plans to finance their requirements of the graduate program in which education. A limited number of graduate major study will be pursued. assistantships are awarded primarily to students Registration and Advisement who have been in attendance at least one semester. To be eligible for registration, every graduate Health insurance coverage is compulsory for all student must confer with a representative in the international students and for their dependents. proposed major department. The adviser assists the Information pertaining to the health insurance student in preparing a program of study and signs coverage may be obtained from the Office of the student’s registration card if required. International Students, which assists students on Payment of all tuition and fees is required in campus. advance of the beginning of classes, unless special Students holding F-1 (student) visas are arrangements are made with the Bursar. Students required by law to be fully matriculated and must who have not been cleared by the Bursar cannot be be registered for at least nine credit hours per considered registered. semester. Visiting Students Graduate students who are degree candidates in good standing at other universities may be granted permission to attend courses at LIU upon filing a Visiting Student application for the courses and submitting a letter of authorization from the graduate school that they are attending. Courses in the Ph.D. programs and field experience courses need additional departmental approval. Post-baccalaureate Students An applicant who has not completed adequate preparation for a particular graduate program but who presents an otherwise acceptable
LIU Brooklyn Graduate Bulletin 2013 - 2014 Page 12 LIU Brooklyn
ACADEMIC REGULATIONS which he or she is doing satisfactory work will be www.liu.edu/brooklyn/schedule. given the grade W. A student registered for a Grades The responsibility for compliance with these course is considered to be in attendance until the Credit is granted for courses completed with the regulations rests entirely with the student. date of his or her official withdrawal. Withdrawal grade A, A-, B+, B, B-, C+, or C. The F grade Registration from courses is permissible at any time up to the signifies failure. P (passed for credit) may be used final examination, but a student who is doing Registration each semester takes place during to mark completion of work in certain research failing work when he or she requests authorization the periods indicated in the academic calendar. practicums, seminars, workshops and thesis to withdraw may be given the grade WF. The Non-degree students must obtain permission to courses. symbol UW is assigned when a student register from the Graduate Admissions Office INC (incomplete) may be used as an interim unofficially withdraws from a course. Neither WF before the beginning of each semester. grade for the first half of a two-semester course, nor UW is computed in the student’s average. Change of Plan Department for failure to complete all course requirements, and Students who are on academic probation when for thesis courses before acceptance of the thesis. A student transferring from one plan (major) they withdraw from all courses are not eligible for Any other failure to complete the course department to another must be formally accepted readmission without their Dean’s approval. requirements (e.g., the submission of a term paper) by the Chair of the department to which Refunds may be recorded as INC. Absence from the final application for admission is made. The student is A student may make a written request to examination will be recorded as ABS. Except in expected to notify the Chair of the department that withdraw from one or more courses before the end thesis courses, grades INC or ABS that have not he or she is leaving. Application forms are of the semester. If the request is approved by his or been replaced by a letter grade within one year available in the Graduate Admissions Office. her Dean, the student will receive a refund as may be changed only by repeating the course. Change of Status indicated in the "Tuition & Fees, Institutional A student may not repeat a course without A non-degree student who has met all the Refund Schedule". Late withdrawal can make the permission of his or her Dean. If a student, with requirements for matriculation must submit a student ineligible for any refund. Withdrawal the permission of the Dean, repeats a course more graduate application to the Office of Admissions. before the beginning of the semester or session than once, all grades except the first will be Maintenance of Student Standing entitles the student to a complete refund except for computed in the student’s average. Satisfactory It is expected that students will fulfill the the deposit and applicable registration fee. completion of the course does not eliminate the requirements for the degree by registering over Cancellation of Courses original INC or ABS from the student’s record. successive semesters, either by attending classes or The University reserves the right to cancel NGR is a temporary mark when no grade has maintaining matriculation. A degree candidate undersubscribed courses. When it does so, there is been submitted. AUD recognizes that a course has who does not reregister for classes must apply to no program change fee. been audited. his or her Dean for maintenance of matriculation Course Load The symbol W is assigned when students before or during the registration period, if the Full-time graduate students register for no officially withdraw from a course in which they student wishes to continue under the requirements fewer than nine credits in each semester of the were doing satisfactory work. The symbol UW is in effect when admitted. A fee must be paid during academic year. Permission of their Dean is assigned when students unofficially withdraw the registration period of each inactive semester necessary to take more than 12 credits in the Fall from a course. The UW is not computed in the (excluding summer sessions). or Spring semester or more than six credits in student’s average. Maintenance of matriculation does not extend either summer session. New York State residents Students have until the time of their graduation the time limits specified under Requirements for are eligible for the Tuition Assistance Program to have changes made on their academic records. Degrees. grants when enrolled for 12 or more credits. Once a student has graduated, the academic record Students serving in the armed forces of the (Please see Student Financial Services for is frozen and cannot be changed retroactively. United States maintain their standing complete requirements and procedures.) Non- Grade-Point Average automatically during their time of service. They degree students are normally limited to two The University’s grade-point average is are, however, required to inform the Office of the courses in the regular semester and one course in employed to determine the average grade status of Registrar of the dates of entrance into military each of the summer sessions. a student. The grade A corresponds to a 4.000 service and termination of active duty. quality point equivalent, A- to 3.667, B+ to 3.333, Readmission Course Numbers Courses numbered 600 and above are usually B to 3.000, B- to 2.667, C+ to 2.333, C to 2.000 Students who have not attended classes for open only to those who qualify for graduate and F to 0.000. P, INC, ABS, W and UW grades more than five academic years are required to standing. Courses numbered 500 to 599 are do not affect the index. apply for readmission and must gain approval designed primarily for those who qualify for The quality points to which a student is entitled from his or her Dean. Such students re-enter under graduate standing, but may be taken by advanced are computed by the formula X = N x Y, where X the admissions standards and program undergraduate students with permission from the is the number of quality points, N the quality point requirements in existence at the time of re-entry. Dean of the school in which the graduate course is equivalent assigned to the grade, and Y the Readmission applications are available in the offered. number of credits. Office of Admissions. Two consecutive numbers joined by a hyphen The grade point average is obtained by dividing Withdrawal (e.g., Psychology 660-661) designate a course that the sum of the quality points received in all Students themselves must initiate formal runs through two semesters. The first half of such courses by the total number of credits, including withdrawal procedures. Failure to do so can result a course is a prerequisite to the second. That is not unrepeated F’s. in loss of possible refunds or inaccurate records of true of courses with consecutive numbers Grade point average computations are carried academic performance (or both). Students may separated by a comma (e.g., Chemistry 603, 604), to the third decimal place from which rounding withdraw from one or all courses if they apply which may be taken individually. Some courses takes place to the second decimal place. For officially through the Office of the Registrar . If are offered in alternate years. A schedule of example, a computed grade point average of 2.994 withdrawing from one or more, but not all, courses is published for each semester, may be will be rounded down to 2.990. A computed grade courses; students must obtain written permission obtained from the Registrar’s office, and is point average of 2.995 will be rounded up to from their Instructor or Dean. available online at 3.000. On all official LIU transcripts, a grade point A student who withdraws from a course in
Page 13 LIU Brooklyn Graduate Bulletin 2013 - 2014 Bulletin 2013 - 2014 average will be displayed to three decimal places preparation of essays and the taking of breaking the law, violate University regulations, with the third decimal place always being zero due examinations. Students are also expected to they will be subject to no institutional penalty to rounding. comply with those reasonable rules of procedure greater than that which would normally be Good Standing promulgated by a faculty member for the conduct imposed. The average of grades earned in the approved of his or her class or by the University for the All matters involving criminal activity will, program of study may be no less than B conduct of its business. upon approval of the Provost, be referred to the (equivalent to a quality-point index of 3.00). A Specifically, students must be aware not only of appropriate civil authorities for action. student whose cumulative grade index is below the performance and intellectual standards of each If there is a possibility that testimony or other 3.00 has an academic deficiency. Nevertheless, course, but also of the means acceptable for evidence at a University hearing may be subject to such students will continue to be considered in achieving those goals. Students are expected to disclosure to civil authorities by way of subpoena, good standing so long as they demonstrate study all materials presented and to master them. the University’s proceedings should be postponed satisfactory progress toward removing the Students may avail themselves of all sources that to safeguard the student’s right to a fair civil deficiency in subsequent semesters. Failure to will further that mastery – textbooks, the library, determination. make a significant improvement in the grade-point student study sessions, tutoring, study aids, and so Grievance Procedure average may lead to dismissal from the graduate on. Ultimately, however, the instructor’s judgment Students at LIU Brooklyn may expect a program. Final disposition of such cases is made of a student’s performance is based on the scrupulous regard for their rights as students and by the Dean after consultation with the appropriate student’s own intellectual achievement and individuals and should expect to be treated fairly department. honesty. and with courtesy by all members of the academic A grade of F in any graduate course is Cheating on examinations and plagiarism of community. In any matter in which students feel ordinarily grounds for dismissal from the any sort are unacceptable. If proven, either is cause that their rights have been violated, or in matters of University. for the most severe penalties up to and including serious dispute with members of the administration Students accumulating in excess of nine credits suspension or dismissal from the University. or faculty, students may avail themselves of the of incomplete (INC or ABS) may not register for The classroom instructor determines the rules following formal grievance procedure: additional courses until their work is completed. of acceptable student conduct during 1. The student will write out a clear statement of Such a restriction does not apply to INC grades in examinations. Each instructor has the right to insist the grievance. thesis courses. on procedures to ensure the integrity of those 2. The student may submit the statement to the Individual departments may impose even more examinations – seating arrangements, no staff member involved. The student will be stringent academic standards. communication among students, the restriction of given a written response within a reasonable In all schools, a B average or 3.00 cumulative materials available to students during the time. grade-point average is required for awarding of the examination, and so on. 3. If the student is not satisfied with the response graduate degree or any graduate certificate. The If a student is discovered cheating on a or, initially if preferred, the student may submit School of Business, Public Administration and classroom examination or written assignment, a statement to the appropriate director or Information Sciences awards diplomas With either by crib notes or by receiving information department head. The director will review the Distinction to students graduating with a 3.50 from or giving information to a fellow student or matter and provide the student with a written average or better. by any means not stipulated by the rules of the response within a reasonable time. Absence from Final Examination examination, the instructor has the right to 4. If still not satisfied, the student may institute a Students who for valid reasons do not appear confiscate all test materials from the person or formal complaint with the Dean of the school in for final examinations must apply in writing within persons involved and give the grade of zero for the which he or she is enrolled. The Dean will 10 days to their Dean for permission to take examination to the person or persons knowingly review the matter, hear the student and staff deferred final examinations, provided they have involved. The instructor also has the right to fail member where appropriate, and see that the received the grade of ABS. They may be asked to the students involved for the course. proper action is taken. provide medical certificates in cases of sickness or Also, students who submit written or other The foregoing procedure shall be a formal injury or other documentation of legitimate work provably not their own or who submit work grievance procedure for the resolution of all excuses. Students will be required to pay the with sources inadequately acknowledged or with student grievances, including those alleging Deferred Final Examination Fee per examination. an inadequate system of documentation for a actions prohibited by legislation. Application for Degree specific course assignment may be given the grade Student Access to Educational Records of zero for the work submitted and a failing grade Candidates for graduation are expected to file In compliance with the Family Educational for the course. an application for graduation with the Office of the Rights and Privacy Act, LIU Brooklyn informs Any breach of discipline may result in Registrar well in advance of their expected date of eligible students and their parents that they may disciplinary action, including suspension or graduation found in the Academic Calendar obtain copies of the Campus’s Policy Statement dismissal. The Faculty-Student Judicial Review available on the Brooklyn Registrar website at concerning the act from the Office of Institutional Board, in accordance with its procedures, may www.liu.edu/Brooklyn/About/Offices/Registrar/C Advancement and Student Affairs. hear all cases that may result in suspension or alendar.aspx. dismissal and will recommend an appropriate Discipline REQUIREMENTS FOR course of action to the Dean. Students are expected to conduct themselves in The activities of a student may upon occasion DEGREES accordance with the normally accepted standards result in violation of state or federal law. Respect of academic life. That implies that they will for the presumption of innocence requires that the The responsibility for properly fulfilling the conduct themselves with due regard for the rights University not impose academic sanctions for the requirements for degrees rests entirely with the of others and, in particular, that their behavior will sole reason that a student is or has been involved student. Students generally meet the requirements not interfere with the ability of the academic in criminal proceedings. The University may, announced in the Graduate Bulletin for the community to carry out its usual academic however, impose its own sanctions to protect the academic year in which they were matriculated or functions. It also implies that students will observe safety of other students, faculty and property and readmitted. Students for whom graduation the usual standards of integrity with regard to the to safeguard the academic process. If students, in requirements change during their progress to a
LIU Brooklyn Graduate Bulletin 2013 - 2014 Page 14 LIU Brooklyn degree may, with their Dean’s permission, choose including 18 credits in management courses, 12 concentration and may be oral or written. Failing requirements in effect at the time of admission or credits of advanced courses, 12 credits in a the comprehensive examination on three occasions those in effect at the end of the course of study. concentration and 6 credits of Capstone project. will result in dismissal from the program. Exceptions to the provisions of this section of The B.S./M.S. in Accounting is a 150-credit Examinations are administered at least twice a this Bulletin may be made only with the prior program designed to prepare Certified Public year – in the Fall and the Spring. Information written sanction of the appropriate Dean on the Accountant candidates for licensure. The program concerning their administration may be obtained recommendation of the appropriate Department meets the 150-hour Certified Public Accountants from the appropriate department. Applications for Chair. requirement necessary before candidates may sit the comprehensive examination, which are In addition to the requirements listed below, for the CPA examination. available in the Office of the Registrar, must be students must satisfy the various additional 600- and 700-Level Courses signed by the Department Chair and cleared by the requirements and conditions that appear in the In the master’s degree programs, a minimum of Bursar. respective departmental sections of this Bulletin. 18 credits must be taken in courses above the 500 Oral Examination (defense of thesis) Doctoral Degrees level. Given by most departments as part of the thesis (consult the specific department for requirements) Thesis requirement, the oral examination tests the The doctor of philosophy degree is offered by The thesis required in many of the graduate candidate not only on the thesis project but also in the Psychology Department in the field of clinical programs is intended to test a candidate’s ability to areas ancillary to the thesis. Some departments psychology and in pharmaceutics by LIU engage in original research, organize and evaluate require an oral defense of the thesis proposal as Pharmacy. source materials, and express himself or herself well as defense of the completed thesis. Other The Ph.D. in Pharmaceutics and the Pharm.D. creatively in the area of specialization. A course in departments require an oral defense of research in pharmacology are offered by LIU Pharmacy. research methods is required of most candidates projects. The Doctor of Physical Therapy (D.P.T.) is writing a thesis. The interim grade for thesis Residence offered by the School of Health Professions. courses is INC. That grade will be replaced by the A candidate for the master’s degree must Master of Arts grade P only upon acceptance of the approved complete at least one year of work equaling 24 Master of Science thesis by the University Reference Library. credits at the University; in the M.B.A. program, Master of Science in Education Completion of the required courses and 30 credits of advanced work are required. Master of Fine Arts matriculant status are among the prerequisites that A candidate for the doctoral degree is expected must be met before a candidate’s thesis will be to complete three years of work in residence at Degree requirements vary among different accepted for consideration. An oral defense of the LIU Brooklyn. programs and are described fully under thesis is normally required. Students enrolled in LIU Brooklyn programs at departmental listings. There are two general routes Each candidate for the master’s degree writes branch campuses or off-campus sites must register to the master’s degree: thesis and non-thesis. With the thesis under the direct supervision of the Chair and complete residency requirements (usually six an acceptable thesis, a candidate usually completes of the Sponsoring Committee, who is selected on credits) at LIU Brooklyn. 30 graduate credits, at least 15 of them in the the basis of knowledge of and interest in the Courses taken at another university after major department or area of study. Without a subject of the candidate’s thesis proposal. The admission to LIU may not be used for transfer thesis, the candidate completes 36 credits of selection of the Chair and one or two additional credit unless prior permission is obtained from the specified courses and passes a comprehensive committee members will be made by the student major department and the student’s Dean. The sum examination or completes an appropriate specific and the Chair of the department concerned. total of transfer credit granted on admission or project. authorized subsequently toward the master’s A maximum of three one-credit workshops may Special Examinations degree is normally limited to 6 to 8 semester hours be applied toward a degree. No more than three Departments with degree programs have of credit and is not recorded as part of the grade- independent study or tutorial courses may be taken various requirements for examinations at different point average. In all instances, transfer credit will for degree credit. stages of the student’s academic career. Students not be allowed for any graduate courses in which If a student is seeking a second master’s degree, should read departmental requirements and consult the grade was less than B; that is, courses with a at least 24 graduate credits must be taken in departmental advisers to determine which of the grade B- are not transferable. (Time limits on residence. Advanced placement of up to 12 credits following types of examinations are required in transferability are outlined below.) may be awarded upon the written recommendation their programs. of the Department Chair and the approval of the Admission to examinations requires full Time Limits student’s Dean. In some programs with greater matriculant status and the acquisition of the Work for the master’s degree must be credit requirements, as many as 18 credits may be minimum credits indicated under the respective completed within five years from the date of accepted. When such an option is not available, the departmental headings. Students must be in admission to the graduate program (exclusive of candidate will be so advised in the Letter of attendance or maintain matriculation during the time spent in the U.S. armed forces), unless the Admission or in a letter from the department semester they take an examination. appropriate Dean approves an extension in writing. before commencement of course work. Preliminary Examination Any courses outside the time limit will not count Master of Business Administration The preliminary examination is usually given in as credits toward the degree unless approved in writing by the appropriate department and Dean. Master of Public Administration departments that require all students to take a common core of courses. It is sometimes a In the Psychology Department, work for the B.S./M.S. in Accounting condition of continued enrollment. doctoral degree must be completed eight years The M.B.A. and the M.P.A. degrees are offered Comprehensive Examination after admission. by the School of Business, Public Administration Most departments require a comprehensive Transfer credit will be granted only for courses and Information Sciences. The M.B.A. requires examination of students choosing the non-thesis taken in the five-year and eight-year periods, completion of 24 credits in general business core option; it is given after the completion of a respectively, before the granting of the degree. courses, 18 credits in an advanced core, 12 credits specified number of credits. The examination is in a concentration, and 6 credits of capstone designed to test the candidate’s knowledge of coursework for a total of 60 credits. general concepts as well as his or her areas of The M.P.A. program consists of 48 credits,
Page 15 LIU Brooklyn Graduate Bulletin 2013 - 2014 Bulletin 2013 - 2014
INTEGRATED STUDENT FINANCIAL Physical Therapy, DPT (less than 800 level courses), per 1,130.00 SERVICES credit
Through a mix of personal and online services, the Office of Integrated Tuition Deposit fee (nonrefundable) 200.00 - 500.00 Student Financial Services has developed a system that supports our students in Application fee (nonrefundable) 50.00 managing all aspects of financing their education. The goals and objectives of the Office is to help students obtain maximum eligible financial aid awards, University fee, per semester: provide comprehensive counseling sessions, optimize payment arrangements, Students carrying 12 850.00 disseminate financial aid and billing information clearly and understandably, or more credits support the University's mission of access and excellence, and increase and assist in student retention efforts. Students carrying 425.00 Using the University's convenient My LIU portal at https://my.liu.edu, you less than 12 credits per term can view your financial aid status and account activity, pay your bill online, Maintenance of Matriculation fee: make online appointments with counselors, and view "to do" items and "holds" that help you complete required tasks to ensure your continued enrollment at Graduate fee, per term 100.00 LIU Brooklyn. In addition to our online student portal, our experienced Pharmacy M.S. and Ph.D. 250.00 financial aid counselors will work closely with you and your family to ensure candidates, per term you receive world-class service throughout your college experience. Class fees, per semester: GRADUATE TUITION AND FEES PT 850 1,415.00 (2013-2014 RATES) PT 950 1,769.00
PT 955, 956 2,830.00 Students are billed for tuition and fees at the time of registration. Room and board charges are reflected at the time of room assignment. Students must Course fees, per semester: make satisfactory payment arrangements prior to the start of each term or SLP 6031, 6041, 6201 300.00 before moving into residence halls to remain in good financial standing. The University accepts payment by check, money order, AMEX, VISA, TAL 088, 099 300.00 Discover, or MasterCard at the Office of Integrated Student Financial Services or online through your My LIU account. Residence Life RESIDENCE HALLS General Tuition and Fees Deposit (submitted with housing $ 300.00 application) Graduate Tuition, per credit, per $1,110.00 Fall and Spring Accommodations, semester per semester: Standard Conolly: Physician Assistant, M.S., tuition per 1,130.00 Double 3,682.00 credit, per semester Triple 2,775.00 Speech Language Pathology, M.S., 1,130.00 Suite Conolly: tuition per credit, per semester Double 4,386.00 Special Programs tuition per credit, 1,130.00 Triple 4,008.00 per semester Quad 4,182.00 Audit fee (half tuition and full fees), 555.00 Apartment Conolly: per credit Double 5,365.00 Doctoral Tuition, flat rate, per Triple 4,886.00 semester: Quad 5,51800 Suite Hoyt: Psychology, Psy.D., 12 or more credits 23,055.00 Double 5,447.00 (year 1-3) Triple 5,161.00 Quad 5,335.00 Doctoral Tuition, per credit, per semester: Quintuple 5,732.00 Apartment Hoyt: Psychology, Psy.D. 1,475.00 Double 6,895.00 Pharmacy, Ph.D. 1,310.00 Triple 6,895.00 Physical Therapy, DPT Fulton Apartment: 1,310.00 (800 and 900) Studio 9,400.00
Physical Therapy, DPT 1 Bedroom 10,274.00 (800 and 900 level courses), per 1,310.00 2 Bedroom 9,476.00 - 10,403.00 credit 3-6 Bedroom 8,961.00 - 9,373.00 Intersession (per week) 268.00
LIU Brooklyn Graduate Bulletin 2013 - 2014 Page 16 LIU Brooklyn
Summer Accommodations, per session: Suite Conolly: *Students are expected to clear their bills before the start of classes. In the Double 1,755.00 event that a student fails to do so, late payment fees will be assessed. Triple 1,685.00 Registered students who have not cleared their bill by the 45th day into the Quad 1,612.00 term will be obliged to pay a late payment fee of $50.00. Bills not cleared by the last day of the term will be assessed an additional late fee of $100.00. If a Apartment Conolly: student’s registration is canceled, the student will be required to pay a Double 2,010.00 reinstatement fee of $100.00 plus the late payment fees. If the reinstatement Triple 1,867.00 takes place one year or more after the semester has ended, current tuition rates Quad 1,785.00 will be charged. Any student who deliberately fails to register but attends Suite Hoyt: classes with the intention of registering late in the term will be responsible for Double 2,377.00 paying the delayed registration fee of $200.00. If the registration takes place Triple 1,795.00 one year or more after the semester has ended, current tuition rates will be charged. Quad 2,142.00 Quintuple 2,458.00 Apartment Hoyt: Student Health Insurance Double 2,765.00 Health Insurance:
Triple 2,510.00 Rates for the Annual Plan 1599.00
Rates for the Spring Semester 1030.00 MEAL PLANS, per term (newly enrolled students), Fall and Spring, per term: covers the policy period 1/1/14 - 5/15/14 Residential Meal Plan 1 2,350.00 (unlimited meals plus 300 Flex Rates for the Summer Semester, 452.00 Dollars) covers the policy period Residential Dining Dollars 300.00 5/1/14 - 8/14/14 Health insurance (Compulsory for domestic resident students, all Resident students not living in apartment accommodations are required to international students, intercollegiate athletes, and students assigned field work participate in a meal plan. Declining dollars can be used at point of sale in a health core curriculum). Charges are billed for an annual plan in the Fall locations across the campus. semester, covering the policy period 8/15/13 - 8/14/14. Charges are not Other Fees reduced if a student does not reside in the Residence Hall for the Spring Transcript of record (on-line, in $7.00 semester, or is no longer in a health core curriculum, since coverage continues person, or via mail), per request to be effective over the full policy period.
Replacement I.D. card 25.00 Withdrawal Policy Late graduation application fee 50.00 If you register for courses and decide not to attend, you must officially Reinstatement of cancelled 100.00* withdraw your registration prior to the end of the first week of classes to avoid registration liability. You can withdraw online using your My LIU account through the first week of the term. After the first week of classes, you must complete an Delayed registration fee 200.00* Application for Withdrawal Form and receive official approval from the Late payment fees: Office of the Registrar on your campus. Non-attendance and/or non- payment do not constitute official withdrawal from the University. First (assessed 45 50.00* When a student withdraws, the University will refund tuition and fees as days into the term) indicated in the following schedule. Second (assessed 100.00* on the last day of the term LIU Institutional Refund Schedule Time of Withdrawal Fall/Spring terms Deferred final examination fee 20.00 per examination Cancellation prior to beginning of Complete refund except for deposit. (maximum $60.00) term or session
General Comprehensive 25.00 During 1st calendar week 100% Examination fee During 2nd calendar week 75% Returned check fee 25.00 During 3rd calendar week 50% University Payment Plan fee 35.00 During 4th calendar week 25% Diploma Replacement fee 35.00 After 4th week No refund Repayment of returned checks and all future payments to the University from a student who has presented a bad check must be tendered via bank check, certified check, money order, AMEX, VISA, Discover or MasterCard. Time of Withdrawal 3-Week terms
Page 17 LIU Brooklyn Graduate Bulletin 2013 - 2014 Bulletin 2013 - 2014
Cancellation prior to beginning of Complete refund except for deposit. Time of Withdrawal Continuing Studies session Cancellation prior to beginning of Complete refund except for deposit. Day 1 of Term 100% first class
Day 2 thru 8 of Term 60% Prior to start of second class 80%
After Day 8 of the Term No refund After second class session No refund
Time of Withdrawal 4-, 5- or 6-Week terms The University will make all feasible efforts to conduct suitable academic services in the event of an unanticipated interruption. If the University is Cancellation prior to beginning of Complete refund except for deposit. unable to provide education services to the Campus students because of a semester or session natural catastrophe, employee strike, or other conditions beyond its control, Day 1 thru 2 of Term 100% tuition and fees will be refunded in accordance with a reasonable refund schedule to be determined at that time. Day 3 thru 9 of Term 60%
Day 10 thru 16 of Term 25% Financial Obligations After day 16 of the Term No refund Students are liable for all charges incurred at the time of registration or room assignment. Your My LIU account makes it easier than ever to manage your financial obligations. To view your current account balance, simply log Time of Withdrawal 7- or 8-Week terms into your My LIU account online at https://my.liu.edu and click on the Cancellation prior to beginning of Complete refund except for deposit. Account Inquiry link in the Finances section of your Student Center session homepage. Students must make acceptable payment arrangements or officially withdraw prior to the start of classes to remain in good financial standing. Day 1 thru 2 of Term 100% Acceptable payment arrangements include: Day 3 thru 9 of Term 70% • Payment in full; • Approved financial aid covering all charges; Day 10 thru 16 of Term 30% • Signed and approved University Payment Plan Agreement Form; or After day 16 of the Term No refund • Participation in an approved third-party payment agreement. A student who complies with any of the above shall be considered in good financial standing, so long as all terms and conditions are met throughout the Time of Withdrawal 10- or 12- Week terms term. All payment arrangements must be completely satisfied in accordance with your University authorized payment agreement or fees and/or penalties Cancellation prior to beginning of Complete refund except for deposit. may be applied. If your account becomes seriously past due and no session arrangements are made, the University will refer it to an external collection Day 1 thru 2 of Term 100% agency or law firm, where additional fees and penalties may be charged to your account. The University’s policies and procedures governing Student Financial Day 3 thru 9 of Term 80% Services can be found online at: www.liu.edu/SFS. Day 10 thru 16 of Term 60%
Day 17 thru 23 of Term 25% Payment Arrangements After day 23 of the Term No refund LIU offers convenient options to pay your account balance due. We offer many different payment methods, including check, all credit and debit cards, ACH, money order, and wire transfer. Time of Withdrawal Weekend College My LIU: You can use your My LIU account to securely pay your balance online at my.liu.edu using a check, credit or debit card by clicking on the Cancellation prior to beginning of Complete refund except for deposit. Make a Payment link from your Student Center homepage or from within term the Account Inquiry section. To log into the Payment Gateway, enter your Day 1 thru 2 of Term 100% My LIU user name and password. From here, your may also set up an authorized user account so that a relative, guardian, or employer can pay any Day 3 thru 9 of Term 70% outstanding balance on your behalf. If you need assistance with making a Day 10 thru 16 of Term 30% payment online, please visit the Center for Student Information website at After Day 16 of the Term No refund http://csi.liu.edu. Payment by Mail: If paying with a check or money order by mail, please date the payment appropriately and make it payable to Long Island Time of Withdrawal Short-Term Institutes University. Any payment not honored by the bank is subject to a $25 returned (3 weeks or less) item fee and may restrict your future payment options to certified check, money order, or credit card. You may also receive an additional charge from Cancellation prior to beginning of Complete refund except for deposit. your financial institution. The University is not responsible for fees assessed first class by your bank. Day 1 of Term 100% Third Party Payments: The University will temporarily clear student account balances if presented with written authorization from a third party or Day 2 of Term 80% sponsoring company that intends to make a payment on your behalf. Students After Day 2 of the Term No refund must submit official written authorization and complete a Deferred Payment Plan Agreement Form, along with payment for any remaining balance due.
LIU Brooklyn Graduate Bulletin 2013 - 2014 Page 18 LIU Brooklyn
Additional information on third party payments can be found online at www.liu.edu.
Payment Plans The University offers two basic types of interest-free payment plans to assist students with managing the cost of their education each term: • Monthly Plans are offered to students who make payment arrangements before the start of the term. Monthly Plans provide the most affordable payment options to our students and immediately place you in good financial standing. The balance is spread across 4-6 equal monthly installments with at least two payments due prior to the start of the term. • Term Plans are offered to students who need to make payment arrangements at or after the start of the term. Term Plans should only be used as a last resort because the number of installments is limited to 2-3 monthly payments. In addition, your total balance due must be covered by an appropriate combination of approved aid, applied aid, and/or an initial student payment. The University must approve your signed Payment Plan Agreement Form and receive your first initial payment for your account to remain in good financial standing. There is a $35.00 enrollment fee per term that is due with your first payment.
Page 19 LIU Brooklyn Graduate Bulletin 2013 - 2014 Bulletin 2013 - 2014
STUDENT FINANCIAL AID citizens or permanent residents. studentlendinganalytics.com/alternative_loan_opti The New York State Higher Education Services ons.html. Financial Aid is awarded on an annual basis in Corporation (HESC) offers a variety of grants, If you have considered applying for an the form of scholarships, grants, loans and part- scholarships, student loans and parent loans for alternative loan, you may be required to complete time employment. Assistance is offered to students part-time and full-time graduate study. Although the Free Application for Federal Student Aid at admitted into eligible graduate degree and students apply for financial aid directly to HESC, www.fafsa.ed.gov in order for the University to advanced certification programs at LIU Brooklyn. the funds are taken into account when developing certify your loan eligibility. Alternative loans that the LIU financial aid package. You must be a U.S. are used to cover prior semesters may require Application Process citizen and resident of the State of New York to be additional information for approval, such as letters eligible for HESC awards. Residents of New York certifying indebtedness, attendance verification, All candidates for LIU scholarships or grants, State must also apply through the Higher official transcripts, etc. As such, when requesting Federal grant and loan programs, work-study Education Service Corporation at www.hesc.com funding for prior terms, be sure to reference the opportunities, and New York State awards are using the LIU Brooklyn campus school code 5403. correct academic year on your application. required to complete the Free Application for Students who reside outside of New York State The basic process involved with securing Federal Student Aid (FAFSA) each year. The may be eligible for grants, scholarships and loans alternative loans is the electronic filing of an FAFSA should be completed online at from their home state. Contact the Federal student application, institutional certification, and approval www.fafsa.ed.gov. The federal school code for the aid agency at 1-800-433-3243 or information. Generally speaking, electronic filing LIU Brooklyn campus is 002751. Continuing www.federalstudentaid.ed.gov for more processing requires at least 72 hours before a students at LIU must reapply for financial information. lender will respond. The University will assist you assistance each year. Applicants for financial aid A detailed listing of Federal and State in this process and will determine for you the may expect to be notified of the decision reached programs, including Direct Loans, can be found maximum loan amount you will be allowed to by the Office of Integrated Student Financial online at www.liu.edu/brooklyn/finaid/grants. borrow based on your estimated cost of attendance Services shortly after their files have been Veteran Benefits and pre-existing financial aid awards. The completed. No action will be taken until the The LIU Brooklyn campus has a proud and complete process normally takes 7-14 business candidate has been accepted by the Office of distinguished history of serving its nation’s days.
Admissions. military veterans and active duty service members. Our supportive community of staff and faculty is Terms and Conditions Awards dedicated to seeing veterans succeed in their education, career and life. To accomplish this Awards are not finalized until all requested LIU Scholarships and Awards mission, LIU Brooklyn provides the resources supporting documentation has been properly submitted and reviewed. All awards are subject to The LIU Brooklyn campus awards in needed to pursue educational opportunities while funding levels and appropriations by Federal and University scholarship assistance to students will balancing the demands of life both inside and State agencies. Many aid programs require that be $47 million for the 2012-2013 year. These outside the classroom. you be matriculated and attend the LIU Brooklyn scholarships and grants, which do not require With the Post-9/11 GI Bill, education-related campus on at least a half-time basis. LIU reserves repayment, are based on academic success, athletic benefits, including funds for tuition, housing, the right to adjust or cancel offers of financial ability, community service, artistic talent, and books and supplies, are better than ever for our assistance if you make changes to your FAFSA, financial need. The campus also offers honors and veterans. In addition, financial aid, scholarships adjust your registration status, withdraw from one departmental scholarships for specific programs of and New York State tuition awards and grants may or more courses, or fail to maintain good academic study. A detailed listing of graduate scholarships also be available to help you with costs that are not standing for financial aid purposes. LIU also can be found online at covered by your veteran benefits. Additional reserves the right to change the selection criteria, www.liu.edu/brooklyn/scholarships. information can be found online at deadlines, and awarding process of academic In addition to University financial assistance, LIU www.liu.edu/Brooklyn/StudentLife/Veterans. awards. Pharmacy provides additional aid in the form of Alternative Loan Program Awards, grants, and scholarships listed are for scholarships funded through the generosity of If you find that you need funding beyond the graduate study only and do not apply to alumni and friends. Awards are based on academic limits of the Federal Direct Student Loan Program, undergraduate or professional studies. Students achievement and professional promise, as well as you may wish to consider an Alternative Loan. enrolled in accelerated and dual degree programs financial need. Interested students should submit a These loans are not guaranteed by the Federal are advised to contact the Undergraduate Pharmacy Scholarship Application prior to the government and are considered private loans. We Admissions office to obtain information on aid for start of each Fall semester for consideration. urge all students and parents to research any lender the undergraduate portion of their degree. Additional information on these scholarships, they are considering for this type of funding and to All awards from the LIU Brooklyn campus are including how to apply, can be found online at specifically ask a number of key questions, accompanied by a letter of stipulation detailing the www.liu.edu/pharmacy/scholarships. including: terms of the award. Students are governed by the Federal Loan Programs • current interest rates stipulations accompanying their specific awards. The Federal government awards financial • co-signer requirements Part-time status, for the purpose of scholarship and assistance to students who demonstrate financial • repayment options, both in school and out grant renewal, is defined as carrying and earning a need according to a variety of economic criteria as • whether or not the loan may be sold to another minimum of 6 credits per semester. determined by the United States Department of provider Unless otherwise indicated, University Education. The criteria include an individual The University does not have a preferred lender assistance is for tuition charges only. Students are and/or parents’ income and assets, family’s for alternative loans; each student has the right to advised to inform LIU of any aid received from household size, and the number of family members select the educational loan provider of his or her outside sources, and awards from LIU may be attending college. Benefits from all federal choice. However, there are a number of adjusted if such additional assistance is in excess programs are subject to legislative changes. independent resources that can be used to evaluate and analyze alternative loan options, including of estimated need. Recipients of federal programs must be U.S.
LIU Brooklyn Graduate Bulletin 2013 - 2014 Page 20 LIU Brooklyn
Standards for Satisfactory • Progress standards for part-time students are Semester A student must With at least prorated based upon the criteria above. have accrued at this G.P.A. Academic Progress • Qualifying transfer credits are counted as both least this many
attempted and earned credits but have no effect credits Federal Financial Aid Programs on the G.P.A. 1st 0 0 Federal regulations require students to make • Grades of W (Withdrawal), UW (Unofficial satisfactory academic progress (SAP) toward the Withdrawal), INC (Incomplete), ABS (Absent) 2nd 6 2.0 completion of a degree or Title IV eligible and IF (Incomplete Fail) are counted as credits 3rd 12 2.5 advanced certificate program in order to receive attempted but not completed, and do not affect Title IV financial aid through the Federal Direct the G.P.A. 4th 21 2.75 Loan Program. Satisfactory academic progress is • Repeated classes will count only once towards 5th 30 3.0 measured qualitatively and quantitatively by two credits completed. A student may receive aid components: a student’s cumulative grade point for a repeated class that has been successfully 6th 45 3.0 average (G.P.A.) and the amount of credits they completed once. 7th 60 3.0 have earned relative to their year in school and • Any departmental requirements that exceed enrollment status. these standards must be adhered to for the 8th 75 3.0
Satisfactory academic progress is measured purposes of evaluating SAP. annually, at the end of the Spring semester, after New York State Awards all grades have been submitted. Students failing to Graduate students receiving New York State meet the criteria stated below are eligible to appeal Scholarship Awards must meet the academic this decision if extenuating circumstances played a standing requirements established by the New factor in their academic performance. Examples of York State Education Department. These such circumstances could include an illness, requirements are different from those set forth by accident, separation or divorce, or the death of a the Federal government, and apply only to New relative. An appeal must be made in writing to the York State awards. University and include an explanation of the The basic measures for good academic standing circumstance(s) that may have adversely affected for New York State Awards include the following: the student’s ability to meet the academic • Pursuit of Program: A student must receive a requirements, and the plan or changes that have passing or failing grade (A-F) in a certain occurred which will allow them to make SAP in percentage of courses each term. the future. All appeals must be accompanied by • Satisfactory Academic Progress: A student supporting documentation, such as a letter from a must accumulate a specified number of credits doctor or attorney. If an appeal is granted, the and achieve a specified cumulative grade point student will either be placed on probationary status average (G.P.A.). for one semester during which the student must The requirements for meeting these standards meet SAP guidelines, or must successfully adhere increase as the student progresses, and are based to an individualized academic plan that was upon the number of State awards that the student developed for them by their academic advisor as has already received. Students failing to meet the part of their appeal. Failure to meet these criteria required criteria are eligible to request a one-time will result in loss of eligibility for Title IV funds. waiver if extenuating circumstances played a Students wishing to receive Title IV financial factor in their academic performance. Examples of aid for Summer semesters may have these awards such circumstances could include an illness, evaluated and offered prior to a determination of accident, separation or divorce, or the death of a SAP. All students receiving summer aid will have relative. An appeal must be made in writing to the their SAP evaluated after all spring grades have University and include an explanation of the been submitted. Students not making progress will circumstance(s) that may have adversely affected have their summer aid cancelled, and the student the student’s ability to meet the academic will be liable for all tuition and fee charges requirements, and the plan or changes that have incurred unless an appeal is filed and granted as occurred which will allow them to make SAP in outlined above. the future. All appeals must be accompanied by The criteria below outline the progress that is supporting documentation, such as a letter from a required for a full time graduate student to be doctor or attorney. If a waiver is granted, the considered in good standing: student will be eligible for the State award for the Completion Rate Requirements: All students semester for which they were granted the waiver. must earn at least 67% of their attempted hours. The student must continue to meet the academic The maximum time frame to complete each degree progress and pursuit of program requirements to varies by Department and is outlined herein under receive further awards. the specific degree program. The chart below outlines the progress that is • G.P.A. Requirements: Students who have required for a graduate student to be considered in earned fewer than 13 credits must maintain a good standing: 2.5 G.P.A.; students who have earned 13 credits or more must maintain a 3.0 G.P.A.
Graduate Semester Based Program Chart Notes:
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THE LIBRARY
Ingrid Wang, Associate Professor, Director; Telephone: 718-488-1680 Fax: 718-780-4057 The LIU Brooklyn Library houses a rich collection of books, periodicals, microforms, audio and videotapes, CDs and DVDs, pamphlets, and other materials in support of the Campus’ educational programs. Online databases, both bibliographic and full text, are available for searching multidisciplinary and specific subject areas. Remote access from off-campus is available; the databases and library catalog may be accessed through the University website at www.liu.edu/brooklyn/library. The reference collection, reference desk, paralegal collection and Technical Services departments are situated on the third floor of the Salena Library Learning Center. An information commons, consisting of clusters of computers, provides access to the databases, library catalog, and the Internet, all within a few steps of the reference librarians. These computers, as well as all other computers in the library, are also equipped with productivity software such as word processing, spreadsheet, and presentation programs. The Periodicals department, with a collection of both print and microforms titles, is located on the fourth floor, where digital microform reader/printers are available. The InterLibrary Loan, Special Collections, Rare Book Room, and Library Information Technology are also located on the fourth floor. The circulation desk, reserve collection, and the main book stacks are located on the fifth floor. The Media Center, housing the multimedia collection, media equipment and a group viewing room, is also on the fifth floor, as is the Library’s Cyber Lab. The Cyber Lab is equipped with computers that provide access to databases, library catalog, and Internet as well as up-to-date word processing, spreadsheet, presentation and database programs. In addition, the Library’s “smart classrooms” are located on the fifth floor. Photocopying machines are available on all three floors of the Library. Research materials not in the collection of the LIU libraries are provided from other libraries in Brooklyn as well as the larger metropolitan area. Interlibrary loan services are available to locate materials throughout New York State and nation-wide. The Library is a member of several consortia, which grant both reading and borrowing privileges to LIU students. The Library is linked electronically to the libraries at other LIU campuses, and shares one catalog – LIUCAT. This resource provides information on all of the more than 2.6 million items held by the University. In addition to print materials, the Library has a large collection of electronic books, e-encyclopedias and full text journals, available 24/7 to all library users. The Library offers Information Literacy classes and curriculum-integrated instruction. Library faculty and staff are available to help faculty and students with reference questions and research strategies.
LIU Brooklyn Graduate Bulletin 2013 - 2014 Page 22 LIU Brooklyn
LEARNING RESOURCES available to assist with the use of software appropriate English and Mathematics courses. applicable to other areas of study – biology, Other examinations administered by the Center chemistry, physics, pharmacy – offering useful include retests and exemption exams such as the Academic Reinforcement Center tools for a better analysis and understanding of Math 10 and language exams, Ability-to-Benefit those disciplines. All students are eligible to exams required for some students for financial aid Courtney Frederick, Director participate, either voluntarily or upon instructor and exams to fulfill the core curriculum Computer 718-488-1040 referral. Literacy graduation requirement. Support and
Location: Pratt, Suite 110 appropriate arrangements are available for out-of Hours: Monday – Thursday, 9 a.m. - 8 p.m. Modern Language Center state students or applicants with qualifying Friday, 9 a.m. - 5 p.m. disabilities. Online Tutoring Available, various hours 7 Stanley J. Zelinski, III, Associate Dean, Director The Testing Center works collaboratively with days a week, through Blackboard. Beth D. Meetsma, Assistant Director the campus community and supports academic The Academic Reinforcement Center (ARC), 718-488-1323 departments by providing testing and proctoring centrally located in the Pratt Building, Suite 110, The Modern Language Center offers both services. The office administers the Teaching and is a learning center that offers quality one-on-one intensive and non-intensive English language Learning Assessment, the HESI A2 Nursing exam, and small-group tutoring across the disciplines to programs for international students, immigrants diagnostic tests including the ASSET and undergraduates of LIU Brooklyn. We provide and refugees who wish to improve their language Accuplacer exams, and other professional and assistance in mathematics, business, languages, skills. Classes are given mornings and evenings, certification examinations including the CST, and the humanities, as well as the social, physical Monday-Thursday, throughout the year; F-1 CPT, and CSCS, among others. and health sciences. Tutoring sessions are (student) visas and financial aid are available for designed to supplement in-class work and focus on qualified students. The Modern Language Center Writing Center providing opportunities for active learning, self- is located on the first floor of the Pratt Building, reflection, and collaborative study. Tutors, acting room 122. Harriet Malinowitz, Director as educational mentors rather than instructors, Lynn Hassan, Associate Director focus not on teaching content and completing Multimedia Language Laboratory 718-488-1095 homework assignments, but on posing problems Hours: Monday-Thursday: 9 a.m.-8 p.m. and putting course subjects into practice through Peter Kravsky, Associate Director Friday: 9 a.m.-5 p.m. critical thinking and re-examination. We want to 718-780-4568 Saturday: 10 a.m.-4 p.m. help you become a better learner. We offer weekly Location: LLC-021 The Writing Center, located in Room H-218, one-on-one or small-group sessions, walk-in The state-of-the-art Multimedia Language offers one-on-one and small group tutoring to all tutoring sessions, online tutoring, targeted group Laboratory enables students of foreign languages LIU Brooklyn students. Its mission is to help workshops, study skills support, mid-term & final as well as English as a Second Language (ESL) to students become better writers over time. Tutors exam review sessions, and assistance with forming improve their language skills at their own pace, work with students at all stages of the writing study groups. either individually or collaboratively, using a full process: understanding an assignment, drafting an range of interactive language learning software. essay, learning more effective reading strategies, Mathematics Center The Language Laboratory provides a learning developing and supporting arguments, and environment where learning how to proofread and edit papers. Dung Duong, Assistant Director • students can test their comprehension on any Students may register for ongoing weekly 50- 718-246-6317 items covered in class, minute sessions, one-time appointments, or HOURS: Monday – Thursday: 10 a.m. – 7 p.m. • students can check their understanding of distance tutoring. The Writing Center also serves Friday: 10 a.m. – 5 p.m. grammar and spelling, as an on-campus resource and reference center for Saturday: 10 a.m. – 3 p.m. • students can read a variety of material and writing instruction and, through its Student The Mathematics Center, located in room M – check their comprehension of vocabulary and Writing Group Project, works closely with the 1105, offers students the opportunity to develop content, Writing Across the Curriculum (WAC) program, basic mathematics skills required for mathematics • students can practice pronunciation and offering in-class writing workshops across the problem solving, as well as logical and analytical listening comprehension through viewing and disciplines. Students registered at the Writing thinking by offering the non-credit courses hearing material in the target language. Center are welcome to use the dual-platform
DSM01 and DSM-09. Tutors are available as well computer lab. as opportunities to learn how to use software in Testing Center personal computers. The Mathematics Center is a place where all students will be able to enhance Andres Marulanda, Director their knowledge and understanding of 718-488-1392 mathematics. All students are able to visit the Location: Pratt, Suite 110 Mathematics Center to obtain free tutoring. The Hours: Monday – Thursday, 9 a.m. - 6 p.m. Mathematics Center provides help and tutoring for Friday, 9 a.m. - 5 p.m. all students taking freshman level mathematics for The Testing Center is committed to provide a academic credit. The Mathematics Center is not nurturing, informative environment for students only a place for students with mathematics related taking the LIU Brooklyn Placement Examination problems on specific subjects, it is also a or other examinations deemed necessary by the challenging work site for advanced students in all University community. The placement areas of studies where mathematics is involved. examination is administered on campus or The Math Center always welcomes walk-in electronically through the Online Writing students. In addition, individual tutors are Assessment. Our Center supports student success by ensuring that entering students are placed in
Page 23 LIU Brooklyn Graduate Bulletin 2013 - 2014 Bulletin 2013 - 2014
FACILITIES lupus. The LCNY helps in getting people with between performers and their audiences. signs and symptoms of lupus diagnosed, properly This extraordinary theater was made possible treated, and supported both emotionally and through the generosity of LIU Trustee Steven J. Steinberg Wellness Center practically for daily living with this chronic Kumble. It is part of an ambitious campus disease. It offers multilingual information and renovation that created an extensive performing This 112,000 square foot facility supports the education about lupus. The LCNY also provides arts complex also featuring a black box theater, Campus’ 18 Division I Athletic teams, provides a monthly support groups, one-to-one short-term dance studios and a glass-enclosed art gallery. state-of-the-art workout facility and swimming counseling, assistance with accessing public Among other major supporters of the performing pool for the Campus Community, and offers a programs and services for people with lupus. In arts complex are the EAB/Citigroup Foundation, broad array of health and wellness services to our addition, the LCNY help clients with referrals to through LIU Board of Trustees Chair Edward students, faculty, and administrators, as well as the find doctors and other health professionals and Travaglianti, trustees Bruce C. Ratner and Donald members of the Brooklyn community at large. participates in community outreach in order to H. Elliott, the City of New York and the Steinberg Wellness Center features a 2,500 seat increase lupus awareness. Independence Community Foundation. arena, which hosts the Campus’ Division I basketball and volleyball games, high school Residence Life and Housing Arnold & Marie Schwartz Gym athletic events, and a variety of other special events. The fitness center includes state-of-the-art Jordan C. Ross, Interim Director The Brooklyn Paramount Theater opened on cardio and strength equipment, and a group 718-780-6570 November 23, 1928. At the time of its opening it exercise studio that includes free classes such as email: [email protected] was the second largest theater in New York with Pilates, yoga, hip hop dance, total body The Office of Residence Life & Housing is 4,500 seats. Once considered the most beautiful conditioning, Salsa, and abs-workout classes. The committed to working with students in order to motion picture theater in the world, it was the first facility also includes a 25-yard, eight lane create an environment that supports and designed theater for movies with sound. Doubling swimming pool and a rooftop track and tennis compliments the academic mission of the as a concert hall, many famous musicians such as courts. University through community development, Ella Fitzgerald, Miles Davis, Duke Ellington, Steinberg Wellness Center encompasses the student-centered programs, and campus Chuck Berry and Buddy Holly all graced the Health and Wellness Institute which provides engagement. Residents reside in one of our three theater with their musical presence. activities and programs that promote good health residential halls. Richard L. Conolly Hall is a 16- In 1962, a transformation began to turn the and wellness behaviors that reduce health story building of standard, suite, and apartment historic Paramount Theater into the Arnold and disparities and improve the quality of life for spaces for freshmen, sophomore, and junior class Marie Schwartz Athletic Center. Though modified members of the Campus community and the residents. All Conolly students residing in standard into an Athletic Center, all the original decorative community at large. The Health and Wellness and suites rooms are required to take the detail on the walls and ceiling were preserved. In Institute houses one of New York City’s only compulsory Carte Blanche meal plan. Seniors live addition to the preservation of the structure, the state-of-the-art HydroWorx 2000 therapeutic pool, in the Hoyt Street Residence Hall. The Hoyt Street world famous Wurlitzer organ is housed and still which includes an elevating floor to allow for easy Residence Hall has suites and apartment spaces. operational underneath the basketball court. The access and varied water levels, an underwater Fall 2011, graduate students will reside in our new Arnold and Marie Schwartz Athletic Center treadmill with speeds up to 8.5 mph, underwater three floor all-apartment residence hall. All became home to the LIU basketball and volleyball video camera and viewing monitors, body weight- residence areas offer free wireless and cable, study squads. Officially opening in 1963, it was the support harness system, adjustable temperature lounges, recreation rooms, TV lounges, laundry Blackbird’s home until the opening of the control, and jets that propel water and can be used rooms, 24 hours/day security officers, and Wellness, Recreation and Athletic center in 2006. to resist movement and to challenge a person’s dedicated professional and paraprofessional staff. With the opening of the Wellness, Recreation balance. All residential spaces come with an extra-long and Athletic center in 2006, the Paramount Gym The Harriet Rothkopf Heilbrunn Academic twin sized bed, desk, desk chair, dresser, micro- has become a multipurpose venue used the by the Nursing Center is also located in the cellar level of fridge, wardrobe unit/closet, AC, and personal university for events, shows, dinners, classes and the Steinberg Wellness Center. The HRH digital safe. intramural sports. Because of its unique history,
Academic Nursing Center’s mission is to reduce majestic ceiling and hand carved wall fixture, the health disparities among high-risk populations by Kumble Theater gym as become a site that outside businesses and providing accessible and affordable, primary, the Brooklyn Community love to use for events. secondary and tertiary prevention activities The Kumble Theater for the Performing Arts at focusing on risk assessment, education, LIU Brooklyn is a dynamic, state-of-the art counseling, and referral for vulnerable, performance venue serving one of the most diverse underserved populations in downtown Brooklyn campuses and communities in the country. It is including the students and employees of LIU designed to nourish artistic exploration and Brooklyn. The Center provides free health development by students and other emerging screenings, programs to monitor existing health artists while providing the entire community conditions, Mammogram and HIV testing and greater access to an exciting range of Broadway- counseling and support programs. quality, classical and cutting-edge professional performances. Lupus Cooperative of New York Impeccably crafted for the dramatic and technical demands of dance, music and theatrical The Lupus Cooperative of New York (LCNY) productions, this elegant, 320-seat theater provides has a local office at 9 Hanover Place. The LCNY finely tuned acoustics and top-tier lighting, is a program of the SLE Lupus Foundation and its projection and other electronic capabilities. With a goal is to improve care for people living with stage featuring a “sprung” floor extending to the seating area, the theater fosters an intimacy
LIU Brooklyn Graduate Bulletin 2013 - 2014 Page 24 LIU Brooklyn
SERVICES 718-488-1348 extensive list of valuable services, conveniently Audio Visual Services provides the LIU located in University Towers, 175 Willoughby Brooklyn campus with instructional and Street, Ground Floor (enter on Fleet Place), Department of Information interactive technologies designed to engage available from 9 am-5 pm, Monday – Friday. We students and enrich the learning experience. AVS welcome appointments and walk-ins and offer Technology also serves to support on-campus activities and quick and easy referrals to specialists. In addition, special events, such as LIU’s Open Houses and funds are never collected on site and most of our Mr. George Baroudi, Vice President for Discovery Day, by providing sound and cost-effective services are covered by your student Information Technology multimedia equipment and tech support. AVS also insurance policy. Dr. Kamel Lecheheb, Deputy CIO offers duplication services for the transfer from This one-stop model places preventive services 718-488-1082 analog to digital media (i.e., VHS to DVD, and emergency care at your fingertips, with the http://it.liu.edu Cassette to CD/MP3, etc). Many classrooms and quality of care you desire and deserve. We are lecture halls are equipped with state-of-the-art continually upgrading and applying the best Information Technology supports all technology such as Smart Boards, LCD Projectors practices to maintain a friendly, safe, and University systems, including Online Student and Public Address Systems. Other equipment is professional environment ready to meet your Applications, PeopleSoft Student portals for available by submitting a request form. health and medical needs. To this end, we recently Admissions, Integrated Student Financial Services, negotiated a one-price clinical package for new Registrar, Student Online and Faculty Grading AVS offers the following equipment: and returning students, which cover all clinical Portals, Human Resources, Benefits and Payroll • 32”LCD TVs with DVD/VHS Combo Units requirements. Make your clinical preparation a System, the Enrollment Dashboard System, the ID • Multimedia Projection Carts smooth and simple process via UHMS. card System, Audio Visual Services, and the • Smart Carts We are proud of the cultural diversity of our Residential Housing System (RMS). It also • Overhead Projectors students, which also reflects varying health provides business process analysis of all • 35mm Slide Projectors practices. To this end, your safety is our primarily administrative units. IT maintains 22,000 internet- • Video Cameras (Mini DV, Hard Disk & concern, and to ensure the overall health of each capable devices and 850 analog/digital telephones FlipCam) student, NYS Public Health Laws, 2165 (MMR and 750 Cisco IP phones at the LIU Brooklyn • Digital Still Cameras Requirements) and 2167 (Meningococcal network. That includes fiber optic and copper • Tripods Meningitis) are strictly enforced. We value your infrastructure throughout the buildings, firewall • Standing Projection Screens enrollment at LIU Brooklyn and are here to aid and security access, and wireless internet access. It • CD/Cassette Players you in meeting these requirements. For provides off-site facilities support to Hanover, • Digital Voice Recorders information about the required policies and Hoyt and Fulton Street residence halls, Health • Microphones procedures, you have four easy options for Center, the Steiner Studios at the Navy Yard • Smart Room Setups assistance. At your leisure, 24/7 review our (Screen Writers Program), Westchester and • Loaner Laptops for use with Smart Boards compliance webpage Rockland campuses. IT also maintains the campus' Training is available, by appointment, on the www.liu.edu/brooklyn/uhms/compliance; forward security camera systems, electronic door locks to use of AV equipment for faculty and students. an email to [email protected]; speak with a all Dorms and most classrooms, cafeteria cash Please feel free to call, send inquiries to representative at 718-246-6450 or visit our site for registers, the Kronos Timekeeper for the facilities [email protected] or stop by and see us in Pratt a one-on-one experience. staff, campus videoconferencing and campus 325. Our goal is to C.H.A.T (Compliance, Health plasma displays, electronic and web signage. Hours: Monday-Thursday, 8 a.m. - 9 p.m. and Information, Access to Services and Talent IT Website: http://it.liu.edu Friday, 8 a.m. - 5 p.m. Opportunities) with you daily about available IT Help Desk: http://it.liu.edu/servicedesk health and wellness programs/services. Like us on Phone: 718-488-3300 University Health & Medical Facebook, follow us on twitter and review our Email inquiries sent to [email protected] or bkln- blogs around hot health topics. Make the most of [email protected] are received by all IT staff to ensure Services all that UHMS has to offer by utilizing our online quicker response time. Resource & Survey Center for up-to-date health Ralphnie Edmond, Director Walk-ins: Room LLC 227 and wellness information or get involved with one University Health & Medical Services of our community collaborations, attend an annual 718-246-6455 My LIU health observance or find out how to access free VR Small, Director, Student Support Services services. Everything we do is aimed at keeping (UHMS) My LIU is the University’s portal which you well so you can excel. 175 Willoughby Street (entrance on Fleet Place) provides students with convenient access to Interested in gaining experience in the health Brooklyn, NY 11201 information about their records. By logging onto industry, join our extensive team of student Office: 718-246-6456 https://my.liu.edu, students may view the schedule workers assigned from work-study, student Fax: 718-246-6465 of classes, register for courses, obtain their grades, activities and those participating in our nonpaid Welcome to University Health and Medical and requests transcripts. They may also view student internship. Join the team at UHMS and Services (UHMS) your primary resource for financial aid awards, billing information, make develop strong viable industry skills in health and healthy living during your college tour. Regardless online payments, accept and decline Federal Loans medical services while earning your degree. and Federal College Work Study, and make an of your financial situation, we are available to appointment to see counselors. For more assist you in addressing your health and medical needs. Our mission and motto is "Keeping you Psychological Services Center information, please visit or contact CSI. well, so you can excel!" Seymour Pardo, Director Our strategy of good health begin with our new Audio Visual Services 718-488-1266 partnership with The Brooklyn Hospital Center At our Psychological Services Center, free and (TBHC), through which we are able to provides an Robert Barr, Director confidential personal counseling is offered to
Page 25 LIU Brooklyn Graduate Bulletin 2013 - 2014 Bulletin 2013 - 2014 students by supervised doctoral candidates in Alumni Association benefits include the Clinical Psychology. Students experiencing stress following: in relation to academic, social or family situations • Assistance with job placement and career or students who simply feel they are not living up development through the office of Career to their full potential for various reasons may Services, including access to distance benefit from speaking to someone at the Center. counseling, job listings, interview and résumé Whether stress is interfering with a student’s workshops, and networking programs. ability to do his/her best at school or is affecting • Membership at the Wellness, Recreation and the student’s family or social life, talking can help. Athletic Center (WRAC) for a nominal fee. Except in the rare case of danger to self or other, • Access to campus facilities, including the no one in or outside the university knows who library and computer labs with alumni ID card. comes to the Center. • Invitations to LIU Brooklyn special events. The Psychological Services Center is located • Subscription to the official LIU Brooklyn on the third floor of the Pharmacy Building, right Alumni e-newsletter, the E-Bridge. around the corner from the library, in Room L-36 • Graduate Admissions Preparedness Program and is open on Mondays and Thursdays 9 a.m. to 4 (GAPP) Alumni who have held their degree p.m., Tuesdays 11 a.m. to 4 p.m., and Fridays 10 two years or longer can enroll in undergraduate a.m. to 3 p.m. Students can call to make an courses tuition free on a space-available basis appointment or just stop by. and with departmental approval. There is a $200 registration fee per semester and a Veteran Services lifetime maxim of 12 credits. The Alumni Association encourages all LIU LIU Brooklyn has a proud and distinguished Brooklyn alumni to support the Annual Fund, history of serving its nation’s military veterans and which provides assistance to LIU students in need active duty service members. Our supportive through vital financial aid programs. community of staff and faculty is dedicated to To obtain an alumni identification card, update seeing you succeed in your education, your career your contact information, or to learn more about and your life. To accomplish this mission, LIU benefits and volunteer opportunities, please Brooklyn provides the resources you need to contact the Office of Development and Alumni pursue your education while balancing the Relations at 718-488-1016 or email demands of life both inside and outside the [email protected]. The office is located in classroom. the Zeckendorf Health Sciences building, room Our Veterans Task Force is a team of 114. professionals from the Offices of Student Development and Retention (OSDR), Admissions, Student Financials, Registrar, Student Support Services, and other key offices ready to help you learn more about benefits, admission requirements, transfer credits, financial aid, academic and career advising, health and wellness counseling, support services, tutoring and student activities. We are here to help you access these services and assist you every step of the way. For additional information from the Veterans Task Force please call 718-488-1042 or email [email protected]. In addition, our Veterans School Certifying Official, Dawn Martin can be reached at 718-488-1013 or 718-488-1587 or by email: [email protected].
Alumni Association
Office of Development and Alumni Relations 718-488-1016 The Office of Alumni Relations and Development is dedicated to advancing LIU’s mission of Access and Excellence. Guided by the University’s strategic priorities, the office nurtures lifelong relationships with alumni, parents, friends, and organizations that result in volunteer engagement and philanthropic support. All students of LIU Brooklyn become members of the Alumni Association upon graduation. There are no dues associated with membership.
LIU Brooklyn Graduate Bulletin 2013 - 2014 Page 26 LIU Brooklyn
STUDENT LIFE collaborates with University Center officials as societies, and 11 Greek organizations with the well as LIU Brooklyn faculty and administrators to planning, organizing and implementing of each attract funding and resources to the campus, help group's goals and events. In addition, we oversee Cultural Programs and enhance its public image, and facilitate the student media coalition which is comprised of: opportunities for developing new programs, WLIU Radio, a state-of-the-art radio station, Exhibitions services and partnerships for the students it serves. WLIU DJ Mobile Unit, Seawanhaka Newspaper, IASA also oversees all aspects of student Sound Yearbook, and LIU Television. With three galleries, LIU Brooklyn presents affairs activities and direct services to students. It Leadership Training monthly exhibitions of paintings, sculpture, develops partnerships and initiatives that support Student Life provides yearly leadership training photographs, prints, and other art forms by the education of students and advance the for all students involved in student organizations at emerging and established artists. This thriving and university role as a community resource. It is our summer Leadership Retreat with our sister diverse exhibition program, sponsored by the available to assist faculty and staff with program campus, LIU Post, as well as workshops for Visual Arts department, reflects LIU Brooklyn's and grant development, including program/funding secretaries and treasurers. In addition, we have a strong commitment to making an array of visual source matching, technology based funding Student Leadership Academy which is primarily art accessible to both students and the community. searches and capacity building. The main office is designed to train students to be leaders on campus. Gallery spaces include the Salena Gallery, the located in room M-412. Both trainings are augmented by other stand alone Nathan Resnick Showcase Gallery and the trainings, workshops or webinars on specific Humanities Building Gallery. Located in the lobby After School Program - FUN issues like goal-setting, time management, of the Kumble Theater, the glass-enclosed, diversity, friendship and self-esteem, and alcohol elliptically shaped Humanities Gallery showcases (Family UNiversity) awareness, for example. In addition the Avena unique presentations of projects and installation, Lounge, which we oversee, provides Business many of which could not be displayed anywhere Guin Ellsworth, FUN After School Director Management training each semester to employees else. 718-246-6488 of the lounge. Charlotte Marchant, School of Education 718-246-6496 Avena Lounge International Students' Services The Avena Lounge is a student area complete The FUN (Family UNiversity) After School with opportunities for building Business Steve A. Chin, Director Program has been designed to serve financially Management and event planning skills. The lounge Francesca Freeman-Lujan, Assistant Director eligible LIU Brooklyn students and their children. has a game room, kitchen for special events, and a Phone: 718-488-1216 The FUN Program takes place at the Learning wine and beer bar which operates in the evenings Fax: 718-780-4182 Center for Educators & Families (LCEF), a vital from Mondays through Thursdays. Employment E-mail: [email protected] site for inquiry and learning and part of LIU’s opportunities in the lounge also affords students [email protected] School of Education. With support from LIU the ability to hone their leadership skills while The Office of International Students provides Brooklyn and the School of Education, we are able receiving payment. special services to students from abroad and to provide a safe space for children to engage in Evening Recreation Program responds to their unique needs and problems. It community-building, explore their creativity Our dynamic evening recreation program is gives information and sees to it that the resources through arts and literacy based activities, receive multi-faceted ranging from basketball, tennis and available on campus are being used. It also guides help with their schoolwork and eat a healthy African/Caribbean Dance to board games, table and helps students with immigration and personal dinner - leaving parents free to pursue their tennis and X-Box game tournaments. The program matters. All international students are required to education. also sponsors trips to Rangers and Devils Hockey, contact the Office of International Students as Knicks and Nets Basketball, Mets and Yankees soon as possible after registration. Special Student Life and Leadership Baseball, Jets and Giants Football and bowling. orientation programs are given during the Fall and Development Civic and Community Program Spring semesters. The office is a source of Student Life co-hosts at least two workshops reference for international students on F-1, M-1 Karlene Thompson, Director per year on the American Electoral process and the and J-1 visas. M-311, 718-488-1216 importance of being registered to vote and being LIU Brooklyn, under the guidance of the informed about political issues in general. The Office of Institutional director of Student Life and Leadership office registers approximately 400 students per Development, Karlene Jackson Thompson, Advancement & Student Affairs year in our various voter registration drives. In facilitates the development of students, and hones addition, we accommodate students who go to their personal and organizational leadership skills Kim Williams Clark, Esq. Albany to lobby for student financial aid and other by providing opportunities for participation in co- Dean of Institutional Advancement & Student issues pertinent to them. curricular, cultural, social, civic, community and Affairs (IASA) Additionally, the office sponsors a One Good wellness programs. The core values of Student Phone: 718-488-1514; 718-488-1602; 718-488- Deed program which involves a myriad of Life are Leadership, Integrity, Service, 1007 community service projects that include Community, Diversity, Learning, and School Fax: 718-488-1421 fundraising for various benefits such as Haitian Spirit, and we carry out our mission primarily James Cribbs, Grant Writer earthquake relief etc., an alternative Spring Break through our oversight of clubs and organizations, 718-488-1413 trip, several blood drives throughout the year, leadership training programs, evening programs, Our mission is to create a world-class student clothing and book drives, holiday celebrations for civic and community programs and a grant centered environment where individuals of all children in the community and several others. program. socio-economic backgrounds, diverse ethnicities Grants and Funding and gender groups can thrive and develop socially, Student Organizations The Office administers the Campus Activity academically and professionally in their We guide and assist 30 academic student Program Grant, a $2500.00 award given to communities and abroad. To this end, the office organizations, 22 social organizations 19 cultural students who are members of the Campus organizations, 6 religious organizations, 11 honor
Page 27 LIU Brooklyn Graduate Bulletin 2013 - 2014 Bulletin 2013 - 2014
Activities Program and who engage in leadership completion of a post secondary degree. training, specific co-curricular activities and on- The Office of Student Support Services campus job assignments. The Office also offers provides opportunities for academic development graduate assistantships to Graduate students with the aim of increasing the retention and interested in student leadership training, event graduation rates of its students. This is done by: planning, graphic design, business management • Pairing all registered students with en education and Accounting, Media, and Evening Program specialist who will guide and work with them Management. Also, students who are the executive for the duration of their academic career members of SGA, Seawanhaka, Sound, WLIU • Ensuring that all students receive academic Radio and LIU-TV are awarded a percentage of tutoring and instruction in areas such as tuition remission which is administered through reading, writing, math and science Student Life. • Routinely monitoring the academic progress of Entering freshmen and all students in good its students academic standing are eligible to take part in the • Identifying current and potential problem areas, extra curricular activities program. Activities as devise and implement interventions and make well as academics provide a balanced education appropriate referrals and are therefore encouraged. Programs offered • Acting as a liaison for students with disabilities through the Office of Student Activities are funded • Improving financial and economic literacy by the proceeds of the Student Activity fee. The In order to receive accommodations under the distribution of the Student Activity Fee promotes a Americans with Disabilities Act a current or progressive and student-centered program. incoming student must: Applications for the Student Leadership • have a physical or mental impairment which Academy, the Campus Activities Program Grant, substantially limits any major life activity and the Student Life Graduate Assistantship are • have a record of such an impairment available online at the Student Life page of • be regarded as having such an impairment www.liu.edu, as well as in the Student Life office Students who wish to receive accommodations in M-311. must self identify to the Office of Student Support Student Government Association Services. All enrolled students are members of the For additional information please contact our Student Government Association (SGA). The office at the number above or visit our website executive officers of the SGA, along with the www.liu.edu/Brooklyn/StudentLife/SSS. elected representatives from each class, constitute the Student Council. Some of the Council’s many duties include allocating of funds to all campus clubs; approving the formation of new organizations; and sponsoring extracurricular programs of intellectual, cultural and social appeal for the student body. In addition to its administrative functions, the Council acts as a liaison between the student body and the faculty and administration. Participation Eligibility: All students, including entering freshmen, in good academic standing and not on probation (academic or disciplinary) are eligible to take part in the extracurricular activities program. Intelligently selected activities that round out a liberally based education are encouraged.
SPECIAL PROGRAMS
Student Support Services
Diana Voelker, Director Dr. Joanne Hyppolite, Associate Director 718-488-1044 Student Support Services is a federally funded TRIO program which aims to encourage and assist students who are traditionally under-represented (first generation, low income) in postsecondary education, as well as provide qualified students with disabilities with appropriate academic accommodations and support needed to ensure equal access, in the preparation for, entry to, and
LIU Brooklyn Graduate Bulletin 2013 - 2014 Page 28 LIU Brooklyn
RICHARD L. CONOLLY COLLEGE OF LIBERAL ARTS AND SCIENCES
The College of Liberal Arts and Sciences at LIU Brooklyn offers the doctoral degree in clinical psychology, as well as the master’s degree in biology, chemistry, English, media arts, political science, psychology, social science, speech-language pathology, urban studies, master of fine arts degrees in media arts and writing and producing for television and the United Nations certificate program. All degrees and certificates are registered with the New York State Department of Education. The College is named in honor of Admiral Richard L. Conolly, who was the University’s president from 1953-1962. For information, please contact the Dean’s Office at 718-488-1003, fax 718-780-4166, or visit the website at www.liu.edu/brooklyn/clas.
David Cohen Dean [email protected]
Kevin Lauth Associate Dean [email protected]
Maria Vogelstein Assistant Dean [email protected]
Oswaldo Cabrera Assistant Dean [email protected]
Hamid Rahim Assistant Dean [email protected]
Faye Pollack Executive Assistant to the Dean [email protected]
Judy Luu Assistant to the Dean [email protected]
Michell Stanley Administrative Secretary [email protected]
Page 29 LIU Brooklyn Graduate Bulletin 2013 - 2014 Bulletin 2013 - 2014
ANTHROPOLOGY Anthropology Courses
Professors Emeriti Carden, Hittman, Rosenberg Associate Professors Hendrickson (Chair), Kim, ANT 500 Reading In Anthro Barton, Ali, Juwayeyi Independent reading, research and study under the Associate Professor Emeriti Gritzer, Harwood guidance of an anthropology faculty member; topic Assistant Professor Emeritus Sherar to be mutually agreed upon in advance. Adjunct Faculty: 8 Credits: 3 The Master of Arts degree in Anthropology is On Demand not offered at this time, but graduate courses in ANT 510 World Cultures anthropology are offered as part of other This course allows graduate students in any degree departments and programs including the United program to access the wealth of knowledge Nations Graduate Program, Urban Studies and anthropology has contributed to the study of Social Science. human diversity. Students will be introduced to a set of conceptual tools for researching, analyzing and comparing people across the globe, including anthropology's signature method, "ethnography." Students will read classic and current writing in the social sciences and consider the ways an anthropological perspective can enrich their professional and academic work. Credits: 3 On Occasion
ANT 512 Race in the Americas
Everyone in the United States (if not the world) has
at least heard of the four primary racial boxes that
shape our census categories: black, white, red, and
yellow. What is much less known is where these
boxes came from and how/when/where were they
built. Furthermore, the rest of the Americas
commonly recognize dozens, if not hundreds, of
racialized groupings. How did this come about and
what does this mean for residents and travelers who
traverse these widely variant racial landscapes?
This course raises these questions in order to
provoke further discussion and scholarly research
into the highly politicized ways that people in the
Americas organize groups around color-coded social
identities. Instead of settling for stereotypical and
ethnocentric ways that people construct racial and
ethnic authenticity, this course pays special
attention to cultural variation and cultural
hybridity. It draws on the theories and methods of
anthropology in order to further students'
understanding of racial politics in the Americas.
Credits: 3
Cross-Listings: ANT 512, SSC 514, UN 512
On Occasion
LIU Brooklyn Graduate Bulletin 2013 - 2014 Page 30 LIU Brooklyn
DEPARTMENT OF BIOLOGY pharmaceutical and biotechnology companies, answering comprehensive questions relating to hospitals and federal and state agencies. those seminars that are relevant to their graduate Professors Chung, D. Cohen, Griffiths, Morin Successful graduates also may choose to enter courses.
(Chair), Serafy medical, osteopathic, veterinary or dental schools Professors Emeriti Carito, Curley, Hammerman, to obtain professional degrees. In addition, M.S., Biology Hirshon, Polak, Smith, Rothwell, Wendt students can choose from a wide variety of health Biology, Microbiology (Plan I) Associate Professors Birchette, DePass, Haynes, related fields, such as physical therapy, nursing, The following courses are required: Kovac, Marsh, genetic counseling, radiologic technology, to name BIO 536 Laboratory in 1.00 Associate Professors Emeriti Dowd, McKenna a few. Biology majors are encouraged to develop Bacteriological and Assistant Professors Kwak, Kwon, Leslie, Molina, specific career objectives while pursuing their Molecular Techniques Tello, Vogelstein graduate studies. Departmental advisers will assist BIO 537 Laboratory in 1.00 Instructor Peckham students in exploring career possibilities and in Biochemistry and Adjunct Faculty: 14 devising a personalized plan of study that will best Computer Use At the graduate level, the Biology Department prepare them for their career goals. offers the M.S. in Biology which offers Admission Requirements BIO 620 Biochemistry 3.00 concentrations in molecular/cellular biology, To be admitted to this program you must: BIO 641 Advanced Microbiology 3.00 microbiology and medical Microbiology. Our core • Have completed a Bachelor’s Degree with a of 16 full-time faculty members augmented by grade-point average of 3.0 or greater BIO 642 Advanced Microbiology 4.00 over 14 adjuncts provides students with unrivaled • Have completed at the undergraduate level (1) BIO 695 General Virology 3.00 expertise in a wide variety of subject areas six advanced courses in biology, (2) one year of including molecular and cellular biology, college mathematics including at least one Student must complete either Option A or bioinformatics, ecology, evolution, microbiology, semester of calculus, (3) one year each of Option B. genetics, ornithology and marine biology. The goal inorganic and organic chemistry, and (4) one Thesis Track (Option A): of the Department is to provide a challenging and year of college physics. Deficiencies in any of The minimum credit requirement for Thesis Track stimulating curriculum that fosters critical thinking these qualifications may be removed during the (Option A) is 30 credits. In addition to the courses and promotes scientific curiosity on current topics first year of graduate study without credit. listed above (15 credits), the following is required: in the biological sciences. • International students: (1) Must complete the • Thesis courses: equivalent of a four-year bachelor’s degree. (2) BIO 707 Research and Preparation 3.00
Submit all records translated into English and of the Thesis have the original record, or copies of the M.S. in Biology BIO 708 Research and Preparation 3.00 original, certified or attested to by an official of of the Thesis The M.S. in Biology is designed to prepare the school issuing the record, or by the students for graduate or professional studies as Consulate/Ministry of Education of the issuing • A total of 9 credits in electives from Graduate well as for entering the job market. Students country. (3) Submit a course-by-course Biology courses: choose from one of three concentrations: evaluation, completed by an acceptable BIO 500-599 all BIO molecular/cellular biology, microbiology or international credential evaluation agency, for Subjects listed medical microbiology. For each concentration a all transcripts/marksheets from colleges or in catalog student chooses one of two pathways to complete universities outside of the United States. (4) BIO 600-699 all BIO the degree: (1) complete a research project under Submit an official copy of the Test of English Subjects listed the advisement of one of the faculty members, and as a Foreign Language (TOEFL) administered in catalog write and successfully defend a thesis based upon by the Educational Testing Service or the that research; or (2) take a comprehensive International English Language Testing System BIO 700-799 all BIO examination based upon the course work (IELTS) examination. Subjects listed completed. Each concentration has a set of • Transfer students must present an overall in catalog required core courses (see Course of Study) which grade-point average of 3.0 and submit official Internship maximum of 6 the student must complete; additional course work transcripts for the attended college(s) units is completed from elective classes. • Submit a completed application to the Office of Students who elect to complete a thesis must Admissions (see Submitting an Application for Comprehensive Exam Track (Option B): complete a total of 30 credits (core plus electives). Admission) The minimum credit requirement for Students who elect to take the comprehensive Submitting an Application for Admission Comprehensive Exam Track (Option B) is 36 examination must complete a total of 36 credits All applicants must apply for admission to LIU credits. In addition to the courses listed above (15 (core plus electives). For qualified students, Brooklyn. Please apply online at My LIU or use credits), the following is required: financial aid packages are available in the form of the Apply Now link in the top navigation bar. For • 21 credits from Graduate Biology courses: teaching and graduate assistantships. These more information on the admissions process, visit BIO 500-599 all BIO assistantships provide a stipend for the student and the Office of Admissions Web site. Subjects listed cover the cost of tuition for up to 12 credits per Fully matriculated students may begin their in catalog semester. Students can receive these assistantships research projects after defending their thesis BIO 600-699 all BIO for a maximum of four semesters. proposals before a committee of graduate biology Subjects listed A Master of Science degree can be used as a faculty. An oral defense of the completed thesis in catalog steppingstone for multiple career paths. Students before a committee of the graduate faculty of the may further their scientific pursuits by continuing department is required. BIO 700-799 all BIO on to earn a Ph.D. in the biological sciences. All graduate students are required to attend the Subjects listed Alternatively, students may enter the work force regularly scheduled seminars given by the Biology in catalog and be employed in research laboratories in Department. Students will be responsible for
Page 31 LIU Brooklyn Graduate Bulletin 2013 - 2014 Bulletin 2013 - 2014
Internship maximum of 6 BIO 536 Laboratory in 1.00 BIO 600-699 all BIO units Bacteriological and Subjects listed Molecular Techniques in catalog Biology, Medical Microbiology (Plan II) The following courses are required: BIO 537 Laboratory in 1.00 BIO 700-799 all BIO BIO 536 Laboratory in 1.00 Biochemistry and Subjects listed Bacteriological and Computer Use in catalog Molecular Techniques BIO 620 Biochemistry 3.00 Internship maximum of 6 BIO 537 Laboratory in 1.00 The following courses are required: units Biochemistry and BIO 550 Molecular and Cell 2.00 Credit and G.P.A. Requirements Computer Use Biology Minimum Total Credits: 30 Credits Theses Option BIO 620 Biochemistry 3.00 Minimum Total Credits: 36 Credits BIO 551 Molecular and Cell 2.00 Comprehensive Exam Option All of the following courses are required: Biology Laboratory Minimum G.P.A.: 3.00 BIO 641 Advanced Microbiology 3.00 Of the following courses only one (1) is BIO 642 Advanced Microbiology 4.00 required: BIO 612 Cytology: The Nucleus 3.00 BIO 695 General Virology 3.00 BIO 613 Cytology: The Cytoplasm 3.00 BIO 697 Medical Microbiology 3.00 Of the following courses only one (1) is BIO 698 Medical Microbiology 4.00 required: BIO 703 Seminar in Microbiology 1.00 BIO 609 Human Genetics 3.00
BIO 704 Seminar in Microbiology 1.00 BIO 631 Genetics 3.00 Of the following courses only one (1) is Student must complete either Option A or required: Option B. BIO 647 Immunology 4.00 Thesis Track (Option A): The minimum credit requirement for Thesis Track BIO 648 Immunology 3.00 (Option A) is 30 credits. In addition to the courses Student must complete either Option A or listed above (15 credits), the following courses are Option B. required: Thesis Track (Option A): • Thesis courses The minimum credit requirement for Thesis Track BIO 707 Research and Preparation 3.00 (Option A) is 30 credits. In addition to the courses of the Thesis listed above (27 credits), the following course is BIO 708 Research and Preparation 3.00 required: of the Thesis • Thesis course BIO 707 Research and Preparation 3.00 • 9 credits of electives from Graduate Biology of the Thesis courses: BIO 500-599 all BIO Comprehensive Exam Track (Option B): Subjects listed The minimum credit requirement for in catalog Comprehensive Exam Track (Option B) is 36 credits. In addition to the courses listed above, the BIO 600-699 all BIO following is required: Subjects listed • 9 credits of electives from Graduate Biology in catalog courses: BIO 700-799 all BIO BIO 500-599 all BIO Subjects listed Subjects listed in catalog in catalog Internship maximum of 6 BIO 600-699 all BIO units Subjects listed in catalog Comprehensive Exam Track (Option B): The minimum credit requirement for BIO 700-799 all BIO Comprehensive Exam Track (Option B) is 36 Subjects listed credits. In addition to the courses listed above, the in catalog following is required: Internship maximum of 6 • 9 credits of electives from Graduate Biology units courses: BIO 500-599 all BIO Biology, Molecular-Cellular Biology (Plan Subjects listed III) in catalog The following courses are required:
LIU Brooklyn Graduate Bulletin 2013 - 2014 Page 32 LIU Brooklyn
Biology Courses BIO 508 The Biology of Cancer per week. Prerequisite: An undergraduate degree A general survey in oncology. Lectures address the in Biology. historical perspective of cancer research, the Credits: 1 BIO 503 Evolution definition and classification of tumors, the Every Spring A study of the basic concepts and principles of epidemiology of human cancer, gene regulation and evolutionary biology, beginning with a brief history differentiation in normal and tumor cells, BIO 541 Special Topics in Biology of evolutionary thought, followed by the characteristics of transformed malignant cells, the A presentation of subjects of unusual and current fundamental concepts of evolutionary genetics, biology of tumor metastasis, host transformed interest. Two hours of lecture per week, including adaptation and natural selection. Additional topics malignant cells, the origins of human cancer, and selected demonstrations plus term papers. Course include molecular evolution and systematics, the cancer therapy. Two hours of lecture per week plus may be repeated. origins of biological diversity, and paleobiology and term paper. Prerequisite: General background in Credits: 3 macroevolution. The primary emphasis will be on Biology and Chemistry. On Demand concepts with a major goal to impart some Credits: 3 BIO 543 Current Topics in Biology understanding of the methods used in evolutionary Cross-Listings: BIC 508, BIO 508 This course is a one-day conference on a current investigations: the kinds of observations and Alternate Fall and interesting biological topic, covering a wide experiments that are used, the facts that are range of biological disciplines. Each year the topic is observed and inferred, and the kinds of reasoning BIO 531 Neurochemistry chosen for its timeliness. Speakers who are experts used to develop and test hypotheses. Concepts are A discussion of the morphology, biochemical in their particular field are invited to speak and to reinforced through independent trips to the composition, metabolism, physiology and suggest several pertinent papers. Students are American Museum of Natural History. Two hours pharmacology of the nervous system. The course required to write a paper that presents an overview of lecture per week plus a term paper. Prerequisite: begins with the general principles of synaptic of the topic and then synthesizes the information An undergraduate major or minor in biology. A transmission and deals in depth with several of the from the talks and papers. course in genetics is strongly recommended. neurotransmitter systems in terms of biosynthesis of Credits: 1 Credits: 3 the transmitter, storage, release, inactivation in the synapse, and receptor types and how they mediate Every Spring Every Fall their signals in the postsynaptic cells. Also included BIO 544 Biology of Pathogenic Microorganisms BIO 504 Evolution and Human Development are discussions on aging and development in the Emphasis on microorganisms that cause infectious This course explores the evolution of humans nervous system, drug addictions, and the role of diseases, including bacteria, fungi and viruses as within a broad comparative and theoretical various dietary nutrients on nervous system well as their interrelationship with the host's framework involving molecular genetics, gross and function. Two hours of lecture per week. Offered immune system. Characteristics of these infectious microscopic anatomy, embryology, human and non- on occasion. Prerequisite: At least one semester of micro-organisms with respect to mechanisms of human paleontology, ecology, and macro-/micro- Biochemistry. pathogenesis and transmission as well as methods evolutionary processes. An overview of current Credits: 3 of prevention and treatment where appropriate. primate taxonomy and its attendant problems is Cross-Listings: BIC 531, BIO 531, CHM 531 Two hours of lecture per semester. Prerequisite: followed by a brief consideration of our earliest On Occasion Undergraduate- or graduate-level general primate ancestors before proceeding to a bacteriology course. comprehensive examination of subsequent ‘human’ BIO 536 Laboratory in Bacteriological and Credits: 3 precursors and several controversies regarding the Molecular Techniques A laboratory course that introduces students to the On Occasion rise and distribution of modern human basic methods in bacteriology and molecular populations. Two hours of lecture per week plus BIO 550 Molecular and Cell Biology biology. The first seven weeks deal with such term paper. Prerequisite: An undergraduate major An advanced course in the molecular biology of bacteriological techniques as pure cultures, sterile or minor in biology which includes at least one eukaryotic gene structure and regulation, with technique, metabolism and growth of bacteria. The upper level course in human anatomy and emphasis on mammalian cell and developmental second seven weeks introduce the basic techniques physiology. BIO 503 is strongly recommended. biology and genetics. Biochemical and biophysical in molecular biology, including isolation of plasmid Credits: 3 studies of nucleic acids, chromatin and and chromosomal DNA, cloning, transformation, Every Spring chromosome structure, somatic cell and gel electrophoresis of nucleic acid, and PCR. Two immunogenetics; DNA sequence organization and BIO 505 Introduction to Biostatistics hours of laboratory per week. Prerequisite: An cell developmental biology are all considered. Two This course is designed for graduate students in the undergraduate degree in Biology. hours of lecture per week. Prerequisite: Biology biological or health related sciences with the Credits: 1 161 or permission of the instructor. objective of enabling them to understand and apply Every Fall Credits: 2 the theories underlying the techniques of point and BIO 537 Laboratory in Biochemistry and Every Fall interval estimation, hypothesis testing, regression Computer Use analysis and the design of experiments. In the BIO 551 Molecular and Cell Biology Laboratory A laboratory course that introduces students to main, the course will focus on the analysis of An advanced laboratory course in the molecular basic methods in biochemistry and to the biostatistical, pharmaceutical and clinical trial data biology of eukaryotic cells. Laboratory instruction applications of computers to research and thesis and will be motivated by solving problems in many may include RNA isolation and analysis, protein preparation. The first seven weeks deal with diverse areas of applications in the biological and expression and purification, protein-protein chromatography, electrophoresis, enzymology, radio pharmaceutical realm. Two hours of lecture per interaction, DNA-mediated gene transfer and isotopes and spectroscopy. The second seven weeks week. Pre-requiste: MTH 30. microcomputer analysis of DNA sequence introduce students to the Science Division Credits: 3 databases. Two two-hour laboratory sessions per computer laboratory; that is, how to use the World Cross-Listings: BIO 505, MTH 505 week. Wide Web/Internet and how to use computers to Every Spring The co-requisite of Biology 550 is required. analyze and present data. Two hours of laboratory Credits: 2
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Every Fall week plus term paper. Credits: 3 Credits: 3 On Occasion BIO 554 Principles of Molecular Pharmacology Alternate Fall Molecular pharmacology is the study of drug BIO 619 Structural Biology function at a molecular level. A major focus of this BIO 611 Signal Transduction and Pharmacology The course examines the structure of biological course involves the exploration of the molecular A study of the mechanisms by which molecules and molecules with a focus on proteins. The synthesis, mechanisms of drug action and metabolism. drugs affect biological processes. Signaling on the folding of protein families and the structural motifs Research on drugs from the major therapeutic areas organismal, cellular and molecular levels is of proteins are studied. Tools for the determination will be studied. The mechanisms of both intended described, with an emphasis on establishing a firm and prediction of protein structure are presented effects and side effects will be reviewed. New foundation of understanding of important signaling from the perspective of the investigator who needs approach to drug discovery will be considered, with systems in biology. Molecular and genetic aspects of to judge the quality of available data. A major focus a focus on the molecular basis of drug function as a intracellular signal transduction are explored in is the area of structural genetics: understanding key to drug identification. There will be an depth. Topics also include quantitative and how changes in protein structure induced by assigned paper on the molecular mechanism, qualitative treatment of the interaction of ligands mutation lead to genetic dysfunction and disease. distribution, and function of a selected drug group. with their receptors. Knowledge-based approaches Course includes a computer laboratory. Two hours Two hours of lecture per week plus term paper. to drug discovery are analyzed as well. Two hours of of lecture per week plus term paper. Pre-requisites: Chemistry 121 and 122. lecture per week plus term paper. Prerequisites: Credits: 3 (Biochemistry would be helpful but is not required). Undergraduate biochemistry. Every Spring Credits: 3 Credits: 3 Alternate Spring Alternate Spring BIO 620 Biochemistry The course examines the synthesis and degradation BIO 602 Conservation Biology BIO 612 Cytology: The Nucleus of cellular macromolecules in prokaryotic and Conservation Biology is a study of the diversity of A detailed treatment of the structure and function mammalian systems. Topics include the structure of life and threats to that diversity. This course will of the cell, with particular attention directed toward macromolecules and sugar, lipid and amino acid include introductory topics that are the foundation the chromosome and its composition, structure and metabolism. Emphasis is placed on the regulation, for the field, issues at the levels of populations, conformation during the cell cycle. Regulation of integration, and organ specialization of the communities and ecosystems, and end with the nuclear events by extracellular ligands and metabolic pathways. Two hours of lecture per week practical application of conservation biology in a cytoplasmic signalling pathways are discussed. Two plus term paper. real and complex world. Specific topics to be hours of lecture per week plus collateral reading Credits: 3 investigated are: the meaning and ethics of and a term report. Every Fall conservation and biodiversity, the recognition of Credits: 3 species in danger of extinction (using techniques of On Occasion BIO 622 Effective Communication in Science population genetics and ecology, biogeography and Students will develop creative and imaginative systematics), and preservation of species. The BIO 613 Cytology: The Cytoplasm means to produce a presentation. A highlight of course will consist of lectures, class discussions of An investigation of the organization and structure the course will be when students present a seminar original research and review papers, and a research of the cytoplasm, including a detailed treatment of to the class. The means and needs for producing a paper and presentation. Two hours of lecture per cell organelles and their activities and interactions. visually pleasing, interest holding poster and week plus two field trips and a term paper. The molecular and biochemical relationship among PowerPoint presentation, will be covered. The Credits: 3 all cellular components is stressed. Two hours of course will prove of benefit to the student whether Alternate Spring lecture per week plus a term paper. they follow a research career or work for industry as Credits: 3 in both circumstances the skills they learn will BIO 607 Neuroanatomy Every Spring prove of great usefulness. Two hour lecture per A study of the organization of the human central week plus term paper. nervous system. Emphasis is placed on the BIO 615 Bioinfomatics Credits: 3 structures and organizations of the brain and spinal The course covers modern approaches to analysis of Every Fall cord and on the cranial nerves, with additional the vast quantities of data generated by current material on the cranium and spinal column, the biological studies. Advanced statistical methods are BIO 623 Molecular Genetics of Bacteria and meninges, the blood supply, embryonic explored including Bayesian approaches. The uses Phage development, and histology of the central nervous of DNA sequence comparisons are explored. Finally Overall objective of this course is to offer a system. Two hours of lecture per week plus a term the structural role of proteins in health and disease comprehensive vision of molecular genetics of paper. Prerequisite: General Biology. A course in are covered and a statistical framework to explain prokaryotic microorganisms including Bacteria, anatomy is recommended. structural features is developed. Three hours of Archaea, and Bacteriophages. This course is suited Credits: 3 lecture per week for advanced undergraduate and graduate students. Every Fall Credits: 3 Emphasis of the course will be placed on the Every Fall molecular aspects of bacterial chromosomes, BIO 609 Human Genetics transformation, conjugation, transduction (lytic and A basic course in the principles of human genetics BIO 616 Biology of the Blood and Bone Marrow lysogenic phages), genetic recombination, and and molecular biology. Lecture topics include This course presents an overview of hematology, global regulatory mechanisms in prokaryotic structure of the human chromosome; techniques in including the structure and function of microorganisms. This course will also include a molecular biology and cytogenetics; structures of erythrocytes, leukocytes and platelets, and their laboratory session to practice the lecture subjects. chromosomal abnormalities; abnormal development in the bone marrow. Mechanisms of Two hours of lecture and three hours of laboratory chromosomes in humans and their related diseases; normal and abnormal hemostasis (blood per week. Prerequisites: BIO 101, BIO 109, BIO karyotype analysis; inheritance patterns of human coagulation) will be covered. Recent findings in 126, BIO 128 or other lower-level microbiology- diseases; mapping human chromosomes; and normal and in pathologic states will be discussed. related courses. human gene isolation. Two hours of lecture per Two hours of lecture per week plus a term paper. Credits: 4
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Every Spring Credits: 3 BIO 697 Medical Microbiology Every Fall First semester of a two semester sequence (BIOs BIO 629 Molecular Biology of Infectious Diseases 697 & 698). A study of microbial-human host A study of the mechanisms used by infectious BIO 642 Advanced Microbiology interrelationships, with particular attention to the organisms to infect their hosts and to evade the Second semester of a two semester sequence (BIOs transmission, pathogenicity, and principles of hosts immune response and the response by the 641 & 642). Presentations on the anatomy and immunity of infectious diseases, especially those of host to the infectious organism. Topics include life physiology of various prokaryotic and eukaryotic bacterial origin. Emphasis is placed on the newest cycles of relevant organisms, protein receptor microorganisms. Emphasis is placed on the approaches to the detection, isolation and binding, antigenic variation, antigen presentation composition, structure and function of cellular identification of the organisms implicated in the and antibody/T-cell receptor diversity. Emphasis is organelles, enzyme localization, molecular disease process. Two hours of lecture per week plus on the molecular mechanisms of such processes. mechanisms of action of antimicrobial agents, and term paper. Two hours of lecture and one three- Two hours of lecture per week plus term paper. selected topics of current interest in microbial hour laboratory per week in the Spring semester. Credits: 3 physiology. Two hours of lecture and three The pre-requisites of BIO 641 and 642 are required Alternate Spring laboratory hours per week. Prerequisite: BIO 641. or approval of the Deparment Chair.
Credits: 4 Credits: 3 BIO 630 Systematic Biology Every Spring Every Fall Concepts, principles, and methods of comparative biology as they apply to the evolutionary BIO 648 Immunology BIO 698 Medical Microbiology relationships among organisms. Laboratory A study of the basic principles of immunology, Second semester of a two semester sequence (BIOs exercises and discussions of relevant literature are including antigens and their reactions, antibodies 697 & 698). This course is a study of microbial- used to reinforce the concepts learned during and their properties, the cells and tissues of the human host interrelationships, with particular lectures. Two hours of lecture and three hours of immune system, tolerance, and the specificity and attention to the transmission, pathogenicity, and laboratory per week plus term paper. Prerequisite: molecular biology of the immune response. Two principles of immunity of infectious diseases, A course in Evolution and Genetics. hours of lecture per week plus term paper. especially those of bacterial origin. Emphasis is Credits: 4 The pre-requisite of BIO 604 is required. placed on the newest approaches to the detection, On Occasion Credits: 3 isolation and identification of the organisms
Every Fall implicated in the disease process. Two hours of BIO 631 Genetics lecture and one three-hour laboratory per week. A comprehensive review of modern genetics with BIO 661 Endocrinology The pre-requisite of BIO 697 is required or an emphasis on recent approaches. One major An exploration of the development, structure and approval of the Department Chair. theme is genomics, gene mapping and discovery; function of the endocrine system: how hormones Credits: 4 another is use of functional genetics to understand act as regulators of growth and metabolism by Every Spring gene function and complex processes in model affecting activity of target cells and tissues. Using a organisms. Two hours of lecture per week plus term combination of lecture, interactive questioning and BIO 701 Seminar in Biology paper. Prerequisites: An undergraduate major in microscope or Kodachrome slides, basic anatomy is A presentation of selected topics in biological fields Biology or equivalent and knowledge of the correlated with the physiology, regulation and by members of the graduate faculty and visiting fundamental principles of genetics. effects of secretions. Homeostasis and guest speakers. This course may be taken for credit, Credits: 3 pathophysiology are discussed. Two hours of lecture but it is required that all Biology majors attend. Every Spring per week plus term paper. Subject matter changes each semester. May be
Credits: 3 repeated for credit. One hour per week. BIO 632 Developmental Biology On Occasion Credits: 1 A review of the current concepts and experimental Every Fall evidence regarding developmental phenomena. BIO 692 Molecular Biology Special emphasis is placed on the molecular biology A detailed look at the biosynthesis of DNA and BIO 702 Seminar in Biology and genetic control of selected phases and processes RNA, the genetic code, and the mechanisms of A presentation of selected topics in biological fields of animal development. Two hours of lecture per protein biosynthesis. The application of molecular by members of the graduate faculty and visiting week plus collateral readings and term paper. biology techniques to current research problems is guest speakers. This course may be taken for credit, Prerequisite: A college course in Embryology or the explored. Two hours of lecture per week plus term but it is required that all Biology majors attend. equivalent; a college course in Genetics is paper. Subject matter changes each semester. May be recommended. Credits: 3 repeated for credit. One hour per week. Credits: 3 Alternate Spring Credits: 1
On Occasion Every Spring BIO 695 General Virology BIO 641 Advanced Microbiology A consideration of such topics as physico-chemical BIO 703 Seminar in Microbiology First semester of a two semester sequence (BIOs characteristics, identification, genetics, and Meetings conducted by the members of the staff to 641 & 642). Presentations on the anatomy and immunology of viruses. Molecular biology of virus- consider current research and problems in the area physiology of various prokaryotic and eukaryotic host interaction is emphasized. Representative of medical microbiology and related fields. microorganisms. Emphasis is placed on the studies of animal, bacterial, and plant viruses are Participants include staff members, students and composition, structure and function of cellular emphasized to illustrate fundamental aspects of invited guests. All students registered in the organelles, enzyme localization, molecular viral replication, cell susceptibility, and cell program must attend. One hour per week. mechanisms of action of antimicrobial agents, and response to viral infection. Two hours of lecture per The co-requisites of BIO 697 and 698 are required. selected topics of current interest in microbial week plus collateral readings and term paper. Credits: 1 physiology. Two hours of lecture per week plus Credits: 3 Every Fall collateral readings and term paper. Prerequisite: Every Spring Microbiology. BIO 704 Seminar in Microbiology
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Meetings conducted by the members of the staff to consider current research and problems in the area of medical microbiology and related fields. Participants include staff members, students and invited guests. All students registered in the program must attend. One hour per week.. The co-requisites of BIO 697 and 698 are required. Credits: 1 Every Spring
BIO 705 Seminar in Molecular Biology Research presentations by students on current topics in molecular biology. Faculty discuss their research interests with students. One hour per week. Credits: 1 On Occasion
BIO 706 Seminar in Molecular Biology Research presentations by students on current topics in molecular biology. Faculty discuss their research interests with students. One hour per week. Credits: 1 Every Spring
BIO 707 Research and Preparation of the Thesis Open only to matriculated students with approval of Department Chair. Selection, supervision and completion of the thesis topic. Pass/Fail only. Credits: 3 Every Fall, Spring and Summer
BIO 708 Research and Preparation of the Thesis Selection, supervision and completion of the thesis topic. Pass/Fail only. Open only to matriculated students with approval of Department Chair. Credits: 1 to 3 Every Fall, Spring and Summer
BIO 709 Independent Study Prerequisites: 12 credits toward the master's degree; specific course prerequisites to be determined by faculty supervisor. Credits: 1 to 3 On Demand
BIO 710 Independent Study Prerequisites: 12 credits toward the master's degree; specific course prerequisites to be determined by faculty supervisor. Credits: 1 to 3 On Demand
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DEPARTMENT OF CHM 503 Advanced 4 Inorganic CHEMISTRY AND Chemistry
BIOCHEMISTRY CHM 606 Advanced 3
Physical Senior Professor Zavitsas Chemistry Professors Bensalem, Chung, Lawrence, Siegel, Shedrinsky, Watson CHM 525 Instrumental 4 Professors Emeriti Ferraro, Hirschberg, Huang, Methods of Loscalzo, Reidlinger, Rogers, Chawla Analysis Associate Professors Bhattacharjee, Donahue, CHM 621 Advanced 3 Luján-Upton, Matsunaga, Schnatter, Vasanthan Organic (Chair) Chemistry I Assistant Professor Gough In addition, degree candidates must select one of Adjunct Faculty: 10 the following two options: The graduate offerings of the Department of 1. An additional 18 graduate credits from among Chemistry and Biochemistry are designed to the courses offered by the Chemistry and enhance the knowledge of the professional Biochemistry Department, for a total of 32 chemist, to prepare students for entry into the credits. Candidates must also either pass a broad areas of research and development, to comprehensive examination or submit an strengthen students’ preparation for further study, acceptable library research paper assigned by or to allow for a concentration in chemistry the department. necessary for inter-area study in fields such as 2. An additional six credits of registration in thesis biology and pharmacy. research resulting in an acceptable thesis and 10 credits of graduate Chemistry courses, for a M.S. in Chemistry total of 30 credits. Credit and G.P.A. Requirements The M.S. program in chemistry offers a choice Minimum Total Credits: 32 Credits of several areas of concentration: organic (Comprehensive Exam Option) chemistry, inorganic chemistry, analytical Minimum Total Credits: 30 Credits (Thesis chemistry, polymer chemistry, biochemistry and Option) theoretical chemistry. This program is designed to Minimum G.P.A.: 3.0 prepare students for entry into the broad areas of research and development, to strengthen students’ preparation for further study or to allow for a concentration in chemistry necessary for inter-area study in fields such as biology and pharmacy. Graduate assistantships are available on a limited basis. Admission Requirements To be admitted to this program you must: • Have completed one year of undergraduate study in each of the following subjects: calculus, physics, introductory (inorganic) chemistry, analytical chemistry, organic chemistry and physical chemistry.* • Submit a completed application to the Office of Admissions (see Submitting an Application for Admission). *Deficiencies must be removed during the first year of graduate study. No graduate credit will be awarded for such compensatory work. Submitting an Application for Admission All applicants must apply for admission to LIU Brooklyn. Please apply online at My LIU or use the Apply Now link in the top navigation bar. For more information on the admissions process, visit the Office of Admissions Web site.
M.S., Chemistry Degree Requirements The following four (4) courses are all required:
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ocean energy, with an emphasis on the impact of On Occasion Chemistry Courses those energy sources on the environment. Discussions of toxicology as it relates to CHM 701 Seminar in Chemistry CHM 503 Advanced Inorganic Chemistry environmental pollutants are conducted. A presentation of selected topics in the branches of A study of such selected topics in inorganic Credits: 3 chemistry, with attention to recent literature. One chemistry as the nature of the chemical bond, acid- On Occasion one-hour conference. Attendance mandatory for all based theories, reaction kinetics and mechanisms, matriculated students. Pass/Fail only. coordinating -- their theories and structure. Two CHM 606 Advanced Physical Chemistry Credits: 1 lecture hours and four laboratory hours. A review of advanced topics in physical chemistry Every Fall
Credits: 4 and their applications in thermodynamics, kinetics CHM 702 Seminar in Chemistry Every Fall and quantum mechanics. Credits: 3 A presentation of selected topics in the branches of CHM 525 Instrumental Methods of Analysis Every Spring chemistry, with attention to recent literature. One A hands-on approach to instrumental analysis and one-hour conference. Attendance mandatory for all its application to research. Students use several CHM 621 Advanced Organic Chemistry I matriculated students. Pass/Fail only. analytical techniques, including voltammetry and A study of the major classes of organic reactions Credits: 1 polarography; high performance liquid with respect to their applications to synthesis, their Every Spring chromatography (HPLC); gas chromatography mechanisms and methods for determining them, CHM 707 Research and Preparation of Thesis (GC); uv-visible and infrared spectrophotometry; and the effect of structure on reactivity. Bonding Open only to matriculated students with approval atomic absorption spectroscopy; and proton and structure, stereochemistry, molecular of the Chair. The assignment of a thesis problem magnetic resonance spectroscopy. Students are also conformation, stereoelectronic effects, substitution, to each student for investigation. Original encouraged to use the computer for data analysis addition and elimination reactions, reactions of laboratory work is required. Pass/Fail only. and presentation. One-hour lecture and six-hour enolates, carbonyls and free radicals. Credits: 3 laboratory. Credits: 3 Every Semester The pre-requisite of CHM 503 is required or Every Fall permission from the Department. CHM 622 Advanced Organic Chemistry II CHM 708 Research and Preparation of Thesis Credits: 4 The emphasis is on synthetic applications and total Open only to matriculated students with approval Every Spring of the Chair. The assignment of a thesis problem synthesis. Oxidations and reductions, to each student for investigation. Original CHM 531 Neurochemistry cycloadditions and rearrangements, aromatic laboratory work is required. Pass/Fail only. A discussion of the morphology, biochemical substitutions, carbon-carbon bond forming Credits: 3 composition, metabolism, physiology and reactions of boron, tin and silicone, and other selected topics. Every Semester pharmacology of the nervous system. The course Credits: 3 begins with the general principles of synaptic CHM 709 Research and Preparation of the Thesis transmission and deals in depth with several of the On Occasion Prerequisite: Chemistry 708 neurotransmitter systems in terms of biosynthesis of CHM 623 Organo-metallic Chemistry If the student's thesis is not accepted by the the transmitter, storage, release, inactivation in the A study of synthesis and properties of p bonded Department during the semester in which the synapse, and receptor types and how they mediate organo-metallic complexes. Oxidative addition, student is registered in CHM 708, the student will their signals in the postsynaptic cells. Also included reductive elimination, insertion and elimination be required to register in the appropriate thesis are discussions on aging and development in the reactions, nuclophillic and electrophillic additions course in each successive semester until the thesis is nervous system, drug addictions, and the role of and abstractions are considered, as are synthetic accepted by the Department. Pass/Fail. various dietary nutrients on nervous system and catalytic aspects of organo-metallic chemistry. Credits: 1 function. Two hours of lecture per week. Offered Biological applications and environmental aspects Every Semester on occasion. Prerequisite: At least one semester of of organo-metallic compounds are also examined. Biochemistry. CHM 709X Research and Preparation of the Prerequisite: CHM 621. Credits: 3 Thesis Credits: 3 Cross-Listings: BIC 531, BIO 531, CHM 531 If a student's thesis in not accepted by the On Occasion On Occasion Department during the semester in which the
CHM 626 Polymer Chemistry student is registered in CHM 708, the student will CHM 541 Special Topics in Chemistry A study of synthetic and natural macromolecules, be required to register in the appropriate thesis A presentation of subjects of unusual current including polymerization, depolymerization, course in each successive semester until the thesis is interest. Three hours of lecture, including selected structure determination, and physical and chemical accepted by the Department. Pass/Fail. demonstrations. Course may be repeated. properties. Prerequisite: CHM 708. Credits: 3 The pre-requisite of CHM 621 is required. Credits: 1 On Occasion Credits: 3 Every Semester
CHM 551 Environmental Chemistry On Occasion
A survey of the chemistry of the environment CHM 631 Spectroscopy covering chemistry of the atmosphere, the An illustration of modern spectroscopic methods hydrosphere, the lithosphere and the biosphere. An for the structural elucidation of organic and in-depth look is taken at the role of energy and the inorganic compounds including UV/V, H NMR, C various sources of energy in modern societies, NMR, mass spectrometry, and IR. Prerequisites: ranging from fossil fuels and nuclear power to CHE 606, 621. alternate and renewable energy sources, such as Credits: 3 solar, hydroelectric, wind, biomass, geothermal and
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Biochemistry Courses deficiency, biochemical aspects of nutrition, cancer and carcinogenesis, and HIV and protease inhibitors. BIC 508 The Biology of Cancer Credits: 3 A general survey in oncology. Lectures address the On Occasion historical perspective of cancer research, the definition and classification of tumors, the epidemiology of human cancer, gene regulation and differentiation in normal and tumor cells, characteristics of transformed malignant cells, the biology of tumor metastasis, host transformed malignant cells, the origins of human cancer, and cancer therapy. Two hours of lecture per week plus term paper. Prerequisite: General background in Biology and Chemistry. Credits: 3 Cross-Listings: BIC 508, BIO 508 Alternate Fall
BIC 514 Bioanalytical Chemistry A practical approach to techniques used for analysis of biological materials and the study of biochemical processes. The principles of the techniques will be discussed in lecture, and practical application of these techniques will be performed in the laboratory. Topics include: protein separation techniques; enzyme assays and enzyme linked methods for biochemical analysis, techniques for studying protein structure and function with emphasis on data available from the Protein Data Bank; analysis of lipids and carbohydrates; and analysis of bioactive molecules and their metabolites. Two lecture hours, four laboratory hours per week. The pre-requisite of CHM 113 and CHM 153 or BIC 153 is required. Credits: 4 On Occasion
BIC 531 Neurochemistry A discussion of the morphology, biochemical composition, metabolism, physiology and pharmacology of the nervous system. The course begins with the general principles of synaptic transmission and deals in depth with several of the neurotransmitter systems in terms of biosynthesis of the transmitter, storage, release, inactivation in the synapse, and receptor types and how they mediate their signals in the postsynaptic cells. Also included are discussions on aging and development in the nervous system, drug addictions, and the role of various dietary nutrients on nervous system function. Two hours of lecture per week. Offered on occasion. Prerequisite: At least one semester of Biochemistry. Credits: 3 Cross-Listings: BIC 531, BIO 531, CHM 531 On Occasion
BIC 541 Special Topics in Biochemistry A consideration of subjects of special or current interest that may include the following or a combination of two or more: hormonal regulation of metabolism, metabolic significance of enzyme
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DEPARTMENT OF • B.A. or B.S. degree with a minimum grade- Departmental Graduate Program Committee. point average (G.P.A.) of 3.2 in Curriculum COMMUNICATION Communication Sciences and Disorders; or The programs in Speech-Language Pathology SCIENCES AND DISORDERS B.A. or B.S. degree in another field plus consist of required and elective course work from completion of pre-requisite coursework in the following categories: Professional 718-488-4122 speech-language pathology and audiology. The Foundations, Speech Disorders, Language Professor: Moses (Chairperson) following courses (or their equivalents at other Disorders and Practica. Most course work is Professor Emerita: Geller institutions) must be taken (19 credits if taken infused with multilingual/multicultural content. Associate Professors: Champion, Koenig, Shi, G. at LIU): Clinical Practicum Youmans, S. Youmans All students are required to complete a Associate Professor: Emerita: Walters SLP 104 Articulatory Phonetics minimum of 400 competent clock hours of clinical Assistant Professor: Tyrone SLP 113 Anatomical and Physiological Bases practicum, including 25 hours of observation. Up Clinical Administrators: Dwyer (Clinical for Speech & Language I to 50 clock hours of undergraduate practicum and Director), Rosas (Assistant Clinical Director) SLP 133 Speech Science I: Acoustic Phonetics 25 hours of observation may be credited toward Adjunct Faculty: 10 SLP 231 Language Acquisition Across Life clinical practicum requirements. Clinical Span I: Early Years practicums are completed in several locations: on SLP 321 Audiology I-Hearing Science campus, in the university clinic; at the University M.S. in Speech-Language SLP 410 or 411 Introduction to Communication satellite centers; at off-campus hospital settings Disorders Across the Life Span and in school settings. Clinical practicum Pathology requirements, facilities, and regulations are
described in detail in the Clinic Procedures The Department of CSD seeks to advance the • Three letters of recommendation (two must be Manual. Students are advised that the specific study of human communication sciences and academic) hourly requirements listed here and by ASHA disorders within a culturally and linguistically • Completion of a personal interview constitute minimum standards requirements, and diverse society. Intellectual growth is promoted • Passing an oral and written language screening may be adjusted upwards according to individual through the recognition and expression of multiple in English student needs and skill levels. theoretical, cultural, and individual perspectives. • Minimum grade of a B- in all pre-requisite Grading Policy The department fosters respect for diversity and a courses and Grade Point Average of 3.2 The University grading policy involves a plus commitment to serve individuals with • Post-baccalaureate students must complete a and minus grading system (e.g., A, A -, B+, B, B -, communication problems. The program is minimum of 4 (out of 6) pre-requisite courses C+, C, C-). registered by the New York State Department of before applying to the program Foundation Courses Education and is accredited by the American • Course credits may be granted for designated Students receive a midterm evaluation in all Speech-Language-Hearing Association (ASHA). courses completed within 5 years Foundation courses. Students whose midterm Graduates of the program receive a Master of Students preparing to obtain the Bilingual evaluations are less than a B- may be directed to Science Degree in Speech-Language Pathology Extension to the Teacher of Students with Speech advisement, counseling, and support services that satisfies the academic and professional and Language Disabilities Certification must also (tutoring, Writing Center, Speech-Language- requirements specified by ASHA for the CCC- demonstrate written and oral language proficiency Hearing Clinic). Students may retake a maximum SLP, and are eligible to apply for licensure in SLP in a second language on the Bilingual Education of two Foundation courses to remediate grades of by the New York State Department of Education's Assessment (BEA) or other approved C+ or below. Foundation courses may be retaken Office of the Professions. Students who wish to examinations. only one time. satisfy the New York State Education Office of International Students Admission Students who have failed to maintain Teaching requirements for Teacher of Students Applicants whose undergraduate, graduate or satisfactory scholastic standing at the completion with Speech and Language Disabilities (TSSLD) pre-requisite course work was completed in an of the foundation sequence will not be permitted to may also prepare for this certification as part of institution where English was not the principle continue with the program. Students must their graduate program. Students demonstrating language of instruction must present scores for the complete all undergraduate pre-requisites by the proficiency (i.e., speaking, listening, reading, and Test of English as a Foreign Language (TOEFL). end of their first year of graduate coursework. writing) in a language other than English may Program Requirements Higher Level Courses further prepare for a certificate in Teacher of The Master of Science degree in Speech- Students may receive up to one grade of C (C+, Students with Speech and Language Disabilities Language Pathology at LIU Brooklyn can be C, and C-) in their non-foundation courses. with a Bilingual Extension. This program will completed in 2.5-3 years of intensive study. The Students may opt to retake only one higher-level prepare students to work with individuals who are time limit for the degree is 5 years. Candidates for course a single time to remediate a grade of C (C+, bilingual or speak a language other than English. the degree must have completed a minimum of 64 C, and C-). Admissions procedures and requirements for credits and a summative requirement. Students must maintain an overall G.P.A. of 3.0 admission to both the monolingual and bilingual The master’s degree program offers two to continue in the program throughout their specializations are detailed below . options: academic career. Students are only allowed one Admissions Procedures 1. A clinical Master’s degree program with a grade of C+, C, or C- in their graduate The institutional policy for admission of comprehensive examination as the summative coursework. Students who earn two or more students to graduate study is a Bachelor's Degree requirement grades of C+, C, or C- will not be allowed to from an accredited university indicating an 2. A clinical master’s degree program with a continue in the graduate program and will be acceptable record, with additional requirements set research project in which the summative referred to the Academic Standing Committee. by individual graduate programs. The faculty of requirement is a presentation at a professional Students are placed on Academic Probation the Graduate Program in Speech-Language meeting or a publication in a professional when they fail to maintain a minimum G.P.A. of Pathology has set the following specific journal. 3.0. admissions standards for entry into the program: Both options are subject to the rules of the Post-Baccalaureate
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Post-Baccalaureate students must complete a examination prior to registering for classes. SLP 626 Dysphagia 3.00 minimum of four undergraduate pre-requisite Students who exhibit any deficiencies in this area SLP 627 Motor Speech Disorders 3.00 courses (SLP 104, SLP 113, SLP 133, and SLP will be required, during their first semester, to 231) prior to applying to the graduate program. enroll in a writing course provided by the Modern SLP 630 Topics In Communication 3.00 Students admitted to the program must maintain a Language Center at LIU. Enrollment must Disorders minimum G.P.A. of 3.0 in their pre-requisite continue until the proficiency examination is SLP 640 Language Disorders in 3.00 coursework to matriculate fully and continue into passed. Alternatively, or in addition, students may Children the graduate program. also be required to complete SLP 500, Writing Summary of Master's Degree Graduation Seminar within the department. SLP 641 Aphasia and Adult 3.00 Requirements Formative Assessment: Neurogenic Disorders Student may opt to complete ONE of the The ASHA has established a Knowledge and SLP 642 Speech-Language- 3.00 following (as partial fulfillment of the M.S in Skills Assessment (KASA) requirement. KASA Hearing Services for Speech-Language Pathology): objectives have been developed for each course. Language-Learning 1. Comprehensive examination Students receive both a grade and an evaluation of Disabilities 2. Master’s thesis KASA objectives for each course. A passing grade The student and the student's advisor will in the course does not necessarily indicate SLP 644 Speech-Language- 3.00 decide whether the student may elect the Master's achievement of all KASA objectives. Therefore, a Hearing Services in program of study with a research option. It is remediation plan will be developed to address Multicultural/Multilingual recommended that this decision be reached as those objectives not achieved. In order to graduate, School Settings early as possible in the Master's program to allow students must achieve all KASA objectives and SLP 720 Independent Study- 1.00 for adequate planning and implementation. The complete any required remediation(s). Research on Disorders of deadline for application for the research option Speech program will be at the end of the second semester M.S., Speech-Language Pathology when the student successfully completes the Requirements for Speech Language A minimum of 9 units are required from the Practicum sequence: foundation sequence. Pathology, Master of Science plan. Comprehensive Examination Option The following are the required Foundation SLP 610A Clinical Practicum: Intro 2.00 Students must take a comprehensive courses: to Treatment of Speech- examination as part of the program and degree Language and Hearing SLP 601 Introduction to Research 3.00 requirements. Students are generally advised to Disorders in Speech-Language take the comprehensive exam during their last Pathology SLP 610B Clinical Practicum: Intro 2.00 semester in the program, and may not take the to Treatment of Speech- exam before completing at least 30 graduate SLP 602 Advanced Language 3.00 Language and Hearing credits. The comprehensive examination consists Acquisition Disorders of an essay component addressing the application SLP 603 Bilingual/Multicultural 3.00 of content from Foundations and Higher Level SLP 610C Clinical Practicum: Intro 1.00 Foundations I: courses to speech-language assessment and to Treatment of Speech- Communication and intervention. Students who fail the exam must be Language and Hearing Language Learning in counseled by the Department Chairperson, Disorders Bilingual/Multicultura directed toward remedial instruction, and should SLP 611A Intermediate Clinical 1.00 retake the exam. SLP 606 Advanced Neuroanatomy 3.00 Practicum in the Students must also present a completed KASA for Speech-Language Treatment of Speech- disk indicating achievement of all objectives, a Pathology Language and Hearing completed clinical hour spreadsheet for approval SLP 608 Seminar in Speech- 1.00 Disorders by clinic administrators, and a KASA Verification Language Pathology Form for approval by the advisement counselor SLP 611B Intermediate Practicum in 1.00 and the program director. SLP 620 Comparative Phonology 3.00 the Treatment of Speech- Research Option and Phonological Language and Hearing The research option requires a student to Disorders Disorders/Monolingual. conduct empirical research on a topic relevant to Higher Level Courses (Minimum 39 Credits): SLP 611C Intermediate Practicum in 1.00 communication sciences and disorders or SLP 604 Biling/Multicult 3.00 a School Setting/Bilingual dysphagia. Selection of the research option implies Foundations II: that completion of the requirements here listed is SLP 611D Extended Intermediate 1.00 Assessment and in lieu of the comprehensive examination. The Clinical Practicum in the Intervention: Methods & chosen topic may involve basic or clinically treatment of Speech- Materials oriented research. The precise topic addressed will Language and Hearing be developed by the student and guided by an SLP 605 Diagnostic Process 3.00 Disorders. advisor. SLP 607 Clincial Audiology 3.00 SLP 612A Advanced Clinical 1.00 Speech-Language Performance and Writing Practicum: Assessment Proficiency SLP 609 Speech Science and 3.00 and Treatment Speech- Graduate students admitted to the Speech- Instrumentation Language and Hearing Language Pathology program must demonstrate SLP 621 Fluency Disorders 3.00 Disorders English writing proficiency as a requirement for graduation. Therefore, all entering graduate SLP 622 Voice Disorders 3.00 SLP 613A Extended Advanced 1.00 students must pass an English writing proficiency Clinical Practicum
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SLP 614A Diagnostic Practicum: 1.00 was established to provide an opportunity for the Children graduate student body in the Department of Communication Sciences and Disorders to provide SLP 614B Diagnostic Practicum: 1.00 ongoing feedback to the faculty regarding Adults academic issues, curricular issues, and any other SLP 614C Extended Diagnostic: 1.00 concerns that may arise. Practicum National Student Speech-Language-Hearing Association (NSSLHA) SLP 615A Audiology Practicum 1.00 The National Student Speech-Language- SLP 616 Clinical Observation 1.00 Hearing Association (NSSLHA) is the pre- professional national organization for master's Credit and G.P.A. Requirements candidates and undergraduate students interested Minimum Total Credits: 64 Credits in the study of normal and disordered human Minimum G.P.A.: 3.2 communication behavior. The Department of Communication Sciences and Disorders at LIU Alt Cert: Bilingual Extension Brooklyn has established a Speech and Hearing Society as a local chapter of the National Student Advanced Certificate, Alternate Speech-Language-Hearing Association. All undergraduate and graduate students in the Certificate: Bilingual Extension department of CSD are encouraged to apply. Bilingual Certificate (Extension) Program for Speech-Language Pathologists This fourteen (14) credit program qualifies Speech-Language Pathologists with a Master of Science degree and with Teacher of the Speech and Hearing Handicapped certification to earn a Bilingual Extension, thereby making them eligible to work with communicatively impaired English Language Learners in schools. The program consists of: • Course work comprised of theoretical foundations of bilingual and second language development, culturally and linguistically appropriate assessment and intervention principles and practices, communication patterns and disorders in culturally diverse populations, bilingual education theory and practice, and bilingual teaching of language. • Practicum experiences focusing on speech and language sampling and analysis in the target language, bilingual speech and language assessment and intervention with communicatively impaired English language learners, and videotaped client study presentations. Coursework SLP 603 Multicult. Fdns: Cul, Comm, and Lang. Lrng (3 credits) SLP 604 Bilingual Foundstions (3 credits) SLP 642 S&H Svcs-Lg/Lrng.DisabSLP 644 SLH Srvc/Multiling & Multicult Schls (3 credits) SLP 644 Language/learning disabilities in multicultural/bilingual settings Practice SLP 611 C Student Teach (Bilng) (1 cred) SLP 614 B Diag Practicum (Biling) (1 cred) Credit and G.P.A. Requirements Minimum Total Credits: 14 Credits Minimum G.P.A.: 3.0
Student Committees Academic Advisory Graduate Committee The Academic Advisory Graduate Committee
LIU Brooklyn Graduate Bulletin 2013 - 2014 Page 42 LIU Brooklyn
Communication Sciences and SLP 607 Clinical Audiology SLP 604 Biling/Multicult Foundations II: This course provides an advanced discussion of Disorders Courses Assessment and Intervention: Methods & clinical audiology relevant to speech-language Materials pathologists. The following areas will be explored:
This course provides an overview of the diverse rationale and methods for clinical testing of SLP 500 Writing Seminar cultural/linguistic groups in the United States with auditory function, audiological manifestation and The objective of this seminar is to improve the reference to how cultural and linguistic variations assessment of common hearing disorders, and written literacy skills of graduate students in impact upon the assessment and treatment of hearing evaluation. academic and clinical writing. Students will be communication disorders and the role of culture on The pre-requisites of SLP 601, 602, 603, 606, 608 guided in a writing process which emphasizes areas specific speech and language disorders. Culturally and 620 are required. such as: organization, structure, form, content, and and linguistically appropriate methods and The co-requisite of SLP 605 is required. use of written language, etc. Students will be materials for assessment and intervention, Credits: 3 encouraged to develop the ability to reflect on their including bilingual materials, alternative assessment Every Fall, Spring and Summer own writing process and individual style. This approaches, and intervention strategies are seminar will be conducted for one and a half hours examined. An overview of legislation pertaining to SLP 608 Seminar in Speech-Language Pathology on a weekly basis. Students will be required to take bilingual education and special education is An examination of professional ethics and issues as this seminar based on performance in foundation presented. well as cultural considerations for studying and courses and/or Admissions writing samples. The pre-requisites of SLP 601, 602, 603, 606, 608 teaching speech, language, communication, and Credits: 1 and 620 are required. swallowing disorders in culturally and linguistically Every Spring Credits: 3 diverse populations. The course also covers such
Every Fall, Spring and Summer issues as professional organizations, the ASHA code SLP 601 Introduction to Research in Speech- of ethics, state license and certification Language Pathology SLP 604P Practicum Lab II requirements. A course designed to (1) give students a broad-based A practicum experience in bilingual school settings: Credits: 1 introduction to the research literature in speech- bilingual assessment and intervention procedures, Every Fall and Summer language pathology; (2) develop critical reading as well as videotaped client presentations. skills; (3) cover technical aspects of research design The pre-requisites of SLP 601 and 602 are required. SLP 609 Speech Science and Instrumentation and methodology including basic statistical Credits: 1 This course is designed to give students of methods and issues in data interpretation; and (4) Annually communication disorders a thorough grounding in develop writing skills for empirical report writing. the characteristics of normal speech production and Credits: 3 SLP 605 Diagnostic Process perception and the techniques for studying them. Every Fall and Spring Diagnosis of speech-language and swallowing Students should be equipped to (1) read the
disorders in children and adults. Norm-referenced, contemporary research literature, (2) assess speech SLP 602 Advanced Language Acquisition criterion-referenced, and developmental approaches production patterns in children and adults from Advanced study of typically achieving children and to assessment are identified. Standardized and non- varying language backgrounds, (3) understand how their developing language and communication standardized assessments used in the field of speech is perceived and processed in laboratory and system, focusing on syntactic, semantic and speech/language pathology are reviewed. Focus is field situations, (4) evaluate claims about the pragmatic abilities of children in relationship to on data collection, observation and interpretation etiologies of speech disorders, and (5) evaluate their developing perceptual, social-emotional and of test results. Emphasis is also on the impact of treatment protocols based on particular views about cognitive systems. The acquisition of language in cultural and linguistic diversity on assessment and the nature of speech production and perception. relationship to other domains of child development overall identification/diagnosis. The pre-requisites of SLP 601, 602, 603, 606, 608 is highlighted. Normal variations in language The pre-requisites of SLP 601, 602, 603, 606, 608, and 620 are required. acquisition and development are viewed from a and 620 are required. Credits: 3 cross-cultural perspective. The co-requisite of SLP 607 is required. Every Fall and Spring Credits: 3 Credits: 3 Every Fall and Spring Every Fall, Spring and Summer SLP 610A Clinical Practicum: Intro to Treatment
of Speech-Language and Hearing Disorders SLP 603 Bilingual/Multicultural Foundations I: SLP 606 Advanced Neuroanatomy for Speech- An introduction to remediation of speech-language Communication and Language Learning in Language Pathology and communication disorders. Students participate Bilingual/Multicultura A broad survey of the structure, function and in the supervised treatment of speech, language, This course examines cultural diversity, the pathology of the brain and spinal cord as they relate hearing and swallowing disorders in children and processes of normal bilingual language development to speech, language, and swallowing. The course adults. All SLP 610 practica courses involve in preschool children, and second language emphasizes structural characteristics of the central internship experiences and are completed at the acquisition and literacy in school-aged children in and peripheral nervous system and their Downtown Brooklyn Speech-Language-Hearing order to understand language differences versus relationships to function and dysfunction. Cellular Clinic and/or LIU satellite centers. Students also language disorders in bilingual individuals. physiology and neurochemistry are introduced to participate in a weekly seminar focusing on Psychosocial factors influencing bilingual language facilitate understanding of the functional intervention planning, development of goals and development are explored, as well as factors that mechanisms and relationships. Neurological procedures, the relationship between assessment affect assessment and intervention. The course also mechanisms underlying communication and and intervention planning, and professional provides students with an understanding of swallowing pathologies of the human nervous decision-making and problem solving. Weekly research associated with linguistic, system are addressed. seminars are periodically devoted to special topics neuropsychological, cognitive and sociocultural Credits: 3 related to assessment and intervention. dimensions of bilingual development. Every Fall and Spring The pre-requisites of SLP 601, 602, 603, 606, 608, Credits: 3 620 and 640 are required. Every Fall, Spring and Summer
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Credits: 2 Department. problem-solving. Students participate in a weekly Every Fall, Spring and Summer The pre-requisites of SLP 604, 605, 610A and seminar. 614A are required. The pre-requisites of SLP 601, 602, 603, 606, 608, SLP 610B Clinical Practicum: Intro to Treatment Credits: 1 611, 614A, 614B, 620, 626 and 640 are required. of Speech-Language and Hearing Disorders Every Fall, Spring and Summer Credits: 1 An introduction to remediation of speech-language Every Fall, Spring and Summer and communication disorders. Students participate SLP 611B Intermediate Practicum in the in the supervised treatment of speech, language, Treatment of Speech-Language and Hearing SLP 613A Extended Advanced Clinical Practicum hearing and swallowing disorders in children and Disorders/Monolingual. An advanced level practicum within a variety of adults. All SLP 610 practical courses involve An intermediate level practicum within school settings. Focus is on in-depth diagnosis and internship experiences and are completed at the settings. Students participate in the supervised treatment of individuals with specific speech, Downtown Brooklyn Speech-Language-Hearing treatment of speech, language, hearing and language and hearing disorders. Students conduct Clinic and/or LIU satellite centers. Students also swallowing disorders in children at off-campus sites. diagnostic and treatment sessions. participate in a weekly seminar focusing on Focus is on in-depth diagnosis and treatment of Credits: 1 intervention planning, development of goals and individuals with specific speech, language and On Demand procedures, the relationship between assessment hearing disorders. Students conduct diagnostic and and intervention planning, and professional treatment sessions in school settings with SLP 613B Extended Advanced Clinical Practicum decision-making and problem solving. Weekly monolingual English-speaking populations. An advanced level practicum within a variety of seminars are periodically devoted to special topics Students participate in a weekly seminar. Emphasis settings. Focus is on in-depth diagnosis and related to assessment and intervention. of the practicum is on diagnosis, intervention treatment of individuals with specific speech, The pre-requisites of SLP 601, 602, 603, 606, 608, planning, development of IEP goals and language and hearing disorders. Students conduct 620 and 640 are required. procedures, collaboration with allied professionals, diagnostic and treatment sessions. Prerequisite: Credits: 2 and professional decision-making and problem- Permission of the department.
Every Fall, Spring and Summer solving. Prerequisite: Permission of the SLP 614A Diagnostic Practicum: Children Department. A practicum in which students perform diagnostic SLP 610C Clinical Practicum: Intro to Treatment The pre-requisite of SLP 604, 605, 610A and 614A evaluations on individuals with speech, language, of Speech-Language and Hearing Disorders are required. swallowing and hearing disorders. Students also An introduction to remediation of speech-language Credits: 1 participate in a weekly seminar that focuses on the and communication disorders. Students participate Every Fall, Spring and Summer in the supervised treatment of speech, language, diagnostic process, formal and informal assessment hearing and swallowing disorders in children and SLP 611C Intermediate Practicum in a School procedures, and decision-making relevant to the adults. All SLP 610 practical courses involve Setting/Bilingual diagnostic process. Prerequisite: Permission of the internship experiences and are completed at the An intermediate level practicum within school department. Downtown Brooklyn Speech-Language-Hearing settings. Students participate in the supervised The pre-requisites of SLP 601, 602, 603, 605, 606, Clinic and/or LIU satellite centers. Students also treatment of speech, language, hearing and 608, 620 and 640 are required. participate in a weekly seminar focusing on swallowing disorders in children at off-campus sites. Credits: 1 intervention planning, development of goals and Focus is on in-depth diagnosis and treatment of Every Fall, Spring and Summer procedures, the relationship between assessment individuals with specific speech, language and SLP 614B Diagnostic Practicum: Adults and intervention planning, and professional hearing disorders. Students conduct diagnostic and A practicum in which students perform diagnostic decision-making and problem solving. Weekly treatment sessions in school setting with bilingual evaluations on individuals with speech, language, seminars are periodically devoted to special topics populations. Students participate in a weekly swallowing and hearing disorders. Students also related to assessment and intervention. seminar. Emphasis of the practicum is on diagnosis, participate in a weekly seminar that focuses on the The pre-requisites of SLP 601, 602, 603, 606, 608, intervention planning, development of IEP goals diagnostic process, formal and informal assessment 620 and 640 are required. and procedures, collaboration with allied procedures, and decision-making relevant to the Credits: 1 professionals and professions, and professional diagnostic process. On Demand decision-making and problem-solving. Prerequisite: The pre-requisites of SLP 601, 602, 603, 605, 606, Permission of the Department. 608, 620, 626, 640 and 641 are required. SLP 611A Intermediate Clinical Practicum in the The pre-requisites of SLP 604, 605, 610A and 614A Credits: 1 Treatment of Speech-Language and Hearing are required. Disorders Every Fall, Spring and Summer Credits: 1 An intermediate level practicum within school or Every Fall, Spring and Summer SLP 614C Extended Diagnostic: Practicum other pediatric settings. Students participate in the Prerequisite: Permission of the department. supervised treatment of speech, language, hearing SLP 612A Advanced Clinical Practicum: A practicum in which students perform supervised and swallowing disorders in children and adults at Assessment and Treatment Speech-Language and audiologic screenings and participate in diagnostic off-campus sites. Focus is on in-depth diagnosis and Hearing Disorders evaluations. Practicum includes a review of basic treatment of individuals with specific speech, An advanced-level practicum in which students audiologic concepts and procedures in a weekly language and hearing disorders. Students conduct participate in the supervised assessment, treatment seminar. diagnostic and treatment sessions in school, clinic and management of speech, language, Credits: 1 and classroom settings and participate in a weekly communication and swallowing disorders in adults On Demand seminar. Emphasis of the practicum is on diagnosis, at area hospitals or clinics and/or both. Some intervention planning, development of IEP goals pediatric hours may be accrued, depending on the SLP 615A Audiology Practicum and procedures, collaboration with allied site. Emphasis of the practicum is on diagnosis, A practicum in which students perform supervised professionals, and professional decision-making and intervention planning, development of goals and audiologic screenings and participate in diagnostic problem-solving. Prerequisite: Permission of the procedures, and professional decision-making and evaluations. Practicum includes a review of basic
LIU Brooklyn Graduate Bulletin 2013 - 2014 Page 44 LIU Brooklyn audiologic concepts and procedures in a weekly introduced. Emphasis is given to multiple and management issues with varied clinical and seminar. management issues in general, as well as the cultural populations. The pre-requisite of SLP 601, 602, 603, 606, 607, influence of varied cultural factors. Interdisciplinary The pre-requisites of SLP 601, 602, 603, 606, 608 608, 620, and 640 are required. approaches to the assessment and treatment of and 620 are required. Credits: 1 swallowing disorders are discussed. Credits: 3 Every Spring and Summer The pre-requisites of SLP 601, 602, 603, 606, 608 Every Fall and Spring and 620 are required. SLP 616 Clinical Observation Credits: 3 SLP 642 Speech-Language-Hearing Services for Students participate in supervised clinical Every Fall, Spring and Summer Language-Learning Disabilities observations of individuals with speech, language An historical-to-contemporary overview of the field and communication disorders. Students have the SLP 627 Motor Speech Disorders of language-hearing disabilities, with attention to opportunity to observe clinical assessment and Covers evaluation and management of individuals variations among cultural groups. The focus is on intervention and to participate in a weekly seminar. with acquired neurogenic motor speech disorders. understanding the complex relationships among The pre-requisites of SLP 601, 602, 603, 606, 608 Etiological factors include damage to the central or language, learning and literacy. Contemporary and 620 are required. peripheral nervous system resulting in both theoretical paradigms used in the assessment and Credits: 1 progressive and non-progressive (degenerative) treatment of language-learning disabled individuals Annually dysarthrias, and apraxia of speech in adults. are explored. The importance of the speech- Opportunities for observing and rating language pathologist in understanding the SLP 620 Comparative Phonology and neurologically impaired individuals will be relationship between language development and Phonological Disorders completed using videotapes. reading and writing in normally achieving and This course involves the study of phonological The pre-requisites of SLP 601, 602, 603, 604, 605, learning-disabled children is highlighted. The role theory and research associated with normal 606, 607, 608, 609 and 620 are required. of the speech-language pathologist in the school articulatory and phonological development, as well Credits: 3 setting is addressed, with particular attention to the as factors related to articulation and phonological Every Fall, Spring and Summer school curriculum collaboration with other disorders. Cross-linguistic phonological systems are professionals. compared. Bilingual and dialectical developmental SLP 630 Topics In Communication Disorders The pre-requisites of SLP 601, 602, 603, 605, 608, similarities and differences are explored. This course focuses on select topics in 620 and 640 are required. Assessment and remediation principles and communication disorders to increase students' Credits: 3 procedures for specific articulatory/phonological awareness and exposure to diverse communication Every Fall and Spring disorders are examined within a disorders. bilingual/multicultural perspective. The pre-requisites of SLP 601, 602, 603, 604, 605, SLP 644 Speech-Language-Hearing Services in Credits: 3 606, 607, 608, 609 and 620 are required. Multicultural/Multilingual School Settings Every Fall and Spring Credits: 3 This course provides an overview of the role and Every Fall, Spring and Summer responsibilities of the speech-language specialist in SLP 621 Fluency Disorders varied school settings. The pre-referral, referral and A study of fluency and the factors that may disrupt SLP 640 Language Disorders in Children assessment process is discussed. Formulation and it; an introduction to the problem of stuttering, its An examination of contemporary theoretical implementation of linguistically and culturally nature and development, including differential paradigms and their applications to language appropriate therapeutic programs are considered. diagnosis, theoretical concepts on etiology, and assessment and intervention with childhood Family involvement and team-oriented approaches remediation for children and adults. language impairments. Specific childhood language to school delivery are explored. School The pre-requisites of SLP 601, 602, 603, 604, 605, disorders are studied, including autistic spectrum organization, bilingual and special education 606, 607, 608, 609 and 620 are required. disorders, specific language impairment and legislation and individualized education plans are Credits: 3 language-learning disabilities. Contemporary described and discussed. Required for the Teacher Every Fall and Spring approaches to assessment and intervention are of Students with Speech and Language Disabilities
explored from varied theoretical models. The and the Bilingual Extension. SLP 622 Voice Disorders treatment of language disorders within a social The pre-requisites of SLP 601, 602, 603, 606, 608 A study of normal and abnormal adaptations of communicative context is emphasized, with special and 620 are required. respiration, phonotion and resonance to the reference to cultural and linguistic variations. Credits: 3 production of voice. Topics include normal vocal The pre-requisites of SLP 601, 602, 603, 606, 608 Every Fall, Spring and Summer development and the vocal parameters of breath and 620 are required. control, onset, pitch, quality, volume and duration. Credits: 3 SLP 649 Introduction to Working with Various functional and organic voice disorders are Every Fall, Spring and Summer Developmental Disabilities: From Birth to studied, including differences among a variety of Adulthood cultural groups. SLP 641 Aphasia and Adult Neurogenic Disorders This course will target introductory study of The pre-requisites of SLP 601, 602, 603, 606, 608, A review of the array of communication disorders developmental disabilities in persons from birth- 609 and 620 are required. resulting from neurological impairment in adults. adulthood. Particular emphasis will be given to Credits: 3 Special emphasis is provided to the aphasias, right assessment and treatment of communicatively Every Fall and Spring hemisphere impairment, traumatic brain injury, impaired clients within a multi-disciplinary
and the dementias. Motor speech disorders, the framework in various educational, clinical and SLP 626 Dysphagia dysarthrias and apraxias, are reviewed. Medical home-based settings. Topics of study will include: A thorough examination of normal swallowing aspects of neurological rehabilitation and multi-disciplinary practices with Early Intervention, physiology and its related disorders across the life neuroimaging are introduced. Etiological factors school age and adult populations, oral-motor and span. Etiological factors are reviewed, noting the that affect varied cultural groups, for example, feeding therapies, augmentative and alternative high-risk categories for varied cultural and age hypertension, sickle cell disease, substance abuse communication, management of clients with groups. Instrumental diagnostic techniques are are discussed. Focus is on assessment, treatment
Page 45 LIU Brooklyn Graduate Bulletin 2013 - 2014 Bulletin 2013 - 2014 developmental syndromes and multiple disabilities including cerebral palsy, apraxia and sensori-motor integration disorders. Course work will include at least two outside observations of developmentally disabled clients in appropriate field sites. The pre-requisites of SLP 601, 602, 603, 606, 608 and 620 are required.
SLP 720 Independent Study-Research on Disorders of Speech Extensive individual research on the various disorders of speech (articulation, phonology and swallowing). Students are required to submit a carefully documented research project based on a topic approved in advance by the professor. The pre-requisites of SLP 601, 602, 603, 606, 608 and 620 are required. Credits: 1 to 3 On Demand
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DEPARTMENT OF production functions. economic analysis of labor markets, exploring the Credits: 3 role of technological progress and international ECONOMICS On Occasion trade patterns as well and human capital, labor unions and employment discrimination in Professor G. Rodriguez (Chair) ECO 604 Macroeconomic Analysis explaining the wage structure. Professors: Emeriti Lombardi, Varma An analysis of Classical and Keynesian Credits: 3 Assistant Professor: Kuklik macroeconomic models that study the factors which On Occasion Adjunct Faculty: 4 determine national income and the level of employment. Attention is paid to the application of ECO 651 Urban Economics
such tools in the determination of economic policy An analysis of economic problems arising in the The Master of Arts degree in Economics is not for stability and growth. modern urban areas of the United States. offered at this time, but specific courses are Credits: 3 Discussion centers around the causes of such offered to meet the needs of other departments and On Occasion problems and possible alternative solutions. programs, such as the United Nations Graduate Relationships among city and state governments Certificate Program, Urban Studies, and the ECO 605 History of Economic Thought and the federal government receive due Master’s degrees in Social Science and in Public A systematic analysis and interpretation of the consideration. Administration. evolution of key economic concepts through an Credits: 3 examination of the principal schools of economic Cross-Listings: ECO 651, PM 788, SOC 651, Economics Courses thought, with particular attention to the ideas of URB 651 such outstanding figures as Adam Smith, J. S. Mill, On Occasion Karl Marx, Alfred Marshall and J. M. Keynes. ECO 500 Groundwork Readings in Economics Credits: 3 ECO 655 Introduction to Econometrics A study of significant economic works on a tutorial On Occasion This course provides an introduction to the basis in order to overcome any undergraduate application of statistical techniques to problems of deficiencies in the study of economics. Three ECO 611 Inferential Statistics economic analysis. Estimation of parameters in credits per semester. This course provides an introduction to statistical demand, supply and cost functions; problems of Credits: 3 inference, with special emphasis on concepts that identification, multi-collinearity, specification On Demand appear in economic applications, such as binomial, errors, and other least-square complications; and normal, Chi-square and F distributions; estimation, ECO 501 Groundwork Readings in Economics forecasting models and linear programming are all hypothesis testing, regression analysis; correlation; A study of significant economic works on a tutorial examined. and non-linear trends. basis in order to overcome any undergraduate Credits: 3 The pre-requisite of ECO 507 is required. deficiencies in the study of economics. On Occasion Credits: 3 Credits: 3 On Occasion ECO 669 Comparative Economic Systems On Demand An examination of market and non-market systems. ECO 624 International Economics ECO 507 Quantitative Methods for the Social Attention is devoted to capitalism, socialism and A study of the theories of international trade and Sciences communism. Discussion focuses on the institutions finance. Special attention is paid to comparative An introductory course in quantitative techniques of U.S. capitalism and the problems of converting a advantage and factor-proportion theories, problems commonly encountered in statistics, economics and planned economy, such as the former U.S.S.R., to a of balance of payments, commercial policies and other social sciences, with emphasis on economic market system. The economic systems of Europe, international monetary arrangements. applications of linear algebra and differential China and Japan are studied. Credits: 3 calculus. Credits: 3 Cross-Listings: ECO 624, PM 770 Credits: 3 Cross-Listings: ECO 669, PM 773 On Occasion Cross-Listings: ECO 507, SOC 507, URB 507 On Occasion
On Occasion ECO 635 Monetary Economics
An analysis of the fundamental nature of money ECO 531 Industrial Organization and Control and its relationship to the banking system. This course applies basic microeconomics and game Discussion centers around the theoretical theory to examine the behavior, structure and interconnection of money with the levels of prices, performance of industries, focusing on the strategic interest and national income. interaction among firms that seek to exploit profit Credits: 3 opportunities. The course also examines the role of On Occasion the government in either promoting competition or regulating imperfectly competitive industries. ECO 636 Public Finance and Fiscal Policy Credits: 3 This course applies basic microeconomics to study On Occasion the theory and practice of governmental taxation,
expenditure and debt within the framework of a ECO 603 Microeconomic Analysis modern market economy. A rigorous examination of the basic forces Credits: 3 determining the price and production of goods and Cross-Listings: ECO 636, PM 720 services, the allocation of resources, and the Annually distribution of income under different market conditions. The course employs such significant ECO 641 Labor Economics analytical tools as demand, supply and cost curves; This course provides an introduction to the measurement of elasticity; indifference maps; and
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ENGLISH DEPARTMENT through writing workshops and independent ENG 579 Seminar in Special 3.00 studies. The goal of the program is to expand the Studies University Professor Hagedorn student’s knowledge and practice of professional ENG 580 Seminar in Twentieth 3.00 Professors Allen, Bennett, Dilworth, Haynes, writing genres while providing a solid base in Century Literature Malinowitz, Matz, Mutnick, Parascandola, history, theory, research and professional Pattison, Schweizer, Warsh practices. ENG 624 Seminar in American 3.00 Professors Emeriti Bernard, Braid, Henning, Concentration in Writing and Rhetoric Literature Hullot-Kentor, Hyneman, Kleinberg, Silverstein, The 33-credit M.A. in English with a ENG 624A African American 3.00 Templeton, Zilversmit concentration in writing and rhetoric supports Literature Associate Professors Gilles, High, Horrigan, the development of non-fiction, academic and Killoran, McCrary, McGarrity, Peele, Stephens, workplace writing; helps prepare teachers of ENG 624B Themes in American 3.00 Swaminathan (Chair), writing in secondary and post-secondary Drama education; and can lead to advanced work in Associate Professor Emerita, Li ENG 625 Nineteenth Century 3.00 rhetoric and related fields. Students receive Assistant Professor Bokor American Literature Instructors Antinori, Sohn extensive feedback on their own writing, in-depth Adjunct Professor Berninger (Undergraduate instruction in rhetorical theory and research ENG 626 Twentieth Century 3.00 Advisor), Boutwell (Graduate Advisor) methods and training in the teaching of writing, American Literature from diagnostics to evaluation, including a Adjunct Associate Professor Hassan ENG 631 Modern Poetry 3.00 Adjunct Faculty: 20 practicum in which they teach composition under The English Department offers a wide range of the guidance of experienced instructors. The ENG 634 Twentieth Century Drama 3.00 program addresses writing problems – from courses to meet the needs of a diverse student ENG 635 Seminar In Ibsen 3.00 body. Beginning in the Writing Program, our pedagogical and theoretical perspectives – courses provide training in textual analysis, encountered at all levels of writing from very basic ENG 636 Seminar in Literary 3.00 interpretive skills and writing proficiency, skills to advanced composition. Periods and Movements Admissions Requirements for M.A. in English that are crucial to success in graduate studies and ENG 643 Seminar in Shakespeare 3.00 beyond — as well as to the exercise of democracy To be admitted to this program, students must: ENG 649 Seminar in British 3.00 and global citizenship. • Submit an academic writing sample that Literature The English Department offers two master’s reflects your writing and analytic abilities. • Submit a letter of intent that describes why you degree programs: an M.A. in English, and an ENG 650 Seminar in Medieval 3.00 want to pursue an M.A. in English. M.F.A. in Creative Writing. Students seeking the Literature M.A. in English may specialize in literature, • Submit two letters of recommendation from ENG 651 16th and 17th Century 3.00 professional writing, or writing & rhetoric. Our academic professors. English Literature M.F.A. in Creative Writing program includes • Submit official educational transcripts with a grade-point average of 3.0 or better, preferable courses in poetry, fiction, non-fiction, and ENG 654 Milton 3.00 playwriting. Both graduate and undergraduate at least 6 credits in advanced English courses. ENG 655 Early Nineteenth Century 3.00 programs feature coursework in cultural criticism, • Submit a completed application to the Office of English Literature literary analysis, the essay, rhetoric, and Admissions (This package will be reviewed by professional writing. The rigorous study of literary an English Graduate Admissions Committee). ENG 656 Studies in Victorian 3.00 and cultural texts — from the canon and from Literature traditions historically excluded from academic M.A., English ENG 670 The Critical Tradition 3.00 study — is at the center of our work. Core Requirement All students must complete the following ENG 671 Gender Theory and 3.00
course: Literature M.A. in English ENG 707 Methods of Research and 3.00 ENG 705 Independent Study 3.00 Criticism Concentration in Literature ENG 5791 The Modern Novel 3.00 The 33-credit M.A. in English with a ENG 708 Thesis 3.00 ENG 5792 Literature & Slavery 3.00 concentration in literature is designed for Literature Concentration teachers, future doctoral students and those Twenty-one (21) credits in English literature Six (6) additional credits in English are interested in expanding their knowledge of literary are required: required. These may be taken from courses in traditions. The program is based predominantly on Professional Writing, Writing and Rhetoric or ENG 546 Restoration and 3.00 courses in American, British and comparative Literature. Eighteenth Century literatures. Our professors engage in a variety of Literature Writing & Rhetoric Concentration critical approaches, helping students to develop as The following course is required: ENG 569 Jane Austen 3.00 careful readers of literature, skillful writers and ENG 620 Theories of Rhetoric and 3.00 knowledgeable teachers. ENG 571 The Eighteenth Century 3.00 Teaching Writing Concentration in Professional Writing English Novel One of the following courses is required: The 33-credit M.A. in English with a concentration in professional writing is designed ENG 573 The Nineteenth Century 3.00 ENG 508 General Linguistics 3.00 English Novel for students interested primarily in writing-related ENG 509 Sociolinguistics and the 3.00 careers associated with business and nonprofit ENG 574 The Twentieth Century 3.00 Teaching of Writing management, science and technology, and new English Novel One of the following courses is required: electronic media. The concentration offers students individualized attention and professional guidance
LIU Brooklyn Graduate Bulletin 2013 - 2014 Page 48 LIU Brooklyn
ENG 646 Individual and Small 3.00 ENG 646 Individual and Small 3.00 ENG 705 Independent Study 3.00 Group Writing Instruction Group Writing Instruction ENG 5791 The Modern Novel 3.00 ENG 700 Practicum in the Teaching 3.00 ENG 700 Practicum in the Teaching 3.00 ENG 5792 Literature & Slavery 3.00 of Composition of Composition Professional Writing Concentration Six (6) credits are required from Writing and Nine (9) credits are required from Literature One (1) of the following courses is required: Rhetoric electives electives ENG 510 Technical Writing 3.00 ENG 508 General Linguistics 3.00 ENG 546 Restoration and 3.00 Eighteenth Century ENG 511 Health and Science 3.00 ENG 509 Sociolinguistics: 3.00 Literature Writing Language in Social Context ENG 569 Jane Austen 3.00 ENG 512 Grant Writing 3.00
ENG 522 Academic Writing 3.00 ENG 571 The Eighteenth Century 3.00 ENG 519 Editing 3.00 Workshop English Novel ENG 527 Topics in Professional 3.00 ENG 530 Topics in Writing 3.00 ENG 573 The Nineteenth Century 3.00 Writing English Novel ENG 531 Topics in Rhetoric 3.00 ENG 642 Computers and 3.00 ENG 574 The Twentieth Century 3.00 Composition ENG 532 Topics in Theory 3.00 English Novel ENG 705 Independent Study 3.00 ENG 533 Topics in Composition 3.00 ENG 579 Seminar in Special 3.00 Two (2) of the following courses are required: ENG 640 Second Language Writing 3.00 Studies ENG 510 Technical Writing 3.00 ENG 641 Literacy and Basic 3.00 ENG 580 Seminar in Twentieth 3.00 ENG 511 Health and Science 3.00 Writing Century Literature Writing ENG 642 Computers and 3.00 ENG 624 Seminar in American 3.00 ENG 512 Grant Writing 3.00 Composition Literature ENG 519 Editing 3.00 ENG 646 Individual and Small 3.00 ENG 624A African American 3.00 Group Writing Instruction Literature ENG 527 Topics in Professional 3.00 Writing ENG 700 Practicum in the Teaching 3.00 ENG 624B Themes in American 3.00 of Composition Drama ENG 642 Computers and 3.00 Composition Three (3) credits are required ENG 625 Nineteenth Century 3.00 from Professional Writing electives American Literature ENG 705 Independent Study 3.00 ENG 508 General Linguistics 3.00 ENG 626 Twentieth Century 3.00 Three (3) of the following courses are required: ENG 509 Sociolinguistics: 3.00 American Literature ENG 508 General Linguistics 3.00 Language in Social ENG 631 Modern Poetry 3.00 ENG 509 Sociolinguistics: 3.00 Context Language in Social ENG 634 Twentieth Century Drama 3.00 ENG 510 Technical Writing 3.00 Context ENG 635 Seminar In Ibsen 3.00 ENG 511 Health and Science 3.00 ENG 510 Technical Writing 3.00 Writing ENG 636 Seminar in Literary 3.00 ENG 512 Grant Writing 3.00 Periods and Movements ENG 512 Grant Writing 3.00 ENG 519 Editing 3.00 ENG 643 Seminar in Shakespeare 3.00 ENG 519 Editing 3.00 ENG 520 Nonfiction Writing 3.00 ENG 649 Seminar in British 3.00 ENG 520 Nonfiction Writing 3.00 Workshop Literature Workshop ENG 522 Academic Writing 3.00 ENG 650 Seminar in Medieval 3.00 ENG 522 Academic Writing 3.00 Workshop Literature Workshop ENG 527 Topics in Professional 3.00 ENG 651 16th and 17th Century 3.00 ENG 530 Topics in Writing 3.00 Writing English Literature ENG 531 Topics in Rhetoric 3.00 ENG 530 Topics in Writing 3.00 ENG 654 Milton 3.00 ENG 532 Topics in Theory 3.00 ENG 531 Topics in Rhetoric 0.00 ENG 655 Early Nineteenth Century 3.00 ENG 533 Topics in Composition 3.00 English Literature ENG 532 Topics in Theory 3.00
ENG 640 Second Language Writing 3.00 ENG 656 Studies in Victorian 3.00 ENG 533 Topics in Composition 3.00 Literature ENG 641 Literacy and Basic 3.00 ENG 620 Theories of Rhetoric and 3.00 Writing ENG 670 The Critical Tradition 3.00 Teaching Writing
ENG 642 Computers and 3.00 ENG 671 Gender Theory and 3.00 ENG 640 Second Language Writing 3.00 Composition Literature
Page 49 LIU Brooklyn Graduate Bulletin 2013 - 2014 Bulletin 2013 - 2014
ENG 641 Literacy and Basic 3.00 ENG 670 The Critical Tradition 3.00 The following courses are required (15 credits): Writing ENG 502 Writers on Writing 3.00 ENG 671 Gender Theory and 3.00 ENG 646 Individual and Small 3.00 Literature ENG 503 Theory of Writing 3.00 Group Writing Instruction ENG 705 Independent Study 3.00 ENG 504 Traditions & Lineages 3.00 ENG 700 Practicum in the Teaching 3.00 ENG 5791 The Modern Novel 3.00 Elective with permission 3.00 of Composition of advisor ENG 5792 Literature & Slavery 3.00 ENG 705 Independent Study 3.00 Credit and G.P.A. Requirements ENG 708 Thesis 3.00 Nine (9) credits are required from Literature Minimum Total Credits: 33 Credits Fifteen (15) credits required from Creative electives Minimum G.P.A.: 3.0 Writing workshops: ENG 546 Restoration and 3.00 Each student must take five workshops from the Eighteenth Century M.F.A. in Creative Writing following list. Most workshops may be taken more Literature than once but no more than 9 credits can be earned ENG 569 Jane Austen 3.00 An M.F.A. in Creative Writing is a terminal in the same course: degree program designed to help meet the needs of ENG 520 Nonfiction Writing 3.00 ENG 571 The Eighteenth Century 3.00 students as they seek to become published writers Workshop English Novel and teachers. This program offers a solid (may be taken only once) ENG 573 The Nineteenth Century 3.00 foundation and practice through courses in ENG 523 Fiction Writing 3.00 English Novel literature, writing workshops and writing process Workshop and technique courses designed for the aspiring ENG 574 The Twentieth Century 3.00 (may be taken three writer. In this vigorous and innovative program, English Novel times) students will have opportunities to work with a ENG 579 Seminar in Special 3.00 host of visiting writers and poets, as well as to ENG 524 Poetry Writing Workshop 3.00 Studies participate in the vibrant writing and performing (may be taken three arts communities of both Brooklyn and Manhattan. times) ENG 580 Seminar in Twentieth 3.00 In the 39-credit M.F.A. in Creative Writing, Century Literature ENG 525 Playwriting Workshop 3.00 the focal point of the curriculum is the writing (may be taken three ENG 624 Seminar in American 3.00 workshop. Students have opportunities to work in times) Literature poetry, fiction, playwriting, creative non-fiction and on cross-genre projects. They explore a wide ENG 526 Writing for Media I: The 3.00 ENG 624A African American 3.00 range of literary styles, from traditional narratives Story Literature to the experimental, contemplative and avant- (may be taken only once) ENG 624B Themes in American 3.00 garde. In literature and theory classes, students ENG 528 Seminar in Creative 3.00 Drama look closely at the links between contemporary Writing writing and literary traditions, writing and theory, ENG 625 Nineteenth Century 3.00 (may be taken three and between writing, reading, music, and the American Literature times) visual arts. Students are encouraged to take artistic ENG 626 Twentieth Century 3.00 risks while moving in the context of multiple ENG 529 Topics in Creative 1.00 American Literature traditions. A small intimate program setting allows Writing for easy access to, and strong mentoring by faculty ENG 631 Modern Poetry 3.00 Nine (9) credits required from Literature members who are deeply committed to their electives ENG 634 Twentieth Century Drama 3.00 students. ENG 546 Restoration and 3.00
ENG 635 Seminar In Ibsen 3.00 Eighteenth Century Admission Requirements for M.F.A. in Literature ENG 636 Seminar in Literary 3.00 Creative Writing Periods and Movements To be admitted to this program, students must: ENG 569 Jane Austen 3.00 • Submit a creative writing sample that reflects ENG 643 Seminar in Shakespeare 3.00 ENG 571 The Eighteenth Century 3.00 the genre/s of your specialties. English Novel ENG 649 Seminar in British 3.00 • Submit a letter of intent that describes why you Literature want to pursue an M.F.A. ENG 573 The Nineteenth Century 3.00 English Novel ENG 650 Seminar in Medieval 3.00 • Submit two letters of recommendation from academic/creative writing professors. Literature ENG 574 The Twentieth Century 3.00 • Submit Official educational transcripts with a English Novel ENG 651 16th and 17th 3.00 G.P.A. of 3.0 or better, with at least 6 credits in Century English advanced English courses (literature or creative ENG 579 Seminar in Special 3.00 Literature writing). Studies • Submit a completed application to the Office of ENG 654 Milton 3.00 ENG 580 Seminar in Twentieth 3.00 Admissions. (This package will be reviewed by Century Literature ENG 655 Early Nineteenth Century 3.00 an English Graduate Admissions Committee.) English Literature ENG 624 Seminar in American 3.00 Literature ENG 656 Studies in Victorian 3.00 M.F.A., Creative Writing Literature Creative Writing Master of Fine Arts
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ENG 624A African American 3.00 Literature
ENG 624B Themes in American 3.00 Drama
ENG 625 Nineteenth Century 3.00 American Literature
ENG 626 Twentieth Century 3.00 American Literature
ENG 631 Modern Poetry 3.00
ENG 634 Twentieth Century Drama 3.00
ENG 635 Seminar In Ibsen 3.00
ENG 636 Seminar in Literary 3.00 Periods and Movements
ENG 643 Seminar in Shakespeare 3.00
ENG 649 Seminar in British 3.00 Literature
ENG 650 Seminar in Medieval 3.00 Literature
ENG 651 16th and 17th Century 3.00 English Literature
ENG 654 Milton 3.00
ENG 655 Early Nineteenth Century 3.00 English Literature
ENG 656 Studies in Victorian 3.00 Literature
ENG 670 The Critical Tradition 3.00
ENG 671 Gender Theory and 3.00 Literature
ENG 5791 The Modern Novel 3.00
ENG 5792 Literature & Slavery 3.00 Credit and G.P.A. Requirements Minimum Total Credits: 39 Credits Minimum G.P.A.: 3.0
Page 51 LIU Brooklyn Graduate Bulletin 2013 - 2014 Bulletin 2013 - 2014
Every Semester English Department Courses ENG 509 Sociolinguistics: Language in Social
Context ENG 524 Poetry Writing Workshop ENG 502 Writers on Writing An introduction to the major theories and An intensive workshop devoted to writing works of Students will attend a weekly series of readings, fieldwork in sociolinguistics. Students examine the poetry. Class time will be spent critiquing each lectures and discussions by visiting writers. With a connections between language and social class, other's writings and discussing traditional and faculty member, students will read and analyze the ethnicity and gender, and the implications of those experimental forms. Students in the MFA program works of prominent and emerging writers and then connections for the teaching of writing. There is may take this class three times. interact with the writers themselves in the also a strong focus on the analysis of second Student must be part of the Creative Writing classroom. language and second dialect writing, along with an program in order to register for this course. Student must be part of the Creative Writing exploration of multiple literacies. Credits: 3 program in order to register for this course. Student must be matriculated in the English MA Every Semester
Credits: 3 program or the English MFA program in order to ENG 525 Playwriting Workshop Rotating Basis register for this course. Credits: 3 This course begins with an introduction to the ENG 503 Theory of Writing On Occasion history and basics of dramatic writing, starting with This seminar concentrates on major twentieth and Aristotle's Poetics and assessing sections of two twenty-first century theorists of poetry and fiction, ENG 510 Technical Writing different texts and approaches to writing for the many of whom are great creative writers themselves. This course introduces students to the theory and theater: The Art of Dramatic Writing by Lejos Egri The course makes the connection between literary practice of producing and managing documents and David Ball's Backwards and Forwards. The theory and the work of the creative writer. Among that are used in industry and other organizational second phase of the course focuses on scene and the works under discussion are the theoretical texts settings. Assignments include analytical writing, character development, through a series of written of Walter Benjamin, Charles Baudelaire, Julia editing, designing, and testing of texts. Attention exercises and assignments, as each student begins Kristeva, Lyn Hejinian, Charles Olson, Frederico will be given to style manuals, users' manuals, drafting a one-act play. The final section of the Garcia Lorca, Amiri Baraka, Virginia Woolf, M.M. research-writing, and publication (as needed). course is devoted to work-shopping each student Bakhtin, Alain Robbe-Grillet. The emphasis will be Student must be matriculated in the English MA play-in-progress. on a close reading of these texts in order to program or the English MFA program in order to The pre-rquisite or co-requisite of MA 550 is understand the place of theory in students' own register for this course. required. creative writing. Credits: 3 Credits: 3 Student must be part of the Creative Writing On Occasion Cross-Listings: ENG 525, MA 552 program in order to register for this course. On Occasion ENG 519 Editing Credits: 3 This course prepares students in the research, ENG 527 Topics in Professional Writing Rotating Basis principles, and practices of editing essential to the An introduction to the theory, research, and ENG 504 Traditions and Lineages process of publishing. Students gain knowledge of practice of professional writing. Topics may include This seminar concentrates on the major literary the principles underpinning different levels of writing in such professions as medicine and law, movements of the twentieth and twenty-first professional editing and develop their own writing for nonprofit and cultural institutions, centuries, including Dada, Imagism, Objectivism, expertise through extensive practice. writing in digital media, scientific and technical The Harlem Renaissance, Surrealism, Black Student must be matriculated in the English MA writing, business writing, and grant writing. Mountain, The Beat Generation, Magic Realism, program or the English MFA program in order to Students will both analyze and write professional and The New York School. Among the writers register for this course. writing documents and receive detailed feedback on under discussion are Gertrude Stein, Ezra Pound, Credits: 3 their writing in intensive workshops. Students in Jean Toomer, Lorine Neidecker, Langston Hughes, On Occasion the professional writing concentration may take this
Andre Breton, Allen Ginsberg, Garcia Marquez, class three times. ENG 520 Nonfiction Writing Workshop and Frank O'Hara. Emphasis will be on a close Student must be matriculated in the English MA An intensive workshop devoted to writing literary reading of these writers in order to understand the program or the English MFA program in order to nonfiction. Class time will be spent critiquing each traditions behind our own work. register for this course. other's writing and discussing traditional and Student must be part of the Creative Writing Credits: 3 experimental forms. Students in the Professional program in order to register for this course. Annually Writing concentration may take this class 3 times. Credits: 3 Student must be matriculated in the English MA ENG 528 Seminar in Creative Writing Rotating Basis program or the English MFA program in order to An intensive workshop devoted to different ENG 508 General Linguistics register for this course. strategies for writing imaginative texts, especially An introduction to the basic discipline of Credits: 3 those that cross genres. Students in the MFA linguistics, the phonology and history of the Annually program may take this class three times. Examples
English language, as well as semantics and syntax, of special topics are: Collage: Image and Text, ENG 523 Fiction Writing Workshop including traditional and generative- Science Fiction Writing, and The Prose Poem. An intensive workshop devoted to writing works of transformational grammar. Student must be part of the Creative Writing fiction. Class time will be spent critiquing each Student must be matriculated in the English MA program in order to register for this course. other's writings and discussing traditional and program or the English MFA program in order to Credits: 3 experimental forms. Students in the MFA program register for this course. On Occasion may take this class three times. Credits: 3 Student must be part of the Creative Writing ENG 571 The Eighteenth Century English Novel On Occasion program in order to register for this course. This course will trace the rise of the English novel Credits: 3 and the authors who helped shape its form.
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Authors include Aphra Behn, Daniel Defoe, Eliza and folk tales are considered. Authors include Poe, program or the English MFA program in order to Haywood, Samuel Richardson, Fanny Burney, Hawthorne, James, Melville, Emerson, Whitman, register for this course. Henry Fielding, and Jane Austen. Douglass, Twain, Crane, Dickinson, Chestnut, Credits: 3 Credits: 3 Wharton, and Dreiser. On Occasion On Occasion Student must be matriculated in the English MA program or the English MFA program in order to ENG 650 Seminar in Medieval Literature ENG 579 Seminar in Special Studies register for this course. This course focuses on a particular text, topic, or An intensive study of special areas of interest in Credits: 3 tradition. Topics include Chaucer's Canterbury literature. Examples of special topics are the works On Occasion Tales, the Arthurian tradition, gender and sexuality of a major author, literature and the arts, and in medieval literature, and women of the Middle detective fiction. ENG 626 Twentieth Century American Literature Ages. Student must be matriculated in the English MA Modernism, new regionalism, expatriatism, the Student must be matriculated in the English MA program or the English MFA program in order to Harlem Renaissance, and gender perspectives are program or the English MFA program in order to register for this course. among topics covered. Authors include register for this course. Credits: 3 Hemingway, Fitzgerald, Faulkner, Stein, Hurston, Credits: 3 On Occasion Hughes, Steinbeck, Eliot, Cather, and Stevens. On Occasion Student must be matriculated in the English MA ENG 620 Theories of Rhetoric and Teaching program or the English MFA program in order to ENG 700 Practicum in the Teaching of Writing register for this course. Composition An introduction to rhetorical theories and the Credits: 3 A practicum designed to introduce new teachers to teaching of writing. Examines rhetorical trends On Occasion the theory and methods of writing pedagogy, with across time and the impact of these trends on an emphasis on classroom practice. contemporary methods of teaching writing. ENG 631 Seminar in English and American Student must be matriculated in the English MA Student must be matriculated in the English MA Poetry program or the English MFA program in order to program or the English MFA program in order to An intensive study of poetry and poetic traditions. register for this course. register for this course. Examples of special topics are experimental poetry, Credits: 3 Credits: 3 the lyric poem, poetic movements, political poetry, Every Spring Alternate Years poetry in performance, and major authors. Student must be matriculated in the English MA ENG 705 Independent Study ENG 624 Seminar in American Literature program or the English MFA program in order to A tutorial designed for advanced individual An intensive study of special areas of interest. register for this course. research. Hours to be arranged. Permission of Examples of special topics are romancing the Credits: 3 Department Chair required. Prerequisite: 12 frontier, the body in American literature, and On Occasion graduate credits in English. melancholia and American literature. Credits: 3 Student must be matriculated in the English MA ENG 643 Seminar in Shakespeare On Demand program or the English MFA program in order to An intensive reading of a selection of Shakespeare's register for this course. plays. In addition to studying the texts, students will ENG 707 Methods of Research and Criticism Credits: 3 be introduced to scholarly approaches to A study of research techniques and critical On Occasion Shakespeare's work and to the contexts within approaches to literature, rhetoric, and creative which he worked. writing. The course guides students through the ENG 624A African American Literature Student must be matriculated in the English MA writing of a critical research essay. This course covers African American Literature program or the English MFA program in order to Student must be matriculated in the English MA from the eighteenth century to the present. The register for this course. program or the English MFA program in order to course will provide general information about the Credits: 3 register for this course. major writers and texts that have contributed to On Occasion Credits: 3 African American Letters. In addition to literary Every Spring texts, assignments include criticism from noted ENG 646 Individual and Small Group Writing scholars such as Houston Baker, Henry Louis Gates Instruction ENG 708 Thesis Jr., Hortense Spillers, Deborah McDowell, Mae A study of various collaborative and conference The capstone project for the various MA/MFA Gwendolyn Henderson, and others. Fiction writers techniques for the teaching of writing. Designed to concentrations may take the form of a critical to be studied are Douglass, Hughes, Hurston, include theories of collaborative learning, practical research essay, a field project and documented Wright, Brooks, Ellison, Walker, Morrison and applications in the classroom, and ethnographic or report, or a portfolio of creative work with an more. The aim is to provide not only a sense of the case studies. analytical coda. Students work with thesis advisers. African-American literary tradition but also where it Student must be matriculated in the English MA Prerequisites: At least 21 credits in graduate English stands in relation to Western humanities. program or the English MFA program in order to courses completed with a 3.0 GPA and permission Student must be matriculated in the English MA register for this course. of the thesis director and the graduate adviser. program or the English MFA program in order to Credits: 3 Concentrators in Professional Writing, Writing and register for this course. Every Fall Rhetoric. Candidates for the MFA must have Credits: 3 completed at least 12 of their credits in writing. On Occasion ENG 649 Seminar in British Literature Student must be matriculated in the English MA An intensive study of special areas of interest. program or the English MFA program in order to ENG 625 Nineteenth Century American Examples of special topics are Africa in the British register for this course. Literature imagination, British writing in wartime, and British Credits: 3 A study of the diverse voices in American literature. women novelists. On Demand Narratives, poetry, journals, essays, autobiographies, Student must be matriculated in the English MA
Page 53 LIU Brooklyn Graduate Bulletin 2013 - 2014 Bulletin 2013 - 2014
as Urban Studies 504). Credits: 3 DEPARTMENT OF HISTORY Rotating Basis HIS 524 The Civil War and Reconstruction (1850- Professors Dorinson, Warmund (Chair), Wilson 1877) HIS 699 Independent Study and Research Professors Emeriti Gabel, Lane, Necheles-Jansyn An examination of the social, political and Credit and hours arranged with approval and Associate Professors Jones, Horstmann Gatti, Xia economic aspects of the Civil War and permission of the Department. Associate Professor Emeritus Reilly Reconstruction. Topics covered include the causes Credits: 3 Assistant Professor Agrait of the conflict; the impact of the war on the North On Demand Adjunct Faculty: 6 and the South; issues of gender, slavery, and racism; Students interested in history who want a the evolution of a free labor system; and the long- multidisciplinary program that views society term effects of Reconstruction. (Formerly History through the integrated perspective of several social 620) sciences may take a Master of Science in Social Credits: 3 Science with a concentration in history. On Occasion
History Courses HIS 535 The Holocaust This course will rely on a variety of perspectives,
psychological, theological, philosophical, ethical as HIS 500 Germany 1870-1945, from Unification to well as historical, to assist students in the search for Disintegration the Who, What, When and possibly the Why of A course that traces the story of Germany's the Holocaust. They will also be introduced to unification, rapid rise to European prominence, varying and sometimes conflicting interpretations and eventual transformation into the Nazi state. It of the subject in order to underscore the introduces various interpretations of the course of complexities and dilemmas raised by the mass German history and examines a variety of destruction of Europe's Jewish communities. interrelated questions that might be reduces to one: Credits: 3 Why Germany? Why did an apparently modern On Occasion and civilized society accept barbarism on such an unprecedented scale? HIS 565 Latin America in World History Credits: 3 An introduction to the graduate study of Latin Rotating Basis American history from the pre-colonial period to
the present as seen through the lens of world HIS 501 Slavery and Freedom: A Comparative history. Students read a selection of texts examining Perspective such topics as indigenous culture, slavery, This course involves the examination and colonialism, imperialism, nationalism and comparison of the development of slave systems in revolution set in the context of the wider currents the New World. Emphasis will be on the different of history. definitions of freedom that developed within the Credits: 3 various slave societies. Major points of comparison On Occasion will center on the plantation systems of Brazil, Cuba, and the United States. HIS 583 The History of the City of New York Credits: 3 A chronological and topical review of the political On Occasion and social development of New York City from
Dutch settlement to the present. Emphasis is placed HIS 502 The History of African American on the development of the city as a great financial, Women in the United States intellectual and cultural center. This course examines the complex and varied Credits: 3 experiences of African American women in the Cross-Listings: HIS 583, URB 583 United States from slavery to the present. In the On Occasion process of exploring the historical perspective of African American women's lives, students will draw HIS 622 The Era of the American Revolution upon other disciplines such as literature, sociology, A study of the development of the controversy with media arts and political science in a thematic England after 1763, the Revolutionary War, and coverage of the myths and realities of "black the period of the Confederation through the womanhood." adoption of the Constitution. Credits: 3 Credits: 3 On Occasion On Occasion
HIS 504 The Development of the American HIS 632 The World Since 1945 Metropolis A survey of political and economic trends, A study of the development of the American including the collapse of European hegemony, the metropolis from the period of settlement to emergence of the Third World, the Cold War in modern times. Special emphasis is placed on the Europe and in Asia, the breakup of the Soviet relationship of physical development to the various Empire, the resurgence of nationalism, and the factors that affect urban growth and change. (Same growing economic importance of Asia.
LIU Brooklyn Graduate Bulletin 2013 - 2014 Page 54 LIU Brooklyn
DEPARTMENT OF wave equations. Prerequisite: MAT 610 or equivalent. MTH 636 Abstract Algebra II MATHEMATICS Credits: 3 Basic theory of groups, rings, fields. Special topics On Occasion from Galois theory, group representation, field Professors Myers, Park, Zuckerberg extensions, rings, modules, Lie algebras. Professors Emeriti Posmentier, Stanley, MTH 620 Theory of Functions of a Real Variable Prerequisite: Advanced Calculus. Zuckerman I Credits: 3 Associate Professors Allan, Bednarchak (Chair), Topologies on the real line, measurable functions, On Occasion Knight, Su limit theorems, Riemann and Lebesgue integrals, Associate Professors Emeriti Farber, Tucker metric spaces, measure spaces, normed linear MTH 650 Numerical Analysis II Assistant Professor Zablow Adjunct Faculty: 21 spaces. Prerequisite: Advanced Calculus. Numerical differentiation and integration, Courses in mathematics are offered for students Credits: 3 summation, least squares, numerical solutions of who need them to meet the requirements for On Occasion differential equations, boundary value problems. degrees in the sciences or pharmacy, or for the Prerequisite: One year of calculus. M.S.Ed. in Secondary Education. MTH 621 Theory of Functions of a Real Variable Credits: 3 II On Occasion Topologies on the real line, measurable functions, Mathematics Courses limit theorems, Riemann and Lebesgue integrals, MTH 670 Topology metric spaces, measure spaces, normed linear Topological spaces and functions. Compactness, spaces. Prerequisite: Advanced Calculus. connectedness, separation axioms, extension MTH 505 Introduction to Biostatistics Credits: 3 theorems, metrization theorems. Introduction to This course is designed for graduate students in the On Occasion homotopy and homology theory. Prerequisite: biological or health related sciences with the Advanced calculus. objective of enabling them to understand and apply MTH 625 Theory of Functions of a Complex Credits: 3 the theories underlying the techniques of point and Variable I On Occasion interval estimation, hypothesis testing, regression Preliminary geometrical and topological concepts; analysis and the design of experiments. In the elementary, analytic and meromorphic functions; main, the course will focus on the analysis of Cauchy theory; residues; Taylor and Laurent series; biostatistical, pharmaceutical and clinical trial data infinite products; entire and harmonic functions; and will be motivated by solving problems in many conformal mapping; analytic continuation periodic diverse areas of applications in the biological and and algebraic functions; Riemann surfaces. pharmaceutical realm. Two hours of lecture per Prerequisite: Advanced Calculus. week. Pre-requiste: MTH 30. Credits: 3 Credits: 3 On Occasion Cross-Listings: BIO 505, MTH 505 Every Spring MTH 626 Theory of Functions of a Complex Variable II MTH 515 History of Mathematics Preliminary geometrical and topological concepts; The development of mathematical concepts and elementary, analytic and meromorphic functions; methods from ancient times to the present, Cauchy theory; residues; Taylor and Laurent series; including bases for number systems, Euclidean and infinite products; entire and harmonic functions; non-Euclidean geometry, and the origins of algebra conformal mapping; analytic continuation periodic and calculus. and algebraic functions; Riemann surfaces. Credits: 3 Prerequisite: Advanced Calculus. On Occasion Credits: 3 On Occasion MTH 550 Numerical Analysis I Nonlinear equations, matrices, linear and MTH 630 Linear Algebra nonlinear systems of equations, polynomial Vector spaces, linear dependence and interpolation and approximation. independence, linear operators, matrices, similarity, Credits: 3 congruence, inner product spaces, orthogonality, On Occasion adjoints, Hermitian and normal operators, eigenvalues and eigenvectors, the characteristic and MTH 610 Differential Equations I minimal polynomials, Jordan Canonical form. Initial-value problems, including existence and Prerequisite: One year of calculus. uniqueness of solutions and their dependence on Credits: 3 initial data; linear systems; boundary value On Occasion problems; qualitative theory. Credits: 3 MTH 635 Abstract Algebra I Every Fall Basic theory of groups, rings, fields. Special topics from Galois theory, group representation, field MTH 611 Differential Equations II extensions, rings, modules, Lie algebras. Systems of differential equations, Fourier Series and Prerequisite: Advanced Calculus. Fourier transforms, selected topics from partial Credits: 3 differential equations including heat equations and On Occasion
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DEPARTMENT OF MEDIA Integrated Model. MA 522 Myth and Media 3.00 ** Global Media Studies Concentration requires MA 524 The Notion of Motion 3.00 ARTS the Theory Model. *** Media Studies concentration requires the MA 525 The Celluloid Classroom 3.00 University Professor Steinberg Integrated Model. MA 526 Slavery: Roots to Rap 3.00 Professors Broe, Fishelson, Lauth, Moghaddam Associate Professors Banks (Chair), Goodman DISTRIBUTION MODELS: MA 530 Television Theory 3.00 (M.A./M.F.A. Program Coordinator) 1) Integrated Model: 15 credits of Theory courses MA 531 Survey of Contemporary 3.00 Assistant Professors Beasley, Nappi, Molton (including MA 500 and MA 501) and 15 credits of Digital Media Art Adjunct Faculty: 10 Production courses. Media Arts is a powerful and influential field 2) Theory Model: 21 credits of Theory courses MA 532 Contemporary 3.00 that can be defined as the art and science of artistic (including MA 500 and MA 501) and 9 credits of Documentary expression through media such as film, television, Production courses. MA 533 Asian Cinema 3.00 radio, video art, the Web, computer graphics, 3) Production Model: 21 credits of Production computer art, animation, video games, music courses, and 9 credits of Theory courses (including MA 534 Latin American Cinema 3.00 production, sound design, photography, interactive MA 500 and MA 501). MA 535 Global Net Art 3.00 media, screenwriting, media management, media- based performance and installation. Students Admissions Requirements MA 536 Bessie Basie, Billy, Bird 3.00 trained in the above disciplines are employed in • Undergraduate degree in media arts, humanities MA 537 Comparative Film 3.00 the entertainment, advertising, publishing and or related subject Directors communications industries globally, in production • 600 word Artist's statement including and executive levels. experience and career goals. MA 538 All About ... 3.00
• Two letters of reference (one professional, one MA 610 History of the 3.00 academic) Documentary M.A. in Media Arts • Writing Sample: Essay on media-related topic
(undergraduate paper or article) MA 620 Psychoanalysis and the 3.00 The 36 credit Master of Arts in Media Arts is • Production Sample: A sample of work that best Media for students, communication professionals and demonstrates student’s media skills, creative artists who wish to work in a multidisciplinary MA 621 Philosophy and Media 3.00 range and potential (portfolio, sample reel or environment and gain experience in both script). MA 622 Globalization and the 3.00 traditional and digital techniques. The program is Media unique in that it offers a course of study that is Media Arts MA Plan Requirements explicitly designed to explore the relationship MA 623 Corporate Structure of the 3.00 A minimum of 36 credits are required: between theoretical concept and practical Media Media Arts M.A. Core Requirements application. There are eight Areas of MA 624 Media Bodies 3.00 Must complete the following two (2) courses for Concentration (see below) and a student is six (6) credits. required to take 12 credits within one of them. In MA 625 Sex, Gender, Media 3.00 MA 500 Media Aesthetics 3.00 addition, the student’s Integrated Thesis Project, MA 626 Crossing Borders 3.00 the last 6 credits of the degree, must feature this MA 501 Media Theory 3.00 Area of Concentration. MA 630 Documentary: 3.00 Must complete three (3) credits from the Fact/Fiction following Theory Courses. CONCENTRATIONS: MA 631 Global Documentary 3.00 There are eight areas of Concentration in the MA 502 Media: Race Gender, 3.00 MA 632 Topics in Visual 3.00 Master’s Program. A student must declare a Class Aesthetics Concentration in one of these areas and the MA 503 Creativity: Artist, 3.00 Distribution Model (see below) appropriate to Industry, Culture MA 633 Media Genres 3.00 complete it: MA 634 Genre Theory: Film, 3.00 1. Screenwriting: Film and Television MA 510 World Film History I 3.00 Television, Music 2. Photography: Traditional, Digital and MA 511 World Film History II 3.00 Experimental MA 635 Global Cinema 3.00 MA 512 American Film History I 3.00 3. Film, Television and Video Production (1895 - 1960) MA 636 Alternative Media 3.00 Including Directing, Cinematography and Editing MA 513 American Film History II 3.00 MA 637 Aesthetics of Rap and 3.00 4. Digital Sound and Audio Design (1960 - Present) Music Video 5. Computer Graphics Imaging: Print, Animation, MA 514 History of the Still Image: 3.00 MA 703 Independent Study I 3.00 Interactive Photography and CGI (Theory) 6. Media Management: Producing and Financing * MA 520 Artistic and Literary 3.00 SOC 526 Asian Cinema 3.00 7. Global Media Studies: Human Rights, Movements and the Must complete twelve (12) credits from the Documentary** Visual Media following Producation Courses. 8. Media Studies: History, Aesthetics, Visual MA 521 Social and Political 3.00 ENG 525 Playwriting Workshop 3.00 Culture*** Movements and the ENG 526 Writing for Media I: The 3.00 Visual Media Story * Media Management Concentration requires the
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MA 550 Writing for Media I: The 3.00 MA 683 Producing Television 3.00 Media Arts Department with permission of Story Series Program Coordinator.) 9 Credits M.F.A. Thesis: MA 551 The Screenplay 3.00 MA 704 Independent Study II 3.00 MA 897 M.F.A. Thesis I 3.00 (Production) MA 552 Playwriting Workshop 3.00 Must complete nine (9) credits of electives. MA 898 M.F.A. Thesis II 3.00 MA 556 Digital Photography I 3.00 MA 899 M.F.A. Thesis III 3.00 MA 557 Experimental 3.00 *May not use courses from above completed 24 Credits Production in Area of Photography requirements to satisfy elective requirement. Concentration: Media Arts M.A. Thesis Requirement MA 560 Digital Video Imaging I 3.00 MA 711 Exhibiting Media Arts (required) + 21 Must complete the following two (2) courses for credits from one of 5 Areas of Concentration: MA 561 Multi-Camera Production 3.00 six (6) credits. 1. Audio Production: Music, Sound Design, I MA 707 Integrated Thesis Project I 3.00 Sound for Picture, Radio MA 562 DV Intensive 3.00 (Theory) MA 585 Music Marketing 3.00 MA 563 Digital Media For 3.00 MA 708 Integrated Thesis Project 3.00 MA 570 Digital Sound Design I 3.00 Teachers II (Production) MA 571 Sound for Visual Media 3.00 MA 570 Digitial Sound Design I 3.00 M.F.A. in Media Arts MA 572 Location Sound 3.00 MA 575 Digital Communications 3.00 Recording Design The 60 credit Master of Arts in Fine Arts degree offers students hands-on experience with MA 573 Music for Visual Media 3.00 MA 576 Motion Graphics 3.00 the latest technologies for content creation across Production MA 670 Digital Sound Design II 3.00 multiple disciplines, in five concentrations: Film/ MA 577 3D Computer Graphics 3.00 Video/Screenplay; Computer MA 671 Digital Sound Design III 3.00 Graphics/Animation/Interactive Media, Digital MA 578 Interactive Media 3.00 MA 672 Digital Sound Design IV 3.00 Audio/Sound Design, Photography, and Media Production MA 674 Digital Sound Portfolio 3.00 Management. MA 580 Independent Producer 3.00 As a terminal degree, this M.F.A. can lead to MA 581 Business of Digital Sound 3.00 MA 581 Music Entrepreneurship 3.00 careers in the highest levels of production and Design management in media, in addition to college level MA 704 Independent Study 3.00 MA 583 Art and Commerce 3.00 teaching.
MA 584 Entrepreneurship 3.00 MA 894 Studio Specialization 3.00 M.F.A. Media Arts MA 895 Studio Specialization 3.00 MA 650 Writing Genre 3.00 General Requirements: MA 651 From Page to Screen 3.00 Credits MA 896 Studio Specialization 3.00
MA 652 Memory and Imagination 3.00 Media Theory 12 MA 705 Fieldwork Experience 3.00 (Internship) MA 655 Photography Portfolio 3.00 M.F.A. Seminars 3 or MA 660 Digital Video Imaging II 3.00 Production in Area of 24 2. Computer Graphics Imaging: Web Design, Concentration MA 661 Film Production I 3.00 Animation, Interactive Interdisciplinary 6 MA 575 Digital Communication 3.00 MA 662 Directing the 3.00 Production/Studio Design Documentary (outside Area) MA 576 Motion Graphics 3.00 MA 665 Directing the Screen 3.00 General Electives 6 Production Actor II Thesis 9 MA 577 3D Computer Graphics 3.00 MA 670 Digital Sound Design II 3.00 Total 60 MA 578 Interactive Media 3.00 MA 671 Digital Sound Design III 3.00 12 Credits Media Theory: MA 579 Computer Graphics I 3.00 MA 672 Digital Sound Design IV 3.00 MA 800 (required) plus 9 credits in Theory MA 675 Digital Sculpture 3.00 MA 673 Digital Sound Portfolio 3.00 Electives 3 Credits M.F.A. Seminars: MA 676 3D Computer Animation 3.00 MA 675 Digital Sculpture 3.00 MA 801 M.F.A. Seminar I 1.00 MA 677 Computer Graphics 3.00 MA 677 Computer Graphics 3.00 MA 802 M.F.A. Seminar II 1.00 Imaging Imaging Portfolio MA 803 M.F.A. Seminar III 1.00 MA 678 Intro to Motion Capture 3.00 MA 680 Financing Features 3.00 6 Credits Interdisciplinary Production: MA 679 Advanced 3D Character 3.00 MA 681 Developing 3.00 Any 2 media arts studio/production classes outside Animation Documentaries and Shorts the primary Area of Concentration MA 695 Logo Animation 3.00 MA 682 Digital Imaging Team 3.00 6 Credits General Electives: Portfolio II Any graduate-level elective. (May be taken outside MA 696 3D Modeling I 3.00
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MA 697 Motion Capture II 3.00 MA 580 The Independent 3.00 Studio Specialization: MA 894, MA 895, & MA Producer 896 as independent studies in their field. MA 698 Special Topics 3D CG 3.00 Credit and G.P.A. Requirements Developing MA 699 Special Topics Special 3.00 MA 681 3.00 Minimum Total Credits: 60 Credits Documentaries Effects Minimum G.P.A.: 3.0 MA 683 Producing the Television 3.00 MA 698 Special Topics Special 3.00 Series Effects M.F.A. in Writing and MA 690 Broadcasting II 3.00 MA 704 Independent Study 3.00 Producing for Television
MA 528 Production Management 3.00 MA 894 Studio Specialization 3.00 The M.F.A. in Writing and Producing for MA 581 Business of Digital Sound 3.00 Television is a writing intensive program that uses MA 895 Studio Specialization 3.00 Design a unique teaching and learning approach that MA 896 Studio Specialization 3.00 mimics the real world of contemporary television. MA 583 Art and Commerce 3.00 In particular, the notion of work done in MA 705 Fieldwork Experience 3.00 MA 584 Entrepreneurship 3.00 collaboration as a cohort is the hallmark of this (Internship) program since television demands that its writers MA 586 New Media Management 3.00 or work as a unit. The M.F.A. in Writing and Film/Video Production: Screenwriting, MA 622 Globalization & Media 3.00 Producing for Television is a full-time program. Directing, Producing, Editing & Performing Classes are held during the day, and therefore, MA 623 Corporate Structure of the 3.00 MA 550 Story 3.00 students must be able to commit to studying on a Media full-time basis. Students also must be able to work MA 551 Screenplay 3.00 MA 636 Alternative Media 3.00 collaboratively in an environment that requires the MA 590 Broadcasting I 3.00 exchange of ideas and the highest level of MA 680 Financing Features 3.00 professional courtesy. Most classes are held at MA 552 Playwriting Workshop 3.00 High End Digital Steiner Studios, located at the Brooklyn Navy MA 682 3.00 MA 560 Digital Video Imaging I 3.00 Production Yard. Students are expected to arrange their own transportation for those classes being held at MA 565 Directing the Screen 3.00 MA 704 Independent Study 3.00 Steiner as well as those held at LIU Brooklyn. Actor MA 894 Studio Specialization 3.00 Admissions Requirements MA 566 Production Development 3.00 MA 895 Studio Specialization 3.00 The M.F.A. in Writing and Producing for Skills Television is a highly competitive program, which MA 896 Studio Specialization 3.00 MA 567 The Art of Editing 3.00 seeks to recruit 20-25 students each year, who MA 705 Fieldwork Experience 3.00 exhibit the ability to express themselves clearly MA 568 Lighting for Visual Media 3.00 (Internship) and creatively in the written form. Applicants need not have a background in writing for TV or film, MA 650 Writing Genre 3.00 or however, they will be required to submit, as part of 5. Photography: Traditional, Digital, MA 651 From Page to Screen 3.00 the admissions process (see below), writing Experimental, Creative MA 652 Memory and Imagination 3.00 samples that demonstrate the potential required to MA 555 Photography 3.00 write for the television medium. MA 653 Writing Documentaries 3.00 MA 556 Digital Photography 3.00 To be admitted to this program you must MA 654 TV Writer’s Table 3.00 submit: MA 557 Experimental 3.00 • An application for admission MA 660 Digital Video Imaging II 3.00 Photographer • An original dramatic or comedic script written MA 661 Film Production I 3.00 MA 558 The Business of Freelance 3.00 for film, TV or theater, or a sample of creative writing that reflects your story-telling ability. MA 664 Components of Visual 3.00 MA 559 Studio Photography 3.00 • Two written recommendations: one Story Telling MA 655 Photography Portfolio 3.00 professional and one academic. Include contact MA 665 Directing the Screen 3.00 information. MA 656 Conceptual Digital 3.00 Actor II • An up-to-date bio or CV Photography In addition, applicants must: MA 666 Cinemagraphic Directing 3.00 MA 657 Digital Photography II 3.00 • Have earned an undergraduate degree at an MA 704 Independent Study 3.00 accredited college or university MA 568 Lighting for Visual Media 3.00 • Complete a personal interview, which will be MA 894 Studio Specialisation 3.00 MA 704 Independent Study 3.00 scheduled once the writing samples have been MA 895 Studio Specialisation 3.00 reviewed MA 894 Studio Specialization 3.00 Continued enrollment in this program is MA 896 Studio Specialisation 3.00 MA 895 Studio Specialization 3.00 contingent upon: MA 705 Fieldwork Experience 3.00 • Regularly attending classes (no more than three MA 896 Studio Specialization 3.00 (Internship) missed classes will be allowed). or MA 705 Fieldwork Experience 3.00 • Submitting projects and writing assignments by 4. Media Management: Producing, Marketing (Internship) the predetermined deadlines. Note: In addition to production/studio classes in
each area, M.F.A. students can take 9 credits in
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M.F.A., Writing and Producing for Television The M.F.A. in Writing and Producing for Television is a full-time, 48-credit program, running two years; consisting of the following courses.
Semester One WPT 610 Writing and Development 6.00 - The Television Series
WPT 611 The History Of 3.00 Television
WPT 612 The Writer's Table 3.00 (January/Winter Intensive)
Semester Two WPT 620 Television Series & 6.00 Programs - Writing And Pre-Production
WPT 622 New Media: An 3.00 Introduction
WPT 698 Individual Episode 3.00 Writing
WPT 699 Internship 0.00
Semester Three WPT 630 Television Series & 6.00 Programs - Writing and Production
WPT 631 Single Camera Film-Style 3.00 Video Production
WPT 632 Location Production 3.00 (Winter Intensive)
WPT 699 Internship 0.00
Semester Four WPT 642 Post Production 3.00
WPT 643 Intellectual Property And 3.00 Cutting The Deal
WPT 621 Genre Theory and 3.00 Writing the Pilot
WPT 700 Capstone Course 3.00 Credit and G.P.A. Requirements Minimum Total Credits: 48 Credits Minimum G.P.A.: 3.0
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Media Arts Courses 800 is required. our social world. Credits: 3 The pre-requisite or co-requisite of MA 500 or MA On Demand 800 is required. MA 500 Media Aesthetics Credits: 3 An exploration of problems and issues related to MA 505 Gaming and Game Theory On Occasion theories of applied media aesthetics - from cave This seminar examines the historical and paintings to virtual reality. Through screenings and conceptual framework of gaming and game theory. MA 520 Artistic and Literary Movements and the readings, students analyze the language and Constitutive components of the class include an Visual Media meaning of visual culture and develop their own exploration of the transformative, cognitive effects This course focuses on the aesthetic conventions interpretations. Topics include the psychology of of play, an historical overview of video games and and philosophical underpinnings of one of many perception, the construction of reality, creativity, rule-based gaming, as well as an investigation of 20th century movements in the fine arts and history of technology, mass culture and consumer interactive or ergodic processes of dynamic and literature, including Expressionism, engineering. Must be taken within the first year of cybernetic systems. Media and cinematic Constructivism, Dada and Surrealism, Literary study. illustrations of game theory will be screened Modernism, Poetic Realism, Magic Realism, Credits: 3 including Memento, Dr. Strangelove, Rebel Abstract Expressionism, Pop Art and Structuralism. Every Fall and Spring Without a Cause, Wall Street, War Games, A Visual media artists include Luis Bunuel, Sergei Beautiful Mind and Pi. Eisenstein, David Lynch, Fritz Lang, Jean Renoir, MA 501 Media Theory The pre-requisite or co-requisite of MA 500 or MA and Nam Jun Paik. (This course may be taken A foundation course that acquaints the student 800 is required. more than once for credit). with the multitude of theories that together Credits: 3 The pre-requisite or co-requisite of MA 500 or MA constitute Contemporary Media Theory. The On Occasion 800 is required. course is a bridge between the multiple disciplines Credits: 3 that have been used to examine the media, MA 514 History of the Still Image: Photography On Occasion including psychology, linguistics, history and and CGI sociology and the aesthetic considerations of film, This course traces the history of the still image from MA 521 Social and Political Movements and the television and popular recording. The course traces its earliest chemically-based photographic form to Visual Media the broad outlines in the evolution of each branch the contemporary digital computer graphic image. This course focuses on the interaction of key 20th of Contemporary Media Theory including Aesthetic theories of imaging, visual representation century social and political movements and their semiotics, psychoanalysis, feminism and theories of and veracity will be examined. impact on the visual media including: Weimar ideology. Considerable attention is also paid to The pre-requisite or co-requisite of MA 500 or MA Visual Culture, the French Popular Front, the 60s students developing a sense of how to place the 800 is required. Student Movement, Alter Globalization, media object in its historical and cultural context. Credits: 3 Bolivarism. (This course may be taken more than Must be taken within the first year of study. On Occasion once for credit).
The pre-requisite or co-requisite of MA 500 or MA The pre-requisite or co-requisite of MA 500 or MA MA 515 Class, Crime & Film Noir 800 is required. 800 is required. An exploration of the history of those dark, seedy Credits: 3 Credits: 3 crime films that came to prominence in Hollywood Every Fall and Spring On Occasion in the late 1940s (The Maltese Falcon, Blue Dahlia) MA 502 Media: Race Gender, Class in a style that has become nearly the dominant in MA 522 Myth and Media An examination of how race, gender and class are Hollywood today. The course examines noir's pre- How do humans relate to the great forces of life constructed in the visual media and how they history in the gangster film (Scarface, I Was A and death, male and female, creation and interact. Students become versed in the major Fugitive From a Chain Gang), its development into destruction, light and darkness? Movies along with historical and contemporary arguments and explore a full blown validation of the sympathetic male and all the other arts, have embraced myth; for story how those arguments apply to various media female fugitive outside the law (Out of the Past, lines, to explain mysteries and for a deeper formations, ranging from film noir to the African- Desperate), its brief flowering in the 70s influence in structure, motifs and style. In this American gangster film to the independent feminist (Chinatown) and its reemergence under Reagan course, students deepen their theoretical film. The course concludes with studies of media and Bush (Bad Lieutenant, The Last Seduction). understanding of how mythic constructs, belief conjunctions in which class, race and gender Topics include: femme fatales (Double Indemnity), systems and ideologies function within film relations are encoded in the same media formation. international noir (Italy's Bitter Rice), black noir (A narrative. In particular, this course explores how The pre-requisite or co-requisite of MA 500 or MA Rage in Harlem). definitions of myth, legend, fairytale or fable are 800 is required. The pre-requisite or co-requisite of MA 500 or MA often conflated within post-modern contemporary Credits: 3 800 is required. film idiom to reveal new meanings. Topics include: On Occasion Credits: 3 pastiche and satire, Magic Realism, science fiction On Occasion and gender, the eco-disaster movie. MA 504 Indie Sex The pre-requisite or co-requisite of MA 500 or MA This new course investigates the counter-politics MA 516 History of Photography 800 is required. and aesthetic of how sex and gender are It is recommended that students following a Credits: 3 represented in the narratives of contemporary photography track take this course. An examination On Occasion (mostly non-American) independent film. Analyzing of important photographers, processes and films through the lens of globalism and its cultural movements from the invention of photography to MA 526 Slavery: Roots to Rap contexts, students study a variety of genres the present. Special emphasis is placed on A survey of the development of different film including: documentary, hard-core art, horror, sociological and artistic concepts that shape and treatments of social history by emphasizing both animation and experimental forms. inform the medium, such as the act of historical films and contemporary films about The pre-requisite or co-requisite of MA 500 or MA photography, the experience of being slavery including those from the 70s black- photographed, and the way the camera has changed xploitation and hip-hop eras. This course provides
LIU Brooklyn Graduate Bulletin 2013 - 2014 Page 60 LIU Brooklyn an overview of how filmmakers depict the cultural The pre-requisite or co-requisite of MA 500 or MA and disjointed exaggerations. and political progress (or not) of an American social 800 is required. The pre-requisite or co-requisite of MA 500 or MA group. Filmmakers studied will include Gillo Credits: 3 800 is required. Pontecorvo, Steven Spielberg, Spike Lee, Larry Cross-Listings: MA 533, SOC 526 Credits: 3 Cohen, Jonathan Demme. On Occasion On Occasion The pre-requisite or co-requisite of MA 500 or MA 800 is required. MA 535 Global Net Art MA 546 CyberCinema Credits: 3 This course explores the position, the process and As the moving image continues to morph into On Occasion the works of cultural producers in the global terrain numerable metaforms of digital signals and of digital production and distribution. Investigating electronic transmissions, (and is trademarked as MA 527 Women and Technology the fusion of the private and the local into the cyber-cinema), this graduate seminar explores all This seminar explores the historical and global through the Internet raises critical questions things cyber in cinema. Cyber - short for contemporary interrelationship between Women about the production of artworks in a borderless cybernetics - an interdisciplinary study of and Technology - how technology has imaged and virtual context, and about the relationship between communications and control sytems in animals, shaped women's lives, and likewise - how women these artworks and traditional representational humans and machines, connects the fields of have, in turn, appropriated technology for their spaces. The seminar explores these questions and robotics, artificial intelligence, evolutionary biology, own use. Topics include: domestic and their implications for the emerging discourse of neuroscience, psychology, etc., and has been a reproductive technologies, (often touted as universal citizenship. Lectures, readings, discussion longtime preoccupation in cinema, as seen in: liberators from domestic servitude and biological and analysis of cultural products. Final projects will Metropolis (1927), Frankenstein (1931), 2001: A imperatives); to inherited and appropriated be in the form of digital works. Space Odyssey (1968), Blade Runner (1982), technology, including women media makers The pre-requisite or co-requisite of MA 500 or MA Artificial Intelligence (2001), Minority Report (cinematographers, directors, computer graphic 800 is required. (2002), I, Robot (2004), etc. Through screenings, artists and technologists), to activists and theorists Credits: 3 cyber-interactions, readings of cyber-SciFi, and of cyber-feminism and global feminist blogs such as On Occasion discussions, this class probes such topics as gender WIMN: Women in Media & News. guises in cyberspace, what it means to be human, The pre-requisite or co-requisite of MA 500 or MA MA 537 Comparative Film Directors consciousness, etc. 800 is required. A focus on the work of either a single The pre-requisite or co-requisite of MA 500 or MA Credits: 3 director/writer or on a comparative analysis of two 800 is required. On Occasion directors/writers. Names include Katherine Credits: 3 Bigelow, Ousmane Sembene, Stanley Kubrick, On Occasion MA 528 Production Management David Lynch, Fritz Lang, Spike Lee, Alfred This course surveys the nuts and bolts of Hitchcock/Claude Chabrol, Douglas Sirk/R.W. MA 547 Avatars, Cyborgs, Robots production management in photography, film, Fassbinder. (This course may be taken more than Human identity intermixes with technology in television, and contemporary digital media. Topics once for credit.) interesting and compelling ways. As we develop include: entertainment and copyright laws, The pre-requisite or co-requisite of MA 500 or MA technology, our relatedness to it has become programming, operations, scheduling, hiring, 800 is required. increasingly more intimate. This is evident in our budgeting and media management. Students Credits: 3 latest medical advances in bionic implants and in complete an entire Production Handbook as their On Occasion our science fiction explorations in films, novels, semester long assignment. and games. The image of the cyborg, a hybrid The pre-requisite or co-requisite of MA 500 or MA MA 538 All About ... human and machine, appears in such films as 800 is required. This course involves an intense study of a single Bladerunner, Terminator, I, Robot, etc., while Credits: 3 media object, including the works that led up to it reflecting our cultural ambivalence about On Occasion and the works that were subsequently influenced by technology, its potentialities as well as its dangers. it. Studies include: Bonny and Clyde, 2001: A But, we may ask, "Mirror, mirror, on the wall, are MA 532 Contemporary Documentary Space Odyssey; Blue Velvet. (This course may be we to become the humanoid robot or the An exploration of the changing form and style of taken more than once for credit.) technologically-augmented human?" We shall the documentary in the context of the The pre-requisite or co-requisite of MA 500 or MA explore these mediated questions together in this democratization of access to information 800 is required. class. technologies and globalization. Topics include: the Credits: 3 The pre-requisite or co-requisite of MA 500 or MA mockumentary, guerilla documentary, the video On Occasion 800 is required. memoir, experimental and avant garde Credits: 3 MA 539 History of Special Effects documentary. On Occasion The pre-requisite or co-requisite of MA 500 or MA This seminar provides a historical and theoretical 800 is required. overview of special effects, from their earliest MA 548 Cinema of India Credits: 3 inception in theatrical, photographic and cinematic The film industry in India releases more films per Annually productions to their current utilization in year than any other country in the world and is contemporary media arts. This class surveys the rapidly finding a global market, second only to MA 533 Asian Cinema ubiquity of special effects used as either obvious Hollywood. This course examines the A focus on cinema as a unique cultural product in tropes in visualizing the fantastical, or as invisible phenomenon by means of in-depth analysis of a which artistic sensibilities are mobilized to address, amplifiers in simulating a more plausible reality. wide range of national and regional Indian films. and thus reflect, significant aspects of contemporary The class also examines the relationship of SFX to Topics include: The Merchant/Ivory effect; society. Through a range of feature films from the both narrative realism, and to the fabrication of the relationship of Indian mythology, literature and art region, this course examines these cultural products simulacrum, by tracing the semiotic use of SFX to to story construction; Bollywood influence on as collective expressions of some enduring concerns both propel a narrative, and to maintain narrative contemporary western movies and audiences: in modern Asian societies. coherence in what might otherwise be impalpable
Page 61 LIU Brooklyn Graduate Bulletin 2013 - 2014 Bulletin 2013 - 2014
Indian women filmmakers; regional language The pre-requisite or co-requisite of MA 556 is final copy of a ten-to- fifteen minute narrative or cinemas. required. mockumentary in a particular genre and film style. The pre-requisite or co-requisite of MA 500 or MA Credits: 3 This course takes skills acquired in previous courses 800 is required. On Occasion and applies them in a way that most emulates the Credits: 3 conditions of actual production. On Occasion MA 558 The Business of Freelance The pre-requisite or co-requisite of MA 560 is The course will explore aspects of working freelance required. MA 551 The Screenplay in the media fields of graphic arts, photography, Credits: 3 An intermediate course where students complete film and video production. The class will enable Every Summer their own full-length screen/teleplay. Weekly students to develop the skills necessary for a writing groups provide feedback and evaluation. successful career using self-promotional tools and MA 563 Digital Media For Teachers Workshops for directing actors/readers; guest business practices involved in freelance work. A five-day intensive workshop designed to teach speakers. (This course may be taken more than The pre-requisite or co-requisite of MA 500 or MA participants how to create, develop and plan once for credit.) 800 is required. effective, well-designed multi-media presentations The pre-rquisite or co-requisite of MA 550 is Credits: 3 for the classroom and professional conferences and required. On Occasion seminars. Credits: 3 Credits: 3 Rotating Basis MA 559 Studio Photography On Demand This course is primarily about light and its control MA 552 Playwriting Workshop in the process of creating photographs. Students MA 565 Directing the Screen Actor I This course begins with an introduction to the will be introduced to the fundamentals of studio A hands-on workshop exploring how to direct an history and basics of dramatic writing, starting with lighting with an emphasis on practical applications actor and how to write dialog for actors to speak in Aristotle's Poetics and assessing sections of two for portraiture and still life photography. In-class front of the camera. Students also learn how to different texts and approaches to writing for the demonstrations will cover the use of electronic flash meet the creative demands of their projects as a theater: The Art of Dramatic Writing by Lejos Egri equipment, portable flash equipment, tungsten producer, how an actor creates a part and drops and David Ball's Backwards and Forwards. The lights, and the modification of light. Students will into that internal place on camera that makes the second phase of the course focuses on scene and learn to consider the direction of light, proper viewer really believe she/he is that character, to do character development, through a series of written exposure, and the effect on contrast and color pre-production script analysis. exercises and assignments, as each student begins balance. Students must submit a self-published The pre-requisite or co-requisite of MA 500 or MA drafting a one-act play. The final section of the body of work as a final portfolio, and complete a 800 is required. course is devoted to work-shopping each student research project. Credits: 3 play-in-progress. The pre-requisite or co-requisite of MA 556 is Annually The pre-rquisite or co-requisite of MA 550 is required. required. Credits: 3 MA 567 Art of the Edit Credits: 3 On Occasion This course explores the aesthetics and Cross-Listings: ENG 525, MA 552 implementation of effective editing. It surveys On Occasion MA 560 Digital Video Imaging I examples of the craft in various iterations of its An exploration, using state-of-the-art digital cameras genre and modern forms of its application: MA 556 Digital Photography I and nonlinear editing systems, of all aspects and theatrical narrative, commercial, montage, An intensive introductory workshop in stages of the video production process from pre to documentary, trailer, industrial and web-episodes. photographic digital imaging and print output that post. Working as individuals or in small production The class learns the in's and out's of story telling provides students with advanced skills in digital fine teams, students complete a video project of their through the sequencing of shot and images, as well art and archival print applications. The class own design. as gain a technical understanding of Codex's, trans- incorporates alternatives to chemical processes The pre-requisite or co-requisite of MA 500 or MA coding, output formats, mixing and basic DVD brought about with enhanced new technologies and 800 is required. authoring. This class takes a hands-on approach, experimentation with digital printing on different Credits: 3 balanced by the theoretical underpinnings of good substrates and surfaces. Every Fall cinema and offers students applicable skills in the The pre-requisite or co-requisite of MA 500 or MA grammar of editing. 800 is required. MA 561 Multi-Camera Production I The pre-requisite of MA 560 is required. Credits: 3 An intensive exploration of the art and science of Credits: 3 Rotating Basis multi-camera production. Students work On Occasion cooperatively at an accelerated pace on projects of MA 557 Experimental Photography their own design and examine various remote and MA 568 Lighting for Visual Media An examination of the relationship between studio technologies, directorial strategies, and At the heart of the expression of visual media is technique and creative vision in photography. production techniques. light. This course will explore the nature, content, Students experiment using processes designed to The pre-requisite or co-requisite of MA 560 is and the uses of light in film/video, stills, and expand the creative approaches available to the required. animation. We will look at how light creates mood, photographic artist, including alternative chemical Credits: 3 depth and an emotional experience within the processes (cyanotype, vandyke brown salt, platinum, On Occasion media. This is a hands-on production class, which gum), nontraditional mediums (wood, glass, requires that each student have competency in his sculpture), and alternative image sources. Particular MA 562 DV Intensive or her form of media. Most projects will be emphasis is placed on the relationship between Students join forces to complete a DV project in delivered in a media form of the students choosing. process and image and how invention and artistic five days from inception to final screen credits with We will learn to work with natural light, lighting interpretation are entwined in the photographic original music. Students write, pre-produce, direct, kits, and in some cases create our own lighting context. shoot, edit, insert graphics, add music and turn in a instruments to work with a variety of lighting styles,
LIU Brooklyn Graduate Bulletin 2013 - 2014 Page 62 LIU Brooklyn and shooting conditions. We will examine the learn about a variety of approaches to music Rotating Basis additive and subtractive color modes and bring all placement in media. In addition, class assignments of these tools together in a final project. give students a hands-on approach to music MA 578 Interactive Media Production The pre-requisite of MA 560 is required. placement. An introductory level class in interactive design for Credits: 3 The pre-requisite or co-requisite of MA 570 is the web using industry standard software. Students Rotating Basis required. learn and work with basic web design using HTML Credits: 3 and HTML editing software. MA 570 Digitial Sound Design I On Occasion The pre-requisite or co-requisite of MA 575 is A survey course that introduces students to the required. technologies behind current audio production for MA 574 Music Production Intensive Credits: 3 music and sound design throughout media arts. This is an introductory graduate level audio course On Demand Topics include microphones, mixers, multitrack that focuses on creating, producing, recording and DAT recorders, MIDI samplers, computer-based mixing original music and sound. The course MA 579 Computer Graphics I sequencing, hard disk recording, digital mixing and explores various ways of creating and manipulating An introductory level class in Computer Graphics processing (Digital Performer and Pro Tools). Also sounds using industry standard technology. Topics for print, screen and the web using Adobe examined are output and production include MIDI, audio signal flow, digital synthesis, Photoshop. Students learn and work with basic considerations for CD, CD-ROM, DVD video, recording, effects processing and professional illustration, graphics, photo-illustration/retouching digital video, film 5 to 1 surround, Internet mixing techniques. Apple's Logic Audio, Avid's and typography. Additional topics include basic distribution, Web pages and motion graphics. ProTools and Propellerhead's Reason will be used image acquisition and input with digital cameras The pre-requisite or co-requisite of MA 500 or MA as platforms for learning audio technology and scanners for graphics production. 800 is required. throughout this course. Hands-on experience The pre-requisite or co-requisite of MA 575 is Credits: 3 through assigned projects will be a large portion of required. Annually the course work and will take place during Credits: 3 individual studio time. MA 574 is suitable for Cross-Listings: MA 579, NMP 579 MA 571 Sound For Visual Media students who are interested in building a strong Rotating Basis
This introductory course in sound for film, foundation in music production and composition, MA 580 Independent Producer television and multi-media covers audio post- recording engineering, and sound design. A hands-on approach to the production production for video, film and other multimedia The pre-requisite or co-requisite of MA 570 is management tasks of the independent producer of formats with a focus on sound design, SFX editing, required. film, video or multimedia. Topics include: script Foley, and ADR (dialogue replacement). This class Credits: 3 breakdown, scheduling, budgets, writing the will provide an emphasis on sound and its effects On Occasion on the dramatic impact and overall tone of visual business plan, marketing and distribution. Students imagery. MA 575 Digital Communications Design will complete a production handbook and mock The pre-requisite or co-requisite of MA 570 is A Communications Design class using industry business plan as their final projects. required standard digital tools for media production. The pre-requisite or co-requisite of MA 500 or MA Credits: 3 Students learn and work with graphics for print, 800 is required. On Occasion video, film and web combining graphics, Credits: 3 illustration and text. Special emphasis is placed on Every Spring
MA 572 Location Sound Recording resolution, color, and design principals for various MA 581 Music Entrepreneurship This course is a survey course, which introduces media. This course provides an overview of how to succeed students to the technologies behind current audio The pre-requisite or co-requisite of MA 500 or MA in today's changing music industry. The rules have production and acquisition. Topics include: audio 800 is required. changed and now more than ever each individual terminology, recording location sound for film and Credits: 3 has the opportunity to take their careers into their television, microphones, mixers, multi-track hard- Rotating Basis disk recoding, noise reduction and digital audio own hands, making it a time for the entrepreneur. processing using ProTools software. This course is MA 576 Motion Graphics Production Throughout this course, emphasis will be given to recommended for film and video students who An introductory level class in Motion Graphics the various aspects of the music business such as want to increase their knowledge of recording production for Video, Film and the Web using Contracts, Copyright Law, Business Plans, Music sound for film, audio students and anyone looking industry standard software. Students work with Publishing, Royalties, Performing Rights to increase their knowledge of audio recording. basic motion design for graphics, live action, and Organization, Niche Marketing Promotion, The pre-requisite or co-requisite of MA 570 is text elements, in addition to special effects. Creative Strategies for Marketing and Distribution, required. The pre-requisite or co-requisite of MA 575 is Online Presence and New Business Models. In Credits: 3 required. addition, the class spends time developing the LIU On Occasion Credits: 3 record label and showcase featuring LIU artists. On Occasion The pre-requisite or co-requisite of MA 500 or MA MA 573 Music for Visual Media 800 is required. This course focuses on music for visual media MA 577 3D Computer Graphics Credits: 3 including film, television, gaming and multimedia. An introductory level class in 3D modeling, On Occasion Topics include the psychology of music, music and surfacing, texturing, lighting, rendering, special emotions, music composition and the roles music effects and basic digital cinematography. Students MA 583 Art and Commerce plays in video, film, or other multimedia formats. create 3D objects and renderings for film, video, A focus on a wide range of contemporary art and The class will include an emphasis on storytelling web and print. design enterprises in the metropolitan area. By through sound as well as on how sound can affect The pre-requisite or the co-requisite of MA 575 is means of on-site visits, students explore the work of the dramatic impact and overall tone of images, required. individual artists, photographers, designers, helping to create a total artwork. Students will Credits: 3 curators and art directors. Discussion topics
Page 63 LIU Brooklyn Graduate Bulletin 2013 - 2014 Bulletin 2013 - 2014 include the interface between creativity and culture, This course explores researching, writing, and on-air The pre-requisite or co-requisite of MA 500 or MA art and commerce, artifact and economics. production for television in the areas of news and 800 is required. Students complete a production assignment or features. Students will research, write and perform Credits: 3 article-length paper as their final project. their own material before the camera utilizing up-to- On Occasion The pre-requisite or co-requisite of MA 500 or MA the-minute newsroom technology, shooting in the 800 is required. field and studio technology. MA 622 Globalization and the Media Credits: 3 The pre-requisite or co-requisite of MA 500 or MA An exploration of globalization as discourse, as a On Occasion 800 is required. social and economic event and as a contested Credits: 3 terrain. Analysis of media conglomeration; changes MA 584 Entrepreneurship On Occasion in local communities as depicted in films, television Students master the tools and concepts of the and popular music; the role of global institutions Internet in their search for either an audience or a MA 595 Music Production I such as the World Trade Organization, the position with a media production firm. Topics This is an intensive class, which covers the various International Monetary Fund, the World Bank; include: devising an integrated strategy and stages of creating a professional music project, and the anti-global movement. selecting appropriate web technologies, including composing, producing, recording, and The pre-requisite or co-requisite of MA 500 or MA understanding the significance of site architecture mixing. Within a highly collaborative 800 is required. and user paths, designing an online storefront, environment, students apply previously acquired Credits: 3 building and maintaining an online community, technical skills to enact the roles of music On Occasion infotainment, podcasting (audio blog) as well as producers, composers and recording engineers fluency in digital policies for the internet economy. as they write and produce background music and MA 623 Corporate Structure of the Media Students learn digital technology to reach and lyrics. Emphasis is on organizational techniques, This course acquaints the student with the business maintain clients as well as electronic publishing production details and deadline management as key environment in contemporary media institutions, tools. aspects of the professional recording industry. This both as workplace and as economic formation. It The pre-requisite or co-requisite of MA 500 or MA course is in Studios A and C and the media explores the history and current changes in 800 is required. classroom, with Avids ProTools, Apples Logic Hollywood studios and independent and foreign Credits: 3 Audio and Propellerheads Reason as creative tools. production, in network television, in the recording On Occasion The pre-requisite or co-requisite of MA 500 or MA industry and the Internet. The emphasis is on how 800 is required. these changes in media ownership affect the media MA 585 Music Marketing Credits: 3 artist and how they may be seen to be expressed Marketing is an essential part of being successful in On Occasion directly in media objects such as films, television the music industry. This course explores topics series, music videos, urban contemporary music related to current marketing techniques including MA 610 History of the Documentary and in the flow and design of the Internet. The identifying and connecting with a target audience, This course traces the history of the documentary pre-requisite or co-requisite of MA 500 or 800 is effective approaches to promotion and publicity from its silent beginnings to the present, examining required. and branding within a focused niche. Creative such questions as the relation of the documentary Credits: 3 strategies for successful marketing are also explored, to the fiction film, its claims to truth, and its social Rotating Basis including online and non-traditional approaches. use in times of peace and war. Students who are interested in promoting their own The pre-requisite or co-requisite of MA 500 or MA MA 624 Media Bodies music projects will benefit from this course as well 800 is required. This course in visual culture explores the as students who are interested in expanding their Credits: 3 representation of the body in art, cinema, knowledge of marketing in the entertainment On Occasion photography an on-stage from the Renaissance to industry as a whole. the present. Topics include: ways of seeing, The pre-requisite or co-requisite of MA 570 is MA 620 Psychoanalysis and the Media ethnographic and gender-based icons, semiotic and required. An introduction to basic psychoanalytical theories aesthetic interpretations, history as represented by Credits: 3 and the popular use of psychoanalysis for image and imagination. On Occasion formulating conceptions about how visual media The pre-requisite or co-requisite of MA 500 or MA attracts audiences, how certain narrative processes 800 is required. MA 586 New Media Management function, and how psychoanalysis classifies Credits: 3 This class focuses on new and emergent business individual character traits. Students study how On Occasion models and media content that incorporate such theories as those of Freud, Lacan and breakthrough technologies and innovative Interpersonal (Object Relations) Theory have been MA 625 Sex, Gender, Media implementation of existing media. Students applied to cinema, television, recording media and This course explores the representation of sexuality examine the new technological shifts in various current virtual media. in the media as well as the contribution made to media industries, unique management models The pre-requisite or co-requisite of MA 500 or MA the understanding of the media by gender theorists. emerging in response to these changes, the use of 800 is required. Topics include: homosexuality, heterosexuality, internet and social technologies for marketing, new Credits: 3 polymorphous sexuality, repression and distribution and deployment strategies for media On Occasion sublimation. such as broadband and mobile, and issues relating The pre-requisite or co-requisite of MA 500 or MA to innovative technologies for new media. MA 621 Philosophy and Media 800 is required. The pre-requisite or co-requisite of MA 500 or MA An examination of the ways in which philosophical Credits: 3 800 is required. systems of thought have underpinned both media Every Fall
Credits: 3 production and contemporary media theory. The MA 626 Crossing Borders On Occasion influence of such systems is presented as it is registered in moments in cinema, television, One of the key questions in contemporary media is MA 590 Broadcasting I popular recording and the new digital technologies. the representation of the border, be it physical,
LIU Brooklyn Graduate Bulletin 2013 - 2014 Page 64 LIU Brooklyn social, racial, or sexual. This course explores how The pre-requisite or co-requisite of MA 500 or MA in the class. Students are required to complete visual artists have consistently crossed borders 800 is required. several murals and install them at designated erected by their societies and how they have Credits: 3 locations throughout the campus or community. persistently been interested in questioning the On Occasion The pre-requisite or co-requisite of MA 556 is notion of the border. required. The pre-requisite or co-requisite of MA 500 or MA MA 634 Genre Theory: Film, Television, Music Credits: 3 800 is required. A reconstruction of theories of genre as proposed On Occasion Credits: 3 from literary sources followed by an examination of On Occasion those theories as applied to the cinema and MA 650 Writing Genre television as well as to the recently theorized field of An advanced course in writing scripts for a variety MA 630 Documentary: Fact/Fiction popular recording. Students explore the of genres: Hollywood formula, independent film, This course is an in-depth consideration of the transformations of genres and analyze those situation comedy, mystery/thriller/suspense, soap representation of the "real" through the prism of transformations through discussions, short written opera, television drama, animation, commercials. the non-fiction media. On what basis do we assignments, a long research paper and a group Students complete at least one script in a chosen understand narrative and non-narrative fiction and presentation. genre. (This course may be taken more than once non-fiction? How is our understanding of race, The pre-requisite or co-requisite of MA 500 or MA for credit.) gender, politics and ideology mediated by these new 800 is required. The pre-requisite and or co-requisite of MA 550 is genres? Topics include: subjunctive documentary, Credits: 3 required. the mockumentary, scientific animation and On Occasion Credits: 3 simulation, the memoir-confessional, reality TV and On Occasion docudrama. MA 635 Global Cinema The pre-requisite or co-requisite of MA 500 or MA This course explores world cinema as an alternative MA 652 Memory and Imagination 800 is required. to Hollywood. The modes of production of three The class examines a number of films including Credits: 3 different cinemas are spotlighted with careful study Diner, Mean Streets, Platoon and Annie Hall to On Occasion of how each local cinema both defines its own study the writer's use of personal experience to aesthetic and interests and how it often defines create story, dialogue and character. Attention will MA 631 Global Documentary those interests in relation and opposition to be paid to the transformational process used to lift The complex processes of globalization have Hollywood. The modes include: Dogma, begun in the story from private memory to public work. occasioned a number of international co- Denmark but now a global phenomenon; Iran and Emphasis will also be placed on the development of productions of filmmakers intent on explaining its cinema which through its extended use of the theme in order to extract meaning from experience. those processes. The course will also study the long take counters current Hollywood editing Each student will be expected to write the financing of these documentaries and will consider strategies; and Africa where cinema production calls screenplay for a short film (of at least 30 minutes) as well the alter-globalist movement which also attention to questions of a continuing colonialism utilizing the exercises explored in the class. Both works through this medium. The course will in and the problems of post-colonialism. Franco- exercise work and scenes from the film scripts in addition consider "documentary-like" fiction films Belgium Working Class Cinema; New Argentine progress will be read and discussed in class. that use these techniques to tell personal stories Cinema; and Chinese Anti-Globalist Cinema. The pre-requisite or co-requisite of MA 550 is with a global impact. The rich treasure trove of The pre-requisite or co-requisite of MA 500 or MA required. documentaries on this process includes: 800 is required. Credits: 3 Argentina's "Social Genocide" and "The Take," Credits: 3 On Occasion China's "West of the Rails" and Jamaica's "Life and On Occasion Debt." MA 654 TV Writers Roundtable The pre-requisite or co-requisite of MA 500 or MA MA 636 Alternative Media This course immerses students in the collaborative 800 is required. An exploration of different forms of media which writing process of the TV show. During the Credits: 3 exist as an alternative to mainstream, corporate semester, the class, working as cohorts, create, write, On Occasion media systems. Topics include impact of new refine and then rewrite a half hour script for a technology, access to the information highway, prospective TV series. Along the way, each student MA 632 Topics in Visual Aesthetics digital images and democracy, underground radio, is required to write scenes involving characters from This course deals with various topics in visual guerrilla video, independent cinema and the Web. ongoing TV series and from the script being aesthetics, outlining the history of the style or The pre-requisite or co-requisite of MA 500 or MA developed by the class. A staged reading of the aesthetic formation, explaining its technological, 800 is required. completed script is performed at the end of the industrial and cultural development, and Credits: 3 semester. encompassing its use in the media of film, On Occasion The pre-requisite or co-requisite of MA 550 is television and video. Topics include: The Long required Take, Hollywood Narration, The Experimental MA 638 The Photo Mural Credits: 3 Film. The course will explore the history and cultural Alternate Spring The pre-requisite or co-requisite of MA 500 or MA influences incorporated in the art form now known 800 is required. as the Photo Mural. The class is a production- MA 655 Photography Portfolio Credits: 3 oriented workshop where students explore several This is a studio class that enables the student to On Occasion avenues involved in the making of mural images - complete a semester's work focusing on a specialty tile printmaking, wall cover billboard and fresco area within the field. This course introduces the MA 633 Media Genres type photo images. Students use a variety of fundamentals of studio lighting with an emphasis This course offers intense study in a single media substances including canvas, vinyl, Tyvek, on portraiture and still-life photography genre. Genres include: Television Genres, the Post- watercolor paper and silk fabric to produce their applications. In-class demonstrations cover the use Modern Musical, Road Movies. (This course may images. Advanced Photoshop techniques and of tungsten lights and electronic flash equipment, be taken more than once for credit.) printing using Color burst rip software is included as well as diffusing light with reflectors and
Page 65 LIU Brooklyn Graduate Bulletin 2013 - 2014 Bulletin 2013 - 2014 umbrellas. Students learn to consider the direction develop and complete work on a highly specialized in which this production will be shot, etc. WPT of light, proper exposure, and the effects on and involved Digital production. Students will work will make decisions as to which scenes to shoot. contrast and color balance. Topics include the as a team (no-less than three) to create a project that This hands-on experience will allow students to properties of various light and film combinations. is of "A" festival quality. The team will submit a learn what it is to actually produce a film from the The pre-requisite or co-requisite of MA 556 is proposal to the instructor before class begins. And ground up. required. if accepted they will take their project from The pre-requisite or co-requisite of MA 560 is Credits: 3 treatment to festival submission. This course will required. On Occasion cover how to utilize a team to maximize creativity, Credits: 3 production value and presence in the market place. Cross-Listings: MA 667, WPT 631 MA 656 Conceptual Digital Photography This is a two part course followed by Digital Every Fall This course introduces students to the creative imaging Team Portfolio II. world of conceptual photography. Using The pre-requisite of MA 560 is required or MA 668 Location Production photographic reference and Adobe Photoshop to professional / undergraduate documentary This joint ten (10) day Intensive is part two of the create photographic illustrations, students will experience or permission of Instructor. production phase. During this phase, the scenes create conceptual imagery assembled for a variety of selected from the scripts written for the Central sources. This course covers additional MA 664 Components of Visual Storytelling Project will be shot at locations in Brooklyn. WPT photographic lighting and imaging techniques, This advanced course is designed to explore the and MA students will work from WPT digital scanning, image enhancement and power and impact of visual elements that control 631/MA667's pre-production plan. This course assembling, and digital printing. Hands-on the audience's experience of two-dimensional takes the production on location where a High activities and shooting assignments will enable each imagery. We will look at Space, Line, Shape, Tone, Definition project will be completed. Students will student to discover, explore, and understand the Color, Rhythm and Movement, breaking down occupy crew and on-call writing positions, according applications of conceptual "photo-illustration." In these visual components then recombining them to to their respective skill sets. This is a hands-on addition, there will be discussion and presentations create a more dynamic project that is visually and learning experience where students will have the introducing some of today's professional conceptual emotionally engaging. This class, for Directors, opportunity to hear the thoughts of both Director photographers. Writers, Animators, Cinematographers, Editors, and DP. (January/Winter Intensive) The pre-requisite or co-requisite of MA 556 is Storyboard Artists, New Media Artists and The pre-requisite or co-requisite of MA 560 is required. Producers, will increase their understanding of how required. Credits: 3 and why a film with all the right stuff falls flat or a Credits: 3 On Occasion project with little going for it can become a Cross-Listings: MA 668, WPT 632 powerful and influential visual statement. Every Fall MA 660 Digital Video Imaging II The pre-requisite or co-requisite of MA 560 is Expanding on the knowledge and experience required. MA 670 Digital Sound Design II gained in MA 560, students use state-of-the-art Credits: 3 An intermediate-level workshop that focuses on digital cameras and nonlinear editing systems to On Occasion synthesizer fundamentals, multi-track MIDI complete an advanced level video project of their sequencers, multi-track hard disk recording, digital own design. MA 665 Directing the Screen Actor II audio editing, SMPTE lock sound for video and The pre-requisite or co-requisite of MA 560 is This course builds on the techniques learned in film, sound and music for CD-ROMs, and Digital required. MA 640, expanding on script interpretation, Performer as a multi-track nonlinear audio editing Credits: 3 camera interface, scene analysis and advanced and mixing environment. Every Spring directing skills. The pre-requisite of MA 570 is required. The pre-requisite or co-requisite of MA 565 is Credits: 3 MA 661 Film Production I required. Rotating Basis An intermediate level class in which students Credits: 3 produce non-synch-sound 16mm film projects and On Occasion MA 671 Digital Sound Design III explore advanced lighting, editing, and An advanced workshop that focuses on MIDI cinematographic techniques. Convergence MA 666 Cinemagraphic Directing sequencers and hard disk recording and editing technologies, such as digital color correction, video In this advanced production class in directing, environments. Advanced features of current assist and nonlinear postproduction, are also students work collaboratively to develop projects as versions of Digital Performer and Pro tools software explored. a team while focusing on the form and structure of are explored. Other topics include production The pre-requisite or co-requisite of MA 560 is all the stages of production. Through a hands-on values and sound design concepts in media, original required. approach, this class covers aesthetics, drama, the sound creation for MIDI instruments, and Credits: 3 shooting script, working with actors, mood lighting outboard effects. Final projects include sound Rotating Basis framing, shot sequencing, editing and finishing. design or music (or both) for picture (computer The pre-requisite or co-requisite of MA 560 is animation, film or video), Internet (Web site), CD- MA 662 Directing the Documentary required. ROM, DVD or CD audio. Working in small production teams, students direct Credits: 3 The pre-requisite of MA 670 is required. and edit mini documentaries of their own design On Occasion Credits: 3 and genre. On Occasion The pre-requisite or co-requisite of MA 560 is MA 667 Single Camera Film-Style Video required. Production MA 672 Digital Sound Design IV Credits: 3 This is a joint endeavor. WPT and MA Production An advanced workshop that focuses on the On Occasion and Media Management students will become completion of sophisticated individual projects in familiar with all phases of pre-production. This will digital sound design or digital audio composition MA 663 Digital imaging Team Portfolio I include breaking down the script, casting, location and production. Emerging tools, formats and styles This advanced studio class allows students to scouting, determining budgets, discussing the style are explored.
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The pre-requisite of MA 671 is required. The pre-requisite of MA 676 is required. 800 is required Credits: 3 Credits: 3 Credits: 3 On Demand On Occasion On Occasion
MA 673 Digital Sound Portfolio MA 680 Financing Features MA 690 Broadcasting II A studio class designed to enable the student to This course, focusing on the marketing, This is an advanced level course that builds on the focus on and complete a portfolio of work on a distribution and management of independent and news writing and reporting skills gained in specialty area within the field. studio features, is a primer for filmmakers wishing Broadcasting I. This course broadens the gathering, The pre-requisite of MA 670 is required. to raise money for their personal projects. Students writing and producing functions to include other Credits: 3 will learn how independent sales companies and aspects of broadcasting including features, in -depth On Occasion major Hollywood distributors market their films. and investigative reporting, web casting, and visual Attention is also paid to producing films in the broadcast design, while also broadening the MA 674 Advanced Sound for Visual Media digital domain and selling ideas to both broadcast spectrum to include business news, fashion and This class is a continuation of MA 571 Sound for and cable networks. The course seeks to demystify music news and features, and reporting on global Visual Media, a production course in sound for the role of the producer and focus directly on how issues. As in the first class, the range of skills honed film, television, and multi-media. Topics include to get started. Guest speakers include professionals here include news gathering techniques, story advanced audio post-production for video, film, from the legal and distribution communities. structure, interviewing, broadcast presentation and video games or other multimedia formats with a The pre-requisite or co-requisite of MA 500 or MA researching complex social economic issues. focus on sound design, SFX editing, Foley, and 800 is required. The pre-requisite of MA 590 is required. ADR (dialog replacement). Emphasis throughout Credits: 3 Credits: 3 this course is placed on mastering current industry On Occasion On Occasion techniques in sound design as well as developing advanced editing and mixing skills in ProTools and MA 681 Developing Documentaries and Shorts MA 696 3D Modeling I SoundTrack Pro software. Through hands-on This course gives students a working knowledge of An introductory level class focusing on 3D experience, the course will also focus on creative independent film financing and how to develop a modeling using Autodesk Maya. Students learn approaches to soundtrack development. This project from the idea stage to the lights-camera- basic modeling techniques for organic and course is beneficial for audio students who want to action stage. Topics include: writing the treatment, inorganic objects for film, video, web, print and improve their sound design skills as well as grant proposals, researching foundations, loans, video games. videographers, filmmakers, and multi-media artists marketing and distribution and film festivals. The pre-requisite or co-requisite of MA 678 is who want to continue improving the quality of The pre-requisite or co-requisite of MA 500 or MA required. their soundtracks. 800 is required. Credits: 3 The pre-requisite of MA 571 is required. Credits: 3 On Occasion Credits: 3 Every Summer On Occasion MA 698 3D CG Special Topics MA 682 Digital Imaging Team Portfolio II A topic-based class in 3D special effects using a MA 676 3D Computer Animation I This advanced studio class allows students to collaborative production model in which students An introductory level class in 3D computer develop and complete work on a highly specialized work on all facets of special effects shots for film, animation for Video, Film, games and the Web. and involved Digital production. Students will work video and the web. Special emphasis is placed on Students learn and work with basic Motion as a team (no-less than three) to create a project that live action integration of 3D, effects and Graphics, Character Animation, Logo Animation is of "A" festival quality. The team will submit a compositing techniques. and Special Effects in a variety of different proposal to the instructor before class begins. And The pre-requisite or co-requisite of MA 678 is resolutions. if accepted they will take their project from required. The pre-requisite or co-requisite of MA 577 is treatment to festival submission. This course will Credits: 3 required. cover how to utilize a team to maximize creativity, On Occasion Credits: 3 production value and presence in the market place. Every Spring The course will delve deeply into post production MA 703 Independent Study I (Theory) and Project completion. Including editing, sound This course allows the student to complete a MA 677 Computer Graphics Imaging Portfolio effects, color correction and special effects. Post research paper to be arranged in close association An advanced portfolio class in Computer Graphics production Marketing and distribution. with the student adviser. focusing on the conceptualization, production and The pre-requisite or co-requisite of MA 660 is Credits: 3 output of portfolio pieces for video, film, print and required. Every Semester the web using industry standard software. All Credits: 3 MA 704 Independent Study II (Production) students finish professional portfolios at the end of On Occasion the class consisting of several projects for various This course allows the student to complete a media. MA 683 Producing Television Series production project, to be arranged in close Credits: 3 This is an intensive course introduces students to association with the student adviser. On Occasion all the stages of developing, producing, and Credits: 3 delivering a prime-time network television series. Every Semester
MA 679 Advanced 3D Character Animation Through lectures and workshop exercises, students MA 705 Field Work Experience An advanced and specialized studio Class in 3D will learn about development, selling, casting, deal As an alternative to a production course, students Computer Graphics character animation for Film, making, budgets, pre-production, production, post may undertake advanced field work experience Video, Web and Video Games. Character production, and marketing. Students will also gain (approximately 10 hours per week) with a media animation techniques and fundamentals of Inverse a full understanding of the collaborative imperative organization or company. Under the guidance of and Forward Kinemation are covered in addition to of the network television business. the Media Arts Director of Professional Morph based animation, and Motion Capture data. The pre-requisite or co-requisite of MA 500 or MA
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Development, students integrate newly learned MA 801 MFA Seminar I graduate study in an area required for MFA study skills in a professional environment. A written The MFA Seminar I is designed to introduce and specialization not supported by our existing critique is the final project. Prerequisite: students to the curricular, scholarly, technological studio or production class structures, either due to Completion of 18 credits of course work or and creative concepts and standards employed in its technological or aesthetic innovation, permission of instructor. their MFA studies. Students are encouraged to interdisciplinary approach, or other unique Credits: 3 explore their artistic concepts in the Media Arts requirements. Students will work with an Every Semester through various different class activities. Independent Study structure with the appropriate Credits: 1 faculty member best qualified for supervision of this MA 706 Internship Every Fall specialized study. As an alternative to a production course, students Credits: 3 may undertake an advanced field work experience MA 802 MFA Seminar II Every Fall, Spring and Summer (approximately 10 hours per week) with a media The MFA Seminar II is designed to help students organization or company. Under the guidance of better develop and articulate their media art MA 897 MFA Thesis I the Media Arts Director of Professional concepts as written Artist Statements and Bios, and The MFA Thesis is the culmination of a student's Development, students integrate newly learned media-based presentations. Class activities include MFA study and consists of an artistic project in skills in a professional environment. A written writing exercises, media art surveys, statement/bio Media Form for public exhibition or screening, of critique is the final project. Prerequisite: surveys, class critiques and class media the highest technical, aesthetic and conceptual Completion of 18 credits of course work or presentations. merit as defined by the Department's MFA Thesis permission of instructor. The pre-requisite of MA 801 is required. Committee for each concentration. A total of 9 Credits: 1 Credits: 1 credits are required for the MFA Thesis, in one of On Demand Rotating Basis two formats, as either a Full MFA Studio Thesis consisting entirely of an artistic project to be MA 707 Integrated Thesis Project I (Theory) MA 803 MFA Seminar III executed with all 9 credits, or an integrated Studio The Integrated Thesis Project (ITP) consists of both The MFA Seminar III is designed to help students and Theory option to consist of 3 credits of a MA 707 (theory) and MA 708 (production) develop ideas and concepts for their MFA Thesis scholarly Thesis level research paper and 6 credits whereby students create a culminating project projects through survey, critique and discussion of an artist media project. integrating the two modes. Media Arts 707 is the activities. Students develop Thesis proposal Credits: 3 writing of a traditional research paper i.e., a packages during this seminar. All Students are Every Fall, Spring and Summer significant piece of writing on a topic related to required to complete MFA Seminar II prior to media theory. Students are guided on research taking their final Thesis credits. MA 898 MFA Thesis II resources and methods, thesis structure and writing The pre-requisite of MA 802 is required. The MFA Thesis is the culmination of a student''s organization. Credits: 1 MFA study and consists of an artistic project in Credits: 3 Rotating Basis Media Form for public exhibition or screening, of Every Semester the highest technical, aesthetic and conceptual MA 894 Studio Specialization I merit as defined by the Department's MFA Thesis MA 708 Integrated Thesis Project II (Production) Introductory level graduate study in an area Committee for each concentration. A total of 9 The Integrated Thesis Project (ITP) consists of both required for MFA study and specialization not credits are required for the MFA Thesis, in one of MA 707 (theory) and MA 708 (production) and is supported by our existing studio or production class two Formats, as either a Full MFA Studio Thesis designed to enable students to create a culminating structures, either due to its technological or consisting entirely of an artistic project to be project combining the two modes, linked by a aesthetic innovation, interdisciplinary approach, or executed with all 9 credits, or an integrated Studio common theme. Media Arts 708 is the completion other unique requirements. Students will work with and Theory option to consist of 3 credits of a of a production in a chosen medium for exhibition an Independent Study structure with the scholarly thesis level research paper and 6 credits of or demonstration purposes. Students are guided on appropriate faculty member best qualified for an artist media project. process, resources and technique. A public supervision of this specialized study. Credits: 3 exhibition of work is required. Pre-requisites: Permission of Faculty Supervisor for Every Fall, Spring and Summer Credits: 3 the Studio Specialization. Every Semester Credits: 3 MA 899 MFA Thesis III Every Fall, Spring and Summer The MFA Thesis is the culmination of a student's MA 800 Applied Contemporary Media Theory MFA study and consists of an artistic project in This required foundation theory course recognizes MA 895 Studio Specialization II Media Form for public exhibition or screening, of the role that Contemporary Media Theory plays not This is a Studio Specialization Intermediate level the highest technical, aesthetic and conceptual only in defining media in an era of convergence but graduate study in an area required for MFA study merit as defined by the Department's MFA Thesis also in some ways in shaping the form and theme of and specialization not supported by our existing Committee for each concentration. A total of 9 media. This course is designed to acquaint the studio or production class structures, either due to credits are required for the MFA Thesis, in one of student both with select theories and theorists and its technological or aesthetic innovation, two Formats, as either a Full MFA Studio Thesis to show how those theories either illuminate the interdisciplinary approach, or other unique consisting entirely of an artistic project to be work, or been used to shape the blend of feminism, requirements. Students will work with an executed with all 9 credits, or an integrated Studio Marxism, psychoanalysis, linguistics, semiotics, Independent Study structure with the appropriate and Theory option to consist of 3 credits of a philosophy, sociology, political economy and faculty member best qualified for supervision of this scholarly Thesis level research paper and 6 credits aesthetics that comprises Contemporary Media specialized study. of an artist media project. Theory. Should be taken by students within their Credits: 3 Credits: 3 first year of study. Every Fall, Spring and Summer Every Fall, Spring and Summer Credits: 3 Annually MA 896 Studio Specialization III This is a Studio Specialization Advanced level
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Writing and Producing for landscape, the students will be led through the digital series development process resulting in the WPT 643 Intellectual Property and Cutting the Television Courses writing of a viable web series pilot. Deal Credits: 3 This course analyzes the business of being a
Every Spring professional screenwriter: developing an idea, WPT 610 Writing and Development - The pitching, working with a producer, with network Television Series WPT 630 Television Series and Programs - executive and, ultimately, getting a job. Class will An introduction to the basics and complexities of Writing and Production explore the how-to of obtaining an agent, working television script writing, and the seamless During this course, students see their words and with an agent, as well as a manager and lawyer. integration of the written script into the images come alive as the creative process transitions Collaboration is a necessary aspect of screenwriting, development phase of the television production from the page to the screen. whether it is working with a writing team, a writing process. Students begin work on the Central Project Credits: 6 partner, a producer or studio/network executive. pilot script. Every Fall Guest speakers will include screenwriters, Credits: 6 producers, agents, network executives, lawyers and Every Fall WPT 631 Single Camera Film-Style Video directors.
Production Credits: 3 WPT 611 The History of Television This is a joint endeavor. WPT and MA Production Every Spring An examination of the development and evolution and Media Management students will become of television as a creative medium, with an familiar with all phases of pre-production. This will WPT 644 The Internet and New Distribution emphasis placed on the role of the writer and include breaking down the script, casting, location Technologies producer. How did we get from the dawn of the scouting, determining budgets, discussing the style This is an advanced course dealing with the medium of TV to the digital age? Influential TV in which this production will be shot, etc. WPT tectonic impact that the Internet and New Media programs will be screened and technological will make decisions as to which scenes to shoot. and the New Distribution Technologies have had advances will be highlighted. Important TV scripts This hands-on experience will allow students to on the television industry. of historical and contemporary importance will be learn what it is to actually produce a film from the Credits: 3 studied. ground up. On Occasion Credits: 3 The pre-requisite or co-requisite of MA 560 is Every Fall required. WPT 698 Individual Episode Writing
Credits: 3 During the Spring semester students, will complete WPT 612 The Writers' Table - Revising and Cross-Listings: MA 667, WPT 631 their individual episode script and refine their Delivering the Pilot Every Fall treatments for an original TV series together with a Students enter the inner sanctum of the creative verbal pitch that could be made to a broadcast or television scripting world, the writers table. During WPT 632 Location Production cable network. A completed individual episode this course students revise and complete a draft of This joint ten (10) day Intensive is part two of the script must be submitted by the end of the first the Central Project pilot script. (January/Winter production phase. During this phase, the scenes month of the coming Fall Term. Students will Intensive) selected from the scripts written for the Central submit their individual episode scripts and begin to Credits: 3 Project will be shot at locations in Brooklyn. WPT prepare their treatments for an original TV series Every Fall and MA students will work from WPT together with a verbal pitch that could be made to a
631/MA667's pre-production plan. This course broadcast or cable network. WPT 620 Television Series and Programs - takes the production on location where a High Credits: 3 Writing and Pre-Production Definition project will be completed. Students will Every Spring The completed draft of the Central Project has occupy crew and on-call writing positions, according been submitted. Students will start to explore the to their respective skill sets. This is a hands-on WPT 699 Internship intricacies of production as the pilot moves from learning experience where students will have the Students will have the opportunity to do a the development stage into pre-production. opportunity to hear the thoughts of both Director prestigious internship placement at a media Credits: 6 and DP. (January/Winter Intensive) production company, or media organization. Every Spring Internship placements must be cleared in advance The pre-requisite or co-requisite of MA 560 is with the MFA Advisor. WPT 621 Genre Theory and Writing the Pilot required. Credits: 0 This course will examine the concept and theory of Credits: 3 Cross-Listings: MA 668, WPT 632 Every Fall, Spring and Summer genre as it applies to well-known television and film forms. In conjunction with this, the ongoing Every Fall WPT 700 The Capstone Portfolio development of the students individual TV pilots, a WPT 642 Post Production The Capstone project will consist of the following component of the Capstone project, will be Students will expand upon the knowledge and skill elements: supervised and guided on a one-on-one basis. sets they acquired in WPT 631 and 632 as they 1) The Central Project Pilot Script. Credits: 3 delve into the world of High Definition video 2) An individual four-act episodic script of at least On Occasion sixty (60) properly formatted pages in length. editing or post-production. Topics to be covered 3) A treatment for an original TV series including WPT 622 The New Media: An Introduction include: Non-linear editing systems (Avid, Final- the premise, character breakdowns and story This introductory course deals with the tectonic Cut, Vegas), SFX generation, color correction, synopsis. impact that the internet, New Media and the New audio sweetening techniques and aesthetics, 4) A verbal network “pitch.” Distribution Technologies have had on the advanced shooting for the edit techniques, 5) A half-hour genre script of at least 25 properly television industry and the resulting phenomenon advanced editing aesthetics, motion graphics and formatted pages. of digital television programing and the web series. motion capture. Credits: 3 Through a practical discussion of the new media Credits: 3 Every Spring Every Spring
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thesis do not have to take the comprehensive DEPARTMENT OF exam. Normally the entire program takes two years to complete. Students in the United Nations POLITICAL SCIENCE Certificate Program also can earn a master’s
degree after consultation with the Department. Professors: Ehrenberg (Chair), McSherry, Stevens Haynes, Sánchez M.A., Political Science Professors: Emeriti DiMaio, Werner Core Requirements: Assistant Professors: Sheppard, Fahmy Adjunct Faculty: 6 POL 505 Foundations of Political 3.00 The Political Science Department’s central Theory mission is to help students become informed POL 613 Comparative Politics 3.00 citizens and effective professionals. We offer a POL 630 The American 3.00 comprehensive curriculum that examines domestic Constitution and Political and international power structures, socioeconomic System relations, and the building blocks of public life — government, ideas and activity — in their POL 638 International Relations 3.00 domestic, international, comparative, geographic SSC 511 Theories, Ethics and 3.00 and theoretical dimensions. We seek to further the Applications of Research University’s vision of “a learning community Across Social Science dedicated to empowering and transforming the Disciplines lives of its students to effect a more peaceful and humane world that respects differences and Political Science Concentration: cherishes cultural diversity; improving health and Students are encouraged to develop a the overall quality of life; advancing social justice concentration in one of the discipline’s subfields and protecting human rights; reducing poverty; and should consult with their academic advisor. celebrating creativity and artistic expression; M.A. in Political Science Thesis rewarding innovation and entrepreneurship; Requirement honoring education and public service; and A minimum of 30 credits in Political Science plus managing natural resources in an environmentally 6 credits of thesis are required for the Master of responsible, sustainable fashion.” Arts in Political Science degree with the thesis
option. Students must complete the following courses: M.A. in Political Science POL 707 Research Methods/Thesis 3.00
Political Science traditionally is divided into Seminar four major subfields. Students pursuing the Master POL 708 Research Methods/Thesis 3.00 of Arts degree take a core course in each of them: Seminar American Politics: Studies in the origins and M.A. in Political Science Non-Thesis operation of the U.S. constitutional order. Subfields might include political parties; Option campaigns and elections; the media; and race and A minimum of 36 credits are required for the gender. Master of Arts in Political Science degree with the International Relations: The study of both non-thesis option. classical global politics – the balance of power Students must complete 36 credits, not including among states – and the rise of non-state actors in POL 707 or POL 708. an increasingly complex world, from transnational Credit and G.P.A. Requirements corporations to transnational terrorist groups. Minimum Total Credits: 36 Credits (Thesis Comparative Politics: Compares and contrasts Option) forms of government and political organization, Minimum Total Credits: 36 credits (Non-Thesis such as institutions (militaries, political parties) or Option) types of political systems (democracies, Minimum G.P.A.: 3.0 autocracies). Political Theory: From Socrates to John Rawls, an examination of the ideas and influence of the great schools of thought on history, politics and society. The remaining eight courses are electives, chosen in consultation with the faculty adviser and reflecting the student’s particular area of interest. At the end of the 12-course, 36-credit course of study, students must pass the Department’s comprehensive examination in two of the four subfields. Students who choose to write an M.A.
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Political Science Courses POL 571 Public Administration and Public POL 601 Capital Cities and Politics: Comparative
Policy International Urbanization POL 505 Foundations of Political Theory A study of administrative history, theories and An examination of the political, physical, A graduate-level survey of the threads of continuity practices; policy formation and programs; and economic, social and cultural aspects of and the sources of change in the development of budget and personnel issues. Case studies are urbanization as a worldwide development, with political philosophy from Socrates through Marx. reviewed. particular emphasis on selected great cities and Required of all candidates for the M.A. in Political Credits: 3 their regions and on regional urban/suburban Science. On Occasion interaction. (Same as URB 601.)
Credits: 3 Credits: 3 POL 575 Concepts of the American Presidency: Alternate Years On Occasion Executive Leadership and Power POL 508 Seminar on Political Theory An examination of the theories and practices of the POL 604 Urban Government and Politics A focus on selected topics in political theory. American presidency, incorporating case studies A study of the management and organization of Credits: 3 comparing executive power in other countries. American cities; politics and changing On Occasion Consideration is given to constitutional factors, constituencies; and the impact on community party politics, modes of executive leadership in light participation, city management and mayoralty. POL 510 State Violence and Terrorism of new technology, and the evolving role of (Same as Urban Studies 604 and Public An examination of individual terrorism - its origins federalism and globalism. Administration 781). and theories offered to explain it - and the forms of Credits: 3 Credits: 3 state coercion known as state terror, which is often On Occasion Cross-Listings: PM 781, POL 604, URB 604 prompted by perceived domestic or foreign threats On Occasion to survival, authority or national interest. The role POL 577 Problems in American Foreign Policy of surveillance and security in urban areas are also A consideration of selected topics in the analysis of POL 605 Conflict Resolution explored. Underlying conditions such as civil strife, the shaping, determination and conduct of An examination of the theories and methods of separatist movements, racial cleavages and American foreign policy since World War II, conflict resolution in a variety of settings, such as ideological rationales are examined. Examples of including domestic, institutional and global factors. labor relations, criminal justice, community and the both categories of terrorism are drawn from history Credits: 3 international arena. and from different world regions and are analyzed On Occasion Credits: 3 via theories learned in the course. On Occasion POL 580 International Politics of Middle East Credits: 3 A study of the regional and international politics of POL 613 Comparative Politics Cross-Listings: POL 510, URB 510 the Middle East. A basic introduction to theoretical frameworks, On Occasion Credits: 3 concepts, approaches and methodologies in the POL 521 The Electoral Process: Parties, Interest On Occasion field of comparative politics. The course explores
Groups and Voter Behavior contending perspectives, foreign viewpoints and POL 581 Iraq War: Causes and Consequences A study of the continuity and changes in the comparative case studies. The development of This course will examine the background process, American electoral system. Consideration is given distinctive political systems in the industrialized and implications of the US led invasion of Iraq and to the structure and nature of parties, the impact of world and the developing world and the utility of its aftermath. This course will review Iraqi history, interest groups, and select issues affecting voter comparative theories to explain similarities and state-building, colonialism and the rise of Saddam behavior, including modern technology. (Same as differences are considered. Required of all Hussein to power, with special emphasis on both URB 520.) candidates for the M.A. in Political Science. his domestic politics and foreign policy. Emphasis Credits: 3 Credits: 3 will be placed on systemic and structural changes in On Occasion Alternate Years international relations, the role of international POL 547 Human Rights in World Politics institutions and the new ways that power is being POL 630 The American Constitution and An examination of the impact of human rights on reproduced in world affairs. Political System state policies, theories of human rights, cross- Credits: 3 A study of the U.S. Constitution, its historical and cultural perspectives of human rights, and the On Occasion political background and its relationship to major question of universality. Also considered are the political institutions and practices. Required of all POL 582 Geopolitics five categories of rights recognized by the candidates for the M.A. in Political Science. This course will introduce the basic principles international community, negative and positive Credits: 3 behind the concept of geopolitics in order to help rights, the three generations of rights and the Alternate Years students gain a better understanding of the evolution of international human rights and the environmental and geological forces that have POL 637 The Legislative System legal instruments and covenants designed to protect shaped the political, economic and social An in-depth study of the legislative process at the them. Case studies of major human rights abuses trajectories of human societies throughout recorded local, state and national levels. Focus is on and the efforts by the international community to history. It will examine how our ongoing legislative analysis, including the study of legislative deal with them - the role of the United Nations, interaction with these forces continues to shape our histories, lobbying, the role of unions, elected particular states, nongovernmental organizations world today and ask whether modern science and officials, the media and the general public. (Same as and individuals - are reviewed. technology has altered this balance or if the same URB 637). Credits: 3 patterns are simply repeating themselves on a larger Credits: 3 On Occasion scale. On Occasion
Credits: 3 On Occasion
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identities and cultural, economic and political POL 638 International Relations independence. Nonviolent as well as revolutionary- An intensive survey of major theoretical nationalist patterns are discussed as are the perspectives and conceptual frameworks in difficulties of achieving viable state-directed international relations as well as a historical national societies in the global order. grounding in major recent and contemporary issues Credits: 3 in world politics. Topics covered include realism, Cross-Listings: PM 768, POL 668 liberalism, Marxism and dependency, world systems On Occasion theory, U.S. foreign policy, the role of the United Nations and international organizations, and POL 685 Approaches to Political Inquiry globalization. Required of all candidates for the This course is a comprehensive survey of modern M.A. in Political Science. research techniques and methods in political Credits: 3 science. It reviews the competing approaches to Alternate Years research in political science and evaluates the strengths and weaknesses of alternative methods of POL 639 International Political Economy dealing with various research problems. Students A comprehensive study of political economy in the will be trained in the proper methods of political global system: the complex interactions between inquiry for all subfields. These include building politics and economics, power and wealth. Students salient research questions, testing hypotheses, and examine key theories, specific contemporary evaluating theory. This course introduces students problems and major issues in political economy, to both quantitative and qualitative methods of including Third World development, the economic research and offers useful training in writing restructuring of former Communist countries, analytically and thinking logically. foreign aid, regional cooperation, the role of Credits: 3 transnational corporations and the International On Occasion Monetary Fund, and the relationship between democracy and free markets. POL 700 Independent Study Credits: 3 The development of selected topics in conjunction Alternate Years with a faculty adviser. Prerequisite: Approval of the Department. POL 642 International Organization, The United Credits: 3 Nations and its Affiliated Agencies All Sessions A study of the theories, origins, functions and operations of international organizations. The principal organs of the United Nations, with POL 707 Research Methods/Thesis Seminar emphasis on the General Assembly and the Security A year-long development of a research thesis. In the Council, are examined. (Same as PM 767.) first semester, advanced study of scientific method Credits: 3 in the discipline of political science, together with Cross-Listings: PM 767, POL 642 the preparation of a master's thesis proposal. In the On Occasion second semester, the actual writing of the thesis. Pass/Fail only. Open only to matriculated Masters POL 664 Contemporary Latin American Politics students. An examination of the history, politics and Credits: 3 economics of Latin America and an analysis of Every Fall theories offered to explain Latin American development (or underdevelopment). The region's POL 708 Research Methods/Thesis Seminar uneven development and political turmoil are A year-long development of a research thesis. In the charted as the course traces the historical roots of first semester, advanced study of scientific method the complexities of Latin America: history of in the discipline of political science, together with Spanish colonialism; U.S. hegemonic power; the preparation of a master's thesis proposal. In the revolutions, both liberal and socialist; military second semester, the actual writing of the thesis. coups and regimes; and recent transitions to Pass/Fail only. Open only to matriculated Masters democracy. The political-economic impact of the students. current embrace of free-market capitalism is Credits: 3 considered. Case studies of major Latin American Every Spring countries and regional processes and transformations are reviewed. Credits: 3 On Occasion
POL 668 Contemporary Nationalism An analysis of the phenomenon of nationalism: its historical roots in Europe; the emergence of new states in the Third World and the post-Cold War period; and the struggle of states to achieve national
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DEPARTMENT OF during the first three years of residence, although practicing clinical psychologists and to meet the students in the first year of the program are academic requirements for licensure in psychology PSYCHOLOGY expected to take a minimum of 17 credits of as set by the New York State Education coursework each semester.* Students in the fourth Department. Professors Duncan, Kose (Director, M.A. year are expected to work full time on their Admission to the Ph.D. Program Program), Papouchis (Director, Ph.D. Program), doctoral dissertations. The number of students in All applicants should ordinarily have completed Penn, Ramirez, Samstag, Schuman each entering class averages between 15 and 17. a minimum of 18 undergraduate credits in Professor Emeriti Allen, Fudin, Hurvich, Magai, A candidate for the Ph.D. may also elect to psychology, including courses in experimental Mcguire, Ritzler qualify for the Master of Arts degree by psychology and statistics. Minimal requirements Associate Professors Kudadjie-Gyamfi (Chair), completing the requisite 36 credits of course work. for consideration for admission to the Ph.D. Meehan, Pardo, (Director, LIU Psychological Program Philosophy and Goals program include an undergraduate grade-point Services), Wong The philosophy of the Ph.D. program is that a average of 3.2 and a grade-point average in Assistant Professors Cain, Haden, Saunders clinical psychologist is a psychologist first, and psychology of 3.4. All applicants are also required Adjunct Faculty: 10 subsequently a specialist. That philosophy is based to submit scores on the Graduate Record The Psychology Department offers education on the assumption that all the skills and services a Examination (including the Advanced Test in and training in understanding emotions and clinician may develop are founded upon, and Psychology). Each applicant should ask at least behavior, at the undergraduate, master’s and critically evaluated from, the science of three professors to submit letters of doctoral levels. The department is comprised of 14 psychology. The training model followed might recommendation. full-time faculty members, with specialties best be described as a scholar-practitioner model. The deadline for all applicants is January 5, including personality assessment, mentalization The primary goal of such a model is to prepare although applications will be formally reviewed and reflective functioning, emotional regulation, students to be clinical psychologists who are beginning on December 1st. Applicants are psychotherapy process and outcome, cultural and carefully grounded and competent in the scientific strongly encouraged to submit their applications as ethnic issues, community violence, the aspects of psychology. To achieve that goal, a early as possible. Students whose applications are development of aggression, abuse and trauma, variety of clinical courses, seminars and practicum favorably reviewed will be interviewed for the racial stereotypes and prejudice, psychological experiences are available to students to develop program at the beginning of February. Notification problems with political refugees and their knowledge and skills in the areas of of the final decision of the Admissions Committee psychodynamic and cognitive-behavioral models psychopathology, assessment and the will usually take place by the end of February or of treatment. Full-time faculty members teach at fundamentals of a variety of intervention the beginning of March but no later than April 1. all levels of the department. techniques with emphasis on empirically In accordance with APA standards, acceptance of The Department offers two programs of supported treatments. an offer to the Ph.D. program must be made by graduate study, one leading to the Doctor of At the same time, students are exposed to the April 15 and will be binding thereafter. There are Philosophy in Clinical Psychology, and the other experimental areas in general psychology and are no midyear admissions to the program. At the leading to the Master of Arts in Psychology. trained in sophisticated statistical procedures, present time, no candidates are admitted with Candidates for any graduate degree in psychology research design and methodology. Coursework in advanced standing, although students can transfer may be terminated at any time by reason of weak statistics and basic principles of research design 6 credits of selected graduate courses from another academic performance, professional unsuitability, are offered in the first year of training. Students university with the approval of the Director of the or failure to progress at a satisfactory rate. are then expected to begin to develop independent doctoral program.
research projects, the Second Year Research Applicants not accepted into the Ph.D. program Project, under close faculty supervision in the will have their applications automatically Ph.D. in Clinical Psychology Spring semester of the first year. The research forwarded to the M.A. program for review and
projects should be completed no later than the possible admission. The Doctor of Philosophy degree in clinical beginning of the third year. Advanced courses in The Admissions Process and the Current psychology is offered to a small and highly select research design are part of the required curriculum Student Body group of full-time matriculated students. in the second year of training. Students also have In recent years the Psychology Department has The program has been continuously accredited the opportunity to participate in other faculty received approximately 250 completed by the American Psychological Association since research projects as part of the coursework in both applications each year. Evaluation of application 1974, and offers high-quality clinical and research the clinical and general/experimental areas. materials by the Admissions Committee results in training. Its most recent accreditation took place in Theoretical Orientation interviewing approximately 100 of the original 2007. Students in the Ph.D. program are prepared The theoretical orientation of the Ph.D. pool of applicants. to function as clinical psychologists in a variety of program is strongly influenced by the spectrum of Acceptances into the program are offered until settings and are carefully trained in the the various psychodynamic approaches to therapy. an incoming class of 15 to 17 students has been development of research skills through coursework Cognitive-behavioral and dialectical behavioral filled. The admissions committee accepts and mentoring by program faculty members who approaches are also emphasized. Students are applicants solely on the basis of qualifications. help them to develop and carry out original trained in intervention modalities such as Among all doctoral students currently enrolled the research projects. The Ph.D. program operates the individual, group and family therapy. There are age range covers the early 20s to the mid-40s; Psychological Services Center, in which members also opportunities for students interested in child women account for 70% of the group; 15% of the of the Campus community can receive clinical/developmental issues to receive more students are members of minority groups; and 1% psychological assessment and treatment at no cost. specialized training in that area. are handicapped. Students complete courses and supervised Clinical courses and practicum experiences Admission to Ph.D. Candidacy clinical work in a variety of selected practicum over the first three years of training are designed to Admission to Ph.D. candidacy is determined by settings. Courses are offered in the daytime. familiarize the student with a variety of the successful completion and presentation of the Students are expected to maintain steady, full-time approaches to conceptualizing and assessing second-year project and the submission of the progress toward the degree by completing a psychopathology and therapeutic interventions. clinical qualifying examination paper to the minimum of 24 credits of course work per year Thus, graduates are well prepared to function as Director of the Ph.D. program.
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Degree Requirements and Time Limits admission to the program. There are also full PSY 771 Dynamic Psychotherapy 3.00 Ordinarily, completion of the requirements for tuition-remission scholarships given to three II the Ph.D. degree in Clinical Psychology will entail minority students in each entering class, while Clinical Practice I a minimum of five years of full-time academic qualified advanced students may receive paid One Course Required study. The first three years in residence usually Teaching Fellowships. PSY 630A Introduction to Clinical 3.00 involve full-time course work, while the fourth Housing Interviewing and Practice involves full-time work on the doctoral The best sources of housing information are I dissertation before the clinical internship. Full- current doctoral students, local real estate agents, time work on the dissertation often occupies the and the real estate section of The New York PSY 630B Introduction to Clinical 3.00 year after the internship as well. There is an eight- Times, particularly the Sunday edition. There is Interviewing and Practice year time limit on the completion of all also new graduate housing provided by the I requirements. The average time for completing the University. Clinical Practice II program has been 6.3 years over the past eight Psychological Counseling One Course Required years. During this same time period, The New York City metropolitan area is PSY 631A Introduction to Clinical 3.00 approximately one third of each class has saturated with possibilities for low-cost Interviewing and Practice completed the program within five years. counseling, psychotherapy and psychoanalysis, II The degree requirements in Clinical whether through neighborhood clinics or the Psychology include a minimum of 90 credits of clinical services attached to the various PSY 631B Introduction to Clinical 3.00 graduate courses, completion of the second-year postdoctoral training institutes that abound in the Interviewing and Practice project, one full year of clinical internship at an city. Doctoral students are not required to be in II approved installation, satisfactory performance on psychotherapy, but such self-exploration is Clinical Practice III the clinical qualifying examination paper and oral encouraged if it is at all possible. One Course Required exam, and the presentation and satisfactory PSY 635A Advanced Clinical 3.00 defense of a doctoral dissertation that represents an Ph.D., Clinical Psychology Interviewing III original contribution to psychology. A Minimum of 90 Credits Required Students who have completed 36 credits Required Course Work PSY 635B Advanced Clinical 3.00 receive the M.A. degree in Psychology. PSY 600 Research Design I 3.00 Interviewing III The internship for Clinical Psychology students PSY 602 Developmental 3.00 Clinical Practice IV ordinarily encompasses one full year of training at Psychology One Course Required an installation approved by the Department. PSY 636A Advanced Clinical 3.00 Further regulations concerning maintenance of PSY 603 Contemporary 3.00 Interviewing IV good standing in the programs will be found in the Psychological Theories Graduate Student Handbook issued by the PSY 636B Advanced Clinical 3.00 PSY 606 Statistics in Psychology I 4.00 Psychology Department. Interviewing IV Academic Counseling PSY 607 Professional Ethics and 3.00 Clinical Practice V All faculty are willing and available to aid Standards One Course Required students encountering specific difficulties in their PSY 611 Cognitive and Affective 3.00 PSY 691A Clinical Practice V 3.00 academic studies. In addition, the Director of Issues in Psychology Clinical Training meets with each class in PSY 691B Clinical Practice V 3.00 residence on a once-a-month basis to discuss PSY 613 Social Psychology 3.00 Clinical Practice VI issues relevant to students’ academic and clinical PSY 614 Cross-Cultural Issues in 3.00 One Course Required experience. Students are also assigned to a specific Psychology PSY 692A Clinical Practice VI 3.00 faculty member who serves as their faculty adviser during their time in the program. In courses such PSY 615 Personality 3.00 PSY 692B Clinical Practice VI 3.00 as Statistics and Psychological Assessment, PSY 620 Tests and Measurements 4.00 Clinical Internship advanced students with special skills hold teaching PSY 840 Clinical Internship 0.00 assistantships and work with students in laboratory PSY 625 Psychological 4.00 sections. In courses such as Research Design, Assessment I PSY 841 Clinical Internship 0.00 students have ample opportunity to work in a PSY 655 Psychopathology I 3.00 Dissertation Courses tutorial relationship with the professor, especially PSY 850 Doctoral Thesis 3.00 on preparation of designs for research projects. In PSY 660 Intervention Techniques I 3.00 Supervision connection with clinical activities, the program PSY 671 Dynamic Psychotherapy I 3.00 ensures that all treatment and diagnostic activities PSY 851 Doctoral Thesis 3.00 are carefully supervised. PSY 676 Psychological 4.00 Supervison Assessment II Graduate Assistantships PSY 852 Doctoral Thesis 3.00 Assistantships are available to students in the PSY 678 Clinical Neuropsychology 3.00 Supervison doctoral program during the first three years. Teaching Assistantships, usually reserved for PSY 700 Research Design II 3.00 PSY 853 Doctoral Thesis 3.00 Supervison second- and third-year students, carry a $2,400 PSY 706 Statistics in Psychology II 4.00 stipend and tuition remission. Research PSY 854 Doctoral Thesis 3.00 PSY 710 Psychotherapy Research 3.00 Assistantships within the Department carry half- Supervision tuition remission and a stipend and require eight to PSY 755 Psychopathology II 3.00 ten hours of work per week. Information about PSY 855 Doctoral Thesis 3.00 such assistantships is available at the time of Supervision
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PSY 856 Doctoral Thesis 3.00 Psychology 616M, 617M Statistical and Research Supervision Methodology I, II Psychology 603M Contemporary Psychological PSY 857 Doctoral Thesis 3.00 Theories Supervision Psychology 665M Professional Issues and Ethics PSY 858 Doctoral Thesis 3.00 in Psychology Supervision M.A., Psychology Credit and G.P.A. Requirements Core Course Requirements Minimum Total Credits: 90 Credits Twelve (12) Credits Required. Minimum G.P.A.: 3.25 PSY 603M Contemporary 3.00 M.A. in Psychology Psychological Theories PSY 616M Statistical and Research 3.00 Students enrolled in the M.A. in Psychology Methodology I receive a mix of theoretical and applied coursework. The program is designed to provide a PSY 617M Stastistical and Research 3.00 broad grounding in psychological principles and Methodology II practice that ready the student for work in related PSY 665M Professional Issues and 3.00 fields or for continued education at the doctoral Ethics in Psychology level. Psychology Course Requirements Admission to the M.A. Program At least Twenty-seven (27) Credits From Applicants to the M.A. program must have Psychology Masters Courses completed at least 12 undergraduate credits of M.A. in Psychology Non-Thesis Option psychology, including statistics, with a grade-point Thirty Six (36) Total Credits Required average of at least 2.75. In addition, they must Non-Thesis Option submit letters of recommendation from two Six (6) Additional Credits in Psychology professors. Admission to the M.A. program in no Written Comprehensive Examination way implies acceptance into the Ph.D. program. Nonetheless, outstanding master’s degree M.A. in Psychology Thesis Option candidates are admitted into doctoral courses with Thirty Three (33) Total Credits Required the permission of the directors of both programs, Thesis Option and some M.A. graduates are accepted into the Three (3) Credits From Psychology 709M Ph.D. program. Both graduate programs are Credit and G.P.A. Requirements committed to increasing the enrollment of aspiring Minimum Total Credits: 33 Credits (Thesis minority students. Option) All applicants to the Ph.D. program who were Minimum Total Credits: 36 Credits (Non-Thesis not accepted for admission to the Ph.D. program Option) will have their applications automatically Minimum G.P.A.: 3.0 forwarded to the M.A. program for review and possible admission. M.A. Degree Requirements and Time Limits The M.A. program is ordinarily completed in one and one half to two years of intensive study. The time limit for the M.A. degree is five years. Candidates must have completed 33 credits, which includes an acceptable thesis (10 courses plus Psychology 709M, Master’s Thesis Supervision), or 36 credits (12 courses) and pass a written comprehensive examination. These courses must be successfully completed before registration for the comprehensive examination. Credit for courses taken outside the Psychology Department must be approved by the Master’s Program Director and will be limited to a maximum of six credits. Curriculum for M.A. Degree The typical curriculum for the M.A. degree consists of 600-level courses designated by the letter M, which are offered in weekday late afternoon, evening or weekend classes. Some Psychology courses are open to both M.A. and Ph.D. students without prerequisite. The following core courses are required for all M.A. degree candidates:
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consideration of the application of social Psychology Courses PSY 606 Statistics in Psychology I psychology to contemporary human problems; for A look at estimation and hypothesis testing and the example, personality development and adjustment, PSY 600 Research Design I power of a test and introduction to parametric ethnic attitudes and conflicts, social movements, An introduction to the basic theories issues, statistics, multiple correlations and simple analysis and propaganda. concepts and constructs of what constitutes sound of variance. Three hours lecture; one hour Credits: 3 psychological research. Students are expected to laboratory. Prerequisite: Undergraduate course in Annually develop the capacity to critically evaluate research, psychological statistics. and to formulate research proposals on their own. Credits: 3 PSY 614 Cross-Cultural Issues in Psychology Students complete a proposal for their second-year Annually An examination of key issues and concepts in cross- research project as part of the course requirement. cultural psychology as a growing area within PSY 607 Professional Ethics and Standards Prerequisite: Psychology 606 psychology. A major goal of the course is to have An examination of the broad spectrum of Credits: 3 students gain an appreciation of the impact of contemporary ethical issues encountered by Annually cultural factors on attitudes and behavior of those psychologists as teachers, researchers and who are recipient of services as well as the service PSY 601M Human Sexuality practitioners and a forum for increased ethical provider. Emphasis is placed on clinical and A survey of sexual behaviors (both normal and awareness and analysis. Pass/Fail only. community psychology constructs and applications. deviant), with emphasis on the dynamics of Credits: 3 African-American and Latino groups get special motivations. Developmental aspects: myths, Every Fall attention. fallacies and taboos associated with sex: and Credits: 3 PSY 609M Independent Study modern concepts based on research and clinical Annually Prerequisites: Completion of the 12-credit core, at studies are all studied. least one required course in the area of Credits: 3 PSY 614M Introduction to Consultation and specialization, and other courses as determined by On Occasion Community Mental Health the faculty supervisor. This course offers an introduction to the major PSY 602 Developmental Psychology concepts and strategies of community intervention: A consideration of developmental issues from An opportunity for practicum experience or an situation analysis and case conceptualization, empirical research, interpersonal-psychoanalytic independent project for the advanced student. The program development and implementation. theory and cognitive theory. Major theorists course and its specific requirements are under the Emphasis will be placed on community discussed include Piaget, Bowlby, and others. The supervision of a faculty member. Successful mobilization, collaboration, and program aim of the course is to look at developmental issues completion requires submission of a final paper sustainability. Required for specialization in from differing points of view and to examine points documenting the process and outcome. Requires Community-Industrial Psychology. of convergence and divergence. the permission of the Chair of the Department and Credits: 3 Credits: 3 the Dean. May be repeated; maximum six credits. On Occasion Annually The pre-requisites of PSY 603M, 616M, 617M and 665M are required. PSY 615 Personality Theory PSY 603 Contemporary Psychological Theories Credits: 3 A systematic examination of a variety of theoretical A survey of the transformation of psychological Every Semester views of personality. Empirical ramifications of such thought from nineteenth century philosophy, theories and their implications for the psychology physiology and medicine to modern psychology as a PSY 611 Cognitive and Affective Issues in of individual differences are considered. scientific discipline. Implications for behavioral Psychology Credits: 3 science and its variety of disciplines and schools of This course will examine contemporary issues in Annually thought are examined with an emphasis on history psychology centering on emotion and motivation in and systems of current psychological theories. cognition. Topics will include basic emotion PSY 615M Personality Credits: 3 research from social, cognitive, and neuroscientific A critical examination of the leading theories of Annually perspectives, as well as research relevant to personality, with the purpose of evolving a understanding emotion and motivation in an comprehensive conceptualization. Required for PSY 603M Contemporary Psychological Theories applied context. Core topics will be examined, specialization in Clinical Psychology. A survey of the transformation of psychological during which participants will be exposed to Credits: 3 thought from nineteenth century philosophy, essential questions and dimensions about: basic On Occasion physiology and medicine to modern psychology as a emotions; basic emotions and neuroscience; scientific discipline. Implications for behavioral cognitive appraisals; unconscious emotional PSY 616M Statistical and Research Methodology I science and its variety of disciplines and schools of processes; repression-dissociation; the intersection A study of how to design and conduct experiments, thought are examined. Required of all candidates of self, culture, and emotion; emotion in interpret obtained results, and refine the succeeding for the M.A. in Psychology. psychotherapy; and other similar topics. The design and procedures, as well as how to read and Credits: 3 course will draw upon primary sources, and will be critique a problem, design and execute a small- Every Semester conducted in a composite seminar-lecture style that sample experiment, and interpret and critique the encourages active participation in integrating the outcome. Required of all candidates for the M.A. in PSY 605M Family Dynamics current literature with individual scholarly interests. Psychology. An examination of the family: its structure and Credits: 3 Credits: 3 functions, its members and their interactions, the Annually Every Fall institutions of society that influence it, and how familial pathology is defined and treated. PSY 613 Social Psychology PSY 617 Freudian Theory Credits: 3 An analysis of fundamental concepts in A study of the basic principles and evolution of On Occasion interpersonal and group relations, with Freudian theory and empirical examinations of that
LIU Brooklyn Graduate Bulletin 2013 - 2014 Page 76 LIU Brooklyn theory and later Neo-Freudian theories. students clinical experience. The empirical literature on psychotherapy outcome studies is also Credits: 3 literature on psychotherapy outcome studies is also presented as well as cultural and ethnic factors On Occasion presented as well as cultural and ethnic factors affecting the clinical process. Issues related to the affecting the clinical process. Issues related to the identification and reporting of child abuse and PSY 617M Stastistical and Research Methodology identification and reporting of child abuse and maltreatment are also addressed. Pass/Fail only. II maltreatment are also addressed. Pass/Fail only. Credits: 3 This course is the second in the series for Statistical Credits: 3 Every Spring and Research Methodology. See description for PSY Every Fall 616M (the first in the series). Required of all PSY 631M Practicum candidates for the M.A. in Psychology. PSY 630B Introduction to Clinical Interviewing Supervised experience in an area that relates to The pre-requisite of PSY 616M is required. and Practice I students' interests or specialization. On-site Credits: 3 An introduction to clinical interviewing techniques experiences are employed during the weekly Every Spring and didactic material across a range of intervention seminar to focus on students' concerns and basic strategies, with a focus on cognitive-behavioral issues of ethics, theory and practice. Students must PSY 618M Modalities of Therapeutic Intervention techniques. The seminar also addresses ethical find their own placements. A discussion of various therapeutic strategies and issues in clinical practice and offers students the Credits: 3 tactical alternatives in a variety of settings. opportunity to learn through direct practicum On Occasion Credits: 3 experience,role playing or observation of other On Occasion students clinical experience. The empirical PSY 635A Advanced Clinical Interviewing III
literature on psychotherapy outcome studies is also An intensive case seminar taken in conjunction PSY 620 Tests and Measurements presented as well as cultural and ethnic factors with a two-day per week practicum placement. The A consideration of the principles of psychometric affecting the clinical process. Issues related to the seminar uses the practicum experiences to focus on theory. Issues of test construction, validity and identification and reporting of child abuse and issues in clinical interviewing, therapeutic alliance reliability are discussed. Principles of maltreatment are also addressed. Pass/Fail only. building, treatment planning and psychotherapy as administration, scoring and interpretation of the Credits: 3 well as empirically supported therapies. Topical Stanford-Binet, the Wechsler series, and a survey of Every Fall readings related to each of these areas are assigned personality inventories, occupational tests and regularly for discussion as well as cultural and neurocognitive tests are covered. Cultural PSY 630M Practica ethnic factors affecting the clinical process. Issues differences related to test biases and performances Supervised experience in an area that relates to related to the identification and reporting of child are covered. Three hours lecture; one hour students' interests or specialization. On-site abuse and maltreatment are also addressed. laboratory. experiences are employed during the weekly Pass/Fail only. Credits: 4 seminar to focus on students' concerns and basic Credits: 3 Every Fall issues of ethics, theory and practice. Students must Every Fall
find their own placements. PSY 621M Tests and Measurement Credits: 3 PSY 635B Advanced Clinical Interviewing III An introduction to concepts of psychological test On Occasion An intensive case seminar taken in conjunction construction and evaluation. Principles of ethical with a two-day per week practicum placement. The conduct, administration and interpretation are PSY 631A Introduction to Clinical Interviewing seminar uses the practicum experiences to focus on illustrated for standardized tests commonly used in and Practice II issues in clinical interviewing, therapeutic alliance vocational counseling, employment practices and An introduction to clinical interviewing techniques building, treatment planning and psychotherapy as clinical assessment. and didactic material across a range of intervention well as empirically supported therapies. Topical Credits: 3 strategies, with a focus on cognitive-behavioral readings related to each of these areas are assigned On Occasion techniques. The seminar also addresses ethical regularly for discussion as well as cultural and
issues in clinical practice and offers students the ethnic factors affecting the clinical process. Issues PSY 625 Psychological Assessment I opportunity to learn through direct practicum related to the identification and reporting of child A study of the basic principles of assessment, experience, role playing or observation of other abuse and maltreatment are also addressed. including interviewing and psychological testing, students clinical experience. The empirical Pass/Fail only. with an emphasis on individual differences. literature on psychotherapy outcome studies is also Credits: 3 Introduction is made to the Rorschach and other presented as well as cultural and ethnic factors Every Fall projective tests, as well as continued work with affecting the clinical process. Issues related to the neurocognitive tests. Three hours lecture; one hour identification and reporting of child abuse and PSY 636A Advanced Clinical Interviewing IV laboratory. Cultural differences are covered. maltreatment are also addressed. Pass/Fail only. An intensive case seminar taken in conjunction Corequisite: Psychology 620 or its equivalent. Credits: 3 with a two-day per week practicum placement. The Credits: 4 Every Spring seminar uses the practicum experiences to focus on Annually issues in clinical interviewing, therapeutic alliance
PSY 631B Introduction to Clinical Interviewing building, treatment planning and psychotherapy as PSY 630A Introduction to Clinical Interviewing and Practice II well as empirically supported therapies. Topical and Practice I An introduction to clinical interviewing techniques readings related to each of these areas are assigned An introduction to clinical interviewing techniques and didactic material across a range of intervention regularly for discussion as well as cultural and and didactic material across a range of intervention strategies, with a focus on cognitive-behavioral ethnic factors affecting the clinical process. Issues strategies, with a focus on cognitive-behavioral techniques. The seminar also addresses ethical related to the identification and reporting of child techniques. The seminar also addresses ethical issues in clinical practice and offers students the abuse and maltreatment are also addressed. issues in clinical practice and offers students the opportunity to learn through direct practicum Pass/Fail only. opportunity to learn through direct practicum experience, role playing or observation of other Credits: 3 experience,role playing or observation of other students clinical experience. The empirical Every Spring
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PSY 636B Advanced Clinical Interviewing IV PSY 654 Research in the Study of Anxiety An intensive case seminar taken in conjunction A review of theories and research in the area of with a two-day per week practicum placement. The anxiety. PSY 665M Professional Issues and Ethics in seminar uses the practicum experiences to focus on Credits: 3 Psychology issues in clinical interviewing, therapeutic alliance On Occasion A seminar devoted to discussions and the building, treatment planning and psychotherapy as evaluation of various theoretical and practical issues well as empirically supported therapies. Topical PSY 655 Psychopathology I in psychology. Problems of ethics and the roles of readings related to each of these areas are assigned An introduction to the core concepts and major the psychologist receive particular attention. regularly for discussion as well as cultural and research findings in psychopathology, including Required of all candidates for the M.A. in ethnic factors affecting the clinical process. Issues how major mental disorders are defined, explained, Psychology. related to the identification and reporting and classified by the DSM-5. The course will Credits: 3 of child abuse and maltreatment are also addressed. emphasize major etiological and sociocultural Every Fall Pass/Fail only. factors contributing to these disorders, as well as Credits: 3 how to apply these diagnostic categories to clients PSY 668M Ethnic Cultural, and Minority Issues Every Spring presenting in clinical practice. in Psychology Credits: 3 An examination of the impact upon gender, racial, PSY 643 Teaching Seminar in Psychology Every Fall ethnic, religious and other minorities of This course is designed to prepare psychology stereotyping, discrimination, and efforts to ignore graduate students for the teaching of psychology at PSY 655M Psychopathology differences or compel uniformity. the undergraduate level and as teaching assistants. A study of the genesis, course, conceptualization, Credits: 3 The course involves syllabus preparation, selection diagnosis and treatment of mental illness. Required On Occasion of instructional material, testing, evaluation, and for specialization in Clinical Psychology. demonstration lectures. Also included in the Credits: 3 PSY 669M Seminars in Special Topics course is a discussion of classroom management On Occasion Consideration of special areas of interest in strategies and techniques, as well as other practical psychology at the master's level by intensive study in PSY 657 Childhood Psychopathology and theoretical issues relating to the teaching of a seminar format. A study of the essentials for understanding the psychology. Credits: 3 diagnosis of childhood psychopathology and its Credits: 0 On Occasion assessment. The empirical literature of a range of Annually diagnostic categories is reviewed as well as the PSY 670M Seminars in Special Topics PSY 644M Group Processes and Techniques impact of cultural factors. Prerequisite Psychology Consideration of special areas of interest in An examination of groups and of such group 655. psychology at the master's level by intensive study in techniques that may be used for treatment, Credits: 3 a seminar format. promotion of growth, or improvement of Annually Credits: 3 relationships in diverse settings. The format of the On Occasion PSY 658 Psychotherapy of Children course may be both didactic and experiential. The An in-depth study of the theory and practice of PSY 671 Dynamic Psychotherapy I empirical literature is considered. child psychotherapy. Emphasis is on This course examines the theory and techniques of Credits: 3 psychodynamic approaches as well as some dynamic psychotherapy with the neurotic and On Occasion application of behavioral management and family character disordered individual. The emphasis is on PSY 646 Cognitive Behavior Modifcation I systems theory. The empirical literature in this area the beginning phase of treatment, the therapeutic An introduction to the theory and practice of is also examined. alliance, transference, resistance and other key behavior modification and cognitive-behavioral Credits: 3 issues in dynamic psychotherapy. While focusing modification. Emphasis is placed on the Annually on common principles shared by varied schools of assessment of maladaptive behavior from a dynamic psychotherapy, we will also look at areas of PSY 660 Intervention Techniques I cognitive-behavioral perspective and on developing difference between schools, at empirically This course is designed to orient students to current and implementing behavioral and cognitive- supported techniques, and at treatment issues theory and research in intervention techniques, behavioral intervention strategies with diverse raised by clients with diverse cultural backgrounds. including cognitive behavioral models, populations. Concurrent supervised experience (Clinical Practice psychodynamic models, interpersonal models, and The pre-requisite of PSY 646 is required. III) is required. humanistic models with a particular emphasis on Credits: 3 The pre-requisite of PSY 655 is required and the co- short-term psychotherapies. This course will On Occasion requisite of PSY 635A is required and is only open elucidate why (or for what purpose) therapists of to students in the PhD program. PSY 648M Developmental Psychology I: different orientations use certain intervention Credits: 3 Childhood and Adolescence techniques as opposed to others and will focus on Annually A consideration of issues that concern the areas of convergence as well as discrepancies development of the individual from conception to between the various models. Finally, this course PSY 671M Topics In Cognition late adolescence. Theories of development are will provide an overview of important issues facing This course will study the history and development surveyed. Attention is given to the impact of contemporary clinical psychologists, including of Cognitive psychology in the late twentieth biological and social factors that influence the cultural competence, psychotherapy integration, century. This course will also review contemporary course of development. Required for specialization and empirically supported treatments. Corequisite: research on perception, language, concept in Developmental Psychology. Psychology 655 formation, imagery, and reasoning. Credits: 3 Credits: 3 Credits: 3 On Occasion Every Fall On Occasion
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PSY 678 Clinical Neuropsychology graduation. PSY 672 Community Mental Health An introduction into the interrelation between Credits: 1 The major issues in community mental health are human biology, physiology, neurology and human On Occasion examined with an emphasis on the impact of social behavior. The literature and research concerned and community issues on mental health. with the assessment of organicity or pathology, PSY 700 Research Design II Intervention strategies for addressing these issues conceptions of the physiological basis of abnormal This seminar, an extension of Psychology 600, are examined with a special emphasis on social behaviors, and related topics are presented. involves a detailed examination of methods used in psychological interventions. Credits: 3 experimental psychology that have implications for Credits: 3 Annually conducting research related to psychodynamic On Occasion theory and treatment. Drawing upon specific PSY 679 Family Therapy studies in social, cognitive, and clinical psychology, PSY 672M Forensic Psychology A study of a variety of conceptual approaches to participants will examine a variety of approaches This graduate course considers a range of topics family therapy. These approaches include, but are that rely on explicit and/or implicit methods. In that are of concern to both psychologists and not limited to, structural systems theory and object doing so, participants will examine different topics, members of the legal profession. In this course, we relations approaches to family therapy practice. The including: self/self-descriptions, object relations, will investigate how psychology works with the legal empirical literature evaluating such approaches is unconscious processes, attachment, and personality. system as social scientists, consultants, and expert discussed as are ethnic and cultural differences. Emphasis is placed on learning practical skills both witnesses. We will examine how psychological Credits: 3 to assess existing studies, and to develop future theories, research data, techniques and methods Annually studies (including a doctoral dissertation research can enhance and contribute to our understanding proposal). Prerequisites: Psychology 600 and 706 of the judicial system. In addition to offering an PSY 680 Neuropsychological Assessment Credits: 3 introduction to the field of forensic psychology, this An examination of the variety of assessment Annually graduate course will focus on: 1) psychological techniques designed to evaluate and interpret assessment of competency, malingering, and neuropsychological functions. It is recommended PSY 701 Seminar and Readings in Contemporary criminal responsibility, 2) jury selection process and that this course follow Psychology 678. Psychology jury decision making, and 3) psychological Credits: 3 The reading and criticism of more recent literature treatment for crime victims and perpetrators. Annually in psychology including significant books and Credits: 3 articles on personality, perception, learning theory, On Occasion PSY 691A Clinical Practice V theory construction, and application in such fields An intensive case seminar taken in conjunction as development psychology, clinical psychology, PSY 674 Psychology of Gender with a two to two-and-a-half day per week practicum social psychology and personality theory. A psychological study of the traditional perspectives placement. This advanced seminar utilizes student Credits: 3 of gender, the means by which psychologists practicum experiences to focus on more complex On Occasion attempt to study gender, the relationship of gender clinical issues in psychodynamic psychotherapy to traditional issues in psychology, the causes of sex primarily through specific clinical case PSY 703 Current Issues in Clinical Psychology differences and similarities, and how biological and presentations. The empirical literature on clinical and Psychopharmacology cultural factors influence the development of supervision is also discussed as are empirically A review of current readings in clinical psychology gender roles and identities. supported therapies. Pass/Fail only and psychopharmacology. Credits: 3 Credits: 3 Credits: 1 On Occasion Every Fall On Occasion
PSY 676 Psychological Assessment II PSY 691B Clinical Practice V PSY 704 Advanced Personality Theory The purpose of this course, which is a continuation See the description for Psychology 691A for a full A review of a variety of new empirical and of Psychology 625, is to provide participants with description of this clinical case seminar. Pass/Fail theoretical developments in the psychology of the theoretical knowledge and practical skills only. personality. Conceptual topics include neo-analytic, necessary to conduct an individual, comprehensive Credits: 3 cognitive-developmental, and factorial models of psychological assessment in a mental health setting. Every Fall personality organization. Study of research in those Participants will learn about test selection, as well as spheres of personality psychology is central to approaches to working with a multi-method test PSY 692A Clinical Practice VI course work, including examination of the content battery. Tests covered will include cognitive (e.g., This case seminar is a continuation of Psychology and methodological issues that are unique to this WAIS-IV), self-report personality tests (e.g., MMPI- 691A. Pass/Fail only area of psychology. 2), and projective (or performance-based) Credits: 3 Credits: 3 personality tests (e.g., TAT; Rorschach). While Every Spring On Occasion participants will learn test administration and PSY 692B Clinical Practice VI scoring, a major goal of the course will be on PSY 706 Statistics in Psychology II This clinical case seminar is continuation of interpretation and integration of findings in the A study of correlation analysis, analysis of variance, Psychology 691B. Pass/Fail only. context of writing a comprehensive report for use in analysis of covariance, advanced multiple Credits: 3 diverse clinical settings. The course will consist of regression, non-parametric methods and other Every Spring selected techniques for treatment of data. Three weekly class meetings in a composite lecture- hour lecture; one hour laboratory. Prerequisite: seminar format, and weekly lab meetings. Three PSY 699 Second Year Research Project Psychology 606 hours lecture; one hour laboratory. Prerequisite: This seminar may be enrolled in when working on Credits: 4 Psychology 625 a Second Year Research Project and may be taken Credits: 4 Annually only once. Pass/Fail only. The one credit may not Annually be used toward the 90 credits required for PSY 707 Issues in Trauma Research and
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Treatment functions as described in psychoanalytic literature. Each candidate for the doctorate in clinical A review of the theoretical and methodological Those functions include reality testing, impulse psychology must spend one year full-time or two approaches to the investigation and treatment of control, defensive functioning, object relations and years half-time as an intern in an approved trauma. Ethical issues are discussed. synthesis. Emphasis is given to assessment, installation, such as a mental hospital or mental Credits: 3 therapeutic implications and empirical research. hygiene clinic. Services performed concentrate on On Occasion Credits: 3 diagnostic testing and staff conferences, and On Occasion supervised individual or group psychotherapy. PSY 709M Master's Thesis Supervision Pass/Fail only. No credit. This course has an Master's degree candidates receive assistance in PSY 761 Borderline and Narcissistic Psychology additional fee. completing their theses. A review of the historical background of borderline Credits: 0 Prerequisite: Permission of the Chair of the and narcissistic syndromes. Key literature is Every Fall Department. Pass/Fail only. discussed, and differential diagnostic and Credits: 3 therapeutic issues are extensively considered as is PSY 841 Clinical Internship Every Semester the efficacy of empirically supported techniques. Each candidate for the doctorate in clinical Credits: 3 psychology must spend one year full-time or two PSY 710 Psychotherapy Research On Occasion years half-time as an intern in an approved An examination of the history of psychotherapy installation, such as a mental hospital or mental research that focuses on such major topics as PSY 765 Object Relations Theory hygiene clinic. Services performed concentrate on therapeutic alliance, alliance ruptures and An in-depth study of the contributions of the major diagnostic testing and staff conferences, and treatment failures, common versus specific factors, British object-relations theorists and the place of supervised individual or group psychotherapy. and differential treatment outcome. Significant such theory in psychoanalytic thought. The Pass/Fail only. No credit. This course has an psychotherapy research studies and programs (e.g., empirical support for these theories is also additional fee. the NIMH depression study), and empirically discussed. Credits: 0 validated treatments are reviewed. A number of Credits: 3 Every Spring psychotherapy research assessment instruments that On Occasion measure different change mechanisms in therapy PSY 842 Second-Year Internship are demonstrated using vignettes of videotaped PSY 771 Dynamic Psychotherapy II Available to those students who wish to pursue a sessions. Students interested in pursuing A study of the way in which principles of second year of clinical internship. Not required for psychotherapy research are thus provided some psychodynamic psychotherapy may be applied to the doctorate. Pass/Fail only. No credit. hands-on experience with a number of measures. severe psychopathology and to short-term therapies. Prerequisite: PSY 840-841. This course has an This course is the equivalent of Research and The application of such principles to the psychoses, additional fee. Design II. Prerequisite: Psychology 600 and borderline conditions is discussed. The Credits: 0 Credits: 3 empirical literature related to such Every Fall Annually psychotherapeutic issues is discussed as are the interactions with cultural and ethnic factors. PSY 843 Second-Year Internship PSY 750 Individual Research I Empirically supported therapies for these more Available to those students who wish to pursue a Individual research projects under supervision. severe disorders are also discussed. Concurrent second year of clinical internship. Not required for Pass/Fail only. Prerequisites: Psychology 600 and supervised clinical practice is required. the doctorate. Pass/Fail only. No credit. 700 or 710. Credits: 3 Prerequisite: PSY 840-841. This course has an Credits: 3 Annually additional fee. Annually Credits: 0 PSY 775 Seminars in Special Topics Every Spring PSY 751 Individual Research II An intensive study in special areas of interest in Individual research projects under supervision. Clinical Psychology (not necessarily the same topics PSY 849A Dissertation Topic Seminar Pass/Fail only. Prerequisites: Psychology 600 and each year). Examples of topics are computer Students develop the conceptual rationale and 700 or 710. research technology, brain and behavior methodology for their dissertation topics. Each Credits: 3 relationships, psychopharmacology, issues of social student has the opportunity to present his or her Annually stress, special statistical techniques, and the study of own research proposal, to receive feedback from anxiety. One to three credits each semester. Offered other students and the instructor, and to critique PSY 755 Psychopathology II every semester the proposals of other students. Students may A study of contemporary theory and research in Credits: 3 register for this course for one or more semesters. psychopathology with a special emphasis on Annually Required of those students in their fourth year who developmental etiological factors, biosocial are not yet in dissertation committee. Pass/Fail contributions, symptom formation and the PSY 776 Special Topics only. Psychology 849A offered every Fall; rationale for different interventions. An intensive study in special areas of interest in Psychology 849B offered every Spring; Psychology Psychodynamic and cognitive behavioral theories Clinical Psychology (not necessarily the same topics 849C offered every Summer. are emphasized as is the interaction of each year). Examples of topics are computer Credits: 3 psychopathology with cultural factors. Discussion of research technology, brain and behavior Every Fall the literature related to the DSM is also considered. relationships, psychopharmacology, issues of social Prerequisite: Psychology 655 stress, special statistical techniques, and the study of PSY 849B Dissertation Topic Seminar Credits: 3 anxiety. Students develop the conceptual rationale and Every Spring Credits: 1 to 3 methodology for their dissertation topics. Each On Occasion student has the opportunity to present his or her PSY 760 Ego Functions own research proposal, to receive feedback from A focus on the definition of the major ego PSY 840 Clinical Internship other students and the instructor, and to critique
LIU Brooklyn Graduate Bulletin 2013 - 2014 Page 80 LIU Brooklyn the proposals of other students. Students may repeated as long as the study is in active progress. Credits: 3 register for this course for one or more semesters. Pass/Fail only. Students receive an Incomplete until Every Fall and Spring Required of those students in their fourth year who the dissertation is completed. are not yet in dissertation committee. Pass/Fail Credits: 3 only. Psychology 849A offered every Fall; Every Fall and Spring Psychology 849B offered every Spring; Psychology 849C offered every Summer. Credits: 3 Every Spring PSY 854 Doctoral Thesis Supervision Each doctoral candidate conducts doctoral thesis PSY 849C Dissertation Topic Seminar research under the guidance of a committee, which Students develop the conceptual rationale and may be a standing committee or one assembled methodology for their dissertation topics. Each with consent of the clinical director. The student has the opportunity to present his or her enrollment and fee for this course registration is own research proposal, to receive feedback from repeated as long as the study is in active progress. other students and the instructor, and to critique Pass/Fail only. Students receive an Incomplete until the proposals of other students. Students may the dissertation is completed. register for this course for one or more semesters. Credits: 3 Required of those students in their fourth year who Every Fall and Spring are not yet in dissertation committee. Pass/Fail only. PSY 855 Doctoral Thesis Supervision Credits: 1 Each doctoral candidate conducts doctoral thesis On Occasion research under the guidance of a committee, which may be a standing committee or one assembled PSY 850 Doctoral Thesis Supervision with consent of the clinical director. The Each doctoral candidate conducts doctoral thesis enrollment and fee for this course registration is research under the guidance of a committee, which repeated as long as the study is in active progress. may be a standing committee or one assembled Pass/Fail only. Students receive an Incomplete until with consent of the clinical director. The the dissertation is completed. enrollment and fee for this course registration is Credits: 3 repeated as long as the study is in active progress. Every Fall and Spring Pass/Fail only. Credits: 3 PSY 856 Doctoral Thesis Supervision Annually Each doctoral candidate conducts doctoral thesis research under the guidance of a committee, which PSY 851 Doctoral Thesis Supervison may be a standing committee or one assembled Each doctoral candidate conducts doctoral thesis with consent of the clinical director. The research under the guidance of a committee, which enrollment and fee for this course registration is may be a standing committee or one assembled repeated as long as the study is in active progress. with consent of the clinical director. The Pass/Fail only. Students recieve an Incomplete until enrollment and fee for this course registration is the dissertation is completed. repeated as long as the study is in active progress. Credits: 3 Pass/Fail only. Students receive an Incomplete until Every Fall and Spring the dissertation is completed. Credits: 3 PSY 857 Doctoral Thesis Supervision Annually Each doctoral candidate conducts doctoral thesis research under the guidance of a committee, which PSY 852 Doctoral Thesis Supervison may be a standing committee or one assembled Each doctoral candidate conducts doctoral thesis with consent of the clinical director. The research under the guidance of a committee, which enrollment and fee for this course registration is may be a standing committee or one assembled repeated as long as the study is in active progress. with consent of the clinical director. The Pass/Fail only. Students receive an Incomplete until enrollment and fee for this course registration is the dissertation is completed. repeated as long as the study is in active progress. Credits: 3 Pass/Fail only. Students received an Incomplete Every Fall and Spring until the dissertation is completed. Credits: 3 PSY 858 Doctoral Thesis Supervision Every Fall and Spring Each doctoral candidate conducts doctoral thesis research under the guidance of a committee, which PSY 853 Doctoral Thesis Supervison may be a standing committee or one assembled Each doctoral candidate conducts doctoral thesis with consent of the clinical director. The research under the guidance of a committee, which enrollment and fee for this course registration is may be a standing committee or one assembled repeated as long as the study is in active progress. with consent of the clinical director. The Pass/Fail only. Students receive an Incomplete until enrollment and fee for this course registration is the dissertation is completed.
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SOCIAL SCIENCE Social Science Courses Professor Lester Wilson (History) Director SPEECH-LANGUAGE
(718) 488-1041; [email protected] SSC 512 Readings in the Social Sciences PATHOLOGY Professors Halbert Barton (Anthropology), Hildi Intensive readings in themes in the social sciences. Hendrickson (Anthropology), Gustavo Rodriguez Focus is on such global issues as religion, race and See Communication Sciences and Disorders. (Economics), Stacey Horstmann Gatti (History), racial attitudes, class, and social change. Kimberly Faith Jones (History), Nicolas Agriat Credits: 3 (History), Simon Sheppard (Political Science), Annually Paul Ramirez (Psychology), Haesook Kim (Sociology), Jose Sanchez (Urban Studies) SSC 553 World Social Development
A consideration of the world social situation, including such subjects as health, food and M.S. in Social Science nutrition, housing and urban planning, education,
employment, and social development in developing M.S., Social Science areas. LIU's multidisciplinary Graduate Social Science Credits: 3 Program is designed for professionals seeking to Cross-Listings: PM 769, SOC 553, SSC 553 enhance their career opportunities within their Every Spring respective fields. Students receive a Master of Science in Social Science degree following SSC 611 Independent Study completion of twelve courses (thirty-six credits) in Prerequisite: Approval of the Department a variety of related disciplines. Depending on a Credits: 3 student’s particular career aspirations, a course of On Demand study, determined in consultation with the program director, will provide the appropriate academic and SSC 707 Thesis Supervision analytical background for professionals in the The selection, supervision and completion of the chosen field. thesis topic. Pass/Fail only. Three credits per Degree requirements are as follows: semester. 1. Twelve credits (four courses) in a social science Credits: 3 (anthropology, economics, history, political Every Semester science, psychology, sociology, urban studies); 2. Six credits (two courses) in a second social SSC 708 Thesis Supervision science; The selection, supervision and completion of the 3. Fifteen credits (five courses) in electives thesis topic. Pass/Fail only. Three credits per 4. Three credits in research methods or statistics; semester. 5. Comprehensive exam. Credits: 3 In this Bulletin, Social Science courses are listed Every Semester under Departmental “Academic Offerings.” Please refer to the following Departments for courses of particular interest to you: Anthropology, Economics, History, Political Science, Psychology, Sociology, and Urban Studies. Credit and G.P.A. Requirements Minimum Total Credits: 36 Credits Minimum G.P.A.: 2.75
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SOCIOLOGY Sociology Courses
Professors Emeriti Carden, Hittman, Rosenberg Associate Professors Hendrickson (Chair), Kim, SOC 526 Asian Cinema Barton, Ali, Juwayeyi A focus on cinema as a unique cultural product in Associate Professor Emeriti Gritzer, Harwood which artistic sensibilities are mobilized to address, Assistant Professor Emeritus Sherar and thus reflect, significant aspects of contemporary Adjunct Faculty: 8 society. Through a range of feature films from the The Master of Arts degree in Sociology is not region, this course examines these cultural products offered at this time, but graduate courses in as collective expressions of some enduring concerns sociology are offered as part of other departments in modern Asian societies. and programs including the United Nations The pre-requisite or co-requisite of MA 500 or MA Graduate Program, Urban Studies and Social 800 is required. Science. Credits: 3 Cross-Listings: MA 533, SOC 526 On Occasion
SOC 553 World Social Development A consideration of the world social situation, including such subjects as health, food and nutrition, housing and urban planning, education, employment, and social development in developing areas. Credits: 3 Cross-Listings: PM 769, SOC 553, SSC 553 Every Spring
SOC 601 Reading in Sociology
Independent reading, research and study under the
guidance of a sociology faculty member; topic to be
mutually agreed upon in advance.
Credits: 3
On Occasion
SOC 651 Urban Economics An analysis of economic problems arising in the modern urban areas of the United States. Discussion centers around the causes of such problems and possible alternative solutions. Relationships among city and state governments and the federal government receive due consideration. Credits: 3 Cross-Listings: ECO 651, PM 788, SOC 651, URB 651 On Occasion
SOC 654 Methods of Social Research An examination of the range of research methods employed in social science. Topics include selection of research designs, sampling and data collection, quantitative and qualitative approaches, statistics and the ethics of social research. Students are expected to apply such research strategies throughout the semester. Credits: 3 On Occasion
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UNITED NATIONS completing either a Master of Science in Social UN 708 Seminar, Non- 3.00 Science, a Master of Arts in Political Science, or a Governmental GRADUATE PROGRAM Master of Public Administration. All UN Program Organizations courses may be applied to the particular master’s UN 709 Seminar, Issues in 3.00 Lester N. Wilson, Ph.D., Director degree program selected. (718) 488-1041; [email protected] International Ethics Rainer Braun, Ph.D., Freie Universität Berlin; Advanced Certificate, United Nations UN 712 Advanced Seminar: 3.00 Beng Yong Chew, Deputy Directory, Political Core: Twelve (12) Credits Required. Topics to be Determined Affairs Department, United Nations, ret.; Qazi POL 642 International 3.00 Shaukat Fareed, Special Advisor to the Director- UN 713 The UN and Preventive 3.00 Organization, The United General of UNIDO (United Nations Industrial Diplomacy Nations and Affiliated Development Organization); Jacques Fomerand, Agencies UN 714 UN and International 3.00 Head, United Nations University Office in North Security: Disarmament HIS 632 The World Since 1945 3.00 America; Phyllis J. Lee, Secretary, High-Level and Non-Proliferation Committee on Programmes, UN System Chief UN 710 Research Methods 3.00 Executives Board; Joseph J. Stephanides, UN 715 Seminar: The United 3.00 Director, Security Council Affairs Division, U.N. UN 711 Research Seminar 3.00 Nations and Peacebuilding Secretariat, ret.; James Sutterlin, Director, Office of the UN Secretary-General, ret. Twelve (12) Credits of Electives Required. UN 717 The United Nations and 3.00
ELECTIVE COURSES (Offered on Occasion) Global Terrorism The Institute for the Study of International ECO 626 Problems of Economic 3.00 UN 798 Internship in NGO's, Field Organizations Development Experience in Central America 3.00 The Institute for the Study of International UN 799 Internship in International Organizations builds on the unique instructional ECO 661 International Economic 3.00 Organizations 3.00 methodology and specialized research conducted Relations in the United Nations Advanced Certificate HIS 626 The United States since 3.00 Credit and G.P.A. Requirements Program and its related master’s degree 1914 Minimum Total Credits: 24 Credits opportunities and provides for further development Minimum G.P.A.: 2.75 of advanced studies and research in international POL 547 International Human 3.00 organizations. The Institute coordinates research Rights projects dealing with the United Nations system United Nations Courses POL 605 Conflict Resolution 3.00 and nongovernmental organizations, with regional organizations, and with other international POL 640 Public International Law 3.00 UN 512 Race in the Americas groupings. Everyone in the United States (if not the world) has POL 670 Politics of Developing 3.00 Nations at least heard of the four primary racial boxes that shape our census categories: black, white, red, and SOC 553 World Social 3.00 United Nations Graduate yellow. What is much less known is where these Development Certificate Program and boxes came from and how/when/where were they SOC 606 Sociology of Population 3.00 built. Furthermore, the rest of the Americas Related Master Degree Options commonly recognize dozens, if not hundreds, of and Demography racialized groupings. How did this come about and The United Nations Advanced Graduate UN 691 Global Issues and 3.00 what does this mean for residents and travelers who Certificate Program offers a unique opportunity to Interdependence traverse these widely variant racial landscapes? students seeking to enter or advance in careers in This course raises these questions in order to international organizations or related institutions. UN 692 Modern Diplomacy 3.00 provoke further discussion and scholarly research Because of the exceptional nature of the program, UN 693 Future World Orders 3.00 into the highly politicized ways that people in the it appeals to students from a variety of UN 694 Management of 3.00 Americas organize groups around color-coded social disciplines—communications, health, education, International identities. Instead of settling for stereotypical and political science, economics, etc. The student body Organizations ethnocentric ways that people construct racial and reflects a mix of mid-career professionals, UN ethnic authenticity, this course pays special staffers, members from Permanent Missions and UN 695 Statistics for the Social 3.00 attention to cultural variation and cultural traditional graduate students. Scientist hybridity. It draws on the theories and methods of The 24-graduate credit program combines an UN 700 Independent Study 3.00 anthropology in order to further students' extensive study of the UN system and the understanding of racial politics in the Americas. specialized agencies, funds and programs that UN 704 Issues in International 3.00 Credits: 3 constitute the UN System with rigorous Labor 1919 - Present Cross-Listings: ANT 512, SSC 514, UN 512 individualized research into its range of functions On Occasion and activities ranging from peace and security to UN 706 International 3.00 human rights and development. A key element is Humanitarian Assistance UN 692 Modern Diplomacy the norm setting or policy making function of the UN 707 Population Displacement 3.00 A comprehensive overview of contemporary System and its development assistance framework and Migration international diplomacy considered as art, science, and operations. craft, practice, institution and process. Topics of In addition to the UN Graduate Program discussion include the nature and development of Certificate, the student has the option of diplomacy; diplomatic practice, methods, and
LIU Brooklyn Graduate Bulletin 2013 - 2014 Page 84 LIU Brooklyn techniques; types of diplomacy (with special research progress reports on NGO activities and in the region. emphasis on multilateral diplomacy); diplomatic interactions with international organizations are Credits: 3 privileges and immunities; the role and function of held. On Occasion diplomats; the diplomat as a foreign affairs Credits: 3 professional; and the contribution of diplomacy Annually UN 717 United Nations and Global Terrorism toward maintaining world order. This course explores these questions with particular Credits: 3 UN 710 Research Methods attention to the novel features of the threat posed On Occasion An introduction to research techniques in the by terrorism to international peace and security, the social sciences. Students are required to research a effectiveness of applicability of traditional models UN 694 Management of International major function or principal concern within the UN and mechanisms for dealing with the security Organizations system. Based on their research, students make challenges posed by terrorism and addressing its A focus on structural and managerial issues within formal presentations and defend policy proposals root causes, and what can be done through the international organizations and an examination of drawn from their research. United Nations to contain and suppress terrorism. the tools needed to function within such an Credits: 3 Credits: 3 environment. Annually On Occasion Credits: 3 Cross-Listings: PM 761, UN 694 UN 711 Research Seminar UN 798 Internship in Non-Governmental On Occasion Cornerstone of the United Nations Program, a Organizations: Field Experience in Central research seminar that provides training in policy America UN 700 Independent Study making and requires preparation of a major study This course is designed to provide direct exposure Development of selected topics, in conjunction on a specific area of UN operations. Students write to what it means to represent the United Nations with faculty adviser. a research paper on a major function or principal abroad. The Chair of the UN DPI/NGO Executive Prerequisite: Approval of the Department. concern within the UN system. Committee formally designates students as Credits: 3 Credits: 3 ambassadors on the Committee's behalf to recruit On Occasion Annually NGOs for association with the UN Department of Public Information. Students work closely as a UN 701 The United Nations and Human Security UN 712 Advanced Seminar team in preparing all aspects of the field trip, The course will focus on such global/cross border An exploration of selected United Nations issues including hosting a major event with the and interrelated threats as poverty, population through intensive study in a seminar format. participation of the heads of 60 or more NGOs and growth and migration, global warming, energy and Credits: 3 hosting bilateral meetings with NGO's at their water scarcity, "failed states," terrorism and weapons On Occasion headquarters and/or visiting their projects. of mass destruction and the denial of human rights. Students work closely with the UN Country Team, UN 713 The UN and Conflict Prevention The "new dimensions" of these threats to human whose Resident Coordinator opens the recruitment This seminar will explore the role of the United security will be explored and assessed, along with event, and research its in-country programs. Nations in conflict prevention. More specifically, the range of global governance instruments that Students learn about the national priorities of the drawing from history and on the basis of case might be used by the international community to country and, dependent upon the interest of the material, the seminar will seek to explain the meet the challenges that they pose. Government, also meet with government officials, concept and evolving practice of prevention by the Credits: 3 at the hosted event and/or separately. The student United Nations with particular attention to the On Occasion is also expected to keep a log of all fieldwork institutions involved and the modalities and impact experience and contribute to a formal report to be UN 706 International Humanitarian Assistance of their interventions. submitted to the DPI/Executive Committee, the A review of the evolution of the concept and Credits: 3 UN Country Coordinator and the NGOs recruited practice of humanitarian assistance. The course On Occasion for association. covers the interface between humanitarian Credits: 3 assistance and peacekeeping operations, the UN 715 The UN and Peacebuilding This seminar will examine the role of the United On Demand continuum between emergency assistance and Nations in peacebuilding, with specific reference to economic/social development, the role of UN 799 Internship in International Organizations selected problem areas in developing countries. humanitarian assistance in peace building, the role A course designed to provide direct exposure to and Credits: 3 of nongovernmental organizations in the provision experience in the work of a UN department or UN- of humanitarian assistance, and the evolving On Occasion related agency. The student engages in a supervised international legal concepts of dealing with the UN 716 United Nations and The Middle East placement activity and is expected to meet at least right to humanitarian assistance. The course The seminar will examine the events that led to the once every two weeks with a faculty coordinator. focuses on case studies of actual emergency initial involvement and continued engagement of The student is also expected to keep a log of all assistance operations. the United Nations in the Middle East. Starting fieldwork experience and complete a seminar-length Credits: 3 with the Balfour Declaration through the paper analyzing a specific problem of the agency or Annually department. independence of Israel followed by the various Credits: 3 UN 708 United Nations Nongovernmental Security Council and General Assembly resolutions on the situation to the present "road map," the On Demand Organizations A study of the premises and functions of private student will explore the role of the United Nations voluntary organizations in the UN non- in the Israel/Palestine questions. The seminar will governmental organizations (NGO) structure. also discuss the impact of the Gulf War, the recent Student-initiated research in the functions of intervention in Iraq, and the current challenges selected groups of NGOs is conducted. facing the United Nations in the fields of Multidisciplinary and analytical discussions of democratization, disarmament, and human rights
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URBAN STUDIES PROGRAM full-time students. It offers a multidisciplinary PM 787 The Role of Ethnicity in 3.00 graduate course of study leading to a Master of the Metropolis Professor Jose R. Sanchez (Political Science), Arts in Urban Studies. Courses at the 500-level are PM 795 Race Relations and 3.00 Chair; 718-488-1057; e-mail: available to qualified undergraduates in their Intergroup Tensions [email protected] junior and senior years. Professors: Dorinson (History), Wilson (History) The M.A. in Urban Studies is more than a SOC 666 Race Relations and 3.00 Associate Professor: Kim (Sociology) narrow professional degree. It provides a broad Intergroup Tensions Adjunct Faculty: 4 exposure to the essential elements of urban studies URB 608 The Role of Ethnicity in 3.00 The Urban Studies Program provides students while developing skills in writing, research and the Metropolis with a behind-the-scenes look at urban critical analytical thinking that prove necessary administration, economics, government, history, and valuable in a wide range of professional fields. URB 666 Race Relations and 3.00 management, planning and sociology. It offers a Graduates can look forward to a wide range of Intergroup Tensions career opportunities. Planning and GIS skills are comprehensive curriculum for administrators, Of the following courses only one is required: always in demand by government and non-profit economists, managers and planners in unrelated PM 783 Principles and Practices 3.00 organizations as well as private companies. There fields, who are interested in career change or in of City Planning working in urban agencies, in addition to those are also many opportunities in real estate, already employed in the field, who lack the education, non-profit management, economic URB 614 Principles and Practices 3.00 academic credentials needed to advance development, international development, of City Planning neighborhood/community development, health professionally. URB 629 Community Planning and 3.00 care, social services, and public administration. Faculty members are experts in their areas of Metropolitan Economic Admission to Degree Program specialization and provide fascinating insight and Development an insider's perspective into the daily business, Applicants to the program leading to the Master politics and economics of urban life and of Arts in Urban Studies, must meet these URB 627 Minority Community 3.00 administration. Guest lecturers from public and requirements: Development private agencies visit the classroom often, offering • Have a bachelor's degree or its equivalent Of the following courses only one is required: • Have at least 24 semester hours of advanced their commentary on a wide range of urban-related ECO 507 Quantitative Methods for 3.00 undergraduate work in the social sciences topics. the Social Sciences (economics, history, political science, psychology, sociology and anthropology) or the PM 780 Computer Technology 3.00 M.A. in Urban Studies equivalent. Application to • Students who were not undergraduate social Metropolitan Affairs The M.A. in Urban Studies provides a general science majors must have at least a B- SOC 507 Quantitative Methods for 3.00 and technical understanding of the metropolis, undergraduate average in such required social the Social Sciences surrounding regions and world urbanization for science courses as have been taken and may be persons interested in such areas as administration, required to take up to 12 credits of SSC 511 Theories, Ethics and 3.00 economics, government, history, housing, undergraduate courses, which will not be Applications of Research management, planning, geographic information credited toward the degree, in order to Across Social Science systems and sociology. compensate for any deficiencies in preparation. Disciplines The program’s faculty members are drawn URB 507 Quantitative Methods for 3.00 from the fields of urban studies, economics, M.A., Urban Studies the Social Sciences history, political science and sociology. They Major Requirements include adjunct faculty selected for their Of the following courses only one is required: URB 511 Theories, Ethics and 3.00 Applications of Research knowledge and experience in professional practice HIS 583 The History of the City of 3.00 Across Social Science in such matters as administration, management, New York geographic information systems (GIS) and Disciplines planning. Guest lecturers from public and private URB 504 The Development of the 3.00 URB 605 Computer Technology 3.00 agencies also contribute to courses that deal with American Metropolis Application to specialized subjects. URB 583 The History of the City of 3.00 Metropolitan Affairs The program will interest persons who have New York varied interests and experiences: those seeking URB 7071 Metropolitan Areas 3.00 Of the following courses only one is required: new career paths in such fields as administration, Research Methods management, planning and public history; those PM 781 Urban Government and 3.00 Seminar Politics working in a city or suburban agency but without The following are the course requirements for the previous concentrated academic education in the POL 604 Urban Government and 3.00 Urban Studies, Master of Arts plan. Either Option field; those seeking an intermediate degree as a Politics A (the Thesis) or Option B (the Project) must be stepping-stone to further academic or professional completed. URB 601 Capital Cities and 3.00 goals; and those interested in a graduate degree in Completion of the following course is required: Politics: Comparative urban studies with elective courses exploring URB 7072 Metropolitan Thesis and 3.00 International Urbanization various aspects of the metropolis including Project Research Seminar Brooklyn studies, city planning, community URB 604 Urban Government and 3.00 Completion of the Thesis/Project course is planning and New York City history. Politics required: The master’s program in urban studies is Of the following courses only one is required: mostly an evening program and is designed for URB 708 Thesis and Project 3.00 working professionals as well as part-time and Seminar
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A maximum of 12 units are permitted of appropriate graduate work in related disciplines for the Urban Studies, Master of Arts plan. The minimum unit requirement of 36 units must be completed for the Urban Studies, Master of Arts plan. Credit and G.P.A. Requirements Minimum Total Credits: 36 Credits (Thesis Option) Minimum Total Credits: 36 Credits (Project Option) Minimum G.P.A.: 3.0
Page 87 LIU Brooklyn Graduate Bulletin 2013 - 2014 Bulletin 2013 - 2014
Urban Studies Courses cultural ideologies that govern ghettos. Credits: 3 Credits: 3 Cross-Listings: PM 787, URB 608 On Occasion On Occasion URB 500 Introduction to Urban Theory An introductory course that centers on readings in URB 560 The City through Film URB 619 Planning in Developing Nations urban history and sociology in order to give An examination of how film has shaped the public's An exploration of the social, environmental and graduate students a grasp of the language and view of the city as well as the role the city has played cultural elements of the comprehensive planning literature of urban studies. in film. Particular films are screened and analyzed. process at various levels of government in Credits: 3 Credits: 3 developing nations. Alternate Years Alternate Years Credits: 3 On Occasion URB 503 Brooklyn's Community Tradition URB 583 The History of the City of New York A focus on the growth of Brooklyn in terms of such A chronological and topical review of the political URB 623 Independent Research specific communities as Brooklyn Heights, and social development of New York City from Selection and completion of a research project, Brownsville, Flatbush, Fort Greene and Park Slope. Dutch settlement to the present. Emphasis is placed under the supervision of a faculty member. Special emphasis is given to noted architectural and on the development of the city as a great financial, Requires approval by individual faculty and chair. environmental features of those communities. intellectual and cultural center. Credits: 3 Course is supplemented by guided walking tours of Credits: 3 On Demand related neighborhoods. Cross-Listings: HIS 583, URB 583 URB 624 Independent Research Credits: 3 On Occasion Continuation and completion of a research project, Every Summer URB 601 Capital Cities and Politics: Comparative under the supervision of a faculty member. URB 504 The Development of the American International Urbanization Requires approval by individual faculty and chair. Metropolis An examination of the political, physical, Credits: 3 A study of the development of the American economic, social and cultural aspects of On Demand metropolis from the period of earliest settlement to urbanization as a worldwide development, with URB 629 Community Planning and today. Special emphasis is placed on the particular emphasis on selected great cities and Metropolitan Economic Development relationship of physical development to the various their regions and on regional urban/suburban A study of the principles and systems of community factors that affect urban growth and change. (Same interaction. (Same as Political Science 601) planning as methods of sustaining and promoting as History 504) Credits: 3 economic growth. Course includes selected topics Credits: 3 Alternate Years such as community boards, government and private Cross-Listings: HIS 504, URB 504 URB 603 Urban Ministry agencies and departments, zoning, special Alternate Years An historical and sociological course on the special legislation, and programs pertaining to economic URB 506 The Geography of New York City role of religious institutions in cities. A broad range incentives. A field-based course that explores the relationships of literature exposes students to the religious Credits: 3 between the physical, economic and social ideologies and movements that have responded to On Occasion geography of the city's development. and defined urban problems. URB 651 Urban Economics Credits: 3 Credits: 3 An analysis of economic problems arising in the On Occasion On Occasion modern urban areas of the United States. URB 510 State Violence and Terrorism URB 604 Urban Government and Politics Discussion centers around the causes of such An examination of individual terrorism - its origins A study of the management and organization of problems and possible alternative solutions. and theories offered to explain it - and the forms of American cities; politics and changing Relationships among city and state governments state coercion known as state terror, which is often constituencies; and the impact on community and the federal government receive due prompted by perceived domestic or foreign threats participation, city management and mayoralty. consideration. to survival, authority or national interest. The role (Same as Urban Studies 604 and Public Credits: 3 of surveillance and security in urban areas are also Administration 781). Cross-Listings: ECO 651, PM 788, SOC 651, explored. Underlying conditions such as civil strife, Credits: 3 URB 651 separatist movements, racial cleavages and Cross-Listings: PM 781, POL 604, URB 604 On Occasion ideological rationales are examined. Examples of On Occasion URB 680 Education Issues for Inner-City Family both categories of terrorism are drawn from history URB 605 Computer Technology Application to This course explores the ability of New York City to and from different world regions and are analyzed Metropolitan Affairs adapt its educational policy to the growing via theories learned in the course. The use of computer technology in metropolitan economic and cultural diversity of its student Credits: 3 matters. An overview of general applications with population. The course's literature and assignments Cross-Listings: POL 510, URB 510 specific attention to geographic formation systems. allow for an in-depth exploration of social and On Occasion Credits: 3 educational issues facing urban families and URB 550 The Ghetto from Venice to Harlem Cross-Listings: PM 780, URB 605 schools. An intensive examination of the primary and On Occasion Credits: 3 secondary literature on a modern phenomenon: the On Occasion URB 608 The Role of Ethnicity in the Metropolis ghetto. The course is intended to give students a A consideration of the roles played by some of New URB 708 Thesis and Project Seminar broad understanding of the physical uses and York City's ethnic, cultural and national groups in Completion of a master's thesis or project, research processes of ghettoization on an international scale. the development of urban neighborhoods. and writing of the thesis or development and The course also examines the racial, religious and
LIU Brooklyn Graduate Bulletin 2013 - 2014 Page 88 LIU Brooklyn presentation of the project. Pass/Fail only. Prerequisite: URB 7072 and Departmental permission. Credits: 3 Annually
URB 7072 Metropolitan Thesis and Project Research Seminar Development of a research thesis or terminal project proposal, use of urban methods, demographic and other data, bibliographical research, research design, as well as writing and presentation process. Prerequisite: Departmental permission. Credits: 3 Annually
Page 89 LIU Brooklyn Graduate Bulletin 2013 - 2014 Bulletin 2013 - 2014
SCHOOL OF BUSINESS, PUBLIC ADMINISTRATION AND INFORMATION SCIENCES
The School of Business, Public Administration and Information Sciences at LIU Brooklyn prepares students for professional careers in business and government. In addition to excellence in teaching, the depth and variety of academic study options and professional enrichment offerings combine to create a dynamic learning environment that provides students with the stimulation, networking opportunities, diversity and inspiration required for true academic success and professional development. Students are engaged and challenged by an internationally recognized faculty. Small classroom environments allow students to better gain knowledge, skills and ethical values in their study areas, as well as to develop the ability to evaluate current and emerging global issues and opportunities. Students’ experiential learning includes multidisciplinary teamwork, case studies and consulting projects, all of which have helped our students gain national recognition and placement in top firms and government agencies. The School of Business, Public Administration and Information Sciences offers the degrees of Associate in Applied Science in Business Administration; Bachelor of Science in Accounting, Computer Science, Entrepreneurship, Technology Management, Finance, Management, and Marketing; Accelerated Bachelor of Science/Master of Science in Accounting; Master of Business Administration (M.B.A.) with concentrations in Entrepreneurship, Finance, Management, International Business, Management Information Systems, Human Resource Management, and Marketing; Master of Business Administration in Accounting (M.B.A. Accounting); Master of Science in Accounting; Master of Science in Human Resource Management; Master of Science in Taxation; Master of Science in Computer Science; Master of Public Administration (M.P.A.) with tracks in Public Administration and Health Administration; Advanced Certificates in Gerontology Administration, Human Resource Management and Nonprofit Management; and a collaborative program leading to the United Nations Advanced Certificate and Master of Public Administration. The School consists of four academic units which offer graduate degrees: Department of Finance, Law, Accounting and Taxation; Department of Technology, Innovation and Computer Science; Department of Managerial Sciences; and Public Administration. For information, please contact the Dean’s Office at 718-488-1130, fax 718-488-1125, email us at [email protected], or visit the website at www.liu.edu/brooklyn/business.
Ken Colwell Dean [email protected]
Linette Williams Assistant Dean [email protected]
LIU Brooklyn Graduate Bulletin 2013 - 2014 Page 90 LIU Brooklyn
Mission Statement Academic Policies Academic Advisement and Career Counseling The School of Business, Public Administration, The School of Business, Public Administration, Transfer Credits and Information Sciences provides professional and Information Sciences at LIU Brooklyn is A maximum of 6 credits, earned at an academic advisement and career counseling to dedicated to advancing scholarship and preparing accredited college or university graduate program, assist all students in academic planning and career our diverse student population to meet the may be transferred to the master programs. A preparation for all programs of the School. The challenges of their future. Located in the heart of maximum of 12 credits may be transferred to the School of Business, Public Administration and Brooklyn, New York, we have been both tightly Master of Public Administration program. Grades Information Sciences Advisement Office can be connected to and reflective of our community for earned for transfer credits are not included in reached by phone at 718-488-1121 or e-mail at almost calculation of the cumulative grade point average. [email protected]. The advisers are located in 100 years, embracing LIU's overarching mission In all instances, transfer credits will not be granted the Humanities Building 700. of access and excellence. where the grade is less than 3.00. Transfer credit Our mission is to provide a transformational will be accepted only for courses taken within the educational experience for our students based on last five years preceding enrollment in a School of the following principles: Business, Public Administration, and Information • Our programs are relevant.Our faculty Sciences graduate degree program. Courses taken maintains close ties to practice and are at another university after admission to LIU continually updating their skills to keep up with Brooklyn may not be used for transfer credit our students' needs. Our courses apply theory to unless prior written permission is obtained from practice and provide a wide variety of the Dean. experiential learning opportunities. Time Limits • We teach our students to be entrepreneurial- Work for the master’s degree must be they learn to create value in society through completed within five years from the date of creativity and innovation. admission to the graduate program (exclusive of • We believe in ethical professional practices and time spent in the U.S. armed forces), unless the are committed to public and community Dean approves an extension in writing. service. M.B.A. Waiver Policy • We believe that all students have value. We Students with undergraduate or graduate foster close ties between faculty and students business administration work may have courses through small class sizes and faculty waived in the general business core of the M.B.A. availability. program. Students must have received grades of at By following these principles, we produce least 3.0 (B) in two undergraduate courses or one graduates with: graduate course with the same academic content • Marketable skills that lead to successful job for each general business core course to be placement and productive careers. waived. Students must submit transcripts at the • Critical thinking and problem solving abilities time of application to be considered for waiver. that make them into lifelong learners. Catalog descriptions may be requested. • A commitment to ethics and civic responsibility Probation/Unsatisfactory Grades that makes them solid global citizens. Students are expected to maintain at least a 3.00 Vision cumulative grade-point average in any of the In order to execute on our mission, we aspire to graduate programs of the School. Students who do the following: not maintain this standard will be placed on • We will be a school of choice- our culture, probation. The Academic Standing Committee will faculty and programs will differentiate us from make a recommendation to the Dean concerning our competition so that students make a the student’s potential to successfully complete the deliberate choice to enroll here. program. The Dean will make the final disposition • We will act entrepreneurially to constantly re- of the case. evaluate our programs and curricula and seek Plagiarism opportunities to grow our enrollment and Plagiarism is a practice that is not only improve our brand. unacceptable, but which is to be condemned in the • We will be innovative and creative in order to strongest terms possible on the basis of moral, design programs and pedagogy that are unique, educational and legal grounds. Under University relevant, and cutting edge. policy, plagiarism may be punishable by a range of • We will teach our students to use the penalties up to and including failure in a course technology that they will need to succeed in and/or expulsion from the School of Business, today's workplace. Public Administration and Information Sciences • We will enhance traditional modes of course and the University. delivery with modern tools and Application for Degree techniques to improve meaning and A candidate for graduation is expected to file a effectiveness for our students. degree application well in advance of Commencement and to notify the Registrar of his or her expected date of graduation by the deadline specified in the Academic Calendar.
Page 91 LIU Brooklyn Graduate Bulletin 2013 - 2014 Bulletin 2013 - 2014
DEPARTMENT OF FINANCE, Accountant license. MBA 626 Risk Management 3.00 3. Official transcripts from all colleges and Accounting Specialization Requirements: 12 LAW, ACCOUNTING AND universities previously attended (foreign Credits documents must be accompanied by a certified TAXATION ACC 741 Budgeting and 3.00 English translation). Controllership Associate Professor Scerbinski (Acting Chair) 4. Official score report of the TOEFL examination Professor Fischman for applicants with degrees from foreign ACC 742 Financial Statement 3.00 Assistant Professor Morgan-Thomas colleges and universities. Analysis Adjunct Faculty: 11 5. A written statement outlining applicant’s ACC 770 International Accounting 3.00 Accountants provide financial information for objectives for seeking admission into the evaluating the present and planned activities of program. TAX 716 Federal Income Tax 3.00 companies and organizations. Accounting prepares 6. A current résumé. Principles 7. Two letters of recommendation. those planning a career in business with a solid, Capstone Courses: 6 Credits 8. A completed application submitted to the yet versatile professional background. The field MBA 800 Business Policy I 3.00 offers employment opportunities in a wide variety Office of Admissions. of areas. Every company, regardless of its size or Limited Matriculation Status MBA 801 Business Policy II 3.00 A student admitted with technical or academic structure, has an accounting function and employs Credit and G.P.A. Requirements deficiencies is granted limited matriculation in the the services of certified public accountants, Minimum Total Credits: 36-60 Credits (depending program. A student with limited matriculation may auditors, tax advisors, financial managers and upon course waivers) enroll for a maximum of six credits per semester consultants. According to the U.S. Department of Minimum G.P.A.: 3.0 Labor’s Bureau of Labor Statistics, accounting for the first 12 credits before being considered for jobs are expected to grow nearly 22% by 2018. full matriculation. If full matriculation status is not attained after 12 credits, the student may not enroll M.S. in Accounting Accountants evaluate past performances of for any additional credits in the degree program. companies and make recommendations for The 36-credit M.S. in Accounting is designed In addition, a student admitted with pending improved performance. It’s the accountant’s for students and professionals who have completed GMAT or GRE scores is granted limited responsibility to devise effective cost-cutting an undergraduate accounting degree (or matriculation for a maximum of one semester. The strategies aimed at improving an organization's equivalent*) and who seek to enhance their receipt of the official GMAT or GRE scores by the overall performance. They are essential to the technical and professional skills through Office of Admissions is a prerequisite for effective operations of businesses, government completion of an advanced degree in accounting. continued enrollment in the program. agencies and not-for-profit organizations. *To establish the equivalency requirements,
The Department of Finance, Law, Accounting applicants with degrees other than accounting must and Taxation offers the accelerated Bachelor of M.B.A., Accounting fulfill the following undergraduate courses: General Business Core: 24 Credits Science/Master of Science in Accounting, Master • 1-year sequence of the principles of Accounting Must complete the following requirements: of Business Administration in Accounting (Or Graduate Financial Accounting) (M.B.A. Accounting), Master of Science in GBA 510 Financial Accounting 3.00 • Intermediate Accounting I Accounting, and Master of Science in Taxation. GBA 511 Corporate Financial 3.00 • Intermediate Accounting II • Managerial or Cost Accounting Management • Advanced Accounting Master of Business GBA 512 Principles of Management 3.00 • Auditing and Leadership Administration (M.B.A.) in In today’s complex world, the impact of GBA 513 Marketing Management 3.00 accounting plays a crucial role in how companies Accounting structure business transactions. The M.S. in GBA 514 Money Banking and 3.00 Accounting provides a body of knowledge of the The M.B.A. in Accounting is a master's degree Capital Markets principles and the doctrines of accounting that in business administration with an advanced GBA 515 Managerial 3.00 prepare graduates to participate in the business concentration in accounting. The accounting focus Communications decision-making process. The program stresses is designed to expand the knowledge of students real-world learning that prepares you to become a preparing to work in the fields of financial GBA 516 Business Statistics 3.00 knowledgeable and well-rounded accounting management and control to enter or to advance in GBA 517 Fundamentals of 3.00 professional. Instruction is delivered by professors the field of professional accounting in corporate, Management Information who are experienced and respected professionals government and not-for-profit organizations. The Systems and who bring their day-to-day experiences to the degree is ideal for career advancement in the areas classroom. Students interested in becoming of accounting and financial management. Advanced Business Core: 18 Credits certified public accountants should consult the Admission Requirements: MBA 612 Marketing Strategy 3.00 chair of the department. The standards for admission as a fully matriculated MBA 613 Organizational Behavior 3.00 The M.S. in Accounting is registered with the student in the M.B.A. program are as follows: New York State department of Education and the 1. A bachelor’s degree with a minimum 3.0 MBA 620 Behavioral Finance 3.00 National Association of State Boards in cumulative grade-point average from an MBA 621 Service and Operations 3.00 Accountancy (NASBA). Certified Public accredited institution. Management Accountants can earn Continuing Professional 2. Results of the Graduate Management Education (CPE) credits by enrolling in 700-level Admission Test (GMAT) or Graduate Record MBA 625 Management of 3.00 graduate accounting courses. All 700-level Exam (GRE) unless the applicant already holds Innovation and accounting and taxation courses at LIU Brooklyn a master’s or a J.D. degree from an accredited Technology earn CPE credits. State boards of accountancy institution or holds a Certified Public
LIU Brooklyn Graduate Bulletin 2013 - 2014 Page 92 LIU Brooklyn have final authority on the acceptance of ACC 766 Accounting and 3.00 TAX 722 Corporate Taxation 3.00 individual courses for CPE credits. Complaints Reporting II TAX 723 Tax Planning and 3.00 regarding registered sponsors may be addressed to ACC 770 International Accounting 3.00 Administration the National Registry of CPE Sponsors, 150 Fourth Avenue North, Suite 700, Nashville, TN, Must complete six (6) credits from below. TAX 724 Partnerships, 3.00 37219-2417. Website: www.nasba.org. TAX 716 Federal Income Tax 3.00 Corporations and Limited Students graduating from an approved Principles Liability Entities undergraduate program in accounting or in TAX 722 Corporate Taxation 3.00 TAX 725 Federal Estate and Gift 3.00 business administration who aspire to become Taxation CPAs in New York State are required to meet the TAX 723 Planning and 3.00 150 hours of education which must include a total Administration TAX 726 Business Tax Decision 3.00 of 33 credits in Accounting and a total of 36 TAX 724 Partnerships, 3.00 TAX 729 State and Local Taxation 3.00 credits in Business and one year of experience. Corporations, LLP M.S. degree courses taken should include one TAX 730 Corporate 3.00 course in each of the following: economics, *Plus an additional twelve (12) credits of electives Reorganizations quantitative measurements, finance, taxation, to be determined in conjunction with your TAX 745 International Taxation 3.00 advanced auditing, and accounting and reporting I. departmental advisor. In consultation with an adviser, the program of Credit and G.P.A. Requirements TAX 750 Current Developments in 3.00 study can be made to fulfill the above Minimum Total Credits: 36 credits Taxation requirements. For those individuals who wish to Minimum G.P.A.: 3.0 TAX 760 Tax Practice and 3.00 sit for the New York State CPA licensing exam Procedure and who do not hold an undergraduate degree in M.S. in Taxation accounting, consult with the department chair or TAX 761 Tax Practice from the IRS 3.00 your adviser. The 36-credit M.S. in Taxation provides Perspective Admission Requirements: students with a comprehensive understanding of TAX 780 Fundamentals of 3.00 In addition to the admission requirements in the sources of federal taxes and the ways in which Qualified Employee Section Admission Requirements for the M.B.A. to apply tax laws in all types of business scenarios. Benefit Plans Accounting degree, a bachelor’s degree with major Graduates of this program greatly enhance their in accounting or its equivalent; CPA license or a career options, whether they are already in a tax- TAX 781 Advanced Problems in 3.00 J.D. is required. related position or are in any other business Qualified Employee venture, by gaining a solid foundation in how to Benefit Plans M.S., Accounting comply with the rules and regulations of taxation TAX 783 Plan Benefit Concepts 3.00 Must complete eighteen (18) credits from and how to apply them. and Funding below. In today’s complex world, the impact of Requirements ACC 712 Accounting Information 3.00 taxation plays a crucial role in how companies Systems structure business transactions. The M.S. in TAX 785 Disclosure Requirements 3.00 Taxation provides a body of knowledge of the of Employee Benefit ACC 720 Not-for- 3.00 principles and the doctrines of taxation that Plans Profit/Governmental prepare graduates to participate in the business TAX 787 Employee Benefit 3.00 Accounting decision-making process. Programs ACC 735 Internal Auditing 3.00 The program, which is registered with the New York State Education Department and the National Must complete six (6) credits from below. ACC 737 Advanced 3.00 Association of State Boards of Accountancy, ACC 712 Accounting Information 3.00 Cost/Managerial stresses real-world learning that prepares you to Systems Accounting become a knowledgeable and well-rounded tax ACC 742 Financial Statement 3.00 professional. You will learn from professors who ACC 741 Budgeting and 3.00 Analysis Controllership are experienced and respected professionals and who bring their day-to-day experiences to the ACC 752 Advanced Auditing 3.00 ACC 742 Financial Statement 3.00 classroom. In addition, CPAs can earn Continuing ACC 765 Accounting and 3.00 Analysis Professional Education (CPE) credits by enrolling Reporting I ACC 752 Advanced Auditing 3.00 in Graduate Taxation Courses. Admission Requirements: *Plus an additional twelve (12) credits of electives ACC 754 Fraud Examination 3.00 In addition to the admission requirements in to be determined in conjunction with your departmental advisor. ACC 756 Fraud and White Collar 3.00 Section Admission Requirements for the MBA Credit and G.P.A. Requirements Crimes Accounting degree, a bachelor’s degree; Accounting 501 and Taxation 716 or equivalent; Minimum Total Credits: 36 credits ACC 758 Investigative Techniques 3.00 or CPA license or a J.D. is required. Minimum G.P.A.: 3.0
& The Legal Environment M.S. in Taxation ACC 760 Fiduciary Accounting 3.00 Must complete eighteen (18) credits from below. ACC 765 Accounting and 3.00 TAX 716 Federal Income Tax 3.00 Reporting I Principles
Page 93 LIU Brooklyn Graduate Bulletin 2013 - 2014 Bulletin 2013 - 2014
On Occasion including bankruptcy fraud, procurement fraud, Accounting Courses divorce fraud, mortgage fraud, and money ACC 741 Budgeting and Controllership laundering by examining the legal elements of the ACC 501 Financial Accounting An examination of the practice of controllership in crime. This course will also address the federal tax A study of basic accounting concepts and methods general and of dealing with budgets and business crimes statutes enumerated in the Internal Revenue and their significance to management and to the costs in particular. The installation and operation Code and their impact on tax practitioners both in financial analyst. Topics include an introduction to of budget systems for managerial control is their capacity as expert witness and as the target of a financial statement analysis the measurement of considered as is the advance planning of operating criminal investigation. This course will be income and capital, accounting for fixed assets, goals with subsequent study of actual results. (45 supplemented by case studies and video resources. inventory costing and price level changes, CPE credits) Three credits, 45 CPE hours. measuring and accounting for corporate debt, The pre-requisite of ACC 501 or equivalent is The pre-requisite of ACC 501 is required. corporate investment in securities, and computer required. Credits: 3 applications in accounting. This course does not Credits: 3 Cross-Listings: ACC 756, FIN 756 require previous training in accounting. Cross-Listings: ACC 741, PM 724 Every Spring Credits: 3 Every Spring
Cross-Listings: ACC 501, GBA 510 ACC 758 Investigative Techniques and the Legal ACC 742 Financial Statement Analysis Every Fall and Spring Environment An analysis of financial trends and corporate This course will introduce the student to proven ACC 712 Accounting Information Systems reports for solvency, quality of earnings and forensic investigative techniques, such as document An examination of accounting systems from the forecasting implications. Analytical techniques for analysis, interview application, net worth method, point of view of their objectives: effective internal financial analysis and their use in development of public records, searches, invigilation, and control and integration with the total information capital markets and instruments are reviewed and surveillance. The course will also provide an system. Includes a review of computer-based discussed, as are the principles and practices of the overview of the criminal and civil justice systems as information systems and their applications to new Securities and Exchange Commission. (45 CPE they relate to fraud trials with an emphasis on the or revised systems of accounting. (45 CPE credits) credits) principles of evidence, expert witnessing and The pre-requisite of ACC 501 or equivalent is The pre-requisite of ACC 501 or equivalent is litigation support. This course will be required. required. supplemented via case studies, practical exercises Credits: 3 Credits: 3 and mock interviews. Every Fall Cross-Listings: ACC 742, PM 727 This course will be taught by a member of the Every Fall and Spring Association of Certified Fraud Examiners (ACFE)
ACC 720 Not-for-Profit/Governmental 45 cpe credits. ACC 752 Advanced Auditing Accounting The pre-requisite of ACC 501 is required. A study of auditing concepts and methods A study of budgetary and fund accounting systems; Credits: 3 embodying standard auditing procedures as well as preparation of significant reports for nonprofit Cross-Listings: ACC 758, FIN 758 departures. Audit evidence, sampling, diagnostic organizations; and case studies and problem Every Fall materials to use in governmental entities such as analysis, internal control evaluation and its effect municipalities or school districts. (45 CPE credits) on test of transactions, and problems encountered ACC 760 Fiduciary Accounting The pre-requisite of ACC 501 or equivalent is in statement preparation are reviewed and A study of the laws and procedures of estates and required. discussed. (45 CPE credits) trusts as seen from the accountant's perspective. Credits: 3 The pre-requisites of ACC 142 or equivalent and The case method of instruction is used. (45 CPE Cross-Listings: ACC 720, PM 723 ACC 501 are required. credits) Every Spring Credits: 3 The pre-requisite of ACC 501 or equivalent is Every Spring required.
ACC 735 Internal Auditing Credits: 3 ACC 754 Fraud Examination An examination of the principles of internal On Occasion auditing as they apply to large corporate enterprise. The nature of fraud, elements of fraud, fraud (45 CPE credits) prevention, fraud detection, fraud investigation, ACC 765 Accounting and Reporting I The pre-requisite of ACC 501 or equivalent is design and use of controls to prevent fraud, and A review and exploration of the concepts and required. methods of fraud resolution are examined in this developments relating to financial accounting and Credits: 3 course. The role of fraud examination to perform a reporting for business enterprises. SFAS''s and Cross-Listings: ACC 735, PM 726 variety of antifraud and forensic accounting other recent pronouncements are analyzed in On Occasion engagements including, but not limited to depth; problem-solving is stressed. (45 CPE credits) investigating suspected fraud, investigating The pre-requisite of ACC 501, and ACC 742 or ACC 737 Advanced Cost/Managerial Accounting assertions of fraud, developing fraud loss estimates permission of the Department chair, are required. Selected cases and problems provide the forum for and performing acquisition due diligence are also Credits: 3 the discussion of current cost concepts and their considered. (45 CPE credits). Every Fall applications and limitations. The aim is to develop The pre-requisite of ACC 501 is required. students¿ ability to analyze business problems and Credits: 3 ACC 766 Accounting and Reporting II to make decisions concerning the appropriateness Cross-Listings: ACC 754, FIN 754 An in-depth study of advanced subject matter, of cost-accounting methods in specific situations. Every Fall including recent professional qualifying (45 CPE credits) examinations. Topical material focuses on income The pre-requisite of ACC 501 or equivalent is ACC 756 Fraud and White Collar Crimes taxes, not-for-profit accounting, managerial required. This course highlights the role of the forensic accounting and cost concepts. Individual research is Credits: 3 accountant both as an investigator and in litigation encouraged. (45 CPE credits) Cross-Listings: ACC 737, PM 722 support for various forms of white collar crimes, The pre-requisite of ACC 501, and ACC 737 or
LIU Brooklyn Graduate Bulletin 2013 - 2014 Page 94 LIU Brooklyn permission of the Department chair, are required. liquidations. An overview of corporate An analysis of state and local taxes affecting Credits: 3 reorganizations is included. Three credits. (45 CPE individuals and businesses in the tristate area (New Every Spring credits) York, New Jersey and Connecticut). Included is a Pre-requisites of ACC 501/GBA 510 and TAX 716 study of issues involving residency and non- ACC 770 International Accounting are required. residency, domicile, and sources of income taxed in Insight into the international accounting Credits: 3 each jurisdiction. New York State income, sales and environment from the viewpoint of the U.S.-based Every Fall and Spring general business taxes, rent taxes, and franchise multinational organization.(45 CPE credits) taxes are covered. (45 CPE credits) The pre-requisite of ACC 501 or equivalent is TAX 723 Tax Planning and Administration Pre-requisites of ACC 501/GBA 510 and TAX 716 required. An advanced course in current tax practices and are required. Credits: 3 planning methods, with emphasis on planning, Credits: 3 Cross-Listings: ACC 770, IBU 770 formation, operation and liquidation of corporate On Occasion Every Fall entities. Some topics considered are the effects of tax-free incorporation, personal holding companies, TAX 730 Corporate Reorganizations Law Courses professional corporations, accumulated-earnings tax A study of reorganizations, recapitalizations, stock and collapsible corporations. (45 CPE credits) redemptions, acquisition and disposal of assets, Pre-requisite of ACC 501/GBA 510, and TAX 722 mergers, divisive reorganizations, and corporate LAW 790 Commercial Law I or permission of the Professor, are required. liquidations. (45 CPE credits) A study of the subjects required to pass the law Credits: 3 Pre-requisite of ACC 510/GBA 510, and TAX 722 portion of the CPA examination. Introduction is On Occasion or the equivalent, are required. made to the law and the legal system, torts, Credits: 3 contracts, agency, personal property, real property, TAX 724 Partnerships, Corporations and Limited On Occasion partnerships and corporations. This is the first of Liability Entities two required law courses for CPA students, and it is An advanced course in the provisions governing the TAX 745 International Taxation recommended for all graduate business students as taxation of partnerships, corporations, limited A study of U.S. corporations doing business in an elective. liability entities and their partners/shareholders. foreign countries; U.S. taxation of foreign income Credits: 3 Tax compliance and tax reporting for such pass- and foreign tax credits; allocation of income among On Occasion through entities are covered. The tax advantages, related entities; and tax treaties. (45 CPE credits) the opportunities inherent in the choice of such Pre-requisite of ACC 501/GBA 510, and TAX 723 LAW 791 Commercial Law II entities, and the detriments and traps for the or the equivalent, are required. A consideration of the study of legal topics covered unwary are reviewed. (45 CPE credits) Credits: 3 in the CPA examination. The course covers sales, Pre-requisite of ACC 501/GBA 510, and TAX 722 Cross-Listings: IBU 745, TAX 745 secured transactions, commercial paper, estates and are required. On Occasion trusts, antitrust law, securities regulation, Credits: 3 employment law, accountants, professional On Occasion TAX 750 Current Developments in Taxation responsibilities, bankruptcy, suretyship and An analysis of current trends in federal taxation. insurance. TAX 725 Federal Estate and Gift Taxation Tax cases, rulings and new developments are Pre-requisite of LAW 790 is required. A study of tax-related factors that enter into the examined for their significance to the tax Credits: 3 planning of estates for various types of taxpayers, practitioner. (45 CPE credits) On Occasion such as those with closely-held businesses, investors, The pre-requisite of TAX 722 or the equivalent is professional persons and corporate executives. required. Included are studies of federal estate and gift taxes Credits: 3
and their effects on estate planning; the role of On Occasion Tax Courses trusts in estate planning; and estate planning methods available to reduce tax liabilities. (45 CPE TAX 760 Tax Practice and Procedure
credits) A review of the organization of the Internal TAX 716 Federal Income Tax Principles Pre-requisite of ACC 501/GBA 510 and TAX 722 Revenue Service. Selection of returns for audit, A study of the determination of income, deductions are required. protests and conference rights, tax fraud, statute of and exemptions in computing taxable income and Credits: 3 limitations, and claims for refund are studied. In tax liability of individuals, including the general On Occasion addition, research techniques such as the use of tax rules applicable to all tax entities. Ordinary income, services, court decisions and rulings are capital assets, gains and losses, involuntary TAX 726 Business Tax Decision emphasized. (45 CPE credits) conversions and tax-free exchanges, depreciation An examination of federal income tax and other Pre-requisites of ACC 501/GBA 510 and TAX 716 methods, passive activities, portfolio income, and business taxes that influence management are required. alternative minimum tax are all examined. decisions. Consideration is given to the major Credits: 3 Credits: 3 types of business transactions affected, including On Occasion Every Fall and Spring financing of a corporation, acquisitions and
dispositions, and the purchase, leasing and TAX 761 Tax Practice from the IRS Perspective TAX 722 Corporate Taxation maintenance of plant equipment. (45 CPE credits) An insight into IRS examination practices and an A study of the following: choice of entity for Pre-requisites of ACC 501/GBA 510 and TAX 716 opportunity to exchange views with IRS personnel, conducting business; taxation of corporations, are required. who will serve as participating faculty. The course partnerships, and S corporations; tax accounting Credits: 3 includes topics such as auditing through the methods and taxable years; tax credits; alternative On Occasion corporate balance sheet, coordinated examination minimum tax, and reconciliation of book and programs, computer audit techniques, bankruptcy, taxable income; and corporate redemptions and TAX 729 State and Local Taxation and IRS authority to obtain information and
Page 95 LIU Brooklyn Graduate Bulletin 2013 - 2014 Bulletin 2013 - 2014 documents. (45 CPE credits). reports and triennial reporting, accountants'' On Occasion Credits: 3 reports and Summary Annual Reports; disclosure On Occasion information available to plan participants; fiduciary FIN 704 Financial Reports Analysis responsibility and liability; claims procedure and A survey of the analytical tools and techniques used TAX 780 Fundamentals of Qualified Employee participant-rights prohibited transactions; to evaluate the current financial position of the Benefit Plans exemptions and fiduciary insurance. (45 CPE firm. Financial reports are analyzed for growth An introduction to employee benefit plans that credits) potential, solvency, earnings quality, investments, covers the analysis of types of plans that can be The pre-requisite of TAX 780 is required. and forecasting implications. Topics include established by the employer; reviews tax rules Credits: 3 business and financial trends, proper adjustments involving participation, vesting, deduction On Occasion of financial data, cash flow forecasting, estimation limitations, benefit limitations and other of debt risk premiums, and identification of likely requirements for plan qualification; and considers TAX 787 Employee Benefit Programs candidates for acquisition and high bankruptcy risk group insurance, flexible benefit plans, IRAs and This course covers: non-qualified deferred firms. Required of all Finance concentration simplified employee pensions (SEPs). (45 CPE compensation arrangements; life insurance, medical students. credits) and dental plans, prepaid legal plans, stock options, Credits: 3 Pre-requisites of ACC 501/GBA 510 and TAX 716 thrift plans, stock purchase plans, ESOPs, 401k On Occasion are required. plans, cafeteria plans, VEBAs, Educational Benefit Credits: 3 Trusts and other employee fringe-benefit programs. FIN 705 Securities Analysis On Occasion (45 CPE credits) An introduction to the theory and practice of Pre-requisite of ACC 501/GBA 510 and TAX 780 security analysis, including the valuation of TAX 781 Advanced Problems in Qualified are required. individual securities, with emphasis on common Employee Benefit Plans Credits: 3 stocks and fixed income securities, valuation of the A study of the taxation of distributions from On Occasion stock market as a whole, and portfolio management qualified plans, including alternate methods of and investment strategies. Investment risks are payment of plan benefits; loans from plans and Finance Courses analyzed and measurements of risk, including constructive receipt problems; advantages and duration and convexity, are examined. An disadvantages of lump-sum distribution from plans; introduction to derivative securities and the interrelationship between plan death benefit FIN 702A Money and Capital Market international investments is included. distributions and estate taxation; IRS audits of Applications Pre-requisistes of GBA 511, GBA 514 and FIN 704 qualified plans; plan disqualification and its impact The study of financial markets as allocators of funds are required. on the employer and the employee; plan and distributors of risk. Emphasis is given to the Credits: 3 termination rules and government regulation of roles and functions of financial intermediaries. On Occasion plan termination; and IRS rulings and tax cases Theories of financial asset pricing are considered involving plan distributions and plan for their role in determining risk and return in FIN 706 Advanced Securities Analysis and disqualification. (45 CPE credits) competitive markets. Speculative Markets Pre-requisite of ACC 501/GBA 510, and TAX 780 Pre-requisites of GBA 511 and GBA 514 are A study of advanced valuation techniques and or the equivalent are required. required. individual security and capital markets forecasting Credits: 3 Credits: 3 techniques and models. Alternative models are On Occasion On Occasion analyzed and compared. In addition, the course focuses on speculative markets. Price FIN 702B Financial Market Institutions, determination of futures, forward contracts and Regulations and Innovation options are considered. Topics include market TAX 783 Plan Benefit Concepts and Funding An analysis of asset and liability management by structure; uses and price effects of hedging, Requirements important financial market institutions; commercial speculation and arbitrage; the relationship between This course covers: design of plan benefit formulas banks, insurance companies, mutual funds, and contingent claims and underlying cash markets; and including actual case studies; Social Security other financial intermediaries. The course foreign securities. integration of pension and profit sharing plans; emphasizes the impact of such policies on money The pre-requisite of FIN 705 is required. plan funding requirements, funding deficiencies, and capital markets. Case studies and aggregate Credits: 3 funding penalties and hardship waivers, role of the economic and financial market data contained in On Occasion enrolled actuary and actuarial concepts and Citibase (accessed with MicroTSP) are used. terminology; actual preparation of IRS pension Credits: 3 FIN 707 Portfolio Management returns and an overview of financial accounting for On Occasion A consideration of the most effective methods of pension costs. (45 CPE credits) meeting investment objectives for individual and Pre-requisite of ACC 501/GBA 510 and TAX 780 FIN 703 Corporate Financial Policy institutional portfolios (specifically, pension funds, are required. An analysis of techniques used to attain long-term endowment funds and mutual funds). Focus begins Credits: 3 corporate objectives by means of financial policy. with dedicated equity and fixed income portfolios On Occasion Topics include capital budgeting; cost of financial and then progresses to asset allocation and and capital structure; sources of long-term funds; management strategies for mixed portfolios. TAX 785 Disclosure Requirements of Employee dividend policies; leasing; mergers, acquisitions and Alternative techniques for managing risk, including Benefit Plans consolidations; and the applications of the capital derivative securities, are explored. Portfolio This course covers: plans governed by the reporting pricing model, the arbitrage pricing model and the management, implementation and performance and disclosure requirements under the Employee options theory to corporate financial decisions. measurement are analyzed and appraised in terms Retirement Act of 1974 (ERISA); Summary Plan Pre-requisites of GBA 511 and GBA 514 are of economic shifts, yield curve changes, and tax and Descriptions, Summary Material Modification and required. legal considerations. The course makes heavy use of Updated Summary Plan Descriptions; annual Credits: 3 computer programs for portfolio management and
LIU Brooklyn Graduate Bulletin 2013 - 2014 Page 96 LIU Brooklyn analysis. Actual individual and institutional include measurement of cash flows, criteria of FIN 727 Global Economic Environment of portfolios, managed by large and small institutions, investment desirability, effects of taxes and Business are examined. inflation, risk analysis, cost of capital and capital The main goal of this course is to analyze and Credits: 3 structure, lease analysis, capital rationing, understand the global economy in which business On Occasion multicriteria capital budgeting, and linear operates today. Attention centers on the key policy programming. issues and major economic forces that affect FIN 708 Financial Engineering Derivatives The pre-requisites of GBA 516 and ACC 501/GBA business activity and on the tools necessary to A study of the creation of derivative securities to 510 or equivalent are required. evaluate these issues and forces. The tools of meet financing needs, as well as an exploration of Credits: 3 analysis include the portfolio approach, post- the rapid growth of strategic financial product On Occasion Keynesian and modern monetarist approaches, innovation and securitization precipitated by rational expectations, and state-of-the-art analysis of environmental and intrafirm factors. Chiefly as a FIN 715 International Trade saving and investment. The course also explores the solution to risk management, financial engineering A review of the principles of international trade its role played by U.S. and world financial markets in is explored from both the corporate treasurer's magnitude, direction, and industrial classification influencing the domestic and global economic perspective (modeling a firm's risk exposure and as well as the institutions (e.g., GATT) facilitating environment. Material in the text will be heavily productizing solutions) and from the investor's and it. The course focuses on practical techniques and supplemented by, and integrated with, current speculator's perspectives. Recent debt, debt-related, problems of exporting and importing, with special events. equity, and equity-related and derivative attention to small business. Topics include sources Prerequisites of GBA 520, 522, MBA 621 or its innovations are examined closely. Advanced trading of marketing information, techniques of payment equivalents are required. Student must be in strategies and models are developed. Tactical and collections, currency fluctuation problems and acceptable plan of study. trading systems are developed and analyzed using balance of payments analysis, sources and uses of Credits: 3 probability and gambling theories. Legal protections funds to finance foreign trade, and government On Occasion and current issues are explored. The course makes assistance. extensive use of computer programs and Pre-requisites of GBA 511 and GBA 514 are FIN 750 Financial Problems Seminar spreadsheets. required. An analysis of selected current foreign and Pre-requisite of GBA 511, GBA 514 and FIN 705 Credits: 3 domestic financial and economic developments. are required. Cross-Listings: FIN 715, IBU 703, MKT 716 Emphasis is on integrating acquired financial Credits: 3 Every Fall knowledge with the problems under study. On Occasion Pre-requisite of GBA 511, GBA 514 and FIN 710 FIN 716 International Financial Markets are required. FIN 709 Quantitative Analysis and Forecasting for An analysis of the financial opportunities and risks Credits: 3 the Corporate Financial Environment resulting in global market investment, with a focus On Occasion An investigation of the relationships between on international portfolio diversification and corporate financial flows and financial markets, management. Topics include determinants of industry, and aggregate economic data (national foreign exchange rate and international capital income and product accounts and flow of funds). flows; balance of payments analysis techniques; Methods of analysis include econometric methods, foreign exchange risk management, especially time-series analysis and smoothing techniques. Use hedging and speculation strategies; the reasons for of leading indicators as a forecasting tool is and impact of official intervention; and a study of emphasized. Econometric model building and the Eurocurrency and Eurobond markets, as well as forecasting are performed using MicroTSP and the a review of leading indicators for the various associated Citibase Macroeconomic Data Bank. international stock markets. Pre-requisite of GBA 511, GBA 514 and GBA 516 Pre-requisites of GBA 511 and GBA 514 are are required. required. Credits: 3 Credits: 3 On Occasion Cross-Listings: FIN 716, IBU 702 On Occasion FIN 710 Corporate Mergers and Acquisitions A study of business enterprise growth through FIN 726 International Corporate Finance merger and acquisition. Reviewed and discussed are An analysis of the financial opportunities, risk and premerger planning and fact-finding, legal and decision-making processes associated with accounting considerations, financing aspects, tax international operations. Topics include and antitrust problems, personnel issues, and management of translation, transaction, and postmerger integration and valuation techniques. economic exposure; taxation issues; multinational International and domestic mergers and capital budgeting and current asset management; acquisitions are considered. Case studies are complexities of international performance employed. evaluation and control systems; comparative Pre-requisites of GBA 511 and GBA 514 are financial statement analysis; cost of capital; and required. international financing options. The case method Credits: 3 is employed. On Occasion The pre-requisite of FIN 716 is required. Credits: 3 FIN 712 Capital Budgeting Cross-Listings: FIN 726, IBU 708 An exploration of the theory of capital budgeting On Occasion and risk management of long-term funds. Topics
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DEPARTMENT OF Admission Requirements: CS 641 Computer Architecture 3.00 The standards for admission to the program are as CS 643 Operating Systems 3.00 TECHNOLOGY, follows: INNOVATION AND 1. A bachelor's degree from an accredited CS 645 Computer 3.00 institution Communications and COMPUTER SCIENCE 2. An undergraduate grade-point average of 3.0 Networking 3. A written statement outlining applicant’s CS 649 Database Management 3.00 Professor Rodriguez objectives for seeking admission into the Systems Associate Professors Ghriga (Acting Chair), program Chung, League 4. A current résumé CS 666 Artificial Intelligence 3.00 Adjunct Faculty: 9 5. Two letters of recommendation Computer Science Electives: 9 to 12 Credits In the global marketplace, no company or 6. A completed application submitted to the Three (3) Advanced Computer Science Courses organization can exist without computers and Office of Admissions with Thesis Option technology. Companies rely on highly skilled and Candidates meeting the admission requirements Four (4) Advanced Computer Science technically adept people to maintain software and will be placed into one of the following two tracks Courses with Software Development Project hardware and provide support. New uses for depending upon the candidate’s undergraduate Thesis Option: 6 credits computers emerge continuously and the potential degree and background in fundamentals of for technology is unlimited. The outlook for computer science and programming. Other CS 698 Computer Science Thesis 3.00 continued technological development is positive, evidence of competence may be required to grant a CS 699 Computer Science Thesis 3.00 especially in the fields of communication, limited matriculation status in the program. Software Development Project Option: 3 transportation, biotechnology, and service Track 1 – Candidates admitted into Track 1 will industries. Wireless technology, broadband and have a bachelor’s degree in computer science or credits security technology are all growing fields and management information systems and will begin CS 690 Software Development 3.00 technology skills are still in high demand in the their program with the required core courses. Project government and military, health care and Track 2 – Candidates without a bachelor’s degree OR pharmaceuticals. As computer applications in computer science or management information CS 691 Software Development 3.00 expand, jobs for system analysts, computer systems will be admitted into Track 2 and required Project scientists, and database and network administrators to demonstrate proficiency in computer are expected to be among the fastest growing programming and foundations by passing the Credit and G.P.A. Requirements occupations. The Department’s primary goal is to competency waiver exam or completing two Minimum Total Credits: 36 credits (Thesis instill in students sound analytical reasoning in the preparation courses: Computer Science 601 and Option) latest technologies so that they have long, 605 or their equivalents. Minimum Total Credits: 33 credits (Project successful careers in fields that are continually Computer Science Background Requirements Option) evolving and that offer a broad array of A candidate who is not proficient in the C Minimum G.P.A.: 3.0 professional opportunities. programming language must take CS 601 (no The Department of offers the Master of Science credits toward Computer Science master’s degree). in Computer Science. A candidate who does not have sufficient
background in computer science foundations (i.e., operating systems, computer architecture, discrete M.S. in Computer Science structures, advanced programming) must take CS
605 (3 credits). Candidates who successfully The 36-credit M.S. in Computer Science complete both CS 605 and CS 601 will get three provides students with the knowledge and skills to (3) elective credits for CS 605. become successful leaders in the field of computer Transfer Credits science. It is open to students from all Students are permitted to transfer a maximum undergraduate fields. The program provides the of six (6) graduate Computer Science credits from foundations and advanced applications with an other institutions with the approval of the emphasis on the design and development of large Department chair. Industry training courses that software systems. meet time and content requirements may, with the Required courses cover what is commonly approval of the chair, qualify for transfer credits. accepted by the Association for Computing Competency Equivalencies Machinery (ACM) as the core of graduate Students who can demonstrate competency in computer science. The inclusion of small core courses may request that the course(s) be implementation projects and/or computer waived. The student will substitute an elective programming exercises in most courses provides course, with the approval of the Department chair. experience in the practical aspects of the software development cycle M.S., Computer Science This program is offered in a NEW blended Computer Science Core: 21 Cr edits learning format, where nearly half of the course The following seven (7) courses are required: will be delivered online and the balance will be offered in a traditional classroom setting. Please CS 631 Algorithms and Data 3.00 speak with a representative from the Office of Structures Admissions or the School of Business Advisement CS 633 Structured System 3.00 Office about this option. Analysis and Design
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Every Fall language designs on the compilation process; Computer Science Courses compilation of ambiguous and non-deterministic CS 643 Operating Systems languages; formal languages, parse techniques; and CS 601 Principles of Computer Science and An introduction to the algorithms and data optimization techniques. Structured Programming C structures of operating systems and their Credits: 3 A study of the fundamentals of structured program performance in various environments. Topics On Occasion design using a block-structured language such as C, include CPU scheduling, memory management, functions and file organization, and processing. virtual memory, mutual exclusion and deadlock CS 666 Artificial Intelligence Students are required to design and run multiple concurrent processes, and protection and security. An examination of the concepts and methodologies programs for problem solving on a computer. Not Credits: 3 used in constructing intelligent computer programs. credited to M.S. in Computer Science. Every Spring Areas covered are state space representation,
Credits: 3 knowledge representation and reasoning CS 645 Computer Communications and Every Fall and Spring techniques, and search strategies, including Networking heuristic search and genetic algorithms. Application CS 605 Fundamentals of Computer Science and An introductory course in computer networks, with areas are selected from game playing, expert- Systems Programming emphasis on the physical and logical design of systems, natural language processing and machine A study of the fundamental concepts of machine computer networks using the OSI and TCP/IP learning. Overview of AI tools and languages is architecture and operating systems, including layered models as conceptual frameworks. The included. Students are required to implement an assembly language programming, data structures physical, data link, network, and transport layers AI project. and algorithms used in advanced C programming. are discussed in detail. Examples are provided from Pre-requisite of CS 631 is required. Students are required to design and run computer existing network architectures. The TCP/IP Credits: 3 programs. Not credited to M.S. in Computer protocol suite is studied in the contexts of the Every Spring Science. network and transport layers. Credits: 3 Credits: 3 CS 668 Advanced Topics in Data Base Technology Every Fall and Spring Every Spring A study of the following: business and industrial application development; graphical user interfaces CS 631 Algorithms and Data Structures CS 649 Database Management Systems with client/server computing distributed data bases; An intensive treatment of the application of data An examination of the concepts and practical interface of relational data bases with software structures and algorithms in Computer Science. aspects of database management systems and how packages. Topics include recursion; sequential, linked and data resources can be designed and managed to Pre-requisite of CS 649 is required. dynamic allocation of storage stacks; queues; trees; support information systems in organizations. Credits: 3 graphs; hash tables; and internal and external Topics include data models and data and storage Every Spring sorting and searching. Emphasis is placed on the structures and their relation to data access; use and design, implementation and evaluation of management of database systems, data CS 669 Expert and Knowledge Base Systems algorithms. independence; and data sharing, availability, A study of the methodologies for designing and Pre-requisite of CS 601 or equivalent is required. security, integrity and consistency. Students are implementing expert and knowledge-based systems. Credits: 3 required to design and implement a database using Topics are expert and knowledge-based problem Every Spring a relational database management system, such as solving, knowledge acquisition, explanation SQL. generation, and expert system development tools. CS 633 Structured System Analysis and Design Credits: 3 Comprehensive treatment of an expert system Successful system development entails much more Every Fall design and development tool such as ECLIPSE is than just coding. We will survey various models of conducted. Students are required to implement an the software development process, learn how to CS 655 Object-Oriented Software Methodology - expert system project. elicit and analyze system requirements, and how to C++ Pre-requisite of CS 666 is required. apply various design strategies, notations, and tools. A study of object-oriented analysis and design Credits: 3 In the end, you will understand why quality is so techniques. Several case studies with C++ are used On Occasion elusive in the development of information systems, to implement the object-oriented design and you will be comfortable with a range of techniques. Topics include design of classes, class CS 673 Internet Programming with JAVA processes, methods, and tools to help achieve it. interfaces, overloading (functions and operators), A look at programming for the Internet and Pre-requisite of CS 631 is required. inheritance, polymorphism, dynamic binding, concepts that relate to Internet technologies. Topics Credits: 3 reusability and aspects of software quality include JAVA, object-related programming, CGI Every Fall modularity. Students are required to complete and Dynamic HTML. JAVA topics include classes, projects with C++. interface classes, exceptions, libraries, threads, CS 641 Computer Architecture Pre-requisite of CS 601 or knowlege of the C network programming and database access. Writing A study of computer architecture and organization, language is required. CGI code for Web servers and JDBC for database with emphasis on quantitative analysis. Boolean Credits: 3 connectivity is also covered. Students are required algebra is introduced to teach digital devices. On Occasion to complete projects with JAVA. Students are required to design and implement on The pre-requisites of CS 601 and 645, and the co- paper a simple microprocessor by the end of the CS 664 Compiler Theory and Design requisite of CS 631 are required. semester. Microprogramming and conventional A study of the following: compiler organization - Credits: 3 machine level are taught. Programming is expected symbol table, lexical analysis, syntactic analysis, On Occasion in an assembly programming language. semantic analysis, object code generation and code Pre-requisite of CS 601 or equivalent, and CS 605 optimization techniques; polish notation, triples, CS 674 Distributed Systems or equivalent, are required. trees; the translation of arithmetic expressions and A detailed treatment of distributed systems in Credits: 3 programming constructs; the impact of various applications such as databases, computer networks
Page 99 LIU Brooklyn Graduate Bulletin 2013 - 2014 Bulletin 2013 - 2014 and communication, architecture, and operating resulting in a valid and verified software system. systems. Guiding theory, design principles, and The application domain and the course syllabus are tools for analyzing and performing system trade-offs made available in the preceding semester. The are presented. Case histories of distributed systems completion of the degree core requirements is are reviewed. required. Credits: 3 Credits: 3 On Occasion Every Fall
CS 675 Parallel Programming CS 691 Software Development Project A study of parallel random access machine (PRAM) The development of a large software systems project model, as well as processor organizations and based on a current analysis and design paradigm parallel architectures. Design, analysis and resulting in a valid and verified software system. implementation of parallel algorithms are studied. The application domain and the course syllabus are Case studies of parallel algorithms in various made available in the preceding semester. The problem domains are examined. An introduction completion of the degree core requirements is is made to fault tolerant computing. Students are required. required to do assignments using a parallel Credits: 3 extension of the C language such as C*, nCUBE C Every Spring or C-LINDA. The pre-requisites of CS 631 and CS 641 are CS 695 Special Topics in Computer Science required. A consideration of a current topic in computer Credits: 3 science not offered in any other course. On Occasion Credits: 3 On Occasion CS 676 UNIX Programming An in-depth study of the UNIX system called CS 696 Special Topics in Computer Science interface which allows programmers to write A consideration of a current topic in computer applications that take advantage of the services science not offered in any other course. provided by the UNIX kernel. Topics include file Credits: 3 system, processes and threads, and signals. On Occasion
Interprocess communication: pipes, message CS 697 Special Topics in Computer Science queues, shared memory, semaphores are studied. A consideration of a current topic in computer An introduction is made to network programming science not offered in any other course. using the socket interface and RPC. Credits: 3 Pre-requisite of CS 601 or knowledge of the C On Occasion language is required. Credits: 3 CS 698 Computer Science Thesis On Occasion Preparation of a thesis under the supervision of a
faculty adviser. The completed thesis is evaluated by CS 678 Data Security the Department's graduate Curriculum Committee. A consideration of security problems in computing, Credits: 3 with emphasis on legal issues. Topics include Every Fall and Spring cryptography fundamentals and data security; NP- completeness and security of cryptosystems; DES; CS 699 Computer Science Thesis IDEA; hashes and message digests; RSA; Preparation of a thesis under the supervision of a authentication of people and systems; signature faculty adviser. The completed thesis is evaluated by schemes; access controls, information flow controls, the Department's graduate Curriculum Committee. and inference controls; and e-mail security. Credits: 3 Pre-requisite of CS 631 is required. Every Fall and Spring Credits: 3 On Occasion
CS 679 Local Area Networks A study of local area network (LAN) technology, including topologies, communications media, communication protocol, interfacing equipment, and hardware and software. Students work on problems of planning, designing, installing and maintaining a LAN. Credits: 3 On Occasion
CS 690 Software Development Project The development of a large software systems project based on a current analysis and design paradigm
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DEPARTMENT OF organizations and government agencies. of 36 credits, which includes 18 credits in the Admission Requirements: advanced core, 12 credits of chosen concentration MANAGERIAL SCIENCES The standards for admission as a fully matriculated electives, and 6 credits of Capstone course work. student in the M.B.A. in Accounting program are The MBA Advanced Core is academically Professor Sherman (Chair) as follows: rigorous and responsive to the demands often Associate Professor Amrouche, Chung, Dinur, 1. A bachelor’s degree with a minimum 3.0 marketplace. Students are exposed to the Minowa, Uzun, Zheng cumulative grade-point average from an complexities of global business through a series of Assistant Professor Aditya accredited institution. courses: Marketing Strategy, Organizational Adjunct Faculty: 7 2. Results of the Graduate Management Behavior, Behavioral Finance, Service and st Change is the norm for 21 century and Admission Test (GMAT) or Graduate Record Operations Management, Management of therefore the management of change, especially Exam (GRE) unless the applicant already holds Innovation and Technology, and Risk technological change, is paramount for anyone a master’s or a J.D. degree from an accredited Management. Internationally renowned experts are desiring a successful career in business, institution or holds a Certified Public invited to discuss some of the most vital trends and government, and not-for-profit administration. Accountant license. issues in the areas of study. The Advanced Whether a student is interested in finance, human 3. Official transcripts from all colleges and Business Core must be completed before the resource management, international business, universities previously attended (foreign student starts the Concentration classes. management, management information systems or documents must be accompanied by a certified Concentrations marketing as a career path, or even starting their English translation). Students are required to take 12 credits of own business, knowledge is the key to successfully 4. Official score report of the TOEFL examination advanced work beyond the Advanced Business managing in turbulent times. The Department of for applicants with degrees from foreign Core. Such courses give students the opportunity Managerial Sciences therefore provides all colleges and universities. to acquire advanced skills in such areas as graduates a common knowledge and skill set 5. A written statement outlining applicant’s Accounting, Entrepreneurship, Finance, Human abilities developed to prepare students for objectives for seeking admission into the Resource Management, International Business, managing in the global marketplace. These skills program. Management, Management Information Systems, include: communication, critical thinking and 6. A current résumé. or Marketing. analysis, teamwork, appreciation of global and 7. Two letters of recommendation. Accounting ethnic diversity, ethics and social responsibility, 8. A completed application submitted to the The accounting concentration is designed to functional and technical skills. Office of Admissions. expand the knowledge of students preparing to
Limited Matriculation Status work in the fields of financial management and A student admitted with technical or academic control, to enter or to advance in the field of Master of Business deficiencies is granted limited matriculation in the professional accounting in corporate and not-for- Administration (M.B.A.) program. A student with limited matriculation may profit organizations. For more information on enroll for a maximum of six credits per semester combining the benefits of an M.B.A with an The 36-to-60-credit Master of Business for the first 12 credits before being considered for advanced Accounting concentration, please Administration (number of credits is based on full matriculation. If full matriculation status is not consult the section on M.B.A. in Accounting. prior undergraduate and graduate coursework) attained after 12 credits, the student may not enroll Entrepreneurship provides the knowledge base and skills that enable for any additional credits in the degree program. Entrepreneurial thinkers create value in society professionals to become leaders in business by In addition, a student admitted with pending using innovation under conditions of uncertainty. offering a comprehensive program which meets GMAT or GRE scores is granted limited The ability to think entrepreneurially is critical for the needs of an ever-changing, global business matriculation for a maximum of one semester. The all students, regardless of their major or their environment. The program is offered on a part- receipt of the official GMAT or GRE scores by the career plans. The entrepreneurship program at time basis during the evenings and weekends with Office of Admissions is a prerequisite for LIU Brooklyn is designed to engage students to 15- and 8-week semesters, to accommodate the continued enrollment in the program. think entrepreneurially while they learn how to schedules of busy working professionals who are execute on their vision efficiently and effectively. interested in advancing their careers. The program M.B.A. Degree Requirements Entrepreneurship majors at LIU Brooklyn learn is open to students from all undergraduate fields. General Business Core how to prepare and execute a comprehensive The M.B.A. is designed around a general The general business core courses are designed strategy for launching a new venture. The venture business core of eight courses followed by an for students who have not had undergraduate work can be in any organizational context – large or advanced business core of six courses. The student in business studies. A student who studied small, new or existing, Nonprofit or for profit. The then selects one concentration field of study in business administration as an undergraduate may entrepreneurial process of value creation through Accounting (see M.B.A. Accounting), Finance, be exempt from some or all of the general business innovation remains the same regardless of the Human Resource Management, International core courses, reducing the total requirements of the context or the ultimate goal. Although people often Business, Management, Management Information program. Further information about waivers is assume that the focus of entrepreneurship is on Systems or Marketing. The student takes four found in the Academic Policies Section above. starting for-profit businesses, learning the courses in the concentration and then completes The general business core courses not only entrepreneurial process will help you to think more the program by taking the six-credit integrative provide a basis for advanced studies, but also offer strategically in all of your endeavors. capstone experience. The result is a powerful an opportunity to explore the various fields of The best way to understand the entrepreneurial combination of in-depth knowledge and skill set business before selecting an area of concentration. process is to take a hands-on, experiential development that will increase students’ It is mandatory, therefore, that the students approach. In this major, students will interact marketability and expand their career options. complete these courses before starting upon the extensively with the business community both The diverse student body includes individuals advanced portion of the program. inside and outside the classroom and produce a representing every continent and possessing a Advanced Business Core plan that is both defensible to potential investors variety of professional backgrounds, including Beyond the 24 credits of general business core and actionable in the real world. those who work in corporate entities, nonprofit courses, the M.B.A. program requires a minimum Finance
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The finance concentration develops technical economic behavior sciences and quantitative ACC 742 Human Resource 3.00 and managerial skills for global financial careers. systems to problems and opportunities currently Management Courses cover global financial instruments and facing marketing executives ACC 770 International Accounting 3.00 markets while developing analytical and strategic decision-making abilities. The approach considers M.B.A., Business Administration TAX 716 Federal Income Tax 3.00 macroeconomics as well as financial aspects of This program requires 36-60 credits. Upon Entrepreneurship Specialization: 12 Credits individual business organizations. evaluation of your official academic transcripts, Required Courses: 6 Credits Human Resource Management your advisor will officially communicate the ENT 701 Seminar in 3.00 Proper management of human resources required number of credits to fulfill the M.B.A. Entrepreneurship (human capital) has the potential to be a source of degree requirements. sustainable competitive advantage for high- General Business Core: Up to 24 Credits MAN 707 Small Business & New 3.00 performance organizations. Students develop skill Courses may be waived subject to prior Venture Management set abilities needed for managing more efficient undergraduate or graduate academic coursework. Entrepreneurship concentrations students will and effective organizational systems. Based on GBA 510 Financial Accounting 3.00 choose (2) additional courses from the following different assumptions about people, their GBA 511 Corporate Financial 3.00 list: motivation, how they work and what they seek out Management MKT 733 e-Marketing 3.00 of their work experiences. International Business GBA 512 Principles of Management 3.00 MKT 709 New Product 3.00 The international business concentration and Leadership Development focuses on decision-making in an international GBA 513 Marketing Management 3.00 MAN 708 Management of 3.00 context and prepares professionals for positions or 736 Technology and Product 3.00 within multinational organizations. Business GBA 514 Money Banking and 3.00 MKT Innovations functions are related to the socio-cultural, political, Capital Markets Social Media Marketing legal and labor forces that affect global GBA 515 Managerial 3.00 corporations. The international business MAN 709 Government and the 3.00 Communications concentration evaluates, both theoretically and Management of practically, the opportunities and risks of doing GBA 516 Business Statistics 3.00 Technology business in an increasingly complex and GBA 517 Fundamentals of 3.00 FIN 727 New Venture Finance 3.00 interdependent world. Management Information Management Finance Specialization: 12 Credits Systems The management concentration focuses on the Four (4) Advanced (700 Level) Finance Courses interrelated functions of business enterprises, large The following eighteen (18) credits in Advanced Human Resource Management Specialization: and small, which determine their viability in the Core courses are required: 12 Credits service global marketplace of the 21st century. MBA 612 Marketing Strategy 3.00 Required Courses: 9 Credits Strategic goal setting, organizational structures, HRM 721 Industrial Relations 3.00 MBA 613 Organizational Behavior 3.00 management philosophies and cultures, ethics, HRM 722 Human Resource 3.00 production and service processes, problem analysis MBA 620 Behavioral Finance 3.00 Management and decision-making techniques are explored MBA 621 Service Operations 3.00 within a range of internal and external HRM 726 Legal and Regulatory 3.00 Management environments. Environment in Human Management Information Systems MBA 625 Management of 3.00 Resource Management The management information systems Innovation and and one (1) of the following courses: 3 Credits concentration provides the necessary information Technology HRM 797 Case Studies in Human 3.00 for managing an organization, and explores how MBA 626 Risk Management 3.00 Resource Management an effective management information system provides decision-oriented information to assist M.B.A. Specialization Requirements: 12 HRM 798 Special Topics in Human 3.00 managers in planning, organizing and controlling Credits Resource Management the organization. The management information Four (4) Advanced Courses in the Specialization HRM 799 Advanced Topics in 3.00 systems curriculum teaches information system of Choice. Available Specializations are: Human Resource concepts within organization functions, as well as Accounting, Finance, Human Resource Management management knowledge and technical information Management, International Business, Management International Business Specialization: 12 systems knowledge. The graduate can work within Information Systems, Management, and Credits the environment of a modern organization and can Marketing. Four (4) Advanced (700 Level) International interact with both organizational functions and M.B.A. Capstone Requirements: 6 Business Courses computer technology. Credits Management Specialization: 12 Credits Marketing MBA 800 Business Policy I 3.00 Four (4) Advanced (700 Level) Management The marketing concentration is designed for Courses students who wish to pursue careers in brand MBA 801 Business Policy II 3.00 Management Information System management, B2B marketing, marketing research, M.B.A. Specializations Specialization technology marketing, new product development Accounting Specialization: 12 Credits The following four (4) courses are required: 12 or other leadership roles in sales management. ACC 741 Industrial Relations 3.00 Credits Courses focus on the multiple dimensions of the decision-making process in a marketing setting, and the application of the analytical tools of
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CS 601 Principles of Computer 3.00 which course you should take. opportunities across a broad spectrum of Science and Structured The following foundation courses are required: organizations. The graduate advanced certificate is Programming C 6 Credits designed to provide students with a comprehensive GBA 515 Managerial 3.00 and broad foundation to the Human Resource CS 633 Structured System 3.00 Communications Management practice and profession. Proper Analysis and Design management of human resources (human capital) GBA 517 Fundamentals of 3.00 CS 645 Computer 3.00 is a source of sustainable competitive advantage Management Information Communications and for high-performance organizations. The advanced Systems Networking certificate is in complete alignment with the HRM Advanced Core: 12 Credits professional competencies outlined by the Society CS 649 Database Management 3.00 The following courses are required: for Human Resource Management (SHRM). The Systems HRM 721 Industrial Relations 3.00 SHRM competency model is globally accepted as Marketing Specialization: 12 Credits the highest professional standard in the practice of Four (4) Advanced (700 Level) Marketing Courses HRM 722 Human Resource 3.00 human resources. Credit and G.P.A. Requirements Management The fifteen earned credits in the advanced Minimum Total Credits: 36 - 60 credits HRM 726 Legal and Regulatory 3.00 certificate can be applied towards the fulfillment Minimum G.P.A.: 3.0 Environment in Human of the Master of Science in Human Resource
Resource Management Management. M.S. in Human Resource Admission Requirements: HRM 797 Case Studies in Human 3.00 The admissions requirement will be the same as Management Resource Management those of the Master of Science in Human Resource
Management with the exception of the The 36-credit M.S. in Human Resource HRM Electives: 12 Credits GRE/GMAT scores. The GRE/GMAT scores Management degree is designed to prepare Please choose four (4) courses from those listed will not be required for admission to the students to enter the profession at the generalist below: Advanced Certificate in Human Resource level by providing a broad overview of the HRM 790 Compensation and 3.00 Management. Hence, the admissions standards functional areas of human resource management Benefits for full matriculation in the Advanced Certificate (HRM). The program stresses the integration of HRM 791 Employee Training and 3.00 are as follows: the functional areas of HRM within the broader Development 1. A bachelor's degree with a minimum 3.0 context of the organization and its mission, goals cumulative grade-point average from an and values. HRM 792 Diversity in the 3.00 accredited institution. The Society for Human Resource Management Workplace 2. Official transcripts from all colleges and (SHRM) has acknowledged that its Master of HRM 793 Workplace Safety and 3.00 universities previously attended (foreign Science in Human Resources fully aligns with Health documents must be accompanied by a certified SHRM's HR Curriculum Guidebook and English translation). Templates. Throughout the world, 196 programs in HRM 798 Special Topics in Human 3.00 3. Official score report of the TOEFL examination 165 educational institutions have been Resource Management for applicants with degrees from foreign acknowledged by SHRM as being in alignment HRM 799 Advanced Topics in 3.00 colleges and universities. with its suggested guides and templates. The HR Human Resource 4. A written statement outlining applicant's Curriculum Guidebook and Templates were Management objectives for seeking admission into the developed by SHRM to define the minimum HR advanced certificate. content areas that should be studied by HR HRM 724 Organizational 3.00 5. A current résumé. students at the undergraduate and graduate levels. Development 6. Two letters of recommendation (optional). They are part of SHRM's Academic Initiative, HRM 725 Work, People and 3.00 7. A completed application submitted to the created in 2006 and revalidated in 2010, to help Productivity Office of Admissions. the Society define HR education standards taught Limited Matriculation Status: in university business schools across the nation TAX 780 Fundamentals of 3.00 A student admitted with technical or academic and help universities develop degree programs that Qualified Employee deficiencies is granted limited matriculation. A follow these standards. Benefit Plans student with limited matriculation may enroll for a Admission Requirements: TAX 787 Employee Benefit 3.00 maximum of six credits per semester for the first The admission standards are the same as those Programs 12 credits before being considered for full of the M.B.A. Program; see the section Admission HRM Capstone: 3 Credits matriculation. Students are expected to achieve a Requirements for the MBA program. HRM 750 Management Seminar 3.00 minimum G.P.A. of 3.0 in the advanced certificate. The advanced certificate will consist of four M.S., Human Resource Management Credit and G.P.A. Requirements required courses (12 credits) and an advanced Minimum Total Credits: 36 credits (HRM) HRM elective (3 credits). The students with no HRM Foundation: 9 Credits Minimum G.P.A.: 3.00 prior background in Management or HRM will be Must take one (1) of the following courses: 3 required to take GBA 512 (Principles of credits* Advanced Certificate in Human Management and Leadership) in the first semester GBA 512 Principles of Management 3.00 Resource Management of enrollment. and Leadership NOTE: GBA 512 (Principles of Management In today's challenging economy, human and Leadership- 3 credits) is required for MBA 613 Organizational Behavior 3.00 resource management is a critical and in-demand candidates with no undergraduate business *Please consult with your advisor to determine function that continues to provide employment degrees. The candidates with an executive
Page 103 LIU Brooklyn Graduate Bulletin 2013 - 2014 Bulletin 2013 - 2014 experience of more than 5 years will be waived from taking this prerequisite. Students are expected to achieve a minimum G.P.A. of 3.0 in the advanced certificate.
Advanced Certificate, Human Resource Management (HRM) The following courses are required: 12 credits HRM 721 Industrial Relations 3.00
HRM 722 Human Resource 3.00 Management
HRM 726 Legal and Regulatory 3.00 Environment in Human Resource Management
HRM 797 Case Studies in Human 3.00 Resource Management Any Advanced HRM Elective: 3 credits Credit and G.P.A. Requirements Minimum Total Credits: 15 credits Minimum G.P.A.: 3.00
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Every Fall and Spring Pre-requisite of GBA 512 or MBA 613 are required. Business Courses Credits: 3 GBA 515 Managerial Communications Cross-Listings: HRM 721, MAN 721 GBA 510 Financial Accounting An investigation into improving the way people Every Fall A study of basic accounting concepts and methods within organizations communicate. The course and their significance to management and to the includes the interpretation and application of HRM 722 Human Resource Management financial analyst. Topics include an introduction to organizational communication theory for the A review of the major areas of personnel financial statement analysis the measurement of working or aspiring manager. Topics include administration. Topics include selection and income and capital, accounting for fixed assets, personal communication styles, media and tools for replacement, compensation, training and inventory costing and price level changes, the manager/communicator, organizational development, labor relations, and employee measuring and accounting for corporate debt, communications climates, one-to-one services. Such activities are viewed from the corporate investment in securities, and computer communications, meetings and conferences, position of both the large and small firm. applications in accounting. This course does not speaking before groups, written managerial Pre-requisite of GBA 512 or MBA 613 are required. require previous training in accounting. communications, planning and producing business Credits: 3 Credits: 3 reports, and advertising managerial Cross-Listings: HRM 722, MAN 722 Cross-Listings: ACC 501, GBA 510 communications. Every Spring
Every Fall and Spring Credits: 3 Every Fall, Spring and Summer HRM 723 Behavior Concepts Applied to GBA 511 Corporate Financial Management Management A study of the methods by which firms and GBA 516 Business Statistics A study of the application of behavioral concept individuals in a risky global environment evaluate An examination of the fundamental principles, techniques to the problems of managers and stocks, bonds and investment projects, combine concepts and techniques involved in application of supervisors in large and small enterprises. Topics those elements in optimal portfolios, and probability and statistics to business research and include approaches to personnel assessment, determine the best level of debt versus equity. The managerial decisions. The range of applications development and motivation of managers, and the basic tools are risk versus return and the evaluation covers such various functional areas such as finance, fundamentals of executive performance. of future cash flows. marketing, accounting, management, economics Pre-requisite of GBA 512 or MBA 613 are required. Pre-requisite of GBA 510 is required. and production. Topics include descriptive Credits: 3 Credits: 3 statistics, probability concepts and techniques On Occasion
Every Fall and Spring applicable in risk assessment and decision theory, and statistical inference (estimation and hypothesis HRM 724 Organizational Development GBA 512 Principles of Management and testing). A survey of contemporary training and Leadership Credits: 3 development problems, with emphasis on the An analysis of current management theory and Every Fall and Spring relationship between development and the practice that includes a discussion of its historical organization's personnel decisions. Techniques of foundations and an investigation of various GBA 517 Fundamentals of Management personnel training are examined. approaches to the management discipline. Primary Information Systems Pre-requisite of GBA 512 or MBA 613 are required. emphasis is on the administrative functions of A survey analysis of the role of information systems Credits: 3 planning, decision making, organizing, staffing and in business strategy. Information systems are shown Cross-Listings: HRM 724, MAN 724, PM 711 controlling. to be facilitators of market penetration, competitive On Occasion
Credits: 3 advantage and organizational change. The material HRM 725 Work People and Productivity Every Fall and Spring is presented within an integrated framework, portraying information systems as being composed An analysis of the problems of the occupational GBA 513 Marketing Management of organization, management and technology environment in small and large enterprises. A survey analysis of the operations of marketing elements. Topics include: organizational and Emphasis is on the practical problem solving that is systems. The course emphasizes strategic planning, technical foundations of information systems; of immediate concern to the participants. Topics coordination and adaptation of marketing applications of information systems in all levels of include: new approaches to motivation, attitudes, operations to opportunities in profit and nonprofit decision making, including operational, tactical and job satisfaction, job enrichment, monotony, fatigue, organizations. Focus is placed on the principal strategic decision making; management of working conditions and conflict resolution, quality decision-making components of national and information as an organizational resource and circles, and productivity. international marketing, including product various information architectures; emerging new Pre-requisite of GBA 512 or MBA 613 are required. Credits: 3 information systems technologies; various Credits: 3 Every Fall and Spring approaches to building information systems; and Cross-Listings: HRM 725, MAN 725, PM 712 issues related to management of information On Occasion
GBA 514 Money Banking and Capital Markets systems. HRM 726 Legal and Regulatory Environment in An effort to analyze and understand the principal Credits: 3 Human Resource Management forces that are shaping U.S. world money and Cross-Listings: GBA 517, PM 703 An examination, discussion and exploration of capital markets. Money creation, the demand for Every Fall and Spring money, and the relation of money to inflation and laws, regulations and judicial decisions affecting the financial flows are each examined. Interest rates are HRM 721 Industrial Relations Human Resources manager. Case studies are used analyzed in the context of portfolio choice, and A survey of federal and state laws affecting the to develop an awareness of the legal problems their behavior is carefully examined. Emphasis is conduct of parties in a bargaining relationship. facing the modern manager. Emphasis is on the also placed on the changing role of competitive Factors in the bargaining process, strategy and federal agencies and laws, but areas of regulation financial institutions and the effects of those tactics, principles and specifics of contract clauses, reserved to the states are also discussed. changes on the flow of funds and monetary policy. and administration and enforcement of the Pre-requisite of GBA 512 or MBA 613 are required. Credits: 3 collective bargaining agreement are examined. Credits: 3
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Cross-Listings: HRM 726, MAN 726 Pre-requisites of GBA 511, GBA 512, GBA 514 Every Fall HRM 793 Workplace Safety and Health and MBA 611 are required. An in-depth study of issues and practices related o Credits: 3 HRM 750 Management Seminar workplace safety and health. Relevant topics Cross-Listings: IBU 701, MAN 780 A consideration of the human problems of include OSHA rules and regulations, OSHA Every Fall and Spring organizational management from a inspections, employer requirements under the act, multidisciplinary point of view. Concepts and the role of HR in ensuring employer and employee IBU 702 International Financial Markets research from the behavioral sciences are applied to compliance with the act, filing and record keeping An analysis of the financial opportunities and risks the personnel problems of management. Theory requirements. Within the context of OSHA, resulting in global market investment, with a focus and technique are integrated by using group and workplace violence, domestic violence, and on international portfolio diversification and individual study projects. The course is designed to workplace security will also be covered. management. Topics include determinants of enhance interpersonal skills related to superiors, The pre-requisite of HRM 722 or MAN 722 is foreign exchange rate and international capital subordinates, staff specialists and peers. required. flows; balance of payments analysis techniques; The pre-requisite of HRM 722 or MAN 722 is Credits: 3 foreign exchange risk management, especially required. On Occasion hedging and speculation strategies; the reasons for Credits: 3 and impact of official intervention; and a study of Cross-Listings: HRM 750, MAN 750 HRM 797 Case Studies in Human Resource the Eurocurrency and Eurobond markets, as well as Every Spring Management a review of leading indicators for the various This is an applications-oriented course that is international stock markets. HRM 790 Compensation and Benefits designed to provide students with the opportunity Pre-requisites of GBA 511 and GBA 514 are This course focuses on employee compensation and to apply HR theory to the practical everyday required. employee benefits. Topics considered in this course challenges faced by HR generalists. Relevant course Credits: 3 include strategic compensation policy, topics addressed during the semester include: Cross-Listings: FIN 716, IBU 702 compensation management and administration, Strategic Management: Workforce Planning, On Occasion pay-for-performance, as well as how compensation is Recruitment, Selection decisions, % & D, determined for both hourly and salaried employees. Compensation and Benefits, Labor Relations, Benefit topic will include both legally required and workplace Safety and Security. Emphasis is placed IBU 703 International Trade employer discretionary benefits, as well as how on developing and evaluating alternative solution A review of the principles of international trade its firms develop and administer employee benefit strategies. magnitude, direction, and industrial classification plans; relevant laws for both compensation and The pre-requisite of HRM 722 or MAN 722 is as well as the institutions (e.g., GATT) facilitating benefits will also be covered. required. it. The course focuses on practical techniques and The pre-requisite of HRM 722 or MAN 722 is Credits: 3 problems of exporting and importing, with special required. On Occasion attention to small business. Topics include sources Credits: 3 of marketing information, techniques of payment Alternate Semesters HRM 798 Special Topics in Human Resources and collections, currency fluctuation problems and Management balance of payments analysis, sources and uses of HRM 791 Employee Training and Development An examination of selected themes current funds to finance foreign trade, and government Training refers to a planned effort by an developments, emerging issues, and areas of assistance. organization to facilitate employee's learning of job professional specialization in the field of Human Pre-requisites of GBA 511 and GBA 514 are related skills and behaviors. The purpose of this Resources Management. Topics vary. required. course is to provide the student with the knowledge The pre-requisite of HRM 722 or MAN 722 is Credits: 3 and skills that are required to design, develop, and required. Cross-Listings: FIN 715, IBU 703, MKT 716 deliver quality employee training. Within the Credits: 3 Every Fall context of training, approaches to employee On Occasion development will also be discussed. IBU 704 Management of International Business The pre-requisite of HRM 722 or MAN 722 is HRM 799 Advanced Topics in Human Resources A focus on the management of direct international required. Management investment, commonly known as multinational Credits: 3 An in-depth study of selected themes, current corporation, that examines the nature, growth and On Occasion developments, emerging issues, and areas of new directions of direct investment and how those professional specialization in the field of Human elements are related to changing economic, social HRM 792 Diversity in the Workplace Resources Management. Topics vary. and monetary conditions. The course highlights This course employs a seminar format and The pre-requisite of HRM 722 or MAN 722 is the interplay of business and government in examines the complex and encompassing ways in required. international management. which people differ, including examining the Credits: 3 The pre-requisites of GBA 512, MBA 613 and primary dimensions (age culture/ethnicity/race, On Occasion MBA 620 are required. language, gender, physical abilities and sexual Credits: 3 orientation) and secondary dimensions (education, IBU 701 International Business On Occasion geographical location, income, marital status, An introduction to international business that parental status, religion and work experience) that examines those aspects of economics, finance, IBU 705 International Marketing formulates in many instances the view of cultural investment and trade that have an international The study and analysis of the special problems of diversity. dimension. Topics include historical development marketing in the international marketplace. The pre-requisite of HRM 722 or MAN 722 is of multinational enterprises, relations between Marketing problems of overseas subsidiaries of required. multinational corporations and host countries, and multinational firms are explored, as are the Credits: 3 special problems associated with international importing and exporting activities of domestic On Occasion operations. firms, licensing/franchising, and foreign direct
LIU Brooklyn Graduate Bulletin 2013 - 2014 Page 106 LIU Brooklyn investment, including strategic alliances. credits. An examination of the role of a small business in a Pre-requisite of GBA 513 and MBA 612 are The pre-requisite of GBA 512 is required. dynamic, free enterprise economy, designed to required. Credits: 3 stimulate a creative approach (by entrepreneurs) to Credits: 3 On Occasion the problems of a small firm. The course Cross-Listings: IBU 705, MKT 717 emphasizes establishing new enterprises, financing, Every Spring IBU 770 International Accounting organizing, planning, operating, marketing, growth Insight into the international accounting and acquisitions IBU 706 Comparative International Management environment from the viewpoint of the U.S.-based Pre-requisite of GBA 511, GBA 512 and MBA 613 Comparisons among national managerial systems. multinational organization.(45 CPE credits) are required. The functional inter-relationships between The pre-requisite of ACC 501 or equivalent is Credits: 3 managers and their international environments and required. On Occasion the problems of cross-national cooperation are Credits: 3 highlighted. Cross-Listings: ACC 770, IBU 770 MAN 708 Management of Technology and The pre-requisite of MBA 613 is required. Every Fall Product Innovation Credits: 3 A survey of new technologies in society and On Occasion MAN 702 Theories of the Organization business. Topics include opportunities and threats, A survey of organizational theories with particular technological forecasting, evaluation of new IBU 707 Multinational Business in Developing emphasis on goal setting assessing, achievement and products and services, the management of new Nations displacement. Topics include the relationship of research and development, stimulating creativity, An analysis of the opportunities and problems of authority, role responsibility, organizational economic evaluation of research products, operating multinational firms in developing structure, design and culture. Students diagnose organizational characteristics, and estimating and nations. Consideration is given to marketing organizational functions, analyze deficiencies, and controlling research and development costs. opportunities, national customs and mores, natural determine ways of adapting organizational structure Pre-requisite of GBA 512, GBA 517 and MBA 613 resource policies, tax policies, governmental to realize goals. are required. economic nationalism, and similar concepts Pre-requisite of GBA 512 or MBA 613 are required. Credits: 3 relevant to operating in developing nations. Credits: 3 Every Fall Pre-requisites of GBA 512, MBA 711 and IBU 701 Every Fall are required. MAN 709 Government and the Management Credits: 3 MAN 703 Project Analysis and Program Technology On Occasion Management An examination of the changing role of A survey of managerial criteria for effective project government in shaping and directing the IBU 708 International Corporate Finance planning and management. Topics include management of technology in the civilian sector of An analysis of the financial opportunities, risk and establishing objectives, cost benefit analysis, the economy. Principal themes include the decision-making processes associated with planning methods, organizational concepts, causes rationales, processes and mechanisms of international operations. Topics include of conflict, conflict resolution and options in government involvement; promotion and management of translation, transaction, and allocation of resources. regulation of technological development and use by economic exposure; taxation issues; multinational Pre-requisite of GBA 512 or MBA 613 are required. government; industrial policy in the United States capital budgeting and current asset management; Credits: 3 and other countries; and the impact of government complexities of international performance Every Spring on product innovation and on the national evaluation and control systems; comparative economy. MAN 704 Managerial Planning and Control financial statement analysis; cost of capital; and The pre-requisite of GBA 517 or PM 703 is Systems international financing options. The case method required. A study of the formulation of integrated long-range is employed. Credits: 3 and strategic plans relating to organizational The pre-requisite of FIN 716 is required. On Occasion Credits: 3 objectives, expense centers, performance centers Cross-Listings: FIN 726, IBU 708 and investment centers. Also studied are methods MAN 721 Industrial Relations On Occasion of measuring performance and handling A survey of federal and state laws affecting the information. conduct of parties in a bargaining relationship. IBU 745 International Taxation Pre-requisite of GBA 512 or MBA 613 are required. Factors in the bargaining process, strategy and A study of U.S. corporations doing business in Credits: 3 tactics, principles and specifics of contract clauses, foreign countries; U.S. taxation of foreign income On Occasion and administration and enforcement of the and foreign tax credits; allocation of income among collective bargaining agreement are examined. MAN 705 Management Decision Theory related entities; and tax treaties. (45 CPE credits) Pre-requisite of GBA 512 or MBA 613 are required. A survey of the decision-making processes and Pre-requisite of ACC 501/GBA 510, and TAX 723 Credits: 3 methods for examining, defining, analyzing and or the equivalent, are required. Cross-Listings: HRM 721, MAN 721 solving complex problems. Emphasis is on defining Credits: 3 Every Fall Cross-Listings: IBU 745, TAX 745 objectives, value systems, and methods for On Occasion identifying and assessing alternative courses of MAN 722 Human Resource Management action. A review of the major areas of personnel IBU 750 International Business Seminar Pre-requisite of GBA 512 or MBA 613 are required. administration. Topics include selection and An analysis of the decision-making processes and Credits: 3 replacement, compensation, training and methods for defining, analyzing and resolving On Occasion development, labor relations, and employee contemporary international financial and trade services. Such activities are viewed from the MAN 707 Small Business and New Venture problems. Emphasis is on assessing international position of both the large and small firm. Management developments and trade relating to business. Three Pre-requisite of GBA 512 or MBA 613 are required.
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Credits: 3 The pre-requisite of HRM 722 or MAN 722 is and apply the behavior finance ideas in the analysis Cross-Listings: HRM 722, MAN 722 required. of real market trading phenomena. Every Spring Credits: 3 The pre-requisites of GBA 510, 511, 512, 513, 514, Cross-Listings: HRM 750, MAN 750 515, 516, and 517 are required. MAN 723 Behavior Concepts Applied to Every Spring Credits: 3 Management Every Fall and Spring A study of the application of behavioral concept MAN 780 International Business techniques to the problems of managers and An introduction to international business that MBA 621 Service and Operations Management supervisors in large and small enterprises. Topics examines those aspects of economics, finance, This course will focus on the various aspects include approaches to personnel assessment, investment and trade that have an international involved in the management of service operations development and motivation of managers, and the dimension. Topics include historical development within the "pure" service sector (banking, fundamentals of executive performance. of multinational enterprises, relations between transportation, travel and tourism, etc.) and within Pre-requisite of GBA 512 or MBA 613 are required. multinational corporations and host countries, and the services functions of manufacturing (after-sales Credits: 3 special problems associated with international support, financing, etc.). After an introductory On Occasion operations. section to provide an overview of the role of Pre-requisites of GBA 511, GBA 512, GBA 514 services in the economy and within the functioning MAN 724 Organizational Development and MBA 611 are required. of various enterprises, the following topics and A survey of contemporary training and Credits: 3 more will be explored: design and delivery of development problems, with emphasis on the Cross-Listings: IBU 701, MAN 780 services, the measurement of productivity and relationship between development and the Every Fall and Spring quality, managing capacity and demand, quality organization's personnel decisions. Techniques of management redesign of service delivery processes, personnel training are examined. MBA 612 Marketing Strategy management of technology, and managing human Pre-requisite of GBA 512 or MBA 613 are required. A focus on marketing planning processes, concepts, resources. The course explores the dimensions of Credits: 3 methods and strategies with global orientation at successful service firms and helps students discover Cross-Listings: HRM 724, MAN 724, PM 711 the product level as well as the corporate level. The entrepreneurial opportunities. On Occasion course emphasizes the relationship between The pre-requisites of GBA 510, 511, 512, 513, 514,
marketing and other functions and draws on 515, 516, and 517 are required. MAN 725 Work People and Productivity perspectives from industrial economics, corporate Credits: 3 An analysis of the problems of the occupational finance and strategic management literature. Every Fall and Spring environment in small and large enterprises. Marketing strategies and practices of contemporary Emphasis is on the practical problem solving that is firms are discussed as they relate to industrial and MBA 625 Management of Innovation and of immediate concern to the participants. Topics consumer products and services. The overall Technology include: new approaches to motivation, attitudes, objective of the course is to help students This course draws upon the economics of technical job satisfaction, job enrichment, monotony, fatigue, incorporate and apply the skills, methods and change -- for high technology businesses. The working conditions and conflict resolution, quality insights they have acquired in previous marketing emphasis is on the development and application of circles, and productivity. and other business courses to the design and conceptual models clarifying the interactions Pre-requisite of GBA 512 or MBA 613 are required. implementation of marketing strategies. between competition, patterns of technological and Credits: 3 Pre-requisite of GBA 513 is required. market change, and the structure and development Cross-Listings: HRM 725, MAN 725, PM 712 Credits: 3 of internal firm capabilities. The aim of this course On Occasion Every Fall and Spring is to provide a solid foundation for managing
innovation in high-technology industries. MAN 726 Legal and Regulatory Environment in MBA 613 Organizational Behavior Throughout, key conceptual frameworks are linked Human Resource Management An analysis of both the formal and informal aspects to applications in a variety of industry and case An examination, discussion and exploration of of the administration process. Topics include settings. laws, regulations and judicial decisions affecting the human behavior in an organizational environment, The pre-requisites of GBA 510, 511, 512, 513, 514, Human Resources manager. Case studies are used individual behavior patterns, superior/subordinate 515, 516, 517 and MBA 621 are required. to develop an awareness of the legal problems relationships, group dynamics, leadership, Credits: 3 facing the modern manager. Emphasis is on the communication, motivation and decision making, Every Fall and Spring federal agencies and laws, but areas of regulation and the impact of innovation and change on the reserved to the states are also discussed. organization. MBA 626 Risk Management Pre-requisite of GBA 512 or MBA 613 are required. Pre-requisite of GBA 512 is required. This course deal with the theoretical and practical Credits: 3 Credits: 3 approaches to effective financial management. Cross-Listings: HRM 726, MAN 726 Every Fall and Spring Planning, analyzing and controlling investment and Every Fall short and long term financing are examined for
MBA 620 Behavioral Finance decision-making purposes. Emphasis is placed on MAN 750 Management Seminar Behavioral finance offers a new perspective on the application of Risk, the methods in today's A consideration of the human problems of modern investing. Phenomena such as stock business environment and related industries. organizational management from a momentum or the tendencies of investors to hold Topics include: Capital budgeting, risk and multidisciplinary point of view. Concepts and on to losing stocks too long are inconsistent with diversification, asset liability management, financial research from the behavioral sciences are applied to the notions of traditional finance market efficiency, derivatives and financial engineering, swaps, the personnel problems of management. Theory yet they are perfectly consistent with psychological options and financial future. and technique are integrated by using group and human processing of information. Students will The pre-requisites of GBA 510, 511, 512, 513, 514, individual study projects. The course is designed to gain a proficiency in learning the knowledge of 515, 516, 517 and MBA 620 are required. enhance interpersonal skills related to superiors, psychological factors and economics concepts, Credits: 3 subordinates, staff specialists and peers. implement this knowledge in the financial markets
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Every Fall and Spring theory behavioral sciences, and comprehensive promotion, advertising, research, distribution models of buyer behavior are particularly stressed. channels, sales efforts and legislation are examined MBA 800 Business Policy I The course surveys the planning, implementation in an effort to understand their interrelationships An examination of the fields of policy making and and measurement of effectiveness of marketing as they affect both volume and profit. The product administration that build upon and integrate the communication activities. Students are required to management organizational structure is also work covered in the graduate curriculum. The develop integrated promotional campaigns based examined. Outside lecturers from industry visit, as viewpoint is that of senior general managers who on actual marketing information. available. set company-wide objectives and coordinate Pre-requisite of GBA 513 is required. Pre-requisite of GBA 513 is required. departmental policies and activities. As an Credits: 3 Credits: 3 integrating experience, students are expected to On Occasion On Occasion bring their overall acquired business knowledge to bear on the intricacies of managerial decision MKT 702 Marketing Research MKT 707 Marketing Distribution Systems making. Through text, case analysis and a An examination of information requirements for An analysis of the competitive struggle for channel computer-based simulation, students have an marketing decisions. Particular emphasis is placed command and the utilization of economic and opportunity to test their skill in the use of financial, on the development of cost and benefit analytical analytical tools and behavioral models. The growth marketing and management variables in a tools for evaluating various marketing information of, and innovation in, vertical systems are examined competitive situation. Selected guest lecturers and systems designs. Other topics include the design of with regard to social, economic and legal assignment of a major written project round out the surveys and experiments, questionnaire constraints. The course also surveys the objectives learning experience by providing each student with construction, decision models, data analysis and decision-making processes of individual a pragmatic discussion forum, as well as research techniques and data interpretation. members at various channel levels. Cases are used and writing experience with the dynamics of a Pre-requisite of GBA 513 is required. to stress practical applications. changing business world. Credits: 3 Credits: 3 The following pre-requisites are required to enroll On Occasion On Occasion in MBA 800 or 801: GBA 510, 511, 512, 513, 514, 515, 516, 517; MKT 703 Sales Management and Forecasting MKT 708 Industrial Marketing MBA 612, 613, 620, 621, 625 and 626; A focus on the management of selling activities and An analysis of current marketing practices for Any four 700 level MBA courses. the outside sales force as critical elements of manufacturers and suppliers of services to industrial Credits: 3 marketing operations. Includes discussion of the and government markets. Emphasis is placed on Every Fall and Spring administrative activities of sales force managers the strategy of market selection, product planning, from the district manager up to the top-level sales pricing, distribution and buyer/seller relations MBA 801 Business Policy II force executive in the firm. Organization of the pertaining to industrial products. An examination of the fields of policy making and sales department, operating the sales force, Credits: 3 administration that build upon and integrate the planning sales force activities, and analysis and On Occasion work covered in the graduate curriculum. The control of sales operations are covered. Major viewpoint is that of senior general managers who emphasis is given to determining market and sales set company-wide objectives and coordinate potentials, forecasting sales, preparing sales budgets, departmental policies and activities. As an and establishing territories and quotas. Cases are MKT 709 New Product Development integrating experience, students are expected to used to stress practical applications. A study of the management of the product mix. bring their overall acquired business knowledge to Pre-requisite of GBA 513 is required. The course presents an analytical approach to new- bear on the intricacies of managerial decision Credits: 3 product decisions. Topics include product policy making. Through text, case analysis and a On Occasion considerations, new-product search, development, computer-based simulation, students have an economic analysis, and the factors leading to the opportunity to test their skill in the use of financial, MKT 705 Consumer Behavior decision to commercialize, test market or marketing and management variables in a A multidisciplinary approach to understanding discontinue a product. competitive situation. Selected guest lecturers and consumer behavior in the marketplace that Pre-requisite of GBA 513 is required. assignment of a major written project round out the integrates the contributions of cultural Credits: 3 learning experience by providing each student with anthropology, psychology, sociology and economics. The course reviews the role of the behavioral On Occasion a pragmatic discussion forum, as well as research sciences in marketing in such areas as and writing experience with the dynamics of a MKT 710 Management of Marketing Operations determination of market segments, product choice, changing business world. An analysis of the marketing process, including brand loyalty and switching shopping behavior. The following pre-requisites are required to enroll formulation of policies, and the planning, Topics include learning theory, motivation, in MBA 800 or 801: organizing, directing and coordinating of activities diffusion of innovation, reference group theory, GBA 510, 511, 512, 513, 514, 515, 516, 517; of marketing functions. The relation of marketing role playing, perception and attitude formation. MBA 612, 613, 620, 621, 625 and 626; research and consumer motivation studies as they Managerial implications are examined using case Any four 700 level MBA courses. relate to marketing mix elements is also examined. studies. Credits: 3 The pre-requisite of GBA 513 or MBA 612 is Pre-requisite of GBA 513 is required. Every Fall and Spring required. Credits: 3 Credits: 3 MKT 701 Marketing Communication and On Occasion On Occasion Advertising MKT 706 Product Planning and Marketing A study of the role of mass and personal MKT 712 Direct Marketing The use of the case study method to develop skills communication and sales promotion in marketing A detailed study of direct response techniques, an of analysis and decision making as they relate to management and their social and economic increasingly important component of the marketing product planning, management and portfolio implications. Research findings in communication efforts of companies of all sizes. Direct marketers analysis. The effects of product design, pricing,
Page 109 LIU Brooklyn Graduate Bulletin 2013 - 2014 Bulletin 2013 - 2014 have developed a sophisticated awareness of the exact relationship of their marketing effort to sales and profits; this course familiarizes students with the entire range of direct marketing, media and fulfillment strategies, with special emphasis on scientific database management. Pre-requisite of GBA 513 is required. Credits: 3 On Occasion
MKT 716 International Trade A review of the principles of international trade its magnitude, direction, and industrial classification as well as the institutions (e.g., GATT) facilitating it. The course focuses on practical techniques and problems of exporting and importing, with special attention to small business. Topics include sources of marketing information, techniques of payment and collections, currency fluctuation problems and balance of payments analysis, sources and uses of funds to finance foreign trade, and government assistance. Pre-requisites of GBA 511 and GBA 514 are required. Credits: 3 Cross-Listings: FIN 715, IBU 703, MKT 716 Every Fall
MKT 717 International Marketing The study and analysis of the special problems of marketing in the international marketplace. Marketing problems of overseas subsidiaries of multinational firms are explored, as are the importing and exporting activities of domestic firms, licensing/franchising, and foreign direct investment, including strategic alliances. Pre-requisite of GBA 513 and MBA 612 are required. Credits: 3 Cross-Listings: IBU 705, MKT 717 Every Spring
MKT 750 Marketing Seminar An analysis of the processes that shape marketing policy to maintain profitable operations. Emphasis is on the use of planning theory, game theory and input-output analysis in devising market plans and decision making. Application of such techniques is illustrated by cases and actual marketing problems of companies. Credits: 3 On Occasion
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PUBLIC ADMINISTRATION MPA 603 Fundamentals of Public 3.00 Master of Public Administration Budgeting and Financial Management Professor Lyons (M.P.A) Associate Professor Levine (Director) MPA 604 Administrative 3.00 Assistant Professors Bennett, Peffer, Terry Helisse Levine, Associate Professor of Public Responsibility and Adjunct Faculty: 7 Administration Accountability The Public Administration Program prepares Director, M.P.A. Program MPA 606 Law for Managers 3.00 public service professionals for managerial 718-488-1071 positions in government, health and nonprofit [email protected] M.P.A. (PAD) Specialization: 12 Credits sectors. It is open to students from all The 48-credit, N.A.S.P.A.A.-accredited Master The following course is required: undergraduate fields and provides the foundations of Public Administration prepares students for PM 728 Managing Human 3.00 and advanced applications expected in a graduate public service responsibilities, blending Behavior in Public program. management theory with practical applications in Organizations The Program focuses on competencies that government, health and nonprofit organizations. and employers want – leadership, ethical decision- Students from diverse backgrounds with varying Three (3) Advanced (700 Level) Elective Courses making, analytical and budgeting expertise, levels of professional expertise are taught by M.P.A. Capstone: 6 Credits written communication and oral presentation faculty members who are current in all aspects of skills. Specialization courses in government, this continuously evolving and growing field. MPA 798 Capstone Seminar 3.00 health and nonprofit fields with a variety of sub- The program of study is flexible and can be MPA 799 Capstone Project 3.00 topics provide depth in the student’s area of tailored to accommodate the professional Credit and G.P.A. Requirements interest. Focused capstone courses allow students requirements of the student by offering Minimum Total Credits: 48 credits to apply their new competencies in meaningful specialization courses that provide them with the public service projects. Minimum G.P.A.: 3.00 opportunity to examine a specific management The M.P.A. Program offers the Master of function or an area of application in greater depth. Public Administration with tracks in Public Areas of specialization include public Master of Public Administration Administration and Health Administration, the administration, nonprofit management, urban in Health Administration Advanced Certificate in Gerontology government management, human resources Administration and the Advanced Certificate in management, law and management, international Helisse Levine, Associate Professor of Public Nonprofit Management. public management and social policy management. Administration Admission Requirements: Other specializations can be developed in Director, M.P.A. Program The standards for admission to the program and consultation with a faculty adviser from the broad 718-488-1071 the advanced certificates are as follows: spectrum of courses available through the Program [email protected] • Official transcripts as proof of a baccalaureate and the School, as well as through courses The U.S. Department of Labor’s Bureau of degree from an accredited institution of higher available across the Campus. Labor Statistics predicts above-average education The program is divided into four parts: an employment growth for healthcare administrator • Two letters of recommendation introductory sequence that provides 18 credits of positions through 2018. “Those with the highest • A current résumé public service sector foundations and skills, education, strongest business skills and health care • A two-to-three-page typewritten statement of followed by 12 credits of focused management work experience will be well positioned to take purpose topics including human resources, budgeting and advantage of the most coveted jobs.” • Standardized test scores (optional) financial management, law and accountability. The 48-credit, N.A.S.P.A.A.-accredited Master • A completed application submitted to the Students then take 12 credits in an area of of Public Administration in Health Administration Office of Admissions specialization and a required six-credit integrative prepares students for careers in fields that offer Note: Full matriculation admission requires an capstone experience, which culminates in a project numerous professional paths. Students from official transcript showing an undergraduate and a formal presentation. Capstone courses can diverse backgrounds with varying levels are taught grade-point average of at least 3.0 on a scale of only be taken after all course work is completed. by faculty members who are current in all of the 4.0. Limited matriculation may be available to latest trends and issues in health care applicants who do not meet full matriculation M.P.A., Public Administration administration. requirements. Candidates with grade-point M.P.A. (PAD) Foundation: 18 Credits The program of study is flexible and can be averages of 2.5 or less must contact the M.P.A. MPA 501 Principles of 3.00 tailored to accommodate the professional program director before submitting an application. Administration requirements of the student by offering Such limited matriculation may require specialization courses that provide them with the MPA 502 Organizational Theory 3.00 additional evidence of competence. Limited opportunity to examine a specific management and Behavior matriculation students may register for a maximum function or an area of application in greater depth. of six credits per semester for the first 12 credits. MPA 503 Government and the 3.00 Areas of specialization include health care Limited matriculation becomes full matriculation Economy administration, health care management, health upon completion of 12 graduate credits with a 3.0 care policy and aging/long-term care. Other MPA 504 Computer Applications 3.00 average or better. Transfer students are welcome; specializations can be developed in consultation transfer credits will be evaluated by the program MPA 505 Analytic Methods 3.00 with a faculty advisor from the broad spectrum of director. courses available through the Program and the MPA 507 Public Policy Processes 3.00 School, as well as through courses available across M.P.A. (PAD) Advanced Core: 12 Credits the Campus. MPA 602 Human Resources 3.00 The program is divided into four parts: an Management introductory sequence that provides 18 credits of
Page 111 LIU Brooklyn Graduate Bulletin 2013 - 2014 Bulletin 2013 - 2014 public service sector foundations and skills, serving aging populations with the knowledge and Credit and G.P.A. Requirements followed by 12 credits of focused management the skills needed to ensure effective service Minimum Total Credits: 15 credits topics including human resources, budgeting delivery to these groups. The certificate can be Minimum G.P.A.: 3.00 and financial management, law and earned through two different stand-alone tracks: accountability. Students then take 12 credits in an Track 1 – Long-Term Care Administration, which Advanced Certificate in area of specialization and a required six-credit is approved by the New York State Department of integrative capstone experience, which culminates Health (NYSDOH) for the NYS Nursing Home Nonprofit Management (NPM) in a project and a formal presentation. Administrators Licensing Examination; and Track The 15-credit Advanced Certificate in 2 – Community Aging Services and Nonprofit Management is designed to provide M.P.A.. Health Administration Administration. The field of community aging professionals with varying backgrounds who are M.P.A. (HAD) Foundation: 18 Credits services is expanding since there is a greater managers in nonprofit organizations with the emphasis on helping people remain independent MPA 501 Principles of 3.00 essential elements of nonprofit organization theory and in their homes. Administration and management. The certificate consists of an Students in the M.P.A. Program who are taking MPA 502 Organizational Theory 3.00 overview of the nonprofit sector, the organizations the advanced certificate courses as their and Behavior that carry out these important missions and the specialization may graduate with both the M.P.A. management challenges they face. Courses within MPA 503 Government and the 3.00 degree and the advanced certificate. the certificate also address key management Economy functions of human resources, finance and Advanced Certificate, Gerontology MPA 504 Computer Applications 3.00 decision-making. (Select Track I or Track II) Students may apply certificate courses to the MPA 505 Analytic Methods 3.00 M.P.A. degree by taking courses for graduate Track I: Long-Term Care Administration MPA 507 Public Policy Processes 3.00 credit. Required Course: 3 Credits M.P.A. (HAD) Advanced Core: 12 Credits PM 738 Gerontology, The Process 3.00 Advanced Certificate, Nonprofit MPA 602 Human Resources 3.00 of Aging* Management Management Of the following, four (4) courses are required: The following courses are required: 12 Credits MPA 613 Health Systems Finance 3.00 12 Credits MPA 602 Human Resources 3.00 MPA 614 Healthcare Responsibility 3.00 MPA 602 Human Resources 3.00 Management and Accountability for Management* MPA 603 Fundamentals of Public 3.00 Administrators MPA 613 Health Systems Finance* 3.00 Budgeting and Financial MPA 616 Legal Aspects of Health 3.00 MPA 616 Legal Aspects of Health* 3.00 Management M.P.A. (HAD) Specialization: 12 Credits PM 739 Long Term Care 3.00 MPA 624 Nonprofit Management 3.00 PM 730 Health, Disease and 3.00 Administration* MPA 626 Legal, Ethical and 3.00 Medical Care PM 743 Aging Policy in the 3.00 Governance Issues in and Community Nonprofit Organizations Three (3) Advanced (700 Level) Elective Courses Of the following, one course is required: 3 M.P.A. Capstone: 6 Credits Note: Courses marked with * are required to sit for the New York State Nursing Home Credits MPA 798 Capstone Seminar 3.00 Administrator's Licensing Examination. PM 741 Fund Raising 3.00 MPA 799 Capstone Project 3.00 PM 742 Grant/Proposal 3.00 Credit and G.P.A. Requirements Track II: Community Aging Services and Preparation Minimum Total Credits: 48 credits Administration Credit and G.P.A. Requirements Minimum G.P.A.: 3.00 Required Course: 6 Credits Minimum Total Credits: 15 credits
PM 738 Gerontology, The Process 3.00 Minimum G.P.A.: 3.00 Advanced Certificate in of Aging Gerontology Administration PM 743 Aging Policy in the 3.00 Community (AGD) Of the following, three (3) courses are required: Social services for older adults will play an 9 Credits increasingly important role in the health care PM 714 Policy Analysis and 3.00 community as the baby boomer generation ages. Program Evaluation Nursing homes, hospitals, senior centers and PM 744 Bereavement: 3.00 public health agencies, as well as other facilities Psychological, Cultural and organizations that care for older adults, will and Institutional require many more employees who specialize in Perspectives dealing with the needs and the issues of the aging population. PM 745 Health and Retirement 3.00 The 15-credit Advanced Certificate in Planning in Elder Care Gerontology is designed to provide working PM 747 Nutrition Policy Across 3.00 professionals in agencies and in organizations the Lifecycle
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United Nations Certificate/M.P.A. Degree
As the world becomes more globalized and interconnected, the need for public administration professionals who are grounded in international affairs will increase. LIU Brooklyn offers a collaborative program, which makes it possible for students to complete both a United Nations Advanced Certificate and an M.P.A. This unique combination of programs provides a comprehensive background in public administration with an in-depth overview of the United Nations system and its specialized agencies. Students begin this fascinating educational journey by earning the United Nations Advanced Certificate and subsequently transfer into the M.P.A. Program when the certificate is completed or near completion. The United Nations Advanced Certificate consists of 24 credits of graduate-level courses that cover a broad range of topics including “Population Displacement and Migration,” “International Human Rights,” “Modern Diplomacy” and “World Social Development.” The M.P.A. Program consists of 48 credits, of required (36 credits) and specialization (12 credits) courses. A designated list of course matches or equivalencies is located in the course of study area and is approved by LIU and by the New York State Department of Education. For more information on the United Nations Advanced Certificate, please consult the degree offerings of Richard L. Conolly College.
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Credits: 3 Public Administration Courses MPA 614 Healthcare Responsibilities and Every Fall and Spring Accountability for Administrators MPA 501 Principles of Administration MPA 602 Human Resources Management This course considers the ethical dilemmas that An introduction to public and not-for-profit sector An exploration of theories and practices of human confront modern health service agencies and administration, including organization and resources management as they apply to the public institutions in the exercise of administrative management administration concepts and political and not-for-profit sectors. Includes a review of authority. Coursework includes analysis of the processes in the context of public policy, recruitment, civil service, training, performance problems of accountability, rights, equity, ethics intergovernmental relations, and policy impacts on evaluation, job development, compensation and the reconciliation of administrative processes public and not-for-profit agencies. systems, teamwork, empowerment, unionism, equal with medial, constitutional, regulatory and social Credits: 3 employment opportunity, employee rights, privacy mandates encountered and utilized by government Every Fall and Spring and occupational health and safety. organization in the administration of health systems Credits: 3 and public affairs. MPA 502 Organizational Theory and Behavior Every Fall and Spring Credits: 3 An examination of theories of organization, Every Spring administrative processes, and formal and informal MPA 603 Fundamentals of Public Budgeting and relationships in organizations. Includes the Financial Management MPA 616 Legal Aspects of Health environment, leadership, structure, networks, An examination of public sector revenue An examination of legal issues in health-care outputs and outcomes of organized action. generation, budgeting, accounting and auditing and services, including governance; consents and Credits: 3 their effects on managerial decisions. Includes a patient rights; admission and discharge; malpractice Every Fall and Spring review of budget systems, processes and politics, and liability of hospitals, physicians, nurses, and the preparation and justification of financial emergency crews; management duties and liabilities; MPA 503 Government and the Economy information and reports. medical records; immunity; medical staff rights and An examination of the role of the public sector in Credits: 3 privileges; end of life decisions; moral and ethical economic decision making. The nature of public Every Fall dilemmas. goods as they relate to allocation, stabilization, and Credits: 3 distribution functions of economic systems is MPA 604 Administrative Responsibility and Every Fall studied, as are the role of private investment, Accountability relations between government and private sectors, A review of legal and ethical issues facing MPA 624 Nonprofit Management privatization of public services, and the use of administrators as they seek to balance This course focuses on the formation, financing national income accounts. An analysis of fiscal professionalism and responsiveness with the and management of nonprofit organizations, federalism, and the fiscal crises of the state are competing demands of diverse constituencies and including: the board of directors, the workforce, included. Three credits. Offered every Spring and the realities of their task environments. marketing, financial management, fund raising, alternate summers Credits: 3 planning, leadership and the methods and Credits: 3 Every Fall strategies that have been used successfully to
Every Fall and Spring manage nonprofit organizations. The course also MPA 606 Law for Managers examines the role of nonprofits in the delivery of MPA 504 Computer Applications An introduction to the basic skills and perspectives public services through fee for service, contracts and A review of computer applications that provides of the legal environments of the public, private not- reimbursement arrangements. students with knowledge, hands-on experience and for-profit, and quasi-public sectors. The objective of Credits: 3 understanding of how computers and data provide the course is student understanding of the legal Every Fall support for management decisions. Students learn obligations, responsibilities and liabilities facing spreadsheets, database management, query, and managers in the three sectors. Important topics MPA 626 Legal, Ethical and Governance Issues in statistical skills. Students demonstrating proficiency include basic provisions of the United States Nonprofit Organizations may waive the course and select an additional Constitution, the exercise of delegation and This course examines the laws affecting the elective. discretionary authority rule-making and regulatory establishment and operation of nonprofit Credits: 3 processes and their economic impacts), contract, organization, including incorporation and tax Every Fall and Spring tort, employment, duties and liabilities of managers exempt status, general liability, regulatory and professionals in health-care organizations, compliance/reporting and contracts. The courses MPA 505 Analytic Methods environmental law and privacy. explores the roles, responsibilities, liabilities and An introduction to the methods, tools and uses of Credits: 3 powers of directors, board members, trustees, research as it applies to policy and administrative Every Fall officers and employees of nonprofit organizations. problems. Includes a review and application of In addition to the legal aspects, the nonprofit research design, data gathering and analytical MPA 613 Foundations of Health Systems Finance agent's advocacy responsibilities and opportunities concepts and techniques. An examination of health-care finance topics, and ethical issues are examined and discussed in The pre-requisite of MPA 504 is required. including government and private health insurance, detail. Credits: 3 reimbursement, fees, service contracts, rate-setting, The pre-requisite of MPA 624 is required. Every Fall and Summer DRGs, capitated payments, managed care and Credits: 3 multiple entities. Includes a review of financial Every Spring MPA 507 Public Policy Processes strategies and characteristics of various health An examination of the political system and the organizations. Three credits. MPA 787 Independent Study political, administrative and delivery processes that Credits: 3 Students taking independent study are expected to yield public services. Includes agenda development, Every Spring research an aspect or phase of a problem under the the role of special interests, policy formation, supervision of a faculty adviser. The product of analysis, implementation and evaluation. study is an evaluative report containing a thorough
LIU Brooklyn Graduate Bulletin 2013 - 2014 Page 114 LIU Brooklyn literature review and student assessment of the All course work must be completed before PM 705 U.S. Social Policy significance and impact of the substantive issue. capstone. An analysis of government health and welfare With permission of director and dean. The following pre-requisites are required for MPA policies affecting an individual's income level and Credits: 3 798-799: life opportunities, including an analysis of policy On Occasion MPA 501, 502, 503, 504, 505, 507 formation, implementation, and impact on social MPA 602 problems. MPA 788 Graduate Internship MPA 603 or 613 Credits: 3 An opportunity for supervised work in a public, MPA 604 or 614 or 624 On Occasion health, or nonprofit agency based on a plan MPA 606 or 616 or 626 approved by the faculty advisor and host agency Four 700 level PM courses PM 706 Comparative Administration supervisor. The product is a substantial research Credits: 3 The class is designed to provide an introduction to paper or management analysis of the host agency Every Fall and Spring the field of comparative public administration. The and the student's performance in it. Recommended class will examine the varying approaches to for students lacking substantive experience in PM 700 Modern Management Issues bureaucracy, administrative structure, policy relevant organizations. An examination of current management strategies formulation and implementation in the light of Credits: 3 in the context of their genesis, antecedents, variations in social, cultural, and political contexts. Every Fall strengths and weaknesses, methods of application This will include an overview of basic theories of in public, health and not-for-profit settings, and bureaucracy and how they function and theoretical MPA 789 Graduate Internship comparisons with other management strategies. approaches to comparative analyses of performance An opportunity for supervised work in a public, All course work must be completed before based on changing variables. The course will also health, or nonprofit agency based on a plan capstone. touch upon understanding variations in efforts for approved by the faculty advisor and host agency Credits: 3 administrative reform. The impact of government supervisor. The product is a substantial research Every Spring structure on diverse constituencies will be examined paper or management analysis of the host agency to better understand the effectiveness of varying and the student's performance in it. Recommended PM 702 Managerial Communication approaches to public management and for students lacking substantive experience in This course examines how people communicate organizational development. relevant organizations. within public organizations. The course will cover Credits: 3 Credits: 3 the theory and application of organizational On Occasion Every Spring communication for the working public sector manager. Topics include personal and managerial PM 708 Labor Relations MPA 790 Graduate Internship communication styles, and how to use the media A study of the interaction of the labor movement An opportunity for supervised work in a public, for effective communication. Specific types of and management in the public and not-for-profit health, or nonprofit agency based on a plan communications include one on one and group sectors. Collective bargaining impacts on policy and approved by the faculty advisor and host agency communications, written and verbal managerial, budget are examined. Strategies and public opinion supervisor. The product is a substantial research and communications for conferences, business and are considered. paper or management analysis of the host agency advertising environments. This course will serve as Credits: 3 and the student's performance in it. Recommended an important tool for any aspiring or current public On Occasion for students lacking substantive experience in sector manager. relevant organizations. Credits: 3 PM 709 Administrative Law Credits: 3 Every Fall and Spring A look at public law concepts that affect public and Every Summer not-for-profit sector managers: legislative delegation PM 703 Fundamentals of Management of power, administrative investigation, rulemaking, MPA 798 Capstone Seminar Information Systems the relationship between citizens and the states, An integrative seminar using a team approach. A survey analysis of the role of information systems adjudication, judicial review of administrative Students develop a framework and design for in business strategy. Information systems are shown action. systematic analysis of a subject in their area of to be facilitators of market penetration, competitive Credits: 3 concentration. The framework includes problem advantage and organizational change. The material On Occasion background and environmental analysis, as well as is presented within an integrated framework, an action plan for data collection and analysis. portraying information systems as being composed PM 710 Issues in Administration The following pre-requisites are required for MPA of organization, management and technology An examination of selected themes, current 798-799: elements. Topics include: organizational and developments and emerging issues in the study of MPA 501, 502, 503, 504, 505, 507 technical foundations of information systems; administration. Topics vary. MPA 602 applications of information systems in all levels of Credits: 3 MPA 603 or 613 decision making, including operational, tactical and Alternate Semesters
MPA 604 or 614 or 624 strategic decision making; management of PM 711 Organizational Development MPA 606 or 616 or 626 information as an organizational resource and A survey of contemporary training and Four 700 level PM courses various information architectures; emerging new development problems, with emphasis on the Credits: 3 information systems technologies; various relationship between development and the Every Fall and Spring approaches to building information systems; and organization's personnel decisions. Techniques of issues related to management of information MPA 799 Capstone Project personnel training are examined. systems. Students carry out the plan proposed in MPA 798 Pre-requisite of GBA 512 or MBA 613 are required. Credits: 3 using a combination of data collection methods Credits: 3 Cross-Listings: GBA 517, PM 703 and analytic techniques. Teams prepare and present Cross-Listings: HRM 724, MAN 724, PM 711 Every Fall and Spring a report of their analysis and results. On Occasion
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managers and responsive to citizens. Credits: 3 PM 712 Work People and Productivity Credits: 3 Cross-Listings: ACC 741, PM 724 An analysis of the problems of the occupational On Occasion Every Spring environment in small and large enterprises. Emphasis is on the practical problem solving that is PM 716 Public Administration and Citizen PM 726 Internal Auditing of immediate concern to the participants. Topics Participation An examination of the principles of internal include: new approaches to motivation, attitudes, This course will explore public participation in auditing as they apply to large corporate enterprise. job satisfaction, job enrichment, monotony, fatigue, association with public administration processes in (45 CPE credits) working conditions and conflict resolution, quality a time of concurrent criticism, pressure, and apathy The pre-requisite of ACC 501 or equivalent is circles, and productivity. directed towards existing institutions. The required. Pre-requisite of GBA 512 or MBA 613 are required. engagement of citizens in public administration will Credits: 3 Credits: 3 be examined as a potential challenge and as a Cross-Listings: ACC 735, PM 726 Cross-Listings: HRM 725, MAN 725, PM 712 potential support for public management. Different On Occasion On Occasion forms and degrees of participation will be looked at in case studies included in our texts. Students will PM 727 Financial Statement Analysis PM 714 Policy Analysis and Program Evaluation be encouraged to relate course topics to everyday An analysis of financial trends and corporate Policy analysis and program evaluation are more life and work experience. reports for solvency, quality of earnings and steps in a process than separate endeavors. Policies Credits: 3 forecasting implications. Analytical techniques for are chosen on the basis of forecasts of needs and On Occasion financial analysis and their use in development of expected results, then selected policies are capital markets and instruments are reviewed and implemented. Implementation then is evaluated PM 720 Public Finance and Fiscal Policy discussed, as are the principles and practices of the to determine actual effects, and these results are This course applies basic microeconomics to study Securities and Exchange Commission. (45 CPE used to adjust policy goals and implementation the theory and practice of governmental taxation, credits) (processes ranging from regulations to programs) to expenditure and debt within the framework of a The pre-requisite of ACC 501 or equivalent is better achieve desired results and ensure modern market economy. required. accountability. Policy processes are iterative Credits: 3 Credits: 3 and interactive. This course provides students with Cross-Listings: ECO 636, PM 720 Cross-Listings: ACC 742, PM 727 basic understanding of needs assessment, policy Annually Every Fall and Spring analysis and program evaluation, as well as practice in applying tools used in each type of analysis, or PM 722 Advanced Cost/Managerial Accounting PM 728 Managing Human Behavior in Public applicable to all of them. Through Selected cases and problems provide the forum for Organizations use of text material, cases and both quantitative and the discussion of current cost concepts and their The course examines the range of issues concerning qualitative assignments, students will hone their applications and limitations. The aim is to develop managing people in the workplace. It reviews knowledge of policy processes and limitations, and students¿ ability to analyze business problems and current theories and the latest research concerning develop assessment skills. to make decisions concerning the appropriateness human relations in organizations. Students gain an Credits: 3 of cost-accounting methods in specific situations. understanding of the "people skills" necessary to be On Occasion (45 CPE credits) successful in the world of work. The course The pre-requisite of ACC 501 or equivalent is explains the major theories of workplace human PM 715 Privatization and the Contracting-Out of required. relations and behavior and the application of Public Services Credits: 3 psychology to management in the public sector. Governments, through elected officials, make Cross-Listings: ACC 737, PM 722 The permanent focus is on understanding the self decisions concerning which services should be On Occasion and others; role of perception and personality; provided by the public and the private sectors. This leadership versus management; effective course provides students with both the economic PM 723 Not-for-Profit/Governmental Accounting group/team collaborations; the need for flexibility and social basis for making judgments about the A study of budgetary and fund accounting systems; and adaptation to change. Additionally, the potential effectiveness of privatizing services in preparation of significant reports for nonprofit courses will highlight interviewing strategies, self- different policy areas, such as education and health organizations; and case studies and problem marketing, oral presentations, and finding ways t care. The course provides general guidelines as to materials to use in governmental entities such as enhance personal strengths and minimize the nature of the services that are most municipalities or school districts. (45 CPE credits) weaknesses. appropriately provided by the private sector. When The pre-requisite of ACC 501 or equivalent is Credits: 3 the public sector is determined to be the required. Every Fall and Spring appropriate provider of a service, then government Credits: 3 must determine whether to provide these services Cross-Listings: ACC 720, PM 723 PM 730 Health Disease and Medical Care itself or contract-out for the service. The course also Every Spring An overview of the political, economic, social and examines the principles and practices in the epidemiological characteristics of health and PM 724 Budgeting and Controllership government contracting-out process ? the decision medical care. The forms of health services An examination of the practice of controllership in whether to contract-out a government service, the financing, organization and delivery systems in the general and of dealing with budgets and business preparation of the Request For Proposals, the United States and other industrialized nations, costs in particular. The installation and operation evaluation of the submitted proposals for the processes of health and disease in individuals and of budget systems for managerial control is selection of the contractor, the preparation of the societies, and the moral and ethical issues facing considered as is the advance planning of operating contract document and the monitoring of the health-care decision makers are examined. goals with subsequent study of actual results. (45 selected contractors. Understanding the issues of Credits: 3 CPE credits) privatization and the contracting-out of public Every Fall and Spring The pre-requisite of ACC 501 or equivalent is services enables students to be more effective required. PM 731 Managed Health-Care Systems
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An examination of the various forms of managed grow older. The course examines the theories, On Occasion health-care plans and organizations that addresses processes and consequences of aging from both the the financing, organization and delivery aspects of individual and societal perspectives. A range of PM 744 Bereavement: Psychological, Cultural and each form from a management perspective. The issues are presented, including: physical, social, Institutional Perspectives purpose is to provide students with a knowledge psychological, health, family, race, ethnicity, gender, This course is designed to explore the stages and base from which to develop and implement sexuality, retirement, economics, social work and issues related to dying and grieving. Cultural effective management processes for managed care social policy. Comparisons among African diversities in the grieving process will be identified. services. Among the topics covered are the legal and American, White, Hispanic, Asian, and Native Myths and ideas that inhibit, isolate and interfere regulatory environment, public opinion, product American are offered especially in view of unequal with the bereavement experience will be examined. development and marketing, pricing and delivery treatment and multiple disparities among Political, medical, legal and ethical issues will be strategies, reimbursement methods, utilization minorities. analyzed. Students' values, attitudes and fears will review, quality assurance and control, management Credits: 3 be explored in order to inform their interventions. information systems, Medicare and Medicaid, and Every Fall Social, cultural and personal issues that govern a trends. person's reaction to death and dying will be
Credits: 3 highlighted. In addition, students will learn to PM 739 Long-Term Care Administration On Occasion design organizational structures for interdisciplinary This course examines the special administrative and assessments and service delivery in settings serving PM 732 Public Health and Regulation organizational methods, social systems and the dying and bereaved. An analysis of the role of government in the health population that are attributable to all kinds of Credits: 3 field, including concepts and practices in health residential and long term care facilities, as separate On Occasion policy and regulation, especially the entities from acute care hospitals. It includes an implementation of regulatory policy as it affects overview of the long term care continuum, PM 745 Health and Retirement Planning in Elder health providers. including community care, management issues, Care Credits: 3 Medicare and Medicaid, finance, pertinent laws and The course addresses critical issues affecting health Every Spring regulations, and patient/resident requirements and and retirement among older adults, and the needs. Care and treatment standards will be relationship between gerontology and legal estate PM 733 Economics of Health reviewed and discussed, as well as policy changes planning issues at the core of our discussions. This An examination of health-care delivery as an and government trends associated with the new course examines estate, disability and retirement economic activity. Focus is on determination of paradigm of aging in the 21st Century. planning tools used by elder law attorneys with demand for health care and supply of services The pre-requisite of PM 738 is required. analyses of laws, regulations and programs upon available. Consideration of various methods for Credits: 3 which planning is based. Topics include advanced achieving equilibrium in health care and Every Spring directive, power of attorney, long-term care and government's role via licensure, regulation, Medicaid, long term care insurance, and planning financing, and planning. PM 741 Fund Raising for asset distribution on death. Credits: 3 An examination of revenue strategies for non-profit Credits: 3 On Occasion organization fund-raising, including membership, On Occasion donations, programs, foundations and government PM 736 Quality Performance Management agencies. The focus is on which strategies work for PM 747 Nutrition Policy Across the Lifecycle The course includes a study of external methods of what organizations, how to identify organizational The purpose of this course is to examine the quality review, internal methods of assessing quality needs and appropriate funding sources, and how to relationships among food, nutrition and health for (process and outcomes measurement and successfully petition funding support. adults in the context of public policy formation and monitoring criteria), strategies for developing the Credits: 3 implementation at federal, state and local quality infrastructure and integrating it into a On Occasion government levels. Of particular interest in this quality management program, the use of examination are intended and unintended management information systems in quality, and PM 742 Grant/Proposal Preparation consequences for individuals of public policies on the balancing of quality and costs. An introduction to the process of developing and food availability, prices, consumption and health. Credits: 3 writing a proposal for project funding and an The course reviews major areas of food and Every Fall examination of key management techniques and nutrition policy at various levels of government as decision tools needed to coordinate successfully the well as social and political forces that result in PM 737 Mission-Based Marketing process of proposal development and particular policies and in major changes in policy, An examination of planning and marketing in implementation within an organization. for example recent revisions in the food pyramid. health-care, human service and non-profit Credits: 3 Credits: 3 organizations, including market research and On Occasion On Occasion forecasting, application of research information and planning principles, translation of goals into action PM 743 Aging Policy in the Community PM 761 Management of International priorities, development of action plans, and This course examines the options including social Organizations evaluation of results. supports, health care, housing and recreation that A focus on structural and managerial issues within Credits: 3 older community dwelling residents have. international organizations and an examination of On Occasion Psychology, personality, gender, personal history, the tools needed to function within such an gentrification, residential segregation and policy environment. PM 738 Gerontology: The Process of Aging issues including economics are presented. Credits: 3 The course examines the multidisciplinary field of Additionally, data pertaining to the aforementioned Cross-Listings: PM 761, UN 694 gerontology and provides students with an overview items are examined. On Occasion of the current "state-of-the-art" and the critical issues The pre-requisite of PM 738 is required. and controversies that confront individuals as they Credits: 3 PM 767 International Organization, The United
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Nations and its Affiliated Agencies PM 781 Urban Government and Politics A study of the theories, origins, functions and A study of the management and organization of operations of international organizations. The American cities; politics and changing principal organs of the United Nations, with constituencies; and the impact on community emphasis on the General Assembly and the Security participation, city management and mayoralty. Council, are examined. (Same as PM 767.) (Same as Urban Studies 604 and Public Credits: 3 Administration 781). Cross-Listings: PM 767, POL 642 Credits: 3 On Occasion Cross-Listings: PM 781, POL 604, URB 604 On Occasion PM 768 Contemporary Nationalism An analysis of the phenomenon of nationalism: its PM 787 The Role of Ethnicity in the Metropolis historical roots in Europe; the emergence of new A consideration of the roles played by some of New states in the Third World and the post-Cold War York City's ethnic, cultural and national groups in period; and the struggle of states to achieve national the development of urban neighborhoods. identities and cultural, economic and political Credits: 3 independence. Nonviolent as well as revolutionary- Cross-Listings: PM 787, URB 608 nationalist patterns are discussed as are the On Occasion difficulties of achieving viable state-directed national societies in the global order. PM 788 Urban Economics Credits: 3 An analysis of economic problems arising in the Cross-Listings: PM 768, POL 668 modern urban areas of the United States. On Occasion Discussion centers around the causes of such problems and possible alternative solutions. PM 769 World Social Development Relationships among city and state governments A consideration of the world social situation, and the federal government receive due including such subjects as health, food and consideration. nutrition, housing and urban planning, education, Credits: 3 employment, and social development in developing Cross-Listings: ECO 651, PM 788, SOC 651, areas. URB 651 Credits: 3 On Occasion Cross-Listings: PM 769, SOC 553, SSC 553 Every Spring PM 793 Criminology A systematic analysis of crime in modern society, PM 770 International Economics including discussion of the major types of crime, A study of the theories of international trade and the theories that help explain such crimes, and the finance. Special attention is paid to comparative procedures for dealing with offenders. advantage and factor-proportion theories, problems Credits: 3 of balance of payments, commercial policies and Cross-Listings: PM 793, SOC 600 international monetary arrangements. On Occasion Credits: 3 Cross-Listings: ECO 624, PM 770 On Occasion
PM 773 Comparative Economic Systems An examination of market and non-market systems. Attention is devoted to capitalism, socialism and communism. Discussion focuses on the institutions of U.S. capitalism and the problems of converting a planned economy, such as the former U.S.S.R., to a market system. The economic systems of Europe, China and Japan are studied. Credits: 3 Cross-Listings: ECO 669, PM 773 On Occasion
PM 780 Computer Technology Application to Metropolitan Affairs The use of computer technology in metropolitan matters. An overview of general applications with specific attention to geographic formation systems. Credits: 3 Cross-Listings: PM 780, URB 605 On Occasion
LIU Brooklyn Graduate Bulletin 2013 - 2014 Page 118 LIU Brooklyn
SCHOOL OF EDUCATION
LIU Brooklyn's School of Education prepares teachers, counselors, administrators and school psychologists for the challenges and the rewards of working in urban settings. Through rigorous and stimulating programs of study, students have the opportunity to work in urban schools and in a broad range of educational and/or mental health settings to: develop an inquiry stance toward practice; integrate theory and practice; and achieve high standards of practice. Graduates of our programs acquire the experiential knowledge that is essential for interacting with and guiding children and families in urban communities. All specialties, undergraduate and graduate, within the Teacher Education Program are accredited by the Teacher Education Accreditation Council (TEAC). Our programs are designed to ensure that our graduates keep pace with changes and innovations in their chosen fields. The School’s KEEPS Mission, its urban location and its nationally recognized faculty, make it an exciting place to study! Structures Within the School of Education The School of Education comprises two departments: Teaching, Learning and Leadership (TLL) and Counseling and School Psychology (CSP) departments. These departments provide educational opportunities leading to rewarding careers serving urban youth and families. TLL offers undergraduate and graduate degree programs in multiple teacher certification areas and educational leadership. CSP offers graduate programs in school counseling, mental health counseling, marriage and family therapy, and school psychology. Our professors are experts in these fields, with a range of experience that enables them to bring best practices into the classroom. All programs incorporate fieldwork throughout the curriculum and draw upon long-term relationships with schools and organizations in New York City that offer placements that are well suited to students' needs and interests. Please consult the sections below describing in detail each department and its offerings. For information, please contact the Dean’s Office at 718-488-1055, fax 718-488-3472, or visit the website at www.liu.edu/brooklyn/soe. Find us on Facebook at www.facebook.com/groups/LIU.SOE.BK.
Cecelia Traugh Dean [email protected]
Amy Ginsberg Associate Dean [email protected]
Shinelle Romeo-Walcott Office Manager [email protected]
Kathleen Prince CSP Secretary [email protected]
Carolyn Patterson TLL Secretary [email protected]
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KEEPS: The School of teaching and learning, as well as spurring the act and to transform. dynamic and simultaneous use of interdisciplinary LIU Brooklyn educators are comfortable with Education’s Mission Statement knowledge required in educating children. inquiry and persevere with questions. We extend LIU Brooklyn educators are interested in what learners bring by asking questions that widen The KEEPS mission statement of LIU reading closely and writing carefully and their horizons of knowledge and experiences. We Brooklyn's School of Education addresses one of extensively, and they understand that in doing so, set up and construct learning contexts that the most important questions in urban education they are constructing and developing their own stimulate active learning and the learner's today: How can urban educators be expertly knowledge about texts and the world, about the curiosity, inquisitiveness and imagination. The prepared to meet rising standards? One of the students with whom they work and the Learning Center for Educators and Families many strengths of the School of Education is that communities from which they come, and about (LCEF) provides experiences working with many of its future and practicing educators are schools and classrooms. Varied modes of writing children and teachers in curriculum-related tasks, themselves urban dwellers, immigrants, or and discussing are used throughout the curriculum imagining, inventing, and investigating. LCEF members of ethno-linguistic and racial minorities. to generate deep knowledge of academic texts, also provides opportunities to conduct Thus, many of its educators bring to the classroom children and learners, teaching practice, and one observations of student practice and to carry out the experiential knowledge of urban and minority another. Technology is used to increase research on the learning and development of communities, essential to educating the children connections and interrelatedness and thus support children, adolescents and adults. and families in those communities. The KEEPS the construction of knowledge. EMPATHY that rests on the human uniqueness mission is designed to help all urban educators We value knowledge constructed over time and and capacity to develop, as well as responsiveness meet rising academic standards, while also thus collect our work and that of the students with to the needs and interests of urban learners and meeting performance standards that are based on whom we work longitudinally. We actively use communities. LIU Brooklyn educators know that the experiences and life of urban schools and their our collections of work to deepen reflection and no two students are identical, as each person children. generate knowledge. We're responsible thinkers, comes with his or her own world of experiences KEEPS MISSION IN BRIEF capable of reflecting on our own work, forming and beliefs, innate talents and learned skills. We KEEPS: The desired qualities of LIU Brooklyn our own opinions, and using our knowledge to act believe in the potential of all students and seek to Educators. independently in socially responsible ways. help students build on their strengths and abilities. To carry on the important mission of the LIU ENQUIRY or the collective discipline of We are deeply committed to the idea that all Brooklyn School of Education, we value: observation, reflection, and non-judgmental learners are capable of reaching their own unique KNOWLEDGE and intellectual inquisitiveness description of children and their school work, as potential. As empathic and caring educators, we about children, schools and the world. well as descriptive inquiry of teaching and are interested in attending to each individual ENQUIRY, or the collective discipline of professional practice. student. To accomplish the goal of helping observation, reflection, and non-judgmental LIU Brooklyn educators value being active individual students grow, we seek to understand description of children and their school work, as inquirers, curious about social and natural the unique perspectives and backgrounds of our well as descriptive inquiry of teaching and phenomena, able to imagine, and to invent. We're students and their social context, and work within professional practice. seriously reflective, and take time to study, reflect their frames of reference to help them accomplish EMPATHY that rests on the human uniqueness on words and texts, observe, research, collect what they seek. The curriculum of the School of and capacity to develop, as well as responsiveness work. We observe learners and their work closely Education uses collective inquiry, collaborative to the needs and interests of urban learners and and are able to describe them accurately while group work, and interactive dialogue journals to communities. withholding judgment. We also value description create a caring community of learners. From the PLURALISM and attention to differences and and reflective review of our own teaching practice. very beginning, the curriculum includes field- to inclusion of all in the learning community of We attach great importance to our ability as a based practices with individual children and schools and the wider community. group to inquire collectively into these matters and families, building up the close familiarity that is SOCIAL COMMITMENT and the building of to include the voices of all members of the required for empathy. a just and democratic society. learning community, regardless of rank or The curriculum also develops students' KEEPS MISSION IN DEPTH function. We value acknowledging the range of ethnographic skills to study communities and to KNOWLEDGE and intellectual inquisitiveness attitudes, beliefs, experiences, knowledge and build transcultural understanding and empathy. about children, schools and the world. lenses of the group involved in the collective PLURALISM and attention to differences and LIU Brooklyn educators are intellectually inquiry, and we look for the common threads as to inclusion of all in the learning community of rooted in the liberal arts, sciences, and pedagogy. community is shaped. We use our collective schools and in the wider community. We value knowing about the world, its people, inquiry to shape community and to create LIU Brooklyn educators value the sociocultural languages and cultures, its natural and physical knowledge as a base for action, review, and and sociolinguistic pluralism of a global world, aspects, and its texts. We attach special importance constant regeneration and transformation. and especially of New York City's children and to how to use that knowledge to teach others and The School of Education's curriculum includes communities. We strive to acquire the different work with urban children and adolescents in specific courses that develop the foundational experiential knowledge bases that diverse schools. discipline of collective descriptive inquiry as it communities have, to find commonalities in the The curriculum of the School of Education applies to children, classrooms, and schools, and it human experience, and to shape a transcultural advances this value by deepening the provides ample opportunity to practice descriptive learning context, a third space, that is inclusive of understanding acquired in liberal arts and sciences inquiry both in college classrooms and in schools. differences. We attach importance to general education and major courses and We read the best literature available, supporting understanding the sociohistorical and sociocultural contextualizing that knowledge through the world the development of educators' habits of being contexts of diverse groups, most especially of of schools and that of their clients -- children and active inquirers, remaining "wide awake" in the African-American, Caribbean-American, Latino adolescents, families, as well as teachers and other words of Maxine Greene, being attentive to and recent immigrant communities that are school professionals. Foundational courses are differences, and being able to withhold judgment. prominent in Brooklyn schools, and we use this interdisciplinary, attempting to deepen the This creates an inclusive space with an expanded knowledge in teaching. We also value multifaceted knowledge needed in the acts of range of possibilities, enabling our capacity both to ethnographic processes of observation and
LIU Brooklyn Graduate Bulletin 2013 - 2014 Page 120 LIU Brooklyn participation that enable us to gain understanding positive learning environments, which can be developed a multi-faceted community of future of the complex and dynamic pluralism of replicated in the classrooms of the teachers and the teachers, university professors, and teachers and communities. future classrooms of the pre-service teachers. The administrators in public schools. CUE works with The curriculum of the School of Education faculty work to make it a place where theory and New York City public schools, forms advances this value by recognizing ethnic, racial, what it means to become a teacher converge with collaborations with educators both within and gender, language, and ability differences, and by practice in a supportive risk-free environment. The beyond LIU Brooklyn and supports publications framing issues of child development, language and students engage in inquiry-based study in the and the annual CUE conference. literacies, and teaching and learning within reading, science, math and social studies methods sociocultural and sociohistorical contexts. All classes that meet at LCEF. courses in the School of Education's curriculum LCEF has a state of the art computer lab as well pay particular attention to the education of learners as Smart Boards thus enabling faculty and students with disabilities and those who are bilingual, to use technology in a meaningful way in their bidialectal, or learning English. While developing own studies as well as developing relevant knowledge of specific skills and approaches curriculum for their own classrooms. needed to educate different groups of learners, for The Family University (FUN) After School different purposes, and in different contexts, we Program for the children of LIU Brooklyn students also develop strategies for inclusion of all learners. is housed at LCEF and provides a setting for SOCIAL COMMITMENT and the building of teacher education students to see creative arts and a just and democratic society. community-building activities in action. It is used LIU Brooklyn educators are committed to as a fieldwork site for students in education, social making sure that all students, regardless of race, work, music and art programs. The children’s class, gender, language, sexual orientation or presence in the building alongside the teacher abilities, receive equitable educational services. education students serves as a reminder that theory We value the importance of inclusion in education and practice can be integrated. and the merits of children from diverse educational Teacher Resource Center and ethnic backgrounds learning together. We The Teacher Resource Center (located at understand the relationship between our LCEF), part of LIU Brooklyn's School of educational and social roles, as we advocate for Education. The Teacher Resource Center was children and learners and the transformation of created to provide the resources and workshops to classrooms and schools, toward the building of a help new teachers feel more successful in their better and more just world. In addition, we require classrooms. Materials are available to instructors that students demonstrate academic integrity, as well. professional responsibility and ethical behavior in The Center, open Monday through Thursday, their scholarship and practice. from 3 p.m. to 7 p.m. (Fall/Spring/Summer The School of Education's curriculum has semesters), welcomes students and instructors to strong field-based practices and develops come in and browse, get work done, use the democratic plural communities of learners and computers, have a cup of tea or coffee, and meet educators who are actively engaged in the with other teachers. transformation of urban schools and classrooms. Center for Urban Educators (CUE) The curriculum prepares educators for social CUE’s Mission action, empowering them to transform practices, The mission of the Center for Urban Educators curricula, and schools, so as to build a more just (CUE) is the reform of urban teacher education. world. The vision of teaching and schools guiding the Center’s work is one that supports teachers as School of Education Resources socially responsible people who are intellectually engaged and act as advocates of children, parents, The School of Education is also home to the and their communities. The Center works within Learning Center for Educators & Families the School of Education of LIU Brooklyn and in (LCEF), a Teacher Resource Center, and the partnership with New York City public schools. Center for Urban Education. CUE’s Philosophy Learning Center for Educators & Families CUE’s core values are beliefs in human (LCEF) capacity and worth and in the importance of The Learning Center for Educators & Families educating for democracy. The Center puts diverse (LCEF) is the off-campus extension of LIU perspectives and experiences alongside each other Brooklyn's School of Education. LCEF provides a with the aim of getting beyond convention and supportive environment for prospective and creating new possibilities for teaching. In order to practicing teachers, which allows them to hone create these opportunities, CUE supports their skills. In service of these aims, LCEF educators’ use of observation, description, and provides meeting space for the School of story as ways of generating understanding out of Education faculty and for groups of teachers from the lived experiences of teaching and learning. the NYC schools to collaborate and work on CUE incorporates descriptive inquiry to enact its various projects together. values. The classrooms at LCEF are used exclusively The CUE Community by education faculty members, so they can create In its efforts to further its mission, CUE has
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COUNSELING AND SCHOOL applications more thoroughly assessed to spring semesters and in early summer. Morning, determine if they will be accepted for full afternoon, evening and weekend interviews are PSYCHOLOGY matriculation. Late applicants with an arranged. Interviews are one hour in length. undergraduate or previous graduate grade point Interviews typically consist of two parts, each Professor Nass average below 3.0 will be eligible for limited approximately 30 minutes in length: Associate Professors Ginsberg (Associate Dean), matriculation and permission to register for up to 6 • Applicants respond to questions pertaining to Jacobs, Lieberman, Livanis (Chair), Short, credits during their first semester. During that their individual, relational, educational, and Williams semester, these students are interviewed and their vocational experiences that have contributed to Assistant Professors Mulligan applications more thoroughly assessed to their desire to pursue graduate study in Adjunct: 15 determine if they will be accepted into the counseling and questions pertaining to their The Department of Counseling and School program, either for limited for full matriculation. educational and career goals. Psychology strives to inspire graduates to become When a student’s status is changed, the department • Applicants are provided with clinical vignettes effective and compassionate professionals who notifies the Admissions office. and asked questions pertaining to their thinking bring positive change to the communities they Application Materials about them. serve. The Department is committed to affording All candidates must submit the following: Time is also allotted for applicants to ask access to professional graduate study to • A completed LIU Brooklyn graduate questions of the faculty about the program and the individuals of all backgrounds; to providing admissions application, including a personal University. quality education and training that prepare students statement Applicants are evaluated on verbal and non- to work in a variety of settings, primarily in the • Official transcripts of all undergraduate and verbal communication skills, interpersonal urban community; and to tailoring instruction and graduate study. To be considered for admission interaction, and appropriateness of responses. providing individual assistance to help students to an advanced certificate program, students The Review and Notification Process meet high standards of knowledge, skills and must have a master's degree in counseling or a Graduate applications are submitted to the LIU dispositions. These three pillars — access, quality related field from a regionally accredited Brooklyn Admissions Office and forwarded to the and tailored instruction — are the foundation upon college or university. department once they are complete. The which the Department rests. • A current resume (curriculum vitae) application form, personal statement, all The Department of Counseling and School • Two letters of recommendation from persons transcripts, letters of recommendation, and resume Psychology offers the following programs: familiar with the applicant’s work or academic must be received by Admissions before the • School Counseling (M.S.Ed., Advanced performance (i.e., employer, supervisor, former applicant review process begins. Certificate) professor). On a monthly basis, the program faculty • Bilingual School Counseling (M.S.Ed., Application Review Criteria reviews completed applications that have been Advanced Certificate) G.P.A.: A minimum grade point average of 3.0 forwarded from Admissions to the department. • Mental Health Counseling (M.S., Advanced from undergraduate or previous graduate study is The department then contacts applicants whom Certificate) required for full matriculation. Applicants with a they have selected to be interviewed and • Marriage and Family Therapy (M.S., Advanced 2.50 – 3.0 G.P.A. are considered for limited interviews are scheduled. The remaining Certificate) matriculation. If admitted with limited applicants are notified that they are not accepted. • School Psychology (M.S.Ed., optional matriculation status, students may take a Applicants who are not accepted may request specializations in early childhood and bilingual) maximum of 6 credits each semester for two recommendations for strengthening their
semesters and must attain an overall grade point application for future submission. Applicants who average of 3.0 to continue in the program and seek to be reconsidered for acceptance in a future COUNSELING PROGRAMS become fully matriculated. After 12 credits on semester may submit an updated application at that
limited matriculation status, students with under a time, with indication in the personal statement of ADMISSIONS REQUIREMENTS 3.0 grade point average may not be permitted to how the applicant responded to the direction Deadlines & Important Dates continue in the program. provided by the faculty when not previously Applications are considered through a modified Writing: A personal statement of 500 words or accepted to the program. rolling admissions process. To be considered for less is analyzed in terms of both content and prose. Within approximately one month after being full matriculation in the fall semester, applications The successful applicant demonstrates an interviewed, applicants are informed of their must be submitted by June 1st of the previous understanding of what has led them to pursue acceptance status. spring. To be considered for full matriculation in graduate study in counseling. Educational and Submitting an Application for Admission the spring semester, applications must be career goals are expected to be consistent with our All applicants must apply for admission to LIU submitted by November 1st of the previous fall. program mission and curriculum. Organization, Brooklyn. Please apply online at My LIU or use These deadlines permit the review process to occur cogency, and grammar are taken into the Apply Now link in the top navigation bar of in its entirety, which includes both a thorough consideration, with a well organized, well- the campus’ website. For more information on the examination of the application materials and an reasoned, grammatically accurate written admissions process, visit the Office of Admissions applicant interview. presentation required for admission. website or call 718-488-1011. Applications that are received after these dates Resume/Vitae: Applicants’ experiences PROGRAM REQUIREMENTS (i.e., June 1 for fall admission; Nov 1 for spring (including volunteer work and training in addition Continued enrollment in this program is admission) are considered for limited to employment experience) should demonstrate in contingent upon: matriculation on a provisional basis. Late breadth and/or depth a developed commitment to • Maintenance of a 3.0 Grade Point Average applicants with an undergraduate and/or previous serving others in a helping capacity. • Prompt resolution of any INC or UW Grades graduate grade point average of 3.0 or above may Interview • Satisfactory student disposition in the areas of be accepted on a limited matriculation basis and After a thorough examination of application attendance, preparedness, attitude toward permitted to take up to 12 credits (a full load of materials, program faculty interview selected learning, response to feedback, reflectiveness, courses) during their first semester. During that applicants, often in small groups. Interviews take classroom engagement and participation, semester, these students are interviewed and their place throughout most months of the fall and expressive coherence, and professionalism.
LIU Brooklyn Graduate Bulletin 2013 - 2014 Page 122 LIU Brooklyn
Each of these requirements is addressed in CSP 615 Professional Issues and 3.00 skills necessary to work in today’s schools: greater depth in the Counseling Student Handbook Ethics in Counseling contemporary practice of school counseling, provided to all students upon enrollment in the school-based research, program development and CSP 649 Counseling Theories and 3.00 program. These requirements are also addressed in evaluation, advocacy, leadership, collaboration Applications a student orientation that occurs at the start of each and consultation. As with our master’s degree in fall and spring semester. CSP 652 Human Development 3.00 school counseling, our 24-credit Advanced Across the Lifespan Certificate in School Counseling is registered with the New York State Education Department as SCHOOL COUNSELING AND CSP 654 Counseling Skills & 3.00 satisfying the educational requirements for Processes BILINGUAL SCHOOL provisional certification as a school counselor. COUNSELING CSP 659 Counseling and A 3.00 Permanent certification requires a total of 60 Pluralistic Society credits and two years experience as a school JOB OPPORTUNITIES AND CAREER counselor. CSP 660A Group Work 3.00 TRENDS State-certified school counselors and bilingual CSP 668A Assessment and 3.00 Advanced Certificate, School school counselors are uniquely qualified to address Diagnosis in Counseling Counselor students’ academic, personal/social and career Diverse Populations All of the following courses are required: development needs by designing, implementing, CSP 682 Career Development and 3.00 CSP 661A School Counseling 3.00 evaluating and enhancing a comprehensive school Counseling Practicum counseling program that promotes and enhances student success. School counselors are essential All of the following specialty courses are CSP 665A School Counseling 6.00 members of the education community. School required: Internship I counselors help students achieve academically, CSP 705 Foundations of School 3.00 CSP 666A School Counseling 6.00 develop both personally and socially, and consider Counseling Internship II future educational and career avenues. If you are CSP 708 School Counseling 3.00 interested in a challenging career within the CSP 705 Foundations of School 3.00 Research, Program educational system outside of the classroom, and Counseling Development and you want to make a real difference in the lives of Evaluation CSP 708 School Counseling 3.00 young people, you will find a career in school Research, Program CSP 711 Advocacy, Leadership, 3.00 counseling to be enjoyable and gratifying. Development and Collaboration and Professional school counselors are employed in Evaluation all levels of K-12 school systems. According to the Consultation in School Occupational Outlook Handbook, 2012-13 Counseling CSP 711 Advocacy, Leadership, 3.00 Collaboration and Edition, employment for school counselors is All of the following specialty practice courses Consultation in School expected to grow by 19 percent between 2010 and are required: 2020. "The number of students attending schools Counseling CSP 661A School Counseling 3.00 at all levels is expected to increase during the Practicum Credit and G.P.A. Requirements projections decade, boosting demand for school Minimum Total Credits: 24 Credits counselors." CSP 665A School Counseling 6.00 Minimum G.P.A.: 3.0 Internship I
M.S.Ed. in School Counseling CSP 666A School Counseling 6.00 M.S.Ed. in Bilingual School Internship II The 48-credit M.S.Ed. program in school Counseling counseling provides students with core knowledge Credit and G.P.A. Requirements The 51-credit M.S.Ed. in Bilingual School in professional issues and ethics, counseling Minimum Total Credits: 48 Credits Counseling provides students with core knowledge theories, human development, counseling skills, Minimum G.P.A.: 3.0 in professional issues and ethics, counseling group work, assessment, and career development. theories, human development, counseling skills, Building upon these core content areas, the school Advanced Certificate in School group work, assessment, and career development. counseling program focuses specifically on the Counseling Building upon these core content areas, the development of knowledge and skills necessary to bilingual school counseling program focuses work in today’s schools: contemporary practice of The 24-credit Advanced Certificate in School specifically on the development of knowledge and school counseling, school-based research, program Counseling is for students who already have a skills necessary to work in today’s schools: development and evaluation, advocacy, leadership, master’s degree in counseling and wish to meet the contemporary practice of school counseling, collaboration and consultation. Our 48-credit educational requirements to become certified as a school-based research, program development and M.S.Ed. program in school counseling is school counselor. To enter this program, students’ evaluation, advocacy, leadership, collaboration, registered with the New York State Education graduate transcript in counseling must reflect consultation, and counseling ethno-linguistically Department as satisfying the educational coursework in professional issues and ethics, diverse students and families. Our 51-credit requirements for provisional certification as a social and cultural diversity, human growth and M.S.Ed. in Bilingual School Counseling is school counselor. development, career development, helping registered with the New York State Education relationships, group work, and assessment. Department as satisfying the educational M.S.Ed., School Counselor Building upon these core content areas, the school requirements for provisional certification as a All of the following core courses are required: counseling advanced certificate program focuses school counselor and the bilingual extension for specifically on the development of knowledge and practice as a bilingual school counselor.
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The New York City Department of Education CSP 726 Counseling 3.00 CSP 705 Foundations of School 3.00 has created a Graduate Scholarship Program to Ethnolinguistically Counseling address the staffing needs in critical shortage areas Diverse Students and CSP 708 School Counseling 3.00 and to improve the delivery of service to New Families Research, Program York City Public School students. This scholarship All of the following specialty practice courses Development and program prepares participants to serve in the areas are required: Evaluation of Bilingual Special Education, Monolingual and CSP 661B Bilingual School 3.00 Bilingual Speech Language Pathology/Audiology, CSP 711 Advocacy, Leadership, 3.00 Counseling Practicum Monolingual and Bilingual Visually Impaired, Collaboration and Bilingual Guidance Counselor, Bilingual School CSP 665B Bilingual School 6.00 Consultation in School Psychology, and Bilingual Social Worker. The Counseling Internship I Counseling scholarship program offers uncertified candidates CSP 666B Bilingual School 6.00 CSP 726 Counseling 3.00 a traditional path to certification by way of a Counseling Internship II Ethnolinguistically master's degree in a traditional teaching or clinical Diverse Students and shortage area. The primary objective of the Credit and G.P.A. Requirements Families scholarship program is to provide full tuition Minimum Total Credits: 51 Credits payments to eligible students enabling them to Minimum G.P.A.: 3.0 Credit and G.P.A. Requirements obtain New York State certification and to seek a Minimum Total Credits: 27 Credits rewarding career in education. Successful program Advanced Certificate in Bilingual Minimum G.P.A.: 3.0 candidates are required to provide service in a high-need New York City Public Schools upon School Counseling MENTAL HEALTH completion of the program. Two (2) years of The 18-27-credit Advanced Certificate Program service is required for every year the scholarship is COUNSELING in Bilingual School Counseling is for students who awarded. Additional information on the Graduate already have a master’s degree in counseling and JOB OPPORTUNITIES AND CAREER Scholarship Program is available at wish to meet the educational requirements to TRENDS www.teachnycprograms.net. become certified as a school counselor with the Mental Health Counseling is a distinct
bilingual extension. To enter this program, profession with national standards for education, M.S.Ed., Bilingual School Counselor students’ graduate transcript in counseling must training and clinical practice. The New York All of the following core courses are required: reflect coursework in professional issues and Mental Health Counselors Association is the state CSP 615 Professional Issues and 3.00 ethics, social and cultural diversity, human growth organization that represents the interests of the Ethics in Counseling and development, career development, helping clinical counselors of New York State. As stated in CSP 649 Counseling Theories and 3.00 relationships, group work, and assessment. the Occupational Outlook Handbook, 2012-13 Applications Building upon these core content areas, the Edition, mental health counselors work with bilingual school counseling advanced certificate individuals, families, and groups to address and CSP 652 Human Development 3.00 program focuses specifically on the development treat mental and emotional disorders and to Across the Lifespan of knowledge and skills necessary to work in promote mental health. They are trained in a CSP 654 Counseling Skills & 3.00 today’s schools: contemporary practice of school variety of therapeutic techniques used to address Processes counseling with ethno-linguistically diverse issues such as depression, anxiety, addiction and students and families, school-based research, substance abuse, suicidal impulses, stress, trauma, CSP 659 Counseling and A 3.00 program development and evaluation, advocacy, low self-esteem, and grief. They also help with job Pluralistic Society leadership, collaboration and consultation. Along and career concerns, educational decisions, mental CSP 660A Group Work 3.00 with a master’s degree in counseling, our 18-27- and emotional health issues, and relationship credit Advanced Certificate Program in Bilingual problems. In addition, they may be involved in CSP 668A Assessment and 3.00 School Counseling is registered with the New community outreach, advocacy, and mediation Diagnosis in Counseling York State Education Department as satisfying the activities. Some specialize in delivering mental Diverse Populations educational requirements for provisional health services for the elderly. Mental health CSP 682 Career Development and 3.00 certification as a school counselor and the counselors often work closely with other mental Counseling bilingual extension for practice as a bilingual health specialists, such as psychiatrists, school counselor. Permanent certification requires psychologists, clinical social workers, psychiatric All of the following specialty courses are a total of 60 credits and two years experience as a nurses, and school counselors. required: school counselor. Mental health counselors work in community CSP 705 Foundations of School 3.00 health and social service organizations, day Counseling Advanced Certificate, Bilingual treatment programs, outpatient mental health CSP 708 School Counseling 3.00 School Counseling clinics, hospitals, or private practice. Mental Research, Program All of the following courses are required: Health Counselors are highly skilled professionals Development and who provide a full range of services including: CSP 661B Bilingual School 3.00 Evaluation assessment and diagnosis, psychotherapy, Counseling Practicum treatment planning and utilization review, brief CSP 711 Advocacy, Leadership, 3.00 CSP 665B Bilingual School 6.00 and solution-focused therapy, alcoholism and Collaboration and Counseling Internship I substance abuse treatment, psycho-educational and Consultation in School prevention programs, and crisis management. If Counseling CSP 666B Bilingual School 6.00 you are interested in a challenging career working Counseling Internship II with individuals, groups, couples, families, the
LIU Brooklyn Graduate Bulletin 2013 - 2014 Page 124 LIU Brooklyn young and the elderly, and you want to help people CSP 682 Career Development and 3.00 CSP 661M Mental Health Counseling 3.00 lead more fulfilling lives, you will find a career in Counseling Practicum mental health counseling to be enjoyable and All of the following specialty practice courses CSP 665M Mental Health Counseling 6.00 gratifying. are required: Internship I According to the Occupational Outlook CSP 661M Mental Health Counseling 3.00 Handbook, 2012-13 Edition, employment for CSP 666M Mental Health Counseling 6.00 Practicum mental health counselors is expected to grow by 37 Internship II percent between 2010 and 2020, which is much CSP 665M Mental Health Counseling 6.00 CSP 706 Foundations of Mental 3.00 faster than the average for all occupations. Internship I Health Counseling "Growth is expected as the overall population CSP 666M Mental Health Counseling 6.00 grows and as insurance companies increasingly CSP 709 Research, Evidence- 3.00 Internship II provide for reimbursement of counselors and Based Practice and marriage and family therapists as a less costly All of the following specialty courses are Program Evaluation alternative to psychiatrists and psychologists." required: CSP 712 Psychopathology and 3.00 CNNMoney.com ranked Mental Health CSP 706 Foundations of Mental 3.00 Psychopharmacology Counselor number 33 of the top 50 Best Jobs in Health Counseling America, based on average salary ($53,150) and CSP 709 Research, Evidence- 3.00 projected 10-year job growth (27.18%). Credit and G.P.A. Requirements Based Practice and Minimum Total Credits: 24 Credits Program Evaluation M.S. in Mental Health Minimum G.P.A.: 3.0 CSP 712 Psychopathology and 3.00 Counseling Psychopharmacology MARRIAGE AND FAMILY The 60-credit M.S. in Mental Health A total of 12 credits of electives is required. Credit and G.P.A. Requirements THERAPY Counseling provides students with core knowledge Minimum Total Credits: 60 credits in professional issues and ethics, counseling JOB OPPORTUNITIES AND CAREER Minimum G.P.A.: 3.0 theories, human development, counseling skills, TRENDS group work, assessment, and career development. Our graduates practice marriage and family Building upon these core content areas, the mental Advanced Certificate in Mental therapy in accordance with the scope of practice health counseling program focuses specifically on delineated by the Office of the Professions of the the development of knowledge and skills Health Counseling New York State Education Department: necessary to work in a variety of clinical settings: The 24-credit Advanced Certificate Program in • Marriage and family therapists provide foundations of mental health counseling, research, Mental Health Counseling is for students who individual, couple, family, relational and group evidence-based practice, program evaluation, already have a master’s degree in counseling and therapy. They assess, treat and implement psychopathology, and psychopharmacology. Our wish to meet the educational requirements to change in the overall, long-term well-being of 60-credit M.S. in Mental Health Counseling become licensed as a mental health counselor. To individuals, couples, families and those in other satisfies the educational requirements for the New enter this program, students’ graduate transcript in relationships. The traditional emphasis on the York State mental health counselor license counseling must reflect coursework in professional individual is expanded to include consideration (LMHC). Upon completion of these educational issues and ethics, counseling theories, human of the nature and roles of individuals in relation requirements, 3,000 hours of supervised development, counseling skills, group work, to others, particularly in the family system. experience in the practice of mental health assessment, and career development. Building • Marriage and family therapy focuses not only counseling and a passing grade on the National upon these core content areas, the mental health on the individual patient—even if it is a single Clinical Mental Health Counseling Examination counseling advanced certificate program focuses person seeking therapy—but on the context and (NCMHCE) are required for licensure. specifically on the development of knowledge and relationships in which the person participates.
skills necessary to work in a variety of clinical All relationship contexts are considered, M.S., Mental Health Counseling settings: foundations of mental health counseling, including the married or committed couple, All of the following core courses are required: research, evidence-based practice, program family, school, work, social, community and CSP 615 Professional Issues and 3.00 evaluation, psychopathology, and other relational systems. Ethics in Counseling psychopharmacology. Along with a master’s • Marriage and family therapists treat a wide range of clinical problems including: CSP 649 Counseling Theories and 3.00 degree in counseling, our 24-credit Advanced depression, marital problems, anxiety, nervous Applications Certificate Program in Mental Health Counseling satisfies the educational requirements for the New and mental disorders, as well as relationship, CSP 652 Human Development 3.00 York State mental health counselor license couple, family and child-parent problems. Across the Lifespan (LMHC). Upon completion of these educational • Marriage and family therapy is often brief and solution-focused and it is designed to achieve CSP 654 Counseling Skills & 3.00 requirements, 3,000 hours of supervised specific therapeutic goals of individuals and Processes experience in the practice of mental health counseling and a passing grade on the National families. CSP 659 Counseling and A 3.00 Clinical Mental Health Counseling Examination According to the Occupational Outlook Handbook, Pluralistic Society (NCMHCE) are required for licensure. 2012-13 Edition, employment for marriage and family therapists is expected to grow by 37% CSP 660A Group Work 3.00 Advanced Certificate, Mental Health between 2010 and 2020, which is much faster than CSP 668A Assessment and 3.00 Counseling the average for all occupations. “Growth is Diagnosis in Counseling expected as the overall population grows as an All of the following courses are required: Diverse Populations insurance companies increasingly provide for
Page 125 LIU Brooklyn Graduate Bulletin 2013 - 2014 Bulletin 2013 - 2014 reimbursement of counselors and marriage and CSP 661F Marriage and Family 3.00 Minimum G.P.A.: 3.0 family therapists as a loss costly alternative to Counseling Practicum psychiatrists and psychologists.” CSP 665F Marriage and Family 6.00 SCHOOL PSYCHOLOGY
Counseling Internship I M.S. in Marriage and Family ABOUT THE FIELD OF SCHOOL CSP 666F Marriage and Family 6.00 PSYCHOLOGY Therapy Counseling Internship II School psychologists work with students
individually and in groups. They also develop Our 60-credit M.S. in Marriage and Family Marriage and Family Therapy Elective Courses programs to train teachers and parents about Therapy provides students with the core CSP ###** Elective CSP Courses 9.00 effective teaching and learning strategies, knowledge necessary to work with individuals, *** techniques to manage behavior at home and in the couples and families in a variety of settings. The Credit and G.P.A. Requirements classroom, working with students with disabilities program requires extensive clinical training and Minimum Total Credits: 60 Credits or with special talents, addressing abuse of drugs satisfies the educational requirements for the New Minimum G.P.A.: 3.0 and other substances, and preventing and York State Marriage and Family License. To managing crises. In addition, most school receive licensure, students must complete the psychologists provide the following services: educational requirements, 1,500 hours of Advanced Certificate in Marriage Consultation supervised experience in the practice of marriage and Family Therapy • Collaborate with teachers, parents, and and family therapy and a passing grade on the administrators to find effective solutions to Examination in Marital and Family Therapy This 39-credit Advanced Certificate program in learning and behavior problems. developed by the Association of Marital and Marriage and Family Therapy satisfies the • Help others understand child development and Family Therapy Regulatory Boards. educational requirements for the New York State how it affects learning and behavior. Marriage and Family Therapy License. To receive • Strengthen working relationships between M.S., Marriage and Family Therapy licensure, students must complete the educational teachers, parents, and service providers in the Marriage and Family Therapy Prerequisite requirements, 1,500 hours of supervised community. Core Courses experience in the practice of marriage and family Evaluation therapy and a passing grade on the Examination in CSP 615 Professional Issues and 3.00 • Evaluate eligibility for special services. Marital and Family Therapy developed by the Ethics in Counseling • Assess academic skills and aptitude for Association of Marital and Family Therapy learning. CSP 649 Counseling Theories and 3.00 Regulatory Boards. Applications • Determine social-emotional development and mental health status. CSP 652 Human Development 3.00 Advanced Certificate, Marriage and • Evaluate learning environments. Across the Lifespan Family Therapy Intervention Marriage and Family Therapy Specialty CSP 654 Counseling Skills & 3.00 • Provide psychological counseling to help Courses Processes resolve interpersonal or family problems that CSP 657A Marriage and Family 3.00 interfere with school performance. Marriage and Family Therapy Common Core Counseling: Theoretical • Work directly with children and their families Courses Foundations to help resolve problems in adjustment and CSP 659 Counseling and A 3.00 learning. Pluralistic Society CSP 657B Marriage and Family 3.00 Counseling: Clinical • Provide training in social skills and anger CSP 660A Group Work 3.00 Knowledge and Skill management. • Help families and schools manage crises such CSP 668A Assessment and 3.00 CSP 700 Family Law 3.00 as death, illness, or community trauma. Diagnosis in Counseling Prevention Diverse Populations CSP 709 Research, Evidence- 3.00 Based Practice and • Design programs for children at risk of failing Marriage and Family Therapy Specialty Program Evaluation at school. Courses • Promote tolerance, understanding, and CSP 657A Marriage and Family 3.00 CSP 712 Psychopathology and 3.00 appreciation of diversity within the school Counseling: Theoretical Psychopharmacology community. Foundations Marriage and Family Therapy Practice • Develop programs to make schools safer and Courses more effective learning environments. CSP 657B Marriage and Family 3.00 • Collaborate with school staff and community Counseling: Clinical CSP 661F Marriage and Family 3.00 agencies to provide services directed at Knowledge and Skill Counseling Practicum improving psychological and physical health. CSP 700 Family Law 3.00 CSP 665F Marriage and Family 6.00 • Develop partnerships with parents and teachers Counseling Internship I to promote healthy school environments. CSP 709 Research, Evidence- 3.00 Research and Planning Based Practice and CSP 666F Marriage and Family 6.00 • Evaluate the effectiveness of academic and Program Evaluation Counseling Internship II behavior management programs. Marriage and Family Therapy Elective Courses CSP 712 Psychopathology and 3.00 • Identify and implement programs and strategies CSP ###** Elective CSP Courses 9.00 Psychopharmacology to improve schools. *** Marriage and Family Therapy Practice • Use evidence-based research to develop and/or Courses Credit and G.P.A. Requirements recommend effective interventions. Minimum Total Credits: 39 Credits For more information on the field of school
LIU Brooklyn Graduate Bulletin 2013 - 2014 Page 126 LIU Brooklyn psychology, visit the National Association of making; consultation and collaboration; effective School Psychologist's website at instruction; socialization and the development of www.nasponline.org. life-skills; student diversity in development and Assessment Sequence - 15 credits U.S. News and World Report ranked School learning; school and systems organization; policy CSP 704 Research and 3.00 Psychologist #13 of The 100 Best Jobs. "In the development and the development of appropriate Measurement in coming years, classrooms will swell and educate school climate; prevention, crisis intervention and Education more students who have special needs, learning mental health interventions; home-school CSP 721A Cognitive Asssessment I 3.00 disabilities, and behavioral issues. Schools tending collaboration; research and program evaluation; to their needs will increase demand for school and information technology. Our 60-credit M.S.Ed CSP 721B Cognitive Assessment II 3.00 psychologists. The Bureau of Labor and Statistics Program in School Psychology is registered with CSP 722A Personality Assessment I 3.00 (BLS) expects employment growth of nearly 22 the New York State Education Department as percent in the occupation by 2020." (see satisfying the educational requirements for CSP 722B Personality Assessment II 3.00 http://money.usnews.com/careers/best-jobs/school- provisional certification as a school psychologist. Intervention Sequence - 15 credits psychologist). In addition to the requirements for the general CSP 655 Applied Behavior 3.00 ADMISSIONS REQUIREMENTS School Psychology degree, students may elect to Analysis I • B.A. or B.S. degree from an accredited college, take one or both of two specializations, each of with a 2.75 G.P.A. which entails another 6 credits of course work: CSP 703 Parent Consultation and 3.00 • Individuals with or without a background in 1. Early Childhood Specialization prepares school Intervention psychology or education are encouraged to psychologists to work with infants, toddlers and CSP 714 Educational Consultation 3.00 apply. preschoolers and their families. This sequence in Multicultural School • A written statement of professional goals, consists of two three-credit courses: one that Settings including rationale for why the candidate has covers the administration and interpretation of chosen the field of school psychology infant assessment instruments, and one that CSP 720 Community School 3.00 • Two professional letters of reference from explores current theory and research in infant Psychology academic instructors or professional development. This specialization does not lead CSP 799 Individual and Group 3.00 supervisors. to a separate New York State certification, but Counseling Practices in Based on the information that the candidate is designed to help our graduate students School Settings provides, as well as space limitations, a select acquire the knowledge base and practical skills number of students will be interviewed. for working with a particularly sensitive Fieldwork and Professional Issues Sequence - SUBMITTING AN APPLICATION FOR population. 15 credits ADMISSION 2. Bilingual Specialization prepares school CSP 680A Issues in School 3.00 All applicants must apply for admission to LIU psychologists to work with linguistically Psychology Brooklyn. Please apply online at My LIU or use diverse children and their families. It includes CSP 680B Fieldwork in School 3.00 the Apply Now link in the top navigation bar of two three-credit courses: a course in bilingual Psychology I the campus’ website. For more information on the education and a course in bilingual assessment. admissions process, visit the Office of Admissions Students who wish to be certified as bilingual CSP 680C Fieldwork in School 3.00 website. school psychologists must also receive passing Psychology II PROGRAM REQUIREMENTS scores on the Bilingual Education Assessment CSP 781A, Internship in School 3.00 Continued enrollment in this program is Test (BEA) of the New York State Teacher 781B, Psychology I - General, contingent upon: Certification Exams (NYSTCE), or the or Biingual or Early • Maintenance of a 3.0 Grade Point Average previously administered Target Language 781C Childhood • Prompt resolution of any INC or UW Grades Proficiency Assessment (TLPA). Information • Satisfactory professional dispositional reviews regarding the BEA exam can be found at: CSP 782A, Internship in School 3.00 in the areas of attendance, preparedness, www.nystce.nesinc.com/NY_viewSG_opener.a 782B, Psychology II - General, attitude toward learning, response to feedback, sp. (It is recommended that students take the or Bilingual or Early reflectiveness, classroom engagement and exam after they have taken and completed TAL 782C Childhood participation, expressive coherence, and 823.) Students who wish to specialize in bilingual
professionalism. school psychology should take the bilingual Each of these requirements is addressed in greater M.S.Ed., School Psychologist internship courses (CSP 781B and CSP 782B) and depth in the School Psychology Student Handbook The following courses are required: are also required to take TAL 823 and CSP 724. provided to all students upon enrollment in the Developmental Sequence - 6 credits Total credits = 66. program. These requirements are also addressed in CSP 633 Developmental 3.00 Students who wish to specialize in early a Student Orientation that occurs at the start of Psychology childhood school psychology should take the early each fall and spring semester. childhood internship courses (CSP 781C and CSP TAL xxx TAL graduate-level 3.00 782C) and are also required to take CSP 723 and elective M.S.Ed. in School Psychology CSP 733. Total credits = 66. Diagnostic Sequence - 9 credits Credit and G.P.A. Requirements The 60-credit M.S.Ed. Program in School CSP 650 Developmental 3.00 Minimum Total Credits: 60 Credits Psychology provides students with core Psychopathology Minimum G.P.A.: 3.0 knowledge and skills necessary to work in today’s CSP 651 School Neuropsychology 3.00 schools. Specifically our program has outlined ten competencies based on what was delineated by the CSP 702 Diagnosis of Learning 3.00 National Association of School Psychologists Problems (NASP). Those include: data-based decision-
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Counseling and School CSP 607 Independent Research in Counseling CSP 649 Counseling Theories and Applications Under the guidance of a faculty member, students Counseling theories and techniques and their Psychology Courses select a topic or question of interest to investigate application within a diverse society are presented. in depth. Students conduct a thorough literature Students will explore the major theories of
review and devise a qualitative or quantitative study counseling and psychotherapy, including CSP 502 Substance Abuse: Prevention and that would contribute to existing knowledge in the psychoanalytic, person-centered, existential, reality, Intervention area. The submission of a complete proposal, behavioral, cognitive, multicultural, racial identity, A course is designed to equip the counselor with including rationale, literature review, sample feminist, and family systems, amongst others. the knowledge to help persons with substance abuse population chosen, methods, and procedure, is Credits: 3 problems. The course reviews the historical required. Every Fall and Spring background of substance abuse and dependency; The pre-requisites of CSP 615, 652, 654 and HDL studies the psychological, social, pharmacological 649 are required. CSP 650 Developmental Psychopathology and legal aspects of substance abuse; recognizes that Credits: 3 The major mood disorders in children and alcohol dependency can become an adaptive Rotating Basis adolescents will be reviewed, with a specific focus response; and develops an awareness in the student on anxiety, depression and bipolar conditions. of the important role of prevention. CSP 615 Professional Issues and Ethics in There will be an emphasis on specific school related The pre-requisites of CSP 615, 649, 652 and 654 Counseling problems, such as social withdrawal, school phobia, are required. An overview of professional orientation and ethical eating disorders, social adjustment and peer Credits: 3 practice. Introduction to the history and problems, and suicide. Attention will also be given Rotating Basis philosophy of the profession, professional roles and to reviewing other interfering behaviors such as
organizations, and credentialing issues and selective mutism, suicidal ideation, and gang CSP 503 Counseling Women processes. An exploration of ethical standards of violence. Consideration will be given to cultural A consideration of the issues involved in counseling the ACA and related entities and applications of and social factors in making diagnoses and women in our contemporary, diverse society. ethical and legal considerations in professional developing therapeutic interventions. The role of The pre-requisites of CSP 615, 649, 652 and 654 counseling. the school psychologist will be explored as well as are required. Credits: 3 assessment issues inherent in diagnosing Credits: 3 Every Fall and Spring psychopathology. Rotating Basis TARGETED FIELDWORK REQUIREMENT: CSP 633 Developmental Psychology CSP 504 Approaches to Human Sexuality Students are expected to administer the following This course is intended to review the different An examination of the origins, forms and instruments: Conners Comprehensive Behavior stages of human development from birth to age 21. applications of human sexuality; alternative sexual Rating Scales, Reynolds Child Manifest Anxiety It includes a review of different perceptions and preferences and lifestyles, psychological and Scale, the Reynolds Child Depression Inventory, conceptions of development and an exploration of sociological implications of the sexual drive, sexual Reynolds Suicide Scale, Beck Youth Inventories, the historical evolution of such perspectives. The dysfunction, research in human sexuality, and and Piers-Harris Self-Concept Scale, Symptom emotional, cognitive, social and physical challenges applications to counseling and mental health Checklist-90-R (SCL-90-R) as well as other that children face as they grow older will be service settings. assessment methods. After these scales are reviewed. Major developmental theories and The pre-requisites of CSP 615, 649, 652 and 654 administered, students will be required to research findings will be presented such as Neo- are required. incorporate theories and research findings from Piagetian theory, racial identity development Credits: 3 reading and will be expected to set socio-emotional theory, developmental theories based on LGBT Rotating Basis goals, and develop sample treatment plans. 40 issues, immigration issues and second language hours. CSP 518 Play Therapy issues. Theorists such as Bronfenbrenner, Kohlberg, Credits: 3 A survey of methods, materials and techniques for Gardner, and Erickson will also be reviewed. Annually working with children. Consideration of different Three credits. approaches and the therapeutic use of play. Credits: 3 CSP 651 Educational Neuropsychology The pre-requisites of CSP 615, 652, 654 and HDL Annually This course will provide an examination of neural
649 are required. anatomy and brain functions that are most CSP 639 Youth Culture and the Urban Credits: 3 important in the acquisition of reading, writing and Environment Rotating Basis math skills. Mechanisms such as attention, A contextual exploration of today's youth in the executive functions, and working memory will be CSP 605 Domestic Violence: Violence and the urban environment with attention to the process of explored, and their neurological brain bases will be Family identity development. Focus on issues such as discussed. Developmental neuropsychological This course examines the nature of violence, substance use and abuse, gang involvement, teen research will be examined for principles that can especially against women and children. Three pregnancy, sexually transmitted diseases, HIV, and enhance psychoeducational assessment and major areas are covered: spouse abuse, child the role of the media, technology and music. remedial practices. The neural bases of bilingualism physical abuse and child sexual abuse. Prevalence, Consideration of socio-economics and the and second language acquisition will also be factors that foster and mitigate the tendency toward influences of race, ethnicity, gender and sexual discussed. Neurological disorders will be discussed violence, and treatment issues are discussed. orientation. Discussion of the counselor's role as in relationship to modifications in educational The pre-requisites of CSP 615, 652, 654 and HDL an advocate for urban youth. placement, classification and practice. 649 are required. The pre-requisites of CSP 615, 652, 654 and HDL The pre-requisite of CSP 721A is required. Credits: 3 649 are required. Credits: 3 Rotating Basis Credits: 3 Annually Rotating Basis
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CSP 652 Human Development Across the to the impact of human sexuality on families and required. Audio-taping, videotaping, or live Lifespan couples. Consideration of preventative methods to supervision. An overview of theories of individual and family encourage family wellness. Study of societal trends The pre-requisites of CSP 615, 649, 652, and 654 development, transitions across the lifespan, and and treatment issues related to working with are all required. theories of learning and personality development. multicultural and diverse family systems. Credits: 3 Exploration of internal and external influences Concentration on principles and methods of case Annually upon normal and abnormal development, conceptualization and assessment with couples and disability, and exceptional behavior. Investigation families. CSP 661B Bilingual School Counseling Practicum of strategies for facilitating optimum development The pre-requisites of CSP 615, 649, 652 and 654 Students work 75 hours in a K-12 school under the and wellness over the lifespan. are required. supervision of a certified and experienced bilingual Credits: 3 Credits: 3 school counselor, being exposed to and performing Every Fall and Spring Annually varied responsibilities of the school counseling program. A minimum of 40 hours of direct service CSP 654 Counseling Skills & Processes CSP 659 Counseling and A Pluralistic Society to children with limited English language Counselor characteristics and behaviors that An exploration of the context of relationships, and proficiency is required. Audio-taping, videotaping, influence helping processes are addressed. Focus is issues and trends in a culturally and linguistically or live supervision. on interviewing methods, counseling skills, goal diverse society. Focus on theories of identity The pre-requisites of CSP 615, 649, 652 and 654 setting, treatment planning, assessment, diagnosis, development in multiple domains, and are required. documentation and report writing. Both direct multicultural counseling theories and Credits: 3 service and consultation skills are discussed. The competencies. Investigation into the nature of Annually importance of self-awareness and analysis toward biases, prejudices, oppression, and discrimination counselor effectiveness is highlighted. and their effects. CSP 661F Marriage and Family Counseling Credits: 3 The pre-requisites of CSP 615, 652, 654 and HDL Practicum Every Fall and Spring 649 are required. Students work 75 hours in a setting that provides Credits: 3 marriage and family counseling under the CSP 655 Applied Behavior Analysis I: Principles Annually supervision of a licensed professional, observing and Procedures and performing various direct and indirect services This course will provide an in-depth analysis of the CSP 660A Group Work including but not limited to intake interviewing; principles upon which applied behavior analysis is An introduction to principles of group dynamics, marriage and family counseling; record keeping; based, as well as an introduction to procedures that approaches to group leadership and authority, attending treatment team meetings and professional can be used to improve social and academic theories and methods of group counseling. Issues development events; and engaging in testing and behaviors in all children. Students will review of culture, diversity, and identity in groups will be assessment. Students complete a minimum of 40 single subject design as well as other issues addressed. Instructional videos and/or media hours in direct service to clients. Audiotaping, necessary to document interventions. Emphasis is representations of group dynamics will be included. videotaping, or live supervision is required. placed on the application of the principles to Includes an experiential group experience of at least Credits: 3 environmental, functional and ecological analyses 10 hours and the study of different types and Annually of behavior in a responsible ethical manner. settings of group work, including psychoeducational TARGETED FIELDWORK REQUIREMENT: groups and therapeutic groups with various clinical CSP 661M Mental Health Counseling Practicum Students are expected to observe in schools and populations. Students work 75 hours in a mental health setting develop behavior intervention plans to improve The pre-requisites of CSP 615, 652, 654 and HDL under the supervision of a licensed mental health specific social or academic behaviors in a classroom. 649 are required. professional, observing and performing various A certified school psychologist will supervise Credits: 3 direct and indirect services including but not students. 30 hours. Annually limited to intake interviewing; individual, group, Credits: 3 and family counseling; record keeping; attending Annually CSP 660B Advanced Group Work treatment team meetings and professional A continuation of the study of group dynamics in development events; and engaging in testing and CSP 657A Family Counseling in the Urban an advanced context. The impact of social system assessment. A minimum of 40 hours in direct Setting phenomena such as race/ethnicity, gender, and service is required. Audio-taping, videotaping, or Marriage and family counseling theories and culture on groups will be assessed. Systemic and live supervision. techniques and their application within a diverse organizational dynamics related to the counselor''s The pre-requisites of CSP 615, 652, 654 and 649 society are presented. Students will explore the role will be explored. Instructional videos and/or are required. major theories of marriage and family counseling media representations of group dynamics will be Credits: 3 and psychotherapy, including psychodynamic, included. An intensive experiential group Annually Bowenian, experiential, structural, systemic, and experience of at least 10 hours will be required. strategic theories, amongst others. The pre-requisites of CSP 615, 649, 652, 654 and CSP 665A School Counseling Internship I The pre-requisites of CSP 615, 649, 652 and 654 HDL 660A are required. Students work 300 hours each of two semesters in a are required. Credits: 3 K-12 school under the supervision of a certified and Credits: 3 Rotating Basis experienced school counselor, being exposed to and Annually performing varied responsibilities of the school CSP 661A School Counseling Practicum counseling program. A minimum of 120 hours CSP 657B Marriage and Family Counseling: Students work 75 hours in a K-12 school under the each semester in direct service is required. Audio- Clinical Knowledge and Skill supervision of a certified and experienced school taping, videotaping, or live supervision. Focus is on healthy and unhealthy family counselor, being exposed to and performing varied The pre-requisite of CSP 661A is required and functioning, including the recognition of specific responsibilities of the school counseling program. approval from the Department. problems and appropriate interventions. Attention A minimum of 40 hours of direct service is Credits: 6
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Annually CSP 679 Substance Abuse and High Risk CSP 666B Bilingual School Counseling Behaviors CSP 665B Bilingual School Counseling Internship II An overview of substance use, abuse and high-risk Internship I Students work 300 hours each of two semesters in a behaviors, and their interrelatedness in the contexts Students work 300 hours each of two semesters in a K-12 school under the supervision of a certified and of the helping professions of psychology and K-12 school under the supervision of a certified and experienced bilingual school counselor, being counseling. Substance abuse counseling theories, experienced bilingual school counselor, being exposed to and performing varied responsibilities of practices, and treatment will be explored. exposed to and performing varied responsibilities of the school counseling program. A minimum of The pre-requisites of CSP 615, 649, 652 and 654 the school counseling program. A minimum of 120 hours each semester in direct service to are all required. 120 hours each semester in direct service to children with limited English language proficiency Credits: 3 children with limited English language proficiency is required. Audio-taping, videotaping, or live Rotating Basis is required. Audio-taping, videotaping or live supervision. supervision. The pre-requisite of CSP 665B is required and CSP 682 Career Development and Counseling The pre-requisite of CSP 661B is required and Departmental approval. Study of the meaning of work in people's lives, Departmental approval. Credits: 6 career development theories, decision-making Credits: 6 Annually models, and programming. Consideration of print Annually and electronic career information systems. CSP 666F Marriage and Family Counseling Exploration of multiple roles and identities in CSP 665F Marriage and Family Counseling Internship II career development. Analysis of educational and Internship I Students work 300 hours each of two semesters in a career counseling processes, techniques, and Students work 300 hours each of two semesters in a setting that provides marriage and family resources. setting that provides marriage and family counseling under the supervision of a licensed The pre-requisites of CSP 615, 652, 654 and HDL counseling under the supervision of a licensed professional, observing and performing various 649 are required. professional, observing and performing various direct and indirect services including but not Credits: 3 direct and indirect services including but not limited to intake interviewing; marriage and family Annually limited to intake interviewing; marriage and family counseling; record keeping; attending treatment counseling; record keeping; attending treatment team meetings and professional development CSP 700 Family Law team meetings and professional development events; and engaging in testing and assessment. An overview of federal and state law with regard to events; and engaging in testing and assessment. Students complete a minimum of 130 hours each marriage and family relationships. Focus on the Students complete a minimum of 130 hours each semester in direct service to clients. Audiotaping, counselor’s role in working with various types of semester in direct service to clients. Audiotaping, videotaping, or live supervision is required. families in confronting important life decisions, videotaping, or live supervision is required. Credits: 6 resolving disputes and planning for the future. Credits: 6 Annually Attention to issues of consultation with legal Annually professionals and the interaction of the counselor CSP 666M Mental Health Counseling Internship with the federal and state legal systems. CSP 665M Mental Health Counseling Internship II The pre-requisites of CSP 615, 649, 652 and 654 I Students work 300 hours each of two semesters in a are required. Students work 300 hours each of two semesters in a clinical setting under the supervision of a licensed Credits: 3 clinical setting under the supervision of a licensed mental health professional, observing and Annually mental health professional, observing and performing various direct and indirect services performing various direct and indirect services including but not limited to intake interviewing; CSP 702 Diagnosis of the Learning Problems of including but not limited to intake interviewing; individual, group and family counseling; record Students individual, group and family counseling; record keeping; attending treatment team meetings and This course will review the diagnostic and learning keeping; attending treatment team meetings and professional development events; and engaging in issues of students with learning disabilities, such as professional development events; and engaging in testing and assessment. A minimum of 120 hours dyslexia, math and writing disabilities, nonverbal testing and assessment. A minimum of 120 hours each semester in direct service is required. Audio- disabilities, attention deficit and executive function each semester in direct service is required. Audio- taping, videotaping, or live supervision. difficulties. Profiles, assessment batteries, taping, videotaping, or live supervision. The pre-requisite of CSP 665M is required. differential diagnoses, and specific measures that The pre-requisite of CSP 661M is required and Credits: 6 facilitate the diagnosis of such disabilities will be Departmental approval. Annually reviewed. Research findings along with theoretical Credits: 6 and etiological issues will be discussed Annually CSP 668A Assessment and Diagnosis in TARGETED FIELDWORK REQUIREMENT: Counseling Diverse Populations Students are expected to administer various CSP 666A School Counseling Internship II Focus on the nature and meaning of assessment; assessments such as (but not limited to): Ravens Students work 300 hours each of two semesters in a standardized and non-standardized testing methods; Progressive Matrices, S-TOPP, Stroop, BRIEF, K-12 school under the supervision of a certified and statistical concepts; reliability and validity; social, Achenbach, Conners to help in ruling out experienced school counselor, being exposed to and cultural, and linguistic factors in assessment and conditions described within the course description performing varied responsibilities of the school diagnosis; ethical issues in instrument selection, to children in school settings. Supervision by a counseling program. A minimum of 120 hours administration, and interpretation of assessments. school psychologist is required. The results of each semester in direct service is required. Audio- Introduction to the DSM classification system. these assessments will be used to write social, taping, videotaping, or live supervision. The pre-requisites of CSP615, 652, 654 and HDL emotional and academic goals. 40 hours. The pre-requisite of CSP 665A is required and 649 are required. The pre-requisite of CSP 651 is required. approval from the Department. Credits: 3 Credits: 3 Credits: 6 Annually Annually Annually
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CSP 703 Parent Consultation and Intervention in field component. features, demographic features, prevalence, course, Multicultural Settings The pre-requisites of CSP 615, 649, 652 and 654 familial pattern, differential diagnosis, and cultural This course will focus on the shifts that have are required. contexts. Basic understanding of commonly occurred in child therapy, and how these changes Credits: 3 prescribed psychopharmacological medications, can inform and affect consultation work with Annually including uses and side effects. parents in a variety of multicultural settings. Topics The pre-requities of CSP 615, 649, 652 and 654 are such as developmental and attachment theory, the CSP 708 School Counseling Research, Program required. interactional nature of personality development and Development and Evaluation Credits: 3 a relational understanding of emotional problems Introduction to quantitative and qualitative Annually will be emphasized to highlight how interactions research methods; the use of technology and between parent and child become prototypes for statistics, inquiry, and analyses in conducting CSP 714 Academic Consultation in Multicultural later relational experiences. The premise of parent- research in the development, evaluation and School Settings focused treatment rests on an understanding of the modification of school counseling programs. Focus This course will review instructional issues inherent regulatory processes and attachment between on understanding the investigative process from in school systems necessary to facilitate changes on parent and child; through parent consultation, the needs assessment through the interpretation of the individual, team and programmatic level. parent-child relationship is reconfigured to mitigate findings and the implementation of change for Emphasis is on reviewing instructional and learning issues in child development. Three credits. improved counseling effectiveness. Exploration of theory as well as exploring the role of school Credits: 3 the use of data to inform decision making, with psychologists in assisting teachers and staff to Annually attention to both internal and external effects upon develop and monitor curriculum. Emphasis will be students learning and development. Ten hour field placed on assisting and training staff and parents to CSP 704 Research and Measurement In component. implement evidence-based curricula as well as Education and Psychology The pre-requisites of CSP 615, 649, 652 and 654 understanding the context and cultural background This course will provide a presentation of basic are required. of different students. Parent training programs will statistical and measurement concepts such as Credits: 3 be reviewed and discussed and methods of crisis central tendency, variability, correlation and factor Annually intervention will be elaborated upon, as well as how analysis used to interpret test scores and understand issues of diversity may warrant that interventions be test construction. Concepts of validity, reliability CSP 709 Research, Evidence-Based Practice and tailored to particular backgrounds. Consultation and the use of derived scores are presented through Program Evaluation projects will be completed in which trainees assess an analysis of the assessments used in school Introduction to quantitative and qualitative student strengths and weaknesses, develop psychology as well as research used to inform school research methods; the use of technology and interventions collaboratively with staff, and train psychology. Major statistical and measurement statistics, inquiry and analysis in research and staff to implement these interventions, monitor concepts will be applied in order to understand program evaluation. A review and analysis of these interventions and assess overall effectiveness. how research problems are systematically evidence-based practices in mental health TARGETED FIELDWORK REQUIREMENT: investigated using experimental quasi-experimental counseling with a variety of populations and clinical Students will be required to go into schools and and qualitative designs. Surveys and qualitative issues. The use of needs assessment and outcomes consult with teachers and/or administrators research are also discussed. research in program development, implementation, regarding children with academic difficulties. A Credits: 3 and evaluation will be explored. Ten hour field certified school psychologist will supervise students. Annually component. 40 hours. The pre-requisites of CSP 615, 649, 652 and 654 The pre-requisite of CSP 655 is required. CSP 705 Foundations of School Counseling are required. Credits: 3 Introduction to the history, philosophy, and Credits: 3 Annually current trends in school counseling and Annually educational systems. Exploration of the role, CSP 721A Cognitive Assessment I function, and professional identity of the school CSP 711 Advocacy, Leadership, Collaboration and This course is designed to teach students to counselor. Investigation into internal and external Consultation in School Counseling administer, score and interpret standardized factors that influence student learning and Introduction to educational policy and school intelligence tests as part of the cognitive assessment development. Instruction in ethical and legal issues reform related to diversity, equity and excellence in process. This course focuses on the three Wechsler specific to the practice of school counseling. Ten student learning. Exposure to modes and methods Intelligence Scales. Psychometric properties of those hour field component. of collaboration and consultation with family, instruments are related to issues of interpretation. The pre-requisites of CSP 615, 649, 652 and 654 school, and community to enhance student Psychological issues in intelligence testing as well as are required. development and achievement. Understanding of ethical and legal considerations are reviewed. Credits: 3 the characteristics and strategies of effective Students are required to administer tests and write Annually leadership in educational systems. Ten hour field assessment reports based on the results. Additional component. laboratory hours are required. CSP 706 Foundations of Mental Health The pre-requities of CSP 615, 649, 652 and 654 are Credits: 3 Counseling required. Annually Introduction to the history, philosophy, and Credits: 3 current trends in mental health counseling. Annually CSP 721B Cognitive Assessment II Exploration of the role, function, and professional A continuation of 721A. Students learn how to identity of the mental health counselor, including CSP 712 Psychopathology and assess the cognitive functioning of children by issues of credentialing, collaboration, and Psychopharmacology administering, scoring and interpreting measures of consultation with other treatment providers. An overview of the major diagnostic categories of cognitive ability as well as academic functioning Instruction in ethical and legal issues specific to the psychopathology according to the current DSM used by school psychologists Integration of findings practice of mental health counseling. Ten hour classification system. An understanding of with educational and other evaluation results is disorders in terms of diagnostic features, associated
Page 131 LIU Brooklyn Graduate Bulletin 2013 - 2014 Bulletin 2013 - 2014 examined so that individual education plans can be assessment, and alternative approaches to the screening process, individual evaluations, developed. Students are required to administer assessment of cognitive functioning and social interdisciplinary staff conferences, parent tests, write assessment reports, and make case adaptive behavior of linguistically diverse children. conferences and professional meetings is required. presentations. Additional laboratory hours are Students will learn when and how to conduct Students evaluate children, write reports, and required. evaluations in the child''s first or second language practice short-term counseling and consultation The pre-requisite of CSP 721A is required. (or both). Students administer tests, make case under the supervision of the on-site psychologist. Credits: 3 presentations, and write reports. Interpretation of Students also attend weekly meetings with the Annually data focuses on integrating clinical findings so that University clinical supervisor in which professional individual educational plans can be developed. and ethical issues related to the practice of school CSP 722A Personality Assessment I Additional laboratory hours are required. psychology in multicultural settings are discussed. This course aims to teach students how to The pre-requisites of CSP 721A and 721B are Students must apply for the internship in the administer, score and interpret the Rorschach test, required. semester before registration. through the use of the Exner Comprehensive Credits: 3 The pre-requisites of HDL 721A, 721B, 722A, Scoring System. The history of projective tests Annually 722B and a total of 48 credits completed are along with their strengths and shortcomings will be required. reviewed. Cultural, ethnic and language CSP 726 Counseling Ethnolinguistically Diverse Credits: 3 considerations will be discussed as related to the Students and Families Every Fall administration and interpretation of the test. An exploration of the experiences of culturally and Additional laboratory hours are required. ethnolinguistically diverse families in the context of CSP 781B Internship School Psychology I - The pre-requisite of CSP 721A is required. an English-predominant society. The impact of Bilingual Extension Credits: 3 linguistic fluency, immigration, acculturation, and Students complete a 1200 hour internship Annually assimilation upon family dynamics and related throughout the academic year in a University- systems will be analyzed. Considerations such as approved setting under the dual guidance of an on- CSP 722B Personality Assessment II parentification of English-speaking children of site staff psychologist and a University-based clinical This course is a continuation of 722A. It aims to linguistic minority parents, management of bi- supervisor. At least half of the hours should be in a teach students how to administer, score and cultural stress, trends in bilingual education, and school setting. Participation in the intake and interpret thematic apperceptive, figure drawing and cultural resiliency will be addressed. Ten hour field screening process, individual evaluations, sentence completion tests. Throughout the course component. interdisciplinary staff conferences, parent students will be practicing report writing and will The pre-requisites of CSP 615, 649, 652 and 654 conferences and professional meetings is required. develop the ability to integrate information from are required. Students evaluate children, write reports, and the various personality assessments, including the Credits: 3 practice short-term counseling and consultation Rorschach. Quantitative and qualitative Annually under the supervision of the on-site psychologist. interpretations will be reviewed. Additional Students also attend weekly meetings with the laboratory hours are required. CSP 733 Development in Infancy and Early University clinical supervisor in which professional The pre-requisite of CSP 722A is required. Childhood and ethical issues related to the practice of school Credits: 3 This course presents an in-depth review of current psychology in multicultural settings are discussed. Annually research and theory in perceptual, cognitive, social, Students must apply for the internship in the
emotional and physical aspects of development semester before registration. Students must be CSP 723 Assessing Infants, Toddlers and from birth to age 3. Particular attention is paid to placed in a setting where bilingual and Preschoolers the influence of culture and environment on early multicultural populations are in place and must Students will learn to administer, score and development. Implications of developmental receive supervision from a bilingual field-based interpret the tests used to assess development in theories for assessment and early intervention supervisor. infants, toddlers and preschoolers. This course will practices are included. The pre-requisites of HDL 721A, 721B, 722A, focus on the psychometric properties as they relate Credits: 3 722B and a total of 48 credits completed are to assessments of development, cognitive On Demand required. functioning and adaptive behavior. Play assessment Credits: 3 and observational techniques for such age groups CSP 745 Special Topics in Counseling: Summer Every Fall are presented. Techniques for assessing children Institutes with vision and hearing impairments are also Each year the faculty identifies critical areas of CSP 781C Internship School Psychology I - Early addressed. Students will be required to administer interest in counseling. Summer institutes are Childhood tests, make case presentations, and write reports. planned for intensive study related to those issues. Students complete a 1200 hour internship Students will interpret data by integrating clinical Each institute features expert speakers on the topic. throughout the academic year in a University- findings so that specific intervention plans can be The pre-requisites of CSP 615, 652, 654 and 649 approved setting under the dual guidance of an on- developed. Additional laboratory hours are are required. site staff psychologist and a University-based clinical required. Credits: 3 supervisor. At least half of the hours should be in a The pre-requisites of CSP 721A and 721B are Rotating Basis school setting. Participation in the intake and required. screening process, individual evaluations, CSP 781A Internship School Psychology I - Credits: 3 interdisciplinary staff conferences, parent General On Demand conferences and professional meetings is required. Students complete a 1200 hour internship Students evaluate children, write reports, and CSP 724 Assessing the Bilingual Child throughout the academic year in a University- practice short-term counseling and consultation In this course, students will engage in an approved setting under the dual guidance of an on- under the supervision of the on-site psychologist. examination of issues in the assessment of bilingual site staff psychologist and a University-based clinical Students also attend weekly meetings with the children, including the appropriate use of supervisor. At least half of the hours should be in a University clinical supervisor in which professional standardized measures, nondiscriminatory school setting. Participation in the intake and
LIU Brooklyn Graduate Bulletin 2013 - 2014 Page 132 LIU Brooklyn and ethical issues related to the practice of school The pre-requisite of HDL 781B is required. addressed. Students will use technological, psychology in multicultural settings are discussed. Credits: 3 interpersonal and research skills to explore Students must apply for the internship in the Every Spring community, understand the relationship between semester before registration. Students must be school and community, and plan for the placed in a setting where early childhood CSP 782C Internship School Psychology II - Early involvement of community in the life of the school populations are in place and must receive Childhood and the district/region. supervision from a field-based supervisor with This course is a continuation of HDL 781C. The pre-requisite of HDL 930 is required or expertise in early childhood assessment. Students will complete a 1200 hour internship Department consent. The pre-requisites of HDL 721A, 721B, 722A, throughout the academic year in a University- Credits: 3 722B and a total of 48 credits completed are approved setting under the dual guidance of an on- Annually required. site staff psychologist and a University-based clinical Credits: 3 supervisor. At least half of the hours should be in a CSP 931B Research Methods In Administration Every Fall school setting. Participation in the intake and The focus of this course is to help administrators screening process, individual evaluations, become lifelong consumers and producers of CSP 782A Internship School Psychology II - interdisciplinary staff conferences, parent research. Students will develop technological skill in General conferences and professional meetings is required. locating research materials from varied sources. This course is a continuation of HDL 781A. Students evaluate children, write reports, and Students will learn to read, analyze, and evaluate Students complete a 1200 hour internship practice short-term counseling and consultation qualitative and quantitative research articles and to throughout the academic year in a University- under the supervision of the on-site psychologist. use the information gained to inform decision- approved setting under the dual guidance of an on- Students also attend weekly meetings with the making in order to support teaching/learning/ site staff psychologist and a University-based clinical University clinical supervisor in which professional achievement. Students will also learn to critically supervisor. At least half of the hours should be in a and ethical issues related to the practice of school evaluate published research, formulate research school setting. Participation in the intake and psychology in multicultural settings are discussed. questions, write research reports, and develop screening process, individual evaluations, Students must apply for the internship in the research proposals that will become the bases for interdisciplinary staff conferences, parent semester before registration. Students must be internship projects. Strategies for sharing conferences and professional meetings is required. placed in a setting where early childhood information with teachers and parents, Students evaluate children, write reports, and populations are in place and must receive disseminating research data, and understanding the practice short-term counseling and consultation supervision from a field-based supervisor with impact of research on practice will be explored. under the supervision of the on-site psychologist. expertise in early childhood assessment. The pre-requisite of HDL 930 is required or Students also attend weekly meetings with the The pre-requisite of HDL 781C is required. Department consent. University clinical supervisor in which professional Credits: 3 Credits: 3 and ethical issues related to the practice of school Every Spring Annually psychology in multicultural settings are discussed. Students must apply for the internship in the CSP 930 Administrative Core I: An Overview CSP 932 Assessment in Administration semester before registration. This course will focus on organizational This course will focus on understanding assessment The pre-requisite of HDL 781A is required. development and systems theory. It deals with the theory. Students will become knowledgeable about Credits: 3 structural, cultural, political, business, human obtaining assessment data from automated Every Spring relations, and policy elements of traditional and informational links and using those data in order to non-traditional schools as social systems concerned make administrative decisions about students, CSP 782B Internship School Psycholgy II - with inputs, environments, transformation, and faculty, and curriculum. Emphasis will also be Bilingual Extension outcomes. Students will be expected to identify placed on the ways in which administrators use This course is a continuation of HDL 781B. personal leadership, supervisory, and administrative standardized and alternative assessments of Students complete a 1200 hour internship abilities and demonstrate skills in the functions and students, formative and summative assessments of throughout the academic year in a University- processes of leadership, management, interpersonal faculty, and program evaluation. Issues of reliability approved setting under the dual guidance of an on- communication, and motivation for school change and validity and their relationship to the decision- site staff psychologist and a University-based clinical by linking theory and practice in classroom-based making process will be explored. The effects of supervisor. At least half of the hours should be in a and field-based activities. Strategies for the diversity in language, culture, gender, and school setting. Participation in the intake and implementation of initiatives and the evaluation of ability/disability on the use of assessment data will screening process, individual evaluations, their impact on schools are discussed. be investigated. interdisciplinary staff conferences, parent Credits: 6 Credits: 3 conferences and professional meetings is required. Every Fall Annually Students evaluate children, write reports, and practice short-term counseling and consultation CSP 931A Administrative Core II: Community CSP 933 School Business Administration under the supervision of the on-site psychologist. Relations This course will focus on the business-related Students also attend weekly meetings with the This course broadens the focus from aspects of school and district/regional University clinical supervisor in which professional school/district/regional-related theories and administration as they support the improvement of and ethical issues related to the practice of school practices to those that define the nature of public the instructional program. Emphasis will be given psychology in multicultural settings are discussed. schooling and interrelationships between the to business management practices, i.e., funding Students must apply for the internship in the educational agency and local, state, federal and sources, budgeting, automated accounting systems, semester before registration. Students must be community forces as they impact on teaching, and federal, state, and municipal mandates. In placed in a setting where bilingual and learning and achievement. Emphasis is put on addition, strategic human resource planning multicultural populations are in place and must gaining support for safe and secure learning including recruiting and selection techniques will receive supervision from a field-based supervisor environments. Legal frameworks with respect to be explored. Students will review the collective with a bilingual certificate. community needs and their right to know are bargaining process and understand the application
Page 133 LIU Brooklyn Graduate Bulletin 2013 - 2014 Bulletin 2013 - 2014 of technology to the human resource field. community intent on enhanced student The pre-requisite of HDL 930 is required or achievement. Students will explore district/regional Department consent. composition and understand strategies and develop Credits: 3 skills for: building and articulating a system-wide Annually vision; coordinating groups for achieving district/regional short-range and long-range goals CSP 935 Education and the Law and objectives; developing procedures and policies; This course will explore, from a historical generating and allocating resources; developing a perspective, legal and ethical issues as they impact research-based approach to building safe and education in a effective schools; developing leadership in school multicultural/multilingual/multiracial and and community groups; working with governance economically diverse society. Students will study groups; capacity building; negotiating; and program issues such as teachers', students' and parents' rights planning and accountability. and responsibilities, separation of church and state, Credits: 3 censorship, freedom of speech, affirmative action, Annually and educational equity and access. Special attention will be given to the implications of the No Child CSP 951A Internship in Administration and Left Behind legislation. Case law and case studies Supervision I: Building Level will be used as they relate to policy development. This internship consists of 550 hours at the school Credits: 3 building level. Eight core areas are addressed: Annually leadership, management, curriculum and instruction, student issues, personnel issues, staff CSP 936 Curriculum Development development, in-district/region relationships, and A review of learning theory, human development, community relations. and motivation as they relate to teaching, learning Credits: 3 and achievement. Principles of curriculum Annually development, design, and assessment to enhance teacher practice in standard-based and CSP 951B Internship in Administration and constructivist classrooms will be studied. Students Supervision II: District/Regional Level will focus on the learning standards and analyze, This internship consists of 550 hours at the district critically evaluate, utilize, and develop strategies for or regional office level. Eight core areas are engaging teachers in the process of assessing addressed: leadership, management, curriculum academic needs, implementing and adapting and instruction, student issues, personnel issues, curriculum, and evaluating outcomes. The staff development, in-district/region relationships, importance of technology in student learning will and community relations. be included. Organizational decision-making and The pre-requisite of HDL 951A is required. problem-solving skills needed in the development of Credits: 3 appropriate curricula will be discussed. Connecting Annually the curriculum to the world of work will be explored. CSP 998 Special Topics in School Leadership Credits: 3 This course is designed to provide participants with Annually the opportunity to explore one topic of administrative importance in depth. Topics will CSP 937 The Supervisor in the School Setting vary each semester. This course focuses on the elements of effective Credits: 1 to 3 supervisory practice in the school. Students will On Occasion consider the learning standards relative to the principles of supervision, supervisory leadership styles, and the assessment of teacher performance. Important topics include effective instructional practices, adult learning theories, organizing and planning professional staff development, and coaching and mentoring models, as well as team and consensus-building approaches that include parents and other constituents. Strategies for the development of school/district/regional comprehensive plans for the continuous professional growth of all staff will be examined. Credits: 3 Annually
CSP 941 School District Administrator This course will explore the complex role of today's school district/regional administrator as an effective leader in the broader, urban-inclusive educational
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TEACHING, LEARNING AND average Fieldwork • Submit two letters of recommendation Fieldwork is required in almost all TLL LEADERSHIP • Submit a statement of professional goals courses. Students need to have at least one day a Students who have not passed the Academic week available to be in a school placement during Professors Kesson (chair), Rivera, Traugh (Dean) Literacy Skills Test (ALST) of the NYS Teacher school hours. Professors Emeriti Berkowitz, Kazlow, Long, Certification Exam and do not have prior teaching Student Teaching Nathanson, Pascale. certification are also required to take the TLL Student teaching is usually completed in the Associate Professors Bains, Dyasi, Lava, Lehman, Department Assessment, a measure of writing last semester of the teacher education programs. It Lemberger, Munn-Joseph skill, upon admission and before registration. is a full-time experience that consists of all-day Associate Professor Emeriti Floyd, Zinar Students who do not achieve a passing score student teaching in selected schools. Assistant Professors Black, Harris, Pregot, (Level 3) on the assessment must enroll in TAL To be admitted to Student Teaching, multiple Salloum 088 Textual Strategies for Educators, a non-credit criteria include: Instructors McLaughlin, Walsh, Watson course to develop reading and writing skills at the • Passing score on ALST Adjunct: 30 graduate level, during the first semester. They are • 3.0 G.P.A. The Department of Teaching, Learning and also required to meet with the Director of • Interview with Director of School Relations & Leadership offers programs on both the Academic Support Services early in the semester Field Experience and/or Program Coordinator. undergraduate and graduate level, all leading to to discuss the results of the assessment. In Students who have not passed the ALST do not NYS teaching and leadership certification. The addition, students scoring at Level 1 are limited to student teach but may graduate from the Non- program prepares new teachers and administrators 3 credits in the first semester; students scoring at Certification Track. who are just starting out in their field and helps Level 2 are limited to 6 credits. Degree Requirements practicing professionals enhance their careers with Waiver of Courses for Students with an To graduate with a major in teaching students additional specializations. All programs emphasize Undergraduate Degree in Urban Education must have: hands-on learning in a multicultural context. from LIU • Completion of all program requirements with a Classes are small, fostering an atmosphere of Students who have completed the minimum G.P.A. of 3.0 inquiry and reflection. Fieldwork, student undergraduate teacher education curriculum at • Descriptive Review of Practice teaching, and internship placements are in schools LIU Brooklyn, including TAL 201 and TAL • Capstone Portfolio especially selected for excellence and diversity. 301/302, may waive TAL 801 and TAL 830 in the To graduate from the Certification Track, With an emphasis on practice, students will be out graduate curriculum, reducing the total credit students must also: in the schools – observing, learning, and doing – requirement by six credits. In the event that this • Pass the ALST, EAS, and CST from the very beginning. Students will graduate results in a program of fewer than 30 credits, • Fulfill NYS general education and content area eligible for state certification – and ready to get a students are required to take an elective to bring requirements job! their program to at least 30 credits. The elective • Complete state-mandated training in (1) child Job Opportunities and Career Trends must be approved by a faculty adviser. abuse identification and reporting, (2) violence Education is an ever-growing field. As the Submitting an Application for Admission prevention, and (3) fire safety, substance abuse population continues to grow, so will the need for All applicants must apply for admission to LIU prevention, and abduction prevention. quality teachers and administrators to work in Brooklyn. Please apply online at My LIU or use Students who do not meet the criteria for schools. Learning the theory in classrooms and the Apply Now link in the top navigation bar of graduation from the Certification Track will being involved in the practice of teaching through the campus’ website. For more information on the graduate from the Non-Certification Track. fieldwork and student teaching is the beginning of admissions process, visit the Office of Admissions Certification a journey. The New York City Department of website or call 718-488-1011. All TAL graduate certification-track programs Education is the primary employer of our Program Requirements in teaching fulfill the academic requirements for graduates and there are high need areas such as: Continued enrollment in this program is the following certificates: Early Childhood, Special Education and English as contingent upon: • Initial Certification, for students with less than a Second Language. In addition, teachers and • Maintaining a 3.0 grade-point average 3 years of experience in the certification area administrators are also employed in a range of • Satisfactory review by faculty at each stage of • Professional Certification, for students with a educational settings, including pre-schools, the program year of mentored teaching and two years of private, independent and charter schools, private The School of Education Certification Officer teaching experience in the certification area tutorial companies and after-school and literacy reviews the transcripts of all new students seeking To obtain initial or professional certification, programs. Educators are also sought at non-profit 1st initial certification for evidence of students must: organizations with a community service and/or undergraduate or graduate study that fulfills the • Fulfill all requirements for graduation from a educational focus, including those that are following NYS teacher certification requirements: certification track program, including: - internationally-based. Having a degree in • General education requirements, including Completion of student teaching, internship, education opens up other career options including: study in artistic expression, communication, and/or practicum requirements - Passing scores positions in educational media, such as in information retrieval, history and social on the ALST and EAS - Completion of state- publishing and television development, curriculum sciences, humanities, language other than mandated training in child abuse identification development, market research and human English, scientific processes, mathematical and reporting; school violence prevention; fire resources, notably the training function. processes, and written analysis and expression. safety; substance abuse prevention, and Admission Requirements • Content area requirements, including a 30 abduction and, harassment, bullying and To be admitted into this program, you must: credit concentration or major in one of the discrimination prevention and intervention. • Submit an application to LIU Brooklyn's Office Liberal Arts and Sciences. • Be a U.S. citizen or sign a Declaration of Intent of Admissions (see below) Students will be advised of any additional • Pass the Content Specialty Test (CST) in the • Have a bachelor's degree from an accredited coursework that they will need to complete before certification area institution graduation to fulfill these requirements. • Pass the edTPA • Have 2.75 minimum undergraduate grade-point • For students seeking the Bilingual Education
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Extension: pass the Bilingual Education Education at LIU Brooklyn lead to Initial for students wishing to improve their writing skills Assessment (BEA) in the target language of Certification. for graduate study as well as in preparation for the instruction Professional Certification is the second-level NYSTCE. The School of Education (SOE) Certification teaching certificate. A holder of an Initial The following workshops are required for all Officer helps students apply for certification when certificate must apply to the New York State programs leading to state certifications: all requirements are met. Students interested in Department of Education (SED) for the The Child Abuse Identification and Reporting Internship Certification before graduation should Professional certificate upon completion of Workshop is required or completion of the course consult the Certification Officer. requirements. Professional Certification is ALCX 702. Progression awarded to students with a year of mentored The Violence Prevention and Intervention All of the M.S.Ed. programs in teaching are teaching and 2 years of teaching experience in the Workshop is required or completion of the course divided into four Tiers: certification area. Please note that when you ALCX 703. • Tier I: Diversity, Language and Literacies in possess this certificate you must complete 175 The Fire Safety, Substance Abuse and Urban Education hours of professional development every five years Abduction Prevention Workshop is required or • Tier II: Observation and Description of Urban to keep this certificate valid. completion of the course ALCX 704. Learners In addition, students in the following M.S.Ed. The Harassment, Bullying and Discrimination • Tier III: Inquiry of Urban Classrooms and programs leading to 1st initial certification may be Prevention and Intervention Workshop is required Teaching Practices eligible to apply for Internship Certification after or completion of the course ALCX 705. • Tier IV: Advanced Inquiry and Practice completing half the required credits: To progress from one Tier to the next, students • Childhood Urban Education The Department of Teaching, Learning and must maintain a minimum 3.0 G.P.A. In addition • Early Childhood/Childhood Urban Education Leadership offers the following specializations: students must meet the following criteria, • Early Childhood Urban Education • Early Childhood and Childhood Education • To progress from Tier 1 to Tier II: satisfactory • Adolescence Urban Education • Adolescence Education completion of first six credits, including TAL • Teaching Urban Children with Disabilities • Special Education 801. • Teaching Urban Adolescents with Disabilities • TESOL • To progress from Tier II to Tier III: satisfactory • TESOL • Bilingual Education completion of TAL 830 and other Tier II Internship Certificates are valid for two years • Educational Leadership courses. and permit students to begin teaching while
• To progress from Tier III to Tier IV: completing their degrees and other certification satisfactory completion of TAL 880 and other requirements. Please see the Certification Officer Tier III courses. for more information about this option. At each stage of progression, faculty teams To obtain initial or professional certification, review students’ work to insure that all criteria are students must: met. In some cases, students who do not meet 1. Graduate from the Certification Track criteria are permitted to progress to the next Tier 2. Complete state-mandated training in (1) child on probation. abuse identification and reporting, (2) violence Teaching Certification Requirements prevention, (3) fire safety, substance abuse Requirements for teacher certification in New prevention, and abduction prevention, and, (4) York includes successful completion of a harassment, bullying and discrimination bachelor’s or master’s degree; passing of prevention and intervention. certification examinations, completing workshops 3. Pass the following portions of the NYSTCE. in (1) child abuse identification and reporting, (2) • Academic Literacy Skills Test (ALST) violence prevention, (3) fire safety, substance • Educating All Students Test (EAS) abuse prevention, and abduction prevention, and, • edTPA (4) harassment, bullying and discrimination • Content Specialty Test (CST) in the prevention and intervention. LIU Brooklyn's certification area programs in teacher education are designed to • For students seeking a Bilingual Extension: prepare students to meet these certification The Bilingual Education Assessment (BEA) requirements. in the target language of instruction. The teacher education programs in the School 4. Fingerprint Clearance of Education at LIU Brooklyn prepare students for Applications for certification are submitted two levels of certification in New York State — electronically. Students who have completed all Initial and Professional: requirements of the registered New York State Initial Certification is the minimum Teacher Certification program at LIU Brooklyn certification required to teach in New York State. should see the SOE certification officer, Ms. Initial Certification, for students with less than Marizaldy Mercedes, 2nd floor, Pratt Building, to three years of teaching experience in the complete their application. certification area.The entry-level certificate is Preparing for New York State Teacher valid for 5 years and is issued in a specific subject Certification Examinations and/or grade level. Initial Certification leads to the Students who have not passed the ALST are Professional Certificate. After three years of strongly encouraged to take the following non- professional teaching experience, you can apply credit course early in their program: for the Professional Certificate to continue to be TAL 099 Preparing for the NYSTCE (0 credits) certified in New York State. All teacher-training Another optional non-credit course, TAL 088 bachelor’s and master’s programs in the School of Textual Strategies for Educators, is recommended
LIU Brooklyn Graduate Bulletin 2013 - 2014 Page 136 LIU Brooklyn
EARLY CHILDHOOD AND TAL 844 Environments, Practices 3.00 TAL 881B Student Teaching for the 1.00 and Play (15 Fieldwork Practicing Teacher: Early CHILDHOOD EDUCATION hours) Childhood (20 days)
TAL 846 Family Literacy and 3.00 TAL 971 Capstone Seminar 3.00 M.S.Ed. in Early Childhood Parental Collaboration Credit and G.P.A. Requirements (10 Fieldwork hours) Urban Education (Birth - Gr 2) Minimum Total Credits: 34-36 Credits Tier III: Inquiry into Urban Classrooms and Minimum G.P.A.: 3.0
The 36 -credit M.S.Ed. in Early Childhood Teaching Practices ( 9 credits) Urban Education (Birth-Grade 2) is for students TAL 845 Math and Science in 3.00 Early Childhood Urban without prior certification and leads to the degree Early Childhood (15 Fieldwork hours) Education - Non Certification of Master of Science and eligibility for initial NYS certification in Early Childhood Education. It TAL 873 Early Literacy (15 3.00 M.S.Ed., Early Childhood Urban prepares students to teach children from birth to Fieldwork hours) second grade. There is also a 34 credit M.S.Ed. in Education (B-2) (Non-Certification) Early Childhood Urban Education (Birth-Grade 2) TAL 880 Classroom Inquiry II (30 3.00 Non-credit pre-requirement determined by for students who already have certification in Fieldwork hours) TAL Assessment or ALST another area. Students graduating from this Tier IV: Advanced Inquiry and Practice (6 TAL 088 Textual Strategies for 0.00 program are eligible for teaching certification once credits) Educators they have passed all required portions of the New TAL 881A Student Teaching: Early 3.00 TIER I: Diversity, Language and Literacies in York State Teacher Certification Exam Childhood (Full-time) Urban Education (9 credits) (NYSTCE). Students may also apply for TAL 801 Issues in Urban Education 3.00 Internship Certification after completing the first TAL 971 Capstone Seminar 3.00 TAL 802 Language and Literacy 3.00 18 credits. Internship Certification permits M.S.Ed., Early Childhood Urban students to begin teaching while they complete Education (B-2) - 2nd Initial TAL 810 Early Development (15 3.00 their degrees. Students with prior initial Fieldwork hours) certification in another area will, upon completing Certification TIER II: Observation and Description of this program, also be eligible for professional All of the following courses must be completed. Urban Learners (12 credits) certification in their original certification area. A TIER I: Diversity, Language and Literacies in 34-credit non-certification track is available for Urban Education (9 credits) TAL 803 Perspectives on 3.00 students who are not interested in or who do not TAL 801 Issues in Urban Education 3.00 Disability qualify for certification. TAL 830 Classroom Inquiry I (30 3.00 TAL 802 Language and Literacy 3.00 Fieldwork hours) Early Childhood Urban TAL 810 Early Development (15 3.00 fieldwork hours) TAL 844 Environments, Practices 3.00 Education 1st Initial & 2nd and Play (15 Fieldwork TIER II: Observation and Description of hours) Initial Certification Urban Learners (12 credits)
TAL 803 Perspectives on Disability 3.00 TAL 846 Family Literacy and 3.00 M.S.Ed., Early Childhood Urban Parental Collaboration TAL 830 Classroom Inquiry I (30 3.00 Education (B-2) - 1st Initial (10 Fieldwork hours) Fieldwork hours) Certification TIER III: Inquiry of Urban Classrooms and TAL 844 Environments, Practices 3.00 Non-credit pre-requirement determined by Teaching Practices (9 credits) and Play (15 Fieldwork TAL Assessment or ALST TAL 845 Math and Science in 3.00 hours) TAL 088 Textual Strategies for 0.00 Early Childhood (15 Educators TAL 846 Family Literacy and 3.00 Fieldwork hours) Parental Collaboration All of the following courses must be completed. TAL 873 Early Literacy (15 3.00 (10 Fieldwork hours) Fieldwork hours) TIER I: Diversity, Language and Literacies in Tier III: Inquiry into Urban Classrooms and TAL 880 Classroom Inquiry II (30 3.00 Urban Education (9 credits) Teaching Practices ( 9 credits) Fieldwork hours) TAL 801 Issues in Urban Education 3.00 TAL 845 Math and Science in 3.00 TIER IV: Advanced Inquiry and Practice (4 Early Childhood (15 TAL 802 Language and Literacy 3.00 credits) Fieldwork hours) TAL 810 Early Development (15 3.00 TAL 890 Overview of Teaching in 1.00 TAL 873 Early Literacy (15 3.00 fieldwork hours) Alternative Settings Fieldwork hours) TIER II: Observation and Description of TAL 971 Capstone Seminar 3.00 TAL 880 Classroom Inquiry II (30 3.00 Urban Learners (12 credits) Credit and G.P.A. Requirements Fieldwork hours) TAL 803 Perspectives on Disability 3.00 Minimum Total Credits: 34 Credits Tier IV: Advanced Inquiry and Practice (4 Minimum G.P.A.: 3.0 TAL 830 Classroom Inquiry I (30 3.00 credits) Fieldwork hours)
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M.S.Ed. in Childhood Urban TAL 831 Teaching Social Studies 3.00 TIER IV: Adv Inquiry & Practice (3 credits) 1-6 (10 Fieldwork TAL 971 Capstone Seminar 3.00 Education (Grades 1-6) hours) Credit and G.P.A. Requirements The 42-credit M.S.Ed. in Childhood Urban TAL 832 Teaching the Arts 1-6 3.00 Minimum Total Credits: 33 Credits Education (Grades 1-6) is for students without Minimum G.P.A.: 3.0 TAL 833 Teaching 3.00 prior certification and leads to the degree of Science/Technology 1-6 Master of Science and eligibility for initial NYS (10 Fieldwork hours) Childhood Urban Education - certification in Childhood Education, grades 1-6. It TAL 834 Teaching 3.00 Non Certification prepares students to teach in elementary school classrooms. There is also a 33-credit M.S.Ed. in Math/Technology 1-6 M.S.Ed., Childhood Urban Education Childhood Urban Education (Grades 1-6) for (10 Fieldwork hours) (1-6) (Non-Certification) students who already have certification in another TAL 854 Classroom as Community 3.00 Non-credit pre-requirement determined by area. (10 Fieldwork hours) Optional extensions are available for students TAL Assessment or ALST who wish to teach in middle schools (6 credits) or TAL 880 Classroom Inquiry II 3.00 TAL 088 Textual Strategies for 0.00 bilingual classrooms (9 credits). (30 Fieldwork hours) Educators Students graduating from this program are TIER IV: Adv Inquiry & Practice (6 credits) All of the following courses must be completed. eligible for teaching certification once they have TAL 882A Student Teaching: 3.00 TIER I: Diversity, Language and Literacies in passed all required portions of the New York State Childhood (Full-time) Urban Education (6 credits) Teacher Certification Exam (NYSTCE). Students TAL 801 Issues in Urban Education 3.00 may also apply for Internship Certification after TAL 971 Capstone Seminar 3.00 completing the first 21 credits. Internship Credit and G.P.A. Requirements TAL 802 Language and Literacy 3.00 Certification permits students to begin teaching Minimum Total Credits: 42 Credits while they complete their degrees. Students with Minimum G.P.A.: 3.0 TIER II: Observation and Description of prior initial certification in another area will, upon Urban Learners (12 credits) completing this program, also be eligible for Childhood Urban Education 2nd TAL 803 Perspectives on 3.00 professional certification in their original Disability certification area. Initial Certification
A 40-credit non-certification track is available TAL 811 Lives of Children (14 3.00 for students who are not interested in or who do M.S.Ed., Childhood Urban Education Fieldwork hours) not qualify for certification. (1-6) - 2nd Initial Certification TAL 816 Teaching Literacy K-6 3.00 All of the following courses must be completed. (15 Fieldwork hours) Childhood Urban Education 1st TIER I: Diversity, Language and Literacies in Urban Education (3 credits) TAL 830 Classroom Inquiry I (30 3.00 Initial Certification Fieldwork hours) TAL 801 Issues in Urban Education 3.00 M.S.Ed., Childhood Urban Education TIER II: Observation and Description of TIER III: Inquiry of Urban Classrooms and Teaching Practices (18 credits) (1-6) - 1st Initial Certification Urban Learners (9 credits) TAL 831 Teaching Social Studies 3.00 Non-credit pre-requirement determined by TAL 803 Perspectives on Disability 3.00 1-6 (10 Fieldwork TAL Assessment or ALST TAL 816 Teaching Literacy K-6 3.00 hours) TAL 088 Textual Strategies for 0.00 (15 Fieldwork hours) Educators TAL 832 Teaching the Arts 1-6 3.00 TAL 830 Classroom Inquiry I (30 3.00 All of the following courses must be completed. Fieldwork hours) TAL 833 Teaching 3.00 TIER I: Diversity, Language and Literacies in Science/Technology 1-6 TIER III: Inquiry of Urban Classrooms and Urban Education (6 credits) (10 Fieldwork hours) Teaching Practices (18 credits) TAL 801 Issues in Urban Education 3.00 TAL 831 Teaching Social Studies 3.00 TAL 834 Teaching 3.00 TAL 802 Language and Literacy 3.00 1-6 (10 Fieldwork Math/Technology 1-6 (10 Fieldwork hours) TIER II: Observation and Description of hours) Urban Learners (12 credits) TAL 832 Teaching the Arts 1-6 3.00 TAL 854 Classroom as Community 3.00 TAL 803 Perspectives on Disability 3.00 (10 Fieldwork hours) TAL 833 Teaching 3.00 TAL 811 Lives of Children (14 3.00 Science/Technology 1-6 TAL 880 Classroom Inquiry II 3.00 Fieldwork hours) (10 Fieldwork hours) (30 Fieldwork hours)
TAL 816 Teaching Literacy K-6 3.00 TAL 834 Teaching 3.00 TIER IV: Adv Inquiry & Practice (4 credits) (15 Fieldwork hours) Math/Technology 1-6 TAL 890 Overview of Teaching in 1.00 (10 Fieldwork hours) Alternative Settings TAL 830 Classroom Inquiry I (30 3.00 Fieldwork hours) TAL 854 Classroom as Community 3.00 TAL 971 Capstone Seminar 3.00 TIER III: Inquiry of Urban Classrooms and (10 Fieldwork hours) Credit and G.P.A. Requirements Teaching Practices (18 credits) TAL 880 Classroom Inquiry II 3.00 Minimum Total Credits: 40 Credits (30 Fieldwork hours) Minimum G.P.A.: 3.0
LIU Brooklyn Graduate Bulletin 2013 - 2014 Page 138 LIU Brooklyn
M.S.Ed. in Childhood/Early TAL 811 Lives of Children (14 3.00 Urban Learners (12 credits) Fieldwork hours) TAL 803 Perspectives on 3.00 Childhood Urban Education Disability TAL 816 Teaching Literacy K-6 3.00 (Birth - Grade 6) (15 Fieldwork hours) TAL 810 Early Development (15 3.00
Fieldwork hours) The 52-credit M.S.Ed. in Childhood/Early TAL 830 Classroom Inquiry I (30 3.00 Childhood Urban Education (Birth – Grade 6) is Fieldwork hours) TAL 816 Teaching Literacy K-6 3.00 for students without prior certification and leads to TIER III: Inquiry of Urban Classrooms and (15 Fieldwork hours) the degree of Master of Science and eligibility for Teaching Practices (24 credits) TAL 830 Classroom Inquiry I (30 3.00 initial NYS certification in Early Childhood TAL 831 Teaching Social Studies 3.00 Fieldwork hours) Education, birth to grade 2, and Childhood (1-6) (10 Fieldwork TIER III: Inquiry of Urban Classrooms and Education, grades 1–6. It prepares students to hours) Teaching Practices (24 credits) teach in pre-schools, kindergartens, and elementary school classrooms. There is also a 44- TAL 832 Teaching the Arts (1-6) 3.00 TAL 831 Teaching Social Studies 3.00 (1-6) (10 Fieldwork credit M.S.Ed. in Childhood/Early Childhood TAL 833 Teaching of 3.00 hours) Urban Education (Birth – Grade 6) for students Science/Technology (10 who already have certification in another area. Fieldwork hours) TAL 832 Teaching the Arts (1-6) 3.00 Optional extensions are available for students who wish to teach in middle schools, grades 7–9 (6 TAL 834 Teaching of 3.00 TAL 833 Teaching of 3.00 credits) or bilingual classrooms (9 credits). Math/Technology (10 Science/Technology (10 Students graduating from this program are Fieldwork hours) Fieldwork hours) eligible for teaching certification once they have TAL 844 Environments, Practices 3.00 TAL 834 Teaching of 3.00 passed all required portions of the New York State and Play (15 Fieldwork Math/Technology (10 Teacher Certification Exam (NYSTCE). Students hours) Fieldwork hours) may also apply for Internship Certification after completing the first 24 to 26 credits. Internship TAL 846 Family Literacy and 3.00 TAL 844 Environments, Practices 3.00 Certification permits students to begin teaching Parental Collaboration and Play (15 Fieldwork while they complete their degrees. Students with (10 Fieldwork hours) hours) prior initial certification in another area will, upon OR TAL 846 Family Literacy and 3.00 completing this program, also be eligible for TAL 854 Classroom as Community 3.00 Parental Collaboration professional certification in their original (10 Fieldwork hours) (10 Fieldwork hours) certification area. OR A 49-credit non-certification track is available TAL 873 Early Literacy (15 3.00 for students who are not interested in or who do Fieldwork hours TAL 854 Classroom as Community 3.00 (10 Fieldwork hours) not qualify for certification. TAL 880 Classroom Inquiry II (30 3.00
Fieldwork hours) TAL 873 Early Literacy (15 3.00 Childhood/Early Childhood TIER IV: Advanced Inquiry and Practice (7 Fieldwork hours) Urban Education - 1st Initial credits) TAL 880 Classroom Inquiry II (30 3.00 TAL 882A Student Teaching: 3.00 Fieldwork hours) Certification Childhood (Full-Time) TIER IV: Advanced Inquiry and Practice (4-5 M.S.Ed., Childhood and Early TAL 881B Student Teaching for the 1.00 credits) Childhood Urban Education (B-6) - Practicing Teacher: Early TAL 882B Student Teaching for the 1.00 Childhood (20 days) Practicing Teacher: 1st Initial Certification Childhood * (20 days) Non-credit pre-requirement determined by TAL 971 Capstone Seminar 3.00 TAL Assessment or ALST Credit and G.P.A. Requirements TAL 881B Student Teaching for the 1.00 TAL 088 Textual Strategies for 0.00 Minimum Total Credits: 52 Credits Practicing Teacher: Early Educators Minimum G.P.A.: 3.0 Childhood (20 days)
All of the following courses are required. TAL 971 Capstone Seminar 3.00 TIER I: Diversity, Language and Literacies in Childhood/Early Childhood *May be waived for students who hold initial Urban Education (6 credits) Urban Education - 2nd Initial certification in another area. TAL 801 Issues in Urban Education 3.00 Credit and G.P.A. Requirements Certification Minimum Total Credits: 43-44 Credits TAL 802 Language and Literacy 3.00 Minimum G.P.A.: 3.0 TIER II: Observation and Description of M.S.Ed., Childhood and Early Urban Learners (15 credits) Childhood Urban Education (B-6) -
TAL 803 Perspectives on 3.00 2nd Initial Certification
Disability TIER I: Diversity, Language and Literacies in
Urban Education (3 credits) TAL 810 Early Development (15 3.00 Fieldwork hours) TAL 801 Issues in Urban Education 3.00 TIER II: Observation and Description of
Page 139 LIU Brooklyn Graduate Bulletin 2013 - 2014 Bulletin 2013 - 2014
TAL 880 Classroom Inquiry II (30 3.00
Fieldwork hours) Childhood/Early Childhood TIER IV: Advanced Inquiry and Practice (4 Urban Education - Non credits) TAL 890 Overview of Teaching in 1.00 Certification Alternative Settings
M.S.Ed., Childhood and Early TAL 971 Capstone Seminar 3.00 Childhood Urban Education (B-6) Credit and G.P.A. Requirements (Non-Certification) Minimum Total Credits: 52 Credits Non-credit pre-requirement determined by Minimum G.P.A.: 3.0
TAL Assessment or LAST TAL 088 Textual Strategies for 0.00 Advanced Certificate in Early Educators Childhood Urban Education All of the following courses are required. (Birth - Grade 2) TIER I: Diversity, Language and Literacies in Urban Education (6 credits) TAL 801 Issues in Urban Education 3.00 Advanced Certificate, Early
TAL 802 Language and Literacy 3.00 Childhood Urban Education (B-2) The Advanced Certificate in Early Childhood is TIER II: Observation and Description of for students with prior certification only. It leads Urban Learners (15 credits) to a 2nd Initial Certification in Early Childhood TAL 803 Perspectives on 3.00 Education, preparing students to teach in Disability preschool, kindergarten, and primary classrooms TAL 810 Early Development (15 3.00 through grade 2. Fieldwork hours) Must complete all courses listed below. TAL 810 Early Development 3.00 TAL 811 Lives of Children (14 3.00 Fieldwork hours) TAL 844 Environments Practices 3.00 and Play in Early TAL 816 Teaching Literacy K-6 3.00 Childhood (15 Fieldwork hours) TAL 846 Family Literacy and 3.00 TAL 830 Classroom Inquiry I (30 3.00 Parental Collaboration Fieldwork hours) TIER III: Inquiry of Urban Classrooms and TAL 873 Early Literacy 3.00 Teaching Practices (24 credits) TAL 881B Student Teaching for the 1.00 TAL 831 Teaching Social Studies 3.00 Practicing Teacher: Early (1-6) (10 Fieldwork Childhood hours) Credit and G.P.A. Requirements TAL 832 Teaching the Arts (1-6) 3.00 Minimum Total Credits: 13 Credits Minimum G.P.A.: 3.0 TAL 833 Teaching of 3.00 Science/Technology (10 Fieldwork hours)
TAL 834 Teaching of 3.00 Math/Technology (10 Fieldwork hours)
TAL 844 Environments, Practices 3.00 and Play (15 Fieldwork hours)
TAL 846 Family Literacy and 3.00 Parental Collaboration (10 Fieldwork hours) OR TAL 854 Classroom as Community 3.00 (10 Fieldwork hours)
TAL 873 Early Literacy (15 3.00 Fieldwork hours)
LIU Brooklyn Graduate Bulletin 2013 - 2014 Page 140 LIU Brooklyn
ADOLESCENCE EDUCATION TAL 817 Teaching Literacy: 3.00 TAL 842A Teaching Methods in the 3.00 Grades 5-12 (10 Secondary Classroom: Fieldwork hours) Biology (15 Fieldwork hours) M.S.Ed. in Adolescence Urban TAL 830 Classroom Inquiry I (30 3.00 Education (Grades 7-12) Fieldwork hours) TAL 880 Classroom Inquiry II 3.00 TIER III: Inquiry of Urban Classrooms and (30 Fieldwork hours) The 39-45-credit M.S.Ed. in Adolescence Teaching Practices (15-21 credits) TIER IV: Advanced Inquiry and Practice (3 Urban Education (Grades 7-12) is for students A minimum of 6 graduate credits are required credits) without prior certification and leads to the degree in the area of concentration: Biology TAL 971 Capstone Seminar 3.00 of Master of Science in Education and eligibility TAL 841A Curriculum in the 3.00 for initial NYS certification in Adolescence Credit and G.P.A. Requirements Secondary Classroom: Education, grades 7-12. It prepares students to Minimum Total Credits: 30-36 Credits Biology (15 Fieldwork teach one of the content areas (Biology, Minimum G.P.A.: 3.0 hours) Chemistry, English, Math or Social Studies) at the secondary level. Prior coursework in the intended TAL 842A Teaching Methods in the 3.00 Adolescent Urban Education: content area is required. There is also a 33-39- Secondary Classroom: Biology (15 Fieldwork Biology - Non Certification credit M.S.Ed. in Adolescence Urban Education hours) (Grades 7-12) for students who already have M.S.Ed., Adolescence Urban certification in another area. TAL 880 Classroom Inquiry II (30 3.00 Education: Biology (7-12) (Non- Optional extensions are also available for Fieldwork hours) students wishing to teach in middle schools (6 Certification) TIER IV: Advanced Inquiry and Practice (6 credits) or in bilingual classrooms (9 credits). Non-credit pre-requirement determined by credits) Students graduating from this program are TAL Assessment or ALST: eligible for teaching certification once they have TAL 883A Student Teaching: 3.00 TAL 088 Textual Strategies for 0.00 passed all required portions of the New York State Adolescence (Full-time Educators Teacher Certification Exam (NYSTCE). Students classroom fieldwork) All of the following courses are required: may also apply for Internship Certification after TAL 971 Capstone Seminar 3.00 TIER I: Diversity, Language and Literacies in completing the first 18 to 21 credits. Internship Credit and G.P.A. Requirements Urban Education (6 credits) Certification permits students to begin teaching Minimum Total Credits: 39-45 Credits TAL 801 Issues in Urban 3.00 while they complete their degrees. Minimum G.P.A.: 3.0 Education Students with prior initial certification in another area will, upon completing this program, TAL 802 Language and Literacy 3.00 also be eligible for professional certification in Adolescent Urban Education: TIER II: Observation and Description of their original certification area. Biology 2nd Initial Certification Urban Learners (12 credits) A non-certification track is available for TAL 803 Perspectives on Disability 3.00 students who are not interested in or who do not M.S.Ed., Adolescence Urban qualify for certification. TAL 812 Lives of Adolescents 3.00 Education: Biology (7-12) - 2nd (14-20 Fieldwork hours) Initial Certification Adolescent Urban Education: TAL 817 Teaching Literacy: 3.00 All of the following courses are required: Grades 5-12 (10 Biology 1st Initial Certification TIER I: Diversity, Language and Literacies in Fieldwork hours) Urban Education (6 credits) M.S.Ed., Adolescence Urban TAL 801 Issues in Urban Education 3.00 TAL 830 Classroom Inquiry I (30 3.00 Education: Biology (7-12) - 1st Initial Fieldwork hours) TAL 803 Perspectives on Disability 3.00 Certification TIER III: Inquiry of Urban Classrooms and TIER II: Observation and Description of Non-cedit pre-requirement determined by TAL Teaching Practices (15-21 credits) Urban Learners (6 credits) Assessment or ALST A minimum of 6 graduate credits are required in TAL 817 Teaching Literacy: 3.00 TAL 088 Textual Strategies for 0.0 the concentration area: Biology Grades 5-12 (10 Educators TAL 841A Curriculum in the 3.00 Fieldwork hours) All of the following courses are required: Secondary Classroom: TIER I: Diversity, Language and Literacies in TAL 830 Classroom Inquiry I (30 3.00 Biology (15 Fieldwork Urban Education (6 credits) Fieldwork hours) hours) TAL 801 Issues in Urban Education 3.00 TIER III: Inquiry of Urban Classrooms and TAL 842A Teaching Methods in the 3.00 Teaching Practices (15-21 credits) Secondary Classroom: TAL 802 Language and Literacy 3.00 A minimum of 6 graduate credits are required Biology (15 Fieldwork TIER II: Observation and Descripton of in the concentration area: Biology hours) Urban Learners (12 credits) TAL 841A Curriculum in the 3.00 TAL 880 Classroom Inquiry II (30 3.00 Secondary Classroom: TAL 803 Perspectives on Disability 3.00 Fieldwork hours) Biology (15 Fieldwork TAL 812 Lives of Adolescents (14 3.00 hours) TIER IV: Advanced Inquiry and Practice (4 Fieldwork hours) credits)
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TAL 890 Overview of Teaching in 1.00 Minimum G.P.A.: 3.0 TAL 801 Issues in Urban Education 3.00
Alternative Settings TAL 802 Language and Literacy 3.00 Adolescent Urban Education: TAL 971 Capstone Seminar 3.00 TIER II: Observation and Description of Credit and G.P.A. Requirements Chemistry 2nd Initial Urban Learners (12 credits) Minimum Total Credits: 37-43 Credits Certification TAL 803 Perspectives on Disability 3.00 Minimum G.P.A.: 3.0 TAL 812 Lives of Adolescents 3.00 M.S.Ed., Adolescence Urban (14-20 Fieldwork hours) Adolescent Urban Education: Education: Chemistry (7-12) - 2nd TAL 817 Teaching Literacy: 3.00 Chemistry 1st Initial Initial Certification Grades 5-12 (10 Certification All of the following courses are required: Fieldwork hours) TIER I: Diversity, Language and Literacies in Urban Education (6 credits) TAL 830 Classroom Inquiry I (30 3.00 M.S.Ed., Adolescence Urban Fieldwork hours) TAL 801 Issues in Urban Education 3.00 Education: Chemistry (7-12) - 1st TER III: Inquiry of Urban Classrooms and TAL 803 Perspectives on 3.00 Initial Certification Teaching Practices (15-21 credits) Disabilities Non-credit pre-requirement determined by A minimum of 6 graduate credits are required in TAL Assessment or ALST TIER II: Observation and Description of the concentration area: Chemistry TAL 088 Textual Strategies for 0.00 Urban Learners (6 credits) TAL 841B Curriculum in the 3.00 Educators TAL 817 Teaching Literacy: 3.00 Secondary Classroom: All of the following courses are required: Grades 5-12 (10 Chemistry (15 TIER I: Diversity, Language and Literacies in Fieldwork hours) Fieldwork hours) Urban Education (6 credits) TAL 830 Classroom Inquiry I (30 3.00 TAL 842B Teaching Methods in the 3.00 TAL 801 Issues in Urban Education 3.00 Fieldwork hours) Secondary Classroom: TAL 802 Language and Literacy 3.00 TIER III: Inquiry of Urban Classrooms and Chemistry (15 Teaching Practices (15-21 credits) Fieldwork hours) TIER II: Observation and Description of A minimum of 6 graduate credits are required Urban Learners (12 credits) TAL 880 Classroom Inquiry II 3.00 in the concentration area: Chemistry TAL 803 Perspectives on Disability 3.00 (30 Fieldwork hours) TAL 841B Curriculum in the 3.00 TIER IV: Advanced Inquiry and Practice (4 TAL 812 Lives of Adolescents 3.00 Secondary Classroom: credits) (14 Fieldwork hours) Chemistry (15 TAL 890 Overview of Teaching in 1.00 Fieldwork hours) TAL 817 Teaching Literacy: 3.00 Alternative Settings Grades 5-12 (10 TAL 842B Teaching Methods in the 3.00 TAL 971 Capstone Seminar 3.00 Fieldwork hours) Secondary Classroom: Chemistry (15 Credit and G.P.A. Requirements TAL 830 Classroom Inquiry I (30 3.00 Fieldwork hours) Minimum Total Credits: 37-43 Credits Fieldwork hours) Minimum G.P.A.: 3.0 TIER III: Inquiry of Urban Classrooms and TAL 880 Classroom Inquiry II (30 3.00 Fieldwork hours) Teaching Practices (15-21 credits) Adolescent Urban Education: A minimum of 6 graduate credits are required in TIER IV Advanced Inquiry and Practice (3 the area of concentration: Chemistry credits) English 1st Initial Certification
TAL 841B Curriculum in the 3.00 TAL 971 Capstone Seminar 3.00 Secondary Classroom: M.S.Ed., Adolescence Urban Credit and G.P.A. Requirements Chemistry (15 Minimum Total Credits: 30-36 Credits Education: English (7-12) - 1st Initial Fieldwork hours) Minimum G.P.A.: 3.0 Certification TAL 842B Teaching Methods in the 3.00 Non-credit pre-requirement determined by Secondary Classroom: Adolescent Urban Education: TAL Assessment or ALST Chemistry (15 TAL 088 Textual Strategies for 0.00 Fieldwork hours) Chemistry - Non Certification Educators
TAL 880 Classroom Inquiry II 3.00 M.S.Ed., Adolescence Urban All of the following courses are required: TIER I: Diversity, Language and Literacies in (30 Fieldwork hours) Education: Chemistry (7-12) (Non- Urban Education (6 credits) TIER IV: Advanced Inquiry and Practice (6 Certification) TAL 801 Issues in Urban Education 3.00 credits) Non-credit pre-requirement determined by TAL 883A Student Teaching: 3.00 TAL Assessment or ALST: TAL 802 Language and Literacy 3.00 Adolescence (Full-time TAL 088 Textual Strategies for 3.00 classroom fieldwork) Educators TIER II: Observation and Description of Urban Learners (12 credits) TAL 971 Capstone Seminar 3.00 All of the following courses are required: Credit and G.P.A. Requirements TIER I: Diversity, Language and Literacies in TAL 803 Perspectives on 3.00 Minimum Total Credits: 39-45 Credits Urban Education (6 credits) Disabilities
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TAL 812 Lives of Adolescents 3.00 TAL 841C Curriculum in the 3.00 TIER IV: Advanced Inquiry and Practice (4 (14 Fieldwork hours) Secondary Classroom: credits) English (15 Fieldwork TAL 890 Overview of Teaching in 1.00 TAL 817 Teaching Literacy: 3.00 hours) Alternative Settings Grades 5-12 (10 Fieldwork hours) TAL 842C Teaching Methods in the 3.00 TAL 971 Capstone Seminar 3.00 Secondary Classroom: TAL 830 Classroom Inquiry I (30 3.00 Credit and G.P.A. Requirements English (15 Fieldwork Fieldwork hours) Minimum Total Credits: 37-43 Credits hours) Minimum G.P.A.: 3.0 TIER III: Inquiry of Urban Classrooms and Teaching Practices (15-21 credits) TAL 880 Classroom Inquiry II 3.00 A minimum of 6 graduate credits are required in (30 Fieldwork hours) Adolescent Urban Education: the area of concentration: English TIER IV: Advanced Inquiry and Practice (3 Mathematics 1st Initial TAL 841C Curriculum in the 3.00 credits) Secondary Classroom: TAL 971 Capstone Seminar 3.00 Certification
English (15 Fieldwork Credit and G.P.A. Requirements M.S.Ed., Adolescence Urban hours) Minimum Total Credits: 30-36 Credits Education: Mathematics (7-12) - 1st TAL 842C Teaching Methods in the 3.00 Minimum G.P.A.: 3.0 Initial Certification Secondary Classroom: Non-credit pre-requirement determined by English (15 Fieldwork Adolescent Urban Education: TAL Assessment or ALST hours) English - Non Certification TAL 088 Textual Strategies for 0.00
TAL 880 Classroom Inquiry II 3.00 Educators (30 Fieldwork hours) M.S.Ed., Adolescence Urban All of the following courses are required: TIER IV: Advanced Inquiry and Practice (6 Education: English (7-12) (Non- TIER I: Diversity, Language and Literacies in credits) Certification) Urban Education (6 credits) TAL 971 Capstone Seminar 3.00 Non-credit pre-requirement determined by TAL 801 Issues in Urban Education 3.00 TAL Assessment or ALST: TAL 883A Student Teaching: 3.00 TAL 802 Language and Literacy 3.00 Adolescence (Full-time TAL 088 Textual Strategies for 0.00 TIER II: Observation and Description of classroom fieldwork) Educators Urban Learners (12 credits) Credit and G.P.A. Requirements All of the following courses are required: TAL 803 Perspectives on Disability 3.00 Minimum Total Credits: 39-45 Credits TIER I: Diversity, Language and Literacies in Minimum G.P.A.: 3.0 Urban Education (6 credits) TAL 812 Lives of Adolescents 3.00 TAL 801 Issues in Urban Education 3.00 (14 Fieldwork hours)
Adolescent Urban Education: TAL 802 Language and Literacy 3.00 TAL 817 Teaching Literacy: 3.00 English 2nd Initial Certification TIER II: Observation and Description of Grades 5-12 (10 Urban Learners (12 credits) Fieldwork hours) M.S.Ed., Adolescence Urban TAL 803 Perspectives on Disability 3.00 TAL 830 Classroom Inquiry I (30 3.00 Education: English (7-12) - 2nd Fieldwork hours) TAL 812 Lives of Adolescents 3.00 Initial Certification (14 Fieldwork hours) TIER III: Inquiry of Urban Classrooms and All of the following courses are required: Teaching Practices (15-21 credits) TAL 817 Teaching Literacy: 3.00 TIER I: Diversity, Language and Literacies in A minimum of 6 graduate credits are required in Grades 5-12 (10 Urban Education (6 credits) the area of concentration: Mathematics Fieldwork hours) TAL 801 Issues in Urban Education 3.00 TAL 841D Curriculum in the 3.00 TAL 830 Classroom Inquiry I (30 3.00 Secondary Classroom: TAL 803 Perspectives on Disability 3.00 Fieldwork hours) Mathematics (15 TIER II: Observation and Description of TIER III: Inquiry of Urban Classrooms and Fieldwork hours) Urban Learners (6 credits) Teaching Practices (15-21 credits) TAL 842D Teaching Methods in the 3.00 TAL 817 Teaching Literacy: 3.00 A minimum of 6 graduate credits are required Secondary Classroom: Grades 5-12 (10 in the concentration area: English Mathematics (15 Fieldwork hours) TAL 841C Curriculum in the 3.00 Fieldwork hours) TAL 830 Classroom Inquiry I (30 3.00 Secondary Classroom: TAL 880 Classroom Inquiry II 3.00 Fieldwork hours) English (15 Fieldwork (30 Fieldwork hours) Tier III: Inquiry of Urban Classrooms and hours) TIER IV: Advanced Inquiry and Practice (6 Teaching Practices (15-21 credits) TAL 842C Teaching Methods in the 3.00 credits) A minimum of 6 graduate credits are required Secondary Classroom: TAL 883A Student Teaching: 3.00 in the concentration area: English English (15 Fieldwork Adolescence (Full-time hours) classroom fieldwork) TAL 880 Classroom Inquiry II 3.00 TAL 971 Capstone Seminar 3.00 (30 Fieldwork hours)
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Credit and G.P.A. Requirements Urban Education (6 credits) TAL 812 Lives of Adolescents 3.00 Minimum Total Credits: 39-45 Credits TAL 801 Issues in Urban Education 3.00 (14 Fieldwork hours) Minimum G.P.A.: 3.0 TAL 802 Language and Literacy 3.00 TAL 817 Teaching Literacy: 3.00 Grades 5-12 (10 Adolescent Urban Education: TIER II: Observation and Description of Urban Learners (12 credits) Fieldwork hours) Mathematics 2nd Initial TAL 803 Perspectives on Disability 3.00 TAL 830 Classroom Inquiry I (30 3.00 Fieldwork hours) Certification TAL 812 Lives of Adolescents 3.00
(14 Fieldwork hours) TIER III: Inquiry of Urban Classrooms and M.S.Ed., Adolescence Urban Teaching Practices (15-21 credits) TAL 817 Teaching Literacy: 3.00 Education: Mathematics (7-12) - 2nd A minimum of 6 graduate credits are required Grades 5-12 (10 in the area of concentration: Social Studies Initial Certification Fieldwork hours) All of the following courses are required: TAL 841E Curriculum in the 3.00 TIER I: Diversity, Language and Literacies in TAL 830 Classroom Inquiry I (30 3.00 Secondary Classroom: Urban Educatin (6 credits) Fieldwork hours) Social Studies (15 TAL 801 Issues in Urban Education 3.00 TIER III: Inquiry of Urban Classrooms and Fieldwork hours) Teaching Practices (15-21 credits) TAL 803 Perspectives on Disability 3.00 TAL 842E Teaching Methods in the 3.00 A minimum of 6 graduate credits are required Secondary Classroom: TIER II Observation and Description of Urban in the concentration area: Mathematics Social Studies (15 Learners (6 credits) TAL 841D Curriculum in the 3.00 Fieldwork hours) TAL 817 Teaching Literacy: 3.00 Secondary Classroom: TAL 880 Classroom Inquiry II 3.00 Grades 5-12 (10 Mathematics (15 (30 Fieldwork hours) Fieldwork hours) Fieldwork hours) TIER IV: Advanced Inquiry and Practice (6 TAL 830 Classroom Inquiry I (30 3.00 TAL 842D Teaching Methods in the 3.00 credits) Fieldwork hours) Secondary Classroom: TAL 883A Student Teaching: 3.00 TIER III: Inquiry of Urban Classrooms and Mathematics (15 Adolescence (Full-time Teaching Practices (15-21 credits) Fieldwork hours) classroom fieldwork) A minimum of 6 graduate credits are required TAL 880 Classroom Inquiry II 3.00 TAL 971 Capstone Seminar 3.00 in the concentration area: Mathematics (30 Fieldwork hours) TAL 841D Curriculum in the 3.00 Credit and G.P.A. Requirements TIER IV: Advanced Inquiry and Practice (4 Secondary Classroom: Minimum Total Credits: 39-45 Credits credits) Mathematics (15 Minimum G.P.A.: 3.0 TAL 890 Overview of Teaching in 1.00 Fieldwork hours) Alternative Settings TAL 842D Teaching Methods in the 3.00 Adolescent Urban Education: TAL 971 Capstone Seminar 3.00 Secondary Classroom: Social Studies 2nd Initial Mathematics (15 Credit and G.P.A. Requirements Fieldwork hours Minimum Total Credits: 37-43 Credits Certification
Minimum G.P.A.: 3.0 TAL 880 Classroom Inquiry II 3.00 M.S.Ed., Adolescence Urban (30 Fieldwork hours) Adolescent Urban Education: Education: Social Studies (7-12) - 2nd TIER IV: Advanced Inquiry and Practice (3 Initial Certification credits) Social Studies 1st Initial All of the following courses are required: TAL 971 Capstone Seminar 3.00 Certification TIER I: Diversity, Language and Literacies in Credit and G.P.A. Requirements Urban Education (6 credits) Minimum Total Credits: 33-39 Credits M.S.Ed., Adolescence Urban TAL 801 Issues in Urban Education 3.00 Minimum G.P.A.: 3.0 Education: Social Studies (7-12) - 1st TAL 803 Perspectives on Disability 3.00 Initial Certification TIER II: Observation and Description of Adolescent Urban Education: Non-credit pre-requirement determined by Urban Learners (6 credits) TAL Assessment or ALST Mathematics - Non Certification TAL 817 Teaching Literacy: 3.00 TAL 088 Textual Strategies for 0.00 Grades 5-12 (10 M.S.Ed., Adolescence Urban Educators Fieldwork hours) Education: Mathematics (7-12) (Non- All of the following courses are required: TAL 830 Classroom Inquiry I (30 3.00 Certification) TIER I: Diversity, Language and Literacies in Urban Education (6 credits) Fieldork hours) Non-credit pre-requirement determined by TIER III: Inquiry of Urban Classrooms and TAL Assessment or ALST: TAL 801 Issues in Urban Education 3.00 Teaching Practices (15-21 credits) TAL 088 Textual Strategies for 0.00 TAL 802 Language and Literacy 3.00 A minimum of 6 graduate credits are required Educators TIER II: Observation and Description of in the concentration area: Social Studies All of the following courses are required: Urban Learners (12 credits) TIER I: Diversity, Language and Literacies in TAL 803 Perspectives on Disability 3.00
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TAL 841E Curriculum in the 3.00 TIER IV: Advanced Inquiry and Practice (4 Secondary Classroom: credits) Social Studies (15 TAL 890 Overview of Teaching in 1.00 Fieldwork hours) Alternative Settings
TAL 842E Teaching Methods in the 3.00 TAL 971 Capstone Seminar 3.00 Secondary Classroom: Credit and G.P.A. Requirements Social Studies (15 Minimum Total Credits: 37-43 Credits Fieldwork hours) Minimum G.P.A.: 3.0
TAL 880 Classroom Inquiry II 3.00
(30 Fieldwork hours) Fast-Track M.S.Ed. in TIER IV: Advanced inquiry and Practice (3 credits) Adolescence Urban Education TAL 971 Capstone Seminar 3.00 (Grades 7-12) Credit and G.P.A. Requirements Minimum Total Credits: 33-39 Credits Designed for career-changers and others who Minimum G.P.A.: 3.0 have a background in one of the academic content areas (Biology, Chemistry, English, Math or Adolescent Urban Education: Social Studies). This is a Fast-Track program leading to certification in Adolescence Education, Social Studies - Non Certification grades 7-12. After one intensive fall and spring (24 credits), you will be qualified for NYS Internship M.S.Ed., Adolescence Urban Certification, which will permit you to seek a Education: Social Studies (7-12) teaching position at the secondary level. After (Non-Certification) obtaining the Internship Certificate, students have up to two years to complete the M.S.Ed. degree Non-credit pre-requirement determined by (15 credits) and first initial certification. Student TAL Assessment or ALST must have at least 24 credits in their content area TAL 088 Textual Strategies for 0.00 to qualify for this program. Educators All of the following courses are required: TIER I: Diversity, Language and Literacies in Urban Education (6 credits) TAL 801 Issues in Urban Education 3.00
TAL 802 Language and Literacy 3.00 TIER II: Observation and Description of Urban Learners (12 credits) TAL 803 Perspectives on Disability 3.00
TAL 812 Lives of Adolescents 3.00 (14-20 Fieldwork hours)
TAL 817 Teaching Literacy: 3.00 Grades 5-12 (10 Fieldwork hours)
TAL 830 Classroom Inquiry I (30 3.00 Fieldwork hours) TIER III: Inquiry of Urban Classrooms and Teaching Practices (15-21 credits) A minimum of 6 graduate credits are required in the concentration area: Social Studies TAL 841E Curriculum in the 3.00 Secondary Classroom: Social Studies (15 Fieldwork hours)
TAL 842E Teaching Methods in the 3.00 Secondary Classroom: Social Studies (15 Fieldwork hours)
TAL 880 Classroom Inquiry II 3.00 (30 Fieldwork hours)
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SPECIAL EDUCATION TAL 816 Teaching Literacy K-6 3.00 TIER III: Inquiry of Urban Classrooms and (15 Fieldwork hours) Teaching Practices (16 credits) TAL 852 Strategies for Teaching 4.00 TAL 822 Assessment and Special 3.00 Learners with Diverse M.S.Ed. in Teaching Urban Education Needs: Childhood (10 Children with Disabilities TAL 830 Classroom Inquiry I (30 3.00 Fieldwork hours) Fieldwork hours) (Grades 1-6) TAL 853 Collaboration and 3.00
TAL 851 Curriculum Theory and 3.00 Consultation: Family The 43-credit M.S.Ed. in Teaching Urban Practice in Special School, and Community Children with Disabilities (Grades 1-6) is for Education: Childhood (10 Fieldwork hours) students without prior certification and leads to the (10 Fieldwork hours) degree of Master of Science and eligibility for TAL 854 Classroom as Community 3.00 TIER III: Inquiry of Urban Classrooms and initial NYS Certification in Teaching Urban (10 Fieldwork hours) Teaching Practices (13 credits) Children with Disabilities, grades 1-6. It prepares TAL 871 Introduction to Reading 3.00 students to teach in inclusive or self-contained TAL 852 Strategies for Teaching 4.00 Difficulties special education classrooms and resource rooms Learners with Diverse at the elementary school level. There is also a 35 Needs: Childhood (10 TAL 880 Classroom Inquiry II 3.00 credit M.S.Ed. in Teaching Urban Children with Fieldwork hours) (30 Fieldwork hours) Disabilities (Grades 1-6) for students who already TAL 853 Collaboration and 3.00 TIER IV: Advanced Inquiry and Practice (4-6 have certification in another area. Consultation: Family credits) Optional extensions are available for students School, and Community TAL 884A Student 3.00 who wish to teach in middle schools (6 credits) or (10 Fieldwork hours) Teaching:Childhood bilingual classrooms (9 credits). Students Special Education (full- TAL 854 Classroom as Community 3.00 graduating from this program are eligible for time classroom (10 Fieldwork hours) teaching certification once they have passed all fieldwork) special required portions of the New York State Teacher TAL 880 Classroom Inquiry II 3.00 permission required OR Certification Exam (NYSTCE). Students may also (30 Fieldwork hours) apply for Internship Certification after completing TAL 884B Student Teaching for the 1.00 Tier IV: Advanced Inquiry and Practice (6 the first 21 credits. Internship Certification permits Practicing Teacher: credits) students to begin teaching while they complete Childhood Special their degrees. TAL 884A Student Teaching: 3.00 Education (full-time Students with prior initial certification in Childhood Special classroom fieldwork) another area will, upon completing this program, Education (full-time special permission also be eligible for professional certification in classroom fieldwork) required their original certification area. TAL 971 Capstone Seminar 3.00 TAL 971 Capstone Seminar 3.00 A non-certification track is available for Credit and G.P.A. Requirements Credit and G.P.A. Requirements students who are not interested in or who do not Minimum Total Credits: 43 Credits Minimum Total Credits: 35 Credits qualify for certification. Minimum G.P.A.: 3.0 Minimum G.P.A.: 3.0
Teaching Urban Children with Teaching Urban Children with Teaching Urban Children with Disabilities - 1st Initial Disabilities - 2nd Initial Disabilities - Non Certificaiton
M.S.Ed., Teaching Urban Children M.S.Ed., Teaching Urban Children M.S.Ed., Teaching Urban Children with Disabilities (1-6) - 1st Initial with Disabilities (1-6) - 2nd Initial with Disabilities (1-6) (Non- Certification Certification Certification) Non-credit pre-requirement determined by TIER I: Diversity, Lanaguage and Literacies in Non-credit pre-requirement determined by TAL Assessment or ALST Urban Education (6 credits) TAL Assessment or ALST TAL 088 Textual Strategies for 0.00 TAL 801 Issues in Urban Education 3.00 TAL 088 Textual Strategies for 0.00 Educators Educators Must Complete All Courses: TAL 803 Perspectives on Disability 3.00 Must Complete All Courses Below: TIER I: Diversity, Language and Literacies in TIER II: Observation and Description of TIER I: Diversity, Language and Literacies in Urban Education (6 credits) Urban Learners (9 credits) Urban Educatin (6 credits) TAL 801 Issues in Urban Education 3.00 TAL 822 Assessment and Special 3.00 TAL 801 Issues in Urban Education 3.00 Education TAL 803 Perspectives on Disability 3.00 TAL 803 Perspectives on Disability 3.00 TIER II Observation and Description of Urban TAL 830 Classroom Inquiry I (30 3.00 TIER II: Observation and Description of Learners (18 credits) Fieldwork hours) Urban Learners (18 credits) TAL 802 Language and Literacy 3.00 TAL 851 Curriculum Theory and 3.00 TAL 802 Language and Literacy 3.00 Practice in Special TAL 811 Lives of Children (14 3.00 Education: Childhood TAL 811 Lives of Children (14 3.00 Fieldwork hours) (10 Fieldwork hours) Fieldwork hours)
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TAL 816 Teaching Literacy K-6 3.00 Optional extensions are also available for TAL 875 Adolescent and Young 3.00 (10 Fieldwork hours) students wishing to teach in middle schools (6 Adult Basic Literacy credits) or in bilingual classrooms (9 credits). TAL 822 Assessment and Special 3.00 The following courses must be completed in Students graduating from this program are eligible Education Tier IV: for teaching certification once they have passed all TAL 971 Capstone Seminar 3.00 TAL 830 Classroom Inquiry I (30 3.00 required portions of the New York State Teacher Fieldwork hours) Certification Exam (NYSTCE). Students may also TAL 885A Student Teaching: 3.00 apply for Internship Certification after completing Adolescence Special TAL 851 Curriculum Theory and 3.00 the first 18-21 credits. Internship Certification Education Practice in Special permits students to begin teaching while they Education: Childhood Credit and G.P.A. Requirements complete their degrees. (10 Fieldwork hours) Minimum Total Credits: 43 Credits Students with prior initial certification in Minimum G.P.A.: 3.0 TIER III: Inquiry of Urban Classrooms and another area will, upon completing this program, Teaching Practices (13 credits) also be eligible for professional certification in TAL 852 Strategies for Teaching 4.00 their original certification area. Teaching Urban Adolescents Learners with Diverse A non-certification track is available for with Disabilities - 2nd Initial Needs: Childhood (10 students who are not interested in or who do not Fieldwork hours) qualify for certification. M.S.Ed., Teaching Urban Adolescents
TAL 853 Collaboration and 3.00 with Disabilities (7-12) - 2nd Initial Consultation: Family Teaching Urban Adolescents Certification School, and Community with Disabilities - 1st Initial TIER I: Diversity, Language and Literacies in (10 Fieldwork hours) Urban Education (6 credits)
TAL 854 Classroom as Community 3.00 M.S.Ed., Teaching Urban Adolescents TAL 801 Issues in Urban Education 3.00 (10 Fieldwork hours) with Disabilities (7-12) - 1st Initial TAL 803 Perspectives on 3.00 TAL 880 Classroom Inquiry II 3.00 Certification Disability All of the following courses must be completed (30 Fieldwork hours) TIER II: Observation and Description of in Tier I: TIER IV: Advanced Inquiry and Practice (4 Urban Learners (9 credits) TAL 801 Issues in Urban Education 3.00 credits) TAL 822 Assessment and Special 3.00 TAL 890 Overview of Teaching in 1.00 TAL 803 Perspectives on Disability 3.00 Education Alternative Settings All of the following courses must be completed TAL 830 Classroom Inquiry I (30 3.00 TAL 971 Capstone Seminar 3.00 in Tier II: Fieldwork hours) TAL 802 Language and Literacy 3.00 Credit and G.P.A. Requirements TAL 856 Curriculum Theory and 3.00 Minimum Total Credits: 41 Credits TAL 812 Lives of Adolescents 3.00 Practice in Special Minimum G.P.A.: 3.0 Education: Middle TAL 822 Assessment and Special 3.00 Childhood/Adolescence Education M.S.Ed. in Teaching Urban (10 Fieldwork hours) TAL 830 Classroom Inquiry I 3.00 Adolescents with Disabilities TIER III: Inquiry of Urban Classrooms and TAL 856 Curriculum Theory and 3.00 Teaching Practices (16 credits) Generalist (Grades 7-12) Practice in Special TAL 857 Strategies for Teaching 4.00
Education: Middle Learners with Diverse The 43-credit M.S.Ed. in Teaching Urban Childhood / Adolescence Needs: Adolescence (10 Adolescents with Disabilities, Generalist (Grades Fieldwork hours) 7-12) is for students without prior certification and All of the following courses must be completed leads to the degree of Master of Science in in Tier III: TAL 853 Collaboration and 3.00 Education and eligibility for initial NYS TAL 853 Collaboration and 3.00 Consultation: Family, Certification in Teaching Urban Adolescents with Consultation: Family School and Community Disabilities, Generalist, grades 7-12. It prepares School, and Community (10 Fieldwork hours) students to teach in inclusive or self-contained TAL 854 Classroom as Community 3.00 TAL 854 Classroom as Community 3.00 special education classrooms and resource rooms (10 Fieldwork hours) at the secondary school level. There is also a 35- TAL 857 Strategies for Teaching 4.00 credit M.S.Ed. in Teaching Urban Adolescents Learners with Diverse TAL 875 Adolescent and Young 3.00 with Disabilities, Generalist (Grades 7-12) for Needs: Middle Childhood Adult Basic Literacy students who already have certification in another / Adolescence OR area. TAL 880 Classroom Inquiry II 3.00 TAL 871 Introduction to Reading 3.00 Candidates for these degrees must have: Difficulties • A major, concentration, or the equivalent, in Only one of the following courses must be one of more of the liberal arts and sciences; completed in Part 2 of Tier III: TAL 880 Classroom Inquiry II (30 3.00 • Completed a minimum of six semester hours in TAL 871 Introduction to Reading 3.00 Fieldwork hours) each of the following subject areas (total 24 Difficulties semester hours): mathematics, English language arts, social studies, and science.
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TIER IV: Advanced Inquiry and Practice (4-6 TAL 875 Adolescent and Young 3.00 credits) Adult Basic Literacy TAL 885A Student Teaching: 3.00 All of the following courses must be completed Adolescence Special in Tier IV: Education (Full-Time TAL 890 Overview of Teaching in 1.00 Classroom Fieldwork) Alternative Settings Or TAL 971 Capstone Seminar 3.00 TAL 885B Student Teaching for the 1.00 Practicing Teacher: Credit and G.P.A. Requirements Adolescence Special Minimum Total Credits: 41 Credits Education (Full-Time Minimum G.P.A.: 3.0
Classroom Fieldwork)
TAL 971 Capstone Seminar 3.00 Credit and G.P.A. Requirements Minimum Total Credits: 35 Credits Minimum G.P.A.: 3.0
Teaching Urban Adolescents with Disabilities - Non Certification
M.S.Ed., Teaching Urban Adolescents with Disabilities (7-12) (Non- Certification) All of the following courses must be completed in Tier I: TAL 801 Issues in Urban Education 3.00
TAL 803 Perspectives on Disability 3.00 All of the following courses must be completed in Tier II: TAL 802 Language and Literacy 3.00
TAL 812 Lives of Adolescents 3.00
TAL 822 Assessment and Special 3.00 Education
TAL 830 Classroom Inquiry I 3.00
TAL 856 Curriculum Theory and 3.00 Practice in Special Education: Middle Childhood/Adolescence All of the following courses must be completed in Tier III: TAL 853 Collaboration and 3.00 Consultation: Family School, and Community
TAL 854 Classroom as Community 3.00
TAL 857 Strategies for Teaching 4.00 Learners with Diverse Needs: Middle Childhood / Adolescence
TAL 880 Classroom Inquiry II 3.00 Only one of the following courses must be completed in Part 2 of Tier III: TAL 871 Introduction to Reading 3.00 Difficulties
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TESOL TAL 825 First and Second 3.00 TAL 867 Sociolinguistics and 3.00 Language Acquisition and Teaching Classroom Practice TAL 868 Second Language 3.00 M.S.Ed. in Teaching English to TAL 826 Curriculum and TESOL 3.00 Literacy and Biliteracy Pedagogy Speakers of Other Languages TAL 880 Classroom Inquiry II 3.00 TAL 827 ESOL and Content Area 3.00 (TESOL, K-12) TAL 886B Student Teaching for the 1.00 Instruction: Childhood K- Practicing Teacher: The 42-credit M.S.Ed. in Teaching English to 6 TESOL Speakers of Other Languages (TESOL, K-12) is TAL 828 ESOL and Content Area 3.00 for students without prior certification and leads to TAL 975 Final Inquiry Seminar: 3.00 Instruction: Adolescence the degree of Master of Science in Education and TESOL 6-12 eligibility for initial NYS Certification in TESOL, Credit and G.P.A Requirements preparing students to teach English to speakers of TAL 830 Classroom Inquiry I 3.00 Minimum Total Credits: 40 Credits other languages in K through 12 classrooms. There TAL 867 Sociolinguistics and 3.00 Minimum G.P.A.: 3.0 is also a 40-credit M.S.Ed. in Teaching English to Teaching Speakers of Other Languages (TESOL, K-12) for Teaching English to Speakers of students who already have certification in another TAL 868 Second Language 3.00 area. Literacy and Biliteracy Other Languages M.S.Ed. - Non Students graduating from this program are TAL 880 Classroom Inquiry II 3.00 Certification eligible for teaching certification once they have TAL 886A Student Teaching: 3.00 passed all required portions of the New York State M.S.Ed., TESOL (Teaching English to Teacher Certification Exam (NYSTCE). Students TESOL Speakers of Other Languages) (K-12) may also apply for Internship Certification after TAL 975 Final Inquiry Seminar: 3.00 completing the first 21 credits. Internship TESOL (Non-Certification) Certification permits students to begin teaching All of the following courses must be completed: Credit and G.P.A. Requirements while they complete their degrees. TAL 801 Issues in Urban Education 3.00 Minimum Total Credits: 42 Credits In order to meet the New York State Education Minimum G.P.A.: 3.0 TAL 802 Language and Literacy 3.00 Department's licensing requirements, students must have taken as part of their general education TAL 803 Perspectives on Disability 3.00 course work 12 semester hours or the equivalent of Teaching English to Speakers of TAL 805 Linguistics and the 3.00 study of a language other than English. If this Other Languages M.S.Ed. - 2nd Structure of English for requirement is not met on admission to the Teachers program, it can be met concurrent to the student's Initial completing program requirements. Students with TAL 825 First and Second 3.00 prior initial certification in another area will, upon M.S.Ed., TESOL (Teaching English to Language Acquisition and completing this program, also be eligible for Speakers of Other Languages) (K-12) - Classroom Practice professional certification in their original 2nd Initial Certification TAL 826 Curriculum and TESOL 3.00 certification area. All of the following courses must be completed: Pedagogy A 40-credit non-certification track is available TAL 801 Issues in Urban Education 3.00 for students who are not interested in or who do TAL 827 ESOL and Content Area 3.00 not qualify for certification. TAL 802 Language and Literacy 3.00 Instruction: Childhood K- 6 TAL 803 Perspectives on Disability 3.00 Teaching English to Speakers of TAL 828 ESOL and Content Area 3.00 TAL 805 Linguistics and the 3.00 Instruction: Adolescence Other Languages M.S.Ed. - 1st Structure of English for 6-12 Initial Teachers TAL 830 Classroom Inquiry I 3.00 TAL 825 First and Second 3.00 M.S.Ed., TESOL (Teaching English to Language Acquisition and TAL 867 Sociolinguistics and 3.00 Speakers of Other Languages) (K-12) - Classroom Practice Teaching 1st Initial Certification TAL 826 Curriculum and TESOL 3.00 TAL 868 Second Language 3.00 All of the following courses must be completed: Pedagogy Literacy and Biliteracy TAL 801 Issues in Urban Education 3.00 TAL 827 ESOL and Content Area 3.00 TAL 880 Classroom Inquiry II 3.00 TAL 802 Language and Literacy 3.00 Instruction: Childhood K- TAL 890 Overview of Teaching in 1.00 6 TAL 803 Perspectives on Disability 3.00 Alternative Settings TAL 828 ESOL and Content Area 3.00 TAL 805 Linguistics and the 3.00 TAL 975 Final Inquiry Seminar: 3.00 Instruction: Adolescence Structure of English for TESOL 6-12 Teachers Credit and G.P.A. Requirements TAL 830 Classroom Inquiry I 3.00 Minimum Total Credits: 40 Credits Minimum G.P.A.: 3.0
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I-START Program estimated 360,000 are recently arrived immigrants. Their window of opportunity to successfully The I-START-LIU program, the first urban complete high school is quite narrow, given that teacher residency in New York City, is a they are faced with learning a new language in collaboration among Internationals Network for which they must comprehend rigorous academic Public Schools, LIU, the NYC Teaching Fellows materials and acculturate into a new society, all and the Department of Education's Empowerment within four years. Schools. The I-START program is designed to How to Apply provide pre- and post-program placement, Go to the School of Education website for induction and support activities to prepare highly information on the special application process for qualified teachers of English Language Learners the I-START program: (ELL) through a cohesive program that meets New http://liu.edu/Brooklyn/Academics/Schools/SOE/S York State Learning Standards for English as a pecProg/I-START/How-to-Apply.aspx.
Second Language and integrates empirically-based practice and scientifically valid research. Rather than considering research-based knowledge and practitioner knowledge as separate domains, this urban teacher residency model requires a unified, project-based approach to both areas. Coursework builds on and extends the highly successful project-based model utilized in the Internationals High Schools and embeds this model in a theoretical framework. The program combines university coursework with a residency at one of the International High Schools. In the first year, residents work alongside an experienced mentor teacher at an International High School. The university courses serve as the context in which residents have opportunities to reflect on the work of the schools in view of theory, practice and research. During the second year of the program, residents are teachers of record either at an International or other public school serving high populations of ELLs, while continuing their coursework and mentorship. I-START's two overarching program goals are to: • Develop highly qualified and competent ESL teachers equipped to improve student academic achievement. • Create a New York City Department of Education sponsored program that partners Internationals Network, high needs Empowerment schools with large populations of English language learner students and LIU. The leveraging of expertise developed and implemented through I-START extends the successful education model used in the International High Schools and the LIU TESOL teaching preparation program positively impacting the quality of new teachers who are able to expertly address the needs of NYC English Language Learners. The Need and Opportunity There is a profound shortage of highly qualified and effective teachers of English Language Learners (ELLs) in New York City, and currently, only 23.5% of ELLs in NYC graduate in four years. More ELLs graduate after five and six years, but the results are still very low. The ELL population is one of the fastest growing K-12 populations in the United States – currently there are 900,000 high school age ELLs and an
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BILINGUAL EDUCATION TAL 866 Native Language 3.00 ITI office, but these guidelines will assist you in Teaching in the Bilingual deciding whether or not to apply for this funding. Classroom • You are a certified special education teacher (initial or preferably professional/permanent) Advanced Certificate in Bilingual Credit and G.P.A. Requirements working out-of-license with bilingual students Minimum Total Credits: 15 Credits Education in your class. You must currently teach in the Minimum G.P.A.: 3.0 native language and English, but you do not The 15-credit Advanced Certificate in Bilingual have the approved certification to do so. If you Education is for individuals with prior teaching Cross-Campus Online Bilingual teach at the secondary level, you may be a certification and proficiency in a language besides bilingual content area teacher (e.g., social English. The Advanced Certificate, also known as Education Extension Programs studies, math or science), but not a Spanish the Bilingual Education Extension, certifies teacher. students to teach in their original certification area Information for Bilingual Education Teachers • You are bilingual in a language other than in bilingual classrooms. Students completing the The Online Bilingual Extension Programs are a English. You must be proficient enough to pass program are eligible for the extension once they collaborative effort between LIU Brooklyn and the NYSTCE Bilingual Education Assessment have passed the New York State Teacher LIU Hudson designed, implemented, and (BEA), the required exam for the NYS Certification Exam, the Bilingual Education administered by full time faculty at both campuses. Bilingual Education Extension. The BEA Assessment (BEA) in the target language of All programs are approved by the New York State includes speaking, reading, writing and instruction. Please note, the Advanced Certificate Education Department. The Brooklyn Campus listening components in the non-English in Bilingual Education is offered online as a administers the Bilingual General Education language and other content from the bilingual Bilingual Extension through our Cross Campus Extension, and the Hudson Campus administers extension courses. Online Extension program and meets weekly via the Bilingual Special Education Extension. • Your administrator (principal and/or videoconferencing. To determine whether or not the online superintendent) must recommend you for the The following options are also available to programs are appropriate for you, ask yourself if ITI scholarship by signing the ITI application students with prior certification: you can answer YES to the following: and verifying your teaching placement in a • M.S.Ed. leading to 2nd initial certification • You are a self-motivated learner who can keep bilingual program and stating the need for your along with optional Bilingual Extension in one up with readings & assignments. credential by providing numbers of students of the following areas: • You have sufficient computer skills (e.g., and staff currently at your school. - Childhood Urban Education advanced word-processing, PowerPoint, • After obtaining the extension, you must commit - Early Childhood Urban Education discussion forums, videoconferencing, etc.) to work for two years in a bilingual education - Early Childhood/Childhood Urban Education • You have updated computer equipment (no setting; otherwise you may be asked to repay - Adolescence Urban Education more than three years old) at home and high- the tuition scholarship. - Teaching Urban Children with Disabilities speed internet access. For information about the ITI tuition - Teaching Urban Adolescents with Disabilities • You will be required to purchase additional scholarship and to download the application, go to • Individuals without prior teaching certification equipment including: a headset and webcam, if www.emsc.nysed.gov/biling/bilinged/iti.html or who are interested in bilingual education may you do not have one built-in. call 631-244-4016. pursue the M.S.Ed. leading to 1st initial Tuition Support, Costs, and Reimbursement certification along with the optional Bilingual LIU and the NYSED Intensive Teacher Admissions Extension in one of the following areas: Institute (ITI) program offer significant tuition You must be fully admitted to LIU to - Childhood Urban Education support to eligible Bilingual Special Education participate in the online program. For admissions - Early Childhood Urban Education applicants. information, visit - Early Childhood/Childhood Urban Education Note: liu.edu/Brooklyn/Admissions/Graduate.aspx - Adolescence Urban Education • ITI funding covers ONE 3-credit course per For Consideration and Information - Teaching Urban Children with Disabilities semester. You must take courses in consecutive To be considered by LIU for this special - Teaching Urban Adolescents with Disabilities semesters, including summers. You will be program, please click this link to fill out the
given a course sequence, which must be questionnaire at: Advanced Certificate, Bilingual followed. http://studentvoice.com/liu/onlineprogrameligibilt Education • NYCDOE scholarship recipients, such as NYC y. Upon receipt of your questionnaire, you will be Must complete all courses below. Teaching Fellows or Teachers of Tomorrow, contacted promptly about next steps. are not eligible to receive New York State ITI TAL 804 Fundamentals of 3.00 funding. Linguistics • If you are not eligible for ITI funding and you TAL 823 Bilingualism and 3.00 still want to take the program, you are most Bilingual/Multicultural welcome to do so at full cost. Financial aid is Education available for students taking a minimum of 6 credits per semester. See TAL 862 ESL Curriculum and 3.00 liu.edu/Brooklyn/Financial-Services.aspx Methodology: Teaching • Please note tuition reimbursement is paid by the Literacy K-12 LIU and ITI upon completion of the course, so TAL 863 ESL Curriculum and 3.00 a grade must be posted first in order for the Methodology: Teaching reimbursement to be credited to your account. Content Areas K-12 Intensive Teacher Institute (ITI) Scholarship and Eligibility Criteria Determination of ITI eligibility rests with the
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EDUCATIONAL LEADERSHIP significantly reducing the amount of time you’ll assessment in school district leadership. spend on campus and maximizing interaction with PROGRAM REQUIREMENTS PROGRAM faculty members and fellow students. The blended Continued enrollment in this program is learning format is perfect for busy working contingent upon: JOB OPPORTUNITIES AND CAREER professionals who want to earn an advanced • Progression to the Professional Stage (12 TRENDS degree but don’t have the time to attend on-site credits) President Obama’s Blue Print for reform, U.S. classes on a weekly basis, particularly at the end of • Interview with area coordinator who will assess Office of Education, March 15, 2010, states that: a long workday. The online component of these quality of coursework, portfolio entries, overall “the effort to improve schools will require the blended courses enables you to attend class on performance, and critical characteristics for skills and talents of many but especially our your own schedule, virtually anywhere there is an leadership nation’s principals, and other school leaders. Our Internet connection, while reaping the rewards of • G.P.A. of 3.0 must be maintained to continue in goal must be to have a great teacher in every face-to-face contact with professors on scheduled the program. classroom and a great principal in every school.” Saturdays. All of the courses in the Advanced There are many job opportunities for assistant Certificate in Educational Leadership are taught in Advanced Certificate, Educational principals and principals in New York City. Since this blended format. This is an opportunity to Leadership 2006, 500 new public schools have opened. There expand your career as an educational leader, while The following courses are required: are public, portfolio, charter, parochial and also continuing to fulfill your personal and TLL 930 Administrative Core I: An 6.00 independent schools that seek competent leaders in professional responsibilities. Overview the New York area. The Department of Education ADMISSIONS REQUIREMENTS seeks qualified educators to become assistant To be admitted to this program you must: TLL 931A Administrative Core II: 3.00 principals and principals who are proficient in the • Have a master’s degree from an accredited Community Relations Department of Education’s five school leadership university with a minimum grade point average TLL 931B Research Methods In 3.00 competencies. Our successful graduates are of 3.0. Administration prepared to complete state exams and to enter the • Submit two letters of reference, one from a NYC pool for assistant principals and principals. field-based supervisor and one from a TLL 932 Assessment in 3.00
university professor, indicating leadership Administration Advanced Certificate in qualities. TLL 933 School Business 3.00 Educational Leadership • Submit a written statement of professional Administration goals, assessed for leadership qualifies and TLL 935 Education and the Law 3.00 The 36-credit Advanced Certificate in communication skills. Educational Leadership is a post-graduate program • Possess certification as a teacher or pupil TLL 936 Curriculum Development 3.00 that leads to NYS Certification as a School District personnel service provider or in an appropriate TLL 937 The Supervisor in the 3.00 Leader and a School Building Leader. specialty. School Setting The program responds to the need for high • Submit evidence of completion of training in quality educational leaders committed to creating child abuse identification and reporting, TLL 941 School District 3.00 excellent schools. Participants in the program violence prevention, substance abuse and Administrator develop the core competencies in leadership which abduction prevention. TLL 951A Internship in 3.00 include: (1) a deep understanding of curriculum, • Have completed three years of full-time Administration and instruction and assessment to improve student teaching or pupil personnel experience in Supervision I: Building learning; (2) use of data to set goals and improve schools (N-12) or the equivalent. Level achievement; (3) developing staff, sharing • A completed graduate admissions application leadership and building strong school (see below). TLL 951B Internship in 3.00 communities; (4) personal leadership that fosters a SUBMITTING AN APPLICATION FOR Administration and culture of excellence and (5) managing resources ADMISSION Supervision II: and operations to improve student learning. The All applicants must apply for admission to LIU District/Regional Level Brooklyn. Please apply online at My LIU or use curriculum includes research, theory, fieldwork, Credit and G.P.A. Requirements the Apply Now link in the top navigation bar of and learning opportunities offered by faculty and Minimum Total Credits: 36 credits the Campus’ website. For more information on the distinguished practitioners who prepare candidates Minimum G.P.A.: 3.0 to become efficient, effective and caring admissions process, visit the Office of Admissions educational leaders determined to promote equity website. and excellence for diverse populations. CERTIFICATION REQUIREMENTS Our Educational Leadership program stands out Initial: School Building Education Leader for its small classes, experienced faculty, A total of 30 credits including twenty-seven individualized attention and clearly identified credits of course work, and a three-credit, 400 hour competencies that practitioners have verified as building-level internship, along with successful critical to being successful in bringing about completion of the New York State school building effective and productive schools. education leadership certification examination. BLENDED LEARNING AND SATURDAY Professional: District/Regional Education FORMAT Leader LIU Brooklyn’s new BLENDED LEARNING A total of 36 credits including thirty-three AND SATURDAY FORMAT Advanced credits of course work, and a three-credit, 400 hour Certificate in Educational Leadership fuses online district/regional level internship, along with learning with traditional classroom studies, successful completion of the written and performance components of the New York State
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using developmental, non-developmental, Teaching and Learning Courses TAL 803 Perspectives on Disability historical, and cultural approaches. Students will Provides an overview of the social, political, consider different theories of early development TAL 088 Textual Strategies for Educators historical, cultural and educational contexts of and their implications for understanding children. A course that focuses on improving school disability. Students will explore the history of Attention will be given to physical, cognitive, socio- professionals' abilities to write academic essays and Special Education legislation and litigation that emotional, and moral domains of development, developing reading strategies to be applied to the have influenced the field, attitudes toward people and their relation to learning and socialization. comprehension of complex texts in the field of with disabilities, images in the media, and different Students will also examine the role of culture, education. Students will be involved in writing, perspectives on the meaning of disability. Major gender, disability, race, class, language, and ability editing and rewriting, as well as doing close reading issues in the fields of Special Education and in the process of learning and development. The of texts. Pass/Fail only. This course has an Disability Studies as well as topics central to the lives of children with typical and atypical additional fee. lives of people with disabilities such as transition, development will be explored through observations Credits: 0 employment, and self-determination will be and readings. Fifteen hours of structured fieldwork Every Fall and Spring emphasized. required. The pre-requisite or co-requisite of TAL 801 is The pre-requisite or co-requisite of TAL 801 is TAL 607 Independent Study required or membership in NYC Teaching Fellows required. Content is developed by faculty and student. Student Group or in the I-START Student Group. Credits: 3 Credits: 1 to 3 Credits: 3 Annually On Demand Every Fall and Spring TAL 811 Lives of Children TAL 801 Issues in Urban Education TAL 804 Fundamentals of Linguistics A course focusing on the experience of childhood Using the School of Education KEEPS mission as a An introduction to the basic concepts of linguistics from infancy to preadolescence using context, this course examines the intersection of needed to understand second language acquisition, developmental, non-developmental, historical, and individuals, families, schools, communities, and language variation in urban settings, and ESL cultural approaches. Students will consider society as they exist and interact in urban settings. pedagogy for diverse learners. Students will become different theories of development as well as Through readings and class discussion, students will familiar with the main components of language physical, cognitive, socio-emotional and moral examine schooling from historical, philosophical, structure (phonological, morphological, syntactic, domains of development, with implications for sociological, economic, and political perspectives. and lexical) and will learn their significance from a learning and socialization. Consideration will be Factors such as language, ability, socioeconomic psycholinguistic perspective. They will analyze data given to the role of culture, gender, disability, race, class, ethnicity, race, gender and sexuality will be from languages spoken in New York City. class, language, and sexual orientation in the introduced through a critical perspective in order to Credits: 3 process of learning and development. The lives of understand how they influence and shape urban Annually children with typical and atypical development will education. Students will have the opportunity to be explored through observations and readings. TAL 805 Linguistics and the Structure of English engage in field-based research related to issues Fourteen hours of structured fieldwork required. for Teachers studied. The pre-requisite of TAL 801 is required or This course addresses the structural components of Credits: 3 membership in NYC Teaching Fellow Group. language. Students develop and apply the Every Fall and Spring Credits: 3 knowledge of phonology, morphology, and syntax Annually TAL 802 Language and Literacy to understand the structure of the English A course focusing on the relationship between oral Language and their students' development of oral TAL 812 Lives of Adolescents language and literacy, highlighting the and written fluency in English. Teaching A course that focuses on the experience of pre- psycholinguistic and social foundations of reading. candidates learn to design and implement adolescents and adolescents from diverse Principles of first and second language acquisition, contextualized activities and instructional backgrounds with a range of abilities using dialectal differences, and the development of techniques to assist their students in developing developmental, non-developmental, historical, and literacy in English Language Learners and bilingual phonemic awareness, using their knowledge of cultural approaches. Theories of development will children will be addressed. Students will be morphology, building vocabulary and using the be studied as they apply to the adolescent learner in introduced to different philosophical approaches to syntactic structures of English in oral and written families, communities, peer groups and schools. teaching reading and will explore the connection communication. The course prepares students to Physical, cognitive, socio-emotional and moral between reading and writing. They will examine the analyze and describe the language spoken by domains of development with implications for cognitive and sociolinguistic processes involved in learners at different stages of language acquisition learning will be studied. Throughout the course, making meaning from text, including the and to instruct their students to contrast their attention will be given to ways in which culture, importance of background knowledge, as well as native language and English. Attention to the gender, disability, race, class, language, ethnicity processes underlying word recognition. The role of teaching of formal and informal English and the and sexual orientation play a role in the process of multicultural literature for children will be use of English for a variety of purposes, including learning and development. The lives of adolescents highlighted. Students will be introduced to a variety the use of academic language is also provided. with typical and atypical development will be of literacy resources, including children's libraries The pre-requisite or co-requisite of TAL 801 is explored through observations and readings. and relevant Web sites. required or membership in the NYC Teaching Fourteen hours of structured fieldwork required. The pre-requisite or co-requisite of TAL 801 is Fellow Student Group or in the ISTART Student For students pursuing the middle childhood required or membership in NYC Teaching Fellow Group. extension, 20 hours of fieldwork at the middle Group. Credits: 3 school level will be required. Credits: 3 Annually The pre-requisite of TAL 801 is required or
Every Fall and Spring membership in NYC Teaching Fellow Group. TAL 810 Early Development Credits: 3 An examination of the experience of young Annually children from infancy through early childhood
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TAL 823 Bilingualism and ESL classrooms are addressed. Fifteen hours of TAL 816 Teaching Literacy K-6 Bilingual/Multicultural Education structured fieldwork required. A course that addresses the teaching of literacy in Introduction to the individual, social, cognitive and The pre-requisite or co-requisite of TAL 801 or 802 grades K-6 from the emergent to the fluent reader. linguistic nature of bilingualism, including second is required or membership in either NYC Teaching Students will be introduced to a variety of language acquisition, sociology of language, and the Fellow Student Group or in the ISTART Student approaches for teaching reading and writing, relationship between language and culture. Group. including strategies for teaching word recognition, Students will examine the socio-political, historical, Credits: 3 phonics, vocabulary, and comprehension through and legal foundations that have shaped bilingual Annually the use of multicultural literature and and multicultural education policies, program incorporation of multiple literacies. The use of models, and teaching and assessment practices. TAL 827 ESOL and Content Area Instruction: reading for content area knowledge development Issues pertaining to second language learners with Childhood K-6 will be examined as well as reading assessment and diverse learning needs will be addressed. Students This course prepares students to plan and evaluation. This course will approach reading from will develop an understanding of the distinction implement instruction that develops language, a developmental perspective, using strategies for between language differences and language literacy and content knowledge in English. adaptation of instruction for children with diverse disability. Fifteen hours of structured fieldwork Students become knowledgeable of how to design abilities and language backgrounds within a required. Students pursuing the bilingual extension classroom activities and use resources to teach the collaborative, inclusive model. Approaches to will have an additional twenty hours of fieldwork. content areas through units that provide remediation of difficulties in literacy will also be Credits: 3 opportunities to use language in meaningful addressed. Ten hours of structured fieldwork Annually contexts. Students learn to integrate subject matter required. and language learning objectives and engage their The pre-requisite of TAL 801 is required or TAL 825 First and Second Language Acquisition students in problem-solving inquiries in science, membership in NYC Teaching Fellow Group. and Classroom Practice math and social studies. They are prepared to Credits: 3 Students become knowledgeable of different create print-rich classroom environments in which Annually theories of language acquisitions as well as the role their students can use print regardless of their that individual differences such as age, literacy, developmental stage in English and formal TAL 817 Teaching Literacy: Grades 5-12 motivation, and personality play in L1 and L2 accuracy. Ways to plan instruction to meet diverse A course that addresses the teaching of literacy at learning. Teaching candidates learn to recognize developmental and learning needs as well as the middle childhood and adolescent levels from a different stages of acquisition and understand the cultural styles are included. The use of educational developmental perspective, building upon the nature of typical second language errors. Students resources, including technology and children''s foundations of literacy established in early design instructional strategies and classroom literature is addressed. The course also attends to childhood and childhood. Emphasis will be on the environments to support their students' oral and family and community involvement and the use of development of fluent mature reading, including written first and second language development. the home language to support literacy. English strategies for teaching vocabulary, critical thinking, These strategies include the use of technology, acquisition and content knowledge development. reading in the content areas, and study skills. literature, and opportunities for linguistic Fifteen hours of structured fieldwork required. Various approaches to the teaching of writing will interaction. The course prepares students to use The pre-requisite or co-requisite of TAL 802 is be presented, and students will become familiar language proficiency assessments to plan required or memebership in either NYC Teaching with a diverse range of multicultural literature for curriculum, modify instruction and monitor Fellow Student Group or in the ISTART Student middle-school children and adolescents. Practices students' progress. Group. related to assessment and the organization of The pre-requisite or co-requisite of TAL 802 is Credits: 3 instruction will be introduced. Strategies for required or membership in either NYC Teaching Annually adaptation of instruction for children of diverse Fellow Student Group or in the ISTART Student abilities and language backgrounds will also be Group. TAL 828 ESOL and Content Area Instruction: addressed. Fifteen hours of structured fieldwork Credits: 3 Adolescence 6-12 required. Annually This course prepares students to create learning The pre-requisite of TAL 801 is required. environments that allow ELLs to access the core Credits: 3 TAL 826 Curriculum and TESOL Pedagogy curriculum by integrating language and content Annually This course prepares teaching candidates to design instruction and choosing and adapting educational learning environments for ELLs by examining a resources, including technology. Teaching TAL 822 Assessment and Special Education wide range of approaches, practices and materials candidates learn to assess students' background The historical, political and social context of the for the ESL classroom. Issues in second language knowledge and consider their language proficiency testing and standards movements and their relation pedagogy and varied approaches and methods in to plan and implement student-centered and to assessment practices in Special Education will be second language teaching such as Sheltered culturally-relevant instruction to teach math, critically examined. The concepts of reliability and Instruction, Community Language Learning, Total science and social studies. The use of reading and validity will be explored and their relevance to Physical Response, and the Natural and writing to promote language and content standardized and teacher-made tests, as well as Comprehension Approaches are included. knowledge learning in English and the use of alternative assessment techniques, will be discussed. Students design and present lesson and curriculum linguistic and nonlinguistic support to enhance Emphasis will be given to the underlying plans and use classroom-based assessments of comprehension are addressed. Students become assumptions of the tests and to race, class, language, children's learning. They practice using technology knowledgeable on how to plan and manage and gender implications in using the tests. The and electronic media as well as participatory instruction for diverse groups of learners and process by which students receive special education techniques, theater, role playing, games, visual arts, various developmental needs, including students services will be investigated. and music to teach ELLs. The integration of these with disabilities and those with limited or The pre-requisite of TAL 803 is required. approaches and techniques with content area and interrupted formal schooling. They become Credits: 3 literacy instruction is emphasized. Strategies to acquainted with strategies for school-home Annually differentiate instruction and teach in multi-level communication that are linguistically and culturally
LIU Brooklyn Graduate Bulletin 2013 - 2014 Page 154 LIU Brooklyn appropriate. Fifteen hours of structured fieldwork movement, music, drama, and visual arts activities enriching multiple representations of content and required. appropriate for the elementary school classroom. multicultural materials to their classroom The pre-requisite of TAL 827 is required or Through active exploration of various media and instruction. The use of literature, technology, membership in NYC Teaching Fellow Group or in materials students will learn how to integrate the audio-visual material, and the resources of New ISTART Group. arts into their classroom teaching. Course York City will be highlighted so that students can Credits: 3 experience will include field trips to art museums become resourceful teachers who understand Annually and performances appropriate for elementary curriculum design and know how to access and school children. utilize a range of materials for adolescents of TAL 830 Classroom Inquiry I The pre-requisite or co-requisite of TAL 830 is varying interests, abilities, and language The course aims to develop and improve aspects of required. backgrounds. Fifteen hours of structured fieldwork teaching practice through inquiring about students Credits: 3 required. work with children and adolescents in classrooms Annually The pre-requisite or co-requisite of TAL 801 is and other educational settings from a required. phenomenological perspective. Through TAL 833 Teaching Science/Technology 1-6 Credits: 3 collaborative inquiry, students will learn disciplined A course that focuses on the development and Annually modes of observation and description and a range implementation of inquiry-based curricula to of ways to document aspects of Teaching and promote in-depth scientific literacy. Emphasis will TAL 841B Curriculum in the Secondary Learning. They will complete a child study be placed on raising questions, planning and Classroom: Chemistry including the collecting and describing of the developing solutions for open-ended science A course with students as researchers of the child's work and a Descriptive Review of the Child. problems, formative assessment, and the use of secondary curriculum in the student's particular In addition, students will investigate the technology as a teaching tool. While reinforcing discipline with a focus on teaching students with assumptions about persons and knowledge-making knowledge of basic scientific concepts and inquiry diverse backgrounds and needs. Students will underlying the phenomenological modes of inquiry skills, students will construct unit plans as a become familiar with NYS/Common Core basic to the child study. Students will begin to mechanism for integrating learning. Attention will Learning Standards as well as ways to bring develop a conceptual understanding of the nature be paid to developing strategies for helping children enriching multiple representations of content and of inquiry, documentation, evidence, questions, with diverse learning needs to meet NYS/Common multicultural materials to their classroom and knowledge. Thirty hours of structured Core Learning Standards. Ten hours of structured instruction. The use of literature, technology, fieldwork required. fieldwork required. audio-visual material, and the resources of New The pre-requisite of TAL 801 is required or The pre-requisite or co-requisite of TAL 830 is York City will be highlighted so that students can membership in NYC Teaching Fellow Group or in required. become resourceful teachers who understand ISTART Group. Credits: 3 curriculum design and know how to access and Credits: 3 Annually utilize a range of materials for adolescents of Every Fall and Spring varying interests, abilities, and language TAL 834 Teaching Math/Technology 1-6 backgrounds. Fifteen hours of structured fieldwork TAL 831 Teaching Social Studies 1-6 A course that utilizes an inquiry approach to required. Introduction to a theme-based, literature-rich, explore big ideas in mathematics and to The pre-requisite or co-requisite of TAL 801 is multicultural approach to teaching and learning demonstrate how these ideas are evident across required. social studies. The course focuses on the teaching of cultures. The following questions will be raised: Credits: 3 social studies through literacy, critical thinking, and What is the teacher's role in children's learning of Annually an inquiry approach using student-centered mathematics? What abilities do children develop projects. Students will learn to look at their own through the learning of mathematics? How do TAL 841C Curriculum in the Secondary classrooms as places where inclusive community teachers know what children need? How do Classroom: English living can be practiced and where children can teachers organize their work to address those needs A course with students as researchers of the begin to explore values like community in the classroom? Students will be introduced to the secondary curriculum in the student's particular responsibility, equality, diversity, and freedom as use of technology as a tool in the teaching of discipline with a focus on teaching students with preparation for democratic citizenship. They will mathematics. Attention will be paid to developing diverse backgrounds and needs. Students will design instruction and assessments to help diverse strategies for helping children with diverse learning become familiar with NYS/Common Core learners meet NYS/Common Core Learning needs to meet NYS/Common Core Learning Learning Standards as well as ways to bring Standards. Relevant uses of technology will be Standards within a collaborative, inclusive model. enriching multiple representations of content and explored. Ten hours of structured fieldwork Approaches to addressing difficulties in math will multicultural materials to their classroom required. be explored. Ten hours of structured fieldwork instruction. The use of literature, technology, The pre-requisite or co-requisite of TAL 830 is required. audio-visual material, and the resources of New required. The pre-requisite of TAL 830 is required. York City will be highlighted so that students can Credits: 3 Credits: 3 become resourceful teachers who understand Annually Annually curriculum design and know how to access and utilize a range of materials for adolescents of TAL 832 Teaching the Arts 1-6 TAL 841A Curriculum in the Secondary varying interests, abilities, and language A course that introduces students to the role of the Classroom: Biology backgrounds. Fifteen hours of structured fieldwork arts and movement in elementary education as a A course with students as researchers of the required. means of helping children make sense of the world, secondary curriculum in the student's particular The pre-requisite or co-requisite of TAL 801 is express understanding of their experience, and discipline with a focus on teaching students with required. develop aesthetic appreciation. Students will diverse backgrounds and needs. Students will Credits: 3 explore the importance of developing creativity and become familiar with NYS/Common Core Annually self-expression in children. They will participate in Learning Standards as well as ways to bring
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TAL 841D Curriculum in the Secondary structured fieldwork required. students' learning needs and/or Individualized Classroom: Mathematics The pre-requisites of TAL 801 and 841A are Educational Programs (IEPs). Fifteen hours of A course with students as researchers of the required. structured fieldwork required. secondary curriculum in the student's particular Credits: 3 The pre-requisites of TAL 801 and 841D are discipline with a focus on teaching students with Annually required. diverse backgrounds and needs. Students will Credits: 3 become familiar with NYS/Common Core TAL 842B Teaching Methods in the Secondary Annually Learning Standards as well as ways to bring Classroom: Chemistry enriching multiple representations of content and A course in which students will actively learn about TAL 842E Teaching Methods in the Secondary multicultural materials to their classroom the practice of teaching and co-teaching on the Classroom: Social Studies instruction. The use of literature, technology, secondary level. Topics to be explored will include A course in which students will actively learn about audio-visual material, and the resources of New lesson and unit planning, multicultural curriculum the practice of teaching and co-teaching on the York City will be highlighted so that students can and teaching, student-centered teaching strategies, secondary level. Topics to be explored will include become resourceful teachers who understand project-based classroom instruction, methods of lesson and unit planning, multicultural curriculum curriculum design and know how to access and assessment, and classroom management. Students and teaching, student-centered teaching strategies, utilize a range of materials for adolescents of will develop and implement unit plans to meet project-based classroom instruction, methods of varying interests, abilities, and language NYS/Common Core Standards for adolescents of assessment, and classroom management. Students backgrounds. Fifteen hours of structured fieldwork varying abilities and language backgrounds. will develop and implement unit plans to meet required. Students will explore ways to develop and NYS/Common Core Standards for adolescents of The pre-requisite or co-requisite of TAL 801 is differentiate lessons and assessments based on varying abilities and language backgrounds. required. students' learning needs and/or Individualized Students will explore ways to develop and Credits: 3 Educational Programs (IEPs). Fifteen hours of differentiate lessons and assessments based on Annually structured fieldwork required. students' learning needs and/or Individualized The pre-requisites of TAL 801 and 841B are Educational Programs (IEPs). Fifteen hours of TAL 841E Curriculum in the Secondary required. structured fieldwork required. Classroom: Social Studies Credits: 3 The pre-requisites of TAL 801 and 841E are A course with students as researchers of the Annually required. secondary curriculum in the student's particular Credits: 3 discipline with a focus on teaching students with TAL 842C Teaching Methods in the Secondary Annually diverse backgrounds and needs. Students will Classroom: English become familiar with NYS/Common Core A course in which students will actively learn about TAL 843 Curriculum in Middle School Learning Standards as well as ways to bring the practice of teaching and co-teaching on the A course in which students learn to create, evaluate, enriching multiple representations of content and secondary level. Topics to be explored will include and implement middle school curriculum by asking multicultural materials to their classroom lesson and unit planning, multicultural curriculum questions about language arts, math, science, and instruction. The use of literature, technology, and teaching, student-centered teaching strategies, social studies. Students will become familiar with audio-visual material, and the resources of New project-based classroom instruction, methods of NYS/Common Core Learning Standards and how York City will be highlighted so that students can assessment, and classroom management. Students to integrate these standards into the curriculum become resourceful teachers who understand will develop and implement unit plans to meet they develop for diverse learners. In-depth curriculum design and know how to access and NYS/Common Core Standards for adolescents of exploration of critical issues across subject areas will utilize a range of materials for adolescents of varying abilities and language backgrounds. be emphasized. Effective ways of teaching middle varying interests, abilities, and language Students will explore ways to develop and school learners will be explored. Pedagogical backgrounds. Fifteen hours of structured fieldwork differentiate lessons and assessments based on approaches will include student centered teaching required. students' learning needs and/or Individualized and learning, group work, project-based learning, The pre-requisite or co-requisite of TAL 801 is Educational Programs (IEPs). Fifteen hours of and authentic modes of assessment. Students will required. structured fieldwork required. explore how to select and adapt appropriate Credits: 3 The pre-requisites of TAL 801 and 841C are materials for adolescents. Thirty hours of structured Annually required. fieldwork required. Credits: 3 Credits: 3 TAL 842A Teaching Methods in the Secondary Annually On Demand Classroom: Biology A course in which students will actively learn about TAL 842D Teaching Methods in the Secondary TAL 844 Environments Practices and Play in the practice of teaching and co-teaching on the Classroom: Mathematics Early Childhood secondary level. Topics to be explored will include A course in which students will actively learn about This course studies the relationship between play lesson and unit planning, multicultural curriculum the practice of teaching and co-teaching on the and learning for young children and the and teaching, student-centered teaching strategies, secondary level. Topics to be explored will include significance of providing opportunities for choices project-based classroom instruction, methods of lesson and unit planning, multicultural curriculum in their interactions with the world. Students will assessment, and classroom management. Students and teaching, student-centered teaching strategies, learn how to create safe and stimulating classroom will develop and implement unit plans to meet project-based classroom instruction, methods of environments that provide positive behavior NYS/Common Core Standards for adolescents of assessment, and classroom management. Students support for a multicultural, inclusive and anti-bias varying abilities and language backgrounds. will develop and implement unit plans to meet approach to learning. The focus will be on the Students will explore ways to develop and NYS/Common Core Standards for adolescents of whole child in learning contexts that enhance differentiate lessons and assessments based on varying abilities and language backgrounds. physical cognitive, social, and emotional students' learning needs and/or Individualized Students will explore ways to develop and development and aesthetic appreciation. Particular Educational Programs (IEPs). Fifteen hours of differentiate lessons and assessments based on consideration will be given to the role of the group
LIU Brooklyn Graduate Bulletin 2013 - 2014 Page 156 LIU Brooklyn in individual learning. A variety of early childhood individual needs. Strategies and instructional TAL 854 Classroom as Community curricula will be reviewed. Fifteen hours of technology for modifying and adapting curricula for Students learn to create respectful classroom structured fieldwork required. students with varying abilities will be presented. communities that support children and adolescents The pre-requisite or co-requisite of TAL 830 is Students will investigate the impact of in developing communication and social skills required. NYS/Common Core Learning Standards and leading to satisfying interpersonal relationships. Credits: 3 Individualized Educational Programs (IEPs) on Students will explore various ways of thinking Annually development and implementation of curriculum for about behavior. They will also learn approaches students with disabilities. Trends and issues in the grounded in person-centered values, including TAL 845 Math and Science in Early Childhood field of curriculum will be discussed in relation to collaborative problem-solving processes to develop This course will prepare students to design the delivery of special education services. Ten hours individualized interventions. Theoretical environments and curriculum for the development of structured fieldwork required. foundations and methods for supporting students of math and science knowledge in early childhood. The pre-requisite of TAL 803 is required or the with disabilities and documenting and interpreting Students will learn to create learning centers for student must be active in the NYC Teaching their behaviors will be addressed. Various young children based on principles of discovery, Fellows Student Group. perspectives on constructing classroom hands-on experience, and reasoning to reinforce Credits: 3 environments such as Positive Behavior Support, basic math and science concepts and inquiry skills. Annually Responsive Classrooms, and conflict resolution will They will also learn to develop instruction to meet be explored. diverse needs, including those of English Language TAL 852 Strategies for Teaching Learners with The pre-requisite or co-requisite of TAL 830 is Learners and children who present development Diverse Needs: Childhood required or membership in NYC Teaching Fellow variations. Students will construct unit plans as Characteristics of children with particular disability Group. mechanisms for integrating learning and meeting classifications, as well as cultural, linguistic, gender, Credits: 3 state learning standards. The role of formal and and ability differences, will be studied as a basis for Annually informal assessment as a teaching tool will be considering strategies for teaching. Ideas, methods, examined. Fifteen hours of structured fieldwork and strategies for assessing student needs and for TAL 856 Curriculum Theory and Practice in required. designing, adapting, implementing, and evaluating Special Education: Middle Childhood / The pre-requisite or co-requisite of TAL 830 is instructional practices in academic content areas Adolescence required. will be considered. Emphasis will be placed on An exploration of the role of curriculum in schools Credits: 3 developing the ability to teach through a variety of with an emphasis on teaching learners with diverse Annually teaching methods, including new technologies and learning needs. Students will learn to evaluate the effective utilization of time, space, materials, and appropriateness of existing curricula for children TAL 846 Family Literacy and Parental equipment. Consideration will be given to teaching with disabilities while developing curricula based on Collaboration learners content in academic subject areas based on an assessment of learner's interests, strengths, and This course will prepare students to design the NYS/Common Core Learning Standards. individual needs. Strategies and instructional environments and curriculum for the development Teaching methods which support a collaborative technology for modifying and adapting curricula for of language and literacy at home and the early learning environment, such as cooperative learning students with varying abilities will be presented. childhood center. Collaborative and inclusive groups and co-teaching, will be explored. Ten hours Students will investigate the impact of the approaches to family literacy will be emphasized. of structured fieldwork required. NYS/Common Core Learning Standards and These include how to work with diverse families on The pre-requisite of TAL 851 is required. Individualized Education Programs (IEPs) on issues of child development, including Credits: 4 development and implementation of curriculum for developmental variations, the role of first and Annually students with disabilities. Trends and issues in the second language acquisition, bilingualism and field of curriculum will be discussed in relation to culture in child rearing. Students will be TAL 853 Collaboration and Consultation: Family the delivery of special education services. Ten hours introduced to a variety of activities and materials to School, and Community of structured fieldwork required. promote family literacy such as children''s books as An exploration of various team approaches and the The pre-requisite of TAL 803 is required or the well as materials on parenting, adult literacy and roles of team members in the delivery of special student must be active in the NYC Teaching English as a Second Language. They will learn to education services. Professional and family Fellows Student Group. create systems for referral and collaboration with perspectives will be examined in relation to the Credits: 3 other agencies, including Early Intervention education of students with disabilities. Attention Annually Programs, to provide comprehensive services to will be paid to the student within the context of a families. Ten hours of structured fieldwork family system. Emphasis will be on fostering skills TAL 857 Strategies for Teaching Learners with required. that facilitate on-going and productive Diverse Needs: Middle Childhood / Adolescence The pre-requisite or co-requisite of TAL 830 is communication among all team members. Students Characteristics of pre-adolescent and adolescent required. will become familiar with community agencies that students with particular disability classifications, as Credits: 3 provide support and services to children and well as cultural, linguistic, gender, and ability Annually adolescents with disabilities and their families and differences, will be studied as a basis for considering will learn to advocate on their behalf. Ten hours of strategies for teaching. Ideas, methods, and TAL 851 Curriculum Theory and Practice in structured fieldwork required. strategies for assessing student needs and for Special Education: Childhood The pre-requisite or co-requisite of TAL 830 is designing, adapting, implementing, and evaluating An exploration of the role of curriculum in schools required. instructional practices in academic content areas with an emphasis on teaching learners with diverse Credits: 3 will be considered. Emphasis will be placed on learning needs. Students will learn to evaluate the Annually developing the ability to teach through a variety of appropriateness of existing curricula for children teaching methods, including new technologies and with disabilities while developing curricula based on effective utilization of time, space, materials, and an assessment of learner's interests, strengths, and equipment. Consideration will be given to teaching
Page 157 LIU Brooklyn Graduate Bulletin 2013 - 2014 Bulletin 2013 - 2014 learners content in academic subject areas based on language and society and their role in mediating children who grow up in a bilingual environment the NYS/Common Core Learning Standards. educational success. The interplay of social class, and those with developmental delays. It will address Teaching methods that support a collaborative ethnicity, age, and gender in language teaching and the significance of providing a language-rich learning environment, such as cooperative learning learning is considered. Students examine the environment at home and in formal educational groups and co-teaching, will be explored. Ten hours multiple ways in which children are positioned in settings that offers children opportunities to engage of structured fieldwork required. terms of language, ability, disability and learning. in meaningful acts of communication and social The pre-requisite of TAL 856 is required. The ethnography of communication, classroom interaction as they construct their own ideas and Credits: 4 discourse, conversational analysis, and intercultural theories about the principles of language. The Annually communication as well as the pragmatics of importance of children's participation in literacy communication, linguistic variation, bilingualism, events with other children and adults will be TAL 862 ESL Curriculum and Methodology: and code-switching are studied. Pidgins and emphasized. The role of play, sensory manipulation, Teaching Literacy K-12 Creoles, World Englishes, the politics of teaching music, movement, story telling, children's literature A study of different approaches to teaching ESL in English, and the role of the profession are and the arts in the development of language and an urban classroom with a focus on all aspects of addressed. literacy will be explored. Fifteen hours of structured language and literacy, including listening, speaking, The pre-requisite of TAL 802 is required or fieldwork required. reading, and writing, at different levels of membership in the NYC Teaching Fellow Student The pre-requisite or co-requisite of TAL 830 is proficiency in English. Students will learn to Group. required. develop literacy through the content areas. They Credits: 3 Credits: 3 will also become familiar with uses of technology in Annually Annually an ESL setting and with literacy and language proficiency assessment. Students will learn how to TAL 868 Second Language Literacy and Biliteracy TAL 875 Adolescent and Young Adult Basic help English Language Learners of varying ability This course addresses the connection between Literacy meet NYS/Common Core Learning Standards in literacy and second language acquisition A course that addresses the language and literacy literacy. Fifteen hours of structured fieldwork highlighting the theory and research on the needs of adolescents and young adults who have required. development of literacy in the native language, had uneven or poor schooling. Students will learn Credits: 3 second language literacy, and biliteracy. Taking an how to adapt instruction, develop materials, and Annually additive approach, the course examines the design appropriate curricula to meet the literacy linguistic and sociocultural foundations in the needs of adolescents and young adults. The specific TAL 863 ESL Curriculum and Methodology: development of literacy among English Language needs of English language learners, speakers of a Teaching Content Areas K-12 Learners and the relationships between biliteracy second dialect, and those with learning difficulties An examination of the practices of teaching the and content knowledge development. Students will be considered. Students will become familiar content areas of science, mathematics, social studies learn to teach for the development of academic with reading materials and other educational and language arts through English. Strategies for language as well as for the development of language resources for this population. The use of specialized implementing sheltered instruction, adapting for a variety of purposes. Approaches to teaching technology and media will be explored. materials, and developing vocabulary in specific reading and writing in the second language as well The pre-requisite or co-requisite of TAL 830 is content areas will be introduced. Attention is given as ways to develop biliteracy are addressed. required. to the teaching of content areas to second language Students examine curricula and literature for Credits: 3 learners with disabilities. The use of technology in children and adolescents as well as available On Occasion teaching ESL is presented along with assessment technology to teach literacy to ELLs. tools for measuring progress in specific subject The pre-requisites of TAL 802 and 828 are TAL 879 Special Topics in Education areas. Students learn to develop their own required. An in-depth and intensive study of specific critical curriculum and materials in a workshop setting. Credits: 3 areas of interest in education, as identified by Fifteen hours of structured fieldwork required. Annually faculty. With approval of program faculty, students Credits: 3 may apply a maximum of three credits to their Annually TAL 871 Introduction to Reading Difficulties degree program. Ten hours of fieldwork may be A course that prepares students to instruct children required. TAL 866 Native Language Teaching in the with a variety of reading difficulties. Current Credits: 3 Bilingual Classroom research into the nature and origin of reading On Occasion An exploration of theories of literacy and related difficulties, including dyslexia, will be reviewed. teaching practices to develop native language Students will learn how to identify reading TAL 880 Classroom Inquiry II reading, writing, speaking, and listening skills, and difficulties, determine instructional needs, and use A course that aims to develop and improve aspects to use native language in teaching the content areas diagnostic information for instructional planning. of teaching practice by deepening students' (mathematics, science, and social studies). Strategies for preventing and ameliorating understanding of inquiry, documentation, Techniques of assessing native literacy skills will be difficulties in word identification, comprehension, evidence, questions, and knowledge as introduced examined. Students will become familiar with and written language will be introduced. in Classroom Inquiry I. Students will extend their native language resources in the community The pre-requisite or co-requisite of TAL 830 is learning of collaborative modes of classroom through evaluating culturally appropriate curricula, required. inquiry by formulating a question and completing children's literature and media. Students will also Credits: 3 an inquiry into a school or classroom issue, a analyze and strengthen their own biliteracy skills. On Demand curricular activity, or an aspect of their teaching Fifteen hours of structured fieldwork required. practice. Students will explore a range of literature Credits: 3 TAL 873 Early Literacy related to the questions being investigated. They On Occasion A course that focuses on the importance of will investigate and compare assumptions about language development as a precursor to literacy in persons and knowledge-making underlying various TAL 867 Sociolinguistics and Teaching children from birth to five years of age, including modes of inquiry through exposure to a range of This course addresses the relationship between
LIU Brooklyn Graduate Bulletin 2013 - 2014 Page 158 LIU Brooklyn research designs. Thirty hours of structured They immerse themselves in the life of a school, TAL 884B Student Teaching for the Practicing fieldwork required. recording and thinking about the purposes, Teacher: Childhood Special Education The pre-requisite of TAL 830 is required. complexities, and consequences of what they do as This course is designed for students seeking 2nd Credits: 3 teachers in order to learn from their experiences. initial certification. It prepares reflective teachers Every Fall and Spring Students are supervised by a university faculty who work to create excellent elementary classrooms member and a cooperating teacher in the school and schools for all urban students. Students apply TAL 881A Student Teaching: Early Childhood and meet in regularly sccheduled seminars. concepts acquired throughout the program to plan, This course is designed for students seeking 1st Students currently employed as elementary school implement, and assess instruction in their own Initial certification. It prepares reflective early teachers (grades 1-6) may, with faculty approval, teaching practice. Students currently teaching childhood teachers who work to create excellent complete the experience in their place of children with disabilities complete the student early childhood classrooms, environments and employment. 75 days. Pass/Fail only. Program teaching in their own classrooms with guidance schools for young children. Students participate in approval required. from college faculty. Students not currently every aspect of practice, including planning, Credits: 3 teaching children with disabilities complete a 20- implementation, and assessment of curriculum and Every Fall and Spring day student teaching experience under the instruction. They immerse themselves in the life of supervision of a cooperating teacher and college a school, recording and thinking about the TAL 883A Student Teaching: Adolescence faculty. The setting must be approved by special purposes, complexities, and consequences of what This course is designed for students seeking 1st education faculty. Pass/Fail only. Program approval they do as teachers in order to learn from their initial certification. It prepares reflective teachers required. experiences. Students are supervised by a university who work to create excellent secondary classrooms Credits: 1 faculty member and a cooperating teacher in a and schools for all urban students. Students Every Fall and Spring school or early childhood center and meet in participate in every aspect of practice, including regularly scheduled seminars. Students currently planning, implementation, and assessment of TAL 884C Student Teaching: Alternative employed as early childhood teachers (birth-second curriculum and instruction. They immerse Childhood Special Education I grade) may, with faculty approval, complete the themselves in the life of a school, recording and This course is designed for students in an experience in their place of employment. 75 days. thinking about the purposes, complexities, and alternative certification program. It prepares Pass/Fail only. Program approval required. consequences of what they do as teachers in order reflective teachers who work to create excellent Credits: 3 to learn from their experiences. Students are elementary classrooms for urban children with Every Fall and Spring supervised by a university faculty member and a disabilities. Students participate in every aspect of cooperating teacher in the school and meet in practice, including planning, implementation, and TAL 881B Student Teaching for the Practicing regularly scheduled seminars. Students currently assessment of curriculum and instruction. They Teacher: Early Childhood employed as secondary school teachers (grades 7- immerse themselves in the life of a school, This course is designed for students seeking 2nd 12), teaching in the subject area in which they are recording and thinking about the purposes, initial certification. It prepares reflective teachers seeking certification, may, with faculty approval, complexities, and consequences of what they do as who work to create excellent early childhood complete the experience in their place of teachers in order to learn from their experiences. classrooms, environments, and schools for young employment. 75 days. Pass/Fail only. Program Students are supervised by a university faculty children. With guidance from college faculty, approval required. member and meet in regularly scheduled seminars. students apply concepts acquired throughout the Credits: 3 Students currently employed as childhood special program to plan, implement, and assess instruction Every Fall and Spring education teachers (grades 1- 6) complete the in their own teaching practice. Students currently experience in their place of employment. 75 days. teaching young children (birth-second grade) TAL 884A Student Teaching: Childhood Special Pass/Fail only. complete student teaching in their own classrooms Education Membership in NYC Teaching Fellow Group or in with guidance from college faculty. Students not This course is designed for students seeking 1st ISTART Group is required. currently employed in an early childhood setting initial certification. It prepares reflective teachers Credits: 3 complete a 20-day student teaching experience who work to create excellent elementary classrooms On Demand under the supervision of a cooperating teacher and for urban children with disabilities. Students college faculty. Students seeking and Advanced participate in every aspect of practice, including TAL 884D Student Teaching: Alternate Certificate in Early Childhood or Dual planning, implementation, and assessment of Childlhood Special Education II Certification in Early Childhood and another area curriculum and instruction. They immerse This course is designed for students in an must complete the student teaching required in themselves in the life of a school, recording and alternative certification program. It prepares their first certification before enrolling in TAL thinking about the purposes, complexities, and reflective teachers who work to create excellent 881B. The setting must be approved by early consequences of what they do as teachers in order elementary classrooms for urban children with childhood faculty. 20 days. Pass/Fail only. to learn from their experiences. Students are disabilities. Students participate in every aspect of Program approval required. supervised by a university faculty member and a practice, including planning, implementation, and Credits: 1 cooperating teacher in the school and meet in assessment of curriculum and instruction. They Every Fall, Spring and Summer regularly scheduled seminars. Students currently immerse themselves in the life of a school, employed as childhood special education teachers recording and thinking about the purposes, TAL 882A Student Teaching: Childhood (grades 1- 6) may, with faculty approval, complete complexities, and consequences of what they do as This course is designed for students seeking 1st the experience in their place of employment. 75 teachers in order to learn from their experiences. Initial Certification. It prepares reflective days. Pass/Fail only. Program approval required. Students are supervised by a university faculty elementary school teachers who work to create Credits: 3 member and meet in regularly scheduled seminars. excellent elementary classrooms and schools for all Every Fall and Spring Students currently employed as childhood special urban students. Students participate in every aspect education teachers (grades 1- 6) complete the of practice, including planning, implementation, experience in their place of employment. 75 days. and assessment of curriculum and instruction. Pass/Fail only.
Page 159 LIU Brooklyn Graduate Bulletin 2013 - 2014 Bulletin 2013 - 2014
Membership in NYC Teaching Fellow Group or in recording and thinking about the purposes, secondary classrooms for urban adolescents with ISTART Group is required. complexities, and consequences of what they do as disabilities. Students participate in every aspect of Credits: 3 teachers in order to learn from their experiences. practice, including planning, implementation, and On Demand Students are supervised by a university faculty assessment of curriculum and instruction. They member and a cooperating teacher in the school immerse themselves in the life of a school, TAL 884E Student Teaching for the Practicing and meet in regularly scheduled seminars. Students recording and thinking about the purposes, Teacher: Alternate Childhood Special Education I currently employed as adolescent special education complexities, and consequences of what they do as This course is designed for students in an teachers (grades 7-12) may, with faculty approval, teachers in order to learn from their experiences. alternative certification program. It prepares complete the experience in their place of Students are supervised by a university faculty reflective teachers who work to create excellent employment. 75 days. Pass/Fail only. Program member and meet in regularly scheduled seminars. elementary classrooms for urban children with approval required. Students currently employed as adolescent special disabilities. Students participate in every aspect of Credits: 3 education teachers (grades 7-12) complete the practice, including planning, implementation, and Every Fall and Spring experience in their place of employment. 75 days. assessment of curriculum and instruction. They Pass/Fail only. immerse themselves in the life of a school, TAL 885B Student Teaching for the Practicing Membership in NYC Teaching Fellow Group or in recording and thinking about the purposes, Teacher: Adolescence Special Education ISTART Group is required. complexities, and consequences of what they do as This course is designed for students seeking 2nd Credits: 3 teachers in order to learn from their experiences. initial certification It prepares reflective teachers Annually Students are supervised by a university faculty who work to create excellent elementary classrooms member and meet in regularly scheduled seminars. and schools for all urban students. Students apply TAL 885E Student Teaching for the Practicing Students currently employed as childhood special concepts acquired throughout the program to plan, Teacher: Alternate Adolescence Special Education education teachers (grades 1- 6) complete the implement, and assess instruction in their own I experience in their place of employment. 75 days. teaching practice. Students currently teaching This course is designed for students in an Pass/Fail only. adolescents with disabilities complete the student alternative certification program. It prepares Membership in NYC Teaching Fellow Group or in teaching in their own classrooms with guidance reflective teachers who work to create excellent ISTART Group is required. from college faculty. Students not currently secondary classrooms for urban adolescents with Credits: 0 teaching adolescents with disabilities complete a 20- disabilities. Students participate in every aspect of On Demand day student teaching experience under the practice, including planning, implementation, and supervision of a cooperating teacher and college assessment of curriculum and instruction. They TAL 884F Student Teaching for the Practicing faculty. The setting must be approved by special immerse themselves in the life of a school, Teacher: Alternate Childhood Special Education education faculty. Pass/Fail only. Program approval recording and thinking about the purposes, II required. complexities, and consequences of what they do as This course is designed for students in an Credits: 1 teachers in order to learn from their experiences. alternative certification program. It prepares Every Fall and Spring Students are supervised by a university faculty reflective teachers who work to create excellent member and meet in regularly scheduled seminars. elementary classrooms for urban children with TAL 885C Student Teaching: Alternate Students currently employed as adolescent special disabilities. Students participate in every aspect of Adolescence Special Education I education teachers (grades 7-12) complete the practice, including planning, implementation, and This course is designed for students in an experience in their place of employment. 75 days. assessment of curriculum and instruction. They alternative certification program. It prepares Pass/Fail only. immerse themselves in the life of a school, reflective teachers who work to create excellent Membership in NYC Teaching Fellow Group or in recording and thinking about the purposes, secondary classrooms for urban adolescents with ISTART Group is required. complexities, and consequences of what they do as disabilities. Students participate in every aspect of Credits: 0 teachers in order to learn from their experiences. practice, including planning, implementation, and Annually Students are supervised by a university faculty assessment of curriculum and instruction. They member and meet in regularly scheduled seminars. immerse themselves in the life of a school, TAL 885F Student Teaching for the Practicing Students currently employed as childhood special recording and thinking about the purposes, Teacher: Alternate Adolescence Special Education education teachers (grades 1- 6) complete the complexities, and consequences of what they do as II experience in their place of employment. 75 days. teachers in order to learn from their experiences. This course is designed for students in an Pass/Fail only. Students are supervised by a university faculty alternative certification program. It prepares Membership in NYC Teaching Fellow Group or in member and meet in regularly scheduled seminars. reflective teachers who work to create excellent ISTART Group is required. Students currently employed as adolescent special secondary classrooms for urban adolescents with Credits: 0 education teachers (grades 7-12) complete the disabilities. Students participate in every aspect of On Demand experience in their place of employment. 75 days. practice, including planning, implementation, and Pass/Fail only. assessment of curriculum and instruction. They TAL 885A Student Teaching: Adolescence Special Membership in NYC Teaching Fellow Group or in immerse themselves in the life of a school, Education ISTART Group is required. recording and thinking about the purposes, This course is designed for students seeking 1st Credits: 3 complexities, and consequences of what they do as initial certification. It prepares reflective teachers Annually teachers in order to learn from their experiences. who work to create excellent secondary classrooms Students are supervised by a university faculty for urban students with disabilities. Students TAL 885D Student Teaching: Alternate member and meet in regularly scheduled seminars. participate in every aspect of practice, including Adolescence Special Education II Students currently employed as adolescent special planning, implementation, and assessment of This course is designed for students in an education teachers (grades 7-12) complete the curriculum and instruction. They immerse alternative certification program. It prepares experience in their place of employment. 75 days. themselves in the life of a secondary school, reflective teachers who work to create excellent Pass/Fail only.
LIU Brooklyn Graduate Bulletin 2013 - 2014 Page 160 LIU Brooklyn
Membership in NYC Teaching Fellow Group or in experiences. Students are supervised by a university instruction. They immerse themselves in the life of ISTART Group is required. faculty member and meet in regularly scheduled a school, recording and thinking about the Credits: 0 seminars. Students currently employed as TESOL purposes, complexities, and consequences of what Annually teachers complete the experience in their place of they do as teachers in order to learn from their employment. 75 days. Pass/Fail only. experiences. Students are supervised by a university TAL 886A Student Teaching: TESOL Membership in NYC Teaching Fellow Group or in faculty member and meet in regularly scheduled This course is designed for students seeking 1st ISTART Group is required. seminars. Students currently employed as TESOL initial certification. This experience prepares Credits: 3 teachers complete the experience in their place of reflective TESOL teachers who work to create Annually employment. 75 days. Pass/Fail only. student-centered and challenging classrooms and Membership in NYC Teaching Fellow Group or in supportive schools for English Language Learners. TAL 886D Student Teaching: Alternate TESOL II ISTART Group is required. Teaching candidates participate in every aspect of This course is designed for students in an Credits: 0 practice, including planning, implementation, and alternative certification program. It prepares Annually assessment of curriculum and instruction. They reflective teachers who work to create excellent immerse themselves in the life of a TESOL elementary and secondary classrooms for urban TAL 890 Overview of Teaching in Alternative classroom, recording and thinking about the emerging bilingual learners. Students participate in Settings purposes, complexities, and consequences of what every aspect of practice, including planning, Analyzes the history and development of education they do as teachers in order to learn from their implementation, and assessment of curriculum and in alternative settings. Special attention is paid to experiences. Students are supervised by a university instruction. They immerse themselves in the life of the difference between teaching ESOL in public faculty member and a cooperating teacher in the a school, recording and thinking about the schools and the kind of teaching that takes place in school and meet in regularly scheduled seminars. purposes, complexities, and consequences of what museums, parks, community-based organizations, Candidates student-teach in an elementary and a they do as teachers in order to learn from their schools other than public ones, homes, and clinical secondary setting for a total of 75 days. Students experiences. Students are supervised by a university settings. During the first half of the course, currently employed as a TESOL teacher in an faculty member and meet in regularly scheduled students visit a variety of alternative settings. appropriate setting may, with faculty approval, seminars. Students currently employed as TESOL During the second half of the course, students complete the experience in their place of teachers complete the experience in their place of select a setting and participate in planning, employment. Pass/Fail only. Program approval employment. 75 days. Pass/Fail only. implementation, and assessment of an educational required. Membership in NYC Teaching Fellow Group or in plan. Pass/Fail only. Credits: 3 ISTART Group is required. Credits: 1 Every Fall and Spring Credits: 3 On Demand Annually TAL 886B Student Teaching for the Practicing TAL 971 Capstone Seminar Teacher: TESOL TAL 886E Student Teaching for the Practicing In this seminar, students meet graduation This course is designed for students seeking 2nd Teacher: Alternate TESOL I requirements with the creation and submission of a initial certification. It prepares reflective teachers This course is designed for students in an portfolio that demonstrates their attainment of the who work to create student-centered and alternative certification program. It prepares TAL program standards in the areas of Knowledge, challenging classrooms and supportive schools for reflective teachers who work to create excellent Enquiry, Empathy, Pluralism and Social English Language Learners. Teacher candidates elementary and secondary classrooms for urban Commitment (the KEEPS Claims). Through the apply concepts acquired throughout the program to emerging bilingual learners. Students participate in selection and examination of prior coursework in plan, implement, and assess instruction in their every aspect of practice, including planning, the context of readings from the contemporary and own teaching practice. Students currently teaching implementation, and assessment of curriculum and historical field of education, students reflect on the English as a second language complete the student instruction. They immerse themselves in the life of knowledge and skills gained through the program teaching in their own classrooms with guidance a school, recording and thinking about the and the implications for their teaching practice. from college faculty. Students not currently purposes, complexities, and consequences of what The pre-requisite of TAL 880 is required and the teaching English as a second language complete a they do as teachers in order to learn from their pre-requisite or co-requisite from one of the 20-day student teaching experience under the experiences. Students are supervised by a university following courses is required; TAL 881A, 881B, supervision of a cooperating teacher and college faculty member and meet in regularly scheduled 882A, 883A, 884A, 884B, 884F, 885A, 885B, 885F faculty. The setting must be approved by TESOL seminars. Students currently employed as TESOL or 890. faculty. Pass/Fail only. Program approval required. teachers complete the experience in their place of Credits: 3 Credits: 1 employment. 75 days. Pass/Fail only. Every Fall, Spring and Summer Every Fall, Spring and Summer Membership in NYC Teaching Fellow Group or in ISTART Group is required. TAL 886C Student Teaching: Alternate TESOL I Credits: 0 This course is designed for students in an Annually alternative certification program. It prepares reflective teachers who work to create excellent TAL 886F Student Teaching for the Practicing elementary and secondary classrooms for urban Teacher: Alternate TESOL II emerging bilingual learners. Students participate in This course is designed for students in an every aspect of practice, including planning, alternative certification program. It prepares implementation, and assessment of curriculum and reflective teachers who work to create excellent instruction. They immerse themselves in the life of elementary and secondary classrooms for urban a school, recording and thinking about the emerging bilingual learners. Students participate in purposes, complexities, and consequences of what every aspect of practice, including planning, they do as teachers in order to learn from their implementation, and assessment of curriculum and
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TAL 974 Advanced Topics in TESOL and TLL 931A Administrative Core II: Community TLL 933 School Business Administration Bilingual Education Relations This course will focus on the business-related A capstone seminar that helps students gain an in- This course broadens the focus from aspects of school and district/regional depth understanding of some of the issues that are school/district/regional-related theories and administration as they support the improvement of at the forefront of current research on bilingualism, practices to those that define the nature of public the instructional program. Emphasis will be given second language acquisition and pedagogy. schooling and interrelationships between the to business management practices, i.e., funding Students will critically examine relevant research in educational agency and local, state, federal and sources, budgeting, automated accounting systems, selected areas. They will write a major paper community forces as they impact on teaching, and federal, state, and municipal mandates. In synthesizing the research in an area of particular learning and achievement. Emphasis is put on addition, strategic human resource planning interest and integrating it with their own teaching gaining support for safe and secure learning including recruiting and selection techniques will practice. environments. Legal frameworks with respect to be explored. Students will review the collective The pre-requisite of TAL 880 is required. community needs and their right to know are bargaining process and understand the application Credits: 3 addressed. Students will use technological, of technology to the human resource field. On Occasion interpersonal and research skills to explore The pre-requisite of HDL 930 is required or community, understand the relationship between Department consent. TAL 975 Final Inquiry Seminar: TESOL school and community, and plan for the Credits: 3 This capstone seminar uses the knowledge and involvement of community in the life of the school Annually skills gained through the program to write and and the district/region. present an in-depth study on an aspect of second The pre-requisite of HDL 930 is required or TLL 935 Education and the Law language acquisition and teaching practice. Department consent. This course will explore, from a historical Students continue the work begun in Classroom Credits: 3 perspective, legal and ethical issues as they impact Inquiry I and II and complete a project that looks Annually education in a closely at an English language or bilingual learner multicultural/multilingual/multiracial and or TESOL curriculum/instructional activity. TLL 931B Research Methods In Administration economically diverse society. Students will study Students complete a comprehensive portfolio of The focus of this course is to help administrators issues such as teachers', students' and parents' rights their work throughout the TESOL program that become lifelong consumers and producers of and responsibilities, separation of church and state, demonstrates their attainment of the KEEPS claim. research. Students will develop technological skill in censorship, freedom of speech, affirmative action, In this seminar students share their works in locating research materials from varied sources. and educational equity and access. Special attention progress and work together on issues of Students will learn to read, analyze, and evaluate will be given to the implications of the No Child documentation, literature review, methodology and qualitative and quantitative research articles and to Left Behind legislation. Case law and case studies writing. use the information gained to inform decision- will be used as they relate to policy development. The pre-requisites of TAL 868 and 880 are required making in order to support teaching/learning/ Credits: 3 and the pre-requisites or co-requisites of TAL 886A, achievement. Students will also learn to critically Annually 886B and or 890 are required, or membership in evaluate published research, formulate research the I-START Student Group or Chancellor Fellow's questions, write research reports, and develop TLL 936 Curriculum Development Student Group. research proposals that will become the bases for A review of learning theory, human development, Credits: 3 internship projects. Strategies for sharing and motivation as they relate to teaching, learning Annually information with teachers and parents, and achievement. Principles of curriculum disseminating research data, and understanding the development, design, and assessment to enhance Educational Leadership Courses impact of research on practice will be explored. teacher practice in standard-based and The pre-requisite of HDL 930 is required or constructivist classrooms will be studied. Students Department consent. will focus on the learning standards and analyze, TLL 930 Administrative Core I: An Overview Credits: 3 critically evaluate, utilize, and develop strategies for This course will focus on organizational Annually engaging teachers in the process of assessing development and systems theory. It deals with the academic needs, implementing and adapting structural, cultural, political, business, human TLL 932 Assessment in Administration curriculum, and evaluating outcomes. The relations, and policy elements of traditional and This course will focus on understanding assessment importance of technology in student learning will non-traditional schools as social systems concerned theory. Students will become knowledgeable about be included. Organizational decision-making and with inputs, environments, transformation, and obtaining assessment data from automated problem-solving skills needed in the development of outcomes. Students will be expected to identify informational links and using those data in order to appropriate curricula will be discussed. Connecting personal leadership, supervisory, and administrative make administrative decisions about students, the curriculum to the world of work will be abilities and demonstrate skills in the functions and faculty, and curriculum. Emphasis will also be explored. processes of leadership, management, interpersonal placed on the ways in which administrators use Credits: 3 communication, and motivation for school change standardized and alternative assessments of Annually by linking theory and practice in classroom-based students, formative and summative assessments of and field-based activities. Strategies for the faculty, and program evaluation. Issues of reliability TLL 937 The Supervisor in the School Setting implementation of initiatives and the evaluation of and validity and their relationship to the decision- This course focuses on the elements of effective their impact on schools are discussed. making process will be explored. The effects of supervisory practice in the school. Students will Credits: 6 diversity in language, culture, gender, and consider the learning standards relative to the Every Fall ability/disability on the use of assessment data will principles of supervision, supervisory leadership be investigated. styles, and the assessment of teacher performance. Credits: 3 Important topics include effective instructional Annually practices, adult learning theories, organizing and planning professional staff development, and
LIU Brooklyn Graduate Bulletin 2013 - 2014 Page 162 LIU Brooklyn coaching and mentoring models, as well as team and consensus-building approaches that include parents and other constituents. Strategies for the development of school/district/regional comprehensive plans for the continuous professional growth of all staff will be examined. Credits: 3 Annually
TLL 941 School District Administrator This course will explore the complex role of today's school district/regional administrator as an effective leader in the broader, urban-inclusive educational community intent on enhanced student achievement. Students will explore district/regional composition and understand strategies and develop skills for: building and articulating a system-wide vision; coordinating groups for achieving district/regional short-range and long-range goals and objectives; developing procedures and policies; generating and allocating resources; developing a research-based approach to building safe and effective schools; developing leadership in school and community groups; working with governance groups; capacity building; negotiating; and program planning and accountability. Credits: 3 Annually
TLL 951A Internship in Administration and Supervision I: Building Level This internship consists of 550 hours at the school building level. Eight core areas are addressed: leadership, management, curriculum and instruction, student issues, personnel issues, staff development, in-district/region relationships, and community relations. Credits: 3 Annually
TLL 951B Internship in Administration and Supervision II: District/Regional Level This internship consists of 550 hours at the district or regional office level. Eight core areas are addressed: leadership, management, curriculum and instruction, student issues, personnel issues, staff development, in-district/region relationships, and community relations. The pre-requisite of HDL 951A is required. Credits: 3 Annually
TLL 998 Special Topics in School Leadership This course is designed to provide participants with the opportunity to explore one topic of administrative importance in depth. Topics will vary each semester. Credits: 1 to 3 On Occasion
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SCHOOL OF HEALTH PROFESSIONS
The School of Health Professions at LIU Brooklyn is dedicated to providing superior quality education in the health professions to a diverse student body. With strong ties to the community and to many health care facilities that support educational efforts as well as research, our programs address clinical health care, community-based health and social issues. The School prepares students for careers in the areas of respiratory care; diagnostic medical sonography; physician assistant; occupational therapy; athletic training, health and exercise science (including sport management and exercise physiology); physical therapy; social work; and public health. The programs also introduce students to interprofessional practice. The programs span the undergraduate, graduate and doctoral levels, and lead to careers in growing professions that offer a wealth of career opportunities. Graduates of our programs are in high demand in the current health care job market, and this level of demand will continue for many years to come. The School of Health Profession’s faculty members are renowned experts in their fields and have vast experience in their respective areas of specialization, which contributes to their exceptional teaching abilities. Many faculty members are engaged in research, which greatly contributes to the learning experience of their students and to their own professional growth. The School of Health Professions offers a three year post-baccalaureate Doctor of Physical Therapy (DPT) degree. The School offers the B.S./M.S. degree program in Occupational Therapy; the B.S./M.S. in Athletic Training; the M.S. in Physician Assistant Studies; the M.S.W. in Social Work; and a Master of Public Health degree with a concentration in Health Education, Advocacy and Communications. The school also offers the M.S. degree in Exercise Science with tracks in: • Exercise Physiology and Sports Nutrition • Strength and Conditioning and Sports Nutrition • Fitness for Special Populations For information, please contact the Dean’s Office at 718-780-6578, fax 718-780-4561, or visit the website at www.liu.edu/brooklyn/shp.
Barry S. Eckert, Ph.D., FASAHP Dean [email protected]
Stacy Gropack, Ph.D. Associate Dean [email protected]
Terry Macon Administrative Assistant [email protected]
Nathalia Berger Administrative Assistant [email protected]
LIU Brooklyn Graduate Bulletin 2013 - 2014 Page 164 LIU Brooklyn
Criminal Background Checks least two letters of reference (preferably one DIVISION OF ATHLETIC academic and one personal) and Drug Testing To qualify for acceptance into any of the three TRAINING, HEALTH AND concentrations students must: Many clinical/field experience affiliates now EXERCISE SCIENCE • Must have a bachelor’s degree from an require the completion of criminal background accredited college checks and/or drug testing for employees, Division Director and Associate Professor: Eugene • Attain a grade-point average of 2.5 or above volunteers and students affiliated with the site. Spatz, M.S. • Undergo an interview with the director of the Therefore, students who plan to participate in a Associate Professor: David Spierer, Ed.D. concentration clinical/field experience may be asked to undergo Assistant Professors: Tracye Rawls-Martin, M.S., a criminal background check, and/or a drug screen. ATC, Director, Athletic Training Education M.S., Exercise Science A criminal conviction and/or the use of illegal Program; Amerigo Rossi, B.A., M.S.; Arpi Must Complete All Core Courses Listed Below. drugs may impede or bar your entry into your Terzian, Ph.D., M.P.H.; Kevin Duffy, M.S., ATC, EXS 501 Exercise Physiology in 3.00 chosen field of study. Students desiring entrance CSCS, CES, PES, Clinical Coordinator of Chronic Disease I into the School of Health Professions should be B.S./M.S. in Athletic Training; Melissa Lent, EXS 510 Nutrition and Wellnes in 3.00 aware that our clinical/field affiliates can reject or M.S.Ed., Associate Director of the B.S. in Health Physical Activity remove a student from the site if a criminal record Science Program; Scott Westervelt, M.S., Director is discovered or if a drug test is positive. In the of Practicum for the Health Science Program; EXS 524 Exercise and Fitness for 3.00 event that a student is rejected from a clinical/field Nikki Carosone Russo, M.S., ACSM cPT, Student People with Disabilities site due to information contained in the criminal Service Advisor for the B.S. in Health Science EXS 535 Field Experience I 3.00 background check, or drug screen, you may be Program; Joe Branch, Director of Sport unable to complete a required clinical/field Management Concentration Program EXS 540 Research Methods in 3.00 experience. If you are unable to complete program Adjunct Faculty: 30 Exercise Science requirements, you may be advised to withdraw from the program. Fitness for People with Disabilities In addition, students seeking entrance into M.S. in Exercise Science Select 9 Credits for Fitness for People with health and human service professions should be Disabilities Track Requirements. aware that the presence of a criminal record can The master’s of science in exercise science EXS 592 Physiology of Exercise 3.00 result in the refusal of offers a comprehensive educational experience for Healthy and Aging licensing/certification/registration agencies to including lectures and laboratories on the EXS 530 Adapted Physical Activity 3.00 issue the credential needed to practice in that field constructs and applications of advanced exercise for Individuals with of study. Prospective students are urged to contact physiology. Specific concentrations serve to Autism the pertinent state and/or federal licensing board to position graduates and career professionals in an inquire whether a criminal record will have an ever-changing health care environment. The EXS 600 Exercise Physiology in 3.00 impact on your eligibility to obtain licensure or program is designed to enhance students’ Chronic Disease II certification. marketability by combining Sports Nutrition with EXS 620 Analytical Approach to 3.00 three well-established and popular areas of study: Exercise Prescription Exercise Physiology, Strength & Conditioning and Fitness for Special Populations. Although there are Exercise Physiology and Sports Nutrition Track three distinct areas of study, the program also Select 9 credits for Exercise Physiology and Sport offers academic flexibility with several elective Nutrition Track Requirements. courses. In addition, an active research laboratory EXS 600 Exercise Physiology in 3.00 allows students the opportunity to pursue their Chronic Disease II
own data collection or get involved as a volunteer EXS 653 Advanced Laboratory 3.00
or graduate assistant. The M.S. curriculum has an Techniques in Exercise
overall credit requirement of 36 credits with the Physiology intention of developing graduates that can be competitive across the academic and career EXS 620 Analytical Approach to 3.00 landscape while providing students with an Exercise Prescription
education that is both satisfying and valuable. EXS 645 Sport Nutrition and 3.00
The concentrations for the M.S. in Exercise Pharmacology Science include: Strength and Conditioning and Sport Nutrition • Exercise Physiology and Sports Nutrition Track • Strength and Conditioning and Sports Nutrition Select 9 credits for Strength and Conditioning and • Fitness for Special Populations Sport Nutrition Track Requirements. Admission Requirements To qualify for acceptance into the M.S. in Exercise EXS 507 Corrective Exercise 3.00 Science program: Specialist Preparation
• Entering students (including transfer students) EXS 508 Certified Strength and 3.00
must have an undergraduate G.P.A. of 2.5 or Conditioning Specialist
higher Prepartaion • Submit a general application for admission through My LIU • The application must be accompanied by at
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EXS 615 Performance 3.00 Education (CAATE), and provides entry-level demonstrate their academic ability and complete Enhancement Specialist students with learning experiences in the their prerequisite work. Prepartion classroom setting, that are supplemented by a At the end of their Pre-Professional course of broad array of professional field experiences. study, students apply for progression into the EXS 645 Sport Nutrition and 3.00 The comprehensive curriculum is divided into Professional Phase of the program. Admission to Pharmacology two phases: a two-year, Pre-Professional Phase the Professional Phase is both competitive and ELECTIVE COURSES and a three-year, Professional Phase. Students selective. A limited number of students will be Students are required to take 12 credits of entering without a bachelor’s or an associate’s admitted annually. Enrollment in the Pre- electives. For students interested in completing a degree are required to complete the full five years Professional Phase and meeting minimum Master's Thesis EXS 799 and EXS 899 are of study. Those holding a previous degree are application criteria does not by itself guarantee required. Students should discuss their plan of required to complete three years professional entrance into the Professional Phase of study. study and elective options with their advisor. phase of study, providing there are adequate Application to the Professional Phase Courses will be offered occasionally depending credits in liberal arts and sciences for the All Pre-Athletic Training candidates, LIU upon demand. bachelor’s portion of the degree. students and transfer applicants seeking admission EXS 527 Grant Writing for Health 3.00 The expanded, three-year, Professional Phase to the program’s professional phase must: & Fitness Professionals offers students the chance to take more advanced • Have a cumulative college grade-point average courses, the advantage of increased time to interact of at least 2.75 or better EXS 507 Corrective Exercise 3.00 and train with mentors, and the opportunity to • Have satisfactorily completed all prerequisite Specialist (CES) integrate a variety of clinical education work Preparation experiences. At the end of the Professional Phase, • Submit official transcripts from all colleges and EXS 750 Alternative Therapies in 3.00 students will receive a combined Bachelor of universities attended (Grades more than 10 Health Science/Master of Science degree and will be years old cannot be accepted) eligible to sit for the Board of Certification • Submit two letters of recommendation from Psycho-Social Cultural & examination for Certified Athletic Trainer to earn individuals involved in the field of athletic EXS 581 Political Aspects of 3.00 the ATC® credential. training (at least from an ATC) Disability Hallmarks of the ATP include clinical learning • Submit a completed Athletic Training EXS 799 Research Thesis I 3.00 experiences with opportunities for students to professional phase program application work side-by-side with highly experienced • Have completed a minimum of 80 hours of EXS 899 Research Thesis II 3.00 certified athletic trainers; state-of-the-art volunteer work experience under the EXS 593 Functional Movement, 3.00 laboratory facilities that allow students to gain supervision of a certified athletic trainer Assessment & Program significant experience in all areas of clinical • Be able to successfully demonstrate clinical Design practice; individualized instruction provided by proficiencies from prerequisite courses advanced teaching fellows; and a mentorship (Pass/Fail with 1 retest) EXS 605 Nutritional Biochem 3.00 program that promotes further sharing of • Meet the technical standards of the program EXS 705 Individual Problems 3.00 knowledge and experience. (see Technical Standards below) Program Goals Transfer Student Policy EXS 700 Biomechanics of Human 3.00 • To prepare student to pass the BOC Students from other colleges and universities Performance examination for athletic trainers through who satisfy the Pre-Athletic Training candidacy Physical Training & required G.P.A. and competency/proficiency requirements may apply for admission to the EXS 630 3.00 Conditioning evaluation minimum Professional Phase of the B.S./M.S. degree • To offer clinical experiences in appropriate program. However, the student must first be EXS 591 Entrepreneurship in 3.00 settings that provide adequate exposure to accepted to LIU Brooklyn as an undergraduate Fitness & Health required clinical education competencies and transfer student through the Office of Admissions EXS 650 Cardipulmonary Health & 3.00 proficiencies application process. Once Admissions accepts the Disease • To provide network opportunities for possible student, the application to the Professional Phase future employment will then be evaluated. At this time, students may EXS 670 Research in Health, 3.00 Accreditation petition the program for acceptance of the Exercise & Sport The program is registered with the New York following Professional Phase courses from their Technology in Health & EXS 518 3.00 State Education Department and is accredited by previous institution: SPS 151, 156, 150, 152, 154, Disease the Commission on Accreditation of Athletic 148, 180, 189. No other Professional Phase SPS or Credit and G.P.A. Requirements Training Education (CAATE). HS courses are eligible for transfer. Minimum Total Credits: 36 Admission Requirements and Procedures Not only will students need to provide proof of Minimum G.P.A.: 3.0 High school graduates may apply as Pre- a grade of C or better in the course, but they also Athletic Training candidates. This simplified must demonstrate 85% of competencies and Athletic Training Program application process is based on academic proficiencies (oral and written) designated for the performance, i.e., a high school grade-point courses. The competency and proficiency list is The 158-credit dual B.S./M.S. degree in average of 80 and above. available in several Division offices at the Athletic Training, offered by the Athletic Training Pre-Athletic Training Candidacy student’s request. Program (ATP), prepares students to take the Pre-Athletic Training candidates can attend Board of Certification (BOC) exam to enter the LIU Brooklyn on a part- or a full-time basis, B.S./M.S. in Athletic Training field as a certified athletic trainer (ATC®). One of completing their courses in the Pre-Professional only four B.S./M.S. programs offered in the Phase of the program. Students have at least two Technical Standards for the Athletic Training United States, the ATP is accredited by the years to explore their career choice, complete the Program Commission on Accreditation of Athletic Training required athletic training volunteer experience, The Athletic Training Program (ATP) at LIU is
LIU Brooklyn Graduate Bulletin 2013 - 2014 Page 166 LIU Brooklyn a rigorous and intense program that places specific CHM 4X Introduction to Organic 4.00 EXS 655 Pathology and Illness in 3.00 requirements and demands on the students enrolled and Biochemistry Sport and Physical in the program. An objective of this program is to Must Complete the following Mathematics and Activity prepare graduates to enter a variety of employment Physics courses. EXS 660 Clinical Education in 3.00 settings and to render care to a wide spectrum of MTH 100 Introductory Statistics 3.00 Athletic Training II individuals engaged in physical activity. The technical standards set forth by the ATP establish PHY 20 The Physical Universe 4.00 EXS 661 Clinical Education in 3.00 the essential qualities considered necessary for Athletic Training III Major Requirements students admitted to this program to achieve the Must Complete All Undergraduate Courses EXS 705 Individual Problems 3.00 knowledge, skills, and competencies of an entry- Below. level athletic trainer, as well as meet the EXS 709 Clinical Education in 3.00 SPS 142 Basic Principles of 3.00 expectations of the program’s accrediting agency Athletic Training IV (Commission on Accreditation of Athletic Athletic Training EXS 710 Organization and 3.00 Training Education [CAATE]). Please refer to the SPS 143 Responding to 3.00 Administration in Athletic Athletic Training Student Handbook regarding the Emergencies in Sport and Training ability to meet the Technical Standards. Physical Activity Student Health Records EXS 711 Clinical Education in 3.00 SPS 144 Principles of Taping, 3.00 Students must annually present a completed Athletic Training V LIU Health Examination Form. This includes the Bracing and Protective EXS 720 Neuroscience and 3.00 requirement of providing proof of immunization, Athletic Equipment Exercise including HBV. Please refer to the Athletic SPS 148 Nutritional Aspects of 3.00 Training Student Handbook for the specific Fitness and Sport EXS 721 Seminar: Current Issues 3.00 details, including cost, as well as the form. and Topics in Athletic SPS 150 Motor Learning 3.00 Training B.S. / M.S., Athletic Training SPS 151 Functional Kinesiology 3.00 Credit and G.P.A. Requirements Graduation Requirements SPS 152 Exercise Physiology I 3.00 Minimum Total Credits: 158 credits Students must satisfy the Placement, Proficiency, Minimum Total Liberal Arts and Sciences Credits: Orientation and Core Curriculum criteria outlined SPS 154 Adapted Physical 3.00 64 credits in the Graduation Requirements section of this Education I Minimum Total Major Credits Undergraduate: 48 Bulletin. SPS 157 Evaluation in Health and 3.00 credits Core Curriculum Requirements for this major Fitness Minimum Total Major Credits Graduate: 42 are summarized below: credits Core Seminar 3 credits SPS 162 Introduction to Clinical 1.00 Ancillary Course Requirements: See Above Humanities Education in Athletic Minimum Major G.P.A.: 2.75 Training English Composition 3 credits Minimum Cumulative G.P.A.: 2.75
English Literature 6 credits SPS 165 Clinical Education in 3.00 Philosophy 6 credits Athletic Training I Foreign Language Not Required SPS 172 Advanced Athletic 3.00 Social Sciences Training I
History 6 credits SPS 173 Advanced Athletic 3.00 Psychology 3 credits Training II Social Sciences 3 credits SPS 180 Sports Psychology 3.00 (ANT, ECO, POL, SOC) Science and Mathematics SPS 182 Exercise Physiology II 3.00 Mathematics 3-4 credits SPS 189 Basic Biomechanics and 3.00 Laboratory Science 8 credits Motion Analysis (BIO 3 and BIO 4) Must Complete All Graduate Courses Below. Communication, Visual & Performing Arts EXS 508 Strengh and Conditioning 3.00 Speech 3 credits Certification Preparation Visual & Performing Arts Not Required EXS 540 Research Methods in 3.00 (ART, DNC, MUS, THE) Exercise Science Ancillary Course Requirements: Must complete both of the following Biology EXS 576 Therapeutic Exercise in 3.00 courses. Athletic Training
BIO 131 Human Anatomy 4.00 EXS 577 Therapeutic Modalities in 3.00 BIO 132 Human Physiology 3.00 Athletic Training Choose complete the Following Chemistry EXS 645 Sports Nutrition and 3.00 sequence. Pharmacology in Sports CHM 3X General Chemistry 4.00
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Exercise Science Courses learn the movement assessment process using the This course provides didactic and practical Functional Movement Screen, gait analysis etc., and experiences in developing exercise programs for develop an individualized correct exercise program. individuals who have a specific disability or health EXS 500 Personal Training Certification Common conditions include low back pain, ACL limitation including aging, arthritis, diabetes, Preparation injuries and muscle imbalance. The course will intellectual disabilities, spinal cord injuries and This course will provide students with the most help prepare the student for the well-recognized asthma. This course covers applied methods of current state-of-the art fitness education. Students NASM Corrective Exercise Specialist (CES) exam. exercise prescription for individuals who require will be expected to have a firm grasp of the theories Credits: 3 adaptations and modifications to an exercise and facts involved with practical fitness testing and Every Fall program. This course covers a brief summary of the programming. Students will apply this information physiology and pathophysiology of each condition, in a practical setting through the performance of EXS 508 Certified Strength and Conditioning selected research on each disability or health laboratory exercises. Each lab will address the Specialist (CSCS) Preparation condition and translation of the research in knowledge and skills that a fitness professional This course will cover such topics as sports practical exercise guidelines and functional fitness must possess to safely implement effective fitness physiology, sport specific conditioning and training, activities to facilitate effective program programs. Students will be prepared to take exercise physiology, instructional techniques, development. Class activities will include theory- personal training certification tests from well- pediatric sports, functional movement training and based lecture and practical experiences in the organized professional organizations. developing balance, mobility, agility, speed, strength functional training lab. Credits: 3 and power of an athlete. Students will learn Credits: 3 Every Spring program design variables for improving these areas. Every Fall Students will be prepared to sit for the CSCS EXS 501 Exercise Physiology in Chronic Disease I Certification exam administered by the NSCA. EXS 527 Grant Writing for Health and Fitness A course designed to provide students with an in- Credits: 3 This course will provide an introduction to the depth understanding and appreciation of the effect Every Fall basic skills, principles, and techniques of successful of exercise in chronic illness. Class activities include grant writing. Students completing the course will theory-based lectures; group case studies and role- EXS 510 Nutrition and Wellness in Physical work to gain an understanding of fundamental play using standardized patients. Students will learn Activity components of a grant proposal such as the abstract how to analyze and interpret exercise and medical A course designed to expose students to basic or summary, background and significance, specific data as it relates to disease, and prescribe concepts of nutrition for non-athletic and athletic aims/goals and objectives, project design and appropriate exercise parameters. This course has an populations. Students will be introduced to daily methods, sustainability, assessment, broader additional fee. requirements for macro-nutrients and will also impacts, budget, and budget justification. Students Credits: 3 analyze a nutritional recall. Emphasis is also placed will further learn how to locate available funding Every Fall on current nutrition and exercise guidelines opportunities from Federal and private institutions, essential for a healthy quality of life. This course focus on skills needed to develop competitive grant EXS 503 Introduction to Health Care has an additional fee. proposals and finally prepare a complete grant Management Credits: 3 proposal to an agency of their choice. If the Students are introduced to current practices and Every Fall student is planning to continue their education theories of health care policies and management. onto the doctoral level in any biomedically related EXS 518 Technology in Health and Disease This course presents an overview of the U.S. health descipline will be encouraged to submit to the NIH This course will explore the use of new devices and care system and recent trends in public policy and Ruth L. Kirchstein MRSA Service Award. technologies currently utilized to monitor, assess, health care reform. Topics include: hospital Applications will be reviewed prior to submission and evaluate healthy and disease states. Students organization management, marketing, finance, by a mixed board of internal and external reviewers will learn the theory behind the engineering of such human resources, strategic planning, ethics, and to enhance competiveness of applications and to devices as heart rate monitors, pedometers, health information systems. provide feedback for further development of a accelerometers, and automated systems. Students Credits: 3 competittive application. will also have the opportunity to experience these On Occasion Credits: 3 items in real-time setting. Alternate Fall EXS 506 Administration in Health and Fitness Credits: 3 This course is designed to help students to acquire On Occasion EXS 530 Adapted Physical Activity for Individuals administration and management skills across areas with Autism EXS 520 Program Design in Adapted Physical of health and fitness. It will review financial This course provides students with the opportunity Activity management, human resources, sales and to learn applied behavior analysis (ABA) and its An examination of the methods and techniques marketing, facility design and maintenance, safety application to teaching exercise and fitness skills to applicable to the planning and design of and risk management, program evaluation and people with autism. Topics include exercise individualized adapted physical activity and daily fitness industry perspectives and standards. physiology adaptations of balance, coordination, living programs for people with developmental Credits: 3 strength and endurance, task analysis of exercises, disabilities. Skills are developed in designing rubric On Occasion prompting continuum, environmental equipment assessments, data collection, identification of and instructional modifications, reinforcement, EXS 507 Corrective Exercise Specialist (CES) appropriate goals and objectives, task analysis, discrete trial communication and rubrics Preparation modification of equipment and activities, picture assessment of exercise skills. This course is designed to enable fitness rehearsals, prompts and program evaluation. Credits: 3 professionals to expand their knowledge and Credits: 3 Every Spring abilities in human movement science. Students Alternate Fall develop an expertise in injury prevention and EXS 535 Field Experience I EXS 524 Exercise and Fitness for Special recovery working with deconditioned and An opportunity for the student to gain experience conditioned populations. Specifically students Populations
LIU Brooklyn Graduate Bulletin 2013 - 2014 Page 168 LIU Brooklyn in his or her chosen track by spending a minimum including planning, implementing, documenting, This course applies the science of exercise of 90 hours at a public or private institution. and evaluating the efficacy of therapeutic exercise physiology to an analysis of the aging process. It Students will be placed in areas related to selected programs for the rehabilitation/reconditioning of identifies the positive effects that regular exercise track: Exercise Physiology and Sports Nutrition, injuries and illnesses of the physically active. and physical activity have on longevity, delaying Strength and Conditioning, or Fitness for Special The pre-requisite of HS 577 is required or specific diseases, decreasing morbidity and Populations. permission increasing quality of life. Course content focuses The pre-requisite of EXS 501 is required. Credits: 3 on three groups found in the aging and health Credits: 3 Every Spring spectrum; average aging individuals, frail elderly Every Semester and master athletes. EXS 577 Therapeutic Modalities in Athletic The pre-requisite of EXS 524 is required. EXS 540 Research Methods in Exercise Science Training Credits: 3 An introduction to various types of research designs A review of the knowledge and skills in therapeutic Every Spring and statistical methods relating to physical activity modalities required by an entry-level athletic within the disciplines of exercise physiology, fitness trainer, including planning, implementing, EXS 600 Exercise Physiology in Chronic Disease for special populations, strength and conditioning, documenting, and evaluating the efficacy of the II and athletic training. The student also learns to modalities used in the treatment and rehabilitation Lecture topics in this course will focus on work with basic statistical research in the of injuries/illnesses of athletes. pathophysiological content related to chronic formulation of the various study designs. The The pre-requisite of SPS 173 is required or disease. Students will learn how to apply testing and student is able to apply the above to solve a permission of the Division. training techniques used in chronic disease particular research problem in their respective Credits: 3 populations through role play and simulated profession. Every Fall environments. The latest concepts of the role of Credits: 3 exercise, fitness, and physical activity on diseases Every Semester EXS 581 Psycho-Social, Cultural and Political such as asthma, type II diabetes, obesity, heart Aspects of Disability failure, osteoporosis, and aging will be discussed. EXS 542 Psychology of Exercise and Physical This course examines basic principles and There will also be a laboratory focus on diagnostic Activity philosophies of disability in relationship to testing (e.g., ECG) in chronic conditions (i.e., This course examines the relationship between institutionalization, normalization, inclusion, asthma, COPD, CAD). psychosocial factors and participation in exercise diversity and disability rights movement, The pre-requisite of EXS 501 is required. and physical activity. Students will learn the employment, government policies and international Credits: 3 importance of exercise and physical activity in perspectives. Every Spring promoting long-term health while reducing the risk Credits: 3 of coronary heart disease, type II diabetes, colon On Occasion EXS 615 Performance Enhancement Specialist cancer and other types of diseases that arise from Preparation physical inactivity and how to change an EXS 590 Functional Movement, Assessment, and Students will learn progressive integrated training individual's behavior to exercise. Program Design techniques and programs to enable athletes to Credits: 3 This course will help students identify muscular perform at the highest level. Utilizing National On Occasion imbalances and determine deficits that may be Academy of Sports Medicine (NASM) optimum overlooked during a traditional performance performance training methodology, students will EXS 545 Field Experience II evaluation. Students will become proficient in the learn how to individualize training programs and An opportunity for the student to gain additional functional movement screen and be able to deliver consistent results in performance experience in his or her chosen track by spending a pinpoint functional deficits related to enhancement and reconditioning. Additional minimum of 90 hours at a public or private proprioceptive, mobility and stability weaknesses. course fees will cover review materials and institution. Students will be placed in areas related Students will learn exercise progressions to correct registration for the NASM PES Certification exam. to selected track: Exercise Physiology and Sports muscular imbalances and incorporate them into a Credits: 3 Nutrition, Strength and Conditioning, or Fitness complete functional training program. Every Spring for Special Populations. The pre-requisite of EXS 507 is required. Credits: 3 Credits: 3 EXS 620 Analytical Approach to Exercise Every Semester Every Spring Prescription Students will undergo informative discussion on EXS 560 Sports Psychology EXS 591 Entrepreneurship in Fitness and Health the basic components of fitness and their relation This course will enable students to apply the basic This course aims to provide the student with a to assessment and evaluation of athletes, non- principles of sport psychology directly to hands-on introduction to the venture creation athletes and special populations. This course will competitive athletes. By understanding the process of business with a strong influence and consist of a strong practical component where relationship between sport psychology and athletic direction toward fitness/wellness entrepreneurship. under the supervision of a faculty member, students performance, students will be better prepared to This course is designed for a variety of student develop a model program of exercise prescription achieve professional goals in the areas of coaching, interests and backgrounds. It directly addresses the focused on current recommendations for fitness exercise science and strength and conditioning for concerns of students wanting to become and health, emphasizing metabolic equations set athletes. entrepreneur in the future. This course will take the forth by governing bodies such as, the American Credits: 3 student from the innovation stage to the expanding Heart Association and the American College of On Occasion or ending the venture. Sports Medicine. This course is appropriate for
Credits: 3 students interested in clinical work upon EXS 576 Therapeutic Exercise in Athletic Every Spring graduation. Training Credits: 3 A review of the knowledge and skills in therapeutic EXS 592 Physiology of Exercise and Healthy Every Spring exercise required of the entry-level athletic trainer, Aging
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The pre-requisite of EXS 501 is required. EXS 645 Sports Nutrition and Pharmacology in Credits: 3 EXS 670 Research in Health, Exercise and Sport: Sports Every Fall Reading Between the Lines This course will cover content related to Past and current literature in health, exercise and pharmacology and supplementation and is designed EXS 655 Pathology and Illness in Sport and sport will be discussed. Didactic and practical to meet specific athletic training competencies in Physical Activity experience will encourage students to inquire as to pharmacology. Course content will provide The study of disease processes associated with a what is truth and what is fluff. Students will also students with a strong foundation in the area of variety of systems of the human body including, but learn the techniques and process of writing a sports nutrition and supplementation. The impact not limited to cardiovascular, neurological, research paper, specific aspects such as of supplementation, nutrition and pharmacological musculoskeletal, gastrointestinal, renal, hepatic, introduction, methods, results and discussion will agents on athletic performance will be discussed. and respiratory systems. Special emphasis is placed be explored. The content of this course is designed to equip on the relationship between a variety of such The pre-requisite of EXS 540 is required. students with the knowledge, skills and abilities diseases and how they may affect human Credits: 3 necessary to become certified sports nutritionists via performance and rehabilitation. Demonstration On Occasion the International Society of Sports Nutrition and laboratory reinforced material presented in (ISSN). Course activities will include current topic lecture. EXS 700 Biomechanics of Human Performance debates, theoretical concepts and analysis of current Credits: 3 The use of recently developed instrumentation to research in the areas of pharmacology and sports Every Spring study applied anatomy and kinesiology of the nutrition. human body. Analyses of normal and pathological Credits: 3 EXS 660 Clinical Education in Athletic Training conditions are studied and compared with Every Spring II emphasis on biomechanics of human performance. This course requires the student to apply their Demonstration and laboratory reinforce material EXS 650 Cardiopulmonary Health and Disease knowledge in a hands-on, practical environment presented. Recommended background in physics This course is designed to provide the student with suitable for athletic training student. Each student and kinesiology. a basic understanding of current topics in is assigned to a Preceptor in a clinical situation Credits: 3 cardiovascular health, the pathophysiology of according to each individual plan of study. The Every Spring disorders limiting exercise, the significance in focus of this course is on the head, neck, and spine, athletes and those with such conditions/disease, as well as the upper extremity, including the EXS 705 Individual Problems and management of these disorders through shoulder, elbow, forearm, wrist and hand. The course provides an opportunity to select and exercise and nutrition. Topics to be addressed Additionally, the student will be responsible for research a topic of interest. The student must include, cardiomyopathies, ischemia, infarction, skin condition recognition. The student is present and orally defend his or her research coronary artery disease, valvular diseases, peripheral responsible for the recognition, evaluation, and findings. arterial diseases, and atheroslcerosis. Special topics immediate care of athletic injuries to this region, Credits: 3 to be covered include; the affects of obesity, while under the direct supervision of a qualified Every Fall, Spring and Summer metabolic syndrome, diabetes mellitus, and certified athletic trainer/Preceptor. This course EXS 709 Clinical Education in Athletic Training endocrine disorders on the cardiovascular systems. requires additional hours (minimum of 150 hrs) in IV Additionally an emphasis on the affects of nutrition the clinical setting in addition to the standard An opportunity for the student to apply his or her and exercise on cardiovascular health and disease meeting times listed in the schedule of classes. This knowledge in a hands-on, practical environment will pervade each discussion and will be also course has an additional fee. Open only to Athletic suitable for athletic training student. Each student addressed as independent topics. Training students. will be assigned to a Preceptor in a clinical situation The pre-requisite of HS 501 is required. The pre-requisite of SPS 165 and 173 are required. according to each individual plan of study and Credits: 3 Credits: 3 fulfill all exposure requirements. The focus will be Every Fall Every Fall on the collection of knowledge, skills, and values EXS 652 Introduction to Diagnostic Testing EXS 661 Clinical Education in Athletic Training required of the entry-level Certified Athletic Students will be introduced to theoretical and III Trainer to plan, implement, document, and practical aspects of diagnostic testing, including x- This course will require the students to apply their evaluate the efficacy of therapeutic modality ray, MRI, CT Scan, Cardiopulmonary testing, knowledge in a hands-on, practical environment programs for the rehabilitation/ reconditioning of electrocardiography. Class discussions will focus on suitable for athletic training students. Each student injuries to and illnesses of the physically active. the use of these tools and their impact in medicine will be assigned to a Preceptor in a clinical situation This course requires additional hours at the clinical in past, present, and future. according to each individual plan of study. The site (minimum of 200 hours) and the standard Credits: 3 focus of this course will be on the collection of meeting times listed in the schedule of classes. On Occasion knowledge, skills, and values required of the entry- Open only to Athletic Training Students. level Certified Athletic Trainer to plan, implement, The pre-requisite of EXS 661 is required. EXS 653 Advanced Laboratory Techniques in document, and evaluate the efficacy of therapeutic Credits: 3 Exercise Physiology rehabilitation program for injuries and illnesses of Every Fall
An exploration of new techniques to test the limits the physically active. Open only to the Athletic EXS 710 Organization and Administration in of exercise science. Students will participate in class Training Students. This course requires additional Athletic Training discussions related to venous occlusion time at the clinical site (minimum of 200 hours) in This course will cover the organization and plethysmography, isokinetic assessment, and lactate addition to class meeting schedule. administration of an athletic training facility. threshold testing. Practical applications in the The pre-requisites of EXS 577 and 660 are Review of topics include: written and electronic laboratory will allow for students to experience first required. medical record keeping, medico-legal aspects, hand, how these techniques can be used by an Credits: 3 preparation of budgets, purchasing, facility design, exercise physiologist for teaching and research Every Spring purposes. personnel management, public relations, liability
LIU Brooklyn Graduate Bulletin 2013 - 2014 Page 170 LIU Brooklyn and health insurance. topic in their field of study in consultation with a Credits: 3 faculty advisor. Students enrolled for Thesis I will Every Fall complete a written thesis proposal for faculty to review. The proposal should include the purpose, EXS 720 Neuroscience and Exercise hypothesis, methodology and literature review. A study of the gross and microscopic structures and Implementation of their proposed research is functions of the human nervous system, including contingent upon faculty and IRB approval. This the spinal cord and peripheral and autonomic course has an additional fee. Pass/Fail. nervous systems as the they pertain to physical Credits: 3 activity and disease. Laboratory examinations of Every Semester human models are offered. A sequence of lectures is given with laboratory work. EXS 899 Research Thesis II Credits: 3 Students enrolled in this course will complete their Every Spring research begun in Thesis I and writing a dissertation and oral defense. Issues regarding the EXS 721 Seminar: Current Issues and Topics in statistical analyses and interpretation of research Athletic Training findings are of primary concern. The completion of Students will participate in and lead discussions the thesis is contingent upon faculty approval and regarding current issues and topics (legislature, meeting university guidelines for thesis submission. insurance, credentialing, etc.) in Athletic Training. This course has an additional fee. Pass/Fail. It is designed to meet specific athletic training Credits: 3 competencies in professional development. Every Semester Students will also be required to develop healthcare educational programming specific to a target audience (i.e. poster presentations, lecture, etc.) in a professional forum. Credits: 3 Every Spring
EXS 746 Multidisciplinary Approaches to Autism This course will review autism spectrum disorders (ASD). There will be an emphasis on etiology, symptomology (i.e., social, communicative, motor, and stereotypical issues), identification, and appropriate supports for individuals with autism. The National Autism Council National Standards Project Report will be reviewed and discussed as a basis for developing evidence-based practice guidelines in working with individuals with ASD. Students will have an opportunity to be exposed to current research regarding ASD, as well as current legal issues, legislations and movements that define current practice in the field. Credits: 3 Cross-Listings: CSP 746, EXS 746 On Occasion
EXS 750 Alternative Therapies in Health A course designed to expand the knowledge of sports medicine practitioners in alternative approaches to health care. Students have the opportunity to learn and experience specific hands- on techniques used to enhance sports performance and activities of daily living. The students will be introduced to alternative modalities including Acupuncture, Herbal Medicine, Massage Therapy, Qui Kung exercise, Meridian Therapy and the concept of Yin-Yang. A review of both old and new case studies are used throughout the course to illustrate advances in the field of sports medicine. Credits: 3 Alternate Spring
EXS 798 Research Thesis I Students choosing this option will select a research
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DEPARTMENT OF therapists help people adapt to changes resulting our Admissions office: from disability and the aging process, focus on www.liu.edu/Brooklyn/Admissions. Upon OCCUPATIONAL THERAPY illness and injury prevention, and promote healthy acceptance students need to complete 64 pre- and satisfying lifestyles for people of all ages. requisites and then apply for the professional Chairperson: Katherine Dimitropoulou, Ph.D., Our faculty is actively involved in promoting phase of the program (please see details below). In OTR/L, Associate Professor community health and wellness through funded order to maintain status as a pre-occupational Dale Coffin, M.A., OTR/L, Assistant Professor, research and programs assisting people to achieve therapy candidate and to apply to the professional Academic Fieldwork Coordinator their highest level of functioning within the phase of the program, students must maintain a Associate Professor: Michael Saraceno, M.A., context of their own communities. Our students minimum cumulative grade-point average of 3.0 in OTR/L, CHT are involved in these activities as part of their liberal arts and sciences courses. Grades below Assistant Professors: Marta Daly, MA, OTR/L; training since their first year in our program. Using a C - are not acceptable in prerequisite courses. Lisa Gordon-Handler, MA, Ph.D., OTR; Cindy a variety of teaching methods and the integration Please be note that LIU pre-occupational therapy Supawadee Lee, Ph.D., OTR/L; Doris Obler, of technology in the coursework, our students students do not automatically enter the Ph.D., M.S.W., OTR/L; Michael Pizzi, MS, Ph.D. develop a comprehensive understanding of professional phase of the program. All students go OTR; Holly Wasserman, M.S. OTR/L Associate practice and build their research skills. Embedded through the application and selection process Professor, Evening/Weekend Program Coordinator in our curriculum are activities that enhance outlined below. Adjunct Faculty: 17 students’ communication and critical thinking Application and Selection Process for College The Occupational Therapy Program offers a skills contributing to personal and professional Students and Graduates: dual B.S./M.S. degree. It is designed to educate growth. Our students are prepared for successful The Department of Occupational Therapy entry-level occupational therapists whose skills clinical careers and leadership roles within their accepts transfer students with or without a degree. and training prepare them to practice competently professional community. Transfer students can use one of the two in the rapidly changing urban health care ADMISSIONS procedures listed below for applying to our environment and to equip patients and clients with Our program presents an excellent opportunity program: skills for the workplace and for home. The for high school students who want to pursue a • The OTCAS system: www.otcas.org. occupational therapy curriculum offers students degree in occupational therapy. High school If you choose this system you do not need any the opportunity to focus on individual professional students can complete a B.S./M.S. degree in additional applications or documents other than growth, to participate in community-service Occupational Therapy in 5 years (2 years for the what the OTCAS requires. Please follow the learning, to refine cultural sensitivity and practice completion of the pre-requisites and 3 years for the directions that the OTCAS system provides and skills, to use health promotion in community professional phase of the program). Our program complete their on-line application. Our department settings, to utilize activity to promote health and also presents a great opportunity for college has direct access to those records. independence, and to develop the skills required to students and college graduates with a degree in • Directly apply to LIU: treat the whole person. another field who want to pursue a career in www.liu.edu/Brooklyn/Admissions. The Occupational Therapy Program is approved occupational therapy. All transfer students or LIU graduates must by the New York State Education Department and Students seeking the entrance into health and first apply directly to the Office of Admissions the Accreditation Council for Occupational human service professions should be aware that (718-488-1011) by filling out the on- line Therapy Education. Occupational therapy is an the presence of a criminal record can result in the undergraduate application (see link listed above). upper-division professional program, spanning refusal of licensing/certification/registration Part Two – OT PROGRAM APPLICATION three years of full-time professional academic agencies to issue the credential needed to practice (for all applicants) courses and clinical work that is integrated with in the field of study. Prospective students are Applicants who do not apply through OTCAS several community-service learning experiences. urged to contact the pertinent state and/or federal must also fill out an OT Program Application . The professional phase of the program also may be licensing board to inquire whether a criminal You can find the application on- line at completed on a part-time basis over four years. record will have an impact on your eligibility to www.liu.edu/Brooklyn/Admissions/Forms- Students must complete the liberal arts and obtain licensure or certification. A criminal Documents, or you can request a hard copy at sciences core curriculum, which offers a rich base conviction and/or the use of illegal drugs may Department of OT at (718) 780-4508. You also of sciences, humanities and social sciences, before impede licensure in New York State. Students who need to submit three letters of recommendation on entering the professional phase of the program; a have had a prior conviction are advised to contact Departmental Forms. minimum of 64 credits in the liberal arts and NBCOT (www.nbcot.org) for clearance before Pre-OT and/or other majors (LIU) students can sciences for the baccalaureate degree are required. beginning their academic program. For a fee, apply directly to the Department of OT at LIU (no Occupational therapy is a vital health-care and NBCOT will review the circumstances which led OTCAS application is necessary). Admission rehabilitation profession whose practitioners help to a conviction and the individual’s personal application and reference letter forms can be clients to develop or restore and sustain the highest record and render a decision concerning whether obtained from the OT Department (5 th Floor, quality of productive life to persons recovering or not the individual would qualify to work as an Health Science Building, Room 512, 718-780- from illness or injury. Occupational therapy is the occupational therapist. 4508) or on-line at therapeutic use of self-care, work/productive tasks Application Policies and Procedures www.liu.edu/Brooklyn/Admissions/Forms- and play/leisure activities to increase independent Both high school graduates and college transfer Documents. function, enhance development and prevent students may apply for admission to the The Department of Occupational Therapy disability. The term occupation refers to activities Occupational Therapy Program, to which the publishes the application deadline on the that are meaningful to the individual within the following criteria apply: website. All students accepted begin the program environments in which the person lives and Application Process for High School Students: in the fall semester of each academic year. All functions. Occupational therapy promotes healthy Students must have a minimum high school prerequisite courses and volunteer work must be lifestyles, prevents disability and facilitates active average of 85 and a minimum combined completed prior to entering the program in participation through occupation. It includes Scholastic Aptitude Test score of 1000 to apply as September. We encourage students to meet with adapting tasks and the environment to maximize a pre-occupational therapy candidate. They need to faculty in the Department of Occupational Therapy independence and quality of life. Occupational apply using the LIU main application system from to prepare their application and to make sure that
LIU Brooklyn Graduate Bulletin 2013 - 2014 Page 172 LIU Brooklyn prerequisites are completed. Biology (Bio 3, 4) 8 credits Statistics 3 credits INTERVIEW (with lab) General Psychology 3 credits All eligible students will be invited to the Anatomy (Bio 131) 4 credits Department of Occupational Therapy for an Developmental 3 credits (with lab) interview with a faculty member so that students Psychology can become more familiar with the Program and Physiology (Bio 132) 3 credits Abnormal Psychology 3 credits the Campus. Finite Math (Math 16) 3 credits LETTERS OF RECOMMENADATION English Composition 6 credits Students are required to submit 3 letters of Statistics (Math 100, 3 credits and/or Literature recommendation on the designated reference Psy 150) Intro Sociology or 3 credits forms of the Department (these forms are integral General (Psy 3) 3 credits Anthropology to the OTCAS system or can be obtained from the Psychology Department of OT, the Admissions Department, or *39 credits on-line at Developmental (Psy 107) 3 credits *The total prerequisite credit requirement for entry www.liu.edu/Brooklyn/Admissions/~/media/Files/ Psychology into the program is *64 credits. Completion of the Brooklyn/Admissions/Forms/BK_Admiss_underG Abnormal (Psy 110) 3 credits 25 additional required prerequisite credits of raduateApp. Psychology Liberal Arts or Science course work must be We REQUEST that letters of recommendation evident on your transcript. Computer Science, be completed by people who know you well—for English (Eng 16) 3 credits Education, and Physical Education courses are not example, college professors, academic counselors, Composition acceptable for completion of the Liberal Arts and or employers. The person completing the Core Seminar (formerly 3 credits Science requirement. All prerequisite course work recommendation form MUST return it to you in a Eng 17) must be completed prior to initiation of sealed envelope with his or her signature across professional phase course work. the flap of the envelope. You should collect all English (Eng 61-64) 6 credits For more information about our program visit sealed envelopes and submit them together along Literature our website: with your application to the Department of Intro Sociology 3 credits www.liu.edu/Brooklyn/Academics/Schools/SHP/ Occupational Therapy. or Dept/Occupational-Therapy PERSONAL STATEMENT (as part of the Anthropology Academic Standards admission packet) Once accepted into the Occupational Therapy In your personal statement explain your career History (His 1, 2) 6 credits Program, students must maintain a cumulative goals, your interest in occupational therapy, past Philosophy (Phil 61, 62) 6 credits professional-phase grade point average of at least work/volunteer experience that is relevant, and if 3.0 each semester. Students also must meet there is a specialized area of occupational therapy Oral Commun- (Spe 3) 3 credits standards of professional behavior with faculty, that interests you most. You may also wish to ication peers and clinical instructors. Upon completion of describe your experience with illness and Liberal Arts 4 credits the curriculum, students are awarded a dual disability—whether the experience is your own or Bachelor of Science/Master of Science Degree in that of a family member or close friend. *64 credits Occupational Therapy and are eligible to take the Please include ALL required materials when NBCOT exam. submitting your application for your application to * Each Applicant is required to complete an Occupational Therapy Curriculum be processed. additional 4 credits of Liberal Arts or Science The Occupational Therapy Program curriculum • LIU application course work and will accept OS 1 for one credit includes 122 credits in the professional phase of • Occupational Therapy Program Application and 3 credits from an elective course. Computer the program. Occupational therapy course (Must be filled out completely) Science, Education, and Physical Education offerings provide 23 credits of basic and medical • 3 Recommendation Forms (these are the only courses are not acceptable for completion of the science classes, 82 credits in occupational therapy forms that we will accept) Liberal Arts and Science requirement. The total # theory and practice, and 17 credits of clinical • Official Transcript(s) (current) of prerequisite credits required for graduation is * education. • Personal Statement 64 credits. All prerequisite course work must be The developmental nature of our curriculum Pre-requisites completed prior to initiation of professional phase allows students to be introduced, practice and College students wishing to transfer into the course work. master, core competencies pertaining to the professional phase of the program must have a VOLUNTEER WORK: 50 hours. A letter from clinical practice of Occupational Therapy. The minimum cumulative grade point average of 3.0. an Occupational Therapist that confirms your curriculum is brought to life through organizing A 3.0 minimum cumulative grade point average is volunteer hours is necessary. strands, which serve to infuse the mission and also required in both liberal arts and sciences Prerequisite Courses for LIU Graduates and philosophy of the program into each course. The courses. An average G.P.A. of 3.0 in the four Transfer Students With a Degree (Associate or courses are organized into sequences that aim to Biology Pre-requisite courses is preferred (BIO 3, Bachelor Degree) gradually enable students' learning and 4, 131, 132). Science grades more than 10 years General Biology 8 credits professional competency. old are not acceptable. Official transcripts from all (with lab) The organizing strands for the curriculum are: colleges and universities attended are required. 1. Clinical reasoning/evidence-based Below are the prerequisite courses for current Anatomy 4 credits practice/research LIU students, LIU graduates, and transfer students (with lab) 2. Engagement in meaningful occupation from other colleges/universities: Physiology 3 credits 3. Health promotion, prevention and wellness Prerequisite Courses for LIU Students and 4. Professional socialization/community service Transfer Students Without a Degree Algebra 3 credits The occupational therapy program will allow you
Page 173 LIU Brooklyn Graduate Bulletin 2013 - 2014 Bulletin 2013 - 2014 to: prevention and rehabilitation needs). B.S./M.S. in Occupational • Focus on your individual professional growth Fieldwork Education and development Clinical practice constitutes an integral part of Therapy • Participate in community service learning the course of study. It provides an excellent • Enhance cultural sensitivity and practice skills opportunity for students to acclimate themselves to B.S. / M.S., Occupational Therapy • Use health promotion in community settings the health care setting, practice selected aspects of Graduation Requirements • Develop skills to treat the whole person occupational therapy, observe various types of Students must satisfy the Placement, Proficiency, including physical, cognitive and psychosocial health care settings, and develop your professional Orientation and Core Curriculum criteria outlined needs competence. in the Graduation Requirements section of this • Use purposeful activity to promote health and The clinical practice component begins with a Bulletin. independence ten week clinical experience in the fall of the Core Curriculum Requirements for this major • Prepare for a successful career and leadership second professional year. The following clinical are summarized below: roles within the Occupational Therapy practice experiences gradually become more Core Seminar 3 credits profession. demanding and varied in nature. The program Humanities Students spend their first year completing 72 concludes in clinical internships with a minimum English Composition 3 credits hours of community service that introduces them of 28 weeks in the fall/spring/summer semesters of English Literature 6 credits to service learning experiences related to life-span your final graduate year at LIU Brooklyn (at which development and understanding of occupations. time students will be responsible for providing all Philosophy 6 credits During the second of the curriculum students occupational therapy services to their own Foreign Language Not Required participate in an enriched clinical component caseload, under the supervision of licensed Social Sciences (Fieldwork I) that includes several supervised part- occupational therapists). History 6 credits time experiences with clients and patients of all Many of our clinical/field experience affiliates Psychology 3 credits ages, located in a variety of medical, educational now require the completion of criminal Social Sciences 3 credits and community-based organizations. In the third background checks and/or drug testing for (ANT, SOC) year, students participate for seven months in full- employees, volunteers and students affiliated with Science and Mathematics time fieldwork (Fieldwork II) that includes 3 the site. Therefore, the LIU Brooklyn students who rotations of 8-10 or 12 weeks in a variety of plan to participate in a clinical/field experience Mathematics 3 credits clinical, educational, or community settings (focus may be asked to undergo a criminal background Laboratory Science 8 credits is on: mental health, physical disabilities, check and/or drug screen. A criminal conviction (BIO 3 and BIO 4) pediatrics). Students also have the unique and/or the use of illegal drugs may impede or bar (Grade C+ or greater required) opportunity to design and implement a four-credit your entry into your chosen field of study. Communication, Visual & Performing Arts research project in which they conduct a faculty Students desiring entrance into the School of Communication 3 credits mentored research project. Health Professions should be aware that our Visual & Performing Arts Not Required Community Service clinical/field affiliates can reject or remove a (ART, DNC, MUS, THE) Students will be prepared to ultimately work in student from the site if criminal record is Ancillary Course Requirements: the urban environment, which presents unique discovered or if a drug test is positive. In the event Must complete Both of the Following Psychology challenges to health care provision. Consistent that a student is rejected from a clinical/field site Courses. with the mission of LIU Brooklyn to provide due to information contained in the criminal PSY 107 Developmental 3.00 service to the community, occupational therapy background check, or drug screen, you may be Psychology I students will participate in the Common Ground, a unable to complete a required clinical/field unique community service-learning program experience. If you are unable to complete program PSY 110 Abnormal Psychology 3.00 sponsored by the University. The curriculum requirements, you may be advised to withdraw Choose One of the Following Stastics Courses emphasizes the importance of community service from the program. MTH 100 Introductory Stastics 3.00 learning, cultural competence and the relationship Accreditation of the environment to health and illness. It is The Occupational Therapy program is PSY 150 Stastics in Psychology 3.00 critical that students have early and consistent accredited by the Accreditation Council for Pre-Professional Science Requirements exposure to the community facilitated through Occupational Therapy Education (ACOTE) of the BIO 131 Human Anatomy 4.00 developmental learning activities. The community- American Occupational Therapy Association based learning experiences will foster a deep (AOTA) located at 4720 Montgomery Lane, P.O. BIO 132 Human Physiology 3.00 appreciation of the broad spectrum of social, Box 31220, Bethesda, MD 20824-1220; (301) Professional Phase Requirements cultural, political, and economic forces that shape 652-AOTA. The program is registered with the Year 1 Requirements this environment and influence the individual in New York State Education Department. Graduates his/her daily activities and valued occupations. will be eligible to sit for the national certification OT 100 Introduction to 2.00 During the course of the curriculum, students examination by the National Board for Occupational Therapy will have three placements in the community, and Certification in Occupational Therapy (NBCOT). OT 106 Therapeutic Skills 1: 2.00 will participate in a capstone project in which they After successful completion of that examination, Interpersonal Skills will develop a research project that promotes the individual will be an Occupational Therapist occupational therapy in a community setting or Registered (OTR). Most states require licensure in OT 110 Human Development and 3.00 emerging practice area. This project will order to practice; however, state licenses are Occupation 1: Pediatrics contribute to the goal of the occupational therapy usually based on the results of the NBCOT OT 111 Human Development and 2.00 educational program to prepare students who can Certification Examination. Occupation 2: effectively work in traditional and nontraditional Adolescence/Adults settings (including health, social, and community agencies addressing health promotion, disease
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OT 112 Human Development and 2.00 OT 320 Theory 3: Comprehensive 4.00 Occupation 3: Geriatrics Models and Mental Health Sets of Guidelines OT 119 Anatomy - Kinesiology 5.00 for Practice OT 120 Theory 1: Introduction 2.00 OT 330 Practice 1: Mental Health 5.00 OT 121 Medical Conditions 1: 3.00 - Adolescents, Adults and Physical Disabilities in Geriatrics Adolescents, Adults and OT 420 Theory 4: Physical 5.00 Geriatrics Disabilities Sets of OT 129 Kinesiology 2 4.00 Guidelines for Practice
OT 140 Neuroscience 5.00 OT 430 Practice 2: 5.00 Neurorehabilitation OT 201 Professional 2.00 Adolescents, Adults and Development 1: Geriatrics Occupational Therapy Student Academic OT 431 Practice 3: Orthopedic 4.00 Experience Rehabilitation and Orthotics: Adolescents OT 202 Professional 1.00 Adults and Geriatrics Development 2: Communication Skills OT 432 Practice 4: Medical and 2.00 Surgical Rehabilitation: OT 203 Professional 1.00 Adolescents Adult and Development 3: Geriatrics Advocacy and Disability Perspectives OT 506 Therapeutic Skills 5: 2.00 Technology and Assistive OT 206 Therapeutic Skills 2: 3.00 Devices Group Process Year 3 Requirements OT 220 Theory 2: Learning 2.00 OT 510 Level II: Fieldwork I 5.00 Theories Applied to Practice OT 511 Level II: Fieldwork II 5.00
OT 301 Skills for Living 1: Play 3.00 OT 512 Level II: Fieldwork III 4.00 and Leisure OT 513 Level II: Fieldwork IV 2.00 OT 302 Skills for Living 2: Work 3.00 (Elective)
Year 2 Requirements OT 520 Theory 5: Research 3.00 OT 122 Medical Conditions 2: 3.00 OT 533 Medical Sciences 3: 3.00 Mental Health in Clinical Conditions in Adolescents, Adults and Pediatrics Geriatrics OT 535 Fieldwork Level I: 1.00 OT 200 Fieldwork Level I: 1.00 Practice 3: Pediatrics Geriatric Practice OT 620 Theory 6: Research 2.00 OT 205 Professional 1.00 Proposal Development Development 5: Health Promotion OT 720 Theory 7: Community 2.00 Practice Education and OT 210 Fieldwork Level I: 1.00 Health Promotion Mental Health Practice: Adolescents and Adults OT 820 Theory 8: Community 4.00 Practice Research Project OT 215 Fieldwork Level I: 1.00 Physical Disability Credit and G.P.A. Requirements Practice: Adolescents and Minimum Total Credits: 150 credits Adults Minimum Total Liberal Arts and Sciences Credits: 64 credits OT 303 Skills for Living 3: Self 3.00 Minimum Total Major Credits Undergraduate: 84 Care credits OT 306 Therapeutic Skills 3: 2.00 Minimum Total Major Credits Graduate: 33 Teamwork and credits Leadership Ancillary Course Requirements: See Above Minimum Major G.P.A.: 2.0 Minimum Cumulative G.P.A.: 2.0
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Occupational Therapy Courses and development including the family, the social process of adaptation in elders. and physical environment, daily life experience, and The pre-requisite of OT 111 is required. the unique individual characteristics of the child Credits: 2 OT 100 Introduction to Occupational Therapy will be incorporated throughout the course. The Every Summer Introduction to the profession of occupational role of the occupational therapist in prevention and therapy including the history, philosophy, promotion of health and well being with pediatric OT 119 Anatomy - Kinesiology knowledge, skills and attitudes reflective of past, populations will be introduced. Through volunteer This course is an in depth study of the human body current and future practice. The course content work in a community service agency, students will structure, functions and abnormal motion, with introduces students to the nature of theory and the have opportunities to develop observation and emphasis on the neuro-musculoskeletal systems. evolution of the profession related to practice, interaction skills with children in a naturalistic Structural interrelationships shall be examined as standards of practice, core values and attitudes, setting. A comprehensive understanding of the basis for normal functions and as a means to ethical and legal issues, roles and tasks of childhood occupations is achieved through class understand structural and functional dysfunctions occupational therapists and certified occupational activities and community service.Community of body structures that affect body functions and therapy assistants, the organizational structure of service and course assignments also provide the occupational performance. The course facilitates the professional association and accreditation and opportunity for students to link classroom learning students'' understanding of neuro-motor substrates credentialing bodies and international resources. to both home and community practice settings. of human performance skills required to participate Trends are examined in health care and models of The pre-requisites of PSY 107, PSY 110 and in meaningful occupations. Directed laboratory practice including wellness and health maintenance admissions to the OT program are required. experiences are comprised of cadaver dissection, and health promotion in the context of social, Credits: 3 study of skeletal materials and anatomical models, economic, political, demographic and cultural Every Fall surface anatomy, palpation, joint, and muscle factors that influence the delivery of services are function as well computer-assisted learning and addressed. OT 111 Human Development and Occupation 2: video-tape presentation. Students obtain the The pre-requisites of PSY 107, 110 and COS 50 are Adolescence/Adults background knowledge that assists them to required. This course addresses human growth and understand, analyze and interpret neuro-motor Credits: 2 development for adolescents and adults in the areas body structures and functions that hinder Every Fall of neurosensory, motor, visual, perceptual, occupational performance. All students must cognitive, physical, physiological and psychosocial participate in cadaver dissection lab. OT 106 Therapeutic Skills 1: Interpersonal Skills skills. Principles of health promotion and disability Pre-requisite of OT 140 is required. This course will introduce the students to prevention and the influences of culture and Credits: 5 professional interpersonal skills and techniques diversity are examined as they interface with the Every Spring used by Occupational Therapists across treatment age-related needs and risks of this cohort. Students settings and age groups. Students will both learn will examine the influence age-related life stages and OT 120 Theory 1: Introduction and practice skills including: therapeutic use of self, development on occupations within the framework This course will provide the opportunity for interviewing/counseling skills, assertive professional of performance skills and patterns and contexts. students to learn about the theoretical foundations communication and therapeutic interaction. Students will be exposed to current research of the profession. Students will examine how Students will begin to appreciate factors relevant to protocols and findings related to adolescents/adults theoretical information largely developed by the disability perspectives, cultural sensitivity, client- development and their relationship to occupations disciplines is used to support the development of (a) centered care and advocacy. Students will develop and healthy lifestyle. This course is coupled with a sets of guidelines for occupational therapy practice in their identity as a "Helping Professional" and will community service learning experience in which and (b) screening and assessment tools. Both non- show sensitivity when using new interpersonal kills students have the opportunity to integrate course occupational therapy theories and occupational in the experiential setting. content through lectures, seminar discussions, and therapy theories will be explored. Students will also Prerequisites: PSY 107 and 110, 1 Sociology or community service experiences. Students also learn how to read, critique, interpret and Anthropology course and Admissions to the OT examine designated cultures and health related summarize research (basic and applied) regarding program. issues in depth using a problem based learning the reliability and validity of theories, and the The pre-requisites of PSY 107 and 110; one (PBL) approach. effectiveness of guidelines for occupational therapy Sociology or Anthropolgy course; and Admissions The pre-requisite of OT 110 is required. practice and screening assessment tools.The course to the OT program are required. Credits: 2 has a writing intensive component in which Credits: 2 Every Spring students develop professional writing skills related Every Fall to documenting evidence for practice. Language OT 112 Human Development and Occupation 3: structure, format and argument development are OT 110 Human Development and Occupation 1: Geriatrics empasized. Students complete progressive Pediatrics Human development and occupation for elders is assignments that are gradually revised using the This course focuses on bio-psycho-social the core interest of this course. Development in the professor's feedback, the assistance of writing tutors, development from infancy through childhood. areas of sensory, motor, perceptual, physical, and the use of googledocs. Finally students are Concepts and theories of typical human growth cognitive, physiological and psychosocial skills is introduced to clinical reasoning and decision and development across the life span will be examined. Principles of health promotion, disease making skills by assessing a client's occupational presented as a context for understanding behavior prevention and the influences of culture and role dysfunction identify the impact of cultural, and occupation. Age related occupations in infancy diversity are examined in depth. Assignments and socioeconomic and political factors on their and childhood will be examined in the context of community service experiences integrated in this disability and determine an appropriate developmental theories. Current research findings course examine the role of age-related occupations theoretically based OT intervention. Opportunities will be integrated in the course to inform on maturity, aging, death and dying, quality of life, to practice clinical reasoning, professional writing occupational therapists about human growth and and well-being. The course integrates performance and decision making skills are provided through development in sensory, motor, cognitive and skills, patterns and contexts as key factors in case studies, media (e.g., books, film, and video) psychosocial domains. Factors influencing growth understanding changing occupational roles and the and scientific literature.
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The pre-requisite of OT 100 and 201 are required. understanding of the neuroanatomical and occupational profile/evaluation in order to create Student must be admitted into the Occupational neurophysiologic substrates of normal and long /short-term goals, formulate an evidence based Therapy Program abnormal human behavior. The study of cortical treatment plan, progress note and discharge note. Credits: 2 and subcortical anatomy and physiology includes: The pre-requisites of OT 112, 121 and 129 are Every Spring cranial and peripheral nerves; the ventricular required. system; vascular brain anatomy; the neuron and The co-requisites of OT 303 and 420 are required. OT 121 Medical Conditions 1: Physical neural activity; neurotransmitters, enzymes, and Credits: 1 Disabilities in Adolescents, Adults and Geriatrics other neurochemicals; the autonomic nervous Every Fall This course is a study of the medical, neurological, system; spinal cord tracts; and proprioceptors and orthopedic conditions that commonly occur (muscle spindles and golgi tendon organs). The OT 201 Professional Development 1: during the life span of adolescents, adults, and the neuroanatomical and physiologic functions of Occupational Therapy Student Academic elderly. An understanding of the etiology, special senses include: the vestibular system, vision, Experience pathology, signs and symptoms, treatment, audition, olfaction, gustation, and proprioception. This course focuses on foundation skills to support psychosocial issues, and prognosis of common The neurologic substrates of motor control, professional education and personal development conditions and diseases are promoted. The stress/emotions/motivation, learning and memory, as an occupational therapy student. Course influence of culture, diversity, environmental the aging of the brain, and neuroplasticity is also content will include student work with self- context, and the impact of occupation and health reviewed. Students will learn to use their knowledge management and health promotion, learning styles promotion are considered. of neuroanatomical and physiologic functions of and learning skills, learning contracts, study skills, The co-requisites of OT 129 and 112 are required. the central nervous system (CNS) to understand test-taking skills, use of support groups and The pre-requisite of OT 119 is required. CNS disease, dysfunction, and injury (e.g., spinal refinement of active listening, and goal setting. Credits: 3 cord injury, traumatic brain injury, schizophrenia, Students develop e-portfolios and begin to Every Summer coma, Parkinson's, sensory integrative disorders). recognize themselves in their new professional
Students will also use their knowledge of roles. Students develop and expand skills in OT 122 Medical Conditions 2: Mental Health in neuroanatomy and physiology to begin to computer literacy, improve utilization of library and Adolescents, Adults and Geriatrics understand the neurologic theories underlying data bases for review of professional literature, and This course presents an overview of the medical, specific occupational therapy practices (e.g., NDT - start to develop experience with scientific and neurological and psychiatric conditions which Neurodevelopmental Treatment, PNF - professional writing and speaking. Students will commonly occur during the life span of Proprioceptive Neuromuscular Facilitation, SI - participate in writing groups with tutors from the adolescents, adults and the elderly, building upon Sensory Integration, and splinting and casting). Lab Writing Center to identify areas for skill prior course work in the basic science curriculum will provide the opportunities for students to development in writing and refine written and growth and development. Students develop an directly examine human brain specimens, practice communication skills, critical thinking and problem understanding of medical and psychiatric clinical neurologic exams, and develop clinical solving.This course is part of our enrichment conditions, the etiology, signs, symptoms and problem identification skills through case program. prognosis. Implication for the person's studies.During lab sessions students are also The pre-requisites of COS 50, ENG 16, SOC 3; occupational roles and performance are examined. exposed to real life clients with neurological Two from ENG 61, 62, 63 and or 64; and the Occupational therapy practice is discussed with damages and learn the functional impact of the student must be in the Occupation Therapy major focus on the process of screening, assessment, neurological problems (using the "clinic in the are required in order to register for this course. treatment and reassessment. In addition, the classroom" approach). Credits: 2 influence of culture, ethnicity, health care policies The pre-requisites of BIO 3, 4, 131 and 132 are Every Fall and gender and its impact on occupation and required and the student must be in the health promotion are examined across the life span. OT 202 Professional Development 2: Occupational Therapy major in order to register for The pre-requisite of OT 112 is required. The co- Communication Skills this course, requisite of OT 320 is required. Students will continue to refine professional Credits: 5 Credits: 3 communication skills in the areas of written, Every Fall Every Fall graphic, and oral presentation. Students will
OT 200 Fieldwork Level I: Geriatric Practice identify areas for refining professional behavior, OT 129 Kinesiology 2 This course provides the opportunity for students ongoing professional development, and continuing This lecture/lab course provides an introduction to to directly experience occupational therapy practice competency in academic and community contexts. the analysis of the human motion. It includes the with a geriatric population in a clinical or Students continue to assemble an ePortfolio study of muscle function and biomechanics of the community setting. Through fieldwork experience, reflective of their ongoing professional human body. The course content integrates students will begin to integrate and apply the development. They will formulate a professional principles of kinesiology with muscle testing and theoretical knowledge, and professional development goal and continue to identify their goniometry. Changes in movement patterns across behaviors/attitudes and clinical skills learned in the focus for personal wellness, study skills and stress the life span are included. It provides didactic and classroom. An integrative clinical reasoning management. Students will also review how to practical experience with examination of movement fieldwork seminar both in person and on-line present themselves in professional interviews for principles. The impact of biomechanics on accompanies the fieldwork experience to provide employment, scholarship applications, fieldwork functional performance is also discussed. Students students with an opportunity to analyze the experiences and to promote the profession through learn to apply principles of kinesiology, muscle professional and clinical practices observed in the community and legislative advocacy. Students will testing and goniometry in clinical cases. clinic/ community setting, and integrates this with expand knowledge of resources to research The pre-requisite of OT 119 is required. the clients' cultural background, health status, and professional and current literature content, broaden Credits: 4 valued occupations. Students will complete understanding of evidence-based practice and Every Summer literature reviews, further develop skills in using intensive documentation assignments that will help media, and creative arts for professional, patient, OT 140 Neuroscience facilitate their understanding and ability to analyze consumer, client and community education, This course provides students with an and synthesize a client's information in an
Page 177 LIU Brooklyn Graduate Bulletin 2013 - 2014 Bulletin 2013 - 2014 practice and advocacy. promotion and quality of life. A range of The pre-requisites of OT 320 and 122 are required. The pre-requisite of OT 201 is required and the approaches supporting health promotion and The co-requisite of OT 330 is required. student must be in the Occupational Therapy disease prevention in various populations, in Credits: 1 major in order to register for this course. institutional, community and home settings will be Every Spring Credits: 1 examined. Students will begin to develop skills in Every Spring using occupational therapy interventions to OT 215 Fieldwork Level I: Physical Disability enhance the quality of life and well-being. A variety Practice: Adolescents and Adults OT 203 Professional Development 3: Advocacy of health-related occupations using traditional, This course provides the opportunity for students and Disability Perspectives alternative and complementary activities will be to directly experience occupational therapy practice The course provides principles of advocacy for demonstrated and practiced. Areas of focus include in adolescents/adults with physical disability in a Occupational Therapy and Advocacy for our enhancing coping and adaptation with stress clinical or community setting. Through fieldwork clients. Professional issues related to State and management, time management, pain management, experience, students will begin to integrate and National Advocacy groups for OT as well as, smoking cessation, and withdrawal from substances. apply the theoretical knowledge, and professional current professional topics for advocacy are Patterns of diet, physical activity, psychological behaviors/attitudes and clinical skills learned in the discussed. Students learn the importance and the states and attitude, social activities, and the role of classroom. An integrative clinical reasoning nature of participation in professional advocacy. In spirituality in practice reflecting fieldwork seminar accompanies the fieldwork this course students also examine psychosocial sociocultural/economic, diversity, cultural and life experience to provide students with an opportunity factors, stereotypes, and negative attitudes affecting span factors are examined. to analyze the professional and clinical practices people with disabilities, their families and The pre-requisites of PSY 107, 100 and COS 50 are observed in the clinic/community setting, and caregivers. Methods of instruction include required. The student must be admitted into the integrates this with the clients' cultural background, literature review, media resources, narratives, and Occupational Therapy Program. health status, and valued occupations. Students will in-class interviews with people with a range of Credits: 1 complete intensive documentation assignments that stigmatizing conditions. Major civil rights legislation Every Spring will help facilitate their understanding and ability and the disability rights movement will be explored to analyze and synthesize a client's information in and different models of viewing disability will be OT 206 Therapeutic Skills 2: Group Process an occupational profile/evaluation in order to reviewed. Students will enhance their A group process course for treatment, teamwork, create long /short-term goals, formulate an evidence understanding of the importance of practitioner, and community interventions. Introduction and based treatment plan, progress note and discharge consumer and patient advocacy to promote application of theories of group dynamics, task, and note. empathy and skills in client-centered practice. activity groups, including evaluation of The co-requisite of OT 430 is required. The pre- Students will increase sensitivity and skills required interpersonal style and group roles, therapeutic requisites of OT 121, 129, 303 and 420 are in the implementation of client-centered practice interaction and leadership skills, collaborative and required. with people with a wide range of physical, professional communication skills. Students learn Credits: 1 psychological, and socially stigmatizing conditions. to carry out groups, reflect on their experiences and Every Spring The pre-requisites of OT 100 and 201 are required. provide feedback to each other on the group Credits: 1 process. OT 220 Theory 2: Learning Theories Applied to Every Spring The pre-requisites of OT 100, 106 and 201 are Practice required and the student must be admitted into the This course provides students with an OT 204 Professional Development 4: Occupational Therapy Program. understanding of teaching and learning processes. Independent Study (Elective) Credits: 3 Students are prompted through class activities and An in-depth exploration of a topic of study through Every Spring the discussion of theories of learning (such as review of literature, field visits or community Bloom's) to reflect on their own learning process as service learning under the guidance of a faculty OT 210 Fieldwork Level I: Mental Health they pursue the OT degree. In addition students are mentor. Professional writing development is Practice: Adolescents and Adults introduced in how learning theories are used to emphasized. Students, with the instructor, define This course provides the opportunity for students support the development of occupational therapy the scope of the study, methods, and outcomes. to directly experience occupational therapy practice interventions that are designed to facilitate personal Professional development will be fostered through in mental health with adolescent/adult populations change. Learning theories that are studied include the identification of learning objectives for the in a clinical or community setting. Through Social Learning Theory (Bandura), The Health experience that will be assessed/monitored during fieldwork experience, students will begin to Belief Model (Becker), PRECEDE-PROCEED the course of the independent study process. integrate and apply the theoretical knowledge, Model, Theory of Reasoned Action (Fishbein & The pre-requisite or co-requisite of OT 100 is professional behaviors/attitudes and clinical skills Ajzen), Stages of Change Theory-Transtheoretical required. learned in the classroom. An integrative clinical Model (Prochaska & DiClemete), Theory of Credits: 1 reasoning fieldwork seminar accompanies the Multiple Intelligences (Gardner), Learning Styles On Demand fieldwork experience to provide students with an Model (Dunn & Dunn), Motor Learning, opportunity to analyze the professional and clinical Behaviorism and Model of Human Occupation OT 205 Professional Development 5: Health practices observed in the clinic/community setting, (MOHO). Characteristics of therapists and Promotion and integrates this with the clients' cultural environments that facilitate positive change are Consideration of current public health initiatives background, health status, and valued occupations. examined. Learning styles and learning contracts designed to improve the quality of health, eliminate Students will complete intensive documentation that are sensitive to multicultural concerns and disparities, and explore occupation-based assignments that will help facilitate their literacy levels of patients, clients, and caregivers are interventions to address major indicators of poor understanding and ability to analyze and synthesize explored. The course is also focused on professional health, to prevent disorders and to maintain a client's information in an occupational writing and the ability of the students to review wellness. The course will examine evidence-based profile/evaluation in order to create long/short- literature and summarize it in a logical and practice, intervention programs, evaluation and term goals, formulate an evidence based treatment comprehensive manner. outcome assessments for wellness, health plan, progress note and discharge note. The pre-requisite of OT 120 is required.
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Credits: 2 clinical techniques of grading and adaptation of practice is also presented. Each comprehensive Every Summer self-care activities in accordance with an individual's model will be examined with respect to its (a) disability status. There will be opportunity to author/source, (b) origin, (c) populations OT 301 Skills for Living 1: Play and Leisure practice grading and adaptation self-care skills, addressed, (d) theoretical foundations, (e) concepts This course has a dual focus: play and leisure across through case studies and problem-based learning and assumptions, (f) sensitivity to multicultural the life span and activity analysis and synthesis. activities. Students will have the opportunity to concerns of patients/clients, (g) principles of Meaningful occupation, with a specific focus on identify a variety of screenings, assessments, and assessment, (h) client-therapist relationship, and (i) play and leisure will be examined in a social and intervention methods for clients who have principles of intervention. These comprehensive cultural contexts and temporal contexts of age, disabilities, which interferes with self-care activities. models will be explored, analyzed and critiqued for developmental and life cycle stages, and disability The students will have the opportunity to practice the purpose of determining their adequacy as a status. Content includes the role of play and leisure documentation skills (goal and note writing) basis for practice. Health promotion and wellness in health promotion and disability prevention, and through case studies and problem-based learning. models are also presented and analyzed. Current the screening and assessment of play and leisure. The pre-requisites of OT 121 and 129 are required. practice issues such as reimbursement for services, Students develop skills in task and activity analysis, The co-requisite of OT 420 is required. the professions domain of concern, and research activity modification and adaptation based on an The student must be in the Occupational Therapy priorities will be discussed relative to contrasting occupational performance model. major in order to register for this course. assumptions about the way in which comprehensive The pre-requisites of COS 50; PSY 107 and 110; Credits: 3 models should be used to guide occupational and SOC 3 are required in order to register for this Every Fall therapy practice course. The co-requisites of OT 122 is required. The pre- Credits: 3 OT 306 Therapeutic Skills 3: Teamwork and requisites of OT 111 and 112 are required. The Every Fall Leadership student must be in the Occupational Therapy
This course will introduce students to the major in order to register for this course. OT 302 Skills for Living 2: Work conceptual, interpersonal and self-knowledge Credits: 4 This course focuses on the role of work/productive components of teamwork and leadership. Practice Every Fall activities across the life span and in occupational in applying theory and skills to teamwork will therapy. Content includes vocational and prepare students for developing competence in OT 330 Practice 1: Mental Health - Adolescents, functional capacity evaluation, work related interdisciplinary collaboration, client and family Adults and Geriatrics assessment tools, work programs for clients with centered intervention and health promotion. Roles This course addresses the sequence of practice in injury, developmental disabilities, cognitive deficits and contribution of the full range of participants occupational therapy: screening, evaluation, and mental health concerns. The influence of from various practice domains in institutional, reevaluation, formulation and implementation of unique client characteristics, the environment, professional and community settings will be intervention and discharge planning in mental culture, social, economic and political factors explored. Students will examine approaches to health practice with adolescents, adults and impacting work and work programs will be problem solving, ethical challenges and conflict- geriatrics in traditional and non-traditional settings. considered throughout the semester. Students will handling styles in leadership. Students will be The influence of culture and diversity, environment be introduced to ergonomics, cumulative work introduced to mentorship models and strategies context and psychological issues, as well as the injury and work hardening. Skill in activity analysis that support effective supervision. Students will impact of occupation and health promotion in will be expanded through a job analysis, analysis of design and implement wellness/health promotion practice are examined. Reflections on clinical work related behaviors and skills, tool analysis, and groups for a variety of populations in the reasoning are applied to practice via clinical an ergonomic seating evaluation. Lab activities link community (non-traditional settings). Students will fieldwork and field visits.Students are exposed to theory to clinical application. play an active role in developing educational health promotion, wellness and quality of life The pre-requisite of OT 119 is required. The co- presentations using technology for educational principles and practices. requisites of OT 129 and 121 are required. presentations on the reading material pertaining to The co-requisites of OT 210 is required. The pre- Credits: 3 teamwork and leadership. Work from this course requisites of OT 122 and OT 320 are required. Every Summer will be used to enrich students' e-portfolios The student must be in the Occupational Therapy
reflecting their continues professional development. major in order to register for this course. OT 303 Skills for Living 3: Self Care The pre-requisites of OT 106 and 206 are required Credits: 5 This course provides students with the opportunity and the student must be in the Occupational Every Fall to examine the meaning of self-care activities Therapy major in order to register for this course. throughout the life span and across various Credits: 2 OT 420 Theory 4: Physical Disabilities Sets of cultures. The course content emphases clinical Every Fall Guidelines for Practice reasoning/evidence-based practice research as it This course provides the opportunity for students relates to the engagement in self-care skills as part of OT 320 Theory 3: Comprehensive Models and to examine the primary theoretical information meaningful occupation, health promotion, Mental Health Sets of Guidelines for Practice underlying occupational therapy practice in physical prevention and wellness. The specific performance This course provides students with the opportunity disabilities (i.e., biomechanical, sensory processing, components of self-care activities (i.e., sensorimotor, to study the underlying theories of occupational neurodevelopmental, neurobehavioral, and cognitive and psychosocial components) will be therapy comprehensive models with an emphasis cognitive-perceptual). Each set of guidelines (or analyze. The way in which various performance on adaptation and the environment. The structure frame of reference) is studied with regard to (a) its contexts (i.e., age group, developmental stage, and content of theories, models, and frames of theoretical base, (b) the predominant screening and disability status, environmental conditions, and reference/sets of guidelines for practice in mental evaluation assessments used by therapists, (c) socio-cultural factors) influence self-care activities health will be described. The delineation between principles of intervention, (d) reassessment and will be explore. Students will have the opportunity basic and applied scientific inquiry will also be revision of treatment plans, (e) applicability to to practice activity analyses of self-care tasks (for presented. The role of occupation as described by specific client populations, and (f) studies reporting specific populations, age groups, socio-cultural occupational science, occupational adaptation, the the degree of efficacy of the practice approach. environments, etc.). Students will also practice the Model of Human Occupation, and client-centered Students are exposed to the theoretical
Page 179 LIU Brooklyn Graduate Bulletin 2013 - 2014 Bulletin 2013 - 2014 underpinnings of occupational performance and in opportunity to apply modalities, such as, thermal, health promotion and wellness strategies that ultrasound, TENS, NMES, light and laser therapy. OT 507 Therapeutic Skills 6: Organization and promote engagement in meaningful occupation. Finally, students will focus on hand on evaluation Administration The co-requisite of OT 303 is required. The pre- and treatment skills for common hand problems. Application of the principles of management in the requisites of OT 129 and 121 are required. The co-requisites of OT 215 and 430 are required. provision of occupational therapy services to Credits: 5 The pre-requisites of OT 121, 303 and 420 are individuals and organizations including: planning, Every Fall required. marketing, organizing, fiscal management, Credits: 4 maintaining staffing, coordination, directing, OT 430 Practice 2: Neurorehabilitation Every Spring controlling, and evaluating programs. Students will Adolescents, Adults and Geriatrics develop an understanding of a variety of service This course addresses neurorehabilitation practice OT 432 Practice 4: Medical and Surgical delivery models and knowledge of the broad with adolescents, adults, and geriatrics within a Rehabilitation: Adolescents Adult and Geriatrics spectrum of influences that impact on health care variety of healthcare and community related This course addresses current occupational therapy delivery and ethical practice. Completion of a grant settings. Students will learn about the sequence of practice methods for clients having general medical application or business plan complete with a rehabilitative practice in occupational therapy and/or surgical diagnoses- in adolescent, adult, and literature review that includes evidence-based and specific to addressing the needs of clients with geriatric populations. Students will learn about the best practice, background/need, mission statement, neurological impairment, including: screening and most commonly seen medical/surgical diagnoses project description/implementation/evaluation, evaluation, reevaluation, intervention planning and treated by occupational therapists, as well as some budget, sources of income, foundation support, implementation, and discharge planning. The specialty diagnoses. The sequence of practice for staffing and job descriptions. course also acknowledges the influence of culture, this diagnostic population will be covered-including The pre-requisites of OT 430, 432, 432, 330 and diversity, environmental context, and their impact screening and evaluation, observation of 533 are required. The co-requisites of OT 530 and on occupation and health promotion in clients with contraindications and safety protocol, formulation 535 are required. neurological damages. Students will be expected to of treatment plans, implementation of treatment, Credits: 3 reflect on the clinical reasoning processes required family/caregiver education, re-evaluation, and Every Fall to provide competent and evidence based practice discharge planning. The impact of multicultural to this client population via class discussions, case sensitivity, cultural diversity, and environmental OT 510 Level II: Fieldwork I based assignments, and clinical fieldwork context ¿as they affect treatment will be explored. This course provides 10 to 12 weeks of full-time experiences. Students will be expected to appropriately grade supervised fieldwork. It provides in-depth initial The co-requisites of OT 215 and 431 are required. and analyze activities in the process of developing experience in delivering occupational therapy The pre-requisites of OT 121, 303 and 420 are treatment plans for patients having general services to various groups of clients across the life required. medical/surgical rehabilitation needs as well as span, persons with a variety of psychosocial and Credits: 5 some complex and less common diagnoses. physical performance deficits, in various service Every Spring Students will also enhance their clinical reasoning delivery models reflective of current and emerging and decision-making skills as they apply treatment practice and trends in the profession. Through this OT 431 Practice 3: Orthopedic Rehabilitation methods via review of fieldwork experiences and fieldwork experience, students will integrate and and Orthotics: Adolescents Adults and Geriatrics case studies.Students are asked to integrate the apply the theoretical knowledge, and professional This course is designed to provide students with the client's health status, occupational performance and behaviors/attitudes and clinical skills learned in the background and experience in splint fabrication develop treatment plans that take under classroom. A peer supervision process via and orthotic management for orthopedic consideration the client's values & routines and the Blackboard discussions will be incorporated for conditions. Furthermore, students will learn context of care. additional supervision amongst students and from evaluation and intervention principles with The pre-requisites of OT 430 and 431 are required. the faculty. adolescents, adults, and geriatrics. The lecture Credits: 2 The pre-requisites of OT 205, 430, 431, 432 and component will incorporate biological principles, Every Summer 330 are required. The co-requisites of OT 533, anatomical, kinesiological concepts, and bio- 530, 507 and 716 are required. mechanics relating to orthopedics and splinting. OT 506 Therapeutic Skills 5: Technology and Credits: 5 The class will be divided into two sections; a two- Assistive Devices Every Fall hour lecture followed by a four-hour lab. The The course provides a close look (hands on lecture component will incorporate biological experiences, clinical visits, in-class equipment OT 511 Level II: Fieldwork II principles, anatomical, kinesiological concepts, and presentations) at assistive devices, assistive This course provides 10 to 12 weeks of full-time bio- mechanics relating to orthopedics and technology, compensatory strategies and supervised fieldwork. It provides in-depth initial splinting. Common diagnoses and indications for environmental adaptations used in the treatment of experience in delivering occupational therapy selected splints will be reviewed as well as common children,adoloscents, adults and elders with a wide services to various groups of clients across the life protocols. In addition, students will be learning range of disabilities to promote functional span, persons with a variety of psychosocial and about the sequence of practice in occupational: adaptation and accessibility in the client's physical performance deficits, in various service screening and evaluation, reevaluation, formulation environment. Students explore the use of adaptive delivery models reflective of current and emerging of intervention plans and implementation, and equipment and the processes of assessment and practice and trends in the profession. Through this discharge planning. The lab portion will focus on intervention using adaptive equipment for clients fieldwork experience, students will integrate and splint design and fabrication as well as modality with a variety of disabilities. The role of adaptive apply the theoretical knowledge, and professional application. Students will be exposed to a variety of equipment in promoting occupational performance behaviors/attitudes and clinical skills learned in the splinting equipment, tools, supplies, and low and participation is integral to the course. classroom. A peer supervision process via temperature thermoplastics used in clinical settings, The pre-requisites of OT 430 and 431 are required. Blackboard discussions will be incorporated for and develop basic splinting skills. Furthermore, The co-requisites of OT 432 and 533 are required. additional supervision amongst students and from students will understand and demonstrate electrical Credits: 2 the faculty. safety standards. In addition, students will have the Every Summer The pre-requisite of OT 510 is required.
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Credits: 5 opportunity to implement and evaluate a research OT 535 Fieldwork Level I: Practice 3: Pediatrics Every Spring project. This course provides the opportunity for students The pre-requisite of OT 205, 430, 431 and 330 are to directly experience occupational therapy practice OT 512 Level II: Fieldwork III required. The co-requisites of OT 533, 520 and in children/adolescents with a variety of disabilities This course provides 8 to 12 weeks of full-time 620 are required. a clinical or community setting. Through fieldwork supervised fieldwork. It provides in-depth initial Credits: 3 experience, students will begin to integrate and experience in delivering occupational therapy Every Summer apply the theoretical knowledge, and professional services to various groups of clients across the life behaviors/attitudes and clinical skills learned in the span, persons with a variety of psychosocial and OT 530 Practice 3: Pediatrics classroom. An integrative clinical reasoning physical performance deficits, in various service A comprehensive review of best practices related to fieldwork seminar accompanies the fieldwork delivery models reflective of current and emerging clinical decision making, interdisciplinary experience to provide students with an opportunity practice and trends in the profession. Through this collaboration, client-centered practice and to analyze the professional and clinical practices fieldwork experience, students will integrate and supervision is discussed in this course. The focus is observed in the clinic/community setting, and apply the theoretical knowledge, and professional primarily in pediatric practice. The role of integrates this with the clients' cultural background, behaviors/attitudes and clinical skills learned in the legislation, policy, and reimbursement are health status, and valued occupations. Students will classroom. A peer supervision process via extensively discussed. The students are exposed to complete intensive documentation assignments that Blackboard discussions will be incorporated for pediatric clinical cases from a variety of practice will help facilitate their understanding and ability additional supervision amongst students and from settings. The occupational therapy process of to analyze and synthesize a client's information in the faculty. screening, assessment, reassessment, formulation of an occupational profile/evaluation in order to The pre-requisite of OT 511 is required. intervention plans, implementation and discharge create long /short-term goals, formulate an evidence Credits: 4 is carried out, while addressing the influence of based treatment plan, progress note and discharge Every Spring culture, diversity, and environment on occupation note.
and health promotion. Hands-on experiences The co-requisites of OT 530, 507 and 716 are OT 513 Level II: Fieldwork IV (Elective) provide students with challenges in observation, required. The pre-requisite of OT 533 is required. This elective course provides 6 to 12 weeks of full- clinical reasoning skills, communication skills, Credits: 1 time supervised fieldwork. The number of credits professional writing and documentation skills. Every Fall awarded is prorated on the length of the fieldwork Students bring in examples from their clinical experience. It provides in-depth fourth experience experiences with children and their families. OT 620 Theory 6: Research Proposal in delivering occupational therapy services to Evidence based practices are reinforced through Development various groups of clients across the life span, assigments and class activities, to support clinical The course exposes the students to the process of persons with a variety of psychosocial and physical decision making and advocacy needs of clients research proposal development. Students engage in performance deficits. It is taken place in various (pediatrics). mentored research projects with their faculty service delivery models reflective of current and The co-requisites of OT 535 and 507 are required. advisors. They are asked to development research emerging practice and trends in the profession with The pre-requisite of OT 533 is required. questions and/or hypothesese pertaining to the a concentration in practice focus substantially Credits: 5 research problem of interest. They explore plausible different than the setting and population in OT Every Fall theoretical frameworks that provide the conceptual 510, OT 511 & OT 512. Through this fieldwork context of their research project. They complete a experience, students will integrate and apply the OT 533 Medical Sciences 3: Clinical Conditions research proposal that includes methods of theoretical knowledge, and professional in Pediatrics assessment, relevant literature and theoretical base, behaviors/attitudes and clinical skills learned in the This course presents a study of the medical, program implementation and evaluation. The classroom. A peer supervision process via neurological, psychiatric, orthopedic and course has writing intensive component and Blackboard discussions will be incorporated for developmental conditions that occur in childhood requires advance library skills. additional supervision amongst students and from and adolescence. Students develop an The pre-requisites of OT 205, 430, 431 and 330 are the faculty. understanding of the etiology, pathology, signs and required. The co-requisites of OT 533 and 520 are The pre-requisite of OT 512 is required. symptoms, medical treatment, prognosis of required. Credits: 2 common conditions and the influence of the Credits: 2 Every Spring clinical conditions on development, occupational Every Summer performance and adaptation of the child, and the OT 520 Theory 5: Research client's family. The role of the occupational OT 716 Professional Development 6: Student This course provides the opportunity for students therapist and the occupational therapy assistant in Clinical Experience to learn the primary approaches of research design, assessment, intervention and ongoing management, This course prepares for the transition from methods, data collection, and analysis. Students will health promotion, and prevention relative to the academic to clinical student roles and from student study (a) quantitative research designs conditions covered in the course,extensively to practitioner. Ethics, supervision, conflict (experimental, quasi-experimental, and non- discussed. Students practice through clinical videos resolution, documentation, evolution of clinical experimental); (b) qualitative designs (ethnography, their clinical observation and clinical reasoning reasoning skills, scientific inquiry, teamwork, and phenomenology, grounded theory, etc.); and (c) skills. collaboration with certified occupational therapy quantitative and qualitative data collection and The pre-requisites of OT 110, 111, 430, 431 and assistants will be covered. Students will have a analysis methods. Students will develop an applied 330 are required. The co-requisites of OT 506, better understanding of national and state research question based on the health promotion 520, 620 and 720 are required. regulatory bodies and their effects on practice. The needs of individuals within a community service Credits: 3 course gives students knowledge related to national setting, and will begin the process of writing a Every Summer and state requirements for credentialing and research/grant proposal that will be refined licensing. Tools and information are also given to throughout the remainder of the curriculum (in OT the students to prepare them for becoming 620, 720, and 820). Students may also have the fieldwork educators.
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The pre-requisites of OT 205, 430, 431, 330 and 533 are required. The co-requisites of OT 530, 507 and 535 are required.
Credits: 1 Every Fall
OT 720 Theory 7: Community Practice Education and Health Promotion This course presents the theory and practice of community-based practice, education, health promotion and prevention services for the well population and populations at risk for specific physical, mental, social, or environmental problems. Foundation material includes community context, multicultural competence, and principles of prevention, use of evidence to plan and evaluate services, and consultation and collaboration. Utilizing a life-span developmental perspective, information is presented on the needs of each target group, settings to access the population, and empirical evidence supporting prevention services. The program development process is described in depth, with special emphasis on needs assessment and outcome evaluation. Students will participate in the process of identifying potential grant funding sources and understanding the requirements for grant submission. Occupational therapists and other professionals will present their experience with consultation, marketing, grant writing, implementation and evaluation. The co-requisites of OT 533, 520 and 620 are required. The pre-requisite of OT 205, 430, 431 and 330 required. Credits: 2 Every Summer
OT 820 Theory 8: Community Practice Research Project This course provides students with the opportunity to refine their research proposals (from OT 620) and carry out their project under the supervision of their research mentor. Students will continue to refine skills in professional and scientific writing through the production of successive drafts leading to the final manuscript. Students will expand knowledge of resources to research professional and current literature resources, expand understanding of evidence based practice and literature review, further develop skills in applying principles of theory and practice to formulating and implementing a viable capstone research project. Students will be guided in data coding, analysis, results and intepretation of findings as well as development of discussion that describes the scientific and clinical contributions of their projects. Students are asked to produce a manuscript and present their project in a poster format during OT research day. The pre-requisites of OT 520, 620 and 720 are required. Credits: 4 Every Spring
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DEPARTMENT OF PHYSICAL human dignity of patients, family members and outpatient setting, with at least 18 hours in each professional associates setting. THERAPY • Provide physical therapy services as an • Submit two completed recommendation forms autonomous practitioner, who is able to (available at www.PTCAS.org after starting the Professors: Marshall Hagins, PT, Ph.D., D.P.T., competently serve as a point of entry to, and PTCAS application – see below): OCS, Department Chair; 718-488-1489; Fax: 718- collaborate within, the health care environment - One from a physical therapist 780-4002; Rebecca States, Ph.D., M.A. • Integrate theory, academic knowledge and - One academic reference from an instructor of Associate Professors: Shannon Nicole Clifford, clinical skills to practice physical therapy an upper division course in the undergraduate PT, Ph.D., Evangelos Pappas, PT, Ph.D., OCS; within the complexities of the current health major Michael Masaracchio, PT, Ph.D., D.P.T., OCS, care environment • Submit an application for the D.P.T. Program SCS • Assess the physical therapy or health care needs through the Physical Therapist Centralized Assistant Professors: Wing Fu, PT, Ph.D.(c), PCS, of a patient; establish optimum patient Application Service (see Submitting an OCS; Kahl Collins, PT, Ph.D., NCS, CFMT; Nicki outcomes based on examination, evaluation, Application to the PTCAS) Silberman, PT, Ph.D.(c), DCE; Rosa Torres, PT, diagnosis and prognosis; and plan and NOTE: BOTH A CAMPUS AND A PTCAS DPT, OCS, Director of Physical Therapy implement interventions to address the APPLICATION MUST BE SUBMITTED Admissions identified needs All international and non-native applicants Adjunct Faculty: 16 • Communicate clearly and effectively with must take the TOEFL examination. The minimum The professional-level Doctor of Physical patients, families, colleagues, policy makers, total score accepted is 79 on the Internet-based Therapy (D.P.T.) program at LIU Brooklyn is reimbursement representatives and community test, 213 on the computer-based test, or 550 for the designed for the student seeking a career as a members paper-based test. All international students who physical therapist. The D.P.T. program prepares • Apply critical thinking strategies and self- attended colleges and universities outside of the autonomous practitioners who can provide a full directed learning to the role of physical United States will need to submit a course-by- range of physical therapy services, including therapist course evaluation of their transcript(s) by an screening and referral, evaluation, diagnosis, • Pursue and apply knowledge of the underlying accepted international credential evaluation intervention, consultation and education in diverse science on which physical therapy practice is agency. To view accepted agencies, please health care settings. Our faculty members are based download the accepted credential evaluator’s list. nationally recognized for excellence in their • Understand the contributing economic, All applications will be reviewed and screened. clinical specializations. Our state-of-the-art medical, cultural and psychosocial issues that Quality applicants will be notified and scheduled teaching facilities include the Center for Physical impact delivery of health care services. for an interview. Rehabilitation, an out-patient physical therapy Application Requirements *Due to the fact that basic sciences form the clinic, and a therapeutic pool. The Department’s All requirements must be fulfilled prior to the foundation for clinical decisions by physical diverse student body has a tradition of excellence start date of the program. Applicants to the DPT therapists, proficiency in all prerequisite science and achievement on national licensing program must: courses is paramount. In addition to an applicant's examinations. Merit-based scholarships are • Hold a baccalaureate degree in any major ability to demonstrate competency in the critical available for students in the D.P.T. program. • Have a cumulative undergraduate grade-point science disciplines, the Admissions Committee
average (G.P.A.) of at least 3.0 on a scale of 4.0 takes into consideration their ability to do so • Have successfully completed the following without having to repeat courses. As a result, Doctor of Physical Therapy prerequisite science courses with a G.P.A. of at applicants must be aware that while a minimum (DPT) least 3.0 and no grades lower than C:* grade of C or better is mandatory for each and — 1 semester of general biology with lab every science prerequisite, the Admissions The 118-credit Doctor of Physical Therapy (designed for science majors; at least 4 credits) Committee also reviews an "average" science (D.P.T.) is a professional entry-level degree — 2-semester sequence of general chemistry grade for any prerequisite course taken multiple program for students seeking a career as a physical with lab (preferably designed for science or times. In addition, any science prerequisite course therapist. The D.P.T. program has been designed health-related majors; at least 4 credits each) taken more than 10 years prior to the application to prepare highly competent professionals to act as — 2-semester sequence of general physics with will not be accepted. autonomous practitioners in health care settings lab (preferably designed for science or health- **Visit www.gre.org for more information that include direct access by the public to physical related majors; at least 4 credits each) about the GRE. The LIU Brooklyn code is R2369. therapy services. Graduates will be prepared to — 1 semester of human anatomy or part 1 of a These codes are needed for the Office of provide a full range of physical therapy services 2-semester sequence of combined anatomy- Admissions to receive your GRE results. It can including screening and referral, evaluation, physiology (at least 4 credits; lab required) take up to 6 weeks for the official GRE report to be diagnosis, intervention, consultation and — 1 semester of human physiology or part 2 of received. Applicants applying for the early education. a 2-semester sequence of combined anatomy- decision cycle must have taken the GRE general The D.P.T. program is fully accredited by the physiology (at least 3 credits; lab preferred, but test prior to July 31, 2013. Those who are Commission on Accreditation in Physical Therapy not required for human physiology; lab applying for the regular decision cycle must have Education (CAPTE) and is registered with the required for combined anatomy-physiology) taken the test by March 1, 2014. New York State Education Department. It is a 3- — 1 semester of statistics (at least 3 credits) Submitting an Application for Admission to year, full-time program that spans over 11 • Submit an official score report for the GRE LIU Brooklyn academic terms and includes 35 weeks of clinical general test. ** A minimum composite (verbal All applicants must apply for admission to LIU education. The program is a clinical doctorate that and quantitative) score of 900 is recommended Brooklyn. Please apply online at My LIU or use requires candidates to possess a baccalaureate for the GRE general test and 290 for the revised the Apply Now link in the top navigation bar. degree upon entrance. The 1st year of the test. • For the field “Campus”, select “Brooklyn” program begins in July. • Provide evidence of a minimum of 36 hours of • For the field “Admit type”, select “Graduate” The D.P.T. program enables the graduate to: work experience in 2 different physical therapy or “International graduate” as appropriate • Value individual diversity and respect the settings, including an inpatient and an • For the field “Admit term”, select Summer
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Term health promotion and wellness; administration award (from any source) covering tuition. • For the field “I’ll be applying as”, select “Full and management; health care financing; time” consultation in health care; and client education D.P.T., Physical Therapy • For the field “Intended major”, select “Physical on individual, community and public levels Professional Phase Year 1. therapy D.P.T.” • Preparation for critical consumption of All Courses Required. For more information on the admissions scientific and clinical literature in support of PT 750 Anatomy I 2.00 process, visit the Office of Admissions Web site. evidence-based practice and future participation PT 752 Anatomy II 3.00 Submitting an Application to the PTCAS in research The Department of Physical Therapy at LIU • The opportunity to participate in elective PT 755 Human Physiology 3.00 Brooklyn participates in the Physical Therapist courses in advanced topics in specialized PT 757 Pharmacology 2.00 Centralized Application Service, known as practice areas. PTCAS. In addition to submitting an application Physical Therapy Scholars Award Program PT 759 Neuroscience 3.00 for admission to LIU Brooklyn, those applying to For the Doctor of Physical Therapy (D.P.T.) PT 760 Movement Analysis I 2.00 the DPT program for the 2014 entering class professional class entering in summer 2014, a must: considerable number of Physical Therapy Scholars PT 762 Movement Analysis II 2.00 • Visit www.ptcas.org to begin the PTCAS Awards will be granted on a merit basis. Each PT 764 Movement Analysis III 4.00 application process award provides an annual scholarship of up to • Read the instructions available at the PTCAS $10,000 per year ($5,000 per semester). The PT 766 Tests and Measurements 4.00 Web site carefully Award is applied toward tuition charges (fees are PT 770 Psychological Issues 3.00 • Logon to the 2013-14 PTCAS application to not covered) provided that the recipient is complete the application process registered as a full-time D.P.T. student, taking at PT 775 Clinical Seminar I 3.00 • Select “LIU Brooklyn” as a designated physical least 12 credits per term. The Award is renewable PT 780 Research Methods 3.00 therapy program. for up to six (6) semesters of study and is applied PROGRAM REQUIREMENTS during the fall or spring semesters only (summers PT 877 Teaching and Learning 2.00 In order for a student to progress within the excluded). Strategies program, the following criteria must be met: The selection of Award recipients is based on PT 890 Foundations of 3.00 • Each course must be completed with a grade of undergraduate cumulative grade-point average Therapeutic Exercise “C” or better (G.P.A.), GRE scores and interview performance. • Each semester grade-point average (G.P.A.), A minimum 3.2 undergraduate cumulative G.P.A. Professional Phase Year 2. must equal 2.75 or greater throughout the at the time of application to the D.P.T. program is All Courses Required. program required for consideration. PT 785 Evidence-Based Practice 3.00 As indicated in the LIU Brooklyn Graduate Award recipients who have not yet completed PT 790 Musculoskeletal 3.00 Bulletin, “a B average or a minimum 3.00 the baccalaureate degree will receive a provisional Pathology cumulative grade-point average (G.P.A.) is award. The provisional award will be activated required for awarding of the graduate degree of upon receipt of the final transcript, indicating PT 810 Physical and Mechanical 4.00 any graduate certificate.” conferral of the baccalaureate degree with a final Modalities Curricular Coursework undergraduate cumulative G.P.A. of 3.2 or above. PT 820 Pulmonary: Pathology, 3.00 The Doctor of Physical Therapy curricular Students who are not eligible for federal student Diagnosis and coursework includes learning in respect to: aid will not be considered for the Award. Management • The foundational sciences (anatomy, Students not selected for the Award upon physiology, pharmacology, psychology, admission, or those who are not eligible based on PT 822 Cardiac: Pathology, 3.00 neuroscience and movement analysis) with their undergraduate G.P.A. may be reconsidered Diagnosis and emphasis on the human movement system to for the Award on a merit basis, should scholarship Management increase the knowledge required by the monies remain available after the start of the PT 830 Neuromuscular Pathology 3.00 physical therapist as the primary provider of program. For these students, a D.P.T. cumulative health care intervention for movement G.P.A. of at least 3.5 is required for consideration. PT 832 Pediatric Neuromuscular 3.00 dysfunction In order to remain eligible for the Award during Diagnosis and • The clinical sciences (musculoskeletal, the program, all recipients are required to complete Management cardiopulmonary, neuromuscular, the Free Application for Federal Student Aid PT 834 Adult Neuromuscular 4.00 integumentary, urogenital, endocrine (FAFSA) each year, and must maintain a Diagnosis and pathology, nature of illness and movement minimum cumulative G.P.A. of 3.0. In order to Management dysfunction through the lifespan) remain eligible for the award during the program, • Evidence-based physical therapy examination, all recipients must maintain good academic PT 850 Clinical Practice I 4.00 diagnosis and intervention with emphasis on standing and are required to complete the Free PT 875 Clinical Seminar II 2.00 clinical decision making Application for Federal Student Aid (FAFSA) PT 879 Health Promotion and 2.00 • A clinical education model including 35 weeks each year. Award recipients will lose their Wellness of full-time clinical experience in diverse eligibility for the reward, and any opportunity of practice settings. Participation of LIU Brooklyn reinstating it, if they are placed on academic PT 880 Physical Therapy Across 2.00 faculty members in the clinical education probation and/or fail any course or clinical practice the Lifespan program promotes a teaching/learning model experience in the DPT program. PT 885 Specific System 4.00 that facilitates self-directed and collaborative Note: No combination of tuition awards may Diagnosis and student learning and communication exceed 100% of the cost of tuition each semester. Management • Emphasis on the new and expanding roles for Tuition awards include Physical Therapy Scholars physical therapists in cultural competence; Award, graduate assistantship and any other
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PT 892 Musculoskeletal 4.00 Diagnosis and Management Professional Phase Year 3. All Courses Required. PT 910 Clinical Decision-Making 3.00 I
PT 915 Clinical Decision-Making 4.00 II
PT 950 Clinical Practice II 5.00
PT 955 Clinical Practice III 8.00
PT 956 Clinical Practice IV 8.00
PT 960 Instrumented Movement 1.00 Analysis
PT 975 Health Care Delivery 3.00
PT 995 Elective Seminar 3.00 Credit and G.P.A. Requirements Minimum Total Credits: 118 Credits Minimum G.P.A.: x..x
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Physical Therapy Courses effects of various medications on a variety of Credits: 3 normal and pathologic conditions through critical Every Fall analyses of clinical problems. PT 750 Anatomy I The co-requisites of PT 764, 766, 877 and 890 are PT 764 Movement Analysis III The first part of a two-course sequence for the required. The pre-requisites of PT 752, 759, 762, This course continues the analysis of functional detailed study of human structure using a regional 770, 775 and 780 are required. movements from Movement Analysis I and II, and approach with an emphasis on various systems, Credits: 2 introduces students to foundational issues in motor including nervous, pulmonary, endocrine, Every Spring learning and motor control of basic skills through integumentary, muscular, skeletal, genitourinary, problem-oriented exercises, lab activities, and gastrointestinal, and cardiovascular. The focus of PT 759 Neuroscience traditional lectures. Additional course content the course pertains to the relationship between The basic structure, organization, and function of includes theoretical perspectives on how to analyze anatomical structure and normal human movement the nervous system within the context of movements, cognitive skills underlying motor with lectures that supplement human dissection rehabilitation are presented in classroom setting learning and performance, and theoretical issues laboratories and problem-oriented exercises. An with an emphasis on problem-oriented learning to regarding the relationship between motor skills and introduction to the clinical reasoning process by encourage active student participation and clinical the disablement model. Upon course completion, applying anatomy to clinical cases will be discussed. decision-making. An emphasis is placed on students should demonstrate an understanding of The co-requisite of PT 760 is required and the neuroanatomy and neurophysiology of the sensory the fundamental skills and challenges required to student must be a PT major. and motor systems that govern posture and perform movement in both healthy and disabled Credits: 2 movement. A rehabilitation framework is built on populations. Prerequisites: PT 750 (Anatomy I), PT Every Summer the fundamental relationship between normal 752 (Anatomy II), PT 759 (Neuroscience), PT 760 structure and function, damage and dysfunction, and 762 (Movement Analysis I & II). This course PT 752 Anatomy II sensory processing and integration, motor control, has an additional fee. Continuation of a two-course sequence for the posture and balance. Prerequisites: PT 750 The co-requisites of PT 757, 766, 877 and 890 are detailed study of the structures of the human body (Anatomy I), PT 755 (Human Physiology), PT 760 required. The pre-requisites of PT 752, 759, 762, using a regional approach as described for PT 750 (Movement Analysis I). Corequisites: PT 752 770, 775 and 780 are required. (Anatomy I). In addition, a 15 hour surface (Anatomy II), PT 762 (Movement Analysis II), and Credits: 3 palpation lab is part of this course where students PT 780 (Research Methods). This course has an Every Spring will use their understanding of anatomy to palpate additional fee. various structures on each other, which will The co-requisites of PT 752, 762, 770, 775 and 780 PT 766 Tests and Measurements subsequently prepare students for the examination are required. The pre-requisites of PT 750, 775 and Tests and Measurements is a 4-credit course during and treatment courses in the upcoming semesters. 760 are required. the third semester of the first year of the Doctorate The pre-requisites of PT 750, 755 and 760 are Credits: 3 of Physical Therapy (DPT) curriculum and is required. The co-requisites of PT 759, 762, 770, Every Fall designed to provide the student an introduction 775 and 780 are required. and overview to the tests and measures used in Credits: 3 PT 760 Movement Analysis I patient examination in order to determine the need Every Fall The first part of a two-course sequence designed for for physical therapy intervention. The pedagogical a detailed regional study of human approach of the course includes an emphasis on PT 755 Human Physiology arthrokinematics and osteokinematics. Course problem-oriented learning in an effort to encourage The microscopic anatomy (histology) and function materials include biomechanics of human tissue active student involvement in the educational (physiology) of the cardiovascular, integumentary, and neurological regulation of movement with an process. Course content has been organized to nervous, pulmonary, skeletal, muscular, emphasis on the clinical relationship of joint provide the student with theoretical knowledge that genitourinary, gastrointestinal, metabolic, and structure and muscle function at individual joints. can be used for administration, analysis, and endocrine systems are studied. Emphasis is on the Lectures and laboratory sessions supplement interpretation of tests and measures. interaction of all systems relative to human problem-oriented learning exercises that cover Administration encompasses the development of movement and particularly as applied to exercise, palpation of anatomical structures, observation of psychomotor skills; analysis includes measurement rest, and immobility. Additional emphasis includes human movement with an emphasis on clinical theory; and interpretation involves the the principles of healing, the inflammatory process, problems, and their relationship to the mechanical implementation of foundational clinical decision- tissue plasticity, repair, and regeneration. Lectures and physiological concepts that direct foundations making skills. Students will be expected to recall are supplemented by problem-oriented learning of human movement. and apply information from the prerequisite exercises in a clinical context. The co-requisites of PT 750 and 755 are required. courses in a clinically relevant manner to critically The co-requisites of PT 750 and 760 are required. Credits: 2 analyze problems covering a variety of clinical Credits: 3 Every Summer scenarios. Upon completion of the course, Every Summer students will be expected to utilize a problem- PT 762 Movement Analysis II solving approach to the selection and application PT 757 Pharmacology A continuation of a two-course sequence for of tests and measures. Course content emphasizes the physiologic and detailed study of human arthrokinematics and The co-requisites of PT 757, 764, 877 and 890 are metabolic responses of the human body to osteokinematics using a regional approach as required. The pre-requisites of PT 752, 759, 762, commonly used medications. Classroom described for PT 760 (Movement Analysis I). AN in 770, 775 and 780 are required. presentations reinforce prerequisite information in depth discussion of normal and some pathological Credits: 4 anatomy and physiology and include a focus on a gait is presented towards the end of the course with Every Spring problem-oriented instruction to encourage active principles solidiied in a lab-based format. student involvement. Course content will provide The co-requisites of PT 752, 759, 770, 775 and 780 PT 770 Psychological Issues the student with a theoretical knowledge base that are required. The pre-requisites of PT 750, 755 and This course integrates the psychosocial, economic, can be used as a framework for understanding the 760 are required. vocational, cultural, familial, religious, sexual, and
LIU Brooklyn Graduate Bulletin 2013 - 2014 Page 186 LIU Brooklyn illness/disability specific factors that may be Every Fall Management encountered by a professional physical therapist. This course is designed to provide the student an An emphasis is placed on small group discussions, PT 785 Evidence-Based Practice introduction and overview of commonly problem-oriented learning, role-playing, simulation This course focuses on improving student skills encountered pulmonary conditions. Course activities, and structured experiential learning regarding reading, understanding, and applying content has been organized to provide the student outside the classroom. The content will provide clinical research literature in physical therapy. with a theoretical knowledge base that can be used theoretical and practical knowledge that can be Classroom experiences include lecture, group to understand the pathophysiology of common used during care of individuals with acute and discussion, Socratic questioning, group projects, pulmonary disorders and to promote clinical chronic disabilities, stress-related disorders, victims and student presentations. Students will practice decision making skills in the examination, of domestic violence, and mental disorders and develop skills in the formulation of clinical evaluation, and intervention design for requiring intervention and/or appropriate referral. research questions, search for evidence related to patients/clients with pulmonary dysfunction. Students are expected to recall and apply those questions through various media, critically Students will be expected to recall and apply information from previous and concurrent and systematically evaluate and write about current information from previous coursework including coursework in psychology, ethics and literature and clinical research studies, and draw the basic sciences of anatomy, physiology, and communication and synthesize course content to conclusions from the literature with regard to the pharmacology in a clinically relevant manner to demonstrate competency in the professional implications for physical therapy practice. critically analyze problems covering a variety of behaviors. The pre-requisites of PT 820, 834, 880 and 892 are clinical scenarios. The pedagogical approach of the The co-requisites of PT 752, 759, 762, 775 and 780 required. The co-requisites of PT 822, 832, 885 course will include didactic lectures enhanced by are required. The pre-requisites of PT 750, 755 and and 960 are required. the use of case studies with a problem oriented 760 are required. Credits: 3 approach to encourage active student involvement Credits: 3 Every Spring in the educational process. Laboratory sessions will
Every Fall focus on psychomotor skills, examination and PT 790 Musculoskeletal Pathology treatment techniques. Clinical documentation This course functions as a survey of commonly PT 775 Clinical Seminar I skills and professional behaviors will also be encountered musculoskeletal conditions with an Clinical Seminar I is a 2 credit course during the reinforced. emphasis on problem-oriented instruction in an Fall of the first year of the Doctorate of Physical The co-requisites of PT 834, 850, 880 and 892 are effort to encourage active student involvement. therapy curriculum and is designed to provide the required. Course content is organized to provide a theoretical student with an introductory exploration of Credits: 3 knowledge base as a framework to understand the professional issues including the history, philosophy Every Fall and present status of the profession of physical pathophysiology, clinical signs and symptoms, therapy, the role of the physical therapist in health diagnosis, prognosis, and therapeutic intervention PT 822 Cardiac: Pathology, Diagnosis and care delivery, the examination of human behavior of common musculoskeletal disorders. Students are Management as a basis for interaction between therapist and expected to recall and apply clinically relevant This course will review normal and abnormal client, including skills of cultural competence. information from previous coursework to critically cardiopulmonary and cardiovascular anatomy and Course content will include ethics, patient rights, analyze problems covering a variety of clinical physiology. Disease pathologies and their relevance an introduction to the Guide to Physical therapist scenarios. to clinical settings will be discussed. Additionally, Practice and the Disablement Model, use of The co-requisites of PT 810, 830 and 875 are diagnostic procedures will be reviewed as they relate portfolios, core values and generic abilities to foster required. The pre-requisites of PT 757, 764, 766, to specific disease processes. Both medical and professional development, and communication 877 and 890 are required. surgical management will be discussed. The role of skills, including documentation. The pedagogical Credits: 3 the health care team will be discussed as well as approach for the course will include didactic Every Summer integration of data from the patient chart review, lecture, discussion, student presentation and objective assessment and creation of a PT 810 Physical and Mechanical Modalities demonstration. comprehensive plan of care including, goals, This course is designed to provide students with a The co-requisites of PT 752, 759, 762, 770 and 780 frequency setting and discharge recommendations. theoretical knowledge base and the psychomotor are required. The pre-requisites of PT 750, 755 and Laboratory sessions will focus on psychomotor skills required for the therapeutic application of 760 are required. skills, examination and treatment techniques. commonly used physical and mechanical Credits: 2 The co-requisites of PT 785, 832, 885 and 960 are modalities. Clinical reasoning and evidence-based Every Fall required. The pre-requisites of 820, 834, 880 and practice will be fostered through traditional 892 are required. lectures, group discussions, hands-on laboratory PT 780 Research Methods Credits: 3 activities, case studies and review of literature. This course presents the theoretical and practical Every Spring foundations of research design and measurement, Students will be expected to apply information including descriptive and inferential statistical from previous coursework in a relevant manner to PT 830 Neuromuscular Pathology techniques common to clinical research studies critically analyze a variety of clinical scenarios. This course presents pathophysiology related to through lectures, problem sets, problem-oriented Upon completion of the course, students will be neuromuscular disorders with an emphasis on the learning experiences, and student presentations. expected to demonstrate sound clinical decision mechanisms of injury, surveys of epidemiology and Upon course completion, students should have a making and competency in selecting, justifying and etiology, symptomology, pathology, acute clear understanding of a basic set of research administering physical and mechanical modalities. management, and prognosis of specific designs and statistical tests common to clinical The co-requisites of PT 830, 790 and 875 are neuromuscular disorders. Lecture and case study research studies. required. The pre-requisites of PT 757, 764, 766, presentations focus on problem-oriented learning to The co-requisites of PT 752, 759, 762, 770 and 775 877 and 890 are required. encourage active student participation and clinical are required. The pre-requisites of PT 750, 755 and Credits: 4 decision-making. Course materials reinforce earlier 760 are required. Every Summer course work in neuroanatomy and neurophysiology
Credits: 3 to provide students with an understanding of PT 820 Pulmonary: Pathology, Diagnosis and
Page 187 LIU Brooklyn Graduate Bulletin 2013 - 2014 Bulletin 2013 - 2014 neuromuscular disorders such as multiple sclerosis, Credits: 4 psychomotor component of these essential skills spinal cord injury, peripheral neuropathy, Guillain- Every Fall include: body mechanics, positioning and draping, Barre Syndrome, cerebrovascular disease, bed mobility, transfers, wheelchair mobility and Parkinson's Disease, Alzheimer's Disease, muscular PT 850 Clinical Practice I management, and gait training. Patient safety will dystrophy, amyotrophic lateral sclerosis, cerebral Clinical Practice I is a 6-week, full time clinical be strongly emphasized. This course will also palsy, and the neurological implications of aging. practice course under the supervision of a licensed provide the student with an overview of the HIPPA The co-requisites of PT 810, 790 and 875 are physical therapist clinical instructor (CI). The and OSHA requirements for clinical practice. required. The pre-requisites of PT 757, 764, 766, student attends a clinical practice facility for six There will be a strong focus on professional 877 and 890 are required. consecutive weeks with specific hours arranged by behavior and communication skills. Clinical Credits: 3 each facility. This clinical experience is designed to documentation skills will also be reinforced. The Every Summer provide the student an opportunity to develop pedagogical approach for the course will include professional behaviors and communication skills, lecture, demonstration, case study, and discussion. PT 832 Pediatric Neuromuscular Diagnosis and apply the patient management model, develop gross The co-requisites of PT 810, 830 and 790 are Management and specific examination and intervention skills, required. The pre-requisites of PT 757, 764, 766, This course presents the patient management develop documentation skills, and begin to develop 877 and 890 are required. model of examination, evaluation, diagnosis, clinical decision-making and critical thinking skills Credits: 3 prognosis, intervention, and outcomes related to within the content of evidence-based practice. Every Summer neuromuscular disabilities of children and Emphasis during this clinical practice is on the adolescents. Course expectations include problem- evaluation and treatment of patients, including the PT 877 Teaching and Learning Strategies oriented learning, literature review for evidence- areas of basic examination and evaluation skills, This course presents an overview of the process of based practice, and live video demonstrations. ambulation training, transfer training, the teaching in settings relevant to physical therapy Principles of motor development, motor learning administration of modalities, and in administering practice. Presentation of the course materials and motor control are explored as students become therapeutic exercise. Students are expected to recall reinforces earlier coursework from Psychological familiar with different practice settings including and apply information from previous coursework in Issues, and Clinical Seminar with an emphasis on the Neonatal Intensive Care Unit, early a clinically relevant manner to critically analyze problem-oriented learning, small group discussions, intervention, and the school setting. Laboratory problems within a variety of clinical settings. Upon and simulation activities, and instructional unit sessions enable students to learn assessment and completion of the clinical experience, students are development. Course content has been organized to intervention strategies consisting of standardized expected to synthesize course content in such a way provide the student with theoretical and practical tests, outcome measures, handling techniques, and as to demonstrate development of the generic knowledge of curriculum design, as well as the neurophysiological and neurodevelopmental abilities and core values necessary for becoming a clinician as an educator in the academic, clinical, treatment techniques. Upon completion, students physical therapist. and community settings. will have entry-level clinical knowledge and skills to The pre-requisites of PT 790, 810, 830 and 875 are The co-requisites of PT 757, 764, 766 and 890 are manage a client with a developmental disability. required. required. The pre-requisites of PT 752, 759, 762, The co-requisites of PT 785, 822, 960 and 885 are Credits: 4 770, 775 and 780 are required. required. The pre-requisites of PT 820, 834, 880 Every Fall Credits: 2 an d892 are required. Every Spring Credits: 3 PT 857 Current Physical Therapy Practice Every Spring This course is designed to provide the student an PT 879 Health Promotion and Wellness introduction to recent fundamental changes that Health Promotion and Wellness is a 2-credit course PT 834 Adult Neuromuscular Diagnosis and have occurred in physical therapy practice relative designed to provide students with the theoretical Management to patient management model and the roles and and practical aspects of maintaining and promoting This course presents assessment procedures and responsibilities of the physical therapist including health. Students will examine theories of wellness therapeutic management techniques of adult relevance and procedures of medical screening, as well as the effects of lifestyle and the patients with neurological dysfunction and spinal systems review, and theories and concepts of environment on wellness. The patient-practitioner cord injuries through the use of case study clinical decision-making and diagnosis. The student collaborative model and approaches to facilitating presentations with an emphasis on problem- will also be oriented to the scientific basis of the adherence to healthy lifestyle behavior changes will oriented learning to encourage active student physical therapy profession and instructed in the be explored. Emphasis will be placed on social, participation and clinical decision-making. The methods of evidence-based practice. Students will epidemiological, and behavioral and environmental presentation of course materials reinforces earlier be instructed in the relevance and basic skills of assessment as well as educational and ecological course work in neuroanatomy, neurophysiology and cultural competence in patient management. The assessment of factors affecting health-related neuromuscular pathology. Laboratory sessions expanding role, responsibility, and accountability of behavior and environments. Students will also emphasize the development of specific psychomotor the physical therapist as a doctoring level profession become knowledgeable about patient education and skills necessary for assessment and treatment of the will be introduced and discussed. This course serves participation in community activities in the adult neurological client. Course content also as a prerequisite or corequisite for all other courses. promotion of health and healthy lifestyles and the provides an eclectic theoretical treatment rationale Offered every Fall and Spring. Three credits. prevention of illness and injury. Upon completion based on normal sensorimotor development, Student must be a Physical Therapy major in order of the course students are expected to understand neurophysiology, and motor control to include to register for this course. wellness theories and implement programs on the Neurodevelopmental Treatment (NDT), individual and community levels. Brunnstrom, Proprioceptive Neuromuscular PT 875 Clinical Seminar II The co-requisites of PT 915, 975 and 995 are Facilitation (PNF), and Motor Relearning Clinical Seminar II is a 3-credit course during the required. The pre-requisite of PT 950 is required. Programme (MRP) as a basis for clinical decision- Summer semester of the second year of the Credits: 2 making. Doctorate of Physical Therapy curriculum and is Every Fall The co-requisites of PT 820, 850, 880 and 892 are designed to provide the student with the essential required. skills basic to the practice of physical therapy. The PT 880 Physical Therapy Across the Lifespan
LIU Brooklyn Graduate Bulletin 2013 - 2014 Page 188 LIU Brooklyn
Physical Therapy Across the Lifespan is a 2-credit Every Spring treatment of the spine and TMJ. Integration of course during the fall semester of the second year of content from all academic coursework and clinical the Doctorate of Physical Therapy curriculum and PT 890 Foundations of Therapeutic Exercise experiences are emphasized within the patient is designed to explore concepts of human growth This course will introduce students to the scientific management model and the effects of patient age, and development from conception to senescence and theoretical basis as well as the clinical gender, culture, socioeconomic status, and societal including physical, cognitive, social and emotional application of therapeutic exercises commonly used roles as they pertain to clinical decision making. development. Theories of aging including somatic by physical therapists such as range of motion, Consideration is also given to the evolving nature and other factors that influence wellness and stretching, resistance, and aerobic exercises. Specific of the health care environment and the roles of disability across the lifespan will be addressed. course content will include indications, other health care disciplines and support personnel Course content has been organized to provide the precautions, contraindications, principles and in patient management. An emphasis is placed on student with a theoretical knowledge base that can procedures for applying various types of therapeutic case studies of patients with a musculoskeletal be used in the diagnosis, prognosis, examination, exercise interventions. Clinical reasoning, evidence diagnosis and new skills learned include spinal and intervention of individuals with metabolic, based practice, and independent learning will be manipulation and taping techniques. Presentations endocrine, gastrointestinal, genitourinary, and fostered through traditional lectures, group will take place in both the classroom and laboratory other pathologies. Students will be expected to discussions, laboratory activities, and case settings, and will foster critical thinking, recall and apply information from previous presentations. In order to critically analyze clinical independent learning and problem-solving through coursework in a clinically relevant manner to scenarios presented in this course, students will be traditional lectures and small group discussions. critically analyze problems covering a variety of expected to integrate and apply information learned Upon completion of the course the student will be clinical scenarios. Upon completion of the course, from any preceding physical therapy coursework in able to safely examine and treat individuals with students will learn to understand and apply lifespan addition to those learned from this course. At the musculoskeletal problems of the spine and TMJ. theory to the examination, evaluation and completion of the course, students will be expected The pre-requisites of PT 785, 822, 834 and 885 are treatment of various patient types and conditions to be able to design an exercise program aimed at required. based on information acquired in prior courses in improving physical impairments and functional Credits: 3 the curriculum and their clinical practice limitations. Every Summer experiences. The co-requisites of PT 757, 764, 766 and 877 are The co-requisites of PT 820, 834, 850 and 892 are required. The pre-requisites of PT 752, 759, 762, PT 915 Clinical Decision-Making II required. 770, 775 and 780 are required. Clinical Decision Making II is a 4-credit course Credits: 2 Credits: 3 during the fall semester of the third year of the Every Fall Every Spring Doctorate in Physical Therapy curriculum. This is the second of two courses that use a problem- PT 885 Specific System Diagnosis and PT 892 Musculoskeletal Diagnosis and oriented case study approach designed to provide Management Management I opportunities to apply the wide range of cognitive Specific Systems Diagnosis and Management is a 4- This course is the first in the sequence of skills physical therapists use to process information, credit course offered during the spring semester of examination and management of musculoskeletal reach decisions, and determine actions. Within the the second year of the Doctorate of Physical injuries, which applies information from Anatomy, context of the patient/client management model, Therapy curriculum. The course is designed to Movement Analysis, and Musculoskeletal Pathology emphasis is on integration of all academic provide the student an overview of the pathology, to the regional examination of and intervention for coursework and clinical experiences. Focus is also examination, evaluation, and interventions of individuals with impairments and functional on appropriate application of knowledge and patients with specific system pathologies. limitations of the musculoskeletal system. Students experience, cognitive processing strategies, self- Presentation of course material will reinforce earlier will augment skills learned in the prerequisite monitoring strategies, and communication and course work from anatomy, physiology, and courses to include advanced examination teaching skills. Case studies present greater previous examination, evaluation, and intervention procedures such as: joint mobility, soft tissue complexity of clinical problems and diagnoses. The courses. The pedagogical approach of the course mobility, functional assessments, and advanced course also considers wellness and prevention, will include an emphasis on problem-oriented treatment techniques of joint and soft tissue community outreach, evidence-based practice, and learning in an effort to encourage active student mobilization, functional training, and patient issues in the literature that potentially impact involvement in the education process. Course instruction. Classes will foster critical thinking, patient management. content has been organized to provide the student independent learning, and problem solving skills The pre-requisite of PT 950 is required and the co- with a theoretical knowledge base that can be used through traditional lectures, small group requisites of 879, 975, 995 are required. in the diagnosis, prognosis, examination, and discussions, laboratory sessions, and independent Credits: 4 intervention of individuals with metabolic, projects. Upon completion of the course, the Every Fall endocrine, gastrointestinal, genitourinary, and student will be able to safely examine and treat integumentary pathologies. Students will be individuals with musculoskeletal dysfunctions of PT 940 Alternative and Complementary expected to recall and apply information from the extremities. Therapies previous coursework in a clinically relevant manner The co-requisites of PT 820, 834, 850 and 880 are This course is designed to introduce the student to to critically analyze problems covering a variety of required. the theories, application, assumptions, and clinical scenarios. Upon completion of the course, Credits: 4 outcomes of a wide variety of alternative and students will be expected to synthesize course Every Fall complementary therapies, including homeopathy, content in such a way as to demonstrate clinical chiropracty, naturopathy, Tai Chi, yoga, and PT 910 Clinical Decision-Making I now called decision-making in regard to individuals with acupuncture, among others. This course addresses Musculoskeletal Diagnosis and Management II specific system pathologies. the importance of these therapies within the larger The second course in the sequence of the The co-requisites of PT 785, 822, 834, and 960 are framework of the current health care system. examination and management of musculoskeletal required. The pre-requisites of PT 820, 834, 880, Students will discuss the expected growth of these injuries. Previous work form Musculoskeletal Dx and 892 are required. therapies for the foreseeable future as well as the and Mngt I will be applied in the examination and Credits: 4 impact of these therapies on the profession of
Page 189 LIU Brooklyn Graduate Bulletin 2013 - 2014 Bulletin 2013 - 2014 physical therapy. patient management model, evidence-based advanced clinical area chosen from one of the Student must be a Physical Therapy major in order practice, collaboration with patients, family several concurrently offered topics. Students will to register for this course. members and other health professionals, and identify the topic in advance with a minimum develop consultation, education, and enrollment of 10 students needed to offer a course PT 950 Clinical Practice II administration skills. Students may also have the section for a given topic. The method of course The student is supervised by the clinical instructor opportunity to engage in prevention/wellness delivery will vary depending on the topic, while applying the knowledge and skills acquired in programs, participate at Grand Rounds/Team instructor, and specific learning objectives. In previous coursework. This 9-week clinical Conference, and outcome assessments. Students are general, students will be expected to become experience is designed to provide the student expected to recall and apply information from familiar with an area of specialized clinical opportunities to improve clinical decision-making previous coursework in a clinically relevant manner knowledge or practical skills. and critical thinking skills through use of the to critically analyze problems covering a variety of The co-requisites of PT 879, 915 and 975 are patient management model, evidence-based clinical settings. required. The pre-requisite of PT 950 is required. practice, collaboration with patients, family The co-requisite of PT 955 is required. The pre- Credits: 3 members and other health professionals, and requisites of PT 915, 879, 975 and 995 are Every Fall develop consultation, education, and required. administration skills. Students also have the Credits: 8 opportunity to engage in prevention/wellness Every Spring programs, participate at Grand Rounds/Team Conference, and outcome assessments. Students are PT 960 Instrumented Movement Analysis expected to recall and apply information from This course provides an opportunity for students to previous coursework in a clinically relevant manner become familiar with instruments used in the study to critically analyze problems covering a variety of of human movement. In addition to lecture clinical settings. Upon completion of the clinical presentations, this course includes discussions, experience, students are expected to synthesize demonstrations, and hands-on practice of course content in such a way as to demonstrate instrumentation typically found in a human competency in the professional behaviors necessary movement laboratory such as electromyography, for becoming an effective physical therapist. two-dimensional and three-dimensional motion The co-requisite of PT 910 is required. analysis, metabolic gas analysis, and dynamometry. Credits: 5 Upon course completion, students are expected to Every Summer describe the use of advanced instrumentation in the analysis of human movement, and be able to PT 955 Clinical Practice III perform basic setups using the equipment. Clinical Practice III is a 10-week, full time clinical The co-requisites of PT 785, 822, 834 and 885 are practice course under the supervision of a licensed required. The pre-requisites of PT 820, 834, 880 physical therapist. This clinical experience is and 892 are required. designed to provide the student opportunities to Credits: 1 improve clinical decision-making and critical Every Spring thinking skills through use of the patient management model, evidence-based practice, PT 975 Health Care Delivery collaboration with patients, family members and Health Care Delivery is a 3-credit course offered other health professionals, and develop during the fall semester of the third year of the consultation, education, and administration skills. Doctorate of Physical Therapy curriculum and is Students may also have the opportunity to engage designed to provide the student with the in prevention/wellness programs, participate at management theory and skills to use human Grand Rounds/Team Conference, and outcome resources effectively, understand the concepts assessments. Students are expected to recall and behind cost control, finance, and entrepreneurship. apply information from previous coursework in a The pedagogical approach of the course includes clinically relevant manner to critically analyze case studies and didactic lectures. Course content problems covering a variety of clinical settings. includes introducing the theory and practice of The co-requisite of PT 956 is required. The pre- managing and developing employees, interviewing, requisites of PT 915, 879, 975 and 995 are developing job position descriptions, performance required. evaluations, conflict resolution, budgeting practices, Credits: 8 financial reports, reimbursement concepts, guiding Every Spring employees through change, marketing, business plan, quality assurance, outcomes management, risk PT 956 Clinical Practice IV management, and federal/state laws and legal Clinical Practice IV is a 10 week, full time clinical issues. practice course under the supervision of a licensed The prerequisite of PT 950 is required and the co- physical therapist. The student attends a clinical requisites of PT 879, 915 and 995 are required. practice facility for 10 consecutive weeks with Credits: 3 specific hours arranged by each facility. This clinical Every Fall experience is designed to provide the student opportunities to improve clinical decision-making PT 995 Elective Seminar and critical thinking skills through use of the This course allows students to focus on an
LIU Brooklyn Graduate Bulletin 2013 - 2014 Page 190 LIU Brooklyn
DIVISION OF PHYSICIAN National Commission on the Certification of • A personal statement as to why the applicant Physician Assistants (NCCPA). wishes to become a physician assistant. ASSISTANT STUDIES The highest ethical and professional standards • Breadth and amount of patient care experience. are expected to be upheld throughout the physician • Three satisfactory recommendations included Professor: Joanna Shulman, MD, FACOG assistant course of study. The program is in the CASPA application. (Medical Director) challenging and requires dedication, a high ethical • Completion of course work and above criteria Associate Professor: Elizabeth Salzer, PA-C, MA standard, and professionalism in addition to within a specified time limit. (Division Director) intelligence, skill and medical knowledge. • Successful completion of the GRE. There is not Assistant Professors: Marion Masterson, PA-C, Program Requirements currently a minimum score set by the Division MPAS; Sharon Verity, PA-C, MPAS; Maria Students may attend LIU Brooklyn on a part- of Physician Assistant Studies for this Compte, MD, MPH; James Eckert, PA-C, MA time or full-time basis while completing their examination. Instructor: Camile Kiefer, RN, PA-C; prerequisite courses. During this phase students • A recommendation for acceptance from the Adjunct Faculty: 14 are expected to: Division of Physician Assistant Studies
• Complete a minimum of 500 hours of direct Admissions Committee, based upon all entities patient care experience. Of these 500 hours, a as described above. M.S. in Physician Assistant minimum of 300 hours must be completed by Some applicants are selected for personal Studies the time of submission of CASPA application. interviews based on the strength of the written Acceptable types of direct patient care application. If an applicant is invited for a personal The 86-credit M.S. in Physician Assistant is an experience include: medical assistant; surgical interview, the interview itself is evaluated on the intense, 28-month professional program that technologist; licensed practical or registered criteria of satisfactory performance based on prepares health practitioners to work in a wide nurse; dental assistant; dental hygienist; assessment of qualities such as interpersonal variety of clinical settings. Physician assistants certified nursing assistant; home health aide; relations, concern for others, integrity, and an take medical histories and perform physical residential aide; emergency medical technician; ability to communicate effectively and maturely. examinations, select and interpret diagnostic tests paramedic; physical therapist; occupational The Division is accredited to have 84 students and manage the health problems of patients under therapist; physical therapy assistant; physical enrolled in the curriculum, e.g., 42 students in the the supervision of a physician. In general, PAs therapy aide; occupational therapy assistant; didactic year and 42 students in the clinical year. may perform 80-90% of the care provided by occupational therapy aide; respiratory therapist; Course work and above criteria must be physicians. Additionally, they may specialize in perfusionist; electrocardiographic (EKG) completed within a specified time limit. Applicants any area of medicine or surgery and enjoy lateral technician; phlebotomist; ophthalmologic meeting all of the criteria above may be mobility, meaning that they may move from technician; volunteer work involving direct considered for an interview. specialty to specialty without additional formal patient care; shadowing a physician, physician Initial application to the Professional Phase of training. assistant or dentist. Other types of experiences the program for transfer students should be made LIU Brooklyn's Physician Assistant program may be acceptable. If you are interested in through the Centralized Application Service for was the first such program to be approved by the clinical experience that differs from those listed Physician Assistants (CASPA) by visiting New York State Education Department. The above, please contact the Division of Physician www.caspaonline.org. CASPA will collect and Accreditation Review Commission on Education Assistant Studies to determine if the proposed summarize all of the applicant's data (application for the Physician Assistant, Inc. (ARC-PA) has experience is acceptable. form, transcripts, recommendations), which will be granted Accreditation-Continued to the Physician • Obtain at least a baccalaureate degree from an forwarded to the Physician Assistant Program. Assistant Program sponsored by Long Island accredited college or university no later than at When all materials have been received and University. Accreditation-Continued is an the time of matriculation to the Division of reviewed, selected applicants will be invited to a accreditation status granted when a currently Physician Assistant Studies. personal interview. If the candidate is accepted to accredited program is in compliance with the • Maintain a grade-point average of 3.0 or above the program, a deposit of $500 is required to hold ARC-PA Standards. (overall and in prerequisites) in courses taken at a seat in the incoming class. Accreditation remains in effect until the an accredited college or university. A supplemental application also must be filed program closes or withdraws from the • Demonstrate acceptable academic performance. through the Office of Admissions. Please apply accreditation process or until accreditation is • Complete all prerequisite coursework, which online at My LIU or use the Apply Now link in the withdrawn for failure to comply with the includes: one year (two courses) of not less top navigation bar. For more information on the Standards. The approximate date for the next than 4 credits each in general biology, with admissions process, visit the Office of Admissions validation review of the program by the ARC-PA laboratory; one year (two courses) of not less Web site. will be March 2020. The review date is contingent than 4 credits each in general chemistry, with Advanced Standing upon continued compliance with the accreditation laboratory; one semester (one course) of not The Division of Physician Assistant Studies Standards and ARC-PA policy. The program is a less than 4 credits in human anatomy, with does not offer advanced standing to any applicants, member of the Physician Assistant Education laboratory; one semester (one course) of not including those who have prior experience as a Association. less than 3 credits in human physiology, with or medical student or physician assistant student or During the didactic year, medical courses are without laboratory; one semester of who are foreign medical graduates. augmented with clinical experiences. During the microbiology; one semester of statistics. Technical Standards clinical year, students are assigned to clinical • Sit for the Graduate Record Examination. The Observation - The ability to observe is rotations for twelve months on a full-time basis, code for LIU Brooklyn is 2369. required for demonstrations, visual presentations returning to the program once every five weeks. The application to the Division of Physician in lectures and laboratories, laboratory evidence After meeting all Campus and degree Assistant Studies is evaluated on the following and microbiological cultures, microscopic studies requirements, a certificate and the Master of criteria: of microorganisms and tissues in normal and Science degree are conferred upon the candidate. • A cumulative grade-point average of 3.0. pathological states. A candidate must be able to This enables the candidate to sit for the National • A cumulative grade-point average in the observe patients accurately and completely, both Certifying Examination administered by the prerequisite courses of 3.0. closely and from a distance. Observation requires
Page 191 LIU Brooklyn Graduate Bulletin 2013 - 2014 Bulletin 2013 - 2014 functional vision and somatic sensation and is May of the year in which the student will enter the MS 603 Pediatrics 2.00 enhanced by a sense of smell. Program, after the student is accepted into the MS 604 Family Medicine 2.00 Communication - A candidate should be able Program and after the student submits the deposit to speak, hear and observe patients in order to to hold the seat. Additional health forms are MS 605 Emergency Medicine 2.00 elicit information, perceive non-verbal required for entry into the clinical year of the MS 606 Obstetrics and 2.00 communications and describe changes in mood, Division’s curriculum. Gynecology activity and posture. The candidate must be able to Clinical Year Clerkships communicate effectively and sensitively with Each clinical year student completes ten (10) MS 607 Behavioral Medicine 2.00 patients through speech, and through reading and clerkships of five (5) weeks in length. The faculty MS 608 Medical Elective 2.00 writing. Communication in oral and written form creates an individual rotation schedule for each with the health care team must be effective and clinical year student. The student must return to MS 609 Surgical Elective 2.00 efficient. the LIU campus at the end of each clerkship for a MS 610 Clinical Elective 2.00 Motor - A candidate should have sufficient two-day End-of-Rotation Meeting with the faculty. motor function to elicit information from patients Students must rotate in each of the following MS 611 Clinical Seminar I 1.00 by palpation, auscultation and percussion, as well clerkships during the clinical year: internal MS 612 Clinical Seminar II 1.00 as to carry out diagnostic maneuvers. A candidate medicine, surgery, family medicine, emergency should have motor function sufficient to execute medicine, pediatrics, obstetrics and gynecology, MS 613 Clinical Seminar III 1.00 movements reasonably required to provide general psychiatry, internal medicine elective, surgical MS 614 Summative Evaluation 1.00 care and emergency treatment to patients. Such elective and clinical elective. skills require coordination of gross and fine MS 615 Capstone Project 1.00 muscular movements, equilibrium and sensation. M.S, Physician Assistant Studies Credit and G.P.A. Requirements Intellectual-Conceptual, Integrative and Must complete all of the following courses: Minimum Total Credits: 86 Credits Quantitative Abilities - Problem solving is a Didactic Year Courses (Year 1) Minimum G.P.A.: x..x critical skill demanded of physician assistants; this MS 500 Anatomy 4.00 skill requires all of these abilities. The candidate MS 501 Physiology 3.00 must also be able to comprehend three- dimensional relationships as well as the spatial MS 502A Pharmacology I 3.00 relationship of structures. MS 503A Art and Science of 4.00 Behavioral and Social Attributes - A Medicine I candidate must have sufficient emotional health to fully use his or her intellectual ability, to exercise MS 504A Clinical Medicine I 4.00 good judgment, to complete all responsibilities, MS 505 Psychosocial Aspects of 2.00 and to attend to the diagnosis and care of patients. Medicine A candidate must be able to develop mature, sensitive and effective relationships with patients MS 506 Pathology 3.00 and colleagues. A candidate must be able to MS 502B Pharmacology II 3.00 tolerate physical and emotional stress and continue to function effectively. A candidate must possess MS 503B Art and Science of 3.00 qualities of adaptability, flexibility and be able to Medicine II function in the face of uncertainty. He/she must MS 504B Clinical Medicine II 6.00 have a high level of compassion for others, motivation to serve, integrity and a consciousness MS 507 Role Socialization 1.00 of social values. A candidate must possess MS 508A Research Methods I: 2.00 sufficient interpersonal skills to interact positively Epidemiology with people from all levels of society, all ethnic backgrounds and all belief systems. The MS 509 Preventive Medicine 2.00 administration of the Physician Assistant program MS 510 Clinical Laboratory 3.00 recognizes its responsibility to present candidates Science who have the knowledge and skills to function in a broad variety of clinical situations and to render a MS 504C Clinical Medicine III 6.00 wide spectrum of patient care. The responsibility MS 508B Research Methods II: 2.00 for these technical standards is primarily placed on Evidence-Based Medicine the Physician Assistant Admissions Committee to select entering Physician Assistant students who MS 511 Introduction to Medical 1.00 will be the candidates for the degree. Literature Health Requirements MS 512 Medical Informatics 1.00 All students entering or re-entering the Professional Phase of the M.S. degree in Physician MS 513 Surgery 4.00 Assistant Studies must complete and submit a MS 514 Emergency Medicine 3.00 Health Examinations/Vaccinations form located in Clinical Year Courses (Year 2) the Forms & Documents section of the Admissions website, as well as the Division’s health forms. MS 601 Internal Medicine 2.00 The Division’s health forms will be sent along MS 602 Surgery 2.00 with the package of materials that is mailed out in
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Physician Assistant Courses prototypic drugs in each category, drug side effects in this semester include cardiology, pulmonology, and drug-drug interactions, the interaction of drugs otorhinolaryngology, ophthalmology, infectious with the disease state under treatment, diseases, HIV medicine, and gastroenterology. MS 500 Anatomy polypharmacy, and reputable sources of Prerequisites: admission to the graduate program in The study of the structure of the human body with information about drugs. Prerequisites: successful Physician Assistant Studies. a clinical emphasis. Lectures and labs will completion of the fall semester of the didactic year Four credits. emphasize anatomy and anatomic relationships of the graduate program in Physician Assistant In order to register for this course, the student must significant to common clinical medicine topics and Studies. Three credits. be a graduate student in the Physician Assistant surgical procedures. Includes cadaver lab. The pre-requisites of MS 500, 501, 502A, 503A, plan. Prerequisites: admission to the graduate program in 504A, 505 and 506 are all required. Credits: 4 Physician Assistant Studies. Credits: 3 Every Fall Four units. Every Spring In order to register for this course, the student must MS 504B Clinical Medicine II be a graduate student in the Physician Assistant MS 503A Art and Science of Medicine I Part two of a three-semester sequence in clinical plan. Part one of a two-semester sequence in the art and medicine. This course introduces the student to the Credits: 4 science of physical diagnosis. Students learn the epidemiology, incidence, pathophysiology, signs, Every Fall principles of patient interviewing, the components symptoms, pertinent laboratory studies, diagnosis, and practice of conducting the medical history, and treatment and prognosis of disease processes MS 501 Physiology the science and technique of performing a physical affecting the human body. Disciplines considered A study of organ systems, with presentations examination. Areas of the physical examination in this semester include rheumatology, radiology, emphasizing normal physiology of each system. considered in this semester include general survey, renal medicine, endocrinology, geriatrics, Lectures will discuss normal function, cellular vital signs, head, ears, eyes, nose and throat, neck, dermatology and hematology. changes and pathological changes where chest and heart. Students also learn the Prerequisites: successful completion of the fall appropriate. indications, contraindications, equipment, semester of the didactic year of the graduate Prerequisites: admission to the graduate program in technique, and complications of common clinical program in Physician Assistant Studies. Six credits. Physician Assistant Studies. procedures. This course contains both lecture and The pre-requisites of MS 500, 501, 502A, 503A, Three units. laboratory components. 504A, 505 and 506 are all required. In order to register for this course, the student must Prerequisites: admission to the graduate program in Credits: 6 be a graduate student in the Physician Assistant Physician Assistant Studies. Every Spring plan. Four credits. Credits: 3 In order to register for this course, the student must MS 504C Clinical Medicine III Every Fall be a graduate student in the Physician Assistant Part three of a three-semester sequence in clinical plan. medicine. This course introduces the student to the MS 502A Pharmacology I Credits: 4 epidemiology, incidence, pathophysiology, signs, Part one of a two-semester sequence in Every Fall symptoms, pertinent laboratory studies, diagnosis, pharmacology and clinical therapeutics. This course treatment and prognosis of disease processes introduces the principles of pharmacokinetics and MS 503B Art and Science of Medicine II affecting the human body. Disciplines considered pharmacodynamics, dosage forms and dose- Part two of a two-semester sequence in the art and in this semester include immunology, psychiatry, response relationships. Classes of pharmaceuticals science of physical diagnosis. Students learn the neuroanatomy, neurology, obstetrics and will be studied, with a focus on the mechanisms of principles of patient interviewing, the components gynecology, and pediatrics. drug action in different therapeutic classes, and practice of conducting the medical history, and Prerequisites: successful completion of the spring common side effects of prototypic drugs in each the science and technique of performing a physical semester of the didactic year of the graduate category, drug side effects and drug-drug examination. Areas of the physical examination program in Physician Assistant Studies. Six credits. interactions, the interaction of drugs with the considered in this semester include the abdominal, The pre-requisites of MS 502B, 503B, 504B, 507, disease state under treatment, polypharmacy, and male and female genitalia, breasts, rectal, 508A, 509 and 510 are all required. reputable sources of information about drugs. musculoskeletal, and neurological examinations. Credits: 6 Prerequisites: admission to the graduate program in This course contains both lecture and laboratory Every Summer Physician Assistant Studies. components. Three credits. Prerequisites: successful completion of the fall MS 505 Psychosocial Aspects of Medicine In order to register for this course, the student must semester of the didactic year of the graduate This course considers primarily the non-medical be a graduate student in the Physician Assistant program in Physician Assistant Studies. Three issues critical to caring for patients. Topics include: plan. credits. cultural competency; medical ethics; substance Credits: 3 The pre-requisites of MS 500, 501, 502A, 503A, abuse; human sexuality; and end of life care. Every Fall 504A, 505 and 506 are all required. Prerequisites: admission to the graduate program in Credits: 3 Physician Assistant Studies. Two credits. MS 502B Pharmacology II Every Spring In order to register for this course, the student must Part two of a two-semester sequence in be a graduate student in the Physician Assistant pharmacology and clinical therapeutics. This course MS 504A Clinical Medicine I plan. continues the consideration of the principles of Part one of a three-semester sequence in clinical Credits: 2 pharmacokinetics and pharmacodynamics, dosage medicine. This course introduces the student to the Every Spring forms and dose-response relationships. Additional epidemiology, incidence, pathophysiology, signs, classes of pharmaceuticals will be studied, with a symptoms, pertinent laboratory studies, diagnosis, MS 506 Pathology focus on the mechanisms of drug action in different treatment and prognosis of disease processes This course considers the pathophysiology of therapeutic classes, common side effects of affecting the human body. Disciplines considered disease states at a cellular, structural and systemic level, including cellular dynamics; modes of death;
Page 193 LIU Brooklyn Graduate Bulletin 2013 - 2014 Bulletin 2013 - 2014 the cardiovascular, pulmonary, gastrointestinal, credits. 508A, 509 and 510 are all required. humoral, renal, neurological, endocrine and The pre-requisites of MS 502B, 503B, 504B, 507, Credits: 1 reproductive systems. Genetic disorders are also 508A, 509 and 510 are all required. Every Summer considered. Credits: 2 Prerequisites: admission to the graduate program in Every Summer MS 513 Surgery Physician Assistant Studies. Three credits. This course considers the approach to the surgical In order to register for this course, the student must MS 509 Preventive Medicine patient. The focus is on clinical diagnoses requiring be a graduate student in the Physician Assistant This course examines health promotion and disease a surgical management. Topics include: anesthesia; plan. prevention; infectious disease control and preoperative, intra-operative and postoperative care; Credits: 3 prevention; prevention of disease resulting from disorders of the upper gastrointestinal tract; Every Fall contaminated food sources and from poor disorders of the stomach, liver, spleen, pancreas, nutrition; occupational health; international health; and gallbladder; colorectal disorders; cardiothoracic MS 507 Role Socialization preventable injuries; and the importance of the role surgery; orthopaedic surgery; vascular surgery; This course examines the physician assistant of behavior, culture and society in the perception of urology; transplant surgery. Prerequisites: successful profession from its inception in the mid-1960s to health. completion of the spring semester of the didactic the present. Topics to be considered include: Prerequisites: successful completion of the fall year of the graduate program in Physician Assistant history of the profession; state licensure and semester of the didactic year of the graduate Studies. Four credits. regulation; maintenance of professional license and program in Physician Assistant Studies. Two The pre-requisites of MS 502B, 503B, 504B, 507, certification; regulation of physician assistant credits. 508A, 509 and 510 are all required. education; types of reimbursement through health The pre-requisites of MS 500, 501, 502A, 503A, Credits: 4 insurance plans; the physician-physician assistant 504A, 505 and 506 are all required. Every Summer relationship; other types of health care professionals Credits: 2 and their roles in caring for patients; interacting Every Spring MS 514 Emergency Medicine with other health care professionals; and This course considers the approach to the emergent professionalism. MS 510 Clinical Laboratory Science patient. Emphasis is placed on stabilization and Prerequisites: successful completion of the fall This course is designed to introduce students to the emergent care. Topics include: stabilization; semester of the didactic year of the graduate science of clinical laboratory medicine. Topics to be emergency ophthalmology; acute coronary program in Physician Assistant Studies. One credit. considered include: hematologic laboratory studies; syndrome; myocardial infarction; heart failure; The pre-requisites of MS 500, 501, 502A, 503A, chemistries; urinalysis; cardiac enzymes; and the poisoning; hyper- and hypothermia; fractures and 504A, 505 and 506 are all required. ways in which these laboratory tests inform the sprains; animal bites; burns; sexual assault; Credits: 1 understanding of the disease state. pneumonia; trauma; and other concerns. Every Spring Prerequisites: successful completion of the fall Prerequisites: successful completion of the spring semester of the didactic year of the graduate semester of the didactic year of the graduate MS 508A Research Methods I: Epidemiology program in Physician Assistant Studies. Three program in Physician Assistant Studies. Three This course is designed to give students an credits. credits. introduction to the fundamentals of clinical The pre-requisites of MS 500, 501, 502A, 503A, The pre-requisites of MS 502B, 503B, 504B, 507, epidemiology: measuring health statistics, how vital 504A, 505 and 506 are all required. 508A, 509 and 510 are all required. statistics are used in public health research and Credits: 3 Credits: 3 interventions, concepts of causality and risk. The Every Spring Every Summer relevance of epidemiologic concepts to public health and clinical work will be highlighted through MS 511 Introduction to Medical Literature MS 601 Internal Medicine the use of case studies and the examples of current This course considers methods of conducting This clinical course is a clinical clerkship in internal health research. medical database searches; the use of a personal medicine. All clinical clerkships are five (5) weeks in Prerequisites: successful completion of the fall computer in clinical medicine for data storage and length. Each student is assigned a clinical site and semester of the didactic year of the graduate access to medical databases; the variety of medical preceptor at the inception of the clinical year. program in Physician Assistant Studies. Two databases currently in use; use of medical Please see the Division of Physician Assistant credits. references; formulation and development of a Studies Clinical Year Handbook for further The pre-requisites of MS 500, 501, 502A, 503A, research topic. Prerequisites: successful completion information. Prerequisites: successful completion of 504A, 505 and 506 are all required. of the spring semester of the didactic year of the the didactic year of the Physician Assistant Studies Credits: 2 graduate program in Physician Assistant Studies. curriculum. Two credits. Every Spring One credit. The pre-requisites of MS 504C, 508B, 511, 512, The pre-requisites of MS 502B, 503B, 504B, 507, 513 and 514 are all required. MS 508B Research Methods II: Evidence-Based 508A, 509 and 510 are all required. Credits: 2 Medicine Credits: 1 Every Fall and Spring Part two of a two-semester sequence in research Every Summer methodology. This is a course in evidence-based MS 602 Surgery medicine. Topics include: study design, diagnostic MS 512 Medical Informatics This clinical course is a clinical clerkship in surgery. and screening tests, assessment of diagnostic This course considers electronic medical records; All clinical clerkships are five (5) weeks in length. studies, and medical practice as seen through the medical insurance, including Medicaid and Each student is assigned a clinical site and lens of evidence-based medicine. A component in Medicare; billing and coding; health insurance preceptor at the inception of the clinical year. clinical problem-solving is also included. fraud; and health literacy. Please see the Division of Physician Assistant Prerequisites: successful completion of the spring Prerequisites: successful completion of the spring Studies Clinical Year Handbook for further semester of the didactic year of the graduate semester of the didactic year of the graduate information. program in Physician Assistant Studies. Two program in Physician Assistant Studies. One credit. Prerequisites: successful completion of the didactic The pre-requisites of MS 502B, 503B, 504B, 507, year of the Physician Assistant Studies curriculum.
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Two credits. Credits: 2 Every Fall and Spring The pre-requisites of MS 504C, 508B, 511, 512, Every Fall and Spring 513 and 514 are all required. MS 611 Clinical Seminar I Credits: 2 MS 607 Behavioral Medicine In this seminar, students will draw on their clinical Every Fall and Spring This clinical course is a clinical clerkship in clerkship(s) in Internal Medicine and/or the behavioral medicine. All clinical clerkships are five Internal Medicine elective as well as all material MS 603 Pediatrics (5) weeks in length. Each student is assigned a previously learned in the entire PA Studies This clinical course is a clinical clerkship in clinical site and preceptor at the inception of the curriculum to produce and deliver a detailed pediatrics. All clinical clerkships are five (5) weeks clinical year. Please see the Division of Physician patient case presentation from Internal Medicine or in length. Each student is assigned a clinical site Assistant Studies Clinical Year Handbook for an Internal Medicine elective before a group of and preceptor at the inception of the clinical year. further information. Prerequisites: successful clinical year PA students and faculty member(s). Please see the Division of Physician Assistant completion of the didactic year of the Physician Prerequisites: successful completion of the didactic Studies Clinical Year Handbook for further Assistant Studies curriculum. Two credits. year of the Physician Assistant Studies curriculum. information. The pre-requisites of MS 504C, 508B, 511, 512, One credit. Prerequisites: successful completion of the didactic 513 and 514 are all required. The pre-requisites of MS 504C, 508B, 511, 512, year of the Physician Assistant Studies curriculum. Credits: 2 513 and 514 are all required. Two credits. Every Fall and Spring Credits: 1 The pre-requisites of MS 504C, 508B, 511, 512, Every Fall and Spring 513 and 514 are all required. MS 608 Medical Elective Credits: 2 This clinical course is a clinical clerkship in a MS 612 Clinical Seminar II Every Fall and Spring particular discipline of internal medicine. All In this seminar, students will draw on their clinical clinical clerkships are five (5) weeks in length. Each clerkship(s) in General Surgery and/or the Surgical MS 604 Family Medicine student is assigned a clinical site and preceptor at elective as well as all material previously learned in This clinical course is a clinical clerkship in family the inception of the clinical year. Please see the the entire PA Studies curriculum to produce and medicine. All clinical clerkships are five (5) weeks Division of Physician Assistant Studies Clinical deliver a detailed patient case presentation from in length. Each student is assigned a clinical site Year Handbook for further information. General Surgery or a Surgical elective before a and preceptor at the inception of the clinical year. Prerequisites: successful completion of the didactic group of clinical year PA students and faculty Please see the Division of Physician Assistant year of the Physician Assistant Studies curriculum. member(s). Studies Clinical Year Handbook for further Two credits. Prerequisites: successful completion of the didactic information. Prerequisites: successful completion of The pre-requisites of MS 504C, 508B, 511, 512, year of the Physician Assistant Studies curriculum. the didactic year of the Physician Assistant Studies 513 and 514 are all required. One credit. curriculum. Two credits. Credits: 2 The pre-requisites of MS 504C, 508B, 511, 512, The pre-requisites of MS 504C, 508B, 511, 512, Every Fall and Spring 513 and 514 are all required. 513 and 514 are all required. Credits: 1 Credits: 2 MS 609 Surgical Elective Every Fall and Spring Every Fall and Spring This clinical course is a clinical clerkship in a particular discipline of surgery. All clinical MS 613 Clinical Seminar III MS 605 Emergency Medicine clerkships are five (5) weeks in length. Each In this seminar, students practice the techniques This clinical course is a clinical clerkship in student is assigned a clinical site and preceptor at that will lead to successful completion of the emergency medicine. All clinical clerkships are five the inception of the clinical year. Please see the Physician Assistant National Certifying (5) weeks in length. Each student is assigned a Division of Physician Assistant Studies Clinical Examination (PANCE). Each student will draw on clinical site and preceptor at the inception of the Year Handbook for further information. all material previously learned in the entire PA clinical year. Please see the Division of Physician Prerequisites: successful completion of the didactic Studies curriculum and additional PANCE Assistant Studies Clinical Year Handbook for year of the Physician Assistant Studies curriculum. materials to prepare for this examination, which is a further information. Prerequisites: successful Two credits. prerequisite for PA licensure. Prerequisites: completion of the didactic year of the Physician The pre-requisites of MS 504C, 508B, 511, 512, successful completion of MS 601, 602, 603, 604, Assistant Studies curriculum. Two credits. 513 and 514 are all required. 605, 606, 607, 608, 609, 610, 611, and 612. The pre-requisites of MS 504C, 508B, 511, 512, Credits: 2 The pre-requisites of MS 504C, 508B, 511, 512, 513 and 514 are all required. Every Fall and Spring 513 and 514 are all required. Credits: 2 Credits: 1 Every Fall and Spring MS 610 Clinical Elective Every Spring This clinical course is a clinical clerkship in a MS 606 Obstetrics and Gynecology particular clinical discipline of the student¿s choice. MS 614 Summative Evaluation This clinical course is a clinical clerkship in All clinical clerkships are five (5) weeks in length. In this laboratory course, students will draw on all obstetrics and gynecology. All clinical clerkships are Each student is assigned a clinical site and material previously learned in the entire PA Studies five (5) weeks in length. Each student is assigned a preceptor at the inception of the clinical year. curriculum to complete a summative evaluation. clinical site and preceptor at the inception of the Please see the Division of Physician Assistant This evaluation will take place in the Division's clinical year. Please see the Division of Physician Studies Clinical Year Handbook for further Simulation Laboratory. The student will Assistant Studies Clinical Year Handbook for information. demonstrate his or her ability to evaluate, stabilize, further information. Prerequisites: successful completion of the didactic examine, diagnose, perform relevant clinical Prerequisites: successful completion of the didactic year of the Physician Assistant Studies curriculum. procedures, and treat the simulated patient (Sim- year of the Physician Assistant Studies curriculum. Two credits. Man 3G). The student will also demonstrate the Two credits. The pre-requisites of MS 504C, 508B, 511, 512, ability to work well with other members of the The pre-requisites of MS 504C, 508B, 511, 512, 513 and 514 are all required. health care team and to provide culturally 513 and 514 are all required. Credits: 2 competent care. Prerequisites: successful
Page 195 LIU Brooklyn Graduate Bulletin 2013 - 2014 Bulletin 2013 - 2014 completion of . MS 601, 602, 603, 604, 605, 606, 607, 608, 609, 610 ,611, and 612. One credit. The pre-requisites of MS 504C, 508B, 511, 512, 513 and 514 are all required. Credits: 1 Every Spring
MS 615 Capstone Project Students will draw on all material previously learned in the entire PA Studies curriculum to complete a capstone project in partial fulfillment of the requirements of the Master's degree. The student will formulate a research paper based on a clinical issue of interest to the student from one of the student's clinical clerkships. The student will also use techniques learned in Research Methods I and II and in Introduction to Medical Literature in the didactic year. Prerequisites: successful completion of the didactic year of the Physician Assistant Studies curriculum. One credit. The pre-requisites of MS 504C, 508B, 511, 512, 513 and 514 are all required. Credits: 1 Every Fall and Spring
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DEPARTMENT OF PUBLIC working adults, seniors, hospital inpatients), on a Master of Public Health Program faculty to particular setting (see above), the use of many or discuss particular aspects of their applications. HEALTH one or two particular skills (e.g., education, Applicants who are not able to participate in training, advocacy, community assessment, person, will be asked to call in or to Skype the Chairperson and Associate Professor: Karen program planning, program evaluation, research, Master of Public Health program representative Denard Goldman, M.P.H., Ph.D. media campaign development), and/or a specific who is requesting the interview. Visiting Associate Professor (Acting Chair): health issue (e.g., infant mortality, pollution, Submitting an Application for Admission Bojana Beric, MD, Ph.D., NCHEC obesity, HIV/AIDS, depression and suicide, All applicants must apply for admission to Assistant Professor: Brian Gilchrist, Ph.D. terrorism, natural disasters). The challenges are Long Island University’s Brooklyn Campus. Undergraduate Practicum Coordinator: Scott many, and change constantly. Public health Please apply online at My LIU or use the Apply Westervelt, M.S. promotion is a dynamic and exciting profession Now link in the top navigation bar of the Campus’ Director of Practicum: Joyce Hall, M.P.H. with a myriad of traditional and “out-of-the box” website. For more information on the admissions Adjunct Faculty: 5 options for well-prepared professionals. process, visit the Office of Admissions website. Public Health is the science of protecting and In addition to earning the internationally Important Dates improving the health of communities through recognized MPH degree, at the time of graduation, Application deadlines can be found on the education, promotion of healthy lifestyles, and students are also eligible to apply for the Certified program website, www.liu.edu/brooklyn/mph research to prevent disease, injury, disability, and Health Education Specialist examination Program Requirements premature death. Public health professionals administered by the National Commission for Continued enrollment in this program is analyze how genetics, personal choice, policies, Health Education Credentialing, Inc. We urge contingent upon: systems and the natural and built environment students to take that exam in their last semester or • A cumulative 3.0 GPA must be maintained effect health; then we work with the communities within six months of graduation. throughout the program affected to develop products, programs, services, Application Requirements • Completion of 30 credits of required courses policies, and messages that protect the health of To apply for this program, prospective • Completion of 6 credits of an elective course people who are or could be affected. In traditional candidates must submit all of the following to the • Completion of 6 credits of Capstone and clinical medicine, health care professionals Admissions Office: • Practicum experiences (MPH 798 and 799) diagnose and treat one sick person at a time. In • Official transcripts from all accredited public health, professionals focus on protecting undergraduate and graduate institutions entire communities or populations from becoming attended; degrees from institutions earned Master of Public Health sick in the first place. Our three goals are to (1) outside of the United States or Canada must be keep well people healthy, (2) keep people who are evaluated by an agency recommended by LIU M.P.H., Public Health at-risk from becoming sick or disabled, and (3) to Brooklyn Required core courses: prevent the reoccurrence of health problems • Personal statement following the specific MPH 600 Foundations of Public 3.00 among people who are already sick or injured. Master of Public Health Program guidelines. Health and Health The 42-credit LIU Master of Public Health The guidelines are available on the Website. Education (MPH) is a very practical/applied professional Standard/generic personal statements will not MPH 610 Principles of 3.00 degree program. The mission of the program is to be accepted. Epidemiology inspire and prepare future public health • At least two (2) current letters of practitioners for careers that focus on collaborating reference on agency/institutional letterhead MPH 615 Principles of Biostatistics 3.00 with people and communities affected to prevent completed by individuals who are qualified to MPH 620 Social and Behavioral 3.00 illness, disability and premature death. Our comment on Sciences in Public Health course work includes service-learning (1) your academic background/achievements opportunities so that students have “real-world” and potential and MPH 625 Environmental Health 3.00 experience long before they graduate. (2) your volunteer or paid community or health- Issues in Public Health Our area of specialization, our “concentration,” related experience MPH 735 Research Methods in 3.00 is Health Education, Policy and Communications, • A current resume. Highlight any health, Public Health and Health often referred to as Health Promotion. The health public health, medical, or community paid or Education promotion and disease prevention strategies volunteer work experience, studies, or training. emphasized in our program are policy change, • Current Graduate Record Exam (GRE) test MPH 740 Public Health Planning, 3.00 environmental change, education, and mass media scores. Test scores more than five years old Implementation and campaigns. In combination, these are very will NOT be accepted. Evaluation effective methods for improving the health status EXCEPTION: Applicants with official MPH 745 Principles and Methods of 3.00 of communities and populations at large. transcripts showing completed graduate degrees Health Education and People trained in public health have many are NOT required to submit GRE scores, though Promotion career options. There is a great demand for public they are strongly urged to do so. health promotion specialists in local, state, federal • TOEFL test score: If you are an international MPH 750 Public Health Policy, 3.00 and international government agencies (not all applicant who does not have an undergraduate Advocacy and Leadership with “health” in their names), community-based degree from a regionally accredited US college MPH 755 Public Health Planning, 3.00 organizations, schools and universities, not-profit or university, or if English is not your native Implementation and organizations, workplaces, health care settings, language, submit official scores for Test of Evaluation foundations, branches of the military, and English as a Foreign Language (TOEFL) professional associations. exam or accepted equivalent tests. MPH 798 Public Health Capstone 3.00 Graduates can find fascinating and challenging, • Interviews: Interviews are not required but are Seminar: Promoting and meaningful public health work focusing on a desirable. Applicants may be invited to the Health Equity particular population (e.g., school-age children, University for a personal interview with
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MPH 799 Public Health Field 3.00 Practicum Of the following elective courses only two are required: MPH 500 Public Health Application 3.00 of Informatics
MPH 510 Public Health 3.00 Preparedness
MPH 515 Public Health 3.00 Implications of HIV/AIDS
MPH 520 Public Health Nutrition 3.00
MPH 525 Social Marketing 3.00 Strategies for Improving Public Health
MPH 530 Global Public Health 3.00 Challenges
MPH 535 Infectious Diseases and 3.00 Public Health Practice Credit and G.P.A. Requirements Minimum Total Credits: 42 Credits Minimum G.P.A.: x..x
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Public Health Courses history of social marketing applications to public Credits: 3 health, differentiates social marketing from related Every Fall but significantly different strategies, and analyzes MPH 500 Public Health Applications of social marketing campaign requirements, MPH 615 Principles of Biostatistics Informatics limitations, tips for success, typical challenges, and This course is an introduction to the field of This course provides a basic understanding of expected outcomes. Three credits. biostatistics. Emphasis is on key concepts and public health informatics and its application in a Credits: 3 health data interpretation. Includes an public health setting. The goal is for students to On Occasion introduction to data and data types; tools for understand the basic technological tools and describing central tendency and variability in data; building blocks needed to develop and manage MPH 530 Global Public Health Challenges methods for performing inference on population public health data collection systems to meet This course is designed to give the student and means and proportions via sample data; statistical analytical needs. introduction to the issues of global health and the hypothesis testing and its application to group The pre-requisite of MPH 600 is required. factors controlling it. The basic principles of global comparisons; issues of power and sample size in Credits: 3 health, including measurement, determinants and study designs; and random sample and other study On Occasion the relationship to socio-economic development types. Students are also taught the statistical will be explored. The evolution of epidemics and software SPSS. MPH 510 Public Health Preparedness the phenomena of endemic and pandemic disease In order to register for this course, the student must This course introduces students to major concepts will be considered. The understanding of burden be active in the Public Health plan. relevant to past and potential future disease of and determinants of morbidity and mortality are Credits: 3 outbreaks including acts of bioterrorism. Students examined. Every Spring receive a brief review infectious disease In order to register for this course, the student must epidemiology including investigation, control, be active in the Public Health plan. MPH 620 Social and Behavioral Sciences in prevention and surveillance. These fundamentals Credits: 3 Public Health are then used to construct a framework for assessing On Occasion This course introduces the role of well established threats to public health and recommending an and new and emerging social and behavioral appropriate response. MPH 535 Infectious Diseases and Public Health science theories in shaping research and practice in Credits: 3 Practice public health and health promotion and education. On Occasion This is an introduction to the epidemiology and Students will analyze and compare theories and control of infectious diseases. The course is taught review research that supports and/or challenges MPH 515 Public Health Implications of from the perspective of public health different theories' contributions to health HIV/AIDS communicable disease containment: detection, promotion and disease prevention at the individual, This course will focus on public health issues investigation, control, and prevention of infectious group, organizational, community, and public related to HIV/AIDS with an emphasis on diseases in communities. The course emphasizes policy levels. HIV/AIDS epidemiology and prevention. Lectures core concepts in infectious disease transmission In order to register for this course, the student must will cover primary prevention (preventing HIV mechanisms, dynamics, and containment; evidence- be active in the Public Health plan. infection in those who are uninfected), secondary based approaches to designing and implementing Credits: 3 prevention (preventing development of HIV disease infectious disease control and prevention measures, Every Fall in those who are HIV-infected), and tertiary and an overview of epidemiologic methods for prevention (preventing morbidity and mortality in investigating infectious disease transmission and MPH 625 Environmental Health Issues in Public those with HIV disease). containment. Health Credits: 3 The pre-requisite of MPH 710 is required. The study of biological, physical, chemical, On Occasion Credits: 3 economic, political, and social factors that cause On Occasion environmental health problems, and traditional MPH 520 Public Health Nutrition and new and emerging approaches to help prevent This course is an introduction to public health MPH 600 Foundations of Public Health and and manage/control these problems. nutrition. It covers the prevention and solutions to Health Education In order to register for this course, the student must diet-related conditions at the population level This course is an introduction to public health and be active in the Public Health plan. rather than the individual level, with a focus on health education, specifically: academic Credits: 3 current problems such as obesity and type 2 foundations; key principles; priorities; values; Every Spring diabetes. It emphasizes the determining factors of concepts; vocabulary; key document; historic food intake and nutritional status including: milestones; pioneers and leaders; codes of ethics; MPH 710 Foundations of Public Health and economic, environmental, societal and institutional professional organizations and associations; career Health Education factors. It introduces current nutrition programs and professional development options; future This course is an introduction to public health and and policies for improving the nutrition status of trends. health education, specifically: academic various populations. Three credits. Credits: 3 foundations; key principles; priorities; values; Credits: 3 Every Fall concepts; vocabulary; key document; historic On Occasion milestones; pioneers and leaders; codes of ethics; MPH 610 Principles of Epidemiology professional organizations and associations; career MPH 525 Social Marketing Strategies for This course introduces the distribution and and professional development options; future Improving Public Health determinants of health and disease in defined trends. Social marketing, the use of marketing principles, populations. It also emphasizes the skills necessary Credits: 3 concepts, and theories to facilitate socially to research, produce, utilize and critique Every Fall beneficial behavior change, is an increasingly epidemiologic literature. popular though often misunderstood public health In order to register for this course, the student must intervention. This overview course reviews the be active in the Public Health plan.
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MPH 715 Principles of Epidemiology MPH 740 Public Health Planning, factors controlling it. The basic principles of global This course introduces the distribution and Implementation and Evaluation health, including measurement, determinants and determinants of health and disease in defined This course provides an overview of health the relationship to socio-economic development populations. It also emphasizes the skills necessary promotion planning frameworks and issues in will be explored. The evolution of epidemics and to research, produce, utilize and critique planning, implementing and evaluating health the phenomena of endemic and pandemic disease epidemiologic literature. promotion programs in a variety of settings. will be considered. The understanding of burden In order to register for this course, the student must Students participate in a service learning project to of and determinants of morbidity and mortality are be active in the Public Health plan. assist a community-based organization or public examined. Credits: 3 health agency in developing an evidence-based In order to register for this course, the student must Every Fall public health promotion program. be active in the Public Health plan. The pre-requisites of MPH 600, 610, 615 and 620 Credits: 3 MPH 720 Principles of Biostatistics are required. On Occasion This course is an introduction to the field of Credits: 3 biostatistics. Emphasis is on key concepts and Every Spring MPH 765 Infectious Diseases and Public Health health data interpretation. Includes an Practice introduction to data and data types; tools for MPH 745 Principles and Methods of Health This is an introduction to the epidemiology and describing central tendency and variability in data; Education and Promotion control of infectious diseases. The course is taught methods for performing inference on population This course examines the design, production and from the perspective of public health means and proportions via sample data; statistical evaluation of health promotion and disease communicable disease containment: detection, hypothesis testing and its application to group programs and services rooted in health education investigation, control, and prevention of infectious comparisons; issues of power and sample size in theory, research, and best practices. Includes diseases in communities. The course emphasizes study designs; and random sample and other study support and work group facilitation; group core concepts in infectious disease transmission types. Students are also taught the statistical presentations; community and professional group mechanisms, dynamics, and containment; evidence- software SPSS. training; community organizing; and coalition based approaches to designing and implementing In order to register for this course, the student must building. Emphasizes the benefits of and infectious disease control and prevention measures, be active in the Public Health plan. techniques for coordinating multiple, well- and an overview of epidemiologic methods for Credits: 3 integrated, and well-coordinated interventions. investigating infectious disease transmission and Every Spring The pre-requisites of MPH 600, 610, 615 and 620 containment. are required. The pre-requisite of MPH 710 is required. MPH 725 Social and Behavioral Sciences in Credits: 3 Credits: 3 Public Health Every Spring On Occasion This course introduces the role of well established and new and emerging social and behavioral MPH 750 Public Health Policy, Advocacy and MPH 798 Public Health Capstone Seminar: science theories in shaping research and practice in Leadership Promoting Health Equity public health and health promotion and education. This course provides an overview of effective A culminating academic experience in which Students will analyze and compare theories and leadership principles that contribute toward students design a public health health promotion review research that supports and/or challenges creating a shared vision among individuals, groups, program/strategy/intervention that involves the different theories' contributions to health organizations and communities; the role of public application and integration the promotion and disease prevention at the individual, health practitioners in advocating for programs and perspective/mindset, knowledge and skills acquired group, organizational, community, and public policies that improve the public's health; strategies from the Program of Study to a local public health policy levels. and techniques for participating effectively in the problem. Projects focus on the application of In order to register for this course, the student must legislative process. health education, advocacy, and communication be active in the Public Health plan. The pre-requisite of MPH 600 and 630 are strategies and reducing health disparities. Credits: 3 required. The pre-requisites of MPH 600, 610, 615, 740 and Every Fall Credits: 3 745 required. Every Spring Credits: 3 MPH 735 Research Methods in Public Health Every Fall and Spring and Health Education MPH 755 Public Health Planning, This course is an introduction to publication-based Implementation and Evaluation MPH 799 Public Health Field Practicum research design and methods, including the logic of This course provides an overview of health A 200-hour field practicum/placement at a local scientific research, research ethics, causal inference, promotion planning frameworks and issues in health organization that involves the performance hypothesis formation, measurement theory, survey planning, implementing and evaluating health of health education, health advocacy, and health research, experimental design, qualitative methods, promotion programs in a variety of settings. communication functions, and the collection and sampling and data analysis applications. The Students participate in a service learning project to analysis of data as appropriate, under the bridges and barriers to the diffusion and assist a community-based organization or public supervision of a qualified health professional to application of research results to practice will be health agency in developing an evidence-based determine or assess a response to an actual public discussed. public health promotion program. health challenge. A practicum report is completed The pre-requisite of MPH 600 is required and the The pre-requisites of MPH 600, 610, 615 and 620 and presented in the form of an oral presentation pre-requisite or co-requisite of MPH 615 is are required. and scientific poster. required. Credits: 3 The pre-requisite or co-requisite of MPH 798 is Credits: 3 Every Spring required. Every Spring Credits: 3 MPH 760 Global Public Health Challenges Every Fall and Spring This course is designed to give the student and introduction to the issues of global health and the
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DEPARTMENT OF SOCIAL the integration of specialized knowledge and understanding of health care facility technologies into a generalist perspective. It also administration, health care financing, legal issues WORK introduces the student to the principles of in health and personal management. The long-term interdisciplinary collaboration, preparing them for care administration track meets most of the Professor: Ilene Nathanson, M.S.W., D.S.W. work in interdisciplinary fields of practice. academic requirements for eligibility for the Program Director, LIU Post The second-year curriculum builds upon the Nursing Home Administrator’s licensing Assistant Professor: Donna Wang, M.S.W., Ph.D. first year by deepening the student’s understanding examination in New York State. Chair, Social Work Department, LIU Brooklyn; and demonstrated mastery of psychosocial As an added benefit, graduates of either LIU Brooklyn Site assessment, administrative theory and practice, Gerontology track may also qualify for a New Coordinator, M.S.W. Program and diversity sensitive practice. Students select a York State Advanced Certificate by taking just one Associate Professor: Samuel C. Jones, D.S.W., specific area of concentration – not-for profit additional course, which is offered by LIU. LIU Brooklyn management, substance abuse, gerontology, child Nonprofit Management Concentration Professor: Elissa Giffords, M.S.W., D.S.W. and family welfare or forensic social work – for The concentration in Nonprofit Management LIU Post more specialized education in a particular area of provides students with the knowledge, the values Associate Professor: Orly Calderon, M.S., Psy.D. practice. The research curriculum in the second and the skills to work effectively and to administer LIU Post year supports the concentrated study by programs in virtually any segment of the social Associate Professor: Amanda Speakes-Lewis, demonstrating application of research service community – from child welfare to health M.S.W., Ph.D. methodology to the student’s specialized area of and mental health – and in a variety of programs LIU Brooklyn concentration. Field experience in the second year that address a broad range of social issues from Assistant Professor: Kathryn Krase, M.S.W., provides an opportunity for the student to apply hunger and homelessness to women at risk. Upon Ph.D., J.D. generalist and specialized knowledge in the completion of the concentration in Nonprofit Assistant Professor: Jo Rees, Ph.D. selected area of concentration. The curriculum is Management, graduates may also qualify for an LIU Brooklyn consistent with program goals insofar as the Advanced Certificate in Not-For-Profit Field Work Coordinators: Iris Mule, M.S.W. (LIU student receives a generalist background that Management by taking just one additional course, Brooklyn), Renie Rondon Jackson, M.S.W. (LIU includes a conception of generalist practice, an which is offered by the School of Business. Brooklyn), Pamela Brodlieb, M.S.W. (LIU Post) eclectic knowledge base and an understanding of Alcohol and Substance Abuse Concentration Adjunct Faculty (LIU Brooklyn and LIU Post): 32 the relationship of values, diversity, populations at The Alcohol and Substance Abuse LIU is the first university to offer a fully risk and promotion of social justice to the social concentration incorporates various methods and accredited social work program in Brooklyn on work professional role with systems of all sizes. systems of practice to prepare students to work both the undergraduate and the graduate level. The An Interdisciplinary Approach with individuals, families, groups and the Department’s Common Ground Service Learning The M.S.W. program brings an community at large. This concentration prepares Program provides students from all disciplines interdisciplinary approach to graduate social work graduates to work in settings ranging from school with the opportunity to gain valuable volunteer studies, combining coursework not only across to community-based organizations and from experience in a wide range of service venues campuses but also across departments within mental health clinics to the criminal justice system. throughout the greater New York area. Social campuses and across traditional social work Graduates of this program will have the Work as a profession is an exciting growth area disciplines. Students who earn the Master of Social knowledge, the skills and the values to deliver that offers professional flexibility, longevity and Work degree from LIU will have the skills, alcohol and substance abuse counseling and to personal satisfaction. knowledge and values required to deliver direct perform assessment; clinical evaluation; treatment
care to a broad population as well as in the field of planning; case management; and client, family and their chosen concentration. They will be prepared community education. In addition, they will Master of Social Work (M.S.W.) to manage and administer social service programs become completely familiar with their professional
and agencies within the fields of mental health, and ethical responsibilities as well as the LIU Brooklyn’s 60-credit Master of Social community service, social service, and case and documentation process. Work (M.S.W.) offers degree candidates five care management. The Alcohol and Substance Abuse different concentrations: gerontology, nonprofit Gerontology Concentration concentration has been designed in conjunction management, alcohol and substance abuse, child Students in the Gerontology concentration will with the New York State Department of and family welfare, and forensic social work. The show an intellectual mastery of and demonstrate Education’s requirements for the Certificate in program is collaboration between LIU Brooklyn the professional ability to competently respond to Alcohol and Substance Abuse Counseling and LIU Post (Brookville), and courses are the physical, psychological, social and spiritual (CASAC). Students can complete the requirements available at both locations. It is accredited by the needs of older people and the major issues, for CASAC by fulfilling additional internship Council of Social Work Education (CSWE), concepts and theories related to late-age hours after completing the M.S.W. degree. signifying that it meets the highest standards of functioning. Students who choose this Child and Family Welfare Concentration academic excellence. concentration may choose one of two tracks: direct The Child and Family Welfare concentration The program is integrated to provide a step- client service through senior community service, will provide educational curriculum to students wise progression in student understanding of or leadership in long-term care administration. interested in working in an interdisciplinary generalist and specialized practice. The first-year The senior community service track context with children and their families. This curriculum includes content in the eight foundation incorporates both clinical and administrative concentration was developed with input from the areas of policy, practice, human behavior, field, content areas. Students in this track will learn to Nassau County Department of Social Services, the diversity, populations at risk, and promotion of plan and to develop community services for older Nassau County Coalition Against Domestic social justice and values. It introduces the student adults; perform intervention, develop treatment Violence, the Family and Children’s Association to the components of generalist practice with plans and understand and manage issues of death, and other community-based organizations’ systems of all sizes and provides an understanding bereavement and loss. personnel. It incorporates knowledge, values and of generalist practice that distinguishes between Those who take the long-term care skills that professionals need to effectively work generalist and advanced content while supporting administration track will gain an in-depth with children and their families across a broad
Page 201 LIU Brooklyn Graduate Bulletin 2013 - 2014 Bulletin 2013 - 2014 range of social issues and in multiple programs. the social and behavioral sciences; the natural SWK 602 Policy II: Social Welfare 3.00 After completing their first-year M.S.W. sciences including biology and courses reflective Policies and Services: coursework, students will develop their of a basic interest in human services. Social Provisions & understanding about policies and services specific Admissions Requirements Framework to children and families, family violence across the To be admitted to this program, you must: SWK 611 Social Work Practice I: 3.00 lifespan, community-based practice with children • Hold a bachelor of arts degree from a Working with Individuals and families, and community mental health. regionally accredited university and Groups Forensic Social Work Concentration • Have a minimum overall grade-point average Forensic social workers perform a vital public of 2.8 or better SWK 612 Social Work Practice II: 3.00 service in guiding their clients through the • Have a B average or better in courses taken Working with Families daunting and ever-changing legal system. These during the final four semesters of SWK 613 Social Work Practice III: 3.00 professionals possess a firm grasp of the civil, undergraduate study Social Work Practice with criminal and juvenile justice systems, along with a • Submit a minimum of three recommendations Organizations and profound understanding of how socioeconomic, • Submit a personal narrative/autobiographical Communities cultural, religious, and other aspects of their statement clients’ lives may impact access to legal services. • Submit an undergraduate transcript from all SWK 621 Human Behavior/Social 3.00 To meet a growing national interest in forensics colleges or universities previously attended Environment I: Birth (the application of physical science, mental health, • Possess the personal characteristics and through Adolescence technology and the legal system) and a growing qualifications essential for professional work SWK 622 Human Behavior/Social 3.00 recognition of the complex interplay between with vulnerable individuals and with Environment II: Young social, clinical, and legal services, the Department populations at risk through Late Adulthood of Social Work offers a Forensics Social Work • Submit an application to the Office of concentration within the 60-credit Master of Social Admissions (see Submitting an Application for SWK 623 Human Service 3.00 Work (M.S.W.) program. Admission) Organizations and As a graduate of the Master of Social Work Submitting an Application for Admission Administrative Behavior: Program with the concentration in Forensic Social All applicants must apply for admission to LIU A context for Soc Work Work, students will be exceptionally prepared to Brooklyn. Please apply online at My LIU or use SWK 650 Psychopathology 3.00 apply the principles of social work to the legal the Apply Now link in the upper right-hand corner system, including applicable local, state and of the Campus’ website. SWK 701 Field Instruction I 3.00 federal laws; civil and criminal courts and the In addition to completing the Graduate SWK 702 Field Instruction II 3.00 juvenile justice system; law enforcement agencies; Application, we request that you collect all and correctional facilities. Clients may be children required documents needed for admission and mail SWK 703 Field Instruction III: 3.00 or adults, individuals or families, organizations or them together in a single envelope to: Specialization communities. Their legal difficulties may involve LIU Brooklyn SWK 704 Field Instruction IV: 3.00 child custody and parental rights issues due to Admissions Processing Center Research II and three domestic violence and neglect and crimes relating P.O. Box 810 courses in the to mental illness and substance abuse. They may Randolph, MA 02368-0810 concentration. face arrest and incarceration, be imprisoned or Please note that the program admits students for hospitalized, or be on probation or parole. the Fall Semester only. All applications and SWK 790 Capstone Seminar 3.00 The Forensic Social Work concentration supporting documentation must be submitted by SWK 798 Research Methods I: 3.00 prepares students to serve all of these populations, April 1st. Introduction to Social by identifying societal issues and their impact on Program Requirements Research your clients; screening, assessing and counseling Continued enrollment in this program is your clients; planning and implementing contingent upon: SWK 799 Social Work Research II: 3.00 interventions; making client referrals; and • Earning a grade of B or better in all field Advanced Research otherwise serving as effective advocates for education courses Methods for Practice diverse and at-risk clients, who may range from • Maintaining a minimum grade-point average of Child and Family Welfare Concentration individual children or adults to organizations or 3.0 Must Complete All Courses Listed Below: communities. • Being in compliance with all program and SWK 660 Families and Children: 3.00 Admissions Criteria CSWE standards including Education Policy Policy and Services The admissions criteria reflect the program’s 2.1.1, which requires that students “Identify as goals and objectives and support LIU’s mission of a professional social worker and conduct SWK 661 Family Violence Across 3.00 Access and Excellence. The program seeks oneself accordingly.” the Lifespan students from varied backgrounds who reflect the • Earning the required 60 credits within a four- SWK 662 Community Based 3.00 diversity of the populations its graduates will year period. Practice with Children serve, including the suburban population of and Families Nassau County and the multiethnic, urban M.S.W., Social Work population of Brooklyn and New York City, as Must Complete All Courses Listed Below. SWK 663 Child Psychopathology 3.00 well as the greater tri-state area. Through direct SWK 601 Policy I: History and 3.00 Alcohol & Substance Abuse care or leadership roles in the field of social work, Philosophy of Social Concentration students who apply to this program should be Work Social Welfare Must Complete All Courses Listed Below: interested in working with populations at risk. Policy and Services SWK 674 Thrs/Prn:Al/Sub Cnsl 3.00 The program seeks applicants who have a broad liberal arts education consisting of the humanities;
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SWK 675 Intr:Tch Sub Ab Cnsl 3.00
SWK 677 Soclg/Psylg Aspects 3.00
SWK 678 Phys/Pharmlg Effects 3.00 Gerontology Concentration Must Complete All Courses Listed Below: MPA 602 Human Resources 3.00 Management
MPA 616 Legal Aspects of Health 3.00
PM 738 Gerontology: The Process 3.00 of Aging Must Complete One Course (3 Credits) Listed Below: MPA 616 Legal Aspects of Health 3.00
PM 739 Long-Term Care 3.00 Administration
PM 743 Aging Policy in the 3.00 Community Non-Profit Management Concentration Must Complete All Courses Listed Below: PM 741 Fundraising 3.00
MPA 624 Non Profit Management 3.00
MPA 602 Hyman Resource 3.00 Management
MPA 626 Legal, Etincal & Gov. 3.00 Issues Forensic Social Work Concentration Must Complete All Courses Listed Below: SWK 630 Forensic Social Work & 3.00 the Criminal and Juvenile Justice Systems
SWK 631 Interviewing, Evaluating 3.00 and Offering Treatment as a Forensic Social Worker
SWK 632 Forensic Social Work 3.00 with Drug and Alcohol Populations in the Criminal and Juvenile Justice Systems
SWK 634 Forensic Social Work and 3.00 Domestic Violence - Legal, Cultural, Ethnic and Religious Issues in the Criminal and Juvenile Justice Systems Credit and G.P.A. Requirements Minimum Total Credits: 60 Credits Minimum G.P.A.: x..x
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Social Work Courses clinical interview and the stages of treatment, an material on value conflicts and value conflict integrated clinical approach to individual and resolution in social work practice with organizations group practice and an application of generalist and and communities as well as strategies for evaluation SWK 601 Policy I: History and Philosophy of advanced practice skills with groups in specific of practice. Social Work Social Welfare Policy and Services settings. The pre-requisites of SWK 611, 621 and 701 are This introductory policy class provides information The student must be active in the graduate Social required. The co-requisites of SWK 612, 702 and about the development of social work as a Work plan in order to register for this course. 622 are required. profession; historical and contemporary social Credits: 3 Credits: 3 welfare policies, services and institutions; and Every Fall Every Fall examines how economic, political, and organizational systems influence how services are SWK 612 Social Work Practice II: Social Work SWK 614 Advanced Principles of Administrative created and provided. These themes are discussed Practice with Families and Clinical Practice within an Interdisciplinary within a context of social issues and connect social The second of three courses in the Practice Context welfare policy and social work practice. Students Sequence, this course focuses on working with The course is designed to orient advanced standing will gain historical and contemporary knowledge of families and the individuals within the family students to advanced practice knowledge the various forms and mechanisms of oppression through the life span. Developing an understanding introduced in the first year of the two year MSE and discrimination and their relationship to social of the interplay between the developmental issues program to close a knowledge gap between and economic justice for society in general and at- of the individual and the life stages of the family as advanced standing students and regularly risk/special populations. a unit, through the life span, will be a primary focus matriculated students. As such, the course provides The student must be active in the graduate Social of the course. Another primary focus of the course a theoretical orientation to the interdisciplinary Work plan in order to register for this course. is an exploration of the work of various family context of social work practice; identifies the Credits: 3 theorists and their varied methods of intervention. components of role conflict reolustion; and, Every Fall Special emphasis will be placed on psychodynamic explores strategies for promoting interdisciplinary systems and cognitive/behavioral theories and collaboration. Building upon the generalist model, SWK 602 Policy II: Social Welfare Policies and techniques of intervention. this course demonstrates the linkages between a Services: Social Provisions & Framework The pre-requisites of SWK 611, 621 and 701 are generalist perspective and an integrated theoretical This course is the second class in the policy required. The co-requisites of SWK 702, 613 and perspective for advanced clinical practice with sequence. Students explore the modern welfare 622 are required. individuals and groups. The course also explores state from local, state, federal and national Credits: 3 commonalities and differences between a generalist perspectives and learn about those factors which Every Spring perspective for working with families and more contribute to the existence of social problems. specialized approaches. Special emphasis is placed Students are introduced to a framework for policy SWK 613 Social Work Practice III: Working with on psychodynamic systems and analysis and related concepts such as the basis of Organizations and Communities cognitive/behavioral theories and techniques of social allocations, and the nature of social This practice course focuses on macro social work intervention with individuals, groups and families. provisions. The course also helps students to practice within a systems perspective. The course The student must be active in the graduate Social develop a deeper understanding of the social work clarifies the common elements of practice with Work plan in order to register for this course. profession's role in advocacy and social action for systems of all sizes and identifies the application of Credits: 3 policy change. Information about government micro and mezzo strategies of intervention within On Demand benefits and programs including those that address the organizational and community context, e.g. income support, family and child welfare, disability, work with teams, coalitions, boards. SWK 621 Human Behavior/Social Environment aging, substance abuse, and health care are also The course provides an introduction to role theory I: Birth through Adolescence provided. and its application to collaboration and other forms This course, the first of two in this sequence, The pre-requisite of SWK 601 is required. of multi-disciplinary and interdisciplinary activity. provides the theoretical and empirical support for Credits: 3 The course begins with an analysis of the worker’s several social work values, practice skills, and ethical Every Spring role within the organization, starting with the standards. These values and standards include historical antecedents of social work practice in this respect for the dignity and uniqueness of the SWK 611 Social Work Practice I: Working with macro arena. individual, respect of a person''s right to self- Individuals and Groups determination, and respect for spirituality and the The first of four practice courses, this course Practice III demonstrates the relationship of the religious beliefs of others. In addition to biological, provides a foundation for social work practice on generalist intervention model (GIM) to work with psychological, and social development, the course micro and mezzo levels with diverse populations in organizations and the various tasks of the social covers moral development. a variety of settings. It provides an overview of the worker at different phases of intervention. The The co-requisite of SWK 601 is required. values, ethics and knowledge upon which social second half of the course focuses on social work Credits: 3 work practice is based.The course provides a practice with communities. The curriculum Every Fall generalist problem solving approach to the includes a systems perspective for understanding understanding of social work practice with communities with an emphasis on ecological and SWK 622 Human Behavior/Social Environment individuals and groups. Building upon the social systems, demographic development, social II: Young through Late Adulthood generalist model, this course demonstrates the stratification, and political and economic systems. The second in the sequence of two HBSE courses, linkages between a generalist perspective and an The course highlights the factors that define power this course continues to provide theoretical and integrated theoretical perspective for advanced in the community and the worker’s role in empirical support for social work values and ethics practice with individuals and groups. The course promoting social and economic justice. The course while providing the generalist practitioner with the includes historical content, person in-environment includes an analysis of the application of the knowledge necessary to work with individuals, and systems perspectives, communication and generalist intervention model (GIM) to the change groups, communities, and systems of all sizes. With relationship-building exercises, a walkthrough of a process in communities. The course includes the focus on early, middle, and late adulthood, the
LIU Brooklyn Graduate Bulletin 2013 - 2014 Page 204 LIU Brooklyn social work values that are emphasized in the course ethical conflicts. The principles of generalist and system will serve as a backdrop and context in embrace larger systems such as family relationships, clinical practice are applied to the assessment and which these conditions will be presented and communities, organizations, and socioeconomic treatment of individuals charged with a range of studied. The Competency Based- Assessment policies. criminal and juvenile offenses with special attention Model, which follows a process of reviewing and The pre-requisites of SWK 611, 621 and 701 are to the specific issues associated with sentencing, understanding an individual¿s past in order to required. diagnosis, incarceration, and release. Macro tasks distinguish and interpret present concerns, (Zide & The co-requisites of SWK 612, 613 and 702 are related to mediating the needs of individuals and Grey, 2001) is the theoretical and philosophical required. the purposes of institutions are also addressed. framework through which the course¿s information Credits: 3 The student must be active in the graduate Social will flow. Student will become familiar with DSM- Every Spring Work plan in order to register for this course. IV diagnostic criteria and the empirical and Credits: 3 epidemiological data that supports each diagnosis. SWK 623 Human Service Organizations and Every Fall The course will also look at the behaviors that are Administrative Behavior: A context for Soc Work evaluated in the process of arriving at a differential This course provides students with a conceptual SWK 632 Forensic Social Work with Drug and diagnosis. The cultural context will play a major framework for understanding human service Alcohol Populations in the Criminal and Juvenile role in understanding these conditions. organizations with a special emphasis on the social Justice Systems The pre-requisites of SWK 602, SWK 612, SWK work field. It explores the role and function of the This course focuses on the role of the forensic 613, SWK 622 and SWK 702 are required. agency-based social work practitioner and manager social worker in drug and alcohol related treatment Credits: 3 through the study of organizational behavior and and crime. Heroin, cocaine, marijuana, Every Fall structural theory. Students also consider the prescription drugs, "club drugs" (i.e. MDMA, etc.), function of human service organizations within the and alcohol will be placed under a clinical SWK 660 Families and Children: Policy and context of economic, political, social and microscope. Different drugs are sought by different Services technological factors and the ways in which they populations of people which generally lead to This course enables students to build upon their influence administration and service delivery. The different types of criminal activity. The impact of knowledge of social welfare policy and services and course provides an overview of the responsibilities drugs and alcohol abusing ofenders'' behavior on apply this knowledge t othe needs of children and necessary to support effective and efficient quality their children will also be explored. The legal and their families. It presents students with knowledge services to clients including how to manage ethical issues associated with the forensic social of concepts, policies and practices, which information, finances and people. work population are explored. Attention is focused characterize child welfare services in American The pre-requisites of SWK 601, 602, 611, 612, 613, on the relationship and potential role conflicts society. It provides historical and legal information 621, 622 701, 702 and 798 are required. between social work practice and 12 step self-help about various policies and programs within family Credits: 3 programs. and children''s services at the federal, state and local Every Spring levels and examines the multiple systems that SWK 633 Frnsc SWK & Domstc Viol- influence the life of children and their families. In SWK 630 Forensic Social Work & the Criminal Legl,Cultrl,Ethnc & Religious Issues in Criminl addition, it explores current trends, controversial and Juvenile Justice Systems & Juvenle Justice Systms and topical issues in child welfare and family The course provides an overview of the specialty of The course focuses on the role of the forensic social services and the social worker''s role in an forensic social work and its interface with the worker in understanding, assessing, preventing, and interdisciplinary approach, and how to advocate for criminal justice systems, from arrest to sentencing managing domestic violence. The cyclical nature of individuals and families. and conviction. Legal and ethical aspects of domestic violence and its association with alcohol The pre-requisites of SWK 602, SWK 612, SWK professional practice, including issues associated the and substance abuse is addressed with special 613, SWK 622 and SWK 702 are required. competency of the accused as well as the attention to the needs of adult children of Credits: 3 preparation of the presentence forensic evaluatio. alcoholics who often perpetuate a pattern of violent Every Fall The debate regarding punishment versus behavior which leads to intergenerational rehabilitation is explored along with a multi- involvement with criminal and juvenile justice SWK 661 Family Violence Across the Lifespan systemic perspective on the causes and prevention systems. The course incorporates a multi-systemic This course examines the problem and of crime and juvenile misconduct. Their interface perspective with an emphasis on assessing and consequences of family violence across the lifespan with sexual, religious, racial and other sub-group treating the perpetrator, as well as the victims of and its impact on children. It presents theoretical, involvement will also be discussed and realized. domestic violence and also focuses on the forensic research, policy and practice issues involving intra- The student must be active in the graduate Social social worker''s role in impacting the institutions familial child abuse and neglect, intimate partner Work plan in order to register for this course. associated with the efforts to reduce domestic violence, child witnessing of intimate partner Credits: 3 violence. violence, and elder abuse. it explores individual Every Fall The student must be active in the graduate Social and group level interventions, structural influences Work plan in order to register for this course. on family violence, and policy implications in the SWK 631 Interviewing, Evaluation, and Offering Credits: 3 field of social work. In addition, the course will Treatment as a Forensic Social Worker Every Spring emphasize rights to safety and safety planning for The clinical overview leading to an accurate populations at-risk within the context of social understanding of the underpinnings of the SWK 650 Psychopathology justice with an emphasis of how interdisciplinary pathology which led to the involvement in the This course provides a bio-psycho-social perspective approach can assist in the empowerment of judicial system is a critical part to the successful to a range of Diagnostic and Statistical Manual, 4th survivors of abuse. practice of forensic social work. This course Ed. (DSM-IV) classified maladaptive behaviors that The pre-requisites of SWK 602, SWK 612, SWK scrutinizes this vital component of the forensic are exhibited by many social work clients. It 613, SWK 622 and SWK 702 are required. The co- social work process. The course also focuses on provides an in-depth study of the etiology, course, requisite of SWK 660 is required. separating the various components associated with prognosis, and resolution of major psychological Credits: 3 the forensic social work role, e.g. tasks and potential and psychiatric conditions. The DSM-IV multi-axial Every Fall
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The pre-requisites of SWK 602, 612, 613, 622 and practicum sequence and represents the culmination SWK 663 Child Psychopathology 702 are required. of the Foundation year. Field Instruction II This course provides a bio-psycho-social Credits: 3 provides students with the opportunity to further developmental perspective to a range of childhood Every Fall integrate and build upon the knowledge, values and disorders as they are classified in the Diagnostic and skills assimilated during the previous semester. Statistical Manual, 4th Ed Text Revised. (DSM-IV- SWK 677 Sociological and Psychological Aspects Students further their proficiency in intervening TR). It provides an in-depth study of the etiology, of Substance Abuse with diverse problems and multiple sized systems, course, prognosis, and resolution of major This course will offer students a comprehensive develop more intensive interactive helping skills, psychological and psychiatric conditions that are view of alcohol and drug use and alcohol and become better adept at writing process records and encountered by children with an emphasis on a addiction from a historical perspective. Utilizing other agency records, assume more responsibility in family and system approach to the cultural attitudes, legal sanctions and normative supervision and inter-professional collaboration, conceptualization and treatment of such values regarding alcohol and drug use, students will and utilize research and the skills of policy practice conditions. The DSM-IV multiaxial system will analyze what addiction is and who is an addict by to benefit clients. They are increasingly expected to serve as a backdrop and context in which these various disciplines (i.e., medicine, sociology, apply a multilayered understanding of generalist conditions will be presented and studies. A psychology, etc.) and systems 9i.e., family, criminal practice concepts and skills to their work with developmental-systems (Marsh and Barkley, 1996) justice, social services, etc.). Students will examine clients. Students gain greater awareness of their approach will guide the theoretical and ethnicity and its role in substance abuse and own value base and its compatibility to professional philosophical framework of this course as the counseling. Students should be prepared to think social work values, and can utilize more students become familiar with DSM-IV-TR critically and engage in a dialogue regarding the sophisticated expression of their dilemmas through diagnostic criteria for childhood psychopathology complex bio-psycho-social issues that impact the supervisory and self-evaluative process. They and the empirical and epidemiological data that alcoholics and/or addicts as well as the substance must also demonstrate greater professional supports each diagnosis. The course will look at abuse counselor. responsibility by preparing supervisory agendas; internalizing and externalizing disorders of The pre-requisites of SWK 674 and 675 are monitor both learning and client goals by childhood that social workers are likely to required. evaluating progress made toward both. Learning encounter in various settings of practice (e.g., Credits: 3 contracts are further refined, and tasks are schools, hospitals, community centers, adoption Every Spring operationalized and tethered to the mid-semester agencies, ACS and DSS agencies). The students field evaluation. Again, students are required to SWK 678 Physical and Pharmacological Effects of will learn to consider issues such as adaptations, age participate in the self-evaluation process continually Substance Abuse appropriateness, clusters and patterns of symptoms throughout the semester both in oral and written This course will examine how the abuse of alcohol and behaviors that are instrumental in the process evaluation sessions, as well as evaluating their field and other drugs affect the body with emphasis on of differential diagnosis. The cultural context will experience and supervisor. the central nervous system, organ systems and play a major role in understanding these conditions The pre-requisites of SWK 611, 621 and 701 are general physical health. The physiological basis for and the differential validity, to the extent to which required. The co-requisites of SWK 612 and 613 the disease concept of addiction will be reviewed. it exists, in assessment and treatment of children. are required. Psychoactive drug categories will be explored in The pre-requisites of SWK 660 and 661 are Credits: 3 relation to the history of use, routes of required. Every Spring Credits: 3 administration and how the body processes licit Every Spring and illicit substances. The effects of drugs and SWK 703 Field Instruction III pharmacological interactions on metabolic This is the third course in a four semester Field SWK 674 Theories and Principles of Alcohol and processes and neuropsychological functioning will Instruction sequence in the Master''s in Social Substance Abuse Counseling be discusses. Work program. The first two semesters of Field This course will introduce students to the basic The pre-requisites of SWK 674 and 675 are Instruction provide the Foundation and the second theories and principles of alcoholism and substance required. two semesters provide the Specialization. The abuse counseling, as well as techniques for Credits: 3 Specialization year prepares students (1) to gain motivating the chemically dependent client to Every Fall expertise in gerontology, not-for-profit management engage in treatment. Emphasis will be placed on or substance and alcohol abuse (2) to function at an SWK 701 Field Instruction I the theories of vocational counseling and the advanced level of competence in a social service This is the first course in a four semester Field relationship between work, self-esteem, and delivery system (3) to continue to practice problem- Instruction sequence in the Master''s in Social recovery. solving and relationship-building skills, (4) and to Work program. The first two semesters of Field The pre-requisites of SWK 602, 612, 613, 622 and continue to integrate and apply knowledge from Instruction provide the Foundation and the second 702 are required. Practice, Policy, HBSE and Research to work with two semesters provide the Specialization. The Credits: 3 client systems. Foundation prepares students (1) to function at a Every Spring The prerequisites of SWK 602, SWK 612, SWK beginning level of competence in a social service 613, SWK 622 and SWK 702 are required. SWK 675 Introduction to the Techniques of delivery system (2) to develop generalist problem- Credits: 3 Substance Abuse Counseling solving and relationship-building skills and (3) to Every Fall This course provides students with a foundation in integrate and apply knowledge from Practice, basic techniques of counseling the substance abuse Policy, HBSE and Research to work with clients. SWK 704 Field Instruction IV population. Students will receive a comprehensive The co-requisites of SWK 611 and 798 are Field Instruction IV is the second course in the overview of chemical dependency treatment and required. Advanced Curriculum/ Specialization Year. It explore various counseling intervention methods. Credits: 3 shares its objectives with Field Instruction III. The qualities and professional skills for competent Every Fall Applying social work knowledge, skills and values and effective practice will also be thoroughly in the practicum is understood as a developmental SWK 702 Field Instruction II examined. process. Students make a solid beginning in the Field Instruction II is the second course in the field
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Foundation Year, continue to work towards these principles, and the NASW Code of Ethics. objectives in the Specialization Year and continue Students are presented with practical examples of to grow and develop as master''s level practitioners ethical dilemmas and required to address the after earning their degree. In this spirit, in Field situation using critical thinking skills, technical Instruction IV, students further their developing training, and social work values. This course aims expertise in their specialization as described above to improve students understanding of the place and deepen their understanding of allied research plays and has played in social work disciplines. Collaborations with professional practice. Using the Code of Ethics as a foundation colleagues across disciplinary lines have the for all research ventures, students will be taught the opportunity to develop and mature over time. basic concepts of research question formation, The pre-requisite of SWK 703 is required. psychometrics and use of measurement Credits: 3 instruments. The course will introduce key Every Spring components of research including research design, data collection, appropriate communication of SWK 726 Interdisciplinary Assessment research findings, and its relevance to the The first half of this course will cover assessing evaluation of practice, programs, and policies. mental health conditions commonly found in many The co-requisites of SWK 611 and SWK 701 are older adults, such as depression, dementia, required. delirium, and anxiety. Caregiver and family roles Credits: 3 will also be covered. The second half of the course Every Spring will promote a clarification of the roles of different practitioners and the purpose of different health, SWK 799 Social Work Research II: Advanced financial legal and social services organizations Research Methods for Practice serving the elderly in the community. Social work values and ethics continue to guide the Credits: 3 student¿s development of technical skills for Every Fall generating social work knowledge and the evaluation of social work practice. With a greater SWK 790 Capstone Seminar emphasis on the sensitive development and use of This course is intended to provide students with the technology with populations-at-risk, social work academic framework within which they design and values and ethics continue to be the primary implement the capstone project. Students review components in the content of this course. their knowledge about role conflict within Accessing secondary data and the judicious and interdisciplinary setting that is related to their ethical use of the data coupled with cultural respective areas of concentration studies. sensitivity will be woven into the fabric of the Students then choose a topic related to the course and frequently discussed and practiced. This concentration area and design and carry out a course aims to develop students ability to apply research project that examines role conflict within qualitative and quantitative research design to their an interdisciplinary context of social work. Finally, area of concentration. By offering students an students design a solution to the role conflict that is opportunity to design appropriate measurement embedded in interdisciplinary collaborative practice instruments, identify appropriate sampling method of social work. The course focuses on application and differences between group research design and of skills that have been taught in previous semesters case research design, students will gain knowledge within a particular area of concentration. Such needed to evaluate research and apply its tenets to skills include: Critical thinking, ethical practice, social work. Moreover, this course gives students an practice skills in systems of all sizes, research skills, opportunity to practice implementing research by communication skills, organizational skills and familiarizing students with various data collection interdisciplinary collaboration. methods, encouraging their use of secondary data, The pre-requisite of SWK 799 is required. and teaching them basic psychometric and data Credits: 3 analysis processes. Every Spring The pre-requisites of SWK 602, SWK 612, SWK
613, SWK 622, SWK 702 and SWK 798 are required.
Credits: 3 SWK 798 Research Methods I: Introduction to Every Fall Social Research This course places significant emphasis on the SWK 801 Special Topics: Social Work adherence to social work values and ethical This course allows faculty and students to explore standards in research and in practice evaluation. It supplemental topics to existing curriculum content requires the students to ask themselves Why be in a format that is most conducive to the subject ethical in an effort to help the student realize that a matter. personal moral code is the best defense against Credits: 3 unacceptable and unethical conduct. The student is On Demand encouraged to ponder the question of ethics with guidance from social work values and guiding
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SCHOOL OF NURSING
The School of Nursing Graduate Program offers the Master of Science degree for the baccalaureate prepared registered nurse interested in pursuing a career as a nurse educator, a nurse executive or a nurse practitioner. Advanced certificate programs are available for the Master (in nursing) prepared registered nurse interested in practice as a nurse practitioner or as a nurse educator. The registered nurse with an associate degree is eligible for admission to one of the two dual degree programs culminating with a Master of Science degree. The graduate program is fully accredited by the Commission on Collegiate Nursing Education (C.C.N.E.) and all of its programs are registered with the New York State Education Department. Graduates of the Nurse Practitioner Program are eligible for New York State certification as either an adult or family nurse practitioner. For information, please contact the School of Nursing at 718-488-1059 fax 718-780-4019, email us at [email protected], or visit the website at www.liu.edu/brooklyn/son.
Dr. Barry Eckert Ms. Susanne Flower Interim Dean Associate Dean Graduate Programs [email protected] [email protected]
Dr. Hazel Sanderson Marcoux Ms. Corinne Reilly Associate Dean School of Nursing Administrative Assistant to the Graduate Programs [email protected] [email protected]
Ms. Latrice Solomon Administrative Assistant to the Dean [email protected]
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School of Nursing Nursing major and 2.5 overall G.P.A. the Nurse Educator and the Nurse Practitioner • New York State R.N. License. programs is August 1st. The deadlines for Professors: Kilts, Levine-Brill • One-year current clinical experience, two years admission to the Executive Program for Nursing Associate Professors: Acee, Carr, Dropkin, preferred. Applicants to the Nurse Educator are August 1st and December 1st. Sanderson-Marcoux (Associate Dean), O’Brien, Program can be accepted without the minimum Submitting an Application for Admission Reynolds, Ma, Marsala-Cervasio, Dobal, Sweeny 1-year of clinical experience. All applicants must apply for admission to LIU Assistant Professors: Broholm, Dubal, D'Antonio, • Three professional references on School of Brooklyn. Please apply online at My LIU. For Iacobellis, Biray, Lall, Brennan, Harrison, Hauck, Nursing form. more information on the admissions process, visit Maydick, Valenti • A personal statement of professional goals. the Office of Admissions Web site or call 718- Adjunct Faculty: 65 • A personal interview, analytical writing and 488-1011. basic computer competency tests. Program Requirements Graduates of the Master of Science or advanced • Research and statistics courses and a health Completion of this program is contingent upon: certificate program will be prepared to assessment course or certificate are pre- 1. Maintaining a B average with a grade of B or demonstrate mastery of the following objectives: requisites for the nurse practitioner programs. better in designated clinical courses. • Synthesize knowledge from conceptual Pre-requisites may be completed during the 2. Completion of the prescribed course of study. frameworks and empirical sciences relevant to first year of graduate work. 3. Adhere to the Essential Abilities and Behaviors the advanced-practice nursing role. • Read and sign the Essential Behaviors and the of the Graduate Nursing Program and the Code • Evaluate relevant data in the planning and School of Nursing Code of Honor document. of Honor of the School of Nursing. implementation of health care. Criteria for acceptance into any of the Post 4. Maintaining a current membership in a • Utilize the research process in the systematic Master’s Certificate programs: professional organization approved by the investigation of factors that influence the health • M.S. from a CCNE or NLN accredited School Director of their program. and adaptation of client populations. of Nursing with a 3.0 G.P.A. 5. Attending at least one meeting of the approved • Assume a collegial role in consultation with • New York State R.N. License professional organization each semester. other care providers to enhance the quality and • One-year current clinical experience, two years 6. Completing the online course Nurses on the accessibility of health care services to preferred. Front Line: Preparing for and Responding to consumers. • Three professional references on the School of Emergencies and Disasters at • Utilize the advanced practice role to exercise Nursing form. learning.nnepi.org/default.asp. leadership responsibility, professional • A personal statement of professional goals. Clinical Clearance accountability and scholarly approach to health • A personal interview, analytical writing and Students must submit all of the following care. basic computer competency tests. documentation prior to starting the internship • Generate a personal philosophy and role • Read and sign the Essential Behaviors and the experience: definition that reflects commitment to human School of Nursing Code of Honor document. 1. A health history and physical examination on a values and contributes to the evolution of Criteria for acceptance into the dual B.S./M.S. School of Nursing form. nursing as a profession. programs: 2. Current New York State license to practice as a • Utilizes oral and written communication skills • Registered Nurse with an associate degree in registered professional nurse. to actualize the advanced practice of the Nursing. 3. Malpractice insurance for graduate nursing nursing role. • Licensed in the U.S., eligible for licensure in students with minimum coverage of $1,000,000 Dual Degree Programs New York State per claim and $6,000,000 aggregate. It is the • B.S./M.S. in Nursing/Adult Nurse Practitioner* • Minimum G.P.A. of 3.0 in science and nursing student’s responsibility to check with their • B.S./M.S. in Nursing/Executive Program for courses. insurance carrier to confirm that their Nursing & Health Care Management • A personal statement of professional goals. malpractice coverage includes activities as a Graduate Programs • Three professional references on School of nurse practitioner, nurse executive or nurse • M.S. Executive Program for Nursing and Nursing form. educator student. Healthcare Management • Personal interview, analytical writing and basic 4. Current basic life support certificate. • M.S. in Adult Nurse Practitioner* computer competency tests. 5. Verification that mandatory fire, safety and • M.S. in Family Nurse Practitioner* • Read and sign the Essential Behaviors and the infection control requirements have been met • M.S. in Nurse Educator* School of Nursing Code of Honor document. within the past year. • Advanced Certificate in Adult Nurse Application for Admission 6. Current HIPPA privacy/confidentiality Practitioner* Applications are not considered until all of the certificate. • Advanced Certificate in Family Nurse following have been received: 7. Current health care insurance certificate. Practitioner* • Completed LIU application form 8. Background investigation within the past year. • Advanced Certificate in Education for Nurses* • A current resume 9. Drug screen within the past year. *These programs are presented in a blended • Three completed recommendation forms 10.Current résumé. format. • An official transcript. 11.If a student is pregnant, she must have written • A copy of the applicant’s current New York permission from her health care provider to Admission to the Degree and State registration/license as a Registered Nurse practice where there are infectious diseases • A 1-2 page personal statement of professional 12.Current address, e-mail address, mobile Advanced Certificate Programs goals. telephone number, home and work telephone Deadlines for Submission of Application numbers on file with the clinical coordinator. Criteria for acceptance into any of the Master Students are accepted for classes starting in of Science degree programs: September in the Nurse Educator Program and the • B.S. degree from a School of Nursing Nurse Practitioner Program and September and accredited by a nationally recognized January in the Executive Program for Nursing. The accrediting body with a 3.0 G.P.A. in the deadline for submitting a completed application to
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M.S. in Executive Program for NUR 620 The Theoretical Basis of 3.00 clinical role. The course of study for both has been Advanced Practice developed with that goal in mind. Graduates of the Nursing and Health Care Nursing any of the nurse practitioner programs will be able to: Management NUR 670 Healthcare Issue Policies 2.00 • Use a wide range of theory and research from and Ethics The Master of Science Executive Program for nursing, medicine and the social and physical Nursing and Health Care Management is a 43- Specialty course requirement: sciences in formulating health care credit program offering nursing and business All of the following courses are required: management plans for individuals. courses and requires two semesters of internship GBA 512 Principles of Management 3.00 • Assess, diagnose, monitor, coordinate and experience in management of a nursing or health and Leadership manage the health care of selected clients of all care organization. ages in both primary and acute care settings. GBA 517 Fundamentals of 3.00 The internship experiences are designed to • Perform and interpret physical examinations Management Information continue for two consecutive semesters and will be and laboratory tests in both the primary and Systems selected to meet the future career goals of the acute care setting. individual student. Settings such as hospitals, MAN 722 Human Resource 3.00 • Select and recommend appropriate diagnostic nursing homes, HMO’s, community health Management and therapeutic interventions and regimes with attention to safety and cost in keeping with programs, home care agencies and consulting MPA 613 Foundations of Health 3.00 collaborative protocols. firms, will be utilized. The student will be Systems Finance expected to develop a final Master’s project based • Select and prescribe appropriate drug therapy on the internship experience. The concurrent NUR 668 Organizational 3.00 for common acute and chronic disorders in seminars allow the student to synthesize and apply Performance keeping with collaborative protocols. • Prepare and submit practice protocols in order the content of the required nursing and business NUR 674 The Nurse Executive and 3.00 to meet the certification requirements of the courses to the unique requirements of managing in the Changing Health Care New York State Education Department. the health care settings. The seminars will also Systems serve to bring together students from a variety of • Articulate the role of the nurse practitioner as a internships for in-depth discussion and analysis of NUR 675 Nursing Finance 3.00 collaborative member of the health care team. projects, problems and issues encountered in NUR 680 Internship in Nursing and 5.00 various fields based on levels of patient acuity Health Care Management M.S. in Adult Nurse Practitioner (level of patient care) and nursing skill mix, I (Blended Format) hospital based managed care, as well as NUR 682 Internship Seminar in 2.00 management of nursing budget and quality The 41-credit M.S. in Adult Nurse Practitioner Nursing and Health Care management. program prepares nurse practitioners by Management I Graduates of this program will demonstrate integrating extensive clinical practice with mastery of the following objectives: NUR 684 Internship in Nursing and 5.00 foundational knowledge that is required of all • Establish a clear vision and mission for Nursing Health Care Management graduate nursing students. It is designed for the Services (that aligns with the organization’s II registered nurse with a B.S. in nursing, who mission, vision, and values) in collaboration wishes to acquire the clinical knowledge and skills NUR 686 Internship Seminar in 2.00 with the organizational leaders. needed for advance-practice nursing roles in the Nursing and Health Care • Develop, implement, and evaluate standards of care of adults in a variety of primary care settings. Management II patient care and standards of nursing practice This program is presented in a blended format. that ensure safety and quality patient care. Credit and G.P.A. Requirements All courses are web-enhanced using Blackboard. • Prioritize resources and utilize budget Minimum Total Credits: 43 Credits Up to 49% of the content in any one course may effectively in the delivery of patient care Minimum G.P.A.: 3..0 be online. Basic computer skills are required.
services. The program is approved by the New York • Apply leadership principles to the development Nurse Practitioner Programs State Education Department and is fully accredited of core competencies and promote critical by the Commission on Collegiate Nursing thinking skills across the continuum of care. The Nurse Practitioner programs are designed Education (CCNE). Graduates are eligible for New • Manage evolving health care environment in to prepare the Registered Nurse for an advanced York State certification as an Adult Nurse accordance with accrediting and regulatory practice role in a primary care setting. The Master Practitioner and for national certification through agencies within the health care delivery system. of Science degree programs and the post-Master’s the American Nurses Credentialing Center • Communicate Performance Improvement certification programs prepare students to meet the (ANCC) or the American Academy of Nurse findings and recommendations to the requirements for New York State certification to Practitioners (AANP). professional staff and appropriate oversight practice as an Adult or Family Nurse Practitioner. community and governing board. Graduates also will be eligible for national M.S., Adult Nurse Practitioner certification by professional organizations. • Commitment to professional development and Must complete all courses below: lifelong learning. The course of study for Adult Nurse NUR 610 Nursing Research 3.00 Practitioner may be completed in six or seven M.S., Executive Program for Nursing semesters of part time study; the Family Nurse NUR 611 Advanced Medical 3.00 and Health Care Management Practitioner may be completed in eight to nine Physiology semesters of part time study. Core requirement: NUR 612 Pathophysiology of the 3.00 The primary focus of both the Master of All of the following courses are required: Adult for Advanced Science degree and the post-master’s certificate NUR 610 Nursing Research 3.00 Practice Nursing program for nurse practitioners is expertise in the
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NUR 614 Primary Health Care of 2.00 Practitioners (AANP). certification as an Adult Nurse Practitioner.
the Adult Nurse Practitioners certified by New York State M.S., Family Nurse Practitioner who wish to expand into this specialty can have NUR 615 Health Care of the Older 2.00 Must complete all courses below: their academic preparation evaluated and an NUR 620 Adult 3.00 NUR 610 Nursing Research 3.00 individualized program developed for them. The Theoretical Basis of Advanced Practice NUR 611 Advanced Medical 3.00 Advanced Certificate, Adult Nurse Nursing Physiology Practitioner (Post-Masters) NUR 630 The Advanced Practice 2.00 NUR 612 Pathophysiology of the 3.00 Must complete all courses below: Role Adult for Advanced NUR 611 Advanced Medical 3.00 Practice Nursing NUR 634 Advanced Physical 3.00 Physiology Assessment NUR 614 Primary Health Care of 2.00 NUR 612 Pathophysiology of the 3.00 the Adult NUR 644 Pharmacology 4.00 Adult for Advanced NUR 620 The Theoretical Basis of 3.00 Practice Nursing NUR 670 Healthcare Issue Policies 2.00 Advanced Practice and Ethics NUR 614 Primary Health Care of 2.00 Nursing the Adult Specialty requirement: NUR 630 The Advanced Practice 2.00 NUR 650 Diagnosis and 4.00 NUR 615 Health Care of the Older 2.00 Role Management of Illnesses NUR 630 Adult 2.00 and Physical Conditions NUR 634 Advanced Physical 3.00 The Advanced Practice of the Adult I Assessment Role
NUR 654 Preceptored Practicum in 4.00 NUR 644 Pharmacology 4.00 NUR 634 Advanced Physical 3.00 Primary and Acute Care Assessment NUR 670 Healthcare Issue Policies 2.00 of the Adult I and Ethics NUR 644 Pharmacology 4.00 NUR 660 Diagnosis and 4.00 Specialty requirement: NUR 650 Diagnosis and 4.00 Management of Illnesses NUR 690 Diagnosis and 4.00 Management of Illnesses and Physical Conditions Management of Illness and physical Conditions of the Adult II and Physical Conditions of the Adult I NUR 664 Preceptored Practicum in 4.00 of Family I NUR 654 Preceptored Practicum in 4.00 Adult Primary and Acute NUR 691 Preceptored Practicum in 4.00 Primary and Acute Care Care II Primary Care of the of the Adult I Credit and G.P.A. Requirements Family I NUR 660 Diagnosis and 4.00 Minimum Total Credits: 43 Credits NUR 692 Diagnosis and 4.00 Management of Illnesses Minimum G.P.A.: 3.0 and Physical Conditions Management of Illness and Physical Conditions of the Adult II M.S. in Family Nurse of Family II NUR 664 Preceptored Practicum in 4.00 Practitioner (Blended Format) NUR 693 Preceptored Practicum in 4.00 Primary Care of the Adult
Primary Care of the II The 49-credit M.S. in Family Nurse Family II Practitioner program prepares nurse practitioners Credit and G.P.A. Requirements Minimum Total Credits: 35 Credits by integrating extensive clinical practice with NUR 694 Diagnosis and 4.00 Minimum G.P.A.: 3.0 foundational knowledge that is required of all Management of Illness graduate nursing students. It is designed for the and Physical Conditions registered nurse with a B.S. in nursing, who of Family III Advanced Certificate in Family wishes to acquire the clinical knowledge and skills NUR 695 Preceptored Practicum In 4.00 Nurse Practitioner (Blended needed for advance-practice nursing roles in the Primary Care of the care of families in a variety of primary care Format) Family III settings. This program is presented in a blended format. Credit and G.P.A. Requirements The 41-credit Advanced Certificate in Family All courses are web-enhanced using Blackboard. Minimum Total Credits: 49 Credits Nurse Practitioner offers master’s-prepared nurses Up to 49% of the content in any one course may Minimum G.P.A.: 3.0 the opportunity to qualify for New York State be online. Basic computer skills are required. certification as a Family Nurse Practitioner. The program is approved by the New York Advanced Certificate in Adult Nurse Practitioners certified by New York State State Education Department and is fully accredited who wish to expand into another specialty can by the Commission on Collegiate Nursing Nurse Practitioner (Blended have their academic preparation evaluated and an Education (CCNE). Graduates are eligible for New individualized program developed for them. Format) York State certification as an Family Nurse Practitioner and for national certification through The 33-credit Advanced Certificate in Adult Advanced Certificate, Family Nurse the American Nurses Credentialing Center Nurse Practitioner offers master’s-prepared nurses Practitioner (Post-Masters) (ANCC) or the American Academy of Nurse the opportunity to qualify for New York State Must complete all courses below:
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NUR 611 Advanced Medical 3.00 learning in various educational environments. practice degrees with core nursing education Physiology • Develop and implement strategies to facilitate courses that will prepare them for the role of nurse learner development and socialization in educator in an academic or clinical setting. NUR 612 Pathophysiology of the 3.00 various educational environments. Adult for Advanced • Design courses and participate in curriculum Advanced Certificate, Education for Practice Nursing development and evaluation of program Nurses NUR 614 Primary Care of the Adult 2.00 outcomes. Must complete all courses below. • Utilize the nurse educator role to exercise NUR 630 The Advanced Practice 2.00 NUR 710 Theories of Teaching and 3.00 leadership, professional accountability and a Role Learning scholarly approach to nursing and healthcare. NUR 634 Advanced Physical 3.00 • Select and develop appropriate assessment tools NUR 720 Curriculum Development 3.00 to evaluate classroom and clinical performance Assessment NUR 730 Teaching strategies and 2.00 of nursing students and/or clinical staff. NUR 644 Pharmacology 4.00 Methodologies • Use a wide range of modalities in classroom NUR 690 Diagnosis and 4.00 and clinical teaching. NUR 740 Teaching and Outcomes 2.00 Management of Illness • Articulate the role of the nurse educator as a Measures and Physical Conditions collaborative member of the academic and NUR 750 Teaching Practicum 2.00 of Family I healthcare teams. Credit and G.P.A. Requirements NUR 691 Preceptored Practicum in 4.00 M.S., Nurse Educator Minimum Total Credits: 12 Credits Primary Care of the Minimum G.P.A.: 3.0 Must complete all courses below: Family I NUR 610 Nursing Research 3.00 NUR 692 Diagnosis and 4.00 NUR 612 Pathophysiology for 3.00 Management of Illness NUR 620 Advanced Practice 3.00 and Physical Conditions Theoretical Basis of of Family II Advanced Practice NUR 693 Preceptored Practicum in 4.00 Nursing Primary Care of the NUR 634 Advance Physical 3.00 Family II NUR 645 Assessment 3.00 NUR 694 Diagnosis and 4.00 NUR 670 Pharmacology 2.00 Management of Illness Health Care Policy, Issues and Physical Conditions and Ethics of Family III NUR 710 Theories of Teaching and 3.00 NUR 695 Preceptored Practicum in 4.00 Learning Primary Care of the NUR 715 Role of the Nurse 2.00 Family III Educator Credit and G.P.A. Requirements Minimum Total Credits: 41 Credits NUR 720 Curriculum Development 3.00 Minimum G.P.A.: 3.0 NUR 730 Teaching Strategies and 2.00
Methodologies M.S. in Nurse Educator NUR 735 Use of Technology and 3.00 (Blended Format) NUR 740 Simulation 2.00 NUR 745 Testing and Outcomes 2.00 The Master of Science Nurse Educator Program Measurement is a 36-credit program presented in a blended Academic Teaching learning format and provides the baccalaureate Seminar graduate with a strong foundation in the knowledge and skills needed for a position in NUR 750 Teaching Practicum 2.00 academic teaching or staff development: curriculum development, theories of teaching and learning, teaching methodologies, use of Credit and G.P.A. Requirements stimulation and testing and outcomes Minimum Total Credits: 36 Credits measurements. Minimum G.P.A.: 3.0
The curriculum includes advanced studies of pathophysiology, physical assessment and Advanced Certificate in pharmacology to assure the level of understanding Education for Nurses (Blended of these subjects to teach in a baccalaureate nursing program. Format) Graduates of this program will be able to: • Use a wide range of theory and research from The 12-credit Advanced Certificate in both general and nursing education to facilitate Education for Nurses offers master’s-prepared nurses the opportunity to augment their advanced
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Nursing Courses adults. The content provides students with the issues related to medication are also discussed. knowledge needed to apply the principles of Students have the opportunity to apply knowledge primary care and diagnoses and management as and gain critical thinking skills with a variety of case NUR 610 Nursing Research covered in other courses in the curriculum to the studies. The course includes three hours of content The purpose of the course is to teach care of the older adult client. on both New York State and Federal laws and knowledgeable consumers of nursing research at the Credits: 2 regulations related to prescribing and record graduate level to develop a basic research proposal Every Summer keeping. or state-of-the-science paper based on a topic of Pre-requisite of NUR 612 is required. interest and/or concern to the nursing profession. NUR 620 The Theoretical Basis of Advanced Credits: 4 Additionally, it is stressed that critical evaluation of Practice Nursing Every Spring the scientific merit of nursing research and The purpose of the course is to provide students incorporation of relevant evidence-based findings with an in-depth examination of conceptual nursing NUR 645 Pharmacology into their practice will facilitate the integrity of and behavioral models applicable to advanced The focus of this course is the acquisition of practice as well as client health outcomes. The practice nursing. The course includes the discussion knowledge of advanced pharmacology as the basis importance of evidence-based practice and the and comparison of various theoretical models from for teaching basic nursing pharmacology. The research process to the development of nursing nursing and other disciplines with a major focus on course provides the student with an advanced knowledge and subsequent practice is discussed. their relevance and application to nursing practice, understanding of pharmaceutics, pharmacokinetics Emphasis is placed on the application of research and theory development. and pharmacodynamics. The major classifications appropriate research methodology, and Credits: 3 of drugs used across the lifespan are emphasized. development of a research proposal or state-of-the- Every Fall Ethical considerations and cultural and financial science paper from critically evaluated evidence in issues related to medication are also discussed. NUR 630 The Advanced Practice Role the literature. This process occurs within a Students have the opportunity to apply knowledge The seminar provides an opportunity to critically culturally-diverse and collegial atmosphere. and gain critical thinking skills through the use of examine the advanced practice role within the Pre-requisite of NUR 620 is required. case studies and other online and classroom context of a rapidly changing health care delivery Credits: 3 activities. system. The role of the primary care nurse Every Spring Credits: 3 practitioner is explored from historic, legal and Every Fall NUR 611 Advanced Medical Physiology professional perspective. The processes of This course builds upon the knowledge from basic interdisciplinary collaboration and policy NUR 650 Diagnosis and Management of Illnesses anatomy, physiology, and biochemistry courses to development are discussed. Strategies for proactive and Physical Conditions of the Adult I reinforce and update previous information and to leadership and decision-making are also examined. This course is one of two courses that focus on present advanced concepts of physiology. The Critical thinking, group dynamics, leadership skills, clinical decision-making skills. Knowledge of human body is studied from a cellular, tissue and and role of the APN as educator are studied and advanced physical assessment, pathophsiology and integrated system view. modeled in classroom experiences, field pharmacology are the underpinnings for the course Credits: 3 experiences, and course assignments. content. Critical thinking and diagnostic reasoning Every Fall Pre-requisite of NUR 611 is required. are reinforced as the basis of practice. The use of Credits: 2 evidence based practice protocols and guidelines is NUR 612 Pathophysiology of the Adult for Every Fall an integral part of this course. Common acute and Advanced Practice Nursing chronic conditions of adolescents and adults in the This course reviews the pathophysiology of disease NUR 634 Advanced Physical Assessment collaborative practice primary care setting are entities and foster the development of critical The student is provided with knowledge, methods emphasized. thinking in interpreting changes in function that and laboratory practicum experience to build upon Pre-requisites of NUR 611, 612, 614, 630, 634 and result in symptoms indicative of illness. and to refine physical assessment skills. 644 are required. Pre-requisite of NUR 611 is required. Comprehensive physical examination of adults and Credits: 4 Credits: 3 children as well as psychosocial, developmental, Every Fall Every Spring occupational and cultural aspects of health assessment is studied in depth, using an evidence- NUR 654 Preceptored Practicum in Primary and NUR 614 Primary Health Care of the Adult based approach. Emphasis is placed on the Acute Care of the Adult I This course is an overview of common issues in collaborative aspects of being a member of an This preceptored practicum provides an primary care, including principles of screening, interdisciplinary health care team in a primary care opportunity to practice skills and develop prevention, anticipatory guidance, patient setting. A laboratory practicum is incorporated into competency in the diagnosis and management of education techniques, multicultural issues, this course to give students the opportunity to common acute and chronic conditions of occupational and alternative medicine. All issues integrate theoretical content into clinical adolescents and adults. Students, with the are related to current best evidence as well as the experience. Emphasis is placed on developing a supervision of their preceptor, develop skills in impact of health literacy on specific populations. comprehensive and problem-oriented health diagnostic reasoning, learn to develop plans of care, The Healthy People 2020 goals are the basis for all assessment of clients. and gain experience in the selection and discussions. Credits: 3 prescription of drug therapy using practice Credits: 2 Every Fall and Spring protocols. Students also focus on the health Every Spring education needs of individual clients in their NUR 644 Pharmacology clinical site. NUR 615 Health Care of the Older Adult This course provides the student with an advanced Pre-requisite of Co-requisite of NUR 650 is This course introduces the theories of aging, the understanding of pharmaceutics, pharmacokinetics required. developmental tasks of the elderly, the normal and pharmacodynamics. The major classifications Credits: 4 physiological changes that occur with aging and the of drugs used across the lifespan are emphasized. Every Fall, Spring and Summer various assessment tools available for use with older Ethical considerations and cultural and financial
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NUR 654A Preceptored Practicum in Primary their skills in diagnostic reasoning, developing plans On Demand and Acute Care of the Adult I of care, and to gain experience in the selection and This segment, of a two-segment preceptored prescription of drug therapy using practice NUR 670 Healthcare Issue Policies and Ethics practicum, provides an opportunity to practice skills protocols. Students also focus on the health This course provides graduate nursing students with and develop competency in the diagnosis and education needs of individual clients as well as the the analytical tools and historical perspective to management of common acute and chronic needs of the community served by the clinical site actively influence policy development affecting the conditions of adolescents and adults. Students, Pre-requisite or Co-requisite of NUR 660 is delivery of nursing and health care in the United with the supervision of their preceptor, develop required. States and the world. The course is designed to skills in diagnostic reasoning, learn to develop plans Credits: 4 explore current factors, policy determinants, and of care, and gain experience in the selection and Every Fall, Spring and Summer ethical iissues affecting health care, specifically as prescription of drug therapy using practice they affect nursing at all levels of practice, nursing protocols. Students also focus on the health NUR 664A Preceptored Practicum in Adult education and nursing and healthcare education needs of individual clients in their Primary and Acute Care II administration. clinical site. This segment, of a two segment preceptored Credits: 2 Pre-requisite or Co-requisite of NUR 650 is practicum, provides an opportunity to practice skills Every Fall and Summer required. and develop competency in the diagnosis and NUR 674 The Nurse Executive and the Credits: 2 management of common acute and chronic Healthcare System Every Fall, Spring and Summer conditions of adolescents and adults. Students, with the supervision of their preceptor, continue to This is a seminar course analyzing the role of the NUR 654B Preceptored Practicum in Primary refine their skills in diagnostic reasoning, nurse executive in health care organizations. Issues and Acute Care of the Adult I developing plans of care, and to gain experience in relevant to nursing leadership and management, This segment, of a two-segment preceptored the selection and prescription of drug therapy using and to other health care providers will be discussed. practicum, provides an opportunity to practice skills practice protocols. Students also focus on the The course will explore new demands placed on and develop competency in the diagnosis and health education needs of individual clients as well organized health care delivery systems, ethical and management of common acute and chronic as the needs of the community served by the clinical legal issues related to healthcare practice, and policy conditions of adolescents and adults. Students, site development. with the supervision of their preceptor, develop Pre-requisite or Co-requisite of NUR 660 is The pre-requisites of NUR 610, 620, 670, GBA skills in diagnostic reasoning, learn to develop plans required. 512, GBA 517, MAN 722 and MPA 613 are of care, and gain experience in the selection and Credits: 2 required. prescription of drug therapy using practice Every Fall, Spring and Summer Credits: 3 protocols. Students also focus on the health On Demand education needs of individual clients in their NUR 664B Preceptored Practicum in Adult NUR 675 Nursing Finance clinical site. Primary and Acute Care II This course provides a beginning nurse leader with Pre-requisite or Co-requisite of NUR 650 is This segment, of a two segment preceptored the theory and skills necessary for healthcare required. practicum, provides an opportunity to practice skills finance related to nursing. Content focuses on Credits: 2 and develop competency in the diagnosis and concepts, operations, and control of nursing Every Fall, Spring and Summer management of common acute and chronic conditions of adolescents and adults. Students, budget. It also covers strategic planning, NUR 660 Diagnosis and Management of Illnesses with the supervision of their preceptor, continue to organizations, leadership, decision-making, and Physical Conditions of the Adult II refine their skills in diagnostic reasoning, healthcare systems, and the basic budgeting This course is one of two courses that focus on developing plans of care, and to gain experience in concepts required to function as an effective leader clinical decision-making skills. Knowledge of the selection and prescription of drug therapy using and manager of client care in an evolving advanced physical assessment, pathophsiology and practice protocols. Students also focus on the healthcare milieu. pharmacology are the underpinnings for the course health education needs of individual clients as well Credits: 3 content. Critical thinking and diagnostic reasoning as the needs of the community served by the clinical On Demand are reinforced as the basis of practice. The use of site NUR 680 Internship in Nursing and Health Care evidence based practice protocols and guidelines is Pre-requisite or Co-requisite of NUR 660 is Management I an integral part of this course. Common acute and required. The internship experience is designed to continue chronic conditions of adolescents and adults in the Credits: 2 two consecutive semesters at a health care collaborative practice primary care setting are Every Fall, Spring and Summer organization selected to meet the future career goals emphasized. of the individual student. Settings, such as The pre-requisites of NUR 612, 614, 630, 634 and NUR 668 Organizational Performance hospitals, nursing homes, HMO's, community 644 are required. This course is designed to offer the student the health programs, home care agencies, and Credits: 4 opportunity to explore in-depth concepts, systems consulting firms, will be carefully chosen for each Every Spring and models which impact patient care safety and clinical outcomes. The following issues will be student experience and students will be assigned to NUR 664 Preceptored Practicum in Adult explored: Dimensions of performance; a specific preceptor at the chosen agency. The Primary and Acute Care II improvement efforts; Continuous Quality student may petition for an Internship at two This preceptored practicum provides an Improvement (CQI) tools; processes in improving different agencies if the student can demonstrate, opportunity to practice skills and develop organizational performance, e.g., Root Cause by written proposal, the way in which the change of competency in the diagnosis and management of Analysis (RCA); The Joint Commission (TJC) settings will assist in meeting course expectations common acute and chronic conditions of standards on Improving Organizational and career goals. The Internship will allow for the adolescents and adults. Students, with the Performance (IOP). synthesis and application of knowledge gained in supervision of their preceptor, continue to refine Credits: 3 the nursing and business core courses. The student will observe the role of the nurse
LIU Brooklyn Graduate Bulletin 2013 - 2014 Page 214 LIU Brooklyn executive/preceptor and participate in selected Internship experience. The student will be expected clinical site. management activities. Each student will be to submit a Masters-level prepared research paper Pre-requisite or Co-requisite of NUR 690 is expected to facilitate an interdisciplinary describing the design, review the data related to the required. Performance Improvement Project in the issue, recommendations to improve, Credits: 4 Internship. The first half of the Performance pilot/implementation tested, measurement. Every Fall, Spring and Summer Improvement Project will be submitted at the end The pre-requisites of NUR 674, 680 and 682 are of the first semester, and the completed project at required. The co-requisite of NUR 686 is required. NUR 691A Preceptored Practicum in Family the end of the second semester based on the Credits: 5 Primary Care I Internship experience. The student will be expected On Demand This segment, of a two segment preceptored to submit a Masters-level prepared research paper practicum, provides an opportunity to practice skills describing the design, review of data related to the NUR 686 Internship Seminar in Nursing and and develop competency in the diagnosis and issue, recommendations to improve, Health Care Management II management of common acute and chronic pilot/implementation tested measurement. The seminar is designed to be concurrent with each conditions of infants, children, adolescents and The pre-requisites of NUR 610, 620, 668, 670, semester of the Internship in Nursing and Health adults. Emphasis is on pediatrics and women’s GBA 512, GBA 517, MAN 722 and MPA 613 are Care Management II. The focus of the seminar will health. Students, with the supervision of their required and the co-requisite of NUR 682 is be the issues and problems encountered by students preceptor, develop skills in diagnostic reasoning, required. in the various Internship experiences and in-depth learn to develop plans of care, and gain experience Credits: 5 discussion an analysis of student projects. In in the selection and prescription of drug therapy On Demand addition, topics such as staffing, scheduling, using practice protocols. Students also focus on the hospital-based managed care, quality management, health education needs of individual clients in their NUR 682 Internship Seminar in Nursing and conflict management, integrated delivery systems, clinical site. Health Care Management I policy development and negotiation will be The pre-requisite or co-requisite of NUR 690 is The seminar is designed to be concurrent with each discussed. required. semester of the Internship in Nursing and Health The pre-requisites of NUR 674 and 682 are Credits: 2 Care Management I. The focus of the seminar will required and the co-requisite of NUR 684 is Every Fall, Spring and Summer be the issues and problems encountered by students required. in the various Internship experiences and in-depth Credits: 2 NUR 691B Preceptored Practicum in Family discussion analysis of student projects. In addition, On Demand Primary Care I topics, such as staffing, scheduling, hospital-based This segment, of a two segment preceptored managed care, quality management, conflict NUR 690 Diagnosis and Management of Illness practicum, provides an opportunity to practice skills management, integrated delivery systems, policy and Physical Conditions of Family I and develop competency in the diagnosis and development, and negotiation, will be discussed. This course is one of three courses that focus on management of common acute and chronic The pre-requisites of NUR 620, 668, 670, GBA clinical decision-making skills in family oriented conditions of infants, children, adolescents and 512, GBA 517, MAN 722 and MPA 613 are practice. Knowledge of advanced physical adults. Emphasis is on pediatrics and women’s required. The corequisite of NUR 680 is required. assessment, pathophysiology and pharmacology health. Students, with the supervision of their Credits: 2 provide the underpinning for the course content. preceptor, develop skills in diagnostic reasoning, On Demand Critical thinking and diagnostic reasoning are learn to develop plans of care, and gain experience reinforced as the basic for practice. Family theory in the selection and prescription of drug therapy NUR 684 Internship in Nursing and Health Care concepts are presented to form the foundation for using practice protocols. Students also focus on the Management II practice. Physical assessment skills related to health education needs of individual clients in their The internship experience is designed to continue infants and children are reinforced. The use of clinical site. two consecutive semesters at a health care evidence based practice protocols and guidelines is The pre-requisite or co-requisite of NUR 690 is organization selected to meet the future career goals an integral part of this course. The student will required. of the individual student. Settings such as hospitals, focus on the assessment, diagnosis and treatment of Credits: 2 nursing homes, HMO's, community health pediatric and pregnancy health issues. Every Fall, Spring and Summer programs, home care agencies, and consulting firms The pre-requisites of NUR 612, 614, 630, 634 and will be carefully chosen for each student experience 644 are required. NUR 692 Diagnosis and Management of Illness and students will be assigned to a specific preceptor Credits: 4 and Physical Conditions of Family II at the chosen agency. The student may petition for Every Fall This course is one of three courses that focus on an Internship at two different agencies if the clinical decision-making skills in family oriented student can demonstrate, by written proposal, the NUR 691 Preceptored Practicum in Primary Care practice. Knowledge of advanced physical way in which the change of settings will assist in of the Family I assessment, pathophsiology and pharmacology are meeting course expectations and career goals. The This preceptored practicum provides an the underpinnings for the course content. Critical Internship will allow for the synthesis and opportunity to practice skills and develop thinking and diagnostic reasoning are reinforced as application of knowledge gained in the nursing and competency in the diagnosis and management of the basis of practice. The use of evidence based business core courses. The student will observe the common acute and chronic conditions of infants, practice protocols and guidelines is an integral part role of the nurse executive/preceptor and children, adolescents and adults. Emphasis is on of this course. Common acute and chronic participate in selected management activities. Each pediatrics and women’s health. Students, with the conditions of adolescents and adults in the student will be expected to facilitate an supervision of their preceptor, develop skills in collaborative practice primary care setting are interdisciplinary Performance Improvement Project diagnostic reasoning, learn to develop plans of care, emphasized. in the Internship. The first half of the Performance and gain experience in the selection and The pre-requisites of NUR 612, 614, 630, 634 and Improvement Project will be submitted at the end prescription of drug therapy using practice 644 are required. of the first semester, and the completed project at protocols. Students also focus on the health Credits: 4 the end of the second semester based on the education needs of individual clients in their Every Fall
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NUR 693 Preceptored Practicum in Primary Care This course is one of three courses that focus on conditions of infants, children, adolescents and of the Family II clinical decision-making skills in family oriented adults. Emphasis is on adolescents and adults. This preceptored practicum provides an practice. Knowledge of advanced physical Students, with the supervision of their preceptor, opportunity to practice skills and develop assessment, pathophsiology and pharmacology are continue to refine their skills in diagnostic competency in the diagnosis and management of the underpinnings for the course content. Critical reasoning, developing plans of care, and to gain common acute and chronic conditions of infants, thinking and diagnostic reasoning are reinforced as experience in the selection and prescription of drug children, adolescents and adults. Emphasis is on the basis of practice. The use of evidence based therapy using practice protocols. Students also adolescents and adults. Students, with the practice protocols and guidelines is an integral part focus on the health education needs of individual supervision of their preceptor, continue to refine of this course. Common acute and chronic clients as well as the needs of the community served their skills in diagnostic reasoning, developing plans conditions of adolescents and adults in the by the clinical site of care, and to gain experience in the selection and collaborative practice primary care setting are The pre-requisite or co-requisite of NUR 694 is prescription of drug therapy using practice emphasized. required. protocols. Students also focus on the health The pre-requisites of NUR 612, 614, 630, 634 and Credits: 2 education needs of individual clients as well as the 644 are required. Every Fall, Spring and Summer needs of the community served by the clinical site Credits: 4 The pre-requisite or co-requisite of NUR 692 is Every Spring NUR 700 Independent Study required. An opportunity for students to do advanced work Credits: 4 NUR 695 Preceptored Practicum In Primary under the guidance of the faculty. Pass/Fail only. Every Fall, Spring and Summer Care of the Family III Open to graduate nursing students with the This preceptored practicum provides an permission of their Program Director NUR 693A Preceptored Practicum in Primary opportunity to practice skills and develop Credits: 1 Care of the Family II competency in the diagnosis and management of On Demand This segment, of a two segment preceptored common acute and chronic conditions of infants, practicum, provides an opportunity to practice skills children, adolescents and adults. Emphasis is on NUR 700P Independent Study - Practicum and develop competency in the diagnosis and adolescents and adults. Students, with the This one credit independent study allows adult management of common acute and chronic supervision of their preceptor, continue to refine nurse practitioner students who have not conditions of infants, children, adolescents and their skills in diagnostic reasoning, developing plans completed the clinical hours for a practicum adults. Emphasis is on adolescents and adults. of care, and to gain experience in the selection and experience in the semester in which they are Students, with the supervision of their preceptor, prescription of drug therapy using practice registered to continue to work under the continue to refine their skills in diagnostic protocols. Students also focus on the health supervision of their preceptor and their practicum reasoning, developing plans of care, and to gain education needs of individual clients as well as the advisor during the following semester. experience in the selection and prescription of drug needs of the community served by the clinical site Credits: 1 therapy using practice protocols. Students also The pre-requisite or co-requisite of NUR 694 is On Demand focus on the health education needs of individual required. NUR 701 Independent Study clients as well as the needs of the community served Credits: 4 An opportunity for students to do advanced work by the clinical site Every Fall, Spring and Summer under the guidance of the faculty. Open to graduate The pre-requisite or co-requisite of NUR 692 is nursing students with permission of their Program required. NUR 695A Preceptored Practicum in Primary Director. Credits: 2 Care of the Family III Credits: 1 Every Fall, Spring and Summer This segment, of a two segment preceptored practicum, provides an opportunity to practice skills On Demand
NUR 693B Preceptored Practicum in Primary and develop competency in the diagnosis and NUR 701P Independent Study - Practicum Care of the Family II management of common acute and chronic This one credit independent study allows family This segment, of a two segment preceptored conditions of infants, children, adolescents and nurse practitioner students who have not practicum, provides an opportunity to practice skills adults. Emphasis is on adolescents and adults. completed the clinical hours for a practicum and develop competency in the diagnosis and Students, with the supervision of their preceptor, experience in the semester in which they are management of common acute and chronic continue to refine their skills in diagnostic registered to continue to work under the conditions of infants, children, adolescents and reasoning, developing plans of care, and to gain supervision of their preceptor and their practicum adults. Emphasis is on adolescents and adults. experience in the selection and prescription of drug advisor during the following semester. Students, with the supervision of their preceptor, therapy using practice protocols. Students also Credits: 1 continue to refine their skills in diagnostic focus on the health education needs of individual On Demand reasoning, developing plans of care, and to gain clients as well as the needs of the community served experience in the selection and prescription of drug by the clinical site NUR 702 Independent Study therapy using practice protocols. Students also The pre-requisite or co-requisite of NUR 694 is An opportunity for students to do advanced work focus on the health education needs of individual required. under the guidance of the faculty. Open to graduate clients as well as the needs of the community served Credits: 2 nursing students with permission of their Program by the clinical site Every Fall, Spring and Summer Director.
The pre-requisite or co-requisite of NUR 692 is Credits: 1 NUR 695B Preceptored Practicum in Primary required. On Demand Credits: 2 Care of the Family III Every Fall, Spring and Summer This segment, of a two segment preceptored NUR 703 Independent Study practicum, provides an opportunity to practice skills An opportunity for students to do advanced work NUR 694 Diagnosis and Management of Illness and develop competency in the diagnosis and under the guidance of the faculty. Open to graduate and Physical Conditions of Family III management of common acute and chronic students with permission of their Program Director.
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Credits: 1 learners in diverse settings. The student learns to On Demand use slide shows, chat rooms, learning management systems, Internet resources and educational NUR 704 Independent Study software with hands-on experiences. An opportunity for students to do advanced work Credits: 2 under the guidance of the faculty. Open to graduate Every Fall nursing students with permission of their Program Director. NUR 735 The Utilization of Technology and Credits: 1 Simulations in Nursing Education On Demand This course focuses on informatics and the role of technology and simulation in nursing education. NUR 710 Theories of Teaching and Learning Online databases as resources for evidence-based This course introduces the student to the theories practice and social media as tools in healthcare and principles of adult learning as applied to delivery are explored. The use of computer based nursing and client education. Theories of adult teaching platforms, such as Blackboard, and learning, as well as basic principles of learning learning modules are explored with hands-on theory, are the focus. Formal teaching in the experiences. The use of simulation as a primary and classroom setting, as well as client teaching, is adjunctive teaching tool is discussed. Students emphasized. Assessing learned needs, individual develop an information system and teaching plans teaching strategies, cultural implications and the based on technology and stimulation. place of technology are all discussed. Learning styles Credits: 3 are analyzed and tools for assessing learning skills Every Fall are discussed. Credits: 3 NUR 740 Testing and Outcomes Measurements Every Fall This course explores the use of evaluation techniques to assess student learning. Standardized NUR 715 The Role of the Nurse Educator tests, teacher made tests and other forms of This course is designed to explore the multiple roles measurement such as return demonstrations are of the nurse educator in the academic and clinical explored. Statistical analysis of testing and settings. The roles of teacher, counselor, group measurement data, use of technology to both create member, evaluator, curricular designer, advisor and and evaluate testing and measurement tools are informatics expert are among those reviewed. The discussed. Students have the opportunity to design complexity of the role of the nurse educator is and evaluate test and measurement tools. discussed using case study and real-life scenarios. Credits: 2 The process of academic progression to tenure is Every Fall also considered. Credits: 2 NUR 745 Academic Teaching Seminar Every Spring The seminar serves as a capstone course for the student to synthesize the information and skills NUR 720 Curriculum Development acquired in other courses. Students discuss This course focuses on developing curricula for problems encountered in practicum and issues nursing education programs. Mission statements, related to academic and clinical teaching. A journal philosophy, terminal outcomes, course club approach is used to provide a common basis outcomes/objectives, are examined and students for discussion. Case studies both published and critique curriculum examples as well as develop from students' experiences are used. The seminar is their own model curriculum. Student projects may student directed with the instructor serving as a be focused on the student's area of teaching facilitator and clarifier. interest. The developmental process and the Credits: 2 progression of curriculum are discussed. Every Spring Curriculum, which is evidence-based and grounded in professional standards, is explored. Use of NUR 750 Preceptored Practicum in Nursing technology in the development of high-order Education thinking skills is considered. Students have the opportunity to practice teaching- Credits: 3 learning techniques. Students develop, plan, teach Every Spring and evaluate teaching-learning projects appropriate to their assigned practicum setting. Each student NUR 730 Teaching Strategies and Methodologies has a mentor in the practice environment and an This course discusses a variety of teaching instructor coordinating and overseeing the modalities and strategies including lecture, experience. discussion, seminar, small group, one-to-one and Credits: 2 online methods. Writing behavioral objectives Every Spring (affective, cognitive and psychomotor) and selecting congruent teaching methods is stressed. Fostering creativity and critical thinking skills are discussed. The student develops teaching-learning plans for
Page 217 LIU Brooklyn Graduate Bulletin 2013 - 2014 Bulletin 2013 - 2014
LIU PHARMACY
LIU Pharmacy (the Arnold & Marie Schwartz College of Pharmacy and Health Sciences) offers graduate curricula leading to the Master of Science degree in the following fields, as registered with the New York State Education Department: Pharmaceutics (with specializations in Industrial Pharmacy and Cosmetic Sciences), Pharmacology/Toxicology, and Drug Regulatory Affairs. The College also offers the Doctor of Philosophy in Pharmaceutics (Ph.D.) degree as well as an entry-level, six-year Doctor of Pharmacy (Pharm.D.) degree. Detailed information on the Pharmacy programs is provided in the LIU Pharmacy Bulletin. For information, please contact the Dean’s Office at 718-488-1004, fax 718-488-0628, email us at [email protected], or visit the website at www.liu.edu/pharmacy. For additional information:
Doctor of Pharmacy Professional Program Phone: 718-488-1234 Email: [email protected] Graduate Programs Phone: 718-488-1263 Email: [email protected] Continuing Professional Education Phone: 718-488-1248 Email: [email protected] Alumni Relations Phone: 718-488-1016 Email: [email protected]
Stephen M. Gross Dean
Martin E. Brown Associate Dean
Harold L. Kirschenbaum Associate Dean for Professional Affairs
Lorraine Cicero Assistant Dean for Academic & Student Affairs
Anneliese B. Schumacher Assistant Dean for Administration
LIU Brooklyn Graduate Bulletin 2013 - 2014 Page 218 LIU Brooklyn
SCHOOL OF CONTINUING STUDIES
The School of Continuing Studies at LIU Brooklyn provides opportunities for adult, non-traditional and professional students to advance their careers and develop in mind, body and spirit. We strive to partner with adult learners who seek access to a superior educational experience. In addition to its wide array of certificate programs in such career fields as surgical technology, cardiac sonography, information technology and paralegal studies the school offers coursework in ceramics, lifesaving skills training, conducts language classes and workshops and operates Children’s Academy. If you have questions, please contact the office at 718-488-1364, email: [email protected], or fax: 718-488- 1367.
Kibra A. Yohannes Director [email protected]
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CERTIFICATE PROGRAMS operating rooms and nursing units throughout a Program Director: Richard Dubin, AAS-DMS, hospital. The training includes decontamination, RDMS, RVT Surgical Technology Certificate Program sterilization, and the preparation and assembling of surgical instruments for distribution. Admission Requirements The Surgical Technology Certificate Program is The Central Service Program is accredited by The criteria for entry into the School of designed to give individuals the knowledge and the International Association of Healthcare Central Continuing Studies Vascular Technology skills required to function within an operating Service Material Management (IAHCSMM). Certificate program meet the requirements of the room environment. Students receive surgical Every Fall, Spring and Summer Joint Review Committee on Education in technology training during classroom lectures, Program Director: Kimberly Awuku, CST Diagnostic Medical Sonography (JRC-DMS). practice in a mock surgical lab and get clinical Applicants must provide a completed application experience in various hospitals’ operating rooms. Admission Requirements form, proof of an education level of GED, high Surgical technologists are an important part of a The criteria for entry into the School of school or greater, have satisfactorily completed a surgical team working closely with surgeons, Continuing Studies Central Service Certificate college level course in biological science, general anesthesiologists, registered nurses and other program meets the requirements of CAAHEPs physics, algebra, and communication with a surgical personnel. Surgical technologists help approved programs. All applicants must provide a minimum "C" final grade or better for each supply the operating room with the instruments, completed application form and proof of an prerequisite course. Official transcripts are equipment and supplies that will be needed during educational level of GED, high school diploma or required. Upon meeting those requirements, a surgical procedure. greater. applications must participate in an in-person The program prepares students for the National interview and receive a positive rating. Board of Surgical Technology and Surgical Vascular Technology Certificate Program Graduation Requirements Assisting (NBSTSA) certification exam. The Vascular Technology Certificate Program A certificate in Vascular Technology is Successful candidates demonstrate their theoretical is a 12-month, full-time, daytime program that conferred on those students who have completed and practical knowledge of surgical technology prepares the student for an entry-level position as a all of the following: all required courses of the and are granted the designation of Certified vascular technologist. In performing ultrasound Vascular Technology Certificate Program have Surgical Technologist (CST). The program has examinations of the cerebral, peripheral, and been taken; all required courses are completed been accredited through 2015 by the Commission abdominal vessels, vascular technologists provide within two academic years with a grade of "C" or on Accreditation of Allied Health Education vital information to physicians toward the above; all documents relative to the off-site, Programs (CAAHEP), through the Accreditation diagnosis of disorders affecting circulation. clinical experience (VASC 421 thru 424) are Review Committee on Education in Surgical A vascular technologist (sonographer) employs submitted with appropriate/complete signage; the Technology (ARC-ST). clinical skills such as pulse palpation; limb payment of all fees and obligations to LIU and the Every Fall, Spring and Summer pressure measurements; auscultation; description program have been made and the return, in Program Director: Kimberly Awuku, CST of trophic limb changes’ symptom analysis; and satisfactory condition, of all signed-out materials. Clinical Coordinator: Zeando Thompson, CST the gathering of findings from related testing procedures and historical information such as Cardiac Sonography Certificate Program Admission Requirements previous vascular or related interventions and risk The Cardiac Sonography Certificate Program is The criteria for entry into the School of factor documentation. an intensive, one-year, full-time program. It Continuing Studies Surgical Technology Vascular technologists use performance and combines classroom didactics, ultrasound lab certificate program meets the requirements of dynamic interpretation of computer-generated practicum, and clinical rotations at some of the CAAHEPs approved programs. All applicants anatomic imaging and physiologic assessment of best cardiovascular laboratories in New York City. must provide a completed application form, blood-flow to aid physicians. Students are A cardiac sonographer (or echo-cardiographer) current resume and proof of an educational level of responsible for having a physical exam and getting employs clinical and technological skill-sets in a GED, high school diploma or greater. Upon the required immunizations. After completing the dynamic fashion to evaluate the way in which the meeting those requirements, applicants must required number of vascular examinations, heart is functioning. The main structures are participate in an in-person interview and receive a graduates are encouraged to take the American observed and the condition of each is measured or positive rating. Registry of Diagnostic Medical Sonography graded, including the chambers and the chamber Graduation Requirements (ARDMS) examination to be a Registered walls for dilation, thrombus development, wall A certificate in Surgical Technology is Vascular Technologist (RVT). thickening, wall motion, pressure gradients, and conferred on those students who have completed Vascular Technology is a sub-specialty of valvular function. The Sonographer utilizes two all of the following: all required courses of the Diagnostic Medical Sonography. It is primarily a and three-dimensional, real-time ultrasonic Surgical Technology Certificate Program have non-invasive imaging modality with an indirect imaging; color, pulsed-wave and continuous-wave been taken; all required courses are completed testing component. It is performed on the surface Doppler; and electrocardiogram technologies to within two academic years with a grade of "C" or of the body, with no use of radiant ionizing provide information that is essential to the above; all clinical scrubs (as required by energy. Therefore, it is safe with no risks to the cardiologist in making treatment decisions for ARC/STSA) are attained; all students must take patient or the sonographer when performed to potentially life-threatening heart diseases. the CST examination at the scheduled time, in a diagnostic industry standards. The sonographer additionally aids the group sitting; the payment of all fees and This clinical and technological data provides Cardiologist in the performance of more invasive obligations to LIU and the program have been the physician with vital information toward the procedures, such as transesophageal echo (TEE), made and the return, in satisfactory condition, of diagnosis and treatment of their patients. and the evaluation of the heart using minimally all signed-out materials. The program at the School of Continuing invasive contrast agents. Central Service Technology Certificate Studies is accredited by the Commission on Every Fall Accreditation of Allied Health Programs Program Director: Richard Dubin, AAS-DMS, Program (CAAHEP), through the Joint Review Committee RDMS, RVT The Central Service Technology Certificate on Education in Diagnostic Medical Sonography Program is designed to train individuals to receive (JRC-DMS). Admission Requirements and process supplies and equipment from Every Fall and Spring The criteria for entry into the School of
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Continuing Studies' Cardiac Certificate Program participate in an in-person interview and receive a sponsor of continuing professional education on meet the requirements for the American Registry positive rating. the national Registry of CPE sponsors. State of Diagnostic Sonographers (ARDMS) Pre- Graduation Requirements boards of accountancy have the final authority on requisite 3A. Therefore, a Bachelor's of Arts of A certificate in Paralegal Studies is conferred the acceptance of individual courses for CPE Science (B.A. or B.S.) degree is required for on those students who have completed all 13 credits. admission to our program to ensure that once a required courses in the program and have NASBA CPE Sponsor Registry #108438 student successfully completes our program, they maintained a cumulative average of “C” or above. NYS Sponsor license #002180 are eligible to take their credential exams. In Further, as a requirement of graduation, tuition and LIU Brooklyn Finance, Law, Accounting and addition, all applicants must provide a completed fees must be paid in full and all obligations to LIU Taxation Department is a participating institution application form, proof of a Bachelor's degree of must be satisfied. with the Association of Certified Fraud Examiners Arts or Science, satisfactorily completed a college Building Construction Certificate (ACFE). Website: level course in anatomy and physiology, general Program http://www.ACFE.com/Participating- physics, algebra and English communication with The Building Construction Certificate Program Institutions (search for Long Island University a minimum grade of "C" or better for each at the School of Continuing Studies is designed to or LIU Brooklyn) prerequisite course. Official transcripts are attract individuals seeking an understanding of the Workshops required. Upon meeting those requirements, building construction industry, either as a Our workshops are designed to emphasize applications must participate in an in-person perspective apartment dweller or homeowner interaction and exchange of information among interview and receive a positive rating. looking to perform renovations or as an entry-level individuals who are seeking to learn a new skill or Graduation Requirements employee looking to begin a career in the industry. enhance their knowledge base. They range from A certificate in Cardiac Sonography is The program is specially designed for those violence prevention in school settings to fire safety conferred on those students who have completed who need the building construction entry-level and measures for facilities. Courses run each semester. all of the following: all required courses of the small business start-up skills. Cardiac Sonography Certificate Program have On occasion Open Enrollment Programs been taken; all required courses are completed Information Technology Program within two academic years with a grade of "C" or The Information Technology (IT) program is a Children’s Academy above; all documents relative to the off-site, cutting-edge selection of courses led by skilled Children’s Academy at LIU Brooklyn creates clinical experience (DCS 421 thru 424) are experts in the field, for those who wish to jump an immersive, educational experience for submitted with appropriate/complete signage; the start their career. The program is suitable for all youngsters between the ages of 3-12. Children’s payment of all fees and obligations to LIU and the levels: beginners, intermediate and advanced. For Academy is a year round program for children program have been made and the return, in the beginners, courses include: Microsoft Office with a focus on Academics, Athletics and satisfactory condition, of all signed-out materials. 2010™, Introduction to Microsoft Windows 7™, Creativity. Paralegal Studies Certificate Program Introduction to Web Design and Development. During the summer months, Children’s The Paralegal Studies Certificate Program Offerings for those with intermediate skill levels Academy operates Summer Camp, where provides students with the practical knowledge of are: Web Development (ASP.NET), A+PC youngsters from across Brooklyn participate in law, preparing graduates with the skill-set that will Network Technician and Network +; and for courses ranging from robotics, movie making, enable them to carry out high-quality legal work. advanced students: CCNA™ and Security+ , fashion design, comic book creation, language The program is a 328-hour, non-credit certificate Microsoft Certified Systems Engineer™ immersion, ballet and or movement. LIU Brooklyn program designed to prepare the student to work at Certification Prep (MCSE Core) and Programming faculty is employed to lead class instruction and a law firm, a government agency (e.g., law with Visual C# for ASP.NET. graduate and undergraduate students are employed enforcemennt), or a law department of a On occasion to serve as camp counselors. corporation, bank, real estate company and Professional Continuing Education Children's Academy, Summer Camp is fully insurance company. Through their course of study licensed by the New York City Department of Units (CEUS) at LIU Brooklyn, students are provided a strong Health. Classes offering continuing education units are background in a variety of areas. During the Fall and Spring semesters, designed to provide education requirements for The School of Continuing Studies’ Paralegal Children’s Academy offers Saturday classes licensed or certified professionals. LIU is a Certificate Program is approved by the American specifically designed for children in the areas of provider of CEUS in accordance with the Bar Association (ABA). Legal employers swimming, robotics, fashion design and languages. respective accreditation and state agencies. recognize the ABA’s role in establishing Every Fall, Spring and Summer professional guidelines for paralegal programs. Of Courses run on occasion. more than 1,000 colleges, universities, and law Accounting and Taxation Continuing Professional Education (CPE) Language and Creative Arts schools that offer paralegal programs, In partnership the LI Brooklyn Department of approximately 260 paralegal programs are Foreign Language Accounting and Taxation, the School of approved by the ABA. To learn a new language or improve your Continuing Studies provides CPE credit that is Every Fall, Spring and Summer current skills, we offer classes for all levels. required for Certified Public Accountants to Program Director: Richard Olivieri, BA, JD Whether you are in business, construction, legal or maintain their professional competence and any of the health professions foreign language provide a quality of professional services. CPAs Admission Requirements ability will make you competitive in New York are responsible for complying with all applicable The criteria for entry into the School of City. CPE requirements, rules and regulations of state Continuing Studies Paralegal Certificate program On Occassion boards of accountancy, as well as those of meets the requirements for the American Bar Writing and Speech membership associations and other professional Association. All applicants must provide a Communicating clearly and confidently is organizations. completed application form and proof of 60 fundamental to both your personal and LIU is registered with the National Association college credits. Transcripts are required. Upon professional life. The classes offered in Writing & meeting those requirements, applications must of the State Boards of Accountancy (NASBA) as a
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Speech will provide you with the skills and • a completed application form practice to improve your professional writing, • proof of an 60 college credits, transcripts are academic writing and public speaking. required On Occassion Upon meeting the requirements above, ESL applicants must participate in an in-person English as a Second Language at SCS is for interview and receive a positive rating. those seeking a comprehensive and practical knowledge of the English Language. Classes will Request Materials focus on Reading, Writing, Grammar, Listening, and Conversation. To contact us or for more information, please On Occassion choose: Ceramics Via Email: Enjoy crafting unique pottery in a downtown [email protected] Brooklyn oasis. Some classes will take place in Via Telephone: our relaxed and welcoming ceramic studio and 718-488-1364/1366 other classes on the west balcony overlooking the In Person: City. 9 Hanover Place, 2nd Floor, Every Fall, Spring and Summer Brooklyn, New York (between Fulton Mall & Livingston Street) How to Apply Via Mail: School of Continuing Studies Our applicants come from unique backgrounds and LIU Brooklyn diverse experiences and SCS values these 1 University Plaza qualifications. We carefully weigh all of the pieces Brooklyn, NY 11201-5372 of your application to make a determination in Via Website: your acceptance. Where an interview is required, it www.liu.edu/brooklyn/scs is often the determining factor in your acceptance for our more competitive programs. English Language Institute To apply to non-certificate programs Please fill out the application form and submit. Stanley J. Zelinski III, Associate Dean, ESL To apply to certificate programs Phone: 718-488-1323 Requirements for Surgical Technology Fax: 718-246-6313 The criteria for entry into SCSs Surgical The English Language Institute provides Technology Certificate Program meets the English language instruction to foreign-born requirements of CAAHEPs approved programs. students and members of the non-English-speaking Applicants must provide: community. It consists of the Intensive Program in • a completed application form English and the Weekend Program. The Intensive • proof of an educational level of GED, high Program in English is a full-time, noncredit school or greater college program that offers English language Upon meeting the requirements above, instruction to foreign students who are applicants must participate in an in-person matriculated at LIU Brooklyn but lack the interview and receive a positive rating. minimum competency in English. The Weekend Requirements for Vascular Technology Program provides both native and non-native The criteria for entry into SCSs Vascular speakers of English with low-cost instruction in Technology Certificate Program meets the basic writing, vocabulary expansion, accent requirements for the Joint Review Committee on reduction, and TOEFL preparation. Education in Diagnostic Medical Sonography (JRC-DMS). Applicants must provide: • a completed application form • proof of an educational level of GED, high school or greater • have satisfactorily completed a college level course in biological science, general physics, algebra, and communication. Transcripts are required Upon meeting the requirements above, applicants must participate in an in-person interview and receive a positive rating. Requirements for Paralegal Studies The criteria for entry into SCSs Paralegal Studies Certificate Program meets the requirements for the American Bar Association. Applicants must provide:
LIU Brooklyn Graduate Bulletin 2013 - 2014 Page 222 LIU Brooklyn
BLENDED AND ONLINE LEARNING PROGRAMS AT LIU
Technology-enhanced, blended and online learning are an important part of fulfilling LIU’s mission of access and excellence in higher education. These courses and programs are delivered through the University’s Blackboard Learning Management System, which enables students to complete their online coursework at any time of day and at any place in the world there is an Internet connection. LIU’s blended learning programs feature both face-to-face and online components, reducing the amount of time students need to be physically present on campus, while still reaping the benefits of meeting in person with professors, fellow students, and other professionals. The University currently offers the following degree and certificate programs in the blended or online learning format:
LIU Brooklyn Advanced Certificate, Educational Leadership B.S. Nursing (R.N. to B.S. track) M.S. Adult Nurse Practitioner M.S. Computer Science M.S. Family Nurse Practitioner M.S. and Advanced Certificate, Human Resource Management M.S. Nurse Educator
LIU Post Advanced Certificate, Archives & Records Management* Advanced Certificate, Mobile GIS Applications Development* Certificate, Health Information Management* M.S. Accountancy M.S. Adolescence Education (Pedagogy Only) M.S. Corporate Learning and Development M.S. Educational Technology M.S. Environmental Sustainability M.S. Library & Information Science/School Library Media M.S. and Advanced Certificate, Nursing Education M.S. Taxation M.A. TESOL B.S. Degree Completion Program for Adults
LIU Hudson Advanced Certificate, Bilingual Extension* Advanced Certificate, Bilingual Special Education* Advanced Certificate, Cyber Security for Business Professionals* Advanced Certificate, TESOL: Special Education*
LIU Riverhead M.S. and Advanced Certificate, Homeland Security Management* Advanced Certificate, Cyber Security Policy*
Our programs are accredited by the Middle States Commission on Higher Education and are registered with the New York State Education Department. For additional program information, please consult the appropriate academic department pages of the campus bulletin.
*Denotes a fully online program.
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APPROVED PROGRAMS - LIU BROOKLYN Psychology 2001 BA, MA
Clinical Psychology 2003 Ph.D. New York State Education Department Inventory of Registered Programs Enrollment in other than registered or otherwise approved programs may Sociology-Anthropology 2208 BA jeopardize a student’s eligibility for certain student aid awards. Speech 1506 BA
Richard L. Conolly College of Liberal Arts and Studio Art 1002 BFA Sciences Visual Arts 1099 BA Teacher of Visual Arts 0831 BFA Major Hegis Code Degree in Urban Schools
Biology 0401 BS, MS Social Science 2201 MS
Biochemistry 0414 BS Social Science 4903 BA, BS
Chemistry 1905 BS, MS Social Science 5622 AA
Communication 1220 BS United Nations 2210 Adv. Crt. Sciences and Disorders Urban Studies 2214 MA Communication 1220 BS/MS Writing & Producing 0605 MFA Sciences and Disorders / for Television Speech-Language Pathology
Speech-Language 1220 MS School of Business, Public Administration and Pathology Information Sciences (Bilingual Extension) Major Hegis Code Degree Computer Art 1009 BFA Accounting 0502 BS, BS/MS, MS, MBA Creative Writing 1507 MFA Business Administration 5004 AAS Cytotechnology 1223 BS Business Administration 0506 MBA Dance 1008 BFA, BS Business Finance 0504 BS Economics 2204 BA Business Management 0506 BS English 1501 BA, MA Computer Science 0701 BS, MS History 2205 BA Entrepreneurship 0501 BS Humanities 5649 AA Gerontology 2104 Adv. Crt. Humanities 4903 BA Human Resources 0515 MS, Adv. Crt. Interdisciplinary Major 4901 BA, BS Management Journalism 0602 BA Health Administration 1202 MPA Mathematics 1701 BS Marketing 0509 BS Media Arts 0601 BA Not-for-Profit 2102 Adv. Crt. Media Arts 1009 MA Management
Media Arts 0605 MFA Public Administration 2102 MPA
Medical Technology 1223 BS Taxation 0502.1 MS
Music – Applied Music 1004 BA Technology 0507 BS Management Music (Jazz Studies) 1004 BFA United Nations / 2210 / 2102 Adv. Crt/MPA Music Education in 0832 BS Public Administration Urban Schools
Modern Languages – 1101 BA French, Spanish Nuclear Medicine 1299 BS Technology
Philosophy 1509 BA Political Science 2207 BA, MA
LIU Brooklyn Graduate Bulletin 2013 - 2014 Page 224 LIU Brooklyn
Adolescence Urban 2201.01 MSEd School of Education Education: Social Studies 7-12: 2nd Initial Major Hegis Code Degree Adolescence Urban 2201.01 MSEd Adolescence Urban Education: Social 0401 BS Education: Biology Studies 7-12: Non-certification Adolescence Urban 0401.01 MSEd Education: Biology Adolescence Urban 1105.01 BA 7-12: 1st Initial Education: Spanish
Adolescence Urban 0401.01 MSEd Middle Childhood & Education: Biology Adolescence Urban Ed: 0401.01 BS 7-12: 2nd Initial Biology
Adolescence Urban 0401.01 MSEd Middle Childhood & Education: Biology Adolescence Urban Ed: 1905.01 BS 7-12: Non-certification Chemistry
Adolescence Urban Middle Childhood & 1905.01 BS Education: Chemistry Adolescence Urban Ed: 1501.01 BA English Adolescence Urban 1905.01 MSEd Education: Chemistry Middle Childhood & 7-12: 1st Initial Adolescence Urban Ed: 1701 BS Mathematics Adolescence Urban 1905.01 MSEd Education: Chemistry Middle Childhood & 7-12: 2nd Initial Adolescence Urban Ed: 2201.01 BS Social Studies Adolescence Urban 1905.01 MSEd Education: Chemistry Childhood Urban 0802 BS 7-12: Non-certification Education
Adolescence Urban Childhood Urban 00802 MSEd 1501.01 BA Education: English Education: 1st Initial
Adolescence Urban 1501.01 MSEd Childhood Urban 0802 MSEd Education: English Education: 2nd Initial 7-12: 1st Initial Childhood Urban 0802 MSEd Adolescence Urban 1501.01 MSEd Education: Education: English Non-certification 7-12: 2nd Initial Childhood/Early 0802 MSEd Adolescence Urban 1501.01 MSEd Childhood Urban Education: English Education: 1st Initial 7-12: Non-certification Childhood/Early 0802 MSEd Adolescene Urban Childhood Urban 1701.01 BS Education: Mathematics Education: 2nd Initial
Adolescence Urban 1701.01 MSEd Childhood/Early 0802 MSEd Education: Math 7-12: Childhood Urban 1st Initial Education: Non-certification Adolescence Urban 1701.01 MSEd Education: Math 7-12: Early Childhood Urban 0802.00 MSEd 2nd Initial Education: 1st Initial, 2nd Initial Adolescence Urban 1701.01 MSEd Education: Math 7-12: Early Childhood Urban 0802.00 MSEd Non-certification Education: Non-certification Adolescence Urban Education: Social 2201.01 BA Early Childhood Urban 0823 Adv. Crt. Studies Education
Adolescence Urban 2201.01 MSEd Teacher of Physical 0835 BS Education: Social Education in Urban Studies 7-12: 1st Initial Schools
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Teacher of Visual Arts 0831 BFA Physical Therapy 1212 DPT in Urban Schools Physician Assistant 1299.1 MS Music Education in 0832 BS Studies Urban Schools Public Health 1214 MPH Teaching Urban 0808 MSEd Respiratory Care 1299 BS Adolescents with Disabilities: 1st Initial Sports Science 1299.3 BS
Teaching Urban 0808 MSEd Social Work 2104 BA, MSW Adolescents with Disabilities: 2nd Initial School of Nursing Teaching Urban 0808 MSEd Adolescents with Major Hegis Code Degree Disabilities: Non- Nursing 1203 BS certification Adult Nurse Practitioner 1203.1 BS/MS, MS Teaching Urban 0808 MSEd Children with Adult Nurse Practitioner 1203.12 Adv. Crt. Disabilities: 1st Initial Family Nurse 1203.1 MS Teaching Urban 0808 MSEd Practitioner Children with Family Nurse 1203.12 Adv. Crt. Disabilities: 2nd Initial Practitioner Teaching Urban 0808 MSEd Executive Program 1203.1 BS/MS, MS Children with for Nursing and Disabilities: Non- Health Care certification Management TESOL: 1st Initial 1508 MSEd Nurse Educator 1203.1 MS TESOL: 2nd Initial 1508 MSEd Education for Nurses 1203.12 Adv. Crt. TESOL: 1508 MSEd Non-certification LIU Pharmacy Bilingual Education 0899 Adv. Crt. Major Hegis Code Degree School Counselor 0826.01 MSEd Pharmacology/ 0409 MS School Counselor 0826 Adv.Crt. Toxicology Bilingual School 0826.01 MSEd Pharmaceutics 1211 MS, Ph.D. Counselor Drug Regulatory Affairs 1211 MS Bilingual School 0899 Adv. Crt. Counseling Pharmacy 1211 PharmD
Mental Health 2104.1 MS, Adv. Crt. Counseling LIU Global
School Psychologist 0826.02 MSEd Major Hegis Code Degree Educational Leadership 0828 Adv. Crt. Global Studies 2210 BA
School of Health Professions
Major Hegis Code Degree
Athletic Training 1299.3 BS/MS
Diagnostic Medical 1225 BS Sonography
Exercise Science 1201 MS
Health Sciences 1201 BS
Health Sciences / 1201 / 1214 BS/MPH Public Health
Occupational Therapy 1208 BS/MS
LIU Brooklyn Graduate Bulletin 2013 - 2014 Page 226 LIU Brooklyn
LIU BROOKLYN FACULTY Susan Baglieri Azzedine Bensalem Assistant Professor, Teaching, Learning and Professor of Chemistry and Biochemistry Anna Acee Leadership B.S., École Supérieure de Mécanique; Associate Professor of Nursing B.A., William Paterson University of New Jersey; M.S., Ph.D., Université de Nantes B.S., M.A., New York University; M.A., Ed.D., Teachers College, Columbia Ed.D., Columbia Teacher’s College University Kenza E. Benzeroual Assistant Professor of Pharmacology M. Radh Achuthan Gurprit S. Bains B.S., Paul Sabatier University (France); Professor of Physics Associate Professor of Teaching, Learning and M.S., Toulouse Polytechnic Institute (France); B.E., M.S., University of Madras, India; Leadership Ph.D., Montreal University (Canada) M.S., University of Missouri; B.A., M.A., Punjab University (India); Ph.D., Union Graduate School Dip. TEFL, University of Wales, Institute of Mrinal K. Bhattacharjee Science and Technology; Associate Professor of Chemistry and Sutapa Aditya Dip. Ed., Nottingham University; Biochemistry Assistant Professor of Marketing M.A., Ph.D., New York University B.S., M.S., The Indian Institute of Technology B.B.A., University of Dhaka, Bangladesh; (Kharagpur, India); M.B.A., Simon Fraser University; Larry Banks Ph.D., Ohio State University Ph.D., York University, Canada Department Chair; Associate Professor of Media Arts Evelyn Biray Nicholas Agrait B.A., Rutgers University; Assistant Professional Nursing Assistant Professor of History M.F.A., LIU Post B.S., Philipine Women’s University; B.A., Yale University; M.S., Pace University M.A., Ph.D., Fordham University Robert Barry Division Coordinator, of Communications, Mark G. Birchette Syed Ali Visual and Performing Arts; Associate Professor of Biology Associate Professor of Sociology/Anthropology Associate Professor of Visual Arts B.A., Yale College; B.A., Binghamton, SUNY; B.A., Pitzer College; M.A., Ph.D., Harvard University M.A., Ph.D., University of Virginia M.F.A., University of Delaware Donald Allport Bird James A. Allan Halbert Barton Professor of Journalism and Communication Department Chair; Associate Professor of Sociologoly-Anthropology Studies Associate Professor of Mathematics B.A., University of California at Santa Cruz; A.B., Rutgers University; B.Sc., University of Durham (United Kingdom); M.A., Ph.D., Cornell University M.A., Ph.D., Indiana University M.S., New York University; M.S., Ph.D., Polytechnic University of New York Supriya Bavadekar Felicia Black Assistant Professor of Pharmacology Assistant Professor of Teaching, Learning & Carol Allen B.S., Mumbai, India; Leadership Professor of English Ph.D., University of Mississippi B.S., Cleveland State University; B.A., M.A., University of Virginia; M.S.Ed, ABD, Kent State University Ph.D., Rutgers University Kenyatta Beaseley Associate Professor of Media Arts Julia Bock Naoual Amrouche B.F.A.,The New School for Social Research; Acquisitions Librarian; Associate Professor Associate Professor of Marketing M.F.A., New York University B.A., M.A., Ph.D., Eötvös Loránd University B.B.A., IHEC, Carthage, Tunisia; (Hungary); M.S., Ph.D., HEC, Montreal, Canada M.L.S., Columbia University Debe Bednarchak Melissa Antinori Associate Professor of Mathematics Michael Bokor Assistant Professor of English B.A., Lehman College, CUNY; Assistant Professor of English B.A., Wittenberg University; Ph.D., Graduate Center, CUNY B.A., University of Cape Coast, Ghana M.A., Pennsylvania State University M.A., Ph.D., Illinois State University Robert A. Bellantone Michael E. Arons Associate Professor of Pharmaceutics Lana T. Borno Department Chair; Professor of Physics B.S., Ph.D., University of Connecticut Assistant Professor of Pharmacy Practice B.E.E., Cooper Union; Pharm.D. University of North Carolina at Chapel Ph.D., University of Rochester Lamar V. Bennett Hill Assistant Professor of Public Administration Almas Babar B.A., M.P.A., Rutgers University; Cindy Bravo-Sanchez Professor of Pharmaceutics Ph.D., American University Director of Clinical Education, Respiratory Care B.S., University of Punjab (Pakistan); B.S., LIU Brooklyn; M.S., Ph.D., St. John’s University Michael Bennett M.P.H., Marist College; Professor of English Licensed Respiratory Therapist B.A., Whitman College; M.A., Ph.D., University of Virginia
Page 227 LIU Brooklyn Graduate Bulletin 2013 - 2014 Bulletin 2013 - 2014
Donna Brennan Sam Y. Chung Assistant Professor of Nursing Associate Professor of Finance Anthony J. Cutie A.S.N., Nassau Community College; B.A., Kyung Hee University (South Korea); Director, Division of Pharmaceutical Sciences; B.S, Adelphi University; M.B.A., Illinois State University; Professor of Pharmaceutics M.S.N., University of Phoenix M.S.F., Boston College; B.S., Brooklyn College of Pharmacy; Ph.D., University of Massachusetts (Amherst) M.S., Ph.D., Rutgers University Dennis Broe Professor of Media Arts Lorraine A. Cicero Jocelyn D’Antonio B.A., Indiana University; Assistant Dean for Academic and Student Affairs, Assistant Professor of Nursing M.A., New York University LIU Pharmacy; B.S., Molloy College; Associate Professor of Pharmacy Practice M.S., Adelphi University; Cindy Broholm B.S., St. John’s University; PhD., Walden University Assistant Professor of Nursing M.S., LIU Pharmacy; B.S.N., University of Massachusetts; Pharm.D., St. John’s University Cynthia Dantzic M.S., M.P.H., Columbia University Senior Professor of Visual Arts Shannon Nicole Clifford B.F.A., Yale University; Martin E. Brown Associate Professor of Physical Therapy M.F.A., Pratt Institute Associate Dean, LIU Pharmacy; B.S., M.P.T., Ph.D., University of Pittsburgh Associate Professor of Social and Administrative Nachiket Dave Sciences Dale A. Coffin Assistant Professor of Pharmaceutical Sciences B.S., M.S., University of Iowa Academic Field Work Coordinator for B.S., Philadelphia College of Pharmacy & Occupational Therapy Science; Sabrina Brown B.A., Stony Brook, SUNY M.S., LIU Pharmacy Director of B.A. Social Work Field Eductaion M.S., Occupational Therapy, Springfield College B.S.,Buffalo, SUNY; Rutesh Dave M.S.W., Stony Brook, SUNYy David Cohen Assosciate Professor of Pharmaceutics Dean, Richard L. Conolly College; B.S., K.L.E’s College of Pharmacy (India); Nicole Cain Professor of Biology Ph.D., LIU Pharmacy Assistant Professor of Psychology B.S., M.S., LIU Brooklyn; B.A., Cornell University; Ph.D., New York University Marla Del Collins M.S., Ph.D., Penn State University Associate Professor of Journalism & Henry Cohen Communication Studies Suzanne M. Carr Professor of Pharmacy Practice B.F.A., West Virginia University; Associate Professor of Nursing B.S., M.S., LIU Pharmacy; M.A., Ph.D., New York University B.S., Georgetown University; Pharm.D., St. John’s University M.S., Texas Women’s University; Anthony DePass Ph.D., University of Texas at Arlington Victor Cohen Professor of Biology Assosciate Professor of Pharmacy Practice B.S., University of Connecticut; Agnes Cha B.S., Bouvé College of Pharmacy and Health M.S., Ph.D., University of Massachusetts Assistant Professor of Pharmacy Practice Sciences, Northeastern University; Pharm.D., University of Illinois at Chicago Pharm.D., St. John’s University Robert V. DiGregorio Professor of Pharmacy Practice Tempii Champion Maria Compte B.S., St. John’s University; Associate Professor of Communication Sciences & Pre-Clinical Coordinator; Pharm.D., Medical College of Virginia, Virginia Disorders Associate Professor of Physician Assistant Studies Commonwealth University B.S., Northeastern University; M.P.H., Tulane University; M.S., Hampton University; M.D., University of Buenos Aires, Argentina Leah Dilworth Ph.D., University of Massachusetts Professor of English Gloria Cooper B.A., Oberlin College; Denise Chung Associate Professor of Music M.A., Ph.D., Yale University Professor of Biology; B.S., M.M.Ed., University of Missouri; Professor of Chemistry and Biochemistry Ed.D., Teachers College, Columbia University Katherine Dimitropoulou B.A., M.S., Ph.D., New York University Department Chair; Donna Covello Assistant Professor Occupational Therapy Ping-Tsai Chung Assistant Professor of Occupational Therapy B.S., Technological Educational Institution, Associate Professor of Computer Science B.S., Brooklyn College, CUNY; Athens, Greece; Diploma, National Taipei University of M.A., New York University; M.A., Ph.D., New York University Technology (Taiwan); O.T.D., Creighton University M.S., Stevens Institute of Technology; Adva Dinur Ph.D., Polytechnic University of New York Margaret Cuonzo Associate Professor of Management Division Coordinator of Humanities; B.A., Hebrew University of Jerusalem; Associate Professor of Philosophy Ph.D., Temple University B.A., Barnard College; M.Phil., Ph.D., Graduate Center, CUNY
LIU Brooklyn Graduate Bulletin 2013 - 2014 Page 228 LIU Brooklyn
May Dobal Barry S. Eckert Wing Fu Associate Professor of Nursing Dean and Professor, School of Health Professions Assistant Professor of Physical Therapy A.A.S., Queens College, CUNY; B.S., M.S., University of Albany, SUNY; B.S., Hong Kong Polytechnic University; B.S., LIU Brooklyn; Ph.D., University of Miami, School of Medicine M.A., New York University; M.N., Louisiana State; Licensed Physical Therapist; Ph.D., University of Texas, Austin James Eckert Pediatric Certified Specialist, OCS Assistant Professor of Physician Assistant Studies Edward Donahue B.A., Theological Seminary of Saint Charles Mohammed Ghriga Division Coordinator of Science; Borromeo; Acting Chair, Department of Technology, Associate Professor of Chemistry and B.A., Hahnemann University; Innovation & Computer Science; Biochemistry M.A., Loyola University Associate Professor of Computer Science B.S., St. Joseph’s College; Dipl. d’Ingénieur d’état, University of Sciences Ph.D., Polytechnic Institute of New York John Ehrenberg and Technology (Algiers); Department Chair; M.S., Ph.D., Polytechnic University of New York Joseph Dorinson Senior Professor of Political Science Professor of History B.A., Dartmouth College; Brian Gilchrist B.A., M. Phil., Columbia University M.A., Ph.D., Stanford University Assistant Professor of Public Health B.S., Winston-Salem University; Emily Drabinski Ralph Engelman M.P.H., New York University Assistant Professor Department Chair; Reference and Instruction Librarian Senior Professor of Journalism & Communication Sealy Gilles B.A., Columbia University; Studies Associate Professor of English M.L.S. Syracuse University; B.A., Earlham College; B.A., Carleton College; M.A., LIU M.A., Ph.D., Washington University (St. Louis) M.Phil., Ph.D., Graduate Center, CUNY
Mary Jo Dropkin Kristin L. Fabbio Suzanna Gim Associate Professor of Nursing Assistant Professor of Pharmacy Practice Associate Professor of Pharmacy Practice B.S., Cornell University; Pharm.D., St. John’s University B.A., M.P.H., New York University; M.S.N., University of Nebraska; Pharm.D., University of Maryland Ph.D., New York University Dalia Fahmy Assistant Professor of Political Science Amy Patraka Ginsberg Erlinda N. Dubal B.A., M.A., New York University; Associate Dean, School of Education; Assistant Professor of Nursing Ph.D., Rutgers University Associate Professor of Counseling & B.S.N., University of Santo Tomas; School Psychology M.A., New York University; Stanley Feifer B.A., Tufts University; M.B.A., LIU Brooklyn Professor of Pharmacy; M.A., M.Ed., Ph.D., Columbia University B.S., Brooklyn College of Pharmacy; Kevin Duffy M.S., St. John’s University Tamara Goldberg Assistant Professor of Athletic Training, Health Assistant Professor of Pharmacy Practice and Exercise Science Brooke D. Fidler Pharm.D., LIU Pharmacy B.S., Brooklyn College; Assistant Professor of Pharmacy Practice M.S., LIU Brooklyn Pharm.D., University of Rhode Island Karen Denard Goldman Department Chair; Joan Duncan Joseph D. Filonowicz Associate Professor of Public Health Professor of Psychology Department Chair; B.A., Beloick College; B.A., Howard University; Professor of Philosophy M.S., Hunter College, CUNY; M.A., Ph.D., Clark University B.A., Hope College; Ph.D., New York University M.A., M. Phil., Ph.D., Columbia University Bridget M. Dwyer Claire Goodman Speech Clinic Administrator; Myrna L. Fischman Associate Professor of Media Arts Assistant Professor of Communication Sciences Chair, Department of Finance, Law, Accounting B.A., Exeter University (U.K.); and Disorders (adjunct) and Taxation; M.A., LIU Brooklyn B.A., M.S., Brooklyn College, CUNY Professor of Accounting; B.S., M.S., The City College, CUNY; Jonathan Gough Rebecca E. Dyasi Ph.D., New York University; Assistant Professor of Chemistry Associate Professor of Teaching, Learning, and CPA B.S., Eastern Nazarene College; Leadership Ph.D., Syracuse University B.Sc., University of Sierra Leone (West Africa); Stuart Fishelson M.S., Ph.D., University of Illinois at Professor of Media Arts Carole Griffiths Urbana-Champaign B.A., M.A., LIU Brooklyn Professor of Biology B.A., Sarah Lawrence College; M.A., Ph.D., The City College, CUNY
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Stacy Jaffee Gropack Jonathan Haynes Susanna Jones Associate Dean, School of Health Professions Professor of English Associate Professor of Social Work Associate Professor of Physical Therapy; B.A. McGill University; B.A., California State University, Northridge; B.S., M.S., LIU Brooklyn; M.A., Ph.D. Yale University M.S.W., San Jose State University Ph.D., New York University Ph.D., Hunter College, CUNY Hildi Hendrickson Stephen M. Gross Department Chair; Cecil K. Joseph Dean, LIU Pharmacy Associate Professor of Sociology/Anthropology Assistant Professor of Biochemistry (Pharmacy) B.S., Columbia University; B.A., M.A., M.Phil., Ph.D., New York University B.S., University of Toronto (Canada); M.A., Ed.D., Teachers College, Columbia Ph.D., Hunter College, CUNY University John High Associate Professor of English Yusof McDadlly Juwayeyi Nancy Grove B.A., M.A., San Francisco State University Associate Professor of Sociolology/Anthropology Director of Galleries; B.Soc.Sci., University of Malawi (Malawi); Associate Professor of Visual Arts Christopher Ho M.A., C.Phil., Ph.D. University of California, B.A., Sarah Lawrence College; Assistant Professor of Pharmacy Practice Berkeley M.A., University of Chicago; B.S., (Biochemistry), Stony Brook, SUNY Ph.D., Graduate Center, CUNY Pharm.D., Massachusetts College of Pharmacy and Cristiana Kahl Collins Health Sciences Assistant Professor of Physical Therapy; Charles Guarria B.S., M.A., New York University; Chair of the Brooklyn Library Patrick Horrigan Ph.D., Nova Southeastern University; Acquisitions Librarian; Assistant Professor Associate Professor of English Neurologic Certified Specialist; B.A., Stony Brook, SUNY; B.A., Catholic University of America; Licensed Physical Therapist M.L.I.S., Queens College, CUNY; M.A., Ph.D., Columbia University M.S., LIU Brooklyn Michael Kavic Stacey Horstmann-Gatti Assistant Professor of Physics Sara Haden Associate Professor of History B.S., University of Minnesota, Twin Cities Assistant Professor of Psychology B.A., Hamilton College; M.S., University of North Carolina, Chapel Hill B.A., University of Virginia; M.A., Ph.D., Emory University Ph.D., Virginia Tech M.A., University of Massachusetts, Dartmouth; Ph.D., Virginia Polytechnic Institute & State Frances Iacobellis Edward Keane University Assistant Professor of Nursing Assistant Professor B.S., Hunter College, CUNY; Reference and Instruction Librarian Neil Harris M.S., Wagner College B.A., Syracuse University; Director, NYC Teaching Fellows Program; M.A., Stony Brook University, SUNY; Assistant Professor of Teaching, Learning & Linda Jacobs M.L.A., Queens College, CUNY Leadership Associate Professor of Counseling & School B.S., Philadelphia Biblical University; Psychology Patricia Keogh M.S.Ed. Cambridge College; B.A., Brooklyn College, CUNY; Head of Cataloging; M.S.Ed., LIU Brooklyn M.S., Ph.D., New York University Assistant Professor B.A., University of Virginia; Dolwyn Gale Harrison Thomas J. Johnson M.L.S., University of Texas; Assistant Professor of Nursing Division Director of Respiratory Care M.A., St. Mary’s University A.A.S., Borough Manhattan Community College; B.A., Fordham University; B.S.N., Health Science Center, SUNY; M.S., LIU Brooklyn; Kathleen Kesson M.S., Health Science Center, SUNY L.A.P., Respiratory Therapist, New York; Department Chair; L.R.C.P.., Registered Respiratory Therapist, New Professor of Teaching, Learning, and Leadership Dana Hash-Campbell Jersey M.S.Ed., Ed.D., Oklahoma State University Department Chair; Performing Arts; Associate Professor of Dance Kimberly Jones Camille Kiefer B.F.A., LIU Brooklyn Associate Professor of History Coordinator of Admission and Recruitment, B.A., Trinity College; Physician Assistant Program Gale Stevens Haynes M.A., Ph.D., University of California at Los A.A.S., Farmingdale, SUNY; Provost; Angeles B.S., LIU Brooklyn; Professor of Political Science R.N., Certified Physician Assistant B.A., M.A., LIU Brooklyn; Samuel C. Jones J.D., LL.D., St. John’s University Associate Professor of Social Work John Killoran B.A., Stony Brook, SUNY; Associate Professor of English Janet L. Haynes M.S.W., D.S.W., Hunter College, CUNY B.A., Concordia University; Associate Professor of Biology M.A., Ph.D., University of Waterloo B.S., M.S., LIU; M.Phil., Ph.D., New York University
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Dawn F. Kilts Elizabeth Kudadjie-Gyamfi Laurie Lehman Professor of Nursing Department Chair; Associate Professor of Teaching, Learning, and B.S., Adelphi University; Associate Professor of Psychology Leadership M.A., New York University; B.Sc., University of Ghana; B.A., Clark University; Certificate, Molloy College M.A., Ph.D., Stony Brook, SUNY M.A., Arizona State University; Ph.D., New York University Haesook Kim Michal Kuklik Associate Professor of Sociology/Anthropology Assistant Professor of Economics Nancy Lemberger B.A., M.A., Ewha University, Korea; B.A., Stony Brook, SUNY; Associate Professor of Teaching, Learning, and M.A., M.Phil., Ph.D., Columbia University M.A., Ph.D, University of Rochester Leadership B.A., M.S., California State University; Rachel King Su-Hwan Kwak Ed.M., Ed.D., Teachers College, Columbia Head of Library Media Center; Assistant Professor of Biology University Assistant Professor B.S., M.S., Ph.D., Yonsei University B.A., Wellesley College; Melissa Lent M.A., Columbia University; Dong Kwon Coordinator of B.S., in Health Science M.S.I.S; Albany, SUNY Associate Professor of Biology B.A., Stony Brook, SUNY; B.S., M.S., Kangwon National University, Korea M.S. Ed., LIU Brooklyn Harold L. Kirschenbaum Ph.D., Georgia State University Associate Dean for Professional Affairs, LIU Timothy Leslie Pharmacy; Seema Lall Assistant Professor of Biology Professor of Pharmacy Practice Assistant Professor of Nursing B.S., Ph.D., Penn State B.S., Brooklyn College of Pharmacy; B.S., New Delhi, India; M.S., LIU Pharmacy; B.S.N., RAK College of Nursing, Helisse Levine Pharm.D., Massachusetts College of Pharmacy New Delhi, India; Program Director, M.P.A.; M.S.N., Lehman College, Bronx, N.Y. Associate Professor of Public Administration Troy Kish B.A., M.A., Fairleigh Dickinson University; Assistant Professor of Pharmacy Practice Kevin Lauth Ph.D., Rutgers University Pharm.D., University of Toledo Associate Dean, Richard L. Conolly College; Professor of Media Arts Esther Levine-Brill John E. Knight B.A., Lehman College, CUNY; Professor of Nursing Associate Professor of Mathematics M.S., Brooklyn College, CUNY B.S., M.S., Hunter College, CUNY; B.A., Northwestern University; Posts Master's Certificate, LIU Brooklyn; M.S., Ph.D., Polytechnic University of New York Valerie Lava Ph.D., New York University Associate Professor of Teaching, Learning, and Laura L. Koenig Leadership Celia Lichtman Associate Professor of Communication Sciences B.A., Brooklyn College, CUNY; Professor of Foreign Languages and Literature and Disorders M.S., Hunter College, CUNY; B.A., Brooklyn College, CUNY; B.A., University of Chicago; Ed.D., Teachers College, Columbia University M.A., Ph.D., New York University M.A., University of Pennsylvania; Ph.D., Graduate Center, CUNY Glen D. Lawrence Aaron Lieberman Professor of Chemistry and Biochemistry Associate Professor of Counseling & School Gary Kose B.S., Pratt Institute; Psychology Director, M.A. Program; M.A., Plattsburgh, SUNY; B.S., Brooklyn College, CUNY; Professor of Psychology Ph.D., Utah State University M.S.W., D.S.W., Yeshiva University B.A., Temple University; Ph.D., Graduate Center, CUNY Christopher League Andrew Livanis Associate Professor of Computer Science Department Chair; Cecilia Kovac B.S., Johns Hopkins University; Associate Professor of Counseling & School Director of Molecular Biology M.S., University of Maryland; Psychology Associate Professor of Biology Ph.D., Yale University B.A., M.S., St. John’s University B.S., St. John’s University; Ph.D., Graduate Center, CUNY M.S., New York University; Kamel Lecheheb M.Ph., Ph.D., Columbia University Dean, Information Technology; John M. Lonie Associate Professor of Physics Associate Professor of Social and Administrative Kathryn L. Krase M.S., Ph.D., Polytechnic Institute of NYU Sciences Assistant Professor of Social Work B.S., LIU Pharmacy; B.S., Cornell University Supawadee Lee M.A., New School for Social Research; M.S.W, J.D., Ph.D., Fordham University Assistant Professor of Occupational Therapy Ed.D., Teachers College, Columbia University B.S., Chiang Mai University; M.S., Mahidol University; M.A., Ph.D., New York University
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Hilary Lorenz Nino Marzella Yuko Minowa Department Chair; Associate Professor of Pharmacy Practice Associate Professor of Marketing Associate Professor of Visual Arts and Media Arts B.S., M.S., Pharm.D., LIU Pharmacy B.S., Ph.D., Rutgers University B.S., Western Michigan University; M.A., M.F.A. University of Iowa Michael Masaracchio Diana Mitrano Associate Professor of Physical Therapy Assistant Professor Hannia Lujan-Upton B.S., M.S., LIU Brooklyn; Cataloging Librarian Associate Professor of Chemistry and DPT, Creighton University; B.A., New York University; Biochemistry Ph.D., Nova Southeastern University M.L.S, M.S.Ed., LIU Brooklyn B.S., St. Francis College; Ph.D., Polytechnic University of New York Marion Masterson Kathleen Modrowski Director of Clinical Education, Physician Assistant Dean of LIU Global Beverly Lyons Assistant Studies; B.A., University of Toledo; Program Director, M.P.A.; B.S., LIU Brooklyn; M.A., École des Hautes Études en Sciences Professor of Public Administration M.P.A.S., University of Nebraska; Sociales (EHESS); B.A., Queens College, CUNY; Certified Physician Assistant A.B.D., École des Hautes Études en Sciences M.A., New York University; Sociales (EHESS) Ph.D., Fordham University Nikita Matsunaga Professor of Chemistry and Biochemistry Marjan Moghaddam Amy Ma B.A., American International College; Professor of Media Arts Associate Professor of Nursing Ph.D., Iowa State University B.A., Empire State College, SUNY A.A.S., Kishwaukee College B.S., M.S., East China University of Science and Charles Matz Jeanmaire Molina Engineering; Professor of English Assistant Professor of Biology M.S., Medical University of South Carolina; B.A. Rutgers University; B.S., University of the Philippines DNP, Case Western Reserve University M.A. Columbia University; Ph.D., Rutgers University Ph.D. University of Notre Dame Carole Maccotta Stephen Molton Assistant Professor of Foreign Languages and Diane R. Maydick Assistant Professor of Writing & Producing for Literature Assistant Professor of Nursing Television B.A., M.A., Universite Paul Velery, France B.S., Rutgers University; B.F.A., Kansas City Art Institute P.D., University of North Carolina M.S., Hunter College, CUNY; Ed.D., Columbia University Maxine Morgan-Thomas Sandra Maldonado Assistant Professor of Business Law Assistant Professor of Nursing Donald McCrary B.A., Queens College, CUNY; B.S., Hunter College, CUNY; Associate Professor of English J.D., Columbia Law School, Columbia University; B.S., Downstate, SUNY; B.A., M.A., University of Massachusetts at CPA M.S., Hunter-Bellevue, CUNY Boston; Ph.D., New York University Joseph Morin Harriet Malinowitz Department Chair; Professor of English Maria McGarrity Professor of Biology B.A., Queens College, CUNY; Associate Professor of English B.S., Southeastern Massachusetts University; M.F.A., University of Massachusetts at Amherst; B.A., Rutgers University; Ph.D., University of Wisconsin M.A., Hunter College, CUNY; M.A., University of New Orleans; Ph.D., New York University Ph.D., University of Miami Nelson Moses Department Chair; Fraidy N. Maltz Kate McLoughlin Professor of Communication Sciences and Assistant Professor of Pharmacy Practice Instructor of Teaching, Learning & Leadership Disorders B.S., M.S., Pharm.D., LIU Pharmacy B.A., LaSalle University; B.A., M.A., The City College, CUNY; M.A., Teachers College, Columbia University; Ph.D., New York University Kathleen A. Marsala-Cervasio ABD, Syracuse University Associate Professor of Nursing Iris Mule B.S., Staten Island College, CUNY; J. Patrice McSherry Director of Master of Social Work Field M.S., Hunter College, CUNY; Professor of Political Science Education; Ph.D., Kennington University; B.A., University of California at Berkeley; B.S.W., Virginia Commonwealth University, Ed.D., Northcentral University M.A., Ph.D., Graduate Center, CUNY M.W.W., New York University
Lorraine Marsh Kevin Meehan Christy Mulligan Associate Professor of Biology Associate Professor of Psychology Assistant Professor of Counseling & School A.B., University of California at Santa Cruz; B.A., New York University; Psychology M.A., San Francisco State College; M.A., John Jay College of Criminal Justice, B.S., Kutztown University; Ph.D., Massachusetts Institute of Technology CUNY; M.S., Eastern College; Ph.D., Graduate Center, CUNY Psy.D., Philadelphia College of Osteopathic Medicine
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Doris Obler Shelley L. Peffer Marlene Munn-Joseph Associate Professor of Occupational Therapy Assistant Professor of Public Administration Director, Field Experiences & Student Relations; B.S., Downstate Medical Center, SUNY; B.A., Kent State University; Associate Professor of Teaching, Learning & M.S.W., Adelphi University M.P.A., J.D., Ph.D., Cleveland State University Leadership Ph.D., YUI International University B.A., M.A., Albany, SUNY; Linda S. Penn Ph.D., Indiana University, Bloomington Renee Ortega Professor of Psychology Academic Field Work Administrator for B.A., University of Michigan; Deborah Mutnick Occupational Therapy; Ph.D., Adelphi University Professor of English Evening/Weekend Cohort Program B.A., University of Michigan; A.A.S., Mercy College; Richard Perry M.F.A., University of North Carolina; B.F.A., LIU Brooklyn; Assistant Professor of Pharmacy Practice Ph.D., New York University B.S., Mercy College Pharm.D., University of Rhode Island
Russell Myers Nicholas Papouchis Rebecca A. Petersen Professor of Mathematics Director of Ph.D. Program; Clinical Coordinator, Division of Athletic B.S., Ph.D., Penn State University; Professor of Psychology Training, Health and Exercise Science; M.S., Stony Brook, SUNY B.S., Queens College, CUNY; B.S., Old Dominion University; Ph.D., Graduate Center, CUNY M.S., LIU Brooklyn; Jadwiga S. Najib Certified Athletic Trainer Professor of Pharmacy Practice Louis Parascandola B.S., St. John’s University; Professor of English Anthony Q. Pham Pharm.D., University of Minnesota, Twin Cities B.A., Brooklyn College; Assistant Professor of Pharmacy Practice M.A., LIU Brooklyn; B.S., University of California, Irvine; Maureen Nappi M.L.S., Pratt Institute; Pharm.D., University of California, Los Angeles Assistant Professor of Media Arts Ph.D., Graduate Center, CUNY B.F.A., M.A., Ph.D., New York University Michael Pizzi Barbara Parisi Assistant Professor of Occupational Therapy; Stanley Nass Professor of Communication Studies Pharmacy Diploma, University of Athens Professor of Counseling & School Psychology B.A., Hunter College, CUNY; (Greece); B.A., The City College, CUNY; M.A., New York University; B.S., Elizabethtown University; M.A., New York University; M.A., Brooklyn College, CUNY; M.S., Towson University; M.A., Ed.D., Columbia University M.A., Graduate Center, CUNY; Ph.D., Union institute & University Ph.D., New York University Joseph Nathan Roda Plakogiannis Director, International Drug Information Center Samuel Park Associate Professor of Pharmacy Practice Associate Professor of Pharmacy Practice Professor of Mathematics B.S., Pharm.D., LIU Pharmacy B.S., M.S., LIU Pharmacy; B.S., West Virginia Wesleyan; Pharm.D., University of Arkansas for Medical M.A., Ph.D., University of Pittsburgh Max Polisar Sciences Assistant Professor of Communication Studies Nagin K. Patel B.A., M.A., Brooklyn College, CUNY Samuel Newsome Professor of Industrial Pharmacy Associate Professor of Music B.Pharm., Gujarat University (India); Michael Pregot B.A., Berklee College of Music; M.S., Temple University; Assistant Professor of Counseling & School M.A., Purchase, SUNY Ph.D., University of Maryland Psychology B.A., M.A.T., Assumption College; Timothy V. Nguyen Robert Pattison M.A., Framingham State College; Associate Professor of Pharmacy Practice Professor of English Ed.D., Boston University B.S. in Pharm., Rutgers University, SUNJ; A.B. Yale University; Pharm.D., University of the Sciences in M.A. University of Sussex; Eunice Y. Pyon Philadelphia Ph.D. Columbia University Assistant Professor of Pharmacy Practice B.S., University of California, Berkeley; Anna I. Nogid Ximara Peckham Pharm.D., University of California, San Francisco Associate Professor of Pharmacy Practice Instructor of Biology B.S., Pharm.D., LIU Pharmacy M.D. Caldas University (Colombia) Elaena Quattrocchi Associate Professor of Pharmacy Practice Patricia O’Brien Thomas Peele B.S., Pharm.D., St. John’s University Associate Professor of Nursing Associate Professor of English B.S., Hunter College, CUNY; B.A., New York University; Gregary J. Racz M.A., New York University; M.A., City College of New York; Department Chair; Ph.D., Adelhi University Ph.D., University of South Florida Associate Professor of Foreign Languages & Literature B.A., Rutgers University; M.A., Ph.D., Princeton University
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Jose Rodriguez John Sannuto Paul Michael Ramirez Professor of Computer Science Associate Professor of Communication Studies, Professor of Psychology B.A., Rutgers University; Performance Studies and Theatre B.A., Herbert Lehman College, CUNY; M.S., New York University; B.A., Brooklyn College, CUNY; M.A., New York University; Ph.D., Stevens Institute of Technology M.A., D.A., New York University M.A., The City College, CUNY; M.Phil., Ph.D., Graduate Center, CUNY Renie Rondan-Jackson Michael Saraceno M.S.W. Field Work Coordinator Associate Professor of Occupational Therapy Warren Ratna M.S.W., Hunter College, CUNY B.A., M.S., Touro College; Professor of Pharmacology Registered Occupational Therapist B.Sc. Hons., University of Sri Lanka, Colombo Jessica M. Rosenberg (Sri Lanka); Associate Professor of Social Work Kimberly Sarosky M.S., University of South Carolina; B.A., Sarah Lawrence College; Assistant Professor of Pharmacy Practice Ph.D., Stony Brook, SUNY M.S.W., Hunter College, CUNY; Pharm.D., Wilkes University (Pennsylvania) Ph.D., Yeshiva University Jennifer Rauch Benjamin Saunders Associate Professor of Journalism Elizabeth A. Rudey Assistant Professor of Psychology B.A., The Penn State University; Professor of Visual Arts B.A., University of Michigan; M.J., Temple University B.A., New York University; M.A., Ph.D., University of Illinois M.A., M.Ed., Ed.D., Teachers College, Columbia Tracye Rawls-Martin University Vincent Scerbinski Director, Athletic Training Education Programs; Acting Department Chair of Finance, Law, Assistant Professor of Athletic Training, Peter Salber Accounting and Tax; Health and Exercise Science Coordinator of User Services; Associate Professor of Accounting B.S., M.S., LIU Brooklyn Associate Professor, Library A.B., Fairfield University; B.A., Canisius College; M.B.A., St. Johns University; Joanne Rees M.A., New York University; C.P.A., New York and New Jersey Assistant Professor of Social Work M.S.L.I.S, Pratt Institute B.Sc., University College, London; Wayne Schnatter Dip.S.W., University of Bristol; Sara Salloum Associate Professor of Chemistry and M.S.C., London School of Economics & Criminal Assistant Professor of Teaching, Learning, and Biochemistry Justice; Leadership B.S. in Chemistry, B.S. in Biology, Rensselaer Ph.D., New York University B.Sc., Beirut University College; Polytechnic Institute; M.A., American University of Beirut; M.A., Ph.D., Princeton University Diane Reynolds Ph.D., University of Illinois (Urbana- Champaign) Associate Professor of Nursing Elliott P. Schuman B.S., Hunter College/Bellevue School of Nursing, Elizabeth A. J. Salzer Professor of Psychology CUNY; Division Director of Physician Assistant Program B.S., United States Naval Academy; M.S., Health Science Center at Brooklyn, SUNY A.B., Smith College; M.A., Ph.D., Columbia University Ed.D., Teacher’s College, Columbia University B.S., LIU Brooklyn; M.A., Columbia University; Bernard Schweizer Ashley Richardson Certified Physician Assistant Professor of English; Assistant Professor of Pharmacy Practice B.A., University of Minnesota; Pharm.D., Bouve College of Health Sciences Lisa Samstag Ph.D., Duke University School of Pharmacy, Northeastern University, Professor of Psychology Boston MA B.A., Queen’s University (Ontario, Canada); Vikas Sehdev M.A., M.Phil., Ph.D., The City College, CUNY Assistant Professor of Pharmacology Klaudia Rivera B.S., M.J.P., Rohilakand University (India); Professor of Teaching, Learning, and Leadership Jose Ramon Sanchez Ph.D., Idaho State University B.S., Central America University, Managua, Director, Urban Studies Department Nicaragua; Professor of Political Science; Keith Serafy M.S., Bank Street College of Education; B.A., Columbia University; Professor of Biology Ed.D., Teachers College, Columbia University M.A., University of Michigan; B.A. University of South Florida; Ph.D., New York University M.A., Ph.D. University of Maine Gustavo Rodriguez Department Chair Hazel Sanderson-Marcoux Bupendra K. Shah Associate Professor of Economics Associate Dean of Nursing; Associate Professor of Pharmaceutical Sciences B.S., Universidad de Buenos Aires (Argentina); Associate Professor of Nursing; B.S. Poona College of Pharmacy (India); M.A., Ph.D., New York University B.S., LIU Brooklyn; M.S., University of Toledo; M.Ed., Ed.D., Columbia University Ph.D., University of Wisconsin-Madison
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Roopali Sharma Michael Sohn Theresa Sweeny Assistant Professor of Pharmacy Practice Assistant Professor of English Associate Professor of Nursing B.S., University of Rhode Island; B.A., M.A., Ph.D., New York University A.A.S., Excelsior College; Pharm.D., St. John’s University B.A., University of California; Eugene Spatz M.S., Excelsior College; Alexander Shedrinsky Division Director of Athletic Training, Health, & M.S., University of California; Professor of Chemistry and Biochemistry Exercise Science; D.P.H., University of California M.S., Leningrad University (U.S.S.R.); Coordinator, Adapted Physical Education Track M.S., Ph.D., New York University and Coaching and Conditioning Track David R. Taft B.S., University of Michigan; Professor of Pharmaceutics Simon Sheppard M.S., LIU Brooklyn B.S., University of Rhode Island; Assistant Professor of Political Science Ph.D., University of Connecticut B.A., Auckland University; Amanda Speakes-Lewis M.A., Victoria University of Wellington; Assistant Professor of Social Work Jose Tello Ph.D., John Hopkins University B.A., M.S.W., Stony Brook, SUNY; Assistant Professor of Biology D.S.W., Adelphi University B.Sc., Universidad Ricardo Palma, Peru; Herbert Sherman M.Sc., University of Missouri, St. Louis; Department Chair David Spierer Ph.D., University of Illinois at Chicago Professor of Management Associate Professor of Athletic Training, Health B.A., The City College of New York, CUNY; and Exercise Science Theologia Ternas M.S., Polytechnic University; M.A., Ph.D., Columbia University Assistant Professor of Pharmacy Practice Ph.D., The Union Institute and University Pharm.D., St. John’s University College of (Cincinnati, OH) Grazia Stagni Pharmacy Professor of Pharmaceutics Lu Feng Shi B.S., Università Degli Studi di Bologna (Italy); Larry D. Terry, II Associate Professor of Communication Sciences & M.S., Ph.D., University of Texas at Austin Assistant Professor of Public Administration Disorders B.A., University of California at Santa Barbara; B.M. Shanghai Medical University; Rebecca A. States M.P.A., San Diego State University; M.S., Ph.D., Syracuse University Associate Professor of Physical Therapy Ph.D., University of Texas at Dallas B.A., Barnard College, Columbia University; Ellen L. Short M.A., Teachers College, Columbia University; Arpi Siran Terzian Associate Professor of Counseling & School Ph.D., Columbia University Assistant Professor of Athletic Training, Health Psychology and Exercise Science B.A., Lawrence University; Patricia Stephens B.A., Brown University; M.A., Northwestern University; Department Co-Chair; M.P.H., Emory Rollins School of Public Health Ph.D. New York University Associate Professor of English Ph.D., John Hopkins Bloomberg School of Public B.A., The City College, CUNY; Health Joanna Shulman M.A., Graduate Center, CUNY; Medical Director, Physician Assistant Studies Ph.D., New York University Yuliana Toderika B.S., Swarthmore College; Assistant Professor of Pharmacy Practice; M.S., Massachusetts Institute of Technology; Brook Stowe Pharm D., LIU Pharmacy M.D., New York Medical College Coordinator of Library Instruction; Assistant Professor Rosa Torres Madiha B. Sidhom B.A., Vermont College; Director of Physical Therapy Admissions Associate Professor of Pharmaceutics M.L.S., Queens College, CUNY; B.S., M.S., D.P.T., LIU Brooklyn B.S., M.S., University of Assiut (Egypt); M.A., LIU Brooklyn Ph.D., Moscow First Medical Institute (U.S.S.R.) Cecelia Traugh Meiyu Su Dean, School of Education; Alvin Siegel Associate Professor of Mathematics Director, Center for Urban Educators; Professor of Chemistry and Biochemistry B.S., M.S., Henan Normal University (China); Professor of Teaching, Learning and Leadership B.S. The City College of New York, CUNY; Ph.D., Graduate Center, CUNY B.A., M.A., University of California (Riverside); Ph.D. Rutgers University Ph.D., University of California (Berkeley) Srividhya Swaminathan Nicki Silberman Department Co-Chair; Ellen Tuchinsky Director of Clinical Education Associate Professor of English Director of Clinical Education, Diagnostic B.A., Tufts University; B.A., University of Texas, Austin; Medical Sonography; M.P.T., University of Delaware; M.A., Ph.D., Pennsylvania State University B.A., Queens College CUNY; D.P.T., Massachusetts General Hospital Institute Cert in D.M.S., New York University of Health Professions Licensed Physical Therapist
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Martha Tyrone Colleen Walsh Scott Westervelt Assistant Professor of Communication Sciences & Assistant Director, Teaching Fellows Program; Practicum Coordinator, B.S. in Health Sciences Disorders Instructor of Teaching, Learning, and Leadership and Master of Public Health Programs B.A., M.S., University of Chicago; B.A., University of Southern California; B.S. Sienna College; M.S., Rutgers University; M.P.A., University of Pittsburgh M.S. Canisius College Ph.D., City University, London Amy Wang Shalonda Williams Hatice Uzun Assistant Professor of Pharmacy Practice Assistant Professor of Pharmacy Practice Associate Professor of Finance Pharm.D., M.B.A., University of Kentucky B.S., Pharm D., University of North Carolina at B.S., Hacettepe University, Turkey; Chapel Hill M.B.A, Ph.D., Drexel University Donna Wang Department Chair, Wendi Williams Michael Valenti Assistant Professor of Social Work Associate Professor of Counseling and School Assistant Professor of Nursing B.S., Shippensburg University; Pyschology A.A.S., Long Island College Hospital; M.S.W., Temple University; B.S., University of California (Davis); B.S., St. Francis College; Ph.D., Fordham University M.A., Pepperdine University; M.S. , New York University Ph.D., Georgia State University Ingrid Wang Nadarajah Vasanathan Director of the Brooklyn Library; Lester Wilson Department Chair; Associate Professor Director of United Nations Graduate Certificate Associate Professor of Chemistry B.A., Nanjing Normal University; Program; B.Sc., University of Jafna (Sri Lanka); M.S.L.S., Clarion University of Pennsylvania; Professor of History M.A., Ph.D., City College of New York, CUNY M.S., Brooklyn College, CUNY A.B., University of Chicago; B.S., Roosevelt University; Gail-Ann G. Venzen Joram Warmund M.A., Ph.D., University of Illinois Associate Professor of Communication Studies, Division Coordinator Social Sciences; Performance and Theatre Department Chair; Constance Woo B.A., M.A., Brooklyn College, CUNY; Professor of History Professor, Library Ph.D., Howard University B.A., Queens College, CUNY; B.A., M.A., C.Phil, Ph.D., University of M.A., Columbia University; California, Los Angeles; Sharon Verity Ph.D., New York University C.A.S., M.L.S., LIU Post; Associate Division Director, Physician Assistant B.F.A. New York Institute of Technology Studies Lewis Warsh B.A., Binghamton, SUNY; Director of MFA Program; Elaine Wong B.S., Stony Brook, SUNY; Professor of English Assistant Professor of Pharmacy Practice M.P.A.S., University of Nebraska; B.A., M.A., City College of New York, CUNY Pharm.D., LIU Pharmacy Certified Physician Assistant Holly Wasserman Philip Wong Susan Villegas Academic Fieldwork, Director of Evening and Associate Professor of Psychology Assistant Professor of Pharmacy Practice Weekend Program, Occupational Therapy B.Sc., Brown University; Pharm.D., West Virginia University B.S., Brooklyn College, CUNY; M.A., Ph.D., University of Michigan M.S., Boston University Maria Vogelstein Sophia Wong Assistant Dean, Richard L. Conolly College; Samuel Watson Associate Professor of Philosophy Assistant Professor of Biology Professor of Chemistry and Biochemistry B.A., M.A., University of Alberta; B.S., St. Joseph’s College; B.S., Stanford University; M.Phil., Ph.D., Columbia University M.S., New York University M.S., San Francisco University; Ph.D., Princeton University Yafeng Xia Valerie C. Walker Associate Professor of History Professor of Public Health Wanda Watson B.A., M.A., Nanjing Normal University (China); B.S., Hunter College, CUNY; Instructor of Teaching, Learning & Leadership; Ph.D., University of Maryland M.S., M.P.H., Columbia University; B.A., M.A., Stanford University R.N., C.N.M. Jun-Yen Yeh Kerry Weinberg Assistant Professor of Pharmaceutical Sciences Karen Wallace Associate Professor of Diagnostic Medical B.S., Taipei Medical University (China); Visiting Assistant Professor of Accounting Sonography M.S., National Taiwan University; B.A., Johns Hopkins University; Certificate., Maryland Institute of Ultrasound; M.S., Ph.D., University of Texas at Austin M.B.A., Graduate School of Business, New York B.A., Fordham University; University; M.P.A., New York University Gina Youmans M.S., Graduate School of Business, Fordham Associate Professor of Communication Sciences University and Disorders B.S., M.S., Ph.D., Florida State University; M.S. University of North Carolina
LIU Brooklyn Graduate Bulletin 2013 - 2014 Page 236 LIU Brooklyn
Scott Youmans Associate Professor of Communication Sciences and Disorders B.S., College of Saint Rose; M.Ed., North Carolina Central University; Ph.D., Florida State University
Joel Zablow Assistant Professor of Mathematics B.S., Reed College; M.S., University of Oregon; Ph.D., Graduate Center, CUNY
Andreas A. Zavitsas Senior Professor of Chemistry and Biochemistry; B.S., City College of New York, CUNY; M.A., Ph.D., Columbia University
Tina Zerilli Associate Professor Pharmacy Practice Pharm.D., LIU Pharmacy
Yudan Zheng Associate Professor of Finance B.A., M.A., Xiamen University, China; M.B.A, Ph.D., Rutgers University
Martin Zimerman Electronic Services Librarian; Assistant Professor B.A., City College, CUNY; M.L.S., Queens College, CUNY; M.P.A., LIU Brooklyn
Hyam L. Zuckerberg Professor of Mathematics B.A., B.H.L., M.A., Ph.D., Yeshiva University
Page 237 LIU Brooklyn Graduate Bulletin 2013 - 2014 Bulletin 2013 - 2014
LIU BROOKLYN Susan Rachouh SCHOOL OF HEALTH PROFESSIONS B.A., M.A. ADMINISTRATION Director of Student Success Barry S. Eckert
B.S., M.S., Ph.D., FASAHP Administration Dean Administrative Deans and
Gale Stevens Haynes ’72, ’76 Stacy Jaffee Gropack '85 Directors
B.A., M.S., J.D., LL.D. B.S., M.S., Ph.D., FASAHP Office of Campus Operations Provost, Vice President and Chief Operating Associate Dean Brad Cohen ’91, ’94 Officer, Legal Counsel B.A., M.A. SCHOOL OF NURSING Executive Director of Campus Operations; Joel Press ’68 Director of Human Resources B.S. Barry Eckert, I.A.
Chancellor B.S., M.S., Ph.D., FASAHP Hazel Seivwright '95, '97 Dean B.Sc., M.S., M.P.A.
Director of Campus Operations Academic Deans Hazel Sanderson-Marcoux ’81
B.S., M.Ed., Ed.D., R.N. Campus Security RICHARD L. CONOLLY COLLEGE OF Associate Dean Selvin Livingston LIBERAL ARTS AND SCIENCES Director Susanne Flower
David Cohen ’63, ’66 B.A., B.S., M.S., R.N., N.P. Buildings and Grounds B.S., M.S., Ph.D. Associate Dean Wayne Hamilton Dean B.S., M.B.A. LIU PHARMACY Director Kevin Lauth Arnold & Marie Schwartz College of Pharmacy
B.A., M.S. and Health Sciences Admissions Associate Dean Alexander Scott Stephen M. Gross, I.A. B.S., M.A. Oswaldo Cabrera ’78, ’91 B.S., M.A.,Ed.D Dean of Enrollment B.S., M.A. Dean
Assistant Dean Richard S. Sunday '00 Martin E. Brown B.A., M.A. Hamid Rahim '82, '94, '05, '06 B.S., M.S. Senior Associate Dean of Admissions Assistant Dean Associate Dean
B.A., M.A.,M.S., Ph.D. George Terry Harold L. Kirschenbaum B.S., M.S.Ed. Maria Vogelstein B.S., M.S., Pharm.D. Associate Dean of Admissions B.S., M.S. Associate Dean for Professional Development
Assistant Dean Athletics Lorraine Cicero John Suarez SCHOOL OF BUSINESS, PUBLIC B.S., M.S., Pharm.D. B.S., M.Ed. ADMINISTRATION AND INFORMATION Assistant Dean for Academic and Student Affairs Director SCIENCES
Anneliese Schumacher Campus Ministry Kenneth Colwell B.A., M.A. The Rev. Charles P. Keeney B.Sc., MBA, Ph.D. Dean for Administration B.A., M.Div. Dean
LIU GLOBAL; Center for Student Information Linette Williams INTERNATIONAL EDUCATION Pia Stevens Haynes ’02, ’04, ‘06 B.S., M.S.Ed. B.S.W., MS.Ed., M.S.W. Assistant Dean Jeffrey Belnap Director B.A., M.A., Ph.D.
SCHOOL OF EDUCATION; Dean, University Dean Center for Urban Educators CENTER FOR URBAN EDUCATORS Cecelia Traugh Kathleen Modrowski B.A., M.A., Ph.D. Cecelia Traugh B.A., M.A. Director B.A., M.A., Ph.D. Assistant Dean
Dean, Director
Amy Greenstein
Amy Ginsberg B.A., M.S.Ed.
B.A., M.A., M.Ed., Ph.D. Director of Admissions
Associate Dean
LIU Brooklyn Graduate Bulletin 2013 - 2014 Page 238 LIU Brooklyn
Core Seminar B.A., M.S. Mathematics Center Bernice Braid Director Dung Duong B.A., M.A., Ph.D. B.S. Director Student Support Services Assistant Director Joanne Hyppolite Office of Development and Alumni Relations B.A., Ph.D. Multimedia Language Laboratory Drew Kaiden '09 Associate Director Peter Kravsky ‘98, ’04 B.A., M.P.A. B.A., M.S. Associate Vice President of Development and LIU Promise Associate Director Alumni Relations, LIU Brooklyn Gladys Palma de Schrynemakers '90 B.A., M.S., P.D., Ed.M., Ed.D. Testing Center Megan Cheever Director Andres Marulanda B.S. B.S., M.B.A. Director of Alumni Relations and Special Events Janine Harris Director B.A., M.S. Kim Williams Clark Associate Director Writing Center B.S., J.D. Harriet Malinowitz Executive Director of Development and Major Elizabeth Ulatowski B.A., M.F.A., M.A., Ph.D. Gifts B.A., M.S.Ed. Director Associate Director English Language Institute Lynn Hassan Stanley J. Zelinski, III Office of Career Services B.A., M.A., M.F.A. B.A., M.A. Stephanie Steinberg Associate Director Associate Dean, School of Continuing Studies/ESL B.A., M.A., M.S. Assistant Dean Registrar Beth Meetsma Thomas P. Castiglione '84, '90 B.A., M.A. Division of Student Affairs B.A., M.S.Ed. Assistant Director John F. Agnelli III A.A.S., B.B.A., M.P.S. School of Continuing Studies HEOP (Higher Education Opportunity Program) Dean Kibra A. Yohannes Okarita Stevens ’84 B.A. B.S., M.S. International Students Executive Director Co-Director Steve A. Chin ’90 B.A., M.B.A. University Honors Program Diana Voelker ’74, ’86 Director James Clarke B.A., M.S. B.A., M.A., Ph.D. Co-Director Office of Student Leadership and Development Co-Director Karlene Jackson Thompson Information Technology B.A., M.A., M.S. Cris Gleicher Kamel Lecheheb Director B.A., M.A. B.S., M.S., Ph.D. Co-Director Deputy CIO, Dean Office of Institutional Advancement James A. Cribbs Delicia M. B. Garnes ‘92 B.B.A., J.D. B.S., M.S., Ph.D. Campus Grants Coordinator Associate Dean Public Relations Information Technology Resource Center Morgan Lyle Devabrata Mondal ’92, ’01 Assistant Director of Public Relations B.S., M.S., M.S., M.S. Director Lindsey Amparo Office of Marketing and Public Relations Integrated Student Financial Services Margaret Nelson Office of Campus Effectiveness and Academic B.A., M.B.A. Support Executive Director Gladys Palma de Schrynemakers ’90 B.A., M.S., P.D., Ed.M., Ed.D. Learning Center for Educators & Families Executive Director Charlotte Marchant B.A., M.A. Academic Reinforcement Center Director Courtney Frederick B.A., M.S. Learning Support Services Director Diana Voelker ’74, ’86
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LIU TRUSTEES, OFFICERS AND ADMINISTRATION
Board of Trustees
CHAIRMAN Peter Gibson ’82 Ronald J. Sylvestri ’66 Edward Travaglianti Michael Gutnick ’68 Charles Zegar '71 Steven S. Hornstein ’80 SENIOR VICE CHAIR Alfred R. Kahn ’ 84, H’05 TRUSTEES EMERITI Thomas L. Pulling Shirley Strum Kenny William F. de Neergaard ’47, H’98 Eric Krasnoff Donald H. Elliott H’85 SECRETARY Leon Lachman H'12 Eugene H. Luntey H’98 Steven J. Kumble H’90 Brian K. Land ’86 John M. May Howard M. Lorber ’70, ’91, H’01 Richard Stark MEMBERS Michael Melnicke Rosalind P. Walter H’83 Linda Amper ’78, ’85 Theresa Mall Mullarkey William Zeckendorf, Jr. H’92 Rao Anumolu Salvatore Naro ’83 Roger L. Bahnik Richard P. Nespola ’67, ’73 EX OFFICIO Stanley F. Barshay ’60 William Nuti ’86 Kimberly R. Cline Mark A. Boyar ’65 Joel Press ’68 John R. Bransfield, Jr. Rossana Rosado H - indicates honorary doctorate from Long Island Michael Devine ’68 Daniel Simmons, Jr. '85, H'12 University. Michael N. Emmerman ’ 67 Harvey Simpson Daniel B. Fisher ’ 67 Sharon Sternheim
University Officers
Kimberly Cline Christopher Fevola Jeffrey Kane B.S., M.B.A., J.D., Ed.D. B.S., M.B.A. B.A., M.A., Ph.D. President Vice President and Chief Financial Officer Vice President for Academic Affairs
George Baroudi Gale Stevens Haynes ’72, ’76 (M.S.) Jackie Nealon B.S. B.A., M.S., J.D., L.L.D. B.A., M.S., Ed.D. Vice President for Information Technology Vice President and Chief Operating Officer Chief of Staff and Vice President for Enrollment, Campus Life and Communications ______
Mary M. Lai ’42, H’86 B.S., M.S., D.H.L., D.B. Senior Advisor and Treasurer Emerita
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University Administration Kirk D. Lenga Elliott Sroka B.S., M.S. B.F.A., M.F.A., Ph.D. Jeffrey Belnap Associate Vice President and Director of Budgets Executive Director, Tilles Center B.A., M.A., Ph.D. & Procurement University Dean of International Education Matilda Tazzi David Mainenti Director, University Mailing, Duplicating, and Claude Cheek B.S., M.S. Courier Services B.A., M.A., M.B.A. Associate Vice President for Student Executive Director of Institutional Research Financial Services and Compliance Peter Tymus B.E. Elizabeth Ciabocchi Nancy Marksbury Associate Vice President for Capital Projects B.S., D.C., Ed.D. B.A., M.S. Associate Vice President for Online Learning Deputy CIO, Information Technology Paola Villatoro-Ragusa ’00 B.A., M.A. Lisa Conza Kathleen Morley Staff to the Board of Trustees B.S. B.A., M.A., Ph.D. Director of Human Resources Administration & University Director of Assessment Kim Volpe-Casalino Special Projects B.A., M.A. Catherine Murphy Executive Director of Communications and Valeda Frances Dent B.A., J.D. Marketing B.A., M.S.W., M.I.L.S., Ph.D. Associate Counsel Dean of University Libraries Gail D. Weiner S. Gavi Narra B.A., M.A., J.D. John Doran B.S., M.S. Director of Employee Relations B.A. Deputy CIO, Information Systems Director of Employee Benefits Christopher A. Williams, Esq. Linda Noyes B.A., J.D. Melodee A. Gandia ’00 C.P.P. Director of Government Relations and B.S., M.S. Associate Controller for Compensation Foundations
Associate Vice President for Development Operations and Tax Compliance
Heather Gibbs ’03 Joseph Pelio Jr. ’93 B.A., M.S. B.S., M.S. Director of Institutional Effectiveness & Shared Associate Controller for Accounting Services Services M. Peggy Riggs ’89 Jennifer S. Goodwin B.S. B.A., C.F.R.E. Academic Budget Officer Associate Vice President for Development and Campaign Operations Anthony J. Riso B.S., M.B.A. Salvatore Greco Assistant Controller B.S., M.S. Executive Director of Information Systems Michael Schiavetta B.A., M.A. Stephen Hausler ’02 Director of Editorial Services B.A. Director of Creative Services Mark Schmotzer B.S., M.B.A., C.P.A. Lee Kelly Associate Vice President and Controller B.A., M.B.A., Ed.D. Interim Executive Director of Human Resources Spencer S. Simon B.S., M.B.A. Loretta Knapp University Director of Academic Workload B.S.N., M.A., Ph.D. Deputy Vice President for Academic Affairs Matthew A. Siebel B.A., J.D. Kamel Lecheheb Associate Counsel B.S., M.S., Ph.D. Deputy CIO, Information Technology David M. Sollors A.B., J.D. Assistant Counsel & Compliance Officer
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