COURSE CATALOG HILBERT COLLEGE TABLE of CONTENTS the Institute for Law & Justice

COURSE CATALOG HILBERT COLLEGE TABLE OF CONTENTS The Institute for Law & Justice...... 27 THE COLLEGE Acclerated Degree Programs...... 57 Mission Statement...... 2 Conflict Studies & Dispute Resolution...... 57 Philosophy Statement...... 2 Organizational Development...... 58 Core Values...... 2 Graduate Programs...... 59 Customer Information Safeguards ...... 3 Master of Public Administration...... 59 Master of Criminal Justice Administration...... 60 ADMISSIONS INFORMATION ACADEMIC POLICIES Admissions...... 6 Degree Requirements...... 62 New York State Registered Programs...... 9 Grading System/Academic Standing...... 63 Withdrawals/Leaves of Absence...... 64 FINANCING AN EDUCATION Grade Grievance Policy...... 64 Federal Financial Aid Programs...... 10 Academic Ethics...... ….....….65 State Financial Aid Programs...... 11 FINANCIAL INFORMATION...... 69 Scholarships...... 12 Financial Policies...... 69 Refund Policies…...... …………………70 PROGRAMS Applying for Financial Aid……………...... …72 Arts & Science Division Costs & Estimated Budgets…...... …………73 English...... 16 Specific Aid Program Information...... 74 Digital Media and Communication...... 16 Satisfactory Academic Progress requirement...... …77 Liberal Arts...... 19 TRANSFER POLICY AND AGREEMENTS...... 80 Non-degree Programs within Arts and Transfer Policy……….………………………………...... 80 Sciences Division..…………...... 20 Two-Year College Graduates...... 80 Foreign Languages…...... ……21 Hilbert and Area High Schools...... 81 Mathematics…...... …21 STUDENT LIFE...... 82 Music…...... …...... 22 Student Life...... 82 Science……...... 23 Career Planning Services……………...... ………..85 General Studies……...... 23 Residence Life...... 86 Criminal Justice/Forensic Science Division...... 24 Student Conduct………...... ………………...…………...83 Criminal Justice……...... ……24 COURSE DESCRIPTIONS...... 88 Forensic Science/Crime Scene Investigation...... 28 COLLEGE PERSONNEL...... 156 Professional Studies Division...... 29 Officers...... 156 Accounting……...... ………30 Administrative and Professional Staff...... 156 Commercial Accounting Track...... 31 Academic Services...... 156 Economic Crime Investigation Track...... ……32 Faculty...... 158 Business Management...... 33 Board of Trustees...... 165 Small Business Management...... 34 Trustees Emeriti...... 166 Global Business Management...... 34 Memberships...... 167 Sports Industry Management...... 35 MAP & CONTACT INFORMATION….……………...... ………..…...169 Computer Security and Information Assurance...... 37 Mailing address and contact information………...... 169 Legal Studies...... 39 Location and facilities…………………...... ……….…….169 Paralegal Program…...... ……..………....40 Social Science Division……...... …41 Human Services...... 41 Liberal Studies...... 42 Political Science…………………...... 45 Psychology...... 46 Rehabilitation Services…...... ……….…48 General Education Courses...... 51 Honors...... 52 Leadership Scholarship Program...... 53 Academic Minors...... 54 Hilbert College Online...... 55 Study Abroad...... 55 Teacher Certification...... 56 Articulation with St. Bonaventure University 56 1 HILBERT COLLEGE

The College CORE VALUES Hilbert College is a Catholic independent, co-educational, four-year institution whose degree programs are registered by The core values that provide a framework for the the New York State Education Department and is accredited Hilbert community to accomplish the college mis- by the Commission on Higher Education of the Middle States sion are respect, service, hope, joy, integrity, vision, Association of Colleges and Schools. Governed by a Board of compassion, and peace. Defined in our Franciscan Trustees, the College is authorized to offer baccalaureate degrees in Accounting, Business Management, Global Business tradition, they are as follows: Management, Small Business Management, Sports Industry Management, Digital Media and Communication Studies, Respect is recognition and reverence for God’s Criminal Justice, Computer Security & Information Assurance, presence in all creation including ourselves, oth- English, Forensic Science/Crime Scene Investigation, Human ers, and the environment. Services, Liberal Studies (Law and Government), Paralegal Studies, Psychology, and Rehabilitation Services, as well as associate degrees in Accounting, Business Administration, Service is selflessly working and advocating for the Criminal Justice, Human Services, Legal Studies, Liberal Arts, well-being of others, especially the poor, the under- and Management Information Systems. educated, and those in need.

MISSION STATEMENT Compassion is heartfelt concern for another person’s suffering or need, accompanied by Hilbert College is an independent institution of action to help better the situation. higher learning that embraces its Catholic Franciscan heritage and values. Students from Peace is God’s love radiating from the core of diverse backgrounds are educated in liberal arts one’s being to others, resulting in non-violence, and professional programs to become informed forgiveness, reconciliation, and harmony. citizens committed to serving and strengthening their communities. Hope is the desire for a future good, joined with perseverance and trust that it can be attained with PHILOSOPHY STATEMENT God's help. Hilbert College strives to be faithful to the deep and diverse historical foundations on which it rests. From the found- Joy is a conviction - outwardly manifested in an ing congregation of the Franciscan Sisters of St. Joseph, we exuberant demeanor - that throughout the good embrace the traditions of St. Francis: respect, service, hope, and despite the bad times in life, the Spirit of God vision, joy, integrity, compassion, and peace. From the noble is always within us. legacies of the liberal arts academy, we honor intellectual inquiry, freedom of thought, breadth of knowledge, and lifelong learning. And from our own history, we continue to reach Integrity is firm adherence to doing what is right no out to students from all backgrounds. We are committed to matter what the circumstances may be. providing them skills and resources to achieve success in a wide range of careers, recognizing that in today’s world, that Vision is the ability to imagine what can be with entails equipping students to respond to a rapidly changing global environment. God’s help.

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Safeguarding Customer Americans with Disabilities Act (ADA) The College prohibits discrimination against a qualified individual with a disability in regard to admissions, registration, Information Notice access to instruction, hiring, compensation, advancement, Recent legislation enacted by the Federal Trade Commis- training, and other terms or conditions of employment and sion requires colleges and universities to act in compliance termination. The College evaluates each request for accom- regarding the safeguarding of customer information. Hilbert modation individually and provides reasonable accommoda- College acknowledges this requirement and publicizes this tions as applicable to qualified applicants and employees notice to alert its customers that those policies and proce- with disabilities. dures are in place to protect all nonpublic personal information about its customers. A copy of our safeguarding custom- Campus Security Act and Crime Report er information policy is available upon request. This notice applies to students as customers. Hilbert College is in compliance with the Crime Awareness and Campus Security Act of 1990 which requires that col- Information Collected by Hilbert College leges collect, prepare and publish information related to crime and campus security and distribute it to all current and Hilbert College collects nonpublic personal information about potential students and employees, and to any applicant for its customers from the following sources: enrollment or employment, upon request. The Jeanne Clery Applications, financial aid and other forms; Financial transac- Disclosure of Campus Security Policy and Campus Crime tions and methods of payment. Statistics Act or Clery Act is a federal statute codified at 20 U.S.C. 1092(f), with regulations in the U.S. Code of Federal Information Disclosed by Hilbert College Regulations at 34 C.F.R. 668.46. CCC’s Annual Campus Security Report may be accessed at the following web site: Hilbert College does not disclose any nonpublic personal in- http://www.hilbert.edu/student-life/campus-safety/safety- formation about its customers or former customers to anyone report that is not affiliated with Hilbert College, except as permitted This report includes statistics for the three most recent calen- by law. dar years concerning the crimes on campus, in or on non- campus buildings or property, and public property. Printed Hilbert College discloses customer information to its affiliates copies are also available upon request through security. that are service providers to the school. Service providers include companies such as banks and other lending institu- College Navigator School Profile for Hilbert College tions, collection agencies, loan processing agencies and credit card processing companies. The customer informa- The National Center for Education Statistics' College Navi- tion accessed by service providers includes name, address, gator web site is a comprehensive site maintained by the date of birth, phone number, social security number, driver’s Department of Education. It contains information on many license number and state, loan amount, loan number, loan aspects of Hilbert College (and most other colleges) includ- period, tuition cost, tuition payments, balance owed, financial ing costs, financial aid, enrollment breakdown, accreditation, aid awarded, cost of attendance, expected family contribu- graduation rate, retention rate and faculty to student ratio. tion, enrollment status and graduation date. Completion/graduation rate report Keeping Customer Information Secure The Hilbert College graduation rate is defined as the proportion of full-time, first-time students who enrolled at the Hilbert College restricts access to nonpublic personal infor- beginning of the fall semester and subsequently completed a mation to those employees who need to know that informa- degree program within 6 years. tion in order to provide service to customers. Hilbert College maintains physical, electronic and procedural safeguards Consumer Information that comply with Federal Trade Commission standards to protect customer nonpublic personal information. Information Colleges participating in federal student aid programs are on this issue can be found at the following website: http:// required to make certain information available to all students www.ftc.gov/privacy/glbact/index.html and staff. Hilbert College has compiled the required information at http://www.hilbert.edu/admissions/student-aid/ Hilbert College is an Equal Opportunity Employer. disclosure-links in accordance with federal law.

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Copyrighted Material, Illegal Downloading and Peer interests. A school official is a person employed by the Col- to Peer file sharing lege in an administrative, supervisory, academic or research, or support staff position (including law enforcement unit personnel and health staff); a person or company with whom Hilbert College has a written procedure to effectively combat the College has contracted (such as an attorney, auditor, or the unauthorized distribution of copyrighted material by users collection agent); or a student serving on an official commit- of the institution's network without unduly interfering with the tee, such as a disciplinary or grievance committee, or as- educational and research use of the network. Students who sisting another school official in performing his or her tasks. illegally download or distribute copyrighted materials using A school official has a legitimate educational interest if the of- the institution's information technology system are subject ficial needs to review an education record in order to fulfill his to Hilbert College disciplinary actions up to and including or her professional responsibility. Upon request, the College suspension and expulsion. Copyright infringement is the act discloses education records without consent to officials of of exercising, without permission or legal authority, one or another school, in which a student seeks or intends to enroll. more of the exclusive rights granted to the copyright owner 4. The right to file a complaint with the U.S. Department of under section 106 of the Copyright Act (Title 17 of the United Education concerning alleged failures by Hilbert College to States Code). comply with the requirements of FERPA. The name and address of the Office that administers FERPA is: FERPA- Notification of Rights Family Policy Compliance Office U.S. Department of Education The Family Educational Rights and Privacy Act (FERPA) af- 400 Maryland Avenue, SW ford students certain rights with respect to their education Washington, D.C., 20202-4605 records. They are: Harassment & Discrimination 1. The right to inspect and review the student’s education records within 45 days of the day the College receives a Hilbert College is committed to maintaining a work request for access. Students should submit to the Director and educational environment free of discrimination and of Student Records, Department Chair, or other appropriate harassment. official, written requests that identify the record(s) they wish to inspect. The College official will make arrangements for ac- All persons associated with Hilbert College including, but not cess and notify the student of the time and place where the limited to, the administration, faculty, staff, students, and records may be inspected. If the records are not maintained members of the public will provide an environment free from by the College official to whom the request was submitted, harassment and discrimination. Any person who engages that official shall advise the student of the correct official to in harassment and/or discrimination against others on the whom the request should be addressed. basis of race, gender, sexual orientation, religion, color, national origin, age, disability or Veteran status while acting 2. The right to request the amendment of the student’s as a member of the College community or while on college education records that the student believes is inaccurate or property will be in violation of college policy. Inquiries regard- misleading. ing the policy or the filing of a complaint should be directed to Students may ask the College to amend a record that they the Director of Human Resources. believe is inaccurate or misleading. They should write the College official responsible for the record, clearly identify the part of the record they want changed, and specify why it is Net Price Calculator inaccurate or misleading. If the College decides not to amend the record as requested by the student, the College will notify Hilbert College makes publicly available a Net Price Calcula- the student of the decision and advise the student of his or tor at http://www.hilbert.edu/admissions/student-aid/intro her right to a hearing regarding the request for amendment. help current and prospective students, families, and other Additional information regarding the hearing procedures will consumers estimate a student’s individual net price of at- be provided to the student when notified of the right of a tending Hilbert College. hearing. Retention Rate 3. The right to consent to disclosures of personally iden- tifiable information contained in the student’s education Hilbert’s first-time full-time student retention rate is 67% records, except to the extent FERPA authorizes disclosure based on our fall 2011 cohort. More information is available without consent. by contacting the Executive Director of Student Success and One exception, which permits disclosure without consent, Retention. is disclosure to school officials with legitimate educational 4 HILBERT COLLEGE

Student Code of Conduct Regional Accreditation

Student conduct is expected to be consistent with the Hilbert College is accredited by the Commission on Higher learning environment and is subject to standards set by the Education of the Middle States Association of Colleges and College. The Student Code of Conduct is designed for the pro- Schools, 3624 Market Street, Philadelphia, PA 19104 (215) motion and protection of such an environment at the College 662-5606. The Commission on Higher Education is an insti- and to balance the rights and needs of the individual with the tutional accrediting agency recognized by the U.S. Secretary responsibility of the individual to the College community. Cop- of Education and the Commission on Recognition of Postsec- ies of the Student Code of Conduct Policies and Procedures ondary Accreditation. are available on the College’s web site at http://www.hilbert. edu/Public/file/Student-Life-StudentHandbk.pdf

Student Complaints

Complaints and grievances by students and other constitu- ents are addressed through various college policies and procedures and administrative offices. The College keeps a record of formal complaints. Student grievance procedures are included in the Student Code of Conduct, available at the Dean of Students Office.

Student Right-to-Know and Campus Security Act

Hilbert College is in compliance with Public Law 101-542, the Student Right-to-Know Act Copies of the Student Right- to-Know document are available on the College’s web site at http://www.hilbert.edu/student-life/campus-safety/safety- report.

Student Identification Number

Hilbert College will provide all students with a system-generated identification number in the admissions process. The student must still provide their social security number for tax reporting and financial aid and will be used only for such purposes as allowed under the FERPA regulations.

Textbook Pricing Information Textbook pricing information for both required and recommended materials for classes can be found at: https:// www.efollett.com/CategoryDisplay/10001-9604-13928- 1?demoKey=d.

Voter Registration In compliance with the National Voter Registration Act (42 U.S.C. 1973gg-2(b)), mail in voter registration forms for Hilbert College are available for all Hilbert students and the public. Voter registration forms are available in the Dean of Student’s Office.

This catalog was prepared on the basis of the best information available at the time of publication. All information is subject to change without notice, obligation, or liability.

5 HILBERT COLLEGE Admissions public and private colleges, provides these students with The Admissions Office is located on the lower level of Fran- unique benefits and guarantees. See the “Transfer Agree- ciscan Hall. Its staff provides the necessary information, ment” section for specifics detailing this opportunity. (p. 80) resources and opportunities for prospective students to learn more about the options available to them at Hilbert College. Admissions for Adult Learners One of the best ways to find out more about Hilbert College is to visit our campus. Throughout the year, the Admissions Of- The student body of Hilbert College represents a great fice hosts several evening visit programs that offer students diversity of backgrounds and experiences. Many of these the opportunity to talk to faculty, admissions and financial aid students are adults who have not come directly from high counselors, graduates and current students. In addition, we school. Hilbert College encourages adults seeking to con- make every effort to provide the same services to students tinue their education by providing career counseling, evening who drop in the office or make a pre-scheduled appointment. classes, and access to various support services. Adult students who attend on a full-time or part-time basis may be eli- Students may also elect to have a tour given to them by gible for some type of federal and state financial assistance. Student Ambassadors. Our ambassador program is a select group of highly motivated and successful Hilbert students In addition to the traditional undergraduate offerings, the who have volunteered their time to share, their experiences College has established the Office of Adult and Graduate and views of our college with new and prospective students. Studies. This office acts as the admissions office for all -ac This provides a unique opportunity for new applicants and celerated degree programs offered in the evening and the parents to ask current students the questions that only they graduate programs. can answer. Early Admissions and Advanced College General Admissions Credit Programs Hilbert College offers two programs for select students who Admission for high school graduates is based upon past have completed their junior year in high school that allow academic performance, demonstrated scholastic ability and them to attend classes during either the summer between personal characteristics. In all cases, students are consid- their junior and senior years or simultaneously during their ered for admission without regard to their age, race, creed, senior year for college credit. These programs make it pos- sex, ethnic background, or physical handicap. Students may sible for students to shorten the time required to earn a de- be asked to come for an interview to discuss their education- gree by combining their senior year at high school with their al plans more thoroughly. first-year college courses at Hilbert College.

The College seeks to make all its programs and services The Early Admissions Program permits eligible high school available to all students within the requirements of Section students to attend Hilbert College and complete their fresh- 504 of the Rehabilitation Act of 1973, the Americans with man year of college while they finish high school. These stu- Disabilities Act of 1988, and the Civil Rights Act of 1991. dents are considered full time freshmen provided that they are registered for 12 credits or more during the semester, Transfer Admissions but are not eligible for financial aid until they complete high school diploma requirements. Normal tuition and fees apply. Students transferring into Hilbert College from another insti- The Advanced College Credit Program permits students to tution may have their credits evaluated for transfer into one take classes in the summer and one or two courses during of Hilbert's degree-granting programs. Before an admissions their senior year. These students may enroll on a space avail- decision can be made, all official college transcripts and cre- able basis and must meet course prerequisites. No applica- dentials from previously attended colleges and universities tion or college fees will be charged. Students will pay at a must be submitted to the Office of Admissions. Departmental rate of two-thirds of regular tuition. Admissions consideration Chairpersons will officially evaluate all transcripts. Students for these two programs is highly selective and requires a who were academically dismissed from another college are recommendation from a high school guidance counselor or eligible for transfer admissions following the lapse of one principal as well as the approval of the Director of Admissions semester. at Hilbert College. Special Transfer Articulation agreements are available to students who have graduated with a two-year degree. Hilbert College, which has these agreements with twenty-nine local 6 HILBERT COLLEGE

Verification of Immunization Senior Citizens Admissions/Fees

Verification of immunizations is a requirement in compliance Persons over 60 years of age may take courses of their choice with the New York State Public Health Law (NYS PHL) §2165, on a space available basis, tuition free. If they desire credit all students enrolled for six or more credit hours and were full tuition will be charged. born on or after January 1, 1957 must submit verification of immunization or proof of two measles, one mumps, and one rubella inoculations, signed by a doctor or designated health ADMISSIONS PROCEDURES FOR official. Proof of the required immunizations must be on file in the Office of Student Life within 30 days of the first day of HIGH SCHOOL STUDENTS class. 1. Fill out the application carefully and completely. In addition, New York State Public Health Law (NYS PHL) §2167 requires institutions, colleges and uni- 2. Attach to the application a check or money order in the versities, to distribute information regarding meningococ- amount of $25. This application fee is non-refundable. cal disease and vaccination to all students enrolled for at least six credit hours, whether they live on or off campus. A 3. Take the completed application to the High School Guid- response to receipt of this information is required in the form ance Counselor and ask him/her to complete the counselor’s of a signed acknowledgement. These forms are included in recommendation section. Attach a copy of the secondary the Student Life packet and must be returned to the Office school transcript and return the application to: of the Vice President of Student Life. Resident students Office of Admissions and student athletes are strongly encouraged to receive the Hilbert College meningitis vaccination. 5200 South Park Avenue Hamburg, New York 14075-1597

Advanced Placement/Credit by Examination 4. Complete the Free Application for Federal Student Aid (FAFSA) and forward it to Federal Student Aid Programs, P.O. Hilbert College recognizes college-level work completed in Box 4032, Iowa City, IA 52243 for processing. Applications high school under the Advanced Placement Program of the are available from the high school guidance office, the Hilbert College Entrance Examination Board (CEEB). Student work College Office of Student Finance or at www.fafsa.ed.gov . that receives a rating of 3 to 5 on the advanced placement examination will be considered for college credit and/or advanced placement status. FAFSA CODE IS 002735

Hilbert College also participates in the New York State Col- 5. (a) Write directly to the College Entrance Examination lege Proficiency Examination Program (CPEP) and the College Board, Box 592, Princeton, New Jersey 08540, to register for Level Examination Program (CLEP) established by the College the Scholastic Aptitude Test or ask that scores from previously Entrance Examination Board. Determination of appropriate- taken tests be reported to the College (College Code: 2334). ness of test and level of performance as applicable to credit Or are determined by the College. (b) Ask that results of the American College Testing Program (ACT) be sent directly to the College (College Code: 2759). Further information on CPEP is available from the: Scores from these tests are used for placement in courses and academic counseling. They are not a requirement for College Proficiency Examination Program admission to the College. State Education Department Albany, New York 12224 6. When the steps listed above are fulfilled, you may be notified to contact the Admissions Office to arrange for a personal Data on CLEP may be obtained by writing to: interview.

College Level Examination Program 7. Upon acceptance, send a deposit of $50 (nonrefundable, Box 592 applicable toward tuition) as an indication of your intent to Princeton, New Jersey 08540 register.

8. Return the completed health survey to the Office of Student Life.

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Audit for Traditional Students Admissions Procedure for Graduate Degree Programs Courses may also be audited with the approval of the instructor and the Vice President for Academic Affairs and payment Admissions Policy - To be considered eligible for entrance into of the audit fee. Auditors receive neither credit nor grades. the graduate MS CJA or MPA program, applicants must: Due to limited space, requests for auditing computer classes cannot be processed until current student registration is 1. Complete the Hilbert College on-line graduate application. finalized. 2. Submit an admissions statement/essay specifically addressing how the program will be of benefit to you and the Regional Accreditation community that you serve. 3. Provide official transcripts from ALL prior colleges. Hilbert College is accredited by the Commission on Higher 4. Submit two letters of recommendation from employers, Education of the Middle States Association of Colleges and professional supervisors, colleagues, or previous professors. Schools, 3624 Market Street, Philadelphia, PA 19104 (215) 5. Submit a current resume. 662-5606. The Commission on Higher Education is an insti- 6.Possess relevant work experience.* tutional accrediting agency recognized by the U.S. Secretary 7. Hold a baccalaureate degree from an accredited college or of Education and the Commission on Recognition of Postsec- university having earned a 3.0 cumulative grade point aver- ondary Accreditation. age (GPA) or higher.* 8. Complete a personal interview with the Director of the Center for Adult and Graduate Studies. Admissions Procedure for Accelerated Degree Programs *Applicants who do not meet the above requirements may be admitted on a conditional basis at the discretion of the Application process: respective graduate program chair.

ADP students must have successfully completed 24 college Graduate Admissions Process - All materials, transcripts, etc., credits before applying. should be forwarded to the Director of the Center for Adult & Graduate Studies. 1. Complete the free Hilbert College on-line ADP application. 2. Submit official transcripts from ALL prior colleges. 3. Submit one letter of recommendation from an employer, professional supervisor, colleague, or previous professor. 4. Submit a current resume. 5. Submit an admission statement/essay of at least 500 words addressing how the program will be of benefit to you and the community that you serve. 6. Complete an interview with a representative from the Cen- ter for Adult & Graduate Center to review your transfer credits and readiness for the ADP program.

Admissions Process - All materials, transcripts, etc., should be forwarded to: Director, Center for Adult & Graduate Stud- ies, 5200 South Park Ave., Hamburg, NY 14075

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NYSED DEPARTMENT INVENTORY OF REGISTERED PROGRAMS HILBERT COLLEGE

All college degree programs are registered by the New York State Education Department.

New York State Education Department Office of Higher Education and the Professions Cultural Education Center, Room 5B28 Albany, New York 12230 (518) 474-5851

Program Title HEGISCode Program Code Degree/Award Accounting 0502 20995 BS Business Administration 0506 92127 BS Communication Studies 0601 28705 BA Criminal Justice 2105 92126 BS Computer Security and Information Assurance 5505 21875 BS English 1501 92128 BA Forensic Science/ Crime Scene Investigation 1999 29649 BS Human Services 2101 92129 BS Liberal Studies 4901 21914 BS Legal Studies 0599 92125 BS Political Science 2207 30039 BS Psychology 2001 20098 BA Rehabilitation Services 2199 28703 BS Accounting 5002 76068 AAS Business Administration-Banking 5003 77285 AAS Business Administration 5004 77286 AA Business Administration 5004 77417 AAS Criminal Justice 5505 01838 AA Human Services 5506 01831 AA Legal Studies 5099 77731 AAS Liberal Arts-Pre-Professional 5649 01832 AA Business Management 0506 92127 BS Small Business Management 0506 35658 BS Global Business Management 0513 35622 BS Organizational Development 0599 34713 BS Sports Industry Management 0599 35891 BS Digital Media & Communications 0605 28705 BA Public Administration 2102 34496 MPA Criminal Justice Administration 2105 34495 MS Conflict Studies & Dispute Resolution 2299 34714 BS

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Financing an Education part of it to be canceled if the student fulfills certain requirements. Employment is a straightforward exchange of money Since the cost of a college degree is most often compared to for work performed in a job affiliated with the college. There another major investment in a person’s lifetime, purchasing are four sources of funding for all aid: federal, state, institu- a house, careful financial planning is needed. The Student tional and private. Finance Office consists of the areas of financial aid and student accounts. This “blend” of data information and staff provides the whole picture of cost, financial resources, and Federal Financial Aid Programs payment options to students and their parents when meeting the expense of this very important investment. It is the This is the largest source of need-based funding available mission of this office to provide the personal counseling that through the Department of Education that is also referred to is necessary to make attending Hilbert College an affordable as Title IV funding. The most common programs regulated by reality. The combined efforts of students and college staff the Higher Education Act (HEA) of 1965 are: produce the most effective results by acquiring what financial assistance is available. • Federal Pell Grants • Federal Supplemental Educational Opportunity Grants What is Financial Aid? (FSEOG) • Federal Perkins Loans • Federal Work-Study Financial aid, simply defined, is money that is supplied by a • Federal Direct Student Program source outside of the family to help meet the cost of higher – Federal Direct Stafford Loan (subsidized and unsubsidized) education. There are two basic categories of aid: need- – Federal Direct PLUS Loan (Parent Loan) based and non need-based. Need-based aid contributes the major portion of assistance available for higher education. The Federal Pell Grant, Federal SEOG, Federal Work-study, When a student does not have sufficient family resources to Federal Perkins Loan and subsidized Federal Stafford Loan pay for college, that student is considered to have financial programs are need-based. Simply stated, this means that need. This is determined by collecting financial data about when determining eligibility for funds for these programs, a the student and his/her family and then analyzing that student’s expected family contribution is considered. data according to a standard set of calculations. This need analysis results in an expected family contribution (EFC). The Unsubsidized Federal Stafford and Federal PLUS loans are EFC represents the amount of resources, in dollars, that the referred to as non need-based since the expected family student and his/her family are assumed to have available to contribution is not considered when determining eligibility for contribute towards the cost of attendance which includes the funds from these programs. following: • Tuition and fees The Federal Pell Grant Program provides “gift” assistance to • Room undergraduates who have not yet earned a baccalaureate de- • Board gree. It is an entitlement award which is not dependent upon • Books and supplies the availability of funds at a particular institution. The annual • Transportation amount of a student’s Federal Pell Grant depends in part on • Personal expenses the amount that Congress appropriates for the program. After the cost of attendance is calculated by the college, the expected family contribution is subtracted, leaving a remain- Campus-based programs include Federal Supplemental ing sum which is the student’s financial need. Educational Opportunity Grant (FSEOG), the Federal Work- Study (FWS), and the Federal Perkins Loan Program. Unlike Institutions that participate in federal student aid programs the Federal Pell Grant, receiving aid from the campus-based are required to provide student consumer information regard- programs depends upon the availability of funds at the col- ing the cost of attendance so that a prospective student can lege. The actual amount of funds received by a student under examine it to make sure that it is realistic and reasonable each of these programs depends upon the student meeting in view of his/her career goals. This material, as it relates to additional program specific criteria set by Congress and Fed- Hilbert College, is described in the financial policy section of eral regulations, the student’s need, and the amount of the the catalog. school’s allocation. Within each category of financial aid, need-based and non The Federal Supplemental Educational Opportunity Grant need-based, there are three types of aid: grants, loans, and (FSEOG) Program provides grant funds for exceptionally student employment. Grants are gift aid; they do not have to needy students who are Pell eligible and who have not yet be repaid, nor do they have to be earned. A loan does have earned a bachelor’s or professional degree. to be repaid, unless it carries a provision that allows all or 10 HILBERT COLLEGE

The Federal Work-Study (FWS) Program provides jobs for information and applications are available in the Student students who need earnings to meet a portion of their educa- Finance Office. tional expenses. State Financial Aid Programs The Federal Perkins Loan Program is a low-interest loan (currently 5%) offered to students with exceptional financial The State of New York administers a variety of grant pro- need. grams for New York residents attending institutions within the state. They include: The Federal Direct Loan Program is a set of guaranteed • The Tuition Assistance Program (TAP), an entitlement pro- Federal student loan programs that includes the Federal gram that is need-based for students enrolled full-time at the Stafford Loan (subsidized and unsubsidized) and the Federal college. Direct PLUS (Parent Loan) Programs. While students apply • Tuition Assistance for part-time study which is available to for these loans through the school, the source of funds for students enrolled for less than twelve credit hours. The num- these programs is from the Department of Education.(Direct ber and amount of awards are contingent upon the allocation Lending) of funds granted the college by the State of New York. Other State-funded programs, related to specific criteria, include: The terms subsidized and unsubsidized must be understood • Part-Time TAP, available to first-time freshman enrolled in when discussing the loan programs. A subsidized loan means academic year 2006-2007 and thereafter. These students that the federal government pays the interest to the lender may only receive TAP for part-time enrollment after success- while the student is in school and during other periods when fully completing two consecutive semesters of at least 12 col- the borrower is not required to make payments. Once in re- lege credits and maintaining a 2.0 average. Students must payment, students are then responsible for paying the inter- also be enrolled for at least 6 credit hours during the semes- est on the loan. An unsubsidized loan means that the federal ter they are requesting Part-Time TAP. Part-Time TAP will be government does not pay the interest on behalf of the stu- calculated as a percentage of the full-time TAP a student dent. Instead, the borrower pays all the interest that accrues would have received and will be counted as a percent of TAP throughout the life of the loan, including the interest that in calculating a student’s eight semesters of TAP eligibility. accrues while the borrower is enrolled as a student. The bor- • The Child of Veteran award, available to applicants who are rower can pay the interest as it accrues or have it capitalized children of veterans who are deceased, disabled or missing (added to the principal amount of the loan). Another major in action as a result of service during World War I, World War difference with the unsubsidized loan is that the expected II, Korean Conflict or Vietnam War or who were prisoners of family contribution (EFC) is NOT taken into consideration war during such service. when determining eligibility. This has allowed many students • The Child of Deceased Police Officer-Firefighter award who did not meet the eligibility requirements of a subsidized which is available to applicants who are children of a police Federal Stafford Loan due to a large family contribution to officer, firefighter, or volunteer firefighter who has died as a apply for a loan under the unsubsidized calculation. result of injuries sustained in the line of duty. • The Vietnam Veterans award, available to persons who Additional Unsubsidized Federal Stafford Loan eligibility is served in the armed forces of the United States in Indochina available for independent students and for certain depen- at any time from January 1, 1963 through May 7, 1975. dent students (whose parents are denied the parent loan). • Assistance for students with certain disabilities. This program is administered through the Office of Vocational and The Federal PLUS Loan (FPLUS) Program is designed for Educational Services for Individuals with Disabilities (VESID). parents of dependent students and allows them to borrow For more information, contact the nearest VESID office. federal money to help pay the cost of attending the college. • State aid to Native Americans, administered through the Other Federal Aid Native American Education Unit, New York State Education The Department of the Interior provides grants under the Bu- Department, Cultural Education Center, Albany, New York reau of Indian Affairs (BIA). This agency administers a higher 12230. education grant for enrolled members of a tribe, Indian, Eskimo or Aleut, who are pursuing an undergraduate degree. Institutional and Private Funding Additional information is available from the Bureau of Indian Affairs Office. Various private benefactors and Hilbert College provide funding for grants and scholarships that are need-based or merit- Other Loan Programs based. Merit-based aid is given to students in recognition of special skills, talent or academic ability. Non need-based may Various lending institutions offer Alternative Loans for also be awarded considering other criteria such as field of student borrowers with a credit-worthy co-signer. Additional study, ethnicity, or class level. 11 HILBERT COLLEGE

Although some students may qualify for several of the schol- • Edward and Harriet Reska Scholarship is awarded to arships listed, they are distributed in a limited manner. Com- an average student of Polish heritage. binations of scholarships and grants are subject to review by • New York State Federation of Home Bureaus, Inc. the Director of Student Financial Aid. The Director of Stu- Scholarship is awarded each year to a full-time student in dent Financial Aid awards the scholarships (except in those the Economic Crime Investigation major. Student must cases specifically stated) based on information submitted have a QPA of 2.5 or higher, be a U.S. Citizen and a New on the Free Application for Federal Student Aid (FAFSA) and York State resident, residing in a qualifying county, and academic records as required. An Institutional application demonstrate financial need. Information will be posted for financial aid must be completed if the student declines in March or April. Qualifying students must complete an the federal application and yet wishes to be considered for application (available in the Student Finance Office) and, private funding. if chosen as a candidate, will attend an interview session by members of the Bureau who will choose the recipient. Academic Excellence Scholarships • Shane Heltz Memorial Scholarship is awarded to a student in their second through fourth year who demon- • President's Scholarships are awarded by the Office of strates passion, teamwork and enthusiasm. Admissions to a high school senior who has achieved • Sturm Family Scholarship is awarded to a junior or a scholastic average of 90+ in a college preparatory senior with financial need who is involved in leadership curriculum in high school. The Scholarship is renewable roles and activities on and off campus. on an annual basis if the student maintains a minimum • Heraty Family Scholarship is awarded to a “first- 3.00 quality point average. generation” student. Preference is assigned to business • Honors Scholarships are awarded by the Director of majors. Student Financial Aid to selected returning students with • Habib Family Scholarship is awarded to a first or sec- a cumulative grade point average of 3.5 or higher and ond year student. determined need. The Student must be full-time and • Jason C. Luna Scholarship is awarded to a second or scholarships are awarded on an annual basis. third year student with a 3.0 GPA. Student must be ac- • Academic Scholarships are awarded by the Office of tive in a club/organization on campus and demonstrates Admissions to a high school senior who has achieved an pride in Hilbert. academic average of 85+ in a Regent's level course of • MT Gacioch Scholarship is awarded to a student study. The student must maintain a grade point average actively involved in community service, college clubs, and of 3.00 to continue to receive this Scholarship. volunteer work who maintains a 2.0 average and demon- • The Magdeline and John Hayman Scholarship will strates Franciscan values. be awarded to a middle income student enrolled in any • Meghan Sorbera Scholarship is awarded to a “first- Hilbert College degree program who has demonstrated generation” student. a potential to succeed academically and who has shown a commitment to service to community, church and/or NOTE - All scholarships are for full-time students. school. The scholarship is renewable provided that the student remains in good academic standing. Eligibility Degree Program Scholarships will be determined by the College's Student Finance Of- fice. Accounting: Sarah Hanson • Jocelyn R. Hughes Academic Scholarship is awarded Joseph & Lottie Walas to an incoming freshman who demonstrates above aver- National Gas age academic performance. Elizabeth Prezyna • Alumni Association Scholarship is awarded to a stu- HSBC dent who demonstrates financial need and maintains a 3.0 grade point average. Business: David S. Kielar Memorial Elizabeth Prezyna Leadership and Integrity Based Scholarships HSBC Heraty Scholarship • Elizabeth Prezyna Endowed Scholarship is awarded annually to a female student at Hilbert College who Criminal Justice: Frank & Isabel Buczek exhibits leadership characteristics and is enrolled in a Flood-Qualey Family program leading to a Bachelor’s degree in Business Ad- Bernard J. Olszewski ministration or Accounting. The recipient will be selected Luna Scholarship by the Hilbert College Director of Student Financial Aid. 12 HILBERT COLLEGE

Economic Crime ship are awarded by the Office of Student Life to a high Investigation: New York State Home Bureau school senior who has demonstrated active participation in Student Government, club activity, or community English: George Thomas Family groups. The student must have a minimum academic average of 80 in a Regent's level course of study. It is Forensic Science/Crime Scene Investigation: renewable each year if satisfactory academic progress The Mary Hobar Memorial and participation in a leadership role are maintained. The Nicholas F. Jonmaire Memorial • Johengen Family Scholarship is awarded to a Lakeshore Human Services/ High School graduating senior who exemplifies holistic Rehabilitation Janet Facklam Memorial values as a whole person. Hilbert College awards the Edward B. Hein Memorial scholarship through its Student Finance Office. • John F. Kissel Scholarship is awarded to an incoming Paralegal Studies: William J. & Barbara S. Conners freshman residing in the Residence Hall. It is renewable if satisfactory grades and resident status are maintained. Liberal Arts: Vincent M. Gaughan Memorial • High School Articulation Scholarships are awarded by Boyd & Joan McGowan the Office of Admissions to a limited number of students Edmund & Edna Paczesny Family graduating from various high schools that have articulation agreements with Hilbert College. These schools are Adult Learner Scholarships listed in the Transfer Agreement section of this catalog. Scholarship is renewable on an annual basis if the stu- • Cameron Baird Scholarship is awarded to an adult fe- dent maintains a minimum 2.0 cumulative grade point male residing in the Southtowns. average. • Lambert & Margaret Graham Scholarship is awarded • Thomas & Rose Notaro Scholarship is awarded by Im- to a full-time adult student with financial need and who maculata Academy to a graduating senior. demonstrates academic progress. • Ray Walter Scholarship is awarded to a student involved • William Randolph Hearst Foundation Scholarship is in community service. granted to adult women students. • Sibling Discount of $1000 per year is awarded to the • Roger & Diana Weiss Scholarship is awarded to a middle second sibling who attends simultaneously and both are income adult student with financial need. enrolled fulltime. • Sister Mary Edwina Bogel Scholarship is awarded to a • Univera Health Systems/Excellus is awarded to an in- female student with academic potential. coming freshmen based upon need. • The Barbara Wicks/Hamburg Women’s Democratic Club • Mauray Emerling Scholarship is awarded to an incoming Scholarship is awarded to an adult woman attending freshmen based upon need. Hilbert who lives in the Southtowns. • A $1,500 ANNUAL CATHOLIC HIGH SCHOOL SCHOLARSHIP New Student Scholarships is awarded to ALL high school senior(s) who have attended a Catholic High School and have achieved a scholastic average • Child of Alumni Grant in the amount of $500 per semes- of 80 or higher in a college preparatory curriculum in high ter is awarded by the Office of Admissions to dependent school. It is renewable if good academic status is main- children of Hilbert College graduates (Bachelor or As- tained. sociate) who register full-time in a matriculated program at Hilbert College. It is renewable each year if full-time A $2,000 BOCES ARTICULATION SCHOLARSHIP is awarded registration status and satisfactory academic progress to students who have completed a program pre-approved by are maintained. Hilbert College. • Sgt. Martin F. Bogdanowicz Memorial Scholarship is awarded to a veteran or child of veteran. A $2,000 HIGH SCHOOL ARTICULATION SCHOLARSHIP is • Florence Hafner, Emmert & Cecilia Hafner Scholarship is awarded to students who have completed courses approved awarded to an incoming freshman with financial need. It at Hilbert College at certain area high schools. is renewable. • Hilbert College Scholarship is awarded annually to a A $1,000 SIBLING DISCOUNT is awarded to the second graduating senior of Eden High School. sibling who attends simultaneously and both are enrolled • Hilbert College Scholarship is awarded annually to a fulltime. graduating senior of Hamburg High School. • John W. Kissel Leadership Scholarship, Hilbert College A $1,000 HILBERT COLLEGE ALUMNI GRANT is awarded to Leadership Scholarship, and M & T Leadership Scholar- dependent children of Hilbert College graduates (Bachelor or 13 HILBERT COLLEGE

Associate) who register full-time in a matriculated program at Financial Need Scholarships Hilbert College. It is renewable each year if fulltime registra- • Biddle Family tion status and satisfactory academic progress are main- • Citibank/Citicorp tained. • Richard M. Craig Memorial • First Niagara Bank Transfer Student Scholarships • HSBC Bank • Mrs. Flavia Gernatt A $2,500 ANNUAL Transfer Articulation Scholarship is award- • Flood – Qualey ed to transfer student(s) who have or on track to complete • Franciscan Sisters of St. Joseph their associate’s degree at one of the community colleges • Mr. and Mrs. Daniel & Veronica Rebmann Hilbert College has an articulation agreement with. They • Thomas Hale must attend Hilbert full time and have completed their asso- • Mary Hobar ciates degree or are on track to finish their associates degree • Leonard Kieffer Family by their first semester at Hilbert College to remain eligible for • M & T Bank the scholarship. • National Fuel Gas • R. John Oshei A $6,000 ANNUAL HONORS SCHOLARSHIP is awarded to • Palisano Foundation student(s) who are transferring from a four year accredited, • Natalie Roth Memorial non-articulating college. Students must have a cumulative • Evelyn M. Naughton GPA of 3.5 or higher, and at least 12 credit hours completed • Ren Poynton or on track to be completed before attending Hilbert. Stu- • Louis and Anna Mae Russo Memorial dents must attend full time to be eligible. • St. Joseph Hospital Foundation • William R. and Josephine Shults A $3,000 ANNUAL HILBERT SCHOLARSHIP is awarded to • Rev. John Szymczyk student(s) transferring from a four year accredited, non- • The Zenger Group articulating college. Have a cumulative GPA of 3.0 or higher, • Virginia Weiss Memorial and at least 12 credit hours completed or on track to be • 1957 Endowed Scholarship completed before attending Hilbert. They must attend Hilbert College full time. Additionally, Hilbert College offers scholarships made available from endowments created in memory and/or the A $2,500 ANNUAL COMMUNITY COLLEGE SCHOLARSHIP is generosity of: awarded to student(s) transferring from a non-articulating community college. Students must have a GPA of 3.0 or Mary Falletta/Michael Graci Memorial, Dick Fischer , Janet higher, and more than 12 credit hours completed or be on and Aaron Cohen, Frank J. Giambra, Hart and Jordan Fami- track to complete 12 credits before attending Hilbert. They lies, Dr. Edward and Estelle Hein, Key Bank of WNY, Conrad must attend Hilbert College full time. and Florence Natschke, Ann Miles/Martin and Josephine Zarkoski, Emil Schwartz, and Wiertel Family.

Ethnic Scholarships Students are urged to apply for outside scholarships offered by local foundations, service clubs, various business and • Goya Foods Great Lakes Scholarship is awarded to mi- labor organizations. The Student Finance Office has a listing nority students. of websites that may be helpful in locating scholarships. The • Diversity Scholarship is awarded by the Office of Ad- local library also has reference materials for scholarships. missions to a high school senior who has achieved an academic average of 80+, will be attending full-time, and indicates on the Application for Admission that he/she Other payment options is from a diverse background. The student must maintain good academic standing to continue to receive this The staff of the Student Finance Office provides personal scholarship. counseling to the student and his or her parents to deter- • Dr. and Mrs. Robert Pantera Scholarship is awarded to a mine the best payment approach. Any balance remaining student of Polish heritage who is in financial need. after grants, scholarships and loans can be paid with cash, • Stanley P. Szymanski Scholarship is awarded to a stu- personal check, VISA, MasterCard, and Discover. The College dent of Polish heritage in financial need. also offers a monthly payment plan which divides the semes- • David S. Kielar Memorial Scholarship is awarded to a ter’s balance into four manageable monthly payments. student of Polish heritage, Business major, who comes from a large family, with financial need. Many employers offer a tuition reimbursement benefit to 14 HILBERT COLLEGE

qualified employees. Students who are sponsored under this benefit may defer tuition payment until two weeks after the grade reports for the semester are mailed.

Every student has a unique financial position. Every staff member has a dedicated, problem solving approach to each student’s needs. Every Hilbert graduate is proof of a worth– while investment.

START HERE: http://www.fafsa.ed.gov/

HILBERT COLLEGE CODE: 002735

APPLICATION INSTRUCTIONS ON PAGE 72

15 HILBERT COLLEGE PROGRAMS ARTS AND SCIENCES DIVISION graduate school preparation; • Serving as a community resource for the arts by hosting The Division of Arts and Sciences is home to Art History, Digi- artistic events featuring regional, national and interna- tal Media, Creative Studies, Communication, English, French, tional artists working in various media. General Studies, Italian, Library Science, Mathematics, Music, Science, Spanish and Theater courses. These courses Students may concentrate their studies in one form the basis of a solid liberal arts education, support Hil- or more of the following concentrations or career bert College’s Liberal Learning Goals, and General Education paths: Curriculum. Arts and Sciences course teach students critical thinking, qualitative and quantitative reasoning skills. In ad- 1) Drama studies dition, these courses also introduce students to cultural and 2) Film studies aesthetic literacies that prepare students to live in the global 3) Writing (Creative and Professional) society, live reflectively and pursue lifelong learning. Students with an English Degree have entered the Students with the Division pursue degrees in Digital Media and Communication, English and Liberal Arts. following fields and careers:

List of degree programs within Arts and Sciences Teaching (elementary, secondary, and post secondary) English: BA Public relations Advertising Digital Media & Communication: BA Business Liberal Arts: AA Law Publishing Library Science ENGLISH English as a second language BACHELOR OF ARTS IN ENGLISH The mission of the English Department is to provide students with a critical, theoretical, and practical basis for interpreting LEARNING OBJECTIVES and evaluating human culture in its written, rhetorical, visual, The mission of the English Department is met by the follow- performative, and aesthetic forms. When appropriate, the ing objectives. Department also prepares students to use the technologies that are necessary for success in their chosen fields. We English students will demonstrate a strong knowledge in prepare students in literature, film analysis, and theatre, literature through the ability to: instilling a lifelong commitment in using language and image to confer meaning on experience and to promote the com- • Compare the main literary periods and key aspects of mon good. each period • Recognize significant authors in the literary canon, The English Department is committed to student learning including those from diverse backgrounds and cultural with a focus on cultural studies, language, and communica- traditions tion processes within the liberal arts tradition by: • Distinguish between the standard generic distinctions in the field and their key attributes • Promoting intellectual curiosity, creativity, active learning, • and independent thought; • English students will demonstrate proficiency in writing • Treating students as participants in the construction of through the ability to: knowledge; • • Engaging students in the creation and critical analysis of • Complete written assignments without distracting me- texts and modes of discourse in their diverse historical, chanical errors aesthetic, cultural, social, and theoretical contexts; • Synthesize ideas in order to effectively support one’s • Developing life-long, transferable skills in critical think- point of view ing, reading, writing, speaking, listening, and modes of • Identify different modes of writing and use the appropri- inquiry; ate mode of writing to achieve an intended purpose for a • Fostering respect for intellectual and human diversity; specific audience • Encouraging interdisciplinary approaches to content and style; English students will demonstrate research skills through the • Facilitating pre-professional, career development, and ability to: 16 HILBERT COLLEGE

• Find, evaluate, and use primary and secondary sources 2 Sections Mathematics-Statistics Recommended • Accurately apply the summarization, paraphrasing, and Specific Requirements in Literature quotation of primary and secondary sources 1. One Shakespeare (EN 303/304) • Support an argument/interpretation with appropriate 2. One course emphasizing poetry sources 3. One genre/period course (not poetry) • Use MLA documentation method appropriately and 4. One British Literature before 1800 adequately 5. Two American Literature courses • 6. One capstone course (EN 440 or EN 445) • English students will demonstrate interpretive skills through the ability to: • Carefully and critically read, analyze and evaluate literature DIGITAL MEDIA AND • Create independent interpretations of literature • Apply theoretical perspectives to literature COMMUNICATION • Create connections between literature, lived experiences, BACHELOR OF ARTS IN DIGITAL MEDIA AND and historical, social, and cultural contexts COMMUNICATION

Baccalaureate in Arts Degree 120 Credit Hours The mission of the Digital Media and Communication Depart- ment is to provide students with a critical, theoretical, and General Education Requirements (54) practical basis for interpreting and evaluating human culture COM 151 Public Speaking in its, visual, performative, and aesthetic forms. The Depart- EN 101 College Writing ment also prepares students to use the technologies that are EN 102 Writing in the Humanities necessary for success in their chosen fields. We prepare stu- PS 402 Junior Symposium dents in all areas of communications: film analysis and pro- GS 101 Foundations Seminar duction and all convergent technologies integrative research Intercultural Awareness skills instilling a lifelong commitment in using language and Interdisciplinary Studies image to confer meaning on experience and to promote the Literature and Arts common good. Mathematics Moral Reasoning The Digital Media and Communication Department is com- Political Science/History/Geography mitted to student learning with a focus on media arts, cul- Religious Studies tural studies, language, and communication processes within Science the liberal arts tradition by: Sociology/Psychology/Economics General Education Elective • Promoting intellectual curiosity, creativity, active learning, All College Any Level and independent thought; All College Any Level • Treating students as participants in the construction of All College Any Level knowledge; • Engaging students in the creation and critical analysis of Course in Major (42) texts and modes of EN 200 Level (12) • discourse in their diverse historical, aesthetic, cultural, (Three must be survey courses –two in sequence) social, and theoretical contexts; • Developing life-long, transferable skills in critical think- EN 300/400 Level (30) ing, reading, writing, En 303/304 • speaking, listening, and modes of inquiry; Senior Seminar • Fostering respect for intellectual and human diversity; • Encouraging interdisciplinary approaches to content and Upper Level Electives (24) style; Liberal Arts (300/400) (18) • Facilitating pre-professional, career development, and All College (300/400) (6) graduate school preparation; • Serving as a community resource for the arts by hosting Specific Requirements for Education Students artistic events featuring regional, national and interna- 2 Social Sciences – Political Science or History only tional artists working in various media. 2 Sections Foreign Language 2 Sections Science 17 HILBERT COLLEGE LEARNING OBJECTIVES 1) Integrated Marketing Communication The mission is met by the following objectives. 2) Interpersonal and Organizational Communication 3) Media Arts Production Digital Media and Communication students will be able to 4) Journalism and Media Writing work in an information rich society at a proficient level as demonstrated by the following competencies: Students with a DMAC Degree have entered the • Determine the extent of information needed; following fields and careers: • Identify the necessary information effectively and ef- Marketing management ficiently; Video and film production • Evaluate information and its sources critically; Media writing • Use information effectively to accomplish a specific Public relations project; Advertising • Identify and appraise the economic, legal, ethical, and Business social issues surrounding the use and access of informa- Law tion. • Use information ethically Digital Media and Communication Baccalaureate in Arts Degree Digital Media and Communication students will demonstrate (120 credits) proficiency in technological literacy in the following ways: General Education Core (45) • Use computers to communicate information via print, the COM 151 Public Speaking Internet, and multimedia technologies; EN 101 College Writing • Identify the major digital communication theory and able EN 102 Writing for the Humanities to apply it practically; GS 101 Foundations Seminar • Interpret the uses of technology and their effects on a PS 402 Junior Symposium community • Choose appropriate technology for a project; • Employ the processes of acquisition, manipulation, distri- Specific General Education Core Modules bution and archiving of technological communication. Intercultural Awareness Interdisciplinary Studies Digital Media and Communication student will demonstrate Literature and Arts creative literacy proficiently in the following ways: Math –MA 200 Topics in Statistics Moral Reasoning • Identify, argue and assess major visual theories and be Political Science/History/Geography able to apply them; Religious Studies • Use sound effectively in communication; Science • Demonstrate effective written communication skills. Sociology/Psychology/Economics General Education Elective Digital Media and Communication students will demonstrate cultural literacy in the following ways: All College Elective Any Level (9) • Apply work in their own communities to explore and communicate culture “close to their own doorstep”; Required Courses in Major (24) • Interpret the major movement in western culture; COM 110 Introduction to Mass Media • Interpret, compare and contrast the relationship of west- COM 170 Multimedia Production I ern culture to other culture by understanding the politics COM 180 Multimedia Production II of communication and understand how modern technol- EN 240 The Art of Persuasion ogy can be used to empower people; COM 210 Media Analysis • Demonstrate an understanding of how cultures place COM 310 Communication Theory meaning in various communication systems. COM 320 Law and Ethics

Students may concentrate their studies in one Capstone Course or more of the following concentrations or career paths: Upper-Level Electives (18) 18 HILBERT COLLEGE

Liberal Arts 300/400 (12) speak to a Digital Media and Communication professor to All College 300/400 (6) determine which course would be most useful. Choose an area of concentration Digital Media and Communication (All courses are 3 credits Integrated Marketing Concentration (12) unless otherwise indicated) COM 261 Concepts of Integrated Marketing COM 344 Public Relations Writing LIBERAL ARTS COM 362 Integrated Marketing Research ASSOCIATE DEGREE IN ARTS - LIBERAL ARTS COM 460 Persuasive Campaigns Interpersonal and Organizational Concentration The mission of the Arts and Sciences Department is to pro- (12) vide students with a critical and practical basis for developing COM 330 Group Dynamics and demonstrating competence in expressing ideas, inter- PSY/HS 205 Interpersonal Communication and Effectiveness preting texts, and making aesthetic judgments, in English or PSY 408 Organizational Psychology other languages (humanities); in thinking quantitatively and SOC 306 Cultural Diversity in using the scientific method (mathematics and science); and in analyzing social and organizational commitments and Media Arts Concentration Core (12) behaviors (social sciences). These competencies facilitate COM 242 Script Writing life-long human inquiry by providing the conceptual tools and COM 275 Digital Filmmaking skills for conducting that inquiry to live an examined life, sup- COM 375 Digital Film-Editing portive of self and community. COM 475 Studio Production VISION STATEMENT Media Writing Concentration (12) COM 242 Script Writing The Arts and Sciences Department is committed to student COM 243 Journalism I learning with a focus on the humanities, sciences, and social COM 344 Public Relations Writing sciences within the liberal arts tradition by: COM 348 Advertising Writing Developing life-long, transferable skills in critical thinking, reading, writing, listening, and modes of inquiry; Electives in Major (12) Engaging active learning, problem-solving, logical reasoning, 100/200 level elective and independent thought; 300/400 level elective Nurturing aesthetic and evaluative judgment; 300/400 level elective Fostering cultural literacy through interdisciplinary perspec- 300/400 level elective tives on different media, peoples, times, and places; Encouraging a life-long commitment to self-reflection and a respect for intellectual and human diversity; Minor in Digital Media and Communications (18) Promoting values clarification and community awareness; Facilitating, pre-professional and career development prepa- Digital Media and Communication offer a minor for those ration. students wanting to supplement the work in their major with competence in certain areas of Digital Media and Communi- cation. This knowledge would complement any degree, but The department offers an Associate’s degree program for lib- in particular students in Business, English, Psychology, and eral arts majors, requiring courses in English and the human- Law and Government will find that Communication/media ities; mathematics and the natural/physical sciences; and courses will help to strengthen their knowledge base and the social sciences, by collaborating with other departments thus their resumes. providing courses in economics, history, philosophy, political science, psychology, religious studies, and sociology. The requirements for the minor are as follows: COM 110 Introduction to Mass Media Departmental Organization by Program Disciplines. COM 170 Multimedia Production I COM 210 Media Analysis Supporting the arts (humanities) and sciences (mathematics Three Electives (Two over the 300 level)**** and science) with its Associate’s degree in the liberal arts, the department supervises the following disciplines: Art **** Digital Media and Communication minors may take any history, communication, English, foreign languages (French, (COM) prefix communication courses at the appropriate level Italian, Spanish), mathematics, music, and science (biology, to fulfill this requirement, but it is suggested that students chemistry, and physical science), along with several general 19 HILBERT COLLEGE

studies and physical education courses. Art History or Music Liberal Arts Elective Course Sequence Liberal Arts Elective Liberal Arts Major, Arts & Sciences Department All College Electives (12) Semester 1 Foundations Seminar EN 101 Non-Degree Programs within Arts COM 151 Gen Ed mathematics module and Sciences Department Gen Ed module ART HISTORY Semester 2 Arts and Music EN 102 The mission of the Art History Program is to provide students Lib. Arts Elective with the knowledge and skills central to the study of the Gen Ed module history of the visual arts. Through classroom lectures and Gen Ed module discussion, and both small group and individual exercises, Gen Ed module students will learn art historical methodologies and use critical thinking to analyze, interpret, and evaluate works of visual Semester 3 art in both oral and writing presentations. To encourage an Art History or Music understanding of the place and function of the visual arts Gen Ed module in their own community and in societies in a larger sense, Gen Ed module classes will visit local museums, galleries, and architectural Gen Ed module sites. All-College Elective VISION STATEMENT Semester 4 Gen Ed module The vision of the Art History Program is to develop students Gen Ed module elective who: Lib. Arts Elective • Use critical thinking to analyze, interpret, and evaluate All-College Elective works of visual art; All-College Elective • Have an informed sensitivity to the aesthetic properties of the visual arts; Liberal Arts • Appreciate the place and function of the visual arts in Associate in Arts Degree societies; 60 Credit Hours • Value the creative diversity of the visual arts across time English (9) and from one culture to another; EN 101 College Writing • Regard opportunities to experience works of art at first- EN 102 Writing Across the Humanities hand as an ongoing aspect of an enriched life. COM 151 Public Speaking

First Year Experience (3) LEARNING OBJECTIVES GS 101 Foundations Seminar Modules (27) Students will: Intercultural Awareness • Learn the key monuments in the history of art Interdisciplinary Studies • Learn the language, concepts, and methodologies basic Literature and Arts to the study of art history Mathematics • Use the appropriate art-historical procedure to arrive Moral Reasoning at informed interpretations and evaluate judgments of Political Science/History/Geography works of art Religious Studies • Appreciate empiricism and ambiguity in understanding Science works of visual art Sociology/Psychology/Economics • Understand the ways in which works of visual art express Module Elective (3) the values of a particular place and time Liberal Arts Electives (6) • Develop skill in researching topics relevant to art history and practice effective communication in both oral and 20 HILBERT COLLEGE

written expression on art-historical topics and writing) in languages other than English: • Appreciate the diverse nature of creative expression in • Acquire an awareness of cultural differences and simi- the visual arts larities; • Demonstrate knowledge of a foreign language in work- Courses Offered place conditions in the context of professional use; AHI 103: Creative Moments in • Fulfill New York State teacher certification requirements; Art History • Acquire knowledge of the history and culture of the tar- AHI 320: The Art of the get language country; Renaissance in Italy • Research historical periods and cultural trends in the AHI 350: Impressionism and target language country. the Roots of Modernism AHI 380: Women in Art Courses Offered: FR 101: Introduction to French I FOREIGN LANGUAGES FR 102: Introduction to French II The mission of the Foreign Languages Program (French, FR 103: Introduction to French III Italian, and Spanish) is to provide students with appropriate ITA 101: Introduction to Italian I linguistic skills: listening, reading, and writing in a language ITA 102: Introduction to Italian II other than English. With the properly developed oral, audi- SP 101: Introduction to Spanish I tory, lexical, and reading abilities, students will have the SP 102: Introduction to Spanish II necessary tools to communicate effectively with speakers of SP 103: Intermediate Spanish I the target language. SP 300: Spanish for Law Enforcement Officials In keeping with the goals of the Hilbert Liberal Learning curriculum the department seeks to instill in its students Notes: Two semesters of foreign language study fulfills an awareness and appreciation of the cultural differences education requirements for Master’s degree in education at and similarities between their own culture and that of other D’Youville College. diverse populations. The main focus is to view all cultures IT 101, SP 101 and SP 102 satisfy the Gen-Ed requirement in and languages as valid and to see the value of learning a the Intercultural Awareness module. language as the key to a better understanding of the world at large and how one’s own cultural heritage fits into the larger MATHEMATICS view of the global community. The mission of the mathematics faculty is to empower students mathematically. This empowerment includes the VISION STATEMENT ability to analyze, reason logically, communicate about and through mathematics, solve non-routine problems using The Foreign Language Program provides opportunities for strategies already known, and introduce new mathematical students to concepts not previously encountered. To accomplish these • Develop listening, speaking, reading, and writing skills in aims, the faculty creates a safe classroom environment that languages other than English encourages active learning via teaching strategies enabling • Acquire an awareness of cultural differences and simi- student participation to direct the flow of the lesson. This larities between a target culture and a student’s own discourse is encouraged at the individual, small group, and cultural perspective class level. Through this experience, students will value mathematics and the significant role it plays in their lives. In addition, the Foreign Language Program encourages students to explore other opportunities beyond the con- VISION STATEMENT fines of the college to refine the basic skills acquired in the classroom; for example, travel or study abroad. With an eye As Hilbert College does not offer a mathematics or science to promoting global citizenship it is the hope of the Foreign degree, the vision of the mathematics program is to Language Program that the experience of studying a foreign • Identify students lacking math skills and place them in language will motivate students to be aware of and pursue the appropriate remedial course; further linguistic and cultural learning opportunities. • Enable students to progress from their entry level to the highest mathematical level needed in their degree LEARNING OBJECTIVES program; • Offer mathematics courses which complement and com- Students will: plete Hilbert’s degree programs. • Master the four basic skills (listening, speaking, reading, 21 HILBERT COLLEGE

LEARNING OBJECTIVES works of music; • Have an informed sensitivity to the aesthetic and aural Students will: properties of music; • Learn the concepts, language, algorithms, and major • Appreciate the place and function of music and musical theories of mathematics; performance in societies; • Understand the appropriate application of mathematical • Value the creative diversity of music across time from skills, concepts, and theories to human services, criminal one culture to another; justice, psychology, accounting, business administration, • Regard opportunities to experience the performance of economics, and the sciences; music at first hand as an ongoing aspect of an enriched • Appreciate empiricism ambiguity, and alternative meth- life. ods of analyzing problems; LEARNING OBJECTIVES • Adhere to appropriate mathematical techniques and methods of inquiry; Students will: • Use and appreciate available technological advances • Develop aural sensitivity to promote perceptive listening (e.g., calculators and computers); skills • Develop research and communication skills, and practice • Learn the language, concepts, and music theory ele- critical thinking. ments basic to the study of music • Use appropriate procedures in the study of music to Courses Offered: arrive at informed interpretations and evaluative judg- MA 099: Preparation for College Mathematics I ments of pieces of music MA 100: Preparation for College Mathematics II • Appreciate empiricism and ambiguity in understanding MA 145: College Mathematics musical texts; MA 146: Pre-Calculus • Understand the ways in which pieces of music and musi- MA 180: Discrete Mathematics cal performance express the values of a particular time MA 200: Topics in Statistics and place; MA 205: Survey of Calculus • Develop skill in researching topics relevant to music, and MA 300: Applied Statistics with Project practice effective communication in both oral and written expression on music topics; Notes: MA 099 and MA 100 are required of students place- • Appreciate the diverse nature of creative expression in ment-tested into them. Credit-bearing math courses fulfill music. general mathematics requirement. Courses Offered MA 200 is required of various four-year degree programs. MU 101: History of Western Music from Its Origins to Roman- MA 146 is required of certain Business Administration ma- ticism jors.MA 180 is required of ECI majors. MU102: History of Western Music from Romanticism to the MA 145 and MA 200 satisfy the Gen-Ed requirement in the Present Mathematics module. MU 103: The Enjoyment of Music MU 305: Romantic Music: Classical Music in the 19th Cen- MUSIC tury The mission of the Music Program is to provide students with MU 250: Afro-Centric Music the knowledge and skills central to the study of the history of MU 380: Twentieth-Century Music music. Through classroom lectures and discussion, students will develop a basis for understanding music as an art and Note: Fulfills an Art/History/Music requirement for Liberal as an academic discipline by developing and demonstrating Arts degree. MU 101, MU 102, and MU 103 satisfy the Gen- listening skills and an ability to respond perceptively to music Ed requirement in the Literature and Arts module. MU 250 of the Western tradition in its various modalities, reinforced satisfies the Gen Ed requirement in the Intercultural Aware- by basic music vocabulary and consideration of historical and ness module. cultural contexts. Students will also attend concerts to encourage an understanding of the place and function of music SCIENCE in their own community and in society at large. The mission of the Science Program is to enable students to understand the principles and methodology of science VISION STATEMENT through the knowledge and practice provided within the biological and physical sciences. Through classroom lecture and The vision of the Music Program is to develop students who: discussion, demonstrations, laboratory experiments, and in- • Use critical thinking to analyze, interpret, and evaluate dividual exercises, students will learn to think critically in the biological sciences about the unifying principles of life, the 22 HILBERT COLLEGE structures and mechanisms of organisms, including the hu- Chemistry and man body, the interrelatedness and differentiation of biological forms, and the conserving role of environmentalism; and Physical Science in the physical sciences, about the properties and interaction of matter and energy through the study of chemistry, physics, LEARNING OBJECTIVES earth science, and astronomy. Students will: VISION STATEMENT • Become conversant with the scientific method; • Understand the nomenclature, concepts, and principles The vision of the Science Program is to develop students who of chemistry, physics, earth science, and astronomy; • Can apply scientific principles and procedures • Can analyze, interpret, and evaluate the properties of • Understand the developmental patterns, similarities, and matter and chemical change; relations among different forms of life; • Understand the operations and applications of matter • Value the role of conservation and environmental con- and energy; cerns; • Develop skill in researching topics relevant to physical • Know the chemical and physical basis for interactions science issues, and practice effective communication and reactions; in both oral and written expression on physical science • Are cognizant of scientific theories of cosmic and geologi- topics; cal formations; • Demonstrate facility with lab-based experimentation. • Employ scientific issues and themes to stimulate critical thinking and problem-solving. Courses Offered • Can conduct experiments through computer-based labo- BI 101: Introduction to the Physical Sciences ratory investigation. CH 201: General Chemistry I • Biology and Science CH 202: General Chemistry II Notes: Fulfills a science elective requirement. SCIENCE LEARNING OBJECTIVES BI 101 and CH 201 fulfills a Gen-Ed requirement in the Sci- ence module. Students will: (If approved, CH 202 could satisfy the Gen-Ed requirement in • Learn the scientific method and the terms, concepts, and the Science module.) principles intrinsic to scientific studies • Become knowledgeable about a variety of current scientific issues GENERAL STUDIES • Evaluate the accuracy of claims that report to be “sci- The aim of the General Studies electives is to develop (1) entific” and identify resources that provide scientifically college reading and study skills; (2) leadership, organiza- sound information tional skills, and healthy lifestyle habits through course work • Formulate and express opinions about many pertinent, variously focusing on theory and practice in leadership stud- socially relevant scientific issues ies; (3)students activities programming; and (4) health and • Develop skills in researching topics relevant to scientific wellness knowledge and initiatives associated with career issues and practice effective communication in both oral success. Through classroom lectures and discussion, group and written expression on scientific topics work, and individual exercises, students will improve their • Demonstrate facility with lab-based experimentation and reading and study skills; will learn different leadership styles computerized equipment in historical perspective, while emphasizing skill develop- Courses Offered ment; will understand the ways in which students activities BI 101: Introduction to the Physical Sciences programming enhances classroom learning while supporting BI 102: Science in Society: Modern Topics in Biology academic and student-related concerns; and will consider BI 112: Environmental Science and apply to their lives health-related topics like nutrition, BI 114: The Human Body stress management, and physical fitness. BI 140: College Biology I BI 141: College Biology II VISION STATEMENT CH 102: Science in Society: Modern Topics in Chemistry CH 201: General Chemistry I The vision of the General Studies electives is to develop CH 202: General Chemistry II students who • Can apply reading and study skills at the college level; Note: All biology and chemistry classes satisfy the gen Ed • Understand theories of leadership, student development, requirement in the Science module. and health and wellness approaches; 23 HILBERT COLLEGE

• Can identify, evaluate, and practice effective leader- making, principled behavior and the importance of life-long ship styles, student programming activity initiatives and learning and facilitates professional and career development healthy lifestyles; in specialized fields. • Exhibit communication skills appropriate to leadership, student programming, and health and wellness activities. A criminal justice professional has many career paths from which to choose. The public sector includes federal, state and LEARNING OBJECTIVES local agencies which comprise the fields of law enforcement, probation, corrections, investigation, and special services. Students will: The private sector offers career opportunities in corporate • Understand the historical and theoretical underpinnings security and juvenile treatment centers. of the discipline; • Use critical thinking to identify, analyze, and evaluate VISION STATEMENT discipline-specific information • Understand, implement, and evaluate good discipline- The Criminal Justice Department is dedicated to the advance- specific practices; ment of student education and provides a balanced liberal • Demonstrate writing, speaking, listening, reading, and arts curriculum integrated with practical experience by: study skills; • Enhancing oral and written communication skills. • Demonstrate cultural fluency; • Developing abilities in critical thinking, logical assess- • Evaluate personal behaviors, skills, and attributes. ment and analytical problem solving and encouraging intellectual growth. • Instilling an awareness and appreciation for the social Courses Offered: and cultural diversity of society. GS 111: College Reading and Study Skills • Improving proficiency in multi-media research methods GS 160: Introduction to Leadership and technological fluency. GS 170/370: Introduction to Student activities Programming: • Advocating service to the community. Theory and Application • Infusing ethical decision making and principled behavior. GS 180: Health and Physical Fitness GS 300 Service Learning Abroad CRIMINAL JUSTICE GS 460: Leadership Applications The Criminal Justice baccalaureate degree offers a program which provides students with a solid basis of knowledge and Note: GS leadership courses contribute to a Leadership Mi- skills for service in various criminal justice fields. This degree nor administered by the Professional Studies Division. gives students a broad liberal arts knowledge base and an understanding of the conceptual, organizational and practical dimensions of various criminal justice fields and agencies. The Criminal Justice program is designed to prepare students CRIMINAL JUSTICE STUDIES for employment in the field of criminal justice and also serve as preparation for graduate work in criminal justice, law, DIVISION counseling, public administration or more technical areas concerned with organized and white collar crime. Criminal Justice majors are encouraged to take electives in CRIMINAL JUSTICE their major that should assist in their career objectives and preparation. There are eight concentrations available that BACHELOR OF SCIENCE (B.S.) IN will assist in this development. CRIMINAL JUSTICE Internships are available in many of the concentrations. The mission of the Hilbert College Criminal Justice Depart- ment is to provide students with a challenging and relevant Students pursuing the Bachelor of Science degree in Criminal curriculum through a balance of liberal arts, career prepara- Justice must fulfill the following requirements. tion and the integration of multiple disciplines. In addition to The Criminal Justice requirements include the following distri- discipline specific knowledge, the Criminal Justice Program bution of credit hours: cultivates student skills in critical thinking, oral and written communication, research, analysis, technology and problem General Education Requirements (45) solving. The program develops student commitment in the ar- COM 151 Public Speaking eas of community service, personal accountability, global re- EN 101 College Writing sponsibility, and cultural diversity. It stresses ethical decision EN 102 Writing in the Humanities 24 HILBERT COLLEGE

GS 101 Foundations Seminar General Education Elective PS 402 Junior Symposium All College Elective (100, 200) (MA 099, MA 100 or EN 100 if required) Specific General Education Core Modules General Education Elective Semester 3 Intercultural Awareness Elective COM 151 Interdisciplinary Studies Elective CJ 200 Literature/Arts Elective CJ 204 MA 200 Topics in Statistics General Education Elective Moral Reasoning (CJ 330 Ethics in CJ System) General Education Elective Political Science/History/Geography Elective Religious Studies Elective Semester 4 Science Elective CJ Elective (100, 200) SOC/PSY/ECO (SO 101 Introduction to Sociology) General Education Elective General Education Elective All College Any Level (21) All College Elective (100, 200) MIS Elective MIS Elective Courses in Major (21) CJ 101 Introduction to Criminal Justice Semester 5 CJ 200 Introduction. to Corrections MA 200 (Math Elective) CJ 202 Introduction to Law & Justice Liberal Arts Elective CJ 204 Crime and Society Liberal Arts Elective (300, 400) CJ 305 Research Methods in Social Sciences All College Elective (100, 200) CJ 311 Police Management All College Elective (100, 200) CJ 405 Seminar in Criminal Justice Semester 6 Upper Level Criminal Justice (9) CJ 305 CJ 311 Police Management Any Level Criminal Justice (3) PS 402 Symposium CJ Elective (300, 400) Upper Level Credit Electives (21) Liberal Arts (12) Semester 7 All College (9) CJ 330 (Moral Reasoning Elective) CJ 405 Courses that may be used in the major: ECI 340, ECI 350, ECI All College Elective (100, 200) 370, FS101, PSY 410, LW 302, LW/HS 410, HS 101, HS 210, Liberal Arts Elective (300, 400) CJ/HS/PSY 317, HS 205, HS 300, HS 302, HS 306 All College Elective (100, 200) Those students considering graduate school should take CJ (CJ Internship) 402 Advanced Criminology Theory. Semester 8 Criminal Justice Baccalaureate in Science Degree CJ Elective (300, 400) Student Planner Liberal Arts Elective (300, 400) All College Elective (300, 400) Semester 1 All College Elective (300, 400) EN 101 All College Elective (300, 400) CJ 101 (CJ Internship) SO 101 (SOC/PSY/ECO Elective) GS 101 Foundations Seminar Concentrations in Criminal Justice General Education Elective Any criminal justice major may take a concentration in crimi- (MA 099, MA 100 or EN 100 if required) nal justice by adhering to the following policy:

Semester 2 1. Apply by completing a form provided by the Office of EN 102 Student Records which will be forwarded to the appropriate CJ 202 departments for evaluation. General Education Elective 2. Take eighteen hours of elective course work in the follow- 25 HILBERT COLLEGE

ing areas: Take Both CJ 101, Introduction to Criminal Justice CJ/HS/PSY 416 Advanced Issues in Family Violence and CJ 204, Crime and Society. CJ 417 Violent Phenomena 3. Take one that relates to your area of request. Counseling CJ 102 Juvenile Delinquency (C or E) LW/HS 410 Child/Family Law (Core) CJ 103 Introduction to Security (H) CJ 200 Introduction to Corrections (A) F. Law CJ 202 Introduction to Law and Justice (D, F, or G) CJ 315 Laws and Rules of Evidence CJ 205 Drugs, Crime, and the CJ System (B) ECI 350 Law of Economic Crime RH 205 Microcounseling or HS 203 Introduction to Counsel- LW 302 Introduction to Criminal Law and Procedure ing (C or E) LW 312 Environmental Law (Core) Select exactly one group from A-H and take any 3 courses LW 402 The U.S. Constitution: Legal and Historical Perspec- listed within the group (9 credit hours). tives (Core) LW/HS 410 Child/Family Law (Core) A. Corrections CJ 300 Probation, Parole, and Community Based Corrections G. Police Management CJ 400 Advanced Issues in Corrections CJ 310 Introduction to Policing/Professional Entry HS 300 Introduction to Chemical Dependency CJ 311 Police Management/Organization PSY 410 Forensic Psychology CJ 312 Police: Human Dimensions CJ 411 Police, Politics, and Professionalism B. Criminology CJ 412 Advanced Issues in Policing CJ 302 Juvenile Justice CJ 304 Organized Crime & Career Criminal H. Security CJ 307 Women and CJ System CJ 303 Retail Security CJ 320 Global Crime and Comparative CJ Systems CJ 321 Terrorism and Homeland Security CJ 334 Analysis of Sexual Offenses & The Sex Offender CJ 333 Information Security CJ 335 Diversity Issues in CJ OR SO 306 Cultural Diversity CJ 403 Security Administration CJ 402 Advanced Criminological Theory CJ 417 Violent Phenomena Forensic Science/CSI majors are not eligible for Investiga- tions as those classes are required in the FS/CSI program. C. Family Violence CJ/HS/PSY 316 Family Violence CJ/HS/PSY 317 Family Violence Treatment CJ 334 Analysis of Sexual Offenses & The Sex Offender CRIMINAL JUSTICE CJ 416 Advanced Issues in Family Violence THE ASSOCIATE IN ARTS DEGREE CJ 417 Violent Phenomena HS 203 Introduction to Counseling OR The Criminal Justice program is designed to prepare gradu- RH 205 Microcounseling ates for employment in the criminal justice areas of police HS 300 Introduction to Chemical Dependency work, courts, probation, parole, youth counseling, retail secu- HS 330 Violent Children rity, and private security. It also serves to prepare persons for HS 403 Family Counseling careers in areas allied with the various enforcement fields or continued educational pursuits. The program is designed for D. Investigations in-service personnel as well as for persons wishing to prepare CJ 304 Organized Crime/Career Criminal for service in the criminal justice fields. CJ 314 Environmental Investigation CJ 315 Laws and Rules of Evidence The criminal justice requirements include the following CJ 404 Criminal Investigation/ distribution of credit hours: Criminalistics General Education Requirement (36) ECI 340 Intelligence Research Methods OR COM 151 Public Speaking ECI 350 Law of Economic Crime EN 101 College Writing E. Juvenile Justice EN 102 Writing in the Humanities CJ 302 Juvenile Justice System GS 101 Foundation Seminar CJ/HS/PSY 316 Family Violence CJ/HS/PSY 317 Family Violence Mathematics (3) Treatment and Prevention CJ 402 Advanced Criminological Theory Specific General Education Core Modules (21) Science Elective 26 HILBERT COLLEGE

Religious Studies Elective HI/CJ 207 Political Science/History/Geography Elective HS 101, HS/SO 205, HS 210 (May be used as Criminal Jus- Intercultural Awareness Elective tice Electives) Interdisciplinary Studies Elective Literature and Arts Elective SECURITY MANAGEMENT Moral Reasoning Elective A sequence of six courses at the College that would lead to a letter of accomplishment in Security Management. The Criminal Justice Concentration (18) eighteen-hour sequence is composed of courses in College Major Program (18) Writing, Public Speaking, Introduction to Security, Terrorism SO 101 Introduction to Sociology and Homeland Security, Information Security, Retail Security CJ 101 Introduction to Criminal Justice and Security Administration. The sequence may be taken as CJ 204 Crime and Society part of the Associate in Arts or Bachelor of Science Degree Program in Criminal Justice. All College Electives (6) Security Management Certificate MIS Elective EN 101, COM 151, CJ 103, CJ 321, CJ 333, CJ 403 Criminal Justice Associate in Arts Degree Student Planner (These suggestions may be interchanged based on availabil- THE INSTITUTE FOR LAW ity and advisor input.) AND JUSTICE Semester 1 The mission of the Institute for Law and Justice at Hilbert Col- EN 101 lege is to support criminal justice, social service and related CJ 101 community support agencies by enhancing their ability to SO 101 (SO/PSY/ECO Elective) deliver services. Working with these agencies, the Institute All College Elective will develop projects and seek funding from a wide variety of (MA 099, MA 100 or EN 100 if required) sources to conduct research that will enhance present knowledge related to issues of law and justice. Semester 2 EN 102 The goals of the Institute for Law and Justice are as follows: CJ Elective • To assist criminal justice and associated community CJ Elective or CJ 204 support agencies to produce positive community change. Intercultural Awareness Elective By facilitating such positive community change, Hilbert MIS Elective College and the Institute for Law and Justice will increase (MA 099, MA 100 or EN 100 if required) their visibility in the local and Western New York area as an institution that effectively strengthens agencies and Semester 3 promotes community improvement. COM 151 • To improve governmental, private and public inter-agency Interdisciplinary Studies communications in an attempt to increase collaborative CJ Elective or CJ 204 efforts that promote positive community chance. Literature and Arts Elective • To help educate the criminal justice community relative Religious Studies Elective to innovations and promising ideas in the fields of law and justice. Semester 4 • To establish within Hilbert College a research-based insti- Science Elective tution that provides faculty and students opportunities to MA 200 (Math Elective) grow intellectually. Political Science/History/Geography Elective (HIS/GEO) Moral Reasoning Elective CJ Elective

Suggested Electives PSY 101 CJ 102, 103 CJ 200, 202, 204, 205 27 HILBERT COLLEGE

FORENSIC SCIENCE/ The FS/CSI baccalaureate degree includes coursework in crime scene photography, laws and rules of evidence, CRIME SCENE bloodstain pattern analysis and fingerprint evidence. This background will promote a stronger more precise relationship INVESTIGATION between the crime scene unit and the forensic lab responsible for crime analysis. Such coursework will be embedded BACHELOR OF SCIENCE within a well-balanced social science bachelor’s degree. The mission of the Hilbert College Forensic Science / Crime The FS/CSI program is intended to provide both college Scene Investigation Department is to provide students with students and law enforcement personnel with the most cur- a venue for the realistic application of contemporary forensic rent technological knowledge and practical applications in science techniques used in the criminal justice field. The crime scene investigation. These skills will enable students program balances liberal arts, physical and social sciences to obtain entry-level positions in a wide array of positions, and practical training to develop students’ oral and commu- including: nication skills, analytical problem solving abilities, aptitude • Accident Investigator for collaborative work, experiential learning and multimedia • Arson Investigator research competencies. It promotes service to community, • Autopsy Technician ethical behavior, professionalism, personal accountability, • Crime Scene Photographer respect for diversity and fosters commitment to lifelong • Crime Scene Reconstructionist learning and intellectual growth. • Crime Scene Specialist • Criminalist VISION STATEMENT • Document Examiner • Evidence Control Technician The Forensic Science/Crime Scene Investigation Depart- • Firearms Examiner ment is committed to the enrichment of student learning and • Lab Assistant affords a realistic venue integrated with a liberal arts curricu- • Latent Fingerprint Technician lum by: • Police Crime Scene Technician • Developing skills in oral and written communications and • Trace Evidence Examiner technical writing. • Tool Mark Examiner • Improving analytical and critical thinking abilities and Additionally, the program will furnish veteran officers with problem solving strategies. career advancement opportunities available through special- • Cultivating an understanding, appreciation and respect ized education in crime scene investigation. for the diversity of contemporary society. • Advocating community service, accountability and global General Requirements (51) responsibility. COM 151 Public Speaking • Encouraging life-long learning and continued intellectual EN 101 College Writing development and promoting professionalism and ethical EN 102 Writing in the Humanities behavior. GS 101 Foundations Seminar • Increasing competence in multi-media research methods PS 402 Junior Symposium and technology. Specific General Education Core (33) The Hilbert Forensic Science/Crime Scene Investigation General Education Elective degree is a four-year program which provides students with Intercultural Awareness Elective a solid base of knowledge and skills for service in a growing Interdisciplinary Studies Elective number of investigative agencies. It also prepares students Literature/Arts Elective for the pursuit of advanced degrees in criminal justice or MA 200 Topics in Statistics forensic science. Moral Reasoning (CJ 330 Ethics in CJ System) Typical forensic science degrees focus on natural sciences Political Science/History/Geography Elective in laboratory settings where evidence is analyzed. However, PSY 101 Introduction to Psychology crime scene investigation, involves the proper identification, Religious Studies Elective collection, and chain of custody of evidence to the forensic Science (BI 114 Human Body) lab for analysis. Hilbert will provide a blend of the two areas SO/PSY/ECO (SO 101 Introduction to Sociology) with a strong emphasis on crime scene investigation and how it relates to the forensic lab. All College Electives (Any Level) (15) MIS Electives (3) 28 HILBERT COLLEGE

Electives (12) Semester 3 COM 151 Lower Level (15) PSY 101 FS 101 Introduction to Forensic Sciences CJ 204 CJ 101 Introduction to Criminal Justice FS 301 CJ 202 Introduction to Law and Justice General Education Elective CJ 204 Crime and Society CJ 205 Drugs, Crime and the CJ System Semester 4 MA 200 (Math Elective) Upper Level (36) CJ 205 FS 301 Computer Crime Investigation General Education Elective FS 302 Introduction to Forensic Photography/Imagery General Education Elective FS 318 Special Topics in Forensic Science I MIS Elective FS 319 Special Topics in Forensic Science II FS 400 Photography/Imagery Semester 5 FS 401 Fingerprint Evidence CJ 305 FS 402 Trace Evidence/Arson-Firearms/Impression FS 302 Evidence FS 318 FS 403 Bloodstain Pattern Analysis/Crash Management/FS General Education Elective Report Writing All College Elective (any level) FS 405 Advanced Seminar in Forensic Science CJ 305 Research Methods in Social Sciences Semester 6 CJ 315 Laws and Rules of Evidence FS 319 CJ 404 Criminal Investigations/Criminalistics FS 400 PS 402 Junior Symposium Upper-Level Electives (6) All College Elective (any level) Liberal Arts Elective All College Elective (any level) PSY 410 Forensic Psychology Semester 7 Suggested Electives CJ 330 (Moral Reasoning Elective) BI 140 College Biology I FS 401 BI 141 College Biology II FS 402 CH 201 College Chemistry I FS 403 CH 202 College Chemistry II All College Elective (any level) FS 499 Forensic Science Internship (FS Internship)

Forensic Science/Crime Scene Investigation Semester 8 Baccalaureate in Science Degree Student Planner CJ 315 CJ 404 Semester 1 PSY 410 EN 101 FS 405 CJ 101 Liberal Arts Elective (300, 400) FS 101 (FS Internship) GS 101 Foundation Seminar General Education Elective ** Students requiring MA 99, MA 100 or EN 100 should be (MA 99, MA 100 or EN 100 if required) advised to register for those classes during their 1st and/or 2nd semester Semester 2 Business Administration courses are identified by the follow- EN 102 ing prefixes: ACC, BUS, ECO, FIN, MGT, MIS, MKT SO 101 (SO/PSY/ECO) Elective Liberal Arts: ART, BI, CH, CJ, CS, ECO, EN, LW, MA, PH, PHY, BI 114 (Science Elective) PSY, RH, RS, SO, SP CJ 202 Mathematics & Natural Science: BI, CH, MA, PHY General Education Elective Social Science: CJ, ECO, HI, HS, LW, PSY, RH, SO (MA 99, MA 100 or EN 100 if required)

29 HILBERT COLLEGE

PROFESSIONAL STUDIES and non-computerized. • Accounting graduates should be able to respond effec- DIVISION tively to the impacts of globalization on accounting and auditing standards, methods and principles. • Accounting graduates should be able to analyze the im- ACCOUNTING pact and capitalize on the strengths of diversity in all its forms on business in general and the practice of accoun- BACHELOR OF SCIENCE IN ACCOUNTING tancy in particular. • Accounting graduates should be able to demonstrate The mission of the Accounting Program at Hilbert College is proficiency in the technical skills of accounting and to provide quality educational opportunities to Accounting auditing…specifically by applying authoritative guidelines graduates, to discover and disseminate knowledge about the to accounting and auditing problems; preparing and field of accounting through research and teaching, and to analyzing financial statements and identifying and using provide relevant public service to the community. We strive relevant information for decision making. to develop Accounting graduates who can analyze and solve • Accounting graduates should be able to analyze and problems, communicate articulately, use technology effec- use the technologies of accounting information systems. tively, work as part of a team, and contribute to society. Specifically, accounting graduates should be able to identify basic business processes and major components To analyze, control, manage, forecast, and plan are all ac- of transaction cycles; evaluate relevant controls within an tions that involve the person who chooses accounting as a information system; interpret relevant documentation for career. The professional roles that accountants fill vary widely an accounting information system and effectively utilize depending upon the work environment. Public accounting, a computerized accounting system. private corporate accounting, and government accounting • Accounting graduates should be able to identify and are three general areas which offer a variety of professional apply accountants’ legal responsibilities and potential positions to the practicing accountant. liability in a variety of accounting related situations dealing with tax and audit issues; specifically, an accounting Accounting, labeled the “language of business,” is the tool graduate should be able to describe the legal and regula- used to describe business practices and relationships. As tory environment for accountants and identify the role, a field of study, accounting complements other professional duties and responsibilities of accountants in fraud detec- and academic disciplines resulting in a strong foundation tion and prevention in public, private and governmental upon which a life-long career can be built. accountancy environments. PROGRAM LEARNING OBJECTIVES • Accounting graduates should be able to communicate ACCOUNTING effectively in writing and should be able to comfortably BACHELOR OF SCIENCE DEGREE IN address groups of professionals and non-professionals ACCOUNTING alike from all disciplines. • Accounting graduates should be able to demonstrate The Bachelor of Science degree in Accounting combines relevant complex computation skills and techniques to specialized accounting courses, general business courses, solve accounting or auditing problems. and a strong foundation in the liberal arts. The program will • Accounting graduates should be able to use logic and provide a broad overview and maintain student options for reasoning to identify the strengths and weaknesses of various employment opportunities, professional certification, alternative solutions, conclusions or approaches to ac- and graduate studies. The accounting curriculum will encour- counting problems requiring “professional judgment.” age a commitment to life-long learning and will develop a • Accounting graduates should be able to demonstrate diverse set of skills in accounting graduates including techni- proper business “acumen and decorum” in professional cal competence, effective communication and interpersonal interactions and respond appropriately to business situa- relations, critical thinking, and ethical awareness. tions whether or not specifically related to the practice of Specialized accounting courses include financial accounting, accountancy. cost accounting, individual and corporate taxation, advanced • Accounting graduates should be able to recognize and intermediate accounting, advanced accounting, and auditing. respond thoughtfully to situations that present ethical A student must earn a C grade or better in each accounting dilemmas related to the practice of auditing or accoun- course required for the major. tancy. • Accounting graduates should be able to utilize and ana- To accommodate a mix of student goals, which include lyze accounting information systems; both computerized enhancement of existing job skills and/or CPA certification, 30 HILBERT COLLEGE

the program will offer both theory and application. A notewor- ECO 202 Macroeconomics thy course which will stress “application” is the accounting Mathematics Module –* internship (ACC 400). This is an elective course taken in the *MA 146-Pre-Calculus student’s senior year where the student sees firsthand how Moral Reasoning their education is applied in a very practical sense. Political Science/History/Geography Religious Studies In addition, Hilbert offers three “tracks” of within the ac- Sociology/Psychology/ECO-* counting curriculum consisting of the “Commercial Account- *ECO 201 Microeconomics ing” track, the “CPA” track and the “Economic Crime Investi- Science Module gation” track. While each track culminates in a Bachelor of Lower Level Courses in Major (24) Science in accounting degree, the difference between the ACC 205 Accounting Principles I tracks lies in a specific combination of otherwise elective ACC 206 Accounting Principles II courses in accounting and other disciplines. These tracks ACC 270 Income Tax Theory & Practice prove a unique opportunity for the student majoring in ac- BUS 210 Principles of Management counting to specialize and focus their undergraduate edu- BUS 217 Business Law I cation in a way to maximize their ultimate career potential MA 200 Topics in Statistics whether they desire a career in public, private or governmen- MIS 205 Spreadsheet Software tal accounting. Students should consult with their academic Microsoft Excel advisor prior to the beginning the sophomore year as to the MIS Elective (Except MIS 120) “track” they wish to pursue. Refer to the program sheets that follow for specific track course requirements. Lower Level Liberal Arts Elective (3)

Accounting graduates will be prepared to enter the field of Upper Level Courses in Major (300 & 400) (39) public accounting, private accounting, and government accounting and will have met the education requirements to sit ACC 310 Corporate Taxation for the CPA exam*. Before becoming licensed, an account- ACC 320 Intermediate Accounting I ing graduate may also be required to attain an additional 30 ACC 321 Intermediate Accounting II credit hours at the graduate level and meet the experience ACC 350 Advanced Intermediate Accounting requirements of New York State.* ACC 380 Cost Accounting ACC 410 Advanced Accounting *Applies to those graduates applying for licensure before ACC 420 Auditing August 1, 2009. Applicants after that date must satisfy New BUS 317 Business Law II York State’s 150 credit hour requirement; see the New York FIN 310 Managerial Finance State Society of Certified Public Accountants’ website for fur- EN 340 Professional and Technical Writing ther information on current licensing requirements at http:// Finance Elective www.nysscpa.org/trustedprof/1104/tp23.htm. Additional BUS/ACC Elective information can also be found at the New York State Office of BUS/ACC Elective the Professions’ website on CPA license requirements, go to http://www.op.nysed.gov/cpa.htm. Upper Level Liberal Arts Elective (300 & 400) (9)

Program Requirements: Program Requirements: COMMERCIAL ACCOUNTING TRACK CERTIFIED PUBLIC ACCOUNTING CPA TRACK General Education Requirements (45) COM 151 Public Speaking General Education Requirements (45) EN 101 College Writing COM 151 Public Speaking EN 102 Writing for the Humanities EN 101 College Writing GS 101 Foundations Seminar EN 102 Writing in the Humanities PS 402 Junior Symposium GS 101 Foundations Seminar PS 402 Junior Symposium Specific General Education Core Modules Intercultural Awareness Specific General Education Core Modules Interdisciplinary Studies Intercultural Awareness Literature and Arts Interdisciplinary Studies General Education Elective Literature and Arts 31 HILBERT COLLEGE

General Education Elective Mathematics Module ECO 202 Macroeconomics Moral Reasoning Mathematics Module –MA 205 Calculus Political Science/History/Geography Moral Reasoning Religious Studies Political Science/History/ Geography Sociology/Psychology/ECO Religious Studies Science Module Sociology/ Psychology/ECO ECO 201 Microeconomics Lower-Level Courses in Major (30) Science Module ACC 205 Accounting Principles I ACC 206 Accounting principles II Lower Level Courses in Major (27) ACC 270 Income Tax Theory & Practice ACC 205 Accounting Principles I BUS 210 Principles of Management ACC 206 Accounting Principles II BUS 217 Business Law I ACC 270 Income Tax Theory & Practice CJ 101 Introduction to Criminal Justice BUS 210 Principles of Management CJ 204 Crime & Society BUS 217 Business Law I MA 200 Topics in Statistics MA 200 Topics in Statistics CIS 170 Computer SYS/Architecture & MIS 205 Spreadsheet Software Microsoft Excel Operation Systems PH 205 Business Ethics CIS 230 Database Management Systems SOC 101 Sociology Upper-Level Courses in Major (300&400) (51) Upper Courses in Major (300 & 400) (48) ACC 310 Corporate Taxation ACC 310 Corporate Taxation ACC 320 Intermediate Accounting I ACC 320 Intermediate Accounting I ACC 321 Intermediate Accounting II ACC 321 Intermediate Accounting II ACC 350 Advanced Intermediate Accounting ACC 350 Advanced Intermediate Accounting ACC 380 Cost Accounting ACC 380 Cost Accounting ACC 410 Advanced Accounting ACC 410 Advanced Accounting ACC/ECI 313 Financial Investigations ACC 420 Auditing ACC 420 Auditing BUS 317 Business Law II ACC 430 Fraud Examination ECO 320 Money and Banking ACC/ECI 450 Senior Seminar EN 340 Professional and Technical Writing BUS 317 Business Law II FIN 310 Managerial Finance CJ 333 Information Security FIN 410 Investments ECI 340 Intelligence Research Methods MA 300 Topics in Statistics ECI/CJ 350 Law of Economic Crime MIS 320 Intro MGT Info Systems FIN 310 Managerial Finance BUS/ACC Elective EN 340 Professional and Technical Writing BUS/ACC Elective FIN 410 Investments Upper-Level Liberal Arts Elective (300 & 400) (3) Program Requirements: ACCOUNTING ECONOMIC CRIME INVESTIGATION TRACK ASSOCIATE IN APPLIED SCIENCE The Accounting Program offers training in the professional General Education Requirements (45) skills necessary to perform the duties of an entry-level ac- COM 151 Public Speaking countant. Accounting graduates will be able to seek employ- EN 101 College Writing ment as full charge bookkeepers and accounting clerks or EN 102 Writing in the Humanities assistants. The program also prepares Accounting graduates GS 101 Foundations Seminar to continue their study of accounting at the baccalaureate PS 402 Junior Symposium level.

Specific General Education Core Modules Accounting graduates will obtain a strong foundation in ac- Intercultural Awareness counting and a broad background in various areas of busi- Interdisciplinary Studies ness such as management information systems, business Literature and Arts law and management. General Education Elective 32 HILBERT COLLEGE

Program Requirements: BUSINESS MANAGEMENT General Education (12) BACHELOR OF SCIENCE IN BUSINESS COM 151 Public Speaking MANAGEMENT EN 101 College Writing EN 102 Writing in the Humanities The Bachelor of Science (B.S.) degree in Business Manage- GS 101 Foundations Seminar ment (MGT) prepares students for today’s challenging and highly competitive business environment. The curriculum is Mathematics (3) based on critical knowledge, marketable skills, and specific MA 200 Topics in Statistics competencies critical to successfully managing in the global Mathematics/Natural Science (3) economy. In addition to helping students build core knowledge in business, the B.S. in Business Management focuses Liberal Arts Elective (6) on specific skills and competencies in functional, business, and strategic areas of management. Social Sciences (6) ECO 201 Microeconomics Additional emphasis on research, quantitative and statistical ECO 202 Macroeconomics analysis, information technology, communication and leadership skills, global business, cross-cultural management, and Accounting Concentration (30) business ethics result in a comprehensive education and ACC 205 Accounting Principles I training for management students. Students also receive ex- ACC 206 Accounting Principles II periential training through fieldwork assignments and the -fi ACC 320 Intermediate Accounting I nal capstone strategic management course in order to bridge ACC 321 Intermediate Accounting II the gap between practice and theory. A major goal of the ACC 270 Income Tax Theory & Practice Business Management program is to help students develop a Management Skills Portfolio (MSP) that will be valuable in Business Core (12) pursuing management careers or graduate education and BUS 210 Principles of Management training in business and related areas. BUS 217 Business Law I MIS 205 Spreadsheet Software Microsoft Excel Course # Course Name Credits MIS Elective (Except MIS 120) MGT 331 Corporate Legal Environment 3 MGT 332 Corporate Financial Management 3 All College Electives (3) MGT 333 Marketing Management 3 MGT 334 Operations and Supply Chain Management 3 ACC 206 Accounting Principles II MGT 401 Human Resources Management 3 BUS 101 Introduction to Business MGT430 Organizational Behavior & Change Management 3 BUS 208 Contemporary Marketing MGT 402 Fieldwork/Internship 3 BUS 210 Principles of Management MGT 490 Strategic Management and Business Policy 3 BUS 217 Business Law Business Management Elective 3 MIS 205 Spreadsheet Software: Excel Business Management Elective 3 Major Courses 30 Upper-Level Courses in Major (21) FIN 310 Managerial Finance ECO 201 Principles of Contemporary Macroeconomics 3 MKT 310 Marketing Management ECO 202 Principles of Contemporary Microeconomics 3 BUS 490 Strategic Planning and Management ACC 205 Financial Accounting 3 Business Elective ACC 206 Managerial Accounting 3 Business Elective BUS 200 Introduction to Business Management 3 Business Elective BUS 301 Applied Business Statistics 3 Business Elective BUS 302 Computing & Management 3 BUS 304 Ethics, Leadership and Management 3 Upper-Level Courses (21) BUS 334 Small Business Mgt. & Entrepreneurship 3 Liberal Arts (6) BUS 335 Information Technology & Management 3 All College (15) BUS 344 Introduction to International Business 3 Foundation Courses in Major 33

COM 151 Public Speaking 3 EN 101 College Writing 3 33 HILBERT COLLEGE

EN 102 Writing in the Humanities 3 GBM 349 Cross-Cultural Communication & Management 3 GS 101 Foundations Seminar 3 GBM 352 Global Economic Environment 3 PS 402 Special Topics (Junior Symposium) 3 GBM 354 Legal Environment in Global Business 3 General Requirements 15 GBM 355 Global Logistics & Supply Chain Management 3 GBM 358 Cross-Cultural Marketing Management 3 Intercultural Studies elective 3 GBM 398 Global Accounting & Financial Management 3 Interdisciplinary Studies elective 3 GBM 430 Global Organizational Change & Leadership 3 Literature & Arts elective 3 GBM 402 GBM Fieldwork/Internship 3 MA 145 College Mathematics 3 GBM 490 Global Strategic Management 3 Moral Reasoning elective 3 Upper Level Business elective 3 Political Science/History or Geography elective 3 SPECIALTY COURSES IN MAJOR 30 Religious Studies elective 3 Science elective 3 ACC 205 Financial Accounting 3 CORE Educational Modules 24 ACC 206 Managerial Accounting 3 BUS 200 Introduction to Business Management 3 MA 146 Precalculus 3 BUS 301 Applied Business Statistics 3 Liberal arts elective - any level 3 BUS 302 Computing & Management 3 Liberal arts elective - any level 3 BUS 304 Ethics, Leadership & Management 3 All College elective - any level 3 BUS 334 Small Business Mgt. & Entrepreneurship 3 All College elective - any level 3 BUS 335 Information Technology & Management 3 All College elective - any level 3 BUS 344 Introduction to International Business 3 Additional Requirements 18 FOUNDATION COURSES IN MAJOR 27

Total Credits required for B.S. 120 COM 151 Public Speaking 3 EN 101 College Writing 3 EN102 Writing in the Humanities 3 GS 101 Foundations Seminar 3 GLOBAL MANAGEMENT PS 402 Special Topics (Junior Symposium) 3 BACHELOR OF SCIENCE IN GLOBAL GENERAL REQUIREMENTS 15 MANAGEMENT Language elective - Level 1 3 The Bachelor of Science (B.S.) degree in Global Business Interdisciplinary studies elective 3 Management (GBM) meets the needs and demands of Literature and Arts elective 3 today’s global economy, which is complex, highly integrated, MA 145 College Mathematics 3 and multifaceted. The GBM curriculum prepares students to Moral Reasoning elective 3 meet new challenges in global markets by providing broad- Political Science or History or Geography elective 3 based knowledge and understanding of topics and concepts Religious Studies elective 3 in global business, as well as specific business skills and Science elective 3 competencies for employment with businesses and multina- ECO 201 Principles of Contemporary Macroeconomics 3 tional corporations, non-government organizations (NGOs), ECO 202 Principles of Contemporary Microeconomics 3 multilateral banks, and government agencies. GENERAL CORE REQUIREMENTS 30 MA 146 Precalculus 3 The GBM curriculum effectively integrates college liberal arts Language elective - Level 2 3 core courses with a strong foundation in global business Language elective - Level 3 3 principles and functions, including global operations, global All College elective - Any Level 3 culture and human resources management, global communi- All College elective - Any Level 3 cation and marketing, global economics, finance, accounting, All College elective - Any Level 3 and legal environment in global commerce. The GBM major ADDITIONAL REQUIREMENTS 18 will help students develop marketable hard and soft skills TOTAL DEGREE REQUIREMENTS 120 critical to today’s global business environment. Thus, the “student professional skills portfolio” will be a big point of emphasis and an important measurable outcome for graduates of the GBM program.

Course # Course Name Credits 34 HILBERT COLLEGE

SMALL BUSINESS BUS 335 Information Technology & Management 3 BUS 344 Introduction to International Business 3 MANAGEMENT Foundation Courses in Major 27 BACHELOR OF SCIENCE IN SMALL COM 151 Public Speaking 3 BUSINESS MANAGEMENT EN 101 College Writing 3 EN 102 Writing in the Humanities 3 According to recent census statistics, there are approximately GS 101 Foundations Seminar 3 20 million small businesses operating in the U.S. economy. PS 402 Special Topics (Junior Symposium) 3 Small businesses account for 39% of the country’s gross General Requirements 15 national product, create two out of every three new jobs, and generate 2.5 times as many innovations per employee as do Intercultural Studies Elective 3 large firms. The Bachelor of Science (B.S.) in Small Business Interdisciplinary Studies Elective 3 Management (SBM) is designed to meet specific manage- Literature & Arts Elective 3 ment and human resource needs of small and medium-sized MA 145 College Mathematics 3 businesses. Given the importance of small businesses to Moral Reasoning Elective 3 the marketplace and job creation for the U.S. economy, this Political Science or History or Geography Elective 3 major prepares students to function successfully in small Religious Studies Elective 3 business environments by helping them gain knowledge and Science Elective 3 skills necessary to own, operate, and grow a small business. ECO 201 Principles of Contemporary Macroeconomics 3 This program is ideal for the young entrepreneur or family ECO 202 Principles of Contemporary Microeconomics 3 member who hopes to carry on and eventually run the family Core Educational Modules 30 business. The proposed major will help students gain broad- based knowledge and understanding of topics and concepts MA 146 PreCalculus 3 in business with added emphasis on small business manage- Liberal Arts Requirement - Any Level 3 ment and entrepreneurship. Liberal Arts Requirement - Any Level 3 All College Elective - Any Level 3 The course work in this program effectively integrates college All College Elective - Any Level 3 liberal arts core courses with a strong foundation in general All College Elective - Any Level 3 business as well as specific functional areas of small busi- Additional Requirements 18 ness management, including operations, human resources management, communication and marketing, finance, and Total Credits for B.S. 120 accounting. Additional emphasis will be on entrepreneurship, innovation, and preparation of business plans as financing and planning tools for small businesses. SPORTS INDUSTRY Course # Course Name Credits SBM 341 Legal Issues in Small Business Management 3 SBM 398 Small Business Financial Management 3 MANAGEMENT SBM 343 Integrated Marketing for Small Business Mgt. 3 BACHELOR OF SCIENCE IN SPORTS SBM 335 Small Business Operations Management 3 INDUSTRY MANAGEMENT SBM 402 SBM Fieldwork/Internship 3 SBM 401 Human Resources in Small Business Mgt. 3 The Bachelor of Science (B.S.) degree in Sports Industry SBM 430 Global Entrepreneurship 3 Management (SIM) at Hilbert is designed to provide students SBM 490 Small Business Strategic Management 3 with a practical foundation in business disciplines coupled Business Elective - Upper Level 3 with the real world experience of internships. In addition to Business Elective - Upper Level 3 the practical application of business courses, students will Major Courses 30 complete a core liberal art curriculum that ensures that Hil- bert graduates of the sports industry management program ACC 205 Financial Accounting 3 are confident writers, strong public speakers and have the ACC 206 Managerial Accounting 3 ability to organize, plan and lead in a host of sport related BUS 200 Intro to Business Management 3 industries. BUS 301 Applied Business Statistics 3 BUS 302 Computing and Management 3 Not everyone will end up working in major league sports, BUS 304 Ethics, Leadership & Management 3 but there are countless opportunities in retail, the fitness BUS 334 Small Business Mgt. & Entrepreneurship 3 industry, college programs, marketing and the recreation and 35 HILBERT COLLEGE

tourism industries. Within this program, students will study ADDITIONAL REQUIREMENTS 18 marketing and business principles in the context of sports TOTAL DEGREE PROGRAM 120 with specific courses such as sports economics, the legal environment in the sports industry, sports events management and marketing strategies for the sports industry. BUSINESS MANAGEMENT Course # Course Name # Credits THE ASSOCIATE OF APPLIED SCIENCE (AAS) SIM 331 Legal Environment Sports Industry 3 DEGREE SIM 338 Sports Economics 3 SIM 343 Marketing Strategies in Sports Industry 3 The AAS degree in Business Management provides the SIM 348 Financial Management in the Sports Industry 3 two-year student with introductory business and liberal arts SIM 398 Sales and Retail Management 3 courses in preparation for an entry-level business position or SIM 402 SIM Fieldwork/Internships 3 for enrollment in a related baccalaureate degree, an increas- SIM elective 3 ingly necessary level of education for job seekers. A student SIM elective 3 who completes Hilbert’s AAS in Business may continue into SIM 410 Sports Events Management 3 Hilbert College’s BS in Business Management. SIM 490 Strategic Management in Sports Industry 3 SPECIALTY COURSES IN MAJOR 30 Associate in Applied Science Degree Business Management ACC 205 Financial Accounting 3 (60 Credit Hours) ACC 206 Managerial Accounting 3 BUS 200 Introduction to Business Management 3 General Requirements (27) BUS 301 Applied Business Statistics 3 EN 101 College Writing BUS 302 Computing and Management 3 EN 102 Writing in the Humanities BUS 304 Ethics, Leadership & Management 3 COM 151 Public Speaking BUS 334 Small Business Mgt & Entrepreneurship 3 GS 101 Foundations Seminar BUS 335 Information Technology & Management 3 BUS 344 Introduction to International Business 3 Specific General Education FOUNDATION COURSES IN MAJOR 27 ECO 204 Microeconomics ECO 203 Macroeconomics COM 151 Public Speaking 3 MA 145 College Mathematics EN 101 College Writing 3 Interdisciplinary Studies EN 102 Writing in the Humanities 3 Intercultural mod GS 101 Foundations Seminar 3 PS 402 Special Topics (Junior Symposium) 3 Foundation courses in major (27) GENERAL REQUIREMENTS 15 ACC 205 Accounting Principles I ACC 206 Accounting Principles II Language - Level 1 elective 3 BUS 200 Introduction to Business Mgt. Interdisciplinary Studies elective 3 BUS 301 Applied Business Statistics Literature & Arts elective 3 BUS 302 Computing and Management MA 145 College Mathematics 3 BUS 304 Ethics, Leadership & Mgt. Moral Reasoning elective 3 BUS 334 Small Business Mgt. & Entrepreneurship Political Science or History or Geography elective 3 BUS 355 Infor Technology & Mgt. Religious Studies elective 3 BUS 344 Intro to International Business Science elective 3 ECO 201 Principles of Contemporary Macroeconomics 3 Remaining coursework (6) ECO 202 Principles of Contemporary Microeconomics 3 CORE EDUCATION MODULES 30 MA 146 Precalculus All-College Elective MA 146 Pre-Calculus 3 Sports Psychology 3 All College Elective - any level 3 All College Elective - any level 3 All College Elective - any level 3 All College Elective - any level 3 36 HILBERT COLLEGE COMPUTER SECURITY AND use computers to investigate crimes. • In addition to the technological issues, students will de- INFORMATION ASSURANCE velop advanced skills in critical thinking, oral and written PROGRAM communication, and problem solving techniques. BACHELOR OF SCIENCE IN COMPUTER A Bachelor of Science degree in Computer Security & In- formation Assurance gives students a background in the SECURITY AND INFORMATION ASSURANCE fields of computer crime investigation and computer security through a blend of courses from Criminal Justice, Account- The mission of the Computer Security and Information As- ing, and Computer Sciences. A dedicated Computer Security surance Department is to prepare students to master the and Information Assurance Department lab, with up-to-date methods, processes, and techniques used in computer crime technological software and hardware, gives students practi- investigations and computer security issues. Students will cal, hands-on experience. The degree is designed to prepare also understand the core principles of information secu- students for entry-level professional employment, enhance rity- confidentiality, integrity, and availability. Students will skills for working professionals, or provide a foundation for develop the ability to recognize and resolve ethical problems graduate studies. that arise in internships and in the profession. Students will also possess the knowledge and skills to prepare them for Increasingly sophisticated technology has allowed economic professional careers in the public or private sector, or for and computer crime enterprises to flourish. To deal with graduate studies. these contemporary types of crimes, corporate and government employers need qualified professionals with computer, and investigative skills. College graduates with this type of VISION STATEMENT specialized training are in demand to deal with the sophisticated white-collar and computer crimes made possible by our The vision of the Computer Security and Information Assur- technological age. ance Department is support student learning objectives by:

Careers that Computer Security and Information Assurance • Providing students with a combination of academic graduates have chosen include: course work and practical hands-on and field experiences. • Intelligence Analyst • Preparing students for employment in government ser- • Special Investigator – Computer Crimes vice or in private industry in fields relating to computer • Information Assurance Specialist crime investigations and computer security. • Credit card fraud investigator • Imparting in students the importance of life-long learning • Health insurance investigator – Special and professional development. Investigations Department • Providing students with a strong foundation in profes- • Anti-Money Laundering Analyst sional ethics • Network Administrator • Bank Security Department – Compliance Officer STUDENT LEARNING OBJECTIVES • Compliance, Risk Management and Fraud Supervisor Students in the CSIA program will acquire the skills to achieve • Forensic Examiner the following learning objectives: General Education Requirements (45) • Identify, appraise and interpret the legal concepts COM 151 Public Speaking relating to computer crime investigations and computer EN 101 College Writing security issues. EN 102 Writing in the Humanities • Compare, contrast, understand and appreciate the intel- GS 101 Foundations Seminar ligence process as it relates to computer crime investiga- PS 402 Junior Symposium tions and computer security issues within law enforcement and commercial enterprise. Specific General Education Core Modules • Understand their professional and ethical responsibili- General Education Elective ties to society, and recognize, analyze and resolve ethical Intercultural Awareness problems occurring in the computer field. Interdisciplinary Studies • Interpret information security policies related to com- Literature and Arts puter crime and security. MA 200 Topics in Statistics • Appraise and examine how law enforcement agencies 37 HILBERT COLLEGE

Moral Reasoning Semester 3 Political Science/History/Geography ACC 205 Religious Studies CIS 220 Science MA 180 Sociology/Psychology/Economics Module SOC 101 ECO 201

Major Courses Lower Level (36) ACC 205 Accounting Principles I Semester 4 ACC 206 Accounting Principles II ACC 206 CJ 101 Introduction to Criminal Justice CIS 270 CJ 204 Crime & Society MA 200 CIS 170 Computer Systems Comp. Architecture and OS CJ 333 CIS 220 Intro to Computer Programming C/C++ CIS 230 CIS 230 Database Management Systems Module CIS 270 Introduction to Computer Networking MA 145 College Mathematics or Equivalent Semester 5 MA 180 Discreet Math PS 402 All College Elective ECI 345 ECO 201 Microeconomics ACC 313 ECI 350 Major Courses: Upper-Level (36) All College Elective ACC/ECI 313 Financial Investigations CJ 333 Information Security Semester 6 ECI 340 Intelligence Research Methods ECI 355 ECI 345 Computer and Network Security ECI 340 ECI 350 Law of Economic Crime EN 340 ECI 355 Computer Crime Module ECI 360 Computer Forensics Module ECI 410 Introduction to Cryptography ECI 450 Senior Seminar Semester 7 ECI/CJ/LW ECI 360 ECI/CJ/LW ECI 450 All College Elective Module Module Liberal Arts: Upper-Level (6) Liberal Arts Elective EN 340 Professional and Technical Writing Liberal Arts Elective Semester 8 ECI 410 Computer Security & Information Assurance ECI/CJ/LW Program Planner ECI/CJ/LW Module Semester 1 Module EN 101 GS 101 SO 101 Computer Security & Information Assurance Minor: ACC 205, CJ 101 CJ 101, CJ 102, Computer elective (CIS prefix), ACC/ECI 313, MA 145 CJ 333 or ECI 340, ECI 350

Semester 2 EN 102 COM 151 CJ 204 All College Elective CIS 170

38 HILBERT COLLEGE

LEGAL STUDIES General Education Requirements (45) BACHELOR OF SCIENCE IN LEGAL STUDIES COM 151 Public Speaking EN 101 College Writing The mission of the Legal Studies Department’s paralegal EN 102 Writing in the Humanities degree programs is to provide students with versatile under- GS 101 Foundations Seminar graduate degree programs based in a liberal arts setting with PS 402 Junior Symposium essential writing, communication, research and quantitative skills coupled with legal procedural, substantive and ethi- Specific General Education Core Modules cal knowledge from selected practice areas to prepare for General Education Elective professional positions in the legal or law-related fields or for Intercultural Awareness graduate studies. Interdisciplinary Studies Literature and Arts LEARNING OBJECTIVES Math Moral Reasoning: LW 101 • Engaging in active learning to prepare for pre-profession- Political Science/History/Geography al and professional positions and/or graduate studies in Religious Studies the legal and law-related fields Science • Drafting legal documents commonly used in civil, crimi- Sociology/Psychology/Economics nal, administrative and legal specialty practice areas • Researching and writing using legal research sources to Upper-Level Electives (27) pose solutions for fact-based or theory-based problems Liberal Arts (300/400) (6) found in legal and law-related fields All College 300/400) (21) • Applying learned principles of legal ethics to ethical Paralegal Program (36) problems raised in legal specialty courses, internships , LW 101 Law and Legal Ethics capstone seminars and professional settings LW 103 Legal research • Demonstrating acquired knowledge of selected proce- LW 207 Litigation dural and substantive practices in legal specialty courses LW Elective Any Level (6) as preparation for internships, professional positions LW 300/400 Level (21) and/or graduate studies Accounting (9) • Learning legal principles and practices through integra- ACC 205 Accounting Principles I tive and collaborative methods in legal specialty courses, ACC 206 Accounting Principles II internships and capstone seminars ACC 270 Income Tax Theory and Practice

The Legal Studies Department’s paralegal degree programs Computer Technology Skills (3) are approved by the American Bar Association, which re- Computer Technology Skills quires periodic and rigorous review of the program’s mission, (MIS 120, or MIS 205 or MIS 206 or Higher Level) curriculum and outcomes. The degree programs are designed to develop legal skills in a liberal arts setting reflecting Course Sequencing the college-wide liberal learning goals. The programs prepare Legal Studies Department students for pre-professional and professional positions in Paralegal program legal and law-related fields and /or for graduate studies. Legal assistants and paralegals are not attorneys and may Semester 1 not “practice law” as that is defined by state law. EN 101, GS 101, LW 101, Program graduates work in diverse legal and law-related GEN ED Elective, Math settings, including private law firms, corporate legal departments, government agencies, courts, financial institutions, Semester 2 human services agencies, not-for profits, and businesses. EN 102, LW 103, Science, Intercultural Awareness Gen ED, The programs provide a strong educational foundation for Computer Skills graduate studies in law, government, business, social work, legal administration, information science or other fields. Semester 3 ACC 205, COM 151, SO/PSY/ECO Gen ED, Literature and Arts The BS degree program provides the student with advanced GEN ED, LW 207 legal procedural, substantive and ethical knowledge based in an upper level liberal arts setting to prepare for professional Semester 4 positions in legal or law-related fields and/or for continuing in ACC 206, Interdisciplinary Studies GEN ED, PolSci/Hist/Geog- graduate studies. 39 HILBERT COLLEGE

raphy GEN ED, Religious Studies GEN ED, Paralegal specialty LW 103 Legal Research course-any level LW Electives (12)

Semester 5 Business Core (9) PS 402, ACC 270, Paralegal specialty course-any level, Para- ACC 205 Accounting Principles I legal specialty course –upper level, Liberal arts –upper level ACC 206 Accounting Principles II ACC 270 Income Tax Theory and Semester 6 Practice Paralegal specialty courses upper level (6 credits) Computer Skills MIS 120 or All-college-upper level (6 credits) Liberal arts –upper level (3 MIS 205 or MIS 206 or higher (3) credits) Business/Corporate Concentration Semester 7 In addition to completing the general degree requirements, Paralegal specialty courses students would take legal specialty and business electives, upper level (9 credits) such as: All-college –upper level (6 credits) ACC 310 Advanced Taxation Semester 8 LW 309 Business Organizations Law LW 401 (Internship) or LW 403 (Senior Capstone) 3-6 credits LW/BUS 315 Labor Law All-college –upper level 9-12 credits LW 320 Intellectual Property Law Total credits: 120 LW 406 Bankruptcy Law LW 408 Employment Benefits The AAS degree program provides the student with core writing, communication, research and quantitative skills based Child and Family Law Concentration in a liberal arts setting coupled with the legal procedural, In addition to completing the general degree requirements, substantive and ethical knowledge from selected practice students would take legal specialty and criminal justice elec- areas to prepare for entry-level pre-professional positions in tives, such as: legal or law-related fields or to continue in the department’s BS degree program. LW 206 Domestic Relations Law LW 302 Introduction to Criminal Law and Procedure LEGAL STUDIES LW/HS 410 Child and Family Law CJ 302 The Juvenile Justice System PARALEGAL PROGRAM CJ/HS/SO 316 Family Violence ASSOCIATE IN APPLIED SCIENCE DEGREE Litigation Concentration In addition to completing the general degree requirements, (60) students would take legal specialty and unrestricted electives, such as: General Education (12) LW 302 Criminal Law and Procedure COM 151 Public Speaking LW 303 Advanced Legal Writing EN 101 College Writing LW 310 Administrative Law EN 102 Critical Interpretation of LW 407 Advanced Civil Litigation Literature ACC/ECI 313 Financial Investigations GS 101 Foundations Seminar CJ 404 Criminal Investigation/ Criminalistics

Mathematics (3) Research and Writing Concentration Courses In addition to the legal research and writing assignments Mathematics/Natural Science (6) integrated throughout the paralegal curriculum students may further enhance their research and writing skills by taking the Liberal Arts Electives (6) following courses:

All College Electives (3) LW 303 Advanced Legal Research and Writing LW 402 The United States Constitution: Legal and Historical Paralegal Program (30) Perspectives LW 101 Introduction to Law and Legal Ethics 40 HILBERT COLLEGE HUMAN SERVICES LW 407 Advanced Civil Litigation EN 340 Professional and Technical Writing Bachelor of Science in Human Services The Paralegal Studies Program is approved by the American According to the U.S. Department of Labor, employment of Bar Association and is affiliated with the following profes- social and human service assistants is expected to grow by sional associations and honor societies: nearly 34 percent through 2016. Job prospects are expected to be excellent, particularly for those with appropriate post- American Association for Paralegal Education secondary education. A degree in Human Services affords Bar Association of Erie County (NY) graduates an array of career and graduate school options, Lambda Epsilon Chi making the baccalaureate degree a versatile choice among National Federation of Paralegal Associations the helping professions. Hilbert College offers both the Paralegal Association of Rochester (NY) Associate of Arts in Human Services for those seeking entry Western New York Paralegal Association, Buffalo level positions as well as the Bachelor of Science in Human Services.

The Human Service degree program is designed for someone DIVISION OF SOCIAL who seeks to make a difference in the lives of those who may experience a variety of social, physical, emotional, develop- SCIENCES mental or economic difficulties at any point across the lifes- The Division of Social Sciences is home to an array of pan. This may include work with young children, teenagers, courses in History, Human Services, Liberal Studies, Philoso- families, or older adults. The Human Service professional phy, Political Science, Psychology, Rehabilitation Services, Re- is one who promotes improved service delivery systems by ligious Studies, and Sociology. These courses form the basis addressing not only the quality of direct services, but by seek- of a solid liberal arts education, support Hilbert College’s ing to improve accessibility, accountability, and coordination Liberal Learning Goals, and General Education Curriculum. among professionals and agencies.

The Division of Social Sciences comprises a variety of dis- Students are made aware of the importance of community ciplines, offering an opportunity for students to engage in environments and how to assist individuals, families, neigh- the study of various aspects of human behavior, the human borhoods and communities in developing strong, empow- condition, and the dynamics of social change and interaction. ered networks. Through their coursework and internships, Courses in the Social Sciences enhance student prepared- students grow personally and professionally to become self ness in the areas of communication, critical thinking, com- aware, clear thinkers and effective problem solvers. Stu- munity involvement and leadership, qualitative and quan- dents are encouraged to experience what it is like to help oth- titative reasoning, and the foundations of ethical practice. ers through agency based internships and various community Additionally, these courses introduce students to an array of volunteer activities through the Human Services Association. complex and diverse perspectives that prepare students to live in a global society, live reflectively, and pursue lifelong MISSION AND VISION STATEMENT learning. The Human Services degree program prepares undergradu- Students within the Social Sciences Division may pursue de- ate students for leadership and service roles in a variety of grees in Human Services, Liberal Studies, Political Science, settings and a range of positions. Students will acquire the Psychology, and Rehabilitation Services. knowledge and skills necessary to assist individuals, families, and communities to function as effectively as possible within Degree programs within Social Sciences: their respective contexts. Conflict Studies & Dispute Resolution: BS The Human Services program seeks to play a central role in (Available as Accelerated Degree Program) student learning by:

Human Services: BS, AA • Providing a combination of academic course work and Liberal Studies: BS field/clinical experiences to develop skills in critical think- Political Science: BS ing, interpersonal communication, and ethical practices. Psychology: BA • Preparing students for employment in the public and Rehabilitation Services: BS private community-based human services fields. • Preparing students for lifelong learning, personal growth and self-awareness.

41 HILBERT COLLEGE

PROGRAM LEARNING OBJECTIVES: graduate work in counseling, school counseling, rehabilitation counseling, psychology, sociology, and social work. A course of study within the Human Services program will provide students the opportunity to develop skills and knowl- Students may choose from one or more of the following con- edge through a core set of program objectives through which centrations: students will: Option 1 Generalist • Understand the historical, legal and theoretical underpin- (12 credit hours) nings of the discipline. CJ 102, CJ 204, CJ 302, • Learn the skills, knowledge, values, and attitudes re- HS 300, HS 302, HS 306, HS 315, HS 320, HS 405 quired of entry-level professionals. HS/CJ/PSY 316, HS/CJ/PSY 317, HS/PSY 330, HS/CJ/SO • Appreciate all aspects of diversity and how they apply to 307,HS/LW 410 the human condition. HS/PSY 215, HS/PSY/SO 332 • Instill the importance of moral and ethical behavior in PSY 214, PSY 304,PSY 307, PSY 311, PSY 312, PSY 322, PSY personal and professional practice. 410, PSY 424 • Explore the continuing process of growth and self-aware- SO/LS 306 ness and its impact on professional development. Option 2 Substance Abuse/Chemical Dependency (12 credit Description of the Human Services Program (BS): hours) HS/PSY/SO 215, CJ 205, HS 300, HS 302, HS 306 The Human Services baccalaureate degree offers a high level Option 3 Law and Human Services (12 credit hours) of training which prepares the graduate to enter the work CJ 101, CJ 102, CJ 202, CJ 204, CJ 302 field as a well trained, competent professional. The student HS/LW 410, LW 201, LW 355 will be provided with a solid foundation of theoretical knowl- PH/PS 340, PS 336, PSY 410 edge and professional skills which relate to various aspects of the profession such as direct service delivery to clients, Option 4 Child and Family Practice (12 credit hours) social policies and environmental trends as they impact HS 302, HS 315, HS 330, HS/PSY/SO 332, organizations and practice in human services. The program HS/LW 410, LW 355, PSY 203 offers a broad liberal arts knowledge base, as well as skills and competency in the student’s personal and professional Option 5 Family Violence (12 credit hours) growth, communication and interpersonal skills, techniques CJ 101, CJ 202, CJ 204, LW 206 in effective interviewing and assessment, problem solving, HS 315, HS/CJ/PSY 316, HS/CJ/PSY 317, HS/PSY 330, HS/ crisis intervention, counseling, case management and treat- LW 410 ment of a broad range of problems likely to affect individuals, families and communities in need of services. As such, hu- Option 6 Rehabilitation (12 credit hours) man service professionals may become employed in a variety RH 101, RH 201, HS/RH 204, RH 303, RH 305, RH 307 of settings including social service agencies, schools, and businesses. Sample Course Sequence in Human Services (BS): Semester 1 A unique feature of the program is an opportunity for stu- GS 101 Foundation Seminar dents to pursue either a generalist or specialized base of HS 101 Introduction to Human Services knowledge. The Human Service student may select from EN 101 Introduction to College Writing among the various options available to specialize in: sub- Math/ Science stance abuse/chemical dependency, law and human ser- Gen Ed Elective vices, child and family practice, family violence, or rehabilitation. A sixth option is also available to students who prefer Semester 2 to pursue a more generalized approach to the profession. A PSY 101 Introduction to Psychology broad range of selected elective courses are featured in an SO 101 Introduction to Sociology array of disciplines such as psychology, rehabilitation servic- EN 102 Critical Interpretation of Literature es, sociology, and criminal justice, as well as human services. Math/Science Gen Ed Elective To supplement and enhance the in-class learning experience, internship opportunities are afforded to all students in Semester 3 various areas of interest. The Human Service baccalaureate HS/RH 210 Human Service Methods program can furthermore serve as excellent preparation for HS/SO 205 Interpersonal Communication and Effectiveness 42 HILBERT COLLEGE

COM 151 Public Speaking Moral Reasoning HS/RH Elective Political Science/History/Geography Gen Ed Elective Religious Studies Science Semester 4 Sociology/Psychology/Economics: HS/RH 203 Introduction to Counseling SO 101 Introduction to Sociology MA 200 Statistics Interdisciplinary Core I General Electives Liberal Arts (9) HS/RH Elective (At least one Upper Level) Gen Ed Elective General Electives All College (6) Semester 5 (At least one Upper Level) HS/RH 310 Human Service Ethics Developmental Psychology Elective Courses in Major: Writing Centered Course Lower Level (100 & 200) (12) HS/RH Elective HS 101 Introduction to Human Services PS 402 Junior Symposium HS/RH 203 Introduction to Counseling HS/SO 205 InterpersonalCommunication & Semester 6 Effectiveness HS 308 Group Work in Human Services HS/RH 210 Human Service Methods HS 311 Organization, Policy & Practice HS/RH 360 Internship I Upper Level (300 & 400) (21) HS/RH Elective HS 308 Group Work in Human Services Gen Ed Elective HS/RH 310 Human Service Ethics HS 311 Organization, Policy, & Practice in Human Services Semester 7 HS/RH 360 Internship I HS/RH 460 Senior Internship I HS/RH 460 Senior Internship I Research Centered Course HS/RH 461 Senior Internship II Interdisciplinary Core II HS/RH 430 Senior Seminar Gen Ed Elective Gen Ed Elective General Requirements for Major (15) PSY 101 Introduction to Psychology Developmental Psychol- Semester 8 ogy Elective HS/RH 430 Senior Seminar MA 200 Topics in Statistics HS/RH 461 Senior Internship II Writing Centered Course: Upper Level (EN 340, EN 341, EN Gen Ed Elective 333, or EN 463) Gen Ed Elective Research Centered Course (HS/CJ/PSY 305, LW 300, or MA Gen Ed Elective 300)

The Baccalaureate of Science Degree Electives in Major (12) Human Services (At Least 3 Upper Level Social Science Courses) (120 Credit Hours)

General Education Requirements (15) HUMAN SERVICES COM 151 Public Speaking The Associate in Arts Degree EN 101 College Writing (60 Credit Hours) EN 102 Writing in the Humanities GS 101 Foundations Seminar The Human Services program offers a student a wide range PS 402 Junior Symposium of careers in the helping profession. Employment opportunities available to the Human Services Specific General Education Core Modules (30) graduate after completion of this two-year program include General Education Elective positions such as child care worker, mental health techni- Intercultural Awareness cian, community worker, recreation aide, activities aide and Interdisciplinary Studies geriatric aide. Literature and Arts Human Services graduates can also easily transfer into Mathematics Hilbert’s baccalaureate program in Human Services, as well 43 HILBERT COLLEGE

as other such degree programs as Psychology, Sociology, ning. Students will receive a unique combination of profes- Education, Special Education, Recreation, Criminal Justice, sional preparation coupled with a broad-based Liberal Arts and Nursing. education. This combination appeals to employers who seek employees with both the specialized skills associated with General Education Requirements (12) professional training as well as the critical thinking, problem solving, and communication skills that are acquired through COM 151 Public Speaking a Liberal Arts education. EN 101 College Writing EN 102 Writing in the Humanities MISSION AND VISION STATEMENT GS 101 Foundations Seminar The mission of the Liberal Studies program is to serve as an Specific General Education Core Modules (9) interdisciplinary branch of the social sciences. We prepare (Select three) undergraduate students in the disciplines of history, political Intercultural Awareness science, ethics and social philosophy, and interdisciplinary Interdisciplinary Studies studies, instilling a worldview of knowledge and values. Literature and Arts Math Moral Reasoning PROGRAM LEARNING OBJECTIVES: Political Science/History/Geography Religious Studies A course of study within the Liberal Studies program will Science provide students the opportunity to develop skills and knowl- Sociology/Psychology/Economics edge through a core set of All College Electives (9) program objectives through which students will:

Courses in Major (15) • Develop and refine core skills in critical reading and HS 101 Introduction to Human listening, Services • Synthesizing information, and articulating ideas and HS/RH 203 Introduction to Counseling conclusions orally and in writing HS/SO 205 Interpersonal Communication & Effectiveness • Value and be able to interpret the impact of race, gender, HS/RH 210 Human Service Methods class, and power historically and in the contemporary HS/RH 360 Internship I world • Develop the ability to use various modes of inquiry from General Requirements for Major (9) the represented disciplines to think critically and independently, and solve problems PSY 101 Introduction to Psychology • Develop and refine skills in researching and synthesizing SOC 101 Introduction to Sociology information and articulating ideas and conclusions in Developmental Psychology Elective writing • Instill and encourage an interdisciplinary perspective in Electives in Major (6) the research and analysis of information • Develop a commitment to pursuing a life governed by LIBERAL STUDIES respect for rights, integrity, and compassion. BACHELOR OF SCIENCE IN LIBERAL Description of the Liberal Studies program: STUDIES The Liberal Studies interdisciplinary curriculum offers The Liberal Studies student is a person who is interested students a high degree of flexibility. Each student is encour- in human nature, human wellbeing, and social issues such aged to explore the different fields found both within the as justice, freedom, equality, and human rights. Moreover, Liberal Studies curriculum and the general Hilbert curricu- Liberal Studies students typically seek to apply what they lum. A broad-based Liberal Arts education is essential to the have learned to the real world and, thereby, positively affect development of skills in critical thinking and communication the lives of individuals and whole communities. While choos- and, in addition, to the student’s ability to foster a personal ing from an interdisciplinary curriculum that fuses together philosophy of life. Students will work closely with their advi- courses in Economics, Political Science, Philosophy, History, sors to tailor a unique set of courses to support their needs Geography, and Sociology, students will be able to prepare for and interests. As each student identifies and clarifies his/ careers in Law, Government, and Regional and Urban Plan- her interests, advisors will also work with students to identify 44 HILBERT COLLEGE

which of the many possible career paths in Law, Government, Upper Level General Electives (18) Regional Planning, and Education would be most rewarding. Liberal Arts (9 credit hours) All College (9 credit hours) To help determine and facilitate the career choices of stu- A total of five All College and Liberal Studies electives may be dents, each student is encouraged to take advantage of in- used for semester-length internships. ternship opportunities. Students may arrange semester-long internships locally or outside of the region in places such as Albany and Washington D.C. Internships help students gain real-world experience. In addition, students will be able to POLITICAL SCIENCE make useful contacts with professionals. BACHELOR OF SCIENCE IN POLITICAL SCIENCE The combination of broad based Liberal Arts courses with internships enables students to make a seamless transition Political Science is one of the cornerstone disciplines in the from the classroom to either the marketplace or to graduate Social Sciences and at Hilbert, one of the major components school. Moreover, this unique combination of courses and of the Liberal Studies Program. Although the study of politics opportunities allows the Liberal Studies student to make that is almost as old as civilization itself, the modern study of transition with a powerful advantage over his or her competi- Political Science is one of the most recently developed social tors. sciences, only being recognized as a pursuit separate from history or law since about the turn of the previous century. The Baccalaureate of Science Degree Political Scientists are interested in many aspects of gov- Liberal Studies ernments: their origins and preconditions, their growth and (120 Credit Hours) evolution, their problems and decline. Political Scientists are also interested in how governments are structured, how they General Education Requirements (15) make decisions and policies, and the consequences of those COM 151 Public Speaking policies, both domestically and internationally. EN 101 College Writing EN 102 Writing in the Humanities Students are sometimes under the impression that Political GS 101 Foundations Seminar Science is only concerned with elections or faraway debates PS 402 Junior Symposium in the halls of Washington or Albany. Many people have become cynical and have adopted an attitude that “politics Specific General Education Core Modules: (30) doesn’t affect me.” For better or worse, almost every minute General Education Elective of our day is affected in some way by political decisions. We Intercultural Awareness can choose to be aware of and learn about these forces and Interdisciplinary Studies decisions that impact us, and perhaps, be an instrument Literature and Arts of change. As citizens and educated people, students are en- Mathematics couraged to learn about the political system in which we live. Moral Reasoning Political Science/History/Geography Religious Studies MISSION AND VISION STATEMENT Science Sociology/Psychology/Economics The Political Science baccalaureate degree program prepares undergraduate students to assume leadership roles locally, All College (Any Level) (15) nationally, and internationally through its emphasis on the informed analysis of government, political entities, and the Requirements in Major (21) political behavior of individuals and groups. COM/ENG 240 Art of Persuasion GEO/HI/PS 288 World History and Geography I PROGRAM LEARNING OBJECTIVES GEO/HI/PS 289 World History and Geography II Liberal Studies Electives (12 credit hours, any level) A course of study within the Political Science program will Upper Level Requirements in Major (21) provide students the opportunity to develop skills and knowl- EN 340 Professional and Technical Writing edge through a core set of program objectives. Students will: EN 341 Advanced Writing Liberal Studies Electives • understand the structures and process of American (15 credit hours, upper level) government commensurate with citizenship duties and an effective civil society 45 HILBERT COLLEGE

• recognize the use and abuse of political power and Literature and Arts authority Mathematics • assess various perspectives with respect to their political Moral Reasoning philosophies Political Science/History/Geography • value politics from a global perspective Religious Studies Science Description of the Political Science Program: Sociology/Psychology/Economics

Political science encompasses the study of the institutions All College (Any Level) (6) of government, the development and assessment of public Strongly Recommended: policy, and the behavior of individuals and groups within EN/COM 240 Art of Persuasion those political arenas. In a rapidly changing world, a core MA 200 Statistics understanding of diverse political landscapes, the multitude PH 303 Introduction to Critical Thinking of factors that impact national and international relations, PSY 305 Research Methods and the ability to clearly articulate one’s political philosophies is essential for those pursuing political science as a Political Science Electives foundation for their career. Furthermore, because political (Any Level) (12) change impacts most aspects of our lives, it is a valuable course of study for those who simply seek to enhance their Requirements in Major (15) understanding of the world and its complex workings. The HI/PS 288 World History and Geography I political science major will have an opportunity to explore the HI/PS 289 World History and Geography II structures and processes of government, civil liberties, and PS 101 Introduction to Political Science human rights, the exercise of legitimate and illegitimate au- PS 102 American Government thority, the impact of globalization on the economy, American PS 224 State and Local Government foreign policy, and events in history that have had a significant impact upon current political thinking. A unique aspect Upper Level Requirements in Major (18) of this program is the opportunity for internship experience EN 341 Advanced Writing which affords students the advantage of hand-on experience Political Science Electives in the field. (15 credit hours, Upper Level)

A degree in political science represents one of the broadest Upper Level General Electives (24) degrees available in within higher education. Students ma- Liberal Arts (9) joring in political science graduate with excellent skills in criti- All College (15) cal thinking, writing, information research, and the ability to synthesize and articulate diverse perspectives. These skills A total of five All College, Liberal Arts and Political Science enable graduates to select from a variety of careers including electives may be used for semester-length internships. those in law, education, government, politics, national security, intelligence, journalism, public and non-profit administration, and political consulting to name a few. PSYCHOLOGY BACHELOR OF ARTS IN PSYCHOLOGY The Baccalaureate of Science Degree Political Science Psychology is the degree for individuals interested in under- (120 Credit Hours) standing the complexity and intriguing qualities of human behavior. While strengthening fundamental academic skills, General Education Requirements (15) students are encouraged to pursue individual interests COM 151 Public Speaking through faculty-guided research projects, coursework in spe- EN 101 College Writing cialized areas of Psychology and participation in workshops, EN 102 Writing in the Humanities conferences and the Psychology Student Club. The goal is GS 101 Foundations Seminar to develop the knowledge, skills and breadth of understand- PS 402 Junior Symposium ing needed for a professional career in fields such as mental health, social science research, teaching, or for admission to Specific General Education Core Modules: (30) a graduate program. General Education Elective Intercultural Awareness Interdisciplinary Studies 46 HILBERT COLLEGE

MISSION AND VISION STATEMENT Minor in Sociology • Recognize Sociology as an applied science The Social Sciences Division provides opportunities for bac- • Understand the connections between multiple disciplines calaureate students to obtain the essential skills, ethics and • Appreciate the applicability of Sociology to create change knowledge which are central to the study of psychology and • Emphasize: ethics and values, research and critical sociology. Specific modes of thought, professional behaviors, thinking and appreciation of the scientific method in the gathering and use of data are demonstrated and practiced through Description of the Psychology Program: classroom experiences, conference attendance, academic advisement, individual research, extracurricular activities Psychology courses are often required within various under- and informal interactions with faculty. For the Minor in graduate programs as the understanding of human behavior Psychology or Sociology, the Social Sciences Division en- can be quite valuable. For example, management students sures students will acquire knowledge in key elements of the learn about group processes, decision making, motivation, discipline. For students completing required Social Sciences and individual differences. Criminal Justice students learn courses as part of their major, an introduction to fundamen- about diversity, development of the healthy vs. unhealthy tal theories and issues are provided. personality, and the basis of abnormal behavior.

The Vision of the Psychology program is to develop students For the student who wishes to major in Psychology, the who: Psychology program at Hilbert College offers an opportunity • Are keen and analytic observers of human behavior to explore specialized interests within the classroom, through • Value and seek diverse perspectives research, and through formal and informal contact with fac- • Use empirical and analytic approaches to data within ulty and other experts. The small faculty student ratio affords professional and everyday contexts the development of skills and knowledge of the field often • Use communication skills which enable them to clearly not available on an undergraduate level. present their thoughts • Are intelligent and compassionate persons capable of Students graduate with the ability to think critically and ana- crItically discerning issues that affect their personal, lytically, to communicate their ideas effectively, to consider professional, and civic lives human behavior on a scientific level, and to appreciate the • Are prepared for graduate studies and the world of em- nature of human similarity and diversity. Such abilities are ployment desired by employers from all areas – human resources, business, research, and mental health, to name a few. PROGRAM LEARNING OBJECTIVES: For those interested in graduate school, the Psychology program prepares students for this next level in their aca- Via a core set of program objectives, the Psychology program demic training. Fundamental knowledge, basic techniques in will provide learning opportunities for students in the major, research and individual interests are developed. Admission minors and courses. These objectives are consistent with to graduate school generally requires a strong background the goals of the American Psychological Association and the in Psychology and relevant experiences, high grades (B+ American Sociological Association. & above) and admission test scores, and letters of recommendation from faculty with whom the student has worked Psychology closely over an extended period of time. Numerous graduates • Learn the concepts, language, and major theories of the from our program have furthered their training at the Mas- discipline. ter’s and Doctoral level in specialized areas of Psychology • Understand the appropriate application of psychological such as Rehabilitation Counseling, Educational Psychology, practices and theories in professional contexts such as and Social/Organizational Psychology. research, teaching, counseling, testing and assessment. Sample Course Sequence in Psychology: Minor in Psychology • Recognize Psychology as an applied science Freshman Year • Understand the connections between multiple disciplines First Semester (15 credit hours) • Appreciate the applicability of Psychology to create Second Semester (15 credit hours) change PSY101: Introduction to Psychology • Emphasize: ethics and values, research and critical PSY 102: Topics in Psychology thinking SO 101: Introduction to EN 102: Critical Interpretation of Literature 47 HILBERT COLLEGE

EN 101: College Writing PS 402 Junior Symposium Developmental PSY Course [e.g., 3] General Education Elective General Education Elective Specific General Education Core Modules General Education Elective General Education Elective General Education Elective Intercultural Awareness Sophomore Year Interdisciplinary Studies First Semester (15 credit hours) Second Semester (15 credit Literature and Arts hours) Math - MA 200 PSY 200 level Elective[e.g., PSY 206, 214, or 240] PSY 300 Moral Reasoning level Elective[e.g., PSY304, 314, 307] Political Science/History/Geography COM 151: Public Speaking Religious Studies MA 200 Statistics Science-PSY 240 PSY 305 Research Methods Sociology/Economics General Education Elective EN 341 Advanced Writing Liberal Arts (6) General Education Elective General Electives-Any Level (12) General Education Elective Courses in Major (30) PSY 101 Introduction to Psychology Junior Year PSY 102 Topics in Psychology First Semester (15 credit hours) Second Semester (15 credit PSY/CJ/HS 305 Research Methods in hours) Social Science PSY 397: Junior Seminar PSY 397 Junior Seminar PSY497: Senior Seminar I PSY 412 Psychological Tests and PSY 300 level Elective[e.g., PSY 312,322 or342] Measurement Interdisciplinary Course II PSY 430 History of Psychology EN 300 level Elective 1 from each area PSY 300 Elective [e.g., PSY 310, 351, 316] Clinical: PSY 304, PSY 314, PS 402 Junior Symposium PSY 424 Elective Cognitive: PSY 312, Elective PSY 322, PSY 342 Elective Development: PSY 201, PSY 202, PSY 203 Senior Year Social: PSY 307, PSY 310, First Semester (15 credit hours) PSY 406, PSY 408 Second Semester (15 credit hours) PSY 300/400 Level Courses (6) PSY 498: Senior Seminar II Senior Honors or (2 upper-level social science electives) PSY 430: History of Psychology (6) PSY 412: Tests and Measurements PSY 497 Upper Level Elective [e.g., PSY 407, 410] PSY 498 Upper Level Elective [e.g., PSY406, 408] Upper-level Courses and Electives (6) Upper Level Elective EN 341 Advanced Writing Elective EN 300/400 or Writing Centered Upper Level Elective Elective Elective All College (Upper Level) (9) Upper Level Elective

The Baccalaureate of Arts Degree REHABILITATION SERVICES Psychology A Rehabilitation Service professional is someone who sup- (120 Credit Hours) ports and assists an individual who has a disability in achieving their desired level of independent living, employment, and General Education Requirements (45) community integration. The Rehabilitation Service profession COM 151 Public Speaking is based on the principles of equal opportunity and self-deter- EN 101 College Writing mination through informed decision making and coordination EN 102 Writing in the Humanities of appropriate services. GS 101 Foundations Seminar 48 HILBERT COLLEGE

The Rehabilitation Services baccalaureate degree offers a To further develop what is learned in the classroom, two field level of training which prepares the graduate placement/internship experiences over three semesters will to enter the field as a skilled professional. Students will be provide hands-on experience in different environments to provided with a solid foundation of theoretical knowledge and increase student knowledge, understanding, and marketabil- professional training that will prepare them to work in direct ity. Internship placements include state agencies, indepen- service delivery for people with disabilities. The program is dent living centers, rehabilitation facilities, drug and alcohol built on a strong liberal arts base, with emphasis on disability rehabilitation units, schools, public social service agencies, awareness, medical and psychological aspects of disability, and community integration agencies. employment, assessment, problem solving, counseling and case management. The philosophy of individual choice and The Rehabilitation Services curriculum prepares students for independent living forms the foundation for all instruction. entry-level positions in a variety of settings including rehabilitation centers, drug and alcohol programs, senior citizen MISSION AND VISION STATEMENT centers, community mental health, mental retardation and developmental disabilities programs, corrections systems, The Department of Human Services and Rehabilitation Ser- schools and hospitals. Additionally, this degree will prepare vices prepares undergraduate students for leadership and students for graduate work in a variety of areas including re- service roles in a variety of settings and a range of positions. habilitation counseling, agency or school counseling, psychol- Students will learn the knowledge and skills necessary to ogy, sociology, and disability studies. assist people to live as independently as possible, to participate to the fullest extent in their communities and to assume Sample Course Sequence in Rehabilitation greater control of their lives. Services: PROGRAM LEARNING OBJECTIVES: Semester 1 A course of study within the Human Services program will GS 101 Foundation Seminar provide students the opportunity to develop skills and knowl- RH 101 Introduction to Rehabilitation Services edge through a core set of program objectives: EN 101 Introduction to College Writing Math/ Science • Understand the historical, legal and theoretical underpin- Gen Ed Elective nings of the discipline. • Learn the skills, knowledge, values, and attitudes re- Semester 2 quired of entry-level professionals. RH 201 Medical & Psychological Aspects of Disability • Appreciate all aspects of diversity and how they apply to PSY 101 Introduction to Psychology the human condition. EN 102 Critical Interpretation of Literature • Instill the importance of moral and ethical behavior in Math/Science personal and professional practice. Gen Ed Elective • Explore the continuing process of growth and self-awareness and its impact on professional development. Semester 3 Description of the Rehabilitation Services Program: SO 101 Introduction to Sociology COM 151 Public Speaking This newly established baccalaureate degree program in Re- HS/RH Elective habilitation Services is the first in New York State and one of Gen Ed Elective approximately 25 located throughout the United States. The Gen Ed Elective curriculum provides a unique, marketable and community- responsive academic program of study. Semester 4 The Rehabilitation Services curriculum provides students HS/RH 204 Basic Interviewing Skills with the skills and knowledge necessary to work with a MA 200 Statistics diverse group of people who have physical, emotional, and/ Interdisciplinary Core I or cognitive disabilities that impact their capacity to live and HS/RH Elective work independently in the community. Students will learn Gen Ed Elective the importance of personal and societal perceptions and how to assist individuals to function effectively in their environ- Semester 5 ments. Through their coursework and internships, students RH 303Vocational Services will develop a personal and professional approach to their Writing Centered Course work guided by knowledge, critical thinking and the ability to PS 402 Junior Symposium solve problems effectively. HS/RH Elective 49 HILBERT COLLEGE

Gen Ed Elective RH 101 Introduction to Rehabilitation Services RH 201Medical/Psychological Aspects of Disability Semester 6 HS/RH 204 Basic Interviewing Skills RH 305 Independent Living HS/RH 210 Human Service Methods HS/RH 360 Internship I HS/RH Elective Upper Level (300 & 400) (21) Gen Ed Elective Gen Ed Elective RH 303 Vocational Services RH 305 Independent Living Semester 7 RH 307 Disability and Society HS/RH 430 Senior Seminar HS/RH 360 Internship I HS/RH 460Senior Internship I HS/RH 460 Senior Internship I Research Centered Course HS/RH 461 Senior Internship II Gen Ed Elective HS/RH 430 Senior Seminar

Semester 8 General Requirements for Major (15) RH 307 Disability and Society PSY 101 Introduction to Psychology HS/RH 461 Senior Internship II Developmental Psychology Elective HS/RH Elective MA 200 Topics in Statistics Gen Ed Elective Writing Centered Course: Upper Level (EN 340, EN 341, EN Gen Ed Elective 333, or EN 463) Research Centered Course (HS/CJ/PSY 305, LW 300, or MA The Baccalaureate of Science Degree 300) Rehabilitation Services (120 Credit Hours) Electives in Major (12) (At Least 3 Upper Level Social Science Courses) General Education Core (15) EN 101 College Writing Upper Level (300 & 400) (21) EN 102 Writing in the Humanities HS 308 Group Work in Human Services COM 151 Public Speaking HS/RH 310 Human Service Ethics GS 101 Foundation Seminar HS 311 Organization, Policy, & Practice in Human Services PS 402 Junior Symposium HS/RH 360 Internship I HS/RH 460 Senior Internship I Specific General Education Core Modules (30) HS/RH 461 Senior Internship II General Education Elective HS/RH 430 Senior Seminar Intercultural Awareness General Requirements for Major (15) Interdisciplinary Studies PSY 101 Introduction to Psychology Literature and Arts Developmental Psychology Elective Math MA 200 Topics in Statistics Moral Reasoning Writing Centered Course (Upper Level) Political Science/History/Geography Research Centered Course Religious Studies Science Electives in Major (12) Sociology/Psychology/Economics: (SO 101 Introduction to (At Least 3 Upper Level Social Science Courses) Sociology) Selected Specialization General Electives Liberal Arts (9) Electives in Major may be selected from any of the following (At Least One Upper Level) options: Option 1 Generalist General Electives All College (6) Option 2 Substance Abuse/Chemical (At Least One Upper Level) Dependency Option 3 Law and Human Services Courses in Major Option 4 Child and Family Practice Lower Level (100 & 200) (12) Option 5 Family Violence Option 6 Rehabilitation 50 HILBERT COLLEGE

GENERAL EDUCATION opportunity to develop the foundations required for analytic and quantitative reasoning experiences that will enable them COURSES to make decisions, solve problems, and manipulate concepts General Education courses are of a universal and foundation- within a mathematical framework or in courses where an al nature. They are not focused upon “majors” or academic understanding of mathematical and statistical systems is or vocational specializations. The objective of the courses in required. the following modules is based upon those realities, experiences, and concerns which all human share by virtue of the Religious Studies common participation in the “human situation.” While majors Taking courses in this module will assist students in articu- and free elective courses give expression to the private or lating their own beliefs and attitudes toward an individual individual interests of students, general education courses understanding of spirituality. In addition students will de- make an attempt to concentrate upon the public or com- velop informed perceptions of other spiritual explorations as munal dimensions of human existence. The emphasis of expressed in the major religions of the world. These courses General Education is upon our shared values and beliefs, our may provide students with a broad and fundamental explora- shared sense of time and history, our shared relationships tion of religion and spirituality in the historical sense as well with nature, our shared membership in institutions and soci- as a view of the role of religion in the world of today. eties and our common cultural experiences. General education courses strive to speak meaningfully to the problems of the human condition and of modern culture, and seek to Moral Reasoning transmit to the student a common (and therefore shared) Students pursuing courses in this area will come to under- cultural and intellectual heritage. stand ethics as defined as the analysis of values-based motivations/intentions/actions along with the consequences General Education Course Modules: and evaluation of value-driven decisions. Courses in this module will provide students with substantial theory based Students must take at least one (1) course from each of the instruction in moral reasoning but more importantly will teach following modules: students how to analyze, evaluate and derive conclusions using set criteria in a wide variety of circumstances. Interdisciplinary Studies: Courses in this module will help students to view topics from Political Science/Geography/History the perspective of two or more disciplines. Some courses The diverse courses in this module will provide students with may bridge concepts and ideas from two or more areas that a broader understanding and exposure to our global society are related to a single theme or topic, or they may combine as viewed through the lens of history of individual nations diverse disciplinary perspectives within a single course. and their political institutions. Studying the geography of both Courses within this module will fall into one or the other of the world and selected countries will enhance the student’s these two models. understanding of how geographical forces have shaped the development of nations and societies. Intercultural Awareness Students taking courses in this module will be better pre- Sociology/Psychology/Economics pared to face the diversity of our ever changing world and Foundational courses in the areas of sociology, psychology the ever changing face of American society. Foundational and economics will provide students with a basic understand- courses in this module will help students understand and ing of human behavior and theories of causation in these appreciate life from the perspective of non majority popula- divergent disciplines. Students taking courses in this module tions from around the world or within the fabric of everyday will gain broad understandings and knowledge that will be American life. useful in a number of other programs and disciplines. Physical Sciences The Arts and Literature Courses in this module will provide students with fundamen- Students taking courses in this module will be exposed to a tal and foundational knowledge of the physical sciences as broad survey of the content and methodology within each of well as a basic understanding of the principles and applica- these disciplines. These courses will provide students with tions of scientific inquiry. Such knowledge will enhance the a stronger knowledge of the fundamental modes of inquiry student’s awareness and understanding of the role that the within the arts, will foster a greater appreciation of broad physical sciences play in our ever evolving planet. creative cultural traditions and movements within these disciplines. Free Elective Mathematics To fulfill the requirement of this module, an elective will be chosen from one of the above mentioned modules. Students Courses within this module will provide students with the 51 HILBERT COLLEGE should consult with their academic advisor before choos- lege is designed specifically with the student's interests and ing this elective as some programs/departments/divisions eventual success at the forefront. may prescribe which module may fit best into an individual In addition to the benefits mentioned above, the Hilbert Col- student’s academic program. lege Honors student receives priority registration, a private lounge area with dedicated computers, and special educational opportunities. HONORS PROGRAM The Honors Program at Hilbert College is designed to aug- To apply, all a student needs to do is to fill out an applica- ment the specific qualities and mission of the College. Our tion, attach a one-to-three page narrative of self-assessment, program is decidedly student centered and holistic in nature. and submit that along with a letter of recommendation from We educate the whole student, and we support the whole a professor or a person who has supervised him/her in an student. We have designed a program that will foster excel- extra-curricular community involvement. lence but will not isolate the student from a complete college experience. For an application, write to Our criteria for admission mirror the Franciscan values upon which the College was founded. Our program offers the Dr. Amy Smith personal guidance and attention for which we are known. To Honors Program this end, while we are looking for students who represent the Hilbert College highest caliber of academic excellence, we are also looking 5200 South Park Avenue for those students whose life-choices outside the classroom Hamburg, NY 14075 demonstrate leadership skills, social commitment, or artistic Or call (716) 649-7900 (ext. 354). interests. Applications can also be downloaded from the College’s The Honors Program at Hilbert College is a contract-based website: http://www.hilbert.edu/Public/file/HonorsApplica- honors program. For maximum flexibility and complete tion.pdf integration, the program allows a student to enroll in regular classes and fulfill his/her honors requirements by completing A SAMPLE OF CURRENT COURSES OFFERED FOR special projects for Honors credit in those classes (typically HONORS CREDIT* one class a semester is taken for Honors credit). Called in lieu of projects, these are created by the faculty teaching the In lieu of proposals are available for student review in the class and administered by the Honors Council. The in lieu Honors Lounge (Paczesny 139) and on HCOnline. of system allows Honors students to have the experience of working one-on-one with our highly credentialed Honors ACC 320 Intermediate Accounting Faculty, both within their majors and without, from the first semester that they enroll. Such personal academic guidance ACC 310 Corporate Taxation is offered, if at all, only at the senior level at other institutions. In addition to this special attention, Honors students ECO 201 Microeconomics at Hilbert have student mentors for their first semester and personal advisement by members of the Honors faculty and ECO 202 Macroeconomics by faculty within their majors. CJ/HS/PSY 316 Family Violence Honors students also take the Freshman/Transfer Honors Colloquium (HON 105/305) in their first year at Hilbert Col- CJ 405 Advanced Seminar in Criminal Justice lege and will participate in a capstone experience. Finally, Honors students are asked to give something back to the CJ 204 Crime and Society community in the form of a modest amount of community service and one semester of mentoring. ECI 350 Law of Economic Crime

Graduating with honors from Hilbert College will separate FSI 101 Introduction to Forensic Science students from other applicants. Why? Completing an honors program shows that a student is more motivated, better pre- FSI 318 Special Topics in Forensic Science pared, and more self-reliant than his/her peers. Having "honors" on a degree says that the student can succeed in the EN 205 World Literature challenges that face him/her because he/she already has a proven record of success. The Honors Program at Hilbert Col- EN 302 Renaissance Literature 52 HILBERT COLLEGE

HONORS REQUIREMENTS EN 315 World Mythology Curricular Requirements

EN 325 American Autobiography Freshman/Sophomore Honors Colloquium (HON 105) OR EN 388 Women and Literature Junior Honors Colloquium (HON 305)

EN 418 Romanticism One course for Honors credit per semester (students are required to take classes within their major and in the liberal PH 205 Business Ethics arts for Honors credit)

PH 305 Making of the Modern Mind I One Capstone Colloquium in the senior year Extra-Curricular requirements PH 306 Making of the Modern Mind II 20 hours of community service annually One semester of mentoring first-year Honors Students HI 308 Women's History Benefits PS 102 American Government • Recognition of Honors during the Commencement ceremony and on the Hilbert College transcripts PS 225 Regionalism and Community • Personal advisement by Honors Faculty in addition to the departmental advisement PS 335 Genocide • Priority registration • Private lounge area with dedicated computers PS 336 Justice • Special educational opportunities

LW 103 Legal Research Application Process Students must fill out an application to the Honors Program LW 303 Advanced Legal Research and submit that along with a letter of recommendation from a professor or someone in a supervisory capacity within their LW 402 U.S. Constitution extra-curricular activities.

HS 101 Introduction to Human Service Please note: the Honors Council will refer to transcripts. Therefore, new students must apply to Hilbert before or at HS/PSY 205 Interpersonal Communication and Effectiveness the same time they apply to the Honors Program.

HS 315 Child Welfare Services

HS/PSY/SO 332 Marriage and the Family LEADERSHIP SCHOLARSHIP PSY 202 Adult Development and Aging PROGRAM PSY 406 Cross Cultural Study of Psychology The Hilbert College Leadership Scholarship Program is an intensive four-year experience designed to assist recipients MA 200 Statistics to develop and refine their leadership skills. Students will be engaged in numerous experiential learning programs which *List is subject to change. allow them to become involved in the campus and the community in a meaningful way. HONORS PROGRAM INFORMATION Eligibility requirements To accomplish these goals, the program makes use of a • 3.5 cumulative average variety of methods to meet the unique learning styles of all • Full-time day status participants. Workshops, distinguished speakers, service • Proven leadership qualities in any of the following learning, and adventure-based programs are all important areas: social commitment, arts, or athletics components of the program. Past participants have heard • Students may apply to the Honors Program at any nationally known speakers such as Rudy Giuliani and Donald time before the first semester of their junior year Trump, participated in leadership conferences, learned to 53 HILBERT COLLEGE

sail, completed numerous community service projects, and student’s major survived white-water rafting. Concentration: A concentration is an optional group of courses within the student’s major, A concentration is chosen Each year of the leadership program has a different focus. for the purpose of specialization within one’s major First-year participants will participate in self-assessment designed to familiarize them with their own strengths and Acceptance Criteria areas for further development. In this first year program participants will take Introduction to Leadership (GS 160). A student who wish to pursue a minor needs to have Sophomore participants explore leadership in group settings, achieved sophomore status and obtained the written permis- developing an understanding of the diversity around them sion of both the student’s own department chair and of the while building team skills. Juniors hone their chair of the department offering the minor. The student must professional skills and job readiness through an intensive achieve a grade of “C” or better in all courses to be used as program which includes resume writing, interview skills, job part of the minor. search techniques, and even etiquette. In the senior year, students focus on goal-setting for their career and post- Documentation college life. At all levels students are asked to be involved in campus activities or clubs in order to put into practice the Although a minor cannot appear on the diploma, it may be in- concepts they have learned. cluded on an academic transcript, thus providing the student with official documentation of this additional study. It is no secret that employers are seeking candidates who can demonstrate problem solving skills, team attitude, strong The procedure will be as follows: communication skills, and above all, leadership ability. The 1. The student consults with her/his advisor before Leadership Scholarship Program is designed to help stu- completing an application for a minor. dents develop these skills and stand out in a competitive job 2. The student gets a form from the Office for Student market. Records, completes the form and submits it to the Registrar. 3. The Registrar checks the form to make sure that the Applications are mailed to qualified students upon accep- student has filled it out appropriately (i.e., making sure that tance to Hilbert College. To apply, students must complete the student is not applying for a minor within her/his own the application and attach a one to two page narrative along major). with two letters of recommendation. Applicants are then 4. The Registrar attaches student’s file to the applica- invited to campus for an interview. tion and forwards them to the Chair of the student’s major. 5. The Chair either approves the application and for- For more information, please contact: wards the application and file to the Chair offering the minor, Mr. James Sturm or disapproves and sends a brief letter to the student notify- Leadership Scholarship Program ing the student of the denial. Hilbert College 6. The Chair of the minor either approves the applica- 5200 South Park Avenue tion, returning the application and file to the Registrar, and Hamburg, NY 14075 notifying the student by letter of acceptance, or disapproves or call (716)649-7900, ext. 231 and sends a brief letter to the student notifying the student of the denial. Academic Minors Hilbert students have the option of completing a minor while List of Available Degree Minors pursuing their baccalaureate degree. While the degree of specialization offered by a minor cannot match the depth 1. Accounting Minor: ACC 205, ACC 206, ACC 320, ACC 321, of knowledge provided by a major in the same discipline, a ACC 350, ACC 270, plus one of the following: ACC 380, ACC minor can offer students the following benefits: 310, ACC 410, ACC 430, ACC 420.

1. It can satisfy the student’s personal interest in a 2. Digital Media and Communications Minor: COM 110, COM particular subject area 170, COM 210, and 3 electives (two over the 300 level). 2. It can complement the student’s major field of study 3. It can be used to enhance the student’s marketabil- 3. Professional Communications Minor: COM 151, EN 340, ity in terms of career goals and 4 COM electives (3 at the upper level).

Definitions: 4. Criminal Justice Minor: CJ 101, CJ 204, plus one of the fol- Minor: A minor is an optional group of courses outside the lowing (CJ 102, CJ 103, CJ 200, CJ 202, CJ 205, HS/RH 203, 54 HILBERT COLLEGE

RH/HS 204 formerly RH 205), and three upper divisional 204 or HS/RH 210, RH 303, RH 305, RH 307. courses from the following areas: Corrections, Criminology, Family Violence, Investigations, Juvenile Justice, Law, Police 17. Sociology Minor: SO 101, SO 201, CJ/HS/PSY 305; three Management, and/or Security. of the following: SO 301, SO 306, SO/CJ 307, SO/ECO 309, SO/CJ 320, SO/HS/PSY 332, SO/CJ 336; and any other two 5. CSIA Minor: ACC 205, CJ 101, CJ 204, Computer elective upper-level sociology courses. other than MIS 120, ACC/ECI 313, CJ 333 or ECI 340, ECI 350. HILBERT COLLEGE ONLINE 6. English Minor: One 200-level survey and 5 upper division Many of Hilbert’s classes are offered online. Students English electives following a prescribed distribution: One enrolled in online courses will be able to view class notes, American lit; One British lit; One Genre, Period, or Special listen to lectures, watch videos, and participate in discus- Topics course; Two upper divisional English electives. sions from a sound-enable computer that is hooked up to the internet. The “distance learning” classes are very convenient 7. Family Violence Minor: Six of the following: HS 203, HS for students with busy schedules, because the classes do not 315, HS/PSY 330, HS 300, CJ 316, HS/CJ 317, CJ 416. run during a particular time slot. Instead, class material is kept online (archived) for at least a week, and students can, 8. Forensic Science/CSI: CJ 101, CJ 204, FS 101, FS 318, FS therefore, work their way through the material at any hour of 319, and choose one of the following: CJ 314, the day or night. Moreover, students can listen to the lectures CJ 315, CJ 404, PSY 410. in installments, and additionally students can replay all or parts of a lecture. 9. Human Services Minor: Three of the following: HS 101, HS/RH 203, RH/HS 204, HS 205; HS/RH 310 and 2 upper While the online format can be, and often is, a very effective division Human Services electives. learning environment, Hilbert encourages students to think carefully before they enroll in distance learning courses. 10. History Minor(American): HI 103, HI 104; and choose four Successful online students are those that are capable of (at least two at the upper divisional level): HI/CJ 207, HI 211, self-discipline and good time-management. Procrastinators HI 212, HI 213, HI 214, HI 278, HI/PS 208, HI 308, HI 310, may find online courses difficult, because it can be tempting HI 401, HI/LW 402. to rationalize doing the weekly assignments “later”. Although, any motivated and disciplined student can benefit from the 11. History Minor (General): HI 103, HI 104, HI 215; and online format, the students that benefit the most are typically choose four HI courses with at least 2 at the upper divisional non-traditional students with demanding work and family level. commitments.

12. Leadership Minor: This minor consists of six courses, to Finally, online students will be given an orientation to the include GS 160 and GS 460. The remaining classes are elec- online class environment, and technical support is available tives selected from a menu of choices designed to comple- throughout the duration of the course. ment the various majors. Additional information may be obtained from the chair/assistant chair of the Professional Studies Division. THE STUDY ABROAD 13. Philosophy Minor: Two lower level and four upper level philosophy courses. PROGRAM A semester of full-time study abroad greatly enriches a stu- 14. Political Science Minor: Choose three of the following: PS dent’s liberal education and enhances the student’s ability 101, PS 102, PS 224, PS 212, PS 228; and, choose three of to live in a global society. To offer this opportunity to our the following: PS 234, PS/HI 208, PS 333, PS 337, PS/PH students, Hilbert College has developed an articulation with 340, PS 367, PS 370, PS 400. Arcadia University’s study abroad program, which consis- tently ranks either as the best or second best study abroad 15. Psychology Minor: PSY 101, PSY 102, PSY 430 and one program in the nation. Hilbert students who wish to study from each of the following groups: PSY 201, 202,or 203; PSY abroad in their junior or senior year have the opportunity to 312, 322, or 342; PSY 304, 314, 407 or 424;PSY 307, 310, apply to approximately 100 programs in the following four- 351, 406 or 408. teen locations: Australia, China, England, France, Greece, India, Ireland, Italy, New Zealand, Scotland, Spain, South 16. Rehabilitation Services Minor: RH 101, RH 201, HS/RH Africa, Tanzania and Wales. Students who are interested in 55 HILBERT COLLEGE

obtaining more information on study abroad should contact maximum number of course waivers will be able to earn their Dr. Michael Degnan at [email protected]. MBA from St. Bonaventure University with 30 credits of MBA coursework. Hilbert students who are interested may contact their academic advisor for details, or contact St. Bonaventure TEACHER CERTIFICATION directly. Starting in 2004, the New York State Education Department has mandated that anyone wishing to teach in New York PROFESSIONAL ACCOUNTANCY State public schools must have a master’s degree. Hilbert College has an articulation agreement with St. Bo- naventure University relative to accounting for those with a In response, Hilbert College has developed consortium desire to sit for the Certified Public Accountant (CPA) exam. agreements with two local graduate programs to allow Hilbert Its purpose is to afford students the opportunity to pre-plan graduates to pursue a career in teaching. These agreements their college careers, and to facilitate the process of enroll- allow students to earn a master’s degree in education and, ment in St. Bonaventure University’s 150-Hour New York at the same time, earn certification in elementary, second- State Licensure-Qualifying MBA program in Professional Ac- ary, special education, or ESL (teaching English as a second countancy (150 Hour program) by students earning their B.S. language). degree in Accounting from Hilbert College. Hilbert students These collaborative agreements work in the following way: A who are interested may contact their academic advisor for Hilbert student may, in her/his senior year, take one graduate details, or contact St. Bonaventure directly. education course each semester, either at D’Youville College or Medaille College. Since graduate courses are somewhat Saint Bonaventure University Discount more expensive than undergraduate courses, the student In addition to the articulation agreement summarized above, pays her/his Hilbert tuition plus the difference in tuition at Hilbert alumni receive a 15% tuition discount when they at- the graduate program’s college. However, once the student tend any of St. Bonaventure University’s graduate programs. finishes the courses, the student gets to use the courses in two ways. First, the courses help the student complete the Saint Bonaventure campus at Hilbert College: Hilbert baccalaureate degree; second, the courses will then count as six credit hours toward the master’s degree. Thus Saint Bonaventure University the program saves a student both time and money. Buffalo Weekend Graduate Center 5200 South Park Avenue Students would then finish the masters/certification program Hamburg, N.Y. at either D’Youville College or Medaille College, by taking (716) 646-1500 eight more graduate courses plus a semester of student teaching. A student going full time would be able to complete the program in approximately eighteen months after graduation from Hilbert. ACCELERATED DEGREE

Students who are interested in this program should contact PROGRAMS one of the Education Collaborative coordinators, Dr. Gordon Snow or Dr. Michael Degnan, for more information. ADP ADMISSION REQUIREMENTS MASTER OF BUSINESS PROGRAM (MBA) To be eligible for entrance into the Accelerated Degree Pro- Articulation with Saint Bonaventure University gram, applicants must: • Meet with the Director of the Center for Adult and Gradu- Hilbert students who complete the baccalaureate degree in ate Studies to review your transfer credits prior to enroll- business administration and wish to pursue a master of busi- ing. ness administration (MBA) degree at St. Bonaventure Univer- • Have earned a minimum of 24 transferable credits from sity are eligible for special consideration. Specific courses an regionally-accredited college. in the undergraduate curriculum may be used to satisfy • Complete the Hilbert College on-line ADP application at graduate school requirements, thereby reducing the number www.hilbert.edu/adp. of graduate courses necessary to complete the MBA. Stu- • Submit official transcripts from ALL prior colleges. dents earning a grade of “C” or better in the indicated Hilbert • Submit proof of high school graduation. College course(s) will be granted a waiver of the correspond- • Submit two letters of recommendation from employers, ing St. Bonaventure MBA course (up to a maximum of 21 professional supervisors, colleagues, or previous profes- credit hours of MBA course waivers). Students who earn the sors. • Have basic computer technology knowledge and access. 56 HILBERT COLLEGE

All materials, transcripts, etc., should be forwarded to the interpersonal, family, and group interactions. Director of the Center for Adult & Graduate Studies. • Demonstrate and apply a theoretical orientation to professional practice. Applicants not meeting these minimum requirements may be • Demonstrate understanding of the historical and theoret- admitted on conditional basis at the discretion of the college. ical underpinnings of the primary theoretical approaches employed in dispute resolution. State law requires Hilbert College to collect immunization records from students taking six or more credit hours in any The program will offer a series of core courses that explore: semester. • The complex nature and historical underpinnings of conflict, conflict theory, and analysis. • Intervention strategies of conflict resolution including creative problem solving, mediation, negotiation, facilita- Conflict Studies and Dispute tion, and consensus building. • The principles of restorative justice as a critical compo- Resolution (ADP ONLY) nent of healing relationships between victim, offender, BACHELOR OF SCIENCE IN CONFLICT community, as well as the role of the justice system in STUDIES AND DISPUTE RESOLUTION that process. Required Courses in Major (36) The Bachelor of Science in Conflict Studies and Dispute CR 301 Dynamics of Conflict Resolution is an interdisciplinary program in which students CR 304 Communication & Conflict will have the opportunity to explore the nature of conflict and CR 306 Facilitating Change through Creative Problem Solving resolution of conflict at three levels: interpersonal, commu- CR 308 Courtroom Alternatives nity and organizational, and global. Students enrolled in this CR 310 Labor Relations program are trained to assist individuals, families, commu- CR 312 Restorative Justice: Philosophy & Process nities, and organizations in their effort to resolve conflicts PS/PH 330 Conflict & Cooperation through the development and evaluation of solutions, cre- HS/LW 410 Child & Family Law ative problem solving, and the promotion of effective com- CR 401 Negotiation: Theory & Practice munication. A strong foundation of courses in the liberal arts CR 402 Mediation: Theory & Practice provides the groundwork for the development of higher-level CR 403 Facilitation & Consensus Building skills including critical thinking, creative problem solving, and CR 404 Senior Seminar effective written and communication skills. Conflict resolution is a highly interdisciplinary field that draws upon diverse ar- Elective in Major (Optional) eas of study in the social sciences including law, philosophy, CR 405 Conflict Studies Internship* psychology, human services, business, and economics. *CR 405 Conflict Studies Internship may be taken as an elec- This course of study is an excellent choice for completing a tive in order to provide students the opportunity for relevant bachelor’s degree. The skills developed in the courses and field experience. The Internship will require 120 field hours the broad liberal arts exposure will provide the necessary at a location to be determined by the student, faculty advisor, education employers look for in many fields....well beyond dis- and agency providing the practicum experience. Students pute resolution and mediation. The ability to solve problems, will register for CR 405 in a given semester and complete communicate effectively, and resolve conflict are desired in 120 field hours in no more than two consecutive sessions, most career environments and should provide an attractive i.e. 14 weeks. The program chairperson shall determine degree for a broad range of occupations in the job market. In oversight of the internship. particular, this degree program would be a wise choice if you are interested in career environments that focus on people, General Education Requirements (12) relationships or customer service, the counseling profes- COM 151 Public Speaking sions, social justice, law, education, and human resources. EN 101 College Writing EN 102 Writing in the Humanities Program Objectives - Upon completion of the program, stu- PS 402 Symposium dents will be able to: • Demonstrate the ability to communicate effectively at a Specific General Education Core Modules (30) professional level, both orally and in writing. General Education Elective • Demonstrate an appreciation and understanding of the Intercultural Elective role of power, diverse perspectives, and conflict within Interdisciplinary Elective 57 HILBERT COLLEGE

Literature and Arts • Explain the impact of the global environment on an Math organization. Moral Reasoning • Recognize and promote the opportunities associated Political Science/History/Geography with diversity. Religious Studies • Analyze financial statements and construct budgets, Science which promote financial success. Sociology/Psychology/Economics • Identify real and potential ethical issues in the workplace and analyze causes and remedies. All College – Upper Level (6) • Plan for the short and the long term by applying the prin- Writing Centered Course ciples of strategic management and marketing. General Elective • Apply communication, conflict management, and problem-solving skills that are required on a daily basis All College – Any Level (36) in order to promote positive change. General Electives • Explain the role of macroeconomic factors on the organization at the local, domestic and global levels. *Students are required to have 120 credits to graduate. • Incorporate policies that reflect a partnership with the *Students may be eligible to transfer n up to 90 credits. community and an obligation to take care of its resources. • Promote a workplace that recognizes the dignity of every Organizational Development stakeholder and provides the opportunity for employees (ADP ONLY) to discover and reach their potential. BACHELOR OF SCIENCE IN Required Courses in Major (30) OD 350 Introduction to Organizational Development ORGANIZATIONAL DEVELOPMENT OD 360 Cultural Diversity OD 370 Economic Issues – Local to Global The Organizational Development program focuses on areas OD 380 Ethical Decision Making that are crucial to enabling managers lead their organiza- OD 390 Budgeting and Finance tions to sustained growth and success. Students will learn OD 400 Social Responsibility and Sustainability the principles for promoting change in organizational lead- OD 410 Management Skills ership, resource allocation, and will acquire competencies OD 420 Human Resources in the functional areas common to virtually all organiza- OD 430 Management and Marketing tions. These could include human resources, budgeting OD 440 Nature of Work: Capstone and finance, management, strategic planning, and mission integration. Students will analyze the global environment and Required Courses (12) related diversity topics. Consistent with Hilbert’s overall phi- COM 151 Public Speaking losophy, the Organizational Development program will explore EN 101 College Writing contemporary ethical issues in the workplace and will reflect EN 102 Writing in the Humanities the liberal learning goals of the college. PS 402 Junior Symposium

One classic definition of organizational development comes Specific General Education Core Modules (30) from Richard Beckhard’s 1969 Organization Development General Education Elective Strategies and Models: Organization Development is an Intercultural Awareness effort (1) planned, (2) organization-wide, and (3) managed Interdisciplinary Studies from the top, to (4) increase organization effectiveness and Literature and Arts health through (5) planned interventions in the organizations Math 200 Topics in Statistics “processes,” using behavioral-science knowledge. Moral Reasoning Political Science/History/Geography Program Objectives: Upon completion of the program, stu- Religious Studies dents will be able to: Science • Explain the need for ongoing organizational change and Sociology/Psychology/Economics methods for achieving the change. • Promote positive change in the units in which they work. All College – Upper Level (12) • Utilize human resource practices in a way that results in General Elective – Upper Level achievement of organizational goal through employee development. 58 HILBERT COLLEGE

All College – Any Level (36) Core Course (3 credits each) General Elective CC 500 Organizational Theory and Management CC 510 Program Planning and Evaluation *Students are required to have 120 credits to graduate. CC 515 Finance and Budgeting *Students may be eligible to transfer in up to 90 credits. CC 520 Political and Policy Analysis CC 505 Introduction to Graduate Statistics GRADUATE PROGRAMS Optional Programs CC 599 Internship Experience* CC 688 Managing Performance: International Comparison MASTER OF PUBLIC CC 699 Study Away (Travel in April)** ADMINISTRATION *Optional for students who have not achieved full-time employment in their field. CC 599 is an additional course in the The Hilbert College 36-credit hour Master of Public Admin- MPA program. istration program will prepare students with the credentials and skills necessary for promotion into managerial and lead- **If a student wishes to study away, they would be required ership positions in nonprofit, governmental, and law-related to register for CC 688 and CC 699. organizations. The major program learning outcomes are as follows: Graduate Admission Requirements 1. design and evaluate organizational policies, projects and programs; To be considered eligible for the entrance into the MPA pro- 2. analyze organizational, human resource and budgetary gram applicants must: resources; • Complete the Hilbert College on-line graduate ap- 3. evaluate the organizational and political dynamics affect- plication at www.hilbert.edu/grad ing organizational policy issues. • Submit an admission statement/essay specifically addressing how the program will be of benefit to you and the The curriculum is an accelerated, cohort format that fol- community that you serve. lows an established sequence of courses over an 18-month • Provide official transcripts from ALL prior colleges. period. Each course lasts 5 weeks, meeting Wednesday eve- • Submit two letters of recommendation from employ- ning and Saturday morning. The cohort model encourages ers, professional supervisors, colleagues, or previous profes- the development of lifelong colleagues as students collabo- sors. rate on group projects and discuss policy and subject matter • Submit a current resume. related to the field of study. • Possess relevant work experience.* • Hold a baccalaureate degree from an accredited The MPA program is academically rigorous, theoretically college or university having earned a 3.0 cumulative a grade sound, yet practically based and focuses on providing future point average (GPA), based on a 4.0 scale.* leaders with the skills and credentials necessary to succeed • Complete a personal interview with the Director of in any type of public agency. The optional Internship Experi- the Center for Adult and Graduate Studies. ence, Managing Performance course and one-week study Neither the GMAT or GRE exam is required. away experience will offer another unique perspective of public administration. *Applicants not meeting these minimum requirements may be admitted on a conditional basis at the discretion of the Required Courses (36 credits) graduate program chairperson.

MPA Course (3 credits each) Applicants whose native language is not English must submit MPA 625 Introduction to Public Administration a minimum TOEFL score of 550. MPA 631 Values and Ethics in Public Administration MPA 640 Research Methods in Public Administration State law requires Hilbert College to collect immunization MPA 627 Human Resource Management records from students taking six or more credit hours in any MPA 632 Financial Resource Development semester. MPA 637 Marketing and Public Relations MPA 644 Capstone

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CRIMINAL JUSTICE CC 510 Program Planning and Evaluation CC 515 Finance and Budgeting ADMINISTRATION CC 520 Political and Policy Analysis CC 505 Introduction to Graduate Statistics

MASTER OF CRIMINAL JUSTICE Optional Programs ADMINISTRATION CC 599 Internship Experience* The Hilbert College 36-credit hour graduate degree program CC 688 Managing Performance: International Comparison in Criminal Justice Administration will prepare students with CC 699 Study Away (Travel in April)** the practical, academic and professional skills needed to become effective and successful leaders. The major program *Optional for students who have not achieved full-time em- learning outcomes are as follows: ployment in their field. CC 599 is an additional course in the 1. demonstrate the ability to communicate effectively; MPA program. 2. critically analyze crime and justice issues and/or informa- **If a student wishes to study away, they would be required tion utilizing theoretic, methodological, and statistical skill to register for CC 688 and CC 699. bases; 3. demonstrate an understanding of core theoretical knowl- Graduate Admission Requirements edge bases in criminology and criminal justice; 4. demonstrate an understanding of social and cultural To be considered eligible for the entrance into the MPA pro- diversity; gram applicants must: 5 demonstrate the ability to critically evaluate and problem- • Complete the Hilbert College on-line graduate application solve in areas related to effective leadership including admin- at www.hilbert.edu/grad istrative, management, budget & finance, and organizational • Submit an admission statement/essay specifically ad- change. dressing how the program will be of benefit to you and the community that you serve. The curriculum is an accelerated, cohort format that follows • Provide official transcripts from ALL prior colleges. an established sequence of courses over an 18-month pe- • Submit two letters of recommendation from employers, riod. Each course lasts 5 weeks meeting Wednesday evening professional supervisors, colleagues, or previous profes- and Saturday morning. The cohort model encourages the de- sors. velopment of lifelong colleagues as students collaborate on • Submit a current resume. group projects and discuss policy and subject matter related • Possess relevant work experience.* to the field of study. • Hold a baccalaureate degree from an accredited college or university having earned a 3.0 cumulative a grade The CJA program is academically rigorous, theoretically point average (GPA), based on a 4.0 scale.* sound, yet practically based and focuses on providing future • Complete a personal interview with the Director of the leaders with the skills and credentials necessary to succeed Center for Adult and Graduate Studies. in any type of criminal justice agency. The optional Internship Experience, Managing Performance course and one-week Neither the GMAT or GRE exam is required. study away experience will offer another unique perspective of criminal justice administration. *Applicants not meeting these minimum requirements may be admitted on a conditional basis at the discretion of the Required Courses (36 credits) graduate program chairperson.

CJA Course (3 credits each) Applicants whose native language is not English must submit CJA 601 Proseminar in Criminal Justice Administration a minimum TOEFL score of 550. CJA 640 research Methods in Criminal Justice CJA 645 Nature and Causes of Crimes State law requires Hilbert College to collect immunization CJA 650 Criminal Law and the Courts** records from students taking six or more credit hours in any CJA 660 Policing in Contemporary Society** semester. CJA 670 Penology** CJA 680 Capstone Seminar

Core Course (3 credits each) CC 500 Organizational Theory and Management 60 HILBERT COLLEGE

ACADEMIC POLICIES Outcome 6: Students will develop the ability to lead an examined life and value the need for lifelong learning. In a rapidly Hilbert College, as stated in the mission, is committed to changing world, students will learn that these skills in self- providing students both a thorough grounding in general renewal are essential both personally and professionally. education and the liberal arts as well as specific knowledge General Education and skills in their degree programs. To that end, the following are the foundations of academics at Hilbert. Within the Liberal Learning outcomes, the General Education Core Curriculum is designed to provide foundational learning Liberal Learning Outcomes to prepare students for success in the specific skills of their professional program or major. According to the Association of American Colleges & Universi- ties, the “a truly liberal education is one that prepares us to Thus, after completion of the General Education Core, a live responsible, productive and creative lives in a dramati- student will be able to demonstrate intermediate college level cally changing world. It is an education that fosters a well- mastery of: grounded intellectual resilience, a disposition toward lifelong • Oral and written communication learning, and an acceptance of responsibility for the ethical • Mathematics and quantitative skills consequences of our ideas and actions.” • Critical thinking and problem solving skills

To achieve these broad objectives, Hilbert College believes Students will also be able to demonstrate familiarity with that they cannot be taught in isolation but must be taught as basic concepts and knowledge in an integral part of a cumulative, holistic curriculum that inte- • Humanities and Arts grates into professional training the development of lifelong • Social Sciences skills that transfer well to a wide variety of occupations • Ethics and moral reasoning • Natural sciences As part of these general educational goals, the curriculum is designed to promote the following six objectives cumulatively The General Education Core consists of: over the student’s time at Hilbert. All courses will indicate which of the six objectives they are designed to strengthen. 45 Total hours Certain required courses will attempt to reinforce all six objectives. Thus, the student will consciously monitor the Specifically Required courses (15 hours) development of these skills until, in the student’s senior year; English 101 the student will register for a capstone experience which will English 102 measure the student’s mastery of these six goals. COM 151 (Public Speaking) Foundations (first year) Seminar Outcome 1: Students will acquire advanced core skills. These Junior Symposium core skills will be in writing, speaking, listening, reading, quantitative skills, and technological fluency. Modules: (One course required in each) (27 hours) Intercultural Awareness Outcome 2: Students will become interculturally aware and Moral Reasoning acquire openness to diversity: These skills include awareness Religious Studies and appreciation of world cultures, and languages, as well as Math of non-dominant groups and societies at home and abroad. Science Sociology/Psychology Outcome 3: Students will acquire effective reasoning and Political Science/History/Geography problem-solving skills: These include the development of mul- Literature and Arts tiple, sophisticated problem-solving strategies that transcend Interdisciplinary Studies traditional discipline boundaries. Elective (chosen only from courses in modules above) (3 Outcome 4: Students will develop advanced research skills: hours) These skills include knowledge regarding technology-enhanced research and the ability to recognize the validity of Note: These requirements apply to all students who enrolled research information sources as freshmen in fall 2009 or later or as transfers in fall 2010 or later. Students who enrolled earlier should consult the Outcome 5: Students will develop skills in integrative learn- prior catalog and their advisor for their General Education ing: These skills include collaborative work combining analyti- requirements. cal and experiential learning 61 HILBERT COLLEGE DEGREE REQUIREMENTS Support Services for Students with Disabilities Hilbert College awards the degrees of Bachelor of Arts (BA), Bachelor of Science (BS), Associate in Arts (AA), Associate in The mission of Academic Services is to provide assistance to Science (AS), and Associate in Applied Science (AAS). Hilbert students in a proactive, respectful and professional manner. Of critical importance to the fulfillment of this mis- The Bachelor of Arts degree is granted upon completion of sion is the recognition of the unique and diverse needs of 120 credit hours (quality point rating of C = 2.0) primarily in each student and the commitment to the pursuit of academic liberal arts and sciences. A minimum of 45 credit hours must excellence and student success. Services are accessed be completed in the upper division. through the Academic Services Center or by contacting the Director of Academic Services or the Associate Director. Stu- The Bachelor of Science degree is granted upon completion dents with disabilities requesting academic accommodations of 120 credit hours (quality point rating of C = 2.0) which sat- are asked to contact the Director of Academic Services as isfy particular program requirements. A minimum of 42 credit early as possible in the application process. Any information hours must be completed in the humanities, natural sciences received by Academic Services regarding a disability will be and mathematics, and the social sciences. A minimum of 45 treated in a confidential manner. credit hours must be completed in the upper division. Services may include academic adjustments, modifications The Associate in Arts degree is granted upon completion and auxiliary aids. of 60 credit hours (quality point rating of C = 2.0) primarily in liberal arts and sciences. A minimum requirement of 48 Specific accommodations may include: credit hours should be distributed among the humanities, the natural sciences and mathematics, and the social sciences, • Testing modifications with depth in at least one area. The Associate in Science and • Note Takers the Associate in Applied Science degrees require • Tape-recording classes completion of an organized curriculum of 60 credit hours (quality point rating of C = 2.0) which must include at least Additional information may be found in the “Student Guide- 20 credit hours in the humanities, the natural sciences and lines, Policies and Procedures for Accessing Disability Ser- mathematics, and the social sciences. There should be rea- vices” manual, which is available at the Academic Services sonable distribution of courses from the three categories. Center. (105 Bogel Hall)

Course Load Attendance

The normal course load is 15 credit hours. A semester credit Students are expected to attend all classes, laboratory peri- hour represents one 50-minute class period per week or one ods, and official activities as scheduled. Extended absences 100-minute laboratory period per week for one fifteen-week affecting course performance may necessitate withdrawal semester. Most classes at Hilbert are 3-credit classes. More from courses. It is the responsibility of students to contact than 18 credit hours may be carried with the approval of the faculty to discuss their academic standing. Department Chairperson. There is a fee for each credit hour beyond 18. Examinations Registration for 12 or more hours constitutes full-time status. A student who misses an examination has the responsibility Advisement to contact the instructor for a make-up examination option, at the discretion of the instructor, and consistent with the An effective advisement system is vital to maximum student instructor’s make-up examination policy as stated in the success. The academic advisement program at Hilbert is instructor’s syllabus. a continuing process throughout the student’s association with Hilbert. It is conducted through the assignment of each student to a faculty member with whom the student may con- Grade Reports sult on matters which, in the student’s opinion, have some bearing on academic performance. It is coordinated by the A final grade report is sent to the student by the Student Registrar. The program also insures compliance with curricu- Records Office at the end of each semester and at the end of lum requirements and counseling program services. the third summer session.

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GRADING SYSTEM semester may petition the Office of the Academic Affairs to carry more than 18 credits in the next semester. Letter Grade Quality Probation and Dismissal Point Average A 4.0 Probation or dismissal occurs when the Cumulative Quality A- 3.7 Point Average is below the designated figure for the appropri- B+ 3.3 ate credit hours. (See following breakdown.) Right of Appeal B 3.0 for reinstatement following dismissal may be exercised by B- 2.7 contacting the Office of the Academic Affairs. C+ 2.3 C 2.0 The College reserves the right to exclude at any time students C- 1.7 whose academic standing, conduct, attitude, or health does D+ 1.3 not meet the standards upheld by the College. Students are D 1.0 guaranteed due process. A student not making satisfactory D- .7 progress toward a degree is subject to academic dismissal. F 0 I Incomplete ASSOCIATE DEGREE CHART W Withdrawal Credits The I grade may be assigned at the end of a semester if a Attempted Academic Dismissal AcademicProbation student is unable to complete the coursework because of 3 - 23 . .99 1.00 -1.24 extenuating circumstances. The incomplete grade, when as- 24 - 35 1.24 1.25 -1.50 signed, must be converted to a permanent grade by the end 36 - 47 1.49 1.50 -1.74 of the next full academic term (i.e., fall or spring). 48 - 59 1.74 1.75 -1.99 60+ 1.99 The Quality Point Average (QPA) is determined by multiplying the number of credit hours for each course by the course grade quality points, then dividing the sum of these by the BACHELOR DEGREE CHART total credit hours for that semester. Credits Attempted Academic Dismissal Academic Probation The Cumulative Quality Points Average (CQPA) represents the 3 – 23 .99 1.00 -1.30 average of all completed coursework and is determined by 24 – 35 1.39 1.40 -1.74 dividing the total number of quality points earned by the total 36 – 45 1.49 1.50 -1.84 number of credit hours earned for all semesters of study at 46 – 60 1.59 1.60 -1.89 Hilbert College. 61 – 75 1.69 1.70 -1.90 76 -105 1.89 1.90 -1.99 Courses may be repeated to raise the Cumulative Quality 106+ 1.99 Point Average at this college. When this alternative is chosen, the higher grade quality points are considered when comput- BACHELOR DEGREE CHART (CONTINUED) ing the CQPA. Credit assigned to the particular course is only Credits added once, not twice, into the total number of credit hours Attempted Academic Dismissal Academic Probation earned by the student. The old grade remains on the tran- 12-29 Below 1.30 1.30-1.50 script. If repeating a course to receive a better grade, it does 30-44 Below 1.50 1.50-1.74 not count for financial aid. (If only taking 12 hours, you would 45-60 Below 1.74 1.70-1.99 have to take 15 hours to receive full-time financial aid.)

ACADEMIC STANDING Credits Attempted Academic Dismissal Academic Probation Regular Status 12-30 Below 1.30 1.30-1.50 31-60 Below 1.50 1.50-1.70 61-90 Below 1.70 1.70-1.90 Any student permitted to register is considered to be in good 91-120 Below 1.90 1.90-1.99 academic standing, possessing the potential to maintain satisfactory progress toward completion of a degree.

Students holding a QPA of 3.00 or higher in the most recent 63 HILBERT COLLEGE

Registration — Cancellation from the Student Records Office, completed, and returned to that same office. A student’s registration may only be canceled prior to the end of drop/add. No financial obligation will be incurred other Students will receive written notification from the Depart- than application fees, tuition deposits and dorm deposits ment Chairperson informing them of the action taken on their which are non-refundable. All registration cancellations must requests. be in writing and submitted to the Student Records Office. Note: Requests for leave will not be reviewed if students are Registration — Student Withdrawal on academic dismissal or probation, have been subject to disciplinary action, have not met their financial obligations to Once the student's class has met through drop/add, registra- the College, or are in arrears on student loans. tion may not be canceled. Rather, the student must officially withdraw in writing from course registration at the Student Study Abroad Records Office. A financial obligation has been incurred at the end of drop/add period. A student who will be studying abroad for a semester needs to complete a Study Abroad form in the Student Records office. The student must request that an official transcript be WITHDRAWALS sent to the Office of Student Records for review and acceptance of transfer credits. Withdrawal from the College Upon return to the College, students must contact the Office of Admissions and complete an abbreviated application Official withdrawal from the College maintains good stand- process for reinstatement, inclusive of payment of applicable ing and eligibility for readmission. To officially withdraw, the fees. student must:

1.Secure a withdrawal form from the Student Records Office. GRADE GRIEVANCE POLICY 2.Fulfill all financial obligations with the Office of Student Finance. Have the staff person sign the withdrawal form. A student may dispute a final course grade received from an 3.Complete the withdrawal form. If the withdrawal is for all instructor through the following grade grievance policy. This coursework, the signature of a Student Finance Official is policy is intended to provide for a fair and reasonable process required to ensure that all financial obligations (both cost- of review of a student’s dispute of a grade. The time limit to related and Federal and State Aid) have been fulfilled. Return initiate a review of a disputed grade will be four (4) weeks the form to the Student Records Office. The signature of the after classes have started in the next semester. Executive Director for Success and Retention is also required. Step One When it is not convenient to withdraw in person, the process A student should discuss a disputed grade with the instructor may be accomplished by a letter signed by the student and and the parties should attempt to resolve their differences on sent by certified mail, return receipt. The withdrawal will be an informal basis. The instructor may authorize a change of recorded on the date on which the letter is received in the grade after this step. Student Records Office. All obligations must be fulfilled -be fore withdrawal from the College is official. Step Two If the student is still not satisfied, the student may submit Withdrawal from a Course a written request for review to the Department Chairperson within ten (10) academic days after meeting with the instructor. Both the instructor and student should submit a narrative Withdrawal from a course results in a W grade. This proce- statement with any appropriate documentation to the Depart- dure is permitted up to nine weeks into the semester. The ment Chairperson to support their position. student should complete a withdrawal form which requires the signature of the program chair, the student’s advisor, or The Department Chairperson must review the written state- the Executive Director of Student Success and Retention. ments from both parties within ten (10) calendar days. (If the involved instructor is the Department Chairperson, then the Leave of Absence matter is referred to the Vice President for Academic Affairs.)

Students may request a leave of absence from Hilbert Col- The Department Chairperson will attempt to informally medi- lege for a stipulated period of time, not to exceed two consec- ate and resolve the grade dispute. If this is not possible utive academic semesters. A special form may be obtained within ten (10) calendar days, the matter is then referred to 64 HILBERT COLLEGE the appropriate Subcommittee of the Curriculum, and Aca- that of a person engaged in a serious endeavor the pursuit demic Policy and Procedure (CAPP) committee within ten (10) of an academic degree. The College provides an environment calendar days. that fosters critical thinking and judgment, and in order to safeguard the integrity of the institution, students are ex- Step Three pected to follow the policies of the College and the faculty. To The Curriculum, and Academic Policy and Procedure (CAPP) fulfill their part of that commitment, students must adhere to committee has ten (10) calendar days to review the written an academic code of ethics by refraining from participation in statements and other information submitted by the student, acts of academic dishonesty. The Student Code of Academic instructor and the Department Chairperson. Ethics (hereafter referred to as the Code of Ethics) includes The Subcommittee will attempt to schedule a meeting among aspects of ethical conduct within the academic setting. The the parties within ten (10) calendar days. The purpose of the Code of Ethics ensures that students maintain the high- meeting is for the Subcommittee to provide an opportunity est ethical standards when in the academic setting, when to informally hear both the student’s and instructor’s state- performing work in the classroom, and when completing work ments, and afford all parties access to any other statements outside the classroom. or information gathered for review. Students are expected to exhibit exemplary ethical behavior At the conclusion of the meeting, the Subcommittee will de- as part of the College community and society as a whole. cide by majority vote whether to recommend a grade change. Acts of academic dishonesty including cheating, plagiarism, The Subcommittee must notify the student and instructor of deliberate falsification, and other unethical acts that may be their recommendation in writing within ten (10) calendar days specifically defined by a student’s individual discipline are after the meeting. The Subcommittee shall notify the Direc- considered breaches of the Code of Ethics. tor of Student Records and the Vice President for Academic By attending Hilbert College, students accept this Student Affairs of a grade change within ten (10) calendar days of Academic Code of Ethics and agree to the following: receipt of the Subcommittee’s written recommendation. • Students must do all of their own work, unless otherwise specified by the instructor (for example, collaborative Step Four projects). If a student is not satisfied with the Subcommittee’s recom- • Students must not cheat. mendation, the student may request formal review by the • Students must not help others to cheat. full Curriculum, and Academic Policy and Procedure (CAPP) committee within ten (10) calendar days. The Committee has Students who are unclear about the validity of an academic the discretion to authorize a change of grade or terminate procedure that they are about to undertake should ask their review of the grade grievance. The Committee must issue a instructor for guidance beforehand. Violations of the Code of decision within thirty (30) calendar days of such a review. The Ethics will result in sanctions, including possible expulsion decision should be recorded in writing with copies retained from the College. to the Curriculum and Academic Policy and Procedure (CAPP) Committee’s minutes and student’s permanent file. Academic Dishonesty: HILBERT COLLEGE Academic dishonesty is a violation of the Code of Ethics. It is the student’s responsibility to seek guidance from the STUDENT CODE OF ACADEMIC ETHICS instructor, when he/she is unclear about any issue involving academic integrity. By matriculating at Hilbert College, stu- Introduction: dents are automatically subject to the provisions of the Code Academic dishonesty is a serious problem facing every of Ethics, and they are expected to uphold and support this academic institution, and it is important that appropriate Code of Ethics without compromise or exception. In addition, procedures be put into place to reduce the harm done to the students are expected to comply with reporting procedures, education process. While Hilbert has some policies already when they notice any violation of the Code of Ethics. in place, it is necessary to strengthen the ability of the college to detect and properly deal with repeat offenders with- Although it is ultimately a faculty member’s choice, faculty out compromising the academic freedom and prerogatives are strong encouraged to report all violations of the Code of of individual instructors. This plan will supplement existing Ethics. A faculty member should report any violation to the tools, providing both professors and students with a mea- chairman of the department in which the incident occurred. sure of protection while more forcefully deterring academic The chairperson of the department should then report the misbehavior. incident to the chairperson of the department of the student in question. Penalties for academic dishonesty may be loss A student's conduct at Hilbert College is expected to reflect of credit for the work in question, loss of credit for the course, 65 HILBERT COLLEGE

suspension, or if two violations have been proven, expulsion ting documentation or improperly citing the source. from the College. Students have the right to dispute any ac- 4. Submitting as one’s own any course assignment tion in accordance with the Student Grievance Procedure as (i.e., a paper, speech, computer project, media presentation, described in the Student Handbook. Ignorance of any aspect studio project, lab report, etc.) created by someone else. of the Code of Ethics is not an acceptable defense. 5. Having someone other than the student correct the mistakes on a paper or speech (someone may suggest revi- Academic dishonesty shall include but not be limited to the sions, but the work must be the student’s). following: Please note that “common knowledge” does not require a A. Cheating on examinations and assignments: reference; however, a student may not be sure what con- Cheating is obtaining an unearned academic advantage stitutes “common knowledge.” The golden rule is, when in either through deliberate deception or indifference to the stu- doubt cite. dent academic code. A student is considered to be cheating C. Aiding another student in committing an act of academic if, in the opinion of the person administering an examination dishonesty. Helping someone else to cheat is against the or test, the student gives, seeks, or receives aid during the Code of Ethics. Some examples may include the following: test, examination, or other assigned class work. Examples of cheating include the following: 1. Willfully offering to or taking from another student 1. Copying answers from another person. questions or answers to tests, examinations, oral and written 2. Deliberate alteration of graded material for a re- assignments, presentations, clinical projects, etc. grade or grade correction. 2. Doing another student’s assignment (in the class- 3. Using any unauthorized resources during an exam, room, laboratory, studio, or clinical setting; online; or outside such as bringing notes to class on a scrap of paper, on an of class), excluding collaborative learning assignments or article of clothing, on one’s person, on an electronic device, joint assignments approved by the instructor. Some ex- etc., or writing notes or answers on campus furniture or struc- amples may include, but are not limited to, doing another tures. student’s homework or other assignment for him or her as 4. Asking for, giving, or receiving the answers to test opposed to showing the student how to do the work, correct- questions. ing a student’s misspelled word as opposed to identifying a 5. Having another person/student take a test for a misspelled word, or writing or re-writing a major portion of a student. student’s assignment. 6. Stealing or having in one’s possession without 3. Taking a test for another student. permission any tests, materials, or property belonging to or Consequences of Academic Dishonesty: having been generated by faculty, staff, or another student. Ensuring academic honesty is everyone’s responsibility. The 7. Fabricating data and information (i.e., laboratory and excuse of ignorance is unacceptable in response to a charge clinical results, case studies, interviews, etc.). of student academic dishonesty. 8. Submitting a previously graded paper or speech to a different instructor without that instructor’s approval. One act of academic dishonesty will result in the following 9. Submitting the same paper to two instructors simul- consequences: taneously without both instructors’ permission. Failing (55) or zero (0) grade for the assignment or course to B. Plagiarism: Plagiarism is the presentation of others' be determined by the professor. ideas or written works as one's own. Written works can take the form of electronic or print media and could include-- The student’s name should be submitted to the Provost/VPAA among other items--opinions, facts, and statistics. Examples and kept on file until graduation or until a second offense of plagiarism include the following: occurs.

1. Copying or presenting material verbatim from any If the student is caught engaging in a second incidence of source without using quotation marks and the appropriate academic dishonesty, he/she will be expelled from Hilbert documentation or by using improper documentation of the College according to the following process: source, including any materials from the Internet or other electronic sources. Due process for alleged violations of the 2. Copying from any source (print and non-print, includ- Code of Ethics ing Internet websites), including altering a few words to avoid exact quotation, without the appropriate documentation or by Step One: During orientation, students will sign an Academic using improper documentation of the source. Integrity Promise, which includes a description of the col- 3. Rewording an idea found in a source but then omit- lege’s policy and procedures for academic dishonesty. Stu- 66 HILBERT COLLEGE dents will be provided with information about the nature of Honors and Awards plagiarism and the damage to their lives and careers which will occur if they are found to have engaged in cheating. Academic Honors include: • All full time students who earn 12 or more semester Step Two: If a student is accused by faculty of academic hours with a Quality Point Average of 3.3 or above and dishonesty, the student may either accept or challenge the no grade lower than a C are named to the Academic accusation. If the student acknowledges the dishonesty, the Achievement List. faculty member penalizes him or her according to whatever • Effective with the class entering Fall 2007, students will penalties that are described in the syllabus. The faculty mem- be awarded degrees with honors for achieving Quality ber should then file an incident report within one business Point Averages as follows and have completed at least week to his/her department chair, who will forward a copy 45 credit hours at Hilbert to the Provost/VPAA’s office. Moreover, the faculty member - cum laude: 3.6-3.74 will notify the student in writing within one business week (as - magna cum laude: 3.75-3.89 a reminder of orientation instruction) that if the student is - summa cum laude: 3.9-4.0 accused and proven of a second charge of academic dishon- Students who entered prior to fall 2007 will qualify for honors esty, he/she will be dismissed from the College. recognition at graduation if they achieve a QPA of 3.3 and above. Step Three: If the student challenges the faculty member’s accusation, the matter will be presented to the faculty Honors Awards presented annually at member’s department chair. The chair will render a decision Commencement Exercises are: based on separate written reports submitted by both par- The Sister Mary Edwina Bogel Award is bestowed annually ties. If the chair’s decision supports the faculty member and upon the female graduate whose character, intellectual the student accepts the decision, a report will be filed in the achievement and devoted services to her fellow students and Provost/VPAA’s office. If the chair’s decision supports the to the College render her outstanding. student’s position and the faculty member accepts it, any report filed with the Provost/VPAA will be rescinded. John W. Kissel Man of the Year Award is made possible through the generosity of Mr. and Mrs. Walter J. Steffan and Step Four: If either the faculty member or student do not ac- is granted to the male graduate whose character, intellectual cept the decision of the chair and wish to appeal, the matter progress, organizational ability, and participation in activities will be presented to the Curriculum, Academic Policies, and and programs of the College render him outstanding among Procedures Committee (CAPP) within one business week of his peers. said accusation. Both parties and the department chair will then send written reports within one business week to the The Lambert Graham and Margaret Graham Award is chair of that committee to render a final decision. If the com- bestowed annually upon the male or female adult who, as mittee’s decision supports the faculty member, the report of a full-time student, has maintained the highest Cumulative dishonesty already filed in the office of the Provost/VPAA will Quality Point Average while a student at Hilbert. If more than remain in force. If the CAPP Committee instead supports the one student have the same QPA, the award will be presented student, such a report will be removed. If either the faculty to the student that has completed the most hours at Hilbert member or student does not accept the decision of the CAPP College. Committee, a report will be sent within one business week to the Provost/VPAA for a final decision. The Kimberly Bruch Raczkowski Memorial Alumni Award is named in honor of a 1991 graduate, a woman whose zest for Step Five: If a second report of academic dishonesty for life at Hilbert College made her untimely death all the more the same student is filed in the Provost/VPAA’s office and is tragic. This award is bestowed upon a person who personifies sustained through the foregoing process, the student is auto- integrity and moral character, a person who exhibits leader- matically expelled from the college by the Provost/VPAA. ship qualities and reflects the spirit of Hilbert College.

Misuse of College Property Honors Awards presented at the annual Any tampering with Hilbert College computer software or Honors Reception are: computers is considered a serious misuse of College property and will be dealt with accordingly. Students guilty of such The Francis J. McGrath, Jr. and Marie M. McGrath Awards are an offense are subject to immediate dismissal and possible for Accounting, Business Administration, Digital Media and legal action. Communication Studies, Criminal Justice, Computer Security and Information Assurance, English, Forensic Science/Crime Scene Investigation, Human Services, Law & Government, 67 HILBERT COLLEGE

Legal Studies, Psychology and Rehabilitation Services.

The Hilbert College Awards are for Accounting, Business Ad- ministration, Criminal Justice, Communication Studies, Com- puter Security and Information Assurance, English, Forensic Science/Crime Scene Investigation, Human Services, Law & Government, Legal Studies, Psychology and Rehabilitation Services.

The McGrath Awards and The Hilbert College Awards are presented to members of the graduating class who have demonstrated superior achievement in these areas of study while completing their bachelor degree requirements.

The New York State Society of Certified Public Accountants Award is presented to the graduating accounting major who has received the highest general averaged grade in all accounting courses.

The Jocelyn R. Hughes Excellence in English Award is given by the Media and Language Arts Department annually to the graduating English major deemed by the department’s faculty to have produced the best academic work of that year’s class of English majors.

The Loose-leaf Law Publications Awards: “The Loose-leaf Law Publications Award is given annually to recognize the graduating Criminal Justice majors who exhibit exemplary dedica- tion and enthusiasm in their specialized field.”

Sigma Tau Delta is an international English Honor Society for English majors and minors. Students must meet eligibility requirements including having a 3.0 GPA or above and maintaining at least a B average in English courses.

Lambda Epsilon Chi is a national honor society for paralegal students in baccalaureate programs. Students in the top 20% of their graduating class are eligible.

Thompson Publishing Award for Excellence in Human Ser- vices annually recognizes the Human Service student who has achieved academic excellence and has already made a contribution to the discipline of Human Services. The student is chosen for this honor based on academic performance in the major and upon recommendation by the departmental faculty.

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Financial Policies (2013-14) cost of $520 per semester. Option #4 is only available to Tuition and fees are billed in advance for advance-registered students residing in the Hilbert College Apartments and com- students. Payment is due thirty days prior to the start of the muter students. semester. Those who register through the drop/add period are billed immediately and payment is due upon receipt of All changes in the meal plan options must be approved be- the invoice. Costs are subject to change. fore the first day of the semester.

Tuition Security Deposit for Residents Students who register for 12-18 credit hours (full-time) are Students who enter the Hilbert residences for the first time charged $9,650 per semester. are charged a $125 security deposit. This fee is maintained in a special account and is refunded to residents (less any For each credit hour over 18, there is an additional charge of damage charges) when they leave the hall at graduation or $485 per credit hour. There is no adjustment in the overload withdraw completely from the college. Year-end damages are charge for withdrawals after the drop/add period. assessed and collected to keep the deposit secure.

Students who register for 1-11 credit hours (part-time) are Special Cases charged $485 per credit hour. Senior citizens (60 years) and members of the Elder Scholars Program may register for courses on a non-credit basis and General College Fees receive a full waiver of charges. Regular charges apply if the Full-time students are charged $250 per semester; part-time courses are taken for credit. students are charged $13 per credit hour. These fees include library use, student activities, athletic facility use, parking, Courses that are audited with the approval of the instructor and identification card processing. and Vice President for Academic Affairs are charged half of the regular tuition rate for coursework. No fees are charged. Auditors receive neither credit nor grades. Technology Fee – $50.00 per semester All full and part-time students are charged a $50 technology Canadian citizens receive a 5% discount on tuition, fees and fee each semester. residence hall charges to account for the currency exchange. No discount will be offered on apartments on or off campus. Registration Fee The discount will be rounded to the nearest whole dollar. Part-time students are charged $5 per semester. Advanced college credit is granted to approved high school Orientation Fee students. They are charged two-thirds the regular tuition rate All first-time students are charged a $50 orientation fee in for coursework. their first semester Other Charges Room Charges Rejected Credit Card fee ...... $10.00 Resident students who have contracted for a double room in Returned Check fee ...... 20.00 St. Joseph’s Residence Hall are charged $2000 per semes- Application fee...... 25.00 ter. Single room occupancy rate is $3,040 per semester. A Transcript fee...... 5.00 double room or suite in Trinity Residence Hall is $2,225 per semester. The Tuition Plan Occupancy rate for the Hilbert College Apartments is a flat Hilbert College offers a monthly payment program which rate of $3,165 per semester. divides the semester’s tuition costs into four monthly payments. The finance charge ranges from $25-$100 depending Board Charges upon the amount financed on the plan. The student (and per- There are three meal options for resident students. Op- haps the parent) will be required to complete a Tuition Plan tion #1 provides 19 meals per week at a cost of $2,100 per Promissory Note. Payments received after the five day grace semester. First-time residents are mandated to select this op- period after the due date are assessed a $10 late fee. tion for the first full year of residence. Option #2 provides 14 Employer Reimbursement Promissory Note meals per week at a cost of $1,900 per semester. Option #3 Students who are eligible for tuition reimbursement from provides 10 meals per week at a cost of $1600 per semes- their employer are allowed to sign an employer payment ter. A meal plan is not promissory note to defer payment until two weeks after required for students residing in the Hilbert College Apart- the grade report is mailed. The finance charge for this note ments; however, Option #4 provides 5 meals per week at a ranges from $25-100 depending upon the amount deferred. 69 HILBERT COLLEGE

Students are responsible for payment of full charges includ- residence status prior to the first day of the residence ing the finance fee. contract. Any student whose contract for residence is accepted and who, thereafter, voluntarily changes to an- Financial Aid Deferments other residence not under the supervision of the College, Upon completion of properly validated financial aid award but who continues to attend the College as a full-time documents and loan applications, the Student Finance Of- student will remain obligated for the entire semester’s fice will defer the amount of the estimated grants and loans room and board charge. Any student whose contract for against the institutional charges for the semester. It is the residence accommodations is accepted and who, there- student’s responsibility to respond to any requirements in a after, officially withdraws from the College as a full-time timely manner. Failure to do so will result in the loss of the student may receive a refund in accordance with the deferment, late charges may be assessed and payment will institutional refund schedule. A resident who breaks the be expected immediately. If loss of financial aid results in yearly contract between semesters will be assessed a non-payment of the account, the account may be placed with $100 contract breakage fee. a collection agency. The collection fee (up to 50% of debt) • If the financial aid awards exceed the institutional and if necessary, litigation costs, will be the responsibility of charges for the semester, a refund of the excess funds the student. is processed within 14 days of the credit balance being created. A list of refund recipients is posted each week. Payment Policies Checks that are not picked up within seven days are All tuition balances are payable by the published due date on mailed. the invoice. Payments by cash, check, MasterCard, VISA and • Refunds resulting from Federal Parent (PLUS) Loans are Discover are acceptable. Payment arrangements for any out- made payable to the parent borrower, and are mailed standing balance must be made by the published due date directly to the parent. on the invoice. Failure to respond by the payment due date • Full-time and part-time students who completely or par- will result in a late fee. tially withdraw during the first four weeks of the semester are granted an adjustment in tuition charges according The College will not issue grade reports, transcripts or other to the following schedule. information until the account is paid in full. Resident students will not be allowed to move into the residence hall until Institutional Refund Schedule all financial aid is credited and their account is paid in full. Outside collection and legal action will be taken to secure Traditional Full-time and Part-time the payment due the College. The cost of these collection students in a 15 week semester follow this schedule for Fall services will be the responsibility of the student. A student or Spring semesters. whose account is not fully paid or deferred upon by the payment due date must contact the Student Finance Office for Week of Classes further instructions. Refund Refund Refund Given Given Given Refund Policies Tuition Fees Room • Application fees are non-refundable. • Tuition deposits are non-refundable. Up to end of Drop/Add 100% 100% 50% • Room deposits are non-refundable except in cases of 2nd Fiscal Week 90% no refund 25% academic dismissal or excessive financial burden. 3rd Fiscal Week 60% no refund no refund • Refund of all tuition and fee payments, other than non- 4th Fiscal Week 30% no refund no refund refundable deposits, is allowed for those students who 5th Fiscal Week no refunds...... officially notify the Student Records Office that they will not be attending before the first day of classes. The College will refund Board charges on a pro-rated • On or after the first day of the semester, refunds will be schedule. issued on cancellations, withdrawals, and adjustments that have been properly filed in writing in the Student Records Office. The effective date of these changes will be the date on which the form is received by the office. If done by letter, it is recommended to send the notice by certified/return receipt mail. • Refund of residence hall payments, other than non- refundable deposits, is allowed for those students who officially notify the Director of Residence Life of their non- 70 HILBERT COLLEGE

Part-time students in a 15 week semester follow FEDERAL REGULATIONS PERTAINING TO this schedule for Fall or Spring semesters. REFUNDS/REPAYMENTS OF FEDERAL Week of Classes Refund Refund (TITLE IV) AID Given Given All schools that participate in any of the Federal Title IV finan- Tuition Fees cial aid programs must determine how much Title IV aid a student has received and not earned at the time of withdraw- Up to end of Drop/Add 100% 100% al, as well as how much of the aid has to be returned and by After 2nd Class, before 3rd 90% no refund whom. The amount of aid earned is calculated on a pro rata After 3rd Class, before 4th 60% no refund basis through 60 percent of the payment period. After 4th Class, before 5th 30% no refund After 5th Class no refund...... Return of Funds Formula There are six basic steps to the formula for calculating the 3 Week Summer Session Schedule Refund Policy amount of funds that must be returned to the Title IV programs. Refund Refund Given Given 1. Determine date of withdrawal and percentage of payment Tuition Fees period attended by the student. A student’s withdrawal date is one of the following: Up to end of Drop/Add 100% 100% • the date the student began the withdrawal process pre- After 2nd Class, before 3rd 30% no refund scribed by the institution; After 3rd Class, no refund...... • the date the student otherwise gave (in writing or orally) official notification to the institution of his or her intent to 7 Week Summer Session Schedule and ADP withdraw; • if the student never began the withdrawal process or students follow this refund policy otherwise gave notice of intent to withdraw, the midpoint Refund Refund of the payment period or period of enrollment or the Given Given student’s last day of academically related activity if it can Tuition Fees document the student’s attendance; • if the student did not begin the withdrawal process or Up to end of Drop/Add* 100% 100% otherwise give notification (including notice from some- After 2nd Class, before 3rd 50% no refund one acting on the student’s behalf) to the institution of After 3rd Class, before 4th 25% no refund the intent to withdraw because of circumstances beyond After 4th Class, no refund...... the student’s control (e.g., illness, accident, grievous personal loss, etc.), the date based on the circumstances *Drop/Add ends before the second class related to the withdrawal; • if a student who was granted an approved leave of ab- Notice: After the end of the drop/add period, no adjustments sence fails to return from the leave of absence, the date are made for partial withdrawals of full-time students. the institution determines the approved leave of absence began; or • if a student takes an unapproved leave of Graduate Program Refund Schedule - 5 week terms absence, the date the student began the unapproved leave of absence. Refund policy: 2. Calculate amount of Title IV aid earned by the student. Drop before classes begin: 100% refund tuition & fees 3. Compare amount earned and amount disbursed to determine amount of unearned. Withdrawal after 1st class, before 3rd class: 80% refund 4. If amount earned is greater than amount disbursed, deter- tuition only mine late disbursement. 5. If amount earned is less than amount disbursed, deter- Withdrawal after 3rd class, before 5th class: 25% refund mined amount of Title IV aid that must be returned. tuition only 6. Calculate portion of funds to be returned by institution and student. A student who owes a grant repayment remains in- Withdrawal after 5th class: fully liable for tuition & fees eligible for further Title IV assistance until the grant is repaid, unless the student and the institution agree on satisfactory repayment arrangements.

71 HILBERT COLLEGE

The following is the refund distribution schedule: The institution will respond to any questions or concerns regarding this regulation. 1. Unsubsidized FFEL/Direct Stafford Loan 2. Subsidized FFEL/Direct Stafford Loan FINANCIAL AID POLICIES

3. Federal Perkins Loan The Application Process 4. FFEL/Direct PLUS Applying for student financial assistance can be a complicat- ed process. In order for the College to determine a student’s 5. PELL Grant eligibility for financial aid, certain application procedures must be followed and the student must submit follow-up 6. Federal SEOG forms in an accurate and timely manner. Students must be officially accepted by the Office of Admissions before notifi- 7. Other Title IV Programs cation of financial aid is given. The process of applying for financial aid is lengthy and some funds, grants and scholar- Examples of these refund calculations are available in the ships, are limited. Therefore, to assure being considered for Student Finance Office. all available funds, and to receive timely notification of funds being offered, students should submit the application form and all follow-up forms by March 1. You can apply for finan- Student’s Responsibility cial aid after January 1st of each year and should apply as soon as the family tax return is processed. Prior to leaving the institution, the student should seek both The form used when applying for federal financial aid (includ- academic and financial advisement. After completing the offi- ing student loans) is called the Free Application for Federal cial withdrawal form (available in the Student Records Office), Student Aid (FAFSA). As the name suggests, there is no the student’s record will be processed using the date of with- fee for using this form. The information that is provided on drawal. If the student does not officially withdraw, yet ceases this form serves as the basis for determining the student’s to attend all his/her registered classes for the semester, the eligibility for federal aid as a full-time or part-time student. faculty will provide the last date of attendance. The student’s The quickest way to file for financial aid is to complete the record will be processed using this last date of attendance if FAFSA on the web at www.fafsa.ed.gov. Both the student and it surpasses the midpoint of the semester. one parent (for dependent students) must have a pin number in order to sign the FAFSA electronically. A pin number can If the student receives a check from the institution as a result be requested at www.pin.ed.gov. Once you have completed of financial aid/loans exceeding the tuition costs and with- your FAFSA electronically, you will be directed to the New York draws, the student may be responsible to repay a portion of State Higher Education Services website to complete your that refund to the Title IV programs. The institution will review New York State TAP Application. If you do not complete the the refund in proportion to the length of attendance and TAP application on-line, one will be mailed to you. (TAP is for determine what the student needs to repay. New York State residents attending a New York State college only.) You may also complete and mail the paper TAP ap- Institution’s Responsibility plication. To assist with completing the FAFSA form on-line, a FAFSA worksheet is available in the Student Finance Office After determining that a student receiving Title IV funds has or at the Guidance Office of your high school. The TAP form withdrawn (officially or unofficially), the institution will process will be mailed to you once your electronic FAFSA has been the appropriate refund calculation as mandated by the received by the processor. Once you receive your responses Federal regulations. The resulting action will be summarized to these applications, you must review the information you and notice of this action will be mailed to the student. If the provided, and make any corrections electronically or by mail. student must repay a portion of the refund received prior to the withdrawal, the institution will notify the student of the The Free Application for Federal Student Aid allows students liability. to request application information to be sent to up to ten different institutions. To designate that information be sent The institution will perform due diligence in securing the to Hilbert College, please list its name and institution code monies to return to the Title IV programs. This Title IV over- (002735) on the application. It is important for students and payment status will be indicated on all subsequent Financial their parents to understand that, when applying for finan- Aid transcripts that the institution produces and this action cial aid, they accept certain responsibilities. These include will disqualify further Title IV funding until the monies are providing correct, accurate, and timely information. Also, the returned as requested. applicant must review and understand the agreements con- 72 HILBERT COLLEGE

tained in all forms that are signed, comply with application educational costs are both direct and indirect and include: deadlines and requests for additional information and repay any funds received as a result of inaccurate information. • tuition and fees • room and board Once the processing center analyzes the application data, • books and supplies the results are transmitted to several parties. The student • transportation will receive an acknowledgment document that summa- • miscellaneous personal expenses rizes the data information. It must be reviewed for accuracy. Corrections may be made online at www.fafsa.ed.gov . If all Costs may also include loan fees, dependent care costs the information is accurate, the Student Finance Office will and expenses related to a disability (if they are necessary receive the same data via the electronic network and in con- for attendance and are not covered by other agencies). The junction with other documents submitted by the applicant, estimated cost of attendance budgets for full-time students the eligibility for federal, institutional and state aid can be attending in the 2013-14 academic year follow. Important determined. Reminder: These budgets are not the actual charges on the student’s account. Only tuition, fees, room and board (for The Verification Process resident students) amounts are listed on the tuition bill. Some student federal aid applications are selected by the processing center for verification. The student may need The estimated cost(s) of Attendance printed on the Hilbert to provide documentation that the information reported on College Award Notice are inflated to include several factors the Free Application for Federal Student Aid is accurate. in addition to tuition and fees. The budgets below are for a Documents such as the student’s and parents’ tax returns, full-time student and are used strictly by the Student Finance verification of untaxed income, household size or the number Office for the purpose of packaging for the 2013-2014 Aca- in college may be required. demic Year. General Eligibility Criteria Applicants must meet the following criteria to be eligible to Commuter Off-Campus receive federal funding: Tuition ...... $19,300 Tuition ...... $19,300 • be a U.S. citizen or eligible non-citizen Fees ...... 600 Fees ...... 600 • be enrolled or accepted for enrollment in an eligible de- Room/Board...... 4,500 Room/Board ...... 4,500 gree or certificate program at an eligible post-secondary Transportation…...... 700 Transportation …...... 700 institution Books/Supplies ...... 750 Books/Supplies …...... 750 • not be simultaneously enrolled in elementary or second- Personal Expenses…..... 800 Personal Expenses …...800 ary school Avg. Loan Orig. Fee …...... 100 Avg. Loan Orig. Fee...... 100 • have a high school diploma or its recognized equivalent . • provide a valid and verifiable Social Security Number TOTAL ...... $26,750 TOTAL...... $26,750 • if required, be registered with the Selective Service .. • not have had federal benefits suspended or terminated Resident – On Campus as a result of a drug offense conviction • maintain satisfactory academic progress in the program Tuition ...... $19,300 of study Fees ...... 600 • not be in default on a previous federal education loan, Room/Board...... 8,650 not owe a repayment on a previous federal educational Transportation...... 700 grant or loan, and not have borrowed in excess of federal Books/Supplies ...... 750 student loan limits Personal Expenses …...... 800 • meet additional program-specific criteria under specific Avg. Loan Orig. Fee …...... 100 program descriptions TOTAL ...... $30,900 Calculation of Financial Aid Once the student’s eligibility for financial aid has been estab- **Child Care will be adjusted on an individual basis. lished, the financial aid award for the student can be deter- Billing is done by Student Accounts on a semester basis. Any mined. This process is called packaging. It is the process of specific questions pertaining to the student’s bill should be filling the gap between the cost of attending the College and directed to that department. the amount a family can afford to contribute from personal resources to pay those costs. The cost of attendance, also Your actual charges for attendance for one semes- referred to as the student’s budget, takes into consideration ter will be: Tuition $9,650: Fees $300 (General expenses that are related to the student’s education. These College $250 and Technology $50), Room/Board: 73 HILBERT COLLEGE

$4,325 (actual charges may vary depending on ers who enter certain fields of teaching and law enforcement. Room and Meal plan). A total of $5,500 may be borrowed for the first two years of Based on the data from the Free Application for Federal Stu- undergraduate study. A total of $27,500 may be borrowed for dent Aid and State Tuition Assistance application, the award all the years of undergraduate study. The available loan funds amounts for federal and state aid are calculated. These are limited to each institution based on federal calculations. award amounts, along with recommended loan amounts and work study allotments, are communicated to the student by A student must remain enrolled at least half-time for the means of an award notice. Once the student accepts the proceeds of the loan to be credited to the student tuition award notice by signing the school copy and returning it by account. Once the student has graduated, withdrawn or the deadline date shown on the Award Letter, the financial dropped below half-time, he/she must complete an Exit aid amounts (excluding workstudy amount since this is paid Interview with the Perkins Loan Technician. All the payment to the student when the hours are worked) are used for defer- obligations will be disclosed and copies of important document of tuition costs. Any balance remaining after the aid is ments will be given to the borrower. Academic transcripts are deferred is the responsibility of the student to pay. withheld until this requirement is fulfilled.

Specific Program Information Federal Work-Study Program The applicant must be enrolled full-time. The College makes Federal Pell Grant every attempt to employ all eligible students; however, in the event when there are more eligible students than funds avail- The Federal Pell Grant is an entitlement program. The ap- able, the College will select those demonstrating exceptional plicant must be enrolled as an undergraduate student at financial need. least on a part-time basis in an approved post secondary institution which is itself eligible under law to participate in The College arranges for job placements on campus and the grant program. Financial need is determined by a formula off campus with public or private non-profit agencies and established by the Department of Education and is reviewed community service organizations, includes the America annually by Congress. A student may receive a Federal Pell Reads/Counts Program. The number of hours allowed for Grant until the completion of the first bachelor degree. Once a student to work under this program are determined by a a bachelor degree is earned, the student is no longer eligible. student’s financial need, class schedule, academic progress and health status. Students are paid every two weeks for the Current awards for full-time students range from $602 to hours worked during that time. Compensation is not given $5550 per year. The amount of the award is affected by the for hours awarded and not worked. cost of attendance and the status of part-time/full-time. The Pell grant is not duplicative of state awards. Federal Direct Stafford Loan Federal Supplemental Educational Opportunity In addition to meeting the general eligibility criteria already stated, the student must be enrolled at least half-time. The Grants (SEOG) student must also complete the Free Application for Federal The applicant must have financial need be enrolled at least Student Aid. half-time, and be Pell eligible. Federal Direct Stafford Loans (Subsidized and Un- The award ranges from $100 to $3900 per year, based on cost of attendance and the availability of funds. Awards are subsidized) – direct Stafford Loans are made to students made until the completion of the first bachelor degree. attending school at least half-time. The U.S. Department of Education is the lender, and you receive the loan money Federal Perkins Loan through your school. Stafford Loans are low interest loans available for a student’ educational expenses. Loans are available to students enrolled at least halftime. A Subsidized Stafford Loan is awarded on the basis of The applicant must have exceptional financial need based financial need. The federal government pays the interest on on the data filed on the Free Application for Federal Student the Subsidized loan when the student is enrolled in college Aid. The current interest rate, not payable until the repayment at least half-time and during the periods of loan deferment. period, is 5% on the unpaid principal. Repayment begins nine The interest rate for Subsidized loans disbursed after July 1, months after graduation, or leaving school and may extend 2012 will be at a fixed rate of 6.8%; interest begins after half- up to ten years depending on the amount borrowed. Special time enrollment ceases. payment deferments are granted for active military service, service in the Peace Corps, VISTA, or similar national pro- An Unsubsidized Stafford Loan is not awarded on the basis grams. There are provisions for loan cancellations for borrow- of financial need. Unsubsidized loans have a fixed interest 74 HILBERT COLLEGE

rate of 6.8% Interest is charged on the unsubsidized loan parents of a dependent student who is enrolled at least half from the time the loan is disbursed until it is paid in full. This time in a degree program may borrow up to the students’ loan is designed for students who do not qualify for Subsi- cost of attendance, minus any other financial aid. Repay- dized Stafford Loans. Additional loan funds are available ment begins within 60 days after the final loan disbursement for students who are independent of parent(s) as defined for the loan period, unless the parent requests a deferment by Department of Education standards and for dependent by indication such on the plus loan application or directly students whose parents cannot borrow the Parent Plus contacts the plus loan servicer. Interest rate is fixed at 7.89% Loan ($4,000 for first-and second-year students, $5,000 for Direct Plus Loans disbursed on or after July 1, 2006. A for third-and fourth-year students). A 1% origination fee will 4% origination fee will be charged on the principal amount of be charged on the principal amount of the subsidized and the loan, deducted before any funds are received, so the loan unsubsidized loans, deducted before any funds are received, amount you receive will be less than the amount that will be so the loan amount you receive will be less than the amount repaid. that will be repaid. Other Loan Programs A student certified as a freshman (0-29 credit hours complet- Various lending institutions offer Alternative Loans for ed) may borrow up to $3500 per academic year. A student student borrowers with a credit-worthy co-signer. Additional certified as a sophomore (30-59 credit hours completed) may information and applications are available in the Student borrow up to $4500 per academic year. A student certified as Finance Office. a junior or senior (60 or more credit hours completed) may borrow up to $5500 per academic year. The amount of loan New York State Tuition Assistance Program (TAP) eligibility is also determined by enrollment status of part-time To be eligible for State student aid programs, a student must or full-time. Loan eligibility is prorated for a student complet- be a New York State resident and a U. S. citizen or perma- ing his/her degree requirements during one semester of nent resident alien, matriculated in an approved program at a the academic period. The total aggregate limit for a depen- participating institution in New York State. dent undergraduate student cannot exceed $31,000 with a maximum of $23,000 subsidized. The total aggregate limit To receive any state-sponsored award or scholarship, stu- for an independent undergraduate student is $57,500 with a dents must submit an application to HESC by June 30 of the maximum of $23,000 subsidized. academic year for which assistance is sought. Exception: To receive assistance through the Aid for Part-Time Study Loan proceeds are disbursed in two payments for the length program, students must submit an application to the partici- of the loan (ex: a loan is processed for the period of Aug.- pating institution- not to HESC. Applicants will be processed May...the loan will come in two disbursements...one in the as dependent using parental income as an eligibility criteria Fall, and one in the Spring). First-time borrowers at an institu- unless the student falls into one of the following categories: tion are mandated a thirty day delay in receiving loan funds. • be 35 years of age or older as of June 30 preceding the The student must remain enrolled at least half-time for the academic year for which assistance is being sought (June proceeds of any loan to be credited to his/her tuition ac- 30, 2013 for the 2012-2013 academic year) OR count. Once a student has either graduated, withdrawn, or • be between 22 and 35 years old as of June 30 preced- dropped below six credit hours, he/she must make formal ing the academic year for which assistance is being arrangements with the loan servicer to begin repayment. sought (June 30,2013 for the 2012-2013 academic year) and NOT • The maximum repayment period is ten years • During the preceding year and during both calen- • Repayment in whole or in part may be made at any time dar years of the current academic year (for example, without penalty. 2011,2012, and 2013 for the 2012-13 academic year), the applicant has not and will not reside with parents Payment of principal balance may be deferred while enrolled (or in a building or apartment owned or leased by the full-time in undergraduate or graduate study if the student parents) for more than six weeks, even if applicants have sends proper notification to the lending bank. Other defer- paid rent to the parents. ments are granted for active military service, Peace Corps or • During the preceding tax year—on which an award is Domestic Service Volunteer. based—and the following year (for example, 2011 and 2012 for awards made for 2012-2013 academic year) Federal Parent Loans (PLUS) neither parent has nor will claim the applicant as a de- The purpose of this program is to enable parents of depen- pendent for federal or state income tax purposes. dent undergraduate students to secure a loan to help meet • During the preceding year and during both calendar the educational costs of attending the College. Creditworthy years of the current academic year, the applicant has 75 HILBERT COLLEGE

not received and will not receive financial assistance or • retain good academic standing in order to continue to be support from parents in excess of $750, including gifts eligible for an award and loans. • have tuition of at least $100 per year • be under 22 years of age on June 30 preceding the aca- • not be in default on any student loan demic year for which assistance is being sought ( June 30, 2013 for the 2012-2013 academic year) and meet The recipients and award amounts are determined by the one of the following requirements: College and contingent upon the allocation authorized by the  both parents deceased, disabled, or declared incom- State of New York. The award cannot exceed the cost of tu- petent by judicial action ition. Students must complete an application that is available  receiving public assistance other than Aid to Fami- in the Student Finance Office. lies with Dependent Children or food stamps  ward of the court Child of Veteran Award  there has been an involuntary dissolution of the The applicant must be the child of a veteran who is de- applicants family, resulting in relinquishment of parental ceased, disabled or missing in action as a result of service responsibility and control during World War I, World War II, Korean Conflict or Viet-  were honorably discharged from military service and nam Era, or who were prisoners of war during such service. were not claimed on parents’ 2011 tax return and also will Recipients can receive up to $450 each year for four years not be claimed on the 2012 return of full-time undergraduate study. The award is processed by  Applicant is a veteran and has been honorably dis- completing the Tuition Assistance Program application. charged from the armed forces. Child of Deceased Police Officer-Firefighter Award Undergraduate students enrolled in the Associate Degree The applicant must be the child of a police officer, firefighter, program are limited to six semesters of TAP awards. or a volunteer firefighter who had died as a result of injuries (Total of 36 TAP points) sustained in the line of duty. Recipients can receive up to $450 per year for up to four years of full-time undergraduate Undergraduate students enrolled in the Bachelor Degree study. Documentation of eligibility and a special application program are limited to eight semesters of TAP awards. must be processed with New York State Higher Education (Total of 48 TAP points) Services Corporation, 99 Washington Avenue, Albany, NY ** Independent status under the Federal definition does not 12255. necessarily assure independent status for State programs. The amount of the TAP award is scaled according to the level of study, tuition charges, and net taxable income. For first- Vietnam Veteran Tuition Award time undergraduate TAP recipients enrolled full-time who are Persons who served in the armed forces in Indochina at any dependent, or financially independent and are married or time from January 1, 1963 through May 7, 1975 are eligible have tax dependents, the maximum award is $5000 and the to apply if the student is enrolled as either a full-time or part- minimum award is $500. time student and has New York State residency as of date established by the State. Contact the Student Finance Office Tuition Assistance for part-time Students for additional information. (Aid to Part-time study) To be eligible for aid to part-time study a student must: Persian Gulf Veteran Tuition Award This program provides financial assistance to eligible veter- • be a resident of New York State ans matriculated in undergraduate and graduate degree pro- • be a U.S. citizen, permanent resident alien or refugee grams, or enrolled in approved vocation training programs, on • if eligible to be claimed as a tax dependent, the family’s either a full or part-time basis. Eligible veterans must: net New York State taxable income cannot have exceed- ed $50,550, in the preceding tax year • have served in the armed forces in the hostilities that • if not eligible to be claimed as a tax dependent, the stu- occurred in the Persian Gulf from August 2, 1990 to the dent’s and, if married, the spouse’s incomes together do end of such hostilities, as evidenced by receipt of the not exceed $34,250 in the preceding tax year Southwest Asia Service Medal; • not have exhausted eligibility under the State’s Tuition • have been discharged from the service under other than Assistance Program(TAP) dishonorable conditions; • be matriculated as a part-time student in an approved • be a New York State resident; undergraduate degree program • apply for a Tuition Assistant Program (TAP) and a Fed- • be enrolled for at least 3 but not more than 11 credit eral Pell Grant if applying as a full-time undergraduate hours per semester student, or for the Federal Pell Grant only if applying as a part-time undergraduate student. 76 HILBERT COLLEGE

Vocational and Educational Services for Individuals If the student’s original award notice was based on full-time with Disabilities (VESID) enrollment and the student changes to part-time status, the Students with disabilities must contact the nearest Office award amounts must be recalculated. After the drop/add of Vocational and Educational Services for Individuals with period ends, the Student Finance Office verifies the student’s Disabilities for specific eligibility and application information. enrollment status and begins to finalize the award informa- The Buffalo Office: (716) 848-8001. tion for payment to the student’s account. For those students who have fulfilled all the requirements for a particular type of Adult Career and Continuing Education Services- financial aid, the award amount is credited to the student’s account to pay institutional charges. When the amount of Vocational Rehabilitation (ACCES-VR) financial aid exceeds the institutional charges, the excess funds are refunded to the student in the form of a check. Individuals with disabilities who are interested in ACCESS-VR These refunds are available within 14 days of the credit bal- assistance for college must apply to ACCES-VR by: ance being created. 1. April 15 for the fall semester 2. 2. September 15 for the spring semester Under extenuating circumstances, these dates may be HILBERT COLLEGE’S SATISFACTORY waived by the vocational rehabilitation counselor when: ACADEMIC PROGRESS GUIDELINES FOR 1. The individual has completed financial aid and admissions procedures prior to ACCES-VR application FEDERAL AID 2. There is sufficient time remaining to complete the Federal regulations require that all financial aid recipients necessary assessment and planning before the semester maintain satisfactory academic progress in a course of study start date leading toward a degree. Buffalo District Office: 508 Main Street, Buffalo, New York, 14202 To receive federal and state aid, students must maintain a General Information: minimum grade point average and complete a percentage of Phone: 1-888-652-7062/Fax: 716-848-8103 credit hours attempted each semester. This is called being in good academic standing. State Aid to Native Americans Application forms may be obtained from the Native Ameri- It is required that, prior to withdrawing from a course, the can Education Unit, New York State Education Department, student seek advisement from the Student Finance Office to Cultural Education Center, Albany, NY 12230. The completed determine the impact of such action on future financial aid application should be forwarded to the Native American Edu- eligibility. Students who withdraw through proper procedures cation Unit along with: will be made aware of any impact their withdrawal will have on their ability to maintain satisfactory progress. • official transcript of high school record or photocopy of General Equivalency Diploma ELEMENTS OF SATISFACTORY ACADEMIC PROGRESS FOR • letter(s) of recommendation from one or more leaders in FEDERAL AID the community attesting to personality and character • personal letter, setting forth clearly, in detail, educational QUALITATIVE MEASURE: Students must maintain a certain plans and desires cumulative GPA at the end of each academic year. • signatures of the parents of minor applicants approving educational plans PACE: Students must successfully complete a certain per- • official tribal certification form centage of credit hours attempted at the end of each academic year. The applicant must be a member of one of the Native Ameri- can tribes located on reservations within New York State. The formula to compute PACE is: Students are responsible for notifying the Native American Cumulative # of credit hours successfully completed divided Education Unit in writing of any changes in student status, by: Cumulative # of credit hours attempted program or institutional enrollment. Each semester, the student must submit a grade report for continuance of funding. *Transfer credits accepted by Hilbert College will count both as attempted and completed hours at Hilbert College. Payment of Financial Aid Awards *Remedial courses will count both as attempted and com- The student’s financial aid award notice lists all the esti- pleted hours. mates for the full academic year; however, tuition charges *Repeats of failed courses will count as attempted and com- and financial aid payments are processed by the semester. pleted hours. 77 HILBERT COLLEGE

PACE The following charts demonstrate the standards of Good Academic Standing for students attending Hilbert College. Please note: there are different charts for federal and state Number of semesters in Students must aid. attendence successfully complete 1, 2 50% STANDARD FOR CONTINUANCE OF 3,4 55% FEDERAL AID 5,6 60% Reviewed at the end of each academic year 7,8 70% QUALITATIVE MEASURE 9,10 80% 11,12 85% BACCALAUREATE DEGREE

Full Time Student by Semester MAXIMUM TIMEFRAME: Federal regulations require that a student must progress through his program of study After this semester With this CQPA at a pace which ensures completion within the maximum 1st 1.10 timeframe. Maximum timeframe is defined as a period of no 2nd 1.50 longer than 150% of the published length of the education program, as measured in credit hours. Associates Degree is 3rd 1.60 60 credit hours x 150% = 90 credit hours or 6 semesters of 4th 1.70 study. Bachelor Degree is 120 credit hours x 150% = 180 5th 1.75 credit hours or 12 semesters of study. 6th 1.80 CONSEQUENCES OF NOT MEETING SATIS- 7th 1.90 FACTORY ACADEMIC PROGRESS (SAP) 8th 2.00 9th 2.00 Hilbert College reviews FEDERAL aid at the end of each 10th 2.00 academic year. An academic year is comprised of the fall/ spring/summer semesters. Students’ academic progress will 11th 2.00 be reviewed at the end of whichever semester is completed 12th 2.00 last that academic year. For example, if a student attends fall and does not attend spring or summer, progress will be reviewed at the end of the fall semester. If a student does not meet both of the components of SAP,. he will receive a letter QUALITATIVE MEASURE outling the requirement and what was achieved. The student ASSOCIATE DEGREE will not be eligible to receive federal aid again until all the requirements have been met. Full Time Student by Semester After this semester With this QPA APPEALS 1st 1.10 In the event a student has lost federal aid eligibility due to 2nd 1.25 not meeting Satisfactory Academic Progress, an appeal may 3rd 1.50 be filed in the case of specific circumstances. 4th 2.00 Federal regulations allow a student to appeal under the following cirucmstances: the death of a relative, an injury or 5th 2.00 illness of the student, or other special circumstances. When 6th 2.00 filing an appeal, the student must submit a letter explain- ing the circumstances, supporting documentation, and the student must explain, in writing, what has changed in the student’s situation that will allow the student to comply with SAP requirements at the next evaluation. The appeal will be reviewed by a committee and the student will be notified in writing of the outcome. If the appeal is granted, thne student 78 HILBERT COLLEGE

will be placed on probation for the following semester and will 5th 45 100% 2.00 be allowed to receive federal aid. At the end of that semester, 6th 60 100% 2.00 the student must be meeting SAP or he will not be eligible for 7th 75 100% 2.00 federal aid the following semester(s) until such time as the student is making satisfactory progress again. ASSOCIATE DEGREE (by semester) At the completion of this semester STANDARD FOR CONTINUANCE OF A student must have accrued at least this many credits Receive a passing/failing grade for this % of hours attempted STATE AID last semester - With at least this CQPA Effective 2010-11 for those receiving their first award in 1st 3 50% 1.00 academic years 2010-11 and beyond. 2nd 9 50% 1.25 3rd 18 75% 1.50 BACCALAUREATE DEGREE (by semester) 4th 30 75% 2.00 At the completion of this semester 5th 45 100% 2.00 A student must have accrued at least this many credits Receive a passing/failing grade for this % of hours attempted STANDARD FOR THE CONTINUANCE OF last semester---With at least this CQPA STATE AID Semester Credits % CQPA In the case of transfer students, an official transcript of all 1st 6 50% 1.50 previous college work (even if the student does not intend to 2nd 15 50% 1.80 transfer the credits) must be on file in the Student Records Office. All transcripts must be evaluated before a determi- 3rd 27 75% 1.80 nation can be made regarding a student’s eligibility for the 4th 39 75% 2.00 Tuition Assistance Program (TAP). 5th 51 100% 2.00 Students who receive Aid to Part-time/or TAP to total 24 TAP 6th 66 100% 2.00 points (equal to four full-time awards) must maintain a 2.00 7th 81 100% 2.00 CQPA for continued eligibility for State Aid.

State regulations allow a waiver to undergraduate students ASSOCIATE DEGREE (by semester) who have not met the good academic standards. At the completion of this semester Upon notification of ineligibility, the student should follow A student must have accrued at least this many credits the directions outlined in the letter to apply for a waiver. If a Receive a passing/failing grade for this % of hours attempted waiver is granted, the student is allowed to receive the Tuition last semester - With at least this CQPA Assistance Program (TAP) award for the upcoming semester. Semester Credits % CQPA This waiver can only be granted once in an entire undergrad- 1st 6 50% 1.30 uate career, regardless of the institutions(s). 2nd 9 50% 1.50 Upon notification of ineligibility, the student should submit 3rd 21 75% 1.80 a written request for a waiver to Beverly Chudy, Director of 4th 30 75% 2.00 Student Financial Aid If a waiver is granted, the student is allowed to receive the Tuition Assistance Program (TAP) award 5th 45 100% 2.00 for the upcoming semester. This waiver can only be granted once in an entire undergraduate career, regardless of the Effective for those receiving their first award 2006-07 institution(s). through 2009-10 Contact Persons Regarding Good Academic BACCALAUREATE DEGREE (by semester) At the completion of this semester Standing: A student must have accrued at least this many credits Dr. Christopher L. Holoman, Receive a passing/failing grade for this % of hours attempted Provost and Vice President for Academic Affairs last semester - With at least this CQPA Kate Munroe 1st 3 50% 1.10 Executive Director for Student Success and Retention 2nd 9 50% 1.20 Caprice Arabia, Director of Student Records 3rd 21 75% 1.30 Financial Aid Waiver: 4th 33 75% 2.00 Beverly Chudy, Director of Student Financial Aid 79 HILBERT COLLEGE

Transfer Policy reserve the right to determine, with incoming transfer cours- Hilbert recognizes that transfer students have special re- es that are five years or older, whether those courses can be quirements and concerns. As a result, the admissions office applied as program requirements or as electives. has a specific transfer coordinator who will work to evaluate a prospective student’s prior coursework in conjunction with TWO-YEAR COLLEGES WITH TRANSFER the department chairs. ARTICULATION AGREEMENTS 1. Adirondack Community College Hilbert welcomes transfer students from two and four year 2. Alfred State/SUNY College of Technology colleges. In addition, Hilbert will consider CLEP scores, AP 3. Broome Community College coursework, and military education. 4. Bryant and Stratton College 5. Cayuga Community College Minimum Transfer Grade 6. Corning Community College For required courses in your major, a minimum grade of C- is 7. Dutchess Community College necessary for transfer credit to be granted. Award of transfer 8. Erie Community College credits for D grades in courses outside your major may in- 9. Finger Lakes Community College clude up to 12.0 credit hours, at the discretion of the Division 10. Fulton Montgomery Community College Chair. Some programs may have additional grade require- 11. Genesee Community College ments-please consult the relevant program requirements 12. George Brown College, Toronto, Canada in the college catalog and on the website. Students who 13. Herkimer County Community College transfer in–house to a new program will have their records 14. Hudson Valley Community College reevaluated to conform to that program’s standards. 15. Jamestown Business College Previous coursework expiration.Courses will not expire unless 16. Jamestown Community College determined by the Division Head. 17. Jefferson Community College 18. Mildred Elley College Residency 19. Mohawk Valley Community College 20. Monroe Community College Of the final 45 credit hours toward completion of the bac- 21. Niagara County Community College calaureate, a minimum of 30.0 hours must be taken at 22. North Country Community College Hilbert College. Academic advisement is particularly critical 23. Olean Business Institute to ensuring students meet program requirements in a timely 24. Onondaga Community College progression. 25. Sage Junior College 26. Schenectady County Community College Transfer Agreements 27. Tompkins Cortland Community College 28. Trocaire College The relationship that exists between Hilbert College and 29. Villa Maria College these two-year colleges in New York State strives to personal- ize contacts among the students, faculty and administration HILBERT AND AREA HIGH SCHOOLS from transfer colleges and Hilbert College. Transfer students may contact Hilbert College Admissions Office and their pres- ARTICULATION AGREEMENTS ent college’s department chairpersons, transfer counselors, and academic advisors for specific details. Specialized articulation agreements exist with several high schools and Board of Cooperative Education Services (BO- Hilbert offers a receptive environment for students trans- CES) Centers in the Western New York area. These relation- ferring from two- year institutions. In many cases, specific ships assist students in the transition from the secondary articulation agreements exist between Hilbert and the two- level to the college level by acknowledging their completion of year college, so that courses transfer in seamlessly. The list certain unique course offerings at their schools. In general, of partner institutions and transfer agreements is regularly students who are enrolled in these programs or courses updated. Please consult the Admissions office for the up to receive three benefits: date information. First, students will receive college credit in accordance to the While recognizing the quality of the academic programs at individual agreements as listed below. Once accepted and other institutions, the College is also aware that the content registered in a Hilbert College degree program at the associ- in certain courses can become significantly outdated after a ate or bachelor’s level, the students will receive credit for the number of years. For that reason, Hilbert’s academic chairs equivalent Hilbert courses. A student must attend Hilbert College to receive credit; this credit is non-transferable. In 80 HILBERT COLLEGE addition, Hilbert College provides each school with three scholarships each year worth $1,000 per semester for eight consecutive semesters (four academic years Fall/Spring). These are to be awarded to students that complete these courses and are recommended by their instructor or director. Finally, during their senior year in high school, up to five students from each school who are recommended by their instructors will receive tuition waivers to take a three credit hour introductory level course at Hilbert College. Students are only responsible for the cost of books and for transportation to and from campus.

This list is subject to change – please consult the Admissions office for the current information. High School Agreements: ______Departments High School Program Hilbert Equivalent Credit Criminal Justice Bishop Timon-Saint Jude High School Criminal Justice/ Criminology CJ 101/CJ 204 3-6 John Marshall: School of Law & Government School of Law & Government CJ 202 3 Bennett Law Magnet Magnet Curriculum CJ 202 3 Buffalo Public Schools Public and Private CJ 101, CJ 103 Security Program CJ Elective 9 East High School Forensic Tech FS 101/CJ Electives 3-9 Hamburg High School Forensic Science FS 101 3 Lancaster High School Criminal Law Course CJ Elective 3 St. Francis High School Law in Society CJ 202 3 Frontier High School Criminal Justice/Forensic Science CJ 101/FS 101 3-6 Mount Saint Mary Academy Forensic Science FS101 3

Business Administration West Seneca Academy of Finance AOF Curriculum 2 BUS Electives 6 Iroquois Business Academy AOF Curriculum 2 BUS Electives 6 Lafayette Academy of Finance AOF Curriculum 2 BUS Electives 6 Orchard Park Academy of Finance AOF Curriculum 2 BUS Electives 6 North Tonawanda Academy of Finance AOF Curriculum varies depending on major 3-6 Hamburg High School Academy of Finance AOF Curriculum

Communication Studies North Collins High School Photography Course 1 Comm Elective 3 Immaculata Academy Mass Media Courses 1 Lib. Arts Elective 3 Chautauqua Lake TV Broadcasting 1 Comm Elective 3 West Seneca TV Broadcasting 1 Lib. Arts Elective 3 Buffalo Academy of Visual & Performing Arts Comm. Media Arts 1 Comm. Elective 3

BOCES Agreements______Centers BOCES Program Hilbert Equivalent Credit Cattaraugus/Allegheny BOCES CJ Curriculum I & II CJ 101, CJ 103 3-6 Graphic Design Lib. Arts Elective 3 Delaware, Chenango, Madison, Otsego (DCMO) BOCES Security and Law Curriculum CJ 103 Intro to Security 3 Erie I BOCES – Criminal Justice/Legal Academy CJ 101, CJ 103, CJ elective, FS101 3-12 Erie I BOCES – Cisco networking/CIS MIS 120,MIS 205, MIS 206 3-9 Erie II BOCES CJ Curriculum I & II CJ 101, CJ 103 3-6 Genesee Valley BOCES CJ Curriculum I & II CJ 101, CJ Elective,FS101 3-9 Madison-Oneida BOCES CJ Curriculum I & II CJ 101, CJ 103 3-6 Monroe I BOCES CJ Curriculum I & II CJ 101, CJ 103 3-6 Orleans-Niagara BOCES CJ Curriculum I & II CJ 101, CJ 103 3-6 Orleans-Niagara BOCES Digital Media Prog. Comm. Elective 3 St. Lawrence-Lewis BOCES CJ Curriculum I & II CJ 101, CJ Elective 3-6 WSWHE BOCES CJ Curriculum I & II CJ 101, CJ 103 3-6 Wayne-Finger Lakes BOCES CJ Curriculum I & II CJ 101, CJ 103 3-6 Wayne Finger Lakes BOCES Human Services I & II HS 101 & HS Elective 3-6 INTERESTED STUDENTS SHOULD CONTACT THE PROGRAM COORDINATOR FOR MORE INFORMATION 81 HILBERT COLLEGE Student Life A goal of college education is to become a responsible, self- sure without consent is disclosure to school officials with directed member of society. Self-direction can be developed legitimate educational interests. A school official is a person not only through the academic experience but also through employed by the College in an administrative, supervisory, participation in group activities outside the classroom. Extra- academic or research, or support staff position (including law curricular activities act as a means of developing the poten- enforcement unit personnel and health staff); a person or tial for leadership and creativity and of satisfying the need for company with whom the College has contracted (such as an recreation and relaxation. Students learn how to interact with attorney, auditor, or collection agent); a person serving on the others and opportunities are created for interpersonal rela- Board of Trustees; or a student serving on an official com- tionships leading to a better understanding of human nature. mittee, such as a disciplinary or grievance committee, or assisting another school official in performing his or her tasks. Directory Information A school official has a legitimate educational interest if the official needs to review an education record in order to fulfill his The College may release certain data on students to inter- or her professional responsibility. Upon request, the College ested parties for the purpose of verification (e.g. prospective discloses education records without consent to officials of employers, insurance carriers, federal/ state agencies). Such another school in which a student seeks or intends to enroll. information may include name, address, phone number, 4. The right to file a complaint with the U.S. Department of dates of attendance, quality point average, awards and de- Education concerning alleged failures by the College to com- grees received. Such information is requested on an ongoing ply with the requirements of FERPA. The name and address basis from the areas of student records, student finance, and of the Office that administers FERPA: career placement. Family Policy Compliance Office If a student wishes that no information be released, a written U.S. Department of Education request must be filed with the Office of Student Records. 600 Independence Avenue, SW Washington, DC 20202-4605 Student Records/Family Rights and Privacy The Family Educational Rights and Privacy Act (FERPA) affords students certain rights with respect Student Government Association to their education records. They are: The mission of the Student Government Association (SGA) is to represent the cultural, educational, recreational, 1. The right to inspect and review the student’s education and social interests of the student body, to encourage the records within 45 days of the day the College receives a growth of self-government, and to promote responsibility, request for access. Students should submit to the Regis- loyalty, and cooperation among the students in their rela- trar written requests that identify the record(s) they wish to tions with faculty and administrators of the college. The SGA inspect. The College official will make arrangements for ac- is an elected body comprised of five Executive Board Officers cess and notify the student of the time and place where the and thirteen Senators representing various segments of the records may be inspected. If the records are not maintained student population. The SGA has five standing committees by the College official to whom the request was submitted, to further its mission and address its objectives: Budget and that official shall advise the student of the correct official to Appropriations, Rules and Regulations, and Social Welfare, whom the request should be addressed. Communications Committee, and Dining Hall Committee. 2. The right to request the amendment of the student’s The SGA is responsible for the oversight of student clubs on education records that the student believes are inaccurate or campus. The SGA meets weekly to consider student issues misleading. Students may ask the College to amend a record and plan for student activities. that they believe is inaccurate or misleading. They should write the College official responsible for the record, clearly Student Activities identify the part of the record they want changed, and specify The Campus Activity Advisory Board (CAAB) in concert with why it is inaccurate or misleading. If the College decides Director of Student Activities has the responsibility of plan- not to amend the record as requested by the student, the ning a yearly activities calendar representing the interests of College will notify the student of the decision and advise the the student population. Student Activities offered involve a student of his or her right to a hearing regarding the request variety of venues including comedians, concerts, luncheons, for amendment. Additional information regarding the hearing and trips to sporting events and theaters. Special Events in- procedures will be provided to the student when notified of clude: Welcome Week, a Parents’ Day, a Live Nativity/Christ- the right to a hearing. mas Party, Alcohol Awareness events, an Easter Celebration, 3. The right to consent to disclosures of personally iden- Winter Ball, the Student Government Association Awards tifiable information contained in the student’s education Banquet, and the Quad Party. records, except to the extent that FERPA authorizes disclosure without consent. One exception which permits disclo- 82 HILBERT COLLEGE

Student Publications information concerning this vaccine from their personal care Student Life sponsors and/or contributes to the following physician. publications: a monthly Activities Calendar, the H-Files stu- Resident students must have proof of health insurance on dent newspaper, the Hilbert Horizons student magazine, and file in the Office of the Director of Residence Life; and proof of the Student Handbook. a recent physical examination on file in the Office of Student Life before entering the Residence Hall. Student athletes Student Clubs must provide annual proof of a recent physical to be submit- Clubs chartered by the Student Government Association ted to the Office of the Director of Athletics. Student athletes (SGA) include: the Adventure Club, the Campus Activity are strongly encouraged to have their own primary health Advisory Board, the Campus Ministry Club, the Common insurance. All other students are encouraged to have health Ground Club, the Communication Club, the Criminal Justice insurance and a recent physical examination. Forensic Science/ Crime Scene Investigation Association, the Great Expectations/English Club, the H-Files, Hilbert Horizons Hilbert College mandates accident insurance for all full-time Literary Magazine, Hilbert Starz, the Hockey Club, the Human students. Information regarding health or accident insurance Services Association, the McGrath Library Club, the Military is available in the Office of Student Life. Hilbert College is not Club, the Phi Beta Lambda Business Club, the Psychology responsible for payment of any medical expenses incurred by Club, Spectrum club, Student Athlete Advisory Council (SAAC), students. Students Against Destructive Decisions (SADD), Students in Free Enterprise (SIFE). Given that the initiation of and con- Student Identification Cards tinuance of student activities and clubs is dependent upon Students are required to carry ID cards at all times. The ID student interest, the aforementioned activities and clubs are card is needed to check out materials from the library, to subject to change. cash checks, to be admitted to on- and off-campus activities, and to have on hand if requested by Campus Safety to verify Student Handbook identity. ID pictures are taken during Orientation and during The Hilbert College Student Handbook provides information the semester by the Student Life Office. There is a nominal on student life at Hilbert. This publication contains informa- fee for replacing lost ID cards. tion on student organizations and services. The Handbook also contains the Student Code of Rights and Responsibili- Orientation ties, which describes rules related to student life at Hilbert. To welcome all new students to Hilbert, orientation programs All Hilbert students are under the jurisdiction of the Student are held prior to the start of classes each fall. A Parent Code of Rights and Responsibilities. The Student Handbook Program is also available. An additional orientation session is is provided to all students at the beginning of the Fall semes- held in January for all new students entering into the spring ter, and copies are available in the Student Life Office. semester. These programs are sponsored under the direction of the Vice Provost for Leadership Development. Atten- Student Health dance at these orientations is mandatory. The New York State Public Health Law (NYS PHL) §2165, requires all students enrolled for six or more credit hours and Orientation consists of social events as well as a series of were born on or after January 1, 1957 must submit verifica- discussions and information sessions designed to provide an tion of immunization or proof of two measles, one mumps, easy adjustment into college life and to introduce the enter- and one rubella inoculation; signed by a doctor or designated ing student to college services, policies, and facilities. health official. Students must provide documentation within 30 days of the first day of class to avoid sanctions, interrup- Activities tion of class scheduling. A listing of immunization clinics The geographic location of the College and the facilities in its associated with the Health Department is available in the proximity make it possible to provide opportunities for diverse Wellness Center. activities. The cultural richness of Buffalo enhances the scope of theatrical and musical experiences for students. In addition, New York State Public Health Law (NYS PHL ) §2167 requires institutions, colleges and universities, to Students are encouraged to participate in activities which distribute information regarding meningococcal disease and take advantage of the recreational facilities available in vaccination to all students enrolled for at least six credit locations near the College. Indoor and outdoor swimming hours, whether they live on or off campus. A response to pools and tennis courts make it possible for students to receipt of this information is required in the form of a signed engage in these activities year round. Nature trails through acknowledgement. Although the meningococcal vaccination nearby Letchworth State Park and several creek areas under is required for resident students, Hilbert College encourages environmental protection provide natural settings for hikers, all students to receive the inoculation. Students should seek campers, and nature lovers. Students also have at their door- 83 HILBERT COLLEGE step some of the best ski slopes in the eastern section of the Alumni Association nation which have skiing during the day and evening hours. Hilbert College’s approximately 6,200 alumni have assumed Students participate in the cultural opportunities afforded positions in virtually every career area and live throughout them in Buffalo and enjoy annual Student Government the United States and in several foreign countries. The many sponsored trips to such places as the Stratford Festival in and varied accomplishments of the alumni are a measure of Stratford, Ontario. the college’s success in achieving its goal of career preparation. Athletics Hilbert will enter its fourteenth season as a member of the The purpose of the Hilbert College Alumni Association is to National Collegiate Athletic Association - Division III. Hilbert is “advance the interests of the College, to develop and foster also a member of the Allegheny Mountain Collegiate Confer- a mutually beneficial relationship between the College and ence (AMCC), the Eastern College Athletic Conference (ECAC) its alumni by providing educational opportunities, social and the North East Collegiate Volleyball Association (NECVA). programs, services and benefits to build ties and relation- Hilbert offers fourteen intercollegiate programs, including ships among alumni and students at the College, to provide baseball, basketball (men and women), cross country (men alumni input on College concerns and to link the College of and women), golf, (men), lacrosse (men and women), soccer today and tomorrow with its heritage of excellence, commit- (men and women), softball, volleyball (men and women) and ment and service.” The alumni association is also committed new for 2010, men and women’s lacrosse. Eleven of the four- to encouraging alumni to continue to support Hilbert College teen teams compete in the very competitive AMCC with the financially. As an example, the elected board of directors are conference champion in each sport earning an automatic bid “all on-board” with individually giving to the Hilbert Fund an- to participate in the NCAA post season tournament. Men’s nually. The alumni association also deposits a minimum of volleyball competes in the UVC and men’s lacrosse competes $1750 to the association’s endowed scholarship annually as in the NEAC, which also offers post season championships. a result of multiple fundraisers and events.

The athletic programs serve as opportunities for students Alumni participate in activities sponsored by the Alumni to pursue personal development and learn the lessons that Association, such as special forums, sporting events and striving for excellence entails. Participation in intercollegiate college councils and periodically reunions are planned for athletics affords students an opportunity to represent the the benefit of interacting/reminiscing with old friends and college. These competitions create a strong sense of loyalty instructors. Alumni enjoy a free subscription to Hilbert Con- and community among students, faculty, staff, alumni and nections magazine, which is published three times a year, friends. and keeps graduates informed about activities at the college and updated information on the activities of their class mates The organization, direction and administration of the overall through the “Alumni News and Notes” feature. Alumni also program, as well as the coaching of its individual sports, is receive a monthly online e-newsletter and have an active the responsibility of carefully selected and trained personnel. Facebook page that showcases alumni events. They are also responsible for implementing and maintaining the standards of performance that are consistent with Alumni also have unlimited, access to the college’s career Hilbert's goals of academic excellence and personal develop- counseling center, as well as continued library services. ment. There are also other benefits offered through the association and another plus: there are no dues! Intramurals/Extramurals For athletes who seek a different level of competition, Hilbert Student Services strives to provide students with intramural and extramural The mission of the Leadership and Student Engagement De- opportunities. Intramural programs are for Hilbert students partment at Hilbert College is to provide necessary support only; extramural programming provides competition against to academic programs so that students can fulfill meaningful other local institutions. educational, career and personal goals. Students are encouraged to understand and appreciate their own uniqueness Both programs are structured to provide healthy and stimu- as well as that of others. To accomplish this purpose, the lating competition in a friendly and social environment, with Leadership and Student Engagement Department assists consideration given to the needs of the current student body. students in their intellectual, emotional, spiritual, moral and Special considerations are given to time, place and type of physical development. The Leadership and Student Engage- programming to ensure that all students will have an oppor- ment Department supports a campus environment which tunity to join in. All members of the College community are encourages freedom, exploration, social exchange and re- encouraged to participate on a regular basis. sponsibility while providing for the health, safety and welfare of all members of the campus community. 84 HILBERT COLLEGE

Career Planning personal and/or academic lives. Using a holistic approach to The Career Development Center of Hilbert College (located counseling, the center offers educational encouragement for in Franciscan Hall), acknowledging the challenges of the a healthy mind, body, and spirit. Students are encouraged to change in the work world, has incorporated both technology seek assistance at the onset of a concern and if necessary and “the human touch” to promote an integrated career edu- referral services are available. Every concern to the student cation model. The goal of the office is to provide connections is treated with dignity, respect, and confidentiality. There is between in- and out-of-classroom learning, and to prepare no charge for this service whether the student is living on or students for the changing world of work beyond Hilbert. The off campus. Career Resource Lab, with its internet accessible computers, is designed to assist students at each stage of their academ- The Counseling Center is dedicated to serving our popula- ic career and into the world of work. The Career Development tion with tools that will enhance a healthy lifestyle and offer Center offers several assessments which allow undergradu- a meaningful personal and educational experience here at ate and graduate students to explore their career interests Hilbert. Please visit our Resource Room which offers a wide and link these interests with a variety of academic offerings range of resource materials concerning mental health and and career opportunities. wellness issues. We also have a Self-Help section in McGrath library. Group support systems are also available depending The mission of the office is to provide students and alumni on the needs of our college community. Students are invited information relevant to career choice, graduate school, job and encouraged to visit the center for all their counseling and search tactics, and other career related issues. Both indi- wellness needs. vidual and group counseling methods are utilized during flexible day and evening hours. Each semester a number of Campus Ministry workshops are conducted on self-assessment, career-deci- While embracing Hilbert College’s Catholic Franciscan heri- sion making, the development of job search skills, effective tage and values, Campus Ministry brings together students resume writing, and educational planning strategies. of various faith backgrounds in a warm and welcoming spirit of inclusiveness. They are offered a variety of opportunities To aid both students and alumni in their job search, a perfor religious and spiritual growth and enrichment through sonal credential file may be developed. With the permission on-campus programs, faith sharing, inter-faith worship, of the candidate, the credentials (resume and references) spiritual/pastoral counseling, numerous community ser- will be made available to potential employers or graduate vice projects, and an Alternative Spring Break. Adventure admissions officers. The office sponsors career fairs, gradu- retreats and other outings are also scheduled as a time for ate school fairs, graduate preparation workshops and many nature walks, reflection, recreation, and fun. Through these other opportunities for students and alumni. Members of diverse activities, students are encouraged to discover and the Hilbert community are eligible to utilize the employment celebrate God’s presence within themselves, others, and all postings on the Internet at http://www.hilbert.edu/alumni/ of creation. They assist in the development of ethical leaders career-develpment/jobs. committed to peace and justice.

Our annual survey indicates that Hilbert College graduates In the Catholic tradition, mass is celebrated on special oc- find employment opportunities or continue their education casions and Communion services are held. Preparation for within 6 months of graduation. The following data highlights the sacrament of Confirmation is available free of charge to our placement statistics. students on campus. Classes begin in October and continue 2006 2007 2008 2009 2010 until the sacrament is conferred after Easter. 84.5% 80% 80% 80% 83% Mother Colette’s Cupboard, which provides emergency food Transfer/Graduate School Counseling assistance for Hilbert students, operates through Campus Assistance is given in investigating the various academic Ministry. Winter gloves and hats for those students in need offerings of transfer institutions and graduate schools. The are provided as well. Career Development Center provides catalogs and applications for popular transfer institutions and graduate schools. Located in Bogel Hall 103C, Campus Ministry is part of the The office assists students with questions they may have Office of Mission and Ministry. Everyone is welcome to stop in filling out these applications and completing procedures by for either an informal visit or a scheduled appointment. required for transfer. Office of Multicultural Affairs Personal Counseling The Office of Multicultural Affairs at Hilbert College is com- The Counseling Center at Hilbert College offers a confidential, mitted to building an environment that values and respects safe environment for students experiencing conflict in their every person regardless of gender, age, race, sexual 85 HILBERT COLLEGE

preference, socioeconomic level, physical ability, cultural The State Approving Agency’s (SAA) address and phone background, religion, nationality, or beliefs. Our mission is number are: grounded in Franciscan values, and we are committed to creating an inclusive campus environment that embraces these New York State Division of Veterans’ Affairs core values (e.g., respect, service, compassion, peace, integ- Bureau of Veterans Education rity, and vision) through the promotion of diversity education, Five Empire State Plaza (Suite 2836) celebration, and evaluation. The office offers guidance on Albany, NY 12223-1551 issues related to diversity and strives to enhance the dignity (518) 474-7606 and integrity of each unique individual based on these core (518) 474-5583 (FAX) values. Moreover, our office envisions the campus community as a teaching and service community that, creates holistic Food Services and diverse learning experiences for students, faculty, and The College Cafeteria, located on the upper level of the Cam- staff through programming, collaboration, and community pus Center, serves three meals each day, Monday through outreach. Friday, Saturday and Sunday an afternoon brunch and an evening meal is served. Snack machines and the College Specifically, the Office of Multicultural Affairs seeks to con- Snack Bar round out the student and faculty food needs dur- nect learning with social justice issues, and diversity, by ing off-hours. providing programming that consists of lectures, professional guest speakers, entertainers, cultural plays, student activi- Campus Safety ties and interactions that nurture acceptance and promote The Campus Safety Department provides 24 hour coverage awareness. by a staff of uniformed officers who are registered security guards under the New York State Security Guard Act. Officers Programs and activities sponsored and co-sponsored by the are responsible for patrolling the campus, traffic control, office are designed to welcome diversity and encourage the parking enforcement, crime prevention, enforcing rules and campus to appreciate and respect different experiences, per- regulations, and those services that are unique to a college spectives, identities, and expression. The Office of Multicul- campus. With your help and cooperation Hilbert College tural Affairs is open to the entire campus for support, formal/ will continue to be a safe campus in which to live, work, and informal visits, and/or consultations. study. For more information, please contact the Office of Multicul- tural Affairs, 103B Bogel Hall, Hamburg, NY 14075; tele- Crime Statistics phone (716) 649-7900 ext. 243; fax (716) 649-0702. Please Campus Crime statistics are available at the following web visit our website at http://www.hilbert.edu/student-life/ address: multicultural-affairs http://www.hilbert.edu/CrimeStatistics.asp The Hilbert College Campus Safety Committee will provide, Residence Life upon request, all campus crime statistics as reported to the Residence living at Hilbert College allows students easy ac- United States Department of Education. This information is cess to classrooms, library, and athletic facilities, in addition sent to all students annually, and is available in the Student to the opportunity to meet and live with students from a Life Office. You may request this information by calling &16 variety of backgrounds and cultures. 649-7900, extension 230. Additional Information on crime statistics and reporting may As part of the housing contract, all freshmen and new resi- be obtained from the United States Department of Education dent students are required to participate in a full weekday website: http://www.ope.ed.gov/security/ meal plan, with brunch and dinner provided on Saturday and Sunday. Returning resident students have alternate meal plans available. For detailed information, housing contract Campus Bookstore and housing agreement, or to arrange a tour of the Resi- The Campus Bookstore, located on the lower level of the dence Hall facilities, contact the Director of Residence Life, or Campus Center, stocks all textbooks and basic supplies for stop in the office which is located in Trinity Hall. courses, and a variety of materials to accommodate students, faculty and alumni.

Veterans Certification Emergency Announcements All students who may be entitled to veterans’ benefits are re- When classes and other college activities have to be can- quired to complete an application for veterans’ benefits. This celed because of severe weather conditions, an announce- should be done at the Student Records Office. ment is made on the following AM/FM radio stations: 86 HILBERT COLLEGE

WBEN 930 AM WBLK 93.7 FM WKSE Kiss 98.5 WECK 1230 AM WTSS Star 102.5 WJYE 96.1 FM WNSA 107.7 FM WYRK 106.5 FM B92.9 92.9 FM

A notice will also be posted on the college website. There are also occasions when only the day or the evening session may be canceled when the other is not. You are advised to stay tuned to radio stations for an up-to-date report.

Because colleges do not transport students, they remain open when school districts close. It then becomes a personal decision to attend classes if the College remains open under conditions you consider too hazardous for travel.

87 HILBERT COLLEGE

COURSE cial topic courses, including seminars, investigative approaches, law and legal independent studies, internships and concepts guiding criminal prosecutions DESCRIPTIONS field practices, is designed for juniors in the United States, concepts of evi- and seniors. dence and procedure, the movement of money through financial institutions, This section provides information on Accounting tracing money through a business the nature of courses offered at Hilbert ACC 205 3 including discussions of business College. Each course has its own Accounting Principles I organization and accounting systems, number and title that is followed by a A study of accounting theory, princi- various methods of tracing funds and brief description of the content of the ples, procedures, and their application interviewing techniques used in these course. If any course demands a pre- to sole proprietorships. Emphasis is investigations. requisite, that condition will be noted on the entire accounting cycle, basic Prerequisite: 45 credit hours, ACC 205 at the end of the course description. concepts and terminology, the effects of transactions, and preparation of ACC 320 3 Course Levels financial statements. Intermediate Accounting I Each course bears a distinguishing Prerequisite: sophomore status Expands and broadens the accounting number for identification and indica- concepts and principles developed in tion of its academic level. The number- ACC 206 3 previous accounting courses. In-depth ing system is as follows: Accounting Principles II treatment of the traditional accounting Continuation of accounting theory as topics as well as recent developments 0-100 These are non-credit courses applied to partnerships and corpora- promulgated by various agencies such designed to prepare students for later tions, and an introduction to manage- as the FASB are covered. The major credit bearing course work in basic rial accounting. Consideration is given emphasis is on the balance sheet. skill areas such as English and Math. to statement analysis from the view- Prerequisite: ACC 206. (C grade or Courses at this level may be required point of managers, creditors, investors, better) by students’ results on the placement and others. tests. Prerequisite: ACC 205 and sophomore ACC 321 3 status Intermediate Accounting II 101-199 Courses at this level will typi- A continuation of the accounting cally be introductory and/or general ACC 270 3 principles and concepts discussed education requirements with no pre- Income Tax Theory and Practice in ACC 320. Major emphasis is on requisites. The primary focus will be on Exposes the student to the Internal the income statement, pensions and learning terminology and basic prin- Revenue Code as it relates to individu- leases, accounting changes and error ciples within the general field of study. als. Primary emphasis is placed upon analysis, accounting for income taxes, Students with little or no background individual tax returns. and specialized revenue recognition. in the content area may enroll. Prerequisite: ACC 205. Pronouncements of the FASB are integrated throughout the course. 200-299 The 200 level generally ACC 310 3 Prerequisite: ACC 320 (C grade or bet- denotes introductory courses for a spe- Advanced Taxation ter). cific field of study or a survey of meth- A study of the Internal Revenue Code odology. These courses may require as it relates to corporate taxation. ACC 350 3 a 100 level prerequisite. The primary Corporations to be examined include C Advanced Intermediate Accounting emphasis will be on comprehension Corps, S Corps, and the Limited Liabil- An expansion of Intermediate and application of course content. ity Corporation. Taxation of partner- Accounting. Emphasis is on pensions ships, estates and trusts will also be and leases, accounting changes and 300-399 This level is primarily for covered. error analysis, accounting for income majors in the field or may serve as an Prerequisite: ACC 206, ACC 270. taxes, full disclosure in financial report- upper division elective for non-majors ing, specialized revenue recognition who satisfy any specific course prereq- ACC/ECI 313 3 methods and accounting research. uisites. At the 300 level, the primary Financial Investigations Pronouncements of the FASB are inte- emphasis on analysis and synthesis This course is designed to introduce grated throughout the course. of course content is generally most and apply financial investigative tech- Prerequisite: ACC 321 (C grade or bet- appropriate to the junior or senior year niques to the detection and resolu- ter). student. tion of criminal activity. It includes an in-depth discussion of financial ACC 380 3 400-499 This advanced level of spe- 88 HILBERT COLLEGE

Cost Accounting Prerequisite: ACC 350 (C grade or bet- Prerequisite: successful completion of Study of job process and opera- ter). CORE I and junior status. tion costing systems, standard cost systems and flexible budgets. Cost ACC 430 3 AHI 350 3 information for decision and control Fraud Examination Impressionism and the purposes: product profitability decision A theoretical and practical focus on the Roots of Modernism and management control systems. detection, investigation, and preven- Impressionist paintings by artists like Prerequisite: ACC 206 (C grade or tion of financial statement fraud and Monet and Renoir resonate so com- better) occupational fraud. Topics will include fortably in modern sensibility that we evaluation of internal control systems, may forget how revolutionary they ACC 400 3 legal elements of financial crime, fraud once were. Their commitment to new Accounting Internship investigative methods, accounting subject matter and new ways of seeing This internship will provide the stu- systems and the qualify the Impressionists as perhaps dent with a work experience in a detection of fraud. the original avant garde in the history business-related setting. This situation Prerequisite: ACC 321, ACC/ECI 313. of Western art. This CORE II course is designed to afford the student an considers the artistic antecedents exposure to business professionals Art History to Impressionism and the social and and practices as well AHI 103 3 political atmosphere in which the as expectations in the contemporary Creative Moments in Art History movement took shape through artists workplace. The student is required to This introductory course provides like Edouard Manet, Claude Monet, work 120 hours during the semester a selective survey of periods in the Pierre Auguste Renoir, Edgar Degas, at the assigned business and to attend history of Western art that presents a Mary Cassatt, and Berthe Morisot. a weekly seminar with fellow interns. narrative of its development over time, Topics include the remaking of Paris Students may not use current or self- acknowledges the relation to this nar- by Baron von Haussmann, the politics employment for internship credit. rative of major artists and their media, of the Salon system, and the influence Prerequisite: Completion of ACC 350, and clarifies the transcultural influenc- of Charles Baudelaire. The course con- permission of department chair, es that account for changing percep- cludes with three Post-Impressionist 75 credit hours completed and a tions in the imaginative recreation of painters – Paul Gauguin, Vincent van minimum GPA of 2.5 overall; 3.0 in experience; the techniques created to Gogh, and Paul Cezanne – whose Accounting. accommodate those perceptions; and work, bridging the nineteenth and the dynamics of audience reception. twentieth centuries, is not imaginable ACC 410 3 This course fulfills the Gen Ed require- without the innovations of Impression- Advanced Accounting ment. ism. Guest presenters in cross-disci- Advanced study in specialized financial A Liberal Arts elective, the course has plinary areas relevant to the course of accounting areas such as business no prerequisite. study will be made; e.g., in aesthetics, combinations and consolidations, history, psychology. One class meeting governmental accounting, and not- AHI 320 3 will be scheduled at the Albright-Knox for-profit accounting and accounting The Art of the Renaissance in Italy Art Gallery. for partnerships. Pronouncements This Core II course examines the Prerequisites: Successful completion of the FASB and GASB are integrated remarkable revitalization of the visual of CORE I and junior status. throughout the course. arts in the fifteenth and sixteenth Prerequisite: ACC 350 (C grade or bet- centuries in Italy. While considering AHI 380 3 ter). antecedents to that outburst of activ- Women in Art ity, the course will focus on painting, Thirty years have passed since noted ACC 420 3 sculpture, and architecture from 1400 art historian Linda Nochlin asked, Auditing to 1550, especially the period 1495- “Why have there been no great women Focuses on the elements of profes- 1512 which saw the creation of da artists?” In response, this Core II sional judgment in the theory and ap- Vinci’s Last Supper and Mona Lisa; course considers the role of women plication of generally accepted auditing Raphael’s School of Athens; and Mi- in art history, including Artemisia standards (GAAS). Emphasis is also on chelangelo’s Pieta, David, and decora- Gentilleschi, Judith Leyster, Angelica internal control, professional liability, tive cycle in the Sistine Chapel. Guest Kauffmann, Mary Cassatt, Frida ethics, fraud assessment, detection presentations will be offered from Kahlo, Georgia O’Keeffe, and Maya Lin. and prevention, materiality, sampling, among cross-disciplinary areas such Each artist’s work is discussed in the and the planning and completion of an as aesthetics, history, religious studies, context of aesthetics, history, politics, audit culminating in the audit report. and political science. and economics, as well as related top- 89 HILBERT COLLEGE

ics: women as subjects of art and as The potential impact of environment vative program of interactive computer- patrons of art. Guest presentations in upon the quality of life is emphasized. simulation labs. The virtual laboratory relevant cross-disciplinary areas will be Selected projects and/or seminars enables students to perform lab exer- made. concerning topics of current interest cises, to study scientific principles, and Prerequisite: Successful completion are included. A service learning experi- to apply scientific methodology through CORE I and junior status. ence is provided as an optional com- the use of computer lab simulations. ponent. This course fulfills the general New topics included in this course Biology education requirement. will open the world of contemporary BI 101 3 biology and its relevance and interdis- Introduction to the Physical Scienc- BI 114 3 ciplinary associations to the student. es The Human Body Themes to be explored include the This introductory course provides An introductory study of the structure structure, function, and organization of fundamental concepts and skills in the and function of the human body, the living things; metabolic processes and physical sciences necessary to under- course provides a sequential investiga- enzymes; several response systems stand contemporary science oriented tion of the systems of the body and of the body; embryonic development; topics in this area, to increase scien- contemporary medical/health issues ecology and the environment; and tific literacy, foster an understanding of relating to the body. This course animal behavior. Students are to the scientific process, and to improve makes applicable links that are rel- register for the lecture section and critical thinking. At least one area of evant to many major programs at the one computer laboratory section. This study involves the use of mathematics. College. This course fulfills the general course fulfills the general education Reserved for students with limited pre- education requirement. requirement. vious exposure to scientific principles. Prerequisite: There is no prerequisite. This course fulfills the general educa- BI 140 4 Students do not need to have taken tion requirement. College Biology I BI 140 to take this course, as the In place of traditional laboratory work, two courses are independent of each BI 102 3 this course offers a new and innovative other. Science in Society: Modern Topics in program of interactive computer-gener- Biology ated labs. The virtual laboratory will en- Business BI102 will present biology in the able the student to study the principles BUS 101 3 context of significant social, political, of biology and work according to the Introduction to Business religious, legal and ethical issues. It scientific process while performing lab This course will familiarize students will cover current topics like genetically exercises through the use of computer with different forms of contemporary modified organisms, embryonic stem simulations. This course will focus on business, organizational functions, cells, infectious diseases/AIDS, cancer, a variety of biological topics as well business terminology and concepts, and cloning and the underlying biologi- as their interdisciplinary applications. and skills for success in business. cal principles needed to understand Among the areas to be explored are Students will be introduced to vari- these issues. Class time will be divided genetics (classical to modern genetic ous career opportunities available to between lectures, discussions, student engineering), biotechnology, evolu- business professionals. BUS 101 is presentations and hands-on lab activi- tion, bioethics, scientific problem- also designed to prepare students for ties. Upon successful completion of solving, immunology and contemporary later coursework in the business major BI102 students will be capable of mak- problems with disease, diversity and and to provide an exposure to business ing informed and reasonable decisions organization of living organisms and basics for interested students from about many of the biological issues their populations, comparative study other majors. prevalent in modern society. (Prior of a body system, and animal behavior. Prerequisite: GS 101 knowledge of biology is not required). (Students are to register for the lecture This course fulfills the general educa- section and one computer laboratory BUS 208 3 tion requirement. section.) This course fulfills the gen- Contemporary Marketing eral education requirement. This course is an introduction to the BI 112 3 There is no prerequisite. This course basic principles of marketing and the Environmental Science can be used as a science or liberal arts role of the marketing manager. The This course stresses ecological princi- elective or as an all-college elective. course is structured around analysis of ples and relationships. Population and the marketing mix: variables of prod- several kinds of pollutions are studied, BI 141 4 uct, distribution, promotion and pricing as well as environmental issues of College Biology II strategy. Additional topics include mar- local, regional, and national concern. This course is part of a new and inno- ket segmentation, market research, 90 HILBERT COLLEGE

consumer behavior and international BUS 310 3 Sport Administration marketing. Management Skills BUS 320 is an upper-level course Prerequisite: GS 101and sophomore Development designed for students interested in the status (Previously MGT 310) complexities of sport management and BUS 310 combines theories, self-as- its unique legal, business, and man- BUS 210 3 sessment, and application of behavior- agement practices and imperatives. Principles of Management al skills that are essential to success- This class will provide a foundation for This course provides an introduction to ful management in the contemporary subsequent course work in a planned the management process with focus workplace. Specifically, the course will Sport Management Concentration by on the functions of planning, organiz- focus on those skills that organizations introducing students to topics such as ing, directing and controlling. Attention have indicated are most critical for, labor relations, facility management, is given to the development of man- and most lacking in, entry-level manag- marketing and fundraising, compliance agement theory and its contemporary ers. Key topics include team building, and government issues, sports infor- application in a socially responsible organizational change, problem solv- mation, and the economics of sport. manner. ing, and leadership, with an emphasis The focus will be on high school, col- Prerequisite: GS 101and sophomore on strengthening communication/inter- legiate and professional sports. At this status personal skills throughout the course. point, the course is planned for every Prerequisite: junior status fourth semester. BUS/LW 217 3 Prerequisite: junior status Business Law I BUS/LW 315 3 This course is an introduction of the Labor Law BUS 325 3 principles of law that directly and regu- This course will examine the funda- Sport Law larly impact the conduct of business mentals of U.S. and State Labor Law Building upon the relationship between activities. The content of the class with an emphasis on the principles of law and sports, this class explains the includes many subjects tested on the employment and labor law applicable fundamentals and provides real-world Regulation portion of the CPA examina- to private and public employers in New insights in this fascinating study of tion. Topics include an examination of York State. Particular attention shall be sports law as it affects professional the substantive law of contracts, from paid to legal employment issues likely and amateur athletes. All of the “off- formation requirements to remedies to be encountered by the business the-field” activities affecting sports are for breach of contract. Antitrust law, owner and/or manager. governed by traditional areas of law securities regulations, and employ- Prerequisite: 12 credit hours of spe- and through formal agreements. The ment and labor law illustrate the regu- cialty courses in Paralegal Studies subject matter will be presented as the latory role on business and society. department or BUS 217. instructor follows two fictional charac- Legal aspects of international busi- ters, the athlete and the owner. In the ness are examined in this increasingly BUS/LW 317 3 first half of the course, the class will important area. Business Law II follow the progression of a two-sport Prerequisite: sophomore status (Formerly Advanced Business Law) star student-athlete from high school, A continuation of the study of law to college and eventually to the NFL. BUS 262 3 begun in BUS 217, the content of this The various elements of this complex Personal Financial Planning class includes many subjects tested world that will be covered include the This class provides a study of personal on the Regulation portion of the CPA NCAA as an institution, its rules regard- finances during the various stages of examination. Topics include in depth ing recruitment and academic eligibil- the consumer’s life cycle. Emphasis analysis of the various forms of busi- ity, amateur status and agents as they is on developing awareness and skills ness organizations including general apply to college athletes, Title IX, and necessary in personal financial deci- and limited partnerships, corporations amateur events and the Olympics. sion making. Topics covered include and LLCs; Uniform Commercial Code The second half of the course will determination of financial objectives, subjects such as commercial focus on the issues confronting the budgeting major purchases, insurance, paper, secured transactions and owner and the franchise. Topics of and credit. Students in any degree sales; and other areas of law including discussion will include professional program should find the course to be bankruptcy, debtor/creditor relations, sports leagues as an entity, Collective both practical and informative. This product liability, estate and trust law Bargaining Agreements (including the course may be used as a business or and real property. draft), unions and the National Labor unrestricted elective. Prerequisite: BUS 217, junior status. Relations Act, stadium and conces- Prerequisite: GS 101 sion issues, broadcasting rights and BUS 320 3 revenue, and intellectual property. At 91 HILBERT COLLEGE

the conclusion of the class, the stu- contemporary case studies. Ethical practical application of project man- dent will have a better understanding concepts relevant to decision-making agement skills using good practices of sports beyond what occurs on the in the workplace will be examined. as defined by the Project Management playing field. These concepts, including Egoism, Institute (PMI), the leading internation- As this is a class that examines law, a Utilitarianism, and Categorical Impera- al professional association for Project brief introduction to legal research and tive will be analyzed and then applied Management. writing will be provided. No previous throughout the course. Students will Prerequisite: junior status. knowledge of law or legal research and also be introduced to philosophers writing is required. Prerequisite: junior (Locke, Emerson, Burke) in the context BUS 400 3 status of characteristics identified by execu- Business Administration Intern- tives as essential to effective leadership BUS 340 3 ship. In addition to examining ethics at The internship will provide the stu- Linking Technology and Business the personal and interpersonal levels, dent with a work experience in a This course seeks to provide the stu- students will explore ways to develop business-related setting. This situation dent with a solid understanding of the and promote an ethical culture at the is designed to afford the student an ex- integration of technology with the focus departmental and organizational levels posure to business professionals and areas of organizational structure, strat- (Transformational Leadership). Stu- practices as well as expectations in the egy, business planning, culture and dents will conduct an “ethical audit” of contemporary workplace. The student communications. The course will focus an organization and they may hear a is required to work 120 hours during on developing and implementing a presentation on organizational ethics. the semester at the assigned business methodology for integrating technology Prerequisite: junior status and to attend a weekly seminar with and business that will drive improved fellow interns. Students may not use decision making, communication and BUS 380 3 current or self-employment for intern- collaboration across the enterprise. Projects in Enterprise/SIFE ship credit. Prerequisites: junior status This course provides students an op- Prerequisites: Permission of instructor portunity to make a difference and to and senior status. BUS 350 3 develop leadership, teamwork, and The Role of Information in Financial communication skills by learning, BUS/LW 408 3 Markets practicing, and teaching the principles Employment Benefits The course is intended to be an ap- of free enterprise through service/ex- This course will provide students with plied microeconomics course in that it periential learning projects that create an overview of the law of employ- will use the consumer utility maximiza- economic opportunity and positively ment benefits, with special emphasis tion model as well as game theoretic impact the community. This course given to the administration of quali- modeling of insurance markets. Topics examines and applies the principles fied retirement plans. Reporting and will include insurance, lotteries, risk and processes of project management disclosure requirements, payments, management and decision making to the SIFE criteria: free markets, suc- record keeping requirements, claims with asymmetric information. Students cess skills, entrepreneurship, financial and payments and fiduciary duties will will acquire knowledge of how to apply literacy, ethics, and sustainability. be covered. an information advantage and ascer- Prerequisite: junior status Prerequisite: junior status. tain when an information advantage is being practiced against them. This BUS 390 3 BUS 410 3 understanding of information value will Introduction to Project Manag- Lessons of Leadership in Movies allow the student to make decisions ment This course examines both leadership in regard to lotteries, insurance levels This course seeks to provide the theory and practice. Part of the course and coverage, warranties and uncer- student with a solid understanding of is devoted to an “outline” of leadership tain situations. the principles of project management practices and a review of empirical Prerequisite: ECO 201, MA 145, and as they apply to business today. This data that supports the outline. Finally junior status course is being developed to include various films are viewed and analyzed the most relevant and current prac- in the context of leadership theory. BUS 361 tices within the discipline of project Prerequisite: junior status. Workplace Ethics 3 management. It will focus on providing Is a course that will approach ethics participants with the opportunity to BUS/MGT 415 3 first from a general perspective and individually plan and manage projects Organizational Behavior then examine the application of ethical from their own fields of experience. An effective business leader knows principles through a broad range of The emphasis is on the relevance and “how things work around here.” This 92 HILBERT COLLEGE

knowledge is based on the under- include economic welfare, the trade a stable price level, favorable growth, standing how people self-assess and balance, national debt, money, and the and favorable trade balances. Empha- self-regulate, how people join with financial system. sis will be placed on the interaction others to get things done, how work between monetary theory and the is set up and how these work sys- ECO 300 3 study of banking. tems and processes positively impact Modern International Prerequisites: ACC 206, MA 146, MA results. This course probes tested Economics 200, and junior status models, organizational techniques and This course will be a study in the workplace experience that add to this modern methods of International Trade ECO 330 3 business knowledge. Ways of influenc- economic theory. Topics will include Economics of Sport ing relationships between behavior comparative advantage, monetary This course will apply both macroeco- and environment will be focused on theory, and economic integration and nomic and microeconomic theory to with strong emphasis on applying trade alliance. The course will study the spectator sport industry. There the subject matter to the workplace the new world of economic trade from will be a detailed discussion of the role environment and from the managerial a current perspective and will look at of professional sports organizations perspective. the “big picture” of global commerce, on the local economy, and the eco- Prerequisite: junior status rather than the individual firm. Inter- nomic role of athletics in a collegiate national trade policy between two gov- environment. The course will discuss BUS 490 3 ernments and the market outcomes professional sports monopoly anti-trust Strategic Planning and Manage- of trade agreements will be carefully exemption, and its economic conse- ment explored. No prior economics courses quences. In particular, this course will This capstone course in the business are required; this is not a mathemat- cover issues involved in the industrial program combines strategic theory ics-based course. organization of sports, labor econom- and case-study analysis to develop Prerequisite: junior status ics, public finance, and the economics planning and analysis skills. The focus of amateurism and college sports. is on the formulation, implementation ECO/SO 309 3 Background economic theory will be and evaluation of business strategy for Human Economics provided. a wide range of business enterprises. This course will focus on broad, inter- Prerequisite: junior status Prerequisites: Senior status, FIN 310, disciplinary applications of economics MKT 310. rather than the more business-oriented ECO/MGT 340 3 functions associated with traditional Managerial Economics ECO 201 3 business offerings. It is designed as This economics course for manag- Microeconomics an elective for students in all programs ers will cover applied microeconomic Microeconomics is the study of re- of study. Topics will include interper- theory as it relates to the firm and source allocation in a market economy. sonal relationships (marriage, divorce its managerial decisions. Topics will Resource allocation, decisions by and family); crime (crime and victims, include optimization techniques, firms, households, and government victimless crimes, economics of crime, general demand theory, forecasting, will be examined. Market answers to cheating and lying); government; col- production theory, risk, firm strategy, the questions of what to produce, how lege and university education; health capital budgeting, shareholder wealth to produce and for whom to produce and health care. maximization, and governmental regu- will be investigated. Conditions under Prerequisite: junior status lations. Students will benefit from the which market systems promote and fail quantitative management case study to promote. Allocation and operating ECO/FIN 320 3 as a preparation for business environ- efficiency will also be covered. Money and Banking ment. Recommended for any student The role of money, financial institu- considering graduate or professional ECO 202 3 tions, monetary policy, and bank studies. Macroeconomics regulations will be studied, as will Prerequisites: BUS 210, ECO 201, ECO A model of the aggregate economy will allocating and operating efficiency of 202, and junior status be developed and studied. The efficacy financial markets. Microeconomic of government policies to minimize theory will be used to investigate the ECO 350 3 unemployment, stable price levels, role and efficiency of financial markets. Comparative Economic Systems favorable growth, and favorable inter- Macroeconomic theory presented in and Government national trade balances will be stud- introductory economics will be ex- The course is intended for a diverse ied using the model of an economy tended to further study federal reserve audience of students who desire a real developed in this course. Topic areas policy to promote stable interest rates, world understanding of the economic 93 HILBERT COLLEGE systems of the world, and the role of ed to further study Federal Reserve worksheets. Additional topics include these systems in the past and future policy to promote stable interest rates, what-if analysis, charts and graphics, of each country. The economic back- a stable price level, favorable growth, lists, macros, and importing data. ground and progress of several coun- and favorable trade balances. Empha- Prerequisite: Previous coursework us- tries will be the subject of case study. sis will be placed on the interaction ing Windows applications or knowledge These countries will include the United between monetary theory and the of Windows. States, Japan, Germany, Austria, Po- study of banking. land, and Czech Republic Prerequisites: ACC 206, MA 146, MA MIS 320 3 Prerequisite: junior status 200, and junior status Introduction to Management Information Systems ECO 360 3 FIN 410 3 An introduction to the basic concepts Environmental Economics Investments of Management Information Systems Economics and environmental con- A study of methods of purchasing as- from the managerial perspective. Top- cerns have traditionally been opposing sets in order to gain wealth in the ics will include a study of the steps and forces in competitive markets. Pure form of reasonably predictable divi- techniques employed in the develop- profit maximization has no concern for dends, interest, rentals, and/or capital ment, design, implementation, and the environmental damage it causes, gains over the long term. Time value of evaluation of computer-based systems. unless the damage has an adverse money and risk concepts developed in Prerequisite: junior status effect on profit. Environmental stan- FIN 310 will be extended and refined. dards, and business firm compliance, The portfolio theories of Markowitz, MGT 320 3 have been a continual debate. Can a Sharpe, Tobin, and others will be Human Resources capitalist society have environmental discussed. Theory will be analyzed with Case materials and contemporary controls that are acceptable to busi- reference to real market data. Stu- theory are used to help define the role ness firms and environmentalists? dents will develop investment goals, of the Human Resources Manager and This course will discuss options and strategies, and performance measure- develop the skills and perspectives show how agricultural and environments in applied exercises. Prerequi- necessary to function in this capacity. mental economics have provided a site: FIN 310. Topics will include employee train- new world economic order, such that ing and development, selection, job economic compliance of pollution MIS 120 3 evaluation, disciplinary cases, com- taxes and environmental regulation Microcomputer Concepts & pensation programs, wage and salary can be profit maximizing, self motivat- Applications administration, labor relations, federal ing behavior. This course focuses on the use of the regulation in the workplace, motiva- Prerequisite: junior status microcomputer as a tool for managing tion, and safety and security. information. The emphasis will be on Prerequisite: junior status FIN 310 3 concepts, terminology, and applica- Managerial Finance tions relevant to personal computers. MGT 330 3 A study of decision making by business Software products used in the Managing for Excellence to maximize the wealth of owners. course are Windows, Word, Excel, and An increasing emphasis on quality de- Both short- and long term investment PowerPoint. This course fulfills the mands knowledge of quality concepts and financing decisions of firms will be computer skills course requirement for and the ability to apply the quality studied. Emphasis will be on the use of the Paralegal Studies Program. (Stu- tools. This course examines the role time-value of money and risk concepts dents who have taken LW 104, MIS of quality in achieving performance in financial decisions. 205, or MIS 206 cannot take MIS 120 excellence and introduces the statisti- Prerequisites: ACC 206, MA 146, MA for credit.) cal tools used to measure quality. The 200, and junior status course utilizes frameworks such as the MIS 205 3 Balanced Scorecard and the Malcolm FIN/ECO 320 3 Spreadsheet Software: Baldrige National Quality Criteria to Money and Banking Microsoft Excel analyze quality initiatives. The role of money, financial institu- This course is designed for students Prerequisites: junior status. tions, monetary policy, and bank in business, accounting, or related regulations will be studied, as will fields, but students in any discipline MGT/ECO 340 3 allocating and operating efficiency of can benefit from the course content. Managerial Economics financial markets. Microeconomic It will provide a strong introduction This is an economics course for theory will be used to investigate the to beginning through advanced Excel managers which will cover applied role and efficiency of financial markets. topics. Students will receive detailed microeconomic theory as it relates Macroeconomic theory presented in instruction on formulas and functions, to the firm and its managerial deci- introductory economics will be extend- formatting, and customized printing of sions. Topics will include optimiza- 94 HILBERT COLLEGE tion techniques, general demand CPM, decision theory, and network, unique to sport marketing as well as a theory, forecasting, production theory, inventory, and waiting-line models. review of the principles of marketing in risk, firm strategy, capital budgeting, Prerequisites: MA 200, MA 146, and the context of sports. The emphasis shareholder wealth maximization, and junior status will be on sponsorships, promotions, governmental regulations. Students publicity, public relations, and facility will benefit from the quantitative man- MKT 300 3 marketing. We will look at Sports Com- agement case study as a preparation Consumer Behavior missions/Convention Bureaus and how for the business environment. Recom- The course overviews consumer these organizations market their cities mended for any student considering behavior principles and addresses its to attract events. We will also examine graduate or professional studies. application within the marketing func- global marketing as it applies to major Prerequisites: BUS 210, ECO 201, ECO tion as an effective market segmenta- professional organizations such as 202, and junior status tion/product development/ marketing the National Football League, National communications tool. Course topics Basketball Association and Major MGT 400 3 focus on the dynamics of consumer League Baseball. Finally, the course International Business behavior from both individual and will cover how the corporate world uses The study of the international environ- group perspectives and models of buy- sport as a communication platform. ment and its impact on the manage- ing behavior. Prerequisite: BUS 208 or MKT 310 and ment of multinational and foreign Prerequisite: junior status junior status corporations. Problems and decision- making strategies associated with the MKT 310 3 MKT 410 3 international firm will be explored. Marketing Management International Marketing Prerequisite: junior status In this course, management theory This course focuses on the growing im- and concepts are applied to the field of portance of the international market- MGT 410 3 marketing. Topics will include market ing operations of multinational firms. Labor Relations segmentation, the role of technology, The student’s perception of marketing A study of the changing labor force, and the application of sound manage- management’s domain is expanded labor markets, the evolution and struc- ment decision-making techniques from the domestic environment to the ture of the American labor movement, to marketing situations. Global and global market place—examining the op- collective bargaining, labor legislation, domestic opportunities and the effect portunities, problems, and challenges. current trends in collective bargaining, of cultural differences will also be Considerable emphasis is placed on dealing with labor shortages in the examined in the context of market- creating sensitivity to social, cultural, future, and contracts. ing management. Students will be and political factors in designing mar- Prerequisite: junior status expected to analyze and interpret keting strategies abroad. Other topics marketing management information include techniques of researching and MGT 420 3 and to integrate research, analysis and entering overseas markets, product Entrepreneurism strategy into a marketing plan. Ethics planning, pricing, international distribu- The conception, initiation, organiza- and social responsibility in the market- tion, international promotion, financ- tion, and management of the small ing environment will also be integrated ing, and communication. business will be investigated. Topics into course coverage. Prerequisite: BUS 208 or MKT 310 and will also include production, staffing, -fi Prerequisite: BUS 208, junior status junior status. nancial control, and managing growth. Market research, acquisition of capital, MKT 320 3 Chemistry and forms of business ownership will Advertising also be discussed. The course studies the role of advertis- CH 102 3 Prerequisite: junior status. ing within the overall framework of the Science in Society: Modern Topics in field of marketing. The course covers Chemistry MGT 425 3 the communication process, analysis CH102 will present chemistry in the Management Science of media alternatives, target markets, context of significant social, political, The role of the quantitative approach and the creative aspects of advertising economic and ethical issues. It will to decision making as a component of and campaign preparation. cover current topics like ozone deple- management science is investigated. Prerequisite: BUS 208 or MKT 310 and tion, global climate change, alterna- Emphasis will be on how the quantita- junior status tive energy sources, nuclear power tive approaches work and how they and drug design and the underlying are applied to problem identification MKT 335 3 chemical principles needed to under- and solution by the decision maker. Sport/Event Marketing stand these issues. Class time will be Topics will include linear programming, MKT 335 will provide both an intro- divided between lectures, discussions, project management using PERT and duction to the concepts and theories student presentations and hands- 95 HILBERT COLLEGE

on lab activities. Upon successful tory reports must be prepared and exposed to a wide sampling of digi- completion of CH102 students will be submitted for grading in the weekly tal media formats in a short time, capable of making informed decisions format given in chemistry lab. including photography, video, audio about many of the issues prevalent and basic web design. It also allows in modern society that are based on CH 202 3 or 4 students to use the latest in digital me- fundamental concepts in chemistry. General Chemistry II dia tools and learn basic techniques (Prior knowledge of chemistry is not re- This course will examine such topics and applications for these tools. A quired) This course fulfills the general as solutions, acids and bases kinet- required course for all Digital Media education requirement. ics, organic chemistry, polymers, and and Communication (DMAC) students, plastics. In place of the traditional COM170 is also recommended for any CH 201 3 or 4 laboratory is a new and innovative student who wants to increase their General Chemistry I program using interactive computer- professional viability in the new digital This course will focus on a variety of based simulation experiments. Such marketplace. This course fulfills the chemistry topics such as basic prin- computer based activities bring the Gen Ed requirement. ciples of chemistry, acids, alkalis, chemistry lab to life and allow students solutions, and solubility and reactive to choose their own methods in con- COM 180 3 metals. In place of the traditional ducting successful experiments. This Advanced Multimedia Explora- laboratory will be a new and innovative course can be taken with or without tions program using interactive computer- the lab section (4 credits or 3 credits). Intended as a complement to based simulation experiments. Such This course fulfills the general educa- COM170, the course builds on pre- computer-based activities bring the tion requirement. viously acquired knowledge while chemistry lab to life and allow students Prerequisite: CH 201 or high school furthering students’ understanding of to choose their own methods in con- equivalent. effective media integration (e.g. web, ducting successful experiments. This film/video, audio and photography). course can be taken with or without Digital Media and The course looks to teach advanced the lab section (4 credits or 3 credits). Communication skills while showing students how to This course fulfills the general educa- synthesize various media platforms tion requirement. COM 110 3 into convergent media projects. A There is no prerequisite. However, Introduction to Mass Media required course for all Digital Media students should have some basic Introduction to Mass Media will and Communication (DMAC) students, knowledge of computers. This course present student with a fundamental COM180 is also recommended for can be used as a science or liberal arts understanding of mass communication any student who wants to further their elective or as an all college elective. theory. The course will examine vari- professional viability in the new digital ous forms of mass media in terms of marketplace. CH 201 LAB 1 their evolution, contemporary status, Prerequisite: COM 170 or instructor General Chemistry and future potentials. The course will permission This course will examine such topics also study the effects of mass media of chemistry, measurements, calcula- on both a personal and global level. COM 210 3 tions, classification and properties of The lecture portion of the class will be Media Analysis matter, changes in matter, the struc- supplemented by video screenings, Students learn three distinct methods ture of matter, chemical nomenclature, field trips, in-class research, and group of criticizing the media, 1) the use of the quantitative composition of matter, work. scientific instruments to track media chemical reactions and some quantita- usage in the form of ratings, 2) the tive relationships related to chemical COM 151 3 use of social science to form a critical change. No prerequisites Public Speaking understanding of the effects of media Classes will generally be conducted The goal of this course is to develop and 3) the use of artistic theory to in a format with lecture followed by the student’s ability to communicate understand the intended message of informal discussions and collabora- effectively in a formal speech situation. media. Students will explore these tive learning activities. Topics will be Classroom instruction focuses on the three disparate methods of under- examined on both the qualitative and planning, organization, and delivery of standing media effects, and will use quantitative basis. Students are re- speeches to inform and persuade. their own media viewing and buying quired to keep abreast of content and habits to better understand how the will be assigned readings. COM 170 3 media effects culture. For those electing the chemistry lab Multimedia Explorations computer generated hard copy labora- The course allows students to be 96 HILBERT COLLEGE

COM 240 3 sories. Students in this class also learn A critical analysis of the relationship The Art of Persuasion: Intro- basic pre-production, scriptwriting and between gender and how people com- duction to Rhetorical Strate- research methods while producing the munication, both in terms of style, and gies material for a short length narrative or in terms of message. This course builds on the elements documentary digital film. of argument introduced in EN 101. Prerequisites: COM 180 or instructor COM 330 3 The art of persuasive communication permission Organizational Communication based on the study and application of An introduction to the study of the rhetorical theory is introduced. The COM 305 3 nature of communication within history of rhetoric from ancient Greece Visual Communication organizations. This course provides a to tomorrow will be explored with a The goals of this course are to develop practical introduction to principles of strong look at rhetoric in mass media habits of analysis of production and organizational communication, includ- and contemporary culture. The course consumption of visual information; ing the basic theories, methods, and provides a strong foundation for COM explore of the role of images in the applications of organizational com- 243 Journalism I, COM 344 Public Re- communication process; look at their munication. This course will increase lations Writing, COM 348 Advertising application to journalism, the moving your awareness and understanding of Copywriting, COM 360 Press Relations, image, public relations, advertising communication-related phenomena in and COM 460 Persuasive Campaigns. and digital media. This course is a the context of formal organizations. This course is designed to enhance prerequisite to the graphic design and the student’s ability to apply rhetorical photography courses offered by the COM 332 3 principles to various forms of writing department, and are helpful to anyone Labor Relations and speaking. This course is designed interested in a career in the visual arts Labor Relations covers the history to help students improve their writ- or communication. of labor organizations, how corpora- ing skills and would be beneficial to tions and employees communicate students in all majors. COM 310 3 with each other, and helps develop Prerequisite: EN 102 Mass Communication Theory an understanding of the relationship This is a broad theory course that cov- between labor and communications. COM 242 3 ers the scientific method, application Prerequisites: COM 110 Introduction to Script Writing of theory to general social issues and Mass Media, upper division status Script writing covers the writing and to research on those issues, the logical pre-production stage of television and positivist outlook, and issues such as COM 333 3 film production. Students will learn Paradigm Shift and the Rashomon Corporate Communications how to make basic storyboards, how Effect as they apply to human interac- This course looks at the systems which to write script treatments, and how to tion. On a narrower focus, the class facilitate communication within a develop full-length scripts from basic covers many of the most important corporate structure, and how profes- ideas. theories of communications, and at- sional communicators fit into the basic Prerequisites: EN 102 tempts to cover basic theories from corporate structure. The course covers other fields such as structuralism, both internal and external communica- COM 261 3 functionalism, feminism, and neo- tions roles using all forms of media. Concepts of Integrated Marxism / critical theory. Prerequisites: COM 110 Marketing Introductory public relations, advertis- COM 320 3 COM 343 3 ing, and integrated marketing course Communications Law Journalism that covers the history and practice of and Ethics In this class students will develop their persuasive media. A course is the legal and ethical writing skills through various journalis- aspects of human communications in tic assignments. Students will begin by COM 275 3 western society. Includes an in depth learning the basic elements and style Digital Filmmaking look at the history of communications of news stories, editorials, interviews, Digital filmmaking is an intermedi- laws, current case law, constitutional and columns. In addition, students ate level course dealing with theory, law, and a discussion of international will learn the importance of objectivity, techniques, and aesthetics of cinema- law covering communications, speech, accuracy, and awareness of audience. tography and lighting, via demonstra- and the press. In addition, students will be exposed tions, exams, practicums, and shooting to advanced interview techniques, dif- exercises utilizing a variety of industry- COM 323 3 ferent formats of journalistic reporting, oriented digital equipment and acces- Gender and Communications and will look further into the ethics of 97 HILBERT COLLEGE

journalism. COM 360 3 ber of concepts that will be explicated Prerequisites: EN 102 or instructor Press Relations further via the screenings. permission Students alternately take on the roll of a member of the media, and a person COM 373 3 COM 344 3 whose job is to deal with the media, Graphic Design Public Relations Writing and plays these roles in relations to Graphic Design deals with the interac- In this course, students will develop their own major (ECI students deal with tion of text and image, the fundamen- their writing skills through various as- ECI situations, business students deal tal components of graphic communica- signments dealing with public relations with businesses, and so forth). tion. The course will be project-focused and advertising. Students Prerequisites: EN 102 and upper class and cover principles of digital design, will complete a variety of assignments, status desktop publishing, composition, beginning with press releases, newslet- computerized layout, typography and ters, and advertising copy and continu- COM 362 3 imaging applied to advertising, public ing to more complex assignments that Integrated Marketing Research relations, and publication design for will involve multiple tasks, such as spe- A basic human studies course de- print and web. Visual literacy will be cial events planning and an advertising signed to teach how to apply modern increased through exposure to con- campaign. Graphic design and desktop scientific instruments to the prediction temporary design issues. Students are publishing (using Quark Xpress) will of market patterns and forces. Stu- introduced to visual theory in COM 305 also be discussed and utilized in the dents will develop and deploy research “Visual Communication,” but will apply class. instruments and test interventions in these theories to their own work in Prerequisites: EN 102 and upper divi- research groups to learn both theory COM 373 “Graphic Design.” sion status driven research, and non-theoretical Prerequisite: COM 305 or instructor market research. permission COM 345 3 Prerequisites: MA 200 Statistics, upper Sports Reporting class status COM 374 3 This course covers the methods of Lighting for Video and Theatre reporting on and writing for sports COM 370 This course covers the basics of safe coverage. Digital Photography 3 handling of performance light, includ- Prerequisites: COM 243 or instructor An general digital photography course ing the technology of lighting, and the permission which deals with the photographic his- artistic dimensions of lighting. Light tory and theory, basic and intermediate subjects will include advanced three COM 348 3 photographic techniques and digital point lighting, theatrical lighting for Advertising Copywriting manipulation of images. Students will video, theatrical lighting for stage, This course will provide students with view and criticize the works of notable electrical theory, light and color theory, the opportunity to learn about adver- photographers for visual style and safety, and grip work. tising through a study of advertising underlying message. This course will Prerequisites: COM 170 Explorations in strategies and practices. Students will attempt to help the student develop an Media and upper class status begin by examining various advertising artistic style and a firm grounding of strategies, including consumer-orient- visual theory. COM 375 3 ed and product-oriented strategies. Prerequisites: COM 305 or permission Digital Film Editing Prerequisites: EN 102 and upper divi- of the instructor Digital film editing is an intermediate- sion status level course covering theory, tech- COM/CS 371 3 niques and aesthetics of COM 351 3 Contemporary Cinema film/digital video non-linear editing. Speaking for the Professions The course is a study of current trends A variety of industry oriented digital The course will be structured in such a in international and independent film- applications, with emphasis on Final way as to focus on the speaking situa- making. The screenings will exemplify Cut Pro, will be utilized in the editing tions in which most professionals must a range of genres and styles revealing exercises. Students are encouraged to perform. Appropriate topics, by aca- the diversity of recent releases. The take COM275 in the previous semes- demic major, will be developed within course will also deal with elements ter which will provide them with the simulated situations. Key strategies of cinematic comprehension through necessary instructional materials to will be introduced and then integrated discussion of narrative structure, tech- complete class assignments. into student presentations given during nique, theme and form. The course is Prerequisites: COM 275 or instructor the semester. split between screening sand lectures. permission Prerequisites: COM 151 The lectures will be devoted to a num- 98 HILBERT COLLEGE

COM 378 3 Prerequisites: COM 373 Graphic De- es, or Business, etc. The completion Radio Production sign OR Instructor permission of a senior thesis is intended to show A course in advanced audio methods. a student’s ability to carry on indepen- This course covers the use of sound in COM 460 3 dent and sustained scholarship within advanced video productions and in au- Persuasive Campaigns the discipline and will also result in a dio productions including the collection Students will integrate their under- superior writing sample for a graduate and use of foley, sound effects, audio standings of communications theory, application. In this age of competi- track editing, and other topics. communications research, public tive applications to graduate school, a Prerequisites: COM 170 Explorations in relations and advertising methodology, proven ability in independent and so- Media upper division status and media analysis into a single cam- phisticated scholarship before admit- paign, allowing students to “tie-in” all tance gives an applicant a great advan- COM 380 3 of their various knowledge and skills tage. The thesis is to be undertaken Communications Technology into one whole. only with the approval of both a faculty Communication technology is an Prerequisites: Upper division status advisor who will oversee the project, engineering course that covers how and the chair of the department. The information is transmitted and stored. COM 475 3 specifics of the project will be designed Topics include digital and analog infor- Studio Production by the student under the guidance of mation systems, information trans- Studio production is an advanced the faculty advisor. Though the project mission and storage schema, digital course in which the elements of video must be centered in one concentra- compression techniques, encoding and studio production are covered. Training tion of Communication, the scope may decoding theory, and discussions of is given in the function and operation include other areas as well. In projects noise, redundancy, error recovery, and of all studio facilities. The direction and that cross disciplines, the student may the technologies that support modern production of basic types of programs need to ask additional faculty to help communications. are taught and practiced. Students advise in those areas. In such cases, Prerequisites: Upper division status learn to handle all of the basic staff the student will be advised by a com- positions on the video studio produc- mittee of faculty members with a Com- COM 381 3 tion team. munication Studies Department faculty Web Design Prerequisites: COM 375 or instructor member serving as Chair. An general web design class in which permission Prerequisite: permission of depart- students learn techniques for web ment chair design including interface design, COM 478 3 scripting, multimedia integration, and The Documentary: Filming the World COM 491/492 3 database integration. as it is Internship Prerequisites: COM 305 or instructor Students in this course take a basic As one capstone option a student permission understanding of video production and may choose to take the Communica- marry it to the research techniques of tion internship. This course provides COM 385 3 ethnography or documentary studies. the Communication major with an 2D-3D Graphics This assumes that a student will be experiential situation in a professional This class will be a hands-on, project- able to produce basic, quality video im- setting related to the student’s area focused course showing how to make ages and sound using modern equip- of concentration: Integrated Market- a project from design to final render. ment, but stresses academically and ing, Interpersonal and Organizational Students will be using 2d and 3d ethically valid methods of research in- Communication, Media Arts, and modeling/graphic applications, and stead of mastery of the “art” of video. Media Writing. A variety of experiences will explore fundamental principles of Prerequisites: COM 275 Video Produc- is available and will be guided by the three-dimensional computer animation tion or permission of instructor, upper professional agency in consort with including: pre-visualization, model- class status the internship director. All students ing techniques, movement, motion interested in an internship must obtain principles, lighting styles in screen COM 490 3 the approval of the Department Chair space, and concept development. The Senior Thesis during the semester prior to the intern- storytelling process and the develop- This course is designed for the Com- ship. Students must complete a paper ment of observational skills will be munication major with senior status on their experience and hold their work emphasized. This course will cover all and a grade point average of at least position for no fewer than 40 hours per related techniques needed to created 3.5 who intends to continue on to a credit awarded. This course may be 3D scenes including lighting, texturing graduate program in Communication, taken twice for 1-3 credits each time, and rendering. Integrated Marketing, Human Resourc- each time it is taken should be with a 99 HILBERT COLLEGE different organization. Prerequisites: Senior status in the and Oracle. The implementation of Prerequisite: Permission of COM advi- Communications Program, and Permis- database system security will also be sor and upper division status sion of Department Chair stressed. Prerequisites: CIS 220 COM 493/494 3 COM 499 3 Professional Seminar Senior Video Project CIS 270 3 This course is designed for senior Seniors may work, as a group, on a Introduction to Computer Network- –level students. It is designed to pre- capstone experience producing a sub- ing pare students to succeed in the highly stantial video production. This course will discuss the principles competitive worlds of Media Arts, Pub- Prerequisite: Permission of the De- and practices of computer networking. lic Relations, and Marketing by giving partment Chair Topics will include: introduction and them real-world hands-on experience history of networking, Lan and Wan in the field. Computer Information Systems communications, network communica- It is no longer possible to expect to CIS 170 3 tion protocols, connecting through a work in an area in isolation—all aspects Computer Systems: cabled network, devices for connecting of the industry are now enmeshed. The Computer Architecture and Operating networks, connecting through a wire- new key to success is one’s ability to Systems less network, sharing resources on a manage and work within the con- The course will provide a working network, using a Windows server, basic vergence of multi-media. Reporters knowledge of computer hardware and network design, securing your network must work in web based media and the basic operating systems of DOS and maintaining and troubleshooting. video as well as writing copy; camera and Windows. The course will focus Prerequisites: CIS 170 people must write, film, produce, and on the creation, maintenance, and edit work; PR is now in charge of press destruction of data stored in electronic Creative Studies releases, web presence, marketing, form. The configuration and connec- CS 101 3 and media production. Simply put, the tion of peripheral equipment and the Introduction to Film Studies more you can move between media installation of network hardware and CS 101 is designed to introduce stu- elements, the more you understand, cabling are explored. dents to the basics of film analysis and the more employable you will be and appreciation. We will begin by study- the more promotable you will be. CIS 220 3 ing a variety of major film concepts In this seminar students will work in Introduction to Computer Program- such as mise en scene, montage, and real-life settings to create multi-media ming cinematography. During the middle projects for clients. The Professional This course will provide a comprehen- section of the course, we will discuss Seminar is designed to enable stu- sive introduction to procedural and and practice more advanced approach- dents of to prepare a professional object oriented programming. A variety es to film appreciation such auteur portfolio showing broad skills. of general programming concepts will and genre analysis. The final section be taught in C and C++ using tools of the course will focus on a variety of COM 495/496 3 available under the Linux operating theoretical approaches to film analysis Independent Study: system. Students will also learn basic that will include but not be limited to Portfolio Design file management skills using Linux. Semiotic and Psychoanalytic criticism. In this course, students will work on Prerequisites: CIS 170 or permission of Lastly, throughout the course, we will developing a portfolio consisting of a department examine the key political, social, and variety of writing assignments in the ar- technological developments that af- eas of public relations and advertising. CIS 230 3 fected the evolution modern film. This This course is intended as a capstone Database Management Systems course fulfills the general education course, building on the other courses This introductory course will explore requirement. offered in the Professional Communi- the role of data, file management, and Prerequisite: EN 101 cations concentration. The various as- database systems. Topics will also signments included in the portfolio will include the practical aspects of client/ CS 250 3 provide students with quality samples server computing and how informa- Creative Writing Workshop I of their writing that they can show to tion is encoded, stored and retrieved. An introductory workshop seminar prospective employers. Included in This course will provide students with that explores the writing of poetry the portfolio will be press releases, the background to design, implement, and short fiction. Original poems and newsletters, brochures, and print and and use database systems. Students short stories by members of the class television ads. This course may be will become familiar with the SQL are discussed by the instructor and taken twice for 1-3 credits each time. database language, Microsoft Access class as a whole. Students will also 100 HILBERT COLLEGE be required to read from a literature of the century to the 1990’s. We will Criminal Justice system and the inter- anthology in order to assess models of study four major periods: the silent relationship of these parts, incorporat- the best contemporary poets and writ- film, the transition to sound, the studio ing the development of the CJ model. ers. The course aims at the continu- system, and the contemporary film. We The three areas of this model are stud- ing development of students’ critical will examine representative films and ied: law enforcement, judicial/legal, instincts along with the concomitant directors from each of these periods, and corrections. The Criminal Justice development of writing strategies. and we will also discuss the key politi- system is viewed in its historical devel- Prerequisite: EN 102. cal, economic, technological develop- opment as well as in its relationship to ments that influenced the evolution of contemporary social issues. A required CS/EN 257 3 American cinema. course for Criminal Justice, Economic Art, Literature, and the Examined Life Prerequisite: EN 102. Crime Investigation and Forensic Sci- This course is designed to introduce ence (CSI) majors. students to a wide variety of liter- CS 365 3 ary and artistic genres and engaging Great Directors of Modern CJ 102 3 introspective practices in order to help American Cinema Juvenile Delinquency students develop richer inner lives and This course will examine six major An in-depth study of the nature and ex- become more thoughtful lifelong learn- film directors who have each had a tent of juvenile delinquency in America. ers and productive citizens. Through- profound impact on the development Topics covered include an overview out the course, students will receive of modern American cinema. The and examination of philosophies of a balanced exposure to works of art— course will examine each director via juvenile control, the magnitude and literature, painting, and film, among close visual analysis and discussion trends of juvenile crime in America, others—as well as a variety of critical of representative films. The course will the major theoretical perspectives approaches to the interpretation of art focus on several key themes: the direc- addressing crime causation, and other which they can then utilize to develop tors’ distinctive vision of modern life; issues directly related to the course, their personal growth and self-defini- in what sense each of these directors e.g., gangs. tion. Among other requirements, this can be considered a true auteur; the writing and reading intensive course major technical and creative contri- CJ 103 3 will include a series of self-reflective butions each has made to modern Introduction to Security journaling assignments and a major filmmaking; and how each redefines This course begins with an examina- service learning project through which many traditional forms such as war, tion of the “private security officer students will demonstrate their ability suspense, detective, gangster, and profile,” which is designed to provide to integrate art, literature, modes of comedy genres. students with an understanding of critical interpretation and inquiry, and Prerequisite: EN 102. what it takes physically and mentally lifelong learning. to be an effective security officer in Prerequisites: GS 101 and EN 102 CS/COM 371 3 today’s workplace, to include authority Contemporary Cinema and conduct. Qualifications and re- CS 350 3 The course is a study of current trends quirements set forth by law, that must Creative Writing Workshop II in international and independent film- be met, in order to legally become a An advanced workshop seminar that making. The screenings will exemplify private security officer, will also be dis- explores the writing of poetry and fic- a range of genres and styles revealing cussed. The private “security officer’s tion. Original poems and fiction the diversity of recent releases. The two core functions” will be highlighted, by members of the class are discussed course will also deal with elements relative to the role of security officers by the instructor and the class as a of cinematic comprehension through in carrying out the “security depart- whole. The course aims at the continu- discussion of narrative structure, tech- ment’s six core responsibilities.” The ing development of students’ critical nique, theme and form. The course is types of private security departments instincts along with the concomitant split between screening sand lectures. will be studied, along with a variety development of writing strategies. The lectures will be devoted to a num- of workplaces that private security Prerequisite: Upper division status, EN ber of concepts that will be explicated officers typically protect in today’s “Cor- 102. further via the screenings. porate America.” The basic organizational structure of the United States CS 357 3 Criminal Justice Department of Homeland Security will A History of the American be introduced to the students. Cinema CJ 101 3 This course will trace the development Introduction to Criminal Justice of the American cinema from the turn An introduction to the parts of the 101 HILBERT COLLEGE

CJ 200 3 course is designed to enable students dents with an in-depth understanding Introduction to Corrections to understand crime as a single issue, of the decision making process as it re- This course will present an overview prior to agency or institutional involve- lates to probation, parole, and commu- and critical analysis of contemporary ment. A required course for Criminal nity based corrections. It will examine correctional theory and practice. Is- Justice and Economic Crime Investi- the organization and management of sues to be explored include prisoner gation and Forensic Science/Crime probation and parole agencies. Issues rights, victimization, the death penalty, Scene Investigation majors. such as constitutional impact, political community corrections, probation and and legal implications, pre-sentencing, parole concepts and practice, correc- CJ 205 3 supervision, parole success, types of tional careers, unions, and the future Drugs, Crime and the Criminal Justice conditional release, interaction with so- of corrections. A required course for System cial and legal agencies will be covered. the baccalaureate degree. Prerequi- Drugs and substance abuse have Prerequisite: CJ 200. site: one college-level criminal justice been and will continue to be a major course or permission of instructor. problem for our entire criminal jus- CJ 302 3 tice system. Students preparing for a The Juvenile Justice System CJ 202 3 career in criminal justice and related This course is designed to introduce Introduction to Law and Justice disciplines need an awareness and students to the workings of the juve- This course will chronicle the devel- understanding of the problems, issues, nile justice system. Students will be opment of the American system of terminology and impact of this difficult familiarized with relevant interactions criminal law. In addition, it will include area. This course is designed to intro- of various agencies (e.g., the police, how today’s criminal justice system duce the student to the study of drugs courts, department of corrections and is impacted through the implementa- and substance abuse and their impact other youth agencies and programs) tion of these laws. The second half of on the criminal justice system. Through with the youth of our society. Through the semester will consider the general class lectures and discussion the stu- class lectures and discussion students elements of crime. It will analyze con- dents will come to understand specific will be introduced to the problems ventional defenses to criminal liability drugs and substances that influence encountered by the juvenile justice sys- and investigate the major offense not only our society but more specifi- tem and an evaluation of those prac- categories, at an introductory level, as cally our criminal justice system. There tices which have been implemented to defined by the New York Penal Code. are no prerequisites for this course. reduce delinquency. Lastly, the basic Students will consider various social, A required course for the baccalaure- rights afforded youth with respect to cultural and economic consequences ate degree in Forensic Science/Crime their interactions with the criminal that are related to the American Scene Investigation. justice system will be examined. system of law. The course will prepare Prerequisite: CJ 102. students for upper level law classes, CJ/HI 207 3 and for future employment within the Crime and Punishment in CJ 304 3 field of criminal justice. A required America Organized Crime and the Career course for the baccalaureate degrees This interdisciplinary course exam- Criminal in Criminal Justice and Forensic Sci- ines crime and punishment within its This course will focus on the analysis ence/Crime Scene Investigation. social and cultural context. Students of how criminal organizations are examine how society has defined crime structured, how they function, and CJ 204 3 and what punishments have been how they have developed criminogenic Crime and Society exacted during five distinct periods market structures for illegal co-ops or The aim of this course is to familiarize of American history from the colonial services. The connection between le- students with the field of criminology. to the present. Topics such as social gitimate business and organized crime, Attention will be paid to theory con- control, crime and news media, and and political machines and organized struction and theory testing to arrive at crime in popular culture are interwoven crime will be studied in depth. The a better understanding of the present throughout. This course fulfills a CORE drug cartels, ethnic gangs, white-collar state of criminological knowledge. I requirement. criminals, and financial organizations The concept of crime will be studied Prerequisites: EN 102, sophomore will focus on contemporary views. from a number of theoretical perspec- status. Prerequisite: CJ 204. tives including biological, psychological, sociological and cultural. Special CJ 300 3 CJ/HS/PSY 305 3 consideration is given to contemporary Probation, Parole, and Community- Research Methods in Social criminological concerns such as white Based Corrections Sciences collar, victimless and violent crime. The This course is designed to provide stu- This course is designed to familiarize 102 HILBERT COLLEGE

criminal justice, human service and pragmatic career choice information to Environmental Investigations psychology majors, as well as potential the student concerning required entry This course is designed to introduce graduate students, with the concep- level law enforcement testing, physical and apply environmental investiga- tual and operational skills to design requirements age restrictions, psycho- tive techniques to the detection and and conduct research, including: the logical parameters, and other qualifica- resolution of environmental criminal development of research questions tions that the student will be required activity. It will include an in-depth and hypotheses; selection of research to meet in order to enter into a law discussion of: environmental investiga- design and data collection strategies, enforcement career. There is a strong tive approaches, laws and regulations sampling procedures, and data analy- emphasis on police entry testing. governing the enforcement of environ- sis and interpretation. Students will Prerequisite: CJ 101, Upper division mental crimes, differentiation between acquire the skills necessary to conduct status. This course was previously law enforcement and regulatory duties, social science research and to prepare listed as CJ 211 and an understanding of a basic law formal research reports. This course is enforcement tenet, protection of life offered every semester. CJ 311 3 and property, from an environmental Prerequisite: MA 200 Police Management and perspective. A required course for the Organization baccalaureate degree in Forensic Sci- CJ 307 3 This course would expose the student ence/Crime Scene Investigation. Gender and the Criminal Justice to a broad spectrum of law enforce- Prerequisite: Upper division status or System ment organizations that occur in our permission of the department. As the position of women changes society today. The focus would be on in society, changes occur within the the organization of law enforcement CJ 315 3 criminal justice system. This course will and certain management styles that Laws and Rules of Evidence provide students with a clearer view have been utilized to deal with policing This upper division criminal justice of how women have historically been our society. The issues and areas to be course is designed to combine the treated by and within the system, the covered would include: management principles of competency-based learn- current status of women, the problems theory, organizational environment, ing of case law and the skills neces- which have leadership, productivity, operations, sary to effectively understand the resulted from rapid changes, and a information management, communica- practices and procedures of our court view of what is likely to happen in the tions, and the relationship that exists and judicial system. The course will fo- future. Female crime victims, female in these and other areas which affect cus on the nature and development of criminals, and women who work in the our law enforcement agencies today. A evidence law, admissibility of evidence, criminal justice field will be discussed. required course for the baccalaureate relevancy of evidence, character evi- Attention will also be paid to the chang- degree in Criminal Justice. dence, witness examination and cred- ing status of men in the system, and Prerequisite: Upper division status or ibility, impeachment, expert testimony, the special problems they face (i.e. permission of the department. scientific evidence as well as hearsay sexual harassment or discrimination and privilege testimony. complaints). CJ 312 3 Prerequisites: Upper division status Prerequisite: Upper division Police: Human Dimension and CJ 202 Introduction to Law & Jus- status or permission of the depart- This course will review the historical tice or other law related class ment. foundations of policing and relate those original influences to present-day CJ/HS/PSY 316 3 CJ 310 3 practices and policies. The course will Family Violence Introduction to Policing/ Professional include a review of private police/secu- This course is intended to provide stu- Entry rity, police unions, political influences dents with a stronger understanding of This course is designed to provide the on police work, and police deviance. An the scope and seriousness of all forms criminal justice major with basic in- in-depth look at police problems and of family violence and abuse, and the formation about the state, county and issues such as ethics, decision mak- difficulties faced by criminal justice municipal level of policing in the United ing, police discretion, use of deadly and human service agencies. Histori- States. Issues such as the police role, force, police cynicism, stress in police cal, social, political, psychological, and police discretion, police culture, per- employment, coping mechanisms, and legal aspects of family violence will be sonality and stress will be discussed. the future of policing will be included. considered, and much time will be de- Other areas of inquiry will be police Prerequisite: Upper division status or voted to examining underlying causes. and the various communities they permission of the department. This course will also evaluate some of police, police and the law, and police the nonviolent harm done by families ethics. Finally, the course will present CJ 314 3 to their members, including the contri- 103 HILBERT COLLEGE

butions made by family structure and federal government was undertaken ing an information security program. functioning to problems such as delin- with the specific intent of improving The course includes a discussion of quency or adult criminality, depression, the security and safety of our nation several of the ten domains which com- and suicide. against terrorist attacks such as the prise the common body of knowledge Prerequisite: Upper division status or ones that occurred on 9/11. The for information security. This course permission of the department. concept of homeland security has now sets the foundation for further study in evolved into a much broader context computer and network security. CJ/HS/PSY 317 3 that affects the everyday lives of all Prerequisite: Upper division status or Family Violence Treatment and Americans. It affects our basic civil permission of the department. Prevention liberties (the Patriot Act), how we travel This course offers an introduction to (airport and airline security), how we CJ 334 3 the dynamics of family violence with an gather and disseminate intelligence Analysis of Sexual Offenses & the Sex emphasis on treatment and information, how first responders are Offender intervention strategies. Students trained to respond to suspected acts of This course is designed to provide the will examine types of family violence terrorism and how we conduct busi- student with information concerning across the life span, identification and ness with countries that harbor or fos- sexual offenses & sex offenders. The reporting procedures, controversial ter terrorists. These and other related course content will cover legal issues, issues of relevance to the field of fam- topics concerning Homeland Security as well as victim and offender treat- ily violence, the impact of substance will be discussed during this course. ment issues; abuse/misuse on family functioning Prerequisite: Upper Division Status. examining issues within an ecologi- and violent patterns of behavior, and cal framework. Current controversies current and innovative approaches to CJ 330 3 concerning the management of sex treatment and prevention. Ethics in the Criminal offenders in the community will be Prerequisite: Upper division status or Justice System discussed in detail. Prerequisite: Upper permission of the department. All professionals in the Criminal Justice division status or permission of the system must be sensitive to ethical is- department. CJ 320 3 sues. This course will expose students Transnational Crime and Comparative to a broad range of moral argument CJ 335 3 Criminal Justice Systems and so give them an opportunity to Diversity Issues in Criminal Jus- This course will provide an interdisci- construct moral frameworks of their tice plinary perspective of worldwide crime own. Students will explore a variety of The criminal justice system faces and justice. The course will explore top- ethical issues in criminal justice such serious questions about its handling ics such as global crime, crime rates, as (1) Social inequalities; unequal ac- of diversity, and this is likely to worsen crime trends, and crime theories. The cess to justice; (2) Corruption, bribery, in the future. This course will examine Criminal Justice Systems of England, and influence peddling; (3) The integ- the racial/ethnic and diversity issues France, Sweden, Japan, and Russia will rity of evidence; truthful testimony; that are directly relevant to the justice be compared with the United States (4) Plea bargaining; (5) Use of force, system, in order to provide students Criminal Justice System. weapons, and coercion. A required with the background they need to Prerequisite: Upper Division status or course for the baccalaureate degree in understand crime in a racial context, permission of the department. Criminal Justice and Forensic Science/ accusations of differential justice, Crime Scene Investigation. cries of racism over police shootings, CJ 321 3 Prerequisite: Upper division status or hate crimes, concerns about political Terrorism and Homeland permission of department. correctness and affirmative action, and Security a variety of other topics. Some atten- This upper division course was de- CJ 333 3 tion will also be devoted other groups, signed to provide students with an Information Security including religious minorities, gays and understanding and appreciation With the expansion of global networks, the disabled. for the whole new concept that was organizations have an increasing need Prerequisite: Upper division status or formulated primarily to combat the to understand how to protect critical permission of department. threat of terrorism. Initially, Homeland information assets from a myriad of Security was a term utilized by Presi- threats. This course provides a broad CJ/SO 336 3 dent George W. Bush to describe the overview of the field of information Sociology of Management creation of the newly formed Depart- security, with a focus on security man- This course is designed to present ment of Homeland Security. This agement practices. It covers terminol- to the student the basic ideology of comprehensive reorganization of the ogy, history and the process of manag- Max Weber’s “Rationality” as typified 104 HILBERT COLLEGE

by modern management techniques disparity and other issues that would discussed concerning instances where used today that is in direct conflict with be relevant. This is a seminar based a totally new security department has “Traditionalism” still in existence in de- offering. to be staffed, or when personnel struc- veloping and underdeveloped nations. Prerequisites: CJ 200. ture changes within an existing depart- The course ment are necessary, as dictated by the focuses on the development of the CJ 402 3 new strategic plan. Budgeting for the rational approach of western manage- Advanced Criminological Theory implementation of the new security ment that emerged with the economic This three credit (upper-division) strategic plan will also be discussed. A system of capitalism and the industrial course is intended to expose students written project pertinent to the survey revolution to the post-industrialized to a full semester examining the im- process and remedial applications is nations of today. The course takes portance of theory in the development required, in addition to an oral presen- the student through this 200 year of modern day knowledge, the history tation of the surveys “findings” to a journey using George Ritzer’s text that and expansion of theoretical perspec- “mock board of directors,” comprised examines the management techniques tives in the field of criminal justice (as of fellow students. developed and emulated now world- well as related fields of study), and how Prerequisite: CJ 103 or permission of wide by the McDonald Corporation and theories have been used to guide so- the department. the Walt Disney Corporation. cial policy. Students will also critically Prerequisites: SOC 101 and upper divi- examine programs and other efforts CJ 404 3 sion status aimed at reducing crime and delin- Criminal Investigation/Criminalis- quency that have followed the ideals of tics CJ/ECI 350 3 various theoretical perspectives stud- This course will develop the inves- Law of Economic Crime ied. The class will build on lower-level tigative process (both criminal and Economic Crime Investigation focuses courses aimed at examining crime & non-criminal) from the scene through on those complex crimes designed to delinquency (e.g., CJ 102 Juvenile De- trial. The course is designed for the bring financial rewards to the offender. linquency, CJ 204 Crime and Society, student to understand the investigative The course will examine substantive CJ 302 The Juvenile Justice System). process as a part of the and procedural law affecting financial Students completing this sequence criminal justice network and also as institutions, commercial businesses will have a strong concentration in a part of civil litigation, starting from and their agents and employees in Juvenile delinquency. This course will historical perspective up to current relation to economic and business- also benefit students wishing to pursue importance of criminalistics as part of related crimes. This course will identify graduate studies in the field of criminal that process. The goal of this course criminal statutes and case law appli- justice or related fields of sociology, is to have the student develop an ana- cable to economic crimes, and through psychology and social work. lytical understanding of the investiga- a study of these will give students a Prerequisite: CJ 204 and upper divi- tive process and to understand the thorough knowledge of the elements sion status. interrelationship of the investigative required to successfully identify, inves- process and criminalistics. A required tigate and prosecute economic crimes CJ 403 3 course for the baccalaureate degree in Prerequisite: Upper division status or Security Administration Criminal Justice and Forensic Science/ permission of department. This course focuses on the security Crime Scene Investigation. administrator’s role in developing the Prerequisite: CJ 204. CJ 400 3 security department’s mission state- Advanced Seminar in Corrections ment and a corporate-wide security CJ 405 3 This course presents a critical and in- strategic plan, for protecting a major Advanced Seminar in depth analysis of current correctional corporation’s assets and holdings. Criminal Justice issues that face our country today. The Various facility survey methods will be The focus of this course is to identify focus of the semester will be in areas examined, along with the reasoning the unresolved issues and influences of problem analysis, problem solving, process necessary to determine appro- that affect our criminal justice sys- and recommendation presentations. priate remedial applications, pertinent tem in the areas of law enforcement, The issues examined will include areas to such areas as security and life courts, private security and correc- such as death penalty, riot, overcrowd- safety. The processes for determining tions. The student participant should ing, A.I.D.S. in the correctional setting, if any existing departmental policies be able to research, evaluate and recruitment, alternative sentencing, and procedures need to be deleted propose potential solutions or recom- recidivism, community based correc- or revised, and when developing new mendations in these particular issue tions, classification, comparative or policies and procedures if necessary, areas. Issues such as use of deadly international corrections, regional will be explained. Staff organization is force, police crackdowns, community 105 HILBERT COLLEGE policing, private policing, educational with debates and controversies about be weighed. Among the topics to be mandates, equal opportunity, re- their role in society never far from the considered are categories of murder, search, sting operations, media influ- center of legal, political and public stalking, arson, rape and other forms ence, constitutional influences, victims attention. Analyzing important issues of violent sexuality, school violence, of crime, plea bargaining, life without in policing, interpreting empirical workplace violence, kidnapping, and parole vs. death penalty, court case results and discussing implications for other violent crimes. Attention will also overload, and other relevant issues will policy and practice are the goals of the be paid to injurious behaviors such as be focused on. The main goal of this course. This course aims to provide an suicide and self-mutilation. Each form course is to bring together a student’s advanced knowledge of the structure of violence will be examined from four college academic experiences in of policing in America and explore find- different angles: causes, societal reac- areas of writing, oral communications, ings from research considering police tion, criminal justice system response research, statistics, and the criminal behavior and police policies. Current and possibility of prevention. justice major in a way that will help one trends in policing philosophies and Prerequisite: CJ 204, Junior Status. develop one’s investigative, communi- strategies will be identified and their cations, and problem-solving skills. A effectiveness will be debated. The re- CJ 499 3 required course for the baccalaureate lationship between police and society Criminal Justice degree. will be stressed. Practicum/Internship Prerequisites: CJ 305, senior status. Prerequisite: CJ 311 or CJ 312 or CJ This course would make available an 411. experiential situation in a criminal CJ 411 3 justice setting and provide an opportu- Police, Politics and Professional- CJ/HS/PSY 416 3 nity for the intern to learn from a field ism Advanced Issues in Family placement in a police, correctional, This course is designed for the crimi- Violence court-related, or private organization. nal justice major intending to pursue While family violence is a very old A variety of experiences will be avail- a career in public law enforcement problem, as an academic discipline it able and guided by agency and school management. In the United States is continually changing. This course is personnel. Reserved for students in criminal justice system all public law designed to give students the opportu- the Criminal Justice program. All pro- enforcement agencies are constitution- nity to examine the process of change spective students are required to have ally under the control of elected civilian as they relate to the theoretical, politi- a conference with the Criminal Justice officials. These elected officials often cal, and practical issues associated Chair during the pre-registration period have little or no professional expertise with family violence. Students should to make arrangements for appropriate in law enforcement matters. These possess basic knowledge about the placement in a criminal justice agency. officials, however, have the power to history, types and patterns of abuse Prerequisites: Senior status and ap- control law enforcement agencies in before taking this course, as well proval of Criminal Justice Chair. many ways such as appointing the as an understanding of the criminal agency executive officer, controlling justice system. Attention will be paid Computer Security and Information the agency budget, and in many cases to new theoretical developments in Assurance setting agency policy. Students pursu- the field, and changes in the relation- ing a career in public law enforcement ship between theory and practice. The ECI/ACC 313 3 supervision and administration should relationship between family violence Financial Investigations be familiar with the electoral process and other forms of violent crime will be This course is designed to introduce of their jurisdiction(s), how to effec- considered, and current debates in the and apply financial investigative tech- tively deal with elected officials and field will be examined niques to the detection and resolu- understand the political realities that Prerequisites: CJ/HS/PSY 316 or CJ tion of criminal activity. It includes often underlie the political actions of 317 an in-depth discussion of financial these officials. investigative approaches, law and legal Prerequisite: Upper division status and CJ 417 3 concepts guiding criminal prosecutions CJ 311 or BUS 210 or permission of Violent Phenomena in the United States, concepts of evi- the department. While violence holds a special fascina- dence and procedure, the movement tion to many, it is rarely understood. of money through financial institutions, CJ 412 3 This course will examine a wide variety tracing money through a business Advanced Issues in Policing of violent phenomena from a multi dis- including discussions of business The police constitute the most highly ciplinary perspective. The history and organization and accounting systems, visible and pivotal social agency theoretical cause of violence will be various methods of tracing funds and involved in the maintenance of order, discussed, and empirical evidence will interviewing techniques used in these 106 HILBERT COLLEGE

investigations. Economic Crime Investigation focuses seize and how to take it. Prerequisite: 45 credit hours com- on those complex crimes designed to More and more crimes involve digital pleted, bring financial rewards to the offender. evidence that requires seizing, imaging ACC 205. The course will examine substantive and analysis. The evidence needs to and procedural law affecting financial be reviewed for possible investigative ECI 333/CJ 3 institutions, commercial businesses leads and for possible presentation in Information Security and their agents and employees in court. This course will focus on how This course is designed to introduce relation to economic and business- to properly seize, image and examine students to the development of infor- related crimes. This course will identify digital evidence. It will include creat- mation security policies and planning. criminal statutes and case law appli- ing and verifying the duplicate image Information systems, and the tools and cable to economic crimes, and through of digital evidence, analyzing the data techniques needed to establish, moni- a study of these will give students a to locate evidence, and recovering tor and maintain information security thorough knowledge of the elements evidence. Prerequisite: ECI 355. will be examined. required to successfully identify, investigate and prosecute economic crimes. ECI 365 3 ECI 340 3 Prerequisite: Upper division status or Investigative Software Tools Intelligence Research Methods permission of the department. Intelligence led policing and intel- This course is designed to introduce ligence based investigative strate- students to the intelligence process ECI 355 3 gies are coming to the forefront of and its role in research and criminal Computer Crime law enforcement. Private industry is investigations. Using analytic and The media reports terrorist attacks also becoming increasingly aware of database software, students will ap- on computer centers, electronic fraud the strategic intelligence model as it ply the intelligence process to basic on international funds transfer net- applies to corporate planning, competi- research on topics in economic crime works, viruses and worms in software tive practices and maintaining corpo- investigation, criminal justice and busi- and e-mail, corporate espionage on rate integrity. ness. The course will culminate with business networks, and crackers This course is designed to introduce students presenting their research on breaking into systems on the Internet. students to several key software tools an assigned topic in both written and Computer criminals are becoming ever that are widely used and considered oral formats. more technically sophisticated, and essential for intelligence research Prerequisites: upper division status or it's an increasing challenge to keep up and criminal investigations. These permission of department. with their methods. This course will software tools will include, but not be focus on computer crimes: what they limited to, Analyst Notebook, iBase, ECI 345 3 are, how to prevent them, and how to and Idea. Students will be given a Computer and Network Security detect, investigate and prosecute them thorough understanding of how to This course will focus on the protec- if they do occur. Computer crime laws apply these tools in the course of the tion of the Confidentiality, Integrity, and will also be covered. Other topics will intelligence process and /or during Availability of information. Physical se- include evidence collection during a the course of a criminal investiga- curity and other security management computer crime investigation as well tion. The course will culminate with topics will be discussed as they pertain as the preparation and execution of a students preparing a project using all to computer and network security. The search warrant. Prerequisite: the software tools introduced during identification and authentication of us- ECI 345 the course. Prerequisite: Upper division ers and types of authentication will be status covered. Lectures will include the dis- ECI 360 3 cussion of formal security models and Computer Forensics ECI 370 3 associated access controls. An empha- A police officer makes a gruesome Health Care/Insurance Fraud sis will be placed on network security discovery, a body is found. Located The course examines the extensive technologies including: firewalls/ near the corpse is a cellular telephone, problem of fraud and abuse in the packet filtering and intrusion detection a digital camera and a computer. The insurance industry in general, and in systems, business continuity planning/ officer is unsure on how to proceed. the health care insurance industry in disaster recovery and the importance On the other side of town, a search particular. The history, laws and proce- of logs and audits will also be covered. warrant of a business is being con- dures related to the insurance industry Prerequisites: CIS 170, CIS 270. ducted. A server and the computers will be discussed. The various schemes networked to it are believed to contain employed to perpetrate insurance ECI/CJ 350 3 the evidence of a crime. The detec- frauds, and the means and methods Law of Economic Crime tives are trying to decide on what to of discovering and investigating these 107 HILBERT COLLEGE

frauds will also be examined. a minimum of 240 hours at the intern of developing the student’s analytical Prerequisite: Upper division status. site and participate in weekly semi- and interpretive skills. Another aim is nars. Prerequisite: Economic Crime to develop further the student’s writing ECI 410 3 Investigation major, senior status, abilities, with special emphasis on the Introduction to Cryptography approval of the internship coordinator, formal critical essay. Prerequisite: EN In this course, the key terms, concepts and a minimum QPA of 3.0. 101. and principles of cryptography are defined and explained. Application of English EN 205 3 cryptographic techniques to ensure Survey of World Literature I confidentiality, integrity, authentication, EN 100 (No Credit) This course is an introduction to the access control, and non-repudiation Fundamentals of English varied forms and traditions of world issues will also be covered. Other top- Emphasizes basic language skills as literature. The course will explore ics will include the history of classical a way of preparing the student for recurrent literary themes, motifs, and cryptographic and cryptanalytic tech- college-level writing. Grammar, reading patterns, looking for those with cultural niques, modern symmetric and asym- comprehension, spelling, and college- specificity as well as those that travel metric algorithms, Federal Information level writing, and vocabulary building across cultures and undergo trans- Processing Standard (FIPS) algorithms, are thoroughly treated for the purpose formation as they move from century random and pseudo-random number of giving the student the appropriate to century. Survey of World Literature generators and cryptographic hash level of skills in self-editing. In addition I will study some of the fundamental functions. Issues involving crypto- the formal writing assignments serve texts of the world literature, including graphic application at various OSI lay- as a direct introduction to EN 101 drama, poetry, fiction, and philosophy ers in networking communications will College Writing. Please note: Students in the following periods: Ancient and also be discussed. need to achieve a grade of C or better Classical Age, the Medieval period, and Prerequisites: Upper division status, to pass the class. Students who fail to the Renaissance. Examples of African, MA 180 (Discrete Math) & ECI 345 pass EN 100 may retake the course; Islamic, Chinese, Indian, and Japanese (Computer & Network Security) however, students who have failed literature-as well as oral forms-will be the course twice will not be allowed to important parts of the class discus- ECI 450 3 take further English courses and thus sion as well. This course fulfills one of Senior Seminar will not be able to pursue a degree at the 200-level survey requirements in This is the capstone course for ECI Hilbert College. English. This course fulfills the general students. The primary goal of this education requirement for an interdis- course is to integrate previous learn- EN 101 3 ciplinary course or a literature and arts ing experiences in a manner that will College Writing course. help students further develop their This is a writing-intensive course de- Prerequisite: EN 102 investigative, communication and signed to develop college writing skills problem solving skills. The course uses and provide an introduction to basic EN 206 3 a problem-based methodology which research techniques. Students will be Survey of World Literature II allows to students experience the key introduced to MLA and APA systems This course is an introduction to the aspects of investigating and prosecut- of documentation, and the proper way varied forms and traditions of world ing an economic crime. Students to incorporate outside sources into a literature. The course will explore also research, evaluate and discuss paper. The element s of effective argu- recurrent literary themes, motifs, and noteworthy current and historical fraud ment will be explored, and emphasis patterns, looking for those with cultural cases through written and oral presen- will be placed on critical thinking both specificity as well as those that travel tations. Prerequisite: Accounting-Eco- in classroom discussion and in the across cultures and undergo transfor- nomic Crime Investigation track major, writing of clear, concise, unified, coher- mation as they move from century to senior status, or Computer Security ent papers about interesting topics for century. Survey of World Literature II and Information Assurance major, specific audiences. will study some of the fundamental senior status. texts of world literature, including EN 102 3 drama, poetry, fiction, and philoso- ECI 499 3 Writing in the Humanities phy from the 1700’s to the present. Internship A course designed to foster an in- Examples of African, Islamic, Chinese, This course will place a student in an formed appreciation of various types Indian, and Japanese Literature will be experiential situation with an agency of literature: drama, poetry, and prose important parts of the class discus- or corporation. There are two major fiction. Various critical approaches to sion as well. This course fulfills one of components: the student must work literature are introduced with the aim the 200-level survey requirements in 108 HILBERT COLLEGE

English. This course fulfills the general plings of the scriptures are considered been produced. This survey course education requirement for an interdis- to illustrate the various literary forms, is designed to give the student the ciplinary course or a literature and arts styles, and religious motifs of this great necessary literary history to serve as course. religious writing. This course fulfills the a foundation for success in later more Prerequisite: EN 102 general education requirement. advanced courses in English. To this Prerequisite: EN 102. end, the course will cover the major fig- EN 210 3 ures of British Letters from at least two Introduction to Children’s Literature EN 218 3 genres. Survey of British Literature II This course will survey a wide variety Science Fiction Literature will cover Romanticism to the present. of children and young adult litera- Studying both literature and film, this This course fulfills one of the 200-level ture. Students will explore the various interdisciplinary CORE I course will survey requirements in English. This genres of children’s literature including trace some of the significant formulis- course fulfills the general education the characteristics of each. Students tic and sociological currents in science requirement for an interdisciplinary will develop an understanding of the fiction. Emphasis will be placed on an course or a literature and arts course. ways in which children’s literature is understanding of science fiction as a Prerequisites: EN 102 used to develop literacy. Students will historical phenomenon which responds recognize notable authors and illustra- to another historical phenomenon, EN 222 3 tors, and will develop the ability to criti- the rise of technology. The course will Survey of American Literature I cally analyze children’s literature from consider such authors as H. G. Wells, In order to understand the complexity diverse perspectives. Michael Crichton, Isaac Asimov, Arthur and diversity of American Literature, it Prerequisite: EN 102 C. Clarke, and such filmmakers as Fritz is necessary to become familiar with Lang and Ridley Scott. This course the context within which the literature EN 216 3 fulfills the general education require- has been produced. This survey course Literature and History: ment. is designed to give the student the The American Experience Prerequisite: EN 102. necessary literary history to serve as This interdisciplinary course will exam- a foundation for success in later more ine the major social and political forces EN 220 3 advanced courses in English. To this that characterized the United States Survey of British Literature I end, the course will cover the major fig- and shaped its literature and ideolo- In order to understand the complexity ures of American Letters from at least gies from the Puritan Commonwealth and diversity of British Literature, it is two genres. Survey of American Litera- of the 1640’s to the sociopolitical necessary to become familiar with the ture I will cover the 1500‘s to 1865. crisis of the Civil War. We will study context within which the literature has This course fulfills one of the 200-level literary texts both as embodiments of been produced. This survey course survey requirements in English. This as well as critiques of the cultural val- is designed to give the student the course fulfills the general education ues of their time. The readings will be necessary literary history to serve as requirement for an interdisciplinary counterbalanced by historiographical a foundation for success in later more course or a literature and arts course. texts analyzing the same period. This advanced courses in English. To this Prerequisites: EN 102 course fulfills the general education end, the course will cover the major requirement. figures of British Letters from at least EN 223 3 Prerequisite: EN 102. two genres. Survey of British Litera- Survey of American Literature II ture I will cover the Middle Ages to the In order to understand the complexity EN 217 3 Restoration Period. This course fulfills and diversity of American Literature, it The Bible as Literature one of the 200-level survey require- is necessary to become familiar with An introduction to the major themes, ments in English. This course fulfills the context within which the literature structures, and theologies of the the general education requirement for has been produced. This survey course Hebrew and Apostolic Scriptures. This an interdisciplinary course or a litera- is designed to give the student the course analyzes the major stories ture and arts. necessary literary history to serve as found in the Bible — indicating the in- Prerequisites: EN 102 a foundation for success in later more fluences and contributions of modern advanced courses in English. To this social sciences upon our understand- EN 221 3 end, the course will cover the major ing and appreciation of these religious Survey of British Literature II figures of American Letters from at works. Respecting religious sensibili- In order to understand the complexity least two genres. Survey of American ties, this study stresses the literary sig- and diversity of British Literature, it is Literature II will cover nificance of the Bible as the revelation necessary to become familiar with the 1865-to the present. This course of the Word of God. Significant sam- context within which the literature has fulfills one of the 200-level survey 109 HILBERT COLLEGE

requirements in English. This course a balanced exposure to works of art— to speak for the victims? How are is- fulfills the general education require- literature, painting, and film, among sues of truth and creativity reconciled? ment for an interdisciplinary course or others—as well as a variety of critical Literature, art, and film will be used a literature and arts course. approaches to the interpretation of art to explore the event from a variety of Prerequisites: EN 102 which they can then utilize to develop points of view, including that of victims, their personal growth and self-defini- survivors, perpetrators, second genera- EN 240 3 tion. Among other requirements, this tion artists, and those with no direct The Art of Persuasion: Introduction to writing and reading intensive course connection to the Holocaust. In addi- Rhetorical Strategies will include a series of self-reflective tion, the “commercialization” of the This course is an introduction to the journaling assignments and a major Holocaust and the ethical implications art of persuasive communication service learning project through which of that commercialization will also be based on the study and application of students will demonstrate their ability examined. This course fulfills the gen- rhetorical theory and on mass media to integrate art, literature, modes of eral education requirement. techniques. This course will examine critical interpretation and inquiry, and Prerequisite: EN 102 rhetoric from an historical perspec- lifelong learning. This course fulfills tive and explore the uses of rhetoric in the general education requirement. EN/TH 301 3 mass media and contemporary culture. Prerequisites: GS 101 and EN 102 The Theatrical Revolution: Perspectives This course is designed to enhance on Modern and Contemporary Dramat- the student’s ability to apply rhetorical EN 270 3 ic Literature principles to various forms of writing Irish Literature, Culture, and Langua The last 150 years has been an era of and speaking. This course fulfills the ge stunning theatrical developments, both general education requirement for an This CORE I interdisciplinary course will in the dramatic text and in the ways interdisciplinary course. introduce the student to the remark- in which those texts were performed. Prerequisite: EN 102 ably rich culture of Ireland through a These developments were reactions to fourfold examination of its history, its a period steeped in both wide-reaching EN/CS 250 3 language, its music, and its literature. intellectual achievements and in Creative Writing 1 The historical examination will extend horrific human atrocities. How does The major purpose of this course is to from archeological evidence of Celtic artistic expression in general, and the- help you improve your creative writing culture to such contemporary issues atrical performance specifically, react skills. A secondary objective will be as the republican-unionist conflict and and evolve in the wake of that (and our to provide you with greater technical Ireland’s economic surge as the “Celtic own) tumultuous era? Students who control over your work and also help Tiger.” Students will learn the funda- successfully complete this course will you develop your critical reading skills. mentals of the Irish language, learning be able to trace the development of By the end of the semester, I hope that to speak some of its basic words and modern and postmodern drama, with a you will have developed a keen, criti- phrases. Students will learn what is strong emphasis on the American and cal eye. Furthermore, I hope that you meant by “traditional” Irish music and European artistic traditions. Through will begin to gain a sense of your own its impact on contemporary world mu- the reading of primary dramatic texts personal “voice” and a greater aware- sic. The examination of Ireland’s rich and the screening of specific produc- ness of the subjects and styles that literary tradition will extend from pre- tions of those texts (both from live interest you the most. Finally, I hope English Irish poetry through the works performance and the cinema), the you have fun and develop a supportive of Yeats, Joyce, and Beckett to modern class will be asked to critically engage circle of creative writers with whom you Irish writers such as Patrick McCabe. with the themes, techniques and socio- feel comfortable sharing your work. Prerequisite: EN 102 historical contexts of each work. The Prerequisite: EN 102. class will also engage with the material EN 275 3 through class discussions and their CS/EN 257 3 Representations of the Holocaust own academic writings on specific Art, Literature, and the Examined Life This course will examine various rep- figures and topics. This course is designed to introduce resentations of the Holocaust and the Prerequisites: ENG 101, Upper level students to a wide variety of liter- artistic, ethical, and historical issues status ary and artistic genres and engaging raised by those representations: How introspective practices in order to help does one write about an event that EN 302 3 students develop richer inner lives and has been described as being beyond Renaissance Literature become more thoughtful lifelong learn- language? What role does/should This course critically examines English ers and productive citizens. Through- aesthetics play in looking at these Renaissance literary texts (poetry, out the course, students will receive representations? Who has the “right” prose, drama), including Continental 110 HILBERT COLLEGE

selections. Writers such as Shake- tragedy and romance; dramatic design EN 311 3 speare, Sidney, Spenser, Marlowe, and thematic patterns; character role The American Novel After Donne, Jonson, and Milton will be analysis; and Shakespeare’s power of World War II considered. Textual discussion is set development in the plays of his mature The course is designed to familiarize against the sociohistoric background years. students with the recurrent themes of the period: the invention of the Prerequisite: EN 102. and stylistic strategies of American printing press; the rise of humanistic novelists from WWII to the present. The learning; the religion and politics of the EN 305 3 course also provides the student with dominant culture; courtly patronage Restoration and 18th-Century an overview of the structural possibili- and literary self-fashioning; the move- Literture ties and epistemological parameters ment from a Ptolemaic to a Copernican This course studies English litera- of the novel as a literary genre. Novels world view; and the impact of the New ture (poetry, prose, drama) from the selected for the course are representa- World’s discovery. Restoration (1660-1700) to the later tive of significant developments in the Prerequisite: EN 102, upper division eighteenth century, including such writ- American novel’s evolution or novels status. ers as Dryden, Swift, Pope, Johnson, which through their innovations have Addison, and Steele. Critical topics broadened the range of novelistic tech- EN 303 3 include the return to monarchy; the niques available to American writers. Shakespeare I: The Historical resurgence of the theater tradition; the Prerequisite: EN 102. Plays and Comedies Battle of the Books; the rise of journal- The course is designed to introduce ism and the satiric temper; the literary EN 313 3 the student to the psychological patronage of London and Grub Street; The Novel insight, wit, and linguistic richness of the The novel is one of the most impor- Shakespeare’s history plays and com- development of political parties (To- tant genres in literature today. Its edies. The student will examine the ries, Whigs) in relation to class inter- rise linked to the growth of the middle history plays in relation to the Tudor ests; the country-house and garden as class and the shift from agrarian to conception of history, to the Elizabe- rural retreat; the ascendancy of natural industrial societies, and therefore, the than conception of monarchical rights theology and its Deistic expression; the development of the novel parallels and obligations, and to Shakespeare’s refinement of prose style and poetic major theoretical, atheistic and social subordination of factuality to thematic meter/diction; the influence of clas- changes in Europe and the United clarity. The student will also study the sical and foreign literary genres and States. Understanding the novel and comedies, examining Shakespeare’s traditions; and the developing interest its place in literary history is extremely adaptations of Greco-Roman comedies in Gothic entertainments and the aes- important for students of literature. and seasonal myths, and exploring thetic of the primitive and picturesque This course will trace the development the ways that the comedies mark out as incipient Romanticism. of the novel from the 18th to the 20th a path to happiness and joyously reaf- Prerequisite: Upper division status. century. In order to gain a synoptic firm life. view of the growth of the novel as an Prerequisite: EN 102. EN 309 3 art form, students will read a selec- EN 304 3 Self and Society in Literature tion of novels from the following list of Shakespeare II: Tragedies and This course is designed to analyze ma- authors: Defoe, Richardson, Austen, Romances jor literary works within the context of Hardy, Stendhal, Dickens, Balzac, This course focuses on Shakespeare’s their cultural parameters. The course Wharton, Bronte, Melville, Hawthorne, tragedies (mainly from 1600 onward) will establish the cultural values oper- James, Twain, Hemingway, Joyce, and romances. The plays will be stud- ant in each work and then examine Woolf, Faulkner, etc.. In addition, stu- ied in the context of their classical and the dialogue each work carries on with dents will read critical work on literary native inheritance; the rise of the- its culture’s social institutions, con- history and theory. Prerequisites: at aters; stage conditions and theatrical ventions, and major cultural symbols. least one two-hundred level literature companies; the London life of Eliza- The intent of the course is a rigorous course. bethan and Jacobean theater-poets; examination of how literature often and the social, political, and religious provides a meaningful bridge between EN 315 3 constraints encountered by 16th- and the imagination and the world of factu- Mythology 17th century English dramatists. The ality and is often an outgrowth of and This course will survey the broad cat- dramas will be examined as literary response to the historical and social egory of World Mythology, covering the and enacted texts, with consider- context in which the work was created. basic thematic categories (creation, ation of provenance, publication, and Prerequisites: EN 102, 45 credits fertility, other world, hero, etc.) in order performance; generic categories of to examine the ways myths of the world 111 HILBERT COLLEGE reveal cultural similarities and differ- and ethnic identity. The ultimate goal of control an individual had over his/ ences. We will also examine how myths of this course is for students to gain her destiny. This reconsideration was reveal certain ontological and an understanding of the great diversity reflected in the art and literature of epistemological problems and solu- of American Literature and the social the time, which was characterized by tions. Finally, we will trace the ways and political forces that have helped to a rejection of romanticism, an interest in which these ancient stories are create that diversity. in scientific method, and increasing transcribed and retold within current Prerequisite: EN 102, and successful attention paid to race, class, and gen- literature, philosophy, and psychol- completion of 45 credit hours. der in works by authors such as Mark ogy. Readings will be selected from Twain, Edith Wharton, Upton Sinclair, the following cultures: Roman, Greek, EN 328 3 and Theodore Dreiser, among others. Sumerian, Norse, Anglo-Saxon, Celtic, Defining America through Literature In addition, the photography of Mat- Middle Eastern, Indian, Egyptian, and and Art thew Brady and painting of Thomas other African sources. Since the Pilgrims landed at Plymouth Eakins and the Ashcan School were Prerequisite: EN 102. Rock, America has been both an ideal also representative of the shift from to strive for as well as an actuality romanticism to realism. The course will EN 325 3 replete with virtues and flaws. Each also discuss the differences between American Autobiography generation has had to negotiate be- realism and naturalism, which, while This course is a survey of American tween these two extremes of idealism related, offer differing views of the history through the literary form of and pragmatism in its effort to redefine individual and society and make use of autobiography. Autobiography has told America in terms meaningful to that different literary techniques. American history through personal his- generation. The focus of the course tories, bearing witness to the growth of will be on a spectrum of major literary EN 330 3 the colonies, the founding of America, and pictorial artists representing four The Lyric: From the Performance of and the defining of political issues generations of Americans. Through Self to the Performance Itself and events such as the Civil War, the lectures on the philosophic and social This course will trace the development Frontier, Immigration, Industrialization, background of each work, the student of the lyric from its early emergence and most recently, multicultural experi- will develop a more sophisticated with epic and drama to its transfor- ence. The form has been available to understanding of the dialogue between mation in the twentieth century. The otherwise marginalized voices such as artists and society. These collective course will survey the major develop- those of women, slaves, immigrants, studies will explore the convergence ments of the genre, focusing on the prisoners and even the “insane,” and and divergence of various American changing relationship between self, thus may tell the history of America artists’ visions of America. expression, and lyric form in different more broadly than history books. Prerequisite: EN 102 literary-historical periods, including the Prerequisite: Upper division status. ancient world, the world of the Proven- EN 329 3 cal Troubadours, the Middle Ages, the EN 327 3 Muckrakers and Moneymakers: Renaissance, the Romantic, Victorian, Multi-Ethnic Literature of the American Literature in the Gilded Age Modern, and Contemporary periods. Americas This course will focus on American Re- In addition, we will pay attention to in- In the past fifty years or so, there has alism and Naturalism in literature and novations and debates in poetic theory been an explosion of literature written art, as well as examine the interaction that accompany and elaborate the by members of ethnic groups in the between artistic production and social/ changes in poetic production. Lastly, United States. In this literature there is cultural influences. The late nineteenth tracing the evolution of the lyric im- quite often an emphasis on storytell- and early twentieth century was a pulse, we will also examine the changing. From spirituals sung by slaves to time of great upheaval in America: the ing nature of the impulse as it relates cuentos told by Hispanic-Americans effects of the Civil War, the Industrial to the specific musical traditions of to ceremonies performed by Native Revolution, increasing immigration, each historical period. Americans, the tradition of storytell- and continued westward expansion Prerequisite: Upper division status. ing has played an important role in forced Americans to reconsider what ethnic literature and continues to do exactly was meant by "America." EN 332 3 so to this day, even though the form Whereas earlier Americans were Detective Fiction has changed from the oral to the writ- influenced by the optimism and pros- Edgar Allan Poe’s story “The Murders ten. In this course, students will read perity of Revolutionary War America, in the Rue Morgue” marked the gene- a variety of multi-ethnic literatures in the Civil War and its aftermath forced sis of formal detective fiction. What in- an attempt to define the relationship Americans to reconsider their position fluenced Poe? How did the field move between the process of telling a story in the world and question the amount from Poe’s consulting detective to CSI: 112 HILBERT COLLEGE

Miami? The course focuses on the some of that complexity by examining evolution of the detective fiction genre not only the iconic and mythic stories EN 341 3 from its pre-cursors through the cur- of the west, but also those stories Advanced Writing rent fascination with police procedur- that have frequently been left out: the Advanced writing will instruct students als. Topics include: the British tradi- stories of women, Native Americans, in advanced compositional elements. tion versus the American tradition; the Chinese immigrants, African Ameri- The course is designed to prepare the amateur detective, the private investi- cans, and environmentalists. We will student for the expectations of the pro- gator, and the police detective/force; begin by looking at the genre of the fessional world with regard to writing the hardboiled detective story versus Western and discussing what makes styles, language, tone and voice. Not the cozy detective story; the courtroom this a uniquely American genre and specifically application driven, course drama, the locked room mystery, the then move on to examining other texts content will focus on the following ar- inverted mystery; and the vocabulary and films that complicate, support, eas: basic and more advanced rules of and conventions of the genre. The or re-define the images of the West grammar and punctuation, advanced texts sampled in the course will be presented in the Western. argumentative and persuasive struc- looked at in their historical, social, and Prerequisite: EN 102 tures. The course seeks to be holistic cultural contexts. A small selection of in scope, by focusing on transferable films and television episodes are likely EN 335 3 skills and material, rather than on a to complement the readings. Modern American Poetry: Four Move- series of formal outlines for reports. Prerequisite: EN 102 ments Students will complete assignments Modern American Poetry: Four Move- that focus upon building competence EN 333 3 ments will focus on a wide spectrum in the production of writing within a The Literature of Horror of major American poets of the 20th professional standard. Some assign- This course will explore the themes of century and their corresponding philo- ments will cover the following areas: horror and the grotesque inherent in sophical and aesthete movements that writing effective personal statements, the horror genre by examining some are uniquely American. writing effective proposals, essay of the seminal texts of horror fiction We shall examine four major poetic polishing, dictions, tone and voice as (Mary Shelley’s Frankenstein, Bram movements and devote approximately persuasive tools. Prerequisites: EN Stoker’s Dracula, and short stories and three weeks of in-class time to each 101 and EN 102 criticism by such writers as Poe and Di- movement. These movements will nesen). The course will trace will trace include-but may not be limited to: EN 345 3 both the history of the field and the poets of the Confessional period, the The City in Literature ways in which symbolic and thematic Harlem Renaissance, the Beat period, Cities have existed as sites of human elements have been re-inscribed in lat- and the New York School. culture for the thousands of years er works of fiction and film. The course Prerequisites: EN 102 and successful they have been in existence. They will explore the manner in which these completion of 45 credit hours mark fundamental changes in human texts reveal cultural themes, values life (nomadic to static, agrarian to and ideologies. EN 340 3 industrial, etc.). As a result, they have Prerequisite: EN 102. Professional and become symbolic of both decadence Technical Writing and decline and modernity and educa- EN 334 3 This course emphasizes the skillful tion. Seen as centers of commerce, Images and Icons of the American writing of expository and persuasive politics and products of all types, they West job-related communications within a have been described, transcribed, and From Billy the Kid to Wyatt Earp, variety of professional contexts: from inscribed into many artistic, philo- “cowboys” to “Indians,” John Wayne researched technical reports and writ- sophic, and literary works. This course to Clint Eastwood, virtually everyone ten business communications to legal will examine the image of the city in is familiar with some of the almost reports and professional journal ar- the literature of the nineteenth and mythological images associated with ticles. The course provides the student twentieth centuries. Though primarily the West and the “American” story of with advanced research skills, greater concerned with literature, the course the pioneer, the cowboy, the lawman, mastery of the principles needed to will also look at the city in film, philoso- and the wild, wild, west. Many of these develop an organized, concise, lucid phy, and criticism. stories, as presented in literature and writing style as well as with a more Prerequisites: EN 102, 45 credit hours. film, however, reduce a very complex sophisticated comprehension of the set of circumstances and characters to rhetorical principles and mechanics of EN 360 3 a simple allegory of good versus bad. professional writing. Film and Literature This course will attempt to restore Prerequisite: Upper division status. A study of the relationship between 113 HILBERT COLLEGE

literature and film, the course carefully This course will focus on the sig- American, and Native American women studies the progress of film adaptation nificance of place in works by several writers. The course will also serve as and the attendant concerns of meta- British and Irish authors, examining an introduction to some of the major phor, symbol, and characterization as both rural and urban settings as well thrusts within Feminist literary criticism they apply to prose fiction and film. as social factors that contribute to the and theory. The student is encouraged to critically “sense of place” created in the texts. Prerequisite: EN 102, and successful assess film adaptations of the fic- This class, which will be taught in the completion of 45 credit hours. tional works of such authors as Joseph summer mini-mester, will consist of Conrad, John Updike, James M. Cain, two components. The first will be a EN 400 3 Vladimir Nabokov, Judith Guest, Franz typical classroom environment, in Chaucer and Medieval Kafka and others. The course also which the students will read selected Literature deals with the status of the director literature and engage in discussion Beginning with several examples of Old and screenwriter as the film medium’s about it. Because the emphasis of the English literature, this course exam- expositors and interpreters of the liter- course is place, the readings will be ines medieval English literature (e.g., ary canon. arranged in a geographical rather than lyric, allegory, drama) from the 12th to Prerequisite: EN 102. chronological order, beginning with 15th centuries, with a primary em- literature from Great Britain and then phasis on Chaucer’s texts, reinforced EN/TH 367 3 moving to literature from Ireland. by several Continental selections by Contemporary Theater The second component of the class writers like Petrarch and Dante. Critical From the glamour of Broadway and will be a trip of approximately 14 days viewpoints include the transition from West End productions of The Produc- to Great Britain and Ireland. During the heroic age to the period of the ers and Rent, to gritty protest dramas the trip, students will be working on emerging nation-state; the image of and the avant-garde contemporary assignments that allow them to make the monolithic Church vs. the carni- theatre is a vibrant and amazingly di- connections between the literature valesque in the holidays and trappings verse art form. This class will examine read in class and the places they are of everyday life; the contested pat- an overview of the dramatic literature visiting. The trip is a required compo- terns in literature and life of chivalry of the last 30 years, with an emphasis nent of the course. Students who can- and courtly love conventions; the rise on the 21st Century. In so doing, stu- not participate in the trip should not of towns in the economic movement dents will be discussing a wide range register for the course. Students are from feudalism to early capitalism; the of related issues, including the vary- responsible for the expense of the trip. development of European universities ing production styles and techniques Please note that although the class from a tradition of monastic learning; involved with each script and the will be taught in the summer, it will be the nature of sign, symbol, and book broader cultural and social listed as a fall course. This is to allow in medieval scriptoria; and the emer- framework that makes these works students to register for this class in gence of vernacular literatures. possible. As with any class that deals addition to their regular fall class load. Prerequisite: EN 102, upper division with the dramatic arts, our discussions As long as they do not exceed 18 credit status. of these plays will be framed by the hours, they will not incur additional viewing and analysis of many perfor- tuition costs for this class. In this way, EN 418 3 mances, both live and on video. This full-time students will pay for the trip Romanticism course fulfills the Gen Ed requirement. but not additional tuition for the class. This interdisciplinary course will focus Prerequisite: permission of depart- on the Romantic period. Between EN 375 3 ment 1770 and 1848, Europe and the From London to Dublin: The Impor- United States of America witnessed tance of Place in British and Irish EN 388 3 major upheavals in politics, literature, Literature Women and Literature philosophy, and the arts. Since all of In many works by authors from Great This course is designed to introduce these changes were interconnected, Britain and Ireland, place plays an students to literature written by in order to understand the scope and extremely important role, becoming women. The course will focus on the meaning of these changes in literature, almost another character in the texts. generic forms of the novel and the it is necessary to look at the other dis- Whether it is Dickens’ London, Hardy’s short story during the periods of the ciplines as well. In addition, the thrust “Wessex,” Joyce’s Dublin, or Word- nineteenth and twentieth centuries. of the Romantic period– a return to sworth’s Lake District, the evocation of The syllabus will include texts writ- the self, to nature, and to the imagina- setting plays a pivotal role in helping to ten within the English and American tion–is most clearly framed in relation define and determine the characters traditions but will also incorporate to the Enlightenment against which it and circumstances in the literature. texts written by African-American, Latin rebelled. With these two perspectives 114 HILBERT COLLEGE

in mind, then, this course though first EN 440 3 figures within literary theory: Freud and foremost a literature course will Major Literary Figure Saussure, Levi-Strauss, Marx, Fou- have an interdisciplinary flavor. It is de- Rather than focusing upon a synoptic cault, Lacan, Derrida, Barthes, Irigaray, signed in three parts: Philosophy and view of a period, genre, or theme, this Kristeva, and others. The trajectory of Politics, Literature, and Art and Music. course is designed to introduce the this course will be to Prerequisites: EN 102, 45 credit hours. student to the oeuvre of one major present this material with particular literary figure. A comprehensive study attention to the dialogues that have oc- EN 419 3 that examines a majority of the major curred over the course of the last fifty Victorian Literature works of one author allows for a deep- years related to the issues of meaning, This course explores the literature of er understanding of that author within value and subjectivity. This course is the Victorian and Dearly Modern Period complex developmental, aesthetic, and intensive in nature and is designed for with special emphasis of the relation- artistic perspectives. Fundamental to a student in the last ship of literature to the social, political, these perspectives will be the introduc- stages of the undergraduate career. intellectual, and cultural background of tion of extensive relevant historical, bi- Prerequisite: Senior status in English the age. The course examines the pe- ographical, and/or critical material. In Department. riod as one of great transformation in order to present a diversity of genres, which the inheritance of the Romantic periods, and national literatures, the EN 463 3 period collides with a nascent moder- subject of this course will be rotated. Literature, Art and Revolution nity, releasing both progressive and re- Prerequisite: EN 102, upper division The 20th Century may have come to actionary forces. Our emphasis will be status. a close but the art, politics, econom- on how this collision reconfigures the ics, and philosophy of this period Victorian imagination and finds expres- EN 445 3 continue to provoke questions and sion in its literary and artistic produc- Senior Seminar: Special Topics in debates. Many profound changes tions. We will read widely in the period Literature occurred in the world during these touching on its major movements and The Senior Seminar is the capstone years, and these changes provoked trends as well as its major figures. experience required of all senior-level questions: Questions about the role of Prerequisites: EN 102 and upper divi- majors in English. It serves as a tran- art in society; Questions about litera- sion status. sitional course for students in that it ture, language, and identity; Questions will prepare students for the rigors of a about the role of art and politics; even EN 435 3 graduate program or professional em- questions about the lines of distinc- Twentieth Century Poetry ployment. To this end, it is designed to tion between the areas of politics, art, While this course will include histori- mirror a graduate seminar. It is a highly literature and philosophy came to be cal analysis of representative texts, its interactive, advanced seminar on a tested and questioned. This course primary concern will be to examine the special topic—which will be varied from will look at some of the major move- interrelationship between the artistic semester to semester —in the disci- ments of 20th Century in art, litera- influence that poets exert upon one pline, in which the focus will be on ad- ture, politics and philosophy in order to another and the poetic revolutions that vanced writing and research skills. The trace the way in which they emerged, mark the twentieth century. We will course will be structured to maximize their impacts, and their legacies. begin by studying three key poets from student participation: students will be Prerequisites: Junior Status the late nineteenth century and track required to present their own work and the profound influence they had on to lead seminar discussions. EN 489 3 modern poetic thought and technique. Prerequisite: Senior status in the Eng- Internship As we do this, we will consider many lish Department or permission of the This course provides the English major of the major movements of modern Department. with an experiential situation in a poetry including: Symbolist, Imagist, professional setting related to the stu- Confessional, Beat, New York, and EN 450 3 dent’s area of specialization. A variety Language poetry. Along with examining Introduction to Critical Theory of experiences are available and will these movements, we will consider a This course is designed for the upper be guided by the professional agency variety of critical approaches as well level English major who intends to in concert with the internship director. as the philosophical and perceptual is- continue on to graduate school in Eng- All students interested in an intern- sues that characterize modern poetry. lish, Creative Writing or Humanities. In ship must obtain the approval of the This course will cover European and order to prepare students for the types Department Chair during the semester American poetry. of discussions pertinent within the prior to the internship. Prerequisites: EN 102, Upper division discipline of English, this course will Prerequisites: Upper division status, status. introduce them to some of the seminal approval by Chair. 115 HILBERT COLLEGE

EN 490 3 will present topics relevant to various and seizure of computers and related Honors Senior Thesis types of evidence, which will include equipment. The Honors Thesis is designed for the proper procedures, methods and Prerequisites: FS 101 and 30 credit English majors with no less than a 3.7 techniques for the collection and hours completed grade point average in their English preservation of crime scene evidence courses only who are planning to as well as the subsequent value to FS 318 3 attend graduate school. Further, this the forensic scientist. The course Special Topics in Forensic Science project will allow a student to show a will provide a realistic overview of the I prospective advanced degree program processes involved in an investigation, This upper division criminal justice a capacity to plan and implement from its inception to the final adjudica- course is designed to provide students sustained independent scholarship. tion in court. Critical thinking, analysis with forensic science education in Given the purpose of this program and problem solving are major consid- areas such as pathology, traumatic and the Honors title, the deadline and erations for the successful completion death, toxicology, odontology, anthro- guidelines will be strictly enforced. of the class. Finally, the legal consider- pology, taphonomy, while incorporating Three ranges of grades will be avail- ations regarding forensic evidence will these disciplines with investigative able: Honors, High Honors and Highest be discussed, including standards for technique and collection of crime Honors; these terms will correspond the chain of custody and the eviden- scene evidence. Prerequisites: FS 101 to the grades of B+, A-, and A respec- tiary rules of Frey and Daubert. and 30 Credit Hours Completed tively. Failure to meet deadlines, or poor quality of work (lower than a B+), FS 301 3 FS 319 3 will result in a default of honors status Introduction to Forensic Photography/ Special Topics in Forensic Science to a simple Independent Study. In this Imagery II way there will be no credit loss to the This course is designed to provide This upper division criminal justice student who completes the project. students with the current information course is designed as a continuation Prerequisites: Senior status in English and technical competency to success- of special topics in Forensic Science Department, permission of Thesis fully perform the basic requirements of (CJ 318). The course curriculum will Director. crime scene photography. Topics will focus in the areas of analysis of blood include the correct methods of photog- serology, identification of biological EN 496 3 raphy dealing with focus, framing, ex- fluids and stains, techniques of DNA Teaching Assistantship posure, shutter speed, film speed, and analysis, forensic footwear evidence, This course is designed to give those depth of field in relation to both indoor questioned documents, basic fire and students considering a career in teach- and outdoor scenes. Students will also explosion investigations, forensic ing at the high school or college level learn the techniques of flash photog- psychology, forensic psychiatry, serial an opportunity to gain practical experi- raphy and light painting. Additionally, offenders: linking cases by modus ence in teaching, lesson planning, and the class will prepare the students for operandi and signature, criminal classroom management, while also more advanced skills in the FS 400 personality profiling and legal issues of becoming familiar with pedagogical Crime Scene Photography course. forensic DNA. issues and approaches. The student Prerequisites: FS 101 and 30 credit Prerequisites: FS 101 and 30 credit will serve as a teaching assistant for hours completed hours completed an English department faculty member who is teaching a lower level English FS 302 3 FS 400 3 class. Computer Crime Investigations Photography/Imagery Prerequisites: senior status; permis- This course will provide students with Forensic photography is an essential sion of division chair and instructor the latest techniques, procedures, and aspect of crime scene investigation. technical competency to successfully Photographs are used in many ways Forensic Science/ Crime Scene Inves- perform the basic requirements used to help solve crimes. The student tigation in dealing with suspected criminal ac- must know proper crime photographic tivity in the areas of: identifying types techniques in order to document the FS 101 3 of computers, computer hardware circumstances surrounding the case. Introduction to Forensic Science evidence collection techniques, digital This is a technical course designed This course is designed to familiarize evidence recognition, handheld device to provide a comprehensive program students with the basic concepts of seizure & data recovery, preserva- which illustrates all of the important forensic science, the specific career tion of the evidentiary chain, tracing facets of photography. Since witness fields which are available and the internet related crimes to the perpetra- statements, evidence identification requirements for each specialty. It tor, and the legal aspects of the search and crime scene reconstruction may 116 HILBERT COLLEGE

hinge upon proper photographic im- and laboratory examination of ballistic will be discussed, including standards ages, it is imperative to be knowledge- evidence. (C) Impression Evidence will for the chain of custody and the legal able of every aspect of crime scene focus on footprints, tire tracks and tool ramifications of search warrants and photography. This course will guide marks and a variety of casting meth- the 4th Amendment. Ultimately, the the student through the evolution ods and materials. Evidentiary rules course goal is to merge the student’s of photography from its roots to the and respective legal issues discussed academic knowledge with their practi- sophisticated computer imaging tech- in each segment. cal experiences in a manner that will niques used in law enforcement today. Prerequisites: FS 101 and 6 hours of develop their problem solving abilities A thorough and comprehensive look at Forensic Science courses and their analytical and critical think- the field of photography/imaging and ing skills. its relevance to the criminal justice FS 403 3 Prerequisites: CJ 305, FS 101, FS system will be presented. The student Bloodstain Pattern Analysis/Crash 400, FS 401, FS 402, & FS 403 will be exposed to class work, group Management/ Report Writing discussions, and “hands on” practical This course is composed of 3 indi- FS 499 3 experience with procedures used in vidual forensic science segments. (A) Forensic Science Internship the field today. Bloodstain Pattern Analysis will focus This course will help forensic students Prerequisites: FS 101, FS 301 and 3 on three primary areas of physics, get a flavor for the inner workings of hours of Forensic Science Courses. namely, Ballistics, trigonometry and a career in forensic science investiga- fluid dynamics to provide an under- tions. The exposure afforded the stu- FS 401 3 standing of the behavior of blood at a dent through an internship will prove Fingerprint Evidence crime scene. (B) Crash Management invaluable in assisting them in making This course is designed to familiarize will consist of an in-depth examination plans for the next step in their careers. students with the visualization, detec- of the accepted measurement, calcula- The overall internship experience will tion, development and recording of tion and documentation procedures also assist the student in their quest fingerprint impressions. It will con- for motor vehicle accidents. (C) Report to network with future colleagues who centrate on the use of fingerprints for Writing will present the proper tech- can assist them in job acquisition. personal identification, as well as their niques for correctly recording forensic Prerequisites: Senior Status, 18 hours use in criminal investigations, within evidence at a crime scene and in a upper level forensic science courses our contemporary society. The course police report for use with a court brief. and approval from instructor will provide students with the opportu- Prerequisites: FS 101 and 6 hours of nity to gain hands-on experience with Forensic Science courses. General Studies a variety of accepted methods and GS 101 3 techniques for processing latent fin- FS 405 3 Foundations Seminar gerprints, including dusting, chemical Advanced Seminar in A discussion-intensive seminar format development and the use of alternate Forensic Science introduces students to the depth of light sources. Additionally, the course This course is designed specifically to thinking required in a college environ- will supply students with the neces- enhance the student’s knowledge and ment. The course will incorporate aca- sary fundamentals to pursue advanced ability to locate, identify, document, demic reading and writing to encour- courses in forensic sciences. and properly preserve and collect age students to learn critical thinking Prerequisites: FS 101 and 6 hours of forensic evidence. Using an individual skills as well as to explore issues that Forensic Science courses “hands on” methodology, the course are important to their goals and objec- will provide students with the oppor- tives: academic success, educational FS 402 3 tunity to search mock crime scenes and career planning, and the value of Trace Evidence/Arson-Firearms/ Im- and process various types of potential an education. Oral, written, and small pression Evidence evidence, including latent fingerprints, group assignments boost students’ This course is composed of 3 individu- hair, fibers, footprints and artificial self-confidence and help them be- al forensic science segments. (A) Trace bloodstains. Proper documentation come college-level communicators of Evidence will consider fibers, glass, will be stressed and will incorporate their ideas. The course is designed to human hair, soil and paint and their note taking, sketching and crime scene convey the excitement and possibilities proper collection and preservation photography. The course will provide of the learning experience at Hilbert for analysis. (B) Arson-Firearms will a realistic overview of the processes College. Personalized interaction with deal with types of fire, their chemistry, involved in an investigation, from its faculty, staff, and peers will help stu- causes and relationship to point of inception to the final adjudication in dents understand the responsibilities origin. The firearms section will ad- court. Additionally, the legal consid- and rewards that are part of a univer- dress modern firearms, ammunition erations regarding forensic evidence sity education. 117 HILBERT COLLEGE

GS 160 3 tives, through particular campus activi- Prerequisites: None Introduction to Leadership ties and events, can be generated to The course will examine why contem- reach these student affairs goals. The GS 300 3 porary society needs leaders and what course will enable students to imple- Service Learning Abroad the term “leadership” means. Histori- ment and evaluate actual programs This course combines in-class instruc- cal perceptions of leadership will be through membership in student clubs tion with an experiential service learn- reviewed as well as an analysis of dif- and organizations. The College will ing component. The location of the ferent styles of leadership. The course be used as a model for peer program service learning component will vary will examine development with a focus on learning. according to instructor interest but what makes people leaders with an The course provides an overview of could include Africa, Central America, emphasis on skill development. Con- program assessment, planning, imple- or the Caribbean. The in-class portion temporary issues will be discussed as mentation, and outcomes evaluation, of the course will focus on the follow- part of leadership analysis. Interactive and a review of related programs on ing: the history, literature, geography, sessions will allow students to become other campuses. Students enrolled in culture, and economics of the place to acquainted with their peers’ leadership GS 370 will go beyond programming which the students will travel; an intro- skills while developing their own skills. through organizations to actually creat- duction to the ideas of service learn- In addition, this course will examine ing their own programs individually. ing/leadership; discussion of service literature surrounding the study of They will also be introduced to theories learning as it relates to the mission leadership and apply the principles to in advising undergraduate student of the college and its liberal learning current events and situations, in order organizations. goals. Service work could include con- to understand the origins, challenges, Prerequisite: EN 101 struction projects, teaching business and pitfalls of leadership. Historical ref- skills, educational projects, or other erences will help to illuminate current GS 180 3 work that will assist the community in leadership trends and practices. Some Health and Physical Fitness which the students are serving. This consideration will be devoted to politi- A specialized fitness course for course fulfills the general education cal systems, group process, and orga- students that will emphasize as- requirement. nizational behavior. GS 160 serves as pects of a healthy lifestyle and its Prerequisites: Permission of instructor an unrestricted elective. This course direct application to career success. fulfills the Gen Ed requirement. Specific instruction will cover health- GS 460 3 related topics, such as nutrition, stress Leadership Applications GS 170/370 3 management, various health related This course combines theory and Introduction to Student Activities Pro- chronic disease, and physical fitness. practical application to focus on the gramming: Theory and Application The course will allow students to self- development, implementation, and 3 evaluate their lifestyle and develop assessment of effective leadership This course focuses on student activi- an individualized exercise program. strategies and on ways to recognize ties programming, emphasizing the This course is evenly divided into and overcome barriers to organization- importance of extracurricular par- in-class work and a physical activity al change. Given GS160’s overview ticipation and how such programming portion with fitness activities, instruc- of leadership theory, GS460 requires enhances classroom learning. Course tion and fitness testing. Homework students to develop an in-depth under- study will support academic interests, assignments will also require active standing of theories and to draw upon while modeling student life goals. Stu- physical fitness. The dual lecture and an existing understanding of history, dents will be introduced to the multiple active instruction is important as many political systems, and interpersonal functions of student activities and students in particular lines of work are communication to affect change in college union offices in higher educa- required to pass medical and physical modern political and business environ- tion, and given an overview of the fitness tests. This course is especially ments. The course will be conducted student affairs field. Student develop- useful for students whose field of in seminar format for in-depth discus- ment theories are examined to identify employment demands high levels of sion supported by leadership theory and validate a range of academically fitness and health. The course also research, in addition to presentations, supported and student-related goals; serves students generally as its main case studies, and experiential applica- e.g., multiculturalism, community focus is on health issues in a broad- tions. building, wellness life-styles, contem- based approach. Fitness workout Prerequisites: GS 160 and upper-divi- porary issues, social interaction, and gear, specified equipment and active sion status spirituality. Through these theories participation are required. This course students will be able to show how counts as an all-college elective only Geography targeted student programming initia- (not a Liberal Arts elective). 118 HILBERT COLLEGE

HI/PS 288 3 Twentieth Century America questions about the use of images in World History and Geography I This course is designed to give stu- constructing and promoting national This is a survey course of global geog- dents a basic understanding of the and individual identities. Collections raphy and human history. Emphasis is political, economic, social, and diplo- used range from the studio portraits of placed on: a) gaining a basic knowl- matic history of the United States in Matthew Brady to the Civil War battle- edge of the critical events in world the century that defined America as fields captured by Alexander Gardner; history, b) gaining a basic knowledge a major world power. Emphasis is on from the compelling social documenta- of political and physical geography and those areas marked by changes that ries of Jacob Riis, Lewis Hine, Doro- the ways in which they are both cause have and still do influence our lives thea Lange and Walker Evans to the and effect of history, and c) under- today, i.e., social and cultural norms, artistry of Alfred Stieglitz and Ansell standing the events at a global level, the role of the presidency, partisan Adams; from the natural landscapes that is, being able to identify events as politics, America's world position, race of the Hudson Valley to the Yosemite. taking place in the same periods even and gender relations, and the Ameri- With a comprehensive background though they happened in different can reform impulse. derived from lectures, readings, and regions. images, students will look for the This course is half of a two-semester HI/CJ 207 3 narrative that the photographs speak series. Although ideally students will Crime and Punishment in America across time. take both courses, each may stand This course examines the history of Prerequisite: Sophomore status alone and can be taken in any order. crime and punishment in the United States. We operate under the prem- HI 213 (formerly HI 311) 3 HI/PS 289 3 ise that penal codes do not evolve African American History, Part I World History and Geography II in a vacuum. Rather they represent This course traces the African Ameri- This is a survey course of global geog- significant social and political deci- can experience from the colonial raphy and human history. Emphasis is sions. Society determines and then period to the turn of the 20th century. placed on: a) gaining a basic knowl- lawmakers codify what behavior is un- Included are discussions of slavery, edge of the critical events in world acceptable and will constitute a crime. the abolitionist movement, the Civil history; b) gaining a basic knowledge Consequently, what was a crime at one War, Reconstruction, and post-Recon- of political and physical geography and time may be an accepted practice in struction adjustment. Also included the ways in which they are both cause another. are discussions of the various strate- and effect of history; and c) under- Prerequisite: Sophomore status gies for survival employed by African standing the events at a global level, Americans both slave and free and the that is, being able to identify events HI/PS 208 3 often conflicting assessments of those as taking place in the same periods American Foreign Policy strategies by contemporaries and even though they happened in differ- The history of foreign policy is the historians. ent regions. This course is half of a study of fundamental ideas and princi- Prerequisite: Sophomore status two-semester series. Although ideally ples, decision making, implementation, students will take both courses, each and consequences of policies affecting HI 214 (formerly HI 312) 3 may stand alone and can be taken in international relations. This course is African American History, Part II any order. designed to provide the student with a Part I of African American History basic understanding of how the United (HI311) traces the experience of black History States arrived at its present position America from slavery to the end of the as the major world power. In seeking 1800s. This course continues that HI 103 3 this understanding, the course exam- journey through the 20th century. It Nineteenth Century America ines the intellectual foundations of our begins with the economic, political, This course traces the development foreign policy, the various diplomatic and social conditions faced by African of the United States from a fledgling policies and practices pursued by the Americans at the turn-of-the-century nation striving for its own identity to a United States and the consequences and then assesses the various, and sophisticated, mature member of the of those policies. often competing strategies employed community of nations. From the early by African Americans to survive and years of the 19th century to the turning HI 212 3 flourish in a racist America. of the 20th, the course explores the Photographing American Prerequisite: Sophomore status political, economic, social and physical History growth of the nation. This course uses 19th and 20th HI 215 3 century photography to illustrate and World Culture and Civilization HI 104 3 interpret American history, raising In every age of human existence peo- 119 HILBERT COLLEGE

ple have sought to express themselves as taking place in the same periods philosophic notions upon early modern using dance, drama, art, architecture, even though they happened in differ- culture will be observed in the works philosophy, music and literature. This ent regions. This course is half of a of writers such as Marlowe, Mann and course is aimed at giving students two-semester series. Although ideally Camus, musicians such as Wagner, the opportunity to develop an under- students will take both courses, each and philosophers such as Descartes, standing of how humankind has used may stand alone and can be taken in Hume, Kant and Nietzsche. those areas of self-expression some- any order. times referred to as the fine arts. The HI 308 3 course is in no way intended to make PH 305 3 Women’s History the student an expert in any one area The Making of the Modern This course is about the exclusion of but rather is to serve as a sampler to Mind I American women from their national the expressions, allowing the student This course comprises a history of history and the efforts of women's to become more aware, more open- ideas from ancient Greece to the historians to compensate for that minded, and more sensitive in the Renaissance. Specifically, it employs omission. Historians have not only areas mentioned. This course is also philosophic analysis to show the chronicled the history of women and intended to allow students to begin to historical impact of philosophical examined the social, political, and develop an aesthetic awareness and thought upon politics, science, art, and economic restrictions placed on them some skills in artistic discrimination. humankind in general as well as the by socially-determined gender defini- The end result of this course would be impact of culture on philosophy. An tions, but, in a discipline previously an individual who has a better under- additional goal of this course is that of dominated by political history, they standing of society and of oneself. helping students recognize that many have elevated concerns important to of the ideas with which they are most women--love and marriage, child birth HI/PS 288 3 comfortable did not arise in a vacuum. and child rearing, domesticity, house- World History and Geography I Moreover, the ideas that they take work, and reproductive rights--to legiti- This is a survey course of global geog- to be the most obviously true may, in mate issues of historical inquiry. More raphy and human history. Emphasis is fact, require rational justification -- a recently, women's historians have placed on: a) gaining a basic knowl- requirement which cannot be fulfilled challenged the traditional framework edge of the critical events in world without an adequate understanding of American history, a history written history; b) gaining a basic knowledge of the historical context within which by and for men, to deconstruct and of political and physical geography and these ideas were first formulated. re-conceptualize a national history in the ways in which they are both cause Prerequisite: EN 102, sophomore which women are not merely periph- and effect of history; and c) under- status. eral but are crucial to the development standing the events at a global level, of the country. Utilizing the accumu- that is, being able to identify events as HI/PH 306 3 lated information, perspectives, and taking place in the same periods even The Making of the Modern theories generated by this scholarship, though they happened in different Mind II this course examines the history of regions. This interdisciplinary course comprises American women chronologically and This course is half of a two-semester a history of ideas beginning with the thematically through the twentieth series. Although ideally students will 16th century and continuing to the century. take both courses, each may stand present day. It employs a philosophic Prerequisite: Sophomore status alone and can be taken in any order. analysis to show the historical impact of philosophical thought upon politics, HI 309 3 HI/PS 289 3 science, art and humankind in gen- Women’s History, Part II: The “Other” World History and eral as well as the impact of culture Experience Geography II on philosophy. An additional goal of This course looks at American Wom- This is a survey course of global geog- this course is that of helping students en’s history from the perspectives raphy and human history. Emphasis is recognize that many of the ideas with of race, ethnicity and class. While placed on: a) gaining a basic knowl- which they are most comfortable did the initial work done by historians in edge of the critical events in world not arise in a vacuum and that many women’s history defined and analyzed history; b) gaining a basic knowledge of the ideas which are taken to be obvi- the gender expectations of women of political and physical geography and ously true require rational justification. from the dominant white middle-class, the ways in which they are both cause Particular attention will be paid to the more recent scholarship measures and effect of history; and c) under- varying conceptions of truth, justice those expectations of gender against standing the events at a global level, and the good life found in different ep- the experiences of women from disad- that is, being able to identify events ochs. Specifically, the impact of these vantaged populations. From the first 120 HILBERT COLLEGE

encounters with Natives, through the of our fundamental law, as well as, its various manifestations. Just as a enslavement of Africans, and the mar- how the courts have interpreted and written text or a film can be read, so, ginalization of Southern and Eastern thereby adjusted the law to fit contem- too, can environment or place. What, European and Asians, to the lingering porary need. Finally, the student will for example, is the significance of impact of stereotyping throughout the see the relevance of the Constitution the fact that Buffalo is a city in which 20th century, this course examines the in his or her own life and times by a professional sports play a large role? particular experience of women from discussion of current issues involving How does buffalo, a so-called rust-belt, each of these non-dominant cultures. Constitutional law and guarantees. blue collar city, reconcile that identity Upper Division status. This course with the fact that it has a world famous HI 310 3 cannot be used as a law elective for art gallery and numerous architec- Making Sense of the Sixties Legal Studies majors. tural treasures, including the Darwin This course provides an in-depth ex- Martin House? How and why is Buffalo amination of a pivotal decade in Ameri- Honors divided into different areas, sometimes can history--the 1960s. During this based on ethnicity, sometimes on short period of time, radical changes HON 105/305 3 economic standing, and sometimes occurred in the way Americans thought Honors Colloquium based on other invisible factors? How about themselves, their world role, Unlike many other college classes, is Buffalo different today from the way relations between the genders, races where the primary focus is a specific it was in the past, when it was consid- and classes, government responsibility content area (history, criminal justice, ered a major U.S. city? This course and jurisdiction, and social and cul- etc.), the Honors Colloquium focuses will attempt to answer some of these tural norms. Confrontations, endemic on critical reading, critical thinking and questions through a physical explora- in times of vast social and political critical writing in a wide range of sub- tion of the city. change, threatened the survival of the ject areas, with students questioning Following the “City as Text” model nation. Through documentary video, what they read, what they think, and created by the National Collegiate readings in the contemporary literature how they can communicate effectively Honors Council, this class will be an and historical interpretation, and class- and logically. This course is designed examination of the city of Buffalo from room discussions, students will explore to challenge the student academically a cultural studies perspective. Stu- the details of the decade, commentary and to foster the value of “learning for dents will be asked to think critically upon it and its long-term legacies. learning’s sake” that is the benchmark and carefully about Buffalo as a place, Prerequisite: Sophomore status of the Honors Program at Hilbert Col- about its history, demographics, future, lege as well as one of its liberal learn- and identity. They will be asked to HI 401 3 ing goals (value the need for lifelong “read” the city and various elements History and the Movies learning). As a way of developing those of it. Much of the class will be made This is an advanced history seminar skills, students will look at a variety of up of actual explorations of the city, that examines a selection of feature different inter-disciplinary issues. Each including visiting art galleries, tak- films that purport to be— in plot, set- component of the course is designed ing walking tours, attending sporting ting, or perspective— serious reflec- to begin to engage the student in the events and immersing ourselves in the tions on historical issues, events or process of self-reflection so important city in other ways. personalities. This "Hollywood history" to the development of critical thinking Prerequisites: membership in the is then tested against the historical and critical writing skills. These are Honors Program; permission of the record for accuracy, intent, and impact. also the skills that students will be us- instructor. Prerequisite: EN 102, upper division ing in completing their honors projects status. in other courses. This course fulfills Human Services the Gen Ed requirement. HI/LW 402 3 HS 101 3 The United States Constitution: Legal HON 330 3 Introduction to Human Services and Historical Reading and Writing Buffalo Human services are designed to Perspectives Author Wendell Berry once said that address the challenges of meeting hu- This interdisciplinary course offers the if you don’t know where you are, you man needs that arise from the prob- student an examination of the United don’t know who you are. Using this lems of everyday living and the difficul- States Constitution both as it was writ- idea as the impetus, this class will ties encountered in our modern world. ten and as it has been subsequently focus on exploring the city of Buffalo This course presents both an introduc- applied. In each instance, students will through various methods. Although tion to and an overview of the Human see what contemporary circumstances, students may live, work, or spend time Services field by examining conceptual ideals, and fears went into the writing in Buffalo, many may not “see” it in underpinnings, historical antecedents 121 HILBERT COLLEGE

and contemporary directions. The role ing of themselves and their reasons conversational curriculum requires the of the helper, the belief system within for pursuing a career in rehabilitation student to be an active learner. the Human Service profession and services, human services or other pro- Prerequisite: Sophomore Status common problems/issues faced by fessional fields. Students will identify the helper are explored. This course personal strengths and limitations they HS/RH 210 3 will assist the student in assessing his have in relation to working with other Human Services Methods or her own desire to pursue a career people. This course familiarizes students with in Human Services and will provide a Prerequisite: RH 101 or permission of the various concepts, skills, roles, sound theoretical foundation for sub- department tasks, and activities comprising human sequent courses in the major. services practice. Students will develop HS/PSY 205 3 a critical understanding of the nature HS/RH 203 3 Interpersonal Communication of the professional client/worker rela- Introduction to Counseling and Effectiveness tionship, as well as the complexities This course concentrates on the vari- Through this course students will of the various stages of helping from ous theoretical approaches to counsel- explore the nature of interpersonal intake through termination. Applicable ing and how they may be applied to relationships in various contexts and techniques within a variety of systems the process of helping. It is intended develop a critical understanding of will be addressed, including interview- to provide students with a sound communication processes. The course ing, assessment, case management base which can be used to build a will integrate theory with experience to and recording. personalized style of counseling that develop student insight as to how com- Prerequisite: HS 101, sophomore incorporates the cognitive, emotional munication skills impact both society status. and behavioral dimensions of human and their own lives. A great deal of experience. Various personal and emphasis will be placed on enhanc- HS/PSY 215 3 professional issues that emerge in the ing self-awareness, self-control, and Social Issues in Addictions counseling relationship will be ex- the ability to maximize interpersonal This course introduces students to the plored. Students will have the opportu- effectiveness in personal and profes- range of addictions which are said to nity to learn from one another through sional relationships. Students will be predominate in our society. Students collaborative group work, case studies, provided opportunities to develop and are encouraged to critically examine and various clinical videos. practice specific interpersonal skills the concept of addiction, particu- Prerequisites: HS 101, sophomore through the effective use of commu- larly as it may be defined as a social status. nication techniques such as listening, phenomenon. Specific addictions to observing, paraphrasing and percep- be studied include various alcohol HS/RH 204 3 tion checking. and chemical dependencies, eating Basic Interviewing Skills disorders, sex and love addictions, The primary purpose of this course is HS 206 3 compulsive gambling and spending, to provide students with a concrete American Sign Language and addictions to work and exercise. framework for interpersonal commu- American Sign Language nication in their work in rehabilitation. Students will learn basic American HS 300 3 The course will focus on the knowl- Sign Language (ASL) communication Introduction to Chemical Dependency edge, skills and attitudes necessary through this course including sign This course is an introduction to for the application of Micro-counseling vocabulary, finger spelling, numbers, alcohol and other drug use, abuse and and other communication skills, includ- and expressive and receptive signing addiction. Students will examine mod- ing exploration, mutual understanding activities. Students will also develop els of addiction, pharmacology, use, and taking action in addressing human an understanding the history of ASL as abuse, methods of administration and problem situations. Special emphasis well as aspects of Deaf culture which effects physically and psychologically. is placed on developing the skills of are integral to meaningful communi- The primary emphasis of this course is attending, listening and responding in cation. ASL I is designed to provide on the specific categories of drugs and ways that allow the student to engage students a preliminary basis for signed how they are utilized. The course is a in a productive helping relationship. communication. The ASL I curricu- prerequisite for the other three courses Emphasis is also placed on applying lum will parallel that of a traditional offered in the chemical dependency effective communication skills in col- language development and second specialization. laboration with other professionals and language learning course. It will focus Prerequisite: Completion of 45 credit coworkers. As part of their develop- on introducing language in context and hours or permission of department ment of micro-counseling skills, stu- will engage students in various interac- dents will gain increased understand- tive activities to reinforce learning. A HS 302 3 122 HILBERT COLLEGE

Intervention and Treatment with dency informed consent and client self-deter- Chemically Dependent Clients and Building on the concepts developed in mination to working with people of di- their Families HS 300: Introduction to Chemical De- verse backgrounds and abilities will be This course will address the therapeu- pendency, this course will explore in an addressed. Complex topics will require tic issues related to effective interven- in-depth manner, some current topics an in-depth examination of personal tions and treatment modalities for the in the field of chemical dependency. values, decision-making models, and alcohol and other drug-abusing client Students will investigate issues related the role of supervision in professional and others affected by substance to the provision of human services to practice. abuse. Students will explore theoreti- special populations: namely, the dually Prerequisite: HS 210 or permission of cal and clinical aspects of addiction, diagnosed client, and the criminal department. codependency, and family dysfunction. justice system client. The implica- Through both didactic and experien- tions of Kendra's Law and Assisted HS 311 3 tial learning, students will investigate Out-patient Treatment (AOT) related to Organization, Policy and Practice in the various ways that persons and families chemical dependency clients will also Human Services recover from these problems. This be explored. The importance of pro- The purpose of this course is to in- course will also provide an overview viding medically necessary and time troduce students to significant social of the assessment process, treatment limited treatment in order for services welfare policies in the United States planning, treatment techniques and to be reimbursable will be discussed and the effect of those policies on the counseling practice. Ethical consider- throughout the semester. Students practice of Human Services. Students ations when dealing with chemically entering the course are expected to will examine the concepts, history and dependent clients and their families have a basic understanding of chemi- development of various social welfare will be explored. This course will utilize cal dependency, models of addiction, policies so as to be able to "tune-in" the foundation work presented in HS bio-psycho-social considerations on a macro-level to the struggles that 300, Introduction to Chemical Depen- and general treatment approaches. the poor and underserved endure. dency. Students entering the course Prerequisite: HS 300, equivalent, or Philosophical and programmatic trends are expected to have a basic under- permission of department will be traced from early colonial times standing of alcohol and other drugs, through the modern social welfare sys- models of addiction, bio-psycho-social HS 308 3 tem with an emphasis on the structure considerations, and general treatment Group Work in Human Services and functioning of the social welfare approaches. Focusing on both practice and process, system in the United States. Prerequisite: HS 300, equivalent, or students will acquire knowledge and Prerequisites: HS 101, sophomore permission of department skills necessary for effective leader- status. ship in working with groups. The com- HS/CJ/PSY 305 3 plexities of group HS 315 3 Research Methods in Social practice as it relates to a variety of Child Welfare Services Sciences populations will be considered. Also This course offers an intensive over- This course is designed to familiarize explored will be some practical con- view of the various welfare services of- criminal justice, human service and siderations in working with groups, the fered on behalf of children and youth. psychology majors, as well as potential nature of the interactive process, and Included among the basic child welfare graduate students, with the concep- many of the various issues which are services are family-based services for tual and operational skills to design unique to human services group inter- children in their homes, residential and conduct research, including: the ventions including advocacy. Students care, foster care, adoption, and day development of research questions will have an opportunity to integrate care. Various social issues relevant to and hypotheses; selection of research theoretical concepts while participat- poverty, single parenting, and neglect design and data collection strategies, ing in class activities designed to make and abuse as well as laws of guardian- sampling procedures, and data analy- learning fun and meaningful. ship, advocacy, and the juvenile justice sis and interpretation. Students will Prerequisites: HS 101, sophomore system may be addressed. acquire the skills necessary to conduct status. Prerequisite: HS 101. social science research and to prepare formal research reports. This course is HS/RH 310 3 HS/CJ/PSY 316 3 offered every semester. Human Service Ethics Family Violence Prerequisite: MA 200 This course will focus on the profes- This course is intended to provide stu- sional principles and conduct of help- dents with a stronger understanding of HS 306 3 ing professionals. A variety of legal the scope and seriousness of all forms Advanced Topics in Chemical Depen- and ethical dilemmas, ranging from of family violence and abuse, and the 123 HILBERT COLLEGE difficulties faced by criminal justice velopment, as well as detailed discus- marriage as an institution to viewing it and human service agencies. Histori- sions of topics surrounding death, as a relationship in which the partners cal, social, political, psychological, and dying, and loss experiences. Both the expect to find companionship and legal aspects of family violence will be roles of the interpersonal self and the intimacy. considered, and much time will be de- professional self in working with those Prerequisite: Sophomore status or voted to examining underlying causes. encountering death and grief/loss will permission of department This course will also evaluate some of be explored. the nonviolent harm done by families Prerequisite: Sophomore status or HS/RH 360 3 to their members, including the contri- permission of department. Internship I butions made by family structure and A supervised short-term internship functioning to problems such as delin- HS/PSY 330 3 experience in a human service/reha- quency or adult criminality, depression, Violent Children: Prevention/ bilitation agency allows students to and suicide. Treatment apply classroom learning to practical Prerequisite: Upper division status or This course offers an in depth analysis situations. This one semester intern- permission of department. of the dynamics of violence perpe- ship consists of a 120 hour placement trated by young children & adolescents in an agency or school setting. In ad- HS/CJ/PSY 317 3 with an emphasis on treatment and dition, a weekly seminar provides stu- Family Violence Treatment and Preven- intervention strategies. Students will dents with the opportunity to discuss tion examine various forms of violence and share questions and problems From a human services perspective, within the context of the family, school, related to the field work. Students will this course offers an introduction to and community including intra-familial begin to create a professional portfolio, the dynamics of family violence with an violence, sexual violence by children, research graduate school programs emphasis on treatment and interven- aggressive behavior, violence in school and professions within the field of tion strategies. Students will examine settings, and violence perpetrated human services. The practicum is types of family violence across the within the community. This course reserved for students in their third year life span, identification and reporting will offer students the opportunity to of the Human Services or Rehabilita- procedures, controversial issues of rel- explore individual, family and com- tion Services programs. All prospec- evance to the field of family violence, munity dynamics that contribute to the tive students are required to have a child abuse & neglect, the impact of manifestation of violent behaviors with meeting with the HS/RH Internship substance abuse/misuse on family an emphasis on current and innovative Coordinator to arrange an appropriate functioning and violent patterns of be- approaches to treatment and preven- placement. havior, sexual offenses and offenders, tion. Students will further explore the Prerequisite: 45 credit hours and and current and innovative approaches relationship between diagnosis and Human Services or Rehabilitation to treatment and prevention. the selection of appropriate treatment Services major. Prerequisite: Upper division status or interventions. permission of department. Prerequisite: upper level status, per- HS/LW 410 3 mission of department Child and Family Law HS/PSY/SO 320 3 This interdisciplinary course will pro- Loss, Grief and Dying HS/PSY/SO 332 3 vide an overview of the various laws This multi-disciplinary course is de- Marriage and the Family and legal concerns which currently veloped to sensitize students to the This course examines current and affect family life. Among issues to be issues of loss, grief, and dying that are historical trends and dynamics related examined will be laws and social con- part of every individual’s life experi- to marriage, family, relationships, cerns that are relevant to marital rela- ence. Students will explore their own and alternative lifestyles. A major tionships, parent-child relationships, relationship with death and various theme of the course is the interaction child custody and support, family loss-related experiences and explore between individuals and the societal violence, and the rights of minors. The the ways in which societal attitudes in- environment in which they make their course is intended to assist students, fluence how and when we die and how decisions. Increasing flexibility forces particularly those in the helping profes- we live as we deal with the knowledge individuals to make many difficult sions, to become more knowledgeable of death and loss. Subject matter will choices with regard to family values of the various legal issues surrounding encompass a blend of psychological, and personal autonomy; students will families today. The course is very use- socio-cultural and historical perspec- explore how these decisions are often ful for students in paralegal studies, tives on death. Topics will include being made in the context of contra- criminal justice, and human service issues of loss related to relationships, dictory cultural values. Another focus programs. social role change, and life-span de- of the course is the shift from viewing Prerequisite: Upper Division status 124 HILBERT COLLEGE

HS/CJ/PSY 416 3 and develop objectives to meet those questions and problems related to the Advanced Issues in Family goals. Students will also participate in field work. Violence exploring their understanding global Prerequisites: H/RHS 360, HS/RH While family violence is a very old citizenship and how this impacts them 460, 60 credit hours (or permission of problem, as an academic discipline it professionally and personally. department,) and Human Services or is continually changing. This course is Prerequisites: Senior status – Human Rehabilitation Services major. designed to give students the opportu- Services or Rehabilitation Services nity to examine the process of change major. Languages as they relate to the theoretical, political, and practical issues associated HS/RH 460 3 ARABIC with family violence. Students should Senior Internship I AR 101 3 possess basic knowledge about the This course offers students field in- Introduction to Arabic I history, types and patterns of abuse struction in social agencies under fac- This course is designed for a beginner before taking this course, as well ulty direction and agency supervision. who is interested to learn the basics as an understanding of the criminal Students are to complete HS/RH 460 of the language as it is spoken and justice system. Attention will be paid and 461 in two successive semesters written. Arabic I, moreover, introduces to new theoretical developments in (F-S, S-Sum, Sum-F) in order to experi- the different sets of grammar and the field, and changes in the relation- ence the benefit of a long-term intern- pronunciation that are prevalent in the ship between theory and practice. The ship. (Students are encouraged to contemporary Arabic world. relationship between family violence plan their schedules carefully as tuition This course fulfills the general educa- and other forms of violent crime will be assistance may not be available for tion requirement. considered, and current debates in the summer courses.) A variety of settings field will be examined. are available to the student. There AR 102 3 Prerequisites: CJ/HS/PSY 316 or CJ is an attempt to match the choice of Introduction to Arabic II 317 agency within the students’ area of This course is designed for students interest. A supervised experience in to continue learning basics of Arabic HS/RH 430 3 a community service agency allows as it is spoken and written. Arabic II, Senior Seminar students to apply classroom learning moreover, will continue to introduce Senior Seminar, the departmental to practical situations. In addition, a the different sets of grammar and capstone course, has three primary weekly seminar provides students with pronunciation that are purposes that are related to the prepa- the opportunity to discuss and share currently in use in the contemporary ration of students to pursue either questions and problems related to the Arabic world. a human services career or further field work. All prospective students are Prerequisite: AR 101 education upon graduation. First, the required to schedule a conference with seminar will offer students the oppor- the Internship Coordinator during the FRENCH tunity to achieve maximum integration preregistration period to make arrange- FR 101 3 of the range of knowledge, skills and ments for appropriate placement in Introduction to French I values experienced in previous human a Human Service agency. The intern- This course will introduce students to service coursework and internships. ship is reserved for senior students in the French language, thereby benefit- This will be done with a flexible semi- the Human Service and Rehabilitation ing them in their personal and profes- nar structure where the broad issues Services programs. sional lives. It is intended for those of diversity and social justice will be Prerequisite: HS/RH 360, 60 with very little or no previous exposure used as a foundation for the explora- credit hours (or permission of to the study of this language. The tion of issues impacting professional department) and Human Services fundamentals of grammar, vocabulary, practice. Secondly, students will have or Rehabilitation Services major and pronunciation are stressed in the opportunity to analyze their own order to facilitate the speaking, listen- counseling and interactional style in HS/RH 461 3 ing, reading, and writing of "la belle order to increase their self-awareness Senior Internship II langue." Students are also introduced and enhance their professional skills. This is the second half of a two-semes- to French culture and the Francophone The third purpose of the seminar is to ter supervised experience in a com- world. There are no prerequisites. This facilitate the transition from the Hilbert munity service agency which allows course fulfills the Gen Ed requirement. environment to either the world of work students to apply classroom learning or graduate education. Students will to practical situations. In addition, a FR 102 3 have the opportunity to clarify career weekly seminar provides students with Introduction to French II goals and learning goals for the future the opportunity to discuss and share This course is a continuation of FR 101 125 HILBERT COLLEGE

and offers more extensive practice in comprehension. Writing skills will be of the Spanish language. Comprehen- the basic language skills of speaking, enhanced to include personal narrative sion of basic principles of grammar is listening, reading, and writing. Gram- through journals using persuasive and stressed, along with aural comprehen- mar, vocabulary, and pronunciation expository style. Grammar will be an sion and previously learned are built upon to integral part of each of these courses. development of oral communica- increase communicative ability. The Previously learned structures will be tion skills. Writing of simple Spanish study of French culture is also contin- reviewed and reinforced, while ad- sentences is done from the beginning ued. This course fulfills the Gen Ed vanced grammatical structures will be of the course so that a certain facility requirement. introduced for mastery. Students will with the written language might be ob- Prerequisite: FR 101 or 2 years of high add to their already extensive vocabu- tained within the course of the semes- school French. lary bank with concentration on those ter. There are no prerequisites. This words necessary to enhance their course is not for students who have FR 103 communicative abilities. With today’s taken the Spanish Regents’ examina- Intermediate French 3 emphasis on global inter-dependence tion in high school. This course fulfills This is an advanced language course and cultural awareness, students will the Gen Ed requirement. and as such will emphasize advanced further their knowledge of the German communication and listening skills. speaking world and its people. This SP 102 3 Reading at an advanced level will course fulfills the Gen Ed requirement. Introduction to Spanish II include some literature and thematic This course is a continuation of SP topics and will stress comprehen- ITALIAN 101 which stresses basic principles sion. Writing skills will be developed ITA 101 3 of grammar, aural comprehension through personal reactions to pieces Introduction to Italian I and development of oral communica- of writing, the writing of summaries, This course will introduce students to tion skills. Writing of simple Spanish topical composition, creative pieces, the Italian language. It is intended for sentences is continued as part of the etc. Structure will be reviewed and new those with little or no previous expo- course. This course is not intended for structures will be presented to in- sure to the study of this language. The students who have completed three crease communication skills. Students fundamentals of pronunciations, gram- or more years of high school Spanish. will continue to build their vocabulary mar, and vocabulary will be stressed This course fulfills the Gen Ed require- through usage and memorizing of new in order to facilitate the speaking, ment. words and phrases. Students will in- reading, listening and writing of the Prerequisite: SP 101 or two years of crease speaking skills through informal Italian language. Students will also be high school Spanish. conversation, oral presentations, short introduced to the culture and customs speeches and partner skill practice. of Italy and the Italian world. This SP 103 3 Listening skills will be enhanced by course fulfills the Gen Ed requirement. Intermediate Spanish I using French as the language of the This course is a continuation of the classroom, listening to tapes, videos ITA 102 3 material begun in SP 102. Emphasis and guest speakers. Cultural knowl- Introduction to Italian II is placed upon principles of grammar, edge will be increased through music This course is a continuation of ITA aural comprehension and the further videos, culture videos, class discuss- 101 which stresses basic principles of development of oral and written com- sions, presentations of personal slides grammar, aural comprehension and munication skills. This course fulfills by the instructor, readings on cultural development of oral communication the Gen Ed requirement. topics. FR 102, 4 units of high school skills. Writing of simple Italian sentenc- Prerequisite: SP 102 or comparable French or recommendation of instruc- es is continued as part of the course. high school background. tor Students will continue to be introduced to the culture and customs of Italy and SP 205 3 GERMAN the Italian world. This course fulfills Spanish Literature in Translation: The GER 103 3 the Gen Ed requirement. Medieval Period to Cervantes Intermediate German Prerequisite: ITA 101 or high school Providing an overview of the cul- This is an advanced language course equivalent. tural background and history of Spain for students who have completed 4 through its literature, this CORE I high school units of study. As such, SPANISH course surveys Spanish literature from this course will emphasize advanced SP 101 3 the medieval period to Cervantes’ communication and listening skills. Introduction to Spanish I Don Quijote in the early seventeenth Reading at an advanced level will This course is intended for students century, with consideration of the his- introduce some literature and stress with little or no exposure to the study torical and philosophical background 126 HILBERT COLLEGE

that gave impetus to the creative spirit dents an overview of the various eth- Prerequisite/Co-requisite: LW 101. of some of the greatest writers of the nic, religious, and cultural influences Spanish language. English transla- that have contributed to the formation LW 206 3 tions, complete or excerpted, Span- of modern Spain. We will explore the Domestic Relations Law ish literature masterpieces will give various tides of invasion: Phoenician, Legal Specialty Course students insight into the soul of the Greek, Roman, and finally Muslim that Students will become familiar with people who discovered a New World contributed to making medieval Spain the basic concepts of New York State and gave their language to Latin Ameri- “a melting pot” of religious tolerance. family law, including divorce, custody cans and to millions within the United We will also discuss how these tides and support. The course focuses on States itself. The CORE I component of invasion have molded the Spanish domestic relations proceedings in the will be met by guest lectures in subject psyche and the far reaching effects on New York State judicial system with areas like philosophy, religious studies, Western civilization itself. In addition, special emphasis on the role of the history, and political science. we will view the rise and fall of the family law paralegal. Prerequisites: EN 102 ‘Spanish Empire” from 1492 to 1588 Prerequisites: LW 101, LW 103 or per- and the birth of Hispanic culture as mission of department. SP 300 3 reflected in the many countries which Spanish for Law Enforcement embrace Spanish as their official LW 207 3 Officials language. Civil Litigation This course is intended for the upper- Prerequisite: EN 102 Legal Specialty Course division student in the criminal justice This course is an introduction to civil or economic crime investigation Legal Studies litigation in New York State courts, pri- programs, and may be of benefit to marily New York State Supreme Court. human services majors as well. It LW 101 3 The course follows the model of a is a communication-focused course Introduction to Law and Legal Eth- personal injury action from commence- enabling students to function within ics ment of the lawsuit through post-trial a bi-lingual setting in the particular Legal Specialty Course appeals. Emphasis is placed on devel- situation of law enforcement. Part Provides the student with an orienta- oping practical and professional skills of the course will entail an intensive tion and a working knowledge of the used by a paralegal working as part of review of grammar needed for this court system and legal structure of a litigation support team in a law firm. level of conversation. The rest of the United States and New York State. Instructional methods, assignments the course will focus on the oral and Specific written, verbal, analytical and and exams are designed to prepare written communication skills allowing conceptual skills associated with legal the student for performing real-life the professional to respond to those reasoning are developed.. The role of tasks crucial to the handling of a civil whose primary language is Spanish. the paralegal will be developed and lawsuit and understanding New York This portion of the course will focus on defined from case readings, adminis- State laws and rules regarding civil conversational skills, documents, and trative regulations, statutes and bar litigation. Assignments are focused on forms used in the field and the devel- association guidelines. The relation- drafting litigation documents such as opment of the necessary vocabulary to ship of the paralegal with attorneys, case memoranda, pleadings, discovery respond in a variety of scenarios. This clients, and the community is explored documents, motions and appellate course is intended for students who and defined as well as the legal and documents. have a working knowledge of the basic ethical constraints which apply to the Prerequisite: LW 101, LW 103 or per- rules of Spanish grammar. This course profession. mission of Department. fulfills the Gen Ed requirement. Prerequisites: Spanish 102 or three LW 103 3 LW 210 3 years of high school Spanish com- Legal Research Real Property Law Office pleted within the last five years. (For Legal Specialty Course Practice students unsure of abilities, appropri- Includes the development of basic Legal Specialty Course ate score on placement test may be skills in U.S. and New York State legal This course will familiarize the student required.) research for a working knowledge of with real estate terms and concepts. the law library as a primary objective. The goal is to enable the student to SP/HI 391 3 The student will study legal analysis, prepare and interpret standard real es- Iberian Melting Pot: A Cultural History research and writing skills and strate- tate documents such as title searches, of Spain from Pre-Historic Times to the gies, and be introduced to computer- surveys, deeds, mortgages, closing Defeat of the Spanish Armada ized legal research through completion statements and related residential This course is designed to give stu- of course projects. mortgage lending forms. The students 127 HILBERT COLLEGE

will receive a working knowledge of legal analysis and writing skills to Administrative Law each of the components involved in complement the basic legal writing Legal Specialty Course the closing of real estate transactions, and research skills introduced in Legal Students will learn the basic concepts representing a seller, buyer or lending Research. Special emphasis is given of administrative law including the institution. to analyzing authorities, briefing cases, expanding role and authority of the Prerequisites: ACC 205, LW 101, LW synthesizing sources, interpreting paralegal in the administrative agency 103. primary sources, applying legal reason- adjudication process. Students will ing, organizing and drafting legal mem- study both formal and informal advo- LW/BUS 217 3 oranda and correspondence. A review cacy techniques, including representa- Business Law I of basic legal research skills is offered tion of clients before administrative This course is an introduction of the to assist students as warranted. bodies. The regulatory review process principles of law that directly and regu- Prerequisite: LW 103 or permission of will be explored. Students will engage larly impact the conduct of business department. in a hands-on collaborative project activities. The content of the class involving the adjudication of a Social includes many subjects tested on the LW 308 3 Security disability case culminating in Regulation portion of the CPA examina- Estate Administration a mock hearing in class. tion. Topics include an examination of Legal Specialty Course Prerequisite: 12 credit hours in legal the substantive law of contracts, from This course surveys the procedures specialty courses or upper division formation requirements to remedies utilized and the law of estate admin- status or permission of department. for breach of contract. Antitrust law, istration with special emphasis given securities regulations, and employ- to the role of paralegals. The course LW 312 3 ment and labor law illustrate the regu- examines what comprises the dece- Environmental Law latory role on business and society. dent’s estate, probate and non-probate Legal Specialty Course Legal aspects of international busi- assets, wills and intestacy, the Surro- The course gives an overview of the ness are examined in this increasingly gate’s Courts Procedure Act, including history and development of U.S. and important area. probate proceedings, the legal concept N.Y. State environmental law. The Prerequisite: sophomore status of acting in a fiduciary capacity, estate course will focus on the desired knowl- taxation and administration, and es- edge base and administrative tasks LW 302 3 tate planning. performed by paralegals in agency Introduction to Criminal Law and Prerequisites: ACC 205, 12 credit proceedings and litigation. Procedure hours in legal specialty courses or up- Prerequisite: Successful completion Legal Specialty Course per division status. of 12 credit hours of legal specialty The course provides students with an courses or upper division status. or overview of the New York State Penal LW 309 3 permission of department. Law and how cases are handled in Business Organizations Law the criminal courts. The distinctions Legal Specialty Course LW/BUS 315 3 between criminal and civil law are This course is comprised of a study Labor Law studied. Special emphasis is given to of various business organizations Legal Specialty Course the roles of law enforcement agencies, including the sole proprietorship, gen- Students will learn the fundamentals the courts, lawyers and paralegals. eral and limited partnership, limited of the US Federal and New York State Course topics include crimes against liability companies, not for profit, and labor laws with special emphasis on persons and property, criminal respon- the business corporation. The course the principles of employment and labor sibility, defenses, rights of the accused, will highlight the distinctions between law applicable to private and public pre-trial hearings, trials, sentencing these types of business organizations employers in New York State. and appeals. Students will engage in a and emphasize the substantive and Prerequisites: LW/BUS 217 or 12 hands-on collaborative project involv- procedural operations of the business credits in legal specialty courses or ing the rights of the criminally accused corporation. Practical applications upper division status or permission of culminating in a mock hearing in class. include statutory analysis, preparation department. Prerequisite: LW 101, LW 103 or CJ of corporate documents and relevant 202. legal research. LW/BUS 317 3 Prerequisites, 12 credit hours in legal Business Law II LW 303 3 specialty courses or permission of (formerly Advanced Business Law) Advanced Legal Writing department. A continuation of the study of law Legal Specialty Course begun in BUS 217, the content of this Students will develop advanced LW 310 3 class includes many subjects tested 128 HILBERT COLLEGE

on the Regulation portion of the CPA LW 355 3 of due process and equal protection. examination. Topics include in depth Elder Law Students will examine the role of the analysis of the various forms of busi- Legal Specialty Course judicial branch in the American Consti- ness organizations including general Students will learn to understand the tutional framework using case law and and limited partnerships, corporations complex issues facing the elderly and historical events and will study how and LLCs; Uniform Commercial Code possible solutions. Course topics the legal system has functioned in its subjects such as commercial paper, include ethical considerations, elder role as the final arbiter and protector of secured transactions and sales; and law planning options and related individual freedoms. The course topics other areas of law including bankrupt- documents, guardianships, Medicare, will emphasize the rights of the crimi- cy, debtor/creditor relations, product Medicaid, and Medigap programs, nally accused in the criminal justice liability, estate and trust law and real hospital discharge and nursing home system, voting rights and representa- property. issues, long term care insurance, asset tion, privacy and equality under the Prerequisite: BUS 217, junior status. protection strategies, housing alter- Constitution and understanding the natives for the elderly, elder abuse, Supreme Court decision making pro- LW 320 3 neglect and financial exploitation. The cess. Liberal arts or all-college elective. Intellectual Property Law roles of the paralegal, human services Prerequisite: Upper division status Legal Specialty Course and law enforcement personnel are Students will be provided with an over- emphasized in an interdisciplinary ap- LW 401 3 view of the various intellectual property proach to understanding and meeting Paralegal Studies Internship disciplines, including copyright, trade the legal needs and care objectives Legal Specialty Course secret, trademark and patent laws. of elderly clients. The course serves The internship will offer students real Students will learn basic searching Legal Studies, Human Services and life experiences performing paralegal techniques for trademarks, patents Criminal Justice majors. duties in a variety of settings, includ- and copyrights. Practical exercises Prerequisite: Upper division status or ing law offices, law libraries, corpora- will include searching internet sites for permission of department. tions, public and private agencies, and patent and trademark information to courts. Students will apply learned introduce students to the role of the LW 360 3 principles of law under the supervision intellectual property paralegal. Legal Ethics: Perspectives from Law, of attorneys, paralegals, law librarians, Prerequisites: 12 credit hours in legal Literature and Film court clerks or other legal profession- specialty courses or upper division Students will explore legal ethics as als. The “hands-on” experience allows status or permission of department. illustrated by laws, ethical rules and students to identify, develop, and opinions, literature and films in an design solutions to work-related prob- LW 330 3 interdisciplinary approach to the ethi- lems, and obtain valuable experience Immigration Law cal dilemmas encountered by legal and confidence under the mentorship Legal Specialty Course professionals. Course topics include of on-site mentors and the internship The continued expansion of inter- the ethical issues involved in advocat- coordinator. national enterprises and increased ing for other, confidentiality, conflicts Prerequisite: Successful completion of mobility of people, goods, and services of interest, competence and diligence, 24 or more credits in the Legal Studies between international lines has made candor, fees and financial matters, Paralegal Baccalaureate Program and/ immigration law essential to citizens integrity, unlawful practice of law and or upper level status and a 2.2 GPS and businesses in the global com- the roles of non-attorneys. Course overall with a 2.5 GPA in legal specialty munity. This course will examine the readings include cases, ethics rules courses and permission of the intern- laws, agencies, and procedures used and opinions, short stories and novels, ship instructor. in processing temporary and perma- with ethical dilemmas illustrated by nent residency visas for families and contemporary films. Liberal arts or all- LW/HI 402 3 employment. Special emphasis will be college elective. The United States Constitution: Legal on the paralegal’s role. Students will Prerequisite: Upper division status in and Historical learn how to prepare various any major. Perspectives applications, petitions, and related Students will examine the United documents, as well as learn substan- LW 370 3 States Constitution both as it was writ- tive immigration law. Prerequisite: 12 Rights, Liberties and Justice: US Con- ten and as it has been subsequently credit hours in legal specialty courses stitution applied. In each instance, students will or upper division status or permission Students will focus on civil rights and see what contemporary circumstances, of department. Constitutional law, with an emphasis ideals, and fears went into the writ- on the 14th Amendment protections ing of our fundamental law, as well as 129 HILBERT COLLEGE

how the courts have interpreted and the department. Legal Specialty Course thereby adjusted the law to fit contem- Students will gain an overview of the porary need. Finally, students will see LW 406 3 law of employment benefits, with the relevance of the Constitution in his Bankruptcy Law special emphasis given on the admin- or her own life and times by a discus- Legal Specialty Course istration of qualified retirement plans. sion of current issues involving Con- The student will be able to distinguish Reporting and disclosure require- stitutional law and guarantees. May between the various types of bankrupt- ments, payments, record keeping re- be used as a Liberal arts, all-college cy cases provided for under the U.S. quirements, claims and payments and elective or CORE II. Bankruptcy Code, and also to under- fiduciary duties will be covered. Prerequisite: Upper division status stand the related roles of judge, U.S. Prerequisite: Upper division status. Trustee, lawyer, paralegal, and others LW 403 3 involved In the U.S. Bankruptcy Court LW/HS 410 3 Legal Studies Capstone Seminar system. Exercises will include analy- Child and Family Law Legal Specialty Course sis and application of legal research Legal Specialty Course The senior seminar is a capstone in various areas, including analysis Students will become familiar with the course for Legal Studies majors. of the U.S. Bankruptcy Code, writing various laws and legal concepts which Students will actively participate in a assignments, and preparing standard currently affect family life in the inter- seminar to apply substantive, proce- documents such as petitions, sched- disciplinary course. Law and social dural and ethical knowledge acquired ules, and proofs of claim. The student concerns relevant to marital relation- in the program to issues and problems will understand how our bankruptcy ships, parent-child relationships, child found in the legal and law-related system functions and how a paralegal custody, family violence and the rights professions and graduate programs. performs within that system. of minors will be examined. Students, Students will acquire skills in design- Prerequisites: Successful completion particularly those in the helping ing and executing a professional job or of 12 credit hours of legal specialty professions, will become more knowl- graduate studies program search strat- courses or upper level status. edgeable about the many legal issues egy, investigating certification and civil surrounding families today. The course service exams and continuing educa- LW 407 is well suited for paralegal, criminal tion options, researching and applying Advanced Civil Litigation 3 justice and human services students. relevant ethics rules, and investigating Legal Specialty Course May be used as a Liberal arts, all-col- ways to contribute to one’s profession This course is an introduction to civil lege elective of CORE II. and community. Students will prepare trial practice in New York State courts, Prerequisite: Upper division status. professional portfolios which include primarily New York State Supreme resumes, references, cover letters and Court. This is an active learning class Mathematics writing samples. in which the student will be part of a Prerequisite: Successful completion of litigation team, working cooperatively MA 099 No Credit 24 credits in legal specialty courses in with other students in preparing and Preparation for College the Legal Studies major and/or senior mock-trying a personal injury case. Mathematics I status in the Legal Studies major and/ Emphasis is placed on the develop- This is the first course of a two semes- or permission of the department. ment of practical and professional ter sequence intended for students skills used by a paralegal working as with little or no algebra experience. LW 404 3 part of a litigation support team in This sequence is designed to prepare Law Office Management a law firm. The student will perform students for credit-bearing mathemat- Legal Specialty Course real-life tasks crucial to the preparation ics courses. It emphasizes a solid Students will learn the principles of of a case for trial, including analyzing, understanding of basic operations on management practices applicable in summarizing, organizing and prepar- rational numbers and the ability to a law office setting. They will gain a ing evidence for trial, drafting litigation manipulate variable expressions using working knowledge of management documents and motions, and prepar- basic operations. Topics include opera- theories and practices relating to ing witnesses for trial. The student will tions of integers and rational numbers, personnel administration, law office also participate in a mock trial in both operations on variable expressions, systems and financial controls and attorney and witness roles. solving linear equations, operations on management. The roles of paralegals Prerequisite: Successful completion of polynomials, and factoring. Grades for working as managers or supervisors LW 207 or permission of department. this course will be pass/fail. Students will be emphasized. need to achieve a grade of 80 or better Prerequisite: ACC 205, Computer/tech- LW/BUS 408 3 to pass the class. nology skills course or permission of Employment Benefits 130 HILBERT COLLEGE

MA 100 No Credit ics, or science courses. While inves- Central Limit Theorem, estimation and Preparation for College tigating functions (linear, quadratic, hypothesis-testing, linear correlation Mathematics II absolute value, and rational), students and regression analysis, chi squares This is the second course in the intro- identify domains, analyze for shifts and for independence and analysis of the ductory algebra sequence which helps reflections, solve for roots and asymp- variance (single factor ANOVA). The to prepare students for credit-bearing totes, and then graph their results. statistical package EXCEL is used. This mathematics courses. This course Besides functions, topics also include course fulfills the Gen Ed requirement. covers topics generally associated with conic sections, solving inequalities on Prerequisite: Appropriate score on high school algebra courses for college linear, quadratic, rational, absolute Accuplacer or successful completion of bound students. It includes topics value expressions and solving systems a college mathematics course. such as graphing and analyzing linear of equations and inequalities both lin- equations and inequalities, solving ear and non-linear. This course fulfills MA 205 4 systems of equations, solving quadratic the Gen Ed requirement. Survey of Calculus equations by factoring or by use of the Prerequisite: Appropriate score on This one-semester course addresses quadratic formula performing opera- accuplacer, successful completion of the core topics and techniques of dif- tions on algebraic fractions, perform- MA 100, or successful completion of a ferential and integral calculus. Topics ing operations and simplifications of college mathematics course at another will be presented and applied in the ar- radicals, and simplifying negative and institution. eas of business, economics, manage- fractional exponents. Students need to ment, and the social and life sciences. achieve a grade of 80 or better to pass MA 146 3 Discussion will focus on the following the class. Pre-Calculus topics: functions, limits, derivatives, Prerequisites: Appropriate score on The course will utilize and amplify con- techniques of differentiation, maxi- Accuplacer or successful completion of cepts encountered in mum/minimum problems, exponen- MA 099. MA 145. It involves ideas tradition- tial/logarithmic functions, integration, ally encountered in a pre-calculus. and integration by parts. MA 135 3 Topics include the development of Prerequisite: MA 146 or equivalent Mathematical Applications the six trigonometric functions and This course will expose students to their inverses, analyzing and graphing MA 235 3 mathematical applications that are these functions, using the law of sines Discrete Mathematics happening in everyday life. They will and cosines, proving trigonometric This course will provide students with get to see how math applies in modern identities, solving trigonometric/in- a working knowledge of algebraic real world situations, and be able to verse trigonometric equations, solving algorithms and their use for problem- use these skills in related fields. The logarithmic/ exponential equations, solving in areas such as computer four main topics to be covered will graphically/algebraically finding limits, analysis, communication systems, include Graph Theory (with a focus on and finding derivatives using the defini- information theory, and control sys- networks, circuits, and scheduling), tion. This course fulfills the Gen Ed tems in order to facilitate the analysis Voting Theory, Cryptography and the requirement. and synthesis of information. Topics Digital Age, and Financial and Econom- Prerequisite: MA 145 or equivalent include prepositional logic, modular ic Problems. Optional topics could in- arithmetic, pseudo codes of sorts and clude Fairness and Game Theory, and MA 200 3 searches, Boolean algebra, set theory, Symmetry and Patterns. This course Topics in Statistics binary systems, Euclid’s Algorithm, fulfills the Gen Ed requirement. This course is designed to provide graph theory, mathematical trees, and Prerequisite: Appropriate score on students with a working knowledge of modeling computations. accuplacer, successful completion of descriptive and inferential statistics, Prerequisite: MA 145 or equivalent MA 100, or successful completion of a along with practical computer applica- college mathematics course at another tions. It is intended to make students MA 300 3 institution. aware of the power of statistics and Applied Statistics with Project its uses. It seeks to improve the ability In this course, students will use spe- MA 145 3 to deal with statistical concepts in cific statistical tests as an introduction College Mathematics many fields, such as business, biology, to research methods. Given a set of This is an entry-level college math- engineering, industry, and the social data, students will identify what valid ematics course. The problem-solving sciences. Topics include descriptive research questions apply. They will techniques, along with the algebraic statistics, probability and probability then determine whether to use t-tests, concepts encountered, are consistent distributions, binomial and normal dis- chi-squares, regressions, or ANOVAs to with those in many business, econom- tributions, sampling distributions, the do the desired analysis. Guest lectur- 131 HILBERT COLLEGE

ers will consider research inquiries, The Enjoyment of Music 20th century, including the early problems and techniques from their This course is an overview of the twenty-first century, has been a story own interdisciplinary perspectives, and sources, media, and functions of music of both musical and social expansion. students according to major will also during the historical periods tradition- The dawn of the 20th century saw have the opportunity to work on a proj- ally associated with music history. classical music as a predominantly ect within their field of study. A faculty The roles of the composer, arranger, European tradition with no other major mentor from each student’s depart- artist performer, critic, and listener are influences. As communication technol- ment major will be available to provide explored and defined. Emphasis is on ogy expanded in the century, more and assistance in the research process. the development of listening aware- more world/ethnic influences became Students will have the opportunity to ness within the broad outline of music important. Now in the 21st century present their research to their peers in history. This course fulfills the Gen Ed instant communication of music and an in-class colloquium setting. Stu- requirement. ideas is commonplace via the internet. dents will be introduced to SPSS, the Classical music is now a worldwide research tool most used in graduate MU 250 3 phenomenon with influences and ideas programs of the social sciences. Afro-Centric Music from all cultures and peoples. This Prerequisite: MA 200 or equivalent. Since colonial times, the music and course will trace the development of musical practices of Western Africa this “new” music in the 20th century. Music have spread their influence throughout Particular emphasis will be placed on MU 101 3 the world. This course will provide an Western New York’s important role in History of Western Music from its overview of the effect of African music this process from 1965 to 1985. Origins to Romanticism on the music, historically, of the four Prerequisite: EN 102 This course is an introduction to music major European slave-holding colo- in Western civilization. The course will nial powers (England, Spain, Portugal Philosophy discuss the materials of music, such and France) and of further influences as melody, harmony, rhythm, tempo, throughout current pop culture as well. PH 141 3 dynamics, musical structure, design The music – including salsa, samba, Western Religious Thought and style. Major composers of each bossa nova, calypso, reggae, blues, The religious movements of West- musical epoch will be discussed with jazz – will always be seen in its social ern civilization (Judaism, Islam and musical examples listened to in class context and history. This course fulfills Christianity) have through the centu- to reinforce the discussion. This course the Gen Ed requirement. ries experienced a variety of creative covers the time period from early Prerequisite: EN 102 and conflictive moments. Although music through 19th Century Romanti- maintaining unchanging core beliefs, cism. This course fulfills the Gen Ed MU 305 3 Western religion has been subjected requirement. 20th Century Music: Classical Music in to a number of political, economic, the 19th Century cultural and social influences which MU 102 3 This upper-level course provides a have altered outlooks, caused further History of Western Music detailed survey of the Romantic period growth and development, and some- from Romanticism to the of music history, and its influence on times radically redirected the original Present early 20th century music. The course religion. This interdisciplinary A continuation of the ideas examined will explore a century of music (1820- course will consider significant mo- in MU 101, this course is an introduc- 1920), from Beethoven through the ments, events, and trends in the story tion to music in Western civilization. First World War, and will seek to under- of Judaism, Islam and Christianity The course will discuss the materials stand the music of the major compos- which seriously affected the impact of music, such as melody, harmony, ers of the period, in the context of the and influence of religion rhythm, tempo, dynamics, musical Romantic ideal as defined in literature in the West as we know it today. structure, design and style. Major and art. The course will also seek to composers of each musical epoch will understand Nationalism in Romantic PH 200 3 be discussed with musical examples Music, as it relates to the new trends Environmental Ethics listened to in class to reinforce the that occurred in music in the early At no time in history has humankind discussion. This course covers the time 20th century. had such an impact on the Earth’s period from 19th Century Romanticism Prerequisite: EN 102 environment. The growing population to the present. This course fulfills the coupled with the globalization of the Gen Ed requirement. MU 380 3 marketplace has placed enormous Twentieth-Century Classical Music strains on the Earth’s natural re- MU 103 3 The history of classical music in the sources and threatened the wellbeing 132 HILBERT COLLEGE

and existence of numerous plants and, working knowledge of the relative mer- justice, business and economics. Both most notably, human and non-human its and weaknesses of each of these traditional views of these moral issues animals. The purpose of this course theories and then to evaluate apparent as well as contemporary developments is to expose the students to the most cases of moral misconduct by business will be examined. urgent environmental concerns and persons and corporations with respect Prerequisite: EN 102, sophomore then to evaluate these issues from an to each 98 of these systems. Prerequi- status ethical perspective. Students will come sites: EN 102, sophomore status. away from the course not only with a PH 240 3 knowledge of the key environmental PH 207 3 Early and Asian Religious Thought issues but with a better understanding Bioethics This interdisciplinary course seeks of the moral relevance of the debate to Are we morally justified in “cloning” hu- to introduce the student to an under- their lives, the lives of people world- mans? When, if ever, are we justified in standing of some of the major religions wide, the lives of people in the future, terminating a human life? Should the of the world which lie outside of the and even the lives of non-human composition of your DNA be publically Western religious tradition. This course animals and plants. available, and if so, to whom? What is designed to inquire into the nature Prerequisite: EN 102. is common to these questions is the of religion and belief in general and fact that technology often moves faster then specifically examine Buddhism, PH 202 3 than moral insight. Yet, such questions Hinduism, and other religions of China, Why Be Moral? need to be answered as soon as possi- Japan and India. Offered every other Philosophic Ethics addresses not just ble, for failure to understand the moral academic year. the study of right actions but also implications of new technologies can theories of the human good life, what lead to human suffering. This course PH 301 3 motives us, and how we can construct utilizes the disciplines of philosophy, The Making of the Modern a meaning filled life. Such theories history, and science to discuss ethical Mind I (formerly PH 305) include the following. What is human theory and its application to a number This course comprises a history of nature? What is happiness? Is there of controversial topics in the field of ideas from ancient Greece to the any such thing as morality, and if so Bioethics. Students will be exposed Renaissance. Specifically, it employs is it the same for all persons? Should to a wide variety of views on important philosophic analysis to show the we care about the plight of persons in issues in sciences, in historical and historical impact of philosophical other countries? What about people in contemporary contexts, and be encour- thought upon politics, science, art, and the future? Do we have an obligation to aged to develop their own philosophic humankind in general as well as the leave the planet in at least a minimally positions on these issues, based on a impact of culture on philosophy. An acceptable state? Finally, even if we rational and critical analysis of all of additional goal of this course is that of know everything there is to know about the relevant details of these issues. helping students recognize that many morality, why should we act morally? Prerequisite: EN 102 of the ideas with which they are most comfortable did not PH 205 3 PH 218 3 arise in a vacuum. Moreover, the ideas Business Ethics Moral Issues in that they take to be the most obvi- This interdisciplinary course is oriented Contemporary Society ously true may, in fact, require rational towards the clarification of exactly This interdisciplinary course will focus justification — a requirement which when business value conflicts with on several fields of moral investigation cannot be fulfilled without an adequate moral value, the possible resolutions which are particularly relevant to men understanding of the historical context of these conflicts, and a determination and women in contemporary society. within which these ideas were first of just when business persons bear Beginning with an examination of vari- formulated. obligations that supersede any consid- ous approaches to the resolution of eration of profit. Therefore, the course moral issues, students will be encour- PH 302 3 is designed to help the student see aged to develop a critical method of The Making of the Modern the potential for dialogue between the issue analysis. Having established Mind II (formerly PH 306) business and philosophic communi- a theoretical base for analysis, at- This interdisciplinary course comprises ties. The course will begin by introduc- tention will then be directed to the a history of ideas beginning with the ing the student to several of the most examination of specific moral issues 16th century and continuing to the influential ethical systems and theories which confront contemporary society. present day. It employs a philosophic of justice: egoism, utilitarianism, deon- Issues will include topics in the fields analysis to show the historical impact tology, egalitarianism, and libertarian- of sexuality, bio-medical technology, of philosophical thought upon politics, ism. The intent is to give the student a death and dying, health care, global science, art and humankind in gen- 133 HILBERT COLLEGE

eral as well as the impact of culture ine the unique interest of individuals, the meaning of a work of art? What on philosophy. An additional goal of groups and governments which lead is unique about artistic experience? this course is that of helping students them to ignore their obligations and Students will read, analyze, discuss, recognize that many of the ideas with engage in conflict. Finally, a clearer and write about the most influential which they are most comfortable did understanding of the conditions of con- attempts of philosophers, artists, and not arise in a vacuum and that many flict will help students garner insight critics to answer these questions. of the ideas which are taken to be obvi- into both the resolution of conflict and ously true require rational justification. fostering of cooperation. Physical Education Particular attention will be paid to the varying conceptions of truth, justice PH 340 3 PE 102 1 and the good life found in different ep- Philosophy of Law Introduction to Self Defense ochs. Specifically, the impact of these Law has enormous influence on the This course is an introductory five-week philosophic notions upon early modern well-being of citizens, on whether a course in self defense techniques and culture will be observed in the works society is just, and on the potential for safety precautions that can be taken of writers such as Marlowe, Mann and prosperity within society. Yet, it is not in daily life. Through development of Camus, musicians such as Wagner, always clear what exactly the nature of physical strength and conditioning, the and philosophers such as Descartes, law is. How, for instance, is law differ- heightening of awareness regarding Hume, Kant and Nietzsche. ent from morality? Moreover, laws are the assessment of potentially danger- useless unless they influence behav- ous situations, as well as the knowl- PH 303 3 ior. To do this, laws must be backed edge of self-defense maneuvers, this Introduction to Critical Thinking by some sort of coercive force, e.g., course is designed to help promote This course is now raised to PH 303 the authority of those in power. What health and safety for the student. and can serve as an upper division constitutes a legitimate use of coercive Although self-defense techniques will elective in the liberal arts. An im- force? The questions above comprise be taught, this course principally pro- portant feature of this course is its just some of the issues that will be ad- motes safety and health, and stresses concern not only for developing the dressed in a course on the Philosophy that the confidence that comes from student’s ability to assess the opera- of Law. Students will be introduced to successful completion of this course tive logic of language that purports to the relevant thinkers from the past, should reinforce rather than diminish instruct or attempts to persuade, but with an eye towards a better under- prudent behavior. also with cultivating in the student the standing of current discussions of the subtler skill of discerning the under- subject matter. Moreover, students PE 202 3 lying assumptions and motives of a will learn, analyze, and assess the Introduction to Isshin Ryu Karate given text. These skills could have justification for the answers to these This course is designed to introduce direct application to performance on questions. Hence, students will be able the student to the world of martial standardized tests such as the GMAT to move from a descriptive understand- arts, specifically focusing on the Oki- or LSAT and other similar examinations ing of law to an historically- grounded nawan tradition of Isshin Ryu Karate. which are required of students apply- understanding of the normative The student will be introduced to the ing to graduate schools. issues intrinsic to any system of law. philosophical foundation of karate Prerequisite: Upper division status. Prerequisite: Upper division status or in particular and the martial arts in permission of instructor. general. The student will begin classes PH/PS 330 3 with limbering and stretching exercis- Conflict and Cooperation PH 405 3 es, followed by instruction and practice This interdisciplinary course seeks to Philosophy and the Arts in self-defense techniques and katas. respond to the question “Can’t we all This course will introduce students A student who successfully completes get along?” Sources of investigation to the age-old dialogue that has oc- this course will not receive a belt in for this course will be drawn from the curred between philosophy and the recognition of the achievement, but disciplines of ethics, sociology and arts. Some of the classic questions may use the knowledge and skills political science and will cover a wide that have emerged from this dialogue gained in the course to begin instruc- range of times, ages and cultures. This include the following. What exactly is a tion at a martial arts school with a course will focus specifically upon the work of art? While most people would solid base of skills and information. concept of obligation and try to identify consider the Mona Lisa to be a work of the types of obligations which exist be- art, what about a piece of driftwood? PE 203 3 tween individuals, between groups and What if the wood were mounted on Intermediate Isshin Ryu Karate individuals, and between a government a wall? Is the evaluation of a work of This course is designed to further the and its citizens. The course will exam- art purely subjective? What exactly is student’s knowledge to the world of 134 HILBERT COLLEGE

martial arts, specifically focusing on participants. They will learn jump rop- central concepts of Political Science, the Okinawa tradition of Isshin Ryu ing, shadow boxing, various forms of such as power, domination, liberty, and Karate. The student will continue to calisthenics and the proper method of legitimate and illegitimate authority. In employ the philosophical foundations delivering blows against leather hand addition, students will be introduced of karate in particular and the martial held pads. Students will come away to the basic methods employed by po- arts in general. The student will begin from this experience with more than litical scientists. The relevance of the classes with limbering and stretching just exercise and knowledge of boxing course material to American politics, exercises, followed by instruction and movements. Participants will receive both past and present, will be high- practice in self-defense techniques a fair degree of exercise, self-defense, lighted. and katas. and an enhanced understanding of Prerequisite: PE 202 or permission of how their bodies move through time PS 102 3 instructor and space. In addition, the spiritual American Government and philosophical dimensions inherent The purpose of this course is to PE 205 3 in this activity will be explored. introduce students to the structure Hung Gar Kung Fu Prerequisite: No formal training in the and function of the American political This course will serve as a compre- martial arts is necessary. Students system. Typical issues to be addressed hensive introduction to Hung Gar Kung must be in generally good health. include the presidency, the Congress, Fu, an ancient traditional method that Students can participate to the level the Constitution, federalism, inter- derives its theory from the five major of strenuousness safe for their current est groups, the judicial system, and animals of Chinese martial arts i.e. health status. Doctor’s note domestic and foreign policy. the dragon, snake, leopard, crane, and tiger. Kung Fu is considered a path PE 260 3 PS 126 3 of self discovery in which the student Philosophy of Yoga Comparative Politics will find hopefully a rich philosophi- Philosophy of Yoga is intended to intro- Comparative Politics is one of the cal understanding as well as a way to duce students to the ancient science major sub-fields of Political Science. A improve one’s health and self image of yoga from philosophy to course on comparative politics surveys through discipline and practice. The its application in daily life. The basic political systems outside the United students will be introduced to the components of practice will be ex- States. The process of social decision- basic training practices that make up plored in detail, showing student show making, which is politics, takes place the initial part of each class known as to improve their health and sense of in many different ways within different the “drills” which not only develops inner well-being step by step. Yoga contexts. The causes and effects of strength but imparts the theory that encourages students to develop self- these differences, as well as the many makes the system work. Through discipline to face the challenge of self- similarities will be discussed. A range diligent practice and reflection the discover. Through diligent practice and of nations will be studied, including student will discover a sense of bal- careful study, students will encounter both industrialized and developing ance and harmony while developing a the experience of discovering the inner countries; democracies and non-demo- healthy mind, body, and spirit. self. In the course, students will learn cratic states. The course, therefore will Successful completion of the course techniques for developing a healthy serve as a tool for broadening per- will result in a solid basis of under- body, a clear mind and a joyful spirit. spectives and introducing students to standing of what it is like to practice The techniques of hatha yoga develop important issues beyond the borders Hung Gar Kung Fu with the ability to strength, flexibility and balance in body of the U.S. carry this experience into an active and mind creating inner peace and Kung Fu school. harmony. Students will be introduced PS 128 3 Prerequisite: Doctor’s note stating that systematically to the practice of hatha International Relations student is in good health. yoga. Instruction will be given on clas- This course will introduce students to sical postures (asanas) and breathing international relations and politics. PE 250 3 practices (pranayama) This involves three inter-related tasks: Introduction to Boxing Prerequisite: Doctor’s note stating that learning how to think about and under- This course will focus primarily on the student is in good health. stand international relations systemati- physical mechanics of boxing, but will cally, rather than simply as a series of also integrate compatible concepts Political Science events; gaining a basic knowledge of from martial arts into the class setting. the historical background of the inter- Students will use boxing equipment PS 101 3 national system; and investigating the (supplied by KC’s Fitness) but there Introduction to Political Science This current issues facing nations and other will be no physical contact between course introduces students to the actors in the international environ- 135 HILBERT COLLEGE

ment. We will deal with the traditional to civil liberties as they exist in the of police states. issues of the international politics such United States and around the globe. as war, peace, and economic relations, In order to understand civil liberties PS 224 3 as well as more recent problems such in the United States, attention will be State and Local Government as the environment, population, and paid to Supreme Court rulings on civil This course will examine state and multi-national corporations. liberties, which includes a discussion local governments. These governments of the facts, legal issues, and constitu- are very important and are the main PS/RS 205 3 tional questions. Using a comparative building blocks and chief organizing Confronting the Holocaust approach, rights in other countries will governments for the whole-government This interdisciplinary course will also be explored, including abuses of system. To this end, students will be endeavor to achieve an integrated con- civil liberties. introduced to the relationships be- ception of the Holocaust by studying tween federal, state, and local units of various aspects of it. The general pur- PS 216 3 government. The course also will focus pose of this course will be to sensitize Corporate and Government on state and local politics in New York students to the events and influences Policy Making State. Students will learn about the of the Holocaust by: examining histori- Policies are decisions that affect relevance of government of their own cal aspects through the use of primary everyone. For example, public poli- state. In particular, topics that pertain and secondary sources; considering cies determine where to locate sports specifically to Western New York will be the role of bystanders, Jewish and teams, hospitals, and schools; what discussed, such as the urban-subur- non-Jewish, organizations and indi- our welfare programs should be; what ban problem, Love Canal, mass transit viduals, political and religious leaders; rules of safety should be enforced in and poverty. and studying the reactions of victims, the workplace; and to what extent com- survivors, and oppressors as reflected panies are liable for injuries to their PS 225 3 in literature. customers. Policy making, therefore, Regionalism and Community is fundamental to the kind of society Urbanization has been one of the PS/HI 208 3 in which we live. This course examines most important and fastest– changing American Foreign Policy how corporations and governments forces shaping modern society. This The history of foreign policy is the make policy, and how these policies course will examine the process of ur- study of fundamental ideas and princi- affect the future of the society in which banization and attempts by citizens to ples, decision making, implementation, we live. Specifically, the course looks control its consequences. We will focus and consequences of policies affecting at who makes policy, what problems particularly on one of the greatest chal- international relations. This course is policy is supposed to address, and lenges of today–how cities and their designed to provide the student with a where and when policy is carried out. surrounding suburbs can work together basic understanding of how the United to produce flourishing, livable commu- States arrived at its present position PS 220 3 nities. Students will not be expected to as the major world power. In seeking Police States have any background in this area, so this understanding, we will look at the The study of how governments there will also be an introduction to the intellectual foundations of our foreign function over time includes how the broad field of planning. policy, we will explore the various dip- structure of government has been lomatic policies and practices pursued transformed. A study of the formation PS 234 3 by the United States and examine and of police states means an examina- Mass Media and American evaluate the consequences of those tion of how governments are changed Society policies. The course also examines from democratic to authoritarian in The media has often been referred to the often conflicting assessments of response to events. Police states exist as the “fourth branch of government.” American policy offered both by con- in many parts of the globe in which It has been and continues to make temporaries and historians. governments use political repression policy, by how events are covered. This to dominate society. They are police course addresses the issue of how the PS 212 3 states because of either the suspen- media shapes how we view politics and Civil Liberties sion of the rule of law or the use of law society. To discuss the medias percep- We take our rights for granted, e.g., to monitor and eliminate diverse view- tion of events, students will study the free speech, assembly, and religion. It points and organizations. This course structure of the media which includes is important to know how these rights will use case studies to explore how in-depth examination of the corporate are defined, how they are acquired, and why governments are made into structure of the media. and how they can be lost. In this police states, how police states limit course, students will be introduced freedom as well as the ultimate goals 136 HILBERT COLLEGE

PS 252 3 tion to government policies. Political range of times, ages and cultures. This Human Rights and Global movements are important in that they course will focus specifically upon the Politics inform us as to how ideas and orga- concept of obligation and try to identify What are human rights around the nizations that support certain ideas the globe? A survey of nations indicates are what we know as the LEFT and the types of obligations which exist be- that there are vast differences in the RIGHT of the political spectrum. tween individuals, between groups and rights accorded to citizens. This course individuals, and between a government explores how countries treat their PS/HI 288 3 and its citizens. The course will exam- citizens. We will examine rights and the World History and Geography I ine the unique interest of individuals, abuse of rights, including the following This is a survey course of global geog- groups and governments which lead subjects: due process rights, political raphy and human history. Emphasis is them to ignore their obligations and prisoners, torture and ill treatment, placed on: a) gaining a basic knowl- engage in conflict. Finally, a clearer prison conditions, the death penalty, edge of the critical events in world understanding of the conditions of con- political killings and war crimes. history; b) gaining a basic knowledge flict will help students garner insight of political and physical geography and into both the resolution of conflict and PS 270 3 the ways in which they are both cause fostering of cooperation. American Political Thought and effect of history; and c) under- What is American political thought? It standing the events at a global level, PS 333 3 is about those political theorists who that is, being able to identify events Terrorism formulate their own unique ways to as taking place in the same periods The Oklahoma City bombing and the define the world of American politics. even though they happened in differ- World Trade Center bombing are two These thinkers write to inform a larger ent regions. This course is half of a recent examples of terrorism. The word audience about what is “the big pic- two-semester series. Although ideally evokes fear for good reason, because ture” of American politics. American students will take both courses, each it involves extremely violent, visible political theorists present not only a vi- may stand alone and can be taken in actions by individuals, groups, or sion of American politics; they provide any order. governmental authorities. The purpose us with their perspective regarding of this course is to introduce students the uniqueness of what is political in PS/HI 289 3 to a systematic study of terrorism and the United States. In so doing, they World History and Geography II its domestic and global impacts. Class define American politics from various This is a survey course of global geog- discussions will define terrorism in perspectives: liberal, conservative, raphy and human history. Emphasis is relation to its historical roots. Distinc- radical. At best, all these perspectives placed on: a) gaining a basic knowl- tions will be made between left-wing provide different truths, meaning none edge of the critical events in world and right-wing terrorism, and a sociol- of them are neutral or objective. history, b) gaining a basic knowledge ogy of terrorism organizations of both Overall, what these American politi- of political and physical geography and types will be presented. In addition, the cal thinkers provide us with is some the ways in which they are both cause broad range of efforts that have been evaluation of the problems and pos- and effect of history, and c) under- used to combat terrorism will also be sible solutions to our problems, such standing the events at a global level, addressed. The overall intention is for as whether to change or preserve that is, being able to identify events as students to acquire an understanding the status quo. They are offering us taking place in the same periods even of the role of violence for political and some kind of guidance as to what they though they happened in different non-political ends. regard as an identification of public regions. Prerequisite: Upper division status or issues and the means to a possible set This class is half of a two-semester se- permission of instructor. of solutions. ries. Although ideally students will take both halves, each course stands alone PS 335 3 PS 280 3 and can be taken in any order. Genocide Political Movements Murder, Mass murder. One recent Political movements have, throughout PS/PH 330 3 citation includes this horrible statistic, the course of U.S. history, shaped Conflict and Cooperation that almost 170 million unarmed, help- and often defined the policies of the This interdisciplinary course seeks to less men, women and children have government. By studying political respond to the question "Can’t we all been shot, beaten, tortured, knifed, movements we in essence understand get along?" Sources of investigation burned, starved, crushed, worked who gets what when and how. Also by for this course will be drawn from the to death, buried alive or drowned by studying political movements we know disciplines of ethics, sociology and governments. Mass murder is global, the degree of support and or opposi- political science and will cover a wide taking over in many countries in differ- 137 HILBERT COLLEGE

ent years: in Turkey, from 1909-1918, ior. To do this, laws must be backed evolved over time. The last part of the over one million Armenians were killed; by some sort of coercive force, e.g., course will attempt to apply some of in Cambodia from 1975 to 1979 two the authority of those in power. What this philosophy to contemporary Ameri- million Cambodians were killed; from constitutes a legitimate use of coercive can political problems, including: term 1933 to 1945, the German govern- force? The questions above comprise limits, direct democracy, the Electoral ment exterminated a total of more just some of the issues that will be ad- College, gridlock, and others. Prerequi- than 20 million people. Genocide is dressed in a course on the Philosophy site: EN 102 an old practice with a new name. The of Law. Students will be introduced to purpose of this course is to introduce the relevant thinkers from the past, PS 360 3 students to a systematic study of with an eye towards a better under- Global Communities in the 21st Cen- genocide, from ancient to contempo- standing of current discussions of the tury rary case studies. Emphasis will be subject matter. Moreover, students will The way we as humans gather into placed on how and why genocides oc- learn, analyze, and assess the justifica- communities goes a long way to de- cur. Class discussion will also focus on tion for the answers to these ques- termining the shape and functioning the roles of perpetrators, bystanders tions. Hence, students will be able to of our societies. Human settlements and victims. The overall intention is for move from a descriptive understanding have always changed and reacted to students to acquire an understanding of law to both man-made and natural forces of the role genocide has played in the an historically-grounded understanding surrounding them. In this class we will pursuit of political ends. of the normative issues intrinsic to any examine the ways cities and societies Prerequisite: EN 102, sophomore system of law. are responding to the challenges of the status. Prerequisite: Upper division status or modern world, focusing on areas other permission of instructor. than the United States. Some cities PS 337 3 are leading the way into a high-tech, Gender Politics PS 345 3 prosperous future, while others seem The personal is political. Gender Weapons and War to be relegated to the role of dumping politics are about the structure of This course will survey the history of grounds for the world’s problems. What sex roles. It is also about the struggle war, focusing particularly on the link can planners and policymakers do to between the sexes in which the central between technology and the conduct try and assure a safe, healthy, and issues are freedom and domination. of war. We will also place the topic in economically successful place for their This course will begin by introducing the broader context of war as one of people to live? students to the women’s movement, the transformational forces of civili- Prerequisite: EN 102. past, present, and future, with an eye zation. We will conclude by asking towards identifying how the debate whether, with the development of PS 365 3 still profoundly influences the lives weapons of mass destruction, war Politics and Movies of individuals, often in unseen ways. remains a "normal" phenomenon– Movies both reflect society and also Then, the movement will be highlighted —"the continuation of diplomacy by shape how we think about the world in terms of its unity of thought and other means" In Clauswitz’s famous around us. This course will look at how action. To understand the thought that phrase–or, as has been suggested movies can be used for specifically continues to shape this movement, more recently, war, especially between political purposes, such as propaganda students will analyze and evaluate the great films, as well as how politics and politi- arguments of the major thinkers, such powers, is becoming obsolete. cal issues, including war and the role as Mary Wollstonecraft and Simone de Prerequisite: EN 102. of the media, have been portrayed in Beauvoir. "mainstream" Hollywood films. We will Prerequisite: EN 102. PS 352 3 be examining not just the surface de- American Democracy: Its defenders piction of events, but also how movies PH 340 3 and critics can subtly shape our political beliefs. Philosophy of Law This course will examine the philo- The course will be structured around Law has enormous influence on the sophical underpinnings of our unique the in-class viewing of the films and well-being of citizens, on whether a American democracy. We will ex- discussion and analysis by the whole society is just, and on the potential for amine the thoughts of the Founders class. prosperity within society. Yet, it is not and where they may have originated, Prerequisite: EN 102. always clear what exactly the nature of whether from European sources or Na- law is. How, for instance, is law differ- tive American ones. We will also exam- PS 367 3 ent from morality? Moreover, laws are ine how uniquely American thoughts Political Trials useless unless they influence behav- about government and politics have O.J. Simpson, the Chicago 7, and 138 HILBERT COLLEGE the case of Oliver North all share in and better informed citizens ready to common that they are political trials. PS 400 3 impact the world around them. This Courtrooms are battlegrounds for the Special Topics: course should be taken in the junior merger of law and politics. High-profile Election Year Politics year. court cases serve as arenas to express This course will examine the upcoming Prerequisite: upper level status and settle issues of racism, cold war elections, focusing particularly on the politics, labor unrest and civil liberties Presidential, Senatorial, and House PS 401 3 contests. Political trials are the means races. Specifically, the course will ad- Internship by which governments confront politi- dress relevant current events, the me- The purpose of the Law & Government cal crimes. They have a long history, chanics of campaigning, nominations, internship is to provide a workplace which serves to illustrate as the cases elections, as well as study the various experience that will further develop are discussed, why they exist and what issues and the candidate’s positions. skills that have been learned in the are the lessons to be learned from a Students will also spend substantial classroom. Students will also learn discussion of these trials. time watching and critiquing media new skills relevant to their career Prerequisite: EN 102. coverage of the election process. In paths, begin to establish a network, sum, students will be well apprised and develop a sense of the profession- PS 370 3 of the issues driving the fall elections al norms of behavior that govern the Globalization and International Eco- and will be well prepared to cast an workplace. Internship work, however, nomic Relations informed vote. cannot coincide with a student’s cur- This course will survey the origins, Prerequisite: Upper division status or rent employment. Students will be re- development, and current functioning permission of instructor. quired to attend regular seminars and of the global world economy. Economic independent study meetings (in person conflict and cooperation have joined PS 402 3 or by phone) wherein they will discuss war as the central ways that nations Junior Symposium and analyze what they have learned interact. The debates about globaliza- Has your education changed who you and challenges they have encountered. tion have extended even into riots in are? Has it changed, perhaps even Prerequisite: 90 credit hours, Political the streets of Seattle and Washington, radically, your perceptions and values? Science major, approval of Division of DC. Furthermore, the globalization The purpose of this course is to wit- Social Sciences Chair. of the international economy means ness this transformation in action. Spe- that individual citizens are affected by cifically, three professors from three Psychology the world economic system in un- different disciplines will guide and precedented ways. Thus, this course facilitate discussion on current events PSY 101 3 responds to numerous current issues. of importance and of concern to Introduction to Psychology students. As representatives of three Psychology is the systematic study of PS 389 3 different disciplines, the professors behavior and mental processes. This Introduction to Middle Eastern Cul- will discuss and debate issues utilizing introductory course provides a survey ture their own disciplinary training as well of topics and approaches within psy- This course is an introduction to the as their own life experiences. Students chology that reflects the breadth and Middle East, not as a political region. will frequently hear the professors diversity of the discipline. It is intended Instead, it investigates Middle Eastern disagree, and moreover recognize that to increase the student’s appreciation Civilization from a social and histori- each professors understanding and of the relevance of psychological con- cal perspective. Recently, and espe- evaluation of a current event has been cepts in everyday living and will provide cially after 9/11, the Middle East has shaped by the professor’s own educa- a basic foundation for subsequent become synonymous in many West- tion. Moreover, when students enter coursework in psychology. This course erner’s minds with Islam and fanati- the discussion they will also be utilizing is offered every semester. cism. The Middle East actually has a their own educational training, which rich heritage and is one of the oldest has fostered their own unique set of PSY 102 3 civilizations in the world. Students will perceptions. Topics in Psychology examine how some Pre-Islamic cus- Put simply, the Current Event Sympo- This course reinforces current and toms reshaped both the modern sium is a forum for students to apply develops new technical and criti- Eastern and Western cultures and what they have learned to aspects cal thinking skills that help students see how the influence resulted in the of their life that do not necessarily better understand the subject matter struggles between secular govern- have anything to do with their career. and methods of psychology. It focuses ments and fundamentalists. Consequently, students who complete upon the nature and appropriate- Prerequisite: EN 102 the Symposium will be more reflective ness of various print and web-based 139 HILBERT COLLEGE

resources for investigating psychologi- personal skills through the effective tangible and intangible components of cal topics; science vs. pseudoscience; use of communication techniques such our self-awareness. Emotional health professional ethics; data collection and as listening, observing, paraphrasing and physical health are integrally re- analysis; and current issues and con- and perception checking. lated as one depends upon the other. troversies in psychology. Information Various components of behavior will be about graduate study and careers in PSY 206 3 reviewed, such as the nervous system psychology are also explored. Psychol- Psychology of Gender and brain, the biochemistry of behav- ogy 102 is required for and open only This course will provide a review of the ior, motivated behavior, learning and to psychology majors and minors. It is empirical research and conceptual communication, and physiological/ typically offered in the spring semester. discussions surrounding gender and neurological disorders. Prerequisite: PSY 101 examine the implications of gender Prerequisite: PSY 101 is strongly rec- for relationships, work, parenting, and ommended, as is one Science course PSY 201 3 health. The focus of this course goes such as BI 114 or 141. Sophomore Psychology of Child beyond sex alone to explore the roles status required. Development that society has assigned to women The social, emotional, intellectual and and men and the other variables that PSY 304 3 physical growth factors that influence co-occur with sex, such as status and Abnormal Psychology the development of the individual gender-related traits. The implications A study of the specific psychological during infancy, childhood, and early of social roles, status, and gender- disorders and their characteristics, adolescence are considered in this related traits for relationship, work, etiology, prognosis and treatment from course. parenting, and health are examined. the perspectives of major theoretical Prerequisite: PSY 101. formulations and recent research. PSY/HS 215 3 Topics typically covered include: PSY 202 3 Social Issues in Addictions classification of abnormal behavior, Psychology of Adult This course introduces students to the stress-related disorders, anxiety dis- Development and Aging range of addictions which are said to orders, dissociative and somatoform Adult development and aging deals predominate in our society. Students disorders, mood disorders and suicide, with the description and explanation are encouraged to critically examine personality disorders, sexual disorders, of changes that occur during the adult the concept of addiction, particu- schizophrenia, organic brain disor- life course. This course examines age- larly as it may be defined as a social ders, and disorders of childhood. This related changes in physiological func- phenomenon. Specific addictions to course is offered in rotation with PSY tions, cognition and memory, personal- be studied include various alcohol 314 & PSY 424 ity and social development. and chemical dependencies, eating Prerequisites: PSY 101. Prerequisite: PSY 101. disorders, sex and love addictions, compulsive gambling and spending, PSY/CJ/HS 305 3 PSY 203 3 and addictions to work and exercise. Research Methods in Social Adolescence Sciences This course addresses the issues of PSY 240 3 This course is designed to familiarize human development during the adoles- Biopsychology: The Biological Basis of criminal justice, human service and cent stage of life. Major topics included Human Behavior psychology majors, as well as potential are influences on development, issues This course investigates human be- graduate students, with the concep- of concern for the adolescent and fam- havior from a perspective emphasizing tual and operational skills to design ily, and biological mechanisms, which underlie and conduct research, including: the peer relationships. the conscious choices we make. Vari- development of research questions Prerequisite: PSY 101. ous daily biological and physiological and hypotheses; selection of research needs necessitate a balanced interac- design and data collection strategies, PSY/HS 205 3 tion between our bodies and minds. sampling procedures, and data analy- Interpersonal Communication In this course, we will study human sis and interpretation. Students will and Effectiveness nature as a singular mind/body unit, acquire the skills necessary to conduct This course integrates theory with with the hypothesis that conscious- social science research and to prepare experience in order to enhance self- ness can be molded by physiological formal research reports. This course is awareness, self-control and the ability function. Conversely, it also holds offered every semester. to maximize interpersonal effective- true that the body is influenced by our Prerequisite: MA 200 ness. A primary emphasis of the consciousness. Hence, there is the course is on developing specific inter- continual dynamic dance between the PSY 307 3 140 HILBERT COLLEGE

Psychology of Group Dynamics that influence and are influenced by and suicide. This course is an introduction to group participation in sports and exercise Prerequisite: Upper division status or processes utilizing current theory, and varying performance levels in permission of instructor. research, and applications. It will focus sports and exercise. This subfield also on the effects of this specific type of studies the psychological aspects of PSY/HS/CJ 317 3 social interaction on the affective, health, sports, lifestyles and exercise. Family Violence Treatment and Preven- behavioral, and cognitive responses This course is designated as upper tion of the individual. Processes within the level as students will be expected to From a human services perspective, group (e.g., norms, roles) and pres- have the skills to conduct research this course offers an introduction to sures from external sources (e.g., using primary sources, analyze the the dynamics of family violence with an politics, economic climates) will be research and discuss applications of emphasis on treatment and interven- considered with the goal of applying the research findings. tion strategies. Students will examine this knowledge in social, work, family Prerequisite: PSY101 and junior status types of family violence across the and organizational group activities. life span, identification and reporting Prerequisites: PSY 101, junior status, PSY 314 3 procedures, controversial issues of rel- or permission of instructor. Personality Psychology evance to the field of family violence, Personality psychology is concerned child abuse & neglect, the impact of PSY 310 3 with the differences among and substance abuse/misuse on family Social Psychology between people. It asks what are the functioning and violent patterns of be- The goal of the course is to introduce sources of the consistent behavior havior, sexual offenses and offenders, students to the major theories and patterns that distinguish each of us as and current and innovative approaches current areas of research in Social individuals, unique from everyone else, to treatment and prevention. Psychology. The course includes topics and of the common human nature we Prerequisite: Upper division status or which examine human behavior in all share. This course examines six permission of department social relationships such as helping, domains or perspectives in personality attraction and love, aggression, preju- psychology: dispositional, biological, PSY/SO/HS 320 3 dice and discrimination. Students will intrapsychic, cognitive/experiential, Loss, Grief and Dying gain insight into their own and others’ social and cultural, and adjustment. This multi-disciplinary course is de- behavior in day-to-day interactions. Each perspective is examined for the veloped to sensitize students to the Topics are particularly applicable to particular focus it provides in explain- issues of loss, grief, and dying that are business, human service, and criminal ing individual differences in behavior part of every individual’s life experi- justice majors. by examining key theories and repre- ence. Students will explore their own sentative research. relationship with death and various PSY 312 3 This course is offered in rotation with loss-related experiences and explore Cognitive Psychology PSY 304 and PSY 424 the ways in which societal attitudes in- This course provides an introduction Prerequisite: PSY 101. fluence how and when we die and how to the cognitive processes involved we live as we deal with the knowledge in attention, recognition, memory, PSY/CJ/HS 316 3 of death and loss. Subject matter will knowledge, language, reasoning and Family Violence encompass a blend of psychological, problem solving. These concepts are This course is intended to provide stu- socio-cultural and historical perspec- approached in terms of an informa- dents with a stronger understanding of tives on death. Topics will include tion processing model, considering the the scope and seriousness of all forms issues of loss related to relationships, input (stimulus), processing (mental of family violence and abuse, and the social role change, and life-span de- activity), and output (behavior). The difficulties faced by criminal justice velopment, as well as detailed discus- neural basis of cognitive functions will and human service agencies. Histori- sions of topics surrounding death, also be considered in regard to the cal, social, political, psychological, and dying, and loss experiences. Both the anatomy and physiology of the nervous legal aspects of family violence will be roles of the interpersonal self and the system. This course is offered in rota- considered, and much time will be de- professional self in working with those tion with PSY 322 and PSY 342 voted to examining underlying causes. encountering death and grief/loss will Prerequisite: PSY 101 This course will also evaluate some of be explored. the nonviolent harm done by families Prerequisite: Sophomore status or PSY 313 3 to their members, including the contri- permission of department. Sports Psychology butions made by family structure and Sports Psychology is the study of functioning to problems such as delin- PSY 322 3 psychological and mental processes quency or adult criminality, depression, Learning Psychology 141 HILBERT COLLEGE

Learning has been identified as a key individuals to make many difficult three themes. Current theories and issue in the endeavor to understand choices with regard to family values philosophical views of sensation and human behavior. This course will and personal autonomy; students will perception will be considered in regard explore Behaviorist models, such as explore how these decisions are often to their explanatory power in account- operant and classical conditioning, being made in the context of contra- ing for the empirical and phenomeno- along with Cognitive models, focusing dictory cultural values. Another focus logical data. Special emphasis will be on memory. The themes of this course of the course is the shift from viewing placed on the demonstration of and will be the adaptive nature, and neural marriage as an institution to viewing it interaction with phenomena covered in basis of learning as a relationship in which the partners this course. This course is offered in and memory. Applications are made to expect to find companionship and rotation with PSY 312 and PSY 322. animal learning, artificial intelligence, intimacy. Prerequisite: PSY 101, junior status. development, behavior modification Prerequisite: Sophomore status or and training. This course is offered in permission of department. PSY 351 3 rotation with PSY 312 and PSY 342. Positive Psychology Prerequisite: PSY 101 and junior PSY 333 3 Positive Psychology is a study of the status. Psychology of Religion basic human drive towards happiness. This course will provide an introduction As a psychological construct, happi- PSY/HS 330 3 to the major issues, theories and em- ness includes numerous perspectives Violent Children: Prevention/Treat- pirical approaches to the psychology of and attitudes – contentment, peace- ment religion. It will examine the role religion fulness, attainment of goals, health, This course offers an in depth analysis plays as a powerful meaning system wealth, spirituality, as well as cultural of the dynamics of violence perpe- that can affect the lives of individuals variations of its definition. This course trated by young children & adolescents in terms of their beliefs, motivations, will focus on the research associated with an emphasis on treatment and emotions and behaviors, and can with elements of positivism such as intervention strategies. Students will influence their interactions on both subjective well-being, personality traits examine various forms of violence interpersonal and intergroup levels. associated with positivism, mea- within the context of the family, school, Psychological theory will be utilized to surements of happiness, hardiness and community including intra-familial understand the role that religion, faith and mindfulness, cognitive styles of violence, sexual violence by children, and spirituality play in different areas attribution and locus of control and, aggressive behavior, violence in school of human activity such as health and the physiology of emotion. Ultimately, settings, and violence perpetrated the recovery from physical illness, psy- students will learn about this field of within the community. This course chotherapy, sexuality, interpersonal re- Psychology, its complexities and its will offer students the opportunity to lationships, violence, racial prejudice, applications in both professional and explore individual, family and com- personality development, adolescent personal contexts. munity dynamics that contribute to the behavior, aging and mental health. The manifestation of violent behaviors with course content will expose the student PSY 381 3 an emphasis on current and innovative to the empirical study of religion and Evolutionary Psychology approaches to treatment and preven- religious experiences. It should also be Evolutionary psychology is the scien- tion. Students will further explore the understood what this course is not. It tific study of human nature, based on relationship between diagnosis and is not a course about specific religious understanding the psychological adap- the selection of appropriate treatment traditions or doctrines. tations we have evolved to cope with interventions. Prerequisite: PSY 101 survival and reproductive challenges in Prerequisite: upper level status, per- prehistory. Topics covered include: hu- mission of department PSY 342 3 man sexuality, aggression and warfare, Sensation and Perception status and prestige, social dominance, PSY/HS/SO 332 3 The study of Sensation and Perception conflict between the sexes, parenting, Marriage and the Family revolves around three main themes: 1) family life, group cooperation, emo- This course examines current and The nature of the physical stimulation, tions, and psychopathology. As an historical trends and dynamics related 2) The anatomy of the organs which emerging perspective in psychology, to marriage, family, relationships, register and react to this external the evolutionary approach is already and alternative lifestyles. A major energy, and 3) The interpretation of the becoming a controversial and thought theme of the course is the interaction neural coding which arises from these provoking source of new hypotheses, between individuals and the societal stimulations. Each of the five senses explanations, and research throughout environment in which they make their (sight, hearing, taste, smell, and touch) many areas of psychology. decisions. Increasing flexibility forces will be considered in terms of these Prerequisite: PSY101 142 HILBERT COLLEGE

PSY 397 3 Prerequisites: PSY 101 AND PSY 201 of tests. This course is typically offered Junior Seminar or PSY 203 in the fall semester. The Junior Seminar provides students Prerequisite: PSY 101 is required. MA with a forum for exploring individual in- PSY 408 3 200 (Statistics) is required as prepa- terests in psychology culminating with Organizational Psychology ration for discussion of validity and an in-depth, comprehensive literature This course focuses on some of the reliability concepts. review. In the process students will major issues faced by members of or- learn to engage in a thorough analysis ganizations. These issues include the PSY 415 3 and critique of theory, methodology, meaning of work and quality of work Psychology of Extraordinary Events and results of psychological research. life; group dynamics and interpersonal This course will explore the aspects of The seminar also provides structured relationships within organizations; life and world events that move beyond exercises designed to help students common communication patterns the important and significant to what explore options for graduate study and and the effects upon organizational will be called “extra-ordinary”. The to be prepared to make applications members; the impact of conflict, field of Psychology has defined many of to graduate programs. This course is competition, and cooperation; and the the components of biological, behav- intended for departmental majors and interface between leaders and follow- ioral and cognitive functioning in the is a prerequisite for PSY497-498. ers. This course combines theory with realm of the normal and the abnormal. This course is typically offered in the in-class experiential exercises However, much less attention has been fall semester. Prerequisites: PSY 101, junior status. paid to the few but notable instances Prerequisite: PSY 101 and permission where events do not have a handy of advisor. PSY 410 3 frame of reference, that is, when an Forensic Psychology event is “extra-ordinary”. In fact these PSY 398 3 This course will introduce students to events seem to defy definition, with Independent Study the fascinating world of psychology most observers simply “knowing” or Permission of Department Chair/fac- as it is applied to the American legal “having a gut feeling” when one has ulty system. Students will learn about the occurred. One of the first tasks in this wide range of topics investigated by course will be to define what is meant PSY 406 3 forensic psychologists and how said by an “extra-ordinary” event. Once de- Cross-cultural Study of researchers’ work is currently being fined, this course will explore the roles Psychology applied in real world settings by law of biological and psychological func- Given the increasing rate of inter- enforcement agencies, those in the tioning as they relate to such events. cultural contact through the media, judicial system and those in the prison Functions such as arousal, stress, technological advances in communica- system. Topics will include psychologi- emotion, motivation, memory, social tion, and of face-to-face contact, an cal assessment, competency to stand processes, adjustment and psychopa- appreciation of human behavior as it trial, rights of criminal defendants, thology will be explored by the use of develops and is understood within di- individual rights, jury decision making, book chapters, journal articles, movies, verse cultures is essential. This course jury consulting, eyewitness testimony, and movie clips. Through these explo- will include such topics as developmental health law, juvenile justice, the rations, this definition will be modified ment, interpersonal relationships, family court system, and risk assess- and a class produced concept map will perception, communication, education, ment. be created as a record of the group’s emotion and gender within a multicul- Prerequisite: PSY 101 and junior sta- thoughts on the subject. tural context. tus. This course serves as a Criminal This course is intended to operate simi- Prerequisite: PSY 101. Justice elective. larly to a graduate level symposium on a current topic in the field of Psychol- PSY 407 3 PSY 412 3 ogy, albeit appropriately focused for an Childhood Psychopathology: Assess- Psychological Tests and undergraduate audience. ment and Treatment Measurement This course is intended to be an This course will introduce students PSY/CJ/HS 416 3 advanced level course focusing on the to the theory, methods, and applica- Advanced Issues in Family etiology, classification, assessment, tions of psychological testing. A major Violence and treatment of a select group of objective of the course is to improve While family violence is a very old child and adolescent psychological the knowledge, understanding and problem, as an academic discipline it disorders that are most frequently practices of those who construct tests, is continually changing. This course is encountered by professionals in men- those who take tests, and those who designed to give students the opportu- tal health and educational settings. must interpret the meaning and value nity to examine the process of change 143 HILBERT COLLEGE

as they relate to the theoretical, politi- course is typically offered in the spring RH 201 3 cal, and practical issues associated semester. Medical and Psychological Aspects of with family violence. Students should Prerequisite: PSY 101 is required, Disability possess basic knowledge about the junior status. This course provides an overview history, types and patterns of abuse of major conditions and diseases before taking this course, as well PSY 497-8 3 that might impact a person and the as an understanding of the criminal Senior Honors Project treatment/intervention procedures justice system. Attention will be paid This two-semester course is for depart- used. This information provides a to new theoretical developments in ment majors only with a specific area background for looking at the impact/ the field, and changes in the relation- of interest and/or for those planning to implications of these conditions on an ship between theory and practice. The pursue a graduate degree in Psychol- individual’s life activities. The class relationship between family violence ogy or related area. The goal in the will examine attitudes toward and per- and other forms of violent crime will be first semester is the development and ceptions of disability and how they im- considered, and current debates in the proposal of an independent research pact on the helping process. Students field will be examined project under the approval and direc- will also explore the psychological and Prerequisites: CJ/HS/PSY 316 or CJ tion of department faculty. The second social adjustment to disability as well 317 semester is devoted to the completion as related issues such as legal rights, of the project and submission of a independent living, sexuality, family PSY 424 3 publishable (APA style) product. This and social dynamics. The course also Clinical Psychology: Theory course is offered every semester. examines the adaptations and accom- and Practice Prerequisite: PSY 101, PSY 397 and modations that will help individuals The field of clinical psychology inte- permission of advisor. function effectively at work, school, grates science, theory, and practice to and within the family and community. understand, Rehabilitation Services Prerequisite: RH 101 or permission of predict, and alleviate maladjustment, Department. disability, and discomfort as well as to RH 101 3 promote Introduction to Rehabilitation Servic- RH/HS 203 3 human adaptation, adjustment, and es Introduction to Counseling personal development. This course Rehabilitation services personnel as- This course concentrates on the vari- develops an understanding of the theo- sist persons with disabilities in achiev- ous theoretical approaches to counsel- retical and professional issues relate to ing their greatest physical, mental, ing and how they may be applied to the delivery of psychological services social, educational and vocational the process of helping. It is intended to diverse clinical populations. The potential. The purpose of this class to provide students with a sound course introduces students to the field is to provide students with an intro- base which can be used to build a of clinical psychology and broad range duction to the field of rehabilitation personalized style of counseling that of associated skills including practice, services. This course will introduce incorporates the cognitive, emotional research and assessment. It empha- students to the areas of rehabilitation and behavioral dimensions of human sizes that clinical applications should service provision that are accessible to experience. Various personal and be supported by empirical evidence. the baccalaureate trained profession- professional issues that emerge in the This course is offered in rotation with als. Students will consider the history, counseling relationship will be ex- PSY 304 and PSY 314 philosophy, organization and services plored. Students will have the opportu- Prerequisite: 6 credit hours in psychol- of vocational rehabilitation; the legal nity to learn from one another through ogy, including PSY 101, upper division aspects of rehabilitation and the needs collaborative group work, case studies, status. and rights of people with disabili- and various clinical videos. ties. Students will be presented with Prerequisites: HS 101 or RH 101, PSY 430 3 an orientation to state, federal, and sophomore status. History of Psychology private agencies which are involved in This course provides students with providing services to individuals with RH/HS 204 3 an overview of psychology as it has disabilities. The information presented Basic Interviewing Skills developed and transformed over time. in this course is intended for students The primary purpose of this course is With such a perspective, a goal is to in all majors so that they may become to provide students with a concrete appreciate the evolution of psychologi- socially and humanely aware of the framework for interpersonal commu- cal ideas and practices by studying issues confronting people with disabili- nication in their work in rehabilitation the major theoretical approaches and ties and other life circumstances. and other helping professions. The the impact on today’s thinking. This course will focus on the knowledge, 144 HILBERT COLLEGE

skills and attitudes necessary for what employers want and expect from knowledge and the politics of disability. the application of micro-counseling employment service providers; match- Students will be exploring the evolu- skills, including exploration, mutual ing job seeker characteristics with tion of disability issues from a medical understanding and taking action in employer needs; marketing proactively focus to civil rights, and the contempo- addressing human problem situations. to businesses; communicating with rary role of persons with disabilities in Special emphasis is placed on devel- respect for diverse cultures, beliefs American Culture. Special emphasis oping the skills of attending, listening and values; improving job retention will be placed on understanding U.S. and responding in ways that allow and promoting career advancement; disability in all facets of society, includ- the student to engage in a productive making employment service programs ing education, media, the workplace helping relationship. Emphasis is also more customer oriented, convenient, and social integration. placed on applying effective communi- and understandable to employers. Prerequisite: sophomore status cation skills in collaboration with other Prerequisite: RH 101 or permission of professionals and coworkers. As part department RH/HS 310 3 of their development of micro-counsel- Human Service Ethics ing skills, students will gain increased RH 305 3 This course will focus on the profes- understanding of themselves and their Independent Living sional principles and conduct of reasons for pursuing a career in reha- This course will focus on social, politi- helping professionals. A variety of legal bilitation services, human services or cal and environmental factors that con- and ethical dilemmas, ranging from other professional fields. Students will tribute to the quality of life and ability informed consent and client self-deter- identify personal strengths and to live independently for people with mination to working with people of di- limitations they have in relation to disabilities. It will examine the condi- verse backgrounds and abilities will be working with other people. tions influencing the emergence of addressed. Complex topics will require the independent living movement and an in-depth examination of personal RH/HS 210 3 philosophy including values, beliefs, values, decision-making models, and Human Services Methods rights and freedoms and the com- the role of supervision in professional This course familiarizes students with monality with other political and social practice. the various concepts, skills, roles, movements in the US. The student will Prerequisite: HS 210 or permission of tasks, and activities comprising hu- become familiar with key legislation im- department. man services practice. Students will pacting employment, education, hous- develop a critical understanding of ing, transportation, access to state and RH/HS 360 3 the nature of the professional client/ local government and public services. Internship I worker relationship, as well as the Students will have an opportunity to (Formerly, RH 320) complexities of the various stages of visit agencies supporting independent A supervised short-term internship helping from intake through termina- living and see how these concepts are experience in a human service/rehabil- tion. Applicable techniques within a put into practice. Guest presenters will itation agency allows students to apply variety of systems will be addressed, focus on the impact of disability on a classroom learning to practical situ- including interviewing, assessment, person’s ability to live independently ations. In addition, a weekly seminar case management and recording. in the community. The information provides students with the opportunity Prerequisite: HS 101 or RH 101, presented in this course is appropriate to discuss and share questions and sophomore status. for students in all majors that may be problems related to the field work. The interested in disability issues. internship is reserved for students in RH 303 3 Prerequisite: RH 101 or permission of their third year of the Human Ser- Vocational Services department vices and Rehabilitation programs. All This course examines current theories prospective students are required to and practices relating to work and em- RH 307 3 schedule a conference with the Intern- ployment for persons with disabilities. Disability and Society ship Coordinator to make arrange- People with disabilities are an often This course examines current theories ments for appropriate placements. untapped source of skilled, innovative, and practices relating to disability. The Prerequisite: 45 credit hours and and dedicated employees. This course focus is not persons with disabilities Human Services or Rehabilitation will provide information and activities as “objects” of study, but rather an Services major. that will address the skills, knowledge analysis of disability as it has been and attitudes necessary to assist per- historically and culturally constructed. RH/HS 430 3 sons with disabilities in securing and We will investigate language and Senior Seminar retaining employment. Topics to be discourse, the Disability Movement, Senior Seminar, the departmental addressed will include: understanding “disability” professions, public policy, capstone course, has three primary 145 HILBERT COLLEGE purposes that are related to the prepa- dents with the opportunity to discuss and His role in God’s plan of salva- ration of students to pursue either and share questions and problems tion. The course seeks to examine the a human services career or further related to the field work. All prospective formation of the Jesus tradition within education upon graduation. First, the students are required to schedule a the New Testament with a special em- seminar will offer students the oppor- conference with the Internship Coordi- phasis through an examination of the tunity to achieve maximum integration nator during the pre-registration period distinct pictures left by Mark, Matthew, of the range of knowledge, skills and to make arrangements for appropriate Luke, John and Paul. values experienced in previous human placement in a Human Service agency. service coursework and internships. The internship is reserved for senior RS 202 3 This will be done with a flexible semi- students in the Human Service and Religion and Social Justice nar structure where the broad issues Rehabilitation Services programs. This course explores a variety of of diversity and social justice will be Prerequisite: HS/RH 360, 60 credit religious responses to social justice used as a foundation for the explora- hours (or permission of department) issues. Within Introduction to Religion tion of issues impacting professional and Human Services or Rehabilitation students were introduced to the major practice. Secondly, students will have Services major religious traditions and ways of believ- the opportunity to analyze their own ing. This course seeks to build on that counseling and interactional style in RH/HS 461 3 knowledge by exploring the ‘praxis’ of order to increase their self-awareness Senior Internship II religion. In particular the usage of faith and enhance their professional skills. Sequentially follows completion of HS/ in responding to an array of existential The third purpose of the seminar is to RH 460. (See HS/RH 460 description) concerns is here taken up. Inequity, facilitate the transition from the Hilbert Prerequisites: H/RHS 360, HS/RH poverty, racism and several other environment to either the world of work 460, 60 credit hours (or permission of social ills have presented major chal- or graduate education. Students will department) and Human Services or lenges to religious adherents. Discus- have the opportunity to clarify career Rehabilitation Services major. sions regarding major faiths principles goals and learning goals for the future on justice and peace are central. Close and develop objectives to meet those Religious Studies readings of the works of social jus- goals. Students will also participate in tice leaders such as Bishop Romero, exploring their understanding global RS 101 3 Martin King, Ann Suu Kyi, and Gandhi citizenship and how this impacts them Introduction to Religion are meant to engage students on professionally and personally. Why am I here? What is my purpose more functional approaches to social Prerequisites: Senior status – Human in life? Why do bad things happen justice issues among the religious. As Services or Rehabilitation Services to good people? Is there life after well, students are involved in develop- major. death? Questions regarding human ing their own praxis for social justice. origins and the meaning of human Through a Service Learning Project RH/HS 460 3 experiences have captivated minds for several religious agencies students Senior Internship I centuries. Often, the answers to these will shadow workers for justice partici- This course offers students field questions have taken religious shape pating in their daily work schedules. instruction in social agencies under and spurred the creation of a variety This experience, coupled with in class faculty direction and agency supervi- of religions around the world. This discussions of others’ social justice sion. Students are to complete HS/ course will explore both historic and responses, is meant to challenge RH 460 and 461 in two successive contemporary expressions of religious possible perceptions of religion as ir- semesters (F-S, S-Sum, Sum-F) in order concern. Students will be introduced responsive and to encourage students’ to experience the benefit of a long-term to major concepts in the study of world engagement in social justice through internship. (Students are encouraged religion. Additionally, notions of God, service to their community and the to plan their schedules carefully as faith, religious experience, and theo- world around them. tuition assistance may not be avail- logical reflection across religions will Prerequisite: Sophomore status. able for summer courses.) A variety of be among the topics examined. settings are available to the student. RS/PS 205 3 There is an attempt to match the RS 200 3 Confronting the Holocaust choice of agency within the students’ Jesus in the New Testament This interdisciplinary course will area of interest. A supervised experi- This course is designed to introduce endeavor to achieve an integrated ence in a community service agency the student to the study of the New conception of the Holocaust by study- allows students to apply classroom Testament, its formation, content and ing various aspects of it. The gen- learning to practical situations. In ad- concepts with a special emphasis on eral purpose of this course will be to dition, a weekly seminar provides stu- inquiry into the person of Jesus Christ sensitize students to the events and 146 HILBERT COLLEGE influences of the Holocaust by: examin- understand the connections between SO 306 3 ing historical aspects through the use materials under consideration and Cultural Diversity: Ethnic of primary and secondary sources; other bodies of knowledge; be creative and Racial Relations considering the role of bystanders, and produce individual insights; and This course familiarizes the student Jewish and non-Jewish, organizations identify the with the backgrounds and lifestyles and individuals, political and religious values inherent in the materials of ethnic and racial minority groups leaders; and studying the reactions of studied. The classroom structure will within the United States. The empha- victims, survivors, and oppressors as encourage student participation. This sis is on the diversity within and the reflected in literature. Prerequisite: EN course is offered every semester. contributions made to our society by 102, sophomore status. these groups. A variety of socio-cultural SO 102 3 concepts (such as culture, race, ethnic- RS/HI 300 3 Social Inquiry & Activism ity, cultural pluralism) and theories American Religious History Society is a contact sport. Through our are covered to increase the student’s American Religious History traces beliefs about the world and the ac- knowledge, awareness of, and un- the religious development of America tions (or lack of actions) those beliefs derstanding of the American cultural from the mid-eighteenth century to inspire, we literally create social reality mosaic. the present. The course links political, as we go along. This course helps Prerequisite: SO 101, and sophomore economic, and social changes with prepares students to be responsible status. simultaneous events in the nation’s citizens in a participatory democ- religious life. Pivotal historic moments racy by (1) challenging them to think SO/ECO 309 3 such as the Civil War, the Great Migra- critically about the reality claims in Human Economics tions, and the Post War Economic contemporary public discourse and (2) This course will focus on broad, inter- Boom are culled for their religious providing an in-depth introduction to disciplinary applications of economics significance. Through an investigation social activism. rather than the more business-oriented of these events this course seeks to functions associated with traditional wrestle with the ever shifting notion of SO 201 3 business offerings. It is designed as religion itself. Students are introduced Social Problems an elective for students in all programs to the work of religious thinkers as The purpose of this course is to intro- of study. Topics will include interper- diverse as Friedrich Nietzsche, Emilie duce students to some of the contem- sonal relationships (marriage, divorce Durkheim, George Whitfield, Paul Til- porary social problems and issues and family); crime (crime and victims, lach, and Catherine Albanese. By the facing American society. Throughout victimless crimes, economics of crime, course’s end students should have a the course, we will analyze the nature, cheating and lying); government; col- firm grasp on the major developments causes, and consequences of these lege and university education; health in American religion and the plurality of problems with an eye toward develop- and health care. religious experiences within the nation. ing a critical understanding and explor- Prerequisite: Completion of 45 credit Prerequisites: EN 102, RS 101 (recom- ing potential solutions. hours. mended), Sophomore status. Prerequisite: SO 101, EN 101. SO/HS/PSY 320 3 Sociology SO 301 3 Loss, Grief and Dying SO 101 3 Cultural Anthropology This multi-disciplinary course is de- Introduction to Sociology Cultural anthropology is a unique field veloped to sensitize students to the The purpose of this introductory of study which examines humanity by issues of loss, grief, and dying that are course is to explore society and how exploring the social arrangements and part of every individual’s life experi- it operates. Its goal is to illuminate for customs of humans around the world ence. Students will explore their own students the powerful social forces and through history. We are able to relationship with death and various and patterns that influence their lives better understand ourselves and our loss-related experiences and explore and careers. This course will encour- own social systems after looking at the ways in which societal attitudes in- age students to actively think about, others, and this course will foster an fluence how and when we die and how question, and challenge the issues understanding of cultural relativity we live as we deal with the knowledge shaping contemporary society so that which permits students to reexamine of death and loss. Subject matter will they may pursue informed choices and their own beliefs and assumptions encompass a blend of psychological, actions throughout their lives. The stu- about what is natural and unnatural. socio-cultural and historical perspec- dent will master an understanding of Prerequisite: SO 101 tives on death. Topics will include facts, concepts, and theories; commu- issues of loss related to relationships, nicate ideas clearly and persuasively; social role change, and life-span de- 147 HILBERT COLLEGE

velopment, as well as detailed discus- Prerequisites: SOC 101 and upper divi- TH/EN 301 3 sions of topics surrounding death, sion status The Theatrical Revolution: Perspectives dying, and loss experiences. Both the on Modern and Contemporary Dramat- roles of the interpersonal self and the Theatre ic Literature professional self in working with those The last 150 years has been an era of encountering death and grief/loss will TH 101 stunning theatrical developments, both be explored. Prerequisite: Sophomore Introduction to Theater 3 in the dramatic text and in the ways status or permission of department. As with any introductory course in in which those texts were performed. any discipline, Introduction to Theatre These developments were reactions to SO/HS/PSY 332 3 seeks to present students with the a period steeped in both wide-reaching Marriage and the Family overview of the principles and practic- intellectual achievements and in This course examines current and es of the Western theatrical tradition. horrific human atrocities. How does historical trends and dynamics related By the end of the semester, you will artistic expression in general and the- to marriage, family, relationships, have a greater understanding of the atrical performance specifically, react and alternative lifestyles. A major history, structure and practice of the- and evolve in the wake of that (and our theme of the course is the interaction atre and see how the performing arts own) tumultuous era? Students who between individuals and the societal create and are created by our society. successfully complete this course will environment in which they make their On a practical level, you will develop be able to trace the development of decisions. Increasing flexibility forces your own knowledge and skills in the modern and postmodern drama, with a individuals to make many difficult various ways that theatre is created strong emphasis on the American and choices with regard to family values in our culture. You will expand your European artistic traditions. Through and personal autonomy; students will exposure to plays and performances, the reading of primary dramatic texts explore how these decisions are often contribute creatively to the production and the screening of specific produc- being made in the context of contra- process (your own and/or the Colleg- tions of those texts (both from live dictory cultural values. Another focus es), and learn the many facets of the performance and the cinema), the of the course is the shift from viewing collaborative theatrical craft through class will be asked to critically engage marriage as an institution to viewing it hands-on experience. Perhaps most with the themes, techniques and socio- as a relationship in which the partners importantly, by the end of the term you historical contexts of each work. The expect to find companionship and will hopefully begin to view theatre as class will also engage with the material intimacy. a launching point for looking at your through class discussions and their Prerequisite: Sophomore status or world and its representations in a dif- own academic writings on specific permission of department. ferent and more critical way. figures and topics. Prerequisites: ENG 101, Upper level SO/CJ 336 3 TH 201 3 status Sociology of Management Acting I This course is designed to present This class will focus on allowing the TH 318 3 to the student the basic ideology of beginning performer to gain vital The History of Theater Max Weber’s “Rationality” as typified knowledge and experience in the art of The purpose of this course is to pro- by modern management techniques acting. The physical and psychological vide students with an in-depth under- used today that is in direct conflict construction of a realistic character standing of the art, the evolution, and with “Traditionalism” still in existence and its application in performance the craft of the theater. The course will in developing and underdeveloped will be the cornerstone of the semes- cover such aesthetic issues as theater nations. The course focuses on the ter. Lectures on acting theory will be as art as well as theories of acting and development of the rational approach accompanied by plenty of hands-on directing. The course will trace the evo- of western management that emerged acting exercises and performances. lution of theater from that of ancient with the economic system of capital- Emphasis will be placed on Stanislav- Greece and Rome to contemporary ism and the industrial revolution to ski, his “Method” and the way that his play productions. the post-industrialized nations of work has influenced American and Throughout the course detailed atten- today. The course takes the student European acting. From that foundation will be given to stagecraft such as through this 200 year journey using tion, students will explore the way that set design, lighting, costuming, and George Ritzer’s text that examines the powerful, “realistic” performances make-up. This course fulfills the Gen management techniques developed can be created on the stage or screen Ed requirement. and emulated now worldwide by the through monologue, scene-work and Prerequisite: EN 102. McDonald Corporation and the Walt full performance. Disney Corporation. 148 HILBERT COLLEGE

TH 320 3 West End productions of The Produc- tion, and strategies of conflict resolu- Theory and Method of ers and Rent, to gritty protest Dramas tion. Students will learn skills that will Play Production and the avant-garde contemporary enable them to assume leadership Too often plays are viewed by students theatre is a vibrant and amazingly di- roles in the resolution of conflict, as written literature that is recited verse art form. This class will examine whether in the workplace, in political aloud. Such a reductive approach to an overview of the dramatic literature forums or at the international level. theater does a terrible injustice to the of the last 30 years, with an empha- Moreover, students will be taught to symbolic richness and interdisciplinary sis on the 21st Century. In so doing, analyze conflict and put into practice complexity of drama. EN 320, there- students will be discussing a wide their new skills in both writing, speech fore, is designed to enable the student range of related issues, including the and in negotiation. to attain a more sophisticated ap- varying production styles and tech- preciation of the theater, its possibili- niques involved with each script and CR 306 3 ties, limitations, and its evolution. The the broader cultural and social frame- Facilitating Change through Creative course is divided into three parts: first, work that makes these works possible. Problem Solving an historical overview of theater’s evo- As with any class that deals with the Have you ever found yourself in awe of lution; second, a study of the craft of dramatic arts, our discussions of these people whose expression of thought production, with workshops in acting, plays will be framed by the viewing and is creative, imaginative, and vision- pantomime, make-up, and set design; analysis of many performances, both ary? Is it nature? Is it nurture? Can third, the actual production and perfor- live and on video. anyone learn to think creatively or is mance of a one-act play. that reserved for the most exceptional Prerequisite: EN 102. TH 499 3 among us? In this course, students Independent Study will explore the creative process as Theater 321 3 a foundation of effective problem Theory and Method of Play Production Accelerated Degree Programs solving. Students will be encouraged II to challenge preconceived notions This class expands on the content CR 301 3 and unleash the power of their own and skills taught in TH 320 (Theory Dynamics of Conflict unique creativity as they seek to and Methods I). The class assumes As a core condition of humanity, define problems and apply solutions to a general knowledge of theater along conflict may be seen as reflecting the those problems within the framework with competence in basic theater skills intersection of needs and opposing of creative problem solving. Having in the areas of acting, set design, goals. To better understand the nature emerged from the pioneering work of costume, and productions. By the end of conflict is to better understand Alex Osborn and Sidney Parnes, the of the semester, the student will have human nature and the integral role of field of creative problem solving has a greater understanding of the history, tension in creating opportunities for continued to be driven by the belief structure and practice of theater and change. In this course, we begin by ex- that change is possible when we are see how the performing arts create ploring the nature of conflict within the able to think outside the box and ap- and are created by our society. On a context of personal needs and values. ply clear and directed steps toward practical level, the student will develop The role of communication, competing achievement of the goal. Students will advanced skills in the many ways that interests, and the expression of power have the opportunity to learn about the theatre is created within our culture, as currency in conflicts will be explored history of the Creative Problem Solving having the opportunity to expand his/ with emphasis on the development of movement, explore the development of her experience in specific theatrical ‘power in balance’. Students will be post Osborn-Parnes models, and apply fields of interest through readings, encouraged to assess their own inter- the skills learned through selection of in-class work and participation in a full actional styles and learn those skills a preferred model. theatrical production. Most important, necessary to effectively use negotia- by the end of this term the student tion and collaboration in the modera- CR 308 3 will gain the skill by which he/she can tion of conflicts. Finally, this course Courtroom Alternatives: Theories and use the discipline of theater as a lens will explore the nature and importance Practice of Alternative Dispute Resolu- through one can interpret the world of forgiveness and reconciliation in tion and Meditation and its representations critically. Pre- relationships. Courtroom Alternatives will introduce requisites: TH 320 undergraduate students to alternatives CR 304 3 to the courtroom in today’s litigious TH/EN 367 3 Communication and Conflict society. Traditionally, litigation is based Contemporary Theater This course combines topics in leader- on an adversarial model, which results From the glamour of Broadway and ship, persuasive speech, communica- in “winners” and “losers” in the court- 149 HILBERT COLLEGE

room. The American legal system now seek to answer Rodney King when he • The legal constraints imposed upon actively seeks non-court alternatives asks, “Can’t we all get along?” those who work with children and that produce mutually acceptable reso- The complexity of this inquiry requires families lutions reflecting respect, cooperation an interdisciplinary perspective. There- • The difference between the adver- and continuing relationships, rather fore, we will draw from work in ethics, sarial (legal) model, accusatorial model than the “winner takes all” resolution sociology, and political science. Since (law enforcement) and the helping in litigation. the concerns with conflict are both (therapeutic) model The professor will introduce conflict timeless and universal, the course • The inherent tension and conflicts diagnosis and alternative disputes material will be taken from many ages that exists between the legal system, theories and processes to resolve and many cultures. Just some of the law enforcement and therapeutic conflicts. Students will apply conflict -di works we will address include the fol- interventions. agnosis and ADR methods to propose lowing: Hobbes’s Leviathan; Plato’s, • The role and application of alterna- solutions to conflicts outlined in the Crito; Garver’s, “On Violence”; Locke’s, tive dispute resolution in the resolution textbook, news media, the workplace Second Treatise of Civil Government; of family conflicts and personal experiences. the Declaration of Independence, • The role of mediation, conciliation and the documentary, “Commanding and “collaborative divorce” will be CR 310 3 Heights”. Specifically, we will focus on covered, as alternative dispute models Labor Relations the concept of obligation and try to to traditional divorce proceedings. This course examines the employ- identify what kinds of obligations exist Prerequisite: Upper Division Status ment relationship and the interrelated between individuals, between groups interests of management, workers, and individuals, and between a govern- CR 401 3 unions, and the public. The social and ment and its citizens. Moreover, we will Negotiation Theory and Practice political bases of employment relation- examine the unique interest of indi- This course will familiarize students ships, collective bargaining theory and viduals, groups, and governments that with negotiating principles and conflict practice, as well as the basic legal prin- lead them to ignore their obligations resolution strategies. Course content ciples of labor relations are explored. and thus engage in conflict. Finally, a includes: negotiation theory, tactics, clearer, understanding of the condi- and styles used during conflict resolu- CR 312 3 tions of conflict will help us garner tion between individuals and/or groups Restorative Justice: Philosophy and insight into globalization, terrorism from diverse backgrounds. Commu- Processes as well as the world in which we can nication styles and the practice of This course provides an introduction to expect to live in the future. non-violent responses will be explored, the fundamental principles and prac- as well as the ethics in negotiation tices of restorative justice. Students LW/HS 410 3 practices. will explore the roles and relation- Child and Family Law Prerequisite: CR 301 ships of victims, offenders, community This upper level interdisciplinary members and justice systems. Victim- course will blend the disciplines of law, CR 402 3 impact panels, offender accountabil- social science and human services. Mediation Theory and Practice ity, as well as prevention and control The course will familiarize the student This course offers an examination programming for youth violence will be with some of the basic concepts of of contemporary approaches to the examined. child and family law and how these theory and practice of mediation. The impact upon contemporary family legal and cultural context of mediation, PS/PH 330 3 life. Topics to be examined include strengths and limitations of mediation, Conflict and Cooperation marital relationships and cohabita- and various problem-solving approach- It is an unfortunate fact that in our tion, the parent-child relationship, es to mediation and communication increasingly populated world con- domestic violence, children as victims styles will be explored. The “stage flict between people appears all but or perpetrators of crime, the rights and process” of mediation as well as the inevitable. While the world has recently responsibilities of minors, and the role ethical issues related to the practice of witnessed the end of apartheid and and responsibilities of paralegals, law mediation will be analyzed. the dismantling of the Berlin wall, enforcement officers or helping profes- Prerequisite: CR 301 the ethnic cleansing in Bosnia and sionals within the family law system. Rwanda, the crackdown in Tiananmen Several themes run throughout the CR 403 3 Square, and the ongoing racial ten- course. These are: Facilitation and Consensus Building sion in the United States remind us • The ethical obligations and limita- This course addresses the theory and that strife is still prevalent throughout tions of those working in the legal as practice of facilitation and consen- the globe. In this course, therefore, we well as helping professions sus building. Group process theories, 150 HILBERT COLLEGE

consensus-building models, and the rience. The Internship will require 120 OD 370 3 role and function of group facilitators field hours at a location to be deter- Economic Issues: Local to Global will be explored. Innovative consen- mined by the student, faculty advisor, The course introduces the forces, pro- sus solutions to social problems and and agency providing the practicum ex- cesses, and actors that shape econom- collaborative conflict management perience. Students will register for CR ic globalization. This course will provide through the utilization of participative 405 in a given semester and complete an introduction to the “economic way democracy are also examined. 120 field hours in no more than two of thinking” and an understanding of Prerequisite: CR301 consecutive sessions, i.e., 14 weeks. the structure and function of a number Oversight of the Internship shall be de- of global institutions. We will examine CR 404 3 termined by the program chairperson. several different schools of economic Senior Seminar Prerequisite: Senior status, CR 301, theory and thought, and learn several As the departmental capstone course and one of the following: CR 306, CR key economic concepts that will greatly in Conflict Studies, the Senior Semi- 308, CR 312 aid in subsequent analysis; emphasis nar has three main areas of empha- will be on macroeconomics, rather sis. First, the seminar will challenge OD 350 3 than microeconomics. We will also students to more fully integrate the Introduction to Organizational look at various economic phenomena knowledge, skills, and values learned Development and institutions that are prominent in previous conflict studies coursework. Organizations must change to survive features of the US national economy Students will engage in a problem- in today’s rapidly changing global econ- and in the global economy. The course based learning project in which they omy. From small family-owned busi- will begin with a brief introduction to will assume the role of mediator, nego- nesses to billion-dollar corporations to economics in general, focusing on the tiator, and/or facilitator in a case study non-profits, change is inevitable. This most fundamental concepts and intro- as their capstone project. Second, course introduces organizational de- ducing the major schools of economic students will analyze their own conflict velopment: the ability of organizations, thought. This will be follow by a general management and interactional styles large or small, to effectively, economi- description of national economies in order to increase self-awareness cally and strategically make changes including unemployment, inflations, and enhance their professional skills. to improve their “products.” The course and the role of money as well as topics The seminar format of this course will explores the history, major trends, crucial to the understanding of sub- provide the opportunity for in-depth and ethical and professional issues in jects such as NAFTA, the EU, and the discussion and analysis of current the organizational development field, IMF. Central globalization topics, such issues of relevance in the field of con- while illustrating the OD practitioner’s as currency and trade issues, will form flict studies. The third purpose of the analysis, data gathering, intervention the final module. seminar is to facilitate the transition processes and techniques, diagno- from the Hilbert environment to either sis and final recommended changes OD 380 3 employment or graduate education. through readings, discussion postings, Ethical Decision Making Students will explore career and learn- applied exercises, case studies and This course will approach ethics first ing goals for the future and develop ob- student research. from a general perspective and then jectives to meet those goals. As part of examine the application of ethical prin- that experience, students will conduct OD 360 3 ciples through a broad range of con- a professional job or graduate studies Cultural Diversity: Ethnic and Racial temporary case studies. Ethical con- program search, investigate certifica- Relations cepts relevant to decision-making in tion, professional memberships, and This course familiarizes the student the workplace will be examined. These continuing education options. Students with the backgrounds and lifestyles concepts, including Egoism, Utilitarian- will prepare a professional portfolio to of ethnic and racial minority groups ism, and Categorical Imperative will be include a resume, references, cover within the United States. The empha- analyzed and then applied throughout letter, and/or writing samples. sis is on the diversity within and the the course. In addition to examining Prerequisite: Senior status, CR 301, contributions made to our society by ethics at the personal and interperson- and one of the following: CR 306, these groups. A variety of socio-cultural al levels, students will explore ways to CR308, CR 312 concepts (such as culture, race, ethnic- develop and promote an ethical culture ity, cultural pluralism) and theories at the departmental and organizational CR 405 3 are covered to increase the student‘s levels (Transformational Leadership). Conflict Studies Internship knowledge, awareness of, and un- Students will conduct an “ethical au- CR 405 Internship may be taken as an derstanding of the American cultural dit” of an organization with which they elective in order to provide students mosaic. are familiar. Students will present a the opportunity for relevant field expe- case study in an impartial manner and 151 HILBERT COLLEGE

facilitate a discussion of the case. have indicated are most critical for others, taking a philosophical, histori- (and often lacking in) managers. The cal, sociological, and practical look at OD 390 3 course will also explore the develop- the nature of work and its role in our Budgeting and Finance ment of effective personal and profes- lives today. Prerequisite: Completion of This course introduces financial sional habits. Finally, perspectives of 21 credits of OD specialty courses. and managerial accounting for non- significant authors and organizational accounting majors. Areas of study leaders will be examined Graduate Programs include financial statement compila- tion and analysis, financial accounting OD 420 3 CC 500 3 concepts and principles, and mana- Human Resources gerial cost concepts and application. Case materials and contemporary Organization Theory and Management The focus of the course will be on theory are used to help define the role This course examines the nature and gaining understanding of why account- of the Human Resources Manager and major trends of public administration, ing information is vital for survival of develop the skills and perspectives specifically in the nonprofit, criminal any organization. Emphasis is on the necessary to function in this capacity. justice, and governmental sectors, as use and interpretation of accounting Topics will include employee train- these sectors are understood within data for decision-making purposes. ing and development, selection, job the context of a broad shift in gover- It is designed to place the student in evaluation, disciplinary cases, com- nance, both in the US and interna- the shoes of the decision-maker, the pensation programs, wage and salary tionally. The course aims to deepen manager. administration, labor relations, federal student understanding of the nature of regulation in the workplace, motiva- public administration and its organiza- OD 400 3 tion, and safety and security. tions, using both theoretical and practi- Social Responsibility and Sustainability cal lenses to do so. Understanding Corporate Social Responsibility (CSR) OD 430 3 the legitimacy and authority of these means that businesses and other Management and Marketing sectors to address collective prob- organizations should be responsive This course examines the essentials lems requires inviting both manage- to social problems in an increasingly of Management and Marketing and ment and policy practitioners to see interdependent global economy. The explores their role in strategic plan- the intersection between managerial best “corporate citizens” use technical ning. The entire strategic planning practices and policy decisions and to and social changes to treat employees process will be explored in the context connect the macro and micro dynam- like resources in a world where the gap of contemporary management is- ics of governance. between rich and poor widens daily. sues and cases. The course will also The course focuses heavily on the Sustainability focuses on organization- apply the decision-making models of broad trends shaping the sector, al practices and policies, which protect management theory to the dynamic predominantly in the United States, the environment, build social equity, environment of marketing. Environ- but making connections to interna- and improve employee work/life condi- mental scanning methods are studied tional trends. The goal is for students- tions while strategically and responsi- as a basis for the determination of whether they are interested in policy, bly increasing profits and production. strategic planning within the corporate finance or management- to develop Case studies will illustrate pragmatic structure. The course incorporates their own “cognitive map” of their steps to achieve sustainability. Group case methodology into the comparison respective sector, so that they can projects will reinforce CSR and sustain- of new opportunities with an organiza- identify and interpret key issues and ability concepts and responsibilities of tion’s resources. challenges of sustainability experi- citizens –whether corporations, other enced by stakeholders in their field, organizations or individuals. OD 440 3 and consider their implication for prac- Nature of Work tice. Classes will involve a mix of brief OD 410 3 Work, for many of us, is something we lectures; discussion based on readings Management Skills do, not something we think about. We and written assignments; and guest Management Skills is a course that may wonder whether our work is suf- speakers. combines theories, self-assessment, ficiently stimulating, whether it brings and application of behavioral skills that in enough money, or whether it makes CC 505 3 are essential to successful leadership a difference in the grand scheme of Introduction to Graduate Statistics in the contemporary workplace. Specif- things, but we don’t often question Correlation and regression analysis, ically, the course will focus on develop- what, in fact, work really is, and why we probability and sampling theory, esti- ing a principled managerial philosophy, work in the first place. This course will mating population parameters, testing honing the skills that organizations examine these critical questions and hypotheses. Familiarity with descrip- 152 HILBERT COLLEGE

tive statistics assumed. process by which public policies are States and selected other countries, formulated, decided on, implemented, and the ways in which mass media CC 510 3 and evaluated, (2) techniques of and political fluctuations influence the Program Planning and Evaluation analysis appropriate for various policy system. Attention will also be paid Program and policy evaluation is an issues, and (3) substantive policy is- to the evolving managerial approach important means for policy makers, sues facing us today. most often used by administrators in managers, and other stakeholders Public policies will be examined, this field, and to the ethical dilemmas to learn about program and policy ef- developed, and analyzed from three posed by social control efforts and fectiveness and make judgments and perspectives: the critic, the client, the research methodologies. decisions regarding those programs consultant. Students will learn how to and policies. While evaluation evolved act as critics who identify strengths, CJA 640 3 from the social sciences and uses weaknesses and logical inconsisten- Research Methods in Criminal Justice many of the same research method- cies in policy ideas and analyses. As This seminar will provide an interme- ologies to inform users, the different clients, students will learn to manage diate level of study to the scientific purposes of evaluation means that policy studies that yield high quality method and to research designs as the planning and implementation of and politically relevant information applied to problems of crime and evaluations require perspectives and related to policy issues. As consultants, criminal justice, and will provide an techniques different from those used students will learn concrete tools to overview of tools available to those in traditional research. efficiently conduct and explain policy working and studying the field. It will studies. survey such topics as problem concep- CC 515 3 tualization and formulation, sampling, Finance and Budgeting CC 599 3 measurement, experimental and At a broad level, the budget is the tool Internship Experience quasi-experimental designs, survey governments, not-for-profits, and public The course will make available to stu- research, interviewing, participant sectors use to transform policies and dents in the MCJA program an experi- observation, unobtrusive measures, goals into outcomes, and it deter- ential learning opportunity combined methods of data management and mines the extent to which these goals with a research project in an appro- analysis, ethical concerns of research are achieved. At a more basic level, priate agency setting. It is intended in criminal justice, and research plan- the budget specifies the allocation of only for the students who have not ning. Consideration will also be paid resources among competing services yet achieved full time employment in to the research techniques emerging and operations. Politically and finan- their field. Unlike internships avail- from the field of forensic psychology. cially the budget also manifests gov- able at the undergraduate level, this Particular attention will be paid to the ernance more than any other activity course will require students to engage problems of interpreting research find- organizations engage in. in critical evaluation of the workplace ings in a practical manner. The purpose of this course is to in- setting and to refine and enhance their troduce students to the intricacies of own professional development skills. CJA 645 3 budgeting and related areas of fiscal In the Criminal Justice Administra- Nature and Causes of Crime administration, including performance tion program, students may choose to This course will examine patterns and budgeting, budget development, bud- complete this course in lieu of one of trends in crime and victimization within get implementation, internal controls, the specialized area courses- CJ 650, the United States, as well as diverse and cost analysis. The course will give CJ 660, or CJ 670. theoretical perspectives and individual students a basic understanding of the theories that attempt to explain crime concepts and skills needed to perform CJA 601 3 and delinquency. A multidisciplinary these tasks and to evaluate both bud- Proseminar approach will be used that examines get processes and documents. Bud- The purpose of this course is to intro- the underlying causes and conse- geting is, in large part, a technical task duce students entering the Masters quences of crime. Biological, psycho- that requires determining factors such program in Criminal Justice Administra- logical, sociological, cultural, and politi- as the cost of items, proper charges tion to what is happening in both the cal/radical theories will be critically for services, and programmatic net professional field and in the academic examined, and recent developments effects. discipline associated with this area in criminological approaches will be of study, and to provide background considered. Victimology will also be ex- CC 520 3 which is essential for advanced study plored, as a field in its own right and as Policy and Political Analysis in this area. Topics will include the his- a significant and contributing source The goal of this course is to provide tory, structure and functioning of the of deviant behavior. The extent to a greater understanding of (1) the criminal justice system in the United which both science and ideology help 153 HILBERT COLLEGE

to shape the fields of criminology and and make a lasting commitment to victimology will be evaluated. A basic CJA 670 3 the public service, to the solution of knowledge of criminological theories Penology complex, exciting, and at times very is expected, along with a rudimentary The purpose of this course is to exam- perplexing problems that face our understanding of statistics and the ine the history and practice of social society today. It also challenges us scientific nature of research methodol- control, and the theories which are to continue to learn, to participate on ogy. Students lacking this background associated with various approaches. a continuing basis with colleagues in should prepare themselves by reading The changes and development of cor- professional societies, and in doing so, one of the many excellent undergradu- rectional philosophy will be examined, to share our knowledge and experi- ate textbooks available. including incarceration, diversion, and ence with others. community based corrections. Pub- This course begins, or for some CJA 650 3 lic attitudes toward the treatment of students, builds on, these ideas; it pro- Criminal Law and Courts offenders will be considered, along vides an overview of the development, Many are of the opinion that the crimi- with the problems associated with structure and sub-areas of specializa- nal courts fail to properly punish and reentry of this group into the commu- tion in public affairs. Major theories deter offenders. This view has been nity. Some attention will be paid to will be considered in areas such as a popular topic among politicians, the the problems associated with special budgeting, human resources manage- electorate and critics of the Ameri- populations, and the larger social, eco- ment, public and non-profit manage- can Justice System. This course will nomic and political environment which ment, policy analysis and ethics. provide students with an understand- shape policy decisions. While this is We will discuss current issues and the ing of what goes wrong and what is essentially a course in corrections, it political environment in which public accomplished well. The course begins must be highlighted that theory and servants function. with an examination of the nature of research methodology will be empha- criminal law, tracing its development sized. MPA 627 3 within the U.S. legal system and explor- Human Resources Management ing strengths and weaknesses. Legal CJA 680 3 Designed for public and non-profit procedures are then considered, along Capstone Seminar managers rather than human resource with the structure and functioning The primary objective of this seminar is professionals, this course gives a of the criminal court system and the to integrate the concepts and knowl- broad overview of HR dynamics and roles of particular elements such as edge presented throughout the curricu- responsibilities. We’ll begin by consid- prosecution and defense. Particular lum of the CJA program. Students will ering different approaches to HR and attention will be paid to the decision have the opportunity to sharpen and placing them within the overall context making processes of those involved in test their analytic and critical thinking of the public sector and non-profit or- the system, and to the jury system. skills, and strengthen their research ganizations. Then we’ll cover basic per- abilities by completing a major proj- sonnel functions including recruitment, CJA 660 3 ect. The course will also serve as a career development, performance Policing in Contemporary Society forum for debate on some of the most appraisal, providing feedback and job This course will provide a close exami- critical issues facing criminal justice design. Finally, we will explore current nation of the status and role of police administrators today, and as a means issues within personnel management, and police institutions in contemporary of preparing students to become better including diversity and identity at work American society, with the intent of cri- leaders within their professions and in and the role of unions. The course tiquing the strengths and weaknesses their communities. focuses on-developing human resourc- of our present system and preparing es rather than the traditional notion students for the future. The historical MPA 625 3 of managing personnel. Its central evolution of these police organiza- Introduction to Public Administration: theme is how HR policies and practices tions will be considered, along with the The purpose of this course is to intro- can enhance the learning and growth social forces and events which have duce students, entering the Masters of of individual employees, work teams been influential in shaping interaction Public Administration Program (MPA), and the whole organization, thereby between police and diverse communi- to the discipline and profession of pub- ensuring high-level performance. We ties. The legal status of police officers lic service and administration. Gradu- will emphasize practical application will be considered, along with the ate study in public service seeks to through case discussions and reflec- problems most frequently suffered combine the insights from classics in tion on students’ experiences at work by this group. Strategies of policing the field with the best of contemporary and in school. While the course will and police management will also be experience, literature and research. focus on values-based organizations, it examined. It challenges each of us to examine will draw on ideas and materials from 154 HILBERT COLLEGE

the public, non-profit sectors. MPA 640 The graduate research project steps Research Methods in Public Adminis- and requirements are incorporated MPA 631 3 tration within graduate courses throughout Values and Ethics in Public Policy This course focuses on techniques the 18-month curriculum. The research The course is designed and delivered most prevalent in the public and not- project is embedded seamlessly within as an introduction to the concepts of for-profit sectors and/or the public the curriculum (and not in one specific values and ethics for professionals administration literature. Qualitative, course). Each student is assigned a working in public service within the quantitative and mixed methodology Faculty research mentor. public sector. It introduces the basic approaches are highlighted. Topics ethical values of virtue, truth and include how to write a research ques- Graduate Research Project for the justice and explores how these values tion, how to review existing literature, Master of Public Administration: translate into public/not-for-profit cor- how to conceptualize variables and In addition to fulfilling all core and ma- porate values, ethical principles and operationalize research, how to gather jor course requirements for the Master ethical behaviors in the areas of public and analyze data, and how to report of Public Administration program, stu- policy, politics and administration. interpret and make recommendations dents are required to complete a grad- The ethical responsibilities of leader- from findings. This course requires ac- uate research project as a condition ship within the public sector are also tive participation and interaction with for graduation. The graduate research emphasized. public and/or not-for-profit organiza- project is designed to help students tions. apply classroom concepts and theories MPA 632 3 to practical issues and problems by Financial Resource Development MPA 644 3 framing the issue within the context of Students will have an opportunity to Capstone Seminar scientific research, and by developing deepen their knowledge regarding the Students begin preparing for this information literacy lifetime learning trends and outside forces which im- capstone course starting with their first skills. The graduate research projects pact the not-for-profit world, especially course in the program. Beginning with steps and requirements are incor- in these difficult economic times. The that course and continuing through porated within the graduate courses course will focus on the “nuts & bolts” all their ensuing courses, students lay throughout the curriculum. The of grant writing, technology choices, the foundation through reading, skills research project is embedded seam- and the ethical issues which may be development and research for two lessly within the curriculum (and not in encountered. Included in this course culminating capstone projects related one specific course) and each student will be a class on how to start a non- to their job or professional field-one is assigned a Faculty research mentor. profit organization. individual and the other collaborative. The primary objective of the capstone MPA 637 3 course is to apply and integrate class- Marketing and Public Relations room learning achieved thus far to This course is designed to provide a actual and/or otherwise relevant work broad based understanding of the situations. principles and practices of strategic marketing and public relations as well Graduate Research Project for the as their applicability to public and non- Master of Criminal Justice Administra- profit organizations. It emphasizes the tion: need for strategic planning in the mar- In addition to fulfilling all core and keting, not only of products, but also of major course requirements for the programs and services. It is intended Master of Criminal Justice Administra- to enable public and nonprofit manag- tion, students are required to com- ers to manage their marketing efforts plete a graduate research project as a strategically. condition for graduation. The graduate The course is designed to provide prac- research project is designed to help tical “hands on” experience as well as students apply classroom concepts a base in marketing and public rela- and theories to practical issues and tions theory. Class participants will be problems by framing the issue within required to develop and submit a stra- the context of scientific research, and tegic marketing/public relations plan by developing information literacy life- for a particular service or program. time learning skills.

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Administration Administrative and MSED, St. Bonaventure University Officers Dr. Cynthia Zane Professional Beth Dragone President Admissions Counselor BS, Saint Xavier College; MS, Rush Staff BA, Mercyhurst College University; Ed.D, Northern Illinois University Erin Edwards ACADEMIC Admissions Counselor Dr. Christopher Holoman ADMINISTRATION BS, Hilbert College Provost, Vice President for Academic MSED, St. Bonaventure University Affairs Katherine A. Munroe Tenured Professor, Political Science Executive Director for Student Success Julie Faltyn BA, University of North Carolina-Chapel and Retention Admissions Counselor Hill; MA, PhD, University of Chicago BA, Daemen College, BA, SUNY Geneseo MS Ed, St. Bonaventure University Richard J. Pinkowski, Jr. Kathleen Wengrzycki Vice President for Business/Finance Charles Ernst Admissions Secretary BBA, University of Notre Dame; Tenured Professor, Arts and Sciences AAS, Niagara County Community Col- MSBA, Indiana University; Division, Director, Center for Excellence lege CPA, State of Indiana in Learning, BA, Muhlenberg College; MA, PhD, MARKETING Peter S. Burns University of Pennsylvania Vice President for Enrollment Ian Gatti Management Ron W. Eskew Art Director BS, Northeastern University Professor, Psychology BA, Daemen College MA, Saint Bonaventure University Director Institutional Research and Assessment Gregg Fort BS, Oklahoma State University; MS, ACADEMIC SERVICES Vice President for Institutional PhD, Purdue University Michele Sojda Advancement Director, Academic Services BA, Austin College ADULT AND GRADUATE BS, State University College of New MPA, Mississippi State University STUDIES PROGRAM York at Brockport; Ed. Cert. State University of New York at Buffalo Denise M. Harris Vice Provost for Student Engagement Walter Iwanenko Debbie Dimitrovski BS, SUNY Fredonia, MA, Bowling Green Dean, Graduate Studies Program Assistant Director, Academic Services State University BS, MS D’Youville College Ph.D. State University of New York at AA, Villa Maria College BA, State University of New York at James P. Sturm Buffalo, School of Medicine Buffalo, MAT, Saint Bonaventure Vice Provost for Leadership School Administrator/Supervisor University Development BS, State University of New York Col- Kim Chiarmonte Michael Lukaisk lege at Fredonia; Ed M, State University Director, Adult and Graduate Studies Adjunct Instructor, English, Writing of New York at Buffalo BS, MA, Medaille College Coordinator BA, State University of New York Michael A. Murrin ADMISSIONS College at Buffalo Vice President for Information Services BS, MBA, University of Sarasota Justin Rogers Director of Admissions STUDENT FINANCE Barbara Bonanno BS, The College at Brockport, NY Director of Mission Integration and MS, The College at Brockport, NY Beverly Chudy - Szczur Campus Ministry Director of Student Financial Aid BA, D’Youville College; MLS, State Jeanette Delaney BA, Canisius College University of New York at Buffalo Assistant Director of Admissions BS, Hilbert College 156 HILBERT COLLEGE

Julie Lanski Robert Pawelski Bridget Hodges Director of Student Financial Services Coordinator of Information Technology First-Year Counseling Specialist, Title III AAS, Bryant & Stratton; AAS, Erie Community College; BA, SUNY College at Buffalo BS, D’Youville College BS, Houghton College MS, SUNY College at Buffalo Jason Lanker Kelly Canaski Eric Press Director of Residence Life and Judicial Business System Analyst Network Specialist Affairs BS, Hilbert College; MBA, AAS, Hilbert College BA, Indiana University, MA, University St. Bonaventure University BT, State University of New York : of Southern Indiana Cobleskill Suna Combs Barbara DeLaRosa Student Finance Counselor STUDENT RECORDS Administrative Assistant BS, State University College of New AAS, BS, Hilbert College York at Buffalo; MS, St. Bonaventure Caprice Arabia University Registrar ATHLETICS MBA, and BS Walden University; Yolanda Gatewood AAS, Herkimer County Community TBD Student Finance Counselor College Director of Intercollegiate Athletics, BA, Medaille College, MS, State University of New York at Buffalo State Patsy Wilson Rob deGrandpre College Student Records Clerk Assistant Athletic Director BS, Indiana University Head Men’s Basketball Coach Elaine Szczepanski BS, Brockport State; MS Brockport Student Finance Counselor State BS, D’Youville College STUDENT ENGAGEMENT TEAM Kara Rehbaum Julie Banach Assistant Athletic Director Student Finance Technician Phyllis K. Dewey BA, Canisius College AOS, Bryant & Stratton Director of Counseling AA, Erie Community College; BA, State Julia Decker Cindy Claar University of New York at Fredonia; MS Women’s Lacrosse Coach Student Finance Technician Ed, St. Bonaventure University BS Brockport State College New York State Licensed Mental COMPUTER SERVICES Health Counselor Jeff Panik Men’s Soccer Coach Jenna Dulak Tara Jabbaar - Gyambrah BA Walsh University Web Manager, Distance Learning Director of Multicultural Affairs Coordinator Ph.D., University at Buffalo Kelly Starchok BS, Hilbert College; MA, Women’s Soccer Coach St. Bonaventure University Jean Kornacki BA University of Buffalo Director of Student Activities MS, Canisius College Angela Grann BA, Niagara University; MS, State Database Developer University of New York at Buffalo CAMPUS SAFETY AAS & BS Hilbert College LEADERSHIP Matthew Schamann Derise Hedges DEVELOPMENT TEAM Director of Campus Safety Database Administrator/Developer AA, BS Hilbert College, MS, St. BA, Canisius College Ashley Goodwin Bonaventure University Matthew E. Holmes Assistant Director of Residence Life Network Administrator and Judicial Affairs AAS, BS, Hilbert College; AAS, Erie Community College; BA, MS, MBA, St. Bonaventure University Buffalo State College

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INSTITUTIONAL Kristina Kopp Assistant Librarian for Public Services FACULTY ADVANCEMENT BA, Hilbert College, MA, State Universi- ty of New York College at Buffalo, MLS Craig Harris State University of New York at Buffalo ACADEMIC DEPARTMENT Associate Vice President for CHAIRPERSONS Development Elizabeth Wandersee MS Ed, Buffalo State College; Information Literacy Coordinator/ Ref- Wendy B. Edson BS, State University of New York erence Librarian Tenured Professor, College at Fredonia BA, State University of New York at Buf- Chairperson, falo; MLS, State University of New York Professional Studies Division Matt Heidt at Buffalo BA, University of Connecticut; MLS, Public Relations and Media University of Rhode Island Coordinator BA, SUNY Oswego BUSINESS/FINANCE Martin S. Floss MS, Canisius College Chair of the Graduate Program in Anthony G. Wiertel Criminal Justice Administration, Alaina Houseknecht Professor, Criminal Justice Engagement Officer for Alumni and Assistant Vice President for Business/Finance AS, Erie Community College; BS, MS, Events State University College of New York at BA, St. John Fisher College AAS, Hilbert College; BS, D’Youville College; MBA, Canisius College Buffalo; PhD, Rutgers University; Fed- eral Monitor Buffalo Police Department Deanna Messinger Maia Kapuszcak Engagement Officer for Annual and Walter Iwanenko Special Giving Payroll Benefits Coordinator AAS, Hilbert College Dean, Graduate Studies Program BA, Nazareth College BS, MS D’Youville College Ph.D. State University of New York at Audry Weronski Maura Flynn, PHR Director of Human Resources Buffalo, School of Medicine Database Administrator and Prospect School Administrator/Supervisor Research Coordinator BS, State University of New York at Buffalo AAS, BS, Hilbert College; Edward Qualey MBA, St. Bonaventure University Mary King Associate Professor, Chairperson, Coordinator of Accounts Payable Criminal Justice Studies Division LIBRARY BS, State University of New York at AA, Hilbert College; BS, State University Geneseo College of New York at Buffalo; MS, Wil Prout Canisius College Director of the McGrath Library New York State Police – Sergeant/Sta- BA, English Lit., BA, History, MLS State BUILDINGS AND tion Commander (ret.) University of New York at Buffalo, MA, GROUNDS President’s Medal recipient 2001 European History, State University of New York College at Buffalo Gary Dillsworth James Golden Superintendent of Physical Plant Chairperson, Social Sciences Division, Charles Chiesi Operations Professor, Psychology/Social Sciences Electronic Resources and Systems BA, Cedarville College PhD, State University of New York at Librarian/Periodical Librarian Albany BA, Fordham University; MLS, State University of New York at Buffalo Amy E. Smith Colleen Dippold Tenured Professor, English Public Services and Library Instruction Director of Honors, Chairperson, Arts Coordinator and Sciences Division AA, Erie County Community College; BA, Allegheny College; MA, PhD, State BA, Hilbert College; MLS, State Univer- University of New York at Buffalo sity of New York at Buffalo FACULTY: 158 HILBERT COLLEGE

FULL-TIME Michael Degnan Kushnood Haq Tenured Professor, English Professor, Global Business Sandra Augustine BA, State University of New York at BS, Canisius College; MBA, St. Bo- CPA, CFE, Professor Accounting De- Buffalo; MA, State University of New naventure University; PhD, State Uni- partment York College at Fredonia; MA, PhD, versity of New York at Buffalo BS, Canisius College; MS Taxation, State University of New York at Buffalo Golden Gate University Patrick Heraty Taylor Doherty Professor, Business Administration John T. Babi Associate Professor, Theater BS, Marquette University; MS, MBA, Associate Professor, Assistant Chair- BA, Hilbert College; MAH, State Univer- Canisius College person, Criminal Justice, Assistant sity of New York at Buffalo Chairperson, Criminal Justice/Forensic Mary Ann Hobar Science Division Yvonne M. Downes Associate Professor, Assistant Chair- BS, MS Ed, Niagara University Professor, Criminal Justice, BA, MA, person Forensic Science/Crime Scene United States Probation Service – PhD, State University of New York at Investigation Deputy Chief (ret.) Buffalo AA, Hilbert College; BS, Hilbert College; MS, State University College of New Linda Bernstein Raymond E. Ernst York at Buffalo Professor, Business Adjunct Instructor, Forensic Science/ Town of Orchard Park Police Depart- Administration Department, Assistant Crime Scene Investigation MS, SUNY ment – Patrol Lieutenant (ret.) Chairperson, Professional Studies Albany, BA, SUNY Institute of Technol- Division ogy Anthony D. Hughes BA, MS Ed, Niagara University; MBA, New York State Police, Forensic Identi- Professor, English Canisius College fication Unit-Investigator. (ret.) BA, MA, PhD, State University of New York at Buffalo Denise Brill Kathryn Regan Eskew Professor, Mathematics, Assistant Associate Professor, Human Services Herb Kauderer Chairperson, Arts and Sciences Divi- Department Associate Professor, English sion BS, MS, Syracuse University, CRC, NCC BA, MA State University College of New BS, MS, State University College of York at Buffalo, MFA Goddard College New York at Buffalo Meredith J. Ezak Assistant Professor, Science Andrew Kolin Joan Crouse BS, MS, Buffalo State College, PhD, Professor, Political Science Professor, History State University College of New York at BA, Lehman College, City University BA, MA, PhD, State University of New Buffalo, of New York; MA, PhD, City University York at Buffalo Graduate Center Chris Gallant John P. Culhane, Jr. Assistant Professor Colleen Kumiega Assistant Professor, Criminal Justice Digital Media and Communication Assistant Professor, Human Services BA, Saint John Fisher College; JD, St. Studies AAS, BS, Hilbert College; MS, Canisius Mary’s School of Law BS, State University College of New College Federal Bureau of Investigation- Spe- York at Buffalo; cial Agent (ret.) MFA State University of New York at Julie Kusmierz Buffalo Professor, Human Services, Assistant Daniel Culver Chairperson, Social Sciences Division Assistant Professor, Criminal Justice Erika Gault BA, D’Youville College; MSW, PhD, AAS, Genesee Community College; BS, Assistant Professor, Social Sciences State University of New York at Buffalo Empire State College; BA, New York University, MA, Colgate MS, University of Cincinnati Rochester Crozer Divinity School Jenelle Lukasik Assistant Professor, Mathematics John G. D’Amico Marne A. Griffin BA, Canisius College, MA, State Univer- Professor, Business Administration Associate Professor, English sity College of New York at Buffalo BS, Canisius College; MA, State AA, Hilbert College; BS, MA, Slippery University of New York at Buffalo Rock University

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Carol Nowak University of New York at Buffalo Ed Barszcz Associate Professor, Psychology Adjunct Instructor, Mathematics BA, Canisius College; MA, PhD, Wayne Roger E. Stone BS, State University of New York at Buf- State University Professor, Legal Studies Department falo; MA, West Virginia University; EdD, BA, State University of New York at State University of New York at Buffalo Carraugh Reilly Nowak Plattsburg; JD, State University of New Assistant Professor, Forensic Science/ York at Buffalo Law School Bradley J. Bartram Crime Scene Investigation Adjunct Instructor, Computer Security BS, State University of New York at Mark D. Thrasher & Information Assurance Department Buffalo; MFS George Washington CPA, Assistant Professor, Accounting BS, Hilbert College University Department Erie County Medical Examiner’s Office- BS, State University of New York Fred Becker Supervising Medical Investigator (ret.) College at Fredonia; JD, Concord Law Adjunct Instructor, Criminal Justice School, L.L.M., Criminal Law, State AAS, Erie Community College; BS, State Deborah Palumbo University of New York at Buffalo Law University College of New York at Buf- Assistant Professor, Mathematics School falo; MA, John Jay College of Criminal BS, State University College of New Justice; York at Buffalo; MS, Canisius College Donald Vincent Rite Aid Corp. - Manager, Loss Preven- Associate Professor, Digital Media and tion Mark Paoni Communication Studies Assistant Professor, Criminal Justice BA, Geneseo College; MA, State Univer- Thomas Becker BS, Syracuse University; MS, Roberts sity of New York at Buffalo, PhD State Adjunct Instructor, Graduate Studies Wesleyan College;EdD, University of University of New York at Buffalo MS, BS, State University College at Rochester Buffalo Megan Burke Witzleben Kathleen R. Pierino Professor, English Robert M. Beuler Associate Professor, Criminal Justice BA, Georgetown University, MA State Adjunct Instructor, Criminal Justice BS, MS, State University College of University of New York at Buffalo; BS, State University of New York at Buf- New York at Buffalo, PhD, State Univer- M.Phil,, PhD, Fordham University falo; MS, Canisius College; sity of New York at Buffalo Baker Victory Services-Administrator New York State Police – Investigator/ Donna Zimpfer (ret.) Sergeant (ret.) Assistant Professor, Criminal Justice Cindy Bleasdale Edward A. Pristach AA, Jamestown Community College; Adjunct Instructor, Accounting Tenured Professor, Psychology BS, Hilbert College; MS, State Univer- BS, Hilbert College; MBA, St. Bonaven- BA, PhD, State University of New York sity College of New York at Buffalo; ture University at Buffalo New York State Department of Cor- rectional Services, Lakeview Incarcera- Michael Bonilla Daniel Roland tion Facility – Correctional Officer/Drill Assistant Professor, Spanish Professor, Accounting/Business Admin- Instructor BS, State University of New York at Buf- istration falo; M Ed, State University College of BS, MS, State University College of FACULTY: PART-TIME New York at Buffalo New York at Buffalo; MBA, St. Bonaven- ture University Earleen Adamson Erica J. Boyce Adjunct Instructor, Criminal Justice Adjunct Instructor, Criminal Justice Sharon Sisti AAS, Erie Community College; BS, State BA, Niagara University; MCJ, University Associate Professor, Social Sciences University of New York at Buffalo; MS, of Colorado; Division University of Cincinnati Community Educator, Erie County BS, State University of New York Col- NYS Dept. of Corrections–Sgt. Counsel for the Prevention of Alcohol lege at Fredonia; MSW, State University and Substance Abuse. of New York at Buffalo Thomas J. Algoe Assistant Professor, Computer Security Patrick Boyle W. Gordon Snow & Information Assurance Department Adjunct Instructor, English Tenured Professor, Liberal Studies BS, MS Ed, State University College of BA, State University of New York at BA, Hampshire College; MA, PhD, State New York at Buffalo Buffalo 160 HILBERT COLLEGE

Charlene Brumley Patrick Crotty Edward J.P. Drabczyk Adjunct Instructor, Conflict Studies & Adjunct Instructor, Business Adjunct Instructor, Criminal Justice Dispute Resolution BA, MA, St. John Vianney Sem., AAS, Genesee Community College; BS, BS, Buffalo State College; MA, Antioch MS, American University State University College of New York at University Buffalo Kevin Cunningham Albright Knox Art Gallery – Director of Frank Cammarata Adjunct Instructor, Physical Education Security (ret.) Adjunct Instructor, Paralegal Studies BA, State University of New York at BA, Gannon University; MSW, State Buffalo Kenneth Duszynski University of New York at Buffalo; Adjunct Instructor, Psychology DPA, Nova University Michael Curry BA, Canisius College; M.Ed., State Uni- Adjunct Instructor, Biology versity of New York at Buffalo Robert Campo BA, Canisius College, D.P.M., Ohio Col- Adjunct Instructor, lege of Podiatric Medicine Darcie A. Falsoni, Esq. B.A. Johns Hopkins University EdD, Adjunct Instructor, Legal Studies D’Youville College; Ed.M. State Uni- William C. Curtin BA, Canisius College versity of New York at Buffalo; J.D., Adjunct Instructor, Criminal Justice JD, State University of New York at Buf- Case Western Reserve University Law BS, Canisius College; JD, State Univer- falo, School of Law School; sity of New York at Buffalo School of Law, New York State Police Investigator Jennifer Flannery, Esq. Robert L. Cannata (ret.) Adjunct Instructor, Legal Studies Adjunct Instructor, Human Services BA, State University of New York at AA, Erie Community College; BS, Em- Mary Dedrick Binghamton; JD, State University of pire State College; MS, State University Adjunct Instructor, Physical Education New York at Buffalo, School of Law of New York at Buffalo BA, State University of New York Col- lege at Oswego; MS, University of Mas- Scott Folster Cindy Chandler, Esq. sachusetts Adjunct Instructor, Forensic Science/ Adjunct Instructor, Legal Studies Crime Scene Investigation New York AAS Rockland Community College BA, Rosanne T. Dee State Police Computer Crime Unit- University of Albany Adjunct Instructor, Business Investigator JD, Albany Law School Administration BS, State University of New York at Buf- Lenora Foote Erin N. Chapman falo; MS, State University of New York Adjunct Instructor Adjunct Instructor College at Buffalo BS, Canisius College; JD, State Univer- BA, Ohio University sity of New York at Buffalo MS, Mercyhurst College; Angela M. Demerle, Esq. Adjunct Instructor, Legal Studies Mark Garrison Claudia C. Childs BA State University of New York at Buf- Adjunct Instructor, Graduate Studies Adjunct Instructor, Criminal Justice falo, MLS University of Pittsburgh, JD, BA, MA,PhD, State University of New BS, Hilbert College; MS, Roberts Wes- West Virginia University College of Law York at Buffalo leyan, Captain, Buffalo Police Department Karen Dillon Joseph A. Giacobbe, Adjunct Instructor, (ret.) Adjunct Instructor, Human Services Graduate Studies BS, State University College of New BS, State University of New York Col- Charles D. Clark, Jr. York at Buffalo; MSW, lege at Buffalo; MPA, John Jay College Assistant Professor, Business State University of New York at Buffalo of Criminal Justice Administration BS, MBA, State University of New York Arnold Discipio Russell Gullekson at Buffalo Adjunct Instructor, Criminal Justice Adjunct Instructor BA, Gannon University; MS, Canisius AAS, SUNY Delhi; BA, State University Michael Colquhoun College, of New York at Buffalo Adjunct Assistant Professor Erie County Central Police Training BA, MFA, PhD, State University of New Academy Coordinator (ret.) Gregg Haas York at Buffalo Adjunct Instructor, Forensic Science/ Crime Scene Investigation 161 HILBERT COLLEGE

AAS, Erie Community College University of New York at Buffalo John Manth Town of Amherst Police Department Adjunct Instructor, Criminal Justice Detective and Sergeant, (ret.) Craig Koval AAS, Niagara County Community Col- Adjunct Instructor, Legal Studies lege; BA University of Maryland; MA, Martin W. Hamann BS, Ithaca College State University College of New York Adjunct Instructor, Psychology at Buffalo- Erie I Board of Coopera- BA, St. John Vianney Seminary Lisa Lograsso tive Educational Services – Criminal MA, The Catholic University of America; Adjunct Instructor, Mathematics Justice Teacher M. Div.; MSW, State University of New AAS, Hilbert College; BS, MS, Canisius York at Buffalo; College Douglas Marky Adjunct Instructor, Legal Studies William Haslinger Sr. Conchetta LoPresti BA, JD, State University of New York at CFE, Associate Professor, Computer Adjunct Instructor Buffalo Security & Information Assurance BS, California University of Pennsylva- Department nia; MS Duquesne University; M.Ed. Erin McCarthy BS, MBA, Canisius College University of Pittsburgh, Adjunct Instructor, Criminal Justice AA, Erie Community College; BS, MS, Patrick Healy Michael Lukaisk State University College of New York at Adjunct Instructor, Management Adjunct Instructor, English, Writing Buffalo Information Systems Coordinator Buffalo Police Department-Officer BS, Hilbert College BA, State University of New York Col- lege at Buffalo Tracy S. Martin Sarah Henderson Adjunct Instructor, Criminal Justice Adjunct Instructor, Art History David Lukow BS, Canisius College BA, University of Wisconsin at Madi- Adjunct Instructor MS, University of Florida son; MA University of Michigan at Ann BA, MS, Canisius College; Arbor JD, State University of New York at Neil McGillicuddy Buffalo Adjunct Instructor, Conflict Studies & Bonnie Hogan Dispute Resolution Adjunct Associate Professor, English Jason Luna BA, MA, Ph.D., State University of New BS, MS, State University College of Adjunct Instructor, Criminal Justice BS, York at Buffalo New York at Buffalo Hilbert College; JD, State University of New York at Buffalo School of Law, Thomas P. McNulty Paul Jackson Attorney Adjunct Instructor, Graduate Studies Adjunct Instructor, Criminal Justice BS, MS, Florida State University AA, Erie Community College; BS, State Amy Lupiani University of New York Empire College; Adjunct Instructor, Criminal Justice Michael Melton MBA Medaille College, AS, Munroe Community College; BA, Adjunct Instructor, Forensic Science/ New York State Police Senior State University of New York at Albany; Crime Scene Investigation Investigator (ret.) MS, State University College at Buffalo; FBI National Academy; JD, ML, State University at Buffalo Law Town of Amherst Police Department, Wendy L. Januchowski School, Special Services Unit, Captain/Com- Adjunct Instructor Practicing Attorney mander (ret.) AS, Erie Community College; BS, Hilbert College; Steve MacMartin David T. Merrell MSED, St. Bonaventure University Adjunct Instructor, Computer Security Adjunct Instructor Paul Jonmaire & Information Assurance BS, MBA, State University of New York Adjunct Instructor, Forensic Science/ BS, Universitatis Santrti-Laurentii at Buffalo Crime Scene Investigation BA, Canisius College; PhD, University of Charlene M. Mahony Kathleen Miller Cincinnati College of Medicine Adjunct Instructor, Criminal Justice Adjunct Instructor, Sociology BS, State University College at Buffalo BA, MA, PhD, State University of New Julia A. Kress New York York at Buffalo Adjunct Instructor NY State Police Sergeant, (ret.) AS, Erie Community College; BS, State 162 HILBERT COLLEGE

John Moffat York at Buffalo; MA, State University of BS, State University College of New Adjunct Instructor, Rehabilitation New York at Buffalo York at Buffalo; MS, James Madison Services University BA, State University of New York at George Nicholas Buffalo; MS, State University College of Adjunct Instructor, Religious Studies Cory M. Pecorella New York at Buffalo BS, Ohio State University; MS, State Adjunct Instructor, Criminal Justice University of New York at Buffalo; MD, BS, MS, State University College at Buf- Deborah Mogavero Colgate Rochester Divinity School falo; MS, State University of New York Adjunct Instructor, Forensic Science/ at Buffalo Crime Scene Investigation Daniel Nickolai BS, Hilbert College, MS, Daemen Col- Adjunct Instructor, Sociology Barbara A. Piazza lege BA, MA, State University of New York at Adjunct Instructor, Adult Degree Buffalo Completion Craig Moore BA, JD, State University of New York at Adjunct Instructor, Forensic Science/ John R. Nuchereno, Esq. Buffalo Crime Scene Investigation Adjunct Instructor, Legal Studies AA, Niagara College, Welland Ontario BS, State University of New York at Michael Pliszka Canada; BS, Hilbert College; Buffalo; JD, Louisiana State University Adjunct Instructor, Criminal Justice Niagara Regional Police, Ontario School of Law AAS, Erie Community College; BS, State Canada, Forensic Services Unit- Detec- University College of New York at Buf- tive Constable Lynn O’Connor falo; MSW, State University of New York Adjunct Instructor, Business Adminis- at Buffalo, CSW Michael R. Moravec tration, Erie County Sheriff’s Department, Adjunct Instructor, Business Adminis- BS, MBA, Canisius College Chief of Patrol (ret.) tration and Legal Studies AB, University of Notre Dame; JD, Uni- Heather Okoro Brian R. Poliner versity of Chicago Adjunct Instructor Adjunct Instructor, Adult Degree BA, JD, State University of New York at Completion Joseph Mordino Buffalo BA, MS, Duquesne University Adjunct Instructor, Criminal Justice MPA, Hilbert College BA, LeMoyne College; JD, State Univer- Sam Palmiere sity of New York at Buffalo, Erie County Adjunct Instructor, Criminal Justice Mark Popiel District Attorney’s Office- Prosecutor Director, Institute of Law and Justice Adjunct Instructor, Legal Studies (ret) BS, State University College of New BA, Brock University, JD State Univer- York at Buffalo sity of New York at Buffalo Catherine E. Nagel, Esq. US Attorneys’ Office-Liaison Officer Adjunct Instructor, Legal Studies Town of Tonawanda-Chief of Police Mary-Diana Pouli BA, State University of New York at Buf- (ret.) Adjunct Instructor, falo; JD, State University of New York BS, State University of New York at Buf- at Buffalo, School of Law Patrick Pascall falo; MPA, Canisius College; Adjunct Instructor, Criminal Justice PhD, Walden University Bradford Nelson AA, Hilbert College; BS, Houghton Adjunct Instructor College; MMAS, School of Advanced Christopher A. Puckett BS, State University of New York Col- Military Studies, Adjunct Instructor, Forensic Science/ lege at Fredonia; MS, George Washing- Buffalo Police Department Chief/South Crime Scene Investigation, New York ton University District State Police Academy Crime Scene Investigative Unit Investigator (ret.) Paula Newcomb, Esq. Patricia Patronik Adjunct Instructor, Legal Studies Adjunct Instructor, English Richard Qualey BA, St. Bonaventure University, JD, MA, Canisius College Adjunct Instructor, Criminal Justice University at Buffalo Law School AA, Hilbert College, BS, State University Scott Patronik College of New York at Buffalo; MS, St. Sandra A. Newton Adjunct Instructor, Computer Security Bonaventure University; Adjunct, Mathematics and Information Assurance Depart- New York State Police – Investigator/ BA, State University College of New ment Sergeant 163 HILBERT COLLEGE

Colleen M. Rahill-Beuler Captain, Buffalo Police Department- York at Buffalo Adjunct Instructor, Criminal Justice (ret.) Erie I Board of Cooperative Educational BS, State University College of New A. Daniel Shea Services – Criminal Justice Instructor York at Buffalo; MS, Millersville State Adjunct Instructor, Forensic Science/ College Crime Scene Investigation Gary N. Violanti U.S. Probation Service – Senior Officer BS, State University of New York at Adjunct Instructor, Adult Degree Sentencing Guidelines Specialist (ret.) Buffalo Completion Town of Hamburg Police Department BA, State University of New York at Joseph Rath Captain of Detectives (ret.) Buffalo; JD, University of Dayton School Adjunct Instructor, Criminal Justice of Law BA, St. Bonaventure University; Home- Jason A. Shear, Esq. land Security (ret.) Adjunct Instructor, Legal Studies Bernard G. Walsh BA, Hunter College; J.D. and LLM, State Assistant Professor, Criminal Justice Brian Reed University of New York at Buffalo BS, City University of New York, John Adjunct instructor, Adult Degree Jay College; MA, Central Michigan Completion Robert P. Simpson University; BA, University of Tampa; MA, University Adjunct Instructor, Legal Studies Federal Bureau of Investigation Spe- of South Florida; BS Rochester Institute of Technology, cial Agent (ret.) PhD, University of Alabama JD, State University of New York at Buffalo Mark Warren Michael K. Reilly Adjunct Instructor, Business Adminis- Adjunct Instructor, Conflict Studies & Karl R. Spencer tration and Legal Studies Dispute Resolution Adjunct Instructor, Graduate Studies BA, State University of New York at Al- BA, Canisius College; Certified Facilita- BA, MS, MA, State University of New bany; JD, State University of New York tor, Internal Revenue Service York at Buffalo at Buffalo Law School

John Reinholz Rev. Paul Steller Kristin Klein Wheaton, Esq. Adjunct Instructor, Criminal Justice Adjunct Instructor, Philosophy Adjunct Instructor, Legal Studies BS, Houghton College; MA, State Uni- BA, Niagara University; MS, Canisius BA, Michigan State University, JD, Al- versity of New York at Albany New York College; MA, Catholic University bany Law School of Union University State Police-Investigator (ret.) Michelle Tarbox Stephen J. Whitehead Paul Rokitka Adjunct Instructor, Conflict Studies & Adjunct Instructor, Business Adminis- Adjunct Instructor, Mathematics Dispute Resolution tration BS, MS, State University College of BS, Hilbert College; MA, California BS, MBA, State University of New York New York at Buffalo State University at Buffalo

Helen Rosati Kelly Thiel Charles P. Woelfel Adjunct Instructor, English Adjunct Instructor, Mathematics Adjunct Instructor, Marketing BA, State University of New York at BS, St. Bonaventure University, MS, BA, State University of New York at Buffalo Syracuse University Albany

Anthony SanGiacomo Vincent Tobia Peter J. Wolfe Adjunct Instructor, Business and Crimi- Adjunct Instructor, Criminal Justice Adjunct Instructor, Law and Govern- nal Justice AAS, Community Colleges of the Air ment BSW, State University College of New Force; BS, State University College of BA, Allegheny College; JD, State Univer- York at Buffalo; MPA, Canisius College New York at Buffalo; sity of New York at Buffalo U.S. Probation Service – Chief Proba- Blasdell/Angola Police Department - tion officer Patrolman Susan Woods Adjunct Instructor, Conflict Studies & Marcia Scott Jennifer Upson Steiner Dispute Resolution Adjunct Instructor, Criminal Justice Adjunct Instructor, Criminal Justice BA, Mt. Holyoke College; MA, Duke BS, State University College of New AA, Niagara County Community Col- University; MS, University of Massachu- York at Buffalo; MS, Utica College of lege; BS, MS, Social Studies Certifica- setts Syracuse University. tion, State University College of New 164 HILBERT COLLEGE

Jacy Woodworth, Social Sciences BOARD OF TRUSTEES Adjunct Instructor Joseph Dommer BS, Hilbert College; MS, Argosy Univer- Gretchen Wylegala President sity, Phoenix Board Chairperson Baer & Associates, LLC Attorney David Zack Federal Government James Domres Adjunct Instructor, Forensic Science/ Senior Vice President/COO Crime Scene Investigation Edward Gelia, Jr. DIGITS, LLC AAS, Erie Community College; BS, Board Vice Chairperson Hilbert College Exec. Vice President James A. Dunlop, Jr. Chief of Police, Cheektowaga Police United Insurance Agency Exec. VP for Finance/CFO Department Catholic Health System Michael Sendor Randy Zimpfer Board Secretary John Fago Adjunct Instructor President Senior Director for Channel Marketing BS, MS, Hilbert College Nussbaumer & Clarke, Inc. and Account Management North America at Ingram Micro Patrick Backman Owner & President Frederick Giese Klass Ingredients, Inc. General Manager NOCO Distribution LLC & NOCO Lubri- James Balon cants Company Corporate Finance Director Multisorb Technologies, Inc. Sr. Sharon Goodremote, FSSJ 1st Councilor Sr. Emily Therese Bloom, FSSJ Franciscan Sisters of St. Joseph Immaculate Conception Convent Franciscan Sisters of St. Joseph Richard Hamister First Niagara Bank Andrea Cherenzia First Vice President/Private Banking Director, SIU Independent Health Sr. Ann Marie Hudzina, FSSJ General Minister John Ciminelli Franciscan Sisters of St. Joseph Senior Vice President LP Ciminelli Construction James Iglewski City Executive – The Private Bank Robert Clerici Bank of America Vice President Inergex, Inc. Wayne Keller Senior Vice President Russell Corigliano Buffalo Commercial Banking Office President and CEO Wells Fargo Bank, N.A. Rosina Food Products, Inc. Joseph Kubarek, Jr. Sr. Benedicta Dega, FSSJ Managing Partner Chaplain of Surgery Dept. Jaeckle Fleischmann St. Joseph Hospital Beth Del Genio, Ph.D. Sr. Joyce Kubiniec, FSSJ Chief of Staff to the President 3rd Councilor University at Buffalo Franciscan Sisters of St. Joseph

Deborah DiMatteo Jason Luna Vice President Attorney M&T Bank Jason Luna, PLLC 165 HILBERT COLLEGE

Gerard Mazurkiewicz Thomas Waring, Jr. Partner President Dopkins & Co., LLP Waring Financial Group, LLC

Honorable Jeremiah J. McCarthy Paul Weaver United States Magistrate Judge for Attorney at Law, Retired Western District of New York Merle Whitehead Dr. Richard Ruh President/CEO Catholic Health System Realty USA Sr. VP Service Lines G. Gary Berner Fr. Michael Sajda, OFM Conv. Banker, Retired President St. Francis High School Carol V. Kociela Banker, Retired Ronald J. Soluri, Sr. Director HONORARY TRUSTEE Freed Maxick & Battaglia, CPA Bishop John Nevin Ann Swan Venice, Florida The William E. and Ann L. Swan Foun- dation

Cynthia Zane President Hilbert College

TRUSTEES EMERITI

Sister M. Andrea Ciszewski, FSSJ Director of Currriculum Diocese of Springfield, MA

Robert Drago, Sr. President Goya Foods Great Lakes

Bradley H. Hafner Chairman of the Board West Herr Automotive Group

George Johengen School Administrator, Retired

Roger Palczewski Chief Operating Officer Rosina Foods

Maureen Saab Director of Development, Retired

Karen Gaughan Scott Attorney at Law

166 HILBERT COLLEGE

MEMBERSHIPS and Universities Niagara Frontier Residence Hall As- The College is affiliated with a num- Council for Advancement and Support sociation ber of professional organizations of Education Northeastern Association of Criminal which represent the interests of its Criminal Justice Educators Association Justice Sciences students, faculty, and administration. of New York State Orchard Park Chamber of Commerce Membership in these groups assists Council of Independent Colleges Professional and Organizational Devel- the College in meeting its own goals Eastern Association of College and opment Network and objectives as a higher education University Business Officers Rotary Club Hamburg/Sunrise institution. Eastern College Athletic Conference Financial Management Association Hilbert College is accredited by the Hamburg Chamber of Commerce Commission on Higher Education Academy of Criminal Justice Sciences International Leadership Association of the Middle States Association of Academy of Security Educators and Middle States Association of Colleges Colleges and Schools, 3624 Market Trainers and Schools Street, Philadelphia, PA 19104, 215- Allegany Mountain Collegiate Confer- National Association for Campus Activi- 662-5606. The Commission on Higher ence ties Education is an institutional accredit- American Academy of Forensic Sci- National Association of College Admis- ing agency recognized by the U.S. Sec- ences Institute sions Counselors retary of Education and the Commis- American Association of Colleges or National Association of College Auxil- sion on Recognition of Postsecondary Universities iary Services Accreditation. American Association of Collegiate National Association of School Finan- Registrars and cial Aid Administrators All college degree programs are regis- Admissions Officers National Association of College and tered by the New York State Education American Association for Higher Edu- University Business Officers Department. cation National Association of Social Workers American Association for Paralegal National Association of Student Per- New York State Education Department Education sonnel Administrators Office of Higher Education and the American Association of University National Business Educators’ Associa- Professions Women tion Cultural Education Center Room 5B28 American College Personnel Associa- National Collegiate Athletic Association Albany, New York 12230 tion National Collegiate Honors Council (518) 474-5851 American Correctional Association National Council for Resource Develop- American Library Association ment The Paralegal Studies Degree American Probation and Parole As- National Criminal Justice Association Programs are approved by the sociation National Federation of Paralegal As- American Bar Association. American Society of Criminology sociation American Sociological Association National Rehabilitation Association Association for Student Judicial Affairs New York Leadership Educators Con- Association of American Colleges and sortium Universities New York Library Association Association of Catholic Colleges and New York State Association of College Universities Admissions Counselors Association of College Administration New York State Economics Association Professionals New York State Financial Aid Adminis- Association of College Unions Interna- trators Association tional New York State Human Services Edu- Association of Franciscan Colleges and cators Association Universities New York State Rehabilitation Associa- Association on Higher Education and tion Disability New York State Society of Bursars and Buffalo Chamber of Commerce Business Administrators Catholic Campus Ministry Association New York State Transfer and Articula- Catholic Library Association tion Association College Student Personnel Association Niagara Frontier College Placement Commission on Independent Colleges Association 167 HILBERT COLLEGE

Civil Rights Compliance Metropolitan bus service provides Justice, the Communication Media Statement access to campus. The Buffalo Airport Lab, the Honors Lounge, and faculty and Amtrak Station are a 20 minute offices. Hilbert College admits students with- drive to campus. In addition, Hilbert out regard to their age, race, creed, College is two miles from Lake Erie William E. Swan Auditorium, is a 430 sex, ethnic background, or physical or Ralph Wilson Stadium, home to the seat facility with the ability to host handicap to all the rights, privileges, Buffalo Bills. HSBC arena, home of the theatrical performances, academic programs, and activities generally ac- Buffalo Sabres, is a 20 minute drive. presentations and films. corded or made available to students at the college. It does not discriminate Students attending the College benefit McGrath Library is a vital resource unit on the basis of race, color, national from the offerings of a suburban set- supporting Hilbert College’s academic and ethnic origin in administration of ting, the resort and country areas, programs. Five full-time librarians its educational policies, admissions and the cosmopolitan fare of a major staff the spacious two-story facility. Its policies, scholarship and loan city. Touring artists, major concerts, a book collection is in excess of forty-two programs, and athletic and other philharmonic orchestra, a professional thousand print volumes with nearly college-administered programs. Cam- theatre, a nationally renowned art gal- four thousand electronic books. The pus Coordinator for Title IX and Section lery are all within a short traveling dis- Library subscribes to 350 scholarly 504 is Mr. James Sturm, Vice Provost tance from campus. Choice ski resorts journals, professional and popular for Leadership Development. are also located within a reasonable magazines, and newspapers. Adding traveling radius. great strength and breadth to these Disclaimer print holdings are over twelve thou- Facilities sand full-text periodicals, which are available electronically through sub- All rules, regulations, policies, proce- scription databases. Other non-print dures, programs, courses, and staff The campus complex consists of materials include an extensive video are subject to change without no- twelve buildings situated in a park- collection as well as audio, CD-ROM, tice. Catalogs and Brochures do not like setting. Designed to accom- and microform items. constitute a legal contract between modate an enrollment of more than students and the College. For further 1000 students, the complex includes Through membership in the Western information on any material contained Franciscan Hall, Bogel Hall, Paczesny New York Library Resources Coun- in this catalog, contact the Director of Hall, William E. Swan Auditorium, cil, McGrath Library participates in Admissions or the Vice President for McGrath Library, the Campus Center, a variety of cooperative initiatives Academic Affairs. the Residence Halls and Apartments, the Hafner Recreation Center, and the including interlibrary loan, the area’s virtual union catalog, purchasing, and CEEB College Code Number: 2334 Maintenance Facility. The campus has continuing professional education. ACT College Code Number: 2759 wireless internet access. The Campus Center, located directly HILBERT COLLEGE Franciscan Hall, completed July of behind Franciscan Hall, is the hub of 5200 SOUTH PARK AVENUE 1997, houses the career develop- the social activities on the Hilbert Cam- HAMBURG, NEW YORK 14075-1597 ment office, a student services office including student records and student pus. The lower level of the Center houses the Campus Bookstore, the offices www.hilbert.edu finance, admissions, administration offices, conference rooms, and a large of Student Government Association and Director of Student Activities. The 1-800-649-8003 space for receptions to be held on lower level also has a student lounge/ 1-716-649-7900 campus. recreation area where students can go to relax, play pool or table tennis, Office of admissions: ext: 211 Bogel Hall includes faculty offices, or watch TV. On the upper level of the Office of Student Finance: ext: 314 classrooms, one large lecture hall, computer laboratories, an academic Campus Center, the main Dining Hall, and counseling office can be found. Location support center, the chapel, campus ministry, the multicultural affairs office and a café. St. Joseph Hall is a co-educational Hilbert College is situated on a 40 residential facility. It is a two-story acre suburban campus in the Town of Paczesny Hall is a two-story building structure with a maximum capacity of Hamburg, New York, approximately ten housing classrooms with smartboard 112 residents. Each of the four wings miles south of Buffalo. technology, the Institute for Law and has its own laundry facility. A private 168 HILBERT COLLEGE

bathroom adjoins every two-rooms. Life and Judicial Affairs. Each room is equipped with basic cable, internet access, two phone Hafner Recreation Center, completed jacks (for easy phone installation), in 1979 and expanded in 2005, cor- beds, desks and closets. Recreational responds with the architecture of the lounges are located on each of the other campus buildings. The 24,000 floors. The lounges provide various square foot structure consists princi- recreational equipment, a microwave, pally of a recreation-convocation area and on the first floor lounge there are which is the size of two regulation bas- six computers with Internet capability ketball courts. Locker rooms, fitness and a printer. St. Joseph is also home and training areas, showers, storage to the Cappuccino Family Wellness areas, a snack bar, and the athletic of- Center which provides on-campus fices complete the interior. All services clinic support, including physicals, first are on one floor. In addition to bas- aid and wellness programming. The ketball, the gymnasium area accom- center is being staffed and managed modates volleyball, physical fitness by a nurse practitioner and medical as- oriented activities. Located behind the sistant from Catholic Health in Buffalo. recreation center are two soccer fields.

The Hilbert College Apartments (Ruf- Hilbert is: fino House, Sister Katherine House, 10 minutes from downtown Buffalo, NY St. Agnes House, Leo House) are 5 minutes from Lake Erie state-of-the-art apartment buildings 17 miles from Fort Erie, Canada with a capacity of seventeen students 30 miles from Niagara Falls, NY per building. Each building contains 80 miles from Rochester, NY four single-sex apartments which 295 miles from Albany, NY can house four or five students in 280 miles from Saratoga, NY single bedrooms. Each apartment 370 miles from New York City also contains two bathrooms, a living 85 miles from Erie, PA room, kitchen, air conditioning, ample 110 miles from Toronto, Canada storage space, and is fully furnished. 205 miles from Pittsburgh, PA Rooms are equipped with basic cable, 180 miles from Cleveland, OH phone jacks, and internet access. 360 miles from Rutland, VT Each building also contains laundry 460 miles from Boston, MA facilities. 405 miles from Hartford, CT 440 miles from Concord, NH Trinity Hall. The 51,000-square- foot Trinity Hall is Hilbert’s first new residence hall in nearly 40 years. Designed to foster a strong sense of campus community life, the building houses fully furnished six-person suites with common living areas and double rooms adjoined by private HILBERT bathrooms, as well as a 5,100-square- foot recreation area, lounges, a computer lab and study rooms. Living area features include wired and wireless Internet access, air-conditioning, cable television, telephone lines, and access to free laundry facilities in the building. The building will be heated and cooled using geothermal energy based on a green technology system. Trinity Hall also houses the Office of Residential 169 HILBERTCOLLEGE 5200 South Park Avenue Hamburg, New York 14075 716-649-7900 www.hilbert.edu