Barry University

BARRY UNIVERSITY

2001-2002 Graduate Catalog

Barry University accepts all qualified candidates for admission without regard to race, sex, religion, creed, color, national or ethnic origin, age or physical handicap. 2 BARRY UNIVERSITY

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For more information contact: Institutional Advancement Barry University 11300 NE Second Avenue Miami Shores, FL 33161-6695 (305) 899-3070 3

Inquiries, Applications and Credentials: BARRY UNIVERSITY Division of Enrollment Services 11300 N.E. Second Avenue Miami Shores, Florida 33161-6695

General University Number (305) 899-3000 In-State Toll Free General University Number (800) 756-6000 Web Address: http://www.barry.edu

Office of Admissions: (305) 899-3100 Toll Free: (800) 695-2279 Fax: (305) 899-2971 Financial Aid: (305) 899-3673 E-mail: [email protected] E-mail: [email protected]

SCHOOL OF ADULT AND CONTINUING EDUCATION (ACE) Local: (305) 899-3300 ¥ In-State Toll-Free: 1-800-945-2279 ACE Processing: (305) 899-3309 4 BARRY UNIVERSITY

ACCREDITATION The Occupational Therapy Program is accredited by the Accreditation Council for Occupational Barry University is accredited by the Commission Therapy Education. The Cardiovascular Perfusion on Colleges of the Southern Association of Colleges Program is accredited by CAAHEP. The Anesthesi- and Schools (1866 Southern Lane, Decatur, Georgia ology Program is accredited by the Council on Ac- 30033-4097; Telephone number 404-679-4501) to creditation of Nurse Anesthesia Educational Programs. award bachelor’s, master’s, specialist, and doctoral Barry University is also a member of H.A.C.U., the degrees. Barry University’s School of Law is not cur- Hispanic Association of Colleges and Universities. rently approved by the American Bar Association The Andreas School of Business is a candidate (ABA) but is in the review process of provisional ap- for accreditation by AACSB Ð The International As- proval. The Dean is fully informed as to the Standards sociation for Management Education. Candidacy sta- and Rules of Procedure for the Approval of Law tus indicates that an institution has voluntarily Schools by the ABA. The Dean and the Administra- committed to participate in a program of continuous tion are determined to devote all necessary resources improvement and is actively progressing toward ac- and in other respects to take all necessary steps to creditation status. Candidacy status is not accredita- present a program of legal education that will qualify tion and does not guarantee eventual accreditation. for approval by the ABA. The Law School makes no representation to any applicant that it will be approved by the ABA prior to the graduation of any matriculat- NOTICES ing student. The graduate programs in Theology in Barry University does not discriminate on the basis of the School of Arts and Sciences hold associate mem- race, religion, sex, national or ethnic origin, or physi- bership in the Association of Theological Schools in cal limitation. This includes policies and procedures the United States and Canada (ATS). The School Psy- related to membership on the Board of Trustees, the chology program is approved by the Department of educational program, employment and personnel prac- Education (DOE) of the State of Florida. The under- tices, admissions, scholarships/grants/loans, and par- graduate and master’s programs for the School of ticipation in athletic, and other student activities. This Nursing are accredited by the Commission on Colle- institution is authorized to enroll non-immigrant alien giate Nursing Education. The undergraduate nursing students. program is approved by the Florida Board of Nursing. While this Catalog is a description of the graduate The Adrian Dominican School of Education and the academic programs and regulations as of the date of teacher education programs in the schools of Human publication, it is for information only and its provi- Performance and Leisure Sciences and Natural and sions do not constitute an offer for a contract which Health Sciences are approved by the DOE as standard may be accepted by students through enrollment at teacher training programs, and, because of Florida’s the University. The University reserves the right to reciprocal certification agreement, are in a position to change any provisions, requirements, or fees at any graduate students eligible for teacher certification in time during the student’s period of study. The Univer- most states. The Exceptional Student Education Pro- sity further reserves the right to dismiss a student from gram with a specialization in Mentally Handicapped the University for cause at any time. It also reserves and Specific Learning Disabilities is a DOE-approved the right to impose probation, suspension or expul- program. The School of Education’s graduate PreK- sion on any student whose conduct or achievement is Primary/ESOL and Elementary Education/ESOL unsatisfactory. When a student is dismissed or sus- programs are DOE-approved, with ESOL infused. pended for cause, there will be no refund of tuition or The Educational Leadership program is also DOE- fees paid. Neither will there be any refunds in the event approved. The School of Education’s Counseling pro- the operations of the University are temporarily sus- grams in guidance, marital, couple, family counseling pended as a result of any act of God, strike, riot, dis- and therapy, and mental health counseling are accred- ruption, or any other reason beyond its control. ited by the Council for Accreditation of Counseling Students should conduct their academic affairs with and Related Educational Programs (CACREP). The honesty and integrity. If students are suspected of Montessori Education early childhood and elemen- cheating, plagiarism, falsification of University records tary programs are accredited by the Montessori Ac- or otherwise misrepresenting themselves and/or their creditation Council for Teacher Education (MACTE). work, they will be subject to procedural due process. The Ellen Whiteside McDonnell School of Social More detailed information on the above is contained Work’s M.S.W. program is accredited by the Council in the General Information Chapter of this Catalog and on Social Work Education. The Doctor of Podiatric in the Student Handbook. Barry University students Medicine Program in the School of Graduate Medi- are responsible for the contents of both the University cal Sciences is accredited by the Council on Podiatric Catalog and the Student Handbook. The information Medical Education. The Physician Assistant Pro- in this Catalog supersedes all previous regulations, in- gram is accredited by the Accreditation Review Com- cluding tuition and fees previously published. mittee Ð Physician Assistant (ARCÐPA). 5 TABLE OF CONTENTS Accreditation ...... 4 Elementary Education/ESOL ...... 107 Academic Calendar ...... 6 Exceptional Student Education ...... 108 Mission Statement ...... 7 EH Specialization ...... 109 General Information ...... 8 MH/SLD and VE Specializations ...... 109 Admissions ...... 11 Gifted Specialization ...... 110 International ...... 13 Higher Education Administration ...... 111 Student Life, Division of Student Services ...... 15 Human Resources Development and Dean of Students ...... 15 Administration ...... 112 Career and Counseling Center ...... 15 HRDA with a Specialization in Leadership of Disability Services ...... 16 Not-for-Profit/Religious Organizations ...... 113 O’Laughlin Intercultural Center ...... 16 Montessori Education Programs ...... 114 University Health Services ...... 17 Early Childhood Education ...... 115 Student Activities ...... 18 Elementary Education ...... 115 Office of Commuter Student Affairs ...... 18 PreK-Primary Education ...... 117 Tuition, Fees, and Financial Aid ...... 22 PreK-Primary Education/ESOL ...... 118 Academic Information ...... 29 Reading ...... 119 Policies and Procedures ...... 35 Doctoral Programs Academic Resources ...... 39 Doctor of Philosophy (Ph.D.) in Leadership and Division of Information Technology ...... 41 Education with specializations in Educational School of Adult and Continuing Education ...... 44 Technology, Exceptional Student Education, Higher Master of Arts in Liberal Studies (M.A.) ...... 44 Education Administration, Human Resource Master of Science in Information Technology Development and Leadership ...... 122 Program (M.S.) ...... 47 Doctor of Education (Ed.D.) in Educational School of Arts and Sciences ...... 50 Leadership ...... 123 PSYCHOLOGY School of Graduate Medical Sciences ...... 148 Clinical Psychology, M.S...... 51 Doctor of Podiatric Medicine, D. P. M...... 149 School Psychology, S.S.P...... 54 D.P.M./M.B.A. Dual Degree Option ...... 151 Psychology, M.S...... 53 Physician Assistant Program, M.C.M.Sc...... 159 COMMUNICATION Master of Science in Anatomy ...... 169 Communication, M.A...... 56 School of Human Performance and Executive Master of Science in Communication, Leisure Sciences ...... 182 M.S...... 58 Master of Science in Movement Science ...... 184 Organizational Communication, M.S...... 58 Athletic Training Specialization ...... 184 Certificate Program in Broadcasting ...... 59 Biomechanics Specialization ...... 185 FINE ARTS Exercise Science Specialization ...... 186 Photography, M.A...... 62 Master of Science in Sport Management ...... 187 Photography, M.F.A...... 62 Master of Science in Sport Management THEOLOGY Master of Business Administration, Dual Program, Theology, M.A...... 66 M.S./M.B.A...... 188 Certificate in Theological Studies ...... 66 School of Natural and Health Sciences ...... 194 Doctor of Ministry, D.Min...... 67 Master of Science Program in Anesthesiology ...... 195 Pastoral Ministry for Hispanics, M.A...... 72 Anesthesiology Completion Program, M.S...... 198 Pastoral Theology, M.A...... 75 Master of Science in Biology ...... 200 School of Business ...... 78 Master of Science in Biomedical Sciences ...... 203 Master of Business Administration, M.B.A...... 79 Post Baccalaureate Biomedical Science Master of Science in Electronic Commerce...... 81 Combination Program ...... 208 Graduate Certificate Program ...... 82 Master of Science in Health Services School of Education ...... 88 Administration ...... 209 Master of Science in Education, M.S...... 89 Master of Science in Occupational Therapy ...... 212 Master of Arts in Teaching, M.A.T...... 90 School of Nursing ...... 219 Specialist in Education, Ed.S...... 92 Master of Science in Nursing, M.S.N...... 220 Counseling Programs ...... 93 Accelerated BSN to MSN Option ...... 221 Guidance and Counseling ...... 94 RN/BS to MSN Bridge Option ...... 221 Marital, Couple, Family Counseling/Therapy ...... 94 RN to BSN to MSN Option ...... 222 Mental Health Counseling ...... 94 Nursing Administration Specialization ...... 224 Marital, Couple, Family Counseling/Therapy and MSN/MBA Dual Degree Option ...... 224 Mental Health Counseling Dual Program ...... 95 Nursing Education Specialization ...... 225 Rehabilitation Counseling ...... 94 Nurse Practitioner Specialization ...... 225 Ph.D. in Counseling ...... 99 School Nurse Certificate Program ...... 226 Curriculum and Instruction ...... 101 Doctor of Philosophy in Nursing, Ph.D...... 228 Educational Computing and Technology School of Social Work ...... 234 Programs ...... 102 Master of Social Work, M.S.W...... 234 Educational Technology Applications ...... 103 Doctor of Philosophy in Social Work, Ph.D...... 244 Technology and TESOL ...... 104 Trustees ...... 248 Educational Leadership ...... 104 Administrative Organization ...... 249 Elementary Education ...... 107 Administration/Faculty ...... 256 6 BARRY UNIVERSITY ACADEMIC CALENDAR 2001-2002

Fall 2001 Orientation New Faculty Monday, August 20 Assembly Tuesday, August 21 Student Orientation/Registration Wednesday-Sunday, August 22-26 Classes Begin Monday, August 27 Labor Day Monday, September 3 Fall Holiday Friday, October 19 Thanksgiving Holiday Thursday-Sunday, November 22-25 Classes End Friday, December 7 Final Exams Monday-Friday, December 10-14 Commencement Saturday, December 15

Spring 2002 Registration Monday-Friday, January 7-11 Classes Begin Wednesday, January 14 Martin Luther King Holiday Monday, January 21 Spring Break Monday-Friday, March 4-8 Easter Holiday Thursday-Sunday, March 28-31 Classes End Friday, May 3 Final Exams Monday-Friday, May 6-10 Commencement Saturday, May 11

Summer School 2002 Summer I Classes Begin Monday, May 13 Classes End Friday, June 21

Summer II Classes Begin Monday, June 24 Classes End Friday, August 2

Weekend Occupational Therapy Program Fall Term 2001 September 1 - December 23 Spring Term 2002 January 5 - April 28 Summer Term 2002 May - August

School of Business Evening Programs and School of Adult and Continuing Education Fall Term 2001 October 6 - December 14 Winter Term 2002 January 7 - March 16 Spring Term 2002 April 8 - June 15 Summer Term 2002 July 8 Ð September 14 The Adrian Dominican School of Education also offers some programs in varying cycles. MISSION 7

THE MISSION OF BARRY UNIVERSITY

NATURE BARRY UNIVERSITY STRIVES Barry University is an independent, coeducational ¥ to help its students to understand that God is expe- Catholic institution of higher education which fosters rienced and encourage them to seek a fitting re- academic distinction in the liberal arts and professional sponse to the presence of God in their lives. studies within the Judeo-Christian and Dominican tra- ¥ to afford the opportunity to examine the fundamen- ditions. Founded in 1940, the University is sponsored tal questions of human experience and the response by the Dominican Sisters of Adrian, Michigan, and is to these questions proposed, in the liberal arts tra- governed by an independent, self-perpetuating Board dition, by theology, philosophy, the humanities, the of Trustees. natural sciences, and the social sciences. ¥ to provide programs in the liberal arts and profes- ENVIRONMENT sional studies, at the undergraduate and graduate levels, giving students a basis for continued per- Barry University is a comprehensive university located sonal and professional growth. in Miami Shores, with programs primarily serving ¥ to recognize the importance of experiential learn- South Florida. The University seeks to attract a di- ing and on-and off-campus education of adult stu- verse student body, including traditional and non-tra- dents. ditional students, from a variety of geographic, ethnic, ¥ to contribute to international understanding, world religious, and socio-economic backgrounds. The Uni- peace, and community self-awareness by provid- versity seeks to recruit and retain faculty members who ing an international dimension to its student body are dedicated to teaching and advising, to searching and educational curricula. for and disseminating truth through scholarship, re- ¥ to demonstrate concern for the individual in an at- search, and creative activities; and to serving both the mosphere in which students, conscious of their own University and the larger community. The University dignity as persons, become aware of their atten- seeks to maintain a staff that supports institutional dant responsibility toward other persons and toward needs in order to enhance the quality of university life. the environment. It seeks to provide a learning environment which chal- ¥ to encourage its students to assume community lenges students to accept intellectual, personal, ethi- leadership in religious, social, economic, and po- cal, spiritual, and social responsibilities. litical affairs as a means of effecting needed social change. PURPOSE The primary purpose of Barry University, as stated in the Charter, is to offer students a quality education. Furthermore, Barry commits itself to assuring a religious dimension and to providing community service and presence within a more caring environment. 8 BARRY UNIVERSITY

GENERAL INFORMATION

HISTORY and excellence of the educational programs and to meet the needs of the ever-increasing student population. Originally conceptualized by the Most Reverend The physical plant includes 40 buildings, with indoor Patrick Barry, Bishop of St. Augustine, and Reverend and outdoor athletic facilities, spread over 40 of the Mother M. Gerald Barry, Prioress General of the Do- University’s 90-acre campus and adjacent areas. The minican Sisters of Adrian, Michigan, plans for Barry tropical beauty of the campus, its excellent educational College received active support from Reverend Will- facilities, and the ideal South Florida climate combine iam Barry, Pastor of St. Patrick’s Church of Miami to create an atmosphere conducive to learning and to Beach, and John Thompson, Mayor of Miami Shores, continued personal development. Florida. In June 1940, a forty-acre tract of tropical vegetation located in residential Miami Shores, was UNIVERSITY LIFE transformed into the campus of Barry College. By action of the Board of Trustees, the college became The measure of a university is more than the size Barry University on November 13, 1981. Today’s of its student body, its faculty, its campus, or its lon- University community is comprised of approximately gevity. Barry University has emerged as a truly spe- 7,000 students, served by well over 700 administra- cial institution of higher education. tors, faculty members and support staff representing Barry’s mission transcends the statistics by which diverse religious, cultural, and ethnic backgrounds. many universities measure themselves. As a Catholic Barry is coeducational and fully accredited. institution, it goes beyond the traditional emphasis on Since Barry first opened its doors in 1940, the fac- academic excellence to embody a human quality, with ulty and administration have combined efforts to de- personal attention to a student’s social, moral, physi- velop high quality academic programs so that needs cal, emotional, and religious growth. of both the students and the local community would Above all, the purposely intimate scale of the cam- be served. Examples of this development include the pus and the student body, the careful selection of fac- inauguration and accreditation of such programs as ulty and staff, and the Judeo-Christian religious Nursing, Teacher Education, Medical Technology, and dimension combine to create a caring environment. Social Work. Needs of the local community led Barry to begin graduate programs for men and women in STUDENT RIGHT TO KNOW ACT 1954, a Continuing Education Program in 1974, a Barry University is in compliance with Student Right School of Business in 1976, a Division of Biological To Know and Campus Security Act (PL 101-542). and Biomedical Sciences in 1983, a School of Podiat- Specific information regarding this act may be ob- ric Medicine in the Fall of 1985, and a School of tained in the Office of Public Safety. Graduate Medical Sciences in 1997. Barry University has had five Adrian Dominican Sisters serve as president since its inception: Mother FAMILY EDUCATIONAL RIGHTS AND M. Gerald Barry, 1940-1961; Mother M. Genevieve PRIVACY ACT OF 1974 Weber, 1962-1963; Sister M. Dorothy Browne, 1963- Barry University is in compliance with Family Edu- 1974; Sister M. Trinita Flood, 1974-1981; and Sister cational Rights and Privacy Act of 1974 (PL 90-247). Jeanne O’Laughlin, 1981 to the present. Complete information regarding this act may be found Continued development and expansion of the Barry in the Student Handbook and a summary of the community are promoted to keep pace with the growth GENERAL INFORMATION 9

University’s compliance appears in the schedule of staff, and alumni. The Historical Collections contain classes published each term and/or semester. papers and memorabilia of the Barry University founders, Congressman William Lehman’s papers, the ENVIRONMENTAL SERVICES case histories and program files of Operation Pedro Pan/Cuban Children’s Program—Catholic Charities. The mission of the Environmental Services office is Materials in the Archives and Historical Collections to promote waste reduction, prevention, recycling and are available for use by faculty, staff, students, and education on campus. By providing recyclable mate- alumni. rial collections, waste prevention education and envi- Built in 1985 as East Hall, ronmentally sound procurement policies, the Barry BROWNE HALL— Browne is located on the southeast corner of the cam- community shares responsibility for the waste flow pus. It houses predominantly upper-class students in that is generated and makes a positive contribution to double air-conditioned suites. Browne Hall was named the quality of our environment. after Sister Dorothy M. Browne, Barry’s third president. BUILDINGS & FACILITIES COR JESU CHAPEL—Built in 1940 through a do- nation from Margaret Brady Farrell, the Cor Jesu This one-story ADMINISTRATION BUILDING— Chapel is the center of many campus ministry activi- building, located at Barry University Ð Orlando, houses ties. In January 1992, through a gift from Dwayne and the university administration, law school dean and Inez Andreas, the chapel was renovated in honor of moot court facilities. Thomas P. and Mildred A. O’Neill. Masses are cel- Constructed in 1940 and originally ADRIAN HALL— ebrated here on a daily basis. named Angelicus, Adrian Hall houses the Adminis- DALTON-DUNSPAUGH HOUSE—Originally trative Information Systems Center, Student Account known respectively as Regina Caeli and Regina Services, and Registrar; the administrative offices for Mundi, Dalton-Dunspaugh was built in 1962. Re- the School of Natural and Health Sciences, science named for the foundation which donated funding to labs, and the office of Occupational Therapy. build it, Dalton-Dunspaugh serves primarily as a first- The ADULT AND CONTINUING EDUCATION— year female residence hall. School of Adult and Continuing Education building DAVID BRINKLEY STUDIO—As part of the Di- was acquired in 1983 and named in honor of Frank J. vision of Information Technology, the David Brinkley Rooney, a long-time friend of Barry University. Studio provides resources for communication students Opened in 1995 to provide a ALUMNI HOUSE— to work and learn on state of the art equipment, and place for alumni to meet and gather, the Vivian A. facilitates faculty involvement in distance education also houses the Office of Decker Alumni Building by producing courses for video broadcast. The studio Alumni Association and a memorial to Barry’s fourth is located on the first floor of the Garner Building. president, Sister Trinita Flood. EULIANO LAW LIBRARY—This is a three-story This two-story build- ANDREAS LAW CENTER— building located at Barry University Ð Orlando. In ad- ing, located at Barry University Ð Orlando, houses the dition to being a state-of-the-art law library, the facil- law school administration, registrar, financial aid, ity houses library administration, faculty offices, and classrooms, faculty offices, student lounge, and cam- a computer lab. pus reception. FARRELL HOUSE—Dedicated to Margaret Brady ANDREAS SCHOOL OF BUSINESS BUILD- Farrell in recognition of her generous contributions to Constructed in 1984 and named in honor of ING— Barry University, Farrell was built in 1940. Originally Barry’s Chair Emerita of the Board of Trustees, the D. named Maris Stella, it houses several departments of houses the School of Busi- Inez Andreas Building the Division of Business and Finance. These include ness. It contains ten traditional classrooms, two of Human Resources, Finance, Purchasing and Accounts which have been specifically designed to be used for Payable, and Business Services. accounting classes, two large executive training class- FINE ARTS QUADRANGLE—The Fine Arts Quad- rooms, thirty-eight faculty offices, and the adminis- rangle contains art and music studios, lecture rooms, trative offices of the School. theater dressing rooms, the Pelican Theatre, and the ARCHIVES AND HISTORICAL COLLEC- Shepard & Ruth K. Broad Performing Arts Cen- TIONS—The Barry University Archival Program, ter, a 1,000-seat capacity auditorium. The departmen- located on the second floor of , was es- Lehman Hall tal office of Fine Arts is located here. tablished in the fall of 1991 to manage and preserve FLOOD HALL—Built in 1987, Flood Hall is located inactive university records that have administrative, on the southwest corner of the campus. It was named historical, or legal value and to make them available after Sister Trinita Flood, the fourth president of Barry. for use. It also receives the donated papers of faculty, 10 BARRY UNIVERSITY

It houses upper-class students in double air-condi- Weigand Hall and Fine Arts, this facility also includes tioned suites. classrooms, seminar rooms, and offices for several GARNER HALL—Funded through a grant from the science and allied health programs. Federal Aviation Administration, the Garner Building O’LAUGHLIN HALL—Completed in November of was opened in the fall of 1989. Designed as a “high- 2000, the newest of Barry’s academic buildings houses tech” facility, this building houses the Division of In- the Department of Theology and Philosophy and the formation Technology, the Department of Department of History and Political Science on the Communication, the Department of Mathematics and second floor, and eight classrooms on the first floor. Computer Science. PENAFORT POOL—Built in 1941 through a dona- GRADUATE MEDICAL SCIENCES BUILD- tion from Margaret Brady Farrell, Penafort Pool serves ING—This building, located at 11600 NE 2nd Av- as both a recreational and instructional facility for stu- enue, houses classrooms and administrative offices for dents of Barry University. the School of Graduate Medical Sciences. POWERS BUILDING—Built in 1994, the Powers GRADUATE STUDIES CENTER—This one-story Building is the home of the Adrian Dominican School building, located at Barry University Ð Orlando, houses of Education and the Ellen Whiteside McDonnell classrooms, law clinic offices, student organizations, School of Social Work. It contains the administrative and School of Education faculty. offices of both schools in addition to faculty offices, INSTRUCTIONAL COMPUTING LAB—As part classrooms, and seminar rooms. of the Division of Information Technology, the Instruc- SAGE HALL—Built in 1984, Sage Hall was named tional Computing Lab provides computing resources after Robert F. Sage, a Barry benefactor. Sage houses to students, faculty, and staff seven days a week. The male and female first year students and contains double computer lab is located in the Garner Building on the air-conditioned rooms. second floor, Garner Room 247. SPORTS COMPLEX—The sports complex includes KELLEY HOUSE—Originally named Rosa Mystica, baseball, racquetball, softball, soccer, and tennis fa- it is dedicated to Mabel Kelley for her generous con- cilities, as well as the Health and Sports Center. The tributions to Barry University. Kelley houses the Di- School of Human Performance and Leisure Sciences, vision of Enrollment Services, Office of Admissions the Department of Sport and Exercise Sciences, and and Financial Aid. the Department of Intercollegiate Athletics are housed LAVOIE HALL—Originally the site of the Depart- within this beautiful facility. The Health and Sports ment of Family and Consumer Science and Calaroga Center also accommodates a 1500-seat-capacity arena dining hall, LaVoie was built in 1940. It now serves as for basketball and volleyball, a Human Performance executive offices for the University. Lab, Strength and Conditioning Room, Athletic Train- LEHMAN HALL— William Lehman Hall houses the ing Room, locker rooms and classrooms. administrative offices for the Dean of the School of THOMPSON HALL—Built in 1962, Thompson Hall Arts and Sciences, and faculty offices for the Depart- presently houses Student Services and activity areas, ment of English and Foreign Languages and the De- including the Buc Stop snack bar, cafeteria, dining partment of Sociology and Criminology. The Archives rooms, administrative offices, public safety, post of- and Historical Collections are contained on the sec- fice, campus store, and a studio for sport, dance, and ond floor. In addition, there are classrooms and meet- fitness instruction. ing rooms. VILLA—In 1953, Barry University acquired a motel LIBRARY—As part of the Division of Information to be used as a residence. The Villa houses sisters as Technology, the Monsignor William Barry Memorial well as other campus personnel. Library provides materials and services in support of WEBER HALL—Named for former president, the educational and cultural objectives of the Univer- Mother Genevieve Weber, Weber Hall was built in sity. The library building also contains classrooms and 1946. It houses first-year male students and is the larg- administrative offices. est hall on campus. It contains single, double, triple MOTTRAM-DOSS HALL—Our newest residence and quad air-conditioned rooms. Weber also houses hall, Mottram-Doss was completed in 1990. It con- the Student Health Center. tains 16 air-conditioned apartments, each with its own WIEGAND CENTER—Built in 1970 through a do- private entrance. Mottram-Doss houses primarily up- nation from Edwin L. Wiegand, Wiegand Center con- per-class students. tains classrooms, science labs, faculty offices, and an NATURAL & HEALTH SCIENCES BUILDING— auditorium. Administrative and faculty offices for the Barry’s science facility expands the number of labo- Department of Physical Sciences and the School of ratory facilities for student instruction and research. Nursing are located here. In 1987 a four-classroom Located in the quadrangle between Adrian Hall, wing was added and named Wiegand Annex. Admissions

ADMISSIONS 11

ADMISSIONS

General Information For the duration of their program of study, admitted students will use the Catalog current during their first Students must apply and be accepted in order to enrollment as reference for university policies and pro- register as graduate students (non-degree-seeking or cedures as well as program requirements. For students degree-seeking). There are three ways in which an seeking readmission, the Catalog being used at the time applicant may be accepted: of readmission will serve as the reference document. 1. Non-degree acceptance—See section entitled “Non-Degree-Seeking Applicants.” Readmission 2. Provisional acceptance—Upon review of his/her Students who have been academically inactive for file by the school/department, an applicant may be at least one calendar year and who wish to be readmit- granted provisional status for a limited number of ted must complete an application for readmission. (see appropriate school section for limit) credits Approval for readmission must be granted by the dean while stipulated admission or academic provisions of each school involved. are being satisfied. Under this status a student may qualify for financial aid. 3. Full Acceptance—Will be granted when all require- Change of Graduate Program ments for admission have been met. Students who wish to change their graduate program Degree programs differ in specific requirements for prior to registration must inform the Office of Admis- admission. Applicants should refer to the specific sions in writing. Acceptance to the new program is not school section of this catalog to learn about entrance guaranteed. Approval for change of program must be exams and school specific requirements. granted by the dean(s) of the schools involved. Students Final processing of the application will commence who wish to change their academic program after reg- when all credentials have been received. To facilitate istration must see their academic advisor. the registration process, it is highly recommended that the application and all credentials be received at least Change of Address/Phone thirty (30) days prior to the published first day of reg- Applicants are responsible for informing the Of- istration. Some programs have specific application fice of Admissions in writing of any change of ad- deadlines. Contact the appropriate school for these dress or telephone number. The Office of Admissions deadlines. does not accept responsibility for communications sent All credentials submitted in support of the appli- to a wrong address if no change of address has been cation become the property of the University and can- submitted in a timely manner. not be returned or photocopied. The applicant is responsible for understanding and following all procedures and requirements as outlined in this Catalog. Name Change Any concealment or misrepresentation of previous Applicants are responsible for immediately inform- college registration, academic or disciplinary record, ing the Office of Admissions in writing of any name both undergraduate and graduate, may immediately change. This information must be supported by offi- cancel and nullify the application or admission to Barry cial documentation (i.e., marriage license, court docu- University. mentation, etc.). 12 BARRY UNIVERSITY

Degree-Seeking Applicants (guest student) are considered non-degree-seeking stu- To be considered for full acceptance to a degree dents. Such applicants must: 1) submit a completed program, a graduate applicant must: application form with a $30.00 nonrefundable appli- 1. submit proof of a bachelor’s degree from an insti- cation fee (waived for Barry alumni). The application tution which is regionally accredited or internation- form may be downloaded from www.barry.edu; 2) ally recognized. present evidence of receipt of a bachelor’s degree or 2. submit a completed application form with a $30.00 higher (Master’s degree or higher for postgraduate stu- nonrefundable application fee (waived for Barry dents) from a regionally accredited or internationally alumni). The application form may be downloaded recognized institution. Non-degree-seeking students from www.barry.edu, printed out, and submitted. may register for a limited number of credits as pre- Some graduate schools also have an on-line appli- scribed by the specific school in which classes are cation that can be submitted electronically. The being taken. Guest students should refer to the section application fee for the graduate electronic applica- below. tions can be submitted under separate cover. A pa- Students should note that application procedures per application can be obtained by contacting the to some certificate programs differ from the non-de- Office of Admissions. gree application procedure described above in that 3. submit a statement of purpose (goals) or career additional credentials may be required. (See specific narrative statement as required by the specific school for details.) school. Under non-degree status, students do not qualify 4. provide complete official transcripts from each for financial aid unless they are seeking teacher certi- college or university attended. Transcripts in the fication. applicant’s possession will not be accepted unless Enrollment as a non-degree-seeking student in no in an official envelope sealed by the institution is- way implies admission to a degree program. suing the transcript. An applicant whose degree has not yet been posted may submit a letter, on official Guest Students letterhead, from the dean of the institution, verify- A guest student is defined as a person who wishes ing completion of degree requirements, until the to take credits at Barry University for the purpose of official transcript reflecting degree is submitted. transferring these credits back to the institution in 5. provide the required recommendations in support which they are matriculated. Guest students at Barry of graduate study (see specific application form). must submit a Barry University application, pay the 6. supply current admission entrance examination application fee, and present a letter from the dean or scores, as required by the individual school. department chair of the institution in which they are 7. submit any additional information required by the enrolled as a degree-seeking student, stating that they Office of Admissions or the individual school. are in good standing. 8. Permanent Resident Status—When a student has permanent resident status, the Alien Registration Non-Degree-Seeking to Degree-Seeking Receipt Card (“green card”) must be presented to Students the Office of Admissions with the application. 9. Applicants whose university/college degree is from Students who wish to change their status from non- an institution in which English is not the language degree-seeking to degree-seeking must complete the of instruction must submit a score of 500 or better required application and meet all the requirements for on the TOEFL examination (or at least 173 on the degree-seeking applicants of the School in which en- computer-based TOEFL) as required. The mini- trance is desired. Enrollment as a non-degree-seeking mum acceptable score is higher for the Physician student in no way implies admission to a degree pro- Assistant Program. For more information, see the gram. Application Procedures for International Students With the approval of the dean, all schools will ac- section of this catalog. cept a maximum of six credits to be applied from non- The responsibility for obtaining all admission cre- degree to degree-seeking with the following dentials rests with the applicant. exceptions: a) The School of Education will accept a maximum Non-Degree-Seeking Applicants of 9 credits. b) The School of Graduate Medical Sciences will ac- Graduate students who wish to take courses for cept a maximum of 16 graduate credits. purposes of personal enrichment, teacher certification, c) The School of Social Work does not accept non- or to secure credits to transfer to another institution degree credits for the M.S.W. program. ADMISSIONS 13

Transfer Students dent visa at the United States Embassy or Consular The transfer of graduate credits from other institu- Office. tions is coordinated by the academic advisor in con- International students in F-1 visa status must ful- junction with the Registrar’s Office. See transfer credit fill the following conditions: policy under specific school. — Pursue a degree course of study as a full-time, degree-seeking student (at least 9 credits hours each semester). INTERNATIONAL APPLICANTS — Obtain permission from Immigration and Natural- ization Service before transferring schools or work- As an international university, Barry University has ing off-campus. a long tradition of welcoming qualified international — Hold a current valid passport and visa which are students. valid for at least four years into the future. Arrival-Departure/School Transfer—Non-Immi- Eligibility for Admission grant alien visa students are required to attend Barry International students may be admitted to Barry University as indicated on the Arrival-Departure University if they meet the University’s admission re- Record (Form I-94) by immigration officials at the U.S. quirements. For the purpose of graduate admission to port of entry. They are expected to complete at least Barry University, an international student is a student one semester at this institution prior to requesting trans- who has received university-level education outside fer to any other educational institution. of the United States of America and/or a student who Medical Requirements—It is assumed that stu- requires a student visa. For immigration purposes, an dents are in good health and able to maintain a serious international student is one whose country of birth, program of study. Before coming to the University, citizenship, and permanent residency are not the United accepted candidates are strongly encouraged to sub- States of America. mit a physician’s report in English for approval by the Campus Health Center. Proof of adequate health in- Certification of Eligibility (Form I-20 A) surance is required (with coverage of at least U.S. United States Department of Justice Immigration $50,000.00). Proof of insurance benefits must be pro- and Naturalization Service Certificate of Eligibility vided to Health Services in English. If proof is not (Non-Immigrant “F-1” Student Status) will be pro- available, students will be issued health insurance by vided to admitted students upon completion of all ad- the University and billed accordingly. mission requirements and receipt of required financial Students must also provide documentation that they statements. have had the following vaccinations: diphtheria and The financial statement should include: tetanus (taken within the last ten years), measles, 1. a notarized letter of support or government spon- mumps, and rubella (two doses). All students without sorship letter guaranteeing payment of tuition and U.S. permanent residency or citizenship are required fees, books, room and board, medical insurance, to comply with this University policy. and personal expenses for one academic year (two Note: Students may not register for classes with- semesters); and, out having met these medical requirements through 2. a bank letter stating that the student or his/her spon- Barry University’s Health Center. sor has the funds available to pay the total cost associated with attending Barry University for one Application Procedures For International year. The required amount is determined by the pro- Students gram. 1. Please follow application procedures for degree- The University does not award need-based finan- seeking applicants as stated earlier in this catalog. cial assistance to international students. Payment of 2. Submit a completed application form with a $30 tuition and fees is required at the beginning of each nonrefundable application fee (waived for Barry semester. All checks should be made payable to Barry alumni). All monies must be paid in U.S. dollars. University in U.S. funds. The application form may be down-loaded from International students should be familiar with the www.barry.edu, printed out, and submitted. Some regulations of their governments about sending money graduate schools also have an on-line application to the United States and should make arrangements to that can be submitted electronically. The applica- have the necessary funds available at the designated tion fee for the graduate electronic applications can times of enrollment. Documentary evidence of means be submitted under separate cover. A paper appli- of financial support must be attached to the Certifi- cation can be obtained by contacting the Office of cate of Eligibility (I-20A) when applying for the stu- Admissions. 14 BARRY UNIVERSITY

3. Educational documents must be supplied to the Intensive English Instruction Office of Admissions as follows: Intensive English instruction is offered at Barry a. Certified and notarized records from foreign University through the ELS Language Centers. Stu- institutions may be submitted by applicants, but dents who complete Masters Level 112 are not required the University may insist that such transcripts to sit for the TOEFL examination (see TOEFL above). be sent directly to Barry University from the Students who wish to study in the ELS Language Cen- issuing institutions. Once credentials are sub- ters prior to applying for a graduate academic program mitted, they become the property of Barry Uni- should contact the Director of ELS Language Centers versity and will not be surrendered or either via e-mail at [email protected], by calling (305) 899- photocopied. Transcripts, Statements of Marks 3390, by fax at (305) 892-2229 or write to: must contain the following information: subjects Director, ELS Language Centers studied, marks (grades) awarded, length of class Barry University periods, number of periods per week for each 11300 N.E. 2nd Avenue subject, and the grading scale with minimum Miami Shores, Fl 33161-6695 passing mark. United States of America 4. Transcript Evaluation Policy: International credentials from an educational system other than the United States must be evaluated by a foreign cre- Financial Information dential evaluator who is a member of the National Barry University does not offer financial assis- Association of Credential Evaluation Services. The tance or scholarships to international graduate stu- Office of Admission maintains a listing of approved dents. evaluation agencies. The admission decision and All international students entering Barry Univer- transfer evaluation require official transcripts, trans- sity in F-1 visa status must have adequate funding to lation and professional evaluation. The cost of the meet their expenses. (This includes personal, travel, professional evaluation is the responsibility of the and vacation, as well as all University-related ex- applicant. penses). For more information, refer to the Tuition and 5. English Translations: Documents in a language Fees section of this catalog. other than English must be accompanied by certified English translations. Translations supplement, but do not replace, original documents. Both are required for admission. 6. Syllabus of University Study: International applicants who wish to transfer graduate credits must supply a description of each course or subject studied. Grading scale must show the minimum passing mark, length of class periods and number of periods per week for each subject, and must be accompanied by certified English translations. 7. English Proficiency: TOEFL: All international applicants who do not give evidence of being native English speakers, including those applying for transfer from U.S. institutions, or who have not graduated from an institution where English is the primary language of instruction are required to submit a score of at least 500 on the Test of English as a Foreign Language (TOEFL) or at least 173 on the computer-based TOEFL. The minimum acceptable score is higher for the Physician Assistant Pro- gram. For TOEFL application refer to www.toefl.org, or write to: The TOEFL Program, Box 899, Princeton, N.J. 08540, U.S.A. STUDENT LIFE 15

STUDENT LIFE

DIVISION OF STUDENT SERVICES MENTOR PROGRAM The Mentor Program at Barry University is one that The Student Services Division of Barry University provides the opportunity for the new incoming and/or adheres to the philosophy that students succeed when at-risk student to be given the professional and per- all aspects of their development are at the optimum sonal support necessary through a faculty, staff, ad- level. ministrative or more-advanced-student Mentor. The developmental purposes of the division are Mentoring undergraduate students at the university personal growth, the coordination of out-of-the class- level shows that there is an emphasis on a positive, room activities, the general well-being of individual caring attitude. Genuine interest in the student is a criti- students and student groups, and the establishment of cal factor in mentoring and affects a student’s success a caring environment where learning can take place. in the first and second semesters—their most vital and This developmental approach to total education precarious periods. A Mentor can apply principles of stresses such traits as values, maturity, responsibility motivation, help students access their own strengths, for self and others, a religious dimension, and a sense set priorities, and balance school, work, and family of community service. responsibilities. A Mentor provides a “can do” atti- The Student Services staff is privileged to help fos- tude for the student and a “being there” when neces- ter the caring environment facet of the mission. The sary and as needed. staff works with members of the Academic Affairs Di- vision in assisting students in their academic endeavors, and provides ongoing programs of leadership CAREER AND COUNSELING CENTER training for members of student organizations. Stu- dents are assured information to assist them in their Personal Counseling educational pursuits and prepare them to be concerned The purpose of the Counseling Center is to pro- citizens who contribute to society in a positive way vide the following services in an atmosphere of re- following their graduation from the University. spect and confidentiality: 1. Personal Counseling, including individual and DEAN OF STUDENTS group Counseling The Dean of Students Office provides assistance 2. Wellness-related programs, including activities, pre- to the student in attaining his or her educational goals sentations and workshops to students, faculty and staff. through participation with the student in formulating 3. Interaction with other universities statewide includ- practical planning, direction, encouragement and as- ing promotion of responsible and healthy lifestyle sistance. This office provides and aids in the accom- choices with regard to substance abuse, and ad- plishment of the goals and philosophy of the Student dressing other areas of interest and concern. Services Division: student development, guidance, fi- Personal counseling is available on an appointment nancial aid, and academic referrals, as well as college basis, if possible. Twenty-four hour emergency coun- adjustment issues. The Dean’s Office is responsible seling services are available through a beeper system. for the coordination of the Mentor Program and the Confidential personal counseling is available to all Student Services newsletter, as well as advisor to the students at Barry University. Students are encouraged Commuter Student Board. to use the counseling services when those services 16 BARRY UNIVERSITY would be helpful. When requested, or when appropri- DISABILITY SERVICES ate, referrals are made to the University’s consulting The Office of Disability Services assists students psychiatrist, to physicians and/or community agencies. with disabilities in pursuing a quality education at These referrals are made through the Counseling Cen- Barry University. The office is located in Thompson ter. Confidentiality is maintained. Hall, Room 105; voice/TDD: 305-899-3488. Currently enrolled students who, by their actions, are suspected of being psychologically unable to func- Purpose tion as members of the student body, may be required The purpose of the Office of Disability Services is to provide a clearance from the University’s consulting to provide assistance to all students having physical, psychiatrist, as a condition for continued enrollment in visual, hearing, speech, learning, psychological, the University. This condition of clearance from the chronic and temporary disabilities. University’s consulting psychiatrist also applies to those By providing information, advocacy, and accom- students who withdraw from the University for psychi- modations, the office seeks to enhance each student’s atric treatment and subsequently seek re-admission. educational experience by assuring their human, educational, and legal rights. Thus, through fostering one- Career Counseling on-one relationships with students, Disability Services The Career Counselors provide counseling and de- strengthens the caring environment of Barry Univer- velopment services to students, alumni, faculty and staff, sity. in accordance with the University’s mission imperative Furthermore, the Office of Disability Services of a caring environment. The goal of the Career Coun- strives to provide a holistic educational experience seling is to encourage each student to take personal re- which prepares each student to be united and equal sponsibility to utilize the services to develop his or her with the non-disabled population. career planning skills from freshman through senior year and beyond. Career counseling is available on an ap- Appeals pointment basis, if possible. In order to serve all stu- The student may appeal any decision related to a dents, evening appointments are available by request. requested accommodation or auxiliary aid to the Di- The Career Center strives to provide the following rector of Disability Services. Such an appeal must be services in an atmosphere of respect and confidentiality: made in writing to the director no later than 10 days 1. Career development and planning to assist students, following the decision as to a requested accommoda- alumni, faculty and staff. tion or aid. Any position paper, brief, medical docu- 2. Innovative, informative career programs including mentation or other written material, which the student activities, presentations, and seminars. desires to be reviewed by the director, shall be sub- 3. Interaction with three universities and area employ- mitted together with the notice of appeal. The Direc- ers to form a Career Consortium in order to promote tor of Disability Services shall investigate and respond career development within the surrounding commu- to the notice of appeal in writing, stating his or her nity. Communication and interaction with employ- decision, together with the reasons for either affirm- ers nationwide to increase recruiting opportunities. ing or reversing the previous decision as to an accom- 4. Collaboration with faculty and staff to provide ser- modation or auxiliary aid. If a student wishes to appeal vices in a comprehensive manner. the decision of the director he/she should refer to the 5. A commitment to extend the Center’s resources be- policy on Registering a Grievance Against a Univer- yond a traditional Monday - Friday format by utiliz- sity Employee found later in this publication. ing Internet technology. Commitment to serve all of Barry University’s satellite campuses in this manner. OLAUGHLIN INTERCULTURAL CENTER The following services are available to all Barry The purpose of the O’Laughlin Intercultural Cen- University students, faculty, staff and alumni: ter is to provide services and programs which further ¥ Job Direct develop the international dimension of Barry Univer- ¥ Career Expos and Career Days sity. A function of the department is to insure appro- ¥ Career Interest Inventories priate immigration status by members of the Barry ¥ Career Library Resources community and provide assistance according to the ¥ Full-time and Part-time Job Listing Federal guidelines of the United States Immigration ¥ Individual Career Counseling and Naturalization Services (USINS), and the United ¥ On-campus Recruiting States Information Agency (USIA). ¥ Resume Writing, Interview Skills Assistance We believe that students develop and grow intel- It is the policy of the Center to provide services to lectually through their exposure to diversity in all of employers whose mission is consistent with the mis- its facets. Diversity is defined by cultural, religious, sion of the University. STUDENT LIFE 17 economic and social variances. It is through the unique UNIVERSITY HEALTH CENTER aspects of each student’s cultural and the experiential The Health Center is open from 9:00 a.m. to 5:00 learning process that the students are able to assume p.m., Monday through Friday. For emergencies the skills needed for today’s global workforce. during evening and weekend hours, student health ICC’s multicultural learning community is designed advisors are available and can be contacted via to serve as an exploratory and developmental environ- Residential Life Advisors (RA’s) or beeper system ment through which members of our community can be through University Security. introduced and become knowledgeable, about the world The purpose of the Health Center is to establish a which we all share. Our goal is to prepare students for st caring environment and to enhance the educational the challenges and opportunities of the 21 century. process by modifying or removing health-related bar- Every effort is made to promote student awareness riers to learning and by promoting an optimal level of of the benefits available to international students under wellness. It continues to explore options for the deliv- federal regulations. To provide efficient service, ICC ery of health care services to the University commu- requires all international students to provide up-to-date nity while remaining sensitive to and supportive of information regarding changes in personal and or aca- individual circumstances, family, community, culture, demic status. These changes may include a new aca- and religion. The Health Center provides a format to demic program, change in address, financial status, and assess the needs of students by providing a bio-psycho- transfer to another university. In accordance with INS social-spiritual approach to health care. It also pro- regulations, ICC maintains a complete file on each for- vides community service through community health eign student that includes: a copy of an endorsed I-20, presentations and programs. passport, visa, I-94 card, and related documents. Services provided include: International students are required to be registered 1. evaluation of episodic illnesses and administra- full time 12 credit hours per semester for undergradu- tion of medications and treatments, as necessary; ates and 9 credit hours per semester for graduate and 2. referral to an on-site nurse practitioner who can doctoral students. At all times, a student must make provide primary health care for a nominal fee; satisfactory progress toward completion of a degree 3. general health assessments; program. Suspended international students lose visa 4. first aid and emergency assistance; status upon dismissal and should seek immediate ad- 5. health resource information and anticipatory guid- vice from the Intercultural Center. ance in health education for individuals and groups; The Intercultural Center also provides advisement 6. referral to community health professionals and/ with regard to any academic, financial, personal, and or agencies as necessary (The student, or parent immigration matters during business hours, Monday or guardian of the student, is responsible for through Friday, 9:00 am to 5:00 pm. ICC works closely payment for services rendered by private phy- with the international admissions office to ensure a sicians or off-campus agencies.); and smooth transition upon arrival at the university. A spe- 7. administration of student insurance coverage. cial extensive orientation program for new interna- All students are required to have a health history tional students is held prior to registration for Fall and on file in the Health Center to assure that appropriate Spring semesters. Students are responsible for bring- medical care can be given to the student should the ing the following documents to the orientation and will need arise. All resident and international students are not be allowed to register for classes without them: required to have: endorsed I-20 or IAP-66 form, a valid passport, a valid 1. current health history with documentation of a visa and an I-94 card. tetanus diphtheria vaccination within the last 10 ICC promotes international awareness to the Barry years; and for students born after 1956, medical Community by sponsoring the: documentation of two measles vaccinations or 1. International Assistant Program a natural case of measles; 2. WORLD PULSE Newsletter 2. signed medical authorization form; and 3. ICC Forums 3. proof of adequate medical insurance in South 4. Diversity Awareness Week Florida. 5. Conversational Encounters Forms must be completed and on file in the Stu- 6. Cross Cultural Training dent Health Center. 7. Festival of Nations It is strongly advised that all students be covered 8. Cultural Extravaganza by some type of health insurance. All resident and in- Students should feel free to bring their questions ternational students are required to have proof of health to the Center. insurance on file in the Health Center. Student health insurance information and claim forms may be obtained from the Health Center. 18 BARRY UNIVERSITY

STUDENT ACTIVITIES Epsilon fraternities are socially oriented service organizations open to all matriculated undergraduate students. Purpose Statement These organizations provide Barry students with a spirit The Office of Student Activities of friendship and unity through various service projects The purpose of the Office of Student Activities is and social functions held throughout the year. to facilitate individual growth and development of Barry students through involvement in extra-curricu- HONOR SOCIETIES lar activities that compliment the traditional educa- Phi Eta Sigma is a National Honor Society for men tional processes of the university. and women open to freshmen with a 3.5 grade point In keeping with this objective, the office develops average. Kappa Gamma Pi (National Catholic Women’s and maintains an extensive extra-curricular and pre-pro- Honor Society) is open to graduating seniors who have fessional environment. The office recognizes over 92 a 3.50 grade point average and an outstanding record student organizations representing the diversity of in- of leadership and service. Delta Epsilon Sigma National terests among the Barry University student community. Scholastic Honor Society for Men and Women is open Each student’s development and educational opportu- to juniors and seniors who hold a 3.50 grade point av- nities are enhanced through the coordination of various erage and demonstrate leadership in their respective leadership programs, trips and social activities. fields. Alpha Chi is a national, coeducational honor so- Through increased social interaction, the Office of ciety open to graduating seniors with a 3.70 grade point Student Activities consistently fosters the development average and exemplary character. Sigma Theta Tau In- of Barry University’s commitment to quality educa- ternational, the honor society of nursing, is open to jun- tion through a more caring environment. iors, seniors, and RN-BSNs in the top third of their class. Seniors who have a grade point average of at least 3.00 OFFICE OF COMMUTER STUDENT AFFAIRS (B) and a good leadership record may also be chosen to Two thirds of the Barry University student body con- be listed in WHO’S WHO AMONG STUDENTS IN sists of commuter students. The purpose of the Office of AMERICAN COLLEGES AND UNIVERSITIES. Commuter Student Affairs is to meet the practical, so- Barry also holds memberships in the following na- cial, academic, informational, and advocacy needs of the tional honor societies: Sigma Tau Delta (English); Al- commuter student population at Barry University. pha Mu Gamma (Foreign Languages); Beta Beta Beta The Office of Commuter Student Affairs is designed (Biology); Kappa Delta Pi (Education); Phi Alpha Theta as a resource center with information relevant to com- (History); Phi Epsilon Kappa (Physical Education); Psi muter students about the university and our community. Chi (Psychology); Theta Alpha Kappa (Religious Stud- By providing services, sponsoring programs, and inform- ies); Gamma Sigma Epsilon (Chemistry); Lambda Pi ing commuter students of venues and opportunities to Eta (Communication Studies); Alpha Epsilon Rho get involved and enhance their university experience. (Communication); and Pi Gamma Mu (Social Sciences). Services available to commuters are student discounted Metro-Dade bus passes, commuter meal plans, late night REGISTERED STUDENT ORGANIZATIONS study areas, and lockers just to name a few. GOVERNING ORGANIZATIONS STUDENT GOVERNMENT ASSOCIATION Campus Activities Board The Student Government Association serves as a Commuter Student Board liaison between the student body and the administra- Florida Podiatric Medical Students Association tion and faculty. All full-time students are members Interfraternity Council of the Association. Panhellenic Council CAMPUS ORGANIZATIONS Residence Hall Association Social Work Student Government Association The Office of Student Activities is proud to offer to the student body over 92 student organizations. Anesthesiology Student Government Association These organizations include academic and profes- Student Organization Council sional associations, special interest groups, service organizations and cultural programming bodies. MEDIA ORGANIZATIONS The Buccaneer Newspaper FRATERNITY/SORORITY WBRY Radio Station The Alpha Phi and Alpha Gamma Delta sororities and the Phi Kappa Tau, Alpha Delta Gamma, and Tau Kappa STUDENT LIFE 19

SERVICE ORGANIZATIONS Phi Epsilon Kappa (Sport/Exercise) Best Buddies Newspaper Phi Eta Sigma (Freshman) Circle K International Phi Gamma Mu (Social Science) Habitat for Humanity Psi Chi (Psychology) Sigma Tau Delta (English) GREEK ORGANIZATIONS Sigma Theta Tau (Nursing) Alpha Delta Gamma Fraternity Sigma Xi (Research) Alpha Gamma Delta International Sorority Theta Alpha Kappa (Theology) Alpha Phi International Sorority Phi Theta Epsilon (Occupational Therapy) Phi KappaTau Fraternity PROFESSIONAL ORGANIZATIONS SPECIAL INTEREST ORGANIZATIONS Accounting Association Ballroom Dance Club American Academy of Podiatric Practice Management Dance Club American Association of Women Podiatrists Theatre Club American Marketing Association Chamber Ensemble Association American Medical Students Association RELIGIOUS ORGANIZATIONS Association for Computing Machinery Association of InformationTechnology Professionals Hillel Organization Athletic Training Association Integrity Chemistry Club Jewish/Christian/Muslim Dialogue Group Delta Sigma Pi Business Fraternity One Love Prayer Group Doctoral Leadership Team and Association Baptist Dialogue Group Doctoral Nursing Student Forum Latter Day Saints Student Association Economics and Finance Club INTERNATIONAL ORGANIZATIONS Education Association (Kendall) Caribbean Students Association Education Association (Miami Shores) Haitian Intercultural Association Education Association (Davie) Jamaican Association Graduate Nursing Medical Student Association Latin Association of Students and Teachers Graduate/Professional Council for Exceptional Children French Club International Association of Business Communicators Spanish Club International Business Association HONOR SOCIETIES Mathematics Association of America Alpha Chi National Broadcasting Society Alpha Epsilon Rho (Broadcasting) Nursing Student Association Alpha MuGamma (Languages) Phi Alpha Delta (Law Fraternity) Beta Beta Beta (Biology) Physics Club Chi Sigma Iota (Counseling) Radiology Club Delta Epsilon Sigma (Juniors and Seniors) Scuba Society Gamma Sigma Epsilon (Chemistry) Society for Advancement of Management Kappa Delta Pi (Education) Sports Medicine Club Kappa Gamma Pi (Graduate) Student National Podiatric Medical Association Lambda Pi Eta (Communication) Student Occupational Therapy Association Phi Alpha Theta (History) Surgery Club Phi Delta Kappa (Education) Event Management Group

ALL STUDENT ORGANIZATIONS ARE SUBJECT TO REGISTRATION RENEWAL. 20 BARRY UNIVERSITY

SPORTS AND RECREATION keling. In addition, opportunities may be available for Barry’s on-campus, $4.5 million Health & Sports joining walk/jog groups. All campus recreation par- Center includes an indoor gymnasium, a fitness cen- ticipants are required to present a valid Barry ID for ter with a full complement of cardiovascular machines all activities. and free weight equipment, a human performance lab, a bio-mechanics lab, and student locker rooms. In ad- OFFICE OF MISSION AND MINISTRY dition, there are outdoor baseball, softball, and soccer The Office of Mission and Ministry coordinates and fields, as well as a racquet sports complex that includes fosters the awareness and articulation of the lighted tennis courts, basketball courts, and three- University’s mission, values and Dominican tradition walled racquetball courts. Also located on campus are among individuals and upon the organizational life. an outdoor pool and a sand volleyball court. Students, The staff brings leadership to the mission as it is ex- as well as faculty and staff, are welcome to use these pressed in the worship and prayer life of the commu- outstanding facilities. Participants are required to nity. In addition, the staff present a valid Barry ID for all recreational facility ¥ develops educational and retreat opportunities for use. the spiritual and ethical formation of students, faculty and staff. Intercollegiate Athletics ¥ provides opportunities for the study of the Catho- Barry offers twelve varsity sports which compete lic faith, including preparation for Sacramental ini- at the NCAA Division II level. Please refer to the De- tiation into the Catholic Church. partment of Intercollegiate Athletics section found ¥offers hospitality and support to students, faculty elsewhere in this catalog under the School of Human and staff. Performance and Leisure Sciences. Opportunities are ¥ designs programs to deepen our understanding of provided for students to “try out” for any of twelve the Adrian Dominican tradition and our commit- sports by contacting the appropriate head coach. ment as a sponsored institution. ¥ provides opportunities for community service, so- Campus Recreation, Intramurals, and cial analysis, and theological reflection on issues Club Sports of peace and justice. The Office of Campus Recreation at Barry oper- ¥ strives to create an environment where the full po- ates its programs on the philosophy of providing tential of all people may be realized and reverenced. wholesome recreation and fitness/wellness activities for everyone who is a part of the Barry community. CAMPUS BOOKSTORE By providing students, faculty, and staff with a broad- The Campus Bookstore, operated by Follett, is based program of activities, a safe environment, and a open for the services and needs of Barry students. chance to incorporate movement and recreation into Books, supplies, academic software, gift certificates the daily schedule, there is “something for everyone.” and other sundries are available for purchase. The Campus Recreation activities serve as a venue for bookstore is located in Thompson Hall, first floor. meeting people, keeping physically active, and culti- Purchases may be made using cash, personal checks, vating leadership abilities. and/or University debit card. Items may also be pur- Campus recreation extends campus awareness of a chased on line. healthy, holistic approach towards recreation and exercise during leisure hours and encourages cooperation with other organizations and institutions which DINING SERVICES share the same objectives. The Campus Dining Hall is located on the second Intramural sports carries the thrust of the program floor of Thompson Hall. This facility serves resident with perennial favorites flag football, softball, soccer, and commuter students, plus faculty, staff and guests and basketball leading the way. Teams may compete of the University. All resident students are required to with other schools in select sports. choose from one of four meal plan options. Commuter A variety of club sport offerings give students an students have the option to pay cash at the door or opportunity to participate in organized sport activities purchase one of four commuter meal plans. Informa- which are not included among Barry’s selections of tion and applications for commuter meal plans can be NCAA intercollegiate teams. Both intramural sports obtained by visiting the Dining Services office on the and club sport participants must show proof of medi- second floor of Thompson. Full-services meals are cal insurance. served seven days per week. Regular semester hours Organized recreational events expose students to of operation are: MondayÐFriday, hot breakfast from activities off-campus like canoeing, fishing, and snor- 7:30 a.m. to 10:15 a.m., continental breakfast from STUDENT LIFE 21

10:15 a.m. to 11:00 a.m., hot lunch from 11:00 a.m. to PUBLICATIONS 2:30 p.m., light lunch from 2:30 p.m. to 4:00 p.m., University publications include Barry Magazine and dinner from 4:00 to 7:30 p.m. On Saturday and and Alumni Connection, both published three times a Sunday, brunch is served from 11:00 a.m. to 2:30 p.m. year, the annual President’s Report and For U, an on- and dinner from 5:00 p.m. to 7:00 p.m. On Mondays line, employee newsletter posted weekly, all by the and Wednesdays, a late night meal is served from 10:30 Department of University Relations. A number of p.m. to 11:30 p.m. schools and departments also publish their own news- Full meals, Grab ’n Go sandwiches and salads, bev- letters. In addition, the Barry Buccaneer is written and erages and snacks can also be purchased at The Buc published monthly by the students. Stop Snack Bar and Convenience Store, located on the first floor of Thompson Hall. In addition to cash, some of the resident and commuter meal plans include ALUMNI ASSOCIATION “Flex Bucs” that can be used to make purchases in The Board of Directors of the Alumni Association this location. is a national Board which meets three times a year on the Barry campus to plan the annual business of the THEATRE Association. The Office of Alumni Association, located in the Vivian A. Decker Alumni House, 103 N.E. 115 The University Department of Fine Arts produces Street, Miami Shores (across from the main campus) a diversified program of dramatic, dance, and music assists and supports the efforts of the Association and presentations. its chapters. Annual events include the Barry Homecoming/Re- BARRY UNIVERSITY CIVIC CHORALE union (a celebration of the spirit of Barry and the The Civic Chorale is an organization dedicated to memories of years past). The Bi-annual Distinguished singing all styles and periods of music. It is open to Alumni Awards, held during Homecoming, recognizes students and interested community participants. No au- Barry alumni in the following categories: Alumni Vol- dition is required. unteer of the Year, Meritorious Community Service Award, Professional Achievement Award, Distin- RECITALS AND EXHIBITS guished Graduate of the Last Decade Award, Honor- ary Alumni Award and the Outstanding Alumni Award. Students specializing in instrumental and vocal The Alumni Association fosters scholarship efforts and music, as well as members of the Music and Theatre promotes chapter activities. The Barry University faculty, present studio recitals and public concerts. The Alumni Association provides the means for alumni to Art and Photography faculty schedules exhibitions by stay connected through the Alumni Listserv, On-line contemporary artists, in addition to student exhibitions Alumni directory and the Alumni website and faculty exhibitions. Barry University points with www.barry.edu/alumni. The On-line Alumni Store fea- pride to art objects executed by senior Art majors and tures a selection of alumni merchandise. Alumni pub- displayed throughout campus buildings. lications include The Alumni Connection and the Benefits Brochure. 22 BARRY UNIVERSITY

TUITION, FEES, AND FINANCIAL AID Effective July 1, 2001

TUITION: Returned Check ...... 50.00 Declined Credit Card ...... 50.00 Graduate Late Payment ...... 50.00 Master’s Level (Graduate) Programs, Lost I.D. Card ...... 15.00 per credit...... $520.00 Transcript, each ...... 5.00 Summer I, per credit ...... 495.00 Health Insurance (Cost + $10) ...... VARIABLE Summer II, per credit ...... 520.00 Late Registration ...... 100.00 Master’s Occupational Therapy, per credit ..... 545.00 All Doctoral (Ph.D.) Programs, per credit ...... 615.00 Housing: Podiatric Medicine Room Deposit (mandatory)...... 200.00 Full-time, per year ...... 18,900.00 Room Rate, per semester Part-time, per credit ...... 615.00 Triple/Quad ...... 3,065.00 Summer 2001, per credit ...... 615.00 Double ...... 3,300.00 Physician’s Assistant Private...... 3,580.00 Full-time, per year ...... 18,900.00 Part-time, per credit ...... 615.00 HEALTH INSURANCE: Summer 2001, per credit ...... 615.00 (Same rates for Domestic and International Students Law School (refer to School of Law UNDER AGE 30 AGE 30 AND OVER catalog for current rate) Student ...... $439.00 Student ...... $526.00 Spouse ...... $1,677.00 Spouse ...... $2,012.00 FEES: Each Child .... $1,290.00 Application (all programs) ...... 30.00 Rates are subject to change CLEP ...... 100.00 THESE COSTS ARE SUBJECT TO CHANGE Credit by examination (per credit) ...... 100.00 WITHOUT PRIOR NOTICE AND MAY BE Professional Liability ...... 20.00-50.00 INCREASED BY ACTION OF THE BOARD OF Deferred Payment Plan ...... 50.00 TRUSTEES.

ARRANGEMENTS FOR PAYMENT OF ALL EXPENSES MUST BE MADE PRIOR TO COMPLETION OF REGISTRATION.

At Barry University, the purpose of the Office of All students are assessed tuition and fees on a se- Student Account Services and the Office of Financial mester basis. All rates given are subject to change Aid is to act in partnership with students to provide without notice. the necessary guidance in financial planning related Students should come to registration prepared to to enrollment. Students are encouraged to contact the pay the difference between estimated financial aid, if Office of Financial Aid, at (305) 899-3673, or the Of- any, and the total charges for the semester. fice of Student Account Services, at (305) 899-3585, Arrangements for all expenses related to tuition, for information and assistance. room and board, and fees for each semester must be made prior to the completion of registration. TUITION, FEES, AND FINANCIAL AID 23

PROFESSIONAL ASSISTANCE GRANT fees and offer a wide range of financing alternatives. Since many of these plans require payments beginning

Nurses: Registered nurse students enrolled in the in the summer preceding the student’s first semester at and Fees and M.S.N. Nursing Program are entitled to a 30% reduc- Barry University, interested students and their families Tuition tion on tuition. Students enrolled in the Doctoral Nurs- are urged to contact either the Financial Aid Office (305) ing Program are entitled to a 20% reduction on tuition. 899-3673 or the Office of Student Account Services Clergy/Religious: Members of religious communities (305) 899-3585 for additional information. (Sisters, Brothers, Priests) and ordained clergy are entitled to a 30% reduction on tuition. Proof of affili- WITHDRAWAL POLICY FOR INDIVIDUAL ation is required at each registration. COURSES Teachers: Any full-time **Florida teacher presenting Students who drop individual courses after the Pe- a signed contract or 2001-2002, or a letter from his/ riod of Schedule Adjustment and who are still enrolled her principal at the time of registration, is entitled to in the University are NOT ENTITLED to any refund at least a 30% reduction on tuition. The contract or or credit. letter of employment is required at each registration. **Refers to one place of employment CHANGES MADE DURING THE PERIOD OF **Grades PreK-12 only SCHEDULE ADJUSTMENT NOTE: Students dropping courses during the Period of ¥ School of Education courses for certification and Schedule Adjustment will receive total refund for the re-certification are offered at a reduced rate with- course and special course fee, if applicable, as long as out any further discount. the student remains enrolled in the University. ¥Various tuition discounts exist in other schools of the University. Please inquire within each school for details. STUDENT DISMISSAL ¥ These discounts do not apply if tuition is paid through A student dismissed for academic or disciplinary a grant or other subsidy, nor do they apply to dis- reasons at any time shall not be entitled to any claim counted tuition, or to programs with special rates. or refund. ¥ These discounts are not applied retroactively. HEALTH INSURANCE DEFERRED PAYMENT PLAN (DPP) Health insurance is required for all resident stu- Barry allows students to divide all or part of a single dents, international students, and all student-athletes. term’s educational expenses into three convenient It is strongly recommended that all students be cov- monthly payments (offered for courses of 12 weeks ered by some type of health insurance. Students may or more). There are no interest charges. However, there enroll in the insurance policy offered through the Uni- is a per-plan processing fee of $50.00. The first pay- versity if they are taking 6 or more credit hours. The ment is due upon registration, and the next two pay- student health insurance is available to students study- ments will be due on the 15th of the next two following ing at distant sites. The insurance fee will be charged months. Students sign a Deferred Payment Plan con- to all resident students, international students, and stu- tract which outlines the payment amounts and due dent-athletes, if proof of other insurance coverage is dates. There is a $50.00 penalty assessed for late pay- not provided to the Campus Health Center within 30 ments after ten (10) days. Reminder notices are sent days of the first day of each semester. ten (10) days before the due date. It is the responsibility of the student to verify that Barry also offers a two-payment plan for courses they have been billed for student insurance through of 10 weeks. The first payment is due upon registra- Student Health Services. tion; the second is due in five weeks. There is also a $50 Deferred Payment Plan Fee. DELINQUENT ACCOUNTS Note: There are no payment plans for courses less than If a student’s account shall become delinquent, the 10 weeks. account may be referred to a collection agency or to an attorney or both. In such event, the student shall be TUITION PAYMENT PLAN liable for the balance due plus any fees of the collection agency, attorneys’ fees, court costs, and all other Barry University offers the services of Tuition Man- charges associated with the collection of the debt, to- agement Systems, Inc. (TMS), providing an alternative gether with interest at the maximum rate allowed by method of paying for tuition and fees. TMS will assist law. students in budgeting monthly payments for tuition and 24 BARRY UNIVERSITY

INSTITUTIONAL REFUND POLICY ORDER OF RETURN OF TITLE IV FUNDS 1. Unsubsidized Federal Stafford Loans Total Withdrawal from the University 2. Subsidized Federal Stafford Loans 3. Federal Perkins Loans Students who register but do not attend classes, or 4. Federal PLUS Loans who withdraw for any reason after attending classes, 5. Federal Pell Grant will not receive monetary reimbursement unless they 6. Federal Supplemental Educational Opportunity withdraw officially by submitting a written notice of Grants (SEOG) withdrawal to the office of the dean of their respec- 7. Other Title IV assistance (not including FWS) tive school. The effective date of withdrawal will be You may be required to make a repayment when the date on which the notice is received by the respec- cash has been disbursed from financial aid funds, in tive dean and the percentage of reimbursement will excess of the amount of aid that you earned (based on be determined by this date. the date of your total withdrawal) during the term. The Tuition, and Room and Board Fees will be cred- amount of Title IV aid earned is determined by multi- ited towards reimbursement on this basis: If the stu- plying the total Title IV aid (other than FWS) for which dent leaves within the first two weeks of the semester, you qualified by the percentage of time during the term 80% of the full semester charge is credited; within the that you were enrolled. first three weeks, 60% is credited; within the first four ¥ If less aid was disbursed than was earned, you may weeks, 40% is credited; within the first five weeks, receive a late disbursement for the difference. 20% is credited. After the fifth week there is no credit. ¥ If more aid was disbursed than was earned, the Refundable credit must be claimed within one calen- amount of Title IV aid that you must return (i.e. dar year. For purposes of determining the percentage not earned) is determined by subtracting the earned of credit, the first week of classes will be considered amount from the amount actually disbursed. the start of the semester. The responsibility for returning unearned Title IV aid is shared between the University and you. It is al- Summer School Refunds located according to the portion of disbursed aid that If the student leaves within the first week of the could have been used to cover University charges, and summer session, 60% of tuition, room and board is the portion that could have been disbursed directly to credited; within the second week, 20% is credited. you once those charges were covered. Barry Univer- After the second week, there is no credit. Refundable sity will distribute the unearned aid back to the Title credit must be claimed within one calendar year. For IV programs, as specified by law. You will be billed purposes of determining the percentage of credit, the for the amount that you owe to the Title IV programs, first week of classes will be considered the start of the as well as any amount due to the University, as a re- Summer Session. sult of Title IV that were returned that would have All fees, outside of tuition and room and board, are been used to cover University charges. nonrefundable. For additional information on refunds to Title IV sources, please contact the Office of Financial Aid at Total Withdrawal and Return of Title IV 1-800-695-2279 or (305) 899-3673. Funds Refund Policy for State of Florida Funds When a student receiving Title IV student financial aid withdraws from all courses, the aid must be A refund will be due to the State of Florida when a adjusted in accordance with rules established by the student is not enrolled full time at the end of the U.S. Department of Education. These calculations may institution’s established add/drop period. The State result in the student owing the University a balance. requires a full refund of monies. If you withdraw or stop attending classes before completing 60% of the term, a portion of the total fed- FINANCIAL AID FOR eral aid you received, excluding Federal Work Study earnings, may need to be repaid immediately. The GRADUATE STUDENTS amount of federal aid that you must repay is deter- The purpose of the Office of Financial Aid is to mined via the Federal Formula for Return of Title IV provide financial aid and financial planning services funds. This law also specifies the order in which funds to students who need assistance in order to enroll or are to be returned to the financial aid programs from to continue their enrollment at Barry University. The which they were awarded, starting with loan programs. Office of Financial Aid fulfills its purpose by following established procedures and practices which ensure TUITION, FEES, AND FINANCIAL AID 25 the equitable and consistent treatment of all financial through Barry’s Financial Aid Office. This packet in- aid applicants. The programs are administered in ac- cludes: the Free Application for Federal Student Aid cordance with nationally established philosophies of (FAFSA), the Barry University Graduate and Profes- financial aid for post-secondary education. The basis sional Financial Aid Supplemental Application, and a of these philosophies is the belief that the family is Federal Stafford Loan Master Promissory Note. Indi- the primary resource for meeting educational expenses viduals whose applications are selected for verifica- and financial aid is available for bridging the gap be- tion may have to submit additional documentation. tween those resources and college costs. The total cost Students will be notified if tax returns or verification of attending college will include not only tuition and forms are required to complete the verification pro- fees, room and board, books and supplies, but personal cess. and travel expenses as well. The Free Application for The Free Application for Federal Student Aid Federal Student Aid (FAFSA) is the document used (FAFSA) should be forwarded to one of the federally by Barry University to collect confidential informa- approved Multiple Data Entry Processors designating tion from students for the purpose of determining eli- Barry as the recipient of the application data. Barry gibility primarily for federal student financial aid. This University’s Institutional Code is 001466. You may information is processed by a federally-approved also file your application on line at www.fafsa.ed.gov. Multiple Data Entry processor, and the results are sent The remainder of the supporting applications and docu- to Barry at the request of the student. mentation should be sent directly to the Office of Fi- nancial Aid at Barry. DETERMINING ELIGIBILITY FOR FINANCIAL AID TYPES OF FINANCIAL AID A student is eligible for student aid when he or she Professional Scholarships meets all of the following criteria: Provided by the University: — Enrollment, or acceptance for enrollment, in a de- A number of sources of financial aid are available gree-seeking program of study. to qualified students, including federal, state, and uni- — Registration as at least a half-time student.* versity loans; grants, scholarships, and discounts. — U.S. citizenship, or qualification as an eligible non- These are detailed in this Financial Aid section and in citizen. the chapters of specific schools and programs. The — Satisfactory academic progress.** following discounts apply to qualified students in par- — Completion of the necessary financial aid applica- ticular programs: tions by the appropriate deadlines. * Half-time enrollment for most graduate programs is de- Education: All educators receive at least a 30-per- fined as 4 or more credits per semester. For further in- cent discount which reduces the listed tuition. formation regarding academic progress and what A 30- constitutes “half-time” enrollment, refer to the specific Human Performance and Leisure Sciences: requirements pertaining to the academic program the stu- percent tuition discount is available to all educators dent is pursuing. employed by a public or private school system. This ** For federal financial aid purposes, “satisfactory academic discount is inclusive of all other Barry grants for which progress” means that the student must be in good stand- one might qualify and is not applicable if tuition is ing in his or her program of study. otherwise covered by an employer or some other or- In order to qualify as an eligible non-citizen, stu- ganization. dents must be permanent residents with an Alien Reg- Nursing M.S.N.: A 30-percent tuition discount is istration Card, Form I-551 or Form I-551C, with a available for R.N.s unless tuition is paid through a grant currently valid expiration date. Passports stamped or subsidy. “Processed for I-551” with a valid expiration date are also acceptable. Students may also present a “Tempo- Nursing Ph.D.: A 20-percent tuition discount is avail- rary Resident Card,” Form I-688, with a valid expira- able for doctoral students unless tuition is paid through tion date to qualify as eligible non-citizens. Note that a grant or subsidy. the I-688A and I-688B do not qualify the student as Social Work: Employees of public sector agencies an eligible non-citizen. No federal financial aid is avail- receive a 50-percent discount for the full M.S.W. pro- able to international students. gram. Employees of social service organizations receive a 30-percent discount for the full M.S.W. APPLYING FOR FINANCIAL AID program. See Social Work Discounts section. Doctor of Ministry: A 30-percent discount is avail- After applying for admission, students submit the able for students in the Doctor of Ministry program. completed packet of financial aid forms, available 26 BARRY UNIVERSITY

Clergy members of religious communities (sisters, vate agencies and vary in interest rates and terms. brothers, etc.) receive a 30-percent tuition discount for While they are not need based, students must be credit all graduate programs. worthy to borrow. Many of these loans are specifically tailored to graduate and professional students. Loans The Financial Aid Office maintains applications for these loan programs. FEDERAL FAMILY EDUCATION LOAN PROGRAM (FFELP) Low-interest loans for students who are registered School of Business at least as halftime, are provided by private lenders MARIE BAIER SCHOLAR PROGRAM such as banks, credit unions, and savings and loan as- This program, funded through the generous contri- sociations. There are two types of FFELP loans for butions of the Marie Baier Foundation, recognizes graduate and professional students: the Subsidized those individuals who have shown high capacity on Federal Stafford Loan and the Unsubsidized Federal the Graduate Management Admissions Test as well as Stafford Loan. To receive the subsidized or strong performance within their academic program in unsubsidized Stafford Loan, students must submit a the Andreas School of Business. Current funding pro- Free Application for Federal Student Aid to one of the vides for a three-credit-hour tuition waiver each time federally approved Multiple Data Entry Processors. the individual maintains his/her Scholar status. Fur- The FASFA contains pertinent information regarding ther information may be obtained from the Andreas the student’s income and assets. This information will School of Business. be used to determine eligibility for both loan programs. Students must have U.S. citizenship or qualification School of Nursing as an eligible non-citizen in order to apply for these NURSING TUITION REDUCTION, loans. International students are not eligible for fed- TRAINEESHIPS AND SCHOLARSHIPS eral financial aid. Students enrolled in the School of Nursing are eli- The is need- Subsidized Federal Stafford Loan gible for scholarships, loans and grants for graduate based. The government assumes the interest for Sub- study. Interested students may obtain further informa- sidized Stafford Loans while the student is in school. tion from the Associate Dean. Present funding in- For graduate and professional students, the annual limit cludes: is $8,500. The maximum aggregate debt that can be ¥ 30% discount for all registered nurses in the M.S.N. accumulated is $65,500, including the debt assumed program for undergraduate study. The interest rate is variable, ¥ Professional Nurse Traineeships for full-time study tied to the 91-day T-Bill, plus 2.3%, capped at 8.25%. ¥ Nursing scholarships in specialized areas There is a 3% origination fee on the Stafford loans ¥ 20% tuition reduction for the Ph.D. program which will be deducted at the time the loan is disbursed. Repayment begins six months after the student ceases to be enrolled at half-time status. Students have up to School of Graduate Medical Sciences 10 years to pay. Scholarships for Students of Podiatric Medicine The Unsubsidized Federal Stafford Loan pro- and Surgery. vides additional funds for educational expenses. This DR. MARVIN D. STEINBERG PODIATRIC is a non-need based loan. Students must meet the same ALUMNI SCHOLARSHIP FUND citizenship criteria required of Subsidized Stafford This fund, established by the family of Dr. Marvin Loan applicants. Graduate and professional students Steinberg, noted podiatric educator, will provide an can borrow up to $18,500 per year, with an aggregate annual scholarship to an academically qualified podi- loan limit of $138,500 minus any funds received un- atric medical student. For further information, call the der the Subsidized Stafford Loan program. (Students School of Graduate Medical Sciences. in the Podiatric Medicine Program see Podiatric Medi- DR. HERBERT FEINBERG MEMORIAL cine (D.P.M.) Loans.) The interest rate is variable, tied SCHOLARSHIP FUND to the 91-day T-Bill, capped at 8.25%. There is an origi- This fund was established by the family of Dr. Herbert nation fee of 3%, which will be deducted at the time Feinberg, one of the original members of the Execu- the loan is disbursed. Repayment begins six months tive Advisory Council to the Podiatric Medicine Pro- after the student ceases to be enrolled at half-time sta- gram. The award is made annually to academically tus. Students have up to 10 years to repay. qualified podiatric medical students. For information, There are alternative loan programs for students call the School of Graduate Medical Sciences. who find the federal loans insufficient to meet their educational expenses. These loans are offered by pri- TUITION, FEES, AND FINANCIAL AID 27

THE PATRICIA ELLSWORTH KOPENHAVER, financial aid for their time enrolled at Barry. Loans B.A., M.A., D.P.M., ENDOWED SCHOLARSHIP for the Podiatric Medicine program are multiply dis- FUND bursed in accordance with federal regulations and This fund was established solely through the generos- Barry University’s school terms. A multiply-disbursed ity of Dr. Patricia Ellsworth Kopenhaver, noted po- loan affords the student a more prudent use of funds diatrist, educator and practitioner, as well as Charter and lends itself to sensible borrowing practices. President (1969-1978) of The American Association First-year podiatric medical students must success- For Women Podiatrists, chartered in 1971. It will pro- fully complete two semesters (fall and spring) in or- vide an annual scholarship to academically qualified der to progress a grade level and to begin the next female medical students. For further information or borrowing cycle. Upper division Podiatric Medicine an application, call the School of Graduate Medical Program students must successfully complete three Sciences. semesters (summer/fall/spring) in order to progress a PODIATRIC ACADEMIC SCHOLARSHIP grade level and to begin the next borrowing cycle. The Barry University School of Graduate Medical Sciences offers academic scholarships ranging from SCHOLARSHIPS FOR PHYSICIAN $2500 to half-tuition for highly qualified students in ASSISTANT PROGRAM STUDENTS the Podiatric Medicine Program. Selection of schol- DEAN’S CLINICAL SCHOLARSHIPS arship recipients is at the discretion of the scholarship The Dean’s Clinical Scholarships are awarded annu- committee. No formal application is necessary for this ally by the Office of the Dean to academically quali- award. For further information, contact the Office of fied Physician Assistant Program Students. The awards Podiatric Admissions. are to be applied to the year of clinical education only. DEAN’S SCHOLARSHIP, PODIATRIC MEDICINE Inquiries should be directed to the Office of the Dean. Scholarships are awarded annually by the Office of the Dean to academically-qualified students who are School of Social Work not receiving any form of Barry University financial aid at that time. Inquiries should be directed to the TUITION DISCOUNTS, GRANTS AND Office of the Dean. SCHOLARSHIPS Students applying for financial aid through the Uni- PODIATRIC MEDICINE (D.P.M.) versity, i.e., student loans, please reference the descrip- STUDENT LOANS tion under the heading, “Applying for Financial Aid.” Students accepted into studies in Podiatric Medi- The School of Social Work awards the following: cine and Surgery in the School of Graduate Medical ¥ Social Work Employment Discount Sciences may borrow up to an additional $20,000 un- ¥Tuition Reduction for Florida Residents der the Unsubsidized Stafford Loan Program to help ¥ Barry Scholarships offset their cost of attendance. The maximum that students can borrow per year cannot exceed $38,500 and Social Work Employment Discount the total aggregate debt that can be accumulated is Part-time students only are entitled to a discount $189,125, including any debt assumed during under- on tuition if they are employed 24 hours per week or graduate study. more in a social service or human service capacity As previously mentioned, there are other alterna- having direct contact with clients. Students employed tive loan programs available to meet the student’s in public sector agencies (county, city, state or federal educational expenses. The terms and interest rates vary, government) are eligible for a 50% tuition discount. and students must be credit-worthy to borrow. Appli- Students employed at a non-profit or voluntary agency cations may be obtained from the Office of Student are eligible for a 30% tuition discount. In order to re- Financial Aid. ceive the employment discount students must submit a letter to the School’s Admissions Office from their POLICY REGARDING DISBURSEMENT OF employer on agency letterhead stationary verifying LOANS FOR STUDENTS ENROLLED IN their employment in a social/human service position THE PODIATRIC MEDICINE PROGRAM. for more than 24 hours per week. The letter must in- It is the policy of the Office of Financial Aid to clude the employee’s social security number and be assist all students with financial planning as well as signed by the agency Director or Department Head. 28 BARRY UNIVERSITY

Tuition Reduction for Florida Residents STANDARDS OF PROGRESS POLICY FOR The Florida Tuition Reduction program enables eli- VETERANS. Satisfactory progress for students re- gible full-time students only, who are Florida resi- ceiving Veterans Educational Benefits will be indicated dents for at least one year, to enroll and take a specified by a Satisfactory Progress Average (SPA) which is a amount of credits at a tuition rate equal to that charged variation of Quality Point Average (QPA). An SPA of to graduate students enrolled in the State University 3.0 or greater for graduate students is satisfactory; less System. Awards are based on a need/merit-based for- than 3.0 is not satisfactory. Any time a student’s SPA mula. Application need to submit to the School’s Ad- is not satisfactory, he or she will be certified, in a pro- missions Office a copy of their Student Aid Report bationary status, for only one additional semester. If, (SAR) and a copy of their filed tax return for the year. at the end of this additional semester, the student’s SPA The SAR is what is returned to the applicant after sub- is still below the satisfactory level, the Veterans Ad- mitting a Free Application for Federal Student Aid ministration (VA) will be notified of the unsatisfac- (FAFSA). tory progress and the student’s Veterans Educational Benefits will be terminated. A student whose educational benefits have been terminated with the Veter- Barry Scholarships ans Administration (VA) for unsatisfactory progress Each year the School awards a limited number of may petition the Registrar of the University for read- merit based scholarships to incoming full-time stu- mission. A University official will discuss with the dents. Scholarship awards range from $3,000-$6,000. student the problems relating to the unsatisfactory There is no application process for these awards. The progress of the student. If the cause of the unsatisfac- School’s Admissions Office will make these awards tory progress has been removed, and the student is to qualified applicants generally within one month after readmitted, he or she will be recertified for veterans the applicant has received their letter of acceptance. educational benefits. CREDIT FOR PREVIOUS TRAINING. Stu- Field Work Stipends dents eligible to receive educational benefits from the U.S. Department of Veterans Affairs with previous Several field work internships offer stipends to stu- post-secondary training/experience must request offi- dents. Students interested in applying for these oppor- cial transcript(s) be sent to Barry University. If the tunities should notify the Field Instruction Department transcript(s) is not received by the end of the first seat 305/899-3906. mester, the educational benefits will be terminated until the transcript(s) is received. Should credit(s) be ac- Veterans and Eligible Dependents cepted, the VA student’s training time and total tuition The Federal Government has programs which pro- costs* will be reduced proportionately. The VA and vide financial assistance for veterans and eligible de- the student will receive a written notice of credits al- pendents. Information may be obtained from the local lowed. or regional Veterans Administration Offices or by call- *This reduction refers to total costs involved in ob- ing the Office of Financial Aid at Barry. A student must taining the degree. Costs are reduced since credits be fully accepted into a degree-seeking program ap- earned at another institution are applied toward this proved by the State Approving Agency for Veterans degree. This does not imply a credit reduction allow- Training. Determination of eligibility for benefits will ance for veterans or eligible dependents. be made by the Veterans Administration. ACADEMIC INFORMATION 29

ACADEMIC INFORMATION

Knowledge of Regulations Students have the right to access information in Students are responsible for compliance with the their file (per the Buckley Privacy Act, 1974), with regulations of the University and should familiarize the following exceptions: themselves with the provisions of this catalog distrib- 1. transcriptsÐStudents must request a copy of the uted by the Office of Admissions; the Student Hand- transcript from the originating institution. book, distributed by the Office of Student Services; 2. health records posted official notes; and official instructions given 3. confidential recommendations, if to students. While Barry University provides academic a. the student has waived the right to see the rec- advising, the responsibility for planning individual pro- ommendations, and/or grams rests with the students. Students are expected b. the person making the recommendation has to become familiar with the requirements of the Uni- noted on the form that the student is not to see versity, of the schools in which they are enrolled, and the comments. of their major disciplines. Students may receive a copy of their records except for the above-listed documents, at the discretion Policy on Release of Information of the university official. Barry makes every endeavor to keep the student’s Advisors educational records confidential and out of the hands of those who would use them for other than legitimate Prior to registration, students are assigned faculty purposes. All members of the faculty, administration advisors. Students should meet regularly with their ad- and clerical staff respect confidential information about visors to plan programs and evaluate progress. Each students which they acquire in the course of their work. semester the registration form with the choice of At the same time, Barry tries to be flexible enough in courses must be approved and signed by the faculty its policies not to hinder the student, the institution, or advisor. School deans and department chairs super- the community in their legitimate pursuits. vise the academic advising program and are available Original documents submitted by or for students for consultation with students. in support of an application for admission or for transfer credit cannot be returned to the student, photocop- Attendance ied, nor sent elsewhere at his/her request. In Students are expected to attend classes and labora- exceptional cases, however, where another transcript tory sessions. At the beginning of the semester, all in- is unobtainable, or can be secured only with the great- structors will define specific requirements for attendance est difficulty (as is sometimes true with international in their classes as they relate to the course grade. records), copies may be prepared and released to prevent hardship to the student. The student should present Summer Sessions a signed request to the Office of the Registrar. Usu- For most graduate programs, summer sessions are held ally a certified copy of what is in the student’s file is every year, one during May and June, the other in June released. In rare instances the original may be released and July. Requirements for admission to the summer ses- and the copy retained, with a notation to this effect sions are the same as for the regular academic year. being placed in the file. 30 BARRY UNIVERSITY

The length of the summer sessions may vary within ity to confirm whether or not credits will be accepted individual schools. For example, the Andreas School by another college of the applicant’s choice. of Business offers only one summer session for their The number of credits and types of courses accept- graduate programs, and the School of Education of- able for transfer into a graduate program is limited. fers summer courses of varying lengths. Generally, a maximum of six (6) credits may be accepted from another institution toward a Barry degree. Withdrawals Such credits must meet the following criteria: ¥ Only courses for which a grade of A or B was Matriculated students withdrawing from the Uni- earned will be considered. versity must do so officially by submitting a written Previously earned credits, if accepted for trans- notice of withdrawal to the office of the dean of their • fer will be counted as having been taken in one respective school. The effective date of withdrawal year of the time limitation to complete the de- will be the date on which the notice is received by the gree. dean. Students withdrawing from courses must do so ¥ Only credits will be transferred, not grades or officially by obtaining the Course Withdrawal Form grade point averages. from either their advisor or the Office of the Regis- Domestic credits must originate from institutions trar. The withdrawal form must be signed by the advi- accredited by any of the following six regional asso- sor and the dean, and then sent to the Office of the ciations: Registrar for final processing. Failure to follow the ¥New England Association of Schools and Col- outlined procedure will result in failure in the leges, Commission on Institutions of Higher course(s). Education ¥ Middle States Association of Colleges and Class Adjustments Schools, Commission on Higher Education Changes to original schedules must be done dur- ¥ North Central Association of Colleges and ing the period of schedule adjustment on a “Registra- Schools, Commission on Institutions of Higher tion Adjustment” form. Adjustments must be Education authorized by the student’s advisor. ¥ Northwest Association of Schools and Colleges, Commission on Colleges Grade Reports ¥ Southern Association of Colleges and Schools, Grade reports are issued at the end of each term. Commission on Colleges Any error in designation, grade appeal or omission of ¥Western Association of Schools and Colleges, course should be reported to the Registrar within two Accrediting Commission for Senior Colleges weeks of receipt. Students may not receive a transcript and Universities of credits or grade report until their financial accounts International credits must originate as follows: have been settled. ¥ Institutions must be approved by the government as degree-granting institutions in countries where they are located. GOOD STANDINGPROBATION ¥ The accreditation status of all foreign institu- SUSPENSION tions must be evaluated through either Josef A graduate student is in Good Academic Standing Silny and Associates, Inc., or World Education if his/her cumulative grade point average (GPA) is 3.00 Services, Inc. or above. The academic advisor will facilitate the process for A student who has been suspended for academic the acceptance of graduate credit to be transferred into reasons generally may not petition the Office of Ad- Barry University. missions for readmission until one year has elapsed. The Admissions Office must have the approval of the Graduate Credit for Qualified Barry dean of the appropriate school to readmit a student Undergraduate Seniors following suspension. Barry University undergraduate seniors who have A student suspended for any reason will be subject a high academic average in their field may be autho- to those criteria and guidelines specified in the Uni- rized to enroll in six graduate credits while complet- versity Catalog in effect at the time of readmission. ing undergraduate requirements. This will require the written approval of the appropriate dean. This ap- TRANSFERABILITY OF CREDITS proval does not presume automatic admission into a graduate program. Undergraduate students who wish Transferability of credits is at the discretion of the to enroll in graduate courses must follow the steps accepting institution. It is the applicant’s responsibil- below: ACADEMIC INFORMATION 31

(1)Have a faculty advisor certify to the dean that all Organizational Communication, M.S. undergraduate graduation requirements will be met. Pastoral Ministry for Hispanics, M.A. (2)Have the dean file a letter with the Registrar prior Pastoral Theology, M.A. (Venice, Florida only) to registration stating that the student will meet all Photography, M.A. requirements for a bachelor’s degree and that the Photography, M.F.A. graduate credits (3 or 6) are over and above all un- Psychology, M.S. dergraduate requirements. School Psychology, S.S.P. Theology, M.A. Request to Register at Another Institution Doctor of Ministry, D.Min. Once matriculated, a Barry student is expected to fulfill all coursework at Barry University; therefore, Andreas School of Business: permission to take courses elsewhere is granted only Business Administration, M.B.A. (General) in exceptional cases for very extenuating circum- Business Administration, M.B.A., with concentra- stances which preclude the opportunity to enroll in tions in Accounting, Finance, Health Services these courses at Barry in subsequent terms. Administration, International Business, Man- Barry University students who wish to take courses agement, Management Information Systems, at another institution for the purpose of transferring Marketing. the credits back to Barry must obtain prior written ap- Electronic Commerce, M.S. proval from the dean of the Barry University school Business Administration/Electronic Commerce, within which the student’s major is offered. Substi- M.B.A/MS., Dual degree program tute coursework intended to satisfy graduation requirements will only be accepted when this approval has Adrian Dominican School of Education: been granted in advance by the dean on the TRAN- Counseling: SIENT STUDENT COURSE REQUEST FORM. This Guidance and Counseling, M.S., Ed.S. form must be submitted to the office of the dean a Marital, Couple, Family Counseling & Therapy, minimum of 30 days prior to the anticipated class start M.S., Ed.S. date. A copy of the course description from the re- Marital, Couple, Family/Mental Health Counsel- spective institution’s catalog must be included with ing, Dual Specialization, M.S., Ed.S. the form. Additional documents (e.g., course syllabus) Mental Health Counseling, M.S., Ed.S. may also be requested in order to validate that the con- Rehabilitation Counseling, M.S., Ed.S. tent of the substituted course is comparable to Barry’s Curriculum & Instruction, Ed.S. course. Educational Computing and Technology: Courses taken through consortia are resident cred- Educational Technology Applications: (Concentra- its and are not counted as transfer credits. Only cred- tions available in: Teaching and Learning with its are transferred, not grades or grade point averages. Technology, M.S., Ed.S.; Educational Technol- It is the student’s responsibility to assure that two ogy Leadership, Ed.S. copies of the official transcript are sent to the Regis- Educational Leadership, M.S., Ed.S., Ed.D. trar at Barry University following completion of this Elementary Education, M.S. course. Elementary Education/ESOL, M.S. Barry accepts transfer credits only from colleges Exceptional Student Education: and universities that have regional accreditation (i.e., Emotionally Handicapped, M.S. (Alternative Cer- schools that are accredited by one of the six regional tification Track available), Ed.S. accrediting bodies). Mentally Handicapped/SLD, M.S. (Alternative Certification Track available), Ed.S. GRADUATE DEGREE PROGRAMS Varying Exceptionalities, M.S. (Alternative Certi- fication Track available), Ed.S. School of Adult and Continuing Gifted, M.S., Ed.S. Education: Higher Education Administration, M.S. Human Resources Development and Administra- Liberal Studies, M.A. tion, M.S. Information Technology, M.S. HRDA with a specialization in Leadership of Not-for- School of Arts and Sciences: Profit/Religious Organizations, M.S. Montessori Education: Clinical Psychology, M.S. Early Childhood, M.S., Ed.S. Communication, M.A. Elementary, M.S., Ed.S. Executive Master of Science in Communication, Pre-K/Primary Education, M.S. M.S. Pre-K/Primary Education/ESOL, M.S. 32 BARRY UNIVERSITY

Reading, M.S., Ed.S. School of Business Teaching, M.A.T. Postgraduate Certificates in Finance, Health Ser- Technology and TESOL, M.S., Ed.S. vices Administration, International Business, Doctoral Programs Ð Education Management, Management Information Sys- Ph.D. in Counseling tems, Marketing Ph.D. in Leadership and Education, with specializations in Educational Technology, Exceptional School of Education Student Education, Higher Education Adminis- Educational Leadership: tration, Human Resource Development, and Certification only Leadership Modified Core Ed.D. in Educational Leadership Florida Catholic Schools Option Educational Technology Applications Certificate in School of Graduate Medical Sciences: Teaching and Learning with Technology Podiatric Medicine, Doctor of Podiatric Medicine, HRDA with a specialization in Leadership of Not- D.P.M. for-Profit/Religious Organizations, Certificate Physician Assistant, Master of Clinical Medical Sci- ence, M.C.M.Sc. School of Nursing Anatomy, Master of Science, M.S. ARNP Certificate Program (Family) for MSN Pre- pared Nurses School of Human Performance and Nursing Administration Certificate for MSN Pre- Leisure Sciences: pared Nurses Movement Science, M.S. with specializations in Nursing Education Certificate for MSN Prepared Athletic Training, Biomechanics, and Exercise Nurses Science School Nurse Certificate Sport Management, M.S. Sport Management/Master of Business Admin., UNDERGRADUATE DEGREES M.S./M.B.A. (Further information may be found in the Barry School of Natural and Health Sciences: University Undergraduate Catalog.) Anesthesiology, M.S. The School of Adult and Continuing Education Biology, M.S. Professional Studies, B.P.S. Biomedical Sciences, M.S. Liberal Studies, B.L.S. Health Services Administration, M.S. Public Administration, B.P.A. Occupational Therapy, M.S. Legal Studies, B.S. Information Technology, B.S. School of Nursing: Health Services Administration, B.S. Nursing, M.S.N. with specializations in Professional Administration, B.S. Nursing Administration, including a dual degree The School of Arts and Sciences with Andreas School of Business, M.S.N./ Advertising, B.A. M.B.A.; Nursing Education; Nurse Practitioner. Art, B.A., B.F.A. Doctor of Philosophy in Nursing, Ph.D. Ceramics Painting and Drawing School of Social Work: Athletic Training, B.S. Master of Social Work, M.S.W. Pre-Medicine Doctor of Philosophy in Social Work, Ph.D. Pre-Physical Therapy Broadcast Communication, B.A. Graduate Non-degree Programs Chemistry, B.S. Enrichment only Environmental Track Guest Student Pre-dental Teacher Certification/Recertification Pre-medical Pre-pharmacy School of Arts & Sciences Communication Studies, B.S. Broadcasting, Certificate in Computer Science, B.S. Theological Studies, Certificate in Criminology, B.S. ACADEMIC INFORMATION 33

English, B.A. Pre-dental Specialization Literature Pre-medical Specialization Professional Writing Pre-optometry Specialization Environmental Studies, B.A. Pre-Physical Therapy Specialization French, B.A. Pre-Physician Assistant Specialization History, B.A. Pre-podiatry Specialization International Studies, B.S. Pre-veterinary Specialization Liberal Studies, B.A. Cardiovascular Perfusion, B.S. Mathematical Sciences, B.S. Cytotechnology, B.S. Music, B.M. Diagnostic Medical Ultrasound Technology, B.S. Philosophy, B.A. Environmental Science, B.S. Photography, B.F.A., B.A. Medical Technology, B.S. Biomedical/Forensic Nuclear Medicine Technology, B.S. Creative Radiation Therapy Technology, B.S. Computer Imaging The School of Nursing Photo/Communication Accelerated B.S.N. Option Political Science, B.S. Accelerated B.S.N. to M.S.N. Option Social Science Minor Basic Option, B.S.N. Pre-Law, B.A. L.P.N. to B.S.N. Option Psychology, B.S. R.N. to B.S.N. Option Public Relations, B.S. R.N. to B.S.N./M.S.N. Option Sociology, B.S. R.N./B.S. to M.S.N. Bridge Option Spanish, B.A. Three-Year Option, B.S.N. Theatre, B.A. Two-Year Option, B.S.N. Theology, B.A. The School of Social Work The Andreas School of Business Social Work, B.S.W. Accounting, B.S. Economics/Finance, B.S. Electronic Commerce, B.S. GRADUATE STUDENT STATUS International Business, B.S. A graduate student’s status is determined by the Management, B.S. number of credit hours attempted in a given semester/ Management Information Systems, B.S. term as follows: Marketing, B.S. Full-time 9 credits or above Part-time 8 credits or below The School of Education Elementary Education, B.S. Exceptional Student Education, B.S. GRADING SYSTEM PreK-Primary Education, B.S. Graduate students are expected to maintain a (3.0) B average. Each school sets its own policy regarding The School of Human Performance and Leisure a grade of F. Students should refer to the appropriate Sciences section of the catalog and/or contact his/her academic Exercise Science, B.S. advisor. Physical Education, B.S. Sport Management, B.S. Superior Sport Management—Diving Industry Achievement A 4.0 honor points per credit Sport Management—Golf Industry Average B 3.0 honor points per credit Sports Medicine—Athletic Training, B.S. Below Average C 2.0 honor points per credit *Pass D 1.0 honor points per credit The School of Natural and Health Sciences Failure F No credit Biology, B.S. Credit CR Credit but no honor points Non-Medical Specialization IP In Progress Biotechnology Specialization No Credit NC No credit Ecological Studies Specialization Incomplete I A grade not reported as com- Histotechnology Specialization pleted within the time re- Med Lab Science Minor quired by the school Marine Biology Specialization becomes an F. Professional Specialization 34 BARRY UNIVERSITY

Incomplete Grade School of Graduate Medical Sciences redeemed with The official grading policy of the School of Gradu- grade of A IA 4.00 honor points per credit ate Medical Sciences differs from the above, and may redeemed with be found in its entirety under that heading. grade of B IB 3.00 honor points per credit REQUIREMENTS FOR GRADUATION redeemed with grade of C IC 2.00 honor points per credit Students expecting to graduate at the end of any semester must: redeemed with 1) achieve a minimum cumulative GPA of 3.00 in their grade of D ID 1.00 honor point per credit graduate program; redeemed with 2) complete all degree requirements specified for the grade of F IF No honor points per credit appropriate degree program; and redeemed with ICR Credit but no honor points 3) file an “Application for Degree” form with the grade of CR awarded Office of the Registrar no later than the date specified in the Academic Calendar for the semester in redeemed with which they expect to graduate. NC INC INC No credit Withdrew W Granted to students who of- TRANSCRIPT REQUESTS ficially withdraw before the To request an official transcript, students must sub- last five (5) weeks of a regu- mit their request in writing stating: lar semester or the last two ¥ student current name and complete address (2) weeks of the summer ses- ¥ name under which student attended Barry Univer- sions. If a student officially sity, if different from student’s current name withdraws within the last ¥ currently enrolled, hold transcript for current se- five weeks prior to final ex- mester grades or degree conferral if applicable aminations of regular semes- ¥ the type of transcript required: e.g., student copy, ters and within the last two official transcript to be sent to student in a sealed weeks of the summer ses- envelope, or an official transcript to be sent directly sions, an F is earned, which to a third party. If the transcript is for third party is computed in the grade use, the name and complete address of the person point average. or institution must be provided. * The grade of D is not used in the School of Busi- ¥ the number of transcripts required ness, School of Nursing, School of Social Work or the Additional Information: School of Education. ¥ Signature must appear on transcript request. Effective with the academic year 2001-2002, ¥Transcript request from anyone other than the stu- some schools will implement a plus/minus grading dent will not be honored. system which will be inaugurated for undergradu- ¥ When requesting transcripts in person, identifica- ate students. Grades will be assigned the following tion is required. values: ¥Transcripts are processed within 5-7 business days Letter Grade Numerical Value upon approval from Student Account Services. A 4.0 ¥ The fee for each transcript is $5.00. A- 3.7 ¥Transcripts are sent by first class mail. Barry as- B+ 3.4 sumes no responsibility for final delivery. B 3.0 Transcript requests should be mailed to: B- 2.7 Office of the Registrar C+ 2.4 Barry University C 2.0 11300 NE Second Avenue D 1.0 Miami Shores, FL 33161-6695 F 0.0 Note: If money is owed to the University, release of tran- Students matriculating in the 1998-1999 aca- scripts, diplomas or other official letters are prohibited. demic year and all subsequent years and all cur- For further information, please call (305) 899-3866. rently enrolled students who have not graduated by spring semester 2001 will be subject to the new system. POLICIES AND PROCEDURES 35

POLICIES AND PROCEDURES

PROCEDURE FOR APPEAL OF GRADES tion. In the event that the grievance is not settled at There will be a standing University committee, the the school level, the student may file the Grade Ap- purpose of which is to address requests for revision of peal Form with the Chair of the Committee on academic grade(s) after preliminary means of appeal Grades, whereupon the procedure set forth will have been exhausted. apply. The student must file the form no later than The standing committee known as the Committee five working days after the final decision of the on Grades will consist of three faculty members and student’s school. two students, one undergraduate and one graduate. The b. If the student’s school has no grade appeal proce- committee members will be proposed annually by the dure, the following will apply: Academic Affairs Council and be approved by the (1)If the grade challenged is in a course, the stu- Provost/Vice President for Academic Affairs. One of dent will first discuss the matter with the fac- the faculty members on the committee will be named ulty member teaching the course in an effort to chair by the Provost/Vice President for Academic Af- resolve the grievance informally. If the griev- fairs. An alternate faculty and student member will ance is not settled, the student may then file the also be appointed following the above procedure, and Grade Appeal Form with the chair of the de- will serve in case of illness or in case a member is partment who will seek an informal reconcilia- party to an appeal. The committee will establish its tion. The form must be filed no later than 120 internal decision-making procedure which will be calendar days after the date on which the grade made public. The committee is free to seek the advice was due in the Registrar’s office. of others when it feels it lacks the expertise in a par- (2)If the grade is received in a comprehensive ex- ticular academic area. amination or on a thesis, the student may file The faculty member responsible for the course is the Grade Appeal Form with the chair of the the only person who may make a grade change. When department who will seek an informal recon- a student appeals a grade, the student will provide the ciliation. The form must be filed no later than faculty member with a copy of all petitions. five working days after the grade is received. If A challenge to a grade received in a course, compre- reconciliation is not achieved at the departmen- hensive examination, thesis, or other graduation require- tal level, the student may file the Grade Appeal ment will be considered only when the student alleges Form with the dean of the school. The form must that the grade received reflects other than appropriate be filed no later than five working days after academic criteria, that is, achievement and proficiency receiving the department chair’s decision in the in the subject matter as stated in the course syllabus. case. The dean will make an informal investi- The following procedures are applicable in all gation, hearing both the student and the faculty schools with regard to challenges to grades. A student member, and attempt an informal reconciliation. wishing to challenge a grade will proceed in the fol- The dean will render a decision within thirty lowing manner: calendar days and inform the student and fac- a. If the student’s school has a grade appeal proce- ulty member in writing. dure, such procedure will be followed and all such c. If the student wishes to appeal the decision of the remedies must be exhausted prior to filing a peti- dean, he or she may file the Grade Appeal Form 36 BARRY UNIVERSITY

with the Chair of the Committee on Grades. The ments outlined below if he or she desires to return to form must be filed no later than five working days Barry after the problem has been treated and resolved. after the student is notified of the dean’s decision. Similarly, the University may require a student to The Committee on Grades will make a formal in- take a medical leave-of-absence if, in the judgment of vestigation, hearing both the student and faculty the Vice President for Student Services or his/her des- member. The Committee will reach a decision ignee, the student (a) poses a threat to the lives or safety within thirty calendar days and notify the student, of himself/herself or other members of the Barry com- the faculty member, and the Provost/Vice President munity, or (b) has a medical or psychological prob- for Academic Affairs in writing. The decision will lem which cannot be properly treated in the University be either that the grade will stand, or that the fac- setting, or (c) has evidenced a medical condition or ulty member will change the grade as recommended behavior that seriously interferes with the student’s by the committee. If the faculty member disagrees ability to function and/or seriously interferes with the with the recommended change, he or she will educational pursuits of other members of the Barry promptly inform the committee chair of that deci- Community. While on medical leave, a student may sion. The committee chair will then notify the Reg- not return to the campus without prior permission from istrar, through the Provost/Vice President for the Vice President for Student Services, or designee. Academic Affairs, that the grade will not affect the In making the decision to require a student to take student’s grade point average, cause the course to a medical leave, the Vice President for Student Ser- be repeated, or prevent continuation in the Univer- vices or his/her designee acts out of concern for the sity. student and his or her rights, concern for other stu- d. The student and/or the faculty member may appeal dents and concern for the University as a whole. The the decision of the Committee on Grades by send- Vice President will have to consider whether the Uni- ing the Grade Appeal Form to the Provost/Vice versity is able to provide the level of care and guid- President for Academic Affairs no later than five ance needed, whether there is a likelihood that the working days after notification of the Committee’s student will pose a threat to himself, herself or others decision. The decision of the Provost/Vice Presi- and/or to what extent the student seriously interferes dent is the final University appeal. The Provost/ with the rights of the others in the community to carry Vice President will make a decision within thirty on their educational pursuits. While on medical leave calendar days and inform the student and faculty a student may not return to the campus without prior member in writing. In instances where the Provost/ permission from the Vice President for Student Ser- Vice President recommends a grade change and the vices, or designee. faculty member does not follow the recommenda- For both voluntary and required leaves, the policy tion, the Provost/Vice President will inform the on refunds contained in the Catalogue will apply. Registrar that the grade will not affect the student’s grade point average, cause the course to be repeated, READMISSION REQUIREMENTS FOR or prevent continuation in the University. MEDICAL LEAVES If a student must leave Barry University for medi- POLICY ON MEDICAL LEAVE cal reasons, he or she must take sufficient time away The purpose of this policy is to ensure that all Barry (normally six months to a year) to adequately address students with incipient emotional, mental health, or the issues that necessitated the leave. During this ab- physical needs receive timely assessment and access sence, the University expects the student to undergo to service. The policy shall cover all students unless professional healthcare treatment as the primary the specific school or department in which the student method of resolving the problems. Failure to seek on- is enrolled has a more specified or comprehensive going treatment of a kind appropriate to the health policy with respect to mental and physical health and problems will raise serious doubt as to the student’s disposition. readiness to resume student status, and in such cases When a student experiences serious medical or psy- the University may withhold readmission until such chological problems while enrolled as a student in time that appropriate treatment has been received. Barry University, he or she may request to take a vol- A student on medical leave, who wishes to return, untary medical leave-of-absence. If approved by the must initiate a request for readmission at least one Vice President for Student Services, the student will month prior to anticipated return by writing a letter to leave campus, be granted grades of W in all enrolled the Vice President for Student Services, or his/her des- courses (even if the normal deadline for withdrawal ignee, detailing what has been accomplished during without academic penalty has passed), and the student the absence. The student’s letter and a supporting let- will be obligated to adhere to the readmission require- ter from an appropriate healthcare professional are the POLICIES AND PROCEDURES 37 basis upon which the Vice President, or his/her desig- As a condition of employment, all employees and nee, makes the judgment that the health circumstances students must abide by the terms of this policy. Under causing the student to leave have been adequately ad- federal law, an employee working under, or student dressed and that there is a reasonable assurance that receiving funds from a federal grant or contract, must the student will be able to resume his/her studies. report his/her criminal drug statute conviction for a The letter from the healthcare professional must violation occurring in the University to the Adminis- address at least the following questions: What were tration not later than five (5) days after such convic- the reasons for the student seeing you, how often did tion. If said employee/student is receiving federal grant you meet, what gains were made, do you feel the stu- or contract funds, the University is required to give dent is able to handle the intellectual, physical and notice of the conviction to the contracting agency personal demands of being a full-time resident/com- within ten (10) days after learning of it. Employees/ muter student, do you feel the student is ready to re- students convicted must, under the terms of this policy, turn to full-time studies at Barry, and are there any have sanctions imposed within thirty days of the date special conditions under which the student should be the University Administration learns of the conviction. readmitted? This letter should be directed to the Vice (For complete policy, contact the Office of Vice Presi- President for Student Services, or his/her designee. dent for Student Services or the Human Resources The information gathered is reviewed by the ap- Office on campus.) propriate healthcare professionals at Barry and by the Vice President for Student Services, or his/her desig- POLICIES AND PROCEDURES RELATING TO nee. The decision to readmit a student from a medical SEXUAL HARASSMENT leave-of-absence is a professional judgment which may be reversed if a student fails to be a responsible Barry University seeks to prevent harassment of member of the Barry community. When a student is its students, employees, and those who seek to join permitted to return, special conditions or requirements the campus community in any capacity. may be outlined at the time, and upon return, the stu- Sexual harassment includes sexual advances, re- dent is expected to meet periodically with the Vice quests for sexual favors, and other verbal or physical President or his/her designee. Similarly, it is advis- conduct of a sexual nature directed toward an em- able for the student, during the first term back, to es- ployee, student, or applicant, when: tablish a professional relationship with a member of ¥Toleration of the conduct is an explicit or im- the Health and/or Counseling Center. [Note: The Vice plicit term or condition of employment, admis- President for Student Services renders a decision for sion or academic evaluation. readmission to the University, not readmission to in- ¥ Submission to or rejection of such conduct is dividual schools or divisions (majors). This is the pre- used as a basis for a personal decision or aca- rogative of respective deans. Dialogue regarding demic evaluation affecting such individuals. readmission to a particular school or division is the ¥ The conduct has the purpose or effect of inter- responsibility of the individual students.] fering with an individual’s work performance, or creating an intimidating, hostile, or offensive working or learning environment. SUBSTANCE ABUSE The above definition is in line with the Equal Em- Barry University acknowledges the problem of sub- ployment Opportunity Commission’s regulations on stance abuse in our society and perceives this prob- sexual harassment. lem as a serious threat to employees and students. It is Barry University, its officers and employees are re- the intent of the University to establish and maintain a sponsible for maintaining a working and learning en- drug-free workplace. It is the University’s further in- vironment free from sexual harassment. Existing tent to comply in every respect with the Drug-Free disciplinary and grievance procedures or informal pro- Schools and Communities Act Amendment of 1989 cedures, as appropriate, shall serve as the framework (Public Law 101-226) as presently constituted to be for resolving allegations of sexual harassment. Respon- amended in the future. sibilities include making widely known the prohibi- Barry University condemns the possession, use or tions against sexual harassment and ensuring the distribution of illicit drugs and the abuse of alcohol existence of appropriate procedures for dealing with and drugs/substances, whether prescriptive or non-pre- allegations of sexual harassment. scriptive. Any student or employee found to be in the possession of, using, selling, trading, or offering for ACADEMIC DISHONESTY POLICY sale illicit drugs or alcohol on the University’s property or as part of the University’s activities will be (From the Barry University Faculty Handbook) subject to disciplinary action as well as applicable local, state, and federal laws. 38 BARRY UNIVERSITY

Cheating and Plagiarism: Definitions student has committed two offenses, both inci- Cheating is defined as the attempt, successful or dents become part of the student’s permanent not, to give or obtain aid and/or information by illicit academic record. means in meeting any academic requirements, includ- The faculty member shall decide how the student ing examinations. Cheating includes falsifying reports will be graded for the course in which cheating or pla- and documents. giarism occurred. Typical penalties include: Plagiarism is defined as the use, without proper a. The student may be required to resubmit the acknowledgement, of the ideas, phrases, sentences, or assignment or take a new examination. larger units of discourse from another writer or speaker. b. The student may receive a failing grade on the Plagiarism includes the unauthorized copying of soft- assignment or examination in question. ware and the violation of copyright laws. c. The student may receive a failing grade for the course. An Incident of Cheating or Plagiarism For a second or subsequent offense, the student shall An incident upon which a faculty member may take be subject to suspension or dismissal from the Uni- action will be an event which the faculty member wit- versity by the Provost/Vice President for Academic nesses or has written evidence to support. A faculty Affairs. member must observe this evidence directly and may The student may appeal any of the above decisions not take action solely on the report of another party. in writing to the Provost/Vice President for Academic Affairs within 30 working days. Procedures for Handling Cheating and Plagiarism Responsibilities of the Faculty Any faculty member discovering a case of sus- Faculty should, at the beginning of each course and pected cheating or plagiarism shall make a responsible on the syllabus, explain plagiarism and cheating, and effort to confront the student with the evidence within the penalties for such behavior and refer students to five working days. University publications which state the policies. Fac- If the student can explain the incident to the satis- ulty should do everything within reason to prevent faction of the faculty member, no further action is war- cheating and plagiarism. ranted. If the student denies cheating and the faculty mem- Responsibilities of Students ber continues to believe cheating has occurred, the fac- Students are responsible for knowing the policies ulty member will send an Academic Dishonesty Form regarding cheating and plagiarism and the penalties to the faculty member’s dean. for such behavior. Failure of an individual faculty a. The dean will hold a hearing in which the fac- member to remind the student as to what constitutes ulty member will present the evidence against cheating and plagiarism does not relieve the student the student. The dean will decide who, in addi- of this responsibility. tion to the above, may be present at the hearing. Students must take care not to provide opportuni- b. The dean will determine whether or not the evi- ties for others to cheat. dence indicates that cheating/plagiarism has Students must inform the faculty member if cheat- taken place. ing or plagiarism is taking place. If the student has admitted or has been found guilty of cheating or plagiarism, the following records will be kept: Policy on Hazing a. The faculty member will send an Academic Dis- Hazing is defined as any act whether physical, men- honesty Form to the student’s dean and advisor. tal, emotional or psychological, which subjects another The dean will inform the student in writing that person, voluntarily or involuntarily, to anything that these forms have been sent. may abuse, mistreat, degrade, humiliate, harass, or b. The faculty member’s dean shall place on file intimidate him or her, or which may in any fashion the records of the incident to be kept in the Of- compromise his/her inherent dignity as a person. fice of the Provost/Vice President for Academic Hazing is inherently in conflict with the mission of Affairs. This record shall be destroyed upon Barry University and therefore will not be tolerated. graduation or other forms of separation from the Every effort will be made to insure that students will University if no further incidents of cheating or not encounter the humiliation and danger of hazing. plagiarism occur. c. If the records in the Office of the Provost/Vice President for Academic Affairs indicate that the ACADEMIC RESOURCES 39

ACADEMIC RESOURCES

LEARNING CENTER Jill M. Reed, M.A., Director Caridad Castro, J.D., Assistant Director

The Learning Center, located in Garner 113, serves fered to support specific courses in the academic dis- as a primary resource for all undergraduate, graduate, ciplines. In addition special support seminars are pro- and adult learners at Barry University. The mission of vided for students, focusing on developing skills and the Barry University Learning Center is to develop strategies necessary to academic success. A compre- independent, successful learners through provision of hensive ESL series (English for Speakers of other professionally designed and delivered academic ser- Languages) is available for students who seek addi- vices. The Center actively seeks to provide profes- tional improvements in oral and written English lan- sional assistance to all University departments in guage skills. meeting the academic needs of their students. Empha- The Learning Center provides a Writing Center and sis is on provision of strategies to meet the demands a Mathematics Laboratory which are open through the of successful college writing, reading, mathematics, day and evening where the students work largely on a critical thinking, and test-taking. The Center offers this one-to-one basis with the professional staff. The Cen- intensive instruction through individual and small ter assists graduate and post graduate students with group, work with a professional staff, collaborative writing that ranges from doctoral dissertations to busi- study groups, and technology-based, independent ness letters and resumes. The Mathematics Labora- learning groups using computer-assisted and video- tory offers a full range of support for students, taped materials. supporting courses ranging from basic developmental The Learning Center provides a variety of sched- mathematics through calculus, trigonometry, physics, uled seminars. Supplemental support seminars are of- and statistics.

Transition in Language and Culture Program Jill M. Reed, M.A., Director

The Transition in Language and Culture Program writing laboratory; a language, media and culture (TLC) is a transitional program which fosters the de- course; and a three credit content-specific course in velopment of language skills while the student earns the individual student’s area of concentration. The two university credit in a supportive environment. The goal TLC courses will provide institutional credit only; they of the program is to increase the student’s cognitive will not count towards the graduate degree. and academic language ability in order for the student The objectives of the graduate programs are (1) to to increase language proficiency while gaining aca- incorporate second-language acquisition principles with demic credit within the University community. content-specific instruction, (2) to use methodology and The program is designed to meet the needs of pro- content to foster the ability to analyze, synthesize, and spective graduate students whose TOEFL scores fall evaluate (3) to establish a transition between the aca- below 550. In the program, graduate students will take demic styles and strategies of the student’s indigenous nine hours of course work. The courses will focus on culture and those necessary for success at the graduate contemporary professional communication with a level in an American university. 40 ACADEMIC RESOURCES

Students entering the TLC program will have pro- Transition in Language and Culture visional admittance to the university based on TOEFL Program Courses score and transcripts. The provisional admittance will enable the students to complete a maximum of nine TLC 500: US Language and Culture (3) A thematic exploration of the patterns of US culture credit hours in the graduate discipline. To be fully ac- from a cross-cultural perspective. Cultural develop- cepted into the graduate program, students must (1) ment and consciousness will be explored through the complete nine hours with a minimum average of 3.0, critical study of “experience” Discussion on the de- (2) complete two TLC courses with a minimum aver- velopment of the American sociotype may include the age of 3.0, (3) and satisfy all other requirements of themes of the Puritan mind, individualism, the pursuit the individual school as stated in the catalogue. The of happiness, innocence, differentiation and the melt- TLC Program Director’s recommendation may be to ing pot, mass culture and mass consumption, progress accept fully after one semester of TLC and three gradu- and technology, and war and peace. ate credit hours, or to retain the students for an additional semester(s) of TLC and maintain provisional TLC 501: Contemporary Professional acceptance. Communication (3) The objectives of this course are to develop cognitive COURSES academic language proficiency and metacognition, to TLC 500 U.S. Language & Culture model culturally specific pedagogical expectations, TLC 501 Contemporary Professional and familiarize the student with current research meth- Communication ods and discipline-specific strategies. The student will TLC 501 L1 Contemporary Professional acquire familiarity with the format and organization Communication Laboratory of writing in the graduate field of study and will gen- One content-area course based on student’s area of erate both oral and written presentations. concentration. TLC 501: Contemporary Professional Communication Laboratory (0) The student will gain experience using current computer hardware and software for invention, composition, revision, and editing in the writing process as well as preparing oral and visual presentations. The lab must be taken concurrently with TLC 501. The CAL Program Jill M. Reed, M.A., Director Vivian Castro, M.S., Coordinator The Clinical Center for Advanced Learning (CAL) Students are admitted to the CAL Program on a Program at Barry University is built on the research- case-by-case basis, upon the recommendation of the supported belief that students with learning disabili- Program Director and the Office of Admissions. ties can succeed at the university level if given Admission into the CAL Program will be deter- adequate and accessible professional support. For mined by a review of: learning disabled students who take advantage of these ¥ standardized test scores, special resources, a college degree and career success ¥ college transcripts; can be achievable goals. ¥ psychoeducational test results; Services include individual diagnostic evaluation ¥ current IEP; in order to develop a personalized educational plan ¥ additional diagnostic, medical, or educational re- for college study; intensive individual instruction to ports; improve reading, writing, oral communication, and ¥ an essay, mathematics skills needed at the university level; in- ¥ letters from teachers and counselors; struction in learning and study strategies based on in- ¥ additional diagnostic, medical, or educational re- dividual needs; individual and small-group subject area ports; and tutoring; individual and small-group personal, aca- ¥ by a personal interview with the Program Director. demic and career counseling, special test administration services; and advocacy with faculty to facilitate course success. DIVISION OF INFORMATION TECHNOLOGY 41

DIVISION OF INFORMATION TECHNOLOGY John M. Beaubrun, M.B.A., Associate Vice President and Dean Cynthia Davis, Ph.D., Associate Dean

The administrative offices of the Division of In- in Library 301, is staffed by an instructional designer formation Technology are housed in the Garner build- who provides workshops and individual instruction for ing. The division provides library, distance education faculty. This “smart classroom” contains state-of-the- and technology services for the University. It is the art equipment for enhancing teaching through tech- mission of the division to provide the user commu- nology. nity with the highest level of technical service and support; to assist the university in maintaining its com- DESKTOP COMPUTING SERVICES petitive edge through the strategic planning and de- ployment of new technologies; and maximize Glendon Redway, Director cost-effective use of resources through centrally man- Desktop Computing Services ensures that an ef- aged, shared equipment. The division consists of eight fective support structure for the university PC’s/ support departments addressing the different resource laptops, as well as all printers, scanners, and software needs of the University. All non-instructional support licenses, both on-campus and off-campus, is in place. from the division is coordinated through a centralized It is the central point-of-contact for providing pre-pur- helpdesk. chasing consultation and approval for all desktop-computing purchases. This ensures that a standard platform CENTER FOR EXCELLENCE IN for information exchange throughout the university is LEARNING & TEACHING (CELT) maintained. DCS also provides technical expertise and support in Wide Area Networking (WAN) to all 14 Cynthia Davis, Ph.D. Activity Director off-campus locations. This ensures that these sites can Todd Curless, Ph.D. Instructional Designer access file and print sharing, electronic mail, and restricted intranet resources on the main campus. The Division of Information Technology administers the Title III Grant which provides for faculty development in the use of technology. The Center, located 42 DIVISION OF INFORMATION TECHNOLOGY

DISTANCE EDUCATION CENTER COMPUTER LABS Hernan Londono, Manager Cynthia Davis, Ph.D., Associate Dean The Main Computer Lab, located in Garner-247, The Distance Education Center is responsible for is available to all students and faculty and provides the outreach, distance education, and telecommunica- access to various application packages, various oper- tions activities of Barry University. The primary pur- ating systems, electronic mail, and the Internet. The pose of the Center is to manage distance education lab is equipped with over 80 Windows-based comput- resources and provide the services and support neces- ers, scanners, color printers, and a networked laser sary to facilitate distance education throughout the printers. University. The development of educational partner- For teaching, there are eight networked classrooms ships both internally and externally; the production of for hands-on computer usage. Each room is equipped programs for delivery via television and satellite; the with an average of 25 Windows-based computer work- oversight of government contracts with the Univer- stations, a networked printer and a multimedia sity involving telecommunications activities; and the teacher’s workstation connected to an overhead pro- writing of grant proposals to facilitate distance educa- jection system. Faculty wishing to reserve a room can tion are some of its responsibilities. do so in person in the computer lab or by calling (305) 899-3893. IT SUPPORT DESK Lab Hours (During Fall and Spring Darrell D. Duvall, Director Semesters) The Division of Information Technology provides During the Fall and Spring semesters, the main different avenues of support for university computing computer lab maintains the following hours: through the IT Support Desk. The IT Support Desk is Sunday 3:00 pm - 12:00 am intended to be the primary point of contact between Monday ÐThursday 7:30 am - 12:00 am the Division of Information Technology and faculty, Friday and Saturday 8:00 am - 10:00 pm staff and students seeking its services. Located in Special hours are kept over holiday periods, end- Gamer 235, the IT Support Desk is staffed for imme- of-semester periods, and summer sessions. Current diate phone support Monday - Thursday, 8:30 a.m. - computer lab hours can be obtained at (305) 899-3891. 6:30 p.m. and Friday, 8:30 a.m. - 5:00 p.m. After hours, an automated answering system, an e-mail address, PRINTING SERVICES [email protected], and a web site are provided. Laser printing is available in the main lab for a fee REMOTE (PPP) GRAPHICAL ACCESS (.05 per page with a print card and .10 per page without a card). Color printing costs 1.00 per page for plain To gain access to Windows-based World Wide Web paper printouts and 1.50 for color overhead transpar- and electronic mail services users must have an ac- encies. count with an Internet Service Provider (ISP). Students and faculty can receive discount rates through AT&T STUDENT ACCOUNTS Internet Connection for Education (ICE) provider. Connection kits are available in the IT Support Desk All registered students have a free computer ac- for $3.00. Note: A credit card is required to activate count. The account provides access to all university service through the ISP. computing resources, including electronic mail services, web resources, and network applications.

INSTRUCTIONAL COMPUTING FACULTY & STAFF TRAINING SERVICES Deborah Seepersaud, Assistant Manager Alberto Fernandez, Director Every month, Instructional Computing Services Instructional Computing is responsible for provid- schedules training classes and seminars for faculty and ing academic users with the highest level of service staff. Current schedules are listed on our Intranet web and support in the use of current academic computing site. Requests for specialized training can also be services. placed at (305) 899-3893. DIVISION OF INFORMATION TECHNOLOGY 43

Barry University is an official authorized testing The Library is a member of the Southeast Florida center, which allows us to offer more than 5 different Library Information Network (SEFLIN), a resource certifications exams from major corporations. These sharing network which provides access to more than include MOUS, MCP, Novell, A+, among others. For 16 million volumes and to 30,000 periodical titles held further information and to schedule an exam, please by academic and public libraries of Miami-Dade, call (305) 899-3893. Broward, Martin, Palm Beach, and Monroe counties. Bibliographic instruction and reference service, in- AUDIOVISUAL DEPARTMENT cluding structured assistance in the use of electronic databases, are integral parts of the library support of Lynch Hymn, Manager classroom teaching. The Audiovisual Department provides, maintains, Remote access to Library resources is available to and supports audiovisual equipment throughout the currently enrolled students, faculty, and staff of the main campus. Mobile computers and projection sys- university 24 hours a day, 7 days a week. On campus tems are only a few of the equipment that faculty and access to the library is available seven days a week staff can check out. Students need to coordinate with and current operating hours may be obtained by call- their professors if they need equipment for presenta- ing (305) 899-3776. tions. Faculty and staff can reserve equipment online. Twenty-four hours advance notice is required to reserve equipment. For additional information, please NETWORK AND INFORMATION call (305) 899-3764. SYSTEMS DAVID BRINKLEY STUDIO Yvette Brown, Director Mary Rode Worley, Manager Network and Information Systems is responsible for the administration of a number of computer serv- The David Brinkley Studio provides resources for ers running on Microsoft Windows 2000. These com- Communication students to work and learn on state of puters are the primary servers for “BARRYNET,” the the art equipment, and facilitates faculty involvement campus-wide ethernet network. They collectively pro- in distance education by producing courses for video vide network file and print services, electronic mail broadcast. Students work on many projects, including services, online library applications, special applica- the filming of professional commercials, the video- tions for instructional purposes, and the hosting of taping of community and campus events, and the Barry’s Internet, Intranet, and instructional web serv- broadcasting of television courses. The studio is also ers. The Internet domain for the University is available for commercial productions when not en- “barry.edu.” All registered students are provided with gaged in educational endeavors. For additional infor- an electronic mail account. World wide access via the mation, contact the studio manager at (305) 899-3462. Internet is available at http://www.barry.edu LIBRARY SERVICES INFORMATION TECHNOLOGY Nancy Kalikow Maxwell, Director INFRASTRUCTURE SERVICES The Monsignor William Barry Memorial Library Terry Kushi, Director provides materials and services in support of the educational and cultural objectives of the University. Stu- Information Technology Infrastructure Services dents have access to a collection of 713,000 items, provides the physical network that allows users to ac- which are available through BLISS, the online cata- cess “BarryNet” applications, the library system, the log. There are more than 2,669 periodical titles, 5,269 administrative system, and the Internet. On the main audiovisual titles and access to over 120 electronic campus over 1,600 Ethernet connection points are ac- databases. cessed through 72 switches located in 33 buildings. Information Technology Infrastructure Services supports 14 off-campus sites throughout the state and provides dial-in lines for 24 hour a day access via modems from off-campus. 44 SCHOOL OF ADULT AND CONTINUING EDUCATION

SCHOOL OF ADULT AND CONTINUING EDUCATION Faculty: Alexandrakis, Ayers, Beebe, Braunstein, Brock, Feito, Gordon, Maybee, McKay, Naboulsi, Olson, Orman, Quinn, Rodriguez, Rushing, Scully, Swaner, Teitzman, Testa, Veerman

MASTER OF ARTS IN LIBERAL Humanities, and expand their knowledge of the various different disciplines STUDIES PROGRAM (M.A.) ¥ enable students to analyze abstract ideas or concepts objectively The Masters of Arts in Liberal Studies program ¥ enable students to evaluate a culture and/or a offers an advanced level of knowledge and understand- theory objectively (rationally) ing of the liberal arts tradition. Students will be ex- ¥ encourage creative approaches to assignments pected to analyze and explore old and new knowledge in the light of their personal experience and interests Students who successfully graduate from this pro- guided by a dedicated faculty. The program is designed gram will: to give self-motivated students from a variety of back- ¥ be enabled to review and critique historical, lit- grounds an opportunity for either life enrichment or erary and artistic works career advancement through an interdisciplinary lib- ¥ achieve a high level of cultural literacy eral arts education. The MLS curriculum is designed ¥ achieve a strong Humanities historical back- for non-traditional students who wish to combine var- ground that will enable them to better under- ied areas of interest into a program that satisfies intel- stand humanity and its complex ideas, and lectual curiosity and emphasizes academic scholarship therefore become better professionals and con- in the liberal arts and sciences. The program will: tributors to society in general ¥ provide in-depth study of the liberal arts tradi- ¥ apply the knowledge gained to their current pro- tion fession in order to enhance it, and secure a new ¥ provide students with a higher (graduate) level position of understanding of the subjects involved in the ¥ enhance their potential for admission to a higher degree SCHOOL OF ADULT AND CONTINUING EDUCATION 45

ADMISSION REQUIREMENTS A second “C” in a repeated course will be cause for ¥ Bachelor’s degree from a regionally accredited dismissal from the program. Any grade below a “C” institution with at least a 3.0 grade point aver- may be cause for dismissal from the program. No more age (B) as indicated by transcripts. than two courses may be repeated. A student will be ¥ Miller Analogies Test (MAT). allowed no more than a seven-year maximum to com- ¥ Students whose native language is not English, plete the program. can be admitted into the MLS program by dem-

onstrating a minimum score of 600 on the Test CURRICULUM Continuing Education Continuing of English as a Foreign Language (TOEFL) The goal of the curriculum is three-fold (1) to un- and Adult of School exam. derstand the forces (historical, philosophical, religious, ¥A short essay on personal career goals specify- artistic, social, economic, political) that have shaped ing how a graduate degree from Barry will help societies; (2) to appreciate the expressions of various to fulfill these goals. civilizations through their arts and cultures; and (3) to ¥ At least one letter of recommendation from an apply that understanding and appreciation to contem- academic source. porary issues and cultures. Each course will address the modes of inquiry ap- ADMISSION POLICIES propriate to conducting research in the liberal arts dis- Enrollment as a non-degree seeking student in no ciplines. way implies admission to the program. Students will complete a minimum of 12 credits in Non-degree and provisional acceptance may be core courses, 18 credits in elective courses, and a changed to regular matriculation upon completion of capstone course that includes an integrative paper (3 documentation, completion of six hours of graduate credits) for a minimum total of 33 credits. work receiving a B or better and/or the completion of CORE COURSES 12 credits admission requirements. MLS 502 The Origins of Modern Culture A maximum of six graduate credit hours may be MLS 505 The Emerging Modern Mind transferred from another college or university toward MLS 508 Reason and Science a graduate degree at Barry University. Such MLS 511 The Contemporary Perspective coursework must be relevant to the discipline, and have ELECTIVE COURSES 18 credits been completed within the last seven years, at B level MLS 610 Literature and the Human Experience or better. The Dean’s approval is required. MLS 615 Social and Political Images in the Arts MLS 620 The Technological Society GRADUATION REQUIREMENTS MLS 625 Social Justice Students must complete the required 33 credit hours MLS 630 The Responsible Self with a minimum grade point average of 3.0 (B) with MLS 635 The Authentic Self no more than two grades of “C”. If a student earns a CAPSTONE COURSE 3 credits “C” in any of the courses, the course must be repeated. MLS 690 Seminar 46 SCHOOL OF ADULT AND CONTINUING EDUCATION

Graduate Course Descriptions 620 The Technological Society Master of Arts in Liberal Studies The course will examine relationships among science, Prefix: MLS technology, and social-cultural issues. Critical, ethical, cultural, and policy concerns associated with the 502 The Origins of Modern Culture impact of science and technology will be explored. Study of the cultures and ideals of classical Greece The major sociological and philosophical debates on and Rome with particular attention to humanistic phi- processes of knowledge production and knowledge losophies. Study of issues of authority and religion maintenance, and the impact of organizational and during the Middle Ages. Examination of how these institutional arrangements on science and technology ideas shaped subsequent cultures and found expres- will also be reviewed. sion in the arts from 500 B.C. to 1300 A.D. 625 Social Justice: The American Experience of 505 The Emerging Modern Mind Identity, Democracy, and Community Study of the changes brought about by the revival of This course will examine the American Experience of classical ideals after the fall of Constantinople. Their creating democracy and community while maintain- effects on social, political, economic and religious in- ing hierarchies of race-ethnicity, class, and gender. The stitutions throughout the Renaissance and Reforma- history of the struggle and resistance against exclu- tion. The expression of these ideas in the arts of the sionary practices and the efforts toward building more period will also be examined. democratized forms of political, economic, educational, and social institutions based on freedom, jus- 508 Reason and Science tice, and equality will also be reviewed. The impact of science and commerce, social and religious values on the arts and culture of the period lead- 630 The Responsible Self ing to the Industrial Revolution. This course will examine how to be with God and others Contrary to the contemporary emphasis on liber- 511 The Contemporary Perspective alized autonomy, the responsible self returns to social The impact of the Industrial Revolution, the world wars goods and recognizes life in common. This examina- on shaping contemporary views and values. Issues of tion concerns the development of character and of an reason and faith, science and religion, social differ- informed conscience, which make clear the way to ences, and economic exploitation will be examined, acceptance of relational responsibility and account- as will Modernist and post-Modernist ideas. ability. Contrary to the popular “take care of number 610 Literature and the Human Experience one” motto, the responsible self looks at ways to at- This course draws on readings that represent literary tend to the needs of others as relationship partnership traditions ranging from 400 B.C. to the present and partners and friends. Questions of authenticity, char- that reflect widely diverse cultures. The discussion of acter, virtue, and duty will be explored in relation to these works will be organized by thematic groups. various religious and philosophical traditions. These will provide opportunities to explore diverse attitudes toward the same powerful human tendencies 635 The Authentic Self An exploration of the development of the psychologi- and experiences. The course emphasizes the value of cal concept of the authentic self. Includes a historical literature as a means to a better understanding of our overview with emphasis on the more recent elabora- own humanity. tions of the concept by psychologists and its adoption 615 Social and Political Images in the Arts into the popular culture. A study of social and political issues since the early modern period as shown in visual images and archi- 690 Seminar An interdisciplinary capstone course wherein students tectural creation. The ways in which these images have will complete research projects that integrate the dis- shaped and continue to influence cultural norms and cipline-specific material in the elective courses within attitudes. the contextual framework of the core courses. Directed by faculty member(s) in the appropriate discipline(s). SCHOOL OF ADULT AND CONTINUING EDUCATION 47

MASTER OF SCIENCE IN these proficiencies can either take an examination or enroll in the following courses: CAT 102 and IT 200. INFORMATION TECHNOLOGY Students with a bachelor’s degree in a computing PROGRAM (M.S.) field will be accepted without prerequisites providing the degree was awarded within the last 10 years or the The Master of Science in Information Technology student has been working in a related field. However, degree provides a unique interdisciplinary approach success in the program is based upon the following to technology. It is the result of collaboration between up-to-date body of knowledge: Logic of Computer, the Information Technology and Computer Science Computer Networks, Databases, and Web Design and programs of the University. The program examines Technologies. technology with an emphasis on strategies for produc- Students who have not presented these prerequi- tive applications, and expands to include the use of site skills in the application process through either technology in contemporary organizational systems, coursework and/or work experience will need to com- characterized by change and complexity. plete the following (or equivalent) upper-level under- Courses are designed to bridge the gap between graduate courses: information technology theory and practical applica- IT 310 Telecommunications and Computer tion, building a firm foundation of essential concepts, Networks principles, and strategies for information technology IT 338 Web Design professionals. CS 426 Databases Students who are interested in other areas of infor- Graduates will be highly skilled professionals with mation systems, such as programming, may take ad- an interdisciplinary understanding of how technology ditional IT/CS courses as electives. can improve an organization’s performance and en- Pre-requisite courses must be completed with a able its members to share and access information, plan, grade of at least “B”, and no graduate credit will be collaborate and learn. They will master the technical awarded for these courses. and human skills needed to create successful innova- Non-degree, non-matriculating students may enroll. tions with information technologies. Our objective is To do so, an application form, transcript (s) from an to fill this demand by placing emphasis on the dynamic accredited under/graduate program (s) and a non-re- interaction of people, organizations and technology fundable application fee must be submitted prior to st within the context of the 21 century organization. beginning courses. Non-degree students may enroll in no more than two graduate courses, but then must ful- GRADUATE ADMISSION PROCEDURES AND fill all admission requirements to continue in the pro- REQUIREMENTS gram. For those students wishing to transfer from another The Master of Science in Information Technology university, approval may be granted for the transfer of is open to persons with the following qualifications: up to 6 graduate credit hours of comparable courses. —A baccalaureate degree from a regionally accred- International applicants must complete the Test of ited institution with a grade point average (GPA) English as a Foreign Language (TOEFL) with a score of at least 3.00 (B). of 550 or above. —Two letters of recommendation, at least one of which from an academic source. — An acceptable score on the Graduate Record Ex- DEGREE REQUIREMENTS amination (GRE) or Miller Analogies Test (MAT). To graduate, candidates for the degree of Master Students who do not meet the above admission re- of Science in Information Technology must: quirements but who would otherwise be excellent can- — satisfactorily complete the program of study; didates for the program will be considered on a —have attained a cumulative GPA of 3.00 on a 4.00 case-by-case basis. scale (with no more than two C’s). No more than 3 Students should take the GRE or MAT prior to or courses may be repeated and a course may only be during the first term of enrollment. Students who plan repeated once; to seek the MSIT degree but have not submitted their — complete degree requirements within 7 years of the test scores are granted provisional acceptance. Upon date the student is fully accepted as a degree-seek- receiving the test scores, students will be notified of ing student for study in the graduate program; and the changes to their acceptance status. Test scores must —file an application for the degree with the Univer- be received by Barry University prior to registration sity Registrar on the appropriate form signed by for more than the initial 6 credit hours. the academic advisor from the School of Adult and All MSIT applicants are expected to demonstrate a Continuing Education. profound knowledge and understanding of the theories and applications in the field of Information Tech- nology. Students who fail to document or demonstrate 48

GOOD STANDING — PROBATION — Graduate Course Descriptions SUSPENSION Information Technology Prefix: IT A graduate student is in Good Academic Standing 515 Information Technology Concepts (3) if his/her cumulative grade point average (GPA) is 3.00 This course examines information technology in or above. today’s organizations by presenting advanced infor- Information Technology students with a term or mation technology and practices. A review of the or- cumulative GPA below 3.00 will be placed on aca- ganization and evolution of technology, information demic probation. Also, students who earned more than technology infrastructure, and building and managing 2 grades of “C” or grade below a “C” during their information technology will be discussed. Emphasis academic program are placed on probation. Probation is placed on the way IT is used and applied to solve will be lifted the following term IF the student achieves enterprise problems and the way technology is being a cumulative GPA of 3.00 or above with no more than implemented to meet corporate needs. 2 grades of “C”. If this condition is not met, the student will remain on probation. 535 Research Methodologies in IT (3) Any student failing to maintain a cumulative GPA This course provides an opportunity for students to of 3.00 for two consecutive terms or who earns a third synthesize their studies and explore topics that relate grade of “C” will be suspended. If a student receives a to the technological and technical processes using sta- third “C” or below, s/he must repeat a course in which tistical and analytical techniques. In this course, stu- s/he earned the deficient grade during the next term dents undertake an in-depth review and critical analysis the student registers. Any student who fails to main- of self-selected topics in the field of information tech- tain a cumulative GPA of 3.00 for two consecutive nology and related fields using qualitative and quanti- terms will not be eligible for VA benefits. tative analysis in addition to other statistical techniques A student who has been suspended for academic presented in class. Upon this course completion, stu- reasons generally may not petition the Dean for read- dents would be exposed to various analytical and sta- mission until one year has elapsed. tistical applications, tools and techniques for Upon readmission, the student will be considered decision-making and research. Prerequisite: Success- on academic probation and must remove one of the ful completion of undergraduate statistics course. earned “C” grades by repeating one course in which a 575 Emerging Technologies (3) grade of “C” was earned. A course may only be re- This course explores important issues currently affect- peated once. If the student fails to achieve a grade of ing the field of organizational computer systems and “B” or better in that course, the student is considered related emerging information technologies. Students to have failed to complete the conditions for reinstate- research emerging information technologies. Students ment or removal of probationary status and will be research emerging trends to determine if they will be permanently suspended from the program. sustained and of value to the organization. They will Master of Science (MS) in Information Technology choose topics and address these issues. Written reports IT 515 Information Technology Concepts 3 and oral presentations are required. IT 535 Research Methodologies in IT 3 610 (A, B, C & D) Practicum (12) IT 575 Emerging Technologies 3 Coursework builds practical knowledge of a related CS 503 Computer Networks 3 theoretical component of the curriculum. Students will IT 610A Practicum: Computer Networks 3 complete a structured project for the purpose of dem- CS 560 Database Management Systems 3 onstrating the mastery of professional skills and when- IT 610B Practicum: DBMS 3 ever applicable, industry recognized certification. IT 640 E-Technology 3 Co-requisite/pre-requisite: Appropriate theory-related IT 610C Practicum: E-Technology 3 CS/IT coursework. IT 620 Enterprise Systems Integration 3 620 Enterprise Systems Integration (3) IT 610D Practicum: Enterprise Systems Integration 3 This course examines the linking of diverse operating IT 699 Integrated Capstone Project 3 systems and networking protocols and shows how Total Credit Hours: 36 various applications can take advantage of the underlying networks. Students will learn how to internetwork PC’s, workstations and servers by understanding protocols, tools and applications. Pre-requisite: CS 503. SCHOOL OF ADULT AND CONTINUING EDUCATION 49

640 E-Technology (3) 699 Integrated Capstone Project (3) This course presents various cutting-edge technolo- This is a course in which students integrate and syn- gies and tools used to create e-technology solutions. thesize the learning experiences acquired in the IT Students will examine Web standards and mechanisms program. Students plan and write a project in the form for designing and developing e-systems. Extensive of a technical report by applying and integrating a discussions of the requirements, issues, and solutions variety of IT skills and knowledge to a real-world sys- of e-technologies will be presented. Students will also tem. The projects should represent an advanced cur- be exposed to the technologies, tools, and applications rent topic relative to this area. used to develop Web-based solutions. 50 SCHOOL OF ARTS AND SCIENCES

SCHOOL OF ARTS AND SCIENCES Laura S. Armesto, Ph.D., Associate Vice President for Undergraduate Studies and Dean Linda Peterson, Ph.D., Associate Dean Karen Callaghan, Ph.D., Associate Dean

The School of Arts and Sciences offers eleven ¥A short essay on personal career goals specifying graduate programs. These programs are designed to how a graduate degree from Barry will help to ful- provide successful graduates with the knowledge, fill these goals. skills, and abilities to make contributions to their pro- ¥ For test requirements see individual degree profession and community at an advanced level. grams. Departments in the School of Arts and Sciences ¥ Admission is selective. offer the following graduate degree programs: ¥ Provisional acceptance may be granted by the De- PSYCHOLOGY partment. ¥ Clinical Psychology, M.S. Enrollment as a non-degree-seeking student in no ¥ Psychology, M.S. way implies admission to a degree program. ¥ School Psychology, S.S.P. Non-degree and provisional acceptance may be COMMUNICATION changed to regular matriculation upon completion of ¥ Communication, M.A. documentation, completion of six hours of graduate work ¥Organizational Communication, M.S. receiving a B or better, and/or the completion of depart- ¥ Executive Master of Science in Communication, mental requirements. Requires departmental approval. M.S. Specific admission prerequisites and program re- ¥ Certificate Program in Broadcasting quirements are listed under each degree. FINE ARTS TRANSFER CREDITS ¥ Photography, M.A. ¥ Photography, M.F.A. A maximum of six graduate credit hours may be transferred from another college or university toward THEOLOGY a graduate degree at Barry University. Such course ¥ Theology, M.A. work must be relevant to the discipline, at B level or ¥ Certificate in Theological Studies better, must be earned within the seven-year time limi- ¥ Doctor of Ministry, D.Min. tation of the degree, and must have approval of De- ¥ Pastoral Ministry for Hispanics, M.A. partment Chair/Director and Dean. ¥Pastoral Theology, M.A. The general policies that follow apply to all gradu- TIME LIMITATION ate programs in the School of Arts and Sciences. A student will be allowed no more than a seven- year maximum to complete the program, except in the ADMISSION REQUIREMENTS AND POLICIES case of School Psychology which has an eight-year ¥ Bachelor’s degree from a regionally accredited in- maximum. stitution with at least a 3.0 grade point average (B) as indicated by transcripts. ADVISEMENT ¥ Sufficient undergraduate preparation or life expe- Advisement of all students pursuing graduate rience. Some departments may choose to adminis- courses originates at the office of the Department ter an examination. Chair. SCHOOL OF ARTS AND SCIENCES 51

THESIS COPIES French Each student is required to provide three bound cop- General Studies ies of the master’s thesis, one to remain in the Depart- History ment and two to remain in the Library. International Studies The Doctor of Ministry student is required to pro- Mathematical Sciences vide three bound copies of the D.Min. Thesis, one to Music remain in the Department and two to remain in the Musical Theatre Library. Philosophy Photography Creative LEAVE OF ABSENCE Biomedical/Forensic Any student planning to take a leave of absence Computer Imaging from the program for a semester or more must seek Communication the written approval of the Chair/Director and of the Political Science Dean. Pre-Engineering Pre-Law

READMITTANCE Psychology Arts and Sciences and Arts A student who has taken a leave of absence for one Public Relations year must seek readmittance into the particular pro- Sociology of School gram. Spanish Theatre PROBATION AND/OR DISMISSAL Theology Please refer to the Barry University Undergradu- Any student who has received two C grades while ate Catalog for detailed information. in the program is liable to departmental or School action, including dismissal. Any grade below a C may be cause for dismissal from the graduate program in MASTER OF SCIENCE IN CLINICAL which the student is enrolled. No student will gradu- PSYCHOLOGY ate with a grade point average below 3.0. The overall mission of the Master of Science de- ASSISTANTSHIPS gree program in Clinical Psychology is to educate students using the scientist/practitioner model of training A limited number of assistantships is available. In- with faculty actively involved in research and clinical quire through the Chair for information. practice. This offers students the opportunity to obtain the theoretical, scientific, technical, and personal UNDERGRADUATE PROGRAMS experience necessary to enter into the practice of men- The School of Arts and Sciences also offers the fol- tal health evaluation and treatment of diverse popula- lowing undergraduate programs: tions with appropriate guidance and supervision, or to Advertising enter into doctoral-level training. Training is provided Art in an environment that promotes and supports self- Painting and Drawing awareness, self-growth, and the establishment of a Ceramics professional identity as a mental health service pro- Broadcast Communication vider. Chemistry The program has established the following specific pre-medical goals: pre-dental 1. To assure that the program curriculum meets the pre-pharmacy State of Florida guidelines for licensure of gradu- environmental ates as Mental Health Counselors. Communication Studies 2. To assure that the program curriculum is consis- Computer Science tent with the scientist-practitioner model of train- Criminology ing as described by the American Psychological Engineering (Dual Degree) Association and as endorsed by the Master’s in Psy- English chology Accreditation Council. This includes cov- Literature erage of the core areas of psychology and Professional Writing completion of an independent research project (the- Environmental Studies sis) that contains an acceptable experimental de- 52 SCHOOL OF ARTS AND SCIENCES

sign, data collection method, and statistical analy- ADDITIONAL REQUIREMENTS sis. Students are encouraged to submit their work The faculty in the Clinical Psychology program for presentation or publication in a professional reserve the right to recommend entry into personal venue. counseling or psychotherapy as a condition of con- 3. To assure that all aspects of training emphasize is- tinuation in the Clinical Psychology program. Gradu- sues of individual and cultural diversity. ation from the program is recommended when students 4. To offer didactic and practical experience in psy- are personally and academically ready for entry into chiatric diagnosis using the most current version the profession. of the Diagnostic and Statistical Manual. 5. To offer didactic and practical experience in psychological evaluation and reporting including di- GRADUATION REQUIREMENTS agnostic interviewing, intellectual assessment, and Students must complete the degree with a mini- objective and projective personality assessment. mum grade point average of 3.0 (B) with no more than 6. To provide gradual exposure through clinical train- two Cs. If a student earns a C in any of the following ing modules to the general and specific technical courses, the course must be repeated: PSY 596, PSY skills associated with the practice of psychologi- 602, PSY 610, PSY 611. A second C in a repeated cally based therapy. course will be cause for dismissal from the program. 7. To offer didactic and practical experience in psy- Any grade below a C may be cause for dismissal from chological treatment including exposure to both in- the program. No more than two courses may be re- dividual and group intervention models. This peated. includes a supervised clinical experience in a com- The 61credit Clinical Psychology program require- munity-based mental health setting as part of the ments may change due to changes in the licensing law. clinical training. The master’s thesis (PSY 699) and clinical The Master of Science in Clinical Psychology was first practicum (PSY 665) are required prior to graduation. offered in Fall 1982. The program responds to the in- Required Courses 61 semester hours creased needs for mental health services. There are PSY 507 Statistics and Research Design 3cr two options for completing the program. The 61 credit PSY 528 Human Sexuality 3cr option is designed to prepare the student to meet the PSY 564 Advanced Lifespan Development 3cr educational requirements for licensure in the state of PSY 594 Physiology and Treatment of Florida as a Mental Health Counselor. The 48 credit Substance Abuse 3cr option includes the research and clinical training PSY 596 Techniques of Therapy 3cr which form the foundation of doctoral study in clini- PSY 602 Clinical Psychopathology 3cr cal psychology, and students who complete this de- PSY 607 Statistics and Research Design 3cr gree may choose to pursue an advanced degree. PSY 610 Clinical Assessment I 3cr PSY 611 Clinical Assessment II 3cr ADMISSION REQUIREMENTS AND POLICIES PSY 615 Legal and Ethical Issues for — See School of Arts and Sciences requirements, Clinicians 3cr graduate section. PSY 617 Clinical Module I Ð — Prerequisites in developmental psychology, theo- Interviewing Skills 1cr ries of personality, tests and measurements, physi- PSY 618 Clinical Module II Ð Attending ological psychology and abnormal psychology (15 Skills 1cr undergraduate credit hours). PSY 619 Clinical Module III Ð —A combined score of at least 1000 on the verbal Influencing Skills 1cr and quantitative sections of the GRE. PSY 625 Advanced Personality 3cr — Applicants may be asked to provide letters of rec- PSY 635 Group Therapy 3cr ommendation. *PSY 643 Vocational Psychology 3cr — Students are admitted for the fall and spring se- *PSY 645 Community Psychology 3cr mesters only. *PSY 646 Social and Multi-cultural Foundations of Practice 3cr PSY 665 Clinical Practicum 6cr *PSY 675 Clinical Practicum II 4cr PSY 699 Master’s Thesis 6cr *Students completing the 48 credit program do not complete these courses. SCHOOL OF ARTS AND SCIENCES 53

MASTER OF SCIENCE IN ADDITIONAL REQUIREMENTS PSYCHOLOGY/SPECIALIST IN Because of the applied nature of the program and the variety of interpersonal relationships which the SCHOOL PSYCHOLOGY profession demands, successful applicants must demonstrate a high level of maturity and flexibility. The The Master of Science in Psychology is awarded faculty in the Psychology program reserve the right to to students in the Specialist in School Psychology recommend entry into personal counseling or psycho- (SSP) degree program after the completion of a mini- therapy as a condition of continuation in the Psychol- mum of 30 credits. The combination of the Master’s ogy program. in Psychology and Specialist degree in School Psy- chology was designed to provide students with the knowledge and experience to perform as both scien- GRADUATION REQUIREMENTS tists and practitioners of school psychology. The pro- Students must earn a minimum of 30 semester hours grams integrate theoretical and practical training which with a minimum grade point average of 3.0 (B) with enables the student to gain expertise in the following no more than one C. If a student earns the C in any of areas: psychological evaluation, diagnosis, prescrip- the following courses, the course must be repeated: tion, intervention, psychometric application, research, PSY 552, PSY 571, PSY 602, PSY 612, PSY 620, PSY consultation and professional ethics and standards. 641. A second C in the repeated course or any grade These programs were developed to respond to the in- below a C is cause for dismissal from the program. creasing need for school psychologists. Only one course can be repeated. Students who complete the Specialist in School Master’s Level Courses Psychology will have completed the academic require- Minimum of 30 semester hours ments in accordance with standards set by the National Psychological Foundations Association of School Psychologists (NASP). Follow- (12 semester hours) ing the internship, students will be prepared to meet PSY 552 Child/Adolescent licensure requirements for the private practice of Psychopathology 3cr school psychology as set forth by the State of Florida, PSY 564 Advanced Lifespan as well as certification requirements as set forth by Development 3cr the Florida State Board of Education, Plan Two. The PSY 602 Clinical Psychopathology 3cr School Psychology program is approved by the De- PSY 625 Adv. Personality Theory 3cr partment of Education (DOE) of the State of Florida. Educational Foundations (9 semester hours) MASTER OF SCIENCE IN PSY 571 Exceptionality in Learning and PSYCHOLOGY Behavior 3cr PSY 573 Purposes/Organization of Schools 3cr ADMISSION REQUIREMENTS AND POLICIES PSY 641 Role and Function of the In addition to the requirements of the School of School Psychologist 3cr Arts and Sciences, requirements for admission include Psychoeducational Evaluation Methods the following: (6 semester hours) —A bachelor’s degree with a minimum of a 3.0 grade PSY 507 Statistics and Research Design 3cr point average from an accredited institution; PSY 612 Clinical Psychoeducational —A combined score of at least 1000 on the verbal Assessment 3cr and quantitative sections of the Graduate Record Psychoeducational Interventions Examination (GRE); (6 semester hours) — Successful completion of undergraduate courses in PSY 620 Behavior Modification 3cr developmental psychology, physiological psychol- PSY 644 Techniques of Consultation 3cr ogy, psychology of learning, abnormal psychology, and tests and measurements. — Applicants may be asked to provide letters of recommendation. 54 SCHOOL OF ARTS AND SCIENCES

SPECIALIST IN SCHOOL Educational Foundations (6 semester hours) PSYCHOLOGY (SSP) PSY 642 Diagnostic Teaching Techniques 3cr PSY 646 Social and Multi-cultural Foundations of Practice 3cr ADMISSION REQUIREMENTS AND POLICIES Psychoeducational Evaluation Methods In addition to requirements of the School of Arts (14 semester hours) and Sciences, requirements for admission include the PSY 608 Research Design in Psychology 3cr following: PSY 613 Intellectual Assessment of Child —A master’s degree in psychology or a related field and Adolescent 3cr with a minimum of 3.4 grade point average from a PSY 614 Behavior and Personality regionally accredited institution; Assessment of Child and —A combined score of at least 1000 on the verbal Adolescent 3cr and quantitative sections of the Graduate Record PSY 636 Psychological Assessment of Examination (GRE); Children 0-5 3cr — Successful completion of undergraduate courses in PSY 701 Directed Research 2cr developmental psychology, physiological psychology, psychology of learning, abnormal psychology, Psychoeducational Interventions and tests and measurements. (6 semester hours) — Applicants may be asked to provide letters of rec- PSY 596 Techniques of Therapy 3cr ommendation. PSY 635 Group Therapy 3cr Field Placement ADDITIONAL REQUIREMENTS (9 semester hours) Because of the applied nature of the program and PSY 648 Practicum 3cr the variety of interpersonal relationships which the PSY 649 Internship 6cr profession demands, successful applicants must demonstrate a high level of maturity and flexibility. The Course Descriptions faculty in the School Psychology program reserve the Psychology Prefix: PSY right to recommend entry into personal counseling or All courses numbered at the 500 level may be open to psychotherapy as a condition of continuation in the undergraduates properly qualified to take them by per- School Psychology program. Internship placement mission of the Department Chair. and/or graduation from the program is recommended when students are personally and academically ready 507 Statistics and Research Design (3) for entry into the profession. Emphasis on theoretical and practical interpretation of psychological and educational research results. GRADUATION REQUIREMENTS (Spring) Students must earn a minimum of 38 semester hours 528 Human Sexuality (3) of graduate course work beyond the master’s degree A survey of issues, theories and scientific findings with with a minimum grade point average of 3.0 (B) with regard to physiological, developmental and emotional no more than one C. If a student earns the C in any of aspects of sexuality, as well as issues of sexual dys- the following courses, the course must be repeated: function and its treatment. (Summer) PSY 613, PSY 614, PSY 636, PSY 648, PSY 649. A 552 Child and Adolescent Psychopathology (3) second C in the repeated course or any grade below a Comprehensive study of emotional and behavior dis- C is cause for dismissal from the program. Only one orders experienced by children and adolescents includ- course can be repeated. All students must take the ing diagnostic criteria for clinical and school National Council of School Psychologists examina- psychology applications. Includes administration, scor- tion (NCSP) prior to graduation. ing and interpretation of child/parent interviews, child Specialist level courses self-report measures, parent rating scales, and inter- Minimum of 38 semester hours vention planning and report writing. (Spring) Psychological Foundations 564 Advanced Lifespan Development (3) (3 semester hours) Physical, intellectual, social, and emotional develop- PSY 639 Introduction to ment throughout the lifespan. (Fall) Neuropsychology 3cr SCHOOL OF ARTS AND SCIENCES 55

571 Exceptionality in Learning and assessment. Integration of the data into a psychologi- Behavior (3) cal report is emphasized. Prerequisite: PSY 610. A survey of psychological, physical, cognitive, com- (Spring) munication, and social/emotional exceptionalities in 612 Clinical Psychoeducational Assessment (3) human development; application techniques for de- Development of reading, mathematics and language veloping effective classroom behavior management, arts processes and methods for their assessment; as- identifies psychological needs of families and teach- sessment of visual, auditory, haptic, and language dis- ers of exceptional children. (Fall) orders; assessment of learning styles; learning 573 Purposes/Organization of Schools (3) strategies, special populations; direct methods of as- Includes the relationship between psychoeducational sessment of academic behavior. Students will be taught goals and school curricula; recent trends and innova- to incorporate the outcomes of these assessments into tions; nature of special education and related psycho- the psychological report. (Spring) logical services. The course is designed to meet the 613 Intellectual Assessment of Child and needs of psychologists who function in a school set- Adolescent (3) ting. (Summer) Provides applied learning for the administration, scor- 590 Physiological Psychology (3) ing, and interpretation of individual intelligence mea- Review of neuroanatomy, physiological processes, and sures for school-ages youth (i.e. ages 5-21 years). psychopharmacology. (Spring) Encompasses written and oral reports of results rel- 594 Physiology and Treatment of Substance evant to the multifactored assessment model used in Abuse (3) school psychology. Prerequisites: PSY 602, PSY 507, Consideration of habituating and addicting drugs, in- PSY 612 (Fall). cluding alcohol, and their effects upon society. (Fall) 614 Behavioral and Personality Assessment of 596 Techniques of Therapy (3) Child and Adolescent (3) Counseling theories and techniques of behavior change Provides applied learning for the administration, scor- and psychotherapeutic intervention. Prerequisite: PSY ing, and interpretation of behavioral and personality 602. (Spring) measures, such as parent/teacher/child interviews, youth self-report measures, standardized rating scales, 598 Advanced Topic Seminars (3) and projective techniques. Encompasses written and Detailed presentation and discussion of topical issues oral reports to integrate results relevant to psychologi- within the field of clinical psychology. cal services in educational settings, for example iden- All courses numbered at 600 and above are open only to tification of emotional handicaps, intervention students with baccalaureate degrees or their equivalent. planning, and crises intervention. Prerequisites: PSY 552 and PSY 613. (Spring). 602 Clinical Psychopathology (3) Detailed description and analysis of the DMS-IV with 615 Legal and Ethical Issues for Clinicians (3) an exploration of case history materials. Diagnostic Consideration of issues of confidentiality, certifica- and therapeutic issues are considered. (Spring) tion and licensing, ethical and legal codes, standards of preparation and practice, identity and roles of men- 608 Research Design in Psychology (3) tal health professionals, psychologists, and counselors, Covers aspects of quasi-experimental design, program and the goals and objectives of professional organiza- evaluation and methods of analysis of psychological tions of counselors and psychologists. (Spring) data. (Fall) 617 Clinical Module I - Interviewing Skills (1) 610 Clinical Assessment I (3) Taken concurrently with PSY 602, this applied course Rationale, administration, and interpretation of clini- is designed to facilitate the development of clinical cal assessments including proper administration and skills using role play and analog approaches, with vid- scoring of the Wechsler Child and Adult Intelligence eotape, peer and instructor feedback. scales and the MMPI-2. Course includes formal report writing. Prerequisite: PSY 507, PSY 602 (Fall) 618 Clinical Module II - Attending Skills (1) Taken concurrently with PSY 610, this applied mod- 611 Clinical Assessment II (3) ule is designed to build skills needed to establish and Continuation of clinical assessment techniques with maintain a therapeutic relationship with clients. Uses emphasis on projective personality measures, includ- videotape, peer and instructor feedback. ing the Rorschach, TAT, projective drawings, incomplete sentences, the clinical interview, and behavioral 56 SCHOOL OF ARTS AND SCIENCES

619 Clinical Module III - Influencing Skills (1) personal development within diverse populations in a Taken concurrently with PSY 596, this applied mod- variety of settings; and work as a social issue. Students ule is designed to build skills needed to engage in fun- explore the use and administration of appraisals of in- damental therapeutic activities that form the foundation terest and aptitude in conjunction with personality as- of behavior change. sessments. They examine methods used in obtaining, 620 Behavior Modification (3) organizing, integrating and utilizing educational and oc- Reviews psychology of learning, integrating applied cupational information for psychological reports. Pre- behavior management techniques. Students are trained requisite: PSY 610 & PSY 611 (Summer) in functional behavior assessment, and in counseling 644 Techniques of Consultation (3) parents and teachers in the psychology of behavior Concepts and practice of consultation in a variety of management. (Fall) settings, including child-centered, teacher-centered, 625 Advanced Personality (3) and system-centered techniques. (Summer) Historical foundations, contemporary theory, and re- 645 Community Psychology (3) search in the area of personality. (Fall) Provides an overview of community psychology as it 635 Group Therapy (3) applies to needs assessment, program planning, de- Introduction to theories, practice, and research find- velopment, delivery and evaluation. The role of the ings of group psychotherapy. Issues are explored psychologist as change agent and consultant is ex- through readings and participation in an ongoing plored with emphasis on an ecological perspective, group. Leader interventions are analyzed in terms of focusing on the individual in the social environment integrating group process and interpersonal phenom- and the influences that shape and change behavior and ena. (Summer) mental health. Federal, state and local programs, including location, classification and utilization for re- 636 Psychological Assessment of ferral purposes, are addressed. (Summer) Children 0 to 5 (3) Emphasizes observational, developmental and psycho- 646 Social and Multi-cultural Foundations of logical assessment of children 0 to 5. Early interven- Practice (3) tion models are discussed. Prerequisites are PSY 564, Includes issues related to assessment, counseling, and PSY 639, PSY 571, PSY 612, and PSY 613 or equiva- consultation. Prerequisite: PSY 641. (Fall) lent. (Spring) 648 Practicum (3) 639 Introduction to Neuropsychology (3) Students are placed one day each week in a school Introduction to the foundations of functional neu- setting to observe school psychologists and special roanatomy, neurophysiology and neuropathology. education settings. Supervision by Psychology Depart- Brain behavior relationships are introduced using a ment faculty and on-site supervisor. (Spring) clinical neuropsychological approach. A life span ap- 649 Internship (3) proach is emphasized. (Fall) 1200 - 1500 hours of supervised field training designed 641 Role and Function of the School to refine existing competencies in formal and infor- Psychologist (3) mal assessment, consultation, and intervention. Pre- Theoretical, scientific, and practical issues in profes- requisites: All other coursework must be completed. sional school psychology. School psychology as a pro- (See “additional requirements” above.) (Fall, Spring) fessional specialty, including history and systems, role 665 Clinical Practicum I (3,3) and function, models of practice, with particular at- Supervised experience in applied mental health facili- tention to the context of a multicultural urban setting. ties. Diagnostic and therapeutic skills are practiced. Legal and ethical issues are also covered. (Summer) Offered with credit/no credit option only. Prerequi- 642 Diagnostic Teaching Techniques (3) sites: PSY 596, 602, 610, 611 and approval of pro- Focus on collaboration with teachers on design, imple- posal for master’s thesis. (Fall, Spring) mentation, and evaluation of intervention strategies 675 Clinical Practicum II (1,2) tied to the integration of psychological and educational Supervised experience in a second mental health fa- assessment outcomes. Prerequisite: PSY 571. (Sum- cility. Advanced diagnostic and therapeutic skills are mer) practiced. Students register for one credit during each 643 Vocational Psychology (3) of two Summer sessions and two credits during Fall Involves exploration of issues surrounding the role of term. Prerequisite: PSY 665 (Summer, Fall) the psychologist in career counseling, including theo- 699 Master’s Thesis (3,3) retical approaches and research related to vocational Supervised, independent research study. Ongoing re- development and adjustment. Also addressed are the search must be presented at the student forum. The relationship between career choice and personality style; completed study must be formally presented to the SCHOOL OF ARTS AND SCIENCES 57 faculty. Offered with the credit/no credit option only. ADMISSION REQUIREMENTS Prerequisites: PSY 607. (Fall, Spring) The Master of Arts in Communication is open to 701 Directed Research (Specialist only) (1,1) all qualified candidates who meet the following re- Independent research under the direction of a faculty quirements: member. Ongoing research must be presented at the — See School of Arts and Sciences requirements, student forum. The completed study must be formally graduate section. presented to the faculty. Final write-up is expected to —A bachelor’s degree from a regionally accredited be publication quality. Offered with the credit/no credit institution of higher education; option only. Prerequisites: PSY 507, PSY 608. (Fall, — An undergraduate grade point average of B or bet- Spring) ter in an appropriate discipline; 729 Continuous Registration (1) —A minimum score of 40 on the Miller Analogies Research in residence or continuous registration for test or a minimum combined score of 1000 on the all departments/schools offering graduate programs. verbal and quantitative sections of the GRE. — Applicants may be asked to provide letters of rec- MASTER OF ARTS IN ommendation. COMMUNICATION DEGREE REQUIREMENTS

The purpose of the Master of Arts in Communica- Required Core: (9 semester hours) tion is to prepare individuals for careers in various communication professions, such as broadcasting, COM 506 Overview of Communication public relations, advertising, media management, and Sciences 3 corporate communication. Students have the oppor- COM 507 Communication Theory 3 tunity to focus their studies by taking suggested COM 637 Communication Research 3 coursework in at least two of the following areas: broadcast communication, corporate communication, Areas of Concentration: and public relations. (15 semester hours) Select five courses from at least two of the follow- GRADUATION REQUIREMENTS ing concentration areas** The Master of Arts in Communication requires the Broadcast Communication: successful completion of the required core (9 credit COM 518 Broadcast News* 3 hours), five courses selected from at least two areas COM 591 Television Directing* 3 of concentration (15 hours), plus an additional four COM 595 Communication Law 3 elective courses (12 hours) for a total of 36 hours. A COM 597 Media Management 3 thesis or graduate project may be selected as elective COM 598 Broadcast Journalism 3 hours (the student who intends to pursue a doctorate is expected to elect a thesis). The student also is re- COM 605 Advanced Television Editing 3 quired to successfully complete a comprehensive ex- COM 626 Media Programming 3 amination at the conclusion of the coursework. COM 634 Writing Fiction for the Media 3 Every student in the M.A. in Communication pro- * Students who plan to enroll in production courses gram must pass the Writing Proficiency Exam before must meet Professional and Technical Standards listed completing the eighteenth credit hour (usually the sixth under The Certificate Program in Broadcasting. Stu- course). Students who do not pass the Writing Profi- dents must first demonstrate competency with studio ciency Exam will be required to take additional course equipment or complete COM 514 Audio and Video work in writing and pass the exam before continuing Production before enrolling in COM 518, Broadcast in the graduate program. These credit hours do not News or COM 591 Television Directing. apply toward the M.A. degree. A cumulative average of B (3.0) or better is required Corporate Communication: for graduation. Any student who has received two C COM 509 Organizational Communication 3 grades or a grade below a C while in the program is COM 613 Leadership and Decision Making 3 liable to departmental or school action, including dis- COM 616 Communication and Conflict missal. A maximum of 6 graduate semester hours with Management 3 a grade of B or better may be transferred into the pro- COM 621 Communication and Technology 3 gram with the approval of the graduate advisor and COM 622 Corporate Video 3 the Department Chair. Students may not transfer credits COM 628 Management Issues in after they have entered the program. Communication 3 A student will be allowed no more than seven years COM 651 Advanced Seminar in Intercultural to complete the program. Communication 3 58 SCHOOL OF ARTS AND SCIENCES

Public Relations: ticipants must pass the examination in order to receive COM 531 Media Relations and Sport 3 the degree. COM 590 Public Relations Principles and Participants are expected to complete the degree Case Studies 3 in a two-year period of time with the other partici- COM 638 Strategic Issues and Crisis pants. If a participant does not enroll for a term due to Management 3 emergency reasons, he or she may continue the pro- COM 690 Public Relations Campaigns* 3 gram with the other participants and make arrangements to take the two courses with students in the * Students who plan to enroll in COM 690 Public traditional Master of Arts program, subject to approval Relations Campaigns and who do not have public re- of the Chair. lations courses in their undergraduate programs must Although not taken in sequential order, the follow- first complete COM 590 Public Relations Principles ing courses are included in the 36 semester hour pro- and Case Studies. gram: Elective Courses (12 semester hours) COM 507 Communication Theory 3 COM 509 Organizational Communication 3 Thesis or Graduate Project is optional. COM 512 Persuasion 3 The student who intends to pursue a doctorate is ENG 544 Business Research, Writing, and expected to select a thesis. Editing 3 A maximum of 6 hours outside the department may COM 613 Leadership and Decision Making 3 be selected with the approval of the graduate advisor COM 616 Communication and Conflict and Department Chair. Management 3 **Prerequisites apply to some courses COM 621 Communication and Technology 3 COM 622 Corporate Video 3 EXECUTIVE MASTER OF SCIENCE COM 628 Management Issues in Communication 3 IN COMMUNICATION COM 637 Communication Research 3 COM 651 Advanced Seminar in Intercultural The Executive Master’s in Communication is an Communication 3 applied program. The 36 semester hour program re- COM 697 S/T: Communication in Business 3 sponds to the need of executives, professionals and entrepreneurs, regardless of their field of expertise, to be effective communicators. This program is designed MASTER OF SCIENCE IN to be offered at the corporate site with sufficient en- ORGANIZATIONAL rollment and corporate interest. COMMUNICATION ADMISSION REQUIREMENTS The Master of Science in Organizational Commu- —A bachelor’s degree from a regionally accredited nication is designed for individuals who want advanced institution of higher education. study in communication in business organizations. — An undergraduate cumulative grade point average Since the program does not include courses in account- of 2.8 or better in an appropriate discipline. ing and finance, the degree differs significantly from —A minimum of eight years work experience in a the MBA. managerial or professional position. Participants in the Master of Science in Organiza- — Acceptable scores on one of the following tests: tional Communication program can earn the degree The Miller Analogies Test (MAT), the Graduate without interrupting their careers. It is anticipated that Management Admission Test (GMAT), or the gen- students will take two courses per term. eral test of the Graduate Record Exam (GRE). —A completed application for admission to graduate GRADUATION REQUIREMENTS: study. To qualify for the degree of Master of Science in Organizational Communication, candidates must: GRADUATION REQUIREMENTS — Complete all courses Participants in the Executive Master’s program — Maintain at least a “B” (3.0) average. Any student complete 36 semester hours with a minimum grade who has received two “C” grades or a grade below point average of 3.0 (B) with no more than two Cs. “C” while in the program is liable to departmental Any grade below a C may be cause for dismissal from or School action, including dismissal the program. A comprehensive examination will be — Meet the requirements for the degree and complete given during the last term of the second year and par- the program within seven years SCHOOL OF ARTS AND SCIENCES 59

ADMISSION REQUIREMENTS: (Prerequisite: MKT 306, Marketing Concepts and Admission to the Master of Science in Organiza- Applications) tional Communication program requires the follow- MBA 682 Competitive Environment & ing credentials: Strategy Formulation (3) —A bachelor’s degree from a regionally accredited institution of higher education CERTIFICATE PROGRAM IN — An undergraduate cumulative grade point average of 2.8 or better BROADCASTING — Acceptable scores on one of the following tests: the Miller Analogies Test (MAT), the Graduate ADMISSION REQUIREMENTS Management Admissions Test (GMAT), or the general test of the Graduate Record Exam (GRE). —A bachelor’s degree from a regionally accredited —A completed application for admission to graduate institution with at least a 2.5 grade point (C+) av- study. erage as indicated by transcripts. —A short essay describing personal career goals and showing how a certificate in broadcasting will help COURSE OF STUDY fulfill these goals. The Master of Science in Organizational Commu- — GRE or MAT scores are not required unless the nication is a 42-credit hour program: 24 hours in Com- student wants to apply the certificate courses to- munication and 18 hours in Business. ward a Master’s degree in Communication. Only Students will take 24 hours or eight courses in Com- courses with a grade of “A” or “B” may be applied munication: five courses are required and the remain- toward the Master’s degree; COM 514 does not ing three courses will be selected from broadcasting, apply toward the degree. public relations, or corporate communication. The — Ability to meet the following Professional and three elective courses will permit the student to add Technical Standards. corporate video skills or public relations skills to the program or to complete the program with an organi- BROADCAST COMMUNICATION zational focus. COM 507 Communication Theory (3) Professional and Technical Standards for Admis- COM 509 Organizational Communication (3) sion, Enrollment and Graduation Success in the field of broadcasting requires cer- COM 613 Leadership and Decision- tain technical and emotional skills in addition to a Making (3) knowledge of theory. The Department of Communi- COM 616 Communication and Conflict cation acknowledges Section 504 of the 1973 Voca- Management (3) tional Rehabilitation Act and the Americans with COM 697 Communication in Business (3) Disabilities Act of 1990 but has determined that pro- Three courses selected from one area: broadcast- spective students must be able to meet the physical ing, public relations, or corporate communication (9). and emotional requirements of the academic program. In addition, students will take 18 hours or six Students who take courses in broadcast communica- courses from the list below (prerequisites are noted). tion must have abilities in six areas: communication, Students who have an undergraduate background in hearing, visual, mobility, motor skills, and social be- business may select other courses with the approval havior. Compensation can be made for some disabili- of the School of Business. ties but the use of an intermediary delays production MBA 603 International Business (3) decisions that must be in a split second. Therefore, MBA 605 Entrepreneurial Management (3) third parties cannot be used in studio productions. MBA 607 Business Consulting (3) The performance standards presented below are MBA 614 Cross-Cultural Management (3) prerequisite for admission and continued enrollment MBA 617 Technology and Information in broadcast communication courses. An example of Systems (3) activities that students are required to perform while (Prerequisite: Basic Command of Computers) enrolled in the broadcast communication courses ac- MBA 630 Quality Management (3) companies each standard. MBA 643 Buyer Motivation and Behavior (3) (Prerequisite: MBA 646, Marketing in a Dynamic Environment) MBA 646 Marketing in a Dynamic Environment (3) 60 SCHOOL OF ARTS AND SCIENCES

Performance Standard Examples of Necessary Activities (not all inclusive)

Communication Communication abilities Give directions sufficient for interaction with others orally and in writing

Hearing Auditory ability sufficient Monitor audio levels, respond to to respond to oral instructions directions given through a headset

Visual Visual ability sufficient Focus shot, follow movement of for monitoring video sources people and objects in video shot, adjust audio and video levels Mobility Physical abilities sufficient Balance, move and “truck” studio to carry, move and maneuver cameras in a timely manner, hold a cameras in small spaces field camera steady

Motor Skills Gross and fine motor abilities Operate switcher, linear and non-linear sufficient to operate broad- editors, focus cameras cast equipment

Social Behavior Patience, interpersonal Work with others under the skills, teamwork, integrity, pressure of a “live” broadcast interest and motivation

PROGRAM REQUIREMENTS Course DescriptionsCommunication The post-baccalaureate certificate program in Prefix: COM broadcasting requires 15 to 18 hours of coursework, depending on the student’s ability to use video equip- All courses numbered 500 to 599 are open to properly ment. Students who have an undergraduate degree in qualified undergraduates with the permission of the broadcasting or who work with video equipment may advisor, and the Department Chair. have the first course in the program, COM 514 Audio 506 Overview of Communication Sciences (3) and Video Production, waived. Survey of research techniques in graduate communication studies. Includes ethics and an overview of the Required courses (12 to 15 hours) historical development of the field as well as of inter- COM 514 Audio and Video Production 3 personal communication, mass communication, orga- COM 518 Broadcast News 3 nizational communication, and public relations. This COM 591 Television Directing 3 course is required of all graduate students during the COM 595 Communication Law 3 first year of graduate study. COM 605 Advanced Television Editing 3 507 Communication Theory (3) Select one course from the following (3 hours) Graduate study of the theoretical orientations in the COM 597 Media Management 3 field of human communication. Focus on 20th Cen- COM 598 Broadcast Journalism 3 tury theorists and schools of thought. COM 626 Media Programming 3 COM 694 Graduate Internship 3 508 Relational Communication (3) Focus on the nature and functions of communication within relationships. The purpose of this course is to provide a survey of some of the major theoretical perspectives and historical and contemporary research on relational communication. Topics include relationship stages, attraction, dating, relational communication dysfunction, and family communication. SCHOOL OF ARTS AND SCIENCES 61

509 Organizational Communication (3) 597 Media Management (3) Focus on the nature and functions of communication Problems and concerns in management of the media, in organizational settings. The course seeks to pro- including Radio/TV stations. Practical experience in vide students with an understanding of the concepts resolving business problems, promotion, sales, adver- and methods needed to assess and improve the nature tising, financing and regulation. Major project re- of communication processes in organizations. quired. 512 Persuasion (3) 598 Broadcast Journalism (3) Examines major theories of persuasion. Emphasis on Principles of journalism applied to the electronic me- factors such as attention, perception, needs, values and dia. Advanced experience in writing news copy. credibility. Development of persuasive campaigns. All courses numbered 600 and above are open only to 514 Audio and Video Production (3) students with a baccalaureate degree or its equivalent. Theory and practice of audio and video production; 605 Advanced Television Editing (3) hands-on experience in basic production for radio and Advanced television editing techniques. Emphasis on television. This course may be waived if the student writing, producing and electronic editing. Prerequi- has an undergraduate degree in broadcasting or work site: COM 514 or equivalent. experience with video equipment and may not be applied toward a Master’s degree. 613 Leadership and Decision Making (3) Survey and critical evaluation of theory and research 518 Broadcast News (3) in small group communication, leadership and deci- Development of skills needed for position of news sion making. Includes applications to selected contexts producer. Includes news writing, analysis of news sto- (e.g., business and industry, health care, community ries and their relative merit, and production consider- service agencies, etc.). ations in assembling a newscast. Prerequisite: COM 514, 605, or permission of instructor and Chair. 616 Communication and Conflict Management (3) 531 Media Relations and Sport (3) This course surveys a variety of processes associated Study of professional and collegiate sports and the with conflict and communication, e.g., conflict man- media. Knowledge of studio equipment helpful but not agement and resolution, negotiation/bargaining, arbi- required. Same as SES 531. tration, mediation. The contexts in which these 546 Screenwriting (3) processes occur receive attention. By the end of the An advanced writing course designed for students in- course, students should have an understanding of the terested in learning how to write scripts for film and key theoretical and methodological issues associated television. Students learn the various forms, genres, with communication and conflict management. techniques, and styles of writing for film and televi- 621 Communication and Technology (3) sion. The course will require students to write both a Introduction to contemporary communication tech- teleplay and a full-length screenplay. Same as ENG nologies. This course enables students to develop the 546. skills and concepts needed to understand the complex 590 Public Relations Principles and Case process underlying the development and production Studies (3) of computer-mediated communication. Topics may Analysis of public relations principles and techniques include: communication with structured online dialogs, through case studies and application of those principles an information- processing approach to participation and techniques to a public relations campaign. in small groups, and an examination of the interactivity 591 Television Directing (3) model of communication processes, partner assess- Integration of television studio facilities, scripting, and ments, and the quality of collaborative work. production techniques into directing of basic televi- 622 Corporate Video (3) sion formats. Directing exercises and individual An overview of non-broadcast video applications es- projects including planning, producing, directing and pecially suitable for use in both industry and schools. crew work. Prerequisite: COM 514 or permission of Emphasizes development of training materials, inter- instructor and Department Chair. active video and teleconferencing. 595 Communication Law (3) 626 Media Programming (3) Studies current laws governing mass media. Role of Overview of programming categories, network and the FCC, libel, privacy and First Amendment issues. local formats, research and programming strategies. 62 SCHOOL OF ARTS AND SCIENCES

628 Management Issues in Communication (3) 699 Master’s Thesis (3-6) Examination of key management theories. The role of Individual research supervised by a member of the management in the planning, operation, and evalua- graduate faculty. tion of systems. 701 Independent Study (1-6) 634 Writing Fiction for the Media (3) Individual or small group tutorials. Content is devel- Study of the elements of drama in particular relation oped for specific interests and needs of student(s). May to the visual image. Development of characterization be repeated. Permission of advisor and instructor. and plot structure consistent with the media. 729 Continuous Registration 637 Communication Research (3) This is a continuous registration for Departments/ Study of the methods, standards, practices, and ex- Schools offering graduate programs; CR/NCR grade pectations for the conduct of graduate study and re- only. search. Analysis of research in communication. 638 Strategic Issues and Crisis Management (3) MASTER OF FINE ARTS IN Study of emerging trends facing organizations and implementation of techniques in dealing with them. PHOTOGRAPHY Prerequisite: COM 590 MASTER OF ARTS IN 639 Theories of Interpersonal Communication (3) PHOTOGRAPHY The purpose of this course is to provide a survey of Graduate photography students are individuals in some of the major theoretical perspectives and con- transition between being independent working artists/ temporary research on interpersonal communication. photographers developing a personal style of art and Topics include coordinated management of meaning, aesthetics, and being students who are learning tech- uncertainty reduction, dialectical contradictions, com- niques not available in previous undergraduate study. pliance-gaining, conversational management, interper- Often they are refining and pushing already learned sonal bonding, and interpersonal competence. techniques to a higher level of sophistication. Barry 650 Graduate Project (3) University offers two graduate degrees in photogra- A creative project which synthesizes the student’s pro- phy, the M.F.A. (66 credits minimum) and the M.A. gram of study. (36 credits minimum). 651 Advanced Seminar in Intercultural Communication (3) ADMISSIONS REQUIREMENTS: An in-depth analysis of theory and practice in inter- In addition to satisfying the Barry University and cultural communication. The course covers intercul- the School of Arts and Sciences graduate admissions tural communication between dominant and requirements, applicants may be admitted into the nondominant groups, and between individuals and graduate photography programs based upon the fol- groups from different linguistic and national back- lowing criteria: grounds. — Acceptable scores on one of the following tests: 690 Public Relations Campaigns (3) The Miller Analogies Test (MAT), the Graduate Application of theories and practices of public rela- Management Admission Test (GMAT), or the gen- tions by presenting major public relations campaigns eral test of the Graduate Record Exam (GRE). (local, state, and national) concerning the pressing is- — Creativity and technical skill using the medium of sues facing organizations and in societies. photography and potential as a contributor affecting the evolution of creative photography based 694 Graduate Internship (3-6) upon a portfolio review of original works. On-site practical experience in communication setting; — Maturity, self confidence and articulation needed CR/NCR grade; unpaid internships only. Prerequisite: for assisting undergraduate photography students 24 graduate credit hours, and permission of advisor based upon personal interviews with faculty and and instructor. administration. 697 Special Topics (3) Identification and examination of selected topics in PROGRAM STANDARDS: communication. May be repeated under different topic — Full time study may not exceed 12 credits per se- titles. mester. SCHOOL OF ARTS AND SCIENCES 63

— Maximum length of time to complete the M.F.A. Students seeking the M.A. take a minimum of 36 credit degree is seven years, to include a successful writ- hours and a maximum of 48 credit hours. ten thesis and thesis exhibition. Minimum time to complete the M.A. degree: 3 semes- — Maximum length of time to complete the M.A. ters (12 cr. max. per semester) degree is seven years, to include a successful group exhibition. — Students wishing to change from the M.A. to the PHO, COM, AND ART COURSES FOR M.F.A. program must notify the Department, for- M.F.A. AND M.A. IN PHOTOGRAPHY: mally apply, submit a portfolio for committee re- PHO 500 3 cr. Special Topics in Photography view, and be officially accepted. PHO 501 3 cr. Color Photography — Students interested in changing from the M.A. pro- PHO 502 3 cr. Color Processes gram into the M.F.A. must do so prior to receiving PHO 503 3 cr. Computer Imaging the M.A. degree. Coursework may be applied to PHO 504 3 cr. Advanced Photography only one degree. PHO 505 3 cr. Advanced Digital Imaging — Students wishing to change from the M.F.A. to the PHO 506 3 cr. Advanced Computer Imaging M.A. program must give formal notice 3 months PHO 507 3 cr. View Camera in advance and be formally approved. PHO 508 3 cr. Large Format Photography — Assessment of the M.F.A. candidate’s creative and PHO 511 3 cr. Lighting Techniques technical outcomes will be through faculty evalua- PHO 512 3 cr. Studio Lighting tion and approval of a substantial one-person the- PHO 515 3 cr Influences of the Masters sis exhibition. The M.A. candidate will be similarly PHO 517 3 cr. Manipulative Photography judged, but as part of a group exhibition. PHO 520 3 cr. History of Art-Photography — M.F.A. candidates should express their artistic in- PHO 521 3 cr. History of Photography, Film & tentions and philosophies in a written formal the- Art sis to provide a means for outcome assessment. PHO 525 3 cr. Photojournalism — If the graduate student’s work or performance are PHO 559 3 cr. Independent Study unsatisfactory, the University may remove the stu- PHO 601 3 cr. Photography Practicum I dent from the graduate program. PHO 602 3 cr. Photography Practicum II — Individuals with undergraduate degrees may take PHO 659 3 cr. Independent Study a maximum of nine graduate credits as non-degree- PHO 660 3 cr. College Teaching Prep I seeking students. PHO 661A 1 cr. College Teaching Prep. IIA PHO 661B 2 cr. College Teaching Prep. IIB CURRICULUM OUTLINES: PHO 662A 1 cr. College Teaching Prep IIIA PHO 662B 2 cr. College Teaching Prep IIIB Master of Fine Arts (M.F.A.) in Photography: PHO 690 3 cr. M.A. Graduate Thesis Exhibition PHO, COM, and ART graduate courses 27 cr. PHO 691 9 cr. M.F.A. Graduate Thesis PHO 559/659 Independent Study in Exhibition Photography 15 cr. PHO 699 3-6 cr. Internship (except Biomedical) PHO College Teaching Prep ART 509 3 cr. History of Art: The Renaissance courses 6 cr. ART 510 3 cr. History of Art: 19th Century ART/PHO Art History graduate courses 9 cr. Eur. Art PHO 691 M.F.A. Grad. Thesis Exhibition 9 cr. ART 511 3 cr. History of Art: 20th Century Art Total: 66 cr. minimum ART 523 3 cr. History of Art: Contemporary Minimum time to complete the M.F.A. degree: 6 se- Art mesters (12 cr. max. per semester) COM 514 3 cr. Audio and Video Production Master of Arts (M.A.) in Photography COM 591 3 cr. TV Production and Directing PHO, COM, and ART graduate courses, 18 cr. COM 605 3 cr. Advanced TV Production PHO 559/659 Independent Study in COM 622 3 cr. Corporate Video Photography 9 cr. COM 694 3 cr. Graduate Internship ART/PHO Art History graduate courses 6 cr. COM 701 3 cr. Independent Study PHO 690 M.A. Grad. Thesis Exhibition 3 cr. Total: 36 cr. minimum INDEPENDENT STUDIES: 48 cr. maximum Each semester graduate students are involved in at least 3 credits of directed independent study. In addition to fostering a mentor relationship with the faculty, independent study most closely resembles the real-life 64 SCHOOL OF ARTS AND SCIENCES scenario which working artists/ photographers must PHO 504 Advanced Photography 3 cr. face after graduation, in that they are involved in in- Emphasis on the development of one’s personal form dependent production of art. of expression within the student’s area of interest. (Spe- cial fee). M.F.A. THESIS EXHIBITION: PHO 505 Advanced Digital Imaging 3 cr. The most important component of the final studies Refined study of digital manipulation of photographic for the M.F.A. is the Thesis Exhibition. images. More complex masking techniques, paths, The graduating M.F.A. student must mount a sub- panoramas, photo retouching, and stereoscopic imag- stantial solo exhibition of his or her work illustrating ing are explored. Prerequisite: PHO 503. (Special fee) the highest level of originality and professionalism. A PHO 506 Advanced Computer Imaging 3 cr. written thesis on the exhibited body of work accom- Advanced imaging techniques utilizing photography, panies the exhibition. Grammar and composition and other creative software. The course focuses upon should be of graduate level, with formal committee proficiency in working with equipment and software approval necessary. The content of the thesis is an in- combined with creativity to produce a quality portfo- depth written critical statement on the candidate’s art lio. Prerequisite: PHO 503. (Special fee). work. The thesis will also include high-quality photographic reproductions of the candidate’s creative pho- PHO 507 View Camera 3 cr. tography as well as work by other artists/ Projects provide exploration of the view camera. photographers, if applicable, whose influences may Student’s photographic experiences are broadened be of importance. The thesis and exhibition are allot- through take-home access to the University’s view ted nine credits towards the degree. As this is the most cameras. (Special fee). important final requirement and requires formal fac- PHO 508 Large Format Photography 3 cr. ulty committee approval, it is not uncommon for a stu- Perspective and depth of field are manipulated with dent to prolong his or her graduate study to help insure the view camera’s unique controls to provide students a successful exhibition and thesis. with additional creative options. Large scale printing in either black and white and/or color introduces the TEACHING PREPARATION FOR M.F.A.: important element of scale into the student’s portfolio of original images. (Special fee). The terminal M.F.A. degree is the standard academic credential to teach photography at the univer- PHO 511 Lighting Techniques 3 cr. sity level. As preparation, Barry University M.F.A. An exploration of the essence of photography: light. students are given the opportunity to have at least three Projects involve use of natural, available, incandes- semesters of part-time teaching experience under the cent, on camera flash and studio strobe lighting. (Spe- tutelage of highly experienced photography educators. cial fee). In addition, students may elect to participate in the PHO 512 Studio Lighting 3cr. “nuts and bolts” of running and maintaining a univer- Students will be exposed to the workings of a photo- sity photography facility. graphic lighting studio. Projects will involve using monolights, and power pack strobes and on camera Course DescriptionsPhotography strobes. (Special fee). Prefix: PHO PHO 515 Influences of the Masters 3cr. PHO 501 Color Photography 3 cr. A combination of art history and applied studio study. Printing color enlargements from color negatives us- Styles and techniques of selected creative photographic ing automated RA-4 processing. Emphasis on creative masters will be studied, analyzed and discussed. Stu- usage of color and quality color printing techniques. dents will then create their own original photographic (Special fee). images reflecting the influence, subject matter and techniques of those master photographers. Prerequi- PHO 502 Color Processes 3 cr. site: PHO 520 or 521. (Special Fee) An exploration of various color processes including printing from color negatives using various print me- PHO 517 Manipulative Photography 3 cr. diums and making polaroid transfers. (Special fee). Exploration of alternative methods of making and dis- playing photographic images. (Special fee). PHO 503 Computer Imaging 3 cr. Students explore the use of the computer to make and PHO 520 History of Art/Photography 3 cr. manipulate photographic images. Tools and techniques An overview of the evolution of photography from its include color balancing, painting, cloning, text, and invention in the 1800’s to contemporary experimental making composite photographs. (Special fee). work. SCHOOL OF ARTS AND SCIENCES 65

PHO 521 History of Photography, Film PHO 662B College Teaching Prep. IIIB 2 cr. and Art 3 cr. The graduate student will assume responsibility for An investigation into the influence and interrelation- teaching PHO 303 during the semester. Faculty mem- ships linking photography, film and painting from 1839 bers will observe and evaluate the student in approxi- to the present. Key movies from the history of film mately 50% of the classes. (Prerequisite PHO 603A) will be screened. PHO 690 M.A. Graduate Thesis Exhibition 3 cr. PHO 525 Photojournalism 3 cr. Graduating M.A. students participate in a group exhi- Emphasis upon direct visual communication and ef- bition at the culmination of their studies, demonstrat- fective photographic documenting of events. (Special ing high creative and technical standards. Graduation fee). is contingent upon successful completion of the exhi- PHO 559 Independent Study 3 cr. bition. This 3 credit course for M.A. students assists Individual or small group tutorials. Content is devel- them in preparing for the exhibition. oped for specific interests and needs of student(s). May PHO 691 M.F.A. Graduate Thesis Exhibition 9 cr. be repeated. Permission of advisor and instructor. The graduating M.F.A. student must enroll for 9 cred- PHO 601 Photography Practicum I 3 cr. its and mount a substantial one person exhibition dem- Practical development of photographic skills beyond onstrating creativity, originality, and technical the objectives of regular course offerings. May be re- proficiency with the medium of photography. The art- peated for a maximum of 3 credit hours. Permission work must be a body of visually and conceptually in- of Department Chair. terrelated pieces. A written thesis must accompany the exhibition. Graduation is contingent upon successful PHO 602 Photography Practicum II 3cr. completion of the one person exhibition and written Practical development of advanced photographic skills thesis. Prerequisite: permission of Department Chair. beyond the objectives of regular course offerings. May be repeated for a maximum of 3 credit hours. Prereq- PHO 699 Internship 3-6 cr. uisite: PHO 394 and permission of Department Chair. Practical experience within a professional setting. All paperwork must be completed before the end of the PHO 659 Independent Study 3 cr. semester preceding the internship. Prior approval of Individual or small group tutorials. Content is devel- Department Chair and Dean required. oped for specific interests and needs of student(s). May be repeated. Permission of advisor and instructor. Prefix: ART PHO 660 College Teaching Prep. I 3 cr. Practical training in out-of-classroom responsibilities ART 509 History of Art: The Renaissance 3 cr. characteristic of university-level teaching in the pho- Art and architecture of the Renaissance in relation to tography discipline. By faculty assignment, the gradu- the historical context of the 15th and 16th centuries. ate student maintains, repairs, prepares, and inventories The primary emphasis will be upon the Renaissance the university’s photography facilities and supplies and in Italy, but developments in Northern Europe will also supervises student studio monitors. be considered. PHO 661A College Teaching Prep. IIA 1 cr. ART 510 History of Art: 19th Century European A course designed to expose the graduate student to Art 3 cr. teaching methodology, techniques, and design in PHO Neoclassicism, Romanticism, Realism, Impressionism 203 Basic Photography. The graduate student must and Post-Impressionism in European art, studied in attend and assist faculty in all PHO 203 lectures and relation to contemporary social and intellectual devel- labs during the semester. opments. PHO 661B College Teaching Prep. IIB 2 cr. ART 511 History of Art: 20th Century Art 3 cr. The graduate student will assume responsibility for Art and architecture in Europe and America from Cub- the teaching of lecture and labs in PHO 203 during ism at the beginning of the century to Postmodernism the semester. Faculty members will observe and evalu- at the end. The contributions and innovations of South ate the student in approximately 50% of the classes. Florida, particularly in architecture, will be empha- (Pre-requisite PHO 503A) sized. PHO 662A College Teaching Prep. IIIA 1 cr. ART 523 History of Art: Contemporary Art 3 cr. A course designed to expose the graduate student to An examination of art created from the 1960’s to the teaching methodology, techniques, and design of PHO present including painting, sculpture, photography, 303 Intermediate Photography. The graduate student mixed media and video and performance art. must attend and assist faculty in all PHO 303 classes during the semester. 66 SCHOOL OF ARTS AND SCIENCES

GRADUATE PROGRAMS IN credit hours and 3 thesis research credit hours culminating in a satisfactory thesis according to an accept- THEOLOGY able style sheet; and 2) pass written and oral comprehensive examinations. The graduate programs in Theology hold associate membership in the Association of Theological Schools in the United States and Canada (ATS). Comprehensive Examinations The Department will provide students with ques- MASTER OF ARTS IN THEOLOGY tions and a reading list for examinations in Old Testa- ment, New Testament, systematic theology, and moral The graduate program in Theology is a commu- theology. The student will be expected to prepare all nity of faculty and students engaged in reflection topic areas and questions. On the day of the examina- within an academic context on the meaning of God tion, two questions from each area will be presented. and the human response to the presence of God. It is The student will choose one question from each area. characterized by a strong intellectual tradition with The oral examination will be based on the responses considerable diversity among its participants. to the written examination as well as on other topics The program provides its service primarily through and questions in the four areas and the thesis, if appli- the search for truth and wisdom in the knowledge of cable. This part of the examination will last one hour God in Jesus Christ. First among the tools necessary and will be conducted by at least three examiners. for this effort is knowledge of the western Catholic tradition, including a close acquaintance with its ori- Transfer of Credit gins, development, and kinship to Protestant, eastern A maximum of six graduate semester hours in Re- Christian, and Jewish traditions. Theological reflec- ligious Studies or Theology may be transferred from tion demands openness to experience as well as aware- another regionally accredited college or university. ness of the world and of contemporary human needs. Such course work must be relevant to the discipline, As an integral part of a larger community, the gradu- with the students having earned a minimum of 3.0 ate program in Theology benefits from the broader within the seven-year time limitation of the degree. perspective of a liberal arts institution, from the mul- Transfer of credit must have approval of the Chair of tiple viewpoints of a larger faculty, and from the many the Department. facilities, cultural opportunities, and services which the University and the Miami area provide. The program attempts to accomplish its mission to Time Limitations the larger community in light of the following goals: A minimum of two years is required to complete 1. A sound academic foundation in Christian theology the Master of Arts in Theology degree. Students pur- 2. Theological research suing the Master of Arts in Theology are permitted 3. Integration of theological reflection with experience seven years from the date of initial matriculation to 4. Ecumenical dialogue complete requirements. Degrees may be completed on a full or part-time basis. Courses are available in the ADMISSION REQUIREMENTS AND POLICIES afternoon and evening. — See School of Arts and Sciences requirements. Sufficient undergraduate preparation or life expe- CERTIFICATE IN THEOLOGICAL rience, usually 18 hours of undergraduate theology STUDIES or religious studies. A minimum score of 40 on the Miller Analogies Test or 1000 on the G.R.E. Persons who do not intend to obtain a Master’s — Provisional acceptance may be granted on an indi- degree in Theology but want to acquire some of its vidual basis. See “Admission Requirements and professional training may take courses and may be Policies” section. granted a Certificate in Theological Studies for cred- — Non-degree-seeking acceptance: See “Admission its earned. Requirements for the Certificate may be Requirements and Policies” section. fulfilled with successful completion of THE 511 and — Letters of Recommendation may be required 5 courses in core areas. These 5 courses must include courses in at least two of the four core areas. REQUIREMENTS FOR GRADUATION Course Work/Thesis For completion of the degree, students must 1) complete a minimum of 30 course credit hours, or 27 course SCHOOL OF ARTS AND SCIENCES 67

Core Curriculum Required of all Students DOCTOR OF MINISTRY DEGREE in Master’s Program in Theology: One Biblical Course PROGRAM (D.MIN.) One Systematic Course The Doctor of Ministry degree is an advanced de- One Liturgical Course gree designed to develop theological reflection on One Morality Course ministerial practice for ordained and non-ordained THE 511 Theological Methodology women and men. It places emphasis on academic the- Master of Arts Course Listings (Course descrip- ology that is applied to contemporary ministry. tions are found under the Doctor of Ministry program) Candidates will usually have a minimum of three 511 Theological Methodology years’ experience in ministry after receiving the M. 600 Torah Div. degree or its equivalent. M. Div. equivalence will 601 Synoptic Gospels and Acts be determined by the D. Min. Committee. 605 Johannine Literature The D.Min. Program provides an opportunity for 610 Prophetic Literature continued theological study in a formal manner. The 611 Pauline Theology degree can be structured to meet the needs of persons 612 Wisdom Literature engaged in full-time ministry from a variety of de- 626 Historical Books nominational backgrounds. The program requires a 628 Deutero-Pauline and Early Catholic student to engage in two critical tasks: Letters 1) To look at an important theological issue or project 635 Ecclesiology: The Mystery of the Church in the context of academic study. In general, this 636 Christology task is pursued through academic courses and the 637 The Christian God and the Human writing of a thesis. Response 2) To look at the practice of ministry. The practice of 641 Liturgical Time and Prayer ministry follows a clear conception of the Church’s 642 Sacramental Theology ministry and whether ministry is practiced with 643 Rites of Christian Initiation knowledge and skill. In general, this task is pur- 644 Issues in Ecumenism sued through the Supervised In-Service Project. 645 Salvation, Eschatology, and Hope 646 Pneumatology, Grace and the Christian AREAS OF INTEREST AND RESEARCH Life The Doctor of Ministry Program offers three areas 647 New Trends in Moral Theology of interest and research: 651 History of Christian Theology a) Practical Biblical Theology 652 Critical Issues in Bioethics b) Practical Systematic/Liturgical Theology 653 Classics in Bioethics c) Practical Moral Theology 655 Principles of Christian Morality 656 Catholic Social Thought 658 Death and Dying: Theology and Ministry ADMISSIONS REQUIREMENTS: 659 Pastoral Care and Human Sexuality 1) Master of Divinity or its equivalent; 660 Pastoral Care and Cross-Cultural 2) ordinarily three years of ministry experience; Counseling 3) written autobiography of ministry and theological 661 The Gospel and Conflict in the Church journey; 662 Liberating Theologies 4) interview with members of D.Min. Committee; and 663 Pastoral Care Ethics 5) three letters of recommendation. One must be an 664 Theology of Evangelization academic reference. 665 Historical Resolutions in Moral Theology 699 Thesis Research COURSE OF STUDY 701 Independent Study To receive the D.Min. degree, students are required 705 Old Testament Exegesis to complete stages of classroom study, directed re- 706 New Testament Exegesis search and writing, and a supervised in-service expe- 707 New Testament Christology rience. The exact course of study will vary according 708 Advanced Liturgical Preaching to the concentration chosen by the student. It is ex- 709 Topics in Liturgy and Sacraments pected that the student takes the majority of elective 710 Topics in Systematic Theology courses within his or her area of interest and research. 711 Topics in Moral Theology 712 Topics in Bioethics 713 Topics in Pastoral Theology 68 SCHOOL OF ARTS AND SCIENCES

Orientation Program c) Upon completion of all elements of the degree pro- All new students are required to participate in an gram, students will participate in an exit experi- orientation program at the start of their studies. The ence. This experience is designed to assist the orientation will provide 1) an overview of the program, successful candidate in review, evaluation and pro- 2) an explanation of the various requirements and jection of the next stages in professional growth. stages of the program, 3) information and guidance The focus of the experience will be the integration about the resources of Barry University, and 4) an of the thesis and in-service project into the opportunity to meet professors and students in order candidate’s theological perspective as applied to to be more fully integrated on a personal level in the ministry. D.Min. program. Locations for the D.Min Program Course Work Requirements A student who participates in the D.Min. program Completion of 24 credit hours of course work. at Barry University may complete his or her course Minimum course work includes the following distri- work requirements through any of the options below: bution: 1. Study through the year at Barry—Barry Univer- a) Biblical Theology 3 hours sity offers D.Min. level courses fall, spring and b) Systematic/Liturgical Theology 3 hours during intensive sessions. Each course is three c) Moral Theology 3 hours credit hours. Students in the metropolitan Miami d) Electives 15 hours area or students who desire to pursue doctoral stud- All graduate courses include peer learning. ies on a full-time basis can avail themselves of this In addition to the courses offered within the De- study option. Course times will be arranged to ac- partment of Theology and Philosophy, a student can commodate students in ministry. Housing arrange- take two graduate-level courses in other schools or ments for students who wish to live on campus can departments of Barry University with the approval of be made through the Office of Residential Life. the Chair of the Theology and Philosophy Department. 2. Two Week residencies at Barry—Barry Univer- Six hours of elective courses may be completed as sity offers D.Min. level courses during winter and directed studies. Guidelines for directed studies are spring sessions with intensive residencies. The ses- available from the Chair of the Department. sions span 14 weeks. Syllabi are available 6 weeks Upon completion of a minimum of 12 credit hours before classes begin and include pre-residency as- of course work, the student participates in a D.Min. signments. Classes meet every day for 2 weeks. A Integrative Seminar. This seminar will be designed to research project is due 6 weeks after residency. assist students in the development of research skills, 3. Transfer Credit—A student may transfer up to six scholarly writing, and the thesis proposal. The Inte- credit hours from another institution toward course grative Seminar is developed by members of the gradu- work requirements. These must be at an advanced ate faculty to respond to the specific needs of level and appropriate to the goals of the D.Min. candidates. program. Intention to study at another institution Upon completion of 15 credit hours the student will and transfer credit must be approved first by the have declared an area of interest, proposed a subject Chair of the Department. Upon completion of the of research, and identified a faculty member as thesis course work at another institution, transcripts must project mentor. be sent to the Chair of the Department. Students who complete the D. Min. degree through the intensive residencies only are not eligible to transfer Additional Requirements credits from other institutions for the completion Each student in the D.Min. program must complete of the required distribution. the following requirements in addition to course work: a) Integrative Seminar RESIDENCY REQUIREMENTS b) Each student for the D. Min. degree must complete a thesis-project for which fourteen (14) credit hours The Doctor of Ministry degree standards stipulate are awarded: (8) credit hours for THE 801 and (6) that D.Min. programs have residency requirements credit hours for THE 802. A letter grade is given which provide times of significant disengagement from by the thesis-project mentor for both courses. The the usual routines of ministry for concentrated study. thesis-project will integrate the praxis of ministry In the Barry University D.Min. program, the residency with the student’s particular theological tradition requirement is fulfilled in the following ways: whereby producing a specialization in the field of a) Students who take classes during the fall, spring, ministry. The thesis-project is usually 125-150 and sessions with intensive residencies while con- pages in length. tinuing to be involved in their usual ministries ful- SCHOOL OF ARTS AND SCIENCES 69

fill the residency requirements by enrolling for six AREAS OF INTEREST AND RESEARCH credit hours in two semesters during their program. During their course of study in the Program, D.Min. b) Students who take classes only in the sessions with students are required to choose a particular area of intensive residencies fulfill the residency require- interest and research which relates their academic pur- ments by regular participation in these two-week suit of practical theology to Church ministry. This fo- residencies for consecutive terms taking at least two cus of research interest enables the student to see the courses per year. In addition, students will spend practical implications of theological study in the lives one month in residence on the Barry campus for of the members of the faith community. The Doctor library research and direction during the thesis seg- of Ministry Program offers three areas of interests: ment of their program. Practical Biblical Theology, Practical Systematic/Li- turgical Theology, and Practical Moral Theology. TIME LIMITATIONS AND COMPLETION DEADLINES Practical Biblical Theology It is expected that a D.Min. student will complete The Bible arises from the actual experience of the the degree within six years of matriculation. Continu- people of Israel in their relationship to God and from ation of students beyond six years will be allowed only the actual experience of Jesus by his followers as ex- if there is evidence of an active and sustained pursuit pressing their relationship to God. This area of inter- of the degree. est and research emphasizes both the origins of the Requests for extensions due to extenuating circum- Bible as the record of people’s relationship with God stances should be directed to the Chair of the Depart- in Israel and through Jesus and how this record af- ment and will be considered by the D.Min. Committee. fects people today. Students study the Bible to bring A D.Min. student may choose not to enroll for a guidance to the faith community in their present search semester. If the student does not enroll for the subse- for God and to assist the community in its identifica- quent semester, a fee will be charged. A second se- tion of a proper response to the offer of a relationship mester of non-enrollment will result in a second fee to God through Jesus. and review by the D.Min. Committee concerning the student’s continuation in the program. Those students Practical Systematic/Liturgical Theology enrolled in the intensive rotation may choose not to enroll for an intensive session. If the student does not Theology as faith seeking understanding and the enroll for the subsequent intensive session, a fee will lex orandi as the lex credendi (the rule of praying af- be charged. A second term of non-enrollment will re- fecting the rule of believing) is part of the experience sult in a second fee and review by the D.Min. Com- of God and Church in the Roman Catholic and Prot- mittee concerning the student’s continuation in the estant Christian communities. This area of interest and program. research investigates the insights and implications of systematic and liturgical theology for their influence upon the experience of faith and prayer in the con- GRADUATION REQUIREMENTS temporary Christian church. Systematic and liturgical Students in all concentrations must complete the theology are studied to further appreciate and enrich following: the understanding of the experience of God as it is a) Participation in the Orientation Program. expressed especially in the prayer and liturgy of the b) Satisfactory completion of 24 credit hours of course people of faith as the people of prayer. work as specified above for the various degree concentrations. Students who receive a grade below B Practical Moral Theology for a class will not receive credit for that course. c) Satisfactory completion of the integrative seminar. Created in the image of God and redeemed by the d) Satisfactory completion of a thesis for eight credit sacrifice of Jesus, people are called to life in the Spirit; hours. the practice of this life is the focus of moral theology. e) Satisfactory completion of an in-service project for This area of interest and research investigates personal six credit hours. and communal activity and institutional and structural f) Satisfactory completion of the residency require- systems that promote or obstruct Christian justice and ment. love. As a practical discipline moral theology demands g) Satisfactory completion of the exit experience. a critical and faith-filled evaluation of conduct and h) Demonstration, in the judgment of the faculty, of policy in every area of human involvement; from bio- an adequate measure of personal and professional ethics to social justice this study offers its resolutions maturity. to the human community for the realization of the reign of God. 70 SCHOOL OF ARTS AND SCIENCES

Course Descriptions books for messianic expectations and the promise to Theology Prefix: THE David will be related to the understanding of who Jesus was as the Son of David. Courses numbered 500 are for Master of Arts credit, courses numbered 600 or 700 are for Master of Arts 628 Deutero-Pauline and Early Catholic and Doctor of Ministry credit, and courses numbered Letters (3) 800 are for Doctor of Ministry credit. A study of “letters” attributed to Paul but regarded by many today as having different authors, namely; 2 511 Theological Methodology (3) Thessalonians, Colossians, Ephesians, 1 & 2 Timo- History of the study of theology. Introduction to the thy, Titus and Hebrews, and of later literature 1 & 2 major concerns and authors in the main areas of con- Peter, James, and Jude. The concept of pseudepigraphy temporary theology. Methods of theological research. in the ancient world. The relation between a) 1 and 2 This course is required of all M.A. students. Thessalonians, b) Colossians and Ephesians, and c) 600 Torah (3) Jude and 2 Peter. An historical-critical study of the Pentateuch in the 635 Ecclesiology: The Mystery of the light of literary, historical, theological, and archeologi- Church (3) cal research on the Old Testament and its environment. An examination of the foundations for ecclesiology 601 Synoptic Gospels and Acts (3) in the New Testament and its development in differ- A study of the influences to the crystallization of the ent Christian traditions with a view of the kerygmatic, primitive Christian catechesis; development of the sacramental, and charismatic dimensions of the gospel literature in the different Christian communi- Church. Church life, structure, and mission will also ties; overview of the characteristic theologies of Mat- receive attention. thew, Mark, and Luke. Formerly THE 534. 636 Christology (3) 605 Johannine Literature (3) An examination of the New Testament foundations for An analysis of the last gospel with special concern for Christology and of doctrinal developments in the traits unique theology. The role of the Beloved Disciple dition of the Church. Attention will also focus on con- as founder of the community with its emphasis on the temporary issues in Christology including faith commitment to the Lord and the love of the breth- methodology and the meaning of incarnation. ren. 637 The Christian God and the Human 610 Prophetic Literature (3) Response (3) A study of the origin and development of the prophetic A study of the Christian God as Trinity and the human movement in Israel and its relationship to other pro- response to this revelation. Foundations and develop- phetic movements in the ancient Near East; analysis ments in trinitarian theology will receive considerable of the prophetical books of the Old Testament and the attention. The course will also consider the nature and role of the prophets. Major emphasis will be on the destiny of humankind considered in relation to the prophets from the eighth to the sixth centuries. For- Triune God; special references to secularization and merly THE 535. faith in God. Formerly THE 536. 611Pauline Literature (3) 641 Liturgical Time and Prayer (3) An analysis of the genius of Paul as seen in his letters. The nature of liturgy as source and summit of the Paul the founder of Churches, the missionary, his Church’s life. Special attention will be given to: gen- Jewishness, and his anthropology which gave birth to eral forms of Christian prayer; the development of the Christian Church of the Gentiles. structured daily prayer (especially Liturgy of the 612 Wisdom Literature (3) Hours); and the history and meaning of the liturgical A study of the Wisdom Books of the Old Testament year. Some discussion of the relationship between li- with emphasis on an examination of the position and turgical time and liturgical environment (especially art limits of Wisdom within the message of the Bible; also, and architecture). an investigation of the wisdom tradition as it extends 642 Sacramental Theology (3) into the New Testament. A look at Christian sacraments from the perspective 626 Historical Books (3) of religious experience and symbol; Christ, the pri- An analysis of the historical books to explore the in- mordial sacrament, the Church as sacrament, and a fluence these writings had on Israel’s self-understand- theological-liturgical-historical examination of each ing and the role that this biblical material has had in sacrament. Christian belief. The theological importance of these SCHOOL OF ARTS AND SCIENCES 71

643 Rites of Christian Initiation (3) 653 Classics in Bioethics (3) An in-depth study of Baptism-Confirmation and Eu- This course will examine the historical development charist as sacraments of full initiation into Christian of the discipline of bioethics from its roots in the pil- life. Evolution and current thought on these sacra- grim hospices of the medieval period through the rise ments. Discussion of the rite of Christian initiation of of ‘modern’ hospitals to high tech medical practices. adults. This history shows that systematic reflection on the 644 Issues in Ecumenism (3) ethical value of medical intervention depended on An examination of the ecumenical movement and its deontological and casuist reasoning. Attention will be importance for Christian unity. Ecclesiological mod- given especially to the key authors of the Roman els as well as classical doctrinal conflicts will be the Catholic and Protestant denominations: John Ford and subject of investigation as various ecumenical dia- Gerald Kelley, Richard McCormick, Kevin O’Rourke, logues (both multilateral and bilateral) are considered. Joseph Fletcher, James Gustafson, and Paul Ramsey. 645 Salvation, Eschatology and Hope (3) 655 Principles of Christian Morality (3) An examination of the traditional place of eschatology Fundamental questions regarding the person from a in dogmatics (death, judgement, heaven, hell) and its moral theological viewpoint; meaning of freedom, relationship to soteriology, atonement and parousia. knowledge, and conscience with the totality of person Attention will be given to the role of eschatology and and the basic sources of morality. hope in contemporary theologies and its significance 656 Catholic Social Thought (3) for preaching. An examination and evaluation of the teachings on 646 Pneumatology, Grace and the Christian major social issues in the papal encyclicals, conciliar Life (3) documents, and episcopal pronouncements from Leo An examination of the theology of the Holy Spirit with XIII to the present day. Formerly THE 538. reference to the order of salvation, theologies of grace, 658 Death and Dying: Theology and charisms and gifts. Attention will be given to the dif- Ministry (3) ferences in Catholic, Protestant, and Orthodox ap- This course will examine recent theology of death and proaches with an emphasis on changing models of dying, and relate to the ministry of chaplains, pastors, understanding the work of the Holy Spirit and its rela- and educators. tionship to theological anthropology. 659 Pastoral Care and Human Sexuality (3) 647 New Trends in Moral Theology (3) An inter-disciplinary, inter-personal and cross-cultural This course will examine new theories and applica- exploration of goals, dynamics, and skills as they af- tions of moral theology and Christian ethics to con- fect ministries relating to issues of human sexuality, temporary concerns. Attention will be given to the i.e., goals-ethics-moral foundations; definitional-de- return to virtue ethics, the ongoing debate between velopmental perspectives; sexual issues within con- proportionalism and deontology, and the use of Scrip- gregations; male-female relationships, etc. ture as the primary guide of moral theory. 660 Pastoral Care and Cross-Cultural 651 History of Christian Thought (3) Counseling (3) An examination of the significant moments in the de- An exploration of the literature and practices in pas- velopment of Christian intellectual life with an em- toral theology of counseling cross-culturally. Issues phasis on paradigm shifts in the theological and of mission and globalization will be explored, as well philosophical discourse. Five periods will be subject as a definition of culture that prepares participants to of inquiry: Patristic, Medieval, Reformation, Renais- offer care within and between cultures of a congrega- sance, Modern. For each period students will be in- tion. troduced to the predominant mode of theological 661 The Gospel and Conflict in the Church (3) reflection, its perceived foundations, its doctrinal fo- A study of conflict in biblical and theological tradi- cus, and the diversity and debates which were engen- tions and implications for a contemporary parish or dered. congregation. Attention will be given to the theologi- 652 Critical Issues in Bioethics (3) cal, pastoral, and social origins of conflict within the This course will examine some of the major debates church. in contemporary bioethics. The focus will be on theoretical as well as practical issues. 72 SCHOOL OF ARTS AND SCIENCES

662 Liberating Theologies (3) 709 Topics in Liturgy and Sacraments (3) A study of the major writings of contemporary Latin Selected topics of contemporary interest in liturgical American, African, feminist, and African-American and sacramental theology. liberation theologians to explore implications for the 710 Topics in Systematic Theology (3) social ministry within the contemporary church. Specialized topics of interest to Faculty/Students. 663 Pastoral Care Ethics (3) 711Topics in Moral Theology (3) This course presents issues related to professional This course will examine issues of contemporary im- functioning in a pastoral context. Issues of power port and their presumable resolutions. abuse, sexual abuse, financial mismanagement, etc., will be explored in the context of moral theology and 712 Topics in Moral Bio-Medical Ethics (3) professional ethics. Selected topics in contemporary health care that challenge persons in ministry to search for ethical behav- 664 Theology of Evangelization (3) iors. An exploration of models of evangelization and mission activity from an historical and theological per- 713 Topics in Pastoral Ministry (3) spective to discover effective models of ministry at Topics of interest to faculty and students. home and abroad. 729 Continuing Registration (1) 665 Historical Resolutions in Moral 800 D. Min Integrative Seminar (3) Theology (3) This course is the capstone course for the D. Min pro- This course will examine the historical development gram. It is designed for D. Min students who have of the discipline of moral theology through the causes completed at least the distribution requirement of the of debates and the vigorous exploration of resolutions. program and preferably those who are enrolled in the Attention will be given to the influence of the great last course(s) of their program. The Integrative Semi- thinkers, how their influence is still prevalent, and nar allows the D. Min student to bridge their course whether their influence is still valid. work to the thesis/project by focusing on an aspect of 699 Thesis Research (3) their ministry for theological reflection and clarifying This is a research in-residence or continuous registra- the theological methods which will best inform that tion for all departments/schools offering graduate pro- task. grams. 801 D. Min. Thesis in Ministry (8) 701 Independent Studies (3) Eight credit hours A faculty member will direct a student in individual 802 D. Min. Supervised In-Service Project (6) research with the approval of the Chair. Six credit hours 705 Old Testament Exegesis (3) A course including specialized topics in Old Testa- MASTER OF ARTS IN PASTORAL ment, designed for students who have completed courses in the areas of Prophetic literature, Torah, MINISTRY FOR HISPANICS Wisdom literature, and historical books. (For further information, please contact (305) 279- 706 New Testament Exegesis (3) 2333) A course including specialized topics in New Testa- As a response to Barry University’s commitment ment, designed for students who have completed to theological education in the Southeast region of courses in the areas of Synoptic Gospels, Johannine the United States and the growing Hispanic popula- literature, Pauline theology, and Deutero-Pauline and tion of that region, courses are offered through a Early Catholic letters. collaborative effort with the Southeast Pastoral Institute (SEPI). SEPI is an educational branch of 707 New Testament Christology (3) the Southeast Regional Office for Hispanic affairs, An examination of the manner in which a modern sys- Region IV and V of the National Conference of tematic theologian develops a christology based on Catholic Bishops. the New Testament, with detailed attention to key New Testament passages cited by the author. GRADUATE ADMISSION REQUIREMENTS 708 Advanced Liturgical Preaching (3) An advanced study of the theology of preaching within AND POLICIES the context of the tradition of the church and its place — Bachelor’s degree from a regionally accredited in- in contemporary worship. Methods, content, and vari- stitution with at least a 3.0 cumulative grade point ous context will be examined to enrich the student’s average (B) as indicated by transcripts. preaching ability. SCHOOL OF ARTS AND SCIENCES 73

— Sufficient undergraduate preparation (usually 18 RSP 465/565 Anthropology & Spirituality of credit hours in Theology/Religious Studies at the Hispanics 3 undergraduate level) or life experience as verified RSP 466/566 Pastoral Principles for Hispanic by objective norms. Ministry 3 —Two letters of recommendation. RSP 467/567 Ethical Principles & Social —A short essay indicating why a graduate degree will Doctrine 3 help fulfill one’s career goals. Elective Courses (15 semester hours) — Admission is selective, but provisional acceptance RSP 409/509 Pastoral Seminar I 3 may be granted by the Chair of the Department of RSP 410/510 Pastoral Seminar II 3 Theology and Philosophy. RSP 411/512 Pastoral Seminar III 3 RSP 422/522 Team Work & Team Decision 2 TRANSFER CREDITS RSP 423/523 Psychological Growth and Faith A maximum of six graduate credit hours may be Development 2 transferred from another college or university RSP 424/524 Techniques of Communication 2 towards a graduate degree at Barry University. Such RSP 426/526 Faith Dynamics 2 coursework must be approved by the administration RSP 431/531 Evangelization & Hispanic before credit is awarded. Culture 2 RSP 432/532 Basic Ecclesial Community 2 TIME LIMITATION RSP 434/534 Hispanic Catechesis 2 RSP 435/535 Hispanic Youth Ministry 2 A student will be allowed no more than seven RSP 436/536 Youth Ministry for Adult years to complete the program. An extension may be Advisors 2 granted for sufficient reason by the Chair of the RSP 438/538 Hispanic Music & Liturgy 2 Department of Theology and Philosophy. RSP 439/539 Religion & Sociology 2 RSP 440/540 Contemporary Spirituality 2 ADVISEMENT RSP 464/564 History of the Church in USA 3 Each student pursuing graduate courses will be RSP 487/587 Seminar 1-6 assigned a faculty advisor. RSP 492/592 Workshop 1-2 RSP 570 Directed Research 6 SPECIAL OCCURRENCES — Any student seeking a leave of absence from the Course Descriptions program must have the written approval of the Chair South East Pastoral Institute Prefix: RSP of the Department of Theology and Philosophy. — No student will graduate with a cumulative grade 301 Immersion in Spanish Language and point average below 3.0. Any student receiving a Culture (6) grade below C may be considered for dismissal Inmersion en la Lengua y Cultura Hispana Necessary skills to communicate in Spanish using the from the program. psychogenerative methodology; knowledge of the Hispanic culture in daily life situations and in its pas- GRADUATION REQUIREMENTS toral dimensions. Living experiences and cultural 1. Completion of a minimum of 42 credit hours with events are an integral part of this course. a 3.0 average. Six (6) of the credit hours may be 409/509 Pastoral Seminar I (3) obtained by presentation of a satisfactory research Seminario Pastoral I paper. Overview of the Christian journey with reference to 2. Satisfactory performance in an oral comprehensive anthropological foundations, vocation, covenant, exam. ecclesiology, and present models for pastoral minis- 3. Completion of an internship and project report. try. Required Courses (27 semester hours) 410/510 Pastoral Seminar II (3) RSP 421/521 Pastoral Planning and Evaluation 3 Seminario Pastoral II RSP 433/533 Theology of Ministries 3 Focus on response to ministry in the Hispanic com- RSP 460/560 Foundations of Theology 3 munity according to the III National Encuentro and RSP 461/561 The Bible: Its Liberating Message 3 the National Pastoral Plan; special emphasis on de- RSP 462/562 Jesus Liberator & His Community velopment of ministerial skills and practical issues for of Faith 3 parish and diocesan ministry. RSP 463/563 The Sacraments & Liturgical Creativity 3 74 SCHOOL OF ARTS AND SCIENCES

411/511 Pastoral Seminar III (3) 433/533 Theology of Ministries (3) Seminario Pastoral III Teologia de los Ministerios Focus on response to ministry in the Hispanic com- Appropriate ecclesiological model according to recent munity according to the III National Encuentro and Church documents; its implications for the diversifi- the National Pastoral Plan; special emphasis on de- cation of ministries toward a Church of participation velopment of ministerial skills and practical issues for and communion; theological guidelines for ministry; parish and diocesan ministry. reasons for the development of new ministries and 421/521 Pastoral Planning and Evaluation (3) models for restructing of ministry. Planificacion y Evaluacion Pastoral 434/534 Hispanic Catechesis (2) Guidelines and skills toward designing and implement- Catequesis Hispana ing a pastoral plan; emphasis on coordination, delega- Catechesis as the process of Christian growth toward tion of authority, and on-going evaluation in joint conversion and liberation; the person’s existential and pastoral planning. cultural situation interpreted in the light of the Gos- 422/522 Team Work and Team Decision (3) pel; the role of catechesis in promoting and strength- Trabajo y Decisiones en Equipo ening evangelical values inherent in Hispanic culture; Nature and development of groups; elements of group catechetical methodologies. dynamics; types of leadership, defense mechanisms, 435/535 Hispanic Youth Ministry (2) techniques for group decision-making. Pastoral Juvenil Hispana 423/523 Psychological Growth and Faith Basic principles and models of youth ministry; ele- Development (2) ments of group dynamics, leadership development, Desarrollo Psicologico Personal y de la Fe techniques for planning and evaluation; guidelines for Structure of personality as a channel of faith; personal education in faith, including two days of spiritual ex- wholeness, psychological growth, and conditioning by perience of retreat; an active methodology requiring family, history, and culture as it affects pastoral ac- much participation. tion. 436/536 Youth Ministry for Adult Advisors (2) 424/524 Techniques of Communication (2) Pastoral Juvenil para Asesores Adultos Tecnicas de Comunicacion Youth groups and the role of the adult advisor in the Skills in human interaction and language; levels and various religious states; interior dynamics of spiritual instruments of interpersonal and intercultural commu- exercises for youth; study of the process of conver- nication, and ways of facilitating or blocking it; con- sion; essential elements of formation; dynamics to cre- crete application to communication in the family, ate commitment. community of faith, and pastoral work. 438/538 Hispanic Music and Liturgy (2) 426/526 Faith Dynamics (2) Musica y Liturgia Hispana Dinamicas de Fe Theological reflection on the history, faith, and cul- Process of faith; stages in faith development; faith tural values of the Cuban people; analysis of Cuban experiences related to person, family, and community, musical forms and rhythms; incorporation of these into fundamental values clarifications; revisions of life; creating new community liturgical expressions. communal prayer. 439/539 Religion and Sociology (2) 431/531 Evangelization and Hispanic Culture (2) Religion y Sociologia Evangelizacion y Cultura Hispana Sociological study of religion in the world today; faith Scriptural bases of the evangelizing mission of the and secularism; sociology of change; possibilities of church and its historical development. Relationship a socio-political option in the light of the Gospel; socio- of Gospel and culture and the faith expressions found religious problems arising from cultural pluralism. in hispanic spirituality. Special emphasis of guidelines 440/550 Contemporary Spirituality (2) for evangelizing of U.S. hispanics. Espiritualidad Contemporanea 432/532 Basic Ecclesial Community (2) Contemporary trends in spirituality; ecclesial renewal Comunidad Eclesial Basica and its influence on new forms of communal and per- Role of the basic ecclesial community in relation to sonal prayer and holiness; Jesus seen as the integrat- the ecclesiology of Vatican II. Process and developing force in a person’s individual and communal ment of these small communities and their relation- conversion. ship to apostolic movements; their missionary and ministerial aspects. An active participatory methodology is an essential element of the course. SCHOOL OF ARTS AND SCIENCES 75

460/560 Foundations of Theology (3) 467/567 Ethical Principles and Social Doctrine (3) Fundamentos de Teologia Principios Morales y Sociales de la Iglesia Study of the concepts of revelation, faith, grace, Concept of the person from a moral theological view- dogma, tradition, and the magisterium. point; relationship of law and love in the light of the 461/561 The Bible: Its Liberating Message (3) Gospel; basic sources of morality; fundamental docu- La Biblia: Su Mensaje Liberador ments of the Church’s social doctrine before and since Revelation of God in the liberating experience of the Vatican II, including Latin American Church docu- people of Israel (Old Testament), in the experience of ments. the historical Jesus and the risen Christ, expressed in 487/587 Seminar (1-6) the primitive Christian community (New Testament), Seminario and developed in the ecclesial community. Interpreta- Selected topics as determined by special needs and/or tion of this experience within the framework of hu- interests of students in collaboration with faculty mem- man existence. ber and approval of the Director. 462/562 Jesus Liberator and His Community of 492/592 Workshop (1-2) Faith (3) 570 Directed Research (6) Jesus Liberador y Su Comunidad de Fe Study of the person of Jesus and his faith community to discover the concrete implications of the following MASTER OF ARTS IN PASTORAL of Jesus today, including an analysis of the lived ex- THEOLOGY perience of faith of the Cuban people. As a response to Barry University’s mission to 463/563 The Sacraments and Liturgical Southern Florida, courses are offered in the Diocese Creativity (3) of Venice through the direction of the School for Pas- Los Sacramentos y la Creatividad Liturgica toral Ministry of that diocese. (10299 SW Peace River Sacramental theology and its liturgical implications; Street (305) 766-7334). The courses are directed to- special emphasis on liturgical creativity of the sacra- wards the preparation of a well-educated laity who will ments of initiation within the present norms of the assume greater responsibility for the teaching and heal- church. ing mission of the Church. 464/564 History of the Church in USA (3) Historia de la Iglesia en Estados Unidos GRADUATE ADMISSION REQUIREMENTS Roman Catholicism in the USA from its Hispanic roots and indigenous reception; development of evangeli- AND POLICIES zation in the southeast; Puritan and non-Catholic tra- — Bachelor’s degree from a regionally accredited in- ditions influencing its Anglo-Saxon roots; stitution with at least a 3.0 cumulative grade point development of Hispanic consciousness and ministry average (B) as indicated by transcripts. within a growing cultural pluralism in the Church. — Sufficient undergraduate preparation (usually 18 credit hours in Theology/Religious Studies at the 465/565 Anthropology and Spirituality of the undergraduate level) or life experience as verified Hispanic People (3) by objective norms. Antropologia y Religiosidad Popular del — At the request of the administration of the School, Pueblo Hispano some formal standardized test (e.g., Miller Analo- Anthropological study of the human response to the gies Test or GRE) to assure the competence of the Word of God within the cultural framework: charac- student to pursue graduate studies. teristics and peculiarities of the Hispanic people in their — Three letters of recommendation. history, their socio-economic and religious experiences —A short essay indicating why a graduate degree will within the dominant culture; their faith response in help fulfills one’s career goals. traditions, customs, and religious symbols. — Admission is selective, but provisional acceptance 466/566 Pastoral Principles for Hispanic may be granted by Chair of the Department of The- Ministry (3) ology and Philosophy. Principios de Pastoral Hispana Contemporary problems and methodologies of pasto- TRANSFER CREDITS ral theology, and its application in the religious and A maximum of six graduate credit hours may be sociological context of the local Hispanic situation. transferred from another college or university towards a graduate degree at Barry University. Such 76 SCHOOL OF ARTS AND SCIENCES coursework must be approved by the administration velopment; pastoral plans and shared responsibility; before credit is awarded. human interaction and conflict resolution. (This course is required of all MA students.) TIME LIMITATION 501 Scripture Studies: The Historical and A student will be allowed no more than seven years Wisdom Literature to complete the program. An extension may be granted The foundational influence of the Mosaic Torah on for sufficient reason by Chair of the Department of Hebrew thought; the development of the kingdom and Theology & Philosophy. its trials and tribulations; the influence of Greek thought in the Israelites and the development of the ADVISEMENT wisdom literature. Each student pursuing graduate courses will be as- 502 Scripture Studies: The Prophetic signed a faculty advisor. Literature A study of the origin and development of the prophetic THESIS/PROJECT REPORTS movement in Israel and its relationship to other prophetic movements in the ancient Near East; analysis Each student is required to provide three bound of the prophetical message as promulgated by a vari- copies of the master’s thesis or project report. One ety of major and minor prophets of Israel. copy will be kept in the School library and the other two copies will be kept at Barry University. 503 Scripture Studies: The Synoptic Gospels and the Johannine Literature SPECIAL OCCURRENCES A study of the influences of the primitive church communities on the development of the written Gospels. — Any student seeking a leave of absence from the The Synoptic Question; the distinctive theologies of program must have the written approval of the Di- Mark, Matthew, Luke; the Johannine literature with rector of the program. an emphasis on the Gospel according to John. — No student will graduate with a cumulative grade point average below 3.0. Any student receiving a 504 Scripture Studies: The Pauline and the grade below C may be considered for dismissal Catholic Epistles from the program. The primitive Christian community as portrayed in the Acts of Apostles; the mission and journeys of Paul; the major epistles and their underlying theology; the GRADUATION REQUIREMENTS letters attributed to Paul; other letters accepted into —A student must complete 27 credits and a super- the canon of scripture by the Church. vised research thesis or a supervised practicum in a special area of ministry, which results in a project 510 Theological Methodology History of the study of theology; introduction to the report, which will be awarded three credits to total major concerns and authors in the main areas of con- 30 required credits. temporary theology. Methods of theological research. — Among these credits, a student must pursue RPM (This course is required of all M.A. students.) 500 Issues in Contemporary Church Ministry, and RPM 510, Theological Methods, as well as one 511 Special Issues in Christian Theology course in Scripture Studies, Systematic Theology, An analysis of the development of Trinitarian theol- Liturgy/and or Spirituality, Moral Theology. A writ- ogy; current theologies of the Trinity; God the Cre- ten or oral comprehensive examination will also ator, Redeemer, and Sanctifier; contemporary be required. questions in Christology, liberation, and feminist theology. Course Descriptions 512 Ecclesiology: The Mystery of the Church Pastoral Theology Prefix: RPM An examination of the foundations for a theology of the Church in scripture; the development of various Each course is for three graduate credit hours. models of viewing the Church; the development of 500 Issues in Contemporary Church Ministry theologies on the authoritative teaching role of the The scriptural and theological foundations for church episcopal and papal Magisterium, ecumenism. ministry; the variety of gifts and variety of ministries; Baptism/Confirmation and Holy Orders; Practical aspects of ministry; Human development and faith de- SCHOOL OF ARTS AND SCIENCES 77

513 Selected Periods in the History of the 530 Christian Morality Church The scriptures as a source of Christian morality; the The Patristic period and the development of theologi- influence of the natural law; fundamental questions cal controversies; the Medieval period and the rise of regarding freedom, knowledge and conscience; moral universities; the ages of Reformation and Renaissance; issues in interpersonal relations; justice, sexuality, the Modern period with a special treatment of the two abortion, euthanasia, recent bio-medical debates. Vatican Councils. 531 Catholic Social Thought 520 The Sacraments of the Church An examination of the teachings on major social is- Christ, the primordial sacrament; religious experience, sues in the documents of Vatican II, the papal encycli- symbol, and cult; the Sacraments of Initiation, with cals, and the teachings of the American Bishops. an emphasis on the rite of Christian initiation of adults 540 Practicum in Pastoral Ministry and the centrality of the Eucharist; the other sacra- Under the direction of an experienced person in a spe- ments in the life of the Church and their relationship cific ministry, the student will be involved in pastoral to the Paschal Mystery. work. The student must complete a project report. 521 Christian Spirituality 541 Directed Research The history of Christian Spirituality and the varied Under the direction of a faculty member, the student emphases in different eras; the theologies of the Holy will research a specific area of interest and produce a Spirit with reference to the order of salvation, theolo- written thesis. gies of grace, charisms and gifts; contemporary movements in Christian Spirituality. 550 Special Topics in Christian Theology Varied courses will be developed at special times to 522 Liturgical Time and Prayer address pertinent and timely issues in contemporary The nature of liturgy as source and summit of the spiri- Christian theology, such as liberation and feminist the- tual life of the Church; the shape of the Eucharistic ology, Christianity and Islam issues. liturgy; the rhythm of daily prayer as reflected in the Liturgy of the Hours, the liturgical year; art and environment in Christian worship. 78 D. INEZ ANDREAS SCHOOL OF BUSINESS

D. INEZ ANDREAS SCHOOL OF BUSINESS

Jack Scarborough, Ph.D., Dean Martine Duchatelet, Ph.D., Associate Dean for Faculty Anne Fiedler, Ph.D., Associate Dean for Students

Faculty: Burroughs, Clottey, Cruz, Daghestani, Dalmadge, Gallagher, Garcia, Hervitz, Hudack, Lash, Lennon, Lowensohn, Morrell, Nickerson, Payne, Rarick, Tejeda, Teng, Tyler, Weber, Winter, Wong.

MISSION VISION Our mission is to deliver high-quality education that Our aim is to become known as the school of choice will enable our students to become successful busi- for students desiring a truly international, high-qual- ness practitioners. We serve students primarily from ity, ethically-based education in a uniquely diverse, South Florida, Latin America and the Caribbean in a exciting yet intimate environment. highly cosmopolitan, multicultural setting. We function as part of a Catholic, international University, a GRADUATE PROGRAMS community of scholars committed to raising up all people in the tradition of the Dominican Order. We ADMISSION REQUIREMENTS seek faculty who will care deeply about our students Admission to graduate programs requires a and are committed to excellent teaching, service to bachelor’s degree from a regionally accredited college our constituencies, and continuous improvement. Our or university (or a listed international institution) and intellectual contributions emphasize practical appli- the Graduate Management Admission Test (GMAT). cations but our faculty also engages in basic research Generally, admission is granted only to those with and instructional development. We strive to develop a high promise of success in graduate business study. in our students a global orientation, an entrepreneur- An applicant may show high promise by previous ial attitude, and a sense of responsibility and service schooling and testing, which results in a minimum total to the community. of: 950 points based upon the formula: UNIQUENESS 200 x undergraduate GPA We offer a student-friendly, caring environment and plus GMAT score, international diversity that allows our students to not OR only study the global business environment but to ex- 1000 points based upon the formula: perience it on a daily basis, in a dynamic and vibrant 200 x the upper division (junior and senior) center of global trade and finance. We are positioned undergraduate GPA as the only institution in South Florida that strives to plus the GMAT score. meet the most rigorous international standards while The above formulae notwithstanding, the mini- still offering all the attractions of a small, private school mum GMAT score is 400. including small class size, an accessible faculty whose The GMAT is a basic aptitude examination and does first responsibility is teaching, and the ability to re- not require previous knowledge of business subjects. spond quickly to the evolving needs of our students It is offered multiple times annually throughout the and the business community. United States as well as internationally. Applications D. INEZ ANDREAS SCHOOL OF BUSINESS 79 are available from the Educational Testing Service, The F grade is for students who must repeat the Princeton, N.J. 08541, or from the Graduate Admis- course and perform at a much higher level to be sions Offices at Barry. deemed worthy of a graduate degree. Provisional admission to the School of Business may be granted by the Associate Dean for Students. A MASTER OF BUSINESS student may apply for consideration for provisional admission who: (1) has not met the admissions require- ADMINISTRATION ments but holds a baccalaureate degree from a region- Businesses of every size and type, non-profit insti- ally accredited college or university with a cumulative tutions, and government agencies require effective and GPA of at least 3.0 on a four point-scale, or a master’s efficient management of human and material resources degree from a regionally accredited college or univer- to achieve their objectives. The Barry MBA program, sity; or (2) does meet the admission requirements but designed primarily for working students, provides the is awaiting an official GMAT score report. Applicants preparation required to succeed in an increasingly chal- for provisional admission must submit an application, lenging, complex and competitive workplace environ- the application fee, and proof of a bachelor’s or ment. In keeping with our mission, the MBA is master’s degree from a regionally accredited college designed to provide the tools and the breadth and depth or university. Provisional status is valid for only one of knowledge necessary to succeed in middle and se- semester, and students admitted provisionally may take nior management positions. Specific program goals no more than six credit hours during that semester (nine include: credits for international students), including prerequi- 1. Ensure understanding of the essential core areas of site courses. Provisionally admitted students must meet accounting, economics, finance, marketing, opera- all admission requirements before being allowed to tions and human behavior. register for a second semester. Provisional admission 2. Offer an opportunity to improve or add a new area should not be presumed since the decision depends in of specialized expertise in a chosen discipline, or part on the number of such students already admitted.

international business. School of Business of School 3. Improve essential business skills including com- TRANSFER CREDIT munications, research, quantitative analysis, team- Acceptance of graduate transfer credits from ap- work, and use of information technology. proved institutions is dependent on the pertinence of 4. Provide an opportunity to study the firm in a holis- the work to the MBA program. The transfer of up to tic, integrated, cross-functional fashion. six semester hours of graduate work upon entering the 5. Instill a strong sense of global awareness. program may be allowed subject to the following re- 6. Instill an entrepreneurial attitude. strictions: 7. Instill a strong sense of service and responsibility 1. All transfer credits must be a B (3.0) or better and to the community and reinforce the understanding courses must be directly parallel to required or con- that ethical, socially responsible business is good centration courses in the MBA program. business. 2. No graduate credit will be allowed for correspon- It should be understood that the MBA offers ad- dence or extension work. vanced level course work. Students must be adequately 3. Students may not transfer credits after they have prepared, especially in quantitative and writing skills. entered the program. Proficiency in the English language must be demonstrated by non-native students. GRADING POLICY The A grade is for the outstanding student, one who ACADEMIC PROGRAM has mastered nearly all the material presented in the The MBA degree program consists of 36 semester course and demonstrates exceptional performance or hours of course work (39 for the International Busi- who, in very difficult courses, has mastered much more ness specialization) for students with a typical under- than the typical student in the class. graduate degree in business. Students without business The B grade is for the student who has mastered degrees may be required to take up to 54 (57 in Inter- most of the material presented and who is deemed national Business) semester hours of coursework. Stu- ready for more advanced study in the discipline or for dents may choose to complete the requirements for practical application. either the general MBA or a specialization chosen from The C grade is for students who grasp much of the among the following: Accounting, Finance, Health material, but who have not grasped some important or Services Administration, International Business, Man- basic material. agement, Management Information Systems or Mar- The D grade is not used in the School of Business keting. for graduate students. 80 D. INEZ ANDREAS SCHOOL OF BUSINESS

Only students in the Accounting specialization can the 600-level course for which the 500-level course is apply courses with the MPA prefix toward their MBA listed as a prerequisite in the course description. degree requirements. MBA 500 Basics of Precalculus (1.5 credit hours) in place of 3 hours of DEGREE REQUIREMENTS algebra or precalculus MBA 501 Introductory Probability and To qualify for the degree of Master of Business Statistics (1.5 credit hours) in place Administration, candidates must: of 3 hrs. of statistics 1. Be fully accepted into the program; MBA 502 Essentials of Macroeconomics (1.5 2. Complete at least 36 semester hours of required, credit hours) in place of 3 hrs. of elective, and concentration courses with a grade macroeconomics point average of 3.0 (B) or greater; MBA 503 Essentials of Microeconomics (1.5 3. Repeat only once any concentration course work credit hours) in place of 3 hrs. of receiving a grade below “B” to attain a grade of microeconomics “B” or better; MBA 504 Essentials of Finance (1.5 credit 4. Complete all course requirements with no more hours) in place of 3 hrs. of finance than two “C” (2.0) grades in the final grade point MBA 505A Fundamentals of Management and average. Any “C” grades beyond this limit must be Organizational Behavior (1.5 credit repeated for a grade of “B” or better with only one hours) in place of 3 hrs. of repeat per course allowed. introductory management 5. Repeat, and obtain a grade of at least “C,” any failed MBA 505B Fundamentals of Operations course. Only one repeat for each failed course will Management (1.5 credit hours) in be allowed. Any student who fails a course a sec- place of 3 hrs. of introductory ond time or who fails three courses will be dis- operations management missed from the program. MBA 506 Marketing Essentials (1.5 credit 6. Meet all general requirements of the University for hours) in place of 3 hrs. of a Master’s Degree and complete the program within introductory marketing five years from the date of initial matriculation. MBA 510 Computer Applications for Note: A student is placed on academic probation when Business (3.0 credit hours) in place the cumulative GPA falls below 3.00. In this event, of 3 hrs. of introductory computer the student must raise the cumulative GPA to at least skills 3.00 within one calendar year following the semester MBA 562 Principles of Accounting (3.0 credit in which the GPA fell below 3.00. hours) in place of 3 hrs. of Prerequisite and Preparatory Courses financial accounting and 3 hrs. of managerial accounting MBA students must have taken the following undergraduate courses, obtaining a grade of “C” or bet- *May only be taken on a Credit/No Credit basis (no ter in each. graduate credit earned). 6 credit hours of Introductory Accounting 6 credit hours of Macro and Microeconomics (or MBA Required Core Courses: 24 required equivalents) semester hours, (except for the Accounting 3 credit hours of Algebra or Precalculus (or specialization) plus one three-hour elective equivalent) MBA 603 International Business 3 credit hours of Statistics (or equivalent) MBA 617 Technology and Information 3 credit hours of Introductory Computer Skills Systems 3 credit hours of Finance MBA 621 Managerial Finance 3 credit hours of Management MBA 646 Marketing in a Dynamic 3 credit hours of Operations Management Environment 3 credit hours of Marketing MBA 660 Managerial Accounting These courses may be taken at any accredited in- MBA 681 Economics for Strategic Decisions stitution or waived via CLEP testing. They may also MBA 682 Competitive Environment & be taken as preparatory courses in the School of Busi- Strategy Formulation ness, as listed below.* For students taking 500-level MBA 683 Leadership and Strategy courses to meet prerequisite requirements, each such Implementation course must be completed satisfactorily before taking One three-hour MBA elective. D. INEZ ANDREAS SCHOOL OF BUSINESS 81

MBA Specializations: Management Information Systems — The Common Body of Knowledge courses plus 9 Accounting — The Common Body of semester hours chosen from the following: Knowledge courses (with the exception of MIS 618 Electronic Commerce MBA 660) and the following 12 required MIS 619 System Technology and semester hours: Telecommunication MPA 660 Professional Accounting and MIS 625 Database Design and Software Auditing Issues Development MPA 663 Business Taxation MIS 648 Advanced Topics in Software MPA 664 Advanced Auditing Development MPA 668 Fund Accounting MIS 675 Strategic Uses of Information Accounting concentration students may not substitute Technology any other MBA or MPA courses in place of those stated (Courses must be approved in advance by the student’s above. advisor).

Finance — The Common Body of Marketing — The Common Body of Knowledge courses plus 9 required Knowledge courses plus 9 required semester hours chosen from the following: semester hours chosen from the following: MBA 612 International Finance MBA 613 International Marketing MBA 622 Investment Analysis MBA 643 Buyer Motivation and Behavior MBA 624 Financial Markets and Institutions MBA 644 Marketing Research MBA 628 Advanced Topics in Financial MBA 645 Marketing Strategy Management General MBA: Health Services Administration — The Students are not required to select a specialization. Common Body of Knowledge courses plus 9 Those who do not may choose any three specializa- required semester hours chosen from the tion courses for which they have met the prerequisites following: and earn a General MBA. HSA 530 Health Law, Ethics and Social Issues HSA 540 Quality Assurance and Utilization MASTER OF SCIENCE IN Review ELECTRONIC COMMERCE (MSEC) HSA 610 Financing and Delivery of Health Care Services This program is designed to prepare individuals to HSA 620 Health Care Budgeting and assume project leadership or technical support roles Financial Management related to Electronic Commerce. Students completing this program will attain competence in the following International Business — The Common three areas: Body of Knowledge courses plus the Marketing skills in the Internet environment following 12 required semester hours: Determination of appropriate product MBA 612 International Finance Goals of promotion MBA 613 International Marketing Pricing strategies MBA 614 Cross-Cultural Management Keys to distribution MBA 700 Independent Study (Must be Technical skills related to Internet projects approved by advisor in advance) Systems development skills Management — The Common Body of Database capabilities Knowledge courses plus 9 required Telecommunication systems knowledge semester hours chosen from the following: Electronic Commerce related technology MBA 601 Human Resource Management General knowledge of business processes MBA 605 Entrepreneurial Management Students pursuing a graduate degree in Electronic MBA 607 Business Consulting Commerce could be technical people who want to MBA 614 Cross-Cultural Management expand into Internet operations or marketing people MBA 630 Quality Management seeking to acquire the technical skills needed to suc- MBA 692 Social, Legal, and Ethical Aspects ceed in this arena. They could also be individuals with of Business 82 D. INEZ ANDREAS SCHOOL OF BUSINESS unrelated degrees and careers who are seeking to join 5. Meet all general requirements of the University for the expanding market for people with this desirable a Master’s Degree and complete the program within combination of Internet-related skills. five years from the date of initial matriculation. It should be understood that the MS in E-Commerce Note: A student is placed on academic probation when offers advanced level course work. Students must be the cumulative GPA falls below 3.00. In this event, adequately prepared, especially in quantitative and the student must raise the cumulative GPA to at least writing skills. Proficiency in the English language must 3.00 within one calendar year following the semester be demonstrated by non-native students. in which the GPA fell below 3.00. ACADEMIC PROGRAM Prerequisite Courses The MSEC degree program consists of 30 semes- MSEC students must have taken the following un- ter hours of course work: dergraduate courses, obtaining a grade of “C” or better. EC 617 Information Systems 6 credit hours of Introductory Accounting (or EC 618 Electronic Commerce equivalent) EC 619 Telecommunications and Networks 3 credit hours of Management (or equivalent) EC 620 Direct Marketing 3 credit hours of Marketing (or equivalent) EC 625 Systems Development and 3 credit hours of computer applications (or Database Design equivalent) EC 641 Internet Marketing Management These courses may be taken at any accredited in- EC 643 Buyer Behavior stitution or waived by CLEP testing. They may also EC 645 Marketing Strategy be taken as survey courses (no graduate credit earned) EC 646 Marketing in a Dynamic in the School of Business by taking MBA 562, MBA Environment 505A, MBA 506, and MBA 510, respectively. For stu- EC 648 Advanced Topics in Software dents taking 500-level courses to meet prerequisite Development requirements, each such course must be completed EC 675 Strategic Uses of Information satisfactorily before taking the 600-level course for Systems which the 500-level course is listed as a prerequisite in the course description. This program is designed to allow a student to complete the degree in three or five semesters. Students choosing to enroll in the full-time program will enroll DUAL DEGREES — MASTER OF SCIENCE IN in four courses during the fall and spring terms and BUSINESS ADMINISTRATION/MASTER OF two the following summer term. Students choosing SCIENCE IN ELECTRONIC COMMERCE the part-time option should enroll in two courses each Students who wish to obtain both degrees should term. consult with their academic advisor. Students in this program must complete the requirements for both de- DEGREE REQUIREMENTS grees prior to graduation. The number of credits re- To qualify for the degree of Master of Science in quired for this dual degree program is dependent upon Electronic Commerce candidates must: the specialization chosen for the Master of Business 1. Be fully accepted into the program; Administration. 2. Complete at least 30 semester hours of required and elective courses with a grade point average of GRADUATE CERTIFICATE PROGRAM 3.0 (B) or greater; For students who hold MBA degrees but wish to 3. Complete all course requirements with no more undertake advanced study in a new business discipline, than two “C” (2.0) grades in the final grade point the Andreas School of Business offers postgraduate average. Any “C” grades beyond this limit must be certificate programs in Finance, Health Services Ad- repeated for a grade of “B” or better with only one ministration, International Business, Management, repeat per course allowed. Management Information Systems, and Marketing. To 4. Repeat, and obtain a grade of at least “C,” in any obtain the certificate, students must complete three failed course. Only one repeat for each failed course 600-level courses within the chosen concentration with will be allowed. Any student who fails a course a a cumulative GPA of 3.00. second time or who fails three courses will be dismissed from the program. D. INEZ ANDREAS SCHOOL OF BUSINESS 83

Graduate Course Descriptions course at the MBA level. The course introduces the Business Prefix: MBA basic terminology, tools, and concepts of financial management. (Credit is not applicable to a graduate 500 Basics of Precalculus (1.5) degree.) Preparatory course in mathematical tools for students 505A Fundamentals of Management and who need the mathematics prerequisite. Topics include Organizational Behavior (1.5) elements of algebra; systems of linear equations; func- Study of processes used for the creation of goods and tions and graphs; inequalities; linear programming; services. A review of the major contemporary models non-linear relationships including exponents and loga- and theories of management and organizational be- rithms; present value; rules for differentiation and in- havior. Major areas of concern include an overview tegration. (Credit is not applicable to a graduate of the historical development of management theo- degree.) ries; the behavior of individuals and groups in organi- 501 Introductory Probability and zations; the planning, organizing, leading and Statistics (1.5) controlling functions as executed in modern organi- In this course, the student will learn to apply and ana- zations; the internal processes of the organization; and lyze data using the methods of statistics. The graphi- management, competitiveness and the domestic and cal and numerical methods of descriptive statistics turn global/social environment. (Credit is not applicable raw data into meaningful information. Probability to a graduate degree.) theory provides a calculus for chance events and the 505B Fundamentals of Operations basis of inferential statistics which, in turn, makes Management (1.5) possible the use of sample data to estimate, with known For a business to be successful, it must produce goods accuracy, population parameters. Applications of sta- and services of value to customers, effectively market tistics to process control, forecasting and decision them, and adequately finance these activities. These making will also be studied. (Credit is not applicable are the three basic business functions: operations, to a graduate degree.) marketing, and finance. Operations concerns the pro- 502 Essentials of Macroeconomics (1.5) cesses used to produce goods and services. This course This course provides the essential foundation in mac- focuses on designing, managing and continually im- roeconomic analysis necessary to complete an MBA proving operations processes. curriculum. This course focuses on the measurement 506 Marketing Essentials (1.5) of aggregate economic performance and on the fun- This course is designed to provide prospective MBA damental influences governing the total volume of students with the essential background knowledge economic output and employment , rates of price in- needed to take the core curriculum Marketing course. flation and interest rates. The course will focus on The course provides all students with a fundamental determinants of long-run economic growth and short- platform for understanding the role of marketing in run business cycle fluctuations. Specific attention will the success of the overall business. The course covers be paid to the role of government fiscal and monetary the relationship between marketing and other func- policies, and the importance of international trade and tional areas. The course also prepares students in two financial flows in today’s economy. (Credit is not ap- essential skills for the MBA program: case analysis plicable to a graduate degree.) and essay examinations. (Credit is not applicable to a 503 Essentials of Microeconomics (1.5) graduate degree.) This course provides the essential foundation in 510 Computer Applications for Business (3) microeconomic analysis necessary to complete an This course is intended for the novice computer user. MBA curriculum. This course focuses on the alloca- It will cover the fundamentals of microcomputer sys- tion of scarce resources by economic agents in a mar- tems. Topics covered will include operating systems ket economy. The following topics will be covered: and software applications for word-processing, spread- consumer choice; the theory of the firm; market de- sheet, and database. An introduction to the Internet mand and supply; market structure; and market fail- and its potential will also be explored. (Credit is not ures, externalities, and government regulation. (Credit applicable to a graduate degree.) is not applicable to a graduate degree.) 562 Principles of Accounting (3) 504 Essentials of Finance (1.5) Preparatory course in principles of accounting for stu- This course provides the essential foundation in fi- dents who lack the accounting prerequisite. Topics nancial analysis necessary to complete an MBA cur- include an introduction to the accounting cycle; gen- riculum. This course is specifically designed to provide erally accepted accounting principles; and classified a solid basis for students without a finance background financial statements. Includes financial statement to follow the curriculum of the Managerial Finance analysis of annual reports of major corporations. (Credit is not applicable to a graduate degree.) 84 D. INEZ ANDREAS SCHOOL OF BUSINESS

601 Human Resource Management (3) 613 International Marketing (3) This survey course is designed to provide the line This course deals with the adjustments to marketing manager or staff specialist with an expanded under- strategy needed to remain competitive in the global standing of the processes which management utilizes economy. It focuses on the managerial decision-mak- today to ensure that the right number/quality of per- ing involved in screening foreign markets and in de- sons are being hired, that appropriate governmental veloping appropriate product, promotion, pricing, and regulations are being adhered to, and that the internal distribution strategies, given the diversity of economic, policies provide a work environment which encour- legal, cultural, and political environments. Further- ages cost-competitive labor costs and maximum more, the course examines alternative marketing strat- worker satisfaction. egies for small and medium-size companies engaged 603 International Business (3) in exports and imports. Prerequisites: MBA 646. This course focuses on the opportunities and risks of 614 Cross-Cultural Management (3) the complex environment of international business, International managers require sensitivity to the need with an emphasis on the unique problems involved in to adapt their leadership and management skills and managing international operations. Main topics include practices to culture-bound differences in workplace foreign economic, political, legal, and cultural envi- behavior and attitudes. This course explores how dif- ronments; international market analysis; foreign ex- ferences in cultural core values shape the behavior and change; risk management; international human attitudes of workers, managerial colleagues, and ne- resource management; and the mechanics of import gotiating partners. and export transactions. Special emphasis is placed 617 Technology and Information Systems (3) on the transformations occurring in Eastern Europe, This course examines the role of information systems the European Community, and Latin America. Prereq- in supporting a wide range of organizational functions. uisites: MBA 682, 646. Areas to be explored include the use of information 605 Entrepreneurial Management (3) systems to support administrative operations, to sup- An overview of the managerial function of operating port decision making and to support overall strategic a small business enterprise with emphasis on planning, initiatives and corporate philosophies. This course is organizing, and controlling. Specific attention is given oriented toward the general MBA student, not the tech- to demand analysis, to developing the business plan, nical specialist. The course will provide a managerial and to financing sources including the Small Business perspective on the use, design, and evaluation of in- Administration. Innovation is the key concept of this formation systems. Prerequisite: MBA 510 or equiva- course. lent. Same as EC 617. 607 Business Consulting (3) 620 Direct Marketing (3) This course concerns itself with the planning and This course will provide an integrated framework of implementation strategies for a consulting concern. Direct Marketing with emphasis on integrating direct The course will focus on elements of a consulting prac- marketing into the overall marketing mix, database tice such as defining, structuring, and positioning of marketing, strategic business planning, importance of the business for financial success. The importance of the offer, selecting and selling merchandise, business- proper marketing techniques, as well as fee-setting and to-business direct marketing, fundraising, mailing lists, legal considerations of a consulting practice will be retail direct marketing, magazines, newspapers, elec- examined. tronic and interactive media, co-ops, telemarketing, 612 International Finance (3) production, lead generation, direct marketing math, This course examines the international economic, idea development, and research. Prerequisite: MBA/ monetary, and financial environment and presents a EC 646. Same as EC620 detailed analysis of the principles and practices of in- 621 Managerial Finance (3) ternational financial management. The course empha- The objective of this course is the development of the sizes international economic and financial concepts student’s understanding of financial theory, and the and their application to international business opera- ability to apply the techniques and methods of finance tions. Key topics include the functioning of foreign to business problems. Topics include the financial en- exchange markets and international capital and money vironment; value maximization; capital budgeting; markets, international portfolio diversification, mul- valuation techniques; financial planning and forecast- tinational capital budgeting, import-export financing, ing; capital structure and the cost of capital; options direct foreign investment and international banking. theory; and corporate restructuring. Prerequisites: Prerequisite: MBA 621. MBA 500, 501, 504, and 562 or their equivalents. D. INEZ ANDREAS SCHOOL OF BUSINESS 85

622 Investment Analysis (3) 646 Marketing in a Dynamic Environment (3) Study of principles and practices used in analyzing This course will examine current marketing concepts marketable securities. Course coverage includes in- and practices using an analytical approach to the de- vestment risks, portfolio management, and policies of velopment of marketing policies in a dynamic envi- institutional investors. Prerequisite: MBA 621. ronment. Major topic areas that will be covered are: 624 Financial Markets and Institutions (3) advertising, sales promotion, personal selling, pricing, Analysis of the characteristics and operating policies product mix development and analysis; selection of of financial institutions and the interrelationships distribution channels; marketing research; consumer among intermediaries in the money and capital mar- behavior; and strategy development. Prerequisite: kets. Focus is placed upon commercial banks, other MBA/EC 506 or equivalent. Same as EC 646. depository institutions, insurance companies, invest- 660 Managerial Accounting (3) ment banks, and pensions. Prerequisite: MBA 621. Accounting cycle, relevance and limitations of cost 628 Advanced Topics in Financial information in managerial decision-making, empha- Management (3) sis on cost systems, determination and allocation of This course covers different topics in financial man- overhead, analysis of cost variances, direct costing, agement and employs the case method to develop the flexible budgets, break-even analysis, and capital bud- student’s ability to apply financial theory and analyti- geting. Prerequisite: MBA 562 or equivalents. cal techniques to all areas of financial management. 665 Special Topics in Business (3) Prerequisite: MBA 621. The content of this course will typically reflect the 630 Quality Management (3) interest of a faculty member or a group of students. Study of the history, concepts and tools of Total Qual- The course provides a means for introducing current ity Management (TQM). Topics include defining prod- issues into the curriculum. Special permission from uct and service quality requirements, costs of quality, the Associate Dean needed to take this course. Pre- benchmarking, statistical quality control, process im- requisite: As needed. provement and team building. Prerequisites: None. 681 Economics for Strategic Decisions (3) 641 Internet Marketing Management (3) This course emphasizes the application of macroeco- This course deals with the adjustments to marketing nomic and microeconomic theory in management de- strategy needed to enter and remain competitive in the cision-making and in the development and Internet environment. It focuses on the managerial implementation of business strategy and tactics. The decision making involved in four primary areas: com- course focuses on techniques and models for moni- munication, selling, providing content, and providing toring and analyzing macroeconomic conditions; in- a network function. Specifically, this course will ex- ternational economic trends; and the production, cost, amine issues such as Internet tools and technology, and pricing decision of firms under different market website development, product and pricing strategies structures. Prerequisites: MBA 500, 501, 502, and 503, distribution and direct marketing, marketing commu- or their equivalents. nications, and relationship marketing strategies. Pre- 682 Competitive Environment & Strategy requisite: MBA/EC 646. Same as EC 641. Formulation (3) 643 Buyer Motivation and Behavior (3) This course introduces the graduate student to the glo- This course covers the psychological, sociological, and bal environment of business, the role and history of anthropological theory related to buying decision pro- business in society, the nature and state of competi- cesses by consumer and organizational buyers. Pre- tion and competitive strategy at the corporate, busi- requisite: MBA/EC 646. Same as EC 643. ness and operational levels, the relationship among business functions, processes and competencies, the 644 Marketing Research (3) interests of the various stockholders in the firm, and Research methodology is applied to marketing prob- the social and ethical responsibilities of business. The lems. Topics covered include measurement, survey course concludes with a segment on personal career research, experimentation, and statistical analysis. planning. Prerequisites: None. Prerequisite: MBA 646. 683 Leadership and Strategy 645 Marketing Strategy (3) Implementation (3) This course focuses on the marketing manager’s deci- Effective leadership in implementing strategy within sion process. Topics include market opportunity analy- organizations requires the ability to initiate and influ- sis, strategy development, planning, and integration ence change, perhaps even radical transformation. This with corporate strategy. Prerequisite: MBA/EC 646. in turn requires understanding the dynamics of orga- Same as EC 645. 86 D. INEZ ANDREAS SCHOOL OF BUSINESS nizational learning and change, as well as the nature 648 Advanced Topics in Software of collective action in organizations. This understand- Development (3) ing will be pursued by using different theories and This course addresses state-of-the-art software tech- models to examine organizational processes, culture, nologies used to solve complex business problems. knowledge, politics, ethics, and their relationship to Students will have the opportunity to work in teams each other and to the organization’s external environ- using new and innovative tools to build and implement. Personal career development within this frame- ment complex business software solutions. Topics may work will also be discussed. Prerequisites: MBA 505A, include Business-to-Business Electronic Commerce, 621, 681, 646, 617, 682. Customer Relationship Management software, Data 692 Social, Legal, and Ethical Aspects of Warehousing, Knowledge Management, Decision Sup- Business (3) port, Expert Systems, or other topics of current inter- This course is structured to create an awareness of and est. Prerequisite: MBA/EC 625. Same as EC 648 sensitivity to the social, legal, and ethical issues which 675 Strategic Uses of Information influence the management of business enterprises. Technology (3) Topics such as strategy and the nonmarket environ- Study of the current and future impact of information ment, nonmarket strategies and government institu- technology (computers, telecommunications, and of- tions, government and markets, international business fice automation) on the development of corporate strat- and nonmarket issues, and ethics and responsibility egy. Use of cases to illustrate the techniques for are considered. Prerequisites: MBA 608 or MBA 682, utilizing information technology to gain competitive 646, and 660. advantages. Prerequisite: MBA/EC 619. Same as EC 700 Independent Study (3) 675. Opportunity for research in areas of special interest. Prerequisite: Recommendation by faculty member and Graduate Course Descriptions approval of the Associate Dean/Dean. Accounting Prefix: MPA Graduate Course Descriptions —Management In- formation Systems Prefix: MIS 660 Professional Accounting and Auditing Issues 618 Electronic Commerce (3) A selection of current issues (both accounting and au- The modern aspects of conducting commercial activi- diting) confronting the accounting profession. Through ties through electronic means will be examined The research and case analysis, emphasis is on practical Internet, Intranets, public databases, semi-private net- utilization of GAAP (Generally Accepted Accounting works, and other telecommunications vehicles will be Principles) and GAAS (Generally Accepted Auditing considered. Commercial Web page design and imple- Standards). mentation will be prominently featured, along with tie- ins to more traditional means of conducting commerce 663 Business Taxation using electronic technology. Prerequisite: MBA/EC Study of the theory of taxation. Federal tax laws and 617. Same as EC 618. regulations and their impact on the operations of part- nerships, corporations, estates and trusts, with empha- 619 Systems Technology and sis on practical tax planning through tax case studies Telecommunications (3) and preparation of actual tax returns relating to these An in-depth examination of the operational issues re- areas. lated to information systems technology, telecommunications facilities, and computer networks. Topics will 664 Advanced Auditing include system design and operation, networks, oper- Study of the concepts, assumptions, standards and is- ating systems, distributed systems, and the Internet. sues related to contemporary auditing theory and prac- Prerequisite: MBA/EC EC 617. Same as EC 619. tice. Professional and technical aspects of auditing practice; ethics and legal responsibilities; review of 625 Database Design and Software field work emphasizing materiality, sampling, and Development (3) working papers, reporting problems including long- The objective of this course is to explore methods and form and special purpose reports; study of recent au- tools utilized to design and implement database and diting developments. Prerequisite: ACC 437 or software applications in a MIS environment. The prin- equivalent. cipal emphasis will be placed on utilizing the relational model with a Database Management System (DBMS) 668 Fund Accounting (3) coupled with information systems development em- A study in the theory and practical application of ac- ploying state-of-the-art development tools. Prerequi- counting principles to not-for-profit organizations and site: MBA/EC 619. Same as EC 625. governmental entities. Prerequisite: ACC 437 or equivalent. D. INEZ ANDREAS SCHOOL OF BUSINESS 87

Graduate Course Descriptions 641 Internet Marketing Management (3) Electronic Commerce: Prefix: EC This course deals with the adjustments to marketing strategy needed to enter and remain competitive in the 617 Technology and Information Systems (3) Internet environment. It focuses on the managerial This course examines the role of information systems decision making involved in four primary areas: com- in supporting a wide range of organizational functions. munication, selling, providing content, and providing Areas to be explored include the use of information a network function. Specifically, this course will ex- systems to support administrative operations, to sup- amine issues such as Internet tools and technology, port decision-making and to support overall strategic website development, product and pricing strategies initiatives and corporate philosophies. This course will distribution and direct marketing, marketing commu- provide an operational perspective on the use, design, nications, and relationship marketing strategies. Pre- and evaluation of information systems. Prerequisite: requisite: MBA/EC 646. Same as MBA 641. MBA 510 or equivalent. Same as MBA 617. 643 Buyer Motivation and Behavior (3) 618 Electronic Commerce (3) This course covers the psychological, sociological, and The modern aspects of conducting commercial activi- anthropological theory related to buying decision pro- ties through electronic means will be examined The cesses by consumer and organizational buyers. Pre- Internet, Intranets, public databases, semi-private net- requisite: MBA 646. Same as MBA 643. works, and other telecommunications vehicles will be 645 Marketing Strategy (3) considered. Commercial Web page design and imple- This course focuses on the marketing manager’s deci- mentation will be prominently featured, along with tie- sion process. Topics include market opportunity analy- ins to more traditional means of conducting commerce sis, strategy development, planning, and integration using electronic technology. Prerequisite: MBA/EC with corporate strategy. Prerequisite: MBA 646. Same 617. Same as MIS 618. as MBA 645. 619 Systems Technology and 646 Marketing in a Dynamic Environment (3) Telecommunications (3) This course will examine current marketing concepts An in-depth examination of the operational issues re- and practices using an analytical approach to the de- lated to information systems technology, telecommu- velopment of marketing policies in a dynamic envi- nications facilities, and computer networks. Topics will ronment. Major topic areas that will be covered are: include system design and operation, networks, oper- advertising, sales promotion, personal selling, pricing, ating systems, distributed systems, and the Internet. product mix development and analysis; selection of Prerequisite: MBA/EC EC 617. Same as MIS 619. distribution channels; marketing research; consumer 620 Direct Marketing (3) behavior; and strategy development. Prerequisite: This course will provide an integrated framework of MBA 506 or equivalent. Same as MBA 646. Direct Marketing with emphasis on integrating direct 648 Advanced Topics in Software marketing into the overall marketing mix, database Development (3) marketing, strategic business planning, importance of This course addresses state-of-the-art software tech- the offer, selecting and selling merchandise, business- nologies used to solve complex business problems. to-business direct marketing, fundraising, mailing lists, Students will have the opportunity to work in teams retail direct marketing, magazines, newspapers, elec- using new and innovative tools to build and imple- tronic and interactive media, co-ops, telemarketing, ment complex business software solutions. Topics may production, lead generation, direct marketing math, include Business-to-Business Electronic Commerce, idea development, and research. Prerequisite: MBA/ Customer Relationship Management software, Data EC 646. Same as MBA 620. Warehousing, Knowledge Management, Decision Sup- 625 Database Design and Software port, Expert Systems, or other topics of current inter- Development (3) est. Prerequisite: MBA/EC 625. Same as MIS 648. The objective of this course is to explore methods and 675 Strategic Uses of Information tools utilized to design and implement database and Technology (3) software applications in a MIS environment. The prin- Study of the current and future impact of information cipal emphasis will be placed on utilizing the relational technology (computers, telecommunications, and of- model with a Database Management System (DBMS) fice automation) on the development of corporate strat- coupled with information systems development em- egy. Use of cases to illustrate the techniques for ploying state-of-the-art development tools. Prerequi- utilizing information technology to gain competitive site: MBA/EC 619. Same as MIS 625. advantages. Prerequisite: MBA/EC 619. Same as MIS 675. 88 ADRIAN DOMINICAN SCHOOL OF EDUCATION

ADRIAN DOMINICAN SCHOOL OF EDUCATION

Evelyn Piché, O.P., Ph.D., Dean John G. Dezek, Ed.D., Associate Dean Evelyn Evans, Ed.D., Associate Dean Faculty: Booth, Buria, Burke, Daniels, Dezek, Doran, Douglas, Duffy, Eeltink, Enger, Esnard, Evans, Fisher, Gillig, Giordano, Gray, Harris-Looby, Houghton, Hubschman, King, Lacey, Lasky, Lenaghan, Levine, Maldonado, Manner, Marszalek, McCrink, Murphy, Papier, Pelaez, Pittman, Powell, Radeloff, Rice, Rodriguez, Romaine, Rosenblatt, Solli, Stallions, Superfisky, Supran, Thompson, Tootle, Tulloss, Tureen, Vaughn, Veshinski, Weitman, Wolman, Ybarra.

MISSION OBJECTIVES The Adrian Dominican School of Education is com- The Adrian Dominican School of Education, mitted to promoting the mission of the University through a competent and academically prepared fac- through teaching, advising, scholarship, research, and ulty, offers contemporary programs designed to: supportive service to the University, its students and — meet current professional standards including li- community-at-large. Respecting life in all its diver- censure and certification requirements. sity, we are committed to continuous improvement — provide knowledge and develop skills which en- through collaborative processes. Thus, we: able graduates to practice in their career choices. —offer a comprehensive range of professional courses — develop attitudes which encourage a life-long com- and programs to prepare leaders for the 21st cen- mitment to quality teaching and learning. tury in education, administration, counseling, instructional technology and human resource PROGRAM SITES development. School of Education programs are offered both on — continuously update programs to reflect changing the main campus in Miami Shores and at a variety of societal needs. off-campus sites. Special arrangements can be made — strive to nurture a student body who will succeed to offer courses and complete programs for groups at as highly accomplished professionals, living with schools and other sites. Please consult the appropriate integrity and leading with a sense of service and program director for further information. stewardship. ADRIAN DOMINICAN SCHOOL OF EDUCATION 89

MASTER OF SCIENCE IN —Two letters of professional recommendation for graduate study. EDUCATION — Florida Teacher’s Certification or eligibility for certification only when enrolling in a state-ap- The School of Education offers the Master of Sci- proved certification program. ence (M.S.) degree in eighteen areas of specialization: — Applicant’s statement of purpose and goals. Educational Leadership Educational Technology Applications Elementary Education SPECIAL STUDENT STATUS (Non-degree- Elementary Education/ESOL seeking and provisionally accepted) Exceptional Student Education Applicants may be permitted to take three gradu- Guidance and Counseling ate courses (nine credits) in Education on the basis of Higher Education Administration a signed application and proof of a bachelor’s degree Human Resources Development and from a regionally accredited institution of higher edu- Administration cation. The limit is twelve credits for HRDA, ESE, HRDA-Leadership of Not-For-Profit/Religious and Elementary Education/ESOL. Any of the courses Organizations taken under Special Student Status can be applied to a Marital, Couple, Family Counseling & Therapy degree program only after the student is fully accepted Marital, Couple, Family Counseling & Therapy and only if he/she applies to a particular program. and Mental Health Counseling Mental Health Counseling GENERAL GRADUATION REQUIREMENTS Montessori Elementary Education Montessori Early Childhood Education FOR THE MASTER OF SCIENCE DEGREE PreK/Primary Education — Successful completion of the stated number of re- PreK/Primary Education/ESOL quired semester hours for each program, including Reading the requisites listed and all required specialization Rehabilitation Counseling courses. Technology and TESOL — Maintain a grade point average of 3.00(B) or higher. — Passing grade on a final written and/or oral com- The following degree programs of the School are prehensive examination in a specific area of spe- approved by the Florida State Department of Educa- cialization. tion, and by virtue of this approval, Barry graduates — All requirements for Florida certification, includ- in Educational Leadership, Elementary Education/ ing passing of the subject area specialization of the ESOL, Exceptional Student Education, Guidance and Florida Teacher Certification Examination, must be Counseling, PreK/Primary Education/ESOL and Read- achieved before the University recommends the ing are eligible for certification in many states with- Education of School student for master’s level certification, if enrolled out specific course analysis. in a state-approved program. In order to complete their major, all students seek- — Seven years are permitted to complete degree re- ing Florida state certification must comply with any quirements from the date of initial matriculation. new requirement prescribed by the state. — Processing of all graduate degrees can only be accomplished through student completion of appro- GENERAL ADMISSION REQUIREMENTS priate University forms and procedures. — Bachelor’s degree from a regionally accredited college or university with appropriate credits in STANDARDS OF PROGRESS related disciplines and/or professional education All students must maintain a cumulative grade point courses as indicated by transcripts. average (GPA) of 3.0 or higher to remain in good aca- — Undergraduate cumulative grade point average of demic standing and to graduate. Any student who re- 3.00 (B) or higher. ceives three* C’s in the program is subject to — Acceptable and recent score on the Miller Analo- departmental or School action, including dismissal. gies Test or Graduate Record Examination. Failing grades must be replaced by a passing grade in the same course or the student is subject to dismissal. *four C’s in programs of more than 40 credits 90 ADRIAN DOMINICAN SCHOOL OF EDUCATION

TRANSFER CREDIT History, Political Science, Sociology, Spanish, French, —A maximum of six graduate credit hours may be and Biology. transferred from an accredited college or univer- The Master of Arts in Teaching English and the sity. Master of Arts in Teaching Social Science (“Option — Course work must be relevant to the discipline, at Two”) are designed for people who are already certi- B level or higher. fied in English or Social Science and now want a — Credits must be earned within the seven-year limi- master’s degree that includes 18 graduate credits in tation set for the degree. the content area and 18 graduate credits in education. — Courses must be approved by the appropriate pro- These degrees are specifically intended for people who gram advisor. obtained a temporary certificate in the content area — Courses must not have been applied toward another without the traditional education courses as an under- degree. graduate. (Note: The School of Natural and Health Sciences also offers a Master of Science in Biology which is designed for certified teachers with a REQUISITES bachelor’s degree in biology who now want a master’s All matriculated candidates in the areas of Educa- degree in that content area.) tional Technology Applications, Educational Leader- ship, Elementary Education, Exceptional Student GENERAL ADMISSION REQUIREMENTS Education, Guidance and Counseling, Higher Educa- tion Administration, Human Resources Development — Bachelor’s degree in a content area of Florida cer- and Administration, HRDA-Leadership of Not-For- tification from a regionally accredited college or Profit/Religious Organizations, Marital, Couple, Fam- university. ily Counseling & Therapy, Marital, Couple, Family — Undergraduate cumulative grade point average of Counseling & Therapy and Mental Health Counsel- 3.00 (B) or higher. ing (dual), Mental Health Counseling, Montessori El- — Acceptable and recent score on the Miller Analo- ementary and Early Childhood Education, gies Test or the Graduate Record Examination. Rehabilitation Counseling, PreK/Primary Education — Applicant’s statement of purpose and goals of and Reading must take EDU 601, Methodology of graduate study. Research (3 s.h.), ordinarily within the first six to —Two letters of professional recommendation for twelve (6-12) semester hours of their program. graduate study. The faculty of the Adrian Dominican School of Education reserves the right of retaining, progressing, SPECIAL STUDENT STATUS (Non-degree-seeking and graduating those students who, in its judgment, and provisionally accepted) satisfy the requirements of scholarship and personal Applicants may be permitted to take three gradu- suitability. ate courses (nine credits) on the basis of a signed application and proof of a bachelor’s degree from a regionally accredited institution of higher education. MASTER OF ARTS IN TEACHING Temporary acceptance and credits earned therefrom The Master of Arts in Teaching, the Master of Arts in no way imply full admission to a degree program. in Teaching English, and the Master of Arts in Teach- Students under this status will not be allowed to regis- ing Social Science are offered by the Adrian Domini- ter for courses beyond the nine-credit (three courses) can School of Education in collaboration with the limitation. Any of the courses taken under Special Stu- School of Arts and Sciences. dent Status can be applied to a degree program only The Master of Arts in Teaching (“Option One”) is after the student is fully accepted and only if he/she designed for people whose bachelor’s degrees are in a applies to a particular program. content area who now want to be certified to teach at the middle school or secondary level. The completed GENERAL GRADUATION REQUIREMENTS program leads to middle/secondary certification. A — Successful completion of the stated number of re- methods course in the content area is required; meth- quired semester hours for each program, including ods courses (numbered ENG, HIS, SOC, POS, BIO, the requisites listed and all required specialization FRE, SPA 476/576) are offered by the School of Arts courses and projects. and Sciences and the School of Natural and Health — Maintain a grade point average of 3.00 (B) or Sciences in a variety of disciplines including English, higher. — Passing grade on a final written and/or oral comprehensive examination. Option One exam is in ADRIAN DOMINICAN SCHOOL OF EDUCATION 91

Education; Option Two exam is in Education and ary certification. Additional content area courses may content area. be required for certification, beyond what the student — All requirements for Florida certification, includ- took as an undergraduate. ing passing of the subject area specialization and professional education sections of the Florida PROGRAM OUTLINE Teacher Certification Examination (FTCE) and the Students must complete 33-36 semester hours as follows: College Level Academic Skills Test (CLAST), must Core Courses be achieved before the University awards the EDU 514 Classroom Management M.A.T. degree. EDU 542 Secondary School Curriculum — Seven years are permitted to complete degree re- EDU 625 Psychological Foundations of quirements from the date of initial matriculation. Education — Processing of all graduate degrees can only be ac- EDU 626 Philosophy of Education complished through student completion of appro- EDU 599E Teaching Internship (Middle/ priate University forms and procedures. Secondary) (6 s.h.) OR EDU 606 Advanced Practicum in Middle/ STANDARDS OF PROGRESS Secondary School Content All students must maintain a cumulative grade point Area (6 s.h.) average (GPA) of 3.0 or higher to remain in good aca- EDU 601 Methodology of Research demic standing in order to graduate. Any student who TSL 576 Methods of Teaching Limited received three* C’s in the program is subject to de- English Proficient (LEP) Students: partmental or school action, including dismissal. Fail- K-12 ing grades must be replaced by a passing grade in the xxx* 576 Methods of Teaching Content Area same course or the student is subject to dismissal. in Middle/Secondary School *The school allows four C’s in programs of more than *ENG, HIS, SOC, POS 40 credits Elective Courses (6 s.h.-9 s.h.) TRANSFER CREDIT — Minimum of one elective in content area needed. —A maximum of six graduate credit hours may be — Additional content area courses as needed for transferred from an accredited college or univer- middle/secondary Florida teacher certification. sity. — Other electives, with approval of advisor. — Course work must be relevant to the program, at B level or higher. Option Two — Credits must be earned within the seven-year limi- The Master of Arts in Teaching English and the tation set for the degree. Master of Arts in Teaching Social Science require a — Courses must be approved by the appropriate pro- minimum of 36 credits, 18 of which are in the content gram advisor. area (English, or Social Science: History, Political Sci- — Courses must not have applied toward another de- ence, and Sociology), and 18 of which are in profes- gree. sional education courses.

REQUISITES SPECIAL PREREQUISITES All matriculated students must take EDU 601, The following are in addition to the General Ad- Methodology of Research (3 s.h.), ordinarily within mission Requirements: the first six to twelve (6-12) semester hours of their — Florida Teacher’s Certification or eligibility for program. certification in English or Social Science. The faculty of the Adrian Dominican School of —All requirements of the School of Arts and Sciences Education reserves the right of retaining, progressing, must be met. Please refer to the Arts and Sciences and graduating those students who, in its judgment, section of the Graduate Catalog. satisfy the requirements of scholarship and personal suitability. SPECIAL GRADUATION REQUIREMENTS The following are in addition to the General Gradu- Option One ation Requirements: The Master of Arts in Teaching (MAT) degree is a — No grade below a B in any content area course (En- 33-36 credit program which leads to middle/second- glish or Social Science). 92 ADRIAN DOMINICAN SCHOOL OF EDUCATION

— All requirements of the School of Arts and Sciences ENG 533 Nineteenth Century British must be met. Please refer to the Arts and Sciences Literature: The Victorians section of the Graduate Catalog. ENG 507 Shakespeare — Satisfactory score on a comprehensive exam cov- ering Education and the content area. Content Course Requirements (18 s.h.)Master of Arts in Teaching Social Science PROGRAM OUTLINE Students select a minimum of two courses in each of the following three areas: History, Political Science, Professional Education Course Requirements and Sociology. A minimum grade of B is required for (18s.h.) successful completion of each course. A cumulative grade point average of 3.0 (B) must be maintained in the following professional education SPECIALIST IN EDUCATION courses. EDU 514 Classroom Management The School of Education, through the Educational EDU 542 Secondary School Curriculum Specialist (Ed.S.) degree, offers professionals a fur- EDU 601 Methodology of Research ther opportunity to extend their knowledge and to de- EDU 625 Psychological Foundations of velop their professional expertise. The specialist Education degree, building upon the master’s degree, endeavors EDU 626 Philosophy of Education to promote excellent teaching, significant learning, xxx* 576 Methods of Teaching Subject Area quality leadership, and creative research. (English or Social Sciences) in The School of Education offers Specialist programs Middle/Secondary School (Grades in the following areas: 6-12) Curriculum and Instruction (PreK-6) *ENG, HIS, POS, or SOC Educational Leadership Educational Technology Applications Professional Education Course Elective Exceptional Student Education (Optional) Required for certification Guidance and Counseling TSL 576 Methods of Teaching Limited Marital, Couple, Family Counseling & Therapy English Proficient (LEP) Students: Marital, Couple, Family Counseling & Therapy K-12 and Mental Health Counseling Mental Health Counseling Content Course Requirements (18 s.h.)Master Montessori Elementary Education of Arts in Teaching English Montessori Early Childhood Education Reading Students select a minimum of two courses in each Rehabilitation Counseling of the following three areas. A minimum grade of B is Technology and TESOL required for successful completion of each course. I. Grammar and Composition (6 s.h.) GENERAL ADMISSION REQUIREMENTS ENG 504 Persuasive Writing — Master’s degree from a regionally accredited col- ENG 506 Rhetorical Analysis lege or university. ENG 510 Advanced English Grammar — Graduate grade point average of 3.0 (B) or higher. II. World Literature (6 s.h.) —Two letters of professional recommendation for ENG 529 English Studies advanced graduate study. ENG 560 Twentieth Century Literature:1900- — Florida Professional Teacher Certification or eligi- 1945 bility for certification only when enrolling in a state- ENG 561 Twentieth Century Literature: approved certification program. 1945-present — Applicant’s statement of purpose and goals. ENG 625 Poetry ENG 691 Comparative Literature SPECIAL STUDENT STATUS (Non-degree- III. British and American Literature (6 s.h.) seeking and provisionally accepted) ENG 524 American Literature: 1800-1865 Applicants may be permitted to take three gradu- ENG 525 American Literature: 1865-1914 ate courses (9 credits) in education on the basis of a ENG 526 American Literature: 1914-present signed application and proof of a master’s degree from ENG 532 Nineteenth Century British a regionally accredited institution of higher education. Literature: The Romantics ADRIAN DOMINICAN SCHOOL OF EDUCATION 93

Students under this status will not be allowed to regis- Ed.D. IN EDUCATIONAL ter for courses beyond the 9-credit (3 courses) limitation. Any of the courses taken under Special Student LEADERSHIP Status can be applied to a degree program only after The Adrian Dominican School of Education also the student is fully accepted and only if he/she applies offers the Ed.D. degree in Educational Leadership, to a particular program. leading to eligibility for certification in educational leadership for administrative positions in K-12 schools, GENERAL GRADUATION REQUIREMENTS public and private. For more information, please con- FOR THE SPECIALIST DEGREE tact the Educational Leadership Department. See the — Successful completion of the stated number of re- Ed.D. section for detailed information. quired semester hours for each program, including the requisites listed and all required specialization PROGRAM DESCRIPTIONS courses. — Maintain a cumulative GPA of 3.00 (B) or higher. COUNSELING PROGRAM — Passing grade on a final written and/or oral comprehensive examination. — Seven years are permitted to complete degree re- MISSION AND GOALS quirements from the date of initial matriculation. The mission of the Counseling Program at Barry — Processing of all graduate degrees can only be ac- University is to provide students with the knowledge complished through student completion of appro- and skills necessary to perform competently and suc- priate University forms and procedures. cessfully as professional counseling practitioners in a wide range of clinical and organizational settings. The STANDARDS OF PROGRESS Counseling Program seeks to prepare students to be ethical practitioners who are theoretically and techni- All students must maintain a cumulative grade point cally prepared to work within multicultural environ- average (GPA) of 3.0 or higher to remain in good aca- ments. Respect for diversity and an emphasis on ethical demic standing and to graduate. Any student who re- practice are the guiding principles of all of the ceives three* C’s in the program is subject to coursework and activities within the Counseling Pro- departmental or School action, including dismissal. gram. Situated in South Florida, the Barry University Failing grades must be replaced by a passing grade in Counseling Program serves the educational needs of the same course or the student is subject to dismissal. students from North, Central, and South America, *four C’s in programs of more than 40 credits Cuba, Jamaica, Hispanola, and other Caribbean Is- lands. The Barry Family Enrichment Center, the on- TRANSFER CREDIT site counseling clinic of the Barry University Counseling Program, provides a clinical training cen- —A maximum of six graduate credit hours may be ter for students in the Counseling Program as well as transferred from an accredited college or univer- providing clinical services and outreach to the sur- sity. rounding diverse community. The common goals for — Course work must be relevant to the discipline, at professional growth and development of the Counsel- B level or better. ing Program and the specific goals of each of the spe- — Credits must be earned within the seven-year limi- cialization within the Counseling Program are as tation set for the degree. follows: — Courses must be approved by the appropriate program advisor. — Courses must not have been applied toward another General Program Goals degree. 1. To increase students’ knowledge of counseling theories and techniques; Ph.D. IN LEADERSHIP AND 2. To enhance students’ ability to apply theory and techniques in counseling relationships and settings; EDUCATION 3. To increase students’ understanding of and ability to use the results of testing; The Adrian Dominican School of Education offers 4. To increase students’ understanding of and ability the Ph.D. degree in five areas of specialization: Edu- to use the results of research; cational Technology, Exceptional Student Education, 5. To provide students with the basic skills needed to Higher Education Administration, Human Resource intervene effectively with families and couples; Development, and Leadership. See the Ph.D. section for detailed information. 94 ADRIAN DOMINICAN SCHOOL OF EDUCATION

6. To provide students with the knowledge and skills 7. To increase awareness of the role of wellness, pre- to deal effectively with issues of gender, race, cul- vention, and relationship enhancement programs ture, ethnicity, sexuality, age, socio-economic sta- in the practice of marital, couple, and family coun- tus, and other cultural variables in counseling clients; seling/therapy. 7. To enhance students’ understanding of and commitment to the counseling profession; Mental Health Counseling Specialization 8. To develop an understanding of the ethical appli- Goals cations of the rights and responsibilities of both the counselor and client in the delivery of counseling 1. To understand the history and development of the and related human services; Mental Health Counseling specialization; 9. To increase students’ understanding of the nature 2. To develop the knowledge and skills to provide and needs of individuals at all developmental lev- counseling in a mental health setting or agency; els; 3. To understand the specific role and function of the 10.To enhance students’ understanding of career de- mental health counselor in the helping professions; velopment and related life factors; and 4. To develop the knowledge and skills necessary to 11.To provide students with theory and techniques function as part of a multi-disciplinary mental necessary to facilitate counseling of groups. health team member in a community agency, with other mental health service providers; 5. To develop a knowledge and understanding of ab- Guidance and Counseling Specialization normal behavior (psychopathology) as it applies to Goals the mental health counselor; and 1. To develop the knowledge and skills necessary to 6. To develop a knowledge and understanding of psy- provide developmental guidance activities; chopharmacology as it applies to the mental health 2. To develop the knowledge and skills to provide counselor. counseling to preschool through high school students; Rehabilitation Counseling Specialization 3. To understand the specific role and function of the Goals school counselor in the helping professions; 4. To develop the knowledge and skills necessary to 1. To enhance students’ knowledge of the physical and consult with teachers, administrators, parents and mental aspects of disability; other professionals within the school setting; and 2. To identify clients’ strengths and weaknesses in 5. To understand the processes involved in program order to facilitate their placement in appropriate development, implementation, and evaluation. work settings; 3. To understand the roles and responsibilities of the rehabilitative counselor and the history and legis- Marital, Couple, Family Counseling & lation associated herewith; and Therapy Specialization Goals 4. To acquaint students with the philosophy and or- 1. To understand the history and development of mari- ganization of rehabilitative services and eligibil- tal, couple, and family counseling/therapy as a spe- ity. cialization within the counseling profession; 2. To appreciate the specific role and function of the Master of Science in Counseling marital, couple, and family counselor/therapist in the helping professions; 3. To facilitate an understanding of the influences of Program Outline culture, family life cycle, diversity, and societal All counseling specializations require completion trends on the practice of marital, couple, and fam- of 39 semester hours of core courses plus the stated ily counseling/therapy; required courses for each specialization: 4. To assist students in developing a systemic perspective about client behaviors and the processes of Core Courses (39 s.h.) problem-formation, problem-maintenance, and CSL 600 Legal & Ethical Issues in problem-resolution; Counseling 5. To help students identify and understand the major EDU 601 Methodology of Research theoretical and practice models in the area of mari- CSL 610 Human Growth and Development tal, couple, and family counseling/therapy; EDU 621 Psychological Measurement 6. To facilitate students’ development of marital, CSL 629 Social and Cultural Issues in couple, and family counseling/therapy interview- Counseling ing, assessment, and intervention skills; and CSL 652 Individual Counseling Procedures ADRIAN DOMINICAN SCHOOL OF EDUCATION 95

CSL 653 Career Development and Life Work CSL 650 Human Sexuality Planning CSL 680 Family Therapy CSL 658 Group Counseling Procedures CSL 691 Personality Theories CSL 686 Counseling Theories and Interventions Dual Specialization in Marital, Couple, CSL 694 Counseling Practicum (6 s.h.) Family Counseling & Therapy and Mental CSL 699 Internship in Counseling (6 s.h.) Health Counseling/Therapy (27 s.h.) The dual specialization in marital, couple, family AREAS OF SPECIALIZATION: counseling & therapy and mental health counseling provides the course work necessary for preparing stu- The counseling specializations require the following: dents academically for licensure in both marriage and Guidance and Counseling (15 s.h.) family counseling and mental health counseling. The curriculum addresses the theory and practice of both Guidance and Counseling meets the academic re- mental health counseling and marriage and family quirements for certification as a school counselor in counseling. Florida. However, candidates for certification must CSL 569 Psychopathology: Diagnosis and acquire a Florida Professional Teaching Certificate Treatment in Counseling before receipt of the guidance and counseling certifi- CSL 589 Introduction to Mental Health cation from the Florida Department of Education. Counseling CSL 585 Principles of Guidance CSL 605 Treatment of Substance Abuse in CSL 612 Child Guidance and Therapy Counseling CSL 639 Physical and Mental Disabilities CSL 650 Human Sexuality CSL 680 Family Therapy CSL 680 Family Therapy CSL 682 Consultation Procedures CSL 687 Marital and Family Systems Marital, Couple, Family Counseling & CSL 688 Marital Therapy Therapy (24 s.h.) CSL 689 Issues in Marriage and Family CSL 691 Personality Theories Marital, Couple, Family Counseling & Therapy provides the course work necessary for meeting state Rehabilitation Counseling (9 s.h.) licensure academic requirements as a marriage and Rehabilitation Counseling provides the knowledge family therapist. The curriculum focuses on brief, eco- and experience necessary for counseling the physically, logically-oriented perspectives for understanding and mentally, socially disadvantaged, and/or emotionally working with couples and families. impaired. The curriculum addresses the knowledge and CSL 569 Psychopathology: Diagnosis and skills required for certification as a rehabilitation coun- Treatment in Counseling selor (C.R.C.). CSL 605 Treatment of Substance Abuse in CSL 639 Physical and Mental Disabilities Counseling CSL 683 Industrial Rehabilitation/Risk CSL 650 Human Sexuality Management CSL 680 Family Therapy CSL 685 Rehabilitation Issues CSL 687 Marriage and Family Systems CSL 688 Marital Therapy Electives CSL 689 Issues in Marriage and Family Mental Health Counseling 3 semester hours CSL 691 Personality Theories Totals Mental Health Counseling (18 s.h.) Guidance and Counseling 54 semester hours Mental Health Counseling provides the course work Mental Health Counseling 60 semester hours necessary for functioning as a mental health counse- Marital, Couple, Family lor in applied settings and addresses the academic re- Counseling & Therapy 63 semester hours quirements for certification as a mental health Dual Specialization in practitioner and for licensure as a mental health coun- Marriage and Family selor. Counseling and Mental CSL 569 Psychopathology: Diagnosis and Health Counseling 66 semester hours Treatment in Counseling Rehabilitation Counseling 48 semester hours CSL 589 Introduction to Mental Health Counseling CSL 605 Treatment of Substance Abuse in Counseling 96 ADRIAN DOMINICAN SCHOOL OF EDUCATION

ADDITIONAL SPECIALIZATIONS AND LICENSURE/ — Because counseling professionals must be able to CERTIFICATION INFORMATION respond immediately in counseling and crisis situ- More than one area of specialization may be com- ations, the student must be able to participate in pleted by taking the specialty courses, practicum, and role-plays or other practice simulations as a coun- internship in each specialty. Only students who have selor without advance knowledge of the scenario completed the licensure/certification requirements for or preparation of the role-play. a given specialty will be endorsed for or employment — The student must be able to conduct a counseling in that area. It is the sole responsibility of the student session with real clients under live or videotaped to comply with the requirements for licensure and to supervision. keep up to date with changes in licensure and/or certi- — The student must be able to communicate and in- fication requirements. teract respectfully and sensitively with clients. — The student must be able to communicate effec- COURSE TIMES tively in oral and in written form with all referral sources, e.g. court and community agencies. Courses on the Barry campus are usually offered — The student must be able to communicate effec- from 4:00-7:00 p.m. and 7:00-10:00 p.m. (Monday- tively in oral and in written form with all members Thursday), over the two (2) 15-week semesters. Some of a mental health care team. electives may be offered from 5:30-10:00 p.m. over a — The student must possess the emotional and men- 10-week term. Summer classes typically meet twice tal health needed for the full use of one’s intellect, per week for 3.5 hours over two six-week terms. Stu- perception, and sound judgement. Such emotional dents are asked to take at least 18 credits per year in and mental health is required for the efficient order to facilitate completion of the program in a timely completion of all responsibilities related to the di- fashion. Course times may differ on the Orlando agnosis, treatment, and referral of clients and to campus. the communication with others in the mental health care network. SPECIAL ADMISSION REQUIREMENT The faculty in the Counseling Program reserves the A personal interview may be required of students right to recommend entry into personal counseling or seeking the M.S. degree in the counseling program. psychotherapy for assessment and/or treatment as a condition of continuation in the Counseling Program. ADDITIONAL GRADUATION REQUIREMENT Graduation from the program is recommended when — Passing of comprehensive exams and the comple- students are determined by the School of Education to tion of a scholarly paper. be personally, academically, and clinically ready for entry into the counseling profession. ADDITIONAL REQUIREMENTS AND TECHNICAL STANDARDS FOR MATRICULATION AND Student Counseling Organizations GRADUATION The Barry University Counseling Program spon- All students are expected to uphold personal and sors and supports two student counseling organiza- professional ethical standards and practices both in- tions. The Barry University Counseling Association side and outside of the classroom. Adherence to such (BUCA) is a professional student and alumni associa- personal and professional ethical standards is an in- tion offering educational and social experiences. The trinsic and essential component of the professional Beta Upsilon chapter of Chi Sigma Iota is an award- standards of the counseling field. All students must winning international honor society of counseling pro- adhere to the “Code of Ethics and Standards of Prac- fessionals dedicated to excellence in scholarship, tice” of the American Counseling Association. research, and clinical practice. Professional liability insurance coverage is required during matriculation in the Counseling Program. Specialist in Education in The Counseling Program faculty has a responsibility to society and to the profession to matriculate Counseling and graduate the best possible counseling profession- The Educational Specialist degree in Counseling als. Therefore, the technical standards which follow requires 30 to 66 semester hours of study. The exact are required for matriculation and graduation from the number of semester hours required for the degree is Counseling Program: determined by the development of a plan of study with — The student must be able to participate in oral dem- the Program Advisor at the time of admission. Failure onstrations, presentations, and role-plays of coun- to complete a plan of study may necessitate taking the seling situations and be videotaped for the purposes maximum number of credits required for receipt of of developing skills and receiving feedback. the degree. ADRIAN DOMINICAN SCHOOL OF EDUCATION 97

Required Courses (39 s.h.) lor in applied settings and addresses the academic re- CSL 600 Legal and Ethical Issues in quirements for certification as a mental health practi- Counseling tioner and for licensure as a mental health counselor. EDU 601 Methodology of Research CSL 569 Psychopathology: Diagnosis and CSL 610 Human Growth and Development Treatment in Counseling EDU 621 Psychological Measurement CSL 589 Introduction to Mental Health CSL 629 Social and Cultural Issues in Counseling Counseling CSL 605 Treatment of Substance Abuse in CSL 652 Individual Counseling Procedures Counseling CSL 653 Career Development and Life Work CSL 650 Human Sexuality Planning CSL 680 Family Therapy CSL 658 Group Counseling Procedures CSL 691 Personality Theories CSL 686 Counseling Theories and Intervention Dual Specialization in Marital, Couple, CSL 694 Practicum (6 s.h.) Family Counseling & Therapy and Mental CSL 699 Internship in Counseling (6 s.h.) Health Counseling (27 s.h.) The dual specialization in Marital, Couple, Family Counseling & Therapy and Mental Health Counsel- AREAS OF SPECIALIZATION ing provides the course work necessary for preparing students academically for licensure in both marriage Guidance and Counseling (15 s.h.) and family counseling and mental health counseling. Guidance and Counseling meets the academic re- The curriculum addresses the theory and practice of quirements for certification as a school counselor in both mental health counseling and marriage and fam- Florida. However, candidates for certification must ily counseling. acquire a Florida Professional Teaching Certificate CSL 569 Psychopathology: Diagnosis and before receipt of the guidance and counseling certifi- Treatment in Counseling cation from the Florida Department of Education. CSL 589 Introduction to Mental Health CSL 585 Principles of Guidance Counseling CSL 612 Child Guidance and Therapy CSL 605 Treatment of Substance Abuse in CSL 639 Physical and Mental Disabilities Counseling CSL 680 Family Therapy CSL 650 Human Sexuality CSL 682 Consultation Procedures CSL 680 Family Therapy CSL 687 Marital and Family Systems Marital, Couple, Family Counseling & CSL 688 Marital Therapy Therapy (24 s.h.) CSL 689 Issues in Marriage and Family Marital, Couple, Family Counseling & Therapy CSL 691 Personality Theories provides the course work necessary for meeting state Rehabilitation Counseling (9 s.h.) licensure academic requirements as a marriage and family therapist. The curriculum focuses on brief, eco- Rehabilitation Counseling provides the knowledge logically-oriented perspectives for understanding and and experience necessary for counseling the physically, working with couples and families. mentally, socially disadvantaged, and/or emotionally CSL 569 Psychopathology: Diagnosis and impaired. The curriculum addresses the knowledge and Treatment in Counseling skills required for certification as a rehabilitation coun- CSL 605 Treatment of Substance Abuse in selor (C.R.C.). Counseling CSL 639 Physical and Mental Disabilities CSL 650 Human Sexuality CSL 683 Industrial Rehabilitation CSL 680 Family Therapy CSL 685 Rehabilitation Issues CSL 687 Marriage and Family Systems Electives CSL 688 Marital Therapy CSL 689 Issues in Marriage and Family Mental Health Counseling (3 s.h.) CSL 691 Personality Theories Note: Courses accepted in lieu of any of the above Mental Health Counseling (18 s.h.) must have an advisor-approved plan submitted to and Mental Health Counseling provides the course work approved by the Office of the Dean. necessary for functioning as a mental health counse- 98 ADRIAN DOMINICAN SCHOOL OF EDUCATION

Totals ADDITIONAL REQUIREMENTS AND TECHNICAL Guidance and Counseling 30-54 semester hours STANDARDS FOR MATRICULATION AND Mental Health Counseling 30-60 semester hours GRADUATION Marital, Couple, Family All students are expected to uphold personal and Counseling & Therapy 30-63 semester hours professional ethical standards and practices both in- Dual Specialization in side and outside of the classroom. Adherence to such Marriage and Family personal and professional ethical standards is an in- Counseling and Mental trinsic and essential component of the professional Health Counseling 30-66 semester hours standards of the counseling field. All students must Rehabilitation Counseling 30-48 semester hours adhere to the “Code of Ethics and Standards of Prac- tice” of the American Counseling Association. ADDITIONAL SPECIALIZATIONS AND LICENSURE/ Professional liability insurance coverage is required CERTIFICATION INFORMATION during matriculation in the Counseling Program. More than one area of specialization may be com- The Counseling Program faculty has a responsi- pleted by taking the specialty courses, practicum, and bility to society and to the profession to matriculate internship in each specialty. Only students who have and graduate the best possible counseling profession- completed the licensure/certification requirements for als. Therefore, the technical standards which follow a given specialty will be endorsed for or employment are required for matriculation and graduation from the in that area. It is the sole responsibility of the student Counseling Program: to comply with the requirements for licensure and to — The student must be able to participate in oral dem- keep up to date with changes in licensure and/or certi- onstrations, presentations, and role-plays of coun- fication requirements. seling situations and be videotaped for the purposes of developing skills and receiving feedback. COURSE TIMES — Because counseling professionals must be able to Courses on the Barry campus are usually offered respond immediately in counseling and crisis situ- from 4:00-7:00 p.m. and 7:00-10:00 p.m. (Monday- ations, the student must be able to participate in Thursday), over the two (2) 15-week semesters. Some role-plays or other practice simulations as a coun- electives may be offered from 5:30-10:00 p.m. over a selor without advance knowledge of the scenario 10-week term. Summer classes typically meet twice or preparation of the role-play. per week for 3.5 hours over two six-week terms. Stu- — The student must be able to conduct a counseling dents are asked to take at least 18 credits per year in session with real clients under live or videotaped order to facilitate completion of the program in a timely supervision. fashion. Course times may differ on the Orlando — The student must be able to communicate and in- campus. teract respectfully and sensitively with clients. — The student must be able to communicate effectively in oral and in written form with all referral SPECIAL ADMISSION REQUIREMENT sources, e.g. court and community agencies. A personal interview may be required of students — The student must be able to communicate effec- seeking the Ed.S. degree in a counseling program. tively in oral and in written form with all members of a mental health care team. TRANSFER CREDIT — The student must possess the emotional and men- A maximum of thirty graduate semester hours may tal health needed for the full use of one’s intellect, be accepted as applicable towards the requirements perception, and sound judgement. Such emotional for an Ed.S. in a particular counseling specialization. and mental health is required for the efficient Accepted courses must be comparable to the Ed.S. spe- completion of all responsibilities related to the di- cialization curriculum. agnosis, treatment, and referral of clients, and to the communication with others in the mental health ADDITIONAL GRADUATION REQUIREMENT care network. — Passing of comprehensive exams and the comple- The faculty in the Counseling Program reserves the tion of a scholarly paper. right to recommend entry into personal counseling or psychotherapy for assessment and/or treatment as a condition of continuation in the Counseling Program. Graduation from the program is recommended when students are determined by the School of Education to ADRIAN DOMINICAN SCHOOL OF EDUCATION 99 be personally, academically, and clinically ready for STATEMENT OF CULTURAL VALUES entry into the counseling profession. The doctoral program is a community of scholars in which both students and faculty are encouraged to STUDENT COUNSELING ORGANIZATIONS explore intellectual ideas, to express intellectual The Barry University Counseling Program spon- thoughts, to exhibit excitement about ideas, to develop sors and supports two student counseling organiza- intellectual skills, to criticize ideas, and to discover tions. The Barry University Counseling Association and explore core intellectual passions, in a caring en- (BUCA) is a professional student and alumni associa- vironment free from personal attacks and personal- tion offering educational and social experiences. The ized criticism. The purpose of the program is to Beta Upsilon chapter of Chi Sigma Iota is an award- develop leaders who have the vision, passion, and skill winning international honor society of counseling pro- to contribute significantly to the development to the fessionals dedicated to excellence in scholarship, field of Counseling in a principled, compassionate and research, and clinical practice. caring way. The program is characterized by: Ph.D. Program ¥ Cooperation rather than competition ¥ Development rather than judgment of others ¥ And highly intellectual achievement without DOCTOR OF PHILOSOPHY IN elitism. COUNSELING The program values: ¥ The free exploration of ideas within a structure of responsible activity MISSION STATEMENT ¥ Intellectual achievement and respect for intel- The Counseling Program faculty is strongly com- lectual property rights mitted to the integration of theory, research, practice, ¥ And the encouragement and assistance of col- and service throughout the program. We further en- leagues. courage holistic viewpoints and intervention approaches that allow for appropriate attention to ADMISSIONS REQUIREMENTS overarching ecological factors. Accordingly, program ¥A completed application goals include graduating students with expert knowl- ¥A Master’s or higher degree from a regionally edge regarding counseling theory, practice, a high level accredited college or university of competency in the provision of professional ser- ¥ Graduate GPA of at least 3.25 on a 4.0 scale vices, and who have the skills necessary to evaluate ¥ Graduate Record Examination (GRE) in all three research relevant to the profession. The Counseling areas: Verbal, Quantitative, and Analytical; Program is dedicated to the preparation of professional scores must be from a test date within five years counselors who are educated and responsive to issues preceding application. The interquartile range of diversity and to the uniqueness of individuals, fami- of GRE score of successful applicants over five lies and communities. recent years is 1220-1560. [Scores of another The Doctoral Program prepares students for aca- similarly rigorous entrance exam (e.g., Gradu- demic and clinical practice settings. For graduates ate Management Admission Test, Law School seeking employment in education, government, or pri- Admission Test, and the Medical Comprehen- vate sector, the doctoral competencies in counseling, sive Admission Test) may be used in lieu of GRE research, teaching, supervision, and consultation form scores with the approval of one’s specialization a basis for effective performance in these settings. coordinator and the Doctoral Review Council.] There is also a strong emphasis on the understanding ¥ Three recent letters of professional recommen- of normal lifespan development, as well as ways per- dation for doctoral study. sons may respond to challenges in those areas. There- ¥ An interview with two faculty members fore, the program emphasizes mental health wellness Admission requirements may be modified based and strength-based interventions rather than pathol- on socioeconomic status, commitment to work in low- ogy. income neighborhoods, evidence of community or Further, the Doctoral Program is devoted to the un- volunteer work, family educational background, first derstanding of diverse cultural practices and exam- generation in college, overcoming hardships, and/or ines critically the social practices, institutions, helping personal interviews. Students who have limited aca- agencies and other social sites where disenfranchised demic credentials may be asked to take master’s level and marginalized groups struggle for greater control courses that will not be applied towards the doctoral over their futures. degree. 100 ADRIAN DOMINICAN SCHOOL OF EDUCATION

This program can accommodate only a limited ¥Family Therapy number of students; therefore, there is a possibility of ¥ Counseling Theories and Intervention being denied admission even when all criteria are met. ¥ Marriage and Family Systems The Department of Counseling preserves the right to ¥ Marital Therapy refuse student entrance or terminate a student after ¥ Issues in Marriage and Family admission to the doctoral program, if in the judgment ¥ Personality Theories of the faculty the student demonstrates unacceptable ¥ Counseling Practicum (400 hours) personal fitness to work in the counseling field with ¥ Counseling Internship (600 hours) children, youth, and/or adults. A three-step admission process is used for REQUIRED COURSEWORK: DOCTORAL screening applicants: PROGRAM 1. A faculty member will review the application ma- CSL 729 Counseling for Change terials, CSL 735 Advanced Consultation in 2. An interview with two faculty members is con- Counseling ducted and a recommendation made to the Doc- CSL 758 Advanced Clinical Techniques toral Review Council, CSL 761 Advanced Multicultural Issues in 3. The Doctoral Review Council approves or disap- Counseling proves the application and makes its recommenda- CSL 763 Advanced Family Systems Theory tion to the Dean of the School of Education. CSL 765 Advanced Professional Issues in Counseling Additional Admissions Requirements CSL 767 Advanced Clinical Techniques in Family Therapy Students will work with faculty with diverse theo- CSL 768 Advanced Appraisal Techniques retical orientations. Thus, rather than receiving train- CSL 786 Practicum in Clinical Supervision ing in only one theoretical orientation, students are CSL 784 Counseling Supervision exposed to a diverse base of knowledge, and are en- CSL 796 Dissertation Seminar couraged to formulate, and articulate clearly, their own CSL 797 Dissertation counseling approach. At the time of doctoral study CSL 798 Seminar in Counseling application, students must identify transfer courses. A CSL 799 Advanced Internship maximum of six (6) post-master’s credits may be trans- HSE 703 Philosophy of Science & Theory ferred into the program. Courses must have been taken Development within eight (8) years of the date of application for HSE 705 Qualitative Methods admission and the grade earned must be a B or better. HSE 707 Quantitative Methods of Inquiry International credits to be transferred must be evalu- HSE 706 Advanced Qualitative Methods, ated according to the Barry University policies. Up to twelve (12) credits from a Barry University specialist or HSE 708 Advanced quantitative Methods degree program may be applied toward the Ph.D. program. The expected coursework completed by doctoral applicants follow. Students without these SPECIAL STUDENT STATUS (Non-degree- prerequisites may be admitted into the doctoral pro- seeking and provisionally accepted) gram with deficiencies. A student admitted with defi- Applicants my be permitted to take three doctoral ciencies must meet with his/her doctoral advisor and courses (9 credit) on the basis of a signed application outline the plan to take the prerequisite coursework and proof of a master’s degree from a regionally ac- before beginning doctoral level coursework. credited institution of higher education; with the ap- ¥ Psychopathology: Diagnosis and Treatment in proval of the Counseling Program Coordinator. Counseling ¥ Legal and Ethical Issues in Counseling FOREIGN STUDENT APPLICANTS ¥ Research Methodology ¥Treatment of Substance Abuse in Counseling Students for whom English is not their native lan- ¥ Human Growth and Development guage are required to submit an official score for the ¥ Psychological Measurements Test of English as a Foreign Language (TOEFL) of ¥ Social and Cultural Issues in Counseling 500 or above, and a score on the test of Spoken En- ¥ Human Sexuality glish. ¥ Individual Counseling Procedures ¥ Career Development and Life Work Planning ¥ Group Counseling Procedures ADRIAN DOMINICAN SCHOOL OF EDUCATION 101

DEGREE REQUIREMENTS Time limitations - requirements, including the dis- The doctoral degree requires that students complete sertation, must be completed by the end of eight (8) a minimum of 54 post-master’s as noted in the pub- calendar years beginning with the date the student first lished curriculum. After completion of the six disser- registers as a student for the Ph.D. in Counseling. tations credits, students must continually register for All fees must be paid and requirements for the de- one (1) credit per semester until they have finished gree must be completed and reported to the faculty the dissertation and met all the requirements for the advisor no later than two weeks prior to graduation. degree. Counseling doctoral applicants must have a master’s The department maintains a Family Enrichment degree in Counseling, or in a closely related field, to Center with facilities for supervised counseling and be admitted to the Ph.D. program. To complete the supervision-of-supervision. Four rooms (one of which Ph.D. in 54 credits, students must have minimum of a is a play therapy room) are available. Three of the 63-credit masters degree in Marital, Couple and Fam- rooms are set up for live viewing through closed cir- ily Counseling and Therapy. Students matriculating cuit television with telephones and microphone-speak- in Counseling will be exposed to basic concepts and ers for live supervision of counseling and live techniques in clinical intervention and treatment, re- supervision-of-supervision. search and clinical supervision, and may apply these concepts and practices to employment in health and human service organizations, academic institutions, Otherrequirements for the Ph.D. in Counseling private practices, community mental health facilities, include: schools, addiction programs, and business settings Plan of Study - The Published curriculum must be where professional counselors are employed. completed to satisfy the pre-dissertation academic re- Students are required to complete a dissertation that quirements. The faculty advisor and the Program Chair demonstrates originality, creativity and scholarship in or Doctoral Program Coordinator must approve modi- the field of Counseling. Students who complete all the fication of the curriculum. requirements for the Ph.D. degree will be properly Residency - Two semesters of continuous registration equipped to lead and promote purposeful change in for six (6) or more credits organizations, groups and individuals. Following the completion of the Ph.D. degree in Standards of progress - all students must maintain a Counseling, students will have acquired the ability to: cumulative grade point average (GPA) of 3.25 or 1. Analyze and synthesize the knowledge and under- higher to remain in good academic standing and to standing of the process dimensions of leadership. graduate. Any student who receives two C’s in the pro- 2. Apply the theories and concepts of leadership to gram is subject to school action, including dismissal. the practical aspects associated with Counseling Failing grades must be replaced by a passing grade in 3. Clarify one’s ethical and moral perspectives and the same course or the student is subject to dismissal. relate this perspective to personal and professional Comprehensive examination - a written examination goals. taken upon completion of course requirements. 4. Develop and implement an independent research investigation Admission to candidacy - upon passing the compre- 5. Assess and contribute to the literature in Counsel- hensive examination and verification that all ing coursework and other requirements have been satis- 6. Continue to renew and extend one’s understand- fied, admission to candidacy status allows a candidate ings and competencies acquired in Counseling. to formally begin the dissertation. Research proposal and oral defense of said proposal - these must be completed prior to proceeding with CURRICULUM AND INSTRUCTION the dissertation. PROGRAM (PreK-6) Dissertation - A written thesis which adds substantively to the theory and/or practice in the field of Coun- MISSION seling. The mission of the Curriculum and Instruction Pro- Oral defense of the Dissertation - a public presenta- gram at Barry University is to provide PreK-6 teach- tion of the results of the dissertation at which mem- ers or early childhood program planners with a bers of the Dissertation Committee and others are given foundation in child development along with the nec- the opportunity to ask questions before approving or essary concepts, skills, and attitudes to effectively disapproving the dissertation. adapt and adjust instructional and assessment strategies to meet students’ differing needs and to be reflec- 102 ADRIAN DOMINICAN SCHOOL OF EDUCATION tive about their teaching practices. Students complet- EDU 606B Advanced Practicum in Elementary ing this program are prepared to meet the Educator Curriculum and Instruction Accomplished Practices at one of the preprofessional, EDU 607 Beginning Reading in the Primary professional, or accomplished competency levels. Years EDU 609 Advanced Practicum in PreK/ Specialist in Education in Primary Curriculum and Instruction Curriculum and Instruction EDU 611B Reading and Thinking Skills for the Elementary Teacher The Ed.S. degree program in Curriculum and In- EDU 628A Issues in Curriculum in Early struction with a focus on teaching and learning is a 33 Childhood credit-hour program designed for individuals who al- EDU 711 Clinical Supervision ready possess a Master’s degree. The purpose of this EDU 718 Developmental Reading program is to enable the classroom teacher (PreK-6) ESE 690 Curriculum Design in Exceptional to gain a deeper understanding of the complex nature Student Education between teaching and learning through an advanced analysis of human growth and development in rela- Research (3 s.h.): tion to the current social and physical milieu. EDU 701 Advanced Study in Education (Variable Credit) or PROGRAM OUTLINE EDU 708 Directed Research Required courses are identified; elective courses are chosen by the student with advisor approval. Each EDUCATIONAL COMPUTING AND course is three (3) semester hours. The program is NOT designed for certification by the Florida Department TECHNOLOGY PROGRAMS of Education.

Core Courses: MISSION The mission of the Educational Computing and Required Courses (21 s.h.): Technology Department at Barry University is to pro- *CSL 569 Psychopathology: Diagnosis and vide students with the knowledge, skills, and experi- Treatment in Counseling ences to perform completely and successfully leaders *CSL 610 Human Growth and Development in the field of Educational Technology and Commu- *EDU 658 Becoming An Accomplished nications. Teacher EDU 693E Trends and Current Issues in PURPOSE AND OUTCOMES Teaching and Learning The Master of Science Degree or Educational Spe- EDU 617 Evaluation cialist Degree in Educational Technology Applications EDU 624 Instructional Design and is a 36-semester hour program for educators and train- Evaluation ers who use computers/technologies in their disciplines EDU 735 Advanced Curriculum Theory and and/or train individuals to use computers/technologies. Planning The programs prepare educators to integrate computer/ *Initial courses, to be completed first. technologies into the teaching and learning process. The program specialization designated, as Educational Elective Courses (9 s.h.): Technology Applications has been developed to meet ECT 690 Special Topics the needs of educators who desire to use computers/ EDM 603 Montessori and Child Development technologies effectively in their content area. EDM 640 Montessori in Early Childhood Following the completion of the Master of Science EDM 641 Montessori in Elementary Degree or Educational Specialist Degree in Educa- Education tional Technology Applications, graduates will have EDU 571 Psycho-Social Foundations in acquired the ability to: Early Childhood Education 1. Demonstrate their knowledge of theories and strat- EDU 572 Early Childhood Programs and egies for teaching in technology-enhanced teach- Practices ing and learning environments. EDU 584 Reading Diagnosis 2. analyze, design and develop computer-based ma- EDU 590 Corrective Reading terials for instruction that reflect the needs of students and their communities. ADRIAN DOMINICAN SCHOOL OF EDUCATION 103

3. evaluate, select, and integrate technologies to sup- Additional Required Course for an Educational port the instructional process Specialist Degree (6 s.h.) 4. apply current instructional principles, research, and EDU 708 Directed Research assessment practices to the effective instructional ECT 705 Seminar: Computer-Based uses of computers and related technologies. Technology in Education 5. demonstrate leadership in the uses and benefits of Elective Courses (6 or 9 s.h.) computers and related technologies for problem The elective technology course must reflect the solving, data collection, information management, focus of the program and meet the needs and interests communications, presentations, and decision-mak- of the student. Refer to the listing of courses and de- ing. scriptions at the end of the Adrian Dominican School of Education section of this catalog. Masters and Educational Specialist Degrees Program EDUCATIONAL TECHNOLOGY APPLICATIONS (36 s.h.) Options and Specializations and Certificates Teaching and Learning with Technology (M.S., Ed.S.) Required Courses for Master’s and Educational Educational Technology Applications (36s.h.) Specialists Degrees (24 s.h.) with selected areas of sub-specialty ECT 505 Introduction to Computers/ ¥Teaching and Learning with Technology (M.S., Technologies in Education Ed.S.) ECT 534 Using Software for Educational ¥ Educational Technology Leadership (Ed.S) Applications ¥ Certificate in Teaching and Learning with Tech- ECT 565 Multimedia Applications in nology Education ECT 607 Design an Evaluation of COURSE REQUIREMENTS FOR PROGRAM Instructional Systems OPTIONS AND SPECIALIZATIONS ECT 639 Computer Technology Applications for Education ECT 641 Implementing Technology-Based EDUCATIONAL TECHNOLOGY APPLICATIONS Instruction (36 s.h.) ECT 642 Educational Theory and Required courses for Master’s and Educational Instructional Technology Specialist Degrees (24 s.h.) ECT 653 Telecommunications in Education ECT 505 Introduction to Computers/ Technologies in Education Additional Required Course for a Master’s ECT 534 Using Software for Educational Degree (3 s.h.) Applications EDU 601 Methodology of Research ECT 565 Multimedia Applications in Additional Required Course for an Educational Education Specialist Degree (6 s.h.) ECT 607 Design and Evaluations of EDU 708 Directed Research Instructional ECT 705 Seminar: Computer-Based ECT 639 Management of Instructional Technology in Education Technology ECT 641 Implementing Technology-Based Elective Courses (6 or 9 s.h.) Instruction The elective technology courses must reflect the ECT 642 Educational Theory and focus of the program and meet the needs and interests Instructional Technology of the student. Refer to the listing of courses and de- ECT 653 Telecommunications in Education scriptions at the end of the Adrian Dominican School Additional required Courses for a Master’s Degree of Education section of this catalog. (3 s.h.) EDU 601 Methodology of Research 104 ADRIAN DOMINICAN SCHOOL OF EDUCATION

Educational Technology Leadership (Ed.S.) TECHNOLOGY AND TESOL Required Courses for Educational Specialist For information on the Master’s and Ed. Spe- Degree (21 s.h.) cialist program in Technology and TESOL, please ECT 642 Educational Theory and contact the ECT program director. Instructional Technology ECT 705 Seminar: Computer-Based Technology in Education Ph.D. Program ECT 707 Educational Technology Facilities The Educational Technology specialization builds Management on Barry’s strong tradition of Master’s and Specialist ECT 708 Directed Research programs in educational computing and technology. ECT 709 Educational Technology Graduates will be prepared to assume many different Performance Improvement leadership roles in the evolution and implementation ECT 747 Educational Technology Program of technology in a variety of educational settings. Suc- Planning and Evaluation cessful candidates will contribute to the advancement ECT 767 Technology Policy, Law and Ethics of knowledge in instructional technology. Select two courses from the following (6 s.h.) For information on the Educational Technology ECT 710 Practicum (3-6 credits) specialization of the Ph.D. Program in Leadership and ECT 720 Internship (3-6 credits) Education, see the Ph.D. section. ECT 730 Thesis (6 credits) Electives (choose three courses) (9 s.h.) EDUCATIONAL LEADERSHIP ECT 643 Evaluation of Technology-Based Instructional Systems PROGRAMS ECT 653 Telecommunications in Education ECT 687 Administrative Applications of MISSION Technology The programs offered by the Educational Leader- ECT 688 Computer/Technology Applications ship Department reflect the latest issues and knowl- for Adult Education edge in education and is responsive to the needs of a ECT 757 Educational Technology and diverse student population. Faculty members draw Change upon students’ life experiences to facilitate mutual professional and personal growth and to promote mean- Certificate in Teaching and Learning with ingful change. Students completing the program are Technology prepared to assume leadership positions in various or- Five Required Courses and one elective for Cer- ganizations in their communities. tificate (18 s.h.) The program integrates the knowledge and skills, and competencies necessary to become highly accom- Required courses for Certificate (12 s.h.) plished professionals and outstanding leaders of pub- ECT 641 Implementing Technology-Based lic and non-public educational institutions. These Instruction include ECT 642 Educational Theory and — the ability to be proactive and decisive with a moral Instructional Technology and ethical commitment to the organization’s mis- ECT 653 Telecommunications in Education sion; ECT 710 Practicum in Educational — the cognitive and communication skills necessary Technology to facilitate meaningful change; and Select one from the following (3 s.h.) — flexibility in using decision making and motiva- ECT 680 Computer/Technology Applications tional strategies for effective stewardship of time, in Elementary Education resources, and personnel. ECT 687 Computer/Technology Applications in Administration ECT 688 Computer/Technology Applications Master of Science in Educational in Adult Education Leadership ECT 689 Computer/Technology Applications in Teaching ESOL Educational Leadership is a 36-semester-hour graduate program leading to the Master of Science Elective Courses (3 s.h.) degree in Educational Leadership and eligibility for ADRIAN DOMINICAN SCHOOL OF EDUCATION 105 the Florida Educational Leadership Certification (K- Electives Ð (6 s.h.) 12), Level I. Students may select 6 credits of electives with the The program includes study of the dynamics of edu- approval of the program advisor. Possible electives cational organizations and successful practices that include: inspire the full realization of human potential. Follow- EDU 623 School and Community Relations ing completion of the MASTER OF SCIENCE DE- EDU 656 The Reflective Educator GREE IN EDUCATIONAL LEADERSHIP, graduates will have increased their abilities to: PROGRAM OPTIONS 1. plan and assess effective change processes and lead organizational development within a caring envi- The program in Educational Leadership offers eight ronment; options to accommodate students’ needs: 2. make sound decisions, allocate scarce resources and 1. Certificate Master’s Option: Students who do not manage complex systems; possess a Master’s degree and are planning to ob- 3. demonstrate and inspire integrity in instructional tain Florida State Certification in Educational Lead- and institutional leadership; ership can study for the Master’s degree in the 4. apply current technologies to instructional and ad- Certification Master’s Option of the Educational ministrative processes and envision, plan, imple- Leadership Program (36 credits). ment, and evaluate new applications 2. Non-certificate Master’s Option: Students seeking 5. critically address the challenges of education yet a Master’s degree who do not desire Florida State champion a positive vision of its future. Certification may enter the Non-certificate Master’s Option (36 credits). With approval of their advisor, students are allowed flexibility in course elec- SPECIAL PREREQUISITES tives and, depending on their experience and career In addition to the admission requirements for a goals, may substitute some of the core courses in Master’s degree in the School of Education, the fol- the program for other courses designed to meet their lowing are special prerequisites for admission to the professional needs. Educational Leadership program: 3. Certificate Option: Students possessing a Master’s — Applicant’s statement of purpose which describes degree and who are seeking a Florida State Certifi- how past achievement, leadership, administrative cate may enter the Certification Option of the Edu- talents, and goals relate to the decision to apply to cational Leadership Program (30 credits). the leadership program. 4. Modified Core (Certificate Option): Students who — Documentation of successful teaching or school possess a Master’s degree and who possess a sig- experience. nificant number of graduate educational leadership — Interview with program advisor. credits may enroll in the Modified Core Option for certification. The program advisor and the student PROGRAM OUTLINE mutually design a plan of study. The M.S. in Educational Leadership incorporates 5. Florida Catholic Schools Option: Students inter- the eight Florida Leadership Domains of Leadership, ested in taking courses to satisfy the Florida Catho- Organizational Management, Communication, School lic Conference Educational Leadership Law, School Finance, Personnel, Technology, and requirements may enroll in this option or in the In- Curriculum. The following courses integrate the 8 ternational Catholic Educational Leadership Op- domains and the Florida Principal Competencies: tion. The program advisor and the student mutually Each course is three (3) semester hours: design a plan of study. EDU 601 Methodology of Research 6. National Catholic Educational Leadership Option: EDU 614 Educational Leadership I This option is designed to meet the needs of Catho- EDU 615 Educational Leadership II lic school educators nation-wide. In conjunction EDU 624 Instructional Design and with the advisor, the student enrolling in the Na- Evaluation tional Catholic Educational Leadership Option de- EDU 637 The Principalship velops a plan of study to complete a Master’s degree EDU 674 School Law in Educational Leadership. EDU 675 School Finance 7. International Student Option: There is a special EDU 676 School Personnel Administration option for International Students to earn a Master’s EDU 699 Internship in Educational degree in Educational Leadership. Groups of in- Leadership ternational students may contact the program ad- ECT 687 Administrative Application of visor to arrange for the development of an Technology international students’ study plan. The plan of study includes generic educational leadership courses as 106 ADRIAN DOMINICAN SCHOOL OF EDUCATION

well as specific courses designed to meet students’ EDU 637 The Principalship identified needs. EDU 674 School Law 8. Recertification: Students interested in Florida State EDU 675 School Finance recertification should contact the program advisor. EDU 676 School Personnel Administration EDU 699 Internship in Educational ADDITIONAL GRADUATION REQUIREMENTS Leadership EDU 708 Directed Research — passing of a comprehensive examination typically ECT 687 Administrative Application of taken during a student’s last semester of Technology coursework. — an exit interview with the program advisor. Electives (6 s.h.) Students may select 6 credits of electives with the Specialist in Education in approval of the program advisor. Possible electives Educational Leadership include: EDU 623 School and Community Relations The Ed.S. degree program in Educational Leader- EDU 656 The Reflective Educator ship is a 30-36 credit-hour program designed for individuals who already possess a Master’s degree. The PROGRAM OPTIONS following three options within the program allow the student to complete the Ed.S. degree with the specific The program in Educational Leadership offers 2 qualifications to meet his/her individual career needs basic options to accommodate students’ needs: for: 1. Certificate Ed.S. Option: Students who do not pos- 1. roles which require Florida State Certification in sess an Educational Specialist degree and are plan- Educational Leadership, ning to obtain Florida State Certification in 2. teacher leadership positions within public and non- Educational Leadership can study for the Ed.S. public schools, and degree in this option (36 credits). 3. leadership roles in general education settings. 2. Non-certificate Ed.S. Option: Students seeking an Educational Specialist degree who do not desire *The 30 credit-hour program is for those not wishing Florida State Certification may enter this option (30 to have the Florida State Level I certification. credits). With the approval of their program advisor, students are permitted flexibility in course elec- SPECIAL PREREQUISITES tives and, depending on their experience and career In addition to the admission requirements for an goals, may substitute some of the core courses in Ed.S. degree in the School of Education, the follow- the program for other courses designed to meet their ing criteria are prerequisites for the Educational Lead- professional needs. ership program: — Applicant’s statement of purpose which describes ADDITIONAL GRADUATION REQUIREMENTS how past achievement, leadership, administrative — passing of a comprehensive examination typically talents, and goals relate to the decision to apply to taken during a student’s last semester of the leadership program. coursework. — Documentation of successful teaching or school — an exit interview with the program advisor. experience. — Interview with program advisor. Ph.D. Program PROGRAM OUTLINE For information on the Leadership specialization of the Ph.D. Program in Leadership and Education, The Ed.S. in Educational Leadership incorporates see the Ph.D. section. the eight Florida Leadership Domains of Leadership, Organizational Management, Communication, School Law, School Finance, Personnel, Technology, and Ed.D. Program Curriculum. The following courses integrate the 8 For information on the Ed.D. degree in Educational domains and the Florida Principal Competencies: Each Leadership see the Ed.D. section. course is three (3) semester hours: EDU 614 Educational Leadership I EDU 615 Educational Leadership II EDU 624 Instructional Design and Evaluation ADRIAN DOMINICAN SCHOOL OF EDUCATION 107

ELEMENTARY EDUCATION EDU 570 Introduction to Exceptional Student Education PROGRAMS EDU 584 Reading Diagnosis EDU 590 Corrective Reading Master of Science in Elementary EDU 604 Teaching Vocabulary and Education Comprehension Skills EDU 623 School and Community Relations Elementary Education is a 30-semester-hour gradu- EDU 658 Becoming an Accomplished ate program leading to the Master of Science degree. Teacher The purpose of the graduate Elementary Education ECT 680 Computer Applications in program is to meet the continuing professional growth Elementary Education needs of elementary classroom teachers and to attain TSL 506 Applied Linguistics teaching competencies through a study of theoretical TSL 509 Cross Cultural Communications and conceptual foundations with practical applications and Understanding in the classroom. The program is one answer to the challenge of providing quality preparation for experi- Note: All elective courses must have an advisor-ap- enced practitioners to assume the role of teacher-leader proved plan submitted. at the school level. The program is for teachers who hold Florida cer- Elementary Education/ESOL Program: tification in Elementary Education. Teachers wishing Initial Certification in Elementary to “add on” Elementary Education certification to a Education with Infused ESOL valid Florida certificate must meet with an advisor to work out an individual plan so that all courses required Endorsement for certification are included in the plan of study. In This program is designed for students who have most cases, the “add on” certification courses result completed a bachelor’s degree in a major other than in additional credits beyond the program’s 30 semes- elementary education and now want initial elemen- ter hours. The program is approved by the Florida De- tary education certification with infused English for partment of Education. Speakers of Other Languages (ESOL) Endorsement. Following completion of the Master of Science de- The program requires completion of 51 graduate se- gree in Elementary Education, graduates will have mester hours and 6 undergraduate semester hours. acquired the ability to: Courses are 3 semester credits; EDU 599 is 6 credits. 1. integrate a knowledge of children and schooling at Beginning with the 2000-2001 academic year, all can- the elementary level to make appropriate decisions didates must pass the CLAST (College Level Apti- about teaching/learning tasks, tude Skills Test), or the PPST (Pre-Professional Skills 2. plan and implement curriculum and instructional Test), as part of the requirements for full admission improvements at the elementary classroom level, into the Elementary Education/ESOL program. and 3. infuse the five National Board Core Propositions Core Courses throughout their teaching. EDU 567 Foundations of Reading Instruction EDU 625 Psychological Foundations of PROGRAM OUTLINE Education EDU 626 Philosophy of Education Required courses are identified as Core Courses. TSL 509 Cross Cultural Communication and Elective courses are chosen by the student with advi- Understanding sor approval. The above four courses must be taken as prerequisites for full acceptance into the program. Core Courses (9 s.h. required) EDU 595 Advanced Elementary Curriculum Certification Courses & Assessment EDU 376 Art in the Elementary School EDU 601 Methodology of Research EDU 377 Teaching Music in the Elementary EDU 605 Practicum in Curriculum and School Instruction EDU 514 Classroom Management EDU 551 Problem Solving in Elementary Sample Elective Courses (21 s.h. - select School Mathematics seven courses) EDU 552 Critical Thinking in Elementary EDU 514 Classroom Management School Science and Social Studies EDU 568B Reading in the Content Area 108 ADRIAN DOMINICAN SCHOOL OF EDUCATION

EDU 554 Literature for the Elementary EXCEPTIONAL STUDENT School Classroom EDU 568B Reading in the Content Areas for EDUCATION PROGRAMS the Elementary School Teacher EDU 584 Reading Diagnosis Master of Science in Exceptional EDU 595 Advanced Elementary Curriculum & Assessment Student Education EDU 599 Teaching Internship The M.S. degree program in Exceptional Student SES 524 Teaching Health and Physical Education is a thirty-six-semester hour program be- Education in the Elementary yond the bachelor’s degree. School The program offers a comprehensive background TSL 506 Applied Linguistics for education professionals interested in meeting the M.S. Courses needs of children and youth with exceptionalities. The program enables students to understand a variety of In addition to all of the above, the following two exceptionalities and to plan and collaborate with other courses are required for the M.S.: professionals on appropriate programming for students EDU 601 Methodology of Research with exceptionalities. The program places a strong EDU 605 Practicum in Elementary emphasis on meeting the needs of culturally and/or Curriculum and Instruction linguistically diverse students with exceptionalities and Students must have taken the Florida Teacher Cer- on the use of computers and related technologies in tification Exam (FTCE) before beginning EDU 599. exceptional student education. Current issues and EDU 599 is a program requirement. A comprehensive trends are addressed throughout the course work. examination is required for the M.S. degree. Success- Completion of this program leads to certification in ful scores on the Florida Teacher Certification Exam the areas of Emotionally Handicapped, Gifted, Men- are required to complete the program. The completed tally Handicapped/Specific Learning Disabilities or program, as presented above, leads to the M.S. degree Varying Exceptionalities. Many of the program courses and eligibility for elementary education certification require field and practicum experiences. with infused English for Speakers of Other Languages Following the completion of the MASTER OF SCI- (ESOL) endorsement. The program is approved by the ENCE DEGREE in EXCEPTIONAL STUDENT Florida Department of Education. EDUCATION, graduates will have acquired the ability to: ADDITIONAL ADMISSION REQUIREMENTS 1. identify a variety of exceptionalities. — All students must submit an Admissions Essay 2. assess exceptional students’ learning needs. — All students must submit an initial Accomplished 3. plan appropriate programs in cooperation with a Practices Portfolio multi disciplinary team. — All students must attend required advisory orienta- 4. implement and evaluate comprehensive student tions held biannually programs and progress. 5. work collaboratively with other education profes- ADDITIONAL LICENSURE/CERTIFICATION sionals. INFORMATION 6. coordinate multiple student plans. Only students who have completed the require- 7. coordinate exceptional student education as part of ments for the Elementary Educational/ESOL program the total education program in schools. will be endorsed for licensure/certification or employ- 8. use appropriate strategies for students of diverse ment in that area. The student has the sole responsi- backgrounds with exceptionalities. bility to comply with the requirements for licensure 9. integrate the use of computers and related technolo- and to keep current with changes in licensure and/or gies in exceptional student education. certification requirements. ADDITIONAL ADMISSION REQUIREMENT ADDITIONAL GRADUATION REQUIREMENTS In addition to the M.S. general admission require- — Students must pass all components of the FTCE ments, a personal interview with the program director — Students must demonstrate competency with the is required. Florida Accomplished Practices ADRIAN DOMINICAN SCHOOL OF EDUCATION 109

PROGRAM OUTLINE ESE 699 Practicum in Exceptional Student All courses are required. Ordinarily, courses are Education scheduled on Saturdays and week nights. Courses are offered in a cycle format. A comprehensive exam is Elective Course required for the M.S. degree. ECT 678 Computer/Technology Applications for Exceptional Student Education EMOTIONALLY HANDICAPPED (EH) SPECIALIZATION MENTALLY HANDICAPPED/SPECIFIC LEARNING DISABILITIES SPECIALIZATION Special Requisites: (MH/SLD), VARYING EXCEPTIONALITIES Teachers not eligible for a Florida Professional Cer- (VE) SPECIALIZATIONS tificate or students working toward temporary certification are considered to be in the alternative option (9 Special Requisites additional s.h.). To ensure that teachers of the excep- Teachers not eligible for a Florida Professional Cer- tional student are certifiable in EH, they are required tificate or students working toward temporary certifi- to complete three elementary education courses at cation are considered to be in the alternative option Barry University, as well as the methods courses des- (12 additional s.h.). To ensure that teachers of excep- ignated in the Exceptional Student Education Program/ tional students are certifiable in MH/SLD or VE, they Specialization. The three courses are as follows: are required to complete four elementary education EDU 551 Problem Solving in Elementary courses at Barry University, as well as the methods School Mathematics courses in the designated Exceptional Student Educa- EDU 567 Foundations of Reading Instruction tion Program/Specialization. The four courses are as EDU 584 Reading Diagnosis follows: Please note that some of these courses have a re- EDU 535 The Teaching of Language Arts in quired field component. Primary Elementary Education EDU 551 Problem Solving in Elementary Required Basic Course School Mathematics EDU 601 Methodology of Research EDU 567 Foundations of Reading Instruction EDU 584 Reading Diagnosis Required Exceptional Student Education Please note some of these courses have a required Program Courses field component. ESE 510 Educational Management of Students with Exceptionalities Mentally Handicapped/Specific Learning ESE 511 Speech Correction for Children Disabilities Specialization ESE 514 Transition: Teaching Social, Personal and Work Skills to Required Basic Course Students with Exceptionalities EDU 601 Methodology of Research ESE 525 Theories and Research of Students with Emotional Handicaps Required Exceptional Student Education ESE 526 Educational Programming for Courses Students with Emotional ESE 510 Educational Management of Handicaps Students with Exceptionalities ESE 527 Classroom Management for ESE 511 Speech Correction for Children Children with Emotional ESE 512 Theories and Research in Learning Handicaps Disabilities ESE 528 Instructional Strategies for ESE 514 Transition: Teaching Social, Students with Emotional Personal and Work Skills to Handicaps Students with Exceptionalities EDU 570 Introduction to Children with ESE 516 Curriculum & Instructional Exceptionalities Materials for Students with ESE 583 Educational Assessment of Learning Disabilities Students with Exceptionalities ESE 520 Instructional Strategies for ESE 680 ESOL Strategies for Exceptional Students with Mental Retardation Student Education Teachers 110 ADRIAN DOMINICAN SCHOOL OF EDUCATION

ESE 524 Instructional Strategies for GIFTED SPECIALIZATION Students with Learning Disabilities ESE 540 Foundations of Individuals with Endorsement Courses Mental Retardation ESE 518 Educating Special Gifted ESE 570 Introduction to Children with Populations Exceptionalities ESE 522 Guidance and Counseling of Gifted ESE 573 Teaching of Students with Mental Students Retardation ESE 523 Nature and Needs of the Gifted ESE 583 Educational Assessment of ESE 534 Theory and Development of Students with Exceptionalities Creativity ESE 535 Educational Procedures and Varying Exceptionalities Specialization Curriculum for Students with Gifts and Talents Required Basic Course EDU 601 Methodology of Research Additional Courses/Electives ESE 583 Educational Assessment of Required Exceptional Student Education Students with Exceptionalities Courses EDU 601 Methodology of Research ESE 510 Educational Management of ECT 678 Computer/Technology Applications Students with Exceptionalities in Exceptional Student Education ESE 511 Speech Correction for Children ESE 699 Practicum in Exceptional Student ESE 514 Transition: Teaching Social, Education Personal and Work Skills to Elective Students with Exceptionalities Elective ESE 520 Instructional Strategies for Elective Students with Mental Retardation Possible electives include working with students ESE 524 Instructional Strategies for with dual exceptionalities (e.g., students with gifts/ Students with Learning Disabilities talents and specific learning disabilities), advanced ESE 528 Instructional Strategies for curriculum, and grant writing. These courses will be Students with Emotional offered based on student interest and need. Other elec- Handicaps tives should be in the area of instructional technology. EDU 570 Introduction to Children with In addition to the above, students in the M.S. pro- Exceptionalities gram must graduate with the additional requisite of ESE 583 Educational Assessment of 15 semester hours, minimum, in an area appropriate Students with Exceptionalities for working with gifted students-e.g., the sciences, the ESE 680 ESOL Strategies for Exceptional arts, etc. These requisite hours can be part of a Student Education Teachers bachelor’s degree, or they can be completed while tak- ESE 690 Curriculum Design in Exceptional ing M.S. degree courses. The specialization must be Student Education approved by the program director. ESE 699 Practicum in Exceptional Student Education Specialist in Education in Elective Course Exceptional Student Education ECT 678 Computer/Technology Applications The Ed.S. or Specialist in Education degree pro- in Exceptional Student Education gram in Exceptional Student Education is a 30-semester-hour program beyond the master’s degree. The Additional Certification Requirements purpose of this advanced preparation in Exceptional Students seeking certification are responsible for Student Education is to provide quality training op- completing all Florida Professional Education courses portunities to meet the continuing professional growth and requirements for professional certification. needs of Exceptional Student Education teachers and leaders at the elementary, middle, secondary, and adult levels. Emphasis is placed on foundations of Excep- tional Student Education research, including applied research, with practical applications at the classroom and school site levels. The program also emphasizes ADRIAN DOMINICAN SCHOOL OF EDUCATION 111 the use of computers and related technologies as well Specific Learning Disabilities, and Varying as the education of culturally and/or linguistically di- Exceptionalities. Non-ESE prefix course electives verse students with disabilities. Approved electives could be in the area of educational technology (ECT). may be substituted for courses already completed. ADDITIONAL GRADUATION REQUIREMENTS ADDITIONAL ADMISSION REQUIREMENTS — Complete a final project or thesis as agreed to by — A master’s degree from an accredited institution in the program director. Exceptional Student Education or related area in — Approved elective courses must be substituted if education or Florida certification in Exceptional listed courses have been taken in another program. Student Education — Evidence of successful performance through three Ph.D. Program years of teaching or equivalent professional experience For information on the Exceptional Student Edu- — Interview with the program director cation specialization of the Ph.D. Program in Leader- Following completion of the SPECIALIST DE- ship and Education, see the Ph.D. section. GREE PROGRAM IN EXCEPTIONAL STUDENT EDUCATION, graduates will have the ability to: HIGHER EDUCATION 1. apply knowledge of Exceptional Student Educa- tion research to improve Exceptional Student in- ADMINISTRATION PROGRAMS struction. 2. evaluate, select and utilize refined teaching strate- Master of Science in Higher gies for improved Exceptional Student Education programs. Education Administration 3. assess and integrate legislative decisions associated The M.S. degree program in Higher Education Ad- with Exceptional Student Education with real situ- ministration is a 36-semester hour program designed ations. for individuals already in the field of higher educa- 4. provide leadership in Exceptional Student Educa- tion, as well as for those who wish to explore that cation at the school and district levels. reer option. The course of study prepares individuals 5. design, implement and evaluate appropriate learn- for academic support positions in the field of higher ing environments. education at the entry and mid-management level (e.g., 6. analyze and evaluate trends and issues in Excep- professional positions in Academic Affairs, Admis- tional Student Education. sions, Financial Aid, Registrar, Student Activities, 7. use appropriate strategies for culturally and/or lin- Residential Life, Adult and Continuing Education) and guistically diverse students with disabilities. specific federal, state, and/or local-level funded pro- 8. integrate the use of computers and related technolo- grams in community colleges and universities. gies in Exceptional Student Education. Through the various courses, students will be introduced to the areas of research, management, organi- Required Courses zational theory and human behavior, preparing them ECT 678 Computer Applications for to deal with issues facing practitioners in the field. Exceptional Student Education Following completion of the MASTER OF SCI- ESE 665 Learning Environments for the ENCE in HIGHER EDUCATION ADMINISTRA- Exceptional Child TION, graduates will have acquired the ability to: ESE 680 ESOL Strategies for Exceptional 1. project societal and political trends for the future Student Education Teachers of higher education and make necessary adminis- EDU 708 Directed Research (ESE) trative decisions based upon this knowledge. 2. apply human relations and leadership principles to Specialization and/or Elective Courses a higher education work setting. Students can select courses from ESE certification 3. use effective communication skills in diagnosing courses or ECT electives. Certification courses se- and resolving conflict within the institution. lected must contribute to additional ESE certification, 4. analyze major organizational models in order to and they must be approved by the program director. choose structures and procedures appropriate to At least three of the courses selected must have ESE higher education organizations. prefixes and be at the 500 level or above. Certifica- 5. apply appropriate change models to higher education courses are available in Emotionally Handicapped, tion institutional settings. Gifted, Hearing Impaired, Mentally Handicapped, 112 ADRIAN DOMINICAN SCHOOL OF EDUCATION

6. design appropriate research methodologies to ad- school and the director of the Higher Education Pro- ministrative issues. gram. This program does not lead to Florida Depart- 7. understand the role higher education has played, ment of Education certification. continues to play and will play in American Soci- ety. Ph.D. Program PROGRAM OUTLINE For information on the Higher Education Admin- Students must complete 36 semester hours from istration specialization of the Ph.D. Program in Lead- the core courses and the electives listed below: ership and Education, see the Ph.D. section. Core Courses (27 s.h.) HUMAN RESOURCES EDU 601 Methodology of Research EDU 615 Educational Leadership II DEVELOPMENT AND HED 601 Current Issues in American Higher ADMINISTRATION PROGRAMS Education HED 626 History of American Higher Education Master of Science in Human HED 630 Higher Education and the Law Resources Development and HED 634 Administration of Higher Administration Education HED 648 Practicum in Higher Education Human Resources Development and Administra- HRD 646 Dynamics of Change and Planning tion is a 33- or 36-semester-hour program leading to a HRD 659 Adult Learning and Motivation Master of Science degree. The program meets the professional growth needs of adults aspiring to Human Elective Courses (9 s.h.) Resource careers or of those who want to improve their ADL 720 History of Education skills for continued success in the field. It provides ADL 730 Sociology of Education the knowledge and practical experiences to help stu- ADL 739 Ethical Issues in Leadership dents become successful performance analysts, train- CSL 629 Social and Cultural Issues in ers, consultants, facilitators, administrators, adult Counseling educators, and mentors. ECT 688 Computer Technology Applications The program is designed for adults employed or for Adult Education desiring employment in training, instructional design, EDU 587 Student Services Work in Higher or performance consulting in organizations of all kinds, Education public or private, profit and not-for-profit, including EDU 622 Leadership Skill and Change government, health, educational, vocational, religious EDU 623 School and Community Relations and community. A Master’s degree in Human Re- HED 637 Seminar in Current Issues in sources Development and Administration serves the Higher Education educational needs of instructional designers, trainers, HED 649 Internship in Higher Education performance analysts, and performance consultants HRD 645 Communication in Human and will assist them to facilitate in a positive, nurtur- Resource Development ing manner the changes and growth needs of those in HRD 648 Work Group Behavior in their professional environment. The program prepares Organizations students to create a learning environment which en- HRD 653 Career Development and Life Work hances an organization’s productivity. Planning Following completion of the MASTER OF SCI- HRN 603 Organizational Theories in Not for ENCE DEGREE in HUMAN RESOURCES DEVEL- Profit/Religious Organizations OPMENT AND ADMINISTRATION, graduates will HRN 606 Volunteers/Personnel in Not for have acquired the ability to: Profit/Religious Organizations 1. project economic and fiscal trends for the future With the approval of the program director, students and to discuss their implications. may choose electives from other disciplines in the 2. apply adult learning principles in presenting a work- Adrian Dominican School of Education or other uni- shop, training program, or other more informal versity graduate programs. Six credits may be selected learning environments. from graduate programs outside of the School of Edu- cation, with the approval of the dean of the selected ADRIAN DOMINICAN SCHOOL OF EDUCATION 113

3. use effective communication and behavioral skills Six (6) credits may be selected from other schools in diagnosing and resolving learning problems in at Barry University with the approval of the Dean of an organization. the selected School and of the Human Resources De- 4. identify separate and overlapping roles and respon- velopment and Administration advisor. The program sibilities among human resource professionals. is not designed for certification by the Florida Depart- 5. apply appropriate change models to a select orga- ment of Education. nizational setting. 6. apply appropriate research methodologies to an Ph.D. Program HRD problem or concern. For information on the Human Resource Develop- SPECIAL PREREQUISITE ment specialization of the Ph.D. Program in Leader- Professional work experience is required of stu- ship and Education, see the Ph.D. section. dents entering the Human Resources Development and Administration Program. Master of Science in Human Resources Development and PROGRAM OUTLINE Core courses are required; electives are chosen by Administration with a the student with advisor approval. Each course is three Specialization in Leadership of (3) semester hours. Not-for-Profit/Religious Core Courses (24-27 s.h. required) Organizations EDU 601 Methodology of Research The HRDA specialization in Leadership of Not- HRD 644 Human Resources Development for-Profit/Religious Organizations is a 36-semester and Administration: Theory and hour program leading to a Master of Science degree. Practice The specialization meets the professional needs of HRD 645 Communication in Human adults who lead or who are aspiring to leadership po- Resource Development sitions in not-for-profit/religious organizations. The HRD 646 Dynamics of Change and Planning specialization provides the basis for sophisticated lead- HRD 647 Introduction to Instructional ership and administrative knowledge necessary in a Design rapidly changing social milieu. HRD 659 Adult Learning and Motivation The specialization is designed for those people who, HRD 667 Presentation Principles, Methods either as employees or volunteers, are or desire to be and Techniques in leadership positions. This specialization is an op- HRD 678 Human Resources Development portunity for graduates to develop skills in collabora- and Administration Practicum: tion with boards, working with governmental agencies, Directed Research developing the potential of volunteer members and HRD 679 Human Resources Development understandings in the federal regulations and laws and Administration Internship pertaining to not-for-profit/religious organizations. A (waived for HRD professionals) special feature of this specialization is the opportu- Elective Courses (12 s.h.; select 4 courses) nity for leaders of religious organizations to focus on the unique features of their organization. HRD 629 Legal Issues in HRD The overall goal of this specialization is to provide HRD 648 Group Behavior in Organizations a foundation of sound knowledge, understanding, HRD 652 Diversity in the Workplace skills, and ethical and moral perspectives for leader- HRD 653 Career Development and Life Work ship and administration in a not-for-profit/religious or- Planning ganization. HRD 660 Designing Health, Wellness, and Following completion of the MASTER OF SCI- EAP Programs ENCE DEGREE SPECIALIZATION in NOT-FOR- HRD 669 Consultant Practices in Human PROFIT/RELIGIOUS ORGANIZATIONS of Resource Development HUMAN RESOURCES DEVELOPMENT AND AD- HRD 670 Productivity and Quality MINISTRATION, graduates will have acquired the ECT 688 Computer/Technology Applications ability to: for Adult Education MBA 601 Human Resources Management 114 ADRIAN DOMINICAN SCHOOL OF EDUCATION

1. integrate the knowledge and skills necessary to lead Enrollment in one semester (3 credits) of practicum and administer a not-for-profit/religious organiza- work in which the student participates in a not-for- tion effectively. profit/religious experience is required. 2. clarify and evaluate a not-for-profit/religious organization in light of its mission statement. Elective Courses (18 s.h.; select 6 courses) 3. develop, implement and evaluate a plan of leader- HRD 648 Work Group Behavior in ship action for a not-for-profit/religious organiza- Organizations tion. HRN 629 Boards/Councils Empowerment HRD 646 Dynamics of Change and Planning SPECIALIZATION OUTLINE HRN 647 Special Issues Seminar HRD 659 Adult Learning and Motivation Core courses are required; electives are chosen by MBA 606 Ethical and Societal Issues for the student with advisor approval. Each course is three Management (3) semester hours. A student may choose 18 semester ( Core courses not previously studied may also hours of core courses and be awarded a Certificate in Note: be chosen as electives) Leadership in Not-for-Profit/Religious Organizations. Six credits may be selected, as electives, from other Core Courses for Certificate Option (18 s.h. schools at Barry University with the approval of the required) dean of the selected school and not-for-profit/religious organizations advisor. The specialization is not de- (Courses chosen by student with advisor approval) signed for certification by the Florida Department of HRD 645 Communication in Human Education. Resource Development HRN 603 Organizational Theories: NFP/Rel Org MONTESSORI EDUCATION HRN 606 Volunteers/Personnel in NFP/Rel PROGRAMS Org HRN 609 Stewardship and Development HRN 633 Administrative Technology Master of Science in Montessori Application for NFP/Rel Org Education HRN 648 Leadership and Administrative Practicum The Master of Science in Montessori with a spe- THE 635 Ecclesiology: The Mystery of the cialization in Early Childhood (PRE-K/3) Education Church is a 37-40 semester-hour program. The purpose of the THE 655 Principles of Christian Morality graduate Montessori Early Childhood program is to Enrollment in one semester (3 credits) of practicum educate teachers with the professional competencies work in which the student participates in a not-for- to implement the Montessori approach in the early profit/religious experience is required. childhood classroom. The Master of Science in Montessori with a spe- Core Courses for Master’s Option (18 s.h. cialization in Elementary Education is a 36-39 semes- required) ter-hour program. The purpose of the graduate EDU 601 Methodology of Research Montessori Elementary Education program is to edu- HRD 645 Communication in Human cate teachers with the professional competencies to Resource Development implement the Montessori approach in the elementary HRN 603 Organizational Theories: NFP/Rel classroom. Org Following completion of the Master of Science De- HRN 609 Stewardship and Development gree in Montessori with a specialization in Early Child- HRN 633 Administrative Technology hood Education or a specialization in Elementary Applications for NFP/Rel Org Education, graduates will have acquired the ability to: HRN 648 Leadership and Administration 1. identify the learning needs of each early childhood Practicum or elementary student. THE 635 Ecclesiology: The Mystery of the 2. integrate the knowledge, understanding, skills and Church values necessary to meet individual and group de- THE 655 Principle of Christian Morality velopmental needs. 3. analyze data from classroom observation to improve effectiveness of instruction. ADRIAN DOMINICAN SCHOOL OF EDUCATION 115

4. design, organize, and implement a developmentally Society Early Childhood teaching certificate for ages appropriate program for the early childhood age 2-1/2 through 6 years. group or the elementary age group in accordance with the Montessori philosophy. Specialization in Elementary Education 5. interpret student and classroom observable data to (39 s.h.) administrators, parents, and the community. Required (24 s.h.) PROGRAM OUTLINE EDM 605 Language Arts for Montessori Teachers Required courses are identified; elective courses EDM 628 Life Sciences for Montessori are chosen by the student with advisor approval. Teachers Core Courses (12 s.h.) EDM 629 Physical/Social Science for Montessori Teachers EDM 600* Introduction to Montessori EDM 631 Math I for Montessori Teachers Education EDM 632 Math II for Montessori Teachers EDU 601 Methodology of Research EDM 633 Humanities in the Montessori EDM 603 Montessori and Child Development Classroom EDM 649 Management for Montessori EDM 659 Practicum I Teachers EDM 660 Practicum II *Waived for students with previous Montessori training. Elective (3 s.h.) Specialization in Early Childhood Education EDU 567 Foundation of Reading Instruction (40 s.h.) EDU 566 Teaching Elementary Social Studies Required Courses (25 s.h.) EDU 570 Introduction to Exceptional Children EDU 567 Foundations of Reading Instruction EDU 594 Teaching Elementary Science EDU 593 Child Study Skills (PRE-K/3) ECT 680 Computer/Technology Applications EDM 601 Montessori Methods and in Elementary Education Materials I EDM 602 Montessori Methods and Materials II (4 s.h.) ADDITIONAL CERTIFICATION EDM 607 Humanities in the Montessori Early INFORMATION Childhood Classroom Graduates of the program who fulfill practicum re- EDM 626 Sciences in the Montessori Early quirements set by the American Montessori Society Childhood Classroom will be recommended for the American Montessori EDM 656 Practicum I Society Elementary level I and II teaching certificate EDM 657 Practicum II for ages 6 through 12 years. Electives (3 s.h.) ADDITIONAL GRADUATION REQUIREMENT ECT 505 Introduction to Computers/ Technologies in Education — Written verification of Practicum EDM 656, EDM EDU 509 Multicultural Primary Education 657, EDM 659 and EDM 660 must be filed with (PRE-K/3) the advisor. EDU 515 Guiding Primary Learning (PRE- K/3) Specialist in Education in EDU 548 Literature for Young Children EDU 570 Introduction to Exceptional Montessori Education Children The Specialist in Education degree programs in Montessori Education is 42 to 46-semester hour pro- ADDITIONAL CERTIFICATION grams beyond the master’s degree. They are designed INFORMATION for educators who have completed a master’s degree in any field in education. Two fields of specialization Graduates of the program who fulfill practicum re- are available: early childhood (PRE-K/3) education quirements set by the American Montessori Society and elementary education. Specific courses have been will be recommended for the American Montessori incorporated to deepen and broaden the student’s edu- 116 ADRIAN DOMINICAN SCHOOL OF EDUCATION cational perspective and to prepare the practitioner to One of the following courses (3 s.h.) conduct a higher level of research beyond the master’s EDM 640 Montessori Early Childhood level. Curriculum OR The program meets certification requirements pre- EDM 641 Montessori Elementary Curriculum scribed by the American Montessori Society (AMS) and the Montessori Accreditation Council for Teacher Specialization in Early Childhood Education Education (MACTE). Two semesters of practicum are (25 s.h. required) required. Each practicum consists of supervised stu- EDU 567 Foundations of Reading Instruction dent teaching and a written practicum project report. EDU 593 Child Study Skills The programs include 39 semester hours of required EDM 601 Montessori Methods and courses and 6 semester hours of elective courses. Stu- Materials I dents in the early childhood (PRE-K/3) option are re- EDM 602 Montessori Methods and quired to take EDM 641, Montessori Elementary Materials II Curriculum, which gives an overview of the elementary EDM 607 Humanities in the Montessori Early curriculum. Students in the elementary option are required Childhood Classroom to take EDM 640, Montessori Early Childhood Curricu- EDM 626 Sciences in the Montessori Early lum, which gives the Montessori early childhood per- Childhood Classroom spective. EDM 656 Practicum I The advanced degree provides students with the EDM 657 Practicum II knowledge and experience to plan, implement and evaluate a Montessori program for the early childhood ADDITIONAL CERTIFICATION or elementary level and be able to articulate the theory and practice of the Montessori approach to the public. INFORMATION Following completion of the SPECIALIST DE- Graduates of the program who fulfill practicum re- GREE in MONTESSORI EDUCATION, graduates quirements set by the American Montessori Society will have acquired the ability to: will be recommended for the American Montessori 1. identify the learning needs of each early childhood Society Early Childhood teaching certificate for ages or elementary student. 2-1/2 through 6 years. 2. integrate the knowledge, understanding, skills, and Specialization in Elementary Education values necessary to meet individual and group de- (24 s.h. required) velopmental needs. EDM 605 Language Arts for Montessori 3. analyze data from classroom observation to im- Teachers prove effectiveness of instruction. EDM 628 Life Sciences for Montessori 4. design, organize, implement, and evaluate a devel- Teachers opmentally appropriate program for the early child- EDM 629 Physical/Social Sciences for hood age or the elementary age group in accordance Montessori Teachers with the Montessori philosophy. EDM 631 Math I for Montessori Teachers 5. interpret student and classroom observable data to EDM 632 Math II for Montessori Teachers administrators, parents, and the community. EDM 623 Humanities in the Montessori 6. provide instructional leadership to the Montessori Classroom and educational community. EDM 659 Practicum I EDM 669 Practicum II Additional Graduation Requirement Acceptable performance evaluation on classroom ADDITIONAL CERTIFICATION management. INFORMATION Graduates of the program who fulfill practicum re- Required Courses (39 s.h.) quirements set by the American Montessori Society will be recommended for the American Montessori Core Courses (12 s.h.) Society Elementary level I and II teaching certificate EDM 600* Introduction to Montessori for ages 6 through 12 years. Education EDU 708 Directed Research EDM 603 Montessori and Child Development EDM 649 Management for Montessori Teachers *Waived for teachers with previous Montessori Training ADRIAN DOMINICAN SCHOOL OF EDUCATION 117

Electives (6 s.h. - choose two courses listed Master of Science in PreK/ below) ECT 505 Introduction to Computers/ Primary Education Technologies in Education EDU 509 Multicultural Primary Education NON-CERTIFIABLE PROGRAM EDU 515 Guiding Primary Learning EDU 548 Literature for Young Children The Master of Science degree in PreK/Primary is a EDU 566 Teaching Social Studies 33 semester hour program. The mission of this gradu- EDU 567 Foundations of Reading Instruction ate program is to prepare teacher-leaders who exhibit EDU 570 Introduction to Exceptional accomplished teaching practices and to develop ad- Children ministrators/leaders of early childhood education pro- EDU 594 Teaching Elementary Science grams. The foundation of the program is a core of ECT 680 Computer/Technology Applications courses that emphasize developmental considerations in Elementary Education of children accompanied with generic competencies. Students may choose an application focus of teaching or administration which is followed by implemen- PRE-K/PRIMARY EDUCATION tation in an appropriate educational setting. This degree PROGRAMS (PRE-K/3) program is designed for students who have an undergraduate degree in PreK/Primary education and have aspirations for being a lead teacher, or for persons with MISSION AND PROGRAM OPTIONS experience teaching PreK/Primary children and who The overall mission of the PreK/Primary graduate want to become an administrator of an early child- programs at Barry University is to provide students hood program in the private sector. It also provides with the knowledge and skills to perform successfully preparation for on-going study. Following completion and competently as educators and leaders in the field of the Master of Science degree, graduates will have of early childhood. acquired the ability to: A student may obtain an M.S. degree in PreK/Pri- 1. extend their knowledge and understanding of the mary Education through five degree options. These development of children ages 3 to 8; are as follows: 2. acquire current knowledge and understanding of 1. Certificate Master’s Option for students who do not theories and content of curriculum and instruction hold an undergraduate degree in PreK/Primary or of supervision and administration; Education or Elementary Education and plan to ob- 3. understand the socio-cultural, historical, and po- tain Florida state certification in PreK/Primary Edu- litical forces that influence the diverse delivery sys- cation (48 credits). tems through which programs are offered for young 2. Certificate Master’s Option for students who have children and their families; an undergraduate degree or graduate degree in El- 4. collect and interpret research, translate research ementary Education and plan to obtain Florida state findings into practice, and demonstrate applied recertification in PreK/Primary Education (36 cred- search skills; its). 5. be reflective applied professionals capable of tak- 3. Certificate Master’s Option with ESOL endorse- ing leadership roles in schools or programs, ment (57 credits). mentoring novice teachers and staff, and acting as 4. Non-certificate Master’s Option for students with advocates for children. Florida state certification in PreK/Primary Educa- tion who wish to develop highly accomplished PROGRAM OUTLINE teaching practices (33 credits). An endorsement for Required courses are identified; elective courses gifted ESE may also be obtained in this option. are chosen by the student with advisor approval. Each 5. Non-certificate Master’s Option for students with course is three (3) semester hours. The program is NOT an undergraduate degree working in the field of designed for certification by the Florida Department Early Childhood and who wish to develop leader- of Education. ship and administrative skills (33 credits). 118 ADRIAN DOMINICAN SCHOOL OF EDUCATION

Description Framework (15 s.h. required) Option II: Supervising and Administering In Early Childhood Settings Understanding the Child: EDU 534 Child-Home Study Education EDU 565 Language Acquisition in Young EDU 623P School and Community Relations Children (Pre-K/3) EDU 571 Psycho-Social Foundation in Early EDU 632 Administration of Early Childhood Childhood Programs EDU 593 Child Study Skills ESE 655 Issues in Educating the Preschool Special Child Generic Competencies: HRD 645 Communication in Human ECT 505 Introduction to Computers/ Resource Development Technologies in Education HRD 646 Dynamics of Change and Planning EDU 515 Guiding PreK/Primary Learning HRD 648 Work Group Behavior in EDU 536 Strategies for PreK/Primary Organizations Instruction HRD 652 Diversity in the Workplace EDU 572 Early Childhood Programs and HRD 659 Adult Learning and Behavior Practices EDU 601 Methodology of Research Implementation Framework (3 s.h. required) (required) EDU 608 Practicum in PreK/Primary Curriculum and Instruction Application Framework (15 s.h. required) EDU 609 Advanced Practicum in PreK/ Select either Option I or Option II Primary Curriculum and Instruction Courses accepted in lieu of any of the above Option I: Highly Accomplished Teaching Note: must have an advisor-approved plan submitted to the Practices Office of the Dean. EDU 539 Early Childhood Programs, Curriculum & Instruction EDU 544 Problem Solving in PreK/Primary ADDITIONAL GRADUATION REQUIREMENT Mathematics — Evaluation forms for Practicum EDU 608 and EDU EDU 547 Explorations and Investigations in 609 must be filed with the advisor. PreK/Primary Science — Students must pass a comprehensive examination. EDU 548 Literature for Young Children EDU 655 Issues in Education the Preschool PREK/PRIMARY EDUCATION/ESOL Special Child PROGRAM EDU 607 Beginning Reading for the Primary Years Initial Certification EDU 625P Psychological Foundations of This program option is designed for students who Education (PRE-K/3) have completed a bachelor’s degree in a major out- HRD 646 Dynamics of Change and Planning side of the education field and now want initial prek- TSL 509 Cross Cultural Communication and primary education certification with infused English Understanding for Speakers of Other Languages (ESOL) Endorse- ESE Endorsement Courses for Gifted ment. The program requires completion of 57 credits. Specialization All candidates must pass the CLAST (College Level Aptitude Skills Test), or the PPST Preprofessional ESE 518 Educating Special Gifted Skills Test), as part of the requirements for full admis- Populations sion into the Program. ESE 522 Guidance and Counseling of Gifted EDU 509 Multicultural PreK/Primary Students Education ESE 523 Nature and Needs of the Gifted EDU 515 Guiding PreK/Primary Learning ESE 535 Educational Procedures and EDU 534 Child-Home Study Education Curriculum for the Gifted EDU 536 Strategies for PreK/Primary ESE 534 Theory and Development of Instruction Creativity EDU 543 Research and Current Trends in PreK/Primary Health Education ADRIAN DOMINICAN SCHOOL OF EDUCATION 119

EDU 544 Problem Solving in PreK/Primary READING PROGRAMS Mathematics EDU 547 Explorations and Investigations in PreK/Primary Science Master of Science in Reading EDU 548 Literature for Young Children EDU 570P Introduction to Exceptional The Master of Science Degree (M.S.) in Reading Children (Pre- is a 30-semester-hour program committed to offering EDU 584 Reading Diagnosis opportunities for personal and professional growth for EDU 593 Child Study Skills K/3) educators who desire to extend their knowledge and EDU 599P Teaching Internship (PRE-K/3) skills in literacy education. The purpose of graduate EDU 607 Beginning Reading for the Primary preparation in reading is to provide quality learning Years experiences to meet the continuing professional needs EDU 623P School and Community Relations of teachers and leaders at the primary, elementary, (PRE-K/3) middle, secondary, and adult levels. Emphasis is placed EDU 625P Psychological Foundations of on the foundations of reading with practical classroom, Education (PRE-K/3) school, and district applications. EDU 626P Philosophy of Education (PRE-K/3) Graduate students in the Reading program broaden TSL 506 Applied Linguistics their knowledge and gain greater teaching competen- TSL 509 Cross Cultural Communication and cies in providing increased literacy to the community. Understanding The Reading program is approved by the Florida State Once students have successfully completed the stu- Department of Education and leads to Florida certifi- dent teaching requirement, and passed all Florida De- cation in Reading K-12. Graduates will have acquired partment of Education tests and requirements, they are the ability to: eligible for a Professional Certificate from the Florida 1. apply knowledge gained and skills learned to class- Department of Education. room teaching and to literacy instruction. To complete the M.S. degree graduation require- 2. demonstrate skill in teaching appropriate strategies ments, students must complete EDU 601 Methodol- for successful learning and reading. ogy of Research and a comprehensive examination. 3. integrate reading skills and concepts into a whole Note: Courses accepted in lieu of any of the above language arts curriculum. must have an advisor-approved plan submitted to the 4. plan, develop, and implement literacy programs in Office of the Dean. the school.

ADDITIONAL GRADUATION REQUIREMENTS SPECIAL PREREQUISITES — Students must pass a comprehensive examination. Applicants must have completed a course in — Students must pass the CLAST and FTCE exami- children’s or adolescent literature (undergraduate or nation. graduate). The reading subtest of the Florida Teacher Certification Examination (FTCE) must be passed PROFESSIONAL DEVELOPMENT COURSES prior to the student’s graduation unless the student is already certified in reading. FOR STUDENTS WITH AN ELEMENTARY EDUCATION DEGREE. Required Courses (27 s.h.) —Two courses for the Kindergarten certificate are EDU 601 Methodology of Research offered: EDU 517 Evaluation and Measurement in EDU 571 Psycho-Social Foundations in Education Early Childhood Education EDU 535 The Teaching of Language Arts EDU 572 Early Childhood Programs and EDU 567 Foundations of Reading Instruction Practices (PRE-K/3) EDU 568B Reading in the Content Areas for — Five Courses are available for the add-on the Elementary School Teacher or PreKindergarten endorsement. See advisor for EDU 568D Reading in the Content Areas for Master’s level or Specialist level courses. the Secondary Subject Area Teacher EDU 584 Reading Diagnosis EDU 590 Corrective Reading or EDU 634 Remedial Reading 120 ADRIAN DOMINICAN SCHOOL OF EDUCATION

EDU 607 Beginning Reading for the Primary Required Courses (9 s.h.) Years or EDU 708 Directed Research EDU 718 Developmental Reading EDU 717 Curricular and Supervisory EDU 717 Curricular and Supervisory Problems in Reading (Practicum) Problems in Reading (Practicum) or EDU 727 Advanced Practicum in Reading Elective Courses (3 s.h.) EDU 739 Non-Thesis Research in Reading EDU 604B or D Teaching Vocabulary and or Reading Comprehension EDU 740 Thesis Research in Reading EDU 611B or D Reading and Thinking Skills EDU 612 Teaching Reading to Secondary, Elective Courses (21 s.h.) College, and Adult Students EDU 535 The Teaching of Language Arts EDU 613 Methods for the Reading Resource EDU 604B or D Teaching Vocabulary and Teacher Reading Comprehension EDU 630 Psychology of Reading EDU 607 Beginning Reading for the Primary EDU 631 Administration and Supervision of Years Reading Programs EDU 611B or D Reading and Thinking Skills ECT 676 Computer/Technology Applications EDU 612 Teaching Reading to Secondary, in the Teaching of Reading College, and Adult Students Note: Courses accepted in lieu of any of the above EDU 613 Methods for the Reading Resource must be approved by the advisor and the Office of the Teacher Dean. Additional reading elective(s) may be chosen if EDU 630 Psychology of Reading required course(s) have been taken at the undergradu- EDU 631 Administration and Supervision of ate level. Reading Programs EDU 701 Advanced Study in Education Specialist in Education in EDU 716 Advanced Diagnosis and Remediation in Reading Reading EDU 718 Developmental Reading The Specialist in Education (Ed.S.) degree program EDU 723 Advanced Seminar in Reading in Reading is a 30-semester-hour program beyond the ECT 676 Computer/Technology Applications master’s degree. This advanced program is designed in Teaching Reading for teachers and leaders in literacy education at the K- Note: Courses accepted in lieu of any of the above 12, community college, and adult levels. must be approved by the advisor and the Office of the Following completion of the Specialist Degree Pro- Dean. gram in Reading, graduates will have acquired the ability to: DOCTORAL PROGRAMS 1. apply knowledge of reading research to improve literacy instruction. DOCTOR OF PHILOSOPHY IN LEADERSHIP 2. demonstrate refined teaching strategies and skills for improved reading and learning. AND EDUCATION; DOCTOR OF EDUCATION 3. model the integration of reading in the whole lan- IN EDUCATIONAL LEADERSHIP guage arts curriculum. 4. provide literacy leadership at the school and dis- STATEMENT OF CULTURAL VALUES trict levels. The Doctoral Program is a community of scholars in which both students and faculty are encouraged to SPECIAL PREREQUISITES explore intellectual ideas, to express intellectual Three reading courses (undergraduate or graduate; thoughts, to exhibit excitement about ideas, to develop 9 s.h.). Reading courses other than those listed may intellectual skills, to criticize ideas, and to discover be required to meet Florida Teacher Certification in and explore core intellectual passions, in a caring en- Reading. The Reading subtest of the Florida Teacher vironment free from personal attacks and personal- Certification Examination (FTCE) must be passed ized criticism. prior to the student’s graduation unless the student is already certified in reading. ADRIAN DOMINICAN SCHOOL OF EDUCATION 121

The purpose of the program is to develop leaders master’s credits may be transferred into the program. who have the vision, passion, and skill to contribute Courses must have been taken within eight (8) years significantly to the development of their chosen field of the date of application for admission and the grade in a principled, compassionate, and caring way. earned must be a B or better. International credits to The program is characterized by: be transferred must be evaluated according to Barry ¥ cooperation rather than competition; University policies. Up to 12 credits may be applied ¥ development rather than judgement of others; toward the Ed.D. or Ph.D. degree from a Barry Uni- ¥ and highly intellectual achievement without elit- versity specialist degree program. ism. The program values: SPECIAL STUDENT STATUS (Non-degree- ¥ the free exploration of ideas within a structure seeking and provisionally accepted) of responsible civility; ¥ intellectual achievement and respect for intel- Applicants may be permitted to take two doctoral lectual property rights; courses (6 credits) on the basis of a signed application ¥ and the encouragement and assistance of col- and proof of a master’s degree from a regionally ac- leagues. credited institution of higher education, with the approval of the specialization coordinator. The limit is three doctoral courses (9 credits) for students in the ADMISSION REQUIREMENTS Educational Technology specialization. —A completed application —A Master’s or higher degree from a regionally ac- DEGREE REQUIREMENTS credited college or university — Graduate GPA of at least 3.25 (A = 4.0) The doctoral degree requires that students complete — Graduate Record Examination (GRE) scores in all a minimum of 54 post-master’s credits which are ac- three areas: Verbal, Quantitative, and Analytical; ceptable to the faculty advisor and the Doctoral Re- scores must be from a test date within eight years view Council. preceding application. The intraquartile range of After completion of the six (6) dissertation credits, GRE scores of successful applicants over five re- students must continuously register for one (1) credit cent years is 1220-1560. [Scores of another simi- per semester until they have finished the dissertation larly rigorous graduate entrance exam (e.g., and met all the requirements for the degree. Graduate Management Admission Test, Law Other requirements for the Ph.D. in Leadership and School Admission Test, Medical Comprehensive Education include: Admission Test) may be used in lieu of GRE scores Plan of Study — a plan of study which meets the with the approval of one’s specialization coordina- doctoral student’s career goals will be developed tor and the Doctoral Review Council.] by the student and the advisor. A preliminary pro- — Three recent letters of professional recommenda- gram of doctoral study, excluding dissertation tion for doctoral study credit, must be submitted to the faculty advisor — An interview with two faculty members and a writ- before the end of the student’s second semester af- ing sample generated on-site ter being admitted to doctoral study. A final plan of Students who have limited academic credentials in study must be submitted to and approved by the their chosen area of specialization may be asked to faculty advisor prior to the completion of 18 se- take master’s level courses which will not be applied mester hours. towards the doctoral degree prior to admission into Residency — two semesters/terms of continuous reg- the Ph.D. Program. istration for six (6) or more credits A three-step admission process is used for screen- Standards of progress — all students must maintain ing applicants: a cumulative grade point average (GPA) of 3.25 or 1. A faculty member in the student’s area of special- higher to remain in good academic standing and to ization reviews the application materials for com- graduate. Any student who receives two C’s in the pleteness. program is subject to school action, including dis- 2. Once the application is complete, an interview with missal. Failing grades must be replaced by a pass- two faculty members is conducted. ing grade in the same course or the student is subject 3. The Doctoral Review Council approves or disap- to dismissal. proves the application and makes its recommenda- Comprehensive examination — a written examinations to the dean. tion taken upon completion of course requirements At the time of doctoral study application, students Admission to candidacy — upon passing the com- identify transfer courses. A maximum of six (6) post- prehensive examination and verification that all course and other requirements have been satisfied, 122 ADRIAN DOMINICAN SCHOOL OF EDUCATION

admission to candidacy status allows a candidate Those matriculating in Leadership take courses re- to formally begin the dissertation. garding the roles and responsibilities of leaders in for- Research proposal and oral defense of the proposal profit, not-for-profit, government, education, health, — these must be completed prior to proceeding and related organizations. While doctoral students in with the dissertation. counseling focus on advanced clinical knowledge and Dissertation — a written thesis which adds substan- skills development, their peers in the leadership spe- tively to the theory and/or practice in the student’s cialization focus on policy development, human re- area of specialization sources development, program planning and Oral Defense of the Dissertation — a public presen- evaluation, and leadership theory. Students specializ- tation of the results of the dissertation at which ing in Educational Technology study program plan- members of the Dissertation Committee and oth- ning and evaluation, change, policy, law and ethics, ers are given the opportunity to ask questions be- as they all relate to technology (particularly computer fore approving or disapproving the dissertation. technology) in education. Time Limitations — requirements, including the dis- The Exceptional Student Education specializa- sertation, must be completed by the end of eight tion is designed for individuals who aspire to leader- calendar years beginning with the date the student ship, teaching, and/or research positions in Special first registers as a student for the Ph.D. in Leader- Education. The doctoral program prepares graduates ship and Education. for college or university teaching and research; lead- All fees must be paid and requirements for the de- ership positions in community, state, and government gree must be completed and reported to the faculty agencies; classroom teaching, and personnel prepara- advisor no later than two weeks prior to graduation. tion positions. Although the program orientation is Please consult the Educational Leadership, Educa- noncategorical rather than categorical, students have tional Computing and Technology, Exceptional Stu- the opportunity of developing expertise in one category dent Education, Higher Education Administration, and of exceptionality (i.e., MH, SLD, EH, Gifted) by com- Human Resource Development course description sec- pleting the Seminar in ESE, the elective courses, and tions of this catalog for the specialization courses. the dissertation. The Higher Education Administration special- DOCTOR OF PHILOSOPHY IN LEADERSHIP ization prepares candidates to assume leadership po- AND EDUCATION sitions in the fields of education, government, or organizations that are closely aligned with education. The Doctor of Philosophy (Ph.D.) degree offered This program prepares practitioners to positively con- in Leadership and Education in the School of Educa- tribute to areas such as research, policy formation, and tion allows students to specialize in LEADERSHIP, the law, as well as to serve in administrative and teach- EDUCATIONAL TECHNOLOGY, EXCEPTIONAL ing positions at the college and university level. Spe- STUDENT EDUCATION, HIGHER EDUCATION cific emphasis is placed on research, interpersonal ADMINISTRATION, and HUMAN RESOURCE skills, problem solving, and administrative and lead- DEVELOPMENT. Please see the Counseling section ership skills. for information on the Ph.D. in Counseling. The Human Resources Development specializa- The doctoral program requires completion of a tion prepares professionals who help people and or- minimum of 54 credits beyond the master’s degree, ganizations adapt to continuous change. It is designed 24 credits of which are taken in the area of specializa- for people who wish to be university faculty, consult- tion. The area of specialization is determined by stu- ants, or researchers, as well as those who are in or dents’ interest, academic training, and career goals. wish to take leadership positions in training, instruc- The Ph.D. in Leadership and Education requires tional design, or organizational development. The pro- that students complete a minimum of 54 post-master’s gram emphasizes organizational learning and credits which are acceptable to the faculty advisor and performance improvement through the utilization of the Doctoral Review Council. These credits are dis- systemic change processes. Its goal is to provide lead- tributed as follows: ers with innovative solutions for organizations com- Leadership Foundations 12 credits mitted to becoming effective environments. Area of Specialization Core 12 credits Individuals admitted to this program will have mas- Area of Specialization Electives 12 credits ters’ degrees in Human Resource Development, adult Research 12 credits education, management or business, counseling, or Dissertation 6 credits psychology. TOTAL 54 credits All students are required to complete a dissertation which demonstrates originality, creativity, and scholarship in their area of specialization. Students ADRIAN DOMINICAN SCHOOL OF EDUCATION 123 who complete all the requirements for the Ph.D. de- For those seeking Florida state certification in Edu- gree will be properly equipped to lead and promote cational Leadership, a modified core option may be purposeful change in organizations, groups, individu- completed. The modified core program defines the als, and themselves. elective courses in order to meet state certification re- The program is designed for practicing and poten- quirements. The student must work closely with the tial leaders in a variety of settings including: educa- academic advisor to ensure meeting the requirements tion, counseling, health care, social service, religion, of both the Ed.D. and state certification. business, and government. It is for students who want Students wishing to have state educational leader- to acquire the competencies and attitudes necessary ship certification must also have the following: to become outstanding leaders in a particular area of a) A valid teaching certificate issued by the State of specialization, to investigate problems with original- Florida. ity and scholarship, and to be involved in study that b) A minimum of three (3) years of successful teach- enhances and improves professional practice in orga- ing. nizational and clinical settings. c) Documentation of successful teaching or school Following the completion of the Ph.D. DEGREE experience. in LEADERSHIP AND EDUCATION graduates will At completion of the certification courses, the stu- have acquired the ability to: dent must take and pass all three components of the 1. analyze and synthesize the knowledge and under- Florida Educational Leadership Exam. It is the standings of the process dimensions of leadership. student’s responsibility to secure the application and 2. apply the theories and concepts of leadership to the submit the necessary documents to the State to be eli- practical aspects associated with one’s area of spe- gible for the certificate. The student’s transcripts must cialization. have the educational leadership program stamp. This 3. clarify one’s ethical and moral perspectives and is accomplished by the advisor submitting a Compl- relate this perspective to personal and professional eter Letter to the Office of the Registrar. goals. Following completion of the Ed.D. DEGREE in 4. develop and implement an independent research EDUCATIONAL LEADERSHIP graduates will have investigation. acquired the ability to: 5. assess and contribute to the literature related to 1. master a comprehensive body of knowledge related one’s area of specialization. to the subject matter field of educational leader- 6. continue to renew and extend one’s understandings ship, including the 19 Florida Principal Competen- and competencies acquired in an area of special- cies and the Florida Educational Leadership Exam ization. competencies. 2. demonstrate knowledge and competence in utilizing analytical skills of disciplined inquiry and the DOCTOR OF EDUCATION IN EDUCATIONAL leadership skills of disciplined inquiry and the lead- LEADERSHIP ership skills associated with the leadership and The Doctor of Education (Ed.D.) degree in Educa- management of schools. tional Leadership prepares women and men working 3. delineate a code of professional ethics and demon- in all levels of the educational enterprise to apply lead- strate knowledge and application of technologies ing-edge research, leadership principles and technol- used in administration, leadership, and teaching- ogy to improve education, and ultimately, student learning. learning in schools. 4. demonstrate knowledge of policy and practice The doctoral program requires completion of a through the conduct of systematic inquiry in a de- minimum of 54 credits beyond the masters’ degree. fined arena of educational leadership, the develop- The credit distribution is as follows: ment of research strategy based upon a clear Leadership Core 27 credits understanding of current practice and professional Area of Specialization Core 12 credits standards, and the application of cultural and con- Research 9 credits textual variables to the unique institutional setting Dissertation 6 credits the inquiry is to occur. TOTAL 54 credits 124 ADRIAN DOMINICAN SCHOOL OF EDUCATION

Doctoral Course Descriptions 730 Sociology of Education (3) Administration and Leadership This course examines the school and university sys- Prefix: ADL tems as well as other educational organizations, from a social and cultural perspective. Issues related to so- 705 Theories of Leadership (3) cial, economic, and demographic changes are empha- Describes theories of leadership, studies the relation- sized. ship between leadership style and organizational 733 Advanced Study in Leadership (3) change, and examines the implementation process of Offers a supervised advanced study experience in re- a leader’s vision. cent developments, issues, and trends in leadership and 709 Legal Issues in Leadership (3) administration. Explores the issues of legal development relevant to 735 Foundations of Cognitive Development formulating a personal philosophy of leadership and Analyzes cognitive development and explores the re- administration and developing a continuing renewal lationship and interface between cognitive neuro- of personal and professional growth for oneself and science and educational practice. Explores others. implications for change in current educational prac- 713 Program Planning (3) tices. Overviews how to use a systematic planning process 737 Information Technology Administration (3) to set priorities; provides an organized approach to Explores the leadership and administration role in the policy development and program implementation; and implementation and management of information tech- describes evaluation procedures. nology within a professional organization. 717 Team Building for Leaders (3) 739 Ethical Issues in Leadership Uses team building, group dynamics, and interpersonal This course provides ethical frameworks and compo- sensitivity to motivate and inspire individuals and nents in leadership experiences in both education sys- groups to work toward common goals. tems and public service organizations. It provides 720 History of Education (3) opportunities to interpret, apply, and evaluate theo- This course provides a holistic approach and compre- retical frameworks, resources for choices, and impacts hensive “map” of education – from its rudimentary of decisions. elements in the Fertile Crescent, to medieval societ- 745 Organizational Change (3) ies, to the cybernetics revolution of our present day. Explores organizational theories and development Emphasis is given to the historiography of education from a leadership perspective with a focus on change in several contexts. within organizations, groups, and individuals. 721 Policy Development (3) 798 Dissertation Seminar (3) Examines the process to identify problems and how Assesses researchable questions in leadership and ad- to achieve solutions consistent with an organization’s ministration in a student’s area of specialization revision; uses critical thinking and analytic reasoning sulting in a dissertation proposal. as problem and policy framing skills for continued renewal. 799 Dissertation (3) Culminates the research of the doctoral program; meth- 725 Financial Administration (3) ods of inquiry must be appropriate to the problem be- Compares and contrasts for-profit, not-for-profit, pub- ing investigated. Prerequisite: ADL 798. lic organizations; examines the conventions of revenue and expenditure budgeting; presents the basic prin- 800 Continuous Matriculation (1-3) ciples of proposal writing and grantsmanship. Enrollment is required after the completion of ADL 798 and 799 each semester until the dissertation is 729 Seminar in Leadership (3) successfully defended. Prerequisite: ADL 799. CR/NC This seminar is designed to provide an opportunity only. for students to demonstrate a clear understanding of the interrelated nature of the experiences within the program through critical discourse and projects which explore contemporary issues as they relate to leadership. ADRIAN DOMINICAN SCHOOL OF EDUCATION 125

Ph.D. Course Descriptions current topics of chaos theory, catastrophe theory, lin- Counseling Prefix: CSL ear and nonlinear systems, emergence in systems and self-organization will be covered. Prerequisites: CSL 729 Counseling for Change (3) 687 Marriage and Family Systems, CSL 729 Coun- Assesses the issues involved with problem identifica- seling for Change. tion, problem solving, change enabling, and account- 765 Advanced Professional Issues in ability in relationship to theoretical approaches to Counseling (3) counseling. Examines the systemic issues involved in This course will involve exploration into the central interpersonal and organizational change. Critically professional, legal and ethical issues surrounding con- examines the existing research base in relationship to temporary counseling including marriage and family effective change processes in counseling, and marital, therapy. The importance of advocacy for the counsel- couple and family counseling and therapy. ing profession including client advocacy for diverse 735 Advanced Consultation in Counseling (3) populations such as gay men and lesbians, people of This course will examine the theories and processes color, people with disabilities, and women will be ana- that influence human and organizational development lyzed. Broader counseling issues including guild is- through consultation in counseling and human service sues and how to use the legislative process to better settings. The phases of the consultation process, in- serve clients will be investigated. Ethical ways to fos- cluding: entry, collaborative diagnosis, process and ter a professional identity in counseling students and implementation, and disengagement will be studied supervisees including encouraging them to be active in depth. in professional counseling organizations will be con- 758 Advanced Counseling Techniques (3) sidered. The importance and the process of obtaining Explores the latest theories and techniques in coun- and maintaining CACREP accreditation will be ex- seling. Students are expected to review the literature plored and evaluated. Prerequisite: CSL 600 on specific counseling techniques and identify their 767 Advanced Clinical Techniques in Family efficacy for use with specific counseling populations. Therapy (3) Application of techniques to clinical problems is em- This course will address the development of advanced phasized. level skills and techniques in the practice of family 761 Advanced Multicultural Issues in counseling/therapy. Multiple systemic models for prac- Counseling (3) tice in a complex, multi-cultural society will be ex- This advanced course will expose the student to the plored. Diverse and emerging contexts for clinical current theories and research for counseling cultur- practice will be studied. These contexts include home, ally different clients. Exploration of cultural biases in school and community-based settings, detention fa- the existing theories and current research is encour- cilities, and health-care settings. Models and tech- aged throughout this experience. Students will actively niques from both the modernist and postmodernist participate in experiential approaches designed to de- traditions will be studied. Prerequisites: CSL 680 Fam- velop a higher skill base when working and treating ily Therapy, CLS 687 Marriage and Family Systems, individuals from different cultural/ethnic backgrounds. CSL 688 Marital Therapy, CSL 689 Issues in Mar- This course is designed to maximize their effective- riage and Family or the equivalent with permission ness through the identification of differences and simi- from advisor. larities of multicultural populations. Prerequisite: CSL 768 Advanced Appraisal Techniques (3) 629. The course meetings will consist of a 2-hour class- 763 Advanced Family Systems Theory (3) room meeting per week with a 1-hour lab meeting per The focus of this course will be on the advanced sys- week. This course will provide a synthesis of compre- temic principles that overarch marital and couples hensive case data and report writing in educational, counseling. This advanced focus will build on prin- vocational and general counseling. Commonly used ciples of cybernetic/systemic and narrative/ assessment instruments/procedures, measurement and postmodern approaches, systemic thinking and cultural statistical concepts, test interpretation and report writ- issues and will investigate in depth the application of ing will be addressed. These clinical appraisal tech- these principles to marital and couples counseling. niques will be addressed from the traditional wellness Included in this course will be in-depth analysis and and strength-based Counseling point of view. Clinical study of General Systems Theory, comparison between assessment will be approached from an overarching modernist traditional systemic approaches and newer ecological framework, recognizing contextual vari- postmodern therapies and the rationale for their appli- ables in testing, interpretation, report writing and treat- cation in working with couples/families. In addition, ment planning. Prerequisite: EDU 621. 126 ADRIAN DOMINICAN SCHOOL OF EDUCATION

784 Counseling Supervision (3) pervision by faculty are required. Prerequisites: All Discusses the theories and models of counselor su- leadership core courses, completion of appropriate pervision. Requires students to develop a theoretically counseling coursework and permission of the program based personal model of counseling supervision. Pre- advisor. requisites: CSL 729 and CSL 758. 786 Practicum in Clinical Supervision (3) Ph.D. Course Descriptions Practicum in supervising counselor trainees in labo- Educational Technology Prefix: ECT ratory and field settings. Specific emphasis is placed on integration of supervision theory and practice. 747 Educational Technology Program Planning Group supervisory meetings are required weekly. Pre- and Evaluation (3) requisites: CSL 784, permission of program advisor. Provides the opportunity to study, question, and apply systems-oriented theory and principles for the estab- 794 Advanced Counseling Practicum (3) lishment and improvement of technology-based in- Provides the opportunity for students to field-test ba- structional programs using formative and summative sic concepts and strategies in counseling administra- evaluation methods. tion and leadership learned throughout the curriculum. Students are required to supervise other counselors, 757 Educational Technology and Change (3) develop specific counseling interventions, evaluate Assesses the role of technology in problem identifica- Counseling Program, and provide leadership in plan- tion, problem solving, change enabling, and account- ning and administering Counseling Program. A mini- ability for educational technology administrators in a mum of 75 hours of field experience is required for variety of organizational contexts. Emphasizes the each three (3) credits earned. Weekly group and indi- importance of organizational structure and perfor- vidual meetings with faculty and an on-site supervi- mance contingency management. sor are required. Prerequisites: Leadership core 767 Educational Technology Policy, Law and courses, appropriate counseling courses, and permis- Ethics (3) sion of the program advisor. Focuses on the theory and principles of policy devel- Dissertation opment for the advancement of legal and ethical uses 796 Dissertation Seminar (3) of technology within professional educational organi- Assesses researchable questions in counseling, result- zations of various types. ing in a dissertation proposal. Prerequisite: Success- 777 Professional Seminar in Educational ful completion of coursework and doctoral Technology (3) comprehensive examination. Provides an orientation to the emerging field of Edu- 797 Dissertation (3) cational Technology, an integrative experience which Culminates the research of the doctoral program, meth- helps to weave the experiences within the program into ods of inquiry must be appropriate to the problem be- a seamless whole, and encourages the exploration of ing investigated. Prerequisite: CSL 796. contemporary issues as they relate to educational technology. (Qualifying paper). 798 Seminar in Counseling (3) Presents the recent developments, issues, and trends Doctoral Course Descriptions in Counseling. Library research is required for preparation of a presentation and/or a written concept pa- Educational Leadership Prefix: EDU per. Prerequisite: Approval of program advisor. 701 Advanced Study in Education (3) 799 Advanced Counseling Internship (3) Offers opportunities to pursue a research project with Links the administration and leadership concepts and the guidance of an advisor in areas of special interest techniques learned in core courses with the specific to the student; approval of program advisor required. counseling theories and techniques learned through 708 Directed Research (3) counseling courses. Emphasizes application of learn- Investigates a significant problem in education with ing to representative roles and responsibilities of lead- an emphasis in the student’s area of specialization ers in counseling settings. Students are required to culminating in a project describing the research. Pre- develop a specific work plan detailing goals, activi- requisite: EDU 601. ties, and outcomes associated with the internship. Approval of the site and work plan by the program 710 Politics of Education (3) advisor and instructor is required. Typically, 320 hours Examines the political aspects of schooling. Students of field experience are required for each three (3) cred- will become familiar with community power struc- its earned. A field supervisor provides individual and tures; the local electoral process; how boards of edu- group supervision. Periodic site visits and group su- ADRIAN DOMINICAN SCHOOL OF EDUCATION 127 cation function; how the school interacts with com- learning disabilities and/or mental retardation and/or munity pressures and needs; who is best and least well- emotional handicaps, and/or giftedness. Students fo- served and why. cus on advanced theory and research in their area of 711 Clinical Supervision, Theory and expertise. Practice (3) 785 Future Trends and Issues in Exceptional Overviews the history of supervision and the models Student Education of clinical supervision. It presents current develop- Explores and analyzes divergent perspectives about ments and focuses on leadership competencies neces- current and future trends and issues in Exceptional sary to improve teacher’s classroom practices. Student Education, including innovative programs, 726 Educational Evaluation (3) inclusion, placement, labeling, future funding, and Examines program assessment and organizational out- controversial issues with regard to the effectiveness comes with an emphasis on terminology, models, stan- of Special Education. dards, practices, and common problems associated 795 Administration and Supervision of with evaluation. Exceptional Student Education Programs 730 Theories and the Use of Theories (3) Designed to develop knowledge and mastery of com- Engages students in learning experiences to examine petencies necessary in special education administra- the empirical and practical uses of theories as a means tion. Focuses on the administrative roles in the of effective leadership. organization and operation of exceptional education 735 Advanced Curriculum Theory and programs as well as management issues in the deliv- Planning (3) ery of effective programs, while emphasizing the Examines curriculum designs to identify and deter- administrator’s ability to work in inclusive settings. mine an optimum set of educational objectives for students’ settings, and the subject matter and Ph.D. Course Descriptions advantageous learning experiences which best accom- Higher Education Administration plish these objectives. Students will be required to identify ways they will evaluate the curriculum if the Prefix: HED objectives are to be realized. 713 Teaching and Learning at the University 794 Practicum (3) Level (3) Links the administration and leadership core courses Analyzes current teaching methods and strategies at with practice. Students are required to demonstrate the community college and university level. This administrative leadership in a site selected through an course will explore topics such as adult learning agreement with the professor and under the guidance (andragogy), societal issues dealing with gender, race, of a school site administrator and university profes- racism, ethnic, and cultural factors and their impact sor. Prerequisites: Administration and Leadership core, on teaching at the collegiate level. The course covers appropriate educational leadership courses and ap- a variety of teaching and learning styles and gives the proval of program advisor. students an opportunity to participate in classroom teaching. Ph.D. Course Descriptions 726 Governance of Higher Education (3) Exceptional Student Education Analysis of colleges and universities as social organi- Prefix: ESE zations with special emphasis on issues of administration, organization, and leadership in higher 770 School Law and the Exceptional Education education. Student (3) Designed to provide in-depth information about the 730 Higher Education and the Law (3) Analyses the legal structure of higher education in- laws pertaining to exceptional student education and cluding religion, academic freedom, employment, due their appropriate application. Students become famil- process, student rights, accreditation issues, desegre- iar with the necessary competencies in dealing with gation, tort liability, and other issues. federal and state laws as they pertain to persons with disabilities. 745 Seminar in Higher Education (3) Provides students the opportunity to pursue an inte- 775 Seminar in ESE: e. Learning Disabilities, grative experience, under the direction of an instruc- f. Mental Retardation, g. Emotional tor, an area of interest in higher education Handicaps, h. Giftedness administration leadership. Students will share findings Focuses on advanced theory and research in excep- in a seminar setting. tional student education. Investigates advanced work in social and psychological research about persons with 128 ADRIAN DOMINICAN SCHOOL OF EDUCATION

Ph.D. Course Descriptions 707 Quantitative Methods of Inquiry (3) Human Resource Development Examines advanced competencies to conceptualize, Prefix: HRD design, execute, analyze, report and publish quantitative research that delivers new and useful knowledge. 711Task and Performance Analysis (3) Balances its presentations of research theory and com- Examines techniques and methods of needs assess- puter-based tools with applications to real world prob- ment and job and task analysis, with application to lems. Prerequisite: HSE 703. performance outcomes. 708 Advanced Quantitative Inquiry (3) 719 Organizational Learning (3) Builds on principles of measurement, design and sam- Studies psychological and organizational paradigms pling presented in HSE 707. Students learn to code, associated with learning of a collective whole. Exam- organize, reduce, and analyze quantitative data, and ines the implications and challenges for learning to interpret and report results. Emphasis on a variety brought about by the changing nature of work and glo- of common statistical procedures, the assumptions bal competition. Focuses on processes and procedures underlying each, and the criteria for selecting them. for achieving organizational learning through infor- Prerequisite: HSE 707. mation distribution and interpretation, making mean- 712 Interdisciplinary Theory in the Human ing and organizational memory. Sciences (3) 728 Program Evaluation in HRD (3) (Elective) A critique of prevalent theories utilized in Examines the principles, practices and research of the human sciences and their implications for practice training program evaluations. Prepares students to and inquiry. design and conduct evaluation of HRD interventions. Prerequisite: HRD 711. Doctoral Course Descriptions 745 Seminar in HRD (3) Research Prefix: RES Examines current research issues, theories and models in HRD and implications for practitioners. Students 710 Analysis of Research Data (3) Reviews and expands upon statistical techniques and will lead discussions and present papers on topics of continues through an introduction to linear and mul- their primary interest. Prerequisites: HRD 711, HRD tiple regression, ANOVA and ANCOVA. Students will 719, HRD 728. apply all of the course’s statistical techniques using the computer. Doctoral Course Descriptions Human Sciences Education 711 Quantitative Research Methods (3) Examines theory and practice in quantitative research Prefix: HSE design. Emphasizes hypothesis building, measure- 703 Philosophy of Science and Theory ment, data collection, and statistical analysis. Prereq- Development (3) uisite: RES 710. A critical analysis of philosophy of science and epis- 712 Qualitative Research Methods (3) temology as applicable to theory development I in the Explores qualitative research traditions and methods, human science disciplines. the analysis of qualitative data and the role of qualita- 705 Qualitative Methods of Inquiry (3) tive research in education. A critical analysis of qualitative methods of inquiry 750 Applied Research in Education for the human sciences to facilitate the understanding A Early childhood/Primary of the aims, processes, and outcomes of these meth- B Elementary ods. Prerequisite: HSE 703. C Middle School 706 Advanced Qualitative Inquiry (3) D Secondary School Seminar discussions of qualitative readings to facili- Builds and concentrates on research most commonly tate an advanced understanding of the qualitative per- employed by practitioners in the school context. De- spective in nursing, education, and social work velops ability in the application of research method- research. This course is specifically designed to assist ology (assumptions, inquiry aims, methods, designs, students in particular methods for research and prac- data collection and analysis, interpretation of findings, tice implications. In depth analysis distinguishes this conclusions and reporting) to a specific educational course from first qualitative course. Prerequisite: HSE setting. Prerequisites: RES 711 and HSE 705 or HSE 705. 707. ADRIAN DOMINICAN SCHOOL OF EDUCATION 129

Course Descriptions 600 Legal and Ethical Issues in Counseling (3) Counseling Prefix: CSL Examines legal, ethical, and professional standards of practice of mental health, guidance, rehabilitation 522 Guidance and Counseling of Gifted counseling, and marriage and family counseling/ Children (3) therapy, which includes goals and objectives of related Focuses on the guidance and counseling of exceptional professional organizations, codes of ethics, legal con- children; addresses special developmental and person- siderations, standards of preparation, state and national ality needs; and considers strategies for intervention. certifications, and state licensure. Examines the role 569 Psychopathology: Diagnosis and Treatment identify of counselors and overviews the rights of con- in Counseling (3) sumers. Examines the diagnosis and treatment of psychopa- 605 Treatment of Substance Abuse in thology within the counseling relationship. Counseling (3) Introduces the DSM-IV; explores the dynamics of psy- Focuses on substance abuse assessment and treatment chopathology and identifies the criteria associated with issues and practice, especially those relevant to mar- specific mental disorders; and considers the role of riage and family therapy, mental health, school, and psychopharmacology in treatment. Case material and rehabilitation counseling settings. As this course is analyses are presented. Students are expected to dem- intended to prepare the counselor for clinical work in onstrate knowledge of a broad range of psychopathol- a variety of settings, extensive experiential practice in ogy, competency in the use of the DSM-IV as a both assessment and intervention will be included. It diagnostic framework, and the ability to integrate their will additionally provide an overview of the history, views in the form of comprehensive psychological theory, and current research perspectives in the etiol- reports. ogy, assessment and treatment of substance abuse, as 585 Principles of Guidance (3) they related to the role of the professional counselor. Overviews the structure of guidance programs in vari- Prerequisites: CSL 569 or PSY 594 or permission of ous school settings, identifies the administrative and instructor. clinical responsibilities of the guidance counselor, 610 Human Growth and Development (3) addresses specific student concerns and describes spe- Discusses life-span theories of development, models cific interventions appropriate for use with children, of moral, intellectual, and sexual development, nor- and overviews peer and parental issues and interven- mal and abnormal behavior and learning theories; ad- tions. dresses developmental interventions and relates them 588 Crisis Intervention (3) to the needs of specific client populations. Investigates and analyzes theories and techniques in 612 Child Guidance and Therapy (3) crisis intervention with particular emphasis on situ- The course is designed to provide the primary and sec- ational and developmental crises. ondary school counselor with the knowledge and skills 589 Introduction to Mental Health he or she requires to work with children. The counse- Counseling (3) lor working in the elementary setting must be able to Examines the history and philosophy of mental health perform tasks in three areas to be effective: Child systems, discusses the relationship between mental Counseling/Therapy, Prevention/Developmental Guid- health services and other health and human service ance, and Consultation. Prerequisite: CSL 610. delivery systems, identifies the types of services of- 629 Social and Cultural Issues in Counseling (3) fered in such systems, describes the roles and respon- Identifies the needs and issues relevant to counseling sibilities of the mental health counselor, discusses the special populations. This course will explore the in- relationship of the mental health counselor to other fluence of gender, age, race, ethnicity, culture, sexual members of the multi-disciplinary treatment team in orientation, socioeconomic status, and physical and applied settings, and overviews specific treatment ap- mental disabilities in the counseling relationship. proaches used in applied settings. Counseling interventions appropriate for specific 591 Group Dynamics (3) populations will be addressed. Provides an opportunity for face-to-face group expe- 639 Physical and Mental Disabilities (3) rience. Emphasizes the psycho-social approach to Overviews the physical and mental aspects of specific group functions and fosters development of personal disabilities and assesses their impact upon the reha- identity, self and social control. bilitation process. Management of the medical, psy- chiatric, psychological, and social services delivered to clients with specific disabilities is discussed. 130 ADRIAN DOMINICAN SCHOOL OF EDUCATION

650 Human Sexuality (3) 682 Consultation Procedures (3) Examines theories and etiology of human sexuality, Presents the principles and theories of consultation and sexual development, and sexual role expectations. examines the practices of the counselor as a consult- Particular attention is given to exploration of sexual ant in schools and related settings. Process models of attitudes, values, and behavior. The biological, psy- consultation are discussed. chological, cultural, and social implications of sexu- 683 Industrial Rehabilitation/Risk ality are discussed. Management (3) 652 Individual Counseling Procedures (3) Examines the principles of disability risk management, Presents the major theories and practices in individual basic insurance and legal concepts, and the roles of counseling. Topics include: case conceptualization; the risk manager and rehabilitation counselor in risk treatment planning; case management; relationship management. Cooperation between the human re- building; problem-solving; and outcome assessment. sources and rehabilitation professionals in case man- Emphasis is placed on development of counseling agement, job modification, job placement, and expert micro skills within the context of the helping relation- testimony is emphasized. Case studies and simulated ship. expert testimony may be required. 653 Career Development and Life Work 684 Counseling Supervision (3) Planning (3) Discusses the theories and models of counselor su- Overviews the major theories and skill areas in edu- pervision. Requires students to apply knowledge and cational planning, career development, and work mo- skills to supervision of counselor trainees. Clinical tivation. Emphasis is placed on understanding career supervision is offered for practitioners interested in decision-making, using appropriate information and updating their clinical skills and for marriage and fam- assessment techniques and applying knowledge and ily therapy interns and mental health counseling in- skills to planning and conducting career development terns who are pursuing their supervised clinical activities in appropriate counseling settings. Resume experience for licensure. Prerequisites: CSL 652, 658, development and job-seeking skills are taught. 686, 694. 657 Advanced Group Dynamics (3) 685 Rehabilitation Issues (3) Presents concepts, research, and theory relative to the Overviews the history and development of rehabilita- small group process. Students participate in small ad- tion counseling, examines the functions of the reha- vanced, face-to-face task groups. Emphasis is placed bilitation counselor in a variety of settings, and on developing competencies in self-intervention and addresses the current issues and trends in the field. growth as well as competence in the processes of small 686 Counseling Theories and Interventions (3) group phenomena such as interpersonal communica- Examines various counseling models, associated theo- tion, feedback, norms, decision-making, leadership, ries and interventions, and their application to the rap- authority, and membership. Prerequisite: CSL 658 and port building, assessment, problem identification, and permission of instructor. intervention phases of the counseling process. Students 658 Group Counseling Procedures (3) may be required to prepare case studies and to dem- Discusses major concepts in group counseling theory onstrate selected techniques. and practice. Students develop competence in group 687 Marital and Family Systems (3) counseling relationship development and application Explores the systems approach to marital and family of group counseling theory and practice to coordina- counseling and facilitates understanding of marital and tion of group work. family problems from a systems perspective. 660 Designing Health, Wellness, and Employee 688 Marital Therapy (3) Assistance Programs (3) Examines the theory and techniques associated with Examines the principles of designing, organizing and marital and conjoint therapies. Case examples are pro- administering health and wellness programs within vided. organizations. Emphasis will be given to program design, program leadership and activity, and participant 689 Issues in Marriages and Family (3) evaluation. Identifies the latest trends and issues affecting marital and family systems and discusses their impact upon 680 Family Therapy (3) marriage and family functioning. Investigates the theories and practices of family therapy. Current models of therapy are studied and 691 Personality Theories (3) applied in practice sessions. Emphasis is placed on Surveys various cognitive, psychodynamic, behav- the development of a systemic perspective. ioral, humanistic, existential, and family systems theories of personality development and change. Focuses ADRIAN DOMINICAN SCHOOL OF EDUCATION 131 on critical analysis of theoretical models of personal- 545 Software-Based Instructional Tools (3) ity, development of one’s own model of change, and Investigates the use of a variety of specialized soft- exploration of individual differences in behavior. ware in the development, presentation, and manage- 694 Counseling Practicum (3-6) ment of instruction. Prerequisite: ECT 505. Requires 200-400 hours of supervised field experience 560 Teaching With Computer Technologies in in a setting consistent with a student’s area of special- the Classroom (3) ization. Students are expected to demonstrate the Investigates the pedagogical value of various com- knowledge and skills learned throughout the counse- puter-based technologies. Participants will be intro- lor education program. Individual and group supervi- duced to special problems and methods of teaching sory meetings are required weekly. All core and and applying computer-based technologies in a vari- specialization courses, except CSL 699, must be com- ety of content areas. Prerequisite: ECT 534. pleted before beginning Practicum. Exceptions need 565 Multimedia Applications in Education (3) advisor and program director approval. Focuses on the hypermedia and multimedia technolo- 698 Seminar in Counseling (3) gies in the educational setting. Involves integrating Presents the recent developments, issues, and trends resources, developing lessons and materials, curricu- in counseling. Library research is required for prepa- lum integration, and assessment of multimedia use in ration of a presentation and/or research paper. the classroom. Prerequisites: ECT 505, 607. 699 Counseling Internship (6) 600 Programming With Applications in Requires completion of 600 clock hours of field expe- Education: LOGO (3) rience in a community health and/or human services Prepares educators to learn and apply the LOGO lan- organizations, marriage and family settings, or in a guage for the purpose of teaching problem-solving primary or secondary school. Specific emphasis is skills and/or programming skills to students in the K- placed on direct contact with consumers of counsel- 16 classroom. Prerequisite: ECT 505. ing services. Weekly meetings with faculty and field 603 Programming With Applications in supervisors are required. Case conceptualizations, Education: BASIC (3) counseling skills and techniques, and service delivery Prepares educators to learn and apply the BASIC lan- systems are discussed in weekly group sessions. Pre- guage for the purpose of developing programs for their requisites: All core and area of specialization courses. disciplines and/or teaching programming skills to stu- Exceptions require advisor and program director ap- dents in the K-16 classroom. Prerequisite: ECT 505. proval. 604 Programming With Applications in Course Descriptions Education: PASCAL I (3) Prepares educators to learn and apply the PASCAL Educational Computing and Technology language for the purpose of developing programs for Program Prefix: ECT their disciplines and/or teaching programming skills to students in the K-16 classroom. Prerequisite: ECT 505 Introduction to Computers/Technologies in 603. Education (3) Provides a comprehensive introduction to the broad 605 Programming With Applications in role of computers/technologies in education. Comput- Education: PASCAL II (3) ers and related technologies are examined both as a Prepares educators to learn and apply the advanced subject of instruction and as a tool for the professional PASCAL language for the purpose of developing pro- educator and the lifelong learner. Prerequisite: Permis- grams for their disciplines and/or teaching program- sion from advisor. ming skills to students in the K-16 classroom. Prerequisite: ECT 604. 534 Integrating Software for Educational Applications (3) 606 Advanced Programming With Applications Prepares educators to integrate software in the class- in Education (3) room. This course includes educational applications Prepares educators to learn and apply the Data Struc- and instructional strategies which are facilitated with tures and algorithms for the purpose of developing word processing, data base management, spreadsheet, programs for their disciplines and/or teaching program- graphics, presentation, and telecommunications soft- ming skills to students in the K-16 classroom. Prereq- ware. Prerequisite: ECT 505. uisite: ECT 604. 132 ADRIAN DOMINICAN SCHOOL OF EDUCATION

607 Design and Evaluation of Instructional ing computer programming to individuals of various Systems (3) backgrounds at the K-12 levels. Prerequisites: ECT Provides the student with an overview of the principles 604 and ECT 605. of instructional systems design, learning theory, and 631 Computer-Assisted Instruction I (3) learning research. Formative and summative evalua- Provides an introduction to CAI with emphasis upon tion techniques will be included. Prerequisite: ECT the principles of instructional systems design. 505. Courseware developed will be primarily linear and 608 Programming with Applications in verbal lessons of simple design to permit emphasis on Education: C (3) development techniques and validation. Prerequisite: Prepares educators to apply the principles of the C ECT 505. programming language for the purpose of developing 632 Computer-Assisted Instruction II (3) programs for their disciplines and/or teaching program- Focuses on branching lesson designs, and employs ming skills to students in the K-16 classroom. Prereq- advanced graphics, sound, and simulation techniques. uisite: ECT 604. Prerequisite: ECT 631. 609 Courseware Development (3) 639 Maintaining Instructional Technology Provides the student with the opportunity to continue Systems (3) the development of the instructional system. Commer- Covers the theory of systems control, processes, and cially available authoring and multimedia technolo- operating procedures to keep instructional technology gies will be used to create systems which can be facilities (equipment and labs) performing at optimum integrated in a variety of curricula. Prerequisite: ECT levels. Emphasis on software control of hardware in 607, ECT 565. order for computers to analyze and report information 611Programming with Applications in for educational applications and system performance. Education: Visual Languages (3) Covers specification, administration, and maintenance Prepares educators to apply the principles of program of hardware, operating software, networks, Internet design and production of visual languages such as servers, and peripherals. Visual BASIC and Visual C++ for the purpose of de- 641 Implementing Technology-Based veloping programs for their disciplines and/or teach- Instruction (3) ing programming skills to students in the K-12 Examines all aspects of the Instructional Technology classroom. Prerequisites: ECT 604, ECT 605, ECT program from planning facilities to staff development 606, ECT 608. and program management. Prepares educational lead- 615 Educational Writing and Technology (3) ers to guide and direct the implementation and use of Provides an orientation to educational writing includ- instructional technology within the educational setting. ing instructional writing, scholarly writing and criti- 642 Educational Theory and Instructional cal education writing. Participants develop knowledge Technology (3) of theories, writing principles, and writing skills in all Examines theories of learning, instruction, and cur- three aspects of educational writing. Especially de- riculum as they relate to the development of instruc- signed to address the need for higher standards of edu- tional systems. Technology-related implications of cational writing created by the increased use of generative learning, postmodernist theory, and con- educational technology and telecommunications-based temporary communications theory are emphasized. learning environments, modalities and media. Prerequisite: ECT 607. 617 Advanced Technology-Based Instructional 643 Evaluation of Technology-Based Design (3) Instructional Systems (3) Examines models of instructional design and builds Explores and builds competency and confidence in the student’s understanding, skill, and confidence in the use of a variety of traditional and new methods of for- use and adaptation of models and principles of instruc- mative and summative evaluation of instructional sys- tional systems design. Prerequisite: ECT 607 or ap- tems and cost-analysis. This course gives prominence proval of instructor. to formative evaluation which is at the heart of all in- 627 Teaching Computer Programming (3) structional design, but is especially important in tech- Provides an investigation of the pedagogical value of nology-based instruction. Prerequisite: ECT 607. various computer programming languages with respect to their pedagogical value. Participants will be introduced to the special problems and methods of teach- ADRIAN DOMINICAN SCHOOL OF EDUCATION 133

653 Telecommunications in Education (3) 679 Computer/Technology Applications in Explores the pedagogical applications of computer Early Childhood Education (3) communications technology. Emphasis is given to This course is designed to prepare the early childhood electronic mail, accessing resources for educational educator to effectively use educational technologies applications, and integrating telecommunication ap- appropriate for young children (birth to 8 years). Pre- plications into the curriculum. Prerequisite: ECT 505. requisite: ECT 405 or ECT 505. 655 Distance Education: Theory and 680 Computer/Technology Applications in Practice (3) Elementary Education (3) This course introduces the theory and applications of Prepares Elementary School teachers to implement a distance education in contemporary education. Top- variety of computers/technologies across the curricu- ics covered include the historical and societal context lum. Emphasis is upon the use of CAI courseware to of distance education as well as the technologies, me- augment the elementary school curriculum. Prerequi- dia, and teaching fundamentals to establish success- site: ECT 505. ful distance education applications in a variety of 684 Computer/Technology Applications in the settings. Emphasis is placed on the application of Media Center (3) videoconferencing and computer-mediated instruction. Prepares Media Coordinator to use a variety of the 669 Electronic Publishing in Education (3) attributes of computers/technologies for maintaining Provides an orientation to the design and production an efficient media center. Emphasis is on the manage- of educational materials using technology-based elec- ment of information for easy access and utility. Pre- tronic publishing aids. Special attention will be given requisite: ECT 505. to electronic publishing including the theoretical lit- 687 Administrative Applications of erature of instructional materials design for electronic Technology (3) media and telecommunications applications such as Prepares the student to be able to apply computer/tech- distance learning. Prerequisite: ECT 505. nology to the areas of administration and instruction 673 Computer/Technology Applications in in educational institutions. Math Education (3) 688 Computer/Technology Applications for Prepares math teachers to teach computer related con- Adult Education (3) tent and to use the microcomputer in the math class- Prepares the adult educator to utilize the computer/ room. Includes the identification, evaluation and technology for a variety of applications. Emphasis is implementation of CAI courseware in the development placed on the instructional and administrative appli- of mathematical skills and concepts. Prerequisite: ECT cations that would benefit the adult learner and edu- 505. cator. Prerequisite: ECT 505. 676 Computer/Technology Applications in the 689 Computer/Technology Applications in Teaching of Reading (3) Teaching ESOL (3) Prepares the Reading teacher to use a variety of com- Prepares teachers of LEP students to use computer- puters/technologies in the teaching of reading, and to based technologies to enhance teaching and student augment instruction in a whole language classroom. learning. Emphasizes the use of computer-based tech- Prerequisite: ECT 505. nology to assist educators in accomplishing the fol- 677 Computer/Technology Applications in the lowing ESOL strategies: 1) methods of teaching Teaching of Writing (3) English to speakers of other languages 2) ESOL cur- Computers present special promise for the teaching riculum and materials development 3) cross-cultural of writing. Emphasis is on the creation of a computer- communication and understanding or 4) testing and ized environment for learning in which student writ- evaluation of ESOL. Prerequisite: ECT 505. ing, critique, and rewriting are all facilitated 690 Special Topics (1-6) electronically. Prerequisite: ECT 505. Explores current issues and/or topics in computer edu- 678 Computer/Technology Applications in cation. Content will be determined by the department Exceptional Student Education (3) to fill specific needs and interests. Prerequisite: Per- Prepares Exceptional Student Education teachers to mission from advisor. use the unique strength of computers/technologies for 700 Independent Study (1-6) diagnostic remediation and record-keeping in the re- Provides the student the opportunity to study one or medial education environment. Prerequisite: ECT 505. more selected areas of computer science education under the guidance of a faculty member. Prerequisite: Departmental approval. 134 ADRIAN DOMINICAN SCHOOL OF EDUCATION

705 Seminar: Computer-Based Technology in 757 Educational Technology and Change (3) Education (3) Assesses the role of technology in problem identifica- Examines current research and theories related to ap- tion, problem solving, change enabling, and account- plications of computer-based technology in education. ability for educational technology administrators in a Includes new strategies for restructuring curriculum variety of organizational contexts. Emphasizes the and learning environment to integrate technology. Pre- importance of organizational structure and perfor- requisite: Departmental approval. mance contingency management. 707 Educational Technology Facilities 767 Educational Technology Policy, Law and Management (3) Ethics (3) Examines the leadership roles of managing educational Focuses on the theory and principles of policy devel- technology facilities and resources. Management theo- opment for the advancement of legal and ethical uses ries and strategies will address user needs, technologi- of technology within professional educational organi- cal concepts and configurations, delivery systems, zations of various types. effective and appropriate environments, and support services as they relate to the use of technology and Course Descriptions technological facilities. Montessori Prefix: EDM 709 Educational Technology Performance Improvement (3) 600 Introduction to Montessori Education (3) Examines the leadership role in improving the perfor- Examines Montessori philosophy, theory, teaching mance of educational technology users from an orga- strategies, rationale, and basic methodology for the nizational perspective. A wide variety of theories and materials in the areas of the curriculum. related techniques of performance improvement are 601 Montessori Methods and Materials I (3) studied. Theories such as personality type theories, Introduces students to the philosophy and rationale for technology socialization theories, life-phase and life- everyday living and sensory-motor curriculum areas. stage theories, and learning style theories will be con- Students learn how to design and maintain develop- sidered as they affect performance of technology-using mentally appropriate activities in these two areas for educators. the young child. 710 Practicum (3-6) 602 Montessori Methods and Materials II (4) Requires the creation of a product such as CAI Examines how a child develops linguistic skills and courseware or a simulation. The student must develop presents strategies for facilitating development in a the product, field-test and evaluate it, and refine it into holistic approach to language. The math curriculum publishable form. Prerequisite: Departmental approval. provides foundation for the understanding of quantity 720 Internship (3-6) and the development of number sense through spe- Provides the student with the opportunity to select and cially-designed hands-on materials sequenced to cor- serve an internship. Selection will be done in consul- respond with the child’s development. tation with an advisor. The internship is measured, in 603 Montessori and Child Development (3) part, as a function of time and at least 160 hours (80 Explores the philosophy, theory, and strategies of the hours/3 credits) of service must be logged. Prerequi- Montessori approach to early childhood and elemen- site: Departmental approval. tary education. The course is designed to provide a 730 Thesis (6) background for understanding the sequence of normal Provides the students with the opportunity to under- human development, the study and practice of objec- take a more theoretical and experimental effort within tive observation, and its use as an assessment tool for their degree requirements. A committee will be selected educational planning. to supervise the progress of the students’ efforts. Pre- 605 Language Arts for Montessori Teachers (3) requisite: Departmental approval. Includes a comprehensive approach to a whole lan- 747 Educational Technology Program Planning guage arts curriculum through the use of imaginative, and Evaluation (3) multi-sensorial, manipulative materials in sequential Provides the opportunity to study, question, and apply lessons. The course consists of a comprehensive ap- systems-oriented theory and principles for the estab- proach to literacy development including listening, lishment and improvement of technology-based in- speaking, reading, creative writing, grammar, sentence structional programs using formative and summative analysis, the history of language and research skills. evaluation methods. ADRIAN DOMINICAN SCHOOL OF EDUCATION 135

607 Humanities in the Montessori Early 640 Montessori Early Childhood Childhood Classroom (3) Curriculum (3) Includes the teaching of the history, physical and cul- Designed for the Montessori Specialist Degree candi- tural geography, fine arts, and the performance arts date with specialization in Elementary Education, the (drama, music, movement/dance). Emphasis is placed course presents an integrated view of philosophy, in- on the role of the related arts in the development of structional strategies and the didactic apparatus used the young child and how activities in these areas can in the early childhood (ages 3 to 6 years) prepared be incorporated into the day’s schedule. environment. Special attention is given to how a young 626 Sciences in the Montessori Early Childhood child learns through observation, through the use of Classroom (3) concrete objects, and through movement. Explores ways of broadening one’s horizons in physi- 641 Montessori Elementary Curriculum (3) cal, biological, earth and space sciences while nurtur- Designed for the Montessori Specialist Degree candi- ing a sense of wonder and spirit of inquiry inherent in date with a specialization in Early Childhood Educa- each student. tion, the course gives a synthesis of the Montessori 628 Life Sciences for Montessori Teachers (3) curriculum for children ages 6 to 12 years. Key expe- Examines methods to initiate children into the skills riences will be highlighted in each of the academic for observing, identifying, classifying, and organiz- areas with the aim of understanding how the curricu- ing information concerning plants, animals, and hu- lum is designed to meet the developmental needs of mans, and understanding their life functions. Health the school age child. education, physical and outdoor education, and con- 649 Management for Montessori Teachers (3) servation are included in this interdisciplinary course. Equips the students with the necessary knowledge and 629 Physical/Social Sciences for Montessori skills in classroom management, record-keeping, cur- Teachers (3) riculum and environmental design and human relation- Introduces beginning concepts of the physical sciences ship skills to successfully implement the Montessori through hands-on materials, experiments, and stories. approach in the classroom and interpret classroom The course seeks to awaken a sense of wonder and an observations to the public. appreciation of the earth’s history through the timeline 656 Practicum I (3) of life and the role of humans in the evolution of life Student teacher applies Montessori instructional strat- through the timeline of people. egies in implementing early childhood curriculum. 631 Math I for the Montessori Teacher (3) Assessment and assistance is given through periodic Mathematics is approached as a problem-solving ac- visits by University instructor. tivity using hands-on materials to develop mathemati- 657 Practicum II (3) cal reasoning, number sense, and operation sense. Continues the application of Montessori curriculum Course includes a brief history of mathematics and a and instructional strategies under the supervision of a look at the mathematical nature of the child’s mind. Montessori early childhood certified teacher and a 632 Math II for the Montessori Teacher (3) University advisor. Continues the methods of teaching basic mathemati- 659 Practicum I (3) cal concepts and topics such as factors, multiples, frac- Involves the supervision of the student in an approved tions, and algebra with concrete materials. Montessori teaching or administrative setting by a Demonstrates techniques for bridging the passage of Montessori elementary certified teacher and a Univer- mathematical computation from the concrete to the sity advisor. During this time the student will apply abstract. Montessori elementary school curriculum and instruc- 633 Humanities in the Montessori tional techniques. Classroom (3) 660 Practicum II (3) Presents a variety of ways of integrating music, drama, Continues the application of Montessori curriculum dance and the visual arts into the daily curriculum. and instruction techniques under the supervision of a Explores strategies for strengthening literacy skills of Montessori-certified teacher and a University advisor. the older elementary child with special emphasis on grammar, literature, and reading in the content areas. 136 ADRIAN DOMINICAN SCHOOL OF EDUCATION

Course Descriptions 525 Behavior Management (3) Education Prefix: EDU Investigates behavior management strategies necessary to create an effective learning experience. Re- 500 Comprehensive ESOL Strategies (3) views managing individual and group behavior Surveys the principles and strategies of ESOL, with through behavior modification techniques and learn- emphasis on their practical applications for teaching ing psychology. the basic content areas to classes with students of Lim- 534 Child-Home Study for PreK/Primary ited English Proficiency (LEP). Education (3) 509 Multicultural PreK/Primary Education (3) Includes issues and practices to promote family and Develops the national and international dimensions community involvement. needed to understand cultural diversity, cultural plu- 535 The Teaching of Language Arts (3) ralism and the implications for curriculum and instruc- Uses an interdisciplinary approach to the teaching of tion of young children age three through grade three. language arts. Studies models and methods for inter- 510 Multicultural Education (3) relating language arts. Project interrelating listening, Develops the national and international dimensions speaking, reading and writing required. needed to understand cultural diversity, cultural plu- 536 Strategies for PreK/Primary ralism and the implications for the elementary school Instruction (3) curriculum. Develops a framework for working with young chil- 512 Teaching the Elementary Mainstreamed dren. Includes early childhood classroom organization, Exceptional Student (3) materials and instructional strategies. Introduces exceptional student education for the regu- 537 Strategies for Elementary Diagnostic- lar classroom teacher. Includes methods and materi- Prescriptive Instruction (3) als for instructing mainstreamed exceptional students Develops a framework for diagnostic-prescriptive in the elementary regular classroom. teaching in the elementary subject areas. Includes 514 Classroom Management (3) classroom organization, materials, instructional strat- Provides knowledge, skills, and dispositions to effec- egies, roles of the teacher, and responsibilities of the tively manage classrooms. Provides prospective teach- learner. Applied project required. ers with a repertoire of strategies, competencies, and 539 Early Childhood Programs, Curriculum, attitudes necessary to effectively work with all aspects and Instruction (3) of classroom management. Includes legal issues per- Examines the foundations of early childhood curricu- taining to management, ethics and professional behav- lum and instructional practices. Includes understand- ior, and school safety. ESOL strategies are infused. ings about play blocks and symbolic expression. Field experiences required. Prerequisite: Fully admit- Research paper required. ted to Barry University’s Graduate programs or teacher certification. 542 Secondary School Curriculum (3) Explores current trends in modern secondary school 515 Guiding PreK/Primary Learning (3) curriculum. Offers practical experiences in develop- Focuses on the elements of child guidance and class- ing criteria for valid practices and curriculum changes. room management skills incorporating cooperative Projects will be related to student’s content area. learning strategies. An integrated social studies unit is developed. 543 Research and Current Trends in PreK/ Primary Health Education (3) 516 Guiding Elementary Learning (3) Uses a research foundation for incorporating health, Uses learning theory as the foundation for teaching nutrition, and safety education as an essential part of elementary children. Applies the principles of learn- an integrated learning environment for children age ing to teaching subject areas in the elementary class- three through grade three. room. 544 Problem Solving in PreK/Primary 517 Evaluation and Measurement in Mathematics (3) Education (3) Examines the curriculum foundations and instructional Provides laboratory experiences in designing class- methods for early childhood education mathematics. room tests and writing test items. Examines group and Presents the knowledge and methods for classroom individual tests as means of accountability and facili- applications. tating decision-making. ADRIAN DOMINICAN SCHOOL OF EDUCATION 137

547 Explorations and Investigations in PreK/ periences required. Prerequisite: Fully admitted to Primary Science (3) Barry University’s Graduate programs or teacher cer- Presents the knowledge and methods for providing tification. inquiry based science experiences for young children. 565 Language Acquisition in Young Applied project required. Children (3) 548 Literature for Young Children (3) Deals with the concepts and questions of language Deals with trends and issues in literature for children acquisition and communication for children age three age three through grade three. Focuses on literature through grade three. and responses to literature to help young children en- 566 Teaching Elementary Social Studies (3) joy books and reading. Provides knowledge, skills, and dispositions to effec- 550 Research and Current Trends in tively establish social studies foundations for students. Elementary Curriculum and Instruction (3) Provides methods and instructional strategies for teach- Examines current research findings and the trends in ing elementary school social studies. Emphasis is on elementary education and identifies components for unit development and integrating content. Examines developing curriculum and improving instruction at NCSS, the Florida Sunshine State Standards, Subject the elementary school level. Matter Content, and ESOL strategies as related to so- 551 Problem Solving in Elementary School cial studies teaching and learning. Prerequisite: Fully Mathematics (3) admitted to Barry University’s Graduate programs or Provides knowledge, skills, and dispositions to effec- teacher certification. tively establish mathematical foundations for students. 567 Foundations of Reading Instruction (3) Provides methods and instructional strategies for teach- Surveys the knowledge and teaching strategies neces- ing elementary school mathematics. Examines NCTM, sary to understand the nature of the reading act and the Florida Sunshine State Standards, Subject Matter the basic principles of reading instruction. Includes Content, and ESOL strategies as related to mathemati- use of professional resources to investigate historical cal teaching and learning. Field experiences required. and current trends in reading instruction. Prerequisite: Fully admitted to Barry University’s 568B Reading in the Content Areas for the Graduate programs or teacher certification. Elementary School Teacher (3) 552 Critical Thinking in Elementary School Assists elementary classroom teachers with reading Science and Social Studies (3) instruction and study skill strategies as they apply to Provides knowledge, skills, and dispositions to effec- the individual subject areas in their curriculum. Les- tively establish science and social studies foundations sons, practice activities, and informal screening de- for students. Provides methods and instructional strat- vices will be designed for specific content areas in the egies for teaching elementary school science and so- elementary grades. Field experience will be conducted cial studies. Emphasize is on developing critical in elementary classrooms. thinking skills in these areas and integrating content. 568D Reading in the Content Areas for the Examines NSTA, NCSS, the Florida Sunshine State Secondary Subject Area Teacher (3) Standards, Subject Matter Content, and ESOL strate- Helps secondary content area teachers (Art, Biology, gies as related to science and social studies teaching Business, Chemistry, English, Foreign Languages, and learning. Field experiences required. Prerequisite: History, Music, Physics, Mathematics, Exceptional Fully admitted to Barry University’s Graduate pro- Student Education, etc.) deal with student interaction grams or teacher certification. with printed material. Teachers will learn reading and 554 Literature for the Elementary study strategies to facilitate learning in specific sub- Classroom (3) ject areas. Includes designing lessons, activities and Addresses current trends and issues in children’s lit- screening devices in the content area and using them erature for the elementary student. Focuses on litera- in secondary field experience. ture genres and how to embed literature into the 570 Introduction to Children with curriculum to support content areas and students with Exceptionalities (3) cultural and linguistic differences. Provides ways to Presents an overview of the physical, mental, emo- develop positive dispositions towards reading and var- tional, and social exceptionalities in children and their ied literature. Examines the Florida Sunshine State educational and social implications. Standards, Subject Matter Content, and ESOL strategies as related to language arts and reading. Field ex- 138 ADRIAN DOMINICAN SCHOOL OF EDUCATION

570P Introduction to Children with 594 Teaching Elementary Science (3) Exceptionalities (Pre-K/3) (3) Provides knowledge, skills, and dispositions to effec- Presents an overview of the physical, mental, emo- tively establish science foundations for students. Pro- tional, and social exceptionalities in young children vides methods and instructional strategies for teaching age three through grade three and their educational elementary school science. Emphasize is on develop- and social implications. ing critical thinking skills and hands-on science meth- 571 Psycho-Social Foundations in Early odology. Examines NSTA, the Florida Sunshine State Childhood Education (3) Standards, Subject Matter Content, and ESOL strate- Studies psycho-social concepts dealing with a high gies as related to science teaching and learning. Field level of receptivity and adaptability on the part of experiences required. Prerequisite: Fully admitted to teachers of children age three through grade three. Barry University’s Graduate programs or teacher cer- Assists in the acquisition of practical skills in the af- tification. fective domain for the purpose of creating climates 595 Advanced Elementary Curriculum and conductive to academic success. Field experience and Assessment (3) observation experiences required. Presents the basic principles of development, imple- 572 Early Childhood Programs and Practices mentation, and assessment of students’ work. Empha- (PRE-K/3) (3) sis is given to the historical and philosophical Addresses the foundations of curricula for children age development of assessment practices as applied to el- three through grade three as related to developmental ementary grades, the emergency of performance-based patterns. Explores the use of technology, policy issues, authentic assessments, and the issues involved in the and the development of a professional code of ethics. importance, development, organization, evaluation, Project required which includes working with parents and implementation of traditional and authentic as- as well as children. sessments. Discusses how schools are assessed and rated based on FCAT and the relationship of the FCAT 584 Reading Diagnosis (3) to the Florida Sunshine State Standards. Identifies Focuses on diagnosing problems in reading. Includes appropriate ESOL assessment strategies. Field expe- the administration, interpretation, and use of formal riences required. Prerequisite: Fully admitted to Barry and informal tests. Prerequisites: EDU 322, 467/567, University’s Graduate programs or teacher certifica- or equivalent. tion. 587 College/University Student Services (3) 596 Advanced Secondary Curriculum (3) Overviews the fundamental concepts, organization, Overviews the developments in secondary curriculum, and administration of higher education student affairs/ the problems involved in curriculum construction, and service work. Current methods and instruments as well current innovative programs. as professionalism and ethics are discussed. 599 Teaching Internship (Grades 1-6) (6) 590 Corrective Reading (3) Provides the graduate intern teacher with school-site Deals with the selection and preparation of classroom teaching experiences under the supervision of a certi- instructional methods, materials and strategies for use fied teacher and University personnel. Prerequisites: in correcting reading difficulties with students in the FTCE; 3.00 GPA. K-12 classroom. Prerequisite: EDU 484/584 or permission of advisor. Practical field experience required. 599E Teaching Internship (Middle/ Secondary) (6) 592 Workshop in Education (variable) Provides the graduate intern middle/secondary teacher Investigates special interest areas developed from stu- with school-site teaching experiences under the su- dent needs and community requests. Number of cred- pervision of a certified teacher and University person- its depends on individual workshop requirements. nel. Prerequisites: 3.00 GPA; be eligible for Middle/ 593 Child Study Skills (3) Secondary Education temporary certification. Presents guidelines and techniques to observe, record, 599P Teaching Internship (Pre-K/3) (6) diagnose, analyze, and prescribe for the personal, so- Provides the graduate intern Pre-K/3 teacher with cial, motor, language, and perceptual-cognitive devel- school-site teaching experiences under the supervision opment of young children age three through grade of a certified teacher and University personnel. Pre- three. Includes guidelines and techniques for working requisites: 3.00 GPA; must be eligible for PRE-K/3 with families and parents. certification. ADRIAN DOMINICAN SCHOOL OF EDUCATION 139

599S Teaching Internship (ESE) (6) 605 Practicum in Curriculum and Provides the graduate intern Exceptional Student Edu- Instruction (3) cation teacher with school-site teaching experience B Elementary under the supervision of a certified teacher and Uni- C Middle School versity personnel. Prerequisites: 3.00 GPA; must be D Secondary School eligible for K-12 Exceptional Student Education Cer- Advances the concepts, ideas, and learnings gained in tification. curriculum and instruction. Serves as a capstone course which results in an applied action research project in All courses numbered 600 are open only to students classroom settings. Prerequisite: Fully admitted to with baccalaureate degrees or their equivalent. Barry University’s Graduate programs and comple- 601 Methodology of Research (3) tion of EDU 601 Methodology of Research. Explores major research designs and methods empha- 606 Advanced Practicum in Curriculum and sizing underlying assumptions, inquiry aims, partici- Instruction (3) pant selection, data collection and analysis, B Elementary interpretation of findings, conclusions, and reporting. C Middle School 603A Trends and Current Issues in PreK/ D Secondary School Primary Childhood Education (3) Applies knowledge and skills about school curricu- Explores student-selected trends and issues and their lum and instruction in a professional setting. Field- application to practice, with the focus area on primary/ based experience under the supervision of a University early childhood and developmental education. instructor. 603C Trends and Current Issues in Middle 607 Beginning Reading for the Primary School Education (3) Years (3) Explores student-selected trends and issues and their Includes theoretical foundations of emergent literacy, application to practice, with the focus area on middle reading curriculum for primary children and tech- school education. niques for teaching primary reading. Applied project 603D Trends and Current Issues in Secondary required. Education (3) 608 Practicum in PreK/Primary Curriculum Explores student-selected trends and issues and their and Instruction (3) application to practice, with the focus area on second- Implements early childhood curriculum and instruc- ary education. tion in meaningful situations when working with chil- 604B Teaching Vocabulary and Reading dren age three through grade three. Computer Comprehension for the Elementary applications included. Field-based experience under Teacher (3) the supervision of a University instructor. Prerequi- Assists elementary teachers in improving the teach- site: Approval of program advisor. ing of vocabulary and comprehension in grades PREK- 609 Advanced Practicum in PreK/Primary 6. Vocabulary and comprehension strategies for the Curriculum and Instruction (3) primary and elementary grades are taught through Implements knowledge and skills about curriculum modeling. Teachers will develop lesson plans and vid- and instruction for young children through applied eotape vocabulary and comprehension lessons in action research. Field-based experience under the su- PREK-6 classrooms. pervision of a University instructor. 604D Teaching Vocabulary and Reading 611B Reading and Thinking Skills for the Comprehension for the Secondary Subject Elementary Teacher (3) Area Teacher (3) Helps elementary teachers improve reading and think- Assists secondary content area teachers (Art, Biology, ing skills in their classrooms. Teachers will learn tac- Business, Chemistry, English, Foreign Languages, tics and strategies which help organize elementary History, Music, Physics, Mathematics, Exceptional children’s thinking. Techniques to guide the reading Student Education, etc.) in improving the teaching of and thinking processes of PREK-6 students will be vocabulary and comprehension in their individual sub- featured. ject areas. Vocabulary and comprehension strategies 611D Reading and Thinking Skills for the for the secondary content areas are presented. Teach- Secondary Subject Area Teacher (3) ers will develop lesson plans and videotape vocabu- Assists secondary content area teachers (Art, Biology, lary and comprehension lessons taught in their specific Business, Chemistry, English, Foreign Languages, content area classroom. History, Music, Physics, Mathematics, Exceptional 140 ADRIAN DOMINICAN SCHOOL OF EDUCATION

Student Education, etc.) in improving reading and 623 School and Community Relations (3) thinking skills in their subject area classrooms. Teach- Examines the policies, practices, and strategies in ers will learn strategies which help organize second- school and community relations. ary students’ thinking in the specific content area. The 623P School and Community Relations (3) secondary content area teacher will learn to make de- Examines the policies, practices, and strategies in PRE- cisions for teaching content area reading based on strat- K/3 school and community relations. egies for teaching thinking. 624 Instructional Design and Evaluation (3) 612 Teaching Reading to Secondary, College, Surveys the field of curriculum theory and organiza- and Adult Students (3) tional frameworks for current practices in curriculum Studies the major components involved in the teach- development and evaluation and exploration of cur- ing of reading at the secondary, college and adult lev- riculum revision and change. els. Includes diagnostic-prescriptive procedures and the organization and implementation of corrective in- 625 Psychological Foundations of Education (3) struction in vocabulary, word attack, comprehension, Surveys the principles of psychology as applied to and study strategies. educational settings. Examines human development, learning and motivation, diversity issues, including 613 Methods for the Reading Resource ESOL attributes, impacting teaching and learning, and Teacher (3) the learning environment. Field experiences required. Focuses on methods for implementing the duties and Prerequisite: Applied to Barry University’s Graduate responsibilities of a reading resource teacher at a programs or teacher certification. school site. Includes consultative skills for assisting classroom and content area teachers. The focus in- 625P Psychological Foundations of Education cludes human relations and leadership skills. Prereq- (Pre-K/3) (3) uisite: EDU 567 or equivalent. Surveys the principles of psychology as applied to the field of early childhood education; examines human 614 Educational Leadership I (3) development, learning and motivation, and the learn- Explores models and theories of organizational devel- ing environment as related to planning, instruction, opment and their application to the development and and assessment/evaluation. maintenance of educational organizations. 626 Philosophy of Education (3) 615 Educational Leadership II (3) Studies the historical, philosophical, and sociological Develops student communication skills, an under- underpinnings of education. Provides a framework that standing of leadership ethics and an understanding of sets the foundation of educational thought by becom- the behavior of people who work and live within or- ing familiar with the interrelations of schooling, com- ganizations. munity, and legal issues impacting American 619 Analysis of the Individual (3) educational systems. The issues surrounding the edu- Develops proficiency in the administration and scor- cation of children of cultural and linguistic differences ing of the Weschler and Stanford-Binet. Requires stu- is also highlighted. Field experiences required. Pre- dents to write psychological reports on client’s requisite: Applied to Barry University’s Graduate pro- performance on the tests. Prerequisite: EDU 621 and/ grams or teacher certification. or consent of instructor. 626P Philosophy of Education (Pre-K/3) (3) 621 Psychological Measurement (3) Studies the historical, philosophical, and sociological Examines the theory, administration, scoring, and in- foundations underlying early childhood education and terpretation of standardized intelligence, interest, per- the influences of those perspectives for teaching chil- sonality, psychomotor, and aptitude testing. Students dren age three through grade three. are expected to demonstrate competency in the admin- 628A Issues in Curriculum in Early Childhood istration and interpretation of a broad range of assess- Education (3) ment tools, as well as the ability to integrate and present Surveys current trends in educational curriculum de- this information appropriately. Prerequisite: EDU 601. velopment and their impact on public and non-public 622 Leadership Skill and Change (3) schools from a leadership perspective. Focus area is Acquaints students with major leadership theories. on preschool/primary settings. Implementation skills focus on formal and informal 628C Issues in Curriculum in Middle School organizations, decision-making and the change pro- Education (3) cess. Strategies are included for planning and resource Surveys current trends in educational curriculum de- management for change implementation. velopment and their impact on public and non-public schools from a leadership perspective. Focus area is on middle school education. ADRIAN DOMINICAN SCHOOL OF EDUCATION 141

628D Issues in Curriculum in Secondary School Professional Accomplished Practices. The focus of the Education (3) course familiarizes candidates with how to examine Surveys current trends in educational curriculum de- their own teaching practices and the influences they velopment and their impact on public and non-public have on learning. Performance based documentation, schools from a leadership perspective. Focus area is artifact selection, reflective writing, and technology on secondary school education. will be highlighted. 630 Psychology of Reading (3) 664 Educational Application of Cognitive Examines the reading process psychologically, physi- Neuroscience (3) ologically, and socially. Current methods and trends Relates cognitive, social, moral, and psycho-social in teaching reading and historical and current research theories of human development to research findings are examined. Prerequisite: EDU 567 or equivalent. in brain science. Assesses implications for teaching 631 Administration and Supervision of Reading and learning during the PreK through early adult years. Programs (3) Identifies critical periods and windows of opportunity Includes the principles of leadership, staff develop- for specific types of learning with an emphasis on de- ment, and group processes to be used as the bases for velopmental stages, brain plasticity, and strategies for administering and supervising a reading program at a effective teacher/student interactions during the dif- school site. Prerequisite: EDU 567 or equivalent. ferent developmental periods. Explains how learning changes the brain. Analyzes existing educational prac- 632 Administration of Early Childhood tices and explores ways to use brain research to re- Programs (3) shape classroom teaching practices, enhance growth Addresses administrative and supervisory concerns of in cognitive and emotional intelligence, and more ef- early childhood program directors. fectively promote intellectual, moral, and social de- 634 Remedial Reading (3) velopment in students. Focuses on remedial techniques for students who evi- 674 School Law (3) dence reading problems. Prerequisites: EDU 584, 643, Examines federal and state education laws with par- or equivalent or permission of advisor. Practical field ticular emphasis on Florida school law. experience required. 675 School Finance (3) 637 The Principalship (3) Examines school finance and school business man- Explores the principal’s roles and responsibilities as agement with particular emphasis on procedures for related to organizational development, information Florida public and private schools. systems, faculty and staff selection, orientation, supervision and evaluation, curriculum development, and 676 School Personnel Administration implementation, scheduling, budgeting and plant/fa- This course is designed to introduce students to the cilities use. field of school personnel administration by providing an in-depth look at those topics the student will utilize 654 The Art of Leadership for Curricular within a school setting. This course encourages reflec- Renewal (3) tive thinking that will assist the student in making ethi- Explores challenges faced by professional educators cally sound decisions in the planning, recruitment, and leaders in promoting institutional conversion selection, retention, evaluation and termination pro- through shared responsibility, curricular interdepen- cesses within the school environment. dence, creative problem-solving and the empowerment of people. 699 Internship in Educational Leadership (3) Provides leadership experiences in an educational in- 656 The Reflective Educator: Vision and stitution or agency commensurate with the student’s Strategies (3) graduate program, certification objectives, educational Foundation course designed to promote and enrich a experiences and career goals. student’s own quest to integrate being reflective and (Because 150 hours of work are required, the student being educator. The goal of the course is to confirm must contact his/her advisor and begin the internship and reaffirm one’s sense of vocation as a leader in in the semester prior to the one in which he/she regis- education. ters for the internship.) 658 Becoming An Accomplished Teacher 701 Advanced Study in Education (Variable This course serves as an introduction towards under- Credit) standing what accomplished teachers know and are Offers opportunities to pursue a research project with able to do as generated by national and state direc- guidance of an advisor in areas of special interest to tions though exposure to the National Board for Pro- the student; approval of program advisor required. fessional Teaching Standards (NBPTS) and Florida’s 142 ADRIAN DOMINICAN SCHOOL OF EDUCATION

708 Directed Research (3) 739 Non-thesis Research In Investigates a significant problem in education in the Reading (variable credit) student’s area of specialization culminating in a project Requires the specialist student in education to com- describing the research. Prerequisite: EDU 601. plete a project relating to a problem in reading. Super- vised by a University faculty member. Variable credit 716 Advanced Diagnosis and Remediation in 3-6 semester hours. Prerequisite: Admission to the Reading (3) Ed.S. program in Reading. Examines the interpretation of tests used to diagnose reading-learning disabilities having an effect on the 740 Thesis Research In reading process. Development and implementation of Reading (variable credit) a remedial program in the K-12 classroom setting. Requires the specialist student in education to com- Prerequisite: EDU 584. plete a thesis related to a problem in reading. Super- vised by a University faculty member. Variable credit 717 Curricular and Supervisory Problems in 3-6 semester hours. Prerequisite: Admission to the Reading (3) (Practicum) Ed.S. program in Reading. Provides a supervised practicum in an instructional reading situation. Focus is on the reading teacher using techniques for working with students, administra- Course Descriptions tors, other teachers, and the community in a supervised Exceptional Student Education setting. Prerequisite: Admission to the M.S. or Ed.S. Prefix: ESE program in Reading. 510 Educational Management of Students with 718 Developmental Reading (3) Exceptionalities (3) Explores the objectives, techniques, and procedures Analyzes the various forms of classroom organization, for programs of developmental reading in primary, behavior management, and communication skills ap- elementary, middle, and secondary schools. Serves as propriate for managing the spectrum of students with the foundation of studies to integrate reading within exceptionalities. total academic programs. Prerequisites: EDU 567 or 511 Speech Correction for Children (3) equivalent and permission of advisor. Evaluates functional and organic speech deviations and 723 Advanced Seminar in Reading (3) the possible psychological implications in society with Examines current research and theories in reading. a view toward easy and early recognition of a child’s Includes new approaches to restructuring curriculum possible speech disorder. to integrate reading and the language arts. The func- 512 Theories and Research in Learning tion and responsibilities of the coordinator or program Disabilities (3) administrator as related to classroom reading instruc- Examines theories in reading and related learning dis- tion are studied. Prerequisite: Permission of advisor. abilities through physiological, psychological, and 724 Leadership and Change for Curriculum (3) sensory correlates. Includes an investigation of recent A Early Childhood/Primary research conducted in relation to success and failure C Middle School in teaching the child with reading and related learning D Secondary School disabilities. Surveys models for facilitating change and the lead- 514 Transition: Teaching Social, Personal and ership roles used in the curriculum development pro- Work Skills to Students with cess. Exceptionalities (3) Evaluates special needs of students with 725 Grant Writing for Curriculum exceptionalities in the areas of employability skills, Resources (3) career awareness and transition planning for adult liv- A Early Childhood/Primary ing. C Middle School D Secondary School 516 Curriculum and Instructional Material for Students will examine the steps in the grant writing Students with Learning Disabilities (3) process, explore potential funding sources, and write Analyzes and applies specific teaching methods and a grant for procuring curriculum resources. curriculum materials for individualizing remedial instruction for pupils with reading and related learning 727 Advanced Practicum in Reading disabilities. Includes classroom management skills. A supervised study in reading to apply advanced knowledge and skills in professional settings. Focus is on the 518 Educating Special Gifted Populations (3) reading teacher-leader developing literacy projects in Examines the education of special gifted populations the school and community. Prerequisite: EDU 717 including, but not limited to culturally and/or linguistically diverse students, highly gifted, children from ADRIAN DOMINICAN SCHOOL OF EDUCATION 143 low socio-economic status families and students with 529 Education of Students with Hearing disabilities to include student characteristics and pro- Impairments (3) grammatic adaptations. Introduces the student to an overview of different lan- 520 Instructional Strategies for Students with guage development techniques for the hearing im- Mental Retardation (3) paired child beginning with normal language Examines and evaluates instructional strategies for development. It also covers the social and psychologi- students with educable, trainable and profound men- cal elements influencing the child who is deaf or hard tal retardation based on the development, implemen- of hearing. tation, and evaluation of individualized education 530 Education of Children with Visual plans. Disabilities (3) 522 Guidance and Counseling of Gifted Examines the population defined as blind or partially Students (3) sighted. It is directed at those aspects of behavior that Focuses on the guidance and counseling of children are affected by loss of vision and appropriate delivery with gifts and talents, including special personality systems of educational or rehabilitation services. needs and strategies for intervention. 531 The Young Handicapped Child: Part I (3) 523 Nature and Needs of the Gifted (3) Focuses on the development of young children with Introduces the student to the characteristics and spe- disabilities; the normal development as well as genetic cial needs of children with gifts and talents. The unique and environmental handicapping conditions will be nature and nurture situations in the development of studied. the gifted child are discussed. 532 The Young Handicapped Child: Part II (3) 524 Instructional Strategies for Students with Focuses on the cognitive and social development of Learning Disabilities (3) the young child with disabilities. Information on lan- Surveys instructional techniques for teaching children guage disorders, visual, and hearing impairments will with learning disabilities, including specialized ap- be studied. proaches in basic skills and adaptation of curriculum 534 Theory and Development of Creativity (3) materials. Examines theory and development of creativity to in- 525 Theories and Research of Students with clude elements of creativity such as fluency, flexibil- Emotional Handicaps (3) ity, originality, and elaboration. Examines the nature and needs of students with emo- 535 Educational Procedures and Curriculum tional handicaps to include etiology, prevention, and for Students with Gifts and Talents (3) intervention, as well as use of community resources. Analyzes the procedures, curriculum, and specific 526 Educational Programming for Students teaching models for gifted children. An emphasis on with Emotional Handicaps (3) individual and group needs through curriculum and Appraises the curriculum and program for students materials will be introduced. with emotional handicaps. Programs for the child with 540 Foundations of Individuals with Mental multiple disabilities with dominant emotional prob- Retardation (3) lems will be evaluated. The individual program as it Examines the biological, psychological, and social affects the group curriculum will be analyzed. foundations of mental deficiency, with emphasis on 527 Classroom Management for Children with the need for educating the community to greater un- Emotional Handicaps (3) derstanding and increased provision for children and Compares various classroom management techniques adults with mental disabilities. and specific situations within the classroom involv- 570 Introduction to Children with ing the management of children with emotional handi- Exceptionalities (3) caps. Presents an overview of the physical, mental, emo- 528 Instructional Strategies for Students with tional, and social exceptionalities in children and their Emotional Handicaps (3) educational and social implications. Surveys instructional strategies for teaching students 573 Teaching of Students with Mental who are identified as having emotional handicaps, in- Retardation (3) cluding instructional techniques, motivational strate- Appraises the objectives, methods, materials, and cur- gies, development, implementation, and evaluation of riculum content in arithmetic, science, and social stud- individualized education plans as well as data base ies for students who are educable and trainable management. mentally disabled. 144 ADRIAN DOMINICAN SCHOOL OF EDUCATION

578 The Child with Learning Disabilities (3) 655 Issues in Educating the Preschool Special The causes of learning disabilities and how they af- Education Child (3) fect children in their social, emotional and intellec- Focuses on issues surrounding the PREK child with tual development. Practical experiences in the study disabilities. These issues will include the need for multi of how children learn control of movement, language, disciplinary education which facilitates provisions for and thought are provided. appropriate services, support for the already approved 581 Learning Strategies for Exceptional federal and state legislation and strategies for helping Student Education (3) young children develop self-enhancing behaviors. Focuses on the specific procedures and organizational 660 School Law and the Exceptional Student techniques which enable teachers to implement learn- Education Student (3) ing strategies and intervention instruction for teach- Familiarizes students with the necessary competen- ing students with exceptionalities. The strategies focus cies in dealing with federal, state and local laws as on principles and techniques which enable students they pertain to Exceptional Student Education. Cur- with disabilities to learn, to solve problems, and to rent application of these laws will be reviewed. complete tasks independently. 665 Learning Environments for the Exceptional 583 Educational Assessment of Students with Child (3) Exceptionalities (3) Concentrates on the development of the most appro- Proposes educational assessment techniques and propriate learning environment, including all resources cedures to provide an objective data base for individu- within the continuum of services beyond the class- alizing instruction for children with exceptionalities. room, available to the children with disabilities. Prac- 616 Assessment and Intervention in Preschool tice in programming (integrating all available resources Special Education (3) for the exceptional student) will be included. Trends Selects assessment instruments useful in the evalua- and issues of collaboration, inclusion, and mentoring tion of infants and young children. The need to de- children with exceptionalities are discussed. velop interdisciplinary teams for assessment and 670 Advanced Behavioral Management of the intervention will be discussed. Exceptional Education Child (3) 620 Working With Families and Communities Provides training in the assessment of behavioral prob- in Preschool Special Education (3) lems and in offering suggestions for the development Focuses on the various environments in which the of appropriate management procedures to other pro- exceptional infant and child must function. In addi- fessionals. Additionally, the course will focus on de- tion to the home, school, and community, available veloping an Individualized Education Plan which resources and referral agencies must be included to incorporates behavior-modification goals and assess- aid the child and the family. ment. 638 Educational Management of Students with 675 Seminar for the Specialist in Exceptional Mental Disabilities (3) Student Education (3) Surveys the education, management, and curriculum Affords opportunities for students to explore the spe- for individuals with mental disabilities with emphasis cific exceptionality area(s) students need. on individual as well as classroom management tech- 680 ESOL Strategies for Exceptional Student niques. Education Teachers (3) 643 Evaluation of Children with Learning Provides Exceptional Student Education teachers with Disabilities (3) both practical and theoretical foundations, including Evaluates the instructional diagnosis of the child with learning strategies for teaching Limited English Pro- learning disabilities with formal and informal diag- ficient/Exceptional students. nostic procedures used to determine causes and na- 685 Future Trends and Issues in Exceptional ture of learning disabilities. Specific recommendations Student Education (3) for individual education programs to ameliorate learn- Explores and analyzes future trends and issues in Ex- ing problems in home, school, and community will be ceptional Student Education, including innovative pro- discussed. grams involving decision-making, mainstreaming, 650 Knowledge and Utilization of Research (3) training for vocational opportunities, placements, Provides students with opportunities to examine and middle schools, future funding, and controversial is- compare the content, interpretation, and utilization of sues with regard to the administration and supervi- Exceptional Student Education research, including sion of Exceptional Student Education programs. single subject and action research. ADRIAN DOMINICAN SCHOOL OF EDUCATION 145

690 Curriculum Design in Exceptional Student 630 Higher Education and the Law (3) Education (3) Analyses the legal structure of higher education in- Examines and evaluates curriculum models, includ- cluding religion, academic freedom, employment, due ing the administration of instructional systems and process, student rights, accreditation issues, desegre- curriculum materials necessary for students with dis- gation, tort liability, and other issues. abilities. Appropriate curriculum designs, based on 634 Administration of Higher Education (3) federal laws, appropriation, staffings and Individual- Analysis of colleges and universities as social organi- ized Education programs will be explored. This course zations with special emphasis on issues of adminis- provides foundational information and competencies tration, organization and governance of higher regarding the nature and needs of students with mild education. disabilities. 637 Seminar in Current Issues in Higher 695 Administration and Supervision of Education (3) Exceptional Student Education Analyzes current topics and issues as they relate to Programs (3) American Higher Education. The course is designed Focuses on the problem-solving skills necessary to so that it may be adapted to meet the needs of those integrate legislative decisions with real life situations students enrolled in the course as well as to look at the affecting the exceptional student. Emphasis is given most important higher education issues of the day. to developing the administrator’s ability to handle situations which arise while supervising the preparation 648 Practicum in Higher Education (1-6) or implementation of Individualized Education Plans, Provides opportunity for general experience in the field providing due process with the laws, providing for of higher education. This practicum gives the student parental involvement in educational planning and a variety of experiences in areas of higher education documenting mandated procedures. that would be new to the individual who is currently working in the field. 699 Practicum in Exceptional Student Education (3) 649 Internship in Higher Education (1-6) Applies knowledge, strategies, and skills relevant to Provides opportunity for general experience in the field exceptional students in the classroom. Field-based of higher education. This internship would give the experience under the supervision of a university in- student a variety of experiences in those areas of higher structor. education that would be new to the individual who may be currently working in the field. 708 (EDU) Directed Research (3) Investigates a significant problem in education with an emphasis in the student’s area of specialization Course Descriptions culminating in a project describing the research. Pre- Human Resources Development and requisite: EDU 601 or ESE 650 (as determined by the Administration Prefix: HRD program director). 629 Legal Issues in HRD (3) Examines the laws that impact the human resource Course Descriptions function. Reviews history of labor laws and empha- Higher Education Prefix: HED sizes current legislation that includes but is not limited to ADA, FMLA, OSHA, Title VII, ADEA, and 601 Current Issues in American Higher wrongful discharge. Education (3) Explores those issues of a local, state, national, and 644 Human Resources Development (3) international nature that impact the policies, person- Examines the theory, processes, skills, and understand- nel, and general day-to-day administration of an insti- ing related to human resources development. Concepts tution of higher education. of the leadership role are analyzed and applied. This course includes the forces, interest groups, and power 626 History of American Higher Education (3) structures influencing the role of trainers and HRD Traces the historical and philosophical roots of higher professionals. education in America. Emphasis is given to European contributions to the ideas of the American college, the 645 Communication in Human Resource evolution and diversification of American higher edu- Development (3) cation, and the pattern of higher education as it evolved Develops an understanding of the process of commu- through the 20th century. nication in leadership roles and the improvement of personal skills for effective communication. Topics 146 ADRIAN DOMINICAN SCHOOL OF EDUCATION include the communication process, effects of organi- 667 Presentation Principles, Methods and zational structure on communication, and conflict Techniques (3) management. Develops knowledge and mastery of competencies 646 Dynamics of Change and Planning (3) necessary for effective training design and implemen- Examines how change that affects work related be- tation. Key objectives include creating an awareness havior takes place within organizations and individu- of alternative goals, strategies, and delivery techniques als as a result of the intentional interventions of a available to trainers and human resource administra- change agent. Ways of obtaining both monetary fund- tors. Students will be engaged in a variety of presen- ing and community/organizational support for inno- tation exercises culminating in the creation of a vative projects are examined. self-directed training episode. The course will focus on developing presentation skills on adult learning, 647 Introduction to Instructional Design (3) communication, and motivation perspectives. Examines the principles of designing and conducting training seminars in an organizational setting. Empha- 669 Consultant Practices in Human Resource sis will be given to curriculum design, program lead- Development (3) ership, and course and participant evaluation. Introduces human resource development professionals to the role of the internal and external consultant. 648 Work Group Behavior in Organizations (3) Emphasis will be given to marketing, negotiating, pro- Emphasizes knowledge and skills necessary to build viding and evaluating services. an effective team and team relationships to carry out a work related goal. Topics include person-to-person 670 Productivity and Quality (3) communication, small group processes, conferencing Introduces the applications of productivity, teamwork, skills, networking, and coaching. and cooperation as they apply to organizational efficiency. 652 Diversity in the Workplace (3) Explores the training and development of a culturally 678 Human Resources Development Practicum: sensitive work force. Examines and explores innova- Directed Research (3) tive techniques for dealing with institutional “isms” Requires students to plan a research project approved (e.g., sexism, ageism, etc.), as they relate to manage- and directed by the academic advisor. The research ment training, conflict resolution, career development, study will conclude with a publishable paper follow- mentoring, performance appraisals, team-building, and ing APA guidelines. peer rating methods. 679 Human Resources Development 653 Career Development and Life Work Internship (3) Planning (3) Required of all students who are not currently work- Overviews the major theories and skill areas in edu- ing in the field. Students will engage in supervised cational planning, career development, and work mo- field experience(s) in an HRD setting. Regular meet- tivation including understanding career ings with faculty and field supervisors are required. decision-making, using appropriate information and Experiences in instructional design, training, career assessment techniques and applying knowledge and development, program planning, or administration skills to the planning and conducting of career devel- may be assigned. This course may be waived for stu- opment activities in appropriate HRD settings. Resume dents currently working in the field. development and job-seeking skills are taught. Course Descriptions 659 Adult Learning and Motivation (3) Examines human learning and motivation for the pur- Not-for-Profit/Religious Organizations pose of creating and facilitating effective learning ex- Prefix: HRN periences for adults in a work-related setting. Projects 603 Organizational Theories: Not For Profit/ are required which design the environment for effec- Religious Organizations (3) tive adult learning and enhance the motivational value Analyzes major organizational theories and their infor task completion. terfacing with the organization’s mission statement. 660 Designing Health, Wellness, and EAP The course will provide administrators/leaders with Programs (3) the knowledge and skills to choose appropriate struc- Examines the principles of designing, organizing, and tures to implement the mission of their particular or- administering health and wellness programs within ganizations. organizations. Emphasis will be given to program design, program leadership, and activity and participant evaluation. ADRIAN DOMINICAN SCHOOL OF EDUCATION 147

606 Volunteers/Personnel in Not For Profit/ Course Descriptions Religious Organizations (3) Teaching English to Speakers of Other Considers basic administration and supervision of Languages Prefix: TSL volunteers and personnel in Not-for-Profit/Religious Organizations. Students are required to study, analyze, 506 Applied Linguistics (3) and formulate responses to issues of volunteer and Introduces theories, principles, research, and issues of employee recruitment, selection, orientation, retention, language acquisition and the teaching and learning of compensation, development, evaluation, and welfare English as a second language; emphasizes the appli- provisions. cation of linguistic-related research findings to the 609 Stewardship and Development (3) practical concerns of pedagogy to support social com- Enables participants to acquire competence to design municative competence and academic achievement in and to evaluate grant writing, establish effective fund- the classroom. raising and development activities for their organiza- 509 Cross Cultural Communication and tions. Topics include use of time, talents and treasury, Understanding (3) accountability, long-range and strategic planning, ad- Develops awareness and understanding of the cultures vertising and marketing strategies. represented by the different language minorities within 629 Boards/Councils Empowerment (3) the nation, especially within Florida; provides an em- Examines the role of boards/councils within the Not- phasis on research that will enable participants to plan for-Profit/Religious Organization with a focus on an and implement curriculum, instruction and assessment appraisal of the interrelationship of vision, mission, activities to meet the special needs of linguistically policy formation, responsibility, accountability, and and culturally diverse students. committees. Proposes theories and strategies for ef- 511 ESOL Curriculum and Materials fective board/council advisement and leadership and Development (3) prepares the leader to develop productive board/coun- Focuses on instructional techniques and materials es- cil relationships. sential for developing a curriculum appropriate for the 633 Administrative Technology Application for needs of LEP (Limited English Proficient) students; Not For Profit/Religious Organizations (3) based on the theories, principles and current research Prepares administrators and leaders of Not-for-Profit/ related to second language acquisition. Religious Organizations to use technologies to maxi- 517 Testing and Evaluation of ESOL (3) mize effectiveness and efficiency of both administra- Reviews basic principles of evaluation in order to se- tive and instructional functions in their organizations. lect, adapt, and/or develop formal and informal as- 647 Special Issues Seminar (3) sessment instruments appropriate for use with LEP Provides the program advisor and students the oppor- (Limited English Proficient) students; based on the tunity to design special seminar sessions to address theories, principles, and current research related to issues and concerns of interest to particular groups. second language acquisition. 648 Leadership and Administrative 576 Methods of Teaching Limited English Practicum (3) Proficient (LEP) Students (K-12) (3) Equips students through a planned program of experi- Examines the specifics of teaching English as a sec- ences and responsibilities to lead a Not-for-Profit/Re- ond language and identifies major ESOL methodolo- ligious Organization. The internship experience, gies and approaches applicable to LEP students in a responsibilities, and subsequent projects are under the multilingual/multicultural classroom; based on the direction of the student’s University program advisor theories, principles, and current research related to and the site administrator/leader responsible for the second language acquisition. internship experience. 148 SCHOOL OF GRADUATE MEDICAL SCIENCES

SCHOOL OF GRADUATE MEDICAL SCIENCES Chester A. Evans, D.P.M., F.A.C.F.A.S., Associate Vice President and Dean John P. Nelson, D.P.M., Associate Dean of Clinics (Podiatric Medicine) Michael L. Siegel, Ph.D., Associate Academic Dean Doreen C. Parkhurst, M.D., FACEP, Program Director, Physician Assistant Program Ramjeet S. Pemsingh, Ph.D., Chair, Basic Medical Sciences

Faculty: Brill, Buchman, Culver, Evans, Feinman, Fien, Hays, Helopoulos, Johnson, Losito, Maynard, Merrill, Moore, Nelson, O’Connor, Parkhurst, Pemsingh, Prior, Sesodia, Siegel, Smith, Southerland, Stewart

The School of Graduate Medical Sciences The purpose of the School of Graduate Medical (SGMS)was established in 1997 to underscore Barry Sciences is to instruct and prepare caring, informed University’s vision and commitment to graduate medi- scholars for careers as Doctors of Podiatric Medicine, cal education. Physician Assistants, and other health care and allied The cornerstone of the School of Graduate Medi- medical discipline professions. The purpose is effected cal Sciences was the Barry University School of Po- in responsive academic and clinical settings which diatric Medicine, which was founded in 1985. In 1997, facilitate the pursuit of excellence of mind, spirit, and the Physician Assistant Program was established to body. extend Barry University’s role in the education of The School of Graduate Medical Sciences ad- health care providers, and the School of Graduate dresses its purpose by advocating the following goals: Medical Sciences was created to provide the infrastruc- — provide an academic atmosphere conducive to ture necessary to coordinate the academic activities in scholarly achievement; Podiatric Medicine and Physician Assistant studies into — utilize the faculty, staff, and institutional resources a cohesive unit. The Master of Science in Anatomy of Barry University to enrich the didactic and clini- program was added in 2000 as the School’s first cal experiences of students; nonclinical degree curriculum. In addition to the noted — provide role models by whose example the students programs, other graduate medical science programs, may evolve as competent, ethical, and well-rounded leading to masters and doctoral level degrees, are an- professionals; ticipated to further utilize the academic resources of — promote competitive attitudes in students while the School and Barry University. Students also have adhering to ethical standards for personal and pro- the opportunity to earn Masters degrees in Biomedi- fessional behavior; cal Sciences and in Business Administration through — encourage faculty and students to conduct primary cooperative efforts with the Schools of Natural and research activities which enhance the delivery of Health Sciences and Business, respectfully. health care. SCHOOL OF GRADUATE MEDICAL SCIENCES 149

The Profession And Technical Standards PODIATRIC MEDICINE For Admission, Enrollment, And Graduation AND SURGERY Medical education requires that the accumulation of scientific knowledge be accompanied by the simultaneous acquisition of skills and professional attitudes DOCTOR OF PODIATRIC MEDICINE and behavior. The faculty has a responsibility to soci- (D.P.M.) ety to matriculate and graduate the best possible podiatric physicians, and thus admission to medical school Chester A. Evans, D.P.M., F.A.C.F.A.S., Chief has been offered to those who present the highest quali- Academic Officer fications for the study and practice of podiatric medi- John P. Nelson, D.P.M., Associate Dean of Clinics cine. Technical standards presented below are John A. Prior, D.P.M., Director of Clinics prerequisite for admission, continued enrollment, and graduation from Barry University’s Podiatric Medi- THE PROGRAM cine Program. All courses in the curriculum are re- A Doctor of Podiatric Medicine specializes in the pre- quired in order to develop essential skills required to vention, diagnosis, and treatment, through both medical become a competent podiatric physician. and surgical means, of diseases and disorders affecting Graduates of podiatric medical programs must have the human foot, ankle, and leg. A podiatrist makes inde- the knowledge and skills to function in a broad vari- pendent judgments, administers treatment, prescribes ety of clinical situations and to render a wide spec- medications, and when necessary, performs surgery. trum of patient care. The School of Graduate Medical Sciences acknowledges Section 504 of the 1973 Vo- cational Rehabilitation Act and PL 101-336, the Ameri- Purpose Statement cans with Disabilities Act (ADA), but ascertains that The purpose of the Doctor of Podiatric Medicine certain technical standards must be present in the pro- (D.P.M.) program is to academically prepare and instruct spective candidates. students in the required medical disciplines necessary to A candidate for the D.P.M. degree must have apti- produce competent podiatric physicians effectively quali- tude, abilities, and skills in five areas: observation; fied to enter postgraduate training. This purpose is ac- communication; motor; conceptual, integrative and complished in a responsive academic and clinical quantitative; and behavioral and social. Technologi- environment conducive to the pursuit of excellence in cal compensation can be made for some handicaps in podiatric medical education, research and service. these areas, but a candidate should be able to perform in a reasonably independent manner. The use of a Program Goals trained intermediary would mean that a candidate’s To accomplish its purpose, the Program will: judgment must be mediated by someone else’s power — provide students with a competent foundation in of selection and observation. Therefore, third parties the provision of basic podiatric medical health care; cannot be used to assist students in accomplishing — enable students to successfully compete for and curricular requirements in the five skill areas speci- meet the standards for consideration into a post- fied above. graduate podiatric training program; — prepare students morally and ethically to function Observation

efficiently within the present health care system; The candidate must be able to observe demonstra- School of Graduate of School — instill the importance of preventive foot care and tions and participate in experiments in the basic sci- Sciences Medical maintenance to students and the community-at- ences, including, but not limited to, physiologic and large; pharmacologic demonstrations, microbiologic cul- — extend quality health care to the less fortunate and tures, and microscopic studies of microorganisms and disadvantaged members of the community; tissues in normal and pathologic states. A candidate — promote primary research and the reporting of in- must be able to observe a patient accurately at a dis- novative ideas by students, faculty, and the podiat- tance and close at hand. Observation necessitates the ric community; functional use of the sense of vision and other sensory — provide continuing medical education programs for modalities. It is enhanced by the functional use of the the podiatric community; senses of smell and touch. — provide the means and skills for students and faculty to effectively interact with patients and other health care professionals. 150 SCHOOL OF GRADUATE MEDICAL SCIENCES

Communication to display flexibility and to learn to function in the A candidate should be able to speak, to hear and to face of uncertainties inherent in the clinical problems observe patients in order to elicit information, describe of many patients. Empathy, integrity, concerns for oth- changes in mood, activity and posture, and perceive ers, interpersonal skills, interest and motivation are nonverbal communications. A candidate must be able all personal qualities that should be assessed during to communicate effectively and sensitively with pa- the admission and educational processes. tients. Communication includes not only speech, but Candidates for the D.P.M. degree must have so- reading and writing. The candidate must be able to matic sensation and the functional use of the senses of communicate effectively and efficiently in oral and vision and hearing as well as equilibrium, smell and written form with all members of the health care team. taste. Additionally, they must have sufficient extero- All courses at SGMS are conducted in English; com- ceptive sense (touch, pain and temperature), sufficient munication skills in the English language are there- proprioceptive sense (position, pressure, movement, fore requisite. stereognosis and vibratory) and sufficient motor function to permit them to carry out the activities described in the section above. They must be able to consistently, Motor Coordination or Function quickly, and accurately integrate all information re- Candidates should have sufficient motor function ceived by whatever sense(s) employed, and they must to elicit information from patients by palpation, aus- have the intellectual ability to learn, integrate, ana- cultation, percussion, and other diagnostic maneuvers. lyze and synthesize data. A candidate should be able to do basic laboratory tests The Barry University School of Graduate Medical (urinalysis, CBC, etc.), carry out diagnostic procedures Sciences will consider for admission to its Podiatric (phlebotomy, paracentesis, etc.) and read EKGs and Medicine Program any applicant who demonstrates X-rays. A candidate should be able to execute motor the ability to perform or to learn to perform the skills movements reasonably required to provide general listed above. Students will be judged not only on their care and emergency treatment to patients. Examples scholastic accomplishments, but also on their physi- of emergency treatment reasonably required of podi- cal and emotional capacities to meet the full require- atric physicians are cardiopulmonary resuscitation, the ments of the Program’s curriculum, and to graduate administration of intravenous medication, application as skilled and effective practitioners of podiatric medi- of pressure to stop bleeding, the opening of obstructed cine. airways, the suturing of simple wounds, and the per- The following technical queries are relevant to the formance of simple obstetrical maneuvers. Such ac- admissions and student evaluation processes: tions require coordination of both gross and fine 1. Is the candidate able to observe demonstrations and muscular movements, equilibrium and functional use participate in experiments in the basic sciences? of the senses of touch and vision. 2. Is the candidate able to analyze, synthesize, ex- trapolate, solve problems, and reach diagnostic and Intellectual-Conceptual, Integrative and therapeutic judgments? Quantitative Abilities 3. Does the candidate have sufficient use of the senses of vision and hearing and the somatic sensation These abilities include measurement, calculation, necessary to perform a physical examination? Can reasoning, analysis, and synthesis. Problem- solving, the candidate be trained to perform palpation, aus- the critical skill demanded of physicians, requires all cultation, and percussion? of these intellectual abilities. In addition, the candi- 4. Can the candidate reasonably be expected to relate date should be able to comprehend three-dimensional to patients and establish sensitive, professional re- relationships and to understand the spatial relation- lationships with patients? ships of structures. 5. Can the candidate reasonably be expected to communicate the results of the examination to the pa- Behavioral and Social Attributes tient and to his colleagues with accuracy, clarity Candidates must possess the emotional health re- and efficiency? quired for full use of their intellectual abilities, the 6. Can the candidate reasonably be expected to learn exercise of good judgment, the prompt completion of and perform routine laboratory tests and diagnos- all responsibilities attendant to the diagnosis and care tic procedures? of patients, and the development of mature, sensitive 7. Can the candidate reasonably be expected to per- and effective therapeutic relationships with patients. form with precise, quick and appropriate actions Candidates must be able to tolerate physically taxing in emergency situations? workloads and to function effectively when stressed. They must be able to adapt to changing environments, SCHOOL OF GRADUATE MEDICAL SCIENCES 151

8. Can the candidate reasonably be expected to dis- First Year: play good judgment in the assessment and treat- Fall ment of patients? MBA 682 - Competitive Environment & 9. Can the candidate reasonably be expected to pos- Strategy Formulation (3) sess the perseverance, diligence, and consistency Spring to complete the medical program curriculum and MBA 617 - Technology & Information enter the independent practice of podiatric medi- Systems (3) cine and surgery? Second Year: 10. Can the candidate reasonably be expected to ac- Summer cept criticism and respond by appropriate modifi- MBA 660 - Managerial Accounting (3) cation of behavior? Fall MBA 681 - Economics for Strategic D.P.M./M.B.A. Dual Degree Option Decisions (3) (Available Fall 2002) Spring MBA 621 - Managerial Finance (3) Academically qualified students entering the podiatric medical program may have the option of ob- Third Year: taining a dual Master of Business Administration Summer (M.B.A.) degree from Barry University’s D. Inez (No MBA Course) Andreas School of Business. If accepted into the dual Fall MBA 646 - Marketing in a Dynamic degree program, and in addition to the podiatric medi- Environment (3) cal curriculum, eligible students must complete 24 Spring semester hours of required graduate business concen- MBA 603 - International Business (3) tration courses and 6 hours of graduate medical science business electives to qualify for the general Fourth Year: M.B.A. degree. The academic completion require- Summer ments for the M.B.A. degree are listed in the School (No MBA Course) of Business section of this catalog. Immediately upon Fall acceptance to the podiatric medical program, students (No MBA Course) must indicate their interest in obtaining the dual de- Spring gree. MBA 683 - Leadership & Implementation (3) Students wishing to be considered for this option In the podiatric medical curriculum, GMS 507 - must have a minimum undergraduate grade point av- Basic Research Methodology (3) and GMS 825 - Prac- erage (GPA) of 3.25 on a 4.0 scale. If a student has tice Management (3), will serve as electives to com- attended multiple undergraduate institutions, the mini- plete the program requirements. mum 3.25 GPA applies to the last 30 semester hours The Deans of the Schools of Business and Gradu- or credits completed by the student. Transcripts of eli- ate Medical Sciences will determine student eligibil- gible students will be evaluated for applicable busi- ity to enroll for the additional degree. Podiatric medical ness prerequisites. Those students determined to be students who fail to maintain a 3.0 GPA in either po- missing some or all business prerequisites will be re- diatric medicine or business courses and students who quired to attend a first year “pre-semester” of no longer earn a “D” or “F” grade in any course will be dropped than three weeks to receive appropriate preparation in from the program. Under no circumstances will stu- accounting, marketing and economics, on a credit/no dents on probation or in the five-year program be al- credit basis. Upon successful completion of the “pre- lowed to continue with the M.B.A. degree option. The semester”, or documentation of satisfactory previous Deans’ decision to remove a student from the dual academic achievement in the same subject areas, the degree program may not be contested by the student. student will be enrolled in the dual curriculum. Regis- tration for this option requires permission from the M.S. DEGREE OPTION Dean. Students have the option of obtaining a Master of The following is a representative sample of courses Science in Biomedical Sciences degree at the conclu- that may be required, in addition to the podiatric medi- sion of their second year of basic science study. The cal curriculum, to complete the dual degree option: graduation requirements include 36 semester hours with a minimum grade point average of 3.0 (B) with no more Summer than 8 semester hours of C grade. Students must pass a 3 weeks “Pre-semester” Fundamentals of qualifying examination. A student will be allowed no Business more than a seven-year maximum time period to com- (if required) plete the requirements for the M.S. Program. 152 SCHOOL OF GRADUATE MEDICAL SCIENCES

B.S. DEGREE OPTION dation and visitation confirmation, and MCAT scores, Students who enter with a minimum of 90 semes- to facilitate the interview and avoid unnecessary deter hours of undergraduate credit have the option of lays in the admissions process. obtaining a Bachelor of Science in Biology degree at In addition to the education requirements, all can- the conclusion of their basic science study. They must didates and students must display the mental, psycho- satisfy distribution course requirements. logical and moral character that will enable them to Students who enter the program with a high school successfully complete the educational program, and degree, and who are academically very well qualified, will prepare them for the professional responsibilities have the option of entering a seven-year B.S./M.S./ and privileges of a licensed Doctor of Podiatric Medi- D.P.M. program. cine.

NON-DEGREE OPTION Application Procedure For those interested in taking courses for enrich- The Barry University School of Graduate Medical ment, a maximum of 16 graduate credits may be taken Sciences and other institutions offering programs in as a non- degree-seeking student. Students in this op- podiatric medicine are participants in the American tion are not eligible for financial aid and must pay for Association of Colleges of Podiatric Medicine Appli- courses on a per credit basis before he/she will be al- cation Service (AACPMAS). This service allows a lowed to register. Registration for this option requires student to complete a single set of AACPMAS forms permission from the Dean. for any of the colleges of podiatric medicine. The service collects and collates data, computes grade point averages, and transmits copies of the application to ADMISSION REQUIREMENTS the college/school selected on the application. Appli- cations are secured by writing to: A minimum of 90 semester hours of undergradu- American Association of Colleges of Podiatric ate study at an accredited undergraduate institution is Medicine required for admission. The most satisfactory prepa- 1350 Piccard Drive, Suite 322 ration for admission is the successful completion of a Rockville, MD 20850-4307 baccalaureate degree from an accredited college of arts Phone: (301) 990-7400 or and sciences in the United States. toll-free 1-800-922-9266 (outside Maryland) Each student’s academic credentials must include: All inquiries or communications concerning admis- biology (8 semester hours), general or inorganic chem- sions should be addressed to the Office of Podiatric istry (8 semester hours), organic chemistry (8 semes- Admissions, Barry University, 11300 N.E. Second ter hours), physics (8 semester hours), and English (6 Avenue, Miami Shores, Florida 33161. Telephone semester hours). It is further recommended that all numbers are listed on Page 2 of this catalog. candidates complete courses in cell and molecular biology, genetics, anatomy, physiology, and biochemistry to strengthen their premedical background. ADMINISTRATIVE POLICIES AND In addition to the standard AACPMAS application PROCEDURES forms (see below), each candidate must also submit three letters of recommendation or a Health Profes- Students are responsible for compliance with the sions Advisory Report and current scores of the Medi- policies of the Barry University School of Graduate cal College Admissions Test (MCAT). Foreign students Medical Sciences and the Podiatric Medicine Program. must submit scores of the Test of English as a Foreign Since these policies are under constant scrutiny, the Language (TOEFL). Generally, a minimum TOEFL SGMS reserves the right to change any provisions or score of 600 is required for admission. requirements in this document at any time within the A personal interview is required and arranged only students’ term of enrollment. by invitation of the Admissions Committee. Prior to that interview, applicants should visit the office of at Registration least one practicing Doctor of Podiatric Medicine to All students must complete the appropriate regis- discuss and observe the practice of modern podiatric tration forms at the beginning of each semester. Stu- care. A letter confirming that visit is required by the dents must consult with their advisor and obtain his/ Admissions Committee and should be included in the her signature (i.e., approval) on the form BEFORE it candidate folder before the time of interview. The is turned into the Registrar/Student Account Services. Admissions Committee strongly recommends that the Registration in elective courses must be approved by candidate folder be as complete as possible, including the Dean before the registration form is submitted to AACPMAS application forms, letters of recommen- the Registrar/Student Account Services. SCHOOL OF GRADUATE MEDICAL SCIENCES 153

Students who fail to complete registration require- Incomplete (I) Grades ments within 10 working days of the first day of class, A grade of Incomplete (“I”) indicates a failure to including appropriate financial arrangements with the complete required work within the semester and im- Office of Student Account Services, will NOT be per- plies the instructor’s consent that the student may make mitted to attend classes, laboratories or clinical rota- up the work which is deficient. The Dean must be in- tions/programs, take examinations or participate in any formed in writing by the instructor when an “I” grade other activities of the School. The SGMS will notify is issued. When the work is completed to the satisfac- scholarship programs, banks providing government- tion of the instructor, the “I” grade will be changed to subsidized loans, etc., when students cease to be ap- a letter grade. The instructor will forward a completed propriately registered. Grade Adjustment form for the grade change to the Dean for signature and then to the Registrar. Students, Drop-Add And Course Withdrawal under special extenuating circumstances, (e.g., illness, A period of schedule adjustment (i.e., drop-add) is leave of absence, etc.) may be granted an “Incomplete” provided to students at the beginning of each semes- in a course. All incomplete written examinations must ter. During this time, students may change their sched- be taken by the end of Wednesday of the first week of ules with the written approval of their advisor. Students the new semester. Laboratory examinations to com- should realize that the podiatric medical curriculum is plete missed work may be administered at a later time intense, structured, and allows that only minor modi- at the discretion of the faculty, based upon availabil- fications may be made. ity of necessary laboratory materials. A grade not re- The withdrawal deadlines for the School of Gradu- ported as completed within the time required by the ate Medical Sciences are Friday of the tenth week of school becomes an F. Failure in any course in which the Fall and Spring semesters and Friday of the sixth an incomplete was issued will (1) reflect in a grade of week of the Summer semester. Students may withdraw “F” for the semester in which the course was origi- from a course until the deadlines without penalty. The nally registered, and (2) result in academic probation student’s transcript will show a “W” beside the course or suspension retroactive to the beginning of the se- from which he/she has withdrawn. Consultation with mester in which the course work was completed. In the student’s advisor and approval of the Dean is re- addition, achieving a failing grade in a completed quired for withdrawal. The future ramifications of course may result in failure to meet published prereq- withdrawal from a course are such that they may se- uisites for another course, and may therefore require a verely limit the number of courses a student may take schedule adjustment (drop) in the semester in which in future semesters; many courses require “prerequi- the incomplete was unsatisfactorily completed. sites.” Students withdrawing from Gross Anatomy (GMS 590) will not be permitted to continue in sub- Reporting and Recording of Grades sequent semesters until Gross Anatomy is satisfacto- Semester grade reports are mailed by the Registrar rily completed. Any student preregistered for a course to the address given by the student at the time of reg- who fails its prerequisite will automatically be dropped istration. A “hold” will be placed on the grades/tran- from that course. A student who withdraws from a class scripts of a student who has an outstanding balance after the withdrawal deadline receives an F grade. owed to the University, as indicated by the Office of Advisor’s and Dean’s approval and signature are re- Student Account Services. No grades/transcripts will quired in any case. be released by the SGMS until such balances have been paid. Change of address notification is the responsi- Transcripts bility of the student. Appropriate change of address Transcript request forms must be completed and forms are available from the Office of the Registrar. signed by the student before official transcripts may The Office of the Registrar does not record percent- be issued. These forms are available in the Office of age scores for any course or test; it does, however, the Registrar. Copies of student transcripts are never permanently record the letter grade earned by the stu- released without written authorization from the student in every course he/she takes while in the SGMS. dent or, in the case of a governmental investigative Individual instructors must be contacted to obtain per- agency, without a court order or subpoena. Students centage scores earned in any particular course. will be informed by the Office of the Registrar should this occur. At the request of the Business Office, official transcripts will not be released to students (or other institutions) who have outstanding balances (i.e., a “hold” will be placed on transcripts/grades). 154 SCHOOL OF GRADUATE MEDICAL SCIENCES

ACADEMIC POLICIES AND Legitimate candidates must be in good academic standing in the previously attended school of podiatric medi- PROCEDURES cine with a cumulative grade point average of at least 3.00 with no failing grades, except when the course Attendance has been successfully repeated. An application, appro- Attendance is required (i.e., mandatory) in all priate academic records (official undergraduate and courses taken in the SGMS, including lectures, labo- graduate transcripts, MCAT scores) and a letter from ratory sessions, clinical rotations, and demonstrations. the Academic Dean and/or Dean of Student Affairs An instructor may, at his/her discretion include atten- must be provided. Based on the candidate’s qualifica- dance (or the lack of it) as part of the grade a student tions, the SGMS Admissions Committee may require receives while enrolled in a course. Students are re- additional credentials. Junior and Senior year courses sponsible for all material and assignments covered in must be completed in SGMS. that particular course and all examinations including Students who have completed graduate-level unannounced quizzes. Attendance at scheduled exami- courses in institutions of other health professions (for nations is mandatory. Examinations may be given in example allopathic or osteopathic medical schools) the evening or on Saturday due to space limitations. and/or in accredited graduate programs may obtain Attendance is mandatory for stated clinic hours credit for courses in the Podiatric Medicine and Sur- when applicable. No student will be permitted to leave gery Program by two mechanisms: by transfer and by the clinic/hospital or arrive late. Attendance at all clini- examination. All requests for advanced standing must cal rotations is mandatory and all absences must be be made through the Associate Academic Dean and made up (see Clinical Rotations). Requests for ab- must be supported by course syllabi and official tran- sences from a clinical rotation must be presented at scripts of grades. Such requests must be made in the least two weeks prior to the requested dates of the first two weeks of the first semester of study in SGMS absence, and it is the responsibility of the student to or, for first year, first semester courses, prior to the find someone willing to “cover” for him/her during start of classes. Junior and Senior year courses must the absence. Last minute requests will not be routinely be completed in SGMS. honored. Students may be required to repeat an entire Students who have taken courses outside of the rotation if excessive absences occur. SGMS Podiatric Medicine and Surgery Program may qualify for credit in the analogous SGMS course. How- ever, curricula, course requirements, and grading poli- Dishonesty Policy cies may vary greatly among courses taught by Promotion of academic integrity and ethical pro- different instructors in different departments or dif- fessional behavior are among the goals of the School ferent institutions. As a result, a passing grade in a of Graduate Medical Sciences. Cheating or plagiarism course completed in another department or at another will not be tolerated within the School of Graduate institution does not automatically entitle the student Medical Sciences. A student who gives or receives to receive credit for the same subject in the SGMS. information or assistance during a testing session or To obtain transfer credit in place of successfully examination will automatically receive the F grade and completing a SGMS course, a student must: 0% on either the quiz or examination. The same con- — submit a request for transfer credit in writing to sequence will apply on any proven case of plagiarism. the Associate Academic Dean and Further, that individual(s) will be referred to the Dean — document that he/she obtained a grade of B or for appropriate disciplinary action. Any student who higher in an equivalent course. The Associate Aca- is referred to the Dean for violation of the dishonesty demic Dean will consult with the relevant course policy on two occasions will be dismissed from the instructor(s) to determine the equivalence of the University. completed course based on syllabi and other resources (for example, information obtained from Professional Conduct Code the instructor or department). (See Student Handbook) To obtain credit by challenge in a SGMS course, a student must: Advanced Standing — submit a request for credit by challenge in writing to the Associate Academic Dean; Candidates for advanced standing may transfer to — document that he/she obtained a grade of C or the SGMS from another school of podiatric medicine higher in an equivalent course. The Associate Aca- after the first or second year of study. Students who demic Dean will consult with the relevant course were previously accepted into SGMS need not apply. SCHOOL OF GRADUATE MEDICAL SCIENCES 155

instructor(s) to determine the equivalence of the GRADING SCALE AND EXAMINATION completed course based on syllabi and other re- POLICY sources (for example, information obtained from The official grading policy of SGMS (exclusive of the instructor or department); and clinical rotations/externships) is as follows: — successfully complete a comprehensive examina- A 90%-100% tion administered by the instructor of the SGMS B 80%- 89.99% course. Comprehensive exams must be completed C 70%- 79.99% by the student no later than the end of the first week D 66%- 69.99% of the semester in which the course in question is F below 66% taught. Additionally, all students in extended academic Students who take the comprehensive examination programs and all students re-admitted following sus- and obtain a score of 80.00% or higher will receive pension will be graded as follows: the full credit for the course. A grade of “CR” will be A 90%-100% registered on the student record. B80%-89.99% A student who completes the comprehensive ex- C70%-79.99% amination with a grade of less than 80.00% must take F below 70% the SGMS course in its entirety and fulfil all require- Clinical rotations for students will be graded ments for completion of that course. all according to the following scale: A 3.5 and above Financial Aid B 2.5 to 3.4 Loans, scholarships and other financial aid infor- C 1.0 to 2.4 mation is available through the Office of Financial Aid. F 99 and below It is the student’s responsibility to seek out that infor- Satisfactory completion of ALL courses, rotations, mation. exit examinations, and clinical requirements (see Clini- cal Rotations) is necessary for the student to graduate. Academic Advising In addition, a student must attain a minimum cumula- Every student matriculating at SGMS is assigned tive GPA of 2.0, with no more than two unresolved D an academic advisor by the Dean. Full-time faculty grades, in all academic and clinical courses taken members assume academic advising responsibilities. within the School. Advising assignments may be changed by the Dean at The type, content, and frequency of examinations the request of the student or faculty member. In the will be determined prior to the beginning of each advising process at SGMS students have certain re- course by the faculty member directing the course. This sponsibilities. They are: information will be presented in writing to the stu- — to be aware of the educational objectives of the in- dents at the beginning of the course. In keeping with stitution and observe them. the policy of academic freedom, each faculty member — to comprehend the institution’s criteria for evalu- reserves the right to determine the percentage of the ating student progress in all academic programs. final grade that is comprised of attendance, dress, at- — to fulfill the institution’s standards for academic titude, professional behavior, examinations, quizzes, success and continuance in programs for gradua- laboratory assignments, etc. tion. The institution is under no obligation to grant A test may be administered outside the scheduled a degree or keep the student enrolled in the pro- examination period only when extenuating circum- gram if he/she fails to maintain satisfactory aca- stances warrant it and at the discretion of the faculty demic progress. member. The student must make every possible effort — to understand and complete all degree requirements to notify the instructor prior to an examination for for graduation that were published at the time the permission to reschedule the test. Failure to follow this student matriculated. policy will result in a F grade being assigned to the — to make his/her own academic decisions after con- examination. sultation with the advisor. The advisor’s role is to advise the student; the final decision must be made Academic Good Standing by the student. For a podiatric student to be considered to be in good standing academically, he/she must maintain both a semester average and a cumulative GPA of 2.00, have no unresolved F grades, and no more than two unresolved D grades, and have no outstanding financial obligations to the SGMS. 156 SCHOOL OF GRADUATE MEDICAL SCIENCES

SGMS does NOT provide any remediation mecha- course. An F or D grade in, or withdrawal from any nisms for failures on either an examination OR an course that is repeated will lead to automatic suspen- entire course. Failed courses must be repeated in their sion from the University. entirety. The final transcript of a student may re- A student who has been suspended for academic flect no more than two unresolved D grades. If a reasons generally may not petition the Registrar for student earns more than two D grades, the student must readmission until one year has lapsed. The Office of repeat courses to reconcile the academic deficiency. the Registrar must have the approval of the Dean of Unsatisfactory resolution of an F or D grade or with- the SGMS to readmit a student following suspension. drawal from any course that is repeated will lead to Any podiatric student who withdraws from one or automatic suspension from the University. Repeated more courses in a semester is eligible to register for courses will usually result in extending a student’s the withdrawn course(s) in the next semester it (they) education beyond four years. is (are) offered. The student may not register for any advanced course which explicitly requires the with- Academic Probation — Suspension drawn course as a prerequisite. Students who achieve three (3) F grades may be A podiatric medical student will be placed on aca- dismissed from the School of Graduate Medical Sci- demic probation if he/she: ences and the University. 1) achieves a cumulative or semester GPA below 2.00 (calculated utilizing a 0.0 to 4.00 scale) OR Academic Programs in Excess of 4 Years 2) earns an F grade in any semester Withdrawal and/or repeating of courses will usu- OR ally result in extending a student’s education beyond 3) earns two D grades in any semester the minimum of four years. Students in extended pro- OR grams will be assigned a special academic advisor. 4) earns a third D grade in any subsequent semester. Overload course registrations are generally not allowed Students not in good standing will be periodically due to the intensity of the podiatric medical curricu- reviewed by the Faculty Student Evaluation Commit- lum. Students in extended programs will not be eli- tee to determine eligibility to remain in the program. gible for a D grade (A, B, C, F scale applies), nor will The Dean of the SGMS may require a student on pro- such students be able to drop or withdraw from courses bation to register for a limited course load, resulting for which they have registered. All 500 and 600 level in extending a student’s education beyond four years. course work must be completed within three years of Probation will be lifted after completion of the next matriculation. Programs will be limited to five years semester of active registration if the student achieves unless specifically approved by the Dean. a cumulative GPA of 2.00 or higher with no new F or D grades. Interim Requirements A podiatric medical student will be if suspended All first and second year course work must be suc- he/she: cessfully completed before taking Part I of the exami- 1) achieves a GPA of less than 1.00 in any semester nation of the National Board of Podiatric Medical OR Examiners and before entering the third year clinical 2) qualifies for academic probation for two consecu- rotations. tive semesters OR 3) earns more than one F or any combination of F and Graduation Requirements D grades in any semester, regardless of GPA All candidates for the degree of Doctor of Podiat- OR ric Medicine shall have: 4) earns three or more D grades in any semester re- 1) satisfactorily completed ALL basic science courses, gardless of GPA. clinical rotations/requirements, and externships/ Any student earning more than two D grades must clerkship program requirements. Any grade defi- repeat courses in which that grade was earned. A maxi- ciencies must have been removed and GPA must mum of two unresolved D grades will be allowed. be 2.00 or above. Any student on probation or with unresolved grade 2) maintained acceptable professional standards (see deficiencies, as previously stated, will not proceed into Professional Conduct Code). the clinical rotations of the third year. If a student is 3) fulfilled all responsibilities and financial obliga- repeating a course to resolve a grade deficiency, a tions to the SGMS. minimum C grade must be earned in the repeated 4) taken Part I and Part II of the examination of the National Board of Podiatric Medical Examiners. SCHOOL OF GRADUATE MEDICAL SCIENCES 157

5) during the fourth year, each student must be an ac- expressed approval of the Dean. In general, 180 se- tive participant in and/or present at a minimum of mester hours are required for graduation. Podiatric one Grand Round. ALL third year and (on-cam- medical students (due to withdrawals, course failures pus) fourth year students must attend all Grand in their first or second year, or other extenuating cir- Round presentations. cumstances) may be required by the Dean to take a 6) been recommended by the faculty to the Board of reduced number of courses during their first and sec- Trustees for graduation. ond years. This will extend the total program beyond Recommendation for the D.P.M. degree is a dis- four years. The following curriculum is continuously cretionary right residing with the faculty/administra- reviewed and is therefore subject to change. tion, but shall not be withheld arbitrarily. There is no contract, stated or implied, between the SGMS and DOCTOR OF PODIATRIC MEDICINE D.P.M. the students, guaranteeing that a degree will be con- PROGRAM CURRICULUM ferred at any stated time, or at all. FIRST YEAR semester hours ACADEMIC APPEALS Fall AND GRIEVANCE GMS 507 Basic Research Methodology 2 GMS 525 Introduction to Podiatric Students have the right to appeal any grade which Medicine 2 they feel was inappropriately assigned. Students will GMS 527 Biochemistry I 3 be allowed a maximum of 10 business days after the GMS 550 Histology and Cell Biology grade for a quiz or examination is made available to w/lab 5 challenge that grade with the course instructor, unless GMS 590 Gross Anatomy w/lab 6 otherwise specified in the course syllabus. If informal Spring discussions with the faculty member do not resolve GMS 528 Biochemistry II/Nutrition 3 the appeal, the student must present, within 15 busi- GMS 547 Neuroanatomy w/lab 3 ness days of receipt of the grade in question, an ap- GMS 549 Medical Psychiatry 1 peal in writing to the Associate Academic Dean of GMS 553 Biomedical Ethics 1 SGMS, who will respond within 5 business days. If GMS 595A Physiology I 4 the response of the Associate Academic Dean does not GMS 625 Applied Lower Extremity satisfy the student, the student may appeal in writing, Anatomy w/lab 4 within 2 business days of receipt of the Associate Aca- SECOND YEAR semester demic Dean’s response, to the Dean of SGMS. The hours Dean will respond within 5 business days of receipt Summer of the appeal. The decision of the Dean regarding the GMS 557 Conceptual Lower Extremity appeal is final. Students who do not challenge or ap- Anatomy 3 peal a particular grade within the appropriate time GMS 595B Physiology w/lab 2 periods as described waive all future rights to appeal/ GMS 610 Clinical Neurology 2 challenge of that grade. Nonacademic grievance and GMS 623 Medical Microbiology I 2 appeal procedures are outlined in the Barry Univer- GMS 627 Functional Orthopedics I 3 sity Student Handbook and bylaws of the Florida Po- GMS 649 General Radiology 3 diatric Medical Students Association. * GMS 665 Independent Study 1-3 * GMS 675 Research 1-12 ACADEMIC CURRICULUM * Elective (May be taken during any second year semester) The curriculum at SGMS leading to the D.P.M. Fall degree normally takes four years to complete. The first GMS 600 Pathology I w/lab 4 two years involve didactic classroom courses (many GMS 620 Medical Pharmacology 3 with laboratories) in the basic sciences (see below). GMS 624 Medical Microbiology II w/lab 5 The third and fourth years involve primarily, but not GMS 632 Podiatric Medicine I 2 exclusively, clinical rotations through several local GMS 644 Dermatology 2 hospitals and the Barry Foot Care Centers (see clini- GMS 711 Podiatric Radiology 2 cal rotations). Students must complete all requirements GMS 717 Biomechanics of Foot Function 2 for the D.P.M. degree within five (5) years of initial matriculation into the School of Graduate Medical Sciences; deviations from this time limit require the 158 SCHOOL OF GRADUATE MEDICAL SCIENCES

Spring Spring GMS 601 Pathology II 2 * GMS 722 Cadaver Surgery Lab 1 GMS 605A Physical Diagnosis 2 GMS 802 Podiatric Medicine Seminar 1 GMS 621 Clinical Pharmacology 3 GMS 806 Library Research Paper 1 GMS 634 Podiatric Medicine II 2 GMS 809 Senior Clinical Rotations 7 GMS 634L Podiatric Medicine II Lab 1 GMS 813 Risk Management 1 GMS 640 Surgical Principles 2 GMS 815 Orthopedic Seminar 1 GMS 650 Internal Medicine I 2 GMS 823 Surgical Seminar 1 GMS 652 Peripheral Vascular Disease 2 GMS 825 Practice Management 2 GMS 717L Biomechanics Clinical Practicum GMS 826 Sports Medicine 2 Lab 1 GMS 831 Community and Minority THIRD YEAR semester Medicine 1 hours * Elective Summer GMS 605B Physical Diagnosis (Lab) 2 PODIATRIC CLINICAL ROTATIONS GMS 700 Physical Medicine 1 GMS 703 Anesthesiology 1 Participation in the Clinical Rotations is contingent GMS 705 Emergency & Traumatology I 2 upon successful completion of all the course work in GMS 708 O.R. Protocol 1 the first and second years. GMS 711L Radiology Lab 1 Treating patients in clinical settings is a privilege. GMS 712 Clinical Orientation and Skills All students must have successfully completed the Workshop 1 Clinical Skills Workshops and Clinical Orientation GMS 750 Internal Medicine II 2 prior to beginning clinical rotations. Clinical rotations * GMS 765 Independent Study 1-3 generally consist of two or four-week educational ex- * GMS 775 Research 1-12 periences in hospital based medical, surgical, and po- * Elective (May be taken during any third diatric services. Students will actively participate in year semester) various rotations such as the emergency room, oper- Fall ating room, physical therapy, vascular lab, radiology, GMS 706 Emergency & Traumatology II 3 pathology, internal medicine, podiatric clinics. Fac- GMS 713 Podiatric Surgery I 4 ulty, educational objectives, and specific rules and GMS 715 Podiatric Medicine III 2 regulations are clearly depicted in the Manual of Clini- GMS 719 Rotating Clinical Externships 7 cal Protocol. The student’s individual clinical rotation GMS 738 Podopediatrics 3 schedule will be posted prior to the beginning of each Spring semester. Students may not change, alter, or rearrange GMS 707 Emergency & Traumatology III 2 their clinical schedule without prior approval of the GMS 714 Podiatric Surgery II 4 Dean of Clinics. Attendance at each rotation site is GMS 716 Podiatric Medicine IV 2 mandatory. All absences must be made up. Unexcused GMS 720 Rotating Clinical Externships 7 absences will result in a significant punitive reduction in the clinical course grade as stipulated in the Manual FOURTH YEAR semester of Clinical Protocol. hours The Dress Code is absolute; cleaned and pressed Summer & Fall white jackets and tailored slacks, shirt and tie for men, GMS 820 Hospital Rotation I 4 white jackets and tailored slacks or skirts (knee length) GMS 821 Hospital Rotation II 4 and collared blouse for women. Appropriate shoe gear GMS 832 Externship I 4 is required. GMS 833 Externship II 4 Any student who is removed from a clinical or hos- GMS 834 Externship III 4 pital rotation due to improper dress code, behavior, or GMS 835 Externship IV 4 other violation of the Student Clinical Manual may be GMS 836 Externship V 4 placed on probation. If there is reoccurrence of the * GMS 865 Independent Study 1-3 violation, action may be taken by the Dean resulting * GMS 875 Research 1-12 in failure of the rotation and/or possible suspension * GMS 819 Communication Skills 1 from the School of Graduate Medical Sciences. * Elective (May be taken during any fourth Professional attitude, motivation, maturity, poise, year block) capacity to accept and respond to criticism and peers are judged. Additionally, manual dexterity, diagnostic SCHOOL OF GRADUATE MEDICAL SCIENCES 159 acumen, completeness and accuracy of charting and Chris Helopoulos, PA-C, M.S., Associate Director of documentation will be graded. Clinical Education The externs at the completion of their rotation Richard Fien, M.D., FACC, Assistant Professor, Physi- should be familiar with: cal Diagnosis a. eliciting an appropriate podiatric history. Jules R. Ross, M.D., Community Medical Liaison b. performing an appropriate podiatric physical examination. THE PROGRAM c. identifying, comprehending and applying therapeu- Physician Assistants are highly qualified health care tic regimes for those disorders/diseases that are providers who have been prepared, through a demand- intrinsic to the foot. ing academic and clinical curriculum, to provide health d. comprehending and applying perioperative podi- care services under physician supervision. Physician atric care. Assistants gather and evaluate medical data and par- e. comprehending and applying basic surgical tech- ticipate in the process of clinical decision making, di- niques. agnosis, and therapeutic management. f. comprehending the complications in foot surgery All candidates who successfully complete the pro- and applying therapeutic principles in their preven- gram will be awarded both the Master of Clinical tion and management. Medical Science degree and the Physician Assistant g. comprehending the problems of aging and apply- Certificate. ing the appropriate therapeutic regime. h. comprehending the levels of podiatric problems (primary, secondary and tertiary) and offering the Purpose Statement appropriate therapeutic regime. The purpose of the Physician Assistant Program is i. recognizing the team concept of care and compre- to prepare well-trained health care providers who will hending the podiatrist’s role in the total health care extend and complement the capabilities of physicians of the patient. in primary health care delivery. This purpose is ac- At the end of the rotation each extern will be evalu- complished in a responsive academic and clinical en- ated by the mechanisms as established by the SGMS. vironment conducive to the pursuit of excellence in Failure to successfully complete third-year clinical graduate medical science education, research and com- rotations and exit examinations will prevent advance- munity service. ment into the fourth year. Additionally, failure of any didactic classroom course work of the third year may Program Objectives: preclude passage into the senior year. Failed courses, To accomplish its purpose, and in keeping with the as well as failed rotations must be repeated in their mission of Barry University, the Physician Assistant entirety. Successful completion of the fourth year Se- Program has established the following objectives: nior clinical exit examination is required for gradua- — students will develop a competent foundation and tion. No make-up exams will be given in cases of broad knowledge of basic medical science; failure. — students will have broad exposure to all major clinical disciplines with emphasis on primary care; — students will demonstrate moral and ethical prac- PHYSICIAN tice — students will function efficiently in fulfilling their ASSISTANT PROGRAM role in assisting physicians with patient care within the present health care system; — students will possess the requisite knowledge and MASTER OF CLINICAL MEDICAL skills enabling them to: 1) obtain an accurate patient database, including SCIENCE (M.C.M.Sc.) both historical and objective data, Doreen C. Parkhurst, M.D., FACEP, Program and 2) integrate this elicited information, Medical Director 3) formulate treatment plans for common prob- Charles Culver, M.D., Ph.D., Associate Program Di- lems, rector and Director of Didactic Studies 4) communicate effectively with patients, super- Keith Moore, PA-C, J.D., Director of Clinical Educa- vising physicians and other health care provid- tion ers. Theresa Johnson, PA-C, M.S., Associate Program — students will be integrated into the health care com- Administrator munity by 160 SCHOOL OF GRADUATE MEDICAL SCIENCES

1) understanding the legal limitations of practice, tagion, and of avoiding harm in cases of violent be- 2) reconciling the separate and common roles of havior. However, the student must realize that some medical, nursing, and other members of the risk is inherent in the practice of medicine and cannot health care delivery community, and be predicted and, on rare occasions, cannot be pre- 3) acquiring academic and practical experience in vented. an environment which is sensitive to professional and sexual stereotyping. The Profession And Technical Standards — students will be introduced to health care and so- For Admission, Enrollment, And cial services in underserved and disadvantaged communities; Graduation — students will develop an understanding of commu- Physician Assistant education requires that the ac- nity factors that have an impact on the health sta- cumulation of scientific knowledge be accompanied tus of local, state and national populations; by the simultaneous acquisition of professional skills, — students will develop sufficient knowledge of re- attitudes, and behavior. The faculty recognizes its research design and statistics to be able to read, in- sponsibility to society to matriculate and graduate the terpret, and apply the medical literature. best possible Physician Assistant. Thus, admission to the Physician Assistant Program is offered to those Educational Philosophy who present the highest qualifications for successful completion of Physician Assistant studies. The tech- The vast information available in medicine can nical standards presented below are prerequisite for never be mastered by any one person. However, it is admission, continued enrollment, and graduation from each practitioner’s responsibility to learn as much as the Barry University School of Graduate Medical Sci- possible each day in order to develop the widest fund ences (SGMS). All courses in the Physician Assistant of knowledge possible. The Program encourages its Program curriculum are required. Students in the PA students to read and to learn as much as possible in a program have the option of selecting either Medical lifelong learning experience. Spanish or Medical Creole as their required language Course syllabi and lecture materials are meant to course. help the student obtain a broad overview of the identi- Physician Assistants must have the knowledge and fied topics. However, neither tests or examinations for skills to function in a broad variety of clinical situa- licensure, nor the patients whom a student may see in tions and to render a wide spectrum of patient care. a clinical rotation, can exhaustively cover the content The School of Graduate Medical Sciences acknowl- of any given area in medicine. Therefore, it is incum- edges Section 504 of the 1973 Vocational Rehabilita- bent upon the student to study beyond the syllabus tion Act and PL 101-336, the Americans with and course materials and to develop intellectually to Disabilities Act (ADA), but ascertains that certain tech- the highest capabilities possible. nical standards must be present in the prospective candidates. Risks and Dangers of Medical Practice A candidate for the physician assistant profession Practicing medicine places a practitioner at greater must have aptitude, abilities, and skills in five areas: risk than is normally encountered in the course of daily observation; communication; motor; intellectual-con- life. There is a risk of contagion of diseases such as ceptual, integrative and quantitative; and behavioral tuberculosis, HIV/AIDS, hepatitis; there is a risk of and social. Technological compensation can be made death from these diseases. for some handicaps in these areas, but a candidate There is a risk of being victimized by violent be- should be able to perform in a reasonably indepen- havior since some patients behave in a violent fash- dent manner. The use of a trained intermediary would ion, particularly when they are under the influence of mean that a candidate’s judgment must be mediated substances, or suffer from psychotic disease or de- by another person’s power of selection and observa- lirium. tion. Therefore, third parties cannot be used to assist Practicing medicine requires a devotion to human- students in accomplishing curricular requirements in ity, a vocation to serve all people in need, a humility the five skill areas specified above. to endure insult, attack and risk, a conscientious effort to avoid risk and confrontation and a selflessness Observation which is not often asked of people in most other pro- The candidate must be able to observe demonstra- fessions. tions and participate in experiments in the basic medi- The PA Program offers its students an awareness cal sciences, including, but not limited to, physiologic of methods of universal precautions, of avoiding con- and pharmacologic demonstrations, microbiologic SCHOOL OF GRADUATE MEDICAL SCIENCES 161 cultures, and microscopic studies of microorganisms quires all of these intellectual abilities. In addition, and tissues in normal and pathologic states. A candi- the candidate should be able to comprehend three-didate must be able to observe a patient accurately at a mensional relationships and to understand the spatial distance and close at hand. Observation necessitates relationships of structures. the functional use of the sense of vision and other sensory modalities. It is enhanced by the functional use Behavioral and Social Attributes of the senses of smell and touch. The candidate must Empathy, integrity, concerns for others, interper- possess adequate sensation of vision, hearing, equi- sonal skills, interest and motivation are all personal librium, smell, taste, touch, pain, temperature, posi- qualities that will be assessed during the admission tion, pressure, movement, stereognosis, and vibration. and educational processes. Candidates must possess the emotional maturity and mental health required to Communication utilize intellectual abilities, exercise good judgment, A candidate should be able to speak, to hear and to complete promptly all responsibilities attendant to the observe patients in order to elicit information, describe diagnosis and care of patients, and to develop appro- changes in mood, activity and posture, and perceive priate, sensitive and effective therapeutic relationships nonverbal communications. A candidate must be able with patients. Candidates must be able to tolerate to communicate effectively and sensitively with pa- physically taxing workloads and diverse clinical and tients. Communication includes not only speech, but social settings. They must be able to function effec- reading and writing. The candidate must be able to tively when stressed, adapt to changing environments, communicate effectively and efficiently in oral and display flexibility, and learn to function in the face of written form with all members of the health care team. uncertainties inherent in the clinical problems of many All courses at the SGMS are conducted in English patients. (with the exception of Medical Spanish, which is con- The Barry University School of Graduate Medical ducted in English and Spanish and Medical Creole, Sciences will consider for admission any applicant who which is conducted in English and Creole). Adequate demonstrates the ability to perform or to learn to per- communication skills in the English language are form the skills listed above. Candidates will be evalu- therefore requisite. ated not only by their scholastic accomplishments, but also on their physical and emotional capacities to meet Motor Coordination or Function the full requirements of the School’s curriculum, and to graduate as skilled and effective Physician Assis- Candidates should have sufficient motor function tants. to elicit information from patients through palpation, The following technical queries are relevant to the auscultation, percussion, and other diagnostic maneu- admissions and student evaluation processes: vers. A candidate should be capable of learning to per- 1. Is the candidate able to observe demonstrations and form basic laboratory tests (urinalysis, CBC, etc.), participate in experiments in the basic medical sci- carry out diagnostic procedures (phlebotomy, paracen- ences? tesis, etc.) and read EKGs and radiographs. A candi- 2. Is the candidate able to analyze, synthesize, ex- date should be able to execute motor movements trapolate, solve problems, and reach diagnostic and reasonably required to provide general care and emer- therapeutic judgments? gency treatment to patients. Examples of emergency 3. Does the candidate have sufficient use of the senses treatment reasonably required of the physician assis- of vision and hearing and the somatic sensations tant are cardiopulmonary resuscitation, the adminis- necessary to perform a physical examination? Can tration of intravenous medication, application of the candidate be trained to perform palpation, aus- pressure to stop bleeding, the opening of obstructed cultation, and percussion? airways, the suturing of simple wounds, and the per- 4. Can the candidate reasonably be expected to relate formance of simple obstetrical maneuvers. Such ac- to patients and establish sensitive, professional re- tions require coordination of both gross and fine lationships with patients? muscular movements, equilibrium and functional use 5. Can the candidate reasonably be expected to com- of the senses of touch and vision. municate the results of the examination to the patient and to his colleagues with accuracy, clarity Intellectual-Conceptual, Integrative and and efficiency? Quantitative Abilities 6. Can the candidate reasonably be expected to learn These abilities include measurement, calculation, and perform routine laboratory tests and diagnos- reasoning, analysis, and synthesis. Problem solving, tic procedures? the critical skill demanded of physician assistants, re- 162 SCHOOL OF GRADUATE MEDICAL SCIENCES

7. Can the candidate reasonably be expected to per- Committee strongly recommends that all documenta- form with precise, quick and appropriate actions tion be complete prior to the interview. All students in emergency situations? must submit the signed medical authorization form. 8. Can the candidate reasonably be expected to dis- In addition to the above, foreign born non-U.S. play good judgment in the assessment and treat- or non-Canadian citizens must: ment of patients? — have attended a college or university in the United 9. Can the candidate reasonably be expected to pos- States for a minimum of one year prior to applica- sess the perseverance, diligence, and consistency tion; to complete the SGMS curriculum and enter the —have scored a minimum of 600 on the Test of En- physician assistant profession? glish as a Foreign Language (TOEFL). 10. Can the candidate reasonably be expected to ac- Selection will be made by committee and is based cept criticism and respond by appropriate modifi- upon the above criteria. Candidates are evaluated in cation of behavior? the context of the applicant pool for the year in which they seek to matriculate. Therefore, the admission pro- NON-DEGREE OPTION cess for the PA program is competitive. Individuals selected for admission must exhibit the necessary in- For those interested in taking courses for enrich- terpersonal skills, physical, psychological, and behav- ment, a maximum of 16 graduate credits may be taken ioral capacities to satisfactorily fulfill the rigorous as a non- degree-seeking student. Students exercising requirements of the program. this option are not eligible for financial aid and must pay for courses on a per credit basis before being allowed to register. Registration for this option requires APPLICATION PROCEDURE permission from the Program Director. All applicants to the Master of Clinical Medical Science degree program must submit the completed ADMISSION REQUIREMENTS “Application for Admissions” for graduate programs at Barry University. Application forms may be acquired The successful candidate for admission to the Phy- from the Division of Enrollment Services, 11300 N.E. sician Assistant Program, will have: Second Avenue, Miami Shores, Florida 33161-6695, —a baccalaureate degree from an accredited college or may be downloaded from the Barry University web or university; it is highly recommended that the site on the internet. Completed application forms, writ- undergraduate grade point average be 3.0 or higher; ten essays, and application fees must be submitted to — completed two courses (six semester hours total) the Office of Graduate Admissions, which will send in general biology or zoology and at least six addi- acknowledgement of receipt to the applicant. tional semester hours in other biological sciences, Inquiries or communications concerning admis- such as anatomy, physiology, microbiology, histol- sions should be addressed to the Office of Graduate ogy, and cell and molecular biology; Admissions, Barry University, 11300 N.E. Second — completed at least six semester hours in behavioral Avenue, Miami Shores, Florida 33161. Telephone in- sciences, including psychology, sociology, and hu- quiries will be answered if the applicant calls 1-800- man growth and development; 695-2279 (toll-free) or (305) 899-3119. — completed a minimum of six semester hours in general chemistry and three semester hours in either organic chemistry or biochemistry; ADMINISTRATIVE POLICIES AND — taken the (GRE) Graduate Record Examination ; a PROCEDURES combined verbal plus quantitative score of 1000 or Students are responsible for compliance with the more is highly recommended; the (MCAT) Medi- policies of the Barry University School of Graduate cal College Admissions Tests may not be substi- Medical Sciences. Since these policies are under con- tuted for the GRE; stant scrutiny, the SGMS reserves the right to change — submitted a complete dossier of official college any provisions or requirements in this document at any transcripts and at least four letters or forms of evalu- time within the student’s term of enrollment. ation or recommendation, preferably including two from academicians and two from clinicians or su- Registration pervisors who have observed the applicant’s work in a health-care setting. All students must complete the appropriate regis- — evidence of prior experience in health care. tration forms at the beginning of each semester. Stu- A personal interview is required and extended only dents must consult with and obtain the signed approval at the invitation of the Admissions Committee. The of their advisors on registration forms BEFORE the forms are submitted to the Registrar/Student Account SCHOOL OF GRADUATE MEDICAL SCIENCES 163

Services. Registration in elective courses must be ap- cial transcripts will not be released to a student (or proved by the Program Director before the registra- requested institutions) if the student has an outstand- tion form is submitted to the Registrar/Student Account ing balance (i.e., a “hold” will be placed on transcripts/ Services. grades). Students who fail to complete registration requirements within 10 working days of the first day of class, Incomplete (I) Grades including appropriate financial arrangements with the A grade of Incomplete (“I”) indicates a failure to Office of Student Account Services, will NOT be per- complete required work within the semester and im- mitted to attend classes, laboratories or clinical rota- plies the instructor’s consent that the student may make tions/programs, take examinations or participate in any up the work which is deficient. The Dean must be in- other activities of the School. The SGMS will notify formed in writing by the instructor when an “I” grade scholarship programs, banks providing government- is issued. When the work is completed to the satisfac- subsidized loans, etc., when students cease to be ap- tion of the instructor, the “I” grade will be changed to propriately registered. a letter grade. The instructor will forward a completed Grade Adjustment form for the grade change to the Drop-Add And Course Withdrawal Dean for signature and then to the Registrar. Students, A brief period of schedule adjustment (i.e., drop- under special extenuating circumstances, (e.g., illness, add) is provided to students at the beginning of each leave of absence, etc.) may be granted an “Incomplete” semester. During this time, students may change their in a course. All incomplete written examinations must schedules with the written approval of their advisor. be taken by the end of Wednesday of the first week of Students should realize that the Physician Assistant the new semester. Laboratory examinations to com- Program curriculum is intense, structured, and that plete missed work may be administered at a later time even minor modifications may delay graduation. at the discretion of the faculty, based upon availabil- The withdrawal deadlines for the School of Gradu- ity of necessary laboratory materials. A grade not re- ate Medical Sciences are Friday of the tenth week of ported as completed within the time required by the the Fall and Spring semesters and Friday of the sixth school becomes an F. Failure in any course in which week of the Summer semester. Students may withdraw an incomplete was issued will (1) reflect in a grade of from a course until the deadlines without penalty. The “F” for the semester in which the course was origi- student’s transcript will show a “W” beside the course nally registered, and (2) result in academic probation from which he/she has withdrawn. Consultation with or suspension retroactive to the beginning of the se- the student’s advisor and approval of the Program Di- mester in which the course work was completed. In rector is required for withdrawal. The future ramifica- addition, achieving a failing grade in a completed tions of withdrawal from a course are such that they course may result in failure to meet published prereq- may severely limit the number of courses a student uisites for another course, and may therefore require a may take in future semesters. Almost always, admis- schedule adjustment (drop) in the semester in which sion to any course depends upon the student having the incomplete was unsatisfactorily completed. satisfactorily completed all courses given in the prior semester. Any student pre-registered for a course who Reporting and Recording of Grades fails prior-semester prerequisite courses will automati- Semester grade reports are mailed by the Registrar cally be dropped from that course. A student who with- to the address given by the student at the time of reg- draws from a class after the withdrawal deadline istration. A “hold” will be placed on the grades/tran- receives an F grade. Advisor’s and Program Director’s scripts of a student who has an outstanding balance approval and signature are required in any case. owed to the University, as indicated by the Office of Student Account Services. No grades/transcripts will Transcripts be released by the SGMS until such balances have been Transcript request forms must be completed and paid. signed by the student before official transcripts may Change of address notification is the responsibil- be issued. These forms are available in the Office of ity of the student. Appropriate change of address forms the Registrar. Copies of student transcripts are never are available from the Office of the Registrar. The released without written authorization from the stu- Office of the Registrar does not record percentage dent or, in the case of a governmental investigative scores for any course or test; it does, however, perma- agency, without a court order or subpoena. Students nently record the letter grade earned by the student in will be informed by the Office of the Registrar should every course he/she takes while in the SGMS. Indi- this occur. At the request of the Business Office, offi- 164 SCHOOL OF GRADUATE MEDICAL SCIENCES vidual instructors must be contacted to obtain percent- An instructor may, at his/her discretion, include atten- age scores earned in any particular course. dance (or the lack thereof) as part of the grade a student receives while enrolled in a course. Students are Student Health responsible for all material and assignments covered in that particular course and all examinations includ- Each student must provide to Student Health Ser- th ing unannounced quizzes. Attendance at scheduled vices by July 15 , prior to matriculation into the pro- examinations is mandatory. Examinations may be ad- gram and prior to participation in the fall pre-term ministered in the evenings or on weekends due to space physical diagnosis course, proof of: limitations. Physical examination (statement of good health) Attendance at all clinical rotations and end of rota- Basic cardiac life support certification tion activities is mandatory (see Clinical Rotations). MMR x2 (or adequate titer) No student will be permitted to arrive late or leave the Tetanus/diphtheria series and a booster within the clinical site without the permission of the clinical pre- past 10 years ceptor and/or clinical faculty. Requests for absences Hepatitis B vaccination series or waiver from a clinical rotation should be presented at least Varicella immunity (chickenpox) by titer, or evi- two weeks prior to the requested dates of the absence. dence of receipt of immunization It is the responsibility of the student to find someone PPD screening for tuberculosis (or chest x-ray if willing to “cover” for him/her during the absence if PPD positive) the preceptor requests such coverage. Last minute re- Proof of health insurance coverage effective in the quests are disfavored and will not be routinely hon- state of Florida ored. Students may be required to repeat an entire Each student must update their PPD status every rotation if excessive absences occur. 12 months, or more frequently if required bv a clinical site to which the student is assigned. Students should maintain a personal pocket file of current im- Dishonesty Policy munization status and CPR certification that may be Cheating or plagiarism will not be tolerated by the easily accessed, if requested while participating in School of Graduate Medical Sciences. A student who hospital ward visits and/or clinical rotations. gives or receives information or assistance during a testing session, examination, quiz, take-home quiz or Didactic Students assignment will automatically receive an F grade and 0% on the quiz, test or assignment. The same conse- All didactic year students are strongly urged to own quence will apply on any proven case of plagiarism. or have daily access to a computer. The program pro- Further, the individual(s) will be referred to the Pro- vides students with suggested specifications, which gram Director for appropriate disciplinary action. Any should include Internet access and daily e-mail ser- student referred to the Program Director for substan- vice. Eventually, the program plans to make all syl- tiated violation of the dishonestly policy on two occa- labi, course materials, evaluation forms and even sions will be dismissed from the University. testing available to students online. Developing computer skills is critical to the success of students in the program. Professional Conduct Code Students are expected to comport themselves in a Clinical Students professional manner in the classroom, in clinical sites, on campus, and at all other times. Expected conduct All clinical year students must have a hand held is specified in the Barry University Student Handbook, computer using the Palm Operating System, for which this Graduate Catalog, and in syllabi and other mate- they will be given software programs enabling them rials distributed by instructors. Unprofessional behav- to track their patients and procedures. The Program ior will be reported to the Program Director for can provide students with the required specifications consideration of disciplinary action. for the hand-held computer.

ACADEMIC POLICIES AND PROCEDURES Ethical Behavior and Honorable Conduct Only the highest ethical and moral behavior should be evidenced by physicians and physician assistants. Attendance Behavior which is not of this caliber reflects poorly Attendance is required (i.e., mandatory) in all on the profession. Every student should aspire to the courses taken in the SGMS, including lectures, labo- highest ethical standards daily. In the event there is an ratory sessions, clinical rotations, and demonstrations. incident in which a student’s integrity is questioned SCHOOL OF GRADUATE MEDICAL SCIENCES 165 and is found lacking (such as breach of the dishonesty information obtained from the instructor or depart- policy or patient confidentiality), the student will be ment). re-evaluated for suitability in the PA profession and To obtain credit by challenge in a SGMS course, may be dismissed from the program. a student must: — submit a request for credit by challenge in writing Advanced Standing and Transfer Policy to the Associate Academic Dean; — document that he/she obtained a grade of C or Candidates for advanced standing may transfer to higher in an equivalent course. The Associate Aca- the SGMS from another Masters degree-granting phy- demic Dean will consult first with the Physician sician assistant program. Students who were previously Assistant Program Director [for Program approval] accepted into SGMS need not apply. Legitimate can- and then with the relevant course instructor(s) to didates must be in good academic standing in the pre- determine the equivalence of the completed course viously attended program with a cumulative grade based on syllabi and other resources (for example, point average of at least 3.00 with no failing grades, information obtained from the instructor or depart- except when the course has been successfully repeated. ment); and An application, appropriate academic records (official — successfully complete a comprehensive examina- undergraduate and graduate transcripts, GRE scores) tion administered by the instructor of the SGMS and a letter from the Program Director must be pro- course. Comprehensive exams must be completed vided. Based on the candidate’s qualifications, the by the student no later than the end of the first week SGMS Physician Assistant Program Admissions Com- of the semester in which the course in question is mittee may reject or accept the application or require taught. additional credentials. All PA Rotation courses must Students who take the comprehensive examination be completed in SGMS. and obtain a score of 80.00% or higher will receive Students who have completed graduate-level the full credit for the course. A grade of “CR” will be courses in other institutions and/or in accredited gradu- registered on the student record. ate programs may obtain credit for courses in the Phy- A student who completes the comprehensive ex- sician Assistant Program by two mechanisms: by amination with a grade of less than 80.00% must take transfer and by examination. All requests for advanced the SGMS course in its entirety and fulfill all require- standing must be made through the Associate Aca- ments for completion of that course. demic Dean of SGMS and must be supported by course syllabi and official transcripts of grades. Such requests must be made in the first two weeks of the first se- Financial Aid mester of study in SGMS or, for first year, first se- Loan, scholarship and other financial aid informa- mester courses, prior to the start of classes. tion is available through the Office of Financial Aid. Students who have taken courses outside of the It is the student’s responsibility to seek out that infor- SGMS Physician Assistant Program may qualify for mation. credit in the analogous SGMS course. However, cur- The PA Program awards the following scholarships: ricula, course requirements, and grading policies may vary greatly among courses taught by different instruc- The Dean’s Scholarship of $2500 to students achiev- tors in different departments or different institutions. ing the highest didactic year grade point averages; As a result, a passing grade in a course completed in The Dean’s Award is given at Convocation to the class another department or at another institution does not valedictorian; automatically entitle the student to receive credit for The President’s Award is given at Convocation in rec- the same subject in the SGMS. ognition of outstanding service, academic and clini- in place of successfully To obtain transfer credit cal achievement; completing a SGMS course, a student must: — submit a request for transfer credit in writing to The Catherine Margaret Parkhurst Memorial Scholar- the Associate Academic Dean and ship of $500 to assist a student who demonstrates com- — document that he/she obtained a grade of B or passion and sensitivity; higher in an equivalent course. The Associate Aca- The Dr. Richard Fien Award of $1000 to a student who demic Dean will consult first with the Physician demonstrates excellence in physical diagnosis; Assistant Program Director [for Program approval] The Carolyn Parkhurst Rosser Award of $500 to a stu- and then with the relevant course instructor(s) to dent who demonstrates strength of moral and ethical determine the equivalence of the completed course character; and, based on syllabi and other resources (for example, 166 SCHOOL OF GRADUATE MEDICAL SCIENCES

The Edith M. Keppler Memorial Scholarship of $1000 titude, professional behavior, examinations, quizzes, to an outstanding student. laboratory assignments, etc. A test may be administered outside the scheduled Academic Advisement examination period only when extenuating circumstances warrant it and at the discretion of the faculty Every student matriculating into the SGMS is as- member. The student must make every possible effort signed an academic advisor by the Program Director. to notify the instructor prior to an examination for Full-time faculty members assume academic advis- permission to reschedule the test. Failure to follow this ing responsibilities. Advising assignments may be policy will result in a grade of zero or F being as- changed by the Program Director at the request of the signed to the examination. student or faculty member. In the advising process at the SGMS students have certain responsibilities, which are: Academic Good Standing 1. to be aware of the educational objectives of the in- A student is considered to be in good standing aca- stitution and meet them; demically, if he/she maintains both a semester aver- 2. to comprehend the institutional criteria for evalu- age and a cumulative GPA of 2.00, has no unresolved ating student progress in all academic programs; F grades, has no more than two unresolved D grades, 3. to fulfill the institutional standards for academic and has no outstanding financial obligations to the success and continuance in programs for gradua- SGMS. tion. Students should note that the institution is un- The SGMS does NOT provide any remediation mechanisms for failures on either an examination or der no obligation to grant a degree or keep the an entire course. Failed courses must be repeated in student enrolled in the program if he/she fails to their entirety. The final transcript of a student may maintain satisfactory academic progress; reflect no more than two unresolved D grades. If a 4. to understand and complete all degree requirements student earns more than two D grades, the student must for graduation that were published at the time the repeat courses to reconcile the academic deficiency. student matriculated; Unsatisfactory resolution of an F or D grade or with- 5. to make his/her own academic decisions after con- drawal from any course that is repeated will lead to sultation with the advisor. The advisor’s role is to automatic suspension from the University. Due to the advise the student; the final decision must be made structured nature of the curriculum, repeated courses by the student. will usually result in extending a student’s education beyond its prescribed duration. GRADING SCALE AND EXAMINATION POLICY Academic Probation — Suspension The official grading policy of the SGMS is as fol- A student in the Physician Assistant Program will lows: be placed on academic probation if he/she: A 90%-100% 1) achieves a cumulative or semester GPA below 2.00 B 80%- 89.99% (calculated utilizing a 0.0 to 4.00 scale) C 70%- 79.99% OR D 66%- 69.99% 2) earns an F grade in any semester F 65% and below OR Satisfactory completion of ALL courses, rotations, 3) earns two D grades in any semester exit examinations, and clinical requirements (see Clini- OR cal Rotations) is necessary for the student to graduate. 4) earns a third D grade in any subsequent semester. In addition, a student must attain a minimum cumula- Students not in good standing will be periodically tive GPA of 2.0, with no more than two unresolved D reviewed by the Faculty Student Evaluation Commit- grades, in all academic and clinical courses taken tee to determine eligibility to remain in the program. within the School. The Program Director may require a student on pro- The type, content, and frequency of examinations bation to register for a limited course load, resulting will be determined prior to the beginning of each in extension of a student’s education beyond 27 course by the faculty member directing the course. This months. information will be presented in writing to the stu- Probation will be rescinded after completion of the dents at the beginning of the course. In keeping with next semester of active registration if the student the policy of academic freedom, each faculty member achieves a cumulative GPA of 2.00 or higher with no new F or D grades. reserves the right to determine the percentage of the A student in the Physician Assistant Program will final grade that is comprised of attendance, dress, at- be suspended if he/she: SCHOOL OF GRADUATE MEDICAL SCIENCES 167

1) achieves a GPA of less than 1.00 in any semester tion arises, the structure of an alternate course of study OR will be at the discretion of the program faculty. 2) qualifies for academic probation for two consecutive semesters Graduation Requirements OR All candidates for the degree of Master of Clinical 3) earns more than one F or any combination of F and Medical Science in the Physician Assistant Program D grades in any semester, regardless of GPA shall have: OR 1) satisfactorily completed ALL basic medical science 4) earns three or more D grades in any semester re- courses, clinical rotations (inclusive of exit exami- gardless of GPA. nations), and all other program requirements. Any Any student earning more than two D grades must grade deficiencies must have been removed and repeat courses in which that grade was earned. A maxi- GPA must be 2.00 or above. mum of two unresolved D grades will be allowed. 2) maintained acceptable professional standards (see Any student on probation or with unresolved grade Professional Conduct Code). deficiencies in the initial didactic (classroom) year, as 3) fulfilled all responsibilities and financial obliga- previously stated, will not proceed into the clinical tions to the SGMS and the university. rotations of the second year. If a student is repeating a 4) been recommended by the faculty to the Board of course to resolve a grade deficiency, a minimum C Trustees for graduation. grade must be earned in the repeated course. An F or Recommendation for the Master of Clinical Medi- D grade in, or withdrawal from any course that is re- cal Science degree is a discretionary right residing with peated will lead to automatic suspension from the the faculty and administration of the SGMS, but shall University. not be withheld arbitrarily. There is no contract, stated A student who has been suspended for academic or implied, between the SGMS and the students, guar- reasons generally may not petition the Registrar for anteeing that a degree or certificate will be conferred readmission until one year has lapsed. The Office of at any stated time, or at all. the Registrar must have the approval of the Program Note: Students who have satisfactorily completed Director to readmit a student following suspension. all program requirements are eligible to sit for the Phy- Any student who withdraws from one or more sician Assistant National Certifying Examination. courses in a semester is eligible to register for the withdrawn course(s) in the next semester it (they) is (are) offered. The student may not register for any advanced ACADEMIC APPEALS AND GRIEVANCE course which explicitly requires the withdrawn course Students have the right to appeal any grade which as a prerequisite. they believe was inappropriately assigned. Students Students who receive three (3) F grades may be will be allowed a maximum of 10 business days after dismissed from the School of Graduate Medical Sci- the grade for a quiz or examination is made available ences and the University. to challenge that grade with the course instructor, unless otherwise specified in the course syllabus. If in- Extended Academic Programs formal discussions with the faculty member do not resolve the appeal, the student must present, within Withdrawal and/or repeating of courses will usu- 15 business days of receipt of the grade in question, ally result in extending a student’s education beyond an appeal in writing to the PA Program Didactic Di- the minimum prescribed for the program. Students in rector, who will respond within 5 business days. If the extended programs will be assigned a special academic response of the Didactic Director does not satisfy the advisor. Overload course registrations are generally student, the student may appeal within 2 business days not allowed due to the intensity of the SGMS curricu- of receipt of the Didactic Director’s response to the lum. Students in extended programs will not be eli- PA Program Director, who in turn will respond within gible for a D grade (A, B, C, F scale applies), nor will 5 business days. If the response of the Program Direc- such students be able to drop or withdraw from courses tor does not satisfy the student, the student may ap- for which they have registered. Programs will be ex- peal within 2 business days of receipt of the Program tended for a maximum of one year unless specifically Director’s response to the Associate Academic Dean approved by the Dean. of SGMS, who in turn will respond within 5 business days. If the response of the Associate Academic Dean Alternate Course of Study does not satisfy the student, the student may appeal in On occasion, it may be necessary for a student to writing, within 2 business days of receipt of the Asso- follow an alternate track of study as a transition be- ciate Academic Dean’s response, to the Dean of tween the didactic and clinical year. When this situa- 168 SCHOOL OF GRADUATE MEDICAL SCIENCES

SGMS. The Dean will respond within 5 business days Summer of receipt of the appeal. The decision of the Dean re- GMS 537 Public Health Issues: Health garding the appeal is final. Students who do not chal- Promotion and Disease lenge or appeal a particular grade within the Prevention 1 appropriate time periods as described waive all future GMS 554 Medical Spanish II rights to appeal/challenge of that grade. Nonacademic GMS 544 or Medical Creole II** 2 grievance and appeal procedures are outlined in the GMS 603 Medical Pathophysiology II 3 Barry University Student Handbook. GMS 649 General Radiology 3 GMS 705B Emergency & Traumatology I 3 ACADEMIC CURRICULUM GMS 727 Clinical Orientation (PA) 1 The curriculum in the Physician Assistant Program GMS 665 Independent Study* 1-3 at the SGMS, leading to the Master of Clinical Medi- GMS 530B Physician Assistant Role in cal Science degree, normally takes 27 months to com- Modern Health Care II 1 plete. The first year involves didactic classroom GMS 605E Physical Diagnosis III 3 courses (some with laboratories) in the basic and ap- GMS 621C Clinical Pharmacology III 2 plied medical sciences. The next twelve months in- * An elective may be taken in any first year semester volve rotations in local hospitals and other approved ** Students without fluency may select either Medi- facilities. Students return to the campus for additional cal Creole or Medical Spanish as their required lan- didactic courses and research for their final semester. guage course. In either case, students who register In general, successful completion of 120 semester for part I of a language course must also register hours is required for graduation. for part II of the same language course. Students Students must complete all requirements for the already fluent in one language will be assigned to Master of Clinical Medical Science degree within 39 the other. months of initial matriculation into the School of SECOND YEAR Graduate Medical Sciences. Extension of studies be- Beginning with the clinical training cycle Sep- yond the prescribed 27 months is only possible with tember 2001, there will be six-week rotations in the written approval of the Program Director. Emergency Medicine, Family Practice/Primary Care, Internal Medicine, Obstetrics/Gynecology, MASTER OF CLINICAL MEDICAL SCIENCE Pediatrics, Psychiatry, Surgery-Orthopedics, and PHYSICIAN ASSISTANT PROGRAM an Elective rotation. CURRICULUM Following each rotation there will be End of FIRST YEAR semester Rotation Exercises at Barry University. hours Fall, Spring & Summer* semester Fall Term hours GMS 507 Basic Research Methodology 2 GMS 740A PA Rotation I 6 GMS 530A The Physician Assistant Role in GMS 741A PA Rotation II 6 Modern Health Care I 1 GMS 742A PA Rotation III 6 GMS 585 Physiology/Neuroanatomy 4 GMS 743A PA Rotation IV 6 GMS 580 Clinical Microbiology and GMS 744A PA Rotation V 6 Infectious Diseases 3 GMS 745A PA Rotation VI 6 GMS 590 Gross Anatomy 6 GMS 746A PA Rotation VII 6 GMS 540 Introduction to the Physical GMS 747A PA Rotation VIII 6 Exam 2 (2 week pre-term Fall) GMS 605C Physical Diagnosis I 2 *Any student in the PA program who experienced a GMS 621A Clinical Pharmacology 1 delay in progression in didactic education or clinical training prior to August 31, 2001 should con- Spring sult with the Director of Clinical Education. The GMS 535 Human Behavior and Psychiatry 3 structure and rotation course numbers for such stu- GMS 552 Medical Spanish dents are set at the discretion of the Director of GMS 542 or Medical Creole** 2 Clinical Education and the Program Director, and GMS 602 Medical Pathophysiology I 6 may be based on previously published information. GMS 605 Physical Diagnosis II Lab 1 GMS 605D Physical Diagnosis II 3 GMS 621B Clinical Pharmacology II 2 GMS 640 Surgical Principles 2 GMS 701 Obstetrics/Gynecology/ Pediatrics/Geriatrics 3 SCHOOL OF GRADUATE MEDICAL SCIENCES 169

THIRD YEAR semester a. eliciting and documenting an appropriate patient hours history; Fall b. performing and documenting an appropriate GMS 553A/B Biomedical Ethics/Health physical examination; Care Delivery 2 c. identifying, understanding and applying thera- GMS 731 Clinical Epidemiology 1 peutic regimens for disorders/diseases that are GMS 806 Library Research Paper 1 intrinsic to the area of clinical specialty; GMS 875 Research 6 d. comprehending and applying the principles of GMS 638 Thanatology 2 peri-operative care (where pertinent); e. understanding and applying basic surgical tech- PA CLINICAL ROTATIONS niques (where pertinent); f. recognizing complications related to medical Participation in the clinical rotations is contingent procedures and applying therapeutic principles upon successful completion of all the course work in toward prevention and management of compli- the first year. cations; Treating patients in clinical settings is a privilege. g. the evaluation and management of problems in Attendance is mandatory. For each occurrence of un- obstetrics, gynecology, pediatrics, and geriatrics, excused absence, the student’s grade for that rotation and applying the appropriate therapeutic regime; will be reduced one letter grade. For example, the stu- h. assessing the level of acuity of medical prob- dent who misses two unexcused days will be able to lems (primary, secondary and tertiary) and of- obtain a maximum grade of C. Excused absences may fering the appropriate therapeutic regime or be obtained only through the Clinical Coordinator of referral; the Physician Assistant Program or, in the absence of i. functioning in the team approach to health care the Clinical Coordinator, the Director of Clinical Edu- and work within the physician assistant role in cation or his/her designee. Four or more unexcused providing comprehensive, primary health care absences from any clinical rotation will result in fail- of the patient. ure of that rotation. Depending on the circumstances, students may be required to make up part or all of the time lost on rotation due to absence. Students may NOT change, alter or rearrange their clinical rotation MASTER OF SCIENCE schedule without prior approval by the Clinical Coor- dinator. IN ANATOMY The Dress Code is absolute; cleaned and pressed white consultation style jackets and tailored slacks, PROGRAM shirt and tie for men; white consultation style jackets and tailored slacks or skirts (knee length) and collared blouse for women. Appropriate footwear is required MASTER OF SCIENCE (M.S.) for all students (no open toe shoes or sandals). Any student who is removed from a clinical or hos- Chester A. Evans, D.P.M., F.A.C.A.S., Associate Vice pital rotation due to improper dress code, behavior, or President and Dean other violation of the Clinical Year Manual may be Michael L. Siegel, Ph.D., Associate Academic Dean placed on probation. Reoccurrence of the violation may result in remedial action by the Program Director, up Ramjeet S. Pemsingh, Chair, Basic Medical Sciences to and including failure of the rotation necessitating repetition, delay in progression of training and/or pos- THE PROGRAM sible suspension from the School of Graduate Medi- The Master of Science in Anatomy is a nonclinical, cal Sciences. academic degree awarded through the School of Professional attitude, motivation, maturity, poise, Graduate Medical Sciences. The program of study in- capacity to accept and respond to criticism of super- cludes both didactic course work and original research. visors and peers are judged. Additionally, manual dex- It is expected that a student will expend a minimum of terity, diagnostic acumen, completeness and accuracy two academic years of study in a full-time capacity to of charting, and documentation will be evaluated. complete this degree. At the completion of each clinical rotation, the student should demonstrate progression and increased capability in: 170 SCHOOL OF GRADUATE MEDICAL SCIENCES

Purpose Statement graduate studies. Applicants may submit an as- The purpose of the Master of Science in Anatomy sessment form from the department head on is to provide students with a high quality education in behalf of the department in which the applicant an environment that is conducive to both teaching and has studied, or letters from employers or super- research. Students are exposed to broad-based knowl- visors if the applicant has recently been em- edge in the Anatomical Sciences. Graduates may elect ployed in a scientific field. to use their Master of Science degree as a terminal — must participate in a personal interview which degree or continue their education at another institu- is arranged by invitation of the Admissions tion. A Master of Science degree may be applied to Committee. careers such as teaching (in junior colleges or small Applicants whose native language is not English four-year colleges) and research (research assistants). are required to submit scores from the Test of English as a Foreign Language (TOEFL). The minimum acceptable TOEFL score is 600. Applicants should make Program Goals arrangements to take the test at least three to six months To accomplish its purpose, the Master of Science before the semester opening date. in Anatomy Program will provide training so that students will be: APPLICATION PROCEDURE — knowledgeable in the anatomical sciences as a result of didactic course work and applied re- The completed application form, letters of recom- search. mendation, official GRE test results, official transcripts — capable of filling a shortage of gross anatomists from all undergraduate institutions attended, and offi- in the teaching profession. cial TOEFL results (if applicable) should be sent to: — competent in modern research procedures us- Office of Admissions ing light, transmission and scanning electron Master of Science Program in Anatomy microscopy as well as histochemistry, autora- Barry University diography and other state-of-the-art research 11300 N.E. 2nd Ave techniques. Miami Shores, FL 33161 — prepared to function morally and ethically in the The admissions committee for the program will context of research and academic environments. review all applications. Acceptable candidates will be invited to visit the campus for a personal interview. A formal letter of acceptance or rejection will be for- ADMISSION REQUIREMENTS warded to the candidate within two weeks of the in- Admission is generally offered only to candidates terview. Candidates will have four weeks to accept or deemed to possess a high potential for success in decline the offer. If the offer is accepted, candidates graduate medical academics and research. Students will post a deposit of $500.00 with their acceptance generally matriculate at the beginning of the Fall se- letter. mester. Ideally, credentials should be received in the Office of Admissions by April 15 of the previous aca- ADMINISTRATIVE POLICIES AND demic year. In order to be considered for admission to the Uni- PROCEDURES versity, a first-time graduate student: — must have a bachelor’s degree or equivalent Registration from an accredited college or university with a All students must complete the appropriate regis- GPA of 3.0 or greater on a scale of 4.0 espe- tration forms at the beginning of each semester. Stu- cially in the last two years of study. dents must consult with and obtain from their faculty — must take and achieve a combined score of 1000 advisors appropriate approval (i.e., signature) on the or higher in the verbal and quantitative tests in registration form BEFORE it is submitted to the Reg- the Graduate Record Examination (GRE). istrar and Student Account Services. Students who fail — must have a background in the sciences, includ- to complete registration requirements, including ap- ing upper-level courses in Biology, Chemistry, propriate financial arrangements with Student Account Physics, and Mathematics. Services, within 10 working days of the first day of — must complete the Barry University Graduate each semester will NOT be permitted to attend classes Application form and provide a dossier of offi- or laboratories, nor will they be permitted to take ex- cial college transcripts as well as a minimum of aminations or participate in other School activities. three letters of recommendation from faculty in The SGMS may notify scholarship programs, lend- the major department of the applicant’s under- SCHOOL OF GRADUATE MEDICAL SCIENCES 171 ers, and all other appropriate parties should the stu- committee in the semester registered, then the student dent fail to register in a timely manner. will receive a credit, “CR, grade. If the research is not completed and approved by the advisory committee, Drop-Add and Course Withdrawal then the student will receive an incomplete-in- progress, “IP”, grade at the end of the semester. A “CR” A period of schedule adjustment (i.e., drop-add) is grade will replace all “IP” designations only after: (1) provided to students at the beginning of each semes- the thesis is successfully defended by the student be- ter. During this time, students may change their sched- fore the student’s examination committee, (2) the com- ules with the written approval of their advisors and mittee approves the thesis and awards it a passing the Associate Academic Dean. grade. Every effort will be made to design the student The withdrawal deadlines for the School of Gradu- program so that it can be completed within two years. ate Medical Sciences are Friday of the tenth week of The student advisory committee will monitor progress. the Fall and Spring semesters and Friday of the sixth week of the Summer semester. Students may withdraw Thesis from a course until the deadlines without penalty. The Three bound copies of the student’s thesis must be student’s transcript will show a “W” beside the course prepared at the student’s expense. Two copies of the from which he/she has withdrawn. Consultation with thesis will be placed in the Barry University Library the student’s advisor and approval of the Dean is re- and the remaining copy will be submitted to the Chair quired for withdrawal. The future ramifications of of Basic Medical Sciences for archiving in the School withdrawal from a course are such that they may se- of Graduate Medical Sciences library. verely limit the number of courses a student may take in future semesters; many courses require “prerequisites.” Students withdrawing from Gross Anatomy Transfer Students (GMS 590) will not be permitted to continue in sub- A minimum residency of two semesters at Barry sequent semesters until Gross Anatomy is satisfacto- University is required. A student applying for transfer rily completed. Any student who fails a course will to this program must have taken courses in a medical automatically be dropped from a subsequent course or osteopathic medical school. Only grades of “A” or that requires the first as a prerequisite. A student who “B” in graduate level courses which correlate to the withdraws from a class after the withdrawal deadline Master of Science in Anatomy curriculum [500 level will receive an F grade. Advisor’s and Dean’s approval and higher] will be considered for transfer. In addi- and signature are required in any case. tion, coursework must have been completed within three calendar years of application. All original re- Tuition Waivers/Assistantships search must be done at Barry University. Each student accepted to this program will receive a tuition waiver. Those students who successfully com- Transcripts plete the first didactic year will be offered stipends in Transcript request forms must be completed and their second year in return for services as graduate signed by the student before official transcripts may teaching assistants. In most circumstances, students be issued. These forms are available in the Registrar’s will need two academic years at Barry University to Office. Copies of student transcripts are never released complete the Master of Science in Anatomy degree. without written authorization from the student or, in the case of a governmental investigative agency, with- Research Rotations/Research out a court order or subpoena. Students will be in- Techniques Seminar formed by the Registrar’s Office should this occur. At the request of the Business Office, official transcripts Grades of credit, “CR”, or no credit, “NC”, will be will not be released to students (or to other institu- recorded for the Research Rotations and Research tions) if the students have outstanding balances (i.e., a Techniques Seminar courses. All “NC” grades must “hold” will be placed on transcripts/grades). be resolved and replaced by “CR” for successful completion of the program, as specified in the Grad- ing Policy. Incomplete Grades A grade of Incomplete (“I”) indicates a failure to Registration for Thesis Research complete required work within the semester and im- A student may enroll for a maximum of 3 credit plies the instructor’s consent that the student may make hours of Thesis Research during the first semester in up the work that is deficient. The course instructor which research has begun. If the designated research must inform the Dean in writing when an “I” grade is is completed and approved by the student advisory issued. When the work is completed to the satisfac- 172 SCHOOL OF GRADUATE MEDICAL SCIENCES tion of the instructor, the “I” grade will be changed to quizzes. Attendance at scheduled examinations is a letter grade. The instructor will forward a completed mandatory. Examinations may be given in the evening Grade Adjustment form for the grade change to the or on Saturday due to space limitations. Dean for signature and then to the Registrar. Students, under special extenuating circumstances, (e.g., illness, Dishonesty Policy leave of absence, etc.) may be granted an “Incomplete” Cheating or plagiarism will not be tolerated within in a course. All incomplete written examinations must the School of Graduate Medical Sciences. A student be taken by the end of Wednesday of the first week of who is caught either giving or receiving information the new semester. Laboratory examinations to com- or assistance during a testing session or examination plete missed work may be administered at a later time will automatically receive the F grade and 0% on ei- at the discretion of the faculty, based upon availabil- ther the quiz or examination. The same consequence ity of necessary laboratory materials. A grade not re- will apply on any proven case of plagiarism. ported as completed within the time required by the Individual(s) suspected of cheating or plagiarism will School becomes an F. Failure in any course in which be referred to the Dean for appropriate disciplinary an incomplete was issued will (1) reflect in a grade of action. Any student who is referred to the Dean for “F” for the semester in which the course was origi- violation of the dishonesty policy on two occasions nally registered, and (2) result in academic probation will be dismissed from the University. or suspension retroactive to the beginning of the semester in which the course work was completed. In addition, achieving a failing grade in a completed Professional Conduct Code course may result in failure to meet published prereq- (See Student Handbook) uisites for another course, and may therefore require a schedule adjustment (drop) in the semester in which Advanced Standing the incomplete was unsatisfactorily completed. Candidates for advanced standing may transfer to the SGMS from another school of medicine. Students Reporting and Recording of Grades who were previously accepted into SGMS need not Semester grade reports are mailed by the Registrar apply. Legitimate candidates must be in good academic to the address given by the student at the time of reg- standing in the previously attended school of medi- istration. A “hold” will be placed on grades and/or tran- cine with a cumulative grade point average of at least scripts of a student who has an outstanding balance 3.00 with no failing grades, except when the course owed to the University, as indicated by the Office of has been successfully repeated. An application, appro- Student Account Services. No grades and/or transcripts priate academic records (official undergraduate and will be released by the SGMS until such balances have graduate transcripts, MCAT scores) and a letter from been paid. Change of address notification is the re- the Academic Dean and/or Dean of Student Affairs sponsibility of the student. Appropriate change of ad- must be provided. Based on the candidate’s qualifica- dress forms are available from the Registrar’s Office. tions, the SGMS Admissions Committee may require The Registrar’s Office does not record percentage additional credentials. scores for any course or test; it does, however, perma- Students who have completed graduate-level nently record the letter grade earned by the student in courses in institutions of other health professions (for every course he/she takes while in the SGMS. Indi- example, allopathic or osteopathic medical schools) vidual instructors must be contacted to obtain percent- may obtain credit for courses toward the Master of age scores earned in any particular course. Science in Anatomy by two mechanisms: by transfer and by examination. All requests for advanced stand- ACADEMIC POLICIES AND PROCEDURES ing must be made through the Associate Academic Dean and must be supported by course syllabi and official transcripts of grades. Such requests must be Attendance made in the first two weeks of the first semester of Attendance is required (i.e., mandatory) in all study in SGMS or, for first year, first semester courses, courses taken in the SGMS, including lectures, labo- prior to the start of classes. All thesis-related research ratories, seminars, and demonstrations. An instructor courses must be completed in SGMS. may, at his/her discretion include attendance (or the Students who have taken courses outside of the lack of it) as part of the grade a student receives while SGMS may qualify for credit in the analogous SGMS enrolled in a course. Students are responsible for all course. However, curricula, course requirements, and material and assignments covered in that particular grading policies may vary greatly among courses course and all examinations including unannounced taught by different instructors in different departments SCHOOL OF GRADUATE MEDICAL SCIENCES 173 or different institutions. As a result, a passing grade in sponsibilities of SGMS students relevant to advise- a course completed in another department or at an- ment are: other institution does not automatically entitle the stu- — to be aware of the educational objectives of the dent to receive credit for the same subject in the SGMS. institution and observe them. To obtain transfer credit in place of successfully — to comprehend the institution’s criteria for evalu- completing a SGMS course, a student must: ating student progress in all academic programs. — submit a request for transfer credit in writing to — to fulfill the institution’s standards for academic the Associate Academic Dean and success and continuance in programs for gradu- — document that he/she obtained a grade of B or ation. The institution is under no obligation to higher in an equivalent course within the past grant a degree or keep the student enrolled in three years. The Associate Academic Dean will the program if he/she fails to maintain satisfac- consult with the relevant course instructor(s) to tory academic progress. determine the equivalence of the completed — to understand and complete all degree require- course based on syllabi and other resources (for ments for graduation that were published at the example, information obtained from the instruc- time the student matriculated. tor or department). — to make his/her own academic decisions after consultation with the advisor. The advisor’s role To obtain credit by challenge in a SGMS course, is to advise the student; the final decision must a student must: be made by the student. — submit a request for credit by challenge in writing to the Associate Academic Dean; Graduate Committees — document that he/she obtained a grade of C or higher in an equivalent course. The Associate Each student in the Master of Science in Anatomy Academic Dean will consult with the relevant Program will have an Advisory Committee and an course instructor(s) to determine the equivalence Examination Committee. of the completed course based on syllabi and The student’s Advisory Committee shall be made other resources (for example, information ob- up of the student’s principal advisor and two other tained from the instructor or department); and members whose research interests are compatible with — successfully complete a comprehensive exami- that of the student. This committee shall meet with nation administered by the instructor of the the student at least once per semester to monitor the SGMS course. Comprehensive exams must be student’s progress as well as to advise the student of completed by the student no later than the end courses to be taken and direction of the research. The of the first week of the semester in which the student’s principal advisor shall file a progress report course in question is taught. with the Chair of the Basic Medical Sciences follow- Students who take the comprehensive examination ing each meeting. and obtain a score of 80.00% or higher will receive The Examination Committee shall be made up of the full credit for the course. A grade of “CR” will be the student’s Advisory Committee plus one additional registered on the student record. member who is knowledgeable in the thesis topic. This A student who completes the comprehensive ex- person may be faculty in the Basic Medical Sciences, amination with a grade of less than 80.00% must take Clinical Medical Sciences, or may be from outside the the SGMS course in its entirety and fulfill all require- School of Graduate Medical Sciences and Barry Uni- ments for completion of that course. versity. The Chair of Basic Medical Sciences or the designee of the Chair shall conduct the oral thesis de- Financial Aid fense examination. Loans, scholarships and other financial aid infor- GRADES AND GRADING POLICY mation are available through the Office of Financial Aid. It is the student’s responsibility to seek out that The following grades may be recorded for a course: information. A 90% - 100% B 80% - 89.99% Academic Advising C 70% - 79.99% F below 70% The Dean assigns to every student matriculating at I Incomplete (changes to F if work is not com- SGMS an academic advisor. Full-time faculty mem- pleted by the end of Wednesday of the first week bers assume academic advising responsibilities. Ad- of the next semester) vising assignments may be changed by the Dean at the request of the student or faculty member. The re- 174 SCHOOL OF GRADUATE MEDICAL SCIENCES

IP In progress (for Master of Science Research having no unresolved F grades, and having no out- Thesis course only) standing financial obligations to the SGMS. CR Credit (completes course requirements, no grade SGMS does NOT provide any remediation mecha- points) nisms for failures on either an examination OR an NC No credit (does not complete course require- entire course. Failed courses must be repeated in their ments, no grade points) entirety. Unsatisfactory resolution of an F grade or WWithdrew from course before the SGMS with- withdrawal from any course that is repeated will lead drawal deadline. to automatic suspension from the University. Repeated Satisfactory completion of all courses, including courses will usually result in extending the length of a rotations, seminars, and thesis research is necessary student’s education. for the student to graduate. Students must maintain a grade point average (GPA) of 3.00 or higher, with no Academic Probation — Suspension more than 8 credits of “C” grades. Should a student A student in the Master of Science in Anatomy Pro- achieve “C” grades in excess of 8 credits, a grade of gram will be placed on academic probation if he/ “F” or “NC” in any course, or achieve a cumulative she: GPA less than 3.00, the student’s Advisory Commit- 1) achieves a cumulative or semester GPA below 2.00 tee, course instructor(s), and the Associate Academic (calculated utilizing a 0.0 to 4.00 scale) Dean will meet to determine if the student shall be OR permitted to continue in the program. Additionally, the 2) earns an F grade in any semester. student may submit a written appeal to the Associate Students not in good standing will be periodically Academic Dean at this time. If the student is permit- reviewed by the student’s Advisory Committee to de- ted to continue, he/she will be required to repeat the termine eligibility to remain in the program. The As- course(s) and achieve a minimum grade of “B”. A sociate Academic Dean of the SGMS may require a grade of “C”, “F”, or “W” in a repeated course will student on probation to register for a limited course result in immediate dismissal from the program. In all load, resulting in extension of the student’s education. instances, the decision of the Associate Academic Dean Probation will be lifted after completion of the next is final. Students repeating a course in any of the cir- semester of active registration if the student achieves cumstances cited above may be required to repeat all a cumulative GPA of 2.00 or higher with no new F or part of the course at the discretion of the course grades. instructor. Tuition waivers will not be offered for re- A student in the Master of Science in Anatomy Pro- peated courses. gram will be suspended if he/she: The type, content, and frequency of examinations 1) achieves a GPA of less than 1.00 in any semester will be determined prior to the beginning of each OR course by the faculty member directing the course. This 2) qualifies for academic probation for two consecu- information will be presented in writing to the stu- tive semesters dents at the beginning of the course. In keeping with OR the policy of academic freedom, each faculty member 3) earns more than one F grade in any semester, re- reserves the right to determine the percentage of the gardless of GPA. final grade that is comprised of attendance, attitude, If a student is repeating a course to resolve a grade professional behavior, examinations, quizzes, labora- deficiency, a minimum C grade must be earned in the tory assignments, etc. repeated course. An F grade in, or withdrawal from A test may be administered outside the scheduled any course that is repeated will lead to automatic sus- examination time only when extenuating circum- pension from the University. stances warrant it and at the discretion of the faculty A student who has been suspended for academic member. The student must make every possible effort reasons generally may not petition the Registrar for to notify the instructor prior to an examination for readmission until one year has lapsed. The Registrar’s permission to reschedule the test. Failure to follow this Office must have the approval of the Dean of the policy will result in a F grade being assigned to the SGMS to readmit a student following suspension. examination. Any student who withdraws from one or more courses in a semester is eligible to register for the with- Academic Good Standing drawn course(s) in the next semester it (they) is (are) A student is considered to be in good standing aca- offered. The student may not register for any advanced demically when the student maintains a semester GPA course which explicitly requires the withdrawn course of at least 2.00 and a cumulative GPA of at least 3.00, as a prerequisite. SCHOOL OF GRADUATE MEDICAL SCIENCES 175

Students who achieve three (3) F grades may be pleted during the first year of the program. Electives dismissed from the School of Graduate Medical Sci- will be selected based on the Student’s Advisory Com- ences and the University. mittee recommendation. The curriculum is continuously reviewed and is therefore subject to change. Graduation Requirements Core Curriculum To graduate, candidates for Master of Science in GMS 507 Basic Research Anatomy degree must: Methodology 2 credits — satisfactorily complete the program of study; GMS 547 Neuroanatomy w/lab 3 credits — have attained a grade point average of 3.00 or GMS 550 Histology and Cell Biology higher on a 4.00 scale, with no more than eight w/lab 5 credits (8) credits of C grades and no outstanding grades GMS 553 Biomedical Ethics 1 credit of “F”, “NC”, “I”, or “IP”; GMS 590 General Gross Anatomy — successfully prepare a thesis based on original w/lab 6 credits research conducted at Barry University; GMS 625 Lower Extremity Anatomy — satisfactorily complete an oral examination on w/lab 4 credits the thesis research by the student’s examination GMS 642 Human Developmental committee The committee may either accept the Anatomy 3 credits thesis as pass, reject the thesis as unsatisfactory GMS 654 Research Techniques (fail) or defer judgment on the thesis until fur- Seminar 1 credit per semester ther work is provided. GMS 616 Research Rotations 1 credit per semester ACADEMIC APPEALS AND GRIEVANCE GMS 674 Master of Science Thesis Students have the right to appeal any grade which Research 6 credits minimum they feel was inappropriately assigned. Students will be allowed a maximum of 10 business days after the Electives grade for a quiz or examination is made available to GMS 600, 601 Pathology I w/lab, challenge that grade with the course instructor, unless Pathology II 4,2 credits otherwise specified in the course syllabus. If informal GMS 527, 528 Biochemistry I,II 3,3 credits discussions with the faculty member do not resolve GMS 620 Pharmacology 4 credits the appeal, the student must present, within 15 busi- 595a, 595b Physiology I, ness days of receipt of the grade in question, an ap- Physiology II w/lab 4,2 credits peal in writing to the Associate Academic Dean of GMS 610 Clinical Neurology 2 credits SGMS, who will respond within 5 business days. If GMS 623, 624 Medical Microbiology I, the response of the Associate Academic Dean does not Medical Microbiology II satisfy the student, the student may appeal in writing, w/lab 2,5 credits within 2 business days of receipt of the Associate Aca- GMS 697 Special Topics 1-3 credits demic Dean’s response, to the Dean of SGMS. The Dean will respond within 5 business days of receipt Sample Program of Study of the appeal. The decision of the Dean regarding the appeal is final. Students who do not challenge or ap- First Year peal a particular grade within the appropriate time Fall Term credits General Gross Anatomy w/lab 6 periods as described waive all future rights to appeal/ Histology and Cell Biology w/lab 5 challenge of that grade. Nonacademic grievance and Basic Research Methodology 2 appeal procedures are outlined in the Barry Univer- Research Techniques Seminar 1 sity Student Handbook. Research Rotations 1 Spring Term ACADEMIC CURRICULUM Neuroanatomy w/lab 3 A minimum of 45 credit hours must be completed Lower Extremity Anatomy w/lab 4 before a student can be awarded the Master of Sci- Biomedical Ethics 1 ence in Anatomy degree. A research thesis (6 credits) Research Techniques Seminar 1 must be completed and the remaining credits will be Research Rotations 1 made up of course work in the Core Curriculum and Electives 4 Electives. All Core Curriculum courses must be com- 176 SCHOOL OF GRADUATE MEDICAL SCIENCES

Summer Term shared and distinct roles of physicians, nurses and other Human Developmental Anatomy 3 members of the health care team. Various aspects of Research Techniques Seminar 1 PA professional life, including legal, legislative, regu- Electives 4 latory, prescriptive and reimbursement issues, are also Thesis Research 3 addressed. Given in two semesters, fall and summer. Second Year 535 Human Behavior and Psychiatry (3) Fall Term This course will focus on the signs, symptoms, and Research Techniques Seminar 1 therapies of the major mental disorders, emphasizing Electives 7 those most commonly seen and managed in primary Master of Science Thesis Research 3 care medical practice. Thus the anxiety disorders, de- Spring Term pression, alcohol and drug abuse, and the organic brain Research Techniques Seminar 1 syndromes will be considered in detail. Throughout, Electives 7 behavioral science concepts will be introduced as Master of Science Thesis Research 3 needed to explain both the characteristics of the disor- Summer Term ders and of their treatments. Research Techniques Seminar 1 537, 537B Public Health Issues: Health Electives 2 Promotion and Disease Prevention (1,1) Master of Science Thesis Research 3 An introduction to public health issues of concern to the physician assistant, emphasizing the role of the School of Graduate Medical Sciences PA as a health educator. Course Descriptions 540, 605C, 605, 605D, 605E Introduction Prefix: GMS to the Physical Exam and Physical Diagnosis I, II, III 507 Basic Research Methodology (2) Introduction to and development of techniques in the Introduction to experimental design, biostatistical common and basic components of physical and labo- methods, and theoretical and statistical analysis of data. ratory examinations, techniques of interviewing and Epidemiological concepts will include population dy- history taking, and the care of the patient in all fields namics, trends in diseases and disorders, rates, screen- of medicine. Also includes EKG and laboratory medi- ing, and public health programs. Same as BMS 507. cine. Lecture and lab. 525 Introduction to Podiatric Medicine (2) Introduction to the entire field of Podiatric Medicine 542, 544 Medical Creole, Medical Creole II (2,2) Conversational Creole with an emphasis on its use in with emphasis on history, didactics, and clinical fea- the clinical setting. Frequent role-playing exercises in tures as it relates to basic operative Podiatric Medi- which students interview “patients” about their medicine and the art of doctoring. cal symptoms and histories. No prerequisite knowl- 527 Biochemistry I (3) edge of Creole required. Introduction to the fundamental aspects of biochemistry. Topics include protein structure, enzyme kinet- 547 Neuroanatomy w/lab (3) Presentation of the morphologic and physiologic as- ics, and basics of carbohydrate, lipid, and amino acid pects of the nervous system. Clinical correlations are metabolism and their interrelationships. Same as BMS incorporated to emphasize the important anatomic 527. structures and pathways. Lecture and lab. Same as 528 Biochemistry II/Nutrition (3) BMS 547. This is a continuation of GMS 527. Topics covered include biochemistry of purines and pyrimidines, fun- 549 Medical Psychiatry (1) This course will focus on the signs, symptoms, and damentals of molecular biology, biochemistry of hor- therapies of the major mental disorders, emphasizing mones, biochemistry of special tissues, nutrition and those most commonly seen and managed in primary its relation to disease. Same as BMS 528. care medical practice. Thus, anxiety disorders, depres- 530 The Physician Assistant Role in Modern sion, alcohol and drug abuse, and the organic brain Health Care (2) syndromes will be considered in detail. Introduction to the role of Physician Assistants (PAs) in health care delivery. Examines the historical devel- 550 Histology and Cell Biology w/lab (5) Presentation of the normal microscopic structure of opment of PAs as associates to family physicians and the human body. Emphasis will be placed on the inte- internists, as well as evolving PA roles as medical gen- gration of the morphology with the biochemical and eralists, primary care health providers, and PA spe- physiologic process of the body. Lecture and Labora- cialty and subspecialty practice. Distinguishes the tory. Same as BMS 550. SCHOOL OF GRADUATE MEDICAL SCIENCES 177

552, 554 Medical Spanish, Medical GMS 527. Prerequisite or Corequisite: GMS 547 and Spanish II (2,2) 528. Same as BMS 595. Conversational Spanish with an emphasis on its use 600, 601 Pathology I w/lab, II (4)(2) in the clinical setting. Frequent role-playing exercises Fundamental principles of disease processes such as in which students interview “patients” about their tissue injury and repair, inflammation, the immune medical symptoms and histories. No prerequisite response, and neoplasia, as well as mechanisms of knowledge of Spanish required. hemodynamic and metabolic derangement; illustrated 553 Biomedical Ethics (1) in laboratory by means of clinical material and case An introduction to biomedical ethics, professional studies. Lecture and lab. Prerequisite: GMS 550 for codes of ethics, and professional responsibilities [same GMS 600; and GMS 600 for GMS 601. Same as BMS as BMS 553a, BIO 553a, SES 553a]. 600, 601. 553A/B Biomedical Ethics/Health Care 602 Medical Pathophysiology I (6) Delivery (2) Introduction to pathological processes in the human Selected topics in biomedical ethics (physician assis- physiology. Topics include cardiovascular, pulmonary, tant) neurological, and musculoskeletal pathophysiology. 557, 625 Conceptual Lower Extremity Diseases will be described in the context of deviations Anatomy, Applied Lower Extremity from the norm, and pathogenesis as well as clinical Anatomy w/lab (4,3) manifestations. Evaluation, treatment and prevention Provides a thorough knowledge of the anatomical will be addressed. structures of the lower limb, using standard anatomi- 603 Medical Pathophysiology II (3) cal terminology. Information of clinical interest in- Continuation of topics in medical pathophysiology, cluded where relevant. Prerequisite: GMS 590 for including dermatology, rheumatology, gastroenterol- GMS 625; GMS 625 for GMS 557. ogy, endocrinology, otolaryngology, nephrology, urol- 580 Clinical Microbiology and Infectious ogy and gynecology. Prerequisites/corequisites: GMS Diseases (3) 602 Medical Pathophysiology I. Introduction to human immunity and medical bacteri- 605 A,B Physical Diagnosis (2,2) ology, mycology, virology, and parasitology, followed Introduction to and development of techniques in the by topics in infectious disease using a systemic ap- common and basic components of physical and labo- proach: infections of skin and wounds; bones and ratory examinations, techniques of interviewing and joints; eye, ear, nose and throat; dental and periodon- history taking, and the care of the patient in all fields tal tissues; respiratory tract; gastrointestinal system; of medicine. Lecture and lab. (Podiatric Medicine) urinary tract; nervous system; cardiovascular system; 610 Clinical Neurology (2) sexually transmitted disease; diseases of the fetus and Emphasis on clinical presentation of disorders com- newborn; AIDS and opportunistic infections. monly involving the nervous system with particular 585 Physiology/Neuroanatomy (4) emphasis on neuromuscular disorders and peripheral Introduction to physiology. Normal physiological pro- neuropathies. Problems of the nervous system such as cesses will be discussed including basic principles, muscular dystrophies, tumors, strokes, trauma, and physiology of nerve and muscle, essentials of neu- seizures are described. Prerequisite: 547. roanatomy, functions of nerve tissues, endocrinology 616 Research Rotations (1 per semester) and metabolism, gastrointestinal function, cardiovas- Introduction to practical scientific research. Students cular physiology, respiration, and excretion. Biochemi- are mentored in scientific method, techniques, and cal and nutritional issues will be addressed. presentation of research findings by undertaking an 590 Gross Anatomy w/lab (6) aspect of the mentor’s research project. Study designed to expose the student to the macro- 620 Pharmacology (3) scopic aspects of human morphology. Complete dis- Course encompasses basic pharmacological principles section of a cadaver will be correlated with surface and classes of drugs. Same as BMS 620. Prerequisites: anatomy, radiology and other clinical information. GMS 527, 528, and 595. Lecture and lab. Same as BMS 590. 621 Clinical Pharmacology (5) 595 A,B Physiology I, II w/lab (4,2) This course is devoted to the study of the commonly Comprehensive study of systems physiology includ- prescribed pharmaceutical preparations in the hospi- ing musculoskeletal system, neuronal, circulation, res- tal and office medical practice. Hospital orders, pre- piration, excretion, digestion, and fluid/electrolyte scription writing, as well as the indications, balance. Lecture and lab. Prerequisites: GMS 550 and 178 SCHOOL OF GRADUATE MEDICAL SCIENCES contraindications, adverse reactions and the signifi- 638 Thanatology (2) cant pharmacology of all relevant classes of drugs in Seminar course in end of life issues including resusci- general medicine will be discussed. Emphasis is placed tation, living wills, DNRs, hospice. not upon the principles of pharmacology but rather on 640 Surgical Principles (2) the actual clinical use and adverse reactions associ- Introduces the student to the evaluation and manage- ated with all drugs in the typical hospital formulary. ment of selected surgical conditions likely to be en- 623, 624 Medical Microbiology I, II w/lab (2,5) countered in primary care. Emphasis is placed on the Comprehensive study of medical immunology, medi- integration of anatomy and physiology, history and cal bacteriology, medical mycology, medical virology physical skills, pathophysiology and diagnostic stud- and medical parasitology. The courses survey the in- ies. Pre- and post-operative patient management, interaction between the human host and the pathogens, cluding appropriate referral practices, are included. characteristics of pathogens, epidemiology, pathogen- Prerequisite: GMS 590. esis of disease, and treatment. Anti-infective agents 642 Human Developmental Anatomy (3) will also be discussed, including modes of action, spec- Introduces student to structural development of the tra of activity, and specific mechanisms of resistance. human embryo. Lectures, discussions, and student GMS 624 has lecture and laboratory/case presenta- presentations will be included. No laboratory. Prereq- tion meetings. Prerequisites for GMS 623: GMS 527, uisites: GMS 550, GMS 590. 528, 550, 590. Prerequisites for GMS 624: GMS 623. 644 Dermatology (2) 628 Functional Orthopedics (3) Introduction to general dermatoses especially those Introduction to the study of the functional anatomy of affecting feet and lower extremities. Prerequisite: GMS the lower extremities. Physical and mechanical prin- 550. ciples as applied to the development and functions of the lower extremities studied in depth. In-depth study 649 General Radiology (3) of functional anatomy and ontogenesis of the leg and Radiation physics, image production, and safety are foot. Concepts of lower extremity normalcy and com- covered. Evaluation of radiographic changes as they pensation for structural defects. Prerequisite: GMS relate to systemic and local pathology. Prerequisite: 625. GMS 590. 632 Podiatric Medicine I (2) 650, 750 Internal Medicine I, II (2,2) This course provides the foundation for basic podiat- Presentation of basic principles of medicine. ric medicine from a clinical standpoint. Common po- Prerequisites: GMS 590, 595, 600, 605, and 620. diatric pathology will be discussed along with current 652 Peripheral Vascular Disease (2) therapy regimes. Prerequisite-Corequisites: GMS 600, The pathophysiology as well as diagnosis and treat- 623, 610, 557, 625, and 620. ment of peripheral vascular disease will be discussed. 634 Podiatric Medicine II (2) Prerequisite: GMS 632. The pathophysiology as well as diagnosis and treat- 654 Research Techniques Seminar ment of nail disorders (onychopathy) will be discussed. (1 per semester) Evaluation, diagnosis, and treatment of rheumatologic Provides a theoretical understanding of techniques that disorders as it applies to the lower extremity will be may be encountered in the research laboratory. Topics discussed. Lecture and lab. Prerequisite: GMS 632. to be presented by faculty and students may include 634L Podiatric Medicine II Lab (1) histochemical staining, immunohistochemistry, elec- This course prepares students for the technical skills trophoresis, nucleic acid and protein blot analyses, associated with medical and surgical podiatric care. polymerase chain reactions, in situ hybridization tech- The course is presented in a workshop format with a niques, cell and tissue culture, gene expression from short lecture followed by practical demonstration and recombinant vectors, monoclonal antibody production, individual practice sessions to learn the particular skill. enzyme-linked immunosorbent assays, radiologic and Sample technical skills include, but are not limited to, non-radiologic detection of cellular components, and handling and use of instrumentation, injections, veni- others. puncture, starting intravenous lines, suturing and hand 665, 765 Independent Study (1-3) ties, casting, and bandaging. Additionally, podiatric Opportunity for extensive study in areas of special palliative practices such as the nail procedures, re- interest to the student. Prerequisite: permission of the moval of corns, calluses, padding and strapping are Dean. emphasized. SCHOOL OF GRADUATE MEDICAL SCIENCES 179

674 Master of Science Thesis Research 711L Radiology Lab (1) (6 minimum) Provides students practical opportunities to apply Scientific research study performed by the student. knowledge and understanding acquired in General Must be approved by the student’s Thesis Advisory Radiology and Podiatric Radiology courses to the ac- Committee. tual reading of the films or images. Each class section 675, 775 Research (credit not to exceed 12 s.h.) is divided into small groups which work at stations Research under guidance of faculty advisor. with a radiological view box. Emphasis is on the hands- on reading of chest films, foot and ankle x-rays, bone 697 Special Topics (1-3) scans, MRI, and CT scans. Additionally, students re- Analysis and discussion of contemporary topics. view and practice photochemistry of developing plain Evaluation of recently published research literature. films and x-ray positioning techniques. Prerequisites: Seminars and discussions with invited speakers. GMS 649, 711. 700 Physical Medicine (1) 712 Clinical Orientation and Skills The various modalities of Physical Medicine will be Workshop (1) presented with special emphasis on lower extremity Prepares students for diverse aspects of clinical care, palliative and therapeutic care. patient interactions, hospital, and/or clinic protocols. 701 Obstetrics/Gynecology/Pediatrics/ Infectious disease, sterile technique, universal precau- Geriatrics (3) tions, biomedical hazards, immunization policy, instru- This course is intended to provide the student with a mentation, and School rules and clinical regulations concise academic background in family health care as will be discussed. Demonstrations and workshops in it pertains to specific issues in obstetrics, gynecology, practical skills may be presented. Prerequisite: GMS pediatrics, and geriatrics. 634L. 703 Anesthesiology (1) 713 Podiatric Surgery I (4) The types, techniques, methods, and complications of Fundamental concepts of forefoot and soft tissue sur- regional, local, and general anesthesia will be explored. gery of the foot and ankle are presented. Prerequisite: The student will be introduced to related patient prob- GMS 640. lems in the perioperative period as well as preopera- 714 Podiatric Surgery II (4) tive considerations for surgery. Prerequisite: GMS 620. Fundamental concepts of rearfoot and reconstructive 705 Emergency & Traumatology I (2) surgery of the foot and ankle are presented. Prerequi- General concepts of non-cardiac emergency and trau- site: GMS 713. matology from a systems perspective. 715, 716 Podiatric Medicine III, IV (2) (2) 705b Emergency & Traumatology I (3) Disorders,both systemic and localized, are presented Emergency medicine principles (physician assistant). according to the body system involved; i.e., musculoskeletal, dermatologic, vascular, and neurologic. 706 Emergency & Traumatology II (3) Pedal clues toward the recognition of systemic dis- Basic and Advanced Cardiac Life Support mechanisms ease are emphasized. Prerequisite: GMS 634 for GMS as defined by the American Heart Association will be 715; GMS 715 for GMS 716. presented. Prerequisite: GMS 705. 717 Biomechanics of Foot Function (2) 707 Emergency & Traumatology III (2) Advanced studies in foot function with emphasis on Lower extremity traumatology will be discussed. Ba- biomechanical comprehension and orthotic correction sic principles of wound healing, prevention and man- of foot/lower extremity deformity. Prerequisite: GMS agement of infection, and specific applications for 627. forefoot trauma are stressed. Prerequisite: GMS 706. 717L Biomechanics Clinical Practicum 708 O.R. Protocol (1) An introduction to the basic principles of operating Laboratory (1) Laboratory applications of biomechanical theory and room technique. Surgical instrumentation, methods of practice as presented in GMS 717. Emphasis on ex- sterilization, principles of sterile technique, and chart- amination and clinical problem solving. Prerequisite: ing and documentation will be emphasized. GMS 717. 711 Podiatric Radiology (2) Class instruction in diagnostic findings in the foot. 718, 719, 720 Podiatric Rotating Clinical Pathophysiology will be discussed to support the ra- Externships (7) Students will rotate through the Barry University Foot diographic changes seen in the foot as it relates to cer- and Ankle Centers as well as affiliated hospitals. Stu- tain disease entities. Prerequisite: GMS 649. dents will participate in podiatric, medical, and surgi- 180 SCHOOL OF GRADUATE MEDICAL SCIENCES cal services, including emergency room, operating two months’ duration, during which time the student room, radiology, vascular laboratory, physical therapy, is an active member of the patient care team. wound healing, and other hospital-based services. Stu- *Effective through August 28, 2001. Students experi- dents will be evaluated in terms of knowledge, atti- encing a delay in progression in training should dis- tude, skills, and motivation and will be required to cuss clinical rotation course numbers and grades with maintain a patient log. Students will also be expected the Director of Clinical Education. to successfully complete the junior class clinical exit examination prior to beginning senior level clinical 740A-747A, PA Rotations I-VIII* rotations. Prerequisites: Successful completion of all Students attend and participate in clinical practices courses of the first and second years and GMS 712 under the supervision of adjunct clinical faculty. Each prior to entering clinical rotations or externships. clinical rotation will represent a block of six weeks duration. Each rotation is followed by end of rotation 722 Cadaver Surgery Laboratory (1) activities designed to assess the student’s progress in This elective course offers the student “hands-on” cognitive, behavioral and professional areas of clini- learning experiences in an array of basic surgical pro- cal practice. Required rotations are designated in emer- cedures. The course complements and reinforces the gency medicine, family practice/primary care, internal surgical principals learned in the Podiatric Surgery I medicine, obstetrics-gynecology, pediatrics, psychia- and II courses, giving the student practical experience try and surgery-orthopedics. Due to the nature of the in the performance of many common podiatric proce- patient populations in Florida, students should antici- dures and techniques. Indications and pate seeing substantial numbers of elderly patients, contraindications for specific surgical procedures and particularly within the context of internal medicine, standards of care are also reviewed. Prerequisites: family practice and/or primary care assignments. The GMS 713, 714. elective rotation may be taken in an area of primary 725 Health Assessment and Diagnostic Skills care or specialty practice, subject to the approval of Laboratory (4) the Clinical Coordinator in consultation with the Di- This course provides more practical exposure to the rector of Clinical Education. Additional details are procedures and skills introduced in GMS 605 Physi- specified in the Clinical Year Manual for the pertinent cal Diagnosis. Using patient simulators and other re- clinical training cycle. sources, students will perform general and specialized *Effective September 1, 2001. clinical examinations. Prerequisites/corequisites: GMS 605 Physical Diagnosis. 802 Podiatric Medical Seminar (1) By utilizing clinical case presentations, students will 727 Clinical Orientation (PA) (1) review and apply principles of Podiatric Medicine pre- Students are oriented to numerous aspects of clinical sented during the first three years of training. care, patient interactions and hospital, clinic and operating room protocols. Lecture, discussion, demon- 806 Library Research Paper (1) stration, lab and workshop presentations are used to This paper is required for senior students and serves deliver the course content. Participants also complete to develop skills in literature review and presentation. ACLS and PALS certification courses. 809 Podiatric Senior Clinical Rotations (7) 731 Clinical Epidemiology (1) Students will rotate in afternoon clinic sessions through The application of basic principles of epidemiology the Barry University Foot Care Centers and affiliated and biostatistics to clinical decision making. An ex- institutions. Students will be responsible for case pre- amination of topics in diagnostic testing (sensitivity, sentations and case management involving general specificity, and positive and negative predictive val- medical as well as podiatric disorders. ues; diagnostic screening) and choice of treatments 813 Risk Management (1) (outcome studies; clinical practice guidelines, cost- This course addresses both the medical and legal as- benefit analysis; relative risk reduction). pects of Podiatric Medicine. Appropriate charting, 738 Podopediatrics (3) record-keeping, documentation of patient progress, and General survey of growth and development of chil- complications are discussed. Patient/physician rela- dren with emphasis on the lower extremities: concen- tionships are reinforced with malpractice principles, trating upon history and physical examination, ethics, and medical jurisprudence. diagnosis, treatment, and prognosis of podiatric dis- 815 Orthopedic Seminar (1) orders. Prerequisites: GMS 627 and 717. Via clinical presentations, students will review and 740-749, 751-752 PA Rotations I-XII (4 each)* apply principles of orthopedics and biomechanics pre- Students attend and participate in clinical practices. sented during the first three years of training. Each clinical rotation will represent a block of one or SCHOOL OF GRADUATE MEDICAL SCIENCES 181

819 Communication Skills (1) 831 Community and Minority Medicine (1) This course emphasizes communication skills neces- Review of the public health issues in the community sary for physicians to interrelate with their patients on as well as those specific medical problems affecting an understanding and empathetic level. An additional particular minority groups. goal is to improve interaction with community mem- 832, 833, 834, 835, 836 Podiatric Externship bers and other physicians. Programs (4)(4)(4)(4)(4) 820, 821 Hospital Rotations (4)(4) Students will be required to attend a total of 5 one- Fourth year students will rotate through podiatric, month outside clinical rotations at approved hospital- medical, and surgical services in the Barry University based or private office externship programs throughout affiliated hospitals and clinics as a continuum of GMS the United States. The purpose of this additional train- 719 and 720. Prerequisites: successful completion of ing is to present geographical differences in medicine, GMS 712, 719, and 720 as well as successful comple- epidemiology, and the practice of podiatric medicine tion of the junior class clinical exit examination. throughout the United States, as well as provide the 823 Surgical Seminar (1) students with increased exposure to podiatric post- Students will review and apply basic and advanced graduate training programs. principles of podiatric surgery via clinical case pre- 865 Advanced Independent Study (1-3) sentations. The purpose of this course is to develop within the 825 Practice Management (2) student an appreciation for research as well as its im- This course will examine the administrative details of portance in medical education. Hypothesis develop- running a private practice. Preparing a banker’s loan ment, scientific method in data collection, methods of proposal, floor planning, ordering of office inventory/ double blind study, and data analysis are presented. supplies, hiring of personnel, payroll, billing and col- 875 Advanced Research (1-12) lections, insurance, financial planning, advertising, and Students will conduct research based upon a format/ competition in the healthcare marketplace will be dis- hypothesis developed in GMS 865. The ultimate goal cussed. of this course is publication-quality literature under 826 Sports Medicine (2) the supervision of a faculty member. Comprehensive review of common sports injuries with discussion of mechanisms, prognosis, treatment, and rehabilitation. Prerequisite: GMS 717. 182 SCHOOL OF HUMAN PERFORMANCE AND LEISURE SCIENCES

SCHOOL OF HUMAN PERFORMANCE AND LEISURE SCIENCES G. Jean Cerra, Ph.D., Dean

Faculty: Butcher, Cerra, Cramer, Cremades, Hicks, Ludwig, Mier, Rosenberg, Samuel, Shapiro, Walker

The School of Human Performance and Leisure GRADUATE PROGRAM Sciences (HPLS) includes the Department of Intercol- legiate Athletics (ICA), the Department of Sport and REQUIREMENTS AND POLICIES Exercise Sciences (SES), and the Office of Campus The general policies listed below apply to all gradu- Recreation. ate programs offered within the School of Human Per- Barry University’s commitment to the School of formance and Leisure Sciences. Additional Human Performance and Leisure Sciences is evi- requirements specific to the major may be found un- denced by the recent completion of a $4.5 million der the respective graduate program description in the Health and Sports Center. This facility houses two of SES Department listing. Graduate students may attend the departments within the School of HPLS (i.e., ICA full-time or part-time. A full-time graduate course load and SES), and is fully equipped with state-of-the-art is nine (9) credit hours. equipment in an 1,800 sq. ft. Athletic Training Room and research oriented 2,100 sq. ft. Human Performance Laboratory, a 780 sq. ft. Biomechanics Laboratory, an Graduate Admission Criteria: arena for basketball and volleyball, a 2,200 sq. ft. — Acceptance by the University’s Office of Gradu- Strength and Conditioning Room, classrooms, locker ate Admissions*; and rooms, and offices. There are quality exterior facili- —A bachelor’s degree from a regionally accredited ties for baseball, softball, soccer, tennis and racquet- or internationally listed institution, as verified by ball. An outdoor pool and a sand volleyball court two (2) official transcripts; and complete the sports complex. — Sufficient undergraduate preparation or life expe- The Department of Sport and Exercise Sciences of- rience, as determined by the Graduate Program fers professional preparation for graduate students Coordinator and Associate Dean; and seeking advanced study in the management of sport- — Satisfaction of additional entrance requirements or related areas, recreational programs, fitness and minimal test scores on national examinations, if wellness centers, as well as for students seeking ad- specified for particular degree programs; and vanced study in Athletic Training, Biomechanics, and —Two (2) letters of recommendation; and Exercise Science. —A short essay describing personal career goals and Graduate programs are offered which lead to the how a graduate degree from Barry will help fulfill following Master of Science degrees: these goals. Movement Science, M.S. * Non-degree seeking or special status and provisional Specializations in: acceptance status, as determined by the Office of Athletic Training Graduate Admissions, require HPLS Dean and Asso- Biomechanics ciate Dean approval, and do not guarantee admission Exercise Science to a degree program. Enrollment is limited to no more Sport Management, M.S. than nine (9) graduate credits in any program leading Sport Management, M.S./M.B.A. Dual Degree to a graduate degree. Non-degree and provisional ac- with Andreas School of Business ceptance may be changed to regular degree-seeking SCHOOL OF HUMAN PERFORMANCE AND LEISURE SCIENCES 183 status upon approval from the Dean and Associate Project/Thesis: Dean and after completing SES 616. This course must All students in the M.S. degree programs are re- be taken within the first six (6) hours of graduate work, quired to complete a thesis or an internship. which may be extended to nine (9) hours by permis- Students in the M.S. in Movement Science program sion of the Dean and Associate Dean. A grade of B or are required to complete a written thesis, except those better is required in each of the courses comprising who select the clinical track of the Exercise Science this initial 6-9 credit hours of graduate coursework. Specialization. The requirement for that program is Submission of all documentation required by the Of- an internship. fice of Graduate Admissions and/or the respective Students in the Sport Management program have degree program is also necessary. the option of completing an intensive internship or submitting a written thesis. Students selecting the thesis Readmission: option are required to take SES 686, Practicum, for a Any student who interrupts enrollment in graduate minimum of three (3) credit hours. coursework at Barry University for one calendar year The thesis option is strongly recommended in or- or more must apply in writing to the Office of Gradu- der to refine research skills for those seeking further ate Admissions for readmittance into the program. graduate study. Each student is required to provide four Approval by the HPLS Dean is also required. (4) bound copies of the approved master’s thesis/ project report, one to remain in the department, one Transfer Credits: for the thesis advisor, and two to remain in the library. Additional copies are usually provided as a courtesy A maximum of six (6) hours of acceptable credits to other thesis committee members. The completed may be transferred from another accredited/interna- thesis must be sent by the student to UMI for micro- tionally listed college or university toward a graduate filming and copywriting. degree from Barry University. This is subject to ap- The four month concentrated internship requires proval by the HPLS Dean and Department Chair. Con- submission of a written, comprehensive project at the sideration will only be given to graduate level conclusion of the experience. Students are strongly coursework completed within the five (5) year period encouraged to have all coursework completed prior to immediately preceding initial enrollment at Barry. This participating in the internship option. Prior to being coursework must be relevant to the discipline and ei- approved for a project/internship, a formal proposal ther an A or B grade must have been earned. In addi- must be submitted to the student’s Graduate Commit- tion, remaining credits required for graduation must tee detailing the duties associated with the project, the be earned within seven years of initial enrollment in name(s) and title(s) of the individual(s) providing on- graduate coursework at Barry University. site, daily supervision; a signed statement from the agency or organization indicating willingness to par- Time Limitation/Continuous Registration ticipate in the internship; and the expected learning A maximum of seven (7) years is allowed for com- outcomes from this project as they relate to the major pleting all degree requirements. Candidates for gradu- and/or area of concentration. A formal contract from ate degrees must be continuously enrolled during the the University with the assigned agency sponsoring regular academic year in a minimum of 2 credits per the internship will subsequently follow. term. SES 729 satisfies this requirement if not enrolled in regular coursework applicable towards the degree. Assistantships: A candidate must be enrolled in at least 2 graduate A limited number of graduate assistantships may credit hours during the term of expected graduation. be available. Inquiry should be made through the As- sociate Dean as to type and availability. Advising: Students pursuing graduate courses will be assigned Academic and Graduation Requirements: an advisor by the Department Chair. All students must maintain a minimum graduate GPA of 3.0 and are limited to a maximum of six credit Comprehensive Examinations: hours of C grades. (Grades below C are unacceptable

All students are expected to pass a comprehensive for continued enrollment.) Any student who fails to

Performance and Performance Leisure Sciences Leisure oral and/or written examination prior to being ap- meet these requirements is subject to departmental Human of School proved for the internship or for the thesis. review and academic jeopardy, including dismissal from the program. Graduation requires a minimum 3.0 GPA. 184 SCHOOL OF HUMAN PERFORMANCE AND LEISURE SCIENCES

A student may pursue elective coursework to coursework in one of the fields of specialization. complement a specialization or interests with prior (NOTE: Students lacking prior undergraduate approval from the Graduate Committee Chair. coursework in ethics will be required to take SES 621 The SES faculty reserve the right to accept, retain, from the list of electives.) and recommend for graduation only those graduate stu- Movement Science Graduate Program Core dents who, in addition to satisfying stipulated academic (12 credits) requirements, meet personal and professional stan- SES 520 Biomechanics 3 dards established by national governing bodies. Ad- SES 616 Research Methodology in SES 3 mission to graduate programs in the School of HPLS SES 689 Thesis (Athletic Training, does not guarantee progression to the internship, the- Biomechanics, Exercise sis, certification, or graduation. Science Research Track) 6 Or THE DEPARTMENT OF SPORT AND SES 679 Internship/Project (Exercise EXERCISE SCIENCES Science Clinical Track) Leta E. Hicks, Ed.D., Department Chair ATHLETIC TRAINING The Department of Sport and Exercise Sciences SPECIALIZATION (SES) offers three graduate degree programs: Master of Science in Movement Science (M.S.) The specialization in Athletic Training combines Athletic Training Specialization both theory and practice in preparing students for lead- Biomechanics Specialization ership positions in the roles of allied health practitio- Exercise Science Specialization ners in sports medicine. These roles include: college/ Master of Science in Sport Management (M.S.) university athletic training, clinic administration and Master of Science in Sport Management/Master of athletic training curriculum clinical education. Degree Business Administration (M.S./M.B.A.) Dual Pro- preparation will include case study models with an gram with Andreas School of Business emphasis on ethical and moral decision-making for Individuals holding the bachelor’s degree out-of- leaders in athletic training. The Athletic Training field who are interested in pursuing the M.S. degree- graduate curriculum includes extensive advanced Athletic Training specialization, but who lack the coursework offered in the School of Human Perfor- required coursework and clinical hours leading to mance and Leisure Sciences. The degree program in- NATA certification, please refer to section on the A.T. cludes eight required courses and two courses open as specialization. electives to broaden a specific area of preparation. Students may choose elective courses within the De- MASTER OF SCIENCE IN partment of Sport and Exercise Sciences or other courses at the graduate level at Barry University. MOVEMENT SCIENCE The Master of Science (M.S.) in Movement Sci- Admission Requirements ence provides a rigorous preparation for the profes- General admission requirements are to be found sional in sports medicine, sport sciences, allied health under School of HPLS Graduate Program Require- and rehabilitation fields. Available specializations are ments and Criteria. A personal interview arranged with in athletic training, biomechanics, and exercise sci- the program’s director and/or department chair may ence. Admission requirements and course requirements be requested by the Program Director prior to admis- are to be found with each degree program specializa- sion or obtaining “degree seeking” status. In addition, tion. a student seeking admission to the Athletic Training program must: Graduation Requirements ¥have completed undergraduate courses in Preven- tion, Evaluation, Therapeutic Exercise, Therapeu- Graduation requirements are to be found under tic Modalities and Administration, or their School of HPLS academic requirements, as well as equivalent; and the requirements for thesis or internship and compre- ¥ be a NATA certified Athletic Trainer, or qualify for hensive examinations. The M.S. in Movement Science acceptance by the NATABOC as a board exam can- consists of a total of 36 credit hours. This includes 12 didate; and credit hours of Movement Science graduate core courses and a minimum of 24 credit hours of SCHOOL OF HUMAN PERFORMANCE AND LEISURE SCIENCES 185

¥ receive an acceptable score on the Graduate and assigned off-campus clinical experiences in one Records Examination (GRE) and possess an “above of 45 supervised affiliates. average” undergraduate GPA Requirements include: (NOTE: The HPLS Dean reserves the right to estab- ¥ Application and acceptance into Clinical Pro- lish a minimum undergraduate GPA as well as a mini- gram (See undergraduate catalog for clinical mum GRE score for applicants. GRE applications are program acceptance criteria.) available from Barry’s Office of Graduate Admis- ¥ Enter Barry as undergraduate non-degree-seek- sions.) ing student. During the final year in this track, the GRE must be taken if not already attempted. Students in this track Graduation Requirements must have maintained a 3.0 Barry cumulative GPA, Refer to the Master of Science in Movement Sci- achieved a satisfactory GRE score, and applied to take ence graduation requirements. the NATABOC exam in order to meet the necessary Movement Science Graduate Program Core entrance requirements for provisional acceptance to (12 credits) the graduate program in Athletic Training. Provisional (See listing.) admission entitles the graduate student to one semester of study limited to a maximum of six (6) credit Athletic Training Course Requirements hours. (NOTE: SES 590 or 616 must be passed within (18 credits) these six hours with a grade of B or better and a mini- SES 540 Medical Recognition of Athletic mum cumulative graduate GPA of 3.0.) Once NATA Injuries 3 certification is confirmed, students may apply for full SES 545 Manual Therapy in Sports acceptance. Remaining coursework leading to master’s Medicine 3 degree completion can then be arranged. Students SES 590 Gross Anatomy 6 choosing to pursue the M.S.A.T. degree under this SES 640 Rehabilitation Science in Sports option without prior athletic training education or ex- Medicine 3 perience must make a minimum four-year time com- SES 645 Curriculum & Instructional Design mitment to complete all requirements for the M.S. in Athletic Training 3 degree in Athletic Training. ** Plus a choice of two of the following electives: SES 537 Sport Psychology 3 BIOMECHANICS SPECIALIZATION SES 551 Fitness Assessment & Program Development 3 The specialization in Biomechanics combines both SES 553 Biomedical Ethics 3 theory and practice in preparing students for a variety SES 561 Advanced Exercise Physiology 4 of career opportunities in Biomechanics. Those careers SES 585 Legal Issues in SES 3 include: teaching, coaching, ergonomics, and research SES 618 Fitness and Wellness Promotion 3 and development with specializations in orthopedics SES 621 Ethics and Social Issues in Sport 3 (instrumentation and equipment), movement analysis Degree Total: 36 (gait, injury etiology, and sports performance enhance- ** Other Barry graduate level courses may be substi- ment), or equipment design (protective gear such as tuted as electives, subject to approval by the student’s helmets and shoes). Graduates are also prepared to Graduate Committee. pursue doctoral study. Degree preparation includes NATA requirements for graduate programs include movement analysis and performance enhancement a clinical component for all students of 400 clock hours models with an emphasis on practicing and promot- documented with their on-site supervisor and verified ing ethics and human values in the field of biome- by the Barry University program director. chanics. The biomechanics graduate curriculum Individuals holding the B.S. or B.A. degree with- includes extensive coursework in classes offered out any prior athletic training coursework or accept- within the School of Human Performance and Leisure able clinical experience who desire to pursue the M.S. Sciences. degree in Athletic Training may initially apply for acceptance to a non-degree-seeking track of undergradu- Admission Requirements ate study which includes clinical experiences leading General admission requirements are to be found to preparation for attempting the NATA certification under School of HPLS Graduate Program Require- exam. This non-degree-seeking track requires a mini- ments and Criteria. A personal interview arranged with mum of six semesters in athletic training coursework 186 SCHOOL OF HUMAN PERFORMANCE AND LEISURE SCIENCES the program’s graduate coordinator and/or department EXERCISE SCIENCE chair may be requested by the Program Coordinator prior to admission or obtaining “degree seeking” sta- SPECIALIZATION tus. In addition, a student seeking admission to the The specialization in Exercise Science prepares Biomechanics program must have completed undergraduates for career opportunities in fitness and graduate courses in anatomy, physiology, kinesiology wellness, with emphasis on developing professional or biomechanics, physics, basic calculus, and basic practice in clinical settings and on exercise physiol- computer applications. ogy research. The Exercise Science graduate curricu- (NOTE: The HPLS Dean reserves the right to estab- lum offers advanced coursework as well as extensive lish a minimum undergraduate GPA as well as a mini- opportunities for research and clinical practice in the mum GRE score for applicants. GRE applications are state-of-the-art Human Performance Laboratory. De- available from Barry’s Office of Graduate Admis- gree preparation includes a broad exposure to the fit- sions.) ness and wellness industry through site observations, practicums and internships. The degree program in- Graduation Requirements cludes the twelve credit hour core in movement sci- Refer to the Master of Science in Movement Sci- ence, fifteen credit hours in Exercise Science, and nine ence graduation requirements. credit hours in one of the two Exercise Science tracks: clinical or research. Coursework in the tracks broaden Movement Science Graduate Program Core the areas of preparation and include graduate courses (12 credits) in Sport and Exercise Sciences and Biomedical Sci- (See listing.) ences. Biomechanics Course Requirements (18 credits) Admission Requirements SES 521 Scientific Programming in General admission requirements are to be found Movement Science 3 under School of HPLS Graduate Program Require- SES 546 Qualitative Analysis in ments and Criteria. A personal interview arranged with Biomechanics 3 the program’s graduate coordinator and/or department SES 625 Neurological Basis for Motor chair may be requested prior to admission or obtain- Control 3 ing “degree seeking” status. In addition, a student seek- SES 626 Mechanical Analysis for Human ing admission to the Exercise Science program must: Performance 3 ¥have completed undergraduate courses in Exercise SES 627 Laboratory Instrumentation in Physiology, Human Anatomy and Kinesiology or Biomechanics 3 Biomechanics, and Human Physiology. SES 701 Advanced Studies in Applied ¥ receive an acceptable score on the Graduate Statistics 3 Records Examination (GRE) and possess an “above average” undergraduate GPA. ** Plus a choice of two of the following electives: (NOTE: The HPLS Dean reserves the right to estab- SES 547 Biomechanics of Musculoskeletal lish a minimum undergraduate GPA as well as a mini- Injuries 3 mum GRE score for applicants. GRE applications are SES 553 Biomedical Ethics 3 available from Barry’s Office of Graduate Admis- SES 561 Advanced Exercise Physiology 4 sions.) SES 590 Gross Anatomy 3 SES 686 Advanced Praticum 3 SES 618 Fitness and Wellness Promotion 3 Graduation Requirements SES 621 Ethics and Social Issues in Sport 3 Refer to the Master of Science in Movement Sci- BMS 547 Neuroanatomy 3 ence graduation requirements. Degree Total: 36 Movement Science Graduate Program Core (12 credits) ** Other Barry graduate level courses may be substi- (See listing.) tuted as electives, subject to approval by the student’s Graduate Committee. Exercise Science Course Requirements (15 credits) SES 570 EKG Interpretation & Exercise Testing 2 SES 561 Advanced Exercise Physiology 3 SCHOOL OF HUMAN PERFORMANCE AND LEISURE SCIENCES 187

SES 561L Advanced Exercise Physiology MASTER OF SCIENCE (M.S.) IN Lab 1 SES 618 Fitness and Wellness Promotion 3 SPORT MANAGEMENT SES 672 Exercise & Energy Metabolism 3 The Master of Science (M.S.) Degree in Sport Man- SES 686 Advanced Practicum 3 agement combines both theory and practice in prepar- Students select one of the following tracks to coming students for management positions in a variety of plete the program requirements: sport, recreation, and health promotion areas (e.g., arena and dome management; amateur and profes- Exercise Science Clinical Track Course sional sports; high school and college athletics; resort Requirements (9 credits) and tourism industries; parks and recreational centers; SES 533 Sports Marketing & Management 3 fitness and wellness centers; etc.). Degree preparation SES 585 Legal Aspects of Sport 3 will include decision-making models with an empha- ** Plus a choice of one of the following electives sis on practicing and promoting ethics and human val- SES 541 Cardiac Rehabilitation 3 ues in the management of sport-related businesses, ***SES 541L Cardiac Rehabilitation Lab 1 athletics, and fitness programs. SES 546 Qualitative Analysis in The Sport Management graduate curriculum in- Biomechanics 3 cludes coursework offered within the Andreas School SES 563 Applied Physiology of Resistance of Business and offers its majors two degree options: Training 3 the M.S. in Sport Management or the dual degree SES 621 Ethics and Social Issues in Sport 3 option leading to master’s degrees in Sport Manage- SES 625 Neurological Basis of Motor ment and Business Administration (M.S./M.B.A.). Control 3 The M.S. and the M.S./M.B.A. degrees include at least SES 701 Advanced Studies in Statistics 3 eight industry-specific courses in the SES Department Degree Total: 36 and two to nine courses in the Andreas School of Busi- ness. Both of the master’s degree programs in Sport ** Other Barry graduate level courses may be substi- Management include the opportunity to select tuted as electives, subject to approval by the student’s coursework best suited to individual interests. Students Graduate Committee. may also pursue elective credits in other subject areas ***May be taken with SES 541 (e.g., Journalism, Communications, Psychology) to enhance professional preparation for sport-related ca- Exercise Science Research Track Course reers in these fields. Requirements (9 credits) SES 701 Advanced Studies in Statistics 3 Admission Requirements ** Plus a choice of two of the following electives: See School of HPLS Graduate Program Require- SES 541 Cardiac Rehabilitation 3 ments and Criteria. A personal interview arranged with ***SES 541L Cardiac Rehabilitation Lab 1 the program’s Graduate Coordinator and/or Depart- SES 563 Applied Physiology of Resistance ment Chair may be requested by the Program Coordi- Training 3 nator prior to admission or obtaining “degree-seeking” SES 621 Ethics and Social Issues in Sport 3 status. All students seeking the joint M.S./M.B.A. de- SES 625 Neurological Basis of Motor gree option must also meet Andreas School of Busi- Control 3 ness requirements for graduate admission. SES 626 Mechanical Analysis of Human Admission into the graduate programs in Sport Performance 3 Management requires an acceptable score on the SES 627 Lab Instrumentation in Graduate Record Examination (GRE) or the Graduate Biomechanics 3 Management Admission Test (GMAT), and a better BMS 527 Biochemistry 3 than average undergraduate GPA. Admission into the BMS 537 Human genetics 3 M.S./M.B.A. dual program requires an acceptable BMS 547 Neuroanatomy 3 score on the GMAT. Degree Total: 36 (NOTE: The HPLS Dean and/or the Graduate Dean, ** Other Barry graduate level courses may be substi- Andreas School of Business, reserve the right to es- tuted as electives, subject to approval by the student’s tablish a minimum undergraduate GPA as well as a Graduate Committee. minimum GRE or GMAT score for applicants.) ***May be taken with SES 541 188 SCHOOL OF HUMAN PERFORMANCE AND LEISURE SCIENCES

Graduation Requirements Recommended courses: See School of HPLS academic requirements, as MBA 601 Human Resource Management 3 well as the requirements for project/thesis and com- MBA 605 Entrepreneurial Mgmt. 3 prehensive examinations. The Sport Management M.S. MBA 660 Managerial Accounting 3 and the M.S./M.B.A. also require successful comple- MBA 681 Economics for Strategic tion of 12-15 hours of SES graduate courses in addi- Decisions 3 tion to specific credit hour requirements in Sport DEGREE TOTAL: 36 Management and Business. The Sport Management ** Other MBA courses may be substituted as elec- M.S. consists of a total of 36 semester hours; the M.S./ tives, subject to approval by the student’s Graduate M.B.A. option totals 57 credit hours. Committee.

Degree Requirements MASTER OF SCIENCE (M.S.) IN SPORT MANAGEMENT/MASTER OF Sport Management (M.S.) Requirements 12 BUSINESS ADMINISTRATION SES 530 Managing the Sport Enterprise 3 (M.B.A.) SES 533 Sport Marketing Management 3 SES 544 Financial Applications to Sport 3 SES 621 Ethical and Social Issues in Sport 3 Sport Management (M.S.) Requirements 12 Sport Management Graduate Core SES 530 Managing the Sport Enterprise 3 Requirements 12-15 SES 533 Sport Marketing Management 3 SES 585 Legal Issues in SES 3 SES 544 Financial Applications to Sport 3 SES 616 Research Methodology in SES 3 SES 621 Ethical and Social Issues in Sport 3 SES 679 Internship/Project OR 6 Sport Management Graduate Core SES 689 Thesis Requirements 12-15 AND SES 585 Legal Issues in SES 3 SES 686 Practicum 3 SES 616 Research Methodology in SES 3 SES 679 Internship/Project OR 6 Internship Option: Choice of two (2) electives, total- SES 689 Thesis ing a minimum of six credit hours and approved by AND the graduate advisor. SES 686 Practicum 3 Thesis Option: Choice of one (1) elective, totaling a Internship Option: Choice of two (2) electives, total- minimum of three credit hours and approved by the ing a minimum of six credit hours and approved by graduate advisor. the graduate advisor. SES 531 Media Relations and Sport 3 OR Thesis Option: Choice of one (1) elective, totaling a COM 590 P.R. Principles and Case Studies 3 minimum of three credit hours and approved by the SES 534 Amateur Sport Administration 3 graduate advisor. SES 535 Managing Professional Sport 3 SES 537 Sport Psychology 3 Select from the following: 3-6 SES 551 Fitness Assessment and Program SES 531 Media Relations and Sport 3 Development 3 OR SES 618 Fitness and Wellness Promotion 3 COM 590 P.R. Principles and Case Studies 3 SES 534 Amateur Sport Administration 3 Graduate Business Courses 6 SES 535 Managing Professional Sport 3 SES 537 Sport Psychology 3 **Select two M.B.A. courses, completing a minimum SES 618 Fitness and Wellness Promotion 3 of six credit hours. SCHOOL OF HUMAN PERFORMANCE AND LEISURE SCIENCES 189

Business Course Requirements 27 508 Physical Education and Sport for Children MBA 601 Human Resource Mgmt. 3 with Motor Disabilities (2) MBA 603 International Business 3 Provides an understanding of the value of physical MBA 605 Entrepreneurial Mgmt. 3 activity for persons with motor disabilities, from so- MBA 617 Technology & Information cial, emotional, and physiological aspects. Includes Systems 3 assessment techniques to aid in the selection of ac- MBA 660 Managerial Accounting 3 tivities with emphasis on the contraindications for spe- MBA 681 Economics for Strategic cific conditions. The range of activities will begin with Decisions 3 basic motor development and continue through spe- MBA 682 Competitive Environment & cific sports skills. This course partially fulfills the re- Strategy Formulation 3 quirements for the endorsement in Adapted Physical MBA 683 Leadership and Strategy Education. Implementation 3 511 Coaching Techniques for Disabled MBA — Elective 3 Athletes (2) DEGREE TOTAL: (M.S./M.B.A.) 57 Provides an introduction to the various sports organizations specific to athletes with disabilities and an Graduate Course Descriptions emphasis on coaching techniques aimed at those ath- Sport and Exercise Sciences Prefix: SES letes who compete in competitions provided by each of these groups. This course partially fulfills the re- 502 Biological and Medical Aspects of Motor quirements for the endorsement in Adapted Physical and Physical Disabilities (3) Education. Presents the sensory and motor aspects of developmental disabilities. Course content identifies and clari- 513 Physical Activity for the Profoundly fies the differential developmental characteristics that Handicapped (2) Provides a foundation in physical activity programs exist among children with learning disorders, behav- for students identified as profoundly handicapped. ioral disabilities, neurological, orthopedic, genetic, Includes an introduction to the various sub-groups drug and/or metabolic dysfunctions. This course par- making up this population as well as techniques for tially fulfills the requirements for the endorsement in incorporating providers of physical activity into the Adapted Physical Education. program. Emphasis will be placed on using develop- 504 Physical Education and Sport for Children mental activities in small group settings. This course with Mental Deficiencies (2) partially fulfills the requirements for the endorsement Provides an understanding of the positive impact of in Adapted Physical Education. physical activity on the psychological and social, as well as the physical well being of persons with mental 517 Assessment in Physical Education for disabilities. Includes an introduction to commonly Exceptional Students (2) Current assessment and evaluation techniques used to accepted methods of assessing and identifying persons identify conditions which impede psychomotor func- with mental deficiencies with emphasis on develop- tioning. Emphasis is placed on test administration, ing physical skills. A continuum of activities from basic educational diagnosis, the I.E.P., instructional strate- motor development through recreational and competi- gies, public law compliance, etc. This course partially tive sports will be explored. This course partially ful- fulfills the requirements for the endorsement in fills the requirements for the endorsement in Adapted Adapted Physical Education. Physical Education. 519 Aquatics for Individuals with 506 Physical Education and Sport for Children Disabilities (2) with Sensory Disabilities (2) Develops the skills necessary to provide appropriate Provides an understanding of the positive role of physi- water activities for students with disabilities. In addi- cal activity in the social, emotional, and physical well tion to addressing water activities, emphasis will be being of persons with sensory deficiencies. Includes placed on restrictive medical conditions and provid- the selection of activities at all developmental levels ing a safe water environment for all persons with dis- as well as contraindication of activities based upon abilities. This course partially fulfills the requirements various medical conditions. This course partially ful- for the endorsement in Adapted Physical Education. fills the requirements for the endorsement in Adapted Physical Education. 190 SCHOOL OF HUMAN PERFORMANCE AND LEISURE SCIENCES

520 Biomechanics (3) 534 Amateur Sport Administration (3) This course provides students the opportunity to study Examines standards, policies and practices in the or- advanced techniques in the analysis of mechanical ganization, supervision, budgeting, and management factors related to human movement. Specific areas of of amateur sports (i.e. college and high school athlet- human movement include: sport, aquatics, ergonomics, amateur athletic unions, etc.). ics, rehabilitation, disability sport, exercise/fitness, and 535 Managing Professional Sport (3) gait. Students must also complete a comprehensive Discusses and analyzes major issues facing managers investigation project. Prerequisite: SES 320 or the of a professional sports franchise. Focuses on topics equivalent. such as corporate structure, finance, player negotia- 521 Scientific Programming in Movement tions, contracts, press relations, auxiliary enterprises, Science (3) and community impact. A course of study for graduate movement science stu- 537 Sport Psychology (3) dents in the study of computer programming for sci- Provides an in-depth focus on the conceptual elements entific application using Visual Basic and Labview. of contemporary psychoanalytic, cognitive social Emphasis is in mathematical computation and visual- learning, existential and systematic theories of person- ization of kinematics and kinetic parameters relevant ality and behavior change as applied to sport. Includes for the analysis of human movement. Prerequisites: selected readings, lectures, and student discussion. SES 520. Seeks to develop an appreciation for the psychology 524 Teaching Health and Physical Education in of winning, as well as other psychological issues in- the Elementary School (3) volved in the evaluation and future directions of con- Examines the curricular content and instructional strat- temporary sport. Critically examines the gender, class, egies for conducting elementary school health and and culture adequacy of sport psychology theory. physical education programs. Includes theory and prac- 540 Medical Recognition of Athletic Injuries (3) tice in teaching fundamental movement concepts and A course for athletic trainers in the study of differen- skills, specialized skills, rhythm and creative move- tial diagnostic procedures used by sports medicine ment, games, physical fitness and wellness concepts. physicians to assess and plan for the care of injuries (Designed for classroom teachers seeking the Master and illnesses in physically active people. Prerequisite: of Science degree in Elementary Education.) An advanced course in assessment of athletic injuries 530 Managing the Sport Enterprise (3) or the equivalent. Provides a broad overview of various sport manage- 541 Cardiac Rehabilitation (3) ment enterprises with emphasis on sources of indus- Pathophysiology of cardiopulmonary and metabolic try information and practical uses of such information. diseases with emphasis on the physiological and tech- Analyzes internal and external environmental factors nical basis of clinical exercise tolerance tests and ex- that impact on short and long term operations in the ercise prescription, and exercise leadership for the sport enterprise. Addresses the management specifics cardiopulmonary, diabetic, obese or elderly patient. of how to plan, organize, control, and direct a sport Graduate students must complete a comprehensive enterprise as well as decision-making and communi- research paper. 3-hr lecture weekly. Prerequisite: SES cation skills necessary to be a successful manager. 361 or equivalent. 531 Media Relations and Sport (3) 541L Cardiac Rehabilitation Lab (1) Study of the interaction between professional and col- Practical applications to clinical exercise tolerance legiate sports and the media. Knowledge of studio tests and exercise prescription for the cardiopulmo- equipment is helpful but not required. (Same as nary, diabetic, obese and elderly patient. Health screen- COM 531.) ing, risk stratification, basic EKG and blood pressure 533 Sport Marketing Management (3) measures, developing and implementing exercise test Presents a comprehensive examination of basic mar- protocols, and emergency procedures will be empha- keting functions and concepts as applied to sport-re- sized. Graduate students must complete a comprehen- lated enterprise, including school/college athletic sive written report based on a cardiac rehabilitation programs, fitness centers, etc. Helps the student ana- site observation. 2-hr laboratory weekly. Laboratory lyze and make recommendations about sport business fee required. Prerequisite: SES 361 or equivalent. problems that involve the creation, distribution, and Corequisite: SES 541. sale of sporting goods and services. Emphasizes the resolution of sport marketing problems, demand analysis, consumer analysis and market analysis. SCHOOL OF HUMAN PERFORMANCE AND LEISURE SCIENCES 191

544 Financial Applications in Sport (3) v. not-for-profit hospitals, societal and personal respon- Applies financial principles to various professional sibilities in the health care sector. Same as BMS 553b, collegiate or high school level sport programs as well BIO 553b, PDY 553b. as exercise-related settings. The course will provide 561 Advanced Exercise Physiology (3) the student with a practical background regarding the Comprehensive analysis of skeletal muscle, metabolic principles of financial management and financial state- and cardiorespiratory responses to exercise. Topics ments for the purposes of planning, administering, include performance and adaptations in the athlete, reporting and evaluating the financial performance of aging and responses to exercise, thermoregulation sport-related entities. Prerequisites: MAT 152, ACC during exercise, and energy balance and body compo- 201, ECO 201, FIN 319, or equivalents. sition. Prerequisite: SES 361 or equivalent. 545 Manual Therapy in Sports Medicine (3) 561L Advanced Exercise Physiology Lab (1) A course for athletic trainers on advanced manual tech- An in-depth experience in research laboratory techniques in sports medicine: proprioceptive neuromus- niques and measurements that includes oxygen uptake, cular facilitation, joint mobilization, cross-friction respiration, body composition, blood lactate and lung massage, eastern and western massage methods, volumes. 2-hr laboratory weekly. Laboratory fee re- myofascial manipulation, and stretching. Prerequisite: quired. Prerequisite: SES 361 or equivalent. Must be Courses in therapeutic exercise and therapeutic mo- taken concurrently with SES 561. dalities or the equivalent. 563 Applied Physiology of Resistance 546 Qualitative Analysis in Biomechanics (3) Training (3) The study of the fundamentals of qualitative analysis An in-depth study of skeletal muscle physiology and of human movement: application of mechanical con- the cardiovascular, metabolic and neuromuscular ad- cepts, use of observational techniques, and develop- aptations to resistance exercise training. Exercise pre- ment of skills useful for teaching and enhancing human scription for strength and endurance performance is performance in a practical environment. Prerequisite: emphasized. Students are prepared to attempt the Na- SES 320 or equivalent. tional Strength and Conditioning Association’s certi- 547 Biomechanics of Musculoskeletal fication exam. Graduate students are given leadership Injuries (3) responsibilities in working with Barry University ath- The study of the laws and mechanical principles gov- letes and assisting the coaches in designing and imple- erning the force characteristics, mechanisms of injury, menting strength and conditioning programs for the and healing rate of tissues in the human musculoskel- athletes. Prerequisites: SES 361 or equivalent. etal system. Prerequisite: SES 520 570 Methods and Practice of Teaching 551 Fitness Assessment and Program Developmental Activities I (K-8) (4) Development (3) The study and practical application of health and physi- Considers principles and procedures used to adminis- cal education instructional design and content for ter lab and field tests of cardiovascular endurance, body grades K-8. The course provides the elementary physi- composition, joint flexibility and muscular strength, cal educator with the knowledge base, skills, method- power, and endurance. Explores principles and proce- ology and techniques to teach developmental activities, dures used to develop conditioning programs to im- physical fitness activities, and wellness concepts to prove these parameters. Focuses on the low-risk school children in these grades. Students will partici- individual in non-clinical settings. Prerequisites: SES pate in a minimum of ten (10) hours of field experi- 360 or 361, or equivalent. ences in elementary and middle schools. (Designed 553 Bio-Medical Ethics (1-10) for teachers seeking grades K-8 certification in physical education.) Prerequisite: A bachelor’s degree. 553a Ethical Foundations (1) Philosophical ethics; professional codes of ethics; pro- 571 Methods and Practice of Teaching fessional responsibilities. Same as BMS 553a, BIO Developmental Activities II (K-8) (4) 553a, PDY 553a. Continuation of SES 570. This course is designed to integrate knowledge and teaching competencies of 553b Health Care Delivery (1) SES 570 with curriculum development and refinement An analysis of the economic, structural and ideologi- of instructional skills. Students will participate in a cal interests that lead to numerous value conflicts minimum of ten (10) hours of field experiences in el- within the health care system in the United States: pro- ementary and middle schools. (Designed for teachers spective payment system and quality control, for-profit seeking grades K-8 certification in physical education.) Prerequisite: A bachelor’s degree. 192 SCHOOL OF HUMAN PERFORMANCE AND LEISURE SCIENCES

575 Secondary School Physical Education, 616 Research Methodology in Sport and Theory and Practice I (6-12) (4) Exercise Science (3) The study and practical application of physical edu- Examines research methods and designs used in a vacation and fitness instructional design and content for riety of exercise and sport-related settings. Emphasizes grades 6-12. The course provides the secondary physi- the development of research techniques, including the cal educator with the knowledge base, skills, method- ability to define research problems, write hypotheses, ology and techniques to teach recreational team sports, review and interpret literature, apply research designs, individual lifetime sports, and personal fitness/ organize, analyze, and present data. Studies basic de- wellness activities. Students will participate in a mini- scriptive statistics for measurement and research (sta- mum of ten (10) hours of field experiences in middle tistical notation, measures of central tendency and and secondary schools. (Designed for teachers seek- variability, probability and sampling techniques, lin- ing grades 6-12 certification in physical education.) ear regression and correlation and an introduction to Prerequisite: A bachelor’s degree. statistical inference). 576 Secondary School Physical Education 618 Fitness and Wellness Promotion (3) Theory and Practice II (6-12) (4) Examines health promotion programs in a variety of Continuation of the study and practical application of settings including program components, assessment, physical education and fitness instructional design and design, implementation, and evaluation. Discusses content for grades 6-12. The course is designed to in- case studies from health-related programs to assist stu- tegrate the knowledge and skills learned in SES 575 dents in developing wellness and health promotion with curriculum development and refinement of teach- philosophy and strategies. (Prerequisite: SES 551, or ing skills. Students will participate in a minimum of consent of the instructor) ten (10) hours of field experiences in middle and sec- 621 Ethics and Social Issues in Sport ondary schools. (Designed for teachers seeking grades Management (3) 6-12 certification in physical education.) Prerequisite: A seminar style course which reviews and discusses A bachelor’s degree. current issues impacting the sport manager, athletic 578 ECG Interpretation and Exercise administrator, or athletic trainer. Includes an analysis Testing (2) of the processes and values that create, sustain, and An advanced practical experience in ECG methodol- transform sport in today’s society. Emphasis is placed ogy and interpretation and the exercise testing of car- on practicing and promoting ethics and human values diopulmonary, diabetic, obese, and elderly patients. while managing and operating professionally within The course will prepare the student to attempt the any sport enterprise. American College of Sports Medicine Specialist Cer- 625 Neurological Basis for Motor Control (3) tification Examination. 4-hour laboratory weekly. A course of study for graduate movement science stu- 585 Legal Issues in Sport and Exercise dents in the study of the principles of coordination and Science (3) control of movement. Emphasis is on the neurophysi- Provides an understanding of the American legal sys- ological mechanisms that apply to the processes of tem with an emphasis on the resolution of sport busi- voluntary movement. Prerequisites: BIO 230, BIO 240. ness legal disputes by means of civil litigation, 626 Mechanical Analysis of Human mediation, arbitration, and trial procedures. Examines Performance (3) the traditional areas of contract law and tort law as A course for graduate movement science students in they relate to problems confronting the exercise leader, the advanced study of physical laws and mechanical athletic director, teacher/coach, or sport manager. Scru- concepts with an emphasis on those relevant for the tinizes the legal structure of sport and focuses on spe- analysis of human movement. Includes mathematical cial topics of television and media, trademark law, sex computation and application to selected activities in discrimination, facility safety, handicap access, pro- sport and disability sport, gait, industry, and orthope- fessional sport, drug testing, antitrust laws, gambling dics. Prerequisites: SES 520, MAT 211, PHY 201. and tax laws. Graduate students will be required to complete an in-depth legal issues project. 627 Laboratory Instrumentation in Biomechanics (3) 590 Gross Anatomy (6) A course for graduate movement science students in Study designed to expose the student to the macro- the study of instrumentation utilized in the collection scopic aspects of human morphology. Cadaver of motion data in the area of Biomechanics: cinema- prosections will be correlated with surface anatomy, tography, high speed videography, anthropometry, radiology and other clinical information. Lecture and manual and automatic digitization, isokinetics, force lab. Same as BMS 590 and PDY 590. SCHOOL OF HUMAN PERFORMANCE AND LEISURE SCIENCES 193 measurement devices, and clectromyography. Prereq- submitted to a graduate faculty committee for evalua- uisites: SES 520, MAT 211, PHY 201; usually taken tion. Concludes as the student presents orally the find- concurrently with SES 626. ings related to his/her project and defends conclusions 640 Rehabilitation Science in Sports against questions raised by the faculty review com- Medicine (3) mittee. Prerequisite: Passing grade on written com- A course for athletic trainers on the application of the prehensive exam and Graduate Committee approval. most current research on rehabilitative techniques in 686 Advanced Practicum (3) sports medicine. Prerequisite: Courses in therapeutic An intensive field or laboratory experience in exer- exercise and therapeutic modalities or the equivalent. cise physiology, exercise leadership, or sport manage- 645 Curriculum and Instructional Design in ment. Emphasis will be on independent work and Athletic Training (3) research experience, and assignments may include A course for athletic trainers on planning, designing assisting with research projects and collecting pilot and implementing athletic training educational pro- study data for the thesis or internship project. grams in high schools/colleges and universities. Em- 689 Thesis (6) phasis on instructional design and sequencing of Provides the initiation, implementation and evaluation competency-based experiences. Prerequisite: Admis- of a scholarly investigation. Requires students to sub- sion to graduate program. mit a written research proposal for approval by a the- 672 Exercise and Energy Metabolism (3) sis/project committee and present an oral proposal to In-depth analyses of the biochemical pathways involv- that committee. Culminates with an approved written ing nutrients with emphasis on exercise fuel metabo- report in thesis form. Prerequisite: SES 616, passing lism and the metabolic adaptations to exercise training. grade on written comprehensive exam, and Graduate Additional emphasis will be placed on the biochemi- Committee approval. cal aspects of weight control and obesity, aging, and 701 Advanced Studies in ______(2-4) sport performance. Prerequisite: SES 461 or SES 561. Opportunity for further study and research in areas of 679 Internship/Project (6) special interest. Prerequisite: Graduate Committee Designed in close consultation with graduate commit- approval. tee faculty and industry sponsoring organization. In- 729 Continuous Registration (2) tends to develop greater breadth and depth of important Research in residence or continuous registration. management issues dealing with a specific segment Credit/No Credit. of the sport industry. Requires a written project to be 194 SCHOOL OF NATURAL AND HEALTH SCIENCES

SCHOOL OF NATURAL AND HEALTH SCIENCES

Sister John Karen Frei, O.P., Ph.D., Associate Vice President for Research; Dean, School of Natural and Health Sciences; Professor of Biology

Faculty: Bloom, Creighton, Gibbs, Hays, Jimenez, Landa-Gonzalez, Laudan, Lin, Mitchell, Montague, Packert, Sanborn, Sperry, Stewart.

The Academic Health Science Center and the Di- and desire for student success. To all of our students vision of Biological and Biomedical Sciences were we provide an awareness of the contributions of sci- established in 1985. The division was renamed in 1991 entists and practitioners from diverse domestic and as the School of Natural and Health Sciences in order international backgrounds. We also address biologi- to integrate the undergraduate and graduate life and cal, biomedical and health issues that impact those liv- health science programs into a cohesive academic unit. ing within and outside of this country. The purpose of the School of Natural and Health Our international students are provided programs Sciences is to provide high quality education that will and experiences that will allow them to make contri- prepare competent, thoughtful, ethical, and compas- butions to their native countries. sionate natural and biomedical scientists and health It is our goal to return all graduates to their com- professionals. This is accomplished within a caring munities as informed and educated leaders. environment supportive of the religious dimension of The graduate programs include: the Master of Sci- the university. The school also provides biological and ence in Biology for the science teacher, the Master of biomedical courses for students from other academic Science in Biomedical Science for the student who disciplines as part of a liberal education. wishes to pursue biomedical studies, the Master of With the knowledge that the world and human Science Program in Anesthesiology for the student who needs are constantly changing, the goals of the School wishes to become a nurse anesthetist, the Master of of Natural and Health Sciences are: Science in Health Services Administration for the stu- 1) to provide to a culturally and experientially diverse dent who wishes to obtain an administrative position student body a liberal and professional education in a health care setting, and the Master of Science in in an environment that fosters motivated, self-di- Occupational Therapy for the student who wishes to rected analytical thinking, learning, and research become an occupational therapist. in the biological, biomedical and health sciences; The School of Natural and Health Sciences strives 2) to offer didactic and laboratory courses and other to graduate professionals who demonstrate the knowl- educational experiences that meet the requirements edge, skills, and behaviors to be successful in their of Barry University and of entrance into profes- careers and contribute to the community they serve. sional programs and careers; The School of Natural and Health Sciences reserves 3) to develop a sense of ethical and social responsi- the right to remove any students for academic or non- bility through opportunities in community service academic reasons as outlined in university, school, or with on- and off-campus components. program policies and procedures. Students removed We continue to offer academic programs that pro- from any program must follow the grievance proce- vide quality education supported by a caring attitude dures as outlined by the university, school or program.

and Health Sciences Health and School of Natural of School

SCHOOL OF NATURAL AND HEALTH SCIENCES 195

MASTER OF SCIENCE PROGRAM ADMISSION REQUIREMENTS IN ANESTHESIOLOGY Application deadline is September 1 for admission in January at the start of the spring semester. Admis- Dolores M. Gibbs, M.S., C.R.N.A., Assistant Profes- sion is on a competitive basis for a limited number of sor and Program Director positions. Application requirements reflect the criteria for admission set forth by the Council on Accredi- PROGRAM OVERVIEW tation of Nurse Anesthesia Educational Programs and Barry University. Candidates are selected for admis- The Master of Science Program in Anesthesiology sion on the basis of high promise for program comple- is a seven (7) semester graduate education program tion and academic success in graduate education. for baccalaureate prepared registered nurses seeking Requirements and indicators for potential success in- advanced clinical practice as a Nurse Anesthetist. The clude: Program offers a strong foundational body of study in A degree from a regionally accredited college or basic medical sciences, clinical anesthesiology, pro- university with a record of satisfactory academic work fessional aspects of advanced nurse anesthesia prac- in nursing or an appropriate science (i.e. allied health tice and technological applications for educational and science, biology, chemistry) at the baccalaureate or clinical practice. The Program is accredited by the graduate level. Official transcripts from all Colleges Council on Accreditation of Nurse Anesthesia Educa- and Universities attended must be submitted directly tional Programs. Graduates upon successful comple- to the University. tion of all Program requirements are eligible to sit for The applicant must be a graduate of an accredited the national certifying board examination for nurse School of Nursing and hold current and unrestricted anesthetists and are eligible for licensure as an ad- licensure as a professional registered nurse in the vanced practice professional nurse by the State Boards United States. Out-of-state applicants must be eligible of Nursing in the state in which the graduate seeks to for endorsement by the Florida Board of Nursing and practice. Upon completion of certification and licen- must hold an unrestricted Florida nursing license upon sure requirements, graduates attain the professional the start of the Program. Current, unrestricted licen- credentials of Certified Registered Nurse Anesthetist sure in Florida must be maintained throughout enroll- (CRNA) and Advanced Registered Nurse Practitioner ment in the Program. (ARNP in Florida or similar terminology used in other The applicant must have a minimum of one year, states). and preferably two years, of full time professional The Program offers over 760 hours of didactic in- clinical experience in a critical care setting as a regis- struction and over 3,500 hours of clinical instruction tered nurse. The “critical care setting” is not limited in a curricular format designed to emphasize didactic to a specific work area. However, applicants must instruction in the first year with progressive clinical possess independent experience in acute patient care practica and to emphasize clinical instruction the sec- skills and monitoring typically associated with nurs- ond year with continued didactics. The last semester ing practice in a medical and/or surgical intensive care of the Program is a functional internship emphasizing unit. Specific skills are itemized in the Master of Sci- preparation and transition to professional practice. ence Program in Anesthesiology Program Application Clinical instruction and practice is provided in all Form. Applicants must submit documentation of cur- forms of anesthesia service including general, local rent certification for Cardiopulmonary Resuscitation and regional anesthesia for general surgery and all (CPR) Provider and Advanced Cardiac Life Support surgical subspecialties, to include pain management. (ACLS) Provider skills and Pediatric Advanced Life Clinical practica incorporate instruction in pre-anes- Support (PALS). thetic evaluation, intra-operative anesthetic care, post- A minimum grade point average (GPA) of 3.0 on a anesthetic care management, and emergency and 4.0 scale for all undergraduate academic work is re- critical care procedures. The Program places a strong quired. Applicants with a master’s degree from a re- emphasis on computer and technological applications gionally accredited college or university will have their for education and clinical practice including the utili- graduate GPA included for admissions consideration. zation of software application programs, Internet ap- All applicants must submit credible and current (no plications, and video teleconferencing. This is a less than 5 years old) scores from the Graduate Record program of full-time study, based on the foundations Exam for verbal, quantitative and analytical sections. of professional adult education and functions at an Credible scores are generally considered to be a com- operational level as a graduate education residency bined score of 1000, or better on the verbal and quan- program. Nurse Anesthetist Residents average just over titative sections. GRE scores are evaluated in the 60 hours per week of committed time devoted to didactics, clinical training and study time. 196 SCHOOL OF NATURAL AND HEALTH SCIENCES context of the overall application package submitted The University policy on transfer of graduate credit by the applicant. (maximum of six semester hours successfully com- Applicants must have successfully completed pleted with a grade of B or better within the past five (grade of C or better) a minimum of two upper-level years) will apply. Candidates, after acceptance and undergraduate or graduate level courses in chemistry, admission to the Program may file a written request one of which must include a laboratory course, and with the Program Director for consideration of trans- one of which is preferably organic chemistry or bio- fer credit. Applicants who seek admission and trans- chemistry. An introductory freshmen level survey fer from another accredited program of nurse course in chemistry does not satisfy this requirement. anesthesia education must submit a written letter of All applicants must submit two professional refer- recommendation from the Program Director of the ences, one of which should be from a current nursing applicants former school and must adhere to the trans- supervisor and the second from a health care profes- fer credit policy above. sional (preferably from a CRNA or Anesthesiologist) both of whom are knowledgeable of the applicant’s APPLICATION AND ADMISSIONS academic potential and clinical aptitude. Applicants PROCEDURE are highly encouraged to arrange on their own an interview with an anesthesia practitioner in a surgical As noted above, the deadline for applications is setting, to observe and discuss the practice of modern July 1 for admission at the start of the spring semester anesthesia care. Applicants are encouraged to submit in January. Applications materials should be requested documentation of this interview/observation with their directly from the Health Sciences Admissions Office application file. by calling (305) 899-3541 or 1-800-756-6000, ext. For those applicants satisfying the above require- 3541. Only those candidates with a completed appli- ments, the candidate must attend a personal interview cation package on file, inclusive of all documentation at the invitation of the Admissions Committee. The noted above, will be considered for admission. The interview/information session is required for all can- above criteria are evaluated as a composite package didates. as an indicator of predictive success in the program. Applicants at the time of interview must be pre- Additional admissions consideration may be given to pared to affirm that they have sufficient financial re- those applicants who will practice in a rural and/or sources and/or planning sufficient to complete the medically underserved community upon graduation. program of study without reliance on outside employ- The Admissions Committee will rank all applicants ment. (See Graduate Catalog section for Tuition and as Accepted, Provisional Acceptance, Deferred, or Not Fees). Applicants are advised to contact the Office of Accepted. The Admissions Committee may consider Financial Aid to investigate funding options at the time applications, on a space available basis, from appli- they are considering submission of their application cants whose credentials include less than a 3.0 GPA package. but, greater than 2.75 overall, and whose GPA for all All applicants must affirm and attest to sound physi- science and math courses are at least 3.0, and whose cal health, emotional stability, and personal integrity GRE score is at least a combined score of 1000. Such that will enable them to successfully complete the edu- applicants, upon satisfaction of all other criteria, may cational program and to comply with criteria for nurs- be granted Provisional Acceptance. Candidates ac- ing licensure and adherence to American Association cepted for Provisional Acceptance must attain a grade of Nurse Anesthetist’s professional codes of conduct of B or better in all course work taken in the first se- and practice. Applicants must affirm and attest that mester. Applications review, interview and admissions they are free of addiction to substances of abuse, are decisions are generally rendered within approximately not restricted in their practice of nursing or under in- 6 weeks of the application deadline. vestigation by any Board of Nursing, and are willing Upon the start of the program, accepted candidates to adhere to Drug Free Workplace policies and proce- are required to have an IBM, or compatible, notebook dures of affiliate clinical training sites, to include sub- computer and specified software which conforms to mission to randomized drug testing and/or testing for criteria established by the Program. Applicants are cause and upon Program demand. advised that portions of the didactic coursework may Applicants whose first language is not English, and/ be provided in conjunction with telecommunications or international students must submit a minimum score or video teleconferencing instruction. Candidates are of 550 on the Test of English as a Foreign Language expected to be able to start the Program with basic (TOEFL). computer literacy skills including the use of word- processing, Windows operating systems, electronic mail and navigation of Internet applications. SCHOOL OF NATURAL AND HEALTH SCIENCES 197

EDUCATIONAL OBJECTIVES COURSE SEQUENCE Overall Objectives from the Anesthesiology are sem. hrs. reflective of the sequential curriculum within the spe- SEMESTER I ANE 500 Principles of Anesthesia I 1 cialty. ANE 505 Principles of Anesthesia II 1 1. Graduates from the program will develop profes- ANE 510 Pharmacology I 3 sional competency in the delivery of anesthesia ANE 515 Biochemistry for Anesthesia I 2 services. ANE 520 Pathophysiology I: Cellular & 2. Graduates from the program will be able to assess Circulatory 3 individual needs of clients requiring anesthesia ser- ANE 525 History & Legal Aspects in vices, utilize comprehensive health assessments, Anesthesiology 2 and critically select the appropriate anesthetic man- ANE 600 Research Trends & Issues in agement based upon the client’s needs and com- Anesthesiology 2 prehensive health assessment. ANE 535 Clinical Practicum I 1 3. Graduates will demonstrate mastery of specialized skills in all types of anesthetic situations. 15 4. Graduates from the program will articulate a per- SEMESTER II sem. hrs. sonal philosophy of nurse anesthesiology that is ANE 545 Principles of Anesthesia IV: consistent with professional ethical standards. Obstetric 1 ANE 555 Pharmacology II 2 CURRICULUM ANE 560 Biochemistry & Physics for The curriculum is reflective of a program of gradu- Anesthesia II 3 ate education that provides for intense and analytic ANE 565 Pathophysiology II: Endocrine exploration of the basic medical sciences, clinical an- & Excretory 2 esthesiology, professional practice, technological ap- ANE 570 Regional Anesthesia 2 plications and research methodology. The Program is ANE 575 Clinical Practicum II 1 designed as a continuous (no semester breaks) and 11 sequential program spanning approximately two and SEMESTER III sem. hrs. one half years and totaling 48-semester hours. The first ANE 540 Principles of Anesthesia III: semester of the Program is conducted exclusively on Pediatric 1 the main campus of Barry University. The second ANE 550 Principles of Anesthesia V: through seventh semesters are conducted exclusively Trauma 1 at our affiliated clinical training sites. Affiliated clini- ANE 580 Pharmacology III 2 cal sites are located throughout the State of Florida. ANE 585 Pathophysiology III: Respiratory The names of current affiliated clinical sites can be & Neurological 4 obtained from the program’s office by calling (305) ANE 590 Principles of Anesthesia VI: 899-3230 or 1-800-756-6000, ext. 3230. Nurse Anes- Cardiothoracic 1 thetist Residents are assigned to an affiliated clinical ANE 595 Clinical Practicum III 1 training site at the start of the program and remain at that site for the duration of the program. Clinical in- 10 struction is incorporated through progressive practica SEMESTER IV sem. hrs. throughout all seven semesters. Clinical practica con- ANE 522 Research Methodology 2 sist of in-service education presentations, morbidity ANE 605 Clinical Practicum IV 1 and mortality case conferences, clinical instruction and 3 supervised clinical practice. Didactic courses and Clinical Practica must be satisfactorily completed in SEMESTER V sem. hrs. sequence, as each course and practicum is a pre-req- ANE 627 Advanced Research 2 uisite to the next. ANE 630 Clinical Practicum V 1 3 SEMESTER VI sem. hrs. ANE 650 Anesthesia Seminar I 2 ANE 660 Clinical Practicum VI 1 3 198 SCHOOL OF NATURAL AND HEALTH SCIENCES

SEMESTER VII sem. hrs. modate the working nurse anesthetist. Those individu- ANE 670 Anesthesia Seminar II 2 als interested in admission to this program must con- ANE 680 Clinical Practicum VII 1 tact the Health Sciences Admissions Office or the CMP 699 Comprehensive Exam 0 Program Director for specific admissions require- 3 ments. Total Semester Hours: 48 APPLICATION REQUIREMENTS CANDIDACY Students seeking admission to the program must: Degree-seeking students must be admitted to can- Ð Complete an Admission Application. didacy for the degree before the third semester. Re- Ð Submit evidence of current unrestricted licensure quirements for candidacy are: completion of 15 as a registered nurse in Florida. semester hours of graduate study with a scholastic Ð Hold current certification/re-certification as a Cer- average of at least B; recommendation by the faculty, tified Registered Nurse Anesthetist by the Council and approval of the program director. on Certification or Council on Re-Certification. Ð Be a graduate of a school of Nurse Anesthesia ac- GRADUATION REQUIREMENTS credited by the Council on Accreditation of Nurse Anesthesia Educational Programs or the American Satisfactory completion of ALL courses, rotations, Association of Nurse Anesthetists. final comprehensive examination, and clinical require- Ð Hold an appropriate undergraduate degree from a ments is necessary for the student to graduate. In ad- regionally accredited college or university. dition, a student must have completed all course work ÐHave an undergraduate grade point average (includ- with a minimum grade point average of 3.0 B, with no ing school of anesthesia) of 3.0 or higher. more than 7 semester hours of C grade. The student Ð Submit satisfactory references from two individu- must satisfactorily complete a research project of als well known to applicant. graduate quality. Ð Provide official transcript(s) from all college(s) and school of Nurse Anesthesia, mailed directly to the GRADING POLICY Health Sciences Admissions Office at Barry Uni- The grading policy for students in the Master of versity. Science Program in Anesthesiology will be as follows: Ð Submit credible and current (5 years or fewer) A 90%-100% scores on the Graduate Record Examination (GRE): B 80%-89% verbal, quantitative, and qualitative sections. C 70%-79% Ð International students and/or students whose first F 0%-69% language is not English must submit their scores The Master of Science Program in Anesthesiology (minimum of 550) on the Test of English as a For- does NOT provide any remediation mechanisms for eign Language (TOEFL). failures on either an examination OR an entire course. ÐTransfer credits will be evaluated on an individual Students who fail a course will be removed from the basis. A maximum of 6 semester hours may be con- program. sidered for transfer. Consideration will be given for courses taken within 7 years or fewer of applica- MASTER OF SCIENCE PROGRAM tion for which a grade of at least a B was awarded. IN ANESTHESIOLOGY EDUCATIONAL OBJECTIVES COMPLETION PROGRAM Overall Objectives from the Anesthesiology are reflective of the sequential curriculum within the spe- Dolores M. Gibbs, M.S., C.R.N.A., Assistant Profes- cialty. sor and Program Director 1. Graduates from the program will develop profes- The Master of Science in Anesthesiology Comple- sional competency in the delivery of anesthesia tion Program is designed for those Certified Regis- services. tered Nurse Anesthetists who are graduates from an 2. Graduates from the program will be able to assess accredited school of nurse anesthesia, have an appro- individual needs of clients requiring anesthesia ser- priate baccalaureate degree, and wish to obtain a vices, utilize comprehensive health assessments, master’s degree in anesthesiology. The program is of- and critically select the appropriate anesthetic man- fered during evening and weekend hours to accom- SCHOOL OF NATURAL AND HEALTH SCIENCES 199

agement based upon the client’s needs and com- 520 Pathophysiology I: Cellular & prehensive health assessment. Circulatory (3) 3. Graduates will demonstrate mastery of specialized A course in human anatomy, physiology, and patho- skills in all types of anesthetic situations. physiology in which the effects of anesthesia on the 4. Graduates from the program will articulate a per- cell are studied. This will progress to the advanced sonal philosophy of nurse anesthesiology that is anatomy and physiology of the circulatory system, in consistent with professional ethical standards. particular to its application to anesthesia, and cardiovascular pathophysiology. CURRICULUM 522 Research Methodology (2) Only Certified Registered Nurse Anesthetists will Introductory course in experimental design and sta- be admitted to the program and must complete the tistical analysis. following course of study: 525 History and Legal Aspects in Semester Anesthesiology (2) Courses Hours Study of the principles of law relating to medical mal- ANE 522 Research Methodology 2 practice and statutory restrictions on the practice of ANE 525 History & Legal Aspects of anesthesia by registered nurses. A history of Anesthe- Anesthesiology 2 sia with emphasis on the role of Nurse Anesthetists ANE 570 Regional Anesthesia 2 will be provided. ANE 600 Research Trends & Issues in Anesthesiology 4 535 Clinical Practicum I (1) ANE 627 Advanced Research 3 Experience with physical assessment: including care ANE 650 Anesthesia Seminar I 4 plans and mastering of skills taught in Principles of ANE 670 Anesthesia Seminar II 4 Anesthesia I and II. Induction, management and emer- BMS 553 Biomedical Ethics 3 gence of a patient from anesthesia. HSA 610 Financing & Delivery of Health 540 Principles of Anesthesia III: Pediatric (1) Care Services 3 Pediatric anesthesia includes the anatomic, physiologic Elective (with approval by the director) 3 and pathophysiological differences of patients from CMP 699 Comprehensive Examination 0 infancy through childhood. 545 Principles of Anesthesia IV: Obstetrics (1) Course Descriptions Study of the obstetrical patient including the anatomy, Anesthesiology Prefix: ANE and physiology of pregnancy. The pathophysiological states of pregnancy, anesthetic management of the 500 Principles of Anesthesia I (1) obstetrical process. A review of specific complications Study of the principles of anesthetic management infor the parturient patient. cluding: pre- and post-anesthesia evaluation, premedi- cation, formulation of management and plan, 550 Principles of Anesthesia V: Trauma (1) monitoring, anesthetic techniques, procedures and This course will emphasize the anesthetic management equipment requirements, record keeping, endotracheal of the emergency and trauma patient. A review of the intubation, prevention of complications, and care of physical assessment process and placement of appro- equipment. (Special Fee) priate monitoring lines. 505 Principles of Anesthesia II (1) 555 Pharmacology II (2) Interpretation of information provided by monitoring Continuation of the uptake, distribution, biotransfor- devices in the operating room suite. (Special Fee) mation, and excretion of autonomic, neuromuscular and local drugs used in anesthesia. Emphasis on dos- 510 Pharmacology I (3) age, mechanism of action, characteristic drug effects, Study of the uptake, distribution, biotransformation, factors modifying drug dosages, toxicology and indi- and excretion of premedications and anesthetic agents, cation or contraindication for use. with particular reference to dosage, mechanism of action, characteristic drug effects, factors modifying drug 560 Biochemistry and Physics for dosages, toxicity, and instruction for use. Anesthesia II (3) A continuation of the focus on the biochemical and 515 Biochemistry for Anesthesia I (2) physical principles required for understanding the Course focuses on the biochemical principles of the mechanisms, actions, equipment and theories as they mechanisms, actions, and theories as they apply in apply to anesthesia practice. anesthesia practice. 200 SCHOOL OF NATURAL AND HEALTH SCIENCES

565 Pathophysiology II: Endocrine and 605 Clinical Practicum IV (1) Excretory (2) Advanced clinical practice areas, include insertion of An advanced study of the anatomy, physiology and monitoring lines. The student will begin on-call expe- pathophysiology of the endocrine and excretory sys- riences. tems in relationship to the anesthetic management of 627 Advanced Research (2, 3) patients. Advanced experimental designs and research, result- 570 Regional Anesthesia (2) ing in a paper of publishable quality. A study of the theoretical and practical considerations 630 Clinical Practicum V (1) involved in the administration and management of Graduate students will incorporate information learned regional anesthesia. Anatomy, physiology, and phar- in Practicums I-IV in order to anticipate any special macology will be studied and applied to actual clini- needs for patients in all clinical settings, including post- cal experience in the administration and management operative pain and chronic pain management. of anesthetic blocks. 650 Anesthesia Seminar I (2, 4) 575 Clinical Practicum II (1) Selected topics and case studies will be utilized in an Actual clinical experience includes progressively more advanced study of clinical anesthesia. difficult cases; invasive monitoring, specialty areas, such as one-day stay and neurological procedures. 660 Clinical Practicum VI (1) Advanced clinical practice to provide comprehension 580 Pharmacology III (2) of and management of anesthetic cases in specialty Advanced study of current drug therapy in patients areas. requiring anesthesia, or in treating complications occurring during anesthetic management. Includes ab- 670 Anesthesia Seminar II (2, 4) sorption, distribution, biotransformation, excretion, Anesthesia Seminar I will be expanded upon. dosage, mode of action, characteristic effects and fac- 680 Clinical Practicum VII (1) tors modifying anesthetic management of agents and This is an earned privilege in which a graduate stu- drugs. dent functions as the primary nurse anesthetist, and 585 Pathophysiology III: Respiratory & the instructor acts as a consultant. Experience will be Neurological (4) provided at various levels of management and super- Study of the anatomy, physiology and pathophysiol- vision within the department of anesthesia. ogy of the respiratory system. Emphasis on the application of anesthesia in respiratory and acute care MASTER OF SCIENCE IN BIOLOGY management. Anatomy, physiology and pathophysiology of the nervous system will be studied in their Ralph Laudan, Ph.D., Associate Dean relationship to the anesthetic management of patients. 590 Principles of Anesthesia VI: PROGRAM Cardiothoracic (1) This master’s program in biology has been designed Review of cardiovascular and thoracic processes. to provide educational opportunities for secondary Emphasis on the medical/surgical and nursing evalu- school teachers of biology. ation of the patient in the peri-operative period, to in- The group targeted by this program includes: clude extracorporeal circulation for specific Ð Certified teachers with a B.S. degree in biology. procedures. (The program will satisfy Florida state requirements for a Master’s degree in field.) 595 Clinical Practicum III (1) Ð Certified biology teachers updating their certifica- Clinical practice includes pediatric, obstetric and spe- tion. cial care patients. ÐTeachers with continuing education needs. 600 Research Trends and Issues in Candidates not adequately prepared to enter this Anesthesiology (2, 4) program must demonstrate competency of subject Study of the psychological and ethical standards con- matter in certain core areas (genetics, cellular struc- sistent with contemporary anesthesiology practice. ture and function, anatomy and physiology) using pro- Includes discussions of multiculturalism, the Bill of grammed materials to attain the competency. Rights, health care team interactions, and issues of privacy and confidentiality. Includes psychology, professional adjustment, and ethics for the nurse anesthetist. SCHOOL OF NATURAL AND HEALTH SCIENCES 201

ADMISSION REQUIREMENTS Students enrolled in the Master of Science in Biol- Ð Bachelor’s degree from a regionally accredited ogy program are required to take BIO 553a, Ethical college or university with appropriate undergradu- Foundations; and BIO 675 Research. ate/graduate credits in biology. Ð Undergraduate grade point average 3.00, B, or bet- GOOD STANDING-PROBATION-SUSPENSION ter. Students with a semester OR cumulative grade Ð Acceptable score on the Graduate Record Exami- point average below 2.00 (calculated utilizing a 0.0 to nation (verbal, quantitative, and analytical por- 4.0 scale) will be placed on academic probation. Stu- tions), MCAT, or FTCE examination. dents not in good standing will be periodically re- ÐTwo letters of recommendation in support of gradu- viewed by the faculty graduate advisory committee to ate work. determine eligibility to remain in the program. The All requirements for State Professional Certifica- Dean may require a student on probation to register tion which the applicant lacks, must be met before the for a limited course load. Probation will be lifted the university accepts a student for the master’s program. following semester IF the student achieves a cumula- The usual policies on transfer (6 s.h.) and on degree tive GPA of 3.00 or more. If this condition is not met, time limitation (7 years) will apply. Minimal transfer the student will remain on probation. A student will grades of B will be accepted for courses not older than be suspended who does not achieve a minimal semes- 5 years. The program is designed for the student who ter GPA of at least 1.0 in any one semester or a mini- wishes to advance his or her education on a part-time mal cumulative GPA of 2.0 for two consecutive basis with courses scheduled in the evenings and/or semesters. on Saturdays. GRADUATION REQUIREMENTS EDUCATIONAL OBJECTIVES Completion of 30 graduate credits with a minimum The Master of Science in Biomedical Sciences Pro- grade point average of 3.00 B with no more than 8 gram attempts to provide the highest level of quality semester hours of C grade. Courses with D or F grades education to all students. The expected educational must be repeated and replaced with grades of B or goals, outcomes and the overall effectiveness of this better. Students may not include toward graduation the program are measured in several ways. credit for a biology course in which they have received 1. The students will learn the didactic and laboratory a grade of D. A minimum of 3 semester hours of re- skills necessary for medical school or careers in search or internship is required. For graduation, the research. last 9 credits of this degree must be completed at Barry. 2. Students will be able to develop and support their Comprehensive exam will not be required. own ethical and social decisions in a medical or research environment. Course Descriptions 3. Students will utilize critical thinking skills essen- Biology Prefix: BIO tial for analyzing and interpreting clinical as well as research data. 500 Natural History & Ecology (5) 4. Students will have the lab skills necessary to ad- A lecture-lab course that examines the biogeographi- vance in their profession. cal distributions of species through time, including current ecological and evolutionary theories, with field CURRICULUM trips to the South Florida coral reefs, coastal mangrove The instructional objectives of the Master’s pro- forest, and the Everglades National Park. (Special fee) gram are: 501 Biostatistics (3) Ð Depth and breadth of information across core ar- Concepts, principles, methods of descriptive and in- eas in biology. ferential statistics, and statistical quality control are Ð Practical application of this information in the high applied to Biological and Biomedical health issues. school setting. Prerequisite: Algebra. Same as BMS 501. Ð Relationship of biology and technology attained 505a Biotechnology: Immunochemistry (1) through the summer internship program. The immunochemistry module will provide students Additionally, many of the core courses are lecture/ with a working understanding and the application of laboratory courses in which the emphasis in the labo- sterile techniques, immunochemistry, ELISA tech- ratory will be practical application of content to the niques, and gel electrophoresis. (Special fee). Same classroom. as BMS 505a. 202 SCHOOL OF NATURAL AND HEALTH SCIENCES

505b Biotechnology: Molecular Biology (1) 550 Reproductive/Developmental Biology (5) The molecular biology module will provide students Survey of the various aspects of reproduction and de- with a working understanding and the application of velopment beginning at the molecular level and con- sterile techniques, cell transfer techniques, ELISA tinuing through the gross aspects of biological techniques as they refer to protein identification, and organisms. (Special fee) density gradient gel electrophoresis. (Special fee). 452/552 Quantitative Applications in Biology (3) Same as BMS 505b. A laboratory oriented course designed to introduce the 507 Basic Research Methodology (3) student to the integration, storage and retrieval of bio- Introduction to experimental design, statistical analy- logical information to which the student has already sis and publication preparation. Same as BMS 507. been exposed in previous courses. (Special fee) Pre- 510 Pathophysiology (3) requisites: 25 s.h.; computer course or equivalent. A study of the alterations in biological processes that 553 Biomedical Ethics a+b affect homeostasis in the human. Includes the dynamic 553a Ethical Foundations (1) aspects of disease, mechanisms involved, signs and An investigation of current ethical issues in health care symptoms. Physical and laboratory findings are em- and the medical, biological and behavioral sciences. phasized. Prerequisite: BIO 240 or equivalent or per- Same as GMS 553a, BMS 553a, and SES 553a. mission of instructor. 553b Health Care Delivery (1) 525 Molecular Biology (5) An analysis of the economic, structural and ideologi- Integrated study of procaryotic and eucaryotic cells cal interests that lead to numerous value conflicts including structures, ultra structure, functions, and within the health care system in the United States: pro- metabolism. (Special fee) spective payment system and quality control, for-profit 427/527 Biochemistry I (3) vs. not-for-profit hospitals, societal and personal re- Introduction to the fundamental aspects of biochem- sponsibilities in the health care sector. Prerequisite: istry. Topics include protein structure, enzyme kinet- 553a. Same as GMS 553b and BMS 553b. ics, and basics of carbohydrate, lipid, and amino acid 455/555 Immunology (3) metabolism and their interrelationships. Same as BMS Major topics considered in this course are antibody 427/527. Restricted to evening sections only. formation, antigen antibody interactions, biological 428/528 Biochemistry II (3) effects of immunologic reactions, immunological This is a continuation of BIO 427/527. Topics cov- specificity of normal and diseased cells and tissues. ered include biochemistry of purines and pyrimidines, Same as BMS 455/555. fundamentals of molecular biology, biochemistry of 458/558 Infectious Diseases (1-5) hormones, biochemistry of special tissues, nutrition Major human bacterial, viral, rickettsial, fungal and and its relation to disease. Same as BMS 428/528. parasitic diseases, identification, pathogenicity, mode Restricted to evening sections only. of transmission, treatment, methods of control. 5 hours 535 Human Embryology (3) of lecture. Same as BMS 458/558. A study of human embryological development, includ- 458a/558a Bacterial and Rickettsial Diseases (2) ing fertilization, and the cellular and molecular mechanisms involved in embryogenesis. Congenital 458b/558b Viral Diseases (1) abnormalities and clinical applications will also be 458c/558c Fungal and Parasitic Infections (2) discussed. Same as BMS 535. 476/576 Teaching of Biology in the Secondary 537 Human Genetics (3) School (3) Acquiring an understanding of current theories of Problems confronting teachers of biology in the sec- mechanisms of human inheritance and their applica- ondary school; organization of courses, sources of tion in modern medicine and technology. Same as BMS materials, textbooks, methods of teaching. School ap- 537. proval and candidacy in the School of Education. 545, 665 Advanced Study 597 Physiology (3) (Credit not to exceed 3 s.h.) Comprehensive study of systems physiology includ- Tutorial study with a faculty member in an area in ing neuronal and musculoskeletal system, circulation, which formal course work is not offered. Assigned respiration, excretion, digestion and fluid electrolyte reading, reports. Weekly discussion and examinations balance. Prerequisites: BIO 527,528. Same as BMS by arrangement with instructor. Same as BMS 545, 597. 665. SCHOOL OF NATURAL AND HEALTH SCIENCES 203

600 Organismal Physiology (4) or industrial positions in biomedical sciences or closely Interactions of organs and systems at the functional related areas, and be committed to working toward levels. Examples will include plants, invertebrate and solutions for the many unresolved problems of bio- vertebrate systems. (Special fee) Prerequisites: BIO medical science which face mankind. 525, 550. Since 1984, the School of Natural and Health Sci- 620 Pharmacology (3) ences at Barry University has conducted a special one Course encompasses basic pharmacological principles/ year program leading to the MS degree in Biomedical classes of drugs. Includes drug interaction with bio- Sciences (MBS). While completion of the program logical receptors: their absorption, distribution, me- does not guarantee acceptance to medical school, more tabolism and excretion. Drugs are covered on a systems than 82% of the program’s candidates over the past basis. Same as GMS 620 and BMS 620. Prerequisites: 15 years have gained admission to medical or dental BMS/BIO 527, 528, and 597. schools, as well as schools of osteopathic, veterinary, and podiatric medicine throughout the United States, 629 Matriculation Continued (1) including the Barry University School of Graduate Continued registration. Medical Sciences. 630 Internship (3-6) The biomedical curriculum is composed of a core Supervised experience relating biology and technol- of basic science courses some of which also serve as ogy attained in an industrial and/or academic research the first year course work of the basic science compo- setting. nent in most medical school programs. Some of the core courses may serve as post-bacca- 632 Endocrinology (3) laureate preparation for students who completed a pre- Reports, discussions, and lectures on selected topics medical preparation as an undergraduate and who have in endocrinology. To provide an in-depth study of the demonstrated superior academic achievement in their current topics in endocrinology using library research course work and who wish to study in the basic sci- and Internet resources to elucidate the cellular and ences on a graduate level for a period of time before molecular endocrine regulating mechanisms in hu- attempting full-time medical studies. mans. Same as BMS 632. Other core courses serve the needs of those cur- 635 Nutrition (2) rently employed in the health care industry who seek Biochemistry of nutrition, the assessment of nutriture, advancement in their chosen professions. These same and the biological effects of excess or deficiency of core courses also serve the need to “cross-train” those nutrients. It will examine the identification and scientists with chemistry/physics backgrounds who quantitation of requirements for calories, macronutri- wish to enter the biomedical field in industry. ents and certain micronutrients. Same as BMS 635. 670 Seminar (2) ADMISSION REQUIREMENTS A course designed to expose the student to selected —A degree from a regionally accredited college or topics in biology. university with a record of satisfactory academic 675 Research (3-6) work at the baccalaureate and/or graduate level. Research for MSB students only under the guidance —8 semester hours of study each in general biology, of the Associate Dean and an off campus research ad- general chemistry, organic chemistry, physics, and visor. Same as BMS 675. 6 semester hours in English. — Applicants for Track I are expected to submit credible and current scores on the Medical College MASTER OF SCIENCE IN Admission Test or DAT’s. Other applicants may BIOMEDICAL SCIENCES submit results from either the MCAT, DAT, VAT, or the Graduate Record Examination (verbal, quan- Ralph Laudan, Ph.D., Associate Dean titative and analytical portions). — Three letters of recommendation (at least two let- PROGRAM ters from a science professor) or a Health Profes- The master’s program in biomedical sciences has sions Advisory report are required, as well as a been designed to prepare students for rewarding pro- personal statement of educational/professional fessional careers as creative biomedical scientists. It goals. is anticipated that students completing this program will enter into medical, academic, government, health, 204 SCHOOL OF NATURAL AND HEALTH SCIENCES

ADMISSION GUIDELINES FOR TRACK I - ONE YEAR semester, the student will be reevaluated by the PROGRAM graduate admissions committee and recommenda- A. All applicants should have an undergraduate GPA tions may include registering for a reduced credit of 3.0 or better on a 4.0 scale, and MCAT scores load or suspension from the program. totaling 24 or better for acceptance to the accelerated Track I-1 year program. ADMISSION GUIDELINES FOR TRACK III PROGRAM B. A candidate may be accepted if he/she has already A. All applicants should have an undergraduate GPA completed a graduate degree and has MCAT scores of 2.60 or better on a 4.0 scale, and MCAT scores totaling 24 or better. totaling 18 or better, or acceptable GRE scores C. If the applicant’s records indicate a deficiency in (above 400 in each section), for acceptance to the either category, the candidate may be accepted pro- Track III program. visionally to the Track 1 accelerated program with B. A candidate may be accepted if he/she has already a stipulation that he/she earns a minimum GPA of completed a graduate degree and has MCAT scores 3.0 for the first semester. If the student’s GPA falls totaling 18 or better. below 3.0 at the end of the first semester, the stu- C. If the applicant’s records indicate a deficiency in dent may be moved to the two year program with a either category, the graduate admissions commit- reduced credit load. tee may accept the candidate provisionally to the D. A candidate may be placed on the wait list for the Track III program with a stipulation that he/she Track 1 accelerated program and/or be fully ac- earns a minimum GPA of 3.0 for 9 sh in the first cepted to the Track I-2 year program if he/she does semester. If the student’s GPA falls below 3.0 at not meet all of the admission requirements as indi- the end of the first semester, the student may be cated above. required to register for a reduced credit load or be suspended from the program. ADMISSION GUIDELINES FOR TRACK I - TWO YEAR The Admissions committee recognizes that un- PROGRAM dergraduate GPA and performance on standardized A. All applicants should have an undergraduate GPA tests are not always reliable predictors of student of 2.75 or better on a 4.0 scale, and MCAT scores success, thus other credentials such as personal totaling 20 or better for acceptance to the Track I- statements, letters of recommendation, extracur- 2 year program. ricular and volunteer/service activities, patterns in B. A candidate may be accepted if he/she has already undergraduate records, and overall academic cre- completed a graduate degree and has MCAT scores dentials are also of significant importance in mak- totaling 20 or better. ing admissions decisions. C. If the applicant’s records indicate a deficiency in —International students and/or students whose either category, the graduate admissions commit- first language is not English must submit a mini- tee may accept a candidate on a provisional basis mum score of 550 or a comparable computer to the Track 1-2 year program with a stipulation exam score on the Test of English as a Foreign that he/she earns a minimum GPA of 3.0 for 9 sh in Language (TOEFL). the first semester. If the student’s GPA falls below — Advanced Placement is at the discretion of the 3.0 at the end of the first semester, the student may Dean. Only course work taken in regionally ac- be required to register for a reduced credit load. credited universities or medical colleges listed with the World Health Organization will be con- ADMISSION GUIDELINES FOR TRACK II PROGRAM sidered for advanced standing. A. All applicants should have an undergraduate GPA — The usual policies on transfer credit (6 s.h.) and of 2.75 or better on a 4.0 scale, and MCAT scores on degree time limitation (7 years) will apply; totaling 18 or better for acceptance to the Track II minimal transfer grades of B will be accepted program. for courses not older than 5 years. B. A candidate may be accepted if he/she has already The above criteria are evaluated as a composite and completed a graduate degree and has MCAT scores the potential for success is assessed by the MBS gradu- totaling 18 or better. ate admissions committee. The outcome of this assess- C. If the applicant’s records indicate a deficiency in ment will be acceptance, provisional acceptance, to either category, the graduate admissions committee various track options, or rejection. If a student is pro- may accept the candidate provisionally to the Track visionally accepted, their credit load will be determined II program with a stipulation that he/she earns a mini- by the MBS admissions committee and the Associate mum GPA of 3.0 for 9 sh in the first semester. If the Dean. All final decisions are at the discretion of the student’s GPA falls below 3.0 at the end of the first Dean, Associate Dean and the MBS admissions committee. SCHOOL OF NATURAL AND HEALTH SCIENCES 205

Biomedical sciences graduate faculty will review Physiology. The remaining hours will be determined the midterm deficiency notices of all BMS students in consultation with advisor. and inform all provisionally accepted students that if Note: Enrollments in some lecture classes may be the student’s admission provisions are not met they larger than others since may be asked to leave the program. The graduate fac- Track I Ð 1 year MBS students may be seated to- ulty committee will meet before the start of the spring gether with podiatry students from the School of and summer semester to review the files of each stu- Graduate Medical Sciences. dent that has not met the admission provisions, and Students in the Track I - 2 year program (those recommend to the program director and to the dean of who wish to pursue medical studies) are required to the SNHS, any actions that may be necessary. take BMS 527, 528, Biochemistry I, II; BMS 547, Under special circumstances students may be ad- Neuroanatomy; BMS 550, Histology; BMS 553a, Ethi- mitted as provisional or non-degree seeking students. cal Foundations; BMS 553b, Health Care Delivery; A maximum of 6 semester hours may be taken on a BMS 597, Physiology. The remaining hours will be non-degree seeking basis. Full acceptance into the determined in consultation with advisor. School for a provisionally accepted student is required Note: Classes will be late afternoon or evenings. before the student can be admitted to candidacy. Once Track I - 2 year students will not be permitted to take a student has completed 12 semester hours with a 3.0 BMS 590 & 590L Gross Anatomy, as space limita- GPA, an admission to candidacy form must be filed. tions force us to restrict this course to the full time Graduate students must complete all provisions and/ day students enrolled in the 1 year program. Students or conditional admission requirements before they in this track will be limited to 9-10 sh per semester. begin their third semester of course work. Graduate Students in the Track I-2 year program may not trans- students in the one year program must be fully ac- fer to the Track II program after completing 26 gradu- cepted before they begin their second semester of ate credits in the MBS program. course work. In both cases students will be prevented from registering if they have not fulfilled these require- Track II ments. Developed for students who are preparing to enter academic, government, medical, or health care fields. EDUCATIONAL OBJECTIVES Students in the Track II program would be required to The Master of Science in Biomedical Sciences Pro- take BMS 527, 528, Biochemistry I, II; BMS 553a, gram attempts to provide the highest level of quality Ethical Foundations; and BMS 553b, Health Care education to all students. The expected educational Delivery. The remaining hours will be determined in goals, outcomes and the overall effectiveness of this consultation with an advisor based on the career goals program are measured in several ways. of the student and selected from the other BMS course 1. The students will learn the didactic and laboratory offerings. Two courses with labs must be included in skills necessary for medical school or careers in re- these remaining hours. search. 2. Students will be able to develop and support their Track III own ethical and social decisions in a medical or Designed for students who are currently employed research environment. in the health care industry who seek advancement in 3. Students will utilize critical thinking skills essen- their chosen field, and those who wish to enter into tial for analyzing and interpreting clinical as well biomedical fields in industry, or teaching or who are as research data. preparing for medical or Ph.D. programs. Students in 4. Students will have the lab skills necessary to ad- the Track III program, would be required to take BMS vance in their profession. 501, Biostatistics; BMS 507, Basic Research Meth- odology (3sh); BMS 527, 528, Biochemistry I, II; BMS CURRICULUM 553a, Ethical Foundations; BMS 553b, Health Care The program of study is divided into three tracks. Delivery; BMS 555, Immunology; BMS 675, Research (3-6sh). The remaining hours will be determined in consultation with an advisor. Track I Students in the Track I - 1 year program (those who wish to pursue medical studies) are required to GOOD STANDING-PROBATION-SUSPENSION take BMS 527,528, Biochemistry I, II; BMS 547, Biomedical Science students with a semester OR Neuroanatomy; BMS 550, Histology; BMS 553a, Ethi- cumulative grade point average below 2.50 (calculated cal Foundations; BMS 553b, Health Care Delivery; utilizing a 0.0 to 4.0 scale) will be placed on academic BMS 590, 590L, Gross Anatomy; BMS 595A & B, probation. Probation will be lifted the following 206 SCHOOL OF NATURAL AND HEALTH SCIENCES semester IF the student achieves a semester GPA of CANDIDACY 3.00 or better. A biomedical science student will be Degree-seeking students must be admitted to can- suspended if placed on academic probation for two didacy for the degree. Requirements for candidacy are: consecutive semesters or if the student does not achieve completion of 12 semester hours of graduate study with a minimal semester GPA of at least 2.0 in any one se- a scholastic average of at least B; recommendation by mester. Students with a cumulative GPA below 3.0 but the faculty, and approval of the Dean of the school. above 2.5, will be placed on academic warning. Stu- dents on academic warning will be given three (3) semesters or one full year, which ever comes first, to Course Descriptions earn a 3.0 cumulative GPA. If a student does not earn Biomedical Sciences Prefix: BMS a 3.0 cumulative GPA in the time allotted, the student 501 Biostatistics (3) will be suspended from the program. Students not in Concepts, principles, methods of descriptive and in- good standing will be periodically reviewed by the ferential statistics, and statistical quality control are faculty graduate advisory committee to determine eli- applied to health issues. Prerequisite: Algebra. Same gibility to remain in the program. The Dean may as BIO 501. require a student on probation to register for a limited course load. 505a Biotechnology: Immunochemistry (1) The immunochemistry module will provide students REPEAT COURSE POLICY with a working understanding and the application of sterile techniques, immunochemistry, ELISA tech- No graduate biomedical science course may be at- niques, and gel electrophoresis. (Special fee). Same tempted more than twice. Withdrawal after the third as BIO 505a. week of classes is counted as an attempt. Any exceptions to this policy must be approved by the Dean of 505b Biotechnology: Molecular Biology (1) SNHS. The molecular biology module will provide students Quality points and credits attempted and earned for with a working understanding and the application of the second attempt are counted in lieu of those earned sterile techniques, cell transfer techniques, ELISA for the initial attempt. Though both attempts will re- techniques as they refer to protein identification, and main as part of the student’s permanent record, the density gradient gel electrophoresis. (Special fee). cumulative grade point average will reflect only the Same as BIO 505b. grade earned on the second attempt. No courses in the 507 Basic Research Methodology (2,3) biomedical sciences curriculum may be taken for a Introduction to experimental design, statistical analy- Credit/No Credit grade. sis and publication preparation. Same as BIO 507 and GMS 507. GRADUATION REQUIREMENTS 427/527 Biochemistry I (3) A student must have completed 36 semester hours Introduction to the fundamental aspects of biochem- of course work with a minimum grade point average istry. Topics include protein structure, enzyme kinet- of 3.0 (B) with no more than 8 semester hours of C ics, and basics of carbohydrate, lipid, and amino acid grade. Courses with D or F grades must be repeated metabolism and their interrelationships. Same as BIO and replaced with grades of B or better. Students may 427/527 and GMS 527. (Track I students must take not include toward graduation the credit for a biomedi- both day sections). cal science course in which they have received a grade 428/528 Biochemistry II (3) of D. For graduation, the last 9 credits of this degree This is a continuation of BMS 427/527. Topics cov- must be completed at Barry. Track I and II students ered will include biochemistry of purines and pyrim- must also pass a qualifying examination based on their idines, fundamentals of molecular biology, first 30 credits, including all completed and required biochemistry of hormones, biochemistry of special tis- coursework. The comprehensive exam requires a $25 sues, nutrition and its relation to disease. Same as BIO non-refundable application fee for first time applicants 428/528 and GMS 528. (Track I students must take and a $100 non-refundable fee for students repeating both day sections). the exam. A student may only sit for the comprehensive exam a maximum of three times. To be eligible 535 Human Embryology (3) for the comprehensive exam a student must have A study of human embryological development includ- achieved a minimum 3.0 GPA for 30 semester hours ing fertilization, and the cellular and molecular mecha- with no more than 8 semester hours of C grades and nisms involved in embryogenesis. Congenital no D or F grades. Track III students must complete a abnormalities and clinical applications will also be significant research project and research paper (3-6 discussed. Same as BIO 535. sh). SCHOOL OF NATURAL AND HEALTH SCIENCES 207

537 Human Genetics (3) 590, 590L Gross Anatomy (4,2) Acquiring an understanding of current theories of Study designed to expose the student to the macro- mechanisms of human inheritance and their applica- scopic aspects of human morphology. Complete dis- tion in modern medicine and technology. Same as section of a cadaver will be correlated with surface BIO 537. anatomy, radiology, and other clinical information pro- 547 Neuroanatomy (3) vided in part by qualified local clinicians. Lecture and Presentation of the morphologic and physiologic as- lab. Same as GMS 590, and SES 590, with separate pects of the nervous system. Clinical correlations are lab section. (Special fee) incorporated to emphasize the important anatomic 595A, 595B Physiology (5,1) structures and pathways. Lecture and lab. Same as Comprehensive study of systems physiology includ- GMS 547. (Special fee) ing neuronal and musculoskeletal system, circulation, 550 Histology (5) respiration, excretion, digestion, and fluid-electrolyte Presentation of the normal microscopic structure of balance. Lecture and Lab. Prerequisites: BMS 550 and the human body. Emphasis will be placed on the inte- BMS 527; Prerequisite or Corequisite: BMS 547 and gration of the morphology with the biochemical and BMS 528. Same as GMS 595A/B. (Special fee) physiologic processes of the body. Lecture and labo- 597 Physiology (3) ratory. Same as GMS 550. (Special fee) Comprehensive study of systems physiology includ- 553 Biomedical Ethics a+b ing neuronal and musculoskeletal system, circulation, respiration, excretion, digestion, and fluid-electrolyte 553a Ethical Foundations (1) balance. Lecture. Prerequisite: BMS 527; Prerequisite: An investigation of current ethical issues in health care BMS 527 and BMS 550; Corequisite: BMS 528. Same and the medical, biological, and behavioral sciences. as BIO 597. Same as GMS 553a, BIO 553a, and SES 553a. 600, 601 Pathology (4,2) 553b Health Care Delivery (1) Fundamental principles of disease processes such as An analysis of the economic, structural and ideologi- tissue injury and repair, inflammation, the immune cal interests that lead to numerous value conflicts response, and neoplasia, as well as mechanisms of within the health care system in the United States: pro- hemodynamic and metabolic derangement; illustrated spective payment system and quality control, for-profit in laboratory by means of clinical material and case vs. not-for-profit hospitals, societal and personal re- studies. Lecture and lab. Prerequisite: BMS 550 for sponsibilities in the health care sector. Prerequisite: BMS 600 and BMS 600 for BMS 601. Same as GMS 553a. Same as GMS 553b, BIO 553b, and SES 553b. 600, 601. (Special fee) 455/555 Immunology (3) 620 Pharmacology (3) Major topics considered in this course are antibody Course encompasses basic pharmacological principles/ formation, antigen antibody interactions, biological classes of drugs. Includes drug interaction with biologi- effects of immunologic reactions, immunological cal receptors: their absorption, distribution, metabolism, specificity of normal and diseased cells and tissues. and excretion. Drugs are covered on a systems basis. Same as BIO 455/555. Same as GMS 620 and BIO 620. Prerequisites: BMS/ 458/558 Infectious Diseases (1-5) BIO 527, 528; Corequisite: 595 or 597. Major human bacterial, viral, rickettsial, fungal, and 623 Medical Microbiology I (3) parasitic diseases; identification, pathogenicity, mode Comprehensive study of medical immunology, medi- of transmission, treatment, and methods of control. 5 cal virology, and medical parasitology. Medical immu- hours of lecture. Same as BIO 458/558. nology serves as a foundation by providing the dynamics 458a/558a Bacterial and Rickettsial Disease (2) of interactions between humans and their microbiologi- cal pathogens. Viral, virus-like, protozoan, and helm- 458b/558b Viral Diseases (1) inthic pathogens are discussed in terms of physical, 458c/558c Fungal and Parasitic Infections (2) biochemical, and biological parameters as well as their 560 Research (1-2 sh) contributions to human disease. Treatment, prevention, Research for Track I or Track II students under the and control of microorganisms are also discussed. Pre- guidance of a research advisor. Prerequisite: student requisites: BMS 427/527, 428/528. Same as GMS 623. must have completed a minimum of 27 BMS credits. 624 Medical Microbiology II (4) (Special fee for on-campus research only) Continuation of topics in medical microbiology, including medical bacteriology and medical mycology. Bacterial and fungal pathogens are discussed in terms 208 SCHOOL OF NATURAL AND HEALTH SCIENCES of physical, biochemical, and biological parameters —A bachelor’s degree from an accredited college or as well as their contributions to human disease. university, with a minimum grade point average of Microbiota, treatment, prevention, and control of mi- 2.7; croorganisms are also discussed. Prerequisite: BMS —Official transcripts from all undergraduate institu- 550, 623. Same as GMS 624. tions attended; 629 Matriculation Continued (1) — Receipt of official MCAT or DAT scores now or at Continued registration. the time of application to the Master of Biomedi- cal Science Program. 632 Endocrinology (3) —A typed personal statement describing future goals; Reports, discussions, and lectures on selected topics — Three letters of recommendation: Two letters from in endocrinology. To provide an in-depth study of the undergraduate science faculty and one from an ad- current topics in endocrinology using library research visor or current employers. and Internet resources to elucidate the cellular and molecular endocrine regulating mechanisms in hu- CURRICULUM mans. Same as BIO 632. 8 Cr. Math (Precalculus) 635 Nutrition (2) *8 Cr. General Chemistry with Lab Biochemistry of nutrition, the assessment of nutriture, *8 Cr. Physics with Lab and the biological effects of excess or deficiency of *8 Cr. Organic Chemistry with Lab nutrients. It will examine the identification and *8 Cr. Anatomy & Physiology with Lab quantitation of requirements for calories, macronutri- *4 Cr. Zoology with Lab ents, and certain micronutrients. Same as BIO 635 * Starred courses are required by most medical schools. 545, 665 Advanced Study (Credit not to exceed 6 s.h.) Tutorial study with a faculty member in an area in MASTERS PROGRAM which formal course work is not offered. Assigned Upon completion of all Post-Baccalaureate Pro- reading, reports. Weekly discussion and examinations gram requirements, a candidate’s credentials will be by arrangement with instructor. considered for admission to the Master of Biomedical Science Program. The file must be appended to in- 675 Research (3-6 s.h.) clude an application for graduate admission, post-bac- Research for Track III students only under the guid- calaureate course transcripts (GPA of 3.00 or better) ance of the Associate Dean and an off-campus research and satisfactory scores on the MCAT (See Master of advisor. Prerequisite: Student must have completed a Science in Biomedical Sciences Program). minimum of 27 BMS credits. Same as BIO 675. Financial support may be available for this program. Since 1984, the School of Natural and Health Sci- POST-BACCALAUREATE/MASTER ences at Barry University has conducted a special one OF BIOMEDICAL SCIENCE year program leading to the M.S. in Biomedical Sciences (MBS). While completion of the program does not guar- COMBINATION PROGRAM antee acceptance to medical school, more than 82% of the program’s candidates over the past 15 years, have Ralph Laudan, Ph.D., Associate Dean gained admission to medical or dental schools, as well as schools of osteopathic, veterinary, and podiatric medi- POST-BACCALAUREATE PROGRAM cine throughout the United States, including the Barry The two year Post-Baccalaureate/Master’s Com- University School of Graduate Medical Sciences. bination Program is designed for students of high po- Students who are accepted into the Master’s de- tential, seeking a career change by pursuing pre-med gree program after completing the Post-Baccalaure- and subsequent medical studies. ate Program, may take the following courses with the This program encourages students with a bachelor’s first year podiatric medical students: Biochemistry, degree to strengthen their undergraduate and/or gradu- Physiology, Histology, Neuroanatomy, and the Gross ate credentials for application to U.S. medical schools. Anatomy lecture section. (Gross Anatomy labs are Candidates will have the opportunity to pursue a co- separate for the MBS students.) ordinated program of required undergraduate science To be eligible for graduation, an average grade of courses in the various disciplines. B (3.0), with no more than 8 semester hours of C work, must be maintained. Courses with D or F grades must ADMISSION REQUIREMENTS Admission to the Post-Baccalaureate Program is based upon several criteria: SCHOOL OF NATURAL AND HEALTH SCIENCES 209 be repeated and replaced with grades of B or better. In tween pursuing a business degree in which only three addition each student must pass a written comprehen- or four courses of the entire program involve health sive qualifying examination before a candidate can be administration, or a uniquely designed degree program awarded the M.S. degree. in which all the courses focus on health administra- Students should also be aware that the course load tion and are taught by highly regarded faculty who required for completion of the master’s degree in one are experienced health care executives. Barry year is twice that of the standard course load in our University’s unique M.S. in Health Services Admin- traditional graduate programs. istration program is designed to meet the needs of A student who has had precalculus could complete health professionals, and others, in developing and this post-baccalaureate program in one year (includ- enhancing the requisite knowledge and skills neces- ing summer sessions) and apply to the Master’s pro- sary to qualify for such leadership positions amidst gram in Biomedical Sciences for the second year. the constant changes in health care delivery, managed care, policy regulation and a diversified consumer MASTER OF SCIENCE IN HEALTH environment. The program empowers students in the critical evaluation of theoretical and research perspec- SERVICES ADMINISTRATION (HSA) tives in all specialty areas of health administration and the practical application of these insights into their Len Sperry, M.D., Ph.D., Program Director daily professional work. The program is primarily oriented towards students THE IMPACT OF HEALTH CARE with at least two years’ experience in health care. These EXECUTIVES are students who have been employed, or who are cur- While nurses, physical therapists, physicians, rently employed, in the health professions or health medIcal technologists or other allied health profession- care management, and who wish to participate in a als can make a difference on a one-to-one basis with part-time or full-time program. patients, health care executives make a difference at Each year a limited number of students who have both the personal and the organizational or systemic less than two years’ health care experience will be level. Health care executives are the health profession- accepted into the full-time or part-time program. How- als who most directly impact health care delivery. ever, these students will be required to complete two Among other things, they are responsible for en- health services internships. suring patient access to treatment, promoting quality, Classes are conveniently scheduled to meet the and increasing staff morale on a day-to-day basis. In needs of working health professionals and are taught short, health care executives play an essential and vi- by experienced health professionals. The working tal role in the success of health care. health professional who takes two courses a semester can complete course requirements (39 credit hours) in CAREER OPPORTUNITIES five semesters, while full-time students could conceiv- FOR HEALTH CARE EXECUTIVES ably complete course requirements in one year. Significant growth is projected for the field of EDUCATIONAL OBJECTIVES Health Services Administration in the coming years. Greater demand for health care services is predicted A graduate of the Master of Science Program in because of the increasingly large number of Ameri- Health Services Administration at Barry University cans over the age of 50 and the rising level of life will have: expectancy. The demand for health care executives in 1. the knowledge and analytical skills required by the acute care settings, such as hospitals and ambulatory job description of a health services administrator care services, is expected to remain strong. However, in areas such as health delivery, management, fi- even greater demand for health care executives is pro- nance, and legal-ethical issues; jected in large group practices, long term care, home 2. the attitudes and relational skills required of an ef- health care, managed care organizations and alterna- fective health services administrator; tive health care settings. 3. written and oral presentation skills as specified by job description and functions. BARRYS UNIQUE PROGRAM FOR HEALTH CARE EXECUTIVES The health professional interested in graduate study in Health Services Administration must choose be- 210 SCHOOL OF NATURAL AND HEALTH SCIENCES

ADMISSION PROCEDURES ¥ file an application for the degree with the Uni- AND REQUIREMENTS versity registrar on the appropriate form signed by the academic advisor from the School of Admission is open to applicants with a baccalaure- Natural and Health Sciences. ate degree from a regionally accredited institution (or listed international institution) with a cumulative grade point average (GPA) of 3.0 (B) or better. Those with a GOOD STANDING — PROBATION — lower GPA may also be considered on a provisional SUSPENSION basis if there are compensating factors. A graduate student is in Good Academic Standing An acceptable Graduate Management Admission if his/her cumulative grade point average (GPA) is 3.00 Test (GMAT) score or Graduate Record Examination or above. (GRE) score must be submitted. These standardized Health Administration students with a semester OR tests are waived if the applicant possesses a master’s cumulative GPA below 2.5 will be placed on academic degree or higher from a regionally accredited college probation. Probation will be lifted the following se- or university (or listed international institution). mester IF the student achieves a cumulative GPA of International applicants whose first language is not 3.00 or more. If this condition is not met, the student English or who have not received their undergraduate will remain on probation. degree from a regionally accredited American univer- Any student failing to maintain a cumulative GPA sity within the last five years must complete the Test of 2.5 for two consecutive semesters or who earns a of English as a Foreign Language (TOEFL) with a third grade of C will be suspended. score of 550 or above on the written test or a compa- A student who has been suspended for academic rable score on the computer test. reasons generally may not petition the Office of Ad- Two letters of recommendation must be submitted missions forreadmission until one year has elapsed. in support of graduate work by the applicant’s em- Upon readmission, the student will be considered ployer, previous instructor, or professional colleagues. on academic probation and must remove one of the Nondegree, nonmatriculating students may enroll. earned C grades by repeating one course in which a To do so, an application form, a transcript from an grade of C was earned. If the student fails to achieve a accredited undergraduate program, indication of a grade of B or better in that course, the student is con- Bachelor’s Degree award, and a nonrefundable appli- sidered to have failed to complete the conditions for cation fee must be submitted prior to beginning reinstatement or removal of probationary status and courses. will be permanently suspended from the program. Nondegree students may enroll in two courses, but then must fulfill all admission requirements to con- COURSE OF STUDY tinue in the program. For those students wishing to The required course of studies consists of ten transfer from another university, approval may be courses. An internship experience (HSA 660 and 661) granted for the transfer of up to 6 graduate credits of is required of individuals with less than two years of comparable courses. health care experience. The number of credits is indi- Students may enter the program at the start of the cated in parentheses. fall, spring or summer semesters. 1. HSA 510 Principles of Health Services Administration (4) DEGREE REQUIREMENTS 2. HSA 520 Essentials of Health and Health To graduate, candidates for the degree of Master Behavior (4) of Science in Health Services Administration must: 3. HSA 530 Health Law, Ethics and Social ¥ satisfactorily complete the program of study; Issues (4) ¥ attain a cumulative GPA of 3.0 on a 4.0 scale, 4. HSA 535 Applied Biostatistics for Health and have no more than two courses with less Services (4) than a grade of “B”; 5. HSA 540 Quality Assurance and Utilization ¥ pass a written and oral comprehensive exami- Review (4) nation; 6. HSA 620 Health Care Budgeting and Financial ¥ complete degree requirements within 7 years of Management (4) the date the student is fully accepted as a de- 7. HSA 667 Health Care Leadership and Human gree-seeking student for study in the graduate Resources (4) program; and 8. HSA 675 Health Information Systems Management (4) SCHOOL OF NATURAL AND HEALTH SCIENCES 211

9. HSA 690 Strategic Planning, Marketing and 540 Quality Assurance and Utilization Policy in Health Services (4) Review (4) 10. Elective [one of the following courses] (3) Analysis of theory, methods, and evaluation for man- HSA 610 Financing and Delivery of Health Care aging quality programs in all health care organizations. Services (3) Provides methods to assure continuous improvement HSA 635 Essentials of Managed Care (3) in the quality of services provided. In depth compari- HSA 650 Health Services Research and Program son of determination for health care need, risk man- Evaluation (3) agement, cost, and payment in selected reimbursement HSA 665 Advanced Study (Topics Vary) (1-3) systems such as Medicare, Medicaid, Workers’ Com- MBA 601 Human Resources Management (3) pensation, and managed care systems. HSA 540 may MBA 617 Technology and Information be taken in place of MBA 630. Systems (3) 610 Financing and Delivery of Health Care MBA 630 Quality Management (3) Services (3) MBA 646 Marketing in Dynamics A comprehensive overview of the organization of the Environment (3) health care system and the proposals for system reform; addresses health care policy and financing in Course Descriptions the public and private sectors, gaps in the system, and Health Services Administration the integration of financing and delivery mechanisms. Prefix: HSA Examines professional practice including medical decision-making and practice patterns of health profes- 510 Principles of Health Services sionals. Administration (4) Provides an overview of organizational theory and a 620 Health Care Budgeting & Financial conceptual basis of traditional management roles with Management (4) Address health care economics, accounting methods, an emphasis on behavior in health care facilities. Pro- and the processes and procedures of health services vides the skills to communicate, motivate and lead budgeting and financial management. individuals with special emphasis on culturally diverse health care workers. 635 Essentials of Managed Care (3) A survey of the continuum of managed care in the 520 Essentials of Health and Health United States is presented. The concepts of risk and Behavior (4) control are studied with particular focus on the man- Study of health and health status, epidemiology as- agement and organizational challenges involved with sessment, the use of health status measures, and data the continued growth of managed health care. collection/analysis in health care program planning. Addresses the behavioral models of health and dis- 650 Health Services Research & Program ease, the social barriers to care, and the effectiveness Evaluation (3) in the role of health services in promoting health use, Introduction to the basic concepts and principles of health status, and systems outcomes. research. Discusses program evaluation techniques and outcome measurements. Examines the strengths and 530 Health Law, Ethics and Social Issues (4) weaknesses of research designs and methods, using This course focuses on social and behavioral aspects both quantitative and qualitative techniques. Students of the professionals, providers, and consumers in the write an evaluation proposal in a health services area. health care system. Provides an examination of managerial and clinical ethics. Addresses risk management 660 Practicum/Internship I (3-4) issues and legal issues of anti-trust, taxation, medical Supervised field operation and experience in an ap- malpractice, licensure, administrative and corporate proved health care administration setting. Required for law pertaining to health service. students with less than three years’ health care work experience. Optional for all other HSA students. Pre- 535 Applied Biostatistics for Health Services (4) requisites: HSA 510, 610, or permission of the Pro- Fundamental statistical concepts related to the prac- gram Director. tice of health service, including concepts of data collection, management, description and statistical 661 Practicum/Internship II (3-4) inferences. Advanced supervised field operation and experience in an approved health care administration setting. Re- quired for students with less than three years’ health 212 SCHOOL OF NATURAL AND HEALTH SCIENCES care work experience. Optional for all other HSA stu- MASTER OF SCIENCE IN dents. Prerequisite: HSA 660 or permission of the Pro- gram Director. OCCUPATIONAL THERAPY 665 Advanced Study (1-3) Douglas M. Mitchell, M.S., OTR/L, Director A specialized area of study with a faculty member on Occupational therapy is a health and rehabilitation selected topics in which formal coursework is not of- profession that helps people regain or develop skills fered. Assigned readings, reports, weekly discussions that are important for independent functioning, health, and examinations by arrangement with instructor. Pre- security, and happiness. Occupational therapists work requisite HSA 510 and HSA 610. with people of all ages who, because of illness, injury, 667 Health Care Leadership and Human or developmental or psychological impairment, need Resources (4) specialized assistance in learning skills that enable Provides an overview of leadership perspectives and them to care for themselves, work and play. The set- strategies as they apply to health care settings. Re- tings in which occupational therapists practice include lates leadership to the processes of managing and de- hospitals, schools, skilled nursing facilities, commu- veloping human resources, complying with nity service agencies, private clinics and homes. professional and governmental regulations, and moni- Barry University offers one of the few programs in toring policies and culture of the health care organiza- the U.S. in which classes are scheduled on weekends, tion to maximize productivity, health and job so that students may work and/or raise their families satisfaction. while they complete a Master of Science degree in 675 Health Information Systems occupational therapy. The Occupational Therapy Pro- Management (4) gram was founded in 1989, and originally led to a Examines health information systems in supporting bachelor’s degree. The undergraduate track was phased various health care system functions. Emphasizes the out and the M.S. degree track established in 2000. health services administrator’s use of information systems to integrate clinical, financial, and human re- STRUCTURE OF THE PROGRAM sources data and to support managerial decision Occupational therapy students attend classes two making. Focuses on the selection, management and weekends per month year round. The program is or- evaluation of various health care information systems. ganized in two sequences of courses. The Clinical 690 Strategic Planning in Health Services (4) Foundations sequence includes three semesters of Provides methods to evaluate organization perfor- clinical coursework and a full-time 12-week fieldwork mance and productivity, analyze internal and external placement. It is followed by the Advanced Professional resources, and perform needs assessments. Presents Skills sequence, which includes three semesters of various models and methods for planning and posi- coursework in advanced clinical topics, leadership and tioning of health care services. Surveys health services research, and a full or part-time fieldwork placement management information systems. Capstone course or practicum. Students with bachelor’s degrees in fields that integrates all previous courses. Prerequisite: 33 other than occupational therapy complete both se- semester hours of coursework. quences in a total of 2-1/2 years, and are then eligible to sit for the national Certification Examination for 699 Comprehensive Exam the Occupational Therapist. Certified occupational The comprehensive exam tests the concepts and ap- therapists (OTRs) with bachelor’s degrees join each plications presented in all courses of the program. Stu- class for the Advanced Professional Skills sequence, dents must complete a minimum of 33 semester hours and complete the program in 13 months. All students of coursework with a GPA of 3.0 with no more than 6 are required to submit a graduate project that synthe- semester hours of C grades and no D or F grades to sizes their educational and clinical experience. qualify for the comprehensive exam. 700 Special Topics (3) EDUCATIONAL OBJECTIVES Special Topics is the advanced seminar course pro- At completion of the Occupational Therapy Pro- vided for students who test out of a mandatory require- gram, students are expected to demonstrate the fol- ment because of previous graduate degree training. The lowing skills at entry professional level: seminar topics include biomedical ethics, leadership issues, macro policy, international health systems, and other topics to meet student’s learning objectives. SCHOOL OF NATURAL AND HEALTH SCIENCES 213

A. Evaluation Applicants who have bachelor’s degrees in occu- Competency in gathering relevant information, pational therapy must meet the following admission clinical interviewing and observation, and utiliz- criteria: ing assessment tools and evaluation procedures rou- ¥ Certification to practice as an OTR tinely used by occupational therapists. ¥ 3.0 cumulative college G.P.A. B. Planning and Intervention ¥ Demonstrated competence in basic computer skills Proficiency in clinical reasoning, planning and ¥ Satisfactory recommendations from two employ- implementing treatment, and justifying treatment ers or professors plans and practice methods based on a thorough understanding of occupational therapy theory, phi- DEGREE REQUIREMENTS losophy, and practice models. To qualify for the Master of Science in Occupa- C. Communication/Problem-Solving tional Therapy, entry-level students must complete 73 Effective oral and written communication of ideas credits of required coursework, in the sequences listed and objectives relevant to the roles and duties of below. OTRs must complete the 34-credit Advanced an occupational therapist. This includes the ability Professional Skills sequence. Course requirements are to establish effective therapeutic relationships, to individualized for OTRs through meetings with the interact with patients, families and staff in a pro- Program Director and faculty. fessional manner, and to work collaboratively A graduate student is in good academic standing within health care teams. when his/her cumulative grade point average is 3.0 or D. Management/Professionalism above. Occupational therapy students are placed on Professional and administrative skills consistent academic probation for one semester if their GPA falls with the Occupational Therapy Standards of Prac- below 3.0. Students on probation must achieve a cu- tice and Code of Ethics, and ability to assume re- mulative GPA of at least 3.0 the following semester, sponsibility for providing occupational therapy in order to continue in the program. Students who re- services. ceive a grade below a C in any class are withdrawn from the program. Students may petition the Program ADMISSION REQUIREMENTS Director to repeat a failed course the following year. A maximum of 25 students are admitted to the Occupational Therapy Program each fall. Application REQUIRED COURSES AND SEQUENCE materials and instructions can be obtained by contacting the program office. The deadline for submission of applications is May 15. Clinical Foundations Courses Applicants who are not occupational therapists are Fall Semester (11 credits) screened for admission to the program based on the OTR 500 Principles of Occupational following criteria: Therapy 1 ¥ Bachelor’s degree from a regionally accredited OTR 510 Neuroscience Fundamentals college or university for Occupational Therapy 2 ¥ 3.0 cumulative college G.P.A. (exceptions may be OTR 515 Development and Occupation in made for individuals with significant experience Childhood 2 in health-related disciplines) OTR 520 Conditions Affecting ¥ Grades of C or better in prerequisite courses Occupational Performance Anatomy and Physiology in Childhood 2 Kinesiology (applicants may contact the program OTR 525 Evaluation and Intervention about weekend and directed study courses which with Children 4 fulfill this requirement) Spring Semester (10 credits) Sociology or Anthropology OTR 540 Activities of Daily Living: Psychology Strategies for Special Needs 2 ¥ Demonstrated competence in basic computer skills OTR 545 Development and Occupation ¥ Satisfactory recommendations from two employ- in Adulthood 2 ers or professors OTR 550 Conditions Affecting ¥ Documented observation or volunteer work in an Occupational Performance occupational therapy clinic in Adulthood 2 When there are more qualified applicants than seats OTR 555 Evaluation and Intervention in the class, those with experience in health and hu- with Adults 4 man services disciplines are admitted first. 214 SCHOOL OF NATURAL AND HEALTH SCIENCES

Summer Semester (10 credits) FIELDWORK OTR 570 Development and Occupation Level I and Level II Fieldwork are required for all in Later Life 2 entry-level occupational therapy students. OTR 575 Conditions Affecting Occupational Performance in Later Life 2 Level I Fieldwork OTR 580 Evaluation and Intervention Level I Fieldwork offers students practice- related with Older Adults 4 experiences, and is integrated with academic courses OTR 585 Clinical Practicum throughout the program. The purposes of Level I Field- and Seminar 2 work experience are to expose students to the values and traditions of occupational therapy practice, and (6 credits) Fall Semester provide opportunities for them to build skills in ob- OTR 595 Level II Fieldwork in General servation, activity analysis, and clinical reasoning. Rehabilitation 6 Students are responsible for identifying sites in their own communities and arranging their schedules to Advanced Professional Skills Courses accommodate up to 36 hours of Level I Fieldwork Spring Semester (10 credits) outside of class each semester. OTR 610 Advanced Neuroscience for In August of their first year in the program, entry- Occupational Therapy 2 level students are required to participate in a one-week OTR 615 Cognition and Occupation 2 full-time Clinical Practicum with faculty supervision. OTR 620 Special Topics I 2 OTR 625 Advanced Clinical Reasoning 4 Level II Fieldwork Summer Semester (10 credits) The goal of Level II Fieldwork is to develop com- OTR 640 Assistive Technology 2 petent, entry-level, generalist occupational therapists. OTR 650 Special Topics II 2 Level II Fieldwork promotes clinical reasoning and OTR 655 Clinical Research 4 reflective practice, transmits the values and beliefs that OTR 660 Graduate Project 2 enable ethical practice, and develops professionalism Fall Semester (10 credits) and competence as career responsibilities. OTR 670 Legal and Ethical Issues in Fieldwork is arranged by the program’s Fieldwork Occupational Therapy 2 Coordinator in collaboration with the student. Entry- OTR 675 Models of Service Delivery 2 level students are required to complete a full-time 3- OTR 680 Special Topics III 2 month Level II placement in a general rehabilitation OTR 685 Leadership and Management in setting during the fifth semester of the program Ð this Occupational Therapy 4 is a commitment commensurate to a full-time job. A second Level II Fieldwork placement in a setting of Spring Semester (4-6 credits) the student’s choice is scheduled during the last se- OTR 695 Level II Fieldwork in Special mester of the program. Accreditation standards require Interest Area 6 that Level II Fieldwork must be successfully completed (entry-level students) within 24 months after academic coursework is com- or pleted. OTR 699 Advanced Practicum (OTRs) 4 Total Credits for Graduation: Entry level students 73 Advanced Practicum for Certified OTRs Occupational therapists 34 OTRs enrolled in the Advanced Professionals Skills sequence of the program complete an advanced GRADING POLICY practicum during the last semester of the program. Ninety hours of work are required, in a setting appro- The grading policy for students in the Master of priate to the student’s area of interest in occupational Science Program in Occupational Therapy is as fol- therapy. The practicum may be completed on a full or lows: part-time basis. A 90%-100% B 80%-89% C 70%-79% FINANCIAL AID AND HOUSING F 0%-69% The Financial Aid Office at Barry University of- No letter grades are issued for Level II Fieldwork. fers students help in obtaining assistance with expenses Fieldwork performance is evaluated on a credit/no when needed. Students who will need financial aid credit basis. SCHOOL OF NATURAL AND HEALTH SCIENCES 215 should contact the office as soon as they are admitted mented special learning needs must contact the Barry to the program. Many students in the Occupational University Office of Services for Students with Dis- Therapy Program apply for Subsidized and abilities to request accommodations. Unsubsidized Federal Stafford Loans (see Tuition, Fees, and Financial Aid section of the Graduate Cata- Health Information/Insurance and Liability log). Insurance Students who travel to Barry University on week- Barry University contracts with fieldwork centers ends must obtain their own housing. The program which require that students be in good health before maintains a list of local hotels used by occupational beginning a placement. Students are required to have therapy students; some hotels offer seasonal discounts their physicians complete a Health Information Form to students. and submit it to the occupational therapy program during the first semester of enrollment. The form must RESPONSIBILITIES OF STUDENTS be on file before they participate in fieldwork visits or placements. Failure to maintain current health infor- Attendance and Participation mation will result in withdrawal from the program. Health insurance coverage is required for all stu- Occupational therapists believe that people learn dents enrolled in Level I and II Fieldwork. Students best by doing. Occupational therapy faculty and stu- may enroll in the insurance policy offered through dents are members of a teaching/learning team, and Barry University. all team members must be present and actively in- Students must purchase liability insurance each volved, in order to make the process of education work. year through Barry University, in order to participate Communication among teachers and students is en- in fieldwork experiences. couraged, because interaction in class builds skills that Some Level II Fieldwork sites require students to will be necessary in the future for relating to clients provide documentation of a Hepatitis B vaccination and families, collaborating with other professionals, and participation in OSHA bloodborne pathogen train- and articulating the purpose and goals of occupational ing. Students may be required to participate in ran- therapy. Because of this educational philosophy, and dom drug testing or HIV (AIDS) testing. Some sites because each on-campus weekend is very intensive, require liability insurance coverage in addition to the occupational therapy students are expected to be pre- general policy purchased through Barry University. pared for each weekend, participate actively in class and field experiences, avoid missing class time, and manage absences in a professional manner. Make-up ACCREDITATION, CERTIFICATION AND requirements are required for all time missed. If a stu- LICENSURE dent misses more than two days of class (equivalent The Barry University Occupational Therapy Pro- to two weeks in a traditional program), he or she must gram is accredited by the Accreditation Council for meet with the Program Director, and the student may Occupational Therapy Education (ACOTE) of the be required to withdraw from the program. American Occupational Therapy Association (AOTA), located at 4720 Montgomery Lane, P.O. Box 31220, Professional Behavior Bethesda, MD 20824-1220. The AOTA’s telephone All aspects of Barry University’s Policy on Dis- number is (301) 652-AOTA. honesty as described in the Student Handbook apply After successful completion of the Master of Sci- to students in the Occupational Therapy Program. Stu- ence program in Occupational Therapy, students are dents aspiring to become occupational therapists are eligible to sit for the Certification Examination for the also conduct themselves in accordance with the prin- Occupational Therapist, administered by the National ciples of the Occupational Therapy Code of Ethics. Board for Certification in Occupational Therapy. Upon successful completion of the certification exam, gradu- Preparation for Learning ates may be required to apply for a license to practice All students in the occupational therapy program, occupational therapy in their state. Graduates should those seeking admittance, as well as those who be- contact the licensing boards in their states for applica- come disabled while enrolled, must possess the intel- tion procedures. lectual, physical, and emotional capabilities necessary Students should be aware that applicants for certi- to undertake the full curriculum and to achieve the fication and licensure are required to answer questions levels of competence required by the faculty and the about legal history, including any felony charges. occupational therapy profession. Students with docu- 216 SCHOOL OF NATURAL AND HEALTH SCIENCES

SAMPLE SCHEDULE OF WEEKEND affect occupational performance. Provides a founda- COURSES tion for clinical problem solving in occupational therapy. Clinical Foundations Courses 515 Development and Occupation in Childhood (2) Fall Semester 2000 Review of the developmental stages and milestones, August 25 to December 17 (9 weekends) occupational roles and activity patterns of childhood. Friday 6:30 to 8:00 p.m, Saturday & Sunday 9:00 Selection, performance and analysis of activities for to 5:30 p.m. children. +36 hrs Level I Fieldwork in community 520 Conditions Affecting Occupational Spring Semester 2001 January 6 to April 29 (9 weekends) Performance in Childhood (2) Study of the effects of health, disability, disease pro- Saturday and Sunday 9:00 to 5:30 p.m. cesses, and traumatic injury on the child within the + 36 hrs Level I Fieldwork in community context of family and society. Summer Semester 2001 May 5 to August 12 (8 weekends) 525 Evaluation and Intervention with Saturday and Sunday 9:00 to 4:30 p.m. Children (4) Survey of occupational therapy evaluation tools, theo- + 36 hrs Level I Fieldwork in community retical frames of reference and intervention methods 1 week full-time practicum in August used with children. Includes 36 hours Level I Field- Fall Semester 2001 work. 12 weeks full-time Level II Fieldwork 540 Activities of Daily Living: Strategies for Special Needs (2) Advanced Professional Courses Presents care of self as a multidimensional process of Spring Semester 2002 interaction between the disabled individual and the January 5 to April 28 (9 weekends) human and physical world. Emphasis on occupational Saturday and Sunday 9:00 to 5:30 p.m. therapy principles, problem solving, techniques and + 36 hours practicum equipment for ADL intervention throughout the life Summer Semester 2002 span. Prerequisite: Completion of OTR 500- 525. May 5 to August 11 (8 weekends) 545 Development and Occupation in Saturday and Sunday 9:00 a.m. to 4:30 p.m. Adulthood (2) +36 hours practicum Review of the developmental stages and milestones, Graduate project (independent study) occupational roles and activity patterns of adolescents Fall Semester 2002 and young adults. Selection, performance and analy- August 24 to December 15 (9 weekends) sis of activities for adolescents and young adults. Pre- Saturday and Sunday 9:00 a.m. to 5:30 p.m. requisite: Completion of OTR 500- 525. + 36 hours practicum 550 Conditions Affecting Occupational Spring Semester 2003 Performance in Adulthood (2) 12 weeks full-time Level II Fieldwork (Entry-level Study of the effects of health, disability, disease pro- students only) cesses, and traumatic injury on the adult within the or context of family and society. Prerequisite: Comple- Advanced Practicum full or part-time (OTRs only) tion of OTR 500-550. 555 Evaluation and Intervention with Adults (4) Course Descriptions Survey of occupational therapy evaluation tools, theo- Occupational Therapy Prefix: OTR retical frames of reference and intervention methods used with adolescents and young adults. Includes 36 500 Principles of Occupational Therapy (1) hours Level I Fieldwork. Prerequisite: Completion of Introduction to the scope of practice, history and phi- OTR 500-525. losophy, terminology, and process of occupational therapy. 510 Neuroscience Fundamentals for Occupational Therapy (2) Structural and functional aspects of the central, peripheral and autonomic nervous systems from the cellular level to the sensory-motor system level, as they SCHOOL OF NATURAL AND HEALTH SCIENCES 217

570 Development and Occupation in 625 Advanced Clinical Reasoning (4) Later Life (2) Students enhance their skills in clinical decision-mak- Review of the developmental stages and milestones, ing, by comparing and contrasting theoretical ap- occupational roles and activity patterns of older adults. proaches to clinical problems. Includes 36 hours Selection, performance and analysis of activities for practicum. Prerequisite: OTR 595 Level II Fieldwork older adults. Prerequisite: Completion of OTR 540- or NBCOT certification as an occupational therapist. 555. 640 Assistive Technology (2) 575 Conditions Affecting Occupational Assessment, funding, implementation and evaluation Performance in Later Life (2) of the outcomes of assistive technology to improve Study of the effects of health, disability, disease pro- occupational performance. Prerequisite: OTR 595 cesses, and traumatic injury on the older adult within Level II Fieldwork or NBCOT certification as an oc- the context of family and society. Prerequisite: cupational therapist. Completion of OTR 500-550. 650 Special Topics II (2) 580 Evaluation and Intervention with Older This course focuses on a specialty topic in occupa- Adults (4) tional therapy practice. Topics are selected each year Study of occupational therapy evaluation tools, theo- based on students’ interests and faculty expertise. Pre- retical frames of reference and intervention methods requisite: OTR 595 Level II Fieldwork or NBCOT used with older adults. Includes 36 hours Level I Field- certification as an occupational therapist. work. Prerequisite: Completion of OTR 540-555. 655 Clinical Research (4) 585 Clinical Practicum and Seminar (2) Provides an overview of the research process and of One week full-time (36 hours) in a clinical setting. basic descriptive, correlational and inferential statis- Observation of clients and participation in selected tics used in clinical research in occupational therapy. aspects of the therapeutic process, under the supervi- Includes hands-on experience with proposal develop- sion of Occupational Therapy Program faculty. ment and data analysis. Includes 36 hours practicum. 595 Level II Fieldwork in General Prerequisite: OTR 595 Level II Fieldwork or NBCOT Rehabilitation (Adults) (6) certification as an occupational therapist. Full-time 12 week placement in a clinical setting, for 660 Graduate Project (2) entry level students. Prerequisite: Completion of OTR Supervised development of a project that synthesizes 500-585, and approval of Program Director. the student’s educational and clinical experience. The 610 Advanced Neuroscience for Occupational project must provide evidence of the student’s leader- Therapy (2) ship skills in innovative service delivery, management, Advanced study of sensorimotor and motor learning promotional activities, clinical education or research. approaches used in occupational therapy intervention Prerequisite: Registration for or completion of OTR for persons with neurological dysfunction. Prerequi- 655, and approval of Program Director. site: OTR 595: Level II Fieldwork or NBCOT certifi- 670 Legal and Ethical Issues in Occupational cation as an occupational therapist. Therapy (2) 615 Cognition and Occupation (2) Discussion of legal and ethical dilemmas faced by Provides a comprehensive view of cognitive rehabili- occupational therapists, and principles which may tation in occupational therapy from theoretical, prac- guide decision-making and action. Prerequisite: OTR tical and research perspectives. Prerequisite: OTR 595 595 Level II Fieldwork or NBCOT certification as an Level II Fieldwork or NBCOT certification as an oc- occupational therapist. cupational therapist. 675 Models of Service Delivery (2) 620 Special Topics I (2) Study of medical, educational, community and social This course focuses on a specialty topic in occupa- models of service delivery, and their effects on the tional therapy practice. Topics are selected each year practice of occupational therapy. Prerequisite: OTR based on students’ interests and faculty expertise. Pre- 595 Level II Fieldwork or NBCOT certification as an requisite: OTR 595 Level II Fieldwork or NBCOT occupational therapist. certification as an occupational therapist. 218 SCHOOL OF NATURAL AND HEALTH SCIENCES

680 Special Topics III (2) 695 Level II Fieldwork in Special Interest This course focuses on a specialty topic in occupa- Area (6) tional therapy practice. Topics are selected each year Full-time12-week placement in a clinical setting or based on students’ interests and faculty expertise. Pre- part-time equivalent, for entry-level students. Prereq- requisite: OTR 595 Level II Fieldwork or NBCOT uisite: Completion of OTR 640-685, and approval of certification as an occupational therapist. Program Director. CR/NC only. 685 Leadership and Management in 699 Advanced Practicum for OTRs (4) Occupational Therapy (4) Full or part-time placement which provides in-depth Survey of leadership theories, types, skills and role experience in a specialty area, for OTRs. Prerequi- models in occupational therapy. Study of administra- site: Completion of OTR 640-685 Fieldwork, NBCOT tive functions in occupational therapy practice. In- certification as an occupational therapist, and approval cludes 36 hours practicum. Prerequisite: OTR 595 of the Program Director. Level II Fieldwork or NBCOT certification as an occupational therapist.

SCHOOL OF NURSING 219 School of Nursing of School

SCHOOL OF NURSING Judith A. Balcerski, R.N., Ph.D., Dean

Janyce G. Dyer, DNSc, R.N., CS, FNP-C, CRNP, Associate Dean for the Graduate Programs

Faculty: Charron, Colin, Davis, Effinger, Gold, Hacker, Hauri, LaRochelle, Papes, Schantz, Spalding, Washington

Philosophy Focusing in a holistic manner on patterns of life This philosophy describes the beliefs of the fac- events such as birth, health, illness, and death, profes- ulty of the Barry University School of Nursing about sional nursing provides diagnosis and treatment of person, environment, health, illness, professional nurs- human responses and experiences within those events. ing, and professional nursing education. The philoso- Professional nursing involves practices that are pre- phy evolves from the university mission and inspires ventive, restorative, supportive, and promotive. The the purpose of the School of Nursing. three major roles of professional nurses are provider The faculty believes that humans are unique be- of care, coordinator of care, and member of a profes- ings who have intrinsic value endowed in them by the sion differentiated at various academic levels. Evolv- Creator. Humans manifest a mind-body-spirit unity. ing professional roles are acknowledged and fostered. This unity is expressed in multidimensional unfoldings The faculty believes that the baccalaureate degree which encourage creativity, harmony, and health. The in nursing is the entry level for professional nursing essence of this human unity is dynamically situated in practice. Nursing education at the master’s level is the the individual’s context, culture, environment, and appropriate preparation for advanced nursing practice. changing contingencies. We respect the diversity, Doctoral nursing education prepares nurses as re- multiple realities, and individual choices of all per- searchers, scholars, and visionaries. Professional nurs- sons. Within the context of caring we place value on ing education facilitates the socialization process, the the quality of life for human beings. development of values and professional behavior, and Environment is made up of the natural and con- the construction of social policies which affect health structed settings within which all beings exist and in- at local, national, and international levels. The knowl- teract. The faculty believes that environment is the edge base for professional nursing practice is derived context in which nursing occurs. Professional nursing from the liberal arts, nursing science, and related pro- carries with it a commitment to care for the environ- fessional studies. Nursing education has the responsi- ment as well as to provide care within the environment. bility to advance the knowledge base of the discipline, The faculty believes that health is the patterning of promote inquiry, and generate and use research and the mind-body-spirit unity according to each theories that are selected on the basis of their congru- individual’s interpretation. The experience of illness ency with professional values and practices. Inquiry is an alteration in patterning of the mind-body-spirit is requisite for accessing knowledge and is paramount unity. Health and illness are not considered dichoto- for life long learning and professional proficiency. mous experiences; both are human experiences often The curricula of the School of Nursing are process occurring simultaneously. Understanding simultane- based and flow from the conviction that the practice ity is critical to the diagnosis and treatment of human of professional nursing is predicated on critical think- experiences and responses. ing, analytic reasoning and the ability to critique and 220 SCHOOL OF NURSING construct knowledge. Curriculum is dynamic based on roles. Direct practice roles involve a direct relation- the belief that the situated context is ever changing. ship with clients. Mediated roles indirectly implement Quality of life and the health care needs of individu- and advance nursing practice through nurse and other als, families, and communities inform and reform the professionals. curricula as faculty and students engage in the mutual The faculty further believes that the master’s pre- search for meaning and understanding in professional pared nurse should have the ability to act as advocate, nursing. role model, liaison, and change agent for the nursing The philosophy of the School of Nursing relates to profession, the client and the community. This nurse the university mission through the major characteris- is able to represent and translate nursing among nurses, tics of quality education, religious dimension, com- to other professionals, and to the community. Thus the munity service and a caring environment. In addition nurse is prepared to contribute to health promotion it contains features of the liberal arts base, ethics and and disease prevention, and the advancement of the values development, international dimension, human nursing profession both within professional and within dignity, the Dominican spirit of scholarship and ser- political organizations. vice, and the cultivation of social responsibility and leadership. Objectives Upon successful completion of the program lead- THE GRADUATE PROGRAM ing to the M.S.N., all graduates will have acquired the ability to: The graduate program in nursing offers the Master — articulate a personal philosophy of nursing that is of Science Degree in Nursing (M.S.N.) and the Doc- consistent with nursing theory, ethics and profes- tor of Philosophy Degree in Nursing (PhD). sional standards; — apply advanced nursing theories, conceptual frame- MASTER OF SCIENCE DEGREE IN works and research to direct and mediated advanced nursing roles; NURSING (M.S.N.) — provide leadership through integration of nursing, social, legal, ethical, cultural, spiritual, economic, Purpose and political knowledge and skills to create positive change and to influence professional standards The major purpose for the Master of Science in of care for clients, nurses, other professionals, the Nursing (M.S.N.) program is to prepare professional community, the health care delivery system, and nursing leaders for the advanced specialty areas of society; nursing administration, nursing education, and nurse — provide health care within multicultural settings; practitioner. These specialties can be practiced in a — evaluate, utilize, and disseminate research as the variety of health care delivery systems and educational basis for in nursing practice, administration, or settings. The program builds upon baccalaureate prepa- teaching; ration in nursing and is based on the processes of ad- — analyze multiple perspectives of the situated con- vanced practice nursing; advanced theoretical text and substantiate viewpoints; application; inquiry; ethical analysis; health promo- — shape health care policy on behalf of patients or tion and disease prevention interventions; social, eco- the profession; nomic, and political interpretations; cultural — enhance professional growth of self and others understanding; and professional role development. through the use of role development process; and Graduate education is an intensive and analytic — build a foundation for the pursuit of doctoral edu- expansion of knowledge which enables the perception cation. and development of new and more complex relation- Program requirements may be completed in two ships. The program provides opportunities for the stu- years of full-time graduate study. A part-time plan of dent to think analytically and theoretically, to delve study is designed to be flexible and responsive to in- into one area of practice in depth, to apply theory to dividual student needs with classes offered in the early practice, to search for meaning and understanding in evening. Selected classes are offered at off-campus practice, and to develop knowledge and skills of in- learning sites. Practicums specific to each specializa- quiry. tion under the guidance of academically qualified and The faculty subscribes to the concept that there are experienced preceptors are required. two types of roles which interface in the advanced practice of nursing: direct practice roles and mediated SCHOOL OF NURSING 221

Accreditation mitment to the ideals and purposes of the profession. The baccalaureate nursing education program is Lambda Chi sponsors an annual research conference approved by the Florida Board of Nursing, and is ac- and provides other programs of professional and schol- credited by the Commission on Collegiate Nursing arly interest. Education (CCNE). The master’s nursing education program is accredited by the Commission on Colle- Master of Science in Nursing giate Nursing Education. (CCNE does not accredit doctoral programs.) Accreditation is an indication of (M.S.N.) Program public approbation, attesting to the quality of the edu- The M.S.N. program offers a variety of study options: cational program and the continued commitment of Specializations leading to an M.S.N. or Post Master’s the sponsoring institution to support the program. For Certificate: further information about the accreditation of the pro- Nursing Administration gram, please contact the Commission on Collegiate M.S.N./M.B.A. dual degree program Nursing Education at the following address: Commis- Post-Master’s Certificate sion on Collegiate Nursing Education, One Dupont Nursing Education Circle, NW, Suite 530, Washington, DC 20036-1120, Post-Master’s Certificate (202) 887-6791. Nurse Practitioner Primary Care Nurse Practitioner (Family) Opportunities for Student-Faculty M.S.N. completion option for ARNPs Scholarship, Political and Social Post-Master’s Certificate Participation, and Community Service Accelerated B.S.N. to M.S.N. Option R.N./B.S. to M.S.N. Bridge Option There are many opportunities for graduate students R.N. to B.S.N. to M.S.N. Option and faculty to participate in stimulating activities which will enhance their professional growth. The Certificate program: Graduate Student Organization and the Doctoral Stu- School Nurse dent Forum provide activities which will disseminate knowledge, and foster political and social participa- Accelerated B.S.N. to M.S.N. Option tion within the school and community. This option allows the student who holds a In response to Barry University’s mission to pro- bachelor’s degree from an accredited college or uni- vide community service and to encourage its students versity to earn the B.S.N. and the M.S.N. in three years to assume community leadership, the School of Nurs- of full-time study with continuous enrollment. Students ing operates the Barry University Primary Care Nurs- who wish to pursue this option must meet the admis- ing Center. The goals of this center include providing sion requirements to the undergraduate and graduate primary care and health education to children and fami- programs. See the Undergraduate Catalog for the ad- lies in selected elementary schools in Miami’s mission requirements, the policies on Progression to underserved areas. The center provides a means for Clinical Courses, and the Accelerated Option program faculty and students in several academic disciplines requirements including prerequisites and nursing to come together to respond to societal needs and courses. Graduate courses are taken in years two and health care reform. three. The Center for Nursing Research promotes, assists, and facilitates nursing research within the School of R.N./B.S. to M.S.N. Bridge Option Nursing and with its affiliating agencies. The Center’s goals are to provide consultation, disseminate research This program guides R.N.s with bachelor’s degrees findings, provide a forum for student-faculty sharing, in fields other than nursing to earn the M.S.N. Stu- sponsor an annual scholarly lecture for the professional dents must complete some undergraduate courses as a community, and create an environment that perpetu- bridge to taking the graduate courses. These students ates nursing scholarship. will not earn the B.S.N., but will be eligible to ma- The School of Nursing supports the Lambda Chi triculate in the graduate program without a B.S.N. Stu- Chapter of Sigma Theta Tau International, the inter- dents who desire the B.S.N., or who do not meet the national honor society for nursing. The purposes of criteria for admission to the M.S.N. program are eli- Sigma Theta Tau International are to: recognize supe- gible to apply to the undergraduate R.N. to B.S.N. to rior academic achievement; recognize the development M.S.N. Option. The bridge courses may be taken in of leadership qualities; foster high professional stan- combination with graduate core courses at the discre- dards; encourage creative work; and strengthen com- tion of the student’s advisor with the following ex- 222 SCHOOL OF NURSING ception: statistics is a prerequisite or corequisite for (5)an undergraduate nursing research course; NUR 301, and NUR 301 is a prerequisite for NUR (6)satisfactory results of the graduate nursing En- 635. glish Assessment Test (EAT); The courses in the bridge are as follows (See Un- (7)successful completion of a statistics course dergraduate Catalog for course descriptions): which included descriptive and inferential meth- NUR 301 - Research in Nursing ods, within the last five years; NUR 303 - Professional Processes (8)two letters of recommendation from profes- NUR 483 - Health Assessment sional referees; and NUR 425 - Wellness Promotion (9)current license to practice as an RN in Florida. The graduate faculty evaluates students’ experien- R.N. to B.S.N. to M.S.N. OPTION tial and academic backgrounds as a composite. The Qualified R.N. students may directly enter into the outcome of this assessment will be acceptance, defer- R.N. to B.S.N./M.S.N. Option. This option leads to ment, or rejection. Students may take core courses in the BSN/MSN with continuous enrollment. Students nursing while in their first year of nursing experience. complete some graduate credit which may apply to The English Assessment Test (EAT) provides stu- the MSN awarded by Barry. This option can be com- dents with a professional evaluation of their reading pleted on a part-time or full-time basis. and writing ability. Based on the EAT results, an ap- Simultaneous admission into the undergraduate and plicant may be required to enroll in an English writ- graduate programs is required. ing course to assist in writing papers and thesis Progression in nursing courses: To remain eli- completion. gible to continue through the B.S.N./M.S.N. Option, A personal interview may be required. Dual degree R.N. students must: applicants (M.S.N.-M.B.A.) must also meet the ad- (1)maintain at least a 3.00 GPA; and mission requirements for the School of Business. (2)earn a B or better in each nursing course (un- In order to be considered for admission and eli- dergraduate and graduate). gible for enrollment in the Fall, Spring or Summer Program requirements: (27 cr.) In addition to 31 semester, the completed application must be received nursing credits by exam or validation: in Admissions by July 1, November 1, or March 1, NUR 301 Research in Nursing respectively. NUR 303 Professional Processes Note: See Background Checks NUR 481 Community Health Nursing NUR 483 Health Assessment Program of Study NUR 493 Nursing Leadership A program of study requires 45 graduate credit NUR 494 Directed Nursing Practice hours. Students are required to have a computer with NUR 510 Advanced Pathophysiology modem access and an Internet service provider that NUR 520 Nursing Informatics meets the specifications of the school.

Admission Requirements — M.S.N. Transfer of Credits Program A maximum of six graduate credits may be trans- Admission is granted to those with promise of suc- ferred from a regionally accredited institution. If cess in graduate education. Criteria indicating poten- courses are appropriate to the student’s program, a tial success include: written recommendation by the student’s advisor to (1)Bachelor of Science in Nursing degree from an the Associate Dean must be submitted for final ap- accredited school or a bachelors degree in an- proval of transfer credits. Transfer credits will not be other field (those with a degree not in nursing accepted in lieu of nursing courses required for the must complete the RN/BS to M.S.N. bridge be- specialties. Only courses for which a student earned fore entry into any specialty courses); an A or B may be transferred. Transfer credits must (2)an undergraduate grade point average of 3.0 on meet the criteria established by Barry University. a 4.0 scale; (3)satisfactory score on the Miller Analogies Test Diversity (40 or better) or the Graduate Record Examina- tion (900 or better) taken within the last five The members of the graduate faculty have a strong years; commitment to supporting the diverse student and fac- (4)a statement of educational/professional goals; ulty bodies inclusive of nationalities, religions, eth- SCHOOL OF NURSING 223 nicity, and gender. In addition, faculty members en- by the clinical site. However, if a student is unable to courage diversity in thought, perspectives, and ways meet the clinical requirements to progress, the student’s of being, and support the Americans with Disabilities enrollment in the School of Nursing will be discon- Act. tinued.

Financial Aid Progression Requirements Professional traineeships are available for many A student is considered a candidate for the Master students for full-time study; applications are made of Science in Nursing degree following completion of early each semester. Tuition reduction is available to all admission requirements and twelve graduate cred- all RN students who are Florida residents. As various its with a GPA of 3.00 (B). Students must receive at scholarships become available, they are announced to least a grade of B in the courses in their specialization students. For more information contact the Associate (nursing administration, education, or nurse practitio- Dean for the Graduate Programs and the Financial Aid ner); if a student receives a grade of C or below, the Office in the Division of Enrollment Services. student must repeat the course. Students may not repeat a course more than once. Students who fail to Grading Policy meet these requirements will not be permitted to progress to clinicals, practicums, or thesis. A (92 to 100) represents an exceptional level of Students who have more than a 15 month hiatus achievement. B (84 to 91) represents an above aver- between clinical courses will need to be individually age level of achievement. A grade of C (76-83) repre- evaluated and may be required to take additional study sents an acceptable level of achievement except where or clinical experience in order to progress to subse- progression requirements apply. Students may be re- quent clinical courses. quired to repeat a course in which a C is earned. D is not used in the School of Nursing’s graduate program. F (75 and below) is unacceptable, and the student must Research Project or Thesis Option repeat the course. Students must complete a research project (NUR An I grade is not automatically given for absence 637); however, students who wish to complete a the- from class or incomplete work. An I is negotiated by sis (NUR 699) may do so by special arrangement with the student with the course instructor when course as- the student’s academic advisor. signments have not been satisfactorily completed for A student who elects to complete a thesis may en- reasons acceptable to the instructor. A formal plan roll for a maximum of two semester hours the first for completing the work must be agreed upon by the semester in which the thesis is started. Students must student and the instructor giving the Incomplete grade. first complete the core courses and one course from An Incomplete grade (I) must be converted to a letter the specialization before enrollment. Once beginning grade before the end of the next full term (excluding thesis, registration every fall and spring is required summer sessions). The exact date is published in each until completion; summer registration is based on the course schedule and is sent to each student in a letter availability of the faculty chairperson. from the registrar. An incomplete grade becomes an F If the thesis is not completed at the end of three if assignments are not completed, and a final grade is credits, the student will register for NUR 729, Con- not reported by the published date. tinuous Registration, and pay for one credit for each subsequent semester until completion of the thesis. Background Checks Continuous Registration credits do not count towards degree. The student will receive an IP (In Progress) at Background checks on students are to protect cli- the end of each semester until the thesis is completed. ents. The process of conducting these background A CR (Credit) will replace the IP when the thesis is checks is based on the principles of equity, justice, approved by the student’s committee. right-to-privacy, and feasibility. Students are advised Three bound copies of the thesis must be provided that some clinical sites require them to be fingerprinted, at the student’s expense: two at the University library pass drug screening and have background checks per- and one at the School of Nursing before graduation is formed. Compliance with this requirement and satis- authorized. factory findings are essential for clinical placement in those sites. Students are further advised that clinical sites reserve the right to refuse placement of a stu- Graduation Requirements dent. The School of Nursing will make reasonable A minimum of 45 credits in the Nursing Adminis- accommodations to provide alternative clinical sites tration, Nursing Education, or Nurse Practitioner spe- that meet program objectives for students not accepted cializations are required to graduate with an M.S.N. 224 SCHOOL OF NURSING

With the exception of the M.S.N./M.B.A., the 45 cred- — employ a range of strategies to administer nursing its include 21 in core courses and 24 in the student’s care within contemporary health care contexts; specialization. —develop, administer, and evaluate systems to pro- To graduate, candidates for the degree of Master vide nursing care appropriate to particular contem- of Science in Nursing must: porary health care delivery contexts; and — satisfactorily complete the program of study as — apply selected specialty knowledge in varied orga- confirmed by the associate dean and dean; nizational settings. — complete a research project; —have attained a cumulative GPA of 3.0; Specialization — complete degree requirements within seven years In addition to courses required of all degree-seek- of the date the student is fully accepted as a de- ing students, nursing administration students take: gree-seeking student for study in the graduate pro- NUR 520 Nursing Informatics 3 gram; and NUR 660 Administration/Organization —file an application for the degree with the Univer- Theories 3 sity Registrar on the appropriate form signed by NUR 674 Financial Strategies for Nurses 3 the academic advisor in the School of Nursing. NUR 682 Leadership/Management Strategies in Nursing 3 Electives NUR 688 Human Resources Development Any nursing course except those with a clinical in Nursing 3 component may be taken as an elective. Graduate * NUR 696 Nursing Administration courses in other schools of the university may be taken Practicum 6 as an elective with the approval of the student’s advi- Free Elective 3 sor. *Courses require prerequisites. Dual Degree Option: M.S.N./M.B.A. CURRICULUM PLAN M.S.N./M.B.A. students take the required core and nursing administration specialization courses. For Required of All Degree-Seeking Students, M.B.A. admission requirements, course descriptions, Core Courses (21 credits) and prerequisites, see the Andreas School of Business NUR 601 Philosophical & Theoretical Bases section in this catalog. of Nursing 3 Required for M.B.A. (24 credits) * NUR 635 Nursing Research I 3 MBA 603 International Business 3 * NUR 636 Nursing Research II 3 MBA 617 Technology & Information * NUR 637 Nursing Research III 3 Systems 3 NUR 654 Public Policy Strategies for MBA 621 Managerial Finance 3 Nurses 3 MBA 646 Marketing in a Dynamic NUR 658 Social Context of Nursing 3 Environment 3 NUR 679 Health Promotion and MBA 660 Managerial Accounting 3 Disease Prevention 3 MBA 681 Economics for Strategic *Courses require pre/corequisites. Decisions 3 MBA 682 Competitive Environment & Strategy Formulation 3 NURSING ADMINISTRATION MBA 683 Leadership & Strategy SPECIALIZATION Implementation 3

Objectives Post-Masters Certificate Program Upon successful completion of the Nursing Admin- (24 credits) istration specialization, in addition to completing the Post-master’s students take the seven courses re- overall program objectives, graduates will have the quired of all nursing administration students. ability to: Requirement for entry: M.S.N. in another area of — evaluate theoretical concepts relevant to the prac- specialization other than nursing administration. tice of nursing administration in a broad context of current health care delivery settings; — apply theoretical concepts to the practice of nursing administration in the context of current health care delivery settings; SCHOOL OF NURSING 225

NURSING EDUCATION — assess client’s health status based on the patterns of mind, body, and spirit; SPECIALIZATION — apply advanced concepts from nursing, medicine, and complimentary therapies to plan, implement, Objectives and evaluate therapeutic regimens for clients and Upon successful completion of the Nursing Edu- families; cation specialization, in addition to completing over- —demonstrate advanced practice nursing skills in a all program objectives, graduates will have the ability variety of health care settings (acute, community, to: or primary); — integrate educational processes with advanced clini- — function in independent and collaborative roles in cal nursing concepts based on nursing theories; a variety of settings; — apply expertise in a designated clinical area; — incorporate cultural and spiritual differences of cli- — incorporate learning, nursing, and curriculum theo- ents and families in providing health care; ries in the design, development, implementation, — conduct scientific inquiry to promote social policy and evaluation of nursing education programs; changes and enhance the delivery of services by — design instructional methods and evaluation for nurse practitioners; and clinical and classroom teaching; — provide leadership in creating ethical and socially — utilize advanced practice core competencies in responsible change in the socio-political realm in clinical and classroom teaching; and, which health care is delivered. — evaluate the role of the nurse educator in various settings. Specialization Primary Care Nurse Practitioner (Family) Specialization In addition to courses required of all degree-seek- In addition to courses required of all degree-seeking students, nurse practitioner students take: ing students, nursing education students take: NUR 510 Advanced Pathophysiology 3 NUR 510 Advanced Pathophysiology 3 NUR 615 Advanced Pharmacology 3 * NUR 615 Advanced Pharmacology 3 + NUR 670 Advanced Concepts of Clinical *+ NUR 678 Advanced Health Assessment & Nursing I (Adult/Family) 3 Differential Diagnosis 3 +* NUR 676 Advanced Concepts of Clinical NUR 681 Learning Theory and Teaching Nursing III (Pediatric/Family) 3 Methods for Nursing 3 +* NUR 677 Advanced Concepts of Clinical NUR 686 Nursing Education Leadership 3 Nursing IV (Geriatric/Family) 3 NUR 687 Nursing Curriculum 3 +* NUR 678 Advanced Health Assessment * NUR 695 Teaching Practicum 6 And Differential Diagnosis 3 *Courses require prerequisites. * NUR 689 Nurse Practitioner Practicum 3 +Clinical Elective 3 * Courses require prerequisites. Post-Masters Certificate Program +Clinical (24 credits) M.S.N. Completion Option for ARNPs Post-master’s students take the seven courses required of all nursing education students. Minimum of 30 credits must be taken to earn the Requirement for entry: M.S.N. in another area of M.S.N. of which 21 are core; the remaining 9 credits specialization other than nursing education. will be designed with the director. Evidence of dual licensure/certificate for RN/APN in Florida is required.

NURSE PRACTITIONER Post-Masters Certificate Program SPECIALIZATION Minimum of 15 credits selected by the student and director from the following: Objectives NUR 510 Advanced Pathophysiology 3 Upon successful completion of the Nurse Practi- NUR 615 Advanced Pharmacology 3 tioner specialization, in addition to completing over- +* NUR 670 Advanced Concepts of Clinical all program objectives, graduates will have the ability Nursing I (Adult/Family) 3 to: +* NUR 676 Advanced Concepts of Clinical Nursing III (Pediatric/Family) 3 226 SCHOOL OF NURSING

+* NUR 677 Advanced Concepts of Clinical 524 School Nurse Practicum (3) Nursing IV (Geriatric/Family) 3 Focuses on completion of the clinical hours needed to +* NUR 678 Advanced Health Assessment qualify for the certification exam. Students assimilate And Differential Diagnosis 3 information from previous courses and effectively NUR 679 Health Promotion and Disease apply health concepts in practice. Prerequisite: NUR Prevention 3 519. (C-120 hrs.) * NUR 689 Nurse Practitioner Practicum 3 601 Philosophical & Theoretical Bases of * Courses require prerequisites. Nursing (3) + Clinical Seminar discussions focus on the philosophical perspectives grounding contemporary nursing. Provides School Nurse Certificate Program the history of nursing theory development. Students NUR 515 Introduction to School Nursing 3 explore the potentials for nursing’s future by examin- +* NUR 519 School Nurse Intervention 3 ing and critiquing nursing theory, research, and prac- * NUR 524 School Nurse Practicum 3 tice through differing philosophical and ethical * Courses require prerequisites. perspectives. + Clinical 615 Advanced Pharmacology (3) Advanced pharmacology applicable to clinical settings Course Descriptions for nurse practitioners. Evaluates compatible and in- Nursing Prefix: NUR compatible drug interactions. Constructs classification of drugs for clinical use. Analyzes legal and ethical (Courses with theory and clinical components have scope of practice. the hours in theory [T] and clinical [C] indicated.) 619 Entrepreneurship in Nursing (3) 510 Advanced Pathophysiology (3) Explores personal and organizational creative pro- Compares and contrasts physiological and pathologi- cesses leading to innovation, intrapreneurship and cal changes that affect homeostasis of individuals entrepreneurship in nursing. A variety of experiential across the lifespan. Current research based knowledge and scholarly strategies lead to identification and cre- is applied to pathological changes in selected disease ation of new nursing approaches for a changing health states. care environment. 515 Introduction to School Nursing (3) 632 Introduction to Women’s Health Care (3) Focuses on the historical and developmental structure Focuses on historical development of women’s health needed to work with children. Students review and care in relation to health promotion and maintenance. analyze the physical, social, emotional, spiritual and Explores a holistic approach to the physical, psycho- cultural needs of the school-age population and their social, emotional, and cultural needs of women, indi- families within the school/community setting. vidually and within the context of family and 519 School Nurse Intervention (3) community. Students review and analyze women’s Focuses on the common acute and chronic problems health needs through the life cycle and explore future encountered in the school setting. Exposes the student options and alternatives for the delivery of health care to the collaborative role of the school nurse and imple- within advanced practice nursing. mentation of the nursing process to achieve optimum 635 Nursing Research I (3) wellness. Addresses acute and emergency care. Stu- Explores, compares and contrasts qualitative and quan- dents spend time with school educators and precept titative research methods. Critical analysis of studies, with experienced school nurses. Prerequisite: NUR and relationships among theory, research, and prac- 515. (T-30 hrs.; C-120 hrs.) tice as it applies to nursing and health care are 520 Nursing Informatics examined. Descriptive statistics are applied to research Provides a foundation in information management and designs. Pre/Corequisite: NUR 601 processing principles used to support the data, infor- 636 Nursing Research II (3) mation, and knowledge needs utilized in the delivery Builds upon Nursing Research I and expands the and administration of nursing care. Topics include knowledge gained to advanced quantitative and quali- computer-based patient records, nursing nomenclature, tative research methods. Includes triangulation meth- minimum data sets, telehealth, and computer-mediated odology in nursing research. Inferential statistics are decision support. Surveys current nursing informatics utilized. Prerequisite: NUR 635 programs. SCHOOL OF NURSING 227

637 Nursing Research III (3) 674 Financial Strategies for Nurses Applies philosophies to qualitative and quantitative Develops understanding and applications of health care theories, concepts and methods in formulating research financial management as an essential foundation for designs in nursing and health care research. Provides health care delivery. Course includes situating ethical guided experiences in all phases of nursing research financial management within the context of today’s through active participation in research projects. Out- health economy. Includes health care strategic finan- come research in nursing is highlighted. Expands upon cial planning, cost concepts and decision making, com- computer application in nursing research. Prerequi- puter applications for financial management, site: NUR 636 budgeting processes, productivity analysis, forecast- 654 Public Policy Strategies for Nurses (3) ing, variance analysis, relevant accounting principles, Understanding the establishment of public policy with cost effectiveness, cost efficiency and cost benefit a focus on the health and well being of people. Exam- analysis, budget negotiation strategies and activity ines the organization and financing of health care in based costing and management. the United States. Considers strategies to impact na- 676 Advanced Concepts of Clinical Nursing III tional and world health. (Pediatrics/Family) (3) 657 The Transcultural Context in Nursing Focuses on preventive and ambulatory pediatrics, in- Education (3) cluding the basics of well-child management: nutri- Focuses on structural elements of culture as they re- tion, immunization, safety, physical and psychosocial late to the totality of the human being. Universal as- development, and management of common problems pects of culture addressed in the course include: of childhood. Prerequisite: NUR 670 (T-30 hrs; C-120 patterns of communication, kinship, education, diet, hrs.) religion, art, politics, economics, and health. Integrates 677 Advanced Concepts of Clinical Nursing IV theoretical and experiential learning. (Geriatrics/Family) (3) 658 Social Context of Nursing (3) Focuses on the clinical management of the elderly in Explores from a global perspective the social context the context of family, culture and environment. Stu- of nursing. Entertains such elements as diversity, spiri- dents devise, implement, analyze and evaluate a plan tuality, and ethics. The role of the nurse as a health of care based on medical/nursing process, current advocate and professional in today’s world is exam- empirical data, and theoretical nursing knowledge. ined. Application of concepts occurs in clinical situations through independent projects. Prerequisite: NUR 670 659 Independent Study (1-3) (T-30 hrs; C-120 hrs.) Individual guided study or investigation of selected problems/issues concerning nursing education, admin- 678 Advanced Health Assessment and istration, or practice. Student is the prime course de- Differential Diagnosis (3) signer, assisted by a faculty member in the School of Uses advanced health assessment and differential di- Nursing. Prerequisite: Approval of instructor. (For CR/ agnosis to gain experience in comprehensive history, NC or grade as agreed upon by student and faculty physical, and psychological assessment of signs and member) symptoms, pathophysiologic changes, and psychosocial variations of the client. Includes didactic and clini- 660 Administration/Organization Theories (3) cal content about differential diagnoses of common Analysis of theory and research in nursing and health presenting problems. Pre/Corequisite: NUR 510 (T=30 care organizations as related to nursing administra- hrs; L=30 hrs; C=90 hrs) tion and the role of the nurse administrator. 679 Health Promotion and Disease 670 Advanced Concepts of Clinical Nursing I Prevention (3) (Adult/Family) (3) Focuses on the study of families and communities Focuses on advanced physical, psychosocial, cultural throughout the lifespan. Analysis of individual and and clinical management of individuals and families. family health beliefs in the development of effective Students will devise, implement, analyze, and evalu- health promotion strategies; population genetics and ate nursing actions based on current empirical and application of the principles of genetics and health theoretical nursing knowledge. In clinical situations, promotion to clients; as well as the study of the con- students will explore, integrate, apply, and evaluate cepts, principles, and research methods of epidemiol- the processes of: advanced nursing practice for the ogy and their impact on health promotion and disease maintenance of health or altered state of health of the prevention. adult (family) client. (T-30 hrs; C-120 hrs.) . 228 SCHOOL OF NURSING

681 Learning Theory and Teaching Methods 696 Nursing Administration Practicum (3-6) for Nursing (3) Provides opportunity to operationalize the nurse ad- Analyze learning theories, learning style assessments, ministrator role with qualified preceptors in appropri- and teaching methods and materials. Formulate ob- ate agencies. Emphasis on practical experience in jectives, develop syllabi, and design evaluation meth- observation of, participation in, and analysis of vari- ods. Explore research as applied to nursing education. ous roles and functions. Credit allocation varies based 682 Leadership/Management Strategies in on individual student experiences and educational re- Nursing (3) quirements. Prerequisite: Completion of all core and Examines impact of multiple organizational and man- nursing administration specialization courses or per- agement strategies on the provision of nursing services. mission of instructor. (C-120-240 hrs.) (CR/NC only) Explores methods used to monitor health care deliv- 699 Thesis (3) ery and strategies to enable the nurse administrator/ A scientific research study that the student conducts leader to achieve nursing goals in an ethical, socially independently. Prerequisite: core and at least one spe- responsible way. Prerequisite: NUR 660 or permis- cialization course. (CR/NC only) sion of instructor. 729 Continuous Registration (1) 686 Nursing Education Leadership (3) Enrollment is required each semester after three the- Explores the expectation of the leader in nursing edu- sis credits of NUR 699 until the thesis is completed. cation across settings. The components of teaching, (CR/NC only) research, service, collegiality, and shared-governance are integrated into the development of the leadership DOCTOR OF PHILOSOPHY IN role. Ethical, legal, and social factors will be considered for their future impact on nursing education. Re- NURSING flection will guide the development of a personal The Ph.D. program offers two study options: philosophy of education. Tra- ditional Academic Year and Summer Residence 687 Nursing Curriculum (3) Program Examines the process of curriculum development. The Doctor of Philosophy in Nursing (Ph.D.) Pro- Application of nursing and educational criteria and gram prepares students to be nurse scientists who, upon standards to the development and evaluation of nurs- graduation, will assume leadership positions in re- ing education programs across settings. search, education, and in health care systems. The fac- 688 Human Resource Development ulty and administration of the School of Nursing in Nursing (3) believe that the university is a community of scholars. Application of processes by which nursing leadership Its central aim is the commitment to search for and inspires nursing personnel to provide high quality disseminate knowledge through scholarship, inquiry, health care services that meet professional standards, and creative activities. criteria, and outcomes for patient care and fiscal accountability. Also examines human and environmen- Objectives tal factors contributing to quality of work-life for health In fulfilling the mission of the university, the Ph.D. care employees and patient satisfaction. program will foster the development of a community 689 Nurse Practitioner Practicum of scholars grounded in the Judeo-Christian tradition. Focuses on the evaluation, practice, education of, and The purpose of the PhD in Nursing Program is to pre- legislation for advance practice nurses. Provides the pare scholars who will discover or extend knowledge opportunity to operationalize the role of the advance that advances the science and practice of nursing and practice nurse. (T-30 hrs; C-120 hrs.) contributes to the knowledge base of other disciplines. —To prepare nursing scholars with multiple perspec- 695 Teaching Practicum (6) tives of knowing who acknowledge multidisciplinary Focuses on application of educational theories and contributions to knowledge generation; strategies in the classroom, clinical and community. —To prepare nursing scholars who will generate, test, Classroom and clinical settings provide opportunities extend knowledge through relevant research and to practice appropriate role behaviors as a nurse edu- theory development, and disseminate their findings cator under the guidance of a qualified preceptor. to the broader scientific community; Credit application: 3cr in classroom and 3cr in clini- —To prepare nursing scholars who contribute to so- cal settings. Prerequisite: Completion of all theory and lutions that advance health care in a culturally di- clinical courses. (C-240 hrs.) (CR/NC only) SCHOOL OF NURSING 229

verse global society through the formulation and Faculty implementation of strategies that serve the public All faculty, nursing and interdisciplinary, instruct- interest; ing in the Ph.D. program hold graduate appointments —To prepare nursing scholars informed by philo- and are professionally qualified. They hold doctoral sophical, social, cultural, and political issues; and degrees in the field or in a field closely related to the —To prepare nursing scholars who will provide lead- areas in which they teach. In addition they possess ership in nursing and positively influence society extensive teaching experience in a variety of colleges at large. and universities and at multiple educational levels. They have a wide array of experiences that enhance Opportunities for Student-Faculty the diversity of instructional techniques necessary to Scholarship, Political and Social challenge students from a variety of backgrounds and Participation, and Community Service interests. The School of Nursing faculty includes research- There are many opportunities for doctoral students, ers who have published in nursing’s most prestigious candidates, and faculty to participate in stimulating activities which will enhance their leadership, schol- journals and presented at international and national arly, and professional growth. The Doctoral Student research conferences. In addition, they have received Organization provides activities which will dissemi- competitive research grants and served in research nate knowledge, and foster political and social par- positions as abstract reviewers, research consultants, ticipation with the school and community. The and workshop presenters. organization is unique in that it actualizes the ontol- From this expertise evolves a rich and diverse re- ogy of the PhD Program to provide an experience to search program integrally related to the doctoral pro- become a self-governing group. It is expected that gram of study. Inherent in the philosophy of the Ph.D. doctoral students will become an integral part of the program is the commitment to advance nursing knowl- activities that offer scholarship, inquiry, and political edge. This commitment is held by the faculty and re- and social participation. flected in their research as they guide students to The Center for Nursing Research promotes, assists, prepare and present a scholarly dissertation reflecting and facilitates nursing research, within the School of sophistication of inquiry and responsiveness to health Nursing and with its affiliating agencies. The center’s and social problems. goals are to provide consultation, disseminate research findings, provide a forum for student-faculty sharing, Admission Requirements sponsor scholarly lectures for the professional com- Admission to the doctoral program is based upon a munity, and create an environment that perpetuates set of criteria indicative of potential success. These nursing scholarship. criteria, in addition to professional experience, are In response to Barry University’s mission to provide community service and to encourage its students evaluated as a composite and the potential for success to assume community leadership, the School of Nurs- is determined by the graduate faculty. The outcome of ing operates the Barry University Primary Care Nurs- this faculty assessment is acceptance, deferment, or ing Center. The goals of this center include providing denial. Criteria indicating potential success include: primary care and health education to children and fami- — Masters in Nursing degree from a nationally ac- lies in selected elementary schools in Miami’s credited school; underserved areas. The center provides a means for —a Graduate Record Examination test score of 1000 faculty and students in several academic disciplines or higher, or a Miller Analogies Test score of 50 or to come together to respond to societal needs and higher; (If either of these tests have been taken for health care reform. Additionally, it is a rich source of the M.S.N. degree and appropriate scores achieved, potential inquiries. the tests need not be repeated); The School of Nursing supports the Lambda Chi —a graduate grade point average of 3.3 or higher; Chapter of Sigma Theta Tau International, the inter- — graduate-level research courses, project or thesis; national honor society for nursing. The purposes of — statistics course including inferential statistics Sigma Theta Tau International are to: recognize supe- within the past 5 years; rior academic achievement; recognize the development — evidence of competency in verbal and written com- of leadership qualities; foster high professional stan- munications in English (completion of English dards; encourage creative work; and strengthen com- Assessment Test); mitment to the ideals and purposes of the profession. — three professional recommendations of leadership Lambda Chi sponsors an annual research conference competencies or potential; and provides other programs of professional and scholarly interest. 230 SCHOOL OF NURSING

— evidence of professional activities as reflected in plan for completing the work must be agreed upon by current curriculum vitae that is submitted with the the student and the instructor giving the Incomplete application; and, grade. An incomplete grade (I) must be converted to a —a personal interview with the admissions commit- letter grade before the end of the next full term (ex- tee. cluding summer sessions). The exact date is published Students are required to have a computer with in each course schedule and is sent to each student in modem access, and an internet service provider that a letter from the registrar. An incomplete grade be- meets the specifications of the School. comes an F if assignments are not completed, and a final grade is not reported by the published date. Transfer of Credits Doctoral students in the Summer Residence Pro- gram will receive grades of IP (In Progress) when the A maximum of six graduate credits may be trans- summer semester ends. At the agreed upon time to ferred from other doctoral programs which were resubmit materials for course evaluation, the earned gionally accredited at the time the courses were taken. grade will be assigned. All the above policies will then If the courses are appropriate to the student’s program, pertain to Summer Residence students. An IP must be a written recommendation by the student’s advisor to converted to a letter grade or CR/NC before the next the Associate Dean must be submitted for final ap- session proval of transfer credits. Only courses in which a stu- The Academic Dishonesty Policy described in the dent has earned an A or B may be transferred. Transfer Policies and Procedures section of this catalog is credit must meet the criteria established by Barry Uni- strictly adhered to. versity.

Faculty Advisement PROGRAM OF STUDY The program of study requires at least 45 credit hours Advising in the doctoral program is a critical on- beyond the master’s degree in nursing. Students begin going process concerned with students’ progress and the program with interdisciplinary core courses taken development. Each doctoral student has an academic with students from social work and education. Faculty advisor. When dissertation planning is in process, doc- from each of the three disciplines teach interdiscipli- toral students choose members for their committees nary core courses. Nursing courses may be taken in best suited for their particular interest. conjunction with the interdisciplinary core or separately. The academic year doctoral program is designed to meet International Students the needs of students who are able to complete 9 to 15 Students from other countries are encouraged to program credits annually through part-time study while apply for admission to the PhD program. maintaining outside employment. The Summer Resi- dence Program is designed to meet the needs of stu- Progression Requirements dents who can best complete the Ph.D. program in Course grades are: A, B, C, F, I, CR/NC, W, and IP. concentrated 12-week summer semesters completing Doctoral students and candidates are expected to 12 to 15 program credits annually. achieve a minimum of a B in all courses. Students who Program of Study for All Students (All courses are 3 receive a C must repeat the course. In the case of an F, credits) the student’s advisor, the instructor giving the grade, Required Interdisciplinary Core Courses - 15 credits and the Associate Dean will meet to determine if the Philosophy of Science and Theory Development student shall continue in the program. If the decision Qualitative Methods of Inquiry is positive, the student will be required to repeat the Quantitative Methods of Inquiry course and receive a B grade. A second C or failing Qualitative Methods for Advanced Inquiry grade will automatically terminate the student from Quantitative Methods for Advanced Inquiry the program. An I grade is not automatically given for absence Nursing Courses Ð 21 credits from class or incomplete work. An I is negotiated by Alternative Paradigmatic Inquiry the student with the course instructor when course as- Structure of Nursing Knowledge signments have not been satisfactorily completed for Advanced Biostatistics for Nursing reasons acceptable to the instructor. A formal written Global Leadership Strategies and Diversity Awareness SCHOOL OF NURSING 231

Nursing Research I: Techniques and Applications followed by approval by the university Institutional Nursing Research II: Techniques and Applications Review Board. Approval by other hospital, agency, or Bioethical Imperatives in Nursing college IRBs may also be required. A dissertation pro- Guided Electives (6 credits) posal cannot be implemented until all of these approv- Dissertation Seminar (3 credits) als have been secured. It is essential that the dissertation constitute schol- Candidacy arly, independent original research, which will illu- minate a matter of relevance to the profession, and A student becomes a doctoral candidate upon must contribute substantively to the field of nursing completion of the candidacy paper and examination and health care. Dissertations will not be restricted to which must be taken between the completion of 24 any one research method or design, but will be held to and 31 credits and after verification that all course and the criteria of rigor for the specific method of inquiry other requirements have been satisfied. Doctoral stu- chosen. dents must have a 3.5 GPA as well as no In Progress (IP), Incomplete (I), or Failing (F) grades to be eli- Dissertation Advisement gible to begin the candidacy process. The candidacy Candidate must be continuously enrolled in advise- paper demonstrates the understanding, synthesis, and ment until successful completion of the dissertation analysis of knowledge following the acquisition of 24 defense. Doctoral candidates will be required to reg- to 31 credits of doctoral study. The student may choose ister for two to three credits each semester. Credits for either a conceptual paper or an issue paper. The con- advisement do not count toward degree. ceptual paper is for the student who has a dissertation area chosen and the method of inquiry. The issue paper is for the student who wishes to pursue a presenta- Graduation Requirements tion of an issue and argue a specific perspective. The Program completion requires a minimum of 45 candidacy examination is a defense of the candidacy credits with at least a 3.5 cumulative grade point aver- paper. Upon successful completion of this examina- age, and successful defense of the dissertation. All tion, the doctoral student becomes a doctoral candi- requirements for the PhD must be met within an eight- date and takes dissertation seminar. year time period.

Residency Continuous Matriculation The residency requirement for doctoral students in Fully matriculated doctoral students must register nursing is defined as registration for 6 or more credits for continuous matriculation during semesters when for two consecutive semesters. Registration in Spring they are not registered for formal classes. Failure to followed by a Fall semester is acceptable. Registra- register for continuous matriculation or courses for two tion for two consecutive summers is required for stu- consecutive semesters will result in automatic termi- dents in the Summer Option. nation from the program. To re-apply, a student will submit a new application, be reviewed by the Admis- Dissertation Sequence sions Committee, and be interviewed. Matriculation in the program shall not exceed eight Following admission to candidacy, students enroll years from the time of admission, with the exclusion in NUR 798. Students work with the dissertation semi- of a leave of absence approved by the Associate Dean nar professor and the dissertation chair. When the dis- for Graduate Programs. sertation proposal is approved by the student’s committee and the IRB, doctoral candidates enroll in continuous dissertation advisement under the direc- SUMMER RESIDENCE PROGRAM — tion of the dissertation chair. The defense of the dis- Additional Information sertation must take place within four years of the While studying on campus during the summer, stu- approval of the dissertation proposal. dents will have a full doctoral experience - reading, engaging in faculty/student discussions, and socializ- Dissertation Requirements ing. All facilities at the university are air-conditioned, Approval of a dissertation proposal involves two including on-campus housing. Campus facilities in- steps: approval by the school dissertation committee cluding the library, computer laboratory, learning cen- 232 SCHOOL OF NURSING ter, state-of-the-art sport facilities and swimming pool edge. Balances its presentation of research theory and are open and available for the summer session. Cul- computer-based tools with application to real world tural activities in the international cities of Miami and problems. Fort Lauderdale are readily available just 15 to 20 HSN 708 Quantitative Methods for Advanced minutes from campus. During the year at home be- Inquiry (3) tween summers, doctoral students will complete pa- Builds on principles of measurement, design and sam- pers and assignments and be in continual contact with pling presented in HSN 707. Students learn to code, professors and their advisor. organize, reduce, and analyze quantitative data, and — 12 weeks per summer term; to interpret and report results. Emphasis on a variety — Individual planning and advisement; of common statistical procedures, the assumptions —Twelve to fifteen credits per summer; underlying each, and the criteria for selecting them. —Courses taken during summer will involve read- Prerequisite: HSN 707. ing and discussion. Assigned papers and projects completed during the following fall and spring HSN 712 Interdisciplinary Theory in the Human semesters at your home base will be mailed to Sciences (3) (Elective) the professor, as arranged; A critique of prevalent theories utilized in the human — Presence on campus is required during summer sciences and their implications for practice and inquiry. and January concentration; — January course - one to two weeks; and Nursing Prefix: NUR — Communication with advisor and professors during the entire year: telephone conference and NUR 703 Independent Study (1-3) Individual guided study or investigation of selected e-mail. problems/issues concerning nursing education, administration, or practice. Student is the prime course de- Course Descriptions signer, assisted by a faculty member in the School of Human Sciences Nursing Prefix: HSN Nursing. Prerequisite: Approval of instructor (For grade or CR/NC as agreed upon by the student and Interdisciplinary Courses faculty member.) HSN 703 Philosophy of Science and Theory NUR 724 Alternative Paradigmatic Inquiry (3) Development (3) Focuses on the social constructionist critique of real- A critical analysis of philosophy of science and epis- ity. Students engage in deconstruction, reconstruction, temology as applicable to theory development in the and revisioning of the multiple paradigms that guide human science disciplines. their inquiry. Social, cultural, and political systems are analyzed as they relate to inquiry. HSN 705 Qualitative Methods of Inquiry (3) A critical analysis of qualitative methods of inquiry NUR 725 Structure of Nursing Knowledge (3) for the human sciences to facilitate the understanding Focuses on the epistemological debates about science of the aims, processes, and outcomes of these meth- reflected in the nursing literature. These debates and ods. the formulation of theories and concepts reflect different ways of knowing and arise out of different philo- HSN 706 Qualitative Methods for Advanced sophical traditions. An understanding of this historical Inquiry (3) context better informs the nature of science and meth- Seminar discussions of qualitative readings to facili- odological approaches to generating knowledge in tate an advanced understanding of the qualitative per- nursing. Topics covered include the philosophical and spective in nursing, education, and social work theoretical bases for nursing science and concept de- research. This course is specifically designed to assist velopment within this context. Pre/Corequisite: HSN students in particular methods for research and prac- 703 tice implications. In-depth analysis distinguishes this course from first qualitative course. Prerequisite: HSN NUR 732 Advanced Biostatistics for Nursing (3) 705. Examines statistical concepts and computer applications related to health care, nursing and biomedical research, HSN 707 Quantitative Methods of Inquiry (3) statistical evaluation and analysis of data. Provides Examines advanced competencies to conceptualize, an in-depth examination of both parametric and non- design, execute, analyze, report, and publish quanti- parametric statistics. Specific quantitative perspectives tative research that delivers new and useful knowl- include a wide range of statistical applications to nursing research. Pre/Corequisite: HSN 707 SCHOOL OF NURSING 233

NUR 742 Global Leadership Strategies and NUR 750 Special Topics Advanced Inquiry Diversity Awareness (3) Advanced inquiry courses with a focus on evolving Provides an in-depth analysis of social, economic, and subject areas complementary to the achievement of political structures. Design leadership strategies in scholarship, leadership, and knowledge development. nursing and health care incorporating an understand- (For grade or CR/NC as agreed upon by the student ing of global and human diversity. Cross-cultural field and faculty member.) experiences are included. NUR 760 Bioethical Imperatives in Nursing (3) NUR 744 Nursing Research I: Techniques and Analysis and application of the historical development Applications (3) of ethical and bioethical theories and principles. Moral Examines advanced competencies in research by draw- obligations and legal boundaries in the resolution of ing upon literature from nursing and other sciences. dilemmas involving nurse scientists will be examined. Students engage in seminar discussions concerning NUR 798 Dissertation Seminar (3) topics that are foundational to advancing nursing re- Examines relevant researchable matters. Dissertation search. Topics include ethics, recruitment/retention of work progresses in an atmosphere of open peer/colle- research subjects, and evaluation of underutilized re- gial review, written feedback, and scholarly discourse search methodologies in nursing. Supervised inquiry, from prospectus to proposal development and revi- as part of an ongoing research endeavor, is included. sion in close coordination with the student’s disserta- Pre/Corequisite: HSN 705 or HSN 707 tion chairperson. Dissertation committee review and NUR 745 Nursing Research II: Techniques and approval are sought. IRB submission guidelines are Applications (3) reviewed and submissions prepared in coordination A theoretical and practical focus on advanced compe- with the dissertation committee. The student must re- tencies in research. Students engage in seminar dis- enroll until IRB approval is obtained and the research cussions related to the development of research in study commences. Prerequisite: Candidacy. (CR/NC nursing, development of clinical data sets in nursing, only) management of complex data sets, research synthesis NUR 800 Continuous Dissertation Advisement and competing for research funding. Supervised in- Matriculation (2-3) quiry, as part of an ongoing endeavor, is included. Pre- Enrollment is required each semester including sum- requisite: NUR 742 mer after the completion of NUR 798 until the dissertation is successfully defended. Prerequisite: NUR 798. (CR/NC only) 234 ELLEN WHITESIDE McDONNELL SCHOOL OF SOCIAL WORK

ELLEN WHITESIDE McDONNELL SCHOOL OF SOCIAL WORK

Stephen M. Holloway, Ph.D., Dean William E. Buffum, Ph.D., Associate Dean Faculty: Berman-Rossi, Bryson, Charania, Cherry, Connolly, Cook, Dhein, Fike, Goldstein, Gray, Houston- Vega, Kelly, Mack, Martin, McPhee, Mondros, Moreda, Munnings, Narkiewicz, Nerette, Nuehring, Pierce, Scott, Singleton-Bowie, Sprague-Damon, Sweeney, Thurston, Tully, Uzzi, Whelley, Williams, Zide

In response to a demand for professionally trained profession which is imbued with the values of social social workers, Barry University established the first responsibility and community service, finds a close graduate social work program in South Florida in 1966. fit within such a mission. The MSW degree program is accredited by the Coun- The purposes of the School are framed by the val- cil on Social Work Education, and the curriculum of ues, ethics, and social commitments of the social work the School is planned in accordance with the standards profession. The School’s primary purpose is educa- set by the Council. A Ph.D. in Social Work was intro- tion of students for the practice of social work at the duced in 1983 to prepare advanced practitioner/schol- BSW, MSW and Ph.D. levels. The particular empha- ars for leadership roles within the profession. In 2001, sis of this School is preparation for the practice of so- the School initiated a BSW degree program and is cial work with individuals, families, and small groups currently in candidacy for accreditation by the Coun- in their social and cultural context. Students are pre- cil. See the Barry Undergraduate Catalog for details. pared to practice in a broad spectrum of community- In 1984, the School was named the Ellen Whiteside based human service agencies. McDonnell School of Social Work to honor a woman who has made a significant contribution to the reform MASTER OF SOCIAL WORK and development of social welfare programs in the State of Florida. In light of her outstanding service to DEGREE PROGRAM the community and to the School of Social Work, the Board of Trustees bestowed this honor. The MSW curriculum provides the opportunity for MISSION, PURPOSES, AND GOALS OF THE students to meet the educational qualifications for li- MSW PROGRAM censing by the State of Florida as a Clinical Social In the context of a Catholic university that gives Worker. Educational requirements can also be met for emphasis to social justice and community service, the membership in the National Association of Social Barry University Master of Social Work program is Workers’ Academy of Certified Social Workers. The dedicated to educating social workers for advanced, curriculum also includes courses that facilitate mem- autonomous clinical practice to meet the needs of di- bership in the American Association of Marriage and verse multicultural populations in the South Florida Family Therapy. and the Nation. The Barry MSW program is built upon a generalist THE MISSION OF THE SCHOOL foundation and a required liberal arts background. The Since its founding in 1940, Barry University has purpose of clinical social work practice is the mainte- pursued a mission of providing quality education in a nance and enhancement of the biopsychosocial well- caring environment, featuring a religious dimension being of individuals, families and small groups by and emphasizing community service. Social Work, a helping them to accomplish tasks, prevent and allevi- ELLEN WHITESIDE McDONNELL SCHOOL OF SOCIAL WORK 235 ate distress, and maximize their strengths, coping ca- sional growth and development, self critique and the pacities, and access to needed intra-personal, interper- evaluation of one’s own practice outcomes; critical sonal and societal resources. Clinical social work thinking in a variety of professional contexts, to ana- practice encompasses a wide range of preventive, sup- lyze, synthesize, and apply relevant knowledge and portive, therapeutic and empowerment approaches, research to practice frameworks and interventions and emphasizing culturally competent biopsychosocial to generate and disseminate scientifically based prac- assessment, and differential interventions, including tice knowledge for the profession; and commitment advocacy and resource development, with diverse per- to educational experiences in which student learning sons in their environments as well as populations at occurs in contexts that integrate and support the cog- risk. In addition, concentration students are educated nitive, affective, and experiential elements of learn- in a problem-solving area of focus in either health care, ing. mental health, or families and children. Successful graduates will: Central purposes of the curriculum are to prepare (1)Endorse and implement the basis values and ethics

students who can (1) integrate the knowledge, values, of social work, including the advancement of so- Social Work Social ethics and skills of the social work profession into ef- cial and economic justice in clinical practice; of School fective clinical social work practice, (2) understand, (2)Demonstrate proficiency for effective clinical so- value and work effectively with human diversity, (3) cial work assessment and intervention in agency alleviate the impact of poverty, discrimination, and op- and community contexts with individuals families pression on individuals and groups, and (4) work knowl- and groups representing diverse and at-risk popu- edgeably and skillfully with at-risk groups in South lations; Florida. All components of the curriculum include con- (3)Be knowledgeable about varied community, orga- tent on ethnic minorities of color, women, and gay/les- nizational, service system, policy and program set- bian groups. Additionally, through examples, the tings, their variables that influence stability and curriculum includes content on various other popula- change within these environments and how these tions in South Florida that experience discrimination factors affect client needs and interests; and oppression including the poor, aged, developmen- (4)Demonstrate practice capability to enhance human tally and physically challenged, persons living with well-being through design and improvement of HIV/AIDS, Native Americans and new arrivals. policy, programs and practices affecting clients as The program develops social workers who are com- well as advocacy with and on behalf of client in- petent in enhancing social functioning of diverse cli- terests; and ent systems, including individuals, families, small (5)Utilize a scientific, analytic, and methodologically groups and populations including those who are at risk rigorous approach to knowledge building and within the context of their communities. Graduates also knowledge application in clinical practice. and have knowledge of community structure, social policies, organizational structure and change pro- ADMISSION REQUIREMENTS cesses, program development and evaluation, advo- The School of Social Work admits both full-time cacy and policy practice strategies to contribute to the and part-time students to the MSW program in the fall development of effective networks of services for semester and only part-time students in the spring se- South Florida. Additionally, graduates share an im- mester. Persons seeking admission to the MSW pro- perative, as well as the capability, to take part in ac- gram must meet the following criteria: tion to alleviate poverty, discrimination, and — Bachelor’s degree from an accredited college or oppression among targeted groups, and to enhance the university. The applicant’s academic record must power of disenfranchised groups so that they can act show a capacity for successful work at the gradu- in their own interests. ate level, with a minimum grade point average of To achieve this educational purpose, several themes 3.0 (on a 4.0 scale) for their last 60 college credits are infused throughout the curriculum. They are: The earned. Exception may be made on the basis of ex- profession’s enduring philosophical base, values, and tenuating circumstances and the applicant may be ethics; professional practice within agency and com- granted admission on a provisional basis. munity contexts; the identification and appreciation — Completed application form (may be done elec- of diversity, including human universals, group dif- tronically by going to the School’ website at ferences, and individual uniqueness; the onus of pov- www.barry.edu/socialwork). erty, discrimination, oppression and power differentials —A three page typed double-spaced personal statement and their effects on individual, families, groups, and — Three letters of recommendation the larger society; commitment to continuing profes- — $30 application fee 236 ELLEN WHITESIDE McDONNELL SCHOOL OF SOCIAL WORK

Additional admission criteria that applies to the their last 60 credits taken in their BSW program. In Advanced Standing Program is outlined under that some cases students may be asked to take additional program section. foundation year courses. One of the three letters of Admissions interviews may be requested by the recommendation must be submitted from the appli- School in order to make an admissions decision. Ap- cants BSW field instructor or the applicant can sub- plicants who would like to discuss the special circum- mit a copy of their final BSW field evaluation stance pertaining to their application or who have summary. Students are admitted to this program both questions about the program are encouraged to seek full-time and part-time during the fall and only part- admission interviews. time during the spring. Advanced standing students Any applicant wishing to support their application may elect either Option A or Option B, but are not with the results from either the Miller Analogies Test eligible for field placement within their places of em- (MAT) or the General Aptitude Section of the Gradu- ployment. ate Record Examination (GRE) may do so. These test are not required by the School and any applicant not READMISSION wishing to include them will in no way be jeopardized. There are two categories of former students who An objective evaluation of application credentials have not graduated: (1) students who have withdrawn, is rendered by the Admission Department of the and (2) students terminated in accord with School poli- School. Both achievement and potential are assessed cies. All students who withdraw from degree programs in order to arrive at a decision on an applicant’s ca- or have been terminated from degree programs in the pacity for graduate social work and suitability for the School by the Committee on Students and wish to re- profession. The Department analyzes academic turn must submit new and/or up-dated admissions achievement, work experience, especially in social materials during a regular admissions cycle. The ap- welfare, evidence of good physical and mental health, plicant will be considered for readmission following maturity and motivation for social work. The final the same process as any applicant, except that faculty admission decision is either to accept, provisionally recommendations will be made by the faculty mem- accept or to reject an application. bers of the COS and the Associate Dean must also provide explicit approval following a positive recom- FINANCIAL AID mendation from COS reviewers. Applicants should The School of Social Work has a separate applica- understand that readmission to the program is not as- tion process for grants, scholarships, and tuition re- sured. ductions for graduate students. Readmission refers to a process in which a formerly It is important to note that these funds are limited admitted student is reviewed for approval to return to and that students should not depend solely on these the School after having been dismissed from a degree monies since there are always many more applications program in the School. Failure to enroll in courses or than the School can possibly accommodate with failure to request a formal leave of absence results in awards. Financial aid applications are analyzed and termination from the MSW program. Students who awards are made on the basis of need and merit. have been on approved leaves of absence for two years Applications for financial assistance are accepted or less do not have to reapply to the School, but must only after an admission decision has been made. meet with the Assistant Dean to secure approval to Awards are made for a one-year period. New applica- register. Students on leaves for more than two years tions are required for each succeeding period. must apply for readmission. Students interested in applying for financial aid 1. The applicant initiates the process by requesting should contact the Director of Admissions and Schol- an admissions packet from the Admission Office arship at the School of Social Work. in the School of Social Work. 2. All applicants must submit, at a minimum, (1) a ADVANCED STANDING PROGRAM “Request for Re-admission” form, (2) a new School of Social Work graduate application, (3) the appli- Students with a bachelor’s degree from an under- cation fee, (4) new reference letters, (5) transcripts graduate social work program that is accredited by the showing courses taken since leaving the program, Council on Social Work Education, and who have re- and (6) a new narrative detailing how the applicant ceived this degree within a five years from their date is now able and ready to return and be successful of enrollment may apply to the Advanced Standing in their degree program. Program. The Advanced Standing Program consist of 3. If the applicant was terminated from the School by 32 concentration year credits and may be completed the Committee on Students, they must submit in- in 9-months. All applicants excepted to this program formation that will document the ways that they must have a minimum grade point average of 3.0 for ELLEN WHITESIDE McDONNELL SCHOOL OF SOCIAL WORK 237

have responded to any recommendations from that creates the foundation for the Concentration Curricu- committee. lum. The Foundation Curriculum offers courses of 4. The completed admissions folder, including mate- required study which examine the breadth of social rials from prior degree work in the School, is sent work practice. for review according to the usual admissions pro- Required courses in the Foundation are: cess. The faculty reviewers are two full-time fac- SW 501 Social Welfare Policies and ulty members of the School of Social Work. Services I 5. Admissions recommendations are sent to the As- SW 521 Social Work Practice I sociate Dean, who makes a final determination and SW 524 Social Work Practice II informs the applicant. SW 570 Human Behavior and the Social Environment I TRANSFER OF CREDITS SW 571 Human Behavior and the Social Environment II The School admits into the Concentration Curricu- SW 581 Research I lum a very limited number of applicants who have sat- SW 591 Field Instruction I isfactorily completed course work in another school of SW 592 Field Instruction II social work. Up to 28 transfer credits can be granted Before completing the Foundation Curriculum, stu- toward the MSW degree for both classroom and field dents must also select either one of the foundation elec- courses completed in graduate schools accredited by tive courses, or SW 651 Psychopathology. Foundation the Council on Social Work Education, provided the electives include: SW 525 Community Organization; SW work was completed not more than five years before 652 The Family; SW 654 Gay and Lesbian Issues for enrollment as a degree candidate in the School. A mini- Social Work Practice; SW 645 Human Sexuality; SW mum of 32 credits must be completed at the School of 558 Social Work with Women; SW 655 Ethnic Sensitive Social Work. Social Work Practice, and SW 560 Mental Retardation An applicant may request transfer of credits of non and Child Development. Field instruction must be taken social work master’s level courses earned from an ac- concurrently with SW 524, Social Work Practice II. credited college or university within the past five years, Students are not allowed to begin the Concentra- and not applied toward another degree. The School tion Curriculum until the entire Foundation Curricu- must determine that the course(s) are relevant to so- lum is completed. cial work education. A maximum of 6 non-social work credits can be transferred. These credits will be applied toward elective requirements. Only grades of B Concentration Courses or better are considered for transfer. The Concentration Curriculum is directed at educating students for advanced Clinical Social Work CULTURAL DIVERSITY Practice. Clinical practice is rooted in the profession’s historical mission of social and economic justice, its The School is committed to a policy of increasing enduring values, and its Code of Ethics and is defined cultural diversity among students and faculty. There as the demonstration of competency in: is a strong commitment to expand social work teach- (1)assessing the acute, transient, and enduring personal, ing and learning opportunities to members of minor- interpersonal, and environmental factors that create ity groups. The population of South Florida is and keep problems in place as well as the strengths, represented by many diverse groups and offers a coping, and resources that mitigate these factors; unique opportunity for the study of national and inter- (2)the differential use of a range of individual, fam- national social problems. Miami serves as the gate- ily, and small group practice approaches which way to South America, and students from other guide assessment and intervention directed toward countries are encouraged to apply. personal, interpersonal, and environmental change; (3)community and organizational advocacy with cli- MSW CURRICULUM ents to enhance service delivery and environmen- The MSW program offers a single concentration tal resources; in Clinical Social Work Practice, which involves prepa- (4)use of select methods of practice evaluation includ- ration for knowledge-based, skilled practice with in- ing quantitative and qualitative approaches; and the dividuals, families, and small groups. (5)application of specialized knowledge and skills regarding practice methods, policies, programs, and Foundation Courses practice approaches commonly associated with the In the Foundation Curriculum, students are pro- focus areas of Health, Mental Health, and Fami- vided a generic base of social work practice which lies and Children. 238 ELLEN WHITESIDE McDONNELL SCHOOL OF SOCIAL WORK

The Concentration Curriculum reflects this defini- A section of SW 622 Advanced Clinical Focus Area tion of Clinical Social Work Practice, and includes Practice with Individuals and Families must be selected three advanced clinical practice courses, a focus area to correspond with the student’s selected Focus Area. policy course, a course on practice with communities One concentration year elective must correspond and organizations (required beginning fall, 2002), an with the student’s chosen focus area. Health Focus advanced research course, an elective connected with Area electives include: SW 643 Crisis Intervention; the chosen focus area, and an advanced field place- SW 646 HIV/AIDS Related Social Work Practice; SW ment that is within the student’s selected focus area. 509 Social Work Intervention with Stress, Illness, and Required courses in the Concentration Curriculum are: Health; and SW 556 Social Work Practice with Aging SW 621 Advanced Clinical Practice with Individuals and Families. Mental Health Focus Area Individuals and Families III electives include: SW 643 Crisis Intervention; SW 646 SW 622 Advanced Clinical Focus Area HIV/AIDS Related Social Work Practice; SW 669 Practice Social Work Interventions and Major Mental Illnesses; SW 623 Advanced Clinical Practice with and SW 527 Social Work with Substance Abusers. Groups III Family and Children Focus Area electives include: SW SW 625 Organization and Community 649 Family Therapy; SW 646 HIV/AIDS Related So- Change Practice (Elective until fall, cial Work Practice; SW 556 Social Work Practice with 2002) Aging Individuals and Families; SW 642 Practice with SW 682 Advanced Research Children; SW 615 Social Work Practice with Domes- SW 691 Field Instruction III tic Violence; and SW 617 Social Work Practice with SW 692 Field Instruction IV Adolescents. Students must also take SW 651, Psychopathology, if they have not done so while taking Foundation Field Instruction courses. Students must also select two or three elec- With the exception of students in the Advanced tive courses, one of which must correspond to their Standing Program, students are required to complete focus area. Concentration electives include: SW 643 internships in two separate social agencies. The pur- Crisis Intervention; SW 669 Social Work Interventions pose of these experiences is to help students integrate and Major Mental Illnesses; SW 649 Family Therapy; theory with practice in order to develop appropriate SW 615 Social Work Practice with Domestic Violence; skill, knowledge, attitude, and professional identifi- SW 509 Social Work Intervention with Stress, Illness, cation. Internships are designed to provide experiences and Health; SW 646 HIV/AIDS Related Social Work which afford opportunity to apply and test concepts Practice; SW 556 Social Work Practice with Aging and theory presented in both class and field situations. Individuals and Families; SW 642 Practice with Chil- Students are assigned to an experienced field instruc- dren; SW 527 Social Work with Substance Abusers; tor in a human service agency for personal supervi- SW 617 Social Work Practice with Adolescents; and sion of the field experience. Students should expect to SW 560 Mental Retardation and Child Development. be available for field practicum during those hours SW 622 Advanced Clinical Focus Area Practice when social workers are present in their agencies. with Individuals, Families, and Groups must be taken Evening and weekend hours are not available in many concurrently with field instruction. agencies, and limited in others. Variations from the In the Concentration Curriculum, stu- Focus Areas. standard weekday daytime hours must be approved dents elect to gain special knowledge and skills in one by the Director of Field Instruction. focus area by selecting specialized courses and en- Field instruction placements are planned based on gaging in field education within the selected area. The an assessment of student training needs and career focus areas are: goals. The decision regarding placement in a particu- ¥ Clinical Practice with Families and Children lar agency is made jointly by a community agency, ¥ Clinical Practice in Health Care the student, and the School; agreement must be reached ¥ Clinical Practice in Mental Health by all parties that a productive educational plan can Based on the student’s selection of Focus Area, stu- be developed. Placements are available in the follow- dents take one of the following: ing East Coast Counties: Monroe, Miami-Dade, SW 639 Policy Issues in Health Care Broward, Palm Beach, Martin, Indian River, and St. Services Lucie. SW 640 Policy Issues in Family & Students may choose one of two options to com- Children’s Services plete their field internship requirements. In Option A, SW 641 Policy Issues in Mental Health students are in field placement 2-3 days per week dur- Services ing the academic year (September-May), and are tak- ELLEN WHITESIDE McDONNELL SCHOOL OF SOCIAL WORK 239 ing courses concurrently. In Option B, students take dents pursuing the Master of Social Work degree are courses during the academic year, and are in field permitted four years to complete degree requirements placement 5 days per week during the summer (May- from the date of initial matriculation. August), while also taking one practice course. Foundation students enroll in SW 591 (3 credits) ACADEMIC REQUIREMENTS and 592 (4 credits) for their field placement. Field in- A student’s scholastic standing is determined by struction for SW 591 includes 2 days per week for 12 examinations and term papers in courses and a satis- weeks for Option A students (enrolling in field instruc- factory evaluation of field performance. Students are tion during the academic year), and 5 days a week for expected to meet all requirements assigned by course seven weeks for Option B students (enrolling in field and field instructors. Regular attendance in class and instruction during the summer). Field instruction for field instruction is expected of all students. Absence SW 592 includes 3 days per week for 15 weeks for of three or more consecutive weeks of class or more Option A students enrolling in field instruction during than three consecutive days of field will raise serious the academic year, and 5 days a week for seven weeks questions regarding whether a student may satisfacto- for Option B students. Concentration year students rily complete studies and continue in the program. enroll in SW 691 (4 credits) and 692 (4 credits) for Students who are at risk of falling below academic their field placement. Field instruction consists of 3 and field work standards will have their progress re- days per week for 27 weeks for Option A students (en- viewed by the School’s Committee on Students. rolling in field instruction during the academic year), and 5 days per week for 16 weeks for Option B students (enrolling in field instruction during the sum- Incomplete (I) Grades mer). A grade of “I” is granted in cases when a student is Separate registration is required for each field in- unable to complete course requirements in the time struction course. Credit will be granted only upon allotted due to circumstances beyond their control, achievement of educational objectives and completion and when the major portion of the course work has of required hours. already been completed. Students may not register for a subsequent course in a curriculum sequence un- DEGREE REQUIREMENTS til the incomplete in the previous course has been rec- tified. Students with an “I” in a foundation course Sixty credits are required for the Master of Social cannot take concentration courses until all foundation Work degree. Students must maintain a grade point courses are fully completed. In any case, grades of average of 3.00 (B) on a 4.00 scale and credit (CR) incomplete cannot extend beyond one calendar year. grades in field instruction in the foundation year to The student and instructor must agree to a definite plan enter and continue in the concentration. If a student is and time frame for completing course requirements. withdrawn from field instruction prior to the end of a When the student fails to complete an incomplete grade semester while performing at an unsatisfactory level, within the specified time frame a grade of “Failure” is a no credit (NC) grade will be given. In cases where assigned. An (“I”) grade cannot be given in lieu of a C the student is unable to complete field instruction due or an F, or to students with a provisional admission to circumstances beyond their control, and when 75% status. of field instruction hours are satisfactorily completed, a grade of Incomplete (“I”) will be submitted. Stu- dents who repeat a field instruction course must audit FULL-TIME MSW PROGRAM the corresponding practice course. The School of Social Work offers a full-time pro- Students who receive a no credit (NC) grade in field gram of graduate study at the Miami Shores campus instruction or a failure (F) in any required course in and at the West Palm Beach campus. In the full-time any semester, or two C grades in practice courses, or program, students take a total of 28 credits in the foun- fail to maintain a 3.00 (B) average upon entering or dation year, and 32 credits in the concentration year. continuing in the Concentration Year will be termi- All courses must be taken in proper sequence. A stu- nated from the program. Students who are terminated dent who takes a leave of absence may be readmitted from the program may appeal their termination to the only in the semester that will permit proper sequenc- Committee on Students. ing of the courses. Admission to the concentration curriculum is Students in the full-time program can elect either granted only to those students who have successfully Option A (taking courses and field instruction during completed their foundation courses of professional the academic year and completing their degree require- education at Barry University or at another accredited ments in two academic years) or Option B (taking school of social work within the last five years. Stu- courses during the academic year, a summer block placement along with one practice course, and com- 240 ELLEN WHITESIDE McDONNELL SCHOOL OF SOCIAL WORK pleting their degree requirements in six consecutive admission standards of the School, and demonstrate high semesters). A full-time plan would include classes one potential for professional education. or two days per week. The part-time program is available on two campuses: The diagram below shows the sequence of courses (1) day and evening at the Miami Shores campus, (2) in Option A and B full-time programs: on weekends in Palm Beach County. It may be necessary for students to take some afternoon classes. Option A: Foundation Year (28 credits) Students who choose the part-time program may se- Fall Spring lect either of two field instruction options. In Option A SW 521 SW 524 students enroll in courses and field instruction during the SW 570 SW 571 academic year, and degree requirements are met in either SW 651 or Elective six or eight semesters over three or four calendar years. ← SW 501 → This plan includes courses one or two days per week, and ← SW 581 → field instruction two days per week for the first semester, Field Instruction I Field Instruction II and three days per week for each subsequent semester. The following diagram illustrates the schedule for the part- Concentration Year (32 credits) time academic year program, Option A: Fall Spring SW 621 SW 622 PART-TIME DEGREE PLAN OPTIONS SW 623 SW 625* SW 639, 640, OR 641 OPTION A: ACADEMIC YEAR SW 651 or Elective Foundation Year ← SW 682 → Year I (12 credits) ← Elective → Fall Spring Field Instruction III Field Instruction IV SW 570 SW 571 SW 501 SW 581 Option B: Foundation Year (28 credits) Year II (19 credits) * Fall Spring Summer SW 651 Elective SW 501 SW 521 SW 524 SW 521 SW 524 SW 570 SW 571 Field Instruction Field Instruction I Field Instruction II I & II * Students have the option of taking a course in the SW 581 SW 651 or summer of Year II to reduce their coursework in the Elective concentration year.

Concentration Year (32 credits) Concentration Year ** Year III (12 credits) Fall Spring Summer SW 639, 640, OR 641 SW 682 SW 682 SW 621 SW 622 and 625* Elective Elective SW 639, SW 623 Field Instruction 640, OR 641 III & IV Year IV (17 credits) SW 621 SW 622 ← SW 651 or Elective → SW 623 SW 625 ← Elective → Field Instruction III Field Instruction IV ← Elective → ** Students who select Option A may complete the * SW 625 is elective for students entering before Fall, foundation year in the part-time program and enroll 2001. full-time for the concentration year. In this model, Year III and Year IV are combined and degree requirements PART-TIME MSW PROGRAM are met in six semesters during three academic years. The School of Social Work also offers part-time gradu- Students entering the part-time program may also ate programs. Both full-time and part-time students fol- select Option B. In this option, students enroll in low basically the same sequence of courses and must courses in the academic year, and courses and field meet the same specific graduation requirements. Part- instruction during the summer. Degree requirements time programs are designed to accommodate persons are met over 9 sequential semesters in three calendar whose family or work responsibilities interfere with full- years. This plan includes courses one or two days per time study or the well qualified individual who cannot week during the academic year, and field instruction finance full-time study. Thus, all students admitted to a during the summer five days a week for 14 weeks for part-time program must have a commitment to the at- the foundation year, and five days a week for 17 weeks tainment of a Master of Social Work degree, meet the for the concentration year. Students who choose Op- tion B must be available for 40 hours and 5 days per ELLEN WHITESIDE McDONNELL SCHOOL OF SOCIAL WORK 241 week during standard agency hours of operation. The EXCEPTIONS TO CURRICULUM POLICIES following diagram illustrates the schedule for the part- Students may request exceptions to curriculum time academic year and summer program, Option B: policy through their academic advisor. The Associate Dean is responsible for approving and denying requests OPTION B: ACADEMIC YEAR & SUMMERS for exceptions. More detailed discussions of school Foundation Year policy are included in the School’s Student Handbook. Year I (12 credits) Fall Spring Summer SW 570 SW 571 Required Course Descriptions SW 501 SW 581 Social Work Prefix: SW Year II (22 credits) ← → 501 Social Welfare Policies and Services I: (3) SW 651 SW 521 SW 524 Provides a comprehensive knowledge of the social ← → Elective Field I welfare system in the United States while it addresses Field II the changing nature and needs of our society. The cru- Concentration Year cial role of government is examined, both historically Year III (26 credits) and currently, in the delivery of basic human services. SW 639, 640, SW 621 SW 622 The problems of poverty, inequality, and oppression or 641 SW 625 are highlighted as conditions that vitally affect the SW 682 SW 623 Field III social functioning of individuals, families, and groups. Elective Elective Field IV Additionally, there is content on policy formulation and models for policy analysis that provides the stu- WEST PALM BEACH/TREASURE COAST dent with the tools to assess local, state, and national PROGRAM policies affecting agencies, clients, and practitioners. Beginning in the fall semester of 2001, students 521 Social Work Practice I: (3) may take both Foundation and Concentration courses This foundation practice course provides a beginning on a full or part-time basis at the West Palm Beach/ base of practice knowledge, values, and skills for work Treasure Coast campus. Students who wish to take all with individuals, families, and groups in a variety of of their courses at this campus are only able to select community and agency contexts. Using phases of work Option A for their degree plans and they must select as its organizing theme, the course helps students learn Families and Children as their Concentration focus the beginning phase of practice: to engage clients and area. Courses at the West Palm/Treasure Coast cam- assess them in order to plan for intervention. The af- pus are usually offered on Saturdays, but field instruc- fect of clients’ ethnic, racial, and gender differences tion will require weekday hours. Students are free to on practice are emphasized throughout the course. take classes at either or both campuses. Please consult 524 Social Work Practice II: (3) the School’s Office of Admissions for the latest infor- This second practice course in the foundation year mation about this program. emphasizes the on-going and termination phases of work with individuals, families, and groups. Students ADVANCED STANDING PROGRAM develop their skills in purposeful intervention and further their ability to analyze their own practice, with Students with a bachelor’s degree from an under- particular attention to cultural and gender differences. graduate social work program that is accredited by the The course also includes knowledge and skill related Council on Social Work Education, and who have re- to intervening in organizational environments. The ceived their degree within the five year period pre- course must be taken concurrently with field instruc- ceding their application, may apply to a nine-month, tion. Prerequisite: SW 521 32-credit Advanced Standing program. Admission to this program is reviewed carefully and students may 570 Human Behavior and Social be required to take some foundation year courses. An Environment I: (3) additional letter of reference from the applicant’s BSW This course focuses on the physical, social, and emo- field instructor must be submitted for admission. Stu- tional development and mastery of growth crises from dents are admitted each fall semester. A part-time plan birth to mid-adolescence. Included in the course are during the concentration year extends classes over two current theories and research about the early years of calendar years with field work being completed dur- the life cycle, with particular emphasis on the nature ing the second calendar year. Advanced Standing stu- and ways in which culture, ethnicity, and community dents may elect either Option A or Option B, but are influence and shape human development. not eligible for field placement within their own agencies. 242 ELLEN WHITESIDE McDONNELL SCHOOL OF SOCIAL WORK

571 Human Behavior and Social for coping, adaptation, and change at the personal, Environment II: (3) interpersonal, and environmental levels. Prerequisite: This course continues the study of the individual and SW 621; Co-requisite: SW 692 the family from adolescence through old age to death. 623 Advanced Clinical Practice with The multi-dimensional perspective on adult develop- Groups III: (3) ment is continued. Included in the course are current In this concentration year course, students develop the theories and research about the middle years and ag- knowledge, skills, and values for several models of ing. The socio-cultural and ethnic factors that shape group practice. Emphasis is on differential practice to adult development continue to be highlighted. This address client needs in health care, mental health, and course also introduces students to the study of small families and children’s settings. Attention is given to groups and organizations. Prerequisite: SW 570 developing competency for differential group practice 581 Research I: (3) with diverse client populations for enhancement of This course provides beginning understanding and client functioning and environmental change. Prereq- appreciation of the principles and techniques of social uisite: Completion of Foundation Curriculum. work research and statistics, and their application to 625 Organization and Community Change social work practice. Highlighted are techniques that Practice: (3) are used to study organizations and communities. Essential knowledge, methods, and skills for working 591 Field Instruction I: (3) in complex human services organizations and com- A supervised educational experience with specified munities to improve services for those served, to im- educational objectives in an agency setting, complet- prove the efficacy of services for clients, to stimulate ing the required hours per week for the duration of the change in agencies/organizations and communities that field placement semester and for no less than 192 clock will promote social and economic justice. Prerequi- hours. Pre or co-requisite: SW 521 sites: Completion of Foundation Curriculum and con- 592 Field Instruction II: (4) current enrollment in SW 691 or 692 (This course is A supervised educational experience with specified elective for students entering before Fall, 2001.) educational objectives in an agency setting, complet- 639 Policy Issues in Health Services: (3) ing the required hours per week for the duration of the This course focuses on the major social, economic, field placement semester and for no less than 384 clock and ethical factors that impact on policies in health hours. Co-requisite: SW 524 care and social work practice. Content includes ex- 621 Advanced Clinical Practice with amination of the psycho-social correlates of illness and Individuals and Families III: (3) healing, means for changing the health care systems, Differential assessment and treatment of individuals, and the impact of health care policies on communi- families, and family subsystems with problems repre- ties. Prerequisite: Completion of Foundation Curricu- sentative of the three focus areas. Students develop lum. knowledge and skills in three areas: ethnic sensitive 640 Policy Issues in Family and Children’s practice, the psychosocial approach to practice, and Services: (3) crisis intervention. These approaches are differentially This course examines the direct and indirect impacts applied to select individual and family problems (e.g., of social policies on families and children. Emphasis family/domestic violence, substance abuse, divorce, is placed on policy analysis for identifying and select- and loss and grief). Emphasis is given to the influence ing between policy alternatives, political realities, and of ethnicity, race, gender, sexual orientation, and other implementation of policy outcomes and decisions. socio-cultural factors as they are encountered in the Prerequisite: Completion of Foundation Curriculum. differential practice process with the select problem 641 Policy Issues in Mental Health Services: (3) areas. Prerequisite: Completion of Foundation Curricu- Factors that have led to current mental health and sub- lum. stance abuse policies and programs are examined as a 622 Advanced Focused Clinical Social Work basis for developing strategies for policy change as Practice with Individuals, Families, and well as planning and implementing future policy de- Groups: (3) cisions. Elements that influence the design, effective- Advanced clinical social work practice emphasizing ness, and acceptance of policies and issues for interventions with individuals, families, and groups professional practitioners are assessed. Prerequisite: who are experiencing a range of problems primarily Completion of Foundation Curriculum. located in a focus area (families and children, health, or mental health). Emphasis is on building strengths ELLEN WHITESIDE McDONNELL SCHOOL OF SOCIAL WORK 243

651 Psychopathology: (3) 527 Social Work with Substance Abusers: (3) This is a survey course which teaches the student to This elective presents a bio-psycho-social model for identify and understand the etiologies and symptoma- assessment and treatment of persons with substance tology of the major groups of emotional and mental abuse problems. Specific emphasis is on differential disorders as described by the DSM IV. It highlights diagnosis and treatment of minorities and special popu- the social, cultural, and ethnic factors which impact lations. Prerequisite: SW 524; Focus, Mental Health upon the diagnosis and treatment of these conditions. 556 Social Work Practice with Aging Pre or co-requisites: SW 521 and SW 571 Individuals & Families: (3) 682 Advanced Research: (3) This elective focuses on direct social work practice This course provides advanced knowledge and skills with older persons and their families and with inter- in research methods, with particular emphasis on meth- vention in their environment in their behalf. Older odologies useful for the evaluation of one’s own prac- persons are understood in the context of the social, tice. Prerequisite: SW 581, SW 524 and completion political, and economic realities of their lives. Prereq- of Foundation Curriculum uisite: SW 524; Focus, Health/Family and Children 691 Field Instruction III: (4) 558 Social Work with Women: (3) A supervised educational experience in an agency set- This elective introduces students to the psychological ting reflecting the student’s selected focus area and and social development of women. Special problems with specified educational objectives for the required faced by women (e.g., divorce, battering, depression, hours per week for the duration of the field placement eating disorders) are discussed, and feminist interven- semester, and for no less than 286 clock hours. Pre or tions described. Pre- or corequisite SW 521 co-requisite: SW 621 and 623 560 Mental Retardation and Child 692 Field Instruction IV: (4) Development: (3) A supervised educational experience in an agency set- This course covers the causes and effects of handi- ting reflecting the student’s selected focus area and capping conditions in children, including developmen- with specified educational objectives for the required tal disabilities, learning disabilities, and mental hours per week for the duration of the field placement retardation, along with a study of their families. In semester, and for no less than 384 clock hours. Co- addition, legal and political forces, as well as the agen- requisite: SW 622 cies which serve this population, are identified. Pre- or co-requisite: SW 521 Elective Courses 615 Social Work Practice with Domestic Violence: (3) 509 Social Work Intervention with Stress, This elective examines the effects of oppression and Illness, and Health Problems: (3) violence on individuals, groups, and our society. The This elective course emphasizes advanced social work course focuses on helping practitioners recognize, as- practice knowledge, skills, and values as applied to sess, and intervene with persons affected by violence. individuals, families, and groups coping with chronic, Prerequisite: SW 524; Focus, Family and Children terminal, disabling, and catastrophic illness in health care settings. Attention is given to the differential im- 617 Social Work Practice with Adolescents: (3) pact of and responses to illness specific to special popu- This elective teaches the skills and strategies used in lations, such as minorities, gays and lesbians, women, work with adolescents. Emphasis is placed on helping new arrivals, the disabled, and elderly. Prerequisite: adolescents with health issues, mental health issues, SW 524; Focus, Health juvenile delinquency, and school-related problems using several social work modalities. The impact of 525 Community Organization: (3) gender and culture on teenagers and their families is This course emphasizes definitions and utilizations of stressed. Prerequisite: SW 524; Focus, Family and power as it relates to the history, philosophy, and prac- Children tice of community organization. Students learn to charter an organization; to locate and utilize local bases of 642 Social Work Practice with Children: (3) power; plan and run meetings, using Robert’s Rules This course builds on students’ knowledge of theory of Order; and plan and utilize strategies for bringing of child development. It emphasizes the skills for as- about change. Pre- or corequisite: SW 521 sessing and treating children and their parents using psychodynamic, cognitive, and systems theory. Pre- requisite: SW 524; Focus, Family and Children 244 ELLEN WHITESIDE McDONNELL SCHOOL OF SOCIAL WORK

643 Crisis Intervention: (3) lesbian individuals, as an oppressed minority, are ad- Focusing on the unique meaning of the crisis event dressed within the overall context of normal physical, for the individual or family group, the course explores social, and emotional growth and development. Pre- differential methods of practice, setting treatment or co-requisite: SW 571 goals, and identifying the focus of therapeutic inter- 655 Ethnic Sensitive Social Work Practice: (3) ventions. Prerequisite: SW 524; Focus, Health/Men- This course helps students develop a culturally sensi- tal Health tive perspective for work with members of minority 645 Human Sexuality: (3) groups. It emphasizes the identification and utiliza- This elective examines theories and etiology of hu- tion of different theoretical models of practice that can man sexuality, sexual development, and sexual role be effective in interventions with minority individu- expectations. Specific emphasis is placed on the ex- als, families, groups, and communities. Pre- or co-req- ploration of sexual attitudes, values, and behavior. The uisite: SW 521 biological, psychological, cultural, and social impli- 669 Social Work Intervention with Major cations of sexuality are discussed. Pre- or co-requi- Mental Illnesses: (3) site: SW 571 This course reviews current knowledge and research 646 HIV/AIDS Related Social Work regarding the clinical disorder and psychosocial prob- Practice: (3) lem of schizophrenia. Included are historical perspec- This elective focuses on the complexity of tives, etiological theories, biological bases, culture/ biopsychosocial, ethical, and political dilemmas in- family issues, diagnosis/assessment, and treatment. volved in working with people with HIV/AIDS. Em- Emphasis is placed upon direct exposure to this popu- phasis is placed upon knowledge and practice skills lation via video interviews and classroom experience which are employed to address the urgent needs of with clients and their families. Prerequisite: SW 524; individuals, significant others, families, small groups, Focus, Mental Health and the community around issues related to HIV/ AIDS. Prerequisite: SW 524; Focus, Health/Mental DOCTOR OF PHILOSOPHY IN Health/Family and Children 649 Family Therapy: (3) SOCIAL WORK This course is designed for students to gain a family Elane M. Nuehring, Ph.D. systems perspective through understanding of selected Director of Program theoretical approaches, therapeutic techniques, and their own personal demographics. Focus is on the as- The 45-credit program of graduate studies leading sessment of family roles, communication patterns, and to the Ph.D. degree prepares professional social work- family dysfunction. Factors leading to family systems ers for leadership as practitioner/scholars in advanced change such as goal setting, treatment applicability, social work treatment, the administration of direct ser- the structure of the therapy process, therapist role, and vice programs, and/or teaching and research of direct techniques of marital/family therapy are taught. Pre- practice. Graduates of the program are expected to requisite: SW 524; Focus, Family and Children contribute to the advancement of knowledge and practice in social work. 652 The Family: (3) The doctoral program is designed to accommodate This course examines the differences between vari- the working practitioner and is individualized to meet ous family systems; e.g., the single parent, nuclear the interest of each student. With faculty consultation, families, divorced, and remarried families. The course the student designs a course of study consisting of reviews the family from a life cycle perspective and quired and core courses, electives, a doctoral explores how family function changes, depending on practicum, and a dissertation. the capabilities of its members. This course helps form a theoretical base for the treatment of marriage and family problems. Pre- or co-requisite: SW 571 ADMISSION REQUIREMENTS 654 Gay/Lesbian Issues for Social Work Candidates are expected to have the Master of So- Practice: (3) cial Work degree from an accredited school of social This elective is designed to provide a better under- work, at least two years of successful professional ex- standing of people’s sexual orientation, of homopho- perience following the award of the master’s degree, bia, and of differential intervention in working with and demonstrated capacity to engage in advanced gay and lesbian individuals, couples, and family units. study. A minimum of three strong letters of reference Normative developmental tasks and crises for gay and and a well-formulated statement of professional de- ELLEN WHITESIDE McDONNELL SCHOOL OF SOCIAL WORK 245 velopment and scholarly interests are required. GRE have been completed not more than five years before and MAT scores are optional. enrollment in the Barry program, may be used for Applicants are interviewed by a committee of the transfer credits. doctoral faculty. Criteria employed in determining admission include evidence of achievement in previous NON-DEGREE SEEKING SPECIAL STUDENTS academic programs, increasing competency in profes- With approval of the Director of the Doctoral Pro- sional performance, knowledge of critical issues as- gram, non-degree-seeking students may enroll in se- sociated with applicant’s area of professional interest lected doctoral courses, on a space available basis and and potential for contributing to the knowledge of the with instructor consent. Non-degree-seeking students profession through research, scholarly writing, and must contact the School’s Admissions Department for professional education. application materials and instructions. Candidates generally begin their studies in the fall semester. Under special circumstances, non-degree- seeking students may enroll in doctoral courses with CURRICULUM the consent of the Director of the program, on a space The curriculum is designed to span three academic available basis. years, although most students need four to five years to complete the degree. Residency is required and READMISSION achieved either by (a) two semesters (not necessarily consecutive) of at least nine credits or (b) three con- Students in good standing, who were granted a secutive semesters of at least six credits. Leave of Absence or who voluntarily withdrew from During the first fall, spring and summer, students the doctoral program within two years of the request typically enroll in two research courses, two practice- to resume studies, must contact the Doctoral Program theory courses, a course on the philosophy of science, Director for re-entry into the program. Students who and the first of two seminars in an area of specializa- are returning to the program within two years after a tion. leave of absence or a voluntary withdrawal will be In the second year, six courses generally are com- processed through the Doctoral Program office in col- pleted: two in research, a second seminar in the laboration with the Assistant Dean for Student Ser- student’s area of specialization, a social work educa- vices of the School. tion course, and a course on organizational theory and Persons who were formerly enrolled as degree stu- administration. Upon completion of a major paper in dents in the graduate program, who were terminated the area of specialization, there is an oral candidacy from the program, may seek readmission. tu- Both s examination. dents who are returning to the program after two years The research courses in the program enroll doc- of voluntary absence, or have been terminated from toral students from the School of Social Work as well the program, willl make application for readmission as the School of Education and the School of Nursing. to the Admissions Department of the School of Social The courses are taught by an interdisciplinary faculty Work. The Admissions Department, in collaboration from these three professional Schools. with the Doctoral Program office, will decide whether In the third or fourth year students usually engage or not to extend an offer for readmission. Students who in implementing their dissertation research, beginning are offered readmission will meet with the Doctoral with a dissertation seminar. They also complete courses Program Director to determine the students’ academic in health and mental health policy, an elective, and a plan. In any case, courses taken over five years prior practicum individually designed by the student and to the date of readmission will not be given credit. faculty advisor. While the above curriculum plan is recommended, TRANSFER OF CREDIT students may, with the approval of their advisors, Up to six academic cfredits may be gtransferred modify the curriculum to better achieve their educa- from doctoral programs in fields other than social work tional objectives. after the candidate has been accepted into the Barry The current curriculum is being studied with the program, and if the courses are appropriate to the intention of modifying the candidacy (area paper) pro- student’s program. Up to 12 credits may be transferred cedure and the foundation course array. Changes will from other social work doctoral programs. A written not be effected until the 2002-2003 academic year. recommendation by the students’ Faculty Adviosr must Students and prospective students should consult the be submitted for final approval of transfer credits to School for further information. the Director of the Doctoral Program. Only those courses not applied to other degrees, and where a student has earned grades of “B” or better, and which 246 ELLEN WHITESIDE McDONNELL SCHOOL OF SOCIAL WORK

DEGREE REQUIREMENTS tributions of social work practice research and social All candidates are required to earn 45 credit hours science theories/findings. Students apply their learn- beyond the master’s degree in social work as follows: ing to a select vulnerable population and a field of 4 required courses in research of which practice. Required for candidacy; pre- or co-requi- 3 are foundational* 12 credits site for SW 741. a dissertation seminar 3 credits 705 Comparative Theories of Social Work 3 courses in social work practice theory* 9 credits Practice with Groups: (3) 2 courses in area of specialization* 6 credits There is a brief analysis of historic and basic founda- 1 course in each of the following: tion knowledge of small group dynamics and models Ð social work education 3 credits of social group work practice. Subsequently, there is Ð philosophy of social science* 3 credits exploration of advanced contemporary knowledge in Ð social policy 3 credits those areas. Coverage is given to both task group and Ð practicum 3 credits clinical group theories and applications. Required for Ð elective 3 credits candidacy; pre- or co-requisite for SW 741. *asterisked courses (30 credits) constitute a required 715 Dissertation Seminar: (3) foundation before the candidacy examination. This seminar assists students in assessing the research- In addition, the student must: able questions in their area of specialization and in — Successfully complete an area of specialization formulating hypotheses and a design. It further focuses paper approved by a committee of the doctoral fac- on the technicalities of proposal preparation and or- ulty. ganization. Pre-requisite: successful pass of oral — Successfully pass a candidacy examination. This candidacy examination and filing of area of spe- examination consists of an oral examination of the cialization paper with the Doctoral Program office. student’s integration of methodological and sub- stantive knowledge in the student’s area of special- 717 Research Design and Measurement ization. This course focuses on measurement of social and — Successfully complete and defend an empirical dis- behavioral variables and the major research designs sertation. The defense of the dissertation must take in social work research: samples, surveys, experiments place within five years after the acceptance and and quasi experiments, and selective other designs. It approval of the dissertation proposal. Four copies provides, as well, a review of basic methods of social of the dissertation must be deposited, at the work research. Required for candidacy; pre- or co- student’s expense, with the University; two copies requisite for SW 741. to the University library; one copy to the doctoral 721 Social Policies in Health and Mental program office. The fourth copy, unbound, must Health: (3) be sent for microfilming. Examination of current social policies affecting the — Complete all degree requirements within eight administration and delivery of social work services in years of initial matriculation in the program. the health and mental health field. Special consideration will be given to potentially effective strategies Required Course Descriptions which may be utilized by practitioners and adminis- Social Work Prefix: SW trators to strengthen or change existing policies in these areas. 702 Comparative Theories of Organization and 740 & 741 Area Specialization Seminars: (3 each) Administration: (3) These seminars are principally organized around a Different theoretical perspectives on organization and student’s independent study in a specialized area. Stu- administration of human service delivery systems are dents may meet in seminar sessions, in small study examined in this course. Existing frameworks are ex- groups, or individually with faculty as may be required plored for their underlying value assumptions and for in the development of their independent study. These their relationship to the state-of-the-art in research seminars should culminate in an area of specializa- development and application to social work manage- tion paper, upon which the oral candidacy examina- ment and practice. Required for candidacy; pre- or tion is based. Required for candidacy. SW 740 if co-requisite for SW 741. pre-requisite for SW 741. Pre- or co-requisite for 704 Comparative Theories of Social Work SW 741 are SW 702, 704, 705, 717, HSS 703, HSS Practice with Individuals and Families (3) 705, HSS 707, HSS 708. This course emphasizes historical developments and current models in social work practice theory with individuals and families. It further focuses on the con- ELLEN WHITESIDE McDONNELL SCHOOL OF SOCIAL WORK 247

750 Social Work Education - Issues and Required Course Descriptions Methods: (3) Human Sciences Social Work Prefix: HSS A theoretical and practice-oriented approach to educational issues, curriculum construction, and teaching 703 Philosophy of Science and Theory methodology in social work education. The develop- Development (3) ment of social work education and the goals of a pro- A critical analysis of philosophy of science and epis- fessional curriculum provide a context for studying temology as applicable to empirical research and and assessing differential instructional methodology. theory development in the human science disciplines. Laboratory experiences in class involving student Required for candidacy; pre- or co-requisite for SW teaching affords students opportunities in the applica- 741. tion of principles of curriculum design and instruc- 705 Qualitative Methods of Inquiry (3) tion. A critical analysis of qualitative methods of inquiry 780 Practicum: (3) for the human sciences to facilitate the understanding This field study course builds the student’s practical of the aims, processes, and outcomes of these meth- knowledge in his/her concentration and specialization. ods. Pre-requisite: HSS 703, SW 717. Required for A formal learning plan is developed between the aca- candidacy; pre- or co-requisite for SW 741. demic advisor, student, and field consultant. The 706 Advanced Qualitative Inquiry (3) practicum may be scheduled for the equivalent of one Seminar discussions of qualitative readings to facili- day per week for a 15-week semester, or 120 hours, in tate an advanced understanding of the qualitative per- any semester in the second or third year. The practicum spective in nursing, education, and social work may be extended for an additional three credits as an research. This course is specifically designed to assist elective, by doubling the time commitment and regis- students develop competence in particular methods for tering for six credits, or re-registering for SW 780 in a research with practice implications. In depth analysis subsequent semester. and focused skill building distinguishes this course 799 Continuous Matriculation: (1-3) from the first qualitative course. Pre-requisite: HSS Exclusive of summer sessions, in order to maintain 703, SW 717, HSS 705. active program status, students must register for Con- 707 Quantitative Methods of Inquiry (3) tinuous Matriculation if they are not otherwise enrolled Develops advanced competencies to conceptualize, in courses. Failure to register for at least Continuous design, execute, analyze, report and publish quantita- Matriculation for two consecutive semesters, without tive research that delivers new and useful knowledge. a formally approved Leave of Absence, is grounds for Balances its presentations of research designs and program termination. models and computer-based tools with applications to 800 Independent Study: (3) real world problems in nursing, education, and social The student plans an individualized study in a selected work. Pre-requisite: HSS 703, SW 717. Required area with a doctoral faculty member serving as instruc- for candidacy; pre- or co-requisite for SW 741. tor. The Independent Study may not substitute for a 708 Advanced Quantitative Inquiry (3) required course and should focus on an area of inquiry Builds on principles of measurement, design, and sam- that is not included in the curriculum. It may be re- pling presented in SW 717 and HSS 707. Students lean lated to the student’s major area of interest but it should to code, organize, reduce, and analyze quantitative not be duplicative or a replication of content included data, and to interpret and report results. Emphasis on in the student’s area paper, practicum or dissertation a variety of common multivariate statistical proce- proposal. An expectation of SW 800 is that the stu- dures, the assumptions underlying each, and the crite- dent will produce a paper that is of publishable qual- ria for selecting them. Pre-requisite: HSS 703, SW ity targeted toward acceptance by a peer reviewed 717, HSS 707. Required for candidacy; pre- or co- conference or journal. Independent study requires a requisite for SW 741. written plan and the approval of the instructor, the faculty advisor/dissertation chair, and Doctoral Program Director. 248 TRUSTEES TRUSTEES Sister Nadine Foley, O.P. The Board of Trustees Mr. Robert B. Galt, III, Esq. Leslie Pantin, Jr., Chairman Mr. Mehdi Ghomeshi Mrs. D. Inez Andreas, Chair Emerita Mrs. Sandra Gonzalez-Levy Sister Janet Capone, O.P., Co-Vice Chairman Mr. William Heffernan Mr. R. Kirk Landon, Co-Vice Chairman *Rev. Monsignor William J. Hennessey Mr. Charles R. Modica, Past Chairman Mr. Manuel Kadre Nelson L. Adams, III, M.D. *Keith B. Kashuk, D.P.M. Mr. William Alexander Mr. Brian E. Keeley Mrs. Toni Andreas Joseph Klock, Jr., Esq. Mr. F. Eugene Autrey Dr. Neta Kolasa, Psy.D. Stephen M. Ayres, M.D. Ms. Miriam Lopez The Honorable Rosemary Barkett Senator Kendrick B. Meek Sister John Norton Barrett, O.P. Mrs. Olga Melin Mr. John M. Bussel Gerald W. Moore, Esq. Sister Janet Capone, O.P. * Ms. Susan Neuman Sister Mary Ann Caulfield, O.P. * Sister Jeanne O’Laughlin, O.P. Mr. Patrick L. Connolly Mr. Michael O. O’Neil, Jr. Mr. Frank Crippen Dan Paul, Esq. Miss Vivian A. Decker Sister Rosa Monique Peña, O.P. Ms. Mary DeVault Beryl D. Roberts Susan B. Dombrowsky, M.D. Donald S. Rosenberg, Esq. Mr. Albert E. Dotson Edward P. Swan, Esq. Lewis R. Elias, M.D. Sister Sharon Weber, O.P. Mrs. Mary Kay Farley Mrs. Barbara Weintraub The Most Rev. John C. Favalora * ex-officio Sister Rosemary Finnegan, O.P. Honorary Members Mr. Jose R. Arriola *Mr. Arthur J. Hill Mrs. Agnes Ash Mrs. Tina Hills Sister Jean Aufderheide, O.P. Mr. Tibor Hollo *Mr. B. Boyd Benjamin *Mr. Harry Hollywood *Ted Blum, Esq. Mr. Abel Holtz Mr. Jorge J. Bosch Mrs. Lonnie Kantor Mrs. Susan M. Brinkley The Very Rev. Bernard G. Kirlin Mrs. Josie Romano Brown *Mr. John Kolasa Sister Joanetta Bruene, O.P. Mr. David Lawrence, Jr. Mr. Bruce Burnham Mrs. Irma Baker Lyons Sister Thomas James Burns, O.P. Sister M. Carleen Maly, O.P. Mr. C. Robert Campbell The Most Rev. Edward A. McCarthy Mrs. Thomasina Caporella Mrs. Anne McDougal Mr. Everett E. Colby Mrs. Patricia Mosbacher Mr. Clark Cook Frank Moya, M.D. Mr. John F. Costello The Most Rev. John J. Nevins, D.D. Mrs. Jan Cowles Mr. Thomas P. O’Donnell Mr. Jorge de Céspedes *Mr. Samuel J. Powers, Jr. Sister Catherine DeClercq, O.P. Mr. Wendell E. Ray The Most Rev. Norbert M. Dorsey Mr. Garth C. Reeves, Sr. Mrs. Renee Mottram Doss Mrs. Mary Reinertson Mr. John A. Eggen Mr. Gerald Ross Louis J. Falletta, D.P.M. Mrs. Lourdes Sanchez Sister Jean Rosaria Fisch, O.P. Mrs. Irela Saumat * Sister Trinita Flood, O.P. Mrs. Ednagene Schofman Mr. Edward C. Fogg, III Francis A.C. Sevier, Esq. John G. Gale, Esq. Mr. James E. Stewart *Mr. Milton Gaynor * Sister Julie Sullivan, O.P. *Mr. Hugh E. Gentry Sister Patricia Walter, O.P. Mr. Juan A. Granados Mr. Jay Weiss Sister Dorothy Guettler, O.P Ambassador Jean M. Wilkowski Mr. Lee E. Hanna Mr. Peter Wolf *Rev. Timothy Healy, S.J. * deceased Trustees Emeriti Mr. Shepard Broad *Mr. Michael O. O’Neil Mr. John Michael Garner Mrs. Joan Webb * Mrs. Ellen Whiteside McDonnell * Mother Genevieve Weber, O.P. *Mr. John H. McGeary, Jr. * deceased ADMINISTRATIVE ORGANIZATION 249 ADMINISTRATIVE ORGANIZATION

President ...... Sister Jeanne O’Laughlin, O.P., Ph.D. Executive Assistant to the President ...... J. Dianne Morgan, B.L.S. Executive Vice President ...... Sister Peggy Albert, O.P., Ph.D. Assistant to the Executive Vice President ...... P. Zoe DeBlasio, M.A. Vice President for Administrative Affairs ...... Sister Candace Introcaso, C.D.P., Ph.D. Director of Mission and Ministry ...... Sister Arlene Scott, O.P., M.A. Associate Campus Minister ...... Scott T. O’Brien, O.P., D.Min. Associate Campus Minister ...... Br. Victor Laroche, O.P., M.A. Director of Liturgical Music ...... John Wicker, B.A.

Provost and Senior Vice President for Academic Affairs ...... J. Patrick Lee, Ph.D. Executive Assistant to the Provost/Vice President ...... Christine D. McCready, B.P.S. Staff Associate ...... Sr. Lucy Coressel, O.P., M.A. Director, Archives ...... Sr. Dorothy Jehle, O.P., Ph.D. Project Archivist ...... Sr. Marguerite O’Callaghan, O.P., B.A.

Vice Provost for Enrollment and Academic Services and Dean of Human Performance and Leisure Sciences ...... G. Jean Cerra, Ph.D. Dean of Enrollment Services ...... Marcia K. Nance, M.S. Associate Dean ...... Angela M. Scott, M.S. Director of Information Systems & Technology...... Yolairis Rosenberg, M.S. Coordinator, Information Systems ...... Carrie Grimes, B.L.S. Coordinator, Information Systems ...... Xilena Mariano, M.S. Technology & Support Assistant/Web Developer...... Anna Winston, A.S. Director, Financial Aid ...... Dart Humeston, M.S. Associate Director, Financial Aid ...... Celia M. Melis, B.A. Associate Director, Financial Aid ...... Allison Beaver, B.A. Assistant Director, Financial Aid...... Nigel Manderson, B.B.A. Counselor, Financial Aid ...... Ginette Black, B.A. Counselor, Financial Aid ...... Deborah A. Davis, M.S. Counselor, Financial Aid ...... Alice Cole-Miller, B.S. Counselor, Financial Aid ...... Azul Dominguez, B.A. Counselor, Financial Aid ...... Carole Hanson, B.P.S. Counselor, Financial Aid ...... Marie Kaplan Counselor, Financial Aid ...... Marisol Milord, B.P.S. Counselor, Financial Aid ...... Kbata Ndure Director of Records and Correspondence Management ...... Madeleine G. Whittaker, M.Ed. Senior Transcript Evaluator ...... Teresa M. Gasso, B.S. Transcript Evaluator...... Adriana Cronin, B.L.S. Transcript Evaluator...... Annette Grazziani Transcript Evaluator...... TBA Director of Admissions ...... Tracey D. Fontaine, B.A. Associate Director of Admissions/Director, Graduate Admissions ...... Dave Fletcher, M.A. Counselor, Admissions ...... Jessica A. Chambers, B.A. Counselor, Admissions ...... James Coffey, B.A. Counselor, Admissions ...... Ana M. DeHombre, B.S. Counselor, Admissions ...... Michael Green, B.A. Counselor, Admissions ...... Jeffrey E. Jost, B.S. Counselor, Admissions ...... Leisha Reid-Mack, B.A. 250 ADMINISTRATIVE ORGANIZATION

Counselor, Admissions ...... John Ness, M.A. Counselor, Admissions ...... Richard C. Wilkinson, M.A. Counselor, Admissions ...... Sonja Zoet, M.S. Senior Director, Operations/Budget Manager...... Carol A. Albrecht, B.L.S. Manager, Processing & Distribution Center ...... Luis D. Soto, B.S Executive Director, Academic Publications, Marketing & Advertising ...... Valerie Turner, M.Phil. Associate Director ...... Denise Peroune, M.S. Webmaster, University Marketing & Academic Publications ...... Don Fillman Web Content Editor...... Andrew Vaccaro, B.A. University Registrar ...... Debra Archibald Weyman, M.S. Associate Registrar ...... Cynthia Chruszczyk, M.S. Assistant Registrar ...... Filomena Rohlfs, B.P.S. Assistant Registrar ...... Richard Isrel, B.S.

Dean, School of Adult and Continuing Education ...... TBA Associate Dean ...... Judith O. Brown, Ed.D. Associate Dean ...... Judith W. Hochman, Ed.D. Associate Dean ...... Patricia D. LaBahn, Ph.D. Associate Dean ...... Ronald J. Testa, Ph.D. Assistant Dean ...... Heidi McLaughlin, M.B.A. Assistant Dean ...... Ellen Scarborough, M.S. Regional Director of Marketing ...... Alfred McCullough, M.B.A. Regional Director of Marketing ...... Joseph Sharp, M.B.A. Director, ACE Computer Services ...... Joanne M. Suarez, M.S. Assistant Director, ACE Computer Services ...... Youdaris Mira, M.S. Director of Web Education ...... Laura Hofstetter, B.A. Web Master ...... Ann Massart Director, Brevard County ...... Lynn Grant, M.A. Director, Broward County ...... Joseph A. Callahan, M.A. Associate Director, Broward County ...... John Guest, M.Ed. Director, Collier and Lee Counties ...... Edwina H. Sanders, M.A. Director, Doral ...... Charles McBee, M.S. Director, Orlando ...... Jerilyn Kreps, M.A. Director, Palm Beach County ...... Kathy Weigand, M.S. Regional Director, Miami-Dade and Monroe Counties ...... Oilda Martinez, M.A. Director, South Dade County ...... Rebecca DeCardenas, M.B.A. Director, Tallahassee ...... John Sample, Ph.D. Director, Treasure Coast ...... Dianne Young, M.B.A. Director, Elderhostel ...... Susan Leff, B.L.S. Director, Non Credit Programs ...... Carmen Torres, B.S. Academic Coordinator, Philosophy, Art, Humanities, Photography ...... Aphrodite Alexandrakis, Ph.D. Academic Coordinator, Information Technology...... Khaled Naboulsi, Ph.D. Academic Coordinator, Network and Systems Engineering ...... Thomas Ayers, M.S. Academic Coordinator, Health Services Administration ...... Barry J. Brock, Ed.D. Academic Coordinator, English, Written Communication and Foreign Languages ...... Patricia Feito, Ph.D. Academic Coordinator, Behavioral Sciences ...... TBA Academic Coordinator, Oral Communication, Music, Theatre ...... Marilyn L. McKay, Ph.D. Academic Coordinator, Legal Studies ...... Eric D. Olson, J.D. Academic Coordinator, Public Administration ...... Richard Orman, Ph.D. Academic Coordinator, Natural Sciences, Math ...... Arturo Rodriguez, Ph.D. Academic Coordinator, Professional Programs ...... Robert E. Scully, D.B.A. Academic Coordinator, Social Sciences ...... Stephanie Hallock, Ph.D. Academic Coordinator, Theology...... Ann Swaner, Ph.D. Academic Coordinator, WXEL Distance Program ...... Peter A. Teitzman, Ed.D. Academic Advisor ...... Nancy Albrecht, M.Ed. Academic Advisor ...... Diane Becton, M.S. ADMINISTRATIVE ORGANIZATION 251

Academic Advisor ...... Linda Boyer, M.S. Academic Advisor ...... Joanne Burch, M.S. Academic Advisor ...... Sister Lucy Cardet, O.S.F., M.A. Academic Advisor ...... Flor M. Dabaja, M.S. Academic Advisor ...... Dr. Robert E. Farmer, Ed.D. Academic Advisor ...... Elizabeth Ferrante, M.B.A. Academic Advisor ...... Sister Grace Flowers, O.P., Ed.S. Academic Advisor ...... Marie Ange Levasseur, M.S.W. Academic Advisor ...... Delphine Mayock, M.S. Academic Advisor ...... Rita S. Sordellini, Ed.S.

Associate Vice President for Undergraduate Studies and Dean, School of Arts and Sciences ...... Laura S. Armesto, Ph.D. Associate Dean; Chair, Psychology Department ...... Linda Peterson, Ph.D. Associate Dean; Chair, Sociology and Criminology Department ...... Karen Callaghan, Ph.D. Assistant Dean/Academic Advisor ...... Carol Clothier, M.S. Chair, Communication Department ...... Kathy J. Wahlers, Ph.D. Chair, English and Foreign Languages ...... Helen O. Connell, Ph.D. Chair, Fine Arts Department ...... Dan Ewing, Ph.D. Chair, History and Political Science Department ...... E. Timothy Smith, Ph.D. Chair, Mathematics/Computer Science Department ...... Eduardo Luna, Ph.D. Chair, Physical Sciences Department ...... Tony S. Wallner, Ph.D. Stockroom Lab Manager/Lab Instructor ...... Maria Aloya, M.S. Chair, Theology and Philosophy Department ...... Rev. Mark Wedig, O.P., Ph.D. Director, South East Pastoral Center ...... Rev. Mario B. Vizcaino, Ph.D. Director, Learning Center and CAL Program ...... Jill Reed, M.A.L.S.

Dean, School of Business ...... Jack Scarborough, Ph.D. Associate Dean for Faculty ...... Martine Duchatelet, Ph.D. Associate Dean for Students ...... Anne Fiedler, Ph.D. Director, International Business Programs ...... Charles Rarick, Ph.D. Coordinator, Internships and Study Abroad Programs ...... Susana Fernandez, M.B.A. Coordinator, Academic Services ...... William P. Frank, M.B.A. Director, Marketing ...... Jose Poza, B.B.A.

Dean, School of Education ...... Sister Evelyn Piché, O.P., Ph.D. Associate Dean, Undergraduate Programs ...... Evelyn Evans, Ed.D. Associate Dean, Graduate Programs ...... John G. Dezek, Ed.D. Assistant to the Dean ...... Sister Ellen Rice, O.P., Ph.D. Assistant to the Dean; Coordinator, Catholic Educational Leadership ...... Sister Phyllis Superfisky, O.S.F., Ph.D. Director, Educational Computing and Technology Programs ...... Donna D. Lenaghan, Ed.D. Director, Counseling/HRDA Department ...... Maureen Duffy, Ph.D. Director, Elementary Education (Undergraduate) Programs...... Charlene Houghton, M.Ed. Director, Elementary Education (Graduate) Programs ...... Catheryn J. Weitman, Ph.D. Director, Educational Leadership Program ...... Candace Lacey, Ph.D. Director, English for Speakers of Other Languages ...... Gloria Pelaez, M.S. Director, Exceptional Student Education Program ...... Judy Harris-Looby, Ph.D. Director, Higher Education Administration Program ...... Carmen McCrink, Ph.D. Director, Human Resource Development Program ...... Toni Powell, Ph.D. Director, Information Technology and Distance Education ...... Joel S. Levine, Ed.D. Director, MAT Program ...... Steve Thompson, Ph.D. Director, Montessori Education Program ...... Ijya Tulloss, Ed.D. Director, PreKindergarten/Primary Education Program ...... Deanna Radeloff, Ph.D. Director, Reading Program ...... Ann Murphy, Ed.D. Director, Student Teaching ...... Paul Papier, M.Ed. Director, Marketing ...... Marilyn Callahan, M.A. 252 ADMINISTRATIVE ORGANIZATION

Associate Vice President and Dean School of Graduate Medical Sciences ...... Chester A. Evans, D.P.M. Associate Dean of Clinics ...... John P. Nelson, D.P.M. Associate Academic Dean ...... Michael Siegel, Ph.D. Assistant Administrator/Grantsman ...... Robert McKinlay, M.P.S. Director, Continuing Medical Education ...... Julie Dotson, B.A. Director, Physician Assistant Program ...... Doreen C. Parkhurst, M.D. Chair, Basic Medical Science ...... Ramjeet Pemsingh, Ph.D.

Dean, School of Human Performance and Leisure Sciences ...... G. Jean Cerra, Ph.D. Associate Dean ...... Leta E. Hicks, Ed.D. Assistant to the Dean/Coordinator, Instructional Activities in Sport and Recreation...... Neill Miller, M.S. Director of Operations ...... Maritza Ryder, M.S. Technical Support & Web Developer ...... Mickie Voutsinas, B.S. Chair, Sport and Exercise Sciences/Coordinator, Graduate Programs ...... Leta E. Hicks, Ed.D. Administrative Assistant for Graduate Programs/ Admissions and Marketing Coordinator ...... Desh Sherman-Moeller, M.S. Coordinator, Biomechanics ...... Monique Butcher, Ph.D. Coordinator, Exercise Science...... Constance Mier, Ph.D. Coordinator, Physical Education ...... Daniel Rosenberg, Ed.D. Director, Movement Science and Athletic Training ...... Carl Cramer, Ed.D. Coordinator, Sport Management ...... Hal J. Walker, Ph.D. Director of Athletics ...... Michael Covone, M.S. Associate Athletic Director ...... Kathy Turpin, M.S. Facilities Coordinator ...... Chris Cafalone, B.S. Assistant Athletic Director, Public Affairs/SID ...... Jamie Carrig, M.S. Assistant Director, Sports Information...... Dennis Jezek, M.S. Head Coach, Men’s Baseball...... TBA Head Coach, Men’s Basketball ...... Cesar T. Odio, M.S. Head Coach, Women’s Basketball ...... Janice D. Allen, B.S. Head Coach, Women’s Crew ...... Paul Mokha, B.B.A. Head Coach, Women’s Golf; Facilitator, Golf Industry Management Program ...... Roger White, M.S. Head Coach, Men’s Golf ...... Joel Williamson, M.S. Head Coach, Men’s Soccer...... Steve McCrath, M.S. Head Coach, Women’s Soccer...... Michael Neveu, M.A. Head Coach, Women’s Softball ...... Shelly Lis Hoerner, M.S. Head Coach, Men’s and Women’s Tennis ...... George M. Samuel, Ph.D. Head Coach, Women’s Volleyball ...... David Nichols, B.A. Head Athletic Trainer ...... Jeffrey O’Neil, M.S. Associate Athletic Trainer-Clinical Instructor ...... Jessica Mora, M.S. Faculty Athletics Representative ...... M. Eileen McDonough, Ed.D. Director, Campus Recreation ...... Edward Londono, M.S. Coordinator, Wellness ...... Shannon Foster, M.E.S.S.

Dean, School of Law ...... Stanley Talcott, J.D. Associate Dean ...... Frank Schiavo, J.D. Associate Dean for Information Services ...... Rebecca Trammell, J.D.

Associate Vice President for Research; Dean, School of Natural and Health Sciences ...... Sister John Karen Frei, O.P., Ph.D. Associate Dean; Director MBS Program ...... Ralph Laudan, Ph.D. Assistant Dean ...... Deborah Montague, M.B.A. Program Director, M.S. in Anesthesiology Program ...... Dolores Maxey-Gibbs, M.S. Director, Occupational Therapy Program ...... Douglas Mitchell, M.S. Assistant Program Director, Cardiovascular Perfusion Program ...... Cynthia Cervantes, C.C.P., B.S. Assistant Program Director, Occupational Therapy Program ...... Cynthia Creighton, Ph.D. Fieldwork Coordinator...... Carmel Bloom, O.T. License Director, Cardiovascular Perfusion Program ...... Jason Freed, C.C.P., M.S. ADMINISTRATIVE ORGANIZATION 253

Director, M.S. in Health Sciences Administration Program ...... Len Sperry, M.D., Ph.D. Director, B.S. in Bio/M.L.S. Program; Histotechnology Track ...... Alicia Zuniga, Ph.D., H.T.L. Director, Radiation Therapy Program ...... TBA Director, Health Sciences Admissions Operation ...... Jocelyn Goulet, M.A. Health Sciences Marketing Coordinator ...... Bryan R. Anderson, B.A. Assistant Director, MARC and MIRT Program ...... Flona Redway, Ph.D. Lab Manager ...... Lynette Cupido, O.N.C., H.N.D.

Dean, School of Nursing...... Judith A. Balcerski, Ph.D. Associate Dean for Administrative Affairs ...... Kathleen A. Papes, Ed.D. Associate Dean for the Undergraduate Program ...... Linda K. Perkel, Ph.D. Associate Dean for the Graduate Programs ...... Janyce G. Dyer, D.N.Sc. Grants Coordinator ...... Judith Czerenda, M.S.N.

Associate Vice President for Graduate Studies and Dean, School of Social Work ...... Stephen M. Holloway, Ph.D. Associate Dean ...... William Buffum, Ph.D. Director, Field Instruction ...... Mary Dalton Dhein, M.S.W. Dean for Student Services ...... Patricia J. Cook, M.S.W. Director, Admissions ...... Philip Mack, M.S.W. Director, Academy for Better Communities ...... Jacqueline B. Mondros, D.S.W. Director of Doctoral Program...... Elane Nuehring, Ph.D. Director, West Palm Beach Program ...... Gerri Sprague-Damon, M.S.W. Director of BSW Program ...... Timothy B. Kelly, Ph.D.

Associate Vice President and Dean, The Division of Information Technology ...... John M. Beaubrun, M.B.A. Associate Dean ...... Cynthia Davis, Ph.D. Director of Network and Information Systems ...... Yvette Ann-Marie Brown, M.S. Director, Info Technology Infrastructure Services ...... H. Terry Kushi Director, Instructional Computing Service ...... Alberto Fernandez, Ed.S. Director, IT Support Desk ...... Darrell Duvall, B.S. Director of Desktop Computing Services ...... Glendon B. Redway, M.Phil. Systems Engineer...... John Baldwin, B.S. Senior Systems Engineer ...... Viju Koottungal, M.B.A. NT Systems Administrator ...... Justin Moses, B.S. Manager, Computer Labs ...... Hernan Londono, B.S. Manager, David Brinkley Studio ...... Mary Rode Worley, B.A. Director, Library Services ...... TBA Senior Reference Librarian ...... William P. Morrissey, M.S.L.S. Senior Reference Librarian ...... Philip M. O’Neill, M.S.L.S. Reference Librarian ...... Anthony Valenti, M.L.S. Reference Librarian/Instructional Service Coordinator ...... Daniele Perez-Venero, M.S.L.S. Head of Reference ...... Kenneth S. Venet, M.L.S. Systems Librarian ...... Richard Jean Bazile, M.I.S. Head of Technical Services ...... Rita M. Cauce, M.S. Reference Librarian ...... Sr. Frances O’Dell, O.S.F., M.A. Distance Services Librarian...... Valeria C. Power, M.L.S.

Senior Vice President for Business and Finance ...... Timothy H. Czerniec, M.B.A. Executive Assistant to the Vice President ...... Cheryl B. Gerber, M.S. Associate Vice President for Finance ...... Stephen Gehret, M.B.A., C.P.A. Director, Financial Operations ...... Nicole O. Diez, M.B.A., C.P.A. Financial Analyst ...... TBA Director, Accounting...... Angel (Fred) Rodriguez, B.B.A. Payroll Specialist ...... Josefina Gonzalez Assistant Director, Accounting ...... Margot Swan, B.S. 254 ADMINISTRATIVE ORGANIZATION

Grants Coordinator ...... Mercedes Vanegas, B.A. Director of Student Account Services ...... Ronald LaBarrie, M.B.A. Assistant Director, Billing & Data Processing...... Marga Rojas, B.S. Assistant Director, Cash Management ...... Rosemarie Cieslar, B.S. Director, Purchasing and Accounts Payable ...... Nancy Perez, B.L.S. Accounts Payable Assistant ...... Anne McNally Accounts Payable Assistant ...... Peggy Asmus Associate Vice President for Facilities Management ...... Freddy E. Ulloa, M.B.A. Director of Facilities Management ...... Corey Hammond, B.S. Maintenance Manager ...... Douglas Robey Grounds Manager ...... David Mace Housekeeping Manager ...... Anthony Browne Support Services Manager ...... Alex MacNamara Director of Public Safety ...... Stanley A. Young, M.S. Assistant Director of Public Safety ...... Martha Reed-Norato Director, Conference and Event Services ...... Jennifer Boyd-Pugh, M.S. Associate Vice President for Human Resources ...... Sister Myra Jackson, O.P., M.B.A. Associate Director, Human Resources ...... Phyllis Vilbas Director of QIP ...... Roxane S. Davies, M.S., L.M.H.C., N.C.C. Assistant Vice President for Administrative Information Systems ...... Traci A. Simpson, M.S. Systems Administrator...... Nina Ricardi, M.S. Database Administrator ...... Regina Lopez, B.S. Senior Programmer/Analyst ...... Mary Laura Corriss, M.S. IT Support Supervisor ...... Terry Johnson Application Specialist ...... Carol Collins Application Specialist ...... Miriam Soto Application Specialist ...... Kristi Schmidt Web Programmer/Designer ...... Antonio Gil Izquierdo, B.S. Co-Manager, Business Services ...... Theresa Moorehead, M.B.A. Co-Manager, Business Services ...... Jacqueline M. McGlone, M.Ed. Director, Graphics/Printing ...... Vince Woychowski Associate Director, Graphics/Printing ...... Sharon Moo Young, B.F.A. Director, Food Services ...... Barry Frieser, B.A. Catering Manager ...... TBA Manager, Campus Bookstore ...... Steven B. Grissom, B.S. Manager, Mail Center ...... Fred G. Thompson, Jr., M.B.A.

Vice President for Institutional Advancement ...... William E. Fenton, Jr., M.A. Associate Vice President for Institutional Advancement ...... Sr. Sarah Cavanaugh, O.P., M.S. Director, Planned Gifts ...... Frank Casale, B.A. Director, Major Gifts ...... Thomas Paul Servino, M.A. Director, Grant Programs...... Joseph J. Monti, M.B.A. Development Research Coordinator ...... Mary Montes, B.S.W. Director, Alumni Association ...... Carol Evanco, M.B.A. Alumni Program Coordinator ...... TBA Assistant to the Director (Alumni) ...... Katherine Araujo, B.S. Director, Institutional Advancement Records ...... Linda Marcus Director, Annual Fund ...... Joyce Riveira, M.B.A. Special Assistant, Annual Fund ...... Diane Seubert Director, Corporate and Community Relations ...... Teresita (T) Gomez Urtiaga, M.S. Corporate and Community Relations Coordinator ...... Caridad MacNamara Assistant Vice President for University Relations ...... Michele M. Morris, B.S. Director, External Communications ...... Joseph McQuay, M.B.A. Media Specialist...... Francisco Duque, B.A. Graphic Designer ...... Omar Angulo ADMINISTRATIVE ORGANIZATION 255

Vice President for Student Services ...... Michael J. Griffin, Ed.D. Associate Vice President for Student Services...... M. Eileen McDonough, Ed.D. Associate Vice President for Student Services...... Maria Luisa Alvarez, M.B.A. Dean of Students ...... TBA Director of Information Services...... Stephanie Walker, M.S. Coordinator, Information Services ...... Pascal Robert, B.S. Director, Career & Counseling Center ...... Sr. Anastasia Maguire, R.S.M., L.C.S.W. Assistant Director/Counselor ...... James C. Scott, Psy.D., Licensed Clinical Psychologist Counselor ...... Vreny Arnold, Ed.S., L.M.H.C., N.C.C. Counselor ...... Charlene M. Grecsek, M.A., L.M.H.C., N.C.C. Counselor ...... Melinda R. Lucanese, M.S., Registered Mental Health Counselor Intern Career Counselor ...... Amy Bandolik, M.Ed. Career Counselor ...... Stephanie Lazarus, M.A. Director, Campus Health Services ...... Eileen Egan-Hineline, R.N.-C., M.S., H.S.A. Nurse Practitioner ...... Carolyn LePage, M.S.N., A.R.N.P. Assistant to the Director ...... Stephanie Val, B.S. Director, Disability Services ...... Leslie Rouder, M.S.W., L.C.S.W. Coordinator, Disability Services ...... Rick L. Gunsallus, M.S. Staff Sign Language Interpreter ...... Marilyn Cepeda, F.R.I.D. Director, Orientation and First-Year Programs ...... Timothy Bessler, M.A. Director, Residential Life ...... Mark Stier, M.S. Assistant Director for Administration ...... TBA Assistant Director for Staff/Student Development ...... TBA Area Coordinator ...... TBA Area Coordinator ...... Jennifer L. Gregurick, B.A. Director, Student Activities ...... Kathleen Bunting, M.A., M.S. Assistant Director, Student Activities ...... Jay Gannon, M.A. Assistant to the Director, Student Activities ...... Phyllis De La Vega Coordinator, Student Activities ...... Jennifer Herzog, M.Ed. Coordinator, Commuter Student Affairs ...... Theresa Alvarez, B.S. Director, International Student Services ...... Joy DeMarchis, M.S. Coordinator, International Student Services ...... Robert Joeckel, B.A. 256 ADMINISTRATION AND FACULTY ADMINISTRATION AND FACULTY

ADAMS, William J.; Assistant Professor of Music; ANDRADE, Heather; Assistant Professor of English; B.M., M.M., University of Kentucky; D.M.A., B.A., M.A., Ph.D., Rutgers University University of Miami ANGULO, Omar; Graphic Designer, Institutional ALBERT, O.P., Sister Peggy; Executive Vice Advancement President; Associate Professor of Social Work; ARAUJO, Katherine; Assistant to the Alumni Director, B.A., Wayne State University; M.S.W., Barry Institutional Advancement; B.S., Barry University University; Ph.D., Barry University ARMESTO, Laura S.; Associate Vice President for ALBRECHT, Carol A.; Senior Director, Operations/ Undergraduate Studies and Dean, School of Arts Budget Manager, Division of Enrollment Services; & Sciences; Associate Professor of English; B.A., B.L.S., Barry University Barry University; M.A., Barry University; Ph.D., ALBRECHT, Nancy; Academic Advisor, School of University of Miami Adult and Continuing Education; B.S., Colorado ARMSTRONG, Daniel; Director, External Programs State University; M.Ed., Pennsylvania State and Post-Graduate Placement, School of Graduate University Medical Sciences; B.A., Florida International ALEXANDRAKIS, Aphrodite; Professor of University Philosophy and Humanities; Academic Coordinator ARMSTRONG, Pamela D.; Professor of Law; B.A., of Philosophy, Art, Humanities, and Photography; Smith College; M.A., University of Delaware; J.D., School of Adult and Continuing Education; B.A., Touro College Rutgers University; M.A., Ph.D., University of Miami ARNOLD, Vreny; Personal Counselor, Counseling Center; B.P.S., M.S., Ed.S., Barry University, ALLEN, Janice; Head Women’s Basketball Coach; L.M.H.C., NCC B.S., Grand Valley State University ASMUS, Peggy; Accounts Payable Assistant, Business ALOYA, Maria; Stockroom Lab Manager/Lab and Finance Division Instructor, Department of Physical Sciences; B.S., M.S., Florida International University AUSTIN, Rev. Gerard, O.P.; Professor, The Blessed EdmundRice School for Pastoral Ministry; S.T.L., ALTHOUSE, Stephen J.; Professor of Photography; Immaculate Conception College; S.T.D., Institut B.F.A., University of Miami; M.F.A., Virginia Catholique De Paris Commonwealth University AVILES, Jesus; Area Coordinator, Residential Life; ALVAREZ, Blanca F.; Associate Professor of French; B.S., Barry University B.A., University of Miami; M.A., University of Miami; Ph.D., The Catholic University of America AYERS, Thomas; Academic Coordinator, Network and Systems Engineering; Assistant Professor of ALVAREZ, Maria Luisa; Associate Vice President for Information Technology, School of Adult and Student Services; B.S., Georgetown University; Continuing Education; B.S., St. Peter’s College; M.B.A., Nova University; Doctoral Candidate, M.S., Barry University; Doctoral Candidate, Barry University Florida International University ALVAREZ, Theresa; Coordinator, Commuter Student BAGNARDI, Margaret; Assistant Professor of Affairs, Student Services; B.S., M.S., Barry Nursing; B.S.N., Florida International University; University M.S.N., University of Miami ALZAGA, Florinda; Professor Emerita of Spanish and BALCERSKI, Judith A.; Dean, School of Nursing; Philosophy; M.A., University of Miami; Doctora Professor of Nursing; B.S.N., Barry University; en Filosofia y Letras, Universidad de La Habana, M.S.N., Wayne State University; Ph.D., University Cuba of Michigan ANDERSON, Bryan R.; Health Sciences Marketing BALDWIN, John; Systems Engineer, Division of Coordinator, School of Natural and Health Information Technology; B.S., Barry University Sciences; B.A., Northern Illinois University ADMINISTRATION AND FACULTY 257

BANDOLIK, Amy; Career Counselor, Career and BOULOS, John; Assistant Professor of Chemistry; Counseling Center; B.A., University of Buffalo; B.A., Queens College; M.Phil., The City University M.Ed., James Madison University of New York; Ph.D., The City College of New York BAZILE, Richard Jean; Systems Librarian; B.A., BOWERS, Bradley; Associate Professor of English; DePaul University; M.A., Chicago State B.A., University of So. Florida; M.A., North University; M.I.S., University of Illinois Carolina State University; Ph.D., University of BEAUBRUN, John M.; Associate Vice President and North Carolina at Chapel Hill Dean for Information Technology; Assistant BOYD-PUGH, Jennifer; Director, Conference and Professor of Computer Information Systems; B.S., Event Services; Business and Finance; B.S., M.S., Embry-Riddle Aeronautical University; M.S., Barry University M.B.A., Barry University BOYER, Linda; Academic Advisor - Winter Park, BEAVER, Allison; Associate Director of Financial School of Adult and Continuing Education; B.P.S., Aid; B.A., University of Central Florida M.S., Barry University BECTON, Diane M.; Academic Advisor, School of BRANDFORD, Juanita; Associate Professor, Adult and Continuing Education; B.S., Coppin Undergraduate; B.S., Cheyney State College; M.E., State College; M.S., Barry University Trenton State College; Ed.D., Teachers College/ BEEBE, Larry; Assistant Professor of Information Columbia University Technology, School of Adult and Continuing BRAUNSTEIN, Susan; Associate Professor of Education; B.S., Pacific W. University; M.B.A., Communication, School of Adult and Continuing City University; Ph.D., Nova Southeastern Education; B.A., M.A.T., University of Louisville; University Ed.D., Florida Atlantic University BENZ, Stephen; Associate Professor of English; B.A., BRILL, Jacqueline; Assistant Professor of Surgery; Whitworth College; M.A., University of Illinois; B.S., St. Thomas University; D.P.M., Barry Ph.D., University of New Mexico University BERMAN-ROSSI, Toby; Professor of Social Work; BRITO, Rodolfo; Assistant Professor of Music; B.M., B.A., Hunter College; M.S., Columbia University; M.M., University of Maryland D.S.W., Yeshiva University BROCK, Barry J.; Academic Coordinator, Health BESSLER, Timothy; Director, Orientation and First Services Administration; Assistant Professor of Year Programs, Student Services; B.A., Xavier Health Services Administration; School of Adult University; M.A., Bowling Green State University and Continuing Education; B.S., University of BILL, Michael; Instructor in Biology; B.S., St. Vincent Alabama; M.P.A., University of West Florida; College; M.S., Barry University Ed.D., University of Central Florida BIRDSONG, Leonard E.; Professor of Law; B.A., BROIHAHN, Michael A.; Associate Professor of Howard University; J.D., Harvard Law School Accounting; B.S., M.B.A., M.S., University of Wisconsin; C.P.A., State of Wisconsin BLACK, Ginette; Financial Aid Counselor; B.A., Queens College BROWN, Anthony; Housekeeping Manager, Facilities Management BLEVINS, Timothy D.; Professor of Law; B.S., University of Houston; J.D., Texas Southern BROWN, Judith Oropallo; Associate Dean, School of University Adult and Continuing Education; B.A., Elmira College; M.A., New York University; Ed.D., BLOCK, Jennie Weiss,; Director, Center for Florida International University Dominican Studies; M.B.A., M.A., Doctoral Candidate, Barry University BROWN, Yvette Ann Marie; Director, Network and Information Systems Services; B.S., M.S., Barry BLOOM, Carmel; Fieldwork Coordinator, University Occupational Therapy; O.T. License, Florida State; O.T. Center, London, England BRYSON, Brenda J.; Associate Professor of Social Work; B.S.W., University of North Carolina; BOHNING, Geraldine; Professor Emerita of M.S.W., University of Georgia; Ph.D., University Education; B.A., Dakota Wesleyan University; of Washington M.A., University of South Dakota; Ed.D., University of Miami BUCHMAN, Jacqueline; Assistant Professor of Podiatric Medicine; B.S., Pennsylvania State BOOTH, Patricia; Instructor in Education; B.S., University; D.P.M., California College of Podiatric Florida State University; M.Ed., University of Medicine Miami 258 ADMINISTRATION AND FACULTY

BUFFUM, William E.; Associate Dean, School of CARDET, OSF, Sister Lucy; Academic Advisor, Adult Social Work; Professor of Social Work; B.A., and Continuing Education; B.A., St. Bonaventure Calvin College; M.S.W., University of Michigan; University; M.A., Case Western Reserve University Ph.D., Case Western Reserve University CARR, Diann; Assistant Professor of Nursing; B.S.N., BUNTING, Kathleen; Director of Student Activities; Duquesne University; M.S.N., Barry University B.A., M.A., M.S., Barry University CARRIG, James; Assistant Athletic Director, Public BURCH, Joanne; Academic Advisor, Brevard, School Affairs/SID; B.A., University of Findlay; M.S., The of Adult and Continuing Education; B. S., United States Sports Academy University of Maryland; M.S., Barry University CARTWRIGHT, Evelyn; Visiting Instructor of BURIA, MariaElena; Instructor in Education; B. S., English; B.A., M.A., SUNY at Stony Brook Florida International University; M.S., University CASAL, Carmen; PC Support Specialist, Division of of Southern California Information Technology; B.A., Florida BURKE, Robert L.; Professor of Educational International University; M.S., North Dakota State Computing and Technology; B.A., Michigan State University University; Ed.D., Harvard University CASALE, Frank; Director, Major and Planned Gifts, BURNS, Kayreen; Professor of Psychology; B.S., Institutional Advancement; B.A., St. Bonaventure Virginia Commonwealth University; M.Ed., University University of North Dakota; Ph.D., Loyola CASSINI, Charles J.; Assistant Professor of University Philosophy; B.A., The Catholic University of BURROUGHS, Richard E.; Assistant Professor of America; M.A., University of Miami; M.Ed., Management Information Systems; B.S., M.B.A., Florida Atlantic University Syracuse University; Ph.D., Florida International CASTRO, Caridad; Assistant Director of the Learning University Center; B.A., Barry University; J. D., Boston BUTCHER, Monique; Assistant Professor of Sport and University School of Law Exercise Sciences; B.S., Ohio University; M.S., CASTRO, Vivian; Assistant Director, CAL Program, University of Arkansas; Ph.D., Texas Woman’s Learning Center; B.A., M.S., Florida International University University BYRNE, Lawrence; Associate Professor of English; CAUCE, Rita M.; Head of Technical Services-Library, B.A., Loyola University; M.A., Boston University; Division of Information Technology; B.A., Florida Ph.D., Boston University State University; M.S.., Nova Southeastern CAFALONE, Christopher; Head Baseball Coach/ University Grounds Staff Assistant; B.B.S., Hardin-Simmons CAVANAUGH, O.P.; Sr. Sarah; Associate Vice University President for Institutional Advancement; B.S., CALLAGHAN, Karen; Associate Dean, School of Arts Barry University; M.S., Barry University and Sciences; Chair, Sociology and Criminology; CECIL, Daniel O.; Operations Manager, School of Professor of Sociology; B.A., LaSalle College; Social Work; B.A., M.B.A., Wright State M.A., Ohio State University; Ph.D., Ohio State University; Doctoral candidate Nova Southeastern University University CALLAHAN, Joseph A.; Director, Broward County, CEPEDA, Marilyn; Staff Sign Language Interpreter, School of Adult and Continuing Education; B.A., Office of Disability Services, Division of Student M.A., Michigan State University Services; Florida Registry for Interpreters of the CALLAHAN, Marilyn K.; Director, Marketing-School Deaf (FRID) Certified of Education; B.A., Michigan State University; CERRA, G. Jean; Vice Provost for Enrollment and M.A., Michigan State University Academic Services and Dean of Human CANARY, Jett; Assistant Professor of Theatre; B.A., Performance and Leisure Sciences; Professor of University of Kentucky; M.F.A., Florida Atlantic Physical Education; B.S., Florida State University; University M.A., University of Iowa; Ph.D., University of CANTENS, Bernardo J.; Assistant Professor of Missouri Philosophy; B.A., M.A., Florida International CERVANTES, Cynthia A.; Assistant Program University; M.A., Ph.D., University of Miami Director, Cardiovascular Perfusion Program; B.A., CARAVELIS, Mary; Visiting Instructor, Political University of Oklahoma Science and Geography; B.A., M.A.,Florida CHAMBERS, Jessica A.; Admissions Counselor; Atlantic University B.A., Wright State University ADMINISTRATION AND FACULTY 259

CHARANIA, Preeti; Assistant Professor; Faculty Field CONNOLLY, Michael P.; Professor of Social Work; Instructor, School of Social Work; B.A., Xavier’s B.A., College of St. Thomas; M.S.S., Fordham College; M.S.W., Bombay University University; M.A., New School of Social Research; CHARD, Robin R.; Assistant Professor of Nursing; Ph.D., University of Minnesota B. S. N., Florida International University; M.S.N., COOK, Patricia J.; Assistant Dean for Student Barry University Services, School of Social Work; Assistant CHARRON, Sue Ann; Associate Professor of Nursing; Professor of Social Work; B.A., Gordon College; B.S.N., Wayne State University; M.S.N., Emory M.S., Columbia University School of Social Work University; Ph.D., University of Michigan CORRISS, Mary Laura; Senior Programmer/Analyst; CHERRY, Andrew L., Jr.; Professor of Social Work; B.A., Duquesne University; M.S., Barry University B.S., Troy State University; M.S.W., University of COVONE, Michael; Director of Athletics; B.P.S., Alabama; D.S.W., Columbia University M.S., Barry University CHOATE, Angela; Assistant Professor of Educational CRAMER, Carl R.; Professor of Sport and Exercise Computing Technology; B.S., Andrews University; Sciences; B.A., Augsburg College; M.Ed., M.S., Ph.D., Barry University University of Wisconsin; Ed.D., Kansas State CHOI, Jung Min; Director, Honors Program; Associate University Professor of Sociology; B.A., University of CREIGHTON, Cynthia; Associate Professor and California at Berkeley; M.A., University of Miami; Assistant Director of Occupational Therapy; B.S., Ph.D., York University Eastern Michigan University; M.A., University of CHRAIBI, Chakib; Associate Professor of Computer Michigan; Ph.D., Wayne State University Science; B.S., M.S., Doctorate, University of CREMADES, Gualberto; Assistant Professor of Sport Bordeaux; Ph.D., SUNY at Binghamton and Exercise Sciences; B.S., M.Ed., Ph.D., CHRUSZCZYK, Cynthia; Associate Registrar; University of Houston B.B.A., Florida International University; M.S., CRONIN, Adriana; Transcript Evaluator; B.L.S., Barry Barry University University CIESLAR, Rosemarie; Assistant Director, Cash CRUZ, Robert David; Associate Professor of Management, Business and Finance Division; B.S., Economics and Finance; B.A., Georgetown Barry University University; Ph. D., University of Pennsylvania CLEVELAND, Phyllis; Coordinator Off-Campus 2+2 CULVER, Charles M.; Associate Program Director and Programs; B.Ed., M.Ed., University of Miami Director of Didactic Studies, Physician Assistant CLOTHIER, Carol; Assistant Dean, Arts and Sciences; Program; Professor of Medical Education; B.A., B.S., Florida State University; M.S., Barry Columbia University; M.D., Ph.D., Duke University University CLOTTEY, Ruth; Associate Professor of Marketing; CUNNINGHAM, S.S.C.M., Sr. Agnes; Distinguished B.A., Ohio Northern University; M.B.A., Bowling Visiting Professor of Theology; B.A., St. Louis Green State University; Ph.D., Oklahoma State University; M.A., Marquette University; S.T.D., University Faculte Catholique, Lyon, France COFFEY, James; Admissions Counselor; B.A., State CUPIDO, Claris Lynette; Lab Manager, School of University of New York at Albany Natural and Health Sciences; ONC (Biological Sciences) The College of Northeast London; COLE-MILLER, Alice; Financial Aid Counselor; B.S., Diploma in Microbiology, London Guildhall Nova Southeastern University University COLIN, Jessie; Assistant Professor of Nursing; B.S.N., CURLESS, Todd A.; Instructional Designer, Division M.S.N., Hunter College; Ph.D., Adelphi University of Information Technology; B.A., M.A., Indiana COLLINS, Carol; Application Specialist, Business and University; Ph.D., Florida State University Finance Division CURRERI, Angela Ceil; Associate Professor of Art; COLVIN, Mary K.; Supervisor, Nursing Resource B.F.A., University of Miami; M.F.A., University Center; Assistant Professor of Nursing; B.S.N., of Kansas Georgetown University; M.S.N., Edinboro CVEJANOVICH, George J., Jr.; Associate Professor University of Pennsylvania of Political Science and International Studies; B.A., CONNELL, Helen; Associate Professor of English; Louisiana State University; M.A., Louisiana State Chair, English and Foreign Languages; B.A., M.A., University; Ph.D., University of Texas Syracuse University; Ph.D., Florida State University 260 ADMINISTRATION AND FACULTY

CZERENDA, Judith A.; Grants Coordinator, School DeMARCHIS, Joy; Director, International Student of Nursing; B.S.N., State University of New York Services, B.L.A., University of Connecticut; M.S., at Buffalo; M.S.N., Binghampton University, State Barry University University of New York DEMPSEY, Susan; Assistant Professor of Theatre and CZERNIEC, Timothy H.; Senior Vice President for English; B.A., Boston College; M.F.A., Catholic Business and Finance; Associate Professor of University, D.C. Management; B.B.A., Kent State University; DESROSIERS, Marie-France; Associate Professor of M.Ed., M.B.A., University of Miami Psychology; B.A., Swarthmore College; M.A., DABAJA, Flor Maria; Academic Advisor, Site Ph.D., University of North Carolina Manager, South Dade School of Adult and DEZEK, John; Associate Professor of Education; Continuing Education; B.A., M.P.A., University of Associate Dean of Graduate Programs in Michigan Education; B.A., University of Wisconsin; M.A., DAGHESTANI, Eddie; Associate Professor of Ed.S., Ed.D., Western Michigan University Economics and Finance; J.D., Damascus DHEIN, Mary; Director of Field Instruction, School University; M.S., Ph.D., Colorado State University of Social Work; Associate Professor of Social Work; DALMADGE, Cretson L.; Assistant Professor of B.S., University of Maryland; M.S.W., Barry Management Information Systems; B.Sc., University University of West Indies, Trinidad; M.B.A.; Ph.D. DIAZ, Leticia; Associate Professor of Law; J.D., Southern Illinois University Ph.D., Rutgers School of Law DANIELS, Ollie; Associate Professor of Education; DiBELO, Lilia; B.A., Tulane University; M.S., Ed.D., B.S., Edward Waters College; M.S., Texas Southern Florida International University University; Ed.D., University of Florida DIEZ, Nicole O.; Director, Financial Operations; DAVIES, Roxane S.; Director, QIP; B.S., M.S., Texas Business and Finance Division; B.B.A., M.B.A., A&M University; L.M.H.C., NCC University of Miami; C.P.A., Florida DAVIS, Cynthia; Associate Professor of English; DOMINGUEZ, Azul; Financial Aid Counselor; B.A., Associate Dean, Division of Information Florida International University Technology; B.A., Boston College; M.A., Georgetown University; M.Ed., Boston University; DONAR, Christopher M.; Assistant Professor of Ph.D., University of Maryland Biology; B.S., M.S., Eastern Michigan University; Ph.D., University of Michigan-Ann Arbor DAVIS, Deborah L.; Financial Aid Counselor; B.S., M.S., University of Maine DORAN, Madeleine; Associate Professor of Education; B.S., Valdosta State University; M.S., DAVIS, Jean W.; Associate Professor of Nursing; B.S., University of Montana; Ed.D., University of South M.S., Rutgers University; Ed.D., Nova Florida Southeastern University DOTSON, Julie; Director, Continuing Medical DAVIS, Rosemary S.; Assistant Professor of Biology; Education, School of Graduate Medical Sciences; B.S., Siena Heights College; M.S.C.S., University B.A., Knox College of Mississippi DOUGLAS, Kathleen M.; Associate Professor of DAY, Terri; Professor of Law; B.A., University of Education; B.A., Sophia University; M.A., Wisconsin; M.S.S.A., Case Western Reserve Chapman Univeristy; Ph.D., University of Florida University; LL.M., Yale Law School; J.D., University of Florida DUBNER, Barry Hart; Professor of Law; LL.M., University of Miami; LL.M., J.S.D., New York DeBLASIO, P. Zoe; Assistant to the Executive Vice University; J.D., New York Law School President; B.A. , University of Miami; M.A., Barry University DUCHATELET, Martine; Associate Dean, School of Business; Professor of Economics/ Finance; B.A., DeCARDENAS, Rebecca; Director, South Dade M.A., University of Brussels, Belgium; Ph.D., County, School of Adult and Continuing Education; Stanford University B.P.S., Barry University; M.B.A., Embry Riddle Aeronautical University DUFFY, Maureen; Associate Professor of Education; B.S., National University of Ireland; M.S., Barry DeHOMBRE, Ana M.; Admissions Counselor, B.S., University; M.S., Ph.D., Nova University Wingate University DUQUE, Francisco; Media Specialist; Institutional DeLaVEGA, Phyllis; Assistant to the Director, Student Advancement; B.A., University of Central Florida Activities ADMINISTRATION AND FACULTY 261

DUVALL, Darrell; Director, Information Technology FARMER, Robert E.; Academic Advisor, School of Support Desk, Division of Information Technology; Adult and Continuing Education; B.A., St. Charles B.S., Florida International University and St. Mary’s College; B.A., M.A., University of DYER, Janyce; Associate Dean for the Graduate Louvain; M.Ed., University of Florida; M.A., Programs in Nursing; Professor of Nursing; B.S.N., University of South Florida; Ed.D., Boston Stockton State College; M.S., Rutgers University; University D.N.Sc., The Catholic University of America FEITO, Patricia Maria; Academic Coordinator EELTINK, Catherina; Doctoral Faculty, Counseling - English, Written Communication, and Foreign Orlando; B.A., Marquette University; M.S., Languages; Assistant Professor of English, School University of Miami; Ph.D., Florida State of Adult and Continuing Education; B.A., Florida University International University; A.M., University of Michigan; Ph.D., University of California EFINGER, Joan; Associate Professor of Nursing; B.S.N., Seton Hall University; M.A., Villanova FENTON, William E., Jr.; Vice President for University; M.S.N., D.NSc., University of Institutional Advancement; B.A., University of Pennsylvania Notre Dame; M.A., Stanford University EGAN-HINELINE, Eileen, R.N.-C.; Director, FERNANDEZ, Alberto; Director, Instructional Campus Health Services; B.S.N., Barry University; Computing Service; Division of Information M.S., Barry University Technology; B.S., M.B.A., Ed.S., Barry University ELLIS, Gilbert; Assistant Professor of Physiology; FERNANDEZ, Antonio A.; Assistant Professor of B.A., University of New Hampshire; M.S., Biology; B.Sc., B.A., M.D., Higher Institute of Northeastern University Medical Sciences of Havana, Cuba ENGER, John M.; Professor of Education; B.S., M.S., FERNANDEZ, Susana; Coordinator, Internships and Winona State University; Ph.D., University of Iowa Study Abroad Programs, School of Business; B.A., M.B.A., Barry University ESNARD, O.P., Sr. Leonor J.; Assistant Professor of Education; B.A., St. Dominick College; M.S., Siena FERRANTE, Elizabeth; Academic Advisor, School of Heights College; Ph.D., University of Toledo Adult and Continuing Education; B.S., M.S., M.B.A., Embry-Riddle Aeronautical University ESPOSITO, Luigi; Assistant Professor of Sociology and Criminology; B.A., Florida International FIEDLER, Anne; Associate Dean, School of Business; Univeristy; M.A., Doctoral Candidate, University Associate Professor of Management; B.A., M.B.A., of Miami University of Miami; Ph.D., Florida International University ESTEVEZ, Marilyn; Visiting Instructor of English; B.S., Florida International University; M.A., Barry FIEN, Richard B.; Assistant Professor of Medical University Education, Physician Assistant Program; B.S., University of Florida; M.D., University of Miami EVANCO, Carol; Director, Alumni Association; M.B.A., Barry University FIKE, David F.; Professor of Social Work; A.B., Manchester College; M.S.W., University of EVANS, Chester A.; Associate Vice President and Michigan; Ph.D., Ohio State University Dean, School of Graduate Medical Sciences; Professor of Podiatric Medicine; B.S., University FISHER, George H.; Professor of Chemistry; B.S., of Miami; M.S., University of Florida; B.Med.Sc., Rollins College; M.S., University of Florida; Ph.D., D.P.M., California College of Podiatric Medicine University of Miami EVANS, Evelyn; Associate Professor of Education; FISHER, Susan L.; Assistant Professor of Education; Associate Dean for Undergraduate Programs; B.A., University of Michigan; M.B.A., Rollins B.Ed., University of Miami; M.Ed., University of College; Ph.D., Oklahoma State University Miami; Ed.D., University of Miami FLETCHER, Dave C; Associate Director of EWING, Dan; Professor of Art History; Chair, Fine Admissions/Director of Graduate Admissions; Arts; B.A., University of California; M.A., Ph.D., B.A., Don Bosco College; M.A., University of University of Michigan South Florida; M.A., St. Vincent De Paul Regional Seminary FAIRBANKS, Sr. Sara Ann; Assistant Professor of Theology; B.A., Wilson College; M.A., Aquinas FLOWERS, O.P., Sr. Grace; Academic Advisor, Institute of Theology; Doctoral Candidate, Treasure Coast, Adult and Continuing Education; University of St. Michael’s College/ Toronto School B.S., Siena Heights College; M.S., Barry of Theology University; M.A., Loyola University; Ed.S., University of Georgia 262 ADMINISTRATION AND FACULTY

FONTAINE, Tracey D.; Director of Admissions, GOEHL, John F., Jr.; Professor of Physics; B.S., Division of Enrollment Services; B.A., Christian University of Notre Dame; Ph.D., University of Brothers University Notre Dame FOSTER, Shannon; Wellness Coordinator and GOLD, Carrol; Associate Professor of Nursing; Instructor, School of Human Performance and B.S.N., M.S.N., Loyola University; Ph.D., Leisure Science; B.S., M.E.S.S., University of Northwestern University Florida GOLDSTEIN, Harriet; Associate Professor of Social FRANK, Mitch; Professor of Law; B.A., Cornell Work; B.A., Russell Sage College; M.S.S.C., University; J.D., University of Florida Western Reserve University FRANK, William P.; Coordinator, Academic Services, GONZALEZ, Josefina; Payroll Specialist, Business School of Business; B.S., Bradley University; and Finance Division M.B.A., DePaul University GONZALEZ, Pedro B.; Assistant Professor of FREED, C.C.P., Jason; Program Director, Philosophy; B.A., University of Alabama; M.S., Cardiovascular Perfusion; B.S., University of Ph.D., DePaul University Texas; M.S., Barry University GORDON, Francine; Instructor, Undergraduate Early FREEMAN, Marsha; Professor of Law; B.A., Queens Childhood; B.S., M.S., Herbert H. Leyman College; J.D., Touro College GORDON, Jean; Assistant Professor of FREI, O.P., Sr. John Karen; Associate Vice President Administration, School of Adult and Continuing for Research; Dean, School of Natural and Health Education; B.S.N. University of Miami; M.B.A., Sciences; Professor of Biological and Biomedical Ph.D., Nova Southeastern University Sciences; B.A., Douglass College; M.S., Rutgers GOTTLIEB, JoAnn K.; Assistant Professor of University; M.B.A., Barry University; Ph.D., Nursing; B.S., M.S.N., Adelphi University University of Miami GOULET, Jocelyn; Director, Health Services FRIESER, Barry; Director, Food Services; B.A., Admissions Operation; B.A., B.Ed., University of Brandeis University Ottawa; B.Ph., L.Ph., St. Paul University; M.A., GALLAGHER, Charles A.; Professor of Management; University of Ottawa B.S.E.E., Illinois Institute of Technology; M.E.E., GRANT, Lynn; Director, Brevard, in School of Adult University of Florida; M.S.M., Florida State and Continuing Education; B.S., City University University; D.B.A., Florida State University of New York at York College; M.A., Western GANNON, Jay; Assistant Director of Student University Activities; B.A., Barry University; M.A., Barry GRAY, Artis L.; Assistant Professor of Education; B.S., University Florida State University; M.S., Florida International GARCIA, E. Andres; Assistant Professor of University; Ed.D., Florida International University Management; B.S.E., Princeton University; GRAY, Patrick; Associate Professor of Education; M.B.A., Doctoral Candidate, New York University Director, Educational Leadership Program; B.S., Stern School of Business Florida State University; M.Ed., Florida Atlantic GASSO, Teresa M.; Senior Transcript Evaluator, University; Ed.S., Ed.D., University of Florida Office of Admissions; B.S., Kennesaw College GRAY, Susan; Professor of Social Work; B.A., GEHRET, Steve; Associate Vice President for Finance; Caldwell College; M.S.W., Rutgers University; B.S., St. Edwards University; M.B.A., Barry M.B.A., Barry University; Ed.D., Nova University; University; C.P.A., Florida Ph.D., Barry University GERBER, Cheryl B.; Executive Assistant to Vice GRAZZIANI, Annette; Transcript Evaluator, Division President for Business and Finance; B.L.S., M.S., of Enrollment Services Barry University GREEN, Dallis; Research Associate, School of Natural GILLIG, Scott Edward; Associate Professor of and Health Sciences; B.S., Xavier University of Counseling; B.A., M.ED., Ph.D., University of Louisiana Toledo GREEN, Michael; Admissions Counselor, B.A., State GIORDANO, Victoria A.; Assistant Professor of University at Albany, SUNY Education; Graduate Program Administrator School GRECSEK, Charlene M.; Personal Counselor, Career of Education; B.S. and M.S., Nova University; and Counseling Center; B.A., West Virginia Doctoral candidate Florida International University University; M.A., University of Central Florida; GLYNN, Gerard; Professor of Law; B.A., St. Louis Doctoral candidate, University of Sarasota; University; LL.M., Georgetown University; M.S., L.M.H.C., N.C.C. J.D., American University ADMINISTRATION AND FACULTY 263

GREENBAUM, Andrea; Assistant Professor of HAURI, Claudia; Associate Professor of Nursing; English; B.A., California State University; M.A., B.S.N., Barry University; M.S.N., University of Ph.D., University of South Florida Colorado; Ed.D., University of Florida GREGURICH, Jennifer L.; Area Coordinator, HAYS, Elizabeth T.; Associate Professor of Residential Life; B.A., Adrian College Physiology; B.A., Keuka College; Ph.D., GRIFFIN, Michael; Vice President for Student University of Maryland Services; B.A., M.A., Siena Heights College; HELOPOULOS, Chris; Assistant Professor of Medical Ed.D., Nova Southeastern University Education; Associate Director of Clinical GRIMES, Carrie; Information Systems Coordinator; Education, Physician Assistant Program; B.S., Division of Enrollment Services; B.L.S., Barry University of Florida; B.A., M.S., University of University Illinois GRISSOM, Steven B.; Bookstore Manager; B.S., HENNESSY, Bro. Paul K., C.F.C.; Professor and Florida International University President, The Blessed Edmund Rice School for Pastoral Ministry; B.A., Iona College; M.A., St. GRIZZLE, Gary; Associate Professor of Sociology; John’s University; B.St., Lateran Pontifical B.A., Florida Int’l University; M.S., Florida State University; Ph.D., The Catholic University of University; Ph.D., Northwestern University America GROVE, Michael W.; Assistant Professor of Biology; HERSHORIN, Indra Ramphal; Instructor in Nursing; B.S., The Ohio State University; Ph.D. University B.S.N., M.S.N., Barry University of South Carolina HERVITZ, Hugo; Professor of Economics and GUEST, John C.; Associate Director, Broward County, Finance; B.A., Hebrew University; M.Sc., School of Adult and Continuing Education; B.S., University of London; M.A., University of Barry University; M.Ed., Florida Atlantic Pittsburgh; Ph.D., Indiana University University HERZOG, Jennifer; Coodinator, Greek Affairs; B.A., GUNSALLUS, Rick L.; Coordinator, Office of Southern Illinois University at Carbondale; M.Ed., Disability Services, Student Services; B.A., Lock DePaul University Haven University of Pennsylvania; M.S., Millersville University of Pennsylvania HICKS, Leta E.; Associate Dean, School of Human Performance and Leisure Sciences; Associate HACKER, Marcia; Assistant Professor of Nursing; Professor of Sport and Exercise Sciences; B.S., B.S.N., M.S.N., Doctoral Candidate., Barry University of Tulsa; M.S. and Ed.D., Oklahoma University State University HALLOCK, Stephanie; Academic Coordinator, Social HOCHMAN, Judith Whiteman; Associate Dean of Sciences and Assistant Professor of Social Continuing Education Programs, School of Adult Sciences/Public Administration, School of Adult and Continuing Education; B.S., Wilkes College; and Continuing Education; B.A., Roanoke College; M.A., Marywood College; Ed.D., Temple M.A., Virginia Polytechnic Institute and State University University; Ph.D. University of Miami HOCK, Jean; associate Director, Campus Ministry; HAMMOND, Corey; Director of Facilities B.A., M.S., Barry University Management, Business and Finance Division; B.S., Clemson University HOFFMAN, Eric; Assistant Professor of Communication; B.S., M.S., A.B.D., Florida State HANDEL-FERNANDEZ, Mary Ellen; Assistant University Professor of Biology; B.A., University of Pennsylvania; Ph.D., University of Miami HOFSTETTER, Laura; Director of WEB-Education, School of Adult and Continuing Education; B.A., HANSON, Carole F.; Graduate Counselor, Financial University of Brussels Aid; B.P.S., Barry University HOLLOWAY, Stephen M.; Associate Vice President HARALAMBIDES, James; Associate Professor of for Graduate Studies and Dean, School of Social Computer Science; Diploma, University of Patras, Work; Professor of Social Work; B.A., San Diego Greece; M.S., Ph.D., University of Texas, Dallas State University; M.S., Ph.D., Columbia University HARRIS-LOOBY, Judy; Assistant Professor of HOPKINS, Sheila J.; Assistant Professor of Nursing; Education; B.A., M.A., University of the Virgin B.S., Central Connecticut State University; M.S.N., Islands; Ph.D., University of Miami University of Connecticut HASTY, William; Systems Software Engineer; Division of Planning, Research and Education; B.A., Flagler College 264 ADMINISTRATION AND FACULTY

HORNER, Robert Bower; Assistant Professor of JEZEK, Dennis; Assistant Sports Information Director; Philosophy, School of Adult and Continuing B.A., University of Alabama; M.S., Shippensburg Education; B.A., Schiller International University; University of Pennsylvania M.A., Boston University; M.A., Ph.D. University JIMENEZ, Ana; Assistant Professor of Biology; B.S., of Miami Barry University; Ph.D., University of Miami HOUGHTON, Charlene; Director, Undergraduate JOECKEL, Robert E.; Coordinator, International Programs; Assistant Professor of Education; B.S., Student Services; B.A., Central Connecticut State James Millikin University; M.Ed., University of University Miami JOHNSON, Terry; IT Support Supervisor, Business HOUSTON, Yvonne; Assistant Professor of Dance, and Finance Division B.F.A., New York University; M.A., Teachers College, Columbia University JOHNSON, Theresa A.; Assistant Professor of Medical Education, Physician Assistant Program; A.A., HOUSTON-VEGA, Mary Kay; Associate Professor University of Florida; B.S., Baylor College of of Social Work; B.S.W., Colorado State University; Medicine; M.S. Barry University M.S.W., University of Denver; Ph.D., University of Southern California JONES, Deborah Lynn; Assistant Professor of Psychology; B.A., Northwestern University; M.Ed., HUBSCHMAN, Betty Gould; Associate Professor of Boston University; M.A., Ph.D., University of Education; B.A., Florida Atlantic University; M.S., North Texas Ed.D., Florida International University JOST, Jeffrey E.; Admissions Counselor; B.S., HUDACK, Lawrence R.; Associate Professor of University of Charleston Accounting; B.B.A., M.B.A., Bonaventure University; Ph.D., University of North Texas KAPLAN, Marie; Financial Aid Counselor HUMESTON, H. Dart; Director of Financial Aid; KEGELES, Sharon; Assistant Professor of Sport and B.L.S., M.S., Barry University Exercise Sciences; M.S., Barry University HURLEY, O.P., Sister Marie Carol; Professor Emerita KELLY, Timothy Brian; Director B.S.W. Program, of Humanities; B.A., Siena Heights College; M.A., Associate Professor of Social Work; B.A., Emory The Catholic University of America University; M.S.W., Ph.D., University of Georgia HUTTO, Barbara B.; Assistant to the Dean, School of KING, Christine A.; Associate Professor of Education; Arts & Sciences B.Ed., M.Ed., Ed.D. University of Miami HYMAN, Lynch; Audiovisual Services Manager, KINZEL, Rochelle; Portfolio Reader, School of Adult Division of Information Technology and Continuing Education; Assistant Professor of Communication Arts; B.A., Queens College; M.A., INTROCASO, Sister Candace C.D.P., Vice President Hunter College for Administrative Affairs; B.A., Shippensburg University; M.A., Fordham University; Ph.D., The KONCSOL, Stephen W.; Associate Professor of Claremont Graduate University Psychology; B.A., Clark University; M.S., Rutgers University; Ph.D., Rutgers University IOZZIO, Mary Jo; Associate Professor of Theology; B.A., Pennsylvania State University; M.A., KOOTTUNGAL, Viju Mathew; Senior Systems Providence College; M.A., Ph.D., Fordham Engineer, Division of Information Technology; University B.S., M.B.A., Barry University ISREL, Richard; Assistant to the Registrar; B.S., KOPERSKI, SFCC, Sr. Veronica; Professor of Florida International University Theology; B.A., Madonna College; M.A., University of Notre Dame; M.A., S.T.L., Ph.D., IZQUIERDO, Antonio Gil; Web Programmer/ S.T.D., Catholic University of Louvain (Belgium) Designer, Administrative Information Systems; B.S., Concordia University, Wisconsin KREPS, Jerilyn; Director of Adult and Continuing Education in Orlando; B.A., University of JACKSON, O.P., Sr. Myra; Associate Vice President Massachusetts; M.A., Webster College for Human Resources; B.A., Barry University; M.B.A., Barry University KUSHI, Harold (Terry); Director, Info Technology Infrastructure Services; Division of Information JAGADISH, Mysore; Associate Professor of Technology Mathematics; M.S., University of Mysore; M.S., Ph.D., University of Miami LaBAHN, Patricia D.; Associate Dean, School of Adult and Continuing Education; Assistant Professor of JEHLE, O.P., Sister Dorothy; Professor Emerita of Social Science; B.A., Creighton University; M.A., English; Director of Archives; B.A., College of St. University of Dayton; M.B.A., Barry University; Francis; M.A., John Carroll University; Ph.D., Ph.D., Saint Louis University Loyola University ADMINISTRATION AND FACULTY 265

LaBARRIE, Ronald; Director of Student Financial LENNON, Ron; Professor of Marketing, School of Services; B.S., M.B.A., Barry University Business; B.A., Long Island University; M.B.A., LACEY, Candace; Associate Professor of Education; University of Baltimore; Ph.D., University of Director of Educational Leadership Program; B.A., Maryland Florida Atlantic University; M.B.A., Nova LENTIN, Linda S.; Assistant Professor of Education; Southeastern University; Ph.D. Barry University B.A., University of Miami; M.A., Nova University LAMET, Ann W.; Assistant Professor of Nursing; LePAGE, Carolyn, A.R.N.P.; Nurse Practitioner, B.S.N., Hunter-Bellevue; M.S., SUNY at Stony Student Health Services; M.S.N., Barry University Brook LEVASSEUR, Marie Ange; Academic Advisor, Adult LANDA-GONZALEZ, Belkis; Assistant Professor of and Continuing Education; B.L.S., M.S.W, Barry Occupational Therapy; B.S., University of Miami; University M.S., Florida International University LEVINE, Joel; Associate Professor of Education; LAROCHE, O.P., Brother Victor; Associate Campus Director of Information Technology and Distance Minister; B.S., State University of Haiti; M.A., Education; B.A., University of So. Florida; M.S., Barry University Florida Int’l University; Ed.S., Nova University; LaROCHELLE, Diane; Professor of Nursing; B.S., Ed.D., Florida Int’l University M.S., Ph.D., University of Connecticut LIN, Peter; Associate Professor of Biology; B.S., LASH, Lewis W.; Associate Professor of Management, University of Wisconsin; M.T., Theda Clark Reg. School of Business; B.S., Central Michigan; M.A., Medical Ctr.; Ph.D., Johns Hopkins University University of Michigan; D.B.A., Nova University LIS HOERNER, Shelly; Head Softball Coach; B.S., LASKY, Cynthia; B.S., Assistant Professor; University Canisius College; M.S., Barry University of Southern Connecticut; M.S., Barry University; LITTLE, Daniel J.; Assistant Professor of Nursing; Ed.D., Nova University B.S., M.B.A., Nova University; M.S.N., Florida LATKOVICH, Sr. Sallie L.; Assistant Professor, The Atlantic University; Doctoral Candidate, Barry Blessed Edmund Rice School for Pastoral Ministry; University M.A. in Theology, St. Norbert College; D.Min., LIZAMA, Silvia; Associate Professor of Photography; Graduate Theological Foundation B.F.A., Barry University; M.F.A., Rochester LAUDAN, Ralph; Associate Dean, School of Natural Institute of Technology and Health Sciences; Associate Professor of LONDONO, Edward Andrew; Director of Campus Biology; B.S., M.S., Fairleigh Dickinson Recreation; B.A., M.A., Florida International University; Ph.D., Rutgers University University LAZARUS, Stephanie; Career Counselor, Career and LONDONO, Fernando; Assistant Technical Director, Counseling Center; B.A., Syracuse University; Fine Arts Department M.A., Boston College LONDONO, Hernan; Manager, Computer Labs, LEACOCK, Stephen J.; Professor of Law; B.A., M.A., Division of Information Technology; B.S., Barry City of London Polytechnic; LL.M., London University University; Barrister, Middle Temple-London LOPEZ, Regina; Database Administrator; B.S., Barry LEE, J. Patrick; Provost/Senior Vice President for University Academic Affairs; Professor of French; B.A., LOSITO, James M.; Professor of Orthopedics and Brescia College; Ph.D., Fordham University Biomechanics; B.S., California Polytechnic State LEEDER, Ellen Lismore; Professor of Spanish; University; D.P.M., California College of Podiatric Doctora en Pedagogia, Universidad de La Habana, Medicine Cuba; M.A., Ph.D., University of Miami LOWENSOHN, Suzanne; Assistant Professor of LEFF, Susan; Director, Elderhostel Programs, Adult Accounting; B.S., M.Acc., University of South and Continuing Education; B.L.S., Barry Florida; Ph.D., University of Miami University LUCANESE, Melinda S.; Personal Counselor, LENAGHAN, Donna Dismuke; Associate Professor Counseling Center; B.A., Florida State University; of Education; Director of Educational Computing M.S., Nova Southeastern University; L.M.H.C. and Technology Programs, School of Education; LUCKETT, Pamela; Assistant Professor of B.A., Salem College; M.S., University of Information Technology; B.S., University of Maryland; Ed.S., Barry University; E.A.G.S., Arkansas - Pine Bluff; M.S., Western Michigan Ed.D., Virginia Tech University; Ed.S., Ph.D., Florida Institute of Technology 266 ADMINISTRATION AND FACULTY

LUDWIG, Kathryn; Assistant Professor of Sport and MARINAS, Carol; Associate Professor of Exercise Sciences; B.A., the Colorado College; Mathematics; B.S., Indiana Univ. of Pennsylvania; M.S., Texas Christian University; Ph.D., Texas M.S., Indiana Univ. of Pennsylvania; Ed.S., Barry Woman’s University University, Ph.D., Florida State University LUEPTOW, Margaret B.; Adjunct Associate Professor MARKEY, O.P., Rev. John J.; Assistant Professor of and Librarian, The Blessed Edmund Rice School Theology; B.A., M.A., University of Notre Dame; for Pastoral Ministry; A.B., Oberlin College; M.Div., Dominican School of Philosophy and M.L.S., University of Oregon Theology; Ph.D., Graduate Theological Union, LUNA, Eduardo; Professor of Mathematics; Chair, Berkeley, CA Mathematics and Computer Science; B.S., MARKOV, Lubomir P.; Assistant Professor of University of Havana; M.A., Ph.D., The Catholic Mathematics; M.A., Sofia University, Bulgaria; University of America M.A., Ph.D., University of South Florida LYDON, Rev. John E., O.P.; Associate Campus MARTIN, Carey; Associate Professor of Minister; M.Div., Dominican School of Philosophy Communication; B.S., Northwestern University; and Theology, Berkeley, CA M.F.A., Ph.D., Florida State University MACE, David; Grounds Manager, Business and MARTIN, James A.; Associate Professor of Social Finance Division Work; B.S., University of Wisconsin; M.S.W., MACK, Philip S.; Director of Admission, School of University of Missouri; D.S.W., Tulane University Social Work; Assistant Professor of Social Work; MARTINEZ, Oilda; Regional Director, Miami-Dade/ B.A., City University of New York; M.S.W., Monroe Counties, School of Adult and Continuing Columbia University Education; B.A., M.A., Hunter College; Doctoral MacNAMARA, Alex; Support Services Manager, Candidate, Nova University Business and Finance Division MASON, Alan; Assistant Professor of Music; B.M., MacNAMARA, Caridad; Corporate and Community M.M., Manhattan School of Music; D.M.A., Relations Coordinator, Institutional Advancement University of Miami MADDEN, O.P., Reverend Daniel P.; Associate MARSZALEK, John; Assistant Professor of Professor of Theology; B.S.C., DePaul University; Education; B.A., Canisius College; M.S., Ph.D., B.Ph.,B.Th., Aquinas Institute of Philosophy; Mississippi State University L.Th.,S.T.D., St. Paul University; M.Th.,Ph.D., MASSART, Ann; Webmaster; School of Adult and University of Ottawa Continuing Education MAGUIRE, R.S.M., Sr. Anastasia; Director, Career MAXEY-GIBBS, Dolores; Program Director, M.S. in and Counseling Center; B.Ed., Queens University, Anesthesiology; B.S., Corpus Christi State Belfast; M.S.W., Barry University, L.C.S.W. University; M.S., Barry University; Doctoral MAHER, RICHARD S.; Technical Manager, David candidate, University of Southern California Brinkley Studio MAYBEE, Richard; Assistant Professor, Behavioral MALDONADO, Nancy; Assistant Professor; B.A., Sciences/Speech, School of Adult and Continuing B.S., Florida International; M.A., Ph.D., Barry Education; B.S., M.A., Central Michigan University University; Ph.D., University of Nebraska MANDERSON, Nigel; Assistant Director, Financial McARDLE, Gerri; Assistant Professor and Aid; B.B.A., Florida Atlantic University Coordinator of Doctoral Programs in HRD and Educational Leadership; Ph.D., Syracuse MANNER, Jane C.; Assistant Professor of Education; University; C.A.S. Teaching Technology, Harvard M.A., Bridgewater State College; M.Ed.E., University; Post Doctoral Fellow, Harvard Stroudsburg State University; Ed.S., Barry University Univesity; Ed.D., Florida International University McBEE, Charles M.; Director, Doral, School of Adult MARCUS, Linda; Director, Institutional Advancement and Continuing Education; B.S., M.S., Georgia Records State University MARIANO, Xilena P.; Information Systems McCRATH, Steven; Head Coach Men’s Soccer; B.A., Coordinator, Division of Enrollment Services; B.S., M.S., Seattle Pacific University M.S., Barry University McCULLOUGH, Alfred J.; Consultant, School of MARILL, Alicia C.; Assistant Professor of Theology; Adult and Continuing Education; B.B.A., Iowa Director of D.Min. Program; B.A., Florida Atlantic College; M.B.A., New York University University; M.A., Barry University; D.Min., Catholic Theological Union ADMINISTRATION AND FACULTY 267

McCREADY, Christine D.; Executive Assistant to the MERRILL, Thomas J.; Professor of Surgery; B.S., Provost/Vice President for Academic Affairs; Iowa State University, D.P.M., Dr. William Scholl B.P.S., Barry University College of Podiatric Medicine McCRINK, Carmen; Director, Higher Education MIER, Constance M.; Assistant Professor of Exercise Administration; Assistant Professor of Education; Science; B.S., Michigan State University; M.S., B.S., Florida International University; M.Ed., University of Arizona; Ph.D., University of Texas Ph.D., University of Miami at Austin McDONOUGH, Mary Eileen; Associate Vice MILLER, Kathleen Portuan; Professor of Law; President for Student Services; Professor of M.L.S., University of Pittsburgh; J.D., Ohio Education; NCAA Faculty Athletics Northern University School of Law Representative; B.S., Chestnut Hill College; M.S., MILLER, Neill L.; Assistant to the Dean, Human Marquette University; M.B.A., Barry University; Performance and Leisure Sciences; Coordinator of Ed.D., Nova Southeastern University Instructional Activities in Sport and Recreation; McGLONE, Jacqueline M.; Assistant Manager, Associate Professor of Physical Education; B.A., Business Services; B.S., Eastern Michigan University of Denver; M.S., Smith College University; M.Ed., University of Arizona MILORD, Marisol; Counselor, Financial Aid; B.P.S., McGUIRK, David G.; Instructor in English, Learning Barry University Center; B.A., State University New York, Oneota; MIRA, Youdaris; Assistant Director, ACE Computer M.A., Doctoral Candidate, Florida Institute of Services; B.P.S., M.S., Barry University Technology MIRAGLIA, Sal; Director, Career and Counseling McKAY, Marilyn; Academic Coordinator Oral Center; L.C.S.W., C.A.P., M.Div. Communication, Music and Theatre; Associate Professor of Humanities/Theatre, School of Adult MITCHELL, Douglas; Director, Occupational and Continuing Education; B.A., University of Therapy Program; B.S., Eastern Michigan Denver; M.A., University of South Dakota; Ph.D., University; M.S., Wayne State University; Doctoral University of Georgia Candidate, Barry University McKINLAY, Robert; Assistant Administrator/ MOKHA, Paul; Head Coach, Women’s Crew; B.B.A., Grrantsman, School of Graduate Medical Sciences; Temple University B.S., Eastern Michigan University; M.P.S., College MONDROS, Jacqueline D.; Professor of Social Work; of Boca Raton Director, Academy for Better Communities; School McLAUGHLIN, Heidi; Assistant Dean, Enrollment of Social Work; B.S.W., Temple University, Management, School of Adult and Continuing M.S.W., D.S.W., University of Pennsylvania Education; B.S., Fairfield University; M.B.A., MONROE, Andrea; Manager, Diversity Coalition; Doctoral Candidate, Nova University B.A., Eastern Michigan University; M.I.L.S., McNALLY, Anne; Accounts Payable Assistant, University of Michigan-Ann Arbor Business and Finance Division MONTAGUE, Deborah F.; Assistant Dean, School of McPHEE, Debra; Assistant Professor of Social Work; Natural and Health Sciences; B.S., Syracuse B.A.,Saint Mary’s University, Nova Scotia; University; M.B.A., Barry University M.S.W., Columbia University; Ph.D., University MONTAGUE, Jeremy; Professor of Biology; B.S., of Toronto SUNY at Geneseo; M.S., Kent State University; McQUAY, Joseph; Director, External Communications; Ph.D., Syracuse University A.B., University of North Carolina at Chapel Hill; MONTES, Mary; Development Research Coordinator, M.B.A., Barry University Institutional Advancement; B.S.W., Upsala College MELIS, Celia; Associate Director of Financial Aid; MONTI, Joseph J.; Director of Grant Programs, B.A., University of Miami Planning, Research and Evaluation; B.A., MENDEZ, Jesus; Associate Professor of History; B.S., University of Pittsburgh; M.B.A., St. Bonaventure M.A., University of Miami; Ph.D., University of University Texas at Austin MOORE, O.P., Sister Alice Joseph; Professor Emerita MENOCAL, Lydia M.; Assistant Director, Southeast of Education/deceased; B.Ph., Siena Heights Pastoral Institute (SEPI); B.A., Indiana University; College; M.A., Ph.D., The Catholic University of M.S., Florida International University; M.A., Barry America University; Canon Law Student, Catholic MOORE, Keith L.; Director of Clinical Education, University of America Physician Assistant Program; Assistant Professor of Medical Education; B.S., J.D., Physician Assistant Certificate, Indiana University 268 ADMINISTRATION AND FACULTY

MOOREHEAD, Theresa; Manager of Business NARKIEWICZ, Chandra; Faculty Field Instructor, Services; B.A., Barry College; M.B.A., Barry School of Social Work; B.S., University of South University Florida; M.S.W., Florida State University MOO YOUNG, Sharon; Associate Director, Graphics/ NDURE, Kbata; Financial Aid Counselor Printing; B.F.A., Barry University NELSON, John P.; Associate Dean of Clinics, School MORA, Jessica; Associate Athletic Trainer/Clinical of Graduate Medical Sciences; Professor of Instructor; B.S., Barry University; M.S., Michigan Podiatric Medicine; B.A., Rutgers University; State University D.P.M., Ohio College of Podiatric Medicine MOREDA, Irene C.; Associate Professor of Social NELSON, Dr. Katherine; Assistant Professor of Work; B.A., University of South Florida; Communication; B.A., Loyola University; M.A., M.A.S.S.W., University of Chicago Ph.D., Arizona State University MORGAN, J. Dianne; Executive Assistant to the NERETTE, Denise; Faculty Field Instructor, School President; B.L.S., Barry University of Social Work; B.A., Barry University; M.S.W., MORRELL, Stephen O.; Professor of Economics and Florida Atlantic University Finance; B.S., M.A., Ph.D., Virginia Polytechnic NESS, Jon; Admissions Counselor; B.A., M.A., Institute Indiana University of Pennsylvania MORRIS, Michele M.; Assistant Vice President for NEVEU, Michael P.; Head Coach, Women’s Soccer; University Relations; B.S., Troy State University B.S., State University of New York; M.A., MORRISSEY, William P.; Senior, Reference University of Northern Colorado Librarian, Library; B.A., University of Kansas; NICHOLS, David; Head Coach, Women’s Volleyball; M.S.L.S., Florida State University B.A., U.C.L.A. MOSES, Justin; NT Systems Administrator, Division NICKERSON, Inge; Associate Professor of of Information Technology; B.S., Barry University Management; B.S., M.B.A., D.B.A., Louisiana MUDD, Laura; Professor of Biology; B.S., Tech University Georgetown University; Ph.D., University of NODARSE, Maria Margarita; Associate Professor of Florida Spanish; B.A., College of the Sacred Heart; M.A., MULRY, IHM, Sister Loretta; Instructional Designer, Ph.D., University of Miami School of Adult and Continuing Education; A.B., NUEHRING, Elane M.; Professor of Social Work; Marywood College; M.S., Marquette University; Director, Doctoral Program, School of Social Work; Ed.D., Rutgers University B.A., Gonzaga University; M.S.S.W., University MUNNINGS, Gala Brown; Assistant Professor; of Wisconsin; Ph.D., Florida State University Faculty Field Instructor, School of Social Work; NUNES, Keith D.; Professor of Law; B.S., LL.B., B.A., Fisk University; M.S.W., Barry University Cape; D. Comp., L. Salzburg Center; R.D. MURPHY, Ann S. Carneal.; Professor of Education; International L., Hague Academy of International Director, Reading Program; B.A., Southern Law Center for Studies and Research; LL.M., Yale Methodist University; M.A., University of University; LL.Docts., Leyden Kentucky; Ed.S., University of Kentucky; Ed.D., NYGREN, Carolyn; Professor of Law; B.A., Jackson University of Miami College of Tufts University; M.Ed., Northeastern MUSCARELLA, Frank; Associate Professor of Illinois State University; Ph.D., University of Psychology: B.A., San Diego State University; Chicago; J.D., Harvard University M.A., University of Louisville; Ph.D., University O’BRIEN, Rev. Scott T., O.P.; Associate Campus of Louisville Minister; D.Min., The Catholic Theological NABOULSI, Khaled; Academic Coordinator, Union,Chicago, IL; M.Div., Dominican School of Information Technology; Assistant Professor of Philosophy and Theology, Berkeley, CA; M.A., Information Technology, School of Adult and Graduate Theological Union, Berkeley, CA Continuing Education; B.A., B.S., Beirut O’CALLAGHAN, Sr. Marguerite; Project Archivist; University; M.S., Ph.D. Florida International B.A., Siena Heights College University O’CONNOR, Nancy; Director of Billing and Account NANCE, Marcia K.; Dean of Enrollment Services; Services, School of Graduate Medical Sciences B.S., Wayne State College, Nebraska; M.S., O’DELL, Sr. Frances, O.S.F.; Reference Librarian; Kearney State College B.S., M.A., St. Bonaventure University; M.A., University of South Florida ADMINISTRATION AND FACULTY 269

ODIO, Cesar T.; Instructor in Sport and Exercise PARKHURST, Doreen C.; Program Director and Sciences/Head Athletic Trainer; B.S., Florida Medical Director, Physician Assistant Program; Southern College; M.S., Nova University Assistant Professor of Medical Education; B.A., O’DONNELL, O.P., Sister Marie Joannes; Professor Stonehill College; P.A., Northeastern University; Emerita of Chemistry; B.S., Siena Heights College; M.D., Boston University School of Medicine Ph.D., The Catholic University of America PARNS, MERRYLE; Assistant Professor of Nursing; O’GRADY, Reverend John F.; Professor of Theology; B.S., University of Miami; M.S., Florida B.A., Mary Immaculate College; M.Div., Mary International University; M.S.N., Boston Immaculate Seminary; S.T.L., College of St. University Anselm; S.T.D., University of St. Thomas; S.S.L., PAYNE, Bruce C.; Professor of Finance; B.A., M.B.A., S.S.D., Pontifical Biblical Institute, Gregorian University of South Florida; Ph.D., Louisiana State University University O’LAUGHLIN, O.P., Sister Jeanne; President; PEARL, Suzanne; Coordinator of Reading Center, Professor of Education; B.S., Siena Heights Learning Center; B.A., Ed.M., Temple University College; M.S.T., M.Ed., Ph.D., University of PECKRON, Harold; Professor of Law; B.A., Tulane Arizona University; LL.M., Georgetown University Law OLSON, Eric D ; Academic Coordinator, Legal Center; Ph.D., Southwest University; J.D., Studies; Assistant Professor of Legal Studies, Dickinson School of Law School of Adult and Continuing Education; B.B.A., PEEVER, Adrian; Assistant Professor of English; Florida Atlantic University; J.D., University of B.A., University of Birmingham, England; M.A., Florida Ph.D., University of Miami O’NEIL, Jeffrey T.; Clinical Instructor/Head Athletic PELAEZ, Gloria Maria; Assistant Professor of Trainer; B.S., Florida State University; M.S., Education/Director of ESOL; B.A., Pennsylvania University of Miami State University; M.S., University of Miami; O’NEILL, Philip M.; Senior Reference Librarian; doctoral candidate Florida Atlantic University B.A., University of Delaware; M.S.L.S., Columbia PEMSINGH, Ramjeet; Associate Professor of University Anatomy, School of Graduate Medical Sciences; ORDOUKHANI, Nasser; Associate Professor of B.Sc., University of Montreal, Canada; B.Ed., Mathematics; M.A., Tehran University; M.A., University of Toronto, Canada; M.Sc., University Teacher’s College; M.S.and Ph.D, North Carolina of Guelph, Canada; Ph.D., University of Alberta, State University Canada ORMAN, Richard; Academic Coordinator, Public PEREZ, Nancy; Director of Purchasing; B.L.S., Barry Administration, Professor of Public Administration; University School of Adult and Continuing Education; B.S., PEREZ-VENERO, Daniele; Reference Librarian, State University of New York; M.R.P., Ph.D., Instructional Service Coordinator; B.A., Florida Syracuse University State University; M.L.S., San Jose State University PACKERT, Gerhild; Assistant Professor of Biology; PERKEL, Linda K.; Associate Dean for the B.S., M.S., University of Central Florida; Ph.D., Undergraduate Program, School of Nursing; University of South Florida Assistant Professor of Nursing; B.S.N., University PAN, Victor; Associate Professor of Mathematics; of Florida; M.S.N., University of Miami; Ph.D., B.S., Guangzhou Normal University; M.A., Jinan Barry University University; Ph. D., University of South Florida PERKINS, Sam; Assistant Professor; B.S., North PAPES, Kathleen A.; Associate Dean for Georgia College; M.E., Mercer University; Ph.D., Administrative Affairs, School of Nursing; Georgia State University Associate Professor of Nursing; B.S., Russell Sage PEROUNE, Denise; Associate Director for Academic College; M.A., Teachers College, Columbia Publications, Marketing and Advertising; B.S., University; Ed.S., Ed.D., Florida Atlantic University of West Indies; M.S., Doctoral University Candidate, Barry University PAPIER, Paul J.L.; Instructor in Education; B.S., PERRY, Denise; Project Coordinator, School of Social Florida State University; M.Ed., University of Work; B.S., University of Maryland Miami PERRY, Joseph D.; Associate Professor of Psychology; PAPIER, Velma; Instructor; B.Ed., University of B.S., Youngstown State University; M.A., Miami; M.S., Nova University Westminster College; Ed.S., Ph.D., Kent State University 270 ADMINISTRATION AND FACULTY

PETERSON, Brian Walter; Instructor in Laboratory, RAVITCH, Frank; Professor of Law; B.A., Tulane School of Natural and Health Sciences; B.S., University; LL.M., Georgetown University Law Brigham Young University; M.B.S., Barry Center; J.D., Dickinson School of Law University REDWAY, Flona; Assistant Director of MARC and PETERSON, Linda M.; Associate Dean, School of MIRT Program; Assistant Professor of Biology; Arts and Sciences; Chair, Psychology; Professor B.Sc., University of the West Indies; M.Phil., of Psychology; B.S., University of Illinois; M.S., University of the West Indies; Ph.D., University of Ph.D., University of Miami Cambridge, England PICHE, O.P., Sister Evelyn; Dean, School of REDWAY, Glendon; Director of Desktop Computing Education; Professor of Education; B.A., Siena Services; B.Sc., M.Phil, University of the West Heights College; M.A., Siena Heights College; Indies Ph.D., Michigan State University REED, Jill Mitchell; Assistant Professor of English; PIERCE, Walter J.; Associate Professor of Social Director of The Learning Center and the CAL Work; B.A., Morehouse College; M.A., University Program; B.S., Columbia University; M.A., SUNY of Chicago; Ph.D., Barry University at Stony Brook; Doctoral Candidate, Florida PITA, Antonio; Assistant Professor of Information International University Technology; A.A., Miami Dade Community REED-NORATO, Martha; Assistant Director of Public College; B.A., Florida International University; Safety M.S., University of Miami REID-MACK, Leisha; Admissions Counselor, B.A., PITTMAN, John C.; Associate Professor of Education; St. John’s University B.S., Bethune-Cookman College; M.A., Fisk RICARDI, Nina M.; System Administrator, University; Ed.S., University of Florida; Ed.D., Administrative Data Center; B.P.S., Barry University of Miami University POWELL, Toni; Associate Professor of Education; RICE, O.P., Sister Eileen; Professor Emerita of Director, HRDA Program; B.S., Carnegie-Mellon History; B.A., Siena Heights College; M.A., University; M.S., Ph.D., Florida State University University of Detroit; Ph.D., The Catholic POWER, Valeria C.; Distance Librarian; B.A., Centro University of America de Ensino Unificado de Brasilla; M.L.I.S., RICE, O.P., Sister Ellen Marie; Assistant to the Dean; Louisiana State University Assistant Professor of Education; B.S., Edgewood POZA, Jose J.; Marketing Director, Andreas School College; M.S., Fordham University; Ph.D., of Business; B.B.A., Florida International University of Wisconsin University RIOS, Giselle Elgarresta; Assistant Professor of Music; PRIOR, John A.; Director of Clinics, Podiatric B.M., M.M., D.M.A., University of Miami Medicine and Surgery; Professor of Podiatric RIPLEY, Hugh W.; Dean Emeritus, University Library; Medicine; B.S., University of Miami; M.S., Barry A.B., Syracuse University; A.M., Syracuse University; D.P.M., Pennsylvania College of University; M.S.L.S., Columbia University Podiatric Medicine RIVEIRA, Joyce, Director, Annual Fund; B.S., QUINN, Dennis; Associate Professor of English, M.B.A., Barry University School of Adult and Continuing Education; B.A., M.A., Ph.D., Bowling Green State University ROBERT, Pascal; Coordinator, Technical Services, Student Services; B.S., Barry University RADELOFF, Deanna J.; Professor of Education; B.S., Bowling Green State University; M.S., The Ohio ROBEY, Douglas; Maintenance Manager, Facilities State University; Ed.S., University of Toledo; Management Ph.D., University of Michigan RODRIGUEZ, Angel (Fred); Director, Accounting; RARICK,Charles; Associate Professor of B.B.A., University of Miami Management; B.S., College of Ozarks; B.S., New RODRIGUEZ, Arturo E; Assistant Professor of York State University; M.B.A., Drury College; Natural Sciences, Academic Coordinator, Ph.D., St. Louis University Mathematics and Natural Sciences, School of Adult RATZMANN, Rev. George; Assistant Professor, The and Continuing Education; B.S., University of Blessed Edmund Rice School for Pastoral Ministry; Havana, Cuba; M.S., Institute of Chemistry and M.A. in Theology, St. Vincent De Paul Seminary; Experimental Biology, Academy of Sciences, Cuba; S.T.L., Ph.D., Katholieke Universiteit Ph.D., Institute of Meteorology, Academy of Sciences, Cuba ADMINISTRATION AND FACULTY 271

RODRIGUEZ, Diane; Assistant Professor of SAMPLE, John; Director, Tallahassee, School of Adult Education; B.A., Interamerican University; M.Ed., and Continuing Education; M.S., St. Thomas Ph.D., Fordham University University; B.S., Ph.D., Florida State University RODRIGUEZ, Rosa; Director, Operations, School of SAMRA, Rise J.; Professor of Communication; B.A., Adult and Continuing Education; B.L.S., Barry Western Michigan University ; M.A., University University of Michigan; Ph.D., University of Arizona RODRIGUEZ, Vidal; Technical Assistant, School of SAMUEL, George M.; Head Coach, Tennis; Assistant Business; B.S., Barry University Professor of Physical Education; B.S., M.P.D., East ROHLFS, Filomena; Assistant Registrar; B.P.S., Barry Tennessee State Univ.; Ph.D., Southern Illinois University University ROJAS, Marga; Assistant Director, Billing and Data SANBORN, Allen F.; Professor of Biology; B.S., M.S., Processing, Student Account Services; B.S., Barry Ph.D., University of Illinois University SANDERS, Edwina; Director, Collier and Lee ROKHFELD, Mark; Coordinator, Math Lab; DIPL., Counties, School of Adult and Continuing Ternopol State Pedagogical Institute, Ukraine; Education; B.P.S., M.A., Barry University Doctoral Candidate, Iv. Franko State University, SAUSE, John P.; Professor of Theology; B.A., Iona Ukraine College; M.A., Manhattan College; M.S., Biscayne ROMAIN, Nancy; Assistant Professor; B.A., Medaille College; Ph.D., Florida State University; M.J., College; M.E., University of Hawaii; Ed.D., Florida Loyola University School of Law State University SAVERIMUTTU, Mahen; Assistant Professor of ROSENBERG, Daniel Z.; Associate Professor of Sport Communication; B.A., University of Peradeniya, and Exercise Sciences; Coordinator, Physical Sri Lanka; M.S., Purdue University; Ph.D., Education; B.S. , Ed.D., University of Michigan State University Massachusetts; M.A., University of North Carolina SCARBOROUGH, Ellen; Assistant Dean for Student ROSENBERG, Yolairis; Director of Information Programs, School of Adult and Continuing Systems and Technology, Division of Enrollment Education; B.S., University of Virginia; M.S., Services; B.A., Queens College C.U.N.Y.; M.S., Florida International University Barry University SCARBOROUGH, Jack; Dean, School of Business; ROSENBLATT, Andrea F.; Associate Professor of Professor of Management; B.S., U.S. Coast Guard Education; B.Ed., M.Ed., Ed.D., University of Academy; M.B.A., University of Hawaii; Ph.D., Miami University of Maryland ROSTOCK, Barbara;Assistant Professor of Nursing; SCHANFIELD, Lillian; Professor of English; B.Ed., B.S.N., M.S.N., Barry University; Doctoral University of Miami; M.A., University of Montreal; candidate Barry University M.B.A., Barry University; M.ST., University of Oxford; Ph.D., University of Miami ROUDER, Leslie; Director, Office of Disability Services, Student Services; B.A., Stony Brook SCHANTZ, Shirley R.; Associate Professor of University; M.S.W., Barry University, L.C.S.W. Nursing; Director, Primary Care Nursing Center; B.S.N., Pennsylvania State Univ.; M.S.N., RUSHING, John; Assistant Professor of University of Pennsylvania; Ed.D., Nova Administration, School of Adult and Continuing Southeastern University Education; B.A., University of Miami; M.B.A., A.B.D., Nova Southeastern University SCHIAVO, Frank Louis; Associate Dean, School of Law-Orlando; B.S., University of Pennsylvania; RUSSO, Maria; Operations Manager, School of LL.M., New York University School of Law; J.D., Natural and Health Sciences; B.S., University of Villanova University School of Law Panaman SCHOLNICK, Louise; Instructor; B.Ed., University RYDER, Maritza; Director of Operations, School of of Miami; M.S., Florida International University Human Performance and Leisure Sciences; B.L.S., M.S., Barry University SCHRAER, Steve; Distance Education Technologist, School of Education; B.A., University of Miami; RYTTEKE, Sara; Assistant Professor of Photography; M.A., Florida International University B.F.A., Arizona State University; M.F.A., University of Houston SCOTT, Angela M.; Associate Dean, Division of Enrollment Services; B.S., M.S., Barry University SALVANESCHI, Luigi; Distinguished Adjunct Professor; M.C., Liceeo-Ginnasio Pareggiato; Ph.D., Lateran University 272 ADMINISTRATION AND FACULTY

SCOTT, Sister Arlene, O.P.; Director of Mission and SIEGEL, Michael; Associate Academic Dean, Ministry; B.A., University of Florida; M.A., Loyola Associate Professor of Microbiology, School of University of Chicago Graduate Medical Sciences; B.S., Cornell SCOTT, James C.; Assistant Director/Counselor, University; Ph.D., University of Florida Career and Counseling Center; B.A., Seton Hall SIENA, O.P., Sister Marie; Professor Emerita of University; M.S., Psy.D. Nova Southeastern Education; B.S., Siena Heights College; M.S., University University of Michigan; Ed.D., Wayne State SCOTT, Phyllis F.; Assistant Professor of Social Work; University B.A., Florida Atlantic University; M.S.W., Barry SIMPSON, Traci A.; Assistant Vice President for University; Ph.D., Barry University University Administrative Data; B.S., M.S., Barry SCULLY, Robert E.; Academic Coordinator, University Professional Programs; Associate Professor of SINGLETON-BOWIE, Sharron M.; Associate Organizational Behavior; School of Adult and Professor of Social Work; B.S.W., Norfolk State Continuing Education; B.A., Pennsylvania State University; M.S.W., Ohio State University; D.S.W., University; M.A., Temple University; D.B.A., Howard University Nova University SIRIMANGKALA,Pawena; Assistant Professor of SEGAMI, Carlos; Professor of Mathematics and Communication; B.A., Mount Saint Clare College; Computer Science; B.S., Universidad Nacional de M.A., Cleveland State University; Ph.D., Kent State Ingenieria, Lima, Peru; M.A., University of Kansas; University Ph.D., University of North Carolina SMITH, Allen; Professor of Anatomy; B.A., Brown SESODIA, Sanjay; Assistant Professor of Anatomy University; B.S., Widener University; M.A., (Neurophysiology); B.Sc., University of Temple University; Ph.D., University of Oregon Newcastle-upon-Tyne, England; M.Sc., Royal Medical School Postgraduate Medical School, University of SMITH, Carol; Assistant Professor of Nursing; B.S.N., London, England; Ph.D., University of Newcastle- Rhode Island College; M.S.N., University of Rhode upon-Tyne, England Island; ND, Case Western Reserve University SEUBERT, Diane; Special Assistant to the Annual SMITH, E. Timothy; Professor of History; Chair, Fund, Institutional Advancement History and Political Science; B.A., Manchester SEVERINO, Thomas Paul; Director, Major Gifts; College; M.A., Ph.D., Kent State University B.S., M.S., Iona College, New Rochelle, New York; SOHER, Sister Mary P., O.P., Production Assistant, M.A., University of Notre Dame David Brinkley Studio; B.A., Trinity University SHAPIRO, B. Sue; Assistant Professor of Sport and SOLLI, Catherine A.; Associate Professor of Exercise Sciences; B.S., West Virginia University; Education; B.A., University of Florida; M.S.Ed., M.S., Ed.D., University of Virginia Nova University; Ed.D., Florida International SHARP, Joseph; Regional Director of Marketing; University School of Adult and Continuing Education; B.S., SORDELLINI, Rita J.; Academic Advisor, School of Northeast Louisiana University; M.B.A., Indiana Adult and Continuing Education; B.S., M.S., Ed.S., Wesleyan University Barry University SHERMAN-MOELLER, Desh; Administrative SOTO, Luis D.; Manager of Processing and Assistant for Graduate Programs and Admissions Distribution Center, Division of Enrollment and Marketing Coordinator, Department of Sport Services; B.S., Barry University and Exercise Sciences; B.S., M.S., Barry University SOUTHERLAND, Charles C., Jr.; Professor of SHIELD, O.P., Sister Judith; Associate Professor Podiatric Medicine; B.S., Brigham Young Emerita of Economics; Ph.B., Siena Heights University; D.P.M., California College of Podiatric College; M.A., The Catholic University of America Medicine SHINE, Agnes; Associate Professor of Psychology and SPALDING, Claudette; Assistant Professor of Director, School Psychology Program; B.A., M.A., Nursing; B.S.N., University of Miami; M.S.N., SUNY at Plattsburgh; M.A., Middle Tennessee Barry University State University; Ph.D., Ball State University SPERRY, Len T.; Director, Health Services SICCONE, Robert F.; Assistant to the President, The Administration Program, School of Natural and Blessed Edmund Rice School for Pastoral Ministry; Health Sciences; B.A., St. Mary’s University; M.D., B.A., M.S. in Education; Iona College Univeristy of Central Technological Studies; M.A., Loyola University; Ph.D., Northwestern University ADMINISTRATION AND FACULTY 273

SPRAGUE-DAMON, Gerri; Assistant Professor; SUPRAN, Ellen; Assistant Professor of Education; Director, West Palm Beach Program, School of B.Ed., University of Miami; M.Ed., University of Social Work; B.A., Marist College; M.S.W., Barry Nebraska; Ed.S., Nova University University SURBROOK, Terri; Admissions/Marketing Director, SPRANG, Kenneth; Professor of Law, B.S., Ohio State Orlando; B.A., Oakland University University; M.A., University of Michigan; J.D., SWAN, Margot; Assistant Director, Accounting; B.A., Case Western Reserve University B.S., Barry University SPRINGER, Tonya; Senior Programmer Analyst, SWANER, Ann; Academic Coordinator of Theology; Planning; B.S., Barry University Associate Professor of Theology, School of Adult STALLIONS, Maria; Associate Professor of and Continuing Education; B.A., University of Education; B.S., M.S., Doctoral Candidate, Barry Toronto; Ph.D., Univ. of Iowa University SWEENEY, Kathleen G.; Assistant Director of Field STARRATT, Christopher; Associate Professor of Instruction, School of Social Work; B.A., Montclair Psychology; B.A., University of Florida; M.A., Ball State University; M.S.W., Barry University State University; Ph.D., Auburn University SZUCHMAN, Lenore T.; Professor of Psychology; STARRATT, Gerene K.; Assistant Professor of B.A., Brandeis University; M.A., University of Psychology; B.A., Chatham College; M.A., Ph.D., Texas, Austin; M.S., Ph.D., Florida Int’l University Florida Atlantic University TALCOTT, Stanley M.; Dean, School of Law- STECHSCHULTE, O.P., Sister Agnes Louise; Orlando; B.S., University of Nebraska; J.D., Professor Emerita of Biology; B.S., Siena Heights University of Nebraska School of Law College; M.S., University of Detroit; Ph.D., The TANG, Jihong; Distance Education Technologist, Catholic University of America School of Education; B.S., Hangzhou University; STEFANO, Michele; Instructor in English, Learning M.S., Nova University Center; B.A., M.A., Florida International TATE-BLAKE, Carmeta; Web and Instructional University Designer; B.A., University of the West Indies; M.S., STEWART, Bobbie J.; Professor of Biology; B.S., John Ed.D., Florida International University B. Stetson University; M.S., John B. Stetson TEITZMAN, Peter A.; Academic Coordinator, WXEL University; Ph.D., North Carolina State University and WLRN Distance Learning Programs; Associate STIER, Mark M.; Director of Residential Life; B.S., Professor of Humanities; School of Adult and State University of New York - Brockport; M.S., Continuing Education; B.A., Hofstra University; Western Illinois University M.A., Adelphi University; M.Ed., Ed.D., Columbia STRUGATZ, Elizabeth L.; Assistant Professor of University Sociology and Criminology; B.A., M.A., Kent State TEJEDA, Manuel J.; Assistant Professor of University; Ph.D., North Carolina State University Management, A.B., M.S.Ed., Ph.D., University of STRUGANOVA, Irvina; Assistant Professor of Miami Chemistry; B.S., Ph.D., Moscow State University TENG, K. L. Joe; Assistant Professor of Management SUAREZ, Joanne M., Director, ACE Computer Information Systems; B.A., B.S.E.E., Southern Services; B.L.S., M.S., Barry University Illinois University; M.B.A., Arkansas State University; Ph.D., University of Memphis. SUAREZ, S.J., Reverend Pedro; Professor of Mathematics; B.A., Fordham University; M.S., TESTA, Ronald J.; Associate Dean for Faculty; University of Miami; M.Div., Loyola University Associate Professor of Behavioral Sciences; School of Chicago; M.S., Ph.D., Northwestern University of Adult and Continuing Education; B.A., University of Connecticut; M.A., Ph.D., University SUNSHINE, Edward R.; Associate Professor of of South Florida Theology; B.A., M.A., Loyola Univ. of Chicago; Ph.D., Graduate Theological Union, Berkeley THOMPSON, Fred G. Jr.; Manager, Mail Center, Business and Finance Division; B.B.A., University SUPERFISKY, Sister Phyllis, O.S.F.; Assistant to the of Texas; M.B.A., Barry University Dean, School of Education; Coordinator, Catholic Educational Leadership Program; Associate THOMPSON, Steve; Director, Master of Arts in Professor of Education; B.A., Alverno College; Teaching; Assistant Professor of Education; B.A., M.A., Saint Louis University; Ph.D., Boston M.A., University of Miami; Ph.D., Barry University College THURSTON, Maxine A.; Associate Professor of Social Work; B.S., Indiana University; M.S.W., Florida State University; Ph.D., Florida State University 274 ADMINISTRATION AND FACULTY

TOOTLE, Alvin Eugene; Associate Professor of VANEGAS, Mercedes; Grants Coordinator; B.A., Education; B.A., M.S., Troy State University; University of Miami Ed.D., Auburn University VAUGHN, Rosalyn Clark; Assistant Professor of TORRES, Carmen; Director, Non-Credit Programs, Education; B.S., Ph.D., Southern Illinois School of Adult and Continuing Education; B.S., University; M.A., Western Michigan University Barry University VEERMAN, Nancy O.; Assistant Professor of English TRAMMELL, Rebecca S.; Professor of Law; M.L.S., Composition and Literature, School of Adult and Dominican University in River Forest, Illinois, J.D., Continuing Education; B.A., Wheaton College; University of Denver College of Law M.A.T. Stetson University; Ed.D., University of TULLOSS, Ijya C.; Associate Professor of Education; Central Florida Program Director, Montessori Education; B.S., VENET, Kenneth S.; Head of Reference, Library; Mapual Institute of Technology; M.S., B.A., Northeastern University; M.L.S., Southern Northwestern University; Ed.D., Nova University Connecticut State University TULLY, Gregory; Associate Professor of Social Work; VERLANGIERI, Erick Jaeger; Applications B.A., New York University; M.S.W., Hunter Specialist, Division of Information Technology; College of the City University of New York; Ph.D., B.S., M.B.A., Barry University New York University VESHINSKI, Sloane; Director of Family Enrichment TUREEN, Richard M.; Assistant Professor of Center, School of Education; B.S., Pennsylvania Counseling; B.B.A., University of Miami; MEd., State University; M.S., Nova University St. Louis University; Ph.D., Nova University VILBAS, Phyllis; Associate Director of Human TURNER, Valerie; Executive Director, Academic Resources Publications, Marketing & Advertising; B.A., VILLEMURE, O.P., Sister Paul James; Professor of Douglass College, Rutgers University; M.Phil., Mathematics; B.S., Siena Heights College; Ph.D., Drew University University of Notre Dame TURPIN, Kathy J.; Associate Director of Athletics; VIZCAINO, Reverend Mario B.; Director, South East B.S., University of Missouri - Columbia; M.S., Pastoral Institute; B.A., S.T.L., D.T.S., Gregorian Western Illinois University University; M.A., The Catholic University of TYLER, Michael; Associate Professor of Accounting, America; Ph.D., Gregorian University School of Business; B.S., Florida State University; VOUTSINAS, Mickie; Technology Support and Web Ph.D., Florida Int’l University Page Developer, School of Human Performance ULLOA, Freddy E.; Associate Vice President for and Leisure Sciences; B.S.. Barry University Facilities Management; B.S., Barry University; WAHLERS, Kathy J.; Professor of Communication; M.B.A., Barry University Chair, Communication; B.S., University of URITUS, Ronald M.; Associate Professor of Alabama; M.S., Florida State University; Ph.D., Philosophy; A.B., M.A., John Carroll University; Florida State University M.B.A., Barry University; Ph.D., St. Louis WALKER, Hal J., Associate Professor of Sport and University Exercise Sciences; B.P.E., Brock University; M.A., URTIAGA, Teresita (T) Gomez; Director of Corporate Ph.D., The Ohio State University and Community Relations, Institutional WALKER, Stephanie; Director, Technology Services Advancement; B.S., University of Florida; M.A., for Student Services; B.S., M.S., Barry University Barry University WALLNER, Tony S.; Professor of Chemistry; Chair, UZZI, Judith; Faculty Field Instructor, School of Social Physical Sciences; B.S., University of Wisconsin; Work; B.S.W., College Misericordia; M.S.W., M.S., University of Michigan; Ph.D., Case Western Adelphi University Reserve University VACCARO, Andrew; Web Content Editor, Academic WASHINGTON, L. Joyce; Associate Professor of Publications, Advertising & Marketing; B.A. Barry Nursing; B.S.N., Florida Atlantic University; University M.S.N., Ph.D., University of Miami VAL, Stephanie, Assistant to the Director, Student WEBER, Michael J.; Assistant Professor of Marketing; Health Services; B.S., Florida International B.S., University of Florida; M.B.A., University of University West Florida; Ph.D., Louisiana State University VALENTI, Anthony; Reference Librarian; B.A., University of Connecticut; M.L.S., University of South Florida ADMINISTRATION AND FACULTY 275

WEDIG, O.P., Rev. Mark; Assistant Professor of WILLIAMSON, Joel; Head Coach, Men’s Golf; B.S., Theology; Chair, Theology and Philosophy; B.A., University of Mary-Hardin Baylor; M.S., Baylor Southern Methodist University; M.Div., M.A., University Graduate Theological Union; Ph.D., The Catholic WINSTON, Anna; Technology Support Assistant/Web University of America Developer, Division of Enrollment Services; A.S., WEIGAND, Kathy A.; Director, Palm Beach County, Miami Dade Community College School of Adult and Continuing Education in WINTER, Gregory S.; Assistant Professor of Boynton Beach; B.L.S., Barry University; M.Ed., Management; B.S.B.A., University of Florida; Florida Atlantic University M.B.A., University of Pennsylvania; Ph.D., WEINER, Marc A.; Director of Admissions and University of Illinois. Marketing, School of Graduate Medical Sciences WOLMAN, Clara; Associate Professor of Education; WEITMAN, Catheryn J.; Professor of Education; B.S., B.A., M.A., Hebrew University of Jerusalem, University of Missouri; M.Ed., University of Guam; Israel; Ph.D., University of Minnesota Ph.D., Texas A&M University WONG, Roman M.; Assistant Professor of WEYMAN, Debra Archibald; University Registrar; Management Information Systems; Honours B.S., M.S., Barry University Diploma, Lingnan College of Hong Kong; M.B.A., WHALL, Sr. Mildred, S.H.C.J.; Associate for University of North Carolina at Charlotte; Ph.D., Administration, The Blessed Edmund Rice School Southern Illinois University for Pastoral Ministry; M.A. in Religious Education, WORLEY, Mary Rode; Manager, David Brinkley Seattle University; M.A. in Educational Studio; A.A., A.S., Miami-Dade Community Psychology, New York University College; B.A., Barry University WHELLEY, Joanne; Associate Professor, School of WOYCHOWSKI, Vincent C.; Director of Graphics/ Social Work; B.A., M.S.W., Catholic University of Printing America; Ph.D., Fordham University YBARRA, Miguel A.; Assistant Professor of WHITE, Jo Anne; Coordinator of PA Program, School Education; B.A., M.Ed., Southwest Texas State of Graduate Medical Sciences; B.A., Madrid, Spain University; Ph.D., University of Wisconsin WHITE, Roger; Instructor in Sport and Exercise YOUNG, Dianne; Director, Treasure Coast, School of Sciences; Head Coach, Women’s Golf; Facilitator, Adult and Continuing Education; B.S., Northern Golf Industry Management Program; B.A., M.S., Illinois University; M.B.A., DePaul University Michigan State University YOUNG, Stanley; Director of Security; B.P.A., M.S., WHITTAKER, Madeleine G.; Director of Records and Barry University Correspondence Management; B.S., Chestnut Hill YOUNG, Toyna L.; Professor of Law; B.A., University College; M.Ed., SUNY at Buffalo of Florida; Graduate Program, American University WHORF, Robert; Professor of Law; B.A., Brown of Paris; J.D., University of Florida College of Law University; J.D., Syracuse University College of ZIDE, Marilyn; Associate Professor of Social Work; Law B.S., M.S.W., Ph.D., Barry University WICKER, John; Director, Liturgical Music; B.A., ZOET, Sonja; Admissions Counselor; B.A., Saint Olaf University of Miami College; M.S., Minnesota State University WILD, Susan L.; Professor of Law; B.A., Eckerd ZUNIGA, Alicia; Assistant Professor of Biology; College; J.D., University of Nebraska College of Director, B.S. in Biology / MLS Program, Law Histotechnology Track; B.S., Catholic University WILKINSON, Richard C., Admissions Counselor, of Chile; M.S., Florida International University; B.A., University of South Florida; M.A., George Ph.D., Nova University Washington University WILLIAMS, Lynda K.; Assistant Director of Field Instruction, School of Social Work; B.A., Stevens College; M.Ed., University of Missouri; M.S.W., Doctoral Candidate, Barry University 276 INDEX INDEX

Academic Calendar ...... 6 Degrees and Majors, Undergraduate ...... 32 Academic Dishonesty ...... 37 Degree-Seeking Applicants ...... 12 Academic Information ...... 29 Desktop Computing ...... 41 Academic Resources ...... 39 Disabilities ...... 16 Accounting, M.B.A...... 81 Discounts...... 23 Accreditation and Memberships ...... 4 Dishonesty, Academic ...... 37 Address, University Telephone ...... 3 Distance Education Center...... 42 Administration and Faculty ...... 256 Education, School of ...... 88 Administrative Organization ...... 249 Education, M.S...... 89 Admissions ...... 11 Educational Computing and Advisors ...... 29 Technology, M.S., Ed.S...... 102 Alumni Association ...... 21 Educational Leadership, M.S. Ed.S., Ed.D...... 104 Anatomy, M.S...... 169 Electronic Commerce, M.S...... 81 Anesthesiology, M.S...... 195 Elementary Education, M.S...... 107 Archives ...... 9 Elementary Education/ESOL, M.S...... 107 Arts and Sciences, School of ...... 50 ELS Language Centers ...... 14 Athletic Training, M.S. Specialization ...... 184 Emotionally Handicapped ...... 109 Attendance ...... 29 Environmental Services ...... 9 Biology, M.S...... 200 Exceptional Student Education, M.S...... 108 Biomechanics, M.S. Specialization ...... 185 Exceptional Student Education, Ed.S...... 110 Biomedical Science, M.S...... 203 Exercise Science, M.S. Specialization ...... 186 Broadcasting, Certificate Program ...... 59 Expenses ...... 22 Buildings and Facilities ...... 9 Faculty ...... 256 Business, Andreas School of ...... 78 Family Educational Rights and Privacy Act ...... 8 Business Administration, M.B.A...... 79 Fees ...... 22 CAL Program ...... 40 Financial Aid, Eligibility and Application ...... 25 Campus Recreation Office ...... 20 Financial Aid, Nursing ...... 26 Campus Store ...... 20 Financial Aid, Graduate Medical Sciences ...... 26 Career and Counseling Center ...... 15 Financial Aid, Social Work ...... 27 Center for Excellence in Learning and Teaching ...... 41 Financial Aid, Veterans Assistance ...... 28 Central Computing ...... 41 Food Service ...... 20 Change of Address/Phone ...... 11 Good Standing, Probation, Suspension ...... 30 Change of Graduate Program ...... 11 Grade Appeal ...... 35 Change of Status ...... 12 Grade Reports ...... 30 Civic Chorale ...... 21 Grading System ...... 33 Class Adjustments ...... 30 Graduate Credit for Qualified Seniors ...... 30 Communication, M.A...... 56 Graduate Medical Sciences, School of ...... 148 Communication, Executive Master, M.S...... 58 Graduate Student Status ...... 33 Communication, Organizational ...... 58 Graduation Requirements ...... 34 Computing and Technology, Educational ...... 102 Grievance and Appeals ...... 35 Computing Services ...... 41 Guest Students ...... 12 Contents, Table of ...... 5 Guidance and Counseling, M.S., Ed.S...... 94 Counseling, M.S., Ed.S. Ph.D...... 93 Hazing ...... 38 Counseling Services ...... 15 Health Center, University ...... 17 Curriculum & Instruction, Ed.S...... 101 Health Insurance ...... 17 David Brinkley Studio ...... 43 Health Services Administration, M.S...... 209 Degrees and Majors, Graduate ...... 31 Health Services Administration, M.B.A...... 81 INDEX 277

Higher Education Administration, M.S...... 111 Organizations ...... 18 History of the University ...... 8 Pastoral Ministry for Hispanics, M.A...... 72 Human Performance and Leisure Sciences, Pastoral Theology ...... 75 School of ...... 182 Photography, M.A., M.F.A...... 62 Human Resources Development and Physician Assistant, M.C.M.Sc...... 159 Administration (HRDA), M.S...... 112 Plagiarism ...... 38 HRDA Leadership of Not-for-Profit/Religious Podiatric Medicine, D.P.M...... 149 Organizations, M.S ...... 113 Policies and Procedures ...... 35 Information Technology, Division of ...... 41 PreK Primary Education, M.S...... 117 Information Technology, M.S. Program ...... 47 PreK Primary Education/ESOL ...... 118 Instructional Computing ...... 42 Probation ...... 30 International Business, M.B.A...... 81 Psychology, M.S...... 53 Intercultural, O’Laughlin Center ...... 16 Psychology, Clinical, M.S...... 51 International Applicants ...... 13 Psychology, School Psychology, M.S., S.S.P...... 53 International Student Services ...... 16 Publications ...... 21 IT Support Desk ...... 42 Reading, M.S., Ed.D...... 119 Leadership and Education, Ph.D...... 120 Readmission ...... 11 Learning Center ...... 39 Recreation, Campus ...... 20 Library Services ...... 43 Recitals and Exhibits ...... 21 Loans, Student ...... 26 Refund Policy ...... 24 Management, M.B.A...... 79 Rehabilitation Counseling, M.S., Ed.S...... 95 Management Information Systems, M.B.A...... 81 Room and Board ...... 22 Marketing, M.B.A...... 81 Scholarships ...... 27 Marital, Couple, and Family Sexual Harassment ...... 37 Counseling, M.S., Ed.S...... 94 Social Work, School of ...... 234 Marital, Couple, and Family Counseling and Social Work, M.S.W...... 234 Mental Health Counseling, M.S., Ed.S...... 95 Social Work, Ph.D...... 244 Medical Leave Policy ...... 36 Sport and Exercise Sciences, Department of ...... 184 Mental Health Counseling, M.S., Ed.S...... 95 Sport Management, M.S., M.S./M.B.A...... 188 Mentally Handicapped ...... 109 Sports Activities ...... 20 Ministry, Doctor of, D.Min...... 67 Student Life ...... 15 Mission Statement ...... 7 Student Right to Know Act ...... 8 Montessori Elementary Education, M.S., Ed.S...... 114 Student Services ...... 15 Montessori Early Childhood Substance Abuse ...... 37 Education, M.S., Ed.S...... 115 Summer Sessions...... 29 Movement Science, M.S...... 184 Suspension ...... 38 Name Change ...... 11 Teaching, M.A.T...... 90 Natural and Health Sciences, School of ...... 194 Technology and TESOL ...... 104 Network Services ...... 43 Theatre Presentations ...... 21 Non-Degree-Seeking Applicants ...... 12 Theology, M.A...... 66 Notices ...... 4 TOEFL ...... 14 Nursing, School of ...... 219 Transfer Credit Policies ...... 30 Nursing, Accelerated B.S.N. to M.S.N. Option ...... 221 Transition in Language and Culture Program ...... 39 Nursing Administration, M.S.N...... 224 Trustees ...... 248 Nursing Administration, MSN-MBA Option ...... 224 Tuition and Fees ...... 22 Nursing, Doctor of Philosophy ...... 228 Tuition Discounts ...... 28 Nursing Education, M.S.N...... 225 Tuition Payment Plan ...... 23 Nursing, Master of Science ...... 220 Undergraduate Degrees ...... 32 Nursing, Nurse Practitioner, M.S.N...... 225 University Life ...... 15 Nursing, R.N./B.S. to M.S.N. Bridge Option ...... 221 Veterans ...... 28 Nursing, R.N. to B.S.N. to M.S.N. Option ...... 222 Withdrawal ...... 30 Occupational Therapy ...... 212 NOTES NOTES NOTES

area map already at Rich Printing