HUNTER COLLEGE

OF THE CITY UNIVERSITY OF NEW YORK

GRADUATE CATALOG 2006 – 2009

School of Arts and Sciences

School of Education

Schools of the Health Professions

School of Social Work HUNTER COLLEGE

OF THE CITY UNIVERSITY OF NEW YORK

MISSION STATEMENT

Hunter College is a comprehensive teaching, their varied experiences with the skills they need to partici- research and service institution, long committed to excellence pate effectively in the wider society. Committed to the and access in the education of undergraduate and graduate achievement of a pluralistic community, Hunter College students in the liberal arts and sciences, as well as in several offers a curriculum designed to meet the highest academic professional fields: education, health sciences, nursing and standards while also fostering understanding among groups social work. from different racial, cultural and ethnic backgrounds.

Founded in 1870, Hunter is one of the oldest public colleges The goal of a Hunter College education is to encourage the in the country, dedicated from its earliest days to serving a fullest possible intellectual and personal growth in each stu- student body which reflects the diversity of New York City. dent. While preparation for specific careers is an important Hunter takes pride in the success it has had over the years in objective of many programs, the fundamental aim of the col- enabling the people of New York to combine the strengths of lege experience as a whole is to develop a student’s rational, critical and creative powers. Such development involves the abilities to conceptualize and analyze, to relate the concrete and particular to the abstract and general, and to think and write logically and coherently. It also includes a broadening and deepening of outlook: an awareness of one’s own and other cultures as well as of the enduring questions and answers concerning being, purpose, and value that confront humanity. Finally, the educational experience at Hunter is intended to inspire a zest for learning as well as to bring the recognition that learning is pleasurable and knowledge is useful.

While teaching and research are its primary missions, community service is also an essential goal of the college. Hunter faculty seek to generate new knowledge and to design programs to address the myriad cultural, social and political needs of New York City and the world. TABLE OF CONTENTS

GENERAL INFORMATION ...... 1 (School of Education, Adolescent Education, continued) Hunter College Mission Statement ...... 2 Latin ...... 107 Graduate Study at Hunter ...... 4 Mathematics ...... 109 HEGIS/Admission Codes ...... 5 Music Pre-K–12 ...... 111 Admission to Graduate Programs ...... 6 Physics ...... 113 Degree Requirements ...... 9 Social Studies ...... 115 Tuition and Fees ...... 10 Spanish ...... 116 Financial Aid ...... 11 Advanced Certificate Leading to an Scholarships and Grants ...... 14 Extension in Bilingual Education ...... 118 Enrollment Requirements ...... 15 Bilingual Education ...... 119 Registration ...... 15 Childhood Education ...... 124 Academic Policies and Regulations ...... 16 Childhood Education: Services and Facilities Available to Students ...... 17 Mathematics/Science Specialization ...... 126 Research Centers and Institutes ...... 21 Counseling Programs ...... 128 Course Designations ...... 23 Early Childhood Education ...... 130 Abbreviations ...... 24 Literacy Education ...... 132 Special Education ...... 134 SCHOOL OF ARTS AND SCIENCES ...... 25 Special Education Advanced Certificates Anthropology ...... 26 and Extensions ...... 142 Art ...... 28 TESOL (Teaching English to Speakers of Biochemistry ...... 31 Other Languages) ...... 145 Biological Sciences ...... 33 School of Education Course Listings ...... 149 Chemistry ...... 37 ...... Classics (Latin) ...... 39 SCHOOLS OF THE HEALTH PROFESSIONS 170 School of Health Sciences ...... 173 Computer Science ...... 42 Communication Sciences ...... 174 Economics/Accounting ...... 42 Physical Therapy ...... 183 English ...... 46 Urban Public Health ...... 187 Film and Media Studies ...... 49 The Hunter-Bellevue School of Nursing ...... 193 Geography ...... 52 Community/Public Health Nursing ...... 195 German ...... 58 Community/Public Health Nursing/ History ...... 59 Urban Public Health ...... 195 Mathematics and Statistics ...... 62 Gerontological Nurse/Adult Nurse Practitioner . . . . .195 Music ...... 67 Adult Nurse Practitioner ...... 195 Philosophy ...... 70 Psychiatric Nurse Practitioner ...... 195 Physics and Astronomy ...... 71 Psychiatric Nurse Practitioner Political Science ...... 73 Advanced Certificate ...... 196 Psychology ...... 74 Nursing Administration/ Romance Languages ...... 78 Public Health Administration ...... 196 French ...... 80 School of Nursing Course Listings ...... 196 Italian ...... 80 Spanish ...... 81 SCHOOL OF SOCIAL WORK ...... 199 Sociology/Social Research ...... 82 School of Social Work Course Listings ...... 204 Theatre ...... 85 Urban Affairs and Planning ...... 87 STUDENT RIGHTS AND SCHOOL POLICIES ...... 208 Students’ Rights Concerning Education Records ...... 208 SCHOOL OF EDUCATION ...... 93 Student Regulations and Rights ...... 209 Teacher Education Programs ...... 94 Board of Trustees ...... 210 Administration/Supervision Advanced Certificate ...... 97 Bylaws of the Board of Trustees ...... 212 Adolescent Education ...... 98 CUNY Policy on Academic Integrity ...... 217 Biology ...... 98 Sexual Harassment Policy and Procedures ...... 219 Chemistry ...... 100 Hunter College Smoking Policy ...... 220 Earth Science ...... 101 Drug-Free Schools and Campuses ...... 220 English ...... 103 Department of Public Safety and Security ...... 221 French ...... 105 Fire Safety Plan ...... 223 Italian ...... 106 Index ...... 226 4 INTRODUCTION | GENERAL INFORMATION ning tion, healthsciences,nursing,socialwork andurbanplan- and literature We have sciences,languages graduate programs inthearts, H schools inthecountry. Its facultyisrenowned bothfor of socialwork degree, isoneofthetopgraduatesocialwork offers several flexibleprogram optionsleadingtothemaster in audiology, nursingandphysicaltherapy. Schools oftheHealth Professions now offerdoctoraldegrees health. Through theCityUniversity Graduate Center, the environmental andoccupationalhealthurbanpublic outstanding graduateprograms incommunicationsciences, positions inhealthcare; theSchoolof Health Sciencesoffers ited programs designedtoprepare studentsforleadership care. The SchoolofNursing provides awidearrayofaccred- approaches inhealth to teaching,researchnew andservice School ofHealth Sciences,bothnationallyrecognized for comprise theHunter-Bellevue SchoolofNursing andthe most vibrant,diverse urbancenterintheworld. tradition ofexcellence andby ourlocationinthegreatest, education. These programs are definedbothby theHunter administrators forpractice,leadershipandinnovation in programs designedtoprepare teachers,counselorsand School ofEducation today offersabroad rangeofgraduate our more than130-year history 5,000 studentsenroll intheseprograms. GRADUATE STUDYAT HUNTER – The Hunter CollegeSchoolofSocial Work, which The Hunter CollegeSchoolsoftheHealth Professions One of our most important areasOne ofourmostimportant andallare considered exceptional. Currently about master lege unter College,thesecondoldestcol- – aswell asintheprofessional fieldsofeduca- in The CityUniversity ofNew York, offers ’ s degrees inmore than50fieldsofstudy. – isteachereducation. The – now, asthroughout for providing expert service toNewfor providing service expert York training leadersandinnovative thinkersinsocialwork and awards, Hunter With over $42millionannuallyinresearch grantsand in New York educators, andcreative allofwhom playmajorroles artists, forcollaborative studyandresearch. opportunities dinary are famedbiomedicalresearch facilities,whichofferextraor- hallsandgalleriesarecert withineasywalkingdistance,as tural lifeofNew York City. The city College benefitsfrom itsdailycontactwiththevibrantcul- requirements inNew York State. responds changesintheCPA totheforthcoming license research, MSinaccounting amongmanyothers.Anew diverse asbiotechnology, creative writingandsocial programs definethefrontiers ofknowledge inareas as facilities, research studiospace,our laboratories,andart tinguished careers. Enhanced by excellent performance grams have goneontoelitedoctoralprograms andtodis- ofgraduatestudiesatHunter,tory graduatesofthesepro- ences, sciencesandmathematics. Throughout thelonghis- humanities,socialsci- of graduateprograms inthefinearts, urban environment. tolearnandexcelunequaled opportunities inourdynamic the Hunter CollegeSchoolofSocial Work provides method-based trainingandapractice-centered education, forchallengingfieldexperience,through opportunities community. Through leading-edgecoursework aswell as creativity, energyandscholarship. Hunter Centrally locatedonManhattan andScienceshasafirst-rateroster The SchoolofArts ’ ’ s academic,cultural,civicandeducationallife. s facultyincludesmanydistinguishedscholars, ’ s facultyisinternationallyrespected forits ’ s majormuseums,con- ’ s EastSide, Hunter ’ s multicultural GENERAL INFORMATION | HEGIS AND ADMISSION/ CURRICULUM CODES 5 CURR Certificate Degree HEGIS ADM/ Rehabilitation Teaching Teaching Rehabilitation School Guidance and Counseling School Guidance 7-12Spanish Languages, (All grades) 1-6 Education Childhood Special 1-6 Education Childhood Special or w/an Annotation in Severe Disabilities Multiple EducationEarly Childhood Special 1-6 Education Early Childhood Special MA w/an annotation in Severe/Multiple 808 Disabilities 808 and Hard-of-HearingDeaf 1105.01 ImpairedVisually and Blind 196 Impaired Visually and Blind 176/156 808 808 and Mobility Orientation 177/157 ExtensionTalented and Gifted and Autism Disabilities Severe 174/175 169 Impairment: Visual Cert. Adv. 814 Cert. Adv. 811 Cert. Adv. Cert. 814 Adv. 808 812 814 302 309 308 178/158 179/159 814 179 (with Baruch College) (with Baruch College of Education 1-6 Extension, Teacher MSW (Hunter) and Concentration in Mathematics Science, 1-6 Extension Bilingual Offered in collaboration with the Offered departments or programs following 7-12Biology Chemistry 7-12Earth Science 7-12 7-12English 7-12French 7-12Italian Latin 7-12 7-12Mathematics 7-12Mathematics (All grades) Music, MAMusic MA MA 7-12Physics 7-12 Studies Social 1917.01 1905.01 401.01 MA MA 187 186 185 MA MA 1501.01 BA/MA MA MA 1102.01 188 1701 1701 1104.01 189 1004 1109.01 MA 190 461 192 MA 191 193 BA/MA 2201.01 1004 1902.01 195 194 457 Early Intervention with Bank Street Street Early InterventionBank with Street)/ (Bank Teaching English to Speakers of Other of Other to Speakers English Teaching MA Education Special 1508 182 MSEd Psychiatric Nurse Practitioner Practitioner Nurse Psychiatric MS N03 with a Childhood Education MSEd 802 167 School Building Leader School Building LeaderSchool District Cert. Adv. 828 Cert. Adv. 827 303 304 Rehabilitation CounselingRehabilitation EducationAdolescent MSEd 2104.1 MA 852 Nursing EducationNursing Admin Admin/Public Nursing Practitioner Nurse Psychiatric MS/MPAWORK SCHOOL OF SOCIAL Work CertSocial Adv Cert Adv 1203.12 and Development and Parent Infant N04 MSEd 0823/2104 SCHOOL OF EDUCATION 307 1-6Childhood Education w/Bilingual Childhood Education MSW MSEd 2104 MSEd 802 Birth-2Early Childhood Education, withEarly Childhood Education 802 MSEd 171 6Literacy: Birth-Grade 170 823 ExtensionBilingual MSEd 823 172 168 MSEd 830 Advanced 899 173 311 Guidance and CounselingGuidance MSEd 826.01 850 CURR 1203.1 BA/MA 2205 440 BA/MA 2202 412 BA/MA 2204 424 Degree HEGIS ADM/

practitioner Urban Public Health Public Urban 1214 Language Disabilities w/ Language Disabilities Extension Bilingual and Language Disabilities Urban Public Health Public Urban Sciences Health 1214 (with Brooklyn Law School) (with Brooklyn Geographic Information Science (GIS) Information Geographic Occupational Health Sciences Health Occupational

Sciences HEGIS AND ADMISSION/CURRICULUM CODES ADMISSION/CURRICULUM AND HEGIS Gerontological Nurse/Adult Nurse Nurse Nurse/Adult Gerontological MS 601 Teachers of Students with Speech and with Speech of Students Teachers MS 815 Environmental and Occupational and Occupational Environmental with Speech of Students Teachers MS MS 1299 815 605 130 History MA 2205 526 School of Nursing School of Nursing Practitioner Nurse Adult Nursing Health Community/Public Nursing/ Health Community/Public MS MS/MPH 1203.1/ MS 614 610 616 Communication Sciences Health Public Urban Nursing/Community Health MS MS/MPH 1203.1/ MPH 1220 N14 1214 556 618 SCHOOLS OF THE HEALTH PROFESSIONS THE HEALTH SCHOOLS OF Sciences School of Health Theatre AffairsUrban PlanningUrban Planning/Law Urban MUP/JD MS 2214/1401 MUP MA 2214 2214 1007 553 554 559 Social ResearchSocial Spanish Mathematics and Applied Statistics MA 1703 MS 529 2208 MA 550 1105 555 PhysicsPsychology Research and Social Sociology BA/MS 2208 478 MA BA/MA 1902 2001 462 542 Mathematics (Pure or Applied) (Pure Mathematics Music BA/MAMusic Physics 1004 BA/MA 1701 456 454 MA MA 1004 1902 532 539 Integrated Media Arts Media Integrated Italian (Pure) Mathematics MFA 606 MA 525 1701 MA 527 1104 528 English LiteratureEnglish FrenchGeography in Certificate Program Post-Baccalaureate Cert. 2206 301 MA 1502 MA MA 521 2206 1102 549 522 Chemistry WritingCreative Economics MFA MA 1507 MA 1905.01 523 2204 517 Biological SciencesBiological and Sciences/Environmental Biological BA/MS 0401/1299 BA/MA 401 Art HistoryBiochemistry Sciences Biological Laboratory Sciences/Biological Medical BS/MA 1223/401 MA MA MA 401 1003 414 503 506 505 AccountingAnthropologyArt(Creative) MS MA MFA 0502 2202 1002 593 500 501 SCHOOL OF ARTS & SCIENCES OF ARTS SCHOOL English BA/MA 1501 426 6 ACCREDITATION | GENERAL INFORMATION at 365Fifth Avenue, New York NY10016. and ontheseniorcollegecampuses. The Graduate Centerislocated appointments. Doctoral coursesare taughtattheGraduate Center members from theseniorcolleges whoholdCUNYGraduate Center sciences, andtheatre. The doctoralfacultyiscomposedof cal science,psychology, socialwelfare, sociology, speechandhearing nursing (DNS),philosophy, physics,politi- physicaltherapy(DPT), tory, linguistics,mathematics,music(PhD, DMA),musicalarts, languages andliterature, Hispanic andLuso-Brazilian literatures, his- gy andurbaneducation),engineering,English, French, Germanic environmental sciences,economics,education (educationalpsycholo- comparative literature, and computerscience,criminaljustice,earth chemistry, biology, biomedicalsciences,business,chemistry, classics, demic disciplines:anthropology, history, art audiology(AudD), bio- City University Graduate Center, offersaPhD inthefollowing aca- by the The university-wide doctoralprogram, centrallysupervised DOCTORAL PROGRAM lum codenumber. (HEGIS) codenumberandtheHunter Collegeadmission/curricu- the appropriate Higher Education General Information Survey Programs, http://www.nysed.gov/heds/irpsl1.html. Education andare Department ofRegistered listedintheInventory College. These programs have beenapproved by theNew York State combined undergraduate/graduatedegree program offered atHunter Page 5containsalistofgraduatedegree, and advanced certificate, GRADUATE PROGRAMS Engineering and Technology. Accreditation inPhysical Therapy; Accreditation Board for Council onAccreditation ofDietetic Education; theCommissionon Education forPublic Health, theAmericanDietetic Association the AmericanSpeech-Language-Hearing Association,theCouncilon Rehabilitation Education; theCouncilonAcademic Accreditation of the AmericanInstitute Planners; theCouncilon ofCertified Association, theAssociationofCollegiateSchoolsPlanning and Nursing; thePlanning Accreditation Board oftheAmericanPlanning Nursing Education oftheAmericanAssociationColleges Council ofSocial Work Education; theCommission ofCollegiate National CouncilforAccreditation of Teacher Education; the are recognized andaccredited by theirnationalbodies. These are: the Commission onHigher Education. Individual programs andschools State ofNew York. The collegeisaccredited by theMiddle States The programs ofHunter Collegeare registered by Regents ofthe ACCREDITATION descriptions, consulttheappropriate sectionof thiscatalog. including faculty, admissionanddegree requirements, andcourse (212) 817-7000 http://www.gc.cuny.edu/ For graduateprogram specificinformationonaparticular Next toeachprogram onthelistappearingthiscatalogare – 4. For and Sciences, thestudentis admissionintheSchoolofArts 3. Thestudentmustdemonstrateabilitytopursuegraduatework 2. .Thestudentmustholdabachelor 1. School ofSocial Work, seeSocial Work sectionofthiscatalog,p.197.) mum requirements inorder tobeconsidered: (For admissiontothe dent inanyofthemaster An applicantforadmissiontoHunter Collegeasamatriculatedstu- GENERAL GRADUATE PROGRAMS ADMISSION TO For admissiontotheSchoolofEducation, thestudentisusually Degrees grantedonthebasisofwork completedatinstitutions The Test ofEnglish as aForeign Language(TOEFL) The Graduate Record Examination: Competency Examinations Applicants shouldwritedirectly to: bachelor accredited institution, comparableinstandard andcontenttoa credits. See specificprogram descriptionsfordetailedrequirements. orsciencemajorofatleast30 science coursesandaliberalarts required topresent atleast36credits ofprevious and liberalarts descriptions foradditionalrequirements. concerned andtwolettersofreference. See specificprogram the area ofspecializationacceptabletotheschoolordepartment usually required topresent atleast18credits ofprevious work in institutions attendedotherthanHunter College. submit officialtranscriptsfrom allundergraduate andgraduate the undergraduaterecord asawhole.Applicants are required to student wishestospecialize andanaverage ofBminusin tion are anundergraduate average ofBinthearea inwhichthe successfully. In general,theminimumrequirements forconsidera- work inacademicsubjectsmaynotbeconsidered comparable. course learning, testscores, andotherthanorganized supervised which are notfully accredited, oronthebasisofnonacademicprior English), alsoadministered by the Educational Testing Service. (TestTWE of Written English) andthe TSE (Test ofSpoken program selected, anapplicantmayalsoberequired totakethe resident status, musttakethisexamination.Depending onthe applicants, regardless ofcitizenship orU.S.permanent ofcountry where English isnotthenativetion inacountry language.Such educa- oftheirpost-secondary and/or whohave takenallorpart required ofallapplicantswhosenative languageisnotEnglish code is2301. September forspringadmission. The Hunter Collegeinstitution should betakennolaterthanFebruary forfalladmissionand for fullinformationandarrangementstotakethetest. The GRE http://www.gre.org (609) 771-7670 Box 6000,Princeton, NJ08541-6000 Graduate Record Examination, Educational Testing Service or theSchoolofNursing. this requirement. It isnotrequired fortheSchoolofEducation of Health Sciences.See specificprogram descriptionsregarding andSciencestotheSchool applicants totheSchoolofArts the Graduate Record Examination (GRE)isrequired ofmost ’ s degree from Hunter College. ’ s programs mustmeetthefollowing mini- ’ s degree from aregionally The generalaptitudetestof * is GENERAL INFORMATION | ADMISSION 7 s deadline. Credentials submit- s deadline. Credentials ’ Students whose undergraduate Students – A formal application must be filed in the – For matriculation, students must fulfill all the For – s degree. If the application and supporting If material are s degree. ’ Applicants to some graduate programs may be asked for addi- may to some graduate programs Applicants For institutions outside The City University of New York, appli- York, of New The City University outside institutions For in support submitted the of an application become Credentials training is inadequate, but who are otherwisetraining is inadequate, but who are qualified, may be to of course conditions than 6 credits admitted with not more either the School of Arts and Sciences or to the Schools of the of course than 12 credits and with not more Professions, Health expect- students are Such conditions to the School of Education. eliminating all deficiencies within ed to satisfy their conditions by in the School if admitted to a program of matriculation one year Professions, of Arts and Sciences and the Schools of the Health semesters in the School of Education. and within three New Avenue, 203 HN, 695 Park Room of Admissions, Office registration. two months before NY 10021, approximately York, to at least a U.S. must be equivalent The undergraduate degree bachelor material will be sent with further instruc-acceptable, registration a student copy of their under- should present tions. Applicants as a copy of the undergraduate cata- graduate transcripts as well to obtain course log(s) to the departmental order adviser in The nonmatriculation application fee of $125.00 will approval. be charged when the student registers. solely with the gradu- rests This approval take a specific course. the gradu- should consult Students adviser involved. ate program department adviser in the appropriate for specific ate program information. earned grades of B or better for the course student must have must be in education, 9 credits most programs taken. For credits requirements for admission. for admission. requirements their admission to the following semester may do so by filing a new filing semester may do so by their admission to the following application prior to the next semester ted in support need not be resubmitted. of the original application Acceptance to nonmatriculated status does not imply approval to to nonmatriculated status does not imply approval Acceptance for possible matriculation, a nonmatriculated be considered To Matriculated with conditions Matriculated wish to delay admitted to matriculated status who Applicants Note: Nonmatriculated Matriculated official transcripts, which must be sent directly from each institution from directly be sent which must transcripts, official The completed of admission. office appropriate to the attended fee of application a non-refundable accompanied by application, or money order office (check be sent to the appropriate $125, must and other sup- for transcripts make requests Please only; no cash). the closing date by arrival portingenough to ensure documents early for filing applications. of the catalogs showing copies marked present cants may be asked to of courses taken. description and level be interviewedtional materials and may of the program a member by is made. to which the application the applicant to will not be released College and property of Hunter certificates for those foreign except party, or transmitted to a third documents will be returned foreign Original irreplaceable. considered accompanied of filing, they are at the time if, to the applicant only photocopies. by 3. ADMISSION STATUS ADMISSION STATUS the graduate adviser or for admission by approved are Applicants dean under any one and the appropriate of the program coordinator categories: of the following 1. 2. Applicants are responsible for the payment of all tuition fees at responsible are Applicants Applicants are responsible for obtaining the required documents for obtaining the required responsible are Applicants If the applicant plans to enter or remain in the U.S. on a student in to enter or remain the applicant plans If Note: Academic credentials from non-U.S. institutions are evaluated non-U.S. institutions are from credentials Academic Note: Hunter College does not make housing arrangements for stu- College does not make Hunter Note: Overseas applicants who are interested in attending Hunter interested applicants who are Overseas Note: Applicants should plan to take these examination(s) at least nine at least these examination(s) plan to take should Applicants Information of enrollment. date their intended before months writing to be obtained by can TSE TWE, and TOEFL, about NJ 08541-6151- 6151, Princeton, Box P.O. Bulletins, TOEFL insti- College The Hunter (609) 771-7100-http://www.toefl.org. is 2301. tution code An application packet should be obtained from the college Welcome the college An application packet should be obtained from NY York, New Avenue, 695 Park North, 100 Hunter Room Center, The 10021-(212) 772-4490-http://www.admissions.hunter.cuny.edu. The earliest deadlines are program. by deadline for application varies 1 for spring admission. 15 for fall admission and September January should obtain admission Work for the School of Social Applicants York, New 129 East 79th Street, Work, the School of Social forms from NY 10021-(212) 452-7005-http://www.hunter.cuny.edu/socwork. and to support of recommendation the application, such as letters PROCEDURE An international applicant for admission to Hunter College is expect- for admission to Hunter An international applicant he/she language before a firm command of the English ed to have a student may whereby admission is offered provisional applies. No learning and spend a semester or a year come to the university at the college. English visa (F-1), it will be necessary to complete a Certification of Finances of financial support documented proof confirming form and provide all college tuition and funds necessarythat he or she has the to cover This $27,000-$31,000 per year). personal expenses (approximately AB to obtain the I-20 in order required form and documentation are takes place after determina- This procedure Certificate of Eligibility. the first semes- for registration tion of academic eligibility and before and is carried out under the auspices of the International ter, Services. of Student in the Office Office Students INTERNATIONAL STUDENTS INTERNATIONAL *Minimum satisfactory score on the TOEFL is 550-600 on the paper based TOEFL on the satisfactory*Minimum score or 60-75 (less speaking test test or 213-250 on the computer administered depending upon the curriculum. IBT, TOEFL component) on the by the Office of Admissions in order to establish U.S. baccalaureate in order of Admissions the Office by party equivalencies; submit third need not Applicants equivalency. degree of academic translations they must submit official English however, is con- The evaluation written in languages other than English. records College the Hunter by with minimum criteria set ducted in accordance to the completed application is referred and it takes place before Senate, the departmental admissions committee. the time of registration. International students must be in a position International the time of registration. living expenses as college- to finance the cost of their education and based financial assistance is not available. to make their own dents; it is essential that students be prepared arrival. housing arrangements before College are advised not to come to the U.S. on a B-2 visitor’s visa. Unless advised not to come to the U.S. on a B-2 visitor’s College are consul (and unless the visa is marked the American through prearranged to the F- visa will not be changed the B-2 visitor’s student’’), “prospective The I-20 form 1 student visa once the applicant enters the U.S. only to students who is issued Office) the U.S. Immigration by (required as full-time matriculants. been accepted have presented with a minimum grade point average of 3.0. This UNDERGRADUATES requirement is in addition to the college and program admission requirements for matriculation. Upon the recommendation of the student’s undergraduate major or A separate application for matriculated status must be completed program adviser, and with the approval of the adviser of the graduate and can be filed while the nonmatriculated courses are in progress. program offering the course, highly qualified undergraduate degree The application for matriculated status must be filed by the students may take graduate courses for credit toward the bachelor’s appropriate deadline for the individual program desired. Consult degree. Both the undergraduate and graduate adviser must sign the the Application for Graduate Degree Programs for specific dates. approval form, which may be obtained at the OASIS. If it is deter- mined that the courses were not used for the bachelor’s degree and A nonmatriculated student may be limited to 12 credits (check the graduate transfer is acceptable, then the student will be charged with departmental adviser). A minimum grade point average of the difference between the undergraduate and graduate tuition rates 3.0 must be maintained. at the time the student took the course. No course may be applied to GENERAL INFORMATION Registration as a nonmatriculant does not entitle an international both the undergraduate degree and the graduate degree. | student to an I-20 AB (Certificate of Eligibility). READMISSION: MATRICULATED AND Approval of Credit from NONMATRICULATED STUDENTS Nonmatriculant to Matriculant Status Approval will automatically be granted for courses taken in support A student who has not been in attendance for one or more semesters

ADMISSION of the degree if the grades received are B or higher. Approval is not must apply for readmission to the college. Students who registered automatic for courses in which the grade received is less than B, nor for the previous semester and officially withdrew after the third week for courses not required for the degree. To have such a course consid- of classes are not required to file for readmission. ered for approval, the student must submit a credit approval form, Applications may be obtained at the College Welcome Center, which may be obtained in the Office of Admissions. Note: Grades in Room 100 HN, and may be filed in the Office of Admissions, Room courses taken as a nonmatriculant at Hunter will be calculated into 203 HN. There is a $10 nonrefundable readmission fee. The fee is the student’s grade point average (GPA) whether approved toward $125.00 for nonmatriculants. the degree or not. Students who are academically eligible (GPA at least 3.0) and are within their program’s time limit (five years except for the program in the School of Arts and Sciences, which has a time limit of four years) TRANSFER OF CREDIT are generally approved for readmission. Applications for readmission must be filed at least two months before the beginning of the semes- Students may request transfer credit for relevant graduate courses ter in which the student plans to resume studies. taken at regionally accredited institutions, including courses taken at Hunter College while matriculated in another degree program, whether or not the master’s degree was awarded. CHANGE OF DEGREE PROGRAM A form for such a transfer may be obtained in the Office of Admissions. A matriculated student who wishes to change from one graduate cur- Transfer of credits is subject to the approval of the department or riculum to another is required to file formal application for admis- graduate adviser and to the regulations of the Hunter program in sion and submit an application fee of $125.00 to the Office of which the student is matriculated. The following additional limita- Admissions. The application must be filed by the appropriate dead- tions apply: line for the individual program. Please consult the application for specific deadlines. 1. In order to be counted toward graduation, the course(s) for which transfer credit is requested must have been completed within five years prior to the awarding of the Hunter graduate degree. (A COURSES OUTSIDE THE PROGRAM four-year restriction applies to the School of Arts and Sciences.) 2. Credits for courses in which the student earned a grade below B, It is the responsibility of the graduate adviser to see that matriculated or took a non-letter grade such as a pass/fail option, are not students do not register for any graduate courses outside their pro- transferable. gram without written permission of the graduate adviser or coordina- tor of the program in which they are matriculated. 3. A maximum of 12 credits may be transferred. 4. Courses used to satisfy entrance requirements, as well as courses used as part of a previously completed bachelor’s program, may not be transferred. Note: Grades in courses transferred from other institutions, or from a prior master’s degree program taken at Hunter College, will not be calcu- lated into the student’s grade point average (GPA), nor will these grades be posted on the current Hunter College record.

8 GENERAL INFORMATION | DEGREE REQUIREMENTS 9 in sec- ” Maintaining Matriculation Maintaining “ s Office collects all tuition and fees and other payments collects all tuition and s Office ’ A tuition payment plan can be arranged through Academic A tuition payment plan can be arranged through in fees or tuition, payments already of an increase the event In Room 238 Hunter North (212) 772-4400 North 238 Hunter Room www.hunter.cuny.edu/bursar The Bursar the facilities to accept offices that do not have College Hunter from library application fees and payments, such as readmission fines. and Fees Method of Payment for Tuition or cash, check, money order by may pay for tuition and fees Students or American Express Visa, (MasterCard, card acceptable credit payable in U.S cur- must be All checks and money orders Discover). and click www.hunter.cuny.edu/bursar log on to Please only. rency the payment options and deadlines link. Pay Tuition a $30 fee, the AMS Services (AMS). For Management a five-month permits students to pay semester expenses over Plan by period (for the fall and spring). AMS can be contacted directly at their website or through telephone at (866) AMS-CUNY, www.TuitionPay.com. Financial Obligations has ruled York of New of the City University Trustees of The Board that students delinquent in their financial accounts (e.g., breakage fees, tuition, loans, library fines) may not be issued grades, transcripts or degrees. will as a partial payment. Students made to the college will be treated sufficient be notified of the additional amount due, billed and given time to pay. ENROLLMENT ENROLLMENT the semester of graduation, either by for A student must be registered (see maintaining matriculation GRADUATION and certificationA formal application must be form for graduation and Information of AdminiStrative (Office filed in the OASIS of the semester at the beginning North, 217 Hunter Services), Room or certificate. (Check a degree expects to receive in which the student deadline dates.) All course the calendar in the Schedule of Classes for and exams, must be completed thesis/major project including work, is sealed at gradu- The student record the date of commencement. by has can be made after the degree changes to the record ation. No been awarded. OF TUITION AND FEES PAYMENT Office Bursar’s tion on Registration) or by registering for a course. for registering or by tion on Registration) ’ s Office for the s Office ’ s degree will be recommend- s degree ’ s Office. s Office. ’ offices. ’

s thesis is usually required. After it is approved, the original After it is approved, s thesis is usually required. ’ A thesis approval form and style sheet, the requirements of form and style sheet, the requirements A thesis approval When the thesis approval form has been signed by the depart- form has been signed by When the thesis approval

Where a thesis does not appear to be an appropriate measure of measure a thesis does not appear to be an appropriate Where DEGREE REQUIREMENTS DEGREE The total time for completing all degree requirements from the from requirements The total time for completing all degree education, in programs (For beginning of matriculation is four years. Courses years.) it is five nursing, health sciences, and social work cred- the limit at graduation will not be included in degree exceeding the department dean. by and the appropriate its unless approved TIME LIMIT A reading knowledge of a foreign language is usually required. In language is usually required. of a foreign knowledge A reading does not appear to be necessary this knowledge or where programs Committee has granted Course of Study the Graduate appropriate, an exception. FOREIGN LANGUAGE payment of the fee for binding one copy of the thesis. payment of the fee for binding one copy of the graduate advisers from available are which must be met strictly, and the school deans original must be sent to ment graduate adviser and school dean, the of the Registrar Unit Audit the Degree and one copy of the thesis is deposited with the appropriate school. the appropriate and one copy of the thesis is deposited with the Bursar from a receipt must be accompanied by It THESIS A master The candidate must have achieved a cumulative grade point average a cumulative achieved The candidate must have taken at Hunter. of not less than 3.0 (B) in all graduate work GRADES ed for the degree after the following requirements have been satisfied: been satisfied: have requirements after the following ed for the degree COURSES for and attended courses totaling registered The candidate must have Courses for the individual program. specified the number of credits departmentother than those in the be credited of specialization may of the graduate adviser. only with the approval the degree toward the total num- the student from of course(s) does not release Waiver graduate students Full-time for the degree. required ber of credits in any one semester. than 18 credits for no more may enroll A matriculated graduate student enrolled in the graduate program in enrolled graduate student A matriculated a master as a candidate for and accepted achievement, the Graduate Course of Study Committee of the Course of Study the Graduate achievement, an acceptable substitution or has approved College Senate Hunter equivalent. 10 TUITION AND FEES | GENERAL INFORMATION the Bursar students/viewbook/master_finance.htm toral programs canbefoundathttp://www.gc. cuny.edu/prospective_ closed fornewadmissions.Information ontuitionandfees forthesedoc- administered attheCUNYGraduate Center. The master dence totheRegistrar address outofthe statemustsubmitproof ofNew York State resi- York withoutpriornotice. oftheCityUniversityto changeby actionofthetrustees ofNew log andinanyregistration materialsissuedby thecollegeare subject and feechargesbelow. Allfeesandtuitionchargeslistedinthiscata- University ofNew York hasadoptedthescheduleofstudenttuition Registrar if acceptableproof issubmittedandsubsequentlyapproved by the dence hasnotbeenapproved, studentsmustpayout-of-statetuition; 10021. If, atthetimeofregistration, proof ofNew York State resi- 217 Hunter North, Hunter College,695Park Ave., New York, NY State residency canbeobtainedintheOffice oftheRegistrar, Room apy Please note: Two master Out-of-State Resident New York State Resident Tuition printed onlineineachsemester Detailed paymentinformationisoutlinedwitheachsemesterbilland Effective Fall2005 TUITION ANDFEES TUITION ANDFEES Master Master Master Master Students whonow live inNew York State buthave hadan – formerly offered atHunter Collegeare now doctoral programs, attm .$535/credit Part-time . . $535/credit Full-time .$500/credit Part-time . . $500/credit Full-time .$320/credit Part-time .$3,800/semester Full-time. .$270/credit Part-time .$3,200/semester Full-time. ’ s Office duringthesemester, arefund willbeissuedfrom ’ ’ ’ ’ ’ s Office. s inSocial Work (MSW) s (otherthanSocial Work) s inSocial Work (MSW) s (otherthanSocial Work) ’ s Office. Applications forproof ofNew York ’ s degree programs ’ s scheduleofclasses. The City – audiology andphysicalther- audiology ’ s programs are addressed totheRegistration Division oftheOffice oftheRegistrar. Requests andotherstatementsshouldalsobe forcertificates warded from oneunitoftheCityUniversity toanother. the issuanceoftranscriptsiswaived whenthe transcriptistobefor- who have unpaidfinancialobligationstoHunter College. The feefor mitted by theapplicant.No transcriptswillbeissued forstudents nal signature andseal)are sentdirectly by theuniversity, nottrans- (thosebearingtheorigi- complete officialtranscriptsandcertificates In accordance withthegeneralpractice ofcollegesanduniversities, mailed tothestudent whom theinformationistobemailed. Transcripts ofrecords are The applicationmuststatethenameandaddress oftheofficialto ulct ilm .$15.00 Duplicate diploma .$15.00 Returned checkreprocessing fee .$10.00 Readmission Transcript ofrecords. .$7.00 . .$5.00 Duplicate receipt .$15.00 Thesis Binding fee .$15.00 Comprehensive examination. .$5.00 Duplicate identificationcard .$85/hour Excess hours(Non-Residents) .$65/hour Excess hours(Residents) (Non-resident andforeign) ..$1,070.00 Maintenance ofmatriculation .$750.00 Maintenance ofmatriculation(Resident). .$18.00 Change ofprogram fee. .$15.00 fee Consolidated service .$15.00 Late paymentfee .$25.00 Late registration .$125.00 Application formatriculation Technology Fee .$37.50 (Part-time). Technology .$75.00 Fee (Full-time). .$7.85 Student Activity Fee (Fall &Spring only) Fees classes forthesemester. that you willstill beliableforthisbalanceeven ifyou never attend you willbeliable forthetuitionandfeesincurred. Please beaware and failtocancelyour registration priortothefirstdayofclasses, ule ofclasses.If you donotplantoattendcollegeforthesemester policy forthesemester. The policywillalsobeoutlinedinthesched- A letterwillaccompanyyour tuition billoutliningthecancellation CANCELLATION POLICY Registrar Division oftheRegistrar Application fortranscriptsshouldbeaddressed tothe Transcripts TRANSCRIPTS ’ s Office islocatedinroom 217North. (212)772-4474 ’ s homeschoolonlyifrequested by thestudent. ’ s Office withcorrect remittance. The GENERAL INFORMATION | FINANCIAL AID 11 s one-stop serv- ’ s application information. The student s application information. ’ s education is then calculated. ’ Federal Student Aid programs include the Federal Direct Loan Direct the Federal include Aid programs Student Federal may on other scholarships and grants, students information For Building. in 241 North Aid is located of Financial The Office Services) and Information of Administrative (Office The OASIS Students are encouraged to refer frequently to the Hunter College to the Hunter frequently encouraged to refer are Students When the student applies for federal student aid, the information When the student completes the FAFSA, Hunter College should College Hunter When the student completes the FAFSA, can apply for both fed- residents State York New who are Students College, the Loan at Hunter Direct a Federal to request order In Cost of Attendance Cost of Attendance There is not a maximum EFC that defines eligibility for financial There - Contribution (EFC) Family Expected =Financial Need The Office of Financial Aid helps graduate students with definite helps graduate students Aid of Financial The Office pro- of a variety expenses through their educational funds to meet The college and grants. study, work student loans, grams, including State York aid and New IV federal financial Title participatesboth in financial aid programs. Work-Study and Federal program Loan Perkins the Federal program, Tuition include the aid programs State York The New program. Opportunity Scholarships. and Professional (TAP) Assistance Program informa- for outside scholarship aid website log on to the financial stu- assistantships and fellowships information on graduate tion. For departmentaldents may contact their adviser. and it is the college Building is located in 217 North ice center for financial aid, registrar and bursar services.ice center for financial aid, registrar as an at www.hunter.cuny.edu/finaid Aid website of Financial Office information resource. Financial Need the by administered federal financial aid programs All funds from on the basis of financial need awarded Aid are of Financial Office Loan. Unsubsidized Direct of the Federal with the exception is used in a formula, established by on the FAFSA that is reported the U.S. Congress. by and approved of Education the U.S. Dept. is the amount that Contribution (EFC) which Family The Expected the stu- expected to contribute toward the student and the family are dent Application Procedure completing aid is by The fastest and easiest way to apply for financial online. FAFSA Aid (FAFSA) Student for Federal Application the Free beginning the Before at www.fafsa.ed.gov. is available Web on the Worksheet. to first fill out the FAFSA encourage you application we need to be submitted. does NOT The worksheet application information be included among the colleges to which the (HUNTER COLLEGE FEDERAL SCHOOL CODE: is reported an elec- CUNY will receive is processed, When the FAFSA 002689). of the student record tronic additional documentation to the Office to provide may be required information or to clarify the application Aid to verify of Financial found in the application. any discrepancies aid using a single online session. After com- State York eral and New able to link to the are residents York New Web, on the pleting FAFSA data. with their FAFSA which is pre-filled Form, Web on the TAP Loan Request and a Direct student must first complete the FAFSA at www. website Aid Office College Financial on the Hunter hunter.cuny.edu/finaid. aid programs. Instead, the EFC is used in an equation to determine the EFC is used Instead, aid programs. financial need: FINANCIAL AID FINANCIAL and federal pro rata refund rata federal pro , s (FAPC) primary is to help role s (FAPC) ’ . The latter two refund policies refund The latter two . CUNY s Office, as necessary. s Office, ’ s Office, as necessary. s Office, ’ s refund is pro-rated up until the 60% point of the semester, is pro-rated s refund ’ 75% tuition only prior to 3rd week of class week 75% tuition only prior to 3rd of class 50% tuition only prior to 5th week of class 25% tuition only prior to 9th week 75% tuition only prior to 1st day of 2nd week of class to 1st day of 2nd week 75% tuition only prior of class week to 1st day of 3rd 50% tuition only prior of class to 1st day of 4th week 25% tuition only prior 100% tuition and fees prior to 1st day of class 100% tuition and fees prior to 1st day of class 100% tuition and fees students fulfill their tuition obligation by processing financial aid in processing students fulfill their tuition obligation by addition In Aid Offices. and Financial with the Bursar coordination and Study Work this office administers the Federal to this role, emergency loans, monitors processes Loans Programs, Perkins Federal all accounts sent to collection agencies and maintains accountability all financial aid funded book vouchers. over The Financial Aid Processing Center Aid Processing The Financial FINANCIAL AID PROCESSING CENTER (212) 772-5017 1605 East Building, Room The bursar will calculate and disburse refunds to federal programs to The bursar will calculate and disburse refunds tuition liability will be A recalculated and the student accordingly. the Bursar by produced Federal Other Than Pro Rata Refund Federal Other Than Pro who totally with- applies to federal financial aid recipients This refund This is for the semester. draw within the 50% point of attendance for at Hunter their first semester of attendance beyond students who are the 50% point of is considered The end of the eighth week College. is as follows: of refunds The percentage attendance for the semester. Federal Pro Rata Federal Pro totally withdraw in the first to students who relates This refund College. A financial aid at Hunter semester of attendance and have that a student based upon the number of weeks is calculated refund A stu- consist of 15 weeks. and spring semesters has attended. Fall dent CUNY Policy courses prior who withdraw from to all students This policy relates policy is as The refund fourthto the first day of the of classes. week follows: As of June 1994, three diverse refund policies were implemented were policies refund diverse 1994, three As of June They are: students. for CUNY refund rata than pro federal other REFUND POLICY REFUND apply only to federal financial aid recipients. to federal financial aid apply only usually the end of the ninth week. The Bursar will calculate and The Bursar usually the end of the ninth week. and be disbursed to federal programs will the refund determine how the by produced tuition liability will be the student. A recalculated Bursar 12 FINANCIAL AID | GENERAL INFORMATION dent isexpectedtoreceive. Office ofFinancial Aidmustfirstconsiderallotheraidthatthestu- student over isconsidered thestudent subtracts theExpected Family Contribution(EFC). The amountleft includes anallowance formedicalexpensesand/orhealthinsurance. the costofhousingwitharoommate. The Personal Expenses component politan New York, andusingtheassumptionthatstudentissharing derived usingaverage housingchargesforarental inmetro- apartment The Housing componentoftheLivingAway From Parent budgetis Web forthecoming academicyear onJanuary isavailable starting 1. expenses willthenbeaddressed. If fundingpermits,other living (tuition, books,transportation). Funds will beallocatedfirsttomeetthebasiccostsofattendance they are eligible. This systemforallocatingaidiscalledpackaging. may useacombinationofmonies from alloftheprograms forwhich Rather thanusingonlyonesource tofinanceeducation,students Packaging summer earnings. ment, andtheprospective studentshouldplantosave moneyfrom unemployment, orwelfare. prospective studentreceives, suchassocialsecurity, veteran the amountthatparents cancontribute,andanybenefitsthe $12,439 sider theresources thatwillbeavailable from earningsandsavings, In reviewing thestudentbudget,aprospective student shouldcon- $2,532 Student Resources $4,778 $3,481 $5,827 $816 $1,020 $832 $1,500 $1,659 Total $816 Personal Expenses Food $832 Housing Transportation Books andSupplies Tuition andFees LivingwithParents/Living awayfrom Parent Expenses 2005-2006 CostofAttendance are asfollows forthe9-monthperiodoffallandspringsemesters: uate students,whoare chargedtheNYState Resident tuitionrate, budget adjustmentsfortheirspecialneeds. with disabilitiesshouldspeaktoafinancialaidcounselorabout living withtheirparents orlivingawayfrom theirparents. Students New York). They reflect theaverage expensesofallstudentswhoare may bemadeforunusualexpensessuchasdependent-care costs. housing,foodandpersonalexpenses.Additionalportation, allowances estimate oftheamountmoneyitwillcostastudenttoattendcollege. whether, where, orwhentoattendcollege.Astudentbudgetisusedasan Costs mustbeconsidered whenastudentismakingdecisionsabout THE COSTOFATTENDANCE program Tuition andFees: http://www.hunter.cuny.edu/bursar/ The Office ofFinancial AidtakestheCostofAttendance and Applications forfinancialaidmustbefiledeachyear. FAFSA onthe Cash willbeneededrightawayforbooks,supplies,andtransportation. Summer employment canhelptomeetthefirstcostsofenroll- The 2005-06Hunter Collegeexpensebudgetsforfull-timegrad- Student budgetsare seteachyear by CUNY(CityUniversity of The budgetincludesallowances fortuition,fees,books,trans- ’ s needforaidfrom thefederalfinancialaidprograms, the lsTiin&Fe Plus Tuition &Fees Plus Tuition &Fees Please refer totheOffice oftheBursar forindividual ’ s financialneed.In determiningthe ’ s benefits, lege documentationrecording thestudent does notconsistofcredits (e.g.,theclinicalpracticumcourses),col- the firstgraduateaward. When thegraduatefull-timecourseload considered atransferstudentandtherefore automaticallyeligiblefor his/her firstgraduateaward from adifferent institutionwouldbe he/she received asanundergraduate.Astudentseeking statesupport be evaluated forprogram pursuitonthebasisoflastsemesterthat institution thathe/shereceived his/herundergraduatedegree would pursuit must support thestudent pursuit mustsupport bearing indeterminingthestudent not astudenthasreceived stateaidasanundergraduatewillhave no only toastudent ments are counted toward program pursuitforgraduatestudents. of semestersprevious intheprogram. Undergraduate participation pay- during the1981-82award year orthereafter isbasedonthetotalnumber Program Pursuit forgraduatestudentswhoreceived theirfirststateaward STATE AIDELIGIBILITY determination, oneforstateaidandanotherfederalaid. toward adegree. There are twodifferent formulasusedtomakethis progressAll recipients offinancial aidmustbemakingsatisfactory AcademicProgressSatisfactory before theywillbeeligibletoreceive aidatHunter College. repayment arrangementswiththatinstitution must makesatisfactory or owe school arepayment ofafederalgrantatanypost-secondary demic progress toward adegree. Students whohave defaultedonaloan States aca- citizen oraneligiblenon-citizen, whoismakingsatisfactory To beeligibleforfederalandstateaid,astudentmustUnited STUDENT ELIGIBILITY Loan Program are considered campus-basedprograms because they The Federal Work-Study (FWS) Program andthe Federal Perkins Campus-Based Programs FEDERAL FINANCIAL AID PROGRAMS Not have attemptedmore than150percent ofthecredits normal- B. Accumulate credits toward thedegree greater thanorequaltotwo A. required forgoodacademicstandingattheinstitutionand: grams available atHunter College. dents seekingassistancefrom allfederalstudentfinancialaidpro- The Federal Academic Satisfactory Progress standard appliestostu- FEDERAL AIDELIGIBILITY tion, contacttheOffice ofStudent at(212)772-4878. Services AcademicSatisfactory Progress requirements. For informa- further stance (e.g.,illness)mayapplyforaone-timewaiver ofthe from stateprograms becauseofadocumentableunusualcircum- Students whobecomeacademicallyineligibletoreceive assistance Waiver ofAcademicStandingRequirements A studentseekinghis/herfirstgraduateaward from thesame Academic Progress standards forgraduatestudentsare applicable ly required forcompletionofthedegree. thirds ofthecumulative credits attemptedattheinstitution. To beeligible,agraduatestudentmustachieve atleasttheGPA ’ s semesters of graduate-level support. s semestersofgraduate-level support. Whether or ’ s continuedeligibility. ’ s academicprogress. ’ s demonstratedprogram GENERAL INFORMATION | FINANCIAL AID 13 s ’ s net ’ s size and net s size $550 per year. ’ – s spouse as report- ’ s Direct Loan Servicing s Direct ’ s parents, and the applicant s parents, ’ Once a Federal Direct Loan is made, it is managed and collected it is managed and Loan is made, Direct a Federal Once Recipients must be chosen in the following order of priority: order must be chosen in the following Recipients in the profession. member historically underrepresented group EDUCA- FOR ELEVATION, (CD); SEARCH DISCOVERY (SEEK); EDUCATIONAL TION AND KNOWLEDGE (EOP); HIGHER EDUCA- PROGRAM OPPORTUNITY (HEOP). PROGRAMS TIONAL OPPORTUNITY of Department, Bureau Education State York Contact the New The deadline for filing TAP applications is May 1 of the follow- is May applications TAP The deadline for filing attendance on a full-time A student with a disability that prevents whose Federal Direct Loans were first disbursed on or after July 1, after July on or first disbursed Loans were Direct Federal whose 8.25 per- exceed never but it will is variable, rate the interest 1994, will 1. Students on July is adjusted each year rate The interest cent. life of their loan. the rate changes throughout of interest be notified U.S. Department the of Education by is (800) 848-0979. telephone number toll-free The Center. Professional Opportunity Scholarships Professional professional Opportunity Scholarships (for approved Professional dental hygiene, engineering, accounting, architecture, e.g., programs, oph- nursing, occupational therapy, landscape, architecture, law, physician therapy, physical pharmacy, thalmic dispensing, optometry, NEW YORK STATE FINANCIAL AID PROGRAMS NEW YORK STATE (TAP) Program Assistance Tuition eligible non- or a student must be a U.S. citizen TAP apply for To at least a year. for State York of New as a legal resident as well citizen, upon the family depends award TAP The amount of a is defined as the combined income of the taxable income, which applicant, the applicant assistant, podiatry, psychology, social work, veterinary social work, medicine, psychology, assistant, podiatry, to U.S. citizens available speech-language pathology/ audiology) are must be enrolled Students residents. State York and permanent New of study in New program full-time (matriculated) in an approved for one State York to practice in New must agree Students State. York payment received. for each annual in their chosen profession year must demonstrate good academic standing and meet college Students guidelines for pursuit of the program. 1. criteria) and a minority (prescribed disadvantaged Economically 2. in the profession. member underrepresented Minority-group 3. in or a graduate of COLLEGE Candidate who is enrolled or for up to four years, $1,000 to $5,000 a year range from Awards other benefits may sup- and some TAP in certain years programs. five plement this award. Center, Education Cultural Administration, Grants Post-Secondary must NY 12230, (518) 474-5705. Applications Rm. 5B68, Albany, be submitted each year. ed in New York State income tax returns for the previous year. for the previous income tax returns State York ed in New and stu- financially dependent upon their parents, who are Students married and are financially independent of their parents dents who are family if their TAP for tax dependents may be eligible or have 2005-2006 the deadline would the academic year (e.g., for ing year 1, 2006). be May on a part-time while attending basis. TAP basis may be eligible to receive taxable income is less than $20,001. Graduate students who are finan- students who are taxable income is less than $20,001. Graduate taxable income is less cially independent may be eligible if their net mem- made if other family household are than $5,666. (Adjustments for a award TAP The maximum attending college full-time.) bers are $75 College ranges from graduate student at Hunter subsi- “ that is, the interest – s course of study. The FWS s course of study. ’ s financial need, the amount of other the amount need, s financial ’ s level of need at the time of application. of need s level ’ the loan, until repayment begins and during authorized peri- begins and during authorized the loan, until repayment ” The U. S. Dept. of Education has established a borrowing limit of has established a borrowing of Education The U. S. Dept. and Federal Direct all Federal The total outstanding debt from There are two kinds of direct loans available to graduate students: to graduate loans available two kinds of direct are There The total amount graduate students can borrow is $30,000. (This The total amount graduate students can borrow Federal Direct Unsubsidized Loans Unsubsidized Direct Federal a stu- on the basis of need. If loan is not awarded An unsubsidized will be charged from loan, interest dent qualifies for an unsubsidized can the time the loan is disbursed until it is paid in full. Students students allow it to accumulate. If or allow choose to pay the interest to accumulate, it will be capitalized the interest dizes ods of deferment thereafter. will be added to the principal amount of the loan and will increase is paid as it accumu- the interest If the amount that has to be repaid. in the long run. less to repay lates, the student will have with no Loan program, Direct for the Federal $18,500 each academic year Loan funds. A student $8,500 of that amount in Subsidized than more maximum amount if other financial aid is less than the yearly may receive the cost of attendance. aid including loans may not exceed Total received. student may Loans combined that a graduate or professional Stafford than $65,500 of this amount may be in sub- is $138,500; no more have Loans Direct includes any Federal The graduate debt limit loans. sidized Federal for undergraduate study. Loans received Stafford and Federal that are in programs not made to students enrolled Loans are Direct students in duration. For of an academic year less than one third Federal Direct Subsidized Loans Subsidized Direct Federal sec- on the basis of financial need. (See is awarded loan A subsidized loan, a student qualifies for a subsidized If Need.) tion on Financial on the loan(s), hence pays the interest the federal government William D. Ford Federal Direct Loan Federal Direct William D. Ford Loan the Student established by Loan Program, Direct The Federal loans for students. Under low-interest of 1993, provides Act Reform makes loans direct- the federal government Loan Program, the Direct the college. ly to students through Federal Perkins Loans Federal Perkins loan for students (5 percent) a low-interest Loan is Perkins A Federal through made Loans are Perkins financial need. Federal with exceptional although the loan is made with govern- College as the lender, Hunter The bor- College. this loan to Hunter must repay ment funds. Students for eligible of Education the U. S. Dept. limit established by rowing of graduate/profession- for each year graduate students is $5,000 per year al study. as an under- Loans borrowed Perkins amount includes any Federal The actual amount of the loan is dependent on financial graduate). of funds. need and the availability salary minimum wage, but it may federal least the current will be at does and the the student on the type of work depending be higher, of on the availability depends The total FWS award skills required. funds and the student Federal Work-Study jobs for graduate provides (FWS) Program Work-Study The Federal to earn money to help them need, allowing students with financial service encourages community program The pay education expenses. to the student related and work work are administered directly by the college. How much aid a student much How the college. by directly administered are the student on depends receives aid the student will receive, and the availability of funds. Students and the availability will receive, aid the student The prior- for these funds. to be considered early in order must apply no more available, no longer When funds are 1. is May ity deadline that year. can be made awards 14 SCHOLARSHIPS AND GRANTS | GENERAL INFORMATION SCHOLARSHIPS ANDGRANTS SCHOLARSHIPS should contact their graduate advisers about such opportunities. should contacttheirgraduateadvisersaboutsuchopportunities. Studentslar assignmentsasspecifiedby theacademicdepartment. work,research, graduateprogram administrationandsimi- laboratory qualifications. The dutiesofgraduateassistantsmayincludeteaching, awarded tomaster Graduate andare assistantshipsmaybeavailable insomedepartments Graduate Assistantships Contact schooldeans The GeorgeN.ShusterMaster directly from theirdepartment. Interesteddemic departments. studentscanobtaininformation Scholarships andotherawards are available through individualaca- DEPARTMENTAL AWARDS Building, 772-4878). obtained from theOffice ofStudent (11thfloor, Services East Research Administration, 1424EastBuilding, 772-4020. “ College president. Guidelines fortheseawards are containedin Grants by theofficeofHunter andScholarshipssupported online scholarshipapplication:www.hunter.cuny.edu/scholarship receiving ascholarship, we encourageALLstudentstofilloutthe the Financial Aidsectionofthiscatalog. To increase your chancesof addition tothevarious federalandstategrantsloansoutlinedin Hunter CollegeandtheHunter CollegeFoundation; theseare in A numberofstudentscholarshipsandfellowships are available from Hunter CollegeGrant Competitions, Information aboutgrants,fellowships, andscholarshipscanbe Among theawards available tostudentsare thePresidential ’ s anddoctoralstudentsonthebasisofacademic ’ offices for further information. officesforfurther ” apublicationofthecollege ’ s ThesisAward Hunter North or(212)650-3995. For information,contacttheofficeofregistrar further at217 of 1966(Public Law89)shouldconsultthe Veterans A veteran whowishesbenefitsunderthe Veterans VETERANS schools directly. 25th Street, New York, NY10010.For information,contactthe Nursing andtheSchoolofHealth Sciences,bothlocatedat425East grants, are available tostudentsintheHunter-Bellevue Schoolof Various formsofassistance,includingtraineeships,fellowships, and Schools oftheHealthProfessions York, NY10021. Hunter CollegeSchoolofSocial Work, 129East79thStreet, New financial assistanceshouldbeaddressed to The ScholarshipOffice, stipends. Inquiries concerningSchoolofSocial Work sponsored tions provide someassistanceintheformofscholarshipsand need. In agenciesandfounda- addition,various publicandvoluntary the SchoolofSocial Work. These grantsare basedsolelyonfinancial are theprincipal source oftuitionassistanceavailable tostudentsat Partial tuitionwaivers from theDorothy andAlfred Silberman Fund School ofSocialWork or onlineat:http://studentservices.hunter.cuny.edu/grant.htm Guide, available intheOffice ofStudent Room Services, 1119East scholarships from outsideorganizationsare listedintheGrants Research Fellowship, www.nsfgradfellows.org. Information onother dents mayapplyfortheNational ScienceFoundation Graduate fields ofthesocialsciencesandphysicalnaturalsciences,stu- Fellowship, www.ed.gov/programs/jacobjavits.html. For studyinthe and socialsciences,studentsmayapplyfortheJacob K.Javits private organizations.For humanities studyinthefieldsofart, Other fellowship awards maybeavailable through government and EXTERNAL SCHOLARSHIPS ’ Readjustment Act ’ Administration. GENERAL INFORMATION | REGISTRATION 15 s web- ’ basis and receiv- s degree. s degree. ’ ” EPermit “ in section on Admissions). ” Readmission “ Tuition payment for courses is made at the students home school. Tuition and forwarded to the City University will be collected by Grades A schedule of classes, giving the days and times when each gradu- A schedule of classes, Unapproved Leaves Leaves Unapproved semester will be dropped for a regular failing to register Students they they wish to return, student file. If the active automatically from all cases of nonattendance, students In must apply for readmission. must still observe for the master the time limitations ing credit toward their Hunter degree. Instructions on permit requirements Instructions degree. their Hunter toward ing credit Students hunter.cuny.edu/ at http://registrar. available are and procedures at a non-CUNY college should inquire in courses who would like to enroll at a non-CUNY The student registers 217 North. room in the OASIS, end of the semester college as a nonmatriculated student and at the Records College, Attention: be sent to Hunter that a transcript requests Building. 223 North Room Division/Permits, at any other branch of matriculated in a graduate program Students or courses at for a course who want to register the City University at available System to use the EPermit required College are Hunter account for a CUNY Portal must register Students www.cuny.edu/ regarding at this site. Information process and complete the EPermit will be e-mailed to their e-mail address. request their Epermit at http://registrar.hunter.cuny.edu/ available dates are Deadline at available College are payment due dates for Hunter Tuition and at www.hunter.cuny.edu/bursar/ http://registrar.hunter.cuny.edu/ once grades become available. semester, College at the end of the Hunter Maintaining Matriculation for any courses but is complet- A matriculated student who is not registered for graduation must complete the registration requirements ing other degree A student must be regis- to maintain matriculation. registering by procedure for any semester the semester of graduation but need not register for tered The fee cannot be waived graduation. is done toward during which no work of attendance. of matriculation is not proof Maintenance or refunded. Leaves of Absence of absence for a specific period should who want a leave Students only approved are Leaves to their graduate adviser. apply for approval military service, or other for documented disabling illness, maternity, up to a maximum of may be approved Leaves unusual circumstances. any two semesters (see Students Matriculated at Hunter Students Matriculated at Other Institutions Courses Taking the option 3.0) have matriculated students in good standing (GPA Hunter CUNY colleges on a of taking courses at other Students Matriculated at Other Colleges of the City University Registration instructions are e-mailed to students accepted into or continu- e-mailed to students instructions are Registration required All students are College. at Hunter programs ing in the graduate instructionsweb; via the on the Registrar may be found to register forms may be obtained both inside and directly Leave-of-absence Building. 217 North Room outside the OASIS, site, http://registrar.hunter.cuny.edu. All registration is subject to space All registration site, http://registrar.hunter.cuny.edu. department must permission, students courses that require For availability. the department from adviser prior to registration. obtain approval and post- is published prior to each registration ate course will meet, at http://registrar.hunter.cuny.edu. ed on the website REGISTRATION REGISTRATION Public Health Public

Public Health Law 2167 requires institu- Law 2167 requires Health Public

REQUIREMENTS REQUIREMENTS ENROLLMENT ENROLLMENT Meningococcal Disease Disease Meningococcal Prior to registration, the following health requirements must be met: health requirements the following to registration, Prior Rubella and Mumps for Measles, Immunizations HEALTH REQUIREMENTS HEALTH For more information and to download/print the Immunization information and to download/print more For http:// website: please see the following Form Requirement to the must be returned The form studentservices.hunter.edu/. hours are Office North. Services, 307 Hunter of Health Office 10-3 pm. 10-6 and Friday Monday-Thursday tions, including colleges and universities, to distribute information tions, including colleges and universities, to all students meeting about meningococcal disease and vaccination on or off campus. Hunter criteria, whether they live the enrollment to maintain a is required York of New College of the City University of to receipt for each student: a) response of the following record the stu- information signed by meningococcal disease and vaccine within of meningococcal meningitis immunization dent; b) record of meningococcal disease or c) acknowledgement the past 10 years; signed of meningococcal meningitis immunization risks and refusal to con- note that students will not be allowed Please the student. by not handed in their not compliant (have if they are tinue at Hunter the first scheduled day of class- within 30 days from Form) Response please consult about meningitis and the vaccine, learn more To es. can also find information about the disease at You physician. your http://www.cdc.gov. Law 2165 requires college students to present a complete record of a complete record to present college students Law 2165 requires immunization against measles and a single immunizations two live 1, born on/or after January against mumps and rubella. Students a signed by immunization record 1957 must submit a complete health standards information regarding Further health practitioner. this section of Rights and Regulations Student may be found in the catalog. 16 ACADEMIC POLICIES AND REGULATIONS | GENERAL INFORMATION given, signifiesunusual oroutstandingwork, well above theAlevel. uate-level work equivalent toaBoranA. The grade ofHonor, rarely beginning ofeachsemester. AgradeofCredit includesacceptablegrad- Work at the maybe arrangedby consultationwith theinstructor The assignmentoftraditionalletter gradesintheSchoolofSocial asfollows: noqualitypoints,are assigned Thesegrades,whichcarry tory. In theSchoolofSocial Work theH/CR/NCgradingsystemismanda- Effective fall1996,gradesingraduatecoursesare reported asfollows: GRADES emergency. Unofficial withdrawal willresult inagradeof WU. be recommended fordocumentedreasons ofillnessorserious personal the approval ofthegraduateadviseronanofficialwithdrawalformand withdrawal. application intheOASIS, Room 217HN,onorbefore thedeadline. prejudice. Official withdrawalisaccomplishedby filingawithdrawal will berecorded as W, indicatingthatthewithdrawalwaswithout week ofcoursesandbefore Monday ofthe10thweek oftheterm Any coursefrom whichastudentofficiallywithdrawsafterthethird WITHDRAWAL FROMCOURSES submit a If you are changingyour name,address, orIDnumber, you must CHANGE OFNAMEORADDRESS forward themail. forward address, thepost officeattheformeraddress shouldbenotifiedto in theOASIS, Room 217Hunter North. In thecaseofachange ACADEMIC POLICIESANDREGULATIONS SP = progressSatisfactory completion.UsedP =Satisfactory onlyforthethesisresearch or NC =No credit CR =Credit H =Honor WA =Administrative withdrawal WU =Unofficial withdrawal(countsasfailure) W =Official withdrawal(without prejudice) 77.0 IN =Incomplete 77.5 F Quality Points C 70.0 C+ B- 80.0 B 82.5 B+ 87.5 A- 90.0 Definition A 92.5 A+ 97.5 Grade After the10thweek oftheterm,allofficialwithdrawalsmusthave A studentshouldnotifythegraduateadviserofanysuchcourse program. equivalent coursewhere required graduate intheparticular es requiring more thanonesemesterforcompletion “ change ofname,address orID – – – – – – – – – 7.% 2.0 2.3 2.7 3.0 3.3 77.4% 3.7 79.9% 4.0 4.0 82.4% 87.4% 89.9% 92.4% 97.4% 100% 6.% 0 69.9% – restricted tothesisandresearch cours- ” form.Forms are available (GPA Index) not toward graduation. sion. Credit fortherepeated coursewillbecountedintheGPA, but grade ofCisearnedmayberepeated permis- onlywithdepartmental have previously received agradeofBorbetter. Coursesinwhicha .Thespecificallyconstitutedprobation appealscommitteeshall 3. Upon receipt ofthiswrittenletterappeal,thedeanshallcon- 2. Student appealsshallbemadeinwritingtothedeanof 1. each fallandspringsemester. sufficiently willbedropped from theirprograms. in whichtoraisetheirGPAs. Students whofailtoraisetheiraverages will receive semester warningnoticesthattheyhave oneprobationary ate advisersofstudentswhoseGPAs fallbelow 3.0. Those students to raisetheirGPAs toatleast3.0withinonesemester. College. Students whosegradesfallbelow thisstandard are required maintain aminimumcumulative GPA of3.0to remain atHunter Both matriculatedandnonmatriculatedgraduatestudentsmust Minimum GPA forRetention Monday oftheseventh week ofthefollowing semester. It isthe istered by thecollege.Such examinations willbegiven before the maychoosetohave makeupfinal examinationsadmin- departments course work, whether ornottheyare inattendance.Instructors and ously establishedforthecourse will remain ineffect. grade willbecomepermanent.Penalties forlatenessthatwere previ- entered. If notchangedtoalettergradewithinoneyear, theIN work mustbecompletedwithinoneyear aftertheINgradeis For anINgradetobechangedalettergrade,allrequired course- (examinations, assignments,classwork, labwork) wasnotcompleted. Instructors mayassignthegradeIN,meaningthatcoursework Incomplete Work inCourse 3.0 (B)inallgraduatework takenatHunter. unless, by thetimeofgraduation,theyachieve acumulative GPA of Students willnotqualifyforagraduatedegree, diplomaorcertificate Minimum GPA forGraduation Student appealswhichare received by the firstdayofclassesshall 4. Students shallnotbepermittedtorepeat coursesinwhichthey Appeals Procedure forStudents onProbation sent tothestudent,dean,andstudent ing thegrounds foritsdecision.Copiesofthisreport shallbe meet toreview eachcaseandshallproduce awrittenreport stat- ble program representative. the graduateadviserfrom theappropriate program oracompara- from thegraduateprograms intheappropriate school,toinclude vene aprobation appealscommitteecomposedofrepresentatives day ofclassesthefollowing semester. graduate adviser. Appeals mustbereceived nolaterthanthefirst appropriate copiesto theappropriate school,whowillforward Students are placedonprobation andare dismissedattheendof After thepostingofgrades,registrar Students willhave amaximumofoneyear tocompleterequired registration fee. within theperiodoflateregistration withoutpaymentoflate be handledwithdispatchinorder thatthestudentmayregister student willberetained onprobation andallowed toregister. committee shallsendofficialnotificationtotheregistrar thatthe decision ofthiscommitteeisfinal.If theappeal issuccessful,the ’ s officewillnotifygradu- ’ s file. The GENERAL INFORMATION | SERVICES AND FACILITIES 17 seats 848. It is used for seats 848. It seats 2,171 and is suitable for seats 2,171 and is suitable at the School of Social Work seats Work at the School of Social has 149 seats and is used for a variety , a variable space which seats up to space which seats up , a variable Brookdale Center Brookdale seats 624 and has full stage facilities and an seats 624 and has full Ida K. Lang Recital Hall K. Lang Recital Ida Harold Lewis Auditorium Lewis Harold Hunter College Assembly Hall Hunter Playhouse Kaye Theatre Loewe Frederick Career counselors are available to help develop powerful resumes powerful to help develop available counselors are Career 808 East located in room Library, Resource Career Tishman The with employers and maintains relationships The office develops 179. It is suitable for lectures, meetings and a variety of events. For of events. meetings and a variety is suitable for lectures, 179. It further information, call Central Reservations at (212) 772-4872. orchestra pit for theatrical and operatic productions, recitals, lectures, recitals, productions, pit for theatrical and operatic orchestra information, call (212) chamber music and dance performances. For http://kayeplayhouse.hunter.cuny.edu at 772-4471 or visit the website The of musical performances by Hunter students, faculty, and other students, faculty, of musical performances Hunter by system and projection The hall is equipped with a multimedia artists. further information, call (212) 772-4227. sound. For surround The concerts, lectures, films, commencements, and a variety of program- commencements, and a variety films, concerts, lectures, 772-4872. information call (212) ming. For The CAREER DEVELOPMENT SERVICES College stu- Services helps Hunter Development The office of Career of a variety through dents and alumni compete in the job market placement services. and development career with interviewing assistance letters, and provide skills, job and cover change. placement, and career information material such as of career contains a variety Building, publications, periodicals, and directories. books, current reference and alumni can access Nacelink of fields. Students in a wide variety access to the and have our website job banks from and Erecruiting located Bank Job System Services Information Development Career information contact the office more For 805 East Building. in room at (212) 772- 4850 or [email protected]. AUDITORIUMS The auditorium at the meetings, lectures, concerts, and dramatic performances.meetings, lectures, Call Central for furtherReservations 772-4872. information (212) The 125 people, is the production center for the Department of Theatre for the Department center of 125 people, is the production further information, For Project. Playwrights and for the Hunter department at (212) 772-5149. contact the theatre The SERVICES AND FACILITIES AND SERVICES STUDENTS TO AVAILABLE adopted by the Senate in the Senate adopted by ” GRADES – Students appealing a grade to the School of Nursing or the appealing a grade to the School of Nursing Students It is not plagiarism to borrow the ideas, terms, statements, or is not plagiarism to borrow It College-wide Grade Appeals Procedures Appeals College-wide Grade fall 1985. Copies of this procedure may be obtained in the Senate fall 1985. Copies of this procedure Services, or departmental offices. of Student the Office Office, of the appeal to the director Sciences should direct School of Health Work School of Social appealing a grade to the the school. Students the appeal to the dean of the school, who shall carryshould direct of the department chair. out the responsibilities When a student considers a final course grade unsatisfactory, the stu- When a student considers a final course grade unsatisfactory, the accuracy of dent should first confer with the instructor regarding should be held within the first This conference the grade received. this of the grade. At receipt of the semester following weeks three the student the grade is not an error, If may be corrected. time, errors and instructor all class material pertinent must together review to the the student is not satisfied, or the instructorgrade. If does not confer the stu- of the semester, weeks with the student within the first three contact the department submitting a dent should promptly chair by and written appeal, consisting of a statement giving the factual reasons in writ- The student has the right to request basis for the complaint. ing that the chair appoint a student as a member to the department/ This appeal at the department/ Committee. Appeals school Grade of the weeks must be submitted within the first five school level with the of the grade, in accordance receipt semester following “ APPEALS Any deliberate borrowing of the ideas, terms, statements, or knowl- Any deliberate borrowing of the edge of others without clear and specific acknowledgement theft and is called plagiarism. is intellectual source is clearly and specifically acknowl- the source of others if knowledge who consult such critical material and wish to edged. Students must encountered include some of the insights, terms, or statements form. citations in an appropriate full provide ACADEMIC HONESTY Notification and some of the material This catalog is published every years, three updated information, please contact the may become outdated. For or the specific school or department of interest. of the Registrar Office In general one credit represents 15 semester hours of classroom work of classroom 15 semester hours represents general one credit In laboratoryor 30 semester hours of Students or the equivalent. work, semester if as full-time during any given automatically classified are may be certifiedThey as full-time if they are taking 12 credits. they are pursuing additional academic but are taking fewer than 12 credits and that amounts to full-time for the degree required that is work writing a examinations, for comprehensive such as preparing study, student teaching or undertaking an thesis, teaching on a fellowship, who believe faculty supervision. under internship or fieldwork Students they qualify for certified their sta- status and wish to protect full-time for financial because of eligibility requirements tus as full-time students of the full-time nature advisers to verify aid must ask their graduate on this matter to and to make a recommendation their academic work prior to the beginning of classes of each semester. the registrar Credit responsibility of the student who must take a makeup examination to examination a makeup must take student who of the responsibility the instructorfrom determine or department the exam will whether and form and to file the appropriate the college, by be administered the college. specified by the deadline fee by pay any required 18 SERVICES AND FACILITIES | GENERAL INFORMATION work onspecialprojects asfundingpermits. Health Professions. The ORGS alsoappointsStudent Fellows to critical research technologiesandshared resources fortheSchoolsof ORGS asa serves conduct, anddocumentresearch related toallhealthprofessions. The facultyastheypursue, mission istoencourage,facilitateandsupport Building; (212)481-5129,[email protected] and students by supporting teaching,learning,andresearchand studentsby supporting initiatives. Brookdale CenteronAging. The HPEC provides tofaculty vitalservices mental Health, The CenterforCommunityandUrban Health, andthe School ofHealth Sciences, The CenterforOccupational andEnviron- Schools oftheHealth Professions including: The SchoolofNursing, year, Monday-Thursday 9AM-9PMandFridays 9AM-5PM. The centermaintainsregular officehoursthroughout theacademic materials maydo soinprivate screening rooms oratstudycarrels. related titles in theCityUniversity. Students wishingtopreview learning resources, housingthelargestvideocollectionofhealth- The Media Library The Office ofResearch andGrant Support (ORGS) Electronic Resource Lab The Learning Center Website: Evening Sanon; Marvin Supervisor: Director: Martin Dornbaum; EDUCATION CENTER(HPEC) THE HEALTH PROFESSIONS http://rwc.hunter.cuny.edu. gototheReading/Writingdescription ofservices, Centerwebsite: textbooks andmaterials. resource handoutsorusethecenter fileofinstructional computer applicationsandelectronic communication. shops onvarious topicsrelating toacademicreading andwriting, scheduled hoursofoperation. The centeralsooffersaseriesofwork- Hunter students,faculty, staffandalumni. registered studentsatthecollegeandprovides computerfacilitiesfor ment tofacultyandstaff. toall The centerofferstutorialservices anddevelop- tostudentsandtechnicalsupport assisted instruction forthecollegecommunityprovidingservice tutorialandcomputer- The Hunter CollegeReading/Writing Centerisacomprehensive 416 Thomas Hunter Building READING/WRITING CENTER meeting research objectives. on-line testdevelopment, thecreation oflearningresources, and technologiesintothecurriculums, on theintegrationofinstructional teachingstrategy.rials asaprimary The centerstaffworks withfaculty comprehensive learningcenterusingaudiovisual andcomputermate- needs ofstudentsatdifferent levels andoperatesasa instructional resource materialsforlicensure preparation. center alsoprovides studentswithalargeselectionofelectronic (IVDs), multimediaCD-ROMs andon-linelearningpackages. The packages(CAIs),puter assistedinstructional interactive videodiscs The HPEC isorganized intosixfunctional units: asamajorlearningcenterfortheHunterThe HPEC serves College For additionalinformationconcerninghoursofoperationand In addition,studentsmayaccessthecenter Students mayutilize thecenteronanindividualbasisduring www.hunter.cuny.edu/health/mediahp.html “ catalyst fordiscovery – of The centermaintainsavaluable library – The HPEC meetsthecomplexeducational – The HPEC features hundreds ofcom- Mezzanine floor, Brookdale West [email protected] ” by creating andproviding ’ s extensive online ’ – s library of s library The ORGS The . Medical conditionssuchasasthma,diabetes, fibromyalgia, cancer, 1. Disabilities include(butmaynotbelimitedto): impairment, or3)isregarded ashavingsuchanimpairment. ing, breathing, learning,andworking), 2)hasarecord ofsuch more majorlifeactivities(includingwalking,seeing,hearing,speak- physical orpsychological conditionwhichsubstantiallylimitsoneor disabilities whoare currently registered atHunter College. forstudentswithdocumented variety ofaccommodationsandservices the Rehabilitation Act of1975,theofficeensures theavailability ofa Americans withDisabilities Act of1990(ADA)andSection 504of chances foracademicandpersonalsuccess.In compliancewiththe accessible educationtostudentswithdisabilitiesequalize their Office ofAccess andAccommodations iscommittedtoproviding an 1124 EastBuilding (for StudentswithDisabilities) OFFICE OFACCESSANDACCOMMODATIONS Services Audio Visual Evaluation andReview –Beta Testing Accommodations, the appointment withtheOffice ofAccess andAccommodations. mentation oftheirdisabilityor medical conditiontotheintake professional isaffiliated. certifying The studentmustbring thedocu- should appearontheletterhead oftheorganizationwithwhom trist, psychologist, orclinicalsocialworker. The documentation relevant tothestudent of adisabilityfrom a dents toprovide documentation awrittenstatementwithsupporting To forstu- beeligibleforreasonable accommodationsitisnecessary disabilities duetoanacci- Assistancetostudentswithtemporary 7. Mobility carpaltunnelsyndrome, impairmentsuchasinarthritis, 6. Visually impaired, legallyblind,andblind. 5. Deaf andhard ofhearing. 4. Learningdisabilitiessuchasinwriting,reading, mathoringeneral 3. Psychological conditionssuchasanxietydisorder, depression, 2. high speedCD-ROM andinter-formatvideotransfers. ment. The centeralsoprovides including mediaduplicationservices conducts thepurchasing, maintenance,andtrainingofallAV equip- totheBrookdale Campus.HPEC services Classroom support staff rent review by thecenter design.Studentsinstructional maypreview anymaterialsundercur- providing producers withcriticalfeedbackonprogram contentand test sitefornumerous film,video,andcomputersoftware developers, muscular dystrophy, disease,Crohn lupus,heart cerebral palsy, epilepsy, traumaticbraininjury, multiplesclerosis, A studentwithdisabilitiesmayincludeanyone who1)hasa Under themanagement oftheOffice ofAccess and A healthconditions. dent orshort-term cane orwheelchair. cause you tohave mobilitydifficultiesorresult inyour using a polio, spinalcord injuries,scoliosisandotherconditionsthat areas. holism andsubstanceabuse,obsessive-compulsive disorder. mania, manic-depression, schizophrenia, recovery from alco- cell anemia,epilepsy. “ qualified professional “ qualified professional. ’ Access and Technology Center s condition(s),suchasaphysician,psychia- – The HPEC provides AV andSmart ’ s staff. ” issomeonewithtrainingandexpertise The center serves asabeta The centerserves ” ’ s disease,sickle , locatedin GENERAL INFORMATION | SERVICES AND FACILITIES 19 the main Jacqueline Grennan Wexler Grennan the main Jacqueline – are open stack collections holding over 790,000 volumes, holding over open stack collections are – Every spring each graduate department spring each repre- elects a or program Every Students can supplement their language learning from the elemen- the can supplement their language learning from Students of all first time users. A 30 minute orientation session is required information can be found on our website: and additional Hours http://library.hunter.cuny.edu The four college libraries Professions the Health Library Library and the Art Slide at 68th Street, Library at 79th Work Library Campus and the Social at the Brookdale Street THE LEONA AND MARCY CHANIN THE LEONA AND MARCY CHANIN LANGUAGE CENTER (212) 772-5700 Building; West 209 The Chanin Language Center is a state-of-the-art multi-media for- and a classroom The center includes eign language learning facility. multi-media workstations. an independent study lab equipped with 55 study with computerized tary working of study by level to an advanced based on text- audio/video programs and digitized modules, CD-ROMs access to dic- Internet The center provides books and/or lab manuals. addition, the center tools. In tionaries and other writing and research pro- language films and video collection of foreign houses an extensive An audiocassette/audioCD home borrowing VHS and DVD. grams on language course. in a foreign enrolled to students is available program http://www.hunter.cuny.edu/~chanin. HUNTER COLLEGE LIBRARIES All registered graduate students except those who do not pay the stu- who do not pay the those students except graduate All registered of members matriculation are maintaining they are dent fee because may use the services Association (GSA) and Students the Graduate graduate include use of the the association, which by provided attendance at departmentallounge and and special depart- colloquia and events. mental projects GSA members may serve the GSA Senate. to Hunter on the sentative also on many college committees. A GSA delegate and College Senate Copies of the GSA con- Senate. Student participatesthe University in the GSA information may be obtained from stitution and additional encouraged to participate in the actively are students office. Graduate The 772-4309. information, call (212) For affairs of the association. Hall. Thomas Hunter 218 in Room GSA office is located GALLERIES ART THE HUNTER COLLEGE located at the main cam- The Bertha and Karl Leubsdorf Art Gallery, GalleryMFA at the Square College/Times pus, and the Hunter exhi- organized house professionally 41st Street), West (450 Building College bitions that support Hunter of the the educational programs curator- act as assistant students regularly Department of Art. Hunter received for these exhibitions, which have assistants ial and research The Bertha and Karl Leubsdorf Art Gallery wide critical acclaim. the expansive small-scale and historic exhibitions while presents Gallery in large surveys specializes and Square College/Times Hunter Both galleries offer students the opportunity to gain retrospectives. of scholarly and exhibitions curatorial experience, while presenting artistic significance. GRADUATE STUDENTS ASSOCIATION STUDENTS GRADUATE 2,160 print periodical subscriptions and over 20,000 electronic period- 20,000 electronic 2,160 print periodical subscriptions and over and music 10,000 sound recordings icals, 1.2 million microforms, CDs, 3,000 videocassettes, 250,000 art slides, and 30,000+ digital For information contact the Office of Residence Life at (212) of Residence information contact the Office For Students may walk into Room 1214 East Building or call (212) 1214 East Building may walk into Room Students of closely with the Office Counseling Center works The Personal For more information, or to set up an appointment to register up an appointment information, or to set more For College, Professor at Hunter 504 Coordinator The Section may con- Work at the School of Social with disabilities Students closely with the works and Accommodations of Access Office RESIDENCE HALL is located at 425 East 25th Hall College Residence The Hunter Rooms and houses 612 undergraduate and graduate students. Street and contain basic furnishings. Each floor has a single-occupancy are facilities, and a kitchen. main lounge, bathroom at http://studentservices.hunter. 481-4310 or visit their website for the fall semester become Applications cuny.edu/rhhome.html. The appli- notified in early June. and students are in March available and stu- cation period for the spring semester begins in November notified in late December. dents are Personal Counseling Center and confidential psy- free Counseling Center provides The Personal College students who are chological counseling services to all Hunter Counseling Center can help The Personal attending classes. currently emotional distress, anxiety, with personal issues such as depression, issues, gender family grief, problems, adjustment issues, relationship appropriate, When others. issues, sexual harassment/assault and many agencies may be made. to outside referrals the between 772-4931 to make appointment on Monday-Thursday the walk in service is Fridays hours of 10:00 AM to 5:00 PM. On 1119 the hours of 10:00 AM to 3:00 PM-Room between available appointments. or call (212) 772-4891 for East Building Wellness and the with Disabilities AccessABILITY for Students Program. Education Room 205 Thomas Hunter Hall, serves Hall, to students a place for as Thomas Hunter 205 Room and meetings club workshops, specialized attend socialize, network, tech- Center offers adaptive Technology & Access The take exams. dis- for students with computer training individualized nology and to students is especially helpful technology The adaptive abilities. impairments. visual and hearing learning disabilities, who have and of Access Office please contact the with the program, Services, in Student with Disabilities) (for Students Accommodations TTY (212) 650- (212) 772-4857; or call East Building 1124 Room (212) 650-3449. 3230, Fax: of of the provisions for enforcement is responsible Green Tamara (212) Building, West may be contacted in 1429 She 504. Section for students with dis- Procedure is a 504 Grievance There 772-5061. may obtain the necessary form, Students College. abilities at Hunter of Student which contains instructions Office for filing, from 1119 East Building. Services in Room for assistance. of admissions at (212) 452-7005 tact the director Counseling Center. Personal 20 SERVICES AND FACILITIES | GENERAL INFORMATION or theSocial Work Library. pus by registering attheMain Library, theHealth Professions Library hunter.cuny.edu. These resources alsocanbeaccessedfrom offcam- can beaccessedviatheHunter Librarieshomepagehttp://library. alsohasacomputerlabandclassroom. Library for word processing andInternet access. The Health Professions students withdisabilities,networked computerclassrooms andlabs hasindividualandgroup studyrooms, specialfacilitiesfor Library book collection,includingsocialsciencesandliterature. The Main floor reference, 5thfloor archives andspecialcollections,musicvideostations,4thfloor dedicated tospecificareas: 1stfloor Center forPuerto RicanStudies are located. Library The floorsare walkway level oftheEastBuilding where thecirculation deskandthe databases andfull-textperiodicalarticles. log ofuniversity-wide holdingsandInternet accesstoremote online theses. AllHunter librariesprovide accesstotheCUNY+onlinecata- Neighborhood Association,inadditiontoHunter access ICITwebsite athttp://www.hunter.cuny.edu/ICIT. and are andregulations subjecttotherules ofthecollege. You can facilities are andregulations definedinpostedrules foreachfacility dent informationservices. and The accesstoanduseoftheseservices (on-campus andoff-campus)stu- computer networking services telephoneandvoice mailservices, ing andvideoconferencing services, teleconferenc-computer training,consultation,audiovisual services, available tofaculty,centers. Other services studentsandstaffinclude: labs, a15-seatcomputertrainingroom andtwodistancelearning division ofHunter Collegeprovides over 1000computersinopen The Instructional ComputingandInformation Technology (ICIT) INFORMATION TECHNOLOGYRESOURCES INSTRUCTIONAL COMPUTINGAND the papersof Women such collectionsasthe Thomas Hunter Papers, KateSimon Papers, and images. Archives/Special Collections,2ndFloor, Main Library, includes Many commercial full-textdatabasesthatare available ontheweb The entrance to the nine-floor Main Library isonthethird-floorThe entrancetothenine-floorMain Library Computer work areas are managedinseveral areas ofthecollege – art andhistory. art Floors B1andB2holdtheremainder ofthe – generalperiodicals,6thfloor ’ s CityClubofNew York andtheLenox Hill – education,2ndfloor ’ s master – science,7th ’ s andMFA – reserve, – http://www.hunter.cuny.edu/senate. Office, Room 1018Hunter EastBuilding, (212)772-4200,orat in themeetingsofHunter CollegeSenate anditscommittees. Nominating Committeeandby nominationsfrom theSenate floor. students by electionofthefullSenate from aslaterecommended by the Membership oncommitteesisrepresentative andopentoallfaculty hoc committeesaccomplishmuchofthework of theSenate. Senate occursduringthespringsemester. called asneeded.Election offacultyandstudentmemberstothe hours andare heldtwiceamonth.Additional monthlymeetingsare Administrative Committee. the Senate oftheSenate,vice-chairperson, andsecretary andthechairpersonof two years. The electedofficersoftheSenate includethechairperson, stitute thevoting foratermof membershipoftheSenate andserve Representatives ofthefaculty, studentbody, andadministrationcon- Computingandtechnology 5. Collegedevelopment, includingmasterplan 4. Instruction andtheevaluation ofteaching 3. Academic requirements andstandards 2. Curriculum 1. authority todeterminecollegepolicyinmattersrelated to: withtheCUNYBoardernance charter of Trustees. The Senate has ernance bodyofthecollegeandonlysuchthatholdsagov- The Hunter CollegeSenate, chartered in1970,istheprincipalgov- HUNTER COLLEGESENATE Hunter Collegewebsite- http://www.hunter.cuny.edu. description ofthefacilitiesavailable ineacharea are postedunderthe and oneachofitsfive campuses.Hours, locationsandageneral Further informationmaybeobtainedby visitingtheSenate Many numberofspecialandad standingcommittees andavarying Regular meetingsoftheSenate are plannedforone-and-a-half Faculty membersandstudentsare encouragedtobecomeinvolved ’ s Evening Council,whoconstitutetheSenate GENERAL INFORMATION | RESEARCH CENTERS AND INSTITUTES 21 s ’ The ” s neighborhoods by ’ s Schools of the Health ’ s growing public health crises. The center public health crises. s growing ’ to bring together community, science, practice, scholar- to bring together community, s gerontological mission is four-fold: 1) education and s gerontological ’ “ COEH is located within the Schools of the Health Professions Health COEH is located within the Schools of the The center is located within Hunter RESEARCH CENTERS RESEARCH INSTITUTES AND CENTER FOR URBAN AND COMMUNITY HEALTH CENTER FOR URBAN AND COMMUNITY Campus (BC) Brookdale Bldg West 10th floor (646) 733-2862 was Health and Community College Center for Urban The Hunter CUNY Distinguished Freudenberg, Nicholas founded in 1987 by to help communities and institu- Health, Public of Urban Professor York tions tackle New BROOKDALE CENTER ON AGING OF HUNTER COLLEGE Building North Campus (BC), 13th Floor, Brookdale (212) 481-3780 .org http://www.brookdale Website: College is community of Center on Aging of Hunter The Brookdale in the promotion scholars and practitioners engaged collaboratively of older people, as and enhancement of the health and well-being in society. elderly citizens of role the positive as in strengthening well The center 2) in the field; working students and those already training of Hunter new of to service and evaluation approaches development delivery; 3) The center and public policy. and, 4) advocacy applied research; of with the Schools relationships maintains especially close working fac- Moreover, Work. and the School of Social Professions the Health CENTER FOR OCCUPATIONAL AND CENTER FOR OCCUPATIONAL HEALTH ENVIRONMENTAL Bldg West Campus (BC) 1028 Brookdale (212) 481-4357 and College Center for Occupational the Hunter 1986 Since as as well research (COEH) has conducted Health Environmental in occupational and envi- out training programs designed and carried better promote The mission of the COEH is to health. ronmental skills of commu- to information and improved understanding, access and occupational environmental to address nity members and workers a special emphasis on conducting The COEH places health hazards. communities in with the least advantaged community based research health disparities and to better understand and address in order NYC justice. environmental toward work The Center program. Health Public and is associated with the Urban and the [email protected] Kotelchuck David is Dr. director [email protected]. Corburn Jason is Dr. associate director Professions, and is associated with the Urban Public Health program. Health Public and is associated with the Urban Professions, [email protected]. director, Krauss is the executive Beatrice Dr. mission is and disparities. and policy to fight urban health threats ship, and commitment of Hunter combining the expertise, resources and experience credibility College and CUNY with the knowledge, in communi- for improvements of community organizations to work ty health. center seeks to improve the health of the city center seeks to improve s, ’ s, financial aid and ’ s administrative offices go smoothly and offices go smoothly s administrative ’ business in Hunter ’ s, and financial aid offices. The OASIS is designed to make The OASIS s, and financial aid offices. ’ s office, around the corner from the bursar the corner from s office, around ’ The Office of the Ombudsman is in Room 1016 Hunter East; 1016 Hunter is in Room of the Ombudsman The Office When someone feels unfairly treated or unjustly disadvantaged, unfairly treated When someone feels The Office of Health Services provides emergency on-campus care by emergency on-campus care Services provides of Health The Office and infirmary facilities Technicians certified Medical NYS Emergency screenings blood pressure Free short-term rest. for students requiring also avail- of topics are and health education information on a variety for the maintenance of all addition, the office is responsible able. In Activity and the distribution of Physical immunization records pro- to use and participate in all recreation required which are Cards, grams and facilities. 307 Hunter North Building: (212) 772-4800 Building: North 307 Hunter http://studentservices.hunter.cuny.edu/Health/office_of_health_ services.html OFFICE OF HEALTH SERVICES OFFICE OF HEALTH The Office of AdminiStrative and Information Services (OASIS) and Information of AdminiStrative The Office College servicescombines the most vital administrative at Hunter North. 217 Hunter in Room located office into one conveniently incorporates the information services of the registrar The OASIS http://registrar.hunter.cuny.edu THE OASIS (THE OFFICE OF ADMINISTRATIVE THE OASIS (THE SERVICES) AND INFORMATION (212) 772-4203. The Ombudsman is empowered by the Hunter College Governance College the Hunter by is empowered The Ombudsman any member of by Charter grievances complaints and to investigate or administration) staff, faculty, community (student, the college and requested When in the college. or condition about a problem and will be protected anonymity of a complainant possible, the where may make. the Ombudsman in any reports names will not be used appeals proce- can advise the person of the available the Ombudsman the appropriate action to be taken by corrective recommend dures, or regu- changes in college procedures college officers or recommend such injustices in the future. lations that would eliminate HUNTER COLLEGE OMBUDSMAN COLLEGE HUNTER students bursar comfortably, largely eliminating the need to visit individual offices. largely comfortably, located next door to the reg- is conveniently the OASIS addition, In istrar admissions offices, one floor up from the Hunter College Welcome College the Hunter admissions offices, one floor up from The Services.. of Health the Office from Center and one floor down PM and Fridays 9 AM-7 from is open Monday-Thursday OASIS when the college is closed). 9 am-5 pm (except from 22 RESEARCH CENTERS AND INSTITUTES | GENERAL INFORMATION The Centro deEstudiosPuertorrique CENTER FORPUERTO RICANSTUDIES CENTRO DEESTUDIOSPUERTORRIQUE in eldercare, andurban/neighborhoodaging. for thelongtermcare elderly, socialisolation,evidence-basedpractice in olderadults,accessandcoordination ofhealthandsocialservices healthdisparities caregiving, home- andcommunity-basedservices, Current research interests includehealthyaging,familyandinformal mental healthandaging,dailymoneymanagementfortheelderly. nursing homes,HIVover 50,Medicare prescription coverage, drug caring foryounger children, eldermistreatment, culture changein forpeoplewithAlzheimer services supportive and Creative Aging. Mental Health &Aging,Professional Geriatric Care Management, career,as anew are currently offered infourspecialtyareas: Aging, already inthefield ofagingaswell asthosewithaninterest inaging aspect ofthecenter. whichare Certificates, geared toprofessionals Aging. ProgramsThe Certificate inAgingare anotherimportant the fieldofagingthrough itsSadin Institute onLaw, Public Policy & inthecenter come toparticipate ulty andstudentsfrom throughout theHunter communityare wel- the Caribbean. dent intellectualandscientificexchange withacademicinstitutionsin CUNY-Caribbean Exchange promotes institutional,faculty, andstu- of theUPRandreceive fullcredit from theirhomecollege.(2) The for asemester, orthefullacademicyear attheRioPiedras Campus allCUNYcolleges.undergraduatesmaystudy gram serves York andtheUniversity (CUNY) ofPuerto Rico(UPR). The pro- gram ofacademicinterchange between theCityUniversity of New CUNY/UPR Academic Exchange Program (Intercambio) isapro- the U.S.andfrom abroad. and thegeneralpublicfrom theNew York area, of from otherparts diverseand Archives users,scholars is opentothepublicandserves dedicated toPuerto RicanandLatinodocumentation. The Library andarchives intheStatethe onlylibrary ofNew York exclusively sive Latinoresearch andarchival facilityintheNortheast. It isalso Studies research collectionintheUnited States andthemostexten- and policydebates. of Puerto tosocialaction Ricansandtolinkthisscholarlyinquiry researchdisseminate interdisciplinary abouttheDiaspora experiences Puerto RicansandLatinos. The otheristoproduce, facilitateand andculture resourcesarchival of documentingthehistory andlibrary of twocomponents.One andprovide istocollect,preserve accessto Studies isauniversity-based research institutewhosemissionconsists Projects atthecenterhave addressed arangeofissuesasdiverse as The centermaintainsauniqueadvocacy andpolicypresence in CENTRO intwoexchange participates programs. (1) The andArchives istheprincipalPuertoThe Centro Library Rican ’ s wideranginginitiatives. ñ os/Center forPuerto Rican ’ s disease,grandparents Ñ OS/ which seektoreduce healthdisparities. withspecialattentiontothoseareastant areas ofscientific inquiry ed inthesciences. fellows and therecruiting ofexcellent doctoralstudentsandpost-doctoral researchers. researchers, fourAsian-Americanresearchers andfifteenwomen Center isahighlydiverse research enterprisewitheightminority physics, biopsychology, chemistry, andbioanthropology. The Gene 43 professors inthefieldsofbiochemistry, biologicalsciences,bio- by theCityUniversity ofNew York andHunter College. agency oftheNational Institutes ofHealth. Co-fundingisprovided RR003037) oftheNational CenterforResearch Resources, an Research CentersinMinority Institutions Program (2G12 tional symposium. ogy workshops, specialseminars,colloquia,andanannualinterna- organizing andfundingprofessional development initiatives, technol- Diffraction, NMR,andCellSorting. puter network andcore research facilitiesforAnimalCare, X-Ray and Digital Bioimaging, anadvanced theGene com- Centersupports Center. University Medical CollegeandMemorial Sloan-Kettering Cancer in avitalresearch corridorwithRockefeller University, Cornell and withscientistsatotherinstitutions. The Gene Centerislocated Spectroscopy Neurobiology Nanotechnology Molecular Immunology Language Acquisition Genomics/Proteomics Gene Expression andSignal Transduction Evolutionary Bioinformatics Eating Disorders Drug Design andSynthesis Drug andProtein Interaction withNucleic Acids Biopsychology Biomolecular andComputerGraphicsTheory Biological Anthropology Research Areas oftheGeneCenter Since itsinception,theGene Center conducive toexcellence inbasic,clinical,andbehavioralresearch. at Hunter Collegewasfoundedin1985tofosteranenvironment The CenterforStudy ofGene Structure andFunction (Gene Center) Director: Robert P. Dottin, Ph.D. Website: http://genecenter.hunter.cuny.edu/ 772-4109 Fax: (212) (212) 650-3957 Hunter CollegeNorth Building, Room 315 STRUCTURE ANDFUNCTION CENTER FORSTUDYOFGENE The Gene Center The Gene Centerfacilitatesthehiringofoutstandingresearchers The Gene Center is supported withamajorgrantfromThe Gene the Centerissupported The Gene Centerpromotes avibrantresearch environment by facilitiesinGenomics,In Internet2 new additiontosupporting The Gene Centerencouragescollaborationsamong itsmembers – especiallythosefrom minoritypopulationsunderrepresent- ’ s researchers focusonabroad rangeofimpor- ’ s research hasgrown cohort to COURSE DESIGNATIONS INFORMATION GENERAL

Numbering System Each course in the curriculum is defined by an alphabetical prefix and a 3-digit number. The 3-digit number indicates the level of study: 500-, 600-, and 700-level courses are graduate courses.

Alphabetical Prefixes The following prefixes are used, preceding the 3-digit number, to designate the field of study. They are listed here alphabet- ically, with the field and department or program to which they pertain. Specific departments and programs appear alphabetically in the table of contents and the index.

Prefix Field Department/Program Prefix Field Department/Program | ADSUP School Administration Curriculum & Teaching LAT Latin Classics OREDESIGNATIONS COURSE and Supervision LATED Latin Education Classics ANTH Anthropology Anthropology LING Linguistics Linguistics ARTCR Art (studio) Art MATH ARTC Art (studio) Art (effective fall 2007) Mathematics Mathematics & Statistics MUS ART H Art (theory and history) Art Music Music MUSED ARTH Art (theory and history) Art (effective fall 2007) Music Education Music NURS BILED Bilingual Education Curriculum & Teaching Nursing Hunter-Bellevue School of Nursing BIOCHEM Biochemistry Interdisciplinary NUTR Public Health Nutrition School of Health Sciences (Biological Sciences & Chemistry) PGEOG Physical Geography Geography BIOL Biological Sciences Biological Sciences PH Public Health School of Health Sciences PHYS CEDC Childhood Education Curriculum & Teaching Physics Physics & Astronomy PSYCH CEDCF Childhood Education Curriculum & Teaching/ Psychology Psychology Educational Foundations PSYC Psychology Psychology CEDF Childhood Education Educational Foundations (effective fall 2007) PT CHEM Chemistry Chemistry Physical Therapy School of Health Sciences COCO Counseling Educational Foundations RLNG Romance Languages Romance Languages COMHE Community Health School of Health Sciences Linguistics Education SEDC Adolescent Education Curriculum & Teaching COMSC Communication Sciences School of Health Sciences SEDF Adolescent Education Educational Foundations COUNR Counseling/Rehabilitation Educational Foundations SHS Health Sciences – School of Health Sciences COUNS Counseling Educational Foundations Interdisciplinary CSCI Computer Science Computer Science SPAN Spanish Romance Languages ECC Early Childhood Curriculum & Teaching SPED Special Education Special Education ECF Early Childhood Educational Foundations SPEDE Early Childhood Special Special Education ECO Economics and Accounting Economics Education EDESL English as a Second Curriculum & Teaching SSW Social Work School of Social Work Language STAT Statistics Mathematics & Statistics EDLIT Literacy Education Curriculum & Teaching THC Theatre Theatre ENGL English English EOHS Environmental and School of Health Sciences URBG Urban Affairs Urban Affairs & Planning Occupational Health URBP Urban Planning Urban Affairs & Planning Sciences

FREN French Romance Languages The following course designations are not in use at Hunter College for GEOG Geography Geography currently offered courses GEOL Geology Geography CMC GSR Social Research-Graduate Sociology Communications Film and Media Studies EDC GTECH Geography Technology Geography Curriculum and Teaching Curriculum and Teaching & Methods EDCF Childhood Education Curriculum and Teaching/ Educational Found.ations HED Health Education Curriculum & Teaching EDCS Secondary Education Curriculum and Teaching HIST History History EDF Curriculum and Teaching Educational Foundations IMA Integrated Media Arts Film and Media Studies EDFS Secondary Education Curriculum and Teaching ITAL Italian Romance Languages EDSPC Special Education Special Education REH Rehabilitation Counseling Educational Foundations 23 ABBREVIATIONS

Adv Cert Advanced Certificate hr(s) hour(s) APTS Aid for part-time study HW Hunter West (Building) AudD Doctor of Audiology ID identification IN incomplete BA Bachelor of Arts instr instructor BS Bachelor of Science

GENERAL INFORMATION JD Doctor of Jurisprudence

| COR Career Opportunities in Research and Education CORE Council on Rehabilitation Education K–12 Kindergarten through 12th grade coreq corequisite cr credit(s) lab laboratory CSAF CUNY Student Aid Form lec lecture CUNY City University of New York CWS College Work Study MA Master of Arts MARC Minority Access to Research Careers ABBREVIATIONS dept department MBRS Minority Biomedical Research Support DPT Doctor of Physical Therapy MFA Master of Fine Arts DSW Doctor of Social Work MS Master of Science MSEd Master of Science in Education EdD Doctor of Education MSW Master of Social Work MUP Master of Urban Planning FAFSA Free Application for Federal Student Aid FWS Federal Work Study NSL Nursing Student Loan NYSHESC New York State Higher Education Services GMAT Graduate Management Admission Test Corporation GPA Grade point average GRE Graduate Record Examination perm permission GSA Graduate Student Association PhD Doctor of Philosophy pract practicum HE Hunter East (Building) pre-K-12 Pre-kindergarten-12th grade HEGIS Higher Education General Information Survey prereq prerequisite HN Hunter North (Building) rec recommendation recit recitation

sem semester

TAP Tuition Assistance Program TBA to be arranged TEP Teacher Education Program TESOL Teaching English to Speakers of Other Languages TH Thomas Hunter Hall TOEFL Test of English as a Second Language

W withdrawal without penalty WA administrative withdrawal without penalty WU unofficial withdrawal

yr year

24 GRADUATE PROGRAMS

IN THE SCHOOL OF Arts & Sciences

Hunter College has a long-standing commit- • Urban Affairs and Planning (MUP, MS and ual departmental listings in this catalog and ment to graduate education. Known for its joint degrees with John Jay College and on our website: www.hunter.cuny.edu. academic excellence and very fine faculty, the Brooklyn Law School) Most graduate programs in the School of college has been teaching graduate courses Arts and Sciences are housed at the East 68th since September 1921. Today most depart- To gain admission as a matriculated student, Street campus of Hunter College (at ments in the School of Arts and Sciences offer the applicant must satisfy the college’s general Lexington Avenue) in the East, West, Thomas graduate courses of study leading to MA, MS, graduate admission requirements unless other- Hunter, and North Buildings; Studio Art is MUP and/or MFA degrees. They also provide wise specified by a department. located near Times Square, at 450 West 41 opportunities for non-degree advanced study. Prospective students apply to the program Street. In addition to Hunter’s graduate programs, of their choice through the college’s Office of faculty members in all our departments are Admissions 695 Park Avenue, Room 203 affiliated with PhD programs at the City North, New York, NY 10021; (212) 772- University of New York’s Graduate Center. 4490. For further information on admission and degree requirements, consult the individ- Departments offering master’s degrees include: • Anthropology (MA) • Art (MFA in Studio Art and MA in Art History) • Biochemistry (MA) • Biological Sciences (MA, MA in Teacher Preparation in coordination with the School of Education) • Chemistry (MA, MA in Teacher Preparation) • Classical and Oriental Studies (MA in Teacher Preparation in Latin) • Economics (MA, MS in Accounting) • English (MA, MFA Creative Writing, MA in Teacher Preparation) • Film and Media Studies (MFA in Integrated Media Arts) • Geography (MA, MA in Teacher Preparation, Post-baccalaureate certificate in GIS) • History (MA, MA in Teacher Preparation) • Mathematics and Statistics (MA, MA in Teacher Preparation) • Music (MA, MA in Teacher Preparation) • Physics and Astronomy (MA, MA in Teacher Preparation) • Psychology (MA) • Romance Languages (MA in French, Italian, Spanish, MA in Teacher Preparation in all three languages) • Sociology (MS in Graduate Social Research) • Theatre (MA) ANTHROPOLOGY Degrees offered HEGIS Anthropology BA* 2202 Anthropology BA/MA* 2202 Department Office: 722 North Building; (212) 772-5410 Anthropology MA 2202 SCIENCES Chair, Gregory A. Johnson; 723 North Building; (212) 772-5410 * See Hunter College Undergraduate Catalog 2004- & Graduate Adviser, Gerald Creed; 707 North Building; (212) 772-5651 2007, p. 73 for information concerning the under- Website: http://maxweber.hunter.cuny.edu/anthro graduate program in anthropology and the BA/MA in anthropology, which is designed for freshmen and, under certain circumstances, sophomores. FACULTY Jonathan Shannon, Assistant Professor; PhD, CUNY; Cultural Anthropology, Aesthetics, Edward H. Bendix, Professor; PhD, Columbia; Ethnomusicology, Postcolonial Studies, Requirements for Admission Linguistics, Semantics, Creole Languages, Nepal Psychological Anthropology, Religion; The In addition to meeting the general require- Uradyn Bulag, Associate Professor; PhD, Middle East, Islamic Society ments for admission, students must have at Cambridge; Ethnic Minorities, Nationalism, SCHOOL OF ARTS Neil Smith, Distinguished Professor; PhD, least 9 credits in undergraduate anthropology Colonialism, Cultural Politics, East and Johns Hopkins; Urban, U.S., Social Theory, | Central Asia or a related field, although in special cases this Political Economy; Joint Appointment with requirement may be waived. Jacqueline N. Brown, Assistant Professor; Graduate Center PhD, Stanford; Diasporic Subjectivities, Race, Michael Steiper, Assistant Professor; PhD, Requirements for the Degree Space and Place, Transnationalism and the Harvard; Biological Anthropology, Molecular Local, Black Identities, Britain Evolution and Phylogenetics, Population 1. A minimum of 30 credits beyond the BA Gerald W. Creed, Professor; PhD, CUNY; Genetics, Primates Political/Economic Anthropology, Eastern 2. The program of study must be chosen to Ida Susser, Professor; PhD, Columbia; Medical fulfill a general knowledge in all four Europe, Families and Households, Rural Anthropology, Contemporary U.S., Urban, fields of the discipline. The four fields are: Societies, Ritual; Joint Appointment with Political Economy, Gender, South Africa Graduate Center anthropological linguistics, anthropologi- ANTHROPOLOGY Roberto Delgado, Assistant Professor; PhD, cal archaeology, biological anthropology, Duke; Biological Anthropology, Primate and ethnology. Behavior and Ecology, Southeast Asia MASTER OF ARTS 3. The following courses are required: Marc Edelman, Professor; PhD, Columbia; ANTH 701 (Ethnology), ANTH 750 Political and Historical Anthropology, Latin The Department of Anthropology at Hunter (Archaeology), ANTH 770 (Linguistics) America, Social Movements; Joint College offers the only master’s program in gen- and ANTH 790 (Biological Anthropology). Appointment with Graduate Center eral anthropology within the City University. Judith Friedlander, Professor; PhD, Chicago; The program has a commitment to a four-field The examinations in each of these courses Ethnicity and Minority Cultures, Gender and approach to graduate training, requiring a sub- represent the qualifying exam for each of Feminist Theory; Latin America, US, Europe stantial background in ethnology, physical the four fields. Students are required to David Hodges, Professor; PhD, NYU; U.S. anthropology, anthropological archaeology and pass those exams with a grade of “B” or Race Relations, Civil Rights, Human Rights, anthropological linguistics, in order to prepare Application of Anthropology to Education, better. Students are strongly advised to students for flexibility in future careers in Prison Education and Prison Reform complete these courses early in their grad- research, teaching and related fields. Gregory A. Johnson, Professor; PhD, uate training. Overlaps in undergraduate Michigan; Archaeology, Complex Societies, and graduate course requirements for The entire program is scheduled in the Middle East, Quantitative Analysis BA/MA students may justify some adjust- evening, to accommodate students who hold Yvonne Lassalle, Assistant Professor; PhD, ments in consultation with the graduate full-time jobs. CUNY; Memory, Political Culture, Nationalism, adviser on a case-by-case basis, but quali- Youth, Religion, Built Environment; Europe; the fying exams will be required in any case. Virtually all students who complete the MA Caribbean, Urban US BA/MA students must complete the program and apply to PhD programs at other Louise Lennihan, Associate Professor; PhD, requirements for both degrees. Columbia; Agrarian Change, Development, institutions are admitted to a program. Social History, Sub-Saharan Africa A substantial proportion of MA students 4. A reading knowledge of at least one for- Thomas H. McGovern, Professor; PhD, are accepted in PhD programs before com- eign language appropriate to the field of Columbia; Archaeology, Paleoecology, Faunal pleting requirements for the Hunter MA. specialization, or a demonstrated compe- Analysis, Norse and Inuit Cultures, Human Hunter MA students may take courses at the tence in statistics Dimensions of Global Change Graduate School. Most of the Hunter anthro- John F. Oates, Professor; PhD, London pology faculty are also members of the faculty 5. A master’s thesis. University; Primate Ecology and Social of the Graduate School doctoral program in Behavior, Tropical Rainforest Conservation, anthropology. Sub-Saharan Africa, India Students are encouraged to participate in William J. Parry, Professor; PhD, Michigan; faculty research, much of which is externally Southwest U.S., Mesoamerica, Lithic Analysis, funded, providing limited opportunities for Hunter-Gatherers part-time employment. Write or telephone the graduate adviser for further information.

26 SCHOOL OF ARTS & SCIENCES | ANTHROPOLOGY 27 s Thesis Seminar s thesis. ’ ’ Research in Anthropology. in Anthropology. Research Folklore and Mythology Folklore Anthropology Economic Theory Analysis and Phonological Theory Analysis and Grammatical Human Fossil Record Record Fossil Human Research Field Measures Quantitative Seminar in Sociolinguistics in Sociolinguistics Seminar Genetics Evolutionary Human Linguistic Field Techniques and Techniques Linguistic Field Methods Human Ecology and Population Ecology Human Dynamics Psychological Anthropology Psychological Anthropology Cognitive and Behavior Ecology Primate Paleontology Primate Master Language and Culture and Culture Language Biological Anthropology Anthropology Biological Course) (Core Seminar in Biological Anthropology Anthropology in Biological Seminar s thesis adviser, limited to students matricu- s thesis adviser, ’ permission of instructor and grad adviser permission of instructor and grad prior to registration required 3 cr each ANTH 709 ANTH 710 ANTH 711 ANTH 772 ANTH 773 ANTH 775 ANTH 776 ANTH 794 ANTH 795 ANTH 799 from evidence on human evolution Fossil to modern Homo Australopithecus Pliocene morphology, sapiens. Considers paleoecology, and phylogeny. chronology, THESIS ANTH 706 under supervision research of stu- Individual dent upon awarded Credit lated in the MA program. of master approval STUDY INDEPENDENT OR RESEARCH or Study ANTH 785, 786 Independent in any of the 4 subdisciplines research Directed student. on topic chosen by upon sufficient student demand Courses offered ANTH 704 ANTH 705 Role of language, dialect, and bilingualism in and bilingualism dialect, of language, Role lan- language of politics, social life, including as related language variation guage in education, sex, status, topic, etc. to context, ANTH 778 as such and society, topics in language Selected bilingualism, language language and ethnicity, etc. languages, contact, creole ANTHROPOLOGY BIOLOGICAL ANTH 790 biology and evolutionary to the An introduction history including evolutionary of humans, theo- primate behavior, genetics, morphology, ry, and paleontology. sociobiology, ANTH 791 ANTH 792 viewpoint of biological anthropology, From factors that course examines environmental and senescence of affect distribution, growth, human populations. ANTH 793 Analysis of distribution of contemporary human populations and microevolutionary processes that underlie human variability. ANTH 777 ANTH an introduction to a an introduction – a survey and discussion of – an introduction to methods an introduction – an introduction to the prob- an introduction Archaeology of Selected Areas Areas of Selected Archaeology – Linguistics (Core Course) Linguistics (Core in Linguistics Seminar Prehistoric Human Ecology Ecology Human Prehistoric Rise of Civilization of Europe Archaeology of Africa Archaeology East of Near Archaeology World of New Archaeology of Mesoamerica Archaeology Ethnology of Europe of Europe Ethnology East of Near Ethnology Asia of Southeast Ethnology and East Asia of China Ethnology of Caribbean Ethnology in Archaeology Seminar Ethnology of Africa Ethnology Ethnology of North American of North Ethnology Indians Ethnology of South America of South Ethnology Course) (Core Archaeology lems of practical field research design in archae- lems of practical field research of basic ology and basic field techniques. Use with extensive surveying equipment is covered, hands-on experience provided. range of methods of data management and includes training in the analysis in archaeology; use of computer software. ANTH 761 ANTH 762 ANTH 763 LINGUISTICS ANTH 770 Analytic description behavior. of verbal Structure semantics, pragmatics. grammar, of phonology, Language in social action. Language prehistory. ANTH 771 ANTH 758 evolu- of and empirical investigation Theoretical tion of urbanism and state in both hemispheres. ANTH 759-769 a survey courses presents Each of the following of a particularof the archaeology world region some major questions which arise in and treats that context. ANTH 759 ANTH 760 Faunal Analysis Faunal Analytical Methods Methods Field ANTH 756 in analysis of interaction of human Problems economies and changing natural environments. view in various Archaeological of human role ancient ecosystems. ARCHAEOLOGY ARCHAEOLOGY ANTH 750 of method, and findings basic theory, Introduces in an anthropological archaeology prehistoric framework. ANTH 751 seminars deals advanced Each of the following and methodological topics with a set of theoretical in archaeology: developments to current related Analysis Regional ANTH 726 ANTH 727 ANTH ANTH 728 ANTH 729 ANTH 730 ANTH 731 ANTH 734 ANTH 735 and theoretical problems involved in the use of in the involved problems and theoretical economies. animal bone evidence for prehistoric approaches to the analysis of ancient settlement approaches patterns. s web page: s web ’ Ethnology and Ethnography Ethnology Areas of Selected Anthropology of ArtAnthropology Applied Anthropology Anthropology Applied Anthropology Political Medical Anthropology Anthropology Medical Hunters and Gatherers and Gatherers Hunters Ecology Cultural Kinship and Social Structure Kinship Structure and Social and Ideology Religion Seminar in Ethnology in Ethnology Seminar Ethnology (Core Course) (Core Ethnology Sex and Gender in and Gender Sex Perspective Anthropological History of Anthropological Theory History of Anthropological ANTH 726-745 an ethno- courses presents Each of the following graphic survey in a specific of cultural variation readings, in depth-through and treats world region and discussion-some of the major guided research, arising in that region. ethnological problems Reading and research on human sexual dimor- and research Reading and cultural con- behavior, phism, reproductive ditioning of gender roles. ANTH 725 ANTH 721 in culture study of expressive Comparative societies with special and non-Western Western emphasis on plastic arts. ANTH 720 systems of political of different Examination organization with emphasis on tribal and peas- ant societies. Cross-cultural aspects of development work in work aspects of development Cross-cultural and foundations Theoretical U.S. and abroad. practical aspects with emphasis on necessary ancillary skills. ANTH 718 ANTH 716 in and disease viewed comparatively Health explain, prevent, societies perceive, terms of how illness. and treat ANTH 715 view of interactions of human pop- Evolutionary with emphasis ulations and their environment of cultural adaptation. on processes ANTH 712 foraging both modern and prehistoric Analyzes societies with particular emphasis on ecological approach. ANTH 708 beliefs and analysis of religious Comparative and other aspects of ideol- practices, cosmology, societies. especially in non-Western ogy, ANTH 707 analysis of kinship systems includ- Comparative family descent groups, ing kinship terminology, models of and household forms, and various explanation. ANTH 702 ANTH 703 anthro- and schools in of major currents Treatment 19th centurypological thought from to present. ANTH 701 and basic find- methods, theory, history, Surveys anthropology. ings of cultural and social ETHNOLOGY ETHNOLOGY Each course 45 hrs, including conferences, 3 cr. 45 hrs, including conferences, Each course graduate must consult with the All students course. Current for any registering adviser before on the department listings are COURSE LISTINGS LISTINGS COURSE http://maxweber.hunter.cuny.edu/anthro ART Degrees Offered HEGIS Studio Art 24-credit BA* 1002 Studio Art 42-credit BA* 1002 Department Office: 11054 North Building; (212) 772-4995 Studio Art 61-credit BFA* 1002 SCIENCES Chair, Thomas Weaver 11054 North Building; (212) 772-4990 Art History 24-credit BA* 1003

& Art History 42-credit BA* 1003 Graduate Advisers: Art History MA 1003 Joel Carreiro, Studio Art; 11022 North Building; (212) 650-3398; Creative Art MFA 1002 [email protected] Richard Stapleford, Art History; 1500A North Building; (212) 772-5052; * See Hunter College Undergraduate Catalog 2004-2007, [email protected] p. 77 for information on undergraduate degree programs in art.

FACULTY Elinor Richter, Associate Professor; PhD, Requirements for the Columbia; Renaissance Art MA in Art History (30 cr) Katy Siegel, Associate Professor; PhD, Texas 1. Course distribution: Students are SCHOOL OF ARTS Studio (Austin); Contemporary Art History and Andrea Blum, Professor; MFA, Art Institute required to take ART H 602 (Research | Criticism Methods in Art History), as early as possi- of Chicago Richard Stapleford, Professor; PhD, NYU; Joel Carreiro, Associate Professor; MFA, History of Architecture; Late Antique-Early ble in their course of study. At least one Hunter course must be taken in art historical the- ART Medieval Art; Renaissance Art Susan Crile, Professor; BA, Bennington Lisa Vergara, Associate Professor; PhD, ory or historiography, such as ART H 734, Lisa Corinne Davis, Associate Professor; Columbia; Baroque and Northern Renaissance or a special topics course directly related MFA, Hunter Art to one of these areas. In addition, at least Stephen Davis, Associate Professor; MFA, one course must be taken in each of three Claremont Graduate School of the following areas, a, b, c, and d: Roy DeCarava, Distinguished Professor; MASTER OF ARTS (a) Ancient and Medieval Art Cooper Union IN ART HISTORY Gabriele Evertz, Associate Professor; MFA, (b) Renaissance, Baroque, and 18th- Hunter century Art Hunter College is situated in close proximity Valerie Jaudon, Professor; St. Martins School of to a range of resources unsurpassed anywhere (c) Modern (19th- or 20th-century) and Art, London for the study of art history: the college is in American Art Reiner Leist, Assistant Professor; MFA, School walking distance of a host of outstanding of Visual Arts (d) Non-Western Art museums, galleries and specialized research Jeffrey Mongrain, Associate Professor; MFA, libraries. The MA in art history, granted by 2. With the permission of the graduate advis- Southern Illinois Hunter College since 1952, is a comprehen- er, candidates for the MA in art history Robert Morris, Distinguished Professor; MA, sive program of study intended to give the may take up to 6 credits in studio courses Hunter student a broad background in the history of or in courses in related areas. Anthony Panzera, Professor; MFA, Southern art as well as an in-depth concentration in a Illinois 3. Students may apply for transfer of up to, particular area. It leads to enrollment in PhD Juan Sánchez, Professor; MFA, Rutgers but no more than, 9 credits from another programs throughout the country and serves institution (including the Graduate Center Robert Swain, Professor; BA, American as a terminal degree for professional work in of the City University of New York). Permis- Nari Ward, Associate Professor; MFA, museums, galleries, arts organizations and art sion to transfer credits is not guaranteed Brooklyn publishing. Thomas Weaver, Associate Professor and and is considered on a case by case basis. Chair; MFA, Hunter Admission Requirements 4. Examinations: Students must take and Brian Wood, Associate Professor; MA, Hunter Applicants are admitted in both fall and pass two examinations before they are per- Sanford Wurmfeld, Phyllis and Joseph Caroff mitted to proceed beyond 15 credits. It is Professor of Art; BA, Dartmouth spring semesters. The applicant must have completed 12 credits of undergraduate cours- recommended that they take these exami- es in art history. Reading knowledge of a for- nations as early in their careers as possible. History and Criticism eign language (French, German, or Italian) is Both examinations are given once each William Agee, Kossak Distinguished required. All supporting material requested by semester. Professor; MA, Yale; 20th-century American the college’s Graduate Admissions Office Language Examination: Students must Art, Theory and Criticism (GRE score, official transcript, two letters of demonstrate their ability to use at least Ülkü Bates, Professor; PhD, Michigan; Islamic recommendation) as well as the completed one foreign language as a research tool by Art application form must be supplied by the passing a written examination in French, Emily Braun, Professor; PhD, NYU; application deadlines. Application Deadlines: German or Italian. 20th-century Art for fall admission, March 1; for spring Mary Moore, Professor; PhD, NYU; Greek and admission, October 1. Comprehensive Examination: Passing a Roman Art written examination in the history of art is Maria Antonella Pelizzari, Associate required of all candidates. Professor; PhD, University of New Mexico, History of Photography

28 5. Mid-program evaluation: The progress of The Art Department Graduate Admissions Building at 68th Street houses the administra- ARTS OF SCHOOL each student will be reviewed upon the Committee will select finalists for admission to tion and the library and has fully equipped, completion of 15 credits. Students will be the MFA program. All finalists will be sched- newly renovated workshops on the 11th floor permitted to proceed if they have demon- uled for an interview. Final decisions will be in photography, graphics, metal, wood, plas- strated proficiency in writing and research determined by mid-April. ter, computer graphics and general painting skills and have passed the comprehensive MFA Application Deadline: January 15 studios. The basement of Thomas Hunter and foreign language examinations. for admission in the following academic year. Hall, the adjacent building, houses the clay workshop. The MFA Building houses the 6. Students with 6 credits of IN Requirements for the graduate studios, the MFA Gallery, and the (“Incomplete’’) will not be permitted to MFA in Creative Art (48 cr) graduate photo, wood, metal and ceramics & register for courses. studios. Each candidate for the MFA must select one SCIENCES 7. Master’s thesis: A thesis is required. ART H field of concentration in studio art: painting, 799 Galleries (Thesis Research) (3 cr) is an elective. sculpture, graphics, photography, ceramics, or For further information write the Graduate combined media, and present an MFA project The Bertha and Karl Leubsdorf Art Gallery, Adviser, Art History Program. in that area. located at the main campus, houses profes- Candidates must complete 48 credits, dis- sionally organized exhibits that support the

tributed as follows: educational programs of the Art Department | of Hunter College. MASTER OF FINE ARTS 18 credits of participation in the seminar/ ART IN CREATIVE ART tutorial section for that area of concentration; The MFA Gallery at 450 West 41st Street 9 credits of studio electives (exclusive of is a 12,000-sq. ft. space renovated by graduate the area of concentration); students and faculty. Hunter’s ideal location in Manhattan offers The entire exhibition program maximizes students and faculty many intellectual, cultur- 9 credits of liberal arts electives in the his- student and faculty participation to expand al and creative resources. In New York, as tory, theory, and criticism of art; the parameters of the graduate programs in nowhere else, the student has access to the 6 elective credits which may be used for both fine arts and art history. changing ideas and forms of contemporary additional art history or studio, or non-tra- art. This is crucial to the achievement of our ditional courses or projects such as appren- Scholarships and Travel Grants educational goal: to develop professional ticeships, teaching assistantships or partici- artists capable of continued growth once they The Esther Fish Perry Award for outstanding pation in the foreign exchange program; leave the relatively structured university envi- students is given each year to an MFA student ronment. The program is designed to offer 6 credits in the MFA course for the com- in the final year of study. Enrolled students are broad training for the artist in the develop- pletion of the MFA project (ARTCR 791) encouraged to apply for the William Graf ment of critical and analytical visual thinking under the guidance of a faculty tutor. Travel Grant: approximately two awards of up as it relates to their work. In this program- to $1,200 each are given every semester to an All students are provided individual work matic context students are encouraged to MA and MFA student. Tony Smith Awards are spaces in the MFA Studio Building and are develop their own art through constant peer given to students at the discretion of faculty. required to work in them throughout their res- contact in the studios, individual work with idency. There are four floors (approximately faculty tutors, critical seminars focusing on 10,000 sq. ft. each) for student studios, semi- student work, and classes in the theory, criti- nar rooms, and workshop and exhibition areas. cism and history of art. In addition, many The regular curriculum will be supplemented artists, curators, critics and historians are by a monthly lecture series, providing a forum invited to meet with students. for the presentation of aesthetic ideas by artists, Admission Requirements critics, historians, and resident faculty. The applicant must have completed at least Foreign Exchange Program 24 credits of undergraduate courses in studio Four MFA students are selected each year to art and 9 credits in art history. Applicants receive stipends for a period of one semester at must obtain a formal application from the Glasgow School of Art; the Ecole des Beaux- Hunter Graduate Admissions. This applica- Arts, Paris; the Slade School, London; the Royal tion, with all supporting materials, must be College of Art, London; or the art schools of filed with the Admissions Office prior to the Berlin or Groningen, the Netherlands. January 15 deadline. In addition, applicants must obtain from the Department of Art the Apprenticeships MFA Program Guide, which explains addi- tional requirements for MFA applicants, and Students can sometimes fulfill a portion of the Art Department Information Sheet. their degree requirements through teaching The following materials should then be assistantships with faculty or studio appren- mailed directly to the Department of Art, ticeships with approved artists, art historians Hunter College, 695 Park Avenue, New York, or curators. New York 10021, prior to the deadline: • Art Department Information sheet Facilities • Statement of purpose The department functions in two main loca- • Résumé (optional) tions, the main campus at 68th Street and • 10 slides of current work, with slide list, Lexington Avenue and the MFA Studio or portfolio Building at 450 West 41st Street. The North 29 30 ART | SCHOOL OF ARTS & SCIENCES related topics. A weekly seminartodiscussstudents ARTCR 651,652,653 A studioelective forMFA students. ARTCR 640,641,642 Individual tutorialwithfull-timefacultymember. ARTCR 635,636,637 full-time facultymember. tal multimediaimagery. Individual tutorialwith photojournalism through formalandexperimen- Advanced projects inphotographyrangingfrom ARTCR 631,632,633 Individual tutorialwithfull-timefacultymember environmental, conceptual,film,video,etc. Tutorial invarious experimentalmediasuchas ARTCR 629 time facultymember. mental methods.Individual tutorialwithfull- intaglio colorfrom traditionaltolatestexperi- printingoffset,and printing withmetal;surface point.Color Line engravingonmetal.Dry Soft ground andhard ground etching.Aquatint. Woodcut (blackandwhitecolor)printing. ARTCR 625,626,627 Individual tutorialwith full-timefacultymember. including research projects invarious media. Development ofcreative expression insculpture, ARTCR 621,622,623 Individual tutorialwith full-timefacultymember. ARTCR 611,612,613 STUDIO COURSES noted. Each course45hrs,3cr, unlessotherwise COURSE LISTINGS 640 (Advanced Photography I,II,III),or ARTCR 625 coreq: tobetakensimultaneouslywith MFA majorsinceramics only MFA majorsinphotography only MFA majorsingraphics only MFA majorsinsculpture only MFA majorsinpaintingonly 611 Arts I,II,III), , , 641 612 , , Combined Media Two-dimensional I,II,III Art 642 613 , 626 ARTCR 631 (Advanced Drawing I,II,III) (Advanced Painting I,II,III), , 627 II, III Advanced Drawing I, I, II,III Advanced Ceramics I, II,III Advanced Photography I, II,III Advanced Graphic Arts Seminar in I, II,III Advanced Painting I, II,III Advanced Sculpture (Advanced Graphic , 632 , ’ work and 633 ARTCR ARTCR Studies of16thcentury. inart ART H624 Studies of14thand15thcenturies. inart ART H623 Modern in20thcentury. art ART H622 in19thcentury. ofmodernart Origins andhistory ART H621 traits, sarcophagi, andwallpainting. Constantine. Emphasis onimperialreliefs, por- Roman from Republican art period toAgeof ART H620 Archaic, Classical,andHellenistic eras. Hellenistic period. Emphasis onmasterpiecesof Greek sculpture andpaintingfrom Geometric to ART H619 paper. andwritingofresearch history problems inart research methodsthrough examinationofspecial Training inbibliographicalmaterialsand ART H602 ART HISTORY COURSES under direction offacultymember. Independent research toward theMFA project gram whohave completed42graduatecredits. Limited tomatriculatedstudentsinMFA pro- ARTCR 791 ed topics. theory, three-dimensional formtheory, andrelat- Special projects inphotography, ceramics,color ARTCR 751 ARTCR 750 related topics. A weekly seminartodiscussstudents ARTCR 661 related topics. A weekly seminartodiscussstudents ARTCR 655,656,657 6 cr prereq: ofthegraduate permission adviser ARTCR 629 coreq: tobetaken simultaneouslywith (Advanced Ceramics I,II,III) ARTCR 621 coreq: tobetaken simultaneouslywitheither spring only fall only spring only fall only spring only fall only offered semester every I, II,III)or Renaissance II Art Renaissance I Art Modern II Art Modern I Art Greek Art Roman Art Research Methods History ofArt 1, 2 Independent Study inStudio Art MFA Project Special Topics inStudio Art Seminar inCombined Media Three-dimensional I,II,III Art ARTCR 635 , (Combined Media). 622 , 623 Seminar in (Advanced Sculpture , 636 , 637 ’ ’ work and work and Painting. Totalitarianism, Color inRelation to Theory of Abstraction, ofPhotography, History and Art Architecture oftheItalian Renaissance, Origins Painting, The Islamic Object, Botticelli, Topics inrecent years have includedGreek Vase ART H780 criticism. art contemporary for current problems inthedisciplineand asabackground andmethodology critical theory and/or history ofart Readings inthehistory ART H734 to India. andarchitectureArt ofIslamic worldfrom Spain ART H641 Offered spring.Studies oflaterMiddle inart Ages. ART H638 Studies ofearlyMiddle inart Ages. ART H637 Studies inChineseandJapanese painting. ART H636 Studies of17thcentury. inart ART H625 ART H731 ARTH 730 ARTH 729 ARTH 724 ARTH 722 demand Courses offered onlyuponsufficientstudent faculty member. research toward MAthesis underdirection of have completed20gradcr. Independent who Limited tomatriculatedMAstudentsinart ART H799 under direction offacultymember. ofart ortheory Independent studiesinhistory ART H755 COURSES INDEPENDENT RESEARCH fall only spring only fall only spring only fall only 1-3 cr Seminar inRenaissance Art Seminar II inAmericanArt Seminar I inAmericanArt Art Seminar inContemporary Thesis Research Theory andCriticism ofArt Theory Early Netherlandish Painting Special Topics inArt Islamic Art Medieval II Art Medieval I Art Chinese andJapanese Art Baroque Art Independent Study COLO ARTS OF SCHOOL BIOCHEMISTRY Degree offered HEGIS Biochemistry MA 0414 The interdisciplinary program in biochemistry is jointly administered and staffed by members of the Department of Biological Sciences and the Department of Chemistry.

Biological Sciences: 927 North Building; (212) 772-5293; [email protected] Chair, Shirley Raps; 927 North Building; [email protected]

Chemistry: 1307 North Building; (212) 772-5330; [email protected] &

Chair, Gary J. Quigley; 1305E North Building; [email protected] SCIENCES Graduate Advisers: Yujia Xu (Department of Chemistry); 1304C North Building; (212) 772-4310; [email protected] Roger Persell (Department of Biology); 912 North Building; (212) 772-4106; [email protected]

FACULTY Lou Massa, Professor; Ph.D.,Chemistry MASTER OF ARTS |

Department, Hunter College, Quantum BIOCHEMISTRY Crystallography (QCr) – The Combination of The degree is offered either as a terminal Jesus Angulo, Associate Professor; Ph.D., Structural Crystallographic Information with Biology Department, Hunter College, Quantum-Mechanical Theory degree or as the first year toward the PhD Molecular Mechanisms of Drug-Induced within CUNY. Both first-year courses and Toxicity and Cell Death in the Brain Hiroshi Matsui, Professor; Ph.D., Chemistry Department, Hunter College, Bio-Nanotech- advanced courses are available at Hunter Jill Bargonetti-Chavarria, Associate Professor; nology, Protein Nanotubes, Electronics, Sensors College and/or at the Graduate Center, Ph.D., Biology Department, Hunter College, 365 Fifth Avenue, New York, NY 10016. The Role of p53 in Tumorigenesis Benjamin Ortiz, Associate Professor; Ph.D., Biology Department, Hunter College, Derrick Brazill, Associate Professor; Ph.D., Chromatin, Transcription and Immune System Requirements for Admission Biology Department, Hunter College, The Development Signal Transduction of Cell Density Sensing General admission requirements to Hunter’s Gary Quigley, Professor; Ph.D., Chemistry Robert Dottin, Professor; Ph.D., Biology graduate programs are observed. GRE(verbal Department, Hunter College, Biomolecular and quantitative reasoning); TOEFL (for for- Department, Hunter College, Regulation of Structure and Function of Nucleic Acids Gene Expression by Signal Transduction eign students whose native language is other Patricia Rockwell, Associate Professor; Ph.D., Charles Michael Drain, Professor; Ph.D., than English). Biology Department, Hunter College, In addition, the student must have com- Chemistry Department, Hunter College, Self- Molecular Biology Organizing Systems; Sensors, Organic pleted the following courses: general chemistry Phototransistors, Photo Dynamic Therapeutics Rivka Rudner, Professor Emerita; Ph.D., (including qualitative analysis) (one year), quan- Biology Department, Hunter College, titative analysis, organic chemistry (one year), Laurel Eckhardt, Hesselbach Professor; Ph.D., Expression of Ribosomal and Transfer RNA Biology Department, Hunter College, Genes/ Cooperative Colonial Patterning in the physical chemistry (one semester lecture and Molecular Genetics of Lymphocyte Genus Bacillus laboratory), biology (one year), biochemistry Development and Function Thomas Schmidt-Glenewinkel, Associate lecture and laboratory (one semester). Maria Figueiredo-Pereira, Associate Professor; Professor; Ph.D., Biology Department, Hunter Deficiencies may be made up during the first Ph.D., Biology Department, Hunter College, College, Neurotransmitter Receptors and Ion three semesters of graduate study. The Ubiquitin Pathway & Neurodegeneration Channels in Drosophila Melanogaster Marie Filbin, Distinguished Professor; Ph.D., Yujia Xu, Assistant Professor; PhD., Chemistry Biology Department, Hunter College, Myelin Department, Hunter College, Mechanisms of Formation & Inhibitory Molecules in Myelin Molecular Assembly and of Molecular David Foster, Professor; Ph.D., Biology Recognition, Structure-Function Relationships Department, Hunter College, Oncogenes and in Proteins Implicated in Diseases Signal Transduction Dixie Goss, Gertrude Elion Endowed Scholar and Professor; Ph.D., Chemistry Department, Hunter College, Protein-Nucleic Acid Interactions and Biological Regulation Ann Henderson, Professor; Ph.D., Biology Department, Hunter College, Molecular Structure of Mammalian Chromosomes Akira Kawamura, Assistant Professor; Ph.D., Chemistry Department, Hunter College Frida Kleiman, Assistant Professor; Ph.D., Chemistry Department, Hunter College, Mechanisms of Response to DNA Damage by Nuclear Factors Peter Lipke, Professor; Ph.D., Biology Department, and Program Director, Minority Access to Research Careers, Hunter College, Cell Adhesion & Cell Surface Architec ture in Yeast

31 32 BIOCHEMISTRY | SCHOOL OF ARTS & SCIENCES Courses: plans: the MAthrough eitherofthefollowing two Students maycompletetherequirements for Comprehensive Examination or Thesis Requirements fortheDegree may betaken. no more than10 credits of600-level courses lowing coursesfrom thelistbelow. Note that • • Plan (2): Plan (1): credits). ly), chemistry aselectives. chemistry taken by choosingcoursesinbiologyor remaining oradditionalcredits maybe courses maybesubstitutedby two coursesmaybesubstitutedby U710.1 must comefrom courses inbiology(8or9credits) that with atleastonecoursechosenfrom mum of6credits ofcoursesinbiology, IL714 BIOL BIOCHEM U770 BIOCHEM 711 BIOL 700 BIOCHEM U750 BIOCHEM U710.1 . either 750.03 4 CHEM650 54, Plan (1):Aminimumof30credits of Plan (2):Aminimumof24credits of comprehensive examination. course work plusapassinggradein thesis committee. adviser, anditmustbedefendedbefore a thesis mustbeapproved by thestudent on anoriginalresearch problem. The course work, plus6credits from athesis BIOCHEM 711 The studentmustcompletethefol- CHEM 650 , or and , , CHEM 640 CHEM 640 BIOL 750.03 IL610 BIOL IL710 BIOL U710.2 , or BIOCHEM 715.51 , aminimumoftwo as anelective; amini- , BIOL 714 BIOCHEM U750 , BIOCHEM U770 and , respectively); BIOCHEM 715.51 ; , , and BIOCHEM 799 IL700 BIOL CHEM 641 , or U710.2 CHEM 641 , BIOL 610 BIOL 710 , respective- BIOCHEM , BIOL (the two - , .54 or . Any (6-7 (the , ; - ’ s 7) BIOCHEMU750 thermodynamics, equilibria. to biologicalproblems. Emphasis onkinetics, Essential physicalchemicalprinciplesasapplied 6) CHEM650 faculty members.Labandconferences. Individual projects, arrangedwithatleasttwo 5) BIOCHEM711 4) BIOCHEMU710.2 3) BIOCHEMU710.1 chemistry, hormones,musclebiochemistry. Metabolism, geneexpression, immunobio- 2) CHEM641 DNA. Proteins, enzymes,bioenergetics,recombinant 1) CHEM640 courses 3and4,respectively. Note: Courses1and2maybesubstitutedby LISTINGS COURSE spring only, offered attheGraduate Center 3 cr, 3hrs prereq fall only, offered attheGraduate Center 3 cr, 3hrs equiv andphysicalchemistry prereq: or a1-semestercourseinbiochemistry offered spring 3 cr, 3hrs prereq: offered fall 3 cr, 3hrs prereq: 1yrofundergraduate organicchemistry fall only, offered attheGraduate Center 3 cr, 3hrs MATH 150 prereq: 1year organic chemistry, 1year biology, 4 cr, 8hr offered fall 4 cr, 4hrs BIOCHEM 710.1 CHEM 640 Biochemistry II Biochemistry I Biochemistry Biophysical Chemistry Biophysical Chemistry or equivalent Biochemistry Biochemistry Techniques forResearch in Basic Laboratory Bioorganic Chemistry Bioorganic Chemistry Advanced 1 Biochemistry Advanced 2 Biochemistry or BIO 710.13 or equivalent or 300 plan ontaking wish tocontinueforthedoctorateshould Students whoenroll in and besubjecttotheconditionsthereof. the doctoratemustreapply formatriculation ments fortheMAandwishestocontinue Note: Astudentwhocompletestherequire- dents enrolled inGraduate Centerprograms.) Graduate Centerandmaybetakenby stu- listed intheScheduleofClassesatCUNY prefix (* The See courselistingunderBiological Sciences. BIOLOGY COURSES the requirements (Plan 2). of Open onlytostudentswritingathesisaspart BIOCHEM BIOCHEM BIOCHEM 799.01 Seminars in Biochemistry 9) BIOCHEM715.51,.52,.53,.54 8) BIOCHEMU770 and CHEM 650 BIOCHEM U770 MA degree. (Master (Master (Master’s) 1cr offered falland spring each 1hr, 1cr spring only, offered attheGraduate Center 3 cr semester ofbiochemistry prereq: and1 calculus,physicalchemistry offered fall,spring, andsummer CHEM 650 ’ ’ . Students who take s) 3cr s) 2cr 799.03 Thesis Research 799.03 Thesis Research 799.02 Thesis “ U BIOCHEM U710.2 will beoptingfortheterminal ” instead of indicatesthatthecourseis Thesis Research Physical Biochemistry CHEM 640 CHEM 641 CHEM 641 and and who and BIOLOGICAL SCIENCES ARTS OF SCHOOL

Department Office: 927 North Building; (212) 772-5293 Chair, Shirley Raps; 927 North Building; (212) 772-5293 Master’s Graduate Adviser, Roger Persell; 912 North Building; (212) 772-4106; [email protected] Biological Science Adviser for TEP students, Patricia Rockwell; (212) 650-3234; 821 North; [email protected] Education Adviser, Stephen Demeo; 772-4776; 908 West; [email protected] & Website http://biology.hunter.cuny.edu SCIENCES

Degrees offered HEGIS Biological sciences Major I BA* 0401 Biological sciences Major II BA* 0401 Biology education for teachers of adolescent education (grades 7-12) BA* 0401 | Biological sciences MA 0401 ILGCLSCIENCES BIOLOGICAL Biological sciences MA with specialization in biotechnology MA 0401 Biology education for teachers of adolescent education (grades 7-12) (see p. 98) MA 0401.01 Biological sciences BA/MA with specialization in biotechnology BA/MA 0401 Biological sciences/environmental and occupational health sciences BA/MS 0401/1299 Med lab sciences/biological sciences with specialization in biotechnology BS/MA* 1223/0401 Biochemistry (with chemistry department; see p. 31) MA 0414 * See Hunter College Undergraduate catalog 2004-2007, p. 83 for information about undergraduate courses and programs in biological sciences. *** See Hunter College Undergraduate catalog 2004-2007, p. 211 for information about undergraduate courses and programs in medical lab sciences.

FACULTY Ann S. Henderson, Professor; PhD, North The Department of Biological Sciences has Carolina; Molecular Structure of Mammalian graduate and post-graduate research programs in Chromosomes Adrienne Alaie, Assistant Professor; PhD, molecular and cell biology, cancer biology, CUNY, Science Education Peter N. Lipke, Professor; PhD, California molecular and developmental genetics, and (Berkeley); Cell Adhesion and Cell-Surface molecular neuroscience. Students may obtain Jesus Angulo, Associate Professor; PhD, Architecture in Yeast CUNY; Addictive Drugs and Neurochemistry the MA from Hunter College and/or the PhD of the Synapse Diego Loayza, Assistant Professor; PhD, Johns from the City University Graduate Center. The Hopkins; Molecular Biology of Telomeres and doctoral program is designed to prepare students Jill Bargonetti, Associate Professor; PhD, Genetics NYU; Molecular Mechanisms of Tumorigenesis to cope with the radical changes in direction and Benjamin Ortiz, Associate Professor; PhD, Derrick Brazill, Associate Professor; PhD, experimental approaches that will characterize Stanford; Regulation of Chromatin Structure future developments in biology, as well as to California (Berkeley); Mechanisms of Cell and its Role in T-Cell Development Density Sensing in Eukaryotes train highly qualified research scientists who are Roger Persell, Associate Professor; PhD, fully equipped to teach and to direct research in Richard L. Chappell, Professor; PhD, Johns CUNY; Interdisciplinary Approaches to a wide variety of university and industry pro- Hopkins; Neural Interactions of the Retina Biological Concepts in Literature; Liver William D. Cohen, Professor Emeritus; PhD, Physiology, Science Education grams in the biological sciences. Faculty of the department are pursuing Columbia; Cytoskeletal Structure and Function Weigang Qiu, Assistant Professor; PhD, Robert P. Dottin, Professor; PhD, Toronto; SUNY, Stony Brook. Evolutionary projects in the forefront of modern research. Regulation of Gene Expression by Signal Bioinformatics and Population Genetics of In addition to the individual research labora- Transduction Bacterial Diversity. tories, a number of shared facilities are housed Laurel A. Eckhardt, Marie L. Hesselbach Shirley Raps, Professor; PhD, Illinois; in the department. They include transmission Professor; PhD, Stanford; Molecular Cyanobacterial Plasmids, Microcystins and and scanning electron microscopes, a sequenc- Immunology Phycobilisomes, Science Education ing and synthesis facility equipped with a Maria Figueiredo-Pereira, Associate Professor; Patricia Rockwell, Associate Professor; PhD, DNA synthesizer, a peptide synthesizer, a gas- PhD, NYU; The Ubiquitin/Proteasome CUNY; Signal Transduction and Gene phase sequencer, DNA sequencer and Pathway in Neurodegeneration Expression Associated with Alzheimer’s Disease advanced HPLC and data processing equip- Marie T. Filbin, CUNY Distinguished Rivka Rudner, Professor Emeritus; PhD, ment, a bioimaging facility, a fluorescence- Professor; PhD, Bath (England); Molecular Columbia; Regulation of Gene Expression in activated cell sorter and a biopreparation facil- Mechanisms of Axonal Regeneration B. subtilis ity. Several facilities are available through the David A. Foster, Professor; PhD, Columbia; Thomas Schmidt-Glenewinkel, Associate chemistry department, including X-ray dif- Oncogenes and Signal Transduction Professor; Dr Phil Nat, Frankfurt (Germany); fraction, NMR, mass spectroscopy and bio- S. Marvin Friedman, Professor Emeritus; Molecular Biology of Nervous System molecular computation. Shared modern ani- PhD, Purdue; Translational Machinery of Development mal facilities are also available. Archabacteria Ezra Shahn, Professor; PhD, Pennsylvania; Mitchell Goldfarb, Professor; PhD MIT; Science Education Molecular Neurobiology: Functions of Hualin Zhong, Assistant Professor; PhD, Fibroblast Growth Factor-Homologous Factors Rutgers; Cell Biology the Nuclear Envelope and (FHFs) and Other Signaling Molecules Molecular Genetics 33 34 BIOLOGICAL SCIENCES | SCHOOL OF ARTS & SCIENCES through eitherofthefollowing plans: Students mayfulfillrequirements fortheMA Comprehensive Examination and Thesis maybecredited towardchemistry) thedegree. (including inanothersciencesuchasbio- the degree. Only one600-level course Up to4credits oftutorialare acceptedtoward BIOL 750.03 BIOL 714.01 BIOL 710.13 BIOL 700.05 Required Courses and biotechnology. opmental genetics,molecularneuroscience, biology, cancerbiology, molecularanddevel- the following majorareas: molecularandcell the graduateadviser, isconcentratedinoneof The program ofcoursework, plannedwith Requirements fortheDegree TOEFL Test forforeign, non-English 6. General Test oftheGraduate Record 5. Anundergraduatemajorinbiology, 4. One year ofcalculus 3. One year ofcollegephysics 2. One year oforganicchemistry, including 1. requirementsing departmental mustbemet: admission tograduateprograms, thefollow- Requirements forAdmission College. advanced coursesare available atHunter within CUNY. and Bothintroductory degree orasthefirst year toward thePhD The degree isoffered eitherasaterminal MASTER OFARTS In additiontothegeneralrequirements for speaking students Examination (GRE) gram inbiologicalsciences. sion toanyofthemajorsinMApro- year ofappropriate lifescienceforadmis- or physicsmajorsmustofferatleastone cialization shouldbepresented. Chemistry minimum of18credits inthearea ofspe- physics, orotherappropriate discipline.A botany, physiology, zoology, chemistry, laboratory Developmental Biology Cell Biology Molecular Biology Lecture Genetics Degree Requirements Admission Requirements BIOTECHNOLOGY SPECIALIZATION IN MA INBIOLOGYWITH Baccalaureate degree inbiologyorrelated tobetakenbeforeGRE (generalpart) reg- GPA 3.0 • • Electives (5-13credits) Core CoursesfortheMA(21-28credits) 30 credits plusapassinggradeoncom- Developmental Biology SCI 700 BIOL 790 BIOL 790 BIOL 620 BIOL 610 BIOL 750.03 BIOL 700 BIOL 710 BIOL 714 Ethics Neurobiology, etc.) Transduction, Bioinformatics, Immunology, CancerResearch, Signal Special Topics Courses (Seminar in (Seminar inBiotechnology) Special TopicsCourses Internship Biotechnology Workshop Genetics Molecular Biology Cell Biology fields istering for700-level courses prehensive examinationorathesis Plan A: Plan B: Plan hensive examination. required coursesmaytakethecompre- students whohave completedallfour annually inJune. Only fullymatriculated The comprehensive examinationisgiven areas covered by thefourrequired courses. written comprehensive examinationinthe course work plusapassinggradein approved by boththestudent original research. The thesismustbe along withaminimumof6credits in a thesisonanoriginalresearch problem written comprehensive examinationand course work plusapassinggradein defended before a thesiscommittee. and theMAadviser, anditmustbe . 2cr A minimumof30credits of . 3cr . 4cr . 4cr . 4cr . 4cr . 5cr . 4cr A minimumof24credits of . 4cr ’ s faculty the limitationsofspaceandresources. the program, whichisbased,by necessity, on admission doesnotguaranteeacceptanceto admission andprogram requirements. this catalogforadditionalinformationon ofadmission. be submittedinsupport Teacher Examination, mayalso Certification andSciences Liberal Arts Test oftheNYS Test oftheGraduate Record Exam oronthe data, suchasscores ontheGeneral Aptitude face-to-face interview. Academically relevant ina site writingsample(essay)andparticipate Applicants willberequired toprovide anon- work willbeadmittedasnonmatriculants. tion tootherindicesofabilitydograduate who demonstratestrong verbal skillsinaddi- (non-matriculating status).Only students sidered foradmissionwithoutmatriculation requirements formatriculationmaybecon- between 2.5and2.79meetallother and physics)courses. science (allbiology, chemistry, mathematics, graduate coursework andintheapplicant required inboththeapplicant A gradepointaverage of2.8orbetteris andonesemesteroforganicchemistry.ratory laboratory, oneyear ofcellbiologywithlabo- biologywith courses: oneyear ofintroductory 21 credits, toinclude thefollowing science an undergraduatedegree withaminimumof requirementsDepartmental foradmissionare Admission Requirements (GRADES 7-12)-BIOLOGYMA ADOLESCENT EDUCATION PROGRAM FORTEACHERSOF BIOLOGY EDUCATION Core Requirements BIOLOGY (minimumof15credits) Degree Requirements ment adviser. For additionalelective courses,consultdepart- Sciences Challenging ConceptsinBiological Science andSociety Education WorkshopLaboratory inBiology BIOL 660 BIOL 630 BIOL 610.55 Meeting theminimumrequirements for See theSchoolofEducation sectionof Applicants whohave anoverall GPA . 4cr . 3cr . 3cr ’ s overall under- ’ s SCHOOL OF ARTS & SCIENCES | BIOLOGICAL SCIENCES 35 or comparable course in or comparable Cell Biology Cell Biology Molecular Biology Lecture Lecture Biology Molecular Laboratory Biology Molecular BIOL 710.13 biochemistry 105 hrs lab and conf, 4 cr fall only prereq: undergraduate organic chemistry or undergraduate prereq: biochemistry 60 hrs, 4 cr spring only prereq: 1 yr of organic chemistry prereq: 75 hrs, 5 cr fall only coreq: BIOL 714.01 examination of cellular and subcellular In-depth mem- include Topics organization and activity. biogenesis, transport;brane structure, cell sur- the cell cycle; face interactions, cells in culture, function and assembly; mod- organelle structure, ern experimental tools and techniques. Each course 45 hrs, 3 cr, unless otherwise unless 45 hrs, 3 cr, Each course noted. must obtain the students to registration, Prior of the instructor graduate and/or approval The specific prereq- adviser to attend courses. of aids for evaluation are uisites listed below required. the background MOLECULAR AND CELL BIOLOGY BIOL 710.13 enzyme and function of biomolecules; Structure transcription, transla- mechanisms; replication, biosynthesis; of macromolecular tion; regulation energy transformations. BIOL 710.14 of RNA and DNA, construction and Isolation and of DNA libraries, Southern screening analysis, cloning, DNA sequencing. blot Northern COURSE LISTINGS LISTINGS COURSE ) is taken prior to BIOL 410 DOCTOR OF PHILOSOPHY (CUNY) York of New The City University training leading to offers courses and research areas: in the following in biology the PhD biolo- and developmental cellular, molecular, ecology; gy; physiology and neurosciences; evolutionary biology and behavior; and plant for admission and fur- sciences. Requirements ther information may be found in the Center. of the Graduate Bulletin Qualified Hunter College seniors majoring in Hunter Qualified medical lab sciences in the School of Health Sciences may apply to the new BS/MA collab- medical lab sciences and the oration between tech- An intensive Department of Biology. ( niques workshop BS/MA MEDICAL LABORATORY SCIENCES/BIOLOGICAL SCIENCES WITH IN SPECIALIZATION BIOTECHNOLOGY BA/MA PROGRAM BA/MA WITH SPECIALIZATION IN BIOTECHNOLOGY qualified under- program, this five-year In majors begin College biology graduate Hunter the MA receive as seniors and graduate work after completing BA requirements. one year knowl- with theoretical provided are Students and a biology, edge and skills in molecular of these skills in foundation for application in the biotechnology/pharmaceutical careers or public health. academic research, industry, of the biotechnology completion Successful component, an essential program workshop, summer internship in an entitles students to a laboratory. research industrial or private graduation and upon successful completion, students may continue with professional and accelerated MA program. internship, BIOL as well as the as well — See School of See early in their under- — For students who have not students who have For For students who have com- who have students For ...... 3 cr ...... 4 cr ...... 3 cr ...... 4 cr ...... 5 cr ...... 4 cr ...... , which serves as the capstone course pleted molecular biology and molecular pleted molecular the undergraduate level. genetics at courses: following the from Choose one taken either molecular biology or molecu- taken either molecular level. lar genetics at the undergraduate must take both courses below: Students 660 Education section of this catalog for section Education courses and other pedagogical required requirements. in biology. Students will be expected either to prepare Students or to conduct a proposal a research in while enrolled project research BIOL 600 BIOL 602.10 BIOL 750.03 BIOL 714 BIOL 700 BIOL 710 Molecular Biology Molecular Molecular Genetics Molecular Developmental Biology Developmental Genetics Biology Molecular Cell Biology Pedagogical Sequence: Pedagogical Culminating Project in Biology: Project Culminating Category B: Category A: coordinator of the Program in Environmental of the Program coordinator Sciences at the Health and Occupational Campus Brookdale Professions the Health graduate studies. See section of this catalog. This is an accelerated program leading to a This is an accelerated program BA in biology and an MS in environmental years. and occupational health sciences in five majors admitted to College Biology Hunter start in their sen- the program graduate work students should contact a Interested ior year. Department adviser Biology BA/MS PROGRAM IN BIOLOGICAL SCIENCES/ AND ENVIRONMENTAL HEALTH OCCUPATIONAL SCIENCES Elective Requirements Elective 36 BIOLOGICAL SCIENCES | SCHOOL OF ARTS & SCIENCES settings. Apaperontheinternshipisrequired. additional skillsinindustrial/private laboratory toacquireopportunity research experienceand are eligiblefora3-monthinternshipasan Students whosuccessfullycomplete BIOL 620 techniques ofmoleculargenetics. cloning, andexpression ofagene,utilizingthe broad biotechnologytopicsuchastheisolation, preparation forexperiments. The focusisona inplanningand include individualparticipation which introduce current research techniquesand experimentalprojects Laboratory-intensive BIOL 610 BIOTECHNOLOGY *Students mustregister forNeuroscience IatCity behavioral development. andmotorsystemstoneural to sensory Given atCUNYGraduate Center. Introduction BIOL 790.70 lular level. with regard tostructure andfunctionatthecel- Comprehensive introduction toneuroscience Given atCUNYGraduate Center. * BIOL790.51 NEUROSCIENCE PHYSIOLOGY AND regulation indevelopment. neoplasia andagingwithemphasisongenetic opment, differentiative processes, organogenesis, earlydevel- include gametogenesis,fertilization, of development anddifferentiation. Topics Analysis ofmorphologicalandmolecularaspects BIOL 750.03 genetic engineeringandmoleculartechniques. recombination, control ofgeneexpression, tion ofDNA,replication repair, mutagenesis, Prokaryotic genetics;organiza- andeukaryotic BIOL 700.05 DEVELOPMENTAL BIOLOGY GENETICS AND College ofCUNY. 30 hrs/wkfor4wks,cr 3 months,4cr prereq: prereq: spring only fall only spring only 60 hrslec,4cr BIOL 714.01 prereq orcoreq: fall only 60 hrslec,4cr (orbiochemistry) biology prereq: undergraduate geneticsandmolecular Workshop inBiotechnology Internship BIOL 610 BIOL 710 Neuroscience II Developmental Biology Genetics Neuroscience I BIOL 710.13 or permission ofinstructor or permission and BIOL 610 cell development. cellcycle, andin intheeucaryotic procaryotes, into chromosomes; control ofgeneexpression in DNA technology;organizationofnucleicacid and transposition;applicationsofrecombinant nisms ofgenemutation,repair, recombination, tion, transcription,andtheircontrol; mecha- ciples andmechanisms;bacterialDNAreplica- otic systems;review ofclassicalMendelian prin- and eucary- A comparisonofviral,procaryotic, BIOL 602.10 tion; integrationandcontrol ofcellmetabolism. acids; cellularmechanismsofenergytransduc- enzymes, metabolites,membranes,andnucleic down; structure andfunctionofproteins and of biomolecules,theirbiosynthesisandbreak- Molecular aspectsofcellularfunction;properties BIOL 600 ADOLESCENT EDUCATION PROGRAM FOR TEACHERS OF BIOL U899.1-U899.10 RESEARCH INDEPENDENT DOCTORAL B THESIS RESEARCH BIOL 792.02 TUTORIALS topics. neuroscience, biotechnology, andotherspecial ular genetics,physiology, developmental biology, areas: cellbiology, genetics,biochemistry, molec- Seminars maybeoffered inanyofthefollowing BIOL 790.51-BIOL790.99 SEMINARS IOL 799.1 CUNY Graduate Center) (course listedinthescheduleofclassesat each 15to150hrs,110cr prereq: grad perm adviser 15, 30,or45hrs,1,2,3cr, respectively prereq: grad perm adviser 30 or60hrs,24cr prereq: grad perm adviser fall andspring prereq: prereq: fall only sion ofinstructor andpermis- and acourseinorganicchemistry prereq: anundergraduate degree inbiology spring only ofinstructor permission Science Teachers Molecular Biology for BIOL 700.05 BIOL 600 , BIOL 799.2 Teachers Molecular Genetics forScience and BIOL 792.04 or equivalent and and , BIOL 799.3 – BIOL 710.13 MA ence portion oftheMA. ence portion astheculminatingproject forthesci- will serve paper intheformofajournalarticle. The article the research intheirown classrooms, andwritea ed todevelop aresearch proposal ortoconduct conceptions inbiology. Students willbeexpect- related ofresearch tomis- andtheory Overview BIOL 660 change directs science. scientific changehasonsocietyandhow social learn various modelsforanalyzingtheimpact Focusing onpresent-day issues,studentswill tially controversial technologicalchange. written critiquesanddebatesconcerningpoten- ing withintheclassroom productive oraland and societalchanges,withanemphasisonelicit- A studyoftheinteractionsbetween technological BIOL 630 school scienceclassroom. and how these topicsmaybeappliedtothehigh utilizing thetechniquesofmoleculargenetics, the isolation,cloning,andexpression ofagene, focus isonbroad biotechnologytopicssuchas preparation, andanalysisofexperiments. The inplanning, include individualparticipation introduce current research techniquesand projects, eachlastingoneweek ormore, which experimental A seriesoflaboratory-intensive BIOL 610.55 BIOL 771.01 BIOL 770.06 BIOL 722.02 BIOL 650 dent demand Courses offered onlyuponsufficientstu- 4 hrs,cr ofinstructor elective courseorpermission prereq: 120 hrs,3cr sion ofinstructor prereq: orpermis- agraduate courseinbiology prereq: Science andSociety Cell and Tissue Culture Biological Sciences Challenging Conceptsinthe BIOL 610.55 BIOL 610.55 Education Laboratory Workshop inBiology Tissue Culture Analysis ofMammalian Cellsin Fine Structure ofCells Endocrinology , or permission ofinstructor or permission BIOL 630 , andone COLO ARTS OF SCHOOL CHEMISTRY Degrees offered HEGIS Chemistry I BA* 1905 Chemistry II option 1: QUEST BA* 1905 Department Office: 1307 North Building; (212) 772-5330 Chemistry II option 1: Adolescent Education Chair, Gary J. Quigley; 1305E North Building; (212) 772-5377; Chemistry Major II option 2: Biochemistry [email protected] option for premed professional students PhD Adviser, Klaus Grohmann; 1401 North Building; Chemistry II option 1: QUEST (212) 772-5333; [email protected] Chemistry II option 2: Adolescent Education Ph.D Deputy in Biochemistry, Frida Kleiman; 1309 North Building; Chemistry/Adolescent Education: Chemistry BA/MA (212) 772-5355; [email protected] Chemistry MA 1905.01 &

MA in Chemistry Adviser, William Sweeney; 1321A North Building; Biochemistry (see Biochemistry listing) MA 0414 SCIENCES (212) 772-5335; [email protected] Chemistry 7-12 MA 1905.01 MA in Biochemistry Adviser, Yujia Xu; 1304 North Building; (212) 772-4310; [email protected] * See Hunter College Undergraduate Catalog Catalog 2004-2007, p. 87 for MA in TEP Adviser, Pamela Mills; 1319A North Building; information about undergraduate programs in chemistry. (212) 772-5331; [email protected]

Educational Sequence Adviser, Steve Demeo; 908 West Building; |

(212) 772-4776; [email protected] B. Course distribution CHEMISTRY Website: http://patsy.hunter.cuny.edu/chemistry.html 1. A minimum of 30 graduate credits. 2. Required courses (one semester each). FACULTY MASTER OF ARTS The department graduate committee may at its discretion waive or modify some of these required courses for stu- Spiro Alexandratos, Professor; PhD, University An MA in chemistry will be offered. Students of California, Berkeley; Polymer Chemistry will have to receive departmental permission to dents who have had the equivalent train- ing. In such cases the student may be Joseph J. Dannenberg, Professor; PhD, enroll in the classes they need according to the California Institute of Technology; Organic and master’s track they wish to pursue. required to show competence through Physical Chemistry; joint appointment with formal or informal examination. Graduate Center. CHEM 710 ...... 3 Charles M. Drain, Professor; PhD, Tufts; PROGRAM FOR RESEARCH/ Advanced Inorganic Chemistry Bioinorganic Chemistry; Joint Appointment INDUSTRIAL/TEACHING with Graduate Center; Adjunct Faculty, CHEM 750 ...... 3 Rockefeller University CHEMISTRY MA Advanced Organic Chemistry Lynn Francesconi, Professor; PhD, Illinois; CHEM 760 ...... 3 Inorganic Chemistry and Materials Chemistry, Departmental Requirements Introductory Quantum Chemistry Radiochemistry for Admission CHEM U790 ...... 4 Dixie J. Goss, Gertrude B. Elion Endowed General admission requirements to the gradu- Basic Laboratory Techniques Scholar and Professor; PhD, Nebraska; CHEM 643-A Seminar ...... 1 Biophysical Chemistry ate programs in the Arts and Sciences are observed. CHEM 643-B Seminar ...... 1 Klaus Grohmann, Professor; PhD, Heidelberg; Organic Chemistry Total ...... 15 Departmental Requirements Akira Kawamura, Assistant Professor; PhD, for Matriculation 3. Students must be able to demonstrate Columbia; Bioorganic Chemistry, Genomics proficiency in laboratory techniques. Frida Kleiman, Assistant Professor; PhD, Nat. Undergraduate record: Students unable to demonstrate such University of Cordoba, Argentina; Biochemistry 1. Undergraduate work in chemistry to proficiency may be required to take Namby Krishnamachari, Assistant Professor; include a minimum of one-year courses in whatever laboratory work the graduate PhD, CUNY; Vibration Spectroscopy each of the following fields: general, analyt- committee deems necessary. Louis Massa, Professor; PhD, Georgetown; ical, organic, and physical chemistry, or Physical Chemistry, Biophysics their equivalents. 4. Demonstrated ability to read and utilize Hiroshi Matsui, Professor; PhD, Purdue; in research the foreign language chosen Materials Chemistry; Joint Appointment with 2. A strong record in all undergraduate chem- from French, German, or Russian, most Graduate Center istry courses and a general undergraduate closely related to the student’s program Pamela Mills, Professor; PhD, Wisconsin; record indicating ability to profit from of graduate study. Theoretical Chemistry, Chemical Education graduate study. Performance on the 5. Graduate courses in mathematics, physics David R. Mootoo, Professor; PhD, University Graduate Record Examination and letters and chemical engineering up to maxi- of Maryland ; Organic Chemistry of recommendation are also considered. mum of 6 credits may be taken with the Karen E. S. Phillips, Assistant Professor; PhD, approval of the departmental committee. Columbia University; Organic Chemistry Departmental Requirements Gary J. Quigley, Professor; PhD, SUNY for the Degree C. A comprehensive examination will be (Syracuse); Biophysical Chemistry A Residence required of all candidates. Angelo Santoro, Professor; PhD, University of A minimum residence of two full semesters Kansas; Organic Chemistry or four half-time semesters. William Sweeney, Professor; PhD, University of Iowa; Physical Biochemistry, Chemical Education Yujia Xu, Assistant Professor; PhD, University of Connecticut; Biophysics 37 38 CHEMISTRY | SCHOOL OF ARTS & SCIENCES limitations ofspaceandresources. program, whichisbased,by necessity, onthe admission doesnotguaranteeacceptancetothe sion andprogram requirements. catalog foradditionalinformationonadmis- ofadmission. also besubmittedinsupport NYS Teacher Examination, may Certification andSciences on theLiberalArts Test ofthe Aptitude Test oftheGraduate Record Exam or relevant data,suchasscores ontheGeneral ticipate inaface-to-faceinterview. Academically vide anon-sitewritingsample(essay)andpar- matriculants. Applicants willberequired topro- to dograduatework willbeadmittedasnon- bal skillsinadditiontootherindicesofability ered foradmissiontononmatriculantstatus. requirements formatriculationmaybeconsid- between 2.5and2.79meetallother Requirements fortheDegree and intheapplicant applicant average of2.8orbetterisrequired inboththe ry, andonesemesterofcalculus.Agradepoint physicswithlaborato- one year ofintroductory withlaboratory,one year oforganicchemistry and including oneyear ofgeneralchemistry 29 credits inscienceandmathematicscourses an undergraduatedegree withaminimumof requirementsDepartmental foradmissionare CHEMISTRY TEPMA (GRADES 7-12)– ADOLESCENT EDUCATION PROGRAM FORTEACHERSOF istry MUST istry TAKE, oftheirelectives: aspart Students whohave nottakenphysicalchem- Demonstrations, Models, and Technology Special Education topicsinChemistry serves asthecapstonecourse inchemistry.serves project whileenrolled in a research proposal ortoconductaresearch Students willbeexpected eithertoprepare Culminating Project requirements. catalog forpedagogicalcoursesandother See theSchoolofEducation sectionofthis Education CHEM 630 CHEM 698 CHEM 660 CHEM 630 CHEM 655 (minimum15credits)Chemistry level courses in chemistry orbiochemistry.level coursesinchemistry Plus twoelectives chosenfrom 600-or*700- Challenging ConceptsinChemistry Meeting theminimumrequirements for See theSchoolofEducation sectionofthis Only studentswhodemonstratestrong ver- Applicants whohave anoverall GPA ’ s overall undergraduatecoursework ...... 4cr cec n oit .3cr Science andSociety . 4cr Science andSociety 3cr . ’ s sciencecourses. CHEM 660 , which Demonstrations, models,andtechnology. CHEM 655 asappliedtobiochemicalsystems. Physical chemistry CHEM 650 of interest tothestudents. the optionofinstructor, uponselectedtopics lems basedeitheruponaunifyingthemeor, at A discussionofcurrent chemicalresearch prob- CHEM 643-B of interest tothestudents. the optionofinstructor, uponselectedtopics lems basedeitheruponaunifyingthemeor, at A discussionofcurrent chemicalresearch prob- CHEM 643-A chemistry, hormones,musclebiochemistry. Metabolism, biomedicalgenetics,immuno-bio- CHEM 641 Carbohydrate metabolism. tive phosporylation. Biological oxidation: Krebs cycle, oxida- transport, Enzymes: kineticsandmechanismofaction. ofproteins, Organic andphysicalchemistry CHEM 640 how socialchange directs science. ing theimpactscientificchangehasonsocietyand issues, studentswilllearnvarious modelsforanalyz- sial technologicalchange.Focusing onpresent-day tiques anddebatesconcerningpotentiallycontrover- within theclassroom productive oralandwrittencri- and societalchanges,withanemphasisoneliciting A studyoftheinteractionsbetween technological CHEM 630 Offered atHunter CHEMISTRY COURSELISTINGS MASTERS DEGREEIN lec., 3cr prereq: lec., 3cr 3 cr prereq: ofinstructor permission 3 cr 4 cr 1 cr 1 cr CHEM 640 Science andSociety Technology Demonstrations, Models, and Biochemistry 2 Biochemistry 1 Biochemistry Biophysical Biochemistry Seminar Seminar or BIO 710.13 or 300 project for the science portion oftheMA. project forthescienceportion cle. astheculminating willserve The article and writeapaperintheformofjournalarti- conduct theresearch intheirown classrooms, expected todevelop aresearch proposal orto Offered at The Graduate Center CHEM U810.1-U810.4 students matriculatedfortheMAinchemistry. Individual Limitedto research undersupervision. CHEM 799 Hours tobearranged,credits variable. CHEM U795 the solutionofchemicalproblems. ories andapplicationsofmodernapproaches to work dealingwiththethe- Lecture andlaboratory CHEM U790 conceptions related ofresearch tomis- andtheory Overview CHEM 660 A continuationof CHEM 751 reactions and structures. Fundamentals oforganicchemicalprinciples, CHEM 750 on physicalinterpretation. of atomicandmolecularstructure. Emphasis is The theoretical andexperimentalfundamentals CHEM 710 FUNDAMENTAL COURSES Schedule fortimesandinstructors. Consult CUNYGraduate CenterCourse 365 5thAvenue credits variable, oneormore credits persemester 3 cr required ofdepartment permission 4 cr 4 hrs,cr 45 hrs.,3cr 45 hrs.,3cr 45 hrs.,3cr courseor chemistry prereq: anundergraduate advanced inorganic Challenging ConceptsinChemistry Thesis Research Advanced Organic Chemistry II Advanced Organic Chemistry I Advanced Organic Chemistry Advanced Inorganic Chemistry in chemistry. Students willbe Research First Level Doctoral Laboratory Research Basic Laboratory Techniques for Doctoral Dissertation CHEM 750 CHEM 760 Research forthe . COLO ARTS OF SCHOOL CHEM 752 Quantum Organic Chemistry Degrees Offered HEGIS The application of modern theoretical techniques CLASSICS to organic chemical problems. Latin* BA 1109 prereq: CHEM 750 and CHEM 760 Greek* BA 1110 45 hrs., 3 cr Department Office: 1425 West Latin and Greek* BA 1504 Building; (212) 772-4960 Classical Studies* BA 1504 CHEM 760 Introductory Quantum Chemistry Chair, Tamara M. Green; Archaeology* BA 2203 Systematic development of the theories of chem- 1425 West Building; (212) 772-4960; Latin – Grades 7-12* MA 1109.01 istry including mathematical development and [email protected] structural effects and the application of these the- Director, MA in Adolescent * See the Hunter College Undergraduate Catalog,

ories to chemical systems. & 45 hrs., 3 cr Education (Grades 7-12), Latin, 2004-2007, p. 93 for description of undergraduate Ronnie Ancona; degrees and courses in classics. SCIENCES CHEM 761 Spectroscopy 1402 West Building; (212) 772-4960; A continuation of CHEM 760. [email protected] 45 hrs., 3 cr Educational Sequence Adviser, Carla Asher; 1000 West Building; (212) 772-4621; CHEM 770 Chemical Thermodynamics [email protected] The development of the thermodynamic founda- Website: http://www.hunter.cuny.edu/classics/classics/graduate.shtml

tions of chemical processes: both the classical and | statistical-mechanical approaches will be used

FACULTY PROGRAM FOR TEACHERS OF CLASSICS 45 hrs., 3 cr ADOLESCENT EDUCATION Ronnie Ancona, Professor; PhD, Ohio State; (GRADES 7-12) – LATIN MA ADVANCED COURSES Latin Poetry, Latin Pedagogy, , Women in See CUNY Graduate Center Bulletin Classical Antiquity The MA program in the teaching of Latin is Tamara M. Green, Professor and Chair; PhD, designed for students who have majored in NYU; Ancient History, Late Antiquity, Greek Latin on the undergraduate level and want to and Roman Religion MASTER’S DEGREE pursue a teaching career in grades 7-12; and for IN BIOCHEMISTRY Adele J. Haft, Professor; PhD, Princeton; teachers certified in another area who wish to Classical Epic and Tragedy, Classical gain certification in Latin. This program is not Mythology, Greek and Roman Civilization, See p. 31 for information and courses in the Maps in Twentieth-Century Poetry, Ancient for individuals with initial or provisional certi- MA program in biochemistry. Sports fication in Latin. Robert B. Koehl, Professor; PhD, Pennsylvania; This program differs from the traditional Classical Archaeology MA program in Latin in two ways. First, each DOCTOR OF PHILOSOPHY Lawrence M. Kowerski III, Assistant of the language courses provides the student Professor; PhD Rutgers; Greek History and with both increased linguistic competency and Historiography, Early Greek Poetry (elegy and a pedagogical methodology for teaching Latin Students are encouraged to apply directly to lyric), Greek Papyrology more effectively. In addition, the program the PhD program, which is offered through the William J. Mayer, Lecturer; MA, Columbia; requires courses in ancient culture and litera- CUNY Graduate School and University Latin Pedagogy, Cicero, Vergil ture in translation; these can be useful later in Center. PhD dissertation research is carried out Joanne M. Spurza, Associate Professor; PhD, designing humanities courses suited to the jun- in the Hunter College Department of Princeton; Classical Archaeology, Ancient ior and senior high school curricula. Chemistry. A PhD in biochemistry is also Roman Architecture and Urban Studies Classes meet in the late afternoon and offered through the CUNY Graduate School Robert J. White, Professor; PhD, Yale; Greek evening, making the program accessible to peo- and University Center. For further information Literature, Classical Mythology, Greek Tragedy, ple who work during the day. contact Professor Klaus Grohmann, 1401 Classics in Translation, Caesar North Building, (212) 772-5333 or visit the Requirements for Admission website at http://web.g c.cuny.edu/chemistry. Faculty Emeriti Applicants must present a bachelor’s degree Sarah B. Pomeroy, Distinguished Professor from an accredited institution acceptable to Courses offered if student demand is sufficient: Emerita; PhD, Columbia; Women and the Hunter College. An undergraduate major in Family in Classical Antiquity, Social History, Latin or classics or the equivalent (24 credits in CHEM 620 The Chemistry of Environmental Papyrology Latin) is required for admission. Students with Pollution 18 credits in undergraduate Latin courses may be admitted provisionally if they are certified to In addition to its undergraduate majors in the teach languages other than Latin. fields of Latin, Greek, Latin and Greek, An undergraduate average of 3.0 (B) in the Classical Studies, and Archaeology, the major and an overall cumulative average of 2.8 Department of Classical and Oriental Studies (B-) are required for admission. The selection offers undergraduate majors in Chinese, process includes a personal interview to deter- Hebrew, and Russian as well as a six-semester mine the applicant’s suitability for the program sequence in Arabic, Japanese, and Polish. It as well as an application essay and two profes- also participates in the interdepartmental pro- sional letters of references. grams in Comparative Literature, Jewish Social A general education core in the liberal arts Studies, Russian and East European Area and sciences to include the following: 6 credits Studies, and Religion. in English, 3 credits in the arts, 6 credits in social studies (to include at least one course in U.S. History and geography), and 12 credits in 39 math/science/technology (a college course in 3. 22-24 cr in Education 22-24 Students who enter with initial or provisional calculus will count for 6 of these credits.). Students may be exempted from (a maximum certification in adolescent education in a lan- Applicants must be approved for admission of) 6 credits of this sequence by the School of guage other than English will be required to by both the Classics Department and the Education on the basis of prior equivalent take LATED 712, LATED 713, and either School of Education. See the School of course work. LATED 731 or two of the other student teach- SCIENCES Education section of this catalog for any addi- SEDF 703...... 3 ing/practicum courses that cover grades 7-9 & tional admission requirements. Social Foundations of Adolescent Education and 10-12 (9-11 credits). Based on a transcript SEDF 704...... 2 review by the School of Education, such stu- Requirements for the Degree Adolescent Development, Grades 7-12 dents may be required to complete additional The course of study for the MA in the teach- SEDF 705...... 2 courses in the pedagogical sequence as well. ing of Latin has three components which typ- Educational Psychology: Applications to The minimum number of credits for the ically total 52-54 credits except for students Adolescent Education degree for students who enter with certification in adolescent education is 39. already certified in another academic subject SEDF 706...... 2 At the completion of all course work, can- in grades 7-12. Assessment of Teaching and Learning in didates for the degree are required to take three Adolescent Education comprehensive examinations in Latin transla- SCHOOL OF ARTS 1. 18 credits in Latin, including Latin compo- SEDC 710 ...... 3 tion, Latin grammar, and classical culture.

| sition. Up to two courses (6 credits) in Building the Foundations of Literacy in See the School of Education section of this Latin may be taken in the graduate pro- Adolescent Education gram in classics at the CUNY Graduate catalog (p. 107) for additional requirements LATED 712...... 3 Center. concerning progress standards and benchmarks, Methods 1: Intensive Study of Classroom as well as a professional teaching portfolio. 2. 12 credits in classical culture, including Organization, Management, and CLA 705*. Instruction in Latin, Grades 7-12 Nonmatriculants CLASSICS 3. 22-24 credits in education. SEDC 720 ...... 1 After applicants have been accepted by Hunter Adolescent Health and Safety College as nonmatriculant students, their Program of Study LATED 713...... 2 records must be evaluated, preferably prior to Methods 2: Intensive Study of Teaching registration, by the graduate director before 1. 18 cr in Latin Credits Diverse Learners in Latin, Grades 7-12 they can be admitted to Classics Department courses. Acceptance by Hunter College does A. 9 cr from the following: ...... 9 Either: LAT 701 Literature of the Early Republic not guarantee acceptance by the Department LAT 702 Literature of the Late Republic LATED 731...... 5 of Classics. LAT 703 Literature of the Early Empire Student Teaching in Latin in Grades 7-12 LAT 704 Literature of the Late Empire Or one of the following: DOCTOR OF PHILOSOPHY B. 6 cr from the following: ...... 6 LATED 751.10 ...... 3 LAT 705 Caesar Student Teaching in Latin in Grades 7-9 LAT 706 Cicero Several members of the Hunter College pro- LATED 741.10 LAT 707 Vergil ...... 2 gram in classics participate in a PhD program LAT 708 Supervised Reading Practicum in Latin, Grades 7-9 at the City University Graduate Center. Information concerning degree requirements, Plus one of the following C. LAT 709 Latin Composition ...... 3 courses, etc., may be obtained from Professor 2. 12 cr in Classical Culture Credits LATED 751.20 ...... 3 Dee Clayman, Executive Officer, PhD A. 9 cr from the following: ...... 9 Student Teaching in Latin in Grades 10-12 Program in Classics, CUNY Graduate Center, CLA 701 The Legacy of Ancient Greece LATED 741.20 ...... 2 365 Fifth Avenue, New York, NY 10016 or at CLA 702 The Legacy of Ancient Rome Practicum in Latin, Grades 10-12 http://web.gc.cuny.edu/Classics/ CLA 703 Classical Literature in Translation I See the School of Education section of this CLA 704 Classical Literature in catalog for descriptions of the SEDC and Translation II SEDF courses.(p.147) B. CLA 705 Greek and Latin Roots of Courses not offered during 2006-2009: English ...... 3 CLA 705

The curriculum is undergoing revision. Students should consult the graduate adviser for what course will be taken in lieu of CLA 705.

40 SCHOOL OF ARTS & SCIENCES | CLASSICS 41 . must also must also SEDF 706 SEDF 706 SEDF 706 LATED LATED 741.20 LATED 741.10 LATED or or LATED 751.20 LATED . LATED 751.10 LATED ; pre- or coreq: or coreq: ; pre- ; prereq or coreq: or coreq: ; prereq or coreq: ; pre- Grades 7-9 Grades Student Teaching in Latin in Teaching Student Student Teaching in Latin in Teaching Student 10-12 Grades Practicum in Latin, Grades 10-12 10-12 Grades in Latin, Practicum must also take either must also take LATED 751.10 LATED LATED 751.20 LATED LATED 713 LATED LATED 713 LATED 713 LATED LATED 741.10 LATED or complete prereq: prereq: in who enroll Students prereq: prereq: 2 cr 30 hrs plus conferences, prereq: in students who enroll 3 cr 30 hrs, plus 30 days and conferences, complete 30 hrs, plus 30 days and conferences, 3 cr 30 hrs, plus 30 days and conferences, See the School of Education section of this cat- the School of Education See 107) for information about required alog (p. grades in student teaching and practicum courses. Supervised practicum for teachers of Latin in teachers practicum for Supervised will continue to develop Students grades 10-12. expertise classroom in curriculum and refine deliverydevelopment, of instruction, and assess- who take learning. Students ment of student 741.20 LATED 751.10 751.10 LATED student candidates complete 30 days of Teacher the supervisionteaching at grades 7-9 under of a York a New College faculty member in Hunter will college. Students the City school selected by further skills in the delivery their develop of instruction significant responsi- and will assume instructionbility for classroom and management. 751.20 LATED complete 30 days of student candidates Teacher teaching at grades 10-12 under the supervision of York College faculty member in a New a Hunter will the college. Students City school selected by further their skills in the delivery develop of instruction and will assume significant responsi- instructionbility for classroom and management. LATED 741.20 LATED or SEDF 706 SEDF 706 LATED ; prereq or ; prereq LATED 751.20 LATED SEDF 703 prereq or coreq: or coreq: prereq , or coreq: ; prereq Practicum in Latin, Grades 7-9 in Latin, Grades Practicum . Methods 2: Teaching for Diverse Teaching 2: Methods Student Teaching in Latin, Teaching Student 7-12 Grades Learners in Latin in Learners LATED 713; LATED LATED 712 LATED 713 LATED SEDF 705 must also take either prereq: prereq: 30 hrs, 60 days student teaching plus workshops 5 cr and conferences, prereq: 2 cr 30 hrs plus conferences, prereq: prereq: 2 cr 30 hrs plus 36 hrs fieldwork, coreq: coreq: LATED 713 LATED LATED 741.10 LATED practicum for teachers of Latin in Supervised and will continue to develop grades 7-9. Students expertise classroom in curriculum develop- refine ment, delivery of instruction, of and assessment who take student learning. Students 741.20 LATED LATED 731 LATED days of student teach- Candidates complete 30 days at grades 10-12 ing at grades 7-9 and 30 College facul- under the supervision of a Hunter City school selected York ty member in a New will further develop the college. Students by their skills in the delivery of instruction and will for classroom assume significant responsibility instruction and management. Familiarizes prospective teachers of grades 7-12 teachers prospective Familiarizes a for teaching approaches with pedagogical of national and of learners, in light body diverse part in of utilizing aspects by state standards, on inno- the ancient world. Emphasis in diversity of instruc- development of technology, uses vative for students with tional units, individualizing aspects for a student- special needs, and exploring classroom. centered 741.10 . , Georgics . , and SEDF 704 Eclogues , Aeneid Commentaries on the Civil A Survey of Classical Literature A Survey in Translation Methods 1: Classroom Methods and Management, Organization, Assessment in Latin of Instruction Supervised Reading Supervised Reading The Legacy of Ancient Greece The Legacy of Ancient Greece The Legacy of Ancient Rome The Greek and Latin Roots of English of English Latin Roots and The Greek Literature of the Early Empire of the Early Empire Literature Latin Composition Cicero Cicero Supervised Reading Literature of the Late Empire of the Late Empire Literature Caesar Literature of the Early Republic Early Republic of the Literature of the Late Republic Literature Vergil Vergil Commentaries on the Gallic War Commentaries on the Gallic and SEDC 710 prereq: completion of 18 cr of graduate-level prereq: or coreq: Latin courses; pre- War LATED 712 LATED teachers of grades 7-12 prospective Familiarizes organization patterns, ruleswith classroom and to the teaching of Latin. appropriate routines with the design and eval- on close work Emphasis the lessons and materials in uation of classroom context of national and state standards. CLA 706 on a particular aspect of ancient reading Independent supervised culture, a faculty by or Roman Greek required. of graduate director approval Prior member. CLA 705 and Latin on the develop- The influence of Greek language and its vocabulary. ment of the English of using etymology as a language teach- Methods ing tool. CLA 703/704 of the major traditions of genre, An analysis, by may take either Students classical literature. semester for credit. A survey and civilization of Rome of the culture of the founding of the city to the reign from Aurelius. Marcus A survey of Greek culture and civilization from the and civilization from culture A survey of Greek second millennium BCE to the rise of Alexander. CLA 702 History of the Latin language, including analysis of short Translation of Latin grammar and syntax. into Latin. English passages from CLA 701 LAT 709 LAT LAT 708 LAT in individual Roman reading Independent authors or particular literary supervised genres by of graduate approval Prior a faculty member. be taken twice for credit. May required. director Selections from the orations, philosophical treatis- from Selections es, and letters of Cicero. 707 LAT the from Selections Selections from the from Selections 706 LAT LAT 704 704 LAT late empire. authors of the from Selections 705 LAT Selections from authors of the late republic. authors of the from Selections 703 LAT early empire. authors of the from Selections Early history and the devel- of the Latin language literaryopment of Latin and styles. forms 702 LAT Each course 45 hrs, including conferences, 45 hrs, including conferences, Each course otherwise unless noted. 3 cr, 701 LAT COURSE LISTINGS LISTINGS COURSE COMPUTER ECONOMICS/ACCOUNTING

SCIENCE Department Office: 1524 West Building;

SCIENCES (212) 772-5400 Department Office: 722 North Building; & Chair; Marjorie Honig; Degrees Offered HEGIS (212) 772-5413 1524 West Building; (212) 772-5400 Economics BA* 2204 Chair, Virginia Teller; 1008 North Building; Graduate Adviser, Randall Filer; Economics MA 2204 (212) 650-3074; [email protected] 1502 West Building; (212) 772-5399; Economics BA/MA 2204 [email protected] Website: http://www.cs.hunter.cuny.edu Accounting BS* 0502 Accounting Graduate Adviser, Accounting MS 0502 Toshiaki Mitsudome; FACULTY 1549A West Building; (212) 772-5430; * See Hunter College Undergraduate Catalog 2004- [email protected] 2007, p.104 for information about bachelor’s degrees in accounting and economics. Daniel I. A. Cohen, Professor; PhD, Harvard; Website: http://econ.hunter.cuny.edu SCHOOL OF ARTS Combinatoric Algorithms, Theory of Compu-

| tability; J.D., Columbia; Computer Law ECONOMICS FACULTY Susan L. Epstein, Professor; PhD, Rutgers; ACCOUNTING FACULTY Artificial Intelligence, Knowledge Representation, Machine Learning Temisan Agbeyegbe, Professor; PhD, Essex; Fatma Cebenoyan, Assistant Professor; PhD, Constantin V. Negoita, Professor; PhD, Econometrics, Economic Development, Maryland; Financial Accounting, Financial Bucharest; Fuzzy Logic, Artificial Intelligence Environment and Resource Economics, Time Institutions and Government Regulation. William Sakas, Associate Professor; PhD, Series John Kim, Associate Professor; PhD, CUNY; Computational Linguistics, Cognitive Howard Chernick, Professor; PhD, Memphis; Financial/Cost Accounting, Models of Natural Language Acquisition Pennsylvania; Public Economics, Urban Operations Research Cullen R. Schaffer, Associate Professor; PhD, Economics, Fiscal Federalism, Urban Public Avi O. Liveson, Professor; JD, Pennsylvania; Rutgers; Machine Learning, Data Analysis, Finance, Financing of Redistribution Partnership Taxation, Individual Taxation Artificial Intelligence Jonathan Conning, Assistant Professor; PhD, Toshiaki Mitsudome, Assistant Professor;

COMPUTER SCIENCE Eric Schweitzer, Lecturer; MA, SUNY (Stony Yale; Development Economics, Financial PhD, Baruch; Financial and Managerial Brook); Computer-aided Language Learning, Markets, Political Economy Accounting, International Accounting Logic Partha Deb, Associate Professor; PhD, Michael E. Schleifer, Lecturer; MBA(Taxation), Subash Shankar, Associate Professor; PhD, Rutgers; Econometrics, Health Economics Pace; Auditing, Financial Accounting, Taxation Minnesota; Software Engineering, Formal Randall Filer, Professor; PhD, Princeton; Methods Applied Microeconomics, Economics of Ioannis Stamos, Associate Professor; PhD, Transition in Eastern Europe, Labor MASTER OF ARTS Columbia; 3-D Computer Graphics, Image Economics, Public Policy (MA) IN ECONOMICS Processing Lisa George, Assistant Professor; PhD, Virginia Teller, Professor; PhD, NYU; Artificial Pennsylvania; Industrial Organization, Political Hunter’s master’s program in economics equips Intelligence, Natural Language Processing Economy students with analytic tools that can be directly Stewart N. Weiss, Associate Professor; PhD, Devra Golbe, Professor; PhD, NYU; Corporate applied to business and public policy. The pro- NYU; Software Testing, Computability Theory Control and Governance, Industrial Organization, Government Regulation gram integrates economic theory, quantitative Christina M. D. Zamfirescu, Professor; PhD, methods and practical applications, and Aachen; Graph Theory and Algorithms, Timothy Goodspeed, Professor; PhD, Operations Research Maryland; Applied Microeconomics, Public emphasizes elective courses in international Economics trade and finance, economic development, Marjorie Honig, Professor and Department financial economics, industrial organization, Chair; PhD, Columbia; Applied corporate governance, labor economics and MASTER OF ARTS Microeconomics, Labor Economics, public finance. Hunter MAs regularly move Retirement, Public Policy into interesting, well-paid positions in business, An MA in computer science is not currently Kenneth McLaughlin, Associate Professor; government, and international organizations. offered at Hunter College, but the department PhD, Chicago; Job Turnover and Incentives, They are equally prepared to enter PhD pro- participates in the PhD program in computer Labor Economics grams at top-ranking universities. science through the CUNY Graduate Center. Ingmar Nyman, Assistant Professor; PhD, Under the direction of professors who For further information, call the PhD program Columbia; Corporate Finance, Industrial combine distinguished academic credentials Organization in computer science at (212) 817-8190 or visit with wide experience in economic research the website: http://web.gc.cuny.edu/ Sangeeta Pratap, Associate Professor; PhD, and applications, students studying for an NYU; Macroeconomics, Industrial Organization Computerscience. MA at Hunter may participate in such major Purvi Sevak, Assistant Professor; PhD, ongoing projects as: taxation, government Michigan; Labor Economics, Public Economics spending, and economic growth; earnings of Niklas Westelius, Assistant Professor; PhD, immigrants and minority groups; saving and Columbia, Macroeconomics, Monetary investment in rural economies; taxation and Economics, International Finance the regional economy; social security and public welfare; tax competition; health out- comes; corporate investment and financial decisions; regulatory policy; corporate control; location choices of immigrants. 42 SCHOOL OF ARTS & SCIENCES | ECONOMICS/ ACCOUNTING 43 and and ECO ECO 373 ECO 271 , Business Law I and , Business 380 , Advanced Accounting I Accounting , Advanced and 472 s BS in Accounting in addi- s BS in Accounting ’ and , Intermediate Accounting I and Accounting , Intermediate , Cost Accounting; , Auditing. For a complete descrip- For , Auditing. 372 ECO 280 A GPA of 3.0 in accounting courses of 3.0 in accounting A GPA all or part of the undergraduate received education in a country is English where language). not the native An overall GPA of 2.75 and GPA An overall letters of recommendation Two score A GMAT (if an applicant has score TOEFL A and , Principles of Accounting I and II; of Accounting , Principles and Taxation; and Business , Individual • • • • ECO 471 ECO 374 and II; II; tion of the undergraduate requirements, see tion of the undergraduate requirements, Catalog.). College Undergraduate the Hunter 272 473 ECO 475 the Degree for Requirements a stu- requires program The MS in Accounting a from 18 credits dent to earn 30 credits: in courses, 6 credits of six core required in non- and 6 credits accounting electives, as outlined below. accounting electives, will be project a capstone research Additionally, coursework. undertaken as part of the required Requirements for Admission Requirements Hunter from in Accounting A BS degree another region- from College or the equivalent with: college or university ally accredited applying with undergraduate degrees Students Hunter from other than a BS in Accounting standards may be accepted under the above but will need to meet the academic require- ments of Hunter for the MS degree. tion to the requirements include an (The undergraduate requirements comprised of accounting core II; 371 accounting electives, and two non-accounting and two electives, accounting or a full-time on can be pursued It electives. curriculum and The program part-time basis. outlined below. are requirements admission Economics faculty within the The accounting has established College Department at Hunter with combined of teaching excellence a record and has 60 years, over teaching experience of quality with- of the highest research produced in the field of accounting. in – s ’ should – with a grade of B s degree after com- s degree ’ ECO 201 and s MS in Accounting has been approved s MS in Accounting ’ ECO 200 The MS program is a 30-credit program is a 30-credit The MS program Beginning in August of 2009, New York of 2009, New in August Beginning or better and have and maintain a B or better and maintain a B or better and have in both economics and overall. average degree, a minimum of two years of work a minimum of two years degree, experience is required). courses, two consisting of six required cooperation with Hunter College cooperation with Hunter pro- officer of the PhD consult the executive gram. http://web.gc.cuny.edu/Economics/ at Hunter program The MS in Accounting sat- College is designed for students who have for an under- isfied the academic requirements will provide in accounting. It graduate degree research, training in accounting intensive cov- information systems, ethics, and advanced in accountancy. topics erage of the core will be well completing the program Students in accounting. equipped for a successful career Hunter Department of State York the New by pro- licensure-qualifying as a CPA Education earned a BS in gram for students who have College or an equiva- at Hunter Accounting lent undergraduate program. candidates to have all CPA requires State to sit for hours in order completed 150-credit The gradu- Examinations. CPA the Uniform will be able to fulfill ates of the MS program addition, the successful In this requirement. August before completion of the program one year 2009 will enable students to receive requirement experience in the work reduction license (without a master for the CPA pleting 45 credits at the Graduate Center at the Graduate pleting 45 credits MASTER OF SCIENCE (MS) IN ACCOUNTING DOCTOR OF PHILOSOPHY in economics is based at program The PhD Under Center. Graduate the City University students in advanced special circumstances, may take up to 12 credits the MA program their towards and transfer them to Hunter pro- in the PhD addition, students MA. In MA gram who wish to transfer to the Hunter up to 12 credits may transfer program students at the MA. PhD the Hunter towards Center who wish to Graduate City University earn an en passant master BA/MA IN ECONOMICS BA/MA makes it pos- The Department Economics of BA and an to earn both a sible for students within the credits in economics MA degree students BA/MA a BA at Hunter. for required for both the the requirements must complete to the BA/MA Admission BA and MA degree. completed students to have requires program both s thesis ’ ECO 703 ECO 721 ECO 722 (Microeconomic Theory),(Microeconomic and 3 credits of Thesis Research. Students Thesis Research. of and 3 credits must submit a satisfactory master written under the supervision of a mem- ber of the economics faculty. supervised a extend- must prepare Students paper in two of their courses ed research and earn at least a B+ on each paper. Students who have not completed these who have Students The program is offered in the evening to in the evening offered is The program (Macroeconomic Theory),(Macroeconomic and Statistics) (Economic can be earned in degree The (Econometrics). two ways: 1. of course work Completion of 27 credits ECO 701 Requirements for the Degree Requirements at degree, for the required the 30 credits Of in eco- to courses least 24 must be devoted 6 may be taken in The remaining nomics. permission of the depart- fields with related to complete required ment. All candidates are 2. of course work. Completion of 30 credits Requirements for Admission Requirements economics in program to the MA Applicants either the on their scores must provide or the (GRE) Examination Record Graduate Test Admission Management Graduate general addition to the other In (GMAT). for graduate admission to requirements departmental require- the following Hunter, least 18 credits ments must be met: at of in economics, at undergraduate courses courses in of undergraduate least 9 credits letters of recommenda- mathematics, and two one from college teachers, including tion from The department.a member of an economics include at least six in economics must credits in principles of economics, and at least three courses: economic in each of the following statistics, introductory econometrics, interme- and intermediate diate microeconomics, in mathematics The credits macroeconomics. must include two semesters of calculus and microeco- one of matrix algebra. Intermediate intro- nomics, intermediate macroeconomics, ductoryII, and econometrics, calculus I and for required prerequisites matrix algebra are courses in the MA program. courses at the time of admission will be the needed course(s) to complete required during their first semester at Hunter. (Completion of such courses cannot be the MA.) counted towards accommodate students who hold full- and hold full- who students accommodate part-time jobs. 44 ECONOMICS/ ACCOUNTING | SCHOOL OF ARTS & SCIENCES 4. 3. 2. Other (Non-Accounting) Electives 1. Accounting Electives (non-accountingelectives).from liberalarts courses from theaccountingelectives andtwo also required. Students are required totaketwo from amongthefollowing 3-credit courses,are An additionaltwelve (12)credit hours,selected Electives *Note: Microeconomic ( Theory Required courses program: courses are required ofallstudentsinthe substituted for program adviser ECO 776 Graduate level courseswithintheDepart- Any other600-or700-level courseoffered ECO 777 ECO 774 ECO 773 ECO 775 ECO 780 ECO 660* ECO 772 ECO 771 ECO 770 may alsobetakenaselectives. the graduateprogram inSocial Research ment ofUrban AffairsandPlanning and accounting elective. maybetakenasanon- Department by theHunter CollegeEconomics Governmental Accounting and Research Project Business Ethics, Communications, Government State andLocal Taxation and Accounting Advanced Managerial Accounting Research Techniquesin Advanced Auditing Accounting Information Systems Advanced Financial Accounting Advanced Federal Taxation ECO 660 Accountants Managerial Economics for . The following 3-credit with permission ofthe with permission ECO 701 ) maybe ECO 721 ECO 722 models toeconomicdata. autoregressive andmoving average (ARIMA) Econometrics oftime-seriesdata;application lihood andlimiteddependentvariables. squares, andvariance estimation;maximumlike- leastsquares,els; ordinary generalized least Econometric methodsforsingleequationmod- matrix algebra. hypothesis testing;leastsquares regression; parameterestimation; asymptotic theory; econometrics. Topics includeprobability theory; Rigorous statisticalfoundationforthestudyof public financeandfiscalfederalism. efficiency andequitytradeoffs;decentralized Principles oftaxationandgovernment spending; regulation andcompetition. bank failure, allocationoffinancialresources, ture inUS.Issues involving financialcrisesand Factors determiningbankingandfinancialstruc- policy.monetary money; theoriesofrateinterest; issuesof Factors determiningdemandforandsupplyof economic growth. public policiesonemployment, inflationand business cycle andlong-termgrowth; effectsof tion, saving,andinvestment; theoriesofthe economic foundationsofaggregate consump- employment andpricelevels, includingmicro- Determinants ofnationalincome,output, externalities. ance; producer choice;gametheory; duality theory, borrowing andlending,insur- Advanced analysisofconsumerchoice,including ECO 701 ments. satisfy prerequisite andcorequisite require- Equivalent coursesatotherinstitutions Each course3cr, noted. unlessotherwise COURSE LISTINGS ECONOMICS ECO 723 ECO 715 ECO 711 ECO 710 ECO 703 prereq orcoreq: prereq orcoreq: prereq orcoreq: prereq: prereq: prereq: prereq: prereq: prereq orcoreq: and prereq: and prereq: ECO 721 ECO 721 Time Series andForecasting Monetary andPolicyTheory Macroeconomic Theory Microeconomic Theory Econometrics Economic Statistics Public Finance Banking andFinancial Markets ECO 301 ECO 300 ECO 722 ECO 721 ECO 321 ECO 210 ECO 210 MATH 155 MATH 155 MATH 155 ECO 701 , , , prereq orcoreq: ; prereq orcoreq: ; prereq orcoreq: and AH10 MATH 160 MATH 150, MATH 160 MATH 150, MATH 150 and and and ECO 721 ECO 721 ECO 721 ; MATH 160 ECO 703 ECO 703 ; ECO 741 ECO 748 ECO 745 ECO 735 ty, urbanpublicfinance. urbanpover-including housing,transportation, for land;analysesofmajorurbanpolicyissues, activity withinmetropolitan areas andmarket big cities.Analysesoflocationeconomic Economic analysisofformandfunctioning growth. factors thatcontributetoandretard economic become richwhileotherdonot.Study ofthe Investigation oftheissuewhysomecountries ECO 732 trade andenvironmental policies. financialmarkets, laborandlandmarkets,rural topics includetheanalysisofpoverty, inequality, nomic issuesofdeveloping countries.Possible Theories ofeconomicdevelopment andeco- selected samples,anddurationmodels. censoreddependent variables, truncated, and variables estimation,limited data, instrumental nomic research. The topicscovered willbepanel niques commonlyusedinappliedmicroeco- Introduction toadvanced econometrictech- regulatory policy.regulatory and integration;applicationstoantitrust vertical and oligopoly;theboundariesof the firmand Product market decisionsby firmsinmonopoly the poorandelderly andtoprovide for regulate theindustry services producers, andinsurers; andpublicpoliciesto care. Includes analysisofbehaviorconsumers, explain thedemandforandsupplyofmedical to Economic analysisofthehealthcare industry unions, andincomemaintenancepolicies. graphic characteristics,humancapital,labor employment andcompensation;effectsofdemo- andresearchEconomic ondifferences theory in tional financialmarkets. open economymacroeconomics, andinterna- tem, modelsofexchange ratedetermination, Examination oftheinternationalfinancialsys- regional integration. international financialinstitutions,foreign aid, of payments;traderegulations andpolicies, rent economic problems; termsoftrade;balance andanalysisofcur- International tradetheory ECO 730 ECO 755 ECO 740 ECO 724 prereq orcoreq: prereq orcoreq: ECO 721 prereq orcoreq: prereq: prereq orcoreq: prereq orcoreq: prereq orcoreq: prereq orcoreq: prereq orcoreq: recommended prereq orcoreq: Health Economics Theory andPolicyTheory International Trade: Urban Economics Economic Growth Economic Development Microeconometrics Industrial Organization Labor Economics International Finance ECO 722 ECO 701 ECO 701 ECO 701 ECO 701 ECO 701 ECO 701 ECO 701 ECO 701 and and and and and and and or ECO 703 ECO 703 ECO 721 ECO 721 ECO 721 ECO 721 ECO 721 ECO 721 ECO 703 , and ; SCHOOL OF ARTS & SCIENCES | ECONOMICS/ ACCOUNTING 45 ECO 321* , and ECO 770 ECO 300 Advanced Managerial Accounting Accounting Managerial Advanced Auditing Advanced Accounting Governmental Taxation and Local State Advanced Federal Income Taxation Taxation Income Federal Advanced Business Ethics, Communications, Ethics, Business Project and Research Managerial Economics for Economics Managerial Accountants prereq: prereq: prereq: ECO 660 ECO 780 as issues in accountancy will be covered, Ethical corporate as ethical concerns in marketing, well and global operations. social responsibility, communication skills will be devel- Business will be com- project oped. A capstone research pleted. within the firm The decision making process Topics the prism of microeconomics. through include optimal pricing strategies, demand fore- decisions. casting, hiring, and investment tools will be analytical and quantitative Specific developed. not been taken at the if these courses have * Note, time of admission, they may be taken while in the but will not count among the 30 cred- MS program its needed to complete the degree. Coverage will include taxation of estates, gifts, taxation of include will Coverage and trusts;corporate and topics in advanced partnership tax issues, taxation; international techniques. and tax research ECO 774 obtain and to help managers students Trains decision-making, plan- information for analyze and performancening, control evaluation. include new manufacturing environ- Topics inventory budget- costing, ments, cost behavior, analysis. ing and variance ECO 775 in undergraduate principles covered Applies sys- include auditing of EDP Topics auditing. auditing techniques; tems; computer-assisted on inter- reports reports, of special and a review services; and review accounting nal control, and auditing standards. governmental ECO 776 and auditing issues unique reporting, Accounting, as entities, as well and nonprofit to governmental issues multinational business entities. Special to audits under GAS and for US compa- related nies operating internationally will be covered. ECO 777 and local business and personal tax policies State with an emphasis on New of the tri-state region, taxation. and City State York ECO 773 ECO s concep- ’ . ECO 780 Research Techniques in Accounting in Accounting Techniques Research Systems Information Accounting Economics Seminar Seminar Economics HistoryAmerican Economic Systems Economic Comparative Independent Study Study Independent Advanced Financial Accounting Financial Advanced Theory Income Distribution and Public Distribution Income Policy of Latin Development Economic America Economics of Consumption Economics Thesis Research Thesis Research credit not granted until thesis is accepted not granted credit prereq: perm instr and graduate adviser perm and graduate instr prereq: 1 cr Coverage will include contemporary financial Coverage to FASB issues as they relate reporting tual framework, financial statement analysis, such as cash accounting areas and specialized accounting for pensions, and employ- flows, ment benefits. ECO 772 they to information systems as An introduction managerial to organizational structure, relate include Topics decision-making, and accounting. file struc- accounting systems and design theory, of and the implementation and evaluation ture, systems. ECO 770 of accounting The course will clarify the nature for the student, and survey importantresearch The student methods and techniques. research topic to be completed in will select a research course, the follow-up ECO 771 ECO 747 ECO 750 ECO 751 ACCOUNTING COURSE LISTINGS unless otherwise noted. Each course 3 cr. satisfied the requirements who have Students (or in Accounting BS degree of the Hunter met all course pre- will have their equivalent) than those indicated below. other requisites not satisfied such require- who have Students ments will need permission of the program adviser to take any of these courses. ECO 798 faculty of acceptable MA thesis under Preparation supervision. may be offered courses The following and faculty interest: depending on student ECO 725 ECO 731 ECO 791 ECO field of economics of special study Intensive under supervision of graduate faculty. of member once. be taken only May ECO 795 be May in economics. topic and research Special chair or graduate perm by for credit repeated adviser strate- ’ ECO 721 ECO 721 ECO 721 and and and ECO 701 ECO 701 ECO 701 ECO 701 ECO 760 Independent Study Study Independent Internship Internship Games and Information Games Corporate Governance Financial Economics Economics Financial Advanced Concepts in Financial Concepts in Advanced Markets Law and Economics Law and prereq: perm instr and graduate adviser perm instr and graduate prereq: prereq or coreq: or coreq: prereq prereq or coreq: or coreq: prereq prereq: prereq: prereq or coreq: or coreq: prereq prereq or coreq: or coreq: prereq ECO 790 study of special field of economics Intensive under supervision faculty. of member of graduate gic behavior in concentrated markets, or of herd or of gic behavior in concentrated markets, behavior and panics in financial markets. Asymmetric information economics and mecha- nism-design extend game theory exploring by the design of the rules of a game, or the ini- how tial distribution of information might affect equilibrium behavior outcomes, and therefore one might choose to set up the rules of the how their interactions. game to govern Internships with organizations engaged in eco- Internships paper write a research Students nomic research. of said organization and con- under direction to MA Open comitant supervision of instructor. of completed at least 15 cr students who have may be taken only once. graduate work; Game theoryGame offers a framework analyzing for a social interactions and emergent behavior in The pur- very of human contexts. wide variety pose of this course is to offer a critical introduc- tion to game theory and its applications. applications include the analysis of Economic conflict and the emergence of trust and coopera- the analysis of firms tion out of anarchy, ECO 762 institutional arrange- analysis of how Economic and control authority, ments distribute power, stakeholders of the firm; contrac- different across insti- such as a means to render tual agreements tutional arrangements unnecessary. Study of the essential techniques of pricing Study including the Black-Scholes financial derivatives, and risk-neutral valua- formula, binomial trees, of trading strategies tion methods. Discussion associated with the use of financial derivatives purposes, and potential problems for different that can arise in the application of financial derivatives. Examination of the models of finance: opti- of the models Examination and risk time, asset valuation mization over to models of asset management. Applications bonds and options; pricing, including stocks, portfolio in corporate problems selection; and analysis and capi- finance including investment tal structure. ECO 756 ECO Topics of law. foundations of economic A study of property and liability rights role include the rulescontrolling of externalities, in the control criminal of the control the cost of accidents, medical and damage, failure product behavior, economic logic Consideration of the malpractice. the law. underlying ECO 785 ECO 765 ECO 760 ECO 761 ENGLISH Degrees Offered HEGIS English Literature BA* 1502 Adolescent Education BA* 1501 Department Office: 1212 West Building; (212) 772-5070; fax (212) 772-5411 English Language Arts BA** 1501 SCIENCES Chair, Cristina León Alfar; 1212 West Building; (212) 772- 5187; English BA/MA 1501

& [email protected] English Literature MA 1502 Adviser, MA, TEP, Sarah Chinn; 1203 West Building; (212) 772-5178; Adolescent Education MA 1501.01 [email protected] Creative Writing MFA 1507 Education Adviser, David Carlson; 922 West Building; (212) 772-4691; * See Hunter College undergraduate catalog 2004-2007, p. 108. [email protected] ** See Hunter College undergraduate catalog 2004-2007, p. 113. Director, MFA, Peter Carey; 1228 West Building; (212) 772-5074; [email protected] Website: http://www.hunter.cuny.edu/~english MASTERS OF ARTS IN ENGLISH

SCHOOL OF ARTS FACULTY Harriet Luria, Associate Professor,

| EdD,Columbia; Applied Linguistics, American The MA program in British and American lit- Literature Meena Alexander, Distinguished Professor; erature offers opportunities for both profes- PhD, Nottingham; Creative Writing, Romantic Donna Masini, Associate Professor; MA, sional advancement and personal development. Poetry, Post-colonial Literature NYU; Creative Writing, Contemporary Poetry It may be taken as a terminal course of study Cristina León Alfar, Associate Professor; PhD, Nondita Mason, Professor; PhD, NYU; 20th- or as preparation for doctoral work in English University of Washington; Shakespeare, century British Literature, Colonial Literature, or other humanistic fields. In addition to the ENGLISH Renaissance Drama, Critical Theory, Women’s Post-colonial Literature usual lecture, discussion, and seminar classes, Studies Kate Parry, Professor, EdD, Columbia; the program offers reading tutorials and the Jeffrey Allred, Assistant Professor; PhD, Language and Culture, Literacy, History of opportunity of writing a research essay under English University of Pennsylvania; American the guidance of a senior faculty member. Literature, Modernism, American Studies, Charles Persky, Associate Professor; PhD, Visual Culture Harvard; 18th-century British Prose and Poetry, Admission Requirements David Lee Carlson, Assistant Professor; EdD, Bible and Literature Teachers College, Columbia; Literary Theory, Angela Reyes, Assistant Professor; PhD, In addition to the general requirements for Gay and Lesbian Studies, Rhetoric and University of Pennsylvania; Linguistics, admission, the following departmental require- Composition Sociolinguistics, Urban Linguistics, Discourse ments must be met: 18 credits of advanced Peter Carey, Professor; Fiction Writing Analysis, Linguistic Anthropology, undergraduate courses in British and American Ethnography, Video, Asian American Studies, Sarah Chinn, Assistant Professor; PhD, literature (exclusive of courses in journalism and Education Columbia; American Literature, Gay and writing), a writing sample of about 10 pages Lesbian Studies Gary Schmidgall, Professor; PhD, Stanford; (preferably an undergraduate research paper) Renaissance Poetry, Shakespeare, Oscar Wilde, Rebecca Connor, Assistant Professor; PhD, and the GRE General Test. Students who have Walt Whitman, Gay Studies Stanford; 18th-century British Literature, done their major work in English in non- Visual and Material Culture Jenefer Shute, Professor; PhD, UCLA; Creative English-speaking countries are usually not eligi- Writing, Contemporary Fiction and Drama Louise DeSalvo, Jenny Hunter Professor of ble for admission to graduate courses in English Creative Writing; PhD, NYU; Modern British Thomas Sleigh, Professor; MA, Johns Hopkins without additional undergraduate preparation Fiction, Creative Writing, Biography and University; Creative Writing, Contemporary in an American college or university. Memoir Poetry Karen Greenberg, Professor; PhD, NYU; Trudith Smoke, Professor; PhD, NYU; Degree Requirements Theoretical and Applied Linguistics, Rhetoric and Applied Linguistics, American Contemporary Rhetorical and Composition Literature Courses. Each candidate must complete an Theory, Multimedia Neal Tolchin, Associate Professor; PhD, approved program of study of at least 30 cred- Lynne Ann Greenberg, Associate Professor; Rutgers; American Literature, Ethnic Literature its, which must include ENGL 700 (Master’s PhD, CUNY; Milton, 17th-century British Sylvia Tomasch, Professor; PhD, CUNY; Thesis). We strongly recommend that students Literature and Law Chaucer, Medieval Literature, Historical take ENGL 793 (Studies in Literary Criticism) Marlene Villalobos Hennessy, Assistant Cartography, Medieval Ethnic Studies in their first or second semester. Courses other Professor; PhD, Columbia; Chaucer, Old and Alan Vardy, Associate Professor; PhD, than those offered in the Department of Middle English Literature, Medieval Women, University of Washington; Romanticism, English may be credited toward the 30 credits Medieval Manuscripts, History of the Book, Literary Theory with the approval of the graduate adviser but Medieval Religious Culture Barbara Webb, Associate Professor; PhD, they may in no case exceed 6 credits. Six cred- Nico Israel, Associate Professor; PhD, Yale; NYU; African-American Literature, African- its of relevant graduate work done at another 20th-century Literature, Literary Theory, Visual Caribbean Literature, African Literature institution may be credited when approved by Culture David Winn, Assistant Professor; MA, the graduate adviser. Candice Jenkins, Assistant Professor; PhD, Colorado; Creative Writing, Modern American Duke; African-American Literature, 20th- Fiction Foreign Language. The candidate must demon- century American Literature strate a reading knowledge of French, German, Richard Kaye, Associate Professor; Princeton; or Latin. Another language may be substituted 19th-century British Literature, Queer Theory, BA/MA Program in English is currently with the approval of the graduate adviser. History of the Novel under review. Please consult the Graduate Jan Heller Levi, Assistant Professor; BA, Sarah Adviser Lawrence; Creative Writing, 20th-century American Poetry,Women’s Studies 46 SCHOOL OF ARTS & SCIENCES | ENGLISH 47 s relation- ’ The candidate s writing career. ’ Each candidate must complete an approved program of study of at least 36 cred- program approved writing its, which must include: 1) Four courses in 2) Six in chosen genre; workshops craft seminars; 3) and/or MFA MA literature 4) One in Conference; Writing course in One thesis. course in MFA must submit a satisfactory master of fine arts thesis consisting of either 40-60 pages of poet- ry or 75-125 pages of short or stories, novella by will be approved which novel-in-progress, Two two members of the writing faculty. required. for binding are copies prepared Master of Fine Arts Thesis Arts of Fine Master Departmental Requirements Departmental for Admission completed a BA or Candidates must have institution. In at an accredited equivalent College application, addition to the Hunter writing a creative the candidate must submit of poetrymanuscript (10-20 pages or 20-30 personal a 500-word pages of fiction) and the candidate statement describing literary work, influ- ship to his/her creative be beneficial would ences, and why the MFA to the candidate Departmental Requirements for the Degree Courses shops each semester, each student works close- works student each each semester, shops on an faculty of the writing a member ly with the course over project ongoing, independent thesis. in the MFA culminating of the degree, of ” craft “ The culminating ) ) ENGL 607 22-24 credits (See School of School (See 22-24 credits Eighteen credits in literature cours- in literature credits Eighteen . 3 credits in the structure of mod- in the structure . 3 credits . 3 credits in rhetoric and composi- . 3 credits ENGL 615 ern English ( ern English experience for students in the Teacher experience for students in the is a compre- in English Program Education and a portfo- in English examination hensive the School of Education See lio in Education. section of this catalog for further information. MASTER OF FINE ARTS MASTER OF FINE ARTS WRITING IN CREATIVE writing The master of fine arts in creative writers the opportunityoffers promising to study and practice the art of writing in small, and seminars in litera- workshops intensive curriculum integrates the program The ture. study of writing and the study of literature, particularand gives attention to the Linguistics Rhetoric Education. Experience. Culminating Graduate Course Requirement Course Graduate of for Teachers in English (24 cr) Education Adolescent Literature. Department, including the English by es given in literature 3 credits Shakespeare, in 3 credits and 6 emphasis, with a multicultural/minority in American literature. credits seminars. writing in specially designed MFA to taking poetry addition In or fiction work- Education section of this catalog, MA- Education p 103.) Education, Adolescent tion ( The candidate The candidate must The candidate ENGLISH MA – After applicants have been After applicants have Students must have earned 21 credits in earned 21 credits must have Students a 3.0 or better index in who have Students Admission Requirements This Teacher Education Program (TEP) is not Program Education Teacher This initial or have for individuals who already certification in the teaching of provisional certified should teachers Provisionally English. (With the apply for the MA in English. Department adviser, of the English approval of such students may take 3 or 6 credits the courses from in advanced course work sequence.) Education Adolescent courses acceptable to the department in written Literature World American or British, of the lat- than 3 credits (no more in English must submit a writing sample ter). Students an undergradu- of about 10 pages (preferably of 2.8 GPA paper). A cumulative ate research or better and an index of 3.0 in English of college as is one year required, courses are study of a language other than English. is GPA courses but whose cumulative English 2.8 should consult the School of below section of the catalog for additional Education 103) information. (see p. PROGRAM FOR TEACHERS OF ADOLESCENT EDUCATION (Grades 7-12) DOCTOR OF PHILOSOPHY is based at the in English program The PhD Bulletin See Center. Graduate City University Center for a description of of the Graduate and the complete list of program the PhD Center website also the Graduate courses. See http://www.gc.cuny.edu/ Nonmatriculants. Nonmatriculants. Master of Arts Thesis. Thesis. of Arts Master Comprehensive Examination. Examination. Comprehensive submit a satisfactory of arts master thesis, and research, original work incorporating two appropriate by which will be approved and the graduate members of the faculty for binding are copies prepared Two adviser. required. must pass a written comprehensive examina- comprehensive pass a written must and American literature. tion in British accepted by Hunter College as nonmatricu- Hunter accepted by be evaluated must lant students, their records the graduate adviser by prior to registration to English they can be admitted before Hunter by Department courses. Acceptance the acceptance by College does not guarantee than 9 more Not Department of English. nonmatricu- from may be transferred credits lated to matriculated status. 48 ENGLISH | SCHOOL OF ARTS & SCIENCES member ofdepartment. member ofdepartment. Literary theory asexplored by majorcritics. theory Literary ENGL783 scholars approach atext. sider themultiplewaysinwhich critics and oretical, andtextualhistory, thisclasswillcon- texts witharichlysuggestive critical,the- literary es ofthelastseventy-five years. By focusingon textual scholarship, andmajorcriticalapproach- criticism, Introduction tomethodsofliterary ENGL 782 dent Course ofreadings designedaccording tostu- ENGL 781 Subject from semestertosemester. willvary ENGL 776 Subject from semestertosemester. willvary ENGL 775 Subject from semestertosemester. willvary ENGL 754 reflects differing socialandculturalcontexts. language nation ofthewaysinwhichliterary tics, syntax,discourse,orpragmatics)andexami- or more linguisticsystems(phonology, seman- Intensive study of literature viaanalysesofone ENGL 710 Subject from semestertosemester. willvary Intensive study of amajorfigure, type,ortrend. ENGL 702 American literature. of allcandidatesforMAdegree inBritish and Individual Required research undersupervision. ENGL 700 LITERATURE: GENERAL ENGLISH ANDAMERICAN dent Course ofreadings designedaccording tostu- ENGL 681 prose forms. pieces ofprose; practiceinwritingavariety of analysisofselectedmaster- Rhetorical theory; ENGL 615 dialectal variation. Survey ofphonology, morphology, syntax,and analytical methodandpedagogicalimplications. Structure ofModern English, withemphasison ENGL 607 TEACHER EDUCATION cr, noted. unlessotherwise Each course45hrs,includingconferences, 3 COURSE LISTINGS 1-3 cr ’ ’ s interests andneeds. Work isdirected by s interests andneeds. Work isdirected by Studies Criticism inLiterary Multicultural/Minority Literature Selected Studies in American Literature Selected Studies inBritish and American Writers Selected Studies in Work ofMajor Studies inLiterature andLanguage Literature: Seminar American, andComparative Special Studies inBritish, Introduction to Literary StudiesIntroduction toLiterary Reading Credit Master Reading Credit Rhetoric andComposition English Linguistics ’ s Essay Fame Burton, Walton and thewritersof Herrick, theCavalier poets,Bacon, Browne, Readings inJonson, Donne, Herbert, Crashaw, ENGL 724 A criticalstudyofMilton ENGL 723 Study ofdevelopment ofthepoet. ENGL 722 LITERATURE SEVENTEENTH-CENTURY Donne. Shakespeare, Spenser, Sidney, Marlowe and Renaissance poetry, withemphasisonworks by Study ofmajorgenres andformsofEnglish ENGL 720 lic theatersin1642. sors ofShakespeare uptotheclosingofpub- The predecessors, contemporaries,andsucces- ENGL 716 retical issue, orculturalconsideration. tion toaspecialtheme,technique,genre, theo- Selected works by William Shakespeare inrela- ENGL 715 approaches. sideration ofavariety ofcriticaltechniquesand Detailed studyofselectedplayswithspecialcon- ENGL 714 approaches. sideration ofavariety ofcriticaltechniquesand Detailed studyofselectedplayswithspecialcon- ENGL 713 Study of ENGL 712 RENAISSANCE LITERATURE Emphasis on ENGL 706 Detailed studyof ENGL 705 MEDIEVAL LITERATURE recent criticismandtheoriesofallegory. Criseyde , The Parliament ofFowls , The LegendofGood Women The Faerie Queene Poems, Selected Prose Milton: Lyric andDramatic Chaucer: The Canterbury TalesCanterbury Chaucer: The Canterbury TalesCanterbury Shakespeare Renaissance Drama Exclusive of Chaucer Regained Milton: Paradise LostandParadise Shakespeare Shakespeare: Tragedy Shakespeare: Comedy Spenser Earlier 17th-century Literature:Earlier 17th-century High Renaissance inEngland Book oftheDuchess The Canterbury The Canterbury Tales ’ s Work Exclusive of The ’ s epics. with emphasison , Troilus and , The House of “ . characters. . ’’ Diderot, Rousseau, Walpole andGoethe. Flaubert andJames. Trollope, Thackeray, Dickens, Stendhal, Balzac, Selected novels by suchauthorsasAusten, Eliot, ENGL 772 Dickens, Morris andPater. works ofCarlyle,Ruskin, Arnold,Eliot, Major tendenciesof theperiodasexemplified in ENGL 743 Keats. Wordsworth, Coleridge,Byron, Shelley and Major tendenciesof theperiodasexemplified by ENGL 741 European works. studied insignificantBritish andContinental Cultural revolution of18thand19thcenturies ENGL 740 LITERATURE NINETEENTH-CENTURY Sage, Pr Selected novels by suchwritersasDefoe, Le ENGL 771 Swift, Pope, Addison, Steele, Gay. Reading andanalysisofmajor works by Dryden, ENGL 731 LITERATURE EIGHTEENTH-CENTURY including Frost, Eliot andStevens. Studies ina selected numberofmajorpoets, ENGL 753 and Dickinson. poets, amongthemPoe, Emerson, Whitman Studies inaselectednumberofrepresentative ENGL 752 and Faulkner tothecontemporaries. Writers rangingfrom Hemingway, Fitzgerald ENGL 751 Adams. Howells, Twain, James, Crane, Dreiser and Study ofselectedworks by suchauthorsas ENGL 750 Thoreau, Hawthorne, Poe andMelville. Selected works by suchauthorsasEmerson, ENGL 749 AMERICAN LITERATURE Joyce, Lawrence, Eliot andAuden. Studies centeringinwork ofsuchwriters as ENGL 756 MODERN BRITISHLITERATURE é vost, Richardson, Fielding, Sterne, 1914 tothePresent Modern British Literature from Studies Novel inthe19th-century Victorian Prose, 1832-1890 The Romantic Poets Romanticism American Prose to1860 Century American Poets ofthe20th Century American Poets ofthe19th Present American Prose, 1914tothe Studies Novel inthe18th-century Augustan Age American Prose, 1860-1914 COLO ARTS OF SCHOOL CREATIVE WRITING FILM & MEDIA STUDIES ENGL 790 Topics in Fiction Writing: Workshop Studio-style workshop of students’ fiction, with Department Office: 433 North Building; weekly submissions and critique. (212) 772-4949; Degrees Offered HEGIS [email protected] Media Studies BA* 601 ENGL 791 Topics in Poetry Writing: Film BA* 1010 MFA Program Director, Workshop Integrated Media Arts MFA 606 Studio-style workshop of students’ poetry, with Andrea Polli, Associate Professor; weekly submissions and critique. 430 North Building; * see Hunter College Undergraduate Catalog (212) 650-3415; & ENGL 792 Topics in the Craft of Fiction 2004-2007, p. 90 [email protected] SCIENCES Seminar in craft of fiction; topics and readings will vary by semester. Website: http://ima.hunter.cuny.edu ENGL 794 Topics in the Craft of Poetry Seminar in craft of poetry; topics and readings GRADUATE FACULTY Robert Henry Stanley, Professor; PhD, Ohio; will vary by semester. Social, Legal, and Aesthetic Aspects of Film and Media Kelly Anderson, Assistant Professor; BA, ENGL 795 Topics in Memoir Writing: Bernard L. Stein, Professor; BA, Columbia; | Workshop Brown; Film and Video Production, Digital Journalism FILM Graduate writing workshop in memory and Editing Joel Zuker, Professor; PhD, NYU; Film and autobiography. Students will present memoir Stuart Ewen, Distinguished Professor; PhD, Media Theory and History, National Cinemas and autobiographical writings to be critiqued by SUNY; Social and Cultural History, Visual members of the workshop and the instructor. Culture, Graphics &

Mary Flanagan, Associate Professor; PhD STUDIES MEDIA ENGL 796 Topics in the Craft of Memoir: Central Saint Martins, University of the Arts MASTER OF FINE ARTS (MFA) Participants will study the writer’s craft in creative London, MFA Iowa; Interactive Media IN INTEGRATED MEDIA ARTS non-fiction in memoir, essay, and/or autobiogra- Production and Digital Cultural Studies phy. Particular attention will be paid to narration, description, dialogue, characterization, and use of Arnold Gibbons, Professor; PhD, Syracuse; Media in Developing Countries, Comparative The MFA Program in Integrated Media Arts time, through both set examples and writing exer- offers advanced studies in nonfiction media cises suggested by the works read. Media, International Communication Michael Gitlin Assistant Professor BA Indiana, making, using state-of-the-art digital technolo- ENGL 798 Writing in Conference MFA Bard, Film and Video Production gies. Unlike most graduate media programs, Individual tutorial directed by a member of the Tami Gold, Professor; BA, Friends World which train students in specific media crafts, writing faculty. To be taken in sequence with College; Documentary and Dramatic Video this program is one of the first in the nation to ENGL 799 (MFA Thesis). Production, Video Art educate multi-disciplinary media professionals, ENGL 799 MFA Thesis Mick Hurbis-Cherrier, Associate Professor; socially aware and knowledgeable in the wide Independent creative writing project, with regu- MFA, Northwestern; Film and Video range of media skills that are brought together lar advisory sessions with primary writing faculty Production, Screenwriting in the digital media environment. adviser. To be preceded in sequence by ENGL Andrew Lund, Assistant Professor; MFA & JD Hunter’s MFA in Integrated Media Arts 798 (Writing in Conference). Columbia; Directing, Screenwriting, Film and offers a 48-credit course of study, combining Video Production, Entertainment Law analytical seminars, interdisciplinary research Ivone Margulies, Professor; PhD, NYU; Issues and creative workshops in writing, visual com- Not all courses are offered every term. Please of Realism in Film and Video, Feminist Film munication, and media distribution and exhi- consult the department. The following cours- Criticism, Experimental Film and Video bition. Building on a foundation of research es are offered only upon sufficient student Joe McElhaney, Assistant Professor, PhD, and analysis, MFA students explore and create demand NYU; Film and Media History, Theory and new ways to advance information and ideas, Aesthetics balancing critical thinking with aesthetics, the- ENGL 708 Medieval Literature in England Peter Parisi, Professor; PhD, Indiana; Literary ory with practice, traditional methods with from 13th to 15th Century Journalism, News Narrative, Criticism new technologies, contemporary issues with an ENGL 717 The Drama of the 17th and 18th Isabel Pinedo, Professor; PhD, CUNY; Media historical perspective. They also engage in col- Centuries and the Public Sphere; Media and Society laborative production labs at Hunter or exter- ENGL 725 Later 17th-century Literature Andrea Polli, Associate Professor; MFA, The ENGL 732 Age of Johnson nal industry creative residencies that are calcu- School of the Art Institute of Chicago; ENGL 733 The Age of Enlightenment lated to provide hands-on understanding of Interactive Media, web-based Public Art and ENGL 742 Victorian Poets real world media environments. Installation, Sound ENGL 748 American Literature: Colonial and Hunter’s MFA/IMA educates students Federal Periods Tim Portlock, Assistant Professor; MFA who will be prepared to assume positions of ENGL 755 Modern British Literature from University of Chicago; MFA University of creative leadership in the professional media Illinois at Chicago; Digital Imaging; Real Time 1890-1914 world. In this program, a coming generation Graphics; 3D Modeling of media makers trains to become tomorrow’s James Roman, Professor and Chair; EdD, preeminent communicators, twenty-first cen- Fairleigh Dickinson; Broadcast Journalism, History, Policy Issues and Industry Trends tury pamphleteers employing new digital media to inform, enliven and extend the pos- Larry Shore, Lecturer; PhD, Stanford; Global Media, Media Policy, Media and Sports sibilities of the public square.

49 50 FILM & MEDIA STUDIES | SCHOOL OF ARTS & SCIENCES • • • • • • objective cally responsible mediawork isanoverarching lectual foundationforsociallyaware andethi- INTERDISCIPLINARY RESEARCH ANALYTICAL SEMINARS five broad aspects ofmediastudy. They are: inIMAisorganizedThe coursework under Degree Requirements • cants are expectedtopresent thefollowing: enrolling only15-20studentseachyear. Appli- The MFA/IMA Program ishighlyselective, closing dateforcompletedfallapplications. semester enrollment only. February 1stisthe Students are acceptedintotheprogram forfall Admissions Requirements tution outsideCUNY ate program, oratanapproved graduateinsti- The Graduate Center, anotherCUNYgradu- programand/or interdisciplinary atHunter, otherthanFilmdepartment andMedia with afacultymemberinanappropriate seminar orformalindependentstudyproject field,anapprovedancillary graduatelevel Applicants whosenative languageisnot A completedgraduateapplicationform An officialtranscriptofundergraduate A personalstatementdescribingtheappli- A portfolio ofmediaworks, indicatingtal- A portfolio 3 lettersofrecommendation from people A bachelor examination. componentofthe English (TWE) TOEFL English musttakethe Test of Written studies. relevant totheapplicant in Integrated Media isparticularly Arts also explainwhyHunter their work willhave. Statements should maker andthesocialimpacttheyhope cant design, journalisticwritings,etc. tal design,photography, sound,graphic include videosandfilms,interactive digi- ent andpromise. Submitted works may and academictalentdetermination. able tocommentonanapplicant of 3.0ona4.0scale. ’ s long-termobjectives asamedia ’ s degree, withaminimum GPA ’ ’ s creative goals. s MFA Program where anintel- ’ s creative in an CHANNELS WORKSHOPS is acomprehensive goal communication ofideasandinformation VISIONS WORKSHOPS WORDS WORKSHOPS the mediaisanessentialfocus the studentmusttake: To fulfillthe48-credit degree requirement, program. Capstone andadditionalcoursescompletethe are keyobjectives enhance thequalityofcommunityinteraction for publicizingideas,andusingmediato for exhibitionanddistributionofmediawork, Note: Students musttakeatleasttwocourses * CHANNELS* VISIONS* WORDS IMA 701 Total forMFA .48credits inIMA. IMA 798 IMA 781 e okhp ihn .30credits Ten workshops within: Interdisciplinary field Research inancillary .6credits seminars At leasttwoadditionalANALYTICAL Culture Social andHistorical Roots ofMass Residency Collaborative Media Project/Creative indicated inthecoursedescription. qualify withinmore thanoneclusteras creative cluster. Someworkshop coursesmay and nomore thanfourcourseswithineach ter requirement towards tive mediacoursesandmaybecounted 3credits . IMA 760 VISIONS 3credits . F hssPoet.3credits MFA Thesis Project . 3credits is aprerequisite forallinterac- or CHANNELS where writingfor where thevisual where designs clus- ment intheprogram. evision anditseffectsonculture. mediawithfilm,printmedia,radioandtel- new study oftheconvergence andintegrationofthe of An explorationofthehistory IMA 702 during thefirstsemesterofastudent requirement oftheprogram, andmustbetaken topresent. 15th century This seminarisacore propelled andwasinfluencedby themediafrom A studyofthesocialandhistoricalcontextthat IMA 701 overarching objective) aware andethicallyresponsible mediawork isan (where anintellectualfoundationforsocially ANALYTICAL SEMINARS courses are 4hrs, 3credits. Notenoted otherwise. thatlab-intensive course. Allcoursesare 3hrs,credits unless forenrollment inanyMFA/IMAof instructor Non-matriculated studentsrequire permission COURSE LISTINGS alternative media. androle of small-scale Review ofthehistory IMA 710 tion filmandvideo. A historicalandcriticalexaminationofnonfic- IMA 709 tional communication. problems andissuesofinterna- Contemporary IMA 708 parently andobjectively displayingreality. achieve verisimilitude, theappearanceoftrans- through whichfilm,videoand TV images An examinationoftherepresentational strategies IMA 707 American society. in relation tothedominantinstitutionsof Analysis ofthesocialresponsibility ofthepress IMA 706 racism andthemedia. Analysis ofinterrelations between socialclasses, IMA 705 relations to problems ofurbanlife. Urban inmassmedia anditsvarying imagery IMA 704 2 hrs,3cr 2 hrs,3cr 2 hrs,3cr 2 hrs,3cr 2 hrs,3cr 2 hrs,3cr 2 hrs,3cr 2 hrs,3cr 2 hrs,3cr Visible Evidence: Realist Strategies Culture Social andHistorical Roots ofMass Experiences Alternative Media: Examples and The History ofNewThe History Media Communications andtheCity Documentary Documentary andCriticism ofthe History WorldContemporary International Communicationinthe in Film, Video and TV Problems ofAmericanJournalism andtheMediaSocial Class,Racism ‘ new ’ ’ s enroll- media.A SCHOOL OF ARTS & SCIENCES | FILM & MEDIA STUDIES 51 or permission of IMA 762 or permission of instructor , s independent study. s independent study. s interdisciplinary research ’ ’ ’ IMA 760 IMA 760 Master of Fine Arts Thesis Project Thesis Project Arts of Fine Master Independent Study Study Independent Study Independent Research Interdisciplinary Studio Advanced Advanced Interactive Expression Interactive Advanced Seminar Topics Special Interactive Expression Expression Interactive Collaborative Media Project/Creative Media Collaborative Residency Channels of Documentary Distribution 3 hrs, 3 cr 3 cr 1 cr Hrs to be arranged. 2 cr Hrs to be arranged. 3 cr Hrs to be arranged. prereq: prereq: 4 hrs, 3 cr prereq: instructor 4 hrs, 3 cr IMA 798 must be completed satisfactorily before This project must incorporate elements from graduation. Project as a critical compo- clusters as well creative all three of graduate adviser required. nent. Approval IMA 781 or external creative and in-house project Hours must be defined in conjunction with residency residen- or creative The project graduate adviser. collaboration among different cy must involve media makers. IMA 790 for student Rubric IMA 791 student for Rubric IMA 792 student for Rubric IMA 795 students the opportunity to participate in Provides faculty. and individual critiques with MFA group body a strong emphasis will be on creating Particular work Independent kinds of media work. of various course. in this required and individual meetings are the by for approval a project must present Students for the course. Pending registering instructor before to take allowed students are senate approval, a maximum number of 9 times for Studio Advanced may Studio Advanced projects. with different credit VISIONS CHANNELS or WORDS, be taken for depending on the instructor. credit workshop All non-matriculated students must have permis- must have students All non-matriculated techniques of and Aesthetics sion of instructor. both graphic design, encompassing Web-site and information architecture. presentation the may be counted towards This course requirement. CHANNELS cluster VISIONS or IMA 763 incorporating ani- of websites The production This course may be mation, sound and video. VISIONS or CHANNELS the counted towards cluster requirement. IMA 764 forms of documentary and expression Different cable television, the- that broadcasters, the role and the atrical and non-theatrical release a wide play in their ability to reach Internet audience. & COURSES CAPSTONE ADDITIONAL OFFERINGS IMA 780 for occasional or experimental courses. Rubric IMA 762 requirement. or per- IMA 760 , IMA 741 or permission of instructor or permission of instructor. or permission of instructor or permission of instructor , IMA 760 IMA 740 IMA 760 IMA 760 IMA 760 Public Relations Relations Public Digital Editing Workshop Workshop Editing Digital Public Issue Graphics Graphics Issue Public Production Production Digital Design: Print and Interactive and Print Design: Digital Media Collective Documentary Collective Web Documentary Web Tools and Techniques of Digital Techniques and Tools 4 hrs, 3 cr mission of instructor 4 hrs, 3 cr 4 hrs, 3 cr 4 hrs, 3 cr prereq: prereq: prereq: prereq: prereq: prereq: prereq: prereq: prereq: 4 hrs, 3 cr 4 hrs, 3 cr 4 hrs, 3 cr A hands-on workshop in core digital media pro- in core A hands-on workshop duction, including image acquisition, creation and editing; video editing and encoding; and is designed to It multimedia delivery on the web. to the tools and students a basic introduction give Arts pro- Media techniques used in the Integrated the This course may be counted towards gram. VISIONS or CHANNELS cluster requirement. IMA 761 rela- of public A critical examination of the role including practice in pub- tions in a democracy, writing and campaigns. lic relations CHANNELS WORKSHOPS CHANNELS WORKSHOPS designs for exhibition and distribution of (where for publicizing ideas, and for using media work, media to enhance the quality of community key objectives) interaction are IMA 760 IMA 745 students will con- workshops, collaborative In into specific public issue topics duct research designed to graphics projects three and produce enlighten communicate information effectively, these issues, and help frame the public regarding these topics for public discussion. IMA 747 of digital non-linear and principles Technology and creative features editing; its distinctive potential for both sound and image. Students in pre- produced expected to bring projects, are vious classes, to a fine cut stage. and storytellingin the documentary form. IMA 744 the communica- course, this studio workshop In digital design formats capacities of various tive the applied to and techniques will be creatively of four functional design projects. creation IMA 742 for the narratives of nonfiction The production the may be counted towards This course Internet. requirement. CHANNELS cluster VISIONS or IMA 743 the student involves workshop This production docu- produced in all aspects of a collectively mentary a general theme or issue, that explores segments for the with all students producing also examines the theo- The workshop project. subjectivity issues of truth, authorship, retical s alleged failure ’ or permission of or permission of IMA 740 , IMA 760 IMA 760 Nonfiction Video Nonfiction Production Documentary Expression Documentary Expression Public Interest Journalism Journalism Interest Public Literary Journalism Literary Journalism Online Journalism Journalism Online Feminist Approaches to the Mass Approaches Feminist Media Research and Writing for the Writing and Research Documentary The Language of News The Language of News Television, Culture and Society and Culture Television, is a co- or prerequisite for this workshop. for this workshop. is a co- or prerequisite prereq: prereq: pre- or coreq: or coreq: pre- 4 hrs, 3 cr 4 hrs, 3 cr 4 hrs, 3 cr 4 hrs, 3 cr 4 hrs, 3 cr 2 hrs, 3 cr 2 hrs, 3 cr instructor 4 hrs, 3 cr instructor 4 hrs, 3 cr IMA 741 the will guide students through This workshop a docu- and producing of developing process mentary video project. IMA 760 IMA 740 students to the introduces workshop This production aesthetics and fundamental techniques, technology, of nonfiction video production. approaches creative VISIONS WORKSHOPS VISIONS WORKSHOPS the visual communication of ideas and (where goal) information is a comprehensive to serve as the basis for a vari- the public interest ety of newswriting assignments designed to repre- sent social issues with fuller context and nuance. IMA 724 budg- treatments, and writing proposals, Research plans for video documentaries. ets and production IMA 723 A study of critiques of journalism IMA 722 The criticism and practice of literary journalism, with the qualita- rendered i.e., factual reporting writing. detail and vividness of imaginative tive IMA 721 journalists with new provides The Internet of information, a major newssources in beat This forms of publication. itself and innovative each of these dimensions with course explores the goal of enabling students to use the Internet in depth on and report for journalistic research This its cultural, legal and economic dimensions. or WORDS the course may be counted towards CHANNELS cluster requirement. (where writing for the media is an essential focus) writing for the (where IMA 720 of in a variety prose The writing of journalistic close analysis of news through forms, approached writing and interviewing technique and the com- of writing assignments. pletion of a variety WORDS WORKSHOPS WORKSHOPS WORDS A historical perspective on feminist cultural the- on feminist perspective A historical of the representation addressed ories as they have culture. women in American mass IMA 712 IMA 711 as cul- of television, of the role An examination in consumer culture. tural artifact and industry, GEOGRAPHY Degrees Offered HEGIS Geography BA* 2206 Geography/Social Studies, BA* 2205 Department Office: 1006 North Building; (212) 772-5265/5266 7–12 Teacher SCIENCES Chair: William Solecki; 1006 North Building; (212) 772-4536; Environmental Studies BA* 4999

& [email protected] Geography MA 2206 Certificate Program in 2206 Graduate Adviser, Marianna Pavlovskaya; 1006 North Building; Geographic Information Science (212) 772-5320; [email protected] Teachers of Earth Science, 7–12 MA 1917.01 GIS Certificate Program Adviser, Teachers of Social Studies, 7–12 MA 2201.01 Jochen Albrecht; 1006 North Building; (212) 772-5221; [email protected] * See Hunter College Undergraduate Catalog 2004-2007, p. 119 for infor- Adolescent Education Advisers: mation about undergraduate courses and degree programs in geography. Social Studies, Ines Miyares; 1006 North Building; (212) 772-5443; [email protected] Earth Science, Haydee Salmun; 1006 North Building; (212) 772-5224; [email protected] SCHOOL OF ARTS

| Education Adviser Social Studie,s Terrie Epstein; 1108 West Building; (212) 772-4675; [email protected] Education Adviser Earth Science, Stephen Demeo; 908 West Building; (212) 772-4776; [email protected] Website: http://www.geography.hunter.cuny.edu

FACULTY Wenge Ni-Meister, Assistant Professor; PhD, Cindi Katz, Professor of Geography; Ph.D, Boston Univ.; Remote Sensing, Biogeography, Clark; Cultural Geography, Social Reproduction Sean Ahearn, Professor; PhD, Wisconsin Land-Atmosphere Interaction, Climatology and Everyday Life, Children’s Geographies, GEOGRAPHY (Madison); Geographical Information Systems, Rupal Oza, Associate Professor; PhD, Rutgers; Urban Geography, Gender and the Environment, Remote Sensing, Digital Image Processing, Feminist Theory, Globalization, Gender Nature and Society Natural Resources, Habitat Studies, Spatial- Studies, Cultural Studies, South Asia; member John E. Seley, Professor of Environmental Temporal Modeling of the Women’s Studies Program Psychology and Earth and Environmental Jochen Albrecht, Associate Professor; PhD, Marianna Pavlovskaya, Associate Professor; Sciences; PhD, Pennsylvania; Urban Geography; Vechta (Germany); Dynamic or Process GIS, PhD, Clark; Urban Geography, Social Theory, GIS for Policy, the Nonprofit Sector Spatio-Temporal Analysis, Landscape Ecology, Feminist Geography, Geographic Information Neil Smith, Distinguished Professor of Crime and Health Applications Systems (GIS), Critical GIS, Urban Political Anthropology and Geography; Ph.D, Johns Frank Buonaiuto, Assistant Professor; PhD, Ecology, Post-Socialism, Russia. Hopkins; Political Economy, Urban Geography, SUNY (Stony Brook); Oceanography, Coastal Randye Rutberg, Assistant Professor; PhD, History of Geography, Global Restructuring Processes and Hazards, Storm Surges, Barrier Columbia; Geochemistry, Oceanography, Island, Beach-Inlet Dynamics Paleoclimatology, Earth Systems Science Saul B. Cohen, University Professor Emeritus Haydee Salmun, Associate Professor; PhD, GRADUATE WORK and Regent of the State of New York; PhD, Johns Hopkins; Coastal and Estuarine IN GEOGRAPHY Harvard; Political Geography, Middle East, Environments, Oceanography, Land Surface- Geography and Psychology, International Atmosphere Interactions and Climate Development, Geographic Education Dynamics, Gender and Diversity in Science Diverse opportunities for advanced training Allan Frei, Associate Professor; PhD, Rutgers; William Solecki, Professor; PhD, Rutgers; are available. These include the master of arts Climatology, Global Climate Change, Urban Environmental Change and degree in geography and the post-baccalaure- Environmental Modeling, Water Resources Management, Land Use/Land Cover Studies, ate certificate program in Geographic Carol Gersmehl, Research Professor; MA, Hazards, GIS Applications Information Science (GIS). The Department Georgia; Geographic Education, Karl Szekielda, Research Professor; PhD, of Geography participates with the School of Cartography, GIS Marseille; Oceanography, Remote Sensing, Education in the Adolescent Education pro- Philip J. Gersmehl, Professor; PhD, Georgia; Marine Resources; International Issues gram leading to the MA degrees for the Geographic Education, Spatial Cognition, Preparation of Teachers of Earth Science Map Design, Soil Geography, North America, Geography track faculty, (Grades 7-12) and the Teacher Education East Asia Earth and Environmental Program in Social Studies[MP8]. At the doc- Hongmian Gong, Assistant Professor; PhD, Sciences PhD program, toral level, the department is associated with Georgia; Urban Geography, Geographic CUNY Graduate Center the PhD Program in Earth and Environmental Information Systems, Quantitative Analysis, Sciences at the CUNY Graduate Center. China Roger A. Hart, Professor of Environmental Psychology, Developmental Psychology and Charles A. Heatwole, Professor; PhD, Geography; PhD, Clark; Children’s Geographies Michigan State; Cultural Geography, and the Geography of Children, Participatory MASTER OF ARTS Recreation Geography, Geography of Religion, Community Development, The Political IN GEOGRAPHY Geographic Education Participation of Children and Youth Mohamed Ibrahim, Assistant Professor; PhD, David Harvey, Distinguished Professor of The Department of Geography offers a mas- Alberta; Environmental Studies, Resource Anthropology; Ph.D, Cambridge, UK; Management, Sustainable Development, Rural Geography and Social Theory, Urban Political ter of arts in geography with a range of cours- Water Supply, Sanitation and Hygiene, Africa Economy, Uneven Geographical Development es in human geography, physical geography, Ines Miyares, Professor; PhD, Arizona State; regional geography, and geographic tech- Population, Immigration, Ethnicity, Latin niques and methods. The latter include quan- America titative and qualitative methods as well as application of geo-spatial technologies in 52 SCHOOL OF ARTS & SCIENCES | GEOGRAPHY 53 s ’ (7 cr) s s the- ’ ’ PGEOG PGEOG , and s graduate s degree within s degree ’ ’ , and GEOG 798 , and leading to a the- leading to and A minimum of 36 GTECH , A foreign language is A foreign GTECH GTECH , , Full-time students should students Full-time GEOG 799 GEOG GEOG 702 GEOG GEOG , courses.* other than other selected from selected from courses as approved by the graduate the graduate by courses as approved adviser.** PGEOG graduate the by courses as approved adviser.** the student examination conducted by other than sis approved by the student by sis approved credits consisting of: credits graduate committee. The Professional in the format of prepared or its equivalent. Geographer paper. research stu- Although both options may prepare advisers. thesis research.*** sis research. GEOG 701 not required for the MA in geography. not required stud- in regional students interested However, strongly ies or further are graduate work language. encouraged to master a foreign technical skills are emphasizing Students encouraged to master one or more strongly languages. computer programming c. from selected credits of 12 A maximum Completion Time Language Requirement B. Option: Examination be able to complete the master three-four semesters. To accommodate part- To semesters. three-four students, many courses are time and working in the evening. offered 2. A minimum of 17 additional credits 2. of credit One 4. A passing grade on the comprehensive 3. selected from A maximum of 12 credits 1. 5. paper of publishable quality A research 6. of the student A formal presentation accepted into the program, who are Students with a grade of credits earned already who have B or higher as nonmatriculated students, may transfer only two (2) courses or eight (8) credits, status nonmatriculated from is greater, whichever situations, exceptional to matriculated status. In earned as a nonmatriculated stu- up to 12 credits to matriculated status. dent may be transferred the thesis dents for additional graduate work, for those who might option is recommended in geography or an wish to pursue the PhD The examination option is recom- allied field. mended for students seeking a terminal MA. 3. for of a study proposed approval Formal 4. A completed thesis. 5. of the student A formal presentation classes PGEOG GEOG 798 PGEOG and PGEOG GTECH. GEOG and , and ) consisting of and GTECH , GTECH A minimum of 31 credits , GEOG 702 s adviser. It is recommended It s adviser. courses cover geographic courses cover GEOG 799 , ’ PGEOG , GEOG GEOG GEOG GTECH GEOG 701 (7 cr) ed from ed from consisting of: of (exclusive Admissions procedures are as established are procedures Admissions courses.* Students must complete a minimum of cred- Students a. tion with the Hunter College School of School College the Hunter tion with and State City York the New Education, York and the New Departments of Education, in this Center will Alliance. People Geographic educational of spatial cognition, issues address presenting and methods of materials design, social studies, skills in geography, concepts and K-12. in grades and earth to children science in geographic education, interested Students and teacher especially materials development invited to contact the department. training, are b. A minimum of 11 additional credits select- A minimum of 11 additional credits b. prefixes may be applied to the degree within may be applied to the degree prefixes the parameters listed below. options: its in one of the following A. Thesis Option: 1. of course work A minimum of 30 credits that students enter the program with knowl- that students enter the program edge of basic statistics. All students are Record Graduate to take the required students whose first Foreign Examination. of Test the must take language is not English letters of Two Language. as a Foreign English required. are recommendation of Arts consists of 31 or 36 grad- The Master depending on the program uate credits, types of three option chosen, selected from courses: nature/society, human geography, classes cover while geography, and regional Requirements for the Degree Requirements Admissions Requirements MA up-to-date information, contact the For geography graduate adviser. of Graduate College Office the Hunter by a BA or Candidates must have Admissions. of at GPA an undergraduate BS or equivalent, and least a B minus, with a B in the major, (normally) the completion of at least 18 credit in A lack of a background hours in geography. the geography will not impede admission, but of student is expected to gain basic knowledge geography prior to graduation in consultation with the student methods and techniques, and are divided into methods and techniques, and are geographic information science, quantitative methods, remote research and qualitative Classes vary in their sensing, and cartography. laboratory from structure classes to lecture/ courses discussions and seminars. Graduate outside of the cover physical geography and environmental physical cover science. s gigabit network ’ An MA in geography from Hunter can Hunter from An MA in geography the weekly and Series The GeoSeminar Center for Geographic Education Center for Geographic York The New Learning was established in 2004, in associa- CARSI of Spatial Research The Center for Advanced (CARSI) is a state-of-the-art geo- Information laborato- graphic information science research it York, in part the City of New by Funded ry. City base map York maintains the New in a The CARSI Lab is involved (NYCMap). state and City-related, York number of New as other proj- as well projects federal research techniques of geographic informa- ects where used. tion science and spatial analysis are Facilities two features The Department of Geography computer labs with 14 and 24 PCs open 24/7 PCs connected to and equipped with lecturer permanently-mounted ceiling data projectors. GX270s with 1-GB Optiplex Dell All PCs are The two RAM and 19-inch flat panel displays. part of the departmentlabs are human geography and environmental science. and environmental geography human areas: concentration four broad are There informa- studies, geographic environmental urban and places and cultures, tion science, is designed The program studies. geography with students and professionals for graduate computer sci- in social sciences, backgrounds science and engineering ence, environmental geography. as traditional as well with local and national lead to employment non-gov- international agencies, governments, corporations, consult- ernment organizations, technology companies. ants and information urban is a home to diverse area York The New economies and cul- communities, dynamic (from of all levels structures government tures, and corporate head- local to international), near Central quarters. in Manhattan Located activi- College is close to these Hunter Park, wishing to continue graduate ties. Students will find themselves level at the PhD work and equipped with the research prepared well and technical skills necessary for advanced research. an integral part are Series Seminar Geography students They allow of the graduate program. to meet and hear noted American and interna- of tional scholars with expertise areas in various science, cartography environmental geography, addition, the fields. In and GIS, and related an opportunity close inter- for seminars afford actions with the faculty in the department. that includes a Sun Microsystems file server with Microsystems that includes a Sun than 2-TB of disk storage. A full array of more supported as well input and output devices are including major programs, as many software applications. sensing GIS and remote 54 GEOGRAPHY | SCHOOL OF ARTS & SCIENCES and takethesequenceof is alsopossibletoconcentrateinremote sensing those cross-listed withotherCUNYcampuses. courses through Hunter Collegeincluding have forresearch orteachingassistance. also indicatewhatskillsandqualificationsthey included withtheapplication. They should should statesointheirstatementofpurpose Studentsthe department. seekingassistantships and research assistantshipsare available from program atHunter College andhave satisfied and ingoodstandingagraduate-degree All applicantswhoare currently matriculated Admission Requirements 713 and programming-oriented core classes( development willbeencouragedtotakethetwo tial analysis.Students whoare interested inGIS andspa- ing inGISprogramming, cartography core coursesprovide basicandadvanced train- courses, andzero totwoelective courses. The (Advanced GIS),aminimumoftwocore take five graduate-level GISclasses: calaureate program. Students are required to therefore meettheserequirements. currently inadegree-granting program and lines. However, astudentmaybeenrolled con- for astudentvisaundercurrent USCISguide- not eligibleforfinancialaidandcannotapply non-matriculated students.Assuch,theyare areCollege onlytogettheGISCertificate gram andstudentswhoapplytoHunter Master degree. ofArts It isanon-degree pro- to individualswhodonotwishpursuea This program offersadvanced traininginGIS INFORMATION SCIENCE IN GEOGRAPHIC CERTIFICATE PROGRAM of concentration ( 6 credits ingeography outsidetheirprincipalarea a geography background willberequired totake *Graduate studentsentering theprogram without Assista credit intheprogram. of thesemesterinwhichtheyfinishtheir20th proposal forthesisresearch nolaterthantheend ***Students mustsubmittotheircommitteethe than 12credits outsidetheprogram. appeal totheGraduate Committeetotakemore were undergraduate majorsingeography can credits takenoutsidetheprogram. Students who out ageography background willbelimitedto6 **Graduate studentsentering theprogram with- data analysis( take thecore andspatial coursesincartography career inGISapplicationswillbeencouragedto The GIS Certificate isa15-creditThe GISCertificate post-bac- courses. Students mustregister forall GTECH 733 ntships GTECH 705 A limitednumberofteaching ); whilestudentsplanninga GEOG , PGEOG GTECH 711 and GTECH 722 or GTECH 732 GETCH 731 GTECH through ). It ). .Thestudentmustsatisfythecoursepre- 3. Thestudentmustdemonstratetheability 2. 15 credits, whichinclude: cate program inGISrequires aminimumof Completion ofthepost-baccalaureate certifi- .Thestudentmustholdabachelor 1. ments inorder to beconsidered: must meetthefollowing minimumrequire- admitted totheprogram. Allotherapplicants the courseprerequisites willautomaticallybe Electives Core Courses Required Course(3cr) chosen from thefollowing) GIS: Modeling andProblem Solving Applications Computer Programming forGeographic Automated Cartography Advanced Cartography Digital Image Processing Remote Sensing oftheEnvironment Multivariate Statistics inGeography GIS Modeling andProblem Solving Applications Computer Programming forGeographic Automated Cartography GTECH 785.XX GTECH 733 GTECH 731 GTECH 722 GTECH 721 GTECH 713 GTECH 712 GTECH 711 GTECH 705 GTECH 702 GTECH 733 GTECH 731 GTECH 722 GTECH 711 GTECH 705 GTECH 732 Introduction toGIS( requisites program: forthecertificate average inthemajor. undergraduate record asawholeandB consideration are aB-minusaverage inthe general, theminimumrequirements for to pursuegraduatework successfully. In bachelor comparable instandard andcontenttoa from aregionally accredited institution, modeling techniques). (hypothesis testingandsimplestatistical gramming experience),andbasicstatistics gramming course(orotherproof ofpro- computerpro- equivalent, anintroductory ’ s degree from Hunter College. (a minimumoftwocourses dacdGS.3cr Advanced GIS Earth From Above . .3cr . FromEarth Above .3cr Spatial Data Analysis .3cr . FromEarth Above . 3cr Spatial Data Analysis . 4cr . 4cr . 3cr . 4cr . 3cr . 3cr . 3cr . 3cr . 4cr . 3cr I plctos.3cr GIS Applications GTECH 710 ) or ’ s degree CEC ATRO ARTS OF SCIENCE MASTER its in earth scienceand22-23creditsits inearth inpedagogy. Education consistsofaminimum16-17cred- ofadmission. also besubmittedinsupport Teacher Examination, should Certification andSciences Liberal Arts Test oftheNYS Graduate Record Examination oronthe scores ontheGeneral Aptitude Test ofthe view. Academically relevant data,including inaface-to-faceinter- (essay) andparticipate required toprovide anon-sitewritingsample as nonmatriculants.Applicants willbe ability todograduatework willbeadmitted verbal skillsinadditiontootherindicesof tus. Only studentswhodemonstratestrong sidered foradmissiontononmatriculantsta- requirements formatriculationmaybecon- between 2.5and2.79meetallother tions ofspaceandresources. which isbased,by necessity, onthelimita- not guaranteeacceptancetotheprogram, Meeting theseminimumrequirements does andsciencescore Ageneralliberalarts that 3. At least21credits ingeology, physical 2. Amajorofatleast30credits or inarts 1. also requires thefollowing: graduate work. Matriculation inthisprogram their sciencecoursesandoverall under- grade pointaverage of2.8orbetterinboth who holdbaccalaureate degrees andhave a ed institutionsacceptabletoHunter College Matriculation isopentograduatesofaccredit- cation intheteachingofscience. who donothave initialorprovisional certifi- individuals This program isdesignedtoserve (GRADES 7-12) OF ADOLESCENTEDUCATION PROGRAM FORTEACHERS with theapproval adviser. oftheGIScertificate added tothislistormaybeusedassubstitutes courses. Additional elective coursesmaybe 3.0 average orbetteronallcore andelective Minimum GPA Requirement (minimum of16-17credits) ScienceCourseofStudyEarth Introduction toGIS Earth Science Earth Today GTECH 710 PGEOG 705.63 The Earth ScienceMAinAdolescentThe Earth Applicants whohave anoverall GPA credits inalanguageotherthanEnglish.* social studies,6credits and6 inthearts, in English, 6credits inmath,6credits in minimally includesthefollowing: 6credits science, includinggeographictechniques.* geography, science,orenvironmental earth sciences.* . 3cr . 3cr – EARTH SCHOOL OF ARTS & SCIENCES | GEOGRAPHY 55 or GEOG701 Coastal Zone Management Coastal Zone Regional Geography of the Geography Regional Metropolitan Area York New or equivalent or permissionor equivalent of the Economic Geography Geography Economic Latin Americanist Geography Geography Americanist Latin The Geographies of Urban Space Space of Urban The Geographies Geography of Sustainable Geography in Developing Development Countries Geography of Selected World of Selected Geography Regions prereq: graduate standing and one course graduate prereq: 45 hrs including conference, 3 cr 45 hrs including conference, 3 cr 45 hrs including conference, 3 cr 45 hrs including conference, region, of a developing focusing on development or permission of instructor 3 cr 45 hrs including conference, 45 hrs including conference, 3 cr conference, 45 hrs including standing and graduate prereq: GEOG 743 instructor 3 cr 45 hrs including conference, 3 cr 45 hrs including conference, GEOG 710 people and the natural between Interactions on economic, political and cultural environment and their of labor markets Formation endeavors. and ethnicity/ class, gender, segmentation by systems and eco- race. Change in production between nomic globalization. Interconnections nation- local, regional, economic systems across al, and international scales. * GEOG 711.56 on the coast is demon- pressure The increasing strated with competing demand that leads to to the carryingconflicts with respect capacity of The course area. resource our most precious to environmental critical issues related addresses constraints, the carrying areas capacity of coastal management. and the need for coastal zone GEOG 712 Analysis of factors that influence sustainable environ- resources, e.g., available development, water sup- ment, population, food production, countries. ply in developing Major paradigms, theories and methodologies in and methodologies theories paradigms, Major including on Latin America research geographic urban, social, economic, historical, cultural, geography. environmental physical, and GEOG 708 on urban devel- geographic perspectives Critical space. Latest litera- opment and internal urban and feminist, economy, in urban political ture post-structuralist with a focus on geography in urban space. class, gender and ethnicity GEOG 709 and social examination of physical Intensive (Each regions. geography of specific world will be covered. semester one or two regions during intersession be offered courses may Field periods.) *GEOG 709.57 and func- basis of the development Geographic Physical area. metropolitan tioning of the NYC site and situation; spatial aspects of its political, social and economic structures. GEOG 706 GEOG courses cover or permission of GTECH 341 or permission of the instructor and Introduction to Introduction Ethics Environmental Post-Socialist Geographies Post-Socialist Geographic Thought Thought Geographic and Theory Geography and Social Cultural Research Topics in Geography in Geography Topics Research GEOG278 classes cover physical geography and physical geography classes cover GEOG 347 classes cover human geography, classes cover prereq: prereq: prereq: none prereq: 3 cr 45 hrs including conference, 15 hrs including conference, 1 cr 15 hrs including conference, fall only 3 cr 45 hrs including conference, 45 hrs including conference, 3 cr 45 hrs including conference, fall only 45 hrs including conference, 3 cr 45 hrs including conference, GEOG 705.28 instructor nature/society, and regional geography, while geography, regional and nature/society, *GEOG 705.62 anthropology, in geography, graduate students For psychology environmental economics, sociology, This course examines fields. and other related major political, economic, and social theories that transformations in aim to explain the current The neo-liberal theories post-socialist countries. and policies of transition to capitalism and their The devas- critically examined. consequences are demo- by tating effects of capitalism uncontrolled discussed. and labor are cratic governments GEOG 702 themes in geog- to central research Introduction being undertaken research raphy and the current departmentby faculty. GEOG 705 in cultural and social work of recent Review critiques. geography; emphasis on literature, prereq: * ecosystems have rights? Do animals have Do the environ- humans separate from Are interests? to these questions the answers have ment? How scientific understanding and reli- been shaped by The develop- should they be? gious belief? How philosophies and ethics, ment of environmental interacted with controversial they have and how Reading issues, will be explored. environmental assignments include canonical and contemporary addi- In as environmentalists. philosophers as well will discuss the applications of we tion to theory, prob- these ideas in local to global environmental The course will focus on ethical philoso- lems. world, but non-western the western phies from philosophies might also be discussed. GEOG 701 major schools trends; of research Identification and exceptional- of thought; scientific method research. of current ism; reviews COURSE LISTINGS LISTINGS COURSE GEOG PGEOG environmental science. environmental geographic methods and techniques, and are methods and techniques, geographic information science, divided into geographic methods, research and qualitative quantitative Check with sensing and cartography. remote the department during the middle of the prior course schedule including term for tentative pending Senate list of special topics. Courses asterisk (*). by marked are approval gram. GTECH or , which serves as SOCIAL PGEOG — college and geography as ’’ s degree. ’ PGEOG 660 ...... 4 cr ...... 3 cr ...... 3 ...... home “ In addition to the earth addition science course work, In prefix (3-4 cr). Students who do not have a not have who do (3-4 cr). Students prefix in geology or earthsignificant background specific to take a science may be required of the course upon the recommendation this requirement. graduate adviser to fulfill level courses with a courses level PGEOG 660 PGEOG 630 PGEOG Science and Society and Society Science Concepts in EarthChallenging Science One elective chosen from 600- or 700- from chosen elective One up to 12 credits of deficiencies and must fulfill of deficiencies up to 12 credits their first three specified deficiencies within is missing more student who semesters. No in the required than one course (3-4 credits) sciences will be admitted to the pro Courses taken to fulfill conditions do not count the master toward their specialty. Since 2005 this program has a 2005 this program Since their specialty. application For separate track in geography. forms and further information, write to: in Earth and Program PhD Officer, Executive Graduate Sciences, CUNY Environmental 10016 NY York, New Avenue, 365 Fifth Center, or go to http://web.gc.cuny.edu/Ees/home.html The Department of Geography participatesThe Department of Geography in in Earth and Environmental Program the PhD Center. Sciences based at the CUNY Graduate may select Hunter program in this Students College as their STUDIES MASTER OF ARTS DOCTOR OF PHILOSOPHY The Department of Geography participatesThe Department of Geography in See Studies. in Social the MA-TEP Program the history department portion of this catalog for information. PROGRAM FOR TEACHERS OF ADOLESCENT EDUCATION (GRADES 7-12) Culminating Project in Earth Science students Project Culminating a research will be expected either to prepare project a research or to conduct proposal in while enrolled * Students may be admitted conditionally with * Students and the capstone course in earth science. of coursework and student 22-23 credits are there the School of Education See teaching in pedagogy. 101) for further informa- section of this catalog (p. as and exit standards, tion on admission, progress sequence and the culminating as pedagogical well experience of pedagogy. 56 GEOGRAPHY | SCHOOL OF ARTS & SCIENCES for transportation, accommodationsrequired.for transportation, Hunter CollegeStudy Abroad Program and fee zones. Taught inEnglish. Acceptance into and economicgeographiesinvarious ecological cal, cultural,urban,political,agricultural,religious, Topics includephysical,environmental, histori- Regional fieldstudyofthegeographyPeru. GEOG 772 urban governance inmetropolitan areas. landuse,socialsegregation,portation, and issues concerningtheeconomicgrowth, trans- Spatial andtheoretical analysisofcontemporary GEOG 743 minorities intheUnited States. Comparative analysesofethnicandracial States withafocusonmajorurbancenters. impacts ofimmigrationpolicyintheUnited national migrationpatterns.Spatial demographic inter- Examination ofhistoricandcontemporary GEOG 742 tial mobility, andimmigration. on processes andimpactsofmigration,residen- tribution ofpopulation.Particular emphasisis Theoretical andempiricalanalysesofspatialdis- GEOG 741 beyond mainstream approach. tions ofGIS,itscontradictions,andpossibilities effect ofinstitutionalcontext,socialmanipula- specifically, includingthetechnologyitself, the oftechnologyandGISmoresocial construction ogy studiesand“Critical GIS.”It focuseson range ofliterature known asscienceandtechnol- perspectives. Students willbeexposedtoawide cal geographic,feminist,andpost-structuralist Critical evaluation ofGIStechnologyfrom criti- *GEOG 732.54 airandwaterpollution. will beontransboundary pollution ofthefuture willbeaddressed. Afocus ment pollution,tothepolicyneededcurtail ranging from intergovernmental todocu- efforts Global environmental hazards are covered. Issues GEOG 715 developing countries. watersupplyandsanitationin ability ofrural Quality, problems, management,andsustain- GEOG 713 One monthsummerintersessioninPeru prereq: 3cr from thedepartment, permission 45 hrsincludingconference, 3cr 45 hrsincludingconference, 3cr 45 hrsincludingconference, 3cr 45 hrsincludingconference, 3cr oftheinstructor,GIS orpermission prereq: graduate standingandonecoursein 45 hrsincludingconference, 3cr 45 hrsincludingconference, 3cr ofinstructor permission ing ondevelopment ofadeveloping area, or prereq: graduate standingandonecoursefocus- Regions Rural Water Supply inDeveloping Ethnicity International Migration and International Pollution Issues Field Work inPeru Urban Geographic Theory Population Geography Society GIS Technology, Science,and dynamics. using differential equations.Focus onsystems of numericalmodelingenvironmental systems Introduction tothetechniquesandvocabulary *GTECH 704.52 modeling, andsimulation. modeling, mathematicalcomputer depth considerationofspecifictopics;statistical Development ofadvanced spatialmodels;in- GTECH 704 statistics ingeography, orasimilarcourse. tology, orasimilarcourse;and(2)multivariate include twocourses:(1)eitherhydrology, clima- the problem beingstudied,butwillusually quality. The prerequisites dependingon willvary ofpublishable the courseistowriteanarticle project basedonacurrent problem. The goalof given onanirregular basis,andwillbearesearch research project forgraduatestudents.It willbe This courseisdesignedasanapplied,group *GTECH 703.56 methods. Advanced work ontopicsrelated toquantitative GTECH 703.XX lab exercises. mental phenomena;statisticalsoftware packages; analysis andexplanationofspatialenviron- Multivariate analysisofspatialdata;prediction, GTECH 702 Open tostudentselectingthethesisoptiononly. GEOG 799 ment ofadetailedresearch proposal. ods are reviewed. Akeyproduct isthedevelop- techniques. Quantitative andqualitative meth- focus ondataspecificationandgathering tionalization ofaresearch designwithspecific Topics includeconceptualizationandopera- GEOG 798 with permissionofthegraduateadviser. May berepeated foramaximumof6credits ofamemberthegraduatefaculty.supervision Intensive individualresearch ingeographyunder GEOG 791,792,793 45 hrsincludingconference, 3cr sion oftheinstructor prereq: 45 hrsincludingconference, 3cr 1, 2or3cr uate adviser prereq: orthegrad- oftheinstructor permission 45 hrsincludingconference, 3cr prereq: prereq: 45 hrsincludingconference, 3cr oftheinstructor permission prereq: Introductory Statistics orequivalent or 2-4 cr, 45-75hrsincludingconference from thedepartment permission ments credit maybe appliedtosatisfydegree require- 1-6cr mayberepeated forcredit butonlyone department GEOG 701 GTECH 701 GTECH 701 Thesis Research inGeography Geographic Research Design Geography Multivariate Statistics in Seminar inSpatial Modeling Methods Special Topics inQuantitative Environmental Modeling Introduction to Hydrology Applied Statistics in Geography Independent Research in and permission ofthe and permission or equivalent orpermis- and 702 or equivalent or cations, andbasicconceptsofimageanalysis. ronment, satellite sensorsystemsandtheirappli- Fundamental conceptsofremote sensingofenvi- GTECH 712 phere; labexercises. forestry, urbanization,oceanographyandatmos- remote sensingimagesasappliedtoagriculture, Use andinterpretation ofairphotosandsatellite GTECH 711 handling andproject management. tion systemswithanemphasisonspatialdata Thorough introduction togeographicinforma- GTECH 710 correlation, andkriging. analysis, spatialclusteringmethods,auto- spatial datasets. Topics includepointpattern Methods foranalyzingenvironmental andsocial GTECH 705 generated maps;labexercises. andalgorithms;production ofcomputer- theory Computer andotherautomatedapplications; GTECH 722 andstudentinterest.with instructor research work inremote sensing. Topics tovary Examination anddiscussionofcurrent published GTECH 715 withtopic. lecture/lab mixtovary may berepeated forcredit; labwork. Prereq and Advanced work ontopicsinremote sensing; GTECH 714 exercises. tion; algorithms,registration, rectification; lab enhancement, informationextraction,classifica- Quantitative processing ofdigitalimagery; GTECH 713 45 hrsincludingconference, 3cr mended 3 cr 60 hours(2lecture and2hourlabsweekly) instructor 3 cr 60 hours(2lecture and2hourlabsweekly) instructor prereq: spring andfall 3 cr 60 hrsincludingconference (2lectures, 2labs), 3 cr 60 hrsincludingconference (2lectures, 2labs), sion oftheinstructor course inmappingscienceorGIS,permis- prereq: onecourseinstatistics.Either one prereq: prereq: 45-90 hrsincludingconference, 2-4cr prereq: prereq: weekly), 3cr 75 hrsincludingconference (1lecture 4labs weekly), 3cr 90 hrsincludingconference (2lectures, 4labs linear algebra GTECH 710 GTECH 710 GTECH 712 GTECH 712 GTECH 711 Special Topics inRemote Sensing Introduction toGIS Spatial Data Analysis Automated Cartography Seminar inRemote Sensing Digital Image Processing Remote Sensing ofEnvironment from AboveEarth ; or equivalent multivariate stat,elem or permission ofthe or permission ofthe or permission GTECH 713 recom- SCHOOL OF ARTS & SCIENCES | GEOGRAPHY 57 BIO or GEOG 101 or permission the from or or an equivalent course in or an equivalent or an equivalent course in or an equivalent Hydrology Geology of New York State York of New Geology Biogeography Vicinity and of NYC Geology Coastal Dynamics Coasts and Metropolitan Urban or permission instructor the from PGEOG 130 PGEOG 130 GEOL 101 GEOL 101 instructor 3 cr 45 hrs including conference, 100/102 introductory geology 3 cr 45 hrs including conference, 45 hrs including conference, 3 cr 45 hrs including conference, spring only preq: preq: 3 cr 45 hrs including conference, prereq: prereq: prereq: prereq: introductory geology. 3 cr 45 hrs including conference, 45 hrs including conference, 3 cr 45 hrs including conference, Physical and quantitative rationale for planning and quantitative Physical coastal constructions with emphasis on urban will focus on natural and anthro- coasts. Lectures and pogenic influences on coastal environments, facing seaside communities. problems *PGEOG 701.80 about the earth Links fundamental knowledge materials and earth to the complex geol- processes the latest informa- Covers State. York ogy of New formations in tion about the geologic ages of rock geology, plate tectonics, bedrock State, York New including metamorphic, igneous, and sedimenta- The ry fossils, and ancient environments. rocks, laboratory course consists of lecture, exercises, Hudson and field trips to the Catskill Mountains, and Montauk Prong, the Manhattan Highlands, in enrolled for students Recommended Point. of Earth Science (7-12) MA pro- Teachers the will be an additional charge for There gram. transportation. PGEOG 703 focus on the dynamic processes Quantitative geo- varied affecting the coast and the resulting this course will focus particular, In morphology. beaches, barrier island evolution, on waves, using the storm systems and coastal erosion, as a case study. York coast of New Atlantic expected. and field work Research PGEOG 704 Provides students an understanding of the hydro- of the an understanding students Provides of most fundamental principle - the logic cycle understanding of an and emphasizes hydrology at global, processes cycle hydrological the complete scales. and watershed regional *PGEOG 701.60 of the an understanding This course provides and temporal variability geographic distribution and other organizing of species, communities, the face of the Earth and the biotic units over underlying processes and abiotic factors and these patterns and dynamics. *PGEOG 701.79 on the complexity of the geology of the Focus Using and its vicinity. area Metro York New urban public transportation, walking, and hiking, observe of students will directly natural exposures in the area. outcroppings of rock the large variety laboratoryCourse consists of lectures, exercise, for stu- and geologic field trips. Recommended of Earth Science (7-12) Teachers dents in the MA program. *PGEOG 701.52 *PGEOG or equivalent or permis-or equivalent or equivalent and permis-or equivalent or equivalent and permis-or equivalent GIS Applications: Modeling GIS Applications: Environment the Urban Urban Applications of GIS of GIS Applications Urban GIS Applications – GIS Applications Materials Educational GIS Applications in Social GIS Applications Geography Science and Society Science and Society Special Topics in Physical Topics Special Geography Challenging Concepts in Earth to Research Science: Using Common Misconceptions Identify Learning and Assess Student GTECH 710 GTECH 710 GTECH 710 GTECH 710 sion of the department 3 cr 45 hrs including conference, sion of the department 3 cr 45 hrs including conference, 45 hrs including conference, 4 cr 45 hrs including conference, 2-4 cr 45-75 hrs including conference, 45 hrs including conference, 3 cr 45 hrs including conference, prereq: graduate standing, one GIS course and standing, graduate prereq: permission of instructor 3 cr 45 hrs including conference, prereq: prereq: prereq: prereq: prereq: sion of the instructor 3 cr 45 hrs including conference, Overview and theory to mis- of research related will conceptions in the earth sciences. Students or to proposal a research be expected to develop classrooms, in their own conduct the research and write a paper in the form of a journal arti- The article will serve as the culminating cle. for the science portionproject of the MA-TEP degree. PGEOG 701 of one physical geography topic Examination soils; lab exercises. climatology, such as hydrology, PGEOG 630 technologi- A study of the interactions between cal and societal changes, with an emphasis on oral productive eliciting within the classroom and written critiques and debates concerning technological change. potentially controversial issues, students will on present-day Focusing models for analyzing the impact learn various social scientific change has on society and how science. change directs PGEOG 660 Use of GIS data and techniques to prepare materi- data and techniques to prepare of GIS Use spatial thinking skills in history, als that emphasize social studies, earth science and mathematics. *GTECH 785.XX of GIS data models for all themat- Development with an ic dimensions of the urban environment for interoperability. eye *GTECH 785.02 analysis of socio-spatial and representation Data The problems. and environmental processes solving and inde- course is oriented to problem will fulfill an Students pendent data analysis. data collection from independent GIS project analysis and interpreta- and database design to tion of results. *GTECH 785.11 *GTECH 785.01 *GTECH examples and data, methodology, of Discussion in eco- urban problems to solve of using GIS settings. planning, and political nomic, social, conduct small research expected to are Students issues. world real addressing projects or 731 PGEOG or , concentrating on 722 or equivalent, any two or equivalent, or equivalent, and or equivalent, or equivalent and permis-or equivalent or equivalent , GEOL , Designing Geography Designing Studies for Social Materials and permission of the graduate GIS Applications GIS Applications Seminar in Cartographic in Seminar Research GEOG GTECH 710 Advanced GIS Advanced Field Techniques in Geography in Geography Techniques Field GIS: Modeling and Problem GIS: Modeling Solving Computer Programming for Computer Programming Applications Geographic courses, and permission of the instruc- GTECH 710 GTECH 710 GTECH 731 GTECH 710 GTECH 710 GTECH 721 sion of the department 3 cr 45 hrs including conference, 90 hrs including conference (2 lectures, 4 labs (2 lectures, 90 hrs including conference 4 cr weekly), prereq: prereq: prereq: GTECH GTECH 732 prereq: prereq: prereq: prereq: 3 cr 45 hrs including conference, prereq: prereq: prereq: graduate standing and permission of graduate prereq: instructor 3 cr 45 hrs including conference, prereq: prereq: 3 cr conference, 45 hrs including additional tor 3 cr 45 hrs including conference, adviser 3 cr 45 hrs including conference, advanced GIS functionality, data models, and GIS functionality, advanced algorithms Selected topics in GIS applications to human Selected and physical geographic problems. GTECH 785.XX GTECH 751 Observation and analysis of the physical geogra- biogeography and geomorphology of select- phy, geographic techniques such as Field ed areas. ground-truthing data collection and recording, sensed images, and the use of maps, of remotely fee compasses and GPS to navigate. Additional for transportation,allowance and food room required. GTECH 733 Theory and applications of geographic informa- models and advanced tion science (GIS). Data spatial and temporal modeling techniques are discussed and implemented in an object-based paradigm. GTECH 732 of Expansion Object-oriented programming methods specific programming Object-oriented to geographic and cartographic applications; assignments; graphics. A program- programming ming language helpful but not required. GTECH 731 Preparation of educational materials that empha- of educational materials that Preparation social stud- in history, spatial thinking skills size ies, earth mathematics. science and *GTECH 723.40 GTECH 723.XX GTECH methods of cartographic research Development of reviews projects; participationby in research library cartographic literature; current research techniques. *PGEOG 705.63 Earth Science Today PGEOG 705 Topics in Earth Science A survey of the primary topics included in an The following courses are part of the MA GERMAN earth science curriculum (grades 7-12). Teacher Education Program in Earth Sciences: Laboratory methodology and demonstration Department Office: 1405 West Building; techniques used to convey information about the PGEOG 630 Science and Society SCIENCES earth’s lithosphere, hydrosphere and atmosphere, (212) 772-4980 as well as its place in the solar system, will be PGEOG 660 Challenging Concepts in Earth & Chair, Annette Kym; 1406 West Building; introduced. Science: Using Research to (212) 772-4985; fax 212 772-5746; 45 hrs including conference, 3 cr Identify Common Misconceptions [email protected] and Assess Student Learning *PGEOG 705.67 Science of Rocks – Petrology Website: Composition, distribution, and origin of rocks, PGEOG 705.63 Earth Science Today http://sapientia.hunter.cuny.edu/~german/ their scientific description and systematic classi- PGEOG 705.64 Introducing Earth Science at fication with the focus on the rocks of the New the Museum of Natural History York Metro area. Topics include rock Some members of the Hunter College microscopy; field observations of rocks and the GTECH 710 Introduction to GIS Department of German participate in the relation to the principles of geology; interpreta- graduate program in Germanic languages and tion of geologic maps; lithospheric rock cycle in SCHOOL OF ARTS literatures, which is housed in the the context of plate tectonics and earth evolu- The following courses may be used as part of Department of Comparative Literature at the | tion; and the geology of New York City and its the MA Teacher Education Program in Social City University Graduate Center (GC). In relationship to urban issues. Recommended for most semesters the Hunter College German earth science students and others interested in Studies: Department offers one course (a “bridge the study and uses of rock. There will be an additional charge for local transportation. GEOG 501 Principles of Geography course”) which may be taken by undergradu- prereq: GEOL 101 or an equivalent course in Introduction to human and physical geography. ates who are about to enter graduate school in GERMAN introductory geology. Open to students who have never had a college German at the Graduate Center. For informa- 45 hrs including conference, 3 cr level geography course. tion on these courses please consult Professor prereq: graduate standing, member of the K.E. Kuhn-Osius at 212 772-5068, or *PGEOG 705.68 Earth Materials Research Teacher Education Program, and department Professor Annette Kym. Collection, preparation, identification, and permission preservation of earth materials-rocks, minerals, 45 hours incl conference, 3 cr Currently the German program at the and fossils using earth materials from the collec- Graduate Center is not accepting any new tion of the Department of Geography. GEOG 621 Geography of the United States students. For additional information please Observations will be based on direct research, A regional analysis of the major features of the contact Professor Tamara Evans at Queens measurement, microscopy, and microchemistry. natural and cultural environment of the United College, CUNY, 718 997-5790. Trips to the American Museum of Natural States. Not open to students who have had a History, Franklin and Sterling mines (NJ) and similar college-level course. the St. Claire and Deer Lake fossil sites (PA) for prereq: graduate standing, member of the specimen collection. Recommended for earth Teacher Education Program, and department science students and others interested in the permission study of earth materials. There will be an addi- 45 hours incl conference, 3 cr tional charge for transportation. GEOG 621.51 Geography of New York State prereq: GEOL 101 or an equivalent course in An analysis of the major features of the natural introductory geology. and cultural environment of New York State. 45 hrs including conference, 3 cr Topics include sequence settlement, land use, PGEOG 732 Global Climatic Change economic and social interrelationships with the Examination of the pre-Quaternary, Quaternary, natural environment, and environmental prob- post-glacial, historical and instrumentally record- lems. Not open to students who have had a sim- ed climates; greenhouse gases; aerosols; radiative ilar college-level course forcing; processes and modeling; feedbacks; prereq: graduate standing, member of the observed changes; detecting the greenhouse Teacher Education Program, and department effect; sea level rise; effects on ecosystems. permission prereq: a course in atmospheric, geological or 45 hours incl conference, 3 cr environmental science. GEOG 701 Geographic Thought and Theory 45 hrs including conference, 3 cr spring only GEOG 704 Topics in Human Geography GEOG 705 Cultural and Social Geography Courses offered if demand is sufficient GEOG 706 Latin Americanist Geography GEOG 709 Geography of Selected World GEOG 703 Location Theory and Spatial Regions Analysis GEOG 712 Geography of Sustainable GEOG 704 Topics in Human Geography Development in Developing GEOG 705.72 GIS Law Countries GEOG 711 Environmental Conservation GEOG 741 Population Geography GEOG 721 Transportation Geography GEOG 742 International Migration and Ethnicity GTECH 721 Advanced Cartography PGEOG 702 Seminar in Physical Geography 58 COLO ARTS OF SCHOOL HISTORY Degrees offered HEGIS History BA* 2205 Social Studies BA – History* 2205 Department Office: 1517 West Building; (212) 772-5490; [email protected] History MA 2205 Chair and Graduate Adviser, Barbara Welter; 1512 West Building; (212) 772-5480; Social Studies 7-12 MA 2201.01 [email protected] * See Hunter College Undergraduate Catalog Education Adviser Social Studies, Terrie Epstein; 1108 West Building; (212) 772-4675; 2004-2007, p. 132 for information concerning [email protected] undergraduate degrees and courses in history. Website: http://maxweber.hunter.cuny.edu/history & SCIENCES

FACULTY MASTER OF ARTS Western European (from 1789), British, Eastern European, American, Latin American, Angelo Angelis, Assistant Professor; PhD, The MA is offered either as a terminal degree Jewish, East Asian, African, or Middle Eastern CUNY; American Colonial History, U.S. or as the first year (30 credits) of work history. The examinations are given twice a Constitution year, in September and February. Students

toward fulfilling the requirements of the PhD | Richard Belsky, Assistant Professor; PhD, within the City University. The university’s who fail the examination twice will be Harvard; East Asian History, Modern Chinese doctoral program in history is described in dropped from the program but may write to HISTORY Social and Political History the Bulletin of the Graduate Center. the Graduate Committee, Department of Margaret E. Crahan, Dorothy Epstein http://web.gc.cuny.edu/History/ History, asking to be allowed to take the Professor of Latin American History; PhD, Advanced doctoral seminars and university examination a third time. Columbia; Latin American Social and Political colloquia are offered at the CUNY Graduate After completion of all other requirements, History Center, 365 Fifth Avenue, New York, NY the candidate for the degree must present a Dolores Greenberg, Professor; PhD, Cornell; 10016. satisfactory master’s essay prepared in conjunc- U.S. Economic and Energy History, Late 19th- tion with the thesis seminar (HIST 779), Century and Western U.S. History Requirements for Admission approved by two faculty scholars in the appro- Thomas Head, Professor; PhD, Harvard; priate field of history and the graduate adviser. Medieval History, History of Pre-Modern General admission requirements to the graduate Guidelines for the writing of the master’s essay Christianity programs in the arts and sciences are observed. are available from the graduate adviser online Benjamin Hett, Assistant Professor; PhD, Eighteen undergraduate credits in History, a 3.0 and in the History Department office. Harvard; German History, U.S. Legal History average, and satisfactory GRE scores are required, Students may not register for the thesis semi- Karen Kern, Assistant Professor, PhD, as well as two letters of recommendation. nar (HIST 779) until they have passed the writ- Columbia; History of the Middle East ten comprehensive. Michael M. Luther, Associate Professor; PhD, Requirements for the Degree Each candidate must complete an approved Columbia; European History, History of Russia A reading knowledge of one language is program of study of at least 30 credits, includ- and Soviet Union, International Relations, required, to be determined by a written exam- ing the thesis seminar with a B average. Soviet Foreign Policy, Russian Intellectual Courses other than those in the History ination. The choice of language must have the approval of the graduate adviser. The student Department of History at Hunter College Bernadette McCauley, Associate Professor; may be credited toward the 30 credits with PhD, Columbia; 20th-century U.S., is required to pass an examination in one field Immigration, Ethnicity, Health Care, American of history chosen from the following: ancient, the approval of the graduate adviser, but they Catholicism, History of Medicine medieval, early modern (to 1815), modern may in no case exceed 9 credits. At least 6 Marta Petrusewicz, Professor; Laurea (dottora- to), University of Bologna; Modern European History, European Economic History Jonathan Rosenberg, Associate Professor; PhD, Harvard; 20th Century U.S. Foreign Policy, Civil Rights Jack Salzman, Distinguished Lecturer; PhD, New York University; U.S. Cultural History, History of Education, Public History, History of New York, Italian History Robert M. Seltzer, Professor; PhD, Columbia; Jewish History, Historiography, Intellectual History J. Michael Turner, Associate Professor; PhD, Boston; 19th and 20th century Latin American History, African History Barbara Welter, Professor and Chair; PhD, Wisconsin; U.S. History to 20th Century, History of American Women, History of American Religion

59 60 HISTORY | SCHOOL OF ARTS & SCIENCES . One year ofcollege-level studyofalan- 4. 3. Acumulative gradepointaverage of2.8 *2. Amajorofatleast30credits inoneofthe 1. A bachelor Requirements forAdmission inhistory.should applyforthemasterofarts ies. Provisionally teachers orinitiallycertified intheteachingofsocialstud- initial certification for individualswhoalready have provisional or This Teacher Education Program isnot (TEP) Admission SOCIAL STUDIESMA (GRADES 7-12)– ADOLESCENT EDUCATION PROGRAM FORTEACHERSOF with agradeofBorbetter. of concentrationmustbetakenandpassed otherthantheareacredits inafield of history Applicants willberequired toprovide an Applicants whohave anoverall GPA * Students maybeadmitted lackingupto6 guage otherthanEnglish. progress standards, andexitcriteria. for additionalinformationonadmission, School ofEducation sectionof this catalog ofadmission.Seesubmitted insupport the Examination, mayalsobe Certification andSciences Arts Test oftheNYS Teacher Graduate Record Exam orontheLiberal on theGeneral Aptitude Test ofthe Academically relevant data,suchasscores pate inaface-to-faceinterview. onsite writingsample(essay)andpartici- work willbeadmittedasnonmatriculants. other indicesofabilitytodograduate strate strong verbal skillsinadditionto lant status.Only studentswhodemon- considered foradmissiontononmatricu- requirements formatriculationmaybe between 2.5and2.79meetallother least 3.0. gradepointaverage ofat and ahistory Western history. European history, andworldornon- the following areas: U.S.history, must includeatleastonecourseineachof economics. The coursework inhistory credits inpoliticalscience,and3credits in credits inhistory, 3credits ingeography, 3 areas ofsocialstudies, includingatleast12 institution acceptabletoHunter College. toward themaster’s degree. taken tofulfillconditionsdonotcount three semestersofmatriculation.Courses fulfill theseconditionswithintheir first courses.Studentsexclusive ofhistory must credits ofcoursesrequired foradmission, ’ s degree from anaccredited . Awrittencomprehensive examinationin 4. Asequence ofcoursework, fieldexperi- 3. . 3 credits ingeography, selectedfrom the 2. Fifteen at graduatecredits inhistory 1. The MAProgram requires: or agraduate-level specialtopicsseminar GEOG 701 GEOG 742 GEOG 741 GEOG 712 GEOG 709 GEOG 706 GEOG 705 take theexaminationathird time. ofHistory,Committee, Department to but mayappealinwritingtotheGraduate nation twiceisdropped from theprogram September. Astudentwho failstheexami- twice eachyear, inFebruary and history. These examinationsare offered tional information. section ofthiscatalog(p. 115)foraddi- pedagogy. See theSchoolofEducation ences, andaculminatingexperiencein with permissionofanadviser. following: outside thecollege. graduatecourseonpermit one history mission from thegraduateadviser, take College thestudentmay, withwrittenper- been successfullycompletedatHunter have es. After9graduatecredits inhistory cours- least 15credits in graduatehistory lar area, butwill still have tocompleteat fulfilled thisrequirement forthatparticu- areas attheundergraduatelevelwillhave level,Introductory inanyoneofthese which atleast3are beyond the Students whohave completed6credits, of tion, inorder to continueintheprogram. ences subjectsaswell asinteachereduca- andsci- which includescoursesinthearts must maintainanoverall GPA of3.0, History, andGender inHistory. Students European History, World orNon-Western withafocusondiversity,U.S. History each ofthefollowing areas: U.S.History, Hunter College,including3credits in Theory Theory and Geographic Thought Ethnicity International Migration and Developing Countries Sustainable Development in Regions Geography ofSelected World Population Geography Latinist AmericanGeography Cultural andSocial Geography HIST 741.51 AMERICAN HISTORY from Romanticthought andthearts eratopresent. Political, social,religious, economic,andscientific HIST 712.52 War I. major powers from AgeofMetternich to World Political, social,andeconomicdevelopments of HIST 704 WESTERN EUROPEAN HISTORY about 1300AD. Survey ofmedieval thoughtandlearningto HIST 711.50 MEDIEVAL HISTORY Each course45hrs,includingconferences, 3cr. COURSE LISTINGS tion, minority/majority relations. cultural creativity, economic andsocialintegra- tion, distribution,communitystructure, leaders, Jewish topresent: immigra- life,17thcentury HIST 748 Zionism. philosophies, impactofanti-Semitism and changingaspectsofJewishtury; identity, new Jewish movements andthinkerssince18thcen- HIST 740 JEWISH HISTORY South AmericasinceIndependence. HIST 751 LATIN AMERICANHISTORY tural symbolfrom thecolonialeratopresent. ment, socialexperience,politicalentity, andcul- Development ofthecityasphysicalenviron- HIST 755 autobiographies ofrepresentative womenandmen. ofU.S.asseenthroughHistory biographiesand HIST 749 ing 20thcentury. economic, andsocialdevelopments inU.S.dur- Study ofreform movements andofpolitical, HIST 744 from 1789to1828. American history Economic, social,andpoliticalaspectsof HIST 742.50 Revolution era. andU.S.during revolutionary Survey oforiginsandcourseAmerican Twentieth-century United States Vienna to WorldVienna WarI European from Congress History of Intellectual History Modern Jewish Social and American Jewish History South AmericainModern World Growth oftheAmericanCity Representative Americans Centuries Europe in19thand20th Intellectual ofModern History Middle Ages Intellectual ofEurope History in States: EarlyRepublic Nineteenth-century United Era ofAmericanRevolution COLO ARTS OF SCHOOL EASTERN EUROPEAN HISTORY ADVANCED RESEARCH COURSES HIST 743 History of Civil War and Reconstruction Era in United States HIST 729 Soviet Foreign Relations in a HIST 761 Colloquium in Medieval History Changing World HIST 745 Twentieth-century United States: Objectives and strategies which the Soviet lead- HIST 765 Colloquium in American History United States as a World Power ership adopted and mapped out at each stage in HIST 772 Seminars: American History HIST 747 Nineteenth-century American the period 1917 to 1945. HIST 774 Topics in History Reform Movements HIST 776 Seminar in Ancient History HIST 748 American Jewish History MIDDLE EASTERN HISTORY HIST 778 HIST 750 History of the American Labor Individual Tutorial Research & Movement HIST 709.50 History of Middle East:

HIST 779 Thesis Seminar: Independent SCIENCES Rise of Islam Research HIST 751 South America in Modern World History of Islam and Islamic civilization from Required of all candidates for MA in history. Muhammad to Mongol invasions. HIST 752 Reformation and Counter- Reformation HIST 709.51 History of Middle East: History of Ottoman Empire Courses offered only with sufficient student HIST 753 Medicine, Science and Society: History and culture of the Turks from Seljuqid demand Greek Antiquity to 17th Century invasions to World War I. | HIST 701 History of Greece HIST 754 Contemporary Europe HISTORY HIST 702 History of Rome HIST 757 History of Religion in United States ASIAN AND AFRICAN HISTORY HIST 709.52 History of the Middle East: HIST 760 Colloquium in Ancient History HIST 722.50 History of China: Problems in Middle East in Modern Times HIST 762 Colloquium in British History History of Imperial China HIST 710.50 Economic and Social History of Aspects of Chinese history from about 220 BC HIST 763 Colloquium in European History Western Europe, 1500-1750 to 1911; emphasis on bureaucratic, financial, HIST 766 Colloquium in Latin American and social problems in selected periods. HIST 711.50 Intellectual History of Europe in History Middle Ages HIST 722.51 History of China: Problems in HIST 768 Colloquium in Asian History History of 20th-century China HIST 715 Western Europe Between the Two Republican and Communist periods; emphasis World Wars HIST 769 Colloquium in African History on Chinese nationalism, revolution and HISY 770 Historical Method modernization. HIST 718 Significant Aspects of English History HIST 773 Seminars: European History – HIST 719 Social History of England in 20th Medieval, British, European HISTORIOGRAPHY Century HIST 775 Seminar: Teaching History on College Level HIST 771 Studies in Historical Writing HIST 724.51 England from Pitt to Gladstone Study of historians from ancient times to pres- HIST 726.50 History of Africa: Early History ent, problems of historical interpretation, and of Africa to 1800 research methods. HIST 726.51 History of Africa: Africa in 19th and 20th Centuries INTERNSHIP HIST 727 History of African Americans in the HIST 798 Internship United States Fieldwork in organizations engaged in historical HIST 728 History of Modern West Africa research. prereq: perm grad adviser

61 62 MATHEMATICS & STATISTICS | SCHOOL OF ARTS & SCIENCES William H. Williams, Professor; Robert D. Thompson, Professor; Makram Talih,Professor; Assistant Lev Shneerson, Professor; Brian Shay, Professor; Associate Verna Segarra, Lecturer; Joseph Roitberg, Professor; Ada Peluso, Professor; Jane Matthews, Professor; Associate John Loustau,Professor; Thomas F. Jambois, Professor; Associate Dana Draghicescu, Professor; Assistant Lucille Croom, Professor; Sandra P. Clarkson, Professor; Richard C.Churchill, Professor; Professor;Daniel S.Chess,Associate M.Cherkas, Professor;Barry Edward S.Binkowski, Professor; Associate Martin Bendersky, Professor; Baider,Alberto Professor; FACULTY Website: Education Adviser, Frank Gardella; Graduate Advisers: Chair, Ada Peluso Office:Department MATHEMATICS &STATISTICS Collegiate Mathematics Education Georgetown; Partial Differential Equations, (Berkeley); Algebraic Topology Mathematics andStatistics Education Models, Environmental Processes Dependent Data, Space-time Covariance EPFL, Lausanne,Switzerland; Inference for Diffeomorphisms Princeton; Structure Theorems for Mathematics Education Systems Wisconsin; Differential Algebra,Dynamical Washington; Algebraic Topology University; CombinatorialSemigroup Theory Economics Uncertainty (AI),Mathematics ofFinancial Algebraic Topology, Reasoning Under of Mathematics NYU; CombinatorialGroup Theory, History PhD, Princeton; Data Analysis Computer Graphics (Santa Barbara); Non-associative Algebras, Algebraic Geometry California (Berkeley); RiemannSurfaces, Mathematics Education Differential Algebra,DynamicalSystems Graphical Models, MCMC Spatial-temporal Modeling, Dynamic Algebraic Topology Combinatorial Group Theory Econometrics State; Sampling Theory, Time Series, For contactinformation,checkonlineathttp://math.hunter.cuny.edu [email protected] http://math.hunter.cuny.edu ; (212)772-5300;919EastBuilding; [email protected] 919 EastBuilding; (212)772-5300 PhD, NYU; MA, CityCollege; PhD, California PhD, Columbia; PhD, Ural State PhD, MIT; PhD, NYU; PhD, California PhD, EdD, Georgia; PhD, CUNY; PhD, Iowa PhD, PhD, PhD, Yale; 1101 West Building; (212)772-4676; PhD, PhD, PhD, PhD, for majorrequirements andlistofcourses. sidered.) See Undergraduate Catalog,p. 141, both oftheabove requirements, willbecon- mathematical ability, butwhodonotmeet cases, studentswhoshow evidenceofunusual average inthecoursesinvolved. (In special 24 acceptablecredits inmathematicswithaB following requirements: departmental atleast ments foradmission,studentsmustmeetthe 1. sen asfollows: creditsThirty (10courses)from coursescho- Degree Requirements Admission Requirements MATHEMATICS PROGRAM MASTER OFARTS master and Statistics offersachoiceof ofMathematicsThe Department mathematics. matics ortheMAinstatisticsandapplied should pursueeithertheMAinpure mathe- have provisional inmathematics certification tion inmathematics.Individuals whoalready for individualswithoutprovisional certifica- The MAinmathematicsteachingisdesigned combined BA/MAinmathematicsteaching. inteaching,anda Education, amasterofarts ment offers,jointlywiththeSchoolof teaching andresearch. In addition,thedepart- science, engineering,andindustry, aswell as students interested inapplicationstobusiness, tics andappliedmathematicsisintendedfor graduatestudy.further The program instatis- demic employment, andaspreparation for dents aspreparation forindustrialandaca- on abroad scale. This program isusedby stu- students interested instudyingmathematics pure mathematics isintendedprimarilyfor 2. In additiontothegeneral collegerequire- MATH 746-747 MATH 721-722 Real Variable IandII or 722 MATH 725 ’ s programs. The mastersin Theory ofGames Theory Linear Algebraand Theory ofFunctionsTheory ofa Modern AlgebraIandII, – PURE STAT ahmtc ecig AM 1701 1701 BA/MA 1701 1701 MA MA BA/MA * See Hunter CollegeUndergraduate Catalog 2004-2007, 1701 Mathematics Teaching 1703 BA* Mathematics orStatistics MA Mathematics Teaching HEGIS 1702 Statistics andApplied Mathematics Pure Mathematics 1701 Statistics BA* Mathematics Teaching Mathematics BA* Degrees offered & Applied Mathematics grams inmathematicsandstatistics undergraduate concerning p. 141,forinformation pro- .Reading knowledge ofFrench, German, 8. Written comprehensive examinationcov- 7. . Six credits atmostfrom coursesatthe 6. 3. their successfulcompletionof the program conditionally, contingentupon students, however, mayonlybeacceptedinto rity tohandletheprogram toapply. Some those whomayhave themathematicalmatu- ments are minimalinorder toencourageall must besatisfied. The department 4. (Calculus III)and Admission Requirements MATHEMATICS PROGRAM STATISTICS ANDAPPLIED MASTER OFARTS . At least6credits chosenfrom coursesat 5. Mathematics. Track I:Statistics and Track II:Applied the MAinStatistics andApplied Mathematics, Linear Algebra. ate record, CalculusIII,andonesemesterof into theprogram isanadequateundergradu- ization, theonlyrequirement forentrance Algebra). Hence, irrespective ofpastspecial- The generalcollegeadmissionrequirements MATH 751 MATH 742 ciently richmathematicalliterature. Russian, orotherlanguagewithasuffi- above, andintwoadditionalareas. ering thecourseslistedinitems1and2 approved coursesinanotherdepartment. MATH 600 Complex Variable the Two program sequences are available for MATH 700 Theory ofFunctionsTheory ofa General Topology and/or MATH 260 and/or STAT 600 STAT 700 –

(Linear MATH 250 level orfrom ’ s require- level. SCHOOL OF ARTS & SCIENCES | MATHEMATICS & STATISTICS 63

– s degree. ’ ...... 3 cr ...... 3 cr 15 credits ** Topics in Calculus. . . . 3 cr Topics ** *** ...... 3 cr *** ...... 3 cr 22-24 credits approved by the graduate mathematics by approved elementaryincluding a course in adviser, of calculus, and a course statistics, a year algebra. in matrix algebra or linear work. better in undergraduate courses. in the following and sciences to include 6 in English, addition to math: 6 credits 6 in a language other than English, credits in social studies (to include at least credits one course in U.S. history or geography), 6 in science.* in the arts, and 6 credits credits section of this the School of Education See See School of Education section of the cat- School of Education See 110) for specification of courses. alog (p. Data Analysis Using Statistical Software Statistical Analysis Using Data STAT 614 STAT MATH 620 MATH 630 MATH 640 MATH MATH 661 MATH History of Mathematics Sequential Mathematics from an from Mathematics Sequential I Standpoint Advanced an from Mathematics Sequential II Standpoint Advanced *Students may be admitted lacking up to 12 *Students for admission. of courses required credits within must fulfill these conditions Students semesters of matriculation. their first three Courses taken to fulfill conditions do not count the master toward Degree Requirements Degree Education: Mathematics: 1. in mathematics credits 24 or more 2. of 2.8 or point average grade overall An 3. 2.7 in mathematics of at least average An 4. in the liberal arts A general education core between GPA an overall who have Applicants 2.5 and 2.79 and meet all other requirements for admis- for matriculation may be considered students sion to nonmatriculant status. Only skills in addi- verbal who demonstrate strong tion to other indices of ability to do graduate will be admitted as nonmatriculants. work an on- to provide will be required Applicants site writing sample (essay) and participate in a relevant Academically face-to-face interview. Aptitude on the General data, such as scores or on the Exam Record of the Graduate Test of the NYS Test Liberal Arts and Sciences Certifica-tionexamination, may also Teacher be submitted in support of admission. catalog for additional information on admis- and exit criteria. standards, sion, progress Track I: MA in Teaching Teaching MA in I: Track 37-39 credits Requirements Admission , subject MATH 777 MATH

– Advanced Numerical Methods Methods Numerical Advanced and Chaos Dynamical Systems Numerical Methods Methods Numerical Theory of Functions of a Real Theory of Functions II Variable Introduction to Theory of to Introduction Variable of a Complex Functions Mathematical Statistics Mathematical II Linear Models General The student, Case Seminar. Sampling Visualization for Statistics and Statistics for Visualization Mathematics Applied for Spatial Models Statistical Project Data Time Series Analysis Series Time Theory of Games Theory and Methods of Theory and Methods MATH 642 MATH to the approval of the graduate advisor. of the graduate advisor. to the approval computer lan- of two useful knowledge This guages or data analysis packages. requirement. language the foreign replaces guided by a member of the faculty, pre- a member of the faculty, guided by This replaces in statistics. a project pares require- examination the comprehensive may elect to fulfill this ment. Students taking by requirement The student must exhibit a working STAT 787 STAT 790 STAT MATH 654 MATH 747 MATH 703 STAT 707 STAT 715 STAT 722 STAT 726 STAT 786 STAT MATH 685 MATH 785 MATH 6. Suggested electives are: electives Suggested Two program sequences are available for the available sequences are program Two of teachers of mathematics in preparation grades 7-12, each of them designed for a dif- I is a 37-39 Track of students. group ferent MA designed for individuals who have credit completed an undergraduate major in mathe- in little or no background matics but have II is a 34.5-38 credit Track teacher education. designed for individuals who MA program other than math- certificationhave in an area teaching mathemat- currently ematics and are of at ics in grades 7-12. A BA/MA program this program is also offered; least 141 credits is described in the undergraduate catalog p 143 and in this catalog (see below). *The 30 credits (10 courses) must be approved *The 30 credits an adviser and constitute a concentration. by taken as an undergraduate **Courses already but are will satisfy specific course requirements (10 course) total. not included in the 30 credit PROGRAM FOR TEACHERS OF ADOLESCENT EDUCATION (GRADES 7-12) MATHEMATICS MA MATHEMATICS level. level. , subject STAT 700 STAT STAT 700 STAT MATH 777 MATH and/or and/or Probability Probability I Linear Models General **(15 credits, 5 courses) **(15 credits, **(15 credits, 5 courses) **(15 credits, Mathematical Methods for the Methods Mathematical Theory of Functions of a Real Theory of Functions 702 702 707 General Linear Models I Linear Models General Case Seminar. The student, Case Seminar. Mathematical Statistics Mathematical , , , MATH 700 MATH MATH 700 MATH (15 credits, 5 courses) (15 credits, (15 credits, 5 courses) (15 credits, ence, mathematics, or relevant areas of areas ence, mathematics, or relevant application, selected to constitute a cohe- these courses are Typically, program. sive at the ence, mathematics, or relevant areas of areas relevant ence, mathematics, or constitute a cohe- application, selected to courses are these Typically, program. sive at the Variable I Variable Electives must be approved by the by must be approved Electives Math and Applied Statistics Graduate Adviser. knowledge of two useful computer lan- knowledge This guages or data analysis packages. requirement. language the foreign replaces to the approval of the graduate adviser. of the graduate adviser. to the approval guided by a member of the faculty, pre- a member of the faculty, guided by This replaces in statistics. a project pares require- examination the comprehensive may elect to fulfill this ment. Students taking by requirement and II Physical Sciences Physical Electives must be approved by the by be approved must Electives Math and Applied Statistics Graduate Adviser. The student must exhibit a working STAT 701 STAT 706 STAT MATH 746 MATH MATH 601 MATH STAT 790 STAT STAT 706 STAT STAT 701 STAT 703 STAT 3. 4. 2. 5. in statistics, computer sci- credits Fifteen 4. computer sci- in statistics, credits Fifteen Electives Electives Core Curriculum Core Thirty credits (10 courses)* from courses cho- (10 courses)* from Thirty credits sen as follows: Track II: Applied Mathematics Track Requirements Degree 5. Project Electives Electives Thirty credits (10 courses)* from courses cho- (10 courses)* from Thirty credits sen as follows: Curriculum Core Track I: Statistics I: Track Requirements Degree 3. 1. 1. 2. 64 MATHEMATICS & STATISTICS | SCHOOL OF ARTS & SCIENCES the samearea. ably elective coursesatamore advanced level in withelectives, prefer-or coursesinthiscategory curriculum maybeallowed toreplace acourse erage ofagiven area withinanundergraduate adviser, studentswhohave hadsubstantialcov- ***With approval ofthegraduate mathematics graduate adviser. seminars of1.5credits eachwithapproval ofthe may substituteanother3-credit courseortwo Students whodonotneedtotakethiscourse ages suchasMAPLEandMATHEMATICA. using graphing calculatorsandcomputerpack- variate calculusandexperiencewith Core: Mathematics: Education: Degree Requirements NYSinitialorprovisional teachercertifica- 4. Anaverage ofatleast2.7inmathematics 3. Anoverall gradepointaverage of 2.8or 2. At least18credits inmathematics 1. Admission Requirements 34.5-38 credits Track II:MAinTeaching withpedagogy.ics, theotherpart willdealwithmathemat- onepart two parts: The comprehensive examinationwillhave Comprehensive Examination ** Required unlessastudenthashadbothmulti- Advanced Standpoint II Sequential Mathematics from an Advanced Standpoint I Sequential Mathematics from an MATH 630 MATH 620 alog (p. 111)forspecificationofcourses. See SchoolofEducation sectionofthecat- ics ingrades7-12. and assignmentasateacherofmathemat- tion inanarea otherthanmathematics courses. better inundergraduatestudies. in matrixalgebraorlinearalgebra. statistics, ayear ofcalculus,andacourse adviser, includingacourseinelementary approved by thegraduatemathematics 6 credits 9-11 credits 25.5-27 credits . 3cr . 3cr – bachelor tocompleteboththe dents theopportunity The BA/MAprogram offerspromising stu- MATHEMATICS BA/MA STATISTICS ANDAPPLIED MATHEMATICS OR the samearea. ably elective coursesatamore advanced level in withelectives, prefer-or coursesinthiscategory curriculum maybeallowed toreplace acourse erage ofagiven area withinanundergraduate adviser, studentswhohave hadsubstantialcov- **With approval ofthegraduate mathematics graduate adviser. seminars of1.5credits eachwithapproval ofthe may substituteanother3-credit courseortwo Students whodonotneedtotakethiscourse ages suchasMAPLEandMATHEMATICA. using graphing calculatorsandcomputerpack- variate calculusandexperiencewith *Required unlessastudenthashadbothmulti- withpedagogy.ics, theotherpart willdealwithmathemat- onepart two parts: The comprehensive examinationwillhave Comprehensive Examination Electives: Additional Core: curriculum requirements. informationregardingfurther eligibilityand graduateadviserfor contact thedepartmental the graduatelevel. Interested studentsshould plus30creditsmajor inthedepartment, at Requirements are thesameasthosefora with aminimumof120credits. Introduction toAbstract Algebra STAT 614 MATH 661 MATH 623 MATH 621 Other Required Areas** MATH 640 Data AnalysisUsing Statistical Software mathematics adviser. science, withtheapproval ofthegraduate or 3credits) orin suchareas ascomputer Courses inmathematicsandstatistics(1.5 ’ s andmaster 4.5-6 credits . 3cr oisi acls.3cr * Topics inCalculus itr fMteais.3cr ofMathematics History .3cr ofNumbers Theory . 3cr 3 credits ’ s degree requirements . 9additionalcredits atthe250level or 2. Admission Requirements of 141credits. teaching. This program requires aminimum may pursueacombinedBA/MAprogram in Students interested inteachinggrades7-12 (GRADES 7 ADOLESCENT EDUCATION PREPARATION FOR graduateadviser.departmental tics andcomputerscienceapproved by the graduate level inappliedmathematics,statis- mathematics with30additionalcredits atthe Students completetheBAinstatistics or APPLIED MATHEMATICS Program inSTATISTICS AND Option 2:AcceleratedBA/MA graduateadviser.departmental level inpure mathematicsapproved by the ics with30additionalcredits atthegraduate Students completetheBAinpure mathemat- Program inMATHEMATICS Option 1:AcceleratedBA/MA 1. BA/MA intheteachingofmathematicsare: level. The required mathematicscoursesofthe undergraduate level andsomeatthegraduate education courses,someofthemtakenatthe mathematics and22-24credits inteacher The BA/MAprogram includes46credits in Degree Requirements Completionofatleast10credits inmath- 2. Completionofatleast45credits witha 1. MATH 150 614 adviser. mathematicseducation departmental above, selectedwiththeapproval ofthe 623 250 an average of2.7inthesemajorcourses. ( ematics, includingayear ofcalculus GPA of2.8 MATH 150 , (or theequivalent), or 260 634 and , and and 630 311 – 12)BA/MA 155 , 155 661 (or theequivalent), (or theequivalent), , or equivalent), with TT213 STAT and STAT 620 , COURSE LISTINGS MATH 640 Topics in Calculus MATH 685 Numerical Methods ARTS OF SCHOOL Topics in single and multi-variable calculus Accuracy and precision, convergence, iterative examined from an advanced standpoint and and direct methods. Topics selected from: solu- Each course 45 hours, 3 cr. unless otherwise incorporating use of graphing calculators and tion of polynomial equations and linear systems noted such computer packages as MAPLE and of equations; curve fitting and function approxi- MATHEMATICA. mation; interpolation; differentiation and inte- MATHEMATICS prereq: MATH 630 gration; differential equations. open only to Teacher Education Program students prereq: a course in ordinary differential equations MATH 601 Mathematical Methods for the Physical Sciences MATH 641 Mathematical Analysis I MATH 690 Advanced Topics in Mathematics Topics include: Fourier Series, Sturm-Liouville Mature consideration of theory and processes of for Teachers & theory, Green functions, and eigenfunction calculus, including the Heine-Borel and Topics to be studied in any given term will be expansions. These will be applied to the heat, Bolzano-Weierstrass Theorems. announced prior to registration. May be repeat- SCIENCES wave, Laplace, and one-dimensional prereq: MATH 260 and either MATH 254 or ed as topics vary, but not more than twice. Schroedinger equations. 255 prereq: MATH 620 or 630; additional prereqs prereq: a course in ordinary differential equations vary with specific topics and will be MATH 642 Introduction to Theory of announced at time of course offering MATH 620 Sequential Mathematics from an Functions of a Complex Variable Advanced Standpoint I Complex numbers, analytic functions, elemen- MATH 721 Modern Algebra I

Study, from an advanced standpoint, of the tary functions, contour integrals, Cauchy inte- Semi-groups, groups with operators, rings, mod- | mathematics involved in the new sequential gral theory, series. ules, field extensions, vector spaces. MATHEMATICS mathematics high school curriculum, with spe- prereq: a course in advanced calculus prereq: an undergraduate course in linear alge- cial focus on algebra, geometry, and statistics. bra and an undergraduate course in abstract Open only to Teacher Education Program stu- MATH 645 Mathematical Analysis II algebra dents. Continuation of MATH 641 with an emphasis prereq: Calculus II and a course in linear or on functions of several variables. MATH 722 Modern Algebra II matrix algebra prereq: MATH 641 Continuation of MATH 721. prereq: MATH 721 MATH 653 MATH 621 Introduction to Abstract Algebra Calculus on Manifolds Functions on Euclidean space, implicit function MATH 725 Linear Algebra

Introduction to the theory of groups and rings. & prereq: a course in linear algebra theorem, Fubini’s Theorem, integration on Selected topics in advanced linear algebra.

chains and manifolds. prereq: a course in linear algebra and a course STATISTICS MATH 622 Further Topics in Advanced prereq: a course in advanced calculus in modern algebra Abstract Algebra Elements of Galois theory, construction with MATH 654 Dynamical Systems and Chaos MATH 742 Theory of Functions of a Complex ruler and compass, advanced topics in ring theory Topics include: flows in one and two dimen- Variable and linear algebra. sions; phase portraits; limit cycles; bifurcations; Conformal mappings, Riemann surfaces, analytic prereq: a course in introductory abstract algebra iterated maps on the interval; introduction to continuations, residue calculus, special functions. chaos and fractals; the Mandelbrot set and its prereq: a course in complex variables and significance. either a course in topology or permission of MATH 623 Theory of Numbers prereq: a course in multivariate calculus and a department Congruences, quadratic residues, elementary course in linear algebra MATH 746 Theory of Functions of a Real diophantine analysis, continued fractions, sums Familiarity with MAPLE or MATHEMATI- Variable I of squares. CA encouraged Real numbers, Lebesque measure, metric and Lp prereq: a course in linear algebra MATH 661 History of Mathematics spaces, general measure and integration theory. MATH 628 Number Systems Survey of the history of mathematics and statis- prereq: 1 year of advanced calculus Postulational construction of the positive inte- tics to the present including roots in non- MATH 747 Theory of Functions of a Real gers. Development of the rational integers, the Western culture and contributions of women Variable II rational numbers, the real numbers, the complex and minorities. prereq: MATH 746 numbers, together with binary operations and MATH 671 Fundamental Concepts of Modern order relations. Topics from hypercomplex num- Mathematics MATH 751 General Topology ber systems or the theory of transfinite numbers. An axiomatic approach to theory of sets; axiom Topology of plane sets, continuous functions, of choice, Zorn’s Lemma, transfinite arithmetic. separation axioms, compact and metric spaces. MATH 630 Sequential Mathematics from an prereq: any 2 courses chosen from linear alge- prereq: advanced calculus or permission of Advanced Standpoint II bra, modern algebra, or advanced calculus I department Study, from an advanced standpoint, of the and II mathematics involved in the new sequential MATH 772 Seminar mathematics high school curriculum, with spe- MATH 672 Mathematical Logic Introduction to methods and literature of math- cific focus on geometry, and both algebraic and A survey of the central results and techniques of ematical research at master’s level. transcendental functions. metalogic, principally mathematical induction, prereq: permission of the department open only to Teacher Education Program students the soundness and completeness of theorems for MATH 773, 774 Independent Study first-order logic, the Skolem Theorem; and MATH 634 Geometries I prereq: permission of the department Church’s Theorem on undecidability. 1 cr. each, 45 hrs Topics in affine and projective geometry and/or prereq: a course in linear algebra or permission topics in differential geometry. of instructor MATH 775, 776 Independent Study prereq: a course in linear algebra prereq: permission of the department 2 cr. each, 45 hrs MATH 777, 778 Independent Study prereq: permission of the department 3 cr. each, 45 hrs

65 66 MATHEMATICS & STATISTICS | SCHOOL OF ARTS & SCIENCES chastic processes. Markov chains,diffusion.Introduction tosto- of variance. Computerlabsessions. principles ofexperimentaldesign. The analysis Multi-collinearity. Polynomial regression. The analysis. Weighted regression. Correlated errors. Indicator variables. Variable screening. Residual The multivariate linearmodel.Model building. STAT 706 The analysisofvariance. experiments. els andthedesignoflaboratory hood ratiotests.Anintroduction tolinearmod- hypotheses, theNeyman-Pearson lemma, likeli- mum likelihoodandBayes Statistics. Point estimation,maxi- andinterval normal, t,chisquare andFdistributions.Order density functions.Continuousdistributions:the Bernoulli, binomial,Poisson andotherdiscrete STAT 703 Continuation of STAT 702 Moment generationfunctions.Limitlaws. Combinatorics, randomvariables, distributions. Non-measure theoretic probability. STAT 701 model building. ple regression, nonparametricstatistics,and analysis, analysisofvariance, simpleandmulti- ology. Methods covered data includeexploratory ware toanalyze real method- dataandteachnew A secondcourseinstatisticsusingstatisticalsoft- STAT 614 STATISTICS ed astopicsvary, butnotmore thantwice. announced priortoregistration. May berepeat- Topics tobestudiedinanygiven termwillbe MATH 795 Programming inMATHEMATICA. bility, convergence andcorrectness. method, finitedifference method.Including sta- tial equationsincludingthefiniteelement provide differen- numericalsolutionstopartial Advanced topicsinnumericalmethodsusedto MATH 785 environment encouraged familiarity witha Windows computing department of theinstructor ment prereq: prereq: ofthedepartment permission prereq: ( prereq: acourseinmultivariate calculus STAT 113 prereq: be announcedatthetimeofcourseoffering prereq: prereqs withspecifictopics andwill vary prereq: permission ofdepartment permission MATH 250 Software Data AnalysisUsing Statistical General LinearModels I Mathematical Statistics Advanced Probability II Theory Advanced Probability I Theory STAT 213 MATH 685 STAT 701 STAT 701 Advanced Topics inMathematics Advanced Numerical Methods with Corbetterineachcourse or equivalent) or permission of or equivalent) orpermission STAT 701 or both and ofthedepart- or permission ( PHYS 685 703 ’ . Recurrent events, estimation. Testing MATH 125 or equivalent or ) orpermission and mental design,timeseries,biostatistics. from multivariate analysis, regression, experi- Selected topics. Topics but may beselected vary STAT 724 nomics andotherfields. programming; applicationstoproblems ineco- theorem orrectangular games.Relation tolinear Utility, zero-sum two-persongames, minimax STAT 722 comparisons; androbust analogs. models; repeated measures; contrasts;multiple variance; fixed-, random-,andmixed-effects of way layouts; decompositionandpartitioning aspects. Topics include:one-,two-andmany- (ANOVA), withanemphasisonexploratory Intermediate topicsinanalysisofvariance STAT 718 tion-pursuit. MANOVA; canonicalcorrelation; andprojec- analysis; clustering;multidimensionalscaling; selected from: factoranalysis;discriminant An introduction tomultivariate methods. Topics STAT 717 robust estimation; androbust regression methods. tions; thejackknifeandresampling schemes; Topics selectedfrom: datasummaries;transforma- concentrating ongraphicalandrobust methods. Probability-free alternatives toclassicalstatistics, STAT 716 time series. Transfer functionmodels. Extensive useofprocess control andeconomic ing; diagnostics;andseasonalmodeling. include ARIMAmodels;stationarity;forecast- ence equation)time-seriesmodeling. Topics Introduction tounivariate Box-Jenkins (differ- STAT 715 time series,biostatistics. ate analysis,regression, experimentaldesign, Topics butmaybeselectedfrom multivari- vary STAT 714 sciences. dataanalysis.Examples from thelife exploratory selection andevaluation. Computer-based Multidimensional tables.Odds ratio. Model models. Family ofgeneralized linearmodels. sion models.LogisticandPoisson regression mum likelihoodestimation.Nonlinear regres- A review ofmultivariate linearmodelandmaxi- STAT 707 environment encouraged familiarity witha Windows computing statisticscourse alent introductory environment encouraged familiarity witha Windows computing statisticscourse alent introductory ronment encouraged familiarity witha Windows computingenvi- statisticscourse alent introductory statisticscourse alent introductory prereq: Corbetterin prereq: prereq: ofthedepartment permission in probability prereq: acourseinlinearalgebra andacourse prereq: Corbetterin prereq: Corbetterin prereq: Corbetterin permission ofdepartment permission Data Analysis Time Series Analysis Topics inStatistical Inference Topics inApplied Mathematics I ofGames Theory Analysis of Variance Multivariate Analysis General LinearModels II STAT 701 and STAT 614 STAT 614 STAT 614 STAT 614 703 or equivalent or , oranequiv- , oranequiv- , oranequiv- , oranequiv- using advanced analysistechniquesrequired. statistics andappliedmathematics.Final project tems, includingfullydeveloped examplesfrom The structure andpurposeofvisualizationsys- STAT 786 regression, andCox regression. analysis,logistic analysis, ethicalissues,survival Topics includeexperimentaldesign,lifetable tive methodsapplicableinthelifesciences. A secondcourseinstatisticscovering quantita- STAT 751 to thehealthandwelfare ofUSresidents. The studyofavailable Federal databasesrelating sources ofbias.Longitudinalpanelstudydesign. Efficient sampling. Accuracy, precision andthe sampling designs.Unequal probability sampling. cations tohumanpopulationstudies.Structured The techniquesofmodernsamplingwithappli- STAT 726 mental design,timeseries,biostatistics. from multivariate analysis,regression, experi- Selected topics. Topics butmaybeselected vary STAT 725 STAT 638 MATH 741 sufficient: Courses offered onlyifstudentdemandis member. carried outunderthedirection ofafaculty topic ofinterest tohimorherself. The studyis Independent studyinwhichastudentselects 791 STAT operations research tocomplexreal problems. apply methodsfrom statistics,probability or Designed to develop thestudent throughout theirtenure asgraduatestudents. of theirproject presentation, butmayattend Students register forthiscourseinthesemester STAT 790 point patterns. and kriging,spatialmodelsonlattices, ogram, estimationofthevariogram, prediction arity, largeandsmallsamplevariation, thevari- Spatial dataandspatialmodels,intrinsicstation- STAT 787 or permission oftheinstructor or permission gramming); oftheinstructor orpermission 125/126 of thedepartment prereq: mathematicsatthelevel of prereq: prereq: ofthedepartment permission 1 cr, 2cr, or3cr prereq: ofdepartment permission STAT 716 prereq: prereq: linear algebra recommended, butnotrequired statisticscourse equivalent introductory , Topics inApplied Mathematics II Applied Mathematics Visualization forStatistics and Sampling The andMethodsTheory of Advanced Biometrics Case Seminar Statistical Models forSpatial Data Special Topics inApplied Statistics STAT 701 STAT 701 STAT 614 792 Functional Analysis and or , 793 STAT 786 STAT 113 Independent Study and or equivalent, orpermission or MATH 685 STAT 703 , (data analysis,pro- STAT 213 ’ s abilityto ( (theory); PHYS 685 MATH , or ) COLO ARTS OF SCHOOL MUSIC Degrees Offered HEGIS Music 42-cr BA* 1004 Music 25-cr BA* 1004 Department Office: 416 North Building; (212) 772-5020 Music B.Mus.* 1004 Chair, Paul F. Mueller; 417 North Building; (212) 772-5020; [email protected] Music MA 1004 Music Pre-K-12 MA 1004 Director of Graduate Studies, L. Poundie Burstein; 400D North Building; Music BA/MA 1004 (212) 772-5152; [email protected] Music Pre-K-12 BA/MA 1004 Director of Music Education Program, Victor Bobetsky; 400A North Building; (212) 650-3574; [email protected] * Please refer to the 2004-2007 Hunter College Undergraduate &

Educational Sequence Adviser, Carla Asher; 1000 West Building; (212) 772-4621; Catalog, p. 146 for undergraduate courses and degree pro- SCIENCES [email protected] grams in music. Website: http://www.hunter.cuny.edu/~music/ Core courses required of all students: FACULTY Music/Overview.htm for a description of the PhD program and the complete list of its courses. MUS 700 ...... 3 cr Bibliography and Research Techniques | Victor Bobetsky, Associate Professor; DMA, The Department of Music offers courses MUSIC University of Miami; Music Education of study leading to the MA degree, with con- MUS 724 ...... 3 cr Richard Burke, Associate Professor; PhD, centrations in composition, ethnomusicology, Advanced Studies in Music Theory 1 CUNY; Music History music history, and performance. Students whose interests include more than one area MUS 725 ...... 3 cr L. Poundie Burstein, Associate Professor; Advanced Studies in Music Theory 2 PhD, CUNY; Music Theory may pursue mixed programs with the approval of the graduate adviser. Or Ruth DeFord, Professor; PhD, Harvard; Music MUS 753 ...... 3 cr History Requirements for Admission Transcription and Analysis in Susan Gonzalez, Associate Professor; DMA, Ethnomusicology Eastman School of Music; Performance In addition to the general requirements for MUS 751, 752...... 6 cr Barbara L. Hampton, Professor; PhD, admission to graduate degree programs, appli- Advanced Studies in Music History 1-2 Columbia; Ethnomusicology cants must have completed an undergraduate Shafer Mahoney, Associate Professor; PhD, major in music (with a minimum of 24 credits) MUS 775 or MUS 776 Eastman School of Music; Composition or the equivalent. They must have completed at Seminar in Ethnomusicology 1 or 2 Paul F. Mueller, Professor and Department least two semesters of music history, four semes- Or Chair; DMA, Indiana; Performance ters of music theory, and two semesters of ear MUS 779 ...... 3 cr Nicholas G.M. Ross, Assistant Professor; training. They must also have at least elementary World Music Education DMA, Arizona State; Performance facility at the keyboard and a reasonable mastery Mark Spicer, Associate Professor; PhD, Yale; of an instrument (which may be a keyboard Required courses for each concentration Music Theory instrument) or voice. In addition, applicants (may be modified with permission of the Jewel Thompson, Professor; PhD, Eastman must submit to the department a sample of work graduate adviser): School of Music; Music Theory in the area in which they plan to concentrate: an audition for performers (see http://www.hunter. Composition: ...... 9 cr cuny.edu/music/graduates/admissions-ma. MUS 731, 732 Composition MASTER OF ARTS shtml#Auditions); a portfolio of compositions MUS 799 Thesis in Composition for composers; or a research paper on a musical Ethnomusicology: ...... 9 cr The MA program in music offers students an subject for music historians and ethnomusicolo- MUS 776 Seminar in Ethnomusicology 2 opportunity to grow as musicians by refining gists. Students who plan to pursue mixed pro- ANTH 701 Ethnology and augmenting their skills as scholars, teachers grams must submit a sample of work in their MUS 798 Thesis in Ethnomusicology and performers. The department encourages strongest area. The Graduate Record its graduate students to engage in independ- Examination is not required. Note: MUS 775 must be included in core. Applicants with deficiencies in any of the ent research projects and to take courses both History: ...... 9 cr of a broad scope and of a detailed nature. The above requirements should consult the depart- MUS 742 Seminar in Style Criticism latter courses mark the beginning of profes- ment’s graduate adviser. Credit toward the sional specialization. Performance students are MA degree may not be gained in courses MUS 760 Seminar in Music History permitted to take private lessons for up to 12 taken to make up undergraduate deficiencies. MUS 798 Thesis in Music History credits with a Hunter College faculty member Performance: ...... 9 cr or one of the instructors who serve as per- Requirements for the Degree MUS 781-3 Private Lessons formance associates on the faculty (see The following programs are required for stu- http://www.hunter.cuny.edu/music/faculty.sht dents concentrating in composition, ethno- Electives in all concentrations: . . . 3 cr ml for details). Students may also study with musicology, music history, and performance. an outside teacher of their choice, pending Modifications to these programs may be made Foreign Language. The candidate must approval by the Music Department. in consultation with the graduate adviser. demonstrate a reading knowledge of a foreign The MA degree is offered either as a termi- language, preferably French, German, or nal degree or as the first year of work toward Italian. The foreign-language examination the PhD degree within City University. See the must be passed before a student may proceed bulletin of the Graduate Center or visit beyond 18 credits. http://www.gc.cuny.edu/doctoral_programs/ 67 68 MUSIC | SCHOOL OF ARTS & SCIENCES music coursesbut whohave anoverall GPA Applicants whohave a3.0orbetterindexin index of3.0inmusiccoursesare required. make upundergraduatedeficiencies. MA maynotbegainedincourses takento the agreement oftwofacultymembers. Approval ofthecompletedproject requires student maybeginwork ontheproject. approved before by themusicdepartment a involved. Awrittenproposal mustbe ing onthenature andscopeofthework This project mayreceive 0-3credits, depend- a writtenreport) isrequired ofeachstudent. cation, alecture-recital, oraninternshipplus work (suchasaresearch project inmusicedu- public recital, or another approved pieceof student mayproceed beyond 18credits. nation requirement mustbefulfilledbefore a ing areexamination. The proficiency exami- studying therelevant subjectmatterandpass- proficiency examinationmustbemadeupby and appliedskills.Deficiencies revealed by the in musictheory, andliterature, musichistory gram. This examinationwilltestcompetence matriculation inorder toremain inthepro- nation duringthefirsttwosemestersof to theprogram musttakeaproficiency exami- ment above requirements shouldconsultthedepart- (which maybeakeyboard orvoice. instrument) ofaninstrument and reasonable mastery facilityatthekeyboardhave atleastelementary and twosemestersofeartraining. They must music history, foursemestersofmusictheory, must have completedatleasttwosemestersof mum of24credits) ortheequivalent. They undergraduate majorinmusic(withamini- program, applicantsmusthave completedan admission tothegraduateteachereducation educationsequence.) from thesecondary 6 credits ofcoursework inadvanced courses graduate adviser, suchstudentsmaytake3or theapproval (With and performance. ofthe composition, ethnomusicology, musichistory, MAdegreeliberal arts withconcentrationsin inmusic,whichoffersa for themasterofarts Provisionally teachersshouldapply certified intheteachingofmusic. sional certification not forindividualswhoalready have provi- Requirements forAdmission (Grades Pre-K-12) TEACHERS OFMUSIC PREPARATION OF PROGRAM FORTHE Thesis orFinal Project. Proficiency Examination. sisting ofathesis This Teacher Education Program is (TEP) A cumulative GPA of2.8orbetterandan Applicants withdeficienciesinany ofthe In additiontothegeneral requirements for ’ s graduateadviser. Credit toward the (MUS 798 A finalproject con- Students admitted – or MA MUS 799 ), a catalog foradditionalinformation. School ofEducation section(p. 111)ofthis ates/admissions-tep.shtml#Auditions. See the http://www.hunter.cuny.edu/music/gradu- see face interview; required tohave anauditionandaface-to- as nonmatriculants.Applicants willbe ability todograduatework willbeadmitted verbal skillsinadditiontootherindicesof tus. Only studentswhodemonstratestrong sidered foradmission fornonmatriculantsta- requirements formatriculationmaybecon- between 2.5and2.79meetallother student mayproceed beyond 18credits. nation requirement mustbefulfilledbefore a ing areexamination. The proficiency exami- studying therelevant subjectmatterandpass- proficiency examinationmustbemadeupby and appliedskills.Deficiencies revealed by the in musictheory, andliterature musichistory gram. This examination willtestcompetence matriculation inorder toremain inthepro- nation duringthefirsttwosemestersof to theprogram musttakeaproficiency exami- TEP Project. MA degree forwork doneinfulfilling the 791) iftheywishtoreceive credit toward the ter for1credit ofindependentstudy(MUS project andrelated issues.Students mayregis- will beexaminedorallyonthetopicof the Graduate Faculty Committee,acandidate of studyandafterapproval oftheproject by tion program. On completionofthecourses required ofeachstudentintheteachereduca- TEP Project Proficiency Examination . Credits (18-22 cr): for Teachers,Pre-K-12 Graduate CourseRequirements inMusic Requirements fortheDegree may beusedtofulfill1credit ofelectives. MUS 779 MUS 751 MUS 725 MUS 724 from theserequirements.) the undergraduate level maybeexempted (Students whohave studiedthesesubjectson MUS 619 education. (p. 111) for therequired sequenceofcoursesin See theEducation sectionofthiscatalog Education Courses: Music Electives: Music Courses: uate adviser. The TEP project ( Courses choseninconsultationwithgrad- , , or A project involving research is . 3 . 3 752 641 753 , . 6 643 . 3 . 3 , 645 Students admitted . 4 U 791 MUS ) the MArequirements. the graduateadvisermustbeconsultedabout to theirindividualbackgrounds. In addition, uate advisertosetupacurriculumappropriate freshmen should consult withtheundergrad- 30 credits atthe graduate level. Incoming the sameasthosefor42-credit BA,plus minimum of120credits. Requirements are remain intheprogram. required foradmissionatalltimesinorder to They mustmaintainthegradepointaverages andtheSchoolofEducation. department admitted totheprogram by boththemusic board orvoice. instrument) They mustbe (whichmaybeakey- onaninstrument tery and theymustdemonstratereasonable mas- department College. Students musthave passedthemusic courses, musthave beentakenatHunter including atleast6credits inmusicmajor techniques.At least12credits,of performance semesters ofmusictheory, andtwosemesters least twosemestersofmusichistory, four credits ofcoursework inmusic,includingat 3.0. Students musthave completedatleast24 or betterandamajorsubjectindexofatleast have acumulative gradepointaverage of2.8 undergraduates withatleast60credits who graduate level). Matriculation isopen to MA inteachereducation(45credits atthe those forthe42-credit BAplusthoseforthe 140 credits. Requirements are thesameas education in5-6years withaminimumof dents mayobtainamaster Exceptionally qualifiedundergraduatestu- TEACHER EDUCATION BA/MA DEGREEIN 5-6 YEARDUAL obtain amaster to undergraduate studentstheopportunity offersunusuallygifted The department 4-YEAR DUALBA/MADEGREE ’ s pianoproficiency examination, ’ s degree infouryears witha ’ s degree inteacher SCHOOL OF ARTS & SCIENCES | MUSIC 69 Seminar in Style Criticism Criticism in Style Seminar Orchestration Orchestration Computer Music Composition 1 Composition Seminar in Music Theory and in Music Seminar Analysis Composition 2 Composition Advanced Studies in Music History 1 in Music Studies Advanced prereq: 2 semesters of undergraduate music the- music 2 semesters of undergraduate prereq: ory and permission of the instructor permission of the instructor prereq: MUS 742 study of Intensive be taken twice for credit. May of works a small number of closely related to be announced. Topics music. MUS 751 in the history topics of music in the Advanced analy- 1750. Includes tradition before European styles, studies of the role sis of music in different and instruction in of music in cultural history, and writing about music. research Fundamental musical materials and composi- materials musical Fundamental Students of the 20th century. tional techniques exercises, compositional weekly will complete a specific technique. each emphasizing MUS 732 of the study of compositional A continuation centurytechniques of the 20th reading, through will complete Students analysis, and practice. intended for performance. small works several MUS 735 instru- of the capabilities of musical Study techniques; ments; analysis of orchestration instrumen- for various arranging compositions tal combinations. MUS 736 using technolo- music with computers Making synthe- gies such as MIDI sequencing, hardware and limitations Promises sis, and digital audio. of these tools. MUS 740 the- Speculative be taken 3 times for credit. May aesthetics, and scientific dimensions of ory, to the- relevant music; detailed analysis of works to Topics under investigation. problems oretical be announced. MUS 731 MUS Piano Performance Class Performance Piano Jazz Vocal Workshop Ensemble Workshop Vocal Jazz Vocal Performance Class Performance Vocal Advanced Studies in Music Theory 2 in Music Studies Advanced Special Topics in Music Performance Performance in Music Topics Special Advanced Studies in Music Theory 1 in Music Studies Advanced s repertoire. May be taken four times be taken May s repertoire. ’ prereq: 4 sem. of undergraduate music theory 4 sem. of undergraduate prereq: courses prereq: perm dept. prereq: music theory 4 sem. of undergraduate prereq: courses MUS 725 Analysis and theory of compositional styles from 1900 to the present. Number of works are studied, rehearsed, and studied, rehearsed, are of works Number be to be announced. May Topics performed. taken four times for credit. Each course 45 hrs, 3 cr unless otherwise noted MUS 724 techniques. Nineteenth- contrapuntal Advanced Compositional century harmony. chromatic 1500 to 1900. styles from MUS 718 format concentrat- Course in seminar/workshop both classical for solo voice, ing on the literature jazz, gospel); but and popular (musical theater, repertoryalso including ensemble opera from coached in per- are Singers and musical theater. while interpretation, formance technique and the to prepare with an accompanist working semester MUS 719 MUS 716 MUS instru-rhythm section and to all vocalists Open performance and audition. Jazz mentalists by public performance One per improvisation. four times for credit. be taken May semester. MUS 717 in performance stu- piano for advanced Seminar and performanceof representative dents. Study attention Individual of piano repertoire. works be performance. of public to problems May taken four times for credit. for credit. Private Instruction Private 684 , 683 in Instrument or Voice Voice or in Instrument , 682 Jazz Ensemble Ensemble Jazz Chamber Music Chamber Music Collegium Musicum Hunter Symphony Symphony Hunter College Choir Hunter Brass Brass Strings Strings Music Bibliography and Research Bibliography Music Techniques Woodwinds Woodwinds Vocal Pedagogy Pedagogy Vocal , prereq: audition and perm instr prereq: prereq: audition and perm instr. prereq: prereq: audition and perm instr. prereq: 45 hrs, 3 cr. 15 hrs, 1 cr. MUS 715 to all instrumentalists audition. Study Open by and performance of popular forms of music, One including dance, jazz and musical comedy. be taken May public performance per semester. four times for credit. MUS 714 and public performance of solo and Study Renaissance, the medieval, from ensemble works be taken four times periods. May and Baroque for credit. Rehearsal and public performance of instrumen-Rehearsal be taken four times for May tal chamber works. credit. Rehearsal and public performance of major choral Rehearsal be taken four times for credit. May works. MUS 713 Rehearsal and performance works. of orchestral Rehearsal be taken four times for credit. May MUS 711 Each course 30 hrs, 1 cr MUS 710 MUS 700 and bibliographical methods as of sources Study applied to musical material. MUS 681 students not concentrating in performance. For MUS 645 techniques of playing a fundamental Teaching tone number of brass instruments: breathing, fingerings and slide positions; production, review acoustical principles of brasses; thorough of brass technique; basic pedagogical methods. Teaching fundamental techniques of playing a fundamental techniques of playing Teaching instruments:number of woodwind breathing, fingering; acoustical princi- and tone production of wood- review ples of woodwinds; thorough wind technique; basic pedagogical methods. MUS 643 MUS 641 (violin, fundamentals of string playing Teaching bass) in context of solo, viola, cello, and double review music; thorough and chamber orchestral of basic string technique. Fundamentals of teaching posture, breath con- breath posture, of teaching Fundamentals on physio- Emphasis and tonal production. trol, of the voice. logical and acoustical nature and songs. Vocalises Each course 22.5 hrs, 1 cr, unless otherwise unless 22.5 hrs, 1 cr, Each course noted MUS 619 COURSE LISTINGS LISTINGS COURSE MUS 752 Advanced Studies in Music History 2 MUS 791 Advanced topics in the history of music in the 15 hrs, 1 cr. May be taken 4 times for credit PHILOSOPHY European tradition from 1750 to the present. MUS 792 Includes analysis of music in different styles, stud- 30 hrs, 2 cr. May be taken 4 times for credit ies of the role of music in cultural history, and Chair, Frank M. Kirkland;

SCIENCES instruction in research and writing about music. MUS 793 1413 West Building; (212) 772-4970; [email protected]

& 45 hrs, 3 cr. May be taken twice for credit MUS 753 Transcription and Analysis in Ethnomusicology MUS 794 Some members of the Hunter College Critical examination and application of contem- 60 hrs, 4 cr. May be taken twice for credit porary techniques to selected examples from var- Department of Philosophy participate in the ious cultures. MUS 798 Thesis in Music History or MA and PhD programs in philosophy based Ethnomusicology at the City University Graduate Center. MUS 760 Seminar in Music History Individual research under supervision. Information concerning degree requirements, May be taken twice for credit. Problems in 3 cr research and analysis in selected areas of music courses, etc., may be obtained from history. Topics, to be announced, are drawn MUS 799 Thesis in Composition from the six principal historical eras. Individual study of composition under Professor John Greenwood

SCHOOL OF ARTS supervision. Executive Officer, PhD Program in Philosophy MUS 775 Seminar in Ethnomusicology 1 3 cr

| CUNY Graduate Center A history of the discipline; the development of 365 Fifth Avenue theories and methods; selected problems. Each course 45 hrs, 2 cr New York, NY 10016-4309 MUS 776 Seminar in Ethnomusicology 2 Field research as a principal means of data col- MUSED 677 Methods of Teaching It may also be obtained at Instrumental Music in Grades lection and theory testing in ethnomusicology. http://web.gc.cuny.edu/philosophy. Preparation of the research design, application of Pre-K-12 data-gathering techniques, adaptation to the Organization and administration of school instrumental programs serving diverse student

PHILOSOPHY field, and data analysis. populations; New York State standards in the MUS 777 Seminar in Urban Ethnomusicology arts; rehearsal, teaching, and conducting tech- Major concepts and areas of research in urban niques, including a review of principles of per- ethnomusicology. Application of ethnomusico- formance for strings, woodwinds, brass, and per- logical methods to individual field studies in cussion; classroom management strategies; New York City. supervised fieldwork in applying these topics. MUS 778 Special Topics in Ethnomusicology: MUSED 678 Methods of Teaching Vocal Issues/Regions and General Music in Grades Specialized study of the music of a specific Pre-K-12 region or a current issue in ethnomusicology. Organization and administration of school vocal Topics to be announced. More than one topics programs serving diverse student populations; course may be allowed for the degree. New York State standards in the arts; rehearsal, teaching and conducting techniques; an MUS 779 World Music Education overview of technology, content and materials of Survey of world music traditions. Appropriate the non-performing general music curriculum; pedagogical techniques for transmitting multi- classroom management strategies; supervised cultural musical knowledge and for presenting fieldwork in applying these topics. world music concerts to pre-K-12 students. MUS 781, 782, 783, 784 Private Study in Instrument or Voice For performance concentrators. 3 cr each MUS 785 Private Lessons in Composition Advanced individualized training in original music composition. prereq: MUS 731, 732, and permission of the instructor MUS 789 Seminar in Music Performance Preparation, rehearsal, and performance of small and large ensemble works. Emphasis on researching and analyzing the music being stud- ied. May be taken twice for credit. MUS 791-794 Independent Study Special projects in performance, music history, ethnomusicology, music theory, or composition under approved professional guidance. prereq: perm Graduate Faculty Committee, obtained by announced deadline during previ- ous semester. 8 cr maximum

70 COLO ARTS OF SCHOOL PHYSICS AND ASTRONOMY Degrees offered HEGIS Department Office: 1225 North Building; (212) 772-5248 Physics BA* 1902 Physics 7-12 BA* 1902 Secretary: [email protected] Physics MA 1902 Chair, Ying-Chih Chen; 1238 North Building; (212) 772-4526; Physics 7-12 MA 1902.01 [email protected] Physics BA/MA 1902 Master’s Graduate Adviser, Gregory Foster; 1237A North Building;

(212) 772-4806; [email protected] * See Hunter College Undergraduate Catalog 2004-2007, & p. 155 for information about undergraduate programs

Adolescent or Teacher Education Program Adviser, Rodney Varley; SCIENCES 1216 North Building; (212) 772-5252; [email protected] and courses in physics and astronomy Education Adviser, Stephen Demeo; 908 West Building; (212) 772-4776; [email protected]

FACULTY MASTER OF ARTS Degree Requirements

1. A program of courses designed in consul- |

Janos A. Bergou, Professor; PhD, Lorand The MA in physics is offered as a terminal tation with the graduate adviser and ASTRONOMY AND PHYSICS Eotvos; Intense Field Electrodynamics, degree, either separately or as part of the approved by the department’s Graduate Multiphoton Processes, Nonlinear and BA/MA program. The MA in physics may Physics Committee. Quantum Optics also, with the approval of the CUNY 2. Completion of 30 credits of graduate Ying-Chih Chen, Professor and Department Graduate Center, form part of the degree work including: Chair; PhD, Columbia; Laser Physics, work required for the CUNY PhD degree. Quantum Electronics, Ultra-fast Optics, Light Thesis research toward the CUNY PhD may a. Not more than 6 credits earned at a Matter Interaction also be carried out at Hunter College. graduate institution other than CUNY. Leon Cohen, Professor; PhD, Yale; Quantum b. At least 15 credits earned at Hunter Mechanics, N-Body Self Gravitation Problem Admission Requirements College. Gregory Foster, Assistant Professor; PhD, SUNY, Stony Brook; Quantum Applicants must meet Hunter’s general admis- c. The following courses or their equivalents: Optics/Computing, Atomic Physics. sion requirements; however, the physics PHYS U701 Mathematical Physics . . 4 cr Steven G. Greenbaum, Professor; PhD, Brown; department no longer requires the Graduate PHYS U711 Analytical Dynamics. . . 4 cr Magnetic Resonance, Solid State Physics, Record Examination. In addition, the follow- PHYS U715 ...... 4 cr Polymer Physics ing departmental requirements must be met: Electromagnetic Theory Godfrey Gumbs, Professor; PhD, Toronto; Theoretical Condensed Matter Physics, Optical PHYS U725 ...... 4 cr and Transport Properties of Semiconductor 1. A minimum of 36 credits total in under- Quantum Mechanics graduate physics and mathematics courses. Nanostructures d. No more than 6 credits in 600-level These should include intermediate Mark Hillery, Professor; PhD, California courses. (Berkeley); Quantum Optics, Non-linear mechanics, electricity, modern physics, Optics, Ferromagnetic Semiconductors and differential equations. A B average is The courses listed in sections 2(c) and 2(d) are generally offered during the day- Neepa Tatyana Maitra, PhD, Harvard; Time- required for these courses. Dependent Density Functional Theory time hours. 2. Approval by the department’s Graduate Yuhang Ren, Assistant Professor; PhDs, Physics Committee. If deficiencies are 3. A maximum of 9 credits may be accepted College of William & Mary, Zhejiang noted in certain undergraduate courses, in physics department approved graduate University (China), Nonlinear Ultra-fast Laser courses in mathematics, astronomy, engi- Spectroscopy, Condensed Matter Physics the applicant may be required to take these courses without graduate credit. neering, and physical chemistry. Rodney L. Varley, Associate Professor; PhD, Brandeis; Non-equilibrium Statistical Theory of Dense Gases and Liquids, Plasma Physics Marilyn W. Rothschild, Associate Professor; Dir. Physical Sciences Learning Center, Credit Evaluation Adviser

71 72 PHYSICS AND ASTRONOMY | SCHOOL OF ARTS & SCIENCES the limitationsofspaceandresources. the program, whichisbased,by necessity, on admission doesnotguaranteeacceptanceto tion onadmissionandprogram requirements. this catalog(p. 113)foradditionalinforma- ofadmission. mitted insupport Examination, mayalsobesub- Certification and Sciences Test oftheNYS Teacher Graduate Record Exam orontheLiberal Arts scores ontheGeneral Aptitude Test ofthe view. Academically relevant data,suchas inaface-to-faceinter- (essay) andparticipate required to provide anon-sitewritingsample as nonmatriculants.Applicants willbe ability todograduatework willbeadmitted verbal skillsinadditiontootherindicesof tus. Only studentswhodemonstratestrong sidered foradmissiontononmatriculantsta- requirements formatriculationmaybecon- between 2.5and2.79meetallother cant undergraduate coursework andintheappli- . There are noforeign languagerequirements. 6. Aminimumresidence oftwosemestersat 5. is required inboththeapplicant physics. Agradepointaverage of2.8orbetter an undergraduatedegree withamajorin requirementsDepartmental foradmissionare (GRADES 7-12) ADOLESCENT EDUCATION PROGRAM FORTEACHERSOF forMAstudents. the department Financial aidisnotgenerallyavailable from FINANCIAL AID Thecandidatewillberequired topassa 4. Meeting theminimumrequirements for See theSchoolofEducation sectionof Applicants whohave anoverall GPA Physics Committee. approval ofthedepartment degree uponmatriculation withthe matriculant maybecountedtoward the Hunter College.Coursestakenasanon- the comprehensive examination. The firstPhD exammaybesubstitutedfor department ber or completeathesis,underfacultymem- required courseslistedinsection2(c)above comprehensive examinationbasedonthe ’ s sciencecourses. ’ s supervision, thatisapproveds supervision, by the ’ s Graduate Physics Committee. – PHYSICSMA ’ s Graduate ’ s overall conduct aresearch project while enrolled in ed eithertoprepare aresearch proposal orto petition foradmissionintoanydoctoralpro- to reach alevel where theycanstandincom- Students are offered quickly theopportunity degree. andamasterofarts a bachelorofarts well-qualified undergraduatestudentsleadsto This specialprogram foralimitednumberof PROGRAM INPHYSICS ACCELERATED BA/MA PHYS 660 Culminating Project Education Physics (minimum16credits): Degree Requirements courses andotherrequirements. tion ofthiscatalog(p. 113)forpedagogical course inphysics. Plus three electives chosenfrom: Challenging ConceptsinPhysics graduate adviser. 600-level courseswithpermissionofthe Graduate Centercanbesubstitutedfor 700-level physicscoursesoffered atthe PHYS 685 PHYS 645 PHYS 625 PHYS 615 PHYS 605 PHYS 660 PHYS 630 Introduction toQuantum Mechanics , which serves asthecapstone , whichserves See theSchoolofEducation sec- . 3cr Electromagnetic Theory . . 3 cr 3 . . Electromagnetic Theory ahmtclPyis.3cr Mathematical Physics .3cr Science andSociety. Numerical Methods I . .3cr . Numerical Methods I .3cr Solid State Physics . 4cr Students willbeexpect- 2007, p.155 information. forfurther Hunter CollegeUndergraduate Catalog2004- details asearlypossible.Consultthe undergraduate adviser, orgraduateadviserfor Students chair, shouldconsultthedepartment their firstorsecondundergraduatesemester. gram shouldbegintakingphysicscoursesin courses asprerequisites, studentsinthispro- courses, manyofwhichhave otherphysics program requires alargenumberofphysics from thegraduatecurriculum).Because this for aphysicsmajorBAdegree and30credits 126 credits (including the30credits required gram inphysics. The program requires 124- at Hunter College. toward thedoctoratemayalsobecarriedout work required forthePhD. Thesis research ofthecourse gram maybecountedaspart Center. CoursestakenintheHunter MApro- ofPhysics,Department andtheGraduate joint approval oftheHunter College admitted tothePhD program subjecttothe pass CUNY recordsprogram whoachieve satisfactory and Students enrolled intheHunter CollegeMA the Graduate Center. Hunter ofPhysics, CollegeDepartment and PhD program withthejointapproval ofthe Hunter Collegemaybeacceptedintothe PhD program inphysics.Students applyingto Hunter CollegeisamemberoftheCUNY DOCTOR OFPHILOSOPHY ’ s firstPhD examinationmaybe SCHOOL OF ARTS & SCIENCES | POLITICAL SCIENCE 73 1701 West Building; 1701 West 1724 West Building; 1724 West (212) 650-5500 (212) 772-5495; [email protected] Many members of the department participateMany the CUNY based at program in a PhD Center. Graduate the from can be obtained Information Science Department of Political Center CUNY Graduate Avenue, 365 Fifth NY 10016 York, New or http://web.gc.cuny.edu/dept/POLIT/ index.htm POLITICAL SCIENCE Department Office: Volkomer; Walter Chair, Research or Research Study Independent Each course 60 hrs, 4 course 60 Each U773 Solid State Physics Physics State Solid Electromagnetic Theory Electromagnetic Mechanics Quantum Mathematical Physics Physics Mathematical , PHYS U701 PHYS U701 PHYS U701 indicates that the course is listed in ” U746 U716 U726 U772 U702 Astrophysics Astrophysics Analytical Dynamics Analytical Introduction to Non-equilibrium Introduction Mechanics Statistical Kinetic Theory and Statistical Kinetic Mechanics U , , , , , “ Analytical Mechanics Analytical Mechanics Physics Plasma Laboratory Physics Modern each 30-120 hrs, 1-4 cr prereq or coreq: or coreq: prereq or coreq: prereq or coreq: prereq the Schedule of Courses at the CUNY Graduate in students enrolled and may be taken by Center programs. Center Graduate cr, unless otherwise noted. cr, PHYS 611 PHYS 624 PHYS 671 PHYS U738 PHYS U745 PHYS U757 periodically offered courses are university 800-level College accord- or Hunter Center at the Graduate ing to student demand. PHYS U771 or independent study done under Research supervision of faculty member. * The prefix to student according Courses offered demand Advanced concepts of static and time-dependent Advanced fields. electromagnetic study of quantum theoryBasic of matter includ- theory. to relativistic ing introduction of physical properties of systems consist- Study ing of very large numbers of particles. Second-level Courses: Second-level PHYS U701 techniques used of the basic mathematical Study in physics. PHYS U711 classical mechanics. of advanced Study PHYS U715 PHYS U725 PHYS U741 .) s equa- ’ MATH 695 MATH and two elective courses in and two elective Each course 45 hrs, 3 cr, Each course Numerical Methods II Methods Numerical Numerical Methods I Methods Numerical Solid State Physics Physics State Solid Science and Society Science and Society Electronics Electronics Mathematical Physics Physics Mathematical Theory Electromagnetic Challenging Concepts in Physics: Student Identify to Research Using and Assess Student Misconceptions Learning Introduction to Quantum Introduction Mechanics .) PHYS 685 MATH 155 MATH PHYS 630 prereq: prereq: prereq: prereq: prereq: prereq: prereq: one graduate-level physics course or per- one graduate-level prereq: mission of instructor physics or permission of instructor 60 hrs, 4 cr *COURSE LISTINGS LISTINGS *COURSE PHYS 695 solu- in numerical methods selected from Topics tions of linear equations, interpolating functions, finding methods, nonlinear equations, root transform, par- the fast Fourier series and Fourier equations. A major term project tial differential with will be assigned. (Cross-listed MATH 685 MATH Accuracy and precision, convergence, iterative convergence, and precision, Accuracy solu- selected from: Topics methods. and direct tion of polynomial equations and linear systems of equations, curve fitting and function approxi- and inte- mation, interpolation, differentiation with equations. (Cross-listed gration, differential PHYS 685 Overview and theory to mis- of research related will be expect- conceptions in physics. Students conduct or to proposal a research ed to develop and write a classrooms, in their own the research The article paper in the form of a journal article. examination for will serve as the comprehensive the science portion of the MA degree. PHYS 660 PHYS 645 to basic theoryIntroduction in and techniques study of matter on solid state. PHYS 630 technological of the interactions between Study and societal changes, with an emphasis on critiques and debates over productive directing technological change potentially controversial on present-day Focusing within the classroom. models of ana- issues, students will learn various lyzing the impact of scientific change on society science. social change directs and how PHYS 625 sized ideas in the study of atomic Fundamental systems. tions with application to waves; waves in guides; waves to waves; tions with application radiation. PHYS 621 with circuits ideas of electronic Fundamental state devices. special emphasis on solid Electrostatics; electromagnetics; Maxwell electromagnetics; Electrostatics; PHYS 605 basic mathematical techniques to Introduction used in physics. PHYS 615 First-level Courses: First-level unless otherwise noted. PSYCHOLOGY Degrees offered HEGIS Psychology BA* 2001 Department Office: 611 North Building; (212) 772-5550 Psychology MA 2001

SCIENCES Acting Chair, Gordon Barr; [email protected] *See Hunter College Undergraduate Catalog 2004-

& Deputy Chair, James Gordon; [email protected] 2007, p.165 for information about the bachelor’s degree program in psychology. MA Program: 611 North Building; (212) 772-5432; [email protected] Director and Adviser, Sheila Chase; [email protected] Website: http://maxweber.hunter.cuny.edu/psych/maprog/ Biopsychology, Behavioral Neuroscience (CUNY PhD Program); 611 North Building; (212) 772-5621 Program Head, Vanya Quiñones-Jenab; [email protected] Website: http://maxweber.hunter.cuny.edu/psych/biopsych.htm

SCHOOL OF ARTS FACULTY Shirzad Jenab, Associate Professor; PhD, Salomon Rettig, Professor; PhD, Ohio State; Mount Sinai School of Medicine; Drugs of Social Psychology: Therapeutic Group, the | Abuse, Gene Expression, Neurochemistry and Kibbutz, Risk-taking, Philosophy and Sociology Gordon A. Barr, Professor; PhD, Carnegie- Neuropharmacology, CNS Degenerative of Science Mellon; Developmental Psychobiology: Diseases Developmental Neuropharmacology, Pain Bonnie Ratnoff Seegmiller, Associate Perception, Drug Abuse, Opiate Analgesia, Ellen Tobey Klass, Associate Professor; PhD, Professor; PhD, NYU; Developmental Reward and Withdrawal Chicago; Clinical Psychology: Guilt, Morality, Psychology: Extended Family Interactions, Honesty Intrafamily Abuse, Cross-cultural Research Christopher Braun, Associate Professor; PhD, University of California (San Diego); Sensory Michael J. Lewis, Professor; PhD, Temple Joyce Slochower, Professor; PhD, Columbia; University; Behavioral Neuroscience: Clinical and Social Psychology: Psychotherapy,

PSYCHOLOGY Psychology: Sensory Systems in Animals; Neural Substrates of Vibration and Sound Neurobiology of Motivation and Substance A.B.P.P. Psychoanalysis Detection; Sensory Variation, Ecology, and Abuse; Alcohol Dependence and Eating Virginia Valian, Distinguished Professor; Evolution Disorders. PhD, Northeastern; Cognitive and Sheila Chase, Professor; PhD, CUNY; Victoria Luine, Distinguished Professor; PhD, Developmental Psychology: First and Second Experimental Psychology: Animal Learning, SUNY (Buffalo); Behavioral Endocrinology: Language Acquisition, Sex Differences in Comparative Cognition, Memory and Decision Neurochemistry of Hormone-dependent Sexual Cognition and Achievement, Gender Equity Processes, Computer Models Behavior, Hormonal Influences on Age-related Jason Young, Associate Professor; PhD, Memory Loss Martin Chodorow, Professor; PhD, MIT; Minnesota; Social Psychology: Attitudes and Experimental Cognition, Models of Memory, Regina Miranda, Assistant Professor; PhD, Social Psychology: Attitudes and Persuasion, Psycholinguistics, Computational Linguistics NYU; Clinical Psychology: Adolescent Political Psychology, Media Influence, Risk Depression and Suicide, Hopelessness, Assessment and Decision-making about Safer Darlene DeFour, Associate Professor; PhD, Depressive Future-event Schemas, Interpersonal Sex, Evolutionary Psychology Illinois; Personality and Social Psychology: Schemas in Depression Coping with Stress, Psychology of Women, H. Philip Zeigler, Distinguished Professor; Black Psychology, Culture and Psychology, Peter Moller, Professor; PhD, Free University of PhD, Wisconsin; Physiological Psychology: Interface of Gender and Ethnic Identities and Berlin; Animal Behavior: Multisensory Brain Mechanisms of Sensorimotor Integration Physical and Mental Health Integration, Electrolocation and Electrocommunication in Electric Fish, Tracy A. Dennis, Assistant Professor; PhD, Behavioral Physiology, Behavioral MASTER OF ARTS Penn State; Clinical and Developmental Endocrinology Psychology: Emotion Regulation, Developmental Psychopathology, Affective Helen M. Newman, Associate Professor; PhD, CUNY; Communication and Psychotherapy: Neuroscience, Parenting and Contextual The MA degree is in general psychology, but Influences Intimate Relationships, Information-processing and Social Cognition, Psychoanalytic Theory, students may focus course work, independent Roseanne Flores, Assistant Professor; PhD, Mind-body Therapies study, and thesis research in one of three con- CUNY; Developmental Psychology: Language Jeffrey Parsons, Professor; PhD, Houston; tent areas: (1) applied and evaluative psychol- Acquisition, Cognitive Development, Children ogy; (2) social, cognitive, and developmental and Poverty, Children and Culture Developmental Psychology: Adolescent Development, Risk Taking, HIV/AIDS psychology; (3) biopsychology and compara- Robert Fried, Professor; PhD, Rutgers; Prevention, Health Psychology, Gay/Lesbian tive psychology. Within the biological-com- Psychophysiology: Biofeedback Behavior Issues, Substance Abuse, Sexual Behavior parative psychology area students may elect to Physiology, EEG Sandeep Prasada, Associate Professor; PhD, complete a concentration in Animal Behavior James Gordon, Professor; PhD, Brown; Sensory MIT; Cognitive and Developmental and Conservation (see description below). Psychology: Color Vision, Visual Psychology: Conceptual & Lexical Neuropsychology, Vision in Infants Representation in Mind and Brain, Language 1) Applied and evaluative psychology. Faculty Cheryl F. Harding, Professor; PhD, Rutgers; Acquisition research interests include topics in personal- Behavioral Endocrinology: Brain Vanya Quiñones-Jenab, Associate Professor; ity, psychopathology, theories of therapeutic Neurochemistry and Learning, Effects of PhD, Rutgers; Molecular and Neuro-endocrin- methods, group dynamics, biofeedback, Bacterial Infection and/or Mold Exposure on ological Bases of Behavior: Drug Abuse Effects health and gender, stress and stress manage- Brain Structure and Function on Maternal Behaviors and CNS/Endocrine ment, substance use, tests and measure- Rebecca Farmer Huselid, Associate Professor; Mechanism, Ovarian Hormones and Pain ments. Although the department offers the- PhD, Kansas; Social Psychology: Gender Roles Pathways oretical courses on clinical topics, it does not and Health, Links between Ethnic Identity, Vita C. Rabinowitz, Professor; PhD, offer supervision in counseling or therapy. Adjustment, and Achievement Northwestern; Social Psychology: Gender Issues in Health, Coping, Justice and Helping, Health 74 SCHOOL OF ARTS & SCIENCES | PSYCHOLOGY 75 Special Topics in Topics Special to (relevant Psychology ABC) Basic Psychological Basic in Animal Studies Field Processes 1 Processes and ConservationBehavior Comparative Psychology Comparative Animal Behavior and Behavior Animal Research Independent I: Animal Behavior II: Animal Behavior Conservation in Captivity Wild and the to ABC) (relevant of Behavior Mechanism Ecology Behavioral Research Methods in Animal Methods Research Behavior PSYCH 717 PSYCH PSYCH 751.03 PSYCH 641 PSYCH 690 PSYCH 716 PSYCH 717.51 PSYCH 718 PSYCH 739 PSYCH 750.XX The college offers some financial aid programs Students Aid Office. the Financial through In should consult that office for information. grants on research addition, some faculty have assistants. as research which students can work for funding MA grants and awards Small sometimes available. are research BIOPSYCHOLOGY: NEUROSCIENCE BEHAVIORAL Program of the PhD Subprogram in Psychology and The specialization in biopsychology within the CUNY behavioral neuroscience at is located in psychology doctoral program College. MA students may take some Hunter of the doctoral courses with permission of the subpro- on the PhD Information instructor. and applications can gram in biopsychology Office, the Biopsychology be obtained from Avenue, 695 Park North, 611 Hunter Room NY 10021 or at the CUNY York, New New Avenue, 365 Fifth Center, Graduate NY 10016. York, Electives: Three additional courses from the from additional courses Three Electives: following: FINANCIAL ASSISTANCE Required Courses: Courses: Required PSYCH Experimental Psychology Thesis Research Thesis Research 747 Proseminar in Psychology Psychology in Proseminar Statistical Methods in Methods Statistical Psychology or ). The thesis is performed and ). s thesis committee, consisting ’ (and, if additional time is needed, psychology) chology) PSYCH 702 PSYCH 705 PSYCH 701 PSYCH 707.01 of the supervisor reader, plus at least another An oral presenta- the graduate adviser. and by examination in the tion and comprehensive the thesis the MA thesis, conducted by of area committee, is required. written under the supervision of a faculty College Department member in the Hunter approved The thesis must be of Psychology. the student by 707.01 One course selected from each of the following from course selected One the course listing for cate- categories. See three gory falls. or categories into which each course 1) psychology) A (applied and evaluative 2) and developmental S (social, cognitive, 3) psy- and comparative B (biopsychology of individual The MA thesis is a report in conjunction with prepared research PSYCH 707.02 of MA with Concentration Requirements in Animal Behavior and Conservation for all required addition to the 21 credits In courses are MA students, the following The thesis must be in a research required. in animal behavior and conservation.project Required courses for all MA students courses for all MA students Required (21 credits): Requirements for Requirements Degree the MA to complete an is required Each candidate a thesis. of study including program approved (plus necessary of 30 credits A minimum 3 to 6 credits courses) including background the For is required. of thesis research and Behavior Concentration in Animal Conservation is minimum of 36 credits a required. Faculty research interests include hormonal interests research Faculty of avian control influences on and neural of mechanisms and mammalian behavior, drugs neuro- developmental of abuse, learning and science, color vision, animal of behav- cognition, evolution comparative and communica- animal orientation ior, specialization of function. tion, cerebral chology. Faculty research interests include interests research Faculty chology. and linguistic issues, cognitive multicultural social psychology, discursive development, political cognition, attitudes, gender and decision- psycholinguistics, psychology, making, memory in different function populations. Requirements for Admission Requirements on the basis of their evaluated are Applicants general undergraduate grade point average, two in psychology, background GRE scores, from (preferably letters of recommendation college instructors), and a statement of intel- a Generally interests. lectual and research in psy- minimum of 12 undergraduate credits including one course in statistics and chology, one laboratory course in experimental psy- students who however, required; chology are a high undergraduate grade point aver- have but lack a age and high general GRE scores for may apply background full psychology to students may be required admission. Such take preparatory statistics and experimental is no foreign-language There courses. Note: The for the MA in psychology. requirement is not test in psychology GRE advanced for admission. required Students are encouraged to engage in research are Students under faculty supervision. Laboratories at equipment specialized College provide Hunter for studies on human and animal physiology, speech analysis, human and animal learning, social development, language and cognitive Research and social psychology. development, and Aquarium York is also possible at the New ConservationWildlife other facilities of the fac- Individual Zoo. such as the Bronx Society with collaborations ulty members have and at many other universities researchers City. York facilities within New research Research Opportunities Research and Facilities 3) Biopsychology and comparative psychology. and comparative 3) Biopsychology 2) Social, cognitive, and developmental psy- developmental and cognitive, 2) Social, 76 PSYCHOLOGY | SCHOOL OF ARTS & SCIENCES level coursesmaybecredited toward theMA. or topicarea —varies from semestertosemester. Readings anddiscussiononaselectedproblem PSYCH 680.XX and Miller, Rogers, andBinswanger andBoss. ied includeFreud, Adler, Jung, Sullivan, Dollard behaviorism, andphenomenology. Theorists stud- ing classicalpsychoanalysis, Americanpsychiatry, Frameworks forthestudyofpersonality, includ- PSYCH 676 and TV andfilmillustrations. material iscomplementedby real caseexamples conflict, andbarrierstointimacy. Conceptual include interpersonalmeaningsandpatterns, through thelensofsystemstheory. Topics Family andcouplescommunicationasseen PSYCH 651.51 understanding ofgroup dynamics. familiarize studentswithgroup processes andan as potentialleadersandclients). The aimisto both (inwhichstudentsparticipate clinical part norm formation,andconditioning)aswell asa topics asleadership, group structure andpower, (includingsuch course consistsofadidacticpart adults currently intheUS. participate The development andrapidspread: over tenmillion Therapeutic groups have experiencedmassive PSYCH 651 aggressive behavior;anatomyoflearning. andmotorsystems; cal psychology; sensory endocrine system;research methodsofphysiologi- systemand cology; structure ofthenervous neural communication:physiologyandpharma- system; ture andfunctionofcellsinthenervous behavioral aspects. Topics covered include:struc- The basicsofneuroscience assampledfrom the PSYCH 646 research andtheory.ments, andcontemporary ious species,majortheoretical issues,classicexperi- Development andevolution ofthebehaviorvar- PSYCH 641 chotherapy withafocusoncentralissuesinthefield. Evolution oftheoriesandmethods ofindividualpsy- PSYCH 630 600-level: aswell. permission oftheinstructor graduate adviser. Some coursesrequire the for allcoursesmustbeobtainedfrom the noted.Permission3 credits unlessotherwise Each course45hours,includingconferences, COURSE LISTINGS 15 hrslecture, 30hrslab, inclconf Instructor’s permission Ordinarily, nomore thanfour600- Theories andMethods of Psychotherapy (A) Psychology ofPersonality (A) Psychology ofSmall Groups (A) Physiological Psychology (B) Comparative Psychology (B) Family andCouplesSystem (A) Special Topics inPsychology level courses. background thanthatrequired formost600 researchor acquisitionofanew techniqueorskill. acquisition of a new researchacquisition ofanew techniqueorskill. involve aliterature review, apilotstudy, or the useofastatisticalcomputerpackage. multiple regression. Some assignmentsrequire lation, simpleregression, andanintroduction to ods, includingt-tests,analysesofvariance, corre- Covers descriptive statisticsandinferential meth- PSYCH 705 ulty andtheoccasionaloutsideexpert. tures guestlectures by otherHunter Collegefac- team-taught by three facultymembersandfea- research, includingclinicaltheory. The courseis roscience; animalbehaviorandlearning;applied anddevelopmental neu- and cognition;sensory personality andhealthpsychology; development areas withinpsychology. Areas includesocial, methods ofresearch across avariety ofcontent An introduction totheoretical conceptsand PSYCH 702 tion, learning,cognitionandanimalbehavior. study; examplesare drawnprimarilyfrom percep- and analyzingdata,topublishingtheresults ofthe hypothesis, todesigningthestudy, tocollecting research process from formulatingatestable Designed to develop anunderstandingofthe PSYCH 701 700-level: required for research project thatislessextensive thanthat forstudentstocompletea An opportunity PSYCH 692 PSYCH 690 project thatislessextensive thanthatrequired for forstudentstocompletearesearchAn opportunity PSYCH 691 or literature review. Projects culminateinanAPA-style research report inongoingfacultyresearch.or participation reading, tutorials,independentresearch projects, faculty sponsor. This mayinvolve independent of individualstudentsunderthedirection ofa Designed tomeettheresearch needsandinterests PSYCH 690 than thatrequired for 30 hrslecture, 30hrsconforlab, 3cr faculty sponsor 30 hrs,2cr faculty sponsor 15 hrs,1cr faculty sponsor 3 cr prereq: 30 hrslecture, 30hrslab, 3cr prereq: agraduate courseinstatistics PSYCH 248 These coursesrequire astronger , suchasaliterature review, apilotstudy, PSYCH 690 Psychology I Advanced Experimental Psychology Independent Research in Psychology Independent Research in Psychology –3credits Independent Research in Psychology I Statistical Methods in Proseminar inPsychology ’ ’ ’ s permission s permission s permission PSYCH 691 or equivalent but more extensive – – 2credits 1credit . This may . This somatosensation, motorsystems,andvision. tion, neuralplasticityandendocrinefactors, neural development, neuralsexualdifferentia- ways andsynapticconnections,thegeneticsof of neuralpatterns,cellulardifferentiation, path- Topics inneuroscience, includingdevelopment PSYCH 711 is notaprerequisite forNeuroscience II. mental conceptsinneuroscience. Neuroscience I ofatwo-termsequencecoveringis part funda- tion between neurons. This team-taughtcourse tioning ofindividualneurons andcommunica- neuroscience research andafocusonthefunc- An introduction tofundamentalmethodologyin Limited tostudentsworking ontheirMAthesis. approval from thefacultysponsorisrequired. A formallyapproved Thesis Proposal andwritten facultymember. ofadepartment the supervision Additional semesterofindividual research under PSYCH 707.02 students working ontheirMAthesis. written permissionmustbeobtained.Limitedto facultymember,vision ofadepartment whose Individual research conductedunderthesuper- PSYCH 707.01 predatory behavior,predatory andsociobiology. tems, territorialbehavior, feedingstrategies, anti- behavioral ecology, whichfocuses onmatingsys- behavior whenfossilevidenceisnot available; ers themethodsofelucidating phylogenyof of heritability;behavioralevolution, whichcov- behavioral traits,andtheutilityofconcept ofsingle-geneeffects,polygenic importance Examines behavioralgenetics,whichcovers the PSYCH 718 anddataanalysis. techniques ofobservation in theirnaturalenvironment andapplicationof andstudyofthebehavioranimals Observation PSYCH 717.51 animal cognitionandcommunication. biology, captive breeding, wildlifeconservation, and from researchers insocialbehavior, reproductive ogy andcomparative psychology, withcontributions Introduces concepts andtechniquesofwildlifebiol- PSYCH 717 tion; cognitive ethologyandculture. rhythms); animalorientationandcommunica- behavior (motivation, neuroethology, andbio- behavior development; proximate causationof ofapproachesHistory toanimalbehavior; PSYCH 716 PSYCH 710 instructor prereq: faculty sponsor approved research ofa topicandpermission prereq: instructor instructor instructor instructor PSYCH 707.01 PSYCH 705 ’ ’ ’ ’ ’ (B) Psychology II(Neuroscience II) Advanced Physiological Psychology I(Neuroscience I)(B) Advanced Physiological Behavioral Ecology (B) Animal BehaviorII in Captivity andthe Wild (B) Animal Behavior&Conservation Mechanisms ofBehavior(B) Animal BehaviorI: s permission s permission s permission s permission s permission Thesis Research Thesis Research Behavior and Conservation (B) Behavior andConservation Field Study inAnimal and 701 or – 747

SCHOOL OF ARTS & SCIENCES | PSYCHOLOGY 77 Field Studies in Animal Studies Field Behavior Comparative Cognition and Cognition Comparative Learning Proseminar II Proseminar Topics in Special Seminar Seminar Dissertation Doctoral in Biopsychology Seminar in Psychopharmacology Seminar Theory in Behavior Seminar Language and Thought Language and II Psychopathology Methods Psychometric of Abilities Measurement Methods Psychophysical I Measurement Personality Research of Psychological Design Proseminar I (Biological Proseminar of Behavior) Foundations in Research Current Biopsychology Psychological Independent Research in Comparative Seminar Psychology in Reproduction: Seminar Behavior and Physiology Dissertation Doctoral Supervision Personality Measurement II: Measurement Personality Techniques Projective in Methods Quantitative Psychology in Models Mathematical Psychology Experimental Psychopharmacology Evolution of Psychoanalytic of Evolution Theory Seminar and Practicum on the and Practicum Seminar of Psychology Teaching Psychological in Current Seminar Research PSYCH 708 PSYCH 709 PSYCH 719 PSYCH 716.50 PSYCH 799 PSYCH 800 PSYCH 801 PSYCH 802 PSYCH 803 PSYCH 816 PSYCH 819 PSYCH 821 PSYCH 823 PSYCH 832 PSYCH 900 PSYCH 750.03 PSYCH 752 PSYCH 756 PSYCH 760 PSYCH 761 PSYCH 763 PSYCH 764 PSYCH 765 PSYCH 780 PSYCH 783 PSYCH 790 to doctoral open courses are The following students only. PSYCH 703 PSYCH 741 PSYCH Basic Psychological Processes 1: Processes Psychological Basic & Learning Perception, (S, B) Cognition Comparative 2: Processes Psychological Basic Cognition & Development, Language (S) varies from semester to semester from varies s permission, 1 credit – Developmental Psychology II Psychology Developmental (B, S) of Learning Psychology of Perception Psychology Sensory Psychology Personality History of Psychology Psychopathology I (A) Psychopathology Special Topics in Psychology Topics Special Colloquium in Animal Behavior and Biopsychology Advanced Psychology: Abnormal Course (A) in Experimental Instrumentation Psychology in Methods Statistical II Psychology Attitudes and Attitude Change (S) Change and Attitude Attitudes ’ instructor PSYCH 740 PSYCH 605 PSYCH 700 PSYCH 704 PSYCH 706 PSYCH 721 PSYCH 730 PSYCH 735 PSYCH 736 PSYCH 784 stu- doctoral by The fall colloquium is organized and includes program dents in the biopsychology students, of topics by on a variety presentations The spring colloqui- faculty and outside speakers. um is a themed set of symposia in which distin- in guished visiting scientists discuss their work issues in the field. to current relation on a not offered courses are The following basis. regular PSYCH 755 thinking and research students with Familiarizes course and treatment about diagnosis, etiology, include covered Topics of abnormal behavior. diagnosis and the principles and techniques of methodology (experimental assessment; research mood dis- the schizophrenias, and correlational); and stress personality disorders, neuroses, orders, reactions. PSYCH 751.04 on the basic concepts in course A graduate-level development. language and cognitive memory, a faculty member whose Each topic is taught by to be covered. is in the area expertise and research PSYCH 753 theory traditional and current and Covers on attitudes and persuasion in social research formation, struc- including attitude psychology, atti- the link between and measurement; ture, and discrimina- tudes and behavior; prejudice tion; and persuasion theories including cognitive dissonance, message learning, fear appeals, and elaboration likelihood. PSYCH 750 PSYCH problem a selected on and discussion Readings or topic area PSYCH 751.03 concepts in course on the basic A graduate-level psycholo- comparative learning and perception, a faculty member Each topic is taught by gy. to be is in the area whose expertiseresearch and covered. PSYCH 223 , and 676 or Experimental Social Psychology Social Experimental Social Psychology (S) Psychology Social Cognitive Development (S) Development Cognitive Developmental Psychology I (S) Psychology Developmental Psychological Theories of Ethnic Psychological (S) Identity and Cultural Contemporary Psychoanalytic Theories (A) Research Methods in Animal Methods Research Behavior (A, B) Cognitive Psychology (S) Psychology Cognitive PSYCH 220 prereq: a graduate course in statistics a graduate prereq: 3 cr 30 hrs lec, 30 hrs lab, prereq: prereq: or permission of the instructor 30 hrs lecture, 30 hrs lab, 3 cr 30 hrs lab, 30 hrs lecture, PSYCH 748 and theory research on ethnic and racial Current of including components identity development, ethnic/racial/cultural identity; historical and conceptual issues; the state of theoryand on ethnic identity as it pertains to par- research racial and ethnic socializa- ticular ethnic groups; tion; language and ethnic identity; applications of the ethnic identity construct. PSYCH 747 an understanding of the to develop Designed formulating a testable from process research to collecting hypothesis, to designing the study, of and analyzing data, to publishing the results drawn primarily from are Examples the study. include Topics psychology. social and cognitive and writing journal quality research reading ethics; single and multifactor designs; reports; small-n designs; quasi-experimental designs; sur- laboratory obser- research; and field research; vey research. techniques; correlational vational An advanced overview a of the field, includes An advanced of social psychologi- focus on: the development cal theory; beliefs, attitudes, and social behavior; influencing attitudes and prejudice; stereotyping and changing behavior; interpersonal perception; and the self and social identity; social interaction and dynamics; group interpersonal relationships; for under- implications of social psychology standing society. PSYCH 746 An exploration of the British object relations An exploration of the British theorists and their influence on contemporary should have Students approaches. psychoanalytic theory. in basic psychoanalytic some background PSYCH 742 PSYCH 739 for the study required skills to develop Designed for obtain- such as procedures of animal behavior, and natural ing data in laboratories or in captive includes observationalenvironments; techniques, and single-subject designs, issues of reliability non-parametric statistics. external validity, PSYCH 738 overview and experimental of cog- A theoretical archi- include cognitive Topics psychology. nitive memory, recognition, attention, pattern tecture, of and representation language processing, knowledge. The development of cognition, i.e., the develop- of cognition, The development covered Areas processes. ment of higher mental mem- conceptual development, include infancy, social cognition, and language. ory, PSYCH 737 PSYCH 720 PSYCH peri- and pre- including in development, Topics learning, cogni- on development, natal influences of uses a variety The course tion, and aggression. development. to examine issues in perspectives ROMANCE LANGUAGES Degrees offered HEGIS French BA* 1102 Italian BA* 1104 Department Office: 1341 West Building; (212) 772-5108 Romance Languages BA* 1101 SCIENCES Chair, Giuseppe Di Scipio; 1309 West Building; (212) 772-5109; Spanish BA* 1105

& [email protected] Italian (grades 7-12) BA* 1104 French (grades 7-12) BA* 1102 Graduate Advisers: Spanish (grades 7-12) BA* 1105 French French MA 1102 Marlène Barsoum; 1311 West Building; (212) 650-3511; [email protected] Italian MA 1104 Julia Przybos; 1327B West Building; (212) 772-5097; [email protected] Spanish MA 1105 Italian French (grades 7-12) MA 1102.01 Monica Calabritto; 1308 West Building; (212) 772-5098; [email protected] Italian (grades 7-12) MA 1104.01 Paolo Fasoli; 1307 West Building; (212) 772-5129; [email protected] Spanish (grades 7-12) MA 1105.01 Maria Paynter; 1312 West Building; (212) 772-5090; [email protected]

SCHOOL OF ARTS *See Hunter College Undergraduate Catalog 2004- Spanish 2007, p. 174 for undergraduate courses and degree

| James O Pellicer; 1333 West Building; (212) 772-5125; [email protected] Magdalena Perkowska; 1319 West Building; (212) 772-5132; [email protected] programs in Romance languages. Graduate advisers, Adolescent Education in Romance Languages: French: Julia Przybos; 1327B West Building; (212) 772-5097; [email protected] Italian: Maria Paynter; 1312 West Building; (212) 772-5090; [email protected] Spanish: James O Pellicer; 1333 West Building; (212) 772-5125; [email protected] Magdalena Perkowska; 1319 West Building; (212) 772-5132; [email protected] Education Sequence Adviser for Romance Languages, Jenny Castillo; 905 West Building; (212) 772-4614; [email protected] Website: http://www.hunter.cuny.edu/~romlang

FACULTY Spanish Magdalena Perkowska-Alvarez, Associate Professor; PhD, Rutgers; Contemporary Latin-

ROMANCE LANGUAGES Diana Conchado, Associate Professor; PhD, American Narrative French Brown; Literature of the Golden Age Michael Perna, Associate Professor; PhD, Marlène Barsoum, Associate Professor; PhD, Marithelma Costa, Professor; PhD, CUNY; Medieval Spanish Literature, Modern Latin- Duke; Literature of the Golden Age Columbia; 19th-Century Literature, Alicia Ramos, Associate Professor; PhD, Francophone Literature, Autobiography, Travel American Literature María Luisa Fischer, Assistant Professor; PhD, Pennsylvania; Applied Linguistics, Narratives Methodology Michéle Bocquillon, Assistant Professor; PhD, Boston; Latin-American Poetry Maria Hernandez-Ojeda, Assistant Professor; Virginia Santos-Rivero, Assistant Professor; Cornell; 18th-Century French Literature, PhD, NYU, Spanish Literature Epistolary Novel, Literature and the Arts PhD, Florida State University, (Pen)Insular & Sam DiIorio, Assistant Professor; PhD, Penn; Transatlantic Literature Twentieth Century French Literature and the Carlos R. Hortas, Professor; PhD, Yale; Cinema Colonial Spanish-American Literature Julia Przybos, Professor; PhD, Yale; 19th- James O. Pellicer, Professor; PhD, NYU; Latin- Century Literature; Theater, Naturalism, Fin de American Literature Siècle Michael Taormina, Assistant Professor; PhD, Columbia; 17th Century French Literature Francesca Canadè Sautman, Professor; PhD, UCLA; Executive Officer, French Doctoral Program, CUNY Graduate Center; Medieval and Renaissance Studies, Folklore, Women and Gender Studies

Italian Monica Calabritto, Assistant Professor; PhD, CUNY; 16th- and 17th-Century Italian Literature, Italian American Studies, Literature and the Sciences Giuseppe Di Scipio, Professor and Chair; PhD, CUNY; Middle Ages, Dante and the Renaissance, Folklore Paolo Fasoli, Associate Professor; PhD, Toronto; Late Renaissance, Baroque and Enlightenment Literatures, Stylistics Maria Paynter, Professor; PhD, Toronto; 19th- Century to Contemporary Literature, Theory and Criticism 78 SCHOOL OF ARTS & SCIENCES | ROMANCE LANGUAGES 79 A compre- Candidates A sequence MA TEP candidates with MA : 21 credits in Spanish and in Spanish : 21 credits : 21 credits in French and in French : 21 credits : 21 credits in Italian literature. in Italian : 21 credits Spanish-American literature. literature. Spanish-American hensive examination in French, Italian, or Italian, examination in French, hensive the School of See is required. Spanish of this catalog for section Education for graduation. requirements Francophone literature. Francophone must complete an approved program of program must complete an approved in literature study of at least 21 credits languages: following courses in one of the of 22-24 credits in teacher education of 22-24 credits sec- of Education the School courses. See tion of this catalog for the required sequence of courses in education. one area of Romance languages who wish of Romance one area to become certified in another Romance but language will take these 10-12 credits to take additional may also be required courses based on transcript review. initial certification in one field of languages who wish to become Romance certified in a second field will take 10-12 in education courses and student credits teaching/practicum, for a total of 31-33 and languages in Romance credits combined. Education Students with provisional certification in with provisional Students French Italian Spanish 4. 5. Examination. Comprehensive A total of 43-45 credits, to be distributed as to be distributed credits, A total of 43-45 follows: 1. Language Courses. Romance 2. Courses. Education Teacher 3. Certification. REQUIREMENTS FOR FOR REQUIREMENTS (TEP) IN FRENCH, THE MA OR SPANISH ITALIAN, may — The such as scores — s degree from an from s degree ’ Proficiency in French, Italian, in French, Proficiency A bachelor or Spanish. English proficiency is required, including a is required, proficiency English examina- TOEFL satisfactory on the score studied abroad. tion for students who have equivalent of the Hunter College major in Hunter of the equivalent with a cumula- or Spanish Italian, French, of 2.8 or better and an index of GPA tive or Spanish. Italian, at least 3.0 in French, a 3.0 or better index in who have Students courses, but or Spanish Italian, French, 2.8 may is below GPA whose cumulative for admission to nonmatric- be considered be so admitted, applicants To ulant status. and verbal strong to demonstrate have means of a proctored analytical skills, by Acade- essay and a personal interview. data mically relevant of Test Aptitude obtained on the General or on the Exam, Record the Graduate of the NYS Test Liberal Arts and Sciences Certification Examination Teacher also be submitted in support of admission. catalog for additional information on and exit standards, admission, progress criteria. accredited institution acceptable to accredited College. Hunter See the School of Education section of this the School of Education See 4. Requirement. Proficiency English Requirements for Admission Requirements 1. Degree. 2. Languages. 3. requirements. and GPA Major PROGRAM FOR TEACHERS PROGRAM FOR EDUCATION OF ADOLESCENT - FRENCH, (GRADES 7-12) MA and SPANISH ITALIAN, (TEP) is not Program Education Teacher The initial or pro- have for individuals who already visional certification of French, in the teaching certified Provisionally Spanish. or Italian, in teachers should apply to the MA program they may However, or Spanish. Italian, French, apply to the MA (TEP) if they plan program language. to be certified in a second Romance DOCTOR OF PHILOSOPHY OF DOCTOR languages are in Romance programs PhD Center. Graduate City University based at the a Center for Graduate the bulletin of the See and a com- programs of the PhD description courses or go to www.gc.cuny.edu/ plete list of s essay is ’ s essay . . . . 3 cr ’ required of all students required The master Introduction to Romance Introduction Linguistics; History of the French Language; History of the Spanish Language. History of the Italian Language; s degree in French, Italian, or Italian, in French, s degree ’ s essay. s essay. ’ ITAL 701 ITAL 701 SPAN RLNG 701 FREN 701 Thesis Seminar: The MA may be taken either as a final The MA may be taken Candidates must pass a written examina- in the language tion on the field of study, of specialization. In addition to a high degree of compe- addition to a high degree In tence in the language of specialization, candidates must demonstrate a reading language, of a second Romance knowledge or Latin. German, The total 30 credits for the MA must The total 30 credits include: optional. Topic is determined in consulta- Topic optional. Thesis tion with the principal adviser. with to be taken concurrently Seminar, is completed of the essay, preparation be the princi- when the essay is approved pal adviser and another faculty member. b. 24-27 cr. in literature of specialization. in literature 24-27 cr. b. c. who elect to write master 2) 3) 4) a. One of the following courses. of the following a. One . . . 3 cr. 1) 4. Master 3. Comprehensive Examination. 3. Comprehensive 2. Languages. 1. Courses. Requirements for MA Requirements Requirements for Admission Requirements graduate study is contingent upon to Admission College and of Hunter general requirements a departmental by committee. upon approval but the general scholarship is superior, Where applicant did not major in the field, or prepara- tion in that field is deemed to be insufficient, in specified an examination and/or enrollment Before undergraduate courses will be required. matriculation, applicants must demonstrate language of specialization. in the proficiency The master opportunities for profession- provides Spanish and professional in teaching al advancement of other knowledge a good require fields that of is also a means It cultures. languages and want for those who intellectual development in the humanities. to expand their knowledge It work. for doctoral or as preparation degree of study in the first year is accepted in lieu of See University. at the City program the PhD Center for a of the Graduate the Bulletin programs. description of the PhD MASTER OF ARTS OF MASTER 80 ROMANCE LANGUAGES | SCHOOL OF ARTS & SCIENCES Gautier, Barbey d Encyclop Works by Hugo, Sand, M related French genres of19th-century fiction. Impact ofantipositivisticthoughtonnovel and FREN 755 Naturalism andtheirimpactonFrench fiction. Analysis ofselectedworks. Study ofRealism and FREN 754 political trends oftheperiod. tive techniques.Study ofintellectual,socialand Comparative analysisoftheirthemes,andnarra- Major novels ofBalzac andStendhal. FREN 753 theories. Diderot Study ofnovels andaestheticphilosophical FREN 741 Bossuet, LaFontaine, Madame deS Works by suchauthorsasLaRochefoucauld, FREN 734 life oftheperiod. Analysis ofmajorplays.Discussion oftheatrical FREN 733 and prefaces ofCorneilleandRacine. from Baroque toClassicism.Emphasis onplays Study ofcharacteristicsFrench tragictheatre FREN 732 in theworks ofmajorauthors. Study ofdifferent aspectsofFrench Renaissance FREN 725 The Lyons poets,thePl FREN 721 FREN 701 FRENCH May betakenindependently of Schools andtheoriesofRomance linguistics. Development ofphonologyandmorphology. RLNG 702 and Sciences,if Italian, andSpanish. (Required forMAinArts Comparative studyofevolution ofFrench, RLNG 701 ROMANCE LANGUAGES noted. unless otherwise Each course30hrsplusconferences, 3cr., COURSE LISTINGS de l F é n ’ é Isle-Adam. lon, LaBruy é die. Theatre ofMoli to theDecadence French Fiction from Romanticism Period French Moralists ofClassical Renaissance Main Currents of French Classical andItalian Influences French Poetry of16thCentury Flaubert, Zola,Flaubert, andMaupassant Balzac andStendhal Diderot French Tragedy of17thCentury oftheFrenchHistory Language Linguistics I Introduction toRomance Linguistics II Introduction toRomance RLNG 702 ’ s influencethrough the è ’ Aurevilly, Huysmans, Villiers re, Saint-Simon. é iade, Protestant poets. é rim is nottaken.) è re re é e, Nerval, RLNG 701 é vign é , . FREN 763 FREN 752 FREN 751 FREN 750 FREN 742 FREN 731 FREN 722 FREN 712 FREN 711 FREN 708 FREN 702 FREN 624 FREN 623 FREN 622 FREN 621 FREN 611 FREN 600 demand issufficient: French coursesoffered onlyifstudent FREN 799.03 advance. in French literature. Topics tobeannouncedin Study writer, ofparticular trend, orperspective FREN 791-799 Duras. Anouilh, Sartre, Camus,Beckett, Ionesco, as Claudel,Giraudoux, Romains, Montherlant, Analysis anddiscussionofplaysby suchauthors FREN 765 style andcreative process. Analysis ofauthors FREN 761 FREN 761 Saint-Exup Duhamel, Alain-Fournier, Rolland, Colette, Analysis anddiscussionofnovels by Mauriac, FREN 760 Readings from Pix Main trends from Melodrama to Th FREN 756 Nouveau roman. (For Gide andProust, see production. Study andstylesoftheatrical ofdramatictheory Becque, Feydeau, Maeterlinck, Courteline. Musset, Scribe,Labiche,Dumas fils,Sardou, .) é Voltaire andRousseau Fiction French of20th-Century Aspects Poetry Major Currents ofModern French Symbolism French Poetry from Baudelaire to Novel Genre Studies III: The French France Genre Studies II: The Theatre in Explication de Texte Graduate Students Basic CourseinFrench for Aspects ofModernAspects French Theatre Gide andProust French19th-Century Theatre Romanticism andtheParnasse Era ofChateaubriand andPascalDescartes andMontaigneRabelais Medieval French Literature II Medieval French Literature Methods ofResearch Studies inFrench Criticism. Literature ofIdeas Genre Studies I:French Poetry ry, Malraux, Sartre, Camusandle Literature Independent Study inFrench Literature Special Topics inFrench é ’ majorfiction.Study oftheir r é court, Hugo,court, Vigny, éâ tre Libre. sophical andcosmologicalcontent. bolism, poeticalsignificanceandcontent. context ofMedieval Europe. Analysis of ITAL 721 Monarchia Vita nuova Literary, historicalandphilosophicalanalysis of ITAL 720 ITAL 716 ITAL 715 A studyoftheParadiso ITAL 714 Intensive studyofthecantica ITAL 713 Dante ITAL 712 ITAL 711 text. applied toliterary ofItalianHistory andstylistics rhetoricart ITAL 702 ITAL 701 ITALIAN form inthe20thcentury. Novel andmodern Italian society;novel asart ITAL 763 ITAL 760 Italian andEuropean context. Study ofLeopardi andprose. Art in ofpoetry ITAL 755 works. Representative poetic,dramaticandnarrative ITAL 754 ic, andcriticalworks. Study ofthePromessi sposiandpoetic,dramat- ITAL 752 D Study oftheatre from Risorgimentoto ITAL 727 l Study ofRenaissance comedy, Commediadel- ITAL 726 historical andphilosophicalissues. Study of Tasso ITAL 725 Principe Study of ITAL 722 playwrights. ’ arte, Goldoni, Alfieri. arte, ’ Annunzio, Pirandello and contemporary Annunzio, Pirandello andcontemporary ’ s works inthepoliticalandintellectual and Istorie fiorentine Tasso Works Boccaccio 13th Century Italian Literature from itsOrigins to Literature Independent Research inItalian From Machiavelli toAlfieri ItalianI Theatre Ariosto Italian Stylistics andRhetoric From Manzoni toContemporaries Malavoglia toNovels ofMoravia Modern Italian Novel From Verga ItalianII Theatre Moralist Machiavelli: Political Theorist and Dante Poetry andHumanism ofPetrarch Dante Dante Dante oftheItalianHistory Language Leopardi Carducci, D andHumanismArt ofManzoni . , Orlando furioso Convivio Discorsi ’ s epicpoemandrelated linguistic, ’ s ’ ’ ’ ’ s Prose Works s s Purgatorio s Gerusalemme liberata Paradiso Vita nuova . , ’ s De vulgari eloquentia Decameron ’ ’ s poetics,itstheo-philo- Annunzio, Pascoli , Lettere , Satire and theatre. – – ’

s background, sym-

and , Mandragola and Other Inferno and , ’ s I SCHOOL OF ARTS & SCIENCES | ROMANCE LANGUAGES 81 . Study of the main of the . Study SPAN 777 SPAN Nonfictional Prose of Golden Age of Golden Prose Nonfictional Major Authors of Spanish Baroque of Spanish Authors Major of 19th Century Literature Spanish Literature Contemporary Spanish Spanish-American Literature from Literature Spanish-American Romanticism Through Origin Its and Realism Literature: Spanish-American and Contemporary Modernismo Trends Thought in Spanish Trends Main and Art Latin-American in Trends Main Thought and Art Special Studies in Spanish- Studies Special American Literature of the Spanish Literature and the Counter- Renaissance Reformation Spanish-American Thought Thought Spanish-American II Theatre Before Lope de Vega Lope de Before Theatre Essay in Spain The Modern Special Studies in Spanish Literature in Spanish Studies Special currents of thought that led to the present char- present thought that led to the of currents of the end America from Spanish acteristics of the 19th century to the present. SPAN 616 SPAN 617 SPAN 621 SPAN 622 SPAN 723 SPAN 726 SPAN 754 SPAN Continuation of Continuation 791 SPAN study of particu- seminar for intensive Advanced of language problem specialized trend, lar writer, of specialist. under guidance or literature as appraisal as well and critical analysis Research of secondary primary and sources. 796 SPAN of particu- study seminar for intensive Advanced of language problem specialized trend, lar writer, of specialist. under guidance or literature as appraisal as well and critical analysis Research of secondary primary and sources. only if student courses offered Spanish demand is sufficient 611 SPAN 612 SPAN 614 SPAN 615 SPAN SPAN 778 778 SPAN s. ó , Romanticism, stica during í . Study of main the- . Study to the Present to the Present ’’ rez Gald rez é SPAN 769 SPAN cquer é The Novel of the Mexican The Novel Spanish-American Thought Spanish-American I Spanish-American Theatre Theatre I Spanish-American Theatre II Spanish-American Contemporary Spanish Poetry Poetry Contemporary Spanish Spanish-American Fiction II: From Fiction Spanish-American “ Revolution Romantic Poetry from Rivas to Rivas from Poetry Romantic B The Literature: Spanish-American Colonial Period I: From Fiction Spanish-American Novel Modernista through Origins Spanish Neoclassic Poetry and Poetry Neoclassic Spanish Essay Spanish-American Poetry II: From Poetry Spanish-American to the Present Post-Modernismo Realism and Naturalism in the in and Naturalism Realism Century of 19th Novel Spanish The Contemporary Spanish Novel Novel The Contemporary Spanish Spanish-American Poetry I: From Poetry Spanish-American Modernismo through Neoclassicism El Periquillo sarniento Periquillo El s ’ atrical currents in Spanish America from the sec- America from in Spanish atrical currents ond part of the 19th century present. to the Realism, Naturalism, and Modernismo. Naturalism, Realism, SPAN 770 SPAN Continuation of 777 SPAN to of the key ideas which led The development independence, the formation Spanish-American of its nations, and the principles which charac- and their identity up to their evolution terized the late 19th century. Spanish-American poetry La from Spanish-American paid I. Attention War World to Independencia art of prosa to development period. Modernista 766 SPAN most recent Vanguardism, Post-Modernismo, trends. 769 SPAN pre-Columbian from theatre Spanish-American the mid-19th century. times through theatrical Main of colonial theatre. Development which led to the Spanish-American productions the Independence of the Enlightenment, theatre and the Romantics. movements, SPAN 760 SPAN to Neoclassicism. of Indies early chroniclers From 763 SPAN Lizardi 764 SPAN and novel of Spanish-American Development short story since Modernismo. 765 SPAN SPAN 750 SPAN poetry of Generation from in Spanish Trends 1898 to Existentialism. 751 SPAN in movement of Romantic features Distinctive Romantic of main as manifested in work Spain poets. and post-Romantic 756 SPAN authors types, and representative currents, Main to Naturalism fiction from of modern Spanish present. SPAN 730 SPAN thought and poetry Spanish in currents New century. 18th through 742 SPAN of modern fiction from Development generation of Costumbrismo to second emphasis on work Special novelists. Naturalistic and significance of P Poema significance as ’ . Medici and His Circle and His Medici Don Quixote Quixote Don ’ ’ Inferno s ’ Annunzio ’ s essay. ’ Special Topics in Italian in Topics Special Literature Libro de buen amor Libro Cervantes Comedia Spanish Spanish Poetry of Middle Ages of Middle Poetry Spanish History of the Spanish Language History of the Spanish Lyric Poetry from Garcilaso to Garcilaso from Poetry Lyric Gongora Spanish Theatre from the 19th the from Theatre Spanish Century to the Present Spanish Novel of 16th and 17th Novel Spanish Centuries n de la Barca. Patterns, style, and Patterns, n de la Barca. Studies in History of Italian Theatre in History of Italian Studies Foscolo and Leopardi Foscolo Dante de Lorenzo Period Pre-Risorgimento Croce and His Contemporaries His and Croce Modern Italian Poetry Poetry Italian Modern Neoclassical Tradition from Parini from Tradition Neoclassical to D Since Theatre and Novel Italian 1900 Poets, Philosophers, Historians and Historians Philosophers, Poets, Scientists of the Baroque Thesis Seminar Thesis Seminar ó and . 3 cr SPAN 725 SPAN Vega Lope de art Age from of Golden Dramatic to Calder SPAN 722 SPAN of content and struc- Analysis and interpretation Cervantes Quixote, of Don ture of modern novel. creator influence in world literature. Genesis and main forms of novel in Renaissance and main forms of novel Genesis periods with special emphasis on and Baroque novel. picaresque SPAN 720 SPAN SPAN 711 SPAN of Castilian epic and and development Origins with special emphasis on of lyric poetry, Main currents in Spanish poetry during in Spanish currents Main and Baroque Counter-Reformation, Renaissance, periods. SPAN 704 SPAN 705 SPAN SPANISH 701 SPAN ITAL 791 ITAL ITAL 756 ITAL 762 ITAL ITAL 724 ITAL 751 ITAL 753 ITAL ITAL 723 ITAL Italian courses offered only if student demand only if student courses offered Italian is sufficient: 710 ITAL ITAL 799 ITAL guidance of faculty under research Individual with prepara- concurrently be taken To member. tion of master ITAL 793.00 ITAL ITAL 765 ITAL his contempo- and of impact of Croce Study and theo- philosophy, literature, raries on Italian ry of history. ITAL 764 ITAL attention Particular to the present. Pascoli From and Quasimodo, Montale, to Ungaretti, Spaziani. del Cid SOCIOLOGY/SOCIAL RESEARCH Degrees offered HEGIS Sociology BA* 2208 Department Office: 1622 West Building; (212) 772-5587 Sociology/Social Research BA/MS 2208 Social Research MS 2208

SCIENCES Chair, Robert Perinbanayagam; 1622 West Building; (212) 772-5585

& Program Director and Adviser, Joong-Hwan Oh; 1601 West Building; * See Hunter College Undergraduate Catalog (212) 772-5643; [email protected] 2004-2007, p. 184. Website: http://maxweber.hunter.cuny.edu/socio/grad/index.html

FACULTY Peter Tuckel, Professor; PhD, NYU; MASTER OF SCIENCE IN Quantitative Methodology, Political Sociology SOCIAL RESEARCH Juan Battle, Professor; PhD, Michigan; Michael Wood, Associate Professor; PhD, Sociology of Education, Stratification, Survey Texas; Consumer Behavior, Economy and Society, Cultural Sociology The Department of Sociology offers an intensive Research, Race/Ethnic/Minority Relations; program in social research leading to the master SCHOOL OF ARTS Joint Appointment with Graduate Center of science degree. The program is designed for

| Lynn Chancer, Professor; PhD, CUNY; Affiliated Faculty individuals who wish to pursue a career in Race/Class/Gender, Criminology/Delinquency Jeanne Weiler, Associate Professor; PhD, applied social research and related areas, as well Erica Childs, Assistant Professor; PhD, SUNY-Buffalo; Education, Comparative/ as for those who wish to upgrade their research Fordham; Race/Gender/Sexuality, Family, Historical, Applied Sociology/Evaluation skills. All courses are scheduled in the evening. Media/Popular Culture Research Graduates are prepared for professional Margaret Chin, Assistant Professor; PhD research positions in government agencies, Columbia; Family, Qualitative Research Methods nonprofit organizations, business corporations BA/MS IN SOCIAL RESEARCH and organizations involved with international Nancy Foner, Distinguished Professor; PhD, Chicago; Migration and Immigration, development. The program’s curriculum Race/Class/Gender, Urban Sociology; Joint For a limited number of qualified undergrad- emphasizes the development and application Appointment with Graduate Center uate students, the sociology department offers of skills in research design and qualitative and SOCIAL RESEARCH / Charles Green, Professor; PhD, Rutgers; Ethnic an accelerated five-year program leading to a quantitative analysis. Proficiency in the use of and Race Relations, Urban Sociology, BA in sociology and an MS in social research. desktop computers for research tasks (statisti- Development The program requires a total of 145 credits of cal, spreadsheet, graphics, database, and use of John Hammond, Professor; PhD, Chicago; college work (100 undergraduate, 45 gradu- the internet) is an essential part of the Collective Behavior/Social Movements, Political ate). To get the maximum financial benefit research training. Sociology, Work and Labor Markets from BA/MS program, students should apply The program offers four broad areas of

SOCIOLOGY Philip Kasinitz, Professor; PhD, NYU; Urban before the number of cumulative credits taken specialization: market research and consumer Sociology, Race/Ethnic/Minority Relations, (including those being taken currently) behavior (area adviser, Michael Wood, (212) Theory; Joint Appointment with Graduate exceeds 100 credits. All credits above 120 will 772-5581, [email protected]); media Center be charged at the graduate tuition rates. The research and analysis (area adviser, Claus Manfred Kuechler, Professor; PhD, Bielefeld BA/MS program is a full-time program Mueller, (212) 772-5647, cmueller@hunter. (Germany); Political Sociology, Collective requiring 12 graduate credits per term. cuny.edu); research and policy analysis in the Behavior/Social Movements, Quantitative In order to be admitted to the program, public and nonprofit sector (area adviser, Methodology students must complete their basic require- Janet Poppendieck, (212) 772-5583, jpop- Marnia Lazreg, Professor; PhD, NYU; ments, including their major and minor; pass [email protected]) and research in inter- Development, Political Economy, Cultural an honors course (which requires a GPA of at national development (area adviser, Marnia Movements, Gender, Biotechnology least 3.5 and an overall GPA of at least 3.0); Lazreg, (212) 772-5570, mlazreg@hunter. Claus Mueller, Professor; PhD, New School for and meet the requirements of the MS pro- cuny.edu). Students may focus on one of the Social Research; Media Research and Analysis, gram as outlined above. BA/MS applicants program’s areas of specialization or, with facul- Political Sociology can apply for fall or spring admission. Besides, ty guidance, develop a customized course of Joong-Hwan Oh, Associate Professor; PhD, the program applicants do not need to take study if a student is interested in an area of South Carolina; Urban Criminology, Global Sociology, Race and Ethnic Relations the GRE. If you are interested in applying for specialization other than those given above. the BA/MS program, you should fill in Students train for careers in research Robert Perinbanayagam, Professor and Department Chair; PhD, Minnesota; Theory, Application Form for Admission BA/MS in through a combination of course work, Language/Social Linguistics, Social Psychology Social Research (see adviser), and include a research in their areas of specialization, and a Janet Poppendieck, Professor; PhD, Brandeis; copy of your current transcript and two letters supervised internship. By carrying out a Family, Social Policy of recommendation. research project during the internship outside Ruth Sidel, Professor; PhD, Union; Children Undergraduate students admitted to the the university setting, students gain firsthand and Youth, Sex and Gender, Stratification/ program generally start their graduate work experience in the conduct of applied research Mobility/Inequality toward the end of their junior year. Interested and familiarity with practical problems in Pamela Stone, Associate Professor; PhD, Johns students should consult the program’s adviser their field of interest. Frequently, agencies and Hopkins; Work and Labor Markets, Sex and at the earliest possible date. companies providing internships appoint for- Gender, Occupations/Professions mer interns to full-time positions after gradu- ation. Internship sites have included such companies and organizations as Community Service Society; CBS; Children’s Television Workshop; numerous state and city agencies; Warnako Corp.; Time-Warner, Inc; Lou 82 SCHOOL OF ARTS & SCIENCES | SOCIOLOGY/ SOCIAL RESEARCH 83 Research Methods I Methods Research II Statistics II Methods Research (6 credits) Internship Research Seminar Research Applied Statistics II Statistics II Methods Research InternshipResearch . . . . . 6 cr I Statistics Seminar in Applied and in Applied Seminar Research Evaluation Contemporary Sociological Theory Applied Research Seminar Research Applied Workshop in Using Information in Using Workshop for Research Technology Contemporary Sociological Theory Seminar in Applied and Applied in Seminar Research* Evaluation Workshop in Using Informational in Using Workshop for Research* Technology Elective Elective Elective Elective Elective Elective Elective Elective Elective Elective the fall or spring semesters. Fall Semester Semester Fall Semester First GSR 710 Semester Second GSR 709 GSR 711 Semester Third GSR 716 GSR Semester Fourth GSR 702 GSR 717 Semester Fifth GSR 718 GSR Semester Sixth GSR 719 GSR Semester Seventh GSR GSR GSR 702 GSR 709 GSR 711 GSR GSR 716 GSR 718 GSR Semester Spring GSR 717 GSR 719 GSR GSR GSR 708 Spring Semester Spring * These courses may be offered in either These courses may be offered * All courses offered by the program are open to are the program by All courses offered provid- other graduate programs students from met. are prerequisites ed the appropriate SECOND YEAR SECOND YEARS 3 1/2 STUDY, PART-TIME ), Applied ). Degree can- ). Degree ) GSR 718 GSR 719 s interests. Some may be Some s interests. ’ GSR 717 GSR Statistics Statistics I Methods Research Elective Elective Research ( Research Research Seminar ( Seminar Research didates must work as research interns in as research didates must work mini- organizations for a public or private six (part-time) (full-time) or mum of three based on the sequence months. A 9-credit for comple- credits internship includes 6 a for and 3 credits tion of the internship, and based analyzing results report research out during the carried on the research internship. Fifteen credits are taken in courses accord- taken in courses are credits Fifteen ing to the student d. Seminar in Applied and Evaluation in Applied Seminar d. taken in areas of specialization among of taken in areas from some may be selected GSR courses, departments or courses in other Hunter advisers. CUNY colleges. See Fall Semester Semester Fall GSR 708 GSR 710 GSR GSR Research Internship ( Internship Research Full-time study, 2 years study, Full-time FIRST YEAR Research Facilities Research and Affiliations access to students have social research Graduate and computing facilities college-wide research as to College, as well and libraries of Hunter a social sci- facilities, including GSR program facility. ences computer lab and a focus group Course Sequence 3. 2. Electives The program can be completed in two years can be completed The program on semesters on a full-time basis, or seven a part-time basis (two courses per semester minimum). ), GSR ) ) GSR 710 GSR 716 GSR 711 ), Statistics II ( ), Statistics GSR 708 ) ), I ( Methods Research GSR 702 ( Technology for Research ( for Research Technology Research Methods II ( Methods Research 709 Applicants who do not meet these require- Applicants b. Contemporary Sociological Theory Contemporary b. Sociological c. Workshop in Using Information in Using Workshop c. a. Statistics I ( Statistics a. 1. Courses Core Degree Requirements Requirements Degree in social Completion of the graduate program a minimum of 45 credits, requires research which include: Admission Requirements Admission complet- successfully All applicants must have at either the in statistics ed at least 3 credits Three graduate level. undergraduate or the methods and a background in research credits desir- social science are in sociology or other admission General able but not required. for arts and sciences graduate requirements a minimum grade including apply, programs Record of 3.0 and the Graduate point average Management (GRE) or the Graduate Exam who Applicants (GMAT). Test Admission taken all or parthave undergraduate of their education in a country is not English where to submit required language are the native as a of English Test on the minimum scores of 550 on the Language (TOEFL) Foreign paper based test or 213 on the computer test or 60 (less speaking compo- administered IBT. TOEFL nent) on the special ments in full may apply and request permission to enter after a mandatory person- al interview. Harris Interactive; Nielsen Corp. and the and Corp. Nielsen Interactive; Harris already who are Students Nations. United may use on-the- positions in research working with of an internship, as the basis job projects director. of the program permission 84 SOCIOLOGY/ SOCIAL RESEARCH | SCHOOL OF ARTS & SCIENCES GSR 718 advanced research methods. Execution ofaresearch project applying months (full-time)orsix(part-time). agency. Internship lastsaminimumofthree an approved private- orpublic-sectorresearch in research internshipunderfacultysupervision Completion by matriculatedstudentofa gram goalsandqualifyinggoals. evaluation research; achievingagreement onpro- Theoretical andmethodologicalissuesinapplied GSR 717 viatheweb.able fordelivery analysis. Presentation offindingsinformatssuit- bases, andinteractive statisticalandspatial evaluation strategies,accesstofulltextdata and quantitative research; includessearch and Use oftheInternet andweb forbothqualitative GSR 716 tionnaire sampling,dataanalysis. construction, research, research design,measurement, ques- Basic conceptsandmethodsusedinsurvey GSR 711 research, analysisoftextualdata. library research, fieldresearch, observation, participant Application ofresearch techniquesinqualitative GSR 710 ple regression andothermultivariate techniques. Topics covered includeanalysisofvariance, multi- GSR 709 problem sets. variate techniques.Includes useofcomputerfor Inferential statisticsandintroduction tomulti- GSR 708 major sociologicaltheorists. Methodological philosophiesandfindingsof GSR 702 CORE a rotating basis. courses inareas of specializationare given on with permissionoftheinstructor. Elective courses are open to advanced undergraduates before registering forcourses.Some graduate cr, noted. unlessotherwise Each course45hrs,includingconferences, 3 COURSE LISTINGS fall only 6 cr prereq: prereq: prereq: prereq: prereq: spring only spring only fall only Students mustconsulttheprogram advisers Technology forResearch Workshop inUsing Information Research Internship Research Methods II Statistics II Research Seminar inApplied andEvaluation Research Methods I Statistics I Sociological Contemporary Theory GSR 710 SOC 241 GSR 708 241 SOC S 0,GR710 GSR 709, GSR or perm instr or perm with grade ofBorbetter or equiv or perm instr or equivperm or equiv and S 711 GSR student and abilitytowriteareport appropriate forthe the business,public,andnonprofit sectors. Organizational design,processes andanalysisin GSR 746 criminaljustice,andeducation. social service, cy analysisappliedtoselectpolicyareas suchas Theories, concepts,andmethodsinpublic-poli- GSR 742 tings; sources oferror inforecasting. public, corporate,andotherprivate-sector set- Planning procedures andprogram evaluation in GSR 741 ANALYSIS/NONPROFIT SECTOR RESEARCH ANDPOLICY are directly related tomediaanalysisandresearch. ment ofFilm andMedia Studies provided they Students cantakegraduatecoursesintheDepart- consumptive andpragmaticuseofinformation. and markets andtheclassstructure; analysisofthe sion, Internet, etc.);relation between thesemedia nologies andthemarkets theycreate (digitaltelevi- Investigation mediaandinformationtech- ofnew GSR 733 relevant theoretical approaches andcurrent research. analysis, audienceappealandmarketing; review of duction; socialstructure ofproduction, product withspecialemphasisonindependentpro- industry Americanmotionpicture Analysis ofcontemporary GSR 732 patterns oftelevisionconsumption. approaches, research methodsandaudiencedata, the cableuniverse; review ofrelevant theoretical including ming andthevarious audiencesserved, Socioeconomic analysisoftelevisionprogram- GSR 731 MEDIA RESEARCH ANDANALYSIS to non-businessorganizations. Application ofmarketing andmarketing research GSR 723 faction; consumerism. consumer decision-makingandsatis- Cultural, social,andpsychological influenceson GSR 722 CONSUMER BEHAVIOR MARKETING RESEARCH AND AREAS OFSPECIALIZATION to demonstratethestudent cally usingresearch doneduringtheinternship, The execution oforalandwrittenreports, typi- GSR 719 ’ s areas ofspecialization. Television Programming and The New Electronic Media and Audiences Information Markets Nonprofit andSocial Marketing Consumer Behavior Applied Research Seminar Organizational Dynamics Public Policy Analysis Social Policy Motion Pictures ’ s dataanalysisskills 762 viation usedinaidorganizations. conflict resolution, legalreform andpoverty alle- societies. Methodologies ofsocialdevelopment, world tradeagreements inreshaping developing sis oftherole ofIMF, the World Bank, and or mixed economiestomarket economies;analy- and politicalimpactsoftheswitchfrom socialist global economy;assessmentofthecultural,social societies attempttointegratethemselves intothe identification ofthewaysinwhichdeveloping “ onecenteredopment discoursetoanew on Critical analysis oftheshiftfrom theolddevel- GSR 762 tries from Africa,theMiddle EastandAsia. is provided anditsimpactonasampleofcoun- of theconditionsunderwhichdevelopment aid for poverty alleviationandsocialchange;analysis of development practicesandtheirimplications colonial societiesfrom 1945to1989;assessment ment andanalysisoftheirapplicationtopost- oftheevolutionHistory oftheoriesdevelop- GSR 761 international digitaldivide,andrelated issues. social marketing (the TELEVISA model);the applications; policyandresearch issues;role of with emphasisontelevisionanddevelopmental Electronic mediauseindeveloping countries GSR 734 INTERNATIONAL DEVELOPMENT RESEARCH AND TRAINING IN information. seminars. Checkwithprogram officeformore The program offersexperimental special-topics GSR 790 Research Special Topics Seminars andIndependent negotiations, andinterdepartmental relations. interpersonal processes inmanagement,conflict Analysis ofsocialrelations inorganizations; GSR 767 and nonverbal data,report writing. ing andprobing techniques,analysisofverbal research problem, organizationofgroup, listen- Methodological procedures, conceptualizationof andapplicationoffocusgroup research.Theory GSR 752 RESEARCH ANDEVALUATION number ofdevelopment issuesaswell asgovernance. training ingenderanddevelopment; advocacy fora izations. Training inprogram/project analysis; Structures andfunctionsofinternationalaid organ- GSR 763 Control ofNonprofit Organizations) and Urban Affairssuchas graduate coursesoffered by of theDepartment With appropriate approval, studentsmaytake postdevelopment (Health Regulation). International Development Practicum Development Theories andPractices Organizations Interpersonal Process in Global Era Rethinking Development inthe Countries Electronic Media inDeveloping Special TopicsSeminar Focus Group Research ” orthe URBG 748 “ global ” economy; (Management URBG COLO ARTS OF SCHOOL THEATRE Degrees offered HEGIS Theatre BA 1007 Theatre MA 1007 Department Office: 522 North Building; (212) 772-5149; [email protected] Chair, Jonathan Kalb; 522 North Building; (212) 650 3789; [email protected] See Hunter College 2004-2007 Undergraduate Catalog, p.188 for information about the BA in theatre Graduate Advisers: Mira Felner; 520B North Building; (212) 650-5148; [email protected] or Claudia Orenstein; 520H North Building; (212) 772-5149; [email protected] & Website: http://hunter.cuny.edu/theatre/ SCIENCES

FACULTY MASTER OF ARTS Requirements for Admission General admission requirements to the gradu- Barbara Bosch, Professor; PhD, California The MA program in theatre is designed to ate program in the arts and sciences are (Berkeley); American Theatre, Acting, Directing offer concentrated study in the areas of theatre observed. An undergraduate theatre major is

Ian R. Calderon, Professor; MFA, Yale; history, theory, and criticism; dramaturgy; not needed for admission to the MA program | Lighting Design, Visual Elements, Theatre production and performance studies; and in theatre. Students enter with a wide variety THEATRE Architecture, Dramatic Television playwriting. The curriculum integrates theory of academic backgrounds. Mira Felner, Professor; PhD, NYU; Theatre with practice and accommodates the various History, Acting and Directing Theory backgrounds and career goals of theatre pro- Requirements for the Degree Jean Graham-Jones, Associate Professor; PhD, fessionals, dramaturgs, and educators. Most Courses Each candidate must complete an UCLA; Theatre History and Theory, Latin students continue professional work or go on approved program of study of at least 30 cred- American Theatre to PhD programs. In addition to the perma- its, including THC 702, 751, 752, 790, and the Tina Howe, Visiting Professor; BA, Sarah nent faculty, well-known theatre artists, crit- master’s essay, to be written as part of THC Lawrence; Playwriting ics, and scholars teach on a part-time basis. 799. Courses other than those in the Jonathan Kalb, Professor; DFA, Yale; Individual counseling is an integral part of the Department of Theatre may be applied toward Dramaturgy, Dramatic Criticism, Theatre program. Through meetings with the graduate the 30 credits with the approval of the gradu- History adviser, a program of study that meets each ate adviser, but may not exceed 9 credits. Not Stanley Kauffmann, Visiting Professor; BA, student’s needs is developed. more than 9 credits may be transferred from NYU; Dramatic Criticism The Hunter Playwrights Project offers nonmatriculated to matriculated status. Claudia Orenstein, Associate Professor; PhD, playwriting students the opportunity to see Stanford; Theatre History, Asian Theatre, their work performed in staged readings or in Political Theatre Examination The student is required to pass productions with professional actors and direc- a three-hour comprehensive examination cov- Michael E. Rutenberg, Professor; DFA, Yale; tors. Other worthwhile scripts by advanced Directing, Acting, Playwriting ering general knowledge in theatre history, writers in the Hunter graduate theatre pro- criticism, and production. The comprehensive Alan Sikes, Assistant Professor; PhD, gram may be given workshop productions by Minnesota; Theatre History and Theory exam may be repeated if failed, but may be their student colleagues. The John Golden taken no more than three times. The depart- Louisa Thompson, Assistant Professor; MFA, Fund provides awards for promising writers. Yale; Set and Costume Design ment no longer requires a proficiency exami- Students concentrating in dramaturgy nation in one foreign language. Bill Walters, Assistant Professor; MFA Southern may work in internship programs at profes- Methodist; Directing and Acting sional theatre companies. Master’s Essay The candidate for the degree Faculty Emeritae must present a master’s essay of about 50 Vera Mowry Roberts, Professor pages approved by the department and super- Patricia Sternberg, Professor vised by two appropriate members of the fac- ulty. The essay is to be written in conjunction with THC 799. With special permission of the Graduate Committee, advanced students in playwriting may submit, in lieu of the mas- ter’s essay, a completed full-length play together with an introductory essay.

DOCTOR OF PHILOSOPHY

The City University of New York offers a PhD program in theatre. See the Bulletin of the Graduate Center for a description of the PhD program and the complete list of cours- es. Students take their courses where they are offered, in any of the branches of CUNY and at the CUNY Graduate Center, 365 Fifth Avenue, New York, NY 10016. All Hunter’s Theatre MA program courses are accepted toward the CUNY PhD. 85 86 THEATRE | SCHOOL OF ARTS & SCIENCES advance. May berepeated forcredit. oftheatre.component arts Subjects announcedin of oneofthe andtheory Intensive studyofhistory THC 760 China, Japan andSoutheast Asia. Study genres oftraditionalperformance inIndia, THC 758 social andculturalforce. present, asa withemphasisonitsimportance Theatre inUnited States from Colonialtimesto THC 753 1700 tothepresent. atre andtheirinteractioninproduction, from Study ofthe- ofdevelopment ofcompositearts THC 752 origins to1700. atre andtheirinteractioninproduction, from Study ofthe- ofdevelopment ofcompositearts THC 751 Analysis ofpracticalmoderncriticism. THC 711 farce, melodrama.May berepeated forcredit. atrical genres: tragedy, comedy, tragicomedy, Theories andchangingformsoftraditionalthe- THC 710 ern theatre. religious concepts oncontentandformofmod- Study ofinfluencesocial,philosophical,and THC 705 playwrights. major playsof18th-to20th-century Analysis ofdramaticstructure inrepresentative THC 704 Renaissance playwrights. major playsoftheGreek, Roman, Medieval, and Analysis ofdramaticstructure ofrepresentative THC 703 Aristotle, Hegel, Brecht, andArtaud. Study ofmajortheoristsandcritics,including THC 702 AND CRITICISM THEATRE HISTORY, THEORY, and criticalmethodology. Introduction totheatre research, bibliography, THC 701 cr, noted. unlessotherwise Each course30hrs,includingconferences, 3 COURSE LISTINGS Development ofDramatic Structure I Theatre Criticism Theatre Research andBibliography History of History Theatre I Theatre inSociety Production Studies in Theatre and History Criticism and of TheatricalTheory History Asian PerformanceAsian ofAmerican History Theatre of History Theatre II Studies inDramatic Genre Structure II Development ofDramatic plays. conceptual approach tovisualrequirements of project work onoriginalscripts. Interrelation ofdirector andplaywrightthrough THC 792 tice inpresentation ofscenesandplays. Study ofproblems inplaydirection, withprac- THC 791 ing, withemphasisonhistoricalandmodernstyles. Intensive studyintheoriesandtechniquesofact- toolsofinterpretation.tor asimportant with specialemphasisontheirvalue tothedirec- Study andpracticeofscenelightingdesign THC 756 Study andpracticeofdirector THC 755 production. Theories instyleandmethodofdramatic THC 754 theatre discussingvarious aspectsoftheatre. that features from theprofessional guestartists A seminarnamedinhonorofHarold Clurman THC 730 PERFORMANCE STUDIES INPRODUCTION AND member. May berepeated twiceforcredit. bylocal professional afaculty theatre, supervised Independent studyasadramaturgy-assistantat THC 765 other theatre-related textduringthesemester. ing plays.Eachstudentwilltranslateaplayor Workshop andpracticeoftranslat- inthetheory THC 764 director-dramaturg pairs. ects conceptualized by studentsworking in proj- tion dramaturgyemphasizingperformance Workshop andpracticeofproduc- inthetheory THC 763 artists. 20th-century sion, withemphasisoninnovative 19th-and ofthedirectingSeminar profes- onthehistory THC 762 rehearsal; specificexampleswillbeanalyzed. tion research, includingitsapplicationin Consideration ofgeneralproblems ofproduc- THC 761 DRAMATURGY THC 785 45 hrs,3cr prereq: instr perm prereq: 45 hrs,3cr 45 hrs,plushrstobearranged, 3cr 45 hrs,3cr prereq: 45 hrs,3cr 45 hrs,3cr prereq: prereq: Hrs tobearranged, 3cr 45 hrs,3cr Theories andStyles ofActing Visual Elements of Theatre II Studies Dramaturgy Research andCase Dramaturgy Practicum Translation Workshop ofDirectingHistory Advanced Directing andRehearsal Visual Elements of Theatre I StylesContemporary ofProduction Dramaturgy Workshop Special Problems inDirecting Harold Clurman Seminar in Theatre H 751 THC H 791 THC 755 THC 761 THC , , 752 762 , , 791 763 ’ s andplaywright , or perm instr , orperm , or perm instr , orperm ’ s SPECIAL TOPICS INDEPENDENT RESEARCH AND required toprepare originalscriptsforclasscritique. Study ofproblems ofwritingforfilm.Students are THC 796 material. May berepeated forcredit. and fordirectors desirous ofstagingoriginal Designed scripts forplaywrightsatwork onnew THC 795 emphasis onfull-lengthform. Writing andcriticismoforiginalmaterialwith THC 794 and one-actform. dent Study oftechniquesplaywritingbasedonstu- THC 793 playwright anddirector. Study elementsofplayessentialto ofstructural THC 790 PLAYWRITING THC 780 THC 779 THC 778 THC 777 THC 776 student demand: Courses offered onlyuponsufficient master Individual leadingto research undersupervision, THC 799 THESIS repeated for credit. Studies inspecialized areas oftheatre. May be THC 725 faculty member. ofgraduate ative presentation undersupervision Directed program ofreading, research, orcre- THC 720 45 hrs,3cr 45 hrs,3cr prereq: 45 hrs,3cr prereq: 45 hrs,3cr 3 cr hrs tobearranged, 1-3cr prereq: instr perm ’ s own work withspecialemphasisonscenes ’ s essayorequivalent. Theatre for Youth Directing Seminar in Playwriting and Audiences Participation Theatre forChild Film Writing Playwriting II Playwriting I Play Analysis Drama for Therapeutic Uses Sociodrama Creative Dramatics Master Special Topics Independent Research H 794 THC THC 793 ’ s Essay or 792 COLO ARTS OF SCHOOL URBAN AFFAIRS AND PLANNING Degrees offered HEGIS Urban Studies BA* 2214 Urban Planning MUP 2214 Department Office: 1611 West Building; (212) 772-5518 Urban Affairs MS 2214 Chair: Stanley Moses; 1611 West Building; (212) 772-5517; fax (212) 772-5593; Urban Planning/ Law MUP/JD 2214/1401 [email protected] (with Brooklyn Law School) Graduate Program in Urban Planning Program Director and Adviser, William J. Milczarski; 1614 West Building; (212) 772-5601; [email protected] * See Hunter College 2004-2007 Undergraduate Catalog. p. 192 for information concerning the BA in urban

Graduate Program in Urban Affairs Program Director and Adviser, Elaine M. Walsh; & 1606 West Building; (212) 772-5595; [email protected] studies. SCIENCES Website: http://maxweber.hunter.cuny.edu/urban

FACULTY CENTER FOR COMMUNITY URBAN AFFAIRS/URBAN PLANNING & DEVELOPMENT PLANNING FELLOWSHIPS Thomas Angotti, Professor; PhD, Rutgers AND GRANTS University; Community Planning and The Center for Community Planning & |

Development, Environment, International PLANNING AND AFFAIRS URBAN Development (CCPD) promotes knowledge, The Department of Urban Affairs and Planning Jill Simone Gross, Assistant Professor; PhD, applied research, and innovative practice in has a limited amount of financial aid. It CUNY; Comparative International Urban community planning and development includes the Donald G. Sullivan Scholarship, Planning, Policy and Development, Citizen throughout the New York metropolitan Participation the Robert C. Weaver Scholarship, the James region. It provides technical assistance and Felt Scholarship, the Hans Spiegel Scholarship, Peter Kwong, Professor; PhD, Columbia; training through partnerships with community- Asian-American Studies, Immigration and the Marilyn and Herbert Hyman Scholar- based organizations, non-profit corporations, ship, awarded to selected students pursuing a Lynn E. McCormick, Associate Professor; and local agencies. The CCPD is committed PhD, MIT; Community and Economy master’s degree in urban affairs or urban plan- Development, Employment Policy and to democratic, inclusive, and participatory ning. For information write to: Chair, Depart- Workforce Development, Policy Analysis approaches to planning and development that ment of Urban Affairs and Planning, Hunter Susan Turner Meiklejohn, Associate Professor; foster sustainability and economic and social College, 695 Park Avenue, New York, NY 10021. PhD, Michigan; Planning for Multiethnic justice. The Center is a venue for communi- Neighborhoods, Planning History and Theory, ty/university partnerships where community Housing, Urban Design members, students, and academics learn and MASTER OF URBAN PLANNING William J. Milczarski, AICP, Associate benefit from each other. Center projects have addressed affordable housing, community eco- Professor; PhD, Michigan; Director, Urban The master of urban planning program has Planning Program; Transportation, nomic development, healthy communities, four integrated components: a core curricu- Environmental Policy, Methodology workforce development, immigration, envi- lum, an area of concentration, an internship, Stanley Moses, Professor and Department ronmental justice, and other issues of concern and a studio. Its purpose is to train planners Chair; PhD, Syracuse; Education, to communities in the New York region. Employment, Planning Theory who, like their counterparts throughout the nation, share a general expertise in theory, Laxmi Ramasubtamanian, Associate Professor; PhD, Wisconsin-Milwaukee: methods, and urban structure, have a special- Architecture and Urban Planning; Urban ized knowledge of a policy planning area and Design, GIS, Participatory Planning and have the skills and intellectual maturity to Community Development, South Asia Sigmund C. Shipp, Assistant Professor; PhD, Cornell; Economic Development, Urban Theory, Development Planning Joseph P. Viteritti, Blanche D. Blank Professor of Public Policy, PhD, City University of New York; Public Policy, Urban Governance, Education Policy Elaine M. Walsh, MSW, CSW, Associate Professor; PhD, Fordham; Director, Urban Affairs Program, and Director, Public Service Scholar Program; Social Policy, Strategic Planning, Nonprofits, Philanthropy, Youth and Education, Women and Leadership

87 88 URBAN AFFAIRS AND PLANNING | SCHOOL OF ARTS & SCIENCES department. department. may bepursuedwiththeapproval ofthe full timestudy. Other jointdegree programs dents toearnthetwodegrees infour years of gram withBrooklyn LawSchool, allows stu- doctor, available through acooperative pro- ple, ajointmasterofurbanplanning/juris with otherNew York universities. For exam- may wishtopursuejointdegree programs Students withmultipleprofessional interests American Institute Planners. ofCertified Collegiate SchoolsofPlanning, andthe Planning Association,theAssociationof Accreditation Board oftheAmerican urban planningisaccredited by thePlanning The Hunter Collegegraduateprogram in intothefield. ment oftheirdegrees andentry as toplanorderly progress toward achieve- clear academicandprofessional objectives so interests. This encouragesstudents todefine modifications according totheirchanging the endofeachterm,studentsmaymake year curriculumplans.Reviewing theplansat semester, studentsoutlinetheirproposed two- closely withfacultyadvisers.Prior tothefirst organizing theirprograms, studentswork impact ofspecificpublicinvestments. In reviewing thesocial and fieldobservations collection foranaffordable housingproject, City demographicandeconomictrends, data torial assistanceforananalysisofNew York edi- forastudyofcitizen participation, views assistantships have includedconductinginter- graduate research assistants.In thepast,these research grantproposals fundstosupport Faculty membersroutinely includeintheir for CommunityPlanning andDevelopment. nities generatedby thefacultyandCenter hasseveral internalworkdepartment opportu- agencies aftergraduation.In addition,the full-time employment intheirinternship many students,fieldexperienceshave ledto groups approved For by thedepartment. budgeting units,planningjournals,andother opment groups, banks,municipalhousingor urban planningagencies,neighborhooddevel- interns, studentsmaywork forcityandsub- take atleastone3-credit internship. As or independentresearch. Eachstudentmust internships encourages studentstoundertake of arangeplanningtopics. The program electives (12credits) allow fortheexploration experience inappliedplanning.Unrestricted ning practice. The studio(6credits) provides training inaspecificsubfieldofgeneralplan- centration (12credits) allows forin-depth the skillsofprofession. The area ofcon- planning initssocietalcontextandtoteach in planning.It hasadualpurpose:toplace curriculum (27credits) provides basictraining to accommodateindividualinterests. The core practice andtoallow formaximumflexibility essentialtoprofessional with theexpertise credit program isstructured toprovide students operate intheprofessional arena. The 60- per semester. Students maytakeupto9credits inthecore each sectionandelectothersasdesignated. Students musttakerequired courseswithin The core curriculumhasfoursections. The Core Curriculum Credits are distributedasfollows: elected from othergraduateprograms. approval 15credits ofthedepartment, maybe ate program inurbanplanning. With the course offeringsoftheHunter Collegegradu- study. Of these,45mustbeselectedwithin The degree requires 60credits ofgraduate Master ofUrbanPlanning Requirements forthe program director andfaculty. andmeetwiththe aged tovisitthedepartment Office ofAdmissions. Allapplicantsare encour- pleted applicationformobtainedfrom the letters ofrecommendation, alongwithacom- include thesubmissionoftranscriptsandtwo which isnotrequired. These requirements except fortheGraduate Record Examination, requirements forHunter graduateprograms, Applicants mustmeetthegeneraladmission ortoprepareand expertise career. foranew school andreturn todevelop theirknowledge large percentage have spenttimeawayfrom Hunter directly from undergraduatestudy, a have alsoenrolled. While manystudentsenter students ofreligion, history, art andbusiness neering, andarchitecture. English majorsand science, andurbanAmericanstudies),engi- ences (economics,geography, sociology, political Traditionally, mostcomefrom thesocialsci- its studentsfrom varied backgrounds. The graduateprogram inurbanplanningdraws to thePlanningProgram Requirements forAdmission Development URBP 747 URBG 706 URBP 720 .9cr Public Policy and Law URBG 702 URBP 719 .6cr Urban Structures URBP 701 URBP 705 .6cr of Urban Planning Theories andProcess URBG 775 lnigSui .6cr Planning Studio .12cr Area ofConcentration .27cr Core Curriculum netitdEetvs.12cr Unrestricted Electives Planning Introduction toLandUse Process Introduction tothePlanning Planning in theBudget Process Law ofLandUse Regulation I ofPlannedHistory Urban Internship . 3cr Internship Introduction toPolicy Analysis Structure oftheUrban Region ment, andadvanced dataanalysis. and development, budgetingandmanage- cializations mightbeinternationalplanning institutions. Some individuallytailored spe- University communityor other approved courses withtheresources ofthelargerCity programs, studentsmaycombineHunter their own concentration.In developing their the suggestedlist. requirement studentsselectfourcoursesfrom functional area. To fulfilltheconcentration the studentaworking knowledge ofabroad eral, eachconcentrationisdesignedtogive andgeneralpractice.In gen- human services, andenvironment, design, transportation estate, economicdevelopment, landuseand areas ofconcentration: housingandreal The graduateprogram offersthefollowing Areas ofConcentration Concentration Representative CoursesintheAreas of URBG 710 URBP 712 URBG 710 Management (normally 6cr;3crif Planning Methods andInformation URBP 726 URBP 725 URBP 724 URBP 723 URBP 722 URBP 721 Land Use andDesign URBG 751 URBP 746 URBG 741 URBG 740 Economic Development URBG 742 URBP 731 URBG 730 URBG 728 URBG 727 Housing andReal Estate Students withspecialinterests maycreate Infrastructure andSite Planning and Forecasting Planning Methods ofAnalysis Site Planning Workshop Workshop Neighborhood Planning Urban Design Workshop Introduction toUrban Design Land Use Planning Workshop Law ofLandUse Regulation II Planning andPublic Finance for awaiver) (qualified studentsmayapply Urban Data Analysis Policies Educational Planning and Policies Employment Planning and Development Planning forEconomic Development Economics ofReal Estate Development Law ofHousing andUrban Development Seminar Housing andCommunity Introduction toHousing is waived) SCHOOL OF ARTS & SCIENCES | URBAN AFFAIRS AND PLANNING 89 s general gradu- ’ Requirements for Admission Requirements to the Master of Science in Program Urban Affairs must meet Hunter Applicants the for Requirements Master of Science in Program Urban Affairs a provides 18 credits curriculum of The core and skills, values common body of knowledge, students with opportunities to and provides this Within knowledge. apply their developing Workshops Development the Urban are core students get the opportunity where (9 credits), This or public agencies. with nonprofit to work hands-on experience immerses students in actual in some manner issues that they will confront students give The workshops after graduation. identification, design of experience in problem strategies and interventions, writing proposal internship and The required and philanthropy. ate admission requirements, except for the except ate admission requirements, which is not Examination, Record Graduate at least 12 must present Applicants required. in social science. undergraduate credits undergraduate majors relevant with Students after consul- or nonacademic experience may, request tation with the graduate adviser, admission with special conditions. can tailor their program to meet the needs of meet the needs to their program can tailor that must courses core are there careers, their of the fulfill the requirements To be taken. com- a program structures the student degree of core components: a required prising three of concentration, area 9-credit a 18 credits; in the MS Students of electives. and 9 credits in the public take up to 9 credits can program College, Jay at John administration MPA may take Jay John students from while MPA in urban affairs at Hunter up to 12 credits the Consult degree. Jay their John towards department for further adviser information. is designed to train The urban affairs program and older prac- students returning mid-career and agency administrators ticing professionals This college graduates. as recent as well in urban affairs offers stu- training advanced in dents the opportunity careers to pursue public nonprofit, neighborhood development; positions; management; policy and private and human- housing; economic development; service of the pro- delivery Graduates systems. managers; gram hold positions as government policy analysts for municipalities; executive cor- of local economic development directors Districts, Improvement porations, Business social service, agencies, arts family and youth bank organizations; organizations, nonprofit advocates; officials; community organizers; program professors; elected officials; university planners; fundraisers; consultants; and police Affairs officers, among many others. Urban classes offers a limited number of Saturday which run each semester. for six or eight weeks The graduate program in urban affairs is The graduate program economic, social and political Recent leading to an MS program, This 36-credit MASTER OF SCIENCE SCIENCE OF MASTER AFFAIRS IN URBAN affairs is designed in urban The MS program prac- advanced students for effective to educate to related leadership tice and professional The 36- and communities. urban problems practice, theory, curriculum integrates credit pre- The program and public service.research, to the solution of students to contribute pares contemporary man- of urban issues in a variety policy-making and agement, development, and trains them for leader- positions, advocacy organiza- public and private ship in nonprofit, the acquisition The curriculum emphasizes tions. urban of the of interdisciplinary knowledge issues with a multidisci- examining processes, that adds to knowledge pline lens; developing and strategies for the public policy debates conditions that undermine change; addressing urban communities and constituencies; inte- grating techniques and strategies that address in the social, economic and political conditions solutions urban communities; and developing people, agencies, and confronting to problems function. It in which agencies the environment critical thinking about the encourages creative, are social, economic and political changes that The pro- important to the survival of cities. students unique training gram also affords special- or after graduate study in related before schools. izations or professional to an experientially based curriculum designed in theory, students a sound foundation give strategies, policy and practice in the research, of a variety study of urban affairs. Using instructional including case approaches, analysis, case vignettes and actual policy and nonprofit posed by management problems provides and public agencies, the program students with the settings and issues they are of the Graduates likely to face in their careers. an understanding of the achieve program and the interconnected- urban environment they gain appreciation ness of urban problems; of the urban community and of the structure and skill there, and work the people who live pro- managing and evaluating in developing, of policy analy- grams, in utilizing the results sis in decision making, and in designing complex urban issues. strategies to address reg- complex as newchanges as well and more the increasing are ulatory requirements highly trained leaders in the demand for more The curriculum offers the sector. nonprofit opportunity sector, to focus on the nonprofit as a key in the economy and its role its role in the national arena, and employer player City. York particularly in New a full- in urban affairs, can be completed by time student in two semesters and a summer While students term, or on a part-time basis. URBP 737 Introduction to Housing to Housing Introduction Health Regulation Regulation Health Social Planning and Policy and Policy Planning Social Urban Development Development Urban II Workshop Planning for Community Planning and Development Implementation in Participation Citizen and Development Planning Employment Planning and Planning Employment Policies and Planning Educational Policy Citizen Participation in Participation Citizen and Development Planning Planning for Community Planning and Development Implementation Neighborhood Planning Neighborhood Workshop Transportation to Introduction Planning Infrastructure and Site Infrastructure Planning Health Planning and Policy Planning Health Issues Planning Services New Planning for Composition of Family Types Environmental Planning Planning Environmental Law of Environmental Planning Introduction to Transportation to Introduction Planning Methods and Models and Models Methods Transportation Planning Transportation To solidify knowledge and skills gained in solidify knowledge To other courses, stu- curriculum and the core to participate in a 6- required dents are is This requirement planning studio. credit completion of satisfied by URBG 756 URBG 755 URBP 731 URBP 732 URBP 725 URBG 727 URBG 791 Practice General URBP 760 URBG 762 URBG 756 URBP 753 URBG 755 URBG 750 URBG 751 Human Services Human URBG 741 URBP 734 URBP 735 URBP 733 URBP 732 (Planning Studio). Ordinarily students Ordinarily Studio). (Planning of elect this course in their second year study or after completion of at least 30 of course work. credits Planning Studio Studio Planning Transportation and Environment and Environment Transportation 90 URBAN AFFAIRS AND PLANNING | SCHOOL OF ARTS & SCIENCES . Eachstudentwillberequired tosubmitand 4. Eachstudentandhisorheracademic 3. with theapproval oftheadviser: es maybemade,butsubstitutionsare permitted from amongthefollowing recommended cours- tied toindividualcareer objectives. Choices tor andd)anegotiatedarea ofconcentration neighborhood development, c)non-profit sec- ing anarea ofconcentration:a)urbanpolicy, b) At present, there are fouroptionsforestablish- Areas ofConcentration Thefollowing COREcourses(18credits) 2. Thedegree requires 36credits ofgraduate 1. agency. apply theirknowledge asconsultantstoan to internship gives studentstheopportunity seminar are thecapstonesofprogram. The The area ofconcentration ischosenin URBG 792 URBG 791 URBG 790 URBG 775 URBG 702 URBG 743 URBP 741 URBP 714 URBG 710 URBG 706 URBG 703 Urban Policy solving and in articulating careersolving andinarticulating objectives. student These reports willbeusedtoevaluate the 775 required courses( writing inconnectionwithtwoofthe to obtainapproval fortwoformalreports in arrange coursework atothercolleges. permission, studentswillbeableto Sciences. Where feasible,andwithspecial Planning and oreven theSchoolofArts ofUrbanDepartment Affairsand Such coursesare notlimitedtothe concentration foraminimumof9credits. adviser willestablishanelective fieldof oftheuniversity.taken inanypart Electivesthe department. mayalsobe taken from therangeofcoursesoffered in profit sector. Electives (9credits) maybe cy, neighborhooddevelopment, andnon- The areas ofspecialization are urbanpoli- consultation withthegraduateadviser. are required foralldegree candidates: study. ). This isinlieu ofamaster ’ s competenceinurbanproblem (6 credits) Urban Development Workshop I Policies Employment Planning and Planning andUrban Affairs Computer Applications in Structure ofthe Urban Region Planning andDevelopment Demographic Issues in Workshop II Urban Development Economic Planning andPolicy Urban Data Analysis Introduction toPolicy Analysis Urban AffairsSeminar Internship URBG 792 and ’ s thesis. URBG study course. the approval oftheadviserinoneindependent of afacultymember. Students mayenroll with study coursesare available undertheguidance cy courseinthearea ofinterest. Independent include atleastonemethodology andonepoli- individual career objectives. This choice should er, astudentmayselectcoursesfocusedon updates onrequirements. web for sitebeviewed that thedepartment also undergoingareview, anditissuggested ments fortheconcentration. The program is these coursescanbeusedtomeetrequire- happening inthefield. Where appropriate, offers anumberofcoursesrelevant towhatis Each semester, theUrban AffairsProgram *Courses offered atJohn Jay URBG 756 URBG 755 URBG 750 URBG 749 URBG 748 URBG 740 URBG 728 URBG 727 URBG 707 Neighborhood Development URBP 760 URBG 751 URBG 750 URBG 748 URBP 747 PA 705 PA 702 PA 700 URBG 756 URBP URBG 749 URBG 748 URBP 747 URBG 706 Non-Profit Sector With theadviceandapproval oftheadvis- Implementation Community Planning and * Organizational and Theory * Human Resources Management * Public Administration Management Issues Health Planning andPolicy Planning intheBudget Process Planning intheBudget Process Introduction toPolicy Analysis Planning andDevelopment Citizen Participation in Implementation Development and Planning forCommunity profit Organizations Strategic Planning forNon- profit Organizations Management Control ofNon- Development Planning forEconomic Development Seminar Housing andCommunity Urban Planners Graphical Communicationfor Policies Educational Planning and Nonprofit Organizations Management Control of Planning andDevelopment Citizen Participation in Profit Organizations Strategic Planning forNon- Organizations Management ofNon-Profit Social Planning andPolicy Introduction toHousing Social Planning andPolicy practice. Discussion ofhow patternsrelate to planning patterns andchangesinhouseholdcomposition. national populationgrowth, agedistribution Survey ofcurrent demographictrends including URBG 703 discussion ofcurrent trends andproblems. concepts andmodelsfrom socialscienceswith American metropolitan areas. Integration of spatial andpoliticalstructures oftypical Examination ofeconomic,social,demographic, URBG 702 and private planningactivities. Emphasis ontherelationship between public ment from ancientcivilizationstothepresent. Study toguidecitydevelop- ofconsciousefforts URBP 701 urbanplanner.temporary in relationship tosetofroles available tocon- Examination oftheevolution ofplanningtheory URBP 700 cr, noted. unlessotherwise Each course45hrs,includingconferences, 3 COURSE LISTINGS current urbanplanningpractice. economic analysis.Emphasis on applicationsto Introduction tomethodsofdemographicand URBP 712 implications ofdata. ditional sources. Exploration ofutilizationand to plannersfocusingontraditionalandnontra- Survey ofpublicandprivate databasesavailable URBP 711 cepts intypicalurbanplanningandpolicycontexts. urban research. Emphasis onapplicationofcon- Introduction tobasicstatisticalconceptsusedin URBG 710 professionals. information amongplannersandplanning-related used tofacilitatecommunicationofideasand Introduction tographicaltechniquescommonly URBG 707 problems. mentation ofpublicpoliciesdealingwithurban processes leadingtodesign,selectionandimple- Examination ofconceptualandanalytical URBG 706 administration andbureaucracy. and implementation;ethicsvalues; and ing process: formulationofobjectives, evaluation Introduction to operationalaspectsofplan-mak- URBP 705 and decision-making. development planastoolforresource allocation project planningandmanagement.Focus on developing nationswithemphasisonlarge-scale Comparison ofapproaches tourbanplanningin URBG 704 Theories ofPlanning Planning Information Development ofPlanned UrbanHistory Process Introduction to thePlanning Methods ofPlanning Analysis and Development Demographic Issues inPlanning Urban Planners Graphical Communicationfor Planning Comparative International Structure oftheUrban Region Urban Data Analysis Introduction to Policy Analysis SCHOOL OF ARTS & SCIENCES | URBAN AFFAIRS AND PLANNING 91 Planning Studio Studio Planning and Models and Models Energy Planning and Policy Planning Energy Seminar Environmental Planning Planning Environmental Planning Law of Environmental Transportation Planning Methods Planning Transportation 90 hours including conferences, 6 cr 90 hours including conferences, prereq: permission of the instructor prereq: Review of variety of transportation of variety planning Review calculations, highway capacity tools including transportation of trip impact studies, models split and trip distribution, modal generation, of related Presentation assignments. network software. microcomputer URBP 734 in control- and emerging issues of current Study degradation. environmental ling and preventing and political consid- on administrative Emphasis erations. URBP 735 aspects of environmental of legal Examination of public intervention. and methods protection and imple- of law in formulation of role Study public policy. mentation of environmental URBP 736 to conceptual and operational Introduction the effi- aspects of plans and policies promoting cient use of energy in urban communities. of national and global energy markets Review in transportation, responses and appropriate areas. housing, land use and related URBG 737 physical, social and econom- synthesize Students or city to prepare ic elements of selected town multifunctional plan to guide development. URBP 733 URBP or permission of the or permission of the adviser International Human Settlements Settlements Human International Housing and Community and Housing Seminar Development Law of Housing and Urban Law of Housing Development Neighborhood Planning Neighborhood Workshop Transportation to Introduction Planning URBG 727 URBG 727 instructor prereq: prereq: prereq: prereq: URBP 732 to major issues in urban trans- Introduction portation of including analysis of characteristics transport and discussion of federal and networks local policies and programs. URBG 729 world. of habitats in urbanized Review World Third of experience from Highlight upgrading, serviceincluding squatting, slum policies. and settlement new towns delivery, URBG 730 com- on legal aspects of key housing and Focus of fed- Examination policy. munity development landlord-tenant programs, eral and state housing controls. laws and rent URBP 731 of neighborhood planning, conser- Application principles in declining and revitalization vation on formulation of Emphasis areas. residential strategies. small-scale development URBG 728 URBG sector activities of public and evaluation Study on critical housing Focus market. in housing and legislation development and community to stimu- techniques used analysis of financing housing production. late private or permission of the or permission of the residential developments, and developments, residential ’’ Introduction to Housing to Housing Introduction Infrastructure and Site Planning Planning and Site Infrastructure Computer Applications in Applications Computer Affairs and Urban Planning Site Planning Workshop Workshop Planning Site Law of Land Use Regulation I Regulation Law of Land Use Urban Design Workshop Workshop Design Urban Introduction to Urban Design Design to Urban Introduction Law of Land Use Regulation II Regulation Law of Land Use Workshop Planning Land Use Introduction to Land Use Introduction Planning Planning Methods for Methods Planning Decision-making and Optimization URBP 723 URBP 719 URBP 720 cluster “ instructor prereq: prereq: prereq: prereq: prereq: prereq: instructor URBG 727 to facets of housing market. Introduction of determinants of supply and Examination influenc- demand, finance and public programs ing cost of housing. URBP 726 sites to deal with on real of specific problems Use subdivi- residential conventional land conversion, sions, URBG 725 systems to installed infrastructure Introduction sewage, etc.) and physical roadways, (water supply, (surveying,aspects of site development landscap- concerns). ing, facilities design, environmental or institutional growth. commercial low-density Application of urban design concepts in studio Application design solutions for typical setting to develop physical planning problems. URBP 724 URBP 723 urban space by Analysis of three-dimensional and nota- studying methods of visual perception tion; criteria for determining desirable spatial and means of implementing poli- relationships; urban design goals. cies to achieve Application of land use planning skills to specific Application Class region. metropolitan York in New problem recommendations. operates as team to produce URBP 722 URBP 721 on inclusionary and exclusionary zoning; Focus management; aesthetics and historic growth rights; preservation; transfer of development and state planning and development regional and tax policies and land use control. control; URBP 720 pub- surrounding of legal structure Description and management of land use lic sector control domain, zon- eminent including police power, master plans, official ing, subdivision control, maps and expansion of legal techniques for con- urban growth. trolling Examination of theories of American land use of theories Examination with problems of land use patterns. Evaluation social, legal and consideration of economic, urban planners. political constraints confronting URBP 719 Review of computers and their roles in urban roles of computers and their Review data bases of spreadsheets, Survey professions. as simple as well programs and word-processing mapping and main- computer programming, frame computers. URBG 714 URBP 713 URBP for opti- techniques quantitative to Introduction of decision-making. Applications mization and in planning contexts. techniques 92 URBAN AFFAIRS AND PLANNING | SCHOOL OF ARTS & SCIENCES religion and government. organizations inhealth,education,socialservice, from rangeofstate,localandfederalnonprofit Explanation ofstrategicplanningprocess. Cases URBG 749 analysis. auditingandorganizational tives, performance Emphasis onbudgeting,managementby objec- implement plansby managingmore effectively. Examination oftechniquesusedby nonprofits to URBG 748 ties. Survey ofapproaches tobudgeting. ment asappliedtocitiesandmunicipalauthori- Introduction to principlesoffinancialmanage- URBP 747 gional locationofeconomicactivity. Discussion offorces affectinginter-andintrare- manipulation ofmacroeconomic variables. tion anditseffects.Emphasis onnational Examination ofpublicsectoreconomicinterven- URBG 743 ed by publicsectorregulation andtaxation. tion evaluation andinvestment analysisasaffect- market determinants;real estatefinance,loca- ment anddevelopment includingreal estate Review ofeconomicaspectsreal estateinvest- URBG 742 and planning. economy andtheimplicationsforpublicpolicy changesinAmerican Examination ofstructural URBG 741 development inurbancommunities. operational aspectsofpromoting economic Introduction totheoretical, conceptualand URBG 740 Department ofUrbanDepartment Affairsand Planning Open onlytograduate students matriculatedin Planning intheBudget Process Organizations Strategic Planning for Nonprofit Development Economics ofReal Estate Development Planning forEconomic Economic Planning andPolicy Organizations Management Control ofNonprofit Policies Employment Planning and direction. andfaculty policy issuesunderfieldsupervisor agency withinvolvement inurbanplanningor Participation inpublic,nonprofit orprivate 775 URBG and qualityassurance. tals, healthcare facilities,professional licensing Focustions theyserve. onregulation ofhospi- programs andpopula- impact onhealthservice Study ofhealthregulation issuesandtheir URBG 762 cies andtheprivate sector. development professionals, governmental agen- vis-a-vis izations, coalitionsandpartnerships Analysis ofroles ofindividuals,grassroots organ- development planningandimplementation. Review oforganized toshare citizen efforts in URBG 756 and politicalissues. required todealwithadministrative, technical Focus onteachingmethodsandtechniques Review ofprocess required toimplementplans. URBG 755 cated forwhatandatperiodinlife. Examination ofquestionswhoistobeedu- major policyissuesconfronting themtoday. American educationalsystemswithanalysisof Review ofstructure andfunctioningof URBG 751 ries andmethods. urban planners.Review ofsocialplanningtheo- Examination ofmajorsocialproblems facing URBG 750 URBG 775 prereq: required RG760 URBG , and Development Citizen Participation inPlanning Development andImplementation Planning forCommunity Educational Planning andPolicies Health Regulation Social Planning andPolicy 776 permission oftheadviser permission , 7,778 777, recommended butnot Internship evaluation techniques. issue analysis,impactassessmentandprogram vate organizationsandemploy communityand take projects commissionedby publicandpri- by engaginginfieldresearch. Students under- Analysis oflocalcommunitiesandurbanissues URBG 790 community capacitybuilding;andadvocacy implementation gender, power andcommunity; delivery,and publicpolicy;humanservice policy rent andcriticalissuesinnon-profits; journalism Such cur- asimmigrationpolicy;youth services; URBG 787 than 3credits ofIndependent Study persemester. advanced students.Students maynottakemore Supervised studyoftopicsspecialinterest to 785 URBP than 3credits ofIndependent Study persemester. advanced students.Students maynottakemore Supervised studyoftopicsspecialinterest to 784 URBP semester. than 3credits ofIndependent Research per advanced students.Students maynottakemore Supervised studyoftopicsspecialinterest to 781 780, URBP URBP 765 URBG 762 URBP 760 URBP 753 URBG 752 URBP 746 URBG 739 URBP 716 URBG 715 sufficient: in 2006-2009onlyifstudentdemandis The following courseswillbeoffered program inurbanaffairs. lems astheconcludingcourseingraduate urbanissuesandprob- Review ofcontemporary URBG 792 sultants-in-training. organizational andcommunityconcernsascon- tration andfunding.Students work withselected planning, strategizing,implementation,adminis- development procedures includingprogram issuesinurbancommunity;program crucial Focus onproblem-solving skillsusedtoresolve URBG 791 2 cr 1 cr permission ofthedirector/adviserpermission prereq: oftheadviser permission prereq: oftheadviser, permission 6cr Health Planning Workshop Health Planning andPolicy issues of Family Composition forNewPlanning Services Types for Urban Planning Advanced ComputerApplications Planning andPublic Finance Independent Study Independent Study Urban Data Analysis Workshop and Urban Affairs Selected Topics inUrban Planning Urban Development Workshop I Health Regulation Planning forPublic Safety Regional Planning Urban AffairsSeminar Urban Development Workshop II , 782 , 783 Research Independent GRADUATE PROGRAMS

IN THE SCHOOL OF Education

Dean, David Steiner; 1000 West Building; (212) 772-4622 Associate Dean, Carla Asher; 1000 West Building; (212) 772-4621

Educational Services Coordinator for Recruitment and Admissions, Andrew King; 1000 West Building; (212) 772-4688 Educational Services Coordinator for Current Students, Christina Kim; 1000 West Building; (212) 772-4629 Director of Clinical Experiences, Virginia Russell; 1000 West Building; (212) 772-4667 Associate Director of Clinical Experiences, Timothy Walsh; 1000 West Building; (212) 772-4038 Director of Teacher Placement, Sally-Anne Milgrim; 926 West Building; (212) 772-4662 Coordinator of Childhood Education, Audrey Berman-Tannen; 1000 West Building; (212) 772-4638

Departmental Chairs Curriculum and Teaching, Anne Ediger; 1023 West Building; (212) 772-4686 Educational Foundations and Counseling Programs, Sherryl Browne Graves; 1016 West Building; (212) 772-4710 Special Education, Katherine Garnett; 910 West Building; (212) 772-470

Website: www.hunter.cuny.edu/education

FACULTY George Gonzalez, Associate Professor; PhD, John Niman, Professor; PhD, Columbia; Yeshiva; Developmental Psychology, Reading Mathematics and Mathematics Education and Language Arts, Bilingual/Special Education Curriculum and Teaching Barbara Ottaviani, Assistant Professor; EdD, Robert Gyles, Professor; PhD, NYU; Columbia; Instructional Technology Sema Brainin, Associate Professor; EdD, Mathematics Education/Curriculum and Maria Palandra, Associate Professor; PhD, Columbia; Cognitive Functioning, Curriculum Instruction Hofstra; Educational Research Nadine Bryce, Assistant Professor; EdD, Yang Hu, Associate Professor; EdD, Teachers Angela Parrino, Associate Professor; PhD, Teachers College, Columbia; Reading and College, Columbia; English Education NYU; Applied Linguistics Language Arts Deborah Ann Jensen, Assistant Professor; PhD, Janet Patti, Professor; EdD, Northern Arizona; *David Carlson, Assistant Professor; EdD, Fordham; Language, Literacy and Learning Education Teachers College, Columbia; English Education Marcia Knoll, Associate Professor; EdD, St. Anthony Picciano, Professor; PhD, Fordham; *Jenny Castillo, Assistant Professor; PhD, John’s; Curriculum and Teaching Educational Administration, Technology CUNY; Hispanic and Luso-Brazilian Literature Joon Sun Lee, Assistant Professor; PhD, Migdalia Romero, Professor; PhD, NYU; Yvonne De Gaetano, Associate Professor; Teachers College, Columbia; Educational Linguistics, Bilingual EdD, Columbia; Philosophy, Social Sciences Psychology Laurance Splitter, Professor; D. Phil., Univ. of *Stephen DeMeo, Associate Professor; EdD, Mary Lefkarites, Associate Professor; PhD, Oxford; Philosophy Teachers College, Columbia; Secondary Science NYU; Human Sexuality, Women’s Health Studies Education L. Christina Taharally, Associate Professor; Elizabeth Matthews, Assistant Professor; PhD, EdD, Massachusetts (Amherst); Early *Sara Dubow, Assistant Professor; PhD, Graduate Center, CUNY; Psychology Childhood Education Rutgers; History Bede McCormack, Assistant Professor; PhD, Virginia Tong, Assistant Professor; PhD, Anne M. Ediger, Professor and Chair; PhD, Univ. of Durham, UK; English Language: NYU; Bilingual Education UCLA; Applied Linguistics Linguistics Jenny Tuten, Assistant Professor; PhD, Terrie Epstein, Associate Professor; EdD, Carmen Mercado, Professor; PhD, Fordham; Fordham; Language and Literacy Education Harvard; Education Reading and Language Arts Francis Gardella, Associate Professor; EdD, Sally-Anne Milgrim, Professor; PhD, NYU; * Joint Appointment with the School of Arts and Rutgers; Mathematics Education English and English Education Sciences 94 INTRODUCTION | SCHOOL OF EDUCATION Dona Matthews, Professor; Associate Grace Professor; Lappin,Assistant Timothy Lackaye, Professor; Assistant Garnett,Katherine Professor andChair; Elaine Professor; Gale, Assistant David Connor, Professor; Associate Shirley Cohen,Professor; Special Education David Steiner, Professor andDean; Ruth Rose, Lecturer; John O Gess LeBlanc, Professor; Associate Kopala,Mary Professor; Kinsler,Kimberly Professor; Associate Mario A.Kelly, Professor; Associate Calliope Haritos, Professor; Associate Priscilla Hambrick-Dixon, Associate BrowneSherryl Graves, Professor andChair; L.Evans,Henry Lecturer; Julie Chronister, Professor; Assistant Peggy Pei-I Professor; Chen,Assistant Elizabeth Cardoso, Professor; Associate Tamara Buckley, Professor; Assistant Andraé Brown, Professor; Assistant Sarah Bonner, Professor; Assistant and CounselingPrograms Educational Foundations * Jeanne Weiler Professor; Associate Behavioral Studies Teachers College, Columbia; Health and Linguistics/EFL Professor; Disabilities Teachers College,Columbia;Learning Teaching, LearningDisabilities Teachers College,Columbia;Curriculum and Psychology Rochester; Developmental/Educational Psychology CUNY; Educational Psychology Rehabilitation Research CUNY; Educational Psychology Writing Seton Hall; Marriage andFamily of Arizona; Educational Psychology Families ofStudents withDisabilities, Autism Development Columbia; AssessmentandCurriculum Education SUNY (Stony Brook); Social Foundations of Harvard; Political Science CUNY; Developmental Psychology Practice PhD, Harvard; ClinicalPsychology, Public University of Wisconsin-Madison; Psychology Psychology Teachers College,Columbia;Counseling Univ. of Toronto; Gifted Education Counseling Psychology CUNY; Developmental Psychology Psychology Univ. of Wisconsin-Madison; Rehabilitation Hearing Sciences Colorado, Boulder;Speech, Languageand ’ Neill, Professor; PhD, Michigan; Education, – Learning Disabilities MA, Southern Illinois; PhD, Syracuse; PhD, Penn State; PhD, Columbia; MFA, Columbia; PhD, Univ. of PhD, PhD, Univ. PhD, PhD, PhD PhD, EdD, EdD, PhD, PhD, PhD, PhD, PhD, EdD, PhD, PhD, EdD, Diane C. Taranto-Horan, Professor; Assistant Rosanne K. Silberman, Professor; Thomas C.McIntyre, Professor; Time Considerations infieldwork settings. performance demonstration ofprofessional standards of maintenance ofacademicstandards andthe continued matriculationincludeboththe ship; andaculminatingactivity. Criteria for work); studentteaching,practicumorintern- components: coursework (includingfield- and mostleadtoNew York State certification. the New York State Education Department for research. Allprograms are registered with in thefield,andbuildingofcompetence study ofproblems confronting theprofessional andpractice, opment ofprofessional theory ofacademicdisciplines,devel- greater mastery for counseling programs offeropportunities teacher challenges. The graduateeducationand studies toensure proper modelingofreal world assessment data,andincludetheuseofcase intheanalysisandtimelyuseof instruction andfieldexperiences, incorporate coursework ings, offerexposure tobestpracticesthrough Our programs integratecurrent research find- impact onthelearningoftheirfuture students. they willneedtohave amajorandpositive to equipteacherswiththeknowledge and Graduate programs ineducationare designed PROGRAMS TEACHER EDUCATION *Joint Appointment withtheSchoolofArts and Ellen Trief, Professor; Associate Candidates foramaster unless atimeextensionisgranted. be awarded are notapplicabletothedegree more thanfive years oldwhenthedegree isto normally required forthedegree. Course credits required totakemore thanthenumberofcredits not toexceed oneyear. limit isextendedby theduration oftheleave, leave.In suchcasesthetime ormilitary nity, forseriousillness, mater- Educational Services and withtheapproval oftheOffice of leave ofabsenceby permissionoftheiradviser of matriculation.Students maybegranteda within amaximumoffive years from thedate of Education mustcompletetheprogram Sciences Disabilities Columbia; Visual Impairment, Severe/Multiple Disabilities, ClinicalPsychology BS, MS Wagner, PhD, St John Severe/Multiple Disabilities College, Columbia; Visual Impairment, Disorders Connecticut; Emotional andBehavior Each graduateprogram includesthree Students exceeding thetime limitmaybe ’ s degree intheSchool ’ s; Learning EdD, Teachers PhD, EdD, skills tion, demonstrationandresearch. Their facilitiesare alsoavailable forobserva- exploration ofprograms forgiftedchildren. and have aninternationalreputation forthe schoolthrough the12thgrade, from nursery Hunter CollegeHigh children Schoolserve tural richnessanddiversity ofNew York City. field placementsthatreflect theethnicandcul- experiences,and room activities,laboratory public urbaneducationisevidencedinclass- other educationalsettings.Acommitmentto educators foravariety ofroles inschoolsand evening oron-line. courses are offered duringtheday, early who are employed duringtheday. Summer PM or7:10tomeettheneedsofstudents during theacademicyear beginateither4:30 time students. programs mayofferdaytimecoursesforfull- study are available duringthesummer. Some resources forgraduate permit.Opportunities gram coordinator andchairpersonwhen tions are possible withpermissionofthepro- up toninecredits asemester;however, excep- teaching; graduation audit;New York State tion; placementsforfieldwork andstudent include: advisement;assistancewith registra- provided areas ofservices The primary oftheSchoolEducation. tion departments in classesoffered by thethree teacher educa- tostudentsenrolledprovides services support The Office (O.E.S.) ofEducational Services Educational Services The Office of associations. from theirrespective specialized professional have alsoreceived nationalrecognition status Education (NCATE). Many ofourprograms National CouncilforAccreditation of Teacher The SchoolofEducation isaccredited by the Accreditation training ordevelopment ofresearch skills. foradvanced graduate studentsanopportunity children withdisabilities. These projects afford of rehabilitation counselorsandteachersfor ence, educationaltechnology, andpreparation mathematicsandsci- teaching ofsecondary in bilingualeducation,improvement ofthe Projects currently inprocess includetraining from federal,stateandprivatesupport sources. in teachereducationhave attractedsubstantial A variety ofprograms inresearch andtraining in Teacher Education Research andTraining (212) 772-4624 1000 WestBuilding Hunter Schooland CollegeElementary The graduateprograms prepare professional Most graduatecoursesineducationheld Part-time studentsare permittedtotake SCHOOL OF EDUCATION | INTRODUCTION 95 s degree ’ qualifications and the require- ’ s program requirements varyaccording requirements s program ’ s degree in the School of Education must of Education in the School s degree ’ Candidates should consult their program expected to All graduate students are ments of the specific program. Students must Students ments of the specific program. of at least 3.0 in both graduate a GPA achieve to courses and undergraduate courses needed should satisfy admission conditions. Students not expect to complete the master Students who have been matriculated for one been matriculated for who have Students master of Admissions the Office through formally apply wish- Students to change programs. if they wish track in their program one from ing to change of major must complete a change to another Building. West in 1000 form, available Readmission in should apply for readmission Students for fall semester and November for the April the Admissions the spring semester (check a GPA for deadlines). A student with Office 3.0 must apply for special permission below 1000 in Room on probation for readmission Building. West DEGREE REQUIREMENTS Master to students Changing Programs Changing requirements by attending full-time, although by requirements this may be possible in some cases. or adviser about the comprehen- coordinator at or culminating project examination sive of the expected date advance in least one year of graduation. demonstrate competence in the use of tech- is in place for process A screening nology. program check with your some programs; assigned a college All students are coordinator. to which important announce- e-mail address addi- often sent. In ments and materials are are tion, some courses in some programs taught wholly or in part on-line s degree. ’ must be changed to letter grades ” Students who have been admitted as non- who have Students Work to remove conditions must begin in conditions remove to Work earned as a non- than 12 credits more No Incomplete Nonmatriculated Status Nonmatriculated students who apply for matricula- Qualified meet matricula- tion but who do not initially be in some programs, may, tion requirements 12 designated credits permitted to take 9 to per- basis as resources on a nonmatriculated does to nonmatriculant status mit. Admission to take any specific course. not imply approval for admission at matriculants should reapply the beginning of the semester in which they the In take the ninth nonmatriculant credit. the grades of the second admission review, as a nonmatriculant courses taken at Hunter as evidence of academic capa- will be reviewed bility for admission. Any course taken as a non- a grade matriculant for which a student receives unless a degree the of C will not count toward of the dean. Grades granted by is special waiver “ Matriculation with Conditions Conditions with Matriculation is otherwiseA student who qualified for a par- has not completed but who ticular program may to matriculation prerequisites the course conditions, to matriculation with be admitted 12 credits. not exceed deficiencies do provided be completed in no the first semester and A semesters. consecutive than three more of matriculation course taken as a condition the master toward will not be credited for matricula- an applicant is considered before for matriculation, the be considered To tion. of 3.0 and GPA an overall student must have than a B in education courses. no grade lower for may be approved matriculant at Hunter of the student later transfer to the record accepted as a matriculant. s academic record, along with other s academic record, ’ Applicants who have taken all or part who have of Applicants the is competitive; to programs Admission Applications for admission may be Applications The O.E.S. maintains regular office hours maintains regular The O.E.S. may vary peri- registration during Hours Applicants will be considered for admission to will be considered Applicants graduates of accredit- matriculation if they are compa- degrees ed colleges with baccalaureate College, and if they rable to those of Hunter the by meet the minimum criteria required Each each described below. specific program, applicant Minimum Admission Requirements factors, is considered. their undergraduate education in a country language are is not the native English where score TOEFL to submit an official required at least a These applicants must score report. test or 233 on 575 on the paper-administered test or 68 (less the computer administered IBT. TOEFL speaking component) on the of Test at least 4.5 on the They must score (TWE) English or 22 on the IBT Written of Test on the and 45 Section; Writing (TSE) or 23 on the IBT English Spoken section. Speaking number of qualified applicants may exceed the number of students who can be admitted. Graduate admissions to the School of admissions to the School Graduate Andrew Mr. by coordinated are Education Services of Educational King, Coordinator 1000 and Recruitment, for Admissions (212) 772-4688, edadmissions Building, West @hunter.cuny.edu. Center, Welcome the College obtained from or on-line at the Building 100 North Room of Admissions of the Office website Check the http://admissions.hunter.cuny.edu/ Students for due dates. admissions website postsecondary taken who have coursework due date to an earlier outside the USA have the International submit applications. See portion of the admissions website Student http://studentservices.hunter.cuny.e du/international.htm. ADMISSION certification;other various and job placement; servicesstudent permits, trans- such as course or exemptions, waivers course fers of credit, of absence. and leaves 10-6 and is open from the year throughout and 9-5 PM. Thursday through PM. Monday the college is open. whenever on Fridays, months, and when ods, during the summer hours are not in session. Office classes are Building. West posted outside 1000 96 INTRODUCTION | SCHOOL OF EDUCATION • • • to Room 1000 West Building. ment office;andreturn thecompletedform obtain appropriate signatures from thedepart- Building; attachcoursedescriptionsand the appropriate forminRoom 1000 West taking thecourse. The studentshouldobtain must request andreceive permissionpriorto versities duringtheperiodofmatriculation courses • The following limitationsapply: Admissions Office. chairpersonsandsenttothe department available, andthenbereviewed, approved by or catalogcoursedescriptionsifsyllabiare not umented withofficialtranscriptsandsyllabi Applications fortransfercredit shouldbedoc- at othercollegespriortomatriculation. Admissions totransfergraduatecoursestaken “ universities aftermatriculationare considered Graduate coursestakenatothercollegesor Permit Credit are considered Graduate coursestakenpriortomatriculation Transfer Credit ways: apply thosecoursestotheirprogram intwo at anothercollegemay, withwrittenapproval, Students whohave takengraduate-level courses Course Equivalency Transfer ofcredit canonlybegrantedfor Coursesfor whichtransferandapproval of No more thanatotalof12credits willbe Permit Application fortransferandapproval of courses withgradesofBorbetter. semester ofmatriculation. may bemadeafterregistering forthefirst course credits takenpriortomatriculation pated dateofgraduation. ed withinfive years preceding theantici- credit are soughtmusthave beencomplet- matriculation. for Hunter Collegecoursestakenpriorto colleges, forcoursestakenonpermit,or allowed forcoursescompletedatother Students mustapplytotheOffice of “ Transfer ofCredit ” “ credit. Students planningto take on permit “ Transfer ofCredit. ’’ atothercollegesoruni- ” or “ Permit Credit. ” ” Skills-Written) for2004-2005wasalso100%. rate ontheATS-W (Assessmentof Teaching for2004-2005was 100%; thepass the LAST Examinations. Certification The passrateon ing passrateontheNew York State Teacher es. permitted toregister foranyadditionalcours- enroll inareading/writing coursebefore being Analysis andExpression a score below 220onthesubtestof andobtains Any studentwhofailstheLAST Office 1000 ofEducational Services, West. study. NYSTCE bookletsare available inthe (NYSTCE) withincompletionof12credits of State Teacher Examination Certification and Science Test oftheNew (LAST) York must submittheirscores ontheLiberalArts do nothave priorNYSteachercertification lead toNew York State andwho Certification allowed tocontinueatHunter College. the studentwillbedebarred andwillnotbe GPA to3.0afteronesemesteronprobation, the studentfailstoraisehis/hercumulative any semesterwillbeplacedonprobation. If cumulative GPA fallsbelow 3.0attheendof cumulative GPA of3.0.Astudentwhose Students atHunter Collegemustmaintaina Progress Standards All master Experiences andPractica Student Teaching, Field Building. must bereturned toRoom 1000 West the Registrar. Completedgraduationaudits audit formmaybeobtainedintheOffice of in whichtheyplantograduate.Agraduation tion withinthefirsttwoweeks of thesemester All potentialgraduatesmustapplyforgradua- GRADUATION master ences, studentteachingand/orpractica. These negative TB test. negative TB in New York Citypublicschoolsand require a placements are designatedby Hunter College indeveloping aprogram plan.Allfield sary Consultation withaprogram adviserisneces- teaching isoffered onlyonceayear. teach inthefall.In someprograms student the springsemesteriftheywishtostudent expect tostudentteachinthespring,and they have completedprerequisite coursesand Students mustapplyinthefallsemesterif completion ofthesefieldrequirements. The SchoolofEducation hasanoutstand- All matriculatedstudentsinprograms that ’ s degrees maynotbegrantedwithout ’ s programs require fieldexperi- ” mayberequired to “ Written (212) 772-4662 Educational Services [email protected] Services shouldcontacttheOffice of certification NYSTCE. Students withquestionsabout tion, althoughotherstatesdonotacceptthe accepted by manyotherstatesuponapplica- which version totake. oranadviseriftheyareServices unsure about should checkwiththeOffice ofEducational levels; students andsecondary elementary their certificate. The ATS-W isoffered atthe appropriate ContentSpecialty Test for (CST) Teaching Skills-Written (ATS-W) andthe Science Test theAssessmentof (LAST), pass three and examinations: theLiberalArts State ofNew York requires the applicant to tion by theState. For the aninitialcertificate, (NYSTCE) inorder tobegrantedcertifica- State Teacher Examinations Certification Education website. Educational andontheSchoolof Services cation are available intheOffice of fication. Instructions forapplyingcertifi- study, andfileanon-lineapplicationforcerti- dent mustcompletetheapproved program of To berecommended thestu- forcertification forteachinginNewcertification York State. toleadinitialandprofessionalDepartment approved by theNew York State Education indicated)have been below (unlessotherwise The graduateeducationprograms described CERTIFICATION NEW YORKSTATE times ayear. Preparation workshops are provided several ments forNew York State certification. Teacher Examination) require- Certification tion related totheNYSTCE (New York State ing, jobsearching andinterviewing. assistance withimproving skillsinresume writ- whichincludes A feeischargedforthisservice, Graduates whohave completedaHunter 2. Matriculated graduatestudentscurrently 1. for: professional teacherplacementservices The Office of Teacher Placement provides TEACHER PLACEMENT 926 WestBuilding New York State isreciprocally certification Students mustpasstherequired New York This officeassistsstudentswithinforma- ing tostatecertification. College teachereducationprogram lead- graduate educationcredits. Hunter whohave completedatleast12 enrolled inamaster ’ s degree program at ADMINISTRATION & SUPERVISION/ADVANCED EDUCATION OF SCHOOL CERTIFICATES IN SCHOOL BUILDING LEADER AND SCHOOL DISTRICT LEADER

Program Coordinators: Marcia Knoll; 1025 West Building; (212) 772-4761; [email protected] Janet Patti; 1026 West Building; (212) 772-4692; [email protected]

Hunter College offers qualified candidates a MINIMUM REQUIREMENTS EXIT REQUIREMENTS sixth year program in the administration and FOR ADMISSION | supervision of nursery, Pre-K, elementary, The culminating experiences of the program ADMINISTRATION and secondary schools. The program leads to 1. Completion of an approved master’s degree consist of an oral exit interview and a program a professional certificate granted by Hunter with a minimum average of B (3.0). portfolio review of selected leadership experi- College. Students who complete the program ences and reflections on the learning process. by fulfilling exit requirements also qualify for 2. Regular certification or licensing as a New York State certification as a school teacher and/or pupil personnel service building leader and school district leader. provider within grades N-12 is required. Leadership experiences of 25-35 hours, 3. A minimum of three years of approved which provide field applications of course teaching and/or school service within knowledge, skills and dispositions, are & grades N/12 under regular appointment required in each course in the program. (or its equivalent for counselors, social SUPERVISION Students may choose to seek only the school workers, and school psychologists). building leader certification (30 credits). Students also have the option of completing 4. Submission of two letters of support from only the school district leader certification the candidate’s immediate site supervisor (30 credits). Students may fulfill the pro- gram’s exit requirements for both the school 5. Promise of success in educational supervi- building leader and school district leader cer- sion and administration as determined by tification upon the completion of 36 credits. the completion of a comprehensive inter- (See course of study below). The New York view process that includes both oral and State Education Department anticipates that written activities. an examination will also be required for cer- tification. All students must meet with a faculty member for advisement prior to registration each semester. The program requires a mini- Administration and Supervision Courses of Study mum of six semesters of part-time study and School Building Leader/School District Leader includes summer sessions during June and July. Total Credits 36 All courses must be completed in five years. Course No. Title Credits ADSUP 700 Human Relations for Equity and Social Justice 3 cr ADSUP 701* Organization and Administration of Public Schools 3 cr ADSUP 702** School Building Leadership 3 cr ADSUP 703 Supervision for Instruction 3 cr ADSUP 705 Research Seminar in Administration 3 cr ADSUP 708* District/Region and School-Based Experience Seminar in Administration and Supervision 3 cr ADSUP 709 Legal Issues in Education 3 cr ADSUP 711 School Finance, Facilities and Operations 3 cr ADSUP 712 School Improvement through Technology and Data-Driven 3 cr Decision-Making ADSUP 714 Leadership, Change, and School Reform 3 cr ADSUP 720* Theory and Principles of Curriculum Design* 3 cr ADSUP 722* Analysis of Problems and Issues in Contemporary Education 3 cr

*Students who wish to obtain only the School Building Leadership Certificate, and not the School District Leadership Certificate, should take ADSUP 706 – School-Based Experience Seminar in Administration and Supervision (3 credits) instead of ADSUP 708. They are not required to take ADSUP 701 or ADSUP 722. **Students who wish to obtain only the School District Leadership Certificate, and not the School Building Leadership Certificate should take ADSUP 707 – District Based Experience Seminar in Administration and Supervision (3 credits) instead of ADSUP 708. They are not required to take ADSUP 702 or ADSUP 720. 97 ADOLESCENT EDUCATION

Graduate programs in adolescent education at THE TEACHER EDUCATION Students may take no more than 12 cred- Hunter College prepare prospective teachers PROGRAM IN BIOLOGY its as nonmatriculants, 9 of which need to to serve as highly effective educators in urban be from the adolescent education course middle and high schools. Through rigorous Education Adviser Stephen Demeo; offerings (SEDC or SEDF). course work, fieldwork and student teaching (212) 772-4776; 908 West Building; experiences in New York City schools, stu- [email protected] D. Change in Status From Nonmatriculant dents learn how to provide an academically Biology Department Adviser Patricia Rockwell; to Matriculant rigorous education to students of diverse (212) 650-3234; 821 North Building; Students must reapply for matriculation at backgrounds, abilities and interests. [email protected]

SCHOOL OF EDUCATION the beginning of the semester in which they will complete 12 credits. In order to | Content Knowledge be matriculated they must meet the stan- Courses in the academic discipline offered by This program is designed to serve individuals dards for the 12-credit benchmarks listed the School of Arts & Sciences will deepen who do not have initial or provisional certifi- below under “Progress Standards.” teacher candidates’ subject knowledge. They cation in the teaching of science. will learn how to use knowledge of their subject E. See the Biology Department section of the to design and implement classroom instruction Admission Criteria catalog for additional information on admis- that reflects State and professional standards. A. Matriculation Requirements for Teacher sion and the course of study in biology. Professional Knowledge Education Program in Biology Progress Standards Teacher candidates will learn the theory and 1. A bachelor’s degree from an accredited practice of effective pedagogy in their subject institution acceptable to Hunter College A. 12-Credit Progress Standards for area. They will gain a grounding in the histo- with an overall cumulative grade point Matriculated Students ry, philosophy, psychology and sociology of average (GPA) of 2.8. 1. Students must maintain an overall GPA of education that will inform their teaching. 2. A minimum of 21 credits in biology to 3.0, which includes courses in the arts and ADOLESCENT EDUCATION They will study research-based theories and sciences subject as well as in teacher educa- methods of teaching their subject to students include a year of introductory biology tion, in order to continue in the program. with special needs, including special educa- with laboratory and a semester of organic tion students and English language learners. chemistry. 2. Students with more than one course grade 3. A general education core in the liberal arts below B in the first 12 credits of SEDC or Skills and sciences to include the following (in SEDF course work will not be allowed to Teacher candidates will learn to design lessons addition to a biology major): 6 credits in continue in the program. and units of work for students, and to adapt English, 6 credits in a language other than 3. A student who receives a grade of F in any their instruction to students’ prior knowledge English (3 years of high school study in course including arts and sciences courses and level of skill. They will gain expertise in the same foreign language with grades of in the first 12 credits will not be allowed analyzing and using assessments of student C or better documented by high school to continue in the program. achievement to guide and inform their transcript will meet this requirement), 6 instruction. They will master the use of tech- credits in social studies (to include at least 4. Students with one grade of IN (Incomplete) nology as a tool for teaching their subject. one course in U.S. history or U.S. geogra- within the first 12 credits are restricted from They will learn to manage their classrooms to phy), 3 credits in the arts, and one college registering for more than one additional provide effective instruction for all students. course in calculus. course. Those with two or more INs will They will practice ways to assess and reflect not be allowed to register for any courses. on their teaching practice in order to 4. Two professional references to be included strengthen their work with students and grow with the application for matriculation. Note: It is recommended that students with as professionals. two or more INs take an official leave of 5. An essay to be completed as part of the absence. application for matriculation. Creating Community 5. All students should take the Liberal Arts Teacher candidates will learn to create humane B. Admission with Conditions and Sciences Test (LAST) of the New and ethical learning communities in their class- York State Teacher Certification rooms and schools in which all students receive Applicants who do not meet all the liberal Examinations and submit their scores to the support they need to achieve academically. arts and sciences course requirements may the Office of Educational Services before They will learn to communicate effectively be admitted with up to 12 credits of condi- they complete 12 credits of course work. with parents, families, community members tions, which can be fulfilled at either the Any student who does not receive a pass- and other members of the school faculty and undergraduate or graduate level. These ing score on the LAST and who does staff in order to provide this support. courses will not count toward the minimum poorly on Test #4 Communications Skills number of credits required for the degree. (Reading Comprehension) and/or 5 Written Analysis and Expression (Essay) C. Admission to Nonmatriculant Status must enroll in a college-directed literacy- Applicants for matriculation who have an course or workshop series approved by an overall GPA between 2.5 and 2.79 and adviser before being permitted to register meet all other requirements for matricula- for any courses. tion may be considered for admission to nonmatriculant status as resources permit. 98 SCHOOL OF EDUCATION | ADOLESCENT EDUCATION: BIOLOGY 99 1 yr – SEDF 703 SEDF 704 SEDF 705 or perm. of instructor & molecular biology or biochem undergrad course SEDC 724 SEDF 706 SEDC 724 SEDF 706 BIOL 610.55 or perm of instructor BIOL 610.55 BIOL 630 SEDF 704 SEDF 705 SEDC 710 SEDF 704 SEDC 713 SEDC 710 SEDC 724 SEDF 706 SEDC 724 SEDF 706 SEDC 724 SEDF 706 Take Either Take Core requirements Core Or One of the Following One Or EDUCATION COURSES EDUCATION Plus One of the Following Plus One , which serves as the capstone Students will be expected Students department sciences Biological CULMINATING EXPERIENCES CULMINATING for students who have completed molecular biology for students who have BIOLOGICAL SCIENCES COURSES BIOLOGICAL BIOL 660 For students who have not taken either molecular biology or molecular have students who For and molecular genetics at the undergraduate level. Choose one: and molecular genetics at the undergraduate level. Category A: Student Teaching in Biology in Grades 10-12 in Grades in Biology Teaching Student (30 hrs + 30 days and conferences) 3 10-12 Grades in Biology, Practicum (30 hrs + conferences) Education in Biology LaboratoryWorkshop 2 Science and Society 4 course in bio. Grad SciencesChallenging Concepts in Biological 4 Genetics BiologyMolecular Cell Biology 3 BiologyDevelopmental BiologyMolecular GeneticsMolecular 5 4 4 chem. Organic genetics Und. 4 chem. Org. 3 3 Social Foundations of Adolescent Education Education of Adolescent Foundations Social (45 hrs) 7-12Grades Development, Adolescent 3 (30 hrs + 36 hrs fieldwork) to Applications Psychology: Educational (30 hrs + 36 hrs fieldwork) Education Adolescent and Learning in Teaching Assessment of 2 (30 hrs + Lab) Education Adolescent 2 of Literacy in the Foundations Building (45 hrs) Education Adolescent 2 of Secondary Study 1: Advanced Methods Teaching for Learning Environments 3 hrs) and Science (45 Mathematics 3 (15 hrs) and Safety Health Adolescent Diverse Teaching of Study 2: Intensive Methods 2 7-12 Learners in Science, Grades (30 hrs + 36 hrs fieldwork) 1 7-12 Grades in Biology, Teaching Student (60 days student teaching + 30 hr seminars, and conferences) workshops 5 7-9 in Grades in Biology Teaching Student (30 hrs + 30 days and conferences) 7-9 Grades in Biology, Practicum 3 (30 hrs + conferences) 2 genetics at the undergraduate level. Students must take both courses below: must take Students genetics at the undergraduate level. Category B: either to prepare a research proposal or to conduct a research proposal a research either to prepare in while enrolled project BIOL 600 BIOL 602.10 in Biology: Project Culminating BIOL 610.55 BIOL 630 BIOL 660 BIOL 700 BIOL 710.13 BIOL 714.01 BIOL 750.03 SEDC 764.11 SEDC 774.11 SEDC 764.21 SEDC 774.21 SEDF 705 SEDF 706 SEDC 713 SEDC 720 SEDC 754.01 Graduate Adolescent Education Course Sequence: Biology Sequence: Course Education Adolescent Graduate 37-41 credits Course No. TitleSEDF 703 SEDF 704 Credits Prereq Coreq course in biology. teaching portfolioProfessional School of Education SEDC 710 SEDC 724 Teacher candidates must show progress candidates must show Teacher See the Biology Department section of the the Biology See C+ or C in a field experience or student C+ or C in a field experience apply to the chair- teaching course must person of the department to for permission that course, which may be repeated repeat a who receives only once. Any student will not and grade of F may not reregister to continue in the program. be allowed will take place in New York City schools. City York will take place in New should apply for matriculation at the begin- matriculation apply for should will com- semester in which they ning of the in the program. plete 12 credits Any student who receives a grade of B-, a grade Any student who receives All field experiences and student teaching and student All field experiences Please Note: Non-matriculated students Non-matriculated Note: Please toward the completion of the portfolio the completion of the toward their advisers. by review regular through and will arrange for a presentation Students during the last of their work final review A performancesemester in the program. assessment checklist and rating scale will assess the quality of the culminating experi- presentation). ences (portfolio and reflective Graduate the School of Education See available Education, in Adolescent Handbook Services, Room of Educational in the Office for specific guidelines. West, 1000 catalog for information about the culminating in biology. project Students will develop a professional teaching a professional will develop Students portfolio, effort, which is a cumulative inte- the throughout grating course and fieldwork students will be particular, In program. expected to complete a major research-based the theme artifacts include project, that reflect connect all components and of that research, reflection. critical through Exit Criteria: Culminating Experiences B. Student Teaching Benchmarks Teaching B. Student THE TEACHER EDUCATION Graduate Adolescent Education Course Sequence: Chemistry PROGRAM IN CHEMISTRY (37-39 credits) Course No. Title Credits Prereq Coreq Education Adviser Stephen Demeo; (212) 772-4776; [email protected] EDUCATION COURSES SEDF 703 Social Foundations of Adolescent Education 3 Chemistry Department Adviser Pamela Mills; (45 hrs) (212) 772-5331; [email protected] SEDF 704 Adolescent Development, Grades 7-12 2 (30 hrs + 36 hrs fieldwork) This program is designed to serve individuals SEDF 705 Educational Psychology: Applications to 2 SEDF 704 who do not have initial or provisional certifi- Adolescent Education (30 hrs + 36 hrs fieldwork) cation in the teaching of science. SEDF 706 Assessment of Teaching and Learning in 2 SEDF 705 Adolescent Education (30 hrs + Lab) SEDC 710

SCHOOL OF EDUCATION SEDC 710 Building the Foundations of Literacy in 3 Admission Criteria Adolescent Education (45 hrs) | A. Matriculation Requirements for Teacher SEDC 713 Methods 1: Advanced Study of Secondary 3 SEDF 703 Education Program in Chemistry Learning Environments for Teaching SEDF 704 Mathematics and Science (45 hrs) 1. A bachelor’s degree from an accredited SEDC 720 Adolescent Health and Safety (15 hrs) 1 SEDF 704 institution acceptable to Hunter College SEDC 724 Methods 2: Intensive Study of Teaching 2 SEDC 713 SEDC 710 with an overall cumulative grade point Diverse Learners in Science, Grades 7-12 SEDF 705 average (GPA) of 2.8. (30 hrs + 36 hrs fieldwork) CHEMISTRY Take Either : 2. A minimum of 29 credits in science and SEDC 754.02 Student Teaching in Chemistry, Grades 7-12 5 SEDC 724 SEDF 706 mathematics to include one year of chem- (60 days student teaching + 30 hr seminars, istry, one year of introductory physics with workshops and conferences) laboratory, and one semester of calculus. Or One of the Following SEDC 764.12 Student Teaching in Chemistry in Grades 7-9 3 SEDC 724 SEDF 706 3. A general education core in the liberal arts (30 hrs + 30 days and conferences) and sciences to include the following: 6 SEDC 774.12 Practicum in Chemistry, Grades 7-9 2 SEDC 724 SEDF 706 credits in English, 6 credits in a language (30 hrs + conferences) other than English (3 years of high school Plus One of the Following study in the same foreign language with SEDC 764.22 Student Teaching in Chemistry in Grades 10-12 3 SEDC 724 SEDF 706 grades of C or better documented by high (30 hrs + 30 days and conferences) school transcript will meet this require- SEDF 774.22 Practicum in Chemistry, Grade 10-12 2 SEDC 724 SEDF 706 ment), 6 credits in social studies (to (30 hrs + conferences) include at least one course in U.S. history CHEMISTRY COURSES (minimum of 15 cr) ADOLESCENT EDUCATION or U.S. geography), 3 credits in the arts, CHEM 655 Demonstrations, Models and Technology 3 and 6 credits in math/technology (a college CHEM 630 Science and Society 3 course in calculus meets this requirement). CHEM 660 Challenging Concepts in Chemistry 4 4. Two professional references to be included Two electives chosen from 600- or 700-level at least courses in chemistry or biochemistry 5 cr. with the application for matriculation. for students who have not taken physical chemistry, one of the electives must be: 5. An essay to be completed as part of the CHEM 650 Biophysical Chemistry 4 application for matriculation. CULMINATING EXPERIENCES Culminating Project in Chemistry: Students will be expected Chemistry department B. Admission with Conditions either to prepare a research proposal or to conduct a research project while enrolled in CHEM 660, which serves as the capstone course Applicants who do not meet all the liberal in chemistry. arts and sciences course requirements may Professional teaching portfolio School of Education be admitted with up to 12 credits of condi- tions, which can be fulfilled at either the undergraduate or graduate level. These D. Change in Status From Nonmatriculant Progress Standards courses will not count toward the minimum to Matriculant A. 12-Credit Progress Standards for number of credits required for the degree. Students must reapply for matriculation at Matriculated Students the beginning of the semester in which C. Admission to Nonmatriculant Status they will complete 12 credits. In order to 1. Students must maintain an overall GPA of 3.0, which includes courses in the arts and Applicants for matriculation who have an be matriculated they must meet the stan- sciences subject as well as in teacher educa- overall GPA between 2.5 and 2.79 and dards for the 12-credit benchmarks listed tion, in order to continue in the program. meet all other requirements for matricula- below under “Progress Standards.” tion may be considered for admission to 2. Students with more than one course grade nonmatriculant status as resources permit. E. See the chemistry department section of below B in the first 12 credits of SEDC or the catalog for additional information on SEDF course work will not be allowed to Students may take no more than 12 cred- admission and the course of study in continue in the program. its as nonmatriculants, 9 of which need to chemistry (p. 37). be from the adolescent education course offerings (SEDC or SEDF).

100 SCHOOL OF EDUCATION | ADOLESCENT EDUCATION: EARTH SCIENCE 101 1006 North Building; Building; 1006 North s degree from an accredited from s degree ’ Education Program in Earth Science Program Education arts and sciences course requirements may arts and sciences course requirements of con- be admitted with up to 12 credits ditions, which can be fulfilled at either the These undergraduate or graduate level. the mini- courses will not count toward for the required mum number of credits These conditions must be fulfilled degree. no semesters. Finally, within the first three than one student who is missing more sci- in the required course (3-4 credits) ences will be admitted to the program. institution acceptable to Hunter College institution acceptable to Hunter grade point cumulative with an overall of 2.8. (GPA) average sciences. earth science, or environmental geography, science, including geographic techniques. in and sciences to include: 6 credits a language other than in 6 credits English, of high school study in (3 years English language with grades of the same foreign school high C or better documented by 6 transcript will meet this requirement), in social studies (to include at least credits one course in U.S. history or U.S. geogra- in in the arts, and 6 credits phy), 3 credits math/technology (a college course in cal- culus meets this requirement). with the application for matriculation. application for matriculation. Applicants who do not meet all the liberal Applicants (212) 772-5224; [email protected] (212) 772-4776; 908 West Building; Building; West 908 (212) 772-4776; [email protected] Haydee Salmun; Salmun; Haydee B. with Conditions Admission Education Adviser Stephen Demeo; Stephen Adviser Education Department Adviser Geography is designed to serveThis program individuals certifi- initial or provisional who do not have of science. cation in the teaching Admission Criteria A.Teacher for Requirements Matriculation bachelor 1. A THE TEACHER TEACHER THE EDUCATION SCIENCE IN EARTH PROGRAM 2. in arts or A major of at least 30 credits 3. physical in geology, least 21 credits At 4. in the liberal arts A general education core 5. to be included references professional Two 6. An essay to be completed as part of the that course, which may be repeated only repeated may be which that course, a grade of who receives Any student once. not be and will reregister F may not program. to continue in the allowed Students will develop a professional teaching a professional will develop Students portfolio effort, is a cumulative which inte- the throughout grating course and fieldwork be students will particular, In program. a major research-based expected to complete the theme include artifactsproject, reflect that and connect all components of that research, critical reflection. through progress must show candidates Teacher the completion of the portfolio toward their advisers. by review regular through and will arrange for a presentation Students during the last of their work final review A performancesemester in the program. assessment checklist and rating scale will assess the quality of the culminating experi- presentation). ences (portfolio and reflective Graduate the School of Education See available Education, in Adolescent Handbook Services, of Educational Room in the Office for specific guidelines. West, 1000 the chemistrySee department section of the catalog for information about the culminating 37). (p. experience in chemistry. Exit Criteria: Exit Criteria: Experiences Culminating and Sciences Test (LAST) of the New York (LAST) of the New Test and Sciences Certification Examinations Teacher State of to the Office and submit their scores they complete ServicesEducational before Any student who of course work. 12 credits on the a passing score does not receive #4 Test LAST and who does poorly on (Reading Communications Skills Analysis Written and/or 5 Comprehension) in a col- must enroll (Essay) and Expression literacy course or workshop lege-directed being an adviser before by series approved for any courses. permitted to register course including arts including course courses and sciences will not be allowed 12 credits in the first in the program. to continue from restricted are first 12 credits within the than one additional for more registering INs will more Those with two or course. for any courses. register to not be allowed C+ or C in a fieldwork or student teach- or student C+ or C in a fieldwork ing course must apply to the chairperson of the department for permission to repeat will take place in New York City schools. York will take place in New should apply for matriculation at the begin- ning of the semester in which they will com- in the program. plete 12 credits two or more INs take an official leave of leave INs take an official two or more absence. Any student who receives a grade of B-, Any student who receives All field experiences and student teaching Please note: Nonmatriculated students note: Nonmatriculated Please Note: It is recommended that students with that students is recommended It Note: B. Student Teaching Benchmarks Teaching B. Student 5. Liberal Arts All students should take the 3. of F in any a grade receives who A student 4. one grade of IN (Incomplete) with Students C. Admission to Nonmatriculant Status Graduate Adolescent Education Course Sequence: Earth Science Applicants for matriculation who have an (38-40 credits) overall GPA between 2.5 and 2.79 and Course No. Title Credits Prereq Coreq meet all other requirements for matricula- EDUCATION COURSES tion may be considered for admission to SEDF 703 Social Foundations of Adolescent Education 3 nonmatriculant status as resources permit. (45 hrs) SEDF 704 Adolescent Development, Grades 7-12 2 Students may take no more than 12 cred- (30 hrs + 36 hrs fieldwork) its as nonmatriculants, 9 of which need to SEDF 705 Educational Psychology: Applications to 2 SEDF 704 be from the adolescent education course Adolescent Education offerings (SEDC or SEDF). (30 hrs + 36 hrs fieldwork) SEDF 706 Assessment of Teaching and Learning in 2 SEDF 705 SCHOOL OF EDUCATION D. Change in Status From Nonmatriculant Adolescent Education (30 hrs + Lab) SEDC 710 SEDC 710 Building the Foundations of Literacy in 3 | to Matriculant Adolescent Education (45 hrs) Students must reapply for matriculation at SEDC 713 Methods 1: Advanced Study of Secondary 3 SEDF 703 the beginning of the semester in which Learning Environments for Teaching SEDF 704 Mathematics and Science (45 hrs) they will complete 12 credits. In order to SEDC 720 Adolescent Health and Safety (15 hrs) 1 SEDF 704 be matriculated they must meet the stan- SEDC 724 Methods 2: Intensive Study of Teaching 2 SEDC 713 SEDC 710 dards for the 12-credit benchmarks listed Diverse Learners in Science, Grades 7-12 SEDF 705 below under “Progress Standards.” (30 hrs + 36 hrs fieldwork) Take Either E. See the geography department section of SEDC 754.04 Student Teaching in Earth Science, 5 SEDC 724 SEDF 706 EARTH SCIENCE the catalog (p. 52) for additional informa- Grades 7-12 (60 days student teaching + : tion on admission and the course of study 30 hr seminars, workshops and conferences) in earth science. Or One of the Following SEDC 764.14 Student Teaching in Earth Science in 3 SEDC 724 SEDF 706 Progress Standards Grades 7-9 (30 hrs + 30 days and conferences) SEDC 774.14 Practicum in Earth Science, Grades 7-9 2 SEDC 724 SEDF 706 A. 12-Credit Progress Standards for (30 hrs + conferences) Matriculated Students Plus One of the Following 1. Students must maintain an overall GPA of SEDC 764.24 Student Teaching in Earth Science in Grades 3 SEDC 724 SEDF 706 3.0, which includes courses in the arts and 10-12 (30 hrs + 30 days and conferences) sciences subject as well as in teacher educa- SEDC 774.24 Practicum in Earth Science, Grades 10-12 2 SEDC 724 SEDF 706 tion, in order to continue in the program. (30 hrs + conferences) EARTH SCIENCE COURSES (minimum of 16 cr) 2. Students with more than one course grade PGEOG 701.63 Earth Science Today 3 SEDC ADOLESCENT EDUCATION below B in the first 12 credits of or GTECH 710 Mapping Science 3 SEDF course work will not be allowed to PGEOG 630 Science and Society 3 continue in the program. PGEOG 660 Challenging Concepts in Earth Science 4 3. A student who receives a grade of F in any One elective chosen from 600- or 3 or 4 course including arts and sciences courses 700-level courses with a PGEOG or GTECH prefix in the first 12 credits will not be allowed to continue in the program. Students lacking a significant background in geology or earth science may be required to take the following course as their elective: 4. Students with one grade of IN (Incomplete) PGEOG 701.64 Introducing Earth Science at the Museum 3 within the first 12 credits are restricted of Natural History from registering for more than one addi- CULMINATING EXPERIENCES tional course. Those with two or more Culminating Project in Earth Science: Students will be expected either to Geography department INs will not be allowed to register for any prepare a research proposal or to conduct a research project while enrolled courses. in PGEOG 660, which serves as the capstone course in earth science.. Professional teaching portfolio School of Education Note: It is recommended that students with two or more INs take an official leave of absence. 5. All students should take the Liberal Arts and Sciences Test (LAST) of the New York State Teacher Certification Examinations and submit their scores to the Office of Educational Services before they complete 12 credits of course work. Any student who does not receive a pass- ing score on the LAST and who does poorly on Test #4 Communications Skills (Reading Comprehension) and/or 5 Written Analysis and Expression (Essay) 102 SCHOOL OF EDUCATION | ADOLESCENT EDUCATION: ENGLISH 103 or ” SEDC ). SEDF or Progress Standards. Progress “ SEDC course work will not be allowed to will not be allowed course work 3.0, which includes courses in the arts and educa- as in teacher sciences subject as well to continue in the program. tion, in order of credits B in the first 12 below (LAST) of the New Test and Sciences Certification Teacher State York to and submit their scores Examinations Services of Educational before the Office of course work. they complete 12 credits a pass- Any student who does not receive on the LASTing score and who does #4 Communications Skills Test poorly on and/or 5 Comprehension) (Reading (Essay) Analysis and Expression Written literacy in a college-directed must enroll an by series approved course or workshop to Matriculant Students Matriculated SEDF two or more INs take an official leave of INs take an official leave two or more absence. overall GPA between 2.5 and 2.79 and between GPA overall for matricula- requirements meet all other to for admission considered tion may be permit. status as resources nonmatriculant 9 of which need to its as nonmatriculants, the adolescent education course be from offerings ( semester in which the beginning of the to order In credits. they will complete 12 must meet the stan- be matriculated they listed benchmarks for the 12-credit dards under below catalog for additional information on admis- sion and the course of study in English. continue in the program. course including arts and sciences courses will not be allowed in the first 12 credits to continue in the program. restricted are within the first 12 credits than one addi- for more registering from Those with two or more tional course. for any to register INs will not be allowed courses. Note: It is recommended that students with is recommended It Note: Applicants for matriculation who have an who have for matriculation Applicants than 12 cred- may take no more Students at for matriculation must reapply Students Department section of the the English See 1. Students must maintain an overall GPA of GPA must maintain an overall 1. Students than one course grade with more 2. Students 5. All students should take the Liberal Arts D. Nonmatriculant from Change in Status E. Standards Progress for Standards Progress A. 12-Credit C. Status to Nonmatriculant Admission 3. A student who receives a grade of F in any 3. A student who receives with one grade of IN (Incomplete) 4. Students s degree from an accredited from s degree ’ Education Program in English Program Education arts and sciences course requirements may arts and sciences course requirements of con- be admitted with up to 12 credits ditions, which can be fulfilled at either the undergraduate or graduate level. for required minimum number of credits the degree. institution acceptable to Hunter College institution acceptable to Hunter grade point cumulative with an overall of 2.8. (GPA) average World American or courses in British, (no more written in English Literature of the latter). than 3 credits (in and sciences to include the following in a major): 6 credits addition to English of years (3 language other than English lan- high school study in the same foreign guage with grades of C or better docu- school transcript will high mented by in social 6 credits meet this requirement), studies (to include at least one course in U.S. history or U.S. geography), 3 credits in math/sci- in the arts, and 12 credits ence/technology (a college course in calcu- of this requirement). lus meets 6 credits with the application for matriculation. application for matriculation. an undergradu- about 10 pages (preferably paper). ate research Applicants who do not meet all the liberal Applicants the These courses will not count toward (212) 772-5178; 1203 West Building; West (212) 772-5178; 1203 [email protected] (212) 772-4691; 922 West Building; Building; West 922 (212) 772-4691; [email protected] B. with Conditions Admission This program is designed to serveThis program individuals certifi- initial or provisional who do not have of English. cation in the teaching Admission Criteria A.Teacher for Requirements Matriculation bachelor 1. A THE TEACHER TEACHER THE EDUCATION IN ENGLISH PROGRAM Carlson; David Adviser Education Chinn; Sarah Department Adviser English 2. of advanced A minimum of 21 credits 3. in the liberal arts A general education core 4. to be included references professional Two 5. An essay to be completed as part of the must submit a writing sample of 6. Students Teacher candidates must show progress candidates must show Teacher the geography department section of See must enroll in a college-directed literacy in a college-directed enroll must an by approved series or workshop course permitted to register being adviser before for any courses. C+ or C must apply to the chairperson of C+ or C must apply to the department for permission to repeat only be repeated that course, which may of a grade once. Any student who receives and will not be F may not reregister to continue in the program. allowed will take place in New York City schools City York will take place in New only. should apply for matriculation at the begin- for matriculation at should apply will com- semester in which they ning of the in the program. plete 12 credits Any student who receives a grade of B-, Any student who receives All field experiences and student teaching All field experiences and Please note: Nonmatriculated students note: Nonmatriculated Please Students will develop a professional teaching a professional will develop Students portfolio effort, which is a cumulative inte- the throughout grating course and fieldwork students will be particular, In program. expected to complete a major research-based the theme artifacts include project, that reflect connect all components and of that research, reflection. critical through portfolio the completion of the toward their advisers. by review regular through and will arrange for a presentation Students during the last of their work final review A performancesemester in the program. assessment checklist and rating scale will assess the quality of the culminating experi- presentation). ences (portfolio and reflective Graduate the School of Education See available Education, in Adolescent Handbook Services, of Educational Room in the Office for specific guidelines. Building West 1000 the catalog for information about the culmi- in earthnating project science. Exit Criteria: Culminating Experiences B. Student Teaching Benchmarks Teaching B. Student adviser before being permitted to register Graduate Adolescent Education Course Sequence: English for any courses. 43-48 credits Please note: Nonmatriculated students Course No. Title Credits Prereq Pre/Coreq should apply for matriculation at the begin- EDUCATION COURSES ning of the semester in which they will com- SEDF 703 Social Foundations of Adolescent Education 3 plete 12 credits in the program. (45 hrs) SEDF 704 Adolescent Development, Grades 7-12 2 B. Student Teaching Benchmarks (30 hrs + 36 hrs fieldwork) SEDF 705 Educational Psychology: Applications to 2 SEDF 704 All field experiences and student teaching Adolescent Education (30 hrs + 36 hrs will take place in New York City schools. fieldwork) SEDF 706 Assessment of Teaching and Learning in 2 SEDF 705

SCHOOL OF EDUCATION Any student who receives a grade of B-, Adolescent Education (30 hrs + Lab) SEDC 710 C+ or C in a fieldwork or student teach- SEDC 710 Building the Foundations of Literacy in 3 | ing course must apply to the chairperson Adolescent Education (45 hrs) of the department for permission to repeat SEDC 711 Advanced Study of Young Adult Literature 3 SEDF 703 that course, which may be repeated only in Our Diverse Society (45 hrs) SEDF 704 once. Any student who receives a grade of F may not reregister and will not be SEDC 720 Adolescent Health and Safety (15 hrs) 1 SEDF 704 ENGLISH allowed to continue in the program. SEDC 721 Advanced Study of Teaching English 2 SEDC 711 SEDC 710

: Methods to a Diverse Population in SEDF 705 Grades 7–12 (30 hrs + 36 hrs fieldwork) Exit Criteria: Culminating Experiences Take Either SEDC 751 Student Teaching in English, Grades 7–12 5 SEDC 721 SEDF 706 Students will develop a professional teaching (60 days student teaching +30 hr seminar, + portfolio, which is a cumulative effort, inte- workshops and conferences) grating course and fieldwork throughout the Or One of the Following program. In particular, students will be SEDC 761.10 Student Teaching in English in Grades 7–93 SEDC 721 SEDF 706 expected to complete a major research-based (30 hrs + 30 days and conferences) project, include artifacts that reflect the theme SEDC 771.10 Practicum in English, Grades 7–9 2 SEDC 721 SEDF 706 (30 hrs + conferences) of that research, and connect all components through critical reflection. Plus One of the Following Teacher candidates must show progress SEDC 761.20 Student Teaching in English in 3 SEDC 721 SEDF 706 Grades 10–12 (30 hrs + 30 days and toward the completion of the portfolio ADOLESCENT EDUCATION conferences) through regular review by their advisers. SEDC 771.20 Practicum in English, Grades 10–12 2 SEDC 721 SEDF 706 Students will arrange for a presentation and (30 hrs + conferences) final review of their work during the last ENGLISH DEPARTMENT COURSES semester in the program. A performance (see English Department, p. 46 for course descriptions) assessment checklist and rating scale will Literature Fifteen credits in literature courses given by the English department, including 3 assess the quality of the culminating experi- credits in Shakespeare, 3 credits in literature with a multicultural/minority emphasis, ences (portfolio and reflective presentation). and 3-6 credits in American literature. (Six credits of American literature are required, See the School of Education Graduate but 3 credits of undergraduate course work in American literature may be applied to this requirement; 3 credits from an appropriate undergraduate course in literature with a Handbook in Adolescent Education, available multicultural/ minority emphasis may also be applied to this requirement.) in the Office of Educational Services, Room ENGL 607 Linguistics – the structure of 3 1000 West Building, for specific guidelines. modern English See the English Department section of the ENGL 615 Rhetoric and Composition 3 catalog for information about the comprehen- Spoken Language 3 credits in spoken communication, e.g., THC 776 (Creative Dramatics), sive examination in English. THC 777 (Theatre for Youth), THC 778 (Sociodrama); an equivalent undergradu- ate course may be used to fulfill this requirement. CULMINATING EXPERIENCES Comprehensive examination in English English department Professional teaching portfolio, which is a School of Education cumulative effort, integrating course and fieldwork throughout the program.

104 SCHOOL OF EDUCATION | ADOLESCENT EDUCATION: FRENCH 105 or ” SEDC ). SEDF or Progress Standards. Progress “ SEDC course work will not be allowed to will not be allowed course work and Sciences Test (LAST) of the New York (LAST) of the New Test and Sciences Certification Examinations Teacher State Matriculated Students Matriculated 3.0, which includes courses in the arts and as in teacher educa- sciences subject as well to continue in the program. tion, in order of B in the first 12 credits below to Matriculant SEDF two or more INs take an official leave of INs take an official leave two or more absence. tion of the catalog for additional informa- tion on admission and the course of study in (French). Than English Languages Other arts and sciences course requirements may artsand sciences course requirements of condi- with up to 12 credits be admitted the can be fulfilled at either tions, which These or graduate level. undergraduate the minimum not count toward courses will for the degree. required number of credits 2.5 and 2.79 and between GPA overall for matricula- meet all other requirements admission to for tion may be considered permit. as resources nonmatriculant status 9 of which need to its as nonmatriculants, education course the adolescent be from offerings ( the beginning of the semester in which to order In they will complete 12 credits. be matriculated they must meet the stan- listed benchmarks for the 12-credit dards under below continue in the program. course including arts and sciences courses will not be allowed in the first 12 credits to continue in the program. from restricted are within the first 12 credits than one additional for more registering INs will Those with two or more course. for any courses. to register not be allowed Note: It is recommended that students with is recommended It Note: See the Romance Languages departmentsec- the Romance See Applicants who do not meet all the liberal who do not Applicants an for matriculation who have Applicants than 12 cred- no more may take Students for matriculation at must reapply Students 5. should take the Liberal Arts All students E. Standards Progress A. for Standards Progress 12-Credit 1. of GPA must maintain an overall Students 2. than one course grade with more Students C. Status to Nonmatriculant Admission D. Nonmatriculant from Change in Status B. Conditions with Admission 3. a grade of F in any A student who receives 4. of IN (Incomplete) with one grade Students SEDF 703 SEDF 704 SEDF 705 SEDC 722 SEDF 706 SEDF 704 SEDF 705 SEDC 710 SEDF 704 SEDC 712 SEDC 710 SEDC 722 SEDF 706 SEDC 722 SEDF 706 SEDC 722 SEDF 706 SEDC 722 SEDF 706 with an overall cumulative grade point grade cumulative overall with an and a grade of 2.8 or better (GPA) average major. French of 3.0 in point average (in to include the following and sciences in major): 6 credits a French addition to (to in social studies 6 credits English, in U.S. historyinclude at least one course in the arts, credits or U.S. geography), 6 in math/science/technology and 12 credits meets 6 cred- (a college course in calculus its of this requirement). matriculation. with the application for application for matriculation. department Languages with Romance adviser and education sequence adviser. 2. arts in the liberal education core A general 3. to be included references professional Two 4. as part An essay to be completed of the 5. An interview conducted in French/English Take Either Take Or One of the Following: One Or EDUCATION COURSES EDUCATION Plus One of the Following: One Plus CULMINATING EXPERIENCES CULMINATING (212) 772-3511; ROMANCE LANGUAGE (FRENCH) COURSES LANGUAGE ROMANCE Comprehensive examination in French teaching portfolioProfessional department Languages Romance School of Education Practicum in French, Grades 7-9 Grades in French, Practicum (30 hrs + conferences) 10-12 in Grades French in Teaching Student (30 hrs + 30 days and conferences) 10-12 3 Grades in French, Practicum 2 (30 hrs + conferences) 2 Student Teaching in French, Grades 7-12 Grades French, in Teaching Student and (60 days, 30 hrs seminar plus workshops conferences) 5 7-9 in Grades French in Teaching Student (30 hrs + 30 days and conferences) 3 Methods 1: Intensive Study of Classroom of Classroom Study 1: Intensive Methods and Assessment of Management, Organization, Than English, in Languages Other Instruction 7-12 (45 hrs) Grades 3 (15 hrs) and Safety Health Adolescent Diverse Teaching of Study 2: Intensive Methods 2 than English Learners in Languages Other (30 hrs + 36 hrs fieldwork) 1 Adolescent Development, Grades 7-12 Grades Development, Adolescent (30 hrs + 36 hrs fieldwork) to Applications Psychology: Educational hrs fieldwork) (30 hrs + 36 Education Adolescent 2 in and Learning Teaching Assessment of (30 hrs + Lab) Education Adolescent 2 of Literacy in the Foundations Building (45 hrs) Education Adolescent 2 3 Social Foundations of Adolescent Education of Adolescent Foundations Social (45 hrs) 3 See Romance Languages department, p. 78 Languages department, p. Romance See s degree from an accredited from s degree ’ arlene Barsoum; Education Program in Languages Other Program Education (French) Than English institution acceptable to Hunter College institution acceptable to Hunter (French) M (212) 772-4614; 905 West Building; West 905 (212) 772-4614; [email protected] 1320 West Building; [email protected] 1320 West Graduate level level Graduate literature and Francophone French 21 SEDC 762.21 SEDC 772.21 SEDC 762.11 SEDC 772.11 SEDC 710 SEDC 722 SEDC 752.01 SEDC 720 SEDC 712 SEDF 705 SEDF 706 SEDF 703 SEDF 704 43-45 credits Course No. Title Credits Prereq Coreq Graduate Adolescent Education Course Sequence: Graduate Adolescent Education (French) Languages Other Than English 1. A bachelor 1. A Admission Criteria A. Teacher for Requirements Matriculation This program is designed to serveThis program individuals certifi- initial or provisional who do not have of French. cation in the teaching Romance Languages Department Adviser Romance Education Adviser Jenny Castillo; Jenny Adviser Education THE TEACHER TEACHER THE EDUCATION OTHER IN LANGUAGES PROGRAM (FRENCH) THAN ENGLISH and submit their scores to the Office of THE TEACHER EDUCATION PRO- its as nonmatriculants, 9 of which need to Educational Services before they complete GRAM IN LANGUAGES OTHER be from the adolescent education course 12 credits of course work. Any student who THAN ENGLISH (ITALIAN) offerings (SEDC or SEDF). does not receive a passing score on the LAST and who does poorly on Test #4 Education Adviser Jenny Castillo; D. Change in Status From Nonmatriculant Communications Skills (Reading (212) 772-4614; 905 West Building: to Matriculant Comprehension) and/or 5 Written Analysis [email protected] Students must reapply for matriculation at and Expression (Essay) must enroll in a col- Romance Languages Department Adviser the beginning of the semester in which lege-directed literacy course or workshop (Italian) Maria Paynter; (212) 772-5090; they will complete 12 credits. In order to series approved by an adviser before being 1312 West Building; [email protected] be matriculated they must meet the stan- permitted to register for any courses. and/or dards for the 12-credit benchmarks listed Paolo Fasoli; (212) 772-5129;

SCHOOL OF EDUCATION Please note: Nonmatriculated students below under “Progress Standards.” should apply for matriculation at the begin- 1307 West Building; [email protected] | ning of the semester in which they will com- E. See the Romance Languages department sec- plete 12 credits in the program. tion of the catalog for additional informa- This program is designed to serve individuals tion on admission and the course of study in B. Student Teaching Benchmarks who do not have initial or provisional certifi- Languages Other Than English (Italian). cation in the teaching of Italian. ITALIAN All field experiences and student teaching

: Progress Standards will take place in New York City schools. Admission Criteria A. 12-Credit Progress Standards for Any student who receives a grade of B-, A. Matriculation Requirements for Teacher Matriculated Students C+ or C in a fieldwork or student teach- Education Programs in Languages Other Than English (Italian) 1. Students must maintain an overall GPA of ing course must apply to the chairperson 3.0, which includes courses in the arts and of the department for permission to repeat 1. A bachelor’s degree from an accredited sciences subject as well as in teacher educa- that course, which may be repeated only institution acceptable to Hunter College tion, in order to continue in the program. once. Any student who receives a grade of with an overall cumulative grade point F may not reregister and will not be average (GPA) of 2.8, or better and a grade 2. Students with more than one course grade allowed to continue in the program. point average in Italian major of 3.0. below B in the first 12 credits of SEDC or SEDF course work will not be allowed to Exit Criteria: 2. A general education core in the liberal arts continue in the program. and sciences to include the following (in Culminating Experiences 3. A student who receives a grade of F in any ADOLESCENT EDUCATION addition to an Italian major): 6 credits in Students will develop a professional teaching English, 6 credits in social studies (to course including arts and sciences courses portfolio, which is a cumulative effort, inte- include at least one course in U.S. history in the first 12 credits will not be allowed grating course and fieldwork throughout the or U.S. geography), 3 credits in the arts, to continue in the program. program. In particular, students will be and 12 credits in math/science/technology 4. Students with one grade of IN expected to complete a major research-based (a college course in calculus meets 6 cred- (Incomplete) within the first 12 credits are project, include artifacts that reflect the theme its of this requirement). restricted from registering for more than of that research, and connect all components one additional course. Those with two or together through critical reflection. 3. Two professional references to be included more INs will not be allowed to register Teacher candidates must show progress with the application for matriculation. for any courses. toward the completion of the portfolio 4. An essay to be completed as part of the through regular review by their advisers. application for matriculation. Note: It is recommended that students with Students will arrange for a presentation and two or more INs take an official leave of final review of their work during the last 5. An interview conducted in Italian/English absence. semester in the program. A performance with the Italian adviser and the education assessment checklist and rating scale will sequence adviser. 5. All students should take the Liberal Arts assess the quality of the culminating experi- and Sciences Test (LAST) of the New York ences (portfolio and reflective presentation). B. Admission with Conditions State Teacher Certification Examinations See the School of Education Graduate and submit their scores to the Office of Applicants who do not meet all the liberal Handbook in Adolescent Education, available Educational Services before they complete arts and sciences course requirements may in the Office of Educational Services, Room 12 credits of course work. Any student who be admitted with up to 12 credits of condi- 1000 West Building, for specific guidelines. does not receive a passing score on the tions, which can be fulfilled at either the See the Romance Languages department LAST and who does poorly on Test #4 undergraduate or graduate level. These section of the catalog for information about Communications Skills (Reading courses will not count toward the minimum the comprehensive examination in French. Comprehension) and/or 5 Written Analysis number of credits required for the degree. and Expression (Essay) must enroll in a col- lege-directed literacy course or workshop C. Admission to Nonmatriculant Status series approved by an adviser before being Applicants for matriculation who have an permitted to register for any courses. overall GPA between 2.5 and 2.79 and Please note: Nonmatriculated students meet all other requirements for matricula- should apply for matriculation at the begin- tion may be considered for admission to ning of the semester in which they will com- nonmatriculant status as resources permit. plete 12 credits in the program. Students may take no more than 12 cred- 106 SCHOOL OF EDUCATION | ADOLESCENT EDUCATION: LATIN 107 (212) 772-4960; [email protected] 12) – s degree from an accredited from s degree ’ The MA program in the teaching of Latin in the teaching of The MA program in Latin Program Education arts and sciences requirements may be arts and sciences requirements of condi- admitted with up to 12 credits tions, which can be fulfilled at either the These undergraduate or graduate level. the mini- courses will not count toward for the required mum number of credits degree. institution acceptable to Hunter College institution acceptable to Hunter grade point cumulative with an overall of 2.8. (GPA) average in Latin or clas- ate major or the equivalent in Latin may with 18 credits sics. Students certi- are if they be admitted provisionally fied to teach a language other than Latin. 6 and sciences to include the following: in the arts, 6 3 credits in English, credits in social studies (to include at least credits one course in U.S. history or U.S. geogra- math/science/tech- in phy), and 12 credits nology (a college course in calculus meets of this requirement). 6 credits with the application for matriculation. application for matriculation. Applicants who do not meet all the liberal Applicants 1402 West Building; 1402 West (212) 772-4621; 1000 West Building; West 1000 (212) 772-4621; [email protected] Adviser Ronnie Ancona; Ronnie Adviser 1. A bachelor 1. A B. with Conditions Admission Education Adviser Carla Asher; Carla Adviser Education Department Studies Classical and Oriental and with the Classical is offered This program The applicant Department. Studies Oriental both the School of must be admitted by and the Classical and Oriental Education Department. Studies in majored who have is designed for students and want to Latin on the undergraduate level in adolescent educa- pursue a teaching career tion, and for teachers certified in another area This who wish to gain certification in Latin. initial or is not for individuals with program certification in Latin. provisional Admission Criteria A. Teacher for Requirements Matriculation THE TEACHER TEACHER THE EDUCATION IN LATIN PROGRAM 7 (GRADES 2. An index of at least 3.0 in an undergradu- 3. in the liberal arts A general education core 4. to be included references professional Two 5. An essay to be completed as part of the 6. A personal interview. SEDF 703 SEDF 704 SEDF 705 omance Languages department SEDC 722 SEDF 706 SEDC 722 SEDF 706 SEDF 704 SEDF 705 SEDC 710 SEDF 704 SEDC 712 SEDC 710 SEDC 722 SEDF 706 SEDC 722 SEDF 706 SEDC 722 SEDF 706 Teacher candidates must show progress candidates must show Teacher Languages department the Romance See toward the completion of the portfoliothrough toward will their advisers. Students by review regular of and final review arrange for a presentation during the last semester in the pro- their work gram. A performance and assessment checklist rating scale will assess the quality of the culmi- pres- nating experiences (portfolio and reflective Graduate the School of Education entation). See in available Education, in Adolescent Handbook 1000 Services, of Educational Room the Office for specific guidelines. Building, West section of the catalog for information about examination in Italian. the comprehensive Take Either: Take Or One of the Following: One Or EDUCATION COURSES EDUCATION Plus One of the Following: One Plus CULMINATING EXPERIENCES CULMINATING ROMANCE LANGUAGE (ITALIAN) COURSES (ITALIAN) LANGUAGE ROMANCE Professional teaching portfolioProfessional School of Education Practicum in Italian, Grades 10-12 Grades in Italian, Practicum (30 hrs + conferences) 2 in Italian examination Comprehensive R Student Teaching in Italian in Grades 7-9 in Grades in Italian Teaching Student (30 hrs + 30 days and conferences) 7-9 Grades in Italian, Practicum 3 (30 hrs + conferences) 10-12 in Grades in Italian Teaching Student (30 hrs + 30 days and conferences) 3 2 Adolescent Health and Safety (15 hrs) and Safety Health Adolescent Diverse Teaching of Study 2: Intensive Methods 2 than English Learners in Languages Other (30 hrs + 36 hrs fieldwork) 1 7-12 Grades in Italian, Teaching Student and conferences) (60 days, 30 hrs seminar plus workshops 5 Assessment of Teaching and Learning in Teaching Assessment of (30 hrs + Lab) Education Adolescent of Literacy in the Foundations Building (45 hrs) Education Adolescent 2 of Classroom Study 1: Intensive Methods and Assessment of Management, Organization, 3 Than English, in Languages Other Instruction 7-12 (45 hrs) Grades 3 Social Foundations of Adolescent Education Education of Adolescent Foundations Social (45 hrs) 7-12 Grades Development, Adolescent 3 (30 hrs + 36 hrs fieldwork) to Applications Psychology: Educational (30 hrs + 36 hrs fieldwork) Education Adolescent 2 2 See Romance Languages department, p. 78 Languages department, p. Romance See C+ or C in a fieldwork or student teach- C+ or C in a fieldwork ing course must apply to the chairperson of the department repeat for permission to only that course, which may be repeated a grade of once. Any student who receives and will not be F may not reregister to continue in the program. allowed will take place in New York City schools. York will take place in New Any student who receives a grade of B-, Any student who receives All field experiences and student teaching Graduate levelGraduate literature Italian 21 SEDC 762.22 SEDC 772.22 SEDC 772.12 SEDC 752.02 SEDC 762.12 SEDC 720 SEDC 710 SEDC 712 SEDC 722 SEDF 705 SEDF 706 SEDF 703 SEDF 704 43-45 credits Course No. Title Credits Prereq Coreq Graduate Adolescent Education Course Course Education Adolescent Graduate (Italian) Other Than English Languages Sequence: Exit Criteria: Culminating Experiences teaching a professional will develop Students portfolio, effort, which is a cumulative inte- the throughout grating course and fieldwork students will be particular, In program. expected to complete a major research-based the theme include artifactsproject, that reflect and connect all components of that research, critical reflection. through B. Student Teaching Benchmarks Teaching B. Student C. Admission to Nonmatriculant Status Graduate Adolescent Education Course Sequence: Latin* Applicants for matriculation who have an (for students without initial or provisional certification in Latin) overall GPA between 2.5 and 2.79 and 52-54 credits meet all other requirements for matricula- Course No. Title Credits Prereq Coreq tion may be considered for admission to EDUCATION AND METHODS COURSES nonmatriculant status as resources permit. SEDF 703 Social Foundations of Adolescent Education 3 (45 hrs) Students may take no more than 12 cred- SEDF 704 Adolescent Development, Grades 7-12 2 its as nonmatriculants, 9 of which need to (30 hrs + 36 hrs fieldwork) be from the adolescent education course SEDF 705 Educational Psychology: Applications to 2 SEDF 704 offerings (SEDC or SEDF). Adolescent Education (30 hrs + 36 hrs fieldwork) SEDF 706 Assessment of Teaching and Learning in 2 SEDF 705 SCHOOL OF EDUCATION D. Change in Status from Nonmatriculant Adolescent Education (30 hrs + Lab) SEDC 710 to Matriculant | SEDC 710 Building the Foundations of Literacy in 3 Students must reapply for matriculation at Adolescent Education (45 hrs) LATED 712 Methods 1: Intensive Study of Classroom 3 SEDF 703 the beginning of the semester in which Organization, Management, and Assessment SEDF 704 they will complete 12 credits. In order to of Instruction in Latin, Grades 7-12 (45 hrs) LATIN be matriculated they must meet the stan- SEDC 720 Adolescent Health and Safety (15 hrs) 1 SEDF 704 : dards for the 12-credit benchmarks listed LATED 713 Methods 2: Intensive Study of Teaching Diverse 2 SEDC 712 SEDC 710 below under “Progress Standards.” Learners in Latin (30 hrs + 36 hrs fieldwork) SEDF 705 Take Either: E. See the Classics section of this catalog for LATED 731 Student Teaching in Latin, Grades 7-12 5 LATED 713 SEDF 706 additional information on admission and (60 days, 30 hrs seminar plus workshops and the course of study in Latin. conferences) Or One of the Following Progress Standards LATED 751.10 Student Teaching in Latin in Grades 7-9 3 LATED 713 SEDF 706 (30 hrs + 30 days and conferences) A. 12-Credit Progress Standards for LATED 741.10 Practicum in Latin, Grades 7-9 2 LATED 713 SEDF 706 Matriculated Students (30 hrs + conferences) 1. Students must maintain an overall GPA of PLUS One of the Following 3.0, which includes courses in the arts and LATED 751.20 Student Teaching in Latin in Grades 10-12 3 LATED 713 SEDF 706

ADOLESCENT EDUCATION sciences subject as well as in teacher educa- (30 hrs + 30 days and conferences) tion, in order to continue in the program. LATED 741.20 Practicum in Latin, Grades 10-12 2 LATED 713 SEDF 706 (30 hrs + conferences) 2. Students with more than one course grade LATIN LITERATURE AND COMPOSITION, AND CLASSICAL CULTURE COURSES below B in the first 12 credits of SEDC or Nine credits from the following four courses: SEDF course work will not be allowed to continue in the program. LAT 701 Literature of the Early Republic 3 3. A student who receives a grade of F in any LAT 702 Literature of the Late Republic 3 course including arts and sciences courses LAT 703 Literature of the Early Empire 3 in the first 12 credits will not be allowed LAT 704 Literature of the Late Empire 3 to continue in the program. Six credits from the following four courses: LAT 705 Caesar 3 4. Students with one grade of IN (Incomplete) LAT 706 Cicero 3 within the first 12 credits are restricted from LAT 707 registering for more than one additional Vergil 3 course. Those with two or more INs will LAT 708 Supervised Reading 3 not be allowed to register for any courses. LAT 709 Latin Composition (required) 3 Note: It is recommended that students with two Nine credits from the following four courses: or more INs take an official leave of absence. CLA 701 The Legacy of Ancient Greece 3 5. All students should take the Liberal Arts CLA 702 The Legacy of Ancient Rome 3 and Sciences Test (LAST) of the New CLA 703 Classical Literature in Translation I 3 York State Teacher Certification CLA 704 Classical Literature in Translation II 3 Examinations and submit their scores to CLA 705 Greek and Latin Roots of English (required) 3 the Office of Educational Services before they complete 12 credits of course work. Students who enter with initial or provisional certification in adolescent education in a language other than Any student who does not receive a pass- English will be required to take LATED 712, LATED 713, and either LATED 731 or two of the other stu- ing score on the LAST and who does dent teaching/practicum courses that cover grades 7–9 and 10–12 (9–11 credits). Based on a transcript review poorly on Test #4 Communications Skills by the School of Education, such students may be required to complete additional courses in the pedagogical (Reading Comprehension) and/or 5 sequence as well. The minimum number of credits for the degree for students who enter with certification in adolescent education is 39 credits. Written Analysis and Expression (Essay) * Students may be exempted from up to 6 credits based on prior equivalent course work. must enroll in a college-directed literacy course or workshop series approved by an adviser before being permitted to register for any courses. 108 SCHOOL OF EDUCATION | ADOLESCENT EDUCATION: MATHEMATICS 109 ” ). SEDF or Progress Standards. Progress “ s degree from an accredited from s degree ’ SEDC overall GPA between 2.5 and 2.79 and between GPA overall for matricula- meet all other requirements for admission to tion may be considered permit. nonmatriculant status as resources its as nonmatriculants, 9 of which need to the adolescent education course be from offerings ( the beginning of the semester in which to order In they will complete 12 credits. be matriculated they must meet the stan- listed benchmarks for the 12-credit dards under below of the catalog for additional information on the course of study in mathematics. arts and sciences course requirements may arts course requirements and sciences of condi- be admitted with up to 12 credits tions, which can be fulfilled at either the These undergraduate or graduate level. the minimum courses will not count toward for the degree. required number of credits to Matriculant institution acceptable to Hunter College acceptable to Hunter institution grade point cumulative with an overall of 2.8. (GPA) average the graduate mathematics by approved a course in elementary including adviser, of calculus and a course in statistics, a year matrix or linear algebra. Applicants algebra condition that may be admitted on the of addi- credits they complete up to 12 in mathematics. A tional course work will determine which transcript review needed. are any, if additional credits, mathematics courses. other than teacher certification in an area mathematics and assignment as a teacher of mathematics in grades 7-12. Applicants for matriculation who have an for matriculation who have Applicants than 12 cred- may take no more Students for matriculation at reapply must Students Department section the Mathematics See Applicants who do not meet all the liberal Applicants C. Status to Nonmatriculant Admission Nonmatriculant D. From Change in Status E. 1. A bachelor 1. A 2. in mathematics least 18 credits At 3. of at least 2.7 in A grade point average 4. initial or provisional State York New B. with Conditions Admission Track II: 34.5- to 38-Credit MA in Teaching MA in 38-Credit II: 34.5- to Track e v in

ed- r ha dif-

c the

an

and a in

ogram

grades r ogram

but tifica- for r

r p

141 for

p

in

ce education.

.edu

described e

y MA v least is

MA

ailable completed ha v at

.cun a

r edit

r edit designed teacher e mathematics mathematics of

r

r

a who who ogram mathematics

in

r of

mathematics 39-c p

in

38-c than

them

to ogram catalog.

to r

of

ound this

r p

students. 37- other major

teachers

ed; sequences

a

r teaching of

each individuals individuals 34.5-

ea

For contact information, check For contact information,

of

r is

backg a

a

I

offe for for

is

oup BA/MA no

ently r an

ogram 7-12, r

g r II

A

or also rack p in

undergraduate T approved by the graduate mathematics by approved including a course in elementary adviser, of calculus and a course in statistics, a year matrix algebra or linear algebra. Applicants may be admitted on the condition that of addi- they complete up to 12 credits in mathematics. A tional course work will determine which transcript review needed. are if any, additional credits, mathematics courses. in and sciences to include the following 6 in English, addition to math: 6 credits (3 in a language other than English credits of high school study in the same for- years eign language with grades of C or better high school transcript will documented by in social 6 credits meet this requirement), studies (to include at least one course in U.S. history or U.S. geography), 6 credits in the arts. 3 credits in science/technology, Track I: 37- to 39-Credit MA in I: 37- to 39-Credit Track Teaching College institution acceptable to Hunter grade point cumulative with an overall of 2.8. (GPA) average cur

is

ent

eparation online at http://math.hunte (212) 772-4676; 1101 West Building; West 1101 (212) 772-4676; [email protected] Advising: e r wo rack r r tion a 7-12. its the T p grades fe designed undergraduate little T designed Mathematics and Statistics Department Mathematics 2. in mathematics credits or more 24 3. of at least 2.7 in A grade point average 4. in the liberal arts A general education core Admission Criteria Requirements A. Matriculation 1. an accredited from degree bachelor’s A THE TEACHER TEACHER THE EDUCATION IN MATHEMATICS PROGRAM 7–12 GRADES Gardella; Frank Adviser Education C+ or C in a fieldwork or student teach- C+ or C in a fieldwork to the chairperson ing course must apply of the department to repeat for permission only be repeated that course, which may a grade of receives once. Any student who and will not be F may not reregister continue in the program. to allowed will take place in New York City schools. York will take place in New apply for matriculation at the beginning of beginning at the for matriculation apply 12 in which they will complete the semester the program. in credits See the Classics section of the catalog for See Students will also develop a professional will also develop Students Any student who receives a grade of B-, Any student who receives All field experiences and student teaching and student All field experiences Please note: Nomatriculated students should students Nomatriculated note: Please At the completion of all course work, candi- the completion of all course work, At additional information about admission, the course of study in Latin, and the comprehen- examinations in Latin. sive teaching portfolio, which is a cumulative effort, course and fieldwork integrating candidates Teacher the program. throughout the completion of toward progress must show their by review the portfolio regular through will arrange for a presenta- advisers. Students during the of their work tion and final review A performancelast semester in the program. assessment checklist and rating scale will assess the quality of the culminating experi- presentation). ences (portfolio and reflective Graduate School of Education the See available Education, in Adolescent Handbook Services, of Educational Room in the Office for specific guidelines. Building, West 1000 dates are required to take comprehensive required dates are examinations in Latin translation, Latin gram- sec- the Classics See and classical culture. mar, tion of this catalog for further information about these examinations. Exit Criteria: Culminating Experiences B. Student Teaching Benchmarks Teaching B. Student Progress Standards SEDF course work will not be allowed to Note: It is recommended that students with A. 12-Credit Progress Standards for continue in the program. two or more INs take an official leave of absence. Matriculated Students 3. A student who receives a grade of F in any 1. Students must maintain an overall GPA course including arts and sciences courses 5. All students in Track I should take the of 3.0, which includes courses in the arts in the first 12 credits will not be allowed Liberal Arts and Sciences Test (LAST) of and sciences subject as well as in teacher to continue in the program. the New York State Teacher Certification Examinations and submit their scores to education, in order to continue in the 4. Students with one grade of IN (Incomplete) the Office of Educational Services before program. within the first 12 credits are restricted from they complete 12 credits of course work. registering for more than one additional 2. Students with more than one course grade Any student who does not receive a pass- course. Those with two or more INs will below B in the first 12 credits of SEDC or ing score on the LAST and who does not be allowed to register for any courses.

SCHOOL OF EDUCATION poorly on Test #4 Communications Skills (Reading Comprehension) and/or 5 | Graduate Adolescent Education Written Analysis and Expression (Essay) Course Sequence: Mathematics Track I must enroll in a college-directed literacy 37-39 credits course or workshop series approved by an adviser before being permitted to register Course No. Title Credits Prereq Coreq for any courses. EDUCATION COURSES SEDF 703 Social Foundations of Adolescent Education 3 Please note: Nonmatriculated students (45 hrs) should apply for matriculation at the begin- SEDF 704 MATHEMATICS Adolescent Development, Grades 7-12 2 ning of the semester in which they will com- (30 hrs + 36 hrs fieldwork) : plete 12 credits in the program. SEDF 705 Educational Psychology: Applications to 2 SEDF 704 Adolescent Education (30 hrs + 36 hrs fieldwork) B. Student Teaching Benchmarks SEDF 706 Assessment of Teaching and Learning in 2 SEDF 705 Adolescent Education (30 hrs + Lab) SEDC 710 All field experiences and student teaching SEDC 710 Building the Foundations of Literacy in 3 will take place in New York City schools. Adolescent Education (45 hrs) SEDC 713 Methods 1: Advanced Study of Secondary 3 SEDF 704 Any student who receives a grade of B-, Learning Environments for Teaching Mathematics SEDF 703 C+ or C in a fieldwork or student teach- and Science (45 hrs) ing course must apply to the chairperson SEDC 720 Adolescent Health and Safety (15 hrs) 1 SEDF 704 of the department for permission to repeat SEDC 723 Methods 2: Intensive Study of Teaching Diverse 2 SEDC 713 SEDC 710 that course, which may be repeated only Learners in Mathematics, Grades 7-12 (30 hrs + SEDF 705 36 hrs fieldwork) once. Any student who receives a grade of F may not reregister and will not be TAKE EITHER

ADOLESCENT EDUCATION allowed to continue in the program. SEDC 753 Student Teaching in Mathematics, Grades 7–12 5 SEDC 723 SEDF 706 (60 days student teaching + 30 hr seminars, workshops and conferences) Exit Criteria: Or One of the Following Culminating Experiences SEDC 763.10 Student Teaching in Mathematics in Grades 7–9 3 SEDC 723 SEDF 706 Students will develop a professional teaching (30 hrs + 30 days and conferences) portfolio, which is a cumulative effort, inte- SEDC 773.10 Practicum in Mathematics, Grades 7–9 2 SEDC 723 SEDF 706 grating course and fieldwork throughout the (30 hrs + conferences) program. In particular, students will be Plus One of the Following expected to complete a major research-based SEDC 763.20 Student Teaching in Mathematics in Grades 10–12 3 SEDC 723 SEDF 706 project, include artifacts that reflect the theme (30 hrs + 30 days and conferences) of that research, and connect all components SEDF 773.20 Practicum in Mathematics, Grade 10-12 2 SEDC 723 SEDF 706 (30 hrs + conferences) through critical reflection. Teacher candidates must show progress MATHEMATICS AND STATISTICS DEPARTMENT COURSES FOR TRACK I toward the completion of the portfolio MATH 620 Sequential Mathematics from an Advanced 3 course in ordinary Standpoint I differential equations through regular review by their advisers. MATH 630 Sequential Mathematics from an Advanced 3 Students will arrange for a presentation and Standpoint II final review of their work during the last MATH 640* Topics in Calculus 3 MATH 630 semester in the program. A performance MATH 661* History of Mathematics 3 assessment checklist and rating scale will STAT 614* Data Analysis Using Statistical Software 3 STAT 213 or both assess the quality of the culminating experi- MATH 125 and STAT 113 ences (portfolio and reflective presentation). with C or better in each course See the School of Education Graduate CULMINATING EXPERIENCES Handbook in Adolescent Education, available Comprehensive examination in two parts: Mathematics and in the Office of Educational Services, Room mathematics and pedagogy Statistics department 1000 West Building, for specific guidelines. Professional teaching portfolio School of Education * Students who present certain courses and prior experience may be able to substitute another course or seminar(s) with approval of graduate mathematics adviser. See mathematics and statistics department, page 62. See the Mathematics Department section of the catalog for information about the comprehensive exami- nation in mathematics. 110 COLO EDUCATION OF SCHOOL Graduate Adolescent Education THE TEACHER EDUCATION Course Sequence: Mathematics Track II PROGRAM IN MUSIC 34.5-38 credits Education Adviser Carla Asher; Note: The course sequence listed below is minimal. A transcript review will determine which, if any, additional courses from the full pedagogical sequence (see Track I) will be required. (212) 772-4621; 1000 West Building; [email protected] Course No. Title Credits Prereq Coreq EDUCATION COURSES Music Department Adviser Victor Bobetsky; (212) 650-3574; 400A North Building; SEDC 713 Methods 1: Advanced Study of Secondary 3 SEDF 704 Learning Environments for Teaching Mathematics SEDF 703 [email protected] and Science (45 hrs) SEDC 723 Methods 2: Intensive Study of Teaching Diverse 2 SEDC 713 SEDC 710 Learners in Mathematics, Grades 7-12 SEDF 705 This program is designed to serve individuals (30 hrs + 36 hrs fieldwork) who do not have initial or provisional certifi- One of the Following: cation in the teaching of music. |

SEDC 763.10 Student Teaching in Mathematics in Grades 7-9 3 SEDC 723 SEDF 706 EDUCATION ADOLESCENT (30 hrs + 30 days and conferences) Admission Criteria SEDC 773.10 Practicum in Mathematics, Grades 7-9 2 SEDC 723 SEDF 706 (30 hrs + conferences) A. Matriculation Requirements for Teacher Plus of the Following: Education Program in Music SEDC 763.20 Student Teaching in Mathematics in 3 SEDC 723 SEDF 706 Grades 10-12 (30 hrs + 30 days and conferences) Applicants must be admitted by both the School of Education and the Music SEDF 773.20 Practicum in Mathematics, Grade 10-12 2 SEDC 723 SEDF 706 (30 hrs + conferences) Department. MATHEMATICS AND STATISTICS DEPARTMENT COURSES FOR TRACK II 1. A bachelor’s degree from an accredited MATH 620 Sequential Mathematics from an Advanced 3 course in ordinary institution acceptable to Hunter College Standpoint I differential equations with an overall cumulative grade point MATH 630 Sequential Mathematics from an Advanced 3 average (GPA) of 2.8. Standpoint II

MATH 640* Topics in Calculus 3 MATH 630 2. A major in music (with a minimum of :

MATH 621* Introduction to Abstract Algebra 3 course in linear algebra 24 credits) or the equivalent. See Music MUSIC MATH 623* Theory of Numbers 3 course in linear algebra department section of the catalog for MATH 661* History of Mathematics 3 additional requirements. STAT 614* Data Analysis Using Statistical Software 3 STAT 213 or both MATH 125 and STAT 113 3. A general education core in the liberal with C or better in each course arts and sciences to include the following ELECTIVES (in addition to music): 6 credits in Courses in math and statistics or such areas 4 1/2 – 6 English, 6 credits in a language other than as computer science, with approval of English (3 years of high school study in graduate mathematics adviser the same foreign language with grades of CULMINATING EXPERIENCES C or better documented by high school Comprehensive examination in two parts: Mathematics and transcript will meet this requirement), 6 mathematics and pedagogy Statistics department credits in social studies (with at least one Professional teaching portfolio School of Education course in U.S. history or U.S. geography), * Students who present certain courses and prior experience may be able to substitute another course or semi- and 12 credits in math/science/technology nar(s) with approval of graduate mathematics adviser. See mathematics and statistics department, page 62. (a college course in calculus meets 6 cred- its of this requirement). 4. Two professional references to be included with the application for matriculation. 5. An essay to be completed as part of the application for matriculation. 6. An audition and interview.

B. Admission with Conditions Applicants who do not meet all the liberal arts and sciences course requirements may be admitted with up to 12 credits of condi- tions, which can be fulfilled at either the undergraduate or graduate level. These courses will not count toward the minimum number of credits required for the degree.

111 C. Admission to Nonmatriculant Status Graduate Education Course Sequence Pre-K–12: Music** Applicants for matriculation who have an 40-46 credits overall GPA between 2.5 and 2.79 and Note: The course sequence listed below is minimal. A transcript review will determine which, if meet all other requirements for matricula- any, additional courses from the full pedagogical sequence (see Track I) will be required. tion may be considered for admission to Course No. Title Credits Prereq Coreq nonmatriculant status as resources permit. EDUCATION COURSES SEDF 703 Social Foundations of Adolescent Education 3 Students may take no more than 12 cred- (45 hrs) its as nonmatriculants, 9 of which need to SEDF 704 Adolescent Development, Grades 7-12 2 be from the teacher education course (30 hrs + 36 hrs fieldwork) offerings (SEDC or SEDF). SEDF 705 Educational Psychology: Applications to 2 SEDF 704 Adolescent Education (30 hrs + 36 hrs fieldwork) SCHOOL OF EDUCATION D. Change in Status from Nonmatriculant SEDF 706 Assessment of Teaching and Learning in 2 SEDF 705 Adolescent Education (30 hrs + Lab) SEDC 710 | to Matriculant SEDC 710 Building the Foundations of Literacy in 3 Students must reapply for matriculation at Adolescent Education (45 hrs) the beginning of the semester in which MUSED 677 Methods of Teaching Instrumental Music in 2 SEDF 703 they will complete 12 credits. In order to Grades pre-K–12 (45 hrs plus 18 hours of SEDF 704

MUSIC fieldwork) be matriculated they must meet the stan- : SEDC 720 SEDF 704 dards for the 12-credit benchmarks listed Adolescent Health and Safety (15 hrs) 1 MUSED 678 Methods of Teaching Vocal and General Music in 2 MUSED 677 SEDC 710 below under “Progress Standards.” Grades pre-K-12 (45 hours plus 18 hours of SEDF 705 fieldwork) E. See the Music Department section of the Take Either: catalog for additional information on SEDC 756 Student Teaching in Music, Pre-K-12 (60 days, 5 MUSED 678 SEDF 706 admission and the course of study in music. 30 hours of seminar plus workshops and conferences Progress Standards Or One of the Following: A. 12-Credit Progress Standards for SEDC 766.10 Student Teaching in Music in Grades Pre-K-6 3 MUSED 678 SEDF 706 Matriculated Students (30 hrs + 30 days and conferences) SEDC 776.10 Practicum in Music, Grades Pre-K-6 2 MUSED 678 SEDF 706 1. Students must maintain an overall GPA of (30 hrs + conferences) 3.0, which includes courses in the arts and Plus One of the Following: ADOLESCENT EDUCATION sciences subjects as well as in teacher educa- SEDC 766.20 Student Teaching in Music in Grades 7-12 3 MUSED 678 SEDF 706 tion, in order to continue in the program. (30 hrs + 30 days and conferences) SEDC 776.20 Practicum in Music, Grades 7-12 2 MUSED 678 SEDF 706 2. Students with more than one course grade (30 hrs + conferences) SEDC below B in the first 12 credits of or MUSIC DEPARTMENT COURSES SEDF course work will not be allowed to MUS 619* Vocal Pedagogy 1 continue in the program. MUS 641* Strings 1 3. A student who receives a grade of F in any MUS 643* Woodwinds 1 course including arts and sciences courses MUS 645* Brass 1 in the first 12 credits will not be allowed MUS 724 Advanced Study in Musical Theory 1 3 4 sem und. mus. theory courses to continue in the program. Take Either: 4. Students with one grade of IN (Incomplete) MUS 725 Advanced Study in Musical Theory 2 3 MUS 724 or perm. instr. within the first 12 credits are restricted from Or: registering for more than one additional MUS 753 Transcription and Analysis in Ethnomusicology 3 course. Those with two or more INs will MUS 751 Advanced Studies in Music History 1 3 not be allowed to register for any courses. MUS 752 Advanced Studies in Music History 2 3 MUS 779 World Music Education 3 Note: It is recommended that students with Music Courses chosen in consultation with graduate 3 two or more INs take an official leave of electives adviser. The TEP project (MUS 791) may be absence. used to fulfill 1 cr of electives. 5. All students should take the Liberal Arts CULMINATING EXPERIENCES and Sciences Test (LAST) of the New TEP Project A project involving research. Students may receive 1 Music department one credit of independent study (MUS 791) York State Teacher Certification toward the MA degree (see music department, p. 67) Examinations and submit their scores to Professional teaching portfolio School of Education the Office of Educational Services before they complete 12 credits of course work. * Students who have studied these subjects on the undergraduate level may be exempted from these require- Any student who does not receive a pass- ments. ing score on the LAST and who does ** Please note that students admitted to the program must take a proficiency examination during the first two poorly on Test #4 Communications Skills semesters of matriculation in order to remain in the program. This examination will test competence in (Reading Comprehension) and/or 5 music theory, music history and literature and applied skills. Deficiencies revealed by the proficiency exami- nation must be made up by studying the relevant subject matter and passing a reexamination. The profi- Written Analysis and Expression (Essay) ciency examination requirement must be fulfilled before a student may proceed beyond 18 credits. must enroll in a college-directed literacy course or workshop series approved by an 112 SCHOOL OF EDUCATION | ADOLESCENT EDUCATION: PHYSICS 113 or ” SEDC Progress Standards. Progress “ course work will not be allowed to will not be allowed course work and Sciences Test (LAST) of the New Test and Sciences Certification Teacher State York to and submit their scores Examinations Services of Educational before the Office of course work. they complete 12 credits a pass- Any student who does not receive on the LASTing score and who does #4 Communications Skills Test poorly on and/or 5 Comprehension) (Reading (Essay) Analysis and Expression Written literacy in a college-directed must enroll an by series approved course or workshop being permitted to register adviser before for any courses. Matriculated Students Matriculated 3.0, which includes courses in the arts and educa- as in teacher sciences subject as well to continue in the program. tion, in order of credits B in the first 12 below to Matriculant SEDF two or more INs take an official leave of INs take an official leave two or more absence. should apply for matriculation at the begin- ning of the semester in which they will com- in the program. plete 12 credits the beginning of the semester in which of the semester in the beginning to order In 12 credits. they will complete the stan- they must meet be matriculated listed benchmarks for the 12-credit dards under below for additional infor- section of the catalog and the course of mation on admission study in physics. continue in the program. course including arts and sciences courses will not be allowed in the first 12 credits to continue in the program. from restricted are within the first 12 credits one additional than for more registering INs will Those with two or more course. for any courses. to register not be allowed Note: It is recommended that students with is recommended It Note: students note: Nonmatriculated Please Students must reapply for matriculation at for matriculation must reapply Students department and astronomy the physics See 5. All students should take the Liberal Arts E. Standards Progress A. for Standards Progress 12-Credit 1. of GPA maintain an overall must Students 2. than one course grade with more Students D. Change in Status From Nonmatriculant D. From in Status Change 3. a grade of F in any A student who receives 4. with one grade of IN (Incomplete) Students ). SEDF or (212) 772-5252; s degree from an accredited from s degree ’ SEDC Education Program in Physics Program Education overall GPA between 2.5 and 2.79 and between GPA overall for matricula- meet all other requirements for admission to tion may be considered permit. nonmatriculant status as resources its as nonmatriculants, 9 of which need to the adolescent education course be from offerings ( arts and sciences course requirements may arts and sciences course requirements of condi- be admitted with up to 12 credits tions, which can be fulfilled at either the These undergraduate or graduate level. the minimum courses will not count toward for the degree. required number of credits institution acceptable to Hunter College institution acceptable to Hunter grade point cumulative with an overall of 2.8. (GPA) average (in and sciences to include the following in addition to a physics major): 6 credits a language other than in 6 credits English, of high school study in (3 years English language with grades of the same foreign school high C or better documented by 6 transcript will meet this requirement), in social studies (to include at least credits one course in U.S. history or U.S. geogra- in in the arts, and 6 credits phy), 3 credits math/technology (a college course in cal- of this requirement). culus meets 6 credits with the application for matriculation. application for matriculation. Applicants for matriculation who have an for matriculation who have Applicants than 12 cred- may take no more Students Applicants who do not meet all the liberal Applicants 1216 North Building; rvarley@ Building; hunter.cuny.edu 1216 North (212) 772-4776; 908 West Building; Building; West 908 (212) 772-4776; [email protected] Rodney Varley; Varley; Rodney C. Status to Nonmatriculant Admission B. with Conditions Admission This program is designed to serveThis program individuals certifi- initial or provisional who do not have of physics. cation in the teaching Admission Criteria A. Teacher for Requirements Matriculation bachelor 1. A THE TEACHER TEACHER THE EDUCATION IN PHYSICS PROGRAM Demeo; Stephen Adviser Education and Astronomy Department Adviser Physics 2. A major in physics. 3. in the liberal arts A general education core 4. to be included references professional Two 5. An essay to be completed as part the of Teacher candidates must show progress candidates must show Teacher Department section of the the Music See adviser before being permitted to register to being permitted before adviser courses. for any C+ or C in a fieldwork or student teach- C+ or C in a fieldwork to the chairperson ing course must apply of the department for permission to repeat only be repeated that course, which may grade of a receives once. Any student who and will not be F may not reregister to continue in the program. allowed will take place in New York City schools. City York will take place in New should apply for matriculation at the begin- for matriculation at should apply will com- semester in which they ning of the in the program. plete 12 credits Any student who receives a grade of B-, Any student who receives All field experiences and student teaching All field experiences and Please note: Nonmatriculated students note: Nonmatriculated Please Students will develop a professional teaching a professional will develop Students portfolio, effort, which is a cumulative inte- the throughout grating course and fieldwork students will be particular, In program. expected to complete a major research-based the theme artifacts include project, that reflect connect all components and of that research, reflection. critical through portfolio the completion of the toward their advisers. by review regular through and will arrange for a presentation Students during the last of their work final review A performancesemester in the program. assessment checklist and rating scale will assess the quality of the culminating experi- presentation). ences (portfolio and reflective Graduate the School of Education See available Education, in Adolescent Handbook Services, of Educational Room in the Office for specific guidelines. Building, West 1000 TEP project catalog for information about the in music. Exit Criteria: Culminating Experiences B. Student Teaching Benchmarks Teaching B. Student B. Student Teaching Benchmarks Graduate Adolescent Education Course Sequence: Physics All field experiences and student teaching 38-40 credits will take place in New York City schools. Course No. Title Credits Prereq Coreq Any student who receives a grade of B-, EDUCATION COURSES SEDF 703 Social Foundations of Adolescent Education 3 C+ or C must apply to the chairperson of (45 hrs) the department for permission to reregis- SEDF 704 Adolescent Development, Grades 7-12 2 ter for, and redo, that experience, which (30 hrs + 36 hrs fieldwork) may be repeated only once. Any student SEDF 705 Educational Psychology: Applications to 2 SEDF 704 who receives a grade of F may not reregis- Adolescent Education (30 hrs + 36 hrs fieldwork) ter and will not be allowed to continue in SEDF 706 Assessment of Teaching and Learning in 2 SEDF 705 the program. Adolescent Education (30 hrs + Lab) SEDC 710 SCHOOL OF EDUCATION SEDC 710 Building the Foundations of Literacy in 3 Adolescent Education (45 hrs) | Exit Criteria: SEDC 713 Methods 1: Advanced Study of secondary 3 SEDF 704 Culminating Experiences Learning Environments for Teaching Mathematics SEDF 703 Students will develop a professional and Science (45 hrs) teaching portfolio, which is a cumulative SEDC 720 Adolescent Health and Safety (15 hrs) 1 SEDF 704 effort, integrating course and fieldwork SEDC 724 Methods 2: Intensive Study of Teaching Diverse 2 SEDC 713 SEDC 710 SEDF 705 PHYSICS throughout the program. In particular, stu- Learners in Science, Grades 7-12 (30 hrs + 36 hrs fieldwork) : dents will be expected to complete a major research-based project, include artifacts that Take Either: reflect the theme of that research, and connect SEDC 754.03 Student Teaching in Physics, Grades 7-12 5 SEDC 724 SEDF 706 (60 days student teaching + 30 hr seminars, all components through critical reflection. workshops and conferences) Teacher candidates must show progress Or One of the Following: toward the completion of the portfolio SEDC 764.13 Student Teaching in Physics in Grades 7–9 3 SEDC 724 SEDF 706 through regular review by their advisers. (30 hrs + 30 days and conferences) Students will arrange for a presentation and SEDC 774.13 Practicum in Physics, Grades 7–9 2 SEDC 724 SEDF 706 final review of their work during the last (30 hrs + conferences) semester in the program. A performance Plus One of the Following: assessment checklist and rating scale will be SEDC 764.23 Student Teaching in Physics in Grades 10-12 3 SEDC 724 SEDF 706 implemented to assess the quality of the cul- (30 hrs + 30 days and conferences) minating experiences (portfolio and reflective SEDF 774.23 Practicum in Physics, Grade 10-12 2 SEDC 724 SEDF 706

ADOLESCENT EDUCATION presentation). See the School of Education (30 hrs + conferences) Graduate Handbook in Adolescent PHYSICS COURSES* Education, available in the Office of PHYS 630 Science and Society 3 Educational Services, Room 1000 West PHYS 660 Challenging Concepts in Physics 4 Building, for specific guidelines. PLUS THREE ELECTIVES (9 cr) CHOSEN FROM: See the physics and astronomy depart- PHYS 605 Mathematical Physics 3 ment section of the catalog for information PHYS 615 Electromagnetic Theory 3 about the culminating project in Physics. PHYS 625 Introduction to Quantum Mechanics 3 PHYS 645 Solid State Physics 3 PHYS 685 Numerical Methods I 3 CULMINATING EXPERIENCES Students will prepare a research proposal or Physics department conduct a research project while enrolled in PHYS 660, the capstone course in physics Professional teaching portfolio School of Education

* Note: 700-level physics courses offered at the Graduate Center can be substituted for 600-level courses with permission of the graduate adviser.

114 SCHOOL OF EDUCATION | ADOLESCENT EDUCATION: SOCIAL STUDIES 115 SEDF 703 SEDF 704 SEDF 705 SEDC 725 SEDF 706 SEDC 725 SEDF 706 SEDF 704 SEDF 705 SEDC 710 SEDF 704 SEDC 715 SEDC 710 SEDC 725 SEDF 706 SEDC 725 SEDF 706 SEDC 725 SEDF 706 12 3 – 12 5 – Plus: Take Either Take Or One of the Following: One Or Plus One of the Following: One Plus CULMINATING EXPERIENCES CULMINATING EDUCATION COURSES (22-24 cr) COURSES EDUCATION 9 (30 hrs + 30 days and conferences) – HISTORY AND GEOGRAPHY COURSES (18 cr) COURSES AND GEOGRAPHY HISTORY Student Teaching in Social Studies in Grades 10 in Grades Studies in Social Teaching Student (30 hrs + 30 days and conferences) 10-12 Grades Studies, in Social Practicum (30 hrs + conferences) 2 Thought Geographic and Theory Geography and Social Cultural Latin Americanist Geography RegionsWorld of Selected Geography Countries in Developing Development Sustainable 3 GeographyPopulation 3 and Ethnicity Migration International 3 3 special topics seminar with or a graduate-level permission of an adviser. 3 3 3 examination in historyComprehensive teaching portfolioProfessional 3 History department School of Education Social Foundations of Adolescent Education Education of Adolescent Foundations Social (45 hrs) 7-12 Grades Development, Adolescent 3 (30 hrs + 36 hrs fieldwork) to Applications Psychology: Educational (30 hrs + 36 hrs fieldwork) Education Adolescent 2 and Learning in Teaching Assessment of (30 hrs + Lab) Education Adolescent 2 of Literacy in the Foundations Building (45 hrs) Education Adolescent 2 of Classroom Study 1: Intensive Methods and Assessment of Management, Organization, 3 hrs) 7-12 (45 Grades Studies, in Social Instruction (15 hrs) and Safety Health Adolescent 3 Diverse Teaching of Study 2: Intensive Methods 2 (30 hrs + 36 hrs Studies Learners in Social fieldwork) 1 7 Grades Studies, in Social Teaching Student and (60 days, 30 hrs seminar plus workshops conferences) in Studies in Social Teaching Student 7 Grades 7-9 Grades Studies, in Social Practicum (30 hrs + conferences) 3 2 European history, world or non-Western history. Students who have completed 6 credits completed 6 credits have who Students history. world or non-Western history, European fulfilled this requirement will have at the undergraduate level in any one of these areas in graduate to complete at least 15 credits but will still have for that particular area, should focus at least 3 credits in history, required the 15 credits historyWithin courses. on gender in history U.S. in the should focus on an analysis of diversity and 3 credits GeographyGEOG 701 the following: (one course) from 3 credits GEOG 705 GEOG 706 GEOG 709 3 GEOG 712 GEOG 741 GEOG 742 SEDC 765.10 SEDC 775.10 SEDC 765.20 SEDC 775.20 History U.S. history, areas: in history in each of the following 15 credits including 3 credits SEDF 705 SEDF 706 SEDC 710 SEDC 715 SEDC 720 SEDC 725 SEDC 755 Graduate Adolescent Education Sequence: Social Studies Social Sequence: Education Adolescent Graduate 40-42 credits Course No. TitleSEDF 703 SEDF 704 Credits Prereq Coreq s degree from an accredited from s degree ’ Teacher Education Program in Program Education Teacher Studies Social arts and sciences course requirements may arts and sciences course requirements of con- be admitted with up to 12 credits ditions, which can be fulfilled at either the These undergraduate or graduate level. the mini- courses will not count toward for the required mum number of credits degree. institution acceptable to Hunter College institution acceptable to Hunter grade point cumulative with an overall of 2.8. (GPA) average of social studies, including at least 12 areas of 3.0, 3 in historycredits with a GPA in political 3 credits in geography, credits The in economics. science, and 3 credits history in course work must include at least one course in each of the following and history, European U.S. history, areas: history. world or non-Western arts and sciences to include the follow- in a 6 credits in English, ing: 6 credits of (3 years language other than English high school study in the same foreign language with grades of C or better docu- school transcript meets high mented by in the arts, 3 credits this requirement), in math/science/technolo- and 12 credits gy (a college course in calculus meets 6 of this requirement). credits with the application for matriculation. application for matriculation. Applicants who do not meet all the liberal Applicants (212) 772-5487; 1506 West Building; Building; West (212) 772-5487; 1506 [email protected] (212) 772-4675; 1108 West Building; Building; West 1108 (212) 772-4675; [email protected] B. Admission with Conditions with B. Admission 1. A bachelor 1. A A. for Requirements Matriculation Admission Criteria This program is designed to serveThis program individuals certifi- initial or provisional who do not have of social studies. cation in the teaching History Department Adviser Barbara Welter; History Barbara Department Adviser Education Adviser Terrie Epstein; Terrie Adviser Education THE TEACHER TEACHER THE EDUCATION STUDIES IN SOCIAL PROGRAM 2. in one of the A major of at least 30 credits 3. in the liberal A general education core 4. to be included references professional Two 5. An essay to be completed as part of the C. Admission to Nonmatriculant Status must enroll in a college-directed literacy THE TEACHER EDUCATION course or workshop series approved by an Applicants who have an overall GPA PROGRAM IN LANGUAGES OTHER adviser before being permitted to register between 2.5 and 2.79 and meet all other THAN ENGLISH (SPANISH) for any courses. requirements for matriculation may be Education Advisor Jenny Castillo; considered for admission to nonmatricu- Please note: Nonmatriculated students (212) 772-4614; 905 West Building; lant status as resources permit. should apply for matriculation at the begin- [email protected] ning of the semester in which they will com- Students may take no more than 12 cred- plete 12 credits in the program. Romance Languages Department Adviser its as nonmatriculants, 9 of which need to (Spanish) Magdalena Perkowska; be from the adolescent education course B. Student Teaching Benchmarks (212) 772-5132; 1319 West Building; offerings (SEDC or SEDF). [email protected] and/or

SCHOOL OF EDUCATION All field experiences and student teaching D. Change in Status From Nonmatriculant James Pellicer; (212) 772-5125; will take place in New York City schools. | to Matriculant 1333 West Building; [email protected] Students must reapply for matriculation at Any student who receives a grade of B-, C+ or C in a field experience or student the beginning of the semester in which This program is designed to serve individuals teaching course must apply to the chair- they will complete 12 credits. In order to who do not have initial or provisional certifi- person of the department for permission to be matriculated they must meet the stan- cation in the teaching of Spanish. SPANISH dards for the 12-credit benchmarks listed repeat that course, which may be repeated : below under “Progress Standards.” only once. Any student who receives a Admission Criteria grade of F may not reregister and will not E. See the history department section of the be allowed to continue in the program. A. Matriculation Requirements for Teacher catalog for additional information on Education Program in Languages Other admission and the course of study in Exit Criteria: Than English (Spanish) social studies. Culminating Experiences 1. A bachelor’s degree from an accredited Students will develop a professional teaching institution acceptable to Hunter College Progress Standards portfolio, which is a cumulative effort, inte- with an overall cumulative grade point A. 12-Credit Progress Standards for grating course and fieldwork throughout the average (GPA) of 2.8, or better, and a grade Matriculated Students program. In particular, students will be point average in Spanish major of 3.0. expected to complete a major research-based 2. A general education core in the liberal arts 1. Students must maintain an overall GPA of project, include artifacts that reflect the theme and sciences to include the following (in 3.0, which includes courses in the arts and of that research, and connect all components ADOLESCENT EDUCATION addition to a Spanish major): 6 credits in sciences subject as well as in teacher educa- through critical reflection. English, 6 credits in social studies (to tion, in order to continue in the program. Teacher candidates must show progress include at least one course in U.S. history toward the completion of the portfolio 2. Students with more than one course grade or U.S. geography), 3 credits in the arts, through regular review by their advisers. below B in the first 12 credits of SEDC or and 12 credits in math/science/technology Students will arrange for a presentation and SEDF course work will not be allowed to (a college course in calculus meets 6 cred- final review of their work during the last continue in the program. its of this requirement). semester in the program. A performance 3. A student who receives a grade of F in any assessment checklist and rating scale will 3. Two professional references to be included course including arts and sciences courses assess the quality of the culminating experi- with the application for matriculation. in the first 12 credits will not be allowed ences (portfolio and reflective presentation). 4. An essay to be completed as part of the to continue in the program. See the School of Education Graduate application for matriculation. Handbook in Adolescent Education, available 4. Students with one grade of IN (Incomplete) in the Office of Educational Services, Room 5. An interview conducted in within the first 12 credits are restricted 1000 West Building, for specific guidelines. Spanish/English with Romance Languages from registering for more than one addi- A History Comprehensive Exam for T.E.P. department adviser and education tional course. Those with two or more candidates is required for graduation. sequence adviser. INs will not be allowed to register for any See the history department section of the courses. catalog for information about the comprehen- B. Admission with Conditions Note: It is recommended that students with sive examination in history. Applicants who do not meet all the liberal two or more INs take an official leave of arts and sciences course requirements may absence. be admitted with up to 12 credits of condi- 5. All students should take the Liberal Arts tions, which can be fulfilled at either the and Sciences Test (LAST) of the New undergraduate or graduate level. These York State Teacher Certification courses will not count toward the minimum Examinations and submit their scores to number of credits required for the degree. the Office of Educational Services before they complete 12 credits of course work. C. Admission to Nonmatriculant Status Any student who does not receive a pass- Applicants for matriculation who have an ing score on the LAST and who does overall GPA between 2.5 and 2.79 and poorly on Test #4 Communications Skills meet all other requirements for matricula- (Reading Comprehension) and/or 5 tion may be considered for admission to Written Analysis and Expression (Essay) nonmatriculant status as resources permit. 116 SCHOOL OF EDUCATION | ADOLESCENT EDUCATION: SPANISH 117 SEDF 703 SEDF 704 SEDF 705 omance Languages department SEDC 722 SEDF 706 SEDC 722 SEDF 706 SEDC 722 SEDF 706 SEDF 704 SEDF 705 SEDC 710 SEDF 704 SEDC 712 SEDC 710 SEDC 722 SEDF 706 SEDC 722 SEDF 706 Teacher candidates must show progress candidates must show Teacher Languages department the Romance See of that research, and connect all components of that research, critical reflection. through the completion of the portfolio toward their advisers. by review regular through and arrange for a presentation will Students during the last of their work final review A performancesemester in the program. assessment checklist and rating scale will assess the quality of the culminating experi- presentation). ences (portfolio and reflective Graduate the School of Education See available Education, in Adolescent Handbook Services, of Educational Room in the Office for specific guidelines. Building, West 1000 section of the catalog for information about examination in Spanish. the comprehensive Take Either: Take Or One of the Following: One Or Plus One of the Following: One Plus ROMANCE LANGUAGE (SPANISH) COURSES (SPANISH) LANGUAGE ROMANCE CULMINATING EXPERIENCES CULMINATING EDUCATION COURSES (22-24 cr) COURSES EDUCATION 12 (45 hrs) – Practicum in Spanish, Grades 7-9 Grades in Spanish, Practicum (30 hrs + conferences) 10-12 in Grades in Spanish Teaching Student (30 hrs + 30 days and conferences) 3 10-12 Grades in Spanish, Practicum 2 (30 hrs + conferences) 2 in Spanish examination Comprehensive teaching portfolioProfessional R School of Education Social Foundations of Adolescent Education Education of Adolescent Foundations Social (45 hrs) 7-12 Grades Development, Adolescent 3 (30 hrs + 36 hrs fieldwork) to Applications Psychology: Educational (30 hrs + 36 hrs fieldwork) Education Adolescent 2 and Learning in Teaching Assessment of (30 hrs + Lab) Education Adolescent 2 of Literacy in the Foundations Building (45 hrs) Education Adolescent 2 of Classroom Study 1: Intensive Methods and Assessment of Management, Organization, 3 Than English, in Languages Other Instruction 7 Grades 3 (15 hrs) and Safety Health Adolescent Diverse Teaching of Study 2: Intensive Methods 2 than English Learners in Languages Other (30 hrs + 36 hrs fieldwork) 1 7-12 Grades in Spanish, Teaching Student workshops and 30 hrs seminar plus days, (60 conferences) 5 7-9 in Grades in Spanish Teaching Student (30 hrs + 30 days and conferences) 3 See Romance Languages department, p. 78 Languages department, p. Romance See will take place in New York City schools. York will take place in New C+ or C in a field experience or student teaching course must apply to the chair- person of the department for permission that course, which may be to repeat only once. Any student who repeated a grade of F may not reregister receives to continue in and will not be allowed the program. All field experiences and student teaching a grade of B-, Any student who receives Graduate levelGraduate literature and Spanish-American Spanish 21 SEDC 752.03 SEDC 762.13 SEDC 772.13 SEDC 762.23 SEDC 772.23 SEDF 704 SEDF 705 SEDF 706 SEDC 710 SEDC 712 SEDC 720 SEDC 722 Graduate Adolescent Education Course Sequence Course Education Adolescent Graduate English (Spanish) Other Than in Languages 43-45 credits Course No. TitleSEDF 703 Credits Prereq Coreq Students will develop a professional teaching a professional will develop Students Exit Criteria: Culminating Experiences B. Student Teaching Benchmarks Teaching B. Student portfolio, effort, which is a cumulative inte- the throughout grating course and fieldwork students will be particular, In program. expected to complete a major research-based the theme include artifactsproject, that reflect or ” SEDC ). SEDF or Progress Standards. Progress “ SEDC course work will not be allowed to will not be allowed course work and Sciences Test (LAST) of the New York (LAST) of the New Test and Sciences Certification Examinations Teacher State of to the Office and submit their scores they complete ServicesEducational before Any student who of course work. 12 credits the on a passing score does not receive #4 Test LAST and who does poorly on (Reading Communications Skills Analysis Written 5 and/or Comprehension) in a col- (Essay) must enroll and Expression or workshop literacy course lege-directed being an adviser before by series approved any courses. for permitted to register 3.0, which includes courses in the arts and educa- as in teacher sciences subject as well to continue in the program. tion, in order of credits B in the first 12 below Matriculated Students Matriculated to Matriculant SEDF should apply for matriculation at the begin- ning of the semester in which they will com- in the program. plete 12 credits two or more INs take an official leave of INs take an official leave two or more absence. tion of the catalog for additional informa- tion of the catalog for the course of study in tion on admission and (Spanish). Than English Languages Other the beginning of the semester in which the beginning of the to order In credits. they will complete 12 must meet the stan- be matriculated they listed benchmarks for the 12-credit dards under below its as nonmatriculants, 9 of which need to which need 9 of nonmatriculants, its as course the adolescent education be from offerings ( continue in the program. course including arts and sciences courses will not be allowed in the first 12 credits to continue in the program. from restricted are within the first 12 credits one additional than for more registering INs will Those with two or more course. for any courses. to register not be allowed Please note: Nonmatriculated students note: Nonmatriculated Please Note: It is recommended that students with is recommended It Note: See the Romance Languages department sec- the Romance See Students must reapply for matriculation at must reapply Students Students may take no more than 12 cred- take no more may Students 5. should take the Liberal Arts All students 1. of GPA must maintain an overall Students 2. than one course grade with more Students Progress Standards Progress A. for Standards Progress 12-Credit E. D. Change in Status from Nonmatriculant from in Status D. Change 3. a grade of F in any A student who receives 4. with one grade of IN (Incomplete) Students ADVANCED CERTIFICATE LEADING TO AN EXTENSION IN BILINGUAL EDUCATION (SPANISH-ENGLISH)

This is a five-course 14 credit free-standing 2. A teaching position in a bilingual setting. ADVANCED CERTIFICATE program of study for two groups of students. IN BILINGUAL EXTENSION 3. One of the following certificates: The first group consists of teachers, supervi- (SPANISH-ENGLISH) sors or administrators who already have a • Internship Certificate master’s degree and either permanent or pro- SCHOOL OF EDUCATION • NYS Provisional Certificate Total credits 14 fessional teaching certification. The second • NYS Initial Certificate | group consists of individuals with a bachelor’s Consists of all courses listed below degree who hold a teaching position in a • Transitional B Certificate bilingual setting and have a provisional, tem- 4. An on-site writing sample in English and BILED 701 ...... 3 cr porary, initial or internship certificate. The in Spanish and an interview conducted in Foundations of Bilingual Education program has been designed to prepare indi- English and Spanish with two professors. BILED 779 ...... 3 cr viduals to become effective bilingual practi- Multicultural Education tioners with high levels of competence using 5. A recommendation from a supervisor. BILED 771 ...... 2 cr two languages as mediums of instruction. Psychology of Language Learning and EXIT STANDARDS: Teaching ADMISSION STANDARDS BILED 711 ...... 2 cr Bilingual Literacy FOR STUDENTS WITH A 1. An overall GPA of 3.0 MASTER’S DEGREE BILED 711.50 ...... 1 cr 2. A grade of at least B in the field experi- Fieldwork in Bilingual Literacy ence course BILED 711.50. BILED 778 ...... 3 cr 1. A master’s degree from an accredited insti- Instruction through the Native Language tution acceptable to Hunter College with an overall GPA of at least 3.5. 2. Permanent or provisional certification in Advanced Certificate in Bilingual Extension (Spanish-English) any of the areas below, as indicated in the Total Credits 14 State regulations: Consists of all courses listed below. • Early childhood education (birth-grade 2) Course No. Title Credits BILED 701 • Childhood education (grade 1-grade 6) Foundations of Bilingual Education 3 BILED 779 Multicultural Education 3 • Common Branches PreK-grade 6 BILED 771 Psychology of Language Learning and Teaching 2 • Middle childhood education BILED 711 Bilingual Literacy 2 • Adolescent education BILED 711.50 Fieldwork in Bilingual Literacy 1 ADVANCED CERTIFICATE IN BILINGUAL EDUCATION • Special subjects BILED 778 Instruction through the Native Language 3 • Literacy education • Students with disabilities in early child- hood, childhood, middle childhood, or adolescent education or special educa- tion K-12 • Teachers of students who are blind or visually impaired, deaf or hard of hear- ing, speech and language impaired 3. An on-site writing sample in English and in Spanish and an interview conducted in English and in Spanish with two professors 4. A recommendation from a supervisor.

ADMISSION REQUIREMENTS FOR STUDENTS WITH A BACHELOR’S DEGREE:

1. A bachelor’s degree from an accredited institution acceptable to Hunter College with an overall GPA of 2.8 or better.

118 BILINGUAL EDUCATION EDUCATION OF SCHOOL

M.S. ED. in Childhood Education with a Bilingual Extension (Spanish/English) Program Coordinator Yvonne De Gaetano; 929 West Building; (212) 772-4683; [email protected] M.S. ED. in Early Childhood Education Birth through Grade 2, with a Bilingual Extension Program Coordinators: Yvonne De Gaetano and Christina Taharally; 1103 West Building; (212) 772-4679; [email protected]

M.S. ED. IN CHILDHOOD been attained. In such cases, the minimum 2. A liberal arts or sciences major or inter- EDUCATION WITH A number of credits for the degree is 34. disciplinary concentration of at least 30 BILINGUAL EXTENSION This program is for students who do not credits.

have New York State initial or provisional | (SPANISH/ENGLISH) 3. A general core in the liberal arts and teacher certification. The purpose of this pro- sciences of at least 27 credits, distrib- EDUCATION BILINGUAL gram is to prepare individuals to become effec- uted as follows: 12 credits in math, sci- The number of credits required to complete tive bilingual teachers. The focus of the program ence and technology (a college course in the master’s degree in childhood education is to develop high levels of teaching competen- calculus meets 6 credits of this require- with a bilingual extension is determined by cies in the participants based on using two lan- ment); 6 credits in English; 6 credits in the student’s educational background. guages as mediums of instruction. Students who have not previously completed social studies (of which one course must any pedagogical courses equivalent to those in Admissions Standards be in U.S. history or U.S. geography); the program must complete 46 credits. and 3 credits in the arts. Master’s candidates may be exempted from up A. Matriculation Requirements 4. Completion of a satisfactory writing to 12 required credits by providing transcripts 1. A bachelor’s degree from an accredited sample in English and in Spanish as and course syllabi as evidence that the content institution acceptable to Hunter part of the application process. is equivalent and a grade of at least B has College with a GPA of 2.8 or better.

MSEd in Childhood Education With a Bilingual Extension: Course of Study 46 credits

Course/No. Title Credits Preqs/Coreqs Field Experience CEDF 709 Child Development 3 None 5 hours BILED 701 Foundations of Bilingual Education 3 None 5 hours CEDCF 700.50 Art and Science of Effective Teaching 3 None 5 hours CEDC 704 Teaching Developmental Reading 3 None 10 hours BILED 779 Multicultural Education 3 CEDF 709, BILED 701 5 hours CEDC 729.50 Fieldwork in General Education for Bilingual Educators 1 CEDF 709, BILED 701 50 hours BILED 771 Psychology of Language Learning and Teaching 2 CEDF 709, BILED 701, CEDC 704 5 hours CEDF 708 Social, Historical, Philosophical Foundations of Education 2 BILED 701, CEDF 709 BILED 711 Bilingual Literacy 2 BILED 771, coreq: BILED 711.50 BILED 711.50 Fieldwork in Bilingual Literacy 1 BILED 711 75 hours CEDC 722.50 Social Studies Curriculum and Instruction: Integrating 2 CEDF 709, CEDC 704 Literature, the Arts and Technology CEDC 705 Mathematics, Curriculum and Methods 3 CEDF 709, CEDCF 700.50 10 hours CEDC 703 Teaching Science in the Elementary School 3 CEDF 709, CEDCF 700.50 HED 714 Health Education for the Classroom Teacher 3 CEDF 709, CEDCF 700.50 BILED 717 Language Assessment for ELLS 3 EDCF 700, BILED 771 BILED 778 Instruction Through the Native Language 3 BILED 701, CEDF 709 10 hours BILED 780 Bilingual Research Seminar [Culminating Experience] 2 39 credits or permission of program coordinator TAKE EITHER BILED 782 Supervised Student Teaching in Grades 1-3 and 4-6 4 39 credits or permission of 20 days grades 1-3 program coordinator 20 days grades 4-6 OR ONE OF THE FOLLOWING BILED 785 Student Teaching in Grades 1-3 2 39 credits or permission of 20 days grades 1-3 program coordinator BILED 783 Practicum in Grades 1-3 2 39 credits or permission of Classroom Supervision program coordinator grades 1-3 PLUS ONE OF THE FOLLOWING: BILED 786 Student Teaching in Grades 4-6 2 39 credits or permission of 20 days grades 4-6 program coordinator BILED 784 Practicum in Grades 4-6 2 39 credits or permission of Classroom Supervision program coordinator Grades 4-6 Total Credits: 46 credits Total Field Work Hours: 180 119 5. An on-site writing sample in English 5. All students should take the Liberal Arts D. Change in Status from Nonmatriculated and in Spanish and an interview con- and Sciences Test (LAST) of the New to Matriculated Status ducted with at least two professors. York State Teacher Certification Students must re-apply for matriculation Examinations and submit their scores to B. 12- Credit Progress Standards for during the semester in which they complete the Office of Educational Services Matriculated Students 12 credits of course work. In order to be before they complete 12 credits of matriculated they must meet the 12-credit 1. Students must maintain an overall coursework. Any student who does progress standards for matriculated students GPA of 3.0 in order to continue in the poorly on the sub-test of Written program. Analysis and Expression (essay) must enroll in a writing course or workshop Exit Standards 2. Students with more than one course series approved by an advisor before 1. An overall GPA of 3.0. grade below B in the first 12 credits being permitted to register for any addi- SCHOOL OF EDUCATION will not be allowed to continue in the tional courses. 2. A grade of B or better in student teaching program. | and/or practicum. Any student who 6. Student must receive a grade of at least obtains a grade of F in student teaching 3. A student who receives a grade F in any B in fieldwork (BILED 711.50). Any stu- and/or practicum will not be allowed to course including arts and sciences dent who receives a grade B-, C+ or C continue in the program. Any student who courses in the first 12 credits will not be must apply to the chairperson of the obtains a grade of B-, C+, or C must apply allowed to continue in the program department for permission to reregister to the department chairperson for permis- for and redo the course, which may be 4. Students with one grade of IN sion to reregister for student teaching repeated only once. Any student who (Incomplete) within the first 12 credits and/or practicum, which may be repeated receives a grade of F will not be allowed are restricted from registering for more only once. Any student who does not to continue in the program. than one additional course. Those with complete the full complement of required two or more INs will not be allowed to days of student teaching will receive a Please Note: Non-matriculated students register for any courses. course grade of IN (Incomplete) and must should apply for matriculation at the fulfill the remaining mandated days.

BILINGUAL EDUCATION Note: It is recommended that students beginning of the semester in which they with two or more IN’s take an official will complete 12 credits in the program. 3. Completion of the culminating experience BILED 780 (Bilingual Research Seminar), leave of absence. C. Nonmatriculant Status Requirements with a grade of B or better. Applicants for matriculation who have an undergraduate GPA between 2.5 and 2.79 may be considered for nonmatriculant sta- tus if they meet the bilingual (Spanish- English) oral and written proficiency requirement and all other requirements listed above other than the GPA. Applicants who have completed a master’s degree with a GPA of at least 3.5 and meet all other requirements will also be consid- ered for nonmatriculant status.

120 SCHOOL OF EDUCATION | BILINGUAL EDUCATION 121 cripts and 20 hours 15 hours 75 hours 5 hours 10 hours 5 hours d. s degree with GPA of 3.5 or better. of 3.5 or with GPA s degree ’ ECF 702 EDC 704 , BILED 711.50 tion in childhood education, elementary education, childhood tion in or special education, education Pre-K-6, TESOL. as part of Spanish and in ple in English process. the application and an interviewin Spanish conducted with at least two professors. childhood education. as part of and in Spanish ple in English the application process. and an interviewin Spanish conducted with at least two professors. master 2. certifica- teacher NYS initial/provisional 3. a satisfactory Completion of sam- writing 4. and writing sample in English An on-site 2. certification NYS initial teacher in early 3. Completion of a satisfactory writing sam- 4. and An on-site writing sample in English Program 3 Program 1. of 2.8 or with GPA degree Undergraduate ECC 705 ECF 700 ECF 700 , coreq: , coreq: , BILED 701 BILED 701 ; pre- or coreq: or coreq: ; pre- , , BILED 711 ECF 700 ECF 700 ECF 700 ECC 703 ECC 703 BILED 771 ECF 700 BILED 701 ECF 700 OR PLUS TAKE EITHER TAKE s degree with GPA of 3.5 or better. with GPA s degree ’ master plinary 30 credits. concentration of at least as distributed least 27 credits, ences of at in math, science and 12 credits follows: (a college course in calculus technology 6 this requirement); of meets 6 credits in social stud- 6 credits in English; credits must be in U. S. ies (of which one course history and 3 credits or U.S. geography); in the arts. as and in Spanish ing sample in English part process. of the application an interview through con- and Spanish professors. ducted with at least two Program 2 Program 1. of 2.8 or with GPA degree Undergraduate 2. arts A liberal or interdisci- major or sciences 3. liberal arts in the sci- and A general core 4. of a satisfactory Completion on-site writ- 5. of satisfactory Demonstration oral English s degree programs in programs s degree ’ Early Childhood Student Teaching in a Teaching Early Childhood Student 20 Days Setting: Bilingual Credits: Total 2 listing of courses See student teaching 20 days 52 Student Teaching Experiences in Early Childhood Settings in Early Childhood Settings Experiences Teaching Student 40 Days Extension: in the Bilingual for Students 3 in Early Childhood in a Practicum Supervised Setting Bilingual listing of courses See 1 K 20 days pre-k, listing of courses See 20 days 1-2 Foundations of Bilingual Education of Bilingual Foundations LiteracyBilingual Literacy in Bilingual Fieldwork Teaching of Language Learning and Psychology Language the Native Through Instruction Education Multicultural in Early Childhood Education Seminar Integrative 2 3 3 none 3 1 listing of courses See coreq: 2 3 5 hours Language and Literacy: K through Grade 2 Grade Language and Literacy: K through 2 Grade through Birth Needs: Special with Children Childhood Thinking in Early and Scientific Mathematical in Early Childhood Placements Field Teaching Pre-Student 3 Arts in Early ChildhoodThe Expressive 3 1 in Early Childhood and Nutrition Safety Health, in Early ChildhoodTechnology Educational 3 or coreq: pre- 3 3 or coreq: pre- 1 50 hours Child Development: Birth to Age Eight Birth Child Development: Contexts of Early Childhood Education and Historical Social 3 Assessment in Early Childhood Education: 2 Grade through Birth 2 Grade through Birth Early Childhood Curriculum: None Kindergarten through Language and Literacy: Birth 3 3 3 3 None 15 hours s degree from an accredited from s degree ’ s candidates who have completed some pedagogical courses may be exempted from up to 12 credits of coursework by providing trans providing by of coursework up to 12 credits from completed some pedagogical courses may be exempted s candidates who have ’ institution acceptable to Hunter College institution acceptable to Hunter of 2.8 or better. with a GPA course syllabi as evidence that the content is equivalent to courses in the sequence and a grade of at least B has been attaine to courses in the sequence and a grade course syllabi as evidence that the content is equivalent BILED 711.50 * Master ECC 718.50 ECC 706 ECC 708 ECC 712 ECC 715 ECC 716.50 ECC 717.50 BILED 779 ECC 720 BILED 771 BILED 778 ECC 714 BILED 701 BILED 711 ECC 709 ECC 713 ECC 705 EDF 701 ECF 702 ECC 703 Program 1:Program 40-52 credits* Course/No.ECF 700 Title Credits Pre/Coreqs Experience Field MSEd in Early Childhood Education Birth through Birth through MSEd in Early Childhood Education Course of Study Grade 2, with a Bilingual Extension: 1. A bachelor 1. A Admissions Standards 1 Program There are three master three are There M.S. ED. IN EARLY CHILDHOOD EARLY ED. IN M.S. THROUGH BIRTH EDUCATION 2, WITH A BILINGUAL GRADE EXTENSION with a Bilingual Education Early Childhood 1 is for students without Program Extension. stu- 2 is for prior NYS certification. Program dents with initial certification in childhood certificationin education or with provisional 6), special elementary (Pre-K-grade education 3 is for stu- TESOL. Program education, or initial certificationdents who have in early childhood education. Nonmatriculant TESOL will be considered for nonmatricu- 12- Credit Progress Standards for Admission Standards lant status when resources permit. Matriculated Students Program 1 Program 3 1. Student must maintain an overall GPA of 3.0 in order to continue in the program. Applicants for matriculation who have an 1. Applicants for matriculation with early undergraduate GPA between 2.5 and 2.79 childhood education certification from 2. Students with more than one course grade may be considered for nonmatriculant sta- another state who meet the GPA require- below B in the first credits will not be tus if they meet the bilingual (Spanish- ment and have applied (or will apply) for allowed to continue in the program. English) oral and written proficiency NYS Teacher certification in early child- 3. A student who receives a grade of F in any requirement and all other requirements list- hood education. ed above other than the GPA. Applicants course in the first 12 credits will not be who have completed a master’s degree with 2. Applicants for matriculation with an allowed to continue in the program.

SCHOOL OF EDUCATION undergraduate degree whose GPA is 2.5- a GPA of at least 3.5 and meet all other 4. Students with one grade of IN (Incomplete) 2.79 and who have NYS initial certifica- | requirements will also be considered for within the first 12 credits are restricted from tion in early childhood education will be nonmatriculant status. registering for more than one additional considered for nonmatriculant status when course. Those two or more IN’s will not be Program 2 resources permit allowed to register for any courses. It is rec- 1. Applicants for matriculation with appro- Change in Status from Non- ommended that students with two or more priate certification from another state, IN’s take an official leave of absence. who meet the GPA requirement and have matriculated to Matriculated applied (or will apply) for NYS Teacher Programs 1, 2, and 3 5. All Program 1 students should take the Liberal Arts and Sciences Test (LAST) of certification in childhood education, spe- Students who are accepted as nonmatriculants the New York State Teacher Certification cial education, or TESOL. must re-apply for matriculation during the Examinations and submit their scores to semester in which they complete 12 credits of 2. Applicants for matriculation with an under- the Office of Educational Services before course work. In order to be matriculated they graduate degree whose GPA is 2.5-2.79 they complete 12 credits of coursework. must meet the standards for the 12-credit

BILINGUAL EDUCATION and who have NYS initial/provisional certi- Any student who does poorly on the sub- benchmarks listed below under “Progress fication in childhood education, elementary test of Written Analysis and Expression Standards” education Pre-K-6, special education, or (essay) must enroll in a writing course or

MSEd in Early Childhood Education Birth through Grade 2, with a Bilingual Extension: Course of Study Program 2: 33-45 credits*

Course/No. Title Credits Preqs/Coreqs Field Experience ECF 700 Child Development: Birth to Age Eight 3 None 15 hours EDF 701 Social and Historical Contexts of Early Childhood Education 3 None ECF 702 Assessment in Early Childhood Education: 3 ECF 700 Birth through Grade 2 ECC 703 Early Childhood Curriculum: Birth through Grade 2 3 ECF 700 20 hours ECC 704 Language and Literacy: Birth through Grade 2 3 ECF 700 ECC 708 Children with Special Needs: Birth through Grade 2 3 ECC 703; pre- or coreq: ECF 702 15 hours ECC 709 Mathematical and Scientific Thinking in Early Childhood 3 ECC 703 ECC 713 The Expressive Arts in Early Childhood 3 ECC 715 Educational Technology in Early Childhood 1 BILED 701 Foundations of Bilingual Education 3 None 5 hours BILED 711 Bilingual Literacy 2 BILED 771 coreq: BILED 711.50 BILED 711.50 Fieldwork in Bilingual Literacy 1 coreq: BILED 711 75 hours BILED 771 Psychology of Language Learning and Teaching 2 ECF 700, BILED 701, EDC 704 5 hours BILED 778 Instruction Through the Native Language 3 BILED 701, ECF 700 10 hours BILED 779 Multicultural Education 3 ECF 700, BILED 701 5 hours ECC 720 Integrative Seminar in Early Childhood Education 3 See listing of courses TAKE EITHER ECC 716.50 Student Teaching Experiences in Early Childhood Settings 3 See listing of courses 20 days pre-k, K for Students in the Bilingual Extension: 40 Days 20 days 1-2 OR ECC 717.50 Supervised Practicum in Early Childhood in a Bilingual Setting 1 See listing of courses PLUS ECC 718.50 Early Childhood Student Teaching in a 2 See listing of courses 20 days student teaching Bilingual Setting: 20 Days Total Credits: 45 * Master’s candidates who have completed some pedagogical courses may be exempted from up to 12 credits of coursework by providing transcripts and course syllabi as evidence that the content is equivalent to courses in the sequence and a grade of at least B has been attained. 122 workshop series approved by an adviser to the department chairperson for permis- exempted from up to 12 credits of course- EDUCATION OF SCHOOL before being permitted to register for any sion to reregister for Student Teaching work by providing transcripts and course syl- additional courses. and/or Practicum, which may be repeated labi as evidence that the content is equivalent only once. Any student who does not com- to courses in the sequence and a grade of at 6. Student must receive a grade of at least B plete the full complement of required days least B has been attained. No one may be in fieldwork (BILED 711.50). Any student of student teaching will receive a course exempted from student teaching or who receives a grade B-, C+ or C must grade of IN and must fulfill the remaining practicum. Thus, the total number of credits apply to the chairperson of the depart- mandated days. in Program 1 will be 40-52. ment for permission to reregister for and redo the experience, which may be repeat- C. Completion of ECC 720 (Integrative Program 2 ed only once. Any student who receives a Seminar in Early Childhood Education) grade of F will not be allowed to continue with a grade of B or better. The number of credits required to complete in the program. Program 2 of the master’s degree in Early Childhood Education with a Bilingual | Please Note: Nonmatriculated students should COURSES OF STUDY Extension is determined by the student’s educa- apply for matriculation at the beginning of the EDUCATION BILINGUAL IN EARLY CHILDHOOD tion background. Students who have not previ- semester in which they will complete 12 credits BILINGUAL EDUCATION ously completed any pedagogical courses equiv- in the program. alent to those in the program must complete 45 credits. Master’s candidates who have complet- Exit Standards for Program 1 ed some pedagogical courses may be exempted Programs 1, 2, and 3 The number of credits required to complete from up to 12 credits of coursework by provid- A. An overall GPA of 3.0 Program 1 of the master’s degree in Early ing transcripts and course syllabi as evidence Childhood Education with a Bilingual that the content is equivalent to courses in the B. A grade of B or better in Student Teaching Extension is determined by the student’s edu- sequence and a grade of at least B has been and/or Practicum. Any student who cational background. Students who have not attained. No one may be exempted from stu- obtains a grade of F in Student Teaching previously completed any pedagogical courses dent teaching or practicum. Thus, the total and/or Practicum will not be allowed to equivalent to those in the program must com- number of credits in Program 2 will be 33-45. continue in the program. Any student who plete 52 credits. Master’s candidates who have obtains a grade of B-, C+, or C must apply completed some pedagogical courses may be Program 3 The number of credits required to complete MSEd in Early Childhood Education Birth through Program 3 of the master’s degree in Early Childhood Education with a Bilingual Grade 2, with a Bilingual Extension: Course of Study Extension is determined by the student’s educa- Program 3: 30-36 credits* tion background. Students who have not previ- ously completed any pedagogical courses equiv- Course/No. Title Credits Field alent to those in the program must complete 36 Experience credits. Master’s candidates who have complet- ECC 703 Early Childhood Curriculum: Birth through Grade 2 3 20 hours ed some pedagogical courses may be exempted BILED 701 Foundations of Bilingual Education 3 5 hours from up to 6 credits of coursework by provid- BILED 711 Bilingual Literacy 2 ing transcripts and course syllabi as evidence BILED 711.50 Fieldwork in Bilingual Literacy 1 75 hours that the content is equivalent to courses in the BILED 771 Psychology of Language Learning and Teaching 2 5 hours sequence and a grade of at least B has been BILED 778 Instruction Through the Native Language 3 10 hours attained. No one may be exempted from stu- BILED 779 Multicultural Education 3 5 hours dent teaching or practicum. Thus, the total ECC 720 Integrative Seminar in Early Childhood Education 3 number of credits in Program 3 will be 30-36. ECC 716.50 Student Teaching Experiences in Early Childhood 3 20 days pre-k, K Settings for Students in the Bilingual Extension: 40 Days 20 days 1-2 OR ECC 717.50 Supervised Practicum in Early Childhood in a 1 Bilingual Setting PLUS ECC 718.50 Early Childhood Student Teaching in a Bilingual Setting: 2 20 days student 20 Days teaching PLUS 7-13 credits from the courses below based on a transcript review of prior coursework in early childhood education: ECF 702 Assessment in Early Childhood Education: 3 Birth through Grade 2 ECC 704 Language and Literacy: Birth through Grade 2 3 ECC 708 Children with Special Needs: Birth through Grade 2 3 15 hours ECC 709 Mathematical and Scientific Thinking in Early Childhood 3 ECC 713 The Expressive Arts in Early Childhood 3 ECC 715 Educational Technology in Early Childhood 1 Total Credits: 30-36 ** * Master’s candidates who have completed some pedagogical courses may be exempted from up to 6 credits of coursework by providing transcripts and course syllabi as evidence that the content is equivalent to courses in the sequence and a grade of at least B has been attained. 123 CHILDHOOD EDUCATION, GRADES 1-6

Coordinator Audrey Berman-Tannen; 1001 West; (212) 772-4638; [email protected]

This program, which focuses on preparing Childhood Education Math/Science Specialist Admission Requirements teachers for New York City schools, is program. A master’s degree from any of these A. Matriculated Status designed for students who do not have New programs will meet the academic requirements York State teacher certification in childhood for a professional certificate in that area as well 1. An undergraduate degree with a grade education. Hunter College’s program in child- as in childhood education. point average of at least 2.8. hood education has been nationally recognized The number of credits required to com- 2. A liberal arts or sciences major (or SCHOOL OF EDUCATION by the Association for Childhood Education plete this master’s degree program is deter- interdisciplinary concentration) of at | International (ACEI). Applicants who have mined by the student’s educational background. least 30 credits plus a liberal arts core to initial certification in childhood education Students who have not previously completed include the following: 6 credits in should apply to one of the other graduate any pedagogical courses equivalent to those in English, including one course in teacher education programs at Hunter College the program must complete 45-47 credits. English composition in which a grade such as Literacy Birth through Grade 6; Students may be exempted from up to 12 of at least B was obtained; 6 credits in Childhood Special Education, Grades 1-6; credits based on prior equivalent course work. history and/or geography with at least TESOL (all grades); Early Childhood Thus the minimum number of credits for the one course in U.S. history or U.S. geog- Education, Birth through Grade 2; or the degree is 33. raphy; 6 credits in a language other than English (3 credits of high school Childhood Education Course of Study study in the same foreign language with This program includes four types of courses: Initial Core; Literacy Core; Extended Core; and Culminating grades of C or better documented by Core. Teacher candidates should complete the courses in the Initial Core before starting the Literacy high school transcript will meet this Core. Matriculated students may take courses from the Extended Core at any time as long as they meet requirement), 3 credits in the arts; and the individual course prerequisite requirements. The Culminating Core is completed during the last CHILDHOOD EDUCATION semester or last two semesters of the program. 12 credits in math/science/technology (a college course in calculus meets 6 Course No. Title Credits Fieldwork credits of this requirement). INITIAL CORE: 3. Completion of a satisfactory writing CEDF 715 Diversity in the American School 3 sample as part of the application process. CEDF 709 Child Development 3 5 hrs CEDC 705 Mathematics Curriculum and Methods 3 10 hrs Note: Meeting these minimum admission CEDC 704 Teaching Developmental Reading 3 10 hrs requirements does not guarantee admis- LITERACY CORE: sion, which by necessity is subject to avail- CEDC 730 Perspectives on Literacy Across the Content Areas 2 ability of resources. CEDC 722 Social Studies Curriculum and Instruction: 2 Integrating Literature, the Arts, and Technology B. Conditions of Admission CEDC 715 Fieldwork: Reading and Social Studies 1 75 hrs Applicants who do not meet all the liberal EXTENDED CORE: arts and sciences requirements may be CEDF 710 Educational Psychology 3 5 hrs admitted with up to 12 credits of condi- CEDC 700 The Art of Effective Teaching 3 5 hrs tions, which can be fulfilled at either the CEDC 703 Teaching Science in the Elementary School 3 undergraduate or graduate level. These HED 714 Health Education for the Classroom Teacher 3 courses will not count toward the minimum CEDC 707 The Arts: An Interdisciplinary Learning Experience 3 number of credits required for the degree. CEDF 716 Assessment of Teaching and Learning 3 C. Admission to Nonmatriculant Status CEDF 706 Social, Historical, Philosophical Foundations of Education: 3 The American School Applicants for matriculation for matricula- CULMINATING CORE tion with grade point averages between 2.5 CEDF 792 Integrative Seminar: Research in Childhood Education 3 and 2.79 may be considered for nonmatric- Choose either: ulant status if resources permit. CEDC 724 Student Teaching in Grades 1-3 and 4-6 5 D. Change from Nonmatriculant to 30 hrs. in seminar -plus 54-56 days of student teaching Matriculant Status Or one of the following: CEDC 725 Student Teaching in Grades 1-3 3 Students must re-apply for matriculation 30 hrs. of seminar and 25 days of student teaching during the semester in which they com- CEDC 727 Practicum in Grades 1-3 2 plete 12 credits of course work. In order 30 hrs. of seminar plus supervision and conferences to be matriculated they must meet the Plus either standards for the 12-credit benchmarks CEDC 726 Student Teaching in Grades 4-6 3 listed under “Progress Standards.” 30 hrs. of seminar and 25 days of student teaching Or CEDC 728 Practicum in Grades 4-6 2 30 hrs. of seminar and 25 days of student teaching Total Credits 45-47 124 SCHOOL OF EDUCATION | CHILDHOOD EDUCATION 125 CEDC 730 CEDC 730 CEDC 730 CEDC 730 CEDC 730 ) 10 hrs. 10 hrs 75 hrs ; CEDC 727 CEDC 704 CEDF 715 ) CEDC 730 CEDC 730 and and , , CEDC 724 CEDF 709 CEDF 709 CEDC 722 CEDF 709 CEDC 722 CEDC 715 CEDF 709 CEDF 709 CEDF 709 or permission of the childhood education adviser CEDF 709 CEDF 709 CEDF 709 CEDF 709 coreq: coreq: students who have completed students who have coreq : coreq Or Plus either Plus Choose either: SEMESTER SIX: SEMESTER ONE: SEMESTER SEMESTER TWO: SEMESTER FIVE: SEMESTER FOUR: SEMESTER THREE: SEMESTER SEVEN: Or one of the following: Or SEMESTER EIGHT: (only for students who did not take SEMESTER EIGHT: Practicum in Grades 4-6 in Grades Practicum 30 hrs. of seminar and 25 days of student teaching credits Eight Semester Total CREDITS: PROGRAM TOTAL adviser or permission of the childhood education 2 or 3 45-47 2 including of course work Completion of 31 credits Total Semester Seven credits credits Seven Semester Total 4-6 Grades in Teaching Student 30 hrs. of seminar and 25 days of student teaching 5 or 6 or 8 adviser (limited to or permission of the childhood education 3 including of course work Completion of 31 credits Student Teaching in Grades 1-3 and 4-6 1-3 and in Grades Teaching Student 30 hrs.of seminar plus 54-56 days of student teaching 1-3 Grades in Teaching Student 30 hrs. of seminar and 25 days of student teaching 1-3 in Grades Practicum 30 hrs. of seminar plus supervision and conferences childhood education adviser 5 or permission of the of course work Completion of 37 credits adviser or permission of the childhood education education adviser or permission of the childhood 3 including of course work Completion of 31 credits 2 including of course work Completion of 31 credits The Arts: Learning Experience An Interdisciplinary credits Six Semester Total 3 in Childhood Education Research Seminar: Integrative 3 including of course work Completion of 31 credits 9 Teaching Science in the Elementary SchoolTeaching and LearningTeaching Assessment of credits Five Semester Total of Education: Foundations Philosophical Historical, Social, The American School 3 3 3 6 Perspectives on Literacy Across the Content Areas: on Literacy Across Perspectives and Instruction: Curriculum Studies Social Technology the Arts, and Literature, Integrating Studies and Social Reading Fieldwork: 2 credits Four Semester Total prereq: 2 coreq: prereq 1 prereq: 5 Teaching Developmental Reading: Developmental Teaching creditsTwo Semester Total PsychologyEducational Teaching The Art of Effective credits Three Semester Total 3 6 3 6 3 5 hrs 5 hrs Diversity in the American School in the American Diversity Child Development credits One Semester Total and Methods Curriculum Mathematics 3 3 6 3 5 hrs *Teacher for the Classroom Education Health 3 CEDC 722 *May be taken any semester prior to student teaching *May in less than two years. students may combine semesters but should not expect to complete this program Full-time NOTE: CEDC 728 CEDC 726 CEDC 727 CEDC 725 HED 714 CEDC 724 CEDF 792 CEDF 706 CEDC 707 CEDC 703 CEDC 730 CEDF 710 CEDC 700 CEDC 705 CEDC 704 CEDF 716 CEDF 715 CEDF 709 Course No. Title Credits Preqs/Coreqs Experience Field Childhood Education: Sample Part-Time Course Sequence Course Part-Time Sample Education: Childhood any courses) from not exempted (for students CEDC 715 126 CHILDHOOD EDUCATION MATHEMATICS/ SCIENCE SPECIALIZATION | SCHOOL OF EDUCATION . Students mustreceive agradeofatleastB 6. AllstudentsshouldtaketheLiberalArts 5. Students withonegradeofIN(Incomplete) 4. Astudentwhoreceives agradeof“F”in 3. Students withmore thanonecoursegrade 2. Students mustmaintainanoverall GPA of 1. for MatriculatedStudents 12-Credit Progress Standards Note: It isrecommended thatstudentswithtwo or more INstakeanofficialleave ofabsence. repeated onlyonce.Anystudentwho redo thatexperience,whichmaybe ment forpermissiontoreregister forand apply totheChairpersonofDepart- who receives agradeofB-,C+orCmust in fieldwork ( additional courses. before beingpermittedtoregister forany or workshop seriesapproved by anadviser enroll inacollege-directed literacycourse of Written AnalysisandExpression must andwhodoespoorly onthetest the LAST who doesnotreceive apassingscore on 12 credits ofcoursework. Anystudent beforeEducational Services theycomplete and submittheirscores totheOffice of State Teacher Examinations Certification and Sciences Test oftheNew (LAST) York not beallowed toregister foranycourses. course. Those withtwoormore INswill registering formore thanoneadditional within thefirst12credits are restricted from be allowed tocontinueintheprogram. any courseinthefirst12credits willnot be allowed tocontinueintheprogram. below “B”inthefirst12credits willnot 3.0 inorder tocontinue intheprogram. CEDC 715 ). Anystudent tion inchildhoodeducation. leads topermanentorprofessional certifica- grades. ence intheelementary The program fied intheteachingofmathematicsandsci- Childhood educationtobecomebetterquali- dents withinitial/provisional in certification This isa33-credit program thatprepares stu- CompletionofIntegrative Seminar witha 3. AgradeofBorbetterinstudentteaching 2. Anoverall GPA ofatleast3.0. 1. Exit Standards Please Note: Non-matriculated students plete 12credits intheprogram. ning ofthesemesterinwhichtheywillcom- should applyformatriculationatthebegin- grade ofBorbetter. them from graduatingthatsemester. Incomplete inthat course, preventing mum required dayswillreceive agradeof ing. Those whodonotcompletethemini- plete allrequired daysforstudentteach- repeated onlyonce.Students mustcom- ing and/orpracticum,whichmaybe permission toreregister forstudentteach- chairpersonfor apply tothedepartment who obtainsagradeofB-,C+orCmust continue intheprogram. Anystudent and/or practicumwillnotbeallowed to obtains agradeofFinstudentteaching and/or practicum.Anystudentwho continue intheprogram. receives agradeofFwillnotbeallowed to SPECIALIZATION SCIENCE MATHEMATICS/ EDUCATION: CHILDHOOD )Applicants withprovisional certification 6) )Successful completionwithagradeofC 5) Submission ofaletterrecommendation 4) writingsam- Completionofa satisfactory 3) New York State initialorprovisional 2) Undergraduate degree withaGPA ofat 1) Matriculation ADMISSIONS STANDARDS mandated by New York State. Violence andChildAbuse Prevention, as that theyhave takenworkshops in February 2004mustalsoshow evidence next section)Applicants before certified course work intheseareas. (See item4in tions andmustcomplete(additional) requirement willbeadmittedwithcondi- tions. Applicants whodonotmeetthis ate transcriptsandcoursecatalogdescrip- reflected inundergraduateand/orgradu- specific aspectsofhealtheducation,as assessment, educationaltechnology, and must provide evidenceofcoursework in ogy, chemistry, physicsorgeology.) one semestercourseinalabscience(biol- meet thesciencerequirement musttakea andSciences. of Arts Those whodonot MATH 104 requirement mustsuccessfullycomplete who donotmeetthemathematics course andalabsciencecourse. Those or betterofcollegelevel mathematics application. tobeincludedinthe from asupervisor oftheapplicationprocess. ple aspart education,orspecialeducation. tary education, childhoodelemen- inearlychildhood teacher certification least 2.8. and MATH 105 in theSchool COLO EDUCATION OF SCHOOL Nonmatriculant Status Childhood Education Mathematics/Science Requirements Specialization Course of Study 1) Applicants for matriculation who have completed an approved New York State Course No. Title Credits Prereq/Coreq teacher education program in early child- CEDC 716 Educational Technology in Mathematics and 3 hood, childhood, elementary or special Science Teaching and Learning education, and who have passed all CEDC 738 The English Language: Theories and Pedagogical 3 Implications required New York State certification tests CEDC 740 but have not yet received their initial Contemporary Mathematics in the Elementary School 3 CEDC 742 Workshop/Seminar in Elementary Mathematics/Science 3 all courses except teaching certificate, will be admitted as Curriculum CEDC 743 nonmatriculants, as resources permit. CEDC 743 Research Seminar in Mathematics/Science Education 3 2) Applicants for matriculation who have an CEDC 744 Development of Mathematical/ Scientific Concepts 3 all program courses

undergraduate GPA between 2.5 and 2.79 in Children All program All program courses except CEDC 742 | and CEDC 743

but have completed a master’s degree with MATHEMATICS EDUCATION CHILDHOOD CEDC 776 Planet Earth: Life Science, Environmental and 3 a GPA of at least 3.5 and have initial or Earth Science provisional certification in early child- CEDC 777 Physical Science for Elementary Teachers 3 hood, childhood, elementary or special CEDF 716 Assessment of Teaching and Learning 3 education may be considered for nonma- CEDC 717* Independent Study in Curriculum and Teaching (1) triculant status. CEDC 718* Independent Study in Curriculum and Teaching (2) 3) Applicants for matriculation who are certi- CEDC 719* Independent Study in Curriculum and Teaching (3) fied (in early childhood, childhood, ele- GEOG 709.57 Regional Geography of the New York Metropolitan Area 3 mentary or special education) in states SPED 700 Issues and Practices in Educating Persons with Disabilities 3 other than New York who meet all other Total Credits 33 admission criteria may be accepted into the program on a nonmatriculant basis Note: Students who have already completed an introductory special education course may enroll in SPED and can take up to 12 credits while seeking 783.50 Math, Organizational and Social Strategies for Students with Learning Disabilities (for those not in the LD specialization). reciprocal certification in New York State. * Independent study may be taken in lieu of a required course with permission of the program coordinator. 4) Applicants for matriculation who do not meet the criteria of foundational course work in assessment and/or educational COURSE WAIVERS 2) Students with more than one course grade technology will be considered for nonma- below “B” in the first 12 credits will not triculated status until they either obtain a 1) Master’s candidates may transfer in and/or be allowed to continue in the program. EDC 714 passing grade in (Advanced waive up to three required courses in the 3) A student who receives a grade of “F” in / Educational Technology for Elementary master’s in mathematics and science edu- any course including arts and sciences SPECIALIZATION SCIENCE School Teachers) and/or EDF 716 cation by providing evidence of prior courses in the first 12 credits will not be (Assessment Teaching and Learning) or equivalent coursework. allowed to continue in the program. demonstrate equivalent competence to Hunter College instructors of assessment 2) An elective course must be substituted for 4) Students with one grade of IN (Incomplete) and/or educational technology courses a waived course with adviser’s approval. within the first 12 credits are restricted selected by the department chair(s). 3) Waived courses provide an opportunity for from registering for more than one addi- teacher candidates to deepen their knowl- tional course. Those with two or more Change in Status edge by taking advantage of the academic INs will not be allowed to register for any From Nonmatriculated wealth available in the departments within courses. to Matriculated the School of Education or the School of Note: It is recommended that students with Students must reapply for matriculation at the Arts and Sciences. Any graduate course(s) two or more INs take an official leave of beginning of the semester in which they will in either the School of Education or the absence. complete 12 credits. In order to be matricu- School of Arts and Sciences for which pre- lated they must meet the 12-credit progress requisites have been met may be substitut- Please Note: Non-matriculated students should standards listed below under “ Progress ed for waived courses with the permission apply for matriculation at the beginning of the Standards for Matriculated Students.” of the program coordinator. semester in which they will complete 12 credits in the program. 12-CREDIT PROGRESS STANDARD FOR EXIT STANDARDS MATRICULATED STUDENTS 1) Overall GPA of 3.0 or better. 1) Students must maintain an overall GPA of 2) A grade of B- or better in EDC 743, in 3.0, which includes courses in the arts and which a culminating research project is sciences subject as well as in teacher edu- completed. cation, in order to continue the program.

127 PHILOSOPHY OF THE COUNSELING PROGRAMS GRADUATE PROGRAMS

Program Coordinator John O’Neill; 1121 West Building; 772-4755; [email protected] Central to all counseling approaches is the belief that people can develop, assume respon- sibility, achieve autonomy, and engage in Hunter College offers two specialized graduate- Each program leads to a different external problem-solving. Effective counseling requires level counseling programs to qualified students. certification. Those students specializing in that counselors understand and accept clients, Enrollment by nonmatriculated students must school counseling may apply individually for develop rapport, and establish collaborative be approved by the program coordinator. the New York State provisional certificate for working relationships. To achieve these ends, The School Counselor Program primarily school counselor at the completion of 30 counselors need a background in the psychol- prepares graduates for careers in a variety of credits and a school-based practicum experi-

SCHOOL OF EDUCATION ogy of human development, counseling theo- school settings, including elementary schools, ence. Permanent certification recommenda- ries, and cultural similarities and differences, | junior high schools, senior high schools and tion is made after graduation. as well as skills in individual and group coun- colleges. School counselors can also be Students in rehabilitation counseling may seling, mastery of assessment techniques, and employed by organizations that are not prima- take the national certification examination for knowledge of current issues and research. rily educational, such as correctional facilities, the Certified Rehabilitation Counselor (CRC) hospitals, and a wide variety of community- status after completing 75% of their course based organizations. work. Students may take additional courses MINIMUM REQUIREMENTS The Rehabilitation Counseling Program and work toward becoming eligible for both FOR ADMISSION prepares students to assist people with disabil- certifications. ities to realize personal goals and maximize In addition, school counseling students their physical, emotional, social, intellectual fluent in Spanish and English have the option 1. Minimum undergraduate grade point and vocational potential. Rehabilitation coun- of obtaining a New York State Department of average of 2.7; the Graduate Record selors work with youth and adults in a variety Education Bilingual (Spanish/English) Examination is not required. of community-based settings such as hospi- Extension in Pupil Personnel Services. 2. 15-25 credits of approved courses from tals, rehabilitation centers, colleges, chemical the following fields: anthropology, eco- COUNSELING PROGRAMS dependency agencies and career/vocational nomics, education, guidance, health sci- counseling programs. ences, political science, psychology, sociol- ogy, and related areas 3. Evidence of oral and written expression consonant with graduate-level study. 4. Interviews with faculty members, alumni, or currently enrolled students. Central purposes of these interviews include assessing counselor potential, applicability of work and life experience, and candidate expectations about both the programs and the field. 5. Recommendations from appropriate pro- fessional or academic references to aid in determining potential for work as a pro- fessional counselor.

Meeting these minimum requirements does not guarantee acceptance to the program. Admission to the program is highly competi- tive, and each applicant’s grade point average, counselor potential, and applicability of work and life experience are carefully considered. In some instances, a small number of stu- dents who demonstrate exceptional potential and experience, but have an undergraduate GPA of less than 2.7, may be recommended for pro- visional admission as nonmatriculated students.

128 SCHOOL OF EDUCATION | COUNSELING PROGRAMS 129 SCHOOL COUNSELING COUNSELING SCHOOL REHABILITATION COUNSELING REHABILITATION Electives (select two of the four courses) Principles and Practices in Bilingual Education in Bilingual and Practices Principles Education Multicultural Aspects of Counseling Multicultural in Counseling (100 hrs.) Practicum 57 credits Total Group Counseling Group Aspects of Counseling Multicultural and Appraisal Measurement Methods Research and Administration Supervision Counseling, Assessment and Placement Career in Counseling Practicum Supervision Individual in Counseling I Internship in Counseling II Internship Chemical Dependency Disabilities with Life for Students School to Adult from Transition in Chemical Dependency Seminar and Counseling Issues Systems Family of Rehabilitation and Foundations Resources of Disability Aspects Medical 54 credits Total Counseling Skills and Interviewing Techniques Interviewing and Skills Counseling Counseling Theories of and Rehabilitation Aspects of Disability: Political and Cultural Psychosocial, Education Special Counseling Group of Counseling Aspects Multicultural and Appraisal Measurement Methods Research and Administration Supervision Assessment and Placement Counseling, Career in Counseling Practicum in Counseling I Internship in Counseling II Internship Development Life Stage and Counseling Issues Systems Family of School Counseling Foundations in School Counseling Seminar Culminating 51 credits Total Techniques and InterviewingCounseling Skills Theories of Counseling and Rehabilitation Aspects of Disability: and Political Cultural Psychosocial, Education Special Bilingual (Spanish/English) Extension In Pupil Personnel Services (Spanish/English) College may obtain a Bilingual at Hunter in the School Counselor Program Students for writ- take this option will be evaluated who elect to Services. Students Personnel in Pupil Extension determined to be bilingually who are Students and English. in both Spanish ten and oral proficiency four courses: will take the following proficient Course No.BILED 701 Title BILED 779 COCO 707 COCO 718 COCO 718 COCO 719 COCO 725 COCO 726 COCO 710 COCO 723 COCO 735 COCO 715 COUNR 716 COUNR 720 COCO 701 COCO 702 COCO 703 COCO 706 COCO 707 COCO 708 COCO 709 COCO 711 COCO 712 COCO 706 COCO 707 COCO 708 COCO 709 COCO 711 COCO 712 COCO 718 COCO 725 COCO 726 COCO 700 COCO 715 COUNS 717 COUNS 720 Counseling Programs Sequence of Courses of Sequence Programs Counseling Course No. Title COCO 701 COCO 702 COCO 703 , 718 , 707 , (Group 706 , COCO 701 (Practicum), (Internship). COCO 706 COCO 701 726 cannot be taken at other

– – COCO 718 (Individual Supervision) and Supervision) (Individual and 726 , 725 , remain in the program and must complete in the program remain of course work of 51 credits a minimum to graduate. the fac- as defined by and skills knowledge agency supervisors.ulty and community and professional nars and community activities is required. courses cannot in any of the following continue in the programs: gain additional experience in counseling permission skills and competencies before is granted to complete the program. 719 colleges or universities. These courses colleges or universities. College must be taken in the Hunter program. Counselor Education COCO 725 (Counseling Skills), (Counseling Skills), COCO 719 Counseling), The curriculum at Hunter includes basic core The curriculum at Hunter and courses for the two counseling programs specialization courses. Rehabilitation from Counseling students select two electives courses. School a sequence of predetermined Counseling students do not take electives. The curriculum integrates theory practice and sequenced series of courses a carefully through in urban settings. with emphasis on fieldwork THE CURRICULUM 1. to must maintain a 3.0 GPA Students 2. must demonstrate counseling Students 3.participation semi- in small group Active 4. a grade of C or below receiving A student Requirements for Maintenance Requirements and Graduation of Matriculation 5. that a student The faculty may require 6. courses Seven EARLY CHILDHOOD EDUCATION, BIRTH THROUGH GRADE 2

Coordinator Christina Taharally; (212) 772-4679; 1103 West Building; [email protected]

There are two programs within this early child- PROGRAM 1 study in the same foreign language with hood education master’s degree program. grades of C or better documented by high Program 1 is for students without prior teach- Admission Standards school transcript will meet this require- ing certification. Program 2 is for students with ment) ; and 3 credits in the arts. SCHOOL OF EDUCATION initial/provisional certification in childhood A. Matriculation Requirements 4. Completion of a satisfactory writing sam- education, elementary education pre-K-6, spe- 1. A cumulative undergraduate grade point ple as part of the application process. cial education, or TESOL. The early childhood average (GPA) of 2.8 from an accredited 2 | programs are not for applicants who already bachelor’s degree program or a master’s B. Nonmatriculant Status Requirements have initial certification in early childhood degree with a GPA of 3.5 or better. Applicants for matriculation with an education (ECE). Students who seek a master’s undergraduate GPA of 2.5-2.79 may be degree and who already have ECE initial certi- 2. A liberal arts or sciences major or interdisci- considered for nonmatriculant status if fication may want to consider the early child- plinary concentration of at least 30 credits. resources permit. A grade of at least B on hood special education program or some other 3. A general education core in the liberal arts a college-level composition course and an certification area at the graduate level. The pro- and sciences of at least 36 credits, distrib- on-site writing sample will be required, grams in early childhood education have been uted as follows: 12 credits in math, science unless the applicant provides evidence of a recognized by the National Association for the and technology (a course in calculus meets passing score on the Liberal Arts and Education of Young Children. 6 credits of this requirements); 6 credits in Sciences Test (LAST) of the New York English; 6 credits in social studies (of which State Teacher Certification Examination. at least one course must be in U.S. history

BIRTH THROUGH GRADE or U.S. geography); 6 credits in a language 12-Credit Progress Standards

: other than English (3 years of high school for Matriculated Students 1. Students must maintain an overall GPA of Early Childhood Course of Study — Program 1: 3.0 in order to continue in the program. 36-42 credits 2. Students with more than one course grade below B in the first 12 credits will not be Course No. Title Credits Fieldwork allowed to continue in the program. ECF 700 Child Development: Birth to Age Eight 3 15 hrs fieldwork 3. A student who receives a grade of F in any ECF 701 Social and Historical Contexts of 3 course in the first 12 credits will not be Early Childhood Education allowed to continue in the program. ECF 702 Assessment in Early Childhood Education: 3 Birth through Grade 2 4. Students with one grade of IN (Incomplete) ECC 703 Early Childhood Curriculum: Birth through Grade 2 3 20 hrs fieldwork within the first 12 credits are restricted ECC 705 Language and Literacy: Birth through Kindergarten 3 from registering for more than one addi- ECC 706 Language and Literacy: K through Grade 2 3 tional course. Those with two or more ECC 707 Language and Literacy: English Language Learners 1 INs will not be allowed to register for any

EARLY CHILDHOOD EDUCATION ECC 708 Children with Special Needs: Birth through Grade 2 3 15 hrs fieldwork courses. ECC 710 Early Childhood Mathematics: Birth through Grade 2 3 Note: It is recommended that students with ECC 711 Science in Early Childhood: Birth through Grade 2 3 two or more INs take an official leave of ECC 712 Pre-Student Teaching Field Placements in Early Childhood 1 50 hrs fieldwork ECC 713 The Expressive Arts in Early Childhood 3 absence. ECC 714 Health, Safety and Nutrition in Early Childhood 3 5. All students should take the Liberal Arts ECC 715 Educational Technology in Early Childhood 1 and Sciences Test (LAST) of the New York TAKE EITHER State Teacher Certification Examinations ECC 716 Student Teaching Experiences in Early Childhood: 40 Days 3 and submit their scores to the Office of Educational Services before they complete OR ECC 717 Supervised Practicum in Early Childhood 1 12 credits of course work. PLUS Any student who does not receive a passing ECC 718 Early Childhood Student Teaching: 20 Days 2 score on the LAST and who does poorly on ECC 720 Integrative Seminar in Early Childhood Education 3 the test of Written Analysis and Expression Total credits: 36-42 must enroll in a college-directed literacy course or workshop series approved by an *ECF refers to courses in the foundations of education; ECC refers to courses in curriculum. adviser before being permitted to register Please note: Students who qualify for waivers may take ECC 719.51, .52, .53 (Special Topics in Early for any additional courses. Childhood Education), 1, 2 and 3 credits, or a course in another program with permission of the Early Childhood Program coordinator. Students may be exempted from up to 6 credits based on evidence of prior equivalent course work. 130 S

6. Students must receive a grade of at least B cation in childhood education, special Change in Status from Non- EDUCATION OF CHOOL in fieldwork (ECC 712). Any student who education, or TESOL. matriculant to Matriculant receives a grade of B-, C+ or C must apply 2. Applicants for matriculation with an under- Students must reapply for matriculation at the to the Chairperson of the Department for graduate degree whose GPA is 2.5-2.79 and beginning of the semester in which they will permission to reregister for and redo that who have New York State initial/provisional complete 12 credits. In order to be matriculat- experience, which may be repeated only certification in childhood education, ele- ed they must meet the standards for the 12 once. Any student who receives a grade of mentary education Pre-K-6, special educa- credit benchmarks listed below under “Progress F will not be allowed to continue in the tion, or TESOL will be considered for non- Standards for Matriculated Students.” program. matriculant status when resources permit. Please Note: Non-matriculated students should Exit Standards apply for matriculation at the beginning of the 12-Credit Progress Standards 1. Overall GPA of at least 3.0 semester in which they will complete 12 credits for Matriculated Students in the program. 2. A grade of B or better in student teaching 1. Students must maintain an overall GPA of and/or practicum. Any student who |

3.0 in order to continue in the program. EDUCATION CHILDHOOD EARLY Change in Status from Non- obtains a grade of F in student teaching matriculant to Matriculant 2. Students with more than one course grade and/or practicum will not be allowed to below B in the first 12 credits will not be continue in the program. Any student Students must reapply for matriculation at the allowed to continue in the program. who obtains a grade of B-, C+, or C must beginning of the semester in which they will apply to the department chairperson for complete 12 credits. In order to be matriculat- 3. A student who receives a grade of F in any permission to reregister for student teach- ed they must meet the standards for the 12 course in the first 12 credits will not be ing and/or practicum and repeat this credit benchmarks listed above under “Progress allowed to continue in the program. course. Students will be allowed to repeat Standards for Matriculated Students.” 4. Students with one grade of IN (Incomplete) student teaching and/or practicum only once. Any student who does not complete Exit Standards within the first 12 credits are restricted from registering for more than one additional the full complement of required days of 1. Overall GPA of at least 3.0. course. Those with two or more INs will student teaching will receive a course not be allowed to register for any courses. grade of IN and must fulfill the remaining 2. A grade of B or better in student teaching mandated days. and/or practicum. Any student who Note: It is recommended that students with two obtains a grade of F in student teaching or more INs take an official leave of absence. 3. Completion of ECC 720 (Integrative and/or practicum will not be allowed to Seminar in Early Childhood Education). continue in the program. Any student Please Note: Non-matriculated students : IT HOG GRADE THROUGH BIRTH who obtains a grade of B-, C+, or C must should apply for matriculation at the begin- apply to the department chairperson for ning of the semester in which they will com- permission to reregister for student teach- plete 12 credits in the program. ing and/or practicum and repeat this expe- rience. Students will be allowed to repeat Early Childhood Course of Study — Program 2: student teaching and/or practicum only once. Any student who does not complete 30-35 credits the full complement of required days of Course No. Title Credits Fieldwork student teaching will receive a course ECF 700 Child Development: Birth to Age Eight 3 15 hrs fieldwork grade of IN and must fulfill the remaining ECF 701 Social and Historical Contexts of Early Childhood Education 3 mandated days. ECF 702 Assessment in Early Childhood Education: 3 3. Completion of ECC 720 (Integrative Birth through Grade 2 Seminar in Early Childhood Education). ECC 703 Early Childhood Curriculum: Birth through Grade 2 3 20 hrs fieldwork 2 ECC 704 Language and Literacy: Birth through Grade 2 3 ECC 707 Language and Literacy: English Language Learners 1 PROGRAM 2: 30-35 credits ECC 708 Children with Special Needs: Birth through Grade 2 3 15 hrs fieldwork ECC 709 Mathematical and Scientific thinking in Early Childhood 3 Admission Standards ECC 713 The Expressive Arts in Early Childhood 3 ECC 714 Health, Safety and Nutrition in Early Childhood 3 A. Matriculation Requirements ECC 715 Educational Technology in Early Childhood 1 1. Undergraduate degree with GPA of 2.8 or TAKE EITHER master’s degree with GPA of 3.5 or better. ECC 716 Student Teaching Experiences in Early Childhood: 40 Days 3 2. New York State initial/provisional teacher OR certification in childhood education, ele- ECC 717 Supervised Practicum in Early Childhood 1 mentary education Pre-K-6, special educa- PLUS tion, or TESOL. ECC 718 Early Childhood Student Teaching: 20 Days 2 ECC 720 B. Nonmatriculant Status Requirements Integrative Seminar in Early Childhood Education 3 Total credits: 30-35 1. Applicants with appropriate certification from another state, who meet the GPA *ECF refers to courses in the foundations of education; ECC refers to courses in curriculum. requirement and have applied (or will Please note: Students who qualify for waivers may take ECC 719.51, .52, .53 (Special Topics in Early apply) for New York State teacher certifi- Childhood Education), 1, 2 and 3 credits, or a course in another program with permission of the Early Childhood Program coordinator. Students may be exempted from up to 5 credits based on prior equivalent course work. 131 LITERACY EDUCATION BIRTH THROUGH GRADE 6

Program Coordinator Yang Hu; 901 West Building; (212) 772-4753; [email protected]

This is a 31-37 credit program that prepares hood, childhood, elementary, TESOL or achieved an overall grade point average of at teachers with initial/provisional certification special education may be considered for least 3.0 within the program. to meet New York State requirements for per- nonmatriculant status if resources permit. 3. Nonmatriculated students who do not manent certification as a teacher of literacy- 3. Teachers certified (in early childhood, meet the above criteria may not continue birth through grade 6. The program has been childhood, elementary, TESOL or special to enroll in courses beyond 12 credits. nationally recognized by the International

SCHOOL OF EDUCATION education) in states other than New York, Reading Association (IRA) who meet all other admission criteria, may | be accepted into the program on a non- COURSE WAIVERS AND ADMISSIONS STANDARDS matriculated basis as resources permit and EXEMPTIONS can take up to 12 credits while seeking reciprocal certification in New York State. Matriculation Requirements 1. Master’s candidates may transfer in and/or 4. Applicants who do not meet the criteria of waive up to three required courses in the 1. Undergraduate degree with a GPA of at foundational course work in assessment master’s in literacy program by providing least 2.8. may be considered for nonmatriculated evidence of prior equivalent course work. status as resources permit until they either 2. New York State initial or provisional 2. An elective course may be substituted for a obtain a passing grade in EDF 716 teacher certification in early childhood edu- waived course with adviser’s approval. cation, childhood education, elementary (Assessment of the Teaching-Learning education, TESOL or special education. Process) or demonstrate equivalent com- 3. Waived courses provide an opportunity for petence to Hunter College instructors of teacher candidates to deepen their knowl- LITERACY EDUCATION 3. Submission of a letter of recommendation assessment selected by the relevant depart- edge by taking advantage of the academic from a supervisor as one of the two letters ment chair(s). wealth available in the departments within of recommendation to be included in the the School of Education or the School of graduate application. Change in Status from Non- Arts and Sciences. Any graduate course(s) 4. Completion of a satisfactory on-site writ- matriculated to Matriculated in either the School of Education or the School of Arts and Sciences for which pre- ing sample after the application is 1. Those applicants who meet all require- requisites have been met may be substitut- reviewed. ments for matriculation other than having ed for waived courses with the permission received their proof of certification from 5. Completion of a satisfactory interview. of the program coordinator. the state must reapply for matriculation as 6. Applicants with provisional certification soon as they can show proof of New York 4. Master’s candidates who already have a obtained prior to February 2, 2004 (when State certification. masters degree in Early Childhood the new New York State teacher education Education, Special Education, Childhood 2. Those applicants who are accepted as non- regulations went into effect), must provide Education and/or TESOL may be matriculants for other reasons must re-apply evidence of course work in assessment, exempted from up to two courses in the for matriculation during the semester in training in school violence and child abuse masters in literacy program by providing which they complete 9-12 credits of literacy prevention, as reflected in undergraduate their advisor or the program coordinator courses if they have obtained New York and/or graduate transcripts and course cat- with evidence of prior equivalent course- State initial teacher certification and have alog descriptions. Applicants who do not work and a grade not less than a B+. meet this requirement may be required to completed the foundational course work as complete (additional) course work in these described above. Students must have areas. (See item 4 in next section.)

Nonmatriculant Status Requirements 1. Applicants for matriculation who have completed an approved New York State teacher education program in early child- hood, childhood, elementary, TESOL or special education, and who have passed all required New York State certification tests but have not yet received their initial teaching certificate, may be admitted as nonmatriculants as resources permit. 2. Applicants for matriculation who have an undergraduate GPA between 2.5 and 2.79 but have completed a master’s degree with a GPA of at least 3.5 and have initial or provisional certification in early child- 132 SCHOOL OF EDUCATION | LITERACY EDUCATION 133 , in nalyzing childhood rating, or bet- ge EDLIT 740 ” ) as reflected in a ) as reflected EDLIT 742 supervision, of students with difficulties reading sessions with individual students College on-site at Hunter enhancement of literacy programs 15 hours in the field adapting instruction, materials, and/or curricula for enrichment, ESL or special needs learners 15 hours in the field analyzing 15 hrs in the field assessing focused on 10 hours in a classroom older learners (grades 3 to 6) literacy and content area 5 hours of observation in an inclusive with a special needs focus None None 5 hours in an early literacy setting writing development 50-hour college-supervised practicum (birthone at early childhood level to grade 2) and one at the (grades 3 to 6) level dramatic demonstration achieved the standard the achieved “ grade of B or better. which a culminating project is completed. project which a culminating program. practicum ( ter, on the Professional Teaching Portfolio Teaching on the Professional ter, in the Masters to during final presentation Committee. Review Literacy Portfolio 1. or better. of 3.0 GPA Overall 2. B- or better in A grade of EXIT STANDARDS EXIT 5. An 3. in the masters in literacy 31-37 Credits 4. in the or better, An adequate rating, EDLIT 739.03 NoneNone 15 hours of diagnosis, under NoneECC 704.FW 20 hours of supervised remedial 15 hours of survey for the EDLIT 739.01 rating, or bet- rating, or ” s program divided into two 25-hour placements: ’ s in literacy ’ by the end of the by must revise their must revise ECC 704.FW, EDLIT 735 ECC 704.FW, EDLIT 735 ECC 704.FW, EDLIT 735, ECC 704.FW, ” ” edit hours in the None s Literacy Portfolio ’ Or Or the standard during the the standard ” in the master program literacy master pre/coreqs: pre/coreqs: pre/coreqs: pre/coreqs: EDLIT 739.02 EDLIT 731 EDLIT 736 EDLIT 731 EDLIT 739.01EDLIT 739.01 EDLIT 734 EDLIT 735 achieve “ s candidates with two or more with s candidates ’ achieved the standard achieved “ achieve the standard the achieve achieve the standard the achieve grades of Incomplete are prohibited from prohibited are of Incomplete grades until the courses for any more registering removed. are grades Incomplete Committee meeting. Review “ to be allowed will not second presentation further for any courses until the register met. been has/have standards subsequent semester ter, on the professional teaching portfolio professional on the ter, in to the Masters during presentation Committee. Review Literacy Portfolio “ portfolios the guidance of their advis- with ers and 4. Master 5. An who do not 7. Literacy masters candidates 6. who do not Literacy masters candidates s in ’ s program. ’ s Literature 3 None None 5 hours in a classroom-based ’ Resources K through Grade 6 Grade K through 6 1 through School Contexts: Grades 6 Grade 2 through Grade 6 Grade 2 through Grade with Children Young in Development Needs Special the Curriculum Needs with Special to Literacy for Students language use of ESL learners learners diverse early childhood setting or a program Childhood Education: Birth through through Birth Childhood Education: 2nd grade Practicum in Practicum Literacy credits:Total Colle and 35 hours is at Hunter with 185 hours in the field of which 150 hours of field experience/ practicum is in the schools 1 cr 18 to 15 37 Pre-K through Grade 6 Grade through Pre-K in Literacies within Issues Needs Special 1 Leadership in Literacy 3 A minimum of 27 credits None None Practicum in Remedial Reading in Remedial Practicum and Organization Literacy Programs: in Early Language Literacy Delays 3 3 1 None Literacies within the Disciplines: Literacies within the Disciplines: Difficulties of Reading Diagnosis 3 3 Instructional Approaches to Literacy: Approaches Instructional 3Language, Literacy and Learning in None Literacy Assessment: 3 3 Language and Literacy in Early Children Writing: Teaching of Theories and Process 3 3 None None None 15 hours observing and a Adaptations and Modifications in Approaches and Modifications Adaptations 1 s candidates must maintain a GPA s candidates must maintain s candidates with any course grades s candidates with any s candidates with a grade of s candidates with a grade ’ ’ ’ of a minimum of 3.0 on all courses taken of a minimum of 3.0 in the literacy master below B- in literacy courses will not be below in the program. to continue allowed Incomplete in any course will be restricted in any course will Incomplete than one course. for more registering from EDLIT 742 EDLIT 739.03 EDLIT 740 EDLIT 739.01 EDLIT 739.02 EDLIT 738 EDLIT 736 EDLIT 737 EDLIT 734 EDLIT 731 EDLIT 730 EDLIT 733 EDLIT 735 EDLIT 732 Course/No.ECC 704.FW Title Credits Preqs Coreqs /Practicum Experience Field Literacy Education: Course of Study Literacy Education: Course of When 12 (foundational transition point), transition When 12 (foundational 18-20(pre-clinical transition point) and 27-30 transition point) 18-20(pre-clinical the master been earned in have credits PROGRESS STANDARDS PROGRESS literacy program, the following progress stan- progress following the literacy program, will be evaluated: dards 1. Master 2. Master 3. Master blind and visually impaired or rehabilitation SPECIAL EDUCATION teaching; an advanced certificate in blind and visually impaired for students holding a mas- ter’s degree in special education; and an exten- Department Office: (212) 772-4700 sion in gifted education for students who hold Secretary Jean Leung; 909 West Building; (212) 772-4700; fax (212) 650-3542; New York State teacher certification. [email protected] Students who enter the programs with no Chairperson Kate Garnett; 910 West Building; (212) 772-4700; [email protected] previous certification and subsequently com- plete the master’s degree will meet the educa- Advisers: tion requirements for New York State initial Learning Disabilities certification in either childhood special educa- Tim Lackaye; 920 West Building; (212) 772-4777; [email protected] tion or early childhood special education and SCHOOL OF EDUCATION David Connor; 917 West Building; (212) 772-4746; [email protected] either childhood general education or early

| childhood general education. Students with- Behavior Disorders out prior teacher certification enter the Tom McIntyre; 914 West Building; (212) 772-4706; [email protected] Program 1 track. Severe/Multiple Disabilities (including Deafblindness) Students who enter the childhood special Rosanne K. Silberman; 916 West Building; (212) 772-4740; [email protected] education program with initial/provisional Ellen Trief; 921 West Building; (212) 772-4110; [email protected] certification in childhood grades 1-6 or ele- mentary education Pre-K-6, and subsequently Early Childhood Special Education complete the master’s degree, will meet the Diane Taranto; 911 West Building; (212) 772-5667; [email protected] education requirements for New York State Shirley Cohen; 915 West Building; (212) 772-4708; [email protected] professional/ permanent certification in child- Grace Lappin; 942 West Building; (212) 772-4745; [email protected] hood/elementary education as well as for pro- fessional certification in childhood special SPECIAL EDUCATION Deaf and Hard-of-Hearing education grades 1-6. Students with prior Elaine Gale; 918 West Building; (212) 772-4702; [email protected] childhood or elementary certification enter Blind and Visually Impaired the Program 2 track. Rosanne K. Silberman; 911 West Building; (212) 772-4740; [email protected] Similarly, students who enter the early Ellen Trief; 921 West Building; (212) 772-4110; [email protected] childhood special education program with ini- tial/provisional certification in early childhood Gifted Education Birth-Grade 2 or elementary education Pre-K- Dona Matthews; 913 West Building; (212) 772-4703; [email protected] 6, and subsequently complete the master’s degree, will meet the education requirements Hunter’s graduate program in special educa- mary interest is in teaching children from for New York State professional/permanent tion prepares teachers to provide specially infancy through kindergarten. While students certification in early childhood/elementary designed instruction for students with disabil- in the early childhood programs will also be education as well as for professional certifica- ities and to work across a variety of educa- prepared to teach grades 1 and 2, applicants tion in early childhood special education tional settings, including: special schools, spe- whose primary interest is in these grades Birth to Grade 2. Students who hold early cial classes, resource rooms, pre-schools, early should apply to the childhood education pro- childhood certification enter the Program 2 intervention programs and supported general gram, which encompasses grades 1-6. track in early childhood special education. education classrooms in public and private The graduate program in special educa- The programs (with the exception of early schools, hospitals, clinics, health agencies, tion also offers a number of advanced certifi- childhood special education) are organized home programs, and residential facilities at cates, annotations and extensions: an into a set of cross-categorical core courses and Hunter College have been nationally recog- advanced certificate in severe disabilities: disability-specific specializations. Core courses nized by the Council for Exceptional autism, and an annotation in severe/multiple develop knowledge and skills across a variety Children. disabilities with a focus on autism; an of disabilities to be applied across a range of Completion of any one of Hunter’s spe- advanced certificate in orientation and mobil- education settings; specializations provide in- cializations for the master’s degree in special ity for students holding a master’s degree in depth preparation for working with students education leads to New York State teacher certification. Hunter’s specializations are: MASTERS DEGREE COURSES OF STUDY IN SPECIAL EDUCATION childhood special education: learning disabili- Program 1 Program 2 ties; childhood special education: behavior Childhood Special Education: Learning Disabilities 42-56 cr 35-37 cr disorders; childhood special education with an Childhood Special Education: Behavior Disorders 43-55 cr 36 cr annotation in severe/multiple disabilities Childhood Special Education: Multiple/Severe Disabilities 44-56 cr 37 cr (including deafblindness); early childhood (including Deafblindiness) special education; early childhood education Early Childhood Special Education 40-54 cr 36 cr with an annotation in severe/multiple disabili- Early Childhood Special Education with an Annotation in 46-60 cr 42 cr ties (including deafblindness); deaf and hard- Severe/Multiple Disabilities of-hearing; and blind and visually impaired. Deaf and Hard-of Hearing 40-58 cr 33-39 cr Applicants with initial certification in special Blind and Visually Impaired 48-60 cr 41 cr education are not eligible for admission to the Blind and Visually Impaired with Orientation and 63-75 cr 55-56 cr master’s degree program in childhood special Mobility Sequence education. Visual Impairment: Rehabilitation Teaching Specialization 40 cr The early childhood master’s degree pro- Visual Impairment: Rehabilitation Teaching Specialization with 55 cr grams are designed for students whose pri- Orientation and Mobility Sequence 134 COLO EDUCATION OF SCHOOL within a particular disability area. Both core Childhood Special Education: Learning Disabilities* and specialization courses provide historical, theoretical, and clinical perspectives, as well as 35-37 cr *See page 139 for additional course requirements for Program 1 master’s degree current research and direct experiences with stu- Course No. Title Credits Field Exp. dents of different ages and profiles. A hallmark of Hunter’s programs is their linking of theory CROSS-CATEGORICAL CORE COURSES (20 cr) to effective instruction. SPED 700 Issues and Practices in the Education of Students with Disabilities 3 5 hrs SPED 701 Assessment of Students with Disabilities 3 15 hrs SPED 702 Classroom Management in Special Education and Inclusive Settings 3 20 hrs MASTERS DEGREE SPED 703 Inclusive Instruction in General Education Classrooms for 3 10 hrs Students with Learning and Behavior Disorders SPED 704 Issues in Teaching English-Language Learners with 1 Admission Standards for Special Education Needs SPED 705 Use of Instructional Technology in Special Education 1 Program 1 in Childhood | Special Education (Learning SPED 706 Strategies and Curriculum Adaptations for Learners with 3 10 hrs PCA EDUCATION SPECIAL Disabilities, Behavior Disorders, Severe/Multiple Disabilities SPED 707 or Severe/Multiple Disabilities), Research Seminar: Issues in Special Education 3 Deaf and Hard-of-Hearing, and LEARNING DISABILITIES SPECIALIZATION (15-17 cr) Blind and Visually Impaired SPED 780 The Study of Learning Disabilities 3 SPED 781 Reading and Writing for Students with Learning Disabilities: 3 10 hrs and for Program 1A in Early Methods 1 Childhood Special Education SPED 782 Supervised Clinical Teaching of Students with Learning 2 20 hrs A. Matriculation Requirements Disabilities: Part 1 SPED 783 Math, Organizational and Social Strategies for Students with 3 1. Undergraduate BA or BS degree from an Learning Disabilities: Methods 2 approved college, with a GPA of 2.8 or SPED 784 Supervised Clinical Teaching of Students with Learning 2 20 hrs better Disabilities: Part 2 or Either graduate degree from an approved college SPED 785 Student Teaching: Learning Disabilities, Grades 1-3 or 4-6 4 with a GPA of 3.5 or better (30 hrs seminar, plus conferences, plus 40 days of student teaching) plus Or SPED 785.50 Supervised Practicum: Learning Disabilities, Grades 1-3 or 4-6 2 2. A liberal arts or science major or interdisci- (30 hrs seminar, plus conferences) plinary concentration of at least 30 credits Or both of the following and a general education core in liberal arts SPED 785.51 Student Teaching: Learning Disabilities, Grades 1-3 or 4-6 2 and sciences to include a minimum of 6 (30 hrs seminar, plus conferences, plus 20 days of student teaching) credits in English (including a course in SPED 785.52 Student Teaching: Learning Disabilities, Grades 1-3 or 4-6 2 English composition with a grade of B or (30 hrs seminar, plus conferences, plus 20 days of student teaching) better), 6 credits in social studies (with at least one course in U.S. history or U.S. geography), 12 credits in math/science/tech- C. Consideration for Nonmatriculant nology (a college course in calculus meets 6 Status credits of this requirement), 3 credits in the Applicants for matriculation with an arts, and 6 credits in a language other than undergraduate degree from an approved English (3 years of high school study in the college whose GPA falls between 2.5-2.79 same foreign language with grades of C or may be considered for nonmatriculant sta- better documented by high school tran- tus. Students may not take more than 12 script meets this requirement). credits as nonmatriculants (at least 9 of B. Conditions of Admission these must be in special education). Applicants who do not meet all of the lib- D. Change in Status from Nonmatriculated eral arts and science prerequisite require- to Matriculated ments may be admitted with up to 12 Students must reapply for matriculation at credits of “conditions” that they must take the start of the semester in which they will at either the undergraduate or graduate complete 12 credits. In order to be matricu- level. Although required, these additional lated they must meet the standards for the “conditioned” courses do not count in the 12-credit benchmarks listed under “Progress calculation of minimum credits towards Standards for Matriculated Students.” the master’s degree.

135 Childhood Special Education: Behavior Disorders 2. New York State initial/provisional teacher certification in childhood education 36 cr grades 1-6, or elementary education PreK- *See page 139 for additional course requirements for Program 1 master’s degree grade 6. Course No. Title Credits Field Exp. CROSS-CATEGORICAL CORE COURSES (20 cr) Childhood or PreK-grade 6 certification is SPED 700 Issues and Practices in the Education of Students with Disabilities 3 5 hrs required for programs in childhood special SPED 701 Assessment of Students with Disabilities 3 15 hrs education: learning disabilities; childhood SPED 702 Classroom Management in Special Education and Inclusive Settings 3 20 hrs special education: behavior disorders; deaf SPED 703 Inclusive Instruction in General Education Classrooms for 3 10 hrs and hard-of-hearing; and blind and visual- Students with Learning and Behavior Disorders ly impaired education programs. Early SPED 704 Issues in Teaching English-Language Learners with 1 childhood or PreK-grade 6 certification is Special Education Needs

SCHOOL OF EDUCATION required for the programs in early child- SPED 705 Use of Instructional Technology in Special Education 1 hood special education. | SPED 706 Strategies and Curriculum Adaptations for Learners with 3 10 hrs Severe/Multiple Disabilities Those holding provisional certification SPED 707 Research Seminar: Issues in Special Education 3 must either show proof that they have sat- BEHAVIOR DISORDERS SPECIALIZATION (16 cr) isfied the New York State requirements SPED 750 The Study of Behavior Disorders 3 20 hrs regarding wellness, child abuse, drug SPED 751 Methods and Materials for Teaching Students with Behavior 3 20 hrs abuse, fire safety, and violence prevention Disorders (includes 20 hrs of field experience or take HED 715, a 1-credit course cover- SPED 781.50 Reading and Writing for Students with Learning Disabilities 3 10 hrs ing these topics. (for those not in LD specialization) SPED 783.50 Math, Organizational and Social Strategies for Students with 3 B. Consideration for Nonmatriculant Status Learning Disabilities (for those not in LD specialization) Applicants for matriculation with an under- Either: graduate degree from an approved college

SPECIAL EDUCATION SPED 752 Student Teaching: Behavior Disorders, Grades 1-3 and 4-6 4 whose GPA falls between 2.5 and 2.79 and (30 hrs of seminar, plus conferences, plus 40 days of student teaching) who have the appropriate New York State Or two of the following (must include two different grade levels): initial/provisional teacher certification may SPED 752.50 Student Teaching: Behavior Disorders, Grades 1-3 2 be considered for nonmatriculant status as (30 hrs of seminar, plus conferences, plus 20 days resources permit. of student teaching) SPED 752.51 Student Teaching: Behavior Disorders, Grades 4-6 2 C. Change in Status from Nonmatriculated (30 hrs of seminar, plus conferences, plus 20 days of to Matriculated student teaching) Students must reapply for matriculation at SPED 752.52 Supervised Practicum: Behavior Disorders, Grades 1-3 2 the beginning of the semester in which (30 hrs of seminar, plus conferences) they will complete 12 credits. In order to SPED 752.53 Supervised Practicum: Behavior Disorders, Grades 4-6 2 (30 hrs of seminar, plus conferences) be matriculated they must meet the stan- dards for the 12-credit benchmarks listed under “Progress Standards.” Admissions Standards Admissions Standards for Program 1B in Early for Program 2 Admissions Standards for Childhood Special Education (For applicants to the child- Rehabilitation Teaching 1. Any New York State teacher certificate hood special education, blind A. Matriculation Requirements other than early childhood education and visually impaired and deaf and and hard-of-hearing programs 1. An undergraduate BA or BS degree from an approved college with a GPA of 2.8 or who hold childhood, or PreK- 2. an undergraduate BA or BS from an higher approved college with a GPA of 2.8 or grade 6 New York State teacher or better certification, and applicants a graduate degree from an approved col- or applying to the early childhood lege with a GPA of 3.5 or better a graduate degree from an approved col- special education programs lege with a GPA of 3.5 or better. who hold early childhood New York State Certification) A. Matriculation Requirements 1. An undergraduate BA or BS degree from an approved college with a GPA of 2.8 or higher or A graduate degree from an approved col- lege with a GPA of 3.5 or better plus

136 COLO EDUCATION OF SCHOOL 12-CREDIT PROGRESS Childhood Special Education: Severe/Multiple STANDARDS FOR Disabilities (including Deafblindness) MATRICULATED STUDENTS 37 cr IN ALL MASTER’S DEGREE *See page 139 for additional course requirements for Program 1 master’s degree PROGRAMS (Programs 1 and 2) Course No. Title Credits Field Exp. CROSS-CATEGORICAL CORE COURSES (12 cr) A. Students must maintain an overall GPA of SPED 700 Issues and Practices in the Education of Students with Disabilities 3 5 hrs 3.0 in order to continue in the program. SPED 702.50 Classroom Management in Special Education and 3 20 hrs Inclusive Settings B. Students with more than one course grade SPED 706.50 Strategies and Curriculum Adaptations for Learners with 3 10 hrs below B in the first 12 credits will not be Severe/Multiple Disabilities allowed to continue in the program. SPED 707 Research Seminar: Issues in Special Education 3

C. A student who receives a grade of F in any SEVERE/MULTIPLE DISABILITIES (INCLUDING DEAFBLINDNESS) | SPECIALIZATION (25 cr)

course in the first 12 credits will not be EDUCATION SPECIAL allowed to continue in the program. SPED 790 Foundations and Educational Implications of 3 Severe/Multiple Disabilities D. Students with one grade of IN (Incomplete) SPED 791 Alternative Assessment for Learners with Low Incidence 3 15 hrs within the first 12 credits are restricted from Disabilities: Visual Impairment, Deafblindness, and Severe registering for more than one additional Disabilities course. Those with two or more INs will SPED 792 Language Development and Alternative Communication 3 15 hrs Systems for Learners with Low Incidence Disabilities: not be allowed to register for any courses. It Severe Disabilities Including Deafblindness is recommended that students with two or SPED 793 Total Communication for Learners with Severe/Multiple 2 10 hrs more INs take an official leave of absence Disabilities while they are completing their IN courses. SPED 794 Functional Language and Culture of Learners with Low 1 5 hrs Incidence Disabilities E. For Program 1 students only: All stu- SPED 746 Educational Implications of Learners who are Deafblind 3 10 hrs dents should take the Liberal Arts and SPED 781.50 Reading and Writing for Students with Learning Disabilities 3 10 hrs Science Test (LAST) of the New York State (for those not in LD specialization) Teacher Certification Examinations and SPED 783.50 Math, Organizational and Social Strategies for Students with 3 submit their scores to the Office of Learning Disabilities (for those not in LD specialization) Educational Services (Room 1000 West Either: Building) before they complete 12 credits SPED 795 Student Teaching: Severe/Multiple Disabilities, including 4 of course work. Any student who does not Deafblindness, Grades 1-6 (30 hrs seminar, plus conferences, receive a passing score on the LAST must plus 40 days student teaching at two grade levels) enroll in a college writing course or work- Or two of the following (must include two different grade levels): shop series approved by an adviser, before SPED 795.50 Student Teaching: Severe/Multiple Disabilities, including 2 being permitted to register for any courses. Deafblindness, Grades 1-3 (30 hr seminar, plus conferences, plus 20 days student teaching) SPED 795.51 Student Teaching: Severe/Multiple Disabilities, including 2 Deafblindness, Grades 4-6 (30 hrs seminar, plus conferences, Other Progress Standards plus 20 days student teaching) A. Students must receive a grade of at least B SPED 795.52 Supervised Practicum: Severe/Multiple Disabilities including 2 in fieldwork and clinical teaching courses Deafblindness, Grades 1-3 (30 hrs seminar, plus conferences) SPED 795.53 SPED 782 SPED 784 Supervised Practicum: Severe/Multiple Disabilities including 2 (e.g., , , Deafblindness, Grades 4-6 (30 hrs seminar, plus conferences) CEDC 729; ECC 712; SPEDE 776 or SPEDE 767). Any student who receives a grade of B-, C+ or C must apply to the Students in childhood special education, deaf chair of the department for permission to and hard-of-hearing, or blind and visually retake the course, which may be repeated impaired must also: only once. Any student who receives a grade of F in a fieldwork or clinical teach- Complete at least 15 SPED credits, ing course will not be allowed to continue including the pre-student teaching field in the program. assignments that are part of SPED 700, 701 or 791 and 702 or 702.50 B. A student with two or more INs is prohib- ited from registering for any course. It is Have taken or be registered concurrently recommended that when not enrolled in for one methods course (e.g., SPED 706, any course students take an official leave 706.50, 731, 741, 751, 781, 781.50). of absence to complete their INs. Students in early childhood special education C. In order to enroll in student teaching or must complete SPEDE 776 or 767. supervised practicum, all students must: Have an overall GPA of at least 3.0 Have no outstanding INs.

137 Early Childhood Special Education EXIT STANDARDS FOR ALL MASTER’S DEGREE 36 cr *See page 140 for additional course requirements for Program 1 master’s degree PROGRAMS Course No. Title Credits Field Exp. SPEDE 714 History and Context of Early Intervention and 1 A. Grade Point Average Early Childhood Special Education Students must attain an overall GPA of at SPEDE 768 Characteristics and Developmental Problems of Infants and 3 2.5 hrs least 3.0 to be recommended for the Young Children with Special Needs degree. SPEDE 769 Assessment of Development and Learning in Infants and 3 5 hrs Young Children With Special Needs B. Written Language SPEDE 770 Curriculum Models and Methods in Early Intervention and 3 5 hrs Students must demonstrate consistently Early Childhood Special Education satisfactory written English in all course SCHOOL OF EDUCATION SPEDE 771 Autistic Spectrum Disorders: Characteristics Implications for 3 5 hrs work. Intervention, and Educational Strategies | SPEDE 772 Behavioral Theory and Its Applications to Young Children 3 5 hrs C. Student Teaching, Supervised Practicum, with Special Needs and Clinical Teaching Lab SPEDE 773 Developing Partnerships with Families for Their Child’s 1 2.5 hrs Development and Learning 1. Students are required to attain a minimum SPEDE 774 Reading and Writing for Students with Special Education Needs 3 5 hrs grade of B in all student teaching, practica (Grades K-2) and clinical teaching lab courses. No grade SPEDE 775 Mathematics for Students with Special Education Needs, Grades K-2 1 less than B is acceptable for these teaching SPEDE 776 Field Experience in Early Childhood Special Education 2 60 hrs skill courses. Students receiving B-, C+, or 30 hr seminar C for any one of these courses must apply SPED 706 Strategies and Curriculum Adaptations for Learners with 3 10 hrs to the department chairperson for permis- Severe/Multiple Disabilities sion to retake that course, which may be SPED 707 Research Seminar: Issues in Special Education 3 repeated only once. SPECIAL EDUCATION SPED 792 Language Development and Alternative Communication Systems 3 15 hrs for Learners with Low Incidence Disabilities: Severe Disabilities 2. Students must complete all required days Including Deafblindness and hours for each of the student teach- Either ing, practica and clinical teaching lab SPEDE 777 Student Teaching: Early Childhood Special Education, 4 courses. Students not completing the min- 30 hr Seminar plus 40 days imum required days and hours will receive Or a course grade of IN for that course, pro- SPEDE 778 Student Teaching in Early Childhood Special Education, 2 hibiting them from graduating. 30 hr seminar plus 20 days Plus* D. Culminating Activity SPEDE 779 Practicum in Early Childhood Special Education 2 Students must perform satisfactorily on a 30 hr seminar plus conferences two-part culminating activity (partial *or a second semester of SPEDE 778. Students on Internship Certificates may complete a requirements of SPED 707, Research second semester of SPEDE 779. Seminar: Issues in Special Education): 1. a comprehensive research-based oral presentation on a current special educa- tion issue and either 2. an original written research proposal or 3. a written proposal for competitive grant funding.

138 COLO EDUCATION OF SCHOOL Additional Course Early Childhood Special Education with Requirements for Program 1: an Annotation in Severe/Multiple Disabilities Childhood Special Education 42 cr (Learning Disabilities, Behavior *See page 140 for additional course requirements for Program 1 master’s degree Disorders, or Severe/Multiple Course No. Title Credits Field Exp. Disabilities) and in Deaf and SPED 700 Issues and Practices in the Education of Students with Disabilities 3 5 hrs Hard-of-Hearing, Blind and SPED 706.50 Strategies and Curriculum Adaptations for Learners with 3 10 hrs Visually Impaired, or Blind Severe/Multiple Disabilities and Visually Impaired with SPED 790 Foundations and Educational Implications of Severe/Multiple 3 Disabilities Orientation and Mobility SPED 791 Alternative Assessment for Learners with Low Incidence Disabilities: 3 15 hrs Sequence Visual Impairment, Deafblindness, and Severe Disabilities SPED 792 Language Development and Alternative Communication 3 15 hrs

Students must take between 7-19 credits of | childhood education credits in addition to the Systems for Learners with Low Incidence Disabilities:

Severe Disabilities Including Deafblindness EDUCATION SPECIAL special education courses required for their SPED 793 Total Communication for Learners with Severe/Multiple Disabilities 2 10 hrs degrees. Students can be exempted from up to SPED 746 Educational Implications of Learners who are Deafblind 3 10 hrs 12 credits of the general education requirements SPEDE 770 Curriculum Models and Methods in Early Intervention and 3 5 hrs listed below on the basis of equivalent courses Early Childhood Special Education taken at either the graduate or undergraduate SPEDE 771 Autistic Spectrum Disorders: Characteristics Implications for 3 5 hrs level. However, students may not be exempted Intervention, and Educational Strategies from CEDC 729 (Fieldwork in Childhood SPEDE 772 Behavioral Theory and Its Applications to Young Children 3 5 hrs Education for Special Educators (1 credit). with Special Needs SPEDE 773 Developing Partnerships with Families for Their Child’s 1 2.5 hrs Development and Learning CEDF 706.50 ...... 3 cr SPEDE 774 Reading and Writing for Students with Special Education 3 5 hrs Social Historical, Philosophical Foundations Needs (Grades K-2) SPEDE 775 Mathematics for Students with Special Education Needs, 1 of Education: The American School Grades K-2 CEDF 709...... 3 cr SPED 707 Research Seminar: Issues in Special Education 3 Child Development, including 3 hours of SPEDE 767 Field Experience in Early Childhood Special Education with an 1 30 hrs fieldwork Annotation in Severe Disabilities (includes 15 hr seminar) CEDC 722.50 ...... 2 cr Either Social Studies Curriculum and Instruction: SPEDE 777.50 Student Teaching: Early Education with an Annotation in Severe 4 Integrating Literature, the Arts, and Multiple Disabilities (30 hr Seminar plus 40 days) Technology Or CEDC 703.50 ...... 3 cr SPEDE 778.50 Student Teaching in Early Childhood Special Education with an 2 Teaching Science in the Elementary School Annotation in Severe Multiple Disabilities, 20 days (30 hr seminar plus 20 days) CEDC 704.50 ...... 3 cr Teaching Developmental Reading, Plus SPEDE 779.50 Practicum in Early Childhood Special Education with an 2 including 10 hours of fieldwork Annotation in Severe Disabilities (30 hr seminar plus conferences) CEDC 705.50 ...... 3 cr Mathematics Curriculum and Methods CEDC 729 ...... 1 cr Fieldwork in Childhood Education for Special Educators, including 50 hours of fieldwork plus 15 hours of seminar HED 715 ...... 1 cr Health Education for Special Educators

139 Deaf and Hard-of-Hearing Additional Course Requirements for Program 1: 33-39 cr *See page 139 for additional course requirements for Program 1 master’s degree Early Childhood Special Course No. Title Credits Field Exp. Education and Early Childhood CROSS-CATEGORICAL CORE COURSES (12 cr) Special Education with an SPED 700 Issues and Practices in the Education of Students with Disabilities 3 5 hrs Annotation in Severe/Multiple SPED 701 Assessment of Students with Disabilities 3 15 hrs Disabilities SPED 702 Classroom Management in Special Education and Inclusive Setting 3 20 hrs SPED 707 Research Seminar: Issues in Special Education 3 Program 1A is for students who do not have DEAF AND HARD-OF-HEARING SPECIALIZATION (21*-27 cr) any teaching certificate. Students must take SPED 720 American Sign Language I 3 5 hrs between 11-18 credits of early childhood edu- SCHOOL OF EDUCATION SPED 721 American Sign Language II 3 5 hrs cation credits in addition to the special educa-

| SPED 722 The Study of ASL Linguistics 2 tion courses required for their degrees. SPED 730 Education of Students Who Are Deaf and Hard-of-Hearing 3 10 hrs Students can be exempted from up to 7 cred- SPED 731 Reading and Writing Development for Students Who Are Deaf 3 15 hrs its of the coursework listed below on the basis and Hard-of-Hearing: Methods 1 of equivalent courses taken at the graduate or SPED 733 Math and Across-the-Curriculum Adaptations for Students Who 3 15 hrs undergraduate level. Are Deaf and Hard-of-Hearing: Methods 2 ECF 700 Child Development . . . . . 3 cr SPED 735 Speech Development and Remediation of Students Who Are 3 5 hrs ECC 703 Deaf and Hard-of-Hearing ...... 3 cr SPED 736 Aural Rehabilitation of Students Who Are Deaf and 3 5 hrs Early Childhood Curriculum Birth through Hard-of-Hearing Grade 2 Either: ECC 706 ...... 3 cr SPED 737 Student Teaching: Deaf and Hard-of-Hearing, Preschool-Grade 12 4 Language and Literacy: K through Grade 2

SPECIAL EDUCATION (30 hrs seminar, plus conferences, plus 40 days student teaching ECC 707 ...... 1 cr at two grade levels) Language and Literacy: English Language Or two of the following (must include two different grade levels): Learners SPED 737.50 Student Teaching: Deaf and Hard-of-Hearing, Preschool-Grade 6 2 ECC 709 (30 hrs seminar, plus conferences, plus 20 days of student teaching) ...... 3 cr Mathematical and Scientific Thinking in SPED 737.51 Student Teaching: Deaf and Hard-of-Hearing, Grades 7-12 2 (30 hrs seminar, plus conferences, plus 20 days of student teaching) Early Childhood SPED 737.52 Supervised Practicum: Deaf and Hard-of-Hearing, 2 ECC 712 ...... 1 cr Preschool-Grade 6 (30 hrs seminar, plus conferences) Pre-Student Teaching Field Placements in SPED 737.53 Supervised Practicum: Deaf and Hard-of-Hearing, Grades 7-12 2 Early Childhood (30 hrs seminar, plus conferences) ECC 713 ...... 3 cr *Note: Students entering program with ASL proficiency may be exempted from either or both of the ASL courses, without being required to replace those credits with other course work. Such students would, thus, The Expressive Arts in Early Childhood complete the specialization sequence with either 24 or 21 credits. HED 715 ...... 1 cr Health Education for Special Educators

Program 1B is for students who have a teach- ing certificate in an age level or area other than early childhood education. Students in Program 1B who have teacher certification in childhood education or in elementary PreK-grade 6 will complete the 36-credit special education sequence plus the two early childhood courses listed below (unless a student is exempted from one or both of those courses based on an analy- sis of the applicant’s prior coursework). ECC 703 ...... 3 cr Early Childhood Curriculum: Birth through Grade 2 ECC 712 ...... 1 cr Pre-Student Teaching Field Placements in Early Childhood

Students whose prior certification is in an area other than childhood or elementary education (e.g., adolescent education, middle school education, music, dance, TESOL) may need to do additional coursework in early child- hood education. The additional required number of credits and specific courses will be determined by an analysis of the applicant’s prior coursework. 140 COLO EDUCATION OF SCHOOL Blind and Visually Impaired Visual Impairment: Rehabilitation Teaching 40-41 or 55-56 credits with optional O&M sequence 40 cr in total or 55 cr with optional sequence in O&M *See page 139 for additional course requirements for Program 1 master’s degree Course No. Title Credits Field Exp. Course No. Title Credits Field Exp. CROSS-CATEGORICAL CORE COURSES (12 cr) CROSS-CATEGORICAL CORE COURSES (3 cr) SPED 700 Issues and Practices in the Education 3 5 hrs SPED 700 Issues and Practices in the Education 3 5 hrs of Students with Disabilities of Students with Disabilities SPED 702.50 Classroom Management in Special 3 20 hrs VISUAL IMPAIRMENT: REHABILITATION TEACHING Education and Inclusive Settings SPECIALIZATION (37 cr) SPED 706.50 Strategies and Curriculum Adaptations 3 10 hrs for Learners with Severe/Multiple SPED 740 Medical Aspects and Educational 3 Disabilities Implications of Visual Impairments SPED 707 Research Seminar: Issues in 3 SPED 741 Education and Rehabilitation of 3 10 hrs Individuals with Visual Impairments Special Education | SPED 743 Braille Literacy and Communication 3 10 hrs BLIND AND VISUALLY IMPAIRED SPECIALIZATION (28-29 cr) Skills for Learners with Visual EDUCATION SPECIAL SPED 740 Medical Aspects and Educational 3 Impairments Implications of Visual Impairments SPED 744 Assistive Technology for Learners with 3 SPED 741 Education and Rehabilitation of 3 10 hrs Visual Impairments Individuals with Visual Impairments SPED 747 Principles and Practices of Orientation 3 SPED 791 Alternate Assessment for Learners with 3 15 hrs and Mobility for Teachers of Learners Low Incidence Disabilities: Visual with Visual Impairments Impairment, Deafblindness, and SPED 760 Skills and Techniques for Rehabilitation 3 Severe Disabilities Teaching I SPED 742 Curriculum and Instructional Strategies 3 15 hrs SPED 761 Skills and Techniques for Rehabilitation 3 for Learners with Visual Impairments Teaching II SPED 743 Braille Literacy and Communication 3 10 hrs SPED 762 Principles of Vocational Rehabilitation 3 Skills for Learners with Visual Impairments and Independent Living: Rehabilitation SPED 744 Assistive Technology for Learners with 3 for Adults with Visual Impairments Visual Impairments SPED 763 Internship I: Rehabilitation Teaching 2 SPED 745 Mathematics Literacy and Nemeth Code 1 for Individuals with Visual Impairments for Learners with Visual Impairments SPED 764 Internship II: Rehabilitation Teaching 2 SPED 746 Educational Implications of Learners 3 10 hrs for Individuals with Visual Impairments who are Deafblind COUNR 720 Medical Aspects of Disability 3 SPED 747 Principles and Practices of Orientation 3 COUNR 730 Counseling with the Aging 3 and Mobility for Teachers of Learners with Visual Impairments COCO 701 Counseling Skills and Interviewing 3 SPED 748 Student Teaching: Blindness and Visual 4 OPTIONAL SEQUENCE IN ORIENTATION Impairment, Preschool-Grade 12 AND MOBILITY (15 cr.) (30 hrs seminar, plus conferences, plus 40 days student teaching at two grade levels) SPED 765 Intermediate Orientation and Mobility 3 SPED 766 Advanced Orientation and Mobility 3 Or one of the following: SPED 767 Orientation and Mobility: 2 SPED 748.50 Student Teaching: Blindness and Visual 2 Internship/Seminar Impairment, Preschool-Grade 6 (30 hrs seminar, plus conferences, SPED 749 Orientation and Mobility for 3 plus 20 days student teaching) Students with Visual and Additional Disabilities SPED 748.51 Student Teaching: Blindness and Visual 2 Impairment, Grades 7-12 SPED 768 Two-Week Intermediate Orientation 2 (30 hrs seminar, plus conferences, plus and Mobility Lab/Seminar 20 days student teaching) SPED 769 Two-Week Advanced Orientation and 2 SPED 748.52 Supervised Practicum: Blindness and 2 Mobility Lab/Seminar Visual Impairment, Preschool-Grade 6 *The Rehabilitation Teaching program alone does not lead to New York State (30 hrs seminar, plus conferences) teacher certification. SPED 748.53 Supervised Practicum: Blindness and 2 Visual Impairment, Grades 7-12 (30 hrs seminar, plus conferences) Plus one of the following: SPED 748.54 (Pre-school-grade 6) Student Teaching 1 (20 days) SPED 748.55 (Grades 7-12) Student Teacher (20 days) 1 SPED 748.56 (Pre-school- grade 6) Supervised 1 Practicum (20 days) SPED 748.57 (Grades 7-12) Supervised Practicum (20 days) 1 OPTIONAL SEQUENCE IN ORIENTATION AND MOBILITY (15 cr) SPED 765 Intermediate Orientation and Mobility 3 SPED 766 Advanced Orientation and Mobility 3 SPED 767 Orientation and Mobility: 2 Internship/Seminar SPED 749 Orientation and Mobility for Students 3 with Visual and Additional Disabilities SPED 768 Two-Week Intermediate Orientation 2 and Mobility Lab/Seminar SPED 769 Two-Week Advanced Orientation and 2 141 Mobility Lab/Seminar SPECIAL EDUCATION ADVANCED CERTIFICATES AND EXTENSIONS SPECIAL EDUCATION ADVANCED CERTIFICATES AND EXTENSIONS Total Credits Advanced Certificate Program in Gifted Education 12 Advanced Certificate in Severe Disabilities: Autism and Annotation in Severe/Multiple 12 Disabilities with a Focus on Autism Advanced Certificate in Blind and Visually Impaired: Teacher of the Blind and Visually Impaired 19 Advanced Certificate in Blind and Visually Impaired: Orientation and Mobility 18 SCHOOL OF EDUCATION | ADVANCED CERTIFICATE Advanced Certificate Program Leading PROGRAM LEADING TO To An Extension In Gifted Education AN EXTENSION IN GIFTED EDUCATION Total credits 12 Consists of all courses listed below Course No. Title Credits Field This is a 4-course 12-credit course of study Experience for students who already have NYS teacher SPED 753 Understanding and Identifying Gifted Learners: Individual 3 10 hours certification or who are in the process of com- and Developmental Diversity (also listed as CEDF 753) pleting such certification. It is designed to SPED 754 Differentiating Curriculum for Gifted and Talented Learners 3 10 hours CEDC 754 provide educators with a solid background of (also listed as ) SPED 755 Assessment and Instruction for Diversely Gifted Learners 3 20 hours SPECIAL EDUCATION expertise in gifted education, enabling them (also listed as CEDC 755) to work effectively with exceptionally capable SPED 756 Professional Discourse and Leadership in Gifted Education 3 10 hours learners, and to take leadership roles in the (also listed as ADSUP 756, CEDC 756, CEDF 756) field. Achievement of specialized expertise in gifted education will be recognized by a post- master’s degree certificate of competence. The ADVANCED CERTIFICATE IN who have completed the Hunter College early NYSED gifted certificate extension will not SEVERE DISABILITIES: AUTISM childhood special education program will be granted until candidates have a NYS teach- AND ANNOTATION IN SEVERE/ need only six additional credits for the ing certificate and have passed the Gifted MULTIPLE DISABILITIES WITH Advanced Certificate or Annotation. Content Specialty Test. A FOCUS ON AUTISM Admission Standards Admissions Standards The advanced certificate is designed for teachers Advanced Certificate: 1. NYS teacher certification and at least 15 who already have a master’s degree in special 1. A master’s degree in special education or credits of graduate study in education for education or are in the process of completing current matriculation in such a program, a specific school population, with at least that degree, or who already have either per- or permanent or professional certification one course in human development (includ- manent or professional certification in special in special education (PreK-12, early child- ing child or adolescent development) education. hood special education, or childhood spe- The annotation is available to students in 2. A GPA of at least 3.5 in graduate courses cial education). the early childhood special education or child- in a graduate degree program hood special education programs at Hunter 2. An undergraduate GPA of at least 2.8 or a 3. Onsite writing sample and interview College. master’s degree GPA of at least 3.5. The advanced certificate and the annota- 3. A teaching position that includes children 4. Two letters of recommendation from tion are 12 credit course sequences. Students appropriate professional or academic on the autism spectrum. sources. Advanced Certificate in Severe Disabilities: Autism and Annotation In Severe/Multiple Disabilities With A Focus On Autism Standards Total credits 12 1. No course grade below B. Consists of all courses listed below Course No. Title Credits Field Note: In order to obtain the certificate extension, Experience individuals must also pass the NYS Content SPEDE 771 Autism Spectrum Disorders: Characteristics, Implications 3 cr 5 hours Specialty Test in gifted education. for Intervention, and Educational Strategies SPEDE 772 Behavioral Theory and Its Applications to Young Children 3 cr 5 hours with Special Needs SPEDE 776.51Field Experiences in Early Childhood and/or Childhood Special 2 cr 60 hours Education with an Annotation in Severe Disabilities: Autism SPEDE 780 Language Teaching Approaches and Strategies for Young 1 Children with Autism Spectrum Disorders SPEDE 781 Incidental Teaching and Other Naturalistic Behavioral Strategies 1 SPEDE 782 Higher Functioning Children with Autism 1 SPEDE 783 Inclusion of Children with Autism Spectrum Disorders 1 142 COLO EDUCATION OF SCHOOL Advanced Certificate in Blind and Visually Impaired: Admissions Standards Teacher of the Blind and Visually Impaired 1. Undergraduate BA or BS degree from an Total credits 19 Accredited Institution, with a GPA 2.8 or Course of Study for Advanced Certificate: Teacher of the Blind and Visually Impaired better, plus teacher of special education Course No. Title Credits Field teaching certificate. Experience AND SPED 740 Medical Aspects and Educational Implications of Visual 3 Impairments master’s degree from an approved college SPED 741 Education and Rehabilitation of Individuals with Visual 3 10 hours in special education and teacher of special Impairments education teaching certificate with a GPA SPED 742 Curriculum and Instructional Strategies for Learners with 3 15 hours of 3.5 or better, Visual Impairments (includes 15 hrs of field experience) SPED 743 Braille Literacy and Communication Skills for Learners with 3 10 hours 2. Evidence of acceptable writing skills,

Visual Impairments (includes 10 hrs of field experience) | SPED 745 3. Three letters of recommendation, Mathematics Literacy and Nemeth Code for Learners with 1 EDUCATION SPECIAL Visual Impairments 4. Evidence of work, volunteer, or personal SPED 747 Principles and Practices of Orientation and Mobility for 3 Teachers of Learners with Visual Impairments experience with individuals with visual And one of the following: impairments, SPED 748.50 Student Teaching: Blindness and Visual Impairment, 2 5. An interview with a special education Preschool-Grade 6 (30 hrs seminar plus conferences, faculty member. plus 20 days student teaching) SPED 748.51 Student Teaching: Blindness and Visual Impairment, 2 Grades 7-12 (30 hrs seminar, plus conferences, plus 20 Progress/Exit Standards days student teaching) Progress Standards SPED 748.52 Supervised Practicum: Blindness and Visual Impairment, Preschool-Grade 6 (30 hrs seminar, plus conferences) 2 1. Students must maintain an overall GPA of at SPED 748.53 Supervised Practicum: Blindness and Visual Impairment, least 3.0 in order to continue the program. Grades 7-12 (30 hrs seminar, plus conferences) And 2. Students with more than one course grade SPED 714.51 Topics/SPED: ITI Practicum in Visual Impairment 1 below B in the first 12 credits will not be allowed to continue in the program.

4. A strong recommendation from a teaching ADVANCED CERTIFICATE 3. A student who receives a grade F in any supervisor. IN BLIND AND VISUALLY course in the first 12 credits will not be IMPAIRED: TEACHER OF allowed to continue in the program. Annotation: THE BLIND AND VISUALLY 4. Students with one grade of IN (incom- 1. Completion of or current matriculation in IMPAIRED plete) within the first 12 credits are the master’s degree program in early child- restricted from registering for more than hood special education or special educa- The 19-credit advanced certificate in teacher one additional course. Those with two or tion at Hunter College. of the blind and visually impaired is designed more INs will not be allowed to register to prepare special education teachers who for any courses. NOTE: It is recommend- 2. A teaching position that includes children ed that students with two or more INs on the autism spectrum. have master’s degrees and New York State Certification in childhood education to serve take an official leave of absence to com- 3. A strong recommendation from a teaching as teachers of the blind and visually impaired plete their INs. supervisor. in educational programs for infants, toddlers, children and youths, including those with Exit Standards Exit Standard multiples disabilities. The focus is on the 1. Students must attain an overall GPA at least A GPA of 3.0 with a grade of at least B in the development of unique knowledge and skills 3.0 to be recommended for the certificate. through course work and practicum experi- field experience course, SPEDE 776.51. 2. Students must demonstrate consistently Consists of all courses listed below ences in the field of blindness and visual impairment. Graduates of this program will satisfactory written English in all course- be eligible to obtain New York State Certifica- work. tion as teacher of the blind and visually impaired.

143 ADVANCED CERTIFICATE IN Admissions Standards Progress/Exit Standards BLIND AND VISUALLY IMPAIRED: 1. Undergraduate BA or BS degree from an Progress Standards ORIENTATION AND MOBILITY Accredited Institution, with a GPA 2.8 or 1. Students must maintain an overall GPA better, plus teacher of the blind and visu- of at least 3.0 in order to continue the ally impaired teaching certificate. The 18 credit advanced certificate in orienta- program. tion and mobility is designed to prepare reha- OR bilitation teachers who have master’s degrees 2. Students with more than one course grade and academy certification and/or teachers of Master’s degree from an approved college below B in the first 12 credits will not be the blind and visually impaired who have New in rehabilitation teaching or teacher of the allowed to continue in the program. York State certification to serve as orientation blind and visually impaired with a GPA of 3. A student who receives a grade F in any and mobility specialists in educational pro- 3.5 or better, course in the first 12 credits will not be

SCHOOL OF EDUCATION grams for infants, toddlers, children and 2. Evidence of acceptable written languages allowed to continue in the program. youths, and adults who are blind and visually | skills, impaired including those with multiples dis- 4. Students with one grade of IN (incom- abilities. The focus is on the development of 3. Three letters of recommendation, plete) within the first 12 credits are unique knowledge and skills through course restricted from registering for more than 4. Evidence of work, volunteer of personal work and internship experiences in the field of one additional course. Those with two or experience with individuals with visual blindness and visual impairment. Graduates of more INs will not be allowed to register impairments, this program will be eligible to obtain national for any courses. certification from the academy for certification 5. An interview with a special education NOTE: It is recommended that students of vision rehabilitation and education profes- faculty member. with two or more INs take an official leave sionals as orientation and mobility specialists. of absence.

SPECIAL EDUCATION Exit Standards Advanced Certificate in Blind and 1. Students must attain an overall GPA at Visually Impaired: Orientation and Mobility least 3.0 to be recommended for the Total credits 18 certificate. Consists of all courses listed below 2. Students must demonstrate consistently Course No. Title Credits Field Experience satisfactory written English in all course- COUNR 730 Counseling with the Aged 3 work. SPED 749 Orientation and Mobility for Students with Visual Impairments 3 and Additional Disabilities SPED 765 Intermediate Orientation and Mobility 3 SPED 766 Advanced Orientation and Mobility 3 SPED 767 Orientation and Mobility: Internship/Seminar 2 SPED 768 Intermediate Orientation and Mobility: Lab & Seminar 2 SPED 769 Advanced Orientation and Mobility: Lab & Seminar 2

144 TEACHING ENGLISH TO SPEAKERS EDUCATION OF SCHOOL OF OTHER LANGUAGES (TESOL)

Coordinator Virginia Tong; 1011 West Building; (212) 772-4687; [email protected]

The TESOL program is designed to educate proficiency, foreign language credits, and Minimum Admission people who wish to teach students for whom quality of experience are all carefully consid- Requirements English is a second or foreign language – ered for admission to the program. Only 6 1. A cumulative undergraduate grade point either children or adults. The skill of teaching course credits equivalent to courses in the MA average of 2.8 from an accredited bache- English to speakers of other languages is in TESOL curriculum can be transferred from lor’s degree program or 3.5 from a master’s | acquired through studying specialized meth- other accredited graduate programs. degree program; those applicants who ods and techniques that differ from those Applicants who have taken all or part of have a GPA between 2.5 and 2.8 may be TESOL used by teachers of English to native speakers. their undergraduate education in a country interviewed by the TESOL faculty and This preparation is the focus of the MA pro- where English is not the native language are accepted on a non matriculated basis if gram in TESOL. required to submit an official TOEFL score space is available. The MA program in TESOL is interdisci- report. These applicants must score at least a plinary. It encompasses courses that provide 600 on the paper-administered test or 250 on 2. A liberal arts or sciences major of at least students with a theoretical and practical back- the computer administered test or 75 (less 30 credits. ground in general linguistics, phonetics, the speaking component) on the TOEFL IBT. 3. A general education core in liberal arts and structure of American English, second lan- They must score at least 5.0 on the Test of sciences to include: guage acquisition, related psychological, socio- Written English (TWE) or 24 on the IBT logical, and anthropological aspects, as well as Writing Section; and 50 on the Test of • 12 credits of foreign language document- the methods and materials of English lan- Spoken English (TSE) or 26 on the IBT ed on a transcript or equivalent credits guage instruction to various populations. Speaking section. on a standardized proficiency test like Student must also complete a student teach- In all three programs, links to the ESL the College Level Examination Program ing/practicum at the level(s) at which they classroom are emphasized and students are (CLEP) or the NYU Proficiency Test in intend to teach. Courses in the TESOL cur- exposed to extensive field experiences and Foreign Language; riculum reflect three levels of hierarchy: intro- practice. Students should be prepared to ductory, intermediate and advanced. Because spend considerable amounts of time observing • 9 credits in communication and English introductory courses are prerequisites for and participating in educational settings in with at least one course in written analy- more advanced courses, students are to take addition to attending classes at Hunter. sis and expression and one course in courses in this sequence. Students who are completing their course English literature; There are two programs leading to an MA work have a choice of either (1) writing a • 12 credits in science, mathematics, and in TESOL that also satisfy the requirements master’s essay (EDESL 780) for three credits or technology (a college course in calculus for New York State certification: (2) taking a three-hour comprehensive exami- satisfies 6 credits of this requirement); 1 PROGRAM 1: Pre-K-12 Track (46-51) nation, which carries no credit and is graded credits for students without prior certifica- on a pass/fail basis. Those who write a mas- • 6 credits in social studies (including at tion and ter’s essay are exempt from taking the compre- least one course in U.S. history or U.S. hensive examination. geography); 2 PROGRAM 2: Pre-K-12 Track (35-40) credits for students with prior certification. • 3 credits in the arts. 3 A third program is the ADULT TRACK PROGRAM 1 4. Satisfactory communication skills, as (36 credits). demonstrated through an oral interview TESOL Pre-K-12 Program for and an on-site writing sample. These tracks are not interchangeable, and stu- Students without Prior dents must specify one of them for their Certification (46-51 credits) 5. Submission of two letters of recommen- applications to be processed. More important, dation to be included in the graduate The Pre-K-12 Program 1 prepares students application. students in the ADULT PROGRAM do for New York State certification in TESOL, NOT qualify for New York State Pre-K-12 for which students apply through the college 6. A statement of purpose to be included in certification. There is no New York State cer- during the last semester in the program. the graduate application. tification for ESL teachers of adults. Students may be exempted from up to six 7. Applicants with academic credentials from credits of course work in any of the TESOL non-English-speaking countries are programs, subject to program approval, if they required to take the Test of English as a have taken similar content elsewhere. Foreign Language (TOEFL). These appli- The minimum admission requirements for cants must score at least 600 on the paper- the three TESOL programs are listed below. administered test or 250 on the computer Meeting these minimum requirements does administered test; 5.0 on the Test of not guarantee acceptance into the program. Written English (TWE); and 50 on the Admission to the program is highly competi- Test of Spoken English (TSE). tive. Each applicant’s grade point average, type of college courses taken, written personal statement and interview, English language 145 COURSE OF STUDY: TESOL PROGRAM 1 Fieldwork Standard 1. Students must receive a grade of at least B Course/No. Title Credits Field Experience in fieldwork (EDESL 783.10). Any student CORE REQUIREMENTS (33 cr) who receives a grade of B-, C+ or C must LING 701 Introduction to General Linguistics 3 apply to the chairperson of the department EDESL 783.10 Methodology of Teaching English to Speakers of Other 3 50 hours for permission to reregister for and redo Languages that experience, which may be repeated EDESL 705 Structure of English: A Pedagogical View 3 only once. Any student who receives a LING 773 Theory and Research of Second Language Acquisition 3 grade of F will not be allowed to continue ANTH 777 Language and Culture 3 in the program. EDESL 787 TESOL for Children (Pre-K-12) 3 25 hours Change in Status from Non- SCHOOL OF EDUCATION EDESL 781 Curriculum and Materials in TESOL 3 25 hours BILED 701 Foundations of Bilingual Education 3 5 hours matriculant to Matriculant | EDESL 791 Language Assessment in TESOL 3 Students must reapply for matriculation at the EDESL 792 Second Language Literacy 3 beginning of the semester in which they will EDESL 793 Technology in TESOL: Pre-K-12 1 complete 12 credits. In order to be matricu- EDESL 794 Teaching ESL Students with Disabilities: Pre-K-12 1 lated they must meet the 12-credit progress TESOL EDESL 795 Health Education for Teachers of ESL Students: Pre-K-12 1 standards listed under “Progress Standards for Matriculated Students.” ADDITIONAL REQUIRED COURSES FOR PROGRAM ONE ONLY CEDC 704 Teaching Developmental Reading 3 10 hours Note: Applicants may be conditioned in a maxi- CEDF 708 Social, Historical, Philosophical Foundations of Education: 2 The American School mum of 12 credits of arts and sciences or foreign CEDF 709 Child Development 3 5 hours language, which may be fulfilled by either grad- CEDCF 700 Art and Science of Effective Teaching 3 5 hours uate or undergraduate courses but which do not count toward the master’s degree. All condi- Two of the Following: tioned course work must be completed within EDESL 785.10 Supervised Student Teaching: Pre-K-6 (30 days at an 2 elementary school) the first 3 semesters in the purpose. EDESL 785.20 Supervised Student Teaching: 7-12 2 (30 days at a secondary level) Requirements for the Degree EDESL 788.10Supervised Practicum in the Elementary School: Pre-K-6 * 1 1. A minimum of 40 credits beyond the EDESL 788.20 Supervised Practicum in the Secondary School: Grades 7-12 * 1 baccalaureate degree as outlined in the One of the Following: sequence of courses below, completed with EDESL 780 Master’s Essay 3 an overall B average Comprehensive Examination 0 2. A passing score on the comprehensive Total credits 46-51 examination or successful completion of a master’s essay (EDESL 780). Students may be exempted from up to six credits if they have taken equivalent course work elsewhere. * Practicum students are expected to be in the classroom during the entire semester of practicum. Students who 3. Students must demonstrate satisfactory complete the practicum by teaching at the elementary level must complete an additional practicum by teach- graduate-level academic oral and written ing at the secondary level and vice versa. In some cases, this additional practicum may be completed in communication skills in their coursework, evening or summer ESL programs. and the ability to serve as appropriate mod- els of the English language to their future 12-Credit Progress Standards 5. All students should take the Liberal Arts students. Students who cannot demonstrate for Matriculated Students and Sciences Test (LAST) of the New this level of language ability must take a 1. Students must maintain an overall GPA of York State Certification Examinations and non-credit writing course offered by the 3.0, which includes courses in the arts and submit their scores to the Office of School of Education in order to enroll in sciences subjects as well as in teacher educa- Educational Services before they complete any courses after completing 12 credits. 12 credits of course work. Any student tion, in order to continue in the program. 4. Students must maintain an overall B aver- who does not receive a passing score on age in order to remain in good standing in 2. Students with more than one course grade the LAST and who does poorly on Test #5 the program. below B in the first 12 credits will not be Written Analysis and Expression (essay) allowed to continue in the program. must enroll in a college writing course or workshop series approved by an adviser 3. A student who receives a grade F in any before being permitted to register for any course including arts and sciences courses additional courses. in the first 12 credits will not be allowed to continue in the program. 4. Students with one grade of IN (Incomplete) within the first 12 credits are restricted from registering for more than one additional course. Those with two or more INs will not be allowed to register for any courses. Note: It is recommended that students with two or more INs take an official leave of absence. 146 COLO EDUCATION OF SCHOOL PROGRAM 2 COURSE OF STUDY: TESOL PROGRAM 2 TESOL Pre-K-12 Program for Students with Prior Teacher Course/No. Title Credits Field Experience Certification in Another Area CORE REQUIREMENTS (33 cr) (35-40 credits) LING 701 Introduction to General Linguistics 3 The Pre-K-12 Program 2 is intended for stu- EDESL 783 Methodology of Teaching English to Speakers of Other 3 25 hours Languages dents who already have prior New York State EDESL 705 Structure of English: A Pedagogical View 3 certification in another area. Students qualify LING 773 for New York State certification in TESOL, in Theory and Research of Second Language Acquisition 3 this case, an additional certification, which ANTH 777 Language and Culture 3 they apply for through the College during the EDESL 787 TESOL for Children (Pre-K-12) 3 25 hours last semester in the program. EDESL 781 Curriculum and Materials in TESOL 3 25 hours

BILED 701 Foundations of Bilingual Education 3 5 hours | EDESL 791 Minimum Admission Language Assessment in TESOL 3 TESOL Requirements EDESL 792 Second Language Literacy 3 EDESL 793 Technology in TESOL: Pre-K-12 1 1. A cumulative undergraduate grade point EDESL 794 Teaching ESL Students with Disabilities:Pre-K-12 1 average of 2.8 from an accredited bache- EDESL 795 Health Education for Teachers of ESL Students: Pre-K-12 1 lor’s degree program or a GPA of 3.5 from a master’s program; students who have an Two of the Following: undergraduate GPA between 2.5 and 2.8 EDESL 785.10 Supervised Student Teaching: Pre-K-6 2 (30 days at an elementary level) may be interviewed by the TESOL faculty EDESL 785.20 Supervised Student Teaching: 7-12 2 for non matriculant acceptance if space is (30 days at a secondary level) available. EDESL 788.10 Supervised Practicum in the Elementary School: Pre-K-6* 1 2. 12 credits of foreign language documented EDESL 788.20 Supervised Practicum in the Secondary School: Grades 7-12* 1 on a transcript or equivalent credits on a One of the Following: standardized proficiency test like the EDESL 780 Master’s Essay 3 College Level Examination Program Comprehensive Examination 0 (CLEP) or the NYU Proficiency Test in a Total Credits: 35-40 Foreign Language. Students may be exempted from up to six credits if they have taken equivalent course work elsewhere. 3. Proof of New York State teacher certifica- * Practicum students are expected to be in the classroom during the entire semester of practicum. Students who complete the practicum by teaching at the elementary level must complete an additional practicum by teach- tion in an area other than TESOL (specif- ing at the secondary level and vice versa. In some cases, this additional practicum may be completed in ically, early childhood, childhood, middle evening or summer ESL programs. childhood, or adolescent education; spe- cial subjects; disability areas; or literacy). 12-Credit Progress Standards lated they must meet the 12-credit Progress Applicants who present proof of passing for Matriculated Students Standards listed under “Progress Standards for scores on all required tests of the New Matriculated Students”. York State Teacher Certification 1. Students must maintain an overall GPA of 3.0, which includes courses in the arts and Examination in addition to completion of Requirements for the Degree an approved New York State teacher edu- sciences subjects as well as in teacher educa- cation program will be considered for non tion, in order to continue in the program. 1. A minimum of 29 credits beyond the bac- calaureate degree as shown in the course matriculant admission as resources permit 2. Students with more than one course grade until they present proof of New York State sequence below, completed with an overall below B in the first 12 credits will not be B average. certification. Then they may reapply for allowed to continue in the program. matriculant status. 2. A passing score on the comprehensive exam- 3. A student who receives a grade F in any ination or a master’s essay (EDESL 780). 4. Satisfactory communication skills, as course including arts and sciences courses demonstrated through an oral interview in the first 12 months will not be allowed 3. Students must demonstrate satisfactory and an on-site writing sample. to continue in the program. graduate-level academic oral and written 5. Submission of two letters of recommen- communication skills in their coursework, 4. Students with one grade of IN (Incomplete) and the ability to serve as appropriate mod- dation, to be included in the graduate within the first 12 months are restricted application. els of the English language to their future from registering for more than one addition- students. Students who cannot demonstrate 6. Applicants with academic credentials from al course. Those with two or more INs will this level of language ability must take a non-English-speaking countries are not be allowed to register for any courses. non-credit writing course offered by the required to take the Test of English as a Note: It is recommended that students with School of Education in order to enroll in Foreign Language (TOEFL). These appli- two or more INs take an official leave of any courses after completing 12 credits. cants must score at least 600 on the paper- absence. administered test or 250 on the computer 4. Students must maintain an overall B aver- age in order to remain in good standing in administered test; 5.0 on the Test of Change in Status from Non- Written English (TWE); and 50 on the the program. matriculant to Matriculant Test of Spoken English (TSE). Students must reapply for matriculation at the beginning of the semester in which they will complete 12 credits. In order to be matricu- 147 COURSE OF STUDY: TESOL ADULT PROGRAM 12-Credit Progress Standards for Matriculated Students Course/No. Title Credits Field Experience 1. Students must maintain an overall GPA of CORE REQUIREMENTS (27 cr) 3.0, which includes courses in the arts and LING 701 Introduction to General Linguistics 3 sciences subject as well as in teacher edu- EDESL 783 Methodology of Teaching English to Speakers of 3 25 hours cation, in order to continue in the program. Other Languages (including of field experience) 2. Students with more than one course grade EDESL 786 Phonetics of American English 3 below B in the first 12 credits will not be EDESL 705 Structure of English: A Pedagogical View 3 allowed to continue in the program. LING 773 Theory and Research of Second Language Acquisition 3 ANTH 777 Language and Culture 3 3. A student who receives a grade of F in any

SCHOOL OF EDUCATION EDESL 781 Curriculum and Materials in TESOL 3 25 hours course including arts and sciences courses EDESL 782 TESOL in Adult Education 3 25 hours in the first 12 credits will not be allowed | EDESL 784 Fieldwork in TESOL with Adults (60 hours of teaching/ 3 to continue in the program. seminar in the Community Outreach Program in English) 4. Students with one grade of IN (Incomplete) EDESL 780 Master’s Essay 3 within the first 12 credits are restricted from Or

TESOL registering for more than one additional Comprehensive Examination 0 course. Those with two or more INs will 6-9 CREDITS OF ELECTIVES FROM: not be allowed to register for any courses. EDESL 789 Selected Topics in TESOL 3 EDESL 791 Language Assessment in TESOL 3 Note: It is recommended that students with EDESL 792 Second Language Literacy: Reading and Writing: Pre-K-12 3 two or more INs take an official leave of EDESL 790 Technology in TESOL: Adult 3 absence. ENGL 615 Rhetoric and Composition 3 Change in Status from Non- THC 788/786 Sociodrama/ Creative Dramatics 3 CEDC 717/ Independent Study 1, 2, or 3 matriculant to Matriculant 718/ 719 Students must reapply for matriculation at the Total Credits 36 beginning of the semester in which they will complete 12 credits. In order to be matricu- TESOL ADULT PROGRAM 5. Applicants with academic credentials from lated they must meet the 12-credit Progress (36 CREDITS) non-English-speaking countries are Standards listed under “Progress Standards for required to take the Test of English as a Matriculated Students.” Foreign Language (TOEFL). These appli- The TESOL Adult Program prepares students Requirements for the Degree to teach adults in college, continuing educa- cants must score at least 600 on the paper- tion, literacy, business, private, and other aca- administered test or 250 on the computer 1. A minimum of 30 credits beyond the demic and professional programs in the administered test; 5.0 on the Test of baccalaureate degree as outlined in the United States or abroad. It does not prepare Written English (TWE); and 50 on the sequence of courses in the program com- teachers for New York State certification to Test of Spoken English (TSE). pleted with an overall B average. teach in the public schools. 6. Satisfactory communication skills, as 2. Comprehensive examination or a master’s demonstrated through an oral interview essay (EDESL 780). Minimum Admission and an on-site writing sample. Requirements 1. A cumulative undergraduate GPA of 2.8 from an accredited bachelor’s degree pro- gram or a GPA of 3.5 from a master’s degree program; those applicants who have an undergraduate GPA between 2.5 and 2.8 may be interviewed by the TESOL faculty and accepted on a non matriculated basis if space is available. 2. Twelve (12) credits of foreign-language study documented on the transcript or equivalent credits on a standardized profi- ciency test like the College Level Proficiency Program (CLEP) or the NYU Proficiency Test in a Foreign Language. 3. Submission of two letters of recommen- dation to be included in the graduate application. 4. Submission of statement of purpose to be included in the graduate applicant.

148 COURSE LISTINGS ADSUP 709 Legal Issues in Education BILED 711.50 Fieldwork in Bilingual Literacy EDUCATION OF SCHOOL An introduction to the law and legal issues per- This fieldwork will help students develop obser- taining to education with a historical perspective vation skills and acquire practical knowledge of Each course 45 hours, 3 cr unless otherwise on the evolution of the American legislative and the design and management of bilingual literacy noted judiciary systems as they apply to school law. instruction and the classroom environment. 25 to 35 hrs of leadership experiences in field Teacher candidates will apply theory to practice ADSUP 700 Human Relations for Equity & work in their work with individuals and small groups. Social Justice Six hrs per week of fieldwork in a bilingual ele- Interpersonal and group relationships applied to ADSUP 711 School Finance, Facilities & mentary school or program. Students who receive administrative and supervisory functions in Operations a grade of B-, C+ or C must apply to the depart- schools and districts/regions; intensive experi- A study of school finance and budgeting. ment chairperson for permission to reregister for ence in group process. Processes and cases from New York State, New this course, which may be repeated only once. 25 to 35 hrs of leadership experiences in field York City, local school district and building level Students who receive a grade of F may not repeat work management of operations and facilities. the course and may not continue in the program. 25 to 35 hrs of leadership experiences in field ADSUP 701 Organization and Administration coreq: BILED 711 | work 75 hrs, 1 cr

of Public School Systems LISTINGS COURSE A systems approach using strategic planning for ADSUP 712 School Improvement through BILED 717 Language Assessment for English leading district/region organizations. Technology and Data-Driven Language Learners 25 to 35 hrs of leadership experiences in field Decision-Making An in-depth treatment of key concepts, issues, work Practical considerations for planning and imple- and classroom procedures for assessing English menting school improvement using technology language learners, integrating key notions of ADSUP 702 School Building Leadership and data driven decision-making. The collaborative nature of organizational man- assessment and measurement with second lan- 25 to 35 hrs of leadership experiences in field guage acquisition theory and current practices in agement at the building level. work 25 to 35 hrs of leadership experiences in field the assessment of linguistically, culturally, and work ADSUP 714 Leadership, Change and School ethnically diverse students. Reform prereqs: BILED 771, CEDCF 700.50 ADSUP 703 Supervision for the Improvement Leadership models and change processes as they 45 hrs, 3 cr of Instruction relate to school reform. An examination of productive supervisory tech- BILED 771 Psychology of Language Learning 25 to 35 hrs of leadership experiences in field and Teaching niques which promote the improvement of work instruction. Survey of the research in first and second language 25 to 35 hrs of leadership experiences in field ADSUP 720 Theory and Principles of acquisition as it pertains to bilingual children. work Curriculum Design Emphasis is on the psychological underpinnings of Sources of curriculum and principles of curricu- the language acquisition process and their implica- ADSUP 705 Research Seminar in Supervision lum design with particular emphasis on the role tions for language learning in the classroom. Lab and Administration of the supervisor/administrator as a curriculum time is an integral part of this course. Research design and the application of basic leader. prereqs: BILED 701, CEDF 709, CEDC 704 research principles and techniques of research 25 to 35 hrs of leadership experiences in field 30 hrs plus 5 hrs of fieldwork and lab, 2 cr to supervisory and administrative problems in work education. BILED 778 Instruction Through the Native 25 to 35 hrs of leadership experiences in field ADSUP 722 Analysis of Problems and Issues Language work in Contemporary Education To enhance Spanish language skills of teacher Substantive issues and problem analysis in poli- candidates for the purpose of teaching content ADSUP 706 School-Based Field Experience areas in and through Spanish. The academic lan- cy planning, implementation and financing of guage needed to teach content areas will be Seminar in Administration and curriculum, instruction and district/region Supervision emphasized. Teacher candidates will develop, organization. adapt and revise curriculum materials in Spanish An intensive school-based leadership experience 25 to 35 hrs of leadership experiences in field for the bilingual classroom. in which students apply knowledge and skills work prereq: BILED 701 and CEDF 709 developed in prior coursework. A weekly semi- 45 hrs plus 10 hrs of fieldwork, 3 cr nar includes required workshops on child abuse BILED 701 Foundations of Bilingual and violence prevention. Education BILED 779 Multicultural Education 200 hrs of leadership experiences in field work Historical overview of bilingual education and Conceptual framework derived from anthropologi- its relationship to ESL instruction. Emphasis is cal, cross-cultural research on learning and interac- ADSUP 707 District/Region Field Experience placed on social and linguistic theories underly- tion, emphasizing theories and practical perspectives Seminar in Administration and ing bilingual instructional models and the politi- of multicultural education. Theories and strategies Supervision cal context in which they function. that make use of diversity throughout the curricu- An intensive district/region-based leadership 45 hrs plus 5 hrs of fieldwork, 3 cr lum and schools will be the focus of the course. experience in which students apply knowledge prereqs: CEDF 709, BILED 701 and skills developed in prior coursework. A BILED 711 Bilingual Literacy 45 hrs plus 5 hrs of fieldwork, 3 cr weekly seminar includes required workshops on This course will focus on the development of lit- child abuse and violence prevention. eracy skills among students for whom English is BILED 780 Bilingual Research Seminar 200 hrs of leadership experiences in field work a second language based on the New York State The bilingual research seminar, which serves as English Language Arts Standards. The emphasis the culminating experience, focuses on the rela- ADSUP 708 District/Region and School- will be on L1 and L2 literacy using both narra- tionship between educational research and the Based Field Experience Seminar tive and expository text as well as the arts. classroom teacher. Students will review signifi- in Administration and pre- or coreq: BILED 771; coreq: BILED 711.50 cant bilingual research to consider the implica- Supervision 30 hrs, 2 cr tions of findings for bilingual instruction, and An intensive district/region- and school-based they will initiate their own classroom/communi- leadership experience in which students apply ty studies to reflect upon their own practice and knowledge and skills developed in prior course- to become critical consumers of research. work. A weekly seminar includes required work- pre- or coreq: 39 credits or permission of shops on child abuse and violence prevention. program coordinator 200 hours of leadership experience in field work 30 hrs plus lab, 2 cr 149 BILED 782 Supervised Student Teaching BILED 786 Supervised Student Teaching in CEDC 705.50 Mathematics Curriculum and Grades 1–3 & 4–6 Grades 4–6 Methods Supervised student teaching at two grade levels Twenty days of supervised student teaching at For students pursuing dual certification in child- in an elementary bilingual setting selected by grade level 4–6 in an elementary bilingual setting hood special education and childhood educa- Hunter College; four full days a week plus con- selected by Hunter College; four full days plus tion. An exploration of current thinking about ferences and professional development work- conferences and professional development work- mathematics teaching and learning in the ele- shops. Students who receive a grade of B-, C+ or shops. Students who receive a grade of B-, C+ or mentary school. Teachers will develop an under- C must apply to the department chairperson for C must apply to the department chairperson for standing of the content of school mathematics permission to reregister for this course, which permission to reregister for this course, which programs and exemplary curricula and formulate may be repeated only once. Students who receive may be repeated only once. Students who receive a teaching methodology for the meaningful a grade of F may not repeat the course and may a grade of F may not repeat the course and may learning of mathematics. not continue in the program. not continue in the program. Students who take pre- or coreq: CEDF 709 prereq: completion of 39 cr of course work or this course must also take BILED 783 or 785. includes 10 hrs of fieldwork

SCHOOL OF EDUCATION permission of the program coordinator prereq: completion of 39 credits of course work 40 days (20 in grades 1–3, 20 in grades 4–6) or permission of the program coordinator CEDC 707 The Arts: An Interdisciplinary | plus 15 hrs of seminar, 4 cr 15 hours of seminar plus conferences, 2 cr Learning Experience Offered in collaboration with Lincoln Center BILED 783 Practicum in Grades 1–3 CEDC 703 Teaching Science in the Institute, this course is designed to introduce Supervised classroom teaching experience in an Elementary School teacher candidates to the role of the arts in elementary bilingual setting. Students who A study of the philosophies and instructional learning across the curriculum. Teacher candi- receive a grade of B-, C+ or C must apply to the strategies which will enable future educators to dates will experience the creative process through department chairperson for permission to rereg- teach science to diverse populations in elemen- hands-on study of works of art (visual arts, ister for this course, which may be repeated only tary schools. music, theatre, and dance) to enhance the aes- once. Students who receive a grade of F may not pre- or coreq: CEDF 709 thetic sensibilities of students in grades 1–6. repeat the course and may not continue in the pre- or coreq: CEDF 709 program. Students who take this course must CEDC 703.50 Teaching Science in the Elementary School CEDC 712 Advanced Methods of Teaching

COURSE LISTINGS also take BILED 784 or 786. prereq: completion of 39 cr of course work or For students pursuing dual certification in child- Math in Elementary Schools permission of the program coordinator hood special education and childhood education. Ways to set up and monitor mathematical inves- 15 hrs of seminar plus conferences, 2 cr A study of the philosophies and instructional tigations designed to promote flexible problem strategies which will enable future educators to solving, active learning, finding patterns, reason- BILED 784 Practicum in Grades 4–6 teach science to diverse populations in elemen- ing logically, formulating and verifying hypothe- Supervised classroom teaching experience in an tary schools. ses. Error analysis and remediation. elementary bilingual setting. Students who pre- or coreq: CEDF 709 prereq: CEDC 705 receive a grade of B-, C+ or C must apply to the department chairperson for permission to rereg- CEDC 704 Teaching Developmental Reading CEDC 713 Advanced Methods of Teaching ister for this course, which may be repeated only The theoretical and practical aspects of literacy Elementary School Science once. Students who receive a grade of F may not will be presented with particular emphasis on The major goal of the advanced methods course repeat the course and may not continue in the teaching literacy to diverse populations. In addi- is to continue to develop a foundation for the program. Students who take this course must tion, the role of family involvement and commu- growth of the professional science educator. also take BILED 783 or 785. nity involvement and the use of technology for lit- Through selective experiences the course will prereq: completion of 39 cr of course work or eracy development will be stressed. Instructional focus on advanced instructional styles and strate- permission of the program coordinator approaches and materials for teaching literacy will gies. In addition, the course includes working 15 hrs of seminar plus conferences, 2 cr be explored. with students from culturally diverse back- pre- or coreq: CEDF 709 grounds, working with special needs students, BILED 785 Supervised Student Teaching in includes 10 hrs of fieldwork using multimedia technology effectively, and Grades 1–3 working with parents and the community. Twenty days of supervised student teaching at CEDC 704.50 Teaching Developmental prereq: CEDC 703, CEDF 709 grade level 1–3 in an elementary bilingual setting Reading selected by Hunter College; four full days plus For students pursuing dual certification in child- CEDC 714 Advanced Educational Technology conferences and professional development work- hood special education and childhood education. for Elementary School Teachers shops. Students who receive a grade of B-, C+ or The theoretical and practical aspects of literacy Students will link prior knowledge of instruc- C must apply to the department chairperson for will be presented with particular emphasis on tional technology with curriculum development permission to reregister for this course, which may teaching literacy to diverse populations. In addi- strategies to design integrated learning events. be repeated only once. Students who receive a tion, the role of family involvement and com- prereq: CEDF 709, and a course on computers grade of F may not repeat the course and may not munity involvement and the use of technology or demonstrated literacy in basic computer continue in the program. Students who take this for literacy development will be stressed. skills and tool applications (word processing, course must also take BILED 784 or 786. Instructional approaches and materials for teach- spreadsheets, database, and presentation as well prereq: completion of 39 cr of course work or ing literacy will be explored. as the Internet) permission of the program coordinator pre- or coreq: CEDF 709 includes 10 hrs of fieldwork CEDC 715 Fieldwork: Reading and Social 15 hrs of seminar plus conferences, 2 cr Studies CEDC 705 Mathematics Curriculum and Supervised experiences in pedagogical applica- Methods tions of literacy and social studies methods An exploration of current thinking about mathe- courses. Students will complete six hours of matics teaching and learning in the elementary fieldwork per week for a minimum of 75 con- school. Teachers will develop an understanding tact hours per semester. Students will develop of the content of school mathematics programs the ability to apply theoretical concepts and and exemplary curricula and formulate a teach- deliver instruction to individual and small ing methodology for the meaningful learning of groups of children. Students will be placed in mathematics. Hunter College-selected elementary schools and pre- or coreqs: CEDF 709 other educational programs. includes 10 hrs of fieldwork prereq: CEDF 709; coreqs: CEDC 730 and 722 75 hrs of fieldwork, 1 cr 150 CEDC 716 Educational Technology in CEDC 722.50 Social Studies Curriculum and CEDC 726 Student Teaching in Grades 4–6 EDUCATION OF SCHOOL Mathematics and Science Instruction: Integrating Teacher candidates who take this course must Teaching/Learning Literature, the Arts, and also take CEDC 725 or 727. Supervised student An advanced educational technology course for Technology teaching in an elementary school selected by students concentrating in mathematics and sci- For students pursuing dual certification in child- Hunter College plus conferences and profession- ence at the elementary school level. Students will hood special education and childhood education al development workshops. This course is limit- link prior knowledge of instructional technology and those in the bilingual extension program. ed to students who are employed as teachers and to curriculum development creating the strate- Within the framework of New York State have completed, or will complete, CEDC 727: gies to design integrated learning materials in Standards, this course reflects concern for quality Practicum in grades 1–3. Note: Applications for mathematics and science. social studies teaching for all learners. Major spring semester student teaching are due in October; attention is given to our common heritage of applications for fall semester student teaching are CEDC 717 Independent Study in Curriculum democracy and human rights; an appreciation of due in March. Students who receive a grade of C+ and Teaching the diverse tapestry that characterizes us as a or C in student teaching must apply to the depart- Permission of faculty adviser and chairperson nation; the study of history within the social ment chairperson for permission to reregister for this required. Independent study in the areas of cur- studies; the use of literature and the arts to illu- course, which may be repeated only once. Students | riculum or teaching methodology. A maximum minate and enrich understandings; the applica- who receive a grade of F may not repeat the course of 6 credits of independent study may be count- tion of critical and analytical skills to interpret and may not continue in the program. Not for stu- LISTINGS COURSE ed toward the degree. primary documents and data; the integration of dents who have completed CEDC 724 or 728. 1 cr technology to acquire, process, and organize prereq: completion of 31 credits of course work CEDC 718 Independent Study in Curriculum knowledge. including CEDC 730 or permission of the and Teaching pre- or coreq: CEDF 709 childhood education adviser Permission of faculty adviser and chairperson 30 hrs, 2 cr 30 hrs of seminar plus 25 days of student teaching required. Independent study in the areas of cur- CEDC 724 Student Teaching in Grades 1–3 riculum or teaching methodology. A maximum and 4–6 CEDC 727 Practicum in Grades 1–3 of 6 credits of independent study may be count- Supervised student teaching at two grade levels, Teacher candidates who take this course must ed toward the degree. 1–3 and 4–6, in an elementary school selected also take CEDC 726 or 728. Note: Applications 2 cr by Hunter College; four full days a week plus for spring semester student teaching are due in CEDC 719 Independent Study in Curriculum conferences and professional development work- October; applications for fall semester practicum and Teaching shops. Note: Applications for spring semester are due in March. Students who receive a grade Permission of faculty adviser and chairperson student teaching are due in October; applica- of C+ or C in practicum must apply to the required. Independent study in the areas of cur- tions for fall semester student teaching are due department chairperson for permission to rereg- riculum or teaching methodology. A maximum in March. Students who receive a grade of C+ or ister for this course, which may be repeated only of 6 credits of independent study may be count- C in student teaching must apply to the depart- once. Students who receive a grade of F may not ed toward the degree. ment chairperson for permission to reregister for repeat the course and may not continue in the 3 cr this course, which may be repeated only once. program. Not for students who have completed Students who receive a grade of F may not CEDC 724 or 725. CEDC 722 Social Studies Curriculum and repeat the course and may not continue in the prereq: completion of 31 credits of course work Instruction: Integrating Literature, program. including CEDC 730 or permission of the the Arts, and Technology prereq: completion of 31 credits of course work childhood education adviser Within the framework of New York State or permission of the childhood education adviser 30 hrs of seminar plus supervision and confer- Standards, this course reflects concern for quality 30 hrs of seminar plus 54–56 days of student ences, 2 cr social studies teaching for all learners. Major teaching, 5 cr attention is given to our common heritage of CEDC 728 Practicum in Grades 4–6 democracy and human rights; an appreciation of CEDC 725 Student Teaching in Grades 1–3 Teacher candidates who take this course must the diverse tapestry that characterizes us as a Teacher candidates who take this course must also take CEDC 726 or 727. Note: Applications nation; the study of history within the social stud- also take CEDC 726 or 728. Supervised student for spring semester practicum are due in ies; the use of literature and the arts to illuminate teaching in an elementary school selected by October; applications for fall semester student and enrich understandings; the application of Hunter College plus conferences and profession- teaching are due in March. Students who receive critical and analytical skills to interpret primary al development workshops. This course is limit- a grade of C+ or C in practicum must apply to documents and data; the integration of technolo- ed to students who are employed as teachers and the department chairperson for permission to gy to acquire, process, and organize knowledge. have completed, or will complete, CEDC 728: reregister for this course, which may be repeated prereq: CEDF 709; coreqs: CEDC 715 and 730 Practicum in grades 4–6. Note: Applications for only once. Students who receive a grade of F 30 hrs, 2 cr spring semester student teaching are due in may not repeat the course and may not continue October; applications for fall semester student in the program. Not for students who have com- teaching are due in March. Students who receive pleted CEDC 724 or 726. a grade of C+ or C in student teaching must prereq: completion of 31 credits of course work apply to the department chairperson for permis- including CEDC 730 or permission of the sion to reregister for this course, which may be childhood education adviser repeated only once. Students who receive a grade 30 hrs of seminar plus supervision and confer- of F may not repeat the course and may not ences, 2 cr continue in the program. Not for students who have completed EDC 724 or 727. prereq: completion of 31 credits of course work including CEDC 730 or permission of the childhood education adviser 30 hrs of seminar plus 25 days of student teaching

151 CEDC 729 Fieldwork in General Education CEDC 743 Research Seminar in CEDCF 700.50 The Art and Science of for Special Educators Mathematics/Science Education Effective Teaching Observing and assisting teaching in an elemen- An examination of the current research in This course is designed to introduce pre-service tary school setting. Students will develop guided mathematics and science education. Includes bilingual and TESOL educators to the world of observation skills, acquire practical knowledge of the evaluation of selected mathematics and sci- urban education and their roles as quality educa- the design and management of instruction and ence education research studies. Students will tors. The course will acquaint students with the the classroom environment, and work effectively prepare a comparative, evaluative paper of basic theoretical pedagogical practices of teach- with individual students and small work groups. research related to a specific curriculum topic or ing. Content will include: the connection Students receiving a grade of C+ or C in field- problem in the learning/teaching of mathemat- between theory and practice as it relates to the work must apply to the chairperson for permis- ics and/or science. role of teachers; instructional methods for teach- sion to reregister for the course, which may be ing diverse student populations; effective class- repeated only once. Students who receive a grade CEDC 744 Development of Mathematical/ room practices; organizational strategies; motiva- of F may not repeat the course and may not Scientific Concepts in Children tion techniques and methods of assessment are Exposure to the development theories and SCHOOL OF EDUCATION continue in the program. also explored. prereqs: CEDF 709, CEDC 704.50 and school-based practices which allow children to pre- or coreq: CEDF 709 | 705.50 develop the concepts in mathematical and sci- includes 5 hrs of fieldwork 15 hrs of seminar plus 50 hrs fieldwork, 1 cr ence which underpin the learning in these areas. Appropriate learning activities for particular CEDF 706 Social, Historical, Philosophical CEDC 729.50 Fieldwork in General developmental levels will be addressed. Individual Foundations of Education: Childhood Education for projects with children will be carried out. The American School Bilingual Educators An in-depth study of the social, historical, and Students will develop guided observation skills, CEDC 760 Special Topics in the Arts philosophical foundations of education and their acquire practical knowledge of the design and The theory and application of children’s artistic impact on the American school. management of instruction and the classroom development. Course includes visual arts con- environment, and work effectively with individual tents, instructional techniques, technology, CEDF 706.50 Social, Historical, Philosophical students and small work groups. Students receiv- materials and their use across the elementary Foundations of Education: school curriculum. Through hands-on work- The American School

COURSE LISTINGS ing a grade of C+ or C in fieldwork must apply to the chairperson for permission to reregister for the shops the teacher candidate will understand how For students pursuing dual certification in child- course, which may be repeated only once. to plan and utilize a visual arts curriculum to hood special education and childhood educa- Students who receive a grade of F may not repeat enhance student’s cognitive, perceptual, expres- tion. Advanced review of issues and themes in the course and may not continue in the program. sive and imaginative abilities. the social foundations of education viewed from prereqs: CEDF 709; BILED 701. Observing prereq: CEDC 707 an interdisciplinary perspective. pre- or coreq: CEDF 709 and assisting teaching in an elementary school CEDC 776 Planet Earth: Life Science, setting Environmental and Earth Science CEDF 708 Social, Historical, Philosophical 15 hrs of seminar plus 50 hrs fieldwork, 1 cr for Elementary School Teachers Foundations of Education: CEDC 730 Perspectives on Literacy Across the Concepts in the biological sciences, ecological and The American School Content Areas earth sciences necessary for teaching science in the For students pursuing certification in childhood Literacy across the curriculum. Skills, strategies elementary school will be explored. Appropriate education with a bilingual extension or in and techniques to teach reading and writing in laboratory experiences will be provided. TESOL. Advanced review of issues and themes in the social foundations of education viewed the content areas will be developed. Expository CEDC 777 Physical Science for Elementary as well as narrative texts will be utilized. from an interdisciplinary perspective. Teachers pre- or coreq: CEDF 709 prereq: CEDF 709; CEDC 704; Concepts in the physical sciences, chemistry and coreqs: CEDC 715 and 722 physics necessary for teaching science in the ele- CEDF 709 Child Development 30 hrs, 2 cr mentary school will be explored. Appropriate Theories and research applied to children’s devel- CEDC 738 The English Language: Theories laboratory experiences will be provided. opment. Understanding and working with chil- dren from diverse backgrounds to foster optimal and Pedagogical Implications CEDCF 700 The Art and Science of Effective An overview of the acquisition, structure and use growth. Teaching includes 5 hrs of field work of English. Its goal is to provide Pre-K thru 6 This course is designed to introduce pre-service teachers who already have prior certification in childhood educators to the world of urban edu- CEDF 710 Educational Psychology childhood education with the awareness and cation and their roles as quality educators. The Advanced educational psychology. Theories and understanding of the aspects of the English lan- course will acquaint students with the basic the- research applied to learning, motivation, cogni- guage they will need in order to teach a variety oretical pedagogical practices of teaching. tion, pupil and teacher relationships, and class- of content area in grades Pre-K thru 6. Content will include: the connection between room management with a focus on students CEDC 740 Contemporary Mathematics in the theory and practice as it relates to the role of from diverse backgrounds. Elementary School teachers; instructional methods for teaching prereq: CEDF 709 or the equivalent A study of selected advanced mathematical top- diverse student populations; effective classroom includes 5 hrs of field experience practices; organizational strategies; motivation ics that underlie modern elementary school cur- CEDF 715 Diversity in the American School ricula. The structure and use of mathematical techniques and methods of assessment are also explored. Advanced, graduate-level survey of current issues systems and their historical development; geo- and theories of diversity and their impact upon metrical constructions. pre- or coreq: CEDF 709 includes 5 hrs. of fieldwork the contemporary American school. Topics will CEDC 742 Workshop Seminar in Elementary be from an interdisciplinary perspective with School Mathematics/Science attention to social policy implications. The major course goals are to continue to develop CEDF 716 Assessment of Teaching and a foundation for the growth of the professional Learning mathematics/science educator and to increase the Basic principles and practices for the assessment effectiveness as a curriculum decision-maker. of learning in the elementary school classroom. Through selective experiences, the course will Includes instructional objectives, test construc- focus on instructional styles and strategies. tion, descriptive statistics, interpretation of stan- dardized test scores, and alternative forms of assessment. 152 CEDF 717 Independent Study in Educational COCO 705 Vocational Assessment and COCO 718 Practicum in Counseling EDUCATION OF SCHOOL Foundations Placement To be arranged in selected field settings. Independent study in the areas of psychological Application of principles of occupational devel- Experience in applying techniques of counseling or social foundations of education. A maximum opment, vocational choice, work adjustment, with selected populations in a variety of settings of 6 credits of independent study may be count- job seeking skills, worksite analysis, and worker depending upon specialization. Weekly seminars ed toward the degree. traits including special problems of the disabled. to discuss clients, roles, and responsibilities of the permission of faculty adviser and chairperson Sources and uses of occupational information, counselor. Students seeking the bilingual exten- required labor market trends. Emphasis on vocational sion will do this practicum in a setting in which 1 cr evaluation, job development, follow-up. they can work with Spanish-speaking clients. prereq: COCO 701 CEDF 718 Independent Study in Educational COCO 706 Group Counseling 100 hrs Foundations Theory and principles of group counseling. Independent study in the areas of psychological Developing group-counseling skills through COCO 719 Individual Supervision or social foundations of education. A maximum practice. Application of theoretical knowledge and inte- of 6 credits of independent study may be count- prereqs: COCO 701 and COCO 702 gration of skills under individual supervision ed toward the degree. during clinical practice to develop and evaluate | COCO 707 permission of faculty adviser and chairperson Multicultural Aspects of student’s proficiency and competence as a pro- LISTINGS COURSE required Counseling fessional counselor. 2 cr Course foci include developing self-awareness of cultural values and biases, awareness of differing COCO 723 Transition from School to Adult CEDF 719 Independent Study in Educational worldviews, and knowledge of appropriate inter- Living for Youth with Disabilities Foundations vention strategies. Services, programs, and processes for facilitating Independent study in the areas of psychological the transition of youth with disabilities and or social foundations of education. A maximum COCO 708 Measurement and Appraisal youth at risk from school to work, postsecondary of 6 credits of independent study may be count- Basic theory of measurement and appraisal. education, independent living, and adult roles. ed toward the degree. Practice in administration, scoring, and interpre- permission of faculty adviser and chairperson tation of major tests used in counseling settings COCO 725 Internship in Counseling I required with a focus on ethnic diversity and disability. Continued experience in applying techniques of 3 cr counseling with selected populations in a variety COCO 709 Research Methods in Counseling of settings depending upon specialization. CEDF 750 Special Topics in Diversity Principles and analysis of research methods. Use Weekly seminars to discuss clients, roles, and An examination of the history and adaptation of of assessment and evaluation measures. Review responsibilities of the counselor. diverse groups in the U.S. and their experience of the literature on research problems in the prereq: COCO 718 and 24 cr in required in the American educational system. Emphasis is counseling field. courses or the approved equivalent; permission on the role of culture, structure and policy in COCO 710 Chemical Dependency: Issues in of college fieldwork supervisor required. facilitating and/or hindering opportunities for Counseling Each 300 hrs to be arranged in selected field these groups to achieve educational equity. This course is designed to introduce students to settings. 4 cr for 2 semesters prereq: CEDF 709; pre- or coreq: CEDF 706 the various aspects of alcoholism and substance COCO 726 Internship in Counseling II CEDF 792 Integrative Seminar: Research in abuse in order to increase their understanding As above, the second half. Childhood Education and awareness of the multifaceted problems Students prepare research proposals on topics involved and the implications for counseling. COCO 727, 728 Special Topics in Counseling which summarize and apply previous learnings. Study of significant issues, problems, and COCO 711 Supervision and Administration emerging trends in counseling. Written and oral presentations. in Counseling prereq: completion of 31 credits of course work Knowledge and skills in the basic process of COCO 735 Seminar in Chemical Dependency including CEDC 730 and CEDF 716 or per- supervision of beginning counselors and others Counseling Skills and Techniques Introduces mission of the childhood education adviser in human service professions as well as organiza- students to the various types of counseling tion and administration of human service pro- involved in working with people who are chemi- COCO 700 Life Stage Development grams. Assignments based on student needs. cally dependent. Students will have the opportu- Analysis of developmental stages throughout the prereq: COCO 706 and COCO 718 nity to test skills and techniques necessary for lifespan counseling in a variety of settings that serve peo- COCO 712 Career Counseling, Assessment ple with chemical dependencies. COCO 701 Counseling Skills and and Placement Interviewing Techniques Application of principles of career development, COCO 741 Independent Study Effective communication and interviewing tech- vocational choice, work adjustment, job seeking Students will carry out independent project niques with emphasis on listening and respond- skills, worksite analysis, and worker traits includ- approved by faculty and supervised by a staff ing. Basic principles of ethical practice and client ing special problems of people with disabilities. member. assessment. Sources and uses of occupational information 15 hrs (supervised), 1 cr and labor market trends. Emphasis on vocational COCO 702 Theories of Counseling evaluation, job development and follow-up. COCO 742 Independent Study Study of major counseling theories to provide 60 hrs, 4 cr Students will carry out independent project foundation for basic concepts and techniques of approved by faculty and supervised by a staff counseling. COCO 715 Family Systems and Counseling member. Issues 30 hours (supervised), 2 cr COCO 703 Psychosocial, Cultural, and Family systems, dynamics, transitions, and crises Political Aspects of Disability: are the foci of this course designed to help coun- COCO 743 Independent Study Rehabilitation and Special selors become more effective in understanding Students will carry out independent project Education and working with individuals in the context of approved by faculty and supervised by a staff Psychological, developmental, social, economic, and in interaction with the family unit. member. and political concomitants with emphasis on 45 hours (supervised), 3 cr attitudes, self-concept, and adjustment in a handicapping world.

153 COUNR 716 Resources and Foundations of ECC 706 Language and Literacy: ECC 713 The Expressive Arts in Early Rehabilitation K through Grade 2 Childhood History, philosophy, and principles of the voca- Examination of research and practice on emer- Research and practice on the importance of cre- tional rehabilitation process. Economic, legal, gent literacy and the development of literacy ative expression in young children’s development. ethical, and social issues influencing rehabilita- learning among diverse learners between kinder- Inquiry into children’s artistic and intellectual tion services. Observation of services available in garten and second grade. The role of families inventiveness through art, music, movement, state, city, and private agencies. and schools in children’s literacy development in theatre and dance activities that reflect the needs urban environments is explored. (Not for of diverse learners in a multicultural environ- COUNR 720 Medical Aspects of Disability Program 2 students.) ment. Offered in collaboration with Lincoln Study of etiology, symptoms, treatment and pre-or coreq: ECC 705 Center Institute. prognosis of physical disabilities. Understanding of medical reports and basic medical terminology. ECC 707 Language and Literacy: English ECC 714 Health, Safety and Nutrition in Language Learners Early Childhood COUNR 730 Counseling with the Aging Second language acquisition and the develop- This course prepares teachers of children, birth SCHOOL OF EDUCATION Implications for personal adjustment of the ment of literacy. Special emphasis on language through second grade, with knowledge and skills | aging. Complex issues inherent in the aging and culture, dialect variation and development of developmentally appropriate practices in process. Areas of counseling skills and tech- of social and academic language. health promotion and wellness among children niques suitable to the older person. coreq: ECC 704, pre- or coreq: 705 or 706 of diverse backgrounds and abilities within the COUNS 720 Culminating Seminar in School 15 hrs, 1 cr context of the family, school and community. Child abuse, drug abuse prevention, prevention Counseling ECC 708 Children with Special Needs: Birth With the permission of the supervising faculty of school violence, and fire safety are included. through Grade 2 pre- or coreq: ECF 700 member, the culminating experience in counsel- The special learning needs of young children ing provides the student with an opportunity to with developmental delays and disabilities along ECC 715 Educational Technology in Early (a) participate as an integral member of a team with intervention guidelines. Childhood involved in a research project, or (b) design an prereq: ECC 703; pre- or coreq: ECF 702 Educational technology course for students in original evaluation or research project, or (c) 45 hrs plus 15 hrs of fieldwork, 5 hrs at each the graduate early-childhood education pro- COURSE LISTINGS complete a creative scholarly paper such as an of three age levels grams. Students will enhance their basic comput- extensive literature review. (Taken last semester er skills and learn how to assess and use various prior to graduation) ECC 709 Mathematical and Scientific applications in their early childhood classrooms. prereq: COCO 709 Thinking in Early Childhood 15 hrs, 1 cr Research and practice that focus on children’s ECC 703 Early Childhood Curriculum: acquisition of mathematical and scientific think- ECC 716 Student Teaching in Early Birth through Grade 2 ing and appropriate activities to enable them to Childhood Settings Models of developmentally appropriate curricula acquire these skills. The role of parents, Two student-teaching placements of 20 days are examined in light of theory and practice, and providers, and teachers in meeting the needs of each at different age/grade levels (Pre-K, K, the needs of diverse learners. Strategies for guid- diverse learners is examined. grades 1–2) that supplement pre-student teach- ing young children’s behavior, for assessing envi- pre- or coreq: ECC 703 ing field experience.(Birth– 3, preK–2) ronments and curricula, and using computer prereqs: ECF 702; ECC 703, 704 or 705 and technology in early childhood. ECC 710 Early Childhood Mathematics: 706, 707, 708, 709 or 710 and 711, 712 pre- or coreq: ECF 700 Birth through Grade 2 30 hrs of seminar plus 40 days of student 45 hrs plus 20 hrs of fieldwork, 10 hrs at each Theories and research that focus on the relation- teaching for students who are not teaching in of two age levels ship between children’s development and learn- an early childhood program ing of mathematical concepts and skills. ECC 704 Language and Literacy: Appropriate mathematics activities for children ECC 716.50 Student Teaching in Early Birth through Grade 2 from birth to second grade and ways of assessing Childhood Bilingual Settings Various perspectives in emergent literacy are mathematical learning in diverse infant, toddler, Two student teaching placements of 20 days each examined to learn how young children acquire preschool, and grade K-2 settings. (Required in at different age/grade levels (Pre-K–K and 1–2). language and become readers and writers in their Program 1.) 30 hrs of seminar plus 40 days of student different cultural and linguistic communities. pre- or coreq: ECC 703 teaching The roles of families, centers, schools and com- munities in urban environments, and assessment ECC 711 Science in Early Childhood ECC 717 Supervised Practicum in Early of early literacy development are studied. (Not Education: Birth through Grade 2 Childhood for Program 1 students in early childhood; see Theories and research of scientific thinking in Teaching practicum for students in early child- ECC 705 and 706.) young children; the inquiry process in develop- hood education. Students who take ECC 717 pre- or coreq: ECF 700 for early childhood stu- ing concepts and understandings of the natural must also complete ECC 718. (Not for students dents only and people-made world in young children. Ways who have completed ECC 716.) of assessing science learning in infant, toddler, prereqs: ECF 702; ECC 703, 704 or 705 and ECC 705 Language and Literacy: preschool, and grade K–2 settings. (Required in 706, 707, 708, 709 or 710 and 711, 712 Birth through Kindergarten Program 1.) 15 hrs of seminar plus conferences, 1 cr Research and practice in language learning and pre- or coreq: ECC 703 the development of early literacy among diverse ECC 717.50 Supervised Practicum in Early learners. Examination of the process of early lit- ECC 712 Pre-Student Teaching Field Childhood Bilingual Setting eracy development between birth and kinder- Placements in Early Childhood Teaching practicum for students in early child- garten and the role of families, programs and This course consists of a 15-hour seminar plus a hood bilingual education. Students who take ECC schools in early literacy development. (Not for total of 50 hours of field experience in early 717.50 must also complete ECC 718.50. (Not for Program 2 students.) childhood programs, with 25 hours at each of students who have completed ECC 716.50.) two of the three following age/grade levels: pre- 15 hrs of seminar plus conferences, 1 cr kindergarten, kindergarten, grades 1 or 2. Students will observe various aspects of an early childhood program and study firsthand how pro- grams for children of different age levels diverge. prereq: ECC 703 15 hrs of seminar plus 50 hrs in the field, 1 cr 154 ECC 718 Early Childhood Student Teaching EDESL 705 Structure of English: EDESL 783.10 Methodology of Teaching EDUCATION OF SCHOOL Student teaching for 20 days at one age/grade A Pedagogical View English to Speakers of Other level: Pre-K– K, or grades 1–2. Students who The total grammatical system of English seen Languages take ECC 718 must also complete ECC 717. functionally and pedagogically. Students exam- An overview of classroom options for teaching (Also offered during the summer.) (Not for stu- ine research on various English language struc- English to second language learners. The course dents who have completed ECC 716.) tures and develop optimum teaching approaches covers options for classroom management and prereqs: ECF 702; ECC 703, 704 or 705 for presenting these structures. Required of stu- setting up learning environments. A 50-hour and 706, 707, 708, 709 or 710 and 711, 712 dents in Programs One, Two, and the Adult field experience is a part of this course. Required 15 hrs of seminar plus 20 days of student Program. for students in Program One. teaching, 2 cr prereq: LING 701 or permission of TESOL adviser EDESL 784 Fieldwork in TESOL with Adults ECC 718.50 Early Childhood Bilingual Teaching practicum in a field setting with adult Student Teaching EDESL 780 Seminar in Educational Research learners of English in the Community Outreach Student teaching for 20 days at one age/grade level: (Master’s Essay) Program in English (COPE) on Saturdays. Pre-K–K or Grades 1–2. Students who take ECC A written study, which may include a researched (Sabbath observers meet during the week.) 718.50 must also complete ECC 717.50. (Not for area, an analysis of a methodology, a review, During a weekly seminar, emphasis is placed on | students who have completed ECC 716.50.) evaluation, or critique of relevant literature, or a peer dynamics, classroom management and set- LISTINGS COURSE 15 hrs of seminar plus 20 days of student proposal for learning materials. Students in this ting and exploiting learning activities and envi- teaching, 2 cr course, who meet as a group and individually ronments. Required of students in the Adult with the adviser, are exempt from taking the Program. ECC 719.51, .52, .53 Special Topics in Early comprehensive examination. Registration by prereq: completion of 24 credits or permission Childhood Education adviser’s approval only. Elective for all students. of TESOL adviser Important special issues as they arise through prereq: completion of 24 credits and permission 60 hrs, 3 cr changes in federal or state law or new develop- of TESOL adviser ments in early childhood education. EDESL 785.10 Supervised Student Teaching prereq: special permission of an early childhood EDESL 781 Curriculum and Materials in in the Elementary School: education adviser TESOL Pre-K–6 15, 30, and 45 hrs, 1, 2, and 3 cr Overview of the various curriculum and materi- Supervised student teaching in Pre-K through als options for learning ESL/EFL (listening and grade 6 in the public schools. Emphasis is placed ECC 720 Integrative Seminar in Early an oral comprehension, speaking and conversa- on classroom management, learning environ- Childhood Education tion, reading and vocabulary building, writing ments, and working within the structures of Students learn how to use research methods to and composing, textbook series for children and public school policies and practices. (1) Students ask and answer questions related to effective adults, dictionaries, computer-assisted learning without prior certification in another area must practice in early childhood education. Teacher materials, video programs and others). Attention teach 30 days in Pre-K–6; (2) Students with candidates select an area of study related to their is given to classroom management tasks, setting prior certification in another area must teach 20 practice and complete a research proposal using up and exploiting various learning environ- days in Pre-K–6. Required of students in established research procedures. ments, and general literacy concerns. Twenty- Programs One and Two. prereq: ECF 701, 702; ECC 703, 704 or 705 five hours of field experience/observation is a prereq: completion of 30 credits or permission and 706, 707, 708, 709 or 710 and 711 part of this course. (Required of students in of TESOL adviser ECF 700 Child Development: Programs One, Two, and the Adult Program.) 15 hr seminar plus student teaching and con- Birth to Age Eight pre or coreq: LING 701, EDESL 783 or ferences, 2 cr Overview of the physical, social, emotional, and permission of TESOL adviser note: students should not take 788.10 if they are in this course cognitive development of young children, birth EDESL 782 TESOL in Adult Education to age eight. Theoretical perspectives of typical A treatment of effective TESOL practices, class- EDESL 785.20 Supervised Student Teaching and atypical development of childhood are dis- room management, and learning environments in the Secondary School: cussed with implications for appropriate practice appropriate to the adult classroom. Twenty-five Grades 7–12 in diverse early childhood settings. hours of field experience/observation is a part of Supervised student teaching in grades 7–12 in 45 hrs plus 15 hrs of fieldwork, this course. Required of students in the Adult the public schools. Emphasis is placed on class- 5 hrs at each of 3 age levels Program and an elective for students in the Pre- room management, learning environments, and ECF 701 Social and Historical Contexts of K–12 Programs One and Two who have been working within the structures of public school Early Childhood Education waived from a required course. policies and practices. (1) Students without prior Examination and analysis of the social and histor- prereq: LING 701, EDESL 783 or permission certification in another area must teach 30 days ical contexts of early childhood education. of TESOL adviser in grades 7–12; (2) Students with prior certifica- Applications to contemporary issues in the educa- tion in another area must teach 20 days in EDESL 783 Methodology of Teaching English grades 7–12. Required of students in Programs tion of young children in families, childcare cen- to Speakers of Other Languages ters, schools and communities in urban settings. One and Two. An overview of classroom options for teaching prereq: Completion of 30 credits or permission ECF 702 Assessment in Early Childhood English to second language learners. The course of TESOL adviser Education: Birth through Grade 2 covers options for classroom management and 15 hrs seminar plus student teaching and con- Basic concepts, principles and fundamentals of setting up learning environments. A 25-hour ference, 2 cr measurement and assessment, both formal and field experience is a part of this course. Required note: students should not take 788.20 if they informal, are examined along with their rele- for students in Program Two and Program are in this course vance in early childhood education. Three (Adult Program). prereq: ECF 700 EDESL 786 Phonetics of American English Phonological (phonetic and phonemic) analysis of contemporary American speech. Required of stu- dents in the Adult Program and for students in Pre-K–12 Programs One and Two who have been waived from a required course. pre- or coreq: LING 701 or permission of TESOL adviser

155 EDESL 787 TESOL for Children: Pre-K–12 EDESL 791 Language Assessment in TESOL EDLIT 731 Literacy Assessment: Applications of methods, techniques, and An in-depth treatment of a wide range of class- Birth–Grade 6 approaches for teaching English as a second/for- room language assessment procedures (both for- Formal and informal approaches to literacy eign language to children. Intensive treatment mal and informal) for learners of English as a assessment (including oral language, listening, coverage of classroom management and the set- second or foreign language, including diagnostic, writing, and reading) grounded in theory of first ting and exploitation of learning environments. proficiency, placement, and achievement testing. and second language acquisition, literacy devel- A field experience is a part of this course. Required of students in both Pre-K–12 opment, and learning. Selecting, adapting, and Required of students in both Pre-K–12 Programs One and Two; elective for students interpreting assessments for instructional plan- Programs One and Two. in the Adult Program. ning and meeting NYS English Language Arts prereqs: LING 701, EDESL 783 or permission prereq: LING 701 or BILED 771 performance standards. of TESOL adviser pre- or coreq: EDESL 705 or permission of pre- or coreq: ECC 704.FW (field work) and includes 25 hrs fieldwork TESOL adviser EDLIT 735 includes 15 hrs in the field assessing diverse EDESL 788.10 Supervised Practicum in the EDESL 792 Second Language Literacy: SCHOOL OF EDUCATION learners. Elementary School: Pre-K–6 Reading and Writing, Pre-K–12 | Teaching practicum at the elementary level in An in-depth treatment of theory and practice in EDLIT 732 Children’s Literature the public schools. Emphasis is placed on class- the teaching of literacy skills, specifically reading Exposure to the breadth, depth, and utilization of room management, learning environments, and and writing, to English language learners in the children’s literature and its role in children’s devel- working within the structure in public school public schools. Required of students in both Pre- opment, appreciating diversity and fostering a policies and practices. For students in Programs K–12 Programs One and Two; elective for stu- lifelong interest in reading. Sensitive issues One and Two who teach ESL in an elementary dents in the Adult Program. (health, abuses, addictions), technology and man- school setting. prereq: LING 701, EDESL 705 or permission agement issues are examined. prereq: completion of 30 credits or permission of TESOL adviser; EDC 704 includes 5 hrs in a classroom-based dramatic of TESOL adviser demonstration 15 hr seminar plus supervised teaching and EDESL 793 Technology in TESOL: Pre-K–12 conferences, 1 cr This mini-course covers basic technology and EDLIT 733 Theories and Process of Teaching computer operations/concepts (second language Writing: Pre-K–Grade 6

COURSE LISTINGS note: students should not take 785.10 if they are in this course learning software; accessing, generating, manipu- Development and assessment of writing skills lating data, and publishing results); the use of including analysis of techniques and environ- EDESL 788.20 Supervised Practicum in the technology in personal/professional growth; and ments that foster writing development in all Secondary School: Grades 7–12 the applications of technology for language children (ESL, gifted, special needs). State writ- Teaching practicum at the secondary level in the instruction. Required of students in both ing standards and technology are integrated. public schools. Emphasis is placed on classroom Programs One and Two and an elective in the includes 15 hours in the field observing and management, learning environments, and work- Adult Program. analyzing writing development ing within the structure in public school policies 15 hours, 1 cr and practices. For students in Programs One EDLIT 734 Literacies within the Disciplines: and Two who teach ESL in a secondary school EDESL 794 Teaching ESL Students with K–Grade 6 setting. Disabilities: Pre-K–12 Exploration into the literacy demands inherent prereq: completion of 30 credits or permission Overview of issues and practices relevant to the in the academic subjects of math, science, health of TESOL adviser teaching and learning of second language learn- education and social studies, as well as media, 15 hr seminar plus supervised teaching and ers with special education needs. Required of technology and the arts. conferences, 1 cr students in Programs One and Two. pre- or coreq: ECC 704.FW (field work) and note: students should not take 785.20 if they 15 hrs, 1 cr EDLIT 735; coreq EDLIT 739.02 are in this course includes 10 hrs in a classrooms focused on EDESL 795 Health Education for Teachers of older learners (grades 3–6) and content area EDESL 789 Selected Topics in TESOL ESL: Pre-K–12 literacy An in-depth treatment of new and critical issues An overview of health promotion and wellness in the teaching of ESL/EFL to adults, with top- for teachers of ESL students from diverse eth- EDLIT 735 Instructional Approaches to ics being offered on a rotating basis, including nic/cultural backgrounds and different abilities in Literacy: Grades 3–6 such areas as vocational ESL, advanced gram- grades pre-K through grade 12. It includes child Historical background and research on the mar, adult literacy, testing, content-based abuse and neglect, drug education, fire safety objectives, methods, and materials pertinent to instruction, materials development. Elective for education, nutrition and fitness, and violence the curriculum for teaching of reading on the students in the Adult Program and for stu- prevention. Required of students in Programs elementary levels. dents in the Pre-K–12 Programs One and Two One and Two. coreq: EDLIT 739.03 who have been waived from a required course. 15 hrs, 1 cr includes 15 hours in the field adapting instruc- prereq: LING 701 or permission of TESOL tion, materials, and/or curricula for enrich- EDLIT 730 Language, Literacy and Learning ment, ESL, or special needs learners adviser in School Contexts: Grades 1–6 EDESL 790 Technology in TESOL: Adults Psychological, anthropological, socio-linguistic EDLIT 736 Diagnosis of Reading Difficulties Through reading, class discussions, demonstra- and sociological theories on the interrelationship A study of factors related to students who are tions, and hands-on applications, students are between language, literacy and learning. experiencing difficulty acquiring literacy. introduced to a range of technologies available to Development and documentation of the effects Procedures for diagnosing reading achievement adult language learners in the computer laborato- of strategies for building community and pro- and related language skills. ry, through distance learning, and on the Internet; moting language and literacy development in prereq: EDLIT 731 students are also exposed to procedures in com- ways that are responsive to diversity (linguistic, includes 15 hours of diagnosis, under supervi- puter-assisted language learning (CALL) and cultural, special needs and giftedness) in schools. sion, of students with reading difficulties pre- or coreq: ECC 704.FW (field work) and computer- assisted instruction (CAI). An elective EDLIT 737 EDLIT 735 Practicum in Remedial Reading for students in the Adult Program and for stu- Theoretical consideration and procedures in the dents in Programs One and Two who have includes 15 hrs in the field analyzing language use of ESL learners instruction of students with reading difficulties. been waived from a required course. prereq: EDLIT 736 includes 20 hrs of supervised remedial sessions with individual students on-site at Hunter College 156 EDLIT 738 Literacy Programs: Organization GEOG 709.57 Geography of The New York LATED 731 Student Teaching in Latin, EDUCATION OF SCHOOL and Resources Metropolitan Area Grades 7–12 Seminar of a survey of literacy programs in An historical and contemporary geography of Teacher candidates complete 30 days of student diverse settings utilizing a range of techniques the New York Metropolitan area structured teaching at grades 7–9 and 30 days at grades and organizational approaches in the literacy around the New York State Social Studies Core 10–12 under the supervision of a Hunter College instruction of students, with and without dis- Curriculum and the National Geography faculty member in a New York City school select- cernible reading difficulties. Standards. The course will address the relation- ed by the college. Students who receive a grade of prereq: EDLIT 731 ship between the physical and social geographies C+ or C must apply to the department chairper- includes 15 hours of survey for the enhance- of the five boroughs and the surrounding areas son for permission to reregister for this course, ment of literacy programs of the Hudson and Long Island; the impacts of which may be repeated only once. Students who significant historical and political events on the receive a grade of F may not repeat this course EDLIT 739.01 Delays in Early Language and region’s social and economic geography; and the and may not continue in the program. Literacy Development in Young impacts of changing transportation modes in the prereq: LATED 713; pre- or coreq: SEDF 706 Children with Special Needs evolution of the region. 30 hrs, 60 days student teaching plus work- Historical, theoretical, and research-based teach- shops and conferences, 5 cr | ing practice issues related to literacy and language HED 714 Health Education for the Classroom instruction for children with special needs, ages Teacher LATED 741.10 Practicum in Latin, Grades LISTINGS COURSE birth through second grade. The preparation of the elementary educator to 7–9 coreq: ECC 704.FW assist children in grades 1 through 6 in making Supervised practicum in the teaching of Latin in 15 hrs, 1 cr decisions for optimum health and wellness. grades 7–9. Students who receive a grade of C+ includes 5 hrs observation in an inclusive early Content areas: nutrition education and fitness; or C must apply to the department chairperson childhood setting or a program with special mental/emotional health, conflict resolution and for permission to reregister for this course, needs focus stress management; drug education and stress which may be repeated only once. Students who management; safety education including fire receive a grade of F may not repeat this course EDLIT 739.02 Special Needs Issues in safety; family living/sex education including and may not continue in the program. Students Literacies within the HIV/AIDS education. Includes required work- who take LATED 741.10 must also take either Curriculum shops on child abuse and neglect and on school LATED 751.20 or LATED 741.20. Adaptation, modification and management of violence prevention. prereq: LATED 713; pre- or coreq: SEDF 706 instruction, curriculum, the learning environ- pre- or coreq: CEDF 709 30 hrs plus conferences, 2 cr ment, materials and technology across the cur- riculum for children with special learning needs. HED 715 Health Education for Special LATED 741.20 Practicum in Latin, prereq: EDLIT 739.01; coreq: EDLIT 734 Educators Grades 10–12 15 hrs, 1 cr This course presents an overview of health pro- Supervised practicum in the teaching of Latin in motion and wellness for childhood special edu- grades 10–12. Students who receive a grade of EDLIT 739.03 Adaptations and Modifications cators. It includes child abuse and neglect, drug C+ or C must apply to the department chairper- in Approaches to Literacy for education, fire safety, nutrition and fitness, and son for permission to reregister for this course, Students with Special Needs violence prevention. which may be repeated only once. Students who Adaptation and modification of instructional 15 hrs, 1 cr receive a grade of F may not repeat this course strategies, technology and curriculum in literacy and may not continue in the program. Students for full inclusion of children with disabilities. LATED 712 Methods 1: Classroom who take LATED 741.20 must also take either prereq: EDLIT 739.02; coreq: EDLIT 735 Organization, Management, and LATED 751.10 or LATED 741.10. 15 hrs, 1 cr Assessment of Instruction in Latin prereq: LATED 713; pre- or coreq: SEDF 706 Familiarizes prospective teachers of grades 7–12 30 hrs plus conferences, 2 cr EDLIT 740 Leadership in Literacy with classroom organization patterns, rules and Culminating experience in planning, assessing, routines appropriate to the teaching of Latin. LATED 751.10 Student Teaching in Latin, and developing literacy and staff development Close work with the design and evaluation of Grades 7–9 programs that utilizes understandings gained classroom lessons and materials in the context of Teacher candidates complete 30 days of student throughout the master’s in literacy program. national and state standards will be emphasized. teaching at grades 7–9 under the supervision of Fundamentals of leadership are explored in the prereq: completion of 18 credits of graduate a Hunter College faculty member in a New York context of communication, supervision, and Latin courses; pre- or coreq: SEDF 704, City school selected by the college. Students support of literacy programs. SEDF 703 who receive a grade of C+ or C must apply to prereq: minimum of 27 cr in the literacy program the department chairperson for permission to LATED 713 Methods 2: Teaching for Diverse EDLIT 741 Selected Topics reregister for this course, which may be repeated Learners in Latin only once. Students who receive a grade of F In-depth study of emerging areas related to liter- Familiarizes prospective teachers of grades 7–12 acy education for children birth through grade may not repeat this course and may not contin- with pedagogical approaches for teaching a ue in the program. Students who enroll in 6. This is an elective course. diverse body of learners, in light of national and pre- or coreq: approval of the instructor LATED 751.10 must also complete LATED state standards, in part by utilizing aspects of 751.20 or LATED 741.20. EDLIT 742 Practicum in Literacy diversity in the ancient world. Innovative uses of prereq: LATED 713; pre- or coreq: SEDF 706 Fifty-hour college-supervised practicum divided technology, development of instructional units, 30 hrs plus 30 days and conferences, 3 cr into two 25-hour placements; one at early child- individualizing for students with special needs, hood level and one at the childhood level. exploring aspects for a student-centered class- prereq: 15 to 18 credit hours in the literacy room will be emphasized. master’s program prereq: LATED 712; pre- or coreq: SEDF 705; 15 hr seminar plus 50 hrs in the field, 1 cr SEDC 710 30 hrs plus 36 hrs fieldwork, 2 cr

157 LATED 751.20 Student Teaching in Latin, SEDC 711 Advanced Study of Young Adult SEDC 721 Advanced Study of Teaching Grades 10–12 Literature in Our Diverse Society English Methods to a Diverse Teacher candidates complete 30 days of student Familiarizes prospective teachers with a wide Population in Grades 7–12 teaching at grades 10–12 under the supervision variety of literature for or about young adults. Methodology that facilitates the learning of of a Hunter College faculty member in a New Books discussed and dramatized during each ses- English language arts for a diverse population in York City school selected by the college. sion reflect diverse cultures, varying learning secondary schools. Teacher candidates will Students who receive a grade of C+ or C must styles, and special needs of young adults. The engage in ways of teaching adolescents the skills apply to the department chairperson for permis- English Language Arts standards are addressed as of reading, responding to literature, writing (cre- sion to reregister for this course, which may be delineated in city and state regulations. Literacy ative and expository), listening, speaking, and repeated only once. Students who receive a grade and comprehension skills are explored as well. applying grammar conventions. They will write of F may not repeat this course and may not pre- or coreqs: SEDF 703, SEDF 704 lesson and unit plans and experiment with class- continue in the program. Students who enroll in room management and assessment techniques as LATED 751.20 must also complete LATED SEDC 712 Methods I: Intensive Study of they present lessons to the class for peer and Classroom Organization, SCHOOL OF EDUCATION 751.10 or LATED 741.10. instructor criticisms. These presentations will be prereq: LATED 713; pre- or coreq: SEDF 706 Management, and Assessment of videotaped for further self-analysis at home. | 30 hrs plus 30 days and conferences, 3 cr Instruction in Languages Other New York State and city teaching standards will Than English, Grades 7–12 be applied throughout the course. LING 701 Introduction to General Linguistics Candidates will identify the impact of various prereq: SEDC 711; pre- or coreq: SEDF 705, The study of the basic components of linguistics classroom organization patterns, rules and rou- SEDC 710 and their applications to language teaching and tines, and methods of assessment. Candidates 30 hrs plus 36 hrs fieldwork, 2 cr first- and second-language literacy. Required of will be able to design, implement, and evaluate students in Programs One, Two, and the Adult lessons in the context of state and city standards SEDC 722 Methods II: Intensive Study of Program. for learning in grades 7–12. Teaching Diverse Learners in pre- or coreq: SEDF 703, SEDF 704 Languages Other Than English, LING 773 Theory and Research of Second Grades 7–12 Language Acquisition SEDC 713 Methods I: Advanced Study of Familiarizes prospective middle and high school A survey of current theory and research in second Secondary Learning Environments

COURSE LISTINGS teachers, grades 7–12, with pedagogical language acquisition with particular reference to for Teaching Mathematics and approaches and innovative teaching techniques the acquisition of English and the classroom. Science needed to convey to a diverse population current Required of students in Program One, Two, Examines the interrelationship between the edu- state and professional standards-based curricu- and the Adult Program. cational environment and the adolescent’s learning lum in Languages Other Than English. prereq: LING 701, pre- or coreq: EDESL 705 of mathematics and science. Teacher candidates Innovative uses of technology, development of or permission of TESOL adviser study the basic classroom management in the instructional units, individualizing for students teaching of science and mathematics as they MUSED 677 Methods of Teaching Instrumental with special needs, and strategies for managing explore the content and implementation of problem behavior will be emphasized through- Music, Grades Pre-K–12 national, New York State and New York City Organization and administration of school out the course. standards for mathematics and science. Fosters prereq: SEDC 712; pre- or coreq: SEDF 705, instrumental programs serving diverse student the use of technology as an educational tool to populations; New York State standards in the SEDC 710 improve the mathematics and science literacy of 30 hrs plus 36 hrs fieldwork, 2 cr arts; rehearsal, teaching, and conducting tech- the adolescent. niques, including a review of principles of per- pre- or coreq: SEDF 703, SEDF 704 SEDC 723 Methods II: Intensive Study of formance for strings, woodwinds, brass, and Teaching Diverse Learners in percussion; classroom management strategies; SEDC 715 Methods I: Intensive Study of Mathematics, Grades 7–12 supervised fieldwork in applying these topics. Classroom Organization, Familiarizes prospective middle and high school pre- or coreq: SEDF 703 and SEDF 704 Management, and Assessment of teachers, grades 7–12, with pedagogical 45 hrs plus 18 hrs of fieldwork, 2 cr Instruction in Social Studies, approaches and innovative teaching techniques Grades 7–12 needed to convey to a diverse population current MUSED 678 Methods of Teaching Vocal and Rationales and methodologies for teaching social General Music, Grades Pre-K–12 state and professional standards-based curriculum studies based on current theories of the nature of in mathematics. Innovative uses of technology, Organization and administration of school vocal students, the social sciences and secondary programs serving diverse student populations; development of instructional units, individualiz- schooling. ing for students with special needs, and strate- New York State standards in the arts; rehearsal, pre- or coreq: SEDF 703, SEDF 704 teaching, and conducting techniques; an gies for managing problem behavior will be overview of technology, content, and materials SEDC 720 Adolescent Health and Safety emphasized throughout the course. of the nonperforming general music curriculum; Health issues that are relevant to the health pro- prereq: SEDC 713; pre- or coreq: SEDF 705, classroom management strategies; supervised motion and wellness of adolescents and their SEDC 710 fieldwork in applying these topics. families from diverse backgrounds, abilities, and 30 hrs plus 36 hrs fieldwork, 2 cr prereq: MUSED 677; pre- or coreq: SEDF 705, sexual orientations. Specific content areas will SEDC 724 Methods II: Intensive Study of SEDC 710 include nutrition, fitness, drug education, child Teaching Diverse Learners in 45 hrs plus 18 hrs fieldwork, 2 cr abuse and neglect, fire prevention and safety, Science, Grades 7–12 and violence prevention and intervention. SEDC 710 Building the Foundations of Familiarizes prospective middle and high school prereq: SEDF 704 teachers, grades 7–12, with pedagogical Literacy in Adolescent Education 15 hrs, 1 cr Supporting the development of literacy across approaches and innovative teaching techniques the curriculum, with a focus on under-prepared needed to convey to a diverse population current students, students with special education needs, state and professional standards-based curricu- and students who are English language learners; lum in science. Innovative uses of technology, implications for working toward standards. development of instructional units, individualiz- ing for students with special needs, and strate- gies for managing problem behavior will be emphasized throughout the course. prereq: SEDC 713; pre- or coreq: SEDF 705, SEDC 710 30 hrs plus 36 hrs fieldwork, 2 cr 158 SEDC 725 Methods II: Intensive Study of SEDC 753 Student Teaching in Mathematics, SEDC 755 Student Teaching in Social Studies, EDUCATION OF SCHOOL Teaching Diverse Learners in Grades 7–12 Grades 7–12 Social Studies, Grades 7–12 Teacher candidates complete 30 days of student Teacher candidates complete 30 days of student Familiarizes prospective middle and high school teaching at grades 7–9 and 30 days at grades teaching at grades 7–9 and 30 days at grades teachers, grades 7–12, with pedagogical 10–12 under the supervision of a Hunter College 10–12 under the supervision of a Hunter College approaches and innovative teaching techniques faculty member in a New York City school faculty member in a New York City school needed to convey to a diverse population current selected by the college. They further develop selected by the college. They further develop state and professional standards-based curricu- their skills in the delivery of instruction. Student their skills in the delivery of instruction. Student lum in the social studies. Innovative uses of teachers will assume significant responsibility for teachers will assume significant responsibility for technology, development of instructional units, classroom instruction and management. classroom instruction and management. individualizing for students with special needs, prereq: SEDC 723; pre- or coreq: SEDF 706 prereq: SEDC 725; pre- or coreq: SEDF 706 and strategies for managing problem behavior 30 hrs, 60 days student teaching plus work- 30 hrs, 60 days student teaching plus work- will be emphasized throughout the course. shops and conferences, 5 cr shops and conferences, 5 cr prereq: SEDC 715; pre- or coreq: SEDF 705, SEDC 754.01 Student Teaching in Biology, SEDC 756 Student Teaching in Music,

SEDC 710 | 30 hrs plus 36 hrs fieldwork, 2 cr Grades 7–12 Pre-K–12 Teacher candidates complete 30 days of student Teacher candidates complete 30 days of student LISTINGS COURSE SEDC 751 Student Teaching in English, teaching at grades 7–9 and 30 days at grades teaching at grades Pre-K–6 and 30 days at grades Grades 7–12 10–12 under the supervision of a Hunter 7–12 under the supervision of a Hunter College Teacher candidates complete 30 days of student College faculty member and a certified biology faculty member in a New York City school teaching at grades 7–9 and 30 days at grades teacher in a New York City school selected by selected by the college. Students will further 10–12 under the supervision of a Hunter College the college. They further develop their skills in develop their skills in the delivery of instruction. faculty member in a New York City school the delivery of instruction. Student teachers will Student teachers will assume significant responsi- selected by the college. They further develop assume significant responsibility for classroom bility for classroom instruction and management. their skills in the delivery of instruction. Student instruction and management. prereq: MUSED 678; pre- or coreq: SEDF 706 teachers will assume significant responsibility for prereq: SEDC 724; pre- or coreq: SEDF 706 30 hrs, 60 days student teaching plus work- classroom instruction and management. 30 hrs, 60 days student teaching plus work- shops and conferences, 5 cr prereq: SEDC 721; pre- or coreq: SEDF 706 shops and conferences, 5 cr 30 hrs, 60 days student teaching plus work- SEDC 761.10 Student Teaching in English, shops and conferences, 5 cr SEDC 754.02 Student Teaching in Chemistry, Grades 7–9 Grades 7–12 Students who enroll in SEDC 761.10 must also SEDC 752.01 Student Teaching in French, Teacher candidates complete 30 days of student complete SEDC 761.20 or SEDC 771.20. Grades 7–12 teaching at grades 7–9 and 30 days at grades Teacher candidates complete 30 days of student Teacher candidates complete 30 days of student 10–12 under the supervision of a Hunter teaching at grades 7–9 under the supervision of a teaching at grades 7–9 and 30 days at grades College faculty member and a certified chem- Hunter College faculty member in a New York 10–12 under the supervision of a Hunter College istry teacher in a New York City school selected City school selected by the college. They further faculty member in a New York City school by the college. They further develop their skills develop their skills in the delivery of instruction. selected by the college. They further develop in the delivery of instruction. Student teachers Student teachers will assume significant responsi- their skills in the delivery of instruction. Student will assume significant responsibility for class- bility for classroom instruction and management. teachers will assume significant responsibility for room instruction and management. prereq: SEDC 721; pre- or coreq: SEDF 706 classroom instruction and management. prereq: SEDC 724, pre- or coreq: SEDF 706 30 hours, 30 days student teaching plus prereq: SEDC 722; pre- or coreq: SEDF 706 30 hrs, 60 days student teaching plus work- conferences, 3 cr 30 hrs, 60 days student teaching plus work- shops and conferences, 5 cr shops and conferences, 5 cr SEDC 761.20 Student Teaching in English, SEDC 754.03 Student Teaching in Physics, Grades 10–12 SEDC 752.02 Student Teaching in Italian, Grades 7–12 Students who enroll in SEDC 761.20 must also Grades 7–12 Teacher candidates complete 30 days of student complete SEDC 761.10 or SEDC 771.10. Teacher candidates complete 30 days of student teaching at grades 7–9 and 30 days at grades Teacher candidates complete 30 days of student teaching at grades 7–9 and 30 days at grades 10–12 under the supervision of a Hunter College teaching at grades 10–12 under the supervision of 10–12 under the supervision of a Hunter College faculty member in a New York City school a Hunter College faculty member in a New York faculty member in a New York City school selected by the college. They further develop City school selected by the college. They further selected by the college. They further develop their skills in the delivery of instruction. Student develop their skills in the delivery of instruction. their skills in the delivery of instruction. Student teachers will assume significant responsibility for Student teachers will assume significant responsi- teachers will assume significant responsibility for classroom instruction and management. bility for classroom instruction and management. classroom instruction and management. prereq: SEDC 724; pre- or coreq: SEDF 706 prereq: SEDC 721; pre- or coreq: SEDF 706 prereq: SEDC 722; pre- or coreq: SEDF 706 30 hrs, 60 days student teaching plus work- 30 hrs, 30 days student teaching plus 30 hrs, 60 days student teaching plus work- shops and conferences, 5 cr conferences, 3 cr shops and conferences, 5 cr SEDC 754.04 Student Teaching in Earth SEDC 762.11 Student Teaching in French, SEDC 752.03 Student Teaching in Spanish, Science, Grades 7–12 Grades 7–9 Grades 7–12 Teacher candidates complete 30 days of student Students who enroll in SEDC 762.11 must also Teacher candidates complete 30 days of student teaching at grades 7–9 and 30 days at grades complete SEDC 762.21 or SEDC 772.21. teaching at grades 7–9 and 30 days at grades 10–12 under the supervision of a Hunter College Teacher candidates complete 30 days of student 10–12 under the supervision of a Hunter College faculty member in a New York City school teaching at grades 7–9 under the supervision of a faculty member in a New York City school selected by the college. They further develop Hunter College faculty member in a New York selected by the college. They further develop their skills in the delivery of instruction. Student City school selected by the college. They further their skills in the delivery of instruction. Student teachers will assume significant responsibility for develop their skills in the delivery of instruction. teachers will assume significant responsibility for classroom instruction and management. Student teachers will assume significant responsi- classroom instruction and management. prereq: SEDC 724; pre- or coreq: SEDF 706 bility for classroom instruction and management. prereq: SEDC 722; pre- or coreq: SEDF 706 30 hrs, 60 days student teaching plus work- prereq: SEDC 722; pre- or coreq: SEDF 706 30 hrs, 60 days student teaching plus work- shops and conferences, 5 cr 30 hrs plus 30 days and conferences, 3 cr shops and conferences, 5 cr

159 SEDC 762.12 Student Teaching in Italian, SEDC 763.10 Student Teaching in SEDC 764.14 Student Teaching in Earth Grades 7–9 Mathematics, Grades 7–9 Science, Grades 7–9 Students who enroll in SEDC 762.12 must also Students who enroll in SEDC 763.10 must also Students who enroll in SEDC 764.14 must also complete SEDC 762.22 or SEDC 772.22. complete SEDC 763.20 or SEDC 773.20. complete SEDC 764.24 or SEDC 774.24. Teacher candidates complete 30 days of student Teacher candidates complete 30 days of student Teacher candidates complete 30 days of student teaching at grades 7–9 under the supervision of a teaching at grades 7–9 under the supervision of teaching at grades 7–9 under the supervision of a Hunter College faculty member in a New York a Hunter College faculty member and a certified Hunter College faculty member in a New York City school selected by the college. They further mathematics teacher in a New York City school City school selected by the college. Students will develop their skills in the delivery of instruction. selected by the college. They further develop further develop their skills in the delivery of Student teachers will assume significant responsi- their skills in the delivery of instruction. Student instruction. They will assume significant responsi- bility for classroom instruction and management. teachers will assume significant responsibility for bility for classroom instruction and management. prereq: SEDC 722; pre- or coreq: SEDF 706 classroom instruction and management.. prereq: SEDC 724; pre- or coreq: SEDF 706 30 hrs plus 30 days and conferences, 3 cr prereq: SEDC 723; pre- or coreq: SEDF 706 30 hrs plus 30 days and conferences, 3 cr

SCHOOL OF EDUCATION 30 hrs, 30 days student teaching plus SEDC 762.13 Student Teaching in Spanish, conferences, 3 cr SEDC 764.21 Student Teaching in Biology, | Grades 7–9 Grades 10–12 Students who enroll in SEDC 762.13 must also SEDC 763.20 Student Teaching in Students who enroll in SEDC 764.21 must also complete SEDC 762.23 or SEDC 772.23. Mathematics, Grades 10–12 complete SEDC 764.11 or SEDC 774.11. Teacher candidates complete 30 days of student Students who enroll in SEDC 763.20 must also Teacher candidates complete 30 days of student teaching at grades 7–9 under the supervision of a complete SEDC 763.10 or SEDC 773.10. teaching at grades 10–12 under the supervision Hunter College faculty member in a New York Teacher candidates complete 30 days of student of a Hunter College faculty member and a certi- City school selected by the college. They further teaching at grades 10–12 under the supervision fied biology teacher in a New York City school develop their skills in the delivery of instruction. of a Hunter College faculty member in a New selected by the college. They further develop Student teachers will assume significant responsi- York City school selected by the college. They their skills in the delivery of instruction. Student bility for classroom instruction and management. further develop their skills in the delivery of teachers will assume significant responsibility for prereq: SEDC 722; pre- or coreq: SEDF 706 instruction. Student teachers will assume signifi- classroom instruction and management.

COURSE LISTINGS 30 hrs plus 30 days and conferences, 3 cr cant responsibility for classroom instruction and prereq: SEDC 724; pre- or coreq: SEDF 706 management. 30 hrs plus 30 days and conferences, 3 cr SEDC 762.21 Student Teaching in French, prereq: SEDC 723; pre- or coreq: SEDF 706 Grades 10–12 30 hrs, 30 days student teaching plus SEDC 764.22 Student Teaching in Chemistry, Students who enroll in SEDC 762.21 must also conferences, 3 cr Grades 10–12 complete SEDC 762.11 or SEDC 772.11. Students who enroll in SEDC 764.22 must also Teacher candidates complete 30 days of student SEDC 764.11 Student Teaching in Biology in complete SEDC 764.12 or SEDC 774.12. teaching at grades 10–12 under the supervision Grades 7–9 Teacher candidates complete 30 days of student of a Hunter College faculty member in a New Students who enroll in SEDC 764.11 must also teaching at grades 10–12 under the supervision of York City school selected by the college. They complete SEDC 764.21 or SEDC 774.21. a Hunter College faculty member in a New York further develop their skills in the delivery of Teacher candidates complete 30 days of student City school selected by the college. They further instruction. Student teachers will assume signifi- teaching at grades 7–9 under the supervision of develop their skills in the delivery of instruction. cant responsibility for classroom instruction and a Hunter College faculty member and a certified Student teachers will assume significant responsi- management. biology teacher in a New York City school bility for classroom instruction and management. prereq: SEDC 722; pre- or coreq: SEDF 706 selected by the college. They further develop prereq: SEDC 724; pre- or coreq: SEDF 706 30 hrs plus 30 days and conferences, 3 cr their skills in the delivery of instruction. Student 30 hrs plus 30 days and conferences, 3 cr teachers will assume significant responsibility for SEDC 762.22 Student Teaching in Italian, classroom instruction and management. SEDC 764.23 Student Teaching in Physics, Grades 10–12 prereq: SEDC 724; pre- or coreq: SEDF 706 Grades 10–12 Students who enroll in SEDC 762.22 must also 30 hrs plus 30 days and conferences, 3 cr Students who enroll in SEDC 764.23 must also complete SEDC 762.12 or SEDC 772.12. complete SEDC 764.13 or SEDC 774.13. Teacher candidates complete 30 days of student SEDC 764.12 Student Teaching in Chemistry, Teacher candidates complete 30 days of student teaching at grades 10–12 under the supervision Grades 7–9 teaching at grades 10–12 under the supervision of a Hunter College faculty member in a New Students who enroll in SEDC 764.12 must also of a Hunter College faculty member in a New York City school selected by the college. They complete SEDC 764.22 or SEDC 774.22. York City school selected by the college. They further develop their skills in the delivery of Teacher candidates complete 30 days of student further develop their skills in the delivery of instruction. Student teachers will assume signifi- teaching at grades 7–9 under the supervision of a instruction. Student teachers will assume signifi- cant responsibility for classroom instruction and Hunter College faculty member in a New York cant responsibility for classroom instruction and management. City school selected by the college. They further management. prereq: SEDC 722; pre- or coreq: SEDF 706 develop their skills in the delivery of instruction. prereq: SEDC 724; pre- or coreq: SEDF 706 30 hrs plus 30 days and conferences, 3 cr Student teachers will assume significant responsi- 30 hrs plus 30 days and conferences, 3 cr bility for classroom instruction and management. SEDC 762.23 Student Teaching in Spanish, prereq: SEDC 724; pre- or coreq: SEDF 706 SEDC 764.24 Student Teaching in Earth Grades 10–12 30 hrs plus 30 days and conferences, 3 cr Science, Grades 10–12 Students who enroll in SEDC 762.23 must also Students who enroll in SEDC 764.24 must also complete SEDC 762.13 or SEDC 772.13. SEDC 764.13 Student Teaching in Physics, complete SEDC 764.14 or SEDC 774.14. Teacher candidates complete 30 days of student Grades 7–9 Teacher candidates complete 30 days of student teaching at grades 10–12 under the supervision Students who enroll in SEDC 764.13 must also teaching at grades 10–12 under the supervision of of a Hunter College faculty member in a New complete SEDC 764.23 or SEDC 774.23. a Hunter College faculty member in a New York York City school selected by the college. They Teacher candidates complete 30 days of student City school selected by the college. Students will further develop their skills in the delivery of teaching at grades 7–9 under the supervision of a further develop their skills in the delivery of instruction. Student teachers will assume signifi- Hunter College faculty member in a New York instruction. They will assume significant responsi- cant responsibility for classroom instruction and City school selected by the college. They further bility for classroom instruction and management. management. develop their skills in the delivery of instruction. prereq: SEDC 724; pre- or coreq: SEDF 706 prereq: SEDC 722; pre- or coreq: SEDF 706 Student teachers will assume significant responsi- 30 hrs plus 30 days and conferences, 3 cr 30 hrs plus 30 days and conferences, 3 cr bility for classroom instruction and management. prereq: SEDC 724; pre- or coreq: SEDF 706 30 hrs plus 30 days and conferences, 3 cr 160 SEDC 765.10 Student Teaching in Social SEDC 771.20 Practicum in English, SEDC 772.23 Practicum in Spanish, Grades 10 EDUCATION OF SCHOOL Studies, Grades 7–9 Grades 10–12 Supervised practicum for teachers of Spanish in Students who enroll in SEDC 765.10 must also Supervised practicum for teachers of English in grades 10–12 in a New York City school. complete SEDC 765.20 or SEDC 775.20. grades 10–12 in a New York City school. Students will continue to develop and refine class- Teacher candidates complete 30 days of student Students will continue to develop and refine class- room expertise in curriculum development, deliv- teaching at grades 7–9 under the supervision of a room expertise in curriculum development, deliv- ery of instruction, and assessment of student Hunter College faculty member in a New York ery of instruction, and assessment of student learning. Students who take SEDC 772.23 must City school selected by the college. They further learning. Students who take SEDC 771.20 must also take either SEDC 762.13 or SEDC 772.13. develop their skills in the delivery of instruction. also take either SEDC 761.10 or SEDC 771.10. prereq: SEDC 722; pre- or coreq: SEDF 706 Student teachers will assume significant responsi- prereq: SEDC 721; pre- or coreq: SEDF 706 30 hrs plus conferences, 2 cr bility for classroom instruction and management. 30 hrs plus conferences, 2 cr prereq: SEDF 725; pre- or coreq: SEDF 706 SEDC 773.10 Practicum in Mathematics, 30 hrs, 30 days student teaching plus SEDC 772.11 Practicum in French, Grades 7–9 Grades 7–9 conferences, 3 cr Supervised practicum for teachers of French in Supervised practicum for teachers of mathematics grades 7–9 in a New York City school. Students in grades 7–9 in a New York City school. SEDC 765.20 Student Teaching in Social will continue to develop and refine classroom Students will continue to develop and refine |

Studies, Grades 10–12 expertise in curriculum development, delivery of classroom expertise in curriculum development, LISTINGS COURSE Students who enroll in SEDC 765.20 must also instruction, and assessment of student learning. delivery of instruction, and assessment of student complete SEDC 765.10 or SEDC 775.10. Students who take SEDC 772.11 must also take learning. Students who take SEDC 773.10 must Teacher candidates complete 30 days of student either SEDC 762.21 or SEDC 772.21. also take either SEDC 763.20 or SEDC 773.20. teaching at grades 10–12 under the supervision of prereq: SEDC 722; pre- or coreq: SEDF 706 prereq: SEDC 723; pre- or coreq: SEDF 706 a Hunter College faculty member in a New York 30 hrs plus conferences, 2 cr 30 hrs plus conferences, 2 cr City school selected by the college. They further develop their skills in the delivery of instruction. SEDC 772.12 Practicum in Italian, Grades 7–9 SEDC 773.20 Practicum in Mathematics, Student teachers will assume significant responsi- Supervised practicum for teachers of Italian in Grades 10 bility for classroom instruction and management. grades 7–9 in a New York City school. Students Supervised practicum for teachers of mathematics prereq: SEDF 725; pre- or coreq: SEDF 706 will continue to develop and refine classroom in grades 10–12 in a New York City school. 30 hrs, 30 days student teaching plus expertise in curriculum development, delivery of Students will continue to develop and refine conferences, 3 cr instruction, and assessment of student learning. classroom expertise in curriculum development, Students who take SEDC 772.12 must also take delivery of instruction, and assessment of student SEDC 766.10 Student Teaching in Music, either SEDC 762.22 or SEDC 772.22. learning. Students who take SEDC 773.20 must Grades Pre-K–6 prereq: SEDC 722; pre- or coreq: SEDF 706 also take either SEDC 763.10 or SEDC 773.10. Students who enroll in SEDC 766.10 must also 30 hrs plus conferences, 2 cr prereq: SEDC 723; pre- or coreq: SEDF 706 complete SEDC 765.20 or SEDC 775.20. 30 hrs plus conferences, 2 cr Teacher candidates complete 30 days of student SEDC 772.13 Practicum in Spanish, teaching at grades Pre-K–6 under the supervi- Grades 7–9 SEDC 774.11 Practicum in Biology, Grades 7–9 sion of a Hunter College faculty member in a Supervised practicum for teachers of Spanish in Hunter College-supervised practicum for teach- New York City school selected by the college. grades 7–9 in a New York City school. Students ers of biology in grades 7–9 in a New York City Students will further develop their skills in the will continue to develop and refine classroom school. Students will continue to develop and delivery of instruction. Student teachers will expertise in curriculum development, delivery of refine classroom expertise in curriculum devel- assume significant responsibility for classroom instruction, and assessment of student learning. opment, delivery of instruction, and assessment instruction and management. Students who take SEDC 772.13 must also take of student learning. Students who take SEDC prereq: MUSED 678; pre- or coreq: SEDF 706 either SEDC 762.23 or SEDC 772.23. 774.11 must also take either SEDC 764.21 or 30 hrs, 30 days student teaching plus prereq: SEDC 722; pre- or coreq: SEDF 706 SEDC 774.21. conferences, 3 cr 30 hrs plus conferences, 2 cr prereq: SEDC 724; pre- or coreq: SEDF 706 30 hrs plus conferences, 2 cr SEDC 766.20 Student Teaching in Music, SEDC 772.21 Practicum in French, Grades 7–12 Grades 10–12 SEDC 774.12 Practicum in Chemistry, Students who enroll in SEDC 766.20 must also Supervised practicum for teachers of French in Grades 7–9 complete SEDC 765.10 or SEDC 775.10. grades 10–12 in a New York City school. Supervised practicum for teachers of chemistry in Teacher candidates complete 30 days of student Students will continue to develop and refine class- grades 7–9 in a New York City school. Students teaching at grades 7–12 under the supervision of room expertise in curriculum development, deliv- will continue to develop and refine classroom a Hunter College faculty member in a New York ery of instruction, and assessment of student expertise in curriculum development, delivery of City school selected by the college. Students will learning. Students who take SEDC 772.21 must instruction, and assessment of student learning. further develop their skills in the delivery of also take either SEDC 762.11 or SEDC 772.11. Students who take SEDC 774.12 must also take instruction. Student teachers will assume signifi- prereq: SEDC 722; pre- or coreq: SEDF 706 either SEDC 764.22 or SEDC 774.22. cant responsibility for classroom instruction and 30 hrs plus conferences, 2 cr prereq: SEDC 724; pre- or coreq: SEDF 706 30 hrs plus conferences, 2 cr management. SEDC 772.22 Practicum in Italian, prereq: MUSED 678; pre- or coreq: SEDF 706 Grades 10–12 SEDC 774.13 Practicum in Physics, 30 hrs, 30 days student teaching plus Supervised practicum for teachers of Italian in Grades 7–9 conferences, 3 cr grades 10–12 in a New York City school. Hunter College-supervised practicum for teach- SEDC 771.10 Practicum in English, Students will continue to develop and refine ers of physics in grades 7–9 in a New York City Grades 7–9 classroom expertise in curriculum development, school. Students will continue to develop and Supervised practicum for teachers of English in delivery of instruction, and assessment of student refine classroom expertise in curriculum devel- grades 7–9 in a New York City school. Students learning. Students who take SEDC 772.22 must opment, delivery of instruction, and assessment will continue to develop and refine classroom also take either SEDC 762.12 or SEDC 772.12. of student learning. Students who take SEDC expertise in curriculum development, delivery of prereq: SEDC 722; pre- or coreq: SEDF 706 774.13 must also take either SEDC 764.23 or instruction, and assessment of student learning. 30 hrs plus conferences, 2 cr SEDC 774.23. Students who take SEDC 771.10 must also take prereq: SEDC 724; pre- or coreq: SEDF 706 either SEDC 761.20 or SEDC 771.20. 30 hrs plus conferences, 2 cr prereq: SEDC 721; pre- or coreq: SEDF 706 30 hrs plus conferences, 2 cr

161 SEDC 774.14 Practicum in Earth Science, SEDC 775.10 Practicum in Social Studies, SEDF 705 Educational Psychology: Grades 7–9 Grades 7–9 Applications to Adolescent Hunter College-supervised practicum for teach- Supervised practicum for teachers of social stud- Education ers of earth science in grades 7–9 in a New York ies in grades 7–9 in a New York City school. Prepares teacher candidates to think about how City school. Students will continue to develop Students will continue to develop and refine adolescents develop and learn. Emphasis will be and refine classroom expertise in curriculum classroom expertise in curriculum development, placed on identifying effective teaching strate- development, delivery of instruction, and assess- delivery of instruction, and assessment of student gies, adapting instruction for diverse student ment of student learning. Students who take learning. Students who take SEDC 775.10 must populations (including gifted students and stu- SEDC 774.14 must also take either SEDC also take either SEDC 765.20 or SEDC 775.20. dents with special needs), designing and manag- 764.24 or SEDC 774.24. prereq: SEDC 725; pre- or coreq: SEDF 706 ing classroom instruction, creating culturally prereq: SEDC 724; pre- or coreq: SEDF 706 30 hrs plus conferences, 2 cr compatible classrooms, motivating students, and 30 hrs plus conferences, 2 cr assessing their learning. SEDC 775.20 Practicum in Social Studies, prereq: SEDF 704 SEDC 774.21 Practicum in Biology, Grades 10–12 SCHOOL OF EDUCATION 30 hrs, plus 36 hrs fieldwork, 2 cr Grades 10–12 Supervised practicum for teachers of social stud- | Hunter College-supervised practicum for teach- ies in grades 10–12 in a New York City school. SEDF 706 Assessment of Teaching and ers of biology in grades 10–12 in a New York Students will continue to develop and refine Learning in Adolescent Education City school. Students will continue to develop classroom expertise in curriculum development, Basic principles and practices for the assessment and refine classroom expertise in curriculum delivery of instruction, and assessment of student of learning and teaching in the secondary class- development, delivery of instruction, and assess- learning. Students who take SEDC 775.20 must room. Includes instructional objectives, test con- ment of student learning. Students who take also take either SEDC 765.10 or SEDC 775.10. struction, descriptive statistics, interpretations of SEDC 774.21 must also take either SEDC prereq: SEDC 725; pre- or coreq: SEDF 706 standardized test scores, performance outcome 764.11 or SEDC 774.11. 30 hrs plus conferences, 2 cr measures and alternative forms of assessment. prereq: SEDC 724; pre- or coreq: SEDF 706 prereq: SEDF 705; SEDC 710 30 hrs plus conferences, 2 cr SEDC 776.10 Practicum in Music, 30 hrs, plus lab, 2 cr Grades Pre-K–6 SEDC 774.22 Practicum in Chemistry, Supervised practicum for teachers of music in SPED 700 Issues and Practices in Educating COURSE LISTINGS Grades 10–12 grades Pre-K–6 in a New York City school. Students with Disabilities Supervised practicum for teachers of chemistry in Students will continue to develop and refine Current and historical views of individuals with grades 10–12 in a New York City school. classroom expertise in curriculum development, disabilities; legal and educational perspectives; Students will continue to develop and refine delivery of instruction, and assessment of student definition of populations; effects of disabilities on classroom expertise in curriculum development, learning. Students who take SEDC 775.10 must social, emotional and psychological development. delivery of instruction, and assessment of student also take either SEDC 765.20 or SEDC 775.20. includes 5 hours of field experience learning. Students who take SEDC 774.22 must prereq: MUSED 678; pre- or coreq: SEDF 706 also take either SEDC 764.12 or SEDC 774.12. 30 hrs plus conferences, 2 cr SPED 701 Assessment of Students with prereq: SEDC 724; pre- or coreq: SEDF 706 Disabilities 30 hrs plus conferences, 2 cr SEDC 776.20 Practicum in Music, Grades 7–12 The study of processes and procedures used in Supervised practicum for teachers of music in the psycho-educational assessment of children SEDC 774.23 Practicum in Physics, grades 7–12 in a New York City school. Students with disabilities. Uses and limitations of assess- Grades 10–12 will continue to develop and refine classroom ment measures and procedures. Practice in use Hunter College-supervised practicum for teach- expertise in curriculum development, delivery of of selected tests for students, both those suspect- ers of physics in grades 10–12 in a New York instruction, and assessment of student learning. ed of having disabilities and those with identi- City school. Students will continue to develop Students who take SEDC 775.20 must also take fied disabilities. and refine classroom expertise in curriculum either SEDC 765.10 or SEDC 775.10. pre- or coreq: SPED 700 development, delivery of instruction, and assess- prereq: MUSED 678; pre- or coreq: SEDF 706 includes 15 hrs of field experience ment of student learning. Students who take 30 hrs plus conferences, 2 cr SEDC 774.23 must also take either SEDC SPED 702 Classroom Management in Special 764.13 or SEDC 774.13. SEDF 703 Social Foundations of Adolescent Education and Inclusive Settings prereq: SEDC 724; pre- or coreq: SEDF 706 Education Develops skill in using a variety of approaches to 30 hrs plus conferences, 2 cr Students explore in depth different sociological, ameliorate classroom management problems of historical, philosophical, anthropological, and students with disabilities affecting learning and SEDC 774.24 Practicum in Earth Science, political concepts and theories related to urban behavior. Includes behavior modification meth- Grades 10–12 schooling. Particular emphasis will be placed on ods, communication strategies, and psycho-edu- Hunter College-supervised practicum for teach- issues such as tracking, parent-school-communi- cational approaches ers of earth science in grades 10–12 in a New ty relations, inclusion of students with disabili- pre- or coreq: SPED 700 York City school. Students will continue to ties, the teaching of English language learners, includes 20 hrs of field experience develop and refine classroom expertise in cur- and other diverse populations. Students will riculum development, delivery of instruction, learn to analyze these concepts and theories and SPED 702.50 Classroom Management in and assessment of student learning. Students apply them to current classroom practices. Special Education and Inclusive who take SEDC 774.24 must also take either Settings SEDC 764.14 or SEDC 774.14. SEDF 704 Adolescent Development, Develops skills in using a variety of approaches prereq: SEDC 724; pre- or coreq: SEDF 706 Grades 7–12 to ameliorate classroom management problems 30 hrs plus conferences, 2 cr The process of cognitive, social/emotional, per- of students with disabilities affecting learning sonality, and language development among youth and behavior. Includes behavior modification who vary by gender, race and ethnicity, English methods, communication strategies and psycho- proficiency and varying levels of abilities. educational approaches. This course is for stu- 30 hrs, plus 36 hrs fieldwork, 2 cr dents in the Severe/Multiple Disabilities Including Deafblindness Program and Blind and Visually Impaired Program. pre- or coreq: SPED 700, SPED 790, SPED 791, or SPED 740, SPED 741 includes 20 hrs. of field experience

162 SPED 703 Inclusive Instruction in General SPED 707 Research Seminar: Issues in Special SPED 722 The Study of ASL Educational EDUCATION OF SCHOOL Education Classrooms for Students Education Linguistics with Learning and Behavior Integration of theory and practice as related to Focus on the linguistic structure of ASL: Disorders concerns across the entire field of special educa- phonology, morphology, syntax, pragmatics, and Explores curriculum adaptations and intensified tion. Two major projects, one oral and one writ- discourse rules. Traces acquisition of ASL during instruction for learners with diverse special educa- ten, constitute the special education program’s infancy, childhood and adolescent. Differences tion needs. Emphasizes practical application of culminating activity. are highlighted between ASL and English lin- instructional strategies, classroom change, and guistics, as well as the interaction between such collaborative processes. Open to both special edu- SPED 710.51, 710.52, 710.53 Independent structures and children’s learning. ASL is the cation and general education graduate students. Study in Special Education instructional language used to teach this course. prereq: SPED 700; coreq: current employment Designed to allow advanced students to further prereq: SPED 721 as a teacher or enrollment in student teaching their understanding and skill within special edu- 60 hrs lab, 2 cr includes 10 hrs of field experience cation. Students must obtain the approval and participation of a special education adviser to SPED 730 Education of Students Who Are SPED 704 Issues in Teaching English Second take SPED 710.51 (1 cr), while both SPED Deaf and Hard-of-Hearing Language Learners with Special 710.52 (2 cr) and .53 (3 cr) require the addi- History of theory, practice and conceptualiza- |

Education Needs tional approval of the department chairperson. tions in the education of students who are deaf LISTINGS COURSE Overview of issues and best practices for teaching 15–45 hrs, 1–3 cr and hard-of-hearing. The study of language English as a second language to learners with dis- acquisition (English and ASL), bilingualism, and abilities and special education needs. Techniques SPED 711.51, 711.52, 711.53 Independent learning English as a second language in hearing for distinguishing language-related issues from Study in Deaf and Hard-of-Hearing and deaf children. Linguistic understanding and disability-related learning and behavioral charac- Designed to allow advanced students to further analysis of the components of language profi- teristics. Methods for developing and adapting their understanding and skill within deaf and ciency. Educational settings, issues of inclusion, teaching and materials specifically for second lan- hard-of-hearing special education. Students must and use of technology. guage learners who have disabilities. obtain the approval and participation of their includes 10 hours of field experience adviser to take SPED 711.51 (1 cr), while both pre- or coreq: SPED 700 SPED 711.52 (2 cr) and .53 (3 cr) require the SPED 731 Reading and Writing Development 15 hrs, 1 cr additional approval of the department chairperson. for Students Who Are Deaf and SPED 705 Use of Instructional Technology in 15–45 hrs, 1–3 cr Hard-of Hearing: Methods 1 Special Education Theoretical and practical aspects of deaf children’s SPED 712.51, 712.52, 712.53 Independent Computer lab course focused on both broadly receptive and expressive language use. Study in Blindness and Visual based and specialized applications for supporting Instructional procedures used to facilitate lan- Impairment students with learning disabilities, mild, moder- guage acquisition in deaf and hard-of-hearing Designed to allow advanced students to further ate mental retardation, and behavioral disorders. children and their learning to read and write. their understanding and skill within blind and Focus on select number of tools and their multi- Assessment, instructional procedures, specific visually impaired special education. Students must ple uses. Also, overview of specialized computer remediation techniques, and technology supports. obtain the approval and participation of their curriculum software, web resources, and assistive pre- or coreq: SPED 730; coreq: must take adviser to take SPED 712.51 (1 cr), while both technology for students with severe disabilities SPED 733 in semester immediately following. SPED 712.52 (2 cr) and .53 (3 cr) require the pre- or coreq: SPED 700 includes 15 hrs of field experience additional approval of the department chairperson. 30 hrs lab, 1 cr fall only 15–45 hrs, 1–3 cr SPED 706 Strategies and Curriculum SPED 733 Math and Across-the-Curriculum SPED 713.52, 713.53 Topics in Special Adaptations for Learners with Adaptations for Students who are Education Severe/Multiple Disabilities Deaf and Hard-of-Hearing: In-depth study of one area relevant to teaching Methods 2 Emphasis is on collaborative teaming and alter- students with disabilities. native instructional arrangements in diverse gen- Methods for assessing and teaching deaf and pre- or coreq: SPED 700 hard-of-hearing students in mathematics, sci- eral education classrooms, preschools, and early 15–45 hrs, 1–3 cr intervention programs; disability-specific skills ence, social studies, other content areas, and that foster independence and social inclusion SPED 714.51 Topics in Special Education: time/space organization. Focus on math concept including self-care, community and domestic ITI Practicum in Visual development and compensations; reading/writing skills; facilitating friendships; development of Impairment and the arts across the curriculum; and organiza- curriculum adaptations, innovative scheduling, 1 cr tional strategies for school, home and life. and access to technological support. pre- or coreq: SPED 700; prereq (immediate pre- or coreq: SPED 700 or SPEDE 768 SPED 720 American Sign Language I preceding semester): SPED 731 includes 10 hours of field experience An intensive first course in American Sign includes 15 hrs of field experience Language (ASL), designed to establish a founda- spring only SPED 706.50 Strategies and Curriculum tion of ASL communicative competence. Adaptations for Learners with Emphasizes ASL grammar, vocabulary, receptive SPED 735 Speech Development and Severe/Multiple Disabilities and expressive skills, fingerspelling, numbers, Remediation of Students who are Emphasis is on collaborative teaming and alter- and spatial and pronominal reference. Deaf and Hard-of-Hearing native instructional arrangements in diverse gen- pre- or coreq: SPED 700 Psycho-acoustic aspects of speech sounds and their eral education classrooms, preschools, and early includes 5 hrs of field experience relationship to speech acquisition in hearing and intervention programs; disability-specific skills 90 hrs lab, 3 cr deaf children. Effects of various degrees of hearing that foster independence and social inclusion loss on speech acquisition; sense modalities in SPED 721 including self-care, community and domestic American Sign Language II speech production; typical voice and speech errors skills; facilitating friendships; development of This intensive course continues material covered in deaf and hard-of-hearing children; methods, SPED 720 curriculum adaptations, innovative scheduling, in . Emphasizes increased commu- procedures, materials, and technology used for and access to technological support. This course nicative competence in ASL, as well as grammar, speech development and remediation; inclusion of vocabulary, and receptive and expressive skills. is for students in the Severe/Multiple Disabilities deaf and hard-of-hearing students. prereq: SPED 720 Including Deafblindness Program and Blind and pre- or coreq: SPED 700 includes 5 hrs of field experience Visually Impaired Program. includes 5 hrs of field experience 90 hrs lab, 3 cr pre- or coreq: SPED 700 and SPED 790 or SPED 741 (includes 10 hours of field experience) 163 SPED 736 Aural Rehabilitation of Students SPED 737.53 Practicum: Deaf and Hard-of- SPED 744 Technology for Learners with who are Deaf and Hard-of-Hearing Hearing, Grade 7–12 Visual Impairments Principles and methods of teaching speech and Supervised practicum providing direct, specially Course provides students with hands-on experi- auditory training. Methods, procedures and designed classroom instruction at a grade level ences with access technology options for individ- materials used in development of oral communi- that does not overlap with pre-student-teaching uals who are blind or visually impaired. These cation, supports for inclusive settings and use of field experience as well as supervised clinical include screen review software, speech synthesiz- technology. teaching experience. Weekly seminar and confer- ers, scanning devices, Braille translators, refresh- pre- or coreq: SPED 700 encing to integrate knowledge and skills requi- able Braille displays, and portable speech and includes 5 hrs of field experience and 10 hrs of site to the teaching of children who are deaf and Braille note takers. Emphasis will be on learning field experience at one grade level hard-of-hearing. Factors influencing teaching to assess the strengths of current and future and management outcomes such as inclusion, access technology in relation to individual learn- SPED 737 Student Teaching: Deaf and Hard- technology, and family influences. ers in school and community settings. of-Hearing, Preschool–Grade 12 pre- or coreq: SPED 721, SPED 733 prereq: SPED 742 and SPED 743 Supervised student teaching placement providing SCHOOL OF EDUCATION 30 hrs seminar, plus conferences, 2 cr direct, specially designed classroom instruction for SPED 745 Literacy and Nemeth Code for | deaf and hard-of-hearing students at two grade SPED 740 Medical Aspects and Educational Learners with Visual Impairments levels that do not overlap with either pre-student- Implications of Visual Impairments Knowledge and skills to transcribe mathematical teaching field experience. Weekly seminar and Characteristics, etiologies, and effects of blind- and scientific print material into Braille by use conferencing to integrate knowledge and skills ness and visual impairments on educational of the Nemeth Code at both the elementary and requisite to the teaching of children who are deaf functioning; interpretations of clinical examina- secondary school levels; content related to meth- and hard-of-hearing. Addresses factors influencing tion reports; pre-clinical functional vision assess- ods for teaching math literacy to students who teaching and management outcomes such as ment; identification, classification, and utiliza- are blind; and current literature and research. inclusion, technology, and family influences. tion of optical devices in school and community pre- or coreq: SPED 740, 741, 742, 743 pre- or coreq: SPED 721, SPED 733 environments. 15 hrs, 1 cr 30 hrs seminar, plus conferences, plus 40 days pre- or coreq: SPED 700 student teaching at two grade levels, 4 cr SPED 746 Educational Implications of SPED 741 Education and Rehabilitation of Learners Who Are Deafblind COURSE LISTINGS SPED 737.50 Student Teaching: Deaf and Individuals with Visual Impairments Characteristics and etiologies of dual sensory Hard-of-Hearing, Focus on service delivery systems, psycho-social impairments and how causative factors and age Preschool–Grade 6 aspects of blindness and visual impairment, atti- of onset impact on learning and intervention Supervised student teaching placement providing tudes, legislation, advocacy, resources and strategies. Emphasis will be on service delivery direct, specially designed classroom instruction at unique curriculum areas that relate to learners systems, adapting sensory environments in the a grade level that does not overlap pre-student- with visual impairments. Effects of blindness school, developing communication modes, using teaching field experience. Weekly seminar and and low vision on motor, cognitive, social and assistive technology devices, and accessing conferencing to integrate knowledge and skills language development. resources in deafblindness. requisite to the teaching of children who are deaf pre- or coreq: SPED 740 prereq: SPED 700, SPED 790 or SPED 741 and hard-of-hearing. Addresses factors influenc- includes 10 hrs of field placement includes 10 hrs of field experience ing teaching and management outcomes such as inclusion, technology, and family influences. SPED 742 Curriculum and Instructional SPED 747 Principles and Practices in pre- or coreq: SPED 721, SPED 733 Strategies for Learners with Visual Orientation and Mobility for 30 hrs seminar, plus conferences, plus 20 days Impairments Teachers of Learners with Visual student teaching, 2 cr Principles, teaching strategies, and curriculum Impairments adaptations relevant to academic, social, voca- The history of orientation and mobility SPED 737.51 Student Teaching: Deaf and tional and life-skill needs of learners with blind- (O&M), systems of O&M, techniques of utiliz- Hard-of-Hearing, Grades 7–12 ness and low vision, including those with addi- ing sensory information for children who are Supervised student teaching placement providing tional impairments. visually impaired, and concepts (e.g., spatial, direct, specially designed classroom instruction at pre- or coreq: SPED 740, SPED 741 positional, environmental, and time) taught by a grade level that does not overlap pre-student- includes 15 hrs of field placement teachers of students with visual impairments. teaching field experience. Weekly seminar and Lab experiences to teach pre-cane skills with the conferencing to integrate knowledge and skills SPED 743 Braille Literacy and use of blindfolds and low-vision simulators in requisite to the teaching of children who are deaf Communication Skills for Learners both indoor and outdoor environments. and hard-of-hearing. Addresses factors influenc- with Visual Impairments pre- or coreq: SPED 740, 741, 742 ing teaching and management outcomes such as History of tactile reading systems used by individ- inclusion, technology, and family influences. uals who are blind. Students must demonstrate SPED 748 Student Teaching: Blindness and pre- or coreq: SPED 721, SPED 733 proficiency in reading and writing Grade 2 literary Visual Impairment, 30 hrs seminar, plus conferences, plus 20 days Braille and using the Braillewriter and slate and Preschool–Grade 12 student teaching, 2 cr stylus. Other skills include modifying print mate- Supervised student teaching in specialized rials for use by Braille readers. Current research resource room, or itinerant teaching programs SPED 737.52 Practicum: Deaf and Hard-of- and issues related to Braille literacy are reviewed. with learners who are blind or visually impaired Hearing, Preschool–Grade 6 pre- or coreq: SPED 740, SPED 741, at two grade levels that do not overlap with the Supervised practicum providing direct, specially SPED 742 pre-student teaching field placements. designed classroom instruction at a grade level includes 10 hrs of field placement Conferences and weekly seminar. Focus on writ- that does not overlap with pre-student-teaching ing lesson plans, adapting sensory environments, field experience as well as supervised. Weekly selecting appropriate learning media, adapting seminar and conferencing to integrate knowledge curriculum through tactile graphics, developing and skills requisite to the teaching of children IEPs, and forming partnerships with families. who are deaf and hard-of-hearing. Factors influ- pre- or coreq: SPED 740, SPED 741 encing teaching and management outcomes such 30 hrs seminar, plus conferences, plus 40 days as inclusion, technology, and family influences. student teaching at two grade levels, 4 cr pre- or coreq: SPED 721, SPED 733 30 hrs seminar, plus conferences, 2 cr

164 SPED 748.50 Student Teaching: Blindness SPED 748.54 Student Teaching 2: Blindness SPED 749 Orientation and Mobility for EDUCATION OF SCHOOL and Visual Impairment, and Visual Impairment, Students with Visual Impairments Preschool–Grade 6 Preschool–Grade 6 and Additional Disabilities Supervised student teaching in specialized Supervised student teaching in specialized An advanced orientation and mobility course on resource room, or itinerant teaching programs resource room, or itinerant teaching programs specialized instructional strategies that address with learners who are blind or visually impaired with learners who are blind or visually impaired the special travel difficulties of learners (infants in preschool or childhood settings, whichever in preschool or childhood settings, whichever to older adults) who are blind or visually does not overlap with the pre-student teaching does not overlap with the pre-student teaching impaired with additional disabilities. Topics field placements. Conferences and weekly seminar. field placements. Conferences and weekly semi- include deafness, deafblindness, multiple impair- Focus on writing lesson plans, writing functional nar. Focus on writing lesson plan, writing func- ments, motoric, cognitive and affective impair- vision assessment reports, selecting appropriate tional vision assessment reports, selecting appro- ments. This course also addresses instructional learning media, developing IEPs, forming part- priate learning media, developing IEP’s, forming strategies for persons in unique living situations nerships with families. partnerships with families. or environments. pre- or coreq: SPED 740, SPED 741 pre- or coreq: SPED 740, SPED 741 prereq: permission of adviser

30 hrs seminar, plus conferences, plus 20 days | student teaching, 2 cr SPED 748.55 Student Teaching 2: Blindness SPED 750 The Study of Behavior Disorders and Visual Impairment, Etiology and characteristics of children with LISTINGS COURSE SPED 748.51 Student Teaching: Blindness Grade 7–12 behavioral disorders. Theories underlying the and Visual Impairment, Supervised student teaching in specialized development of behavior disorders, including an Grades 7–12 resource room, or itinerant teaching programs understanding of constitutional, environmental Supervised student teaching in specialized with learners who are blind or visually impaired and family influences. Use of contemporary resource room, or itinerant teaching programs in middle adolescent or adolescent, whichever diagnostic criteria and their implications for with learners who are blind or visually impaired does not overlap with pre-student teaching field placement. Sensitivity to cultural factors and in either middle adolescent or adolescent, placements. Conferences and weekly seminar. individual’s behavior and customs. whichever does not overlap with the pre-student Focus on writing lesson plans, functional vision pre- or coreq: SPED 700 teaching field placements. Conferences and assessment reports, selecting appropriate learning includes 20 hrs of field experience weekly seminar. Focus on writing lesson plans, media, developing IEP’s, forming partnership writing functional vision assessment reports, with families. SPED 751 Methods and Materials for Teaching selecting appropriate learning media, developing pre- or coreq: SPED 740, SPED 741 Students with Behavior Disorders IEPs, forming partnerships with families. structured conferences, plus 20 days student Educational assessment for effective instruction of pre- or coreq: SPED 740, SPED 741 teaching, 1 cr students with behavior disorders in both academic 30 hrs seminar, plus conferences, plus 20 days and behavioral areas. Individualized remedial pro- student teaching, 2 cr SPED 748.56 Supervised Practicum 2: cedures, with attention to cultural considerations Blind and Visual Impairment in understanding and responding to students. SPED 748.52 Supervised Practicum: Blindness Preschool–Grade 6 pre- or coreq: SPED 750 and Visual Impairment, Supervised practicum in specialized resource includes 20 hrs of field experience Preschool–Grade 6 room, or itinerant teaching programs with learn- Supervised practicum in specialized resource room, ers who are blind or visually impaired in pre- SPED 752 Student Teaching: Behavior or itinerant teaching programs with learners who school or childhood settings, whichever does not Disorders, Grades 1–3 and 4–6 are blind or visually impaired in preschool or child- overlap with the pre-student teaching field place- Supervised student teaching and weekly seminar hood settings, whichever does not overlap with the ment. Focus on writing lesson plans, writing to integrate knowledge and skills requisite to pre-student teaching field placements. Conferences functional vision assessment reports, selecting teaching children with behavior disorders. This and weekly seminar. Focus on writing lesson plans, appropriate learning media, developing IEP’s, includes teaching strategies and understanding writing functional vision assessment reports, select- forming partnerships with families. influences in planning IEPs and implementing ing appropriate learning media, developing IEPs, pre- or coreq: SPED 740, SPED 741 appropriate instructions at grade levels 1–3 and forming partnerships with families. structured conferences, 1 cr 4–6. Factors influencing teaching and manage- pre- or coreq: SPED 740, SPED 741 ment outcomes such as family influences. 30 hrs seminar, plus conferences, 2 cr SPED 748.57 Supervised Practicum 2: prereq: SPED 750; pre- or coreq: SPED 751 Blind and Visual Impairment, or SPED 781.50 SPED 748.53 Supervised Practicum: Grades 7–12 30 hrs seminar, plus conferences, plus 40 hours Blindness and Visual Supervised practicum in specialized resource student teaching at two age levels, 4 cr Impairment, Grades 7–12 room, or itinerant teaching programs with learn- Supervised practicum in specialized resource ers who are blind or visually impaired in middle SPED 752.50 Student Teaching: Behavior room, or itinerant teaching programs with learn- adolescent or adolescent, whichever does not Disorders, Grades 1–3 ers who are blind or visually impaired in middle overlap with pre-student teaching field place- Supervised student teaching and weekly seminar adolescent or adolescent, whichever does not ment. Focus on writing lesson plans, functional to integrate knowledge and skills requisite to overlap with the pre-student teaching field place- vision assessment reports, selecting appropriate teaching children with behavior disorders. This ments. Conferences and weekly seminar. Focus learning media, developing IEP’s, forming part- includes teaching strategies and understanding on writing lesson plans, writing functional vision nerships with families. influences in planning IEPs and implementing assessment reports, selecting appropriate learning pre- or coreq: SPED 740, SPED 741 appropriate instruction. Factors influencing media, developing IEPs, forming partnerships structured conferences, 1 cr teaching and management outcomes such as with families. family influences. pre- or coreq: SPED 740, SPED 741 prereq: SPED 750; pre- or coreq: SPED 751 30 hrs seminar, plus conferences, 2 cr or SPED 781.50 30 hrs seminar, plus conferences, plus 20 days student teaching, 2 cr

165 SPED 752.51 Student Teaching: Behavior SPED 755 (CEDC 755) Assessment and SPED 764 Internship II: Rehabilitation Disorders, Grades 4–6 Instruction for Diversely Gifted Teaching for Individuals with Supervised student teaching and weekly seminar Learners Visual Impairments to integrate knowledge and skills requisite to Supervised learning lab experience involving Provides supervised advanced-level field placement teaching children with behavior disorders. This scaffolded assessment, diagnosis, and associated in a variety of settings for teaching persons with includes teaching strategies and understanding curriculum differentiation for diversely gifted visual impairments including youth of transition influences in planning IEPs and implementing learners, including those with learning and emo- age and individuals with multiple impairments. appropriate instruction. Factors influencing tional problems, physical disabilities, and special All students are required to attend individual con- teaching and management outcomes, including abilities. Includes writing and implementing ferences and a weekly seminar. family influences. individual education plans. prereq: SPED 760, 761 prereq: SPED 750; pre- or coreq: SPED 751 pre- or coreq: SPED 753 or CEDF 753, and 230 hrs, 2 cr or SPED 781.50 SPED 754 or CEDC 754 30 hrs seminar, plus conferences, plus 20 days includes 20 field hrs SPED 765 Intermediate Orientation and Mobility SCHOOL OF EDUCATION student teaching, 2 cr SPED 756 (ADSUP 756, CEDC 756, CEDF Theories related to perception, learning and | SPED 752.52 Supervised Practicum: Behavior 756) Professional Discourse and development of individuals who are blind or Disorders, Grades 1–3 Leadership in Gifted Education visually impaired, and /or with multiple impair- Supervised practicum and weekly seminar to Collaborative models of professional develop- ments across the age-spectrum as it is related to integrate knowledge and skills requisite to teach- ment and program evaluation in gifted educa- O&M. Through lecture, observation and prac- ing children with behavior disorders. This tion. Major issues and leadership concerns in the tice, the student develops competencies in teach- includes teaching strategies and understanding field, e.g., including underrepresented popula- ing indoor travel techniques used by persons influences in planning IEPs and implementing tions and integrating gifted practices schoolwide with visual impairments. Requirements include appropriate instruction. Factors influencing and systemwide. Investigation of networking 50 hours of blindfold simulation. teaching and management outcomes, including and dissemination. pre- or coreq: SPED 768 family influences. pre- or coreq: SPED 753 or CEDF 753, and 45 hrs plus 50 hrs of lab, 3 cr prereq: SPED 750; pre- or coreq: SPED 751 SPED 754 or CEDC 754 SPED 766 Advanced Orientation and

COURSE LISTINGS or SPED 781.50 includes 10 field hrs 30 hrs seminar, plus conferences, 2 cr Mobility SPED 760 Skills and Techniques for Assessment, lesson sequencing, methods for SPED 752.53 Supervised Practicum: Behavior Rehabilitation Teaching I Orientation and Mobility (O&M) of those who Disorders, Grades 4–6 Methods and alternative techniques in the areas are visually impaired across the age-spectrum. Supervised practicum and weekly seminar to of daily living skills, sensory development, com- Through lecture, observation and practice, the integrate knowledge and skills requisite to teach- munication skills and personal management for student develops competencies in teaching out- ing children with behavior disorders. This individuals who are visually impaired. Students door travel techniques used by persons with includes teaching strategies and understanding receive instruction in assessment and evaluation, visual impairments. influences in planning IEPs and implementing assessment-based goal planning, and lesson pre- or coreq: SPED 765, 768 appropriate instruction. Factors influencing preparation for instructing consumers with visu- 45 hrs plus 50 hrs of lab, 3 cr teaching and management outcomes, including al impairments. family influences. prereq: SPED 740, 741 SPED 767 Orientation and Mobility: prereq: SPED 750; pre- or coreq: SPED 751 includes a minimum of 30 practicum hrs Internship/Seminar or SPED 781.50 Knowledge and skills in advocacy for persons 30 hrs seminar plus conferences, 2 cr SPED 761 Skills and Techniques for with visual impairments, the Code of Ethics for Rehabilitation Teaching II O&M specialists, organizing an O&M program, SPED 753 (CEDF 753) Understanding and Methods and alternative instructional techniques record keeping systems and program evaluation Identifying Gifted Learners: in the areas of home management, food prepara- procedures, educating the public about O&M, Individual and Developmental tion, home mechanics, leisure activities and issues and public policy related to O&M, and Diversity craftmaking for the purpose of instructing per- principles of employer/employee relations. 340 An overview of major questions and issues in the sons who are visually impaired. Students learn hours of internship required. field, including What is intelligence? What is cre- the evaluation of persons with visual impair- pre- or coreq: SPED 765, 766, 768, 769 ativity? What is giftedness? How do we measure ments. This course also teaches evaluation and 30 hrs seminar, plus conferences plus 340 hours these qualities? Focus on the urban context, incor- instruction of age-appropriate activities for of internship, 2 cr porating rich cultural, social, political, educational, youth of transition age. and scientific resources possibilities, and develop- prereq: SPED 760 SPED 768 Intermediate Orientation and ing expertise in educating gifted and talented stu- Mobility: Lab & Seminar dents from a broad range of backgrounds. SPED 762 Principles of Vocational This course teaches assessment of the systems of prereq: permission of gifted education coordinator Rehabilitation and Independent mobility used by persons who are visually includes 10 field hrs Living Rehabilitation for Adults impaired and develops competencies in teaching with Visual Impairments indoor travel techniques used by persons with SPED 754 (CEDC 754) Differentiating Job modification options. Transition planning visual impairments. Two week summer course. Curriculum for Gifted and from education to adult services. pre- or coreq: permission of adviser, 2 cr Talented Learners prereq: SPED 740, 741 Consideration of a wide range of curriculum SPED 769 Advanced Orientation and options appropriate for meeting diverse kinds of SPED 763 Internship I: Rehabilitation Mobility Lab and Seminar gifted learning needs from early childhood Teaching for Individuals with This course demonstrates practical application of through Grade 12, as well as a variety of place- Visual Impairments Orientation and Mobility instructional tech- ment options, from the regular classroom to the Provides supervised placement in itinerant or niques as they are applied in outdoor settings fulltime gifted school. center-based programs for children or adults under blindfold and with low vision simulators. prereq: permission of gifted education coordinator who are blind and/or visually impaired. All stu- Content related to instructional strategies will be includes 10 field hrs dents are required to attend individual confer- provided during the in-class seminar. Two week ences and a weekly seminar. summer course. prereq: SPED 760, 761 pre- or coreq: SPED 765, 766, 768 230 hrs, 2 cr 2 cr

166 SPED 780 The Study of Learning Disabilities SPED 783 Math, Organizational and Social SPED 785.51 Student Teaching: Learning EDUCATION OF SCHOOL History of theory, practices and conceptualiza- Strategies for Students with Disabilities, Grades 1–3 or 4–6 tions of learning disabilities and mild/moderate Learning Disabilities: Methods 2 Supervised student teaching, providing direct, mental retardation. Current issues, controversies Principles, methods, and specially designed specially designed instruction for students with and research, offering frameworks for appropriate mathematics instruction for students with learn- learning disabilities or mild/moderate mental instruction. Includes student characteristics, LD ing disabilities or mild/moderate mental retarda- retardation in either grades 1–3 or 4–6, as an approach to teaching, family and cultural tion. Focus on concept development, concrete whichever is not covered in SPED 785.52. needs, as well as services and settings from spe- materials, procedural learning, memory strate- pre- or coreq: SPED 700 cial schools to supported inclusion. gies and compensations; time/space/task organi- 30 hrs seminar, plus conferences, plus 20 days pre- or coreq: SPED 700 zation and body movement, social-interaction, of student teaching, 2 cr and the arts across the curriculum. SPED 781 Reading and Writing for Students prereq: SPED 781/782; coreq: SPED 784 SPED 785.52 Student Teaching: Learning with Learning Disabilities: (note: must take concurrently with SPED 784 Disabilities, Grades 1–3 or 4–6 Methods 1 and have taken SPED 781/782 in preceding Supervised student teaching, providing direct, Principles, methods, and specially designed specially designed instruction for students with semester) | instruction for students with learning disabilities spring only learning disabilities or mild/moderate mental or mild/moderate mental retardation. Focus on retardation in either grades 1–3 or 4–6, LISTINGS COURSE developing literacy, including early reading (con- SPED 783.50 Math, Organizational and whichever is not covered in SPED 785.51. ventions of print, phonemic awareness, word Social Strategies for Students pre- or coreq: SPED 700 recognition) fluency, vocabulary development, with Learning Disabilities (for 30 hrs seminar, plus conferences, plus 20 days graphic organizing, and comprehension at the those not in LD specialization) of student teaching, 2 cr sentence, cross-sentence and text-structure levels. Principles, methods, and specially designed pre- or coreq: SPED 700; coreq: SPED 782 mathematics instruction for students with learn- SPED 790 Foundations and Educational (note: must take concurrently with SPED 782 ing disabilities or mild/moderate mental retarda- Implications of Severe/Multiple and must take SPED 783/784 in semester tion. Focus on concept development, concrete Disabilities immediately following) materials, procedural learning, memory strate- Medical foundations of low incidence disabili- includes 10 hrs of field experience gies and compensations; time/space/task organi- ties. Focus is on characteristics, etiologies, and offered only in the fall semester zation and body movement, social interaction, effects of multiple impairments in learners in and the arts across the curriculum. school environments and impact upon motor, SPED 781.50 Reading and Writing for pre- or coreq: SPED 700 cognitive, social, and adaptive skills. Students with Learning pre- or coreq: SPED 700 Disabilities (for those not in LD SPED 784 Supervised Clinical Teaching of Specialization) Students with Learning SPED 791 Alternative Assessment for Learners Principles, methods, and specially designed Disabilities: Part 2 with Low Incidence Disabilities: instruction for students with learning disabilities Continuation of on-site supervised practicum, Visual Impairment, Deafblindness, or mild/moderate mental retardation. Focus on providing intensive, specially designed instruc- and Severe Disabilities developing literacy, including early reading (con- tion for students with learning disabilities or The study of alternative procedures used in assess- ventions of print, phonemic awareness, word mild/moderate mental retardation from grades ing learners with low-incidence disabilities. recognition) fluency, vocabulary development, 1–6. Focus on written expression: writing Emphasis is on behavior observation techniques, graphic organizing, and comprehension at the process, handwriting, spelling, sentence and text ecological inventories, performance and curricu- sentence, cross-sentence and text-structure levels. structure. Ongoing focus on family, community lum-based assessment and routine task analysis pre- or coreq: SPED 700 and school. Videotape and computer use. assessment. Practice in use of selected instruments includes 10 hrs of field experience prereq: SPED 781/ 782; coreq: SPED 783 and participation in parent/teacher conferences. 15 hrs seminar, plus 20 hrs lab, 2 cr pre- or coreq: SPED 700, SPED 790 SPED 782 Supervised Clinical Teaching of spring only includes 15 hrs of field experience Students with Learning Disabilities: Part 1 SPED 785 Student Teaching: Learning SPED 792 Language Development and On-site supervised practicum, providing intensive Disabilities, Grades 1–3 or 4–6 Alternative Communication Systems specially designed instruction for students with Supervised student teaching, providing direct, for Learners with Low Incidence learning disabilities or mild mental retardation specially designed instruction for students with Disabilities: Severe Disabilities from grades 1–6. Focus on specialized reading learning disabilities or mild/moderate mental including Deafblindness instruction, active engagement, structuring, retardation in either grades 1–3 or 4–6, Focus of course is on nonlinguistic and linguistic sequencing, on-going assessment, family, culture, whichever is not covered in SPED 782/784. forms of communication used by learners with and school relations. Videotape and computer use. Weekly seminar and conferencing. Focus on severe disabilities including deafblindness. pre- or coreq: SPED 700; coreq: SPED 781 selecting, applying, and monitoring instructional Emphasis is on instruction in aided and unaided (note: must take concurrently with SPED 781 and behavioral strategies. Also includes IEP, fam- augmentative, alternative, and assistive techno- and must take SPED 783/784 in semester ilies and communities. logical devices that enhance communication. immediately following) pre- or coreq: SPED 700 pre- or coreq: SPED 700 15 hrs seminar, plus 20 hrs lab, 2 cr 30 hrs seminar, plus conferences, plus 40 days includes 15 hrs of field experience fall only student teaching, 4 cr SPED 793 Total Communication for Learners SPED 785.50 Supervised Practicum: Learning with Severe/Multiple Disabilities Disabilities, Grades 1–3 or 4–6 Knowledge of the manual alphabet and basic Supervised practicum, providing direct, specially sign vocabulary appropriate for instruction with designed instruction for students with learning learners with severe disabilities. Also focuses on disabilities or mild/moderate mental retardation differences among sign language systems and in either grades 1–3 or 4–6, whichever is not introduction to deaf culture. covered in SPED 782/784. Weekly seminar and prereq: SPED 700 conferencing. Focus on selecting, applying, and 30 hrs, 2 cr monitoring instructional and behavioral strate- includes 10 hrs of field experience gies. Includes IEP, families and communities. pre- or coreq: SPED 700 30 hrs seminar, plus conferences, 2 cr

167 SPED 794 Functional Language and Culture SPED 795.53 Supervised Practicum: SPEDE 770 Curriculum Models and Methods of Learners with Low Incidence Severe/Multiple Disabilities, in Early Intervention and Early Disabilities Including Deafblindness, Childhood Special Education This course emphasizes language strategies for Grades 4–6 Major approaches in early intervention and early English language learners (ELL), cultural/family Supervised practicum placement in an inclusive childhood special education; instructional values, home/school partnerships, teacher expecta- school setting with learners who have mild/mod- sequences and methods for use in different set- tions and assumptions, classroom environments, erate and severe disabilities, grades 4–6. tings such as inclusion programs and the natural learning materials. Students are expected to relate Conferences and weekly seminar. Focus on writ- environment of the home; team and collabora- and adapt curriculum and ELL instructional ing lesson plans for cooperative groups, curricu- tive teaching models; the process of using assess- strategies to learners with severe disabilities. lum strategies and adaptations, peer-tutoring ment data to create IFSP and IEP goals and prereq: SPED 706 programs, barrier-free classroom design, and objectives and match them to teaching strategies; 1 cr behavioral support plans, forming partnerships program evaluation. includes 5 hrs of field experience with families. includes 5 hrs field experience

SCHOOL OF EDUCATION pre- or coreq: SPED 790, 791 SPED 795 Student Teaching: Severe/Multiple 30 hours seminar, plus conferences, 2 cr SPEDE 771 Autistic Spectrum Disorders: | Disabilities, Including Characteristics, Implications for Deafblindness, Grades 1–6 SPEDE 714 History and Context of Early Intervention, and Educational Supervised student teaching in a disability-spe- Intervention and Early Strategies cific school setting with learners with severe dis- Childhood Special Education Special learning and behavioral issues in educat- abilities including deafblindness in grades 1–3 Historical and current views of infants and young ing infants/toddlers, preschoolers, and elemen- and 4–6. Focus on writing lesson plans, develop- children with developmental delays and disor- tary age students with autism spectrum disor- ing IEPs, behavioral observation, creating port- ders; “War on Poverty” antecedents of current ders; instructional strategies of particular value folios, forming partnerships with families. early childhood special education services; feder- in working with children who have autism, pre- or coreq: SPED 790, 791 al, state, and city regulations covering interven- PDD-NOS, and Asperger’s syndrome. 30 hrs seminar, plus 40 days of student teach- tion services to young children with disabilities. pre- or coreq: one of the following: SPEDE 768, ing at two grade levels, 4 cr 15 hrs, 1 cr 769, SPED 730, 740, 750, 780, 781, 706,

COURSE LISTINGS 706.50, 790, or permission of the early child- SPED 795.50 Student Teaching: Severe/ SPEDE 765 Special Topics in Early hood special education program coordinator Multiple Disabilities Including Childhood Special Education includes 5 hrs of field experience. Deafblindness, Grades 1–3 One-credit special topics courses focus on nar- Supervised student teaching in a disability-spe- rowly defined topics of high current relevance in SPEDE 772 Behavioral Theory and Its cific school setting with learners with severe dis- the field of early childhood special education. Applications to Young Children abilities including deafblindness, grades 1–3. prereq : SPEDE 768 and 769 or permission of with Special Needs Focus on writing lesson plans, developing IEPs, the coordinator of the early childhood special The major tenets of behavioral theory; variations behavioral observation, creating portfolios, form- education program in approaches to applied behavior analysis; how ing partnerships with families. 15 hrs, 1 cr to do and use functional behavioral analysis with pre- or coreq: SPED 790, 791 young children who have special needs. 30 hrs seminar, plus conferences, plus 20 days SPEDE 767 Field Experiences in Early prereqs: SPEDE 769 or SPED 790 or of student teaching, 2 cr Childhood Special Education permission of the coordinator of the early with an Annotation in Severe childhood special education program SPED 795.51 Student Teaching: Severe/ Disabilities includes 5 hrs of field experience. Multiple Disabilities Including 15 hour seminar plus 30 hrs. of fieldwork in one Deafblindness, Grades 4–6 of the following age/grade levels: 0–3; 3–5; or SPEDE 773 Developing Partnerships with Supervised student teaching in a disability-spe- Kindergarten, grades 1 and 2 in a program for Families for Their Child’s cific school setting with learners with severe dis- children with severe disabilities, Development and Learning abilities including deafblindness, grades 4–6. prereq: SPEDE 770, SPED 790, and The roles of parents in the development and Focus on writing lesson plans, developing IEPs, SPED 791; pre- or coreq: SPEDE 771 education of infants and young children with behavioral observation, creating portfolios, form- 1 cr special needs; communicating and relating ing partnerships with families. appropriately and effectively with parents of pre- or coreq: SPED 790, 791 SPEDE 768 Characteristics and diverse educational, language, economic, and 30 hrs seminar, plus 20 days of student Developmental Problems of ethnic backgrounds; including parents in the teaching, 2 cr Infants and Young Children with intervention team; resources for parents. Special Needs pre- or coreq: SPEDE 768 SPED 795.52 Supervised Practicum: Definition of populations; effects of disabilities 15 hrs, 1 cr Severe/Multiple Disabilities, on cognitive, social/emotional, language, and includes 2.5 hrs field experience Including Deafblindness, motor development; implications for early inter- Grades 1–3 vention and education. SPEDE 774 Reading and Writing for Students Supervised practicum in an inclusive school set- includes 2.5 hrs field experience with Special Education Needs, ting with learners who have mild/moderate and Grades K–2 severe disabilities, grades 1–3. Conferences and SPEDE 769 Assessment of Development and Methods for developing reading and writing in weekly seminar. Focus on writing lesson plans Learning in Infants and Young students with disabilities and special education for cooperative groups, curriculum strategies and Children with Special Needs needs, grades K–2; instructional approaches and adaptations, peer-tutoring programs, barrier-free Processes and procedures appropriate for assessing specific methodologies effective with young chil- classroom design, and behavioral support plans, the development and learning of children from dren who have a variety of learning disorders. forming partnerships with families. infancy through age 7 (second grade), including From this instructional base, teachers can make pre- or coreq: SPED 790, 791 multidisciplinary screening and assessment; uses informed decisions regarding the importance 30 hrs seminar, plus conferences, 2 cr and limitations of assessment measures; practice and propriety of special teaching strategies for in the use of selected assessment tools. use with particular students. includes 5 hrs field experience pre- or coreq: SPEDE 769 includes 5 hrs field experience

168 SPEDE 775 Mathematics for Students with SPEDE 778 Student Teaching in Early SPEDE 780 Language Teaching Approaches EDUCATION OF SCHOOL Special Education Needs, Childhood Special Education and Strategies for Young Children Grades K–2 Supervised student teaching for 20 days at one with Autism Spectrum Disorders Principles, methods, and specially-designed of the following age/grade levels: Pre-K Assessment and instructional approaches to mathematics instruction for students with dis- (Birth–5), Kindergarten, grades 1–2; practice in teaching language to young children with abilities and special education needs, grades implementation of skills developed through autism, including picture communication sys- K–2; focus on concept development, concrete coursework and field experiences. (Note that stu- tems. Verbal behavior and visual supports for materials, the counting substrate and strategies, dents who take SPEDE 778 must also take SPEDE early literacy: collaboration with speech language and verbal memory supports, as well as on dif- 779 and the placements must be at different therapists and parents. ferentiating kinds and degrees of math learning age/grade levels.) pre- or coreq: SPEDE 771 or permission of the and disability. prereq: SPEDE 776 program coordinator pre- or coreq: SPEDE 769 30 hrs seminar plus 20 days, 2 cr 1 cr 15 hrs, 1 cr SPEDE 778.50 Student Teaching in Early SPEDE 781 Incidental Teaching and Other SPEDE 776 Field Experiences in Early Childhood Special Education Naturalistic Behavioral Strategies Childhood Special Education with an Annotation in Severe Overview of naturalistic behavioral strategies used |

Two field placements of 30 hours each, with the Multiple Disabilities in the education of young children with autistic LISTINGS COURSE placements at different age/grade levels: Pre–K Supervised student teaching for 20 days at one spectrum disorders including incidental teaching, (Birth–five), Kindergarten, grades 1 or 2; one of of the following age/grade levels: Pre-K pivotal response training, natural language para- these experiences must be in a program using an (Birth–5), Kindergarten, grades 1–2; practice in digm, and establishing operations to teach in the ABA approach with children who have autistic implementation of skills developed through natural environment; involving parents. spectrum disorders, while the other experience coursework and field experiences. (Note that stu- pre- or coreq: SPEDE 771 or permission of the must be in a program with a different approach. dents who take SPEDE 778.50 must also take program coordinator pre- or coreqs: SPEDE 770, 771, 774; SPED SPEDE 779.50 and the placements must be at dif- 1 cr 706 or 706.50 or 792 ferent age/grade levels. Students must be in an early 30 hr. seminar plus 60 hrs. of field experience, childhood program with learners with severe disabil- SPEDE 782 Higher Functioning Children 2 cr ities for the entire semester.) with Autism Spectrum Disorders prereq: SPEDE 767 Understanding the special needs of higher func- SPEDE 776.51 Field Experiences in Early 30 hrs seminar plus 20 days, 2 cr tioning children with autism spectrum disorders; Childhood and/or Childhood assessment, instructional approaches, models, Special Education with an SPEDE 779 Practicum in Early Childhood and methods for use in educational settings. Annotation in Severe Special Education pre- or coreq: SPEDE 771 or permission of the Disabilities: Autism Supervised practicum and weekly seminar; prac- program coordinator Two field placements of 30 hours each, with the tice in the implementation of skills developed 1 cr placements at different age/grade levels: Pre-K through coursework and field experiences. (Note (Birth–5), Kindergarten, grades 1 and 2, grades that students who take SPEDE 779 must also take SPEDE 783 Inclusion of Children with 306; both of these experiences must be with SPEDE 778 and the two experiences must be at Autism Spectrum Disorders children who have autism spectrum disorders. different age/grade levels. Pre-K [Birth–five], Why, when and how to include children with pre- or coreq: SPEDE 771 or permission of the Kindergarten, grades 1–2. Teacher Candidates must autism spectrum disorders in the educational program coordinator be in an early childhood program that includes chil- mainstream; strategies that work for different types 30 hours seminar plus 60 hours of field dren with disabilities for the entire semester.) of students, families, and school environments. experience, 2 cr prereq: SPEDE 776 pre- or coreq: SPEDE 771 or permission of the 30 hrs seminar plus conferences, 2 cr program coordinator SPEDE 777 Student Teaching: Early 1 cr Childhood Special Education SPEDE 779.50 Practicum in Early Childhood Supervised student teaching in two settings with Special Education with an 20 days in each placement; placements must be Annotation in Severe at different age/grade levels: Pre-K (Birth–five); Disabilities Kindergarten; grades 1–2; practice in the imple- Supervised practicum in an age/grade level other mentation of skills developed through course- them that used in SPEDE 778.50 practice in the work and field experiences. implementation of skills developed through prereq: SPEDE 776 coursework and field experiences. Students must 30 hrs seminar plus 40 days, 4 cr be in an early childhood program with learners with severe disabilities for the entire semester. SPEDE 777.50 Student Teaching: Early prereq: SPEDE 767 Childhood Special Education 30 hrs. seminar plus conferences, 2 cr with Annotation in Severe Disabilities Supervised student teaching in two settings with 20 days in each placement; placements must be at different age/grade levels; Pre-K (Birth–5); Kindergarten; grades 1–2; practice in the imple- mentation of skills developed through course- work and field experiences. prereq: SPEDE 767 30 hrs seminar plus 40 days, 4 cr

169 GRADUATE PROGRAMS

IN THE SCHOOLS OF THE Health Professions

Brookdale Health Science Center 425 East 25th Street New York NY 10010

Dean, Laurie N. Sherwen, Ph.D, FAAN; (212) 481-4314 Administrative Offices: 6th Floor, West Building; (212) 481-4313 Student Adviser: Room 628 West Building; (212) 481-4773 Website: http://www.hunter.cuny.edu/schoolhp/

Hunter College’s Schools of the Health HISTORY OF SCHOOLS THE CENTERS Professions comprise two prestigious academic units of the college: The Hunter-Bellevue Nursing education began at Hunter in 1943, Brookdale Center on Aging School of Nursing and the School of Health when courses for registered nurses were added Sciences. In addition, the division is joined by to its curriculum. In 1955, a four-year colle- Brookdale Campus (BC) two academic research centers – the Center giate program that was a pioneer for its time 13th floor, North Building; (212) 481-3780 for Urban and Community Health, and the – the Hunter College Program in Nursing – Website: http://www.brookdale.org/ Center for Occupational and Environmental was launched. When the legendary Bellevue Health. A third center, the Brookdale Center School of Nursing closed in 1969, Hunter on Aging is also housed at the Brookdale absorbed it to create the Hunter-Bellevue The Brookdale Center on Aging, established in Campus. School of Nursing, now located at the col- 1974, is the largest multidisciplinary academic Restructured under a single dean in 1997, lege’s Brookdale Health Science Campus. gerontology center in the tri-state area. The the two schools now coordinate and enhance Hunter College’s Institute of Health center has an operating budget of $3 million, efforts to carry out a shared mission: the edu- Sciences, dedicated to the educational prepa- and is supported by funding from Hunter cation of a new generation of nursing and ration of a range of health-care professionals, College, grants from philanthropic and corpo- health care professionals to meet the needs of opened its doors on East 106th Street in rate foundations, grants and contracts from urban populations. In collaboration with the 1968. Six years later, the institute became the federal, state, and local governments, and con- division’s two centers, the schools further School of Health Sciences and moved down- tributions from the general public. extend their goals of research, service to com- town to join the nursing school at the The work of the center addresses the munities, policy development and advocacy. Brookdale Campus. The School of Health needs of all older people, with particular Sciences now offers programs in Physical attention to lower-income, minority or frail Therapy, Communication Sciences aged persons. Current projects address legal (Audiology and Speech Pathology), Medical rights of older people, support for people with Laboratory Sciences, and Urban Public Alzheimer’s disease, issues of grandparents car- Health, with tracks in Nutrition and Food ing for young children and various policy Sciences, Environmental and Occupational issues affecting older populations. Health, and Community Health Education. The reorganization of the two schools allows faculty to be more innovative academi- cally and more influential in the delivery of modern urban health care. Interdisciplinary programming and research are strategic initia- tives of the schools. SCHOOLS OF THE HEALTH PROFESSIONS | THE CENTERS 171 s electronic resources. The resources. s electronic ’ Appointments can be made by calling made by can be Appointments clinical practicum experience under licensed experience practicum clinical and certified supervisors the on rec- Upon Sciences faculty. Communication an advanced of the faculty, ommendation obtained at practicum is clinical externship metropoli- York in the New affiliated facilities tan area. (212) 481-4464. library provides seating for 220 (156 in the seating library provides ACADEMIC SERVICES ACADEMIC SERVICES STUDENTS FOR FACULTY, AND STAFF Health Brookdale Library Professions Library provides Professions The Health books to the 26,328 access 65 hours a week in its journals housed and 280 professional full text arti- addition, feet. In 10,000 square accessible 10,000 journals are over cles from via the library s ’ The center is an integral partThe center is an integral of the The Center for Communication Disorders Center for Center Disorders Communication 481-4464 (212) Building; BC 133 North Sciences Program The Communication Center for Communication Disorders is locat- Communication Disorders Center for Sciences Campus, Health ed at the Brookdale The cen- 133 North. Room St., 425 East 25th diagnostic and therapeutic services ter provides fluency, of speech, voice, for a wide variety and/or hearing disorders. language, swallowing, include hearing- servicesAudiology provided and fittings with state-of-the- aid evaluations art instrumentation. hearing-aid Services are community as College the Hunter to available as to the general population. well and pro- Program Communication Sciences students entering for vides clinical preparation of speech-language pathology the profession and/or audiology. serves as the primary clinical practicum site obtain for eligible graduate students. Students

Current projects are based in city jails, based in city are projects Current Current areas of interest and study include interest of areas Current

http://www.hunter.cuny.edu/health/coeh/ http://www.hunter.cuny.edu/health/aidshp/ (212) 481-4357 tions and city, state and federal governments. state and federal governments. tions and city, funded by grants from several private founda- private several from grants funded by Website: and after-school programs. The center is and after-school programs. Building; West Campus (BC) 1028 Brookdale health. public high schools, community organizations Health and Environmental these intersecting epidemics to mobilize for to mobilize these intersecting epidemics Center for Occupational ties that have been most adversely affected by affected been most adversely ties that have and evaluation, the center enables communi- and evaluation, gram development, and conducting research gram development, health. By providing training, helping in pro- providing health. By violence, asthma, and related threats to threats related violence, asthma, and of HIV/AIDS, substance abuse, tuberculosis, of HIV/AIDS, substance to develop effective programs for the control programs effective to develop nity organizations and human-servicenity organizations and agencies Health seeks to help New York City commu- York seeks to help New Health The Center for Urban and Community for Urban The Center Website: 10th floor West Building; (646) 733-2862 Building; West 10th floor Community Health Health Community (BC) Campus Brookdale Center for Urban and for Center unions and private foundations. unions and private funded by federal and state grants, labor funded by Occupational and Environmental Health is Health and Environmental Occupational and public health policy. The Center for and public health policy. materials, asthma, air pollution, ergonomics ronmental health. ronmental waste and asbestos, lead poisoning, hazardous student internships in occupational and envi- ronmental concerns; and sponsors graduate ronmental assists communities in addressing urban envi- assists communities in addressing capacity to respond to workplace hazards; to workplace capacity to respond agencies and other groups to strengthen their to strengthen agencies and other groups ing classes to assist labor unions, government ardous conditions. The center conducts train- conditions. ardous efforts to understand and ameliorate haz- tal health by assisting worker and community worker assisting tal health by 1986 to improve workplace and environmen- workplace 1986 to improve and Environmental Health was established in Health and Environmental The Hunter College Center for Occupational The Hunter 172 ACADEMIC SERVICES | SCHOOLS OF THE HEALTH PROFESSIONS Mezzanine floor Education Center(HPEC) Health Professions materials. scores, records, slides,tapes,videos,andother odicals andmillionsofmicroforms, music contains seven millionvolumes, 30,000peri- more than20separate librariesandtogether the CUNYsystem.CityUniversity includes University have fullaccesstoalllibrariesin In addition,allstudentsandfacultyinCity at boththeundergraduateandgraduatelevels. program providing bibliographicinstruction dents. The librariansleadanactive instruction theneedsoffacultyandstu- SPSS tosupport specialized suchasEpi Info 2002,SAS,and (word processing, spreadsheets, etc)tothe various software applicationsfrom thegeneral These labsprovide accesstotheInternet and and64inthetwocomputerlabs). library Fridays, 9AM-5PM. year. Monday-Thursday, 9AM-9PM,and regular officehoursthroughout theacademic and research initiatives. The HPEC maintains teaching,learning and studentsinsupporting Professions providing tofaculty vitalservices for theHunter CollegeSchoolsoftheHealth asamajorlearningcenter The HPEC serves Website: Evening Mr. Supervisor: Sanon Marvin Mar Director: Mr. mdornbau @hunter.cuny.edu mediahp.html (212) 481-5129 www.hunter.cuny.edu/health/ – Brookdale West Building; tin Dornbaum, MS; The Learning Center. (ORGS). The Office ofResearch andGrant Support Electronic Resource Lab. tional packages(CAI tures hundreds ofcomputerassistedinstruc- discs (IVD line testdevelopment. technologies intotheircurriculums,andon- faculty ontheintegrationofinstructional teaching strategy. The centerstaffworks with sual andcomputermaterialsasaprimary comprehensive learningcenterusingaudiovi- ferent levels andoperatesasa instructional complex educationalneedsofstudentsatdif- cial projects asfundingpermits. also appointsStudent Fellows towork onspe- are available forconsultations. The ORGS tive from the Research Foundation ofCUNY Professions. Astatisticianandfieldrepresenta- shared resources fortheSchoolsofHealth viding criticalresearch technologiesand “ health professions. The ORGS asa serves conduct anddocumentresearch related toall facultyastheypursue, facilitate andsupport units: The HPEC isorganized intosixfunctional state licensure preparation. selection ofelectronic resource materialsfor The centeralsoprovides studentswithalarge catalyst fordiscovery The ORGS missionistoencourage, ’ s) andmultimediaCD-ROM ’ ” s), interactive video by creating andpro- The HPEC meetsthe The HPEC fea- ’ s. ROM andinter-formatvideotransfers. includinghigh speedCD- duplication services equipment. The centeralsoprovides media training onallprojection andproduction ducts thepurchasing, maintenanceandfaculty the entire Brookdale Campus.HPEC staffcon- AV to andSmart services Classroom support so inprivate screening rooms oratstudycarrels. Students wishingtopreview materialsmaydo health-related titles intheCityUniversity. resources, housingthelargestvideocollectionof oflearning center maintainsavaluable library The NursingLaboratory Services. Audio Visual The Health Professions Media Library. Evaluation andReview –Beta Testing. classroom/conference area. practice labwithseven practice stations anda advanced andanew assessment instruction tions, whichare fullyequippedforphysical care unitwithfive sta- simulated ambulatory consisting ofeightpatientbedunits. There isa stration area andasimulatedhospitalfloor techniques. The labhasaclassroom demon- prostate modelsare usedtopracticespecific kits. Specialized eye, ear, breast, pelvicand test percussion hammers,andneuro-sensory including diagnosticscopesets,tuningforks, have accesstoafullrangeofequipment, ate nursingprogram. Faculty andstudents physical assessmentcomponentofthegradu- Brookdale campus,playsakeyrole inthe The Nursing Laboratory, locatedonthe Manager: Anne Woodstock-Wallace; BC 225 West Bldg; (212)481-5162 current review by thecenter Students maypreview anymaterialsunder design. program contentandinstructional providing producers withcriticalfeedbackon film, videoandcomputersoftware developers, asabetatestsitefornumerous center serves [email protected] The HPEC provides ’ s staff. The The SCHOOL OF HEALTH SCIENCES

Brookdale Health Science Center; 425 East 25th Street; New York, NY 10010 Main Office: 1010 West Building; (212) 481-4324 Student Information: (212) 481-4773 School Director Marilyn Iris Auerbach, DPH Website: http://www.hunter.cuny.edu/schoolhp/shs.htm

FACULTY David Kotelchuck, Associate Professor Arlene Spark, Associate Professor, Urban Emeritus, Urban Public Health; PhD, Public Health; EdD, Columbia; Pediatric Cornell; Occupational Health, Industrial Nutrition, Nutrition Education, Cardiovascular Philip Alcabes, Associate Professor, Urban Hygiene, Epidemiology Health and Promotion Public Health; MPH, Columbia; PhD, Johns Hopkins; Epidemiology, Biostatistics, AIDS Gary Krasilovsky, Associate Professor, Frances Scheffler, Assistant Professor, and HIV, Tuberculosis Physical Therapy; PhD, NYU; Parkinson’s Communication Sciences; MS, PhD, Disease and Neurological Rehabilitation Columbia; Pre-school Child Language and Marilyn Iris Auerbach, Associate Professor, Speech Perception Urban Public Health; DrPH, Columbia; Regina Linder, Professor, Medical Laboratory Women’s Issues, Chronic Illness, HIV/AIDS Sciences; PhD, NYU; Bacterial Pathogenesis, Anahi Viladrich, Assistant Professor, Urban Role of Cytotoxins Public Health; PhD, Columbia; Immigration Suzanne Babyar, Assistant Professor, Physical and Health, Social Determinants of Health and Therapy; PhD, NYU, Physical Mobility Milo Lipovac, Associate Professor, Physical Therapy; PhD, Belgrade; Neuroanatomy and Ethnographic Methods Barbara Berney, Assistant Professor, Urban Physiology, Pharmacology Dava Waltzman, Assistant Professor, Public Health; PhD, Boston University; Communication Sciences; PhD, CUNY; School Related Health Issues, Working Michele MacCroy, Instructor, Preschool and School Age Language Conditions in Healthcare, Environmental Communication Sciences; MS, Adelphi Development and Disorders, Cultural and Health and Environmental Health Policy Khursheed Navder, Professor, Urban Public Linguistic Diversity Jack Caravanos, Assistant Professor, Urban Health; PhD, Kansas; Lipid Metabolism, Ming-Chin Yeh, Assistant Professor, Urban Public Health; DrPH, Columbia; Industrial Alcohol Metabolism, Sensory Evaluation of Public Health; PhD, North Carolina; Public Hygiene, Environmental Assessments, Foods Health Nutrition, Nutrition Intervention and Hazardous Wastes Alison Marshall, Instructor, Urban Public Policy, Nutritional Epidemiology Steven Einheber; PhD, Cornell University Health; MS Nutrition, NYU Graduate School of Medical Sciences Barbara O’Connor, Instructor, Communication Marianne Fahs, Professor, Urban Public Sciences; MPhil, CUNY; Aphasia and Health; PhD, Michigan; Public Health Dysphagia, Disorders and Bilingualism The Hunter College School of Health Economics and Policy, Urban Aging Susan Pivko, Assistant Professor, Physical Sciences offers graduate and undergraduate Nicholas Freudenberg, Distinguished Therapy; PhD, University of Medicine and programs in the health-related professions. Professor, Urban Public Health; DrPH, Dentistry of New Jersey The school is housed at the Brookdale Health Columbia; Urban Public Health, HIV John Preece, Professor, Communication Science Center, located in close proximity to Prevention, Public Health Policy Sciences; PhD, Iowa; Rehabilatative Audiology many of New York’s major health-care facili- Mark Goldberg, Associate Professor, Urban Robert Raffaniello, Assistant Professor, ties. The health professions complex at East Public Health; PhD, NYU; Industrial Medical Lab Science; PhD NYU 25th Street provides graduate students with Hygiene, Exposure Assessment, Construction Jennifer Richmond-Bryant, Assistant fully equipped laboratories, computer and Health and Safety Professor; PhD, North Carolina; Aerosols, media facilities, a speech and hearing clinic, Thomas Holland, Assistant Professor, Airborne Pollutant Dispersion and a library, as well as recreational facilities Physical Therapy; PhD, NYU; Adult Lynn Roberts, Assistant Professor, Urban and a cafeteria. Rehabilitation and Kinesiology Public Health; PhD, Cornell; Adolescent As a principal unit of The City University Dean Johnston, Associate Professor, Medical Health, Violence and Prevention, Minority of New York for health sciences education, Health Laboratory Sciences; PhD, Wayne State; Hunter’s School of Health Sciences prepares Cancer and Tumor Immunology, Cell Cultures Kathryn Rolland, Associate Professor, Urban professionals to enter and advance in health- Public Health; EdD, Fairleigh Dickinson; Susan Klitzman, Associate Professor, Urban related careers. These professionals will provide Public Health; MPH, Columbia; Child and Adolescent Health, HIV/AIDS, health maintenance and promotion, disease Environmental and Occupational Health and School Health prevention, evaluation and clinical manage- Disease Prevention Elaine Rosen, Associate Professor, Physical ment of health-related conditions. The school’s Dennis Kodner, Professor, Urban Public Therapy; MS, LIU; DPT, Institute of Physical Health; PhD, Union Institute: Urban Aging Therapy; Orthopedic Management of programs of study provide unique educational, research, and clinical and community service- Beatrice Krauss, Professor, Urban Public Extremities and Spine Health; PhD, CUNY; Community, Family and Carol R. Silverman, Professor, Communication oriented opportunities to students. Individual Adjustment to Health Threats; Sciences; PhD, NYU; Diagnostic and The graduate programs offered at the HIV/AIDS Rehabilitative Audiology Hunter College School of Health Sciences are designed for the working health professional. The graduate degrees offered are:

173 174 COMMUNICATION SCIENCES | SCHOOL OF HEALTH SCIENCES .For internationalstudents,areport ofthe d. Two lettersofreference. c. Aptitude sectionoftheGraduate Record b. Baccalaureate degree from anaccredited a. observed. andsciencesaregraduate programs inthearts requirements. must satisfythecollege from program toprogram. level skills).Theseadditionalrequirements vary students whoare graduate- deficientincertain the degree (i.e., 500-and600-level coursesfor courses, orgraduate coursesnotcredited toward non-credit independent study, undergraduate be required toachieve somecompetenciesthrough ration andwork experience,somestudentsmay New York, NY10021;(212)772-4490 695 Park Ave., Room 203North Building, through thecollege directly totheprogram oftheirchoice hunter.cuny.edu). Prospective studentsapply listings. sult individualdepartmental on admissionanddegree requirements, con- gram oftheirchoice.For information further Prospective studentsapplydirectly tothepro- MS Health Sciences MPH Environmental andOccupational MPT Degree with Specializations: Urban Public Health MS Physical Therapy AuD Communication SciencesinAudiology Speech-Language Pathology Communication Sciencesin Program the college vidual program listingsinthecatalogorvisit prospective students eachsemester. See indi- ments. These programs offersessionsfor of choiceforadmissionanddegree require- Health Sciencesshouldcontacttheirprogram graduate programs offered attheSchoolof Students planningforadmissiontooneofthe ADMISSION Public Health Nutrition Environmental andOccupational Health Community Health Education countries. have notstudiedinEnglish-speaking (TOEFL) isrequired forapplicants who Test ofEnglish asaForeign Language Examination. institution acceptabletoHunter College. General admissionrequirements tothe All applicantsformatriculantadmission Note: Depending uponundergraduate prepa- ’ s graduatewebsite (http://www. ’ s Office ofAdmissions: ’ s generaladmission DPT Brookdale Campus,900A West Building; (212)481-4339 Program Director, Dava E. Waltzman, PhD COMMUNICATION SCIENCES Donald A Vogel, Au.D., John Preece, PhD; Au.D. Faculty; Co-Director, Carol A.Silverman, PhD; Clinical Doctoral Program inAudiology (Au.D.)* Donald A. Vogel, AuD Frances Schleffer, PhD Barbara O Michelle MacRoy-Higgins, MPhil MS Program inSpeech-Language Pathology GRADUATE FACULTY Director, Donald A. Vogel, AuD; Center forCommunicationDisorders Brookdale Campus,900 West Building; (212)481-4467;fax.481-4458 CUNY Office Manager, Joanne A.Johnson Graduate Center, CUNY, Rm.3310;(212)817-7980 course ofstudy generally requires aminimum Language-Hearing Association(ASHA). The Accreditation (CAA) oftheAmericanSpeech- accredited by theCouncilon Academic Language Pathology (SLP) iseducationally science (MS)degree program inSpeech- York State licensure. The COMSCmastersof andNew(ASHA) professional certification SpeechLanguage- Hearing Association clinical requirements fortheAmerican and itsdisorders thatfulfilltheacademicand retical background inhuman communication Sciences Program istoprovide abroad theo- objective oftheCommunication The primary PROGRAM OBJECTIVES *The ClinicalDoctoral Program inAudiology ao HEGIS 1220 815 * isnolongeroffered. The MSmajorinAudiology 815 *Teachers ofStudents withSpeech andLanguageDisabilities withBilingual Extension *Teachers ofStudents withSpeech andLanguageDisabilities *Health SciencesCurriculum Master ofScience(MS)inCommunicationsSciences Major edu/ClinicalDoctoral/audio/index.htm materials are available at:http://web.gc.cuny. AuD Program informationandapplication demic coursesare offered atHunter College. courses andapproximately halfoftheaca- of theCityUniversity ofNew York. Practica Brooklyn CollegeandtheGraduate Center (Au.D.) isoffered jointlyby Hunter College, ’ Connor, MPhil Brookdale Campus,902 West; (212)481-4467 133 North Building; (212)481-2188 Brookdale Campus,133North Building; (212)481-2188 Brookdale Campus,901 West; (212)481-7687 ing summers. includ- of twoyears offull-timeparticipation 1 awareness ofcommunicationorswallowing. tive componentsofcommunication orsensory or swallowing; ordisorders affectingthecogni- resonance, voice), oralandwrittenlanguage, with disorders fluency, ofspeech(articulation, pathologists provide toindividuals services viduals, across thelifespan.Speech-language optimize thecommunicative abilitiesofindi- ders. Speech-language pathologistsseekto swallowing orotherupperaerodigestive disor- manage communicative disorders aswell as professionals whoidentify, assess,prevent, and Speech-language pathologistsare autonomous Language Pathologist Definition ofaSpeech- Author, p.3-2 speech-language pathology, Rockville MD: (2001)ScopeofpracticeAssociation. in American Speech-Language-Hearing – Speech LanguagePathology 1 COLO ELHSCIENCES HEALTH OF SCHOOL CENTER FOR The Teacher of Students with Speech and Please note: These courses are not credited COMMUNICATION DISORDERS Language Disabilities with Bilingual toward the MS degree. A minimum GPA Extension (Spanish-English) option is avail- average of A- in the prerequisite courses is The Hunter College Center for Communica- able to students in the TSSLD curriculum expected. who meet the admission requirements regard- tion Disorders is located at the Brookdale For further information about admissions ing demonstration of bilingual proficiency. A Health Sciences Campus, 425 East 25th St., and matriculation requirements, please written and oral Spanish/English proficiency Room 133 North. The Center is an integral part contact the program office comsc@hunter. exam is administered to candidates by the of the Communication Sciences Program and cuny.edu to request information for Communication Sciences program. The bilin- provides the initial clinical experience for eligible prospective students, scheduled offerings gual requirements include an additional 12 students and further advanced preparation for of prerequisite courses, and dates of the credits of coursework and a bilingual school- students as they advance through their practica open advisement sessions provided biyearly based practicum (COMSC 729.04) experiences prior to entering the profession of by the program faculty. In addition, the speech-language pathology. Students obtain clin- program website can be found at http:// Successful completion of either the HS and ical practicum experience under licensed and www.hunter.cuny.edu/schoolhp/comsc/ TSSLD curriculum prepares students to meet certified supervisors on the Communication admissionsprocess.htm. Sciences faculty. Advanced clinical externship the academic and clinical requirements for ASHA certification and New York State licen- practicum is assigned by the director of the clin- 4. The prerequisite courses (five courses val- | sure. Additional requirements for certification ued at 3 credits per course) offered at ic at Hunter College affiliated facilities in the SCIENCES COMMUNICATION New York metropolitan area. following graduation include the completion Hunter College include the following: of a clinical fellowship year and the passage of The Center provides diagnostic and thera- COMSC 604 Introduction to Language peutic services for a wide variety of language, PRAXIS examination in Speech-Language Pathology. Science speech, voice, fluency, swallowing,, and/or COMSC 607 Phonetics of American hearing disorders. Audiology services provided English include hearing-aid evaluations and fittings COMSC 615 with state-of-the-art hearing-aid instrumenta- ADMISSION AND DEGREE Speech and Its Production tion. Services are available to the Hunter REQUIREMENTS SPEECH- (Anatomy and Physiology) College community as well as to the general LANGUAGE PATHOLOGY MS COMSC 620 Introduction to Speech- population. Appointments can be made by Language Pathology calling (212) 481-4464. HEALTH SCIENCES COMSC 640 Introduction to Audiology CURRICULUM (CODE 556) Course equivalents taken at other institu- tions are reviewed for approval by the THE PROGRAM COMSC faculty. 1. General requirements for admission to health sciences 5. Completion of the following courses at the MS Degree in Communication undergraduate or graduate level: Sciences – Speech-Language a. Baccalaureate degree from an accredited Pathology institution acceptable to Hunter College a. 3 credits of study in biological sciences b. Aptitude section of the Graduate b. 3 credits of study in physical sciences Record Examination Health Sciences (HS) curriculum prepares c. 3 credits of study in mathematics or sta- individuals to become speech-language c. Statement of intent tistics (remedial, historical, or methods pathologists working in hospitals, rehabilita- courses do not fulfill this requirement) tive centers, college or university clinics, d. Two letters of reference d. 6 credits of study in behavioral or social health-care agencies, specialized clinical set- e. For international students, a report of sciences (including study that pertains tings, or private practice (Code 556) the Test of English as a Foreign to understanding normal or abnormal Language (TOEFL) is required for human behavior, development across Teacher of Students with Speech and applicants who have not studied in the life span, social interaction, and Language Disabilities (TSSLD) curriculum English-speaking countries. prepares students as above as well as for pro- issues of culturally diverse populations) fessional practices in preschools, elementary 2. An undergraduate grade point average of and secondary schools, and early-intervention at least 3.0 is required. Requirements for the Degree developmental centers. The TSSLD curricu- 3. Background course work: Core Curriculum: lum requires 3 additional credits in the COMSC program, 100 hours of practicum in To be considered for acceptance, appli- First Year Curriculum Required Courses: a school setting, as well as specific undergrad- cants for the HS curriculum can be miss- COMSC 700, 705, 708, 711, 712, 716, uate and education courses. This curriculum ing no more than six credits of prerequi- 717, 720, 726, 733 ...... 29 cr leads to NY State certification as a teacher of site course work. This includes 15 credits students with speech and language disabilities of communication sciences and disorders First Year Clinical Practicum in Speech- (Code 130) prerequisite courses (see specific courses or Language Pathology*: equivalents below) and 15 credits of ASHA requirements in the basic and COMSC 728 ...... 1 cr applied sciences (3 credits in biological sciences, 3 credits in physical sciences, 3 First Year Summer Required Courses: credits in mathematics or statistics, 6 cred- COMSC 735, 771 ...... 3 cr its in behavioral sciences).

175 First Year Summer Elective Course: Students maintaining an overall GPA of TEACHER OF STUDENTS 3.0 who receive less than a minimum B grade WITH SPEECH AND COMSC 703 ...... 3 cr in any semester of clinical practicum will not LANGUAGE DISABILITIES be allowed to participate in clinical practicum Second Year Curriculum Required (TSSLD) (CODE 130) the following semester and must fulfill all pro- Courses: gram remediation criteria. Students who do Requirements for Admission COMSC 702, 718, 724, 736, 737, 752, 790 not demonstrate growth in the knowledge ...... 19 cr and skill required to interact within a clinical 1. General requirements for admission to setting will be counseled to leave the program. programs in the health sciences. Students must complete a minimum of Second Year Curriculum Elective Courses a. Baccalaureate degree from an accredited 400 direct client contact clock hours (25 (2 of the following): institution acceptable to Hunter College hours of which include clinical observation in COMSC 715 722 725 727 730 731 , , , , or . speech and language pathology) of supervised b. Aptitude section of the Graduate ...... 6 cr clinical practicum with populations of chil- Record Examination dren and adults presenting a variety of com- Second Year Clinical Practica in Speech- municative disorders. Of these hours, 375 c. Statement of intent SCHOOL OF HEALTH SCIENCES Language Pathology: must be obtained on the graduate level in the d. Two letters of reference | COMSC 729, 739 ...... 2 cr professional area and must include satisfactory performance in (a) clinical practicum within e. For international students, a report of the Test of English as a Foreign Second Year Summer Required Courses**: the Center for Communication Disorders, and (b) at least two out of the four externship Language (TOEFL) is required for COMSC 772 ...... 1 cr placements are to be at different affiliated set- applicants who have not studied in tings. Additionally all students must complete English-speaking countries. Subtotal ...... 60 cr 20 hours of supervised hearing screening 2. An undergraduate grade point average of experience. at least 3.0 is required. * Students begin their initial clinical place- The major emphasis in clinical practicum 3. Background course work: ment in either the spring semester of the is to meet ASHA and state certification In order to be considered for acceptance first year or the summer session of the first requirements. Students must complete all aca- in the TSSLD curriculum, students can be year. Timing of this placement will demic and clinical requirements in order to be missing no more than 12 credits of the depend on academic achievement, clinic awarded the MS degree and become eligible required course work. This includes 15 readiness criteria and space availability. for certification by ASHA and licensure in the credits of communication sciences and Not all first year students admitted to the state. Students will begin their initial clinical

COMMUNICATION SCIENCES disorders prerequisite courses (see specific Program will be placed in clinic placement in either the spring semester of the courses or equivalents below) and 15 cred- practicum in spring of their first year fol- first year or the summer session of the first its of ASHA requirements in the basic and lowing matriculation. Those who begin year. Timing of this placement will depend on applied sciences (3 credits in biological clinic in the summer session of the first academic achievement, clinic readiness criteria sciences, 3 credits in physical sciences, 3 year must anticipate graduating in sum- and space availability. Not all students admit- credits in mathematics or statistics, 6 cred- mer following the second year. All students ted to the Program will be placed in clinic its in behavioral sciences), 21 credits in are required to complete a minimum of practicum in spring of their first year follow- undergraduate education (6 credits in four clinical practica and achieve a mini- ing matriculation. Those who begin clinic in English, 6 credits in a language other than mum passing grade of B in each clinical the summer session of the first year must English, 3 credits in U.S. history, 6 credits experience. anticipate graduating in summer following the second year (as long as all four clinic prac- in the arts, 3 credits in mathematics or ** A second summer clinical practicum is tica and academic coursework are successfully statistics, 3 credits in behavioral science) required for all students who do not begin completed). Some students will require two and 15 credits in education (5 three credit their clinical practicum until the first years plus two summers rather than one to be courses including: Special Education summer following matriculation. eligible for graduation. Curriculum and Instruction, Social or Historical Foundations of Education, National Examination in Speech Pathology Technology in the Classroom, Methods of Students are encouraged to enroll as full-time Teaching Reading and Literacy, Human students (15 credits). Part-time status requires Students must submit passing scores for the Development: Child or Adolescent enrollment in a minimum of 6 credits during Development). each of the first two semesters. Part time stu- Praxis National Examination in Speech- Language Pathology (administered by the dents must complete the first year coursework For further information about admissions and within two years. All students must complete Educational Testing Service) for program sign-off of ASHA and NYS licensure forms. matriculation requirements, please contact the the course work within five years and main- program office comsc@hunter. cuny.edu to tain a grade point average of 3.0 or better. request information for prospective students, Students who demonstrate an overall GPA the schedule of prerequisite courses, and to below 3.0 placing them on academic proba- obtain the dates of the open advisement ses- tion are ineligible for clinical practicum or sions provided biyearly by the program faculty. externship placement. Additionally, students In addition, the program website can be found who perform below a 3.0 for any given semes- at http://www.hunter.cuny.edu/schoolhp/ ter are ineligible for clinical practicum or comsc/admissionsprocess.htm. externship placement.

176 4. The prerequisite (five courses valued at 3 g. 15 credits of study in education courses: Second Year Curriculum Elective Courses SCIENCES HEALTH OF SCHOOL credits per course) offered at Hunter (5 courses valued at 3 credits per course): (2 of the following): College include the following: Special Education Curriculum and COMSC 715, 722, 725, 727, 730, or 731 COMSC 604 Introduction to Language Instruction ...... 6 credits Science Social or Historical Foundations of COMSC 607 Phonetics of American Education Second Year Clinical Practica in Speech- English Technology in the Classroom Language Pathology: COMSC 615 Speech and Its Production Methods of Teaching Reading and COMSC 729, 739 ...... 2 cr (Anatomy and Physiology) Literacy COMSC 620 Introduction to Speech- Human Development: Child or Second Year Summer Required Courses**: Language Pathology Adolescent Development COMSC 772...... (1 cr) COMSC 640 Introduction to Audiology Requirements for the Degree Course equivalents taken at other institu- Subtotal ...... 63 cr tion are reviewed for approval by the 1. A 63-credit core curriculum with a major COMSC faculty. in speech-language pathology * Students will begin their initial clinical | 5. The candidate for matriculation must have 2. Completion of School-Based Requirements. placement in either the spring semester of satisfactorily completed the following at Students are required to complete at least the first year or the summer session of the SCIENCES COMMUNICATION the undergraduate or graduate level: one school-based practicum as one of the first year. Timing of this placement will clinical practicum requirements and com- depend on academic achievement, clinic a. 3 credits of study in biological sciences plete the child-abuse workshop mandated by readiness criteria and space availability. Not all students admitted to the Program b. 3 credits in physical sciences the New York State Education Department and the mandated workshop on school vio- will be placed in clinic practicum in spring c. 3 credits of study in mathematics or sta- lence prevention and intervention. of their first year following matriculation. tistics (remedial, historical, or methods Those who begin clinic in the summer ses- courses do not fulfill this requirement) sion of the first year must anticipate gradu- Requirements for the Degree ating in summer following the second year. d. 6 credits of study in behavioral or social Core Curriculum: All students are required to complete a sciences (including study that pertains to minimum of four clinical practica and understanding normal or abnormal First Year Curriculum Required Courses: achieve a minimum passing grade of B in human behavior, development across the each clinical experience life span, social interaction, and issues of COMSC 700, 705, 708, 711, 712, 716, culturally diverse populations) 717, 720, 726, 733 ...... 29 cr ** A second clinical practicum is required for all students who do not begin their 6. The candidate for matriculation must have First Year Clinical Practica in Speech- clinical practicum until the first summer satisfactorily completed the following at Language Pathology*: following matriculation the undergraduate or graduate level: COMSC 728 ...... 1 cr Note: One clinical placement must be in a a. At least 6 credits of study in English First Year Summer Required Courses: school setting (a minimum of 100 clock hours). (including a course in written analysis COMSC 703 is required within the TSSLD and expression) COMSC 703, 735, 771 ...... 6 cr (Code 130) curriculum. b. At least 6 credits of study in the arts Second Year Curriculum Required Courses: c. At least 3 credits of study in U.S. histo- ry or U.S. geography and at least 3 COMSC 702, 718, 724, 736, 737, 752, 790 credits in social sciences (dealing with ...... 19 cr human interaction) d. At least 6 credits of a language other than English e. At least 6 credits of mathematics (col- lege level or AP mathematics and/or statistics: or 3 credits of calculus) f. 3 credits of study in behavioral sciences (dealing with human interaction)

177 Students are encouraged to enroll as full-time National Examination in Speech Pathology COURSE LISTINGS students (15 credits). Part-time status requires Students must submit passing scores for the enrollment in a minimum of 6 credits during Praxis National Examination in Speech- Each course is 3 credits, 45 hours unless oth- each of the first two semesters. Part-time stu- Language Pathology (administered by the erwise noted. dents must complete the first year coursework Educational Testing Service) for program within two years. All students must complete sign-off of ASHA and NYS licensure forms. COMSC 604 Introduction to Language Science the course work within five years and main- An introduction to the nature of language and tain a grade point average of 3.0 or better. communication. Topics include components of Students who demonstrate an overall GPA 3. TEACHERS OF STUDENTS the linguistic system, relationship between verbal below 3.0 placing them on academic proba- WITH SPEECH-LANGUAGE and non-verbal communication, and language tion are ineligible for clinical practicum or DISABILITIES – BILINGUAL acquisition across the life span. externship placement. Additionally, students (ENGLISH-SPANISH COMSC 607 Phonetics of American English who perform below a 3.0 for any given semes- EXTENSION) MS Phonetic features of oral American English and ter are ineligible for clinical practicum or dialectal variations of American English and externship placement. non-native English speech. Students maintaining an overall GPA of Requirements for Admission SCHOOL OF HEALTH SCIENCES COMSC 615 Speech and Its Production 3.0 who receive less than a minimum B grade In addition to all of the requirements for admis- An overview of the structure of speech and the basic | in any semester of clinical practicum will not sion listed for students applying for admission mechanisms involved the production of speech be allowed to participate in clinical practicum to the TSSLD curriculum, students applying sounds; a foundation for a more in-depth study of the following semester and must fulfill all pro- for the Teachers of Students with Speech and speech science and its application to clinical practice gram remediation criteria. Students who do Language Disabilities curriculum with a bilin- in speech-language pathology and audiology; struc- not demonstrate growth in the knowledge gual (Spanish and English) extension must pass ture and organization of the ventilatory, laryngeal, and skill required to interact within a clinical a Communication Sciences Program-adminis- supralaryngeal and orofacial mechanisms; issues in setting will be counseled to leave the program. tered evaluation on written and oral proficiency basic speech acoustics and perception. Students must complete a minimum of in both Spanish and English. COMSC 620 Introduction to Speech- 400 direct client contact clock hours (25 hours Language Pathology of which include clinical observation in speech Requirements for the Degree Introduction to organic and behavioral correlates and language pathology) of supervised clinical of human communication; its development and A Bilingual (Spanish-English) Extension practicum with populations of children and disorders. The influence of culture, heritage, and Option is available to students in the TSSLD adults presenting a variety of communicative socioeconomic status on the disorders of voice, curriculum who meet the admission require- disorders. Of these hours, 375 must be articulation, fluency, and language. ments regarding demonstration of bilingual obtained on the graduate level in the profes- COMSC 640 proficiency at the Communication Sciences Introduction to Audiology COMMUNICATION SCIENCES sional area and must include satisfactory per- Etiology and pathology of hearing disorders, administered evaluation of written and oral formance in (a) clinical practicum within the basic properties of the auditory stimulus: meas- Spanish/English proficiency. The Extension Center for Communication Disorders, and (b) urement of pure tone thresholds by air and bone requirements include: at least two out of the four externship place- conduction. Overview of the audiologist in diag- ments are to be at different affiliated settings. nosis and management of hearing disorders. A. Additional 12 credits of coursework: Additionally all students must complete 20 COMSC 700 EDESL 783 Methodology of Teaching Introduction to Research hours of supervised hearing screening experi- Methods English to Speakers of Other ence. Students in the TSSLD must complete Introduction to basic research design and tech- Languages one clinical placement in a school setting and niques used to study basic and applied commu- earn a minimum of 100 clock hours. BILED 701 Foundations of Bilingual nication science. Included is an overview of basic The major emphasis in clinical practicum is Education concepts and terminology, with emphasis on developing the ability to form a reasonable criti- to meet ASHA and state certification require- BILED 771 Psychology of Language cal assessment of published literature. The ments. Students must complete all academic and Learning and Teaching course will focus on the development of techni- clinical requirements in order to be awarded the BILED 778 Instruction through the Native cal writing skills, conducting thorough and effi- MS degree and become eligible for certification Language cient library and Internet research, the interpre- by ASHA and licensure in the state. Students tation of graphical information, and a working B. A school-based language practicum will begin their initial clinical placement in understanding of common statistical models. (COMSC 729.04 for 1 credit) must involve either the spring semester of the first year or the prereq: none work with Spanish-speaking children eligi- summer session of the first year. Timing of this ble for bilingual education services. COMSC 702 Multicultural Issues in placement will depend on academic achieve- Counseling and Communication ment, clinic readiness criteria and space avail- In addition to submitting passing scores on This course presents a multicultural perspective ability. Not all students admitted to the Program of counseling theories, techniques and strategies the Praxis National Examination in Speech- will be placed in clinic practicum in spring of for persons with disorders and their families. It Language Pathology (administered by the their first year following matriculation. Those addresses the impact of cultural, ethnic, gender, Educational Testing Service) prior to gradua- who begin clinic in the summer session of the socioeconomic and individual variations in cul- tion, students must take the New York State first year must anticipate graduating in summer turally appropriate delivery of services to indi- Teacher Certification Examinations: LAST following the second year (as long as all four viduals with speech-language disorders as well as (Liberal Arts and Sciences Test) and those acquiring English as a second language. clinic practica and academic coursework are suc- Elementary (or Secondary) Assessment of prereq: COMSC 720 cessfully completed). Some students will require Teaching Skills-Written (ATS-W) prior to two years plus two summers rather than one to graduation, as well as NYSTCE tests for be eligible for graduation. English Language Proficiency Assessment (LPA) and the Target Language Proficiency Assessment (TLPA). 178 COMSC 703 Professional Practice in COMSC 715 Communication Processes COMSC 724 Acquired Motor Speech and SCIENCES HEALTH OF SCHOOL Educational Settings Related to Aging Swallowing Disorders The multifaceted role of the speech-language Current understanding of adult development Disorders of speech resulting from neurologic pathologist in school settings; models of service and aging as related to communication processes impairment affecting the motor programming delivery; collaborative assessment and teaching; and disorders. Speech, language and hearing (apraxia) or neuromuscular execution computerized teaching programs; national and changes, as well as social, behavioral, physical (dysarthria) of speech and related neurogenic state legislation and regulations; rights and and cognitive changes associated with normal dysphagia in adults, assessment and therapeutic responsibilities of teachers and other staff; indi- and pathological aging processes. Intervention management strategies in social, educational and vidualized educational planning; language-based strategies, diagnostic and treatment materials, vocational settings. learning disabilities; cultural diversity issues and audiological equipment for the communica- prereq: none including bilingual and multicultural issues; tively impaired elderly population. roles of language in academic development and prereq: COMSC 708, 753 COMSC 725 Developmental Motor Speech & instruction; drug abuse education and fire safety. Swallowing Disorders For successful completion of the course, students COMSC 716 Phonological Development and Diagnosis and management of childhood must also attend (a) a 2-hour workshop on iden- Disorders dysarthrias, developmental apraxia of speech and tifying and reporting suspected child abuse or Anatomical/physiological, cultural and psycho- related disorders of swallowing. maltreatment; (b) a 2-hour workshop on school logical aspects of articulatory and phonological prereq: COMSC 708, 712 violence prevention and intervention. development and disorders; methods of preven- tion, assessment and intervention across the COMSC 726 Aphasia and Associated prereq: COMSC 720 | range of severity and etiology; impact of phono- Communication Disorders

COMSC 705 Acoustics, Physiologic and logical disorders on acquisition of literacy; col- Neurological, linguistic, cognitive and psycho- SCIENCES COMMUNICATION Auditory Phonetics laboration with teachers in management. logical aspects of acquired communication disor- A comprehensive overview of basic phonetic sci- prereq: COMSC 720 ders across the life span, including aphasia, trau- ence, as well as a foundation for its application matic brain injury, and dementia; prevention, to clinically relevant issues; basic concepts and COMSC 717 Language Disorders in assessment and intervention across a range of terminology associated with the scientific study Preschool-Age Children severity and etiology; interdisciplinary collabora- of the production, structure, transmission, and Language and communication disorders and tion in acute care, home, educational and voca- perception of the speech signal; acquisition, differences in preschool-age children including tional settings. measurement and interpretation of physical data; specific language impairment, pervasive develop- prereq: COMSC 712 speech and voice acoustics, aerodynamics, glot- mental delay, autism, and mental retardation, cognitive and social aspects of communication, COMSC 727 Voice Disorders tography, and kinematics. The identification, assessment, diagnosis, and prereq: COMSC 708 variation in severity and type of disorders; impli- cations of early language disorders on literacy management of dysphonia and related disorders; COMSC 708 Anatomy & Physiology of the acquisition, assessment and intervention; cultur- an overview of the functional, congenital, psy- Speech and Voice Mechanisms al diversity issues; strategies for within the home, chogenic, organic and neurogenic disorders that With an eye toward clinical practice in speech- preschool, and community settings. can affect vocal function, respiration, resonance, language pathology, this course provides a thorough prereq: COMSC 711 and deglutition; the role of stroboscopy, glottog- overview of the normal anatomy and physiology raphy, and aerodynamic and acoustic measures of the ventilatory, laryngeal, supralaryngeal, and COMSC 718 Language and Literacy Disorders in the assessment of phonatory disorder and orofacial mechanisms of speech and voice produc- in School-Age Children laryngeal impairment. A survey of treatment tion. Particular attention is paid to the develop- The impact of language disorders in school-age techniques and strategies for pediatric, adolescent, ment and age-related involution of the chest-wall, children and adolescents on their acquisition of adult and geriatric voice patients; interdiscipli- phonatory, velopharyngeal and articulatory sys- academic skills required for the development of nary collaboration in acute care, home, educa- tems. literacy skills and written language (reading, tional and vocational settings. prereq: none spelling and writing); cognitive and social prereq: COMSC 708, 712 aspects of communication; formal and informal COMSC 711 Language Acquisition and assessment; collaborative management strategies; COMSC 728 Clinical Practicum in Speech- Development cultural diversity issues. Language Pathology Speech and language developmental processes in prereq: COMSC 711 First-year spring semester clinical practicum in the young and school-age child; acquisition of assessment and management of communication pre-literacy skills from pre-linguistic stages to COMSC 720 Introduction to Clinic for disorders of varying types and severity under the complex language development in typically devel- Speech-Language Pathology supervision of an ASHA certified and New York oping monolingual and bilingual children; impact An introduction to the scope and essentials of State licensed speech-language pathologist. of cultural, ethnic, gender, socioeconomic, and clinical practicum across the life span as reflected College-supervised on-campus clinical practica individual variation on language acquisition. in the prevention, identification, assessment and include experiences with individuals who have prereq: none management of speech and language disorders. speech and language disabilities in early child- Includes 25 hours of observation. hood, childhood, middle childhood, adolescence COMSC 712 Neural Processes of coreq: COMSC 700, 708, 711, 712 or adulthood. COMSC 728.04, for students in Communication the bilingual extension, designates a special sec- Neuroanatomy of normal processes and disor- COMSC 722 Fluency Disorders tion of COMSC 728 for practicum with Spanish- ders of speech, swallowing, language, vision, Anatomical/physiological, neurological, psycho- speaking children eligible for bilingual services. hearing, emotion, cognition and communica- logical, developmental, linguistic and cultural prereq: COMSC 720, 733 tion; development of the human nervous system; bases of fluency disorders; methods of prevention, 1 cr neurological disorders and their effects on com- assessment and intervention across the life span munication processes. and range of severity and etiology; management prereq: none in social, educational and vocational settings. prereq: COMSC 708, 712

179 COMSC 729 Clinical Practicum in Speech- COMSC 737 Clinical Seminar in Speech- COMSC 781 Independent Study Language Pathology 1 Language Pathology 2 Limited research review or research study to per- Second-year fall semester clinical practicum in This seminar focuses on models of clinical deliv- mit in-depth exploration of single area; with fac- assessment and management of communication ery, legislative and managed care policies as they ulty supervision. disorders of varying types and severity under the influence the practice of speech-language pathol- prereq: completion of 24 cr. minimum; supervision of an ASHA certified and New York ogy; requirements for certification and licensure. hours to be arranged; 2 cr State licensed speech-language pathologist. prereq: COMSC 736; coreq: COMSC 739 College-supervised on-campus clinical practica 2 cr, 30 hrs COMSC 782 Independent Study or off-campus clinical practica include experi- Limited research review or research study to per- ences with individuals who have speech and lan- COMSC 739 Clinical Practicum in mit in-depth exploration of single area; with fac- guage disabilities in early childhood, childhood, Speech-Language Pathology 2 ulty supervision. middle childhood, adolescence or adulthood. Second-year spring semester clinical practicum prereq: completion of 24 cr. minimum COMSC 729.04 for students in the bilingual in assessment and management of communica- hours to be arranged; 2 cr tion disorders of varying types and severity extension, designates a special section of COMSC 790 Special Topics in Speech- COMSC 729 for practicum with Spanish-speak- under the supervision of an ASHA certified and New York State licensed speech-language pathol- Language Pathology or ing children eligible for bilingual services. Audiology prereq: COMSC 733; coreq: COMSC 736 ogist. College-supervised off-campus clinical practica include experiences with individuals SCHOOL OF HEALTH SCIENCES 1 cr COMSC 790.01 Dysphagia, Tracheostomy, who have speech and language disabilities in and Ventilator Dependency | COMSC 730 Cleft Palate and Craniofacial early childhood, childhood, middle childhood, Normal and abnormal swallowing function. Disorders of Speech adolescence, or adulthood, Radiographic interpretation and fiberoptic eval- Broad spectrum of velopharyngeal incompe- prereq: COMSC 729; coreq: COMSC 737 uation of swallowing. Evaluation and treatment tence, including embryogenesis, classification of 1 cr across various etiologies for tracheostomized and clefts, aspects of cleft palate speech, associated ventilator-dependent patients. disorders, modes of formal and informal assess- COMSC 739.04 Clinical Practicum in ment and intervention strategies within the Speech-Language Pathology 2 COMSC 790.02 Assessment and Management home, school, hospital and work environments; For students in the bilingual extension, desig- of Dysphagia current surgical and prosthetic management of nates a special section of COMSC 739 for practicum with Spanish-speaking children eligi- COMSC 796 Special Problems cleft lip, palate and related craniofacial disorders; Directed study under supervision of faculty impact on learning and literacy acquisition. ble for bilingual services. prereq: COMSC 729; coreq: COMSC 737 members. For doctoral credit, must be super- prereq: COMSC 708, 712 vised by member of doctoral faculty. COMSC 752 Audiology for Speech-Language COMSC 731 Assessment and Management of COMSC 799 Thesis Seminar Speech, Voice, and Swallowing Pathologists Topics in auiological assessment and manage- Hours to be arranged. Individual research under Following Surgical Intervention supervision. for Head and Neck Cancer ment of children and adults with hearing loss that are relevant to the practicing speech-lan- COMMUNICATION SCIENCES Assessment and management of surgically based BILED 701 Foundations of Bilingual swallowing disorders in children, adolescents and guage pathologist. Education adults; rehabilitation of speech, voice following prereq: none Historical overview of bilingual education and oral and laryngeal surgery including the use of COMSC 771 Summer Clinical Practicum in its relationship to ESL instruction. Emphasis is speech aids. Speech-Language Pathology 1 placed on social and linguistic theories underly- prereq: COMSC 708, 712 First-year summer semester clinical practicum in ing bilingual instructional models and the politi- assessment and management of communication cal context in which they function. COMSC 733 Clinical Methods in Speech- 45 hours plus 5 hrs of fieldwork, 3 cr Language Pathology disorders of varying types and severity under the Advanced clinical seminar devoted to the chang- supervisor of an ASHA certified and New York BILED 771 Psychology of Language Learning ing nature of clinical populations, delivery of State licensed speech-language pathologist. and Teaching health-care service in the home, hospital, school College-supervised on-campus clinical practicum Survey of the research in first and second-language and work environments; measures of clinical and off-campus clinical practica include experi- acquisition as it pertains to bilingual children. outcomes, prevention, and professional/ethical ences with students with speech and language dis- Emphasis on the psychological underpinnings of practices; analysis of clinical and classroom man- abilities in early childhood, childhood, middle the language acquisition process and their impli- agement and instruction. childhood and adolescence, as well as with adults. cations for language learning in the classroom. prereq: COMSC 720 prereq: COMSC 733 30 hrs plus 30 hrs, 2 cr 1 cr 5 hrs of fieldwork and lab, 2 cr COMSC 735 Methods in Speech-Language COMSC 772 Summer Clinical Practicum in BILED 778 Instruction Through the Native Pathology II Speech-Language Pathology 2 Language Summer clinical seminar devoted to the chang- Second year summer semester clinical practicum To enhance Spanish language skills of teacher ing nature of clinical populations; intervention in assessment and management of communica- candidates for the purpose of teaching content strategies for individuals with disorders of speech tion disorders of varying types and severity under areas in and through Spanish. The academic lan- and language across the lifespan in various hos- the supervision of an ASHA certified and New guage needed to teach content areas will be pital and clinic settings; continued development York State licensed speech-language pathologist. emphasized. Teacher candidates will develop, of professional oral and written communication College-supervised on-campus clinical practica adapt and revise curriculum materials in Spanish skills; professional/ethical practices. and off-campus clinical practica include experi- for the bilingual classroom. prereq COMSC 733, 771 ences with students with speech and language dis- prereq: BILED 771 30 hrs, 2 cr abilities in early childhood, childhood, middle 45 hrs plus 10 hrs of fieldwork, 3 cr childhood, adolescence, as well as with adults. COMSC 736 Clinical Seminar in Speech- prereq: COMSC 771 EDESL 783 Methodology of Teaching English Language Pathology 1 1 cr to Speakers of Other Languages Assessment measures and intervention strategies An overview of classroom options for teaching for individuals with disorders of speech and lan- English to second language learners. The course guage across the lifespan; development of profes- covers options for classroom management and sional oral and written communication skills. setting up learning environments. A 25-hour prereq: COMSC 733 field experience is a part of this course. 180 30 hrs, 2 cr DOCTORAL PROGRAM IN AUD 71200 Speech-Language Pathology for AUD 73000 Amplification l SCIENCES HEALTH OF SCHOOL SPEECH AND HEARING SCIENCES Audiologists Examination of hearing-aid components, hear- Exploration of the effects of communication dis- ing aid candidacy, output limiting/compression, The City University, through the Graduate orders and differences on audiological testing, electroacoustic and real-ear measures, prescrip- Center, offers a doctoral program in speech and treatment and counseling; screening and preven- tives procedures, amplification, earmolds and hearing sciences. For description of the program, tion of communication disorders across the life earmold acoustics, cerumen management, binau- see the Bulletin of the Graduate Center or go to span. In accordance with the American Speech- ral issues including deprivation and acclimatiza- http://web.gc.cuny.edu/ClinicalDoctoral/audio/ Language-Hearing Association’s certification stan- tion, approaches to hearing aid evaluation. index.htm dards, students will complete the hours of speech prereq: Diagnostic Audiology, Physiological and language screenings in a variety of settings. Acoustics, and 1 cr of Audiology Practicum prereq: Speech-Languages Sciences 30 hours lecture plus conference; 15 hours CLINICAL DOCTORAL coreq: Diagnostic Audiology laboratory, 4 cr PROGRAM IN AUDIOLOGY 15 hours lecture plus conference, 15 hours laboratory; 3 cr AUD 73300 Communication Skills of Adults COURSES with Hearing Loss AUD 71600 Physiological Acoustics A comprehensive approach to rehabilitation of Detailed study of the pneumatic/mechanical/ adults with hearing impairment. Assessment of AUD 70000 Anatomy & Physiology of the hydraulic/electrical interfaces involved in the adult communicative function including audi- Audio-Vestibular System transduction of acoustic energy through the audi- tory/visual speech perception, and use of self- | Investigation of the embryology, structure, and tory system. In-depth investigation of the external assessment using cochlear implants and other function of the auditory and vestibular systems. ear biophysics, the middle ear transfer function, sensory aids. SCIENCES COMMUNICATION 30 hours lecture plus conference, 3 cr cochlear hydrodynamics and hydromechanics, prereq: Diagnostic Audiology and 1 cr of auditory biopotentials, cochlear non-linearity, Audiology Practicum AUD 70300 Acoustics and Psychoacoustics neural transduction and neural coding in the coreq: Amplification 1 Exploration of the decibel, sound transmission, peripheral and central auditory systems. 30 hours lecture plus conference, 3 cr complex stimuli, psychoacoustic methods, signal prereq: courses in Anatomy & Physiology of the detection theory, auditory sensitivity, masking, Audio-Vestibular System and Psychoacoustics AUD 73500 Auditory Electrophysiology loudness, pitch, binaural hearing. 30 hours lecture plus conference, 3 cr Advanced differential diagnosis of auditory dis- coreq: Anatomy & Physiology of the Audio- orders. Exploration of theoretical bases and clini- Vestibular System; Instrumentation in AUD 71800 Introduction to Research cal aspects of otoacoustic emissions and middle Audiology Methods ear measurement. 30 hours lecture, 15 hours laboratory; 3 cr Exploration of issues and concepts in study prereq: Diagnostic Audiology and 1 cr of design and analysis including types of research, Audiology Practicum AUD 70500 Speech-Language Sciences controlling for confounding variables, measure- coreq: 2nd cr of Audiology Practicum Exploration of phonological, lexical syntactic- ment errors and their effects, statistical methods, 15 hours lecture and conference; 15 hours lab- morphological, and pragmatic aspects of human and their applications to clinical populations. oratory; 3 cr communication associated with speech, lan- 30 hours lecture plus conference, 3 cr guage, hearing and related disorders, normal AUD 73700 Prevention and Identification of processes of speech and language comprehension AUD 72000 Multicultural Issues for Hearing Loss and production over the life span. Audiologists Exploration of procedures to prevent the onset 30 hours lecture plus conference, 3 cr Examination of multicultural influences on the and minimize the development of hearing disor- prevalence of auditory, vestibular, and otologic ders; identifying individuals at risk for hearing AUD 70900 Instrumentation in Audiology disorders; dialectical considerations for impairment throughout the lifespan; screening Measurement and calibration of the physical suprathreshold speech-recognition assessment; individuals for hearing impairment and disabili- characteristics of acoustic, electric, and other multicultural influences on attitudes toward ty/handicap; administering hearing conservation non-acoustic stimuli; instrumentation, digital health care providers, health care, disability, and programs. technology; bio-electrical hazards. deaf; ramifications of cultural diversity for profes- prereq: courses in Diagnostic Audiology and prereq: Psychoacoustics sional practice; using culturally sensitive measures Auditory Evoked Responses coreq: Physiological Acoustics and protocols for assessment and management. coreqs: course in Audiology Electrophysiology 15 hours lecture; 30 hours laboratory, 3 cr prereq: Diagnostic Audiology 30 hours lecture plus conference, 3 cr AUD 71000 Diagnostic Audiology 30 hours lecture plus conference, 3 cr Study of audiological test procedures and inter- pretation in the assessment of peripheral and functional hearing impairment. prereq: Anatomy & Physiology of the Audio- Vestibular System; Instrumentation in Audiology; Psychoacoustics 30 hours lecture plus conference; 15 hours laboratory, 4 cr

181 AUD 74000 Aural Habilitation AUD 76300 Vestibular and Tinnitus AUD 77600 Seminar in Professional Practice - Roles and responsibilities of the audiologist in Evaluation and Management Business Practices clinical and educational settings. Assessment and Investigation of balance tests including Issues of a professional nature that impact on the management of communicative function in chil- electronystagmography, posturography, and practice of audiology. Topics include licensure, dren with hearing impairment, including those rotary chair; vestibular rehabilitation; electro- accreditation/certification, quality assurance, reim- with minimal hearing loss. Development of physiologic and behavioral techniques for the bursement, establishing a private practice, profes- strategies for improving speech perception skills, assessment of tinnitus; tinnitus management. sional liability, privacy/confidentiality and ethics. including usage of assistive technology. prereq: Anatomy & Physiology of the Audio- prereq: Courses in Diagnostic Audiology; prereq: Auditory Evoked Responses; Speech- Vestibular System; Instrumentation in Audiology Practicum; Audiology Seminar; Language Pathology for Audiologists; and, 2 cr Audiology, Diagnostic Audiology, Auditory Amplification ll of Audiology Practicum Evoked Responses, Audiology Electrophysiology 30 hours lecture plus conference, 3 cr coreq: Audiology Electrophysiology 30 hours lecture plus conference, 3 cr 30 hours lecture plus conference, 3 cr AUD 78000 Audiologic Research AUD 76500 Audiologic Research Proposal Students, under the direction of their clinical AUD 74200 Auditory Evoked Responses Critiquing of research and the development of research project committee, will carry out the Exploration of the theoretical bases and clinical individual research proposals. Development of proposal developed in Audiologic Research applications of the auditory evoked potentials. Institutional Review Board (IRB) application. Proposal. prereq: Audiology Electrophysiology and 2 cr of prereq: Introduction to Research Methods and prereq: Audiologic Research Proposal SCHOOL OF HEALTH SCIENCES Audiology Practicum completion of 45 Au.D. credits 15 hours, 1 cr | 15 hours lecture and conference; 15 hours 30 hours lecture plus conference, 3 cr laboratory; 3 cr AUD 79000 Audiology Practicum AUD 76700 Amplification lll Clinical Practicum in assessment and manage- AUD 74600 Pediatric Audiology Advanced programming. FM fitting and evalua- ment of a wide variety of hearing disorders Exploration of the effects of hearing loss on tion; special fittings; developing technologies; under the supervision of an ASHA certified and child development, prevalence of hearing loss in current research in amplification. New York licensed audiologist. childhood, embryology, genetic issues, develop- prereq: Amplification l and 2 cr of Audiology 15 hours laboratory, 1 cr ment of auditory function, hearing and balance Practicum disorders in children, pediatric audiology assess- 15 hours lecture and conference; 15 hours AUD 79600 Seminar in Audiology ment battery, pediatric considerations in amplifi- laboratory; 3 cr Examination of ethical issues, certification stan- cation, assessment of special populations. dards, Center policies and procedures, infectious prereq: Amplification l, Auditory Evoked AUD 77000 Cochlear Implants and other disease and infection control, history taking, Responses and 2 cr of Audiology Practicum Sensory Aids report-writing, counseling, case studies, proce- coreq: Audiology Electrophysiology, Prevention Effects of electrical stimulation on the auditory dures and protocol in various settings. and Identification of Hearing Loss system; exploration of candidacy, principles of 15 hours, 1 cr 30 hours lecture plus conference, 3 cr signal processing, and audiologic management for children and adults who use cochlear AUD 79900 Audiology Residency AUD 74800 Amplification ll implants and other sensory aids. Students will be placed and supervised in set- COMMUNICATION SCIENCES Advanced signal processing, verification, valida- prereq: courses in Anatomy & Physiology of the ting(s), which will meet CAA standards for the tion/outcome measures, pediatric amplification Audio-Vestibular System; Acoustics and certificate of Clinical Competence for the clini- fitting, noise-reduction strategies, multi-micro- Psychoacoustics; Speech-Language Sciences; cal residency year. Student must successfully phone/directional technology, Physiological Acoustics; Instrumentation in complete this course two times. troubleshooting/repair, hearing-aid orientation. Audiology, Amplification l coreqs: Audiology Residency Seminar. prereq prereq: Amplification l and 2 cr of Audiology 30 hours lecture plus conference, 3 cr for the 1st semester of Audiology Residency: Practicum Completion of 6 credits of Audiology 15 hours lecture and conference; 15 hours lab- AUD 77200 Auditory Processing Disorders: Practicum and 6 credits of Audiology Seminar, oratory; 3 cr Assessment and Treatment 1-3 cr Relevant neuroanatomy and physiology of audi- AUD 75000 Counseling tory pathways: behavioral and physiological AUD 79800 Independent Study Contemporary theories of counseling. assessment techniques and management proce- Limited research review or research study to per- Application of principles and methods to prob- dures for children and adults with auditory pro- mit in-depth exploration of single area; with fac- lems faced by individuals with communication, cessing disorders. ulty supervision. hearing, vestibular and tinnitus disorders and prereq: Auditory Evoked Responses; Auditory conference, 1-3 cr their families. Counseling strategies to maximize Electrophysiology, Speech-Language Pathology individual’s ability to understand, adapt and for Audiologists, Pediatric Audiology, cope with his/her disorder. Audiologic Habilitation and 2 cr of Audiology prereq: Diagnostic Audiology Practicum 30 hours lecture plus conference, 3 cr 30 hours lecture plus conference, 3 cr AUD 76000 Medical Audiology AUD 77400 Hearing and Aging Medical and audiological aspects of hearing and Examination of the biological, physiological and balance disorders, including issues in genetics, sociological changes accompanying the aging otologic assessment and treatment, and use of process; protocols for evaluating and treating imaging studies. older adults with hearing impairment. prereq: Auditory Evoked Responses and 2 cr of prereq: courses in Diagnostic Audiology and Audiology Practicum Anatomy & Physiology of the Audio-Vestibular coreq: Audiology Electrophysiology System; Auditory Electrophysiology; 30 hours lecture plus conference, 3 cr Communication Skills of Adults with Hearing Loss 30 hours lecture plus conference, 3 cr

182 COLO ELHSCIENCES HEALTH OF SCHOOL PHYSICAL THERAPY Degrees offered HEGIS Physical Therapy DPT 1212

Executive Officer of Clinical Doctoral Degree Programs, CUNY, Barbara Weinstein; Room 3310, 365 Fifth Avenue; (212) 817-7980 Director and Adviser, Gary Krasilovsky; Room E 007, Brookdale Campus, Hunter College; (212) 481-4469; [email protected] Associate Professors: Krasilovsky, Lipovac, Rosen Assistant Professors: Babyar, Holland, Ibrahim, Pivko Academic Coordinator of Clinical Education: Pivko Website: www.hunter.cuny.edu/schoolhp/pt or www.gc.cuny.edu/doctoral_programs

The Physical Therapy program is a three-year fundamental theory, and to develop skill for 6. One semester of mathematics (precalculus post-baccalaureate Doctor of Physical Therapy clinical practice, including critical thinking or college algebra and trigonometry). degree curriculum. The DPT program is a and communication.”1 7. One semester of statistics. collaboration between the Graduate Center of The pathway requires the following prereq-

CUNY and the physical therapy programs at uisite course work and admissions procedures. 8. One semester of English composition | Hunter College and the College of Staten Students enter the graduate physical therapy (expository writing) HSCLTHERAPY PHYSICAL Island. These two sites have different admis- program in the fall semester; the program is sions deadlines and admit separate groups of designed for full-time study during the day. 9. The Graduate Record Examination must students. You must indicate which site you are be completed and scores sent to the seeking to attend! 1. A bachelor’s degree from an accredited Graduate Center of CUNY ( ID # 2113) Upon completion of the program, students four-year institution by the end of the 10.Cardiopulmonary Resuscitation will receive a doctor of physical therapy (DPT) spring semester prior to entry into the Certification by the American Heart degree. Please go to the Physical Therapy DPT program. Association or the Red Cross Program or the Graduate Center (CUNY) 2. Two semesters of anatomy and physiology website for updated information on the pres- 11.An undergraduate grade point average for science majors with lab ent curriculum, the admissions requirements (GPA), calculated from all college courses, and process, open-house dates, and to down- 3. Two semesters of physics for science of 3.0 or above load clinical experience and other forms. majors with lab 12.Documented clinical experience of at least Physical therapists, as essential members 100 hours in the United States under the of the health care team, address health main- 4. Two semesters of chemistry for science majors with lab supervision of a licensed physical thera- tenance and the prevention of disabilities, the pist, with a minimum of 50 hours in a identification and assessment of impaired 5. Two semesters of psychology (including hospital-based setting. motor function, and rehabilitation toward one semester of developmental psychology optimal health and function. The physical or child psychology). Applicants may inquire at any hospital or therapist provides therapeutic services to indi- other facility about volunteering in its viduals of all ages with musculoskeletal, neu- physical therapy department as a means of 1 Commission on Accreditation in Physical Therapy rological, sensorimotor, cardiovascular, and gaining access to clinical experience. A Education (1996). Evaluative Criteria for the other physiological dysfunctions. Physical Clinical Experience Form will be provided Accreditation of Education Programs for the therapists may be employed in hospitals and by the physical therapy program and is Preparation of Physical Therapists, Effective January, extended-care facilities, ambulatory clinics, available from our website. The completed 1998. Alexandria, VA: American Physical Therapy school systems and sports medicine centers. documentation should be provided by the Association. They may also be self-employed professionals in private practice. The present graduate program is accredit- ed by the Commission on Accreditation in Physical Therapy Education (CAPTE) of the American Physical Therapy Association. Graduates are prepared for the National Licensing Examination in Physical Therapy.

ADMISSION REQUIREMENTS

Admission requirements for entry into the DPT degree program are described below. The bachelor’s degree requirement for entry is based upon the CAPTE criterion that mandates that physical therapy programs are “built on a balance of course work in social sciences, humanities, and natural sciences, which is appropriate in depth and breadth, to develop the ability in students to think inde- pendently, to weigh values, to understand 183 184 PHYSICAL THERAPY | SCHOOL OF HEALTH SCIENCES admission requirements. forallapplicants whomeet to equalopportunity College Physical Therapy Program isdedicated and resources. The Graduate Center/Hunter is based,by necessity, onthelimitationsofspace not guaranteeacceptancetotheprogram, which ity, scores. andinterview TOEFL scores, clinicalexperience, essayqual- each applicant,basedonGPA, GRE& dardized scoringformwillbeusedtoevaluate astan- Subsequentviews. totheinterviews, health care toidentifythoseeligibleforinter- experience andotherrelevant experiencein gible applicantswillbereviewed forclinical ommendation. Documents submittedby eli- This includesalltranscriptsandlettersofrec- to theGraduate CenterAdmissions Office. applicant andsubmittedinsealedenvelopes All otherdocumentsare tobeobtainedby the the Admissions officeoftheGraduate Center. Applicants mustfileonlineviaalinkfrom The applicationprocess isself-managed. whohave notcompleted upto6 16.Students applicantswhohave notstudiedin 15.For mayberequired withfaculty interview 14.An Filing ofanonlineGraduate Center(GSUC) 13. Meeting theseminimumrequirements does semester. dateoftheprogram inthefall starting all requirements mustbemetbefore the ally acceptedfortheincomingclass,but credits ofprerequisites maybecondition- least 550onthe TOEFL examination. English-speaking countries,ascore ofat gram faculty. determined by thephysicaltherapypro- Program, whichwillincludeanessayas of theHunter CollegePhysical Therapy Application by theDecember 1stdeadline. is sought. summer semesterforwhichadmission line ofDecember 1priortothe physicaltherapistby thedead- supervising Third Year Second Year First Year credits Specialization (CoursesdesignatedPT) 105 FOR GRADUATION REQUIREMENTS (Spring semester) (Fall semester) (Summer semester) (Spring semester) (Fall semester) (Summer semester) (Spring semester) (Fall semester) (Summer semester) PHT 88950 87000 PHT 88000 PHT 88600 88200 PHT 81000 80800 PHT PHT 80900 79500 PHT 73000 72000 PHT 70300 PHT 70100 [ 80200 , , , , , 80900 80100 75000 88800 86000 , , , , , , , 70400 , 82000 74000 70200 89000 88100 88700 80300 , , 81100 88900 , 70500 , , , , , 83000 76000 90000 88300 80400 , 79700 , 70600 , , , , 84000 77000 88400 80500 ,] 1 , , 806002 71000 , , , , 85000 78000 88500 80700 , , , , , 2. Thesecoursesare scheduledduringthe 1. in thecoursesyllabus. The policyforthepassingcriteriaisincluded Students mustpassallpracticalexaminations. by thefacultymemberteachingcourse. ofthegradeisdetermined or checkoutaspart examination include apractical(laboratory) Graduate Catalog(seep. 16)willbefollowed. demic policiesasstatedintheHunter College a studentwithdrawsfrom anycourse,theaca- (NC) doesnotinfluencethestudent gram. The grade ofcredit (CR) ornocredit continuation andgraduationfrom thepro- must begradedascredit (CR)forsuccessful and anyallremaining clinicalaffiliations, affiliation. This make-upclinicalaffiliation, the studentisplacedinonemake-upclinical a clinicalaffiliationisgradednocredit (NC), throughout theentire curriculumsequence.If ed torepeating oneclinicalaffiliation credit/no credit (CR/NC).Astudentislimit- applies toclinicalaffiliationgrades,whichare repeat thatcourseonlyonce. This policyalso Therapy Program, andtheyare permittedto only onecoursewhileenrolled inthePhysical major area. Students are permittedtorepeat will beoffered counselingtoward another C gradeintherepeated course,thestudent remain above 3.0.If thestudentearnsbelow a repeated courseandthatthestudent required thatagradeofCbeearnedinthe major area. continuing atHunter Collegeinanother p. 9). This willnotprevent thestudentfrom section ondegree requirements inthiscatalog, therapy program curriculumisfive years (see time permittedforcompletionofthephysical the studentplanstoresume studies. The total before thebeginning ofthesemesterinwhich reapply foradmissionatleasttwomonths of absenceinorder toretake thecourseand cuss whetherthestudentshouldtakealeave ing withthefacultywillbescheduledtodis- sequence ofphysicaltherapycourses.Ameet- will notbepermittedtocontinuethe demic courseinthephysicaltherapyprogram earning agradebelow Cinanyrequired aca- demic policiesinthiscatalog,p.16). Students academic standing(refer tosectiononaca- tive GPA of3.0orabove toremain ingood Students are required tomaintainacumula- Policy Summary Academic andClinicalEducation Grading GRADING POLICY PHT80600 first nineweeks ofthesemester. The gradingpolicyincourseswhich six weeks ofthe fallsemester. externship, whichisscheduledforthelast If astudentrepeats afailedcourse,itis is asix-week, full-timeclinical ’ ’ s GPA s GPA. If COURSE LISTINGS PHT 73000 Structure and Function of the PHT 80200 Clinical Education: Education SCIENCES HEALTH OF SCHOOL Nervous System Theories This course provides an overview of microscopic, This course is designed to introduce the student PHT 70100 Clinical Anatomy gross, and developmental anatomy of the human to the principles and theories of educational An in depth study of the human body, with nervous system with emphasis on neurological strategies. emphasis on the neuromuscular and muscu- process, structural and functional relationships. prereq: PHT 73000, PHT 74000, PHT loskeletal systems. prereq: PHT 72000, PHT 71000 75000, PHT 78000 prereq: acceptance into the Physical Therapy 45 hrs, 3 cr 30 hrs, 2 cr Program 90 hrs, 4 cr PHT 74000 PT Prevention & Intervention PHT 80300 Differential Diagnosis & Basic concepts of mobility and exercise for pre- Intervention in Clinical PHT 70200 Medical Terminology vention and restoration of function. Orthopedics This programmed computerized self-study will prereq: PHT 71000, PHT 72000 This course is designed to promote clinical provide students with the ability to analyze med- 90 hrs, 4 cr reasoning skills in the examination, assessment, ical terms, define basic terms and abbreviations and intervention of patients with orthopedic used in documenting health records and identify PHT 75000 Physical Modalities - Clinical dysfunctions. common terms related to diagnosis, therapies, Decision Making & Application prereq: PHT 73000, PHT 76000, PHT and diagnostic tests. Principles and practical application of thermal, 79000. prereq: acceptance into the Physical Therapy mechanical, electromagnetic and other energies 30 hrs, 2 cr Program in physical therapy is presented. | On-line, 1 cr PHT 71000 PHT 72000 PHT 80400

prereq: , Introduction to Neurological PT THERAPY PHYSICAL 75 hrs, 3 cr Foundations, examination, and interventions for PHT 70300 Foundations PT Care the treatment of disorders of the Central An introduction to the physical therapy profes- PHT 76000 Lower Extremity Kinesiology & Nervous System. sion and includes the history and scope of physi- Assessment prereq: PHT 73000, PHT 76000 cal therapy practice. The structure and function of joints and muscles 45 hrs, 2 cr prereq: acceptance into the Physical Therapy will be reviewed for the lower extremities and Program trunk. PHT 80500 Musculoskeletal Examination and 60 hrs, 2 cr prereq: PHT 71000, PHT 72000 Interventions I 60 hrs, 2 cr Basic examination techniques utilizing selective tis- PHT 70400 Introduction to Physical Therapy sue tension tests that will be applied to evaluate and Practice & Ethics diagnose lower extremity orthopedic conditions. This course examines the multifaceted role of PHT 77000 Research Seminar I prereq: PHT 76000, PHT 78000, PHT 74000 the physical therapist in the health care delivery To provide the students with basic patterns of 60 hrs, 3 cr system. research from review of the literature to the prereq: acceptance into the Physical Therapy design of multiple variable research, involved in PHT 80600 Clinical Affiliation I Program. the clinical physical therapy environment. The first of four clinical internships in an acute 30 hrs, 2 cr prereq: PHT 71000, PHT 72000 care hospital setting or other setting appropriate for the objectives of this course. Under the PHT 70500 Upper Extremity Kinesiology & 15 hrs, 1 cr supervision of a licensed physical therapist, the Assessment PHT 78000 Clinical Medicine student will integrate and apply course work to An introduction to the application of anatomy An overview of disease and injury with an empha- provide quality care in the evaluation and treat- for human movement. sis on conditions encountered in physical therapy. ment of patients with a variety of diagnoses. prereq: acceptance into the Physical Therapy prereq: PHT 71000, PHT 72000 prereq: PHT80400, PHT80500 Program. 45 hrs, 3 cr 6 weeks full time, 3 cr 45 hrs, 2 cr PHT 79500 Integumentary System: PHT 80700 Proprioceptive Neuromuscular PHT 70600 Psychosocial Aspects of Clinical Assessment & Intervention Facilitation Practice The course focuses on evaluation and manage- The historical and theoretical framework of This course is designed to increase understand- ment of individuals with integumentary Proprioceptive Neuromuscular Facilitation (PNF) ing of the profound psychological and social dysfunction. that will serve as the foundation for learning impact that illness and disability can have on prereq: PHT 71000, PHT 72000 these specialized hands on exercise techniques. people with chronic illness and traumatic injury. 15 hrs, 1 cr prereq: PHT 80600 prereq: acceptance into the Physical Therapy 30 hrs, 1 cr Program. PHT 79700 Colloquium Elective 30 hrs, 2 cr This elective will provide students with the oppor- PHT 80800 Differential Diagnosis in tunity to enroll in an intense clinically based Neurological Evaluation PHT 71000 Research Design course presented by an expert in physical therapy. A system of testing peripheral, central and auto- Introduction to the scientific methods of inquiry prereq: PHT 72000, PHT 71000 nomic nervous system function will be presented used in research and their meaning in physical TBA hrs, 1 cr with an emphasis on specificity and sensitivity of therapy practice. the tests. prereq: PHT 70100, PHT 70200, PHT PHT 80100 Pulmonary PT prereq: PHT 80600 70300, PHT 70400 This course is designed to promote clinical 30 hrs, 1 cr 30 hrs, 2 cr reasoning skills in the examination, assessment, and intervention of patients with pulmonary PHT 80900 Research Seminar II PHT 72000 Human Physiology and Exercise dysfunctions. Data collected and completion of research results. Physiology prereq: PHT 72000, PHT 71000. prereq: PHT 80600 This course provides an overview of cellular 45 hrs, 2 cr 1 hour/week, 1 cr (independent study) structures and functions which regulates body homeostasis from the point of cell division and genetic control of protein synthesis. prereq: PHT 70100, PHT 70200, PHT 70300, PHT 70400 60 hrs, 4 cr

185 186 PHYSICAL THERAPY | SCHOOL OF HEALTH SCIENCES common upperextremity diagnoses. orthopaedic tissue tensiontestswillbeappliedtoclarify Basic examinationtechniquesutilizingselective PHT 85000 oneachofthesesystems. disease orinjury tems andpresents theclinicalimplicationsof This coursedescribesspecificneurological sys- PHT 84000 apist inthefieldofprosthetics andorthotics. the role andresponsibilities ofthephysicalther- This courseisdesignedtoorientthestudent PHT 83000 and introduction toradiologyandimaging. conditionsoftheupperextremityed orthopedic Etiology andtherapeuticmanagementofselect- PHT 82000 treatment approaches this course.Physical therapyevaluations and with cardiovascular dysfunction iscovered in The physicaltherapymanagementofindividuals PHT 81100 environment andappropriate modifications. ment andwheelchairs,evaluation ofthehome techniques, anunderstandingofadaptedequip- physical disabilities,evaluation andtreatment standing ofspecialproblems facedby adultswith and physiologicalconsiderations,under- andtraumaticbraininjury,injury anatomical ples ofrehabilitation, etiologyofspinalcord The courseincludesadescriptionoftheprinci- PHT 81000 75 hrs,3cr prereq: 45 hrs3cr prereq: 30 hrs,2cr prereq: 30 hrs,2cr prereq: 45 hrs,2cr prereq: 75 hrs,3cr prereq: PHT 80600 PHT 80600 PHT 80800 PHT 72000 PHT80800 PHT 80600 Musculoskeletal Examination II Intervention inClinicalNeurology Differential Diagnosis & andImagingII/Radiology Clinical Orthopaedics Orthotics &ProstheticsOrthotics Cardiac Rehabilitation Neurological Interventions I , , , , , , PHT80900 PHT 80700 PHT 80700 PHT 80700 PHT 80900 PHT 71000 , , PHT 80800 PHT 80800 different diseases. andotheravailable treatmentsuse ofdrugs in ferent bodysystemsandprovides rationalefor covered physiologyandpathophysiologyofdif- This courseprovides ofpreviously anoverview PHT 88300 developmental disabilities. in practice ofphysicaltherapyintervention and and abnormalhumandevelopment; theory will beabletoexamineandunderstandnormal sion, videosandassignedreadings, thestudent experiences,discus- Through lecture, laboratory PHT 88200 cal therapyservice. and develop skillstomanageanorganized physi- This courseisdesignedtoprovide information PHT 88100 niques taughtby theBobaths(N.D. T.). Nervous System, withemphasisonthetech- adult andpediatricdisorders oftheCentral neurophysiological basisforthetreatment of cation oftheclassicaltherapeuticexercise witha Foundations, assessmentprocedures, andappli- PHT 88000 in healthprevention, promotion, andwellness. This coursedefinestherole ofphysicaltherapy PHT 87000 completion ofpublishableresearch project. tocol inGuide forAuthors. Progress toward pare forapublishablemanuscriptfollowing pro- Students willcompleteresearch project andpre- PHT 86000 45 hrs,3cr prereq: 30 hrs,2cr prereq 45 hrs,3cr prereq: 60 hrs,2cr prereq: 30 hrs,2cr prereq: 15 hrs,1cr prereq: PHT 81000 PHT 87000 PHT 81000 PHT 80600 PHT 80900 PHT 81000 Management Seminar on Organization & Neurological Interventions II Lifespan Health Promotion Through the Pharmacology &Systems Review Research Seminar III Pediatrics , , , , PHT 84000 PHT 81000 PHT 80700 PHT 85000 , , PHT 86000 PHT 80900 the resolution ofconflictwithintheworkplace. studies, casescenarios,administrative issuesand integrate clinicaldecisionmakingthrough case This seminarwillbringstudentstogetherto PHT 88700 while buildingonpastclinicalexperiences. refineto further andenhancestudent A 10week affiliationinafacilitythatwillserve PHT 88600 needle electromyography. conductionstudiesand through theuseofnerve nostic evaluation oftheneuromuscular system ological basisandtechniquesoftheelectrodiag- This courseprovides thestudentwithphysi- PHT 88500 selective tissuetestingtechniques. Advanced managementofthespineincluding PHT 88400 submit research toaprofessional journal. Complete theresearch project andprepare to PHT 90000 tool. therapy evaluation andintervention topracticebiofeedbackasaphysical opportunity This coursewillprovide studentswiththe PHT 89800 placements throughout thecurriculum. offourclinicalinternship This isthefourth PHT 89000 ments throughout thecurriculum. This isthethird offourclinicalinternshipplace- PHT 88950 in physicaltherapy. tointeractwitharenownedopportunity expert This colloquiumwillprovide studentswiththe PHT 88900 approval(s) are inhand. datacollectiononceallIRB designated andstart Implement theresearch project atthelocations PHT 88800 1/week, 1cr prereq: 10 weeks, 5cr prereq: 30 hrs,2cr prereq: 75 hrs,3cr prereq: 1 hr/week, 1cr prereq: 22.5 hrs,1cr prereq: 105 hrs,5cr prereq: 9 weeks, 5cr prereq 15 hrs,1cr prereq: 1/week, 1cr prereq: PHT 88600 PHT 88000 PHT 88000 PHT 81000 PHT 85200 PHT 88800 PHT 88800 PHT 88950 PHT 79700 PHT 88600 Clinical Decision Making Clinical AffiliationII Motion Analysis Electroneuromyography & Intervention III Musculoskeletal Examination and Physical Therapy Biofeedback Interventions in Therapy Colloquium Elective inPhysical Research Seminar V Clinical AffiliationIV Clinical AffiliationIII Research Seminar IV , , , , and PHT 88800 PHT 84000 PHT 84000 PHT 88900 PHT 88200 ’ s skills COLO ELHSCIENCES HEALTH OF SCHOOL URBAN PUBLIC HEALTH Degrees offered HEGIS Community Health Education BS* 1214 Nutrition and Food Science BS* 1306 Administrative Office; (212) 481-5111; [email protected] Urban Public Health MPH 1214 MPH and MS Program Director, Susan Klitzman; Community Health Nursing MS/MPH 1203.1/1214 Brookdale Center; 1017 West Building; (212) 481-5155; [email protected] Urban Public Health Environmental and MS 1299 Community Health Education Coordinator, Lynn Roberts; Occupational Health Sciences Brookdale Center; 1029 West Building; (212) 481-7560; [email protected] Environmental and Occupational Health Coordinator, Jack Caravanos; * See Hunter College Undergraduate Catalog 2004-2007, Brookdale Center; 1007 West Building; (212) 481-7569; [email protected] p. 214 for information concerning undergraduate programs in urban public health. Public Health Nutrition Coordinator, Arlene Spark; Brookdale Center; 1015 West Building; (212) 481-7590; [email protected] Website: www.hunter.cuny.edu/health/uph

The program in urban public health offers a Each track prepares students for specific MPH DEGREE | master of public health degree in community job opportunities. Graduates of the commu- HEALTH PUBLIC URBAN health, with specializations in community nity health education track plan and manage Requirements for Admission health education, environmental and occupa- community health programs and interven- tional health, and public health nutrition. The tions to reduce social and behavioral threats 1. General admissions requirements to the program also offers a master of science degree to health. Graduates of the environmental and graduate programs in the arts and sciences in environmental and occupational health sci- occupational health track identify, assess and are observed. ences. With the Hunter-Bellevue School of reduce community and workplace exposures 2. Aptitude section of the Graduate Record Nursing, it offers an MSN/MPH degree in that jeopardize the health of urban populations. Examination or a prior master’s degree community health nursing. This dual-degree Public-health nutrition graduates promote the from an accredited U.S. university program is described in the School of Nursing nutritional well-being of urban populations section of this catalog. Doctoral students in and manage community nutrition programs. 3. Undergraduate major in natural or social some CUNY Graduate Center PhD programs, The public health nutrition specialization sciences, health studies, nutrition or a including sociology and psychology, can also within the MPH program includes courses related field. Students are expected to earn an MPH while pursuing their doctorate. that meet the requirements of the Dietetic present a background in both natural sci- Interested candidates should contact the urban Internship (DI), a 1200-hour fieldwork and ences and social sciences. Applicants to public health office. The MPH degree is didactic experience accredited by the specializations in public-health nutrition accredited by the Council on Education for Commission on Accreditation of Dietetic and environmental and occupational Public Health, the national educational Education (CADE), the accrediting arm of health are expected to have a background accrediting body for public health programs the American Dietetic Association. Students in science and mathematics, usually at in community health/preventive medicine. who successfully complete the DI are eligible least 18 undergraduate credits, including a The MS degree is accredited by the to sit for the national registration in dietetics course in statistics or calculus. An under- Accreditation Board for Engineering and to become credentialed as registered dietitians. graduate major in nutrition is desirable for Technology. Students who enter the MPH program with a the public-health nutrition specialization. During the fall and spring semesters, all bachelor of science degree in nutrition that 4. At least one year of work or volunteer courses are held once a week, Mondays fulfills CADE competencies may simultane- experience related to public health, nutri- through Thursday, in the late afternoon and ously work toward the master’s degree and tion, environmental or occupational evening, and studies can be pursued on a dietetics registration, two credentials that will health, social services or community part-time basis. During the summer semes- increase their skills and employability. organization is required. ters, there are a limited number of course offerings, which are held twice a week in the 5. For graduates of universities in non- late afternoon and evening. AFFILIATED CENTERS English-speaking nations, a TOEFL score The program in urban public health edu- of 600 is required for admission. cates public health professionals to promote Three centers are affiliated with the program Academic Requirements health and prevent disease among urban pop- in urban public health: the Center for Community ulations.It prepares students to work with the and Urban Health, the Brookdale Center on 1. 48 cr chosen as follows: diverse populations living in cities, and to Aging and the Center for Occupational and All courses (12 cr) in Group A, Public serve in a variety of settings in government, Environmental Health. They provide oppor- Health Core (see below under Course nonprofit organizations, businesses and com- tunities for students to become involved in Distribution) All courses (6 cr) in Group munities. The program provides students with demonstration projects and research through B, Urban Health Core 5 courses (15 cr) in a broad multidisciplinary background in public internships and independent study. (See Group C within one of the three special- and urban health and with specific competen- section on Research Centers and Institutes in ization areas of community health educa- cies in community health education, environ- front section of this catalog.) tion, environmental and occupational mental and occupational health, or nutrition. health, or public health nutrition 3-9 cr in It also offers students an opportunity to select Group D, supervised fieldwork experience concentrations in specific populations, health within specialty area 6-12 elective credits, conditions or public health tasks, allowing which can be within a single concentra- them to use elective and field work credits to tion area listed in Group E, chosen in add additional competencies. consultation with the faculty adviser. 187 2. A capstone project (seminar, paper, oral [9 cr for students choosing dietetic intern- public health. After a prescribed period of presentation) based on an aspect of stu- ship program to become registered dieti- work experience, graduates can qualify for dent’s fieldwork. The capstone project tians (RD)] examinations to become certified industrial allows students to synthesize academic hygienists (CIH), certified safety professionals knowledge with practical skills and experi- Group E (CSP), certified hazardous materials managers ences. It is designed to assess student skills (CHMM) or registered sanitarians (RS). and competencies in public health, urban Electives/Concentrations...... 6-12 cr. Scholarships may be available from the health and the specialty area. A list of National Institute for Occupational Safety these outcome competencies is available Students in all three specialization tracks may and Health (NIOSH) (EOHS Students) and through the urban public health program select electives, independent study and field other public and private sources. Contact the office. For students with graduate GPA’s placements within one or more topic areas in program office for further information. ≥3.8 and strong writing and research order to develop more advanced knowledge skills, especially those wishing to pursue and skills. In consultation with the faculty Requirements for Admission adviser, students can also design their own doctoral studies, a Master’s Essay may be 1. General admission requirements to the concentrations within a specialty area within written in lieu of a capstone project. graduate programs in arts and sciences are public health (e.g., women’s health, infectious SCHOOL OF HEALTH SCIENCES observed. Note: In addition to the degree requirements diseases, immigrant health, occupational | listed above, depending on their undergraduate health) and/or using resources of other college 2. The aptitude section of the Graduate preparation and work experience, students may departments including nursing, urban affairs Record Examination or a master’s degree be required to take additional undergraduate and planning, social work, social sciences or from an accredited U.S. university courses or independent study to meet program others, or with research centers. competencies as determined by a faculty adviser. An undergraduate major in science or engi- neering is desirable. For example, students in the public health Note: To be eligible for the American Dietetic Students are expected to have completed nutrition specialization who do not have an Association’s Dietetic Internship Certificate, a at least 40 credits in undergraduate or gradu- undergraduate degree in nutrition may be requirement for taking the examination to ate-level basic science and math courses such required to take additional courses in biology become a registered dietitian, students in the as courses in organic chemistry (with labs), and chemistry to meet the American Dietetic public-health nutrition specialization must general chemistry, general physics, biology, Association’s requirements for registered dietitians. complete NUTR 700, 701, 702 AND 703. and environmental or health sciences. Up to 12 credits of program requirements Generally, an undergraduate major in biology,

URBAN PUBLIC HEALTH may be waived for students who demonstrate ENVIRONMENTAL AND chemistry, environmental sciences or physics would satisfy these requirements. Students mastery of specific content required for the OCCUPATIONAL HEALTH degree as evidenced by passing challenge must also have completed one semester of cal- SCIENCES – MS examinations or submitting acceptable docu- culus and one of statistics. Students with a mentation of relevant skills. Students can then good academic record who do not meet the choose elective credits instead. This program is designed for individuals seek- above requirements may be admitted with ing careers as environmental and occupational conditions upon recommendation of the pro- Course Distribution health professionals. While emphasizing the gram admissions committee. recognition, evaluation, and control of envi- ronmental and occupational factors affecting Requirements for the Degree Group A health, the curriculum also includes consider- The MS program requires the completion of a Public Health Core Required . . . . 12 cr ation of economic, sociopolitical, and regulatory minimum of 48 credits of course work, of PH 700,701,702,703 issues. Offerings are designed so that students which 25 credits of core courses are required, may either also pursue study in environmental as well as a seminar and a comprehensive Group B health science in addition to specialization in examination. Full-time students are generally occupational health and safety. Opportunities able to complete program requirements in Urban Health Core Required . . . . . 6 cr are available for internships with numerous PH 710, 740 four semesters. Students are required to com- outside organizations (see list of field instruc- plete an internship project of at least 240 tion centers) as well as for research with facul- hours. Group C ty members. Together with several other major professional training institutions, this Specialization Track Required . 15-18 cr Course Distribution for MS program is a component of the Education and in one specialization area Research Center designated for this region by Core (all required) 40 cr COMHE 750, 751, 752, 753 AND 754 the National Institute for Occupational Safety PH 700 EOHS 702 EOHS 757 EOHS 702, 705, 747, 754, 765 and Health. A limited number of tuition PH 701 EOHS 741 EOHS 759 NUTR 710, 720, 730, 733, COMHE 750, scholarships are available to qualified students. PH 702 EOHS 754 EOHS 762 753* (*pending approval) The MS program is accredited by the PH 703 EOHS 755 EOHS 770.61 Accreditation Board of Engineering and PH710* (pending approval) Group D Technology. Graduates of the program are qualified for Supervised Field Work Required 3-6 cr. research, management, and planning positions Electives 8 cr COMHE 737.01; 737.02 ...... 6 cr. in a variety of private and public institutions. EOHS 760 ...... 3 cr. Career options include air and water pollution NUTR 737.1, 737.2 or NUTR 700 and 701 control, hazardous waste management, indus- for students enrolled in the Dietetic trial hygiene, occupational health and safety, internship program environmental planning, and environmental 188 COURSE LISTINGS for MPH PH 703 Biostatistics and Epidemiology II SPECIAL TOPICS COURSES SCIENCES HEALTH OF SCHOOL and MS PROGRAMS A continuation of PH700. Lectures, and hands- IN URBAN PUBLIC HEALTH on workshops on concepts, principles, and uses of epidemiology. Study of selected communicable (ELECTIVES) Each course 45 hrs, including conferences, 3 and chronic diseases to illustrate the distribution Note: These and other courses address broad cr, unless otherwise noted. and analysis of causes of disease and application urban public health issues of potential interest to Most elective courses are offered intermit- of epidemiology to planning, monitoring and students across all 3 UPH tracks (COMHE, evaluation of public health programs. tently (i.e., once every 2 years or at longer EOHS and NUTR). intervals). The frequency with which specific prereq: PH 700 electives are offered is generally based upon PH 710 Urban Health Promotion *Pending approval on student request and faculty expertise and Examines the impact of social and political are designed to reflect emergent issues in the forces on the health of urban populations and PH770.XX Food Politics and Policy* field. Examples of recent elective courses are describes roles for and history of public health This course examines the effects of the food listed in this catalogue. Please contact the professionals in promoting health of urban industry and government policy on health pro- UPH office for more specific information communities. motion and disease prevention in the US. about current and planned elective courses. PH 740 Public Health and Public Policy PH770.XX Social Epidemiology* Through in-depth exploration of major health (formerly COMHE 770.04) PUBLIC HEALTH COURSES issues, this course examines how government This course examines social and economic deter- |

policies and social and economic factors influ- minants of health and disease and the potential HEALTH PUBLIC URBAN PH 700 Biostatistics and Epidemiology I ence the practice of public health in urban set- Lectures and hands-on workshops. Application of role and limitations of epidemiology in analyz- tings and how public health professionals can ing and addressing them. statistical and epidemiologic methods to health influence policy. data: demographic concepts, rates and their use prereq: PH700, PH710, PH703 or instructor’s prereq: At least 30 cr including permission. in administration of public health programs and PH 700,701,702,703, and 710 epidemiology, disease measurement and distribu- PH770.XX Infectious Disease Control* tions, testing of significance, and concepts of PH 783/784 1, 2, 3 Independent Study in (formerly COMHE770.05) sampling. Introduction to one or more data Urban Public Health This course covers epidemiologic approaches to management and/or statistical packages. Directed reading, research or field study infectious disease transmission, investigation, prereq: elementary statistics or calculus designed to permit exploration of a single area surveillance, analysis and control. related to urban health in depth, with faculty PH 701 Principles of Health Care guidance. A faculty sponsor must agree to spon- PH770.XX Management of Public Health Administration sor independent study prior to registration. Each Programs* Interaction of official and voluntary health agen- of the research centers affiliated with the MPH (formerly COMHE/EOHS 770.21) cies at local, regional, and national levels. and MS programs offer supervised independent The challenges facing public health managers are Examination of objectives, organization, and study projects. complex and require a broad range of knowledge administration. Emphasis on financing, access prereq: perm program director, matriculated and skills. This course provides an overview of and quality of care. status, and completion of at least 12 cr hrs to public health management issues, focusing both PH 702 Environmental Health and Safety be arranged, 1, 2 or 3 cr on theory and practical skills useful in develop- Survey of chemical, physical, and biological fac- ing effective managerial approaches in today’s tors influencing quality of ambient, workplace, health care economic environment. and home environments. Topics include: air and PH770.XX Ethics in Public Health* water pollution, radiation and noise hazards, (formerly COMHE/EOHS 770.24) hazardous substances, solid wastes, food protec- This course examines contemporary ethical and tion, natural and human-made disasters, and moral dilemmas – such as those related to priva- specific hazards such as lead, asbestos, mold and cy, autonomy and corporate responsibility – that pesticides. arise in epidemiologic and biomedical research and public health, practice and policy. PH770.XX GIS and Public Health* (formerly EOHS/GIS 770.40) This course is designed to provide students with hands-on experience in obtaining, analyzing and mapping health data in relation to demographic, land-use, environmental and other variables. The uses and limitations of spatial analysis in under- standing the distribution and causes of disease will be critically examined. PH770.XX Emerging Infectious Diseases* (formerly COMHE770.48) This course examines historical, cultural, social, political, biological and environmental factors related to the emergence, transmission and con- trol of infectious diseases. Popular and public health approaches to risk characterization and management of infectious diseases are critically examined.

189 PH770.XX Immigration and Health* COMHE 754 Evaluation and Research for COMHE 731 Geriatric Community Health (formerly COMHE770.76) Community Health Promotion Care Systems This course offers a comprehensive overview of and Disease Prevention An introduction to the continuum of health and immigrant health in the US. By relying on the Basic concepts, methods, and approaches for human services for elderly persons ranging from sociological, anthropological and public health evaluation research applied to community health home care to long-term care facilities. literature, this course will examine policy issues education and health-related programs through a prereq: COMHE 730 involving immigrant populations in the US critical review of literature and a program evalu- (e.g., immigration law and changes in welfare ation design. COMHE 732 Issues in Aging for Women and reform), service provision, the diversity of alter- prereq: 15 cr in program incl PH 700, Ethnic Populations native healing systems and practices among PH 710, COMHE 750, COMHE 751, An examination of the health needs of older immigrant groups, and the importance of COMHE 752 women and various ethnic populations, with an socioeconomic and cultural determinants on emphasis on urban communities. immigrants’ health outcomes. Immigrants’ dif- COMHE 737.01 Fieldwork prereq: COMHE 730 ferences in terms of culture and nationality, Directed field experiences in official or voluntary health agencies or community social agencies. COMHE 733 Aging and Public Policy class, race/ethnicity, age, and gender will also be Fundamentals of aging and public policy with an considered. Placement in relation to student’s background and career expectations. Emphasis on applying emphasis on health care financing systems in rela- PHXXX.XX Cities, Society and Health* classroom concepts and skills. Entire time in one tion to insurance, law and entitlement programs. SCHOOL OF HEALTH SCIENCES (formerly COMHE 770.97) agency, or, for shorter periods, in two or more prereq: PH 701, COMHE 730 | Examination of the impact of city living on health agencies. Accompanying seminar. with a focus on US cities in the last six decades. prereq: completion of 20 cr incl COMHE 700, Recommended as a substitute for PH 710 for stu- 702 six weeks full time (210 hrs), 3 cr COURSES IN ENVIRONMENTAL dents who enter with extensive public health expe- AND OCCUPATIONAL HEALTH rience or advanced degrees in related fields. COMHE 737.02 Fieldwork Directed field experiences in official or EOHS 702 Introduction to Occupational voluntary health agencies or community social Safety and Health PHXXX Interdisciplinary Urban Health agencies. Placement in relation to student’s back- Introduction to basic concepts and issues of Research* ground and career expectations. Emphasis on occupational safety and health, including recog- (formerly COMHE 770.41) applying classroom concepts and skills. Entire nition and control of chemical and physical haz- Preparation to design research studies on com- time in one agency or, for shorter periods, in ards, and the regulations governing these hazards. plex urban health problems that transcend single two or more agencies. Accompanying seminar. disciplinary perspective, level of social organiza- prereq: completion of 20 cr incl COMHE 700, EOHS 705 Environmental Chemistry tion or research methods. 702 six weeks full time (210 hrs), 3 cr Survey of chemical and physical concepts essen- prereq: PH 700, 703 tial for understanding environmental and occu- URBAN PUBLIC HEALTH pational health sciences, including study of the COMHE 750 Community Health Assessment EXAMPLES OF RECENT atmosphere, air and water pollution, and energy This course prepares students to collect and ana- COMHE ELECTIVES: resources. Physical principles of heat and energy, lyze data on community health from a variety of and radioactivity will be discussed. sources, to identify problems and assets, and to COMHE 713 Addictions and Dependencies develop objectives for community health inter- Recent findings concerning legal and illegal EOHS 710 Industrial Safety and Safety ventions. drugs. Recent legislation. Emphasis on behav- Management prereq/coreq PH 710 ioral aspect with focus on abuser rather than Fundamental concepts and principles of indus- substances being abused. trial accident prevention and loss control; safety COMHE 751 Community Health program organization; hazard recognition and Interventions COMHE 714 Human Sexuality evaluation; accident investigation; machine This course provides and introduction to com- Emotional, social, and physical development guarding; tire protection; personal protective munity-level interventions as explained by theo- related to human sexuality. Emphasis on self- equipment. ries of individual, organizational and community understanding and awareness of own sexual change from the disciplines of psychology, soci- nature and needs. Methods, materials, and eval- EOHS 741 Environmental and Industrial ology and health education. uation of sex education program in community Hygiene Laboratory. prereq PH 710, COMHE 750 settings. Physical, chemical, and instrumental methods for measuring environmental and occupational COMHE 752 Community Organizing and COMHE 723 Sexuality Through the Life contaminants. Development for Health Cycle: Educational and Clinical coreq or prereq: EOHS 705 90 hrs lec and lab, This course will prepare students to work in Aspects 4 cr communities by presenting the theory and practice Considers issues of gender role, gender identity, of organizing for social justice, skills for promot- eroticism, intimacy, love, sexual orientation, social EOHS 743 Air Resource Management ing leadership development within communities, role and genital sexual expression, assists students Air pollution sources, types of pollutants, transport and the tools to create and sustain healthy to distinguish between normal and problematic phenomena, effects on health and on vegetation organizations. sexual expression in various life stages. and materials;air quality monitoring, criteria, prereq: PH 710, COMHE 750, 751 prereq: COMHE 714 standards, and control methods. COMHE 753 Health Program Planning and COMHE 726 Health Education in the EOHS 745 Hazardous Waste Management Funding Workplace A review of the sources, transportation and con- This course will engage students in identifying or Development of health education programs for trol of hazardous chemical wastes. Regulatory designing a health program, finding funding prevention of occupational accidents and illness- requirements, disposal methods and health sources, and developing a proposal covering pro- es; role of unions, health providers, and industry. effects will also be presented. gram need, program objectives, a management Politics of health education in the workplace. and quality assurance plan, preliminary work, eval- Health promotion in the workplace. uation, budget, and a plan for funding support. prereq: completion of 15 cr incl PH 700, COMHE 730 Introduction to Gerontology PH 710, COMHE 750, COMHE 751, An overview of gerontology covering three broad COMHE 752 areas: aging, health and society; social and eco- nomic outlook for an aging society; and the life course perspective. 190 EOHS 747 Hazard Evaluation and EOHS 765 Environmental Audits and NUTR 731 Human Nutrition and Metabolism SCIENCES HEALTH OF SCHOOL Instrumentation Remediation Comprehensive study and evaluation of current An introduction to instrumental methods used Introduction to environmental investigation and research on biochemical and metabolic signifi- to assess environmental and occupational health remediation technologies commonly used in cance of carbohydrates, lipids, proteins, vita- hazards. Principles and operation of commonly professional practice. Presents proper practices mins, minerals, and water to human nutrition. used direct reading instruments and demonstra- for assessing and remediating asbestos, lead- tion of their application. based paint, indoor air quality, and underground NUTR 733 Nutrition and Health Through the prereq: PH 700, EOHS 702 storage tanks situations and Phase I site audits. Life Cycle prereq: PH 700 Relation of nutrition to growth and develop- EOHS 754 Environment and Occupational ment. Nutritional concerns of the geriatric pop- Toxicology EOHS 770.61 Supervised Fieldwork (EOHS-MS) ulation. Nutrition requirements throughout the Introduction to principles of toxicology with Directed field experiences in government, pri- life cycle. emphasis on environment and occupational vate or not-for-profit environmental or occupa- aspects. Systematic review of the toxicology of tional health settings for MS students. NUTR 734 Therapeutic Nutrition in the major organ systems; health effects of categories Placement in relationship to academic back- Management of Chronic Disease. of toxins, such as solvents and metals; and ground and career expectations. Emphasis on Investigation of interrelationships between review of toxicological testing and evaluation. applying classroom-acquired concepts and skills. chronic diseases and the therapeutic modifica- prereq: PH 702 and EOHS 705 210 hours (1.5 months full-time or the tion of food consumption. equivalent) NUTR 737.1 EOHS 755 Industrial Ventilation and Public Health Nutrition | Fieldwork I

Environmental Control HEALTH PUBLIC URBAN Fundamentals of industrial ventilation: air flow, Directed field experiences in public health nutri- local and dilution exhaust ventilation systems, PUBLIC HEALTH tion agencies and/or programs. 210 hrs, 3 cr. hood and piping design, fan type and selection, NUTRITION COURSES air cleaning devices, system-testing; problem- NUTR 737.2 Public Health Nutrition solving; engineering controls. NUTR 700 Seminar in Dietetics Practice Fieldwork II Discussions and student presentations of topics Directed field experiences in public health nutri- EOHS 757 Principles of Industrial Hygiene of current interest in the practice of dietetics and Recognition, evaluation, and control of industri- tion agencies and/or programs. public health nutrition. Open to dietetic intern- 210 hrs, 3 cr. al hazards due to chemical and physical agents. ship (DI) students only. Topics include occupational health standards, NUTR 738 Public Health Nutrition Seminar regulatory agency activities, effects of contami- NUTR 701 Pre-Professional Practice in In-depth analysis of the literature and research in nants on human health, sampling and control of Dietetics: Clinical specific areas of public health nutrition. hazards, current issues. Supervised externship in clinical dietetics and prereq: EOHS 702 and 705 classroom discussions of readings and field expe- NUTR 751 Nutritional Contribution of Foods riences. Open to DI students only. Nutrient and non-nutrient components of EOHS 741 Industrial Hygiene Laboratory foods. Physical and chemical properties of foods Practical aspects of recognition, evaluation, and NUTR 702 Pre-Professional Practice in and their relationship to health. control of industrial health hazards such as air Dietetics: Food Service contaminants, noise, heat, and radiation instru- Supervised externship in food service and per- NUTR 752 Food Service and Personnel ments and techniques for sampling and meas- sonnel management, and classroom discussions Management urement of workplace hazards. of readings and field experiences. Open to DI The organization and administration of food serv- coreq or prereq: EOHS 757 students only. ice operations, especially in community settings. 60 hrs, 2 cr NUTR 703 Pre-Professional Practice in NUTR 770 Topics in Public Health Nutrition EOHS 759 Industrial Processes and Plant Visits Dietetics: Community Courses on current topics in public health nutri- A review of major industrial processes and health Supervised externship in community nutrition tion. Offered periodically. hazards associated with each. Includes site visits and classroom discussions of readings and field experiences. Open to DI students only. NUTR 770.10 Cultural Aspects of Food and to metropolitan NY industrial facilities during Nutrition working hours. NUTR 710 Principles of Public Health Study of the ways in which cultural and social prereq: EOHS 757 Nutrition factors influence food behaviors and dietary EOHS 760 Supervised Fieldwork (EOHS-MPH) Fundamentals of nutrition in public health as patterns. Directed field experiences in government, pri- they apply to health promotion and disease pre- vate or not-for-profit environmental or occupa- vention for individuals and society, with empha- NUTR 770.20 Consumer and Food tional health settings for MPH students. sis on urban populations. Available food supply, world hunger, marketing, Placement in relationship to academic back- NUTR 720 Nutrition in Health Promotion and legislation. ground and career expectations. Emphasis on and Disease Prevention applying classroom-acquired concepts and skills. Relationship of diet and chronic disease. 210 hours (1.5 months full-time or the Integration of epidemiologic, clinical, and exper- equivalent). imental evidence in the development of nutri- EOHS 762 Noise and Radiation Hazards and tion policy to reduce disease risk. Controls NUTR 730 Nutritional Assessment of Urban Introduction to basic concepts of sound, noise Communities and Populations at measurement, and noise control in community Risk and occupational environments. Health and The collection and analysis of data for the pur- safety problems involved with the use of ionizing poses of identification of, and designing inter- and non-ionizing radiation, with an emphasis on ventions for, individuals and urban populations identification and control. at nutritional risk. coreq or prereq: EOHS 705

191 192 URBAN PUBLIC HEALTH | SCHOOL OF HEALTH SCIENCES Department ofEmergencyDepartment Medicine ofHealthDepartment Education Mount Sinai Medical Center Cancer Information Service Memorial Sloan March ofDimes Institute forUrban Family Health Health Center forOccupational andEnvironmental Center onCommunityandUrban Health Hunter College The Door District Council37Health andSafety ofObstetricsDepartment andGynecology Cornell University Medical Center Adult Clinic Columbia Presbyterian Medical Center Young Gay Men Children Caribbean Women Brooklyn Teen Pregnancy Network AsheInstituteArthur forUrban Health American Lung Association American Diabetes Association American CancerSociety Community Health Education Urban Public Health INSTRUCTION CENTERS SELECTED FIELD ’ s AidSociety ’ s Health Crisis, Inc. – ACenterofAlternatives – – Brookdale CenteronAging Kettering Hospital ’ s Health Association Activities United Nations Fund forPopulation Public Health Association ofNew York City Planned Parenthood ofNYC U.S. Congress NY State Assembly NYC Council Offices ofMembers of: NY State ofHealth Department NY State fortheAging Department Office ofHealth Promotion HIV Prevention Health Resource Training Center NYC ofHealth Department Employees (Local1199) National Union ofHospital andHealth Care Medicine Division ofOccupational andEnvironmental Mount Sinai Medical Center MHRA Healthy Homes Initiative Metropolitan Bridge & Tunnel Authority Health Center forOccupational andEnvironmental Hunter College District Council37 Health andSafety Office Bellevue Hospital ATC Environmental, Inc. Ambient Labs Sciences Environmental andOccupational Health NYC ofHealth Department Family Health Center MontefioreProgram WIC Comprehensive Momentum AIDSProject Wellness Education Program Brookdale CenteronAging Hunter College Health Insurance ofGreater New York (HIP) Cornell University Cooperative Extension Community Food Resource Center Coler-Goldwater Memorial Hospital City Harvest Bellevue Hospital Public Health Nutrition U.S. EPA, Region II Administration Occupational Health andSafety ofLabor U.S. Department Employees (UNITE) United Needle Industrial and Textile Health andSafety Division NYU Medical Center Conservation NY State ofEnvironmental Department Environmental Protection Bureau NY State Attorney General and Health NY CommitteeforOccupational Safety NYC TransitAuthority Health Research Training Program Environmental Epidemiology Unit NYC Health Department Protection NYC ofEnvironmental Department Health Program NJ State ofHealth Department Occupational ’ s Office THE HUNTER-BELLEVUE SCHOOL OF NURSING

The Hunter-Bellevue School of Nursing; 425 East 25th Street; New York, NY 10010 Director, Diane Rendon; 530 West; (212) 481-7596 Director of Graduate Program, Violet Malinski; 506 West; (212) 481-4465; fax (212) 481-4427; [email protected]; Community/Public Health Nursing, Community/Public Health Nursing/Urban Public Health Coordinator, Patricia St. Hill; 413 West; (212) 481-3478; [email protected] Adult Nurse Practitioner, Gerontological/Adult Nurse Practitioner Coordinator, Steven Baumann; 514 West; (212) 481-4457; [email protected] Psychiatric Nurse Practitioner/Post Master’s Certificate Coordinator, Kunsook Bernstein; 524 West; (212) 481-4346; [email protected] Nursing Administration/Public Administration Coordinator, Donna Nickitas; 512 West; (212) 481-4376; [email protected] Advanced Certificate, Nursing Education Coordinator, Stephen Holzemer; 408 West; (212) 481-5157; [email protected] Website: http://www.hunter.cuny.edu/~shp/nursing/index.htm

FACULTY Degrees offered HEGIS

Judith Aponte, Assistant Professor; Community/public health nursing MS 1203.1 AA, New York City Technical College; BSN, Community/public health nursing/Urban public health MS/MPH 1203.1/1214 MSN, Hunter; DNSc, School of Nursing, Gerontological /adult nurse practitioner MS 1203.1 Columbia; Diabetes Mellitus and Adult nurse practitioner MS 1203.1 Community/Public Health Psychiatric Nurse Practitioner MS 1203.1 Steven L. Baumann, Associate Professor; BSN, Psychiatric Nurse Practitioner Adv. Cert. 1203.1 Molloy; MSN, Catholic; PhD, Adelphi; GNP Nursing Administration/Public Administration MS/MPA 1203.1/2102 and Psychiatric NP, Primary Care of Older Nursing Education Adv. Cert. 1203.1 Adults and Persons with Psychiatric Diagnoses Kunsook S. Bernstein, Assistant Professor; BSN, Seoul National University; MA, NYU; Diane Rendon, Associate Professor; BS, MS, MASTER OF SCIENCE PhD., Adelphi; PMHNP, Adelphi University; Hunter; EdD, Columbia; Psychiatric Nursing, IN NURSING Psychiatric Mental Health Nurse Practioner Gerontological Nursing Cynthia Degazon, Associate Professor; BA, Carol F. Roye, Professor; BA, NYU; MEd, Oklahoma; MS, Pace; MS, Columbia; EdD, The Hunter-Bellevue School of Nursing offers LIU; MA, PhD, NYU; Nursing an accredited program leading to the master Administration, Community Health Teachers College, Columbia; PNP, Primary Care of Children and Adolescents, Women’s of science degree. The program provides an Joyce Griffin-Sobel, Associate Professor; BSN, Health, Community Health Education advanced body of nursing knowledge that Lehman; MSN, Hunter; PhD, NYU: Oncology builds on the knowledge and competencies Nursing; Nursing Research; Professional Patricia F. St. Hill, Associate Professor; BS Publications CUNY, BS SUNY, MPH Tulane, PhD, U acquired through a baccalaureate education in California at San Francisco; Community, nursing. The program is designed to prepare Stephen Holzemer, Associate Professor; BSN, Cross-cultural Health Tennessee; MSN, Catholic; PhD, Adelphi; graduates to assume leadership positions and Community Health Nursing, Curriculum and Leighsa Sharoff, Assistant Professor; BSN, make significant contributions to the quality Instruction, HIV/AIDS, Bioterrorism Adelphi; MSN, Hunter; EdD, Columbia; of health care through advanced-practice Holistic Nursing, Psychiatric Mental Health, Violet Malinski, Associate Professor; BSN, nursing roles in primary care, clinical special- Women’s Health; Health and Healing Rutgers; MA, PhD, NYU; Psychiatric Nursing, ties and nursing administration. Healing and Spirituality Holly Shaw, Associate Professor; BSN, Boston Clinical specializations in advanced-prac- University; MS, PhD, Adelphi; Psychiatric Mary Anne Nelson McDermott, Associate tice nursing are available in community/public- Mental Health, Crisis, Trauma, Bereavement Professor; BSN, Seton Hall; MA, PhD, NYU; health nursing and nursing administration Medical-Surgical Nursing, Gerontological Nursing Elizabeth Simon, Assistant Professor; BSN, through the dual degree MS/MPA program. Punjab (India); MS, School of Nursing, Frances McGibbon, Instructor; BSN, MSN, A dual-degree option, MS in community/ Columbia; Ed.M, Teachers College, Columbia; Hunter; FNPc, Pace; Family Nurse Practitioner public health nursing and MPH in public PhD, Walden University; Critical Thinking, Donna M. Nickitas, Associate Professor; BSN, Clinical Decision Making Skills, and health, is available. Graduates of these pro- SUNY (Stony Brook); MA, NYU; RN, CNAA, Comparative International Nursing Education. grams meet the educational requirement for BC, PhD, Adelphi; Nursing Administration Donald Smith, Assistant Professor; BSN, certification by the American Nurses Kathleen A. Nokes, Professor; BSN, Hunter; Indiana University of Pennsylvania; MA, PhD, Credentialing Center. MA, Teachers College, Columbia; PhD, NYU; NYU; Nursing Administration, HIV/AIDS, The following programs are registered as Community Health Nursing, HIV/AIDS Bioterrorism nurse practitioner programs by the New York Estelle Press, Instructor; BA UWW, Berkeley; Vidette Todaro-Franceschi, Associate State Education Department: gerontological/ MS, Hunter; MS, Pace; Certificate in Nurse Professor; BS, CSI; MS, Hunter; PhD, NYU; adult nurse practitioner, psychiatric nurse Midwifery, SUNY at Downstate; Medical-Surgical Nursing, Critical Care, End- practitioner, psychiatric nurse practitioner Maternal/Child Health, Women’s Health, of-Life Care, Spirituality & Healing advanced certificate, and adult nurse practi- Community Health Education 193 194 ADMISSION REQUIREMENTS | SCHOOL OF NURSING REQUIREMENTS GENERAL ADMISSION and accessthelinktoDNSsite. web.gc.cuny.edu/ClinicalDoctoral/index.htm Center. For information,pleasegotohttp:// Nursing Science(DNS)through theGraduate of New York, are now offeringaDoctor of the CollegeofStaten Island, CityUniversity clinical courses. ance formsinorder toprogress through the clear- examination andsubmitthenecessary integrative modalities,ornursingeducation. specialization inthecare ofHIV/AIDSclients, nity forinterested studentstocompleteasub- national certification. as NPs aswell astospecialtyorganizationsfor ble toapplyforNew York State Certification tioner. Graduates oftheseprograms are eligi- 4. Professional r 3. Completion ofabasicstatisticscourseor 2. License andcurrent registration topractice 1. Completion ofanaccredited baccalaureate meet thefollowing requirements: matriculation intheSchoolofNursing must ments ofHunter College,studentsseeking In additiontothegraduate admissionrequire- 6. Applicants fordual-degree MSandMPH 5. Statement ofpurposeclearlyidentifying These credits willconsistofatleastone Students whoseundergraduateGPA in Please note:Hunter College,Lehman,and All studentsmusthave anannualphysical Each specializationprovides theopportu- tics courseduringtheirfirstsemester. on conditionthattheycompleteastatis- fulfill thisrequirement maybeadmitted its equivalent. Applications whodonot professional nursinginNew York state. 3.0 undergraduateGPA requirement. admission, itcanbeacceptedinlieuofthe corequisites. While thiswillnotensure who have mettheprerequisites and/or ning specializationcoursesforstudents core courseandelective coursesorbegin- to matriculation. 3.0, theycanbeconsidered foradmission nursing credits withacumulative GPA of triculants. If theycomplete9-12graduate admission toselectedprograms asnonma- nursing isbelow 3.0canbeconsidered for program innursingwithaGPA of3.0. health, p. 185). the MPH program (see urbanpublic also meetrequirements foradmissionto graduate specialization. why theapplicantwantsthisparticular tional andwork experiences. é sum é listingrelevant educa- graduate work and mustbecompletedby the aspects ofknowledge acquired throughout course. The capstoneproject incorporatesall oftheMethodspart of Evaluation forthat culminating capstoneproject whichwillbe cialization course,studentswillcomplete the to core nursingfaculty. During thethird spe- to specializationfacultyinallthree coursesand Students willshow theirexpandingportfolios practice nursingspecializationcourses. aswillthefirsttwoadvanced of theportfolio, designed tohelpbuildthedepthandbreadth have anassignmentidentifiedon thesyllabus folio. Eachofthefournursing core courseswill dents willbegincompilingaprofessional port- Starting inthefirstcore nursingcourse,stu- area ofconcernrelated toadvanced practice. coordinators, studentswillidentifyageneral through discussionwiththeirspecialization sion intothegraduatenursingprogram, and that leadstoacapstoneproject. Upon admis- students willcompleteaprofessional portfolio As arequirement forgraduation,allgraduate 4. Professional leadingtoacapstone portfolio 3. Students enrolled intheadultnursepracti- Completion oftheprogram ofstudywithin 2. 1. Completionofapproved program ofstudy DEGREE REQUIREMENTS 8. Applicants forfull-timestudyinnurse 7. Applicants fordual-degree MSand MPA Adults) and Advanced Practice Nursing: Adults/Older project. of Adults/Older Adults). in grams mustachieve agradeofBorbetter nursepractitionerpro-advanced certificate tioner, psychiatric nursepractitioner, and tioner, gerontological/adult nursepracti- five years from thedateofmatriculation. MS/MPA). the dual-degree optionsMS/MPH and all degree programs (except 57credits in consisting ofaminimum42credits for accumulating credits. nursing employment inthespecialtywhile experience andmustcontinueprofessional least oneyear ofpriorrelevant clinical nurse practitionerprograms musthave at ence. Applicants studyin forpart-time two years ofpriorrelevant clinicalexperi- practitioner programs musthave atleast graduate GPA of3.0orhigher). GRE requirement ifhe/shehasanunder- Admissions Committeeawaiver ofthe applicant mayrequest from the scores, analytical, English andMath. (An sion totheBaruch MPA program: GRE must alsomeetrequirements foradmis- NURS 750 NURS 751 (Pharmacotherapeutics for (Health Appraisal in theirselectedareas ofspecialization. students willdevelop astrong knowledge base etc.) alongwiththeirspecializationcourses, research utilization,determinantsofwellness, of thecore courses(theoretical framework, to thefocusarea withindifferingperspectives instructor. By completingassignmentsrelated end ofthecourseandgradedby thatcourse are 45hours,3credits. from nursing.Unless noted,courses otherwise graduate programs atHunter Collegeaswell as courses are selectedfrom theofferingsofother practicums, andresearch innursing. These scholarlyinquiry,other disciplines,supports elective component,drawnfrom nursingand knowledge andclinicalpracticeinnursing. The specialization componentincludesadvanced content required forpublicadministration. The administration dualdegree studentsprovides The advanced practicecore fornursing/public vides contentrequired forurbanpublichealth. health nursinganddualdegree studentspro- advanced practicecore forcommunity/public normal andabnormalfunctioning. The management, andknowledge ofbodysystems health assessment,medicationprescription and degree studentsprovides required contentin ing administration/publicadministrationdual health nursing,dualdegree students,andnurs- practice core forall butcommunity/public nursing andhealthcare delivery. The advanced research, practice,andethicalissuesaffecting of allstudents,dealwithsocial,theoretical, nate-electives. Core courses,whichare required advanced practicecore, specialization,andcog- are dividedintofour components:nursingcore, Course requirements forthemaster ’ s degree ’ Community/Public Advanced Practice Core ...... 9 credits Adult Nurse Practitioner NURSING OF OF SCHOOL Health Nursing PH 700 42 credits PH 702 (42 credits) Specialization Coordinator: Steven PH 703 Specialization Coordinator: Baumann, [email protected] Patricia St. Hill, [email protected] Specialization Courses ...... 15 credits NURS 771 This specialization prepares nurses to deliver The program prepares nurses to assume lead- NURS 772 primary care for adults in primary-care cen- ership roles in community/public health nurs- NURS 773 ters, community health centers, college health ing in a variety of settings including home and wellness centers, clinics and hospitals. care, public health, and community-based Public Health Core Courses . . . . 9 credits Students learn to apply theories and research agencies. Students learn to apply theories and PH 701 findings to an advanced practice role through research findings to nursing practice through PH 710 core and specialization courses and multidisci- course work and a series of practicums for a PH 740 plinary practicums. Practitioner courses total of 500 hours. Graduates of the program emphasize health promotion and protection Choice of: | meet additional requirements for specialty and primary care and case management with

Community Health Education PROGRAMS selected populations. Faculty and preceptor- certification by the American Nurses Courses ...... 9 credits supervised clinical experiences are in primary- Credentialing Center. COMHE 751 care centers and community health centers, COMHE 752 clinics and hospitals for a total of 630 clinical Nursing core courses ...... 12 credits COMHE 753 NURS 700 hours. Graduates of the program are eligible NURS 702 -or- for certification as adult nurse practitioners by NURS 704 Environmental and Occupational Health New York State Education Department and NURS 749 Sciences Courses ...... 9 credits by the American Nurses Credentialing Center. EOHS 702 Advanced Practice Core ...... 9 credits EOHS 757 Nursing Core Courses ...... 12 credits PH 700 EOHS 754 NURS 700 PH 702 Electives ...... 3 credits NURS 702 PH 703 NURS 704 Specialization Courses ...... 15 credits NURS 749 NURS 771 Gerontological/Adult Nurse Advanced Practice Core ...... 9 credits NURS 772 Practitioner Program NURS 717 NURS 773 42 credits NURS 750 Electives ...... 6 credits Specialization Coordinator: Steven NURS 751 Baumann, [email protected] Specialization Courses ...... 18 credits NURS 755 Community/Public Health This specialization prepares nurses to assume a NURS 757 Nursing/Urban Public Health leadership role in primary care for adults and NURS 768 MS/MPH Dual Degree older adults in the community and in a variety NURS 769 of health care settings. Students learn to apply 57 credits Electives ...... 6 credits Specialization Coordinator: Patricia St. select theories and research in 735 hours of Hill, [email protected] preceptored practicums. Graduates of the pro- gram will be eligible for certification as adult Psychiatric Nurse Practitioner The program prepares nurses to assume lead- nurse practitioners and gerontological nurse ership roles in community/public health nurs- practitioners by the New York State Education 42 credits ing in a variety of settings including home Department and by the American Nurses Specialization Coordinator: Kunsook care, public health, and community-based Credentialing Center pending approval by the Bernstein, [email protected] agencies. Students learn to apply theories and New York State Education Department. research findings to nursing practice through This specialization prepares nurses to assume course work and a series of practicums for a Nursing Core Courses ...... 12 credits an independent and autonomous role in psy- total of 500 hours. Students who select the NURS 700 chiatric nursing and primary care for mentally dual degree option attain additional knowl- NURS 702 ill population in the community and in a edge of public health sciences with the option NURS 704 variety of health care settings. Students learn of either environmental and occupational NURS 749 to work with other mental health profession- als in providing preventive mental health serv- health or community health education. Advanced Practice Core ...... 9 credits Graduates of the program meet educational ices to target populations in the community NURS 717 requirements for specialty certification by the and in designing and implementing new NURS 750 American Nurses Credentialing Center. treatment approaches. Graduates of the pro- NURS 751 gram are eligible for certification as psychi- Nursing Core Courses ...... 12 credits Specialization Courses ...... 18 credits atric/mental health nurse practitioners by New York State Education Department, and NURS 700 NURS 755 meet educational requirements for specialty NURS 702 NURS 757 certification by the American Nurses NURS 704 NURS 768 Credentialing Center. NURS 749 NURS 769 Electives ...... 3 credits 195 196 COURSE LISTINGS | SCHOOL OF NURSING Credentialing Center. by theAmericanNursescertification meet educationalrequirements forspecialty by New York State. Graduates oftheprogram psychiatric/mental healthnursepractitioners the program are as eligibleforcertification son nursingandhospicecare. Graduates of in private practice,andinsuchfieldsasliai- of communityaswell asinstitutionalsettings, an advanced practicenursingrole inavariety accredited school,prepares nursestoassume hold amaster This specializationforregistered nurseswho Bernstein, [email protected] Specialization Coordinator: Kunsook Advanced Certificate Psychiatric NursePractitioner pcaiainCuss.15credits Specialization Courses within twoyears) (May bewaived, ifcoursestakenelsewhere . .9credits Advanced Practice Core .6credits Electives .15credits Specialization Courses . .9credits Advanced Practice Core .12credits Nursing Core Courses NURS 742 NURS 717 NURS 742 NURS 717 NURS 700 NURS 744 NURS 743 NURS 751 NURS 750 NURS 744 NURS 743 NURS 751 NURS 750 NURS 749 NURS 704 NURS 702 ’ s degree innursingfrom an pcaiainCuss.13credits Specialization Courses the firstcourseinsequence. istheprerequisitecourse innursingtheory to health care agencies.Aprevious graduate as educatorsinbothacademicsettingsand school prepares nursesforbeginningpositions hold amaster This specializationforregistered nurseswho Holzemer, [email protected] Specialization Coordinator: Stephen 13 credits Advanced Certificate Nursing Education .9creditsPublic AffairsElectives. .3credits Nursing Electives Specialization .15credits courses. . 18 credits Core Courses Advanced Practice .12credits Nursing Core Courses Credentialing Center. by theAmericanNursescertification meet educationalrequirements forspecialty based agencies.Graduates oftheprogram home care, public health,andcommunity- and non-profit sectorsincludingacutecare, of healthcare settings bothinthefor-profit positions ofleadershipinnursingavariety This specializationprepares nursestoassume Nickitas, [email protected] Specialization Coordinator: Donna 57 credits Degree withBaruchCollege Administration MS/MPA Dual Nursing Administration/Public NURS 701 NURS 735 PAF 9100 NURS 700 NURS 731 NURS 752 NURS 730 NURS 745/PAF 9793 NURS 740 PAF 9103 PAF 9140 PAF 9130 PAF 9120 PAF 9172 NURS 749 NURS 704 NURS 702 ’ s degree from anaccredited NURS 702 NURS 701 research, andpractice. Specification oftheinterrelationships of theory, in theextantworks ofmajortheorists. systematic explorationofconceptsasarticulated Analysis ofnursingmodelsandtheoriesthrough NURS 700 modalities andhealthapplications. approaches tohealth.Presents ofmajor asurvey across disciplinesasabasisforintegrative Examines thescienceofwholenessemerging NURS 699.86 Lecture pluspractice. Human Beings asthetheoretical framework. nursing usingRogers asmodalitiesinhealthpatterningfor imagery Presents TherapeuticTouch,and meditation, NURS 699.84 noted Courses are 45hrs, 3credits unlessotherwise COURSE LISTINGS grates knowledge from physiology. applied totheadultandolder client;inte- ology ofselectedphenomenaare analyzed and Theories, research andknowledge ofpathophysi- NURS 717 restore health. AIDS inorder toassistthemmaintainand prevention withpersons the level oftertiary Analysis andevaluation ofnursingstrategiesat NURS 708 maintain optimumlevels ofwellness. who are HIV-positive inorder toassistthem preventionthe level withpersons ofsecondary Analysis andevaluation ofnursingstrategiesat NURS 707 petent nursinginterventions. levels ofwellness andanalysisofculturallycom- and environmental determinantsondifferent Evaluation oftheimpactindividual,social NURS 704 practice nursinginvarious roles. that have relevance forevidence-basedadvanced process concerningnursingsciencephenomena ods. Analysisofresearch andresearch utilization Introduction to basicandappliedresearch meth- learning willbeaddressed withinanursingcontext. Various methods ofassessmentandevaluation of prereq: pre- orcoreq: pretest. statistical methodsasassessedby aninclass NURS 700 Theoretical Foundations of Evaluation inNursing Education Measurement,Assessment, and Adults Practice Nursing: Adults/Older Pathophysiology forAdvanced Nursing ofPersons withAIDS Infection Nursing ofPersons withHIV Nursing Science Urban Health Care Systems Nursing Research Therapeutic Touch,Meditation Across theLifeSpan Healthand Imagery: Patterning Integrative Modalities inHealth NURS 730 ’ ScienceofUnitary and competenceinbasic NURS 730 Instructional Design in Nursing NURS 745/PAF 9793 Capstone Seminar for NURS 757 Primary Care: Adults/Older Adults II NURSING OF SCHOOL Education the MS/MPA in Nursing Theories, research and strategies for primary care Examination of theoretical models and empirical Administration of adults/older adults with selected symptoms/ factors that affect teaching-learning process in An integrative experience in the field of public human responses are analyzed and applied. 210 educational settings in nursing. affairs as it relates to health care generally and hours of preceptored practicum in primary care prereq: NURS 700 or equivalent course nursing specifically. Students will prepare a pro- of adults/older adults is required. fessional work in policy analysis or an organiza- prereq: NURS 755. pre- or coreq: NURS 704 NURS 731 Practicum in Nursing Education tional assessment. 30 hrs theory, 15 hrs seminar, 210 hrs Preceptored-supervised practicum emphasizing prereq: NURS 740 practicum, 5 cr utilization of practice-related role of nurse edu- 30 hours theory, 15 hours seminar, 167 hours cator and application of theoretical formulations practicum; 5 cr NURS 768 Advanced Practicum in Primary in educational settings in nursing. Care: Adults/Older Adults III prereq: NURS 730 NURS 749 Health Promotion and Disease Theories, research, and strategies for primary care

15 hrs seminar, 135 hrs practice, 4 cr Prevention for Advanced Practice nursing of adults/older adults with complex multi- | Nurses system health problems are analyzed and applied. NURS 735 Leadership and Management in Philosophical and historical perspectives of prereq: NURS 757 LISTINGS COURSE Health Care I advanced practice nursing. Theories and models 30 hrs theory, 15 hrs seminar, 210 hrs Analyses of how nurse leaders and other health of health promotion and interventions for health practicum, 5 cr professionals in integrated managed care net- promotion are reviewed. works and community-based organizations pre- or coreq: NURS 700 NURS 769 Gerontological Nurse Practitioner understand and apply leadership and manage- Practicum ment theories and principles. NURS 750 Pharmacotherapeutics for Preceptored practicum in gerontological nurse prereqs: NURS 700, NURS 702, NURS 749 Advanced Practice Nursing: practitioner practice with seminar discussion of coreqs: PAF 9100, PAF 9103 Adults/Older Adults current theories, research and strategies for pri- 30 hours theory, 15 hours seminar, 166 hours Theories and pharmacotherapeutics of current mary care of older adults with complex multisys- practicum; 5 cr drug therapy are analyzed and applied to the tem health problems are analyzed and applied. adult and older adult client; integrates knowl- coreq: NURS 755 NURS 740 Leadership and Management in edge from nursing science. Meets NYS prescrip- 15 hrs. seminar, 105 hrs practicum; 3 cr Health Care II tion writing requirements. Analysis of how nurse leaders and other profes- NURS 771 Community/Public Health sional in health care agencies interact at local, NURS 751 Health Assessments of Nursing I regional, and national levels, conduct policy Adults/Older Adults Analysis of how clinical specialists in communi- assessment, identify health needs of culturally Application of multidimensional assessment ty/public health nursing conduct a community diverse aggregates, and develop culturally focused strategies for primary-care nursing of adults and health assessment and participate on multidisci- policies and programs to address the needs. older adult clients and their families. Web-based plinary teams that work in partnership with cul- prereqs: NURS 704, NURS 735, PAF 9120, course replacing formal lectures. turally diverse communities. PAF 9172 pre- or coreq: NURS 749 prereq: NURS 700, PH 700;. pre- or coreq: coreqs: PAF 9140, PAF 9130 45 hrs practicum, 3 cr NURS 702, NURS 749 30 hours theory, 15 hours seminar, 167 hours 30 hrs theory, 166 hrs practicum, 15 hrs. practicum; 5 cr NURS 752 Advanced Concepts in Nursing seminar, 5 cr Education NURS 742 Advanced Practice Psychiatric- Advanced concepts in nursing education that allow NURS 772 Community/Public Health Mental Health Nursing I for the construction of nursing education pro- Nursing II Exploration of mental health problems, recov- grams will be explored. Issues critical to academ- Analysis of how clinical specialists in communi- ery-oriented services and promotion of mental ic and institutional education will be examined. ty/public health nursing conduct a needs assess- health in individuals. Students learn to provide prereq: NURS 730 ment, identify health needs of culturally diverse primary mental health care for individuals expe- aggregates, and develop culturally competent riencing a range of complex problems. NURS 754 Psychosocial Behavioral Patterns programs to address the needs. pre- or coreqs: NURS 702, NURS 717, of Older Adults prereq: PH 703, NURS 771 NURS 749, NURS 750, NURS 751 Integration of the theoretical foundations of bio- 30 hrs theory, 15 hrs seminar, 167 hrs clinical, prereq: NURS 700 logical, psychological, social, and cultural pat- 5 cr 30 hrs lecture, 15 hrs seminar, terns of aging that form the assessment data base 166 hrs clinical, 5 cr for the case management of older adults, fami- NURS 773 Community/Public Health lies, and communities Nursing III NURS 743 Advanced Practice Psychiatric- prereq: NURS 700 Analysis of how clinical specialists in communi- Mental Health Nursing II ty/public health nursing secure external funding Exploration of mental health of families. Students NURS 755 Primary Care: Adults/Older Adults I for programs and use culturally competent eval- learn to provide primary mental healthcare for Theories, research and strategies for primary care uation strategies to ensure that culturally diverse families experiencing a range of complex problems. nursing of adults/older adults with selected population needs are addressed. prereq: NURS 742. pre- or coreq: NURS 704 symptoms/human responses are analyzed and prereq: NURS 772 30 lecture hours, 15 hrs seminar, 167 hrs applied. 210 hours of preceptored practicum in 30 hrs. theory, 15 hrs. seminar, 167 hrs. clinical, 5 cr primary care of adults/older adults is required. practicum, 5 cr prereqs: NURS 700. pre- or coreq: NURS NURS 744 Advanced Practice Psychiatric- 702, NURS 717, NURS 749, NURS 750, NURS 780 Health Care Ethics in the Life Span Mental Health Nursing III NURS 751 Ethical and legal issues related to health care and An exploration of contemporary mental health 30 hrs. theory, 15 hrs seminar, 210 hrs nursing practices and policy viewed from the issues from group and community perspectives. practicum; 5 cr perspective of human development. Students learn to develop advanced practice group and community interventions that reduce risk, NURS 791 Independent Study in Nursing promote resilience, and enhance mental health. Supervised study of an area of interest for prereq: NURS 743 matriculated students. A total of 6 credits of 30 hrs. lecture, 15 hrs. seminar, independent study may be applied toward the 167 hrs of clinical practicum, 5 cr degree. Permission of specialization coordinator. 15 hrs, 1 cr

197 NURS 792 Independent Study in Nursing COMHE 752 Community Organizing & PAF 9103 Communication in Public Settings Supervised study of an area of interest for Development for Health Introduces students to communication in public matriculated students. A total of 6 credits of Prepares students to work in communities by settings and provides extensive opportunities for independent study may be applied toward the presenting the theory and practice of organizing practice with basic written and oral forms. degree. Permission of specialization coordinator. for social justice, skills for promoting leadership Interrelationships among communicative activi- 30 hrs, 2 cr development within communities, and the tools ties and organizational goals. Internal and exter- to create and sustain healthy organizations. nal messages are given equal weight. Argumentative NURS 793 Independent Study in Nursing pre- or coreq: COMHE 751 structures necessary for constructing sound poli- Supervised study of an area of interest for cy and persuasive techniques relevant to fund- matriculated students. A total of 6 credits of COMHE 753 Health Program Planning and ing, regulation, client, and public constituencies. independent study may be applied toward the Funding Topics will vary somewhat from semester to degree. Permission of specialization coordinator. Identifying or designing a health program, find- semester depending on the instructor’s and stu- SCHOOL OF NURSING 45 hrs, 3 cr ing funding sources, and developing a proposal dents’ interests. The course follows a covering program need, program objectives, a | workshop/laboratory format with intensive management and quality assurance plan, prelim- attention to student work as a fulcrum for the PUBLIC HEALTH COURSES inary work, evaluation, budget and a plan for application of theory and refinement of skills. funding support. PH 700 Biostatistics prereqs: PH 700, PH 710, COMHE 751, PAF 9120 Managing Organizations in the Application of statistical methods to health data: COMHE 752 Public and Not-for-Profit Sectors demographic concepts, life tables, rates and their Fundamental concepts and techniques for man- use in administration and epidemiology, meas- aging government and not-for-profit agencies, urements and distributions, testing of signifi- ENVIRONMENTAL AND including schools. This course focuses on struc- cance, and concepts of sampling. tural models, individual behavior, including prereq: elementary statistics or calculus OCCUPATIONAL HEALTH group dynamics and leadership, and political SCIENCES COURSES and cultural frameworks. Questions of effective-

COURSE LISTINGS PH 701 Principles of Health Care EOHS 702 Introduction to Occupational ness, responsibility, and professional relations are Administration considered. Interaction of official and voluntary health agen- Safety and Health cies at local, regional, and national levels. Introduction to basic concepts and issues of PAF 9130 Economic Analysis and Public Policy Examination of objectives, organization, and occupational safety and health, including recog- Introduction to concepts and analytic tools neces- administration. Emphasis on impact of managed nition and control of chemical and physical haz- sary to economic examination of individual and care on access and quality of care. ards, and the regulations governing these hazards. firm behavior; analysis of causes and consequences of public sector intervention in the economy. PH 702 Environmental Health and Safety EOHS 757 Principles of Industrial Hygiene Survey of chemical, physical and biological factors Recognition, evaluation, and control of industri- PAF 9140 Budgeting, Accounting and influencing quality of ambient, workplace and al hazards due to chemical and physical agents. Financial Analysis home environments; air and water pollution; radi- Topics include occupational health standards, Introduction to budgeting, accounting and ation and noise hazards; hazardous substances; regulatory agency activities, effects of contami- financial analysis. Overview of the context of solid wastes; food protection; accidents; pesticides. nants on human health, sampling and control of budgeting in the government decision process hazards, current issues. and analysis of the fiscal cycle through budget PH 703 Principles of Epidemiology prereqs: EOHS 702, EOHS 705, or permis- development, implementation, and review. Lectures, seminars, exercises on concepts, princi- sion of the departmental adviser Incorporates basic accounting concepts and ples, and uses of epidemiology. Study of selected information presentation and retrieval skills. communicable and chronic diseases to illustrate EOHS 754 Environmental and Occupational description of distributions and causes, analysis Toxicology PAF 9172 Applying Information, Research, of causes, approaches to prevention. Introduction to principles of toxicology with and Analysis II prereq: PH 700 emphasis on environment and occupational This course is the second in a two-course aspects. Systematic review of the toxicology of sequence that provides an introduction to PH 710 Urban Health Promotion major organ systems; health effects of categories research and analytical methods as applied to Examines impact of social and political forces on of toxins, such as solvents and metals; and public policy and management. Students will the health of urban populations and describes review of toxicological testing and evaluation. develop expertise as consumers of research find- roles for public health professionals in promot- prereqs: PH 702, EOHS 705, or permission of ings and learn methods for designing and con- ing health of urban communities. the departmental adviser ducting research. PH 740 Public Health & Public Policy Through in-depth exploration of major health issues, course examines how government policies BARUCH COLLEGE COURSES Programs not currently accepting students: and social and economic factors influence the prac- tice of public health in urban settings and how PAF 9100 Introduction to Public Affairs CNS Specializations: public health professionals can influence policy. Systematic study of the institutions Americans Adult Health Nursing 1203.1 prereq: at least 30 cr including PH 700, 701, have developed to pursue the public interest; Maternal-Child Nursing 1203.1 government, markets, nonprofit organizations, 702, 703, and 710 Psychiatric- Mental Health Nursing 1203.1 the family. Overview of political economy, insti- tutions, and culture; the policy process; role of NP Specializations: values and ethics. COMMUNITY HEALTH Pediatric Nurse Practitioner 1203.1 Pediatric Nurse Practitioner, Advanced EDUCATION COURSES Certificate COMHE 751 Community Health Interventions An introduction to community-level interven- tions as explained by theories of individual, organizational and community change from the disciplines of psychology, sociology and health education. pre- or coreq: PH 710 198 GRADUATE PROGRAMS

IN THE SCHOOL OF Social Work

129 East 79th Street, New York, NY 10021 General Information: (212) 452-7000 Office of the Dean: (212) 452-7085 E-mail: [email protected] Website: www.hunter.cuny.edu/socwork/ Admissions Office: (212) 452-7005 E-mail: [email protected] Dean, Jacqueline B. Mondros Assistant to the Dean, Anthony F. Grande Director of Field Education (MSW), Glynn Rudich Coordinator of Admissions and Student Records (MSW), Raymond Montero Scholarship Coordinator (MSW), Robert Salmon Doctoral Program Executive Officer, Michael Fabricant

FACULTY Patricia L. Dempsey, Associate Professor; MS, Charles Guzzetta, Professor; EdD, Temple; Columbia; Policy, Practice and Program International Social Welfare Policy; Social Work Development; Child Welfare; Adolescent Education Program Development and Miriam Abramovitz, Professor; DSW, Pregnancy, Urban Family Evaluation Columbia University; Social Welfare Policy, Women’s Issues, Activism among Low Income Sarah-Jane (SJ) Dodd, Associate Professor; Bernadette Hadden, Assistant Professor; PhD, Women PhD, Southern California; Social Welfare Columbia; HIV/AIDS, Cognitive-Behavioral Policy; Ethics; LGBT Issues Skills-Building Group-Based HIV Prevention; Samuel R. Aymer, Assistant Professor; PhD, Health and Mental Health; the Elderly NYU; Clinical Practice; Family Violence and Ilze Earner, Assistant Professor; PhD, Urban Adolescent Males; Intimate Partner Columbia; Child Welfare, Immigrants, Cultural Joann Ivry, Associate Professor; PhD, Abuse; Cross-Counseling Issues Competency Ohio State; Gerontological Social Work; Gerontological Social Work Education James A. Blackburn, Professor; PhD, Irwin Epstein, Professor; PhD, Columbia; Wisconsin-Madison; Gerontology; Human Clinical Data-Mining, Program Evaluation, Paul A. Kurzman, Professor; PhD, NYU; Development across the Life-Span; Family Social Work Professionalization Occupational Social Work Policy and Practice; Development Michael Fabricant, Professor; PhD, Brandeis; Professional Ethics and Risk-Management; Political Economy of Nongovernmental Organizational Theory; Management and Eleanor M. Bromberg, Professor; DSW, Administration Columbia; Mental Health; Case Management Organizations, Homelessness, Community with PSMI Populations Building Annette Mahoney, Assistant Professor; DSW, Nancy Feldman, Assistant Professor; PhD, CUNY; Survivors of Trauma; Immigrant Stephen Burghardt, Professor; PhD, Michigan; Adolescents and Families; Incarcerated Women Community Organizing; Community-Building Columbia; Vygotskian Methodology in Social & Social Capital Formation; Cultural Work Teaching and Practice, Strengths-Based Gary Mallon, Professor; DSW, CUNY; Child Competency and Leadership; Child Welfare Clinical Practice with Children, Youth and Welfare Policy and Practice; Practice with Families, School-Based Mental Health Services LGBT Populations; Animal-Assisted Therapy Irene Chung, Associate Professor; PhD, NYU; Clinical Practice; Mental Health; Asian Harriet Goodman, Associate Professor; DSW, Yolanda Q. Mayo, Associate Professor; DSW, Immigrants CUNY; Social Group Work; Evidenced-Based Adelphi; Mental Health and Social Cultural, Practice; Criminal Justice; Child Welfare; Cross-Cultural Migratory Issues; Gender and Elizabeth Ann Danto, Associate Professor; Teaching through Technology Culture; Immigrant/Migrant Populations PhD, NYU; Socio-Cultural History, Psychoanalysis, Post-Modern Approaches to Roberta Graziano, Professor; DSW, CUNY; Social Work Trauma, Mental Health, Aging 200 INTRODUCTION | SCHOOL OF SOCIAL WORK DarrellProfessor; Wheeler, Associate Professor;Florence Vigilante, Willie F. Tolliver, Professor; Associate Lorraine R. Tempel, Professor; Assistant Dominique Moyse Steinberg, Assistant Michael J.Smith, Professor; Singh, Professor; Assistant Karun Professor;Roger Associate J.Sherwood, Andrea Savage, Professor; Associate Robert Salmon, Professor; Anthony Sainz, Professor; Associate Judith Rosenberger, Professor; Ana Paulino, Professor; Associate George Patterson, Professor; Assistant Carmen Morano, Professor; Associate Jacqueline B.Mondros, Professor andDean; Terry Mizrahi, Professor; Work; Curriculum Design andDevelopment Teaching inSchoolsofSocial Work; World of Individual andFamily Treatment; Education for Professor; Family Care andSupport Program Evaluation; Quantitative Methods; Evaluation Methods African AmericanMen; Participatory HIV/AIDS Prevention with andInterventions Pittsburgh; Public Health Social Work; and Advisement Children andFamilies; Supervision, Training NYU; Survivors of Trauma andAbuse; Domestic Violence Survivors andtheElderly Evaluation; Fundraising; forImmigrant Services Columbia ;Strategic Planning; Program Occurring Disorders Substance Abusing Women, Trauma andCo- Michigan; Human Organizations; Service Psychodynamics; Brief Treatment Development, Psychopathology, Abuse, Cross-Cultural Practice andResearch Columbia; Spirituality andHealing; Substance Coalition-Building Health Policy Collaborationsand andServices; Community Organizing andDevelopment; with Chronic Health Conditions Social Work forOlder Interventions Adults Caregivers; AgingintheUrban Environment, Florida International; Alzheimer Social Work Pedagogy, Social Work Leadership DSW, Pennsylvania; Urban Neighborhoods, Strategies Stress, Cognitive andBehavioral Coping SUNY-Buffalo; Police Social Work, Traumatic Spirituality Competence; LeadershipDevelopment; CUNY; Human Diversity Recovery Disorder, Veterans andPTSD, Addictions and Columbia; Trauma andPost Traumatic Stress Elderly andFamilies Resolution, Mediation, CommunityBuilding; Practice, Practice Ethics andStandards; Conflict Social WorkEducation Group Work;Social Work Administration; Youth andFamilies Health; Immigration; Spirituality; Children, Columbia; ClinicalPractice; Health/Mental DSW, CUNY; Group Work PhD, Virginia; – DSW, Columbia; Cultural DSW, Columbia; DSW, Yeshiva; PhD, Michigan; ’ s Disease EdD, PhD, PhD, DSW, PhD, DSW, PhD, PhD, DSW, PhD, family treatment. social work in thecriminaljusticesystem,and care, mentalhealth,occupationalsocialwork, aging, substanceabuse,socialwork inhealth courses are offered inchildren skills orinstitutionalauspices.Specialized ic socialproblems, populations, specialized select advanced courseswhichfocusonspecif- method course.In addition,studentsmay must betakenconcurrently withamajor in asecondmethod. The fieldpracticum a majormethod,andtakeatleastonecourse day perweek assignments. complete onlyoneyear offieldwork withfour accepted intothework-study program (OYR) three daysperweek inafieldagency. Students have twoyears offieldwork, whichinvolves study program, allstudentsare expectedto advanced standingprogram andthework- approved fieldagency. Except forthe a fieldpracticumthatisaninternshipin addition, allstudentsare expectedtocomplete organizing andplanning,administration).In group(i.e., casework, work, community work practice,socialwork practicemethods es, socialwork research, foundationsofsocial environment, socialwelfare policyandservic- courses inhumanbehaviorandthesocial College ofEducation. Dual Degree program withtheBank Street Standing, thePart-Time/Extended, andthe Residency (work study),theAdvanced the full-time Two-Year, theOne-Year degree.of socialwork (MSW) These include several program tracksleadingtothemaster in theurbanenvironment. The schooloffers ment tosocialchange,diversity andpractice Social WorkEducation. Work isfullyaccredited by theCouncilon under agencyauspices. The SchoolofSocial ty toward theurbancommunity serving ronment, andrecognizes aspecialresponsibili- adiverse populationinanurbanenvi- serve commitment toeducatingsocialworkers to on socialwork values. The schoolhasastrong make responsible decisionsandchoicesbased workers fortheprofession whoare ableto work. The school work. The sible andcreative practiceinallfieldsofsocial Social Work istoprepare studentsforrespon- The educationalmissionoftheSchool ate schoolofsocialwork inNew York City. founded in1956,isthelargestpublicgradu- The Hunter CollegeSchoolofSocial Work, MASTER OFSOCIALWORK All studentsare required toconcentratein The socialwork curriculumincludes The MSWcurriculumreflects acommit- ’ s goalistoeducatesocial ’ s services, education. provide anunmatched settingforsocialwork the Hunter CollegeSchoolofSocial Work and research. Together, New York Cityand number ofresources forsocialwelfare study inexhaustible students accesstoavirtually and private anditsspecialcollections assures tional institutions,itslibrariesbothpublic York New (CUNY). York City, withitseduca- other unitsoftheCityUniversity ofNew Lexington Ave.), theGraduate Centerandthe campus ofHunter College(East68thSt. and School ofSocial Work, butalsoatthemain in socialwelfare are available notonlyatthe strong andproductive relationships. between faculty, staffandstudentsgenerate tact andcommunicationamongstudents vides asenseofcommunity, asfrequent con- enjoy. Most importantly, thebuildingpro- landscaped, tree shadedcourtyard forallto student andfacultylounges,lockersa umes. There are alsoacafeteria/diningroom, containing50,000vol- and atwolevel library administrative andfacultyoffices,studyareas, center, seminarrooms, research facilities, auditorium/lecture hall,adistancelearning sity campus,housingclassrooms, a180-seat univer- floors, thebuildingbecameatenstory matriculated students. With theadditional and toincrease enrollment tomore than800 program ofprofessional socialwork education structure, enablingtheschooltoexpandits tion ofthree floorstotheoriginalseven story suite onthefirstfloorofbuilding. educational institution. The Fund retains a vate philanthropic foundationandapublic commitment andcooperationbetween apri- exampleofplanning, This isanextraordinary programs toalumniandfacultyoftheschool. for studentsandmakesavailable avariety of tion, theFund provides scholarshipassistance education andsocialwork practice.In addi- impactonbothsocialwork an important Education. Over theyears, theFund hashad City andthethenBoard ofHigher ment forthebuilding entered intoaunique collaborative arrange- former Silberman familyresidence. The Fund Silberman Fund onasitethatincludedthe by theLoisandSamueland constructed Manhattan East 79thStreet andLexingtonAvenue on located initsown buildingnearthecornerof The Hunter CollegeSchoolofSocial Work is The BuildingandItsUses Extensive facilitiesforstudyandresearch In the1980sFund financedtheaddi- ’ s Upper EastSide. It wasfinanced ’ s usewithNew York SCHOOL OF SOCIAL WORK | ADMISSION REQUIREMENTS 201 s advanced standing program begins program standing s advanced ’ Applicants to the advanced standing pro- to the advanced Applicants The OYR program is usually completed in is usually program The OYR Extended (Part-time) Program* (Part-time) Extended and application procedures Admission as described for the same are requirements The part- program. applicants in the two-year students to complete the allows time program and to or four years in three MSW degree and summer courses. take evening Advanced Standing Program Standing Advanced is an inten- standing program The advanced students who for outstanding program sive social a baccalaureate graduated from have the Council on by accredited program work A limited number of Education. Work Social accepted. Applicants qualified applicants are degree their undergraduate received must have years. within the last five grade point average an overall gram must have of 3.2 in the social of 3.0 and a GPA (GPA) must meet all other Applicants major. work admission criteria for acceptance into the at Hunter. program graduate social work of the in the first year courses required Some for applicants will be waived MSW program program. standing accepted in the advanced Hunter one in the summer and continues through full-time study. of academic year part-time basis while remaining in full-time part-time remaining basis while program in the OYR Students employment. cur- their from agreement written have must them with a social provide to employer rent them to attend to allow internship and work during the one day a week daytime classes year. field practicum summers of academic semesters plus two five is The field instruction requirement study. and takes year, completed in one academic when of the program, place in the second year classes. students attend daytime s ’ . ” s degree ’ Honors “ or ” Credit “ s adviser, noting any special achieve- noting any s adviser, ’ Upon completion of the master completion Upon judgment, the graduate is qualified to enter judgment, the graduate practice. professional advanced program, a final summary is prepared by the by a final summaryprogram, is prepared student in academic courses ments, including Honors won or distinctions or field practicum, prizes This summaryserves as a basic ref- conferred. a and contains for potential employers erence statement that certifies that in the school Degree Program Tracks Program Degree Program Full-time Two-Year is for quali- program full-time The two-year to themselves fied students who can devote Full-time full-time academic and field study. expected to attend classes two students are to be in a field placement and days a week, for two academic years. days a week, three (OYR) Residence One-Year Program Work-Study is a program (OYR) residence The one-year designed to provide program work-study education for students graduate social work make the two- whose personal responsibilities the impractical. At full-time program year applicants must have time of application OYR full-time of completed at least two years social welfare in a recognized employment permitted are Students organization or agency. on a to take up to 30 hours of course work MSW DEGREE PROGRAM DEGREE MSW Requirements Degree com- must in the MSW Program All students and super- class work including plete 60 credits, to graduate. All order in vised field internship, peri- a five-year must be completed within work of od with grades s ’ s degree from an from s degree ’ s website at s website ’

Successful performance in graduate social Successful As a condition of registration for field- As a condition of registration Up to 9 non-matriculated credits of grad- to 9 non-matriculated credits Up Completed applications for admission

work must hold a bachelor work Applicants to the graduate program in social in graduate program to the Applicants ADMISSION REQUIREMENTS REQUIREMENTS ADMISSION and satisfactory physical health. The applicant and satisfactory physical health. readiness to assume professional responsibilities, to assume professional readiness and stability, interest in working with people, in working interest and stability, work education requires emotional maturity education requires work Social Work Education. Work Social work program accredited by the Council on by accredited program work ates of an undergraduate baccalaureate social baccalaureate ates of an undergraduate Advanced Standing Program must be gradu- Program Standing Advanced the TOEFL examination. Applicants for the examination. Applicants TOEFL the with foreign credentials are required to take required are credentials with foreign be submitted as early as possible. All applicants be submitted as early students require special evaluation and should evaluation special students require capacity for graduate study. Records of foreign Records graduate study. capacity for strate a liberal artsstrate a liberal and intellectual background Undergraduate preparation should demon- preparation Undergraduate accredited undergraduate college. undergraduate accredited cuny.edu or see the School cuny.edu admissions, e-mail admissions.hcssw@hunter. individual interview. For further on information For individual interview. may be required to participate or in a group may be required tant consideration for admission. Applicants experience in social work settings is an impor- experience in social work knowledge of professional social work and/or social work of professional knowledge not exceed $20 per year. $20 per year. not exceed registration. Cost of liability insurance does registration. payment for this policy is made at the time of provided through a school group policy, and policy, a school group through provided insurance. Professional liability insurance is insurance. Professional dean for academic affairs. liability professional students must have work, credits must be approved by the associate by must be approved credits ter as a matriculated student. All transfer of after successful completion of the first semes- wish to transfer credits may apply to do so wish to transfer credits Work Education. Matriculated students who Matriculated Education. Work program accredited by the Council on Social by accredited program better, may be transferred from a social work from may be transferred better, uate social work courses, with a grade of B or courses, with a uate social work directly to the School of Social Work. to the School of Social directly Completed applications must be submitted school and placement in a field practicum. are subject to limitations of available seats in the subject to limitations of available are lished by the school each year. All admissions each year. the school lished by www.hunter.cuny.edu/socwork. date estab- the deadline should be submitted by 202 POSTGRADUATE CERTIFICATE PROGRAMS | SCHOOL OF SOCIAL WORK al guidance. will provide specificacademicandprofession- dents willbeassignedafacultyadviserwho intotheprogram, stu- At thetimeofentry for 21hoursperweek fortwoacademicyears. time studentsshouldplantobeinthefield selected andapproved by theschool.Part- fulfill atwo-year fieldpracticuminagencies practicum. Part-time studentsare expectedto ing coursesbefore, during,andafterthefield divided intothree phases,withstudentstak- summer courses. program is The part-time two coursespersemester, andmayenroll in www.hunter.cuny.edu/admissions. campus (68thStreet) of Hunter College.See directed totheAdmissions Office atthemain per semester. matriculation. Only onecoursemaybetaken and maybecredited toward thedegree upon gram. Amaximumofninecredits isallowed pants toapplyforadmissionadegree pro- MSW program andoftenmotivates partici- can beastimulatingintroduction tothe Taking coursesasanonmatriculatedstudent Program forNonmatriculated Students pletion ofrequirements forbothprograms. Social Work. The degree isawarded uponcom- credit hoursmustbetakenattheSchoolof at Bank Street total36credits. Fifty-one (51) For thedualdegree program, coursesrequired to have experienceinworking withchildren. dards oftheMSWprogram andare required require fieldpracticum. asupervised to completecoursework. Bothinstitutions third year, studentsmove between institutions intensive program ateachofthem.In the two institutionssequentially, pursuingan standards foreachdegree. program requirements satisfytheaccreditation Street CollegeofEducation College SchoolofSocial Work andtheBank apply toeachinstitution into acohesive courseofstudy. Applicants oretical andpracticeaspectsofeachdegree cational andclinicalskills.It incorporatesthe- for professional roles thatcombinebothedu- families. The program prepares socialworkers children toagethree from birth andtheir with thespecialneedsandvulnerabilitiesof pare socialworkers tounderstandandwork This dualdegree program isdesignedtopre- Development Program College ofEducation Infant andParent School ofSocial Work andtheBank Street Dual Degree Program: Hunter College cations. *This program isnotcurrently acceptingappli- Students mustregister foraminimumof Inquiries fornonmatriculationshouldbe Applicants mustmeetalladmissionstan- In thefirsttwoyears, studentsattendthe – theHunter – separately. The a listofcurrent agencies. the on-lineSchoolofSocial Work catalogfor cies, includingconductinghomevisits.See Students are expectedtofollow agencypoli- qualified agency-basedfieldinstructors. andavailability of learning opportunities Education. Approval criteriaincludefield licensed fostercare agencies. welfare agenciesandthoseemployed by titioners whoare employed by publicchild prac- The program iscommittedtocertifying mothers andfathers,theadoptedperson. mothersandfathers,adoptive including birth with allmembersoftheadoptive triad, specialized theoriesandpracticesforworking and trainingformentalhealthprofessionals in This program provides advanced education Adoption Therapy pletion ofallrequirements. each program following thesuccessful com- willbeawardedals. Acertificate attheendof pletion. They are opentoqualified individu- with separatecriteriaforadmissionandcom- www.hunter.cuny.edu/socwork/post_masters. tion seetheprogram descriptionsat academiccredit. Forcarry detailedinforma- academic degree-granting program anddonot Foundation ofCUNYandare ofany notpart programs are fundedby theResearch withinaspecificareacertified ofstudy. These current inthefieldorwhowanttobecome area ofinterest tothem,whowishremain degree theireducationinan seekingtofurther grams designedforpeoplewiththeMSW pro-hosts several post-graduatecertificate The Hunter CollegeSchoolofSocial Work CERTIFICATE PROGRAMS POST-GRADUATE approved by theschool practicum sitesby theschoolare selectedand work curriculum.Agenciesusedasfield ofthesocial practicum isanintegralpart asstudentfieldinstructors. serve The field variety ofpracticeareas. Qualified agencystaff provide studentswithfieldplacementsina has strong tiestomanysocialagencies,which The Hunter CollegeSchoolofSocial Work FIELD PRACTICUM Each program isindependentlyoperated ’ s Office ofField Social Workand Supervision Training. Social Work Administration ortoaDiploma in gram leadstoaPost-Graduate in Certificate members are practicingmanagers. This pro- es involve apracticecomponent,andallfaculty and principlesofsocialwork practice.Allcours- belief thatmanagementisrooted inthevalues tice inthesocialwelfare fieldandreflects a in raisingthestandards ofadministrative prac- was developed inresponse toagrowing interest agement skillsofsocialwelfare practitioners.It man- nonprofit institutededicatedtofurthering Center fortheStudy ofSocial Administration, a This program isgiven inconjunctionwiththe Social Work Administration inbothareas.will becertified year intheotherspecialization,student programs, astudenttakesanoptionalthird track. If aftercompletingoneofthetwoyear year program intheIndividual orFamily vidual orthefamily. Students completeatwo tion, whethertheunitofattentionisindi- forassessmentandinterven- as theframework practice requires abio-psycho-social context rated inskill,andthatclinicalsocialwork of socialwork values andknowledge incorpo- identity ofclinicalsocialwork rests ontheuse lum reflects thebelief thattheprofessional Therapy orIndividual Therapy. The curricu- Tracks ineitherFamily leadtoacertificate practice inavariety ofsocialwork settings. individuals foradditionaleducationinclinical This program isdesignedtomeettheneedof Individual andFamilyTreatment Advanced ClinicalSocialWork: should beaddressed to: Specific inquiriesabout program details addressed to: Requests forapplicationsshould be member isonthefacultyof York College-CUNY. Hunter CollegeMSW program; currently one of its14memberdoctoralfacultyfrom the Work. The PhD program drawsthemajority welfare attheHunter CollegeSchoolofSocial Center offersthisdoctoralprogram insocial York wasestablishedin1973. The Graduate Graduate CenterofCityUniversity ofNew The PhD program inSocial Welfare ofthe DOCTOR OFPHILOSOPHY New York, NY10021 129 East79Street Hunter CollegeSchoolofSocial Work PhD Program inSocial Welfare The Executive Officer New York, NY10016 365 Fifth Avenue The CityUniversity ofNew York The Graduate Center Admissions Office SCHOOL OF SOCIAL WORK | MSW CURRICULUM 203 s adviser. ’ Human Behavior and the Social Environment sequence and its related This three-course the person-in-situation address electives matrix with a specific focus of attention on class, ethnicity, (culture, issues of diversity abili- race, age, sexual orientation, spirituality, across of development and gender). Stages ty, the life span define one axis, while critical function and contexts (individual, family, communities, organiza- groups, role-based tions, and society) define the other axis of that may impinge on forces environmental social functioning. Research Social Work This two-course sequence bases the study of of problem methods on the skills research formulation, design and sampling, measure- ment and data collection on actual practice experience. Field Education This two-to-four-term sequence of on-site in social servicework agencies is an integral component of all pathways to the MSW All methods courses must be taken degree. with the field placement. concurrently is It a field instructor. by is provided Training the instructional by faculty and the monitored student Administration Administration in administration to major who elect Students such to assume educated are welfare in social as program in social agencies positions varied program analyst, staff trainer, planner and as supervisory, analyst, as well budget director, They jobs. and executive middle management theory taught organizational are and practice, service delivery and, ultimate- and evaluation agencies and organizations can better how ly, serve the course of need. During people in com- to develop also required they are study, prac- other social work petence in one of the within administrative tice methods. Placement students gives programs units of agencies and a first-hand view deci- of actual situations and sion-making processes. Social Welfare Policy and Services the history, This two-course sequence explores meaning, intent and operations of the U.S. The courses identify key system. social welfare ideological frameworks that shape the current ana- policy, social welfare public debates over system, of the social welfare the structure lyze of in the context issues of poverty and explore and social justice. diversity oppression, s ’ competence ’ Foundations of Foundations SSW 719 SSW courses are offered; requirements vary accord- requirements offered; are courses year, the first In programs. the various ing to take all students Social Work Practice. This course explores the This course explores Practice. Work Social practice, context of social work institutional served and populations areas by the problem of practice use and differential social work, work. social professional methods in rights, among other areas and issues. rights, among other areas for community-based practice. It stresses the stresses for community-based practice. It skills, techniques and strategies needed to basic to solve people and resources mobilize at either the neighborhood or social problems social planning and social The city-wide level. practice are aspects of social work reform in seeking change to alleviate underscored Education individual and family problems. in collective developed and training are propos- evaluation, program action, advocacy, legislative al writing, community outreach, and other vital organizing roles. advocacy placements occur in a number of set- Field in city and tings at the neighborhood level, state planning agencies and in community departments of human service organizations. on local in these placements work Students food and programs, economic development and women tenant advocacy hunger projects, Community Organization and Planning Planning and Community Organization students This method develops Group Work Work Group with small to work prepared are Students in common with problems of persons groups to enhance the social functioning of group in members and to help them obtain resources The curriculum empha- urban communities. of the worker, the role formation, group sizes dynamics assessment of individual and group placements work solving. Group and problem include schools, hospitals, settlement houses and community centers, senior centers, day and substance abuse programs. treatment Casework Casework students to The casework method prepares and families in counsel individuals, pairs of personal, inter- to help with a variety order The casework actional and social problems. phas- is studied in the context of time process The and endings). es (beginnings, middles and intervention,emphasis is on assessment as on of social forces students master the impact human functioning. Casework services are such as in a wide range of settings, offered unions, industries, child and family agencies, hospitals, mental health and substance abuse set- The clinics, courts and settlement houses. ting of the service makes possible in depth teaching about specific populations and prob- lems, changing service and needs and styles such specific intervention models as advocacy, and crisis intervention.short term treatment

The curriculum is organized into five pro- five into The curriculum is organized Course work is augmented and reinforced Course work In addition to courses offered for credit, to courses offered addition In The orienting knowledge courses at the The orienting knowledge The curriculum is developed according to according The curriculum is developed Practice Methods Practice and Services Policy Welfare Social Behavior and the Social Human Environment Research Work Social Education Field

method. Additional method and practice method. Additional required to take one course in a second required courses in that major. Students are also are Students courses in that major. and advanced courses in: and advanced sequential methods and must take three services. The curriculum includes foundation services. student majors in one of these tion. Every and their associated social institutions and organization and planning, and administra- practice that reflect human needs and values practice that reflect community work, methods: casework, group vital training and experience for students. and six fields of fessional curriculum areas practice of the following in one or more supervisors the and field instructors, provide of competence is required The development social work practice, with their qualified agency practice, with their qualified social work Practice Methods and service of areas organizations in the various Education, Division of Professional Licensing. of Professional Division Education, the all-importantby field practicum. Agencies by the New York State Department of State York the New by ethics, and government benefits, as required ethics, and government as child abuse and neglect, cultural diversity, needs of society. on topics such workshops the school provides teach the social work approach to meeting the approach teach the social work electives and majors are all constructed to are and majors electives tions of New York City. The required courses, The required City. York tions of New more vulnerable and disadvantaged popula- vulnerable and disadvantaged more needs, particularly of the to the problems core of the curriculum are related to human related of the curriculum are core handbook. Policy Statement is included in the student is included in the Statement Policy and in the office of the dean; the Educational and in the office of the the reserve section of the Social Work Library, Work the reserve the Social section of Educational Policy Statement are available in available are Statement Policy Educational Education. Copies of these standards and the and Copies of these standards Education. Accreditation of the Council on Social Work the Council on Social of Accreditation the standards of the Commission on of the Commission the standards specific value system. specific value tions and a commitment to servicetions and a commitment within a human integrity, a concern for social condi- human integrity, lum is designed to instill a sense of respect for of respect to instill a sense lum is designed highest standards of excellence. The curricu- of excellence. highest standards field learning experiences must satisfy the experiences must field learning site application. Professional, academic and academic Professional, site application. work values and knowledge with practical, on with practical, and knowledge values work work education must integrate core social core education must integrate work The School of Social Work holds that social holds that Work of Social The School MSW CURRICULUM MSW 204 COURSE LISTINGS | SCHOOL OF SOCIAL WORK and narrative therapy. skillareasnew includingdiversity, spirituality, Emerging orrediscovered identitygroups and New Populations andEmerging Issues programs. sponsored service families, oftenthrough managementorlabor- underemployed adults,olderadultsandtheir toemployed, unemployed,ing services and The themeofwork over thelifespaninclud- Work, Employment andRehabilitation and psychiatric problems; patients The changingneedsofpeoplewithmedical Health andMental Health andprobation services. court substance abuse;abuseandneglect;family clients,domesticviolence, tem, involuntary topeopleinthecriminaljusticesys- Services Social Justice Community Development, Prevention and and disability. erational relationships, employment, ability enting, aging,intimacy, familyandintergen- Adulthood across thelifespanincludingpar- Adults, Older Adults andFamilies child placementservices. life (broadly defined);conflictsandviolence; infamily and families;crisesdisruptions The developmental needsofchildren, youth Children, Youth andFamilies faculty adviserfordetails. sional seminar. Students shouldconsulttheir a specializationfocusinresearch orprofes- enrollment intwopre-designated courses,and includes anappropriate fieldpracticum, following sixoptionalFields ofPractice. This Students mayelecttospecialize inoneofthe SPECIALIZATIONS FIELDS OFPRACTICE and inthefinalsemesterforOYR students. for thosestudentsinthe Two-Year Program, tive courseisrequired semester inthefourth standing electives. Apracticeormethodelec- within eachcurriculumarea, aswell asfree- Students maychoosefrom amenuofcourses ELECTIVES chronic andlong-termcare. care facilities,community-basedclinics; mary care orpri- inhospitals,ambulatory services ’ rights, required. cy requirement. change. conflicts intheglobaleconomy;strategies for ment; analysisofcurrent economic andpolitical political economy. ofeconomicdevelop- History profession inthecontextofcontradictions U.S. socialwelfare policyandthesocialwork SSW 702.11 occupational socialwork policyandpractice. programs asmodelsforcreativeand industry political organizationintheworkplace; union the worldofwork. Issues ofeconomic,socialand innovative policyandprogram development in Human andfiscalresources for andopportunities SSW 702.10 SSW 702 SSW 702 NOTE: in advocacy andsocialchangeare stressed. needed tounderstandsocialpolicyandengage lyzing thesedevelopments; values andskills forana- and theirpolicysolutions;frameworks Circumstances thatgive risetosocialproblems SSW 701 NOTE: POLICY ANDSERVICES SOCIAL WELFARE mation oncourseofferings. and registration materialsforup-to-dateinfor- Work website: www.hunter.cuny.edu/socwork Please checktheHunter CollegeSchoolofSocial IMPORTANT: methods: Courses required ofall studentsinall COURSE LISTINGS Field Instruction Professional Seminar Social Work Practice Methods Social WorkResearch Administration ofSocial Agencies Foundations ofSocial Work Practice Environment Human BehaviorandtheSocial Social Welfare Policy andServices 2 cr 2 cr 3 cr SSW 701 Students maychooseoneofthefollowing Policy andServices Introduction toSocial Welfare Social Welfare Policy I: andServices courses. courses tofulfilltheadvanced socialpoli- The Organization andDelivery Welfare Political Economy ofSocial Their Families to of Social Services Workers and SSW 701 and one is aprerequisite forall SSW 702 course are other issues. attention given tospecialpopulations. ontheaging; utilization andimpactofservices ment, work, andfamilyissues.Organization, Aging policyandlegislation;healthcare, retire- SSW 702.17 social work inthispolicyarena. have affectedhomelessness;therole of services Ways inwhichsocialwelfare policiesandsocial SSW 702.16 assessment; children economic andlegalperspectives. Organization; practice issuesfrom historical,political,socio- Interplay ofchildwelfare policy, and service SSW 702.15 andpopulationsatrisk. health care services onboth delivery major policyshiftsinservice U.S. healthandmentalsystems;effectof SSW 702.14 the impactofgenderstereotypes. gender: women U.S. socialwelfare policythrough thelensof SSW 702.13 change, andglobalizationtheir implication. challenges produced by history, economic social work. Review ofpast,present andfuture International in socialwelfare policyandservices SSW 702.22 systems. Creation delivery ofeffective service practice withpeoplewhohave disabilities. Act (ADA)andotherlegislationonsocialwork Implications oftheAmericanswithDisabilities SSW 702.21 clients social change;advocacy by socialworkers for clients; useoflawstopromote socialjusticeand and thecurrent statusofthelegalrights reference tospecialpopulations.Origins, history The role oflegalrightsinthewelfare statewith SSW 702.20 socialwelfare policyadvocacy. ofservice; delivery and patternsrelated toimmigrationpolicy; refugees in America.Policy theories,dynamics social policiesthataffectimmigrantsand anddevelopmentHistory ofimmigrationand SSW 702.19 studied. Topics eachsemester. vary Social welfare policyandsocialchangeissuesare SSW 702.18 2 cr 2 cr 2 cr 2 cr 2 cr 2 cr 2 cr 2 cr 2 cr 2 cr ’ rights. Health andMental Health Systems Homeless Social Welfare Policy withthe Welfare Policy andPractice inChild Policy andServices International Social Welfare and Social Policy Clients’ Rights,theLegalSystem Policies andIssues Immigrants andRefugees: Women andSocial Welfare Seminar inSocial Welfare of Aging Social Welfare Policy intheField Social Welfare andDisabilities ’ s rights,feministperspective and ’ s vs.parents ’ rights;and SCHOOL OF SOCIAL WORK | COURSE LISTINGS 205 and one method course and one method course and one method course and one method and one method course and one method course and one method course and one method course Social Work and the Arts Work Social Multicultural Social Work Social Multicultural Practice Social Work Practice with Work Social and Refugees Immigrants and Workers with Work Social Their Families in Child Clinical Practice Welfare The Aging Process: Clinical The Aging Process: Practice Work in Social Issues with the Aged in School Practice Work Social Settings with AIDS Practice Work Social Illness and Chronic SSW 719 SSW 719 SSW 719 SSW 719 SSW 719 SSW 719 SSW 719 2 cr 2 cr 2 cr 2 cr prereq: prereq: prereq: prereq: prereq: prereq: prereq: prereq: prereq: 2 cr prereq: 2 cr 2 cr 2 cr Unique approach in social work to HIV/AIDS. in social work approach Unique trajectoryIllness of HIV with other epidemics techniques. illnesses. Practice and chronic and LGBT on women, people of color, Impact individuals. SSW 796.55 practice in social work issues and concerns Trends, individuals, with racially and ethnically diverse in the urban environment. families and groups SSW 796.60 frameworks of human aging, includ- Theoretical of major biopsy- ing the myths and realities facing older adults and their chosocial problems implications. families. Practice SSW 796.61 within a functions of social workers and Roles complex ecological system of home/school/com- with an emphasis on skill explored munity are for practice with urban children development and their families. SSW 796.62 SSW 791.71 SSW assimila- Services and refugees; immigrants for and ethnic bi-culturalism tion, acculturation, resettlement for the homeland; identity; feelings of terrorism, problems reunification; and family and anti-immigration. immigration SSW 791.86 services to to provide explored Art forms are the elderly and the populations at risk, including impaired. physically and mentally SSW 796.52 and the unemployment of work, Significance of clients and the lives in changing workplace communities. Opportunities for practice with in occupational social labor and management settings. work SSW 796.53 in child abuse and neglect. Clinical work Issues sys- with the child welfare with families involved and countertrans- transference Treatment; tem. Interventions. of empathy. development ference; is required for all students. All is required Social Work and AIDS and Work Social and Healing Spirituality Social Services & to the Gay Social Lesbian Community on the Aging Perspectives for Social Implications Process: Practice Work SSW 711 SSW 711 SSW 711 SSW 711 Social Work Ethics and Values and Ethics Work Social Social Work with Clients in Work Social Working Settings: Authoritarian and Involuntary with Mandated Clients Foundations of Social Work of Social Foundations Practice SSW 719 2 cr 2 cr 2 cr 2 cr prereq: 2 cr prereq: prereq: 2 cr prereq: prereq: prereq: 2 cr SSW 727 with involved Services to individuals and groups court probation, clinics, institutions for parole, agencies. offenders, and child and adult protection SSW 773 and philosophical analysis of ethical prob- Moral in social work issues as presented lems and value of philosophical theories to practice. Application the analysis of practice dilemmas; principles for decision-making. NOTE: NOTE: SSW 719 of social work, An orientation to the profession in practice, the multicultural the use of research context of practice, the common base of practice and some of the unique aspects of casework, community organization and work, group administration. SSW 791.89 health and between relationship Biopsychosocial individual culture, aging with emphasis on family, and support. stress coping, and environmental OF SOCIAL FOUNDATIONS AND PRACTICE WORK ELECTIVES PRACTICE SSW 791.76 SSW 791.76 lesbian, gay, models for positive Developmental identity; social work bisexual or transgendered intervention.skills for assessment and SSW 791.88 domain of human functioning. Spiritual and experience human need, strengths Viewing and human with a spiritual lens. Spirituality and fulfillment; striving for a sense of meaning to spiritual understanding and responsiveness perspectives. SSW 791.75 SSW fami- and their with AIDS of people The needs mortality sexual- and human lies; confidentiality, holistic clinical perspective. a ity from other courses listed under this heading are electives. other courses listed under this heading are satisfy the 4th semester Courses with prerequisites requirements. practice are required. All required. are 713 712 712 and and and 712 , Human Sexuality Human Social Work with Victims of Work Social Women Violence against SSW 711 SSW 711 SSW 711 SSW 711 SSW 711 SSW 711 Alcoholism and Substance Abuse Alcoholism and Substance Seminar in Psychodynamics in Psychodynamics Seminar Human Behavior and the Social Human III Environment Human Behavior and the Social Human II Environment Human Behavior and the Social Behavior and Human I Environment SSW 711

prereq: prereq: 2 cr 2 cr prereq: prereq: 2 cr prereq: prereq: 2 cr prereqs: prereqs: prereqs: prereqs: 2 cr 2 cr prereq: prereq: 3 cr

standing unique client groups. standing unique client groups. behavior and the social environment; under- behavior and the social environment; Human sexuality within the context of human Human Interventions. SSW 791.58 ments (children, families, communities). ments (children, between affected individuals and their environ- between Domestic violence and the complex interactions Domestic SSW 791.57 Prevention and psychosocial treatment. treatment. and psychosocial Prevention complexity and strategies for intervention. abuse: nature and extent of the problem, its and extent of the problem, abuse: nature SSW 770 to substance relating The state of knowledge theory. Relationship to clinical practice. Relationship theory. gy is required. gy is required. and object relations ego psychology theory, drive additional 2-hour lecture on psychopharmacolo- additional 2-hour lecture SSW 715 theory: of psychodynamic modern Dimensions lies, groups and communities. Attendance at an and communities. Attendance lies, groups and treatment in relation to the needs of fami- in relation and treatment and treatment processes. Theories of etiology processes. and treatment classification systems; influences on the diagnosis health and illness, deviance and conformity; Understanding dysfunction. Concepts of mental Understanding ism and diversity. ism and diversity. SSW 713 causality, gender, social class, and cultural plural- social gender, causality, through older adulthood using theories of multi- older adulthood through normative life span progress from adolescence from life span progress normative ronment. ronment. of Exploration sequel to SSW 711. Required behavior and its interaction with the social envi- behavior and its interaction SSW 712 within the conceptual frameworkwithin the conceptual of human logical, psychological, and social systems theories and logical, psychological, cepts relevant to each phase of the life cycle; bio- the life cycle; to each phase of cepts relevant Identification and integration of pertinent and con- Identification SSW 711

SOCIAL ENVIRONMENT SOCIAL NOTE: HUMAN BEHAVIOR AND THE AND BEHAVIOR HUMAN other HBSE courses are electives. courses are other HBSE 206 COURSE LISTINGS | SCHOOL OF SOCIAL WORK tion; culturalspecificity. Dealing with problem assessmentandinterven- on biopsychosocial assessment,are presented. professional modes,based practice.Intervention Expands anddeepensknowledge andskillsfor SSW 723 ment ofclientsandtheirsituations. and research findingsisappliedtotheassess- areasment andsocialwelfare policyandservices from humanbehaviorandthesocialenviron- Application principles.Knowledge ofcasework SSW 722 the values thatunderpinsocialwork practice. tice andprocess. Integration andapplicationof Development theory, anduseofcasework prac- SSW 721 NOTE: CASEWORK PRACTICE METHODS ticipants inciviclife. clients andcommunitiestobecomeactive par- social work values andempowers socialworkers, Involvement intheelectoralarena thatadvances SSW 797.56 ness, healthcare andsocialwork intervention. value dilemmasandethicalissuesrelated toill- tation; loss,griefandbereavement; uncertainty; Spectrum ofreactions toillness;changeandadap- SSW 797.01 all Casework majors. 3 cr prereq: 3 cr prereq: 2 cr 2 cr prereq: 2 cr SSW 721 Social Casework III Social Casework II Social Casework I SSW 721 SSW 719 SSW 721 Work Practice Electoral Activism andSocial Health Settings Clinical Social Work Practice in , 722 and and onemethodcourse and 722 723 are required for patterns. ly structure evaluation; trackinginteractional approach. Family developmental lifecycle, fami- An assessmentofthefamilyfrom asystems SSW 794 strengths perspective; biopsychosocial model. urban young peopleundertheageof19; Social work skillsneeded whenworking with adoptees, andthoseinfosterresidential care. Effective practicewithchildren andadolescents, SSW 792 tice are highlighted. Principles addressing individualandfamilyprac- research findingstoclientsandsituations. behavior andthesocialenvironment areas and Application ofknowledge from thehuman SSW 726 underpin socialwork practice. Integration andapplication ofthevalues that tice andprocess withindividualsandfamilies. Development theory, anduseofcasework prac- SSW 725 emphasis isonassuringcompetence. mas inbothknowledge andpractice.Special Students identifyprofessional issuesanddilem- SSW 724 2 cr 2 cr 2 cr prereq: 2 cr 2 cr and prereqs: S 726 SSW and Adolescents Social Work Practice withChildren Treatment ofPairs Therapy, Trauma Therapy,and Cognitive/Behavioral, Family Child Therapy,Brief Therapies, Social Casework IVSections: Treatment Social Work Practice: Family Social Casework IIforNon-Majors Social Casework forNon-Majors SSW 725 SSW 721 , 722 , 723 or S 725 SSW ing group work, keyconcepts,andbarrierstoapply- as changeagent. Theoretical modelsofsocial settings andwithvaried populations.Use ofself Application ofpracticeprinciplesinavariety of SSW 733-613 incurrent agencysettings. work services develop anddeliver ethicalandeffective group Application ofpracticeprinciples. Advocate, SSW 733-611 group conflict. dealing withproblematic roles; dealingwith stages ofgroup development; interventions; Role oftheworker inthemiddleandending SSW 732 fields ofpractice. solving methodinwidelyvaried settingsand Understanding socialgroup work asaproblem- community-based andclinicalsettings. Prepares studentsforworking withgroups in SSW 731 NOTE: GROUP WORK SSW 735 Expands theknowledge andskillstaughtin SSW 736 of socialgroup work. Major theories,concepts,andpracticeprinciples SSW 735 and withwidelyvaried group types. members. Use ofactivityas content ofchoice tion. Psychosocial needsofgroups andtheir activity toenhancestage-appropriate participa- Relationship and between group stagetheory SSW 734 vention choices. tial applicationaswell asimplicationsofinter- all Group Work majors. 3 cr prereq: 3 cr prereq: 2 cr prereq: 2 cr prereq: 3 cr prereq: 2 cr concurrent towork withagroup opportunity 2 cr ofsequencechair permission “ best practice SSW 731 . Practice principlesandtheirdifferen- Social Group Work IforNon-Majors Non-Majors Social Group Work IIfor non-majors) Work Practice (opentoselected Use ofActivity inSocial Group Group WorkPurposefulIV: The Social Group Work II Social Group Work I SSW 731 SSW 732 SSW 735 SSW 732 SSW 732 OYR students) Social Group Work III(for dents otherthanthoseinOYR) Social Group Work III(forstu- ” principles. , 732 ; studentsshouldhave the Open tonon-majorswith and 733 are required for SCHOOL OF SOCIAL WORK | COURSE LISTINGS 207 762 763 and and Professional Seminar Seminar Professional SSW 761 SSW 761 Field Instruction I Instruction Field II Instruction Field Field Instruction I Instruction Field III Instruction Field IV Instruction Field SSW 767 SSW 762 Tutorial Tutorial This is a required course for all students. course for a required This is 5 cr students only and Dual Degree OYR 9 cr prereq 10 credits completion of the first semester of grad- prereq: study and dept permuate social work 1 cr 2 cr 3 cr 3 cr 4 cr prereq: 5 cr prereq: 5 cr prereq SSW 790 Please consult the School of Social Work Catalog Work consult the School of Social Please for additional information and full course descriptions. For the One-Year Residence Program and Program Residence the One-Year For Program: Degree Dual SSW 767 SSW 768 TUTORIAL SSW 758 and independent study course for stu- A reading dents under faculty guidance. SSW 758.01 SSW 758.02 SSW 758.03 PROFESSIONAL SEMINAR PROFESSIONAL NOTE: of practice, research and integration Utilization may be an issue to determine how and policy final in the Taken or resolved. ameliorated semester. FIELD EDUCATION Opportunities to perform for students social supervision tasks under the work of a field of The integration and application instructor. in a field setting. concepts and principles SSW 761 II Instruction SSW 762 Field SSW 763 SSW 764 ) are 752 and SSW 754 (or 782 787 752 and SSW 751 or equivalent or dept perm or and SSW 781 SSW 751 SSW 780 SSW 781 Advanced Social Work Research Research Work Social Advanced Social Work Research I Work Social II Research Work Social Supervision in Social AgenciesSupervision in Social Social Welfare Administration III Welfare Social Social Welfare Administration II Welfare Social Advanced Administration for Administration Advanced Non-Majors SSW 751 2 cr 2 cr 3 cr prereq: waiver for waiver prereq: 3 cr 3 cr prereq: prereq: prereq: 2 cr prereqs: prereqs: 3 cr prereq: prereq: required for all students. required SSW 754 design, sampling and data formulation, Problem of a research analysis in depth. Development concepts to study an plan and use of research practice. aspect of social work SSW 751 methods in the con- research of social Principles formula- practice. Problem text of social work in of research design and role tion, research ethical issues, sampling, measure- social work, ment and data collection. SSW 752 data analysis, strategies, qualitative Measurement statistics, and meth- and inferential descriptive data analysis; data manage- ods of quantitative their students from collected by ment. Data is analyzed. projects research SSW 787 techniques of supervisingBasic professional social workers. SOCIAL WORK RESEARCH NOTE: SSW 783 on design in social agencies. Emphasis Program com- continuity and assuring access, consistency, of services, as client feed- prehensiveness as well budg- management, back mechanisms. Financial eting, strategic planning. SSW 786 staff of budgeting, public relations, Techniques hir- paraprofessionals, with training, working with working ing/firing, committee processes, personnel policies in and developing boards, social agencies. SSW 782 SSW volunteers staff training, management, Personnel process- decision-making and paraprofessionals, public and committees, boards es, budgeting, of and methods and marketing, relations accountability. is required for is required are required for required are are required for required are 743 783 742 SSW 780 and and and 742 782 , , SSW 741 SSW 741 Social Welfare Administration I Welfare Social Administration of Social Agencies of Social Administration Grantsmanship and Proposal Grantsmanship Writing Community Organization for Non- Community Organization Majors Community Organization and Community Organization III Planning Community Organization and Community Organization II Planning Community Organization and Organization Community I Planning SSW 781 SSW 741 SSW 3 cr 3 cr prereq: one methods course prereq: 2 cr 2 cr 3 cr prereqs: prereqs: prereq: prereq: 3 cr 2 cr all other students vival, and staff and administrative functioning. and staff and administrative vival, interorganizational positioning, stability and sur- positioning, stability and interorganizational ity, goal setting and service implementation, ity, social agencies. Organizational structure, author- structure, social agencies. Organizational utives, professional staff, and volunteers. and volunteers. staff, professional utives, SSW 781 understanding of the operation of Theoretical and relationships among boards, committees, exec- among boards, and relationships personnel management, budget and financing, work. Organization and administration; planning, Organization work. SSW 780 of administration in social and processes Principles NOTE: NOTE: ADMINISTRATION ation with funding sources. ation with funding sources. and grantsmanship. Proposal writing and negoti- Proposal and grantsmanship. and programs. preparation, proposal of fundraising, Techniques knowledge and skills needed to build supports knowledge SSW 748 improved access to resources and services; access to resources improved intervention on behalf of those seeking practice. Models and strategies for community practice. Models The community as a dimension of professional ment of social service programs. SSW 747 cal system. Concepts and techniques in manage- ment and community planning within a politi- oretical and practice aspects of program develop- and practice aspects of program oretical Role of the social worker and social planner; the- of the social worker Role on problem solving structures. solving structures. on problem SSW 743 group theory. Community power and influence and Community power theory. group Group dynamics, role theory dynamics, role and reference Group in relation to group structure and development. structure to group in relation and resources; practice dynamics; dilemmas. practice and resources; organization skills of community Development pation and empowerment. Community needs pation and empowerment. SSW 742 sional practice for community and client partici-sional practice for community and planning. Models and strategies for profes- Models and planning. Theory organization and practice of community SSW 741 AND PLANNINGAND NOTE: COMMUNITY ORGANIZATION COMMUNITY ORGANIZATION all Administration majors. all Administration all Community Organization majors. Organization all Community HUNTER COLLEGE Student Rights and College Policies

III. The right to consent to disclosure of personally identifiable STUDENTS’ RIGHTS information contained in the student’s education records, except to the extent that FERPA authorizes disclosure without consent. CONCERNING One exception which permits disclosure without consent is disclosure to college officials with legitimate educational interests. A college offi- EDUCATION RECORDS cial is a person employed by the University in an administrative, super- visory, academic or research, or support staff position; a person or The Family Educational Rights and Privacy Act (FERPA) affords stu- company with whom the university has contracted; a person serving dents certain rights with respect to their education records. They are: on the Board of Trustees; or a student serving on an official commit- tee, such as a disciplinary or grievance committee, or assisting another I. The right to inspect and review the student’s education records. college official in performing his or her tasks. A college official has a Students should submit to the registrar, the dean of students, or other legitimate educational interest if access is reasonably necessary in order appropriate college official, written requests that identify the record(s) to perform his/her instructional, research, administrative or other they wish to inspect. If the records are not maintained by the college duties and responsibilities. Upon request, the college discloses educa- official to whom the request was submitted, that official shall advise tion records without consent to officials of another college or school in the student of the correct official to whom the request should be which a student seeks or intends to enroll. addressed. All requests shall be granted or denied in writing within 45 days of IV. You may appeal the alleged denial of FERPA rights to the: receipt. If the request is granted, the student will be provided with General Counsel and Vice Chancellor for Legal Affairs, The City copies of the requested records or notified of the time and place where University of New York, 535 East 80th Street, New York, NY 10021. the records may be inspected. Students will be charged a fee for copies of requested records. If the request is denied or not responded to with- V. The right to file a complaint with the U.S. Department of in 45 days, the student may appeal to the college’s FERPA appeals offi- Education concerning alleged failures by the college to comply cer. Additional information regarding the appeal procedures will be with the requirements of FERPA. provided by the college’s FERPA appeals officer: Office of Legal The name and address of the office that administers FERPA are: Affairs, Hunter College, Room 1705E, 695 Park Avenue, New York, Family Policy Compliance Office, U.S. Department of Education, 600 NY 10021. Independence Avenue SW, Washington, DC 20202-4605.

II. The right to request the amendment of the student’s education VI. The college will make the following “directory information” records that the student believes are inaccurate or misleading. concerning current and former students available to those par- Students may ask the college to amend a record that they believe is ties having a legitimate interest in the information: inaccurate or misleading. They should write to the registrar, the dean a student’s name, attendance dates, telephone listing, home address, of students, or other appropriate college official, clearly identify the present address, e-mail address, major and minor fields of study, part of the record they want changed, and specify why it is inaccurate degrees and awards received, date of birth, place of birth, level of edu- or misleading. If the college decides not to amend the record as cation, and the most recent previous educational institution attended. requested by the student, the college will notify the student of the By filing a form with the Registrar’s Office, a student or former stu- decision and advise the student of his or her right to a hearing before dent may request that any or all of the above information not be the college’s FERPA appeals officer regarding the request for amend- released without his or her prior written consent. This form may be ment. Additional information regarding the hearing procedures will be completed, withdrawn, or modified at any time. provided to the student when notified of the right to a hearing. This policy shall be effective as of September 2000 and shall supersede prior policy on this issue. 3. Students have the right to know, at the start of each course of RIGHTS STUDENT STUDENT REGULATIONS study, the basis to be used by the instructor in determining grades. 4. Students’ grades should be based solely on academic criteria, not AND RIGHTS on opinions or conduct in matters unrelated to academic standards. 5. Students should have the opportunity to take reasoned exception STATEMENT ON THE RIGHTS OF STUDENTS to facts or points of view offered in any course of study, but they are responsible for meeting the academic standards of any course The Hunter College Senate voted endorsement of the following of study for which they are enrolled. & statement on September 24, 1974: 6. Students should have the protection through formally established procedures against prejudiced or capricious academic standards or POLICIES COLLEGE Preamble evaluations. “Academic institutions exist for the transmission of knowledge, the pursuit of truth, the development of students, and the general well- III. Participation in Academic Affairs being of society. Free inquiry and free expression are indispensable to 1. Students have the right, individually and collectively, to express the attainment of these goals....Freedom to teach and freedom to their views on matters of general interest to the student body, learn are inseparable facets of academic freedom.” including institutional policy, curriculum, and personnel decisions. Students “have a distinctive role...which qualifies them to share in the responsible authority on campus; the exercise of the authority is 2. Students have the right to participate in the formulation and appli- part of their education....Joint efforts among all groups in the institu- cation of institutional policy affecting academic and student affairs. tion-students, faculty, administration, and governing board-is a pre- 3. Students should share in the formation of policies regarding | requisite of sound academic government....Joint effort, to be effective, degree requirements, courses and curriculum, academic grading must be rooted in the concept of shared authority. The exercise of systems, standards of academic standing, and calendar arrangements. RIGHTS AND REGULATIONS STUDENT shared authority in college and university government, like the pro- tection of (student and faculty) academic freedom, requires tolerance, 4. Students should have the opportunity, individually and collective- respect, and a sense of community.” ly, to assess the value of a course and to express their views on the “The responsibility to secure and respect general conditions con- form and conduct of a class which they have taken. ducive to the freedom to learn is shared by all members of the aca- 5. The results of an institutional mechanism used for students to demic community.” assess courses and faculty, such as evaluation questionnaires, Students’ rights are not limited by what is enumerated in this should be accessible to all members of the college community, statement. The purpose of the statement is to outline some basic and should be weighed in all decisions affecting faculty status and principles and guidelines, many of which are now met. Specific curriculum. implementation will have to be continuously adjusted as conditions at the college change. IV. Extracurricular Activities 1. Students should be free to form and join associations to promote I. Academic and Personal Files their common interests. 1. Improper disclosure, even within the college, of academic, per- sonal, and disciplinary records is a serious invasion of privacy. To 2. Students have the right to express their opinions, individually and minimize the risk of improper disclosure, academic, personal, and collectively, and to support causes in a manner that does not dis- disciplinary records should be kept in separate files. rupt the orderly operation of the college.

2. All files may be made available only to specially authorized col- V. Standards of Conduct lege staff. Express consent of the student involved is otherwise 1. Students should participate in the formulation of standards of required. behavior which are considered essential to the educational mis- 3. Academic records and transcripts should contain only informa- sion and community responsibilities of the college. tion about scholastic achievement. 2. The code of conduct, as a set of regulations and procedures, 4. No records should be kept which reflect the political and off- should be clearly stated and published in a handbook or other campus activities or beliefs of students. generally available set of institutional regulations. 5. Non-current medical and disciplinary records should be periodi- 3. In all cases, disciplinary procedures should protect the student cally destroyed. from capricious and prejudicial application of the rules of con- duct. Such procedures should also satisfy the requirements of pro- 6. Students have the right to periodically review their academic, cedural due process, including written notice with details of medical and disciplinary records and to appeal for removal of charges, sufficient time to prepare a defense, right to assistance in items improperly included. If the appeal fails the student has the the defense, right to cross-examine witnesses and to present evi- right to append a written rebuttal to the record. dence, and the right to appeal the decision.

II. Classroom, Grades, etc. RESOLVED, That these rules and regulations be incorporated in 1. Students have the right, within the limits of available facilities, to each college bulletin. pursue any course of study for which they are eligible according to college standards. Adopted by the Board of Trustees of The City University of New York on 2. In order to permit eligible students unhindered access to courses, the June 23, 1969, and amended on October 27, 1980, and May 22, 1989. costs of required materials should be kept within reasonable limits.

209 210 BOARD OF TRUSTEES | STUDENT RIGHTS & COLLEGE POLICIES dance withSection 15.3oftheStudent Procedure. Disciplinary basis ofanytheseattributeswillbeafforded dueprocess inaccor- sexual orientation.Anystudentwhoisdiscriminatedagainston the gion, sex,nationalorethnicorigin,age,handicap, maritalstatus,or Hunter Collegedoes notdiscriminateonthebasisofrace,color, reli- Equal OpportunityPrograms If classes,examinations,studyorwork requirements are heldon 4. It shallbetheresponsibility ofthefacultyandadministra- 3. Anystudentinaninstitutionofhighereducationwhoisunable, 2. No personshallbeexpelledfrom orberefused admissionasastu- 1. Students PursuanttoArticle224A Rules andRegulationsfor .Asusedinthis section,theterm 7. 6a. Acopyofthissectionshallbepublishedby eachinstitutionof Any studentwhoisaggrieved by theallegedfailure ofanyfaculty 6. In effectuatingtheprovisions ofthissection,itshallbetheduty 5. Friday afterfouro available tothesaidstudentsuchequivalent opportunity. fees ofanykindshallbechargedby theinstitutionformaking dayordays.Nomissed becauseofsuchabsenceonanyparticular ination, studyorwork requirements whichheorshemayhave religious tomakeupanyexam- beliefs,anequivalent opportunity able toeachstudentwhoisabsentfrom school,becauseofhis tive officialsofeachinstitutionhighereducationtomakeavail- requirements. or days,beexcused from anyexaminationorstudywork day day ordaysshall,becauseofsuchabsenceontheparticular because ofhisreligious beliefs,toattendclassesonaparticular dayordays. particular inanyexamination,studyorwork requirementsparticipate ona is unable,becauseofhisreligious beliefs,toattendclassesor dent toaninstitutionofhighereducationforthereason thathe the CityUniversity ofNew York oranycommunity college. the State University of New York oroftheBoard of Trustees of shall meanschoolsunderthecontrol oftheBoard of Trustees of listing ofavailable courses. higher educationinthecatalogofsuchinstitutioncontaining his rightsunderthissection. institution ofhighereducationislocatedfortheenforcement of proceeding inthesupreme ofthecountyinwhichsuch court sions ofthissectionshallbeentitledtomaintainanactionor or administrative officialstocomplyingoodfaithwiththeprovi- because ofhisavailing himselforherselfofprovisions of thissection. faith. No adverse orprejudicial effectsshallresult toanystudent tion ofhighereducationtoexercise the fullestmeasure ofgood of thefacultyandadministrative officialsofeachinstitu- other days. these classes,examinations,studyorwork requirements heldon ble todoso. No specialfeesshallbechargedtothestudentfor be madeavailable onotherdays,where itispossibleandpractica- makeup classes,examinations,studyorwork requirements shall ’ clock postmeridiemoronSaturday, similaror “ institution ofhighereducation ” unit, shall: note thattheBylaws oftheBoard provide that: due process asprovided intheBylaws oftheBoard of Trustees. which are tobeadministered inaccordance withtherequirements of following andregulations rules tobein effectateachofourcolleges indeed theobligation,todefenditself. We accordingly announcethe that freedom. AgainstsuchoffenderstheUniversity hastheright,and cal ends,orwhoviolatethenormsofconductestablishedtoprotect invoked by thosewhowouldsubordinate intellectualfreedom topoliti- extend toallwhoshare theseaimsandresponsibilities. They cannot be its intellectualautonomy. restraint andreciprocity astheconditionuponwhichtheyshare in members oftheUniversity communityare willingtoacceptself- al respect, civility, amongteachersandstudents,onlywhen andtrust ference. These freedoms canflourishonlyinanatmosphere ofmutu- learn andtoexpress free theirviews, from externalpressures orinter- scholars toengageintheadvancement ofknowledge, ofstudentsto tion ofintellectualfreedom: therightsofprofessors toteach,of vigilantly. liesintheprotec- The basicsignificanceofthatsanctuary and centerofinformeddiscussionisanhonored one,tobeguarded The traditionoftheUniversity ofacademicfreedom asasanctuary TO ARTICLE 129-AOF THE EDUCATION LAW MAINTENANCE OFPUBLICORDERPURSUANT RULES ANDREGULATIONS FOR THE THE CITYUNIVERSITYOFNEWYORK . Theftfrom, or damageto,University/college premises ofproper- 4. Unauthorized occupancyofUniversity/college facilitiesor block- 3. Individuals are liablefor failure tocomply withlawfuldirections 2. 1. Amemberoftheacademiccommunityshallnotintentionally I. Rules BOARD OF TRUSTEES c. Exercise generalsuperintendenceover theconcerns,officers, b. Be theadvisorandexecutive agentoftheBoard andofhis a. Have andenhanc- theaffirmative responsibility ofconserving “ With respect andregulations toenforcement oftheserules we Academic oftheUniversity freedom andthesanctuary campus University/college premises isprohibited. ty, ofanypersonon ortheftofdamage toproperty relocation, and useofUniversity/college equipmentand/orsupplies. appropriate college authoritiesmustbeobtainedforremoval, ing accesstoorfrom suchareas isprohibited. Permission from requested todosoby anofficialofthecollege. munity are required toshow theiridentificationcards when acting intheirofficialcapacities.Members oftheacademiccom- issued by representatives oftheUniversity/college whentheyare administrative, recreational, andcommunityservices. themselves ofanytheinstitution processes orfacilities,therightsofthosewhowishtoavail rights. Nor shallheinterfere withtheinstitution and/orforcibly preventobstruct othersfrom theexercise oftheir THE PRESIDENT. The president, withrespect tohiseducation employees, andstudentsofhiseducationalunit. his jurisdiction; ing theeducationalstandards ofthecollegeandschoolsunder policies, programs, andlawfulresolutions oftheseveral faculties; Board, thelawfulresolutions ofanyitscommitteesandthe ing intoeffecttheBylaws, resolutions, andpoliciesofthe power withfulldiscretionary incarry- immediate supervision respective CollegeCommitteeandassuchshallhave the ’ s instructional, personal, s instructional, ’ s educational ” 5. Each member of the academic community or an invited guest has any manner in conduct prohibited under substantive Rules 1-11 RIGHTS STUDENT the right to advocate his position without having to fear abuse, shall be entitled to be treated in accordance with applicable provi- physical, verbal, or otherwise, from others supporting conflicting sions of the Education Law, or the Civil Service Law, or the points of view. Members of the academic community and other applicable collective bargaining agreement, or the Bylaws or writ- persons on the college grounds shall not use language or take ten policies of The City University of New York. actions reasonably likely to provoke or encourage physical vio- 3. Any visitor, licensee, or invitee engaging in any manner in con- lence by demonstrators, those demonstrated against, or spectators. duct prohibited under substantive Rules 1-11 shall be subject to 6. Action may be taken against any and all persons who have no ejection and/or arrest by the civil authorities. legitimate reason for their presence on any campus within the 4. Any organization which authorized the conduct prohibited under & University/college, or whose presence on any such campus

substantive Rules 1-11 shall have its permission to operate on POLICIES COLLEGE obstructs and/or forcibly prevents others from the exercise of campus rescinded. their rights or interferes with the institution’s educational process- es or facilities, or the rights of those who wish to avail themselves Penalties 1-4 shall be in addition to any other penalty provided by of any of the institution’s instructional, personal, administrative, law or The City University Trustees. recreational, and community services. 7. Disorderly or indecent conduct on University/college-owned or APPENDIX controlled property is prohibited.

8. No individual shall have in his possession a rifle, shotgun, or Sanctions Defined: firearm or knowingly have in his possession any other dangerous instruments or material that can be used to inflict bodily harm A. ADMONITION. An oral statement to the offender that he has on an individual or damage upon a building or the grounds of violated university rules. | the University/college without the written authorization of such B. WARNING. Notice to the offender, orally or in writing, that TRUSTEES OF BOARD educational institution. Nor shall any individual have in his pos- continuation or repetition of the wrongful conduct, within a session any other instrument or material which can be used and is period of time stated in the warning, may cause far more severe intended to inflict bodily harm on any individual or damage disciplinary action. upon a building or the grounds of the University/college. C. CENSURE. Written reprimand for violation of specified regula- 9. Any action or situation which recklessly or intentionally endan- tion, including the possibility of more severe disciplinary sanction gers mental or physical health or involves the forced consumption in the event of conviction for the violation of any University reg- of liquor or drugs for the purpose of initiation into or affiliation ulation within a period stated in the letter of reprimand. with any organization is prohibited. D. DISCIPLINARY PROBATION. Exclusion from participation 10. The unlawful manufacture, distribution, dispensation, possession, in privileges or extracurricular University activities as set forth in or use of illegal drugs or other controlled substances by the notice of disciplinary probation for a specified period of time. University students or employees on University/college premises, or as part of any University/college activities is prohibited. E. RESTITUTION. Reimbursement for damage to or misappropri- Employees of the University must also notify the College ation of property. Reimbursement may take the form of appropri- Personnel Director of any criminal drug statute conviction for a ate service to repair or otherwise compensate for damages. violation occurring in the workplace not later than five (5) days F. SUSPENSION. Exclusion from classes and other privileges or after such conviction. activities as set forth in the notice of suspension for a definite 11. The unlawful possession, use, or distribution of alcohol by stu- period of time. dents or employees on University/college premises or as part of G. EXPULSION. Termination of student status for an indefinite any University/college activities is prohibited. period. The conditions for readmission, if any is permitted, shall be stated in the order of expulsion. II. Penalties H. COMPLAINT TO CIVIL AUTHORITIES. 1. Any student engaging in any manner in conduct prohibited under substantive Rules 1-11 shall be subject to the following range of I. EJECTION. sanctions as hereafter defined in the attached Appendix: admoni- tion, warning, censure, disciplinary probation, restitution, sus- pension, expulsions, ejection, and/or arrest by the civil authorities. A true copy of resolution adopted by the Board of Trustees of The City University of New York on June 23, 1969, as amended on October 27, 2. Any tenured or non-tenured faculty member, or other member of 1980, May 22, 1989, and June 25, 1990. the instructional staff, or member of the classified staff engaging in any manner in conduct prohibited under substantive Rules 1- 11 shall be subject to the following range of penalties: warning, censure, restitution, fine not exceeding those permitted by law or by the Bylaws of The City University of New York or suspension with/without pay pending a hearing before an appropriate college authority, dismissal after a hearing, ejection, and/or arrest by the civil authorities, and, for engaging in any manner in conduct pro- hibited under substantive Rule 10, may, in the alternative, be required to participate satisfactorily in an appropriately licensed drug treatment or rehabilitation program. A tenured or non- tenured faculty member, or other member of the instructional staff, or member of the classified staff charged with engaging in 211 conduct of the character set forth in bylaw 15.1. Such powers BYLAWS OF THE shall include: 1. The power to charter or otherwise authorize teams (excluding BOARD OF TRUSTEES inter-collegiate athletics), publications, organizations, associa- ARTICLE XV — STUDENTS tions, clubs, or chapters, and, when appropriate in the exercise of such regulatory power, the power to refuse, suspend, or revoke any charter or other authorization for cause after hear- Section 15.0 PREAMBLE ing on notice. Academic institutions exist for the transmission of knowledge, the

COLLEGE POLICIES pursuit of truth, the development of students, and the general well- 2. The power to delegate responsibility for the effective imple- being of society. Student participation, responsibility, academic free- mentation of its regulatory functions hereunder to any officer & dom, and due process are essential to the operation of the academic or committee which it may appoint. Any aggrieved student or enterprise. As members of the academic community, students should group whose charter or other authorization has been refused, be encouraged to develop the capacity for critical judgment and to suspended, or revoked may appeal such adverse action by such engage in a sustained and independent search for truth. officer or committee of student government to the duly elect- Freedom to learn and to explore major social, political, and eco- ed student government. On appeal an aggrieved student or nomic issues are necessary adjuncts to student academic freedom, as group shall be entitled to a hearing following the due process is freedom from discrimination based on racial, ethnic, religious, sex, procedures as set forth in section 15.3. Following such hearing political, and economic differentiations. the duly elected student government shall have the authority Freedom to learn and freedom to teach are inseparable facets of to set aside, decrease, or confirm the adverse action. STUDENT RIGHTS academic freedom. The concomitant of this freedom is responsibility. c. Any person or organization affiliated with the college may file | If members of the academic community are to develop positively in charges with an office of the dean of students** alleging that a their freedom; if these rights are to be secure, then students should student publication has systematically attacked the religion, race, exercise their freedom with responsibility. ethnic origin, or sex of a particular group, or has otherwise con- travened the laws of the City, State, or Nation, or any bylaw or Section 15.1 CONDUCT STANDARD DEFINED resolution of the board, or any policy, regulation, or order of the Each student enrolled or in attendance in any college, school, or unit college, within a reasonable period of time after such occurrence. under the control of the board and every student organization, asso- If the dean of students determines, after making such inquiries as ciation, publication, club, or chapter shall obey the laws of the City, he/she may deem appropriate, that the charges are substantial, State, and Nation, and the bylaws and resolutions of the board, and he/she shall attempt to resolve the dispute, failing which he/she the policies, regulations, and orders of the college. shall promptly submit the charges to the faculty-student discipli- The faculty and student body at each college shall share equally nary committee for disposition in accordance with the due the responsibility and the power to establish subject to the approval process procedures of section 15.3 thereof. of the board more detailed rules of conduct and regulations in con- formity with the general requirement of this article. If the committee sustains the charges or any part thereof against This regulatory power is limited by the right of students to the the student publication, the committee shall be empowered to (1) freedoms of speech, press, assembly, and petition as applied to others reprimand the publication, or (2) recommend to the appropriate in the academic community and to citizens generally. funding bodies the withdrawal of budget funds. The funding body shall have the authority to implement fully, modify, or over- Section 15.2 STUDENT ORGANIZATIONS rule the recommendations. a. Any group of students may form an organization, association, d. Each college shall establish a student elections review committee club, or chapter by filing with the duly elected student govern- in consultation with the various student governments. The stu-

BYLAWS OF THE BOARD OF TRUSTEES ment organization of the college or school at which they are dent elections review committee shall approve the election proce- enrolled or in attendance and with an officer to be designated by dures and certify the results of elections for student governments, the faculty of the college or school at which they are enrolled or and student body referenda. in attendance (1) the name and purposes of the organization, association, club, or chapter, (2) the names and addresses of its e. Student government elections shall be scheduled and conducted, president and secretary or other officers corresponding in func- and newly elected student governments shall take office, in accor- tion to president and secretary. dance with policies of the board, and implementing regulations. However, no group, organization, or student publication with a program against the religion, race, ethnic origin, or identification Student Disciplinary Procedure Bylaws of the or sex of a particular group or which makes systematic attacks against the religion, race, ethnic origin or sex of a particular City University of New York, as Amended by group shall receive support from any fees collected by the college the Board of Trustees on February 24, 1992 or be permitted to organize or continue at any college or school. Section 15.3 STUDENT DISCIPLINARY PROCEDURES No organizations, military or semi-military in character, not con- nected with established college or school courses, shall be permit- Complaint Procedures: ted without the authorization of the faculty and the duly elected a. Any charge, accusation, or allegation which is to be presented student government and the board. against a student, and which, if proved, may subject a student to b. Extra-curricular activities at each college or school shall be regu- disciplinary action, must be submitted in writing in complete lated by the duly elected student government organization to detail to the office of the dean of students promptly by the indi- insure the effective conduct of such college or school as an insti- vidual, organization, or department making the charge. tution of higher learning and for the prevention of activities which are hereafter proscribed or which violate the standards of 212 STUDENT RIGHTS & COLLEGE POLICIES | BYLAWS OF THE BOARD OF TRUSTEES 213 s previous ’ s expense. ’ s case, the student may move to dismiss the charges. If to dismiss the charges. move s case, the student may ’ dent s normal operations. ’ (v) to be represented by legal counsel or an advisor at the stu- advisor at or an legal counsel by be represented (v) to preponderance of the evidence. preponderance such as character references. additional records, may introduce a copy of the student The college may introduce shall inform the student of the charges, the hearing procedures shall inform the student and his or her rights. shall rule on any motions questioning the impartiality of any notice of the committee member or the adequacy of the the chairperson may only rule thereto, charge(s). Subsequent irrelevant, exclude on the sufficiency of the evidence and may if either evidence. However, immaterial or unduly repetitive party wishes to question the impartiality of a committee mem- available previously ber on the basis of evidence which was not may ruleat the inception of the hearing, the chairperson on all persons who The chairperson shall exclude such a motion. student. the accused to appear as witnesses, except are the chairperson has public hearing. However, an open request open public hear- the right to hold a closed hearing when an disruptive affect and be of the commit- ing would adversely tee the student was applicable, provided where disciplinary record, prior to the commencement of the a copy of the record shown the shall be submitted to The disciplinary record hearing. and shall not be opened until committee in a sealed envelope the event after the committee has made its findings of fact. In the student has been determined to be guilty of the charge or the student by and documents introduced charges the records the committee for and the college shall be opened and used by him/her at a non-college hearing. him/her at ten to the testimony, ask questions of the witnesses, review the ask questions of the witnesses, review ten to the testimony, at the hearing and the papers testimony and evidence presented a determination as to guilt or the partiesfiled by and render the com- the student is found guilty, the event innocence. In mittee shall then determine the penalty to be imposed. dures, and his or her rights, the chairperson shall ask the stu- and his or her rights, dures, the student pleads If guilty or not guilty. dent charged to plead an opportunityshall be given the student to explain guilty, the student pleads not the committee. If his/her actions before the conclusion of the its case. At present the college shall guilty, college the student shall be the committee the motion is denied by his or her defense. an opportunitygiven to present a tape recording some means such as a stenographic transcript, student is entitled upon request A disciplined or the equivalent. without cost. to a copy of such a transcript, tape or equivalent faculty-student disciplinary committee: 6. The college bears the burden of proving the charge(s) by a the charge(s) by of proving The college bears the burden 6. of the faculty-student disciplinaryThe role committee is to lis- 7. 8. the student the end of the fact-finding phase of the hearing, At 1. The chairperson shall preside at the hearing. The chairperson at the hearing. shall preside The chairperson 1. student of the charges, the hearing proce- 2. After informing the to accepting testimony at the hearing, the chairperson Prior 3. of each fact-finding hearing by The college shall make a record 4. closed hearing but has the right to The student is entitled to a 5. 3. A warning that anything the student says may be used against may be used student says the that anything A warning 3. Faculty-Student DisciplinaryFaculty-Student Procedures: Committee f. the before apply at the hearing shall procedures The following student; ciliation the accused student shall receive a copy of the notice shall receive ciliation the accused student or bylaw; pursuant to section 15.3e of this required (i) to present his/her side of the story;(i) to present witnesses and evidence on his/her behalf; (ii) to present evidence against the witnesses presenting (iii) to cross-examine silent without assumption of guilt; and (iv) to remain the allegation(s) does not warrant disciplinary actions. The not warrant disciplinarythe allegation(s) does actions. be notified that the complaint has shall individuals involved been dismissed; recommendation to the chief student affairs officer for recommendation the complainant shall be notified. and, if approved, approval student the matter back to the chief the counselor shall refer disciplinaryaffairs officer who will prefer charges. regarding information received during the conciliation conference. received information regarding brought against the student including the rule, or regu- brought bylaw lation he/she is charged with violating, and the possible penal- ties for such violation. “dean of students” does not exist, the same shall refer to the officer does not exist, the same shall refer of students” “dean performing would otherwise the functions which be performed by a dean of students. shall be personally delivered or sent by the chief student affairs or sent by shall be personally delivered appearing on officer of the college to the student at the address or certified mail and by registered of the college, by the records shall be scheduled within a reasonable The hearing mail. regular the filing of the charges or the conciliation confer- time following to the business days shall be given of at least five ence. Notice of the hearing unless the student consents to student in advance an earlier hearing. the office of the dean of students or a qualified staff or faculty the office of the dean of students or a qualified The follow- student affairs officer. the chief member designated by shall be in effect at this conference: ing procedures designee will conduct a preliminary investigation in order to deter- a preliminary will conduct designee order in investigation The chief whether disciplinarymine be preferred. should charges the student designee will advise officer or his or her student affairs other parties consult with who against him or her, of the charge(s) the incident, regarding information or who have may be involved preliminary this evidence. Following other relevant and review thirty be concluded within which shall investigation, (30) calendar officer the chief student affairs filing of the complaint, days of the actions: one of the following or designee shall take 1. An effort will be made to resolve the matter by mutual agreement. mutual the matter by An effort will be made to resolve 1. his/her the counselor shall report is reached, an agreement If 2. or if the student fails to appear, is reached, no agreement If 3. (iii) prefer formal disciplinaryprefer charges. (iii) (ii) refer the matter to conciliation. If a matter is referred to con- matter is referred a the matter to conciliation. If refer (ii) (i) dismiss the matter if there is no basis for the allegation(s) or is no basis for dismiss the matter if there (i) 4. The counselor is precluded from testifying in a college hearing from The counselor is precluded 4. ** Throughout these bylaws, in any college or unit where the title in any college or unit where these bylaws, Throughout ** 1. A complete and itemized statement of the charge(s) being A complete and itemized 1. rights: A statement that the student has the following 2. d. of the time and place of the hearing of the charge(s) and Notice e. The notice shall contain the following: Notice of Hearing and Charges: of Hearing Notice Conciliation Conference: c. the counselor in conducted by shall be The conciliation conference b. b. his or her or of the college affairs officer student The chief dispositional purposes, i.e. to determine an appropriate penal- e. Persons who are to be participants in the hearings as witnesses or ty if the charges are sustained. have been involved in preferring the charges or who may partici- pate in the appeals procedures or any other person having a direct 9. The committee shall deliberate in closed session. The commit- interest in the outcome of the hearing shall be disqualified from tee’s decision shall be based solely on the testimony and evidence serving on the committee. presented at the hearing and the papers filed by the parties. Section 15.6 SUSPENSION OR DISMISSAL 10. The student shall be sent a copy of the faculty-student disci- The board reserves full power to dismiss or suspend a student, or sus- plinary committee’s decision within five days of the conclu- pend a student organization for conduct which impedes, obstructs, sion of the hearing. The decision shall be final subject to the or interferes with the orderly and continuous administration and

COLLEGE POLICIES student’s right of appeal. operation of any college, school, or unit of the university in the use

& 11. Where a student is represented by legal counsel the president of of its facilities or in the achievement of its purposes as an educational the college may request that a lawyer from the general counsel’s institution. office appear at the hearing to present the college’s case. The chancellor or chancellor’s designee, president or any dean may, in emergency or extraordinary circumstances, temporarily sus- Section 15.4 APPEALS pend a student, or temporarily suspend the privileges of a student An appeal from the decision of the faculty-student disciplinary com- organization or group for cause, pending an early hearing as provided mittee may be made to the president, who may confirm or decrease in bylaw section 15.3 to take place within not more than seven (7) the penalty but not increase it. His/her decision shall be final except school days. Prior to the commencement of a temporary suspension in the case of dismissals or suspension for more than one term. An of a student, the college shall give such student oral or written notice appeal from a decision of dismissal or suspension for more than one of the charges against him/her and, if he/she denies them, the college STUDENT RIGHTS term may be made to the appropriate committee of the board. Any shall forthwith give such student an informal oral explanation of the | appeal under this section shall be made in writing within fifteen days evidence supporting the charges and the student may present infor- after the delivery of the decision appealed from. This requirement mally his/her explanation or theory of the matter. When a student’s may be waived in a particular case for good cause by the president or presence poses a continuing danger to persons or property or an board committee as the case may be. If the president is a party to the ongoing threat of disrupting the academic process, notice and oppor- dispute, his/her functions with respect to an appeal shall be discharged tunity for denial and explanation may follow suspension, but shall be by an official of the university to be appointed by the chancellor. given as soon as feasible thereafter.

Section 15.5 COMMITTEE STRUCTURE Section 15.7 THE UNIVERSITY STUDENT SENATE a. Each faculty-student disciplinary committee shall consist of two There shall be a university student senate responsible, subject to the faculty members and two student members and a chairperson. A board, for the formulation of university-wide student policy relating quorum shall consist of the chair and any two members. to the academic status, role, rights, and freedoms of the student. The Hearings shall be scheduled at a convenient time and efforts shall authority and duties of the university student senate shall not extend be made to insure full student and faculty representation. to areas of interest which fall exclusively within the domain of the student governments of the constituent units of the university. b. The president shall select in consultation with the head of the Consistent with the authority of the board of trustees in accordance appropriate campus governance body or where the president is the with the education law and the bylaws of the board of trustees, the head of the governance body, its executive committee, three (3) university student senate shall make its own bylaws providing for the members of the instructional staff of that college to receive train- election of its own officers, the establishment of its own rules and ing and to serve in rotation as chair of the disciplinary commit- procedures, for its internal administration and for such other matters tees. If none of the chairpersons appointed from the campus can as is necessary for its existence. The university student senate shall serve, the president, at his/her discretion, may request that a chair- have the full rights and responsibilities accorded student organiza- BYLAWS OF THE BOARD OF TRUSTEES person be selected by lottery from the entire group of chairpersons tions as provided in these bylaws. The delegates and alternate dele- appointed by other colleges. The chairperson shall preside at all gates to the university student senate shall be elected by their respec- meetings of the faculty/student disciplinary committee and decide tive constituencies, or by their student governments from the elected and make all rulings for the committee. He/she shall not be a vot- members of the respective student governments. ing member of the committee but shall vote in the event of a tie. c. The faculty members shall be selected by lot from a panel of six Section 15.8 COLLEGE GOVERNANCE PLANS elected annually by the appropriate faculty body from among the The provisions in a duly adopted college governance plan shall not persons having faculty rank or faculty status. The student mem- be inconsistent with the provisions contained in this article. bers shall be selected by lot from a panel of six elected annually in an election in which all students registered at the college shall be eligible to vote. In the event that the student or faculty panel or both are not elected, or if more panel members are needed, the president shall have the duty to select the panel or panels which have not been elected. No individuals on the panel shall serve on the panel for more than two consecutive years. d. In the event that the chairperson cannot continue, the president shall appoint another chairperson. In the event that a student or faculty seat becomes vacant and it is necessary to fill the seat to continue the hearing, the seat shall be filled from the faculty or student panel by lottery.

214 ARTICLE XVI — STUDENT ACTIVITY Section 16.5 COLLEGE ASSOCIATION RIGHTS STUDENT FEES AND AUXILIARY ENTERPRISES a. The college association shall have responsibility for the supervision and review over college student activity fee supported budgets. All Section 16.1 STUDENT ACTIVITY FEE budgets of college student activity fees, except where earmarked by The student activity fee is the total of the fees for student government the board to be allocated by another body, should be developed by and other student activities. Student activity fees, including student a college association budget committee and recommended to the government fees collected by a college of the university, shall be college association for review by the college association prior to deposited in a college central depository and, except where earmarked expenditure. The college association shall review all college student by the board, allocated by a college association budget committee sub- activity fees, including student government fee allocations and ject to review by the college association as required in these bylaws. expenditures, for conformance with the expenditure categories &

defined in section 16.2 of this article and the college association POLICIES COLLEGE Section 16.2 STUDENT ACTIVITY FEES USE-EXPENDITURE shall disapprove any allocation or expenditure it finds does not so CATEGORIES conform or is inappropriate, improper, or inequitable. Student activity fee funds shall be allocated and expended only for b. A college association shall be considered approved for purposes of the following purposes: this article if it consists of thirteen (13) members, its governing 1. Extracurricular educational programs; documents are approved by the college president and the follow- 2. Cultural and social activities; ing requirements are met: 3. Recreational and athletic programs; 1. The governing board of the college association is composed of: (i) The college president or his/her designee as chair 4. Student government; (ii) Three administrative members appointed by the college 5. Publications and other media; president | (iii) Three faculty members appointed by the college president TRUSTEES OF BOARD THE OF BYLAWS 6. Assistance to registered student organizations; from a panel whose size is twice the number of seats to be 7. Community service programs; filled and the panel is elected by the appropriate college faculty governance body. 8. Enhancement of the college and university environment; (iv) Six student members comprised of the student government 9. Transportation, administration and insurance related to the president(s) and other elected students with the student implementation of these activities; seats allocated on a basis which will provide representation to each government, where more than one exists, as nearly 10. Student services to supplement or add to those provided by the as practicable in proportion to the student activity fees university; provided by the students from the respective constituencies. 11. Stipends to student leaders. 2. The college association structure provides a budget committee composed of members of the governing board, at least a Section 16.3 STUDENT GOVERNMENT FEE majority of whom are students selected in accordance with The student government fee is that portion of the student activity fee section 16.5(b) (1)(iv) of these bylaws. The budget committee levied by resolution of the board which has been established for the shall be empowered to receive and review student activity fee support of student government activities. The existing student gov- budget requests and to develop a budget subject to the review ernment fees now in effect shall continue until changed. Student of the college association. The college association may choose government fees shall be allocated by the duly elected student gov- to not approve the budget or portions of the budget if in their ernment or each student government where more than one duly opinion such items are inappropriate, improper, or elected student government exists, for its own use and for the use of inequitable. The budget shall be returned to the budget com- student organizations, as specified in section 15.2 of these bylaws, mittee with the specific concerns of the college association provided, however, that the allocation is based on a budget approved noted for further deliberation by the budget committee and by the duly elected student government after notice and hearing, subsequent resubmittal to the college association. If the budg- subject to the review of the college association. Where more than one et is not approved within thirty (30) days those portions of duly elected student government exists, the college association shall the budget voted upon and approved by the college associa- apportion the student government fees to each student government tion board will be allocated. The remainder shall be held until in direct proportion to the amount collected from members of each the college association and the budget committee agree. student government. 3. The governing documents of the college association have Section 16.4 STUDENT GOVERNMENT ACTIVITY DEFINED been reviewed by the board’s general counsel and approved by Student government activity is any activity operated by and for the the board. students enrolled at any unit of the university, provided (1) that such activity is for the direct benefit of students enrolled at the college, (2) Section 16.6 MANAGEMENT AND DISBURSEMENT OF FUNDS that participation in the activity and the benefit thereof is available to The college and all student activity fee allocating bodies shall employ all students enrolled in the unit or student government thereof, and generally accepted accounting and investment procedures in the (3) that the activity does not contravene the laws of the city, state, or management of all funds. All funds for the support of student activi- nation, or the published rules, regulations, and orders of the universi- ties are to be disbursed only in accordance with approved budgets ty or the duly established college authorities. and be based on written documentation. A requisition for disburse- ment of funds must contain two signatures; one, the signature of a person with responsibility for the program; the other, the signature of an approved representative of the allocating body.

215 Section 16.7 REVENUES mittee shall be empowered to develop all contract and budget All revenues generated by student activities funded through student allocation proposals subject to the review and approval of the activity fees shall be placed in a college central depository subject to auxiliary enterprise board. the control of the allocating body. The application of such revenues 6. The governing documents of the auxiliary enterprise board have to the account of the income generating organization shall require been reviewed by the board’s general counsel and approved by the the specific authorization of the allocating body. board. Section 16.8 FISCAL ACCOUNTABILITY HANDBOOK Section 16.11 THE REVIEW AUTHORITY OF COLLEGE The chancellor or his/her designee shall promulgate regulations in a PRESIDENTS OVER STUDENT ACTIVITY FEE ALLOCAT- fiscal accountability hand- book, to regulate all aspects of the collec- COLLEGE POLICIES ING BODIES AND AUXILIARY ENTERPRISE BOARDS tion, deposit, financial disclosure, accounting procedures, financial

& a. The president of the college shall have the authority to disapprove payments, documentation, contracts, travel vouchers, investments any student activity fee, including student government fee, or and surpluses of student activity fees and all other procedural and auxiliary enterprise allocation or expenditure, which in his or her documentary aspects necessary, as determined by the chancellor or opinion contravenes the laws of the city, state, or nation or any his designee to protect the integrity and accountability of all student bylaw or policy of the university or any policy, regulation, or activity fee funds. order of the college. If the college president chooses to disapprove an allocation or expenditure, he or she shall consult with the gen- Section 16.9 COLLEGE PURPOSES FUND eral counsel and vice chancellor for legal affairs and thereafter a. A college purposes fund may be established at each college and communicate his/her decision to the allocating body or auxiliary shall be allocated by the college president. This fund may have up enterprise board.

STUDENT RIGHTS to twenty-five (25) percent of the unearmarked portion of the student activity fee earmarked to it by resolution of the board,

| b. The president of the college shall have the authority to suspend upon the presentation to the board of a list of activities that may and send back for further review any student activity fee, includ- be properly funded by student activity fees that are deemed essen- ing student government fee, allocation or expenditure which in tial by the college president. his or her opinion is not within the expenditure categories defined in section 16.2 of this article. The college association b. Expenditures from the college purposes fund shall be subject to shall, within ten (10) days of receiving a proposed allocation or full disclosure under section 16.13 of these bylaws. expenditure for further review, study it and make a recommenda- c. Referenda of the student body with respect to the use and tion to the president with respect to it. The college president shall amount of the college purposes fund shall be permitted under the thereafter consider the recommendation, shall consult with the procedures and requirements of section 16.12 of these bylaws. general counsel and vice chancellor for legal affairs, and thereafter communicate his/her final decision to the allocating body as to Section 16.10 AUXILIARY ENTERPRISE BOARD whether the allocation or expenditure is disapproved. a. The auxiliary enterprise board shall have responsibility for the c. The chancellor or his designee shall have the same review authori- oversight, supervision and review over college auxiliary enterpris- ty with respect to university student activity fees that the college es. All budgets of auxiliary enterprise funds and all contracts for president has with respect to college student activity fees. auxiliary enterprises shall be developed by the auxiliary enterprise budget and contract committee and reviewed by the auxiliary d. All disapprovals exercised under this section shall be filed with the enterprise board prior to expenditure or execution. general counsel and vice-chancellor for legal affairs. b. The auxiliary enterprise board shall be considered approved for e. Recipients of extramural student activity fees shall present an the purposes of this article if it consists of at least eleven (11) annual report to the chancellor for the appropriate board commit- members, its governing documents are approved by the college tee detailing the activities, benefits and finances of the extramural BYLAWS OF THE BOARD OF TRUSTEES president, and the following requirements are met: body as they pertain to the colleges where students are paying an extramural fee. 1. The governing board is composed of the college president or his/her designee as chair, plus an equal number of students Section 16.12 REFERENDA and the combined total of faculty and administrative members. A referendum proposing changes in the student activity fee shall be 2. The administrative members are appointed by the college initiated by a petition of at least ten (10) percent of the appropriate president. student body and voted upon in conjunction with student govern- ment elections. 3. The faculty members are appointed by the college president a. Where a referendum seeks to earmark student activity fees for a from a panel whose size is twice the number of seats to be specific purpose or organization without changing the total stu- filled and the panel is elected by the appropriate college faculty dent activity fee, the results of the referendum shall be sent to the governance body. college association for implementation. 4. The student members are the student government president(s) b. Where a referendum seeks to earmark student activity fees for and other elected students and the student seats are allocated a specific purpose or organization by changing the total student on a basis which will provide representation to each govern- activity fee, the results of such referendum shall be sent to the ment, where more than one exists, as nearly as practicable, in board by the president of the college together with his/her proportion to the student enrollment by headcount from the recommendation. respective constituencies. c. At the initiation of a petition of at least ten (10) percent of the 5. The auxiliary enterprise board structure provides for a budget appropriate student body, the college president may schedule a and contract committee composed of a combined total of fac- student referendum at a convenient time other than in conjunc- ulty and administrative members that is one more than the tion with student government elections. number of student members. The budget and contract com- 216 STUDENT RIGHTS & COLLEGE POLICIES | CUNY POLICY ON ACADEMIC INTEGRITY 217 s work as your own. as your s work ’ is the unauthorized use or attempted use of material, infor- use or attempted is the unauthorized The following are some examples of cheating, but by no means is by some examples of cheating, but are The following another to copy your work. another to copy your examination. another student to take an examination for you. another student to take an examination for one course without consulting with each instructor. before an examination. before assigned projects, including use of commercial term paper services.of commercial including use assigned projects, such as cell phones, palm pilots, computers or other technologies such as cell phones, palm pilots, computers or send information. to retrieve OF ACADEMIC DISHONESTY OF ACADEMIC another student during an examination or allowing from Copying or collaboration on a take home assignment Unauthorized notes during a closed book examination. Using for another student, or asking or allowing an examination Taking credit. it for more Changing a graded exam and returning than substantial portions of the same paper to more Submitting or writing notes in a blue book (exam booklet) answers Preparing and write assigned papers or do others to research Allowing devices use during an examination of any electronic Unauthorized misconduct/ dishonesty. assistance to acts of academic Giving data (all or in part). Fabricating someone else Submitting CUNY POLICY ON ON POLICY CUNY INTEGRITY ACADEMIC New of City University The in is prohibited dishonesty Academic failing grades, suspen- penalties, including by and is punishable York herein. as provided sion, and expulsion, EXAMPLES DEFINITIONS AND I. Cheating mation, notes, study aids devices or communication during an aca- aids devices or communication during an mation, notes, study demic exercise. list: it an exhaustive • • • • • • • • • • • • each of the student governments of the college of all financial of the college student governments each of the fees. to student activities with respect information all financial information with respect to their constituents of sure fees. to student government information to its membership, of all financial the full disclosure to all respect with the student governments to the college and to of its activities. the col- to to its membership, of all financial information closure to auxiliary with respect governments lege and to the student enterprises. financial state- each semester of written mean the presentation limited to, the source ments which shall include, but need not be other sources income from constituency, of all fee income by trans- to student activity fee accounts, disbursements, creditable fers, past reserves, surplus accounts, and contingency and stabi- lization funds. Certified independent audits performed a public by each year. auditing firm shall be conducted at least once dent activity fees in the college purposes fund, the results of the of results fund, the purposes in the college fees dent activity president the college by the board be sent to shall referendum his/her recommendation. together with those time limits and amounts authorized by the board. by those time limits and amounts authorized Section 16.14. STIPENDS Section is permitted only within The payment of stipends to student leaders Section 16.13 DISCLOSURE 16.13 Section a. to the full disclosure for shall be responsible president The college b. for the full disclo- shall be responsible governments The student c. for fee allocating bodies shall be responsible The student activity d. the full dis- for auxiliary The shall be responsible enterprise board e. shall paragraphs, full disclosure purposes of the foregoing For d. stu- amount of the use or to affect seeks the referendum Where Plagiarism is the act of presenting another person’s ideas, research or HUNTER COLLEGE POLICY writings as your own. ON ACADEMIC INTEGRITY The following are some examples of plagiarism, but by no means is it an exhaustive list: To initiate the procedure for addressing an allegation of academic • Copying another person’s actual words without the use of quota- dishonesty, faculty members must first determine if they are seeking tion marks and footnotes attributing the words to their source. an academic sanction or a disciplinary sanction. An academic sanc- • Presenting another person’s ideas or theories in your own words tion involves a grade penalty only (i.e., a reduced grade); a discipli- without acknowledging the source. nary sanction involves various penalties, which may include a grade • Using information that is not common knowledge without penalty. COLLEGE POLICIES acknowledging the source.

& • Failing to acknowledge collaborators on homework and laboratory I. Procedure for Academic Sanctions assignments. A. When the faculty member suspects academic dishonesty and wants only an academic sanction, the professor should first confer Internet Plagiarism includes submitting downloaded term papers or with the student. If the student admits to the violation, the parts of term papers, paraphrasing or copying information from the instructor should inform the student of the grade penalty and internet without citing the source, and “cutting & pasting” from var- report the action taken on the “Report Form: Academic ious sources without proper attribution. Dishonesty-Academic Sanctions” to the Hunter College Academic Integrity Official, currently, Dean Michael Escott, in Obtaining Unfair Advantage is any activity that intentionally or the Office of Student Services, room 1103 East Building. unintentionally gives a student an unfair advantage in his/her aca- STUDENT RIGHTS demic work over another student. B. If the student admits to academic dishonesty but believes the | The following are some examples of obtaining an unfair advan- grade penalty is too severe, the instructor should fill out the tage, but by no means it is an exhaustive list: appropriate line on the “Report Form: Academic Dishonesty- Academic Sanctions” and submit it to the Hunter College • Stealing, reproducing, circulating or otherwise gaining advance Academic Integrity Official. The instructor shall submit the grade access to examination materials. at the end of the semester. At that point, the student may contest • Depriving other students of access to library materials by stealing, the grade sanction by appealing the course grade through the col- destroying, defacing, or concealing them. lege’s grade appeal procedure. Once the student has admitted the • Retaining, using or circulating examination materials which clear- violation, s/he may contest only the severity of the grade sanc- ly indicate that they should be returned at the end of the exam. tion, not the dishonesty allegation itself. If the student appeals • Intentionally obstructing or interfering with another student’s work. the grade, the departmental and Senate grade appeals committees should send copies of their findings to the Hunter College Falsification of Records Academic Integrity Official. and Officials Documents C. If the student denies the allegation of academic dishonesty, the The following are some examples of falsification, but by no means is faculty member will report that this is the student’s position on it an exhaustive list: “Report Form: Academic Dishonesty-Academic Sanctions.” The • Forging signatures of authorization. matter will then be reviewed and a judgment rendered by the • Falsifying information on an official academic record. Academic Integrity Review Committee (described below). • Falsifying information on an official document such as a grade D. Students who either admit to an act of academic dishonesty or report, letter of permission, drop/add form, ID card or other col- are found to have committed one by the Academic Integrity lege document. Review Committee will receive a letter from Hunter College Academic Integrity Official notifying them that this matter has CUNY POLICY ON ACADEMIC INTEGRITY Adapted with permission from Baruch College: A Faculty Guide to been reported to the Office of Student Services. When an aca- Student Academic Integrity. The Baruch College document includes demic dishonesty accusation is resolved by the Academic Integrity excerpts from University of California’s web page entitled “The Academic Review Committee, the student and faculty member will be noti- Dishonesty Question: A guide to an Answer through Education, fied of the findings. Prevention, Adjudication and Obligation” by Prof. Harry Nelson. II. Procedure for Disciplinary Sanctions A. If the faculty member suspects academic dishonesty and seeks a disciplinary sanction (see “Report Form: Academic Dishonesty– Disciplinary Sanctions” for a list of options), which may also include an academic sanction, the faculty member should submit the attached “Report Form: Academic Dishonesty–Disciplinary Sanctions” to the Hunter College Academic Integrity Official. (Disciplinary sanctions are not issued when only academic sanc- tions are sought. The college always retains the right, however, to bring disciplinary charges against the student if there is a history of academic dishonesty.) B. The allegation against the student will then be adjudicated, as is cur- rently done, through the CUNY Faculty Student Disciplinary Procedure. This procedure, in its entirety, can be found on page 248 of the Hunter College Undergraduate Catalog, 2004-2007, and on page 210 of the Hunter College Graduate Catalog, 2006-2009. 218 STUDENT RIGHTS & COLLEGE POLICIES | SEXUAL HARASSMENT POLICY AND PROCEDURES 219 s non-discrimina- ’ s employment or academic s employment ’ s work or academic performance or creating an or academic performances work or creating ’ intimidating, hostile or abusive work or academic environment. or academic environment. work intimidating, hostile or abusive a term or condition of an individual standing; or academic decisions affecting used as a basis for employment such individual; or with an individual The University, through its colleges, will disseminate this policy its colleges, will through The University, A. Prohibited Conduct A. Prohibited the University policy for any member of is a violation of University It against any or to retaliate community to engage in sexual harassment raising an allegation of sex- community for member of the University sexual harassment, or ual harassment, for filing a complaint alleging for participating to determine if sexual harassment in any proceeding has occurred. Harassment of Sexual B. Definition sexual harassment is defined as unwelcome purposes of this policy, For and other oral or written for sexual favors, requests sexual advances, when: communications or physical conduct of a sexual nature 1. submission to such conduct is made either explicitly or implicitly 2. an individual is of such conduct by submission to or rejection 3. interfering such conduct has the purpose or effect of unreasonably SEXUAL HARASSMENT SEXUAL AND POLICY PROCEDURES viola- sex discrimination in is a form of It harassment is illegal. Sexual of the IX Title Civil Rights Act, VII of the 1964 Title tion of The and the official policy of if 1972 Amendments Act Education issued York of New The City University York. of New City University 2005. in January and reissued was revised a policy in 1982 which staff and students: sexual harassment of faculty, The policy prohibits POLICY STATEMENT a to promote York of New The City University policy of is the It exists in which there and academic environment work cooperative and staff. students, faculty, for all University mutual respect is inconsistent or students based upon sex employees of Harassment and contrarywith this objective to the University and City State, harassment is illegal under Federal, Sexual tion policy. laws, and will not be tolerated within the University. community about sex- and take other steps to educate the University to ensure will establish procedures The University ual harassment. conducted of sexual harassment are of allegations that investigations as and as confidential thorough, fair, in a manner that is prompt, corrective and that appropriate possible under the circumstances, and/or disciplinary the circumstances warranted by action is taken as of Members occurred. when sexual harassment is determined to have to be aggrieved themselves community who believe the University the allegations of to report encouraged strongly under this policy are in making a com- possible. Delay as sexual harassment as promptly difficult for the college plaint of sexual harassment may make it more the allegations. to investigate s ’ Academic – s disciplinary ’ s grade appeal process. s grade appeal process. ’ s findings. Students may appeal the final course s findings. Students ’ The Report Form: Academic Dishonesty Academic Form: The Report “

”

A panel of three, consisting of two faculty members and one stu- A panel of three, student nor instructor present) and submit its findings, in writ- student nor instructor present) who will Official, Integrity College Academic ing, to the Hunter Although faculty then notify the faculty member and student. they deem members reserve the right to submit grades whenever to submit grades for the dis- encouraged not they are appropriate, been notified a final course grade until they have or puted work of the committee grade through the college the grade through faculty member will advise the student that the matter has been that the matter will advise the student faculty member who will Official, Integrity College Academic Hunter to referred Academic the by to be conducted fact-finding process initiate the Committee. Review Integrity Academic College Hunter by will be selected and convened for each case. the evidence to review Official Integrity which will be conducted within 30 days case at a formal hearing, of of receipt Sanctions.

programs, will not be selected to serve will not be selected to programs, on that particular panel. department, and undergraduate students majoring in the department hearing. Faculty members and graduate students affiliated with the members and graduate hearing. Faculty Clarifications of the Process IV. or the college these procedures All questions regarding by the Hunter College Academic Integrity Official for each review or for each review Official Integrity College Academic the Hunter by dent selected from the sixteen committee members, will be convened the sixteen committee dent selected from faculty members. 4. deliberate in closed session (i.e., with neither The committee will Assembly will also nominate four Delegate The Faculty committee. East. Escott, 1103 Hunter Michael of Dean nominate four faculty members and eight students to servenominate four faculty members and eight on this office or in the http://www.hunter.cuny.edu/senate/documents.shtml Vice President for Student Affairs. The Hunter College Senate will College Senate The Hunter Affairs. for Student President Vice disciplinary at available dishonesty and/or forms to request action are The Academic Integrity Review Committee will be appointed by the will be appointed by Committee Review Integrity The Academic instances of suspected academic Complete policy and forms to report Committee Structure: Committee Structure: phone (212) 772-4876 or e-mail at [email protected]). Official, currently, Dean Michael Escott (Room 1103 East Building, Escott (Room Michael Dean currently, Official, process should be referred to the Hunter College Academic Integrity College Academic to the Hunter should be referred process 2. Committee members Review Integrity Academic A panel of three 3. their and student will be invited to present The faculty member 1. the the student, is denied by of academic dishonesty the charge If Committee will proceed in the following manner: manner: in the following will proceed Committee when the allegations of academic dishonesty are in dispute. The in dispute. dishonesty are of academic when the allegations review evidence when an academic sanction is being sought and sought is being sanction an academic evidence when review The purpose of the Academic Integrity Review Committee is to is Committee Review Integrity the Academic of The purpose III. Academic Integrity Review Committee Committee Review Integrity III. Academic Sexual harassment can occur between individuals of different sexes or of the same sex. Although sexual harassment most often exploits a THE HUNTER COLLEGE relationship between individuals of unequal power (such as between faculty member and student, supervisor and employee, or tenured SMOKING POLICY and untenured faculty members), it may also occur between individ- uals of equal power (such as between fellow students or co-workers), Hunter College is a non-smoking environment (facility) pursuant to or in some circumstances even where it appears that the harasser has New York City Law. less power than the individual harassed (for example, a student sexu- ally harassing a faculty member). A lack of intent to harass may be relevant to, but will not be determinative of, whether sexual harass- COLLEGE POLICIES DRUG-FREE SCHOOLS ment has occurred. & To implement CUNY’s policy, Hunter College has created a AND CAMPUSES Sexual Harassment Awareness and Intake Committee. The Committee is responsible for reviewing all complaints of sexual harassment; and for making efforts to resolve those complaints infor- PUBLIC LAW 101-226 mally, if possible. When informal resolution is not possible, the com- mittee coordinator will fully investigate the complaint and report the Hunter College is in compliance with the Drug-Free Schools and results of the investigation to the college president (and dean of stu- Communities Act Amendments of 1989 (Public Law 101-226). dents, if the accused is a student). The New York State minimum drinking age (21 years) is Any student or other member of Hunter College may report alle- observed at all campus functions. Proof of age is required to consume STUDENT RIGHTS gations of sexual harassment to any member of the Sexual alcoholic beverages and no individual appearing to be under the Harassment Awareness and Intake Committee. The names and con- | influence of alcohol will be served. tact information for the committee members are available in the All Hunter College organizations sponsoring events must, in coordinator’s office, departments and offices in the college and the advance of the event, agree to the following conditions: college website. The complaint will be promptly investigated and will be handled as confidentially as possible. Retaliation against com- 1. No person shall sell or provide an alcoholic beverage to a person plainants is specifically prohibited. Students, faculty or staff who are under the age of 21. Where documentation of age is unavailable found, following applicable disciplinary proceedings, to have violated or not reasonably certain, the law requires denial of an alcoholic the CUNY Policy Against Sexual Harassment are subject to various beverage to that person. penalties, including termination of employment and permanent dis- 2. No person shall sell or provide an alcoholic beverage to a person missal from the university. actually or apparently under the influence of alcohol. The official policy and procedures can be found in every depart- ment of the college as well as on the college’s website. Additional on 3. No person shall sell or provide an alcoholic beverage to a person the Sexual Harassment Awareness and Intake Committee is available known to be a habitual excessive drinker. in the Coordinator’s office. The Committee Coordinator is: 4. All advertising, promotion, publicity, invitations, etc. stating the Office of Diversity and Compliance, 1706 Hunter East Building availability of alcoholic beverages at an event, must include the Phone: (212) 772-4242 following statement: Fax: (212) 772-4724 The unlawful possession, use or distribution of drugs is prohibit- FREE SCHOOLS AND CAMPUSES ed on the campus. Violators will be subject to penalties ranging - from reprimand and warning for a first infraction, to separation from the college for a subsequent offense. DRUG Legal sanctions against students alleged to be in violation of Public Law 101-226 will be determined according to Article 15 Section 3 of the CUNY Board of Trustees By-Laws. Sanctions for members of the instructional staff and non-instructional staff will be governed by Article VII of the CUNY Board of Trustees By-Laws and Article XIV, respectively.

Health Risks of Alcohol Abuse Dependency ...... Malnutrition Impaired judgment ...... Reduced alertness Slowed reaction time ...... Sensory and motor depression Cirrhosis of the liver

Health Risks of Illegal Drug Abuse Dependency ...... Malnutrition Loss of control ...... Skin abscesses Vein inflammation ...... Serum hepatitis Increased risk of HIV infection ...... Reduced immunity

Assistance is available by calling: Hunter College Emergency Medical Services .(212) 772-4801 Employee Assistance Program ...... (212) 772-4051 Student Services ...... (212) 772-4882 220 Dean of Students ...... (212) 772-4878 RIGHTS STUDENT DEPARTMENT OF PUBLIC Vice President for Administration ...... (212) 772-4460 Public Safety and Security...... (212) 772-4447 SAFETY AND SECURITY Sexual Harassment Panel...... (212)650-3660 (212) 650-3084 Department Office: B122 West Building In addition to campus services sexual assault victims may also Director, Louis J. Mader; (212) 772-4521; Fax: (212) 772-4548 report the crime to the nearest NYC police precinct or contact the Website: http://publicsafety.hunter.cuny.edu Witness Aid Services Unit -Manhattan District Attorney’s Office at

(212) 335-9040. This unit offers crisis intervention, short-term &

counseling, advocacy and assistance to victims of sexual assault and POLICIES COLLEGE PUBLIC SAFETY AND SECURITY POLICIES: domestic violence. This unit also provides referrals and publications. The Public Hunter College is a safe community. However, with more than Safety and Security Department will assist any person with this 20,000 students, faculty and guests coming and going each week, process. Additional supportive agencies are: incidents of crime do occur. 24-Hour Rape Report Line (Female-answered) It is the policy of the City University of New York and Hunter (212) 267-RAPE (7273) College that: Students and employees shall report all safety hazards, crimes, loss Victim Services Agency 24-Hour Hotline of property, and illness or injury. You can report a crime or suspi- (212) 577-7777 cious activity to the Public Safety Department 24 hours a day New York Women Against Rape from any phone at (212) 772-4444 or to any uniformed Public (212) 777-4000 | Safety Officer on campus. Your active reporting assists in making Hunter a safe college. Domestic Violence Hotline SECURITY AND SAFETY PUBLIC Any action or situation that recklessly or intentionally endangers the (800) 621-HOPE (6673) mental or physical health of a person is prohibited. Any action or sit- uation that involves the forced consumption of liquor or drugs for Protecting Evidence in Sexual Offense Cases the purpose of initiation or affiliation with any organization is pro- To assist law enforcement authorities in prosecuting perpetrators of hibited. sexual assaults, victims should not destroy evidence that may be used in such prosecutions. You should avoid bathing and washing away any residue of the violator’s semen from your body, or discarding SEX OFFENSES: soiled undergarments or clothing that may still contain this impor- tant evidence. Awareness and Prevention Programs The New York State Penal Law and Penal, in particular section Each year Public Safety Department and the Office of Student 130, which describes various forms of sexual offenses such as rape, Services provide educational programs to promote the awareness and sexual abuse, and sodomy. Anyone convicted of any of the offenses is prevention of all crimes. During Freshman Orientation Week, a spe- in fact convicted of a crime that will be classified as either a felony or cial program covering sex offenses is given to all incoming students. misdemeanor. Imprisonment can range up to 2 years in jail. A copy Students are made aware of various forms of sexual offenses and the of the New York State Penal law is on file in the Department of applicable New York State Penal Laws. Also during these seminar Public Safety and Security. Public Safety procedures, Hunter College disciplinary procedures and the legal consequences of these offenses are reviewed. All relevant College Rules and Sanctions materials are distributed to students at the end of the seminar. for Sexual Offenses A follow-up to this seminar is held in ORSEM 001 (a weekly sem- With respect to reporting sexual assaults, students have the option to inar attended by all freshmen). A minimum of one session of notify proper law enforcement authorities, including non-campus ORSEM 001 is devoted to the issue of rape and other sex offenses. and local police. Also the student may choose to be assisted by cam- Discussion groups are held on this topic as well as other campus safe- pus authorities in notifying these authorities. ty issues. Students are shown the video “Campus Rape,” which is Students at Hunter College have the option for assistance in produced by the Rape Treatment Center at the Santa Monica changing academic and living situations after an alleged sexual Hospital Center. Students are advised of the availability of counseling assault, if the victim requests such a change. and other support services dealing with sex offenses. Relevant materi- als are distributed to students. SECURITY SERVICES AND Assistance and Support for Victims REPORTING PROCEDURES Sexual Assault victims can get help on campus through personal All Hunter College campuses receive services from the Department counseling. In addition referrals are also made to off-campus support of Public Safety and Security. The central command station is in services. If a student or a college employee believes she/he is being operation 24 hours a day and monitors fire safety and security opera- sexually harassed, coerced, or threatened, she/he should report the tions for all of the campuses. matter to the Department of Public Safety and Security, the Dean of The Hunter College Department of Public Safety and Security Students, the Vice President for Administration, or the Sexual consists of 93 security personnel, dedicated to the safety of the col- Harassment Panel: lege, its students, faculty and staff. The department consists of a Director, 4 Assistant Directors, 7 Sergeants, 10 Corporals, 36 Public Safety Officers, and 32 Campus Security Assistants, 3 Fire Specialist, and 1 Secretary.

221 The women and men in the Public Safety Department are com- Crime Statistics for this college are located at the Hunter College mitted to making Hunter College a safe place for everyone. Officers library. The annual report is available on the web at http://publicsafety. in the department are assigned to both fixed and roving patrols. hunter.cuny.edu/annual.html. Public Safety Officers are sworn peace officers and have arrest powers granted to them by the City University of New York. Campus Policies for Preparing Annual Disclosure Security Assistants are defined as security guards in accordance with As required by federal law, Hunter College’s crime statistics are com- Article 7a of the General Business Law. These officers do not have piled on a calendar year basis and in accordance with the definitions arrest power above that of a private citizen. The college has a New of crimes provided by the Federal Bureau of Investigations for the use York State-certified Emergency Medical Unit and its personnel are in the Uniform Crime Reporting (UCR) system. These statistics trained in first aid, cardiopulmonary resuscitation and other emer- COLLEGE POLICIES include the three years 2000, 2001, and 2002 concerning reported gency medical procedures. Emergency hospital transportation for

& crimes that occurred on campus or in certain off-campus building or injured or ill members of the college community is handled by con- property owned or controlled by Hunter College. These statistics are tacting the office of Public Safety and Security at (212) 772-4444. gathered from the information on crimes reported to the Public Students, staff, faculty and visitors may report security problems Safety Office, crimes reported to other campus officials with signifi- to the Public Safety and Security office by calling the central com- cant responsibility for student and campus activities, and crimes mand station at (212) 772-4444, or reporting the incidents to offi- reported to the local police precinct. These statistics also include per- cers on campus. All reported crimes will be investigated and findings sons who have been referred for campus disciplinary action for cate- will be placed in a written report. gories required under the Clery Act, including liquor law violations, Public Safety works very closely with the New York City Police drug law violations, and illegal weapons possession. Department concerning any serious crime that may require investiga-

STUDENT RIGHTS tion. All criminal actions or other emergencies occurring on campus are reported to the Public Safety Office and the New York City | DRUG AND ALCOHOL EDUCATION PROGRAMS Police Department. Public Safety and Security personnel monitor and record campus crimes reported directly to the local police. The Office of Drug and Alcohol Education and Prevention at Security Consideration Used in the Hunter College’s Office of Student Services meets the five mandated Maintenance of Campus Facilities requirements of the Drug-Free Schools and Communities Act Amendments of 1989, Public Law 101-226. As part of its overall responsibilities, the Office of Public Safety and The Office of Drug and Alcohol Education and Prevention pro- Security in conjunction with the Office of Facilities and Planning vides counseling and referral information to Hunter College students conducts a continuous review of campus facilities and grounds to and their partners. ensure that all lighting and landscaping hazards are reported. It provides ongoing (fall and spring) professional development training in the area of substance abuse prevention to faculty, adminis- Campus Security Awareness/ trators, counselors, interns and resident assistants and the entire Crime Prevention Programs Hunter College community. The Public Safety Department conducts fire safety and crime preven- The Office of Drug and Alcohol Education and Prevention dissem- tion fairs, workshops, and other programs for students, faculty, and inates information through pamphlets and videotape presentations. staff personnel. Participants are given literature covering various top- Staff may have discussions with students regarding the deleterious ics related to rape prevention, crime prevention, and the use of door effect that results from the use of drugs and alcohol. These work- PUBLIC SAFETY AND SECURITY locks, gates, intrusion alarms, fire safety alarms, and emergency evac- shops are conducted at the freshman orientation seminars, the uation procedures. Local law enforcement agencies participate in Student Services Office, the Brookdale Campus, the Study Skills these programs, which are often conducted jointly with students Resource Center, the Tishman Women’s Center, the student cafete- groups and with staff of the Dean of Students. The college commu- rias, the Financial Aid Office, the Athletics Department, the SEEK nity is asked on an annual basis to participate in a course originally department, club leadership orientation, school functions and peer designed for security personnel that covers topics on sexual incidents counselor training seminars. and the New York State penal Law. Incoming first year students receive pamphlets on security procedures and attend a presentation by the Director of Public Safety at freshman orientation class. The ACCESS TO FACILITIES presentation emphasizes that the vast majority of incidents on college campuses would be avoided if the college community develops During the hours that the college is open, identification cards are not greater security awareness and exercises reasonable precaution to pre- now required to enter the buildings at the 68th Street Campus. vent victimization. Members of the college community are also However, all students, staff and faculty are required to have their col- encouraged to act as eyes and ears of the Public Safety Department in lege identification card in their possession while on campus. Each order to assist in maintaining a safe place to study and work. evening, after 10 p.m., and during periods when the college is official- Throughout the year information on holiday safety, streetwise tips ly closed all students, faculty, staff and visitors must show their college and subway precautionary measures are posted on the college web- I.D. cards or other forms of identification when they sign in and out. site, and on flyers and signs. At the other Hunter College campuses, it is required that identifica- tion cards are shown to gain entry. The entire ID card policy is cur- Policies for Issuing Crime Bulletins rently under review and may change in the near future. Any changes The offices of the Vice President for Administration, Vice President will be noted on the Hunter College website, www.hunter.cuny.edu. for Student Services, and the Office of Public Safety, when appropri- ate, issue crime bulletins for informational purposes to alert the com- Dormitory Access munity to a particular problem. Also, a daily crime log records any At the Brookdale dormitory, I.D.’s are required to all times when crime that has occurred on campus, at a non-campus building, or entering the dormitory residence. property within the patrol jurisdiction of the Office of Public Safety. 222 STUDENT RIGHTS & COLLEGE POLICIES | FIRE SAFETY PLAN 223 be evacuated. In either case, when you hear the emergency either case, when you In be evacuated. near the elevators. any exit door alarm, assemble by Department. the Fire by directed 4444)) or press the button on the Talk Alert Box. Talk the button on the 4444)) or press Notify Public Safety either Emergency Number ((212) 772- Number either Emergency Safety Public Notify these procedures: Follow Then Pull the fire alarm box. the fire Pull Department (911), and Call the Fire The Fire Safety Plan for the Physically Challenged identifies the Challenged for the Physically Plan Safety The Fire emergency York Department or other New if the Fire However, 1. During an emergency, the entire floor may or may not need to the entire an emergency, During 1. unless not enter the stairwell. not use the elevator Do Do 2. – – – – B. Challenged for the Physically Procedure HUNTER COLLEGE DEPARTMENT OF OF DEPARTMENT COLLEGE HUNTER PLAN SAFETY FIRE SAFETY PUBLIC CHALLENGED THE PHYSICALLY FOR is established for physically challenged for the Plan Safety The Fire Hunter members of the the physically challenged the safety of to the college challenged visitors and physically College community plan This emergency. life-threatening or other of a fire in the event may be a need in any situation in which there will be implemented individuals to a safe location. physically challenged to relocate Department having the primary as the agency City Fire York New an challenged person from any physically for relocating responsibility floor to a safe location. endangered fashion, and the situation in a timely is not exercised agency response individuals, of physically challenged immediate removal requires safety personnel will transport such individual(s) to a safe Public Challenged is partPhysically for the of Plan Safety The Fire location. are staff and students All faculty, Plan. Safety College Fire the Hunter Plan. Safety Fire and be fully familiar with the entire advised to read Instructions A. or smoke condition, do the following: case of a fire In Department. entrance approximately 200ft. entrance approximately may re-enter. then you from one escalator to the next escalator in order to prevent in order one escalator to the next escalator from pedestrian congestion. your hand. If the door feels warm or hot do not enter the hand. If your to the next stairwell. stairwell. Proceed ter of the stairway. 4444 or press the button on the Talk Alert box. Talk the the button on 4444 or press

Notify Public Safety either via Emergency Number (212) 772- (212) Number via Emergency either Safety Public Notify listed below: the procedures Then, follow Pull the fire alarm box the fire Pull Department and (911), Call the Fire following: 9. When using the down escalators make long wide turns going using the down When 9. the away from outside the building, move are When you 10. when the building is safe and will notify you Safety Public 11. 1. Evacuate your area. your 1. Evacuate lock the doors behind you. 2. Close, but do not system. Address the Public instructions over transmitted 3.Follow designated exit areas. building through the to evacuate 4. Proceed entering a stairwell the palm of touch the door with Before 5. head turned to the cen- leaving the building keep your When 6. calm-do not panic. not run. Remain downstairs-do Walk 7. the Fire to do so by when authorized use elevators Only 8. – – – –

B. Procedure A. stay calm and do the or smoke condition fire case of a In INSTRUCTIONS FIRE SAFETYFIRE PLAN Relocation Procedures for Responsibility for Implementation the Physically Challenged The Director of the Department of Public safety is responsible for If it is necessary to evacuate the entire floor, a member of the Fire the Implementation of the Fire Safety Plan. Department will Search the entire floor to locate physically chal- lenged individuals. The emergency Personnel will remove you to a Distribution of Fire Safety safe location by the elevator or stairwell. The sign marked “You Are Plan for Physically Challenged Here Sign” containing these procedures shall be placed on each floor. The Hunter College Fire Safety Plan for Physically Challenged Individuals will be distributed to all physically challenged faculty, Other Precautions students and staff. COLLEGE POLICIES 1. Remain calm. Your safety and the security of others depend on

& the absence of panic. Assembling and Relocation Procedures 2. Before entering any stairwell, touch the door with the palm of When there is a fire alarm in one of the college’s buildings, physically your hand. If the door feels warm or hot do not enter the stair- challenged individuals who are unable to walk down steps should well. Proceed to the next stairwell. assemble at one of the Physically Challenged Individuals Fire Emergency Assembly Areas (P.C.I.F.E.A.A.) 3. If you cannot reach the stairwell near an elevator, and you are in an These areas are located on every floor of Hunter College’s build- office or classroom and have access to a phone, call Public Safety at ings near the two stairwells closet to the elevators. Please look for the (212) 772-4444 or press the button on the Talk Alert or call 911. signs marked “Physically Challenged Individuals Fire Emergency 4. If you are in an area with a door and cannot reach an exit near Assembly Area.” STUDENT RIGHTS the elevators, seal the crack around the door with rags or clothing. During a fire alarm, fire wardens, fire searchers and Public safety

| personnel have been directed to communicate the number, the loca- What Emergency Personnel Will Do tion, and the status of all physically challenged individuals via Fire Warden Phones or through Public Safety personnel at the Fire The Fire Warden, Fire Searchers, Public Safety Officers or a member Command Station. The Fire Safety Director or Public Safety Officer of the Fire Brigade will report your location to the fire command sta- at the Fire Command Station will notify members of the New York tion. The Fire Safety Director manning the fire command station will City Fire Department that responds to the building of the status of inform the Fire Department of your location. all physically challenged individuals in the building. If you are in need of relocation and the Fire Department is not No person should ever use an elevator in a fire unless directed by available to relocate You, a member of the Public Safety Department Fire Department personnel. The New York City Fire Department has will relocate you in a safe location. stated that they have the primary responsibility to determine if eleva- If necessary, you will be relocated to a safe floor or taken out of tors can be used to transport physically challenged individuals during

FIRE SAFETY PLAN the building. fire emergencies. Fire Department officials also state that they are responsible for relocating physically challenged individuals to a safe Training and Orientation location if such action is deemed necessary. A. Training The New York City Fire Department considers transporting Public Safety personnel are trained in the proper methods for safe physically challenged individuals in an emergency a very risky proce- lifting and carrying of physically challenged individuals. (See dure. The relocation process may subject physically disabled individ- Assembling and Relocation Procedures). uals and those assisting to transport them to sustain injuries. However, if it is necessary to relocate physically challenged individu- B. Orientation als during an emergency, the Fire Department will handle the reloca- Orientation to the Fire Safety plan, including the relocation proce- tion using safe procedures and experienced Fire Department personnel. dures, will be provided for the physically challenged faculty, students, If the elevators have been deemed safe by The New York City Fire and staff yearly under the auspices of the 504 committee. Department to be used for transporting physically challenged indi- Orientation for the new physically challenged students will be viduals during a fire alarm all assembled individuals will be relocated included in the orientation program for entering freshman. to a safer area. The New York City Fire Department considers use of Instructions regarding the Fire Safety Plan and Relocation elevators to be the best method of relocation because it is practical, Procedures will be included in the regularly conducted fire drills. safe and efficient. This explains the Fire Departments position of advocating emergency assembly areas fir physically challenged indi- Locating Physically Challenged Individuals viduals. The Fire Department often refers to this type of assembly Public Safety maintains class schedules for the physically challenged area as a refuge area. and work Schedules for physically disabled faculty and staff. These If there have been excessive alarms activated in the building it schedules will be used to assist emergency personnel to locate dis- may be the result of either a system function that was activated but abled individuals in an emergency. response by the Fire Department was not necessary such as cigarette Students are responsible for reporting their class schedules, smoke near a smoke detector or an unwarranted alarm due to a sys- work schedules, and schedule changes to the Coordinator of the tem malfunction. If there is no imminent threat of danger from fire Office of Access and Accommodations located in the East Building or smoke the Fire Department does not automatically recommend room E-1124. the evacuation of physically challenged individuals outside the build- Physically challenged faculty and staff are responsible for report- ing. In most cases, the Fire Department would recommend that such ing their work schedules and any changes to the Director of Human individuals be moved to a safe location within the building. Resources located in the East Building room 1502 A. If you have any questions regarding the standards used to deter- mine the need for evacuating the buildings, contact the Director of Public Safety at (212) 772-4521.

224 STUDENT RIGHTS & COLLEGE POLICIES | FIRE SAFETY PLAN 225 s posi- ’ No person should ever use the elevator unless directed by the Fire by unless directed use the elevator ever person should No for the Departmentbe responsible will City Fire York The New alarm, the Fire can be used during a fire the elevators If When there is report of a fire alarm in the building and physical- of a fire is report When there Note: It is imperative that every member of the Hunter College com- College every that member of the Hunter is imperative It Note: parameters used the various any questions regarding have you If During a fire alarm, Fire Wardens, Fire Searchers and Public Safety and Public Searchers Fire Wardens, alarm, Fire a fire During the loca- number, the to communicate been directed have Officers Fire via individuals challenged of all physically and status tion, Safety The Fire Station. Command to the Fire Phones Warden City Department York members of the New will notify Director in the Individuals Challenged the status of all Physically regarding on campus. Department arrives soon as the Fire building as dan- is extremely a fire in the elevator Department personnel. Using the Fire College has been informed by Hunter and gerous has, in many incidents, in a fire Department that the use of elevators in unfortunate of many people. deaths resulted to a safe location if of physically challenged individuals relocation of phys- Department considers relocation The Fire deemed necessary. during an emer- to be veryically challenged individuals hazardous may subject individuals to sustain process The relocation gency. accidents. injuries or have it is because Department of relocation considers this the best method Department This explains the Fire practical, safe and efficient. tion of advocating emergency assembly areas for physically chal- areas emergency assembly tion of advocating to this type of assem- Department refers The Fire lenged individuals. area. as a refuge bly area the fire in any danger from ly challenged individual is not specifically Department does not automatically rec- or smoke condition, the Fire to a safe area rather relocation ommend a full building evacuation, within the building. munity understand the protocol of the New York City Fire Department Fire City York of the New munity understand the protocol in the Everyone is experiencing a fire. of a building that for evacuation or be relocated to the street building should not automatically evacuate for both physically challenged and This is the policy within the building. non-physically challenged individuals. please con- and relocations, the necessity of evacuations to evaluate at (212) 772-4521. Director Safety sult with the Fire . To activate the Fire Alarm Pull the Fire activate To . ” Pull Here In Case Of Fire Case Of In Here Pull “

Pull down the white lever on the Fire Alarm Pull Station box. This box. Station Alarm Pull on the Fire the white lever down Pull to sound on that floor and the floor above. alarm will cause the fire indi- Command Station addition, it will send a signal to the Fire In at the Director Safety The Fire cating the location of activation. will carry emergency proce- out the fire Command Station Fire so in Stations Alarm Pull with the Fire yourself Familiarize dures. located. they are where will know you of a fire an event Public Safety Officers and members of the Fire Brigade operating Brigade of the Fire and members Officers Safety Public

station, follow these steps: station, follow tions is on the walls and located next to a fire exit. Printed on these pull sta- exit. Printed on the walls and located next to a fire The Fire Alarm Pull Stations are small red boxes. They are mounted They are boxes. small red are Stations Alarm Pull The Fire notification devices consists of the following: Alarm Fire familiar with their locations and their uses. These Fire Emergency These Fire familiar with their locations and their uses. notification devices. It is the responsibility of everyone to become is the responsibility notification devices. It All Hunter College buildings are equipped with Fire Emergency Emergency equipped with Fire College buildings are All Hunter self/himself. FOR YOUR SAFETY be lifted or carried in order to avoid any unnecessary to avoid injuries to her- be lifted or carried in order challenged person knows better than anyone else how she/he should else how better than anyone challenged person knows physically challenged person how they should be lifted. A physically they should physically challenged person how Fire Warden, a Fire Searcher, or a member of the college Fire Brigade. Fire or a member of the college Searcher, a Fire Warden, Fire challenged person, when possible ask the lifting any physically Before will be escorted to a safe location by either a Public Safety Officer, a Officer, Safety will be escorted either a Public to a safe location by Challenged Individuals Lifting and Carrying Physically ing impaired and has to be relocated but is able to walk downstairs, but is able to walk and has to be relocated ing impaired Fire Searcher, or a member of the Fire Brigade. A person who is hear- Brigade. or a member of the Fire Searcher, Fire either blinking strobe lights, a Public Safety Officer, a Fire Warden, a Warden, a Fire Officer, Safety lights, a Public either blinking strobe Searcher, or a member of the college Fire Brigade. of the college Fire or a member Searcher, Impaired Hearing Who Is Person alarm by will be alerted to a fire A person who is hearing impaired a safe location by either a Public Safety Officer, a Fire Warden, a Fire Warden, a Fire Officer, Safety either a Public a safe location by relocated but is able to walk downstairs, will be personally escorted to able to walk downstairs, but is relocated A physically challenged person who is visually impaired and has to be and has impaired A physically challenged person who is visually deemed necessary to successfully carryfunctions without incident. out these Procedures Who Visually Is Impaired Person wheelchair, the width of the staircase and any other factors that are and any other factors that of the staircase the width wheelchair, ments will be weight of physically challenged individual, the weight of the of physically challenged individual, the weight ments will be weight lenged individual. Factors to be considered when making these assign- to be considered lenged individual. Factors als to a safe location. chal- a physically determine of carriers needed to relocate the number and take immediate action to relocate physically challenged individu- to relocate and take immediate action will process in charge of the evacuation Officer Safety The Public Note: of relocating that individual to a safe location. individual to a safe that of relocating will take command Director Safety Fire of the under the direction and other members of the Fire Brigade will assume the responsibility will assume Brigade of the Fire and other members relocate the physically challenged individual, Public Safety Officers Safety individual, Public the physically challenged relocate campus, and members of the Fire Department are not present to not present Department are members of the Fire campus, and danger due to fire, smoke, or any other life-threatening situation on situation life-threatening smoke, or any other to fire, danger due Physically Challenged Individuals Challenged Physically in imminent is individual challenged a physically any reason, for If, When Public Safety Officers will Relocate Officers Safety Public When 226 INDEX Education Records, .42 Economics/Accounting. . . 54,101 ScienceEducation Earth Early ChildhoodSpecial Education .130 Early ChildhoodEducation .121 Early ChildhoodBilingual Education .220 Drug-Free Schoolsand Campuses. .19 Facilities Dormitory .6 Doctoral Programs .223 Disabled Students, Fire Safety Plan for Disabilities, .18 Students with. .9 Degree Requirements .5 Curriculum Codes .17 Credit Creative .47 Writing. .23 Course Designations. . .128 Counseling Programs .19 Counseling, General andPsychological .20 Computing andInformation Technology .42 Computer Science .174 Communication Sciences .39 Classics City University ofNew York .1,210 (CUNY). .124 Childhood Education . . 37 Chemistry Centro deEstudiosPuertorrique .22 Center forPuerto RicanStudies Center forUrban andCommunity Center forOccupational andEnvironmental .171 Center forCommunicationDisorders .17 Career Development Services Bylaws oftheBoard of Trustees. .212 .21 Brookdale CenteronAging .75 Biopsychology .33 Biological Sciences .27 Biological Anthropology . .31 Biochemistry . . 119 Bilingual Education .17 Auditoriums. .25 andSciences,Schoolof Arts .19 Galleries. Art .28 Art. .27 Archaeology . .17 Appeals .26 Anthropology. .21 Aging, Brookdale Centeron .6 Admission toGraduate Programs 7 . Admission Status. .98 Adolescent Education .97 Administration/Supervision, Certificate. .6 Accreditation .16 Academic Policies andRegulations .17,217 Academic Honesty .24 Abbreviations INDEX Students ..21,171 Health Health. .21,171 . . 135-140 ’ Rgt ocrig. . 208 RightsConcerning ñ s.22 os ei rs nertd.49 Media Integrated Arts, Matriculated and .62 Mathematics &Statistics Mathematics/Science Specialization, .62 Mathematics, Applied. .132 Literacy Education . .27,158 Linguistics .19 Libraries, Hunter College . .15 Leaves ofAbsence. . .39 Latin .19 Marcy Chanin Language Center, Leona& . . 80 Italian . .7 International Students .49 Integrated Media (IMA) Arts Instructional ComputingandInformation .16 Incomplete Work inCourse .20 Hunter CollegeSenate .59 History . . . Health Professions Education Center HEGIS (Higher Education General .173 Health Sciences,School of .170 Health Professions, Schoolsofthe. .19 Graduate Students Association .6 Graduate Record Examination .14 Graduate Assistantships .9,16 Grades .58 German .52 Geography Gene Structure andFunction, Centerforthe .80 French Fire Safety .223 Plan. .13 New York State Financial AidPrograms, .12 Financial AidPrograms, Federal .11 Financial Aid .49 Film andMedia Studies Family Educational RightsandPrivacy Act .27 Ethnology Environmental and .46 English. .94 Educational Office Services, of .93 Education, Schoolof omtiuae,Ramsin.15 Nonmatriculated, Readmission .126 Childhood Education .20 Technology (ICIT) .5 Information Survey) codes...... 22 Studyof . . 208 (FERPA). .188 Occupational Health Sciences .145 of Other Languages) (Teaching English toSpeakers TESOL .142 and Extensions Special Education Advanced Certificates .134 Special Education .132 Literacy Education Counseling Programs. .128 .130 Early ChildhoodEducation .126 Specialization Childhood Education/Mathematics .124 Childhood Education .119 Bilingual Education. .118 Education Advanced inBilingual Certificate/Extension .98 Adolescent Education .97 Administration/Supervision 18, 172 rtn,Cetv . . 47 Writing, Creative . . 18 Center Writing . . 16 Withdrawal from courses . . 14 Veterans .187 Urban Public Health, Program in . . 87 Urban Planning .87 Urban Affairsand Planning .89 Urban Affairs .13 Tuition AssistanceProgram (TAP) Tuition .10 and Fees. Transfer .8 ofCredit . . 85 Theatre Test ofEnglish asaForeign Language (Teaching English toSpeakers of TESOL Teacher New Certification, .96 York State .18 Students withDisabilities Students Student RightsandCollegePolicies. .208 .134 Special Education .81 Spanish .82 Sociology/Social Research .199 Social Work, Schoolof .60,115 Social Studies Education Smoking Policy. . 220 .219 Sexual Harassment .17 and FacilitiesServices Available toStudents .170 Schools oftheHealth Professions .199 School ofSocial Work .193 School ofNursing .173 School ofHealth Sciences .93 School ofEducation .25 andSciences School ofArts .14 Scholarships andGrants . .221 Safety andSecurity .78 Romance Languages .19 Residence Halls .21 Research CentersandInstitutes .15 Registration Refund .11 Policy. Readmission, Matriculated and .18 Reading and Writing Center .22 Puerto RicanStudies, Centerfor. 221 . . Public Safety andSecurity, of Department .74 Psychology .73 Political Science .218 Plagiarism .71 Physics andAstronomy. .183 Physical Therapy .70 Philosophy Ombudsman, Hunter College.. . 21 Occupational andEnvironmental (Office ofAdminiStrative and OASIS .193 Nursing .67 Music. Mission .1 Statement, Hunter. TEL ...... (TOEFL) ...... 6, 7 .145 Other Languages) .208 Education Records 8 . Nonmatriculated Students .21 Health, Centerfor. .21 Information Services) ’ RightsConcerning