LIU Hudson 2015-2016 Graduate Bulletin
Rockland L Westchester L West Point Academic Center
LIU Hudson
2015 - 2016 Graduate Bulletin
Westchester: 735 Anderson Hill Road, Purchase, N.Y. 10577, 914-831-2700 or [email protected]
Rockland: 70 Route 340, Orangeburg, N.Y. 10962, 845-450-5400 or [email protected]
Additional Location: West Point Education Center, United States Military Academy
Building 683, Buckner Loop, West Point, N.Y. 10996-1308, 845-446-3818 or [email protected]
Website: www.liu.edu/hudson
Notice to Students: The information in this publication is accurate as of September 1, 2015. However, circumstances may require that a given course be withdrawn or alternate offerings be made. Therefore, LIU reserves the right to amend the courses described herein and cannot guarantee enrollment into any specific course section. All applicants are reminded that the
University is subject to policies promulgated by its Board of Trustees, as well as New York State and federal regulation. The University therefore reserves the right to effect changes in the curriculum, administration, tuition and fees, academic schedule, program offerings and other phases of school activity, at any time, without prior notice.
The University assumes no liability for interruption of classes or other instructional activities due to fire, flood, strike, war or other force majeure. The University expects each student to be knowledgeable about the information presented in this bulletin and other official publications pertaining to his/her course of study and campus life. For additional information or specific degree requirements, prospective students should call the campus Admissions Office. Registered students should speak with their advisors.
Bulletin 2015 - 2016
Student Health Insurance 16
TABLE OF CONTENTS FINANCIAL AID 17
LIU 3 Application Process 17
ABOUT LIU HUDSON 4 Awards 17
Mission Statement 4 Terms and Conditions 17
Overview 4 Standards for Satisfactory Academic Progress (SAP) 17
University Policies 4 SERVICES and RESOURCES 19
DIRECTORY 5 Career Preparation Resources 19
ACADEMIC CALENDAR 2015-2016 6 Information Technology 19
DIRECTIONS TO LIU HUDSON 8 Professional Writing Workshop 19
ADMISSION 10 Public Safety 19
Classification of Students 10 Students With Disabilities 19
Change of Status 10 Veteran Services 19
Transfer Credit 10 LIBRARY 20
Residence 10 BUSINESS ADMINISTRATION 21
Waivers 10 COUNSELING, PSYCHOLOGY AND THERAPY 27
Veterans 10 EDUCATIONAL LEADERSHIP 41
International Admission 10 PHARMACEUTICS 46
Visiting Students 11 PUBLIC OR HEALTH ADMINISTRATION 52
Readmission 11 TEACHER EDUCATION 58
New York State Immunization Law 11 Early Childhood Education 60
ACADEMIC POLICY 12 Childhood Education 62
Course Load 12 Middle Childhood and Adolescence Education 64
Grades and Quality Points 12 Special Education 69
Attendance 12 Literacy Education 73
Absence from Final Examination 12 Fast Track Programs 75
Comprehensive Examination or Capstone 12 TESOL 76
Requirements for Degrees 12 Bilingual Education Extension Programs 77 Graduation 12 LIU HUDSON (AT ROCKLAND) APPROVED PROGRAMS 85 Academic Conduct Policy 13 LIU HUDSON (AT WESTCHESTER) APPROVED 86 Appeals Process 13 PROGRAMS
Criminal Background and Drug Testing 14 LIU TRUSTEES AND SENIOR LEADERSHIP TEAM 88
Student Access to Educational Records 14 LIU HUDSON FACULTY 89 Related Curricular Matters 14
REGISTRATION 15
Registrar Services 15
Auditing of Courses 15
Maintenance of Student Standing 15
Withdrawal 15
Administrative Matters 15
GRADUATE TUITION AND FEES 2015-2016 16
Tuition and Fees 16
Tuition Liability and Refund Policy 16
LIU Hudson Bulletin 2015 - 2016 Page 2 LIU Hudson
LIU
Accreditation and Program Registration Long Island University is accredited by the Middle States Commission on Higher Education, 3624 Market Street, Philadelphia, PA 19104; 267-284-5000; website: www.msche.org. The Middle States Commission on Higher Education is an institutional accrediting agency recognized by the U.S. Secretary of Education and by the Council for Higher Education Accreditation. The degree and certificate programs are approved and registered by the New York State Department of Education.
Page 3 LIU Hudson Bulletin 2015 - 2016 Bulletin 2015 - 2016
ABOUT LIU HUDSON Since their inception, the LIU Hudson programs at Rockland, Westchester, and the West Point Education Center have provided high-quality Mission Statement programs in a variety of disciplines that encourage independent thought and advance academic LIU Hudson's ongoing mission is to build upon growth in a career-oriented environment. Program the strengths of the campuses, maintaining and offerings include: business (M.B.A. and/or supporting programs at a high level of academic advanced certificates in health care sector excellence, offering innovative graduate programs management and finance); health or public to meet the professional and personal needs of administration (M.P.A. and advanced certificate in individuals in the region and encouraging long term care); educational leadership (M.S.Ed. multicultural outreach to provide access to quality or advanced certificate); education (M.S.Ed. instruction to people from all backgrounds. and/or advanced certificate) in the areas of childhood – grades 1-6, early childhood, middle Overview childhood and adolescence – grades 5-12, special education, autism, literacy, bilingual education, For more than a quarter of a century, Long TESOL, writing and reading; in the field of Island University has been offering graduate counseling psychology and therapy, degrees and/or degree and certificate programs in Rockland and advanced certificates are offered in school Westchester counties. LIU Hudson at Rockland is counseling and school psychology; bilingual conveniently located near the Palisades Parkway in school counseling, bilingual school psychology, Orangeburg, N.Y., just two miles from the New marriage and family therapy (M.S.); mental health Jersey border. LIU Hudson at Westchester is counseling (M.S.) and crisis management; the located in a state-of-the art facility on the grounds program in pharmaceutics (M.S.) offers of Purchase College, which features high-tech specializations in industrial pharmacy or cosmetic classrooms designed for adult learners. The science. Rockland and Westchester campuses boast Curricula are designed to help the student technologically advanced library resources and acquire and refine professional skills, as well as to mainframe-networked computer labs, and offer increase appreciation and understanding of cultural small classes with personalized instruction values. The academic quality of all programs is delivered by full-time and adjunct faculty guided by our program directors and overseen by members who bring a wealth of practical committed and expert faculty, All programs are experience and an understanding of career trends registered with the New York State Education to the classroom. A limited number of programs Department, and all teacher education and are also offered by LIU Hudson at the West Point educational leadership programs are nationally Educational Center. accredited through the Council for the Central to the success and evolution of LIU Accreditation of Educator Preparation (CAEP).
Hudson has been the consistent availability of a distinguished and seasoned faculty whose University Policies members engage and challenge its students. Faculty members are engaged in ongoing Long Island University does not discriminate endeavors consistent with the scholarship of on the basis of race, color, national origin, sex, teaching, as well as participating in local and disability, or age in its programs. The following regional professional, educational and social person has been designated to handle inquiries service activities. They are active members, regarding the non-discrimination policies: leaders and presenters in a variety of professional Ronald Edwards organizations. They attend regional and national Title IX Coordinator conferences, publish, and involve themselves in Long Island University community and professional outreach efforts. 700 Northern Boulevard This diverse faculty - braced by strong Brookville, New York 11548 university-wide support - and the overwhelming Phone: (516) 299-4236 enthusiasm of our students and several thousand For further information on notice of non- alumni have contributed to and shaped our growth discrimination, visit and supportive atmosphere. Students enroll as https://wdcrobcolp01.ed.gov/CFAPPS/OCR/conta degree candidates or as non-degree students who ctus.cfm for the address and phone number of the wish to pursue graduate courses for personal office that serves your area, or call 1-800-421- enrichment or professional advancement. Most 3481.
LIU Hudson students are fully employed and attend evening classes, generally on a part-time basis. Year-round course schedules are designed to accommodate this student profile. Responsiveness to the academic and pragmatic needs of our students is fundamental to our mission.
LIU Hudson Bulletin 2015 - 2016 Page 4 LIU Hudson
DIRECTORY
Name Phone
Rockland Administrative Offices 845-450-7200
Westchester Administrative Offices 914-831-2700
Dean and Chief Operating Officer, 914-831-2704 Dr. Sylvia Blake 845-450-5437
Associate Dean, 914-831-2728 Dr. Lea Rutmanowitz 845-450-5402
Office Managers, Ms. Margaret Evans (Westchester) 914-831-2705
Ms. Peg Murphy (Rockland) 845-450-5422
West Point Education Center Coordinator Ms. Mary Beth Leggett 845-446-3818
Information Technology 845-450-5421 ADMISSIONS AND STUDENT SERVICES Ms. Lisa Dorado (Westchester) 914-831-2702
Mr. Leon Hubbard (Rockland and Westchester) 914-831-2726
Ms. Roseann Isaac (Westchester) 914-831-2703
Ms. Carolyn Reiter (Rockland) 845-450-5417
Ms. Christy Wrightington (Rockland) 845-450-5420 PROGRAM DIRECTORS Counseling: Dr. Thomas Nardi 845-450-5406
Counseling, Psychology, and Therapy: Dr. Beth Weiner 914-831-2717
Early Childhood and Childhood: Dr. Iris Goldberg 914-831-2710
Educational Leadership: Dr. Martha Murray 845-450-5428
Educational Leadership: Dr. Robert Penna (Cohort Director) 845-450-5406
Field Experience and Outreach: Ms. Elaine B. Geller 845-450-5407
Literacy: Dr. Rebecca Rich 914-831-2714
Placements and Academic Support: Mr. George Pietarinen 914-831-2716
Pharmaceutics: Dr. Wendy Dulin 845-450-5435
Public, Health, and Business Administration 845-450-5410
Public, Health, and Business Administration: Dr. Kevin R. Nash 914-831-2711
Special and Secondary Education: Dr. Janet Simon 914-831-2715
TESOL, Bilingual, LOTE: Dr. Helaine Marshall 914-831-2713 Website: www.liu.edu/hudson
Page 5 LIU Hudson Bulletin 2015 - 2016 Bulletin 2015 - 2016
ACADEMIC CALENDAR 2015-2016 Saturday -Sunday, November EDL Weekend College, - Rockland 7-8 Crisis Management #2 -Rockland All dates are subject to change. For the most up-to-date calendar please Saturday, November 14 MBA Fall II make-up session DASA consult www.liu.edu/Hudson/academic-calendar. Workshop – Westchester 10am-1pm
Fall 2015 Saturday -Sunday, November TED Weekend College, - Rockland 14-15 Crisis Management #2 -Rockland
Monday, August 31 Workshop: Navigating New TED Sunday, November 15 Promoting Wellness Workshop 9:00am- Assessments – Westchester 4-6pm MBA Fall 3:45PM -Rockland I Begins - Rockland & Westchester Thursday - Sunday, Thanksgiving - Campus Closed Wednesday, September 2 New Student Orientation - Rockland 4:30pm November 26- 29
Thursday, September 3 Student Teacher Orientation 3:30pm - Monday, November 30 All Classes Resume Westchester New Student Orientation – Saturday - Sunday, December EDL & TED Weekend College – Rockland Westchester 4:30pm 5- 6 Crisis Management #2 -Rockland Monday, September 7 Labor Day Thursday, December 17 MBA Fall II ends Rockland & Westchester Tuesday, September 8 Non-MBA Courses Begin (Counseling, MPA, Fall Session B Ends - West Point PHS & TED) – Rockland/Westchester Friday –Saturday, December Scheduled Final Exams Thursday, September 10 Fall Session A Begins - West Point 18 -19
Saturday, September 12 MBA Sat. classes begin - Westchester Saturday, December 19 Semester ends - Rockland & Westchester Friday, September 18 Award of September 2015 Degrees
Saturday -Sunday, September Crisis Management #1 -Rockland Spring 2016
19-20 Tuesday, January 5 New Student Orientation - Rockland Monday, September 28 CPCE Orientation – Westchester Wednesday, January 6 New Student Orientation - Westchester Tuesday, September 29 CPCE Orientation - Rockland Monday, January 11 Classes Begin (MBA Spring I and all other Friday, October 2 Deadline to Apply for January 2016 Degrees programs) - Rockland & Westchester Saturday, October 10 Promoting Wellness Workshop#1 9:00am- Spring Session A Classes Begin - West Point 3:45pm - Westchester Friday, January 15 Award of January 2016 Degrees Child Abuse and Violence Prevention 9am-1 pm Monday, January 18 Martin Luther King Day - No Classes - All Programs. Offices Open Saturday -Sunday, October EDL and TED Weekend College, - Rockland MBA class make-up class TBA 10-11 Crisis Management #1 -Rockland Thursday, January 28 Deadline to apply for May 2016 Degrees
Monday, October 12 DASA Workshop – Rockland 9:00am - noon Monday, February 15 President’s Day - No Classes - All Programs Comprehensive Exam, Education – Rockland MBA class make-up class TBA 1:00- 5:00 pm Monday, March 7 Spring Session A Ends - West Point
Saturday, October 17 Comprehensive Exam, Education – Monday -Saturday, March 7- Spring Recess - No Classes - All Programs Westchester, 9:00am – 1:00pm 12 except MBA and West Point
Saturday, October 24 Fall I MBA Ends - Rockland & Westchester Thursday, March 10 MBA Spring I Session Ends - Rockland & Promoting Wellness Workshop#2 Westchester Westchester 9:00am-3:45pm Monday, March 14 All Classes Resume CPCE Exam Westchester MBA Spring II Begins - Rockland & Saturday -Sunday, October Crisis Management #1 - Rockland Westchester 24-25 Spring Session B Begins - West Point
Sunday, October 25 Promoting Wellness Workshop 9:00am- Thursday, April 28 Spring Session B - West Point Ends 3:45PM -Rockland Monday, May 2 Monday class session (non-MBA) + TBA Monday, October 26 MBA Fall II begins Rockland & Westchester exam meeting CPCE Exam Rockland Tuesday – Friday, May 3 - 6 Scheduled Final Exams - Rockland & Wednesday, October 28 Fall Session A Ends - West Point Westchester
Thursday, October 29 Fall Session B Begins - West Point Friday, May 6 Last Day of Scheduled Final Exams Tuesday, November 3 Election Day - Classes in session All Non-MBA Classes End - Rockland & Westchester Saturday, November 7 Autism Workshop – Westchester 9am-12noon
LIU Hudson Bulletin 2015 - 2016 Page 6 LIU Hudson
Saturday, May 7 MBA Spring II Ends - Rockland & Westchester Summer II 2016
Monday, May 9 Graduate Reception - Rockland and West Tuesday, July 5 All Summer II Classes begin – all programs Point Rockland, Westchester Tuesday, May 10 Graduate Reception - Westchester Monday, July 11 Counseling Classes end - West Point Thursday, May 12 Commencement Monday, August 8 Summer II non-MBA classes end - Rockland
& Westchester Summer I 2016 Monday, August 29 MBA Su II classes end
Monday, May 9 MBA Summer I Classes begin Tuesday, August 30 New Student Orientation - Rockland 4:30pm
Monday, May 16 Counseling Classes begin - West Point (7 Wednesday, August 31 New Student Orientation - Westchester Classroom sessions + one online session) 4:30pm
Wednesday, May 18 Orientation - Rockland
Thursday, May 19 Orientation - Westchester
Monday, May 30 Memorial Day - LIU CLOSED MBA make- up -TBA
Friday, June 24 Deadline to apply for Sept. 2016 degrees - Rockland & Westchester
Monday, June 27 Summer I ends –all programs Rockland, Westchester
Monday, July 4 Independence Day Weekend - LIU CLOSED
Page 7 LIU Hudson Bulletin 2015 - 2016 Bulletin 2015 - 2016
DIRECTIONS TO LIU HUDSON AT DIRECTIONS TO LIU HUDSON AT ROCKLAND WESTCHESTER
LIU Hudson at Rockland LIU Hudson at Westchester 70 Route 340 735 Anderson Hill Road Orangeburg, N.Y. 10962 Purchase, N.Y. 10577 (Follow the red signs to parking lot 2, section E. We are adjacent to the Dance From Tappan Zee Bridge (Traveling North): building.) Take the first exit off the bridge on the Thruway (exit 10), and get on Route 9W, South. Follow Route 9Wto the first traffic light (Lawrence Park Parking Condominiums on the right). Bear right down the hill to a stop sign. Make a Follow the red LIU Hudson at Westchester signs to parking lot W2, section E. right turn onto Route 340 and proceed for about one mile. The campus will be The Westchester campus is located past the Continuing Education Building, on the left. adjacent to the Dance building.
From Spring Valley or New City From New York City, southern Westchester and Long Island Spring Valley: See directions from NY State Thruway. Take the Hutchinson River Parkway, north to Exit 28, Lincoln Avenue. Turn New City: See directions from Palisades Parkway. left onto Lincoln Avenue and proceed approximately one mile to Anderson Hill Road (second traffic light). Turn right onto Anderson Hill Road. The From Pearl River and Orangeburg: campus is immediately on the left. Take Orangeburg Road East to Route 303. Make a right at the light. Travel one block, and at the next light, make a left turn onto Route 340. The campus will From Rockland County and northern New Jersey be 1/2 mile on your right. (via the Tappan Zee Bridge) Take I-287 (Cross Westchester Expressway) to Exit 8E. Shortly after first From Palisades Parkway: traffic light, bear left onto Anderson Hill Road. Proceed approximately 2.5 Take PIP north to Exit 5N Orangeburg. Travel approximately 1/4 mile to Route miles. The campus is on the left, just after intersection at Lincoln Avenue. 340. At the light make right and the campus is 1/2 mile ahead on the right side of the road. From northern Westchester Take I-684 south to Exit 2 (Route 120), drive over the bridge and turn right From Eastern Bergen County: onto Route 120 south (Purchase Street). Follow Route 120 south, 3.2 miles to Take Route 505 Livingston Ave. north which becomes Route 303 in New Anderson Hill Road (first traffic light) and turn left. Take Anderson Hill Road York. Travel on Route 303 for approximately 4 miles to Route 340. At light to second traffic light. The campus is on the left, just after the intersection at make a right and the campus is 1/2 mile ahead on right. Lincoln Avenue.
From Route 9W: From Connecticut, via the Merritt Parkway Take Route 9W north across New York border. Proceed for approximately 2 (which becomes the Hutchinson River Parkway in New York State) miles to Route 340. At the light, make a left turn, going down a steep hill. Proceed south to the New York Exit 28, Lincoln Avenue (note: do not get off Travel one block and at the next light make a right turn on Route 340. at Exit 28 in Connecticut). Turn right onto Lincoln Avenue and proceed Continue for 1 mile to the campus on the left side. approximately one mile to Anderson Hill Road (second traffic light). Turn right onto Anderson Hill Road. The campus is immediately on the left. From Montvale, Park Ridge, Westwood: Travel north on Kinderkamack Road crossing the New York border where the From Connecticut, via I-95 road changes to Route 304. Proceed north for two miles to Central Ave. in Take I-95 south then take I-287 west to Exit 9N (Hutchinson River Parkway). Pearl River. Make a right on Central Ave. and cross railroad tracks. At the light Take Hutchinson River Parkway North to Exit 28, Lincoln Avenue. Turn left make a right on South Main Street. Proceed on South Main Street which onto Lincoln Avenue and proceed approximately one mile to Anderson Hill becomes Veterans Highway, passing the Blue Hill Office Center. Proceed for Road (second traffic light). Turn right onto Anderson Hill Road. The campus is four miles where the road changes to Orangeburg Road. At the intersection immediately on the left. with Route 303, make a right and at the next light make a left on to Route 340. The campus is 1/2 mile ahead on the right. By Train From New York City via rail from Grand Central Station, take the Harlem From the NY State Thruway: Line/Metro North to White Plains. Board the Anderson Hill Road bus No. 12 Get off at Exit 12. Travel Route 303 South. Proceed for four miles to Route or take a taxi to campus. Alternatively, take the New Haven Line/Metro North 340. Turn left on Route 340. The campus is 1/2 mile on the right. to Rye and take a taxi to campus.
GPS address: By Bus 230 Route 340 Take the No. 12 bus northbound from White Plains or southbound from Sparkill, NY 10976 Yorktown, Mount Kisco or Armonk. Buses leave approximately every hour, Monday through Saturday.
LIU Hudson Bulletin 2015 - 2016 Page 8 LIU Hudson
DIRECTIONS TO WEST POINT ADDITIONAL LOCATION OF LIU HUDSON
LIU Hudson at West Point Education Center is located in the Army Education Center on the grounds of the United States Military Academy, on the west bank of the Hudson River, north of Bear Mountain and south of Newburg. Entrance to the academy is through one of two gates, the Thayer Gate and the Stony Lonesome Gates. Visitors to the West Point Education Center should be advised that they will have their vehicles searched before entering the grounds. Entrance through the town of Highland Falls is through the Thayer Gate If you are entering West Point through the Thayer Gates, follow Thayer Road which will eventually turn into Washington Road. Follow Washington to the cemetery and turn right on Buckner Road (at the end of the cemetery and the cemetery will be on your right), The education center is in the building next to Subway. Entrance from Route 9W is through the Stony Lonesome Gate If you are entering West Point through Stony Lonesome Gates, you will follow Stony Lonesome Road. At Washington Road make a left and a right at end of cemetery. The education center is in the building next to Subway.
Page 9 LIU Hudson Bulletin 2015 - 2016 Bulletin 2015 - 2016
ADMISSION Admission as a non-degree student is usually for business core courses. If these requirements are one semester only and permits registration for a waived, students need not take other coursework to An application for admission may be obtained maximum of six credits. Additional courses may substitute for the courses that have been waived. by accessing the “Apply Now” button in the upper be taken upon approval. Students in all other programs who receive a right hand corner of the landing page at A non-degree student is expected to complete waiver of graduate course requirements must take www.liu.edu/hudson or by calling 845-450-7200 all assignments and is graded on the same scale as elective courses to substitute for the waived for Rockland; 914- 831-2700 for Westchester and a matriculated student. If a student subsequently courses. The total number of credits required to 845-446-3818 for West Point Education Center, or wishes to matriculate, the application process must complete the degree is not reduced. by visiting any of our locations. A bachelor's be completed and the appropriate documents filed degree from an accredited institution, indicating an with the Office of Admissions. Courses completed Veterans acceptable academic record, is necessary to be by non-degree students, if pertinent to the degree considered for admission to the graduate program in which the student has matriculated and LIU Hudson welcomes applications from programs. Additional requirements are described if completed within the department's time limit, veterans and encourages them to take full in the sections for each discipline, as well as on the are generally credited toward the degree. advantage of their G.I. Bill benefits. Veterans application form. The completed application must interested in graduate study should consult our be submitted to LIU Hudson along with official Change of Status website: www.liu.edu/Hudson/FAS/Mil-Vets- transcripts of the student's undergraduate records Edu.aspx for information. and any graduate-level records. For more specific Students admitted as limited matriculants The contact person for veterans interested in information, check the section devoted to each become matriculants upon completion of all studying at LIU Hudson is Mary Beth Leggett. She area of study. A non-refundable fee must conditions of their limited admission and receive a may be reached at our additional location, West accompany the application. letter to that effect. Point Education Center, 845-446-3818 or [email protected].
Classification of Students Transfer Credit International Admission All students admitted to the master's programs Graduate courses taken at other institutions will be classified as matriculants, limited prior to admission to LIU may, under certain Applications are welcome from international matriculants or non-degree students. All students conditions, be credited to the graduate degree. students who hold the equivalent of an American must submit evidence of a bachelor's degree and Permission to transfer such credits must be bachelor's degree. To be considered for admission, an acceptable record of undergraduate and requested at the time of admission. An official international students must supply the following graduate study as reflected in official transcripts of transcript and the published course description information to the coordinator of admissions: all colleges and universities attended. See specific must accompany each transfer course request 1. Official transcripts from all undergraduate programs for grade point average (GPA) required. submitted to the program director supervising the schools attended, accompanied by official Attention may be given to grade trends, special area of study to which the student is applying. notarized English translations. Foreign credentials areas of academic strength, a record of other Generally, six semester hours of credit for courses need to be evaluated by one of the evaluation completed graduate study, as well as cases in in which the student has received a grade of B+ or agencies listed below: which many years have intervened since the better may, if approved by the appropriate program • Education Services, Inc. undergraduate degree was conferred. Applicants to director, be applied toward a master's degree or P.O. Box 745, Old Chelsea Station programs in the School of Business take the advanced certificate program only. Courses with New York, NY 10113-0745 Graduate Management Admissions Test (GMAT). grades below B+ are not transferable. (212) 966-6311 The GMAT may be waived for applicants with Students seeking a second master's degree or an www.wes.org significant business experience, which ordinarily advanced certificate in teaching from the • Globe Languages Services Evaluation Service includes at least seven years of professional university (when the initial master's degree is from 319 Broadway employment after completing an undergraduate LIU) may be granted up to 12 transfer credits, New York, NY 10007 degree. when academically appropriate, at the (212) 693-1489 A student will be classified as "matriculated" recommendation of the program director and with • Center for Applied Research, Evaluation & when accepted into a degree or certificate the approval of the dean. Transfer credit is time- Education, Inc. program. Students admitted with technical or limited and generally pertains only to courses that P.O. Box 20348 academic deficiencies will be classified as are less than five years old. Long Beach, Calif. 90801
"provisional matriculants" pending fulfillment of (310) 430-1105 conditions. Technical deficiencies must be Residence • Education Credential Evaluators removed before the end of the first semester of P.O. Box 17499 enrollment. Academic deficiencies must be Courses taken at another university, after Milwaukee, Wisc. 53217 satisfied prior to the completion of a prescribed admission to LIU, may not be used for transfer (414) 964-0477 number of credits in the degree program, or as credit unless prior permission is obtained from the 2. The Test of English as a Foreign Language otherwise specified. Students are in good academic appropriate program director and the dean. (TOEFL) is required of students for whom English standing so long as they are permitted to continue is not a native language. Information on the in attendance in matriculant status. Waivers examination may be obtained from the Educational Non-degree students must meet the same Testing Service at Box 899, Princeton, NJ 08541. admission standards as those admitted to degree Under some circumstances, specific program An appropriate TOEFL score, depending upon the programs. A student in this category may take a course requirements may be waived. Students degree program sought, is required. limited number of courses for certification, should contact their program director for 3. A completed LIU admission application with a professional advancement, or personal enrichment, information. non-refundable application fee. but is not classified as a degree-seeking student. Students in the M.B.A. program may be Immigration Requirements eligible for a waiver of up to 12 credits of general An international student who intends to apply
LIU Hudson Bulletin 2015 - 2016 Page 10 LIU Hudson for an F-1 student visa must submit a “Financial acknowledgement of meningococcal disease risk Affidavit of Support.” Upon submission and and refusal of meningitis immunization signed by acceptance of all required financial documentation, the student. each eligible student is sent a “Certificate of For information on student procedures for Eligibility for Non-Immigrant (F-1) Student complying with this law, please contact the Office Status” (also called Form I-20). This form may be of Admissions and Student Services at 845-450- used to apply for an F-1 entrance visa to the U.S. 5417 (Rockland) or 914-831-2702 (Westchester).. issued by American embassies abroad. Applications from international students must be accompanied by a non-refundable application fee. Upon notification of admission, the student will be required to send a non-refundable deposit of $500.00 which will be applied toward the first semester’s tuition and fees. Upon receipt of the deposit and of a sponsor’s bank’s statement of financial support, an I-20AB form will be issued which will enable the student to apply for a student visa. Students should not make plans to come to the United States until they receive appropriate non-immigrant forms. Health insurance coverage is compulsory for all international students and for their dependents. Information pertaining to health insurance coverage will be supplied at the time of application. Students holding F-1 (student) visas are required by law to be fully matriculated and must be registered for nine credit hours per semester.
Visiting Students
Graduate students who are degree candidates in good standing at other universities may be granted permission to register for courses at LIU Hudson upon filing a non-degree application.
Readmission
Students who have not attended classes for one semester during the regular academic year (summer sessions not included), and who have not maintained matriculation are required to apply for re-admission and pay the re-application fee. Such students re-enter under the admissions standards and program requirements in existence at the time of re-entry.
New York State Immunization Law
The New York State Health Department requires college and university students born on or after January 1, 1957 to be immunized against measles, mumps and rubella. All students attending the university, including matriculants and non-degree students, must show proof of immunity if they wish to register for classes. In addition, New York State requires that LIU Hudson maintain a record of each student’s response to the meningococcal disease and vaccine information. The form must be signed by the student and contain either a record of meningitis immunization within the past 10 years OR an
Page 11 LIU Hudson Bulletin 2015 - 2016 Bulletin 2015 - 2016
ACADEMIC POLICY Good Standing as his or her area of concentration. Failing the The average of grades earned in the approved comprehensive on two occasions may result in The responsibility for compliance with these program of study may be no less than a B dismissal from the program. Comprehensive policies, procedures and regulations rests entirely (equivalent to a grade point average of 3.000). Any examinations are offered twice a year, in the fall with the student. course in which a grade below B- is earned will be and spring. Information concerning the reviewed by the dean and may have to be repeated. administration of comprehensive exams is Course Load A student whose GPA is below this point has an disseminated each semester. MBA or MPA academic deficiency. Final disposition of such candidates must complete capstone courses as Full-time graduate students must register for cases is made by the dean after consultation with specified in their program plans. Consult the nine credits in the fall and spring semesters. the appropriate program director. program director for information relating to Permission of the dean or associate dean is Students accumulating in excess of nine capstone courses. necessary if a student wishes to take more than incomplete (INC) credits may not register for nine credits in the fall or spring semester or more additional courses until their work is completed. Requirements for Degrees than six credits in one summer session. Non- Incomplete grades must be completed within one degree students are normally limited to two academic year. The responsibility for fulfilling the courses in a semester, and must reapply each A grade of F in any graduate course is grounds requirements for degrees rests entirely with the semester. for dismissal from LIU Hudson. In all programs, a student. Specific degree requirements vary among B average or 3.000 cumulative grade point index is the different programs and are described fully in Grades and Quality Points required for awarding of the graduate degree or this bulletin. any advanced certificate. Business Administration Students generally meet the requirements Quality-Point Index: The university's quality- awards diplomas "with distinction" to students announced in the graduate bulletin for the point index is employed to determine the average graduating with an average of 3.500 or better. academic year in which they were matriculated or grade of a student. (A) corresponds to an index readmitted. Students for whom graduation number of 4.000, (A-) to 3.667, (B+) to 3.333, (B) Attendance requirements change during their progress toward to 3.000, (B-) to 2.667, (C+) to 2.333, (C) to a degree may, with their dean's permission, choose 2.000, and (F) to 0.000. Attendance by all graduate students must be requirements in effect at the time of admission or For courses in which the grade of F has been regular. Attendance requirements in a particular those in effect at the end of the course of study. earned, no quality points are assigned. To course are at the discretion of the instructor and Requirements for certification by the New York determine the quality points for a specific course, are announced in the opening class session and State Education Department are set by that multiply the corresponding quality points (see printed in the course outline. Responsibility for department, and may be altered at any time. If above) for the grade received in the course by the class attendance rests with the student. changes in New York State Education Department number of credits awarded for the course. To In all cases, the work missed through absence requirements necessitate changes in degree determine the total quality points, add all quality must be made up. However, permission to make requirements, graduation requirements may be points for all courses. To compute the grade point up work when a student has been ill is not changed, regardless of a student's matriculation average (GPA), divide the total quality points by automatic and is given at the discretion of the date. the total number of credits, including those of instructor. All degree programs have a required failed courses. The grades W, UW and P are not The university reserves the right to exclude culminating experience: comprehensive counted in the GPA computation nor are the from a graduate program, course or final examination, project or capstone course. Students grades for courses taken at another college or examination a student whose attendance in classes may not graduate until they have completed this university. is unsatisfactory to the instructor, the program requirement. GPA computations are carried to the third director, or the dean. If a student is seeking a second master's degree, decimal place from which rounding takes place to at least 24 graduate credits must be taken in the second decimal place. For example, a Absence from Final Examination residence. Advanced placement of up to 12 credits computed GPA of 2.994 will be rounded down to may be awarded upon the written recommendation 2.990. A computed GPA of 2.995 will be rounded Students who for valid reasons do not appear of the program director and the approval of the up to 3.000. On all official LIU transcripts, a GPA for final examinations must apply in writing within dean. will be displayed to three decimal places with the 10 days to their dean for permission to take third decimal place always being zero due to deferred final examinations, provided they have Graduation rounding. received the grade of INC. They may be asked to For example: provide medical certificates in cases of sickness or Degrees are conferred by the university three In a semester, a student earns an A- in a 4- injury or other documentation of legitimate times per year: in January, May, and September. credit education course (3.667 x 4 = 14.668), a B- excuses. Students will be required to pay the Students must file an application for degree in a 3-credit education course (2.667 x 3 = 8.001) deferred final examination fee per examination. (available online and at the campuses) by the and a B in another 3-credit education course deadline indicated on the academic calendar. The (3.000 x 3 = 9.000). Comprehensive Examination or commencement ceremony is held once yearly, in The student has earned 31.669 total quality mid-May. Students who complete their degrees in Capstone September or January participate in the points based on 10 total credits. Dividing 31.669 commencement ceremony the following May. by 10 yields a cumulative GPA for this semester of Departments require a comprehensive Students failing to fulfill all non-academic 3.167 before rounding. Based on the rounding examination or a capstone course and related requirements (payment of outstanding tuition, fees, policy, the cumulative GPA for this semester will project as part of the graduation requirements. library obligations, parking fines, etc.) will be be reported on the student's official LIU transcript Requirements are program specific. denied subsequent services, including but not as 3.170. The examination is designed to test the limited to withholding of diplomas, transcripts, candidate's knowledge of general concepts as well letters of certification, or licensure eligibility until
LIU Hudson Bulletin 2015 - 2016 Page 12 LIU Hudson these requirements are met. confiscate all test materials from the person or Application for Degree persons involved and give the grade of zero for the Appeals Process Candidates for degree conferral are expected to examination to the person or persons knowingly file an application well in advance of the expected involved. The instructor has the right to fail these Student Complaints date for fulfillment of degree requirements. students for the course. Students wishing to dispute or appeal an Consult the academic calendar for specific dates. Also, students who submit written or other academic matter are encouraged to pursue the Applications for degree are available online as work provably not their own, or who submit work grievance processes identified below. Complaints well as in Rockland, Westchester and at the West with sources inadequately acknowledged or with related to operational matters may be directed to Point Education Center. Failure to file an an inadequate system of documentation for a the dean. Students may also file a complaint with application for degree in a timely manner may specific course assignment, may be given the the New York State Department of Education in result in delayed conferral of the degree. grade of zero for the work submitted and a failing Albany: grade for the course. www.highered.nysed.gov/ocue/complaintform.pdf. Academic Conduct Policy A breach of discipline may result in Appeals Process disciplinary action, including suspension or Students at LIU Hudson may expect a Discipline dismissal. The Academic Oversight Committee scrupulous regard for their rights as students and Standards for academic and non-academic (see below) will review the evidence in all such individuals and should expect to be treated fairly behavior are delineated in the “Code of Conduct” cases. and with courtesy by all members of the academic section of the Student Resource Book for LIU The activities of a student may, upon occasion, community. In any matter in which a student feels Hudson at Rockland and Westchester and the West result in violation of state or federal law. Respect that his or her rights have been violated, or in Point Education Center. Students are expected to for the presumption of innocence requires that the matters of serious dispute with members of the conduct themselves in accordance with the institution not impose academic sanctions for the faculty or administration, the student should normally accepted standards of academic life. This sole reason that a student is or has been involved observe the following formal grievance procedure: implies that they will exercise due regard for the in criminal proceedings. The institution may, 1. The student will write out a clear statement of rights of others and, in particular, that their however, impose its own sanctions to protect the the grievance. behavior will not interfere with the ability of the safety of other students, faculty, staff, and property 2. The student will submit this statement to the academic community to carry out its usual and to safeguard the academic process. If students, staff member or faculty member involved. The academic functions. It also implies that students in breaking the law, violate institutional student will be given a written response within will observe the usual standards of integrity with regulations, they will be subject to no institutional five business days. regard to the preparation of essays and the taking penalty greater than that which would normally be 3. If the student is not satisfied with the response, of examinations. Students are expected to comply imposed. the student may submit a statement to the with those reasonable rules of procedure All matters involving criminal activity will, appropriate program director. The director will promulgated by a faculty member for the conduct upon approval of the dean, be referred to the review the matter and provide the student with of his or her class or by the university for the appropriate civil authorities for action. a written response within five business days. conduct of its business. If there is a possibility that testimony or other 4. If still not satisfied, the student may submit a Specifically, students must be aware of not only evidence at an institutional hearing may be subject formal written statement to the dean, who will the performance and intellectual standards of each to disclosure to civil authorities by way of review the matter, hear the student, staff or course, but also of the means acceptable in subpoena, the institution's proceedings should be faculty member, where appropriate, and see achieving those goals. Students are expected to postponed to safeguard the student's right to a fair that proper action is taken. study all materials presented and to master them. civil determination. Academic Oversight Committee Students may avail themselves of all sources that Academic Integrity The Academic Oversight Committee (AOC), will further that mastery: textbooks, library Plagiarism is the use or presentation of ideas, composed of the dean and no fewer than two resources, student study sessions, tutoring, study works, or work that is not one's own and that is not program directors, meets at least once each aids, etc. Ultimately, however, the instructor's common knowledge, without granting credit to the semester, and more frequently if needed. Matters judgment of a student's performance is based on originator. Plagiarism is a practice that is not only including, but not limited to, allegations of the student's individual demonstration of unacceptable, but which is to be condemned in the cheating or plagiarism, standards for teaching and intellectual achievement and integrity. strongest terms possible on the basis of moral, learning, questions of professional ethics, and Cheating on examinations and plagiarism of educational and legal grounds. admissions issues or appeals, are routinely brought any sort are unacceptable and, if proven, are cause Cheating includes, but is not limited to the before the AOC for a finding. for the most severe penalties up to and including following: falsification of statements or data; Conduct Committee suspension or dismissal from the university. listing sources that have not been used; having Composed of no fewer than four members, two The classroom instructor determines the rules another individual write your paper or do your of whom represent academic areas and two of of acceptable student conduct during assignments; writing a paper or creating work for whom represent LIU Hudson administration, the examinations. Each instructor has the right to insist another student to use without proper attribution; Conduct Committee meets on an as-needed basis if on procedures to insure the integrity of those purchase of paper or research work for one's a violation of the Code of Conduct is alleged. examinations in altering seating arrangements, submission as his/her own work; using written, After a review of the evidence, and discussion controlling communication among students, verbal, electronic or other sources of aid during an with the parties involved, the committee makes a restricting the materials available to students examination (except when expressly permitted by determination of guilt or innocence and applies an during the examination, etc. the instructor depending on the nature of the appropriate sanction if necessary. There is no If a student is discovered cheating in a examination); or knowingly providing such appeal of Conduct Committee determinations. classroom examination or written assignment, by assistance to aid other students. crib notes, receiving information from or giving information to a fellow student, using an electronic device, or by any means not stipulated by the rules of the examination, the instructor has the right to
Page 13 LIU Hudson Bulletin 2015 - 2016 Bulletin 2015 - 2016
consent of the program director and dean. Criminal Background and Drug Time Limit Work for the master's degree must be Testing completed within five years of the date of
admission to the graduate program, exclusive of A criminal conviction and/or the use of illegal time spent in the Armed Forces of the United drugs may impede or bar your entry into your States, unless the appropriate dean approves an chosen field of study. Students seeking entrance extension in writing. The School Psychology into many graduate fields of study including program must be completed within six years. Any counseling, education, and health and human courses taken outside the time limit will not count services professions should be aware that a as credits toward the degree unless approved in criminal record can result in the refusal of writing by the appropriate program director and licensing/certification/registration agencies to the dean. issue the credential needed to practice in that field Transfer credit will usually be granted only for of study. Prospective students are urged to contact courses taken within the five-year period prior to the pertinent state and/or federal licensing agency admission to a program. Other time limitations to inquire whether a criminal record will have an may be established by each department. impact on licensure or certification eligibility. Many clinical/field experience affiliates now require the completion of criminal background checks and/or drug testing for employees, volunteers and students affiliated with the site. Therefore, students who plan to participate in a clinical/field experience may be asked to undergo a criminal background check, and/or a drug screen. Students should be aware that our clinical/field affiliates can reject or remove a student from the site if a criminal record is discovered or if a drug test is positive. In the event that a student is rejected from a clinical/field site due to information contained in the criminal background check, or drug screen, the student may be unable to complete a required clinical/field experience. In such an event, the student, may be advised to withdraw from the program.
Student Access to Educational Records
The Family Educational Rights and Privacy Act (FERPA) of 1974 specifically provides that a school may provide what they deem "directory information," and only this information, without the student's consent or as provided by the law. Directory information at Long Island University includes the following: the student's name, enrollment status, major field of study, dates of attendance, degrees and awards received, past and present participation in officially recognized sports and non-curricular activities, physical factors (height, weight) of athletes and the most previous educational agency or institution attended. Students who wish to have their directory information withheld can make this election by filing the appopriate form at Enrollment Services.
Related Curricular Matters
Course Frequency Courses are scheduled with sufficient frequency to assure students of timely degree completion. Courses with low enrollment, however, may be cancelled. If a course is not offered or is cancelled, it may be offered on a tutorial basis, with the
LIU Hudson Bulletin 2015 - 2016 Page 14 LIU Hudson
REGISTRATION from one or all courses if they apply officially Submit Completed Withdrawal through LIU Hudson, notify all instructors, Application Form complete the required form and get the written A student may withdraw in person, by fax, or by Registrar Services permission of the dean. A student registered for a email by submitting a signed and completed course is considered to be in attendance until the Withdrawal Application Form to Office of The official Registrar for LIU Hudson is the date of his or her official withdrawal. Withdrawal Enrollment Services by the withdrawal deadline. Registrar of LIU Brooklyn. Requests for from courses is permissible at any time up to the Forms are processed upon receipt. Any forms transcripts may be made online or in writing to the final examination. The symbol UW is assigned faxed outside business hours, during weekends or Office of the Enrollment Services, LIU Brooklyn. when a student unofficially withdraws from a holidays will be processed the following business Request forms are available on the campuses or course. UW is not computed in the student's day. online. average. Students who are on academic probation Process through MyLIU when they withdraw from courses are not eligible • Course Drop - Students can use their MyLIU for re-admission without the approval of the dean. Auditing of Courses portal to drop courses online through the Withdrawal from All Courses second week of the term. Please refer to the In order to gain necessary background or An official withdrawal refers to an action taken by University Add/Drop Policy for details on enhance general knowledge, students may audit a student to discontinue enrollment after the drop course drops. graduate courses for no credit. The permission of period has expired. The course is recorded on the • Email to Office of Enrollment Services - A the program director is required in every case. transcript with a grade of W. student may notify the Office of the Registrar Laboratory courses, fieldwork and practica may • Course Withdrawals/Partial Withdrawals - of their intent to withdraw from the university not be audited. The student who wishes to audit when a student withdraws from one or more via their MyLIU e-mail account. Due to must pay half the regular tuition and fees for the classes, but remains enrolled in at least one FERPA regulations, the university will not course. His or her transcript will show that the class. respond to requests from outside email sources. course has been audited. Students who audit must • Term/Session Withdrawals/Complete In the body of the email, the student must state submit audit forms at the time of registration. Withdrawals - when a student drops or their intent to withdraw from a course, session, withdraws from all of his/her courses in a or term. Please include your student ID number Maintenance of Student current term. This can occur at one time or over and direct contact information. a period of time within a term. Standing Unofficial Withdrawal Withdrawal Impacts An unofficial withdrawal refers to a student who It is expected that students will fulfill the fails to attend or ceases to attend one or more Effective Date of Withdrawal requirements for their degrees or advanced classes without officially withdrawing from the • Official Withdrawals: The withdrawal date will certificates by registering over successive university. The course is recorded on the student's be recorded with an effective date when all semesters either by attending classes or transcript with a grade of UW. forms are completed, signed and returned to the maintaining matriculation. A degree candidate Office of the Registrar. The university has a who stops out for one or more semesters must published Appeals Policy for students who apply to the dean for maintenance of matriculation Course Drop wish to appeal their official withdrawal date. prior to or during the registration period, if A course drop is an action taken by a student prior • Unofficial Withdrawals: The withdrawal wishing to continue under the requirements in to the start of, or during the term. The dropped determination date for students who do not effect when admitted. A maintenance of course does not appear on his/her transcript. Please officially withdrawal will be recorded as the matriculation fee must be paid during the refer to the University Add/Drop Policy for details last date of the term. For Federal financial aid registration period of each inactive semester on course drops. purposes, it will be assumed that the student (excluding summer sessions). Maintenance of unofficially withdrew at the midpoint of the matriculation does not extend the time limit for term. See Grading Policy for additional details. Official Withdrawal Deadlines completion of studies. Student who do not enroll • Complete Term/Session Withdrawals - Refunds in coursework or for maintenance of matriculation Students may officially withdraw from the A student may make a written request to for a regular fall or spring term will be required to university prior to the start of finals. withdraw from one or more courses before the end gain readmission into the program in order to • Summer Session Withdrawals - Students may of the semester. If the request is approved by the enroll further. Degree requirements that are in officially withdraw from the university prior to dean, the student will receive a refund as indicated effect at the time of readmission will be applied to the start of finals for the session. in the "Graduate Tuition and Fees, Tuition the student unless permission is granted by the • Winter Session Withdrawals - Students may Liability and Refund Policy" section of this dean to follow original degree requirements. officially withdraw from the university on or bulletin. Late withdrawal can make the student Students serving in the Armed Forces of the before the seventh day of the session. ineligible for any refund. Withdrawal prior to the United States maintain their standing • Course Withdrawals/Partial Withdrawals - beginning of the semester or session entitles the automatically during their time of service. They Students may officially withdraw from one or student to a complete refund of tuition, excluding are, however, required to inform the campus of the more classes through the 10th week of the term. applicable deposit or registration fee. dates of entrance into military service and Please refer to the Academic Calendar in the termination of active duty. campus bulletin on the university website for Administrative Matters specific dates in each term. Withdrawal Cancellation of Courses
The university reserves the right to cancel Students must initiate formal withdrawal Withdrawal Methods undersubscribed courses. When it does so, there is procedures. Failure to do so may result in loss of The university permits students to withdraw from no program change fee. possible refunds and/or inaccurate records of a course, session, or term in the following manner: academic performance. Students may withdraw
Page 15 LIU Hudson Bulletin 2015 - 2016 Bulletin 2015 - 2016
GRADUATE TUITION AND FEES Weeks 5+ 100% 2015-2016 Summer and Other Multi-Week Sessions Seven Weeks or Greater Period Liability Students are billed for tuition and fees at the time of registration. Room and Week 1 0% board charges are reflected at the time of room assignment. Students must make satisfactory payment arrangements prior to the start of each term or Week 2 50% before moving into residence halls to remain in good financial standing. Week 3+ 100% Students must make acceptable payment arrangements or officially Summer and Other Multi-Week Sessions Less Than Seven Weeks withdraw prior to the start of classes to remain in good financial standing. Acceptable payment arrangements include: Period Liability • Payment in full using check or credit card; Day 1-2 0% • Approved financial aid covering all charges; • Signed and approved University Payment Plan Agreement Form; and/or Day 3-5 50% • Participation in an approved third-party payment agreement. Day 6+ 100% A student who complies with any of the above shall be considered in good Students requesting a review of their assessed tuition and fee liability must financial standing, so long as all conditions are met throughout the term. All complete the appeals form for student withdrawals in accordance with payment arrangements must be completely satisfied or late payment fees university policy and submit all required supporting documentation. Detailed and/or penalties will be applied to your account. If your balance becomes policies and procedures can be found at www.liu.edu/enrollment-services. seriously past due and no arrangements are made, the university will refer it to an external collection agency or law firm, where additional fees and penalties may be charged to your account. All policies can be found online at Student Health Insurance www.liu.edu/enrollment-services. Long Island University has partnered with Gallagher Koster to develop a cost-effective Student Health Insurance Plan that provides our students and Tuition and Fees families with robust medical coverage at school, back home, and while
traveling or studying abroad. All international and clinical students qualify and Application Fee (non-refundable) $50 are automatically enrolled in the plan but can waive participation online at Tuition Deposit (non-refundable) 200 www.gallagherstudent.com/liu if they have comparable coverage under a family plan or other policy. Master's Degree and Graduate 1,155 Annual Rates Studies, per credit • Mandatory and Compulsory/Hard Waiver Students - $2,193 • Spouse/Domestic Partner - $2,193 Master's Degree and Graduate • Each Additional Child - $2,193 Studies, special programs: Qualifying new students who enter during the Spring or Summer terms can Pharmaceutics, per credit 1,337 participate in the plan with prorated coverage periods and rates. Enrollment/Waiver Periods West Point Military Program, active 635 Annual Plan: July 1 – September 30 duty military personnel and Spring Plan: January 1 – February 15 dependents only, per credit Summer Plan: May 15 – July 1 University Fee: Beginning on July 1st, students can go to their My LIU account and click on the "Student Health Insurance" link from the Student Center Home Page to 12+ credits, per term 884 enroll in the plan, waive coverage, print temporary ID cards, and file or check Less than 12 credits, per term 442 claims. Coverage begins on August 15, 2015, which represents the start of the plan year, and extends through August 14, 2016. You can also visit the A detailed listing of all tuition and fees can be found at Gallagher Koster website directly at www.gallagherstudent.com/liu. www.liu.edu/enrollment-services.
Tuition Liability and Refund Policy
Students are responsible for knowing that they are registered for classes, that they are expected to pay for these classes in a timely manner, and must understand and follow the correct procedures to withdraw from classes. Non- attendance and/or non-payment do not constitute official withdrawal from the university. The calculation of your tuition and fee liability, if any, is based on the date of your official withdowal or drop in accordance with university policy. When a student withdraws, the university will refund tuition and fees as per the following schedules: Fall and Spring Regular Sessions Period Liability
Weeks 1-2 0%
Weeks 3-4 50%
LIU Hudson Bulletin 2015 - 2016 Page 16 LIU Hudson
FINANCIAL AID select the educational loan provider of his or her choice. However, there are a number of Awards Through a mix of personal and online services, independent resources that can be used to evaluate LIU Hudson supports students in managing all Federal Loan Programs and analyze alternative loan options, including aspects of financing their education. The intent is The federal government awards financial http://studentlendinganalytics.com/alternative_loa to help students obtain maximum eligible financial assistance to students according to a variety of n_options.html. aid awards, provide comprehensive counseling, criteria as determined by the United States Students who are considering applying for an optimize payment arrangements, disseminate Department of Education. Benefits from all federal alternative loan, may be required to complete the financial aid and billing information clearly and programs are subject to legislative changes. Free Application for Federal Student Aid (FAFSA) understandably, support the university’s mission of Recipients of federal programs must be U.S. at www.fafsa.ed.gov in order for the university to access and excellence, and increase and assist in citizens or permanent residents. A detailed listing certify loan eligibility. Alternative loans that are student retention efforts. of federal programs can be found online at: used to cover prior semesters may require Using the university’s convenient My LIU http://www.liu.edu/Hudson/FAS. additional information for approval. portal at https://my.liu.edu, the student can view his or her financial aid status and account activity, Scholarships Graduate Assistantships pay bills online, and view "to do" items and A number of scholarships and awards are Graduate assistantships are occasionally "holds" that lead to completion of required tasks to available to LIU Hudson students, including, but available at LIU Hudson for matriculated students. ensure continued enrollment. not limited to, government, corporate, alumni and Assistantships are provided by the university to Staff members are available to assist and advise other awards. All university based scholarships assist students in meeting their tuition obligations regarding financial aid options. Please call 845- and awards are subject to change without notice. while, at the same time, meeting the needs of the 450-7200 or 914-831-2700 to discuss financial aid Students should contact the Office of Admissions campus. A three-credit assistantship requires 150 or to make an in-person appointment. for the most up-to-date details about available hours of work. Generally, assistantships involve To be eligible for financial aid programs, scholarships and awards. some form of office work and students in good graduate students must be registered as at least NOTE: Scholarships are only applicable to standing may apply for and receive an half-time students. While the university defines courses offered at LIU Hudson at Westchester or assistantship more than once while pursuing a half-time as six credits, and full-time status as nine Rockland or at the West Point Education Center. degree. More information is available from the credits per semester, some federal and state With the exception of the Deanna Giordano Office of Admissions in either Rockland or financial aid programs require the student to be Special Education Scholarship, the MBA and Westchester. registered for 12 credits per semester. Continued MPA. Textbook Awards, and the Recommend-A- deferment of undergraduate or graduate loans Friend scholarship, students may receive only one Terms and Conditions depends on the source and conditions of each scholarship award. Scholarship opportunities apply educational loan. Generally, students do not begin only to individuals who are not receiving the off- Awards are not finalized until all requested repayment on federal student loans until six site cohort tuition rate or the military tuition rate. supporting documentation has been properly months after graduation or if enrolled for fewer submitted and reviewed. All awards are subject to than six credits per semester. However, repayment Veteran Benefits funding levels and appropriations by federal and provisions may vary with each type of loan. Veteran benefits provide an accessible path to state agencies. Many aid programs require the Students are urged to check with the agencies graduate education, and LIU Hudson joins our student to be matriculated and in attendance at LIU administering their loans regarding any of the nation in repaying students for their military Hudson on at least a half-time basis. LIU reserves repayment provisions that govern deferment, service. With the Post-9/11 GI Bill, education- the right to adjust or cancel offers of financial cancellation, and special benefits as they enter related benefits, including funds for tuition, assistance if the student makes changes to the repayment phases of their borrowing. housing, books and supplies, are much improved FAFSA, adjusts his or her registration status,
for our veterans. withdraws from one or more courses, or fails to Application Process Additional information can be found online at: maintain good academic standing for financial aid
http://www.liu.edu/Hudson/FAS/Mil-Vets- purposes. LIU also reserves the right to change the All candidates for federal grant and loan Edu/Veterans or by calling: 845-450-7200 or 914- selection criteria, deadlines, and awarding process programs, and New York State awards are 831-2703. for academic awards. required to complete the Free Application for Part-time status, for the purpose of scholarship Federal Student Aid (FAFSA) each year. The and grant renewal, is defined as carrying and FAFSA should be completed online at Private Loans earning a minimum of six credits per semester. www.fafsa.ed.gov. The federal school code for Students who need funding beyond the limits of Unless otherwise indicated, university LIU is 002751. Continuing students at LIU must the Federal Direct Student Loan Program, may assistance is for tuition charges only. Students are reapply for financial assistance each year. wish to consider an alternative loan. These loans advised to inform LIU of any aid received from Applicants for financial aid may expect to be are not guaranteed by the federal government and outside sources, and awards from LIU may be notified of the decision reached by the Office of are considered private loans. Interested students adjusted if such additional assistance is in excess Financial Aid shortly after their files have been are urged to research any lender being considered of estimated need. completed. No action will be taken until the for this type of funding and to specifically ask such key questions as: candidate has been accepted by the Office of Standards for Satisfactory Admissions. • current interest rates • co-signer requirements Academic Progress (SAP) • repayment options, both in school and out • whether or not the loan may be sold to another Federal Financial Aid Programs provider Federal regulations require students to make The university does not have a preferred lender satisfactory academic progress (SAP) toward the for alternative loans; each student has the right to completion of a degree or Title IV eligible
Page 17 LIU Hudson Bulletin 2015 - 2016 Bulletin 2015 - 2016 advanced certificate program in order to receive Withdrawal), ABS (Absent), INC (Incomplete), Title IV financial aid through the Federal Direct and IF (Incomplete Fail) are counted as credits Loan Program. Satisfactory academic progress is attempted but not completed, and do not affect measured qualitatively and quantitatively by two the GPA. components: a student’s cumulative grade point • Repeated classes will count only once towards average (GPA) and the number of credits earned credits completed. A student may receive aid relative to enrollment status. for a repeated class that has been successfully Satisfactory academic progress is measured completed once. annually, at the end of the spring semester, after all • Any departmental requirements that exceed grades have been submitted. Students failing to these standards must be adhered to for the meet the criteria stated below are eligible to appeal purposes of evaluating SAP. this decision if extenuating circumstances played a factor in their academic performance. Examples of such circumstances could include an illness, accident, separation or divorce, or the death of a relative. An appeal must be made in writing to the university and include an explanation of the circumstance(s) that may have adversely affected the student’s ability to meet the academic requirements, and the plan or changes that have occurred which will allow them to make SAP in the future. All appeals must be accompanied by supporting documentation, such as a letter from a doctor or attorney. If an appeal is granted, the student will either be placed on probationary status for one semester during which the student must meet SAP guidelines, or must successfully adhere to an individualized academic plan that was developed for him/her by an academic advisor as part of the appeal process. Failure to meet these criteria will result in loss of eligibility for Title IV funds. Students wishing to receive Title IV financial aid for summer semesters may have these awards evaluated and offered prior to a determination of SAP. All students receiving summer aid will have their SAP evaluated after all spring grades have been submitted. Students not making adequate progress will have their summer aid cancelled, and the student will be liable for all tuition and fee charges incurred unless an appeal is filed and granted as outlined above. The criteria below outline the progress that is required for a full time graduate student to be considered in good standing: SAP Completion Rate Requirement All students must earn at least 67% of their attempted hours. The maximum time frame to complete each degree varies by department and is outlined in the bulletin under the specific degree program. SAP GPA Requirement Students who have earned fewer than 13 credits must maintain a 2.5 GPA; students who have earned 13 credits or more must maintain a 3.0 GPA
Notes: • Progress standards for part-time students are prorated based upon the criteria above. • Qualifying transfer credits are counted as both attempted and earned credits but have no effect on the GPA. • Grades of W (Withdrawal), UW (Unofficial
LIU Hudson Bulletin 2015 - 2016 Page 18 LIU Hudson
SERVICES AND RESOURCES skills need to be refined. As a result, LIU Hudson regularly offers a low cost professional writing Veteran Services workshop that combines individualized, small group, and online instruction. LIU Hudson has a proud and distinguished Career Preparation Resources history of serving its nation’s military veterans and Each semester, LIU Hudson provides Public Safety active duty service members. In fact, citing its help opportunities for students to avail themselves of with tuition costs, college credit for military onsite resume and cover letter writing assistance. At the Rockland campus, public safety and training and on-campus services for veterans, LIU Students in Teacher Education and Counseling security support is provided by private security for Hudson has been listed as a "Military Friendly programs may participate in a mock interview scheduled classes throughout the year. Atlas School" in G.I. Jobs, a veteran-owned publication night each semester. Students are given Security is on site to assist students, faculty and that serves former service members. certification and licensure information onsite by staff with safety issues and concerns and parking A supportive community of staff and faculty is faculty program directors, and certification issues. The non-emergency number is (845) 450- dedicated to seeing veterans succeed. To officers. Full time faculty provide job search 5405; Atlas Security can be reached at 845-591- accomplish this mission, LIU Hudson provides the guidance based upon their years of expertise in the 7820. The Orangetown Police Department, which resources needed to pursue educational field and their professional networks. can be reached at 845-359-3700, provides another, opportunities while balancing the demands of life 24 hour, layer of service and protection. both inside and outside the classroom. A team of Information Technology At the Westchester campus, public safety and professionals is ready to offer information about security support is provided by the New York admissions requirements, veterans’ benefits and George Baroudi, Vice President for Information State University Police, a full-time law financial aid; academic and career advising, and Technology & CIO enforcement agency that provides service and other support services. IT recognizes the ever-growing need for our protection for the campus and associated facilities Mary Beth Leggett is the contact person for students to have the newest, most efficient tools 24 hours a day, 7 days a week. University Police veterans interested in studying at LIU Hudson. She available at their disposal. For all of our are available to assist students, faculty, and staff may be reached at the West Point Education programs, students have hardware and software with public safety issues and concerns, and is Center: 845-446-3818 or at support available both onsite and remotely. This charged with enforcing campus parking and other [email protected]. comprehensive information technology Purchase College policies. There are 44 infrastructure is essential to ensure that our emergency blue light phones strategically located students, faculty and staff can do their work with throughout the campus. These blue light phones ease, have the advantages of cutting-edge are directly connected to the university's Office of technology and quickly and reliably exchange Police Communications. information. Students in our online programs have It is the goal of the university police to manage access to a 24/7 help desk. a transparent agency that complies with the My LIU Federal Student Right-to-Know and Campus The university’s My LIU portal provides Security Act (public law 101-542) that serves the students with convenient access to information campus community in a professional, caring and about their records including financial aid, billing, compassionate manner. The non-emergency grades, class schedule, e-mail account and more. number is (914) 251-6900. The emergency All students will receive a letter from the Office of number is (914) 251-6911. Student Services with details about how to login to Advisory Committee on Campus Security my.liu.edu and access the resources available to In compliance with New York State Education them. Law Art. 129-A, The Advisory Committee on Student emails Campus Security is comprised of six members: Each student is assigned a university email two students, two faculty members, and two address to use for corresponding with university campus administrators. The purpose of the faculty and staff. Students can check their e-mail committee is to review policies and make by logging into https://my.liu.edu. If you have any recommendations regarding educating the campus trouble accessing your My LIU account, please community with respect to personal safety and check with the Office of Information Technology crime prevention, sexual assault, domestic at LIU Hudson. violence and stalking; reporting sexual assaults, IT Website: http://it.liu.edu domestic violence and stalking and assisting IT email: [email protected] victims during investigations. The committee reports annually, in writing, to the chief operating officer of LIU Hudson. Professional Writing Workshop
LIU Hudson offers a low cost professional Students With Disabilities writing workshop to meet the needs of graduate students whose writing skills need attention. Students with disabilities needing Students are sometimes referred by a faculty accommodations should contact Dr. Iris Goldberg, member who takes note of a writing issue in class, chair of the LIU Hudson 504 Committee at 914- or at other times self-refer. Those who return to 831-2710 or at [email protected]. school after some time either in the workforce or building their families may find that their writing
Page 19 LIU Hudson Bulletin 2015 - 2016 Bulletin 2015 - 2016
LIBRARY
The LIU Libraries system serves a combined total of more than 20,000 students and more than 600 full- time faculty members across residential and regional campuses. The university’s libraries share many online resources that can be accessed from anywhere at any time via remote access including subscriptions to more than 99,000 online journals; 150 online databases; 155,000 electronic books; and 56,000 files of streaming media. These resources may be accessed via the LIU Hudson homepage at http://www.liu.edu/hudson. Collectively, the libraries house approximately 675,000 print books and more than 14,000 non-print media items. The collections of all LIU libraries are listed in LIUCAT, the library catalog. Books, journal articles and other library materials owned by LIU’s libraries not available at a particular campus can be requested through LIUCAT and through the intercampus library loan courier service. Items not available at LIU libraries can also be requested through interlibrary loan and brought to campus or delivered electronically.
Library orientation is provided at new student orientation sessions each semester and information is provided in the LIU Hudson Student Resource Book. LIU Hudson is a member of the Westchester Library Association Consortium which gives Hudson students access to the many resources of the entire Westchester County Library System. Both the Westchester and Rockland sites maintain collections of assessment materials for use by teacher education, school counseling, mental health counseling, school psychology and marriage and family therapy students. Rockland also maintains an up-to-date children’s literature collection used for classroom instruction and literacy and special education practice. In addition, students, faculty, and staff at the Westchester site may also use the services and collections of the SUNY Purchase College Library.
LIU Hudson Bulletin 2015 - 2016 Page 20 LIU Hudson
BUSINESS ADMINISTRATION
The graduate program in Business Administration provides a solid foundation in the theories and applications required for effective management. The M.B.A. prepares decision-makers who will be able to deal with an ever-changing business environment. It is designed for those who wish to upgrade their professional credentials, whether they are currently employed or aspire to positions of responsibility in business or in such fields as health, government, non-profit organizations and the arts. The M.B.A.. program is offered at both the Rockland and Westchester campuses of LIU Hudson. It meets the highest standards in curriculum and instruction, and its schedule and delivery make it a practical undertaking for the part-time student who has work or family responsibilities. All courses are taught by faculty practitioners with advanced academic credentials and extensive experience in their areas of expertise. The M.B.A. is a 33 to 42 credit program (dependent on prior academic achievement and work experience)with three areas of concentration: finance, management, and healthcare sector management. In keeping with LIU's commitment to access and excellence, all courses are offered evenings and weekends in eight-week or sixteen-week cycles designed for working professionals. Special features of the program include:
Fast Track: The program can be completed in 24 months or less.
Practical Orientation: Students have extensive and direct contact with experienced faculty practitioners, who bring a real-world orientation to the classroom.
Critical Competencies: The program focuses on the mastery of skills in communication, teamwork, diversity management, financial analysis, strategic thinking, and leadership, the kinds of vital skills required for effective managerial performance.
Cohort System: Students entering the program at the same time will usually take courses together throughout the 24-month period. This cohort system affords mutual support while fostering team leadership and project management skills. Individual arrangements are made to accommodate different entry points or special scheduling needs.
Prospective students are invited to meet with the M.B.A. program director in a personal interview on-site. A careful assessment of each candidate's educational background, professional experience, and career goals is part of the admissions process and ensures that enrollment is a sound decision for each applicant.
Inquiries may be directed to:
Dr. Kevin R. Nash, Program Director, Business Administration 914-831-2711(Westchester); 845-450-5410 (Rockland) [email protected]
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Advanced Business Core For the Health Care Management Concentration: Admission Requirements Three courses (9 credits) at the 600 level Four advanced courses (12 credits) at the 700 level Electives in Healthcare Sector Management Full Matriculant Status Requirements Four advanced courses (12 credits) at the 700 level Capstone Course: One course (3 credits) at the The standards for admission as a full Capstone Courses 800 level matriculant into the graduate program are as One Business Policy course (3 credits), at the 800 HCM 810 Health Care Sector 3.00 follows: level Management Capstone • Bachelor's degree from an accredited institution The general business core courses are OR • Minimum undergraduate GPA of 3.0 particularly important for students who have not MBA 811 Business Policy 3.00 • Official transcripts from all colleges and had previous work in economics or business, or universities previously attended (foreign who lack comparable business experience. *42 Credits will be required only for those wishing documents must be assessed by a certified Students who completed business courses as an to pursue the MBA who have no relevant business agency that evaluates international transcripts). undergraduate may qualify for a reduction of some experience and who would, as a provision of their • Two letters of recommendation or all of the general business core courses, program acceptance, be required to complete this • A written statement outlining the applicant's reducing the total requirements of the program. three credit internship. objective for seeking admission to the M.B.A. Information about course waivers is found below. Minimum GPA: 3.00 program Waivers • Current resume Students with undergraduate and/or graduate Advanced Certificate in Business • Official score report of the TOEFL business administration training may petition the examination, required of all applicants with program director to waive courses in the general Administration: Finance
degrees from foreign colleges or universities business core. Students must have received grades This graduate certificate is designed for those Limited Matriculant Status Requirements of at least 3.0 (B) in two courses for each general who aim to advance in their careers but may not A student admitted with technical or academic business core course to be waived. They must also have a background in accounting or finance and deficiencies will be classified as a limited submit college catalogue course descriptions. If need to acquire a sound knowledge of the matriculant student. A limited matriculant may courses are waived for students, their performance principals of finance. The advanced certificate enroll for a maximum of 12 credits before in the remaining general business core courses will will enhance the understanding of accounting, applying for full matriculation. If full be used to assess eligibility for MBA corporate finance, money and banking. matriculation status is not attained after nine matriculation. This program is offered as a 12-credit, 4-course credits, the student may not enroll for any sequence and can be completed in two semesters. additional credits in the degree program. M.B.A. in Business Administration Students may also obtain the certificate as a The standards for admission as a limited [Program Code: 87303] concentration within LIU Hudson's 33-42-credit matriculant are as follows: General Business Core: Six courses (18 credits) M.B.A. program. at the 500 Level • Bachelor's degree from an accredited institution • Minimum undergraduate GPA of 2.5 GBA 520 Business Internship* 3.00 Advanced Certificate in Business • Official transcripts from all colleges and GBA 512 Principles of Management 3.00 universities previously attended (foreign Administration: Finance and Leadership documents must be accompanied by a certified 12 Credits Required English translation) GBA 515 Managerial 3.00 [Program Code: 89337] • Two letters of recommendation Communications GBA 518 21st Century Financial 3.00 • A written statement outlining the applicant's Management GBA 517 Fundamentals of 3.00 objective for seeking admission to the M.B.A. Management Information GBA 519 Business Statistics for 3.00 program. Systems Operational Decision • Current resume Making • Official score report of the TOEFL GBA 518 21st Century Financial 3.00 examination, required of all applicants with Management MBA 624 Financial Services in 3.00 degrees from foreign colleges or universities Global Capital Markets GBA 519 Business Statistics for 3.00 Reclassification From Limited to Full Operational Decision FIN 704 Financial Report Analysis 3.00 Matriculant Status Making Minimum GPA: 3.00 A student admitted as a limited matriculant may achieve full matriculant status by: Advanced Business Core: Three courses (9 • Maintaining a 3.0 cumulative GPA in 9 credits credits) at the 600 level Advanced Certificate in of graduate level courses as a limited MBA 624 Financial Services in 3.00 Healthcare Sector Management matriculant Global Capital Markets • Submitting all required documentation MBA 632 Marketing Management 3.00 This graduate program is designed for
and Strategy individuals aspiring to advance to middle- and M.B.A. in Business upper-management positions in the healthcare MBA 633 Organizational Behavior 3.00 industry. It develops competencies in: Administration in a Global Society • finance
Concentration Electives: • management Degree Requirements For the Finance or Management Concentration: • organizational dynamics The M.B.A. curriculum has four levels: Four advanced courses (12 credits) at the 700 • information management systems and General Business Core level in Management or Finance • various other areas critical to the complex and Six courses (18 credits) at the 500 level dynamic healthcare field.
Students acquire the tools necessary to manage
LIU Hudson Bulletin 2015 - 2016 Page 22 LIU Hudson effectively in a wide range of healthcare organizations. The Advanced Certificate in Healthcare Sector Management graduate certificate consists of four courses totaling 12 credits and can be completed in two semesters. Students may also obtain the certificate as a concentration within LIU Hudson's 33-42-credit M.B.A. program.
Advanced Certificate in Healthcare Sector Management [Program Code: 33901] 12 Credits Required HCM 710 Health Care Sector 3.00 Organization
HCM 720 Health Care Sector 3.00 Finance
HCM 730 Health Care Sector 3.00 Information Management
HCM 750 Advanced Seminar in 3.00 Health Care Sector Management Minimum GPA: 3.00
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Business Administration Courses Credits: 3 offering a broad based introduction to the financial Rotating Basis world, the changing role of competitive financial institutions and the effects of these changes on GBA 518 21st Century Financial Management fiscal and monetary policy. The course will also General Business Core This course is designed to integrate theories of provide a focus on the major social, political and accounting, financial management and analytical economic forces and how they are affected by both GBA 512 Principles of Management and problem solving into a working knowledge of the public and private decisions and realities. Leadership techniques of financial decision making for Credits: 3 This course emphasizes the leadership dimensions organizations. Topics covered include, but are not Rotating Basis of business management. Conceptually, it exposes limited to: the fundamentals of managerial the student to a range of perspectives on accounting, profit planning and budgeting, analysis MBA 632 Marketing Management and Strategy management and leadership. It covers the various of managerial accounting data, and the link This course focuses on strategic planning, problem- research approaches to leadership, the roles played between accounting data and strategic planning. solving, and management of the marketing by business managers, and the competencies Credits: 3 function. The principal components of marketing required for effectiveness. Experientially, it helps in Rotating Basis operations, including product development, assessing one's own leadership abilities, offers promotion, pricing and distribution will be GBA 519 Business Statistics for Operational practical training in skills critical to business discussed, as well as the processes, concepts, and Decision Making success, and provides the opportunity to create methods of marketing strategy at both the product This course presents an overview of statistical one's own Leadership Development Plan. level and the corporate level. The marketing concepts and methodologies which can be applied You must be in the Hudson Graduate Business strategies and management practices of as aids to operational decision making in business. Program in order to enroll for this course. contemporary firms will be examined as they relate The course introduces the art and science of data Credits: 3 to industrial and consumer products and services. analysis, scientific inference, estimation, confident Rotating Basis The relation between marketing and other business intervals, hypothesis testing, regression analysis and functions will be reviewed as well. GBA 515 Managerial Communications other quantitative tools. The application of these You must be in the Hudson Graduate Business This course is concerned with improving the way quantitative decision making tools are examined in Program in order to enroll for this course. people within organizations communicate. It important operational business functions such as Credits: 3 includes the interpretation and application of quality management, project management, supply Rotating Basis organizational communication theory for the chain management and inventory management. working or aspiring manager. Topics include Credits: 3 MBA 633 Organizational Behavior in a Global personal communication styles, media and tools for Rotating Basis Society the manager/communicator, organizational This course analyzes both the formal and informal GBA 520 Business Internship communications climate, one-to-one aspects of organizational behavior as well as the This course is designed for students admitted by communications, meetings and conferences, ethical demands on the business organization for special permission into the LIU-Hudson MBA speaking before groups, written managerial social responsibility. Topics cover issues of human program who do not meet the two years full-time communications, planning and producing business behavior in an organizational context, such as work experience entry requirement. Interns will be reports, and advertising managerial individual patterns of motivation and behavior, assigned to a business organization at which they communications. norms and values, ethical dilemmas, will be mentored as they develop basic business You must be in the Hudson Graduate Business communication, teamwork, collaboration versus competencies under the supervision of a site-based Program in order to enroll for this course. conflict, and group dynamics. Organization-wide mentor and the University-based course instructor. Credits: 3 issues such as leadership, superior/subordinate An important focus on the internship is the Rotating Basis relationships, and organizational change are also development of an understanding of the relevance explored. The moral, legal, and political challenges GBA 517 Fundamentals of Management of MBA course topics to real-world workplace which arise as a result of conducting business in a Information Systems challenges. global society are discussed. A survey analysis of the role of information systems Credits: 3 You must be in the Hudson Graduate Business in business strategy. Information systems are shown Rotating Basis Program in order to enroll for this course. to be facilitators of market penetration, competitive Credits: 3 advantage and organizational change. The material Advanced Business Core Rotating Basis is presented within an integrated framework, portraying information systems as being composed MBA 624 Financial Services in Global Capital Finance Concentration of organization, management and technology Markets elements. Topics include: organizational and This course explores how the US and global technical foundations of information systems; FIN 702A Money and Capital Market financial services and capital markets operate. applications of information systems to operational, Applications Macro-economic trends, money markets, the tactical and strategic decision making; management Study of financial markets as allocators of funds banking function, investments and corporate of information as an organizational resource and and distributors of risk. Emphasis is given to the financing techniques are surveyed. Emphasis will various information architectures; emerging new roles and functions of financial intermediaries. be given to understanding the principle forces that information systems technologies; various Theories of financial asset pricing are considered as shape U.S. and global economies and money and approaches to building information systems; and they help to determine risk and return in capital markets. Money creation, the demand for issues related to management of information competitive markets. money, and the relation of money to inflation and systems. The pre-requisite of GBA 518 is required and the financial flows will be reviewed in a national and You must be in the Hudson Graduate Business student must be in the Hudson Graduate Business international context. Interest rates and their Program in order to enroll for this course. Program in order to register for this course. behavior will be examined within the context of
LIU Hudson Bulletin 2015 - 2016 Page 24 LIU Hudson
Credits: 3 considerations, financing aspects, tax and antitrust Cross-Listings: ENT 752, FIN 752, MAN 752 Rotating Basis problems, personnel issues, post-merger integration Rotating Basis and valuation techniques. International and FIN 704 Financial Reports Analysis domestic mergers and acquisitions are considered. Health Care Management Survey of the analytical tools and techniques used Case studies are employed. to evaluate the current financial position of the The pre-requisite of GBA 518 is required and the Concentration firm. Financial reports are analyzed for growth student must be in the Hudson Graduate Business potential, solvency, earnings quality, investments, Program in order to register for this course. HCM 710 Health Care Sector Organization and forecasting implications. Topics include: Credits: 3 This course provides a comprehensive examination business and financial trends, proper adjustments Rotating Basis of healthcare organizations and systems. Students of financial data, cash flow forecasting, estimation examine the healthcare sector from the standpoints of debt risk premiums, and identification of likely FIN 715 International Trade of payers, providers and suppliers. New candidates for acquisition and high bankruptcy risk Includes a review of international trade, its developments in the biotechnology, medical device, firms. magnitude, direction, and industrial classification, pharmaceutical, genomic, and healthcare The student must be in the Hudson Graduate as well as the institutions (GATT, etc.) facilitating information technology industries are reviewed, Business program in order to register for this it. The course focuses on practical techniques and along with an introduction to the major healthcare course. problems of exporting and importing with special legal issues and policy challenges that face managers Credits: 3 attention to small business. Topics include: sources in this sector, including adaptation to new federal Rotating Basis of marketing information, techniques of payment policy initiatives in such areas as Medicare and and collections, currency fluctuation problems and Medicaid. FIN 705 Securities Analysis balance of payments analysis, sources and uses of Credits: 3 Introduction to the theory and practice of security funds to finance foreign trade, and government analysis, including the valuation of individual Rotating Basis assistance. securities, valuation of the stock market as a whole, The pre-requisites of GBA 518 and MBA 632 are HCM 720 Health Care Sector Finance portfolio management and investment strategies. required and the student must be in the Hudson This course focuses on the application of financial Investment risks will be analyzed and measurements Graduate Business program in order to register for analysis to decision-making in the healthcare sector. of risk, including duration and convexity, will be this course. The course will cover a range of topics reflecting the examined. An introduction to derivative securities Credits: 3 complexity of healthcare finance, such as revenue and international investments will be included. Rotating Basis generation for healthcare institutions, departmental The pre-requisites of GBA 518 and FIN 704 are budgeting and monitoring, managed care required and the student must be in the Hudson FIN 750 Financial Problems Seminar contracting issues, collective bargaining agreements, Graduate Business program in order to register for Selected foreign and domestic financial and financial reimbursement and fee-for-services this course. economic developments are analyzed. Emphasis is methodologies, cash flow projections, cost Credits: 3 upon integrating acquired financial knowledge with accounting and financial reporting. Rotating Basis the problems under study. Credits: 3 The pre-requisite of GBA 518 is required and the FIN 707 Portfolio Management Rotating Basis student must be in the Hudson Graduate Business This course considers the most effective methods of Program in order to register for this course. HCM 730 Health Care Sector Information meeting investment objectives for individual and Credits: 3 Management institutional portfolios (specifically pension funds, Rotating Basis The goal of this course is to prepare students to endowment funds and mutual funds). Focus will manage and maximally utilize healthcare begin with dedicated equity and fixed income FIN 752 New Venture Creation management information systems to accomplish portfolios and then progress to asset allocation and Managing and financing a new venture, whether as their professional objectives. Students will management strategies for mixed portfolios. a new corporate entity or as an independently understand the role information technology plays Alternative techniques for managing risk, including initiated business of one's own, is both a in a variety of healthcare processes. The course will derivatives, will be explored. Portfolio management, management and finance challenge of the first address the use of a number of existing core implementation and performance measurement order. Tomorrow's business leaders need to develop databases, including financials, sales, and human will be analyzed and appraised in terms of and understand the entrepreneurial spirit. They resources. It will examine new information economic shifts, yield curve changes, tax and legal need to understand what transpires before, during, technologies that have been developed specifically considerations. The course makes heavy use of and after the decision to create or implement a new for consumer directed healthcare, and other recent computer programs for portfolio management and venture, be it in a small or larger enterprise. This industry developments. analysis. Actual individual and institutional course equips the student with the skills needed to Credits: 3 portfolios, managed by large and small institutions, grasp and implement the general managerial Rotating Basis will be examined. responsibilities required to be a successful venture The pre-requisites of GBA 518, FIN 704 and FIN creator. It also provides training in how to create a HCM 750 Advanced Seminar in Health Care 705 are required and the student must be in the business plan, determine ethical decision making, Sector Management Hudson Graduate Business program in order to and assess deal valuation. Additionally, the student The goal of this course is to deepen the managerial register for this course. learns the various resource requirements, finance and analytical competencies needed to assess Credits: 3 options, and methods to obtain funding for current regulatory, legal, organizational, and Rotating Basis prospective ventures. financial issues and to ensure that quality
The student must be in the Hudson Graduate healthcare services are delivered to patients and FIN 710 Corporate Mergers and Acquisitions Business program in order to register for this other stakeholders. Based upon an understanding Study of business enterprise growth through merger course. of contemporary healthcare organizations and the and acquisition. Topics include premerger planning Credits: 3 dynamic forces in the healthcare industry and fact finding, legal and accounting
Page 25 LIU Hudson Bulletin 2015 - 2016 Bulletin 2015 - 2016 environment, this course emphasizes the healthcare development, labor relations and employee services. prospective ventures. executive's role in setting management strategy, These activities are viewed from the position of The student must be in the Hudson Graduate building a strong management team, and both the large and small firm. Business program in order to register for this empowering the employee workforce. You must be in the Hudson Graduate Business course. Credits: 3 Program in order to enroll for this course. Credits: 3 Rotating Basis Credits: 3 Cross-Listings: ENT 752, FIN 752, MAN 752 Rotating Basis Rotating Basis Management Concentration MAN 724 Organizational Development Capstone Courses Survey of contemporary training and development MAN 702 Theories of the Organization problems with emphasis on the relationship Survey of organizational theories with particular between development and the organization's HCM 810 Health Care Sector Management emphasis on goal setting, assessing, achievement personnel decisions. Techniques of personnel Capstone and displacement. Topics include: the relationship training are examined, along with approaches to This course, taken in the final semester of the MBA of authority, role responsibility, organizational organizational change. Program, constitutes a practical application of structure, design and culture. Students will You must be in the Hudson Graduate Business principles learned in the Advanced Seminar (HSM diagnose organizational functions, analyze Program in order to enroll for this course. 750). It involves completion of an individual study deficiencies and determine ways of adapting Credits: 3 project in healthcare management based on a real- organizational structure to realize goals. Rotating Basis world problem in healthcare. Under faculty You must be in the Hudson Graduate Business supervision, each student will select a current Program in order to enroll for this course. MAN 725 Work People and Productivity problem in healthcare -- typically within his/her Credits: 3 Analysis of the problems of the occupational current organization -- to examine in detail. Rotating Basis environment in small and large enterprises. Students will be expected to research the issue; Emphasis on the practical problem-solving that is of draw upon previous coursework in management, MAN 703 Project Analysis and Program immediate concern to the participants. Topics organizational behavior, and financial analysis; Management include: survey of new approaches to motivation, produce practical strategies to resolve the problem Survey of managerial criteria for effective project attitudes, job satisfaction, job enrichment, and to implement workable solutions. Students will planning and management. Topics discussed: monotony, fatigue, working conditions and conflict share progress on their respective projects in class establishment of objectives, cost benefit analysis, resolution, quality circles, and productivity. meetings and a written report (in three parts) will planning methods, organizational concepts, causes You must be in the Hudson Graduate Business be submitted by each as a final requirement for of conflict, conflict resolution, and options in Program in order to enroll for this course. graduation. allocation of resources. Credits: 3 The pre-requisite of HCM 750 is required. You must be in the Hudson Graduate Business Rotating Basis Credits: 3
Program in order to enroll for this course. Rotating Basis Credits: 3 MAN 750 Management Seminar Rotating Basis Limited to advanced MBA students, this seminar MBA 811 Business Policy offers an opportunity to examine critical issues that An examination of the fields of policy making and MAN 704 Managerial Planning and Control arise in the management of business organizations. management that integrates the work covered in the Systems This course focuses on the special challenges of graduate business curriculum. The viewpoint is Formulation of integrated long-range and strategic managing organizational change – a critical core that of senior general managers who set company- plans relating to organizational objectives, expense competency for the business organization and the wide objectives and coordinated departmental centers, performance centers and investment ultimate test of leadership for the business executive policies and activities. As an integrating experience, centers. Also studied are methods of performance You must be in the Hudson Graduate Business students are expected to bring their acquired measuring and information handling. Program in order to enroll for this course. business knowledge to bear on managerial decision- You must be in the Hudson Graduate Business Credits: 3 making. Through readings in strategic Program in order to enroll for this course. Rotating Basis management, case analyses, and a computer-based
Credits: 3 simulation, students take the role of executive team MAN 752 New Venture Creation Rotating Basis members to test their skill in the use of financial, Managing and financing a new venture, whether as marketing, and management variables in MAN 705 Management Decision Theory a new corporate entity or as an independently competition with other student teams on the Survey of the decision-making processes and initiated business of one's own, is both a campus and in other universities. Selected guest methods for examining, defining, analyzing and management and finance challenge of the first lecturers and a major written project round out the solving complex problems. Emphasis is on defining order. Tomorrow's business leaders need to develop learning experience. objectives, value systems and methods for and understand the entrepreneurial spirit. They You must be in the Hudson Graduate Business identifying and assessing alternative courses of need to understand what transpires before, during, Program in order to enroll for this course. action. and after the decision to create or implement a new Credits: 3 You must be in the Hudson Graduate Business venture, be it in a small or larger enterprise. This Rotating Basis Program in order to enroll for this course. course equips the student with the skills needed to Credits: 3 grasp and implement the general managerial Rotating Basis responsibilities required to be a successful venture creator. It also provides training in how to create a MAN 722 Human Resource Management business plan, determine ethical decision making, A review of the major areas of human resources and assess deal valuation. Additionally, the student administration. Topics include: selection and learns the various resource requirements, finance replacement, compensation, training and options, and methods to obtain funding for
LIU Hudson Bulletin 2015 - 2016 Page 26 LIU Hudson
COUNSELING, PSYCHOLOGY AND THERAPY
School Psychologists, School Counselors, Mental Health Counselors and Marriage and Family Therapists are in increasing demand by community, educational, health and other organizations. These professionals play vital roles in helping children, young people and adults to face the demands and stresses of a complex world. The Master's degree programs in counseling, psychology and therapy offered at LIU Hudson prepare students for a wide variety of professional careers in the areas of School Counseling, School Psychology, Mental Health Counseling and Marriage and Family Therapy. New York State law requires individuals to hold a master's degree and obtain state licensure in order to work as marriage and family therapists or mental health counselors. The Master's degree programs in School Counseling and School Psychology lead to eligibility for New York State certification in these professions. Specialized programs are available to prepare for state certification in Bilingual School Counseling and Bilingual School Psychology. In addition, the Rockland campus offers a 12 credit Advanced Certificate in Crisis Management. All Hudson campuses offer the Advanced Certificate in School Counseling for those seeking the additional credits required for permanent certification. An Advanced Certificate in Mental Health Counseling is also available at the Hudson campuses. This NYS approved bridge program offers the opportunity for individuals with a Master’s degree in school counseling, psychology, marriage and family therapy or other related professional area to meet the educational requirements for licensure as mental health counselors in NYS. The Westchester campus offers New York State Office of Alcohol and Substance Abuse Services (OASAS) approved CASAC (Certified Alcohol and Substance Abuse Counselor) tracks in both the M.S. in Mental Health Counseling and M.S. in Marriage and Family Therapy programs. The School Psychology program is located at the Westchester campus. The Marriage and Family Therapy program is located at the Westchester and West Point campuses, although courses may be taken in Rockland by permission of the program director.
Inquiries at the Rockland campus and the West Point Education Center may be directed to:
Dr. Thomas J. Nardi, Director of Counseling Programs LIU Hudson at Rockland and the Army Education Center at West Point 845-450-5429 [email protected]
Mary Beth Leggett, Center Coordinator at West Point Education Center 845-446-3818 [email protected]
Inquiries at the Westchester campus may be directed to:
Dr. Beth A. Weiner, Program Director, Counseling, Psychology and Therapy Programs LIU Hudson at Westchester 914-831-2717 [email protected]
Page 27 LIU Hudson Bulletin 2015 - 2016 Bulletin 2015 - 2016
SPC 653 Understanding Human 3.00 (Bilingual) 3.00 M.S.Ed. in School Counseling Development II In lieu of 6 credits of electives: SPC 745M Multicultural and Diversity Issues in SPC 654 Introduction to 3.00 Candidates for the M.S.Ed. in School Counseling 3.00 and Counseling Process and Counseling learn to assist students in public and TED 516 Learning in Bilingual /Multicultural Application I private elementary, middle and secondary schools Settings 3.00 by providing counseling in such areas as academic SPC 656 Introduction to 3.00 For those who already possess school counseling advisement, school success and college placement, Counseling Process and certification and are seeking the bilingual as wellas help with behavioral and personal Application II extension, the following courses are taken through problems. the 15 credit Advanced Certificate Bilingual SPC 657A Family Counseling 3.00 The programs make use of an integrated Extension: didactic and experiential approach. Students are SPC 660A Practicum in Group Work 3.00 SPC 745M Multicultural and Diversity Issues in given personalized advisement about the I Counseling 3.00 and internships and electives which will best serve TED 516 Learning in Bilingual /Multicultural SPC 660B Practicum in Group Work 3.00 their future career goals. Settings 3.00 II Admissions Requirements for School SPC 601 Fieldwork: Directed Observation and Counseling SPC 661A Individual Practicum I - 3.00 Practice in Schools 1. Bachelor's degree from an accredited institution School SPC 661B Individual Practicum– School 2. Undergraduate minimum GPA of 2.75 (Bilingual) 3.00 SPC 661D Individual Practicum II - 3.00 3. Two professional letters of reference (e.g. from SPC 668B Diagnostic Tools for Measurement: School academic instructors or professional Emphasis on Bilingual Testing 3.00 supervisors) SPC 668A Diagnostic Tools for 3.00 4. Personal essay including a statement of Measurement In addition, please note that for bilingual professional goals certification, students must demonstrate oral and SPC 682 World of Work: 3.00 5. Current resume written proficiency in English and in the target Assessment of Individual 6. Academic writing sample (e.g., term paper, language by earning a passing grade on the New Needs and Needs of research paper) York State Bilingual Education Assessment Society 7. Interview with program director or designated Examination. faculty member SPC Elective* 3.00 Minimum GPA: 3.00 Degree requirements or 1. Completion of all coursework with GPA of 3.0 CPT PROVISIONAL AND PERMANENT STATE or better CERTIFICATION SPC Elective* 3.00 2. Passing the comprehensive examination At the completion of these 48 credits, child or 3. Demonstration of interpersonal competencies abuse detection, violence prevention, DASA CPT and emotional maturity associated with workshops, and fingerprint processing, students effective counseling outcomes 2 of the following courses are required:* are eligible for the New York State Provisional 4. Successful completion of Child Abuse SPC 745C College Admission 3.00 Certificate in School Counseling. Provisional Identification, Violence in the Schools Process certification is granted for a period of five (5) Prevention and DASA training workshops. If years. SPC 745H High School Counseling 3.00 completed outside of LIU, documentation must Students may complete an additional 12 credits be provided. SPC 748 Middle School 3.00 towards New York State Permanent Certification 5. Satisfactory completion of internship as Counseling while enrolled or after obtaining the Master's through our Advanced Certificate in School determined by satisfactory ratings from site * Substitutions for these courses may be made Counseling. Permanent State Certification requires supervisor as well as passing grades for all after consultation with advisor. 60 credits in total. Two years of full-time work internship courses. Dismissal from an experience as a counselor (K-12) is also required. internship will result in a grade of F for the Bilingual Track/Bilingual Extension These credits may be completed by taking course and possible program dismissal. Institutional recommendation for the New York electives that are offered throughout the year as State School Counselor Bilingual Extension may well as through summer institutes. M.S.Ed. in School Counseling - 48 credits be earned as part of the 48 credit M.S.Ed in School
This degree meets the academic requirements for a Counseling with the following course Provisional New York State Certificate as a substitutions: Advanced Certificate: Bilingual School Counselor. Please note that other states (In lieu of 6 credits from: SPC 745C; SPC 745H may have their own requirements and/or tests; Extension for School Counselors and/or SPC 748): students should, therefore, consult with the SPC 600B Fieldwork: Directed Observation and Education Department of the particular state for Practice in an Agency Setting (Bilingual) 3.00 and 15 Credits Required current information. SPC 601 Fieldwork: Directed Observation and [Program Code: 37407 WBLESCCRT or 37406 [Program Code:79161 RSCMS; WSCMSED] Practice in Schools 3.00 RBLESCCRT] SPC 615 The World of the 3.00 In lieu of SPC 660B: Prerequisites: Counselor In lieu of SPC 668A: • Prior Certification as a School Counselor SPC 668B Diagnostic Tools for Measurement: • Proficiency in English and one other language SPC 652 Understanding Human 3.00 Emphasis on Bilingual Testing 3.00 SPC 745M Multicultural & Diversity 3.00 Development I In lieu of SPC 661D: Issues in Counseling SPC 661B Individual Practicum– School
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TED 516 Learning in 3.00 M.S.Ed. in School Psychology determined by satisfactory ratings from site Bilingual/Multicultural supervisor as well as passing grade for all Settings The School Psychology program culminates in internship courses. Dismissal from an the degree of Master of Science in Education. It is internship will result in a grade of F for the SPC 668B Diagnostic Tools for 3.00 open to a select group of students. The program course and possible program dismissal. Measurement – Bilingual trains school psychologists as practitioners and The general program includes 60 credits of SPC 661B Individual Practicum – 3.00 teaches the knowledge and skills necessary for course work, practica and an internship. The Bilingual today's practice of school psychology in diverse comprehensive curriculum consists of 24 credits of environments. psychological and educational foundations with a SPC 601 Directed observation and 3.00 The School Psychology program fully prepares developmental emphasis; 27 credits in assessment Practice in Schools students to obtain provisional New York State and intervention, including consultation and Minimum GPA: 3.00 certification as School Psychologists. Upon counseling; and 9 credits in professional school
completion of a two- year supervised work psychology, including internship. The internship Advanced Certificate in School experience, students are eligible for permanent requirement is equivalent to 1200 hours of full- certification. time placement in a school setting. Counseling The program is designed to be completed in M.S.Ed. in School Psychology - 60 credits The Advanced Certificate in School Counseling three years and must be finished within a six-year [Program Code: 93026 RMHCMS; WSPMSED] allows graduates of LIU Hudson, as well as school period. Cohort classes for the School Psychology This degree meets the academic requirements for a counseling graduates from other universities, to program are generally admitted in the fall in order Provisional New York State Certificate as a complete the additional coursework required. By to facilitate progress through the assessment School Psychologist. offering these courses as an advanced certificate, course sequence, although there is a possibility of 3-Year Program Plan we are able to offer this advanced training in a beginning in the Spring or Summer with the SPC 633 Developmental 3.00 cohesive, coherent way which meets current needs permission of the program director. Psychology I and trends in the field of school counseling. Admission Requirements for School Psychology 1. B.A. or B.S. degree from an accredited SPC 704 Educational and 3.00 Advanced Certificate in School institution, with a minimum GPA of 3.00 Psychological Testing and Counseling - 12 credits 2. Minimum of 24 credits in psychology, Measurement [Program Code: 32988 WSCHCNSCRT] education or other relevant major field of study SPC 732 Research Methods 3.00 For students who have completed a 48-credit at the discretion of the program director and/or program in School Counseling at LIU Hudson or full-time faculty member SPC 634 Developmental 3.00 another institution, this advanced certificate meets 3. Personal essay including a statement of Psychology II the additional 12- credit requirement for professional goals SPC 650 Developmental 3.00 permanent New York State certification. 4. An academic writing sample (e.g., term paper, Psychopathology Prerequisite: research paper) • Master’s degree and prior certification as a 5. Two professional letters of reference (e.g.from SPC 657 Group Counseling in 3.00 School Counselor academic instructors or professional Multicultural School Required Course supervisors) Settings 6. College courses in Personality or SPC 745M Multicultural and 3.00 SPC 651 Neuropsychological 3.00 Developmental Theories (or equivalent) and in Diversity Issues in Factors in Cognition Counseling Statistics (Behavioral or Mathematical). These courses are prerequisites to courses taken early SPC 703 Remediation of Learning 3.00 Three Elective Courses from the following in the sequence. Students lacking these courses Problems of Students = SPC 658 The Counselor as a Team 3.00 may apply but may not be matriculated unless TED 600 Intro to Member waived by the Program Director. Students w Learning SPC 745C College Admissions 3.00 7. Current resume Problems 8. Interview with Program Director or designated Process SPC 721A Individual Assessment: 3.00 faculty member Cognitive I (pre-req. 704; SPC 745E Counseling the Special 3.00 Degree Requirements taken concurrently with Education Student 1. Minimum of 60 graduate credits including SPC 722A) SPC 745H High School Counseling 3.00 course work, practica, and internship. Students seeking the bilingual extension complete 66 SPC 722A Individual Assessment: 3.00 SPC 745O Dealing With Loss and 3.00 credits. Personality I ( taken Grief 2. A graduate GPA of 3.25 or better concurrently with 721A) Minimum GPA: 3.00 3. Demonstration of competence in assessment SPC 702 Diagnosis of Learning 3.00 Students who have already taken these or techniques as indicated by grades of B+ or Problems in Students = equivalent courses should meet with the program better in these courses or after review by TED 610 Assessing director to identify appropriate substitutions. In Program Director. Students w Learning addition, students must take the Child Abuse 4. Successful completion of Child Abuse Problems Identification, Violence in the Schools Prevention Identification, Violence in the Schools and DASA training workshops if not already Prevention and DASA training workshops. If SPC 721B Individual Assessment: 3.00 completed. If completed outside of LIU, completed outside of LIU, documentation must Cognitive II (pre-req. documentation must be provided. be provided. 721A) 5. Satisfactory completion of internship as
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SPC 722B Individual Assessment: 3.00 Psychology II (Bilingual) clinical issues ranging from life adjustment Personality II (pre-req. problems to serious mental illnesses. Students are 722A) For those who already possess school psychology trained to be multiculturally competent and certification and are seeking the bilingual sensitive to the needs of diverse populations. This SPC 757 Individual Counseling in 3.00 extension, the following courses are taken through program offers broad training and meets the Multicultural School the 15 credit Advanced Certificate Bilingual academic requirements for New York State Settings Extension: licensure as a Mental Health Counselor. SPC 655 Behavior Management: 3.00 Personalized advisement is given to students about Applications for Children SPC 745M Multicultural and Diversity Issues in the internships and electives that will best serve with Special Needs = Counseling 3.00 and their professional goals. TED 615 Classroom TED 516 Learning in Bilingual /Multicultural Admissions Requirements Mgmt Settings 3.00 1. B.A. or B.S. degree from an accredited college, SPC 724 Assessing the Bilingual Child 3.00 with a minimum GPA of 3.00 SPC 680A Fieldwork: Observation in 3.00 SPC 680B Fieldwork: Observation in School 2. Minimum of 24 credits in psychology (or other School Settings Settings (Bilingual) relevant major field of study in the social (taken concurrently with SPC 781B Internship in School Psychology sciences at the discretion of the program SPC 721B amd SPC (Bilingual) 3.00 director) 722B) 3. Personal essay including a statement of SPC 781A Internship in School 3.00 In addition, please note that for provisional professional goals Psychology I bilingual certification, students must demonstrate 4. An academic writing sample (e.g., term paper, oral and written proficiency in English and in the research paper) SPC 714 Consultation in 3.00 target language by earning a passing grade on the 5. Two professional letters of reference (e.g. from Multicultural School New York State academic instructors or professional Settings = TED 620 Bilingual Education Assessment Examination. supervisors) Collaboration in Inclusive Minimum GPA: 3.00 6. Current resume Settings 7. Interview with Program Director or designated SPC 782A Internship School 3.00 Advanced Certificate: Bilingual faculty member Psychology II Degree Requirements Extension for School 1. Completion of all coursework with GPA of 3.0 SPC Counseling Elective 3.00 or better or Psychologists 2. Passing the comprehensive examination CPR 3. Demonstration of interpersonal competencies 15 Credits Required and emotional maturity associated with [Program Code: 37409 WBLESPCRT or 37408 effective counseling outcomes Bilingual Track RBLESPCRT] 4. Successful completion of Child Abuse Bilingual students in the school psychology Prerequisites: Identification workshop program may elect to take courses to qualify for • Prior Certification as a School Psychologist 5. Satisfactory completion of internship as the Bilingual Extension to the NYS School • Proficiency in English and one other language determined by satisfactory ratings from site Psychology Certificate. The bilingual certification SPC 745M Multicultural & Diversity 3.00 supervisor as well as passing grades for all track and extensions are designed to train bilingual Issues in Counseling internship courses. Dismissal from an psychologists to work with linguistically diverse internship will result in a grade of F for the children and their families. Institutional TED 516 Learning in 3.00 course and possible program dismissal. recommendation for the New York State School Bilingual/Multicultural Psychologist Bilingual Extension may be earned as Settings part of a 66 credit M.S.Ed in School Psychology- SPC 680B Fieldwork: Observation 3.00 Bilingual track with the following 2 additional M.S. in Mental Health Counseling - 60 in School Settings – courses: credits Bilingual Program SPC 724 Assessing the Bilingual 3.00 [Program Code: 31141 WMNTHTHCNS] Child SPC 724 Assessing the Bilingual 3.00 This degree meets the academic requirements for Child New York State licensure as a Mental Health TED 516 Learning in 3.00 Counselor. Upon completion of these academic Bilingual/Multicultural SPC 781B Internship in School 3.00 requirements, 3,000 hours of post-Master's Settings Psychology: Bilingual supervised experience in the practice of mental There are also several course substitutions for the Minimum GPA: 3.00 health counseling and a passing grade on the following in the traditional School Psychology National Clinical Mental Health Counseling program. M.S. in Mental Health Examination (NCMHCE) are required for NYS Counseling licensure. In lieu of SPC 680A: 3-Year Program Plan SPC 680B Fieldwork: Observation in School This 60-credit master's degree program CPT 500 Introduction to Mental 3.00 Settings (Bilingual) prepares students to work in mental health and Health Counseling social service agencies, clinics, hospitals and CPT 501 Counseling Theory and 3.00 In lieu of SPC 781A and SPC 782A: private practice. Students learn individual and Practice I SPC 781B Internship in School Psychology I group counseling techniques, and consultation (Bilingual) and SPC 782B Internship in School skills found to be effective with a variety of
LIU Hudson Bulletin 2015 - 2016 Page 30 LIU Hudson
CPT 502 Counseling Theory and 3.00 M.S. in Marriage and Family Therapy (MFT) Practice II programs. This certification equips mental health Advanced Certificate In Mental professionals with the special knowledge and skills CPT 503 Adult Psychopathology 3.00 to support those dealing with the complexities of Health Counseling
CPT 504 Professional, Ethical and 3.00 these addictions. Integration of the CASAC-T Legal Issues in certification with either of the master’s degrees 24 Credits Required significantly expands the range of professional Counseling [Program Code: 36220 RMTLHLTCRT or 36221 opportunities for those who aspire to careers in CPT 600 Clinical Methods in 3.00 WMTLHLTCRT ] mental health counseling or marriage and family Counseling Prerequisite: Graduate degree in school therapy. counseling, marriage and family therapy or other In recognition of the unique educational CPT 601 Group Counseling Theory 3.00 related professional area and Practice preparedness that an integrated CASAC program CPT 500 Introduction to Mental 3.00 provides, OASAS (Office of Alcohol and CPT 700C Counseling Internship 3.00 Health Counseling Substance Abuse Services) has reduced the 6000 Practicum I hour requirement of non-paid work experience in SPC 633 Developmental 3.00 CPT 701C Counseling Internship 3.00 an appropriate substance abuse treatment setting to or Psychology I Practicum II a 2000 hour requirement. Students who complete SPC 634 Developmental their required MHC or MFT Internship placements Psychology II SPC 600C Fieldwork: Directed 3.00 at an OASAS approved substance abuse setting Observation and Practice CPT 504 Professional, Ethical and 3.00 can also count those hours towards the 2000 hour in Agency Settings Legal Issues in requirement, thereby further reducing the Counseling SPC 633 Developmental 3.00 necessary post-degree hours. Psychology I MHC and MFT graduates who successfully CPT 600 Clinical Methods in 3.00 complete both their CASAC integrated Counseling SPC 634 Developmental 3.00 coursework and internship hours are immediately Psychology II SPC 650 Developmental 3.00 eligible to apply for their CASAC-Training or Psychopathology SPC 650 Developmental 3.00 certificate and take the CASAC-T (Credentialed CPT 503 Adult Psychopathology Psychopathology Alcohol and Substance Abuse Counselor-Trainee) exam. CPT 700C Counseling Internship 3.00 SPC 668A Diagnostic Tools for 3.00 The optional CASAC Education and Training Practicum I (Mental Measurement Program is offered at no additional cost beyond the Health Counseling) SPC 682 World Of Work 3.00 tuition and fees for the MHC and MFT programs. CPT 701C Counseling Internship 3.00 The Mental Health Counseling and Marriage SPC 732 Research Methods 3.00 Practicum II and Family Therapy with CASAC are identical to SPC 745M Multicultural and 3.00 the regular MHC and MFT programs with the SPC 745M Multicultural and 3.00 Diversity Issues in following exceptions: Diversity Issues in Counseling 1. Since the CASAC tracks are specifically Counseling registered by OASAS at the Westchester campus, 9.00 Elective credits total: Minimum GPA: 3.00 the following MHC/MFT courses must be taken CPT Elective 3.00 there: M.S. in Marriage and Family or • CPT 503: Adult Psychopathology SPC • CPT 504: Professional, Ethical and Legal Therapy
CPT Elective 3.00 Issues in Counseling This 48-credit master's degree program or • CPT 600: Clinical Methods in Counseling prepares students to work in mental health and SPC • SPC 650: Developmental Psychopathology • SPC 657A: Family Counseling in an Urban social service agencies, clinics, hospitals and in CPT Elective 3.00 Setting private practice. Students learn counseling or • SPC 732: Research Methods techniques and consultation skills found to be SPC • SPC 745M: Multicultural and Diversity effective with couples and families, and are trained to be multiculturally competent and sensitive to Additional Requirement Issues in Counseling the needs of diverse populations. This program • Child Abuse Identification Workshop 2. In place of the 3 electives, the following 3 leads to eligibility for New York State licensure as Minimum GPA: 3.00 elective courses must be taken: • SPC 502: Substance Abuse Prevention and a Marriage and Family Therapist. Students are given personalized advisement about the Office of Alcohol and Intervention • SPC 675: Techniques of Substance internships and electives that will best serve their Substance Abuse Services Abuse Counseling professional career goals. Admissions Requirements (OASAS) Education and • SPC 678: Physical and Pharmacological Effects of Substance Abuse 1. B.A. or B.S. degree from an accredited college, Training Program with a minimum GPA of 3.00 LIU Hudson at Westchester offers New York 2. Minimum of 24 credits in psychology (or other State Office of Alcohol and Substance Abuse relevant major field of study in the social Services (OASAS) approved CASAC (Certified sciences at the discretion of the program Alcohol and Substance Abuse Counselor) for both director) the M.S. in Mental Health Counseling (MHC) and 3. Personal essay including a statement of
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professional goals SPC 745M Multicultural and 3.00 SPC 745R Resiliency-Focused 3.00 4. An academic writing sample (e.g., term paper, Diversity Issues in Counseling research paper) Counseling Minimum GPA: 3.00 5. Two professional letters of reference from CPT 700M Counseling Internship I 3.00 academic instructors or professional supervisors CPT 701M Internship Practicum II 3.00 6. Current Resume 9.00 elective credits total: 7. Interview with Program Director or designated faculty member CPT Elective 3.00 Degree Requirements or 1. Completion of all coursework with GPA of 3.0 SPC or better CPT Elective 3.00 2. Passing the comprehensive examination or 3. Demonstration of interpersonal competencies SPC and emotional maturity associated with effective counseling outcomes CPT Elective 3.00 4. Successful completion of Child Abuse or Identification workshop SPC 5. Satisfactory completion of internship as Minimum GPA: 3.00 determined by satisfactory ratings from site supervisor as well as passing grades for all internship courses. Dismissal from an internship will result in a grade of F for the Office of Alcohol and course and possible program dismissal. Substance Abuse Services M.S. in Marriage and Family Therapy (OASAS) Education and [Program Code:31140 WMRGFAMTHR] Training Program This degree meets the academic requirements for See above, M.S. in Mental Health Counseling, for New York State Licensure as a Marriage and OASAS description and details. Family Therapist. Upon completion of these academic requirements, 1,500 direct client contact hours of post-Master's supervised experience in Advanced Certificate in Crisis the practice of marriage and family therapy are Management required for licensure. Please note that New York State permits all direct contact hours completed This is a two-semester, weekend-only program, during the Master's program to be applied toward offered at the Rockland campus, that prepares these 1500 hours. In addition, New York State professionals in various fields to: deal with, and requires a passing grade on the "Examination in mitigate, the emotional and psychological impact Marital and Family Therapy" of the AMFTRB. of a crisis. From a mental health perspective, this Required Courses program prepares students to: proactively address CPT 503 Adult Psychopathology 3.00 the first signs of a potential critical event, master techniques and strategies to mitigate the impact of CPT 504 Professional, Ethical and 3.00 a crisis, learn best practices and protocols and Legal Issues in respond compassionately and effectively to Counseling traumatic events in our schools, workplace and CPT 600 Clinical Methods in 3.00 communities. Counseling Advanced Certificate in Crisis CPT 601 Group Counseling Theory 3.00 and Practice Management 12 Credits Required SPC 519 Dynamics of Marital 3.00 [Program Code: 36628 RCRIMGTAC] Interaction Prerequisite: Minimum of a bachelor’s degree SPC 633 Developmental 3.00 in counseling, psychology, social work, education Psychology I or a related area Required Courses SPC 634 Developmental 3.00 Psychology II CPT 740 Approaches to Trauma 3.00
SPC 650 Developmental 3.00 SPC 648 Best Practices in 3.00 Psychopathology Systemic Crisis Managment SPC 657A Family Counseling in an 3.00 Urban Setting SPC 649 Developing a Holistic 3.00 Mental Health Crisis SPC 732 Research Methods 3.00 Management Plan
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Counseling, Psychology and instruments including structured clinical interviews CPT 504 Professional, Ethical and Legal Issues in and self-report scales such as the MCMI-III (Millon Therapy Courses Counseling Clinical Multiaxial Inventory). We will review the This course will provide an overview of the ten personality disorders outlined in the DSM and
significant ethical and legal issues which present in ICD systems of diagnosis and classification of CPT 500 Introduction to Mental Health the counseling profession. Topics to be covered mental disorders, and discuss compelling case Counseling include confidentiality, scope of practice, examples from our own work and will be further This course will examine the role of the mental competence, and professional relationships. In enriched by videotapes of Millon¹s classic work with health counselor in clinical settings, social agencies, addition, legal and legislative issues such as family personality disordered clients. Our exploration of vocational and rehabilitative settings. There will be law, educational law and recent cases involving this area will culminate in a review of best practices an exploration of the nature and scope of counselors and other mental health professionals in treating personality disorder including counseling and the relationship between the will be explored. Dialectical Behavioral Therapy (DBT), evidence counselor and other members of the Credits: 3 based interpersonal techniques and Brief Relational interdisciplinary team. Students will be introduced Rotating Basis Therapy. to concepts such as preventive work, community Credits: 3 outreach, and psycho-educational approaches. CPT 600 Clinical Methods in Counseling Rotating Basis There will be a focus on the contemporary social This course will focus on assessment, case issues which impact on the world of the counselor. conceptualization, diagnosis, and treatment CPT 700C Counseling Internship Practicum I Credits: 3 recommendations. Students will be taught about (Mental Health Counseling) Rotating Basis the practical application of counseling techniques The internship requirement is equivalent to 600
including the process of conducting intake client contact hours during the year in an agency CPT 501 Counseling Theory and Practice I interviews, obtaining a mental status, taking setting under the dual guidance of an on-site Theories and research in various psychoanalytic, biopsychosocial histories, and the use of diagnostic clinician and a university-based clinical supervisor; psychodynamic,interpersonal, relational and tools such as the DSM and ICD systems of 300 hours will be completed each semester of the humanistic schools of counseling. In addition, diagnosis and classification of mental disorders. internship course. Participation in the intake and analytic theories of personality dynamics and Students will engage in role-playing, practice screening process, interdisciplinary staff development are studied. Emphasis on interviewing skills and prepare sample clinical conferences, and professional meetings is required. understanding individuals in the context of their reports. Students will evaluate individuals, write reports and particular childhood experiences, reactions, values Credits: 3 practice short-term individual, group, couples and and sociocultural environment. Unconscious Rotating Basis family counseling and consultation under the phenomena are considered. Transference and supervision of a licensed clinician. Students will counter-transference reactions are studied. CPT 601 Group Counseling Theory and Practice also attend weekly meetings with the university Credits: 3 Contemporary theories and historical perspectives clinical supervisor in which professional and ethical Rotating Basis pertaining to group counseling will be presented. issues related to the practice of counseling will be Students will identify factors in group processes discussed. Students must apply for the internship in CPT 502 Counseling Theory and Practice II which promote social and emotional growth and the semester prior to registration. Prerequisites: An overview of theories and research in various development. Students will also examine and satisfactory completion of first two years of schools of cognitive, behavioral and other modern practice techniques appropriate for the resolution coursework and departmental approval. schools of counseling. Emphasis on understanding of personal, social and academic conflicts. A Credits: 3 the individual in the context of his or her portion of the class time will involve participation experiences and particular environment. An On Demand in a group and analyzing its dynamics. understanding of the goals and methods used by Credits: 3 CPT 700M Counseling Internship Practicum I evidence-based models of counseling. Rotating Basis (Marriage and Family Therapy) Credits: 3 The total internship requirement is equivalent to Rotating Basis CPT 601 Group Counseling Theory and Practice 300 client contact hours in an agency setting under Contemporary theories and historical perspectives the dual guidance of an on-site clinician and a CPT 503 Adult Psychopathology pertaining to group counseling will be presented. university-based clinical supervisor;150 hours are to Students will understand the major diagnostic Students will identify factors in group processes be completed in each semester. Participation in the categories of psychopathology affecting young which promote social and emotional growth and intake and screening process, interdisciplinary staff adults, adults and older individuals. Case studies development. Students will also examine and conferences, and professional meetings is required. will be used to illustrate disorders such as practice techniques appropriate for the resolution Students will evaluate couples, families and depression, anxiety, obsessive compulsive disorders, of personal, social and academic conflicts. A individuals in relation to their family systems, write bipolar disorder, adjustment disorders and portion of the class time will involve participation reports and practice short-term counseling and personality disorders. Consideration will be given in a group and analyzing its dynamics. consultation under the supervision of a licensed to cultural and social factors in the areas of Credits: 3 clinician. Students will also attend weekly meetings diagnosis and therapeutic intervention. Rotating Basis Psychopharmacology and the use of the DSM and with the university clinical supervisor in which ICD systems of diagnosis and classification of CPT 602 Personality Disorders: Evaluation and professional and ethical issues related to the mental disorders will be discussed. Prerequisite: Evidence Based Treatments practice of counseling will be discussed. Students Undergraduate or graduate course in Personality Personality disordered clients present unique must apply for the internship in the semester prior unless waived by program director. challenges to clinicians in many practice settings. to registration. Prerequisites: satisfactory Credits: 3 This course will provide an overview of personality completion of first two years of coursework and Rotating Basis development and characteristic patterns of departmental approval. personality dysfunction. We will learn to assess Credits: 3
personality functioning by reviewing assessment On Demand
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SPC 502 Substance Abuse: Prevention and community settings. Pass/Fail only. CPT 701C Counseling Internship Practicum II Intervention Credits: 3 Continuation of internship in CPT 700C in either This course focuses on the nature of addiction Rotating Basis the same or another university-approved setting. including the biological, psychological, social and Prerequisite: Satisfactory completion of CPT 700C. spiritual aspects of substance abuse across the life SPC 600B Fieldwork: Directed Observation and Credits: 3 span. We will learn about theory and practice of Practice in Agency Setting (Bilingual) On Demand recognized intervention approaches as well as non- This course is designed to enable the prospective
traditional methods. We will learn to evaluate school counselor to become familiar with the CPT 701M Counseling Internship Practicum II whether the client has a mild, moderate or severe environmental and sociological aspects of the Continuation of internship in either the same or substance-abuse disorder and determine the community; a fuller understanding of the various another university-approved setting. Prerequisite: appropriate level of intervention based on our dimensions involved in working with non-English Satisfactory completion of CPT 700M. assessment. Other topics include prevention speaking populations is stressed. Field experience Credits: 3 programs; evidence based programs for different will consist of guided and supervised experiences in On Demand various community settings serving non English- populations, as well as the effects of substance speaking populations. Pass/Fail only. CPT 720 Clinical Supervision abuse on the family and relapse prevention. Credits: 3 Course content will be didactic and experiential. Credits: 3 Rotating Basis Includes current theoretical approaches to clinical Rotating Basis supervision. Ethical issues specific to supervision SPC 503 Counseling Women SPC 600C Fieldwork: Directed Observation and will be presented. Content to include: current The new freedom of women to participate more Practice in Agency Setting (MHC program) literature, research and major issues related to fully in the business and professional worlds and This practicum will include a minimum of 100 ethical, multiculturally competent supervision of their need to adopt new lifestyles have underlined clock hours over the course of the semester, Marriage and Family Therapists and Mental Health the importance of reconsidering career choices, including 40 clock hours of direct service. Students Counselors providing individual, couple and family marriage styles, child rearing practices, etc. will receive one hour of individual supervision therapy. Lecture, role-playing, and reflecting teams Consideration of these and other challenging issues minimum at the site and 2.5 class time hours of are used to meet goals and objectives of course. resulting from an open society will be discussed. group supervision through the university each Meets the educational requirement for certification Individual interest areas of class members will be semester. Grades lower than B may require as an AAMFT Certified Supervisor. considered. repeating the course. Credits: 3 Credits: 3 Credits: 3 Rotating Basis Rotating Basis Rotating Basis
CPT 740 Approaches to Trauma SPC 504 Approaches to Human Sexuality SPC 600M Fieldwork: Directed Observation and This course will be an overview of various An examination of the origins, forms and Practice in Agency Settings (MFT program) definitions and theories of trauma as well as applications of human sexuality, sexual preferences This practicum will include a minimum of 100 counseling interventions. This will include both the and lifestyles, psychological and sociological direct contact hours over the course of the meaning of trauma to individuals as well as society implications of the sexual drive, sexual dysfunction, semester, as well as additional indirect hours. All at large. Topics will include primary trauma (e.g. research in human sexuality, and applications to direct contact hours may be used toward NYS post- sexual abuse, unexpected loss,) as well as secondary the counseling and mental health service settings. graduate required hours for licensure. Students will trauma (e.g. 9/11, war, natural disasters). In Credits: 3 receive one hour of individual supervision addition, the course will examine the impact of Rotating Basis minimum at the site and 2.5 class time hours of working with victims/survivors on the group supervision through the university each therapist/counselor (e.g. burn-out and rescue SPC 518 Play Therapy semester. Grades lower than B may require fantasies). A survey of methods, materials and techniques for repeating the course. Credits: 3 working with children. The major theoretical Credits: 3 Rotating Basis models and modalities will be emphasized. Rotating Basis
Credits: 3 CPT 741 Solution - Focused Brief Counseling Rotating Basis SPC 601 Fieldwork: Directed Observation and Brief counseling techniques, with their focus on Practice in Schools outcomes, solutions, and practicality, are ideally SPC 519 Dynamics of Marital Interaction To enable the prospective school counselor to suited to the demands of contemporary counseling An examination of current issues and approaches become familiar with the environmental and in schools, community, and private practice. concerning marriage and couples, which includes a sociological aspects of the school community. Solution-focused brief therapy - a positive, study of marital interaction and approaches to Directed observation made within the public encouraging, hopeful approach to client change - treatment of marital disorders. schools of the New York/tri-state area. The student can be used in combination with most other Credits: 3 will be required to be an observer within the school counseling approaches and is effective with a very Rotating Basis setting and complete appropriate projects. Pass/Fail wide range of clients. Students in this course will only. learn the underlying theoretical concepts of brief SPC 600A Fieldwork: Directed Observation and Credits: 3 therapy along with techniques and strategies that Practice in Agency Setting Rotating Basis will allow them to begin using this approach in This course is designed to enable the prospective their own work with clients. Ample opportunities school counselor to become familiar with the SPC 602 Succeeding With Difficult Clients for practice of techniques will be afforded during environmental and sociological aspects of the This course explores which clients typically tend to class. community; a fuller understanding of the various be challenging to therapists and how therapists can Credits: 3 dimensions involved in working in the community successfully prevent, repair and/or work Rotating Basis setting is stressed. Field experience will consist of productively with "therapeutic ruptures" with guided and supervised experiences in various challenging clients. The course provides an in-
LIU Hudson Bulletin 2015 - 2016 Page 34 LIU Hudson depth understanding of how therapists from a Rotating Basis variety of orientations conceptualize and work with SPC 650 Developmental Psychopathology challenging clients, and it addresses working with SPC 639 Youth Culture Students will understand the major diagnostic difficult adults, couples, children, teenagers and An overview of the problems faced by today’s categories of psychopathology in children and their parents. It also will help each student to youth, with particular emphasis on individual and adolescents. Case studies will be used to illustrate understand how his/her particular "buttons" can be group counseling techniques. The sociology of disorders such as autism spectrum, depression, pushed in therapy and how to transcend button youth culture, particularly the role of social media anxiety, conduct disorders, attention deficit and pushing in order to be helpful to clients. This and the internet, methods of spotting drug abuse, hyperactivity disorder and emergent bipolar course combines lecture, group discussion, prevention and community mental health issues disorder and schizophrenia. Consideration will be interactive exercises, and role-playing. will be explored. given to genetic, cultural, familial, and social factors Credits: 3 Credits: 3 in the areas of diagnosis and therapeutic Rotating Basis Rotating Basis intervention. Psychopharmacology and the use of diagnostic tools such as the DSM and ICD systems SPC 607 Independent Research in Counseling SPC 643 Psycholinguistics and Language Learning of diagnosis and classification of mental disorders Advanced students may register for intensive This course focuses on the relationship between will be compared and contrasted with other independent study of some aspect of counseling. oral language and reading and writing. Students approaches to diagnosis such as Greenspan’s This provides an opportunity for the student to examine theories of cognition, syntactic and biopsychosocial model. Prerequisite: contribute to the advancement of the field of semantic development, comprehension, Undergraduate or graduate course in Personality counseling as well as to practice it. He or she is metalinguistics, and vocabulary growth and how unless waived by program director. expected to design a research proposal and to use they relate to reading and writing processes. Credits: 3 scientific methodology in executing it. Pass/Fail Principles of first and second language acquisition, Rotating Basis only. Credit and hours arranged with approval and dialectical differences, and the development of permission of instructor. literacy in English language learners, bilingual SPC 651 Neuropsychological Factors in Cognition Credits: 1 to 3 children, and youngsters with a range of learning and Behavior Rotating Basis difficulties are addressed. Attention is focused on Neural anatomy and mechanisms involved in the social and cultural contexts of language use, cognition, behavior, language, reading, and the SPC 615 The World of the Counselor function, and literacy acquisition. Students acquisition of other academic skills will be An examination of the basic issues affecting the examine approaches to curriculum development examined. Particular attention will be paid to school counselor practicing in the contemporary and instruction based on theories of language biological aspects of learning and behavioral world. The nature and scope of counseling, the development, learning processes, motivation, and disorders. Developmental neuropsychological relationship between counseling and other pupil reading and writing acquisition. research will be examined for principles which personnel services, social agencies, vocational and Credits: 3 could enhance psychoeducational assessment and rehabilitative settings, and the interaction between Rotating Basis remedial practices. Neurological disorders will be counseling and the broader education process are discussed in relationship to modifications in some of the issues explored. SPC 648 Best Practices in Systemic Crisis educational placement and practice. Credits: 3 Management Credits: 3 Rotating Basis This course will introduce the third phase of Rotating Basis holistic, systematic mental health crisis SPC 633 Developmental Psychology I management: post-vention practices informed by SPC 652 Understanding Human Development I The focus of this course will be on children from quantitative and qualitative assessment Theories and research in various psychoanalytic, birth through adolescence. Students will study the methodologies. Students will learn how to utilize psychodynamic, interpersonal, relational and cognitive, social, emotional and physical aspects of the post-vention techniques, strategies, and humanistic schools of counseling. In addition, development and their interrelationships within approaches identified as "best practices" within the analytic theories of personality dynamics and biological and cultural contexts. Historical and Mental Health and School Counseling literature. development are studied. Emphasis on contemporary theories of development will be In addition, students will develop post-vention understanding individuals in the context of their considered. Implications for teaching and strategies to serve a clinical population of interest to particular childhood experiences, reactions, values curriculum, and for clinical practice will be them. and sociocultural environment. Umconscious addressed. Credits: 3 phenomena are also considered. Transference and Credits: 3 Rotating Basis countertransference reactions studied. Rotating Basis Credits: 3 SPC 649 Developing a Holistic Mental Health Rotating Basis SPC 634 Developmental Psychology II Crisis Management Plan The focus of this course will be from adolescence This course will link the three phases of holistic, SPC 653 Understanding Human Development II through the geriatric years, as well as death and systematic mental health crisis management: An overview of theories and research in various dying. Students will study the cognitive, social, proactive prevention, effective case management, schools of cognitive, behavioral and other modern emotional and physical aspects of development and and post-vention practices informed by quantitative schools of counseling. Emphasis on understanding their interrelationships within biological and and qualitative assessment methodologies. the individual in the context of his or her cultural contexts. Historical and contemporary Students will learn to incorporate the skills and experiences and particular environment. An theories of development will be considered. Issues information learned in CPT 740, SPC 745R and understanding of the goals and methods used by stemming from the individual’s expanding SPC 648 within a systematic approach. In evidence-based models of counseling. relationships and the emergence of adult roles and addition, students will develop a holistic Credits: 3 demands as well as implications for learning and comprehensive model for a clinical population of Rotating Basis curriculum, and for clinical practice will be interest to them. addressed. Prerequisite: SPC 633. Credits: 3 Credits: 3 Rotating Basis
Page 35 LIU Hudson Bulletin 2015 - 2016 Bulletin 2015 - 2016
Rotating Basis Rotating Basis SPC 654 Introduction to Counseling and Application I SPC 658 The Counselor as a Team Member SPC 668 Diagnostic Tools for Measurement A foundation course, introducing the student to An introduction to student personnel services in (Equivalent to SPC 668A). The function of the theory and practice of school counseling. It school settings; various forms of organization and measurement and evaluation; purpose of testing in provides a broad exposure to the various current functions; the multidisciplinary foundations of schools, agencies and colleges; uses and abuses of points of view and techniques in counseling. guidance services in schools. Focus on tests in our society; achievement, aptitude and Development of counselor skills is stressed, with contemporary issues of concern to student psychological tests; use of resource materials; emphasis on personal growth, self-insight and self- personnel work, and specifically on the role of the validity, reliability and norms; statistical and awareness. Role-plays will be utilized. counselor as a team member of the student clinical procedures; administration and Credits: 3 personnel staff. Pass/Fail only. interpretation of tests, role-playing; communication Rotating Basis Credits: 3 of test results. Role-playing and demonstrations will Rotating Basis be utilized. SPC 655 Behavior Management: Applications for Credits: 3 Children with Special Needs SPC 660A Practicum in Group Work I Rotating Basis For learning to proceed optimally, the setting must An overview of theories, research, techniques and be one where behaviors (social, emotional and processes in the dynamics of group counseling, with SPC 668B Diagnostic Tools for Measurement - cognitive) are managed. This course will provide particular emphasis on the role of the leader, the Bilingual students with practical skills needed to plan, participation of group members, the cohesiveness of Emphasis on bilingual testing and cultural diversity; implement and evaluate behavior management the group, the measurement of growth of each the function of measurement and evaluation with programs for both individuals and groups of group member. The opportunities for using group non English speakers; validity, reliability, norms children in a variety of learning environments. techniques for clinical work, school counseling, and potential biases with English language learners; There will be a focus on techniques such as teaching, community work, tutorial programs, and administration and interpretation of tests; role- behavior modification, self-control, social skills vocational and educational counseling are playing; and communication of test results to training, assertiveness training and effective considered. Pass/Fail only parents who do not speak English. education programs. Credits: 3 Credits: 3 Credits: 3 Rotating Basis Rotating Basis Rotating Basis SPC 660B Practicum in Group Work II SPC 675 Introduction to the Techniques of SPC 656 Introduction to Counseling and Continuation of Practicum in Group Work I. Substance Abuse Counseling Application II Credits: 3 This course will examine the role of the therapist in An advanced study of counseling techniques with Rotating Basis the assessment and treatment of substance abuse emphasis on case material and role-playing. Special and addiction. We will explore such topics as the attention will be given to those techniques SPC 661A Individual Practicum I stages of addiction and change, diagnostic and appropriate to vocational problems and school Practical experience of working with counselees assessment tools, adolescent and adult substance setting. Prerequisite: SPC 654. under supervision in a K-12 school. In addition, abuse, individual, group and family interventions, Credits: 3 students also participate in weekly seminars to working with the dually-diagnosed client and the Rotating Basis discuss and evaluate the counseling process. learning and practice of evidence based treatments Students may be required to tape and transcribe for substance use disorders (SUDs). Evidence-based SPC 657 Group Counseling in Multicultural counseling sessions, participate in video sessions approaches to be covered include School Settings and submit reactions to assigned readings. 200 pharmacotherapies, Cognitive-Behavioral Therapy, Contemporary theories and historical perspectives hours of internship are required (except for Motivational Enhancement Therapy, Multi- pertaining to group counseling will be presented. Bilingual program students who complete 150 Systemic Therapy, the CRAFT approach Students will identify factors in group processes hours as well as Fieldwork courses). Pass/Fail only. (Community Reinforcement and Family Training) which promote growth and development in Credits: 3 and 12- Step Self-Help Groups (Alcoholics multicultural school and family environments. Rotating Basis Anonymous and Narcotics Anonymous).
Students will also examine and practice techniques Credits: 3 SPC 661B Individual Practicum I - Bilingual appropriate for the resolution of personal, social Rotating Basis and academic conflicts. A portion of the class time Practical experience of working with limited-English will involve participation in a group and analyzing proficiency counselees under supervision in a K-12 SPC 678 Physical and Pharmacological Effects of its dynamics. Prerequisite: Admission to school. In addition, students also participate in Substance Abuse Professional Stage. weekly seminars to discuss and evaluate the This course focuses on the longstanding history of Credits: 3 counseling process. Students may be required to substance abuse disorders as a prevalent and Rotating Basis tape and transcribe counseling sessions, participate multifaceted mental health issue for society. One in video sessions and submit reactions to assigned key aspect of understanding substance abuse and SPC 657A Family Counseling readings. Counseling sessions are conducted in the addiction is to learn about the physical and Overview of theories of family therapy and study of target language of the graduate student.150 hours pharmacological effects of drugs and alcohol on the patterns of family interaction. Techniques for of internship are required. Pass/Fail only. substance abuser. In this course we will learn about improving family functioning are discussed as well Credits: 3 the user’s physiological response to alcohol and as techniques for dealing with the family in group Rotating Basis other drugs as they occur during intoxication, counseling. Marital counseling and parent harmful use, and with increased use, SPC 661D Individual Practicum II counseling are studied. Discussion of government dependence/addiction. We will also look closely at Continuation of internship in SPC 661A in either and private agencies that deal with the emotional the process of withdrawal as it relates to various the same or another university-approved setting. problems faced by families. substances including alcohol, heroin and nicotine. Credits: 3 Credits: 3 Credits: 3
LIU Hudson Bulletin 2015 - 2016 Page 36 LIU Hudson
Rotating Basis and youth with a range of literacy and/or learning SPC 721A Individual Assessment: Cognitive I problems. Course participants explore a range of Students will learn to administer, score and SPC 680A Fieldwork: Observation in School assessment measures and strategies and how to use interpret standardized intelligence tests as part of Settings information gathered through assessment and the cognitive assessment and RTI process. This Students will observe children, their parents and analysis to plan or modify instruction utilizing an course will focus on the three Wechsler Intelligence teachers in a variety of general and special RTI framework. Topics covered include Scales. Psychometric properties of these educational settings. They will learn informal measurement concepts, administering tests and instruments will be related to issues of assessment techniques including interviews, interpreting test data, communicating testing interpretation. Psychological issues in intelligence classroom observations and work sample analyses as information to parents, caregivers, and school testing as well as ethical and legal considerations well as formal assessment by shadowing a school personnel, using testing information for will be reviewed. Students will be required to psychologist. Students will distinguish between instructional planning, and legal mandates. administer tests and write assessment reports based typical and atypical patterns of behavior, taking into Students will be required to perform assessments. on the results. Additional laboratory hours will be consideration cultural, social and other factors. Credits: 3 required. Prerequisite: SPC 704. Assessment data will be integrated into a broader Rotating Basis Credits: 3 framework of developmental and educational Rotating Basis theory. Attitudes toward and expectations of SPC 703 Remediation of Learning Problems of individuals with special needs will be discussed. Students SPC 721B Individual Assessment: Cognitive II The various roles of the school psychologist will be This course focuses on classroom intervention Students will continue to learn how to assess the examined. 90 hours in a school setting will be issues as well as one-on-one therapeutic modalities cognitive functioning of children by administering, required. Prerequisite: SPC 721A and SPC 722A. in working with children with developmental and scoring and interpreting intelligence tests used by Credits: 3 learning disorders. Particular emphasis is given to school psychologists including the Stanford-Binet Rotating Basis the treatment of children with pervasive Intelligence Scale. The assessment of social adaptive developmental disorders, learning disabilities, behavior is studied. Integration of findings with SPC 680B Fieldwork: Observation in School emotional disorders and attention deficits. educational and other evaluation results will be Settings-Bilingual program Individual and family consultation and in- examined so that individual education plans can be Students will observe English language learners, classroom intervention techniques are reviewed. developed. Students will be required to administer their parents, teachers, and counselors in a variety Credits: 3 tests, write assessment reports and make case of general and special educational Rotating Basis presentations. Additional laboratory hours will be settings,counseling, and assessment sessions. They required. Prerequisites: SPC 721A and admission will learn informal assessment techniques, SPC 704 Educational and Psychological Testing to Professional Stage. including interviews, classroom observations and and Measurement Credits: 3 work sample analyses as well as formal assessment Basic statistical and measurement concepts such as Rotating Basis by shadowing a bilingual school psychologist. central tendency, variability, correlation and factor Students will distinguish between typical and analysis will be presented and used to interpret test SPC 722A Individual Assessment: Personality I atypical patterns of behavior, taking into scores and understand test construction. Concepts Students will administer and interpret measures of consideration cultural, social and other factors. of validity, reliability and the use of derived scores personality and examine their relationship to Assessment data will be integrated into a broader will be presented. Problems of test administration cognitive functioning as part of the entire framework of developmental and educational and evaluation related to social, cultural, legal and assessment process. This course will focus on theory. Attitudes toward and expectations of ethical issues will be considered. Pre or corequisite: clinical interviews, figure drawings, sentence individuals with special needs will be discussed. The Undergraduate or graduate course in Statistics (may completion, apperception tests, inventories, and the various roles of the bilingual school psychologist be waived at the discretion of the program director). Rorschach. Students will be required to administer will be examined. 90 hours in a school setting will Credits: 3 these personality measures, make class be required. Prerequisite: SPC 721A, SPC 722A. Rotating Basis presentations and write reports. The interpretation Credits: 3 of assessment data will be based on theories of Rotating Basis SPC 714 Consultation in Multicultural School personality presented in this course. Cultural, Settings ethical and legal issues will be explored. Additional SPC 682 World Of Work: Assessment of Students will study theories of mental health laboratory hours will be required. Prerequisites: Individual Needs and Needs of Society consultation and organizational change as they SPC 704 and admission to Professional Stage. The importance of work to individuals during their apply to instructional settings. They will learn to Credits: 3 life span and its implication for society; analyze a school’s culture and organization in order Rotating Basis psychological, economic and social factors that to act as a positive change agent. They will study affect vocational development and choice; ways of developing consultative and collaborative SPC 722B Individual Assessment: Personality II relationship of vocational counseling to relationships with colleagues, parents and Students will continue to develop their skills in personal/social counseling; the counselor’s role in community agency personnel in order to develop personality assessment. Emphasis will be on the use clients’ vocational development; scope and sources intervention plans for children in schools. Skills of the Rorschach as well as self-reports and behavior of occupational information; application of crucial to effective consultation and ethical rating scales. Students will administer and interpret vocational development theories to school, college guidelines for practice will be identified and used. complete psychological evaluations and present and agency settings; visits to job settings, interviews Students will learn about issues pertaining to their findings in case presentations and written with employees, employers and agency consultation in multicultural settings. This course reports. Interpretation of data will focus on representatives; analysis of job satisfaction. will be taken concurrently with the internship when integrating clinical findings so that specific Credits: 3 possible. Prerequisite: Admission to Professional educational plans can be developed in the context Rotating Basis Stage. Corequisite: SPC 781. of RTI. Cultural, legal and ethical issues will be Credits: 3 further explored. Additional laboratory hours will SPC 702 Diagnosis of Learning Problems Rotating Basis be required. Prerequisites: SPC 722A and This course focuses on the assessment of children
Page 37 LIU Hudson Bulletin 2015 - 2016 Bulletin 2015 - 2016 admission to Professional Stage. events. economic status. Credits: 3 Credits: 3 Credits: 3 Rotating Basis Rotating Basis Rotating Basis
SPC 724 Assessing the Bilingual Child SPC 745C College Admissions Process SPC 745H High School Counseling The course will examine issues in the assessment of This course is designed for students presently This course will focus on the practical application bilingual children including the appropriate use of working in a school setting, or pursuing a path of a comprehensive developmental school- standardized measures, non-discriminatory leading to certification in school counseling. The counseling program at the high school level. The assessment, alternative approaches to the broad span of topics covered will assist them with roles and responsibilities of a high school guidance assessment of cognitive functioning and social the knowledge and skills to work effectively with counselor will be discussed. Topics to be covered adaptive behavior of linguistically diverse children. students and families for the college admission and will include college admissions, academic Students will learn when and how to conduct selection process. Through a multi-modal advisement, crisis intervention, consultation, and evaluations in the child’s first and/or second approach, students will develop practical skills to career planning. There will be a focus on individual language. Students will administer tests, make case help traditional, special, and diverse populations. planning, assessment, career, college, and presentations and write reports. Interpretation of Current trends in college admissions, ethical issues, transitional planning. Current issues and special data will focus on integrating clinical findings so financial aid, the student essay, letters of programs in high school counseling will also be that individual educational plans will be developed. recommendations, admission testing and the discussed. Additional laboratory hours will be required. student athlete are among the many topics that will Credits: 3 Prerequisites: SPC 721B and admission to be addressed. Students will also learn to use Web- Rotating Basis Professional Stage. based tools for college advisement. Credits: 3 Credits: 3 SPC 745I Cutting Edge Issues in School Rotating Basis Rotating Basis Counseling This course will focus on current issues facing SPC 725 Assessment Seminar SPC 745D Domestic Violence counselors working with students individually and (Required course for students not attaining B+ This course will examine key issues related to in groups in the 21st century. Contemporary average in assessment courses.) domestic violence (DV): differentiating partner counseling approaches such as solution-focused and This course will focus on enhancing students' abuse from unhealthy relationships, motivation for cognitive behavior therapy will be explored in assessment skills, as well as their ability to integrate maintaining abusive relationships, intergenerational depth. Students will be asked to bring a real life a variety of assessment data; write and orally effects, legal issues, cultural awareness, Feminist issue of concern to investigate. Topics such as communicate evaluation results; and recommend Model vs. Mental Health Model, and counseling working with resistant, self-abusive and school intervention strategies to other professionals and techniques and strategies to help. Classes are avoidant students will be discussed as well as the families. Students are expected to write taught in "seminar style" using a combination of impact of societal trends such as social media and psychological reports, present case studies, make lecture by the professor, guest speakers and student the Internet. recommendations and write educational objectives. presentations, discussion of class readings/reaction Credits: 3 Prerequisite: Admission to Professional Stage. papers, group activities and videos. Rotating Basis Credits: 0 Credits: 3 Rotating Basis Rotating Basis SPC 745M Multicultural and Diversity Issues in Counseling SPC 732 Research Methods SPC 745E Counseling the Special Education This course will explore issues in multicultural Students will learn to analyze research in Student counseling. There will be a review of the theory and psychology, counseling, therapy and education. This course aims at providing the student or research necessary to work more effectively with Major statistical and measurement concepts will be current counselor or mental health practitioner culturally diverse people. Students will develop applied in order to understand how research with a broad, in-depth understanding of myriad cultural awareness and apply new insights in problems are systematically investigated using factors which impact on the adaptation, self-image multicultural situations. The course will increase experimental and quasi-experimental designs. and adjustment of special education students. students’ multicultural counseling and development Surveys and qualitative research will also be Through such understanding, the course will then knowledge, with a focus on communication discussed. Students will evaluate professional develop and explore counseling and palliative problems when contact is made with persons from literature, discuss its implications for the practice of principles to guide work with such populations. differing cultural, ethnic and racial backgrounds school psychology, mental health counseling, and Self awareness as related to these issues will be and how these factors impact on the counseling marriage and family therapy, and design research stressed throughout the course as students develop relationship. proposals. a deeper comprehension of ethical and professional Credits: 3 Credits: 3 counseling practice in our diverse society. Rotating Basis Rotating Basis Credits: 3 Rotating Basis SPC 745O Dealing With Loss and Grief SPC 745A The Family of the Substance Abuser This course will utilize a variety of teaching This course will deal with the issues for family SPC 745G Counseling Issues with the LGBT methods including lectures, therapeutic art and members, significant others and friends of Community writing activities, creative games, role-playing, group substance abusers. Identification of these This course is designed to provide the student with discussion and other interactive exercises designed individuals as “hidden victims” is important in the knowledge and skills needed to understand and for those experiencing loss and grief. Session topics order to understand the impact this has on the maximize his/her effectiveness in working with the will include grief in individuals, within families and school, work and other environments of family Lesbian, Gay, Bisexual and Transgender in educational settings; developmental issues, members. Students will be expected to gain a community across the life span. With particular school and clinic based grief support groups; crisis theoretical and practical understanding of the focus on young people and their families, areas of intervention plans; and community resources. The resulting behavior(s) and how to deal with this discussion will encompass contributing factors such sessions will attempt to help the participants through lectures, independent research and special as culture, religious background, and socio- understand their personal response to loss and
LIU Hudson Bulletin 2015 - 2016 Page 38 LIU Hudson grief, as well as understand and respond to the grief SPC 757 Individual Counseling in School Settings required testing courses and admission to that follows all kinds of losses in peoples’ lives. An introduction to major theories of individual Professional Stage. Credits: 3 counseling as they pertain to school settings. Credits: 3 Rotating Basis Techniques used to enhance self-esteem, self- Rotating Basis awareness and social skills and to reduce SPC 745R Resiliency-Focused Counseling adjustment problems are practiced. Crisis SPC 782A Internship School Psychology II - Traditional counseling and therapy approaches rely intervention is discussed. Issues pertaining to the General on a damage model. This course will instead counseling of culturally and linguistically diverse Continuation of internship in SPC 781A in either explore counseling from a strength-based individuals and their families are examined. the same or another university-approved setting. perspective. Counseling approaches which rely on Credits: 3 782A for General Program, Prerequisite: SPC an individual's resiliencies will be explored. Rotating Basis 781A. Techniques which make use of success experiences Credits: 3 in a person's life will be examined. SPC 781A Internship in School Psychology I - Rotating Basis Credits: 3 General Rotating Basis The total internship requirement is equivalent to SPC 782B Internship School Psychology II - two semesters of full-time placement (600 hours Bilingual SPC 748 Middle School Counseling each semester)in a school setting under the dual Continuation of internship in SPC 781B in either This course focuses on teaching the student how to guidance of an on-site staff psychologist and a the same or another university-approved setting. successfully navigate a comprehensive middle university-based clinical supervisor. Participation in SPC 782B for Bilingual Program. Prerequisite: school counseling program. The course leads the the intake and screening process, individual SPC 781B. student through the academic, developmental, evaluations, interdisciplinary staff conferences, Credits: 3 emotional and social challenges faced by the young parent conferences and professional meetings is Rotating Basis adolescent student in grades six through eight. required. Students will evaluate children, and/or SPC 790 Mind-Body Methods in Counseling Also discussed will be the specific role and adolescents, write reports, implement the RTI This course will introduce the student to the history responsibilities of the middle school counselor, the model, do functional behavioral assessments, and and development of various Eastern and Western importance of parent partnerships, student practice short-term counseling and consultation mind-body methods that have been proven useful transition from elementary school and to high under the supervision of the on-site psychologist. in counseling. Students will learn the cognitive- school, CSE and 504 plans, RTI, the team teaching Students will also attend weekly meetings with the behavioral therapy applications of specific mind- environment and team meetings, career awareness, university clinical supervisor in which professional body disciplines to treat and address common middle school counseling groups and crisis and ethical issues related to the practice of school problems and concerns encountered in both interventions. psychology in multicultural settings will be clinical and school settings. Mind-body approaches Credits: 3 discussed. Students must apply for the internship in to be covered include: techniques and methods of Rotating Basis the semester prior to registration. 781A for General progressive relaxation, breathing exercises, Program. Prerequisites: Departmental approval, 42 SPC 750 Spiritual Issues in Counseling visualization, meditation, and mindfulness credits including all required testing courses and This course will explore an important and often practices. Popular stress reduction practices, such admission to Professional Stage. neglected aspect of counseling: the client's as yoga, tai chi, qi gong, and reiki, will be evaluated. Credits: 3 spiritual/religious beliefs. Topics to be covered Integration of mind body methods with cognitive- Rotating Basis include spiritual explanations for suffering; behavior therapy will be taught. The course will be counseling perspectives of the major SPC 781B Internship School Psychology I - both didactic and experiential, with students spiritual/religious traditions; special needs and Bilingual receiving "hands on" practice of the methods problems of the religious client; the counselor's The internship requirement is equivalent to two taught. own belief system; and the clinical use of client's semesters of full-time placement (600 hours each Credits: 3 beliefs. The course will employ didactic lecture, semester)in a school setting, working with bilingual Rotating Basis group discussion and exercises, case study students/English language learners under the dual SPC 791 The Dynamics of Aging: Understanding presentations, and, role-plays of counseling sessions. guidance of an on-site staff psychologist and a and Meeting the Challenges of Aging Specific dates of lectures and readings will be university-based clinical supervisor. Participation in This course will provide an overview of the physical provided at the first class meeting. the intake and screening process, individual and cognitive challenges associated with aging and Credits: 3 evaluations, interdisciplinary staff conferences, their impact on psychosocial well-being. It will cover Rotating Basis parent conferences and professional meetings is the stages of aging and the continuum of care required. Students will evaluate children and/or SPC 751 Technology for School Counselors available to seniors at home and in the community. adolescents, write reports, implement the RTI This course will focus on how school counselors Dementia-related disease and associated behaviors model, do functional behavioral assessments, and can incorporate technology into the delivery of will be examined. Theories such as Reality practice short-term counseling and consultation in academic, personal/social and college/career Orientation and Validation Therapy will be the target language under the supervision of the on- readiness. In addition, students will learn to utilize evaluated. Students will be given the opportunity to site technology resources to analyze school counseling develop their assessment skills and create care psychologist. Students will also attend weekly effectiveness, as well as the promotion of school plans. Innovative and creative counseling meetings with the university clinical supervisor in counseling programs. Students will obtain a full list interventions to help the individual cope with which professional and ethical issues related to the of technology resources to use such as surveys in reactive depression, reconnect with their sense of practice of school psychology in multicultural Google Docs, Webinars, school counseling websites self, and re-create their life as needed, moving from settings will be discussed. Students must apply for and presentation development. "patient" to "person" again will be taught. Quality of the internship in the semester prior to registration. Credits: 3 life and family issues will be emphasized. Role play 781B for Bilingual Program. Prerequisites: Rotating Basis exercises and field trips will be offered. Career Departmental approval, 42 credits including all opportunities will be addressed as this field of
Page 39 LIU Hudson Bulletin 2015 - 2016 Bulletin 2015 - 2016 healthcare continues to expand and evolve. Credits: 3 TED 612 Assessment for English Language Rotating Basis Learners in Special Education This course is designed to develop competency in SPC 792 Counseling Children and Parents: implementing appropriate multidisciplinary Different Perspectives and Different Approaches assessment techniques for English language learners This course will guide students through assessing, with disabilities. Students will examine both formal planning, and conducting psychotherapy with and informal assessment instruments and strategies, children, teenagers and their parents. It will and will analyze them in the context of planning for provide an in-depth understanding of how IEP (Individualized Educational Program) therapists from different orientations - cognitive, objectives. Field work required. behavioral, family systems and psychodynamic - Credits: 3 conceptualize and intervene with children, Rotating Basis teenagers, and their parents. Students will learn how to work most effectively with various child- related issues, including anxiety, depression, oppositional behavior, selective mutism, abuse, ongoing conflict with parents, family struggles (including divorce and death), eating disorders, social-emotional difficulties, and learning and attention issues. This course includes a combination of lecture, group discussion, interactive exercises and role-playing. Credits: 3 Rotating Basis
TED 516 Learning in Bilingual/Multicultural Settings This course focuses on the individual, social, cognitive and linguistic nature of bilingualism, including second language acquisition, sociology of language, and the relationship between language and culture. Students also explore the socio- political, historical, and legal foundations that have shaped bilingual and multicultural education policies, program models, and teaching and assessment practices. In addition, students develop an understanding of the distinction between language differences and language disability as they examine issues relating to second language learners with diverse learning needs. Credits: 3 Rotating Basis
LIU Hudson Bulletin 2015 - 2016 Page 40 LIU Hudson
EDUCATIONAL LEADERSHIP
LIU Hudson's Educational Leadership programs are designed for professional Pre K-12 educators from public, charter, religious-affiliated and independent schools who aspire to leadership roles at the school, district, state and national levels. The programs focus on the theories and practices of effective leadership in such administrative positions as superintendent, principal, assistant principal, department chair, or supervisor. The M.S.Ed. in Educational Leadership and the Advanced Certificate in Educational Leadership programs lead to institutional recommendation for New York State certification as either School Building Leader or School District Leader, depending upon qualifications. The programs may meet the requirements for New Jersey Principal and Superintendent certification. Individuals seeking educational leadership certificates in states other than New York are advised to consult the Education Department in the particular state. Courses emphasize critical thinking, reflection, and problem-solving skills in order to prepare individuals who can be catalysts for school change and improved student performance. Coursework helps students connect theory and practice and focus on facilitating learning. The Educational Leadership graduate programs are committed to preparing candidates who demonstrate the nine essential characteristics of effective leaders, promoted by the New York State Education Department. Emphasis is placed upon the core domains of leadership and the ISLLC standards. The Educational Leadership programs are accredited by the Teacher Education Accreditation Council (TEAC), an arm of the Council for the Accreditation of Educator Preparation (CAEP).
Inquiries may be directed to:
Dr. Martha Murray, Program Director, Educational Leadership 845-450-5428 [email protected]
Dr. Robert Penna, Cohort Director, Educational Leadership 845-450-5406 [email protected]
Page 41 LIU Hudson Bulletin 2015 - 2016 Bulletin 2015 - 2016
Admission Requirements superintendent level. Program completers are able EDL 654 Curriculum Leadership: 3.00 to bring their expertise into a full range of settings Making the K-12 For the Master's Degree candidate: with diverse populations, including urban, Common Core Standards • Bachelor's degree with a minimum 3.0 GPA suburban and rural schools. They are prepared to: Work effectively manage the broad array of challenges • An applicant who does not meet the grade point Additional Requirements faced by school leaders; engage the school average required for admission to the program • Development of a portfolio internship project community in strategic planning processes for may be required to take the Graduate Record • DASA (Dignity for All Students Act) Training sustained improvement; and apply their Examination and be interviewed by the Minimum GPA: 3.00 program director. understanding of instructional leadership concepts to enhance the performance of school personnel • Initial state certification in teaching or an Advanced Certificate - educational specialty while promoting student learning.
• Two letters of recommendation Educational Leadership M.S.Ed. in Educational Leadership • Teaching experience and prior experience review (36 credits Required) The Advanced Certificate in Educational • Documentation of years of experience [Program Code: 29045] Leadership is a 30 credit post-master's program that leads to eligibility for New York State Core Requirements - 24 credits EDL 630 Administrative Core I 6.00 certification as a School District Leader (SDL) For the Advanced Certificate candidate: and/or School Building Leader (SBL). It also • Master's degree with a minimum 3.25 GPA EDL 631 Administrative Core II 3.00 assists the graduate in meeting the academic • Professional state certification in teaching or an EDL 632 Curricular Concerns in 3.00 requirements for superintendent and principal in educational specialty Public School New Jersey. • Two letters of recommendation Administration As the role of educational leader becomes • Teaching experience and prior experience increasingly challenging, it is imperative that review EDL 635 School Law 3.00 students develop theoretical concepts linked to • Documentation of years of experience EDL 637 The Supervisor in The 3.00 practical skills in order to be reflective School Setting: Facing practitioners able to promote social justice, create Attention Applicants: The New York State Curriculum and caring classrooms and school communities, and Education Department requires all candidates for Educational Issues empower teachers and learners to be the best they NYS initial School Building Leader (SBL) and/or can be. EDL 650 Internship in School 6.00 professional School District Leader (SDL) Internship experience, in collaboration with Administration- Masters certification, to have completed at least 60 school/district leaders, is a central component Level semester hours of graduate study, possess a throughout these programs. During the internship, permanent or professional certificate in classroom Elective Requirements - select 12 credits emphasis is placed upon the following five areas: teaching service or pupil personnel service, and to EDL 633 School Business 3.00 1. Administration/Organization/Business have completed three years of classroom teaching Administration Management service and/or educational leadership service 2. School- Community Relations EDL 634 School Personnel 3.00 and/or pupil personnel service experience in public 3. Staff/Personnel Issues Administration or non-public schools N-12. 4. Student Personnel Issues All students applying for New York State EDL 636 Public School Finance 3.00 5. Curriculum & Instruction. certification are required to complete 6 hours of EDL 641 School District 3.00 DASA (Dignity for All Students Act) training. Advanced Certificate in Educational Administration: Problems Leadership and Issues (30 credits required) M.S.Ed. in Educational EDL 644 Collective Negotiations In 3.00 [Program Code: 29047] Leadership Education Core Requirements - 24 credits EDL 646 Special Education Law 3.00 EDL 630 Administrative Core I 6.00 The Master of Science in Educational For School EDL 631 Administrative Core II 3.00 Leadership is a 36 credit program with a schedule Administrators that is designed to accommodate the busy lives of EDL 641 School District 3.00 working professionals. Most courses meet in the EDL 648 School Oganization, 3.00 Administration: Problems late afternoon and evening with many offering on- Programming & and Issues line assignments. Other courses are scheduled Scheduling EDL 651 Internship in School 6.00 during a condensed five-week summer session or EDL 649 Leadership and 3.00 Administration-Advanced on weekends during the spring and fall semesters. Administration in Certificate Level Candidates who complete the program may be Multicultural School Select one of the following two courses recommended for New York State certification as Settings School Building Leader (SBL) and/or School EDL 632 Curricular Concerns in 3.00 District Leader or for New Jersey Principal and/or EDL 653 Administration and 3.00 Public School Superintendent certification. Leadership at the Middle Administration Graduates of this program have excellent School Level EDL 637 The Supervisor in The 3.00 opportunities for employment in a variety of School Setting: Facing school leadership roles beginning at the Curriculum and department chair or assistant principal level and Educational Issues culminating at the assistant superintendent or
LIU Hudson Bulletin 2015 - 2016 Page 42 LIU Hudson
Select one of the following three courses EDL 633 School Business 3.00 Administration
EDL 635 School Law 3.00
EDL 636 Public School Finance 3.00 Elective Requirements - select 6 credits EDL 632 Curricular Concerns in 3.00 Public School Administration
EDL 633 School Business 3.00 Administration
EDL 634 School Personnel 3.00 Administration
EDL 635 School Law 3.00
EDL 636 Public School Finance 3.00
EDL 637 The Supervisor in The 3.00 School Setting: Facing Curriculum and Educational Issues
EDL 644 Collective Negotiations In 3.00 Education
EDL 646 Special Education Law 3.00 For School Administrators
EDL 648 School Organization, 3.00 Programming & Scheduling
EDL 649 Leadership and 3.00 Administration in Multicultural School Settings
EDL 653 Administration and 3.00 Leadership at the Middle School Level
EDL 654 Curriculum Leadership: 3.00 Making the K-12 Common Core Standards Work Additional Requirements • Development of a portfolio internship project • DASA (Dignity for All Students Act) Training Minimum GPA: 3.00
Page 43 LIU Hudson Bulletin 2015 - 2016 Bulletin 2015 - 2016
Educational Leadership Courses methods are discussed in order that administrators among school district administrators, the board and will locate the best possible staff for their members of the community; and critical economic, schools/districts. Other areas of study include political and social issues confronting educational EDL 630 Administrative Core I assignment of staff, load and transfer of teachers, leadership. This course presents a balanced viewpoint of theory salaries and scheduling. Areas of concentration will Credits: 3 and practice in analyzing current issues in also include: leaves of absence, tenure, in-service Rotating Basis educational administration. Through the use of education, personnel records, morale, retirement, various readings, classroom discussion, group professional associations and collective bargaining. EDL 644 Collective Negotiations In Education activities, lecture, and varied presentations, topics, Credits: 3 This course is a study of the implementation and issues, and trends in this field will be examined. Rotating Basis development of collective negotiations in the public The course will examine three interrelated areas schools. It includes principles and practices applied within the field of school administration. They are EDL 635 School Law in public sector negotiations and the study of human relations, leadership and school-community This course entails a study of the major topics of selected topics such as the bargaining process, relations. law related to public schools. Areas of impasse procedures, grievance machinery, the strike * Administrative Core I need not be the first concentration include: sources of the law; scope of content of bargaining agreements, and the role of course taken in the program. the law; law and the organization for public the administrator in negotiations. Credits: 6 education; pupils, employees and school law; school Credits: 3 Rotating Basis officers and the law; theory of governmental non- On Occasion liability; liability and individual members of the EDL 631 Administrative Core II board, and personal liability of school employees. EDL 646 Special Education Law For School The goals of this course are to have students Credits: 3 Administrators become wise consumers of educational research and Rotating Basis This course is designed to acquaint the student with knowledgeable about the business functions of the public laws pertaining to the education of students school district and uses of computers to solve EDL 636 Public School Finance with disabilities. Specifically, students will review administrative problems. Administrative Core I This course is designed to acquaint the student with IDEIA, Section 504, No Child Left Behind/Race to (EDL 630) must be taken before Core II. public laws pertaining to the education of students the Top (as it impacts special education), NYS Part Credits: 3 with disabilities. Specifically, students will review 200 Regulations of the Commissioner, and newly Rotating Basis IDEIA, Section 504, No Child Left Behind/Race to revised ADA regulations. Major concepts to be the Top (as it impacts special education), NYS Part covered include: Least Restrictive EDL 632 Curricular Concerns in Public School 200 Regulations of the Commissioner, and newly Environment/Continuum of Services; The Administration revised ADA regulations. Major concepts to be Individual Education Program, including This course is a study of curricular concerns and covered include: Least Restrictive evaluation and the multi-disciplinary team; Due emphasizes administrative decision-making skills. Environment/Continuum of Services; The Process, including Parental Rights and procedural Major topics include administering programmatic Individual Education Program, including safeguards; Free Appropriate Public Education and change, focus on individualized and differentiated evaluation and the multi-disciplinary team; Due Response to Intervention. instruction, curriculum theory, instructional and Process, including Parental Rights and procedural Credits: 3 curriculum issues. safeguards; Free Appropriate Public Education and Rotating Basis Credits: 3 Response to Intervention. Rotating Basis Prerequisite of EDL 631 is required. EDL 648 School Organization, Programming and Credits: 3 & Scheduling EDL 633 School Business Administration Rotating Basis This course offers students insights into the This course provides students with information on essentials of managing a school or district. Major the skills and knowledge needed to operate an EDL 637 The Supervisor in The School Setting topics include, but are not limited to: scheduling effective school business office. It covers budgeting This course entails a study of the major classes and activities across varying grade levels; theories and practices, including estimating components of the school supervisor position. The scheduling extra-curricular activities; defining expenditures, personnel costs, and revenues as well nature of the supervisory process is reviewed. The appropriate parameters for clubs and assemblies; as services that support the instructional operations function of the supervisor in various situations is and managing sports programs. Students will learn of the district: food service, transportation, school examined in detail. The principals of supervision how to select appropriate educational programs and store, supply management, purchasing and bidding, and a variety of leadership styles are reviewed. technologies to enhance student learning. Practical insurance, and the use of existing district buildings Other areas of concentration include appropriate projects will be assigned. and grounds, new construction and renovation. procedures for supervision, the supervision of Credits: 3 School district revenue sources are explored, teachers, curriculum, instruction, and non- On Occasion including taxation concepts and practices, certificated staff. theoretical models in state funding, state aid, Credits: 3 EDL 649 Leadership and Administration in federal aid and special education, and public Rotating Basis Multicultural School Settings support for non-public schools. This course is designed to provide specific Credits: 3 EDL 641 School District Administration: preparation for supervisors in the management of Rotating Basis Problems and Issues operational policies, particularly in multicultural This course provides a study of the role and school settings. Recent national and local policy EDL 634 School Personnel Administration responsibilities of the district administrator in a trends will be explored for their effects upon The course provides a study of the skills, attitudes school system. Major topics include: organizational, traditional budget allocation practices, curriculum and knowledge essential for effective school professional and legal issues in school district strategies, personnel management, program personnel administration. Methods of recruitment administration; the school district administrator assessment, and shared management. Policies and of highly skilled and competent new employees are and organizational decision- making; methods will be examined to ensure that all reviewed. Certification requirements and selection emerging responsibilities in working relationships students have the necessary resources to enjoy
LIU Hudson Bulletin 2015 - 2016 Page 44 LIU Hudson equitable opportunities to learn and to meet high standards. EDL 653 Administration and Leadership at the Credits: 3 Middle School Level Rotating Basis This course is a study of administrative leadership and decision-making at the middle school level. It EDL 650 Internship in School Administration- includes a review of current educational research, Masters Level theory and practice as they may apply to the The course provides students with the opportunity operation of a middle level school. Topics include: to participate in administrative and supervisory understanding the middle school concept; activities and to put into practice the students’ examining administrative decision-making and the classroom knowledge in practical ways. Students middle school curriculum development; supervision will work in a school and district setting and then at the middle school level; current issues in meet in seminars to discuss issues, problems and administering a middle school. strategies. During the internship, five areas of study Offered on occasion, 3 credits. will be emphasized: Administration; Curriculum Credits: 3 Development; School Community Relations; On Occasion Student Services; and Staff Development. In addition, the six major core areas (the bases of EDL EDL 654 Curriculum Leadership: Making the K- 630 and EDL 631) will be reintroduced, thus 12 Common Core Standards Work providing a synthesizing experience for the student. This course is designed to give students a clear Practical applications of systematic observation and understanding of what the K-12 Common Core participation in administrative and supervisory State Standards (CCSS) are, how they are activities will be provided at the school/district organized, and how they can best be used to level. Permission of the Director of the enhance classroom instruction. Students will Department of Educational Leadership is required research and examine pragmatic strategies to enroll in this course. supported by examples from a diverse range of Prerequisites: EDL 630 (completed) and EDL 631 districts. Topics include: powering up (completed or in progress), or special permission of administrators and teachers to partner in the program director. implementing the standards, communicating with Prerequisites of EDL 630 & a Prerequisite or Co- parents, designing formative assessments that requisite of EDL 631 are required. measure mastery of the standards, and ensuring Credits: 6 that the standards benefit all learner.s, including Rotating Basis English language learners and those with special needs. EDL 651 Internship in School Administration- Credits: 3 Advanced Certificate Level Rotating Basis The course provides students with the opportunity to participate in administrative and supervisory activities and to put into practice the students’ classroom knowledge in a practical ways. Students will work in a school and district setting and then meet in seminars to discuss issues, problems and strategies. During the internship, five areas of study will be emphasized: Administration; Curriculum Development; School Community Relations; Student Services; and Staff Development. In addition, the six major core areas (the bases of EDL 630 and EDL 631) will be reintroduced, thus providing a synthesizing experience for the student. Practical applications of systematic observation and participation in administrative and supervisory activities will be provided at the school/district level. Permission of the Director of the Department of Educational Leadership is required to enroll in this course. Prerequisites: EDL 630 (completed) and EDL 631 (completed or in progress), or special permission of the program director. Prerequisites of EDL 630 & a Prerequisite or Co- requisite of EDL 631 are required. Credits: 6 Rotating Basis
Page 45 LIU Hudson Bulletin 2015 - 2016 Bulletin 2015 - 2016
PHARMACEUTICS
Specializations in: Industrial Pharmacy and Cosmetic Science The Pharmaceutics Program is career-oriented. Curricula are evaluated at regular intervals to ensure that they reflect contemporary knowledge and practices in the Pharmaceutical and Cosmetic Industries. Students are offered didactic course work taught by experienced professionals, from both industries, who combine their practical experiences with the basic theories that underlie their courses. The heavy concentration of pharmaceutical industry and health-care institutions in the New York Metropolitan area provides unusual opportunities for such study. The graduate programs are designed to provide the theoretical and conceptual framework that is inherent in advanced studies, and to promote the development of specific skills applicable to Pharmaceutics and Cosmetic Science. Consequently, the programs have two major and consistent objectives: first, the pursuit of scholarly achievement; second, the enhancement of career mobility. This integrated approach provides students with unique opportunities to concentrate their efforts in areas that are productive and fulfilling. Two specializations are available in the M.S. program in Pharmaceutics: Industrial Pharmacy and Cosmetic Science. Industrial Pharmacy Specialization The primary goal of the program is to provide advanced study opportunities for individuals interested in various aspects of drug development in the pharmaceutical industry. The areas include pharmaceutical research and development, manufacturing, unit operations and related activities. Cosmetic Science Specialization In keeping with the rapid changes and advances in the field of cosmetic science, the graduate program in cosmetic science provides an appropriate blend of course work in the areas of chemistry, pharmacology, toxicology, microbiology and pharmacy. These disciplines are coupled with their applications to the development and formulation of cosmetic products, and will serve to help the student to function more effectively in the cosmetic industry.
Inquiries may be directed to:
Dr. Wendy Dulin, Director, Pharmaceutics Programs 845-450-5435 [email protected]
LIU Hudson Bulletin 2015 - 2016 Page 46 LIU Hudson
PHS 937 Pharmaceutical 3.00 Methods of PHS 972 3.00 M.S. in Pharmaceutics (with Engineering Pharmaceutical Analysis specializations in Industrial PHS 950 Cosmetic / 3.00 Advanced Dermatological PHS 987 Biopharmaceutics/ 3.00 Pharmacy and Cosmetic Science) Formulations and Pharmacokinetics
Technology I Admission Requirements PHA 010 Biostatistics 3.00 Applicants must have a baccalaureate degree PHS 951 Cosmetic / 3.00 Elective Requirements - 9 Credits from an accredited institution and a successful Dermatological PHS 701 Physical Chemistry I 3.00 record of achievement in undergraduate studies Formulations and with a major in pharmacy, biology, chemistry, Technology II PHS 702 Physical Chemistry II 3.00 biochemistry, physics or a related field. PHS 954 Special Topics in 3.00 Full Matriculation Requirements PHS 901 Basic Pharmaceutics 3.00 Pharmaceutical and Full matriculation indicates that the student PHS 936 Dosage Form Design 3.00 Cosmetic Microbiology meets all the requirements for admission in the Pharmaceutical degree program. These requirements are: PHS 958 Aerosol Science and 3.00 PHS 937 3.00 Engineering • Official undergraduate transcripts reflecting Technology award of a baccalaureate degree or the Cosmetic /Dermatological PHS 960 Properties/Applications of 3.00 successful completion of another master's PHS 950 Formulations and 3.00 Cosmetic and degree, both with a GPA. of 3.0 or above Technology I Pharmaceutical Raw • Two letters of recommendation Materials Cosmetic /Dermatological Degree Requirements PHS 951 Formulations and 3.00 Candidates for the M.S. degree in the Industrial PHS 970 Principles of Quality 3.00 Technology II Pharmacy specialization must complete 36 credits Assurance of course work and pass the written Special Topics in PHS 975 Introduction to Packaging 3.00 Comprehensive Examination. Candidates for the PHS 954 Pharmaceutical and 3.00 Principles M.S. degree in the Cosmetic Science specialization Cosmetic Microbiology must complete 33 credits of course work and pass PHS 979 Design of Peptide and 3.00 Aerosol Science and the written comprehensive examination. Protein Drug Delivery PHS 958 3.00 Technology Systems Requirements for students currently enrolled, Properties/Applications of PHS 982 Science and Technology 3.00 or admitted prior to fall 2014: Cosmetic and of Controlled Release PHS 960 3.00 M.S. in Pharmaceutics with Specialization Pharmaceutical Raw Systems in Industrial Pharmacy - 36 Credits Materials [Program Code: 30469] PHS 984 Biomaterials in Pharmacy 3.00 Principles of Quality Core Requirements - 24 credits and Medicine PHS 970 3.00 Assurance PHS 020 Seminar in Pharmaceutics 3.00 PHS 986 Microencapsulation 3.00 Introduction to Packaging PHS 701 Physical Chemistry I 3.00 PHS 975 3.00 Principles PHS 901 Basic Pharmaceutics 3.00 Requirements for students admitted to the Design of Peptide and program starting fall 2014: PHS 931 Advanced Physical 3.00 PHS 979 Protein Drug Delivery 3.00 M.S. in Pharmaceutics with Specialization in Pharmacy I Systems Industrial Pharmacy - 36 Credits PHS 934 Principles of Industrial 3.00 [Program Code: 30469] Science and Technology Pharmacy I Core Requirements - 27 credits PHS 982 of Controlled Release 3.00 Systems PHS 935 Principles of Industrial 3.00 Pharmaceutical Pharmacy II Regulatory Overview Biomaterials in Pharmacy (formerly Regulatory PHS 984 3.00 PHS 902 3.00 and Medicine PHS 972 Methods of 3.00 Compliance in PHS 986 Microencapsulation 3.00 Pharmaceutical Analysis the Practice of Industrial PHS 987 Advanced 3.00 Pharmacy) * Currently offered at the LIU Brooklyn Biopharmaceutics and Advanced Physical campus only PHS 931 3.00 Pharmacokinetics Pharmacy I Minimum GPA: 3.00 Elective Requirements - 12 Credits Advanced Physical PHS 932 3.00 PHS 702 Physical Chemistry II 3.00 Pharmacy II M.S. in Pharmaceutics with Specialization in Cosmetic Science - 33 Credits PHS 902 Regulatory Compliance in 3.00 Principles of Industrial PHS 934 3.00 [Program Code: 30469] the Practice of Industrial Pharmacy I Core Requirements - 24 Credits Pharmacy Principles of Industrial PHA 010 Biostatistics 3.00 PHS 935 3.00 PHS 932 Advanced Physical 3.00 Pharmacy II Pharmacy II PHS 022 Seminar in Cosmetic 3.00 MAT 610 Differential Equations I* 3.00 Science* PHS 936 Dosage Form Design 3.00
Page 47 LIU Hudson Bulletin 2015 - 2016 Bulletin 2015 - 2016
PHS 931 Advanced Physical 3.00 Pharmacy I
PHS 950 Cosmetic / 3.00 Dermatological Formulations and Technology I
PHS 951 Cosmetic / 3.00 Dermatological Formulations and Technology II
PHS 952 Cosmetic / 3.00 Dermatological Formulations and Technology Laboratory*
PHS 960 Properties/Applications of 3.00 Cosmetic and Pharmaceutical Raw Materials
PHS 972 Methods of 3.00 Pharmaceutical Analysis * Currently offered at the LIU Brooklyn campus only Elective Requirements - 9 Credits PHS 702 Physical Chemistry II 3.00
PHS 902 Regulatory Compliance in 3.00 the Practice of Industrial Pharmacy
PHS 932 Advanced Physical 3.00 Pharmacy II
PHS 936 Dosage Form Design 3.00
PHS 937 Pharmaceutical 3.00 Engineering
PHS 954 Special Topics in 3.00 Pharmaceutical and Cosmetic Microbiology
PHS 958 Aerosol Science and 3.00 Technology
PHS 970 Principles of Quality 3.00 Assurance
PHS 975 Introduction to Packaging 3.00 Principles
PHS 984 Biomaterials in Pharmacy 3.00 and Medicine
PHS 986 Microencapsulation 3.00 Minimum GPA: 3.00
LIU Hudson Bulletin 2015 - 2016 Page 48 LIU Hudson
Pharmaceutics Courses Credits: 3 systems and solids are emphasized. On Demand Limited to 20 students. The pre-requisite of PHS 931 is required and the PHA 010 Biostatistics PHS 702 Physical Chemistry II student must be in the Hudson Pharmacy Graduate An introductory course in statistics with emphasis The course will cover chemical kinetics, from program in order to register for this course. on applications in the health sciences. Topics experimental measurement of rate processes to Credits: 3 include description of data, measures of central activation theory and enzyme kinetics. Steady state On Demand tendency and dispersion, inferences from data, activation theory will be included. significant differences, and measures of similarity Limited to 20 students. PHS 934 Principles of Industrial Pharmacy I and differences among groups of data. In order to register for this course the student must The course provides a study of methods used to Credits: 3 be in the Hudson Pharmaceutics Graduate formulate, manufacture and stability-test various On Demand program. dosage forms including tablets, ointments, creams, Credits: 3 capsules, suspensions, sterile products, etc. The MTH 610 Differential Equations I On Demand different techniques used to formulate dosage Students will be instructed on initial-value forms possessing unique properties such as problems, including existence and uniqueness of PHS 901 Basic Pharmaceutics sustained or delayed release will also be covered. solutions and their dependence on initial data; The course provides an introduction to basic Limited to 20 students. linear systems; boundary value problems; qualitative pharmaceutical principles associated with In order to register for this course the student must theory. pharmaceutical dosage forms. Discussions will focus be in the Hudson Pharmaceutics Graduate Credits: 3 on factors affecting dosage form design, program. Every Fall and Spring manufacturing of different dosage forms, Credits: 3 biopharmaceutics, pharmacokinetics, and drug On Demand PHS 20 Seminar in Pharmaceutics stability. Waiver may be authorized by the division The course entails presentation and analysis of only. PHS 935 Principles of Industrial Pharmacy II recent developments in industrial pharmacy and Limited to 20 students. The course builds on the foundation developed in pharmaceutics. Students are expected to present In order to register for this course the student must PHS 934, and provides students the theory and oral and written reports on a particular subject in be in the Hudson Pharmaceutics Graduate practical knowledge required to develop and design consultation with the instructor in charge. Pass-Fail program. manufacturing processes for lab-scale to commercial only. Credits: 3 scale productions that utilize current equipment Limited to 20 students. On Demand trains. Concepts of Pharmaceutical Engineering will In order to register for this course the student must be emphasized. be in the Hudson Pharmaceutics Graduate PHS 902 Pharmaceutical Regulatory Overview The prerequisite for this course is PHS 934. program. The course discusses the role of the FDA and other Limited to 20 students. Credits: 3 regulatory agencies whose actions impact on the In order to register for this course the student must On Demand pharmaceutical, biotechnology and cosmetic be in the Hudson Pharmaceutics Graduate industries. GMP’s, GLP’s, FDA inspections, program. PHS 22 Seminar in Cosmetic Science validation and other topics are discussed to Credits: 3 The course entails presentation and analysis of highlight agencies’ requirements and the do’s and On Demand recent developments in cosmetic science. Students don’ts for compliance. are expected to present oral and written reports on Limited to 20 students. PHS 936 Dosage Form Design a particular cosmetic topic in consultation with the In order to register for this course the student must Biopharmaceutics and pharmacokinetic principles, instructor in charge. Pass-Fail only. be in the Hudson Pharmaceutics Graduate coupled with physical pharmacy concepts, are used Limited to 20 students. program. to discuss methods necessary for optimizing the In order to register for this course the student must Credits: 3 design of various drug-delivery systems. The course be in the Hudson Pharmaceutics Graduate On Demand is intended for students who have a basic program. understanding of dosage forms and their design, Credits: 3 PHS 931 Advanced Physical Pharmacy I and is geared toward teaching the underlying On Demand A systematic study of the application of physico- principles of drug release from dosage forms. chemical principles to the pharmaceutical and While a major portion of the course is devoted PHS 701 Physical Chemistry I cosmetic sciences. Topics include complexation, toward the design of oral solids, other dosage Students will learn the theoretical foundations of colloids, interfacial phenomena, dissolution theory, forms, including solutions and dispersed systems thermodynamics as applied to chemical systems. A suspensions, micromeritics and rheology. for oral, topical and parenteral administration, are thorough review of the first three laws of Prerequisite: First semester Calculus course. also covered. Thermodynamics and their applications to Limited to 20 students. Limited to 20 students. problems of chemistry will be covered. Additional The pre-requisite of MTH 40 is required and the In order to register for this course the student must topics will include an initial discussion of equilibria student must be in the Hudson Pharmacy Graduate be in the Hudson Pharmaceutics Graduate in simple single component, single phasic systems, program in order to register for this course. program. and these concepts will be expanded to multi- Credits: 3 Credits: 3 component, multi-phasic systems. Solution-phase On Demand On Demand chemical kinetics, including an introduction to Transition State Theory, will also be taught. PHS 932 Advanced Physical Pharmacy II PHS 937 Pharmaceutical Engineering Limited to 20 students. A detailed analysis of the chemical kinetics of Students will learn the basic engineering principles In order to register for this course the student must pharmaceutical systems as applied to both in-vitro that are involved in the commercial manufacture of be in the Hudson Pharmaceutics Graduate and in-vivo models. Drug decomposition, pharmaceutical dosage forms. Lectures will focus program. stabilization and storage of solutions, polyphasic on how processes such as blending, mixing, heat
Page 49 LIU Hudson Bulletin 2015 - 2016 Bulletin 2015 - 2016 and mass transfer are utilized to design and specify In order to register for this course the student must theory and practice of the total control of quality in equipment required for production of powders, be in the Hudson Pharmaceutics Graduate pharmaceutical manufacturing. Topics include: tablets, capsules and parenteral products. Basic program. total quality control; quality assurance organization concepts of cost estimation will also be discussed. Credits: 3 and its role in research, development and Limited to 20 students. On Demand production; current good manufacturing practices; In order to register for this course the student must statistical quality control; and expanded discussions be in the Hudson Pharmaceutics Graduate PHS 954 Special Topics in Pharmaceutical and on process validation and stability, and expiration program. Cosmetic Microbiology dating. Limited to 20 students. Credits: 3 Laboratory design and equipment requirements In order to register for this course the student must On Demand including discussions of laminar flow and be in the Hudson Pharmaceutics Graduate automation, will be covered. Special attention to: program. PHS 950 Cosmetic / Dermatological legal requirements, sanitation and good Credits: 3 Formulations and Technology I manufacturing practices; disinfectants, antiseptics, On Demand The course provides a thorough review of skin preservatives and preservation; test methods for air, physiology, mechanistic analysis of the relevant skin water, raw materials, finished products; sterility PHS 972 Methods of Pharmaceutical Analysis functions, and percutaneous absorption. The tests and new techniques in diagnostic work; assay Students will learn the theory governing the most physicochemical principles and the performance methods; evaluation of personal products; common methods of pharmaceutical analysis. The criteria that are evaluated to rationally develop microbiological statistics. Limited to 20 students. course will cover basic statistics so that students can dermatological formulations will be taught. Three credits. interpret results obtained from analysis of Emphasis is placed on product development, scale- In order to register for this course the student must pharmaceuticals and understand certain concepts ups, manufacturing, stability-testing and be in the Hudson Pharmaceutics Graduate including linear regression, which are required to performance evaluations of modern-day cosmetic, program. solve quantitative problems of pharmaceutical toiletry and pharmaceutical topical products. The Credits: 3 analysis. The techniques that will be discussed in course covers skin care, hair care and treatment On Demand the course include: UV/Visible Spectroscopy, systems including creams, lotions, shampoos, gels, Infrared Spectroscopy, Fluorescence Spectroscopy, fluids, makeups, sunscreens and pharmaceutical PHS 958 Aerosol Science and Technology Liquid-Liquid extractions, Solid Phase Extractions, dermatologicals. Limited to 20 students. An in-depth study of the physicochemical principles Gas and Liquid Chromatography and Dissolution. In order to register for this course the student must of aerosol science and technology. The topics Other techniques and topics will be discussed as be in the Hudson Pharmaceutics Graduate covered include: aerosol propellants, containers, time permits. Limited to 20 students. program. valve and actuator systems, product development, In order to register for this course the student must Credits: 3 manufacturing, stability testing and performance be in the Hudson Pharmaceutics Graduate On Demand evaluations of all types of aerosol products. Special program. emphasis is placed on the homogeneous and Credits: 3 PHS 951 Cosmetic / Dermatological heterogeneous systems used in the formulations of On Demand Formulations and Technology II topical, nasal and inhalation aerosol drug delivery This Course offers in-depth studies of human hair products. Limited to 20 students. PHS 975 Introduction to Packaging Principles morphology, structure, its mechanistic analyses / In order to register for this course the student must The course will review the structure and functions, hair growth and damage, as related to be in the Hudson Pharmaceutics Graduate composition of various materials used in the age and the chemicals from daily hair care products. program. preparation of consumer-oriented primary and Students will learn the basic concepts and theories Credits: 3 secondary packaging (pharmaceutical, cosmetic, of heterogeneous systems including emulsions, On Demand device, etc.). Their potential interaction and fluids, gels, sprays and suspensions for use in the impact on shelf life will be discussed, with the product development of all types of safe and PHS 960 Properties/Applications of Cosmetic and emphasis on fundamental physical chemical effective modern hair related cosmetic and Pharmaceutical Raw Materials principles applied to package function and design. dermatological products, including shampoos, The course is tailored to students who are Regulatory aspects will be discussed whenever conditioners, hair sprays, anti-dandruff and other interested in learning about the formulation and applicable. Limited to 20 students. varieties of products. In addition, all pertinent manufacturing of cosmetic, toiletry and In order to register for this course the student must aspects of product safety and toxicological issues pharmaceutical products. The course covers the be in the Hudson Pharmaceutics Graduate will be covered. Limited to 20 students. physicochemical properties of major classes of raw program. In order to register for this course the student must materials, including binders, disintegrants, fillers, Credits: 3 be in the Hudson Pharmaceutics Graduate surfactants, film formers, plasticizers, preservatives, On Demand program. antioxidants, thickeners and dispersants, and Credits: 3 pharmaceutical solvents. Special emphasis is placed PHS 979 Design of Peptide and Protein Drug On Demand on the creative and innovative application of these Delivery Systems raw materials in the development of contemporary An introduction to the gene-cloning technology PHS 952 Cosmetic / Dermatological cosmetic/toiletry and pharmaceutical dosage forms. and ex-vivo cell cultures as a new source for protein Formulations and Technology Laboratory Limited to 20 students. and peptide drugs. Students will learn the physico- Designed for in-depth study of product In order to register for this course the student must chemical characteristics and biochemical properties development, scale-up, manufacturing, stability- be in the Hudson Pharmaceutics Graduate of polypeptides; physical and chemical degradation testing and performance evaluations of modern-day program. pathways characteristic to protein drugs; suggested cosmetic and toiletry products. This course is only Credits: 3 mechanisms of protein drug absorption; offered at the LIU Brooklyn campus. This course On Demand classification and properties of absorption has an additional laboratory fee. Limited to 20 promoters for macromolecules; how to design the students. PHS 970 Principles of Quality Assurance appropriate delivery system for a stable, effective This course provides an introduction to both
LIU Hudson Bulletin 2015 - 2016 Page 50 LIU Hudson protein drug through parenteral or non-parenteral In order to register for this course the student must routes. Specific protein products for the diagnosis, be in the Hudson Pharmaceutics Graduate treatment and prevention of diseases, which are program. now commercially available, will be covered. Credits: 3 Limited to 20 students. On Demand The pre-requisites of PHS 311 and 312 are required and the student must be in the Hudson Pharmacy PHS 987 Advanced Biopharmaceutics and Graduate program in order to register for this Pharmacokinetics course. Students will learn the application of Credits: 3 pharmacokinetic principles and pharmacokinetic On Demand models to dosing, bioavailability and bioequivalence of drugs. Limited to 20 students. PHS 982 Science and Technology of Controlled In order to register for this course the student must Release Systems be in the Hudson Pharmaceutics Graduate Students will learn the design and fabrication of program. currently utilized devices for controlling the release Credits: 3 of drugs to the human body. A wide variety of drug On Demand delivery system designs will be analyzed in this course. Mechanisms and kinetics of drug release from these systems, structure and properties of fabrication materials, principles of molecular diffusion across polymer barriers and transport across biological interfaces will be covered. Limited to 20 students. In order to register for this course the student must be in the Hudson Pharmaceutics Graduate program. Credits: 3 On Demand
PHS 984 Biomaterials in Pharmacy and Medicine Students will learn the combined application of the principles of physical chemistry, biochemistry, materials engineering, mass transfer, fluid mechanics and biological interactions to pharmaceutical and biomedical problems. Practical aspects of biomaterials research, development and performance will also be explored. The course will examine: specific case studies for material selection needed to prepare the components of artificial organs and drug-containing implants for use in the body; state-of-the-art research ideas; and the relationship of these concepts to improve pharmaceutical and medical systems. Limited to 20 students. In order to register for this course the student must be in the Hudson Pharmaceutics Graduate program. Credits: 3 On Demand
PHS 986 Microencapsulation This course will provide a comprehensive study of the design and production of fine particles, including microcapsules, microspheres, and nanoparticles. The course will stress microencapsulation processes of pharmaceuticals. It will discuss the state of the arts, sciences, and modern techniques that must be mastered to be able to prepare and test products that will work correctly, effectively, and be clinically acceptable for human or animal use. This course also includes characterization of microencapsulation dosage form products. Limited to 20 students.
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PUBLIC OR HEALTH ADMINISTRATION
The Public Administration program prepares public service professionals for managerial positions in government, health and non-profit sectors. It is open to students from all undergraduate fields and provides the foundations and advanced applications expected in a graduate program. The program focuses on competencies that employers desire – leadership, ethical decision making, analytical and budgeting expertise, written communication and oral presentation skills. Specialization courses in government, health and non- profit fields with a variety of subtopics provide depth in the student's area of interest. Focused capstone courses allow students to apply their new competencies in meaningful public or health service projects. The M.P.A. Program offers the Master of Public Administration with tracks in Public Administration and Health Administration, and the Advanced Certificate in Long Term Care. The program is divided into four parts: an introductory sequence that provides 18 credits of public service sector foundations and skills, followed by 9 credits of focused management topics including human resources, budgeting and financial management, law and accountability. Students then take 9 credits in electives and a required six-credit integrative capstone experience, which culminates in a project.
Inquiries may be directed to:
Dr. Kevin R. Nash, Program Director, Health and Public Administration Programs 845-450-5410 [email protected]
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semester of attendance at LIU Hudson at Thesis Course Requirements Rockland. Admission Requirements HAD 707 Thesis Research 3.00 Students who are either full or limited Consultation and Seminar Admission Requirements: matriculants or have conditional status must obtain Candidates for admission to the M.P.A. prior approval from the program director to attend HAD 708 Thesis in Health 3.00 program must satisfy the general admission course(s) at other universities or at other campuses Administration requirements for graduate study at LIU. of LIU. Without such prior approval such courses Minimum GPA: 3.00 Applicants must have a baccalaureate degree will not be transferable. Permission and from an accredited institution and an acceptable transferability for course(s) taken at another M.P.A. in Public Administration record in undergraduate and other studies reflected university while in residence at LIU Hudson may in official transcripts of all colleges and be granted only in exceptional cases. The 42-credit Master of Public Administration universities attended. prepares students for public service Full Matriculation Requirements M.P.A. in Health Administration responsibilities, blending management theory with Full matriculation indicates that the student practical applications in government, health and meets all the requirements for admission in the The 42-credit Master of Public Administration non-profit organizations. Students from diverse degree program. degree in Health Care Administration provides the backgrounds with varying levels of professional These requirements are: comprehensive curriculum needed to succeed in a expertise are taught by faculty members who are • Official transcript reflecting award of a highly complex, competitive and ever-changing current in all aspects of this continuously evolving baccalaureate degree or the successful health care environment. Courses examine both and growing field. completion of another master's degree, both practical and theoretical problems in the field and with a GPA of 3.0 or above. provide an understanding of a wide range of topics M.P.A. in Public Administration • Two letters of recommendation. including organizational structures, administrative (42 Credits) • A clearly written statement with application techniques, policy analysis, and program [Program Code: 81245] indicating desire for admission and professional management. Core Requirements growth MPA 501 Principles of Public 3.00 Limited Matriculation Requirements M.P.A. in Health Administration Administration A student whose undergraduate cumulative (42 Credits) grade point average is between 2.5 and 2.99 may [Program Code: 81383] MPA 502 Organizational Theory 3.00 be granted limited matriculation. To be reclassified Core Requirements and Behavior in the as full matriculant, the student must furnish all MPA 501 Principles of Public 3.00 Public Sector necessary documentation, complete 12 credits with Administration MPA 503 Economic Environment 3.00 a grade of B or higher in each course, and MPA 502 Organizational Theory 3.00 and the Public Sector demonstrate oral and written English and Behavior in the communication skills. MPA 505 Analytical Methods– 3.00 Public Sector A student with an undergraduate GPA below Applied Research 2.5, but who has strong letters of recommendation MPA 503 Economic Environment 3.00 MPA 507 The Policy Process in 3.00 and an expanded statement submitted with the and the Public Sector Health Care and Public application indicating desire for admission and MPA 505 Analytical Methods– 3.00 Administration personal growth, will be reviewed on an individual Applied Research basis, and may or may not be accepted into the MPA 550 Computer Applications 3.00 program. MPA 507 The Policy Process in 3.00 (prerequisite MPA 505) The expanded statement must be in the form of Health Care and Public PAD Segment Requirements an essay, and must describe the applicant's Administration PAD 602 Human Resources 3.00 accomplishments, explain the low GPA, and offer MPA 550 Computer Applications 3.00 Administration in the other justifications for admission. The review may (prerequisite MPA 505) Public Sector include a personal interview with the program director. HAD Segment Requirements PAD 603 Fundamentals of 3.00 Transfer Credits HAD 602 Human Resources 3.00 Budgeting and Finance in Up to six transfer credits may be accepted from Administration in Health Public Administration an accredited graduate school. The courses must Care PAD 604 Administrative 3.00 be appropriate to the area of Health or Public HAD 603 Fundamentals of 3.00 Responsibility and the Administration. Transfer credit will not be Budgeting and Finance in Legal Environment in the considered unless a grade of B or better was given Health Administration Public Sector for the course and the course was taken within five Elective Requirements years. In the case of a required course, the content HAD 604 Administrative 3.00 Three electives in the 700 series of the course taken at the other institution must Responsibilities and the Thesis Course Requirements match the content of the required course. The Legal Environment in the student must submit the published bulletin Health Care Sector PAD 707 Thesis Research 3.00 Consultation and Seminar containing an appropriate course description, the Elective Requirements course syllabus, a statement about his/her Three electives in the 700 series PAD 708 Thesis in Public 3.00 accomplishments in the course and the term paper Administration or project completed. Transfer credits are not Minimum GPA: 3.00 automatically granted. Request for transfer credits must be made within the first 30 days in the first
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Advanced Certificate in Long Term Care
By the year 2020, almost 16% of the U.S. population will be over age 65. The current demand is for professionals with the management and leadership skills needed to provide long term care to the elderly and others in society requiring extended care. The career opportunities are countless with a variety of settings to choose from. The 15-credit Advanced Certificate in Long Term Care is designed to provide professionals working in agencies and organizations serving aging populations or others requiring extended care with the specialized knowledge and the skills they need to ensure effective service delivery to these groups. Admissions Requirements Candidates for the Certificate in Long Term Care must have a bachelor's degree from an accredited institution, and an acceptable record in undergraduate and other studies as reflected by official transcripts. Each candidate must also meet admission criteria established for the M.P.A. degree program. Degree Requirements Awarding of Certificate requires successful completion of five (5) courses. Candidates who already have an M.P.A. degree may apply up to three (3) courses (9 credits) towards the certificate. Note: When HAD 709, HAD 710, HAD 711, HAD 602, HAD 603 are taken as part of the total Health Care Administration curriculum, program graduates should meet the educational requirements for eligibility to take the state board examination for a Nursing Home Administrator's license.
Advanced Certificate in Long Term Care (15 Credits) [Program Code: 83398] Requirements HAD 602 Human Resources 3.00 Administration in Health Care
HAD 603 Foundations of Budgeting 3.00 and Finance in Health Administration
HAD 709 Legal Aspects in Health 3.00 Administration
HAD 710 Gerontology: Process of 3.00 Aging
HAD 711 Long-Term Care 3.00 Administration Minimum GPA: 3.00
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Rotating Basis Rotating Basis Public and Health Administration Courses HAD 707 Thesis Research Consultation and HAD 714 Planning and Marketing in Health Care Seminar Organizations All courses are grouped by major code In the first semester the student will undertake an This course provides an analysis of the principles of designations: advanced study of the methods of research and the planning and marketing functions in health care MPA – General Core Courses analytical and presentation techniques employed in organizations. Students will study the methods by HAD – Health Administration Courses the discipline of Health or Public Administration, which institutions evaluate and control PAD – Public Administration Courses together with the preparation of a master's thesis opportunities to achieve goals and objectives in a proposal and outline of the thesis. highly competitive and resource restrained health Health Administration Courses You must be in the Hudson Graduate MPA care environment with both free market and Program in order to enroll for this course. regulated market characteristics. Credits: 3 You must be in the Hudson Graduate MPA HAD 602 Human Resources Administration in Cross-Listings: HAD 707, PAD 707 Program in order to enroll for this course. Health Care Rotating Basis Credits: 3 An exploration of the theories and practices of Rotating Basis Human Resources administration in health service HAD 708 Thesis in Health Administration organizations, merit systems, unionism, The second semester is spent in the actual writing HAD 723 Economics of Health bureaucratic trends, personnel recruitment, testing, of the thesis. This course offers the perspective of health care and performance evaluations. Other topics include Prerequisite: HAD 707. delivery as an economic activity. Students analyze equal employment opportunity, employee rights, The pre-requisite of HAD 707 is required and the the determinants of demand for health services, the and occupational safety. student must be in the Hudson Graduate MPA supply of health resources, and the various You must be in the Hudson Graduate MPA Program in order to enroll for this course. approaches to bringing the two into equilibrium. Program in order to enroll for this course. Credits: 3 Attention is also given to public involvement in Credits: 3 Rotating Basis health services in the form of licensure, regulation, Rotating Basis financing and planning. HAD 709 Legal Aspects in Health Administration You must be in the Hudson Graduate MPA HAD 603 Foundations of Budgeting and Finance This course focuses on the application of legal Program in order to enroll for this course. in Health Administration principles to the health delivery system. Topics Credits: 3 A familiarization with the principles of budgeting include: hospital code; consents; patients' rights; Rotating Basis and finance in the health sector. Topics include admission and discharge of patients; malpractice; budgetary systems, methods, processes and cycles, liability of hospital, physicians and nurses; medical HAD 724 Managed Care Administration preparation, justification. A survey of the various records; immunity of hospitals; medical staff rights This course analyzes the various modalities and the federal prospective payment systems and other and privileges; medical-moral dilemmas relating to significance, direction and current status of current developments in reimbursement methods is abortion, sterilization, and artificial insemination. managed care as an expanding organizational presented. You must be in the Hudson Graduate MPA component of the health care delivery system. You must be in the Hudson Graduate MPA Program in order to enroll for this course. Students will examine organizational models, Program in order to enroll for this course. Credits: 3 compensation problems, contracting, quality Credits: 3 Rotating Basis management, marketing, legal issues and relations Cross-Listings: HAD 603, PAD 603 with various groups, such as patients, physicians, Rotating Basis HAD 710 Gerontology: Process of Aging government and business clients. This course is a survey of gerontology, including You must be in the Hudson Graduate MPA HAD 604 Administrative Responsibilities and the theories of aging, health and physiological aspects Program in order to enroll for this course. Legal Environment in the Health Care Sector of aging, psychological and psychiatric problems, Credits: 3 Consideration of the authority and procedures family and sex roles of the aged, the middle years, Rotating Basis utilized by health agencies in the administration of retirement, and institutional placement in long- their affairs. Analysis of problems of accountability term care facilities. HAD 725 Financial Management of Health Care and the reconciliation of the administrative process You must be in the Hudson Graduate MPA Institutions with medical, political, social statutory and Program in order to enroll for this course. The description and analysis of financial issues on regulatory mandates. Credits: 3 an institutional level are explored. Topics include You must be in the Hudson Graduate MPA Rotating Basis third-party payment systems, managed care financial Program in order to enroll for this course. planning and contracting, methods of financing Credits: 3 HAD 711 Long-Term Care Administration and allocation of funds, cash flow and fiscal Rotating Basis In this course students consider the unique management, systems of cost control and financial organizational and administrative aspects of the decision making. HAD 701 Hospital Organization various types of long-term facilities as distinct from You must be in the Hudson Graduate MPA Reviews the organization and management of acute-care hospitals. The course will include the Program in order to enroll for this course. hospitals within a regional context of primary care. Federal and local special code requirements Credits: 3 While covering the elements of hospital structure pertinent to construction, administration, medical Rotating Basis and organization, there will be a focus on problem nursing care, and other numerous therapeutic solving and the development of administrative modalities required by the geriatric and HAD 780 Current Issues in Health skills. convalescent patient. Administration You must be in the Hudson Graduate MPA You must be in the Hudson Graduate MPA A special topics course exploring selected themes, Program in order to enroll for this course. Program in order to enroll for this course. current developments, and emerging issues in Credits: 3 Credits: 3 health administration.
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You must be in the Hudson Graduate MPA the perspectives and conflicts that arise at the Program in order to enroll for this course. MPA 507 The Policy Process in Health Care and various levels of organizations, and suggest strategies Credits: 3 Public Administration for prevention and resolution. Students learn Rotating Basis This course is an analysis of the policy process in about their own management styles, how to terms of the development and implementation of maximize their own performance and those of their General Core Courses programs as they relate to the health care and employees, peers and supervisors through role- public sectors. The impact of special interests is playing, feedback exercises, effective supervision examined as an integral part of the process. A and evaluation techniques. MPA 501 Principles of Public Administration variety of timely subject/case studies are explored. You must be in the Hudson Graduate MPA This course explores the fundamentals of public You must be in the Hudson Graduate MPA Program in order to enroll for this course. administration, including organization and Program in order to enroll for this course. Credits: 3 management concepts, and the political process. Credits: 3 Rotating Basis The origin, growth and interrelationships in the Rotating Basis public sector are discussed. This discussion falls MPA 710 Labor Relations in the Public Sector within the broader context of public policy MPA 550 Computer Applications This course examines the interaction of the labor processes, with special attention to the topics of This course equips the student to use computerized movement with management in the political setting bureaucracy and intergovernmental relations. database management systems and statistical of government. This course also examines You must be in the Hudson Graduate MPA packages. The student gains hands-on experience collective bargaining in relation to public bodies, Program in order to enroll for this course. with both microcomputers and mainframe and the impact of bargaining on a fiscal budget. Credits: 3 computers. Among the packages used are SPSSX Other policy processes as well as the role of the Rotating Basis and other varied database management systems. administration are covered and include strategies of The pre-requisite of MPA 505 is required and the bargaining and the role of public opinion. MPA 502 Organizational Theory and Behavior student must be in the Hudson Graduate MPA You must be in the Hudson Graduate MPA An analysis of organizational theories with Program in order to enroll for this course. Program in order to enroll for this course. emphasis on the informal and formal aspects of the Credits: 3 Credits: 3 administrative process. Topics include individual Rotating Basis Rotating Basis behavior patterns, group dynamics, communication, motivation, decision-making, and MPA 701 Managerial Communications MPA 712 Managing Diversity in the Workplace leadership as they relate to the public and health This course examines theory and practice in written This course examines the role and function played care sectors. and oral communication as applied to the public, by diversity, civil and human rights and You must be in the Hudson Graduate MPA health and not-for-profit sectors. Students will administrative agencies at the federal, state, and Program in order to enroll for this course. become adept at report writing, memo writing, local levels. The course analyzes the government Credits: 3 correspondence and oral presentations. response to diversity issues. Topics include a review Rotating Basis You must be in the Hudson Graduate MPA of current legislation and the respective agencies Program in order to enroll for this course. established to address the problems of MPA 503 Economic Environment and the Public Credits: 3 discrimination. Sector Rotating Basis You must be in the Hudson Graduate MPA
An examination of the role of the public sector in Program in order to enroll for this course. MPA 704 Intergovernmental Relations economic decision-making. The nature of public Credits: 3 This course is an analysis of the vertical and goods is described as it relates to the allocation, Rotating Basis stabilization, and distribution functions of the horizontal relationships of the national, state and economic system. The role of private investment, local governments. Topics include the theory of MPA 713 Grant Writing and Administration relations between government and business, and federalism, intergovernmental cooperation and In this highly experiential course, students locate the use of national income accounts are examined. conflict, municipal, state and regional relationships. available federal, state, local and foundation sources Opposing views about the reasons, methods and You must be in the Hudson Graduate MPA of funding for a specific project, write a letter institutions influencing governmental regulation, Program in order to enroll for this course. proposal to a foundation or private sector fiscal and monetary policy and action are presented. Credits: 3 organization, and follow-up with a full grant You must be in the Hudson Graduate MPA Rotating Basis proposal. Students will adhere to the request for
Program in order to enroll for this course. proposal guidelines of a federal, state or local MPA 707 Training and Development Credits: 3 agency. Topics include effective research, creating a This course is devoted to the kinds of activities and Rotating Basis plan for the program, elements of a good proposal, problems encountered by an agency's director of components of the proposal package, and strategies training and development. Such items as the role MPA 505 Analytical Methods for getting a proposal read by a foundation or of the training director in organizational This course is an introduction to the methods, tools corporation officer. Administration, evaluation development, the relationship with line managers, and uses of applied research. The course surveys and reporting functions, as well as accountability, the relationship with the president, and the basic data gathering, analytical concepts and are described and discussed. techniques of the training are examined by case techniques as they apply to administrative You must be in the Hudson Graduate MPA studies, lectures and outside speakers. problems. Skills and issues related to research are Program in order to enroll for this course. You must be in the Hudson Graduate MPA also considered. Credits: 3 Program in order to enroll for this course. You must be in the Hudson Graduate MPA Rotating Basis Program in order to enroll for this course. Credits: 3 Credits: 3 Rotating Basis
Rotating Basis MPA 708 Work, People and Productivity This course is experiential. Activities demonstrate
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MPA 777 Critical Issues in the Public and Private Cross-Listings: HAD 603, PAD 603 Credits: 3 Sectors Rotating Basis Rotating Basis This course reviews critical issues facing the public and private sectors and their interrelationship. PAD 604 Administrative Responsibility and the Noted figures from the public and private sectors Legal Environment in the Public Sector present the issues from their perspective. Consideration of the authority and procedures You must be in the Hudson Graduate MPA utilized by public sector agencies in the Program in order to enroll for this course. administration of their affairs. Analysis of Credits: 3 problems of accountability and the reconciliation of Rotating Basis the administrative process with political, social statutory and regulatory mandates. MPA 785 Independent Study You must be in the Hudson Graduate MPA The student is expected to research one specific Program in order to enroll for this course. phase of a problem in considerable depth under the Credits: 3 supervision of a faculty adviser, and to prepare a Rotating Basis well-documented evaluative report expressing his/her own assessment of the impact and PAD 707 Thesis Research Consultation and significance of the problem and of one or more Seminar solutions. In the first semester the student will undertake an You must be in the Hudson Graduate MPA advanced study of the methods of research and the Program in order to enroll for this course. analytical and presentation techniques employed in Credits: 3 to 6 the discipline of Health or Public Administration, Rotating Basis together with the preparation of a master's thesis proposal and outline of the thesis. MPA 788 Graduate Internship in Administration You must be in the Hudson Graduate MPA An opportunity for students without administrative Program in order to enroll for this course. experience to work in an organization, based upon Credits: 3 a plan approved by the head of the program and Cross-Listings: HAD 707, PAD 707 the agency. Students prepare a substantial research Rotating Basis and/or analytical paper concerning their experience and participate in an Internship Seminar. PAD 708 Thesis in Public Administration You must be in the Hudson Graduate MPA The second semester is spent in the actual writing Program in order to enroll for this course. of the thesis. Credits: 3 to 6 The pre-requisite of PAD 707 is required and the Rotating Basis student must be in the Hudson Graduate MPA Program in order to enroll for this course. Public Administration Courses Credits: 3 Rotating Basis
PAD 602 Human Resources Administration in PAD 725 Government Regulation of Land Use the Public Sector This course examines various forms of This course is an exploration of the theories and governmental power (zoning, eminent domain, practices of personnel administration in public urban renewal) to regulate the use of land. sector, including merit systems, unionism, You must be in the Hudson Graduate MPA bureaucratic trends, personnel recruitment, testing Program in order to enroll for this course. and performance evaluations. Other topics include Credits: 3 equal employment opportunity, employee rights, Rotating Basis and occupational safety. PAD 748 Managing Metropolitan Government You must be in the Hudson Graduate MPA This course examines the politics of changing Program in order to enroll for this course. constituencies and their impact on community Credits: 3 participation and city management. This course Rotating Basis surveys the management and organization of PAD 603 Foundations of Budgeting and Finance American metropolitan areas. in Health Administration You must be in the Hudson Graduate MPA A familiarization with the principles of budgeting Program in order to enroll for this course. and finance in the health sector. Topics include Credits: 3 budgetary systems, methods, processes and cycles, Rotating Basis preparation, justification. A survey of the various PAD 780 Current Issues in Public Administration federal prospective payment systems and other This course is a special topic course exploring current developments in reimbursement methods is selected themes, current developments and presented. emerging issues. You must be in the Hudson Graduate MPA You must be in the Hudson Graduate MPA Program in order to enroll for this course. Program in order to enroll for this course. Credits: 3
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TEACHER EDUCATION
LIU Hudson provides a broad range of programs for those seeking credentials and enhanced teaching expertise. Those interested in graduate teacher education programs may have been trained in other fields and now wish to become teachers; they may be teachers seeking a master's degree, professional development, and/or an additional certification; or they may be pursuing an advanced degree directly following an undergraduate experience. While information in this catalogue provides an overview of LIU Hudson's master's degrees and advanced certificate programs, it is suggested that potential candidates consult with a program director to determine which program or programs might best meet their educational and career objectives. Program directors are full-time faculty members who, by virtue of personalized advising and mentoring, guide candidates through their teacher preparation programs. Through stimulating and rigorous courses of study, as well as a range of clinically rich experiences, LIU faculty ensure that teacher education candidates integrate theory with the realities of the pre-K-12 classroom, achieve high standards of practice and, overall, have the competencies to keep pace with the changes and innovations in their field. LIU Hudson's Teacher Education programs are nationally accredited by the Teacher Education Accreditation Council (TEAC) an arm of the Council for the Accreditation of Educator Preparation (CAEP). In addition to classroom teaching, LIU Hudson offers programs in School Counseling and School Psychology. Regardless of a student's prior training, the faculty and staff of LIU Hudson offer personalized advising in a caring and supportive environment designed with the adult student in mind.
Inquiries may be directed to:
Dr. Iris Goldberg, Program Director, Early Childhood/Childhood 914-831-2710, [email protected]
Elaine B. Geller, Director of Field Experience and Outreach (Rockland) 845-450-5407, [email protected]
George Pietarinen, Director of Placements and Student Support 914-831-2716, [email protected]
Dr. Nancy Goldman, Curriculum and Instruction-Secondary 845-450-5409, [email protected]
Dr. Helaine W. Marshall, Program Director, TESOL, Bilingual Education, and Languages Other than English 914-831-2713 and 845-450-5408, [email protected]
Dr. Rebecca Rich, Program Director, Literacy and Special Education 914-831-2714, [email protected]
Dr. Janet Simon, Program Director, Special Education and Adolescence 914-831-2715, [email protected]
LIU Hudson Bulletin 2015 - 2016 Page 58 LIU Hudson
Admission Requirements for All Teacher Education Programs
1. Bachelor's degree from an accredited institution with a minimum GPA of 2.75. (In special circumstances an applicant with a lower undergraduate GPA may be admitted as a limited matriculant.) 2. Two professional letters of recommendation 3. A written statement of professional goals
M.S. Ed. Requirement
Students in all M.S. Ed. in Teaching programs must pass the regularly administered Comprehensive Examination. The exam is a degree requirement and should be successfully completed one semester prior to the final semester in the program.
Requirements for those seeking New York State certification
• Certain certifications require specific liberal arts requirements. Students must consult their advisors to determine the requirements that apply for their particular certification(s). • Certain certifications require underlying certificates. Students must consult their advisors to clarify which underlying certificates are required for their programs. • All students applying for New York State certification are required to complete 6 hours of DASA (Dignity for All Students Act) training. • To become certified in special education in New York State students must complete the mandated three hour autism workshop. • Students must pass all required state exams. The point at which these exams should be taken within any program should be addressed with their advisors. Note: Students who wish to be certified in any state other than New York, please consult the education department in the appropriate state.
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EARLY CHILDHOOD TED 708 Seminar and Supervised 4.00 Tier III: Field Experiences (4 credits) Teaching: Early One of the following: EDUCATION (BIRTH - Childhood/Childhood TED 722 Seminar and Student 4.00 GRADE 2) Education Teaching: Early Minimum GPA: 3.00 Childhood/ Special
Education M.S.Ed. in Early Childhood M.S.Ed. in Early Childhood TED 723 Seminar and Supervised 4.00 (Birth - Grade 2) / Childhood (Birth - Grade 2) / Special Teaching: Early (Grades 1 - 6) Education Childhood/Special Education (Birth - Grade 2) Education
Minimum GPA: 3.00 43 Credits Required 44 Credits Required [Program Code: 28605; WECCMSED] [Program Code: 28606; WECSEMSED] M.S.Ed. in Early Childhood Tier I: Core Courses (12 credits) Prerequisites: Liberal Arts requirements for TED 500 Lives of Children 3.00 teacher certification in childhood education (Birth - Grade 2) / Literacy (Birth Tier I: Core Courses (12 credits) TED 505 Issues In Education 3.00 - Grade 6) TED 500 Lives of Children 3.00 TED 510 Introduction to Students 3.00 With Disabilities TED 505 Issues In Education 3.00 44 Credits Required [Program Code: 28607; WECLMSED] TED 515 Multicultural Perspectives 3.00 TED 510 Introduction to Students 3.00 Tier I: Core Courses (12 credits) in Education With Disabilities TED 500 Lives of Children 3.00 Before moving on to Tier II, students must TED 515 Multicultural Perspectives 3.00 demonstrate proficiency in the following ways: in Education TED 505 Issues in Education 3.00 • Maintain a GPA of 3.0 or above Before moving on to Tier II, students must TED 510 Introduction to Students 3.00 • Demonstrate competency in writing demonstrate proficiency in the following ways: With Disabilities Tier II: Methods Courses (25 credits) • Maintain a GPA of 3.0 or above TED 515 Multicultural Perspectives 3.00 TED 520 Language & Literacy 3.00 • Demonstrate competency in writing in Education Tier II: Methods Courses (28 credits) TED 525 Teaching Literacy and 3.00 Before moving on to Tier II, students must TED 520 Language and Literacy 3.00 Language Arts 1-6 demonstrate proficiency in the following ways: TED 530 Teaching Social 3.00 TED 545 Promoting Wellness in 1.00 • Maintain a GPA of 3.0 or above Studies/The Arts 1-6 the Classroom • Demonstrate competency in writing Tier II: Methods Courses (28 credits) TED 535 Teaching 3.00 TED 600 Introduction to Students 3.00 TED 520 Language & Literacy 3.00 Science/Technology 1-6 with Learning Problems TED 525 Teaching Literacy and 3.00 TED 540 Teaching 3.00 TED 616 Applied Behavior 3.00 Language Arts 1-6 Math/Technology 1-6 Analysis for Students with Disabilities TED 545 Promoting Wellness in 1.00 TED 545 Promoting Wellness in 1.00 the Classroom the Classroom TED 620 Collaboration in Inclusive 3.00 Settings TED 610 Assessing Students w/ 3.00 TED 640 Phonological Awareness 3.00 Literacy and Learning and Methods of TED 636 Early Childhood Special 3.00 Problems Beginning Reading Education TED 620 Collaboration in 3.00 TED 641 Curriculum and Methods 3.00 TED 640 Phonological Awareness 3.00 Inclusive Settings for Early Childhood and Methods of Education Beginning Reading TED 625 Interventions in Reading 3.00 Instruction TED 642 Observation and 3.00 TED 640 Phonological Awareness 3.00 Assessment in the Early TED 641 Curriculum and Methods 3.00 and Methods of Childhood Classroom for Early Childhood Beginning Reading Education Tier III: Field Experiences (6 credits) TED 641 Curriculum and Methods 3.00 TED 642 Observation and 3.00 TED 701 Field Experiences in 2.00 for Early Childhood Assessment in the Early Early Child./Childhood Education Childhood Classroom Education TED 642 Observation and 3.00 And one of the following: SPC 650 Developmental 3.00 Assessment in the Early Psychopathology TED 707 Seminar and Student 4.00 Childhood Classroom Teaching: Early TED 710 Practicum in Literacy for 3.00 Childhood/ Childhood Students with Learning Education Problems, 1-6
LIU Hudson Bulletin 2015 - 2016 Page 60 LIU Hudson
Tier III: Field Experiences (4 credits) TED 742 Seminar and Supervised 2.00 One of the following: Advanced Certificate in Early Teaching: Early Childhood/Early TED 702 Seminar and Student 4.00 Childhood Special Education Teaching: Early Childhood Special Childhood Education (Birth - Grade 2) Education
Minimum GPA: 3.00 TED 703 Seminar and Supervised 4.00
Teaching: Early See the Teacher Education - Special Education Childhood section for program requirements.
Minimum GPA: 3.00 Advanced Certificate in Early Advanced Certificate in Bilingual Childhood (Birth - Grade 2) and Early Childhood Education Early Childhood Special
Education (Birth - Grade 2) See the Teacher Education - Bilingual Education section for program requirements. 29 Credits Required Advanced Certificate in Early [Program Code: 29699; WECCSCRT] Prerequisites: Childhood Education (Birth - • Master’s degree Grade 2) • Certification in Childhood Education (Gr. 1-6); Elementary Education (Pre K-6); or Special Education (1-6 or K-12) 14 Credits Required [Note: If the student comes in with special [Program Code: 29697; WECECRT] education certification s/he will have to Prerequisites: demonstrate a breadth and depth of liberal arts • Master’s degree preparation comparable to that required of • Prior Certification those students who matriculate into our • TED 500 (Lives of Children) or its equivalent master’s degree programs in Childhood or TED 520 Language & Literacy 3.00 Early Childhood Education.] • TED 500 (Lives of Children) or its equivalent TED 640 Phonological Awareness 3.00 TED 520 Language and Literacy 3.00 and Methods of Beginning Reading TED 600 Introduction to Students 3.00 Instruction with Learning Problems
TED 641 Curriculum and Methods 3.00 TED 616 Applied Behavior 3.00 for Early Childhood Analysis for Students Education with Disabilities
TED 642 Observation and 3.00 TED 620 Collaboration in Inclusive 3.00 Assessment in the Early Settings Childhood Classroom TED 636 Early Childhood Special 3.00 One of the following (2 credits): Education TED 729 Seminar and Student 2.00 TED 640 Phonological Awareness 3.00 Teaching: Early and Methods of Childhood Education Beginning Reading TED 732 Seminar and Supervised 2.00 SPC 650 Developmental 3.00 Teaching: Early Psychopathology Childhood Education TED 641 Curriculum and Methods 3.00 Minimum GPA: 3.00 for Early Childhood Education
TED 642 Observation and 3.00 Assessment in the Early Childhood Classroom One of the following (2 credits): TED 741 Seminar and Student 2.00 Teaching: Early Childhood and Early Childhood Special Education
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CHILDHOOD EDUCATION Tier III: Field Experiences (4 credits) M.S.Ed. in Childhood Special One of the following: (GRADES 1 - 6) TED 725 Seminar and Student 4.00
Education (Grades 1 - 6) Teaching: Childhood and
Childhood Special M.S.Ed. in Childhood Education See the Teacher Education - Special Education Education section for program requirements. (Grades 1 - 6) TED 726 Seminar and Supervised 4.00
Teaching: Childhood and
M.S.Ed. in Childhood Education Special Education 37 Credits Required [Program Code: 27164; WCEMSED] and Childhood Special Education Minimum GPA: 3.00
Prerequisites: Liberal Arts requirements for (Grades 1 - 6) teacher certification in childhood education M.S.Ed. in Childhood Education
Tier I: Core Courses (12 credits) (Grades 1 - 6) and Literacy (Birth TED 500 Lives of Children 3.00 47 Credits Required [Program Code: 27166; WCECSMSED] - Grade 6) TED 505 Issues In Education 3.00 Prerequisites:
TED 510 Introduction to Students 3.00 • Liberal Arts requirements for teacher 47 Credits Required With Disabilities certification in childhood education . [Program Code: 27165; WCELMSED] Tier I: Core Courses (12 credits) TED 515 Multicultural Perspectives 3.00 Prerequisites: Liberal Arts requirements for in Education TED 500 Lives of Children 3.00 teacher certification in childhood education Before moving on to Tier II, students must TED 505 Issues In Education 3.00 Tier I: Core Courses (12 credits) demonstrate proficiency in the following ways: TED 500 Lives of Children 3.00 TED 510 Introduction to Students 3.00 • Maintain a GPA of 3.0 or above with Disabilities TED 505 Issues In Education 3.00 • Demonstrate competence in writing Tier II: Methods Courses (19 credits) TED 515 Multicultural Perspectives 3.00 TED 510 Introduction to Students 3.00 in Education With Disabilities TED 520 Language and Literacy 3.00 Before moving on to Tier II, students must TED 515 Multicultural Perspectives 3.00 TED 525 Teaching Literacy and 3.00 demonstrate proficiency in the following ways: in Education Language Arts 1-6 • Maintain a GPA of 3.0 or above Before moving on to Tier II, students must TED 530 Teaching Social Studies 3.00 • Demonstrate competence in writing demonstrate proficiency in the following ways: /The Arts 1-6 Tier II: Methods Courses (31 credits) • Maintain a GPA of 3.0 or above TED 535 Teaching 3.00 TED 525 Teaching Literacy and 3.00 • Demonstrate competence in writing Language Arts 1-6 Science/Technology 1-6 Tier II: Childhood Methods Courses
TED 540 Teaching 3.00 TED 530 Teaching Social 3.00 and Literacy Courses (31 credits) Math/Technology 1-6 Studies/The Arts 1-6 TED 520 Language & Literacy 3.00
TED 545 Promoting Wellness in 1.00 TED 535 Teaching 3.00 TED 525 Teaching Literacy and 3.00 the Classroom Science/Technology 1-6 Language Arts 1-6
TED 6__ Education Elective 3.00 TED 540 Teaching 3.00 TED 530 Teaching Social 3.00 Math/Technology 1-6 Studies/The Arts 1-6 Tier III: Field Experiences (6 credits) TED 545 Promoting Wellness in 1.00 TED 700 Field Experience in 2.00 TED 535 Teaching 3.00 the Classroom Childhood Education Science/Technology 1-6 One of the following: TED 600 Introduction to Students 3.00 TED 540 Teaching 3.00 with Learning Problems TED 705 Seminar and Student 4.00 Math/Technology 1-6 Teaching: Childhood TED 605 Teaching Students with 3.00 TED 545 Promoting Wellness in 1.00 Learning Problems TED 706 Seminar and Supervised 4.00 the Classroom Teaching: Childhood TED 610 Assessing Students with 3.00 TED 610 Assessing Students with 3.00 Minimum GPA: 3.00 Literacy and Learning Literacy and Learning Problems Problems
TED 615 Classroom Management 3.00 TED 620 Collaboration in Inclusive 3.00 in Inclusive Settings Settings
TED 620 Collaboration in Inclusive 3.00 TED 625 Interventions In Reading 3.00 Settings TED 640 Phonological Awareness 3.00 TED 710 Practicum in Literacy for 3.00 and Methods of Students with Learning Beginning Reading Problems Instruction
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TED 710 Practicum in Literacy for 3.00 TED 670 Teaching Content Areas 3.00 Students with Learning in ESOL Programs M.S.Ed. in 1, 2, 3 TEACH - Problems, Grades 1-6 TED 677 Curriculum, Instruction, 3.00 Childhood Education (Grades 1 - and Assessment in ESOL Programs 6 Internship Certification) Tier III: Field Experiences (4 credits)
One of the following: Tier III: Field Experiences (6 credits) TED 705 Seminar and Student 4.00 TED 775 Field Experience: 2.00 Fast Track Program Teaching: Childhood Childhood Education and 37 Credits Required Education Teaching English as a [Program Code: 27518; WTCEMSED] Second Language Prerequisites: Appropriate liberal arts and TED 706 Seminar and Supervised 4.00 concentration coursework Teaching: Childhood And one of the following: TED 500 Lives of Children 3.00 Education TED 780 Seminar and Student 4.00 Teaching: Childhood and Minimum GPA: 3.00 TED 505 Issues In Education 3.00 TESOL TED 510 Introduction to Students 3.00 M.S.Ed. in Childhood Education TED 781 Seminar and Supervised 4.00 With Disabilities Teaching: Childhood and TED 515 Multicultural Perspectives 3.00 (Grades 1 - 6) and TESOL (All TESOL in Education Grades) Minimum GPA: 3.00 TED 520 Language & Literacy 3.00
46 Credits Required Advanced Certificate in TED 525 Teaching Literacy and 3.00 Language Arts 1-6 [Program Code: 27174; WCETMSED] Childhood Education Prerequisite: TED 530 Teaching Social 3.00
• A course in child development (TED 500 Studies/The Arts 1-6 Lives of Children or its equivalent) 17 Credits Required TED 535 Teaching 3.00 • Liberal Arts requirements for teacher [Program Code: 32984; WCH1-6CRT] Science/Technology 1-6 certification in childhood education Prerequisites: Tier I: Core Courses (9 credits) • Prior teaching certification TED 540 Teaching 3.00 • Master’s degree TED 505 Issues In Education 3.00 Math/Technology 1-6 • TED 500 Lives of Children or its equivalent TED 510 Introduction to Students 3.00 • TED 510 Introduction to Students with TED 545 Promoting Wellness in 1.00 With Disabilities Disabilities or its equivalent the Classroom TED 515 Multicultural Perspectives 3.00 TED 520 Language & Literacy 3.00 TED 6_ Education Elective 3.00 in Education TED 525 Teaching Literacy and 3.00 TED 700 Field Experience 2.00 Before moving on to Tier II, students must Language Arts 1-6 Childhood demonstrate proficiency in the following ways: TED 530 Teaching Social 3.00 TED 706 Seminar and Supervised 4.00 • Maintain a GPA of 3.0 or above Studies/The Arts 1-6 Teaching: Childhood • Demonstrate competence in writing Tier II: Elementary Methods Courses TED 535 Teaching 3.00 Minimum GPA: 3.00
Science/Technology 1-6 and TESOL courses (31 credits) TED 525 Teaching Literacy and 3.00 TED 540 Teaching 3.00 Language Arts 1-6 Math/Technology 1-6
TED 530 Teaching Social 3.00 And one of the following: Studies/The Arts 1-6 TED 788 Seminar and Student 2.00 Teaching in Ch. Ed TED 535 Teaching 3.00 Science/Technology 1-6 TED 789 Seminar and Supervised 2.00 Teaching in Ch. Ed. TED 540 Teaching 3.00 Math/Technology 1-6 Minimum GPA: 3.00
TED 545 Promoting Wellness in 1.00 the Classroom Advanced Certificate in
TED 650 Second Language 3.00 Childhood Special Education
Acquisition
TED 655 Fundamentals of 3.00 See the Teacher Education - Special Education Linguistics section for program requirements.
TED 660 English and Its Structure 3.00
TED 665 Literacy K-12 in ESOL 3.00 Programs
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TED 751 Seminar and Supervised 4.00 And one of the following: MIDDLE CHILDHOOD Teaching: Middle TED 750 Seminar and Student 4.00 Childhood and Teaching: Middle (GRADES 5-9) AND Adolescence Education Childhood and ADOLESCENCE (GRADES 7- Minimum GPA: 3.00 Adolescence Education
12) EDUCATION TED 751 Seminar and Supervised 4.00 M.S.Ed. in Middle Childhood Teaching: Middle
Childhood and Social Studies and Adolescence M.S.Ed. in Middle Childhood Adolescence Education Social Studies (Grades 5 - 12) English and Adolescence English Minimum GPA: 3.00
(Grades 5 - 12) 37 Credits Required M.S.Ed. in Middle Childhood [Program Code: 27330; WMCSSMSED] Math and Adolescence Math 37 Credits Required Prerequisite: [Program Code: 27331; WMCEMSED] • Major or its equivalent , including coursework (Grades 5 - 12)
Prerequisites: in economics and government and at least 21
• A major (or an equivalent 30 credits) in semester hours in the history and geography of 37 Credits Required English the U.S. and the world [Program Code: 27160; WCAMMSED] • Course in LOTE • Course in LOTE Prerequisites: Tier I: Core Courses (12 credits) Tier I: Core Courses (12 credits) • A major or its equivalent in math, including 6 TED 505 Issues In Education 3.00 TED 505 Issues In Education 3.00 credits in calculus TED 510 Introduction to Students 3.00 TED 510 Introduction to Students 3.00 • Course in LOTE With Disabilities With Disabilities Tier I: Core Courses (12 credits) TED 505 Issues In Education 3.00 TED 515 Multicultural Perspectives 3.00 TED 515 Multicultural Perspectives 3.00 in Education in Education TED 510 Introduction to Students 3.00 With Disabilities TED 520 Language & Literacy 3.00 TED 520 Language & Literacy 3.00 Before moving on to Tier II, students must Before moving on to Tier II, students must TED 515 Multicultural Perspectives 3.00 demonstrate proficiency in the following ways: demonstrate proficiency in the following ways: in Education • Maintain a GPA of 3.0 or above • Maintain a GPA of 3.0 or above TED 520 Language & Literacy 3.00 • Demonstrate competence in writing • Demonstrate competence in writing Before moving on to Tier II, students must Tier II: Methods Courses (19 credits) Tier II: Methods Courses (19 credits) demonstrate proficiency in the following ways: TED 545 Promoting Wellness in 1.00 TED 545 Promoting Wellness in 1.00 • Maintain a GPA of 3.0 or above the Classroom the Classroom • Demonstrate competence in writing TED 550 Teaching Literacy 5-12 3.00 TED 550 Teaching Literacy 5-12 3.00 Tier II: Methods Courses (19 credits) TED 545 Promoting Wellness in 1.00 TED 555 Foundations of Middle 3.00 TED 555 Foundations of Middle 3.00 the Classroom Childhood Education Childhood Education TED 550 Teaching Literacy and 3.00 TED 560 Teaching Methods in 3.00 TED 560 Teaching Methods in 3.00 Langauge Arts 5-12 Middle Childhood and Middle Childhood and Adolescence Education: Adolescence Education: TED 555 Foundations of Middle 3.00 General General Childhood Education
TED 566 Teaching Methods in 3.00 TED 567 Teaching Methods in 3.00 TED 560 Teaching Methods in 3.00 Middle Childhood and Middle Childhood and Middle Childhood and Adolescence: English Adolescence: Social Adolescence Education: Studies General TED 575 Lives Of Adolescents 3.00 TED 575 Lives Of Adolescents 3.00 TED 571 Teaching Methods in 3.00 TED 6__ Education Elective 3.00 Middle Childhood and TED 6___ Education Elective 3.00 Tier III: Field Experiences (6 credits) Adolescence: TED 745 Field Experience in 2.00 Tier III: Field Experiences (6 credits) Mathematics Middle Childhood and TED 745 Field Experience in 2.00 TED 575 Lives Of Adolescents 3.00 Adolescence Education Middle Childhood and TED 6__ Education Elective 3.00 One of the following: (4 credits) Adolescence Education
TED 750 Seminar and Student 4.00 Tier III: Field Experiences (6 credits) Teaching: Middle TED 745 Field Experience in 2.00 Childhood and Middle Childhood and Adolescence Adolescence Education
LIU Hudson Bulletin 2015 - 2016 Page 64 LIU Hudson
And one of the following: (4 credits) And one of the following: And one of the following: TED 750 Seminar and Student 4.00 TED 750 Seminar and Student 4.00 TED 750 Seminar and Student 4.00 Teaching: Middle Teaching: Middle Teaching: Middle Childhood and Childhood and Childhood and Adolescence Education Adolescence Adolescence Education
TED 751 Seminar and Supervised 4.00 TED 751 Seminar and Supervised 4.00 TED 751 Seminar and Supervised 4.00 Teaching: Middle Teaching: Middle Teaching: Middle Childhood and Childhood and Childhood and Adolescence Education Adolescence Education Adolescence Education Minimum GPA: 3.00 Minimum GPA: 3.00 The following course may be used as an elective or added to this program if the student wishes to M.S.Ed. in Middle Childhood M.S.Ed. in Languages Other than be eligible for the NYS LOTE Extension for Grades 1-6. Science and Adolescence Science English (Grades 5 - 9 and Grades TED 569 Teaching Languages 3.00 (Grades 5 - 12) 7 - 12) other than English in Childhood and Early
Childhood 37 Credits Required 37 Credits Required Minimum GPA: 3.00 [Program Code: 27161; WMCASMSED] [Program Code: 28225; WLOEMSED]
Prerequisites: Prerequisite: • Major or equivalent in the area of certification • A major or its equivalent in each language for M.S.Ed. in Adolescence (biology, chemistry, earth science or physics) which certification is being sought Education (Grades 7 - 12) • Course in LOTE Tier I: Core Courses (12 credits)
Tier I: Core courses (12 credits) TED 505 Issues In Education 3.00 TED 505 Issues In Education 3.00 34 Credits Required TED 510 Introduction to Students 3.00 [Program Code: 31156; RADOMSED] TED 510 Introduction to Students 3.00 With Disabilities Prerequisites: with Disabilities TED 520 Language & Literacy 3.00 • A major or its equivalent (30 credits) in the TED 515 Multicultural Perspectives 3.00 relevant content area TED 575 Lives of Adolescents 3.00 in Education • Course in LOTE Before moving on to Tier II, students must Tier I: Core Courses (12 credits) TED 520 Language & Literacy 3.00 demonstrate proficiency in the following ways: Issues in Before moving on to Tier II, students must • Maintain a GPA or 3.0 or above TED 505 3.00 Education demonstrate proficiency in the following ways: • Demonstrate competence in writing • Maintain a GPA of 3.0 or above Tier II: Methods Courses (19 credits) Introduction to TED 510 Students with 3.00 • Demonstrate competence in writing TED 545 Promoting Wellness in 1.00 Disabilities Tier II: Methods Courses (19 credits) the Classroom TED 545 Promoting Wellness in 1.00 Multicultural TED 550 Teaching Literacy 5-12 3.00 the Classroom TED 515 Perspectives in 3.00 TED 555 Foundations of Middle 3.00 Education TED 550 Teaching Literacy and 3.00 Childhood Education Language Arts 5-12 Lives of TED 575 3.00 TED 560 Teaching Methods in 3.00 Adolescents TED 555 Foundations of Middle 3.00 Middle Childhood and Childhood Education Before moving on to Tier II, students must Adolescence Education: demonstrate proficiency in the following ways: TED 560 Teaching Methods in 3.00 General • Maintain a GPA of 3.0 or above Middle Childhood and TED 568 Teaching Methods in 3.00 Tier II: Methods Courses (16 credits) Adolescence Education: Middle Childhood and TED 520 Language and 3.00 General Adolescence: Languages Literacy TED 572 Teaching Methods in 3.00 Other Than English TED 545 Promoting 1.00 Middle Childhood and TED 650 Second Language 3.00 Wellness in the Adolescence: Science Acquisition Classroom TED 575 Lives Of Adolescents 3.00 TED 6__ Education Elective 3.00 TED 550 Teaching 3.00 TED 6__ Education Elective 3.00 Tier III: Field Experiences (6 credits) Literacy 5-12 Tier III: Field Experiences (6 credits) TED 745 Field Experience: Middle 2.00 TED 560 Teaching 3.00 TED 745 Field Experience in 2.00 Childhood and Methods - Middle Childhood and Adolescence Education General Adolescence Education TED 6__ Education 3.00 Elective
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And one of the following: (3 credits) TED 510 Introduction to Students 3.00 TED 510 Introduction to Students 3.00 TED 566 Teaching 3.00 With Disabilities With Disabilities Methods in TED 515 Multicultural Perspectives 3.00 TED 515 Multicultural Perspectives 3.00 Middle in Education in Education Childhood and Adolescence: TED 520 Language & Literacy 3.00 TED 520 Language & Literacy 3.00 English Before moving on to Tier II, students must Before moving on to Tier II, students must TED 567 Teaching 3.00 demonstrate proficiency in the following ways: demonstrate proficiency in the following ways: Methods in • Maintaining a GPA of 3.0 or above • Maintaining a GPA of 3.0 or above Middle • Demonstrating competence in writing • Demonstrating competence in writing Childhood and Tier II: Methods Courses (13 credits) Tier II: Methods Courses (13 credits) Adolescence: TED 545 Promoting Wellness in 1.00 TED 545 Promoting Wellness in 1.00 Social Studies the Classroom the Classroom
TED 571 Teaching 3.00 TED 550 Teaching Literacy 5-12 3.00 TED 550 Teaching Literacy 5-12 3.00 Methods in TED 555 Foundations of Middle 3.00 TED 555 Foundations of Middle 3.00 Middle Childhood Education Childhood Education Childhood and Adolescence: TED 560 Teaching Methods in 3.00 TED 560 Teaching Methods in 3.00 Mathematics Middle Childhood and Middle Childhood and Adolescence Education: Adolescence Education: TED 572 Teaching 3.00 General General Methods in Middle TED 566 Teaching Methods in 3.00 TED 567 Teaching Methods in 3.00 Childhood and Middle Childhood and Middle Childhood and Adolescence: Adolescence: English Adolescence Education: Science Social Studies Tier III: Field Experiences (6 credits) Tier III: Field Experiences (6 credits) TED 745 Field Experience: Middle 2.00 Tier III: Field Experiences (6 credits) TED 746 Field Experience in 2.00 Childhood and TED 745 Field Experience: Middle 2.00 Adolescence Education Adolescence Childhood and And one of the following: And one of the following: Adolescence Education TED 752 Seminar and Student 4.00 TED 750 Seminar and Student 4.00 And one of the following: Teaching: Adolescence Teaching: Middle TED 750 Seminar and Student 4.00 Childhood and Teaching: Middle TED 753 Seminar and Supervised 4.00 Adolescence education Childhood and Teaching: Adolescence Adolescence Education Minimum GPA: 3.00 TED 751 Seminar and Supervised 4.00 Teaching:: Middle TED 751 Seminar and Supervised 4.00 M.S.Ed. in Special Education Childhood and Teaching: Middle Adolescence Education Childhood and (Adolescence) and Various Minimum GPA: 3.00 Adolescence Education Subject Content Minimum GPA: 3.00 Advanced Certificate in Middle Advanced Certificate in Middle See Teacher Education - Special Education section Childhood and Adolescence for program requirements. Childhood and Adolescence Social Studies (Grades 5 - 12) Mathematics (Grades 5 - 12) Advanced Certificate in Middle 31 Credits Required Childhood and Adolescence [Program Code: 27559; WMCSSCRT] 31 Credits Required English (Grades 5 - 12) Prerequisites: [Program Code: 27560; WMCAMCRT] • Master's degree Prerequisites:
• A major or its equivalent in social studies that • Master's degree 31 Credits Required both encompasses the key areas of social • A major or its equivalent in mathematics [Program Code: 27558; WMCAECRT] studies and includes coursework in economics including at least two semesters of calculus Prerequisites: and government and at least 21 semester hours • A course in adolescent development or its • Master's degree in the history and geography of the U.S. and the equivalent • A major or its equivalent in English world • Course in LOTE • A course in adolescent development or its • A course in adolescent development or its Tier I: Core Courses (12 credits) equivalent equivalent TED 505 Issues In Education 3.00 • Course in LOTE • Course in LOTE Tier I: Core Courses (12 credits) Tier I: Core Courses (12 credits) TED 510 Introduction to Students 3.00 With Disabilities TED 505 Issues In Education 3.00 TED 505 Issues In Education 3.00
LIU Hudson Bulletin 2015 - 2016 Page 66 LIU Hudson
TED 515 Multicultural Perspectives 3.00 TED 515 Multicultural Perspectives 3.00 Before moving on to Tier II, students must in Education in Education demonstrate proficiency in the following ways: • Maintaining a GPA of 3.0 or above TED 520 Language & Literacy 3.00 TED 520 Language & Literacy 3.00 • Demonstrating competence in writing Before moving on to Tier II, students must Before moving on to Tier II, students must Tier II: Methods Courses (10 credits) demonstrate proficiency in the following ways: demonstrate proficiency in the following ways: TED 545 Promoting Wellness in 1.00 • Maintaining a GPA of 3.0 or above • Maintaining a GPA of 3.0 or above the Classroom • Demonstrating competence in writing • Demonstrating competence in writing Tier II: Methods Courses (13 credits) Tier II: Methods Courses (13 credits) TED 550 Teaching Literacy 5-12 3.00 TED 545 Promoting Wellness in 1.00 TED 545 Promoting Wellness in 1.00 TED 560 Teaching Methods in 3.00 the Classroom the Classroom Middle Childhood and Adolescence Education: TED 550 Teaching Literacy 5-12 3.00 TED 550 Teaching Literacy and 3.00 General Language Arts 5-12 TED 555 Foundations of Middle 3.00 TED 566 Teaching Methods in 3.00 Childhood Education TED 555 Foundations of Middle 3.00 Middle Childhood and Childhood Education TED 560 Teaching Methods in 3.00 Adolescence: English Middle Childhood and TED 560 Teaching Methods in 3.00 Tier III: Field Experiences (6 credits) Adolescence Education: Middle Childhood and TED 746 Field Experience: 2.00 General Adolescence Education: Adolescence Education General TED 571 Teaching Methods in 3.00 And one of the following: Middle Childhood and TED 572 Teaching Methods in 3.00 TED 752 Seminar and Student 4.00 Adolescence: Middle Childhood and Teaching: Adolescence Mathematics Adolescence: Science Education Tier III: Field Experiences (6 credits) Tier III: Field Experiences (6 credits) TED 753 Seminar and Supervised 4.00 TED 745 Field Experience: Middle 2.00 TED 745 Field Experience: Middle 2.00 Teaching: Adolescence Childhood and Childhood and Education Adolescence Adolescence Minimum GPA: 3.00 And one of the following: And one of the following: TED 750 Seminar and Student 4.00 TED 750 Seminar and Student 4.00 Teaching: Middle Teaching: Middle Advanced Certificate in Childhood and Childhood and Adolescence Social Studies AdolescenceEducation Adolescence (Grades 7 - 12) TED 751 Seminar and Supervised 4.00 TED 751 Seminar and Supervised 4.00 Teaching: Middle Teaching: Middle Childhood and Childhood and 28 Credits Required Adolescence Education Adolescence [Program Code: 27563; WASOSCRT] Prerequisite: Minimum GPA: 3.00 Minimum GPA: 3.00 • A major or its equivalent in social studies that
both encompasses the key areas of social Advanced Certificate in Middle Advanced Certificate in studies and includes coursework in economics Childhood and Adolescence Adolescence English (Grades 7 - and government and at least 21 semester hours in the history and geography of the U.S. and the Science (Grades 5 - 12) 12) world
• A course in adolescent development or its
equivalent 31 Credits Required 28 Credits Required • Course in LOTE [Program Code: 27561; WMCASCRT] [Program Code: 27562; WAECRT] Prerequisite: Prerequisite: Tier I: Core Courses (12 credits) • Master's degree • Master's degree TED 505 Issues In Education 3.00 • A major or its equivalent in the area(s) of • A major or its equivalent in English TED 510 Introduction to Students 3.00 certification (biology, chemistry, physics • A course in adolescent development or its With Disabilities and/or earth science equivalent • A course in adolescent development or its • Course in LOTE TED 515 Multicultural Perspectives 3.00 equivalent) Tier I: Core Courses (12 credits) in Education • Course in LOTE TED 505 Issues In Education 3.00 TED 520 Language & Literacy 3.00 Tier I: Core Courses (12 credits) TED 510 Introduction to Students 3.00 Before moving on to Tier II, students must TED 505 Issues In Education 3.00 With Disabilities demonstrate proficiency in the following ways: TED 510 Introduction to Students 3.00 • Maintaining a GPA of 3.0 or above TED 515 Multicultural Perspectives 3.00 With Disabilities • Demonstrating competence in writing in Education
TED 520 Language & Literacy 3.00
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Tier II: Methods Courses (10 credits) TED 571 Teaching Methods in 3.00 And one of the following: TED 545 Promoting Wellness in 1.00 Middle Childhood and TED 752 Seminar and Student 4.00 the Classroom Adolescence: Teaching: Adolescence Mathematics Education TED 550 Teaching Literacy 5-12 3.00 Tier III: Field Experiences (6 credits) TED 753 Seminar and Supervised 4.00 TED 560 Teaching Methods in 3.00 TED 746 Field Experience: 2.00 Teaching: Adolescence Middle Childhood and Adolescence Education Education Adolescence - General And one of the following: Minimum GPA: 3.00 TED 567 Teaching Methods in 3.00 TED 752 Seminar and Student 4.00 Middle Childhood and Teaching: Adolescence M.S.Ed. in 1, 2, 3 TEACH - Adolescence: Social Education Studies Secondary Education (Internship TED 753 Seminar and Supervised 4.00 Tier III: Field Experiences (6 credits) Certification) Teaching: Adolescence TED 746 Field Experience: 2.00 Education Adolescence Education Minimum GPA: 3.00 Fast Track Program And one of the following: 37 Credits Required TED 752 Seminar and Student 4.00 Advanced Certificate in [Program Code: 27517; WTSEMSED] Teaching: Adolescence Prerequisites: Education Adolescence Science (Grades 7 - • A major or its equivalent (30 credits) in the TED 753 Seminar and Supervised 4.00 12) relevant content area Teaching: Adolescence • Course in LOTE
Education TED 505 Issues in Education 3.00 28 Credits Required Minimum GPA: 3.00 [Program Code: 27564; WASCRT] TED 515 Multicultural Perspectives 3.00
Prerequisites: TED 545 Promoting Wellness 1.00 Advanced Certificate in • Master's degree Teaching Literacy and Adolescence Mathematics • A major or its equivalent in the area(s) of TED 550 3.00 certification (biology, chemistry, physics Language Arts 5-12 (Grades 7 - 12) and/or earth science) TED 566 or Teaching Methods - 3.00 • A course in adolescent development or its 567 or Specific equivalent 28 Credits Required 571 or • Course in LOTE [Program Code: 27565; WAMCRT] 572 Tier I: Core Courses (12 credits) Prerequisites: Teaching Methods: TED 505 Issues In Education 3.00 TED 560 3.00 • A major in mathematics or its equivalent General including at least two semesters of calculus TED 510 Introduction to Students 3.00 TED 575 Lives of Adolescents 3.00 • A course in adolescent development or its With Disabilities equivalent Introduction to Students TED 515 Multicultural Perspectives 3.00 TED 510 3.00 • Course in LOTE with Disabilities in Education Tier I: Core Courses (12 credits) TED 520 Language and Literacy 3.00 TED 505 Issues In Education 3.00 TED 520 Language & Literacy 3.00 Foundations of Middle Before moving on to Tier II, students must TED 555 3.00 TED 510 Introduction to Students 3.00 Childhood Education With Disabilities demonstrate proficiency in the following ways: • Maintaining a GPA of 3.0 or above TED 6__ Education Elective 3.00 TED 515 Multicultural Perspectives 3.00 • Demonstrating competence in writing Field Experience: in Education Tier II: Methods Courses (10 credits) TED 746 2.00 Adolescence Education TED 520 Language & Literacy 3.00 TED 545 Promoting Wellness in 1.00 TED 751 Seminar/Supervised 4.00 Before moving on to Tier II, students must the Classroom Teaching demonstrate proficiency in the following ways: TED 550 Teaching Literacy 5-12 3.00 • Maintaining a GPA of 3.0 or above Minimum GPA: 3.00
• Demonstrating competence in writing TED 560 Teaching Methods in 3.00
Middle Childhood and Tier II: Methods Courses (10 credits) Adolescence Education: TED 545 Promoting Wellness in 1.00 General the Classroom TED 572 Teaching Methods in 3.00 TED 550 Teaching Literacy 5-12 3.00 Middle Childhood and TED 560 Teaching Methods in 3.00 Adolescence: Science Middle Childhood and Tier III: Field Experiences (6 credits) Adolescence Education: TED 746 Field Experience: 2.00 General Adolescence Education
LIU Hudson Bulletin 2015 - 2016 Page 68 LIU Hudson
Tier III: Field Experiences (4 credits) SPECIAL EDUCATION M.S.Ed. in Childhood Education One of the following: TED 720 Seminar and Student 4.00 and Childhood Special Education Teaching: Childhood M.S.Ed. in Early Childhood / (Grades 1 - 6) Special Education
Special Education (Birth - Gr 2) TED 721 Seminar and Supervised 4.00 See Teacher Education - Childhood Education Teaching: Childhood
(Grades 1-6) for program requirements. Special Education See Teacher Education - Early Childhood Education (Birth - Grade 2) for program Minimum GPA: 3.00 requirements. M.S.Ed. in Special Education: Childhood (Grades 1 - 6) and M.S.Ed. in Special Education in M.S.Ed. in Childhood Special Literacy (Birth - Grade 6 ) Childhood (Grades 1 - 6) with Education (Grades 1 - 6) Autism Concentration
46 Credits Required 37 Credits Required [Program Code: 27167; WSECLMSED] 38 Credits Required [Program Code: 27162; WCSEMSED] Prerequisite: [Program Code: 34738] Prerequisite: • Prior Certification in Childhood Education Prerequisite: • Prior certification in Childhood Education Tier I: Core Courses (9 credits) • Prior certification in Childhood Education Tier I: Core Courses (9 credits) TED 510 Introduction to Students 3.00 TED 510 Introduction to Student 3.00 TED 510 Introduction to Students 3.00 With Disabilities With Disabilities With Disabilities TED 515 Multicultural Perspectives 3.00 TED 515 Multicultural Perspectives 3.00 TED 515 Multicultural Perspectives 3.00 in Education in Education in Education TED 520 Language and Literacy 3.00 TED 600 Introduction to Students 3.00 TED 520 Language & Literacy 3.00 Before Tier II, students must demonstrate with Learning Problems proficiency in the following ways: Tier II : Methods Courses (24 credits) TED 605 Teaching Students with 3.00 • Maintaining a GPA of 3.0 or above TED 600 Introduction to Students 3.00 Learning Problems with Learning Problems • Demonstrating competence in writing Tier II: Special Education and Literacy TED 610 Assessing Students with 3.00 TED 605 Teaching Students with 3.00 Literacy and Learning Courses (33 credits) Learning Problems Problems TED 600 Introduction to Students 3.00 TED 610 Assessing Students with 3.00 with Learning Problems TED 613 Assessment and 3.00 Literacy and Learning Interventions for Students TED 605 Teaching Students with 3.00 Problems with Autistic Spectrum Learning Problems Disorder TED 615 Classroom Management 3.00 TED 610 Assessing Students with 3.00 in Inclusive Settings TED 616 Applied Behavior 3.00 Literacy and Learning Analysis for Students TED 620 Collaboration in Inclusive 3.00 Problems with Disabilities Settings TED 615 Classroom Management 3.00 TED 620 Collaboration in Inclusive 3.00 TED 625 Interventions In Reading 3.00 in Inclusive Settings Settings TED 630 Math/Technology for 3.00 TED 525 Teaching Literacy and 3.00 TED 625 Interventions In Reading 3.00 Students with Learning Language Arts 1-6 Problems TED 681 Communication 3.00 TED 625 Interventions In Reading 3.00 Development and TED 710 Practicum in Literacy for 3.00 Instruction Language Disorders in Students with Learning TED 640 Phonological Awareness 3.00 Children with Autistic Problems, Grades 1-6 and Methods of Spectrum Disorder Tier III: Field Experiences (4 credits) Beginning Reading TED 682 Contemporary Issues and 3.00 One of the following: Instruction Research in Autistic TED 720 Seminar and Student 4.00 TED 620 Collaboration in Inclusive 3.00 Spectrum Disorders Teaching: Childhood Settings Special Education TED 710 Practicum in Literacy for 3.00 TED 645 Methods of Teaching 3.00 Students with Learning TED 721 Seminar and Supervised 4.00 Writing Problems, Grades 1-6 Teaching: Childhood Special Education TED 710 Practicum in Literacy for 3.00 TED 760 Seminar and Student 2.00 Teaching: Childhood Minimum GPA: 3.00 Students with Learning Problems, Grades K-6 Special Education - Part I
TED 6__ Education Elective 3.00 OR
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TED 761 Seminar and Supervised 2.00 Minimum GPA: 3.00 more credits in English, social studies, math or Teaching: Childhood Note: Students who have a concentration of 18 or science will be eligible to apply for an extension Special Education - Part I more credits in English, social studies, math or leading to a specialization teaching the subject of science will be eligible to apply for an extension concentration in special education programs. Minimum GPA: 3.00 which will allow them to teach that subject in special education programs. M.S.Ed. in Special Education M.S.Ed. Special Education in (Adolescence) and Subject Areas Adolescence (Grades 7 - 12) M.S.Ed. in Special Education in
Adolescence (with prior 38 Credits Required Generalist "7-12" certification) English, math, science, social studies "5-9" and (Program Code: 27990 or 34744; WSPEDADMSE "7-12" and SWD English, math, science, social or RSPEDADMSE) studies "5-9" and "7-12" extensions Prerequisites: Generalist "7-12" 47 Credits Required • TED 575 Lives of Adolescents or equivalent 34 Credits Required [Program Code: 27158; WSPEDENMSE or • 18 credit concentration in a liberal arts area [Program Code: 34747 or 34748; WSPEDPSMSE WSPEDSSMSE or WSPEDMAMSE or • 6 credits each in English, social studies, or RSPEDPSMSE] WSPEDSCMSE] mathematics and science Prerequisites: Prerequisites: • Course in LOTE • Prior certification as classroom teacher • TED 575 “Lives of Adolescents" or its Tier I: Core Courses (9 credits) • 6 credits each in English, social studies, equivalent TED 505 Issues In Education 3.00 mathematics and science • Major or its equivalent in English Tier I: Core Courses (9 credits) TED 510 Introduction to Students 3.00 • 6 credits each (depending on the major) in With Disabilities TED 510 Introduction to Students 3.00 English, mathematics, science, social studies With Disabilities • Course in a language other than English TED 515 Multicultural Perspectives 3.00 Tier I: Core Courses (9 credits) in Education TED 515 Multicultural Perspectives 3.00 in Education TED 505 Issues in Education 3.00 Tier II: Methods Courses (25 credits) TED 545 Promoting Wellness in 1.00 TED 600 Introduction to Students 3.00 TED 510 Introduction to Students 3.00 the Classroom with Learning Problems with Disabilities Tier II: Methods Courses (21 credits) TED 550 Teaching Literacy 5-12 3.00 TED 515 Multicultural Perspectives 3.00 TED 550 Teaching Literacy 5-12 3.00 in Education TED 561 Teaching Methods in 3.00 Before moving on to Tier II, students must Adolescence Education TED 561 Teaching Methods in 3.00 Adolescence Education demonstrate proficiency in the following ways: TED 600 Introduction to Students 3.00 • Maintain a GPA of 3.0 or above TED 605 Teaching Students with 3.00 with Learning Problems • Demonstrate competence in writing Learning Problems TED 605 Teaching Students with 3.00 Tier II: Methods Courses (34 credits) Learning Problems TED 610 Assessing Students with 3.00 TED 545 Promoting Wellness in 1.00 Literacy and Learning the Classroom TED 610 Assessing Students with 3.00 Problems Literacy and Learning TED 550 Teaching Literacy 5-12 3.00 Problems TED 615 Classroom Management 3.00 TED 555 Foundations of Middle 3.00 in Inclusive Settings TED 615 Classroom Management 3.00 Childhood Education in Inclusive Settings TED 620 Collaboration in Inclusive 3.00 TED 560 Teaching Methods in 3.00 Settings TED 620 Collaboration in Inclusive 3.00 Middle Childhood and Settings TED 715 Practicum in Literacy for 3.00 Adolescence – General Students with Learning TED 566 Teaching Methods in 3.00 TED 715 Practicum in Literacy for 3.00 Problems, Grades 5-12 Students with Learning Middle Childhood and Tier III: Field Experience (4 credits) Problems, Grades 5-12 Adolescence – English One of the following: Tier III: Field Experiences (4 credits) TED 600 Introduction to Students 3.00 TED 785 Seminar and Student 4.00 One of the following: with Learning Problems Teaching: Special TED 785 Seminar and Student 4.00 Education and Middle TED 605 Teaching Students with 3.00 Teaching: Special Childhood/Adolescence Learning Problems Education and Middle Education Childhood/Adolescence TED 610 Assessing Students with 3.00 Education TED 786 Seminar and Supervised 4.00 Literacy and Learning Teaching: Special Problems TED 786 Seminar and Supervised 4.00 Education and Middle TED 615 Classroom Management 3.00 Teaching: Special Childhood/Adolescence in Inclusive Settings Education and Middle Education Childhood/Adolescence Minimum GPA: 3.00 TED 620 Collaboration in Inclusive 3.00 Education Note: Students who have a concentration of 18 or Settings
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TED 635 Adolescents with 3.00 TED 545 Promoting Wellness in 1.00 Learning Problems the Classroom Advanced Certificate in Early TED 715 Practicum in Literacy for 3.00 TED 550 Teaching Literacy 5-12 3.00 Childhood Special Education Students with Learning TED 561 Teaching Methods in 3.00 Problems 5-12 Adolescence Education 23 Credits Required Tier II (continued): Methods Courses - TED 600 Introduction to Students 3.00 [Program Code: 29698; WECSECRT] Content with Learning Problems Prerequisites: Choose One Course (3 credits) • Master’s degree TED 566 Teaching Methods in 3.00 TED 605 Teaching Students with 3.00 • Prior certification in Early Childhood Middle Childhood and Learning Problems Education (Birth – Gr. 2) Adolescence: English TED 610 Assessing Students with 3.00 • TED 500 (Lives of Children) or its equivalent OR Literacy and Learning • TED 642 (Observation and Assessment in the TED 571 Teaching Methods in 3.00 Problems Early Childhood Classroom) or equivalent Middle Childhood and assessment course TED 613 Assessment and 3.00 Adolescence: TED 520 Language & Literacy 3.00 Interventions for Students Mathematics with Autistic Spectrum TED 600 Introduction to Students 3.00 OR Disorder with Learning Problems TED 567 Teaching Methods in 3.00 TED 616 Applied Behavior 3.00 TED 616 Applied Behavior 3.00 Middle Childhood and Analysis for Students Analysis for Students Adolescence: Social with Disabilities with Disabilities Studies TED 620 Collaboration in Inclusive 3.00 OR TED 620 Collaboration in Inclusive 3.00 Settings Settings TED 572 Teaching Methods in 3.00 Middle Childhood and TED 681 Communication 3.00 TED 636 Early Childhood Special 3.00 Adolescence: Science Development and Education Language Disorders in Tier III: Field Experiences (4 credits) TED 640 Phonological Awareness 3.00 Children with Autistic TED 785 Seminar and Student 4.00 and Methods of Spectrum Disorder Teaching in Special Beginning Reading Education and Middle TED 682 Contemporary Issues and 3.00 TED 650 Developmental 3.00 Childhood and Research in Autistic Psychopathology Adolescence Education Spectrum Disorders Field Experiences (2 credits) OR TED 715 Practicum in Literacy for 3.00 TED 733 Seminar and Student 2.00 TED 786 Seminar and Supervised 4.00 Students with Learning Teaching: Early Teaching in Special Problems, Grades 5-12 Childhood Special Education and Middle TED 505 Issues In Education 3.00 Education Childhood and Adolescence Education TED 515 Multicultural Perspectives 3.00 OR in Education Minimum GPA: 3.00 TED 734 Seminar and Supervised 2.00
TED 785 Seminar and Student 4.00 Teaching: Early M.S.Ed. in Special Education Teaching: Special Ed and Childhood Special Middle Childhood / Education (Grades 7 - 12) with Autism Adolescence Ed Minimum GPA: 3.00 Concentration OR
TED 786 Seminar and Supervised 4.00 Advanced Certificate in Early SWD (Students with Disabilities) Teaching: Special Ed and Childhood and Early Childhood Generalist "7-12" Middle Childhood / Adolescence Ed Special Education 44 Credits Required (Program Code: 34739) Note: This program leads to certification as a No prior Certification required special education generalist for grades 7 – 12. See the Teacher Education - Early Childhood Prerequisites: Minimum GPA: 3.00 Education (Birth - Grade 2) section for program • TED 575 Lives of Adolescents or its equivalent requirements.
• 6 credits in English, social studies, mathematics
and science • 18 credit concentration in one liberal arts area • Course in LOTE TED 510 Introduction to Students 3.00 With Disabilities
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TED 715 Practicum in Literacy for 3.00 Advanced Certificate in Students with Learning Problems, Grades 5-12 Childhood Special Education Minimum GPA: 3.00 Students who have a concentration of 18 or 21 Credits Required more credits in English, social studies, math or [Program Code: 27163; WCSECRT] science will be eligible to apply for an extension Prerequisite: leading to a specialization teaching the subject of • Prior certification and Master's degree the concentration in special education programs. TED 510 Introduction to Students 3.00 With Disabilities Advanced Certificate in Autism
TED 600 Introduction to Students 3.00 with Learning Problems 12 Credits Required TED 605 Teaching Students with 3.00 [Program Code: 34740 Learning Problems WAUTISMCRT/RAUTISMCRT] TED 613 Assessment and 3.00 TED 610 Assessing Students with 3.00 Interventions for Students Literacy and Learning with Autistic Spectrum Problems Disorder TED 615 Classroom Management 3.00 TED 616 Applied Behavior 3.00 in Inclusive Settings Analysis for Students TED 620 Collaboration in Inclusive 3.00 with Disabilities Settings TED 681 Communication 3.00 TED 710 Practicum in Literacy for 3.00 Development and Students with Learning Language Disorders in Problems, Grades 1-6 Children with Autistic Minimum GPA: 3.00 Spectrum Disorder
TED 682 Contemporary Issues and 3.00 Advanced Certificate in Special Research in Autistic Education in Adolescence Spectrum Disorders Minimum GPA: 3.00 (Grades 7 - 12)
Advanced Certificate in Bilingual 21 Credits Required Special Education - ITI (Program Code: 34742; WSPEDADCRT or
RSPEDADCRT) Prerequisites: See TESOL-Bilingual Education for program • Prior classroom teaching certification in middle requirements. childhood and/or adolescence education • Master's degree • 6 credits each in English, social studies, mathematics and science TED 510 Introduction to Student 3.00 With Disabilities
TED 600 Introduction to Students 3.00 with Learning Problems
TED 605 Teaching Students with 3.00 Learning Problems
TED 610 Assessing Students with 3.00 Literacy and Learning Problems
TED 615 Classroom Management 3.00 in Inclusive Settings
TED 620 Collaboration in Inclusive 3.00 Settings
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LITERACY EDUCATION TED 525 Teaching Literacy and 3.00 TED 620 Collaboration in Inclusive 3.00 Language Arts 1-6 Settings
TED 550 Teaching Literacy 5-12 3.00 TED 645 Methods of Teaching 3.00 M.S.Ed. in Literacy (Birth - Writing TED 610 Assessing Students with 3.00 Grade 6) Literacy and Learning TED 6__ Literacy Elective 3.00 Problems TED 710 Practicum in Literacy for 3.00 30 Credits Required TED 625 Interventions In Reading 3.00 Students with Learning [Program Code: 27545; RLBGMSED] Problems 1-6 TED 640 Phonological Awareness 3.00 Prerequisites: and Methods of TED 735 Writing Internship I 2.00 • Prior certification as a classroom teacher Beginning Reading TED 740 Writing Internship II 2.00 TED 510 Introduction to Student 3.00 Instruction With Disabilities Minimum GPA: 3.00 TED 645 Methods of Teaching 3.00 TED 515 Multicultural Perspectives 3.00 Writing in Education M.S.Ed. in Writing and Reading TED 6__ Literacy Elective 3.00 TED 525 Teaching Literacy and 3.00 (Grades 5 - 12) Language Arts 1-6 TED 710 Practicum in Literacy for 3.00
Students with Learning TED 520 Language and Literacy 3.00 Problems, Grades 1-6 37 Credits Required (Program Code: 27170; WWRG12MSED) TED 610 Assessing Students with 3.00 TED 715 Practicum in Literacy for 3.00 Prerequisites: Literacy and Learning Students with Learning • Prior certification as a classroom teacher Problems Problems, Grades 5-12 TED 510 Introduction to Students 3.00 TED 625 Interventions In Reading 3.00 Minimum GPA: 3.00 With Disabilities
TED 640 Phonological Awareness 3.00 TED 515 Multicultural Perspectives 3.00 and Methods of M.S.Ed. in Special Education: in Education Beginning Reading Childhood and Literacy (Birth - Instruction TED 520 Language & Literacy 3.00 Grade 6) TED 550 Teaching Literacy 5-12 3.00 TED 645 Methods of Teaching 3.00 Writing TED 610 Assessing Students with 3.00 See the Teacher Education - Special Education TED 6__ Education Elective 3.00 Literacy and Learning section for program requirements. Problems TED 710 Practicum in Literacy for 3.00 Students with Learning M.S.Ed. in Writing and Reading TED 620 Collaboration in Inclusive 3.00 Problems 1-6 Settings (Birth - Grade 6) Minimum GPA: 3.00 TED 625 Interventions in Reading 3.00
TED 645 Methods for Teaching 3.00 M.S.Ed. in Early Childhood 37 Credits Required Writing [Program Code: 27169; WWRG6MSED] (Birth - Grade 2) / Literacy (Birth Prerequisite: TED 6__ Literacy Elective 3.00 - Grade 6) • Prior certification as a classroom teacher TED 6__ Literacy Elective 3.00 TED 510 Introduction to Student 3.00 TED 715 Practicum in Literacy for 3.00 With Disabilities See Teacher Education - Early Childhood Students with Learning Education (Birth - Grade 2) for program TED 515 Multicultural Perspectives 3.00 Problems 5-12 requirements. in Education TED 735 Writing Internship I 2.00 TED 520 Language & Literacy 3.00 M.S.Ed. in Literacy (Birth - TED 740 Writing Internship II 2.00 TED 525 Teaching Literacy and 3.00 Minimum GPA: 3.00 Grade 12) Language Arts 1-6
TED 610 Assessing Students with 3.00 Advanced Certificate in Teaching 36 Credits Required Literacy and Learning [Program Code: 27168; WLBMSED] Problems Literacy (Birth -Grade 6)
Prerequisite: TED 625 Interventions In Reading 3.00 • Prior certification as a classroom teacher 21 Credits Required TED 640 Phonological Awareness 3.00 TED 510 Introduction to Students 3.00 [Program Code: 27171; WTLB6CRT] and Methods of With Disabilities Prerequisites: Beginning Reading • Master’s degree TED 515 Multicultural Perspectives 3.00 Instruction • Prior Certification as a Classroom Teacher in Education TED 520 Language & Literacy 3.00 TED 520 Language & Literacy 3.00
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TED 525 Teaching Literacy and 3.00 Language Arts 1-6
TED 610 Assessing Students with 3.00 Literacy and Learning Problems
TED 620 Collaboration in Inclusive 3.00 Settings
TED 625 Interventions In Reading 3.00
TED 640 Phonological Awareness 3.00 and Methods of Beginning Reading Instruction
TED 710 Practicum in Literacy for 3.00 Students with Learning Problems 1-6 Minimum GPA: 3.00
Advanced Certificate in Teaching Literacy (Grades 5 - 12)
21 Credits Required [Program Code: 27172; WTL512CRT] Prerequisites: • Master’s Degree • Prior certification as a classroom teacher TED 520 Language & Literacy 3.00
TED 550 Teaching Literacy 5-12 3.00
TED 610 Assessing Students with 3.00 Literacy and Learning Problems
TED 625 Interventions in Reading 3.00
TED 620 Collaboration in Inclusive 3.00 Settings
TED 6__ Literacy Elective 3.00
TED 715 Practicum in Literacy for 3.00 Students with Learning Problems 5-12 Minimum GPA: 3.00
LIU Hudson Bulletin 2015 - 2016 Page 74 LIU Hudson
FAST TRACK PROGRAMS
M.S.Ed. in 1, 2, 3 TEACH - Childhood Education (Grades 1- 6, Internship Certification)
See the Teacher Education - Childhood Education (Grades 1-6) section for program requirements.
M.S.Ed. in 1, 2, 3 TEACH - Secondary Education (Internship Certification)
See Teacher Education - Middle Childhood (Grades 5-9) and Adolescence (Grades 7-12) Education for program requirements.
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TESOL TED 771 Seminar and Supervised 4.00 One of the following: Teaching: Teaching TED 770 Seminar and Student 4.00 English as a Second Teaching: TESOL Language M.S.Ed. in Childhood Education TED 771 Seminar and Supervised 4.00 Minimum GPA: 3.00 Teaching: TESOL (Grades 1 - 6) and TESOL (All Minimum GPA: 3.00 Grades) Advanced Certificate in TESOL
Advanced Certificate in TESOL: See Teacher Education - Childhood Education 22 Credits Required (Grades 1-6) for program requirements. ITI (Online) [Program Code: 27175; WTESOLCRT]
Prerequisites: M.S.Ed. in TESOL (All Grades) • Course in Teaching Literacy 15 Credits Required • 12 Credits LOTE [Program Code: 32133; WTSLITICRT]
• Prior Certification Prerequisite: 37 Credits Required TED 650 Second Language 3.00 • Teacher Certification [Program Code: 27173; WTESOLMSED] Acquisition TED 515 Multicultural Perspectives 3.00 Prerequisite: in Education • A course in Child Development (TED 500 TED 655 Fundamentals of 3.00 Lives of Children or its equivalent) Linguistics TED 650 Second Language 3.00 • Twelve credits of a language other than English Acquisition TED 660 English and Its Structure 3.00 Tier I: Core Courses (12 credits) TED 665 Literacy K-12 in ESOL 3.00 TED 665 Literacy K-12 in ESOL 3.00 TED 505 Issues In Education 3.00 Programs Programs TED 510 Introduction to Students 3.00 TED 670 Teaching Content Areas 3.00 TED 670 Teaching the Content 3.00 With Disabilities in ESOL Programs Areas in ESOL Programs TED 520 Language & Literacy 3.00 TED 677 Curriculum, Instruction, 3.00 TED 677 Curriculum, Instruction, 3.00 and Assessment in ESOL TED 615 Classroom Management 3.00 and Assessment in ESOL Programs in Inclusive Settings Programs 20 days of full-time teaching of ELLs, including Before Tier II, students must demonstrate One of the following: proficiency in the following ways: both Elementary and Secondary levels TED 770 Seminar and Student 4.00 • Maintain a GPA of 3.0 or above Minimum GPA: 3.00 Teaching: TESOL • Demonstrate competence in writing Tier II: Methods Courses (19 credits) TED 771 Seminar and Supervised 4.00 Advanced Certificate in TESOL Teaching: TESOL TED 545 Promoting Wellness in 1.00 Special Education: ITI (Online) the Classroom Minimum GPA: 3.00
TED 650 Second Language 3.00 15 Credits Required Acquisition Advanced Certificate in TESOL [Program Code: 32716; WTSLSPCITI] TED 655 Fundamentals of 3.00 (Non-Certification) Prerequisite:
• Prior Teacher Certification in Special Linguistics Education TED 660 English and Its Structure 3.00 18 Credits Required • Twelve credits of a language other than English [Program Code: 32039; WTESLNONCT] TED 665 Literacy K-12 in ESOL 3.00 Prerequisite: TED 516 Learning in 3.00 Programs • Bachelor’s Degree Bilingual/MulticulturalSet tings TED 670 Teaching Content Areas 3.00 TED 650 Second Language 3.00 in ESOL Programs Acquisition TED 612 Assessment for English 3.00 Language Learners in TED 677 Curriculum, Instruction, 3.00 TED 655 Fundamentals of 3.00 Special Education and Assessment in ESOL Linguistics Programs TED 650 Second Language 3.00 TED 660 English and Its Structure 3.00 Tier III: Field Experiences (6 credits) Acquisition TED 674 Methods of Teaching 3.00 TED 765 Field Experience: 2.00 TED 665 Literacy K-12 in ESOL 3.00 Adult ESL/EFL Teaching English as a Programs Second Language TED 765 Field Experience: TESOL 2.00 TED 670 Teaching Content Areas 3.00
One of the following: in ESOL Programs TED 770 Seminar and Student 4.00 20 days of full-time teaching of ELLs in Special Teaching: Teaching Education, including both elementary and English as a Second secondary levels. Language Minimum GPA: 3.00
LIU Hudson Bulletin 2015 - 2016 Page 76 LIU Hudson
BILINGUAL EDUCATION TED 676 Instruction in the Native 3.00 Language in Bilingual Advanced Certificate: Bilingual EXTENSION PROGRAMS Programs Special Education - ITI (Online) TED 711 Seminar and Student 3.00
Advanced Certificate: Bilingual or Teaching: Bilingual Early 712 Childhood Education 15 Credits Required Extension (Online) or [Program Code: 32134; WBLSPITICT]
Seminar and Supervised Prerequisites:
Teaching: Bilingual Early • Bachelor’s degree and prior certification in 15 Credits Required Childhood Education special education [Program Code: 28057; WBEXCRT] • Proficiency in English and one other language Prerequisites: Minimum GPA: 3.00 TED 516 Learning in 3.00 • Bachelor’s degree and prior certification Bilingual/Multicultural • Proficiency in English and one other language Advanced Certificate: Bilingual Settings TED 516 Learning in 3.00 Education - ITI TED 612 Assessment of English 3.00 Bilingual/Multicultural Settings Language Learners in 15 Credits Required Special Education TED 655 Fundamentals of 3.00 [Program Code: 32251; WBILITICRT] Linguistics TED 665 Literacy K-12 in ESOL 3.00 Prerequisites: Programs TED 665 Literacy K-12 in ESOL 3.00 • Bachelor’s degree and prior certification TED 670 Teaching Content Areas 3.00 Programs • Proficiency in English and one other language in ESOL Programs TED 670 Teaching Content Areas 3.00 TED 516 Learning in 3.00 in ESOL Programs Bilingual/Multicultural TED 676 Instruction in the Native 3.00 Settings Language Bilingual TED 676 Instruction in the Native 3.00 Programs Language Bilingual TED 655 Fundamentals of 3.00 Field Work Requirement: 50 hours, Programs Linguistics incorporated into courses. Minimum GPA: 3.00 TED 665 Literacy K-12 in ESOL 3.00 Minimum GPA: 3.00 Programs
Advanced Certificate: Bilingual TED 670 Teaching Content Areas 3.00 Early Childhood in ESOL Programs
TED 676 Instruction in the Native 3.00
Language Bilingual 23 Credits Required Programs [Program Code: 37095 or 37097; WBECADVCRT or RBECADVCRT] Field Work Requirement: 50 hours, Prerequisites: incorporated into courses. • Prior certification in Childhood, Elementary or Minimum GPA: 3.00
Pre-K education
• Proficiency in English and one other language TED 516 Learning in 3.00 Bilingual/Multicultural Settings
TED 640 Phonological Awareness 3.00 and Methods of Beginning Reading Instruction
TED 641 Curriculum and Methods 3.00 for Early Childhood Education
TED 642 Observation and 3.00 Assessment in the Early Childhood Classroom
TED 650 Second Language 3.00 Acquisition
TED 665 Literacy K-12 in ESOL 3.00 Programs
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instructional planning, and multiple research- Teacher Education Courses TED 516 Learning in Bilingual/Multicultural validated instructional strategies for teaching Settings science to children within the full range of abilities TED 500 Lives of Children This course focuses on the individual, social, in the childhood classroom. Students explore the This course focuses on the experience of childhood cognitive and linguistic nature of bilingualism, uses of technology in teaching and learning, from infancy to pre-adolescence using including second language acquisition, sociology of instructional as well as assistive technology, to developmental, historical, and cultural approaches. language, and the relationship between language acquire information, communicate and, overall, Students consider different theories of development and culture. Students also explore the socio- enhance teaching and learning. with implications for learning and instruction. political, historical, and legal foundations that have Credits: 3 Consideration will be given to the role of culture, shaped bilingual and multicultural education Rotating Basis gender, disability, race, class, language, and sexual policies, program models, and teaching and orientation in the process of learning and assessment practices. In addition, students develop TED 540 Teaching Math/Technology 1-6 development. an understanding of the distinction between This course focuses on curriculum development, Credits: 3 language differences and language disability as they instructional planning, and multiple research- Rotating Basis examine issues relating to second language learners validated instructional strategies for teaching with diverse learning needs. mathematics to children within the full range of TED 505 Issues In Education Credits: 3 abilities in the childhood classroom, as well as This course examines the intersection of Rotating Basis formative and summative methods of assessing individuals, families, schools, communities, and mathematical learning. Students also learn to use society as they exist and interact in a range of TED 520 Language & Literacy technology for acquiring mathematical skills and settings. Through readings and class discussions, This course of language study focuses on the strategies, problem solving, and overall, enhancing students explore schooling from historical, relationship between oral and written language. teaching and learning. philosophical, sociological, economic, and political Students explore basic principles and processes Credits: 3 perspectives. Students also investigate how factors underlying language development in children, Rotating Basis such as language ability, socioeconomic class, including the key components of language, the ethnicity, race, gender, and sexuality influence and biological basis of language, theoretical models of TED 545 Promoting Wellness in the Classroom shape education. language acquisition, and the social and cultural This course focuses on the knowledge and strategies Credits: 3 contexts of language use. Students examine needed by teachers to ensure a safe and nurturing Rotating Basis approaches to curriculum development and learning environment. Topics include, but are not instruction based on theories of language limited to, means for identifying and reporting TED 510 Introduction to Students With development, learning processes, motivation, and suspected child abuse and maltreatment, means for Disabilities reading and writing acquisition. instructing students for the purpose of preventing This course focuses on the nature and needs of Credits: 3 child abduction, preventing alcohol, tobacco and students with a range of disabilities and the effect of Rotating Basis other drug abuse, providing safety education, these disabilities and needs on learning and providing instruction in fire and arson prevention, behavior. Course participants examine the field of TED 525 Teaching Literacy and Language Arts 1-6 and means for the prevention of and intervention special education including historical perspectives This course focuses on the teaching of literacy in in school violence. and current practices, legal mandates, assessment grades 1-6, including methods of reading Credits: 1 and planning procedures, and instructional enrichment and remediation. Students are Rotating Basis strategies. Students also explore the uses of introduced to theories of literacy development, a technology, instructional as well as assistive, to variety of approaches for teaching reading, writing, TED 550 Teaching Literacy 5-12 enhance teaching and learning. They develop skills listening and speaking, including strategies for This course focuses on the teaching of the literacy for collaborating with families as well as with other teaching phonological awareness, phonics, fluency, skills of listening, speaking, reading and writing at professionals in order to help students with vocabulary, comprehension, written expression, and the middle childhood and adolescence education disabilities attain their highest levels of academic building literacy in the content areas. Assessing and levels, including methods of reading enrichment achievement and independence. monitoring literacy abilities, organizing and and remediation. Students are introduced to Credits: 3 managing the classroom for literacy instruction, and theories of literacy development, a variety of Rotating Basis using technology for teaching and learning are also approaches to teaching literacy, particularly addressed. strategies for teaching vocabulary, TED 515 Multicultural Perspectives in Education Credits: 3 comprehension,written expression, and building This course examines the historical evolution, Rotating Basis literacy in the content areas. Assessing and theories, and practices of multicultural education. monitoring literacy abilities, organizing and Factors of race, ethnicity, culture, language, TED 530 Teaching Social Studies/The Arts 1-6 managing the classroom for literacy instruction, and socioeconomic status, gender, ability, and sexual This course examines curriculum development, using technology for teaching and learning are also orientation are explored as they relate to teaching instructional planning, and multiple research- addressed. and learning. Students investigate instructional validated instructional strategies for teaching social Credits: 3 strategies and design curricula that support studies to children within the full range of abilities Rotating Basis multicultural education and select and evaluate in the childhood classroom. Students also explore a commercially available multicultural curricula and variety of art forms to integrate arts activities into TED 551 Teaching Literacy 5-9 literature. the curriculum. This course focuses on the teaching of the literacy Credits: 3 Credits: 3 skills of listening, speaking, reading and writing to Rotating Basis Rotating Basis native English speakers and to students who are English language learners at the middle childhood TED 535 Teaching Science/Technology 1-6 level, including methods of reading enrichment and This course examines curriculum development, remediation. Students are introduced to theories
LIU Hudson Bulletin 2015 - 2016 Page 78 LIU Hudson of literacy development, a variety of approaches to Credits: 3 learning, and become familiar with multiple teaching literacy, particularly strategies for teaching Rotating Basis research validated teaching strategies for students vocabulary, comprehension, study skills and within the full range of abilities at the middle building literacy in the content areas. Assessing TED 567 Teaching Methods in Middle Childhood childhood and adolescence levels to master learning literacy abilities, organizing and managing the and Adolescence: Social Studies standards in Mathematics. classroom for literacy instruction, and using This course explores approaches to curriculum Credits: 3 technology for teaching and learning are also planning and development, assessment, and Rotating Basis addressed. instruction for Social Studies at the middle Credits: 3 childhood and adolescence education levels. TED 572 Teaching Methods in Middle Childhood Rotating Basis Course participants examine ways to use technology and Adolescence: Science (assistive and instructional)for both teaching and This course explores approaches to curriculum TED 555 Foundations of Middle Childhood learning, and become familiar with multiple planning and development, assessment, and Education research-validated teaching strategies for students, instruction for Science at the middle childhood and This course explores academic, social, and within the full range of abilities at the middle adolescence education levels. Course participants emotional issues that impact on middle childhood childhood and adolescence levels, to master the examine ways to use technology (assistive and education. Strategies are addressed for: fostering learning standards in Social Studies. instructional), for both teaching and learning, and motivation, promoting positive social interaction Credits: 3 become familiar with multiple research-validated skills, classroom management, assessment, Rotating Basis teaching strategies for students within the full curriculum development, and instruction, for range of abilities at the middle childhood and students within the full range of abilities, in a TED 568 Teaching Methods in Middle Childhood adolescence levels to master learning standards in middle school environment. Course participants and Adolescence: Languages Other Than English Science. also focus on building collaborative relationships This course focuses on curriculum development, Credits: 3 among students, families, and school personnel. formal and informal assessment techniques, and Rotating Basis Credits: 3 research validated instructional strategies for Rotating Basis teaching languages other than English to students TED 573 Teaching Methods in Middle within the full range of abilities. Course Childhood– Languages other than English TED 560 Teaching Methods in Middle Childhood participants explore approaches to the teaching of This course focuses on curriculum development, and Adolescence Education: General listening, speaking, reading, writing, and formal and informal assessment techniques, and This course focuses on curriculum approaches, communicating in a new language, including research validated instructional strategies for assessment techniques, techniques for classroom culturally relevant material for those cultures teaching languages other than English to students management and organization, uses of technology, represented by the target language. Students learn within the full range of abilities. Course and research-validated instructional strategies to incorporate interventions for remediation and participants explore approaches to the teaching of appropriate for students within the full range of enrichment as well as the uses of technology to listening, speaking, reading, writing, and abilities at the middle childhood and adolescence enhance teaching and learning. Field work communicating in a new language, including education levels. required. culturally relevant material for those cultures Credits: 3 Credits: 3 represented by the target language. Students learn Rotating Basis Rotating Basis to incorporate interventions for remediation and enrichment as well as the uses of technology to TED 561 Teaching Methods in Adolescence TED 569 Teaching Languages Other Than enhance teaching and learning. Education English in Childhood Credits: 3 This course focuses on curriculum approaches, This course focuses on teaching languages other Rotating Basis assessment techniques, techniques for classroom than English in grades 1-6. The course examines management and organization, uses of technology, curriculum development, formal and informal TED 574 Teaching Methods in Adolescence – and research-validated instructional strategies assessment techniques, and research validated Languages Other than English appropriate for students within the full range of instructional strategies for teaching languages to This course focuses on curriculum development, abilities at the adolescence education levels. children within the full range of abilities. Course formal and informal assessment techniques, and Students will explore methods for teaching English participants explore approaches to the teaching of research validated instructional strategies for language arts, social studies, mathematics and listening, speaking, reading, writing, and teaching languages other than English to students science in inclusive classrooms. communicating in a new language, including within the full range of abilities. Course Credits: 3 culturally relevant material for those cultures participants explore approaches to the teaching of Rotating Basis represented by the target language. Students learn listening, speaking, reading, writing, and to incorporate interventions for remediation and communicating in a new language, including TED 566 Teaching Methods in Middle Childhood enrichment as well as the uses of technology to culturally relevant material for those cultures and Adolescence: English enhance teaching and learning. represented by the target language. Students learn This course explores approaches to curriculum Credits: 3 to incorporate interventions for remediation and planning and development, assessment, and Rotating Basis enrichment as well as the uses of technology to instruction for English at the middle childhood and enhance teaching and learning. adolescence education levels. Course participants TED 571 Teaching Methods in Middle Childhood Credits: 3 examine ways to use technology (assistive and and Adolescence: Mathematics Rotating Basis instructional), for both teaching and learning, and This course explores approaches to curriculum become familiar with multiple research-validated planning and development, assessment, and TED 575 Lives Of Adolescents teaching strategies for students within the full range instruction for Mathematics at the middle This course focuses on the experiences of pre- of abilities at the middle childhood and childhood and adolescence education levels. adolescents and adolescents from diverse adolescence levels to master the learning standards Course participants examine ways to use technology backgrounds with a range of abilities using in English. (assistive and instructional), for both teaching and developmental, historical, and cultural approaches.
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Theories of development are studied as they apply the general education curriculum. interaction skills. to the adolescent learner in families, communities, Credits: 3 Credits: 3 peer groups and schools. Physical, cognitive, socio- Rotating Basis Rotating Basis emotional and moral domains of development with implications for learning will be studied. TED 610 Assessing Students with Literacy and TED 616 Applied Behavior Analysis for Students Throughout the course, attention will be given to Learning Problems with Disabilities ways in which culture, gender, disability, race, class, This course focuses on the assessment of children This course provides information on the basic language, ethnicity and sexual orientation play roles and youth with a range of literacy and/or learning principles of applied behavior analysis as they in the process of learning and development. problems. Course participants explore a range of pertain to children with special needs. Behavioral Credits: 3 assessment measures and strategies and how to use techniques will be contrasted with alternative Rotating Basis information gathered through assessment and management techniques. Students will learn analysis to plan or modify instruction utilizing an practical strategies for implementing behavioral TED 576 ESOL Methodology for Teaching RTI framework. Topics covered include management programs in special education settings. Literacy and Content Areas measurement concepts, administering tests and Credits: 3 This course combines the teaching of the K-12 interpreting test data, communicating testing Rotating Basis literacy skills of listening, speaking, reading and information to parents, caregivers, and school writing, including methods of enrichment and personnel, using testing information for TED 620 Collaboration in Inclusive Settings remediation, with methods for the presentation of instructional planning, and legal mandates. This course explores the principles of collaboration. content area materials in math, science, social Students will be required to perform assessments. It traces the process of collaboration from a students and language arts to students who are Credits: 3 conceptual level into practice. Participants examine English language learners. The course includes an Rotating Basis the interpersonal skills necessary for effective analysis of research validated approaches to content collaboration including communication and area curriculum, instruction and assessment for K- TED 611 Assessing Literacy Skills problem solving skills. They investigate the 12 students. Field work required. This course explores a range of formative and pragmatic issues impacting collaboration in Credits: 3 summative assessment measures used to identify educational settings. Various models of Rotating Basis literacy needs and to monitor student progress in collaboration such as consultation, coteaching and literacy. Course participants will study principles of teaming as well as partnerships with parents and TED 600 Introduction to Students with Learning diagnosing reading, writing and language paraprofessionals are looked at in depth. Problems difficulties, characteristics of a range of assessment Collaboration is examined systematically from the This course focuses on the nature and needs of instruments, and the use and communication of perspective of barriers and supports. children and adolescents with learning disabilities the results of literacy evaluations. Credits: 3 and with other high incidence disabilities that Credits: 3 Rotating Basis interfere with learning. Students explore historical Rotating Basis trends, current issues, definitions, etiological TED 625 Interventions In Reading factors, and social/emotional components. They TED 612 Assessment for English Language This course examines theories of literacy also study the theoretical bases for and practical Learners in Special Education development and individual differences to form a applications of assessments and interventions across This course is designed to develop competency in basis for understanding possible difficulties curriculum areas. implementing appropriate multidisciplinary encountered in mastering literacy skills. Credits: 3 assessment techniques for English language learners Interventions, for all aspects of literacy acquisition, Rotating Basis with disabilities. Students will examine both formal appropriate for students experiencing difficulty are and informal assessment instruments and strategies, addressed. TED 601 Introduction to Students with Learning and will analyze them in the context of planning for Credits: 3 and Literacy Problems IEP (Individualized Educational Program) Rotating Basis This course focuses on the nature and needs of objectives. Field work required. children and adolescents with learning disabilities Credits: 3 TED 635 Adolescents with Learning Problems and with other high incident disabilities that Rotating Basis This course examines the academic and social/ interfere with the acquisition of literacy skills and emotional needs of adolescents with learning strategies. Students explore historical trends, TED 613 Assessment and Interventions for problems while they are in middle and secondary current issues, definitions, etiological factors, and Students with Autistic Spectrum Disorder school, and the issues they face, and the social/emotional components. They also study the In this course, participants explore both formative competencies they need, as they prepare to theoretical bases for and practical applications of and summative assessments of students with autistic transition from school to employment or post- assessments and intervention across curriculum spectrum disorder, and examine evidence-based secondary training and adult life. Course areas. instructional and behavioral methods/interventions participants explore characteristics of these learners, Credits: 3 and supports. and examine a range of research validated and Rotating Basis Credits: 3 practical interventions for enhancing academic Rotating Basis performance, managing behavior, promoting the TED 605 Teaching Students with Learning development of positive social interaction skills and Problems TED 615 Classroom Management in Inclusive competencies associated with self-determination. This course focuses on curriculum development, Settings Also addressed is the transition services initiative: planning, and research-validated methods for This course focuses on theoretical and practical its history and legislation, models of service teaching students with a range of disabilities. In approaches, and research-validated intervention delivery, and strategies for developing linkages addition, course participants examine the impact of strategies for planning, managing, and organizing among agencies and personnel. inclusion of students with disabilities on teaching teaching/learning environments so as to manage Credits: 3 and learning in general education settings, and behavior of students in inclusive settings and On Occasion effective ways for students with disabilities to access promote the development of positive social
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TED 636 Early Childhood Special Education focus is on the design of curricula that integrate backgrounds. Students will examine the theory and This course explores how various disabilities impact language arts, mathematics, science, instructional rationale behind such instruction and develop a a child's development in key domains such as motor and assistive technology, and expressive arts in a variety of pedagogical techniques for classroom skills, cognitive skills, language skills and social- holistic framework. Students will examine research implementation. emotional skills. Various models for providing validated instructional strategies for teaching Credits: 3 education to young children with special needs are students with the full range of abilities. Rotating Basis described, ranging from center-based models to Credits: 3 inclusive preschool programs. Emphasis is placed Rotating Basis TED 649 Connecting Reading and Writing on the importance of collaboration among parents, This course focuses on curriculum development, teachers and other professionals in order to TED 642 Observation and Assessment in the formative and summative assessment techniques, maximize student growth. Early Childhood Classroom and research-validated instructional strategies for Credits: 3 This course explores formal and informal methods making the reading/writing connection. Course Rotating Basis of assessing student learning, including a variety of participants will have the opportunity to work observational techniques, with an eye to evaluating directly with children and/or adolescents in need of TED 636 Early Childhood Special Education one's own instructional practice. Students will support with literacy skills and strategies. This course explores how various disabilities impact develop skill in using information gathered through Credits: 3 a child's development in key domains such as motor observation and assessment to plan and modify Rotating Basis skills, cognitive skills, language skills and social- instruction. emotional skills. Various models for providing Credits: 3 TED 650 Second Language Acquisition education to young children with special needs are Rotating Basis This course examines the theories of language described, ranging from center-based models to acquisition and focuses on the factors that inclusive preschool programs. Emphasis is placed TED 643 Literacy Instruction through Child and influence the acquisition of a second language, on the importance of collaboration among parents, Adolescent Literature including cultural and societal, as well as linguistic teachers and other professionals in order to This course focuses on providing student-centered, variables. Students explore the processes by which a maximize student growth. developmentally appropriate support for literacy learner develops language proficiency and analyze Credits: 3 learning using various literary genres, The goal is to the stages that naturally occur during these Rotating Basis equip professionals with the knowledge and processes. Issues specific to language learning in understanding needed to assist in the advancement children, adolescents, and adults will be addressed. TED 638 Curriculum Leadership: Making the K- of the literacy knowledge of children from birth Field work required. 12 Common Core Standards Work through grade twelve. Methods of using literature Credits: 3 This course is designed to give students a clear to encourage and enrich language development, as Rotating Basis understanding of what the K-12 Common Core well as skill in reading and writing, are presented. State Standards (CCSS) are, how they are Credits: 3 TED 654 Teaching Academic Literacy organized, and how they can best be used to Rotating Basis This course focuses on teaching academic literacy enhance classroom instruction. Students will through practical applications of current techniques research and examine pragmatic strategies TED 644 Writing and Thinking Skills: An to enhance the understanding and use of academic supported by examples from a diverse range of Interdisciplinary Approach language, to promote a high level of reading districts. Topics include: powering up This course focuses on curriculum development comprehension, written expression and analysis, as administrators and teachers to partner in and research-validated instructional strategies well as to increase performance on literacy implementing the standards, communicating with designed to make reading, writing, thinking, and assessments. The goal is to create lifelong writers parents, designing formative assessments that oral language connections. This course is and readers who think cogently and write lucidly. measure mastery of the standards, and ensuring appropriate for teachers working with students of Credits: 3 that the standards benefit all learners, including varying abilities at the elementary, middle, and high Rotating Basis
English language learners and those with special school levels. TED 655 Fundamentals of Linguistics needs. Credits: 3 This course explores the underlying structure of Credits: 3 Rotating Basis languages, including phonological, morphological, Rotating Basis TED 645 Methods of Teaching Writing syntactic, semantic, and discourse patterns. TED 640 Phonological Awareness and Methods of This course focuses on curriculum development, Particular attention is given to those aspects Beginning Reading Instruction formative and summative assessment techniques, relevant for language teachers. This course focuses on curriculum development, and research validated instructional strategies for Credits: 3 assessment, and research-validated instructional teaching writing to students within the full range of Rotating Basis strategies for teaching early literacy skills and abilities. Course participants explore approaches to TED 660 English and Its Structure strategies, to young children within the full range of the teaching of writing, interventions for In this course students focus on the grammatical abilities. remediation and enrichment, and the uses of structure of English in order to develop curriculum Credits: 3 technology to enhance teaching and learning. and instructional strategies for the teaching of Rotating Basis Credits: 3 Rotating Basis morphology and syntax to English language TED 641 Curriculum and Methods for Early learners. Childhood Education TED 646 Literacy through the Arts Credits: 3 This course examines the evolving early childhood This course explores ways of integrating reading, Rotating Basis curriculum and looks at ways in which historical writing and the arts, including literary, visual and TED 665 Literacy K-12 in ESOL Programs antecedents to today's early childhood programs performing arts, as well as using the arts and literacy This course examines the teaching of the literacy and the framework of developmentally appropriate to enrich the lives of children of varying abilities skills of listening, speaking, reading and writing in practice impact contemporary classrooms. Special and with diverse linguistic and cultural
Page 81 LIU Hudson Bulletin 2015 - 2016 Bulletin 2015 - 2016 grades K-12, including methods of reading and become familiar with native language resources enrichment and remediation, to students who are in the community through evaluating culturally TED 702 Seminar and Student Teaching: Early English language learners. Field work required. appropriate curricula, children's literature and Childhood Education Credits: 3 media. Students also analyze and strengthen their Students participate in a full-time, twelve week, Rotating Basis own biliteracy skills. Field work required. student teaching experience at the early childhood Credits: 3 level. The classroom experience is accompanied by TED 668 Approaches to the Teaching of Students Rotating Basis a student teaching seminar. without Prior Schooling Credits: 4 This course examines the cultural and pedagogical TED 677 Curriculum, Instruction, and Rotating Basis issues that influence school learning for a student Assessment in ESOL Programs population, known as SLIFE, Students with This course examines curriculum development, TED 703 Seminar and Supervised Teaching: Early Limited or Interrupted Formal Education. The instructional planning, and both formal and Childhood Education course includes an analysis of research validated informal assessments for programs in English Students participate in a full- time, twelve week, approaches to SLIFE curriculum, instruction, and English to Speakers of Other Languages (ESOL). supervised teaching experience at the early assessment for students K-adult. Field work The course includes a survey of current state and childhood level. The classroom experience is required. federal regulations, standards, and assessments accompanied by a supervised teaching seminar. Credits: 3 regarding the instruction of English learners K- Credits: 4 Rotating Basis adult. Field work required. Rotating Basis
Credits: 3 TED 705 Seminar and Student Teaching: TED 670 Teaching Content Areas in ESOL Rotating Basis Programs Childhood This course examines methods of second language TED 681 Communication Development and Students participate in a full-time, twelve week, teaching for the presentation of content area Language Disorders in Children with Autistic student teaching experience at the childhood level. material in math, science, social studies and Spectrum Disorder The classroom experience is accompanied by a language arts to students who are English language This course explores the language and student teaching seminar. learners. The course includes an analysis of research communication characteristics of children along the Credits: 4 validated approaches to content area curriculum, spectrum, the assessment tools used to collect and Rotating Basis instruction, and assessment for students K-12. Field analyze data, to monitor progress and inform TED 706 Seminar and Supervised Teaching: work required. instruction related to language, and the Childhood Credits: 3 interventions designed to address the range of Students participate in a full-time, twelve week, Rotating Basis language and communication needs. supervised teaching experience at the childhood Credits: 3 level. The classroom experience is accompanied by a TED 674 Methods of Teaching Adult ESL/EFL Rotating Basis This course focuses on research validated supervised teaching seminar. instructional strategies, standards-based curriculum TED 682 Contemporary Issues and Research in Credits: 4 development, and formal and informal assessment Autistic Spectrum Disorders Rotating Basis techniques for teaching English as a second or In this course, participants examine and reflect TED 707 Seminar and Student Teaching: Early foreign language to adults. Course participants upon current issues and research related to autistic Childhood / Childhood Education explore approaches to instruction in a variety of spectrum disorders including, but not limited to, Students participate in a full-time, twelve-week, settings, including: community based programs, etiology and prevalence, characteristics, diagnostic student teaching experience in an early childhood workplace programs, post-secondary programs, and issues, philosophical issues, legal issues, and as well as a childhood education setting. The overseas teaching. Field work required. biological and psychosocial bases of the disorder. classroom experience is accompanied by a student Credits: 3 Credits: 3 teaching seminar. Rotating Basis Rotating Basis Credits: 4 TED 675 Methods and Materials for TESOL TED 700 Field Experience: Childhood Rotating Basis
This course examines curriculum development, Students are involved in an elementary classroom TED 708 Seminar and Supervised Teaching: Early instructional planning, and multiple research experience where they observe and participate in all Childhood / Childhood Education validated instructional strategies, and surveys a classroom activities, on a daily basis, for a two week Students participate in a full-time, twelve week range of commercially available materials period. This experience precedes student teaching. student teaching experience in an early childhood appropriate for teaching English language learners. Credits: 2 as well as a childhood education setting. The Theories of language learning and methods for Rotating Basis classroom experience is accompanied by a student integrating them into classroom practice are teaching seminar. addressed. Field work required. TED 701 Field Experience: Early Childhood / Credits: 4 Credits: 3 Childhood Education Students are involved in both early childhood and Every Fall and Spring Rotating Basis elementary classroom experience where they TED 710 Practicum in Literacy for Students with TED 676 Instruction in the Native Language observe and participate in all classroom activities, Learning Problems, Grades 1-6 Bilingual Programs on a daily basis, for a two week period. This In this course, participants evaluate and teach a This course explores theories of literacy and related experience precedes student teaching. youngster in the childhood grades who is teaching practices to develop native language Credits: 2 experiencing difficulty in acquiring literacy skills reading, writing, speaking, and listening skills, and Rotating Basis and strategies. Class discussions focus on to use native language in teaching the content areas assessment techniques and research validated (mathematics, science, and social studies). Students instructional strategies effective for teaching all learn techniques of assessing native literacy skills
LIU Hudson Bulletin 2015 - 2016 Page 82 LIU Hudson aspects of literacy acquisition. setting or in an inclusive childhood education Credits: 3 setting. The classroom experience is accompanied TED 734 Seminar and Supervised Teaching: Early Rotating Basis by a student teaching seminar. Childhood Special Education Credits: 4 Students participate in a full-time, six-week, TED 715 Practicum in Literacy for Students with Rotating Basis supervised teaching experience in a special Learning Problems, Grades 5-12 education classroom at the early childhood level. In this course, participants evaluate and teach a TED 726 Seminar and Supervised Teaching: The classroom experience is accompanied by a youngster in grades 5-12 who is experiencing Childhood and Childhood Special Education supervised teaching seminar. difficulty with literacy skills and strategies. Class Students participate in a full time, fourteen week Credits: 2 discussions focus on assessment techniques and supervised teaching experience in a childhood Rotating Basis research validated instructional strategies effective education as well as a childhood special education for teaching all aspects of literacy acquisition and setting or an inclusive childhood education setting. TED 735 Writing Internship I development. The classroom experience is accompanied by a In this internship, course participants work with Credits: 3 supervised teaching seminar. students, evaluating, planning, developing Rotating Basis Credits: 4 curricula, and teaching skills and strategies for Rotating Basis writing. TED 720 Seminar and Student Teaching: Credits: 2 Childhood Special Education TED 729 Seminar and Student Teaching: Early Rotating Basis Students participate in a full time, fourteen week Childhood Education student teaching experience in a special education Students participate in a full- time, six week, TED 740 Writing Internship II or inclusive educational setting at the childhood supervised teaching experience at the early In this second internship, course participants work level. The classroom experience is accompanied by childhood level. The classroom experience is with students evaluating, planning, developing a student teaching seminar. accompanied by a supervised teaching seminar. curricula, and teaching skills and strategies in Credits: 4 Credits: 2 writing. Rotating Basis Rotating Basis Credits: 2 Rotating Basis TED 721 Seminar and Supervised Teaching: TED 730 Seminar and Student Teaching: Middle Childhood Special Education Childhood / Adolescence Special Education TED 741 Seminar and Student Teaching: Early Students participate in a full-time, fourteen week Students participate in a full-time, fourteen-week Childhood and Early Childhood Special supervised teaching experience in a special student teaching experience in a special education Education education or inclusive education setting at the or inclusive setting at the middle and adolescence Students participate in a full-time, six-week student childhood level. The classroom experience is education levels. The classroom experience is teaching experience in an inclusive early childhood accompanied by a supervised teaching seminar. accompanied by a student teaching seminar. setting. The classroom experience is accompanied Credits: 4 Credits: 4 by a student teaching seminar. Rotating Basis Rotating Basis Credits: 2 Rotating Basis TED 722 Seminar and Student Teaching: Early TED 731 Seminar and Supervised Teaching: Childhood and Early Childhood Special Middle Childhood / Adolescence Special TED 742 Seminar and Supervised Teaching: Early Education Education Childhood and Early Childhood Special Students participate in a full-time, fourteen week Students participate in a full-time, fourteen week Education student teaching experience in an early childhood supervised teaching experience in a special Students participate in a full-time, six-week setting as well as an early childhood special education or inclusive setting at the middle and supervised teaching experience in an inclusive early education setting or an inclusive early childhood adolescence levels. The classroom experience is childhood setting. The classroom experience is setting. The classroom experience is accompanied accompanied by a supervised teaching seminar. accompanied by a supervised teaching seminar. by a student teaching seminar. Credits: 4 Credits: 2 Credits: 4 Rotating Basis Rotating Basis
Rotating Basis TED 732 Seminar and Supervised Teaching: Early TED 745 Field Experience: Middle Childhood TED 723 Seminar and Supervised Teaching: Early Childhood Education and Adolescence Childhood and Early Childhood Special Students participate in a full-time, six week, Students are involved in adolescence education Education supervised teaching experience at the early experiences where they observe and participate in Students participate in a full-time, fourteen week childhood level. The classroom experience is all classroom activities, on a daily basis, for a two supervised teaching experience in an early accompanied by a supervised teaching seminar. week period. This experience precedes student childhood setting as well as an early childhood Credits: 2 teaching. special education setting or an inclusive early Rotating Basis Credits: 2 childhood setting. The classroom experience is Rotating Basis accompanied by a student teaching seminar. TED 733 Seminar and Student Teaching: Early TED 746 Field Experience: Adolescence Credits: 4 Childhood Special Education Education Rotating Basis Students participate in a full-time, six-week, student teaching experience in a special education Students are involved in adolescence education TED 725 Seminar and Student Teaching: classroom at the early childhood level. The experiences where they observe and participate in Childhood and Childhood Special Education classroom experience is accompanied by a student all classroom activities, on a daily basis, for a two Students participate in a full-time, fourteen week teaching seminar. week period. This experience precedes student student teaching experience in a childhood Credits: 2 teaching. education as well as a childhood special education Rotating Basis Credits: 2
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Rotating Basis the childhood level. The classroom experience is Credits: 4 accompanied by a student teaching seminar. Rotating Basis TED 750 Seminar and Student Teaching: Middle Credits: 2 Childhood and Adolescence Rotating Basis TED 785 Seminar and Student Teaching: Special Students participate in a full time, twelve week Education and Middle Childhood/Adolescence student teaching experience in middle childhood TED 763 Seminar and Supervised Teaching II: Education and adolescence education settings. The classroom Childhood Special Education Students participate in a full-time, 14 week student experience is accompanied by a student teaching Prerequisite: TED 761. Students participate in a teaching experience in special education and seminar. second six-week supervised teaching experience in a middle childhood/adolescence education settings. Credits: 4 special education or inclusive educational setting at The classroom experience is accompanied by a Rotating Basis the childhood level. The classroom experience is student teaching seminar. accompanied by a student teaching seminar. Credits: 4 TED 751 Seminar and Supervised Teaching: Credits: 2 Rotating Basis Middle Childhood and Adolescence Rotating Basis Students participate in a full time, twelve week TED 786 Seminar and Supervised Teaching: supervised teaching experience in middle childhood TED 765 Field Experience: TESOL Special Education and Middle and adolescence education settings. The classroom Students are placed in an ESOL setting where they Childhood/Adolescence Education experience is accompanied by a supervised teaching observe and participate in all classroom activities, Students participate in a full-time, 14 week seminar. on a full-time, daily basis for a two-week period. supervised teaching experience in special education Credits: 4 This experience precedes student teaching. and middle childhood/adolescence education Rotating Basis Credits: 2 settings. The classroom experience is accompanied Rotating Basis by a supervised teaching seminar. TED 752 Seminar and Student Teaching: Credits: 4 Adolescence Education TED 770 Seminar and Student Teaching: TESOL Rotating Basis Students participate in a full time, twelve week Students participate in a full-time, twelve-week student teaching experience in adolescence student teaching experience in an ESOL setting. TED 788 Seminar and Student Teaching: education settings. The classroom experience is The classroom experience is accompanied by a Childhood Education accompanied by a student teaching seminar. student teaching seminar. Students participate in a 6 week student teaching Credits: 4 Credits: 4 experience at the childhood level. The classroom Rotating Basis Rotating Basis experience is accompanied by a student teaching seminar. TED 753 Seminar and Supervised Teaching: TED 771 Seminar and Supervised Teaching: Credits: 2 Adolescence Education TESOL Rotating Basis Students participate in a full time, twelve week Students participate in a full-time, twelve-week supervised teaching experience in adolescence student teaching experience in an ESOL setting. TED 789 Seminar and Student Teaching: Special education settings. The classroom experience is The classroom experience is accompanied by a Education Adolescence accompanied by a supervised teaching seminar. student teaching seminar. Students participate in a full time, 14 week student Credits: 4 Credits: 4 teaching experience in an adolescent (Gr. 7-12) Rotating Basis Rotating Basis special education setting. The classroom experience is accompanied by a student teaching seminar. TED 760 Seminar and Student Teaching: TED 775 Field Experience: Childhood and Credits: 4 Childhood Special Education - Part I TESOL Rotating Basis Students participate in a full time, 6 week, or half Students are placed in Childhood and ESOL time 12 week, student teaching experience in a settings where they observe and participate in all TED 799 Special Topics special education setting at the childhood level. classroom activities on a full-time, daily basis for a An intensive study in special areas of interest in the The classroom experience is accompanied by a two-week period. This experience precedes student field of teacher education open to matriculated student teaching seminar. teaching. teacher education students with permission of the Credits: 2 Credits: 2 appropriate Program Director. This opportunity for Rotating Basis Rotating Basis students to do advanced work under the supervision of a faculty member may be taken only TED 761 Seminar and Supervised Teaching: TED 780 Seminar and Student Teaching: on a Pass/Fail basis. Childhood Special Education - Part I Childhood and TESOL Credits: 1 to 2 Students participate in a full time 6 week, or half- Students participate in a full-time, twelve-week All Sessions time 12 week supervised teaching experience in a student teaching experience in ESOL and special education setting at the childhood level. Childhood settings. The classroom experience is TED 899 Advanced Field Experience The classroom experience is accompanied by a accompanied by a student teaching seminar. Advanced Field Experience for edTPA. This course supervised teaching seminar. Credits: 4 will provide students with an enhanced student Credits: 2 Rotating Basis teaching/teacher candidate experience. Specific Rotating Basis attention will be given to edTPA tasks in Planning TED 781 Seminar and Supervised Teaching: for Instruction and Assessment, Instructing and TED 762 Seminar and Student Teaching II: Childhood and TESOL Engaging Students in Learning, and Assessing Childhood Special Education Students participate in a full-time, twelve-week Student Learning. Prerequisite: TED 760. Students participate in a supervised teaching experience in ESOL and Credits: 2 second six-week student teaching experience in a Childhood settings. The classroom experience is On Demand special education or inclusive educational setting at accompanied by a supervised teaching seminar.
LIU Hudson Bulletin 2015 - 2016 Page 84 LIU Hudson
LIU HUDSON APPROVED PROGRAMS Educational Leadership
LIU HUDSON AT ROCKLAND Major Hegis Major Code Degree
Educational Leadership 0828 MSEd New York State Education Department Inventory of Registered Programs Enrollment in other than registered or otherwise approved programs may Educational Leadership 0821 Adv.Crt. jeopardize a student's eligibility for certain student aid awards.
Counseling, Psychology & Therapy Business Administration Major Hegis Major Code Degree Major Hegis Major Code Degree Mental Health 2104 .10 *MS, *Adv.Crt. Business Administration 0506 *MBA, Adv.Crt. Counseling
Crisis Management 2104 *Adv.Crt. Public and/or Health Administration School Counselor 0826.01 *MSEd Major Hegis Major Code Degree Bilingual Extension for 0899 *Adv.Crt. School Counselors Health Administration 1202 MPA Bilingual Extension fo 0899 *Adv.Crt. Public Administration 2102 MPA School Psychologists
Long Term Care 2299.1 Adv.Crt.
Pharmaceutics Teacher Education Major Hegis Major Code Degree Major Hegis Major Code Degree Pharmaceutics 1211 MS Bilingual Early 0823 *Adv.Crt. * Jointly registered with LIU Hudson at Westchester. Childhood Education Childhood Education 0802 *MSEd
Childhood Special 0808 *MSEd, *Adv.Crt. Education
Childhood Education & 0802 *MSEd Childhood Special Education
Childhood Education & 0802 *MSEd Literacy "B-6"
Adolescence Education 0803 MSEd
Special Education in 0808 *MSEd, *Adv.Crt. Adolescence
Special Education 0808 *MSEd (Adolescence)
Special Education in 0808 *MSEd Adolescence (with prior certification)
Special Education in 0808 *MSEd Childhood with Autism Concentration
SWD Generalist "7-12" 0808 *MSEd with Autism Concentration
Autism 0808 *Adv.Crt.
Literacy "B-6" 0830 MSEd
Teaching Literacy "B-6" 0830 *Adv.Crt.
Page 85 LIU Hudson Bulletin 2015 - 2016 Bulletin 2015 - 2016
LIU HUDSON AT WESTCHESTER Middle Childhood 1701.01 Adv.Crt. Mathematics & New York State Education Department Inventory of Registered Programs Adolescence Enrollment in other than registered or otherwise approved programs may Mathematics jeopardize a student's eligibility for certain student aid awards. Middle Childhood 1901 MSEd
Science & Adolescence Business Administration Science
Major Hegis Major Code Degree Middle Childhood & 0834 Adv.Crt. Adolescence Science Business Administration 0506 *MBA Middle Childhood Social 0804.02 MSEd HealthCare Sector 0506 Adv.Crt. Studies & Adolescence Management Social Studies
Middle Childhood Social 0804.02 Adv.Crt. Teacher Education Studies & Adolescence
Social Studies Major Hegis Major Code Degree Adolescence English 1501.01 Adv.Crt . Early Childhood 0823 Adv.Crt. Education Adolescence Math 1701.01 Adv.Crt .
Early Childhood / 0823 MSEd Adolescence Science 0834 Adv.Crt . Childhood Education Adolescence Social 2201.01 Adv.Crt . Early Childhood / 0823 MSEd Studies Special Education 1, 2, 3 TEACH 0803 MSEd Early Childhood Special 0823 Adv.Crt. Secondary Education Education (Internship Certificate)
Early Childhood & Early 0823 Adv.Crt. Special Education: 0808 MSEd Childhood Special Childhood & Literacy Education "B-6" Early Childhood / 0823 MSEd Special Education in 0808 *MSEd, *Adv.Crt. Literacy Adolescence
Childhood Education 0802 *MSEd, Adv.Crt. Special Education 0808 MSEd (Adolescence) Childhood Special 0808 *MSEd, *Adv.Crt. Education Special Education in 0808 *MSEd Adolescence (with prior Childhood Education & 0802 *MSEd certification) Childhood Special Education Special Education in 0808 *MSEd Childhood with Autism Childhood Education & 0802 *MSEd Concentration Literacy "B-6" SWD Generalist "7-12" 0808 *MSEd Childhood Education & 1508 MSEd with Autism TESOL Concentration 1, 2, 3 TEACH 0802 MSEd Autism 0808 *Adv.Crt. Childhood Ed (Internship Certificate) Literacy "B-12" 0830 MSEd
Middle Childhood 0804.01 MSEd Teaching Literacy "B-6" 0830 *Adv.Crt. English & Adolescence Writing and Reading "B- 0830 MSEd English 6"
Middle Childhood & 1501.01 Adv.Crt. Teaching Literacy "5- 0830 Adv.Crt. Adolescence English 12"
Middle Childhood 1701.01 MSEd Writing and Reading "5- 0830 MSEd Mathematics & 12" Adolescence Mathematics TESOL - All Grades 0830 MSEd, Adv.Crt.
TESOL (Non- 1508 Adv.Crt. Certification)
LIU Hudson Bulletin 2015 - 2016 Page 86 LIU Hudson
TESOL: ITI 0899.6 Adv.Crt.
TESOL Special 0899.6 Adv.Crt. Education: ITI
Bilingual Early 0823 *Adv.Crt. Childhood Education
Bilingual Extension 0899 Adv.Crt.
Bilingual Education: ITI 0899.6 Adv.Crt.
Bilingual Special 0899.6 Adv.Crt. Education: ITI
Languages Other Than 1199.01 MSEd English
Counseling, Psychology & Therapy
Major Hegis Major Code Degree
Marriage & Family 2104.1 MS Therapy
Mental Health 2104.10 *MS, *Adv.Crt. Counseling
Crisis Management 2104 *Adv.Crt.
School Counselor 0826.01 *MSEd, Adv.Crt.
School Psychologist 0826.02 MSEd
Bilingual Extension for 0899 *Adv.Crt. School Counselors
Bilingual Extension for 0899 *Adv.Crt. School Psychologists *Jointly registered with LIU Hudson at Rockland.
Page 87 LIU Hudson Bulletin 2015 - 2016 Bulletin 2015 - 2016
LIU TRUSTEES AND SENIOR LEADERSHIP TEAM
Board of Trustees
CHAIRMAN Abraham M. Lackman TRUSTEES EMERITI Eric Krasnoff Brian K. Land ’86 William F. de Neergaard ’47, H’98 Sarabeth Levine ’64, H’14 Donald H. Elliott H’85 SECRETARY Howard M. Lorber ’70, ’91, H’01 Eugene H. Luntey H’98 Steven J. Kumble H’90 Frank Lourenso John M. May Michael Melnicke Theresa Mall Mullarkey MEMBERS Salvatore Naro ’83 Thomas L. Pulling Linda Amper ’78, ’85 Richard P. Nespola ’67, ’73 Richard Stark Rao Subba Anumolu William R. Nuti ’86 Edward Travaglianti H'14 Roger L. Bahnik Audrey Schein Rosalind P. Walter H’83 Stanley F. Barshay ’60 Cherie D. Serota Mark A. Boyar ’65 Daniel Simmons Jr. ’85, H’12 EX OFFICIO John R. Bransfield Jr. Harvey Simpson Kimberly R. Cline Michael N. Emmerman ’67 Sharon Sternheim Daniel B. Fisher ’67 Ronald J. Sylvestri ’66 H - indicates honorary doctorate from LIU Peter W. Gibson ’82 Charles Zegar ’71 Michael P. Gutnick ’68 Steven S. Hornstein ’80 Alfred R. Kahn ’84, H’05 Leon Lachman H’12
Senior Leadership Team
Kimberly R. Cline Michael S. Glickman ’99, ’01 Joseph L. Schaefer B.S., M.B.A., Ed.D., J.D. B.A., M.A. B.B.A., M.S. President Vice President for University Advancement and Chief of Chief of Administration and Student Affairs Strategic Partnerships George Baroudi Jeffrey Kane B.S. Gale Stevens Haynes ’72, ’76 (M.S.) B.A., M.A., Ph.D. Vice President for Information Technology & B.A., M.S., J.D., L.L.D. Vice President for Academic Affairs Chief Information Officer Vice President, Chief Operating Officer, and Legal Counsel Jackie Nealon Christopher Fevola Mary M. Lai ’42, H’86 B.A., M.S., Ed.D. B.S., M.B.A. B.S., M.S., D.H.L., D.B. Vice President of Enrollment Vice President and Chief Financial Officer Senior Advisor and Treasurer Emerita
LIU Hudson Bulletin 2015 - 2016 Page 88 LIU Hudson
LIU HUDSON FACULTY Julie Cohen Laurel S. Ernst Adjunct Assistant Professor of Education Adjunct Associate Professor of Education Frank V. Auriemma B.S., City College of New York B.A., Southern CT. State University; Adjunct Assistant Professor of Education M.A., Ph.D. New York University M.A., Teachers College, Columbia University B.S., Pace University; M.A., Lehman College; Frank A. Composto, JD Joseph Falco Ph.D., Fordham University Adjunct Assistant Instruction of Education Adjunct Instructor in Education B.A, LeMoyne College; B,A., Fordham University; Jacqueline Batista J.D., St. John’s University M.S., LIU Adjunct Instructor of Education B.A., American College, London Roseanne Composto Sylvia Fassler-Wallach M.S. Ed., Long Island University Adjunct Instructor of Education Adjunct Assistant Professor of Education Adv. Cert., Long Island University B.S., St. Thomas Aquinas; B.B.A., Iona College M.S., LIU M.S., Marist College Anne Bernstein M.S., Pace University Adjunct Assistant Professor of Education Raymond G. Cooper B.A., M.S., Queens College Adjunct Assistant Professor of Education Peter T. Fella A.S., Tidewater Community College Adjunct Associate Professor of Health Lena Bodin B.S. State University of New York Administration Adjunct Instructor in Business Cert, Cornell University B.S., University of Rhode Island; B.A., M.S., Queens College Ed.D., Seton Hall University M.P.A., LIU
Marie Bogdanowich Karen Cort Eileen Fiorentino Adjunct Instructor in Education Clinical Supervisor of Marriage & Family Adjunct Instructor of Education B.B.A., M.B.A., Pace University Therapy B.S., M.A., Brooklyn College Adjunct Associate Professor of Counseling; Charles Borrelli B.A., Bucknell University; Susan Friedman Adjunct Associate Professor of Business Ph.D., Counseling Psychology Adjunct Assistant Professor of Education B.B.A., M.B.A., Iona College B.A., Queens College; Lillian C. Costa M.P.S., Manhattanville College Norma E. Canals Adjunct Professor of Education Adjunct Instructor of Education B.S., Oneonta, SUNY; Elaine B. Geller B.A., State University of New York M.S., New Paltz, SUNY; Director, Special Education and Literacy M.S.W., Fordham University M.S., Fordham University Programs B.A., Albany, SUNY; Angelo Carino Andrea DeCapua M.S.Ed., C.A.S., New Paltz, SUNY Adjunct Instructor of Education Adjunct Associate of Education B.A., M.S., Mercy College B.A.,State University of New York at Buffalo Colin Goldberg M.A. University of Delaware Adjunct Assistant Professor of Business Mary Carpenter M.Ed.D. State University of New York at Buffalo B.Sc., M.Sc., University of Cape Town Adjunct Assistant Professor of Education M.Ed.D. Teachers College M.A. New York University Iris Goldberg B.S. Syracuse University Mahendra G. Dedhiya Director, Early Childhood and Childhood Adjunct Professor of Pharmaceutics Programs; 504 Committee Chair Eileen Chichin B.S., University of Pune; Assistant Professor of Education Adjunct Associate Professor of Health M.S., University of Rhode Island; B.A., Queens College; Administration M.B.A., University of Bridgeport; M.P.S., Manhattanville College B.S., St. Thomas Aquinas College; Ph.D., University of Michigan Ph.D., New York University M.S., College of New Rochelle; Ph.D., Fordham University Alice Dunning Steven Goldberg Adjunct Professor of Education Adjunct Assistant Professor of Education Vincent Ciaramella, Ph.D B.S., Good Counsel College; B.A., University of Rochester; Adjunct Assistant Professor of Education M.A.T., LIU M.A., Yale University B.A., Maryknoll College; M.A., The Graduate Center, CUNY; Wendy Dulin Nancy T. Goldman M.S., Ph.D., Fordham University P.T. Director, Pharmaceutics Program; Associate Professor of Education Adjunct Assistant Professor of Pharmacy B.A., Syracuse University; Patricia Brogan-Clauser B.S., Albany College of Pharmacy; M.A.T., Ed.D., Teachers College, Columbia Adjunct Assistant Professor of Education Ph.D., Purdue University University B.A., Wagner College; Ph.D., Fordham University Scott Edelman Stuart Goldstein Adjunct Assistant Professor of Business Adjunct Assistant Professor of Education B.B.A., M.B.A., Iona College B.A., Buffalo, SUNY; M.S.Ed., Lesley College
Page 89 LIU Hudson Bulletin 2015 - 2016 Bulletin 2015 - 2016
Leonard H. Golubchick Lynn Johnson Deirdre K. Lewin Adjunct Professor of Education Professor of Business Administration Adjunct Associate Professor of Counseling B.A., M.S., LIU; B.A., Yale University; B.S., Rhodes University; Ph.D., New York University M.A., University of New Hampshire; M.A., Smith College M.Div., Union Theological Seminary; Steven Goriah Ph.D., University of Michigan Tara B. Malone Adjunct Assistant of Business Clinical Supervisor of Marriage and Family B.B.A., Baruch College Elliot Kagan Therapy M.B.A., Long Island University Adjunct Assistant Professor of Education B.S., Emerson College; B.A., Rutgers College; M.A., Counseling Davekanand Gossai M.S., Ph.D., Yeshiva University Adjunct Associate Professor of Pharmaceutics Peter Marcon B.S., York University (CUNY) Kiuomars Kiarashi Adjunct Professor of School M.S., St. John’s University Adjunct Assistant Professor of Business Psychology/Counseling Ph.D., St. John’s University B.S., University of Massachusetts; B.S., M.Ed., Springfield College; M.S., Polytechnic University Neil Gross Helaine W. Marshall Adjunct Instructor of Education Michelle Kiger Director, TESOL, Bilingual Education and B.A., Nathaniel Hawthorne College; Adjunct Professor of Education Foreign Language Programs; M.A., New York University B.S., Oneonta, SUNY; Associate Professor of Education M.A., Lesley College B.A., M.A., Tufts University; Sandra Gross Ph.D., Teachers College, Columbia University Adjunct Instructor of Education Linda King B.A., New Paltz, SUNY; Adjunct Professor of Education Mary Jean Marsico M.A., University of Pennsylvania B.A., English Literature Russell Sage; Adjunct Assistant Professor of Education M.S., Sage Graduate School; B.A., Jersey City State College; Marion Gryzlo C.A.S., University of Vermont M.A., M.Ed., Ed.D., Teachers College, Columbia Adjunct Instructor of Business University B.A., Binghamton University; Ira E. Korner M.B.A., Iona College Adjunct Professor of School Counseling Courtney McDermott B.S., Adelphi University; Adjunct Instructor of Education Marissa Guijarro M.S., St. John’s University B.S., Oneonta, SUNY; Adjunct Instructor of Education M.S., Pace University B.A., Harvard University; Nicholas Krzemienski M.S. Ed., Fordham University; Adjunct Professor of Business Lisa McIntyre Adv. Cert., LIU B.A., M.P.A., LIU Adjunct Instructor of Education B.S., M.A., Westchester University; Deborah A. Hardy Vijai Kumar S.D.A., Pace University; Adjunct Associate of Education Assistant Professor of Pharmaceutics Ed.D., Lehigh University B.S., Rider University B.Se., Univ. of Lucknow M.Ss, Counseling Long Island University D.Pharm, College of Pharmacy Ellen L. Medd Westchester M.B.A., Fairleigh Dickinson Univ. Adjunct Assistant Professor of Education M.S. Ed. D, Bank Street College M.S., LIU B.S., SUNY Oswego Ph.D., Western Connecticut M.S., Hunter College Michael LaMagna Ph.D., Fordham University Peter Helmer Adjunct Instructor of Health Adminsitration Adjunct Instructor of Business B.A., Clark University Maria Michelsson B.A., Hobart College M.P.A., Long island Unversity Adjunct Instructor of Education M.A., Ohio State University J.D., Pace University B.S., Albany, SUNY M.B.A., Columbia University M.A., Lehman College Jason LePree Kailey Horan Adjunct Assistant Professor of Pharmacy Marc Miller Adjunct Instructor of Education B.S., Rutgers University; Adjunct Assistant Professor Business B.S., Pace University M.S., Ph.D., University of Wisconsin B.A., CUNY Hunter College; M.S., Pace University M.B.A., Industrial Psychology Stephen W. Levine Janice Hurewitz Adjunct Professor of Education Anthony Mirdita Adjunct Instructor of Education B.S., Rutgers University; Adjunct Instructor of Public Administration B.S., Hunter College M.S., University of Hartford; B.S. Fordham University; M.S., Lehman College Ph.D., St John’s University M.B.A., Long island University M.S., College of New Rochelle
LIU Hudson Bulletin 2015 - 2016 Page 90 LIU Hudson
Michael Moffatt Angela Penna Catherine Sales Adjunct Professor of School Adjunct Instructor of Education Adjunct Associate Professor of Education Psychology/Counseling B.A., M.A., Jersey City State College B.S., Manhattan College; B.A., The Catholic University of America; Ed. M., Ed.D., Teachers College, Columbia Ph.D., The New School Robert F. Penna University Associate Professor of Educational Leadership Margaret A. Montenaire B.A., M.A., Jersey City State College; John Salviani Adjunct Instructor of Education Ph.D., Fordham University Adjunct Instructor in Education B.S., Binghamton University B.S., Fordham Univ. M.S., Long Island University George Pietarinen M.A., Alfred Univ. Adjunct Associate Professor of Education Anat Mor B.A., Hunter College; Fern Satin Adjunct Professor of Education and Psychology P.D., Fordham University Adjunct Instructor of Education B.A., New York University; B.S., Brooklyn College; Psy.,D., Yeshiva University Allison Poskar M.A., Manhattanville College Adjunct Instructor of Education Evelyn Murphy B.A., Muhlenberg College Janet Seaman Adjunct Instructor of Education Ed.D. Bank Street School of Education Adjunct Assistant Professor in Education B.S., St. Thomas Acquinas; B.S., SUNY Plattsburgh M.S., Mercy College Phillip Reicherter M.A., SUNY Plattsburgh Adjunct Assistant Professor of Education C.A.S., SUNY Plattsburgh Martha Murray B.A., Univ of North Florida Ed.D., Fordham University Director, Educational Leadership Programs,. M.A., Marist College Adjunct Professor of Education Adv..Cert.,, Marist College Arvind N. Shah B.A., Dominican College; Psy.D., Fairleigh Dickinson University Adjunct Instructor in Pharmacy M.A., Manhattan College; B.S., M.S., University of India; CAS., New Paltz, SUNY; Peter Reiner M.A., Fairleigh Dickinson University Ed.D., New York University Adjunct Instructor of Business B.A., Hunter College; Rhoda Shore Thomas J. Nardi M.B.A., Pace University Adjunct Professor of Education Director, Counseling & Development Program; B.S., Temple University; Associate Professor of Counseling & Development Rebecca Rich M.S.Ed., P.D., Ph.D., Fordham University B.A., Manhattan College; Director, Literacy Programs; M.S., P.D., Ph.D., St. John's University Professor of Education Jamie D. Shumake B.S., Syracuse University; Adjunct Professor of Education Kevin R. Nash M.A., M.Ed., Ed.D., Teachers College, Columbia B.S., Concordia College; Director, M.B.A. & MPA Programs, University M.S., LIU Adjunct Assistant Professor of M.B.A. & MPA Marketing diploma, Dublin Institute of James Riley Janet Simon Technology Adjunct Associate Professor of Educational Director, Special Education and Adolescence M.A., University of Ken, UK Administration Education Programs; Ph.D., Capella University B.A., Fordham College; Professor of Education J.D., Rutgers University B.A., Bucknell University; Rafael Ortiz M.Ed., Ed.D., University of Cincinnati Adjunct Instructor of Education Cindy Roland-Miller B.S. Mercy College Adjunct Associate Professor of Education Beth L. Sims M.S. Long Island University B.A., New Paltz, SUNY; Adjunct Assistant Professor of Education M.S., University of Vermont B.S., Cornell University Tracey Orzo J.D., Fordham University Adjunct Professor of Education Claudia Rothman B.A., Hofstra University; Adjunct Assistant Professor of Education John J. Staiger Jr. M.A.T., Manhattanville College B.A., Hunter College; Adjunct Assistant Professor of Educational M.S., Fordham University; Administration Gabriel Paez M.S., Pace University B.S., Marist College; Adjunct Assistant Professor of Health M.S., New Paltz, SUNY Administration Linda Rossetti B.A., Syracuse University Adjunct Instructor of Education Jonathan Stern M.P.A., John Jay College B.A., St. John’s University Adjunct Assistant Professor of Education M.S. Hunter College B.A., Haverford College; Robert Page M.A., Ph.D., University of Connecticut Adjunct Professor of School Psychology/Counseling B.A., Queens College; Ph.D., Albany, SUNY
Page 91 LIU Hudson Bulletin 2015 - 2016 Bulletin 2015 - 2016
Joshua Sussman Adjunct Instructor in Education B.A., Univ. of Albany Md.Ed., LIU
Gary Bruce Toth Adjunct Professor of Education B.A., Fairleigh Dickinson University; M.S.W., Indiana University
Gary Trotz Adjunct Professor of Education B.A., Utica College; M.A., Syracuse University
Charlene Vannucci Adjunct Instructor of Education B.A., M.A., Columbia University
Judith Watson Adjunct Instructor of Business B.S., Pace University M.P.H., New York Medical College
Joan H. Weber Adjunct Associate Professor of Education Adv. Cert., Cornell University Ed.D., Columbia University M.Ed., Columbia University M.S., Iona College A.B., New York University
Beth Weiner Director, Counseling, Psychology and Therapy Programs Assistant Professor of Counseling, Psychology and Therapy B.A., New York University; Psy.D., Yeshiva University
Sandra Weinman Adjunct Instructor of Education B.A., Queens College; M.S., College of New Rochelle
Valerie Wojnicki Adjunct Instructor of Education B.S., LIU Post M.S., Hofstra University M.A., Institute of Religious Studies
Richard Zumbach Adjunct Assistant Professor of Business B.S., M.B.A., Pace University
LIU Hudson Bulletin 2015 - 2016 Page 92