LIU Brooklyn 2014-2015 Graduate Bulletin

LIU Brooklyn

2014 - 2015 Graduate Bulletin

1 University Plaza, Brooklyn, N.Y. 11201-5372

General Information: 718-488-1000

www.liu.edu/brooklyn

Admissions: 718-488-1011

E-mail: [email protected]

Notice to Students: The information in this publication is accurate as of September 1, 2014. However, circumstances may require that a given course be withdrawn or alternate offerings be made.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 2014 - 2015

GRADUATE TUITION AND 19 TABLE OF CONTENTS FEES (2014-2015 RATES)

STUDENT FINANCIAL AID 22 LIU 4 Application Process 22 CAMPUSES OF LIU 5 Awards 22 The Residential Campuses 5 Terms and Conditions 22 The Regional Campuses 6 Standards for Satisfactory Academic ABOUT LIU BROOKLYN 7 22 Progress Statement of Mission 7 STUDENT SERVICES AND 24 Overview 7 RESOURCES

Undergraduate and Graduate Student Resources 24 7 Offerings Office of Information Technology 24 University Policies 7 My LIU 24 DIRECTORY 8 Center for Learning and Academic 24 ACADEMIC CALENDAR 2014- 9 Success 2015 Mathematics Center 24 ADMISSION 11 Modern Language Center 25 Classification of Students 11 Multimedia Language Laboratory 25 Students Presednting International 11 Testing Center 25 Credentials Writing Center 25 Veterans 12 Student Support Services 25 Visiting Students 12 International Student Services 25 Enrollment and Admission, Related 12 Policies Veteran Services 25

Transfer Credits 12 Bookstore 26

ACADEMIC POLICY 13 Alumni Community 26

Grades 13 CAMPUS LIFE 27

Quality Points 13 Student Life and Leadership 27 Development Absence from Final Examination 13 Cultural Programs and Exhibitions 27 Application for Degree 13 Student Health Insurance 27 Disciipline 13 Public Safety 28 Grievance Procedure 14 Residence Life and Housing 28 Related Curricular Matters 14 FACILITIES 29 REQUIREMENTS FOR 15 DEGREES Steinberg Wellness Center 29

REGISTRATION 17 Lupus Cooperative of New York 29

Registration and Advisement 17 Kumble Theater 29

Course Load 17 Arnold & Marie Schwartz Gym 29

Admission of Undergraduate Students University Health & Medical Services 29 17 to Graduate Programs Psychological Services Center 30 Auditing of Courses 17 SPECIAL PROGRAMS 30 Maintenance of Student Standing 17 After School Program - FUN (Family 30 Withdrawal 17 UNiversity)

Student Access to Educational THE LIBRARY 31 18 Records RICHARD L. CONOLLY 32 Administsrative Matters 18 COLLEGE OF LIBERAL ARTS AND SCIENCES

LIU Brooklyn Graduate Bulletin 2014 - 2015 Page 2 LIU Brooklyn

Anthropology 33 LIU BROOKLYN FACULTY 232

Biology 34 LIU BROOKLYN 243 ADMINISTRATION Chemistry and Biochemistry 40 LIU TRUSTEES, OFFICERS AND 245 Communication Sciences and 43 ADMINISTRATION Disorders

Economics 50

English 51 `

History 57

Mathematics 58

Media Arts 59

Political Science 73

Psychology 76

Social Science 85

Sociology 86

Speech Language Pathology 86

United Nations Graduate Program 87

Urban Studies Program 89

SCHOOL OF BUSINESS, PUBLIC 92 ADMINISTRATION AND INFORMATION SCIENCES

Finance, Law, Accounting and 94 Taxation

Technology, Innovation and 100 Computer Science

Managerial Sciences 103

Public Administration 113

SCHOOL OF EDUCATION 121

Counseling and School Pyschology 124

Teaching, Learning and Leadership 139

SCHOOL OF HEALTH 168 PROFESSIONS

Athletic Training, Health and 170 Exercise Science

Occupational Therapy 177

Physical Therapy 188

Physician Assistant Studies 196

Public Health 202

Social Work 207

SCHOOL OF NURSING 214

LIU PHARMACY 223

SCHOOL OF CONTINUING 224 STUDIES

BLENDED AND ONLINE 228 LEARNING PROGRAMS AT LIU

LIU BROOKLYN APPROVED 229 PROGRAMS

Page 3 LIU Brooklyn Graduate Bulletin 2014 - 2015 Bulletin 2014 - 2015

LIU

Long Island University (LIU) is one of America’s largest and most comprehensive private universities with locations and programs spanning the New York metropolitan area, overseas and online. World-class faculty, small classes and résumé-building hands-on learning experiences are the hallmarks of an LIU education. The University offers nearly 500 academic programs and educates over 24,000 students in degree-credit and continuing education programs in Brooklyn, Brookville (LIU Post), Brentwood, Riverhead, and Rockland and Westchester (LIU Hudson). Its international unit, LIU Global, provides a wide range of study abroad options at overseas centers in China and Costa Rica, and through programs in Australia, South Africa, Taiwan, Thailand, Turkey and, beginning in 2015, Europe. The accomplishments of more than 191,000 living alumni are a testament to the success of LIU’s mission of “Access and Excellence.” The institution also provides enrichment for students and neighboring communities, including the excitement of NCAA Division I and II athletics, internationally acclaimed arts programming at Tilles Center for the Performing Arts and the nationally renowned George Polk Awards in journalism.

Accreditation and Program Registration LIU is accredited by the Commission on Higher Education of the Middle States Association of Colleges and Schools, 3624 Market Street, Philadelphia, PA 19104, (215) 662-5606. The Commission on Higher Education is an institutional accrediting agency recognized by the U.S. Secretary of Education and the Council for Higher Education Accreditation. The degree and certificate programs also are approved and registered by the New York State Department of Education.

LIU Brooklyn Graduate Bulletin 2014 - 2015 Page 4 LIU Brooklyn

CAMPUSES OF LIU LIU Post

The Residential Campuses Twenty-five miles east of New York City on Long Island’s historic Gold Coast, LIU Post is a leader in cultivating the entrepreneurial spirit in our students through innovative collaborations, partnerships, and student-run LIU Brooklyn businesses. The university, which offers a small-school environment, but with the access and resources of a major metropolitan university, includes five Located in the heart of downtown Brooklyn’s thriving Tech Triangle, LIU schools of study: the College of Education, Information and Technology; the Brooklyn provides students with experiential learning opportunities reflecting College of Liberal Arts and Sciences; the College of Management; the School the entrepreneurial urban community it serves. Distinctive programs of Health Professions and Nursing; and School of Visual and Performing Arts. encompass the arts and media, the natural sciences, business, social policy, The scenic, scholarly campus is home to the Steinberg Museum of Art at urban education, the health professions, pharmacy, and the health sciences. Hillwood, the renowned Tilles Center for the Performing Arts, and WCWP- Founded in 1926, LIU Brooklyn is the original unit of Long Island FM Radio. In addition, LIU Post offers the Ph.D. in information studies, the University. Its beautifully landscaped, 11-acre campus is a self-contained urban Psy.D. in clinical psychology, and the Ed.D. in interdisciplinary educational oasis, steps away from world-class arts and entertainment venues like Brooklyn studies. Academy of Music and the Barclays Center, as well as the hip restaurants and The campus was established on the former estate of cereal heiress Marjorie cafes of Fort Greene. Just a 10-minute subway ride from the professional and Merriweather Post in 1954 to accommodate the growing educational needs of cultural opportunities of Manhattan, the vibrant campus includes residence Nassau County following World War II. Ranked a “Best Regional University,” halls for more than 1,100 students. by U.S. News and World Report, LIU Post offers its full-time, part-time, and LIU Brooklyn offers nearly 160 associate, undergraduate, graduate, doctoral, non-credit students a comprehensive range of nearly 200 associate, and certificate programs, including Ph.D. programs in clinical psychology and undergraduate, graduate, and doctoral degree programs and certificates. In pharmaceutics, the D.P.T. in physical therapy, and the Pharm.D. in pharmacy. addition, the campus offers college credit courses to high school students in Serving a diverse student body, its academic units include the Richard L. area schools. Conolly College of Liberal Arts and Sciences; the School of Business, Public LIU Post is recognized as one of the nation’s most beautiful academic Administration and Information Sciences; the School of Education; the Harriet settings, with sprawling green lawns, horse trails, and elegant red-brick Rothkopf Heilbrunn School of Nursing; the School of Health Professions; LIU academic buildings. The vibrant campus life includes residence halls for more Pharmacy (the Arnold & Marie Schwartz College of Pharmacy and Health than 1,600 students. The campus' award-winning cooperative education Sciences); and the School of Continuing Studies. The campus is known for its program is nationally renowned for its extensive career counseling and job nationally recognized Honors Program, which was the first of its kind in the placement services. country and emphasizes a holistic, liberal arts background. Twenty-two NCAA men’s and women’s sports teams, which recently earned LIU Brooklyn has a deeply rooted tradition of athletic excellence. The top ranking in Division II sports, take advantage of LIU Post’s 70 acres of basketball teams of the 1930s captured two national championships, and the playing fields, including the new Bethpage Federal Credit Union Stadium. campus’ success in sports has continued over the decades with numerous Clubs, fraternities, and sororities provide many other outlets for student Northeast Conference championships. Over the last 10 years, the Blackbirds activities. LIU Post's $18-million Pratt Recreation Center is a state-of-the-art have won 34 NEC titles, including 12 in the last three seasons. The campus health and fitness facility featuring an eight-lane swimming pool, three full- currently fields 18 NCAA Division I teams. size basketball courts, racquetball courts, and an elevated jogging track.

The $45-million Steinberg Wellness Center, which features an NCAA- regulation swimming pool, a 2,500-seat arena, state-of-the-art workout facilities and a rooftop track, serves the campus and the surrounding community, and the Cyber Café provides a high-tech hot spot for students and faculty members to meet and eat.

Page 5 LIU Brooklyn Graduate Bulletin 2014 - 2015 Bulletin 2014 - 2015

The Regional Campuses LIU Hudson LIU Riverhead

LIU Brentwood For more than a quarter of a century, Long LIU Riverhead offers high-quality Island University has been offering graduate undergraduate and graduate courses and programs Since 1959, LIU Brentwood has served the degree and certificate programs in Rockland and to residents of Long Island’s East End. diverse communities of western Suffolk County Westchester Counties. LIU Hudson at Rockland is Conveniently located on Suffolk County with premier undergraduate and graduate conveniently located near the Palisades Parkway in Community College’s Eastern Campus, just 10 programs. Conveniently located on the Michael J. Orangeburg, N.Y., just two miles from the New minutes from exit 70 on the Long Island Grant Campus of Suffolk Community College, it Jersey border. LIU Hudson at Westchester is Expressway, it provides working adults and recent offers access to a full range of amenities, including located in a state-of-the art facility on the grounds baccalaureate graduates with the opportunity to a state-of-the-art library and computer resources, of Purchase College, which features high-tech pursue a private education in conveniently as well as personalized academic advisement and classrooms designed for adult learners. Both scheduled day and evening programs. support services. Since LIU Brentwood is centers boast technologically advanced library Offerings include the upper division B.S. in primarily a teaching institution, classroom resources and mainframe-networked computer childhood education (grades 1-6), the upper instruction is its top priority. While most faculty labs, and offer small classes with personalized division B.A. in communication studies - new members are involved in research, scholarly instruction delivered by full-time and adjunct media, the M.S. in childhood education (grades 1 – writing, or creative activities appropriate to their faculty members who bring a wealth of practical 6), the M.S. in literacy education (birth – grade 6), discipline, all are measured against the highest experience and an understanding of career trends the M.S. in teaching students with disabilities standards of teaching excellence. Some programs to the classroom. (grades 1 – 6 or generalist grades 7 – 12) and an require completing coursework at another LIU Students enroll as degree candidates or as non- advanced certificate in applied behavior analysis. campus. degree students who wish to pursue graduate In addition, an M.S. in homeland security courses for personal enrichment or professional management and advanced certificates in advancement. Most classes in Rockland and homeland security management and cyber security Westchester are held in the late afternoons, in the policy are offered fully online. The Homeland evenings and on weekends to meet the scheduling Security Management Institute features needs of working adults. Program offerings comprehensive curricula designed by professionals include: business (M.B.A. and/or advanced for professionals. Faculty members and guest certificates in health care sector management and lecturers include some of the top names in law cyber security for business professionals); health enforcement, counterterrorism and government. or public administration (M.P.A. and advanced certificate in long term care); educational leadership (M.S.Ed. and/or advanced certificate); education (M.S.Ed. and/or advanced certificate) in the areas of childhood – grades 1-6, early childhood, middle childhood and adolescence – grades 5-12, special education, autism, literacy, bilingual, TESOL, bilingual extension, gifted extension, writing and reading, school counseling and school psychology; marriage and family therapy (M.S.); mental health counseling (M.S.); and pharmaceutics (M.S.) with specializations in industrial pharmacy and cosmetic science.

LIU Brooklyn Graduate Bulletin 2014 - 2015 Page 6 LIU Brooklyn

ABOUT LIU BROOKLYN Diagnostic Medical Sonography, Respiratory Care and Sports Sciences, and the Bachelor of Arts Undergraduate and Graduate degree in Social Work. It also offers combined Offerings B.S./M.S. degrees in Athletic Training and in Statement of Mission Occupational Therapy and the B.S./M.P.H. in Richard L. Conolly College offers liberal arts Health Science / Master of Public Health. It offers Expressed in its still-relevant motto Urbi et and sciences programs leading to the degrees of the M.S. degrees in Exercise Science, and in Orbi, the mission of LIU since 1926 has been to Associate in Arts, Bachelor of Arts, Bachelor of Physician Assistant Studies as well as the Master open the doors of the city and the world to men Fine Arts, Bachelor of Science, Master of Arts, of Social Work and the Master of Public Health. and women of all ethnic and socioeconomic Master of Fine Arts, Master of Science, and The Division of Physical Therapy offers a Doctor backgrounds who wish to achieve the satisfaction Doctor of Philosophy (in Clinical Psychology). It of Physical Therapy (D.P.T.) program that is a of the educated life and to serve the public good. also offers a B.S./M.S. in Communication three-year post-baccalaureate graduate degree. An Its mission is to awaken, enlighten and expand the Sciences and Disorders/ Speech-Language accelerated 3+3 B.S./D.P.T. in Health Science / minds of its students. Pathology, and a United Nations Graduate Doctor of Physical Therapy is also offered. Certificate Program. The School of Nursing offers the Bachelor of Overview The School of Business, Public Science with a major in Nursing for generic, R.N.- Administration and Information Sciences offers B.S. and 2nd degree students, the Master of Generation after generation, the students who the degrees of Associate in Applied Science in Science in Adult-Geri Nurse Practitioner and have enrolled at LIU Brooklyn have come from Business Administration; Bachelor of Science in Family Nurse Practitioner, and Nurse Educator. varied, primarily urban backgrounds. Like their Accounting, Computer Science, Entrepreneurship, The following Advanced Certificates are offered: predecessors, many of today's students are new to Finance, Human Resource Management, Adult Nurse Practitioner, Family Nurse America and new to the English language or are Management, Marketing, and Technology Practitioner, and Education for Nurses. The School the first in their families to seek a university Management; Accelerated Bachelor of of Nursing offers an accelerated R.N.-B.S./M.S. education. At LIU Brooklyn, all students find an Science/Master of Science in Accounting; Adult Nurse Practitioner dual degree program. academic community where cultural, ethnic, Accelerated M.B.A.; Master of Business The LIU Pharmacy – Arnold & Marie religious, racial, sexual, and individual differences Administration (M.B.A.) with concentrations in Schwartz College of Pharmacy and Health are respected and where commonalities are Entrepreneurship, Finance, Management, Sciences offers an entry-level, six-year Doctor of affirmed. This requires the campus to be open and Marketing, International Business, Management Pharmacy (Pharm.D.) degree and the Master of welcoming, even as it maintains respect for Information Systems, Human Resource Science degree in Pharmaceutics, Drug Regulatory intellectual, cultural and academic traditions. Management, and Marketing; Master of Business Affairs and Pharmacology/Toxicology. It also Nationally recruited, the faculty has a strong Administration in Accounting (M.B.A. offers the Doctor of Philosophy in Pharmaceutics commitment to teaching, to personal advisement Accounting); Master of Science in Accounting; (Ph.D.) degree. of students, to the fullest range of scholarship, and Master of Science in Human Resource LIU Global is designed for students who desire to faculty development and service. Management; Master of Science in Taxation; a hands-on learning approach in a variety of LIU Brooklyn recognizes both the faculty’s Master of Science in Computer Science; Master of international locations. The college offers a training and experience and the character of its Public Administration (M.P.A.) with tracks in diverse student body as two of its greatest Bachelor of Arts in Global Studies. Public Administration and Health Administration; strengths and challenges. No matter what their Advanced Certificates in Gerontology background or generation, students come to LIU Administration, Human Resource Management University Policies

Brooklyn to build the educational and intellectual and Nonprofit Management; and a collaborative Policy on Non-Discrimination foundations for successful personal lives and program leading to the United Nations Advanced LIU does not discriminate on the basis of sex, careers. The campus faculty and administration Certificate and Master of Public Administration. sexual orientation, race, color, creed, national believe that a liberal education, along with careful The School of Education offers, on the origin, religion, age, handicap or political belief, in preparation for a fulfilling career, is the best way undergraduate level, the Bachelor of Arts, the any of its educational programs and activities, to achieve this end. Bachelor of Science and the Bachelor of Fine Arts including employment practices and in policies To carry out its mission, LIU Brooklyn offers degrees in various disciplines in urban education. relating to recruitment and admission of students. comprehensive undergraduate curricula, supported On the graduate level, the school offers the Master by advanced courses for specialized knowledge of Science in Education degree in the areas of Policy on Non-Sexual Harrassment and graduate programs in those areas in which it Childhood Urban Education, Early Childhood The University Officers share the universally has developed strength or has a unique Urban Education, Adolescence Urban Education, held belief that a proper academic/employment contribution to make. In addition, the campus has Teaching Urban Children with Disabilities, environment cannot be maintained when members designed programs to permit students to acquire Teaching Urban Adolescents with Disabilities, of our community are subject to sexual essential literacies, intellectual curiosity, analytic Teaching English to Speakers of Other Languages harassment. Thus, the Officers reaffirm the and reasoning skills, and effective communication (TESOL), School Counseling, Bilingual School University’s policy that strictly and absolutely skills. In this way, the campus serves as a Counseling and School Psychology; the Master of forbids the sexual harassment of any student or conservator of knowledge, a source and Science degree in Mental Health Counseling and promulgator of new knowledge, and a resource for employee. Marriage and Family Therapy; and Advanced the community it serves. Certificates in Bilingual Education, Educational

Leadership, Early Childhood Urban Education, School Counseling, Bilingual School Counseling, Mental Health Counseling, Marriage and Family Therapy and Applied Behavioral Analysis. The School of Health Professions offers the Bachelor of Science degrees in Health Science,

Page 7 LIU Brooklyn Graduate Bulletin 2014 - 2015 Bulletin 2014 - 2015

DIRECTORY

Department Name Phone Office Hours Email/Website

Admissions 718-488-1011 (M,Th,F) 9 a.m.-5 p.m. [email protected] (Tu,W) 9 a.m.-6 p.m. www.liu.edu/brooklyn/admissions

Richard L. Conolly College 718-488-1003 (M,Th,F) 9 a.m.-5 p.m. www.liu.edu/brooklyn/conolly (Tu,W) 9 a.m.-6:30 p.m.

School of Business, Public 718-488-1121 (M, Th) 9 a.m.-5 p.m. [email protected] Administration and Information (Tu, W) 9 a.m.-6:30 p.m. www.liu.edu/brooklyn/sbpais Sciences

School of Education 718-488-1055 (M-Th) 9 a.m.-6:30 p.m. www.liu.edu/brooklyn/education (F) 9 a.m.-5 p.m. Summer (M-Th) 9:00 a.m-6 p.m. (F) 9 a.m.-5p.m.

School of Health Professions 718-780-6578 (M-F) 9 a.m.-5 p.m. www.liu.edu/brooklyn/health

School of Nursing 718-488-1059 (M-F) 9 a.m.-5 p.m. www.liu.edu/brooklyn/nursing Summer (M-Th) 9 a.m.-5:30 p.m.

LIU Pharmacy 718-488-1004 (M-F) 9 a.m.-5 p.m. www.liu.edu/pharmacy

LIU Global 718-780-4312 (M-F) 9 a.m.-5 p.m. [email protected] www.liu.edu/global

School of Continuing Studies 718-488-1364 (M-F) 8:30 a.m.-5 p.m. [email protected] www.liu.edu/brooklyn/scs

Enrollment Services (Bursar, Financial 718-488-1037 (M,Th,F) 9 a.m.-5 p.m. [email protected] Aid, Registrar) (Tu,W) 9 a.m.-6:30 p.m. www.liu.edu/brooklyn/enrollservices

International Students 718-488-1389 (M,Th,F) 9 a.m.-5 p.m. www.liu.edu/brooklyn/international (Tu,W) 9 a.m.-6 p.m.

Library 718-488-1081 (M,W,Th) 8 a.m. – 10 p.m. www.liu.edu/brooklyn/library (Tu) 9 a.m. – 10 p.m. (F) 9 a.m. – 5 p.m. (Sat.) 9 a.m. – 6 p.m. (Sun.) 11 a.m. – 5 p.m. Summer (M-F) 9 a.m. – 5 p.m. (Sat.) Closed

LIU Promise 718-488-1039 (M,F) 9 a.m-5 p.m. [email protected] (Tu-Th) 8 a.m-7 p.m. (Sat., 10 a.m.-4 p.m.

Office of Vice President and Chief 718-488-1001 (M-F) 9 a.m.-5 p.m. Operating Officer, Legal Counsel

Residence Life and Housing 718-488-1046 (M-Th) 9 a.m.-6 p.m. www.liu.edu/brooklyn/reslife (F) 9 a.m.-5 p.m.

Student Life and Leadership 718-488-1216 (M,Th,F) 9 a.m.-5 p.m. www.liu.edu/brooklyn/slld Development (Tu,W) 9:00 a.m.-6:30 p.m.

LIU Brooklyn Graduate Bulletin 2014 - 2015 Page 8 LIU Brooklyn

ACADEMIC CALENDAR 2014-2015 Spring 2015

Fall 2014 January 19 Martin Luther King, Jr. Day

January 20 Weekday classes begin September 1 Labor Day-holiday January 16 Awarding of January degrees September 2 Convocation Day January 20-February 2 Late registration and program changes September 3 Weekday classes begin January 24-25 Semester classes meeting Saturday- September 3-16 Late registration and program changes Sunday begin

September 6-7 Semester classes meeting Saturday- January 24-25 First weekend session classes begin Sunday begin January 26 Deferred final examinations September 6-7 First weekend session classes begin February 2 Late registration ends September 16 Late registration ends January 31 Last day to apply for comprehensive September 19 Awarding of September degrees examination

September 29 Deferred final examinations February 6 Last day to apply for May degree

October 3 Last day to apply for comprehensive February 16 President's Day-no classes examination February 17 Tuesday follows a Monday Schedule October 17 Last day to apply for January degree February 23 -March 6 Midterm examinations-classes in October 13-24 Midterm examinations-classes in session session March 7-8 First weekend session final October 18-19 First weekend session final examinations examinations March 9 Spring recess begins October 25-26 Second weekend session classes begin March 16 Classes resume October 29 Last day to withdraw from undergraduate courses March 18 Last day to withdraw from undergraduate courses November 4 Election Day-classes in session March 21-22 Second weekend session classes begin November 27 Fall recess begins April 3 Last day to submit thesis and November 29 Classes resume complete degree requirements

December 3 Last day to submit thesis and May 2-3 Second weekend session final complete degree requirements examinations

December 6-7 Second weekend session final May 2-3 Semester classes meeting Saturday- examinations Sunday end

December 6-7 Semester classes meeting Saturday- May 4 Semester classes meeting Monday Sunday end through Friday end

December 11 Semester classes meeting Monday May 4 Last day to withdraw from graduate through Friday end courses

December 11 Last day to withdraw from graduate May 5-11 Final examinations-undergraduate and courses graduate

December 11 Last day to complete withdrawal May 5 Last day to complete withdrawal appeal process appeal process

December 12 Study day May 12 Commencement Ceremony

December 13-19 Final examinations-undergraduate and May 15 Conferral of May degrees graduate

December 20 Winter recess begins

Page 9 LIU Brooklyn Graduate Bulletin 2014 - 2015 Bulletin 2014 - 2015

Summer I 2015

May 14-15 Registration and program changes

May 16-17 Weekend session classes begin

May 18 Weekday classes begin

May 19 Late registration ends

May 25-27 Memorial Day-holiday

May 28 Last day to withdraw from undergraduate courses

June 1 Deferred final examinations

June 3 Last day to apply for September degree

June 3 Last day to apply for comprehensive examination

June 27-28 Weekend session final examinations

June 29 Last day of class

June 29 Last day to withdraw from graduate courses

June 29 Last day to complete withdrawal appeal process

Summer II 2015

July 1-2 Registration and program changes

July 4 Independence Day - holiday

July 6 Weekday classes begin

July 7 Late registration ends

July 11-12 Weekend session classes begin

July 15 Last day to withdraw from undergraduate courses

August 13 Last weekday class

August 13 Last day to submit thesis and complete degree requirements

August 13 Last day to withdraw from graduate courses

August 13 Last day to complete withdrawal appeal process

August 16-17 Weekend session final examinations

LIU Brooklyn Graduate Bulletin 2014 - 2015 Page 10 LIU Brooklyn

ADMISSION have an acceptable record in undergraduate and degree. To be considered for admission, other studies as reflected in official transcripts of undergraduate transcripts/marksheets for each year Applicants are strongly encouraged to submit all colleges and universities attended. Usually a B- of study, including degree conferral an application online at average in the undergraduate major subject is (diploma/degree certificate) are required. All www.liu.edu/brooklyn/apply. required. Attention is given to overall grade records must be translated into English and be A paper application may also be downloaded from averages, grade trends during undergraduate study, original or copies of the original, certified/attested this website, or obtained by visiting the Office of and areas of scholastic strength. by an official of the school issuing that record or Admissions, LIU Brooklyn, 1 University Plaza, Applicants must receive satisfactory scores on the Consulate/Ministry of Education of the issuing Brooklyn, N.Y. 11201-5372, e-mailing any required examinations. Students whose country. A course-by-course evaluation, [email protected], or by calling undergraduate average is less than B-, and all completed by an acceptable international 718-488-1011. A bachelor’s degree (or its students from foreign colleges or universities, may credential evaluation agency, is required for some equivalent) from an accredited institution, be requested to take the Graduate Record programs. Please refer to the section of this indicating an acceptable record, is necessary to be Examination (GRE) or the GRE advanced subject bulletin for your program of interest as well as the considered for admission to the graduate examination. Applicants to Master of Business departmental website to determine if an evaluation programs. Additional requirements are described (M.B.A.) in the School of Business, Public is required. The graduate admissions office in the sections for each discipline. Administration and Information Sciences must reserves the right to request an evaluation on any The completed application must be submitted submit scores from the Graduate Management transcripts/marksheets from colleges or with a personal statement of approximately 500 Admissions Test or the Graduate Record universities outside the United States. A complete words. Applicants must also submit official Examination before the completion of their first list of acceptable agencies can be requested from transcripts from all colleges and universities semester of study. Applicants for the Master of the Office of Admissions or found on attended showing all undergraduate and graduate Public Health, Ph.D. in Clinical Psychology, www.liu.edu/brooklyn. All students for whom coursework taken and degrees received, if any. Doctor of Physical Therapy, Physician Assistant English is not a native language are required to Some departments may request letters of Studies and all graduate Pharmacy programs must take the Test of English as a Foreign Language recommendation, resumes, test scores, writing submit GRE scores from the General Aptitude (TOEFL) administered by the Educational Testing samples, portfolios, copies of professional licenses Test at the point of application. Additionally, Service or the International English Language or other additional documents. Applicants should individuals who apply for the Ph.D. in Clinical Testing System (IELTS) examination. Information refer to the section of this bulletin for their Psychology must submit GRE scores from the on the examinations may be obtained by visiting program of interest as well as the departmental GRE Subject Test in Psychology. www.ets.org and www.ielts.org, respectively from web site to determine what documents are required A student will be classified as matriculant when American consulates and embassies abroad, or for admission by their program as well as to accepted into a degree program. Students admitted from the United States Information Service (USIS) determine where credentials and materials are to with technical or academic deficiencies (e.g., in each country. be sent for processing. An application fee of incomplete official transcripts) will be classified as Proficiency in English must be demonstrated. A $50.00 is required. LIU Brooklyn encourages matriculants with conditions, pending fulfillment student who needs additional study in English may students to self-manage their application, which of those conditions. Technical deficiencies must be be required to take English courses for foreign means it is the responsibility of the applicant to removed before the end of the first semester of students at LIU before or concurrently with an collect all required documents needed for enrollment. Academic deficiencies must be academic program (see English Language Institute admission and submit them to the Admissions satisfied before the completion of 12 credits section). Office. Students needing assistance and required in the degree program or within one year. International Students clarification are encouraged to e-mail the Graduate Non-degree students must meet the same Applications and all supporting documents Admissions Office at admission standards as those admitted to degree from international applicants must be received by [email protected]. programs. A student in this category may take a May 1st for Fall admission and by November 1st Most graduate programs are available each limited number of courses for certification, for Spring admission. semester on a rolling admissions basis. However, professional advancement or personal enrichment, Upon notification of admission, the student will it is strongly encouraged that applications and but he or she is not classified as a graduate degree- be requested to send a nonrefundable deposit fee supporting materials be submitted as early as seeking student. Admission as a non-degree of $200.00, which will be applied toward the first possible. Several graduate programs have specific student permits registration for a maximum of 12 semester’s tuition and fees. Selected programs of application deadlines. Examples of these programs credits. study require a $500 deposit. Upon admission are the Doctor of Physical Therapy (D.P.T.) which If a non-degree student wishes to matriculate, a students are advised if their program of study is due March 1st; the Master of Physician graduate application must be filed with the Office requires a higher deposit. Upon receipt of the Assistant Studies due on January 15th; the Ph.D. of Admissions. Upon review of the student’s deposit and of a sponsor’s affidavit of support and in Clinical Psychology due on December 1st; the application and supporting credentials, the official bank statement, an I-20 form will be issued Master of Speech-Language Pathology due on appropriate department will decide if all that will enable the student to apply for a student February 1st; and the Master of Social Work due requirements for matriculation have been met. visa. Students should not make plans to come to on April 15th. Courses completed by non-degree students, if the United States until they have received Consult the section for your academic pertinent to the degree program in which the appropriate nonimmigrant forms. discipline for additional information. student has matriculated, and if completed within Students should be aware of the cost of living the time limit, are credited toward the degree. and studying in New York City. It is advised that

Classification of Students students make realistic plans to finance their Students Presenting education. A limited number of graduate All students admitted to the master’s programs assistantships are awarded primarily to students International Credentials who have been in attendance at least one semester. will be classified as matriculants or non-degree Health insurance coverage is compulsory for all students. Matriculants must submit evidence of a Applications are welcome from students who international students and for their dependents. bachelor’s degree or its equivalent. They must hold the equivalent of a four-year bachelor’s Information pertaining to the health insurance

Page 11 LIU Brooklyn Graduate Bulletin 2014 - 2015 Bulletin 2014 - 2015 coverage may be obtained from the Office of Permission to transfer such credits must be International Students, which assists students on requested at the time of admission, and official campus. transcripts must be submitted to the LIU Students holding F-1 (student) visas are Admissions Processing Center. Transfer credit required by law to be fully matriculated and must toward the master’s degree is normally limited to be registered for at least nine credit hours per six semester hours of credit for courses in which semester. the student has received a grade of B or better and is not recorded as part of the grade point average. Veterans Courses with a grade of B- are not transferable. Students seeking a second master’s degree may LIU Brooklyn welcomes applications from be granted up to 12 credits, when academically veterans and encourages them to take full appropriate, at the recommendation of the advantage of their G.I. Bill benefits. Candidates Department Chair and with the approval of the are required to submit a copy of Form DD214, Graduate Dean. Students entering the School Report of Separation, to the Office of Admissions. Psychology program may be granted up to 18 A veterans counselor is available to assist in credits. admissions and funding procedures. For further information, contact the Office of Veterans Affairs.

Visiting Students

Graduate students who are degree candidates in good standing at other universities may be granted permission to attend courses at LIU upon filing a visiting student application for the courses and submitting a letter of authorization from the graduate school that they are attending. Courses in the Ph.D. programs and field experience courses need additional departmental approval.

Enrollment and Admission, Related Policies

Post-baccalaureate Students An applicant who has not completed adequate preparation for a particular graduate program but who presents an otherwise acceptable undergraduate record may be given an opportunity to remove specific course deficiencies. A post- baccalaureate student enrolls in a program of advanced undergraduate courses in the field selected for graduate study. The appropriate department approves the number of credits necessary, the level of achievement required, and the specific courses to be completed. Upon compliance with those conditions, the post- baccalaureate student becomes eligible for admission to the graduate school. Admission to Classes Admission to graduate classes does not imply that the student has been accepted as a candidate for a degree. Acceptance to degree candidacy is contingent upon the student’s obtaining matriculated status and satisfying all admission requirements of the graduate program in which major study will be pursued.

Transfer Credits

Graduate courses taken at other institutions before admission to LIU may, if pertinent to the plan of study, be credited to the graduate degree.

LIU Brooklyn Graduate Bulletin 2014 - 2015 Page 12 LIU Brooklyn

ACADEMIC POLICY will be rounded down to 2.990. A computed grade accordance with the normally accepted standards point average of 2.995 will be rounded up to of academic life. That implies that they will 3.000. On all official LIU transcripts, a grade point conduct themselves with due regard for the rights Grades average will be displayed to three decimal places of others and, in particular, that their behavior will with the third decimal place always being zero due not interfere with the ability of the academic Credit is granted for courses completed with the to rounding. community to carry out its usual academic grade A, A-, B+, B, B-, C+, or C. The F grade Good Standing functions. It also implies that students will observe signifies failure. P (passed for credit) may be used The average of grades earned in the approved the usual standards of integrity with regard to the to mark completion of work in certain research program of study may be no less than B preparation of essays and the taking of practicums, seminars, workshops and thesis (equivalent to a quality-point index of 3.00). A examinations. Students are also expected to courses. student whose cumulative grade index is below comply with those reasonable rules of procedure INC (incomplete) may be used as an interim 3.00 has an academic deficiency. Nevertheless, promulgated by a faculty member for the conduct grade for the first half of a two-semester course, such students will continue to be considered in of his or her class or by the University for the for failure to complete all course requirements, and good standing so long as they demonstrate conduct of its business. for thesis courses before acceptance of the thesis. satisfactory progress toward removing the Specifically, students must be aware not only of Any other failure to complete the course deficiency in subsequent semesters. Failure to the performance and intellectual standards of each requirements (e.g., the submission of a term paper) make a significant improvement in the grade-point course, but also of the means acceptable for may be recorded as INC. Except in thesis courses, average may lead to dismissal from the graduate achieving those goals. Students are expected to INC grades that have not been replaced by a letter program. Final disposition of such cases is made study all materials presented and to master them. grade within one year may be changed only by by the Dean after consultation with the appropriate Students may avail themselves of all sources that repeating the course. department. will further that mastery – textbooks, the library, A student may not repeat a course without A grade of F in any graduate course is student study sessions, tutoring, study aids, and so permission of his or her Dean. If a student, with ordinarily grounds for dismissal from the on. Ultimately, however, the instructor’s judgment the permission of the Dean, repeats a course more University. of a student’s performance is based on the than once, all grades except the first will be Students accumulating in excess of nine credits student’s own intellectual achievement and computed in the student’s average. Satisfactory of incomplete (INC) may not register for honesty. completion of the course does not eliminate the additional courses until their work is completed. Cheating on examinations and plagiarism of original INC from the student’s record. Such a restriction does not apply to INC grades in any sort are unacceptable. If proven, either is cause AUD recognizes that a course has been audited. thesis courses. for the most severe penalties up to and including The symbol W is assigned when students Individual departments may impose even more suspension or dismissal from the University. officially withdraw from a course in which they stringent academic standards. The classroom instructor determines the rules were doing satisfactory work. The symbol UW is In all schools, a B average or 3.00 cumulative of acceptable student conduct during assigned when students unofficially withdraw grade-point average is required for awarding of the examinations. Each instructor has the right to insist from a course. The UW is not computed in the graduate degree or any graduate certificate. The on procedures to ensure the integrity of those student’s average. School of Business, Public Administration and examinations – seating arrangements, no Students have until the time of their graduation Information Sciences awards diplomas With communication among students, the restriction of to have changes made on their academic records. Distinction to students graduating with a 3.50 materials available to students during the Once a student has graduated, the academic record average or better. examination, and so on. is frozen and cannot be changed retroactively. If a student is discovered cheating on a Absence from Final Examination classroom examination or written assignment, Quality Points either by crib notes or by receiving information Students who for valid reasons do not appear from or giving information to a fellow student or Grade-Point Average for final examinations must apply in writing within by any means not stipulated by the rules of the examination, the instructor has the right to The University’s grade-point average is 10 days to their Dean for permission to take confiscate all test materials from the person or employed to determine the average grade status of deferred final examinations, provided they have persons involved and give the grade of zero for the a student. The grade A corresponds to a 4.000 received the grade of INC. They may be asked to examination to the person or persons knowingly quality point equivalent, A- to 3.667, B+ to 3.333, provide medical certificates in cases of sickness or involved. The instructor also has the right to fail B to 3.000, B- to 2.667, C+ to 2.333, C to 2.000 injury or other documentation of legitimate the students involved for the course. and F to 0.000. P, INC, W and UW grades do not excuses. Students will be required to pay the Also, students who submit written or other affect the index. Deferred Final Examination Fee per examination. work provably not their own or who submit work The quality points to which a student is entitled with sources inadequately acknowledged or with are computed by the formula X = N x Y, where X Application for Degree an inadequate system of documentation for a is the number of quality points, N the quality point specific course assignment may be given the grade equivalent assigned to the grade, and Y the Candidates for graduation are expected to file of zero for the work submitted and a failing grade number of credits. an application for graduation with the Office of the for the course. The grade point average is obtained by dividing Registrar well in advance of their expected date of Any breach of discipline may result in the sum of the quality points received in all graduation found in the Academic Calendar disciplinary action, including suspension or courses by the total number of credits, including available on the Brooklyn Registrar website at dismissal. The Faculty-Student Judicial Review unrepeated F’s. www.liu.edu/Brooklyn/About/Offices/Registrar/C Board, in accordance with its procedures, may Grade point average computations are carried alendar.aspx. hear all cases that may result in suspension or to the third decimal place from which rounding dismissal and will recommend an appropriate takes place to the second decimal place. For Discipline course of action to the Dean. example, a computed grade point average of 2.994 Students are expected to conduct themselves in The activities of a student may upon occasion

Page 13 LIU Brooklyn Graduate Bulletin 2014 - 2015 Bulletin 2014 - 2015 result in violation of state or federal law. Respect Course Numbers for the presumption of innocence requires that the Courses numbered 600 and above are usually University not impose academic sanctions for the open only to those who qualify for graduate sole reason that a student is or has been involved standing. Courses numbered 500 to 599 are in criminal proceedings. The University may, designed primarily for those who qualify for however, impose its own sanctions to protect the graduate standing, but may be taken by advanced safety of other students, faculty and property and undergraduate students with permission from the to safeguard the academic process. If students, in Dean of the school in which the graduate course is breaking the law, violate University regulations, offered. they will be subject to no institutional penalty Two consecutive numbers joined by a hyphen greater than that which would normally be (e.g., Psychology 660-661) designate a course that imposed. runs through two semesters. The first half of such All matters involving criminal activity will, a course is a prerequisite to the second. That is not upon approval of the Provost, be referred to the true of courses with consecutive numbers appropriate civil authorities for action. separated by a comma (e.g., Chemistry 603, 604), If there is a possibility that testimony or other which may be taken individually. Some courses evidence at a University hearing may be subject to are offered in alternate years. A schedule of disclosure to civil authorities by way of subpoena, courses is published for each semester, may be the University’s proceedings should be postponed obtained from the Registrar’s office, and is to safeguard the student’s right to a fair civil available online at determination. www.liu.edu/brooklyn/schedule.

Change of Plan Department Grievance Procedure A student transferring from one plan (major) department to another must be formally accepted Students at LIU Brooklyn may expect a by the Chair of the department to which scrupulous regard for their rights as students and application for admission is made. The student is individuals and should expect to be treated fairly expected to notify the Chair of the department that and with courtesy by all members of the academic he or she is leaving. Application forms are community. In any matter in which students feel available in the Graduate Admissions Office. that their rights have been violated, or in matters of Readmission serious dispute with members of the administration Students who have not attended classes for or faculty, students may avail themselves of the more than five academic years are required to following formal grievance procedure: apply for readmission and must gain approval 1. The student will write out a clear statement of from his or her Dean. Such students re-enter under the grievance. the admissions standards and program 2. The student may submit the statement to the requirements in existence at the time of re-entry. staff member involved. The student will be Readmission applications are available in the given a written response within a reasonable Office of Admissions. time. 3. If the student is not satisfied with the response or, initially if preferred, the student may submit a statement to the appropriate director or department head. The director will review the matter and provide the student with a written response within a reasonable time. 4. If still not satisfied, the student may institute a formal complaint with the Dean of the school in which he or she is enrolled. The Dean will review the matter, hear the student and staff member where appropriate, and see that the proper action is taken. The foregoing procedure shall be a formal grievance procedure for the resolution of all student grievances, including those alleging actions prohibited by legislation. Student complaints brought to the Office of Academic Affairs are investigated and responded to only when the complaint has been addessed at the campus level.

Related Curricular Matters

The responsibility for compliance with these regulations rests entirely with the student.

LIU Brooklyn Graduate Bulletin 2014 - 2015 Page 14 LIU Brooklyn

REQUIREMENTS FOR Master of Business Administration Preliminary Examination Master of Public Administration The preliminary examination is usually given in DEGREES B.S./M.S. in Accounting departments that require all students to take a

The M.B.A. and the M.P.A. degrees are offered common core of courses. It is sometimes a The responsibility for properly fulfilling the by the School of Business, Public Administration condition of continued enrollment. requirements for degrees rests entirely with the and Information Sciences. The M.B.A. requires student. Students generally meet the requirements Comprehensive Examination completion of 24 credits in general business core announced in the Graduate Bulletin for the Most departments require a comprehensive courses, 18 credits in an advanced core, 12 credits academic year in which they were matriculated or examination of students choosing the non-thesis in a concentration, and 6 credits of capstone readmitted. Students for whom graduation option; it is given after the completion of a coursework for a total of 60 credits. requirements change during their progress to a specified number of credits. The examination is The M.P.A. program consists of 48 credits, degree may, with their Dean’s permission, choose designed to test the candidate’s knowledge of including 18 credits in management courses, 12 requirements in effect at the time of admission or general concepts as well as his or her areas of credits of advanced courses, 12 credits in a those in effect at the end of the course of study. concentration and may be oral or written. Failing concentration and 6 credits of Capstone project. Exceptions to the provisions of this section of the comprehensive examination on three occasions The B.S./M.S. in Accounting is a 150-credit this Bulletin may be made only with the prior will result in dismissal from the program. program designed to prepare Certified Public written sanction of the appropriate Dean on the Examinations are administered at least twice a Accountant candidates for licensure. The program recommendation of the appropriate Department year – in the Fall and the Spring. Information meets the 150-hour Certified Public Accountants Chair. concerning their administration may be obtained requirement necessary before candidates may sit In addition to the requirements listed below, from the appropriate department. Applications for for the CPA examination. students must satisfy the various additional the comprehensive examination, which are requirements and conditions that appear in the 600- and 700-Level Courses available in the Office of the Registrar, must be respective departmental sections of this Bulletin. In the master’s degree programs, a minimum of signed by the Department Chair and cleared by the Bursar. Doctoral Degrees 18 credits must be taken in courses above the 500 level. (consult the specific department for requirements) Oral Examination (defense of thesis) The doctor of philosophy degree is offered by Thesis Given by most departments as part of the thesis the Psychology Department in the field of clinical The thesis required in many of the graduate requirement, the oral examination tests the psychology and in pharmaceutics by LIU programs is intended to test a candidate’s ability to candidate not only on the thesis project but also in Pharmacy. engage in original research, organize and evaluate areas ancillary to the thesis. Some departments The Ph.D. in Pharmaceutics and the Pharm.D. source materials, and express himself or herself require an oral defense of the thesis proposal as in pharmacology are offered by LIU Pharmacy. creatively in the area of specialization. A course in well as defense of the completed thesis. Other The Doctor of Physical Therapy (D.P.T.) is research methods is required of most candidates departments require an oral defense of research offered by the School of Health Professions. writing a thesis. The interim grade for thesis projects. Master of Arts courses is INC. That grade will be replaced by the Residence grade P only upon acceptance of the approved A candidate for the master’s degree must Master of Science thesis by the University Reference Library. complete at least one year of work equaling 24 Master of Science in Education Completion of the required courses and credits at the University; in the M.B.A. program, Master of Fine Arts matriculant status are among the prerequisites that 30 credits of advanced work are required. Degree requirements vary among different must be met before a candidate’s thesis will be A candidate for the doctoral degree is expected programs and are described fully under accepted for consideration. An oral defense of the to complete three years of work in residence at departmental listings. There are two general routes thesis is normally required. LIU Brooklyn. to the master’s degree: thesis and non-thesis. With Each candidate for the master’s degree writes Students enrolled in LIU Brooklyn programs at an acceptable thesis, a candidate usually completes the thesis under the direct supervision of the Chair branch campuses or off-campus sites must register 30 graduate credits, at least 15 of them in the of the Sponsoring Committee, who is selected on and complete residency requirements (usually six major department or area of study. Without a the basis of knowledge of and interest in the credits) at LIU Brooklyn. thesis, the candidate completes 36 credits of subject of the candidate’s thesis proposal. The Courses taken at another university after specified courses and passes a comprehensive selection of the Chair and one or two additional admission to LIU may not be used for transfer examination or completes an appropriate specific committee members will be made by the student credit unless prior permission is obtained from the project. and the Chair of the department concerned. major department and the student’s Dean. The sum A maximum of three one-credit workshops may Special Examinations total of transfer credit granted on admission or be applied toward a degree. No more than three Departments with degree programs have authorized subsequently toward the master’s independent study or tutorial courses may be taken various requirements for examinations at different degree is normally limited to 6 to 8 semester hours for degree credit. stages of the student’s academic career. Students of credit and is not recorded as part of the grade- If a student is seeking a second master’s degree, should read departmental requirements and consult point average. In all instances, transfer credit will at least 24 graduate credits must be taken in departmental advisers to determine which of the not be allowed for any graduate courses in which residence. Advanced placement of up to 12 credits following types of examinations are required in the grade was less than B; that is, courses with a may be awarded upon the written recommendation their programs. grade B- are not transferable. (Time limits on of the Department Chair and the approval of the Admission to examinations requires full transferability are outlined below.) student’s Dean. In some programs with greater matriculant status and the acquisition of the Time Limits credit requirements, as many as 18 credits may be minimum credits indicated under the respective Work for the master’s degree must be accepted. When such an option is not available, the departmental headings. Students must be in completed within five years from the date of candidate will be so advised in the Letter of attendance or maintain matriculation during the admission to the graduate program (exclusive of Admission or in a letter from the department semester they take an examination. time spent in the U.S. armed forces), unless the before commencement of course work. appropriate Dean approves an extension in writing.

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Any courses outside the time limit will not count as credits toward the degree unless approved in writing by the appropriate department and Dean. In the Psychology Department, work for the doctoral degree must be completed eight years after admission. Transfer credit will be granted only for courses taken in the five-year and eight-year periods, respectively, before the granting of the degree.

LIU Brooklyn Graduate Bulletin 2014 - 2015 Page 16 LIU Brooklyn

the Department Chair. transcript with a grade of UW. REGISTRATION Course Drop Registration each semester takes place during Auditing of Courses A Course Drop is an action taken by a student the periods indicated in the academic calendar. prior to the start of, or during the term. The Non-degree students must obtain permission to In order to gain necessary background or dropped course does not appear on his/her register from the Graduate Admissions Office enhance general knowledge, students may audit transcript. Please refer to the University Add/Drop before the beginning of each semester. graduate courses for no credit. The permission of Policy for details on course drops. the instructor and of the Dean is required in every Official Withdrawal Deadlines Registration and Advisement case. Laboratory courses and fieldwork practicums • Complete Term/Session Withdrawals - may not be audited. Students (who must have been Students may officially withdraw from the To be eligible for registration, every graduate admitted to a graduate program) pay half the University prior to the start of finals. student must confer with a representative in the regular tuition for courses, and their transcripts • Summer Session Withdrawals - Students may proposed major department. The adviser assists the will show that the courses have been audited. officially withdraw from the University prior to student in preparing a program of study and signs the start of finals for the session. the student’s registration card if required. Maintenance of Student • Winter Session Withdrawals - Students may Payment of all tuition and fees is required in Standing officially withdraw from the University on or advance of the beginning of classes, unless special before the seventh day of the session. arrangements are made with Enrollment Services. It is expected that students will fulfill the • Course Withdrawals/Partial Withdrawals - Students who have not been cleared by Enrollment requirements for the degree by registering over Students may officially withdraw from one or Services cannot be considered registered. successive semesters, either by attending classes or more classes through the 10th week of the term.

maintaining matriculation. A degree candidate Please refer to the Academic Calendar in the Course Load who does not reregister for classes must apply to Campus Bulletin on the University website for his or her Dean for maintenance of matriculation specific dates in each term. Full-time graduate students register for no before or during the registration period, if the Withdrawal Methods fewer than nine credits in each semester of the student wishes to continue under the requirements The University permits students to withdraw from academic year. Permission of their Dean is in effect when admitted. A fee must be paid during a course, session, or term in the following manner: necessary to take more than 12 credits in the Fall the registration period of each inactive semester Submit Completed Withdrawal or Spring semester or more than six credits in (excluding summer sessions). Application Form either summer session. New York State residents Maintenance of matriculation does not extend A student may withdraw in person, by fax, or by are eligible for the Tuition Assistance Program the time limits specified under Requirements for email by submitting a signed and completed grants when enrolled for 12 or more credits. Degrees. Withdrawal Application Form to Office of (Please see Student Financial Services for Students serving in the armed forces of the Enrollment Services by the withdrawal deadline. complete requirements and procedures.) Non- United States maintain their standing Forms are processed upon receipt. Any forms degree students are normally limited to two automatically during their time of service. They faxed outside business hours, during weekends or courses in the regular semester and one course in are, however, required to inform the Office of the holidays will be processed the following business each of the summer sessions. Registrar of the dates of entrance into military day.

service and termination of active duty. Process through MyLIU Admission of Undergraduate Change of Status • Course Drop - Students can use their MyLIU Students to Graduate Programs A non-degree student who has met all the portal to drop courses online through the requirements for matriculation must submit a second week of the term. Please refer to the Seniors who need substantially less than a full graduate application to the Office of Admissions. University Add/Drop Policy for details on program to meet the requirements for the course drops. bachelor’s degree may take, concurrently with Withdrawal • Email to Office of Enrollment Services - A their undergraduate program, a limited number of student may notify the Office of the Registrar 500- and 600-level graduate courses and reserve Withdrawal from All Courses of their intent to withdraw from the University the credits for a master’s degree. Such a special An Official Withdrawal refers to an action taken via their MyLIU e-mail account. Due to arrangement will be limited to undergraduate by a student to discontinue enrollment after the FERPA regulations, the University will not students who have been formally admitted as drop period has expired. The course is recorded on respond to requests from outside email sources. graduate students, pending satisfactory completion the transcript with a grade of W. In the body of the email, the student must state of bachelor’s degree requirements. Applicants • Course Withdrawals/Partial Withdrawals - their intent to withdraw from a course, session, must have permission from the graduate program when a student withdraws from one or more or term. Please include your Student ID number as well as authorization from the undergraduate classes, but remains enrolled in at least one and direct contact information. institution. Qualified juniors and seniors attending class. Withdrawal Impacts LIU Brooklyn may, with the approval of the Chair • Term/Session Withdrawals/Complete Effective Date of Withdrawal of the Department concerned and the Graduate Withdrawals - when a student drops or • Official Withdrawals: The withdrawal date will Dean, take courses on the 500-level for withdraws from all of his/her courses in a be recorded with an effective date when all undergraduate credit to complete the requirements current term. This can occur at one time or over forms are completed, signed and returned to the for the bachelor’s degree. The credits they receive a period of time within a term. Office of the Registrar. The University has a may not subsequently be applied toward the credit Unofficial Withdrawal published Appeals Policy for students who requirements for the master’s degree. An Unofficial Withdrawal refers to a student who wish to appeal their official withdrawal date. Undergraduate student enrollment in 600-level fails to attend or ceases to attend one or more • Unofficial Withdrawals: The withdrawal courses will not be approved by the Graduate Dean classes without officially withdrawing from the determination date for students who do not unless there is exceptional justification given by University. The course is recorded on the student's officially withdrawal will be recorded as the

Page 17 LIU Brooklyn Graduate Bulletin 2014 - 2015 Bulletin 2014 - 2015

last date of the term. For Federal financial aid See Return of Federal Funds Policy for purposes, it will be assumed that the student additional details. Administrative Matters unofficially withdrew at the midpoint of the Residential Life term. See Grading Policy for additional details. Students residing in on-campus housing must The responsibility for compliance with these Tuition Liability/Refund contact the Office of Residence Life upon regulations rests entirely with the student. • Official Withdrawals and Drops: The effective withdrawal from the University. Students must Cancellation of Courses date of drops and/or withdrawal will determine follow proper check-out procedures and must The University reserves the right to cancel the student tuition liability due or refund due to vacate their campus housing within 48 hours of the undersubscribed courses. When it does so, there is the student. See Tuition Liability Policy for effective withdrawal date. Students who drop or no program change fee. additional details, including refunds for room withdraw from a future term must vacate their and/or board charges. The University has a campus housing after completion of finals. Room published Appeals Policy for students who and board charges must be cancelled through the wish to appeal tuition charges and fees due. Office of Residence Life. Liability for these • Unofficial Withdrawals:The student is charges will be assessed at the time of responsible for all associated tuition charges cancellation. and fees. Future Enrollment Transcript/Grades Students who withdraw from all courses may be • Official Withdrawals: A grade of W will be subject to readmission. Students who withdraw assigned for the course or courses and will from the University must be in good financial appear on the student's transcript. standing in order to register for future classes or • Unofficial Withdrawals:A grade of UW will be have access to their official and unofficial assigned for the course or courses and will transcript. appear on the student's transcript. Special Program Participation • Drops: The course will not appear on, or will • Athletics: In accordance with NCAA be removed from the student's transcript. regulations, all intercollegiate athletes must Credits Attempted/Earned notify the Athletic Department and Office of • Official Withdrawals: The course or courses Admissions when partially or fully withdrawing will be considered attempted but not earned. from the University. • Unofficial Withdrawals:The course or courses • Veterans: In accordance with VA regulations, will be considered attempted but not earned. students receiving veteran's benefits must • Drops:The course or courses will neither be notify the VA Certifying Official on campus considered attempted nor earned. when partially or fully withdrawing from the Grade Point Average University. Withdrawn or dropped courses do not affect a Alternatives to Withdrawal student's grade point average. Schedule adjustments Financial Aid Adjustments When contemplating a withdrawal due to • Change in Student Status: Students who scheduling conflicts, students should discuss their change their enrollment status from full-time to situation with their academic advisor, academic part-time, or from full or part-time to below dean, or the Office of Enrollment Services to see if half-time, due to a partial drop or withdrawal, accommodations can be made. may have their Federal, State, and/or University Incomplete Grades aid adjusted. The University may also be For some students, receiving an incomplete grade required to report the student's change in and finishing the coursework at a later time may enrollment status to lenders, which can trigger be a better option than withdrawing from the the repayment of student loans. Students will be University. Students should be advised to discuss notified in these cases via writing. this option with their instructor, academic advisor • Cancellation of Financial Aid: Students will or academic dean. have their financial aid cancelled if the student Refund of Tuition in Cases of Withdrawal drops all courses and does not incur any When a student withdraws from courses, the liability, or fails to meet satisfactory academic University refunds tuition as outlined in the progress standards as a result of the withdrawal. Withdrawal Policy (please see the Tuition and Fee Financial aid for future terms may also be Schedule). cancelled. See Appeals Policy and SAP Policy for additional details. Student Access to Educational • Return of Federal Funds: The University is required to return funds for students who stop Records attending all courses before completing 60% of the term. The student will be notified by mail of In compliance with the Family Educational the unearned amounts returned to the Federal Rights and Privacy Act, LIU Brooklyn informs financial aid programs. The return of Federal eligible students and their parents that they may funds may result in a balance due to the obtain copies of the Campus’s Policy Statement University, particularly if the student concerning the act from the Office of Institutional previously received and cashed a refund check. Advancement and Student Affairs.

LIU Brooklyn Graduate Bulletin 2014 - 2015 Page 18 LIU Brooklyn

GRADUATE TUITION AND FEES (2014-2015 RATES) Class fees, per semester:

PT 850 1,415.00 Students are billed for tuition and fees at the time of registration. Room and board charges are reflected at the time of room assignment. Students must PT 950 1,769.00 make satisfactory payment arrangements prior to the start of each term or PT 955, 956 2,830.00 before moving into residence halls to remain in good financial standing. The University accepts payment by check, money order, AMEX, VISA, Course fees, per semester: Discover, or MasterCard at the Enrollment Services Office or online through SLP 6031, 6041, 6201 300.00 your My LIU account. TAL 088, 099 300.00 General Tuition and Fees Residence Life RESIDENCE HALLS Graduate Tuition, per credit, per $1,132.00 semester Deposit (submitted with housing $ 300.00 application) Physician Assistant, M.S., tuition per 1,153.00 Fall and Spring Accommodations, credit, per semester per semester: Speech Language Pathology, M.S., Standard Conolly: 1,153.00 tuition per credit, per semester Double 3,756.00 Special Programs tuition per credit, Triple 2,830.00 1,153.00 per semester Suite Conolly:

Audit fee (half tuition and full fees), 566.00 Double 4,474.00 per credit Triple 4,088.00 Quad 4,266.00 Doctoral Tuition, flat rate, per Apartment Conolly: semester: Double 5,472.00 Psychology, Ph.D., Triple 4,984.00 12 or more credits 23,516.00 Quad 5,628.00 (year 1-3) Suite Hoyt: Doctoral Tuition, per credit, per Double 5,556.00 semester: Triple 5,264.00 Psychology, Ph.D. 1,505.00 Quad 5,442.00 Pharmacy, Ph.D. 1,336.00 Quintuple 5,847.00 Apartment Hoyt: 7,033.00 Physical Therapy, DPT 1,336.00 (800 and 900) Fulton Apartment: Studio 9,588.00 Physical Therapy, DPT 1 Bedroom 8,100.00 - 10,480.00 (800 and 900 level courses), per 1,336.00 2 Bedroom 10,000.00 credit 3-6 Bedroom 9,600.00 Physical Therapy, DPT Intersession (per week) 273.00 (less than 800 level courses), per 1,153.00 Summer Accommodations, per session: credit Suite Conolly: Tuition Deposit fee (nonrefundable) 200.00 - 500.00 Double 1,790.00 Application fee (nonrefundable) 50.00 Triple 1,719.00

University fee, per semester: Quad 1,644.00 Apartment Conolly: Students carrying 12 867.00 Double 2,050.00 or more credits Triple 1,904.00 Students carrying 434.00 Quad 1,821.00 less than 12 credits per term Suite Hoyt: Maintenance of Matriculation fee: Double 2,425.00 Graduate fee, per term 100.00 Triple 1,831.00 Quad 2,185.00 Pharmacy M.S. and Ph.D. 250.00 candidates, per term Quintuple 2,507.00 Apartment Hoyt: Double 2,820.00

Page 19 LIU Brooklyn Graduate Bulletin 2014 - 2015 Bulletin 2014 - 2015

Triple 2,560.00 Student Health Insurance Health Insurance:

MEAL PLANS, per term Rates for the Annual Plan 1,910.00 Fall and Spring, per term: Rates for the Spring Semester 1,228.00 Residential Meal Plan 1 2,409.00 (newly enrolled students), (unlimited meals plus $300 Dining covers the policy period Dollars) 1/1/15 - 5/15/15 Residential Meal Plan 2 (14 meals per week plus $300 Dining 2,204.00 Rates for the Summer Semester, 536.00 Dollars) covers the policy period 5/1/15 - 8/14/15 Residential Meal Plan 3 (10 meals per week plus $300 Dining 1,999.00 Health insurance (Compulsory for domestic resident students, all Dollars) international students, intercollegiate athletes, and students assigned field work Residential Dining Dollars 300.00 in a health core curriculum). Charges are billed for an annual plan in the Fall semester, covering the policy period 8/15/14 - 8/14/15. Charges are not

reduced if a student does not reside in the Residence Hall for the Spring Resident students not living in apartment accommodations are required to semester, or is no longer in a health core curriculum, since coverage continues participate in a meal plan. Declining dollars can be used at point of sale to be effective over the full policy period. locations across the campus. Other Fees Transcript of record, per request $7.00 Tuition & Fee Liability Policy Definitions Replacement I.D. card 25.00 Tuition liability is the amount of money a student owes the University for Late graduation application fee 50.00 tuition, fees, room, board, and miscellaneous charges based on your expected presence or participation in University activities. Reinstatement of cancelled 100.00* • Zero liability results when a student properly drops or officially withdraws registration from classes in accordance with university policy prior to the start of the Delayed registration fee 200.00* term or during the drop/add period. During zero liability, refunds will be processed and charges removed for tuition and all fees. Late payment fees: • Partial liability results when a student properly drops or officially withdraws First (assessed 45 50.00* from classes after the drop/add period. The amount due to the university days into the term) will be prorated according to the published session liability schedule, and partial refunds will be processed. Second (assessed 100.00* • 100% liability results when a student is liable in full to the university for all on the last day of tuition, fees, room, board, and miscellaneous charges. During 100% the term liability, no refunds will be processed and payment is due in full at the time Deferred final examination fee 20.00 of withdrawal. per examination Calculating Tuition & Fee Liability (maximum $60.00) Students are responsible for knowing that they are registered for classes, General Comprehensive 25.00 that they are expected to pay for these classes in a timely manner, and must Examination fee understand and follow the correct procedures to withdraw from classes. Non- attendance and/or non-payment do not constitute official withdrawal from Returned check fee 25.00 the university. The calculation of your tuition and fee liability, if any, is based University Payment Plan fee 35.00 on the date of your Official Withdrawal or drop in accordance with university policy. Diploma Replacement fee 35.00 Room and board charges must be cancelled through the Office of Residence *Students are expected to clear their bills before the start of classes. In the Life. Liability for these charges will be assessed at the time of cancellation. event that a student fails to do so, late payment fees will be assessed. When a student withdraws, the university will refund tuition and fees as Registered students who have not cleared their bill by the 45th day into the indicated in the following schedule. term will be obliged to pay a late payment fee of $50.00. Bills not cleared by Liability Schedules the last day of the term will be assessed an additional late fee of $100.00. If a Fall & Spring Regular Sessions student’s registration is canceled, the student will be required to pay a reinstatement fee of $100.00 plus the late payment fees. If the reinstatement Period Liability Refund takes place one year or more after the semester has ended, current tuition rates Weeks 1 – 2 0% 100% will be charged. Any student who deliberately fails to register but attends Week 3 – 4 50% 50% classes with the intention of registering late in the term will be responsible for paying the delayed registration fee of $200.00. If the registration takes place Week 5 100% 0% one year or more after the semester has ended, current tuition rates will be Summer & Other Multi-Week Sessions Greater Than Four Weeks charged. Period Liability Refund

Week 1 0% 100%

Week 2 50% 50%

LIU Brooklyn Graduate Bulletin 2014 - 2015 Page 20 LIU Brooklyn

Week 3 100% 0% Payment Plans Sessions of Four Weeks or Less The university offers two basic types of interest-free payment plans to assist Period Liability Refund students with managing the cost of their education each term: • Monthly Plans are offered to students who make payment arrangements Day 1 0% 100% before the start of the term. Monthly Plans provide the most affordable Day 2 20% 80% payment options to our students and immediately place you in good Day 3+ 100% 0% financial standing. The balance is spread across 4-6 equal monthly Financial Appeals installments with at least two payments due prior to the start of the term. Students requesting a review of tuition and fee liability must complete the • Term Plans are offered to students who need to make payment university's Appeals Form for Student Withdrawals in accordance with arrangements at or after the start of the term. Term Plans should only be University policy and submit all required supporting documentation. used as a last resort because the number of installments is limited to 2-3 monthly payments. In addition, your total balance due must be covered by an appropriate combination of approved aid, applied aid, and/or an initial Financial Obligations student payment. Students are liable for all charges incurred at the time of registration or The university must approve your signed Payment Plan Agreement Form room assignment. Your My LIU account makes it easier than ever to manage and receive your first initial payment for your account to remain in good your financial obligations. To view your current account balance, simply log financial standing. There is a $35.00 enrollment fee per term that is due with into your My LIU account online at https://my.liu.edu and click on the your first payment. Account Inquiry link in the Finances section of your Student Center homepage. Students must make acceptable payment arrangements or officially withdraw prior to the start of classes to remain in good financial standing. Acceptable payment arrangements include: • Payment in full; • Approved financial aid covering all charges; • Signed and approved University Payment Plan Agreement Form; or • Participation in an approved third-party payment agreement. A student who complies with any of the above shall be considered in good financial standing, so long as all terms and conditions are met throughout the term. All payment arrangements must be completely satisfied in accordance with your university authorized payment agreement or fees and/or penalties may be applied. If your account becomes 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. The university’s policies and procedures governing Student Financial Services can be found online at: www.liu.edu/SFS.

Payment Arrangements LIU offers convenient options to pay your account balance due. We offer many different payment methods, including check, all credit and debit cards, ACH, money order, and wire transfer. My LIU: You can use your My LIU account to securely pay your balance online at my.liu.edu using a check, credit or debit card by clicking on the Make a Payment link from your Student Center homepage or from within the Account Inquiry section. To log into the Payment Gateway, enter your My LIU user name and password. From here, you may also set up an authorized user account so that a relative, guardian, or employer can pay any outstanding balance on your behalf. If you need assistance with making a payment online, please visit the Center for Student Information website at http://csi.liu.edu. Payment by Mail: If paying with a check or money order by mail, please date the payment appropriately and make it payable to Long Island University. Any payment not honored by the bank is subject to a $25 returned item fee and may restrict your future payment options to certified check, money order, or credit card. You may also receive an additional charge from your financial institution. The university is not responsible for fees assessed by your bank. Third Party Payments: The university will temporarily clear student account balances if presented with written authorization from a third party or sponsoring company that intends to make payment on your behalf. Students must submit official written authorization and complete a Deferred Payment Plan Agreement Form, along with payment for any remaining balance due. Additional information on third party payments can be found online at www.liu.edu.

Page 21 LIU Brooklyn Graduate Bulletin 2014 - 2015 Bulletin 2014 - 2015

STUDENT FINANCIAL AID Education Service Corporation at www.hesc.com information. Generally speaking, electronic filing using the LIU school code 5403. Students who processing requires at least 72 hours before a Financial Aid is awarded on an annual basis in reside outside of New York State may be eligible lender will respond. The University will assist you the form of scholarships, grants, loans and part- for grants, scholarships and loans from their home in this process and will determine for you the time employment. Assistance is offered to students state. Contact the Federal student aid agency at 1- maximum loan amount you will be allowed to admitted into eligible graduate degree and 800-433-3243 or www.federalstudentaid.ed.gov borrow based on your estimated cost of attendance advanced certification programs at LIU Brooklyn. for more information. and pre-existing financial aid awards. The A detailed listing of Federal and State complete process normally takes 7-14 business programs, including Direct Loans, can be found days. Application Process online at www.liu.edu/brooklyn/finaid/grants. All candidates for LIU scholarships or grants, Veteran Benefits Terms and Conditions Federal grant and loan programs, work-study The LIU Brooklyn campus has a proud and opportunities, and New York State awards are distinguished history of serving its nation’s Awards are not finalized until all requested required to complete the Free Application for military veterans and active duty service members. supporting documentation has been properly Federal Student Aid (FAFSA) each year. The Our supportive community of staff and faculty is submitted and reviewed. All awards are subject to FAFSA should be completed online at dedicated to seeing veterans succeed in their funding levels and appropriations by Federal and www.fafsa.ed.gov. The federal school code for the education, career and life. To accomplish this State agencies. Many aid programs require that LIU Brooklyn campus is 002751. Continuing mission, LIU Brooklyn provides the resources you be matriculated and attend the LIU Brooklyn students at LIU must reapply for financial needed to pursue educational opportunities while campus on at least a half-time basis. LIU reserves assistance each year. Applicants for financial aid balancing the demands of life both inside and the right to adjust or cancel offers of financial may expect to be notified of the decision reached outside the classroom. assistance if you make changes to your FAFSA, by the Office of Integrated Student Financial With the Post-9/11 GI Bill, education-related adjust your registration status, withdraw from one Services shortly after their files have been benefits, including funds for tuition, housing, or more courses, or fail to maintain good academic completed. No action will be taken until the books and supplies, are better than ever for our standing for financial aid purposes. LIU also candidate has been accepted by the Office of veterans. In addition, financial aid, scholarships reserves the right to change the selection criteria, Admissions. and New York State tuition awards and grants may deadlines, and awarding process of academic also be available to help you with costs that are not awards. Awards covered by your veteran benefits. Additional Awards, grants, and scholarships listed are for information can be found online at graduate study only and do not apply to LIU Scholarships and Awards www.liu.edu/Brooklyn/StudentLife/Veterans. undergraduate or professional studies. Students enrolled in accelerated and dual degree programs The LIU Brooklyn campus awards Private Loan Program are advised to contact the Undergraduate approximately $50 million in university If you find that you need funding beyond the Admissions office to obtain information on aid for scholarship assistance to students each year. These limits of the Federal Direct Student Loan Program, the undergraduate portion of their degree. scholarships and grants, which do not require you may wish to consider a private loan. These All awards from the LIU Brooklyn campus are repayment, are based on academic success, athletic loans are not guaranteed by the Federal accompanied by a letter of stipulation detailing the ability, community service, artistic talent, and government and are considered private loans. We terms of the award. Students are governed by the financial need. The campus also offers honors and urge all students and parents to research any lender stipulations accompanying their specific awards. departmental scholarships for specific programs of they are considering for this type of funding and to Part-time status, for the purpose of scholarship and study. A detailed listing of graduate scholarships specifically ask a number of key questions, grant renewal, is defined as carrying and earning a can be found online at including: minimum of 6 credits per semester. www.liu.edu/brooklyn/scholarships. • current interest rates Unless otherwise indicated, University Federal and State Aid Programs • co-signer requirements assistance is for tuition charges only. Students are The Federal government awards financial • repayment options, both in school and out advised to inform LIU of any aid received from assistance to students who demonstrate financial • whether or not the loan may be sold to another outside sources, and awards from LIU may be need according to a variety of economic criteria as provider adjusted if such additional assistance is in excess determined by the United States Department of The University does not have a preferred lender for alternative loans; each student has the right to of estimated need. Education. The criteria include an individual and/or parents’ income and assets, family’s select the educational loan provider of his or her household size, and the number of family members choice. Standards for Satisfactory attending college. Benefits from all federal If you have considered applying for an Academic Progress programs are subject to legislative changes. alternative loan, you may be required to complete Recipients of federal programs must be U.S. the Free Application for Federal Student Aid at Federal Financial Aid Programs www.fafsa.ed.gov in order for the University to citizens or permanent residents. Federal regulations require students to make certify your loan eligibility. Alternative loans that The New York State Higher Education Services satisfactory academic progress (SAP) toward the are used to cover prior semesters may require Corporation (HESC) offers a variety of grants, completion of a degree or Title IV eligible additional information for approval, such as letters scholarships, student loans and parent loans for advanced certificate program in order to receive certifying indebtedness, attendance verification, part-time and full-time graduate study. Although Title IV financial aid through the Federal Direct official transcripts, etc. As such, when requesting students apply for financial aid directly to HESC, Loan Program. Satisfactory academic progress is funding for prior terms, be sure to reference the the funds are taken into account when developing measured qualitatively and quantitatively by two correct academic year on your application. the LIU financial aid package. You must be a U.S. components: a student’s cumulative grade point The basic process involved with securing citizen and resident of the State of New York to be average (G.P.A.) and the amount of credits they alternative loans is the electronic filing of an eligible for HESC awards. Residents of New York have earned relative to their year in school and application, institutional certification, and approval State must also apply through the Higher enrollment status.

LIU Brooklyn Graduate Bulletin 2014 - 2015 Page 22 LIU Brooklyn

Satisfactory academic progress is measured purposes of evaluating SAP. annually, at the end of the Spring semester, after New York State Awards all grades have been submitted. Students failing to Graduate students receiving New York State meet the criteria stated below are eligible to appeal Scholarship Awards must meet the academic this decision if extenuating circumstances played a standing requirements established by the New factor in their academic performance. Examples of York State Education Department. These such circumstances could include an illness, requirements are different from those set forth by accident, separation or divorce, or the death of a the Federal government, and apply only to New relative. An appeal must be made in writing to the York State awards. University and include an explanation of the The basic measures for good academic standing circumstance(s) that may have adversely affected for New York State Awards include the following: the student’s ability to meet the academic • Pursuit of Program: A student must receive a requirements, and the plan or changes that have passing or failing grade (A-F) in a certain occurred which will allow them to make SAP in percentage of courses each term. the future. All appeals must be accompanied by • Satisfactory Academic Progress: A student supporting documentation, such as a letter from a must accumulate a specified number of credits doctor or attorney. If an appeal is granted, the and achieve a specified cumulative grade point student will either be placed on probationary status average (G.P.A.). for one semester during which the student must The requirements for meeting these standards meet SAP guidelines, or must successfully adhere increase as the student progresses, and are based to an individualized academic plan that was upon the number of State awards that the student developed for them by their academic advisor as has already received. Students failing to meet the part of their appeal. Failure to meet these criteria required criteria are eligible to request a one-time will result in loss of eligibility for Title IV funds. waiver if extenuating circumstances played a Students wishing to receive Title IV financial factor in their academic performance. Examples of aid for Summer semesters may have these awards such circumstances could include an illness, evaluated and offered prior to a determination of accident, separation or divorce, or the death of a SAP. All students receiving summer aid will have relative. An appeal must be made in writing to the their SAP evaluated after all spring grades have University and include an explanation of the been submitted. Students not making progress will circumstance(s) that may have adversely affected have their summer aid cancelled, and the student the student’s ability to meet the academic will be liable for all tuition and fee charges requirements, and the plan or changes that have incurred unless an appeal is filed and granted as occurred which will allow them to make SAP in outlined above. the future. All appeals must be accompanied by The criteria below outline the progress that is supporting documentation, such as a letter from a required for a full time graduate student to be doctor or attorney. If a waiver is granted, the considered in good standing: student will be eligible for the State award for the Completion Rate Requirements: All students semester for which they were granted the waiver. must earn at least 67% of their attempted hours. The student must continue to meet the academic The maximum time frame to complete each degree progress and pursuit of program requirements to varies by Department and is outlined herein under receive further awards. the specific degree program. The chart below outlines the progress that is • G.P.A. Requirements: Students who have required for a graduate student to be considered in earned fewer than 13 credits must maintain a good standing: 2.5 G.P.A.; students who have earned 13 credits or more must maintain a 3.0 G.P.A. Graduate Semester Based Program Chart Notes: • Progress standards for part-time students are Semester A student must With at least prorated based upon the criteria above. have accrued at this G.P.A. • Qualifying transfer credits are counted as both least this many attempted and earned credits but have no effect credits on the G.P.A. 1st 0 0 • Grades of W (Withdrawal), UW (Unofficial Withdrawal), INC (Incomplete), ABS (Absent) 2nd 6 2.0 and IF (Incomplete Fail) are counted as credits 3rd 12 2.5 attempted but not completed, and do not affect the G.P.A. 4th 21 2.75 • Repeated classes will count only once towards 5th 30 3.0 credits completed. A student may receive aid 6th 45 3.0 for a repeated class that has been successfully completed once. 7th 60 3.0 • Any departmental requirements that exceed 8th 75 3.0 these standards must be adhered to for the

Page 23 LIU Brooklyn Graduate Bulletin 2014 - 2015 Bulletin 2014 - 2015

STUDENT SERVICES AND Fulton Street residence halls, Steinberg Wellness an appointment to see counselors. For more Center, the Steiner Studios at the Navy Yard information, please visit or contact CSI. RESOURCES (Screen Writers Program), Westchester and Rockland campuses. IT also maintains the Center for Learning and Student Resources campus’ security camera systems, electronic door LIU offers a variety of support services to aid locks to all Dorms and most classrooms, cafeteria Academic Success students in achieving their personal and and retail space cash registers, Kronos Timekeeper Dr. William Burgos, Director professional goals and make the most of their for the facilities staff, campus videoconferencing 718-488-1094 educational experience. This includes programs and campus plasma displays, electronic and web Location: Library Learning Center, Fourth Floor designed to serve a diverse variety of students at signage. Hours: Monday – Thursday, 9 a.m. - 7 p.m. various stages of their development and address a Information Technology also provides oversight Friday, 9 a.m. - 5 p.m. broad range of individual needs and challenges. for University-wide information systems, Online Tutoring Available, various hours 7 LIU Promise primarily works with first-year compliance and security in accordance with days a week, through Blackboard. students as well as some transfer students and policies set forth by University Counsel. The Center for Learning and Academic continues to provide guidance and support through Information Technology collaborates with (CLAS), located in the Library Learning Center, graduation. Graduate students and some upper- Academic Affairs to implement a unified, on the 4th Floor, offers quality one-on-one and class students are served through Enrollment comprehensive learning management system and small-group tutoring across the disciplines to Services as well as advisors within their home online education initiatives. Information undergraduates of LIU Brooklyn. We provide departments. Working in concert, LIU Promise, Technology also manages business process assistance in mathematics, business, languages, Enrollment Services and Campus Life strive to improvement initiatives across the University. and the humanities, as well as the social, physical accommodate the entire LIU student body and Students also have a specialized resource: The and health sciences. Tutoring sessions are promote student retention. Center for Student Information. The CSI locations designed to supplement in-class work and focus on Using the My LIU portal at https://my.liu.edu, at each campus field questions and requests from providing opportunities for active learning, self- you can view your financial aid status and account students across the University. From learning how reflection, and collaborative study. Tutors, acting activity, make online payments, schedule to navigate and make the most of their My LIU as educational mentors rather than instructors, appointments with Success Coaches or Enrollment accounts, making payments online, or submitting focus not on teaching content and completing Services Coaches, and view "to do" items and assignments digitally, the CSI offices are staffed homework assignments, but on posing problems "holds" that need to be resolved to continue the with friendly, helpful people who care about and putting course subjects into practice through enrollment process. Additionally, LIU Brooklyn students. Students receive help from the CSI by critical thinking and re-examination. We want to Promise and Enrollment Services Coaches will email, phone, or in-person and online through an help you become a better learner. We offer weekly provide both you and your family continuous extensive collection of video- and pdf-based one-on-one or small-group sessions, walk-in support and service throughout your time as an tutorials located at Information Technology’s tutoring sessions, online tutoring, targeted group LIU student. website: http://it.liu.edu. workshops, study skills support, mid-term & final Faculty members have a specialized resource: exam review sessions, and assistance with forming the Faculty Technology Resource Center. The Office of Information study groups. FTRC locations at each campus facilitate Technology utilization of the Blackboard learning management

system along with other teaching and learning Mathematics Center George Baroudi, Vice President for Information tools. The FTRC provides consulting, design, and Technology & CIO Dung Duong, Assistant Director programming for custom multimedia applications, 718-246-6317 digitization of educational resources, and provide Information Technology’s role has transformed HOURS: Monday – Thursday: 10 a.m. – 7 p.m. and maintain public work spaces created from being two divisions of academic computing Friday: 10 a.m. – 5 p.m. specifically for faculty curricular development and and administrative computing services into a Saturday: 10 a.m. – 3 p.m. Staff technology training use. The FTRC staff is single unit that facilitates and fosters technology The Mathematics Center, located in room M – available for individual consultation, and also offer innovations across the institution – moving the 1105, offers students the opportunity to develop workshops and presentations in the latest uses of University ahead of the technology curve to build basic mathematics skills required for mathematics technology in the classroom. a competitive edge in higher education and to offer problem solving, as well as logical and analytical IT Website: http://it.liu.edu modern tools to our students, faculty, staff thinking by offering the non-credit courses IT Email: [email protected] members and administrators. DSM01 and DSM- 09. Tutors are available as well Phone: 718-488-3300 The Information Technology department is as opportunities to learn how to use software in Walk-Ins: Library Learning Center (LLC) Room responsible for managing all aspects of the personal computers. The Mathematics Center is a 227 University’s information technology operations, place where all students will be able to enhance including academic and administrative systems their knowledge and understanding of and computing, databases, dashboards, My LIU mathematics. All students are able to visit the networking, audiovisual, video and Mathematics Center to obtain free tutoring. The MyLIU portal provides students with telecommunications infrastructure, academic Mathematics Center provides help and tutoring for convenient access to information about their computer labs and smart classroom spaces. IT all students taking freshman level mathematics for records. By logging onto https://my.liu.edu, maintains 30,000 internet-capable devices and 826 academic credit. The Mathematics Center is not be students may view their schedule of classes, analog/digital telephones and 859 Cisco IP phones. only a place for students with mathematics related register for courses, obtain their grades, request That includes fiber optic and copper infrastructure problems on specific subjects, it is also a transcripts, and apply for graduation. They may throughout the buildings, firewall and security challenging work site for advanced students in all also view financial aid awards, billing information, access, and wireless internet access. IT provides areas of studies where mathematics in involved. make online payments, accept and decline Federal off-site facilities support to Hanover, Hoyt and The Math Center always welcomes walk-in Loans and Federal College Work Study, and make

LIU Brooklyn Graduate Bulletin 2014 - 2015 Page 24 LIU Brooklyn students. In addition, individual tutors are Other examinations administered by the Center with the aim of increasing the retention and available to assist with the use of software include retests and exemption exams such as the graduation rates of its students. This is done by: applicable to other areas of study – biology, Math 10 and language exams, Ability-to-Benefit • Pairing all registered students with en education chemistry, physics, pharmacy – offering useful exams required for some students for financial aid specialist who will guide and work with them tools for a better analysis and understanding of and exams to fulfill the core curriculum Computer for the duration of their academic career those disciplines. All students are eligible to Literacy graduation requirement. Support and • Ensuring that all students receive academic participate, either voluntarily or upon instructor appropriate arrangements are available for out-of tutoring and instruction in areas such as referral. state students or applicants with qualifying reading, writing, math and science disabilities. • Routinely monitoring the academic progress of Modern Language Center The Testing Center works collaboratively with its students the campus community and supports academic • Identifying current and potential problem areas, Stanley J. Zelinski, III, Associate Dean, Director departments by providing testing and proctoring devise and implement interventions and make 718-488-1323 services. The office administers the Teaching and appropriate referrals The Modern Language Center offers both Learning Assessment, the HESI A2 Nursing exam, • Acting as a liaison for students with disabilities intensive and non-intensive English language diagnostic tests including the ASSET and • Improving financial and economic literacy programs for international students, immigrants Accuplacer exams, and other professional and In order to receive accommodations under the and refugees who wish to improve their language certification examinations including the CST, Americans with Disabilities Act a current or skills. Classes are given mornings and evenings, CPT, and CSCS, among others. incoming student must: Monday-Thursday, throughout the year; F-1 • have a physical or mental impairment which (student) visas and financial aid are available for Writing Center substantially limits any major life activity qualified students. The Modern Language Center • have a record of such an impairment is located in the Library Learning Center, 4th Patricia Stephens, Director • be regarded as having such an impairment Floor. Lynn Hassan, Associate Director Students who wish to receive accommodations 718-488-1095 must self identify to the Office of Student Support Multimedia Language Laboratory Hours: Monday-Thursday: 9 a.m.-8 p.m. Services. Friday: 9 a.m.-5 p.m. For additional information please contact our Peter Kravsky, Associate Director Saturday: 10 a.m.-4 p.m. office at the number above or visit our website 718-780-4568 The Writing Center, located in Room H-218, www.liu.edu/Brooklyn/StudentLife/SSS. Location: LLC-021 offers one-on-one and small group tutoring to all The Multimedia Language Laboratory enables LIU Brooklyn students. Its mission is to help International Student Services students of foreign languages as well as English as students become better writers over time. Tutors a Second Language (ESL) to improve their work with students at all stages of the writing Steve A. Chin, Director language skills at their own pace, either process: understanding an assignment, drafting an Phone: 718-488-1389 individually or collaboratively, using a full range essay, learning more effective reading strategies, Fax: 718-780-6110 of interactive language learning software. The developing and supporting arguments, and E-mail: [email protected] Language Laboratory provides a learning learning how to proofread and edit papers. The Office of International Students provides environment where students can: Students may register for ongoing weekly 50- special services to students from abroad and • test their comprehension on any items covered minute sessions, one-time appointments, or responds to their unique needs and problems. It in class, distance tutoring. The Writing Center also serves gives information and sees to it that the resources • check their understanding of grammar and as an on-campus resource and reference center for available on campus are being used. It also guides spelling, writing instruction and, through its Student and helps students with immigration and personal • read a variety of material and check their Writing Group Project, works closely with the matters. All international students are required to comprehension of vocabulary and content, Writing Across the Curriculum (WAC) program, contact the Office of International Students as • practice pronunciation and listening offering in-class writing workshops across the soon as possible after registration. Special comprehension through viewing and hearing disciplines. Students registered at the Writing orientation programs are given during the Fall and material in the target language. Center are welcome to use the dual-platform Spring semesters. The office is a source of computer lab. reference for international students on F-1, M-1 Testing Center and J-1 visas. Student Support Services Andres Marulanda, Director Veteran Services 718-488-1392 Diana Voelker, Director Location: Pratt, Suite 110 Dr. Joanne Hyppolite, Associate Director LIU Brooklyn has a proud and distinguished Hours: Monday – Thursday, 9 a.m. - 6 p.m. 718-488-1044 history of serving its nation’s military veterans and Friday, 9 a.m. - 5 p.m. Student Support Services is a federally funded active duty service members. Our supportive The Testing Center is committed to provide a TRIO program which aims to encourage and assist community of staff and faculty is dedicated to nurturing, informative environment for students students who are traditionally under-represented seeing you succeed in your education, your career taking the LIU Brooklyn Placement Examination (first generation, low income) in postsecondary and your life. To accomplish this mission, LIU or other examinations deemed necessary by the education, as well as provide qualified students Brooklyn provides the resources you need to University community. The placement with disabilities with appropriate academic pursue your education while balancing the examination is administered on campus or accommodations and support needed to ensure demands of life both inside and outside the electronically through the Online Writing equal access, in the preparation for, entry to, and classroom. Assessment. Our Center supports student success completion of a post secondary degree. For additional information, our Veterans by ensuring that entering students are placed in The Office of Student Support Services School Certifying Official can be reached at 718- appropriate English and Mathematics courses. provides opportunities for academic development 488-1013 or 718-488-1587 or by email: bkln-

Page 25 LIU Brooklyn Graduate Bulletin 2014 - 2015 Bulletin 2014 - 2015 [email protected]. Join Our Team the Children’s Academy at LIU Brooklyn. • Fun Environment Visiting Campus Bookstore • Earn Competitive Wages in a Professional • Enjoy the performing arts: alumni receive a Working Environment; Apply Online: 10% discount at the Tilles Center for the LIU Brooklyn Bookstore - Your Official www.bncollegejobs.com Performing Arts at LIU Post and receive Campus Bookstore • Employee Discount discounted tickets at the student price at • Location: Between Humanities Building and • Discount on Textbooks and Other Bookstore Kumble Theater for the Performing Arts at LIU Richard Connolly Hall Merchandise Brooklyn. • Payment Methods: Financial Aid Vouchers, • We're Flexible • Stay healthy: alumni receive a discounted LIU Wallet, Cash, Barnes & Noble Gift Card, • We'll Partner with you to Create a Work $345 membership fee to join the Pratt and All Major Credit Cards. Schedule that Works with Your Classes Recreation Center at LIU Post and the Wellness • Regular Store Hours: Monday – Thursday 9:30 • Location - We're Right on Campus, Near Recreation and Athletic Center (WRAC) at LIU a.m. – 6:30 p.m. and Friday 10 a.m. – 3 p.m. Everywhere Else You Need to be Brooklyn. (We have extended hours during the first two Join our students loyalty program and Save 25 • Library resources: alumni receive access to weeks of classes and reduce hours during the percent on one LIU apparel Item. Visit LIU’s large and diverse university libraries and Summer and Intercession.) www.welcomeclassof.com to sign up. computer labs, including a 10% discount at the • We're Open 24/7; Online: www.liunet- campus bookstores. brooklyn.bncollege.com Alumni Community Retail Discounts We Speak Textbook • PerksConnect Card: access to PerksConnect • Rent or Buy New, Used, and Digital Textbooks Office of Development and Alumni Relations which provides discounts to local and national When You Rent or Buy Textbooks From the 718-488-1016 retailers. Visit www.perksconnect.com LIU Brooklyn Bookstore, You're Guaranteed: The Office of Alumni Relations and • GEICO: alumni receive discounted insurance • The Right Textbook (we work directly with the Development is dedicated to advancing LIU’s through GEICO, visit www.geico.com/alum/liu professors to get the right titles on the shelf and mission of Access and Excellence. Guided by the • Bloomberg Businessweek: save up to 90% off on our website.) University’s strategic priorities, the office nurtures your subscription, visit • Rent or Buy Textbook Online for In-Store lifelong relationships with alumni, parents, friends, www.businessweek.com/subscribe. Use code: Pickup or we can Ship Directly to you and organizations that result in volunteer LIU. • To Save the Most Money Upfront, Rent Your engagement and philanthropic support. All • Discovery Times Square: save $5 on Textbooks and Save an Average of 50 Percent students of LIU Brooklyn are members of the adult/senior tickets and $2 on child tickets at • Highlight, Take Notes, and Make Them alumni community upon graduation. Discovery Times Square in NY. Your Own, Plus We'll Send You Reminders Alumni Benefits • Kaplan Test Prep: save 10% on Kaplan Test When Your Rentals are Due Back. The Alumni community of LIU receives access Prep Courses including the GRE, GMAT, • Buying Your Books? to a lifetime of benefits designed to keep alumni LSAT and MCAT. Use discount code: • Save up to 25 Percent with Used Textbooks connected to one another: LIUAlumni10. • Sell us Your Used Textbooks During Finals Furthering Your Education All LIU Brooklyn alumni are encouraged to Week and Get up to 50 Percent Cash Back. • Graduate Admissions Preparedness support the Fund for LIU, which provides • Go Digital with Yuzu Program (GAPP.) GAPP permits alumni who assistance to LIU students in need through vital • Yuzu by Barnes and Noble Lets You have held their degrees for two years or longer financial aid programs. Organize and Read Your Digital Content on to register for a lifetime maximum of 12 credits To obtain an alumni identification card, update Your iPad and PC. Learn More About in credit-bearing undergraduate courses for your contact information, or to learn more about Yuzu; www.yuzu.com/college which prerequisites have been completed. benefits and volunteer opportunities, please • Need to Return a Textbook Students can take no more than 2 courses per contact the Office of Development and Alumni • A Full Refund is Given During the First semester, and must complete their work over 3 Relations at 718-488-1016 or email Week of Classes. The Book Must be in its consecutive terms. A $200 registration fee is [email protected]. The office is located in Original Condition and you Must Have your required per semester, but tuition is waived. the Metcalfe building, room M101. Register Receipt or Online Invoice/Order • Lifetime of Learning: Lifetime of Learning is Number. a program which enables alumni to audit • A Full Refund is Given During the courses for pleasure and enrichment. For a fee ADD/DROP Period. The Book Must be in of $100 per semester, and with permission of its Original Condition and you Must Have the instructor, you may take up to two courses. your Register Receipt or Online • Graduate Alumni Award: Graduates with a Invoice/Order Number. 3.0 GPA who want to pursue their first master’s We Have Everything You Need to Succeed degree are eligible for a $1,500 scholarship • School Supplies each semester if they maintain a 3.0 cumulative • Pentel, Bic Papermate Pens/Pencils, Oxford average. Students must enroll in six credits per Index Cards, Five Star Notebooks, Etc. semester. • Technology & Electronics Paying it Forward • HP, Texas Instructment, Case Logic, Etc. • Legacy Alumni Scholarship: Children or • LIU Brooklyn Apparel & Gifts siblings of alumni are eligible for the legacy • Under Armour, Champion, Jansport, Alta alumni scholarship award for up to $1,500 each Gracia, Etc. semester in their first year if they maintain a 3.0 • Snacks & More cumulative average. • Energy Bars, Candy Bars, Beverages, Burts • Summer Camp discount: Enjoy a one-time Bees, Etc. 15% discount at LIU Post Youth Camps and

LIU Brooklyn Graduate Bulletin 2014 - 2015 Page 26 LIU Brooklyn

CAMPUS LIFE multi-faceted ranging from basketball, tennis and organizations; and sponsoring extracurricular African/Caribbean Dance to board games, table programs of intellectual, cultural and social appeal tennis and X-Box game tournaments. The program for the student body. In addition to its Student Life and Leadership also sponsors trips to Rangers and Devils Hockey, administrative functions, the Council acts as a Knicks and Nets Basketball, Mets and Yankees liaison between the student body and the faculty Development Baseball, Jets and Giants Football and bowling. and administration. Participation Eligibility: All Civic and Community Program students, including entering freshmen, in good Karlene Thompson, Director Student Life co-hosts at least two workshops academic standing and not on probation (academic M-311, 718-488-1216 per year on the American Electoral process and the or disciplinary) are eligible to take part in the LIU Brooklyn, under the guidance of the importance of being registered to vote and being extracurricular activities program. Intelligently director of Student Life and Leadership informed about political issues in general. The selected activities that round out a liberally based Development, Karlene Jackson Thompson, office registers approximately 400 students per education are encouraged. facilitates the development of students, and hones year in our various voter registration drives. In their personal and organizational leadership skills addition, we accommodate students who go to Cultural Programs and by providing opportunities for participation in co- Albany to lobby for student financial aid and other curricular, cultural, social, civic, community and issues pertinent to them. Exhibitions wellness programs. The core values of Student Additionally, the office sponsors a One Good Life are Leadership, Integrity, Service, With three galleries, LIU Brooklyn presents Deed program which involves a myriad of Community, Diversity, Learning, and School monthly exhibitions of paintings, sculpture, community service projects that include Spirit, and we carry out our mission primarily photographs, prints, and other art forms by fundraising for various benefits such as Haitian through our oversight of clubs and organizations, emerging and established artists. This thriving and earthquake relief etc., an alternative Spring Break leadership training programs, evening programs, diverse exhibition program, sponsored by the trip, several blood drives throughout the year, civic and community programs and a grant Visual Arts department, reflects LIU Brooklyn's clothing and book drives, holiday celebrations for program. strong commitment to making an array of visual children in the community and several others. Student Organizations art accessible to both students and the community. Grants and Funding Gallery spaces include the Salena Gallery, the We guide and assist 30 academic student The Office administers the Campus Activity Nathan Resnick Showcase Gallery and the organizations, 22 social organizations 19 cultural Program Grant, a $2500.00 award given to Humanities Building Gallery. Located in the lobby organizations, 6 religious organizations, 11 honor students who are members of the Campus of the Kumble Theater, the glass-enclosed, societies, and 11 Greek organizations with the Activities Program and who engage in leadership elliptically shaped Humanities Gallery showcases planning, organizing and implementing of each training, specific co-curricular activities and on- unique presentations of projects and installations, group's goals and events. In addition, we oversee campus job assignments. The Office also offers many of which could not be displayed anywhere the student media coalition which is comprised of: graduate assistantships to Graduate students else. WLIU Radio, a state-of-the-art radio station, interested in student leadership training, event WLIU DJ Mobile Unit, Seawanhaka Newspaper, planning, graphic design, business management Sound Yearbook, and LIU Television. Student Health Insurance and Accounting, Media, and Evening Program Leadership Training Management. Also, students who are the executive During the 2014-2015 academic year, LIU has Student Life provides yearly leadership training members of SGA, Seawanhaka, Sound, WLIU partnered with Gallagher Koster and United Health for all students involved in student organizations at Radio and LIU-TV are awarded a percentage of Care to develop a cost-effective Student Health our summer Leadership Retreat with our sister tuition remission which is administered through Insurance plan that provides our students and campus, LIU Post, as well as workshops for Student Life. families with robust medical coverage at school, secretaries and treasurers. In addition, we have a Entering freshmen and all students in good back home, and while traveling or studying Student Leadership Academy which is primarily academic standing are eligible to take part in the abroad. The 2014-2015 Plan is compliant with all designed to train students to be leaders on campus. extra curricular activities program. Activities as phases of the Patient Protection and Affordable Both trainings are augmented by other stand alone well as academics provide a balanced education Care Act and offers students and their dependents trainings, workshops or webinars on specific and are therefore encouraged. Programs offered access to a network of doctors, hospitals and issues like goal-setting, time management, through the Office of Student Activities are funded pharmacies throughout the country and overseas. diversity, friendship and self-esteem, and alcohol by the proceeds of the Student Activity fee. The The Student Health Insurance plan is available awareness, for example. In addition the Avena distribution of the Student Activity Fee promotes a to all international students, clinical students, Lounge, which we oversee, provides Business progressive and student-centered program. residential students, Global college students and Management training each semester to employees Applications for the Student Leadership intercollegiate athletes. Students are automatically of the lounge. Academy, the Campus Activities Program Grant, enrolled in the Plan but can waive participation Avena Lounge and the Student Life Graduate Assistantship are online at www.gallagherkoster.com/liu if they The Avena Lounge is a student area complete available online at the Student Life page of have comparable coverage under a family plan or with opportunities for building Business www.liu.edu, as well as in the Student Life office other policy. Students who enter during the Spring Management and event planning skills. The lounge in M-311. and Summer terms can also participate in the plan has a game room, kitchen for special events, and a Student Government Association with shorter coverage periods, reduced rates, and wine and beer bar which operates in the evenings All enrolled students are members of the specific enrollment / waiver deadlines. Voluntary from Mondays through Thursdays. Employment Student Government Association (SGA). The coverage is no longer offered, but assistance in opportunities in the lounge also affords students executive officers of the SGA, along with the navigating the health care exchanges is provided the ability to hone their leadership skills while elected representatives from each class, constitute where necessary. receiving payment. the Student Council. Some of the Council’s many Beginning on July 1st, students can go to Evening Recreation Program duties include allocating of funds to all campus my.liu.edu and click on the "Student Health Our dynamic evening recreation program is clubs; approving the formation of new Insurance" link from the Student Center Home

Page 27 LIU Brooklyn Graduate Bulletin 2014 - 2015 Bulletin 2014 - 2015

Page to enroll in the Plan, waive coverage, print Through several initiatives, the Campus is temporary ID cards, and file or check claims. prepared for a wide array of emergency situations, Coverage begins on August 15, 2014, which ensuring prompt notification and protection of the represents the start of the plan year, and extends Campus community whether the event is through August 14, 2015. You can also visit the commonplace or extraordinary. In the event of Gallagher Koster website directly at emergency, the Brooklyn Campus Emergency www.gallagherkoster.com/liu. Notification System is enabled to instantly and simultaneously contact Brooklyn Campus Public Safety students, faculty and staff via Long Island University e-mail, Web site notifications and text Emergencies: 718-488-1078 messaging to those who register their cell phones Non-Emergencies: 718-488-1078 with the University. Emergency Building The Department of Public Safety at the Brooklyn Managers assist Public Safety in disseminating campus of Long Island University is located in the information in their designated building and have rear of Metcalfe building, opposite the Pharmacy been trained in “Evacuation” and “Shelter-in- building. The Department has a full-time staff that Place” procedures. Brooklyn Campus employs the consists of a director, three tour commanders, use of an outdoor siren warning system. three lieutenants, three desk sergeants, 45 Public An efficient Snow and Emergency School Safety officers, and an administrative assistant. Closings system is in place to ensure our students Public Safety Officers are licensed by the State of are informed of closings immediately via the New York and are trained, certified and registered Brooklyn homepage, our emergency closings pursuant to the New York State Security Guard hotline (718-488-1000 or 718-488-1078), as well Act of 1992. The Department serves the campus as local radio and television stations. 24 hours a day, 7 days a week year-round and may be reached by dialing 1078 on campus telephones Residence Life and Housing (add prefix 488 when using outside lines). The Department of Public Safety is concerned Manisha Ford-Thomas, Director with the welfare and safety of all members of the 718-488-1046 campus community and their guests. The activities email: [email protected] of the Department of Public Safety are enhanced website: www.liu.edu/brooklyn/campus-life by its close relationship with the 84th and 88th Residence Life and Housing provides a safe, Precinct, who shares the responsibility of caring and respectful community where maintaining law and order on the campus. This experiential interactions inspire learning, agency often notifies the Department of any off- citizenship, leadership and holistic reflection campus arrest involving members of our campus aligned with the Long Island University mission. community if there is a perceived threat to the Residents reside in one of three residential welfare of the other members. halls. Richard L. Conolly Hall is a 16- story Public Safety Officers are not peace officers, but building of standard, suite, and apartment spaces they do handle criminal acts and crime scenes until for freshmen, sophomore, and junior class the police department arrives. Suspects are residents. Seniors live in the 1 Hoyt Street which is identified and detained for action by the arriving comprised of suites and apartment spaces. police personnel. Graduate students reside in 490 Fulton a three floor all-apartment residence. All residential students are required to Annual Campus Security Report participate in one of the University Meal Plan In accordance with the provisions of the Jeanne options. All residences offer free wireless internet, Cleary Act, Brooklyn Campus’ annual security cable, study lounges, recreation rooms, TV report includes statistics for their previous three lounges, laundry rooms, 24 hours/day security calendar years concerning reported crimes that officers, and dedicated professional and occurred on campus; in certain off-campus paraprofessional staff. Typical residential spaces buildings or property owned or controlled by the include an extra-long twin sized bed, desk, desk Brooklyn Campus; and on public property within, chair, dresser, MicroFridge, wardrobe unit/closet, or immediately adjacent to and accessible from, AC, and personal digital safe. the campus. The report also includes institutional policies concerning campus security issues, such as those concerning alcohol and drug use, crime prevention, the reporting of crimes, sexual assaults, hate crimes, and other relevant matter.

Emergency Management The Brooklyn Campus, Department of Public Safety offers comprehensive services in emergency response and management to ensure the safety of our students, faculty and staff.

LIU Brooklyn Graduate Bulletin 2014 - 2015 Page 28 LIU Brooklyn

FACILITIES lupus. The LCNY helps in getting people with Ella Fitzgerald, Miles Davis, Duke Ellington, signs and symptoms of lupus diagnosed, properly Chuck Berry and Buddy Holly all graced the treated, and supported both emotionally and theater with their musical presence. Steinberg Wellness Center practically for daily living with this chronic In 1962, a transformation began to turn the disease. It offers multilingual information and historic Paramount Theater into the Arnold and This 112,000 square foot facility supports the education about lupus. The LCNY also provides Marie Schwartz Athletic Center. Though modified Campus’ 17 Division I Athletic teams, provides a monthly support groups, one-to-one short-term into an Athletic Center, all the original decorative state-of-the-art workout facility and swimming counseling, assistance with accessing public detail on the walls and ceiling were preserved. In pool for the Campus Community, and offers a programs and services for people with lupus. In addition to the preservation of the structure, the broad array of health and wellness services to our addition, the LCNY help clients with referrals to world famous Wurlitzer organ is housed and still students, faculty, and administrators, as well as the find doctors and other health professionals and operational underneath the basketball court. The members of the Brooklyn community at large. participates in community outreach in order to Arnold and Marie Schwartz Athletic Center Steinberg Wellness Center features a 2,500 seat increase lupus awareness. became home to the LIU basketball and volleyball arena, which hosts the Campus’ Division I squads. Officially opening in 1963, it was the basketball and volleyball games, high school LIU Brooklyn Blackbird’s home until the opening of the athletic events, and a variety of other special 9 Hanover Place Wellness, Recreation and Athletic center in 2006. events. The fitness center includes state-of-the-art 2nd Floor With the opening of the Wellness, Recreation cardio and strength equipment, and a group Brooklyn, NY 11201 and Athletic center in 2006, the Paramount Gym exercise studio that includes free classes such as 718-780-6528 has become a multipurpose venue used the by the Pilates, yoga, hip hop dance, total body [email protected] university for events, shows, dinners, classes and conditioning, Salsa, Zumba and abs-workout intramural sports. Because of its unique history, classes. The facility also includes a 25-yard, eight Kumble Theater majestic ceiling and hand carved wall fixture, the lane swimming pool and a rooftop track and tennis gym as become a site that outside businesses and courts. Kumble Theater for the Performing Arts at LIU the Brooklyn Community love to use for events.

Steinberg Wellness Center encompasses the Brooklyn is a dynamic, state-of-the art Health and Wellness Institute which provides performance venue serving one of the most diverse University Health & Medical activities and programs that promote good health campuses and communities in the country. It is designed to nourish artistic exploration and Services and wellness behaviors that reduce health development by students and other emerging disparities and improve the quality of life for University Health & Medical Services (UHMS) artists while providing the entire community members of the Campus community and the 718-246-6450 greater access to an exciting range of quality community at large. The Health and Wellness [email protected] classical and cutting-edge professional Institute houses one of New York City’s only VR Small, Director, Student Support Services performances from around the world. state-of-the-art HydroWorx 2000 therapeutic pool, (UHMS) Impeccably crafted for the dramatic and which includes an elevating floor to allow for easy 175 Willoughby Street (entrance on Fleet Place) technical demands of dance, music and theatrical access and varied water levels, an underwater Brooklyn, NY 11201 productions, this elegant, 320-seat theater provides treadmill with speeds up to 8.5 mph, underwater Office: 718-246-6456 finely tuned acoustics and top-tier lighting, video camera and viewing monitors, body weight- Fax: 718-246-6465 projection and other electronic capabilities. With a support harness system, adjustable temperature Welcome to University Health and Medical stage featuring a “sprung” floor extending to the control, and jets that propel water and can be used Services (UHMS) your primary resource for seating area, the theater fosters an intimacy to resist movement and to challenge a person’s healthy living during your college tour. Regardless between performers and their audiences. balance. of your financial situation, we are available to This extraordinary theater was made possible The Harriet Rothkopf Heilbrunn Academic assist you in addressing your health and medical through the generosity of LIU Trustee Steven J. Nursing Center is also located in the cellar level of needs. Our mission and motto is "Keeping you Kumble. It is part of an ambitious campus the Steinberg Wellness Center. The HRH well, so you can excel!" renovation that created an extensive performing Academic Nursing Center’s mission is to reduce Our strategy of good health begin with our arts complex also featuring a black box theater, health disparities among high-risk populations by partnership with The Brooklyn Hospital Center dance studios and a glass-enclosed art gallery. providing accessible and affordable, primary, (TBHC), through which we are able to provides an Among other major supporters of the performing secondary and tertiary prevention activities extensive list of valuable services, conveniently arts complex are the EAB/Citigroup Foundation, focusing on risk assessment, education, located in University Towers, 175 Willoughby through former LIU Board of Trustees Chair counseling, and referral for vulnerable, Street, Ground Floor (enter on Fleet Place), Edward Travaglianti, LIU trustee emeritus Donald underserved populations in downtown Brooklyn available from 9 am-5 pm, Monday – Friday. We H. Elliott, former LIU trustee Bruce C. Ratner, the including the students and employees of LIU welcome appointments and walk-ins and offer City of New York and the Independence Brooklyn. The Center provides free health quick and easy referrals to specialists. In addition, screenings, programs to monitor existing health Community Foundation. funds are never collected on site and most of our conditions, Mammogram and HIV testing and cost-effective services are covered by your counseling and support programs. Arnold & Marie Schwartz Gym insurance policy.

This one-stop model places preventive services The Brooklyn Paramount Theater opened on Lupus Cooperative of New York and emergency care at your fingertips, with the November 23, 1928. At the time of its opening it quality of care you desire and deserve. We are was the second largest theater in New York with The Lupus Cooperative of New York (LCNY) continually upgrading and applying the best 4,500 seats. Once considered the most beautiful has a local office at 9 Hanover Place. The LCNY practices to maintain a friendly, safe, and motion picture theater in the world, it was the first is a program of the SLE Lupus Foundation and its professional environment ready to meet your designed theater for movies with sound. Doubling goal is to improve care for people living with health and medical needs. To this end, we as a concert hall, many famous musicians such as

Page 29 LIU Brooklyn Graduate Bulletin 2014 - 2015 Bulletin 2014 - 2015 negotiated a one-price clinical package for new the student’s family or social life, talking can help. and returning students, which cover all clinical No one in or outside the university knows who SPECIAL PROGRAMS requirements. Make your clinical preparation a comes to the center, except in the rare case of smooth and simple process via UHMS. danger to self or other. We are proud of the cultural diversity of our The Psychological Services Center is located After School Program - FUN students, which also reflects varying health on the fifth floor of the Pratt Building, Room 510 practices. To this end, your safety is our primarily and is open on Mondays and Thursdays 9 a.m. to 4 (Family UNiversity) concern, and to ensure the overall health of each p.m., Tuesdays 11 a.m. to 4 p.m., and Fridays 10 Guin Ellsworth, FUN After School Director student, NYS Public Health Laws, 2165 (MMR a.m. to 3 p.m. Students can call to make an 718-246-6488 Requirements) and 2167 (Meningococcal appointment or just stop by. Charlotte Marchant, School of Education Meningitis) are strictly enforced. We value your 718-246-6496 enrollment at LIU Brooklyn and are here to aid The FUN (Family UNiversity) After School you in meeting these requirements. For Program has been designed to serve financially information about the required policies and eligible LIU Brooklyn students and their children. procedures, you have four easy options for The FUN Program takes place at the Learning assistance. At your leisure, 24/7 review our Center for Educators & Families (LCEF), a vital compliance webpage site for inquiry and learning and part of LIU’s www.liu.edu/brooklyn/uhms/compliance; forward School of Education. With support from LIU an email to [email protected]; speak with a Brooklyn and the School of Education, we are able representative at 718-246-6450 or visit our site for to provide a safe space for children to engage in a one-on-one experience. community-building, explore their creativity We want to C.H.A.T (Compliance, Health through arts and literacy based activities, receive Information, Access to Services and Talent help with their schoolwork and eat a healthy Opportunities) with you daily about available dinner - leaving parents free to pursue their health and wellness programs/services. Like us on education. Facebook, follow us on twitter and review our blogs around hot health topics. Make the most of all that UHMS has to offer by utilizing our online Resource & Survey Center for up-to-date health and wellness information. Participate in UHMS Health Promotions, such as Mondays In Motions, Wednesday Wellness, Table Talks, Fast Fitness, Bi-Weekly HIV/AIDS Testing, Cancer Awareness & Education via Relay for Life and the Gift of Life Program (blood drives, organ donation and bone narrow swabs). Create an holistic healthcare plan by accessing free/cost effective services via our community and business collaborations providing three free "Be In The Know-Health and Wellness Screenings" as well as ongoing Eye, Dental, and Women's Health programs. Interested in gaining experience in the health industry, join our extensive team of student workers assigned from work-study, student activities, field placements and those participating in our nonpaid student internship. Join the team at UHMS and develop strong viable industry skills in health and medical services while earning your degree.

Psychological Services Center

Seymour Pardo, Director 718-488-1266 At our Psychological Services Center, free and confidential personal counseling is offered to students by supervised doctoral candidates in Clinical Psychology. Students experiencing stress in relation to academic, social or family situations or students who simply feel they are not living up to their full potential for various reasons may benefit from speaking to someone at the Center. Whether stress is interfering with a student’s ability to do his/her best at school or is affecting

LIU Brooklyn Graduate Bulletin 2014 - 2015 Page 30 LIU Brooklyn

LIBRARY

Ingrid Wang, Associate Professor, Director; Telephone: 718-488-1680 Fax: 718-780-4057 The LIU Libraries system serves a combined total of more than 27,000 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 anytime via remote access including subscriptions to more than 80,000 online journals, 200 online databases, 120,000 electronic books, and 11,000 files of streaming media. These resources may be accessed via the LIU Brooklyn Library homepage at http://www.liu.edu/brooklyn/library. Collectively, the libraries house approximately 700,000 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. The LIU Brooklyn Library houses a rich collection of books, periodicals, microforms, audio and videotapes, CDs and DVDs, pamphlets, and other materials in support of the Campus’ educational programs. The reference collection, reference desk, paralegal collection and Technical Services departments are situated on the third floor of the Salena Library Learning Center. An information commons, consisting of clusters of computers, provides access to the databases, library catalog, and the Internet, all within a few steps of the reference librarians. These computers, as well as all other computers in the library, are also equipped with productivity software such as word processing, spreadsheet, and presentation programs. The Periodicals department, with a collection of both print and microform titles, is located on the fourth floor, where digital microform readers and printers are available. The InterLibrary Loan, Special Collections, Rare Book Room, and the Electronic Services department are also located on the fourth floor. The circulation desk, reserve collection, and the main book stacks are located on the fifth floor. The Media Center, housing the multimedia collection, media equipment and a group viewing room, is also on the fifth floor, as is the Library’s Cyber Lab. The Cyber Lab is equipped with computers that provide access to databases, library catalog, and Internet as well as up-to-date word processing, spreadsheet, presentation and database programs. In addition, the Library’s “smart classrooms” are located on the fifth floor. Photocopying machines are available on all three floors of the Library. The Library is a member of several consortia, which grant both reading and borrowing privileges to LIU students. The Library offers information literacy classes and curriculum-integrated instruction. Library faculty and staff are available to help faculty and students with reference questions and research strategies.

Page 31 LIU Brooklyn Graduate Bulletin 2014 - 2015 Bulletin 2014 - 2015

RICHARD L. CONOLLY COLLEGE OF LIBERAL ARTS AND SCIENCES

The College of Liberal Arts and Sciences at LIU Brooklyn offers the doctoral degree in clinical psychology, as well as the master’s degree in biology, chemistry, English, media arts, political science, psychology, social science, speech-language pathology, urban studies, master of fine arts degrees in media arts and writing and producing for television and the United Nations certificate program. All degrees and certificates are registered with the New York State Department of Education. The College is named in honor of Admiral Richard L. Conolly, who was the university’s president from 1953-1962. For information, please contact the Dean’s Office at 718-488-1003, fax 718-780-4166, or visit the website at www.liu.edu/brooklyn/clas.

David Cohen Dean [email protected]

Kevin Lauth Associate Dean [email protected]

Maria Vogelstein Assistant Dean [email protected]

Oswaldo Cabrera Assistant Dean [email protected]

Faye Pollack Executive Assistant to the Dean [email protected]

Judy Luu Assistant to the Dean [email protected]

Michell Stanley Administrative Secretary [email protected]

LIU Brooklyn Graduate Bulletin 2014 - 2015 Page 32 LIU Brooklyn

ANTHROPOLOGY Anthropology Courses Professors Emeriti Carden, Hittman, Rosenberg

Associate Professors Hendrickson (Chair), Kim, ANT 500 Reading In Anthro Barton, Ali, Juwayeyi Independent reading, research and study under the Associate Professor Emeriti Gritzer, Harwood guidance of an anthropology faculty member; topic Assistant Professor Emeritus Sherar to be mutually agreed upon in advance. Adjunct Faculty: 4 Credits: 3 The Master of Arts degree in Anthropology is On Demand not offered at this time, but graduate courses in anthropology are offered as part of other ANT 510 World Cultures departments and programs including the United This course allows graduate students in any degree Nations Graduate Program, Urban Studies and program to access the wealth of knowledge Social Science. anthropology has contributed to the study of

human diversity. Students will be introduced to a set of conceptual tools for researching, analyzing and comparing people across the globe, including anthropology's signature method, "ethnography." Students will read classic and current writing in the social sciences and consider the ways an anthropological perspective can enrich their professional and academic work. Credits: 3 On Occasion

Page 33 LIU Brooklyn Graduate Bulletin 2014 - 2015 Bulletin 2014 - 2015

DEPARTMENT OF BIOLOGY Alternatively, students may enter the work force regularly scheduled seminars given by the and be employed in research laboratories in Department of Biology. Students will be Professors: Chung, D. Cohen, Griffiths, Morin pharmaceutical and biotechnology companies, responsible for answering comprehensive (Chair), Serafy, DePass hospitals and federal and state agencies. questions relating to those seminars that are Professors Emeriti: Carito, Hammerman, Hirshon, Successful graduates also may choose to enter relevant to their graduate courses.

Polak, Smith, Rothwell, Wendt medical, osteopathic, veterinary or dental schools Associate Professors: Birchette, Haynes, Kovac, to obtain professional degrees. In addition, M.S., Biology Kwon, Leslie, Marsh students can choose from a wide variety of health [Program Code: 06886] Associate Professors Emeriti: Dowd, McKenna related fields, such as physical therapy, nursing, Biology, Microbiology (Plan I) Assistant Professors: Kwak, Molina, Tello, genetic counseling, radiologic technology, to name The following courses are required: Vogelstein a few. Biology majors are encouraged to develop BIO 536 Laboratory in 1.00 Instructor: Peckham specific career objectives while pursuing their Bacteriological and Adjunct Faculty: 15 graduate studies. Departmental advisers will assist Molecular Techniques students in exploring career possibilities and in devising a personalized plan of study that will best BIO 537 Laboratory in 1.00 At the graduate level, the Department of prepare them for their career goals. Biochemistry and Biology offers the M.S. in Biology which offers Admission Requirements Computer Use concentrations in molecular/cellular biology, To be admitted to this program you must: BIO 620 Biochemistry 3.00 microbiology and medical Microbiology. Our core • Have completed a bachelor’s degree with a of 16 full-time faculty members augmented by grade point average of 3.0 or greater BIO 641 Advanced Microbiology 3.00 over 14 adjuncts provides students with unrivaled • Have completed at the undergraduate level (1) BIO 642 Advanced Microbiology 4.00 expertise in a wide variety of subject areas six advanced courses in biology, (2) one year of including molecular and cellular biology, college mathematics including at least one BIO 695 General Virology 3.00 bioinformatics, ecology, evolution, microbiology, semester of calculus, (3) one year each of Student must complete either Option A or genetics, ornithology and marine biology. The goal inorganic and organic chemistry, and (4) one Option B. of the department is to provide a challenging and year of college physics. Deficiencies in any of Thesis Track (Option A): stimulating curriculum that fosters critical thinking these qualifications may be removed during the The minimum credit requirement for thesis track and promotes scientific curiosity on current topics first year of graduate study without credit. (Option A) is 30 credits. In addition to the courses in the biological sciences. • International students: (1) Must complete the listed above (15 credits), the following is required:

equivalent of a four-year bachelor’s degree. (2) • Thesis courses: Submit all records translated into English and BIO 707 Research and Preparation 3.00 M.S. in Biology have the original record, or copies of the of the Thesis original, certified or attested to by an official of The M.S. in Biology is designed to prepare BIO 708 Research and Preparation 3.00 the school issuing the record, or by the students for graduate or professional studies as of the Thesis well as for entering the job market. Students Consulate/Ministry of Education of the issuing • A total of 9 credits in electives from graduate choose from one of three concentrations: country. (3) Submit a course-by-course biology courses: molecular/cellular biology, microbiology or evaluation, completed by an acceptable medical microbiology. For each concentration a international credential evaluation agency, for BIO 500-599 all BIO student chooses one of two pathways to complete all transcripts/marksheets from colleges or Subjects listed the degree: (1) complete a research project under universities outside of the United States. (4) in catalog Submit an official copy of the Test of English the advisement of one of the faculty members, and BIO 600-699 all BIO as a Foreign Language (TOEFL) administered write and successfully defend a thesis based upon Subjects listed by the Educational Testing Service or the that research; or (2) take a comprehensive in catalog examination based upon the course work International English Language Testing System completed. Each concentration has a set of (IELTS) examination. BIO 700-799 all BIO required core courses (see Course of Study) which • Transfer students must present an overall grade Subjects listed the student must complete; additional course work point average of 3.0 and submit official in catalog transcripts for the attended college(s) is completed from elective classes. Internship maximum of 6 • Submit a completed application to the Office of Students who elect to complete a thesis must units complete a total of 30 credits (core plus electives). Admissions (see Submitting an Application for Comprehensive Exam Track (Option B): Students who elect to take the comprehensive Admission) The minimum credit requirement for examination must complete a total of 36 credits Submitting an Application for Admission comprehensive exam track (Option B) is 36 (core plus electives). For qualified students, All applicants must apply for admission to LIU credits. In addition to the courses listed above (15 financial aid packages are available in the form of Brooklyn. Please apply online at My LIU or use credits), the following is required: teaching and graduate assistantships. These the Apply Now link in the top navigation bar. For • 21 credits from graduate biology courses: assistantships provide a stipend for the student and more information on the admissions process, visit cover the cost of tuition for up to 12 credits per the Office of Admissions website. BIO 500-599 all BIO semester. Students can receive these assistantships Fully matriculated students may begin their Subjects listed for a maximum of four semesters. research projects after defending their thesis in catalog proposals before a committee of graduate biology A master of science degree can be used as a BIO 600-699 all BIO faculty. An oral defense of the completed thesis steppingstone for multiple career paths. Students Subjects listed before a committee of the graduate faculty of the may further their scientific pursuits by continuing in catalog on to earn a Ph.D. in the biological sciences. department is required. All graduate students are required to attend the

LIU Brooklyn Graduate Bulletin 2014 - 2015 Page 34 LIU Brooklyn

BIO 700-799 all BIO Biology, Molecular-Cellular Biology (Plan BIO 500-599 all BIO Subjects listed III) Subjects listed in catalog The following courses are required: in catalog

Internship maximum of 6 BIO 536 Laboratory in 1.00 BIO 600-699 all BIO units Bacteriological and Subjects listed Molecular Techniques in catalog Biology, Medical Microbiology (Plan II) The following courses are required: BIO 537 Laboratory in 1.00 BIO 700-799 all BIO Biochemistry and BIO 536 Laboratory in 1.00 Subjects listed Computer Use Bacteriological and in catalog Molecular Techniques BIO 620 Biochemistry 3.00 Internship maximum of 6 BIO 537 Laboratory in 1.00 The following courses are required: units Biochemistry and BIO 550 Molecular and Cell 2.00 Credit and GPA Requirements Computer Use Biology Minimum Credits (Thesis Option): 30 Minimum Credits (Comprehensive Exam Option): BIO 620 Biochemistry 3.00 BIO 551 Molecular and Cell 2.00 36 All of the following courses are required: Biology Laboratory Minimum Major GPA: 3.00 BIO 641 Advanced Microbiology 3.00 Of the following courses only one (1) is required: BIO 642 Advanced Microbiology 4.00 BIO 612 Cytology: The Nucleus 3.00 BIO 695 General Virology 3.00 BIO 613 Cytology: The Cytoplasm 3.00 BIO 697 Medical Microbiology 3.00 Of the following courses only one (1) is BIO 698 Medical Microbiology 4.00 required:

BIO 703 Seminar in Microbiology 1.00 BIO 609 Human Genetics 3.00

BIO 704 Seminar in Microbiology 1.00 BIO 631 Genetics 3.00 Of the following courses only one (1) is Student must complete either Option A or required: Option B. Thesis Track (Option A): BIO 647 Immunology 4.00 The minimum credit requirement for thesis track BIO 648 Immunology 3.00 (Option A) is 30 credits. In addition to the courses Student must complete either Option A or listed above (15 credits), the following courses are Option B. required: Thesis Track (Option A): • Thesis courses The minimum credit requirement for thesis track BIO 707 Research and Preparation 3.00 (Option A) is 30 credits. In addition to the courses of the Thesis listed above (27 credits), the following course is BIO 708 Research and Preparation 3.00 required: of the Thesis • Thesis course • 9 credits of electives from graduate biology BIO 707 Research and Preparation 3.00 courses: of the Thesis BIO 500-599 all BIO Comprehensive Exam Track (Option B): Subjects listed The minimum credit requirement for in catalog comprehensive exam track (Option B) is 36 credits. In addition to the courses listed above, the BIO 600-699 all BIO following is required: Subjects listed • 9 credits of electives from graduate biology in catalog courses: BIO 700-799 all BIO BIO 500-599 all BIO Subjects listed Subjects listed in catalog in catalog Internship maximum of 6 BIO 600-699 all BIO units Subjects listed Comprehensive Exam Track (Option B): in catalog The minimum credit requirement for BIO 700-799 all BIO comprehensive exam track (Option B) is 36 Subjects listed credits. In addition to the courses listed above, the in catalog following is required: • 9 credits of electives from graduate biology Internship maximum of 6 courses: units

Page 35 LIU Brooklyn Graduate Bulletin 2014 - 2015 Bulletin 2014 - 2015

Biology Courses BIO 508 The Biology of Cancer per week. Prerequisite: An undergraduate degree A general survey in oncology. Lectures address the in Biology. historical perspective of cancer research, the Credits: 1 BIO 503 Evolution definition and classification of tumors, the Every Spring A study of the basic concepts and principles of epidemiology of human cancer, gene regulation and evolutionary biology, beginning with a brief history differentiation in normal and tumor cells, BIO 541 Special Topics in Biology of evolutionary thought, followed by the characteristics of transformed malignant cells, the A presentation of subjects of unusual and current fundamental concepts of evolutionary genetics, biology of tumor metastasis, host transformed interest. Two hours of lecture per week, including adaptation and natural selection. Additional topics malignant cells, the origins of human cancer, and selected demonstrations plus term papers. Course include molecular evolution and systematics, the cancer therapy. Two hours of lecture per week plus may be repeated. origins of biological diversity, and paleobiology and term paper. Prerequisite: General background in Credits: 3 macroevolution. The primary emphasis will be on Biology and Chemistry. On Demand concepts with a major goal to impart some Credits: 3 BIO 543 Current Topics in Biology understanding of the methods used in evolutionary Cross-Listings: BIC 508, BIO 508 This course is a one-day conference on a current investigations: the kinds of observations and Alternate Fall and interesting biological topic, covering a wide experiments that are used, the facts that are range of biological disciplines. Each year the topic is observed and inferred, and the kinds of reasoning BIO 531 Neurochemistry chosen for its timeliness. Speakers who are experts used to develop and test hypotheses. Concepts are A discussion of the morphology, biochemical in their particular field are invited to speak and to reinforced through independent trips to the composition, metabolism, physiology and suggest several pertinent papers. Students are American Museum of Natural History. Two hours pharmacology of the nervous system. The course required to write a paper that presents an overview of lecture per week plus a term paper. Prerequisite: begins with the general principles of synaptic of the topic and then synthesizes the information An undergraduate major or minor in biology. A transmission and deals in depth with several of the from the talks and papers. course in genetics is strongly recommended. neurotransmitter systems in terms of biosynthesis of Credits: 1 Credits: 3 the transmitter, storage, release, inactivation in the synapse, and receptor types and how they mediate Every Spring Every Fall their signals in the postsynaptic cells. Also included BIO 544 Biology of Pathogenic Microorganisms BIO 504 Evolution and Human Development are discussions on aging and development in the Emphasis on microorganisms that cause infectious This course explores the evolution of humans nervous system, drug addictions, and the role of diseases, including bacteria, fungi and viruses as within a broad comparative and theoretical various dietary nutrients on nervous system well as their interrelationship with the host's framework involving molecular genetics, gross and function. Two hours of lecture per week. Offered immune system. Characteristics of these infectious microscopic anatomy, embryology, human and non- on occasion. Prerequisite: At least one semester of micro-organisms with respect to mechanisms of human paleontology, ecology, and macro-/micro- Biochemistry. pathogenesis and transmission as well as methods evolutionary processes. An overview of current Credits: 3 of prevention and treatment where appropriate. primate taxonomy and its attendant problems is Cross-Listings: BIC 531, BIO 531, CHM 531 Two hours of lecture per semester. Prerequisite: followed by a brief consideration of our earliest On Occasion Undergraduate- or graduate-level general primate ancestors before proceeding to a bacteriology course. comprehensive examination of subsequent ‘human’ BIO 536 Laboratory in Bacteriological and Credits: 3 precursors and several controversies regarding the Molecular Techniques A laboratory course that introduces students to the On Occasion rise and distribution of modern human basic methods in bacteriology and molecular populations. Two hours of lecture per week plus BIO 550 Molecular and Cell Biology biology. The first seven weeks deal with such term paper. Prerequisite: An undergraduate major An advanced course in the molecular biology of bacteriological techniques as pure cultures, sterile or minor in biology which includes at least one eukaryotic gene structure and regulation, with technique, metabolism and growth of bacteria. The upper level course in human anatomy and emphasis on mammalian cell and developmental second seven weeks introduce the basic techniques physiology. BIO 503 is strongly recommended. biology and genetics. Biochemical and biophysical in molecular biology, including isolation of plasmid Credits: 3 studies of nucleic acids, chromatin and and chromosomal DNA, cloning, transformation, Every Spring chromosome structure, somatic cell and gel electrophoresis of nucleic acid, and PCR. Two immunogenetics; DNA sequence organization and BIO 505 Introduction to Biostatistics hours of laboratory per week. Prerequisite: An cell developmental biology are all considered. Two This course is designed for graduate students in the undergraduate degree in Biology. hours of lecture per week. Prerequisite: Biology biological or health related sciences with the Credits: 1 161 or permission of the instructor. objective of enabling them to understand and apply Every Fall Credits: 2 the theories underlying the techniques of point and BIO 537 Laboratory in Biochemistry and Every Fall interval estimation, hypothesis testing, regression Computer Use analysis and the design of experiments. In the BIO 551 Molecular and Cell Biology Laboratory A laboratory course that introduces students to main, the course will focus on the analysis of An advanced laboratory course in the molecular basic methods in biochemistry and to the biostatistical, pharmaceutical and clinical trial data biology of eukaryotic cells. Laboratory instruction applications of computers to research and thesis and will be motivated by solving problems in many may include RNA isolation and analysis, protein preparation. The first seven weeks deal with diverse areas of applications in the biological and expression and purification, protein-protein chromatography, electrophoresis, enzymology, radio pharmaceutical realm. Two hours of lecture per interaction, DNA-mediated gene transfer and isotopes and spectroscopy. The second seven weeks week. Pre-requiste: MTH 30. microcomputer analysis of DNA sequence introduce students to the Science Division Credits: 3 databases. Two two-hour laboratory sessions per computer laboratory; that is, how to use the World Cross-Listings: BIO 505, MTH 505 week. Wide Web/Internet and how to use computers to Every Spring The co-requisite of Biology 550 is required. analyze and present data. Two hours of laboratory Credits: 2

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Every Fall system. Two hours of lecture per week plus a term the structural role of proteins in health and disease paper. Prerequisite: General Biology. A course in are covered and a statistical framework to explain BIO 554 Principles of Molecular Pharmacology anatomy is recommended. structural features is developed. Three hours of Molecular pharmacology is the study of drug Credits: 3 lecture per week function at a molecular level. A major focus of this Every Fall Credits: 3 course involves the exploration of the molecular Every Fall mechanisms of drug action and metabolism. BIO 609 Human Genetics Research on drugs from the major therapeutic areas A basic course in the principles of human genetics BIO 616 Biology of the Blood and Bone Marrow will be studied. The mechanisms of both intended and molecular biology. Lecture topics include This course presents an overview of hematology, effects and side effects will be reviewed. New structure of the human chromosome; techniques in including the structure and function of approach to drug discovery will be considered, with molecular biology and cytogenetics; structures of erythrocytes, leukocytes and platelets, and their a focus on the molecular basis of drug function as a chromosomal abnormalities; abnormal development in the bone marrow. Mechanisms of key to drug identification. There will be an chromosomes in humans and their related diseases; normal and abnormal hemostasis (blood assigned paper on the molecular mechanism, karyotype analysis; inheritance patterns of human coagulation) will be covered. Recent findings in distribution, and function of a selected drug group. diseases; mapping human chromosomes; and normal and in pathologic states will be discussed. Two hours of lecture per week plus term paper. human gene isolation. Two hours of lecture per Two hours of lecture per week plus a term paper. Pre-requisites: Chemistry 121 and 122. week plus term paper. Credits: 3 (Biochemistry would be helpful but is not required). Credits: 3 On Occasion Credits: 3 Alternate Fall Alternate Spring BIO 619 Structural Biology BIO 611 Signal Transduction and Pharmacology The course examines the structure of biological BIO 602 Conservation Biology A study of the mechanisms by which molecules and molecules with a focus on proteins. The synthesis, Conservation Biology is a study of the diversity of drugs affect biological processes. Signaling on the folding of protein families and the structural motifs life and threats to that diversity. This course will organismal, cellular and molecular levels is of proteins are studied. Tools for the determination include introductory topics that are the foundation described, with an emphasis on establishing a firm and prediction of protein structure are presented for the field, issues at the levels of populations, foundation of understanding of important signaling from the perspective of the investigator who needs communities and ecosystems, and end with the systems in biology. Molecular and genetic aspects of to judge the quality of available data. A major focus practical application of conservation biology in a intracellular signal transduction are explored in is the area of structural genetics: understanding real and complex world. Specific topics to be depth. Topics also include quantitative and how changes in protein structure induced by investigated are: the meaning and ethics of qualitative treatment of the interaction of ligands mutation lead to genetic dysfunction and disease. conservation and biodiversity, the recognition of with their receptors. Knowledge-based approaches Course includes a computer laboratory. Two hours species in danger of extinction (using techniques of to drug discovery are analyzed as well. Two hours of of lecture per week plus term paper. population genetics and ecology, biogeography and lecture per week plus term paper. Prerequisites: Credits: 3 systematics), and preservation of species. The Undergraduate biochemistry. Every Spring course will consist of lectures, class discussions of Credits: 3 original research and review papers, and a research Alternate Spring BIO 620 Biochemistry paper and presentation. Two hours of lecture per The course examines the synthesis and degradation week plus two field trips and a term paper. BIO 612 Cytology: The Nucleus of cellular macromolecules in prokaryotic and Credits: 3 A detailed treatment of the structure and function mammalian systems. Topics include the structure of Alternate Spring of the cell, with particular attention directed toward macromolecules and sugar, lipid and amino acid the chromosome and its composition, structure and metabolism. Emphasis is placed on the regulation, BIO 605 Topics in Evolution and Ecology conformation during the cell cycle. Regulation of integration, and organ specialization of the This course will be an interactive discussion of nuclear events by extracellular ligands and metabolic pathways. Two hours of lecture per week avian ecology and evolution, designed to go beyond cytoplasmic signalling pathways are discussed. Two plus term paper. the textbook knowledge of avian ecology and hours of lecture per week plus collateral reading Credits: 3 evolution and provide the students with a critical and a term report. Every Fall examination of the theories, hypotheses, and lab Credits: 3 and field based data that support or refute these On Occasion BIO 622 Effective Communication in Science hypotheses. This course will be based on a recent Students will develop creative and imaginative book on avian speciation, which presents some BIO 613 Cytology: The Cytoplasm means to produce a presentation. A highlight of novel and provocative perspectives on important An investigation of the organization and structure the course will be when students present a seminar issues in avian ecology and evolution, plus of the cytoplasm, including a detailed treatment of to the class. The means and needs for producing a additional readings from primary literature. Two cell organelles and their activities and interactions. visually pleasing, interest holding poster and hours of lecture per week plus a term paper. The molecular and biochemical relationship among PowerPoint presentation, will be covered. The Credits: 3 all cellular components is stressed. Two hours of course will prove of benefit to the student whether On Occasion lecture per week plus a term paper. they follow a research career or work for industry as Credits: 3 in both circumstances the skills they learn will BIO 607 Neuroanatomy Every Spring prove of great usefulness. Two hour lecture per A study of the organization of the human central week plus term paper. nervous system. Emphasis is placed on the BIO 615 Bioinfomatics Credits: 3 structures and organizations of the brain and spinal The course covers modern approaches to analysis of Every Fall cord and on the cranial nerves, with additional the vast quantities of data generated by current material on the cranium and spinal column, the biological studies. Advanced statistical methods are BIO 623 Molecular Genetics of Bacteria and meninges, the blood supply, embryonic explored including Bayesian approaches. The uses Phage development, and histology of the central nervous of DNA sequence comparisons are explored. Finally Overall objective of this course is to offer a

Page 37 LIU Brooklyn Graduate Bulletin 2014 - 2015 Bulletin 2014 - 2015 comprehensive vision of molecular genetics of biology as they apply to the evolutionary BIO 648 Immunology prokaryotic microorganisms including Bacteria, relationships among organisms. Laboratory A study of the basic principles of immunology, Archaea, and Bacteriophages. This course is suited exercises and discussions of relevant literature are including antigens and their reactions, antibodies for advanced undergraduate and graduate students. used to reinforce the concepts learned during and their properties, the cells and tissues of the Emphasis of the course will be placed on the lectures. Two hours of lecture and three hours of immune system, tolerance, and the specificity and molecular aspects of bacterial chromosomes, laboratory per week plus term paper. Prerequisite: molecular biology of the immune response. Two transformation, conjugation, transduction (lytic and A course in Evolution and Genetics. hours of lecture per week plus term paper. lysogenic phages), genetic recombination, and Credits: 4 The pre-requisite of BIO 604 is required. global regulatory mechanisms in prokaryotic On Occasion Credits: 3 microorganisms. This course will also include a Every Fall laboratory session to practice the lecture subjects. BIO 631 Genetics Two hours of lecture and three hours of laboratory A comprehensive review of modern genetics with BIO 661 Endocrinology per week. Prerequisites: BIO 101, BIO 109, BIO an emphasis on recent approaches. One major An exploration of the development, structure and 126, BIO 128 or other lower-level microbiology- theme is genomics, gene mapping and discovery; function of the endocrine system: how hormones related courses. another is use of functional genetics to understand act as regulators of growth and metabolism by Credits: 4 gene function and complex processes in model affecting activity of target cells and tissues. Using a Every Spring organisms. Two hours of lecture per week plus term combination of lecture, interactive questioning and paper. Prerequisites: An undergraduate major in microscope or Kodachrome slides, basic anatomy is BIO 625 Plant Molecular Development Biology or equivalent and knowledge of the correlated with the physiology, regulation and This course is designed for graduate students who fundamental principles of genetics. effects of secretions. Homeostasis and are interested in plant biology, molecular biology Credits: 3 pathophysiology are discussed. Two hours of lecture and developmental biology. The main topics of the Every Spring per week plus term paper. course are 1) biosynthesis and molecular function Credits: 3 of plant hormones and 2) pattern formation in BIO 632 Developmental Biology On Occasion plant tissues and the development of plant organs. A review of the current concepts and experimental Recent achievements in these fields will be reviewed evidence regarding developmental phenomena. BIO 670 Plant Ecology and Biogeography by the instructor. Molecular techniques such as Special emphasis is placed on the molecular biology Plant Ecology and Biogeography is a three credit gene cloning and genetic methods used by and genetic control of selected phases and processes graduate course, covering the current topics and researchers will be reviewed as well. Half of each of animal development. Two hours of lecture per state-of-the-art methodologies of addressing the lecture will be dedicated to discussing and analyzing week plus collateral readings and term paper. topics in the science of plant ecology. The topics primary research articles related to the topics. Prerequisite: A college course in Embryology or the include global change, the value and preservation of Students are strongly advised to read the articles equivalent; a college course in Genetics is biodiversity, invasion biology, and habitat beforehand. Current techniques used for genomics recommended. destruction/fragmentation and restoration. The and proteomics will be introduced and students will Credits: 3 methodologies include experiemental design, data learn how to use the fruition of genomics, On Occasion analysis and SAS programming, classification proteomics and bioinformatics in public databases ordination and PC-ORD software, meta-population BIO 641 Advanced Microbiology that are available through the Internet. Students theory and RAMAS software, meta-analysis and First semester of a two semester sequence (BIOs will submit a term paper about the anaylsis of an Meta-Win software, spatial analysis and PASSAGE 641 & 642). Presentations on the anatomy and Arabidopsis gene using bioinformatics databases at software, and GIS/remote sensing and physiology of various prokaryotic and eukaryotic the end of the semester. The goals of this course ARCVIEW/ARCINFO software. The class meets microorganisms. Emphasis is placed on the are 1) learning current questions of plant molecular two hours per week and is a combination of composition, structure and function of cellular biology and up-to-date techniques of plant lectures, computer lab exercises and literature organelles, enzyme localization, molecular genomics and 2) providing basic training for future reviews. mechanisms of action of antimicrobial agents, and molecular biology researchers or plant scientists in Credits: 3 selected topics of current interest in microbial academia or industry. Two hours of lecture per On Occasion physiology. Two hours of lecture per week plus week plus term paper. collateral readings and term paper. Prerequisite: BIO 692 Molecular Biology Credits: 3 Microbiology. A detailed look at the biosynthesis of DNA and On Occasion Credits: 3 RNA, the genetic code, and the mechanisms of BIO 629 Molecular Biology of Infectious Diseases Every Fall protein biosynthesis. The application of molecular

A study of the mechanisms used by infectious biology techniques to current research problems is BIO 642 Advanced Microbiology organisms to infect their hosts and to evade the explored. Two hours of lecture per week plus term Second semester of a two semester sequence (BIOs hosts immune response and the response by the paper. 641 & 642). Presentations on the anatomy and host to the infectious organism. Topics include life Credits: 3 physiology of various prokaryotic and eukaryotic cycles of relevant organisms, protein receptor Alternate Spring microorganisms. Emphasis is placed on the binding, antigenic variation, antigen presentation composition, structure and function of cellular BIO 695 General Virology and antibody/T-cell receptor diversity. Emphasis is organelles, enzyme localization, molecular A consideration of such topics as physico-chemical on the molecular mechanisms of such processes. mechanisms of action of antimicrobial agents, and characteristics, identification, genetics, and Two hours of lecture per week plus term paper. selected topics of current interest in microbial immunology of viruses. Molecular biology of virus- Credits: 3 physiology. Two hours of lecture and three host interaction is emphasized. Representative Alternate Spring laboratory hours per week. Prerequisite: BIO 641. studies of animal, bacterial, and plant viruses are BIO 630 Systematic Biology Credits: 4 emphasized to illustrate fundamental aspects of Concepts, principles, and methods of comparative Every Spring viral replication, cell susceptibility, and cell response to viral infection. Two hours of lecture per

LIU Brooklyn Graduate Bulletin 2014 - 2015 Page 38 LIU Brooklyn week plus collateral readings and term paper. Credits: 1 Credits: 3 Every Fall Every Spring BIO 704 Seminar in Microbiology BIO 697 Medical Microbiology Meetings conducted by the members of the staff to First semester of a two semester sequence (BIOs consider current research and problems in the area 697 & 698). A study of microbial-human host of medical microbiology and related fields. interrelationships, with particular attention to the Participants include staff members, students and transmission, pathogenicity, and principles of invited guests. All students registered in the immunity of infectious diseases, especially those of program must attend. One hour per week.. bacterial origin. Emphasis is placed on the newest The co-requisite of BIO 698 is required. approaches to the detection, isolation and Credits: 1 identification of the organisms implicated in the Every Spring disease process. Two hours of lecture per week plus term paper. Two hours of lecture and one three- BIO 706 Seminar in Molecular Biology hour laboratory per week in the Spring semester. Research presentations by students on current The pre-requisites of BIO 641 and 642 are required topics in molecular biology. Faculty discuss their or approval of the Deparment Chair. research interests with students. One hour per Credits: 3 week. Every Fall Credits: 1 On Occasion BIO 698 Medical Microbiology Second semester of a two semester sequence (BIOs BIO 707 Research and Preparation of the Thesis 697 & 698). This course is a study of microbial- Open only to matriculated students with approval human host interrelationships, with particular of Department Chair. Selection, supervision and attention to the transmission, pathogenicity, and completion of the thesis topic. Pass/Fail only. principles of immunity of infectious diseases, Credits: 3 especially those of bacterial origin. Emphasis is Every Fall, Spring and Summer placed on the newest approaches to the detection, BIO 708 Research and Preparation of the Thesis isolation and identification of the organisms Selection, supervision and completion of the thesis implicated in the disease process. Two hours of topic. Pass/Fail only. Open only to matriculated lecture and one three-hour laboratory per week. students with approval of Department Chair. The pre-requisite of BIO 697 is required or Credits: 1 to 3 approval of the Department Chair. Every Fall, Spring and Summer Credits: 4 Every Spring BIO 709 Independent Study

Prerequisites: 12 credits toward the master's degree; BIO 701 Seminar in Biology specific course prerequisites to be determined by A presentation of selected topics in biological fields faculty supervisor. by members of the graduate faculty and visiting Credits: 1 to 3 guest speakers. This course may be taken for credit, On Demand but it is required that all Biology majors attend. Subject matter changes each semester. May be BIO 710 Independent Study repeated for credit. One hour per week. Prerequisites: 12 credits toward the master's degree; Credits: 1 specific course prerequisites to be determined by Every Fall faculty supervisor.

Credits: 1 to 3 BIO 702 Seminar in Biology On Demand A presentation of selected topics in biological fields by members of the graduate faculty and visiting guest speakers. This course may be taken for credit, but it is required that all Biology majors attend. Subject matter changes each semester. May be repeated for credit. One hour per week. Credits: 1 Every Spring

BIO 703 Seminar in Microbiology Meetings conducted by the members of the staff to consider current research and problems in the area of medical microbiology and related fields. Participants include staff members, students and invited guests. All students registered in the program must attend. One hour per week. The co-requisites of BIO 697 and 698 are required.

Page 39 LIU Brooklyn Graduate Bulletin 2014 - 2015 Bulletin 2014 - 2015

DEPARTMENT OF M.S., Chemistry CHEMISTRY AND [Program Code: 06944] BIOCHEMISTRY Degree Requirements The following four (4) courses are all required: Senior Professor Zavitsas CHM 503 Advanced 4 Professors Bensalem, Chung, Lawrence, Siegel, Inorganic Shedrinsky, Watson Chemistry Professors Emeriti Ferraro, Hirschberg, Huang, CHM 606 Advanced 3 Loscalzo, Reidlinger, Rogers, Chawla Physical Associate Professors Bhattacharjee, Donahue, Chemistry Luján-Upton, Matsunaga, Schnatter, Vasanthan (Chair) CHM 525 Instrumental 4 Adjunct Faculty: 10 Methods of Analysis The graduate offerings of the Department of CHM 621 Advanced 3 Chemistry and Biochemistry are designed to Organic enhance the knowledge of the professional Chemistry I chemist, to prepare students for entry into the In addition, degree candidates must select one of broad areas of research and development, to the following two options: strengthen students’ preparation for further study, 1. An additional 18 graduate credits from among or to allow for a concentration in chemistry the courses offered by the Department of necessary for inter-area study in fields such as Chemistry and Biochemistry, for a total of 32 biology and pharmacy. credits. Candidates must also either pass a

comprehensive examination or submit an M.S. in Chemistry acceptable library research paper assigned by the department.

The M.S. program in chemistry offers a choice 2. An additional six credits of registration in thesis of several areas of concentration: organic research resulting in an acceptable thesis and 10 chemistry, inorganic chemistry, analytical credits of graduate chemistry courses, for a chemistry, polymer chemistry, biochemistry and total of 30 credits. theoretical chemistry. This program is designed to Credit and GPA Requirements prepare students for entry into the broad areas of Minimum Credits (Comprehensive Exam Option): research and development, to strengthen students’ 32 preparation for further study or to allow for a Minimum Credits (Thesis Option): 30 concentration in chemistry necessary for inter-area Minimum Major GPA: 3.0 study in fields such as biology and pharmacy. Graduate assistantships are available on a limited basis. Admission Requirements To be admitted to this program you must: • Have completed one year of undergraduate study in each of the following subjects: calculus, physics, introductory (inorganic) chemistry, analytical chemistry, organic chemistry and physical chemistry.* • Submit a completed application to the Office of Admissions (see Submitting an Application for Admission). *Deficiencies must be removed during the first year of graduate study. No graduate credit will be awarded for such compensatory work. Submitting an Application for Admission All applicants must apply for admission to LIU Brooklyn. Please apply online at My LIU or use the Apply Now link in the top navigation bar. For more information on the admissions process, visit the Office of Admissions website.

LIU Brooklyn Graduate Bulletin 2014 - 2015 Page 40 LIU Brooklyn

ocean energy, with an emphasis on the impact of Chemistry Courses CHM 631 Spectroscopy those energy sources on the environment. Discussions of toxicology as it relates to An illustration of modern spectroscopic methods CHM 503 Advanced Inorganic Chemistry environmental pollutants are conducted. for the structural elucidation of organic and A study of such selected topics in inorganic Credits: 3 inorganic compounds including UV/V, H NMR, C chemistry as the nature of the chemical bond, acid- On Occasion NMR, mass spectrometry, and IR. Prerequisites: based theories, reaction kinetics and mechanisms, CHE 606, 621. coordinating -- their theories and structure. Two CHM 606 Advanced Physical Chemistry Credits: 3 lecture hours and four laboratory hours. A review of advanced topics in physical chemistry On Occasion

Credits: 4 and their applications in thermodynamics, kinetics CHM 701 Seminar in Chemistry Every Fall and quantum mechanics. Credits: 3 A presentation of selected topics in the branches of CHM 525 Instrumental Methods of Analysis Every Spring chemistry, with attention to recent literature. One A hands-on approach to instrumental analysis and one-hour conference. Attendance mandatory for all its application to research. Students use several CHM 621 Advanced Organic Chemistry I matriculated students. Pass/Fail only. analytical techniques, including voltammetry and A study of the major classes of organic reactions Credits: 1 polarography; high performance liquid with respect to their applications to synthesis, their Every Fall chromatography (HPLC); gas chromatography mechanisms and methods for determining them, CHM 702 Seminar in Chemistry (GC); uv-visible and infrared spectrophotometry; and the effect of structure on reactivity. Bonding A presentation of selected topics in the branches of atomic absorption spectroscopy; and proton and structure, stereochemistry, molecular chemistry, with attention to recent literature. One magnetic resonance spectroscopy. Students are also conformation, stereoelectronic effects, substitution, one-hour conference. Attendance mandatory for all encouraged to use the computer for data analysis addition and elimination reactions, reactions of matriculated students. Pass/Fail only. and presentation. One-hour lecture and six-hour enolates, carbonyls and free radicals. Credits: 1 laboratory. Credits: 3 Every Spring The pre-requisite of CHM 503 is required or Every Fall permission from the Department. CHM 622 Advanced Organic Chemistry II CHM 707 Research and Preparation of Thesis Credits: 4 The emphasis is on synthetic applications and total Open only to matriculated students with approval Every Spring of the Chair. The assignment of a thesis problem synthesis. Oxidations and reductions, to each student for investigation. Original CHM 531 Neurochemistry cycloadditions and rearrangements, aromatic laboratory work is required. Pass/Fail only. A discussion of the morphology, biochemical substitutions, carbon-carbon bond forming Credits: 3 composition, metabolism, physiology and reactions of boron, tin and silicone, and other selected topics. Every Semester pharmacology of the nervous system. The course Credits: 3 begins with the general principles of synaptic CHM 708 Research and Preparation of Thesis transmission and deals in depth with several of the On Occasion Open only to matriculated students with approval neurotransmitter systems in terms of biosynthesis of CHM 623 Organo-metallic Chemistry of the Chair. The assignment of a thesis problem the transmitter, storage, release, inactivation in the A study of synthesis and properties of p bonded to each student for investigation. Original synapse, and receptor types and how they mediate organo-metallic complexes. Oxidative addition, laboratory work is required. Pass/Fail only. their signals in the postsynaptic cells. Also included reductive elimination, insertion and elimination Credits: 3 are discussions on aging and development in the reactions, nuclophillic and electrophillic additions Every Semester nervous system, drug addictions, and the role of and abstractions are considered, as are synthetic various dietary nutrients on nervous system CHM 709 Research and Preparation of the Thesis and catalytic aspects of organo-metallic chemistry. function. Two hours of lecture per week. Offered Prerequisite: Chemistry 708 Biological applications and environmental aspects on occasion. Prerequisite: At least one semester of If the student's thesis is not accepted by the of organo-metallic compounds are also examined. Biochemistry. Department during the semester in which the Prerequisite: CHM 621. Credits: 3 student is registered in CHM 708, the student will Credits: 3 Cross-Listings: BIC 531, BIO 531, CHM 531 be required to register in the appropriate thesis On Occasion On Occasion course in each successive semester until the thesis is

CHM 626 Polymer Chemistry accepted by the Department. Pass/Fail. CHM 541 Special Topics in Chemistry A study of synthetic and natural macromolecules, Credits: 1 A presentation of subjects of unusual current including polymerization, depolymerization, Every Semester interest. Three hours of lecture, including selected structure determination, and physical and chemical demonstrations. Course may be repeated. CHM 709X Research and Preparation of the properties. Credits: 3 Thesis The pre-requisite of CHM 621 is required. On Occasion If a student's thesis in not accepted by the Credits: 3 Department during the semester in which the CHM 551 Environmental Chemistry On Occasion student is registered in CHM 708, the student will A survey of the chemistry of the environment be required to register in the appropriate thesis covering chemistry of the atmosphere, the course in each successive semester until the thesis is hydrosphere, the lithosphere and the biosphere. An accepted by the Department. Pass/Fail. in-depth look is taken at the role of energy and the Prerequisite: CHM 708. various sources of energy in modern societies, Credits: 1 ranging from fossil fuels and nuclear power to Every Semester alternate and renewable energy sources, such as solar, hydroelectric, wind, biomass, geothermal and

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deficiency, biochemical aspects of nutrition, cancer Biochemistry Courses and carcinogenesis, and HIV and protease inhibitors. Credits: 3 BIC 508 The Biology of Cancer On Occasion A general survey in oncology. Lectures address the historical perspective of cancer research, the definition and classification of tumors, the epidemiology of human cancer, gene regulation and differentiation in normal and tumor cells, characteristics of transformed malignant cells, the biology of tumor metastasis, host transformed malignant cells, the origins of human cancer, and cancer therapy. Two hours of lecture per week plus term paper. Prerequisite: General background in Biology and Chemistry. Credits: 3 Cross-Listings: BIC 508, BIO 508 Alternate Fall

BIC 514 Bioanalytical Chemistry A practical approach to techniques used for analysis of biological materials and the study of biochemical processes. The principles of the techniques will be discussed in lecture, and practical application of these techniques will be performed in the laboratory. Topics include: protein separation techniques; enzyme assays and enzyme linked methods for biochemical analysis, techniques for studying protein structure and function with emphasis on data available from the Protein Data Bank; analysis of lipids and carbohydrates; and analysis of bioactive molecules and their metabolites. Two lecture hours, four laboratory hours per week. The pre-requisite of CHM 113 and CHM 153 or BIC 153 is required. Credits: 4 On Occasion

BIC 531 Neurochemistry A discussion of the morphology, biochemical composition, metabolism, physiology and pharmacology of the nervous system. The course begins with the general principles of synaptic transmission and deals in depth with several of the neurotransmitter systems in terms of biosynthesis of the transmitter, storage, release, inactivation in the synapse, and receptor types and how they mediate their signals in the postsynaptic cells. Also included are discussions on aging and development in the nervous system, drug addictions, and the role of various dietary nutrients on nervous system function. Two hours of lecture per week. Offered on occasion. Prerequisite: At least one semester of Biochemistry. Credits: 3 Cross-Listings: BIC 531, BIO 531, CHM 531 On Occasion

BIC 541 Special Topics in Biochemistry A consideration of subjects of special or current interest that may include the following or a combination of two or more: hormonal regulation of metabolism, metabolic significance of enzyme

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DEPARTMENT OF point average (GPA) of 3.2 in Communication the following categories: Professional Sciences and Disorders; or B.A. or B.S. degree Foundations, Speech Disorders, Language COMMUNICATION in another field plus completion of pre-requisite Disorders and Practica. Most course work is SCIENCES AND DISORDERS coursework in speech-language pathology and infused with multilingual/multicultural content. audiology. The following courses (or their Clinical Practicum 718-488-4122 equivalents at other institutions) must be taken All students are required to complete a Professor: Champion (Chairperson) (19 credits if taken at LIU): minimum of 400 competent clock hours of clinical Professors: Koenig, Moses practicum, including 25 hours of observation. Up Associate Professors: Shi, G. Youmans, S. SLP 104 Articulatory Phonetics to 50 clock hours of undergraduate practicum and Youmans, Barriere SLP 113 Anatomical and Physiological Bases 25 hours of observation may be credited toward Assistant Professor: Tyrone for Speech & Language I clinical practicum requirements. Clinical Clinical Administrators: Dwyer (Clinical SLP 133 Speech Science I: Acoustic Phonetics practicums are completed in several locations: on Director), Rosas (Assistant Clinical Director) SLP 231 Language Acquisition Across Life campus, in the university clinic; at the university Adjunct Faculty: 10 Span I: Early Years satellite centers; at off-campus hospital settings SLP 321 Audiology I-Hearing Science and in school settings. Clinical practicum SLP 410 or 411 Introduction to Communication requirements, facilities, and regulations are M.S. in Speech-Language Disorders Across the Life Span described in detail in the Clinic Procedures Manual. Students are advised that the specific Pathology hourly requirements listed here and by ASHA • Three letters of recommendation (two must be constitute minimum standards requirements, and The Department of CSD seeks to advance the academic) may be adjusted upwards according to individual study of human communication sciences and • Completion of a personal interview student needs and skill levels. disorders within a culturally and linguistically • Passing an oral and written language screening Grading Policy diverse society. Intellectual growth is promoted in English The university grading policy involves a plus through the recognition and expression of multiple • Minimum grade of a B- in all pre-requisite and minus grading system (e.g., A, A -, B+, B, B -, theoretical, cultural, and individual perspectives. courses and grade point average of 3.2 C+, C, C-). The department fosters respect for diversity and a • Post-baccalaureate students must complete a Foundation Courses commitment to serve individuals with minimum of 4 (out of 6) pre-requisite courses Students receive a midterm evaluation in all communication problems. The program is before applying to the program foundation courses. Students whose midterm registered by the New York State Department of • Course credits may be granted for designated evaluations are less than a B- may be directed to Education and is accredited by the American courses completed within 5 years advisement, counseling, and support services Speech-Language-Hearing Association (ASHA). Students preparing to obtain the Bilingual (tutoring, Writing Center, Speech-Language- Graduates of the program receive a Master of Extension to the Teacher of Students with Speech Hearing Clinic). Students may retake a maximum Science Degree in Speech-Language Pathology and Language Disabilities Certification must also of two Foundation courses to remediate grades of that satisfies the academic and professional demonstrate written and oral language proficiency C+ or below. Foundation courses may be retaken requirements specified by ASHA for the CCC- in a second language on the Bilingual Education only one time. SLP, and are eligible to apply for licensure in SLP Assessment (BEA) or other approved Students who have failed to maintain by the New York State Department of Education's examinations. satisfactory scholastic standing at the completion Office of the Professions. Students who wish to International Students Admission of the foundation sequence will not be permitted to satisfy the New York State Education Office of Applicants whose undergraduate, graduate or continue with the program. Students must Teaching requirements for Teacher of Students pre-requisite course work was completed in an complete all undergraduate pre-requisites by the with Speech and Language Disabilities (TSSLD) institution where English was not the principle end of their first year of graduate coursework. may also prepare for this certification as part of language of instruction must present scores for the Higher Level Courses their graduate program. Students demonstrating Test of English as a Foreign Language (TOEFL). Students may receive up to one grade of below proficiency (i.e., speaking, listening, reading, and Program Requirements B- in their non-foundation courses. Students may writing) in a language other than English may The Master of Science degree in Speech- opt to retake only one higher-level course a single further prepare for a certificate in Teacher of Language Pathology at LIU Brooklyn can be time to remediate a grade of below B-. Students with Speech and Language Disabilities completed in 2.5-3 years of intensive study. The Students must maintain an overall GPA of 3.0 with a Bilingual Extension. This program will time limit for the degree is 5 years. Candidates for to continue in the program throughout their prepare students to work with individuals who are the degree must have completed a minimum of 64 academic career. Students are only allowed one bilingual or speak a language other than English. credits and a summative requirement. grade of C+, C, or C- in their graduate Admissions procedures and requirements for The master’s degree program offers two coursework. Students who earn two or more admission to both the monolingual and bilingual options: grades of C+, C, or C- will not be allowed to specializations are detailed below . 1. A clinical master’s degree program with a continue in the graduate program and will be Admissions Procedures comprehensive examination as the summative referred to the Academic Standing Committee. The institutional policy for admission of requirement Students are placed on Academic Probation students to graduate study is a bachelor's degree 2. A clinical master’s degree program with a when they fail to maintain a minimum GPA of 3.0. from an accredited university indicating an research project in which the summative Post-Baccalaureate acceptable record, with additional requirements set requirement is a presentation. Post-baccalaureate students must complete a by individual graduate programs. The faculty of Both options are subject to the rules of the minimum of four undergraduate pre-requisite the graduate program in Speech-Language departmental Graduate Program Committee. courses (SLP 104, SLP 113, SLP 133, and SLP Pathology has set the following specific Curriculum 231) prior to applying to the graduate program. admissions standards for entry into the program: The programs in Speech-Language Pathology Students admitted to the program must maintain a • B.A. or B.S. degree with a minimum grade consist of required and elective course work from minimum GPA of 3.0 in their pre-requisite

Page 43 LIU Brooklyn Graduate Bulletin 2014 - 2015 Bulletin 2014 - 2015 coursework to matriculate fully and continue into achievement of all KASA objectives. Therefore, a SLP 644 Speech-Language- 3.00 the graduate program. remediation plan will be developed to address Hearing Services in Summary of Master's Degree Graduation those objectives not achieved. In order to graduate, Multicultural/Multilingual Requirements students must achieve all KASA objectives and School Settings Student may opt to complete ONE of the complete any required remediation(s). SLP 720 Independent Study- 1.00 following (as partial fulfillment of the M.S in Research on Disorders of Speech-Language Pathology): M.S., Speech-Language Pathology Speech 1. Comprehensive examination [Program Code: 20057] 2. Master’s thesis Requirements for Speech Language A minimum of 9 units are required from the The student and the student's advisor will Pathology, Master of Science plan. Practicum sequence: decide whether the student may elect the master's The following are the required Foundation SLP 610A Clinical Practicum: Intro 2.00 program of study with a research option. It is courses: to Treatment of Speech- recommended that this decision be reached as SLP 601 Introduction to Research 3.00 Language and Hearing early as possible in the Master's program to allow in Speech-Language Disorders for adequate planning and implementation. The Pathology SLP 610B Clinical Practicum: Intro 2.00 deadline for application for the research option to Treatment of Speech- program will be at the end of the second semester SLP 602 Advanced Language 3.00 Language and Hearing when the student successfully completes the Acquisition Disorders foundation sequence. SLP 603 Bilingual/Multicultural 3.00 Comprehensive Examination Option Foundations I: SLP 610C Clinical Practicum: Intro 1.00 Students must take a comprehensive Communication and to Treatment of Speech- examination as part of the program and degree Language Learning in Language and Hearing requirements. Students are generally advised to Bilingual/Multicultura Disorders take the comprehensive exam during their last SLP 611A Intermediate Clinical 1.00 semester in the program, and may not take the SLP 606 Advanced Neuroanatomy 3.00 Practicum in the exam before completing at least 30 graduate for Speech-Language Treatment of Speech- credits. The comprehensive examination consists Pathology Language and Hearing of an essay component addressing the application SLP 608 Seminar in Speech- 1.00 Disorders of content from foundations and higher level Language Pathology courses to speech-language assessment and SLP 611B Intermediate Practicum in 1.00 intervention. Students who fail the exam must be SLP 620 Comparative Phonology 3.00 the Treatment of Speech- counseled by the department chairperson, directed and Phonological Language and Hearing toward remedial instruction, and should retake the Disorders Disorders/Monolingual. exam. Higher Level Courses (Minimum 39 Credits): SLP 611C Intermediate Practicum in 1.00 Students must also present a completed KASA SLP 604 Biling/Multicult 3.00 a School Setting/Bilingual disk indicating achievement of all objectives, a Foundations II: completed clinical hour spreadsheet for approval SLP 611D Extended Intermediate 1.00 Assessment and by clinic administrators, and a KASA Verification Clinical Practicum in the Intervention: Methods & Form for approval by the advisement counselor treatment of Speech- Materials and the program director. Language and Hearing Research Option SLP 605 Diagnostic Process 3.00 Disorders. The research option requires a student to SLP 607 Clincial Audiology 3.00 SLP 612A Advanced Clinical 1.00 conduct empirical research on a topic relevant to Practicum: Assessment communication sciences and disorders or SLP 609 Speech Science and 3.00 and Treatment Speech- dysphagia. Selection of the research option implies Instrumentation Language and Hearing that completion of the requirements here listed is SLP 621 Fluency Disorders 3.00 Disorders in lieu of the comprehensive examination. The chosen topic may involve basic or clinically SLP 622 Voice Disorders 3.00 SLP 613A Extended Advanced 1.00 oriented research. The precise topic addressed will Clinical Practicum SLP 626 Dysphagia 3.00 be developed by the student and guided by an SLP 614A Diagnostic Practicum: 1.00 advisor. SLP 627 Motor Speech Disorders 3.00 Children Speech-Language Performance and Writing SLP 630 Topics In Communication 3.00 Proficiency SLP 614B Diagnostic Practicum: 1.00 Disorders Graduate students admitted to the Speech- Adults Language Pathology program must demonstrate SLP 640 Language Disorders in 3.00 SLP 614C Extended Diagnostic: 1.00 English writing proficiency as a requirement for Children Practicum graduation. SLP 641 Aphasia and Adult 3.00 Formative Assessment: SLP 615A Audiology Practicum 1.00 Neurogenic Disorders The ASHA has established a Knowledge and SLP 616 Clinical Observation 1.00 Skills Assessment (KASA) requirement. KASA SLP 642 Speech-Language- 3.00 Credit and GPA Requirements objectives have been developed for each course. Hearing Services for Minimum Credits: 64 Students receive both a grade and an evaluation of Language-Learning Minimum Major GPA: 3.2 KASA objectives for each course. A passing grade Disabilities in the course does not necessarily indicate

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Alt Cert: Bilingual Extension Student Committees Advanced Certificate, Alternate Academic Advisory Graduate Committee Certificate: Bilingual Extension The Academic Advisory Graduate Committee Bilingual Certificate (Extension) Program for was established to provide an opportunity for the Speech-Language Pathologists graduate student body in the Department of This fourteen (14) credit program qualifies Communication Sciences and Disorders to provide Speech-Language Pathologists with a Master of ongoing feedback to the faculty regarding Science degree and with Teacher of the Speech academic issues, curricular issues, and any other and Hearing Handicapped certification to earn a concerns that may arise. Bilingual Extension, thereby making them eligible National Student Speech-Language-Hearing to work with communicatively impaired English Association (NSSLHA) language learners in schools. The program consists The National Student Speech-Language- of: Hearing Association (NSSLHA) is the pre- • Course work comprised of theoretical professional national organization for master's foundations of bilingual and second language candidates and undergraduate students interested development, culturally and linguistically in the study of normal and disordered human appropriate assessment and intervention communication behavior. The Department of principles and practices, communication Communication Sciences and Disorders at LIU patterns and disorders in culturally diverse Brooklyn has established a Speech and Hearing populations, bilingual education theory and Society as a local chapter of the National Student practice, and bilingual teaching of language. Speech-Language-Hearing Association. All • Practicum experiences focusing on speech and undergraduate and graduate students in the language sampling and analysis in the target department of CSD are encouraged to apply. language, bilingual speech and language assessment and intervention with communicatively impaired English language learners. Coursework SLP 603 Multicult. Fdns: Cul, Comm, and Lang. Lrng (3 credits) SLP 604 Bilingual Foundstions (3 credits) SLP 642 S&H Svcs-Lg/Lrng.DisabSLP 644 SLH Srvc/Multiling & Multicult Schls (3 credits) SLP 644 Language/learning disabilities in multicultural/bilingual settings Practice SLP 611 C Student Teach (Bilng) (1 cred) SLP 614 B Diag Practicum (Biling) (1 cred) Credit and GPA Requirements Minimum Credits: 14 Minimum Major GPA: 3.0

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Communication Sciences and Credits: 3 Every Fall, Spring and Summer SLP 607 Advanced Clinical Audiology Disorders Courses This course provides an advanced discussion of SLP 604 Biling/Multicult Foundations II: clinical audiology in relevance to speech-language Assessment and Intervention: Methods & pathologists, mainly including the following areas: SLP 500 Writing Seminar Materials rationale and procedures of clinical tests of basic The objective of this seminar is to improve the This course provides an overview of the diverse auditory function, manifestation and assessment of written literacy skills of graduate students in cultural/linguistic groups in the United States with common audiological and otological disorders, and academic and clinical writing. Students will be reference to how cultural and linguistic variations hearing evaluation for pediatric, geriatric, and guided in a writing process which emphasizes areas impact upon the assessment and treatment of bilingual/multicultural populations. such as: organization, structure, form, content, and communication disorders and the role of culture on The pre-requisites of SLP 601, 602, 603, 606, 608 use of written language, etc. Students will be specific speech and language disorders. Culturally and 620 are required. encouraged to develop the ability to reflect on their and linguistically appropriate methods and The co-requisite of SLP 605 is required. own writing process and individual style. This materials for assessment and intervention, Credits: 3 seminar will be conducted for one and a half hours including bilingual materials, alternative assessment Every Fall, Spring and Summer on a weekly basis. Students will be required to take approaches, and intervention strategies are this seminar based on performance in foundation examined. An overview of legislation pertaining to SLP 608 Seminar in Speech-Language Pathology courses and/or Admissions writing samples. bilingual education and special education is An examination of professional ethics and issues as Credits: 1 presented. well as cultural considerations for studying and Every Spring The pre-requisites of SLP 601, 602, 603, 606, 608 teaching speech, language, communication, and

and 620 are required. swallowing disorders in culturally and linguistically SLP 601 Introduction to Research in Speech- Credits: 3 diverse populations. The course also covers such Language Pathology Every Fall, Spring and Summer issues as professional organizations, the ASHA code A course designed to (1) give students a broad-based of ethics, state license and certification introduction to the research literature in speech- SLP 604P Practicum Lab II requirements. language pathology; (2) develop critical reading A practicum experience in bilingual school settings: Credits: 1 skills; (3) cover technical aspects of research design bilingual assessment and intervention procedures, Every Fall and Summer and methodology including basic statistical as well as videotaped client presentations. methods and issues in data interpretation; and (4) The pre-requisites of SLP 601 and 602 are required. SLP 609 Speech Science and Instrumentation develop writing skills for empirical report writing. Credits: 1 This course is designed to give students of Credits: 3 Annually communication disorders a thorough grounding in Every Fall and Spring the characteristics of normal speech production and SLP 605 Diagnostic Process perception and the techniques for studying them. SLP 602 Advanced Language Acquisition Diagnosis of speech-language and swallowing Students should be equipped to (1) read the Advanced study of typically achieving children and disorders in children and adults. Norm-referenced, contemporary research literature, (2) assess speech their developing language and communication criterion-referenced, and developmental approaches production patterns in children and adults from system, focusing on syntactic, semantic and to assessment are identified. Standardized and non- varying language backgrounds, (3) understand how pragmatic abilities of children in relationship to standardized assessments used in the field of speech is perceived and processed in laboratory and their developing perceptual, social-emotional and speech/language pathology are reviewed. Focus is field situations, (4) evaluate claims about the cognitive systems. The acquisition of language in on data collection, observation and interpretation etiologies of speech disorders, and (5) evaluate relationship to other domains of child development of test results. Emphasis is also on the impact of treatment protocols based on particular views about is highlighted. Normal variations in language cultural and linguistic diversity on assessment and the nature of speech production and perception. acquisition and development are viewed from a overall identification/diagnosis. The pre-requisites of SLP 601, 602, 603, 606, 608 cross-cultural perspective. The pre-requisites of SLP 601, 602, 603, 606, 608, and 620 are required. Credits: 3 and 620 are required. Credits: 3 Every Fall and Spring The co-requisite of SLP 607 is required. Every Fall and Spring

Credits: 3 SLP 603 COMMUNICATION AND Every Fall, Spring and Summer SLP 610A Clinical Practicum: Intro to Treatment LANGUAGE LEARNING IN of Speech-Language and Hearing Disorders BILINGUAL/MULTICULTURAL SLP 606 Advanced Neuroanatomy for Speech- An introduction to remediation of speech-language POPULATIONS Language Pathology and communication disorders. Students participate Course Description: The course will examine This course is a broad survey of the structure, in the supervised treatment of speech, language, language variation in the United States. We will function and pathology of the human nervous hearing and swallowing disorders in children and examine our own cultural, ethnic, language system. The course emphasizes structural adults. All SLP 610 practica courses involve backgrounds and value and beliefs that we hold characteristics of the central and peripheral nervous internship experiences and are completed at the about individuals who are different from ourselves. system and their relationships to function and Downtown Brooklyn Speech-Language-Hearing Next we will examine what it means to develop dysfunction, particularly how they relate to speech, Clinic and/or LIU satellite centers. Students also cross cultural competence to appropriately work language, hearing, and swallowing. Related participate in a weekly seminar focusing on with children from culturally/linguistically diverse disciplines such as cell biology, histology, intervention planning, development of goals and populations who have communication disorders. In biochemistry, physiology, neuropsychology, procedures, the relationship between assessment addition we will examine dialects in the Northeast neurology, and psychiatry are included to facilitate and intervention planning, and professional and the South including African American. This understanding of the functional mechanisms and decision-making and problem solving. Weekly course will provide students with research on the relationships. seminars are periodically devoted to special topics language and narrative skills among African Credits: 3 related to assessment and intervention. American children Every Fall and Spring The pre-requisites of SLP 601, 602, 603, 606, 608,

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620 and 640 are required. problem-solving. Prerequisite: Permission of the procedures, and professional decision-making and Credits: 2 Department. problem-solving. Students participate in a weekly Every Fall, Spring and Summer The pre-requisites of SLP 604, 605, 610A and seminar. 614A are required. The pre-requisites of SLP 601, 602, 603, 606, 608, SLP 610B Clinical Practicum: Intro to Treatment Credits: 1 611, 614A, 614B, 620, 626 and 640 are required. of Speech-Language and Hearing Disorders Every Fall, Spring and Summer Credits: 1 An introduction to remediation of speech-language Every Fall, Spring and Summer and communication disorders. Students participate SLP 611B Intermediate Practicum in the in the supervised treatment of speech, language, Treatment of Speech-Language and Hearing SLP 613A Extended Advanced Clinical Practicum hearing and swallowing disorders in children and Disorders/Monolingual. An advanced level practicum within a variety of adults. All SLP 610 practical courses involve An intermediate level practicum within school settings. Focus is on in-depth diagnosis and internship experiences and are completed at the settings. Students participate in the supervised treatment of individuals with specific speech, Downtown Brooklyn Speech-Language-Hearing treatment of speech, language, hearing and language and hearing disorders. Students conduct Clinic and/or LIU satellite centers. Students also swallowing disorders in children at off-campus sites. diagnostic and treatment sessions. participate in a weekly seminar focusing on Focus is on in-depth diagnosis and treatment of Credits: 1 intervention planning, development of goals and individuals with specific speech, language and On Demand procedures, the relationship between assessment hearing disorders. Students conduct diagnostic and and intervention planning, and professional treatment sessions in school settings with SLP 613B Extended Advanced Clinical Practicum decision-making and problem solving. Weekly monolingual English-speaking populations. An advanced level practicum within a variety of seminars are periodically devoted to special topics Students participate in a weekly seminar. Emphasis settings. Focus is on in-depth diagnosis and related to assessment and intervention. of the practicum is on diagnosis, intervention treatment of individuals with specific speech, The pre-requisites of SLP 601, 602, 603, 606, 608, planning, development of IEP goals and language and hearing disorders. Students conduct 620 and 640 are required. procedures, collaboration with allied professionals, diagnostic and treatment sessions. Prerequisite: Credits: 2 and professional decision-making and problem- Permission of the department.

Every Fall, Spring and Summer solving. Prerequisite: Permission of the SLP 614A Diagnostic Practicum: Children Department. A practicum in which students perform diagnostic SLP 610C Clinical Practicum: Intro to Treatment The pre-requisite of SLP 604, 605, 610A and 614A evaluations on individuals with speech, language, of Speech-Language and Hearing Disorders are required. swallowing and hearing disorders. Students also An introduction to remediation of speech-language Credits: 1 participate in a weekly seminar that focuses on the and communication disorders. Students participate Every Fall, Spring and Summer in the supervised treatment of speech, language, diagnostic process, formal and informal assessment hearing and swallowing disorders in children and SLP 611C Intermediate Practicum in a School procedures, and decision-making relevant to the adults. All SLP 610 practical courses involve Setting/Bilingual diagnostic process. Prerequisite: Permission of the internship experiences and are completed at the An intermediate level practicum within school department. Downtown Brooklyn Speech-Language-Hearing settings. Students participate in the supervised The pre-requisites of SLP 601, 602, 603, 605, 606, Clinic and/or LIU satellite centers. Students also treatment of speech, language, hearing and 608, 620 and 640 are required. participate in a weekly seminar focusing on swallowing disorders in children at off-campus sites. Credits: 1 intervention planning, development of goals and Focus is on in-depth diagnosis and treatment of Every Fall, Spring and Summer procedures, the relationship between assessment individuals with specific speech, language and SLP 614B Diagnostic Practicum: Adults and intervention planning, and professional hearing disorders. Students conduct diagnostic and A practicum in which students perform diagnostic decision-making and problem solving. Weekly treatment sessions in school setting with bilingual evaluations on individuals with speech, language, seminars are periodically devoted to special topics populations. Students participate in a weekly swallowing and hearing disorders. Students also related to assessment and intervention. seminar. Emphasis of the practicum is on diagnosis, participate in a weekly seminar that focuses on the The pre-requisites of SLP 601, 602, 603, 606, 608, intervention planning, development of IEP goals diagnostic process, formal and informal assessment 620 and 640 are required. and procedures, collaboration with allied procedures, and decision-making relevant to the Credits: 1 professionals and professions, and professional diagnostic process. On Demand decision-making and problem-solving. Prerequisite: The pre-requisites of SLP 601, 602, 603, 605, 606, Permission of the Department. 608, 620, 626, 640 and 641 are required. SLP 611A Intermediate Clinical Practicum in the The pre-requisites of SLP 604, 605, 610A and 614A Credits: 1 Treatment of Speech-Language and Hearing are required. Disorders Every Fall, Spring and Summer Credits: 1 An intermediate level practicum within school or Every Fall, Spring and Summer SLP 614C Extended Diagnostic: Practicum other pediatric settings. Students participate in the Prerequisite: Permission of the department. supervised treatment of speech, language, hearing SLP 612A Advanced Clinical Practicum: A practicum in which students perform supervised and swallowing disorders in children and adults at Assessment and Treatment Speech-Language and audiologic screenings and participate in diagnostic off-campus sites. Focus is on in-depth diagnosis and Hearing Disorders evaluations. Practicum includes a review of basic treatment of individuals with specific speech, An advanced-level practicum in which students audiologic concepts and procedures in a weekly language and hearing disorders. Students conduct participate in the supervised assessment, treatment seminar. diagnostic and treatment sessions in school, clinic and management of speech, language, Credits: 1 and classroom settings and participate in a weekly communication and swallowing disorders in adults On Demand seminar. Emphasis of the practicum is on diagnosis, at area hospitals or clinics and/or both. Some intervention planning, development of IEP goals pediatric hours may be accrued, depending on the SLP 615A Audiology Practicum and procedures, collaboration with allied site. Emphasis of the practicum is on diagnosis, A practicum in which students perform supervised professionals, and professional decision-making and intervention planning, development of goals and audiologic screenings and participate in diagnostic

Page 47 LIU Brooklyn Graduate Bulletin 2014 - 2015 Bulletin 2014 - 2015 evaluations. Practicum includes a review of basic SLP 641 Aphasia and Adult Neurogenic Disorders audiologic concepts and procedures in a weekly SLP 626 Dysphagia This course provides students with a sophisticated seminar. This course is designed to provide the student with understanding of the diagnosis and treatment of a The pre-requisite of SLP 601, 602, 603, 606, 607, a theoretical and practical introduction to normal variety of acquired neurogenic language disorders of 608, 620, and 640 are required. swallowing and the nature, diagnosis, and language and cognition. Aspects of counseling in Credits: 1 treatment of swallowing disorders. Information the arena of communication disorders and Every Spring and Summer related to structural and neurologic bases and multicultural perspectives in medical environments medical consequences of dysphagia will also be are infused throughout the course. Emphasis is SLP 616 Clinical Observation provided. Classes will be primarily lecture-based, placed on active problem solving approaches to Students participate in supervised clinical supplemented by videotapes, illustrations, clinical decision making, and component-skill observations of individuals with speech, language handouts, in-class activities discussions, etc. analysis of diagnostic materials. Classes will be and communication disorders. Students have the Lectures will follow the text in general, but material lecture and discussion-based, with supporting opportunity to observe clinical assessment and not included in the text will also be presented handouts and video material. intervention and to participate in a weekly seminar. during lectures. The pre-requisites of SLP 601, 602, 603, 606, 608 The pre-requisites of SLP 601, 602, 603, 606, 608 The pre-requisites of SLP 601, 602, 603, 606, 608 and 620 are required. and 620 are required. and 620 are required. Credits: 3 Credits: 1 Credits: 3 Every Fall and Spring Annually Every Fall, Spring and Summer SLP 642 Speech-Language-Hearing Services for SLP 620 Comparative Phonology and SLP 627 Motor Speech Disorders Language-Learning Disabilities Phonological Disorders This course is designed to provide the student with An historical-to-contemporary overview of the field This course involves the study of phonological a theoretical and practical introduction to normal of language-hearing disabilities, with attention to theory and research associated with normal speech production and the nature, diagnosis, and variations among cultural groups. The focus is on articulatory and phonological development, as well treatment of motor speech disorders. Information understanding the complex relationships among as factors related to articulation and phonological will be provided regarding each disease/disorder language, learning and literacy. Contemporary disorders. Cross-linguistic phonological systems are and etiologies underlying these disorders. Classes theoretical paradigms used in the assessment and compared. Bilingual and dialectical developmental will be primarily lecture-based, supplemented by treatment of language-learning disabled individuals similarities and differences are explored. videotapes, illustrations, handouts, in-class are explored. The importance of the speech- Assessment and remediation principles and activities, discussions, etc. Lectures will follow the language pathologist in understanding the procedures for specific articulatory/phonological text in general, but material not included in the text relationship between language development and disorders are examined within a will also be presented during lectures. reading and writing in normally achieving and bilingual/multicultural perspective. The pre-requisites of SLP 601, 602, 603, 604, 605, learning-disabled children is highlighted. The role Credits: 3 606, 607, 608, 609 and 620 are required. of the speech-language pathologist in the school Every Fall and Spring Credits: 3 setting is addressed, with particular attention to the

Every Fall, Spring and Summer school curriculum collaboration with other SLP 621 Fluency Disorders professionals. A study of fluency and the factors that may disrupt SLP 630 Topics In Communication Disorders The pre-requisites of SLP 601, 602, 603, 605, 608, it; an introduction to the problem of stuttering, its This course focuses on select topics in 620 and 640 are required. nature and development, including differential communication disorders to increase students' Credits: 3 diagnosis, theoretical concepts on etiology, and awareness and exposure to diverse communication Every Fall and Spring remediation for children and adults. disorders. The pre-requisites of SLP 601, 602, 603, 604, 605, The pre-requisites of SLP 601, 602, 603, 604, 605, SLP 644 Speech-Language-Hearing Services in 606, 607, 608, 609 and 620 are required. 606, 607, 608, 609 and 620 are required. Multicultural/Multilingual School Settings Credits: 3 Credits: 3 This course provides an overview of the role and Every Fall and Spring Every Fall, Spring and Summer responsibilities of the speech-language specialist in

varied school settings. The pre-referral, referral and SLP 622 Voice Disorders SLP 640 Language Disorders in Children assessment process is discussed. Formulation and This course is designed to provide the student with An examination of contemporary theoretical implementation of linguistically and culturally a theoretical and practical introduction to normal paradigms and their applications to language appropriate therapeutic programs are considered. voice production and the nature, diagnosis, and assessment and intervention with childhood Family involvement and team-oriented approaches treatment of voice disorders. Information related language impairments. Specific childhood language to school delivery are explored. School to structural, functional, and neurological bases of disorders are studied, including autistic spectrum organization, bilingual and special education voice disorders will also be provided. Classes will disorders, specific language impairment and legislation and individualized education plans are be primarily lecture-based, supplemented by language-learning disabilities. Contemporary described and discussed. Required for the Teacher videotapes, illustrations, handouts, in-class approaches to assessment and intervention are of Students with Speech and Language Disabilities activities, discussions, etc. Lectures will follow the explored from varied theoretical models. The and the Bilingual Extension. text in general, but material not included in the text treatment of language disorders within a social The pre-requisites of SLP 601, 602, 603, 606, 608 will also be presented during lectures. communicative context is emphasized, with special and 620 are required. The pre-requisites of SLP 601, 602, 603, 606, 608, reference to cultural and linguistic variations. Credits: 3 609 and 620 are required. The pre-requisites of SLP 601, 602, 603, 606, 608 Every Fall, Spring and Summer Credits: 3 and 620 are required. Every Fall and Spring Credits: 3 SLP 700 Academic Literacy

Every Fall, Spring and Summer In this writing-intensive course, students will

acquire skills necessary to increase their success at

LIU Brooklyn Graduate Bulletin 2014 - 2015 Page 48 LIU Brooklyn graduate level academic and clinical writing. This course will be tailored to meet needs of individual student authors. General topics for discussion and practice will include converting thoughts into writing, generating working outlines, conveying ideas clearly and concisely, using active and passive voice, quoting, citing, revision and editing. Elements of style for clinical, essay and research papers will be discussed and practiced. Credits: 3 On Demand

SLP 720 Independent Study-Research on Disorders of Speech Extensive individual research on the various disorders of speech (articulation, phonology and swallowing). Students are required to submit a carefully documented research project based on a topic approved in advance by the professor. The pre-requisites of SLP 601, 602, 603, 606, 608 and 620 are required. Credits: 1 to 3 On Demand

Page 49 LIU Brooklyn Graduate Bulletin 2014 - 2015 Bulletin 2014 - 2015

DEPARTMENT OF production functions. economic analysis of labor markets, exploring the Credits: 3 role of technological progress and international ECONOMICS On Occasion trade patterns as well as human capital, labor unions and employment discrimination in Professor G. Rodriguez (Chair) ECO 604 Macroeconomic Analysis explaining the wage structure. Professors: Emeriti Lombardi, Varma An analysis of Classical and Keynesian Credits: 3 Assistant Professor: Kuklik macroeconomic models that study the factors which On Occasion Adjunct Faculty: 4 determine national income and the level of employment. Attention is paid to the application of ECO 651 Urban Economics

such tools in the determination of economic policy An analysis of economic problems arising in the The Master of Arts degree in Economics is not for stability and growth. modern urban areas of the United States. offered at this time, but specific courses are Credits: 3 Discussion centers around the causes of such offered to meet the needs of other departments and On Occasion problems and possible alternative solutions. programs, such as the United Nations Graduate Relationships among city and state governments Certificate Program, Urban Studies, and the ECO 605 History of Economic Thought and the federal government receive due Master’s degrees in Social Science and in Public A systematic analysis and interpretation of the consideration. Administration. evolution of key economic concepts through an Credits: 3 examination of the principal schools of economic Cross-Listings: ECO 651, PM 788, SOC 651, Economics Courses thought, with particular attention to the ideas of URB 651 such outstanding figures as Adam Smith, J. S. Mill, On Occasion Karl Marx, Alfred Marshall and J. M. Keynes. ECO 500 Groundwork Readings in Economics Credits: 3 ECO 655 Introduction to Econometrics A study of significant economic works on a tutorial On Occasion This course provides an introduction to the basis in order to overcome any undergraduate application of statistical techniques to problems of deficiencies in the study of economics. Three ECO 611 Inferential Statistics economic analysis. Estimation of parameters in credits per semester. This course provides an introduction to statistical demand, supply and cost functions; problems of Credits: 3 inference, with special emphasis on concepts that identification, multi-collinearity, specification On Demand appear in economic applications, such as binomial, errors, and other least-square complications; and normal, Chi-square and F distributions; estimation, ECO 501 Groundwork Readings in Economics forecasting models and linear programming are all hypothesis testing, regression analysis; correlation; A study of significant economic works on a tutorial examined. and non-linear trends. basis in order to overcome any undergraduate Credits: 3 The pre-requisite of ECO 507 is required. deficiencies in the study of economics. On Occasion Credits: 3 Credits: 3 On Occasion ECO 669 Comparative Economic Systems On Demand An examination of market and non-market systems. ECO 624 International Economics ECO 507 Quantitative Methods for the Social Attention is devoted to capitalism, socialism and A study of the theories of international trade and Sciences communism. Discussion focuses on the institutions finance. Special attention is paid to comparative An introductory course in quantitative techniques of U.S. capitalism and the problems of converting a advantage and factor-proportion theories, problems commonly encountered in statistics, economics and planned economy, such as the former U.S.S.R., to a of balance of payments, commercial policies and other social sciences, with emphasis on economic market system. The economic systems of Europe, international monetary arrangements. applications of linear algebra and differential China and Japan are studied. Credits: 3 calculus. Credits: 3 Cross-Listings: ECO 624, PM 770 Credits: 3 Cross-Listings: ECO 669, PM 773 On Occasion Cross-Listings: ECO 507, SOC 507, URB 507 On Occasion

On Occasion ECO 635 Monetary Economics

An analysis of the fundamental nature of money ECO 531 Industrial Organization and Control and its relationship to the banking system. This course applies basic microeconomics and game Discussion centers around the theoretical theory to examine the behavior, structure and interconnection of money with the levels of prices, performance of industries, focusing on the strategic interest and national income. interaction among firms that seek to exploit profit Credits: 3 opportunities. The course also examines the role of On Occasion the government in either promoting competition or regulating imperfectly competitive industries. ECO 636 Public Finance and Fiscal Policy Credits: 3 This course applies basic microeconomics to study On Occasion the theory and practice of governmental taxation,

expenditure and debt within the framework of a ECO 603 Microeconomic Analysis modern market economy. A rigorous examination of the basic forces Credits: 3 determining the price and production of goods and Cross-Listings: ECO 636, PM 720 services, the allocation of resources, and the Annually distribution of income under different market conditions. The course employs such significant ECO 641 Labor Economics analytical tools as demand, supply and cost curves; This course provides an introduction to the measurement of elasticity; indifference maps; and

LIU Brooklyn Graduate Bulletin 2014 - 2015 Page 50 LIU Brooklyn

DEPARTMENT OF ENGLISH management, science and technology, and new ENG 573 The Nineteenth Century 3.00 electronic media. The concentration offers students English Novel University Professor Hagedorn individualized attention and professional guidance ENG 574 The Twentieth Century 3.00 Professors Allen, Bennett, Dilworth, Haynes, through writing workshops and independent English Novel Matz, Mutnick, Parascandola, Pattison, Schweizer, studies. The goal of the program is to expand the Warsh student’s knowledge and practice of professional ENG 579 Seminar in Special 3.00 Professors Emeriti Bernard, Braid, Henning, writing genres while providing a solid base in Studies Hullot-Kentor, Hyneman, Kleinberg, Malinowitz, history, theory, research and professional ENG 580 Seminar in Twentieth 3.00 Silverstein, Templeton, Zilversmit practices. Century Literature Associate Professors Gilles, High, Horrigan, Concentration in Writing and Rhetoric Killoran, McCrary, McGarrity, Stephens, The 33-credit M.A. in English with a ENG 624 Seminar in American 3.00 Swaminathan (Chair), concentration in writing and rhetoric supports Literature the development of non-fiction, academic and Associate Professor Emerita, Li ENG 624A African American 3.00 workplace writing; helps prepare teachers of Assistant Professor Bokor Literature Instructors Sohn writing in secondary and post-secondary Adjunct Professor Berninger (Undergraduate education; and can lead to advanced work in ENG 624B Themes in American 3.00 Advisor), Boutwell (Graduate Advisor) rhetoric and related fields. Students receive Drama extensive feedback on their own writing, in-depth Adjunct Associate Professor Hassan ENG 625 Nineteenth Century 3.00 instruction in rhetorical theory and research Adjunct Assistant Professor Antinori American Literature Adjunct Faculty: 20 methods and training in the teaching of writing, from diagnostics to evaluation, including a ENG 626 Twentieth Century 3.00 practicum in which they teach composition under American Literature The Department of English offers a wide range the guidance of experienced instructors. The of courses to meet the needs of a diverse student ENG 634 Twentieth Century Drama 3.00 program addresses writing problems – from body. Beginning in the Writing Program, our pedagogical and theoretical perspectives – ENG 635 Seminar In Ibsen 3.00 courses provide training in textual analysis, encountered at all levels of writing from very basic interpretive skills and writing proficiency, skills ENG 636 Seminar in Literary 3.00 to advanced composition. that are crucial to success in graduate studies and Periods and Movements Admissions Requirements for M.A. in English beyond — as well as to the exercise of democracy To be admitted to this program, students must: ENG 643 Seminar in Shakespeare 3.00 and global citizenship. • Submit an academic writing sample that The Department of English offers two master’s ENG 649 Seminar in British 3.00 reflects your writing and analytic abilities. degree programs: an M.A. in English, and an Literature • Submit a letter of intent that describes why you M.F.A. in Creative Writing. Students seeking the want to pursue an M.A. in English. ENG 650 Seminar in Medieval 3.00 M.A. in English may specialize in literature, • Submit two letters of recommendation from Literature professional writing, or writing & rhetoric. Our academic professors. M.F.A. in Creative Writing program includes ENG 655 Early Nineteenth Century 3.00 • Submit official educational transcripts with a courses in poetry, fiction, non-fiction, and English Literature grade-point average of 3.0 or better, preferable playwriting. Both graduate and undergraduate at least 6 credits in advanced English courses. ENG 671 Gender Theory and 3.00 programs feature coursework in cultural criticism, • Submit a completed application to the Office of Literature literary analysis, the essay, rhetoric, and Admissions (This package will be reviewed by professional writing. The rigorous study of literary ENG 705 Independent Study 3.00 an English Graduate Admissions Committee). and cultural texts — from the canon and from ENG 719 Milton 3.00 traditions historically excluded from academic ENG 722 Studies in Victorian 3.00 study — is at the center of our work. English M.A. Requirements [Program Code: 06929] Literature Core Requirement ENG 729 Modern Poetry 3.00 M.A. in English All concentrations under the English M.A. plan must complete the following courses. ENG 5791 The Modern Novel 3.00 Concentration in Literature ENG 707 Methods of Research and 3.00 ENG 5792 Literature & Slavery 3.00 The 33-credit M.A. in English with a Criticism Six (6) additional English credits are required. concentration in literature is designed for teachers, future doctoral students and those ENG 708 Thesis II: Writing 3.00 Writing & Rhetoric Concentration. interested in expanding their knowledge of literary Literature Concentration. The following course is required. traditions. The program is based predominantly on Twenty-one (21) credits in English literature ENG 620 Theories of Rhetoric and 3.00 courses in American, British and comparative are required, chosen from the following. Teaching Writing literatures. Our professors engage in a variety of ENG 546 Restoration and 3.00 One of the following courses is required. critical approaches, helping students to develop as Eighteenth Century ENG 508 General Linguistics 3.00 careful readers of literature, skillful writers and Literature knowledgeable teachers. ENG 509 Sociolinguistics: 3.00 Concentration in Professional Writing ENG 569 Jane Austen 3.00 Language in Social Context The 33-credit M.A. in English with a ENG 571 The Eighteenth Century 3.00 concentration in professional writing is designed English Novel One of the following courses is required. for students interested primarily in writing-related ENG 646 Individual and Small 3.00 careers associated with business and nonprofit Group Writing Instruction

Page 51 LIU Brooklyn Graduate Bulletin 2014 - 2015 Bulletin 2014 - 2015

ENG 700 Practicum in the Teaching 3.00 either Professional Writing or Creative Writing Three (3) of the following courses are required. of Composition (with permission of instructor). Consult with ENG 508 General Linguistics 3.00 graduate advisor to select these electives. Nine (9) credits in literature are required, ENG 509 Sociolinguistics: 3.00 ENG 508 General Linguistics 3.00 chosen from the following. Language in Social ENG 546 Restoration and 3.00 ENG 509 Sociolinguistics: 3.00 Context Eighteenth Century Language in Social ENG 510 Technical Writing 3.00 Literature Context ENG 511 Health and Science 3.00 ENG 569 Jane Austen 3.00 ENG 510 Technical Writing 3.00 Writing ENG 571 The Eighteenth Century 3.00 ENG 511 Health and Science 3.00 ENG 512 Grant Writing 3.00 English Novel Writing ENG 519 Editing 3.00 ENG 573 The Nineteenth Century 3.00 ENG 512 Grant Writing 3.00 English Novel ENG 520 Nonfiction Writing 3.00 ENG 519 Editing 3.00 Workshop ENG 574 The Twentieth Century 3.00 ENG 520 Nonfiction Writing 3.00 English Novel ENG 522 Academic Writing 3.00 Workshop Workshop ENG 579 Seminar in Special 3.00 ENG 521 Creative Writing 3.00 Studies ENG 527 Topics in Professional 3.00 Workshop Writing ENG 580 Seminar in Twentieth 3.00 ENG 522 Academic Writing 3.00 Century Literature ENG 530 Topics in Writing 3.00 Workshop ENG 624 Seminar in American 3.00 ENG 532 Topics in Theory 3.00 ENG 523 Fiction Writing 3.00 Literature Workshop ENG 620 Theories of Rhetoric and 3.00 ENG 624A African American 3.00 Teaching Writing ENG 524 Poetry Writing Workshop 3.00 Literature ENG 640 Second Language Writing 3.00 ENG 525 Playwriting Workshop 3.00 ENG 624B Themes in American 3.00 ENG 641 Literacy and Basic 3.00 Drama ENG 528 Special Topics in Writing 3.00 Writing ENG 625 Nineteenth Century 3.00 ENG 530 Topics in Writing 3.00 ENG 642 Computers and 3.00 American Literature ENG 531 Topics in Rhetoric 3.00 Composition ENG 626 Twentieth Century 3.00 ENG 532 Topics in Theory 3.00 ENG 646 Individual and Small 3.00 American Literature Group Writing Instruction ENG 533 Topics in Composition 3.00 ENG 634 Twentieth Century Drama 3.00 ENG 700 Practicum in the Teaching 3.00 ENG 640 Second Language Writing 3.00 ENG 635 Seminar In Ibsen 3.00 of Composition ENG 641 Literacy and Basic 3.00 ENG 636 Seminar in Literary 3.00 ENG 705 Independent Study 3.00 Writing Periods and Movements ENG 710 Research and Criticism 3.00 ENG 642 Computers and 3.00 ENG 643 Seminar in Shakespeare 3.00 Composition ENG 735 Contemporary American 3.00 ENG 649 Seminar in British 3.00 Drama ENG 646 Individual and Small 3.00 Literature Group Writing Instruction ENG 796 Theories of Academic 3.00 ENG 650 Seminar in Medieval 3.00 Literacy ENG 700 Practicum in the Teaching 3.00 Literature of Composition Nine (9) Credits in literature are required, chosen from the following. ENG 655 Early Nineteenth Century 3.00 Professional Writing Concentration English Literature ENG 546 Restoration and 3.00 One (1) Professional Writing Field specialty Eighteenth Century ENG 671 Gender Theory and 3.00 and two (2) Professional Writing electives are Literature Literature required from the following. ENG 510 Technical Writing 3.00 ENG 569 Jane Austen 3.00 ENG 705 Independent Study 3.00 ENG 511 Health and Science 3.00 ENG 571 The Eighteenth Century 3.00 ENG 719 Milton 3.00 Writing English Novel ENG 722 Studies in Victorian 3.00 ENG 512 Grant Writing 3.00 ENG 573 The Nineteenth Century 3.00 Literature English Novel ENG 519 Editing 3.00 ENG 729 Modern Poetry 3.00 ENG 574 The Twentieth Century 3.00 ENG 527 Topics in Professional 3.00 ENG 5791 The Modern Novel 3.00 English Novel Writing ENG 5792 Literature & Slavery 3.00 ENG 579 Seminar in Special 3.00 ENG 642 Computers and 3.00 Studies Nine (9) credits of English electives with the Composition following stipulations. At least two from Writing & Rhetoric and no more than one from ENG 705 Independent Study 3.00

LIU Brooklyn Graduate Bulletin 2014 - 2015 Page 52 LIU Brooklyn

ENG 580 Seminar in Twentieth 3.00 and on cross-genre projects. They explore a wide ENG 525 Playwriting Workshop 3.00 Century Literature range of literary styles, from traditional narratives (may be taken three to the experimental, contemplative and avant- times) ENG 624 Seminar in American 3.00 garde. In literature and theory classes, students Literature ENG 526 Writing for Media I: The 3.00 look closely at the links between contemporary Story ENG 624A African American 3.00 writing and literary traditions, writing and theory, (may be taken only once) Literature and between writing, reading, music, and the visual arts. Students are encouraged to take artistic ENG 528 Seminar in Creative 3.00 ENG 624B Themes in American 3.00 risks while moving in the context of multiple Writing Drama traditions. A small intimate program setting allows (may be taken three ENG 625 Nineteenth Century 3.00 for easy access to, and strong mentoring by faculty times) American Literature members who are deeply committed to their ENG 529 Topics in Creative 1.00 students. ENG 626 Twentieth Century 3.00 Writing

American Literature Admission Requirements for M.F.A. in Nine (9) credits required from literature ENG 634 Twentieth Century Drama 3.00 Creative Writing electives To be admitted to this program, students must: ENG 546 Restoration and 3.00 ENG 635 Seminar In Ibsen 3.00 • Submit a creative writing sample that reflects Eighteenth Century ENG 636 Seminar in Literary 3.00 the genre/s of your specialties. Literature Periods and Movements • Submit a letter of intent that describes why you ENG 569 Jane Austen 3.00 want to pursue an M.F.A. ENG 643 Seminar in Shakespeare 3.00 • Submit two letters of recommendation from ENG 571 The Eighteenth Century 3.00 ENG 649 Seminar in British 3.00 academic/creative writing professors. English Novel Literature • Submit Official educational transcripts with a ENG 573 The Nineteenth Century 3.00 GPA of 3.0 or better, with at least 6 credits in ENG 650 Seminar in Medieval 3.00 English Novel advanced English courses (literature or creative Literature writing). ENG 574 The Twentieth Century 3.00 ENG 655 Early Nineteenth Century 3.00 • Submit a completed application to the Office of English Novel English Literature Admissions. (This package will be reviewed by ENG 579 Seminar in Special 3.00 an English Graduate Admissions Committee.) ENG 671 Gender Theory and 3.00 Studies

Literature M.F.A., Creative Writing ENG 580 Seminar in Twentieth 3.00 ENG 705 Independent Study 3.00 [Program Code: 31360] Century Literature

ENG 719 Milton 3.00 Creative Writing Master of Fine Arts ENG 624 Seminar in American 3.00 The following courses are required (15 credits): Literature ENG 722 Studies in Victorian 3.00 ENG 502 Writers on Writing 3.00 Literature ENG 624A African American 3.00 ENG 503 Theory of Writing 3.00 Literature ENG 729 Modern Poetry 3.00 ENG 504 Traditions & Lineages 3.00 ENG 624B Themes in American 3.00 ENG 5791 The Modern Novel 3.00 Drama Elective with permission 3.00 ENG 5792 Literature & Slavery 3.00 of advisor ENG 625 Nineteenth Century 3.00 Credit and GPA Requirements American Literature ENG 708 Thesis 3.00 Minimum Credits: 33 Minimum Major GPA: 3.0 Fifteen (15) credits required from creative ENG 626 Twentieth Century 3.00 writing workshops: American Literature M.F.A. in Creative Writing Each student must take five workshops from the ENG 631 Modern Poetry 3.00 following list. Most workshops may be taken more An M.F.A. in Creative Writing is a terminal than once but no more than 9 credits can be earned ENG 634 Twentieth Century Drama 3.00 degree program designed to help meet the needs of in the same course: ENG 635 Seminar In Ibsen 3.00 students as they seek to become published writers ENG 520 Nonfiction Writing 3.00 ENG 636 Seminar in Literary 3.00 and teachers. This program offers a solid Workshop Periods and Movements foundation and practice through courses in (may be taken only once) literature, writing workshops and writing process ENG 643 Seminar in Shakespeare 3.00 ENG 523 Fiction Writing 3.00 and technique courses designed for the aspiring Workshop ENG 649 Seminar in British 3.00 writer. In this vigorous and innovative program, (may be taken three Literature students will have opportunities to work with a times) host of visiting writers and poets, as well as to ENG 650 Seminar in Medieval 3.00 participate in the vibrant writing and performing ENG 524 Poetry Writing Workshop 3.00 Literature arts communities of both Brooklyn and Manhattan. (may be taken three ENG 651 16th and 17th Century 3.00 In the 39-credit M.F.A. in Creative Writing, times) English Literature the focal point of the curriculum is the writing workshop. Students have opportunities to work in ENG 654 Milton 3.00 poetry, fiction, playwriting, creative non-fiction

Page 53 LIU Brooklyn Graduate Bulletin 2014 - 2015 Bulletin 2014 - 2015

ENG 655 Early Nineteenth Century 3.00 English Literature

ENG 656 Studies in Victorian 3.00 Literature

ENG 670 The Critical Tradition 3.00

ENG 671 Gender Theory and 3.00 Literature

ENG 5791 The Modern Novel 3.00

ENG 5792 Literature & Slavery 3.00 Credit and GPA Requirements Minimum Credits: 39 Minimum Major GPA: 3.0

LIU Brooklyn Graduate Bulletin 2014 - 2015 Page 54 LIU Brooklyn

Every Semester English Department Courses ENG 509 Sociolinguistics: Language in Social

Context ENG 524 Poetry Writing Workshop ENG 502 Writers on Writing An introduction to the major theories and An intensive workshop devoted to writing works of Students will attend a weekly series of readings, fieldwork in sociolinguistics. Students examine the poetry. Class time will be spent critiquing each lectures and discussions by visiting writers. With a connections between language and social class, other's writings and discussing traditional and faculty member, students will read and analyze the ethnicity and gender, and the implications of those experimental forms. Students in the MFA program works of prominent and emerging writers and then connections for the teaching of writing. There is may take this class three times. interact with the writers themselves in the also a strong focus on the analysis of second Student must be part of the Creative Writing classroom. language and second dialect writing, along with an program in order to register for this course. Student must be part of the Creative Writing exploration of multiple literacies. Credits: 3 program in order to register for this course. Student must be matriculated in the English MA Every Semester

Credits: 3 program or the English MFA program in order to ENG 525 Playwriting Workshop Rotating Basis register for this course. Credits: 3 This course begins with an introduction to the ENG 503 Theory of Writing On Occasion history and basics of dramatic writing, starting with This seminar concentrates on major twentieth and Aristotle's Poetics and assessing sections of two twenty-first century theorists of poetry and fiction, ENG 510 Technical Writing different texts and approaches to writing for the many of whom are great creative writers themselves. This course introduces students to the theory and theater: The Art of Dramatic Writing by Lejos Egri The course makes the connection between literary practice of producing and managing documents and David Ball's Backwards and Forwards. The theory and the work of the creative writer. Among that are used in industry and other organizational second phase of the course focuses on scene and the works under discussion are the theoretical texts settings. Assignments include analytical writing, character development, through a series of written of Walter Benjamin, Charles Baudelaire, Julia editing, designing, and testing of texts. Attention exercises and assignments, as each student begins Kristeva, Lyn Hejinian, Charles Olson, Frederico will be given to style manuals, users' manuals, drafting a one-act play. The final section of the Garcia Lorca, Amiri Baraka, Virginia Woolf, M.M. research-writing, and publication (as needed). course is devoted to work-shopping each student Bakhtin, Alain Robbe-Grillet. The emphasis will be Student must be matriculated in the English MA play-in-progress. on a close reading of these texts in order to program or the English MFA program in order to The pre-rquisite or co-requisite of MA 550 is understand the place of theory in students' own register for this course. required. creative writing. Credits: 3 Credits: 3 Student must be part of the Creative Writing On Occasion Cross-Listings: ENG 525, MA 552 program in order to register for this course. On Occasion ENG 519 Editing Credits: 3 This course prepares students in the research, ENG 527 Topics in Professional Writing Rotating Basis principles, and practices of editing essential to the An introduction to the theory, research, and ENG 504 Traditions and Lineages process of publishing. Students gain knowledge of practice of professional writing. Topics may include This seminar concentrates on the major literary the principles underpinning different levels of writing in such professions as medicine and law, movements of the twentieth and twenty-first professional editing and develop their own writing for nonprofit and cultural institutions, centuries, including Dada, Imagism, Objectivism, expertise through extensive practice. writing in digital media, scientific and technical The Harlem Renaissance, Surrealism, Black Student must be matriculated in the English MA writing, business writing, and grant writing. Mountain, The Beat Generation, Magic Realism, program or the English MFA program in order to Students will both analyze and write professional and The New York School. Among the writers register for this course. writing documents and receive detailed feedback on under discussion are Gertrude Stein, Ezra Pound, Credits: 3 their writing in intensive workshops. Students in Jean Toomer, Lorine Neidecker, Langston Hughes, On Occasion the professional writing concentration may take this

Andre Breton, Allen Ginsberg, Garcia Marquez, class three times. ENG 520 Nonfiction Writing Workshop and Frank O'Hara. Emphasis will be on a close Student must be matriculated in the English MA An intensive workshop devoted to writing literary reading of these writers in order to understand the program or the English MFA program in order to nonfiction. Class time will be spent critiquing each traditions behind our own work. register for this course. other's writing and discussing traditional and Student must be part of the Creative Writing Credits: 3 experimental forms. Students in the Professional program in order to register for this course. Annually Writing concentration may take this class 3 times. Credits: 3 Student must be matriculated in the English MA ENG 528 Seminar in Creative Writing Rotating Basis program or the English MFA program in order to An intensive workshop devoted to different ENG 508 General Linguistics register for this course. strategies for writing imaginative texts, especially An introduction to the basic discipline of Credits: 3 those that cross genres. Students in the MFA linguistics, the phonology and history of the Annually program may take this class three times. Examples

English language, as well as semantics and syntax, of special topics are: Collage: Image and Text, ENG 523 Fiction Writing Workshop including traditional and generative- Science Fiction Writing, and The Prose Poem. An intensive workshop devoted to writing works of transformational grammar. Student must be part of the Creative Writing fiction. Class time will be spent critiquing each Student must be matriculated in the English MA program in order to register for this course. other's writings and discussing traditional and program or the English MFA program in order to Credits: 3 experimental forms. Students in the MFA program register for this course. On Occasion may take this class three times. Credits: 3 Student must be part of the Creative Writing ENG 571 The Eighteenth Century English Novel On Occasion program in order to register for this course. This course will trace the rise of the English novel Credits: 3 and the authors who helped shape its form.

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Authors include Aphra Behn, Daniel Defoe, Eliza and folk tales are considered. Authors include Poe, program or the English MFA program in order to Haywood, Samuel Richardson, Fanny Burney, Hawthorne, James, Melville, Emerson, Whitman, register for this course. Henry Fielding, and Jane Austen. Douglass, Twain, Crane, Dickinson, Chestnut, Credits: 3 Credits: 3 Wharton, and Dreiser. On Occasion On Occasion Student must be matriculated in the English MA program or the English MFA program in order to ENG 650 Seminar in Medieval Literature ENG 579 Seminar in Special Studies register for this course. This course focuses on a particular text, topic, or An intensive study of special areas of interest in Credits: 3 tradition. Topics include Chaucer's Canterbury literature. Examples of special topics are the works On Occasion Tales, the Arthurian tradition, gender and sexuality of a major author, literature and the arts, and in medieval literature, and women of the Middle detective fiction. ENG 626 Twentieth Century American Literature Ages. Student must be matriculated in the English MA Modernism, new regionalism, expatriatism, the Student must be matriculated in the English MA program or the English MFA program in order to Harlem Renaissance, and gender perspectives are program or the English MFA program in order to register for this course. among topics covered. Authors include register for this course. Credits: 3 Hemingway, Fitzgerald, Faulkner, Stein, Hurston, Credits: 3 On Occasion Hughes, Steinbeck, Eliot, Cather, and Stevens. On Occasion Student must be matriculated in the English MA ENG 620 Theories of Rhetoric and Teaching program or the English MFA program in order to ENG 700 Practicum in the Teaching of Writing register for this course. Composition An introduction to rhetorical theories and the Credits: 3 A practicum designed to introduce new teachers to teaching of writing. Examines rhetorical trends On Occasion the theory and methods of writing pedagogy, with across time and the impact of these trends on an emphasis on classroom practice. contemporary methods of teaching writing. ENG 631 Seminar in English and American Student must be matriculated in the English MA Student must be matriculated in the English MA Poetry program or the English MFA program in order to program or the English MFA program in order to An intensive study of poetry and poetic traditions. register for this course. register for this course. Examples of special topics are experimental poetry, Credits: 3 Credits: 3 the lyric poem, poetic movements, political poetry, Every Spring Alternate Years poetry in performance, and major authors. Student must be matriculated in the English MA ENG 705 Independent Study ENG 624 Seminar in American Literature program or the English MFA program in order to A tutorial designed for advanced individual An intensive study of special areas of interest. register for this course. research. Hours to be arranged. Permission of Examples of special topics are romancing the Credits: 3 Department Chair required. Prerequisite: 12 frontier, the body in American literature, and On Occasion graduate credits in English. melancholia and American literature. Credits: 3 Student must be matriculated in the English MA ENG 643 Seminar in Shakespeare On Demand program or the English MFA program in order to An intensive reading of a selection of Shakespeare's register for this course. plays. In addition to studying the texts, students will ENG 707 Methods of Research and Criticism Credits: 3 be introduced to scholarly approaches to A study of research techniques and critical On Occasion Shakespeare's work and to the contexts within approaches to literature, rhetoric, and creative which he worked. writing. The course guides students through the ENG 624A African American Literature Student must be matriculated in the English MA writing of a critical research essay. This course covers African American Literature program or the English MFA program in order to Student must be matriculated in the English MA from the eighteenth century to the present. The register for this course. program or the English MFA program in order to course will provide general information about the Credits: 3 register for this course. major writers and texts that have contributed to On Occasion Credits: 3 African American Letters. In addition to literary On Occasion texts, assignments include criticism from noted ENG 646 Individual and Small Group Writing scholars such as Houston Baker, Henry Louis Gates Instruction ENG 708 Thesis Jr., Hortense Spillers, Deborah McDowell, Mae A study of various collaborative and conference The capstone project for the various MA/MFA Gwendolyn Henderson, and others. Fiction writers techniques for the teaching of writing. Designed to concentrations may take the form of a critical to be studied are Douglass, Hughes, Hurston, include theories of collaborative learning, practical research essay, a field project and documented Wright, Brooks, Ellison, Walker, Morrison and applications in the classroom, and ethnographic or report, or a portfolio of creative work with an more. The aim is to provide not only a sense of the case studies. analytical coda. Students work with thesis advisers. African-American literary tradition but also where it Student must be matriculated in the English MA Prerequisites: At least 21 credits in graduate English stands in relation to Western humanities. program or the English MFA program in order to courses completed with a 3.0 GPA and permission Student must be matriculated in the English MA register for this course. of the thesis director and the graduate adviser. program or the English MFA program in order to Credits: 3 Concentrators in Professional Writing, Writing and register for this course. Every Fall Rhetoric. Candidates for the MFA must have Credits: 3 completed at least 12 of their credits in writing. On Occasion ENG 649 Seminar in British Literature Student must be matriculated in the English MA An intensive study of special areas of interest. program or the English MFA program in order to ENG 625 Nineteenth Century American Examples of special topics are Africa in the British register for this course. Literature imagination, British writing in wartime, and British Credits: 3 A study of the diverse voices in American literature. women novelists. On Demand Narratives, poetry, journals, essays, autobiographies, Student must be matriculated in the English MA

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DEPARTMENT OF HISTORY HIS 535 The Holocaust History Courses This course will rely on a variety of perspectives, Professors Dorinson, Warmund (Chair), Wilson, psychological, theological, philosophical, ethical as Xia HIS 500 Germany 1870-1945, from Unification to well as historical, to assist students in the search for Professors Emeriti Gabel, Lane, Necheles-Jansyn Disintegration the Who, What, When and possibly the Why of Associate Professors Jones, Horstmann Gatti A course that traces the story of Germany's the Holocaust. They will also be introduced to Associate Professor Emeritus Reilly unification, rapid rise to European prominence, varying and sometimes conflicting interpretations Assistant Professor Agrait and eventual transformation into the Nazi state. It of the subject in order to underscore the Adjunct Faculty: 6 introduces various interpretations of the course of complexities and dilemmas raised by the mass Students interested in history who want a German history and examines a variety of destruction of Europe's Jewish communities. multidisciplinary program that views society interrelated questions that might be reduced to Credits: 3 through the integrated perspective of several social one: Why Germany? Why did an apparently On Occasion sciences may take a Master of Science in Social modern and civilized society accept barbarism on Science with a concentration in history. HIS 565 Latin America in World History such an unprecedented scale? Credits: 3 An introduction to the graduate study of Latin Rotating Basis American history from the pre-colonial period to the present as seen through the lens of world HIS 501 Slavery and Freedom: A Comparative history. Students read a selection of texts examining Perspective such topics as indigenous culture, slavery, This course involves the examination and colonialism, imperialism, nationalism and comparison of the development of slave systems in revolution set in the context of the wider currents the New World. Emphasis will be on the different of history. definitions of freedom that developed within the Credits: 3 various slave societies. Major points of comparison On Occasion will center on the plantation systems of Brazil, Cuba, and the United States. HIS 583 The History of the City of New York Credits: 3 A chronological and topical review of the political On Occasion and social development of New York City from Dutch settlement to the present. Emphasis is placed HIS 502 The History of African American on the development of the city as a great financial, Women in the United States intellectual and cultural center. This course examines the complex and varied Credits: 3 experiences of African American women in the Cross-Listings: HIS 583, URB 583 United States from slavery to the present. In the On Occasion process of exploring the historical perspective of African American women's lives, students will draw HIS 622 The Era of the American Revolution upon other disciplines such as literature, sociology, A study of the development of the controversy with media arts and political science in a thematic England after 1763, the Revolutionary War, and coverage of the myths and realities of "black the period of the Confederation through the womanhood." adoption of the Constitution. Credits: 3 Credits: 3 On Occasion On Occasion

HIS 504 The Development of the American HIS 632 The World Since 1945 Metropolis A survey of political and economic trends, A study of the development of the American including the collapse of European hegemony, the metropolis from the period of settlement to emergence of the Third World, the Cold War in modern times. Special emphasis is placed on the Europe and in Asia, the breakup of the Soviet relationship of physical development to the various Empire, the resurgence of nationalism, and the factors that affect urban growth and change. (Same growing economic importance of Asia. as Urban Studies 504). Credits: 3 Rotating Basis HIS 524 The Civil War and Reconstruction (1850- 1877) HIS 699 Independent Study and Research An examination of the social, political and Credit and hours arranged with approval and economic aspects of the Civil War and permission of the Department. Reconstruction. Topics covered include the causes Credits: 3 of the conflict; the impact of the war on the North On Demand

and the South; issues of gender, slavery, and racism; the evolution of a free labor system; and the long- term effects of Reconstruction. (Formerly History 620) Credits: 3 On Occasion

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DEPARTMENT OF wave equations. Prerequisite: MAT 610 or equivalent. MTH 636 Abstract Algebra II MATHEMATICS Credits: 3 Basic theory of groups, rings, fields. Special topics On Occasion from Galois theory, group representation, field Professors Myers, Park, Zuckerberg extensions, rings, modules, Lie algebras. Professors Emeriti Posmentier, Stanley, MTH 620 Theory of Functions of a Real Variable Prerequisite: Advanced Calculus. Zuckerman I Credits: 3 Associate Professors Allan, Bednarchak (Chair), Topologies on the real line, measurable functions, On Occasion Knight, Su limit theorems, Riemann and Lebesgue integrals, Associate Professors Emeriti Farber, Tucker metric spaces, measure spaces, normed linear MTH 650 Numerical Analysis II Assistant Professor Zablow Adjunct Faculty: 21 spaces. Prerequisite: Advanced Calculus. Numerical differentiation and integration, Courses in mathematics are offered for students Credits: 3 summation, least squares, numerical solutions of who need them to meet the requirements for On Occasion differential equations, boundary value problems. degrees in the sciences or pharmacy, or for the Prerequisite: One year of calculus. M.S.Ed. in Secondary Education. MTH 621 Theory of Functions of a Real Variable Credits: 3 II On Occasion Topologies on the real line, measurable functions, Mathematics Courses MTH 670 Topology limit theorems, Riemann and Lebesgue integrals, metric spaces, measure spaces, normed linear Topological spaces and functions. Compactness, MTH 505 Introduction to Biostatistics spaces. Prerequisite: Advanced Calculus. connectedness, separation axioms, extension This course is designed for graduate students in the Credits: 3 theorems, metrization theorems. Introduction to biological or health related sciences with the On Occasion homotopy and homology theory. Prerequisite: objective of enabling them to understand and apply Advanced calculus. the theories underlying the techniques of point and MTH 625 Theory of Functions of a Complex Credits: 3 interval estimation, hypothesis testing, regression Variable I On Occasion analysis and the design of experiments. In the Preliminary geometrical and topological concepts; main, the course will focus on the analysis of elementary, analytic and meromorphic functions; biostatistical, pharmaceutical and clinical trial data Cauchy theory; residues; Taylor and Laurent series; and will be motivated by solving problems in many infinite products; entire and harmonic functions; diverse areas of applications in the biological and conformal mapping; analytic continuation periodic pharmaceutical realm. Two hours of lecture per and algebraic functions; Riemann surfaces. week. Pre-requiste: MTH 30. Prerequisite: Advanced Calculus. Credits: 3 Credits: 3 Cross-Listings: BIO 505, MTH 505 On Occasion

Every Spring MTH 626 Theory of Functions of a Complex MTH 515 History of Mathematics Variable II The development of mathematical concepts and Preliminary geometrical and topological concepts; methods from ancient times to the present, elementary, analytic and meromorphic functions; including bases for number systems, Euclidean and Cauchy theory; residues; Taylor and Laurent series; non-Euclidean geometry, and the origins of algebra infinite products; entire and harmonic functions; and calculus. conformal mapping; analytic continuation periodic Credits: 3 and algebraic functions; Riemann surfaces. On Occasion Prerequisite: Advanced Calculus. Credits: 3 MTH 550 Numerical Analysis I On Occasion Nonlinear equations, matrices, linear and nonlinear systems of equations, polynomial MTH 630 Linear Algebra interpolation and approximation. Vector spaces, linear dependence and Credits: 3 independence, linear operators, matrices, similarity, On Occasion congruence, inner product spaces, orthogonality, adjoints, Hermitian and normal operators, MTH 610 Differential Equations I eigenvalues and eigenvectors, the characteristic and Students will be instructed on initial-value minimal polynomials, Jordan Canonical form. problems, including existence and uniqueness of Prerequisite: One year of calculus. solutions and their dependence on initial data; Credits: 3 linear systems; boundary value problems; qualitative On Occasion theory. Credits: 3 MTH 635 Abstract Algebra I Every Fall and Spring Basic theory of groups, rings, fields. Special topics from Galois theory, group representation, field MTH 611 Differential Equations II extensions, rings, modules, Lie algebras. Systems of differential equations, Fourier Series and Prerequisite: Advanced Calculus. Fourier transforms, selected topics from partial Credits: 3 differential equations including heat equations and On Occasion

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DEPARTMENT OF MEDIA * Media Management Concentration requires the MA 521 Social and Political 3.00 Integrated Model. Movements and the ARTS ** Global Media Studies Concentration requires Visual Media the Theory Model. MA 522 Myth and Media 3.00 University Professor Steinberg *** Media Studies concentration requires the Professors Broe, Fishelson, Lauth, Moghaddam Integrated Model. MA 524 The Notion of Motion 3.00 Associate Professors Banks (Chair), Goodman MA 525 The Celluloid Classroom 3.00 (M.A./M.F.A. Program Coordinator) DISTRIBUTION MODELS: Assistant Professors Beasley, Nappi, Molton 1) Integrated Model: 15 credits of theory courses MA 526 Slavery: Roots to Rap 3.00 Adjunct Faculty: 10 (including MA 500 and MA 501) and 15 credits of MA 530 Television Theory 3.00 production courses. Media Arts is a powerful and influential field 2) Theory Model: 21 credits of theory courses MA 531 Survey of Contemporary 3.00 that can be defined as the art and science of artistic (including MA 500 and MA 501) and 9 credits of Digital Media Art expression through media such as film, television, production courses. MA 532 Contemporary 3.00 radio, video art, the Web, computer graphics, 3) Production Model: 21 credits of production Documentary computer art, animation, video games, music courses, and 9 credits of theory courses (including production, sound design, photography, interactive MA 500 and MA 501). MA 533 Asian Cinema 3.00 media, screenwriting, media management, media- MA 534 Latin American Cinema 3.00 based performance and installation. Students Admissions Requirements trained in the above disciplines are employed in • Undergraduate degree in media arts, humanities MA 535 Global Net Art 3.00 the entertainment, advertising, publishing and or related subject MA 536 Bessie Basie, Billy, Bird 3.00 communications industries globally, in production • 600 word artist's statement including and executive levels. experience and career goals. MA 537 Comparative Film 3.00 • Two letters of reference (one professional, one Directors

academic) MA 538 All About ... 3.00 M.A. in Media Arts • Writing Sample: Essay on media-related topic (undergraduate paper or article) MA 610 History of the 3.00 The 36 credit Master of Arts in Media Arts is • Production Sample: A sample of work that best Documentary for students, communication professionals and demonstrates student’s media skills, creative MA 620 Psychoanalysis and the 3.00 artists who wish to work in a multidisciplinary range and potential (portfolio, sample reel or Media environment and gain experience in both script). traditional and digital techniques. The program is MA 621 Philosophy and Media 3.00 unique in that it offers a course of study that is M.A. Media Arts MA 622 Globalization and the 3.00 explicitly designed to explore the relationship [Program Code: 21759] Media between theoretical concept and practical A minimum of 36 credits are required: application. There are eight areas of concentration Core Requirements MA 623 Corporate Structure of the 3.00 Media (see below) and a student is required to take 12 Must complete the following two (2) courses for credits within one of them. In addition, the six (6) credits. MA 624 Media Bodies 3.00 student’s Integrated thesis project, the last 6 credits MA 500 Media Aesthetics 3.00 of the degree, must feature this area of MA 625 Sex, Gender, Media 3.00 concentration. MA 501 Media Theory 3.00 MA 626 Crossing Borders 3.00 Must complete three (3) credits from the MA 630 Documentary: 3.00 CONCENTRATIONS: following theory courses. There are eight areas of concentration in the Fact/Fiction MA 502 Media: Race Gender, 3.00 master’s program. A student must declare a Class MA 631 Global Documentary 3.00 concentration in one of these areas and the distribution model (see below) appropriate to MA 503 Creativity: Artist, 3.00 MA 632 Topics in Visual 3.00 complete it: Industry, Culture Aesthetics 1. Screenwriting: Film and Television MA 510 World Film History I 3.00 MA 633 Media Genres 3.00 2. Photography: Traditional, Digital and Experimental MA 511 World Film History II 3.00 MA 634 Genre Theory: Film, 3.00 Television, Music 3. Film, Television and Video Production MA 512 American Film History I 3.00 Including Directing, Cinematography and (1895 - 1960) MA 635 Global Cinema 3.00 Editing 4. Digital Sound and Audio Design MA 513 American Film History II 3.00 MA 636 Alternative Media 3.00 (1960 - Present) 5. Computer Graphics Imaging: Print, Animation, MA 637 Aesthetics of Rap and 3.00 Interactive MA 514 History of the Still Image: 3.00 Music Video 6. Media Management: Producing and Financing Photography and CGI * MA 703 Independent Study I 3.00 7. Global Media Studies: Human Rights, MA 520 Artistic and Literary 3.00 (Theory) Movements and the Documentary** SOC 526 Asian Cinema 3.00 8. Media Studies: History, Aesthetics, Visual Visual Media Must complete twelve (12) credits from the Culture*** following producation courses.

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ENG 525 Playwriting Workshop 3.00 MA 681 Developing 3.00 3 Credits M.F.A. Seminars: Documentaries and Shorts MA 801 M.F.A. Seminar I 1.00 ENG 526 Writing for Media I: The 3.00 Story MA 682 Digital Imaging Team 3.00 MA 802 M.F.A. Seminar II 1.00 Portfolio II MA 550 Writing for Media I: The 3.00 MA 803 M.F.A. Seminar III 1.00 Story MA 683 Producing Television 3.00 6 credits interdisciplinary production: Series MA 551 The Screenplay 3.00 Any 2 media arts studio/production classes outside MA 704 Independent Study II 3.00 the primary area of concentration MA 552 Playwriting Workshop 3.00 (Production) 6 credits general electives: MA 556 Digital Photography I 3.00 Any graduate-level elective. (May be taken outside Must complete nine (9) credits of electives. Department of Media Arts with permission of MA 557 Experimental 3.00 program coordinator.) Photography *May not use courses from above completed 9 credits M.F.A. thesis: requirements to satisfy elective requirement. MA 560 Digital Video Imaging I 3.00 MA 897 M.F.A. Thesis I 3.00 M.A. Media Arts Thesis Requirement MA 561 Multi-Camera Production 3.00 Must complete the following two (2) courses for MA 898 M.F.A. Thesis II 3.00 I six (6) credits. MA 899 M.F.A. Thesis III 3.00 MA 562 DV Intensive 3.00 MA 707 Integrated Thesis Project I 3.00 (Theory) 24 credits production in area of MA 563 Digital Media For 3.00 concentration: MA 708 Integrated Thesis Project 3.00 Teachers MA 711 Exhibiting Media Arts (required) + 21 II (Production) MA 570 Digitial Sound Design I 3.00 credits from one of 5 areas of concentration: Credit and GPA Requirements 1. Audio Production: Music, Sound Design, MA 575 Digital Communications 3.00 Minimum Credits: 36 Sound for Picture, Radio Design Minimum Major GPA: 3.0 MA 585 Music Marketing 3.00

MA 576 Motion Graphics 3.00 MA 570 Digital Sound Design I 3.00 Production M.F.A. in Media Arts MA 571 Sound for Visual Media 3.00 MA 577 3D Computer Graphics 3.00 The 60 credit Master of Arts in Fine Arts degree offers students hands-on experience with MA 572 Location Sound 3.00 MA 578 Interactive Media 3.00 the latest technologies for content creation across Recording Production multiple disciplines, in five concentrations: MA 573 Music for Visual Media 3.00 MA 580 Independent Producer 3.00 1. Film/Video / Screenplay MA 670 Digital Sound Design II 3.00 MA 581 Music Entrepreneurship 3.00 2. Computer Graphics / Animation / Interactive Media MA 671 Digital Sound Design III 3.00 MA 583 Art and Commerce 3.00 3. Digital Audio / Sound Design MA 672 Digital Sound Design IV 3.00 MA 584 Entrepreneurship 3.00 4. Photography 5. Media Management MA 674 Digital Sound Portfolio 3.00 MA 650 Writing Genre 3.00 As a terminal degree, this M.F.A. can lead to MA 581 Business of Digital Sound 3.00 MA 651 From Page to Screen 3.00 careers in the highest levels of production and Design management in media, in addition to college level MA 652 Memory and Imagination 3.00 teaching. MA 704 Independent Study 3.00

MA 655 Photography Portfolio 3.00 M.F.A. in Media Arts MA 894 Studio Specialization 3.00 MA 660 Digital Video Imaging II 3.00 [Program Code: 33674] MA 895 Studio Specialization 3.00 MA 661 Film Production I 3.00 General Requirements: MA 896 Studio Specialization 3.00 MA 662 Directing the 3.00 Credits MA 705 Fieldwork Experience 3.00 Documentary Media Theory 12 (Internship) MA 665 Directing the Screen 3.00 M.F.A. Seminars 3 or Actor II 2. Computer Graphics Imaging: Web Design, Production in Area of 24 Animation, Interactive MA 670 Digital Sound Design II 3.00 Concentration MA 575 Digital Communication 3.00 MA 671 Digital Sound Design III 3.00 Interdisciplinary 6 Design MA 672 Digital Sound Design IV 3.00 Production/Studio (outside Area) MA 576 Motion Graphics 3.00 MA 673 Digital Sound Portfolio 3.00 Production General Electives 6 MA 675 Digital Sculpture 3.00 MA 577 3D Computer Graphics 3.00 Thesis 9 MA 677 Computer Graphics 3.00 MA 578 Interactive Media 3.00 Imaging Portfolio Total 60 MA 579 Computer Graphics I 3.00 12 credits media theory: MA 680 Financing Features 3.00 MA 800 (required) plus 9 credits in theory MA 675 Digital Sculpture 3.00 electives

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MA 676 3D Computer Animation 3.00 MA 894 Studio Specialisation 3.00 MA 894 Studio Specialization 3.00

MA 677 Computer Graphics 3.00 MA 895 Studio Specialisation 3.00 MA 895 Studio Specialization 3.00 Imaging MA 896 Studio Specialisation 3.00 MA 896 Studio Specialization 3.00 MA 678 Intro to Motion Capture 3.00 MA 705 Fieldwork Experience 3.00 MA 705 Fieldwork Experience 3.00 MA 679 Advanced 3D Character 3.00 (Internship) (Internship) Animation or Note: In addition to production/studio classes in MA 695 Logo Animation 3.00 4. Media Management: Producing, Marketing each area, M.F.A. students can take 9 credits in MA 580 The Independent 3.00 Studio Specialization: MA 894, MA 895, & MA MA 696 3D Modeling I 3.00 Producer 896 as independent studies in their field. MA 697 Motion Capture II 3.00 Credit and GPA Requirements Developing MA 681 3.00 Minimum Credits: 60 MA 698 Special Topics 3D CG 3.00 Documentaries Minimum Major GPA: 3.0 MA 699 Special Topics Special 3.00 MA 683 Producing the Television 3.00 Effects Series M.F.A. in Writing and MA 698 Special Topics Special 3.00 MA 690 Broadcasting II 3.00 Producing for Television Effects MA 528 Production Management 3.00 The M.F.A. in Writing and Producing for MA 704 Independent Study 3.00 MA 581 Business of Digital Sound 3.00 Television is a writing intensive program that uses MA 894 Studio Specialization 3.00 Design a unique teaching and learning approach that mimics the real world of contemporary television. MA 895 Studio Specialization 3.00 MA 583 Art and Commerce 3.00 In particular, the notion of work done in MA 896 Studio Specialization 3.00 MA 584 Entrepreneurship 3.00 collaboration as a cohort is the hallmark of this program since television demands that its writers MA 705 Fieldwork Experience 3.00 MA 586 New Media Management 3.00 (Internship) work as a unit. The M.F.A. in Writing and MA 622 Globalization & Media 3.00 Producing for Television is a full-time program. or Classes are held during the day, and therefore, 3. Film/Video Production: Screenwriting, MA 623 Corporate Structure of the 3.00 students must be able to commit to studying on a Directing, Producing, Editing & Performing Media full-time basis. Students must also be able to work MA 550 Story 3.00 MA 636 Alternative Media 3.00 collaboratively in an environment that requires the MA 551 Screenplay 3.00 MA 680 Financing Features 3.00 exchange of ideas and the highest level of professional courtesy. Most classes are held at MA 590 Broadcasting I 3.00 High End Digital MA 682 3.00 Steiner Studios, located at the Brooklyn Navy Production MA 552 Playwriting Workshop 3.00 Yard. MA 704 Independent Study 3.00 Admissions Requirements MA 560 Digital Video Imaging I 3.00 The M.F.A. in Writing and Producing for MA 894 Studio Specialization 3.00 MA 565 Directing the Screen 3.00 Television is a highly competitive program, which Actor MA 895 Studio Specialization 3.00 seeks to recruit 20-25 students each year, who exhibit the ability to express themselves clearly MA 566 Production Development 3.00 MA 896 Studio Specialization 3.00 and creatively in the written form. Applicants need Skills MA 705 Fieldwork Experience 3.00 not have a background in writing for TV or film. MA 567 The Art of Editing 3.00 (Internship) However, they will be required to submit, as part of the admissions process (see below), writing MA 568 Lighting for Visual Media 3.00 or samples that demonstrate the potential required to 5. Photography: Traditional, Digital, MA 650 Writing Genre 3.00 write for the television medium. Experimental, Creative To be admitted to this program you must MA 651 From Page to Screen 3.00 MA 555 Photography 3.00 submit: MA 652 Memory and Imagination 3.00 MA 556 Digital Photography 3.00 • An application for admission • An original dramatic or comedic script written MA 653 Writing Documentaries 3.00 MA 557 Experimental 3.00 for film, TV or theater, or a sample of creative Photographer MA 654 TV Writer’s Table 3.00 writing that reflects your story-telling ability. MA 558 The Business of Freelance 3.00 • Two written recommendations: one MA 660 Digital Video Imaging II 3.00 professional and one academic. Include contact MA 559 Studio Photography 3.00 MA 661 Film Production I 3.00 information. MA 655 Photography Portfolio 3.00 • An up-to-date bio or CV MA 664 Components of Visual 3.00 In addition, applicants must: Story Telling MA 656 Conceptual Digital 3.00 • Have earned an undergraduate degree at an Photography MA 665 Directing the Screen 3.00 accredited college or university Actor II MA 657 Digital Photography II 3.00 • Complete a personal interview, which will be scheduled once the writing samples have been MA 666 Cinemagraphic Directing 3.00 MA 568 Lighting for Visual Media 3.00 reviewed MA 704 Independent Study 3.00 MA 704 Independent Study 3.00 Continued enrollment in this program is

Page 61 LIU Brooklyn Graduate Bulletin 2014 - 2015 Bulletin 2014 - 2015 contingent upon: • Regularly attending classes (no more than three missed classes will be allowed). • Submitting projects and writing assignments by the predetermined deadlines.

M.F.A., Writing and Producing for Television [Program Code: 32846] The M.F.A. in Writing and Producing for Television is a full-time, 48-credit program, running two years; consisting of the following courses.

Semester One WPT 610 Writing and Development 6.00 - The Television Series

WPT 611 The History Of 3.00 Television

WPT 612 The Writer's Table 3.00 (January/Winter Intensive)

Semester Two WPT 620 Television Series & 6.00 Programs - Writing And Pre-Production

WPT 622 New Media: An 3.00 Introduction

WPT 698 Individual Episode 3.00 Writing

WPT 699 Internship 0.00

Semester Three WPT 630 Television Series & 6.00 Programs - Writing and Production

WPT 631 Single Camera Film-Style 3.00 Video Production

WPT 632 Location Production 3.00 (Winter Intensive)

WPT 699 Internship 0.00

Semester Four WPT 642 Post Production 3.00

WPT 643 Intellectual Property And 3.00 Cutting The Deal

WPT 621 Genre Theory and 3.00 Writing the Pilot

WPT 700 Capstone Course 3.00 Credit and GPA Requirements Minimum Credits: 48 Minimum GPA: 3.0

LIU Brooklyn Graduate Bulletin 2014 - 2015 Page 62 LIU Brooklyn

Media Arts Courses 800 is required. our social world. Credits: 3 The pre-requisite or co-requisite of MA 500 or MA On Demand 800 is required. MA 500 Media Aesthetics Credits: 3 An exploration of problems and issues related to MA 505 Gaming and Game Theory On Occasion theories of applied media aesthetics - from cave This seminar examines the historical and paintings to virtual reality. Through screenings and conceptual framework of gaming and game theory. MA 520 Artistic and Literary Movements and the readings, students analyze the language and Constitutive components of the class include an Visual Media meaning of visual culture and develop their own exploration of the transformative, cognitive effects This course focuses on the aesthetic conventions interpretations. Topics include the psychology of of play, an historical overview of video games and and philosophical underpinnings of one of many perception, the construction of reality, creativity, rule-based gaming, as well as an investigation of 20th century movements in the fine arts and history of technology, mass culture and consumer interactive or ergodic processes of dynamic and literature, including Expressionism, engineering. Must be taken within the first year of cybernetic systems. Media and cinematic Constructivism, Dada and Surrealism, Literary study. illustrations of game theory will be screened Modernism, Poetic Realism, Magic Realism, Credits: 3 including Memento, Dr. Strangelove, Rebel Abstract Expressionism, Pop Art and Structuralism. Every Fall and Spring Without a Cause, Wall Street, War Games, A Visual media artists include Luis Bunuel, Sergei Beautiful Mind and Pi. Eisenstein, David Lynch, Fritz Lang, Jean Renoir, MA 501 Media Theory The pre-requisite or co-requisite of MA 500 or MA and Nam Jun Paik. (This course may be taken A foundation course that acquaints the student 800 is required. more than once for credit). with the multitude of theories that together Credits: 3 The pre-requisite or co-requisite of MA 500 or MA constitute Contemporary Media Theory. The On Occasion 800 is required. course is a bridge between the multiple disciplines Credits: 3 that have been used to examine the media, MA 514 History of the Still Image: Photography On Occasion including psychology, linguistics, history and and CGI sociology and the aesthetic considerations of film, This course traces the history of the still image from MA 521 Social and Political Movements and the television and popular recording. The course traces its earliest chemically-based photographic form to Visual Media the broad outlines in the evolution of each branch the contemporary digital computer graphic image. This course focuses on the interaction of key 20th of Contemporary Media Theory including Aesthetic theories of imaging, visual representation century social and political movements and their semiotics, psychoanalysis, feminism and theories of and veracity will be examined. impact on the visual media including: Weimar ideology. Considerable attention is also paid to The pre-requisite or co-requisite of MA 500 or MA Visual Culture, the French Popular Front, the 60s students developing a sense of how to place the 800 is required. Student Movement, Alter Globalization, media object in its historical and cultural context. Credits: 3 Bolivarism. (This course may be taken more than Must be taken within the first year of study. On Occasion once for credit).

The pre-requisite or co-requisite of MA 500 or MA The pre-requisite or co-requisite of MA 500 or MA MA 515 Class, Crime & Film Noir 800 is required. 800 is required. An exploration of the history of those dark, seedy Credits: 3 Credits: 3 crime films that came to prominence in Hollywood Every Fall and Spring On Occasion in the late 1940s (The Maltese Falcon, Blue Dahlia) MA 502 Media: Race Gender, Class in a style that has become nearly the dominant in MA 522 Myth and Media An examination of how race, gender and class are Hollywood today. The course examines noir's pre- How do humans relate to the great forces of life constructed in the visual media and how they history in the gangster film (Scarface, I Was A and death, male and female, creation and interact. Students become versed in the major Fugitive From a Chain Gang), its development into destruction, light and darkness? Movies along with historical and contemporary arguments and explore a full blown validation of the sympathetic male and all the other arts, have embraced myth; for story how those arguments apply to various media female fugitive outside the law (Out of the Past, lines, to explain mysteries and for a deeper formations, ranging from film noir to the African- Desperate), its brief flowering in the 70s influence in structure, motifs and style. In this American gangster film to the independent feminist (Chinatown) and its reemergence under Reagan course, students deepen their theoretical film. The course concludes with studies of media and Bush (Bad Lieutenant, The Last Seduction). understanding of how mythic constructs, belief conjunctions in which class, race and gender Topics include: femmes fatales (Double Indemnity), systems and ideologies function within film relations are encoded in the same media formation. international noir (Italy's Bitter Rice), black noir (A narrative. In particular, this course explores how The pre-requisite or co-requisite of MA 500 or MA Rage in Harlem). definitions of myth, legend, fairytale or fable are 800 is required. The pre-requisite or co-requisite of MA 500 or MA often conflated within post-modern contemporary Credits: 3 800 is required. film idiom to reveal new meanings. Topics include: On Occasion Credits: 3 pastiche and satire, Magic Realism, science fiction On Occasion and gender, the eco-disaster movie. MA 504 Indie Sex The pre-requisite or co-requisite of MA 500 or MA This new course investigates the counter-politics MA 516 History of Photography 800 is required. and aesthetic of how sex and gender are It is recommended that students following a Credits: 3 represented in the narratives of contemporary photography track take this course. An examination On Occasion (mostly non-American) independent film. Analyzing of important photographers, processes and films through the lens of globalism and its cultural movements from the invention of photography to MA 526 Slavery: Roots to Rap contexts, students study a variety of genres the present. Special emphasis is placed on A survey of the development of different film including: documentary, hard-core art, horror, sociological and artistic concepts that shape and treatments of social history by emphasizing both animation and experimental forms. inform the medium, such as the act of historical films and contemporary films about The pre-requisite or co-requisite of MA 500 or MA photography, the experience of being slavery including those from the 70s black- photographed, and the way the camera has changed xploitation and hip-hop eras. This course provides

Page 63 LIU Brooklyn Graduate Bulletin 2014 - 2015 Bulletin 2014 - 2015 an overview of how filmmakers depict the cultural The pre-requisite or co-requisite of MA 500 or MA and disjointed exaggerations. and political progress (or not) of an American social 800 is required. The pre-requisite or co-requisite of MA 500 or MA group. Filmmakers studied will include Gillo Credits: 3 800 is required. Pontecorvo, Steven Spielberg, Spike Lee, Larry Cross-Listings: MA 533, SOC 526 Credits: 3 Cohen, Jonathan Demme. On Occasion On Occasion The pre-requisite or co-requisite of MA 500 or MA 800 is required. MA 535 Global Net Art MA 546 CyberCinema Credits: 3 This course explores the position, the process and As the moving image continues to morph into On Occasion the works of cultural producers in the global terrain numerable metaforms of digital signals and of digital production and distribution. Investigating electronic transmissions, (and is trademarked as MA 527 Women and Technology the fusion of the private and the local into the cyber-cinema), this graduate seminar explores all This seminar explores the historical and global through the Internet raises critical questions things cyber in cinema. Cyber - short for contemporary interrelationship between Women about the production of artworks in a borderless cybernetics - an interdisciplinary study of and Technology - how technology has imaged and virtual context, and about the relationship between communications and control sytems in animals, shaped women's lives, and likewise - how women these artworks and traditional representational humans and machines, connects the fields of have, in turn, appropriated technology for their spaces. The seminar explores these questions and robotics, artificial intelligence, evolutionary biology, own use. Topics include: domestic and their implications for the emerging discourse of neuroscience, psychology, etc., and has been a reproductive technologies, (often touted as universal citizenship. Lectures, readings, discussion longtime preoccupation in cinema, as seen in: liberators from domestic servitude and biological and analysis of cultural products. Final projects will Metropolis (1927), Frankenstein (1931), 2001: A imperatives); to inherited and appropriated be in the form of digital works. Space Odyssey (1968), Blade Runner (1982), technology, including women media makers The pre-requisite or co-requisite of MA 500 or MA Artificial Intelligence (2001), Minority Report (cinematographers, directors, computer graphic 800 is required. (2002), I, Robot (2004), etc. Through screenings, artists and technologists), to activists and theorists Credits: 3 cyber-interactions, readings of cyber-SciFi, and of cyber-feminism and global feminist blogs such as On Occasion discussions, this class probes such topics as gender WIMN: Women in Media & News. guises in cyberspace, what it means to be human, The pre-requisite or co-requisite of MA 500 or MA MA 537 Comparative Film Directors consciousness, etc. 800 is required. A focus on the work of either a single The pre-requisite or co-requisite of MA 500 or MA Credits: 3 director/writer or on a comparative analysis of two 800 is required. On Occasion directors/writers. Names include Katherine Credits: 3 Bigelow, Ousmane Sembene, Stanley Kubrick, On Occasion MA 528 Production Management David Lynch, Fritz Lang, Spike Lee, Alfred This course surveys the nuts and bolts of Hitchcock/Claude Chabrol, Douglas Sirk/R.W. MA 547 Avatars, Cyborgs, Robots production management in photography, film, Fassbinder. (This course may be taken more than Human identity intermixes with technology in television, and contemporary digital media. Topics once for credit.) interesting and compelling ways. As we develop include: entertainment and copyright laws, The pre-requisite or co-requisite of MA 500 or MA technology, our connection to it has become programming, operations, scheduling, hiring, 800 is required. increasingly more intimate. This is evident in our budgeting and media management. Students Credits: 3 latest medical advances in bionic implants and in complete an entire Production Handbook as their On Occasion our science fiction explorations in films, novels, semester long assignment. and games. The image of the cyborg, a hybrid The pre-requisite or co-requisite of MA 500 or MA MA 538 All About ... human and machine, appears in such films as 800 is required. This course involves an intense study of a single Bladerunner, Terminator, I, Robot, etc., while Credits: 3 media object, including the works that led up to it reflecting our cultural ambivalence about On Occasion and the works that were subsequently influenced by technology, its potentialities as well as its dangers. it. Studies include: Bonny and Clyde, 2001: A But, we may ask, "Mirror, mirror, on the wall, are MA 532 Contemporary Documentary Space Odyssey; Blue Velvet. (This course may be we to become the humanoid robot or the An exploration of the changing form and style of taken more than once for credit.) technologically-augmented human?" We shall the documentary in the context of the The pre-requisite or co-requisite of MA 500 or MA explore these mediated questions together in this democratization of access to information 800 is required. class. technologies and globalization. Topics include: the Credits: 3 The pre-requisite or co-requisite of MA 500 or MA mockumentary, guerilla documentary, the video On Occasion 800 is required. memoir, experimental and avant garde Credits: 3 MA 539 History of Special Effects documentary. On Occasion The pre-requisite or co-requisite of MA 500 or MA This seminar provides a historical and theoretical 800 is required. overview of special effects, from their earliest MA 548 Cinema of India Credits: 3 inception in theatrical, photographic and cinematic The film industry in India releases more films per Annually productions to their current utilization in year than any other country in the world and is contemporary media arts. This class surveys the rapidly finding a global market, second only to MA 533 Asian Cinema ubiquity of special effects used as either obvious Hollywood. This course examines the A focus on cinema as a unique cultural product in tropes in visualizing the fantastical, or as invisible phenomenon by means of in-depth analysis of a which artistic sensibilities are mobilized to address, amplifiers in simulating a more plausible reality. wide range of national and regional Indian films. and thus reflect, significant aspects of contemporary The class also examines the relationship of SFX to Topics include: The Merchant/Ivory effect; society. Through a range of feature films from the both narrative realism, and to the fabrication of the relationship of Indian mythology, literature and art region, this course examines these cultural products simulacrum, by tracing the semiotic use of SFX to to story construction; Bollywood influence on as collective expressions of some enduring concerns both propel a narrative, and to maintain narrative contemporary western movies and audiences: in modern Asian societies. coherence in what might otherwise be impalpable

LIU Brooklyn Graduate Bulletin 2014 - 2015 Page 64 LIU Brooklyn

Indian women filmmakers; regional language The pre-requisite or co-requisite of MA 556 is final copy of a ten-to- fifteen minute narrative or cinemas. required. mockumentary in a particular genre and film style. The pre-requisite or co-requisite of MA 500 or MA Credits: 3 This course takes skills acquired in previous courses 800 is required. On Occasion and applies them in a way that most emulates the Credits: 3 conditions of actual production. On Occasion MA 558 The Business of Freelance The pre-requisite or co-requisite of MA 560 is The course will explore aspects of working freelance required. MA 551 The Screenplay in the media fields of graphic arts, photography, Credits: 3 An intermediate course where students complete film and video production. The class will enable Every Summer their own full-length screen/teleplay. Weekly students to develop the skills necessary for a writing groups provide feedback and evaluation. successful career using self-promotional tools and MA 563 Digital Media For Teachers Workshops for directing actors/readers; guest business practices involved in freelance work. A five-day intensive workshop designed to teach speakers. (This course may be taken more than The pre-requisite or co-requisite of MA 500 or MA participants how to create, develop and plan once for credit.) 800 is required. effective, well-designed multi-media presentations The pre-rquisite or co-requisite of MA 550 is Credits: 3 for the classroom and professional conferences and required. On Occasion seminars. Credits: 3 Credits: 3 Rotating Basis MA 559 Studio Photography On Demand This course is primarily about light and its control MA 552 Playwriting Workshop in the process of creating photographs. Students MA 565 Directing the Screen Actor I This course begins with an introduction to the will be introduced to the fundamentals of studio A hands-on workshop exploring how to direct an history and basics of dramatic writing, starting with lighting with an emphasis on practical applications actor and how to write dialog for actors to speak in Aristotle's Poetics and assessing sections of two for portraiture and still life photography. In-class front of the camera. Students also learn how to different texts and approaches to writing for the demonstrations will cover the use of electronic flash meet the creative demands of their projects as a theater: The Art of Dramatic Writing by Lejos Egri equipment, portable flash equipment, tungsten producer, how an actor creates a part and drops and David Ball's Backwards and Forwards. The lights, and the modification of light. Students will into that internal place on camera that makes the second phase of the course focuses on scene and learn to consider the direction of light, proper viewer really believe she/he is that character, to do character development, through a series of written exposure, and the effect on contrast and color pre-production script analysis. exercises and assignments, as each student begins balance. Students must submit a self-published The pre-requisite or co-requisite of MA 500 or MA drafting a one-act play. The final section of the body of work as a final portfolio, and complete a 800 is required. course is devoted to work-shopping each student research project. Credits: 3 play-in-progress. The pre-requisite or co-requisite of MA 556 is Annually The pre-rquisite or co-requisite of MA 550 is required. required. Credits: 3 MA 567 Art of the Edit Credits: 3 On Occasion This course explores the aesthetics and Cross-Listings: ENG 525, MA 552 implementation of effective editing. It surveys On Occasion MA 560 Digital Video Imaging I examples of the craft in various iterations of its An exploration, using state-of-the-art digital cameras genre and modern forms of its application: MA 556 Digital Photography I and nonlinear editing systems, of all aspects and theatrical narrative, commercial, montage, An intensive introductory workshop in stages of the video production process from pre to documentary, trailer, industrial and web-episodes. photographic digital imaging and print output that post. Working as individuals or in small production The class learns the in's and out's of story telling provides students with advanced skills in digital fine teams, students complete a video project of their through the sequencing of shot and images, as well art and archival print applications. The class own design. as gain a technical understanding of Codex's, trans- incorporates alternatives to chemical processes The pre-requisite or co-requisite of MA 500 or MA coding, output formats, mixing and basic DVD brought about with enhanced new technologies and 800 is required. authoring. This class takes a hands-on approach, experimentation with digital printing on different Credits: 3 balanced by the theoretical underpinnings of good substrates and surfaces. Every Fall cinema and offers students applicable skills in the The pre-requisite or co-requisite of MA 500 or MA grammar of editing. 800 is required. MA 561 Multi-Camera Production I The pre-requisite of MA 560 is required. Credits: 3 An intensive exploration of the art and science of Credits: 3 Rotating Basis multi-camera production. Students work On Occasion cooperatively at an accelerated pace on projects of MA 557 Experimental Photography their own design and examine various remote and MA 568 Lighting for Visual Media An examination of the relationship between studio technologies, directorial strategies, and At the heart of the expression of visual media is technique and creative vision in photography. production techniques. light. This course will explore the nature, content, Students experiment using processes designed to The pre-requisite or co-requisite of MA 560 is and the uses of light in film/video, stills, and expand the creative approaches available to the required. animation. We will look at how light creates mood, photographic artist, including alternative chemical Credits: 3 depth and an emotional experience within the processes (cyanotype, vandyke brown salt, platinum, On Occasion media. This is a hands-on production class, which gum), nontraditional mediums (wood, glass, requires that each student have competency in his sculpture), and alternative image sources. Particular MA 562 DV Intensive or her form of media. Most projects will be emphasis is placed on the relationship between Students join forces to complete a DV project in delivered in a media form of the students choosing. process and image and how invention and artistic five days from inception to final screen credits with We will learn to work with natural light, lighting interpretation are entwined in the photographic original music. Students write, pre-produce, direct, kits, and in some cases create our own lighting context. shoot, edit, insert graphics, add music and turn in a instruments to work with a variety of lighting styles,

Page 65 LIU Brooklyn Graduate Bulletin 2014 - 2015 Bulletin 2014 - 2015 and shooting conditions. We will examine the learn about a variety of approaches to music Rotating Basis additive and subtractive color modes and bring all placement in media. In addition, class assignments of these tools together in a final project. give students a hands-on approach to music MA 578 Interactive Media Production The pre-requisite of MA 560 is required. placement. An introductory level class in interactive design for Credits: 3 The pre-requisite or co-requisite of MA 570 is the web using industry standard software. Students Rotating Basis required. learn and work with basic web design using HTML Credits: 3 and HTML editing software. MA 570 Digitial Sound Design I On Occasion The pre-requisite or co-requisite of MA 575 is A survey course that introduces students to the required. technologies behind current audio production for MA 574 Music Production Intensive Credits: 3 music and sound design throughout media arts. This is an introductory graduate level audio course On Demand Topics include microphones, mixers, multitrack that focuses on creating, producing, recording and DAT recorders, MIDI samplers, computer-based mixing original music and sound. The course MA 579 Computer Graphics I sequencing, hard disk recording, digital mixing and explores various ways of creating and manipulating An introductory level class in Computer Graphics processing (Digital Performer and Pro Tools). Also sounds using industry standard technology. Topics for print, screen and the web using Adobe examined are output and production include MIDI, audio signal flow, digital synthesis, Photoshop. Students learn and work with basic considerations for CD, CD-ROM, DVD video, recording, effects processing and professional illustration, graphics, photo-illustration/retouching digital video, film 5 to 1 surround, Internet mixing techniques. Apple's Logic Audio, Avid's and typography. Additional topics include basic distribution, Web pages and motion graphics. ProTools and Propellerhead's Reason will be used image acquisition and input with digital cameras The pre-requisite or co-requisite of MA 500 or MA as platforms for learning audio technology and scanners for graphics production. 800 is required. throughout this course. Hands-on experience The pre-requisite or co-requisite of MA 575 is Credits: 3 through assigned projects will be a large portion of required. Annually the course work and will take place during Credits: 3 individual studio time. MA 574 is suitable for Cross-Listings: MA 579, NMP 579 MA 571 Sound For Visual Media students who are interested in building a strong Rotating Basis

This introductory course in sound for film, foundation in music production and composition, MA 580 Independent Producer television and multi-media covers audio post- recording engineering, and sound design. A hands-on approach to the production production for video, film and other multimedia The pre-requisite or co-requisite of MA 570 is management tasks of the independent producer of formats with a focus on sound design, SFX editing, required. film, video or multimedia. Topics include: script Foley, and ADR (dialogue replacement). This class Credits: 3 breakdown, scheduling, budgets, writing the will provide an emphasis on sound and its effects On Occasion on the dramatic impact and overall tone of visual business plan, marketing and distribution. Students imagery. MA 575 Digital Communications Design will complete a production handbook and mock The pre-requisite or co-requisite of MA 570 is A Communications Design class using industry business plan as their final projects. required standard digital tools for media production. The pre-requisite or co-requisite of MA 500 or MA Credits: 3 Students learn and work with graphics for print, 800 is required. On Occasion video, film and web combining graphics, Credits: 3 illustration and text. Special emphasis is placed on Every Spring

MA 572 Location Sound Recording resolution, color, and design principals for various MA 581 Music Entrepreneurship This course is a survey course, which introduces media. This course provides an overview of how to succeed students to the technologies behind current audio The pre-requisite or co-requisite of MA 500 or MA in today's changing music industry. The rules have production and acquisition. Topics include: audio 800 is required. changed and now more than ever each individual terminology, recording location sound for film and Credits: 3 has the opportunity to take their careers into their television, microphones, mixers, multi-track hard- Rotating Basis disk recoding, noise reduction and digital audio own hands, making it a time for the entrepreneur. processing using ProTools software. This course is MA 576 Motion Graphics Production Throughout this course, emphasis will be given to recommended for film and video students who An introductory level class in Motion Graphics the various aspects of the music business such as want to increase their knowledge of recording production for Video, Film and the Web using Contracts, Copyright Law, Business Plans, Music sound for film, audio students and anyone looking industry standard software. Students work with Publishing, Royalties, Performing Rights to increase their knowledge of audio recording. basic motion design for graphics, live action, and Organization, Niche Marketing Promotion, The pre-requisite or co-requisite of MA 570 is text elements, in addition to special effects. Creative Strategies for Marketing and Distribution, required. The pre-requisite or co-requisite of MA 575 is Online Presence and New Business Models. In Credits: 3 required. addition, the class spends time developing the LIU On Occasion Credits: 3 record label and showcase featuring LIU artists. On Occasion The pre-requisite or co-requisite of MA 500 or MA MA 573 Music for Visual Media 800 is required. This course focuses on music for visual media MA 577 3D Computer Graphics Credits: 3 including film, television, gaming and multimedia. An introductory level class in 3D modeling, On Occasion Topics include the psychology of music, music and surfacing, texturing, lighting, rendering, special emotions, music composition and the roles music effects and basic digital cinematography. Students MA 583 Art and Commerce plays in video, film, or other multimedia formats. create 3D objects and renderings for film, video, A focus on a wide range of contemporary art and The class will include an emphasis on storytelling web and print. design enterprises in the metropolitan area. By through sound as well as on how sound can affect The pre-requisite or the co-requisite of MA 575 is means of on-site visits, students explore the work of the dramatic impact and overall tone of images, required. individual artists, photographers, designers, helping to create a total artwork. Students will Credits: 3 curators and art directors. Discussion topics

LIU Brooklyn Graduate Bulletin 2014 - 2015 Page 66 LIU Brooklyn include the interface between creativity and culture, This course explores researching, writing, and on-air The pre-requisite or co-requisite of MA 500 or MA art and commerce, artifact and economics. production for television in the areas of news and 800 is required. Students complete a production assignment or features. Students will research, write and perform Credits: 3 article-length paper as their final project. their own material before the camera utilizing up-to- On Occasion The pre-requisite or co-requisite of MA 500 or MA the-minute newsroom technology, shooting in the 800 is required. field and studio technology. MA 622 Globalization and the Media Credits: 3 The pre-requisite or co-requisite of MA 500 or MA An exploration of globalization as discourse, as a On Occasion 800 is required. social and economic event and as a contested Credits: 3 terrain. Analysis of media conglomeration; changes MA 584 Entrepreneurship On Occasion in local communities as depicted in films, television Students master the tools and concepts of the and popular music; the role of global institutions Internet in their search for either an audience or a MA 595 Music Production I such as the World Trade Organization, the position with a media production firm. Topics This is an intensive class, which covers the various International Monetary Fund, the World Bank; include: devising an integrated strategy and stages of creating a professional music project, and the anti-global movement. selecting appropriate web technologies, including composing, producing, recording, and The pre-requisite or co-requisite of MA 500 or MA understanding the significance of site architecture mixing. Within a highly collaborative 800 is required. and user paths, designing an online storefront, environment, students apply previously acquired Credits: 3 building and maintaining an online community, technical skills to enact the roles of music On Occasion infotainment, podcasting (audio blog) as well as producers, composers and recording engineers fluency in digital policies for the internet economy. as they write and produce background music and MA 623 Corporate Structure of the Media Students learn digital technology to reach and lyrics. Emphasis is on organizational techniques, This course acquaints the student with the business maintain clients as well as electronic publishing production details and deadline management as key environment in contemporary media institutions, tools. aspects of the professional recording industry. This both as workplace and as economic formation. It The pre-requisite or co-requisite of MA 500 or MA course is in Studios A and C and the media explores the history and current changes in 800 is required. classroom, with Avids ProTools, Apples Logic Hollywood studios and independent and foreign Credits: 3 Audio and Propellerheads Reason as creative tools. production, in network television, in the recording On Occasion The pre-requisite or co-requisite of MA 500 or MA industry and the Internet. The emphasis is on how 800 is required. these changes in media ownership affect the media MA 585 Music Marketing Credits: 3 artist and how they may be seen to be expressed Marketing is an essential part of being successful in On Occasion directly in media objects such as films, television the music industry. This course explores topics series, music videos, urban contemporary music related to current marketing techniques including MA 610 History of the Documentary and in the flow and design of the Internet. The identifying and connecting with a target audience, This course traces the history of the documentary pre-requisite or co-requisite of MA 500 or 800 is effective approaches to promotion and publicity from its silent beginnings to the present, examining required. and branding within a focused niche. Creative such questions as the relation of the documentary Credits: 3 strategies for successful marketing are also explored, to the fiction film, its claims to truth, and its social Rotating Basis including online and non-traditional approaches. use in times of peace and war. Students who are interested in promoting their own The pre-requisite or co-requisite of MA 500 or MA MA 624 Media Bodies music projects will benefit from this course as well 800 is required. This course in visual culture explores the as students who are interested in expanding their Credits: 3 representation of the body in art, cinema, knowledge of marketing in the entertainment On Occasion photography an on-stage from the Renaissance to industry as a whole. the present. Topics include: ways of seeing, The pre-requisite or co-requisite of MA 570 is MA 620 Psychoanalysis and the Media ethnographic and gender-based icons, semiotic and required. An introduction to basic psychoanalytical theories aesthetic interpretations, history as represented by Credits: 3 and the popular use of psychoanalysis for image and imagination. On Occasion formulating conceptions about how visual media The pre-requisite or co-requisite of MA 500 or MA attracts audiences, how certain narrative processes 800 is required. MA 586 New Media Management function, and how psychoanalysis classifies Credits: 3 This class focuses on new and emergent business individual character traits. Students study how On Occasion models and media content that incorporate such theories as those of Freud, Lacan and breakthrough technologies and innovative Interpersonal (Object Relations) Theory have been MA 625 Sex, Gender, Media implementation of existing media. Students applied to cinema, television, recording media and This course explores the representation of sexuality examine the new technological shifts in various current virtual media. in the media as well as the contribution made to media industries, unique management models The pre-requisite or co-requisite of MA 500 or MA the understanding of the media by gender theorists. emerging in response to these changes, the use of 800 is required. Topics include: homosexuality, heterosexuality, internet and social technologies for marketing, new Credits: 3 polymorphous sexuality, repression and distribution and deployment strategies for media On Occasion sublimation. such as broadband and mobile, and issues relating The pre-requisite or co-requisite of MA 500 or MA to innovative technologies for new media. MA 621 Philosophy and Media 800 is required. The pre-requisite or co-requisite of MA 500 or MA An examination of the ways in which philosophical Credits: 3 800 is required. systems of thought have underpinned both media Every Fall

Credits: 3 production and contemporary media theory. The MA 626 Crossing Borders On Occasion influence of such systems is presented as it is registered in moments in cinema, television, One of the key questions in contemporary media is MA 590 Broadcasting I popular recording and the new digital technologies. the representation of the border, be it physical,

Page 67 LIU Brooklyn Graduate Bulletin 2014 - 2015 Bulletin 2014 - 2015 social, racial, or sexual. This course explores how The pre-requisite or co-requisite of MA 500 or MA in the class. Students are required to complete visual artists have consistently crossed borders 800 is required. several murals and install them at designated erected by their societies and how they have Credits: 3 locations throughout the campus or community. persistently been interested in questioning the On Occasion The pre-requisite or co-requisite of MA 556 is notion of the border. required. The pre-requisite or co-requisite of MA 500 or MA MA 634 Genre Theory: Film, Television, Music Credits: 3 800 is required. A reconstruction of theories of genre as proposed On Occasion Credits: 3 from literary sources followed by an examination of On Occasion those theories as applied to the cinema and MA 650 Writing Genre television as well as to the recently theorized field of An advanced course in writing scripts for a variety MA 630 Documentary: Fact/Fiction popular recording. Students explore the of genres: Hollywood formula, independent film, This course is an in-depth consideration of the transformations of genres and analyze those situation comedy, mystery/thriller/suspense, soap representation of the "real" through the prism of transformations through discussions, short written opera, television drama, animation, commercials. non-fiction media. On what basis do we assignments, a long research paper and a group Students complete at least one script in a chosen understand narrative and non-narrative fiction and presentation. genre. (This course may be taken more than once non-fiction? How is our understanding of race, The pre-requisite or co-requisite of MA 500 or MA for credit.) gender, politics and ideology mediated by these new 800 is required. The pre-requisite and or co-requisite of MA 550 is genres? Topics include: subjunctive documentary, Credits: 3 required. the mockumentary, scientific animation and On Occasion Credits: 3 simulation, the memoir-confessional, reality TV and On Occasion docudrama. MA 635 Global Cinema The pre-requisite or co-requisite of MA 500 or MA This course explores world cinema as an alternative MA 652 Memory and Imagination 800 is required. to Hollywood. The modes of production of three The class examines a number of films including Credits: 3 different cinemas are spotlighted with careful study Diner, Mean Streets, Platoon and Annie Hall to On Occasion of how each local cinema both defines its own study the writer's use of personal experience to aesthetic and interests and how it often defines create story, dialogue and character. Attention will MA 631 Global Documentary those interests in relation and opposition to be paid to the transformational process used to lift The complex processes of globalization have Hollywood. The modes include: Dogma, begun in the story from private memory to public work. occasioned a number of international co- Denmark but now a global phenomenon; Iran and Emphasis will also be placed on the development of productions of filmmakers intent on explaining its cinema which through its extended use of the theme in order to extract meaning from experience. those processes. The course will also study the long take counters current Hollywood editing Each student will be expected to write the financing of these documentaries and will consider strategies; and Africa where cinema production calls screenplay for a short film (of at least 30 minutes) as well the alter-globalist movement which also attention to questions of a continuing colonialism utilizing the exercises explored in the class. Both works through this medium. The course will in and the problems of post-colonialism. Franco- exercise work and scenes from the film scripts in addition consider "documentary-like" fiction films Belgium Working Class Cinema; New Argentine progress will be read and discussed in class. that use these techniques to tell personal stories Cinema; and Chinese Anti-Globalist Cinema. The pre-requisite or co-requisite of MA 550 is with a global impact. The rich treasure trove of The pre-requisite or co-requisite of MA 500 or MA required. documentaries on this process includes: 800 is required. Credits: 3 Argentina's "Social Genocide" and "The Take," Credits: 3 On Occasion China's "West of the Rails" and Jamaica's "Life and On Occasion Debt." MA 654 TV Writers Roundtable The pre-requisite or co-requisite of MA 500 or MA MA 636 Alternative Media This course immerses students in the collaborative 800 is required. An exploration of different forms of media which writing process of the TV show. During the Credits: 3 exist as an alternative to mainstream, corporate semester, the class, working as cohorts, create, write, On Occasion media systems. Topics include impact of new refine and then rewrite a half hour script for a technology, access to the information highway, prospective TV series. Along the way, each student MA 632 Topics in Visual Aesthetics digital images and democracy, underground radio, is required to write scenes involving characters from This course deals with various topics in visual guerrilla video, independent cinema and the Web. ongoing TV series and from the script being aesthetics, outlining the history of the style or The pre-requisite or co-requisite of MA 500 or MA developed by the class. A staged reading of the aesthetic formation, explaining its technological, 800 is required. completed script is performed at the end of the industrial and cultural development, and Credits: 3 semester. encompassing its use in the media of film, On Occasion The pre-requisite or co-requisite of MA 550 is television and video. Topics include: The Long required Take, Hollywood Narration, The Experimental MA 638 The Photo Mural Credits: 3 Film. The course will explore the history and cultural Alternate Spring The pre-requisite or co-requisite of MA 500 or MA influences incorporated in the art form now known 800 is required. as the Photo Mural. The class is a production- MA 655 Photography Portfolio Credits: 3 oriented workshop where students explore several This is a studio class that enables the student to On Occasion avenues involved in the making of mural images - complete a semester's work focusing on a specialty tile printmaking, wall cover billboard and fresco area within the field. This course introduces the MA 633 Media Genres type photo images. Students use a variety of fundamentals of studio lighting with an emphasis This course offers intense study in a single media substances including canvas, vinyl, Tyvek, on portraiture and still-life photography genre. Genres include: Television Genres, the Post- watercolor paper and silk fabric to produce their applications. In-class demonstrations cover the use Modern Musical, Road Movies. (This course may images. Advanced Photoshop techniques and of tungsten lights and electronic flash equipment, be taken more than once for credit.) printing using Color burst rip software is included as well as diffusing light with reflectors and

LIU Brooklyn Graduate Bulletin 2014 - 2015 Page 68 LIU Brooklyn umbrellas. Students learn to consider the direction develop and complete work on a highly specialized in which this production will be shot, etc. WPT of light, proper exposure, and the effects on and involved Digital production. Students will work will make decisions as to which scenes to shoot. contrast and color balance. Topics include the as a team (no-less than three) to create a project that This hands-on experience will allow students to properties of various light and film combinations. is of "A" festival quality. The team will submit a learn what it is to actually produce a film from the The pre-requisite or co-requisite of MA 556 is proposal to the instructor before class begins. And ground up. required. if accepted they will take their project from The pre-requisite or co-requisite of MA 560 is Credits: 3 treatment to festival submission. This course will required. On Occasion cover how to utilize a team to maximize creativity, Credits: 3 production value and presence in the market place. Cross-Listings: MA 667, WPT 631 MA 656 Conceptual Digital Photography This is a two part course followed by Digital Every Fall This course introduces students to the creative imaging Team Portfolio II. world of conceptual photography. Using The pre-requisite of MA 560 is required or MA 668 Location Production photographic reference and Adobe Photoshop to professional / undergraduate documentary This joint ten (10) day Intensive is part two of the create photographic illustrations, students will experience or permission of Instructor. production phase. During this phase, the scenes create conceptual imagery assembled for a variety of selected from the scripts written for the Central sources. This course covers additional MA 664 Components of Visual Storytelling Project will be shot at various locations. WPT and photographic lighting and imaging techniques, This advanced course is designed to explore the MA students will work from WPT 631/MA667's digital scanning, image enhancement and power and impact of visual elements that control pre-production plan. This course takes the assembling, and digital printing. Hands-on the audience's experience of two-dimensional production on location where a High Definition activities and shooting assignments will enable each imagery. We will look at Space, Line, Shape, Tone, project will be completed. Students will occupy student to discover, explore, and understand the Color, Rhythm and Movement, breaking down crew and on-call writing positions, according to applications of conceptual "photo-illustration." In these visual components then recombining them to their respective skill sets. This is a hands-on addition, there will be discussion and presentations create a more dynamic project that is visually and learning experience where students will have the introducing some of today's professional conceptual emotionally engaging. This class, for Directors, opportunity to hear the thoughts of both Director photographers. Writers, Animators, Cinematographers, Editors, and DP. (January/Winter Intensive) The pre-requisite or co-requisite of MA 556 is Storyboard Artists, New Media Artists and The pre-requisite or co-requisite of MA 560 is required. Producers, will increase their understanding of how required. Credits: 3 and why a film with all the right stuff falls flat or a Credits: 3 On Occasion project with little going for it can become a Cross-Listings: MA 668, WPT 632 powerful and influential visual statement. Every Fall MA 660 Digital Video Imaging II The pre-requisite or co-requisite of MA 560 is Expanding on the knowledge and experience required. MA 670 Digital Sound Design II gained in MA 560, students use state-of-the-art Credits: 3 An intermediate-level workshop that focuses on digital cameras and nonlinear editing systems to On Occasion synthesizer fundamentals, multi-track MIDI complete an advanced level video project of their sequencers, multi-track hard disk recording, digital own design. MA 665 Directing the Screen Actor II audio editing, SMPTE lock sound for video and The pre-requisite or co-requisite of MA 560 is This course builds on the techniques learned in film, sound and music for CD-ROMs, and Digital required. MA 640, expanding on script interpretation, Performer as a multi-track nonlinear audio editing Credits: 3 camera interface, scene analysis and advanced and mixing environment. Every Spring directing skills. The pre-requisite of MA 570 is required. The pre-requisite or co-requisite of MA 565 is Credits: 3 MA 661 Film Production I required. Rotating Basis An intermediate level class in which students Credits: 3 produce non-synch-sound 16mm film projects and On Occasion MA 671 Digital Sound Design III explore advanced lighting, editing, and An advanced workshop that focuses on MIDI cinematographic techniques. Convergence MA 666 Cinemagraphic Directing sequencers and hard disk recording and editing technologies, such as digital color correction, video In this advanced production class in directing, environments. Advanced features of current assist and nonlinear postproduction, are also students work collaboratively to develop projects as versions of Digital Performer and Pro tools software explored. a team while focusing on the form and structure of are explored. Other topics include production The pre-requisite or co-requisite of MA 560 is all the stages of production. Through a hands-on values and sound design concepts in media, original required. approach, this class covers aesthetics, drama, the sound creation for MIDI instruments, and Credits: 3 shooting script, working with actors, mood lighting outboard effects. Final projects include sound Rotating Basis framing, shot sequencing, editing and finishing. design or music (or both) for picture (computer The pre-requisite or co-requisite of MA 560 is animation, film or video), Internet (Web site), CD- MA 662 Directing the Documentary required. ROM, DVD or CD audio. Working in small production teams, students direct Credits: 3 The pre-requisite of MA 670 is required. and edit mini documentaries of their own design On Occasion Credits: 3 and genre. On Occasion The pre-requisite or co-requisite of MA 560 is MA 667 Single Camera Film-Style Video required. Production MA 672 Digital Sound Design IV Credits: 3 This is a joint endeavor. WPT and MA Production An advanced workshop that focuses on the On Occasion and Media Management students will become completion of sophisticated individual projects in familiar with all phases of pre-production. This will digital sound design or digital audio composition MA 663 Digital imaging Team Portfolio I include breaking down the script, casting, location and production. Emerging tools, formats and styles This advanced studio class allows students to scouting, determining budgets, discussing the style are explored.

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The pre-requisite of MA 671 is required. The pre-requisite of MA 676 is required. 800 is required Credits: 3 Credits: 3 Credits: 3 On Demand On Occasion On Occasion

MA 673 Digital Sound Portfolio MA 680 Financing Features MA 690 Broadcasting II A studio class designed to enable the student to This course, focusing on the marketing, This is an advanced level course that builds on the focus on and complete a portfolio of work on a distribution and management of independent and news writing and reporting skills gained in specialty area within the field. studio features, is a primer for filmmakers wishing Broadcasting I. This course broadens the gathering, The pre-requisite of MA 670 is required. to raise money for their personal projects. Students writing and producing functions to include other Credits: 3 will learn how independent sales companies and aspects of broadcasting including features, in -depth On Occasion major Hollywood distributors market their films. and investigative reporting, web casting, and visual Attention is also paid to producing films in the broadcast design, while also broadening the MA 674 Advanced Sound for Visual Media digital domain and selling ideas to both broadcast spectrum to include business news, fashion and This class is a continuation of MA 571 Sound for and cable networks. The course seeks to demystify music news and features, and reporting on global Visual Media, a production course in sound for the role of the producer and focus directly on how issues. As in the first class, the range of skills honed film, television, and multi-media. Topics include to get started. Guest speakers include professionals here include news gathering techniques, story advanced audio post-production for video, film, from the legal and distribution communities. structure, interviewing, broadcast presentation and video games or other multimedia formats with a The pre-requisite or co-requisite of MA 500 or MA researching complex social economic issues. focus on sound design, SFX editing, Foley, and 800 is required. The pre-requisite of MA 590 is required. ADR (dialog replacement). Emphasis throughout Credits: 3 Credits: 3 this course is placed on mastering current industry On Occasion On Occasion techniques in sound design as well as developing advanced editing and mixing skills in ProTools and MA 681 Developing Documentaries and Shorts MA 696 3D Modeling I SoundTrack Pro software. Through hands-on This course gives students a working knowledge of An introductory level class focusing on 3D experience, the course will also focus on creative independent film financing and how to develop a modeling using Autodesk Maya. Students learn approaches to soundtrack development. This project from the idea stage to the lights-camera- basic modeling techniques for organic and course is beneficial for audio students who want to action stage. Topics include: writing the treatment, inorganic objects for film, video, web, print and improve their sound design skills as well as grant proposals, researching foundations, loans, video games. videographers, filmmakers, and multi-media artists marketing and distribution and film festivals. The pre-requisite or co-requisite of MA 678 is who want to continue improving the quality of The pre-requisite or co-requisite of MA 500 or MA required. their soundtracks. 800 is required. Credits: 3 The pre-requisite of MA 571 is required. Credits: 3 On Occasion Credits: 3 Every Summer On Occasion MA 698 3D CG Special Topics MA 682 Digital Imaging Team Portfolio II A topic-based class in 3D special effects using a MA 676 3D Computer Animation I This advanced studio class allows students to collaborative production model in which students An introductory level class in 3D computer develop and complete work on a highly specialized work on all facets of special effects shots for film, animation for Video, Film, games and the Web. and involved Digital production. Students will work video and the web. Special emphasis is placed on Students learn and work with basic Motion as a team (no-less than three) to create a project that live action integration of 3D, effects and Graphics, Character Animation, Logo Animation is of "A" festival quality. The team will submit a compositing techniques. and Special Effects in a variety of different proposal to the instructor before class begins. And The pre-requisite or co-requisite of MA 678 is resolutions. if accepted they will take their project from required. The pre-requisite or co-requisite of MA 577 is treatment to festival submission. This course will Credits: 3 required. cover how to utilize a team to maximize creativity, On Occasion Credits: 3 production value and presence in the market place. Every Spring The course will delve deeply into post production MA 703 Independent Study I (Theory) and Project completion. Including editing, sound This course allows the student to complete a MA 677 Computer Graphics Imaging Portfolio effects, color correction and special effects. Post research paper to be arranged in close association An advanced portfolio class in Computer Graphics production Marketing and distribution. with the student adviser. focusing on the conceptualization, production and The pre-requisite or co-requisite of MA 660 is Credits: 3 output of portfolio pieces for video, film, print and required. Every Semester the web using industry standard software. All Credits: 3 MA 704 Independent Study II (Production) students finish professional portfolios at the end of On Occasion the class consisting of several projects for various This course allows the student to complete a media. MA 683 Producing Television Series production project, to be arranged in close Credits: 3 This is an intensive course introduces students to association with the student adviser. On Occasion all the stages of developing, producing, and Credits: 3 delivering a prime-time network television series. Every Semester

MA 679 Advanced 3D Character Animation Through lectures and workshop exercises, students MA 705 Field Work Experience An advanced and specialized studio Class in 3D will learn about development, selling, casting, deal As an alternative to a production course, students Computer Graphics character animation for Film, making, budgets, pre-production, production, post may undertake advanced field work experience Video, Web and Video Games. Character production, and marketing. Students will also gain (approximately 10 hours per week) with a media animation techniques and fundamentals of Inverse a full understanding of the collaborative imperative organization or company. Under the guidance of and Forward Kinemation are covered in addition to of the network television business. the Media Arts Director of Professional Morph based animation, and Motion Capture data. The pre-requisite or co-requisite of MA 500 or MA

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Development, students integrate newly learned MA 801 MFA Seminar I graduate study in an area required for MFA study skills in a professional environment. A written The MFA Seminar I is designed to introduce and specialization not supported by our existing critique is the final project. Prerequisite: students to the curricular, scholarly, technological studio or production class structures, either due to Completion of 18 credits of course work or and creative concepts and standards employed in its technological or aesthetic innovation, permission of instructor. their MFA studies. Students are encouraged to interdisciplinary approach, or other unique Credits: 3 explore their artistic concepts in the Media Arts requirements. Students will work with an Every Semester through various different class activities. Independent Study structure with the appropriate Credits: 1 faculty member best qualified for supervision of this MA 706 Internship Every Fall specialized study. As an alternative to a production course, students Credits: 3 may undertake an advanced field work experience MA 802 MFA Seminar II Every Fall, Spring and Summer (approximately 10 hours per week) with a media The MFA Seminar II is designed to help students organization or company. Under the guidance of better develop and articulate their media art MA 897 MFA Thesis I the Media Arts Director of Professional concepts as written Artist Statements and Bios, and The MFA Thesis is the culmination of a student's Development, students integrate newly learned media-based presentations. Class activities include MFA study and consists of an artistic project in skills in a professional environment. A written writing exercises, media art surveys, statement/bio Media Form for public exhibition or screening, of critique is the final project. Prerequisite: surveys, class critiques and class media the highest technical, aesthetic and conceptual Completion of 18 credits of course work or presentations. merit as defined by the Department's MFA Thesis permission of instructor. The pre-requisite of MA 801 is required. Committee for each concentration. A total of 9 Credits: 1 Credits: 1 credits are required for the MFA Thesis, in one of On Demand Rotating Basis two formats, as either a Full MFA Studio Thesis consisting entirely of an artistic project to be MA 707 Integrated Thesis Project I (Theory) MA 803 MFA Seminar III executed with all 9 credits, or an integrated Studio The Integrated Thesis Project (ITP) consists of both The MFA Seminar III is designed to help students and Theory option to consist of 3 credits of a MA 707 (theory) and MA 708 (production) develop ideas and concepts for their MFA Thesis scholarly Thesis level research paper and 6 credits whereby students create a culminating project projects through survey, critique and discussion of an artist media project. integrating the two modes. Media Arts 707 is the activities. Students develop Thesis proposal Credits: 3 writing of a traditional research paper i.e., a packages during this seminar. All Students are Every Fall, Spring and Summer significant piece of writing on a topic related to required to complete MFA Seminar II prior to media theory. Students are guided on research taking their final Thesis credits. MA 898 MFA Thesis II resources and methods, thesis structure and writing The pre-requisite of MA 802 is required. The MFA Thesis is the culmination of a student''s organization. Credits: 1 MFA study and consists of an artistic project in Credits: 3 Rotating Basis Media Form for public exhibition or screening, of Every Semester the highest technical, aesthetic and conceptual MA 894 Studio Specialization I merit as defined by the Department's MFA Thesis MA 708 Integrated Thesis Project II (Production) Introductory level graduate study in an area Committee for each concentration. A total of 9 The Integrated Thesis Project (ITP) consists of both required for MFA study and specialization not credits are required for the MFA Thesis, in one of MA 707 (theory) and MA 708 (production) and is supported by our existing studio or production class two Formats, as either a Full MFA Studio Thesis designed to enable students to create a culminating structures, either due to its technological or consisting entirely of an artistic project to be project combining the two modes, linked by a aesthetic innovation, interdisciplinary approach, or executed with all 9 credits, or an integrated Studio common theme. Media Arts 708 is the completion other unique requirements. Students will work with and Theory option to consist of 3 credits of a of a production in a chosen medium for exhibition an Independent Study structure with the scholarly thesis level research paper and 6 credits of or demonstration purposes. Students are guided on appropriate faculty member best qualified for an artist media project. process, resources and technique. A public supervision of this specialized study. Credits: 3 exhibition of work is required. Pre-requisites: Permission of Faculty Supervisor for Every Fall, Spring and Summer Credits: 3 the Studio Specialization. Every Semester Credits: 3 MA 899 MFA Thesis III Every Fall, Spring and Summer The MFA Thesis is the culmination of a student's MA 800 Applied Contemporary Media Theory MFA study and consists of an artistic project in This required foundation theory course recognizes MA 895 Studio Specialization II Media Form for public exhibition or screening, of the role that Contemporary Media Theory plays not This is a Studio Specialization Intermediate level the highest technical, aesthetic and conceptual only in defining media in an era of convergence but graduate study in an area required for MFA study merit as defined by the Department's MFA Thesis also in some ways in shaping the form and theme of and specialization not supported by our existing Committee for each concentration. A total of 9 media. This course is designed to acquaint the studio or production class structures, either due to credits are required for the MFA Thesis, in one of student both with select theories and theorists and its technological or aesthetic innovation, two Formats, as either a Full MFA Studio Thesis to show how those theories either illuminate the interdisciplinary approach, or other unique consisting entirely of an artistic project to be work, or been used to shape the blend of feminism, requirements. Students will work with an executed with all 9 credits, or an integrated Studio Marxism, psychoanalysis, linguistics, semiotics, Independent Study structure with the appropriate and Theory option to consist of 3 credits of a philosophy, sociology, political economy and faculty member best qualified for supervision of this scholarly Thesis level research paper and 6 credits aesthetics that comprises Contemporary Media specialized study. of an artist media project. Theory. Should be taken by students within their Credits: 3 Credits: 3 first year of study. Every Fall, Spring and Summer Every Fall, Spring and Summer Credits: 3 Annually MA 896 Studio Specialization III This is a Studio Specialization Advanced level Writing and Producing for

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Television Courses writing of a viable web series pilot. Deal Credits: 3 This course analyzes the business of being a Every Spring professional screenwriter: developing an idea, WPT 610 Writing and Development - The pitching, working with a producer, with network Television Series WPT 630 Television Series and Programs - executive and, ultimately, getting a job. Class will An introduction to the basics and complexities of Writing and Production explore the how-to of obtaining an agent, working television script writing, and the seamless During this course, students see their words and with an agent, as well as a manager and lawyer. integration of the written script into the images come alive as the creative process transitions Collaboration is a necessary aspect of screenwriting, development phase of the television production from the page to the screen. whether it is working with a writing team, a writing process. Students begin work on the Central Project Credits: 6 partner, a producer or studio/network executive. pilot script. Every Fall Guest speakers will include screenwriters,

Credits: 6 producers, agents, network executives, lawyers and WPT 631 Single Camera Film-Style Video Every Fall directors. Production Credits: 3 This is a joint endeavor. WPT and MA Production WPT 611 The History of Television Every Spring An examination of the development and evolution and Media Management students will become of television as a creative medium, with an familiar with all phases of pre-production. This will WPT 644 The Internet and New Distribution emphasis placed on the role of the writer and include breaking down the script, casting, location Technologies producer. How did we get from the dawn of the scouting, determining budgets, discussing the style This is an advanced course dealing with the medium of TV to the digital age? Influential TV in which this production will be shot, etc. WPT tectonic impact that the Internet and New Media programs will be screened and technological will make decisions as to which scenes to shoot. and the New Distribution Technologies have had advances will be highlighted. Important TV scripts This hands-on experience will allow students to on the television industry. of historical and contemporary importance will be learn what it is to actually produce a film from the Credits: 3 studied. ground up. On Occasion Credits: 3 The pre-requisite or co-requisite of MA 560 is Every Fall required. WPT 698 Individual Episode Writing Credits: 3 During the Spring semester students will complete WPT 612 The Writers' Table - Revising and Cross-Listings: MA 667, WPT 631 their individual episode script and refine their Delivering the Pilot Every Fall treatments for an original TV series together with a Students enter the inner sanctum of the creative verbal pitch that could be made to a broadcast or television scripting world, the writers table. During WPT 632 Location Production cable network. A completed individual episode this course students revise and complete a draft of This joint ten (10) day Intensive is part two of the script must be submitted by the end of the first the Central Project pilot script. (January/Winter production phase. During this phase, the scenes month of the coming Fall Term. Students will Intensive) selected from the scripts written for the Central submit their individual episode scripts and begin to Credits: 3 Project will be shot at various locations. WPT and prepare their treatments for an original TV series Every Fall MA students will work from WPT 631/MA667's together with a verbal pitch that could be made to a pre-production plan. This course takes the broadcast or cable network. WPT 620 Television Series and Programs - production on location where a High Definition Credits: 3 Writing and Pre-Production project will be completed. Students will occupy Every Spring The completed draft of the Central Project has crew and on-call writing positions, according to been submitted. Students will start to explore the their respective skill sets. This is a hands-on WPT 699 Internship intricacies of production as the pilot moves from learning experience where students will have the Students will have the opportunity to do a the development stage into pre-production. opportunity to hear the thoughts of both Director prestigious internship placement at a media Credits: 6 and DP. (January/Winter Intensive) production company, or media organization. Every Spring The pre-requisite or co-requisite of MA 560 is Internship placements must be cleared in advance required. with the MFA Advisor. WPT 621 Genre Theory and Writing the Pilot Credits: 3 Credits: 0 This course will examine the concept and theory of Cross-Listings: MA 668, WPT 632 Every Fall, Spring and Summer genre as it applies to well-known television and film Every Fall forms. In conjunction with this, the ongoing WPT 700 The Capstone Portfolio development of the students individual TV pilots, a WPT 642 Post Production The Capstone project will consist of the following component of the Capstone project, will be Students will expand upon the knowledge and skill elements: supervised and guided on a one-on-one basis. sets they acquired in WPT 631 and 632 as they 1) The Central Project Pilot Script. Credits: 3 delve into the world of High Definition video 2) An individual four-act episodic script of at least Every Spring editing or post-production. Topics to be covered sixty (60) properly formatted pages in length. include: Non-linear editing systems (Avid, Final- 3) A treatment for an original TV series including WPT 622 The New Media: An Introduction Cut, Vegas), SFX generation, color correction, the premise, character breakdowns and story This introductory course deals with the tectonic audio sweetening techniques and aesthetics, synopsis. impact that the internet, New Media and the New advanced shooting for the edit techniques, 4) A verbal network “pitch.” Distribution Technologies have had on the advanced editing aesthetics, motion graphics and 5) A half-hour genre script of at least 25 properly television industry and the resulting phenomenon motion capture. formatted pages. of digital television programing and the web series. Credits: 3 Credits: 3 Through a practical discussion of the new media Every Spring Every Spring landscape, the students will be led through the digital series development process resulting in the WPT 643 Intellectual Property and Cutting the

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DEPARTMENT OF thesis do not have to take the comprehensive exam. Normally the entire program takes two POLITICAL SCIENCE years to complete. Students in the United Nations Certificate Program also can earn a master’s Professors: Ehrenberg (Chair), Stevens Haynes, degree after consultation with the department. Sánchez Professors: Emeriti DiMaio, Werner, McSherry M.A., Political Science Assistant Professors: Sheppard, Fahmy [Program Code: 06959] Adjunct Faculty: 6 Core Requirements: POL 505 Foundations of Political 3.00 The Political Science Department’s central Theory mission is to help students become informed POL 613 Comparative Politics 3.00 citizens and effective professionals. We offer a comprehensive curriculum that examines domestic POL 630 The American 3.00 and international power structures, socioeconomic Constitution and Political relations, and the building blocks of public life — System government, ideas and activity — in their POL 638 International Relations 3.00 domestic, international, comparative, geographic and theoretical dimensions. We seek to further the Political Science Concentration: university’s vision of “a learning community Students are encouraged to develop a dedicated to empowering and transforming the concentration in one of the discipline’s subfields lives of its students to effect a more peaceful and and should consult with their academic advisor. humane world that respects differences and M.A. in Political Science Thesis Option cherishes cultural diversity; improving health and A minimum of 30 credits in political science plus the overall quality of life; advancing social justice 6 credits of thesis are required for the Master of and protecting human rights; reducing poverty; Arts in Political Science degree with the thesis celebrating creativity and artistic expression; option. rewarding innovation and entrepreneurship; Students must complete the following courses: honoring education and public service; and POL 707 Research Methods/Thesis 3.00 managing natural resources in an environmentally Seminar responsible, sustainable fashion.” POL 708 Research Methods/Thesis 3.00

Seminar M.A. in Political Science M.A. in Political Science Non-Thesis Political science traditionally is divided into Option four major subfields. Students pursuing the Master A minimum of 36 credits are required for the of Arts degree take a core course in each of them: Master of Arts in Political Science degree with the American Politics: Studies in the origins and non-thesis option. operation of the U.S. constitutional order. Students must complete 36 credits, not including Subfields might include political parties; POL 707 or POL 708. campaigns and elections; the media; and race and Credit and GPA Requirements gender. Minimum Credits (Thesis Option): 36 International Relations: The study of both Minimum Credits (Non-Thesis Option): 36 classical global politics – the balance of power Minimum Major GPA: 3.0 among states – and the rise of non-state actors in an increasingly complex world, from transnational corporations to transnational terrorist groups. Comparative Politics: Compares and contrasts forms of government and political organization, such as institutions (militaries, political parties) or types of political systems (democracies, autocracies). Political Theory: From Socrates to John Rawls, an examination of the ideas and influence of the great schools of thought on history, politics and society. The remaining eight courses are electives, chosen in consultation with the faculty adviser and reflecting the student’s particular area of interest. At the end of the 12-course, 36-credit course of study, students must pass the department’s comprehensive examination in two of the four subfields. Students who choose to write an M.A.

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Political Science Courses POL 571 Public Administration and Public POL 601 Capital Cities and Politics: Comparative

Policy International Urbanization POL 505 Foundations of Political Theory A study of administrative history, theories and An examination of the political, physical, A graduate-level survey of the threads of continuity practices; policy formation and programs; and economic, social and cultural aspects of and the sources of change in the development of budget and personnel issues. Case studies are urbanization as a worldwide development, with political philosophy from Socrates through Marx. reviewed. particular emphasis on selected great cities and Required of all candidates for the M.A. in Political Credits: 3 their regions and on regional urban/suburban Science. On Occasion interaction. (Same as URB 601.)

Credits: 3 Credits: 3 POL 575 Concepts of the American Presidency: Alternate Years On Occasion Executive Leadership and Power POL 508 Seminar on Political Theory An examination of the theories and practices of the POL 604 Urban Government and Politics A focus on selected topics in political theory. American presidency, incorporating case studies A study of the management and organization of Credits: 3 comparing executive power in other countries. American cities; politics and changing On Occasion Consideration is given to constitutional factors, constituencies; and the impact on community party politics, modes of executive leadership in light participation, city management and mayoralty. POL 510 State Violence and Terrorism of new technology, and the evolving role of (Same as Urban Studies 604 and Public An examination of individual terrorism - its origins federalism and globalism. Administration 781). and theories offered to explain it - and the forms of Credits: 3 Credits: 3 state coercion known as state terror, which is often On Occasion Cross-Listings: PM 781, POL 604, URB 604 prompted by perceived domestic or foreign threats On Occasion to survival, authority or national interest. The role POL 577 Problems in American Foreign Policy of surveillance and security in urban areas are also A consideration of selected topics in the analysis of POL 605 Conflict Resolution explored. Underlying conditions such as civil strife, the shaping, determination and conduct of An examination of the theories and methods of separatist movements, racial cleavages and American foreign policy since World War II, conflict resolution in a variety of settings, such as ideological rationales are examined. Examples of including domestic, institutional and global factors. labor relations, criminal justice, community and the both categories of terrorism are drawn from history Credits: 3 international arena. and from different world regions and are analyzed On Occasion Credits: 3 via theories learned in the course. On Occasion POL 580 International Politics of Middle East Credits: 3 A study of the regional and international politics of POL 613 Comparative Politics Cross-Listings: POL 510, URB 510 the Middle East. A basic introduction to theoretical frameworks, On Occasion Credits: 3 concepts, approaches and methodologies in the POL 521 The Electoral Process: Parties, Interest On Occasion field of comparative politics. The course explores

Groups and Voter Behavior contending perspectives, foreign viewpoints and POL 581 Iraq War: Causes and Consequences A study of the continuity and changes in the comparative case studies. The development of This course will examine the background process, American electoral system. Consideration is given distinctive political systems in the industrialized and implications of the US led invasion of Iraq and to the structure and nature of parties, the impact of world and the developing world and the utility of its aftermath. This course will review Iraqi history, interest groups, and select issues affecting voter comparative theories to explain similarities and state-building, colonialism and the rise of Saddam behavior, including modern technology. (Same as differences are considered. Required of all Hussein to power, with special emphasis on both URB 520.) candidates for the M.A. in Political Science. his domestic politics and foreign policy. Emphasis Credits: 3 Credits: 3 will be placed on systemic and structural changes in On Occasion Alternate Years international relations, the role of international POL 547 Human Rights in World Politics institutions and the new ways that power is being POL 630 The American Constitution and An examination of the impact of human rights on reproduced in world affairs. Political System state policies, theories of human rights, cross- Credits: 3 A study of the U.S. Constitution, its historical and cultural perspectives of human rights, and the On Occasion political background and its relationship to major question of universality. Also considered are the political institutions and practices. Required of all POL 582 Geopolitics five categories of rights recognized by the candidates for the M.A. in Political Science. This course will introduce the basic principles international community, negative and positive Credits: 3 behind the concept of geopolitics in order to help rights, the three generations of rights and the Alternate Years students gain a better understanding of the evolution of international human rights and the environmental and geological forces that have POL 637 The Legislative System legal instruments and covenants designed to protect shaped the political, economic and social An in-depth study of the legislative process at the them. Case studies of major human rights abuses trajectories of human societies throughout recorded local, state and national levels. Focus is on and the efforts by the international community to history. It will examine how our ongoing legislative analysis, including the study of legislative deal with them - the role of the United Nations, interaction with these forces continues to shape our histories, lobbying, the role of unions, elected particular states, nongovernmental organizations world today and ask whether modern science and officials, the media and the general public. (Same as and individuals - are reviewed. technology has altered this balance or if the same URB 637). Credits: 3 patterns are simply repeating themselves on a larger Credits: 3 On Occasion scale. On Occasion Credits: 3

On Occasion

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identities and cultural, economic and political POL 638 International Relations independence. Nonviolent as well as revolutionary- An intensive survey of major theoretical nationalist patterns are discussed as are the perspectives and conceptual frameworks in difficulties of achieving viable state-directed international relations as well as a historical national societies in the global order. grounding in major recent and contemporary issues Credits: 3 in world politics. Topics covered include realism, Cross-Listings: PM 768, POL 668 liberalism, Marxism and dependency, world systems On Occasion theory, U.S. foreign policy, the role of the United Nations and international organizations, and POL 685 Approaches to Political Inquiry globalization. Required of all candidates for the This course is a comprehensive survey of modern M.A. in Political Science. research techniques and methods in political Credits: 3 science. It reviews the competing approaches to Alternate Years research in political science and evaluates the strengths and weaknesses of alternative methods of POL 639 International Political Economy dealing with various research problems. Students A comprehensive study of political economy in the will be trained in the proper methods of political global system: the complex interactions between inquiry for all subfields. These include building politics and economics, power and wealth. salient research questions, testing hypotheses, and Students examine key theories, specific evaluating theory. This course introduces students contemporary problems and major issues in to both quantitative and qualitative methods of political economy, including Third World research and offers useful training in writing development, the economic restructuring of former analytically and thinking logically. Communist countries, foreign aid, regional Credits: 3 cooperation, the role of transnational corporations On Occasion and the International Monetary Fund, and the relationship between democracy and free markets. POL 700 Independent Study Credits: 3 The development of selected topics in conjunction Alternate Years with a faculty adviser. Prerequisite: Approval of the Department. POL 642 International Organization, The United Credits: 3 Nations and its Affiliated Agencies All Sessions A study of the theories, origins, functions and operations of international organizations. The POL 707 Research Methods/Thesis Seminar principal organs of the United Nations, with A year-long development of a research thesis. In emphasis on the General Assembly and the Security the first semester, advanced study of scientific Council, are examined. (Same as PM 767.) method in the discipline of political science, Credits: 3 together with the preparation of a master's thesis Cross-Listings: PM 767, POL 642 proposal. In the second semester, the actual writing On Occasion of the thesis. Pass/Fail only. Open only to matriculated Masters students. POL 664 Contemporary Latin American Politics Credits: 3 An examination of the history, politics and Every Fall economics of Latin America and an analysis of theories offered to explain Latin American POL 708 Research Methods/Thesis Seminar development (or underdevelopment). The region's A year-long development of a research thesis. In uneven development and political turmoil are the first semester, advanced study of scientific charted as the course traces the historical roots of method in the discipline of political science, the complexities of Latin America: history of together with the preparation of a master's thesis Spanish colonialism; U.S. hegemonic power; proposal. In the second semester, the actual writing revolutions, both liberal and socialist; military of the thesis. Pass/Fail only. Open only to coups and regimes; and recent transitions to matriculated Masters students. democracy. The political-economic impact of the Credits: 3 current embrace of free-market capitalism is Every Spring considered. Case studies of major Latin American countries and regional processes and transformations are reviewed. Credits: 3 On Occasion

POL 668 Contemporary Nationalism An analysis of the phenomenon of nationalism: its historical roots in Europe; the emergence of new states in the Third World and the post-Cold War period; and the struggle of states to achieve national

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DEPARTMENT OF minimum of 24 credits of course work per year Thus, graduates are well prepared to function as during the first three years of residence, although practicing clinical psychologists and to meet the PSYCHOLOGY students in the first year of the program are academic requirements for licensure in psychology expected to take a minimum of 17 credits of as set by the New York State Education Professors Duncan, Kose (Director, M.A. coursework each semester.* Students in the fourth Department. Program), Papouchis, Penn, Ramirez, Samstag, year are expected to work full time on their Admission to the Ph.D. Program Schuman, Wong (Director, Ph.D. Program) doctoral dissertations. The number of students in All applicants should ordinarily have completed Professor Emeriti Allen, Fudin, Hurvich, Magai, each entering class averages between 15 and 17. a minimum of 18 undergraduate credits in Mcguire, Ritzler A candidate for the Ph.D. may also elect to psychology, including courses in experimental Associate Professors Kudadjie-Gyamfi (Chair), qualify for the Master of Arts degree by psychology and statistics. Minimal requirements Meehan, Pardo, (Director, LIU Psychological completing the requisite 36 credits of course work. for consideration for admission to the Ph.D. Services), Haden Program Philosophy and Goals program include an undergraduate grade point Assistant Professors Cain, Saunders The philosophy of the Ph.D. program is that a average of 3.2 and a grade point average in Adjunct Faculty: 14 clinical psychologist is a psychologist first, and psychology of 3.4. All applicants are also required subsequently a specialist. That philosophy is based to submit scores on the Graduate Record The Department of Psychology offers education on the assumption that all the skills and services a Examination (GRE) (including the advanced test and training in understanding emotions and clinician may develop are founded upon, and in psychology). Each applicant should ask at least behavior, at the undergraduate, master’s and critically evaluated from, the science of three professors to submit letters of doctoral levels. The department is comprised of 14 psychology. The training model followed might recommendation. full-time faculty members, with specialties best be described as a scholar-practitioner model. The deadline for all applicants is January 5, including personality assessment, mentalization The primary goal of such a model is to prepare although applications will be formally reviewed and reflective functioning, emotional regulation, students to be clinical psychologists who are beginning on December 1st. Applicants are psychotherapy process and outcome, cultural and carefully grounded and competent in the scientific strongly encouraged to submit their applications as ethnic issues, community violence, the aspects of psychology. To achieve that goal, a early as possible. Students whose applications are development of aggression, abuse and trauma, variety of clinical courses, seminars and practicum favorably reviewed will be interviewed for the racial stereotypes and prejudice, psychological experiences are available to students to develop program at the beginning of February. Notification problems with political refugees and their knowledge and skills in the areas of of the final decision of the Admissions Committee psychodynamic and cognitive-behavioral models psychopathology, assessment and the will usually take place by the beginning of March of treatment. Full-time faculty members teach at fundamentals of a variety of intervention and continue through April 15. In accordance with all levels of the department. techniques with emphasis on empirically APA standards, acceptance of an offer to the Ph.D. The department offers two programs of supported treatments. program must be made by April 15 and will be graduate study, one leading to the Doctor of At the same time, students are exposed to the binding thereafter. There are no midyear Philosophy in Clinical Psychology, and the other experimental areas in general psychology and are admissions to the program. At the present time, no leading to the Master of Arts in Psychology. trained in sophisticated statistical procedures, candidates are admitted with advanced standing, Candidates for any graduate degree in psychology research design and methodology. Coursework in although students can transfer 6 credits of selected may be terminated at any time by reason of weak statistics and basic principles of research design graduate courses from another university with the academic performance, professional unsuitability, are offered in the first year of training. Students approval of the director of the doctoral program. or failure to progress at a satisfactory rate. are then expected to begin to develop independent Applicants not accepted into the Ph.D. program research projects, the second year research project, will have their applications automatically

under close faculty supervision in the Spring forwarded to the M.A. program for review and Ph.D. in Clinical Psychology semester of the first year. The research projects possible admission. should be completed no later than the beginning of The Admissions Process and the Current The Doctor of Philosophy degree in clinical the third year. Advanced courses in research Student Body psychology is offered to a small and highly select design are part of the required curriculum in the In recent years the Department of Psychology group of full-time matriculated students. second year of training. Students also have the has received approximately 250 completed The program has been continuously accredited opportunity to participate in other faculty research applications each year. Evaluation of application by the American Psychological Association since projects as part of the coursework in both the materials by the Admissions Committee results in 1974, and offers high-quality clinical and research clinical and general/experimental areas. interviewing approximately 75 of the original pool training. Its most recent accreditation took place in Theoretical Orientation of applicants. 2014. Students in the Ph.D. program are prepared The theoretical orientation of the Ph.D. Acceptances into the program are offered on a to function as clinical psychologists in a variety of program is strongly influenced by the spectrum of rolling basis until an incoming class of 15 to 17 settings and are carefully trained in the the various psychodynamic approaches to therapy. students has been filled. The admissions development of research skills through coursework Cognitive-behavioral and dialectical behavioral committee accepts applicants solely on the basis of and mentoring by program faculty members who approaches are also emphasized. Students are qualifications. Among all doctoral students help them to develop and carry out original trained in intervention modalities such as currently enrolled the age range covers the early research projects. The Ph.D. program operates the individual, group and family therapy. There are 20s to the mid-40s; women account for 70% of the Psychological Services Center, in which members also opportunities for students interested in child group; 15% of the students are members of of the campus community can receive clinical/developmental issues to receive more minority groups; and 1% are handicapped. psychological assessment and treatment at no cost. specialized training in that area. Admission to Ph.D. Candidacy Students complete courses and supervised Clinical courses and practicum experiences Admission to Ph.D. candidacy is determined by clinical work in a variety of selected practicum over the first three years of training are designed to the successful completion and presentation of the settings. Courses are offered in the daytime. familiarize the student with a variety of second-year project and the submission of the Students are expected to maintain steady, full-time approaches to conceptualizing and assessing clinical qualifying examination paper to the progress toward the degree by completing a psychopathology and therapeutic interventions. director of the Ph.D. program.

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such assistantships is available at the time of PSY 771 Dynamic Psychotherapy 3.00 Degree Requirements and Time Limits admission to the program. There are also full II Ordinarily, completion of the requirements for tuition-remission scholarships given to three PSY 779 Data Management 1.00 the Ph.D. degree in Clinical Psychology will entail minority students in each entering class, while a minimum of five years of full-time academic qualified advanced students may receive paid Clinical Practice I study. The first three years in residence usually teaching fellowships. One Course Required involve full-time course work, while the fourth Housing PSY 630A Introduction to Clinical 3.00 involves full-time work on the doctoral The best sources of housing information are Interviewing and Practice dissertation before the clinical internship. Full- current doctoral students, local real estate agents, I time work on the dissertation often occupies the and online. There is also new graduate housing PSY 630B Introduction to Clinical 3.00 year after the internship as well. There is an eight- provided by the university. Interviewing and Practice year time limit on the completion of all Psychological Counseling I requirements. The average time for completing the The New York City metropolitan area is program has been 6.3 years over the past eight saturated with possibilities for low-cost Clinical Practice II years. During this same time period, counseling, psychotherapy and psychoanalysis, One Course Required approximately one third of each class has whether through neighborhood clinics or the PSY 631A Introduction to Clinical 3.00 completed the program within five years. clinical services attached to the various Interviewing and Practice The degree requirements in clinical psychology postdoctoral training institutes that abound in the II include a minimum of 90 credits of graduate city. Doctoral students are not required to be in PSY 631B Introduction to Clinical 3.00 courses, completion of the second-year project, psychotherapy, but such self-exploration is Interviewing and Practice one full year of clinical internship at an approved encouraged if it is at all possible. II installation, satisfactory performance on the clinical qualifying examination paper and oral Ph.D., Clinical Psychology Clinical Practice III exam, and the presentation and satisfactory [Program Code: 06948] One Course Required defense of a doctoral dissertation that represents an A minimum of 90 credits required PSY 635A Advanced Clinical 3.00 original contribution to psychology. Required Course Work Interviewing III Students who have completed 36 credits PSY 600 Research Design I 3.00 PSY 635B Advanced Clinical 3.00 receive the M.A. degree in Psychology. Interviewing III The internship for clinical psychology students PSY 602 Developmental 3.00 ordinarily encompasses one full year of training at Psychology Clinical Practice IV One Course Required an installation approved by the department. PSY 603 Contemporary 3.00 Further regulations concerning maintenance of Psychological Theories PSY 636A Advanced Clinical 3.00 good standing in the programs will be found in the Interviewing IV Graduate Student Handbook issued by the PSY 606 Statistics in Psychology I 4.00 PSY 636B Advanced Clinical 3.00 Department of Psychology. PSY 607 Professional Ethics and 3.00 Interviewing IV Academic Counseling Standards All faculty are willing and available to aid Clinical Practice V students encountering specific difficulties in their PSY 611 Cognitive and Affective 3.00 One Course Required academic studies. In addition, the director of Issues in Psychology PSY 691A Clinical Practice V 3.00 clinical training meets with each class in residence PSY 613 Social Psychology 3.00 PSY 691B Clinical Practice V 3.00 on a once-a-month basis to discuss issues relevant PSY 614 Cross-Cultural Issues in 3.00 to students’ academic and clinical experience. Clinical Practice VI Psychology Students are also assigned to a specific faculty One Course Required member who serves as their faculty adviser during PSY 615 Personality 3.00 PSY 692A Clinical Practice VI 3.00 their time in the program. In courses such as PSY 620 Tests and Measurements 4.00 PSY 692B Clinical Practice VI 3.00 Statistics and Psychological Assessment, advanced Clinical Internship students with special skills hold teaching PSY 625 Psychological 4.00 assistantships and work with students in laboratory Assessment I PSY 840 Clinical Internship 0.00 sections. In courses such as Research Design, PSY 655 Psychopathology I 3.00 PSY 841 Clinical Internship 0.00 students have ample opportunity to work in a Dissertation Courses tutorial relationship with the professor, especially PSY 660 Intervention Techniques I 3.00 on preparation of designs for research projects. In PSY 850 Doctoral Thesis 3.00 PSY 671 Dynamic Psychotherapy I 3.00 connection with clinical activities, the program Supervision ensures that all treatment and diagnostic activities PSY 676 Psychological 4.00 PSY 851 Doctoral Thesis 3.00 are carefully supervised. Assessment II Supervison Graduate Assistantships PSY 678 Clinical Neuropsychology 3.00 Assistantships are available to students in the PSY 852 Doctoral Thesis 3.00 doctoral program during the first three years. PSY 700 Research Design II 3.00 Supervison Teaching assistantships, usually reserved for PSY 706 Statistics in Psychology II 4.00 PSY 853 Doctoral Thesis 3.00 second- and third-year students, carry a stipend Supervison and partial tuition remission. Research PSY 710 Psychotherapy Research 3.00 assistantships within the department carry partial PSY 854 Doctoral Thesis 3.00 PSY 755 Psychopathology II 3.00 tuition remission and a stipend and require eight to Supervision ten hours of work per week. Information about

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PSY 855 Doctoral Thesis 3.00 Supervision M.A., Psychology [Program Code: 06947] PSY 856 Doctoral Thesis 3.00 Core Course Requirements Supervision Twelve (12) Credits Required. PSY 857 Doctoral Thesis 3.00 PSY 603M Contemporary 3.00 Supervision Psychological Theories

PSY 858 Doctoral Thesis 3.00 PSY 616M Statistical and Research 3.00 Supervision Methodology I

Credit and GPA Requirements PSY 617M Stastistical and Research 3.00 Minimum Credits: 90 Methodology II Minimum Major GPA: 3.25 PSY 665M Professional Issues and 3.00 Ethics in Psychology M.A. in Psychology Psychology Course Requirements Students enrolled in the M.A. in Psychology At least twenty-seven (27) credits from receive a mix of theoretical and applied psychology masters courses coursework. The program is designed to provide a M.A. in Psychology Non-Thesis Option broad grounding in psychological principles and Thirty-six (36) total credits required practice that ready the student for work in related Non-Thesis Option fields or for continued education at the doctoral Six (6) additional credits in psychology level. Written comprehensive examination Admission to the M.A. Program M.A. in Psychology Thesis Option Applicants to the M.A. program must have Thirty-three (33) total credits required completed at least 12 undergraduate credits of Thesis Option psychology, including statistics, with a grade point Three (3) credits from psychology 709M average of at least 2.75. In addition, they must Credit and GPA Requirements submit letters of recommendation from two Minimum Credits (Thesis Option): 33 professors. Admission to the M.A. program in no Minimum Credits (Non-Thesis Option): 36 way implies acceptance into the Ph.D. program. Minimum Major GPA: 3.0 Nonetheless, outstanding master’s degree candidates are admitted into doctoral courses with the permission of the directors of both programs, and some M.A. graduates are accepted into the Ph.D. program. Both graduate programs are committed to increasing the enrollment of aspiring minority students. All applicants to the Ph.D. program who were not accepted for admission to the Ph.D. program will have their applications automatically forwarded to the M.A. program for review and possible admission. M.A. Degree Requirements and Time Limits The M.A. program is ordinarily completed in one and one half to two years of intensive study. The time limit for the M.A. degree is five years. Candidates must have completed 33 credits, which includes an acceptable thesis (10 courses plus Psychology 709M, Master’s Thesis Supervision), or 36 credits (12 courses) and pass a written comprehensive examination. These courses must be successfully completed before registration for the comprehensive examination. Credit for courses taken outside the Department of Psychology must be approved by the master’s program director and will be limited to a maximum of six credits. Curriculum for M.A. Degree The typical curriculum for the M.A. degree consists of 600-level courses designated by the letter M, which are offered in weekday late afternoon, evening or weekend classes. Some psychology courses are open to both M.A. and Ph.D. students without prerequisite.

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consideration of the application of social Psychology Courses PSY 606 Statistics in Psychology I psychology to contemporary human problems; for A look at estimation and hypothesis testing and the example, personality development and adjustment, PSY 600 Research Design I power of a test and introduction to parametric ethnic attitudes and conflicts, social movements, An introduction to the basic theories issues, statistics, multiple correlations and simple analysis and propaganda. concepts and constructs of what constitutes sound of variance. Three hours lecture; one hour Credits: 3 psychological research. Students are expected to laboratory. Prerequisite: Undergraduate course in Annually develop the capacity to critically evaluate research, psychological statistics. and to formulate research proposals on their own. Credits: 3 PSY 614 Cross-Cultural Issues in Psychology Students complete a proposal for their second-year Annually An examination of key issues and concepts in cross- research project as part of the course requirement. cultural psychology as a growing area within PSY 607 Professional Ethics and Standards Prerequisite: Psychology 606 psychology. A major goal of the course is to have An examination of the broad spectrum of Credits: 3 students gain an appreciation of the impact of contemporary ethical issues encountered by Annually cultural factors on attitudes and behavior of those psychologists as teachers, researchers and who are recipient of services as well as the service PSY 601M Human Sexuality practitioners and a forum for increased ethical provider. Emphasis is placed on clinical and A survey of sexual behaviors (both normal and awareness and analysis. Pass/Fail only. community psychology constructs and applications. deviant), with emphasis on the dynamics of Credits: 3 African-American and Latino groups get special motivations. Developmental aspects: myths, Every Fall attention. fallacies and taboos associated with sex: and Credits: 3 PSY 609M Independent Study modern concepts based on research and clinical Annually Prerequisites: Completion of the 12-credit core, at studies are all studied. least one required course in the area of Credits: 3 PSY 614M Introduction to Consultation and specialization, and other courses as determined by On Occasion Community Mental Health the faculty supervisor. This course offers an introduction to the major PSY 602 Developmental Psychology concepts and strategies of community intervention: A consideration of developmental issues from An opportunity for practicum experience or an situation analysis and case conceptualization, empirical research, interpersonal-psychoanalytic independent project for the advanced student. The program development and implementation. theory and cognitive theory. Major theorists course and its specific requirements are under the Emphasis will be placed on community discussed include Piaget, Bowlby, and others. The supervision of a faculty member. Successful mobilization, collaboration, and program aim of the course is to look at developmental issues completion requires submission of a final paper sustainability. Required for specialization in from differing points of view and to examine points documenting the process and outcome. Requires Community-Industrial Psychology. of convergence and divergence. the permission of the Chair of the Department and Credits: 3 Credits: 3 the Dean. May be repeated; maximum six credits. On Occasion Annually The pre-requisites of PSY 603M, 616M, 617M and 665M are required. PSY 615 Personality Theory PSY 603 Contemporary Psychological Theories Credits: 3 A systematic examination of a variety of theoretical A survey of the transformation of psychological Every Semester views of personality. Empirical ramifications of such thought from nineteenth century philosophy, theories and their implications for the psychology physiology and medicine to modern psychology as a PSY 611 Cognitive and Affective Issues in of individual differences are considered. scientific discipline. Implications for behavioral Psychology Credits: 3 science and its variety of disciplines and schools of This course will examine contemporary issues in Annually thought are examined with an emphasis on history psychology centering on emotion and motivation in and systems of current psychological theories. cognition. Topics will include basic emotion PSY 615M Personality Credits: 3 research from social, cognitive, and neuroscientific A critical examination of the leading theories of Annually perspectives, as well as research relevant to personality, with the purpose of evolving a understanding emotion and motivation in an comprehensive conceptualization. Required for PSY 603M Contemporary Psychological Theories applied context. Core topics will be examined, specialization in Clinical Psychology. A survey of the transformation of psychological during which participants will be exposed to Credits: 3 thought from nineteenth century philosophy, essential questions and dimensions about: basic On Occasion physiology and medicine to modern psychology as a emotions; basic emotions and neuroscience; scientific discipline. Implications for behavioral cognitive appraisals; unconscious emotional PSY 616M Statistical and Research Methodology I science and its variety of disciplines and schools of processes; repression-dissociation; the intersection A study of how to design and conduct experiments, thought are examined. Required of all candidates of self, culture, and emotion; emotion in interpret obtained results, and refine the succeeding for the M.A. in Psychology. psychotherapy; and other similar topics. The design and procedures, as well as how to read and Credits: 3 course will draw upon primary sources, and will be critique a problem, design and execute a small- Every Semester conducted in a composite seminar-lecture style that sample experiment, and interpret and critique the encourages active participation in integrating the outcome. Required of all candidates for the M.A. in PSY 605M Family Dynamics current literature with individual scholarly interests. Psychology. An examination of the family: its structure and Credits: 3 Credits: 3 functions, its members and their interactions, the Every Spring Every Fall institutions of society that influence it, and how familial pathology is defined and treated. PSY 613 Social Psychology PSY 617 Freudian Theory Credits: 3 An analysis of fundamental concepts in A study of the basic principles and evolution of On Occasion interpersonal and group relations, with Freudian theory and empirical examinations of that

Page 79 LIU Brooklyn Graduate Bulletin 2014 - 2015 Bulletin 2014 - 2015 theory and later Neo-Freudian theories. students clinical experience. The empirical literature on psychotherapy outcome studies is also Credits: 3 literature on psychotherapy outcome studies is also presented as well as cultural and ethnic factors On Occasion presented as well as cultural and ethnic factors affecting the clinical process. Issues related to the affecting the clinical process. Issues related to the identification and reporting of child abuse and PSY 617M Stastistical and Research Methodology identification and reporting of child abuse and maltreatment are also addressed. Pass/Fail only. II maltreatment are also addressed. Pass/Fail only. Credits: 3 This course is the second in the series for Statistical Credits: 3 Every Spring and Research Methodology. See description for PSY Every Fall 616M (the first in the series). Required of all PSY 631M Practicum candidates for the M.A. in Psychology. PSY 630B Introduction to Clinical Interviewing Supervised experience in an area that relates to The pre-requisite of PSY 616M is required. and Practice I students' interests or specialization. On-site Credits: 3 An introduction to clinical interviewing techniques experiences are employed during the weekly Every Spring and didactic material across a range of intervention seminar to focus on students' concerns and basic strategies, with a focus on cognitive-behavioral issues of ethics, theory and practice. Students must PSY 618M Modalities of Therapeutic Intervention techniques. The seminar also addresses ethical find their own placements. A discussion of various therapeutic strategies and issues in clinical practice and offers students the Credits: 3 tactical alternatives in a variety of settings. opportunity to learn through direct practicum On Occasion Credits: 3 experience,role playing or observation of other On Occasion students clinical experience. The empirical PSY 635A Advanced Clinical Interviewing III

literature on psychotherapy outcome studies is also An intensive case seminar taken in conjunction PSY 620 Tests and Measurements presented as well as cultural and ethnic factors with a two-day per week practicum placement. The A consideration of the principles of psychometric affecting the clinical process. Issues related to the seminar uses the practicum experiences to focus on theory. Issues of test construction, validity and identification and reporting of child abuse and issues in clinical interviewing, therapeutic alliance reliability are discussed. Principles of maltreatment are also addressed. Pass/Fail only. building, treatment planning and psychotherapy as administration, scoring and interpretation of the Credits: 3 well as empirically supported therapies. Topical Stanford-Binet, the Wechsler series, and a survey of Every Fall readings related to each of these areas are assigned personality inventories, occupational tests and regularly for discussion as well as cultural and neurocognitive tests are covered. Cultural PSY 630M Practica ethnic factors affecting the clinical process. Issues differences related to test biases and performances Supervised experience in an area that relates to related to the identification and reporting of child are covered. Three hours lecture; one hour students' interests or specialization. On-site abuse and maltreatment are also addressed. laboratory. experiences are employed during the weekly Pass/Fail only. Credits: 4 seminar to focus on students' concerns and basic Credits: 3 Every Fall issues of ethics, theory and practice. Students must Every Fall

find their own placements. PSY 621M Tests and Measurement Credits: 3 PSY 635B Advanced Clinical Interviewing III An introduction to concepts of psychological test On Occasion An intensive case seminar taken in conjunction construction and evaluation. Principles of ethical with a two-day per week practicum placement. The conduct, administration and interpretation are PSY 631A Introduction to Clinical Interviewing seminar uses the practicum experiences to focus on illustrated for standardized tests commonly used in and Practice II issues in clinical interviewing, therapeutic alliance vocational counseling, employment practices and An introduction to clinical interviewing techniques building, treatment planning and psychotherapy as clinical assessment. and didactic material across a range of intervention well as empirically supported therapies. Topical Credits: 3 strategies, with a focus on cognitive-behavioral readings related to each of these areas are assigned On Occasion techniques. The seminar also addresses ethical regularly for discussion as well as cultural and

issues in clinical practice and offers students the ethnic factors affecting the clinical process. Issues PSY 625 Psychological Assessment I opportunity to learn through direct practicum related to the identification and reporting of child A study of the basic principles of assessment, experience, role playing or observation of other abuse and maltreatment are also addressed. including interviewing and psychological testing, students clinical experience. The empirical Pass/Fail only. with an emphasis on individual differences. literature on psychotherapy outcome studies is also Credits: 3 Introduction is made to the Rorschach and other presented as well as cultural and ethnic factors Every Fall projective tests, as well as continued work with affecting the clinical process. Issues related to the neurocognitive tests. Three hours lecture; one hour identification and reporting of child abuse and PSY 636A Advanced Clinical Interviewing IV laboratory. Cultural differences are covered. maltreatment are also addressed. Pass/Fail only. An intensive case seminar taken in conjunction Corequisite: Psychology 620 or its equivalent. Credits: 3 with a two-day per week practicum placement. The Credits: 4 Every Spring seminar uses the practicum experiences to focus on Every Spring issues in clinical interviewing, therapeutic alliance

PSY 631B Introduction to Clinical Interviewing building, treatment planning and psychotherapy as PSY 630A Introduction to Clinical Interviewing and Practice II well as empirically supported therapies. Topical and Practice I An introduction to clinical interviewing techniques readings related to each of these areas are assigned An introduction to clinical interviewing techniques and didactic material across a range of intervention regularly for discussion as well as cultural and and didactic material across a range of intervention strategies, with a focus on cognitive-behavioral ethnic factors affecting the clinical process. Issues strategies, with a focus on cognitive-behavioral techniques. The seminar also addresses ethical related to the identification and reporting of child techniques. The seminar also addresses ethical issues in clinical practice and offers students the abuse and maltreatment are also addressed. issues in clinical practice and offers students the opportunity to learn through direct practicum Pass/Fail only. opportunity to learn through direct practicum experience, role playing or observation of other Credits: 3 experience,role playing or observation of other students clinical experience. The empirical Every Spring

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the psychologist receive particular attention. PSY 636B Advanced Clinical Interviewing IV PSY 655 Psychopathology I Required of all candidates for the M.A. in An intensive case seminar taken in conjunction An introduction to the core concepts and major Psychology. with a two-day per week practicum placement. The research findings in psychopathology, including Credits: 3 seminar uses the practicum experiences to focus on how major mental disorders are defined, explained, Every Fall issues in clinical interviewing, therapeutic alliance and classified by the DSM-5. The course will building, treatment planning and psychotherapy as emphasize major etiological and sociocultural PSY 668M Ethnic Cultural, and Minority Issues well as empirically supported therapies. Topical factors contributing to these disorders, as well as in Psychology readings related to each of these areas are assigned how to apply these diagnostic categories to clients An examination of the impact upon gender, racial, regularly for discussion as well as cultural and presenting in clinical practice. ethnic, religious and other minorities of ethnic factors affecting the clinical process. Issues Credits: 3 stereotyping, discrimination, and efforts to ignore related to the identification and reporting Every Fall differences or compel uniformity. of child abuse and maltreatment are also addressed. Credits: 3 Pass/Fail only. PSY 655M Psychopathology On Occasion Credits: 3 A study of the genesis, course, conceptualization, Every Spring diagnosis and treatment of mental illness. Required PSY 669M Seminars in Special Topics for specialization in Clinical Psychology. Consideration of special areas of interest in PSY 643 Teaching Seminar in Psychology Credits: 3 psychology at the master's level by intensive study in This course is designed to prepare psychology On Occasion a seminar format. graduate students for the teaching of psychology at Credits: 3 the undergraduate level and as teaching assistants. PSY 657 Childhood Psychopathology On Occasion The course involves syllabus preparation, selection A study of the essentials for understanding the of instructional material, testing, evaluation, and diagnosis of childhood psychopathology and its PSY 670M Seminars in Special Topics demonstration lectures. Also included in the assessment. The empirical literature of a range of Consideration of special areas of interest in course is a discussion of classroom management diagnostic categories is reviewed as well as the psychology at the master's level by intensive study in strategies and techniques, as well as other practical impact of cultural factors. Prerequisite Psychology a seminar format. and theoretical issues relating to the teaching of 655. Credits: 3 psychology. Credits: 3 On Occasion

Credits: 0 Annually PSY 671 Dynamic Psychotherapy I Annually PSY 658 Psychotherapy of Children This course examines the theory and techniques of PSY 644M Group Processes and Techniques An in-depth study of the theory and practice of dynamic psychotherapy with the neurotic and An examination of groups and of such group child psychotherapy. Emphasis is on character disordered individual. The emphasis is on techniques that may be used for treatment, psychodynamic approaches as well as some the beginning phase of treatment, the therapeutic promotion of growth, or improvement of application of behavioral management and family alliance, transference, resistance and other key relationships in diverse settings. The format of the systems theory. The empirical literature in this area issues in dynamic psychotherapy. While focusing course may be both didactic and experiential. The is also examined. on common principles shared by varied schools of empirical literature is considered. Credits: 3 dynamic psychotherapy, we will also look at areas of Credits: 3 Annually difference between schools, at empirically

On Occasion supported techniques, and at treatment issues PSY 660 Intervention Techniques I raised by clients with diverse cultural backgrounds. PSY 646 Cognitive Behavior Modifcation I This course is designed to orient students to current Concurrent supervised experience (Clinical Practice An introduction to the theory and practice of theory and research in intervention techniques, III) is required. behavior modification and cognitive-behavioral including cognitive behavioral models, The pre-requisite of PSY 655 is required and the co- modification. Emphasis is placed on the psychodynamic models, interpersonal models, and requisite of PSY 635A is required and is only open assessment of maladaptive behavior from a humanistic models with a particular emphasis on to students in the PhD program. cognitive-behavioral perspective and on developing short-term psychotherapies. This course will Credits: 3 and implementing behavioral and cognitive- elucidate why (or for what purpose) therapists of Annually behavioral intervention strategies with diverse different orientations use certain intervention populations. techniques as opposed to others and will focus on PSY 671M Topics In Cognition The pre-requisite of PSY 646 is required. areas of convergence as well as discrepancies This course will study the history and development Credits: 3 between the various models. Finally, this course of Cognitive psychology in the late twentieth On Occasion will provide an overview of important issues facing century. This course will also review contemporary contemporary clinical psychologists, including research on perception, language, concept PSY 648M Developmental Psychology I: cultural competence, psychotherapy integration, formation, imagery, and reasoning. Childhood and Adolescence and empirically supported treatments. Corequisite: Credits: 3 A consideration of issues that concern the Psychology 655 On Occasion development of the individual from conception to Credits: 3 late adolescence. Theories of development are Every Fall PSY 672 Community Mental Health surveyed. Attention is given to the impact of The major issues in community mental health are biological and social factors that influence the PSY 665M Professional Issues and Ethics in examined with an emphasis on the impact of social course of development. Required for specialization Psychology and community issues on mental health. in Developmental Psychology. A seminar devoted to discussions and the Intervention strategies for addressing these issues Credits: 3 evaluation of various theoretical and practical issues are examined with a special emphasis on social On Occasion in psychology. Problems of ethics and the roles of psychological interventions.

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Credits: 3 Annually theory and treatment. Drawing upon specific On Occasion studies in social, cognitive, and clinical psychology, PSY 679 Family Therapy participants will examine a variety of approaches PSY 672M Forensic Psychology A study of a variety of conceptual approaches to that rely on explicit and/or implicit methods. In This graduate course considers a range of topics family therapy. These approaches include, but are doing so, participants will examine different topics, that are of concern to both psychologists and not limited to, structural systems theory and object including: self/self-descriptions, object relations, members of the legal profession. In this course, we relations approaches to family therapy practice. The unconscious processes, attachment, and personality. will investigate how psychology works with the legal empirical literature evaluating such approaches is Emphasis is placed on learning practical skills both system as social scientists, consultants, and expert discussed as are ethnic and cultural differences. to assess existing studies, and to develop future witnesses. We will examine how psychological Credits: 3 studies (including a doctoral dissertation research theories, research data, techniques and methods Annually proposal). Prerequisites: Psychology 600 and 706 can enhance and contribute to our understanding Credits: 3 PSY 680 Neuropsychological Assessment of the judicial system. In addition to offering an Every Fall introduction to the field of forensic psychology, this An examination of the variety of assessment graduate course will focus on: 1) psychological techniques designed to evaluate and interpret PSY 701 Seminar and Readings in Contemporary assessment of competency, malingering, and neuropsychological functions. It is recommended Psychology criminal responsibility, 2) jury selection process and that this course follow Psychology 678. The reading and criticism of more recent literature jury decision making, and 3) psychological Credits: 3 in psychology including significant books and treatment for crime victims and perpetrators. Annually articles on personality, perception, learning theory,

Credits: 3 theory construction, and application in such fields PSY 691A Clinical Practice V On Occasion as development psychology, clinical psychology, An intensive case seminar taken in conjunction social psychology and personality theory. with a two to two-and-a-half day per week practicum PSY 674 Psychology of Gender Credits: 3 placement. This advanced seminar utilizes student A psychological study of the traditional perspectives On Occasion of gender, the means by which psychologists practicum experiences to focus on more complex attempt to study gender, the relationship of gender clinical issues in psychodynamic psychotherapy PSY 703 Current Issues in Clinical Psychology to traditional issues in psychology, the causes of sex primarily through specific clinical case and Psychopharmacology differences and similarities, and how biological and presentations. The empirical literature on clinical A review of current readings in clinical psychology cultural factors influence the development of supervision is also discussed as are empirically and psychopharmacology. gender roles and identities. supported therapies. Pass/Fail only Credits: 1 Credits: 3 Credits: 3 On Occasion On Occasion Every Fall PSY 704 Advanced Personality Theory PSY 676 Psychological Assessment II PSY 691B Clinical Practice V A review of a variety of new empirical and The purpose of this course, which is a continuation See the description for Psychology 691A for a full theoretical developments in the psychology of of Psychology 625, is to provide participants with description of this clinical case seminar. Pass/Fail personality. Conceptual topics include neo-analytic, the theoretical knowledge and practical skills only. cognitive-developmental, and factorial models of necessary to conduct an individual, comprehensive Credits: 3 personality organization. Study of research in those psychological assessment in a mental health setting. Every Fall spheres of personality psychology is central to

Participants will learn about test selection, as well as course work, including examination of the content PSY 692A Clinical Practice VI approaches to working with a multi-method test and methodological issues that are unique to this This case seminar is a continuation of Psychology battery. Tests covered will include cognitive (e.g., area of psychology. 691A. Pass/Fail only WAIS-IV), self-report personality tests (e.g., MMPI- Credits: 3 Credits: 3 2), and projective (or performance-based) On Occasion Every Spring personality tests (e.g., TAT; Rorschach). While PSY 706 Statistics in Psychology II participants will learn test administration and PSY 692B Clinical Practice VI A study of correlation analysis, analysis of variance, scoring, a major goal of the course will be on This clinical case seminar is continuation of analysis of covariance, advanced multiple interpretation and integration of findings in the Psychology 691B. Pass/Fail only. regression, non-parametric methods and other context of writing a comprehensive report for use in Credits: 3 selected techniques for treatment of data. Three diverse clinical settings. The course will consist of Every Spring weekly class meetings in a composite lecture- hour lecture; one hour laboratory. Prerequisite: seminar format, and weekly lab meetings. Three PSY 699 Second Year Research Project Psychology 606 hours lecture; one hour laboratory. Prerequisite: This seminar may be enrolled in when working on Credits: 4 Psychology 625 a Second Year Research Project and may be taken Annually

Credits: 4 only once. Pass/Fail only. The one credit may not PSY 707 Issues in Trauma Research and Annually be used toward the 90 credits required for Treatment graduation. A review of the theoretical and methodological PSY 678 Clinical Neuropsychology Credits: 1 approaches to the investigation and treatment of An introduction into the interrelation between On Occasion human biology, physiology, neurology and human trauma. Ethical issues are discussed. behavior. The literature and research concerned PSY 700 Research Design II Credits: 3 with the assessment of organicity or pathology, This seminar, an extension of Psychology 600, On Occasion conceptions of the physiological basis of abnormal involves a detailed examination of methods used in PSY 709M Master's Thesis Supervision behaviors, and related topics are presented. experimental psychology that have implications for Master's degree candidates receive assistance in Credits: 3 conducting research related to psychodynamic

LIU Brooklyn Graduate Bulletin 2014 - 2015 Page 82 LIU Brooklyn completing their theses. Pass/Fail only. No credit. This course has an Prerequisite: Permission of the Chair of the PSY 761 Borderline and Narcissistic Psychology additional fee. Department. Pass/Fail only. A review of the historical background of borderline Credits: 0 Credits: 3 and narcissistic syndromes. Key literature is Every Fall Every Semester discussed, and differential diagnostic and therapeutic issues are extensively considered as is PSY 841 Clinical Internship PSY 710 Psychotherapy Research the efficacy of empirically supported techniques. Each candidate for the doctorate in clinical An examination of the history of psychotherapy Credits: 3 psychology must spend one year full-time or two research that focuses on such major topics as On Occasion years half-time as an intern in an approved therapeutic alliance, alliance ruptures and installation, such as a mental hospital or mental treatment failures, common versus specific factors, PSY 765 Object Relations Theory hygiene clinic. Services performed concentrate on and differential treatment outcome. Significant An in-depth study of the contributions of the major diagnostic testing and staff conferences, and psychotherapy research studies and programs (e.g., British object-relations theorists and the place of supervised individual or group psychotherapy. the NIMH depression study), and empirically such theory in psychoanalytic thought. The Pass/Fail only. No credit. This course has an validated treatments are reviewed. A number of empirical support for these theories is also additional fee. psychotherapy research assessment instruments that discussed. Credits: 0 measure different change mechanisms in therapy Credits: 3 Every Spring are demonstrated using vignettes of videotaped On Occasion sessions. Students interested in pursuing PSY 842 Second-Year Internship PSY 771 Dynamic Psychotherapy II psychotherapy research are thus provided some Available to those students who wish to pursue a A study of the way in which principles of hands-on experience with a number of measures. second year of clinical internship. Not required for psychodynamic psychotherapy may be applied to This course is the equivalent of Research and the doctorate. Pass/Fail only. No credit. severe psychopathology and to short-term therapies. Design II. Prerequisite: Psychology 600 Prerequisite: PSY 840-841. This course has an The application of such principles to the psychoses, Credits: 3 additional fee. and borderline conditions is discussed. The Every Fall Credits: 0 empirical literature related to such Every Fall PSY 750 Individual Research I psychotherapeutic issues is discussed as are the Individual research projects under supervision. interactions with cultural and ethnic factors. PSY 843 Second-Year Internship Pass/Fail only. Prerequisites: Psychology 600 and Empirically supported therapies for these more Available to those students who wish to pursue a 700 or 710. severe disorders are also discussed. Concurrent second year of clinical internship. Not required for Credits: 3 supervised clinical practice is required. the doctorate. Pass/Fail only. No credit. Annually Credits: 3 Prerequisite: PSY 840-841. This course has an Annually additional fee. PSY 751 Individual Research II Credits: 0 Individual research projects under supervision. PSY 775 Seminars in Special Topics Every Spring Pass/Fail only. Prerequisites: Psychology 600 and An intensive study in special areas of interest in 700 or 710. Clinical Psychology (not necessarily the same topics PSY 849A Dissertation Topic Seminar Credits: 3 each year). Examples of topics are computer Students develop the conceptual rationale and Annually research technology, brain and behavior methodology for their dissertation topics. Each relationships, psychopharmacology, issues of social student has the opportunity to present his or her PSY 755 Psychopathology II stress, special statistical techniques, and the study of own research proposal, to receive feedback from A study of contemporary theory and research in anxiety. One to three credits each semester. Offered other students and the instructor, and to critique psychopathology with a special emphasis on every semester the proposals of other students. Students may developmental etiological factors, biosocial Credits: 3 register for this course for one or more semesters. contributions, symptom formation and the Annually Required of those students in their fourth year who rationale for different interventions. are not yet in dissertation committee. Pass/Fail Psychodynamic and cognitive behavioral theories PSY 776 Special Topics only. Psychology 849A offered every Fall; are emphasized as is the interaction of An intensive study in special areas of interest in Psychology 849B offered every Spring; Psychology psychopathology with cultural factors. Discussion of Clinical Psychology (not necessarily the same topics 849C offered every Summer. the literature related to the DSM is also considered. each year). Examples of topics are computer Credits: 3 Prerequisite: Psychology 655 research technology, brain and behavior Every Fall Credits: 3 relationships, psychopharmacology, issues of social Every Spring stress, special statistical techniques, and the study of PSY 849B Dissertation Topic Seminar anxiety. Students develop the conceptual rationale and PSY 760 Ego Functions Credits: 1 to 3 methodology for their dissertation topics. Each A focus on the definition of the major ego On Occasion student has the opportunity to present his or her functions as described in psychoanalytic literature. own research proposal, to receive feedback from Those functions include reality testing, impulse PSY 840 Clinical Internship other students and the instructor, and to critique control, defensive functioning, object relations and Each candidate for the doctorate in clinical the proposals of other students. Students may synthesis. Emphasis is given to assessment, psychology must spend one year full-time or two register for this course for one or more semesters. therapeutic implications and empirical research. years half-time as an intern in an approved Required of those students in their fourth year who Credits: 3 installation, such as a mental hospital or mental are not yet in dissertation committee. Pass/Fail On Occasion hygiene clinic. Services performed concentrate on only. Psychology 849A offered every Fall; diagnostic testing and staff conferences, and Psychology 849B offered every Spring; Psychology

supervised individual or group psychotherapy. 849C offered every Summer.

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Credits: 3 Every Spring PSY 854 Doctoral Thesis Supervision Each doctoral candidate conducts doctoral thesis PSY 849C Dissertation Topic Seminar research under the guidance of a committee, which Students develop the conceptual rationale and may be a standing committee or one assembled methodology for their dissertation topics. Each with consent of the clinical director. The student has the opportunity to present his or her enrollment and fee for this course registration is own research proposal, to receive feedback from repeated as long as the study is in active progress. other students and the instructor, and to critique Pass/Fail only. Students receive an Incomplete until the proposals of other students. Students may the dissertation is completed. register for this course for one or more semesters. Credits: 3 Required of those students in their fourth year who Every Fall and Spring are not yet in dissertation committee. Pass/Fail only. PSY 855 Doctoral Thesis Supervision Credits: 1 Each doctoral candidate conducts doctoral thesis On Occasion research under the guidance of a committee, which may be a standing committee or one assembled PSY 850 Doctoral Thesis Supervision with consent of the clinical director. The Each doctoral candidate conducts doctoral thesis enrollment and fee for this course registration is research under the guidance of a committee, which repeated as long as the study is in active progress. may be a standing committee or one assembled Pass/Fail only. Students receive an Incomplete until with consent of the clinical director. The the dissertation is completed. enrollment and fee for this course registration is Credits: 3 repeated as long as the study is in active progress. Every Fall and Spring Pass/Fail only. Credits: 3 PSY 856 Doctoral Thesis Supervision Annually Each doctoral candidate conducts doctoral thesis research under the guidance of a committee, which PSY 851 Doctoral Thesis Supervison may be a standing committee or one assembled Each doctoral candidate conducts doctoral thesis with consent of the clinical director. The research under the guidance of a committee, which enrollment and fee for this course registration is may be a standing committee or one assembled repeated as long as the study is in active progress. with consent of the clinical director. The Pass/Fail only. Students recieve an Incomplete until enrollment and fee for this course registration is the dissertation is completed. repeated as long as the study is in active progress. Credits: 3 Pass/Fail only. Students receive an Incomplete until Every Fall and Spring the dissertation is completed. Credits: 3 PSY 857 Doctoral Thesis Supervision Annually Each doctoral candidate conducts doctoral thesis research under the guidance of a committee, which PSY 852 Doctoral Thesis Supervison may be a standing committee or one assembled Each doctoral candidate conducts doctoral thesis with consent of the clinical director. The research under the guidance of a committee, which enrollment and fee for this course registration is may be a standing committee or one assembled repeated as long as the study is in active progress. with consent of the clinical director. The Pass/Fail only. Students receive an Incomplete until enrollment and fee for this course registration is the dissertation is completed. repeated as long as the study is in active progress. Credits: 3 Pass/Fail only. Students received an Incomplete Every Fall and Spring until the dissertation is completed. Credits: 3 PSY 858 Doctoral Thesis Supervision Every Fall and Spring Each doctoral candidate conducts doctoral thesis research under the guidance of a committee, which PSY 853 Doctoral Thesis Supervison may be a standing committee or one assembled Each doctoral candidate conducts doctoral thesis with consent of the clinical director. The research under the guidance of a committee, which enrollment and fee for this course registration is may be a standing committee or one assembled repeated as long as the study is in active progress. with consent of the clinical director. The Pass/Fail only. Students receive an Incomplete until enrollment and fee for this course registration is the dissertation is completed. repeated as long as the study is in active progress. Credits: 3 Pass/Fail only. Students receive an Incomplete until Every Fall and Spring the dissertation is completed. Credits: 3 Every Fall and Spring

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SOCIAL SCIENCE Social Science Courses Professor Lester Wilson (History) Director

(718) 488-1041; [email protected] SSC 512 Readings in the Social Sciences Professors Halbert Barton (Anthropology), Hildi Intensive readings in themes in the social sciences. Hendrickson (Anthropology), Gustavo Rodriguez Focus is on such global issues as religion, race and (Economics), Stacey Horstmann Gatti (History), racial attitudes, class, and social change. Kimberly Faith Jones (History), Nicolas Agriat Credits: 3 (History), Simon Sheppard (Political Science), Annually Paul Ramirez (Psychology), Haesook Kim (Sociology), Jose Sanchez (Urban Studies) SSC 553 World Social Development

A consideration of the world social situation, including such subjects as health, food and M.S. in Social Science nutrition, housing and urban planning, education,

employment, and social development in developing M.S., Social Science areas. [Program Code: 06953] Credits: 3 LIU's multidisciplinary graduate social science Cross-Listings: PM 769, SOC 553, SSC 553 program is designed for professionals seeking to Every Spring enhance their career opportunities within their respective fields. Students receive a Master of SSC 611 Independent Study Science in Social Science degree following Prerequisite: Approval of the Department completion of twelve courses (thirty-six credits) in Credits: 3 a variety of related disciplines. Depending on a On Demand student’s particular career aspirations, a course of study, determined in consultation with the program SSC 707 Thesis Supervision director, will provide the appropriate academic and The selection, supervision and completion of the analytical background for professionals in the thesis topic. Pass/Fail only. Three credits per chosen field. semester. Degree requirements are as follows: Credits: 3 1. Twelve credits (four courses) in a social science Every Semester (anthropology, economics, history, political science, psychology, sociology, urban studies); SSC 708 Thesis Supervision 2. Six credits (two courses) in a second social The selection, supervision and completion of the science; thesis topic. Pass/Fail only. Three credits per 3. Fifteen credits (five courses) in electives semester. 4. Three credits in research methods or statistics; Credits: 3 5. Comprehensive exam. Every Semester In this bulletin, social science courses are listed under departmental “Academic Offerings.” Please refer to the following departments for courses of particular interest to you: anthropology, economics, history, political science, psychology, sociology, and urban studies. Credit and GPA Requirements Minimum Credits: 36 Minimum Major GPA: 2.75

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SOCIOLOGY Sociology Courses SPEECH-LANGUAGE Professors Emeriti Carden, Hittman, Rosenberg PATHOLOGY Associate Professors Hendrickson (Chair), Kim, SOC 526 Asian Cinema Barton, Ali, Juwayeyi A focus on cinema as a unique cultural product in See Communication Sciences and Disorders. Associate Professor Emeriti Gritzer, Harwood which artistic sensibilities are mobilized to address, Assistant Professor Emeritus Sherar and thus reflect, significant aspects of contemporary Adjunct Faculty: 8 society. Through a range of feature films from the region, this course examines these cultural products The Master of Arts degree in Sociology is not as collective expressions of some enduring concerns offered at this time, but graduate courses in in modern Asian societies. sociology are offered as part of other departments The pre-requisite or co-requisite of MA 500 or MA and programs including the United Nations 800 is required. Graduate Program, Urban Studies and Social Credits: 3 Science. Cross-Listings: MA 533, SOC 526

On Occasion

SOC 553 World Social Development A consideration of the world social situation, including such subjects as health, food and nutrition, housing and urban planning, education, employment, and social development in developing areas. Credits: 3 Cross-Listings: PM 769, SOC 553, SSC 553 Every Spring

SOC 601 Reading in Sociology Independent reading, research and study under the guidance of a sociology faculty member; topic to be mutually agreed upon in advance. Credits: 3 On Occasion

SOC 651 Urban Economics An analysis of economic problems arising in the modern urban areas of the United States. Discussion centers around the causes of such problems and possible alternative solutions. Relationships among city and state governments and the federal government receive due consideration. Credits: 3 Cross-Listings: ECO 651, PM 788, SOC 651, URB 651 On Occasion

SOC 654 Methods of Social Research An examination of the range of research methods employed in social science. Topics include selection of research designs, sampling and data collection, quantitative and qualitative approaches, statistics and the ethics of social research. Students are expected to apply such research strategies throughout the semester. Credits: 3 On Occasion

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UNITED NATIONS completing either a Master of Science in Social UN 708 Seminar, Non- 3.00 Science, a Master of Arts in Political Science, or a Governmental GRADUATE PROGRAM Master of Public Administration. All UN Program Organizations courses may be applied to the particular master’s UN 709 Seminar, Issues in 3.00 Lester N. Wilson, Ph.D., Director degree program selected. (718) 488-1041; [email protected] International Ethics Rainer Braun, Ph.D., Freie Universität Berlin; Advanced Certificate, United Nations UN 712 Advanced Seminar: 3.00 Beng Yong Chew, Deputy Directory, Political [Program Code: 84578] Topics to be Determined Affairs Department, United Nations, ret.; Qazi Core: Twelve (12) Credits Required. Shaukat Fareed, Special Advisor to the Director- UN 713 The UN and Preventive 3.00 POL 642 International 3.00 General of UNIDO (United Nations Industrial Diplomacy Organization, The United Development Organization); Jacques Fomerand, Nations and Affiliated UN 714 UN and International 3.00 Head, United Nations University Office in North Agencies Security: Disarmament America; Phyllis J. Lee, Secretary, High-Level and Non-Proliferation Committee on Programmes, UN System Chief HIS 632 The World Since 1945 3.00 Executives Board, ret; Joseph J. Stephanides, UN 715 Seminar: The United 3.00 UN 710 Research Methods 3.00 Director, Security Council Affairs Division, U.N. Nations and Secretariat, ret.; James Sutterlin, Director, Office UN 711 Research Seminar 3.00 Peacebuilding of the UN Secretary-General, ret. UN 717 The United Nations and 3.00

Twelve (12) Credits of Electives Required. Global Terrorism The Institute for the Study of International ELECTIVE COURSES (Offered on Occasion) Organizations UN 798 Internship in NGO's, 3.00 ECO 626 Problems of Economic 3.00 The Institute for the Study of International Field Experience in Development Organizations builds on the unique instructional Central America methodology and specialized research conducted ECO 661 International Economic 3.00 UN 799 Internship in International 3.00 in the United Nations Advanced Certificate Relations Organizations Program and its related master’s degree HIS 626 The United States since 3.00 opportunities and provides for further development Credit and GPA Requirements 1914 of advanced studies and research in international Minimum Credits: 24 Minimum Major GPA: 2.75 organizations. The Institute coordinates research POL 547 International Human 3.00 projects dealing with the United Nations system Rights and nongovernmental organizations, with regional United Nations Courses POL 605 Conflict Resolution 3.00 organizations, and with other international groupings. POL 640 Public International Law 3.00 UN 692 Modern Diplomacy

POL 670 Politics of Developing 3.00 A comprehensive overview of contemporary United Nations Advanced Nations international diplomacy considered as art, science, craft, practice, institution and process. Topics of SOC 553 World Social 3.00 Certificate Program and discussion include the nature and development of Development Related Master Degree Options diplomacy; diplomatic practice, methods, and techniques; types of diplomacy (with special SOC 606 Sociology of Population 3.00 The United Nations Advanced Certificate offers and Demography emphasis on multilateral diplomacy); diplomatic privileges and immunities; the role and function of a unique opportunity to students seeking to enter UN 691 Global Issues and 3.00 diplomats; the diplomat as a foreign affairs or advance in careers in international organizations Interdependence or related institutions. Because of the exceptional professional; and the contribution of diplomacy nature of the program, it appeals to students from a UN 692 Modern Diplomacy 3.00 toward maintaining world order. Credits: 3 variety of disciplines—communications, health, UN 693 Future World Orders 3.00 education, political science, economics, etc. The On Occasion UN 694 Management of 3.00 student body reflects a mix of mid-career International UN 694 Management of International professionals, UN staffers, members from Organizations Organizations permanent missions and traditional graduate A focus on structural and managerial issues within students. UN 695 Statistics for the Social 3.00 international organizations and an examination of The 24-graduate credit program combines an Scientist the tools needed to function within such an extensive study of the UN system and the UN 700 Independent Study 3.00 environment. specialized agencies, funds and programs that Credits: 3 constitute the UN System with rigorous UN 704 Issues in International 3.00 Cross-Listings: PM 761, UN 694 individualized research into its range of functions Labor 1919 - Present On Occasion and activities ranging from peace and security to human rights and development. A key element is UN 706 International 3.00 UN 700 Independent Study the norm setting or policy making function of the Humanitarian Assistance Development of selected topics, in conjunction system and its development assistance framework UN 707 Population Displacement 3.00 with faculty adviser. and operations. and Migration Prerequisite: Approval of the Department. In addition to the United Nations Advanced Credits: 3 Certificate, the student has the option of On Occasion

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Public Information. Students work closely as a UN 701 The United Nations and Human Security UN 712 Advanced Seminar team in preparing all aspects of the field trip, The course will focus on such global/cross border An exploration of selected United Nations issues including hosting a major event with the and interrelated threats as poverty, population through intensive study in a seminar format. participation of the heads of 60 or more NGOs and growth and migration, global warming, energy and Credits: 3 hosting bilateral meetings with NGO's at their water scarcity, "failed states," terrorism and weapons On Occasion headquarters and/or visiting their projects. of mass destruction and the denial of human rights. Students work closely with the UN Country Team, UN 713 The UN and Conflict Prevention The "new dimensions" of these threats to human whose Resident Coordinator opens the recruitment This seminar will explore the role of the United security will be explored and assessed, along with event, and research its in-country programs. Nations in conflict prevention. More specifically, the range of global governance instruments that Students learn about the national priorities of the drawing from history and on the basis of case might be used by the international community to country and, dependent upon the interest of the material, the seminar will seek to explain the meet the challenges that they pose. Government, also meet with government officials, concept and evolving practice of prevention by the Credits: 3 at the hosted event and/or separately. The student United Nations with particular attention to the On Occasion is also expected to keep a log of all fieldwork institutions involved and the modalities and impact experience and contribute to a formal report to be UN 706 International Humanitarian Assistance of their interventions. submitted to the DPI/Executive Committee, the A review of the evolution of the concept and Credits: 3 UN Country Coordinator and the NGOs recruited practice of humanitarian assistance. The course On Occasion for association. covers the interface between humanitarian Credits: 3 assistance and peacekeeping operations, the UN 715 The UN and Peacebuilding This seminar will examine the role of the United On Demand continuum between emergency assistance and Nations in peacebuilding, with specific reference to economic/social development, the role of UN 799 Internship in International Organizations selected problem areas in developing countries. humanitarian assistance in peace building, the role A course designed to provide direct exposure to and Credits: 3 of nongovernmental organizations in the provision experience in the work of a UN department or UN- of humanitarian assistance, and the evolving On Occasion related agency. The student engages in a supervised international legal concepts of dealing with the UN 716 United Nations and The Middle East placement activity and is expected to meet at least right to humanitarian assistance. The course The seminar will examine the events that led to the once every two weeks with a faculty coordinator. focuses on case studies of actual emergency initial involvement and continued engagement of The student is also expected to keep a log of all assistance operations. the United Nations in the Middle East. Starting fieldwork experience and complete a seminar-length Credits: 3 with the Balfour Declaration through the paper analyzing a specific problem of the agency or Annually department. independence of Israel followed by the various Credits: 3 UN 708 United Nations Nongovernmental Security Council and General Assembly resolutions on the situation to the present "road map," the On Demand Organizations A study of the premises and functions of private student will explore the role of the United Nations voluntary organizations in the UN non- in the Israel/Palestine question. The seminar will governmental organizations (NGO) structure. also discuss the impact of the Gulf War, the recent Student-initiated research in the functions of intervention in Iraq, and the current challenges selected groups of NGOs is conducted. facing the United Nations in the fields of Multidisciplinary and analytical discussions of democratization, disarmament, and human rights research progress reports on NGO activities and in the region. interactions with international organizations are Credits: 3 held. On Occasion

Credits: 3 UN 717 United Nations and Global Terrorism Annually This course explores these questions with particular UN 710 Research Methods attention to the novel features of the threat posed An introduction to research techniques in the by terrorism to international peace and security, the social sciences. Students are required to research a effectiveness of applicability of traditional models major function or principal concern within the UN and mechanisms for dealing with the security system. Based on their research, students make challenges posed by terrorism and addressing its formal presentations and defend policy proposals root causes, and what can be done through the drawn from their research. United Nations to contain and suppress terrorism. Credits: 3 Credits: 3 Annually On Occasion

UN 711 Research Seminar UN 798 Internship in Non-Governmental Cornerstone of the United Nations Program, a Organizations: Field Experience in Central research seminar that provides training in policy America making and requires preparation of a major study This course is designed to provide direct exposure on a specific area of UN operations. Students write to what it means to represent the United Nations a research paper on a major function or principal abroad. The Chair of the UN DPI/NGO Executive concern within the UN system. Committee formally designates students as Credits: 3 ambassadors on the Committee's behalf to recruit Annually NGOs for association with the UN Department of

LIU Brooklyn Graduate Bulletin 2014 - 2015 Page 88 LIU Brooklyn

URBAN STUDIES PROGRAM mostly an evening program and is designed for URB 604 Urban Government and 3.00 working professionals as well as part-time and Politics Professor Jose R. Sanchez (Political Science), full-time students. It offers a multidisciplinary

Chair; 718-488-1057; e-mail: graduate course of study leading to a Master of [email protected] Arts in Urban Studies. Courses at the 500-level are available to qualified undergraduates in their Professors: Dorinson (History), Wilson (History) Of the following courses only one is required: Associate Professor: Kim (Sociology) junior and senior years. PM 787 The Role of Ethnicity in 3.00 Adjunct Faculty: 4 The M.A. in Urban Studies is more than a the Metropolis narrow professional degree. It provides a broad exposure to the essential elements of urban studies PM 795 Race Relations and 3.00 The Urban Studies Program provides students while developing skills in writing, research and Intergroup Tensions with a behind-the-scenes look at urban critical analytical thinking that prove necessary administration, economics, government, history, SOC 666 Race Relations and 3.00 and valuable in a wide range of professional fields. management, planning and sociology. It offers a Intergroup Tensions Graduates can look forward to a wide range of comprehensive curriculum for administrators, career opportunities. Planning and GIS skills are URB 608 The Role of Ethnicity in 3.00 economists, managers and planners in unrelated always in demand by government and non-profit the Metropolis fields, who are interested in career change or in organizations as well as private companies. There working in urban agencies, in addition to those URB 666 Race Relations and 3.00 are also many opportunities in real estate, already employed in the field, who lack the Intergroup Tensions education, non-profit management, economic academic credentials needed to advance development, international development, Of the following courses only one is required: professionally. neighborhood/community development, health PM 783 Principles and Practices 3.00 Faculty members are experts in their areas of care, social services, and public administration. of City Planning specialization and provide fascinating insight and Admission to Degree Program an insider's perspective into the daily business, URB 614 Principles and Practices 3.00 Applicants to the program leading to the Master politics and economics of urban life and of City Planning of Arts in Urban Studies, must meet these administration. Guest lecturers from public and requirements: URB 629 Community Planning and 3.00 private agencies visit the classroom often, offering • Have a bachelor's degree or its equivalent Metropolitan Economic their commentary on a wide range of urban-related • Have at least 24 semester hours of advanced Development topics. undergraduate work in the social sciences URB 627 Minority Community 3.00 (economics, history, political science, Development psychology, sociology and anthropology) or the M.A. in Urban Studies equivalent. Of the following courses only one is required:

ECO 507 Quantitative Methods for 3.00 The M.A. in Urban Studies provides a general • Students who were not undergraduate social the Social Sciences and technical understanding of the metropolis, science majors must have at least a B- undergraduate average in such required social surrounding regions and world urbanization for PM 780 Computer Technology 3.00 science courses as have been taken and may be persons interested in such areas as administration, Application to required to take up to 12 credits of economics, government, history, housing, Metropolitan Affairs management, planning, geographic information undergraduate courses, which will not be SOC 507 Quantitative Methods for 3.00 systems and sociology. credited toward the degree, in order to the Social Sciences The program’s faculty members are drawn compensate for any deficiencies in preparation. from the fields of urban studies, economics, SSC 511 Theories, Ethics and 3.00 M.A. in Urban Studies history, political science and sociology. They Applications of Research [Program Code: 06962] include adjunct faculty selected for their Across Social Science knowledge and experience in professional practice Major Requirements Disciplines in such matters as administration, management, Of the following courses only one is required: URB 507 Quantitative Methods for 3.00 geographic information systems (GIS) and HIS 583 The History of the City of 3.00 the Social Sciences planning. Guest lecturers from public and private New York agencies also contribute to courses that deal with URB 511 Theories, Ethics and 3.00 URB 504 The Development of the 3.00 specialized subjects. Applications of Research American Metropolis The program will interest persons who have Across Social Science varied interests and experiences: those seeking URB 583 The History of the City of 3.00 Disciplines new career paths in such fields as administration, New York URB 605 Computer Technology 3.00 management, planning and public history; those Of the following courses only one is required: Application to working in a city or suburban agency but without PM 781 Urban Government and 3.00 Metropolitan Affairs previous concentrated academic education in the Politics field; those seeking an intermediate degree as a URB 7071 Metropolitan Areas 3.00 stepping-stone to further academic or professional POL 604 Urban Government and 3.00 Research Methods goals; and those interested in a graduate degree in Politics Seminar urban studies with elective courses exploring URB 601 Capital Cities and 3.00 The following are the course requirements for the various aspects of the metropolis including Politics: Comparative Urban Studies, Master of Arts plan. Either Option Brooklyn studies, city planning, community International Urbanization A (the Thesis) or Option B (the Project) must be planning and New York City history. completed. The master’s program in urban studies is Completion of the following course is required:

Page 89 LIU Brooklyn Graduate Bulletin 2014 - 2015 Bulletin 2014 - 2015

URB 7072 Metropolitan Thesis and 3.00 The course also examines the racial, religious and Project Research Seminar Urban Studies Courses cultural ideologies that govern ghettos. Credits: 3 On Occasion URB 500 Introduction to Urban Theory

An introductory course that centers on readings in URB 560 The City through Film Completion of the Thesis/Project course is urban history and sociology in order to give An examination of how film has shaped the public's required: graduate students a grasp of the language and view of the city as well as the role the city has played URB 708 Thesis and Project 3.00 literature of urban studies. in film. Particular films are screened and analyzed. Seminar Credits: 3 Credits: 3 Alternate Years Alternate Years A maximum of 12 units are permitted of appropriate graduate work in related disciplines for URB 503 Brooklyn's Community Tradition URB 583 The History of the City of New York the Urban Studies, Master of Arts plan. A focus on the growth of Brooklyn in terms of such A chronological and topical review of the political The minimum unit requirement of 36 units specific communities as Brooklyn Heights, and social development of New York City from must be completed for the Urban Studies, Master Brownsville, Flatbush, Fort Greene and Park Slope. Dutch settlement to the present. Emphasis is placed of Arts plan. Special emphasis is given to noted architectural and on the development of the city as a great financial, Credit and GPA Requirements environmental features of those communities. intellectual and cultural center. Minimum Credits (Thesis Option): 36 Course is supplemented by guided walking tours of Credits: 3 Minimum Credits (Project Option): 36 related neighborhoods. Cross-Listings: HIS 583, URB 583 Minimum Major GPA: 3.0 Credits: 3 On Occasion Every Summer

URB 601 Capital Cities and Politics: Comparative URB 504 The Development of the American International Urbanization Metropolis An examination of the political, physical, A study of the development of the American economic, social and cultural aspects of metropolis from the period of earliest settlement to urbanization as a worldwide development, with today. Special emphasis is placed on the particular emphasis on selected great cities and relationship of physical development to the various their regions and on regional urban/suburban factors that affect urban growth and change. (Same interaction. (Same as Political Science 601) as History 504) Credits: 3 Credits: 3 Alternate Years Cross-Listings: HIS 504, URB 504 Alternate Years URB 603 Urban Ministry An historical and sociological course on the special URB 506 The Geography of New York City role of religious institutions in cities. A broad A field-based course that explores the relationships range of literature exposes students to the religious between the physical, economic and social ideologies and movements that have responded to geography of the city's development. and defined urban problems. Credits: 3 Credits: 3 On Occasion On Occasion

URB 510 State Violence and Terrorism URB 604 Urban Government and Politics An examination of individual terrorism - its origins A study of the management and organization of and theories offered to explain it - and the forms of American cities; politics and changing state coercion known as state terror, which is often constituencies; and the impact on community prompted by perceived domestic or foreign threats participation, city management and mayoralty. to survival, authority or national interest. The role (Same as Urban Studies 604 and Public of surveillance and security in urban areas are also Administration 781). explored. Underlying conditions such as civil strife, Credits: 3 separatist movements, racial cleavages and Cross-Listings: PM 781, POL 604, URB 604 ideological rationales are examined. Examples of On Occasion both categories of terrorism are drawn from history and from different world regions and are analyzed URB 605 Computer Technology Application to via theories learned in the course. Metropolitan Affairs Credits: 3 The use of computer technology in metropolitan Cross-Listings: POL 510, URB 510 matters. An overview of general applications with On Occasion specific attention to geographic formation systems. Credits: 3 URB 550 The Ghetto from Venice to Harlem Cross-Listings: PM 780, URB 605 An intensive examination of the primary and On Occasion secondary literature on a modern phenomenon: the ghetto. The course is intended to give students a URB 608 The Role of Ethnicity in the Metropolis broad understanding of the physical uses and A consideration of the roles played by some of New processes of ghettoization on an international scale. York City's ethnic, cultural and national groups in

LIU Brooklyn Graduate Bulletin 2014 - 2015 Page 90 LIU Brooklyn the development of urban neighborhoods. and writing of the thesis or development and Credits: 3 presentation of the project. Pass/Fail only. Cross-Listings: PM 787, URB 608 Prerequisite: URB 7072 and Departmental On Occasion permission. Credits: 3 URB 619 Planning in Developing Nations Annually An exploration of the social, environmental and cultural elements of the comprehensive planning URB 7072 Metropolitan Thesis and Project process at various levels of government in Research Seminar developing nations. Development of a research thesis or terminal Credits: 3 project proposal, use of urban methods, On Occasion demographic and other data, bibliographical research, research design, as well as writing and URB 623 Independent Research presentation process. Prerequisite: Departmental Selection and completion of a research project, permission. under the supervision of a faculty member. Credits: 3 Requires approval by individual faculty and chair. Annually Credits: 3 On Demand

URB 624 Independent Research Continuation and completion of a research project, under the supervision of a faculty member. Requires approval by individual faculty and chair. Credits: 3 On Demand

URB 629 Community Planning and Metropolitan Economic Development A study of the principles and systems of community planning as methods of sustaining and promoting economic growth. The course includes selected topics such as community boards, government and private agencies and departments, zoning, special legislation, and programs pertaining to economic incentives. Credits: 3 On Occasion

URB 651 Urban Economics An analysis of economic problems arising in the modern urban areas of the United States. Discussion centers around the causes of such problems and possible alternative solutions. Relationships among city and state governments and the federal government receive due consideration. Credits: 3 Cross-Listings: ECO 651, PM 788, SOC 651, URB 651 On Occasion

URB 680 Education Issues for Inner-City Family This course explores the ability of New York City to adapt its educational policy to the growing economic and cultural diversity of its student population. The course's literature and assignments allow for an in-depth exploration of social and educational issues facing urban families and schools. Credits: 3 On Occasion

URB 708 Thesis and Project Seminar Completion of a master's thesis or project, research

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SCHOOL OF BUSINESS, PUBLIC ADMINISTRATION AND INFORMATION SCIENCES

The School of Business, Public Administration and Information Sciences at LIU Brooklyn prepares students for professional careers in business and government. In addition to excellence in teaching, the depth and variety of academic study options and professional enrichment offerings combine to create a dynamic learning environment that provides students with the stimulation, networking opportunities, diversity and inspiration required for true academic success and professional development. Students are engaged and challenged by an internationally recognized faculty. Small classroom environments allow students to better gain knowledge, skills and ethical values in their study areas, as well as to develop the ability to evaluate current and emerging global issues and opportunities. Students’ experiential learning includes multidisciplinary teamwork, case studies and consulting projects, all of which have helped our students gain national recognition and placement in top firms and government agencies. The School of Business, Public Administration and Information Sciences offers the degrees of Associate in Applied Science in Business Administration; Bachelor of Science in Accounting, Computer Science, Entrepreneurship, Finance, Management, Management (with a concentration in Human Resource Management), Marketing, and Technology Management; accelerated Bachelor of Science/Master of Science in Accounting; Accelerated M.B.A.; Master of Business Administration (M.B.A.) with concentrations in Entrepreneurship, Finance, Human Resource Management, International Business, Management, Management Information Systems, and Marketing; Master of Business Administration in Accounting (M.B.A. Accounting); Master of Science in Accounting; Master of Science in Human Resource Management; Master of Science in Taxation; Master of Science in Computer Science; Master of Public Administration (M.P.A.) with tracks in Public Administration and Health Administration; Advanced Certificates in Gerontology Administration, Human Resource Management and Not-for-Profit Management; and a collaborative program leading to the United Nations Advanced Certificate and Master of Public Administration. The School consists of four academic units which offer graduate degrees: Department of Finance, Law, Accounting and Taxation; Department of Technology, Innovation and Computer Science; Department of Managerial Sciences; and Public Administration. For information, please contact the Dean’s Office at 718-488-1130, fax 718-488-1125, email us at [email protected], or visit the website at www.liu.edu/brooklyn/business.

Ken Colwell Dean [email protected]

Linette Williams Assistant Dean [email protected]

LIU Brooklyn Graduate Bulletin 2014 - 2015 Page 92 LIU Brooklyn

Mission Statement Academic Advisement The School of Business, Public Administration, Academic Policies The School of Business, Public Administration, and Information Sciences provides professional and Information Sciences at LIU Brooklyn is Transfer Credits academic advisement to assist all students in dedicated to advancing scholarship and preparing A maximum of 6 credits, earned at an academic planning for all programs of the school. our diverse student population to meet the accredited college or university graduate program, The School of Business, Public Administration challenges of their future. Located in the heart of may be transferred to the master programs. A and Information Sciences' Office of Advisement Brooklyn, New York, we have been both tightly maximum of 12 credits may be transferred to the can be reached by phone at 718-488-1121 or e- connected to and reflective of our community for Master of Public Administration program. Grades mail at [email protected]. The office is located almost 100 years, embracing LIU's overarching earned for transfer credits are not included in in the Humanities Building, Room 700. mission of access and excellence. calculation of the cumulative grade point average. Our mission is to provide a transformational In all instances, transfer credits will not be granted educational experience for our students based on where the grade is less than 3.00. Transfer credit the following principles: will be accepted only for courses taken within the • Our programs are relevant. Our faculty last five years preceding enrollment in a School of maintains close ties to practice and are Business, Public Administration, and Information continually updating their skills to keep up with Sciences graduate degree program. Courses taken our students' needs. Our courses apply theory to at another university after admission to LIU practice and provide a wide variety of Brooklyn may not be used for transfer credit experiential learning opportunities. unless prior written permission is obtained from • We teach our students to be entrepreneurial- the dean. they learn to create value in society through Time Limits creativity and innovation. Work for the master’s degree must be • We believe in ethical professional practices and completed within five years from the date of are committed to public and community admission to the graduate program (exclusive of service. time spent in the U.S. armed forces), unless the • We believe that all students have value. We dean approves an extension in writing. foster close ties between faculty and students M.B.A. Waiver Policy through small class sizes and faculty Students with undergraduate or graduate availability. business administration work may have courses By following these principles, we produce waived in the general business core of the M.B.A. graduates with: program. Students must have received grades of at • Marketable skills that lead to successful job least 3.0 (B) in two undergraduate courses or one placement and productive careers. graduate course with the same academic content • Critical thinking and problem solving abilities for each general business core course to be that make them into lifelong learners. waived. Students must submit transcripts at the • A commitment to ethics and civic responsibility time of application to be considered for waiver. that makes them solid global citizens. Catalog descriptions may be requested. Vision Probation/Unsatisfactory Grades In order to execute on our mission, we aspire to Students are expected to maintain at least a 3.00 the following: cumulative grade-point average in any of the • We will be a school of choice- our culture, graduate programs of the school. Students who do faculty and programs will differentiate us from not maintain this standard will be placed on our competition so that students make a probation. The Academic Standing Committee will deliberate choice to enroll here. make a recommendation to the dean concerning • We will act entrepreneurially to constantly re- the student’s potential to successfully complete the evaluate our programs and curricula and seek program. The dean will make the final disposition opportunities to grow our enrollment and of the case. improve our brand. Plagiarism • We will be innovative and creative in order to Plagiarism is a practice that is not only design programs and pedagogy that are unique, unacceptable, but which is to be condemned in the relevant, and cutting edge. strongest terms possible on the basis of moral, • We will teach our students to use the educational and legal grounds. Under university technology that they will need to succeed in policy, plagiarism may be punishable by a range of today's workplace. penalties up to and including failure in a course • We will enhance traditional modes of course and/or expulsion from the School of Business, delivery with modern tools and techniques to Public Administration and Information Sciences improve meaning and effectiveness for our and the University. students. Application for Degree A candidate for graduation is expected to apply for graduation on-line at my.liu.edu by the deadline specified in the Academic Calendar. Alternatively, degree application forms can be submitted to Office of Enrollment Services.

Page 93 LIU Brooklyn Graduate Bulletin 2014 - 2015 Bulletin 2014 - 2015

DEPARTMENT OF FINANCE, Exam (GRE) unless the applicant already holds MBA 625 Management of 3.00 a master’s or a J.D. degree from an accredited Innovation and LAW, ACCOUNTING AND institution or holds a Certified Public Technology Accountant license. TAXATION MBA 626 Risk Management 3.00 3. Official transcripts from all colleges and Associate Professors Scerbinski (Chair) Chung, universities previously attended (foreign Accounting Specialization Requirements: 12 Morgan, Uzun, Zheng documents must be accompanied by a certified Credits Professor Fischman English translation). ACC 741 Budgeting and 3.00 Assistant Professor Angeli 4. Official score report of the TOEFL examination Controllership Adjunct Faculty: 11 for applicants with degrees from foreign ACC 742 Financial Statement 3.00 colleges and universities. Analysis 5. A written statement outlining applicant’s Accountants provide financial information for objectives for seeking admission into the ACC 770 International Accounting 3.00 evaluating the present and planned activities of program. companies and organizations. Accounting prepares TAX 716 Federal Income Tax 3.00 6. A current résumé. those planning a career in business with a solid, Principles 7. Two letters of recommendation. yet versatile professional background. The field 8. A completed application submitted to the Capstone Courses: 6 Credits offers employment opportunities in a wide variety Office of Admissions. MBA 800 Business Policy I 3.00 of areas. Every company, regardless of its size or Limited Matriculation Status structure, has an accounting function and employs MBA 801 Business Policy II 3.00 A student admitted with technical or academic the services of certified public accountants, deficiencies is granted limited matriculation in the Credit and GPA Requirements auditors, tax advisors, financial managers and program. A student with limited matriculation may Minimum Credits: 36-60 (depending upon course consultants. According to the U.S. Department of enroll for a maximum of six credits per semester waivers) Labor’s Bureau of Labor Statistics, accounting for the first 12 credits before being considered for Minimum Major GPA: 3.0 jobs are expected to grow nearly 22% by 2018. full matriculation. If full matriculation status is not Accountants evaluate past performances of attained after 12 credits, the student may not enroll companies and make recommendations for M.S. in Accounting for any additional credits in the degree program. improved performance. It’s the accountant’s In addition, a student admitted with pending The 36-credit M.S. in Accounting is designed responsibility to devise effective cost-cutting GMAT or GRE scores is granted limited for students and professionals who have completed strategies aimed at improving an organization's matriculation for a maximum of one semester. The an undergraduate accounting degree (or overall performance. They are essential to the receipt of the official GMAT or GRE scores by the equivalent*) and who seek to enhance their effective operations of businesses, government Office of Admissions is a prerequisite for technical and professional skills through agencies and not-for-profit organizations. continued enrollment in the program. completion of an advanced degree in accounting. The Department of Finance, Law, Accounting *To establish the equivalency requirements, and Taxation offers the accelerated Bachelor of M.B.A., Accounting applicants with degrees other than accounting must Science/Master of Science in Accounting, Master [Program Code: 06889] fulfill the following undergraduate courses: of Business Administration in Accounting General Business Core: 24 Credits • 1-year sequence of the principles of Accounting (M.B.A. Accounting), Master of Science in Must complete the following requirements: (or Graduate Financial Accounting) Accounting, and Master of Science in Taxation. • Intermediate Accounting I GBA 510 Financial Accounting 3.00 • Intermediate Accounting II GBA 511 Corporate Financial 3.00 • Managerial or Cost Accounting Master of Business Management • Advanced Accounting Administration (M.B.A.) in GBA 512 Principles of Management 3.00 • Auditing and Leadership In today’s complex world, the impact of Accounting accounting plays a crucial role in how companies GBA 513 Marketing Management 3.00 structure business transactions. The M.S. in The M.B.A. in Accounting is a master's degree Accounting provides a body of knowledge of the in business administration with an advanced GBA 514 Money Banking and 3.00 principles and the doctrines of accounting that concentration in accounting. The accounting focus Capital Markets prepare graduates to participate in the business is designed to expand the knowledge of students GBA 515 Managerial 3.00 decision-making process. The program stresses preparing to work in the fields of financial Communications real-world learning that prepares you to become a management and control to enter or to advance in knowledgeable and well-rounded accounting the field of professional accounting in corporate, GBA 516 Business Statistics 3.00 professional. Instruction is delivered by professors government and not-for-profit organizations. The GBA 517 Fundamentals of 3.00 who are experienced and respected professionals degree is ideal for career advancement in the areas Management Information and who bring their day-to-day experiences to the of accounting and financial management. Systems classroom. Students interested in becoming Admission Requirements: Advanced Business Core: 18 Credits certified public accountants should consult the The standards for admission as a fully matriculated MBA 612 Marketing Strategy 3.00 chair of the department. student in the M.B.A. program are as follows: The M.S. in Accounting is registered with the 1. A bachelor’s degree with a minimum 3.0 MBA 613 Organizational Behavior 3.00 New York State Department of Education and the cumulative grade point average from an MBA 620 Behavioral Finance 3.00 National Association of State Boards in accredited institution. Accountancy (NASBA). Certified Public 2. Results of the Graduate Management MBA 621 Service and Operations 3.00 Accountants can earn Continuing Professional Admission Test (GMAT) or Graduate Record Management Education (CPE) credits by enrolling in 700-level

LIU Brooklyn Graduate Bulletin 2014 - 2015 Page 94 LIU Brooklyn graduate accounting courses. All 700-level TAX 716 Federal Income Tax 3.00 Must complete twentyone (21) credits from the accounting and taxation courses at LIU Brooklyn Principles following courses below. earn CPE credits. State boards of accountancy TAX 724 Partnerships, 3.00 TAX 722 Corporate Taxation 3.00 have final authority on the acceptance of Corporations and Limited individual courses for CPE credits. Complaints TAX 723 Tax Planning and 3.00 Liability Entities regarding registered sponsors may be addressed to Administration TAX 725 Federal Estate and Gift 3.00 the National Registry of CPE Sponsors, 150 TAX 724 Partnership, Corporations 3.00 Taxation Fourth Avenue North, Suite 700, Nashville, TN, and Limited Liability 37219-2417. Website: www.nasba.org. TAX 729 State and Local Taxation 3.00 Entities Students graduating from an approved TAX 730 Corporate 3.00 undergraduate program in accounting or in *Plus an additional twelve (12) credits of Reorganizations business administration who aspire to become electives to be determined in conjuntion with CPAs in New York State are required to meet the your departmental advisor. TAX 735 Fiduciary Icome Tax 3.00 150 hours of education which must include a total Credit and GPA Requirements TAX 745 International Taxation 3.00 of 33 credits in accounting and a total of 36 credits Minimum Credits: 36 in business and one year of experience. M.S. Minimum Major GPA: 3.0 TAX 746 Advanced International 3.00 degree courses taken should include one course in Taxation each of the following: economics, quantitative M.S. in Taxation TAX 780 Fundamentals of 3.00 measurements, finance, taxation, advanced Qualified Employee auditing, and accounting and reporting. In The 30-credit M.S. in Taxation provides Benefit Plans consultation with an adviser, the program of study students with a comprehensive understanding of can be made to fulfill the above requirements. For the sources of federal taxes and the ways in which TAX 781 Advanced Problems in 3.00 those individuals who wish to sit for the New York to apply tax laws in all types of business scenarios. Qualified Employee State CPA licensing exam and who do not hold an Graduates of this program greatly enhance their Benefit Plans undergraduate degree in accounting, consult with career options, whether they are already in a tax- TAX 787 Employee Benefit 3.00 the department chair or your adviser. related position or are in any other business Programs Admission Requirements: venture, by gaining a solid foundation in how to In addition to the admission requirements in comply with the rules and regulations of taxation Credit and GPA Requirements Section Admission Requirements for the M.B.A. and how to apply them. Minimum Credits: 30 Accounting degree, a bachelor’s degree with major In today’s complex world, the impact of Minimum Major GPA: 3.0 in accounting or its equivalent; CPA license or a taxation plays a crucial role in how companies J.D. is required. structure business transactions. The M.S. in Taxation provides a body of knowledge of the M.S., Accounting principles and the doctrines of taxation that [Program Code: 06892] prepare graduates to participate in the business M.S. Accounting Requirements decision-making process. Must complete eighteen (18) units from below. The program, which is registered with the New ACC 712 Accounting Information 3.00 York State Education Department and the National Systems Association of State Boards of Accountancy, stresses real-world learning that prepares you to ACC 720 Not-for- 3.00 become a knowledgeable and well-rounded tax Profit/Governmental professional. You will learn from professors who Accounting are experienced and respected professionals and ACC 735 Internal Auditing 3.00 who bring their day-to-day experiences to the classroom. In addition, CPAs can earn Continuing ACC 737 Advanced 3.00 Professional Education (CPE) credits by enrolling Cost/Managerial in Graduate Taxation Courses. Accounting Admission Requirements: ACC 741 Budgeting and 3.00 In addition to the admission requirements in Controllership Section Admission Requirements for the MBA Accounting degree, a bachelor’s degree; ACC 742 Financial Statement 3.00 Accounting 501 and LAW 790 or equivalent; or Analysis CPA license or a J.D. is required. ACC 752 Advanced Auditing 3.00 M.S. in Taxation ACC 760 Fiduciary Accounting 3.00 [Program Code: 06890] ACC 765 Accounting and 3.00 Must complete nine (9) credits from below. Reporting I TAX 716 Federal Income Tax 3.00 Principles ACC 766 Accounting and 3.00 Reporting II TAX 722 Corporate Taxation 3.00

ACC 770 International Accounting 3.00 TAX 760 Tax Practice and 3.00 Must complete six (6) units from below. Procedure

Page 95 LIU Brooklyn Graduate Bulletin 2014 - 2015 Bulletin 2014 - 2015

On Occasion including bankruptcy fraud, procurement fraud, Accounting Courses divorce fraud, mortgage fraud, and money ACC 741 Budgeting and Controllership laundering by examining the legal elements of the ACC 501 Financial Accounting An examination of the practice of controllership in crime. This course will also address the federal tax A study of basic accounting concepts and methods general and of dealing with budgets and business crimes statutes enumerated in the Internal Revenue and their significance to management and to the costs in particular. The installation and operation Code and their impact on tax practitioners both in financial analyst. Topics include an introduction to of budget systems for managerial control is their capacity as expert witness and as the target of a financial statement analysis the measurement of considered as is the advance planning of operating criminal investigation. This course will be income and capital, accounting for fixed assets, goals with subsequent study of actual results. (45 supplemented by case studies and video resources. inventory costing and price level changes, CPE credits) Three credits, 45 CPE hours. measuring and accounting for corporate debt, The pre-requisite of ACC 501 or equivalent is The pre-requisite of ACC 501 is required. corporate investment in securities, and computer required. Credits: 3 applications in accounting. This course does not Credits: 3 Cross-Listings: ACC 756, FIN 756 require previous training in accounting. Cross-Listings: ACC 741, PM 724 On Occasion Credits: 3 Every Spring

Cross-Listings: ACC 501, GBA 510 ACC 758 Investigative Techniques and the Legal ACC 742 Financial Statement Analysis Every Fall and Spring Environment An analysis of financial trends and corporate This course will introduce the student to proven ACC 712 Accounting Information Systems reports for solvency, quality of earnings and forensic investigative techniques, such as document An examination of accounting systems from the forecasting implications. Analytical techniques for analysis, interview application, net worth method, point of view of their objectives: effective internal financial analysis and their use in development of public records, searches, invigilation, and control and integration with the total information capital markets and instruments are reviewed and surveillance. The course will also provide an system. Includes a review of computer-based discussed, as are the principles and practices of the overview of the criminal and civil justice systems as information systems and their applications to new Securities and Exchange Commission. (45 CPE they relate to fraud trials with an emphasis on the or revised systems of accounting. (45 CPE credits) credits) principles of evidence, expert witnessing and The pre-requisite of ACC 501 or equivalent is The pre-requisite of ACC 501 or GBA 510 or litigation support. This course will be required. equivalent is required. supplemented via case studies, practical exercises Credits: 3 Credits: 3 and mock interviews. This course will be taught by Every Fall Cross-Listings: ACC 742, FIN 742, PM 727 a member of the Association of Certified Fraud Every Spring Examiners (ACFE) 45 cpe credits.

ACC 720 Not-for-Profit/Governmental The pre-requisite of ACC 501 is required. ACC 752 Advanced Auditing Accounting Credits: 3 A study of auditing concepts and methods A study of budgetary and fund accounting systems; Cross-Listings: ACC 758, FIN 758 embodying standard auditing procedures as well as preparation of significant reports for nonprofit On Occasion organizations; and case studies and problem departures. Audit evidence, sampling, diagnostic materials to use in governmental entities such as analysis, internal control evaluation and its effect ACC 760 Fiduciary Accounting municipalities or school districts. (45 CPE credits) on test of transactions, and problems encountered Study of laws and procedures of estates and trusts as The pre-requisite of ACC 501 or equivalent is in statement preparation are reviewed and seen from the accountant's perspective. Case required. discussed. (45 CPE credits) method of instruction is used. (45 CPE credits) Credits: 3 The pre-requisites of ACC 442 or equivalent and The pre-requisite of ACC 501 or equivalent is Cross-Listings: ACC 720, PM 723 ACC 501 are required. required. Every Spring Credits: 3 Credits: 3 Every Spring Every Fall ACC 735 Internal Auditing An examination of the principles of internal ACC 754 Fraud Examination ACC 765 Accounting and Reporting I auditing as they apply to large corporate enterprise. The nature of fraud, elements of fraud, fraud A review and exploration of the concepts and (45 CPE credits) prevention, fraud detection, fraud investigation, developments relating to financial accounting and The pre-requisite of ACC 501 or equivalent is design and use of controls to prevent fraud, and reporting for business enterprises. SFAS''s and required. methods of fraud resolution are examined in this other recent pronouncements are analyzed in Credits: 3 course. The role of fraud examination to perform a depth; problem-solving is stressed. (45 CPE credits) Cross-Listings: ACC 735, PM 726 variety of antifraud and forensic accounting The pre-requisite of ACC 501, and ACC 742 or On Occasion engagements including, but not limited to permission of the Department chair, are required. investigating suspected fraud, investigating Credits: 3 ACC 737 Advanced Cost/Managerial Accounting assertions of fraud, developing fraud loss estimates Every Fall Selected cases and problems provide the forum for and performing acquisition due diligence are also the discussion of current cost concepts and their considered. (45 CPE credits). ACC 766 Accounting and Reporting II applications and limitations. The aim is to develop The pre-requisite of ACC 501 is required. An in-depth study of advanced subject matter, students¿ ability to analyze business problems and Credits: 3 including recent professional qualifying to make decisions concerning the appropriateness Cross-Listings: ACC 754, FIN 754 examinations. Topical material focuses on income of cost-accounting methods in specific situations. Every Fall taxes, not-for-profit accounting, managerial (45 CPE credits) accounting and cost concepts. Individual research is The pre-requisite of ACC 501 or equivalent is ACC 756 Fraud and White Collar Crimes encouraged. (45 CPE credits) required. This course highlights the role of the forensic The pre-requisite of ACC 501, and ACC 737 or Credits: 3 accountant both as an investigator and in litigation permission of the Department chair, are required. Cross-Listings: ACC 737, PM 722 support for various forms of white collar crimes, Credits: 3

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Every Spring are required. residency, domicile, and sources of income taxed in Credits: 3 each jurisdiction. New York State income, sales and ACC 770 International Accounting Every Spring general business taxes, rent taxes, and franchise Insight into the international accounting taxes are covered. (45 CPE credits) environment from the viewpoint of the U.S.-based TAX 723 Tax Planning and Administration Pre-requisites of ACC 501/GBA 510 and TAX 716 multinational organization.(45 CPE credits) An advanced course in current tax practices and are required. The pre-requisite of ACC 501 or equivalent is planning methods, with emphasis on planning, Credits: 3 required. formation, operation and liquidation of corporate Every Spring Credits: 3 entities. Some topics considered are the effects of Cross-Listings: ACC 770, IBU 770 tax-free incorporation, personal holding companies, TAX 730 Corporate Reorganizations Every Fall professional corporations, accumulated-earnings tax A study of reorganizations, recapitalizations, stock and collapsible corporations. (45 CPE credits) redemptions, acquisition and disposal of assets, Law Courses Pre-requisite of ACC 501/GBA 510, and TAX 722 mergers, divisive reorganizations, and corporate or permission of the Professor, are required. liquidations. (45 CPE credits) Credits: 3 Pre-requisite of ACC 510/GBA 510, and TAX 722 LAW 790 Commercial Law I On Occasion or the equivalent, are required. A study of the subjects required to pass the law Credits: 3 portion of the CPA examination. Introduction is TAX 724 Partnerships, Corporations and Limited Every Fall made to the law and the legal system, torts, Liability Entities contracts, agency, personal property, real property, An advanced course in the provisions governing the TAX 735 Fiduciary Income Tax partnerships and corporations. This is the first of taxation of partnerships, corporations, limited This course will facilitate the complexity of two required law courses for CPA students, and it is liability entities and their partners/shareholders. preparing fiduciary income tax returns and will recommended for all graduate business students as Tax compliance and tax reporting for such pass- provide practical step-by-step guidance on the basics an elective. through entities are covered. The tax advantages, of Form 1041 preparation as well as more complex Credits: 3 the opportunities inherent in the choice of such issues such as determining fiduciary accounting On Occasion entities, and the detriments and traps for the income and distributable net income (DNI), unwary are reviewed. (45 CPE credits) computing the distribution deduction, allocating LAW 791 Commercial Law II Pre-requisite of ACC 501/GBA 510, and TAX 722 capital gains and depreciation, calculating the net A consideration of the study of legal topics covered are required. investment income tax, reporting income in respect in the CPA examination. The course covers sales, Credits: 3 of a decedent, and filing form 1041 in the estate or secured transactions, commercial paper, estates and Every Fall trust’s final year trusts, antitrust law, securities regulation, The pre-requisite of TAX 716 is required employment law, accountants, professional TAX 725 Federal Estate and Gift Taxation Credits: 3 responsibilities, bankruptcy, suretyship and A study of tax-related factors that enter into the Every Spring insurance. planning of estates for various types of taxpayers, Pre-requisite of LAW 790 is required. such as those with closely-held businesses, investors, TAX 745 International Taxation Credits: 3 professional persons and corporate executives. A study of U.S. corporations doing business in On Occasion Included are studies of federal estate and gift taxes foreign countries; U.S. taxation of foreign income and their effects on estate planning; the role of and foreign tax credits; allocation of income among Tax Courses trusts in estate planning; and estate planning related entities; and tax treaties. (45 CPE credits) methods available to reduce tax liabilities. (45 CPE Pre-requisite of ACC 501/GBA 510, and TAX 723 credits) or the equivalent, are required. TAX 716 Federal Income Tax Principles Pre-requisite of ACC 501/GBA 510 and TAX 722 Credits: 3 A study of the determination of income, deductions are required. Cross-Listings: IBU 745, TAX 745 and exemptions in computing taxable income and Credits: 3 Every Fall tax liability of individuals, including the general On Occasion rules applicable to all tax entities. Ordinary income, TAX 746 Advanced International Taxation capital assets, gains and losses, involuntary TAX 726 Business Tax Decision The international aspects of the US tax system as it conversions and tax-free exchanges, depreciation An examination of federal income tax and other relates to cross border transactions including the methods, passive activities, portfolio income, and business taxes that influence management governmental regulatory process. Topics covered alternative minimum tax are all examined. decisions. Consideration is given to the major include anti-deferral provisions, transfer pricing, tax Credits: 3 types of business transactions affected, including treaties, cross boarder reorganizations, international Every Fall financing of a corporation, acquisitions and tax practice and procedure, state taxation of dispositions, and the purchase, leasing and international transactions, and IRS forms used in TAX 722 Corporate Taxation maintenance of plant equipment. (45 CPE credits) international taxation. A study of the following: choice of entity for Pre-requisites of ACC 501/GBA 510 and TAX 716 The pre-requisite of TAX 745 is required conducting business; taxation of corporations, are required. Credits: 3 partnerships, and S corporations; tax accounting Credits: 3 Every Spring methods and taxable years; tax credits; alternative On Occasion minimum tax, and reconciliation of book and TAX 750 Current Developments in Taxation taxable income; and corporate redemptions and TAX 729 State and Local Taxation An analysis of current trends in federal taxation. liquidations. An overview of corporate An analysis of state and local taxes affecting Tax cases, rulings and new developments are reorganizations is included. Three credits. (45 CPE individuals and businesses in the tristate area (New examined for their significance to the tax credits) York, New Jersey and Connecticut). Included is a practitioner. (45 CPE credits) Pre-requisites of ACC 501/GBA 510 and TAX 716 study of issues involving residency and non- The pre-requisite of TAX 722 or the equivalent is

Page 97 LIU Brooklyn Graduate Bulletin 2014 - 2015 Bulletin 2014 - 2015 required. Regulations and Innovation Credits: 3 TAX 783 Plan Benefit Concepts and Funding An analysis of asset and liability management by On Occasion Requirements important financial market institutions; commercial This course covers: design of plan benefit formulas banks, insurance companies, mutual funds, and TAX 760 Tax Practice and Procedure including actual case studies; Social Security other financial intermediaries. The course A review of the organization of the Internal integration of pension and profit sharing plans; emphasizes the impact of such policies on money Revenue Service. Selection of returns for audit, plan funding requirements, funding deficiencies, and capital markets. Case studies and aggregate protests and conference rights, tax fraud, statute of funding penalties and hardship waivers, role of the economic and financial market data contained in limitations, and claims for refund are studied. In enrolled actuary and actuarial concepts and Citibase (accessed with MicroTSP) are used. addition, research techniques such as the use of tax terminology; actual preparation of IRS pension Pre-requisites of GBA 511 and GBA 514 are services, court decisions and rulings are returns and an overview of financial accounting for required. emphasized. (45 CPE credits) pension costs. (45 CPE credits) Credits: 3 Pre-requisites of ACC 501/GBA 510 and TAX 716 Pre-requisite of ACC 501/GBA 510 and TAX 780 On Occasion are required. are required. Credits: 3 Credits: 3 FIN 703 Corporate Financial Policy Every Fall On Occasion An analysis of techniques used to attain long-term corporate objectives by means of financial policy. TAX 761 Tax Practice from the IRS Perspective TAX 785 Disclosure Requirements of Employee Topics include capital budgeting; cost of financial An insight into IRS examination practices and an Benefit Plans and capital structure; sources of long-term funds; opportunity to exchange views with IRS personnel, This course covers: plans governed by the reporting dividend policies; leasing; mergers, acquisitions and who will serve as participating faculty. The course and disclosure requirements under the Employee consolidations; and the applications of the capital includes topics such as auditing through the Retirement Act of 1974 (ERISA); Summary Plan pricing model, the arbitrage pricing model and the corporate balance sheet, coordinated examination Descriptions, Summary Material Modification and options theory to corporate financial decisions. programs, computer audit techniques, bankruptcy, Updated Summary Plan Descriptions; annual Pre-requisites of GBA 511 and GBA 514 are and IRS authority to obtain information and reports and triennial reporting, accountants'' required. documents. (45 CPE credits). reports and Summary Annual Reports; disclosure Credits: 3 Pre-requisites of TAX 716 is required. information available to plan participants; fiduciary On Occasion Credits: 3 responsibility and liability; claims procedure and On Occasion participant-rights prohibited transactions; FIN 704 Financial Reports Analysis exemptions and fiduciary insurance. (45 CPE A survey of the analytical tools and techniques used TAX 780 Fundamentals of Qualified Employee credits) to evaluate the current financial position of the Benefit Plans The pre-requisite of TAX 780 is required. firm. Financial reports are analyzed for growth An introduction to employee benefit plans that Credits: 3 potential, solvency, earnings quality, investments, covers the analysis of types of plans that can be On Occasion and forecasting implications. Topics include established by the employer; reviews tax rules business and financial trends, proper adjustments involving participation, vesting, deduction TAX 787 Employee Benefit Programs of financial data, cash flow forecasting, estimation limitations, benefit limitations and other This course covers: non-qualified deferred of debt risk premiums, and identification of likely requirements for plan qualification; and considers compensation arrangements; life insurance, medical candidates for acquisition and high bankruptcy risk group insurance, flexible benefit plans, IRAs and and dental plans, prepaid legal plans, stock options, firms. Required of all Finance concentration simplified employee pensions (SEPs). (45 CPE thrift plans, stock purchase plans, ESOPs, 401k students. credits) plans, cafeteria plans, VEBAs, Educational Benefit Pre-requisites of GBA 511 and GBA 514 are Pre-requisites of ACC 501/GBA 510 and TAX 716 Trusts and other employee fringe-benefit programs. required. are required. (45 CPE credits) Credits: 3 Credits: 3 Pre-requisite of ACC 501/GBA 510 and TAX 780 On Occasion On Occasion are required. Credits: 3 FIN 705 Securities Analysis TAX 781 Advanced Problems in Qualified On Occasion An introduction to the theory and practice of Employee Benefit Plans security analysis, including the valuation of A study of the taxation of distributions from Finance Courses individual securities, with emphasis on common qualified plans, including alternate methods of stocks and fixed income securities, valuation of the payment of plan benefits; loans from plans and stock market as a whole, and portfolio management constructive receipt problems; advantages and FIN 702A Money and Capital Market and investment strategies. Investment risks are disadvantages of lump-sum distribution from plans; Applications analyzed and measurements of risk, including the interrelationship between plan death benefit The study of financial markets as allocators of funds duration and convexity, are examined. An distributions and estate taxation; IRS audits of and distributors of risk. Emphasis is given to the introduction to derivative securities and qualified plans; plan disqualification and its impact roles and functions of financial intermediaries. international investments is included. on the employer and the employee; plan Theories of financial asset pricing are considered Pre-requisistes of GBA 511, GBA 514 and FIN 704 termination rules and government regulation of for their role in determining risk and return in are required. plan termination; and IRS rulings and tax cases competitive markets. Credits: 3 involving plan distributions and plan Pre-requisites of GBA 511 and GBA 514 are On Occasion disqualification. (45 CPE credits) required. Pre-requisite of ACC 501/GBA 510, and TAX 780 Credits: 3 FIN 706 Advanced Securities Analysis and or the equivalent are required. On Occasion Speculative Markets Credits: 3 A study of advanced valuation techniques and On Occasion FIN 702B Financial Market Institutions, individual security and capital markets forecasting

LIU Brooklyn Graduate Bulletin 2014 - 2015 Page 98 LIU Brooklyn techniques and models. Alternative models are industry, and aggregate economic data (national foreign exchange rate and international capital analyzed and compared. In addition, the course income and product accounts and flow of funds). flows; balance of payments analysis techniques; focuses on speculative markets. Price Methods of analysis include econometric methods, foreign exchange risk management, especially determination of futures, forward contracts and time-series analysis and smoothing techniques. Use hedging and speculation strategies; the reasons for options are considered. Topics include market of leading indicators as a forecasting tool is and impact of official intervention; and a study of structure; uses and price effects of hedging, emphasized. Econometric model building and the Eurocurrency and Eurobond markets, as well as speculation and arbitrage; the relationship between forecasting are performed using MicroTSP and the a review of leading indicators for the various contingent claims and underlying cash markets; and associated Citibase Macroeconomic Data Bank. international stock markets. foreign securities. Pre-requisite of GBA 511, GBA 514 and GBA 516 Pre-requisites of GBA 511 and GBA 514 are The pre-requisite of FIN 705 is required. are required. required. Credits: 3 Credits: 3 Credits: 3 On Occasion On Occasion Cross-Listings: FIN 716, IBU 702 On Occasion FIN 707 Portfolio Management FIN 710 Corporate Mergers and Acquisitions A consideration of the most effective methods of A study of business enterprise growth through FIN 726 International Corporate Finance meeting investment objectives for individual and merger and acquisition. Reviewed and discussed are An analysis of the financial opportunities, risk and institutional portfolios (specifically, pension funds, premerger planning and fact-finding, legal and decision-making processes associated with endowment funds and mutual funds). Focus begins accounting considerations, financing aspects, tax international operations. Topics include with dedicated equity and fixed income portfolios and antitrust problems, personnel issues, and management of translation, transaction, and and then progresses to asset allocation and postmerger integration and valuation techniques. economic exposure; taxation issues; multinational management strategies for mixed portfolios. International and domestic mergers and capital budgeting and current asset management; Alternative techniques for managing risk, including acquisitions are considered. Case studies are complexities of international performance derivative securities, are explored. Portfolio employed. evaluation and control systems; comparative management, implementation and performance Pre-requisites of GBA 511 and GBA 514 are financial statement analysis; cost of capital; and measurement are analyzed and appraised in terms required. international financing options. The case method of economic shifts, yield curve changes, and tax and Credits: 3 is employed. legal considerations. The course makes heavy use of On Occasion The pre-requisite of FIN 716 is required. computer programs for portfolio management and Credits: 3 analysis. Actual individual and institutional FIN 712 Capital Budgeting Cross-Listings: FIN 726, IBU 708 portfolios, managed by large and small institutions, An exploration of the theory of capital budgeting On Occasion are examined. and risk management of long-term funds. Topics Pre-requisites of GBA 511 and GBA 514 are include measurement of cash flows, criteria of FIN 727 Global Economic Environment of required. investment desirability, effects of taxes and Business Credits: 3 inflation, risk analysis, cost of capital and capital The main goal of this course is to analyze and On Occasion structure, lease analysis, capital rationing, understand the global economy in which business multicriteria capital budgeting, and linear operates today. Attention centers on the key policy FIN 708 Financial Engineering Derivatives programming. issues and major economic forces that affect A study of the creation of derivative securities to The pre-requisites of GBA 516 and ACC 501/GBA business activity and on the tools necessary to meet financing needs, as well as an exploration of 510 or equivalent are required. evaluate these issues and forces. The tools of the rapid growth of strategic financial product Credits: 3 analysis include the portfolio approach, post- innovation and securitization precipitated by On Occasion Keynesian and modern monetarist approaches, environmental and intrafirm factors. Chiefly as a rational expectations, and state-of-the-art analysis of solution to risk management, financial engineering FIN 715 International Trade saving and investment. The course also explores the is explored from both the corporate treasurer's A review of the principles of international trade its role played by U.S. and world financial markets in perspective (modeling a firm's risk exposure and magnitude, direction, and industrial classification influencing the domestic and global economic productizing solutions) and from the investor's and as well as the institutions (e.g., GATT) facilitating environment. Material in the text will be heavily speculator's perspectives. Recent debt, debt-related, it. The course focuses on practical techniques and supplemented by, and integrated with, current equity, and equity-related and derivative problems of exporting and importing, with special events. innovations are examined closely. Advanced trading attention to small business. Topics include sources Prerequisites of GBA 520, 522, MBA 621 or its strategies and models are developed. Tactical of marketing information, techniques of payment equivalents are required. Student must be in trading systems are developed and analyzed using and collections, currency fluctuation problems and acceptable plan of study. probability and gambling theories. Legal protections balance of payments analysis, sources and uses of Credits: 3 and current issues are explored. The course makes funds to finance foreign trade, and government On Occasion extensive use of computer programs and assistance. spreadsheets. Pre-requisites of GBA 511 and GBA 514 are FIN 750 Financial Problems Seminar Pre-requisite of GBA 511, GBA 514 and FIN 705 required. An analysis of selected current foreign and are required. Credits: 3 domestic financial and economic developments. Credits: 3 Cross-Listings: FIN 715, IBU 703, MKT 716 Emphasis is on integrating acquired financial On Occasion On Occasion knowledge with the problems under study. Pre-requisite of GBA 511, GBA 514 and FIN 710 FIN 709 Quantitative Analysis and Forecasting for FIN 716 International Financial Markets are required. the Corporate Financial Environment An analysis of the financial opportunities and risks Credits: 3 An investigation of the relationships between resulting in global market investment, with a focus On Occasion corporate financial flows and financial markets, on international portfolio diversification and management. Topics include determinants of

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DEPARTMENT OF Admissions or the School of Business' Office of CS 631 Algorithms and Data 3.00 Advisement about this option. Structures TECHNOLOGY, Admission Requirements: CS 633 Structured System 3.00 The standards for admission to the program are as INNOVATION AND Analysis and Design follows: COMPUTER SCIENCE 1. A bachelor's degree from an accredited CS 641 Computer Architecture 3.00 institution CS 643 Operating Systems 3.00 Professor Rodriguez 2. An undergraduate grade point average of 3.0 Associate Professors Ghriga (Chair), Chung, 3. A written statement outlining applicant’s CS 645 Computer 3.00 League objectives for seeking admission into the Communications and Assistant Professor Shang program Networking Adjunct Faculty: 9 4. A current résumé CS 649 Database Management 3.00 5. Two letters of recommendation Systems In the global marketplace, no company or 6. A completed application submitted to the organization can exist without computers and Office of Admissions CS 666 Artificial Intelligence 3.00 Candidates meeting the admission requirements technology. Companies rely on highly skilled and Computer Science Electives: 9 to 12 Credits will be placed into one of the following two tracks technically adept people to maintain software and Three (3) Advanced Computer Science Courses depending upon the candidate’s undergraduate hardware and provide support. New uses for with Thesis Option degree and background in fundamentals of computers emerge continuously and the potential Four (4) Advanced Computer Science computer science and programming. Other for technology is unlimited. The outlook for Courses with Software Development Project evidence of competence may be required to grant a continued technological development is positive, Thesis Option: 6 credits especially in the fields of communication, limited matriculation status in the program. CS 698 Computer Science Thesis 3.00 transportation, biotechnology, and service Track 1 – Candidates admitted into Track 1 will industries. Wireless technology, broadband and have a bachelor’s degree in computer science or CS 699 Computer Science Thesis 3.00 security technology are all growing fields and management information systems and will begin Software Development Project Option: 3 technology skills are still in high demand in the their program with the required core courses. credits government and military, health care and Track 2 – Candidates without a bachelor’s degree pharmaceuticals. As computer applications in computer science or management information CS 690 Software Development 3.00 expand, jobs for system analysts, computer systems will be admitted into Track 2 and required Project scientists, and database and network administrators to demonstrate proficiency in computer OR are expected to be among the fastest growing programming and foundations by passing the CS 691 Software Development 3.00 occupations. The department’s primary goal is to competency waiver exam or completing two Project instill in students sound analytical reasoning in the preparation courses: Computer Science 601 and latest technologies so that they have long, 605 or their equivalents. Credit and GPA Requirements successful careers in fields that are continually Computer Science Background Requirements Minimum Credits (Thesis Option): 36 evolving and that offer a broad array of A candidate who is not proficient in the C Minimum Credits (Project Option): 33 professional opportunities. programming language must take CS 601 (no Minimum Major GPA: 3.0

The department offers the Master of Science in credits toward computer science master’s degree). Computer Science. A candidate who does not have sufficient background in computer science foundations (i.e.,

operating systems, computer architecture, discrete M.S. in Computer Science structures, advanced programming) must take CS 605 (3 credits). Candidates who successfully The 36-credit M.S. in Computer Science complete both CS 605 and CS 601 will get three provides students with the knowledge and skills to (3) elective credits for CS 605. become successful leaders in the field of computer Transfer Credits science. It is open to students from all Students are permitted to transfer a maximum undergraduate fields. The program provides the of six (6) graduate computer science credits from foundations and advanced applications with an other institutions with the approval of the emphasis on the design and development of large department chair. Industry training courses that software systems. meet time and content requirements may, with the Required courses cover what is commonly approval of the chair, qualify for transfer credits. accepted by the Association for Computing Competency Equivalencies Machinery (ACM) as the core of graduate Students who can demonstrate competency in computer science. The inclusion of small core courses may request that the course(s) be implementation projects and/or computer waived. The student will substitute an elective programming exercises in most courses provides course, with the approval of the department chair. experience in the practical aspects of the software development cycle M.S., Computer Science This program is offered in a NEW blended [Program Code: 89373] learning format, where nearly half of the courses Computer Science Core: 21 Credits will be delivered online and the balance will be The following seven (7) courses are required: offered in a traditional classroom setting. Please speak with a representative from the Office of

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Every Fall language designs on the compilation process; Computer Science Courses compilation of ambiguous and non-deterministic CS 643 Operating Systems languages; formal languages, parse techniques; and CS 601 Principles of Computer Science and An introduction to the algorithms and data optimization techniques. Structured Programming C structures of operating systems and their Credits: 3 A study of the fundamentals of structured program performance in various environments. Topics On Occasion design using a block-structured language such as C, include CPU scheduling, memory management, functions and file organization, and processing. virtual memory, mutual exclusion and deadlock CS 666 Artificial Intelligence Students are required to design and run multiple concurrent processes, and protection and security. An examination of the concepts and methodologies programs for problem solving on a computer. Not Credits: 3 used in constructing intelligent computer programs. credited to M.S. in Computer Science. Every Spring Areas covered are state space representation,

Credits: 3 knowledge representation and reasoning CS 645 Computer Communications and Every Fall and Spring techniques, and search strategies, including Networking heuristic search and genetic algorithms. Application CS 605 Fundamentals of Computer Science and An introductory course in computer networks, with areas are selected from game playing, expert- Systems Programming emphasis on the physical and logical design of systems, natural language processing and machine A study of the fundamental concepts of machine computer networks using the OSI and TCP/IP learning. Overview of AI tools and languages is architecture and operating systems, including layered models as conceptual frameworks. The included. Students are required to implement an assembly language programming, data structures physical, data link, network, and transport layers AI project. and algorithms used in advanced C programming. are discussed in detail. Examples are provided from Pre-requisite of CS 631 is required. Students are required to design and run computer existing network architectures. The TCP/IP Credits: 3 programs. Not credited to M.S. in Computer protocol suite is studied in the contexts of the Every Fall Science. network and transport layers. Credits: 3 Credits: 3 CS 668 Advanced Topics in Data Base Technology Every Fall and Spring Every Spring A study of the following: business and industrial application development; graphical user interfaces CS 631 Algorithms and Data Structures CS 649 Database Management Systems with client/server computing distributed data bases; An intensive treatment of the application of data An examination of the concepts and practical interface of relational data bases with software structures and algorithms in Computer Science. aspects of database management systems and how packages. Topics include recursion; sequential, linked and data resources can be designed and managed to Pre-requisite of CS 649 is required. dynamic allocation of storage stacks; queues; trees; support information systems in organizations. Credits: 3 graphs; hash tables; and internal and external Topics include data models and data and storage On Demand sorting and searching. Emphasis is placed on the structures and their relation to data access; use and design, implementation and evaluation of management of database systems, data CS 669 Expert and Knowledge Base Systems algorithms. independence; and data sharing, availability, A study of the methodologies for designing and Pre-requisite of CS 601 or equivalent is required. security, integrity and consistency. Students are implementing expert and knowledge-based systems. Credits: 3 required to design and implement a database using Topics are expert and knowledge-based problem Every Spring a relational database management system, such as solving, knowledge acquisition, explanation SQL. generation, and expert system development tools. CS 633 Structured System Analysis and Design Credits: 3 Comprehensive treatment of an expert system Successful system development entails much more Every Fall design and development tool such as ECLIPSE is than just coding. We will survey various models of conducted. Students are required to implement an the software development process, learn how to CS 655 Object-Oriented Software Methodology - expert system project. elicit and analyze system requirements, and how to C++ Pre-requisite of CS 666 is required. apply various design strategies, notations, and tools. A study of object-oriented analysis and design Credits: 3 In the end, you will understand why quality is so techniques. Several case studies with C++ are used On Occasion elusive in the development of information systems, to implement the object-oriented design and you will be comfortable with a range of techniques. Topics include design of classes, class CS 673 Internet Programming with JAVA processes, methods, and tools to help achieve it. interfaces, overloading (functions and operators), A look at programming for the Internet and Pre-requisite of CS 631 is required. inheritance, polymorphism, dynamic binding, concepts that relate to Internet technologies. Topics Credits: 3 reusability and aspects of software quality include JAVA, object-related programming, CGI Every Fall modularity. Students are required to complete and Dynamic HTML. JAVA topics include classes, projects with C++. interface classes, exceptions, libraries, threads, CS 641 Computer Architecture Pre-requisite of CS 601 or knowlege of the C network programming and database access. Writing A study of computer architecture and organization, language is required. CGI code for Web servers and JDBC for database with emphasis on quantitative analysis. Boolean Credits: 3 connectivity is also covered. Students are required algebra is introduced to teach digital devices. On Occasion to complete projects with JAVA. Students are required to design and implement on The pre-requisites of CS 601 and 645, and the co- paper a simple microprocessor by the end of the CS 664 Compiler Theory and Design requisite of CS 631 are required. semester. Microprogramming and conventional A study of the following: compiler organization - Credits: 3 machine level are taught. Programming is expected symbol table, lexical analysis, syntactic analysis, On Occasion in an assembly programming language. semantic analysis, object code generation and code Pre-requisite of CS 601 or equivalent, and CS 605 optimization techniques; polish notation, triples, CS 674 Distributed Systems or equivalent, are required. trees; the translation of arithmetic expressions and A detailed treatment of distributed systems in Credits: 3 programming constructs; the impact of various applications such as databases, computer networks

Page 101 LIU Brooklyn Graduate Bulletin 2014 - 2015 Bulletin 2014 - 2015 and communication, architecture, and operating resulting in a valid and verified software system. systems. Guiding theory, design principles, and The application domain and the course syllabus are tools for analyzing and performing system trade-offs made available in the preceding semester. The are presented. Case histories of distributed systems completion of the degree core requirements is are reviewed. required. Credits: 3 Pre-requisites of CS 631, CS 633, CS 643, CS 645, On Occasion CS649 and CS 666 are required. Credits: 3 CS 675 Parallel Programming Every Fall A study of parallel random access machine (PRAM) model, as well as processor organizations and CS 691 Software Development Project parallel architectures. Design, analysis and The development of a large software systems project implementation of parallel algorithms are studied. based on a current analysis and design paradigm Case studies of parallel algorithms in various resulting in a valid and verified software system. problem domains are examined. An introduction The application domain and the course syllabus are is made to fault tolerant computing. Students are made available in the preceding semester. The required to do assignments using a parallel completion of the degree core requirements is extension of the C language such as C*, nCUBE C required. or C-LINDA. Pre-requisites of CS 631, CS 633, CS 643, CS 645, The pre-requisites of CS 631 and CS 641 are CS649 and CS 666 are required. required. Credits: 3 Credits: 3 Every Spring On Occasion CS 695 Special Topics in Computer Science CS 676 UNIX Programming A consideration of a current topic in computer An in-depth study of the UNIX system called science not offered in any other course. interface which allows programmers to write Credits: 3 applications that take advantage of the services On Occasion provided by the UNIX kernel. Topics include file system, processes and threads, and signals. CS 696 Special Topics in Computer Science Interprocess communication: pipes, message A consideration of a current topic in computer queues, shared memory, semaphores are studied. science not offered in any other course. An introduction is made to network programming Credits: 3 using the socket interface and RPC. On Occasion

Pre-requisite of CS 601 or knowledge of the C CS 697 Special Topics in Computer Science language is required. A consideration of a current topic in computer Credits: 3 science not offered in any other course. On Occasion Credits: 3 CS 678 Data Security On Occasion

A consideration of security problems in computing, CS 698 Computer Science Thesis with emphasis on legal issues. Topics include Preparation of a thesis under the supervision of a cryptography fundamentals and data security; NP- faculty adviser. The completed thesis is evaluated by completeness and security of cryptosystems; DES; the Department's graduate Curriculum Committee. IDEA; hashes and message digests; RSA; Credits: 3 authentication of people and systems; signature Every Fall and Spring schemes; access controls, information flow controls, and inference controls; and e-mail security. CS 699 Computer Science Thesis Pre-requisite of CS 631 is required. Preparation of a thesis under the supervision of a Credits: 3 faculty adviser. The completed thesis is evaluated by On Occasion the Department's graduate Curriculum Committee.

Credits: 3 CS 679 Local Area Networks Every Fall and Spring A study of local area network (LAN) technology, including topologies, communications media, communication protocol, interfacing equipment, and hardware and software. Students work on problems of planning, designing, installing and maintaining a LAN. Credits: 3 On Occasion

CS 690 Software Development Project The development of a large software systems project based on a current analysis and design paradigm

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DEPARTMENT OF success. module. The One Year MBA (OYMBA) is a 36 credit Preparation Courses (6 credits) MANAGERIAL SCIENCES Masters of Business Administration (MBA) degree for students with an undergraduate business degree Business Writing: Professors Sherman (Chair), Minowa or significant academic or professional business Effective communication in the business setting Associate Professors Amrouche, Dinur experience. This cohorted program is completed in is a demanding task that requires a comprehensive Assistant Professor Aditya one calendar year. Courses are taken in 8 week command of written and oral communication Adjunct Faculty: 7 modules – two modules each in fall and spring skills, exacting attention to detail, good terms, and one in the summer. Courses will be interpersonal skills, and the discipline to get work Change is the norm for 21st century and blended with face-to-face meetings on Saturdays done on schedule. therefore the management of change, especially and the remainder of the program completed This course is designed for MBA students who technological change, is paramount for anyone online. need business communication / English for various desiring a successful career in business, At LIU Brooklyn, you can make the most of functional and situational purposes in non- government, and not-for-profit administration. your time, your learning, your network, and your academic and academic writing. It aims at building Whether a student is interested in investment. In addition to the traditional program, effective language and communicative entrepreneurship, finance, human resource the School of Business also offers a new competence, which are highly desirable skills in management, international business, management, accelerated curriculum that allows you to complete academic and professional pursuits. management information systems or marketing as your M.B.A. in as little as 12 months. It teaches students theory, practice, and a career path, or even starting their own business, Admission Requirements: evaluation of business communication skills as knowledge is the key to successfully managing in The standards for admission as a fully matriculated well as orientation to careers and professional turbulent times. The Department of Managerial student in the M.B.A. program are as follows: concerns in academic and non-academic writing. Sciences therefore provides all graduates a 1. A bachelor’s degree with a minimum 3.0 The course includes case study, documentation common knowledge and skill set abilities cumulative grade point average from an style and grammar review sessions. developed to prepare students for managing in the accredited institution. Through hands-on activities and in-class global marketplace. These skills include: 2. Results of the Graduate Management discussions involving case study and qualitative communication, critical thinking and analysis, Admission Test (GMAT) or Graduate Record research, we will explore areas such as: the theory teamwork, appreciation of global and ethnic Exam (GRE) unless the applicant already holds and ethics of business communication; content diversity, ethics and social responsibility, a master’s or a J.D. degree from an accredited analysis; and report writing. functional and technical skills. institution or holds a Certified Public We will examine the role of the business Accountant license. communicator in organizational settings and

3. Official transcripts from all colleges and explore topics such as: organizational culture; Master of Business universities previously attended (foreign qualitative research; case study method; ethics and documents must be accompanied by a certified legality in business communication; and preparing Administration (M.B.A.) English translation). documents for publication.

A Master of Business Administration (M.B.A.) 4. Official score report of the TOEFL examination Business Math: opens doors to career opportunities far beyond the for applicants with degrees from foreign All business functions, from finance and financial sector. In fact, information technology, colleges and universities. accounting through marketing and management, energy, pharmaceuticals, and health care are 5. A written statement outlining applicant’s have essential quantitative components, and among industries that saw double-digit growth in objectives for seeking admission into the aspiring managers must ensure that their math M.B.A. hiring last year and the employment program. skills will allow them to master basic business outlook for M.B.A. graduates is up worldwide, 6. A current résumé. tools and techniques. The math required is not according to the 2014 GMAC Corporate 7. Two letters of recommendation. complicated, and is usually covered in high school Recruiters Survey. 8. A completed application submitted to the or undergraduate college math programs. The School of Business, Public Administration Office of Admissions. However, some aspiring business students have and Information Sciences offers a traditional and Limited Matriculation Status not used math in a long time. This course provides accelerated M.B.A. degree program. The 36 to 60- A student admitted with technical or academic graduate business students with a review of credit Master of Business Administration (number deficiencies is granted limited matriculation in the essential math topics along with an introduction to of credits is based on your undergraduate program. A student with limited matriculation may how they are applied in business contexts. coursework) provides the knowledge base and enroll for a maximum of six credits per semester Modules skills that enable professionals to become leaders for the first 12 credits before being considered for • Module 1: General Business Core (12 credits) in business by offering a comprehensive program full matriculation. If full matriculation status is not The general business core courses are designed which meets the needs of an ever-changing, global attained after 12 credits, the student may not enroll for students who have not had undergraduate work business environment. for any additional credits in the degree program. in business studies. A student who studied M.B.A. students are encouraged to concentrate In addition, a student admitted with pending business administration as an undergraduate may their study in one of the following business areas: GMAT or GRE scores is granted limited be exempt from some or all of the general business accounting, entrepreneurship, finance, human matriculation for a maximum of one semester. The core courses, reducing the total requirements of the resource management, international business, receipt of the official GMAT or GRE scores by the program. Further information about waivers is management, management information systems, or Office of Admissions is a prerequisite for found in the Academic Policies Section above. marketing. The curriculum also emphasizes continued enrollment in the program. The general business core courses not only personal brand development, including career provide a basis for advanced studies, but also offer M.B.A. Degree Requirements planning, communication and presentation skill an opportunity to explore the various fields of The Master of Business Administration building, project management, team leadership and business before selecting an area of concentration. (M.B.A.) consists of two preparation courses group dynamics, and social media for career It is mandatory, therefore, that the students (pending results of entrance exam) and a 7-part complete these courses before starting upon the

Page 103 LIU Brooklyn Graduate Bulletin 2014 - 2015 Bulletin 2014 - 2015 advanced portion of the program. context or the ultimate goal. Although people often systems knowledge. The graduate can work within • Module 2: Business Basics (9 credits) assume that the focus of entrepreneurship is on the environment of a modern organization and can • Module 3: Business Functions (9 credits) starting for-profit businesses, learning the interact with both organizational functions and • Module 4: Advanced Business Functions (10 entrepreneurial process will help you to think more computer technology. credits) strategically in all of your endeavors. Marketing • Module 5: Personal Brand (5 credits) The best way to understand the entrepreneurial The marketing concentration is designed for • Module 6: Specialization (9 credits) process is to take a hands-on, experiential students who wish to pursue careers in brand • Module 7: Capstone (3 credits) approach. In this major, students will interact management, B2B marketing, marketing research, Advanced Business Core extensively with the business community both technology marketing, new product development Beyond the general business core (Modules 1 & inside and outside the classroom and produce a or other leadership roles in sales management. 2), the M.B.A. program requires a minimum of 36 plan that is both defensible to potential investors Courses focus on the multiple dimensions of the credits, which includes 24 credits in the advanced and actionable in the real world. decision-making process in a marketing setting, core (Modules 3, 4, and 5), 9 credits of chosen Finance and the application of the analytical tools of concentration electives (Modules 6), and 3 credits The finance concentration develops technical economic behavior sciences and quantitative of capstone course work (Modules 7). and managerial skills for global financial careers. systems to problems and opportunities currently The MBA advanced core is academically Courses cover global financial instruments and facing marketing executives rigorous and responsive to the demands of the markets while developing analytical and strategic marketplace. Students are exposed to the decision-making abilities. The approach considers M.B.A. in Business Administration complexities of global business through a series of macroeconomics as well as financial aspects of [Program Code: 87332] courses: Marketing Strategy, Organizational individual business organizations. This program requires 36-60 credits. Upon Behavior, Corporate Financial Policy, Service and Human Resource Management evaluation of your official academic transcripts, Operations Management, Management of Proper management of human resources your advisor will officially communicate the Innovation and Technology, Marketing Analytics, (human capital) has the potential to be a source of required number of credits to fulfill the M.B.A. Building Your Online Brand, and Career Planning. sustainable competitive advantage for high- degree requirements. Internationally renowned experts are invited to performance organizations. Students develop skill Prerequisites: 6 Credits discuss some of the most vital trends and issues in set abilities needed for managing more efficient Prerequisites may be waived pending results of the areas of study. The advanced business core and effective organizational systems. Based on entrance exam. must be completed before the student starts the different assumptions about people, their BUS 500 Business Writing 3.00 concentration classes. motivation, how they work and what they seek out BUS 502 Business Math 3.00 Concentrations of their work experiences. Students are required to take 9 credits of International Business General Business Core: Up to 27 Credits advanced work beyond the advanced business The international business concentration Courses may be waived subject to prior core. Such courses give students the opportunity to focuses on decision-making in an international undergraduate or graduate academic coursework. acquire advanced skills in such areas as context and prepares professionals for positions MODULE 1: GENERAL BUSINES CORE accounting, entrepreneurship, finance, human within multinational organizations. Business GBA 510 Financial Accounting 3.00 resource management, international business, functions are related to the socio-cultural, political, management, management information systems, or legal and labor forces that affect global GBA 511 Corporate Financial 3.00 marketing. corporations. The international business Management Accounting concentration evaluates, both theoretically and GBA 512 Principles of Management 3.00 The accounting concentration is designed to practically, the opportunities and risks of doing and Leadership expand the knowledge of students preparing to business in an increasingly complex and work in the fields of financial management and interdependent world. GBA 513 Marketing Management 3.00 control, to enter or to advance in the field of Management MODULE 2: BUSINESS BASICS professional accounting in corporate and not-for- The management concentration focuses on the profit organizations. For more information on interrelated functions of business enterprises, large GBA 516 Business Statistics 3.00 combining the benefits of an M.B.A with an and small, which determine their viability in the GBA 520 Managerial Economics 3.00 advanced accounting concentration, please consult service global marketplace of the 21st century. the section on M.B.A. in Accounting. Strategic goal setting, organizational structures, GBA 521 Legal Aspects of 3.00 Entrepreneurship management philosophies and cultures, ethics, Business Administration Entrepreneurial thinkers create value in society production and service processes, problem analysis The following twenty-four (24) credits in using innovation under conditions of uncertainty. and decision-making techniques are explored advanced core courses are required: The ability to think entrepreneurially is critical for within a range of internal and external MODULE 3: THE BUSINESS FUNCTIONS all students, regardless of their major or their environments. career plans. The entrepreneurship program at LIU Management Information Systems MBA 620 Marketing Strategy 1.50 Brooklyn is designed to engage students to think The management information systems MBA 631 Organizational 1.50 entrepreneurially while they learn how to execute concentration provides the necessary information Leadership on their vision efficiently and effectively. for managing an organization, and explores how Entrepreneurship majors at LIU Brooklyn learn an effective management information system MBA 632 Ethics in a Global 1.50 how to prepare and execute a comprehensive provides decision-oriented information to assist MBA 633 Corporate Financial 1.50 strategy for launching a new venture. The venture managers in planning, organizing and controlling Policy can be in any organizational context – large or the organization. The management information small, new or existing, Nonprofit or for profit. The systems curriculum teaches information system MBA 634 Service Operations 1.50 entrepreneurial process of value creation through concepts within organization functions, as well as Management innovation remains the same regardless of the management knowledge and technical information

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MBA 635 Entrepreneurship 1.50 MAN 707 Small Business & New 3.00 Venture Management M.S. in Human Resource MAN 708 Management of 3.00 Management MODULE 4: ADVANCED BUSINESS Technology and Product FUNCTIONS Innovations The 36-credit M.S. in Human Resource Management degree is designed to prepare MBA 650 Business Intelligence 1.00 MAN 709 Government and the 3.00 students to enter the profession at the generalist Management of MBA 651 Marketing Analytics 1.50 level by providing a broad overview of the Technology functional areas of human resource management MBA 652 Transformational 1.50 MKT 709 New Product 3.00 (HRM). The program stresses the integration of Leadership Development the functional areas of HRM within the broader MBA 653 Investment Analysis 1.50 context of the organization and its mission, goals MKT 733 e-Marketing 3.00 and values. MBA 654 Decision Making 1.50 MKT 736 Social Media Marketing 3.00 The Society for Human Resource Management MBA 655 Management of 1.50 (SHRM) has acknowledged that its Master of Finance Specialization: 9 Credits Innovation & Technology Science in Human Resources fully aligns with Three (3) advanced (700 level) finance courses SHRM's HR Curriculum Guidebook and MBA 656 Information Systems 1.50 Human Resource Management Specialization: Templates. Throughout the world, 196 programs in Development & 9 Credits 165 educational institutions have been Management Required courses: 6 Credits acknowledged by SHRM as being in alignment HRM 721 Industrial Relations 3.00 MODULE 5: YOUR PERSONAL BRAND with its suggested guides and templates. The HR HRM 722 Human Resource 3.00 Curriculum Guidebook and Templates were MBA 640 Making Effective 1.00 Management developed by SHRM to define the minimum HR Presentations and one (1) of the following courses: 3 Credits content areas that should be studied by HR MBA 641 Managerial 1.00 students at the undergraduate and graduate levels. HRM 726 Legal and Regulatory 3.00 Communications They are part of SHRM's academic initiative, Environment in Human created in 2006 and revalidated in 2010, to help MBA 642 Building Your Online 1.00 Resource the society define HR education standards taught Brand HRM 797 Case Studies in Human 3.00 in university business schools across the nation MBA 643 Working in Teams & 1.00 Resource Management and help universities develop degree programs that Project Management follow these standards. HRM 798 Special Topics in Human 3.00 Admission Requirements: MBA 644 Career Planning 1.00 Resource Management The admission standards are the same as those M.B.A. Specialization Requirements: 9 HRM 799 Advanced Topics in 3.00 of the M.B.A. Program; see the section Admission Credits Human Resource Requirements for the M.B.A. program. MODULE 6: SPECIALIZATION COURSES Management Three (3) advanced courses in the specialization of International Business Specialization: 9 Credits M.S., Human Resource Management choice. Available specializations are: accounting, Three (3) advanced (700 level) international (HRM) entrepreneurship, finance, human resource business courses [Program Code: 20673] management, international business, management Management Specialization: 9 Credits HRM Foundation: 9 Credits information systems, management, and Three (3) advanced (700 level) management Must take one (1) of the following courses: 3 marketing. courses credits* M.B.A. Capstone Requirement: 3 Credits Management Information System GBA 512 Principles of Management 3.00 MODULE 7: CAPSTONE COURSE Specialization: 9 Credits and Leadership MBA 800 Business Strategy 3.00 Required course: 3 Credits MBA 613 Organizational Behavior 3.00 M.B.A. Specializations CS 601 Principles of Computer 3.00 Accounting Specialization: 12 Credits Science and Structured *Please consult with your advisor to determine Programming C which course you should take. ACC 741 Industrial Relations 3.00 The following foundation courses are required: and one (2) of the following courses: 6 Credits ACC 742 Human Resource 3.00 6 Credits CS 633 Structured System 3.00 Management GBA 515 Managerial 3.00 Analysis and Design ACC 770 International Accounting 3.00 Communications CS 645 Computer 3.00 GBA 517 Fundamentals of 3.00 TAX 716 Federal Income Tax 3.00 Communications and Management Information Entrepreneurship Specialization: 9 Credits Networking Systems Required Courses: 3 Credits CS 649 Database Management 3.00 HRM Advanced Core: 12 Credits ENT 701 Seminar in 3.00 Systems Entrepreneurship The following courses are required: Marketing Specialization: 9 Credits HRM 721 Industrial Relations 3.00 Entrepreneurship concentrations students will Three (3) advanced (700 level) marketing courses choose (2) additional courses from the following Credit and GPA Requirements HRM 722 Human Resource 3.00 list: Minimum Credits: 36 - 60 Management FIN 727 New Venture Finance 3.00 Minimum Major GPA: 3.0

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HRM 726 Legal and Regulatory 3.00 certificate can be applied towards the fulfillment HRM 726 Legal and Regulatory 3.00 Environment in Human of the Master of Science in Human Resource Environment in Human Resource Management Management. Resource Management Admission Requirements: HRM 797 Case Studies in Human 3.00 HRM 797 Case Studies in Human 3.00 The admissions requirement will be the same as Resource Management Resource Management those of the Master of Science in Human Resource HRM Electives: 12 Credits Management with the exception of the Any Advanced HRM Elective: 3 credits Please choose four (4) courses from those listed GRE/GMAT scores. The GRE/GMAT scores Credit and GPA Requirements below: will not be required for admission to the Minimum Credits: 15 HRM 790 Compensation and 3.00 Advanced Certificate in Human Resource Minimum Major GPA: 3.00

Benefits Management. Hence, the admissions standards for full matriculation in the advanced certificate HRM 791 Employee Training and 3.00 are as follows: Development 1. A bachelor's degree with a minimum 3.0 HRM 792 Diversity in the 3.00 cumulative grade point average from an Workplace accredited institution. 2. Official transcripts from all colleges and HRM 793 Workplace Safety and 3.00 universities previously attended (foreign Health documents must be accompanied by a certified HRM 798 Special Topics in Human 3.00 English translation). Resource Management 3. Official score report of the TOEFL examination for applicants with degrees from foreign HRM 799 Advanced Topics in 3.00 colleges and universities. Human Resource 4. A written statement outlining applicant's Management objectives for seeking admission into the HRM 724 Organizational 3.00 advanced certificate. Development 5. A current résumé. 6. Two letters of recommendation (optional). HRM 725 Work, People and 3.00 7. A completed application submitted to the Productivity Office of Admissions. TAX 780 Fundamentals of 3.00 Limited Matriculation Status: Qualified Employee A student admitted with technical or academic Benefit Plans deficiencies is granted limited matriculation. A student with limited matriculation may enroll for a TAX 787 Employee Benefit 3.00 maximum of six credits per semester for the first Programs 12 credits before being considered for full HRM Capstone: 3 Credits matriculation. Students are expected to achieve a HRM 750 Management Seminar 3.00 minimum GPA of 3.0 in the advanced certificate. The advanced certificate will consist of four Credit and GPA Requirements required courses (12 credits) and an advanced Minimum Credits: 36 HRM elective (3 credits). The students with no Minimum Major GPA: 3.00 prior background in management or HRM will be

required to take GBA 512 (Principles of Advanced Certificate in Human Management and Leadership) in the first semester Resource Management of enrollment. NOTE: GBA 512 (Principles of Management In today's challenging economy, human and Leadership- 3 credits) is required for resource management is a critical and in-demand candidates with no undergraduate business function that continues to provide employment degrees. The candidates with an executive opportunities across a broad spectrum of experience of more than 5 years will be waived organizations. The graduate advanced certificate is from taking this prerequisite. designed to provide students with a comprehensive Students are expected to achieve a minimum and broad foundation to the human resource GPA of 3.0 in the advanced certificate. management practice and profession. Proper management of human resources (human capital) Advanced Certificate, Human is a source of sustainable competitive advantage Resource Management (HRM) for high-performance organizations. The advanced [Program Code: 35003] certificate is in complete alignment with the The following courses are required: 12 credits professional competencies outlined by the Society HRM 721 Industrial Relations 3.00 for Human Resource Management (SHRM). The SHRM competency model is globally accepted as HRM 722 Human Resource 3.00 the highest professional standard in the practice of Management human resources. The fifteen earned credits in the advanced

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Every Fall and Spring Pre-requisite of GBA 512 or MBA 613 are required. Business Courses Credits: 3 GBA 515 Managerial Communications Cross-Listings: HRM 721, MAN 721 GBA 510 Financial Accounting An investigation into improving the way people Every Fall A study of basic accounting concepts and methods within organizations communicate. The course and their significance to management and to the includes the interpretation and application of HRM 722 Human Resource Management financial analyst. Topics include an introduction to organizational communication theory for the A review of the major areas of personnel financial statement analysis the measurement of working or aspiring manager. Topics include administration. Topics include selection and income and capital, accounting for fixed assets, personal communication styles, media and tools for replacement, compensation, training and inventory costing and price level changes, the manager/communicator, organizational development, labor relations, and employee measuring and accounting for corporate debt, communications climates, one-to-one services. Such activities are viewed from the corporate investment in securities, and computer communications, meetings and conferences, position of both the large and small firm. applications in accounting. This course does not speaking before groups, written managerial Pre-requisite of GBA 512 or MBA 613 are required. require previous training in accounting. communications, planning and producing business Credits: 3 Credits: 3 reports, and advertising managerial Cross-Listings: HRM 722, MAN 722 Cross-Listings: ACC 501, GBA 510 communications. Every Fall and Spring

Every Fall and Spring Credits: 3 Every Fall, Spring and Summer HRM 723 Behavior Concepts Applied to GBA 511 Corporate Financial Management Management A study of the methods by which firms and GBA 516 Business Statistics A study of the application of behavioral concept individuals in a risky global environment evaluate An examination of the fundamental principles, techniques to the problems of managers and stocks, bonds and investment projects, combine concepts and techniques involved in application of supervisors in large and small enterprises. Topics those elements in optimal portfolios, and probability and statistics to business research and include approaches to personnel assessment, determine the best level of debt versus equity. The managerial decisions. The range of applications development and motivation of managers, and the basic tools are risk versus return and the evaluation covers such various functional areas such as finance, fundamentals of executive performance. of future cash flows. marketing, accounting, management, economics Pre-requisite of GBA 512 or MBA 613 are required. Pre-requisite of GBA 510 is required. and production. Topics include descriptive Credits: 3 Credits: 3 statistics, probability concepts and techniques On Occasion

Every Fall and Spring applicable in risk assessment and decision theory, and statistical inference (estimation and hypothesis HRM 724 Organizational Development GBA 512 Principles of Management and testing). A survey of contemporary training and Leadership Credits: 3 development problems, with emphasis on the An analysis of current management theory and Every Fall and Spring relationship between development and the practice that includes a discussion of its historical organization's personnel decisions. Techniques of foundations and an investigation of various GBA 517 Fundamentals of Management personnel training are examined. approaches to the management discipline. Primary Information Systems Pre-requisite of GBA 512 or MBA 613 are required. emphasis is on the administrative functions of A survey analysis of the role of information systems Credits: 3 planning, decision making, organizing, staffing and in business strategy. Information systems are shown Cross-Listings: HRM 724, MAN 724, PM 711 controlling. to be facilitators of market penetration, competitive Every Spring

Credits: 3 advantage and organizational change. The material HRM 725 Work People and Productivity Every Fall and Spring is presented within an integrated framework, portraying information systems as being composed An analysis of the problems of the occupational GBA 513 Marketing Management of organization, management and technology environment in small and large enterprises. A survey analysis of the operations of marketing elements. Topics include: organizational and Emphasis is on the practical problem solving that is systems. The course emphasizes strategic planning, technical foundations of information systems; of immediate concern to the participants. Topics coordination and adaptation of marketing applications of information systems in all levels of include: new approaches to motivation, attitudes, operations to opportunities in profit and nonprofit decision making, including operational, tactical and job satisfaction, job enrichment, monotony, fatigue, organizations. Focus is placed on the principal strategic decision making; management of working conditions and conflict resolution, quality decision-making components of national and information as an organizational resource and circles, and productivity. international marketing, including product various information architectures; emerging new Pre-requisite of GBA 512 or MBA 613 are required. Credits: 3 information systems technologies; various Credits: 3 Every Fall and Spring approaches to building information systems; and Cross-Listings: HRM 725, MAN 725, PM 712 issues related to management of information Every Spring

GBA 514 Money Banking and Capital Markets systems. HRM 726 Legal and Regulatory Environment in An effort to analyze and understand the principal Credits: 3 Human Resource Management forces that are shaping U.S. world money and Cross-Listings: GBA 517, PM 703 An examination, discussion and exploration of capital markets. Money creation, the demand for Every Fall and Spring money, and the relation of money to inflation and laws, regulations and judicial decisions affecting the financial flows are each examined. Interest rates are HRM 721 Industrial Relations Human Resources manager. Case studies are used analyzed in the context of portfolio choice, and A survey of federal and state laws affecting the to develop an awareness of the legal problems their behavior is carefully examined. Emphasis is conduct of parties in a bargaining relationship. facing the modern manager. Emphasis is on the also placed on the changing role of competitive Factors in the bargaining process, strategy and federal agencies and laws, but areas of regulation financial institutions and the effects of those tactics, principles and specifics of contract clauses, reserved to the states are also discussed. changes on the flow of funds and monetary policy. and administration and enforcement of the Pre-requisite of GBA 512 or MBA 613 are required. Credits: 3 collective bargaining agreement are examined. Credits: 3

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Cross-Listings: HRM 726, MAN 726 Pre-requisites of GBA 511, GBA 512, GBA 514 Every Fall HRM 793 Workplace Safety and Health and MBA 620 are required. An in-depth study of issues and practices related o Credits: 3 HRM 750 Management Seminar workplace safety and health. Relevant topics Cross-Listings: IBU 701, MAN 780 A consideration of the human problems of include OSHA rules and regulations, OSHA Every Fall and Spring organizational management from a inspections, employer requirements under the act, multidisciplinary point of view. Concepts and the role of HR in ensuring employer and employee IBU 702 International Financial Markets research from the behavioral sciences are applied to compliance with the act, filing and record keeping An analysis of the financial opportunities and risks the personnel problems of management. Theory requirements. Within the context of OSHA, resulting in global market investment, with a focus and technique are integrated by using group and workplace violence, domestic violence, and on international portfolio diversification and individual study projects. The course is designed to workplace security will also be covered. management. Topics include determinants of enhance interpersonal skills related to superiors, The pre-requisite of HRM 722 or MAN 722 is foreign exchange rate and international capital subordinates, staff specialists and peers. required. flows; balance of payments analysis techniques; The pre-requisite of HRM 722 or MAN 722 is Credits: 3 foreign exchange risk management, especially required. On Occasion hedging and speculation strategies; the reasons for Credits: 3 and impact of official intervention; and a study of Cross-Listings: HRM 750, MAN 750 HRM 797 Case Studies in Human Resource the Eurocurrency and Eurobond markets, as well as Every Spring Management a review of leading indicators for the various This is an applications-oriented course that is international stock markets. HRM 790 Compensation and Benefits designed to provide students with the opportunity Pre-requisites of GBA 511 and GBA 514 are This course focuses on employee compensation and to apply HR theory to the practical everyday required. employee benefits. Topics considered in this course challenges faced by HR generalists. Relevant course Credits: 3 include strategic compensation policy, topics addressed during the semester include: Cross-Listings: FIN 716, IBU 702 compensation management and administration, Strategic Management: Workforce Planning, On Occasion pay-for-performance, as well as how compensation is Recruitment, Selection decisions, % & D, determined for both hourly and salaried employees. Compensation and Benefits, Labor Relations, Benefit topic will include both legally required and workplace Safety and Security. Emphasis is placed IBU 703 International Trade employer discretionary benefits, as well as how on developing and evaluating alternative solution A review of the principles of international trade its firms develop and administer employee benefit strategies. magnitude, direction, and industrial classification plans; relevant laws for both compensation and The pre-requisite of HRM 722 or MAN 722 is as well as the institutions (e.g., GATT) facilitating benefits will also be covered. required. it. The course focuses on practical techniques and The pre-requisite of HRM 722 or MAN 722 is Credits: 3 problems of exporting and importing, with special required. Every Spring attention to small business. Topics include sources Credits: 3 of marketing information, techniques of payment Alternate Semesters HRM 798 Special Topics in Human Resources and collections, currency fluctuation problems and Management balance of payments analysis, sources and uses of HRM 791 Employee Training and Development An examination of selected themes current funds to finance foreign trade, and government Training refers to a planned effort by an developments, emerging issues, and areas of assistance. organization to facilitate employee's learning of job professional specialization in the field of Human Pre-requisites of GBA 511 and GBA 514 are related skills and behaviors. The purpose of this Resources Management. Topics vary. required. course is to provide the student with the knowledge The pre-requisite of HRM 722 or MAN 722 is Credits: 3 and skills that are required to design, develop, and required. Cross-Listings: FIN 715, IBU 703, MKT 716 deliver quality employee training. Within the Credits: 3 On Occasion context of training, approaches to employee Every Summer development will also be discussed. IBU 704 Management of International Business The pre-requisite of HRM 722 or MAN 722 is HRM 799 Advanced Topics in Human Resources A focus on the management of direct international required. Management investment, commonly known as multinational Credits: 3 An in-depth study of selected themes, current corporation, that examines the nature, growth and On Occasion developments, emerging issues, and areas of new directions of direct investment and how those professional specialization in the field of Human elements are related to changing economic, social HRM 792 Diversity in the Workplace Resources Management. Topics vary. and monetary conditions. The course highlights This course employs a seminar format and The pre-requisite of HRM 722 or MAN 722 is the interplay of business and government in examines the complex and encompassing ways in required. international management. which people differ, including examining the Credits: 3 The pre-requisites of GBA 512, MBA 613 and primary dimensions (age culture/ethnicity/race, Every Summer MBA 620 are required. language, gender, physical abilities and sexual Credits: 3 orientation) and secondary dimensions (education, IBU 701 International Business On Occasion geographical location, income, marital status, An introduction to international business that parental status, religion and work experience) that examines those aspects of economics, finance, IBU 705 International Marketing formulates in many instances the view of cultural investment and trade that have an international The study and analysis of the special problems of diversity. dimension. Topics include historical development marketing in the international marketplace. The pre-requisite of HRM 722 or MAN 722 is of multinational enterprises, relations between Marketing problems of overseas subsidiaries of required. multinational corporations and host countries, and multinational firms are explored, as are the Credits: 3 special problems associated with international importing and exporting activities of domestic On Occasion operations. firms, licensing/franchising, and foreign direct

LIU Brooklyn Graduate Bulletin 2014 - 2015 Page 108 LIU Brooklyn investment, including strategic alliances. credits. Pre-requisite of GBA 513 and MBA 612 are The pre-requisite of GBA 512 is required. MAN 707 Small Business and New Venture required. Credits: 3 Management Credits: 3 On Occasion An examination of the role of a small business in a Cross-Listings: IBU 705, MKT 717 dynamic, free enterprise economy, designed to On Occasion IBU 770 International Accounting stimulate a creative approach (by entrepreneurs) to Insight into the international accounting the problems of a small firm. The course IBU 706 Comparative International Management environment from the viewpoint of the U.S.-based emphasizes establishing new enterprises, financing, Comparisons among national managerial systems. multinational organization.(45 CPE credits) organizing, planning, operating, marketing, growth The functional inter-relationships between The pre-requisite of ACC 501 or equivalent is and acquisitions managers and their international environments and required. Pre-requisite of GBA 511, GBA 512 and MBA 613 the problems of cross-national cooperation are Credits: 3 are required. highlighted. Cross-Listings: ACC 770, IBU 770 Credits: 3 The pre-requisite of MBA 613 is required. Every Fall On Occasion Credits: 3 On Occasion MAN 702 Theories of the Organization MAN 708 Management of Technology and A survey of organizational theories with particular Product Innovation IBU 707 Multinational Business in Developing emphasis on goal setting assessing, achievement and A survey of new technologies in society and Nations displacement. Topics include the relationship of business. Topics include opportunities and threats, An analysis of the opportunities and problems of authority, role responsibility, organizational technological forecasting, evaluation of new operating multinational firms in developing structure, design and culture. Students diagnose products and services, the management of new nations. Consideration is given to marketing organizational functions, analyze deficiencies, and research and development, stimulating creativity, opportunities, national customs and mores, natural determine ways of adapting organizational structure economic evaluation of research products, resource policies, tax policies, governmental to realize goals. organizational characteristics, and estimating and economic nationalism, and similar concepts Pre-requisite of GBA 512 or MBA 613 are required. controlling research and development costs. relevant to operating in developing nations. Credits: 3 Pre-requisite of GBA 512, GBA 517 and MBA 613 Pre-requisites of GBA 512 and IBU 701 are On Occasion are required. required. Credits: 3 Credits: 3 MAN 703 Project Analysis and Program On Occasion On Occasion Management A survey of managerial criteria for effective project MAN 709 Government and the Management IBU 708 International Corporate Finance planning and management. Topics include Technology An analysis of the financial opportunities, risk and establishing objectives, cost benefit analysis, An examination of the changing role of decision-making processes associated with planning methods, organizational concepts, causes government in shaping and directing the international operations. Topics include of conflict, conflict resolution and options in management of technology in the civilian sector of management of translation, transaction, and allocation of resources. the economy. Principal themes include the economic exposure; taxation issues; multinational Pre-requisite of GBA 512 or MBA 613 are required. rationales, processes and mechanisms of capital budgeting and current asset management; Credits: 3 government involvement; promotion and complexities of international performance On Occasion regulation of technological development and use by evaluation and control systems; comparative government; industrial policy in the United States financial statement analysis; cost of capital; and MAN 704 Managerial Planning and Control and other countries; and the impact of government international financing options. The case method Systems on product innovation and on the national is employed. A study of the formulation of integrated long-range economy. The pre-requisite of FIN 716 is required. and strategic plans relating to organizational The pre-requisite of GBA 517 or PM 703 is Credits: 3 objectives, expense centers, performance centers required. Cross-Listings: FIN 726, IBU 708 and investment centers. Also studied are methods Credits: 3 On Occasion of measuring performance and handling On Occasion information. IBU 745 International Taxation Pre-requisite of GBA 512 or MBA 613 are required. MAN 721 Industrial Relations A study of U.S. corporations doing business in Credits: 3 A survey of federal and state laws affecting the foreign countries; U.S. taxation of foreign income On Occasion conduct of parties in a bargaining relationship. and foreign tax credits; allocation of income among Factors in the bargaining process, strategy and related entities; and tax treaties. (45 CPE credits) MAN 705 Management Decision Theory tactics, principles and specifics of contract clauses, Pre-requisite of ACC 501/GBA 510, and TAX 723 A survey of the decision-making processes and and administration and enforcement of the or the equivalent, are required. methods for examining, defining, analyzing and collective bargaining agreement are examined. Credits: 3 solving complex problems. Emphasis is on defining Pre-requisite of GBA 512 or MBA 613 are required. Cross-Listings: IBU 745, TAX 745 objectives, value systems, and methods for Credits: 3 Every Fall identifying and assessing alternative courses of Cross-Listings: HRM 721, MAN 721 action. Every Fall IBU 750 International Business Seminar Pre-requisite of GBA 512 or MBA 613 are required. An analysis of the decision-making processes and Credits: 3 MAN 722 Human Resource Management methods for defining, analyzing and resolving On Occasion A review of the major areas of personnel contemporary international financial and trade administration. Topics include selection and problems. Emphasis is on assessing international replacement, compensation, training and developments and trade relating to business. Three development, labor relations, and employee

Page 109 LIU Brooklyn Graduate Bulletin 2014 - 2015 Bulletin 2014 - 2015 services. Such activities are viewed from the individual study projects. The course is designed to gain a proficiency in learning the knowledge of position of both the large and small firm. enhance interpersonal skills related to superiors, psychological factors and economics concepts, Pre-requisite of GBA 512 or MBA 613 are required. subordinates, staff specialists and peers. implement this knowledge in the financial markets Credits: 3 The pre-requisite of HRM 722 or MAN 722 is and apply the behavior finance ideas in the analysis Cross-Listings: HRM 722, MAN 722 required. of real market trading phenomena. Every Fall and Spring Credits: 3 The pre-requisites of GBA 510, 511, 512, 513, 514, Cross-Listings: HRM 750, MAN 750 515, 516, and 517 are required. MAN 723 Behavior Concepts Applied to Every Spring Credits: 3 Management Every Fall and Spring A study of the application of behavioral concept MAN 780 International Business techniques to the problems of managers and An introduction to international business that MBA 621 Service and Operations Management supervisors in large and small enterprises. Topics examines those aspects of economics, finance, This course will focus on the various aspects include approaches to personnel assessment, investment and trade that have an international involved in the management of service operations development and motivation of managers, and the dimension. Topics include historical development within the "pure" service sector (banking, fundamentals of executive performance. of multinational enterprises, relations between transportation, travel and tourism, etc.) and within Pre-requisite of GBA 512 or MBA 613 are required. multinational corporations and host countries, and the services functions of manufacturing (after-sales Credits: 3 special problems associated with international support, financing, etc.). After an introductory On Occasion operations. section to provide an overview of the role of Pre-requisites of GBA 511, GBA 512, GBA 514 services in the economy and within the functioning MAN 724 Organizational Development and MBA 620 are required. of various enterprises, the following topics and A survey of contemporary training and Credits: 3 more will be explored: design and delivery of development problems, with emphasis on the Cross-Listings: IBU 701, MAN 780 services, the measurement of productivity and relationship between development and the Every Fall and Spring quality, managing capacity and demand, quality organization's personnel decisions. Techniques of management redesign of service delivery processes, personnel training are examined. MBA 612 Marketing Strategy management of technology, and managing human Pre-requisite of GBA 512 or MBA 613 are required. A focus on marketing planning processes, concepts, resources. The course explores the dimensions of Credits: 3 methods and strategies with global orientation at successful service firms and helps students discover Cross-Listings: HRM 724, MAN 724, PM 711 the product level as well as the corporate level. The entrepreneurial opportunities. Every Spring course emphasizes the relationship between The pre-requisites of GBA 510, 511, 512, 513, 514,

marketing and other functions and draws on 515, 516, and 517 are required. MAN 725 Work People and Productivity perspectives from industrial economics, corporate Credits: 3 An analysis of the problems of the occupational finance and strategic management literature. Every Fall and Spring environment in small and large enterprises. Marketing strategies and practices of contemporary Emphasis is on the practical problem solving that is firms are discussed as they relate to industrial and MBA 625 Management of Innovation and of immediate concern to the participants. Topics consumer products and services. The overall Technology include: new approaches to motivation, attitudes, objective of the course is to help students This course draws upon the economics of technical job satisfaction, job enrichment, monotony, fatigue, incorporate and apply the skills, methods and change -- for high technology businesses. The working conditions and conflict resolution, quality insights they have acquired in previous marketing emphasis is on the development and application of circles, and productivity. and other business courses to the design and conceptual models clarifying the interactions Pre-requisite of GBA 512 or MBA 613 are required. implementation of marketing strategies. between competition, patterns of technological and Credits: 3 Pre-requisite of GBA 513 is required. market change, and the structure and development Cross-Listings: HRM 725, MAN 725, PM 712 Credits: 3 of internal firm capabilities. The aim of this course Every Spring Every Fall and Spring is to provide a solid foundation for managing

innovation in high-technology industries. MAN 726 Legal and Regulatory Environment in MBA 613 Organizational Behavior Throughout, key conceptual frameworks are linked Human Resource Management An analysis of both the formal and informal aspects to applications in a variety of industry and case An examination, discussion and exploration of of the administration process. Topics include settings. laws, regulations and judicial decisions affecting the human behavior in an organizational environment, The pre-requisites of GBA 510, 511, 512, 513, 514, Human Resources manager. Case studies are used individual behavior patterns, superior/subordinate 515, 516, 517 and MBA 621 are required. to develop an awareness of the legal problems relationships, group dynamics, leadership, Credits: 3 facing the modern manager. Emphasis is on the communication, motivation and decision making, Every Fall and Spring federal agencies and laws, but areas of regulation and the impact of innovation and change on the reserved to the states are also discussed. organization. MBA 626 Risk Management Pre-requisite of GBA 512 or MBA 613 are required. Pre-requisite of GBA 512 is required. This course deal with the theoretical and practical Credits: 3 Credits: 3 approaches to effective financial management. Cross-Listings: HRM 726, MAN 726 Every Fall and Spring Planning, analyzing and controlling investment and Every Fall short and long term financing are examined for

MBA 620 Behavioral Finance decision-making purposes. Emphasis is placed on MAN 750 Management Seminar Behavioral finance offers a new perspective on the application of Risk, the methods in today's A consideration of the human problems of modern investing. Phenomena such as stock business environment and related industries. organizational management from a momentum or the tendencies of investors to hold Topics include: Capital budgeting, risk and multidisciplinary point of view. Concepts and on to losing stocks too long are inconsistent with diversification, asset liability management, financial research from the behavioral sciences are applied to the notions of traditional finance market efficiency, derivatives and financial engineering, swaps, the personnel problems of management. Theory yet they are perfectly consistent with psychological options and financial future. and technique are integrated by using group and human processing of information. Students will

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The pre-requisites of GBA 510, 511, 512, 513, 514, communication and sales promotion in marketing of analysis and decision making as they relate to 515, 516, 517 and MBA 620 are required. management and their social and economic product planning, management and portfolio Credits: 3 implications. Research findings in communication analysis. The effects of product design, pricing, Every Fall and Spring theory behavioral sciences, and comprehensive promotion, advertising, research, distribution models of buyer behavior are particularly stressed. channels, sales efforts and legislation are examined MBA 800 Business Policy I The course surveys the planning, implementation in an effort to understand their interrelationships An examination of the fields of policy making and and measurement of effectiveness of marketing as they affect both volume and profit. The product administration that build upon and integrate the communication activities. Students are required to management organizational structure is also work covered in the graduate curriculum. The develop integrated promotional campaigns based examined. Outside lecturers from industry visit, as viewpoint is that of senior general managers who on actual marketing information. available. set company-wide objectives and coordinate Pre-requisite of GBA 513 is required. Pre-requisite of GBA 513 is required. departmental policies and activities. As an Credits: 3 Credits: 3 integrating experience, students are expected to On Occasion On Occasion bring their overall acquired business knowledge to bear on the intricacies of managerial decision MKT 702 Marketing Research MKT 707 Marketing Distribution Systems making. Through text, case analysis and a An examination of information requirements for An analysis of the competitive struggle for channel computer-based simulation, students have an marketing decisions. Particular emphasis is placed command and the utilization of economic and opportunity to test their skill in the use of financial, on the development of cost and benefit analytical analytical tools and behavioral models. The growth marketing and management variables in a tools for evaluating various marketing information of, and innovation in, vertical systems are examined competitive situation. Selected guest lecturers and systems designs. Other topics include the design of with regard to social, economic and legal assignment of a major written project round out the surveys and experiments, questionnaire constraints. The course also surveys the objectives learning experience by providing each student with construction, decision models, data analysis and decision-making processes of individual a pragmatic discussion forum, as well as research techniques and data interpretation. members at various channel levels. Cases are used and writing experience with the dynamics of a Pre-requisite of GBA 513 is required. to stress practical applications. changing business world. Credits: 3 Pre-requisite of GBA 513 is required. The following pre-requisites are required to enroll On Occasion Credits: 3 in MBA 800 or 801: On Occasion GBA 510, 511, 512, 513, 514, 515, 516, 517; MKT 703 Sales Management and Forecasting MBA 612, 613, 620, 621, 625 and 626; A focus on the management of selling activities and MKT 708 Industrial Marketing Any four 700 level MBA courses. the outside sales force as critical elements of An analysis of current marketing practices for Credits: 3 marketing operations. Includes discussion of the manufacturers and suppliers of services to industrial Every Fall and Spring administrative activities of sales force managers and government markets. Emphasis is placed on from the district manager up to the top-level sales the strategy of market selection, product planning, MBA 801 Business Policy II force executive in the firm. Organization of the pricing, distribution and buyer/seller relations An examination of the fields of policy making and sales department, operating the sales force, pertaining to industrial products. administration that build upon and integrate the planning sales force activities, and analysis and Pre-requisite of GBA 513 is required. work covered in the graduate curriculum. The control of sales operations are covered. Major Credits: 3 viewpoint is that of senior general managers who emphasis is given to determining market and sales On Occasion set company-wide objectives and coordinate potentials, forecasting sales, preparing sales budgets, departmental policies and activities. As an and establishing territories and quotas. Cases are integrating experience, students are expected to used to stress practical applications. bring their overall acquired business knowledge to Pre-requisite of GBA 513 is required. MKT 709 New Product Development bear on the intricacies of managerial decision Credits: 3 A study of the management of the product mix. making. Through text, case analysis and a On Occasion The course presents an analytical approach to new- computer-based simulation, students have an product decisions. Topics include product policy opportunity to test their skill in the use of financial, MKT 705 Consumer Behavior considerations, new-product search, development, marketing and management variables in a A multidisciplinary approach to understanding economic analysis, and the factors leading to the competitive situation. Selected guest lecturers and consumer behavior in the marketplace that decision to commercialize, test market or assignment of a major written project round out the integrates the contributions of cultural discontinue a product. learning experience by providing each student with anthropology, psychology, sociology and economics. Pre-requisite of GBA 513 is required. a pragmatic discussion forum, as well as research The course reviews the role of the behavioral Credits: 3 and writing experience with the dynamics of a sciences in marketing in such areas as determination of market segments, product choice, On Occasion changing business world. brand loyalty and switching shopping behavior. The following pre-requisites are required to enroll MKT 710 Management of Marketing Operations Topics include learning theory, motivation, in MBA 800 or 801: An analysis of the marketing process, including diffusion of innovation, reference group theory, GBA 510, 511, 512, 513, 514, 515, 516, 517; formulation of policies, and the planning, role playing, perception and attitude formation. MBA 612, 613, 620, 621, 625 and 626; organizing, directing and coordinating of activities Managerial implications are examined using case Any four 700 level MBA courses. of marketing functions. The relation of marketing studies. Credits: 3 research and consumer motivation studies as they Pre-requisite of GBA 513 is required. Every Fall and Spring relate to marketing mix elements is also examined. Credits: 3 The pre-requisite of GBA 513 or MBA 612 is MKT 701 Marketing Communication and On Occasion required. Advertising Credits: 3 A study of the role of mass and personal MKT 706 Product Planning and Marketing The use of the case study method to develop skills On Occasion

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MKT 712 Direct Marketing A detailed study of direct response techniques, an increasingly important component of the marketing efforts of companies of all sizes. Direct marketers have developed a sophisticated awareness of the exact relationship of their marketing effort to sales and profits; this course familiarizes students with the entire range of direct marketing, media and fulfillment strategies, with special emphasis on scientific database management. Pre-requisite of GBA 513 is required. Credits: 3 On Occasion

MKT 716 International Trade A review of the principles of international trade its magnitude, direction, and industrial classification as well as the institutions (e.g., GATT) facilitating it. The course focuses on practical techniques and problems of exporting and importing, with special attention to small business. Topics include sources of marketing information, techniques of payment and collections, currency fluctuation problems and balance of payments analysis, sources and uses of funds to finance foreign trade, and government assistance. Pre-requisites of GBA 511 and GBA 514 are required. Credits: 3 Cross-Listings: FIN 715, IBU 703, MKT 716 On Occasion

MKT 717 International Marketing The study and analysis of the special problems of marketing in the international marketplace. Marketing problems of overseas subsidiaries of multinational firms are explored, as are the importing and exporting activities of domestic firms, licensing/franchising, and foreign direct investment, including strategic alliances. Pre-requisite of GBA 513 and MBA 612 are required. Credits: 3 Cross-Listings: IBU 705, MKT 717 On Occasion

MKT 750 Marketing Seminar An analysis of the processes that shape marketing policy to maintain profitable operations. Emphasis is on the use of planning theory, game theory and input-output analysis in devising market plans and decision making. Application of such techniques is illustrated by cases and actual marketing problems of companies. Pre-requisite of GBA 513 is required. Credits: 3 On Occasion

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DEPARTMENT OF PUBLIC MPA 602 Human Resources 3.00 Master of Public Administration Management ADMINISTRATION (M.P.A) MPA 603 Fundamentals of Public 3.00 Professor Lyons Budgeting and Financial Associate Professor Levine (Director) Helisse Levine, Associate Professor of Public Management Assistant Professors Bennett, Elmedni, Moreno, Administration MPA 604 Administrative 3.00 Saldivar Director, M.P.A. Program Responsibility and Adjunct Faculty: 7 718-488-1071 Accountability [email protected] The 48-credit, N.A.S.P.A.A.-accredited Master MPA 606 Law for Managers 3.00 The public administration program prepares of Public Administration prepares students for public service professionals for managerial M.P.A. (PAD) Specialization: 12 Credits public service responsibilities, blending positions in government, health and nonprofit The following course is required: management theory with practical applications in sectors. It is open to students from all PM 728 Managing Human 3.00 government, health and nonprofit organizations. undergraduate fields and provides the foundations Behavior in Public Students from diverse backgrounds with varying and advanced applications expected in a graduate Organizations levels of professional expertise are taught by program. faculty members who are current in all aspects of and The program focuses on competencies that this continuously evolving and growing field. Three (3) advanced (700 level) elective courses employers want – leadership, ethical decision- The program of study is flexible and can be M.P.A. Capstone: 6 Credits making, analytical and budgeting expertise, tailored to accommodate the professional MPA 798 Capstone Seminar 3.00 written communication and oral presentation requirements of the student by offering skills. Specialization courses in government, MPA 799 Capstone Project 3.00 specialization courses that provide them with the health and nonprofit fields with a variety of sub- opportunity to examine a specific management Credit and GPA Requirements topics provide depth in the student’s area of function or an area of application in greater depth. Minimum Credits: 48 interest. Focused capstone courses allow students Areas of specialization include public Minimum Major GPA: 3.00 to apply their new competencies in meaningful administration, nonprofit management, urban public service projects. government management, human resources The M.P.A. program offers the Master of Master of Public Administration management, law and management, international Public Administration with tracks in Public public management and social policy management. in Health Administration Administration and Health Administration, the Other specializations can be developed in Advanced Certificate in Gerontology Helisse Levine, Associate Professor of Public consultation with a faculty adviser from the broad Administration and the Advanced Certificate in Administration spectrum of courses available through the program Not-For-Profit Management. Director, M.P.A. Program and the school, as well as through courses Admission Requirements: 718-488-1071 available across the campus. The standards for admission to the program and [email protected] The program is divided into four parts: an the advanced certificates are as follows: The U.S. Department of Labor’s Bureau of introductory sequence that provides 18 credits of • Official transcripts as proof of a baccalaureate Labor Statistics predicts above-average public service sector foundations and skills, degree from an accredited institution of higher employment growth for healthcare administrator followed by 12 credits of focused management education positions through 2018. “Those with the highest topics including human resources, budgeting and • Two letters of recommendation education, strongest business skills and health care financial management, law and accountability. • A current résumé work experience will be well positioned to take Students then take 12 credits in an area of • A two-to-three-page typewritten statement of advantage of the most coveted jobs.” specialization and a required six-credit integrative purpose The 48-credit, N.A.S.P.A.A.-accredited Master capstone experience, which culminates in a project • Standardized test scores (optional) of Public Administration in Health Administration and a formal presentation. Capstone courses can • A completed application submitted to the prepares students for careers in fields that offer only be taken after all course work is completed. Office of Admissions numerous professional paths. Students from Note: Full matriculation admission requires an M.P.A., Public Administration diverse backgrounds with varying levels are taught official transcript showing an undergraduate grade by faculty members who are current in all of the [Program Code: 81214] point average of at least 3.0 on a scale of 4.0. latest trends and issues in health care M.P.A. (PAD) Foundation: 18 Credits Limited matriculation may be available to administration. MPA 501 Principles of 3.00 applicants who do not meet full matriculation The program of study is flexible and can be Administration requirements. Candidates with grade point tailored to accommodate the professional averages of 2.5 or less must contact the M.P.A. MPA 502 Organizational Theory 3.00 requirements of the student by offering program director before submitting an application. and Behavior specialization courses that provide them with the Such limited matriculation may require opportunity to examine a specific management MPA 503 Government and the 3.00 additional evidence of competence. Limited function or an area of application in greater depth. Economy matriculation students may register for a maximum Areas of specialization include health care of six credits per semester for the first 12 credits. MPA 504 Computer Applications 3.00 administration, health care management, health Limited matriculation becomes full matriculation care policy and aging/long-term care. Other MPA 505 Analytic Methods 3.00 upon completion of 12 graduate credits with a 3.0 specializations can be developed in consultation average or better. Transfer students are welcome; MPA 507 Public Policy Processes 3.00 with a faculty advisor from the broad spectrum of transfer credits will be evaluated by the program M.P.A. (PAD) Advanced Core: 12 Credits courses available through the program and the director. school, as well as through courses available across the campus.

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The program is divided into four parts: an The 15-credit Advanced Certificate in PM 744 Bereavement: 3.00 introductory sequence that provides 18 credits of Gerontology Administration is designed to provide Psychological, Cultural public service sector foundations and skills, working professionals in agencies and in and Institutional followed by 12 credits of focused management organizations serving aging populations with the Perspectives topics including human resources, budgeting knowledge and the skills needed to ensure PM 745 Health and Retirement 3.00 and financial management, law and effective service delivery to these groups. The Planning in Elder Care accountability. Students then take 12 credits in an certificate can be earned through two different area of specialization and a required six-credit stand-alone tracks: PM 747 Nutrition Policy Across 3.00 integrative capstone experience, which culminates • Track 1 – Long-Term Care Administration, the Lifecycle in a project and a formal presentation. which is approved by the New York State Credit and GPA Requirements Department of Health (NYSDOH) for the NYS Minimum Credits: 15 M.P.A.. Health Administration Nursing Home Administrators Licensing Minimum Major GPA: 3.00 [Program Code: 86461] Examination; and

M.P.A. (HAD) Foundation: 18 Credits • Track 2 – Community Aging Services and MPA 501 Principles of 3.00 Administration. The field of community aging Advanced Certificate in Not-for- Administration services is expanding since there is a greater Profit Management (NPM) emphasis on helping people remain MPA 502 Organizational Theory 3.00 independent and in their homes. The 15-credit Advanced Certificate in Not-for- and Behavior Students in the M.P.A. Program who are taking Profit Management is designed to provide MPA 503 Government and the 3.00 the advanced certificate courses as their professionals with varying backgrounds who are Economy specialization may graduate with both the M.P.A. managers in nonprofit organizations with the degree and the advanced certificate. essential elements of nonprofit organization theory MPA 504 Computer Applications 3.00 and management. The certificate consists of an MPA 505 Analytic Methods 3.00 Advanced Certificate, Gerontology overview of the nonprofit sector, the organizations that carry out these important missions and the MPA 507 Public Policy Processes 3.00 Administration [Program Code: 30250] management challenges they face. Courses within M.P.A. (HAD) Advanced Core: 12 Credits (Select Track I or Track II) the certificate also address key management MPA 602 Human Resources 3.00 functions of human resources, finance and Management Track I: Long-Term Care Administration decision-making. Students may apply certificate courses to the MPA 613 Health Systems Finance 3.00 Required Course: 3 Credits M.P.A. degree by taking courses for graduate PM 738 Gerontology, The Process 3.00 MPA 614 Healthcare Responsibility 3.00 credit. of Aging* and Accountability for Administrators Of the following, four (4) courses are required: Advanced Certificate, Not-for-Profit 12 Credits MPA 616 Legal Aspects of Health 3.00 Management MPA 602 Human Resources 3.00 [Program Code: 30249] M.P.A. (HAD) Specialization: 12 Credits Management* The following courses are required: 12 Credits PM 730 Health, Disease and 3.00 MPA 613 Health Systems Finance* 3.00 MPA 602 Human Resources 3.00 Medical Care Management and MPA 616 Legal Aspects of Health* 3.00 MPA 603 Fundamentals of Public 3.00 Three (3) advanced (700 level) elective courses PM 739 Long Term Care 3.00 Budgeting and Financial M.P.A. Capstone: 6 Credits Administration* Management MPA 798 Capstone Seminar 3.00 PM 743 Aging Policy in the 3.00 MPA 624 Nonprofit Management 3.00 MPA 799 Capstone Project 3.00 Community MPA 626 Legal, Ethical and 3.00 Credit and GPA Requirements Note: Courses marked with * are required to sit for Governance Issues in Minimum Credits: 48 the New York State Nursing Home Nonprofit Organizations Minimum Major GPA: 3.00 Administrator's Licensing Examination. Of the following, one course is required: 3 Advanced Certificate in Track II: Community Aging Services and Credits Administration PM 741 Fund Raising 3.00 Gerontology Administration Required Course: 6 Credits PM 742 Grant/Proposal 3.00 (AGA) PM 738 Gerontology, The Process 3.00 Preparation of Aging Social services for older adults will play an Credit and GPA Requirements increasingly important role in the health care PM 743 Aging Policy in the 3.00 Minimum Credits: 15 community as the baby boomer generation ages. Community Minimum Major GPA: 3.00

Nursing homes, hospitals, senior centers and Of the following, three (3) courses are required: public health agencies, as well as other facilities 9 Credits and organizations that care for older adults, will PM 714 Policy Analysis and 3.00 require many more employees who specialize in Program Evaluation dealing with the needs and the issues of the aging population.

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United Nations Certificate/M.P.A. Degree

As the world becomes more globalized and interconnected, the need for public administration professionals who are grounded in international affairs will increase. LIU Brooklyn offers a collaborative program, which makes it possible for students to complete both a United Nations Advanced Certificate and an M.P.A. This unique combination of programs provides a comprehensive background in public administration with an in-depth overview of the United Nations system and its specialized agencies. Students begin this fascinating educational journey by earning the United Nations Advanced Certificate and subsequently transfer into the M.P.A. Program when the certificate is completed or near completion. The United Nations Advanced Certificate consists of 24 credits of graduate-level courses that cover a broad range of topics including “Population Displacement and Migration,” “International Human Rights,” “Modern Diplomacy” and “World Social Development.” The M.P.A. Program consists of 48 credits, of required (36 credits) and specialization (12 credits) courses. A designated list of course matches or equivalencies is located in the course of study area and is approved by LIU and by the New York State Department of Education. For more information on the United Nations Advanced Certificate, please consult the degree offerings of Richard L. Conolly College.

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Credits: 3 Public Administration Courses MPA 614 Healthcare Responsibilities and Every Fall and Spring Accountability for Administrators MPA 501 Principles of Administration MPA 602 Human Resources Management This course considers the ethical dilemmas that An introduction to public and not-for-profit sector An exploration of theories and practices of human confront modern health service agencies and administration, including organization and resources management as they apply to the public institutions in the exercise of administrative management administration concepts and political and not-for-profit sectors. Includes a review of authority. Coursework includes analysis of the processes in the context of public policy, recruitment, civil service, training, performance problems of accountability, rights, equity, ethics intergovernmental relations, and policy impacts on evaluation, job development, compensation and the reconciliation of administrative processes public and not-for-profit agencies. systems, teamwork, empowerment, unionism, equal with medial, constitutional, regulatory and social Credits: 3 employment opportunity, employee rights, privacy mandates encountered and utilized by government Every Fall and Spring and occupational health and safety. organization in the administration of health systems Credits: 3 and public affairs. MPA 502 Organizational Theory and Behavior Every Fall and Spring Credits: 3 An examination of theories of organization, Every Spring administrative processes, and formal and informal MPA 603 Fundamentals of Public Budgeting and relationships in organizations. Includes the Financial Management MPA 616 Legal Aspects of Health environment, leadership, structure, networks, An examination of public sector revenue An examination of legal issues in health-care outputs and outcomes of organized action. generation, budgeting, accounting and auditing and services, including governance; consents and Credits: 3 their effects on managerial decisions. Includes a patient rights; admission and discharge; malpractice Every Fall and Spring review of budget systems, processes and politics, and liability of hospitals, physicians, nurses, and the preparation and justification of financial emergency crews; management duties and liabilities; MPA 503 Government and the Economy information and reports. medical records; immunity; medical staff rights and An examination of the role of the public sector in Credits: 3 privileges; end of life decisions; moral and ethical economic decision making. The nature of public Every Fall dilemmas. goods as they relate to allocation, stabilization, and Credits: 3 distribution functions of economic systems is MPA 604 Administrative Responsibility and Every Fall studied, as are the role of private investment, Accountability relations between government and private sectors, A review of legal and ethical issues facing MPA 624 Nonprofit Management privatization of public services, and the use of administrators as they seek to balance This course focuses on the formation, financing national income accounts. An analysis of fiscal professionalism and responsiveness with the and management of nonprofit organizations, federalism, and the fiscal crises of the state are competing demands of diverse constituencies and including: the board of directors, the workforce, included. Three credits. Offered every Spring and the realities of their task environments. marketing, financial management, fund raising, alternate summers Credits: 3 planning, leadership and the methods and Credits: 3 Every Fall strategies that have been used successfully to

Every Fall and Spring manage nonprofit organizations. The course also MPA 606 Law for Managers examines the role of nonprofits in the delivery of MPA 504 Computer Applications An introduction to the basic skills and perspectives public services through fee for service, contracts and A review of computer applications that provides of the legal environments of the public, private not- reimbursement arrangements. students with knowledge, hands-on experience and for-profit, and quasi-public sectors. The objective of Credits: 3 understanding of how computers and data provide the course is student understanding of the legal Every Fall support for management decisions. Students learn obligations, responsibilities and liabilities facing spreadsheets, database management, query, and managers in the three sectors. Important topics MPA 626 Legal, Ethical and Governance Issues in statistical skills. Students demonstrating proficiency include basic provisions of the United States Nonprofit Organizations may waive the course and select an additional Constitution, the exercise of delegation and This course examines the laws affecting the elective. discretionary authority rule-making and regulatory establishment and operation of nonprofit Credits: 3 processes and their economic impacts), contract, organization, including incorporation and tax Every Fall and Spring tort, employment, duties and liabilities of managers exempt status, general liability, regulatory and professionals in health-care organizations, compliance/reporting and contracts. The courses MPA 505 Analytic Methods environmental law and privacy. explores the roles, responsibilities, liabilities and An introduction to the methods, tools and uses of Credits: 3 powers of directors, board members, trustees, research as it applies to policy and administrative Every Spring officers and employees of nonprofit organizations. problems. Includes a review and application of In addition to the legal aspects, the nonprofit research design, data gathering and analytical MPA 613 Foundations of Health Systems Finance agent's advocacy responsibilities and opportunities concepts and techniques. An examination of health-care finance topics, and ethical issues are examined and discussed in The pre-requisite of MPA 504 is required. including government and private health insurance, detail. Credits: 3 reimbursement, fees, service contracts, rate-setting, The pre-requisite of MPA 624 is required. Every Fall and Summer DRGs, capitated payments, managed care and Credits: 3 multiple entities. Includes a review of financial Every Spring MPA 507 Public Policy Processes strategies and characteristics of various health An examination of the political system and the organizations. Three credits. MPA 787 Independent Study political, administrative and delivery processes that Credits: 3 Students taking independent study are expected to yield public services. Includes agenda development, Every Spring research an aspect or phase of a problem under the the role of special interests, policy formation, supervision of a faculty adviser. The product of analysis, implementation and evaluation. study is an evaluative report containing a thorough

LIU Brooklyn Graduate Bulletin 2014 - 2015 Page 116 LIU Brooklyn literature review and student assessment of the All course work must be completed before PM 705 U.S. Social Policy significance and impact of the substantive issue. capstone. An analysis of government health and welfare With permission of director and dean. The following pre-requisites are required for MPA policies affecting an individual's income level and Credits: 3 798-799: life opportunities, including an analysis of policy On Occasion MPA 501, 502, 503, 504, 505, 507 formation, implementation, and impact on social MPA 602 problems. MPA 788 Graduate Internship MPA 603 or 613 Credits: 3 An opportunity for supervised work in a public, MPA 604 or 614 or 624 Every Fall health, or nonprofit agency based on a plan MPA 606 or 616 or 626 approved by the faculty advisor and host agency Four 700 level PM courses PM 706 Comparative Administration supervisor. The product is a substantial research Credits: 3 The class is designed to provide an introduction to paper or management analysis of the host agency Every Fall and Spring the field of comparative public administration. The and the student's performance in it. Recommended class will examine the varying approaches to for students lacking substantive experience in PM 700 Modern Management Issues bureaucracy, administrative structure, policy relevant organizations. An examination of current management strategies formulation and implementation in the light of Credits: 3 in the context of their genesis, antecedents, variations in social, cultural, and political contexts. Every Fall strengths and weaknesses, methods of application This will include an overview of basic theories of in public, health and not-for-profit settings, and bureaucracy and how they function and theoretical MPA 789 Graduate Internship comparisons with other management strategies. approaches to comparative analyses of performance An opportunity for supervised work in a public, All course work must be completed before based on changing variables. The course will also health, or nonprofit agency based on a plan capstone. touch upon understanding variations in efforts for approved by the faculty advisor and host agency Credits: 3 administrative reform. The impact of government supervisor. The product is a substantial research Every Spring structure on diverse constituencies will be examined paper or management analysis of the host agency to better understand the effectiveness of varying and the student's performance in it. Recommended PM 702 Managerial Communication approaches to public management and for students lacking substantive experience in This course examines how people communicate organizational development. relevant organizations. within public organizations. The course will cover Credits: 3 Credits: 3 the theory and application of organizational Alternate Fall On Occasion communication for the working public sector manager. Topics include personal and managerial PM 708 Labor Relations MPA 790 Graduate Internship communication styles, and how to use the media A study of the interaction of the labor movement An opportunity for supervised work in a public, for effective communication. Specific types of and management in the public and not-for-profit health, or nonprofit agency based on a plan communications include one on one and group sectors. Collective bargaining impacts on policy and approved by the faculty advisor and host agency communications, written and verbal managerial, budget are examined. Strategies and public opinion supervisor. The product is a substantial research and communications for conferences, business and are considered. paper or management analysis of the host agency advertising environments. This course will serve as Credits: 3 and the student's performance in it. Recommended an important tool for any aspiring or current public Every Fall for students lacking substantive experience in sector manager. relevant organizations. Credits: 3 PM 709 Administrative Law Credits: 3 Every Spring A look at public law concepts that affect public and Every Summer not-for-profit sector managers: legislative delegation PM 703 Fundamentals of Management of power, administrative investigation, rulemaking, MPA 798 Capstone Seminar Information Systems the relationship between citizens and the states, An integrative seminar using a team approach. A survey analysis of the role of information systems adjudication, judicial review of administrative Students develop a framework and design for in business strategy. Information systems are shown action. systematic analysis of a subject in their area of to be facilitators of market penetration, competitive Credits: 3 concentration. The framework includes problem advantage and organizational change. The material Every Fall background and environmental analysis, as well as is presented within an integrated framework, an action plan for data collection and analysis. portraying information systems as being composed PM 710 Issues in Administration The following pre-requisites are required for MPA of organization, management and technology An examination of selected themes, current 798-799: elements. Topics include: organizational and developments and emerging issues in the study of MPA 501, 502, 503, 504, 505, 507 technical foundations of information systems; administration. Topics vary. MPA 602 applications of information systems in all levels of Credits: 3 MPA 603 or 613 decision making, including operational, tactical and Every Fall

MPA 604 or 614 or 624 strategic decision making; management of PM 711 Organizational Development MPA 606 or 616 or 626 information as an organizational resource and A survey of contemporary training and Four 700 level PM courses various information architectures; emerging new development problems, with emphasis on the Credits: 3 information systems technologies; various relationship between development and the Every Fall and Spring approaches to building information systems; and organization's personnel decisions. Techniques of issues related to management of information MPA 799 Capstone Project personnel training are examined. systems. Students carry out the plan proposed in MPA 798 Pre-requisite of GBA 512 or MBA 613 are required. Credits: 3 using a combination of data collection methods Credits: 3 Cross-Listings: GBA 517, PM 703 and analytic techniques. Teams prepare and present Cross-Listings: HRM 724, MAN 724, PM 711 Every Fall and Spring a report of their analysis and results. Every Spring

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managers and responsive to citizens. Credits: 3 PM 712 Work People and Productivity Credits: 3 Cross-Listings: ACC 741, PM 724 An analysis of the problems of the occupational Alternate Fall Every Spring environment in small and large enterprises. Emphasis is on the practical problem solving that is PM 716 Public Administration and Citizen PM 726 Internal Auditing of immediate concern to the participants. Topics Participation An examination of the principles of internal include: new approaches to motivation, attitudes, This course will explore public participation in auditing as they apply to large corporate enterprise. job satisfaction, job enrichment, monotony, fatigue, association with public administration processes in (45 CPE credits) working conditions and conflict resolution, quality a time of concurrent criticism, pressure, and apathy The pre-requisite of ACC 501 or equivalent is circles, and productivity. directed towards existing institutions. The required. Pre-requisite of GBA 512 or MBA 613 are required. engagement of citizens in public administration will Credits: 3 Credits: 3 be examined as a potential challenge and as a Cross-Listings: ACC 735, PM 726 Cross-Listings: HRM 725, MAN 725, PM 712 potential support for public management. Different On Occasion Every Spring forms and degrees of participation will be looked at in case studies included in our texts. Students will PM 727 Financial Statement Analysis PM 714 Policy Analysis and Program Evaluation be encouraged to relate course topics to everyday An analysis of financial trends and corporate Policy analysis and program evaluation are more life and work experience. reports for solvency, quality of earnings and steps in a process than separate endeavors. Policies Credits: 3 forecasting implications. Analytical techniques for are chosen on the basis of forecasts of needs and Alternate Fall financial analysis and their use in development of expected results, then selected policies are capital markets and instruments are reviewed and implemented. Implementation then is evaluated PM 720 Public Finance and Fiscal Policy discussed, as are the principles and practices of the to determine actual effects, and these results are This course applies basic microeconomics to study Securities and Exchange Commission. (45 CPE used to adjust policy goals and implementation the theory and practice of governmental taxation, credits) (processes ranging from regulations to programs) to expenditure and debt within the framework of a The pre-requisite of ACC 501 or GBA 510 or better achieve desired results and ensure modern market economy. equivalent is required. accountability. Policy processes are iterative Credits: 3 Credits: 3 and interactive. This course provides students with Cross-Listings: ECO 636, PM 720 Cross-Listings: ACC 742, FIN 742, PM 727 basic understanding of needs assessment, policy Annually Every Spring analysis and program evaluation, as well as practice in applying tools used in each type of analysis, or PM 722 Advanced Cost/Managerial Accounting PM 728 Managing Human Behavior in Public applicable to all of them. Through Selected cases and problems provide the forum for Organizations use of text material, cases and both quantitative and the discussion of current cost concepts and their The course examines the range of issues concerning qualitative assignments, students will hone their applications and limitations. The aim is to develop managing people in the workplace. It reviews knowledge of policy processes and limitations, and students¿ ability to analyze business problems and current theories and the latest research concerning develop assessment skills. to make decisions concerning the appropriateness human relations in organizations. Students gain an Credits: 3 of cost-accounting methods in specific situations. understanding of the "people skills" necessary to be Every Summer (45 CPE credits) successful in the world of work. The course The pre-requisite of ACC 501 or equivalent is explains the major theories of workplace human PM 715 Privatization and the Contracting-Out of required. relations and behavior and the application of Public Services Credits: 3 psychology to management in the public sector. Governments, through elected officials, make Cross-Listings: ACC 737, PM 722 The permanent focus is on understanding the self decisions concerning which services should be On Occasion and others; role of perception and personality; provided by the public and the private sectors. This leadership versus management; effective course provides students with both the economic PM 723 Not-for-Profit/Governmental Accounting group/team collaborations; the need for flexibility and social basis for making judgments about the A study of budgetary and fund accounting systems; and adaptation to change. Additionally, the potential effectiveness of privatizing services in preparation of significant reports for nonprofit courses will highlight interviewing strategies, self- different policy areas, such as education and health organizations; and case studies and problem marketing, oral presentations, and finding ways t care. The course provides general guidelines as to materials to use in governmental entities such as enhance personal strengths and minimize the nature of the services that are most municipalities or school districts. (45 CPE credits) weaknesses. appropriately provided by the private sector. When The pre-requisite of ACC 501 or equivalent is Credits: 3 the public sector is determined to be the required. Every Fall and Spring appropriate provider of a service, then government Credits: 3 must determine whether to provide these services Cross-Listings: ACC 720, PM 723 PM 730 Health Disease and Medical Care itself or contract-out for the service. The course also Every Spring An overview of the political, economic, social and examines the principles and practices in the epidemiological characteristics of health and PM 724 Budgeting and Controllership government contracting-out process ? the decision medical care. The forms of health services An examination of the practice of controllership in whether to contract-out a government service, the financing, organization and delivery systems in the general and of dealing with budgets and business preparation of the Request For Proposals, the United States and other industrialized nations, costs in particular. The installation and operation evaluation of the submitted proposals for the processes of health and disease in individuals and of budget systems for managerial control is selection of the contractor, the preparation of the societies, and the moral and ethical issues facing considered as is the advance planning of operating contract document and the monitoring of the health-care decision makers are examined. goals with subsequent study of actual results. (45 selected contractors. Understanding the issues of Credits: 3 CPE credits) privatization and the contracting-out of public Every Fall and Spring The pre-requisite of ACC 501 or equivalent is services enables students to be more effective required.

LIU Brooklyn Graduate Bulletin 2014 - 2015 Page 118 LIU Brooklyn

of the current "state-of-the-art" and the critical issues Credits: 3 PM 731 Managed Health-Care Systems and controversies that confront individuals as they Every Spring An examination of the various forms of managed grow older. The course examines the theories, health-care plans and organizations that addresses processes and consequences of aging from both the PM 744 Bereavement: Psychological, Cultural and the financing, organization and delivery aspects of individual and societal perspectives. A range of Institutional Perspectives each form from a management perspective. The issues are presented, including: physical, social, This course is designed to explore the stages and purpose is to provide students with a knowledge psychological, health, family, race, ethnicity, gender, issues related to dying and grieving. Cultural base from which to develop and implement sexuality, retirement, economics, social work and diversities in the grieving process will be identified. effective management processes for managed care social policy. Comparisons among African Myths and ideas that inhibit, isolate and interfere services. Among the topics covered are the legal and American, White, Hispanic, Asian, and Native with the bereavement experience will be examined. regulatory environment, public opinion, product American are offered especially in view of unequal Political, medical, legal and ethical issues will be development and marketing, pricing and delivery treatment and multiple disparities among analyzed. Students' values, attitudes and fears will strategies, reimbursement methods, utilization minorities. be explored in order to inform their interventions. review, quality assurance and control, management Credits: 3 Social, cultural and personal issues that govern a information systems, Medicare and Medicaid, and Every Fall person's reaction to death and dying will be trends. highlighted. In addition, students will learn to Credits: 3 PM 739 Long-Term Care Administration design organizational structures for interdisciplinary Alternate Fall This course examines the special administrative and assessments and service delivery in settings serving organizational methods, social systems and the dying and bereaved. PM 732 Public Health and Regulation population that are attributable to all kinds of Credits: 3 An analysis of the role of government in the health residential and long term care facilities, as separate Every Summer field, including concepts and practices in health entities from acute care hospitals. It includes an policy and regulation, especially the overview of the long term care continuum, PM 745 Health and Retirement Planning in Elder implementation of regulatory policy as it affects including community care, management issues, Care health providers. Medicare and Medicaid, finance, pertinent laws and The course addresses critical issues affecting health Credits: 3 regulations, and patient/resident requirements and and retirement among older adults, and the Alternate Spring needs. Care and treatment standards will be relationship between gerontology and legal estate

reviewed and discussed, as well as policy changes planning issues at the core of our discussions. This PM 733 Economics of Health and government trends associated with the new course examines estate, disability and retirement An examination of health-care delivery as an paradigm of aging in the 21st Century. planning tools used by elder law attorneys with economic activity. Focus is on determination of The pre-requisite of PM 738 is required. analyses of laws, regulations and programs upon demand for health care and supply of services Credits: 3 which planning is based. Topics include advanced available. Consideration of various methods for Every Spring directive, power of attorney, long-term care and achieving equilibrium in health care and Medicaid, long term care insurance, and planning government's role via licensure, regulation, PM 741 Fund Raising for asset distribution on death. financing, and planning. An examination of revenue strategies for non-profit Credits: 3 Credits: 3 organization fund-raising, including membership, Every Spring Alternate Spring donations, programs, foundations and government

agencies. The focus is on which strategies work for PM 747 Nutrition Policy Across the Lifecycle PM 736 Quality Performance Management what organizations, how to identify organizational The purpose of this course is to examine the The course includes a study of external methods of needs and appropriate funding sources, and how to relationships among food, nutrition and health for quality review, internal methods of assessing quality successfully petition funding support. adults in the context of public policy formation and (process and outcomes measurement and Credits: 3 implementation at federal, state and local monitoring criteria), strategies for developing the Every Fall government levels. Of particular interest in this quality infrastructure and integrating it into a examination are intended and unintended quality management program, the use of PM 742 Grant/Proposal Preparation consequences for individuals of public policies on management information systems in quality, and An introduction to the process of developing and food availability, prices, consumption and health. the balancing of quality and costs. writing a proposal for project funding and an The course reviews major areas of food and Credits: 3 examination of key management techniques and nutrition policy at various levels of government as On Occasion decision tools needed to coordinate successfully the well as social and political forces that result in

process of proposal development and particular policies and in major changes in policy, PM 737 Mission-Based Marketing implementation within an organization. for example recent revisions in the food pyramid. An examination of planning and marketing in Credits: 3 Credits: 3 health-care, human service and non-profit Every Spring Every Summer organizations, including market research and forecasting, application of research information and PM 743 Aging Policy in the Community PM 761 Management of International planning principles, translation of goals into action This course examines the options including social Organizations priorities, development of action plans, and supports, health care, housing and recreation that A focus on structural and managerial issues within evaluation of results. older community dwelling residents have. international organizations and an examination of Credits: 3 Psychology, personality, gender, personal history, the tools needed to function within such an On Occasion gentrification, residential segregation and policy environment.

issues including economics are presented. Credits: 3 PM 738 Gerontology: The Process of Aging Additionally, data pertaining to the aforementioned Cross-Listings: PM 761, UN 694 The course examines the multidisciplinary field of items are examined. On Occasion gerontology and provides students with an overview The pre-requisite of PM 738 is required.

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PM 767 International Organization, The United Nations and its Affiliated Agencies PM 781 Urban Government and Politics A study of the theories, origins, functions and A study of the management and organization of operations of international organizations. The American cities; politics and changing principal organs of the United Nations, with constituencies; and the impact on community emphasis on the General Assembly and the Security participation, city management and mayoralty. Council, are examined. (Same as PM 767.) (Same as Urban Studies 604 and Public Credits: 3 Administration 781). Cross-Listings: PM 767, POL 642 Credits: 3 On Occasion Cross-Listings: PM 781, POL 604, URB 604 On Occasion PM 768 Contemporary Nationalism An analysis of the phenomenon of nationalism: its PM 787 The Role of Ethnicity in the Metropolis historical roots in Europe; the emergence of new A consideration of the roles played by some of New states in the Third World and the post-Cold War York City's ethnic, cultural and national groups in period; and the struggle of states to achieve national the development of urban neighborhoods. identities and cultural, economic and political Credits: 3 independence. Nonviolent as well as revolutionary- Cross-Listings: PM 787, URB 608 nationalist patterns are discussed as are the On Occasion difficulties of achieving viable state-directed PM 788 Urban Economics national societies in the global order. An analysis of economic problems arising in the Credits: 3 modern urban areas of the United States. Cross-Listings: PM 768, POL 668 Discussion centers around the causes of such On Occasion problems and possible alternative solutions. PM 769 World Social Development Relationships among city and state governments A consideration of the world social situation, and the federal government receive due including such subjects as health, food and consideration. nutrition, housing and urban planning, education, Credits: 3 employment, and social development in developing Cross-Listings: ECO 651, PM 788, SOC 651, areas. URB 651 Credits: 3 On Occasion

Cross-Listings: PM 769, SOC 553, SSC 553 PM 793 Criminology Every Spring A systematic analysis of crime in modern society, PM 770 International Economics including discussion of the major types of crime, A study of the theories of international trade and the theories that help explain such crimes, and the finance. Special attention is paid to comparative procedures for dealing with offenders. advantage and factor-proportion theories, problems Credits: 3 of balance of payments, commercial policies and Cross-Listings: PM 793, SOC 600 international monetary arrangements. On Occasion

Credits: 3 Cross-Listings: ECO 624, PM 770 On Occasion

PM 773 Comparative Economic Systems An examination of market and non-market systems. Attention is devoted to capitalism, socialism and communism. Discussion focuses on the institutions of U.S. capitalism and the problems of converting a planned economy, such as the former U.S.S.R., to a market system. The economic systems of Europe, China and Japan are studied. Credits: 3 Cross-Listings: ECO 669, PM 773 On Occasion

PM 780 Computer Technology Application to Metropolitan Affairs The use of computer technology in metropolitan matters. An overview of general applications with specific attention to geographic formation systems. Credits: 3 Cross-Listings: PM 780, URB 605 On Occasion

LIU Brooklyn Graduate Bulletin 2014 - 2015 Page 120 LIU Brooklyn

SCHOOL OF EDUCATION

LIU Brooklyn's School of Education prepares teachers, counselors, administrators and school psychologists for the challenges and the rewards of working in urban settings. Through rigorous and stimulating programs of study, students have the opportunity to work in urban schools and in a broad range of educational and/or mental health settings to: develop an inquiry stance toward practice; integrate theory and practice; and achieve high standards of practice. Graduates of our programs acquire the experiential knowledge that is essential for interacting with and guiding children and families in urban communities. All specialties, undergraduate and graduate, within the Teacher Education Program are accredited by the Teacher Education Accreditation Council (TEAC). Our programs are designed to ensure that our graduates keep pace with changes and innovations in their chosen fields. The School’s KEEPS Mission, its urban location and its nationally recognized faculty, make it an exciting place to study! Structures Within the School of Education The School of Education comprises two departments: Teaching, Learning and Leadership (TLL) and Counseling and School Psychology (CSP) departments. These departments provide educational opportunities leading to rewarding careers serving urban youth and families. TLL offers undergraduate and graduate degree programs in multiple teacher certification areas and educational leadership. CSP offers graduate programs in school counseling, mental health counseling, marriage and family therapy, and school psychology, and applied behavior analysis. Our professors are experts in these fields, with a range of experience that enables them to bring best practices into the classroom. All programs incorporate fieldwork throughout the curriculum and draw upon long-term relationships with schools and organizations in New York City that offer placements that are well suited to students' needs and interests. Please consult the sections below describing in detail each department and its offerings. For information, please contact the Dean’s Office at 718-488-1055, fax 718-488-3472, or visit the website at www.liu.edu/brooklyn/soe.

Cecelia Traugh Dean [email protected]

Amy Ginsberg Associate Dean [email protected]

Shinelle Romeo-Walcott Office Manager [email protected]

Raven Maldonado-Brown Coordinator of Student Progression Services [email protected]

Marizaldy Mercedes Certification Officer [email protected]

Zalika Taylor Enrollment Services Counselor [email protected]

Page 121 LIU Brooklyn Graduate Bulletin 2014 - 2015 Bulletin 2014 - 2015

KEEPS: The School of teaching and learning, as well as spurring the act and to transform. dynamic and simultaneous use of interdisciplinary LIU Brooklyn educators are comfortable with Education’s Mission Statement knowledge required in educating children. inquiry and persevere with questions. We extend LIU Brooklyn educators are interested in what learners bring by asking questions that widen The KEEPS mission statement of LIU reading closely and writing carefully and their horizons of knowledge and experiences. We Brooklyn's School of Education addresses one of extensively, and they understand that in doing so, set up and construct learning contexts that the most important questions in urban education they are constructing and developing their own stimulate active learning and the learner's today: How can urban educators be expertly knowledge about texts and the world, about the curiosity, inquisitiveness and imagination. The prepared to meet rising standards? One of the students with whom they work and the Learning Center for Educators and Families many strengths of the School of Education is that communities from which they come, and about (LCEF) provides experiences working with many of its future and practicing educators are schools and classrooms. Varied modes of writing children and teachers in curriculum-related tasks, themselves urban dwellers, immigrants, or and discussing are used throughout the curriculum imagining, inventing, and investigating. LCEF members of ethno-linguistic and racial minorities. to generate deep knowledge of academic texts, also provides opportunities to conduct Thus, many of its educators bring to the classroom children and learners, teaching practice, and one observations of student practice and to carry out the experiential knowledge of urban and minority another. Technology is used to increase research on the learning and development of communities, essential to educating the children connections and interrelatedness and thus support children, adolescents and adults. and families in those communities. The KEEPS the construction of knowledge. EMPATHY that rests on the human uniqueness mission is designed to help all urban educators We value knowledge constructed over time and and capacity to develop, as well as responsiveness meet rising academic standards, while also thus collect our work and that of the students with to the needs and interests of urban learners and meeting performance standards that are based on whom we work longitudinally. We actively use communities. LIU Brooklyn educators know that the experiences and life of urban schools and their our collections of work to deepen reflection and no two students are identical, as each person children. generate knowledge. We're responsible thinkers, comes with his or her own world of experiences KEEPS MISSION IN BRIEF capable of reflecting on our own work, forming and beliefs, innate talents and learned skills. We KEEPS: The desired qualities of LIU Brooklyn our own opinions, and using our knowledge to act believe in the potential of all students and seek to Educators. independently in socially responsible ways. help students build on their strengths and abilities. To carry on the important mission of the LIU ENQUIRY or the collective discipline of We are deeply committed to the idea that all Brooklyn School of Education, we value: observation, reflection, and non-judgmental learners are capable of reaching their own unique KNOWLEDGE and intellectual inquisitiveness description of children and their school work, as potential. As empathic and caring educators, we about children, schools and the world. well as descriptive inquiry of teaching and are interested in attending to each individual ENQUIRY, or the collective discipline of professional practice. student. To accomplish the goal of helping observation, reflection, and non-judgmental LIU Brooklyn educators value being active individual students grow, we seek to understand description of children and their school work, as inquirers, curious about social and natural the unique perspectives and backgrounds of our well as descriptive inquiry of teaching and phenomena, able to imagine, and to invent. We're students and their social context, and work within professional practice. seriously reflective, and take time to study, reflect their frames of reference to help them accomplish EMPATHY that rests on the human uniqueness on words and texts, observe, research, collect what they seek. The curriculum of the School of and capacity to develop, as well as responsiveness work. We observe learners and their work closely Education uses collective inquiry, collaborative to the needs and interests of urban learners and and are able to describe them accurately while group work, and interactive dialogue journals to communities. withholding judgment. We also value description create a caring community of learners. From the PLURALISM and attention to differences and and reflective review of our own teaching practice. very beginning, the curriculum includes field- to inclusion of all in the learning community of We attach great importance to our ability as a based practices with individual children and schools and the wider community. group to inquire collectively into these matters and families, building up the close familiarity that is SOCIAL COMMITMENT and the building of to include the voices of all members of the required for empathy. a just and democratic society. learning community, regardless of rank or The curriculum also develops students' KEEPS MISSION IN DEPTH function. We value acknowledging the range of ethnographic skills to study communities and to KNOWLEDGE and intellectual inquisitiveness attitudes, beliefs, experiences, knowledge and build transcultural understanding and empathy. about children, schools and the world. lenses of the group involved in the collective PLURALISM and attention to differences and LIU Brooklyn educators are intellectually inquiry, and we look for the common threads as to inclusion of all in the learning community of rooted in the liberal arts, sciences, and pedagogy. community is shaped. We use our collective schools and in the wider community. We value knowing about the world, its people, inquiry to shape community and to create LIU Brooklyn educators value the sociocultural languages and cultures, its natural and physical knowledge as a base for action, review, and and sociolinguistic pluralism of a global world, aspects, and its texts. We attach special importance constant regeneration and transformation. and especially of New York City's children and to how to use that knowledge to teach others and The School of Education's curriculum includes communities. We strive to acquire the different work with urban children and adolescents in specific courses that develop the foundational experiential knowledge bases that diverse schools. discipline of collective descriptive inquiry as it communities have, to find commonalities in the The curriculum of the School of Education applies to children, classrooms, and schools, and it human experience, and to shape a transcultural advances this value by deepening the provides ample opportunity to practice descriptive learning context, a third space, that is inclusive of understanding acquired in liberal arts and sciences inquiry both in college classrooms and in schools. differences. We attach importance to general education and major courses and We read the best literature available, supporting understanding the sociohistorical and sociocultural contextualizing that knowledge through the world the development of educators' habits of being contexts of diverse groups, most especially of of schools and that of their clients -- children and active inquirers, remaining "wide awake" in the African-American, Caribbean-American, Latino adolescents, families, as well as teachers and other words of Maxine Greene, being attentive to and recent immigrant communities that are school professionals. Foundational courses are differences, and being able to withhold judgment. prominent in Brooklyn schools, and we use this interdisciplinary, attempting to deepen the This creates an inclusive space with an expanded knowledge in teaching. We also value multifaceted knowledge needed in the acts of range of possibilities, enabling our capacity both to ethnographic processes of observation and

LIU Brooklyn Graduate Bulletin 2014 - 2015 Page 122 LIU Brooklyn participation that enable us to gain understanding replicated in the classrooms of the teachers and the and practicing for health and democracy. The of the complex and dynamic pluralism of future classrooms of the pre-service teachers. The Center puts diverse perspectives alongside each communities. faculty work to make it a place where theory and other with the aim of getting beyond convention The curriculum of the School of Education what it means to become a teacher converge with and creating new possibilities for teaching and advances this value by recognizing ethnic, racial, practice in a supportive risk-free environment. The serving children, families and communities. In gender, language, and ability differences, and by students engage in inquiry-based study in the order to create these opportunities, CUE supports framing issues of child development, language and reading, science, math and social studies methods the use of observation, description, and story as literacies, and teaching and learning within classes that meet at LCEF. ways of generating understanding out of lived sociocultural and sociohistorical contexts. All LCEF has a state of the art computer lab as well experiences. CUE incorporates descriptive inquiry courses in the School of Education's curriculum as Smart Boards thus enabling faculty and students to enact its values. pay particular attention to the education of learners to use technology in meaningful ways in their own In its efforts to further its mission, CUE has with disabilities and those who are bilingual, studies as well as developing relevant curriculum developed a multi-faceted community of future bidialectal, or learning English. While developing for their own classrooms. teachers, university professors, and teachers and knowledge of specific skills and approaches The Family University (FUN) After School administrators in public schools. CUE works with needed to educate different groups of learners, for Program for the children of LIU Brooklyn students New York City public schools, forms different purposes, and in different contexts, we is housed at LCEF and provides a setting for collaborations with educators both within and also develop strategies for inclusion of all learners. teacher education students to see creative arts and beyond LIU Brooklyn and supports publications SOCIAL COMMITMENT and the building of community-building activities in action. It is used and the annual CUE conference. a just and democratic society. as a fieldwork site for students in education, social The Parent Academy LIU Brooklyn educators are committed to work, music and art programs. The children’s The Parent Academy is a collaboration between making sure that all students, regardless of race, presence in the building alongside the teacher the School of Education and the New York City class, gender, language, sexual orientation or education students serves as a reminder that theory Department of Education Division of Family and abilities, receive equitable educational services. and practice can and must be integrated to Community Engagement, which offers free We value the importance of inclusion in education maximize learning. For further information, workshops at schools and cultural centers in all and the merits of children from diverse educational contact Guinevere Ellsworth, Director, FUN After five boroughs. Parent Academy trainings are and ethnic backgrounds learning together. We School Program, at [email protected], alighted with the Department of Education's understand the relationship between our 718-246-6488. Partnership Standards for Schools and Families to educational and social roles, as we advocate for Academic Support help parents, teachers and school leaders work children and learners and the transformation of The School of Education offers academic support together to help students succeed. Parent classrooms and schools, toward the building of a to students through workshops to help students Academy workshops are focused on helping better and more just world. In addition, we require prepare for teacher certification exams and writing parents; get the most out of parent-teacher that students demonstrate academic integrity, tutoring. For more information, contact Martha conferences; work well with their child's support professional responsibility and ethical behavior in Rosas, Director, Academic Support Services, at team; identify resources that can help children's their scholarship and practice. [email protected], 718-488-3452. learning and social development; understand The School of Education's curriculum has Teacher Resource Center Common Core learning standards, standardized strong field-based practices and develops The Teacher Resource Center (located at tests and the process of identifying when a student democratic plural communities of learners and LCEF), part of LIU Brooklyn's School of needs help; get children ready for college and educators who are actively engaged in the Education. The Teacher Resource Center was career; understand special education and how transformation of urban schools and classrooms. created to provide the resources and workshops to parents can help students with special needs; and The curriculum prepares educators for social help new teachers feel more successful in their learn more about technology, social media and action, empowering them to transform practices, classrooms. Materials are available to instructors cyberbullying awareness. curricula, and schools, so as to build a more just as well. For further information, contact Carol world. The Center, open Monday through Thursday, Dudgeon, Director, NYC Parent Academy, at from 3 p.m. to 7 p.m. (Fall/Spring/Summer [email protected], 718-780-6536. School of Education Resources semesters), welcomes students and instructors to come in and browse, get work done, use the Learning Center for Educators & Families computers, have a cup of tea or coffee, and meet (LCEF) with other teachers. For more information, contact The Learning Center for Educators & Families Shoshana Wolfe, Director, Teacher Resource (LCEF), located at 9 Hanover Place on the 3rd Center, at shoshana@[email protected], 718-780- floor, is an extension of LIU Brooklyn's School of 8549. Education, which is on the 4th floor. LCEF Center for Urban Educators (CUE) provides a supportive environment for prospective CUE’s mission is the development of and practicing teachers, which allows them to hone culturally relevant and effective practices for the their skills. In service of these aims, LCEF work of teaching, learning, and mental health and provides meeting space for the School of well-being in schools and communities in the Education faculty and for groups of teachers from urban context. The vision of teaching and practice the NYC schools to collaborate and work on guiding the Center’s work is one that supports various projects together. For further information, teachers and mental health practitioners as socially contact Charlotte Marchant, Director, LCEF, at responsible people who are intellectually engaged [email protected], 718-246-6496. and act as advocates of children, families, and The classrooms at LCEF are used exclusively communities. by education faculty members, so they can create CUE’s core values are beliefs in human positive learning environments, which can be capacity and worth in the importance of educating,

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DEPARTMENT OF graduate grade point average of 3.0 or above may be accepted on a limited matriculation basis and Interview COUNSELING AND SCHOOL permitted to take up to 12 credits (a full load of After a thorough examination of application PSYCHOLOGY courses) during their first semester. During that materials, program faculty interview selected semester, these students are interviewed and their applicants, often in small groups. Interviews take Professor Nass applications more thoroughly assessed to place throughout most months of the fall and Associate Professors Ginsberg (Associate Dean), determine if they will be accepted for full spring semesters and in early summer. Morning, Jacobs, Lieberman, Livanis (Co-Chair), Short, matriculation. Late applicants with an afternoon, evening and weekend interviews are Williams (Co-Chair) undergraduate or previous graduate grade point arranged. Interviews are one hour in length. Assistant Professors Arora, Mulligan average below 3.0 will be eligible for limited Interviews typically consist of two parts, each Field Coordinator Scheinberg matriculation and permission to register for up to 6 approximately 30 minutes in length: Secretary Prince credits during their first semester. During that • Applicants respond to questions pertaining to Adjunct: 15 semester, these students are interviewed and their their individual, relational, educational, and The Department of Counseling and School applications more thoroughly assessed to vocational experiences that have contributed to Psychology strives to inspire graduates to become determine if they will be accepted into the their desire to pursue graduate study in effective and compassionate professionals who program, either for limited for full matriculation. counseling and questions pertaining to their bring positive change to the communities they When a student’s status is changed, the department educational and career goals. serve. The Department is committed to affording notifies the Admissions office. • Applicants are provided with clinical vignettes access to professional graduate study to Application Materials and asked questions pertaining to their thinking individuals of all backgrounds; to providing All candidates must submit the following: about them. quality education and training that prepare students • A completed LIU Brooklyn graduate Time is also allotted for applicants to ask to work in a variety of settings, primarily in the admissions application, including a personal questions of the faculty about the program and the urban community; and to tailoring instruction and statement University. providing individual assistance to help students • Official transcripts of all undergraduate and Applicants are evaluated on verbal and non- meet high standards of knowledge, skills and graduate study. To be considered for admission verbal communication skills, interpersonal dispositions. These three pillars — access, quality to an advanced certificate program, students interaction, and appropriateness of responses. and tailored instruction — are the foundation upon must have a master's degree in counseling or a The Review and Notification Process which the Department rests. related field from a regionally accredited Graduate applications are submitted to the LIU The Department of Counseling and School college or university. Brooklyn Admissions Office and forwarded to the Psychology offers the following programs: • A current resume (curriculum vitae) department once they are complete. The • School Counseling (M.S.Ed., Advanced • Two letters of recommendation from persons application form, personal statement, all Certificate) familiar with the applicant’s work or academic transcripts, letters of recommendation, and resume • Bilingual School Counseling (M.S.Ed., performance (i.e., employer, supervisor, former must be received by Admissions before the Advanced Certificate) professor). applicant review process begins. • Mental Health Counseling (M.S., Advanced Application Review Criteria On a monthly basis, the program faculty Certificate) G.P.A.: A minimum grade point average of 3.0 reviews completed applications that have been • Marriage and Family Therapy (M.S., Advanced from undergraduate or previous graduate study is forwarded from Admissions to the department. Certificate) required for full matriculation. Applicants with a The department then contacts applicants whom • School Psychology (M.S.Ed., optional 2.50 – 3.0 G.P.A. are considered for limited they have selected to be interviewed and specializations in early childhood and bilingual) matriculation. If admitted with limited interviews are scheduled. The remaining • Applied Behavior Analysis (Advanced matriculation status, students may take a applicants are notified that they are not accepted. Certificate) maximum of 6 credits each semester for two Applicants who are not accepted may request semesters and must attain an overall grade point recommendations for strengthening their average of 3.0 to continue in the program and application for future submission. Applicants who COUNSELING PROGRAMS become fully matriculated. After 12 credits on seek to be reconsidered for acceptance in a future limited matriculation status, students with under a semester may submit an updated application at that ADMISSIONS REQUIREMENTS 3.0 grade point average may not be permitted to time, with indication in the personal statement of Deadlines & Important Dates continue in the program. how the applicant responded to the direction Applications are considered through a modified Writing: A personal statement of 500 words or provided by the faculty when not previously rolling admissions process. To be considered for less is analyzed in terms of both content and prose. accepted to the program. full matriculation in the fall semester, applications The successful applicant demonstrates an Within approximately one month after being must be submitted by June 1st of the previous understanding of what has led them to pursue interviewed, applicants are informed of their spring. To be considered for full matriculation in graduate study in counseling. Educational and acceptance status. the spring semester, applications must be career goals are expected to be consistent with our Submitting an Application for Admission submitted by November 1st of the previous fall. program mission and curriculum. Organization, All applicants must apply for admission to LIU These deadlines permit the review process to occur cogency, and grammar are taken into Brooklyn. Please apply online at My LIU or use in its entirety, which includes both a thorough consideration, with a well organized, well- the Apply Now link in the top navigation bar of examination of the application materials and an reasoned, grammatically accurate written the campus’ website. For more information on the applicant interview. presentation required for admission. admissions process, visit the Office of Admissions Applications that are received after these dates Resume/Vitae: Applicants’ experiences website or call 718-488-1011. (i.e., June 1 for fall admission; Nov 1 for spring (including volunteer work and training in addition PROGRAM REQUIREMENTS admission) are considered for limited to employment experience) should demonstrate in Continued enrollment in this program is matriculation on a provisional basis. Late breadth and/or depth a developed commitment to contingent upon: applicants with an undergraduate and/or previous serving others in a helping capacity. • Maintenance of a 3.0 Grade Point Average

LIU Brooklyn Graduate Bulletin 2014 - 2015 Page 124 LIU Brooklyn

• Prompt resolution of any INC or UW Grades Building upon these core content areas, the school • Satisfactory student disposition in the areas of M.S.Ed., School Counselor counseling advanced certificate program focuses attendance, preparedness, attitude toward All of the following core courses are required: specifically on the development of knowledge and learning, response to feedback, reflectiveness, CSP 615 Professional Issues and 3.00 skills necessary to work in today’s schools: classroom engagement and participation, Ethics in Counseling contemporary practice of school counseling, expressive coherence, and professionalism. school-based research, program development and CSP 649 Counseling Theories and 3.00 Each of these requirements is addressed in evaluation, advocacy, leadership, collaboration Applications greater depth in the Counseling Student Handbook and consultation. As with our master’s degree in provided to all students upon enrollment in the CSP 652 Human Development 3.00 school counseling, our 24-credit Advanced program. These requirements are also addressed in Across the Lifespan Certificate in School Counseling is registered with a student orientation that occurs at the start of each the New York State Education Department as CSP 654 Counseling Skills & 3.00 fall and spring semester. satisfying the educational requirements for Processes provisional certification as a school counselor. SCHOOL COUNSELING AND CSP 659 Counseling and A 3.00 Permanent certification requires a total of 60 Pluralistic Society credits and two years experience as a school BILINGUAL SCHOOL counselor. CSP 660A Group Work 3.00 COUNSELING CSP 668A Assessment and 3.00 Advanced Certificate, School JOB OPPORTUNITIES AND CAREER Diagnosis in Counseling Counselor TRENDS Diverse Populations All of the following courses are required: State-certified school counselors and bilingual CSP 682 Career Development and 3.00 CSP 661A School Counseling 3.00 school counselors are uniquely qualified to address Counseling Practicum students’ academic, personal/social and career development needs by designing, implementing, All of the following specialty courses are CSP 665A School Counseling 6.00 evaluating and enhancing a comprehensive school required: Internship I counseling program that promotes and enhances CSP 705 Foundations of School 3.00 CSP 666A School Counseling 6.00 student success. School counselors are essential Counseling Internship II members of the education community. School CSP 708 School Counseling 3.00 counselors help students achieve academically, CSP 705 Foundations of School 3.00 Research, Program develop both personally and socially, and consider Counseling Development and future educational and career avenues. If you are Evaluation CSP 708 School Counseling 3.00 interested in a challenging career within the Research, Program CSP 711 Advocacy, Leadership, 3.00 educational system outside of the classroom, and Development and Collaboration and you want to make a real difference in the lives of Evaluation young people, you will find a career in school Consultation in School counseling to be enjoyable and gratifying. Counseling CSP 711 Advocacy, Leadership, 3.00 Collaboration and Professional school counselors are employed in All of the following specialty practice courses Consultation in School all levels of K-12 school systems. According to the are required: Occupational Outlook Handbook, 2014-2015 Counseling CSP 661A School Counseling 3.00 Edition, employment for school counselors is Practicum Credit and G.P.A. Requirements expected to grow by 12 percent between 2012 and Minimum Total Credits: 24 Credits 2022. CSP 665A School Counseling 6.00 Minimum G.P.A.: 3.0 Internship I

M.S.Ed. in School Counseling CSP 666A School Counseling 6.00 M.S.Ed. in Bilingual School Internship II The 48-credit M.S.Ed. program in school Counseling counseling provides students with core knowledge Credit and G.P.A. Requirements The 51-credit M.S.Ed. in Bilingual School in professional issues and ethics, counseling Minimum Total Credits: 48 Credits Counseling provides students with core knowledge theories, human development, counseling skills, Minimum G.P.A.: 3.0 in professional issues and ethics, counseling group work, assessment, and career development. theories, human development, counseling skills, Building upon these core content areas, the school Advanced Certificate in School group work, assessment, and career development. counseling program focuses specifically on the Counseling Building upon these core content areas, the development of knowledge and skills necessary to bilingual school counseling program focuses work in today’s schools: contemporary practice of The 24-credit Advanced Certificate in School specifically on the development of knowledge and school counseling, school-based research, program Counseling is for students who already have a skills necessary to work in today’s schools: development and evaluation, advocacy, leadership, master’s degree in counseling and wish to meet the contemporary practice of school counseling, collaboration and consultation. Our 48-credit educational requirements to become certified as a school-based research, program development and M.S.Ed. program in school counseling is school counselor. To enter this program, students’ evaluation, advocacy, leadership, collaboration, registered with the New York State Education graduate transcript in counseling must reflect consultation, and counseling ethno-linguistically Department as satisfying the educational coursework in professional issues and ethics, diverse students and families. Our 51-credit requirements for provisional certification as a social and cultural diversity, human growth and M.S.Ed. in Bilingual School Counseling is school counselor. development, career development, helping registered with the New York State Education relationships, group work, and assessment. Department as satisfying the educational

Page 125 LIU Brooklyn Graduate Bulletin 2014 - 2015 Bulletin 2014 - 2015 requirements for provisional certification as a CSP 711 Advocacy, Leadership, 3.00 CSP 665B Bilingual School 6.00 school counselor and the bilingual extension for Collaboration and Counseling Internship I practice as a bilingual school counselor. Consultation in School CSP 666B Bilingual School 6.00 The New York City Department of Education Counseling Counseling Internship II has created a Graduate Scholarship Program to CSP 726 Counseling 3.00 address the staffing needs in critical shortage areas CSP 705 Foundations of School 3.00 Ethnolinguistically and to improve the delivery of service to New Counseling Diverse Students and York City Public School students. This scholarship Families CSP 708 School Counseling 3.00 program prepares participants to serve in the areas Research, Program of Bilingual Special Education, Monolingual and All of the following specialty practice courses Development and Bilingual Speech Language Pathology/Audiology, are required: Evaluation Monolingual and Bilingual Visually Impaired, CSP 661B Bilingual School 3.00 Bilingual Guidance Counselor, Bilingual School Counseling Practicum CSP 711 Advocacy, Leadership, 3.00 Psychology, and Bilingual Social Worker. The Collaboration and CSP 665B Bilingual School 6.00 scholarship program offers uncertified candidates Consultation in School Counseling Internship I a traditional path to certification by way of a Counseling master's degree in a traditional teaching or clinical CSP 666B Bilingual School 6.00 CSP 726 Counseling 3.00 shortage area. The primary objective of the Counseling Internship II Ethnolinguistically scholarship program is to provide full tuition Credit and G.P.A. Requirements Diverse Students and payments to eligible students enabling them to Minimum Total Credits: 51 Credits Families obtain New York State certification and to seek a Minimum G.P.A.: 3.0 rewarding career in education. Successful program Credit and G.P.A. Requirements candidates are required to provide service in a Minimum Total Credits: 27 Credits high-need New York City Public Schools upon Advanced Certificate in Bilingual Minimum G.P.A.: 3.0 completion of the program. Two (2) years of School Counseling service is required for every year the scholarship is MENTAL HEALTH awarded. Additional information on the Graduate The 18-27-credit Advanced Certificate Program Scholarship Program is available at in Bilingual School Counseling is for students who COUNSELING www.teachnycprograms.net. already have a master’s degree in counseling and JOB OPPORTUNITIES AND CAREER wish to meet the educational requirements to TRENDS become certified as a school counselor with the M.S.Ed., Bilingual School Counselor Mental Health Counseling is a distinct All of the following core courses are required: bilingual extension. To enter this program, profession with national standards for education, students’ graduate transcript in counseling must CSP 615 Professional Issues and 3.00 training and clinical practice. The New York reflect coursework in professional issues and Ethics in Counseling Mental Health Counselors Association is the state ethics, social and cultural diversity, human growth organization that represents the interests of the CSP 649 Counseling Theories and 3.00 and development, career development, helping clinical counselors of New York State. Mental Applications relationships, group work, and assessment. health counselors work with individuals, families, Building upon these core content areas, the CSP 652 Human Development 3.00 and groups to address and treat mental and bilingual school counseling advanced certificate Across the Lifespan emotional disorders and to promote mental health. program focuses specifically on the development They are trained in a variety of therapeutic CSP 654 Counseling Skills & 3.00 of knowledge and skills necessary to work in techniques used to address issues such as Processes today’s schools: contemporary practice of school depression, anxiety, addiction and substance counseling with ethno-linguistically diverse CSP 659 Counseling and A 3.00 abuse, suicidal impulses, stress, trauma, low self- students and families, school-based research, Pluralistic Society esteem, and grief. They also help with job and program development and evaluation, advocacy, career concerns, educational decisions, mental and CSP 660A Group Work 3.00 leadership, collaboration and consultation. Along emotional health issues, and relationship problems. with a master’s degree in counseling, our 18-27- CSP 668A Assessment and 3.00 In addition, they may be involved in community credit Advanced Certificate Program in Bilingual Diagnosis in Counseling outreach, advocacy, and mediation activities. School Counseling is registered with the New Diverse Populations Some specialize in delivering mental health York State Education Department as satisfying the CSP 682 Career Development and 3.00 services for the elderly. Mental health counselors educational requirements for provisional Counseling often work closely with other mental health certification as a school counselor and the specialists, such as psychiatrists, psychologists, All of the following specialty courses are bilingual extension for practice as a bilingual clinical social workers, psychiatric nurses, and required: school counselor. Permanent certification requires school counselors. CSP 705 Foundations of School 3.00 a total of 60 credits and two years experience as a Mental health counselors work in community Counseling school counselor. health and social service organizations, day treatment programs, outpatient mental health CSP 708 School Counseling 3.00 Advanced Certificate, Bilingual Research, Program clinics, hospitals, or private practice. Mental health Development and School Counseling counselors are highly skilled professionals who Evaluation All of the following courses are required: provide a full range of services including: CSP 661B Bilingual School 3.00 assessment and diagnosis, psychotherapy, Counseling Practicum treatment planning and utilization review, brief and solution-focused therapy, alcoholism and

LIU Brooklyn Graduate Bulletin 2014 - 2015 Page 126 LIU Brooklyn substance abuse treatment, psycho-educational and All of the following specialty practice courses CSP 665M Mental Health Counseling 6.00 prevention programs, and crisis management. If Internship I you are interested in a challenging career working are required: CSP 666M Mental Health Counseling 6.00 with individuals, groups, couples, families, the CSP 661M Mental Health Counseling 3.00 Internship II young and the elderly, and you want to help people Practicum lead more fulfilling lives, you will find a career in CSP 665M Mental Health Counseling 6.00 CSP 706 Foundations of Mental 3.00 mental health counseling to be enjoyable and Internship I Health Counseling gratifying. CSP 709 Research, Evidence- 3.00 According to the Occupational Outlook CSP 666M Mental Health Counseling 6.00 Based Practice and Handbook, 2014-15 Edition, employment for Internship II Program Evaluation mental health counselors is expected to grow by 29 All of the following specialty courses are percent between 2012 and 2022, which is much required: CSP 712 Psychopathology and 3.00 faster than the average for all occupations. CSP 706 Foundations of Mental 3.00 Psychopharmacology

Health Counseling M.S. in Mental Health CSP 709 Research, Evidence- 3.00 Credit and G.P.A. Requirements Counseling Based Practice and Minimum Total Credits: 24 Credits Program Evaluation Minimum G.P.A.: 3.0 The 60-credit M.S. in Mental Health Counseling provides students with core knowledge CSP 712 Psychopathology and 3.00 in professional issues and ethics, counseling Psychopharmacology theories, human development, counseling skills, A total of 12 credits of electives is required. group work, assessment, and career development. Credit and G.P.A. Requirements Building upon these core content areas, the mental Minimum Total Credits: 60 credits health counseling program focuses specifically on Minimum G.P.A.: 3.0 the development of knowledge and skills necessary to work in a variety of clinical settings: Advanced Certificate in Mental foundations of mental health counseling, research, evidence-based practice, program evaluation, Health Counseling psychopathology, and psychopharmacology. Our The 24-credit Advanced Certificate Program in 60-credit M.S. in Mental Health Counseling Mental Health Counseling is for students who satisfies the educational requirements for the New already have a master’s degree in counseling and York State mental health counselor license wish to meet the educational requirements to (LMHC). Upon completion of these educational become licensed as a mental health counselor. To requirements, 3,000 hours of supervised enter this program, students’ graduate transcript in experience in the practice of mental health counseling must reflect coursework in professional counseling and a passing grade on the National issues and ethics, counseling theories, human Clinical Mental Health Counseling Examination development, counseling skills, group work, (NCMHCE) are required for licensure. assessment, and career development. Building upon these core content areas, the mental health M.S. in Mental Health Counseling counseling advanced certificate program focuses All of the following core courses are required: specifically on the development of knowledge and CSP 615 Professional Issues and 3.00 skills necessary to work in a variety of clinical Ethics in Counseling settings: foundations of mental health counseling, CSP 649 Counseling Theories and 3.00 research, evidence-based practice, program Applications evaluation, psychopathology, and psychopharmacology. Along with a master’s CSP 652 Human Development 3.00 degree in counseling, our 24-credit Advanced Across the Lifespan Certificate Program in Mental Health Counseling CSP 654 Counseling Skills & 3.00 satisfies the educational requirements for the New Processes York State mental health counselor license (LMHC). Upon completion of these educational CSP 659 Counseling and A 3.00 requirements, 3,000 hours of supervised Pluralistic Society experience in the practice of mental health CSP 660A Group Work 3.00 counseling and a passing grade on the National Clinical Mental Health Counseling Examination CSP 668A Assessment and 3.00 (NCMHCE) are required for licensure. Diagnosis in Counseling Diverse Populations Advanced Certificate, Mental Health CSP 682 Career Development and 3.00 Counseling Counseling All of the following courses are required: CSP 661M Mental Health Counseling 3.00 Practicum

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CSP 615 Professional Issues and 3.00 Marital and Family Therapy developed by the MARRIAGE AND FAMILY Ethics in Counseling Association of Marital and Family Therapy Regulatory Boards. THERAPY CSP 649 Counseling Theories and 3.00 Applications Advanced Certificate, Marriage and JOB OPPORTUNITIES AND CAREER CSP 652 Human Development 3.00 TRENDS Family Therapy Across the Lifespan Our graduates practice marriage and family Marriage and Family Therapy Specialty Courses therapy in accordance with the scope of practice CSP 654 Counseling Skills & 3.00 delineated by the Office of the Professions of the Processes CSP 657A Marriage and Family 3.00 New York State Education Department: Counseling: Theoretical Marriage and Family Therapy Common Core • Marriage and family therapists provide Foundations Courses individual, couple, family, relational and group CSP 659 Counseling and A 3.00 CSP 657B Marriage and Family 3.00 therapy. They assess, treat and implement Pluralistic Society Counseling: Clinical change in the overall, long-term well-being of Knowledge and Skill individuals, couples, families and those in other CSP 660A Group Work 3.00 relationships. The traditional emphasis on the CSP 700 Family Law 3.00 CSP 668A Assessment and 3.00 individual is expanded to include consideration Diagnosis in Counseling CSP 709 Research, Evidence- 3.00 of the nature and roles of individuals in relation Diverse Populations Based Practice and to others, particularly in the family system. Program Evaluation • Marriage and family therapy focuses not only Marriage and Family Therapy Specialty on the individual patient—even if it is a single Courses CSP 712 Psychopathology and 3.00 person seeking therapy—but on the context and CSP 657A Marriage and Family 3.00 Psychopharmacology relationships in which the person participates. Counseling: Theoretical Marriage and Family Therapy Practice All relationship contexts are considered, Foundations Courses including the married or committed couple, CSP 657B Marriage and Family 3.00 CSP 661F Marriage and Family 3.00 family, school, work, social, community and Counseling: Clinical Counseling Practicum other relational systems. Knowledge and Skill • Marriage and family therapists treat a wide CSP 665F Marriage and Family 6.00 range of clinical problems including: CSP 700 Family Law 3.00 Counseling Internship I depression, marital problems, anxiety, nervous CSP 709 Research, Evidence- 3.00 CSP 666F Marriage and Family 6.00 and mental disorders, as well as relationship, Based Practice and Counseling Internship II couple, family and child-parent problems. Program Evaluation Marriage and Family Therapy Elective Courses • Marriage and family therapy is often brief and solution-focused and it is designed to achieve CSP 712 Psychopathology and 3.00 CSP ###** Elective CSP Courses 9.00 specific therapeutic goals of individuals and Psychopharmacology *** families. Marriage and Family Therapy Practice Credit and G.P.A. Requirements According to the Occupational Outlook Handbook, Courses Minimum Total Credits: 39 Credits 2014-15 Edition, employment for marriage and Minimum G.P.A.: 3.0 CSP 661F Marriage and Family 3.00 family therapists is expected to grow by 29% Counseling Practicum between 2012 and 2022, which is much faster than SCHOOL PSYCHOLOGY the average for all occupations. CSP 665F Marriage and Family 6.00 Counseling Internship I ABOUT THE FIELD OF SCHOOL M.S. in Marriage and Family CSP 666F Marriage and Family 6.00 PSYCHOLOGY Counseling Internship II School psychologists work with students Therapy individually and in groups. They also develop Marriage and Family Therapy Elective Courses programs to train teachers and parents about Our 60-credit M.S. in Marriage and Family CSP ###** Elective CSP Courses 9.00 effective teaching and learning strategies, Therapy provides students with the core *** techniques to manage behavior at home and in the knowledge necessary to work with individuals, Credit and G.P.A. Requirements classroom, working with students with disabilities couples and families in a variety of settings. The Minimum Total Credits: 60 Credits or with special talents, addressing abuse of drugs program requires extensive clinical training and Minimum G.P.A.: 3.0 and other substances, and preventing and satisfies the educational requirements for the New managing crises. In addition, most school York State Marriage and Family License. To psychologists provide the following services: receive licensure, students must complete the Advanced Certificate in Marriage Consultation educational requirements, 1,500 hours of and Family Therapy • Collaborate with teachers, parents, and supervised experience in the practice of marriage administrators to find effective solutions to and family therapy and a passing grade on the This 39-credit Advanced Certificate program in learning and behavior problems. Examination in Marital and Family Therapy Marriage and Family Therapy satisfies the • Help others understand child development and developed by the Association of Marital and educational requirements for the New York State how it affects learning and behavior. Family Therapy Regulatory Boards. Marriage and Family Therapy License. To receive • Strengthen working relationships between licensure, students must complete the educational teachers, parents, and service providers in the M.S., Marriage and Family Therapy requirements, 1,500 hours of supervised community. Marriage and Family Therapy Prerequisite experience in the practice of marriage and family

Core Courses therapy and a passing grade on the Examination in

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Evaluation website. school psychologists must also receive passing • Evaluate eligibility for special services. PROGRAM REQUIREMENTS scores on the Bilingual Education Assessment • Assess academic skills and aptitude for Continued enrollment in this program is Test (BEA) of the New York State Teacher learning. contingent upon: Certification Exams (NYSTCE), or the • Determine social-emotional development and • Maintenance of a 3.0 Grade Point Average previously administered Target Language mental health status. • Prompt resolution of any INC or UW Grades Proficiency Assessment (TLPA). Information • Evaluate learning environments. • Satisfactory professional dispositional reviews regarding the BEA exam can be found at: Intervention in the areas of attendance, preparedness, www.nystce.nesinc.com/NY_viewSG_opener.a • Provide psychological counseling to help attitude toward learning, response to feedback, sp. (It is recommended that students take the resolve interpersonal or family problems that reflectiveness, classroom engagement and exam after they have taken and completed TAL interfere with school performance. participation, expressive coherence, and 823.) • Work directly with children and their families professionalism. to help resolve problems in adjustment and Each of these requirements is addressed in greater M.S.Ed., School Psychologist learning. depth in the School Psychology Student Handbook The following courses are required: • Provide training in social skills and anger provided to all students upon enrollment in the Developmental Sequence - 6 credits management. program. These requirements are also addressed in CSP 633 Developmental 3.00 • Help families and schools manage crises such a Student Orientation that occurs at the start of Psychology as death, illness, or community trauma. each fall and spring semester. TAL xxx TAL graduate-level 3.00 Prevention elective • Design programs for children at risk of failing M.S.Ed. in School Psychology at school. Diagnostic Sequence - 9 credits • Promote tolerance, understanding, and The 60-credit M.S.Ed. Program in School CSP 650 Developmental 3.00 appreciation of diversity within the school Psychology provides students with core Psychopathology community. knowledge and skills necessary to work in today’s CSP 651 School Neuropsychology 3.00 • Develop programs to make schools safer and schools. Specifically our program has outlined ten more effective learning environments. competencies based on what was delineated by the CSP 702 Diagnosis of Learning 3.00 • Collaborate with school staff and community National Association of School Psychologists Problems agencies to provide services directed at (NASP). Those include: data-based decision-

improving psychological and physical health. making; consultation and collaboration; effective

• Develop partnerships with parents and teachers instruction; socialization and the development of Assessment Sequence - 15 credits to promote healthy school environments. life-skills; student diversity in development and CSP 704 Research and 3.00 Research and Planning learning; school and systems organization; policy Measurement in • Evaluate the effectiveness of academic and development and the development of appropriate Education behavior management programs. school climate; prevention, crisis intervention and • Identify and implement programs and strategies mental health interventions; home-school CSP 721A Cognitive Asssessment I 3.00 to improve schools. collaboration; research and program evaluation; CSP 721B Cognitive Assessment II 3.00 • Use evidence-based research to develop and/or and information technology. Our 60-credit M.S.Ed recommend effective interventions. Program in School Psychology is registered with CSP 722A Personality Assessment I 3.00 For more information on the field of school the New York State Education Department as CSP 722B Personality Assessment II 3.00 psychology, visit the National Association of satisfying the educational requirements for School Psychologist's website at provisional certification as a school psychologist. Intervention Sequence - 15 credits www.nasponline.org. In addition to the requirements for the general CSP 655 Applied Behavior 3.00 ADMISSIONS REQUIREMENTS School Psychology degree, students may elect to Analysis I • B.A. or B.S. degree from an accredited college, take one or both of two specializations, each of CSP 703 Parent Consultation and 3.00 with a 2.75 G.P.A. which entails another 6 credits of course work: Intervention • Individuals with or without a background in 1. Early Childhood Specialization prepares school psychology or education are encouraged to psychologists to work with infants, toddlers and CSP 714 Educational Consultation 3.00 apply. preschoolers and their families. This sequence in Multicultural School • A written statement of professional goals, consists of two three-credit courses: one that Settings including rationale for why the candidate has covers the administration and interpretation of CSP 720 Community School 3.00 chosen the field of school psychology infant assessment instruments, and one that Psychology • Two professional letters of reference from explores current theory and research in infant academic instructors or professional development. This specialization does not lead CSP 799 Individual and Group 3.00 supervisors. to a separate New York State certification, but Counseling Practices in Based on the information that the candidate is designed to help our graduate students School Settings provides, as well as space limitations, a select acquire the knowledge base and practical skills Fieldwork and Professional Issues Sequence - number of students will be interviewed. for working with a particularly sensitive 15 credits SUBMITTING AN APPLICATION FOR population. CSP 680A Issues in School 3.00 ADMISSION 2. Bilingual Specialization prepares school Psychology All applicants must apply for admission to LIU psychologists to work with linguistically Brooklyn. Please apply online at My LIU or use diverse children and their families. It includes CSP 680B Fieldwork in School 3.00 the Apply Now link in the top navigation bar of two three-credit courses: a course in bilingual Psychology I the campus’ website. For more information on the education and a course in bilingual assessment. admissions process, visit the Office of Admissions Students who wish to be certified as bilingual

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CSP 680C Fieldwork in School 3.00 clinical social workers, nurses or marriage and Psychology II family therapists), or individuals who are license- eligible such that they have satisfied the CSP 781A, Internship in School 3.00 educational requirements for licensure in these 781B, Psychology I - General, fields and are completing experience and/or or Biingual or Early examination requirements, who attend this applied 781C Childhood behavior analysis program work skillfully with CSP 782A, Internship in School 3.00 both children and adults with emotional, 782B, Psychology II - General, behavioral and neurological issues in a variety of or Bilingual or Early mental health and health care settings. 782C Childhood

Students who wish to specialize in bilingual Applied Behavior Anlysis Advanced school psychology should take the bilingual internship courses (CSP 781B and CSP 782B) and Certificate Requirements are also required to take TAL 823 and CSP 724. Applied Behavior Analysis Required Total credits = 66. Courses Students who wish to specialize in early Required Courses childhood school psychology should take the early CSP 655 Applied Behavior 3.00 childhood internship courses (CSP 781C and CSP Analysis I: Principles and 782C) and are also required to take CSP 723 and Procedures CSP 733. Total credits = 66. Credit and G.P.A. Requirements CSP 714 Academic Consultation in 3.00 Minimum Total Credits: 60 Credits Multicultural School Minimum G.P.A.: 3.0 Settings

CSP 801 Applied Behavior 3.00 Advanced Certificate, Applied Analysis II: Behavior Behavior Analysis Therapy CSP 802 Applied Behavior 3.00 The 24-credit Advanced Certificate program in Analysis III: ABA and Applied Behavior Analysis provides students with Developmental the knowledge base and skills stipulated by Disabilities the Behavior Analyst Certification CSP 803 Applied Behavior 3.00 Board (BACB©) as constituting basic competence Analysis IV: Academic for behavior analysts. These competences include Interventions the following: Knowledge of professional issues and ethics; basic characteristics of the science of CSP 804 Special Topics in 3.00 behavior analysis; principles, processes and Behavior Analysis concepts; behavioral assessment; measurement of CSP 805 ABA Internship 3.00 behavior; experimental evaluation of interventions; Supervision I interpretation of data; selection of intervention outcomes and strategies; behavior change CSP 806 ABA Internship 3.00 procedures; and, systemic work with agencies and Supervision II institutions. Credit and G.P.A. Requirements

Minimum Total Credits: 24 Credits The purpose of the program is to educate and Minimum G.P.A.: 3.0 train behavior analysts who will serve children and adults who present with a wide array of emotional, behavioral, and neurological issues (e.g., intellectual disabilities, autism spectrum disorders), particularly in complex, urban settings. This program is a natural extension for individuals who are currently on one on the following two career paths: Certified school-based professionals (e.g., classroom teachers, administrators, or pupil personnel providers), or individuals who are in a program that leads to school-based certification, who attend this applied behavior analysis program, develop a more refined skill set to deal with children who evidence emotional, behavioral and neurological issues within the school setting. ??Licensed mental health and health care professionals (e.g., mental health counselors, physician assistants, psychologists,

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Counseling and School CSP 607 Independent Research in Counseling Under the guidance of a faculty member, students CSP 649 Counseling Theories and Applications Psychology Courses select a topic or question of interest to investigate Counseling theories and techniques and their in depth. Students conduct a thorough literature application within a diverse society are presented.

review and devise a qualitative or quantitative study Students will explore the major theories of CSP 502 Substance Abuse: Prevention and that would contribute to existing knowledge in the counseling and psychotherapy, including Intervention area. The submission of a complete proposal, psychoanalytic, person-centered, existential, reality, A course is designed to equip the counselor with including rationale, literature review, sample behavioral, cognitive, multicultural, racial identity, the knowledge to help persons with substance abuse population chosen, methods, and procedure, is feminist, and family systems, amongst others. problems. The course reviews the historical required. Credits: 3 background of substance abuse and dependency; The pre-requisites of CSP 615, 649, 652 and 654 Every Fall and Spring studies the psychological, social, pharmacological are required as well as CSP 657A or CSP 706; and and legal aspects of substance abuse; recognizes that CSP 650 Developmental Psychopathology CSP 708 or CSP 709. alcohol dependency can become an adaptive The major mood disorders in children and Credits: 3 response; and develops an awareness in the student adolescents will be reviewed, with a specific focus Rotating Basis of the important role of prevention. on anxiety, depression and bipolar conditions. The pre-requisites of CSP 615, 649, 652, 654, and CSP 615 Professional Issues and Ethics in There will be an emphasis on specific school related 657A or 706, are required. Counseling problems, such as social withdrawal, school phobia, Credits: 3 An overview of professional orientation and ethical eating disorders, social adjustment and peer Rotating Basis practice. Introduction to the history and problems, and suicide. Attention will also be given

philosophy of the profession, professional roles and to reviewing other interfering behaviors such as CSP 503 Counseling Women organizations, and credentialing issues and selective mutism, suicidal ideation, and gang A consideration of the issues involved in counseling processes. An exploration of ethical standards of violence. Consideration will be given to cultural women in our contemporary, diverse society. the ACA and related entities and applications of and social factors in making diagnoses and The pre-requisites of CSP 615, 649, 652 and 654 ethical and legal considerations in professional developing therapeutic interventions. The role of are required as well as CSP 657A or CSP 706. counseling. the school psychologist will be explored as well as Credits: 3 Credits: 3 assessment issues inherent in diagnosing Rotating Basis psychopathology. Every Fall and Spring TARGETED FIELDWORK REQUIREMENT: CSP 504 Approaches to Human Sexuality CSP 633 Developmental Psychology Students are expected to administer the following An examination of the origins, forms and This course is intended to review the different instruments: Conners Comprehensive Behavior applications of human sexuality; alternative sexual stages of human development from birth to age 21. Rating Scales, Reynolds Child Manifest Anxiety preferences and lifestyles, psychological and It includes a review of different perceptions and Scale, the Reynolds Child Depression Inventory, sociological implications of the sexual drive, sexual conceptions of development and an exploration of Reynolds Suicide Scale, Beck Youth Inventories, dysfunction, research in human sexuality, and the historical evolution of such perspectives. The and Piers-Harris Self-Concept Scale, Symptom applications to counseling and mental health emotional, cognitive, social and physical challenges Checklist-90-R (SCL-90-R) as well as other service settings. that children face as they grow older will be assessment methods. After these scales are The pre-requisites of CSP 615, 649, 652 and 654 reviewed. Major developmental theories and administered, students will be required to are required as well as CSP 657A or CSP 706. research findings will be presented such as Neo- incorporate theories and research findings from Credits: 3 Piagetian theory, racial identity development reading and will be expected to set socio-emotional Rotating Basis theory, developmental theories based on LGBT goals, and develop sample treatment plans. 40 CSP 518 Play Therapy issues, immigration issues and second language hours. A survey of methods, materials and techniques for issues. Theorists such as Bronfenbrenner, Kohlberg, Credits: 3 working with children. Consideration of different Gardner, and Erickson will also be reviewed. Annually approaches and the therapeutic use of play. Three credits. CSP 651 Educational Neuropsychology The pre-requisites of CSP 615, 649, 652, 654 are Credits: 3 This course will provide an examination of neural required as well as CSP 657A or CS 706. Annually anatomy and brain functions that are most Credits: 3 CSP 639 Youth Culture and the Urban important in the acquisition of reading, writing and Rotating Basis Environment math skills. Mechanisms such as attention, CSP 605 Domestic Violence: Violence and the A contextual exploration of today's youth in the executive functions, and working memory will be Family urban environment with attention to the process of explored, and their neurological brain bases will be This course examines the nature of violence, identity development. Focus on issues such as discussed. Developmental neuropsychological especially against women and children. Three substance use and abuse, gang involvement, teen research will be examined for principles that can major areas are covered: spouse abuse, child pregnancy, sexually transmitted diseases, HIV, and enhance psychoeducational assessment and physical abuse and child sexual abuse. Prevalence, the role of the media, technology and music. remedial practices. The neural bases of bilingualism factors that foster and mitigate the tendency toward Consideration of socio-economics and the and second language acquisition will also be violence, and treatment issues are discussed. influences of race, ethnicity, gender and sexual discussed. Neurological disorders will be discussed The pre-requisites of CSP 615, 649, 652 and 654 orientation. Discussion of the counselor's role as in relationship to modifications in educational are required as well as CSP 657A or CSP 706. an advocate for urban youth. placement, classification and practice. Credits: 3 The pre-requisites of CSP 615, 649, 652 and 654 The pre-requisite of CSP 721A is required. Rotating Basis are required as well as CSP 657A or CSP 706. Credits: 3 Credits: 3 Annually Rotating Basis

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problems and appropriate interventions. Attention supervision of a certified and experienced school CSP 652 Human Development Across the to the impact of human sexuality on families and counselor, being exposed to and performing varied Lifespan couples. Consideration of preventative methods to responsibilities of the school counseling program. An overview of theories of individual and family encourage family wellness. Study of societal trends A minimum of 40 hours of direct service is development, transitions across the lifespan, and and treatment issues related to working with required. Audio-taping, videotaping, or live theories of learning and personality development. multicultural and diverse family systems. supervision. Exploration of internal and external influences Concentration on principles and methods of case The pre-requisites of CSP 615, 649, 652, 654 and upon normal and abnormal development, conceptualization and assessment with couples and 705 are all required. disability, and exceptional behavior. Investigation families. Credits: 3 of strategies for facilitating optimum development The pre-requisites of CSP 615, 649, 652, 654 and Annually and wellness over the lifespan. 657A are required. Credits: 3 Credits: 3 CSP 661B Bilingual School Counseling Practicum Every Fall and Spring Annually Students work 75 hours in a K-12 school under the supervision of a certified and experienced bilingual CSP 654 Counseling Skills & Processes CSP 659 Counseling and A Pluralistic Society school counselor, being exposed to and performing Counselor characteristics and behaviors that An exploration of the context of relationships, and varied responsibilities of the school counseling influence helping processes are addressed. Focus is issues and trends in a culturally and linguistically program. A minimum of 40 hours of direct service on interviewing methods, counseling skills, goal diverse society. Focus on theories of identity to children with limited English language setting, treatment planning, assessment, diagnosis, development in multiple domains, and proficiency is required. Audio-taping, videotaping, documentation and report writing. Both direct multicultural counseling theories and or live supervision. service and consultation skills are discussed. The competencies. Investigation into the nature of The pre-requisites of CSP 615, 649, 652, 654 and importance of self-awareness and analysis toward biases, prejudices, oppression, and discrimination 705 are all required. counselor effectiveness is highlighted. and their effects. Credits: 3 Credits: 3 The pre-requisites of CSP 615, 649, 652 and 654 Annually Every Fall and Spring are required as well as CSP 657A, or CSP 705, or

CSP 706. CSP 661F Marriage and Family Counseling CSP 655 Applied Behavior Analysis I: Principles Credits: 3 Practicum and Procedures Annually Students work 75 hours in a setting that provides This course will provide an in-depth analysis of the marriage and family counseling under the principles upon which applied behavior analysis is CSP 660A Group Work supervision of a licensed professional, observing based, as well as an introduction to procedures that An introduction to principles of group dynamics, and performing various direct and indirect services can be used to improve social and academic approaches to group leadership and authority, including but not limited to intake interviewing; behaviors in all children. Students will review theories and methods of group counseling. Issues marriage and family counseling; record keeping; single subject design as well as other issues of culture, diversity, and identity in groups will be attending treatment team meetings and professional necessary to document interventions. Emphasis is addressed. Instructional videos and/or media development events; and engaging in testing and placed on the application of the principles to representations of group dynamics will be included. assessment. Students complete a minimum of 40 environmental, functional and ecological analyses Includes an experiential group experience of at least hours in direct service to clients. Audiotaping, of behavior in a responsible ethical manner. 10 hours and the study of different types and videotaping, or live supervision is required. TARGETED FIELDWORK REQUIREMENT: settings of group work, including psychoeducational The pre-requisites of CSP 615, 649, 652, 654 and Students are expected to observe in schools and groups and therapeutic groups with various clinical 657A are all required. develop behavior intervention plans to improve populations. Credits: 3 specific social or academic behaviors in a classroom. The pre-requisites of CSP 615, 649, 652 and 654 Annually A certified school psychologist will supervise are required as well as CSP 657A, or CSP 705, or students. 30 hours. CSP 706. CSP 661M Mental Health Counseling Practicum Credits: 3 Credits: 3 Students work 75 hours in a mental health setting Annually Annually under the supervision of a licensed mental health professional, observing and performing various CSP 657A Family Counseling in the Urban CSP 660B Advanced Group Work direct and indirect services including but not Setting A continuation of the study of group dynamics in limited to intake interviewing; individual, group, Marriage and family counseling theories and an advanced context. The impact of social system and family counseling; record keeping; attending techniques and their application within a diverse phenomena such as race/ethnicity, gender, and treatment team meetings and professional society are presented. Students will explore the culture on groups will be assessed. Systemic and development events; and engaging in testing and major theories of marriage and family counseling organizational dynamics related to the counselor''s assessment. A minimum of 40 hours in direct and psychotherapy, including psychodynamic, role will be explored. Instructional videos and/or service is required. Audio-taping, videotaping, or Bowenian, experiential, structural, systemic, and media representations of group dynamics will be live supervision. strategic theories, amongst others. included. An intensive experiential group The pre-requisites of CSP 615, 649, 652, 654 and The pre-requisites of CSP 615, 649, 652 and 654 experience of at least 10 hours will be required. 706 are all required. are required. The pre-requisites of CSP 615, 649, 652, 654 and Credits: 3 Credits: 3 660A are required as well as CSP 657A, or CSP Annually Annually 705, or CSP 706.

Credits: 3 CSP 665A School Counseling Internship I CSP 657B Marriage and Family Counseling: Rotating Basis Students work 300 hours each of two semesters in a Clinical Knowledge and Skill K-12 school under the supervision of a certified and Focus is on healthy and unhealthy family CSP 661A School Counseling Practicum experienced school counselor, being exposed to and functioning, including the recognition of specific Students work 75 hours in a K-12 school under the performing varied responsibilities of the school

LIU Brooklyn Graduate Bulletin 2014 - 2015 Page 132 LIU Brooklyn counseling program. A minimum of 120 hours performing varied responsibilities of the school statistical concepts; reliability and validity; social, each semester in direct service is required. Audio- counseling program. A minimum of 120 hours cultural, and linguistic factors in assessment and taping, videotaping, or live supervision. each semester in direct service is required. Audio- diagnosis; ethical issues in instrument selection, The pre-requisite of CSP 661A is required and taping, videotaping, or live supervision. administration, and interpretation of assessments. approval from the Department. The pre-requisite of CSP 665A is required and Introduction to the DSM classification system. Credits: 6 approval from the Department. The pre-requisites of CSP 615, 649, 652, 654 are Annually Credits: 6 required as well as CSP 657A, or CSP 705, or CSP Annually 706. CSP 665B Bilingual School Counseling Credits: 3 Internship I CSP 666B Bilingual School Counseling Annually Students work 300 hours each of two semesters in a Internship II K-12 school under the supervision of a certified and Students work 300 hours each of two semesters in a CSP 679 Substance Abuse and High Risk experienced bilingual school counselor, being K-12 school under the supervision of a certified and Behaviors exposed to and performing varied responsibilities of experienced bilingual school counselor, being An overview of substance use, abuse and high-risk the school counseling program. A minimum of exposed to and performing varied responsibilities of behaviors, and their interrelatedness in the contexts 120 hours each semester in direct service to the school counseling program. A minimum of of the helping professions of psychology and children with limited English language proficiency 120 hours each semester in direct service to counseling. Substance abuse counseling theories, is required. Audio-taping, videotaping or live children with limited English language proficiency practices, and treatment will be explored. supervision. is required. Audio-taping, videotaping, or live The pre-requisites of CSP 615, 649, 652 and 654 The pre-requisite of CSP 661B is required and supervision. are all required and CSP 657A or CSP 706. Departmental approval. The pre-requisite of CSP 665B is required and Credits: 3 Credits: 6 Departmental approval. Rotating Basis Annually Credits: 6 Annually CSP 682 Career Development and Counseling CSP 665F Marriage and Family Counseling Study of the meaning of work in people's lives, Internship I CSP 666F Marriage and Family Counseling career development theories, decision-making Students work 300 hours each of two semesters in a Internship II models, and programming. Consideration of print setting that provides marriage and family Students work 300 hours each of two semesters in a and electronic career information systems. counseling under the supervision of a licensed setting that provides marriage and family Exploration of multiple roles and identities in professional, observing and performing various counseling under the supervision of a licensed career development. Analysis of educational and direct and indirect services including but not professional, observing and performing various career counseling processes, techniques, and limited to intake interviewing; marriage and family direct and indirect services including but not resources. counseling; record keeping; attending treatment limited to intake interviewing; marriage and family The pre-requisites of CSP 615, 649, 652, and 654 team meetings and professional development counseling; record keeping; attending treatment are required as well as CSP 705 or CSP 706. events; and engaging in testing and assessment. team meetings and professional development Credits: 3 Students complete a minimum of 130 hours each events; and engaging in testing and assessment. Annually semester in direct service to clients. Audiotaping, Students complete a minimum of 130 hours each videotaping, or live supervision is required. semester in direct service to clients. Audiotaping, CSP 700 Family Law The pre-requistes of CSP 661F and 712 are videotaping, or live supervision is required. An overview of federal and state law with regard to required and departmental approval. The pre-requisite of CSP 665F is required and marriage and family relationships. Focus on the Credits: 6 Departmental approval. counselor’s role in working with various types of Annually Credits: 6 families in confronting important life decisions, Annually resolving disputes and planning for the future. CSP 665M Mental Health Counseling Internship Attention to issues of consultation with legal I CSP 666M Mental Health Counseling Internship professionals and the interaction of the counselor Students work 300 hours each of two semesters in a II with the federal and state legal systems. clinical setting under the supervision of a licensed Students work 300 hours each of two semesters in a The pre-requisites of CSP 615, 649, 652 and 654 mental health professional, observing and clinical setting under the supervision of a licensed are required as well as CSP 657A or CSP 706. performing various direct and indirect services mental health professional, observing and Credits: 3 including but not limited to intake interviewing; performing various direct and indirect services Annually individual, group and family counseling; record including but not limited to intake interviewing; keeping; attending treatment team meetings and individual, group and family counseling; record CSP 702 Diagnosis of the Learning Problems of professional development events; and engaging in keeping; attending treatment team meetings and Students testing and assessment. A minimum of 120 hours professional development events; and engaging in This course will review the diagnostic and learning each semester in direct service is required. Audio- testing and assessment. A minimum of 120 hours issues of students with learning disabilities, such as taping, videotaping, or live supervision. each semester in direct service is required. Audio- dyslexia, math and writing disabilities, nonverbal The pre-requisite of CSP 661M and 712 are taping, videotaping, or live supervision. disabilities, attention deficit and executive function required and Departmental approval. The pre-requisite of CSP 665M is required. difficulties. Profiles, assessment batteries, Credits: 6 Credits: 6 differential diagnoses, and specific measures that Annually Annually facilitate the diagnosis of such disabilities will be reviewed. Research findings along with theoretical CSP 666A School Counseling Internship II CSP 668A Assessment and Diagnosis in and etiological issues will be discussed Students work 300 hours each of two semesters in a Counseling Diverse Populations TARGETED FIELDWORK REQUIREMENT: K-12 school under the supervision of a certified and Focus on the nature and meaning of assessment; Students are expected to administer various experienced school counselor, being exposed to and standardized and non-standardized testing methods; assessments such as (but not limited to): Ravens

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Progressive Matrices, S-TOPP, Stroop, BRIEF, CSP 706 Foundations of Mental Health leadership in educational systems. Ten hour field Achenbach, Conners to help in ruling out Counseling component. conditions described within the course description Introduction to the history, philosophy, and The pre-requities of CSP 615, 649, 652, 654 and to children in school settings. Supervision by a current trends in mental health counseling. 705 are required. school psychologist is required. The results of Exploration of the role, function, and professional Credits: 3 these assessments will be used to write social, identity of the mental health counselor, including Annually emotional and academic goals. 40 hours. issues of credentialing, collaboration, and The pre-requisite of CSP 651 is required. consultation with other treatment providers. CSP 712 Psychopathology and Credits: 3 Instruction in ethical and legal issues specific to the Psychopharmacology Annually practice of mental health counseling. Ten hour An overview of the major diagnostic categories of field component. psychopathology according to the current DSM CSP 703 Parent Consultation and Intervention in The pre-requisites of CSP 615, 649, 652 and 654 classification system. An understanding of Multicultural Settings are required. disorders in terms of diagnostic features, associated This course will focus on the shifts that have Credits: 3 features, demographic features, prevalence, course, occurred in child therapy, and how these changes Annually familial pattern, differential diagnosis, and cultural can inform and affect consultation work with contexts. Basic understanding of commonly parents in a variety of multicultural settings. Topics CSP 708 School Counseling Research, Program prescribed psychopharmacological medications, such as developmental and attachment theory, the Development and Evaluation including uses and side effects. interactional nature of personality development and Introduction to quantitative and qualitative The pre-requities of CSP 615, 649, 652 and 654 are a relational understanding of emotional problems research methods; the use of technology and required as well as CSP 657A or CSP 706. Student will be emphasized to highlight how interactions statistics, inquiry, and analyses in conducting must be active in the Mental Health Counseling between parent and child become prototypes for research in the development, evaluation and plan. later relational experiences. The premise of parent- modification of school counseling programs. Focus Credits: 3 focused treatment rests on an understanding of the on understanding the investigative process from Annually regulatory processes and attachment between needs assessment through the interpretation of parent and child; through parent consultation, the findings and the implementation of change for CSP 714 Academic Consultation in Multicultural parent-child relationship is reconfigured to mitigate improved counseling effectiveness. Exploration of School Settings issues in child development. Three credits. the use of data to inform decision making, with This course will review instructional issues inherent Credits: 3 attention to both internal and external effects upon in school systems necessary to facilitate changes on Annually students learning and development. Ten hour field the individual, team and programmatic level. component. Emphasis is on reviewing instructional and learning CSP 704 Research and Measurement In The pre-requisites of CSP 615, 649, 652, 654 and theory as well as exploring the role of school Education and Psychology 705 are required. psychologists in assisting teachers and staff to This course will provide a presentation of basic Credits: 3 develop and monitor curriculum. Emphasis will be statistical and measurement concepts such as Annually placed on assisting and training staff and parents to central tendency, variability, correlation and factor implement evidence-based curricula as well as analysis used to interpret test scores and understand CSP 709 Research, Evidence-Based Practice and understanding the context and cultural background test construction. Concepts of validity, reliability Program Evaluation of different students. Parent training programs will and the use of derived scores are presented through Introduction to quantitative and qualitative be reviewed and discussed and methods of crisis an analysis of the assessments used in school research methods; the use of technology and intervention will be elaborated upon, as well as how psychology as well as research used to inform school statistics, inquiry and analysis in research and issues of diversity may warrant that interventions be psychology. Major statistical and measurement program evaluation. A review and analysis of tailored to particular backgrounds. Consultation concepts will be applied in order to understand evidence-based practices in mental health projects will be completed in which trainees assess how research problems are systematically counseling with a variety of populations and clinical student strengths and weaknesses, develop investigated using experimental quasi-experimental issues. The use of needs assessment and outcomes interventions collaboratively with staff, and train and qualitative designs. Surveys and qualitative research in program development, implementation, staff to implement these interventions, monitor research are also discussed. and evaluation will be explored. Ten hour field these interventions and assess overall effectiveness. Credits: 3 component. TARGETED FIELDWORK REQUIREMENT: Annually The pre-requisites of CSP 615, 649, 652 and 654 Students will be required to go into schools and are required as well as CSP 657A or CSP 706. consult with teachers and/or administrators CSP 705 Foundations of School Counseling Student must be active in the Mental Health regarding children with academic difficulties. A Introduction to the history, philosophy, and Counseling plan. certified school psychologist will supervise students. current trends in school counseling and Credits: 3 40 hours. educational systems. Exploration of the role, Annually The pre-requisite of CSP 655 is required. function, and professional identity of the school Credits: 3 counselor. Investigation into internal and external CSP 711 Advocacy, Leadership, Collaboration and Annually factors that influence student learning and Consultation in School Counseling development. Instruction in ethical and legal issues Introduction to educational policy and school CSP 721A Cognitive Assessment I specific to the practice of school counseling. Ten reform related to diversity, equity and excellence in This course is designed to teach students to hour field component. student learning. Exposure to modes and methods administer, score and interpret standardized The pre-requisites of CSP 615, 649, 652 and 654 of collaboration and consultation with family, intelligence tests as part of the cognitive assessment are required. school, and community to enhance student process. This course focuses on the three Wechsler Credits: 3 development and achievement. Understanding of Intelligence Scales. Psychometric properties of those Annually the characteristics and strategies of effective instruments are related to issues of interpretation.

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Psychological issues in intelligence testing as well as tests, make case presentations, and write reports. expert speakers on the topic. ethical and legal considerations are reviewed. Students will interpret data by integrating clinical The pre-requisites of CSP 615, 649, 652, and 654 Students are required to administer tests and write findings so that specific intervention plans can be are required as well as CSP 657A or CSP 706. assessment reports based on the results. Additional developed. Additional laboratory hours are Credits: 3 laboratory hours are required. required. Rotating Basis Credits: 3 The pre-requisites of CSP 721A and 721B are Annually required. CSP 781A Internship School Psychology I - Credits: 3 General CSP 721B Cognitive Assessment II On Demand Students complete a 1200 hour internship A continuation of 721A. Students learn how to throughout the academic year in a University- assess the cognitive functioning of children by CSP 724 Assessing the Bilingual Child approved setting under the dual guidance of an on- administering, scoring and interpreting measures of In this course, students will engage in an site staff psychologist and a University-based clinical cognitive ability as well as academic functioning examination of issues in the assessment of bilingual supervisor. At least half of the hours should be in a used by school psychologists Integration of findings children, including the appropriate use of school setting. Participation in the intake and with educational and other evaluation results is standardized measures, nondiscriminatory screening process, individual evaluations, examined so that individual education plans can be assessment, and alternative approaches to the interdisciplinary staff conferences, parent developed. Students are required to administer assessment of cognitive functioning and social conferences and professional meetings is required. tests, write assessment reports, and make case adaptive behavior of linguistically diverse children. Students evaluate children, write reports, and presentations. Additional laboratory hours are Students will learn when and how to conduct practice short-term counseling and consultation required. evaluations in the child''s first or second language under the supervision of the on-site psychologist. The pre-requisite of CSP 721A is required. (or both). Students administer tests, make case Students also attend weekly meetings with the Credits: 3 presentations, and write reports. Interpretation of University clinical supervisor in which professional Annually data focuses on integrating clinical findings so that and ethical issues related to the practice of school individual educational plans can be developed. psychology in multicultural settings are discussed. CSP 722A Personality Assessment I Additional laboratory hours are required. Students must apply for the internship in the This course aims to teach students how to The pre-requisites of CSP 721A and 721B are semester before registration. administer, score and interpret the Rorschach test, required. The pre-requisites of HDL 721A, 721B, 722A, through the use of the Exner Comprehensive Credits: 3 722B and a total of 48 credits completed are Scoring System. The history of projective tests Annually required. along with their strengths and shortcomings will be Credits: 3 reviewed. Cultural, ethnic and language CSP 726 Counseling Ethnolinguistically Diverse Every Fall considerations will be discussed as related to the Students and Families administration and interpretation of the test. An exploration of the experiences of culturally and CSP 781B Internship School Psychology I - Additional laboratory hours are required. ethnolinguistically diverse families in the context of Bilingual Extension The pre-requisite of CSP 721A is required. an English-predominant society. The impact of Students complete a 1200 hour internship Credits: 3 linguistic fluency, immigration, acculturation, and throughout the academic year in a University- Annually assimilation upon family dynamics and related approved setting under the dual guidance of an on- systems will be analyzed. Considerations such as site staff psychologist and a University-based clinical CSP 722B Personality Assessment II parentification of English-speaking children of supervisor. At least half of the hours should be in a This course is a continuation of 722A. It aims to linguistic minority parents, management of bi- school setting. Participation in the intake and teach students how to administer, score and cultural stress, trends in bilingual education, and screening process, individual evaluations, interpret thematic apperceptive, figure drawing and cultural resiliency will be addressed. Ten hour field interdisciplinary staff conferences, parent sentence completion tests. Throughout the course component. conferences and professional meetings is required. students will be practicing report writing and will The pre-requisites of CSP 615, 649, 652, 654 and Students evaluate children, write reports, and develop the ability to integrate information from 705 are required. practice short-term counseling and consultation the various personality assessments, including the Credits: 3 under the supervision of the on-site psychologist. Rorschach. Quantitative and qualitative Annually Students also attend weekly meetings with the interpretations will be reviewed. Additional University clinical supervisor in which professional laboratory hours are required. CSP 733 Development in Infancy and Early and ethical issues related to the practice of school The pre-requisite of CSP 722A is required. Childhood psychology in multicultural settings are discussed. Credits: 3 This course presents an in-depth review of current Students must apply for the internship in the Annually research and theory in perceptual, cognitive, social, semester before registration. Students must be

emotional and physical aspects of development placed in a setting where bilingual and CSP 723 Assessing Infants, Toddlers and from birth to age 3. Particular attention is paid to multicultural populations are in place and must Preschoolers the influence of culture and environment on early receive supervision from a bilingual field-based Students will learn to administer, score and development. Implications of developmental supervisor. interpret the tests used to assess development in theories for assessment and early intervention The pre-requisites of HDL 721A, 721B, 722A, infants, toddlers and preschoolers. This course will practices are included. 722B and a total of 48 credits completed are focus on the psychometric properties as they relate Credits: 3 required. to assessments of development, cognitive On Demand Credits: 3 functioning and adaptive behavior. Play assessment Every Fall and observational techniques for such age groups CSP 745 Special Topics in Counseling are presented. Techniques for assessing children Each year the faculty identifies critical areas of with vision and hearing impairments are also interest in counseling. Institutes are planned for addressed. Students will be required to administer intensive study related to those issues, featuring

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school setting. Participation in the intake and conceptualization. Students will expand their use of CSP 781C Internship School Psychology I - Early screening process, individual evaluations, functional analysis as well as numerous behavioral Childhood interdisciplinary staff conferences, parent intervention strategies (e.g., contingency Students complete a 1200 hour internship conferences and professional meetings is required. management, relaxation training, systematic throughout the academic year in a University- Students evaluate children, write reports, and desensitization, exposure, response substitution). approved setting under the dual guidance of an on- practice short-term counseling and consultation The pre-requisite of CSP 655 is required. site staff psychologist and a University-based clinical under the supervision of the on-site psychologist. Credits: 3 supervisor. At least half of the hours should be in a Students also attend weekly meetings with the Annually school setting. Participation in the intake and University clinical supervisor in which professional screening process, individual evaluations, and ethical issues related to the practice of school CSP 802 Applied Behavior Analysis III: ABA and interdisciplinary staff conferences, parent psychology in multicultural settings are discussed. Developmental Disabilities conferences and professional meetings is required. Students must apply for the internship in the The primary focus of this course is to provide Students evaluate children, write reports, and semester before registration. Students must be students with a thorough review of assessment and practice short-term counseling and consultation placed in a setting where bilingual and intervention models that are used within ABA- under the supervision of the on-site psychologist. multicultural populations are in place and must based programs serving individuals with Students also attend weekly meetings with the receive supervision from a field-based supervisor developmental disabilities, including, but not University clinical supervisor in which professional with a bilingual certificate. limited to: autism, pervasive developmental and ethical issues related to the practice of school The pre-requisite of HDL 781B is required. disorders, and intellectual disabilities. Students will psychology in multicultural settings are discussed. Credits: 3 review the ABA procedures, as well as the principles Students must apply for the internship in the Every Spring on which they are based, to assess the needs of semester before registration. Students must be individuals with developmental disabilities, design placed in a setting where early childhood CSP 782C Internship School Psychology II - Early interventions that meet the needs of these populations are in place and must receive Childhood individuals, monitor progress, and evaluate supervision from a field-based supervisor with This course is a continuation of HDL 781C. effectiveness. This course will provide an in-depth expertise in early childhood assessment. Students will complete a 1200 hour internship analysis of the principles upon which applied The pre-requisites of HDL 721A, 721B, 722A, throughout the academic year in a University- behavior analysis is based, as well as an 722B and a total of 48 credits completed are approved setting under the dual guidance of an on- introduction to procedures that can be used to required. site staff psychologist and a University-based clinical improve social and academic behaviors in all Credits: 3 supervisor. At least half of the hours should be in a children. Students will review single subject design Every Fall school setting. Participation in the intake and as well as other issues necessary to document screening process, individual evaluations, interventions. Emphasis is placed on the CSP 782A Internship School Psychology II - interdisciplinary staff conferences, parent application of the principles to environmental, General conferences and professional meetings is required. functional and ecological analyses of behavior in a This course is a continuation of HDL 781A. Students evaluate children, write reports, and responsible ethical manner. Students complete a 1200 hour internship practice short-term counseling and consultation The pre-requisite of CSP 655 is required. throughout the academic year in a University- under the supervision of the on-site psychologist. Credits: 3 approved setting under the dual guidance of an on- Students also attend weekly meetings with the Annually site staff psychologist and a University-based clinical University clinical supervisor in which professional supervisor. At least half of the hours should be in a and ethical issues related to the practice of school CSP 803 Applied Behavior Analysis IV: school setting. Participation in the intake and psychology in multicultural settings are discussed. Academic Interventions screening process, individual evaluations, Students must apply for the internship in the This course will focus on the extension of interdisciplinary staff conferences, parent semester before registration. Students must be functional analytic methods as applied to the conferences and professional meetings is required. placed in a setting where early childhood assessment, intervention and evaluation of students Students evaluate children, write reports, and populations are in place and must receive with academic disorders. Response to Intervention practice short-term counseling and consultation supervision from a field-based supervisor with models will be reviewed as well as curriculum based under the supervision of the on-site psychologist. expertise in early childhood assessment. measurements as applied to reading interventions, Students also attend weekly meetings with the The pre-requisite of HDL 781C is required. such as Direct Instruction. Students will be University clinical supervisor in which professional Credits: 3 exposed to progress monitoring assessment and ethical issues related to the practice of school Every Spring packages such as AIMSWeb and DIBELS, as well as psychology in multicultural settings are discussed. fundamentals of single-subject design as applied to Students must apply for the internship in the CSP 801 Applied Behavior Analysis II: Behavior reading behaviors. semester before registration. Therapy The pre-requisite of CSP 655 is required. The pre-requisite of HDL 781A is required. This course will introduce students to the practice Credits: 3 Credits: 3 of behavior therapy, in relation to the principles Annually Every Spring and procedures of applied behavior analysis. A major goal of this course is to teach students to CSP 804 Special Topics in Behavior Analysis CSP 782B Internship School Psycholgy II - effectively utilize behavioral techniques in the This course will focus on a variety of topics in ABA Bilingual Extension treatment of emotional disorders and the covert that are relevant to the field and the general New This course is a continuation of HDL 781B. verbal behaviors that are unique to this spectrum of York City area. Although topics may vary from year Students complete a 1200 hour internship disorders. Emphasis will be placed on to year, specific focus will be placed on the ethical throughout the academic year in a University- understanding how basic ABA principles inform applications and implementation of behavior approved setting under the dual guidance of an on- the application of procedures and the importance analysis. site staff psychologist and a University-based clinical of implementing these procedures within the The pre-requisite of CSP 655 is required. supervisor. At least half of the hours should be in a context of a carefully considered behavioral case Credits: 3

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Annually by linking theory and practice in classroom-based making process will be explored. The effects of and field-based activities. Strategies for the diversity in language, culture, gender, and CSP 805 ABA Internship Supervision I implementation of initiatives and the evaluation of ability/disability on the use of assessment data will This course is meant to provide supervision to their impact on schools are discussed. be investigated. students in the first semester of full-time internship Credits: 6 Credits: 3 as applied behavior analytic interns. Emphasis will Every Fall Annually be placed on the review of service delivery models and especially on the development and CSP 931A Administrative Core II: Community CSP 933 School Business Administration implementation of antecedent based, consequent Relations This course will focus on the business-related based, and educative methods of intervention to This course broadens the focus from aspects of school and district/regional enhance students’ success in a variety of settings. school/district/regional-related theories and administration as they support the improvement of The application of the principles and procedures of practices to those that define the nature of public the instructional program. Emphasis will be given behavior analysis will be monitored throughout the schooling and interrelationships between the to business management practices, i.e., funding duration of the course. Students will begin an educational agency and local, state, federal and sources, budgeting, automated accounting systems, integrated case study project in this course, which community forces as they impact on teaching, and federal, state, and municipal mandates. In will include assessment information, diagnostic learning and achievement. Emphasis is put on addition, strategic human resource planning formulations, proposed intervention(s), and gaining support for safe and secure learning including recruiting and selection techniques will implementation of the intervention(s) as well as the environments. Legal frameworks with respect to be explored. Students will review the collective monitoring of the intervention. Students will be community needs and their right to know are bargaining process and understand the application expected to take and pass the ABA comprehensive addressed. Students will use technological, of technology to the human resource field. exam. interpersonal and research skills to explore The pre-requisite of TLL 930 is required or The pre-requisites of CSP 655, 714, 801, 802, 803 community, understand the relationship between Department consent. and 804 are all required. school and community, and plan for the Credits: 3 Credits: 3 involvement of community in the life of the school Annually Annually and the district/region. The pre-requisite of TLL 930 is required or CSP 935 Education and the Law CSP 806 ABA Internship Supervision II Department consent. This course will explore, from a historical This course is meant to provide supervision to Credits: 3 perspective, legal and ethical issues as they impact students in the second semester of full-time Annually education in a internship as applied behavior analytic interns. multicultural/multilingual/multiracial and Discussions will emphasize the role of the behavior CSP 931B Research Methods In Administration economically diverse society. Students will study analyst as a change agent in the school system and The focus of this course is to help administrators issues such as teachers', students' and parents' rights culture. Students will discuss plans for personal become lifelong consumers and producers of and responsibilities, separation of church and state, growth in the field. Supervision will continue in research. Students will develop technological skill in censorship, freedom of speech, affirmative action, the development and implementation of locating research materials from varied sources. and educational equity and access. Special attention antecedent based, consequent based, and educative Students will learn to read, analyze, and evaluate will be given to the implications of the No Child methods of intervention to enhance clients’ success qualitative and quantitative research articles and to Left Behind legislation. Case law and case studies in a variety of settings. The application of the use the information gained to inform decision- will be used as they relate to policy development. principles and procedures of behavior analysis will making in order to support teaching/learning/ Credits: 3 be monitored throughout the duration of the achievement. Students will also learn to critically Annually course. Students will begin an integrated case study evaluate published research, formulate research project in this course, which will include assessment questions, write research reports, and develop CSP 936 Curriculum Development information, diagnostic formulations, proposed research proposals that will become the bases for A review of learning theory, human development, intervention(s), and implementation of the internship projects. Strategies for sharing and motivation as they relate to teaching, learning intervention(s) as well as the monitoring of the information with teachers and parents, and achievement. Principles of curriculum intervention. Students will be expected to take and disseminating research data, and understanding the development, design, and assessment to enhance pass the ABA comprehensive exam. impact of research on practice will be explored. teacher practice in standard-based and The pre-requisites of CSP 655, 714, 801, 802, 803 The pre-requisite of TLL 930 is required or constructivist classrooms will be studied. Students and 804 are all required. Department consent. will focus on the learning standards and analyze, Credits: 3 Credits: 3 critically evaluate, utilize, and develop strategies for Annually Annually engaging teachers in the process of assessing academic needs, implementing and adapting CSP 930 Administrative Core I: An Overview CSP 932 Assessment in Administration curriculum, and evaluating outcomes. The This course will focus on organizational This course will focus on understanding assessment importance of technology in student learning will development and systems theory. It deals with the theory. Students will become knowledgeable about be included. Organizational decision-making and structural, cultural, political, business, human obtaining assessment data from automated problem-solving skills needed in the development of relations, and policy elements of traditional and informational links and using those data in order to appropriate curricula will be discussed. Connecting non-traditional schools as social systems concerned make administrative decisions about students, the curriculum to the world of work will be with inputs, environments, transformation, and faculty, and curriculum. Emphasis will also be explored. outcomes. Students will be expected to identify placed on the ways in which administrators use Credits: 3 personal leadership, supervisory, and administrative standardized and alternative assessments of Annually abilities and demonstrate skills in the functions and students, formative and summative assessments of processes of leadership, management, interpersonal faculty, and program evaluation. Issues of reliability CSP 937 The Supervisor in the School Setting communication, and motivation for school change and validity and their relationship to the decision- This course focuses on the elements of effective supervisory practice in the school. Students will

Page 137 LIU Brooklyn Graduate Bulletin 2014 - 2015 Bulletin 2014 - 2015 consider the learning standards relative to the principles of supervision, supervisory leadership styles, and the assessment of teacher performance. Important topics include effective instructional practices, adult learning theories, organizing and planning professional staff development, and coaching and mentoring models, as well as team and consensus-building approaches that include parents and other constituents. Strategies for the development of school/district/regional comprehensive plans for the continuous professional growth of all staff will be examined. Credits: 3 Annually

CSP 941 School District Administrator This course will explore the complex role of today's school district/regional administrator as an effective leader in the broader, urban-inclusive educational community intent on enhanced student achievement. Students will explore district/regional composition and understand strategies and develop skills for: building and articulating a system-wide vision; coordinating groups for achieving district/regional short-range and long-range goals and objectives; developing procedures and policies; generating and allocating resources; developing a research-based approach to building safe and effective schools; developing leadership in school and community groups; working with governance groups; capacity building; negotiating; and program planning and accountability. Credits: 3 Annually

CSP 951A Internship in Administration and Supervision I: Building Level This internship consists of 550 hours at the school building level. Eight core areas are addressed: leadership, management, curriculum and instruction, student issues, personnel issues, staff development, in-district/region relationships, and community relations. Credits: 3 Annually

CSP 951B Internship in Administration and Supervision II: District/Regional Level This internship consists of 550 hours at the district or regional office level. Eight core areas are addressed: leadership, management, curriculum and instruction, student issues, personnel issues, staff development, in-district/region relationships, and community relations. The pre-requisite of TLL 951A is required. Credits: 3 Annually

CSP 998 Special Topics in School Leadership This course is designed to provide participants with the opportunity to explore one topic of administrative importance in depth. Topics will vary each semester. Credits: 1 to 3 On Occasion

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DEPARTMENT OF To be admitted into this program, you must: credit concentration or major in one of the • Submit an application to LIU Brooklyn's Office Liberal Arts and Sciences. TEACHING, LEARNING AND of Admissions (see below) Students will be advised of any additional LEADERSHIP • Have a bachelor's degree from an accredited coursework that they will need to complete before institution graduation to fulfill these requirements. Professors Kesson, Rivera, Traugh (Dean) • Have 2.75 minimum undergraduate grade-point Professors Emeriti Berkowitz, Kazlow, Long, average Fieldwork Nathanson, Pascale • Submit two letters of recommendation Fieldwork is required in almost all TLL Associate Professors Bains, Dyasi, Lava, Lehman • Submit a statement of professional goals courses. Students need to have at least one day a (chair), Lemberger Students who have not passed the Academic week available to be in a school placement during Associate Professor Emeriti Floyd, Zinar Literacy Skills Test (ALST) of the NYS Teacher school hours. Assistant Professors Black, Pregot, Watson Certification Exam and do not have prior teaching Student Teaching Instructors McLaughlin certification are also required to take the TLL Student teaching is usually completed in the Visiting Instructor DeFelice Department Assessment, a measure of writing last semester of the teacher education programs. It Fellows Program Administrators Harris, Walsh skill, upon admission and before registration. is a full-time experience that consists of all-day Field Experiences and School Relations Directors Students who do not achieve a passing score student teaching in selected schools. Marchant, Munn-Joseph (Level 3) on the assessment must enroll in TAL To be admitted to Student Teaching, multiple Secretary Patterson 088 Textual Strategies for Educators, a non-credit criteria include: Adjunct: 30 course to develop reading and writing skills at the • Passing score on ALST The Department of Teaching, Learning and graduate level, during the first semester. They are • 3.0 G.P.A. Leadership offers programs on both the also required to meet with the Director of • Interview with Director of School Relations & undergraduate and graduate level, all leading to Academic Support Services early in the semester Field Experience and/or Program Coordinator. NYS teaching and leadership certification. The to discuss the results of the assessment. In Students who have not passed the ALST do not program prepares new teachers and administrators addition, students scoring at Level 1 are limited to student teach but may graduate from the Non- who are just starting out in their field and helps 3 credits in the first semester; students scoring at Certification Track. practicing professionals enhance their careers with Level 2 are limited to 6 credits. Degree Requirements additional specializations. All programs emphasize Waiver of Courses for Students with an To graduate with a major in teaching students hands-on learning in a multicultural context. Undergraduate Degree in Urban Education must have: Classes are small, fostering an atmosphere of from LIU • Completion of all program requirements with a inquiry and reflection. Fieldwork, student Students who have completed the minimum G.P.A. of 3.0 teaching, and internship placements are in schools undergraduate teacher education curriculum at • Descriptive Review of Practice especially selected for excellence and diversity. LIU Brooklyn, including TAL 201 and TAL • Capstone Portfolio With an emphasis on practice, students will be out 301/302, may waive TAL 801 and TAL 830 in the To graduate from the Certification Track, in the schools – observing, learning, and doing – graduate curriculum, reducing the total credit students must also: from the very beginning. Students will graduate requirement by six credits. In the event that this • Pass the ALST, EAS, and CST eligible for state certification – and ready to get a results in a program of fewer than 30 credits, • Fulfill NYS general education and content area job! students are required to take an elective to bring requirements Job Opportunities and Career Trends their program to at least 30 credits. The elective • Complete state-mandated training in (1) child Education is an ever-growing field. As the must be approved by a faculty adviser. abuse identification and reporting, (2) violence population continues to grow, so will the need for Submitting an Application for Admission prevention, and (3) fire safety, substance abuse quality teachers and administrators to work in All applicants must apply for admission to LIU prevention, and abduction prevention. schools. Learning the theory in classrooms and Brooklyn. Please apply online at My LIU or use Students who do not meet the criteria for being involved in the practice of teaching through the Apply Now link in the top navigation bar of graduation from the Certification Track will fieldwork and student teaching is the beginning of the campus’ website. For more information on the graduate from the Non-Certification Track. a journey. The New York City Department of admissions process, visit the Office of Admissions Certification Education is the primary employer of our website or call 718-488-1011. All TAL graduate certification-track programs graduates and there are high need areas such as: Program Requirements in teaching fulfill the academic requirements for Early Childhood, Special Education and English as Continued enrollment in this program is the following certificates: a Second Language. In addition, teachers and contingent upon: • Initial Certification, for students with less than administrators are also employed in a range of • Maintaining a 3.0 grade-point average 3 years of experience in the certification area educational settings, including pre-schools, • Satisfactory review by faculty at each stage of • Professional Certification, for students with a private, independent and charter schools, private the program year of mentored teaching and two years of tutorial companies and after-school and literacy The School of Education Certification Officer teaching experience in the certification area programs. Educators are also sought at non-profit reviews the transcripts of all new students seeking To obtain initial or professional certification, organizations with a community service and/or 1st initial certification for evidence of students must: educational focus, including those that are undergraduate or graduate study that fulfills the • Fulfill all requirements for graduation from a internationally-based. Having a degree in following NYS teacher certification requirements: certification track program, including: - education opens up other career options including: • General education requirements, including Completion of student teaching, internship, positions in educational media, such as in study in artistic expression, communication, and/or practicum requirements - Passing scores publishing and television development, curriculum information retrieval, history and social on the ALST and EAS - Completion of state- development, market research and human sciences, humanities, language other than mandated training in child abuse identification resources, notably the training function. English, scientific processes, mathematical and reporting; school violence prevention; fire Admission Requirements processes, and written analysis and expression. safety; substance abuse prevention, and • Content area requirements, including a 30 abduction and, harassment, bullying and

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discrimination prevention and intervention. and/or grade level. Initial Certification leads to the Students who have not passed the ALST are • Be a U.S. citizen or sign a Declaration of Intent Professional Certificate. After three years of strongly encouraged to take the following non- • Pass the Content Specialty Test (CST) in the professional teaching experience, you can apply credit course early in their program: certification area for the Professional Certificate to continue to be TAL 099 Preparing for the NYSTCE (0 credits) • Pass the edTPA certified in New York State. All teacher-training Another optional non-credit course, TAL 088 • For students seeking the Bilingual Education bachelor’s and master’s programs in the School of Textual Strategies for Educators, is recommended Extension: pass the Bilingual Education Education at LIU Brooklyn lead to Initial for students wishing to improve their writing skills Assessment (BEA) in the target language of Certification. for graduate study as well as in preparation for the instruction Professional Certification is the second-level NYSTCE. The School of Education (SOE) Certification teaching certificate. A holder of an Initial The following workshops are required for all Officer helps students apply for certification when certificate must apply to the New York State programs leading to state certifications: all requirements are met. Students interested in Department of Education (SED) for the The Child Abuse Identification and Reporting Internship Certification before graduation should Professional certificate upon completion of Workshop is required or completion of the course consult the Certification Officer. requirements. Professional Certification is ALCX 702. Progression awarded to students with a year of mentored The Violence Prevention and Intervention All of the M.S.Ed. programs in teaching are teaching and 2 years of teaching experience in the Workshop is required or completion of the course divided into four Tiers: certification area. Please note that when you ALCX 703. • Tier I: Diversity, Language and Literacies in possess this certificate you must complete 175 The Fire Safety, Substance Abuse and Urban Education hours of professional development every five years Abduction Prevention Workshop is required or • Tier II: Observation and Description of Urban to keep this certificate valid. completion of the course ALCX 704. Learners In addition, students in the following M.S.Ed. The Harassment, Bullying and Discrimination • Tier III: Inquiry of Urban Classrooms and programs leading to 1st initial certification may be Prevention and Intervention Workshop is required Teaching Practices eligible to apply for Internship Certification after or completion of the course ALCX 705. • Tier IV: Advanced Inquiry and Practice completing half the required credits: To progress from one Tier to the next, students • Childhood Urban Education The Department of Teaching, Learning and must maintain a minimum 3.0 G.P.A. In addition • Early Childhood/Childhood Urban Education Leadership offers the following specializations: students must meet the following criteria, • Early Childhood Urban Education • Early Childhood and Childhood Education • To progress from Tier 1 to Tier II: satisfactory • Adolescence Urban Education • Adolescence Education completion of first six credits, including TAL • Teaching Urban Children with Disabilities • Special Education 801. • Teaching Urban Adolescents with Disabilities • TESOL • To progress from Tier II to Tier III: satisfactory • TESOL • Bilingual Education completion of TAL 830 and other Tier II Internship Certificates are valid for two years • Educational Leadership courses. and permit students to begin teaching while

• To progress from Tier III to Tier IV: completing their degrees and other certification satisfactory completion of TAL 880 and other requirements. Please see the Certification Officer Tier III courses. for more information about this option. At each stage of progression, faculty teams To obtain initial or professional certification, review students’ work to insure that all criteria are students must: met. In some cases, students who do not meet 1. Graduate from the Certification Track criteria are permitted to progress to the next Tier 2. Complete state-mandated training in (1) child on probation. abuse identification and reporting, (2) violence Teaching Certification Requirements prevention, (3) fire safety, substance abuse Requirements for teacher certification in New prevention, and abduction prevention, and, (4) York includes successful completion of a harassment, bullying and discrimination bachelor’s or master’s degree; passing of prevention and intervention. certification examinations, completing workshops 3. Pass the following portions of the NYSTCE. in (1) child abuse identification and reporting, (2) • Academic Literacy Skills Test (ALST) violence prevention, (3) fire safety, substance • Educating All Students Test (EAS) abuse prevention, and abduction prevention, and, • edTPA (4) harassment, bullying and discrimination • Content Specialty Test (CST) in the prevention and intervention. LIU Brooklyn's certification area programs in teacher education are designed to • For students seeking a Bilingual Extension: prepare students to meet these certification The Bilingual Education Assessment (BEA) requirements. in the target language of instruction. The teacher education programs in the School 4. Fingerprint Clearance of Education at LIU Brooklyn prepare students for Applications for certification are submitted two levels of certification in New York State — electronically. Students who have completed all Initial and Professional: requirements of the registered New York State Initial Certification is the minimum Teacher Certification program at LIU Brooklyn certification required to teach in New York State. should see the SOE certification officer, Ms. Initial Certification, for students with less than Marizaldy Mercedes, 2nd floor, Pratt Building, to three years of teaching experience in the complete their application. certification area.The entry-level certificate is Preparing for New York State Teacher valid for 5 years and is issued in a specific subject Certification Examinations

LIU Brooklyn Graduate Bulletin 2014 - 2015 Page 140 LIU Brooklyn

EARLY CHILDHOOD AND TAL 844 Environments, Practices 3.00 TAL 881B Student Teaching for the 1.00 and Play (15 Fieldwork Practicing Teacher: Early CHILDHOOD EDUCATION hours) Childhood (20 days)

TAL 846 Family Literacy and 3.00 TAL 971 Capstone Seminar 3.00 M.S.Ed. in Early Childhood Parental Collaboration Credit and G.P.A. Requirements (10 Fieldwork hours) Urban Education (Birth - Gr 2) Minimum Total Credits: 34-36 Credits Tier III: Inquiry into Urban Classrooms and Minimum G.P.A.: 3.0

The 36 -credit M.S.Ed. in Early Childhood Teaching Practices ( 9 credits) Urban Education (Birth-Grade 2) is for students TAL 845 Math and Science in 3.00 Early Childhood Urban without prior certification and leads to the degree Early Childhood (15 Fieldwork hours) Education - Non Certification of Master of Science and eligibility for initial NYS certification in Early Childhood Education. It TAL 873 Early Literacy (15 3.00 M.S.Ed., Early Childhood Urban prepares students to teach children from birth to Fieldwork hours) second grade. There is also a 34 credit M.S.Ed. in Education (B-2) (Non-Certification) Early Childhood Urban Education (Birth-Grade 2) TAL 880 Classroom Inquiry II (30 3.00 Non-credit pre-requirement determined by for students who already have certification in Fieldwork hours) TAL Assessment or ALST another area. Students graduating from this Tier IV: Advanced Inquiry and Practice (6 TAL 088 Textual Strategies for 0.00 program are eligible for teaching certification once credits) Educators they have passed all required portions of the New TAL 881A Student Teaching: Early 3.00 TIER I: Diversity, Language and Literacies in York State Teacher Certification Exam Childhood (Full-time) Urban Education (9 credits) (NYSTCE). Students may also apply for TAL 801 Issues in Urban Education 3.00 Internship Certification after completing the first TAL 971 Capstone Seminar 3.00 TAL 802 Language and Literacy 3.00 18 credits. Internship Certification permits M.S.Ed., Early Childhood Urban students to begin teaching while they complete Education (B-2) - 2nd Initial TAL 810 Early Development (15 3.00 their degrees. Students with prior initial Fieldwork hours) certification in another area will, upon completing Certification TIER II: Observation and Description of this program, also be eligible for professional All of the following courses must be completed. Urban Learners (12 credits) certification in their original certification area. A TIER I: Diversity, Language and Literacies in 34-credit non-certification track is available for Urban Education (9 credits) TAL 803 Perspectives on 3.00 students who are not interested in or who do not TAL 801 Issues in Urban Education 3.00 Disability qualify for certification. TAL 830 Classroom Inquiry I (30 3.00 TAL 802 Language and Literacy 3.00 Fieldwork hours) Early Childhood Urban TAL 810 Early Development (15 3.00 fieldwork hours) TAL 844 Environments, Practices 3.00 Education 1st Initial & 2nd and Play (15 Fieldwork TIER II: Observation and Description of hours) Initial Certification Urban Learners (12 credits)

TAL 803 Perspectives on Disability 3.00 TAL 846 Family Literacy and 3.00 M.S.Ed., Early Childhood Urban Parental Collaboration TAL 830 Classroom Inquiry I (30 3.00 Education (B-2) - 1st Initial (10 Fieldwork hours) Fieldwork hours) Certification TIER III: Inquiry of Urban Classrooms and TAL 844 Environments, Practices 3.00 Non-credit pre-requirement determined by Teaching Practices (9 credits) and Play (15 Fieldwork TAL Assessment or ALST TAL 845 Math and Science in 3.00 hours) TAL 088 Textual Strategies for 0.00 Early Childhood (15 Educators TAL 846 Family Literacy and 3.00 Fieldwork hours) Parental Collaboration All of the following courses must be completed. TAL 873 Early Literacy (15 3.00 (10 Fieldwork hours) Fieldwork hours) TIER I: Diversity, Language and Literacies in Tier III: Inquiry into Urban Classrooms and TAL 880 Classroom Inquiry II (30 3.00 Urban Education (9 credits) Teaching Practices ( 9 credits) Fieldwork hours) TAL 801 Issues in Urban Education 3.00 TAL 845 Math and Science in 3.00 TIER IV: Advanced Inquiry and Practice (4 Early Childhood (15 TAL 802 Language and Literacy 3.00 credits) Fieldwork hours) TAL 810 Early Development (15 3.00 TAL 890 Overview of Teaching in 1.00 TAL 873 Early Literacy (15 3.00 fieldwork hours) Alternative Settings Fieldwork hours) TIER II: Observation and Description of TAL 971 Capstone Seminar 3.00 TAL 880 Classroom Inquiry II (30 3.00 Urban Learners (12 credits) Credit and G.P.A. Requirements Fieldwork hours) TAL 803 Perspectives on Disability 3.00 Minimum Total Credits: 34 Credits Tier IV: Advanced Inquiry and Practice (4 Minimum G.P.A.: 3.0 TAL 830 Classroom Inquiry I (30 3.00 credits) Fieldwork hours)

Page 141 LIU Brooklyn Graduate Bulletin 2014 - 2015 Bulletin 2014 - 2015

M.S.Ed. in Childhood Urban TIER III: Inquiry of Urban Classrooms and TAL 880 Classroom Inquiry II 3.00 Teaching Practices (18 credits) (30 Fieldwork hours) Education (Grades 1-6) TAL 831 Teaching Social Studies 3.00 TIER IV: Adv Inquiry & Practice (3 credits) 1-6 (10 Fieldwork The 42-credit M.S.Ed. in Childhood Urban TAL 971 Capstone Seminar 3.00 hours) Education (Grades 1-6) is for students without Credit and G.P.A. Requirements prior certification and leads to the degree of TAL 832 Teaching the Arts 1-6 3.00 Minimum Total Credits: 33 Credits Master of Science and eligibility for initial NYS TAL 833 Teaching 3.00 Minimum G.P.A.: 3.0 certification in Childhood Education, grades 1-6. It Science/Technology 1-6 prepares students to teach in elementary school (10 Fieldwork hours) Childhood Urban Education - classrooms. There is also a 33-credit M.S.Ed. in Childhood Urban Education (Grades 1-6) for TAL 834 Teaching 3.00 Non Certification students who already have certification in another Math/Technology 1-6 area. (10 Fieldwork hours) M.S.Ed., Childhood Urban Education Optional extensions are available for students TAL 854 Classroom as Community 3.00 (1-6) (Non-Certification) who wish to teach in middle schools (6 credits) or (10 Fieldwork hours) Non-credit pre-requirement determined by bilingual classrooms (9 credits). TAL Assessment or ALST Students graduating from this program are TAL 880 Classroom Inquiry II 3.00 TAL 088 Textual Strategies for 0.00 eligible for teaching certification once they have (30 Fieldwork hours) Educators passed all required portions of the New York State TIER IV: Adv Inquiry & Practice (6 credits) All of the following courses must be completed. Teacher Certification Exam (NYSTCE). Students TAL 882A Student Teaching: 3.00 TIER I: Diversity, Language and Literacies in may also apply for Internship Certification after Childhood (Full-time) completing the first 21 credits. Internship Urban Education (6 credits) Certification permits students to begin teaching TAL 971 Capstone Seminar 3.00 TAL 801 Issues in Urban Education 3.00 while they complete their degrees. Students with Credit and G.P.A. Requirements TAL 802 Language and Literacy 3.00 prior initial certification in another area will, upon Minimum Total Credits: 42 Credits completing this program, also be eligible for Minimum G.P.A.: 3.0 professional certification in their original TIER II: Observation and Description of certification area. Childhood Urban Education 2nd Urban Learners (12 credits) A 40-credit non-certification track is available TAL 803 Perspectives on 3.00 for students who are not interested in or who do Initial Certification Disability not qualify for certification. M.S.Ed., Childhood Urban Education TAL 811 Lives of Children (14 3.00 Fieldwork hours) Childhood Urban Education 1st (1-6) - 2nd Initial Certification All of the following courses must be completed. TAL 816 Teaching Literacy K-6 3.00 Initial Certification TIER I: Diversity, Language and Literacies in (15 Fieldwork hours)

Urban Education (3 credits) M.S.Ed. in Childhood Urban TAL 830 Classroom Inquiry I (30 3.00 TAL 801 Issues in Urban Education 3.00 Education (1-6) - 1st Initial Fieldwork hours) TIER II: Observation and Description of Certification TIER III: Inquiry of Urban Classrooms and Urban Learners (9 credits) Teaching Practices (18 credits) Non-credit pre-requirement determined by TAL 803 Perspectives on Disability 3.00 TAL Assessment or ALST TAL 831 Teaching Social Studies 3.00 1-6 (10 Fieldwork TAL 088 Textual Strategies for 0.00 TAL 816 Teaching Literacy K-6 3.00 hours) Educators (15 Fieldwork hours) All of the following courses must be completed. TAL 830 Classroom Inquiry I (30 3.00 TAL 832 Teaching the Arts 1-6 3.00 TIER I: Diversity, Language and Literacies in Fieldwork hours) TAL 833 Teaching 3.00 Urban Education (6 credits) TIER III: Inquiry of Urban Classrooms and Science/Technology 1-6 TAL 801 Issues in Urban Education 3.00 Teaching Practices (18 credits) (10 Fieldwork hours)

TAL 802 Language and Literacy 3.00 TAL 831 Teaching Social Studies 3.00 TAL 834 Teaching 3.00 1-6 (10 Fieldwork TIER II: Observation and Description of Math/Technology 1-6 hours) Urban Learners (12 credits) (10 Fieldwork hours) TAL 803 Perspectives on Disability 3.00 TAL 832 Teaching the Arts 1-6 3.00 TAL 854 Classroom as Community 3.00 (10 Fieldwork hours) TAL 811 Lives of Children (14 3.00 TAL 833 Teaching 3.00 Fieldwork hours) Science/Technology 1-6 TAL 880 Classroom Inquiry II 3.00 (10 Fieldwork hours) (30 Fieldwork hours) TAL 816 Teaching Literacy K-6 3.00 (15 Fieldwork hours) TAL 834 Teaching 3.00 TIER IV: Adv Inquiry & Practice (4 credits) Math/Technology 1-6 TAL 890 Overview of Teaching in 1.00 TAL 830 Classroom Inquiry I (30 3.00 (10 Fieldwork hours) Alternative Settings Fieldwork hours) TAL 854 Classroom as Community 3.00 TAL 971 Capstone Seminar 3.00 (10 Fieldwork hours)

LIU Brooklyn Graduate Bulletin 2014 - 2015 Page 142 LIU Brooklyn

Credit and G.P.A. Requirements TAL 810 Early Development (15 3.00 TAL 801 Issues in Urban Education 3.00 Minimum Total Credits: 40 Credits Fieldwork hours) TIER II: Observation and Description of Minimum G.P.A.: 3.0 TAL 811 Lives of Children (14 3.00 Urban Learners (12 credits)

Fieldwork hours) TAL 803 Perspectives on 3.00 M.S.Ed. in Childhood/Early Disability TAL 816 Teaching Literacy K-6 3.00 Childhood Urban Education (15 Fieldwork hours) TAL 810 Early Development (15 3.00 Fieldwork hours) (Birth - Grade 6) TAL 830 Classroom Inquiry I (30 3.00 Fieldwork hours) TAL 816 Teaching Literacy K-6 3.00 The 52-credit M.S.Ed. in Childhood/Early TIER III: Inquiry of Urban Classrooms and (15 Fieldwork hours) Childhood Urban Education (Birth – Grade 6) is Teaching Practices (24 credits) for students without prior certification and leads to TAL 830 Classroom Inquiry I (30 3.00 the degree of Master of Science and eligibility for TAL 831 Teaching Social Studies 3.00 Fieldwork hours) initial NYS certification in Early Childhood (1-6) (10 Fieldwork TIER III: Inquiry of Urban Classrooms and Education, birth to grade 2, and Childhood hours) Teaching Practices (24 credits) Education, grades 1–6. It prepares students to TAL 832 Teaching the Arts (1-6) 3.00 TAL 831 Teaching Social Studies 3.00 teach in pre-schools, kindergartens, and (1-6) (10 Fieldwork TAL 833 Teaching of 3.00 elementary school classrooms. There is also a 44- hours) credit M.S.Ed. in Childhood/Early Childhood Science/Technology (10 Urban Education (Birth – Grade 6) for students Fieldwork hours) TAL 832 Teaching the Arts (1-6) 3.00 who already have certification in another area. TAL 834 Teaching of 3.00 TAL 833 Teaching of 3.00 Optional extensions are available for students Math/Technology (10 Science/Technology (10 who wish to teach in middle schools, grades 7–9 (6 Fieldwork hours) Fieldwork hours) credits) or bilingual classrooms (9 credits). TAL 844 Environments, Practices 3.00 TAL 834 Teaching of 3.00 Students graduating from this program are and Play (15 Fieldwork Math/Technology (10 eligible for teaching certification once they have hours) Fieldwork hours) passed all required portions of the New York State Teacher Certification Exam (NYSTCE). Students TAL 846 Family Literacy and 3.00 TAL 844 Environments, Practices 3.00 may also apply for Internship Certification after Parental Collaboration and Play (15 Fieldwork completing the first 24 to 26 credits. Internship (10 Fieldwork hours) hours) Certification permits students to begin teaching OR TAL 846 Family Literacy and 3.00 while they complete their degrees. Students with TAL 854 Classroom as Community 3.00 Parental Collaboration prior initial certification in another area will, upon (10 Fieldwork hours) (10 Fieldwork hours) completing this program, also be eligible for professional certification in their original TAL 873 Early Literacy (15 3.00 OR certification area. Fieldwork hours TAL 854 Classroom as Community 3.00 A 49-credit non-certification track is available (10 Fieldwork hours) TAL 880 Classroom Inquiry II (30 3.00 for students who are not interested in or who do Fieldwork hours) TAL 873 Early Literacy (15 3.00 not qualify for certification. TIER IV: Advanced Inquiry and Practice (7 Fieldwork hours) Childhood/Early Childhood credits) TAL 880 Classroom Inquiry II (30 3.00 TAL 882A Student Teaching: 3.00 Fieldwork hours) Urban Education - 1st Initial Childhood (Full-Time) TIER IV: Advanced Inquiry and Practice (4-5 Certification TAL 881B Student Teaching for the 1.00 credits)

Practicing Teacher: Early TAL 882B Student Teaching for the 1.00 M.S.Ed., Childhood and Early Childhood (20 days) Practicing Teacher: Childhood Urban Education (B-6) - Childhood * (20 days) TAL 971 Capstone Seminar 3.00 1st Initial Certification Credit and G.P.A. Requirements TAL 881B Student Teaching for the 1.00 Non-credit pre-requirement determined by Minimum Total Credits: 52 Credits Practicing Teacher: Early TAL Assessment or ALST Minimum G.P.A.: 3.0 Childhood (20 days) TAL 088 Textual Strategies for 0.00 TAL 971 Capstone Seminar 3.00 Educators Childhood/Early Childhood *May be waived for students who hold initial All of the following courses are required. certification in another area. TIER I: Diversity, Language and Literacies in Urban Education - 2nd Initial Credit and G.P.A. Requirements Urban Education (6 credits) Certification Minimum Total Credits: 43-44 Credits TAL 801 Issues in Urban Education 3.00 Minimum G.P.A.: 3.0 TAL 802 Language and Literacy 3.00 M.S.Ed., Childhood and Early

TIER II: Observation and Description of Childhood Urban Education (B-6) - Urban Learners (15 credits) 2nd Initial Certification TAL 803 Perspectives on 3.00 TIER I: Diversity, Language and Literacies in Disability Urban Education (3 credits)

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TIER IV: Advanced Inquiry and Practice (4 Childhood/Early Childhood credits) TAL 890 Overview of Teaching in 1.00 Urban Education - Non Alternative Settings

Certification TAL 971 Capstone Seminar 3.00

M.S.Ed., Childhood and Early Credit and G.P.A. Requirements Minimum Total Credits: 52 Credits Childhood Urban Education (B-6) Minimum G.P.A.: 3.0 (Non-Certification) Non-credit pre-requirement determined by Advanced Certificate in Early TAL Assessment or LAST TAL 088 Textual Strategies for 0.00 Childhood Urban Education Educators (Birth - Grade 2) All of the following courses are required.

TIER I: Diversity, Language and Literacies in Urban Education (6 credits) Advanced Certificate, Early TAL 801 Issues in Urban Education 3.00 Childhood Urban Education (B-2) The Advanced Certificate in Early Childhood is TAL 802 Language and Literacy 3.00 for students with prior certification only. It leads TIER II: Observation and Description of to a 2nd Initial Certification in Early Childhood Urban Learners (15 credits) Education, preparing students to teach in TAL 803 Perspectives on 3.00 preschool, kindergarten, and primary classrooms Disability through grade 2. Must complete all courses listed below. TAL 810 Early Development (15 3.00 TAL 810 Early Development 3.00 Fieldwork hours) TAL 844 Environments Practices 3.00 TAL 811 Lives of Children (14 3.00 and Play in Early Fieldwork hours) Childhood TAL 816 Teaching Literacy K-6 3.00 TAL 846 Family Literacy and 3.00 (15 Fieldwork hours) Parental Collaboration TAL 830 Classroom Inquiry I (30 3.00 TAL 873 Early Literacy 3.00 Fieldwork hours) TIER III: Inquiry of Urban Classrooms and TAL 881B Student Teaching for the 1.00 Teaching Practices (24 credits) Practicing Teacher: Early Childhood TAL 831 Teaching Social Studies 3.00 (1-6) (10 Fieldwork Credit and G.P.A. Requirements hours) Minimum Total Credits: 13 Credits Minimum G.P.A.: 3.0 TAL 832 Teaching the Arts (1-6) 3.00

TAL 833 Teaching of 3.00 Science/Technology (10 Fieldwork hours)

TAL 834 Teaching of 3.00 Math/Technology (10 Fieldwork hours)

TAL 844 Environments, Practices 3.00 and Play (15 Fieldwork hours)

TAL 846 Family Literacy and 3.00 Parental Collaboration (10 Fieldwork hours) OR TAL 854 Classroom as Community 3.00 (10 Fieldwork hours)

TAL 873 Early Literacy (15 3.00 Fieldwork hours)

TAL 880 Classroom Inquiry II (30 3.00 Fieldwork hours)

LIU Brooklyn Graduate Bulletin 2014 - 2015 Page 144 LIU Brooklyn

ADOLESCENCE EDUCATION TAL 817 Teaching Literacy: 3.00 TAL 842A Teaching Methods in the 3.00 Grades 5-12 (10 Secondary Classroom: Fieldwork hours) Biology (15 Fieldwork hours) M.S.Ed. in Adolescence Urban TAL 830 Classroom Inquiry I (30 3.00 Education (Grades 7-12) Fieldwork hours) TAL 880 Classroom Inquiry II 3.00 TIER III: Inquiry of Urban Classrooms and (30 Fieldwork hours) The 39-45-credit M.S.Ed. in Adolescence Teaching Practices (15-21 credits) TIER IV: Advanced Inquiry and Practice (3 Urban Education (Grades 7-12) is for students A minimum of 6 graduate credits are required credits) without prior certification and leads to the degree in the area of concentration: Biology TAL 971 Capstone Seminar 3.00 of Master of Science in Education and eligibility TAL 841A Curriculum in the 3.00 for initial NYS certification in Adolescence Credit and G.P.A. Requirements Secondary Classroom: Education, grades 7-12. It prepares students to Minimum Total Credits: 30-36 Credits Biology (15 Fieldwork teach one of the content areas (Biology, Minimum G.P.A.: 3.0 hours) Chemistry, English, Math or Social Studies) at the secondary level. Prior coursework in the intended TAL 842A Teaching Methods in the 3.00 Adolescent Urban Education: content area is required. There is also a 33-39- Secondary Classroom: Biology (15 Fieldwork Biology - Non Certification credit M.S.Ed. in Adolescence Urban Education hours) (Grades 7-12) for students who already have M.S.Ed., Adolescence Urban certification in another area. TAL 880 Classroom Inquiry II (30 3.00 Education: Biology (7-12) (Non- Optional extensions are also available for Fieldwork hours) students wishing to teach in middle schools (6 Certification) TIER IV: Advanced Inquiry and Practice (6 credits) or in bilingual classrooms (9 credits). Non-credit pre-requirement determined by credits) Students graduating from this program are TAL Assessment or ALST: eligible for teaching certification once they have TAL 883A Student Teaching: 3.00 TAL 088 Textual Strategies for 0.00 passed all required portions of the New York State Adolescence (Full-time Educators Teacher Certification Exam (NYSTCE). Students classroom fieldwork) All of the following courses are required: may also apply for Internship Certification after TAL 971 Capstone Seminar 3.00 TIER I: Diversity, Language and Literacies in completing the first 18 to 21 credits. Internship Credit and G.P.A. Requirements Urban Education (6 credits) Certification permits students to begin teaching Minimum Total Credits: 39-45 Credits TAL 801 Issues in Urban 3.00 while they complete their degrees. Minimum G.P.A.: 3.0 Education Students with prior initial certification in another area will, upon completing this program, TAL 802 Language and Literacy 3.00 also be eligible for professional certification in Adolescent Urban Education: TIER II: Observation and Description of their original certification area. Biology 2nd Initial Certification Urban Learners (12 credits) A non-certification track is available for TAL 803 Perspectives on Disability 3.00 students who are not interested in or who do not M.S.Ed., Adolescence Urban qualify for certification. TAL 812 Lives of Adolescents 3.00 Education: Biology (7-12) - 2nd (14-20 Fieldwork hours) Initial Certification Adolescent Urban Education: TAL 817 Teaching Literacy: 3.00 All of the following courses are required: Grades 5-12 (10 Biology 1st Initial Certification TIER I: Diversity, Language and Literacies in Fieldwork hours) Urban Education (6 credits) M.S.Ed., Adolescence Urban TAL 801 Issues in Urban Education 3.00 TAL 830 Classroom Inquiry I (30 3.00 Education: Biology (7-12) - 1st Initial Fieldwork hours) TAL 803 Perspectives on Disability 3.00 Certification TIER III: Inquiry of Urban Classrooms and TIER II: Observation and Description of Non-cedit pre-requirement determined by TAL Teaching Practices (15-21 credits) Urban Learners (6 credits) Assessment or ALST A minimum of 6 graduate credits are required in TAL 817 Teaching Literacy: 3.00 TAL 088 Textual Strategies for 0.0 the concentration area: Biology Grades 5-12 (10 Educators TAL 841A Curriculum in the 3.00 Fieldwork hours) All of the following courses are required: Secondary Classroom: TIER I: Diversity, Language and Literacies in TAL 830 Classroom Inquiry I (30 3.00 Biology (15 Fieldwork Urban Education (6 credits) Fieldwork hours) hours) TAL 801 Issues in Urban Education 3.00 TIER III: Inquiry of Urban Classrooms and TAL 842A Teaching Methods in the 3.00 Teaching Practices (15-21 credits) Secondary Classroom: TAL 802 Language and Literacy 3.00 A minimum of 6 graduate credits are required Biology (15 Fieldwork TIER II: Observation and Descripton of in the concentration area: Biology hours) Urban Learners (12 credits) TAL 841A Curriculum in the 3.00 TAL 880 Classroom Inquiry II (30 3.00 Secondary Classroom: TAL 803 Perspectives on Disability 3.00 Fieldwork hours) Biology (15 Fieldwork TAL 812 Lives of Adolescents (14 3.00 hours) Fieldwork hours)

Page 145 LIU Brooklyn Graduate Bulletin 2014 - 2015 Bulletin 2014 - 2015

TIER IV: Advanced Inquiry and Practice (4 Credit and G.P.A. Requirements Minimum Total Credits: 39-45 Credits credits) Minimum G.P.A.: 3.0 All of the following courses are required: TAL 890 Overview of Teaching in 1.00 TIER I: Diversity, Language and Literacies in Urban Education (6 credits) Alternative Settings Adolescent Urban Education: TAL 801 Issues in Urban Education 3.00 TAL 971 Capstone Seminar 3.00 Chemistry 2nd Initial Credit and G.P.A. Requirements TAL 802 Language and Literacy 3.00 Minimum Total Credits: 37-43 Credits Certification TIER II: Observation and Description of

Minimum G.P.A.: 3.0 Urban Learners (12 credits) M.S.Ed., Adolescence Urban TAL 803 Perspectives on Disability 3.00 Education: Chemistry (7-12) - 2nd Adolescent Urban Education: TAL 812 Lives of Adolescents 3.00 Initial Certification (14-20 Fieldwork hours) Chemistry 1st Initial All of the following courses are required: Certification TIER I: Diversity, Language and Literacies in TAL 817 Teaching Literacy: 3.00 Urban Education (6 credits) Grades 5-12 (10 M.S.Ed., Adolescence Urban TAL 801 Issues in Urban Education 3.00 Fieldwork hours)

Education: Chemistry (7-12) - 1st TAL 803 Perspectives on 3.00 TAL 830 Classroom Inquiry I (30 3.00 Initial Certification Disabilities Fieldwork hours) Non-credit pre-requirement determined by TIER II: Observation and Description of TER III: Inquiry of Urban Classrooms and TAL Assessment or ALST Urban Learners (6 credits) Teaching Practices (15-21 credits) A minimum of 6 graduate credits are required in TAL 088 Textual Strategies for 0.00 TAL 817 Teaching Literacy: 3.00 the concentration area: Chemistry Educators Grades 5-12 (10 All of the following courses are required: Fieldwork hours) TAL 841B Curriculum in the 3.00 TIER I: Diversity, Language and Literacies in Secondary Classroom: TAL 830 Classroom Inquiry I (30 3.00 Urban Education (6 credits) Chemistry (15 Fieldwork hours) TAL 801 Issues in Urban Education 3.00 Fieldwork hours) TIER III: Inquiry of Urban Classrooms and TAL 842B Teaching Methods in the 3.00 TAL 802 Language and Literacy 3.00 Teaching Practices (15-21 credits) Secondary Classroom: TIER II: Observation and Description of A minimum of 6 graduate credits are required Chemistry (15 Urban Learners (12 credits) in the concentration area: Chemistry Fieldwork hours) TAL 803 Perspectives on Disability 3.00 TAL 841B Curriculum in the 3.00 Secondary Classroom: TAL 880 Classroom Inquiry II 3.00 TAL 812 Lives of Adolescents 3.00 Chemistry (15 (30 Fieldwork hours) (14 Fieldwork hours) Fieldwork hours) TIER IV: Advanced Inquiry and Practice (4 TAL 817 Teaching Literacy: 3.00 credits) TAL 842B Teaching Methods in the 3.00 Grades 5-12 (10 Secondary Classroom: TAL 890 Overview of Teaching in 1.00 Fieldwork hours) Chemistry (15 Alternative Settings TAL 830 Classroom Inquiry I (30 3.00 Fieldwork hours) TAL 971 Capstone Seminar 3.00 Fieldwork hours) TAL 880 Classroom Inquiry II (30 3.00 Credit and G.P.A. Requirements TIER III: Inquiry of Urban Classrooms and Fieldwork hours) Minimum Total Credits: 37-43 Credits Teaching Practices (15-21 credits) TIER IV Advanced Inquiry and Practice (3 Minimum G.P.A.: 3.0 A minimum of 6 graduate credits are required in credits) the area of concentration: Chemistry TAL 971 Capstone Seminar 3.00 Adolescent Urban Education: TAL 841B Curriculum in the 3.00 Secondary Classroom: Credit and G.P.A. Requirements English 1st Initial Certification

Chemistry (15 Minimum Total Credits: 30-36 Credits Fieldwork hours) Minimum G.P.A.: 3.0 M.S.Ed., Adolescence Urban

Education: English (7-12) - 1st Initial TAL 842B Teaching Methods in the 3.00 Adolescent Urban Education: Secondary Classroom: Certification Chemistry (15 Chemistry - Non Certification Non-credit pre-requirement determined by Fieldwork hours) TAL Assessment or ALST M.S.Ed., Adolescence Urban TAL 088 Textual Strategies for 0.00 TAL 880 Classroom Inquiry II 3.00 Educators (30 Fieldwork hours) Education: Chemistry (7-12) (Non- All of the following courses are required: TIER IV: Advanced Inquiry and Practice (6 Certification) TIER I: Diversity, Language and Literacies in credits) Non-credit pre-requirement determined by TAL Assessment or ALST: Urban Education (6 credits) TAL 883A Student Teaching: 3.00 TAL 801 Issues in Urban Education 3.00 Adolescence (Full-time TAL 088 Textual Strategies for 3.00 classroom fieldwork) Educators TAL 802 Language and Literacy 3.00

TAL 971 Capstone Seminar 3.00

LIU Brooklyn Graduate Bulletin 2014 - 2015 Page 146 LIU Brooklyn

TIER II: Observation and Description of in the concentration area: English TAL 880 Classroom Inquiry II 3.00 Urban Learners (12 credits) TAL 841C Curriculum in the 3.00 (30 Fieldwork hours) TAL 803 Perspectives on 3.00 Secondary Classroom: TIER IV: Advanced Inquiry and Practice (4 Disabilities English (15 Fieldwork credits) hours) TAL 812 Lives of Adolescents 3.00 TAL 890 Overview of Teaching in 1.00 (14 Fieldwork hours) TAL 842C Teaching Methods in the 3.00 Alternative Settings Secondary Classroom: TAL 817 Teaching Literacy: 3.00 TAL 971 Capstone Seminar 3.00 English (15 Fieldwork Grades 5-12 (10 hours) Credit and G.P.A. Requirements Fieldwork hours) Minimum Total Credits: 37-43 Credits TAL 880 Classroom Inquiry II 3.00 TAL 830 Classroom Inquiry I (30 3.00 Minimum G.P.A.: 3.0 (30 Fieldwork hours) Fieldwork hours) TIER IV: Advanced Inquiry and Practice (3 TIER III: Inquiry of Urban Classrooms and Adolescent Urban Education: credits) Teaching Practices (15-21 credits) Mathematics 1st Initial A minimum of 6 graduate credits are required in TAL 971 Capstone Seminar 3.00 the area of concentration: English Credit and G.P.A. Requirements Certification

TAL 841C Curriculum in the 3.00 Minimum Total Credits: 30-36 Credits M.S.Ed., Adolescence Urban Secondary Classroom: Minimum G.P.A.: 3.0

English (15 Fieldwork Education: Mathematics (7-12) - 1st hours) Adolescent Urban Education: Initial Certification Non-credit pre-requirement determined by TAL 842C Teaching Methods in the 3.00 English - Non Certification TAL Assessment or ALST Secondary Classroom: English (15 Fieldwork M.S.Ed., Adolescence Urban TAL 088 Textual Strategies for 0.00 Educators hours) Education: English (7-12) (Non- All of the following courses are required: TAL 880 Classroom Inquiry II 3.00 Certification) TIER I: Diversity, Language and Literacies in (30 Fieldwork hours) Non-credit pre-requirement determined by Urban Education (6 credits) TIER IV: Advanced Inquiry and Practice (6 TAL Assessment or ALST: TAL 801 Issues in Urban Education 3.00 credits) TAL 088 Textual Strategies for 0.00 TAL 971 Capstone Seminar 3.00 Educators TAL 802 Language and Literacy 3.00 All of the following courses are required: TIER II: Observation and Description of TAL 883A Student Teaching: 3.00 TIER I: Diversity, Language and Literacies in Urban Learners (12 credits) Adolescence (Full-time Urban Education (6 credits) classroom fieldwork) TAL 803 Perspectives on Disability 3.00 TAL 801 Issues in Urban Education 3.00 Credit and G.P.A. Requirements TAL 812 Lives of Adolescents 3.00 Minimum Total Credits: 39-45 Credits TAL 802 Language and Literacy 3.00 (14 Fieldwork hours) Minimum G.P.A.: 3.0 TIER II: Observation and Description of TAL 817 Teaching Literacy: 3.00

Urban Learners (12 credits) Grades 5-12 (10 Adolescent Urban Education: TAL 803 Perspectives on Disability 3.00 Fieldwork hours)

English 2nd Initial Certification TAL 812 Lives of Adolescents 3.00 TAL 830 Classroom Inquiry I (30 3.00

(14 Fieldwork hours) Fieldwork hours) M.S.Ed., Adolescence Urban TAL 817 Teaching Literacy: 3.00 TIER III: Inquiry of Urban Classrooms and Education: English (7-12) - 2nd Grades 5-12 (10 Teaching Practices (15-21 credits) Initial Certification Fieldwork hours) A minimum of 6 graduate credits are required in All of the following courses are required: the area of concentration: Mathematics TAL 830 Classroom Inquiry I (30 3.00 TIER I: Diversity, Language and Literacies in TAL 841D Curriculum in the 3.00 Fieldwork hours) Urban Education (6 credits) Secondary Classroom: TAL 801 Issues in Urban Education 3.00 TIER III: Inquiry of Urban Classrooms and Mathematics (15 Teaching Practices (15-21 credits) Fieldwork hours) TAL 803 Perspectives on Disability 3.00 A minimum of 6 graduate credits are required TIER II: Observation and Description of in the concentration area: English TAL 842D Teaching Methods in the 3.00 Secondary Classroom: Urban Learners (6 credits) TAL 841C Curriculum in the 3.00 Mathematics (15 TAL 817 Teaching Literacy: 3.00 Secondary Classroom: Fieldwork hours) Grades 5-12 (10 English (15 Fieldwork Fieldwork hours) hours) TAL 880 Classroom Inquiry II 3.00 (30 Fieldwork hours) TAL 830 Classroom Inquiry I (30 3.00 TAL 842C Teaching Methods in the 3.00 Fieldwork hours) Secondary Classroom: TIER IV: Advanced Inquiry and Practice (6 credits) Tier III: Inquiry of Urban Classrooms and English (15 Fieldwork Teaching Practices (15-21 credits) hours) A minimum of 6 graduate credits are required

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TAL 883A Student Teaching: 3.00 Non-credit pre-requirement determined by Urban Education (6 credits) Adolescence (Full-time TAL 801 Issues in Urban Education 3.00 TAL Assessment or ALST: classroom fieldwork) TAL 088 Textual Strategies for 0.00 TAL 802 Language and Literacy 3.00 TAL 971 Capstone Seminar 3.00 Educators TIER II: Observation and Description of Credit and G.P.A. Requirements All of the following courses are required: Urban Learners (12 credits) Minimum Total Credits: 39-45 Credits TIER I: Diversity, Language and Literacies in TAL 803 Perspectives on Disability 3.00 Minimum G.P.A.: 3.0 Urban Education (6 credits) TAL 812 Lives of Adolescents 3.00 TAL 801 Issues in Urban Education 3.00 (14 Fieldwork hours) Adolescent Urban Education: TAL 802 Language and Literacy 3.00 TAL 817 Teaching Literacy: 3.00 Mathematics 2nd Initial TIER II: Observation and Description of Grades 5-12 (10 Certification Urban Learners (12 credits) Fieldwork hours)

TAL 803 Perspectives on Disability 3.00 TAL 830 Classroom Inquiry I (30 3.00 M.S.Ed., Adolescence Urban TAL 812 Lives of Adolescents 3.00 Fieldwork hours) Education: Mathematics (7-12) - 2nd (14 Fieldwork hours) TIER III: Inquiry of Urban Classrooms and Initial Certification Teaching Practices (15-21 credits) TAL 817 Teaching Literacy: 3.00 All of the following courses are required: A minimum of 6 graduate credits are required Grades 5-12 (10 TIER I: Diversity, Language and Literacies in in the area of concentration: Social Studies Fieldwork hours) Urban Educatin (6 credits) TAL 841E Curriculum in the 3.00 TAL 801 Issues in Urban Education 3.00 TAL 830 Classroom Inquiry I (30 3.00 Secondary Classroom: Fieldwork hours) TAL 803 Perspectives on Disability 3.00 Social Studies (15 TIER III: Inquiry of Urban Classrooms and Fieldwork hours) TIER II Observation and Description of Urban Teaching Practices (15-21 credits) Learners (6 credits) TAL 842E Teaching Methods in the 3.00 A minimum of 6 graduate credits are required Secondary Classroom: TAL 817 Teaching Literacy: 3.00 in the concentration area: Mathematics Grades 5-12 (10 Social Studies (15 TAL 841D Curriculum in the 3.00 Fieldwork hours) Fieldwork hours) Secondary Classroom: TAL 830 Classroom Inquiry I (30 3.00 Mathematics (15 TAL 880 Classroom Inquiry II 3.00 Fieldwork hours) Fieldwork hours) (30 Fieldwork hours) TIER IV: Advanced Inquiry and Practice (6 TIER III: Inquiry of Urban Classrooms and TAL 842D Teaching Methods in the 3.00 credits) Teaching Practices (15-21 credits) Secondary Classroom: A minimum of 6 graduate credits are required Mathematics (15 TAL 883A Student Teaching: 3.00 in the concentration area: Mathematics Fieldwork hours) Adolescence (Full-time TAL 841D Curriculum in the 3.00 classroom fieldwork) TAL 880 Classroom Inquiry II 3.00 Secondary Classroom: (30 Fieldwork hours) TAL 971 Capstone Seminar 3.00 Mathematics (15 TIER IV: Advanced Inquiry and Practice (4 Credit and G.P.A. Requirements Fieldwork hours) credits) Minimum Total Credits: 39-45 Credits TAL 842D Teaching Methods in the 3.00 Minimum G.P.A.: 3.0 TAL 890 Overview of Teaching in 1.00 Secondary Classroom: Alternative Settings Mathematics (15 Adolescent Urban Education: Fieldwork hours TAL 971 Capstone Seminar 3.00 Credit and G.P.A. Requirements Social Studies 2nd Initial TAL 880 Classroom Inquiry II 3.00 Minimum Total Credits: 37-43 Credits (30 Fieldwork hours) Certification Minimum G.P.A.: 3.0 TIER IV: Advanced Inquiry and Practice (3 M.S.Ed., Adolescence Urban credits) Adolescent Urban Education: Education: Social Studies (7-12) - 2nd TAL 971 Capstone Seminar 3.00 Initial Certification Credit and G.P.A. Requirements Social Studies 1st Initial All of the following courses are required: Minimum Total Credits: 33-39 Credits Certification TIER I: Diversity, Language and Literacies in Minimum G.P.A.: 3.0 Urban Education (6 credits) M.S.Ed., Adolescence Urban TAL 801 Issues in Urban Education 3.00 Adolescent Urban Education: Education: Social Studies (7-12) - 1st TAL 803 Perspectives on Disability 3.00 Mathematics - Non Certification Initial Certification Non-credit pre-requirement determined by TIER II: Observation and Description of M.S.Ed., Adolescence Urban TAL Assessment or ALST Urban Learners (6 credits) Education: Mathematics (7-12) (Non- TAL 088 Textual Strategies for 0.00 TAL 817 Teaching Literacy: 3.00 Educators Grades 5-12 (10 Certification) Fieldwork hours) All of the following courses are required:

TIER I: Diversity, Language and Literacies in

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TAL 830 Classroom Inquiry I (30 3.00 TAL 842E Teaching Methods in the 3.00 Fieldork hours) Secondary Classroom: TIER III: Inquiry of Urban Classrooms and Social Studies (15 Teaching Practices (15-21 credits) Fieldwork hours) A minimum of 6 graduate credits are required TAL 880 Classroom Inquiry II 3.00 in the concentration area: Social Studies (30 Fieldwork hours) TAL 841E Curriculum in the 3.00 TIER IV: Advanced Inquiry and Practice (4 Secondary Classroom: credits) Social Studies (15 TAL 890 Overview of Teaching in 1.00 Fieldwork hours) Alternative Settings TAL 842E Teaching Methods in the 3.00 TAL 971 Capstone Seminar 3.00 Secondary Classroom: Social Studies (15 Credit and G.P.A. Requirements Fieldwork hours) Minimum Total Credits: 37-43 Credits Minimum G.P.A.: 3.0 TAL 880 Classroom Inquiry II 3.00 (30 Fieldwork hours) TIER IV: Advanced inquiry and Practice (3 Fast-Track M.S.Ed. in credits) Adolescence Urban Education TAL 971 Capstone Seminar 3.00 (Grades 7-12) Credit and G.P.A. Requirements Minimum Total Credits: 33-39 Credits Designed for career-changers and others who Minimum G.P.A.: 3.0 have a background in one of the academic content

areas (Biology, Chemistry, English, Math or Adolescent Urban Education: Social Studies). This is a Fast-Track program Social Studies - Non Certification leading to certification in Adolescence Education, grades 7-12. After one intensive fall and spring (24 credits), you will be qualified for NYS Internship M.S.Ed., Adolescence Urban Certification, which will permit you to seek a Education: Social Studies (7-12) teaching position at the secondary level. After (Non-Certification) obtaining the Internship Certificate, students have Non-credit pre-requirement determined by up to two years to complete the M.S.Ed. degree TAL Assessment or ALST (15 credits) and first initial certification. Student TAL 088 Textual Strategies for 0.00 must have at least 24 credits in their content area Educators to qualify for this program.

All of the following courses are required: TIER I: Diversity, Language and Literacies in Urban Education (6 credits) TAL 801 Issues in Urban Education 3.00

TAL 802 Language and Literacy 3.00 TIER II: Observation and Description of Urban Learners (12 credits) TAL 803 Perspectives on Disability 3.00

TAL 812 Lives of Adolescents 3.00 (14-20 Fieldwork hours)

TAL 817 Teaching Literacy: 3.00 Grades 5-12 (10 Fieldwork hours)

TAL 830 Classroom Inquiry I (30 3.00 Fieldwork hours) TIER III: Inquiry of Urban Classrooms and Teaching Practices (15-21 credits) A minimum of 6 graduate credits are required in the concentration area: Social Studies TAL 841E Curriculum in the 3.00 Secondary Classroom: Social Studies (15 Fieldwork hours)

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SPECIAL EDUCATION TAL 816 Teaching Literacy K-6 3.00 TIER III: Inquiry of Urban Classrooms and (15 Fieldwork hours) Teaching Practices (16 credits) TAL 852 Strategies for Teaching 4.00 TAL 822 Assessment and Special 3.00 Learners with Diverse M.S.Ed. in Teaching Urban Education Needs: Childhood (10 Children with Disabilities TAL 830 Classroom Inquiry I (30 3.00 Fieldwork hours) Fieldwork hours) (Grades 1-6) TAL 853 Collaboration and 3.00

TAL 851 Curriculum Theory and 3.00 Consultation: Family The 43-credit M.S.Ed. in Teaching Urban Practice in Special School, and Community Children with Disabilities (Grades 1-6) is for Education: Childhood (10 Fieldwork hours) students without prior certification and leads to the (10 Fieldwork hours) degree of Master of Science and eligibility for TAL 854 Classroom as Community 3.00 TIER III: Inquiry of Urban Classrooms and initial NYS Certification in Teaching Urban (10 Fieldwork hours) Teaching Practices (13 credits) Children with Disabilities, grades 1-6. It prepares TAL 871 Introduction to Reading 3.00 students to teach in inclusive or self-contained TAL 852 Strategies for Teaching 4.00 Difficulties special education classrooms and resource rooms Learners with Diverse at the elementary school level. There is also a 35 Needs: Childhood (10 TAL 880 Classroom Inquiry II 3.00 credit M.S.Ed. in Teaching Urban Children with Fieldwork hours) (30 Fieldwork hours) Disabilities (Grades 1-6) for students who already TAL 853 Collaboration and 3.00 TIER IV: Advanced Inquiry and Practice (4-6 have certification in another area. Consultation: Family credits) Optional extensions are available for students School, and Community TAL 884A Student 3.00 who wish to teach in middle schools (6 credits) or (10 Fieldwork hours) Teaching:Childhood bilingual classrooms (9 credits). Students Special Education (full- TAL 854 Classroom as Community 3.00 graduating from this program are eligible for time classroom (10 Fieldwork hours) teaching certification once they have passed all fieldwork) special required portions of the New York State Teacher TAL 880 Classroom Inquiry II 3.00 permission required OR Certification Exam (NYSTCE). Students may also (30 Fieldwork hours) apply for Internship Certification after completing TAL 884B Student Teaching for the 1.00 Tier IV: Advanced Inquiry and Practice (6 the first 21 credits. Internship Certification permits Practicing Teacher: credits) students to begin teaching while they complete Childhood Special their degrees. TAL 884A Student Teaching: 3.00 Education (full-time Students with prior initial certification in Childhood Special classroom fieldwork) another area will, upon completing this program, Education (full-time special permission also be eligible for professional certification in classroom fieldwork) required their original certification area. TAL 971 Capstone Seminar 3.00 TAL 971 Capstone Seminar 3.00 A non-certification track is available for Credit and G.P.A. Requirements Credit and G.P.A. Requirements students who are not interested in or who do not Minimum Total Credits: 43 Credits Minimum Total Credits: 35 Credits qualify for certification. Minimum G.P.A.: 3.0 Minimum G.P.A.: 3.0

Teaching Urban Children with Teaching Urban Children with Teaching Urban Children with Disabilities - 1st Initial Disabilities - 2nd Initial Disabilities - Non Certificaiton

M.S.Ed., Teaching Urban Children M.S.Ed., Teaching Urban Children M.S.Ed., Teaching Urban Children with Disabilities (1-6) - 1st Initial with Disabilities (1-6) - 2nd Initial with Disabilities (1-6) (Non- Certification Certification Certification) Non-credit pre-requirement determined by TIER I: Diversity, Lanaguage and Literacies in Non-credit pre-requirement determined by TAL Assessment or ALST Urban Education (6 credits) TAL Assessment or ALST TAL 088 Textual Strategies for 0.00 TAL 801 Issues in Urban Education 3.00 TAL 088 Textual Strategies for 0.00 Educators Educators Must Complete All Courses: TAL 803 Perspectives on Disability 3.00 Must Complete All Courses Below: TIER I: Diversity, Language and Literacies in TIER II: Observation and Description of TIER I: Diversity, Language and Literacies in Urban Education (6 credits) Urban Learners (9 credits) Urban Educatin (6 credits) TAL 801 Issues in Urban Education 3.00 TAL 822 Assessment and Special 3.00 TAL 801 Issues in Urban Education 3.00 Education TAL 803 Perspectives on Disability 3.00 TAL 803 Perspectives on Disability 3.00 TIER II Observation and Description of Urban TAL 830 Classroom Inquiry I (30 3.00 TIER II: Observation and Description of Learners (18 credits) Fieldwork hours) Urban Learners (18 credits) TAL 802 Language and Literacy 3.00 TAL 851 Curriculum Theory and 3.00 TAL 802 Language and Literacy 3.00 Practice in Special TAL 811 Lives of Children (14 3.00 Education: Childhood TAL 811 Lives of Children (14 3.00 Fieldwork hours) (10 Fieldwork hours) Fieldwork hours)

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TAL 816 Teaching Literacy K-6 3.00 Optional extensions are also available for TAL 875 Adolescent and Young 3.00 (10 Fieldwork hours) students wishing to teach in middle schools (6 Adult Basic Literacy credits) or in bilingual classrooms (9 credits). TAL 822 Assessment and Special 3.00 The following courses must be completed in Students graduating from this program are eligible Education Tier IV: for teaching certification once they have passed all TAL 971 Capstone Seminar 3.00 TAL 830 Classroom Inquiry I (30 3.00 required portions of the New York State Teacher Fieldwork hours) Certification Exam (NYSTCE). Students may also TAL 885A Student Teaching: 3.00 apply for Internship Certification after completing Adolescence Special TAL 851 Curriculum Theory and 3.00 the first 18-21 credits. Internship Certification Education Practice in Special permits students to begin teaching while they Education: Childhood Credit and G.P.A. Requirements complete their degrees. (10 Fieldwork hours) Minimum Total Credits: 43 Credits Students with prior initial certification in Minimum G.P.A.: 3.0 TIER III: Inquiry of Urban Classrooms and another area will, upon completing this program, Teaching Practices (13 credits) also be eligible for professional certification in TAL 852 Strategies for Teaching 4.00 their original certification area. Teaching Urban Adolescents Learners with Diverse A non-certification track is available for with Disabilities - 2nd Initial Needs: Childhood (10 students who are not interested in or who do not Fieldwork hours) qualify for certification. M.S.Ed., Teaching Urban Adolescents

TAL 853 Collaboration and 3.00 with Disabilities (7-12) - 2nd Initial Consultation: Family Teaching Urban Adolescents Certification School, and Community with Disabilities - 1st Initial TIER I: Diversity, Language and Literacies in (10 Fieldwork hours) Urban Education (6 credits)

TAL 854 Classroom as Community 3.00 M.S.Ed., Teaching Urban Adolescents TAL 801 Issues in Urban Education 3.00 (10 Fieldwork hours) with Disabilities (7-12) - 1st Initial TAL 803 Perspectives on 3.00 TAL 880 Classroom Inquiry II 3.00 Certification Disability All of the following courses must be completed (30 Fieldwork hours) TIER II: Observation and Description of in Tier I: TIER IV: Advanced Inquiry and Practice (4 Urban Learners (9 credits) TAL 801 Issues in Urban Education 3.00 credits) TAL 822 Assessment and Special 3.00 TAL 890 Overview of Teaching in 1.00 TAL 803 Perspectives on Disability 3.00 Education Alternative Settings All of the following courses must be completed TAL 830 Classroom Inquiry I (30 3.00 TAL 971 Capstone Seminar 3.00 in Tier II: Fieldwork hours) TAL 802 Language and Literacy 3.00 Credit and G.P.A. Requirements TAL 856 Curriculum Theory and 3.00 Minimum Total Credits: 41 Credits TAL 812 Lives of Adolescents 3.00 Practice in Special Minimum G.P.A.: 3.0 Education: Middle TAL 822 Assessment and Special 3.00 Childhood/Adolescence Education M.S.Ed. in Teaching Urban (10 Fieldwork hours) TAL 830 Classroom Inquiry I 3.00 Adolescents with Disabilities TIER III: Inquiry of Urban Classrooms and TAL 856 Curriculum Theory and 3.00 Teaching Practices (16 credits) Generalist (Grades 7-12) Practice in Special TAL 857 Strategies for Teaching 4.00

Education: Middle Learners with Diverse The 43-credit M.S.Ed. in Teaching Urban Childhood / Adolescence Needs: Adolescence (10 Adolescents with Disabilities, Generalist (Grades Fieldwork hours) 7-12) is for students without prior certification and All of the following courses must be completed leads to the degree of Master of Science in in Tier III: TAL 853 Collaboration and 3.00 Education and eligibility for initial NYS TAL 853 Collaboration and 3.00 Consultation: Family, Certification in Teaching Urban Adolescents with Consultation: Family School and Community Disabilities, Generalist, grades 7-12. It prepares School, and Community (10 Fieldwork hours) students to teach in inclusive or self-contained TAL 854 Classroom as Community 3.00 TAL 854 Classroom as Community 3.00 special education classrooms and resource rooms (10 Fieldwork hours) at the secondary school level. There is also a 35- TAL 857 Strategies for Teaching 4.00 credit M.S.Ed. in Teaching Urban Adolescents Learners with Diverse TAL 875 Adolescent and Young 3.00 with Disabilities, Generalist (Grades 7-12) for Needs: Middle Childhood Adult Basic Literacy students who already have certification in another / Adolescence OR area. TAL 880 Classroom Inquiry II 3.00 TAL 871 Introduction to Reading 3.00 Candidates for these degrees must have: Difficulties • A major, concentration, or the equivalent, in Only one of the following courses must be one of more of the liberal arts and sciences; completed in Part 2 of Tier III: TAL 880 Classroom Inquiry II (30 3.00 • Completed a minimum of six semester hours in TAL 871 Introduction to Reading 3.00 Fieldwork hours) each of the following subject areas (total 24 Difficulties semester hours): mathematics, English language arts, social studies, and science.

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TIER IV: Advanced Inquiry and Practice (4-6 TAL 875 Adolescent and Young 3.00 credits) Adult Basic Literacy TAL 885A Student Teaching: 3.00 All of the following courses must be completed Adolescence Special in Tier IV: Education (Full-Time TAL 890 Overview of Teaching in 1.00 Classroom Fieldwork) Alternative Settings Or TAL 971 Capstone Seminar 3.00 TAL 885B Student Teaching for the 1.00 Practicing Teacher: Credit and G.P.A. Requirements Adolescence Special Minimum Total Credits: 41 Credits Education (Full-Time Minimum G.P.A.: 3.0

Classroom Fieldwork)

TAL 971 Capstone Seminar 3.00 Credit and G.P.A. Requirements Minimum Total Credits: 35 Credits Minimum G.P.A.: 3.0

Teaching Urban Adolescents with Disabilities - Non Certification

M.S.Ed., Teaching Urban Adolescents with Disabilities (7-12) (Non- Certification) All of the following courses must be completed in Tier I: TAL 801 Issues in Urban Education 3.00

TAL 803 Perspectives on Disability 3.00 All of the following courses must be completed in Tier II: TAL 802 Language and Literacy 3.00

TAL 812 Lives of Adolescents 3.00

TAL 822 Assessment and Special 3.00 Education

TAL 830 Classroom Inquiry I 3.00

TAL 856 Curriculum Theory and 3.00 Practice in Special Education: Middle Childhood/Adolescence All of the following courses must be completed in Tier III: TAL 853 Collaboration and 3.00 Consultation: Family School, and Community

TAL 854 Classroom as Community 3.00

TAL 857 Strategies for Teaching 4.00 Learners with Diverse Needs: Middle Childhood / Adolescence

TAL 880 Classroom Inquiry II 3.00 Only one of the following courses must be completed in Part 2 of Tier III: TAL 871 Introduction to Reading 3.00 Difficulties

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TESOL TAL 825 First and Second 3.00 TAL 867 Sociolinguistics and 3.00 Language Acquisition and Teaching Classroom Practice TAL 868 Second Language 3.00 M.S.Ed. in Teaching English to TAL 826 Curriculum and TESOL 3.00 Literacy and Biliteracy Pedagogy Speakers of Other Languages TAL 880 Classroom Inquiry II 3.00 TAL 827 ESOL and Content Area 3.00 (TESOL, K-12) TAL 886B Student Teaching for the 1.00 Instruction: Childhood K- Practicing Teacher: The 42-credit M.S.Ed. in Teaching English to 6 TESOL Speakers of Other Languages (TESOL, K-12) is TAL 828 ESOL and Content Area 3.00 for students without prior certification and leads to TAL 975 Final Inquiry Seminar: 3.00 Instruction: Adolescence the degree of Master of Science in Education and TESOL 6-12 eligibility for initial NYS Certification in TESOL, Credit and G.P.A Requirements preparing students to teach English to speakers of TAL 830 Classroom Inquiry I 3.00 Minimum Total Credits: 40 Credits other languages in K through 12 classrooms. There TAL 867 Sociolinguistics and 3.00 Minimum G.P.A.: 3.0 is also a 40-credit M.S.Ed. in Teaching English to Teaching Speakers of Other Languages (TESOL, K-12) for Teaching English to Speakers of students who already have certification in another TAL 868 Second Language 3.00 area. Literacy and Biliteracy Other Languages M.S.Ed. - Non Students graduating from this program are TAL 880 Classroom Inquiry II 3.00 Certification eligible for teaching certification once they have TAL 886A Student Teaching: 3.00 passed all required portions of the New York State M.S.Ed., TESOL (Teaching English to Teacher Certification Exam (NYSTCE). Students TESOL Speakers of Other Languages) (K-12) may also apply for Internship Certification after TAL 975 Final Inquiry Seminar: 3.00 completing the first 21 credits. Internship TESOL (Non-Certification) Certification permits students to begin teaching All of the following courses must be completed: Credit and G.P.A. Requirements while they complete their degrees. TAL 801 Issues in Urban Education 3.00 Minimum Total Credits: 42 Credits In order to meet the New York State Education Minimum G.P.A.: 3.0 TAL 802 Language and Literacy 3.00 Department's licensing requirements, students must have taken as part of their general education TAL 803 Perspectives on Disability 3.00 course work 12 semester hours or the equivalent of Teaching English to Speakers of TAL 805 Linguistics and the 3.00 study of a language other than English. If this Other Languages M.S.Ed. - 2nd Structure of English for requirement is not met on admission to the Teachers program, it can be met concurrent to the student's Initial completing program requirements. Students with TAL 825 First and Second 3.00 prior initial certification in another area will, upon M.S.Ed., TESOL (Teaching English to Language Acquisition and completing this program, also be eligible for Speakers of Other Languages) (K-12) - Classroom Practice professional certification in their original 2nd Initial Certification TAL 826 Curriculum and TESOL 3.00 certification area. All of the following courses must be completed: Pedagogy A 40-credit non-certification track is available TAL 801 Issues in Urban Education 3.00 for students who are not interested in or who do TAL 827 ESOL and Content Area 3.00 not qualify for certification. TAL 802 Language and Literacy 3.00 Instruction: Childhood K- 6 TAL 803 Perspectives on Disability 3.00 Teaching English to Speakers of TAL 828 ESOL and Content Area 3.00 TAL 805 Linguistics and the 3.00 Instruction: Adolescence Other Languages M.S.Ed. - 1st Structure of English for 6-12 Initial Teachers TAL 830 Classroom Inquiry I 3.00 TAL 825 First and Second 3.00 M.S.Ed., TESOL (Teaching English to Language Acquisition and TAL 867 Sociolinguistics and 3.00 Speakers of Other Languages) (K-12) - Classroom Practice Teaching 1st Initial Certification TAL 826 Curriculum and TESOL 3.00 TAL 868 Second Language 3.00 All of the following courses must be completed: Pedagogy Literacy and Biliteracy TAL 801 Issues in Urban Education 3.00 TAL 827 ESOL and Content Area 3.00 TAL 880 Classroom Inquiry II 3.00 TAL 802 Language and Literacy 3.00 Instruction: Childhood K- TAL 890 Overview of Teaching in 1.00 6 TAL 803 Perspectives on Disability 3.00 Alternative Settings TAL 828 ESOL and Content Area 3.00 TAL 805 Linguistics and the 3.00 TAL 975 Final Inquiry Seminar: 3.00 Instruction: Adolescence Structure of English for TESOL 6-12 Teachers Credit and G.P.A. Requirements TAL 830 Classroom Inquiry I 3.00 Minimum Total Credits: 40 Credits Minimum G.P.A.: 3.0

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I-START Program estimated 360,000 are recently arrived immigrants. Their window of opportunity to successfully The I-START-LIU program, the first urban complete high school is quite narrow, given that teacher residency in New York City, is a they are faced with learning a new language in collaboration among Internationals Network for which they must comprehend rigorous academic Public Schools, LIU, the NYC Teaching Fellows materials and acculturate into a new society, all and the Department of Education's Empowerment within four years. Schools. The I-START program is designed to How to Apply provide pre- and post-program placement, Go to the School of Education website for induction and support activities to prepare highly information on the special application process for qualified teachers of English Language Learners the I-START program: (ELL) through a cohesive program that meets New http://liu.edu/Brooklyn/Academics/Schools/SOE/S York State Learning Standards for English as a pecProg/I-START/How-to-Apply.aspx.

Second Language and integrates empirically-based practice and scientifically valid research. Rather than considering research-based knowledge and practitioner knowledge as separate domains, this urban teacher residency model requires a unified, project-based approach to both areas. Coursework builds on and extends the highly successful project-based model utilized in the Internationals High Schools and embeds this model in a theoretical framework. The program combines university coursework with a residency at one of the International High Schools. In the first year, residents work alongside an experienced mentor teacher at an International High School. The university courses serve as the context in which residents have opportunities to reflect on the work of the schools in view of theory, practice and research. During the second year of the program, residents are teachers of record either at an International or other public school serving high populations of ELLs, while continuing their coursework and mentorship. I-START's two overarching program goals are to: • Develop highly qualified and competent ESL teachers equipped to improve student academic achievement. • Create a New York City Department of Education sponsored program that partners Internationals Network, high needs Empowerment schools with large populations of English language learner students and LIU. The leveraging of expertise developed and implemented through I-START extends the successful education model used in the International High Schools and the LIU TESOL teaching preparation program positively impacting the quality of new teachers who are able to expertly address the needs of NYC English Language Learners. The Need and Opportunity There is a profound shortage of highly qualified and effective teachers of English Language Learners (ELLs) in New York City, and currently, only 23.5% of ELLs in NYC graduate in four years. More ELLs graduate after five and six years, but the results are still very low. The ELL population is one of the fastest growing K-12 populations in the United States – currently there are 900,000 high school age ELLs and an

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BILINGUAL EDUCATION TAL 866 Native Language 3.00 ITI office, but these guidelines will assist you in Teaching in the Bilingual deciding whether or not to apply for this funding. Classroom • You are a certified special education teacher (initial or preferably professional/permanent) Advanced Certificate in Bilingual Credit and G.P.A. Requirements working out-of-license with bilingual students Minimum Total Credits: 15 Credits Education in your class. You must currently teach in the Minimum G.P.A.: 3.0 native language and English, but you do not The 15-credit Advanced Certificate in Bilingual have the approved certification to do so. If you Education is for individuals with prior teaching Cross-Campus Online Bilingual teach at the secondary level, you may be a certification and proficiency in a language besides bilingual content area teacher (e.g., social English. The Advanced Certificate, also known as Education Extension Programs studies, math or science), but not a Spanish the Bilingual Education Extension, certifies teacher. students to teach in their original certification area Information for Bilingual Education Teachers • You are bilingual in a language other than in bilingual classrooms. Students completing the The online bilingual extension programs are a English. You must be proficient enough to pass program are eligible for the extension once they collaborative effort between LIU Brooklyn and the NYSTCE Bilingual Education Assessment have passed the New York State Teacher LIU Hudson designed, implemented, and (BEA), the required exam for the NYS Certification Exam, the Bilingual Education administered by full time faculty at both campuses. Bilingual Education Extension. The BEA Assessment (BEA) in the target language of All programs are approved by the New York State includes speaking, reading, writing and instruction. Please note, the Advanced Certificate Education Department. LIU Brooklyn administers listening components in the non-English in Bilingual Education is offered online as a the bilingual general education extension, and language and other content from the bilingual Bilingual Extension through our Cross Campus LIU Hudson administers the bilingual special extension courses. Online Extension program and meets weekly via education extension. • Your administrator (principal and/or videoconferencing. To determine whether or not the online superintendent) must recommend you for the The following options are also available to programs are appropriate for you, ask yourself if ITI scholarship by signing the ITI application students with prior certification: you can answer YES to the following: and verifying your teaching placement in a • M.S.Ed. leading to 2nd initial certification • You are a self-motivated learner who can keep bilingual program and stating the need for your along with optional Bilingual Extension in one up with readings and assignments. credential by providing numbers of students of the following areas: • You have sufficient computer skills (e.g., and staff currently at your school. - Childhood Urban Education advanced word-processing, PowerPoint, • After obtaining the extension, you must commit - Early Childhood Urban Education discussion forums, videoconferencing, etc.) to work for two years in a bilingual education - Early Childhood/Childhood Urban Education • You have updated computer equipment (no setting; otherwise you may be asked to repay - Adolescence Urban Education more than three years old) at home and high- the tuition scholarship. - Teaching Urban Children with Disabilities speed internet access. For information about the ITI tuition - Teaching Urban Adolescents with Disabilities • You will be required to purchase additional scholarship and to download the application, go to • Individuals without prior teaching certification equipment including: a headset and webcam, if www.emsc.nysed.gov/biling/bilinged/iti.html or who are interested in bilingual education may you do not have one built-in. call 631-244-4016. pursue the M.S.Ed. leading to 1st initial Tuition Support, Costs, and Reimbursement certification along with the optional Bilingual LIU and the NYSED Intensive Teacher Admissions Extension in one of the following areas: Institute (ITI) program offer significant tuition You must be fully admitted to LIU to - Childhood Urban Education support to eligible bilingual special education participate in the online program. For admissions - Early Childhood Urban Education applicants. information, visit - Early Childhood/Childhood Urban Education Note: liu.edu/Brooklyn/Admissions/Graduate.aspx - Adolescence Urban Education • ITI funding covers ONE 3-credit course per For Consideration and Information - Teaching Urban Children with Disabilities semester. You must take courses in consecutive To be considered by LIU for this special - Teaching Urban Adolescents with Disabilities semesters, including summers. You will be program, please click this link to fill out the

given a course sequence, which must be questionnaire at: Advanced Certificate, Bilingual followed. http://studentvoice.com/liu/onlineprogrameligibilt Education • NYCDOE scholarship recipients, such as NYC y. Upon receipt of your questionnaire, you will be Must complete all courses below. Teaching Fellows or Teachers of Tomorrow, contacted promptly about next steps. are not eligible to receive New York State ITI TAL 804 Fundamentals of 3.00 funding. Linguistics • If you are not eligible for ITI funding and you TAL 823 Bilingualism and 3.00 still want to take the program, you are most Bilingual/Multicultural welcome to do so at full cost. Financial aid is Education available for students taking a minimum of 6 credits per semester. See TAL 862 ESL Curriculum and 3.00 liu.edu/Brooklyn/Financial-Services.aspx Methodology: Teaching • Please note tuition reimbursement is paid by Literacy K-12 LIU and ITI upon completion of the course, so TAL 863 ESL Curriculum and 3.00 a grade must be posted first in order for the Methodology: Teaching reimbursement to be credited to your account. Content Areas K-12 Intensive Teacher Institute (ITI) Scholarship and Eligibility Criteria Determination of ITI eligibility rests with the

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EDUCATIONAL LEADERSHIP significantly reducing the amount of time you’ll assessment in school district leadership. spend on campus and maximizing interaction with PROGRAM REQUIREMENTS PROGRAM faculty members and fellow students. The blended Continued enrollment in this program is learning format is perfect for busy working contingent upon: JOB OPPORTUNITIES AND CAREER professionals who want to earn an advanced • Progression to the Professional Stage (12 TRENDS degree but don’t have the time to attend on-site credits) President Obama’s Blue Print for reform, U.S. classes on a weekly basis, particularly at the end of • Interview with area coordinator who will assess Office of Education, March 15, 2010, states that: a long workday. The online component of these quality of coursework, portfolio entries, overall “the effort to improve schools will require the blended courses enables you to attend class on performance, and critical characteristics for skills and talents of many but especially our your own schedule, virtually anywhere there is an leadership nation’s principals, and other school leaders. Our Internet connection, while reaping the rewards of • G.P.A. of 3.0 must be maintained to continue in goal must be to have a great teacher in every face-to-face contact with professors on scheduled the program. classroom and a great principal in every school.” Saturdays. All of the courses in the Advanced There are many job opportunities for assistant Certificate in Educational Leadership are taught in Advanced Certificate, Educational principals and principals in New York City. Since this blended format. This is an opportunity to Leadership 2006, 500 new public schools have opened. There expand your career as an educational leader, while The following courses are required: are public, portfolio, charter, parochial and also continuing to fulfill your personal and TLL 930 Administrative Core I: An 6.00 independent schools that seek competent leaders in professional responsibilities. Overview the New York area. The Department of Education ADMISSIONS REQUIREMENTS seeks qualified educators to become assistant To be admitted to this program you must: TLL 931A Administrative Core II: 3.00 principals and principals who are proficient in the • Have a master’s degree from an accredited Community Relations Department of Education’s five school leadership university with a minimum grade point average TLL 931B Research Methods In 3.00 competencies. Our successful graduates are of 3.0. Administration prepared to complete state exams and to enter the • Submit two letters of reference, one from a NYC pool for assistant principals and principals. field-based supervisor and one from a TLL 932 Assessment in 3.00

university professor, indicating leadership Administration Advanced Certificate in qualities. TLL 933 School Business 3.00 Educational Leadership • Submit a written statement of professional Administration goals, assessed for leadership qualifies and TLL 935 Education and the Law 3.00 The 36-credit Advanced Certificate in communication skills. Educational Leadership is a post-graduate program • Possess certification as a teacher or pupil TLL 936 Curriculum Development 3.00 that leads to NYS Certification as a School District personnel service provider or in an appropriate TLL 937 The Supervisor in the 3.00 Leader and a School Building Leader. specialty. School Setting The program responds to the need for high • Submit evidence of completion of training in quality educational leaders committed to creating child abuse identification and reporting, TLL 941 School District 3.00 excellent schools. Participants in the program violence prevention, substance abuse and Administrator develop the core competencies in leadership which abduction prevention. TLL 951A Internship in 3.00 include: (1) a deep understanding of curriculum, • Have completed three years of full-time Administration and instruction and assessment to improve student teaching or pupil personnel experience in Supervision I: Building learning; (2) use of data to set goals and improve schools (N-12) or the equivalent. Level achievement; (3) developing staff, sharing • A completed graduate admissions application leadership and building strong school (see below). TLL 951B Internship in 3.00 communities; (4) personal leadership that fosters a SUBMITTING AN APPLICATION FOR Administration and culture of excellence and (5) managing resources ADMISSION Supervision II: and operations to improve student learning. The All applicants must apply for admission to LIU District/Regional Level Brooklyn. Please apply online at My LIU or use curriculum includes research, theory, fieldwork, Credit and G.P.A. Requirements the Apply Now link in the top navigation bar of and learning opportunities offered by faculty and Minimum Total Credits: 36 credits the Campus’ website. For more information on the distinguished practitioners who prepare candidates Minimum G.P.A.: 3.0 to become efficient, effective and caring admissions process, visit the Office of Admissions educational leaders determined to promote equity website. and excellence for diverse populations. CERTIFICATION REQUIREMENTS Our Educational Leadership program stands out Initial: School Building Education Leader for its small classes, experienced faculty, A total of 30 credits including twenty-seven individualized attention and clearly identified credits of course work, and a three-credit, 400 hour competencies that practitioners have verified as building-level internship, along with successful critical to being successful in bringing about completion of the New York State school building effective and productive schools. education leadership certification examination. BLENDED LEARNING AND SATURDAY Professional: District/Regional Education FORMAT Leader LIU Brooklyn’s new BLENDED LEARNING A total of 36 credits including thirty-three AND SATURDAY FORMAT Advanced credits of course work, and a three-credit, 400 hour Certificate in Educational Leadership fuses online district/regional level internship, along with learning with traditional classroom studies, successful completion of the written and performance components of the New York State

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children from infancy through early childhood Teaching and Learning Courses TAL 803 Perspectives on Disability using developmental, non-developmental, Provides an overview of the social, political, historical, and cultural approaches. Students will TAL 088 Textual Strategies for Educators historical, cultural and educational contexts of consider different theories of early development A course that focuses on improving school disability. Students will explore the history of and their implications for understanding children. professionals' abilities to write academic essays and Special Education legislation and litigation that Attention will be given to physical, cognitive, socio- developing reading strategies to be applied to the have influenced the field, attitudes toward people emotional, and moral domains of development, comprehension of complex texts in the field of with disabilities, images in the media, and different and their relation to learning and socialization. education. Students will be involved in writing, perspectives on the meaning of disability. Major Students will also examine the role of culture, editing and rewriting, as well as doing close reading issues in the fields of Special Education and gender, disability, race, class, language, and ability of texts. Pass/Fail only. This course has an Disability Studies as well as topics central to the in the process of learning and development. The additional fee. lives of people with disabilities such as transition, lives of children with typical and atypical Credits: 0 employment, and self-determination will be development will be explored through observations Every Fall and Spring emphasized. and readings. Fifteen hours of structured fieldwork The pre-requisite or co-requisite of TAL 801 is required. TAL 607 Independent Study required or membership in NYC Teaching Fellows The pre-requisite or co-requisite of TAL 801 is Content is developed by faculty and student. Student Group 1 or Group 2, or in the I-START required. Credits: 1 to 3 Student Group. Credits: 3 On Demand Credits: 3 Annually Every Fall and Spring TAL 801 Issues in Urban Education TAL 811 Lives of Children Using the School of Education KEEPS mission as a TAL 804 Fundamentals of Linguistics A course focusing on the experience of childhood context, this course examines the intersection of An introduction to the basic concepts of linguistics from infancy to preadolescence using individuals, families, schools, communities, and needed to understand second language acquisition, developmental, non-developmental, historical, and society as they exist and interact in urban settings. language variation in urban settings, and ESL cultural approaches. Students will consider Through readings and class discussion, students will pedagogy for diverse learners. Students will become different theories of development as well as examine schooling from historical, philosophical, familiar with the main components of language physical, cognitive, socio-emotional and moral sociological, economic, and political perspectives. structure (phonological, morphological, syntactic, domains of development, with implications for Factors such as language, ability, socioeconomic and lexical) and will learn their significance from a learning and socialization. Consideration will be class, ethnicity, race, gender and sexuality will be psycholinguistic perspective. They will analyze data given to the role of culture, gender, disability, race, introduced through a critical perspective in order to from languages spoken in New York City. class, language, and sexual orientation in the understand how they influence and shape urban Credits: 3 process of learning and development. The lives of education. Students will have the opportunity to Annually children with typical and atypical development will engage in field-based research related to issues be explored through observations and readings. TAL 805 Linguistics and the Structure of English studied. Fourteen hours of structured fieldwork required. for Teachers Credits: 3 The pre-requisite of TAL 801 is required or This course addresses the structural components of Every Fall and Spring membership in NYC Teaching Fellow Group. language. Students develop and apply the Credits: 3 TAL 802 Language and Literacy knowledge of phonology, morphology, and syntax Annually A course focusing on the relationship between oral to understand the structure of the English language and literacy, highlighting the Language and their students' development of oral TAL 812 Lives of Adolescents psycholinguistic and social foundations of reading. and written fluency in English. Teaching A course that focuses on the experience of pre- Principles of first and second language acquisition, candidates learn to design and implement adolescents and adolescents from diverse dialectal differences, and the development of contextualized activities and instructional backgrounds with a range of abilities using literacy in English Language Learners and bilingual techniques to assist their students in developing developmental, non-developmental, historical, and children will be addressed. Students will be phonemic awareness, using their knowledge of cultural approaches. Theories of development will introduced to different philosophical approaches to morphology, building vocabulary and using the be studied as they apply to the adolescent learner in teaching reading and will explore the connection syntactic structures of English in oral and written families, communities, peer groups and schools. between reading and writing. They will examine the communication. The course prepares students to Physical, cognitive, socio-emotional and moral cognitive and sociolinguistic processes involved in analyze and describe the language spoken by domains of development with implications for making meaning from text, including the learners at different stages of language acquisition learning will be studied. Throughout the course, importance of background knowledge, as well as and to instruct their students to contrast their attention will be given to ways in which culture, processes underlying word recognition. The role of native language and English. Attention to the gender, disability, race, class, language, ethnicity multicultural literature for children will be teaching of formal and informal English and the and sexual orientation play a role in the process of highlighted. Students will be introduced to a variety use of English for a variety of purposes, including learning and development. The lives of adolescents of literacy resources, including children's libraries the use of academic language is also provided. with typical and atypical development will be and relevant Web sites. The pre-requisite or co-requisite of TAL 801 is explored through observations and readings. The pre-requisite or co-requisite of TAL 801 is required or membership in the NYC Teaching Fourteen hours of structured fieldwork required. required or membership in NYC Teaching Fellow Fellow Student Group or in the ISTART Student For students pursuing the middle childhood Group 1 or NYC Teaching Fellow Group 2. Group. extension, 20 hours of fieldwork at the middle Credits: 3 Credits: 3 school level will be required. Every Fall and Spring Annually The pre-requisite of TAL 801 is required or

membership in NYC Teaching Fellow Group. TAL 810 Early Development Credits: 3 An examination of the experience of young

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Annually Annually literacy instruction is emphasized. Strategies to differentiate instruction and teach in multi-level TAL 816 Teaching Literacy K-6 TAL 823 Bilingualism and ESL classrooms are addressed. Fifteen hours of A course that addresses the teaching of literacy in Bilingual/Multicultural Education structured fieldwork required. grades K-6 from the emergent to the fluent reader. Introduction to the individual, social, cognitive and The pre-requisite or co-requisite of TAL 801 or 802 Students will be introduced to a variety of linguistic nature of bilingualism, including second is required or membership in either NYC Teaching approaches for teaching reading and writing, language acquisition, sociology of language, and the Fellow Student Group 1 or Group 2, or in the including strategies for teaching word recognition, relationship between language and culture. ISTART Student Group. phonics, vocabulary, and comprehension through Students will examine the socio-political, historical, Credits: 3 the use of multicultural literature and and legal foundations that have shaped bilingual Annually incorporation of multiple literacies. The use of and multicultural education policies, program reading for content area knowledge development models, and teaching and assessment practices. TAL 827 ESOL and Content Area Instruction: will be examined as well as reading assessment and Issues pertaining to second language learners with Childhood K-6 evaluation. This course will approach reading from diverse learning needs will be addressed. Students This course prepares students to plan and a developmental perspective, using strategies for will develop an understanding of the distinction implement instruction that develops language, adaptation of instruction for children with diverse between language differences and language literacy and content knowledge in English. abilities and language backgrounds within a disability. Fifteen hours of structured fieldwork Students become knowledgeable of how to design collaborative, inclusive model. Approaches to required. Students pursuing the bilingual extension classroom activities and use resources to teach the remediation of difficulties in literacy will also be will have an additional twenty hours of fieldwork. content areas through units that provide addressed. Ten hours of structured fieldwork Credits: 3 opportunities to use language in meaningful required. Annually contexts. Students learn to integrate subject matter The pre-requisite of TAL 801 is required or and language learning objectives and engage their membership in NYC Teaching Fellow Group. TAL 825 First and Second Language Acquisition students in problem-solving inquiries in science, Credits: 3 and Classroom Practice math and social studies. They are prepared to Annually Students become knowledgeable of different create print-rich classroom environments in which theories of language acquisitions as well as the role their students can use print regardless of their TAL 817 Teaching Literacy: Grades 5-12 that individual differences such as age, literacy, developmental stage in English and formal A course that addresses the teaching of literacy at motivation, and personality play in L1 and L2 accuracy. Ways to plan instruction to meet diverse the middle childhood and adolescent levels from a learning. Teaching candidates learn to recognize developmental and learning needs as well as developmental perspective, building upon the different stages of acquisition and understand the cultural styles are included. The use of educational foundations of literacy established in early nature of typical second language errors. Students resources, including technology and children''s childhood and childhood. Emphasis will be on the design instructional strategies and classroom literature is addressed. The course also attends to development of fluent mature reading, including environments to support their students' oral and family and community involvement and the use of strategies for teaching vocabulary, critical thinking, written first and second language development. the home language to support literacy. English reading in the content areas, and study skills. These strategies include the use of technology, acquisition and content knowledge development. Various approaches to the teaching of writing will literature, and opportunities for linguistic Fifteen hours of structured fieldwork required. be presented, and students will become familiar interaction. The course prepares students to use The pre-requisite or co-requisite of TAL 802 is with a diverse range of multicultural literature for language proficiency assessments to plan required or memebership in either NYC Teaching middle-school children and adolescents. Practices curriculum, modify instruction and monitor Fellow Student Group or in the ISTART Student related to assessment and the organization of students' progress. Group. instruction will be introduced. Strategies for The pre-requisite or co-requisite of TAL 802 is Credits: 3 adaptation of instruction for children of diverse required or membership in either NYC Teaching Annually abilities and language backgrounds will also be Fellow Student Group or in the ISTART Student addressed. Fifteen hours of structured fieldwork Group. TAL 828 ESOL and Content Area Instruction: required. Credits: 3 Adolescence 6-12 The pre-requisite of TAL 801 is required. Annually This course prepares students to create learning Credits: 3 environments that allow ELLs to access the core Annually TAL 826 Curriculum and TESOL Pedagogy curriculum by integrating language and content This course prepares teaching candidates to design instruction and choosing and adapting educational TAL 822 Assessment and Special Education learning environments for ELLs by examining a resources, including technology. Teaching The historical, political and social context of the wide range of approaches, practices and materials candidates learn to assess students' background testing and standards movements and their relation for the ESL classroom. Issues in second language knowledge and consider their language proficiency to assessment practices in Special Education will be pedagogy and varied approaches and methods in to plan and implement student-centered and critically examined. The concepts of reliability and second language teaching such as Sheltered culturally-relevant instruction to teach math, validity will be explored and their relevance to Instruction, Community Language Learning, Total science and social studies. The use of reading and standardized and teacher-made tests, as well as Physical Response, and the Natural and writing to promote language and content alternative assessment techniques, will be discussed. Comprehension Approaches are included. knowledge learning in English and the use of Emphasis will be given to the underlying Students design and present lesson and curriculum linguistic and nonlinguistic support to enhance assumptions of the tests and to race, class, language, plans and use classroom-based assessments of comprehension are addressed. Students become and gender implications in using the tests. The children's learning. They practice using technology knowledgeable on how to plan and manage process by which students receive special education and electronic media as well as participatory instruction for diverse groups of learners and services will be investigated. techniques, theater, role playing, games, visual arts, various developmental needs, including students The pre-requisite of TAL 803 is required. and music to teach ELLs. The integration of these with disabilities and those with limited or Credits: 3 approaches and techniques with content area and interrupted formal schooling. They become

LIU Brooklyn Graduate Bulletin 2014 - 2015 Page 158 LIU Brooklyn acquainted with strategies for school-home explore the importance of developing creativity and become familiar with NYS/Common Core communication that are linguistically and culturally self-expression in children. They will participate in Learning Standards as well as ways to bring appropriate. Fifteen hours of structured fieldwork movement, music, drama, and visual arts activities enriching multiple representations of content and required. appropriate for the elementary school classroom. multicultural materials to their classroom The pre-requisite of TAL 827 is required or Through active exploration of various media and instruction. The use of literature, technology, membership in NYC Teaching Fellow Group 1 or materials students will learn how to integrate the audio-visual material, and the resources of New Group 2, or in ISTART Group. arts into their classroom teaching. Course York City will be highlighted so that students can Credits: 3 experience will include field trips to art museums become resourceful teachers who understand Annually and performances appropriate for elementary curriculum design and know how to access and school children. utilize a range of materials for adolescents of TAL 830 Classroom Inquiry I The pre-requisite or co-requisite of TAL 830 is varying interests, abilities, and language The course aims to develop and improve aspects of required. backgrounds. Fifteen hours of structured fieldwork teaching practice through inquiring about students Credits: 3 required. work with children and adolescents in classrooms Annually The pre-requisite or co-requisite of TAL 801 is and other educational settings from a required. phenomenological perspective. Through TAL 833 Teaching Science/Technology 1-6 Credits: 3 collaborative inquiry, students will learn disciplined A course that focuses on the development and Annually modes of observation and description and a range implementation of inquiry-based curricula to of ways to document aspects of Teaching and promote in-depth scientific literacy. Emphasis will TAL 841B Curriculum in the Secondary Learning. They will complete a child study be placed on raising questions, planning and Classroom: Chemistry including the collecting and describing of the developing solutions for open-ended science A course with students as researchers of the child's work and a Descriptive Review of the Child. problems, formative assessment, and the use of secondary curriculum in the student's particular In addition, students will investigate the technology as a teaching tool. While reinforcing discipline with a focus on teaching students with assumptions about persons and knowledge-making knowledge of basic scientific concepts and inquiry diverse backgrounds and needs. Students will underlying the phenomenological modes of inquiry skills, students will construct unit plans as a become familiar with NYS/Common Core basic to the child study. Students will begin to mechanism for integrating learning. Attention will Learning Standards as well as ways to bring develop a conceptual understanding of the nature be paid to developing strategies for helping children enriching multiple representations of content and of inquiry, documentation, evidence, questions, with diverse learning needs to meet NYS/Common multicultural materials to their classroom and knowledge. Thirty hours of structured Core Learning Standards. Ten hours of structured instruction. The use of literature, technology, fieldwork required. fieldwork required. audio-visual material, and the resources of New The pre-requisite of TAL 801 is required or The pre-requisite or co-requisite of TAL 830 is York City will be highlighted so that students can membership in NYC Teaching Fellow Group or in required. become resourceful teachers who understand ISTART Group. Credits: 3 curriculum design and know how to access and Credits: 3 Annually utilize a range of materials for adolescents of Every Fall and Spring varying interests, abilities, and language TAL 834 Teaching Math/Technology 1-6 backgrounds. Fifteen hours of structured fieldwork TAL 831 Teaching Social Studies 1-6 A course that utilizes an inquiry approach to required. Introduction to a theme-based, literature-rich, explore big ideas in mathematics and to The pre-requisite or co-requisite of TAL 801 is multicultural approach to teaching and learning demonstrate how these ideas are evident across required. social studies. The course focuses on the teaching of cultures. The following questions will be raised: Credits: 3 social studies through literacy, critical thinking, and What is the teacher's role in children's learning of Annually an inquiry approach using student-centered mathematics? What abilities do children develop projects. Students will learn to look at their own through the learning of mathematics? How do TAL 841C Curriculum in the Secondary classrooms as places where inclusive community teachers know what children need? How do Classroom: English living can be practiced and where children can teachers organize their work to address those needs A course with students as researchers of the begin to explore values like community in the classroom? Students will be introduced to the secondary curriculum in the student's particular responsibility, equality, diversity, and freedom as use of technology as a tool in the teaching of discipline with a focus on teaching students with preparation for democratic citizenship. They will mathematics. Attention will be paid to developing diverse backgrounds and needs. Students will design instruction and assessments to help diverse strategies for helping children with diverse learning become familiar with NYS/Common Core learners meet NYS/Common Core Learning needs to meet NYS/Common Core Learning Learning Standards as well as ways to bring Standards. Relevant uses of technology will be Standards within a collaborative, inclusive model. enriching multiple representations of content and explored. Ten hours of structured fieldwork Approaches to addressing difficulties in math will multicultural materials to their classroom required. be explored. Ten hours of structured fieldwork instruction. The use of literature, technology, The pre-requisite or co-requisite of TAL 830 is required. audio-visual material, and the resources of New required. The pre-requisite of TAL 830 is required. York City will be highlighted so that students can Credits: 3 Credits: 3 become resourceful teachers who understand Annually Annually curriculum design and know how to access and utilize a range of materials for adolescents of TAL 832 Teaching the Arts 1-6 TAL 841A Curriculum in the Secondary varying interests, abilities, and language A course that introduces students to the role of the Classroom: Biology backgrounds. Fifteen hours of structured fieldwork arts and movement in elementary education as a A course with students as researchers of the required. means of helping children make sense of the world, secondary curriculum in the student's particular The pre-requisite or co-requisite of TAL 801 is express understanding of their experience, and discipline with a focus on teaching students with required. develop aesthetic appreciation. Students will diverse backgrounds and needs. Students will Credits: 3

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Annually students' learning needs and/or Individualized Students will explore ways to develop and Educational Programs (IEPs). Fifteen hours of differentiate lessons and assessments based on TAL 841D Curriculum in the Secondary structured fieldwork required. students' learning needs and/or Individualized Classroom: Mathematics The pre-requisites of TAL 801 and 841A are Educational Programs (IEPs). Fifteen hours of A course with students as researchers of the required. structured fieldwork required. secondary curriculum in the student's particular Credits: 3 The pre-requisites of TAL 801 and 841D are discipline with a focus on teaching students with Annually required. diverse backgrounds and needs. Students will Credits: 3 become familiar with NYS/Common Core TAL 842B Teaching Methods in the Secondary Annually Learning Standards as well as ways to bring Classroom: Chemistry enriching multiple representations of content and A course in which students will actively learn about TAL 842E Teaching Methods in the Secondary multicultural materials to their classroom the practice of teaching and co-teaching on the Classroom: Social Studies instruction. The use of literature, technology, secondary level. Topics to be explored will include A course in which students will actively learn about audio-visual material, and the resources of New lesson and unit planning, multicultural curriculum the practice of teaching and co-teaching on the York City will be highlighted so that students can and teaching, student-centered teaching strategies, secondary level. Topics to be explored will include become resourceful teachers who understand project-based classroom instruction, methods of lesson and unit planning, multicultural curriculum curriculum design and know how to access and assessment, and classroom management. Students and teaching, student-centered teaching strategies, utilize a range of materials for adolescents of will develop and implement unit plans to meet project-based classroom instruction, methods of varying interests, abilities, and language NYS/Common Core Standards for adolescents of assessment, and classroom management. Students backgrounds. Fifteen hours of structured fieldwork varying abilities and language backgrounds. will develop and implement unit plans to meet required. Students will explore ways to develop and NYS/Common Core Standards for adolescents of The pre-requisite or co-requisite of TAL 801 is differentiate lessons and assessments based on varying abilities and language backgrounds. required. students' learning needs and/or Individualized Students will explore ways to develop and Credits: 3 Educational Programs (IEPs). Fifteen hours of differentiate lessons and assessments based on Annually structured fieldwork required. students' learning needs and/or Individualized The pre-requisites of TAL 801 and 841B are Educational Programs (IEPs). Fifteen hours of TAL 841E Curriculum in the Secondary required. structured fieldwork required. Classroom: Social Studies Credits: 3 The pre-requisites of TAL 801 and 841E are A course with students as researchers of the Annually required. secondary curriculum in the student's particular Credits: 3 discipline with a focus on teaching students with TAL 842C Teaching Methods in the Secondary Annually diverse backgrounds and needs. Students will Classroom: English become familiar with NYS/Common Core A course in which students will actively learn about TAL 843 Curriculum in Middle School Learning Standards as well as ways to bring the practice of teaching and co-teaching on the A course in which students learn to create, evaluate, enriching multiple representations of content and secondary level. Topics to be explored will include and implement middle school curriculum by asking multicultural materials to their classroom lesson and unit planning, multicultural curriculum questions about language arts, math, science, and instruction. The use of literature, technology, and teaching, student-centered teaching strategies, social studies. Students will become familiar with audio-visual material, and the resources of New project-based classroom instruction, methods of NYS/Common Core Learning Standards and how York City will be highlighted so that students can assessment, and classroom management. Students to integrate these standards into the curriculum become resourceful teachers who understand will develop and implement unit plans to meet they develop for diverse learners. In-depth curriculum design and know how to access and NYS/Common Core Standards for adolescents of exploration of critical issues across subject areas will utilize a range of materials for adolescents of varying abilities and language backgrounds. be emphasized. Effective ways of teaching middle varying interests, abilities, and language Students will explore ways to develop and school learners will be explored. Pedagogical backgrounds. Fifteen hours of structured fieldwork differentiate lessons and assessments based on approaches will include student centered teaching required. students' learning needs and/or Individualized and learning, group work, project-based learning, The pre-requisite or co-requisite of TAL 801 is Educational Programs (IEPs). Fifteen hours of and authentic modes of assessment. Students will required. structured fieldwork required. explore how to select and adapt appropriate Credits: 3 The pre-requisites of TAL 801 and 841C are materials for adolescents. Thirty hours of structured Annually required. fieldwork required. Credits: 3 Credits: 3 TAL 842A Teaching Methods in the Secondary Annually On Demand Classroom: Biology A course in which students will actively learn about TAL 842D Teaching Methods in the Secondary TAL 844 Environments Practices and Play in the practice of teaching and co-teaching on the Classroom: Mathematics Early Childhood secondary level. Topics to be explored will include A course in which students will actively learn about This course studies the relationship between play lesson and unit planning, multicultural curriculum the practice of teaching and co-teaching on the and learning for young children and the and teaching, student-centered teaching strategies, secondary level. Topics to be explored will include significance of providing opportunities for choices project-based classroom instruction, methods of lesson and unit planning, multicultural curriculum in their interactions with the world. Students will assessment, and classroom management. Students and teaching, student-centered teaching strategies, learn how to create safe and stimulating classroom will develop and implement unit plans to meet project-based classroom instruction, methods of environments that provide positive behavior NYS/Common Core Standards for adolescents of assessment, and classroom management. Students support for a multicultural, inclusive and anti-bias varying abilities and language backgrounds. will develop and implement unit plans to meet approach to learning. The focus will be on the Students will explore ways to develop and NYS/Common Core Standards for adolescents of whole child in learning contexts that enhance differentiate lessons and assessments based on varying abilities and language backgrounds. physical cognitive, social, and emotional

LIU Brooklyn Graduate Bulletin 2014 - 2015 Page 160 LIU Brooklyn development and aesthetic appreciation. Particular with disabilities while developing curricula based on consideration will be given to the role of the group an assessment of learner's interests, strengths, and TAL 854 Classroom as Community in individual learning. A variety of early childhood individual needs. Strategies and instructional Students learn to create respectful classroom curricula will be reviewed. Fifteen hours of technology for modifying and adapting curricula for communities that support children and adolescents structured fieldwork required. students with varying abilities will be presented. in developing communication and social skills The pre-requisite or co-requisite of TAL 830 is Students will investigate the impact of leading to satisfying interpersonal relationships. required. NYS/Common Core Learning Standards and Students will explore various ways of thinking Credits: 3 Individualized Educational Programs (IEPs) on about behavior. They will also learn approaches Annually development and implementation of curriculum for grounded in person-centered values, including students with disabilities. Trends and issues in the collaborative problem-solving processes to develop TAL 845 Math and Science in Early Childhood field of curriculum will be discussed in relation to individualized interventions. Theoretical This course will prepare students to design the delivery of special education services. Ten hours foundations and methods for supporting students environments and curriculum for the development of structured fieldwork required. with disabilities and documenting and interpreting of math and science knowledge in early childhood. The pre-requisite of TAL 803 is required or the their behaviors will be addressed. Various Students will learn to create learning centers for student must be active in the NYC Teaching perspectives on constructing classroom young children based on principles of discovery, Fellows Student Group. environments such as Positive Behavior Support, hands-on experience, and reasoning to reinforce Credits: 3 Responsive Classrooms, and conflict resolution will basic math and science concepts and inquiry skills. Annually be explored. They will also learn to develop instruction to meet The pre-requisite or co-requisite of TAL 830 is diverse needs, including those of English Language TAL 852 Strategies for Teaching Learners with required or membership in NYC Teaching Fellow Learners and children who present development Diverse Needs: Childhood Group. variations. Students will construct unit plans as Characteristics of children with particular disability Credits: 3 mechanisms for integrating learning and meeting classifications, as well as cultural, linguistic, gender, Annually state learning standards. The role of formal and and ability differences, will be studied as a basis for informal assessment as a teaching tool will be considering strategies for teaching. Ideas, methods, TAL 856 Curriculum Theory and Practice in examined. Fifteen hours of structured fieldwork and strategies for assessing student needs and for Special Education: Middle Childhood / required. designing, adapting, implementing, and evaluating Adolescence The pre-requisite or co-requisite of TAL 830 is instructional practices in academic content areas An exploration of the role of curriculum in schools required. will be considered. Emphasis will be placed on with an emphasis on teaching learners with diverse Credits: 3 developing the ability to teach through a variety of learning needs. Students will learn to evaluate the Annually teaching methods, including new technologies and appropriateness of existing curricula for children effective utilization of time, space, materials, and with disabilities while developing curricula based on TAL 846 Family Literacy and Parental equipment. Consideration will be given to teaching an assessment of learner's interests, strengths, and Collaboration learners content in academic subject areas based on individual needs. Strategies and instructional This course will prepare students to design the NYS/Common Core Learning Standards. technology for modifying and adapting curricula for environments and curriculum for the development Teaching methods which support a collaborative students with varying abilities will be presented. of language and literacy at home and the early learning environment, such as cooperative learning Students will investigate the impact of the childhood center. Collaborative and inclusive groups and co-teaching, will be explored. Ten hours NYS/Common Core Learning Standards and approaches to family literacy will be emphasized. of structured fieldwork required. Individualized Education Programs (IEPs) on These include how to work with diverse families on The pre-requisite of TAL 851 is required. development and implementation of curriculum for issues of child development, including Credits: 4 students with disabilities. Trends and issues in the developmental variations, the role of first and Annually field of curriculum will be discussed in relation to second language acquisition, bilingualism and the delivery of special education services. Ten hours culture in child rearing. Students will be TAL 853 Collaboration and Consultation: Family of structured fieldwork required. introduced to a variety of activities and materials to School, and Community The pre-requisite of TAL 803 is required or the promote family literacy such as children''s books as An exploration of various team approaches and the student must be active in the NYC Teaching well as materials on parenting, adult literacy and roles of team members in the delivery of special Fellows Student Group. English as a Second Language. They will learn to education services. Professional and family Credits: 3 create systems for referral and collaboration with perspectives will be examined in relation to the Annually other agencies, including Early Intervention education of students with disabilities. Attention Programs, to provide comprehensive services to will be paid to the student within the context of a TAL 857 Strategies for Teaching Learners with families. Ten hours of structured fieldwork family system. Emphasis will be on fostering skills Diverse Needs: Middle Childhood / Adolescence required. that facilitate on-going and productive Characteristics of pre-adolescent and adolescent The pre-requisite or co-requisite of TAL 830 is communication among all team members. Students students with particular disability classifications, as required. will become familiar with community agencies that well as cultural, linguistic, gender, and ability Credits: 3 provide support and services to children and differences, will be studied as a basis for considering Annually adolescents with disabilities and their families and strategies for teaching. Ideas, methods, and will learn to advocate on their behalf. Ten hours of strategies for assessing student needs and for TAL 851 Curriculum Theory and Practice in structured fieldwork required. designing, adapting, implementing, and evaluating Special Education: Childhood The pre-requisite or co-requisite of TAL 830 is instructional practices in academic content areas An exploration of the role of curriculum in schools required. will be considered. Emphasis will be placed on with an emphasis on teaching learners with diverse Credits: 3 developing the ability to teach through a variety of learning needs. Students will learn to evaluate the Annually teaching methods, including new technologies and appropriateness of existing curricula for children effective utilization of time, space, materials, and

Page 161 LIU Brooklyn Graduate Bulletin 2014 - 2015 Bulletin 2014 - 2015 equipment. Consideration will be given to teaching This course addresses the relationship between learners content in academic subject areas based on language and society and their role in mediating TAL 873 Early Literacy the NYS/Common Core Learning Standards. educational success. The interplay of social class, A course that focuses on the importance of Teaching methods that support a collaborative ethnicity, age, and gender in language teaching and language development as a precursor to literacy in learning environment, such as cooperative learning learning is considered. Students examine the children from birth to five years of age, including groups and co-teaching, will be explored. Ten hours multiple ways in which children are positioned in children who grow up in a bilingual environment of structured fieldwork required. terms of language, ability, disability and learning. and those with developmental delays. It will address The pre-requisite of TAL 856 is required. The ethnography of communication, classroom the significance of providing a language-rich Credits: 3 discourse, conversational analysis, and intercultural environment at home and in formal educational Annually communication as well as the pragmatics of settings that offers children opportunities to engage communication, linguistic variation, bilingualism, in meaningful acts of communication and social TAL 862 ESL Curriculum and Methodology: and code-switching are studied. Pidgins and interaction as they construct their own ideas and Teaching Literacy K-12 Creoles, World Englishes, the politics of teaching theories about the principles of language. The A study of different approaches to teaching ESL in English, and the role of the profession are importance of children's participation in literacy an urban classroom with a focus on all aspects of addressed. events with other children and adults will be language and literacy, including listening, speaking, The pre-requisite of TAL 802 is required or emphasized. The role of play, sensory manipulation, reading, and writing, at different levels of membership in the NYC Teaching Fellow Student music, movement, story telling, children's literature proficiency in English. Students will learn to Group. and the arts in the development of language and develop literacy through the content areas. They Credits: 3 literacy will be explored. Fifteen hours of structured will also become familiar with uses of technology in Annually fieldwork required. an ESL setting and with literacy and language The pre-requisite or co-requisite of TAL 830 is proficiency assessment. Students will learn how to TAL 868 Second Language Literacy and Biliteracy required. help English Language Learners of varying ability This course addresses the connection between Credits: 3 meet NYS/Common Core Learning Standards in literacy and second language acquisition Annually literacy. Fifteen hours of structured fieldwork highlighting the theory and research on the required. development of literacy in the native language, TAL 875 Adolescent and Young Adult Basic Credits: 3 second language literacy, and biliteracy. Taking an Literacy Annually additive approach, the course examines the A course that addresses the language and literacy linguistic and sociocultural foundations in the needs of adolescents and young adults who have TAL 863 ESL Curriculum and Methodology: development of literacy among English Language had uneven or poor schooling. Students will learn Teaching Content Areas K-12 Learners and the relationships between biliteracy how to adapt instruction, develop materials, and An examination of the practices of teaching the and content knowledge development. Students design appropriate curricula to meet the literacy content areas of science, mathematics, social studies learn to teach for the development of academic needs of adolescents and young adults. The specific and language arts through English. Strategies for language as well as for the development of language needs of English language learners, speakers of a implementing sheltered instruction, adapting for a variety of purposes. Approaches to teaching second dialect, and those with learning difficulties materials, and developing vocabulary in specific reading and writing in the second language as well will be considered. Students will become familiar content areas will be introduced. Attention is given as ways to develop biliteracy are addressed. with reading materials and other educational to the teaching of content areas to second language Students examine curricula and literature for resources for this population. The use of specialized learners with disabilities. The use of technology in children and adolescents as well as available technology and media will be explored. teaching ESL is presented along with assessment technology to teach literacy to ELLs. The pre-requisite or co-requisite of TAL 830 is tools for measuring progress in specific subject The pre-requisites of TAL 802 and 828 are required. areas. Students learn to develop their own required. Credits: 3 curriculum and materials in a workshop setting. Credits: 3 On Occasion

Fifteen hours of structured fieldwork required. Annually Credits: 3 TAL 879 Special Topics in Education Annually TAL 871 Introduction to Reading Difficulties An in-depth and intensive study of specific critical A course that prepares students to instruct children areas of interest in education, as identified by TAL 866 Native Language Teaching in the with a variety of reading difficulties. Current faculty. With approval of program faculty, students Bilingual Classroom research into the nature and origin of reading may apply a maximum of three credits to their An exploration of theories of literacy and related difficulties, including dyslexia, will be reviewed. degree program. Ten hours of fieldwork may be teaching practices to develop native language Students will learn how to identify reading required. reading, writing, speaking, and listening skills, and difficulties, determine instructional needs, and use Credits: 3 to use native language in teaching the content areas diagnostic information for instructional planning. On Occasion

(mathematics, science, and social studies). Strategies for preventing and ameliorating TAL 880 Classroom Inquiry II Techniques of assessing native literacy skills will be difficulties in word identification, comprehension, A course that aims to develop and improve aspects examined. Students will become familiar with and written language will be introduced. of teaching practice by deepening students' native language resources in the community The pre-requisite or co-requisite of TAL 830 is understanding of inquiry, documentation, through evaluating culturally appropriate curricula, required. evidence, questions, and knowledge as introduced children's literature and media. Students will also Credits: 3 in Classroom Inquiry I. Students will extend their analyze and strengthen their own biliteracy skills. On Demand Fifteen hours of structured fieldwork required. learning of collaborative modes of classroom Credits: 3 inquiry by formulating a question and completing On Occasion an inquiry into a school or classroom issue, a curricular activity, or an aspect of their teaching TAL 867 Sociolinguistics and Teaching practice. Students will explore a range of literature

LIU Brooklyn Graduate Bulletin 2014 - 2015 Page 162 LIU Brooklyn related to the questions being investigated. They excellent elementary classrooms and schools for all Every Fall and Spring will investigate and compare assumptions about urban students. Students participate in every aspect persons and knowledge-making underlying various of practice, including planning, implementation, TAL 884B Student Teaching for the Practicing modes of inquiry through exposure to a range of and assessment of curriculum and instruction. Teacher: Childhood Special Education research designs. Thirty hours of structured They immerse themselves in the life of a school, This course is designed for students seeking 2nd fieldwork required. recording and thinking about the purposes, initial certification. It prepares reflective teachers The pre-requisite of TAL 830 is required. complexities, and consequences of what they do as who work to create excellent elementary classrooms Credits: 3 teachers in order to learn from their experiences. and schools for all urban students. Students apply Every Fall and Spring Students are supervised by a university faculty concepts acquired throughout the program to plan, member and a cooperating teacher in the school implement, and assess instruction in their own TAL 881A Student Teaching: Early Childhood and meet in regularly sccheduled seminars. teaching practice. Students currently teaching This course is designed for students seeking 1st Students currently employed as elementary school children with disabilities complete the student Initial certification. It prepares reflective early teachers (grades 1-6) may, with faculty approval, teaching in their own classrooms with guidance childhood teachers who work to create excellent complete the experience in their place of from college faculty. Students not currently early childhood classrooms, environments and employment. 75 days. Pass/Fail only. Program teaching children with disabilities complete a 20- schools for young children. Students participate in approval required. day student teaching experience under the every aspect of practice, including planning, Credits: 3 supervision of a cooperating teacher and college implementation, and assessment of curriculum and Every Fall and Spring faculty. The setting must be approved by special instruction. They immerse themselves in the life of education faculty. Pass/Fail only. Program approval a school, recording and thinking about the TAL 883A Student Teaching: Adolescence required. purposes, complexities, and consequences of what This course is designed for students seeking 1st Credits: 1 they do as teachers in order to learn from their initial certification. It prepares reflective teachers Every Fall and Spring experiences. Students are supervised by a university who work to create excellent secondary classrooms faculty member and a cooperating teacher in a and schools for all urban students. Students TAL 884C Student Teaching: Alternative school or early childhood center and meet in participate in every aspect of practice, including Childhood Special Education I regularly scheduled seminars. Students currently planning, implementation, and assessment of This course is designed for students in an employed as early childhood teachers (birth-second curriculum and instruction. They immerse alternative certification program. It prepares grade) may, with faculty approval, complete the themselves in the life of a school, recording and reflective teachers who work to create excellent experience in their place of employment. 75 days. thinking about the purposes, complexities, and elementary classrooms for urban children with Pass/Fail only. Program approval required. consequences of what they do as teachers in order disabilities. Students participate in every aspect of Credits: 3 to learn from their experiences. Students are practice, including planning, implementation, and Every Fall and Spring supervised by a university faculty member and a assessment of curriculum and instruction. They cooperating teacher in the school and meet in immerse themselves in the life of a school, TAL 881B Student Teaching for the Practicing regularly scheduled seminars. Students currently recording and thinking about the purposes, Teacher: Early Childhood employed as secondary school teachers (grades 7- complexities, and consequences of what they do as This course is designed for students seeking 2nd 12), teaching in the subject area in which they are teachers in order to learn from their experiences. initial certification. It prepares reflective teachers seeking certification, may, with faculty approval, Students are supervised by a university faculty who work to create excellent early childhood complete the experience in their place of member and meet in regularly scheduled seminars. classrooms, environments, and schools for young employment. 75 days. Pass/Fail only. Program Students currently employed as childhood special children. With guidance from college faculty, approval required. education teachers (grades 1- 6) complete the students apply concepts acquired throughout the Credits: 3 experience in their place of employment. 75 days. program to plan, implement, and assess instruction Every Fall and Spring Pass/Fail only. in their own teaching practice. Students currently Membership in NYC Teaching Fellow Group or in teaching young children (birth-second grade) TAL 884A Student Teaching: Childhood Special ISTART Group is required. complete student teaching in their own classrooms Education Credits: 3 with guidance from college faculty. Students not This course is designed for students seeking 1st On Demand currently employed in an early childhood setting initial certification. It prepares reflective teachers complete a 20-day student teaching experience who work to create excellent elementary classrooms TAL 884D Student Teaching: Alternate under the supervision of a cooperating teacher and for urban children with disabilities. Students Childlhood Special Education II college faculty. Students seeking and Advanced participate in every aspect of practice, including This course is designed for students in an Certificate in Early Childhood or Dual planning, implementation, and assessment of alternative certification program. It prepares Certification in Early Childhood and another area curriculum and instruction. They immerse reflective teachers who work to create excellent must complete the student teaching required in themselves in the life of a school, recording and elementary classrooms for urban children with their first certification before enrolling in TAL thinking about the purposes, complexities, and disabilities. Students participate in every aspect of 881B. The setting must be approved by early consequences of what they do as teachers in order practice, including planning, implementation, and childhood faculty. 20 days. Pass/Fail only. to learn from their experiences. Students are assessment of curriculum and instruction. They Program approval required. supervised by a university faculty member and a immerse themselves in the life of a school, Credits: 1 cooperating teacher in the school and meet in recording and thinking about the purposes, Every Fall, Spring and Summer regularly scheduled seminars. Students currently complexities, and consequences of what they do as employed as childhood special education teachers teachers in order to learn from their experiences. TAL 882A Student Teaching: Childhood (grades 1- 6) may, with faculty approval, complete Students are supervised by a university faculty This course is designed for students seeking 1st the experience in their place of employment. 75 member and meet in regularly scheduled seminars. Initial Certification. It prepares reflective days. Pass/Fail only. Program approval required. Students currently employed as childhood special elementary school teachers who work to create Credits: 3 education teachers (grades 1- 6) complete the

Page 163 LIU Brooklyn Graduate Bulletin 2014 - 2015 Bulletin 2014 - 2015 experience in their place of employment. 75 days. curriculum and instruction. They immerse Pass/Fail only. themselves in the life of a secondary school, TAL 885D Student Teaching: Alternate Membership in NYC Teaching Fellow Group or in recording and thinking about the purposes, Adolescence Special Education II ISTART Group is required. complexities, and consequences of what they do as This course is designed for students in an Credits: 3 teachers in order to learn from their experiences. alternative certification program. It prepares On Demand Students are supervised by a university faculty reflective teachers who work to create excellent member and a cooperating teacher in the school secondary classrooms for urban adolescents with TAL 884E Student Teaching for the Practicing and meet in regularly scheduled seminars. Students disabilities. Students participate in every aspect of Teacher: Alternate Childhood Special Education I currently employed as adolescent special education practice, including planning, implementation, and This course is designed for students in an teachers (grades 7-12) may, with faculty approval, assessment of curriculum and instruction. They alternative certification program. It prepares complete the experience in their place of immerse themselves in the life of a school, reflective teachers who work to create excellent employment. 75 days. Pass/Fail only. Program recording and thinking about the purposes, elementary classrooms for urban children with approval required. complexities, and consequences of what they do as disabilities. Students participate in every aspect of Credits: 3 teachers in order to learn from their experiences. practice, including planning, implementation, and Every Fall and Spring Students are supervised by a university faculty assessment of curriculum and instruction. They member and meet in regularly scheduled seminars. immerse themselves in the life of a school, TAL 885B Student Teaching for the Practicing Students currently employed as adolescent special recording and thinking about the purposes, Teacher: Adolescence Special Education education teachers (grades 7-12) complete the complexities, and consequences of what they do as This course is designed for students seeking 2nd experience in their place of employment. 75 days. teachers in order to learn from their experiences. initial certification It prepares reflective teachers Pass/Fail only. Students are supervised by a university faculty who work to create excellent elementary classrooms Membership in NYC Teaching Fellow Group or in member and meet in regularly scheduled seminars. and schools for all urban students. Students apply ISTART Group is required. Students currently employed as childhood special concepts acquired throughout the program to plan, Credits: 3 education teachers (grades 1- 6) complete the implement, and assess instruction in their own Annually experience in their place of employment. 75 days. teaching practice. Students currently teaching Pass/Fail only. adolescents with disabilities complete the student TAL 885E Student Teaching for the Practicing Membership in NYC Teaching Fellow Group or in teaching in their own classrooms with guidance Teacher: Alternate Adolescence Special Education ISTART Group is required. from college faculty. Students not currently I Credits: 0 teaching adolescents with disabilities complete a 20- This course is designed for students in an On Demand day student teaching experience under the alternative certification program. It prepares supervision of a cooperating teacher and college reflective teachers who work to create excellent TAL 884F Student Teaching for the Practicing faculty. The setting must be approved by special secondary classrooms for urban adolescents with Teacher: Alternate Childhood Special Education education faculty. Pass/Fail only. Program approval disabilities. Students participate in every aspect of II required. practice, including planning, implementation, and This course is designed for students in an Credits: 1 assessment of curriculum and instruction. They alternative certification program. It prepares Every Fall and Spring immerse themselves in the life of a school, reflective teachers who work to create excellent recording and thinking about the purposes, elementary classrooms for urban children with TAL 885C Student Teaching: Alternate complexities, and consequences of what they do as disabilities. Students participate in every aspect of Adolescence Special Education I teachers in order to learn from their experiences. practice, including planning, implementation, and This course is designed for students in an Students are supervised by a university faculty assessment of curriculum and instruction. They alternative certification program. It prepares member and meet in regularly scheduled seminars. immerse themselves in the life of a school, reflective teachers who work to create excellent Students currently employed as adolescent special recording and thinking about the purposes, secondary classrooms for urban adolescents with education teachers (grades 7-12) complete the complexities, and consequences of what they do as disabilities. Students participate in every aspect of experience in their place of employment. 75 days. teachers in order to learn from their experiences. practice, including planning, implementation, and Pass/Fail only. Students are supervised by a university faculty assessment of curriculum and instruction. They Membership in NYC Teaching Fellow Group or in member and meet in regularly scheduled seminars. immerse themselves in the life of a school, ISTART Group is required. Students currently employed as childhood special recording and thinking about the purposes, Credits: 0 education teachers (grades 1- 6) complete the complexities, and consequences of what they do as Annually experience in their place of employment. 75 days. teachers in order to learn from their experiences. Pass/Fail only. Students are supervised by a university faculty TAL 885F Student Teaching for the Practicing Membership in NYC Teaching Fellow Group or in member and meet in regularly scheduled seminars. Teacher: Alternate Adolescence Special Education ISTART Group is required. Students currently employed as adolescent special II Credits: 0 education teachers (grades 7-12) complete the This course is designed for students in an On Demand experience in their place of employment. 75 days. alternative certification program. It prepares Pass/Fail only. reflective teachers who work to create excellent TAL 885A Student Teaching: Adolescence Special Membership in NYC Teaching Fellow Group or in secondary classrooms for urban adolescents with Education ISTART Group is required. disabilities. Students participate in every aspect of This course is designed for students seeking 1st Credits: 3 practice, including planning, implementation, and initial certification. It prepares reflective teachers Annually assessment of curriculum and instruction. They who work to create excellent secondary classrooms immerse themselves in the life of a school, for urban students with disabilities. Students recording and thinking about the purposes, participate in every aspect of practice, including complexities, and consequences of what they do as planning, implementation, and assessment of teachers in order to learn from their experiences.

LIU Brooklyn Graduate Bulletin 2014 - 2015 Page 164 LIU Brooklyn

Students are supervised by a university faculty every aspect of practice, including planning, alternative certification program. It prepares member and meet in regularly scheduled seminars. implementation, and assessment of curriculum and reflective teachers who work to create excellent Students currently employed as adolescent special instruction. They immerse themselves in the life of elementary and secondary classrooms for urban education teachers (grades 7-12) complete the a school, recording and thinking about the emerging bilingual learners. Students participate in experience in their place of employment. 75 days. purposes, complexities, and consequences of what every aspect of practice, including planning, Pass/Fail only. they do as teachers in order to learn from their implementation, and assessment of curriculum and Membership in NYC Teaching Fellow Group or in experiences. Students are supervised by a university instruction. They immerse themselves in the life of ISTART Group is required. faculty member and meet in regularly scheduled a school, recording and thinking about the Credits: 0 seminars. Students currently employed as TESOL purposes, complexities, and consequences of what Annually teachers complete the experience in their place of they do as teachers in order to learn from their employment. 75 days. Pass/Fail only. experiences. Students are supervised by a university TAL 886A Student Teaching: TESOL Membership in NYC Teaching Fellow Group or in faculty member and meet in regularly scheduled This course is designed for students seeking 1st ISTART Group is required. seminars. Students currently employed as TESOL initial certification. This experience prepares Credits: 3 teachers complete the experience in their place of reflective TESOL teachers who work to create Annually employment. 75 days. Pass/Fail only. student-centered and challenging classrooms and Membership in NYC Teaching Fellow Group or in supportive schools for English Language Learners. TAL 886D Student Teaching: Alternate TESOL II ISTART Group is required. Teaching candidates participate in every aspect of This course is designed for students in an Credits: 0 practice, including planning, implementation, and alternative certification program. It prepares Annually assessment of curriculum and instruction. They reflective teachers who work to create excellent immerse themselves in the life of a TESOL elementary and secondary classrooms for urban TAL 890 Overview of Teaching in Alternative classroom, recording and thinking about the emerging bilingual learners. Students participate in Settings purposes, complexities, and consequences of what every aspect of practice, including planning, Analyzes the history and development of education they do as teachers in order to learn from their implementation, and assessment of curriculum and in alternative settings. Special attention is paid to experiences. Students are supervised by a university instruction. They immerse themselves in the life of the difference between teaching ESOL in public faculty member and a cooperating teacher in the a school, recording and thinking about the schools and the kind of teaching that takes place in school and meet in regularly scheduled seminars. purposes, complexities, and consequences of what museums, parks, community-based organizations, Candidates student-teach in an elementary and a they do as teachers in order to learn from their schools other than public ones, homes, and clinical secondary setting for a total of 75 days. Students experiences. Students are supervised by a university settings. During the first half of the course, currently employed as a TESOL teacher in an faculty member and meet in regularly scheduled students visit a variety of alternative settings. appropriate setting may, with faculty approval, seminars. Students currently employed as TESOL During the second half of the course, students complete the experience in their place of teachers complete the experience in their place of select a setting and participate in planning, employment. Pass/Fail only. Program approval employment. 75 days. Pass/Fail only. implementation, and assessment of an educational required. Membership in NYC Teaching Fellow Group or in plan. Pass/Fail only. Credits: 3 ISTART Group is required. Credits: 1 Every Fall and Spring Credits: 3 On Demand Annually TAL 886B Student Teaching for the Practicing TAL 971 Capstone Seminar Teacher: TESOL TAL 886E Student Teaching for the Practicing In this seminar, students meet graduation This course is designed for students seeking 2nd Teacher: Alternate TESOL I requirements with the creation and submission of a initial certification. It prepares reflective teachers This course is designed for students in an portfolio that demonstrates their attainment of the who work to create student-centered and alternative certification program. It prepares TAL program standards in the areas of Knowledge, challenging classrooms and supportive schools for reflective teachers who work to create excellent Enquiry, Empathy, Pluralism and Social English Language Learners. Teacher candidates elementary and secondary classrooms for urban Commitment (the KEEPS Claims). Through the apply concepts acquired throughout the program to emerging bilingual learners. Students participate in selection and examination of prior coursework in plan, implement, and assess instruction in their every aspect of practice, including planning, the context of readings from the contemporary and own teaching practice. Students currently teaching implementation, and assessment of curriculum and historical field of education, students reflect on the English as a second language complete the student instruction. They immerse themselves in the life of knowledge and skills gained through the program teaching in their own classrooms with guidance a school, recording and thinking about the and the implications for their teaching practice. from college faculty. Students not currently purposes, complexities, and consequences of what The pre-requisite of TAL 880 is required and the teaching English as a second language complete a they do as teachers in order to learn from their pre-requisite or co-requisite from one of the 20-day student teaching experience under the experiences. Students are supervised by a university following courses is required; TAL 881A, 881B, supervision of a cooperating teacher and college faculty member and meet in regularly scheduled 882A, 883A, 884A, 884B, 884F, 885A, 885B, 885F faculty. The setting must be approved by TESOL seminars. Students currently employed as TESOL or 890. faculty. Pass/Fail only. Program approval required. teachers complete the experience in their place of Credits: 3 Credits: 1 employment. 75 days. Pass/Fail only. Every Fall, Spring and Summer Every Fall, Spring and Summer Membership in NYC Teaching Fellow Group or in ISTART Group is required. TAL 974 Advanced Topics in TESOL and TAL 886C Student Teaching: Alternate TESOL I Credits: 0 Bilingual Education This course is designed for students in an Annually A capstone seminar that helps students gain an in- alternative certification program. It prepares depth understanding of some of the issues that are reflective teachers who work to create excellent TAL 886F Student Teaching for the Practicing at the forefront of current research on bilingualism, elementary and secondary classrooms for urban Teacher: Alternate TESOL II second language acquisition and pedagogy. emerging bilingual learners. Students participate in This course is designed for students in an Students will critically examine relevant research in

Page 165 LIU Brooklyn Graduate Bulletin 2014 - 2015 Bulletin 2014 - 2015 selected areas. They will write a major paper environments. Legal frameworks with respect to be explored. Students will review the collective synthesizing the research in an area of particular community needs and their right to know are bargaining process and understand the application interest and integrating it with their own teaching addressed. Students will use technological, of technology to the human resource field. practice. interpersonal and research skills to explore The pre-requisite of TLL 930 is required or The pre-requisite of TAL 880 is required. community, understand the relationship between Department consent. Credits: 3 school and community, and plan for the Credits: 3 On Occasion involvement of community in the life of the school Annually and the district/region. TAL 975 Final Inquiry Seminar: TESOL The pre-requisite of TLL 930 is required or TLL 935 Education and the Law This capstone seminar uses the knowledge and Department consent. This course will explore, from a historical skills gained through the program to write and Credits: 3 perspective, legal and ethical issues as they impact present an in-depth study on an aspect of second Annually education in a language acquisition and teaching practice. multicultural/multilingual/multiracial and Students continue the work begun in Classroom TLL 931B Research Methods In Administration economically diverse society. Students will study Inquiry I and II and complete a project that looks The focus of this course is to help administrators issues such as teachers', students' and parents' rights closely at an English language or bilingual learner become lifelong consumers and producers of and responsibilities, separation of church and state, or TESOL curriculum/instructional activity. research. Students will develop technological skill in censorship, freedom of speech, affirmative action, Students complete a comprehensive portfolio of locating research materials from varied sources. and educational equity and access. Special attention their work throughout the TESOL program that Students will learn to read, analyze, and evaluate will be given to the implications of the No Child demonstrates their attainment of the KEEPS claim. qualitative and quantitative research articles and to Left Behind legislation. Case law and case studies In this seminar students share their works in use the information gained to inform decision- will be used as they relate to policy development. progress and work together on issues of making in order to support teaching/learning/ Credits: 3 documentation, literature review, methodology and achievement. Students will also learn to critically Annually writing. evaluate published research, formulate research The pre-requisites of TAL 868 and 880 are required questions, write research reports, and develop TLL 936 Curriculum Development and the pre-requisites or co-requisites of TAL 886A, research proposals that will become the bases for A review of learning theory, human development, 886B and or 890 are required, or membership in internship projects. Strategies for sharing and motivation as they relate to teaching, learning the I-START Student Group or Chancellor Fellow's information with teachers and parents, and achievement. Principles of curriculum Student Group. disseminating research data, and understanding the development, design, and assessment to enhance Credits: 3 impact of research on practice will be explored. teacher practice in standard-based and Annually The pre-requisite of TLL 930 is required or constructivist classrooms will be studied. Students Department consent. will focus on the learning standards and analyze, Educational Leadership Courses Credits: 3 critically evaluate, utilize, and develop strategies for Annually engaging teachers in the process of assessing academic needs, implementing and adapting TLL 930 Administrative Core I: An Overview TLL 932 Assessment in Administration curriculum, and evaluating outcomes. The This course will focus on organizational This course will focus on understanding assessment importance of technology in student learning will development and systems theory. It deals with the theory. Students will become knowledgeable about be included. Organizational decision-making and structural, cultural, political, business, human obtaining assessment data from automated problem-solving skills needed in the development of relations, and policy elements of traditional and informational links and using those data in order to appropriate curricula will be discussed. Connecting non-traditional schools as social systems concerned make administrative decisions about students, the curriculum to the world of work will be with inputs, environments, transformation, and faculty, and curriculum. Emphasis will also be explored. outcomes. Students will be expected to identify placed on the ways in which administrators use Credits: 3 personal leadership, supervisory, and administrative standardized and alternative assessments of Annually abilities and demonstrate skills in the functions and students, formative and summative assessments of processes of leadership, management, interpersonal faculty, and program evaluation. Issues of reliability TLL 937 The Supervisor in the School Setting communication, and motivation for school change and validity and their relationship to the decision- This course focuses on the elements of effective by linking theory and practice in classroom-based making process will be explored. The effects of supervisory practice in the school. Students will and field-based activities. Strategies for the diversity in language, culture, gender, and consider the learning standards relative to the implementation of initiatives and the evaluation of ability/disability on the use of assessment data will principles of supervision, supervisory leadership their impact on schools are discussed. be investigated. styles, and the assessment of teacher performance. Credits: 6 Credits: 3 Important topics include effective instructional Every Fall Annually practices, adult learning theories, organizing and planning professional staff development, and TLL 931A Administrative Core II: Community TLL 933 School Business Administration coaching and mentoring models, as well as team Relations This course will focus on the business-related and consensus-building approaches that include This course broadens the focus from aspects of school and district/regional parents and other constituents. Strategies for the school/district/regional-related theories and administration as they support the improvement of development of school/district/regional practices to those that define the nature of public the instructional program. Emphasis will be given comprehensive plans for the continuous schooling and interrelationships between the to business management practices, i.e., funding professional growth of all staff will be examined. educational agency and local, state, federal and sources, budgeting, automated accounting systems, Credits: 3 community forces as they impact on teaching, and federal, state, and municipal mandates. In Annually learning and achievement. Emphasis is put on addition, strategic human resource planning gaining support for safe and secure learning including recruiting and selection techniques will TLL 941 School District Administrator This course will explore the complex role of today's

LIU Brooklyn Graduate Bulletin 2014 - 2015 Page 166 LIU Brooklyn school district/regional administrator as an effective leader in the broader, urban-inclusive educational community intent on enhanced student achievement. Students will explore district/regional composition and understand strategies and develop skills for: building and articulating a system-wide vision; coordinating groups for achieving district/regional short-range and long-range goals and objectives; developing procedures and policies; generating and allocating resources; developing a research-based approach to building safe and effective schools; developing leadership in school and community groups; working with governance groups; capacity building; negotiating; and program planning and accountability. Credits: 3 Annually

TLL 951A Internship in Administration and Supervision I: Building Level This internship consists of 550 hours at the school building level. Eight core areas are addressed: leadership, management, curriculum and instruction, student issues, personnel issues, staff development, in-district/region relationships, and community relations. Credits: 3 Annually

TLL 951B Internship in Administration and Supervision II: District/Regional Level This internship consists of 550 hours at the district or regional office level. Eight core areas are addressed: leadership, management, curriculum and instruction, student issues, personnel issues, staff development, in-district/region relationships, and community relations. The pre-requisite of TLL 951A is required. Credits: 3 Annually

TLL 998 Special Topics in School Leadership This course is designed to provide participants with the opportunity to explore one topic of administrative importance in depth. Topics will vary each semester. Credits: 1 to 3 On Occasion

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SCHOOL OF HEALTH PROFESSIONS

The School of Health Professions at LIU Brooklyn is dedicated to providing superior quality education in the health professions to a diverse student body. With strong ties to the community and to many health care facilities that support educational efforts as well as research, our programs address clinical health care, community-based health and social issues. The school prepares students for careers in the areas of respiratory care; diagnostic medical sonography; physician assistant; occupational therapy; athletic training, health and exercise science (including sport management and exercise physiology); physical therapy; social work; and public health. The programs also introduce students to interprofessional practice. The programs span the undergraduate, graduate and doctoral levels, and lead to careers in growing professions that offer a wealth of career opportunities. Graduates of our programs are in high demand in the current health care job market, and this level of demand will continue for many years to come. The School of Health Profession’s faculty members are renowned experts in their fields and have vast experience in their respective areas of specialization, which contributes to their exceptional teaching abilities. Many faculty members are engaged in research, which greatly contributes to the learning experience of their students and to their own professional growth. The School of Health Professions offers a three year post-baccalaureate Doctor of Physical Therapy (DPT) degree. The school offers the B.S./M.S. degree program in Occupational Therapy; the B.S./M.S. in Athletic Training; the M.S. in Physician Assistant Studies; the M.S.W. in Social Work; and a Master of Public Health degree with a concentration in Health Education, Advocacy and Communications. The school also offers the M.S. degree in Exercise Science with tracks in: • Exercise Physiology and Sports Nutrition • Strength and Conditioning and Sports Nutrition • Fitness for Special Populations For information, please contact the Dean’s Office at 718-780-6578, fax 718-780-4561, or visit the website at www.liu.edu/brooklyn/shp.

Barry S. Eckert, Ph.D., FASAHP Dean [email protected]

Stacy Gropack, Ph.D. Associate Dean [email protected]

Terry Macon Administrative Assistant [email protected]

Nathalia Berger Administrative Assistant [email protected]

LIU Brooklyn Graduate Bulletin 2014 - 2015 Page 168 LIU Brooklyn

Criminal Background Checks and Drug Testing

Many clinical/field experience affiliates, i.e., hospitals and clinics now require the completion of criminal background checks and/or drug testing for employees, volunteers and students affiliated with the site. Therefore, School of Health Professions students who plan to participate in a clinical/field experience may be asked to undergo a criminal background check, and/or a drug screen. A criminal conviction and/or the use of illegal drugs may impede or bar your entry into your chosen field of study. Students desiring entrance into the School of Health Professions should be aware that our clinical/field affiliates have the right to 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, you may be unable to complete a required clinical/field experience. If you are unable to complete program requirements, you may be advised to withdraw from the program. In addition, School of Health Professions students should be aware that the presence of a criminal record could result in the refusal of the licensing/ certification/registration agencies (NBRC and or state licensing board) to issue the credential or license to practice. Prospective students are strongly encouraged to contact pertinent state licensing board to inquire whether a criminal record, including driving offenses would preclude the individual from eligibility to obtain a license/certification.

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DIVISION OF ATHLETIC least two letters of reference (preferably one EXS 615 Performance 3.00 academic and one personal) Enhancement Specialist TRAINING, HEALTH AND To qualify for acceptance into any of the three Prepartion concentrations students must: EXERCISE SCIENCE EXS 645 Sport Nutrition and 3.00 • Must have a bachelor’s degree from an Pharmacology Division Director and Associate Professor: Eugene accredited college Spatz, M.S. • Attain a grade point average of 2.5 or above ELECTIVE COURSES Associate Professor: David Spierer, Ed.D. • Undergo an interview with the director of the Students are required to take 12 credits of Assistant Professors: Tracye Rawls-Martin, M.S., concentration electives. For students interested in completing a

ATC; Amerigo Rossi, B.A., M.S.; Kevin Duffy, Master's thesis EXS 799 and EXS 899 are M.S., ATC, CSCS, CES, PES, Director, Athletic M.S., Exercise Science required. Students should discuss their plan of Training Education Program; Melissa Lent, [Program Code: 06922] study and elective options with their advisor. M.S.Ed., Associate Director of the B.S. in Health Must Complete All Core Courses Listed Below. Courses will be offered occasionally depending Science Program; Scott Westervelt, M.S., Director EXS 501 Exercise Physiology in 3.00 upon demand. of Practicum for the Health Science Program; Chronic Disease I EXS 527 Grant Writing for Health 3.00 Nikki Carosone Russo, M.S., ACSM cPT, Student & Fitness Professionals EXS 510 Nutrition and Wellnes in 3.00 Service Advisor for the B.S. in Health Science Physical Activity EXS 507 Corrective Exercise 3.00 Program; Joe Branch, Director of Sport Specialist (CES) Management Concentration Program; Leeja EXS 524 Exercise and Fitness for 3.00 Preparation Carter, Ph.D.; Bryn Van Patton, MS Ed, ATC, People with Disabilities EMT, Clinical Coordinator, Athletic Training EXS 750 Alternative Therapies in 3.00 EXS 535 Field Experience I 3.00 Education Program; Anthony Ricci, MS, CNS Health Adjunct Faculty: 30 EXS 540 Research Methods in 3.00 Psycho-Social Cultural & Exercise Science EXS 581 Political Aspects of 3.00 Fitness for Special Populations Track Disability M.S. in Exercise Science Select 9 Credits for Fitness for Special EXS 799 Research Thesis I 3.00 Populations Track Requirements. The Masters of Science in Exercise Science EXS 899 Research Thesis H 3.00 offers a comprehensive educational experience EXS 592 Physiology of Exercise 3.00 for Healthy and Aging including lectures and laboratories on the EXS 593 Functional Movement, 3.00 constructs and applications of advanced exercise EXS 530 Adapted Physical Activity 3.00 Assessment & Program physiology. Specific concentrations serve to for Individuals with Design position graduates and career professionals in an Autism EXS 605 Nutritional Biochem 3.00 ever-changing health care environment. The EXS 600 Exercise Physiology in 3.00 program is designed to enhance students’ EXS 705 Individual Problems 3.00 Chronic Disease II marketability by combining sports nutrition with EXS 700 Biomechanics of Human 3.00 three well-established and popular areas of study: EXS 620 Analytical Approach to 3.00 Performance exercise physiology, strength and conditioning and Exercise Prescription fitness for special populations. Although there are Physical Training & Exercise Physiology and Sports Nutrition EXS 630 3.00 three distinct areas of study, the program also Conditioning offers academic flexibility with several elective Track EXS 591 Entrepreneurship in 3.00 courses. In addition, an active research laboratory Select 9 credits for Exercise Physiology and Sport Fitness & Health allows students the opportunity to pursue their Nutrition Track Requirements. own data collection or get involved as a volunteer EXS 600 Exercise Physiology in 3.00 EXS 650 Cardipulmonary Health & 3.00 or graduate assistant. The M.S. curriculum has an Chronic Disease II Disease overall credit requirement of 36 credits with the EXS 653 Advanced Laboratory 3.00 EXS 670 Research in Health, 3.00 intention of developing graduates that can be Techniques in Exercise Exercise & Sport competitive across the academic and career Physiology landscape while providing students with an Technology in Health & EXS 518 3.00 education that is both satisfying and valuable. EXS 620 Analytical Approach to 3.00 Disease Exercise Prescription The concentrations for the M.S. in Exercise Credit and GPA Requirements Science include: EXS 645 Sport Nutrition and 3.00 Minimum Total Credits: 36 • Exercise Physiology and Sports Nutrition Pharmacology Minimum Major GPA: 3.0 • Strength and Conditioning and Sports Nutrition • Fitness for Special Populations Strength and Conditioning and Sport Nutrition Track B.S./M.S. in Athletic Training Admission Requirements Select 9 credits for Strength and Conditioning and To qualify for acceptance into the M.S. in Exercise The 158-credit dual B.S./M.S. degree in Athletic Sport Nutrition Track Requirements. Science program: Training, offered by the Athletic Training Program • Entering students (including transfer students) EXS 507 Corrective Exercise 3.00 (ATP), prepares students to take the Board of must have an undergraduate GPA of 2.5 or Specialist Preparation Certification (BOC) exam to enter the field as a higher EXS 508 Certified Strength and 3.00 certified athletic trainer (ATC®). One of only four • Submit a general application for admission Conditioning Specialist B.S./M.S. programs offered in the United States, through My LIU Prepartaion the ATP is accredited by the Commission on • The application must be accompanied by at

LIU Brooklyn Graduate Bulletin 2014 - 2015 Page 170 LIU Brooklyn

Accreditation of Athletic Training Education study, students apply for admission into the ability to meet the technical standards. (CAATE), and provides entry-level students with professional phase of the program. Admission to Student Health Records learning experiences in the classroom setting, that the professional phase is both competitive and Students must annually present a completed are supplemented by a broad array of professional selective. A limited number of students will be LIU Health Examination Form. This includes the field experiences. admitted annually. Enrollment in the pre- requirement of providing proof of immunization, The comprehensive curriculum is divided into professional phase and meeting minimum including HBV. Please refer to the Athletic two phases: a three-year, pre-professional phase application criteria does not by itself guarantee Training Student Handbook for the specific and a two-year, professional phase. Students entrance into the professional phase of study. details, including cost, as well as the form. entering without a bachelor’s or an associate’s Application to the Professional Phase degree are required to complete the full five years All pre-athletic training candidates, LIU B.S. / M.S., Athletic Training of study. Those holding a previous degree are students and transfer applicants seeking admission [Program Code 24403} required to complete two years professional phase to the program’s professional phase must: Graduation Requirements of study, providing there are adequate credits in • Have a cumulative college grade point average Students must satisfy the Placement, Proficiency, liberal arts and sciences for the bachelor’s portion of at least 2.75 or better Orientation and Core Curriculum criteria outlined of the degree. • Have satisfactorily completed all prerequisite in the Graduation Requirements section of this The expanded, two-year professional phase work bulletin. offers students the chance to take more advanced • Submit official transcripts from all colleges and Core Curriculum requirements for this major courses, train with mentors, and the opportunity to universities attended (Grades more than 10 are summarized below: integrate a variety of clinical education years old cannot be accepted.) Core Seminar 3 credits experiences. Students will also have the • Submit two letters of recommendation from Humanities opportunity to earn additonal professional individuals involved in the field of athletic English Composition 3 credits credentials including the CSCS, CES, and ISSN. training (at least one from an ATC) English Literature 6 credits At the end of the professional phase, students will • Submit a completed Athletic Training receive a combined Bachelor of Science/Master of professional phase program application Philosophy 6 credits Science degree and will be eligible to sit for the • Have completed a minimum of hours of Foreign Language Not Required Board of Certification examination for Certified volunteer work experience under the Social Sciences Athletic Trainer to earn the ATC® credential. supervision of a certified athletic trainer History 6 credits Hallmarks of the ATP include clinical learning • Completed at least 91 credits prior to Psychology 3 credits experiences with opportunities for students to application into professional phase. Social Sciences 3 credits work side-by-side with highly experienced • Meet the technical standards of the program (ANT, ECO, POL, SOC) certified athletic trainers; state-of-the-art (see technical standards below) Science and Mathematics laboratory facilities that allow students to gain Transfer Student Policy significant experience in all areas of clinical Students from other colleges and universities Mathematics 3-4 credits practice; individualized instruction provided by who satisfy the prerequisite requirements may Laboratory Science 4 credits advanced teaching fellows; and a mentorship apply for admission to the pofessional phase of the (BIO 3) program that promotes further sharing of B.S./M.S. degree program. However, the student Communication, Visual & Performing Arts knowledge and experience. must first be accepted to LIU Brooklyn as an Speech 3 credits Program Goals undergraduate transfer student through the Office Visual & Performing Arts Not Required • To prepare student to pass the BOC of Admissions application process. Once Office of (ART, DNC, MUS, THE) examination for athletic trainers through Admissions accepts the student, the application to Ancillary Course Requirements: required GPA and competency/proficiency the professional phase will then be evaluated. At Must complete the following science courses. evaluation minimum this time, students may petition the program for BIO 137 Human Anatomy and 4.00 • To offer clinical experiences in appropriate acceptance of the following professional phase Physiology I settings that provide adequate exposure to courses from their previous institution: SPS required clinical education competencies and 151,152,189. No other professional phase SPS or BIO 138 Human Anatomy and 4.00 proficiencies EXS courses are eligible for transfer. Physiology II • To provide network opportunities for possible Technical Standards for the Athletic Training CHM 3X General Chemistry 4.00 future employment Program Accreditation The Athletic Training Program (ATP) at LIU is Choose one of the following Math courses. The program is registered with the New York a rigorous and intense program that places specific MTH 100 Introductory Statistics 3.00 State Education Department and is accredited by requirements and demands on the students enrolled the Commission on Accreditation of Athletic in the program. An objective of this program is to PSY 150 Statistics in Psychology 3.00 Training Education (CAATE). prepare graduates to enter a variety of employment PHY 20 The Physical Universe 4.00 Athletic Training Candidacy settings and to render care to a wide spectrum of Prior to entering the professional phase of the individuals engaged in physical activity. The Major Requirements Athletic Training program, students can attend technical standards set forth by the ATP establish Must Complete All Undergraduate Courses LIU Brooklyn on a part- or a full-time basis, the essential qualities considered necessary for Below. completing their courses in the pre-professional students admitted to this program to achieve the SPS 143 Responding to 3.00 phase of the program. Students have at least three knowledge, skills, and competencies of an entry- Emergencies in Sport and years to explore their career choice, complete the level athletic trainer, as well as meet the Physical Activity required athletic training volunteer experience, expectations of the program’s accrediting agency SPS 144 Principles of Taping, 2.00 demonstrate their academic ability and complete (Commission on Accreditation of Athletic Bracing and Protective their prerequisite work. Training Education [CAATE]). Please refer to the Athletic Equipment At the end of their pre-professional course of Athletic Training Student Handbook regarding the

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SPS 147 Concepts in Athletic 2.00 Training

SPS 151 Functional Kinesiology 3.00

SPS 152 Exercise Physiology I 3.00

SPS 162 Introduction to Clinical 3.00 Education in Athletic Training

SPS 172 Clinical Assessment of 4.00 the Lower Extremity

SPS 173 Clinical ssessment of the 4.00 Head, Neck & Upper Extremity

SPS 189 Basic Biomechanics and 3.00 Motion Analysis Must Complete All Graduate Courses Below. EXS 507 Corrective Exercise 3.00 Specialist Prep

EXS 508 Strengh and Conditioning 3.00 Certification Preparation

EXS 540 Research Methods in 3.00 Exercise Science

EXS 576 Therapeutic Exercise in 3.00 Athletic Training

EXS 577 Therapeutic Modalities in 3.00 Athletic Training

EXS 645 Sports Nutrition and 3.00 Pharmacology in Sports

EXS 655 Pathology and Illness in 3.00 Sport and Physical Activity

EXS 660 Clinical Education in 4.00 Athletic Training II

EXS 709 Clinical Education in 5.00 Athletic Training III

EXS 710 Organization and 3.00 Administration in Athletic Training

EXS 711 Clinical Education in 4.00 Athletic Training IV

EXS 721 Seminar: Current Issues 3.00 and Topics in Athletic Training Credit and GPA Requirements Minimum Total Credits: 158 Minimum Liberal Arts and Sciences Credits: 64 Elective Credits: 27 Minimum Major AT Credits Undergraduate: 27 Minimum Major AT Credits Graduate: 40 Minimum Credits of Courses > 100 Level: 48 Ancillary Course Requirements: See Above

Minimum Major GPA: 2.75 Minimum Overall GPA: 2.75

LIU Brooklyn Graduate Bulletin 2014 - 2015 Page 172 LIU Brooklyn

conditioned populations. Specifically students Exercise Science Courses EXS 524 Exercise and Fitness for Special learn the movement assessment process using the Functional Movement Screen, gait analysis etc., and Populations EXS 500 Personal Training Certification develop an individualized correct exercise program. This course provides didactic and practical Preparation Common conditions include low back pain, ACL experiences in developing exercise programs for This course will provide students with the most injuries and muscle imbalance. The course individuals who have a specific disability or health current state-of-the art fitness education. Students prepares students for the well-recognized NASM limitation including aging, arthritis, diabetes, will be expected to have a firm grasp of the theories Corrective Exercise Specialist (CES) exam. This intellectual disabilities, spinal cord injuries and and facts involved with practical fitness testing and course has an additional fee. asthma. This course covers applied methods of programming. Students will apply this information Credits: 3 exercise prescription for individuals who require in a practical setting through the performance of Every Fall adaptations and modifications to an exercise laboratory exercises. Each lab will address the program. This course covers a brief summary of the knowledge and skills that a fitness professional EXS 508 Certified Strength and Conditioning physiology and pathophysiology of each condition, must possess to safely implement effective fitness Specialist (CSCS) Preparation selected research on each disability or health programs. Students will be prepared to take This course covers topics such as sports physiology, condition and translation of the research in personal training certification exam offered by the sport specific conditioning and training, exercise practical exercise guidelines and functional fitness National Academy of Sports Medicine (NASM). physiology, instructional techniques, pediatric activities to facilitate effective program This course has an additional fee. sports, functional movement training and development. Class activities will include theory- Credits: 3 developing balance, mobility, agility, speed, strength based lecture and practical experiences in the Every Spring and power of an athlete. Students will learn functional training lab. program design variables for improving these areas. Credits: 3 EXS 501 Exercise Physiology in Chronic Disease I Students will be prepared to sit for the CSCS Every Fall and Spring A course designed to provide students with an in- Certification exam administered by the National depth understanding and appreciation of the effect Strength and Conditioning Association (NSCA). EXS 527 Grant Writing for Health and Fitness of exercise in chronic illness. Class activities include Credits: 3 This course will provide an introduction to the theory-based lectures; group case studies and role- Every Fall basic skills, principles, and techniques of successful play using standardized patients. Students will learn grant writing. Students completing the course will how to analyze and interpret exercise and medical EXS 510 Nutrition and Wellness in Physical work to gain an understanding of fundamental data as it relates to disease, and prescribe Activity components of a grant proposal such as the abstract appropriate exercise parameters. This course has an A course designed to expose students to basic or summary, background and significance, specific additional fee. concepts of nutrition for non-athletic and athletic aims/goals and objectives, project design and Credits: 3 populations. Students will be introduced to daily methods, sustainability, assessment, broader Every Fall and Spring requirements for macro-nutrients and will also impacts, budget, and budget justification. Students analyze a nutritional recall. Emphasis is also placed will further learn how to locate available funding EXS 503 Introduction to Health Care on current nutrition and exercise guidelines opportunities from Federal and private institutions, Management essential for a healthy quality of life. This course focus on skills needed to develop competitive grant Students are introduced to current practices and has an additional fee. proposals and finally prepare a complete grant theories of health care policies and management. Credits: 3 proposal to an agency of their choice. If the This course presents an overview of the U.S. health Every Fall student is planning to continue their education care system and recent trends in public policy and onto the doctoral level in any biomedical related health care reform. Topics include: hospital EXS 518 Technology in Health and Disease discipline will be encouraged to submit to the NIH organization management, marketing, finance, This course will explore the use of new devices and Ruth L. Kirchstein MRSA Service Award. human resources, strategic planning, ethics, and technologies currently utilized to monitor, assess, Applications will be reviewed prior to submission health information systems. and evaluate healthy and disease states. Students by a mixed board of internal and external reviewers Credits: 3 will learn the theory behind the engineering of such to enhance competitiveness of applications and to On Occasion devices as heart rate monitors, pedometers, provide feedback for further development of a accelerometers, and automated systems. Students competitive application. EXS 506 Administration in Health and Fitness will also have the opportunity to experience these Credits: 3 This course is designed to help students to acquire items in real-time setting. On Occasion administration and management skills across areas Credits: 3 of health and fitness. It will review financial On Occasion EXS 530 Adapted Physical Activity for Individuals management, human resources, sales and with Autism marketing, facility design and maintenance, safety EXS 520 Program Design in Adapted Physical This course provides students with the opportunity and risk management, program evaluation and Activity to learn applied behavior analysis (ABA) and its fitness industry perspectives and standards. An examination of the methods and techniques application to teaching exercise and fitness skills to Credits: 3 applicable to the planning and design of people with autism. Topics include exercise On Occasion individualized adapted physical activity and daily physiology adaptations of balance, coordination, living programs for people with developmental strength and endurance, task analysis of exercises, EXS 507 Corrective Exercise Specialist (CES) disabilities. Skills are developed in designing rubric prompting continuum, environmental equipment Preparation assessments, data collection, identification of and instructional modifications, reinforcement, This course is designed to enable fitness appropriate goals and objectives, task analysis, discrete trial communication and rubrics professionals to expand their knowledge and modification of equipment and activities, picture assessment of exercise skills. abilities in human movement science. Students rehearsals, prompts and program evaluation. Credits: 3 develop an expertise in injury prevention and Credits: 3 Every Spring recovery working with deconditioned and On Occasion

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EXS 535 Field Experience I modalities required by an entry-level athletic An opportunity for the student to gain experience trainer, including planning, implementing, EXS 600 Exercise Physiology in Chronic Disease in his or her chosen track by spending a minimum documenting, and evaluating the efficacy of the II of 125 hours at a public or private organization. modalities used in the treatment and rehabilitation Lecture topics in this course will focus on Students will be placed in areas related to their of injuries/illnesses of athletes. pathophysiological content related to chronic selected track: Exercise Physiology and Sports The pre-requisite of SPS 173 is required or disease. Students will learn how to apply testing and Nutrition, Strength and Conditioning, or Fitness permission of the Division. training techniques used in chronic disease for Special Populations. Credits: 3 populations through role play and simulated The pre-requisite of EXS 501 is required. Every Fall and Spring environments. The latest concepts of the role of Credits: 3 exercise, fitness, and physical activity on diseases Every Semester EXS 581 Psycho-Social, Cultural and Political such as asthma, type II diabetes, obesity, heart Aspects of Disability failure, osteoporosis, and aging will be discussed. EXS 540 Research Methods in Exercise Science This course examines basic principles and There will also be a laboratory focus on diagnostic An introduction to various types of research designs philosophies of disability in relationship to testing (e.g., ECG) in chronic conditions (i.e., and statistical methods relating to physical activity institutionalization, normalization, inclusion, asthma, COPD, CAD). within the disciplines of exercise physiology, fitness diversity and disability rights movement, The pre-requisite of EXS 501 is required. for special populations, strength and conditioning, employment, government policies and international Credits: 3 and athletic training. The student also learns to perspectives. Every Spring work with basic statistical research in the Credits: 3 formulation of the various study designs. The On Occasion EXS 615 Performance Enhancement Specialist student is able to apply the above to solve a Preparation particular research problem in their respective EXS 590 Functional Movement, Assessment, and Students will learn progressive integrated training profession. Program Design techniques and programs to enable athletes to Credits: 3 This course will help students identify muscular perform at the highest level. Utilizing National Every Fall and Spring imbalances and determine deficits that may be Academy of Sports Medicine (NASM) optimum overlooked during a traditional performance performance training methodology, students will EXS 545 Field Experience II evaluation. Students will become proficient in the learn how to individualize training programs and An opportunity for the student to gain additional functional movement screen and be able to deliver consistent results in performance experience in his or her chosen track by spending a pinpoint functional deficits related to enhancement and reconditioning. Additional minimum of 90 hours at a public or private proprioceptive, mobility and stability weaknesses. course fees will cover review materials and institution. Students will be placed in areas related Students will learn exercise progressions to correct registration for the NASM PES Certification exam. to selected track: Exercise Physiology and Sports muscular imbalances and incorporate them into a Credits: 3 Nutrition, Strength and Conditioning, or Fitness complete functional training program. Every Spring for Special Populations. The pre-requisite of EXS 507 is required. Credits: 3 Credits: 3 EXS 620 Analytical Approach to Exercise Every Semester Every Spring Prescription Students will undergo informative discussion on EXS 560 Sports Psychology EXS 591 Entrepreneurship in Fitness and Health the basic components of fitness and their relation This course will enable students to apply the basic This course aims to provide the student with a to assessment and evaluation of athletes, non- principles of sport psychology directly to hands-on introduction to the venture creation athletes and special populations. This course will competitive athletes. By understanding the process of business with a strong influence and consist of a strong practical component where relationship between sport psychology and athletic direction toward fitness/wellness entrepreneurship. under the supervision of a faculty member, students performance, students will be better prepared to This course is designed for a variety of student develop a model program of exercise prescription achieve professional goals in the areas of coaching, interests and backgrounds. It directly addresses the focused on current recommendations for fitness exercise science and strength and conditioning for concerns of students wanting to become and health, emphasizing metabolic equations set athletes. entrepreneur in the future. This course will take the forth by governing bodies such as the American Credits: 3 student from the innovation stage to the expanding Heart Association and the American College of On Occasion or ending the venture. Sports Medicine. This course is appropriate for Credits: 3 students interested in clinical work upon EXS 576 Therapeutic Exercise in Athletic Every Spring graduation. Training Credits: 3 A review of the knowledge and skills in therapeutic EXS 592 Physiology of Exercise and Healthy Every Spring exercise required of the entry-level athletic trainer, Aging including planning, implementing, documenting, This course applies the science of exercise EXS 645 Sports Nutrition and Pharmacology in and evaluating the efficacy of therapeutic exercise physiology to an analysis of the aging process. It Sports programs for the rehabilitation/reconditioning of identifies the positive effects that regular exercise This course will cover content related to injuries and illnesses of the physically active. and physical activity have on longevity, delaying pharmacology and supplementation and is designed The pre-requisite of HS 577 is required or specific diseases, decreasing morbidity and to meet specific athletic training competencies in permission increasing quality of life. Course content focuses pharmacology. Course content will provide Credits: 3 on three groups found in the aging and health students with a strong foundation in the area of Every Spring spectrum; average aging individuals, frail elderly sports nutrition and supplementation. The impact and master athletes. of supplementation, nutrition and pharmacological EXS 577 Therapeutic Modalities in Athletic The pre-requisite of EXS 524 is required. agents on athletic performance will be discussed. Training Credits: 3 The content of this course is designed to equip A review of the knowledge and skills in therapeutic Every Spring students with the knowledge, skills and abilities

LIU Brooklyn Graduate Bulletin 2014 - 2015 Page 174 LIU Brooklyn necessary to become certified sports nutritionists via performance and rehabilitation. Demonstration On Occasion the International Society of Sports Nutrition and laboratory reinforced material presented in (ISSN). Course activities will include current topic lecture. EXS 700 Biomechanics of Human Performance debates, theoretical concepts and analysis of current Credits: 3 The use of recently developed instrumentation to research in the areas of pharmacology and sports Every Spring study applied anatomy and kinesiology of the nutrition. human body. Analyses of normal and pathological Credits: 3 EXS 660 Clinical Education in Athletic Training conditions are studied and compared with Every Spring II emphasis on biomechanics of human performance. This course requires the student to apply their Demonstration and laboratory reinforce material EXS 650 Cardiopulmonary Health and Disease knowledge in a hands-on, practical environment presented. Recommended background in physics This course is designed to provide the student with suitable for athletic training student. Each student and kinesiology. a basic understanding of current topics in is assigned to a Preceptor in a clinical situation Credits: 3 cardiovascular health, the pathophysiology of according to each individual plan of study. The Every Spring disorders limiting exercise, the significance in focus of this course is on the head, neck, and spine, athletes and those with such conditions/disease, as well as the upper extremity, including the EXS 705 Individual Problems and management of these disorders through shoulder, elbow, forearm, wrist and hand. The course provides an opportunity to select and exercise and nutrition. Topics to be addressed Additionally, the student will be responsible for research a topic of interest. The student must include, cardiomyopathies, ischemia, infarction, skin condition recognition. The student is present and orally defend his or her research coronary artery disease, valvular diseases, peripheral responsible for the recognition, evaluation, and findings. arterial diseases, and atheroslcerosis. Special topics immediate care of athletic injuries to this region, Credits: 3 to be covered include; the affects of obesity, while under the direct supervision of a qualified Every Fall, Spring and Summer metabolic syndrome, diabetes mellitus, and certified athletic trainer/Preceptor. This course EXS 709 Clinical Education in Athletic Training endocrine disorders on the cardiovascular systems. requires additional hours (minimum of 150 hrs) in IV Additionally an emphasis on the affects of nutrition the clinical setting in addition to the standard An opportunity for the student to apply his or her and exercise on cardiovascular health and disease meeting times listed in the schedule of classes. This knowledge in a hands-on, practical environment will pervade each discussion and will be also course has an additional fee. Open only to Athletic suitable for athletic training student. Each student addressed as independent topics. Training students. will be assigned to a Preceptor in a clinical situation The pre-requisite of HS 501 is required. The pre-requisite of SPS 165 and 173 are required. according to each individual plan of study and Credits: 3 Credits: 4 fulfill all exposure requirements. The focus will be Every Fall Every Fall on the collection of knowledge, skills, and values EXS 652 Overview of Diagnostic Testing EXS 661 Clinical Education in Athletic Training required of the entry-level Certified Athletic Students will be introduced to theoretical and III Trainer to plan, implement, document, and practical aspects of diagnostic testing, including x- This course will require the students to apply their evaluate the efficacy of therapeutic modality ray, MRI, CT Scan, Cardiopulmonary testing, knowledge in a hands-on, practical environment programs for the rehabilitation/ reconditioning of electrocardiography. Class discussions will focus on suitable for athletic training students. Each student injuries to and illnesses of the physically active. the use of these tools and their impact in medicine will be assigned to a Preceptor in a clinical situation This course requires additional hours at the clinical in past, present, and future. according to each individual plan of study. The site (minimum of 200 hours) and the standard Credits: 3 focus of this course will be on the collection of meeting times listed in the schedule of classes. On Occasion knowledge, skills, and values required of the entry- Open only to Athletic Training Students. level Certified Athletic Trainer to plan, implement, The pre-requisite of EXS 661 is required. EXS 653 Advanced Laboratory Techniques in document, and evaluate the efficacy of therapeutic Credits: 3 Exercise Physiology rehabilitation program for injuries and illnesses of Every Fall

An exploration of new techniques to test the limits the physically active. Open only to the Athletic EXS 710 Organization and Administration in of exercise science. Students will participate in class Training Students. This course requires additional Athletic Training discussions related to venous occlusion time at the clinical site (minimum of 200 hours) in This course will cover the organization and plethysmography, isokinetic assessment, and lactate addition to class meeting schedule. administration of an athletic training facility. threshold testing. Practical applications in the The pre-requisites of EXS 577 and 660 are Review of topics include: written and electronic laboratory will allow for students to experience first required. medical record keeping, medico-legal aspects, hand, how these techniques can be used by an Credits: 3 preparation of budgets, purchasing, facility design, exercise physiologist for teaching and research Every Spring purposes. personnel management, public relations, liability The pre-requisite of EXS 501 is required. EXS 670 Research in Health, Exercise and Sport: and health insurance. Credits: 3 Reading Between the Lines Credits: 3 Every Fall Past and current literature in health, exercise and Every Fall

sport will be discussed. Didactic and practical EXS 720 Neuroscience and Exercise EXS 655 Pathology and Illness in Sport and experience will encourage students to inquire as to A study of the gross and microscopic structures and Physical Activity what is truth and what is fluff. Students will also functions of the human nervous system, including The study of disease processes associated with a learn the techniques and process of writing a the spinal cord and peripheral and autonomic variety of systems of the human body including, but research paper, specific aspects such as nervous systems as the they pertain to physical not limited to cardiovascular, neurological, introduction, methods, results and discussion will activity and disease. Laboratory examinations of musculoskeletal, gastrointestinal, renal, hepatic, be explored. human models are offered. A sequence of lectures and respiratory systems. Special emphasis is placed The pre-requisite of EXS 540 is required. is given with laboratory work. on the relationship between a variety of such Credits: 3 diseases and how they may affect human Credits: 3

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On Occasion research begun in Thesis I and writing a dissertation and oral defense. Issues regarding the EXS 721 Seminar: Current Issues and Topics in statistical analyses and interpretation of research Athletic Training findings are of primary concern. The completion of Students will participate in and lead discussions the thesis is contingent upon faculty approval and regarding current issues and topics (legislature, meeting university guidelines for thesis submission. insurance, credentialing, etc.) in Athletic Training. This course has an additional fee. Pass/Fail. It is designed to meet specific athletic training Credits: 3 competencies in professional development. On Demand Students will also be required to develop healthcare educational programming specific to a target audience (i.e. poster presentations, lecture, etc.) in a professional forum. Credits: 3 Every Spring

EXS 746 Multidisciplinary Approaches to Autism This course will review autism spectrum disorders (ASD). There will be an emphasis on etiology, symptomology (i.e., social, communicative, motor, and stereotypical issues), identification, and appropriate supports for individuals with autism. The National Autism Council National Standards Project Report will be reviewed and discussed as a basis for developing evidence-based practice guidelines in working with individuals with ASD. Students will have an opportunity to be exposed to current research regarding ASD, as well as current legal issues, legislations and movements that define current practice in the field. Credits: 3 Cross-Listings: CSP 746, EXS 746 On Occasion

EXS 750 Alternative Therapies in Health A course designed to expand the knowledge of sports medicine practitioners in alternative approaches to health care. Students have the opportunity to learn and experience specific hands- on techniques used to enhance sports performance and activities of daily living. The students will be introduced to alternative modalities including Acupuncture, Herbal Medicine, Massage Therapy, Qui Kung exercise, Meridian Therapy and the concept of Yin-Yang. A review of both old and new case studies are used throughout the course to illustrate advances in the field of sports medicine. Credits: 3 On Occasion

EXS 798 Research Thesis I Students choosing this option will select a research topic in their field of study in consultation with a faculty advisor. Students enrolled for Thesis I will complete a written thesis proposal for faculty to review. The proposal should include the purpose, hypothesis, methodology and literature review. Implementation of their proposed research is contingent upon faculty and IRB approval. This course has an additional fee. Pass/Fail. Credits: 3 On Demand

EXS 899 Research Thesis II Students enrolled in this course will complete their

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DEPARTMENT OF independence and quality of life. Occupational apply using the LIU main application system from therapists help people adapt to changes resulting our Admissions office: OCCUPATIONAL THERAPY from disability and the aging process, focus on www.liu.edu/Brooklyn/Admissions. Upon illness and injury prevention, and promote healthy acceptance students need to complete 64 pre- Chairperson: Cindy Supawadee Lee, Ph.D., and satisfying lifestyles for people of all ages. requisites and then apply for the professional OTR/L, Assistant Professor Our faculty is actively involved in promoting phase of the program (please see details below). In Academic Fieldwork Coordinators: Dale Coffin, community health and wellness through funded order to maintain status as a pre-occupational M.A., OTR/L, Assistant Professor; Michelle research and programs assisting people to achieve therapy candidate and to apply to the professional Collins, M.S., OTR/L their highest level of functioning within the phase of the program, students must maintain a Associate Professors: Michael Saraceno, M.A., context of their own communities. Our students minimum cumulative grade-point average of 3.0 in OTR/L, CHT; Doris Obler, Ph.D. M.S.W., OTR/L are involved in these activities as part of their liberal arts and sciences courses. Grades below Assistant Professors: Marta Daly, MA, OTR/L; training since their first year in our program. Using a C - are not acceptable in prerequisite courses. Lisa Gordon-Handler, MA, Ph.D., OTR; Michael a variety of teaching methods and the integration Please note that LIU pre-occupational therapy Pizzi, MS, Ph.D. OTR; Evening/Weekend of technology in the coursework, our students students do not automatically enter the Program Coordinators: Holly Wasserman, M.S. develop a comprehensive understanding of professional phase of the program. All students go OTR/L Associate Professor practice and build their research skills. Embedded through the application and selection process Adjunct Faculty: 17 in our curriculum are activities that enhance outlined below. students’ communication and critical thinking Application and Selection Process for College The Occupational Therapy Program offers a skills contributing to personal and professional Students and Graduates: dual B.S./M.S. degree. It is designed to educate growth. Our students are prepared for successful The Department of Occupational Therapy entry-level occupational therapists whose skills clinical careers and leadership roles within their accepts transfer students with or without a degree. and training prepare them to practice competently professional community. Pre-OT and/or other majors (LIU) students can in the rapidly changing urban health care ADMISSIONS apply directly to the Department of OT at LIU (no environment and to equip patients and clients with Our program presents an excellent opportunity OTCAS application is necessary). All students are skills for the workplace and for home. The for high school students who want to pursue a required to submit 3 recommendation letters, occupational therapy curriculum offers students degree in occupational therapy. High school personal statement, verification of 50 hours of the opportunity to focus on individual professional students can complete a B.S./M.S. degree in volunteer work. Admission application and growth, to participate in community-service Occupational Therapy in 5 years (2 years for the reference letter forms can be obtained from the OT learning, to refine cultural sensitivity and practice completion of the pre-requisites and 3 years for the Department (2nd Floor, Pratts Building, Room skills, to use health promotion in community professional phase of the program). Our program 224, 718-780-4508).00000 settings, to utilize activity to promote health and also presents a great opportunity for college Transfer students need to apply via the OTCAS independence, and to develop the skills required to students and college graduates with a degree in system: www.otcas.org. If you choose this system treat the whole person. another field who want to pursue a career in you do not need any additional applications or The Occupational Therapy Program is approved occupational therapy. documents other than what the OTCAS requires. by the New York State Education Department and Students seeking the entrance into health and Please follow the directions that the OTCAS the Accreditation Council for Occupational human service professions should be aware that system provides and complete their on-line Therapy Education. Occupational therapy is an the presence of a criminal record can result in the application. Our department has direct access to upper-division professional program, spanning refusal of licensing/certification/registration those records. three years of full-time professional academic agencies to issue the credential needed to practice 1. Students are required to provide the following courses and clinical work that is integrated with in the field of study. Prospective students are items when submitting their application, or your several community-service learning experiences. urged to contact the pertinent state and/or federal application cannot be processed. The professional phase of the program also may be licensing board to inquire whether a criminal • 3 letters of recommendation completed on a part-time basis over four years. record will have an impact on your eligibility to • Your application will not be considered Students must complete the liberal arts and obtain licensure or certification. A criminal complete until all three reference letters are sciences core curriculum, which offers a rich base conviction and/or the use of illegal drugs may on file with OTCAS by the deadline of sciences, humanities and social sciences, before impede licensure in New York State. Students who • We REQUEST that letters of entering the professional phase of the program; a have had a prior conviction are advised to contact recommendation be completed by people minimum of 64 credits in the liberal arts and NBCOT (www.nbcot.org) for clearance before who know you well; for example, college sciences for the baccalaureate degree are required. beginning their academic program. For a fee, professors, academic counselors, and/or Occupational therapy is a vital health-care and NBCOT will review the circumstances which led employers and by at least one occupational rehabilitation profession whose practitioners help to a conviction and the individual’s personal therapist. clients to develop or restore and sustain the highest record and render a decision concerning whether • Personal Statement quality of productive life to persons recovering or not the individual would qualify to work as an • In your personal statement explain your from illness or injury. Occupational therapy is the occupational therapist. career goals, your interest in occupational therapeutic use of self-care, work/productive tasks Application Policies and Procedures therapy, past work/volunteer experience that and play/leisure activities to increase independent Both high school graduates and college transfer is relevant, and if there is a specialized area function, enhance development and prevent students may apply for admission to the of occupational therapy that interests you disability. The term occupation refers to activities Occupational Therapy Program, to which the most. You may also wish to describe your that are meaningful to the individual within the following criteria apply: experience with illness and disability, environments in which the person lives and Application Process for High School Students: whether the experience is your own or that functions. Occupational therapy promotes healthy Students must have a minimum high school of a family member or close friend. lifestyles, prevents disability and facilitates active average of 85 and a minimum combined • Verification of a minimum of 50 hours of participation through occupation. It includes Scholastic Aptitude Test score of 1000 to apply as volunteer work with a licensed occupational adapting tasks and the environment to maximize a pre-occupational therapy candidate. They need to therapist. Candidates need to submit a letter

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from the occupational therapist or the facility General (Psy 3) 3 credits *The total prerequisite credit requirement for entry confirming their volunteer work. Mailed to the Psychology into the program is *64 credits. Completion of the department. 25 additional required prerequisite credits of Developmental (Psy 107) 3 credits Liberal Arts or Science course work must be Psychology Long Island University evident on your transcript. Computer Science, 1 University Plaza, Pratt 2nd Floor Abnormal (Psy 110) 3 credits Education, and Physical Education courses are not Brooklyn, NY 11201 Psychology acceptable for completion of the Liberal Arts and Attention: Department of Occupational Science requirement. All prerequisite course work English (Eng 16) 3 credits Therapy must be completed prior to initiation of Composition professional phase course work. Core Seminar (formerly 3 credits For more information about our program visit • Curriculum Vitae (email to: [email protected]) Eng 17) our website: INTERVIEW www.liu.edu/Brooklyn/Academics/Schools/SHP/ 2. Due the competitive nature of the program, English (Eng 61-64) 6 credits Dept/Occupational-Therapy unfortunately, only eligible students will be invited Literature Academic Standards for an interview. The following criteria will be Intro Sociology 3 credits Once accepted into the Occupational Therapy considered to determine eligibility for an or Program, students must maintain a cumulative interview: Anthropology professional-phase grade point average of at least • Meeting application deadline with a verified 3.0 each semester. Students also must meet application History (His 1, 2) 6 credits standards of professional behavior with faculty, • Cumulative GPA as well as Science GPA Philosophy (Phil 61, 62) 6 credits peers and clinical instructors. Upon completion of • Volunteer experience and extracurricular the curriculum, students are awarded a dual activities Oral Commun- (Spe 3) 3 credits Bachelor of Science/Master of Science Degree in • Writing competency (personal statement, ication Occupational Therapy and are eligible to take the curriculum vitae) Liberal Arts 4 credits NBCOT exam. • Letters of recommendation Occupational Therapy Curriculum The Department of Occupational Therapy *64 credits The Occupational Therapy Program curriculum publishes the application deadline on the includes 122 credits in the professional phase of website. All students accepted begin the program * Each Applicant is required to complete an the program. Occupational therapy course in the fall semester of each academic year. All additional 4 credits of Liberal Arts or Science offerings provide 23 credits of basic and medical prerequisite courses and volunteer work must be course work and will accept OS 1 for one credit science classes, 82 credits in occupational therapy completed prior to entering the program in and 3 credits from an elective course. Computer theory and practice, and 17 credits of clinical September. We encourage students to meet with Science, Education, and Physical Education education. faculty in the Department of Occupational Therapy courses are not acceptable for completion of the The developmental nature of our curriculum to prepare their application and to make sure that Liberal Arts and Science requirement. The total # allows students to be introduced, practice and prerequisites are completed. of prerequisite credits required for graduation is * master, core competencies pertaining to the Pre-requisites 64 credits. All prerequisite course work must be clinical practice of Occupational Therapy. The College students wishing to transfer into the completed prior to initiation of professional phase curriculum is brought to life through organizing professional phase of the program must have a course work. strands, which serve to infuse the mission and minimum cumulative grade point average of 3.0. Prerequisite Courses for LIU Graduates and philosophy of the program into each course. The A 3.0 minimum cumulative grade point average is Transfer Students With a Degree (Associate or courses are organized into sequences that aim to also required in both liberal arts and sciences Bachelor Degree) gradually enable students' learning and courses. An average GPA of 3.0 in the four professional competency. biology pre-requisite courses is preferred (BIO 3, General Biology 8 credits The organizing strands for the curriculum are: 4, 131 or 137, 13 or 138). Science grades more (with lab) 1. Clinical reasoning/evidence-based than 10 years old are not acceptable. Official Anatomy 4 credits practice/research transcripts from all colleges and universities (with lab) 2. Engagement in meaningful occupation attended are required. 3. Health promotion, prevention and wellness Below are the prerequisite courses for current Physiology 3 credits 4. Professional socialization/community service LIU students, LIU graduates, and transfer students Algebra 3 credits The occupational therapy program will allow you from other colleges/universities: Statistics 3 credits to: Prerequisite Courses for LIU Students and • Focus on your individual professional growth Transfer Students Without a Degree General Psychology 3 credits and development Biology (Bio 3 or 3, 2 8 credits Developmental 3 credits • Participate in community service learning (with lab) or 4) Psychology • Enhance cultural sensitivity and practice skills Anatomy (Bio 131 or Bio 4 credits • Use health promotion in community settings Abnormal Psychology 3 credits (with lab) 137) • Develop skills to treat the whole person English Composition 6 credits including physical, cognitive and psychosocial Physiology (Bio 132 or Bio 3 credits and/or Literature needs 138) • Use purposeful activity to promote health and Intro Sociology or 3 credits Finite Math (Math 16) 3 credits independence Anthropology • Prepare for a successful career and leadership Statistics (Math 100, 3 credits *39 credits roles within the Occupational Therapy Psy 150) profession.

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Students spend their first year completing 72 concludes in clinical internships with a minimum hours of community service that introduces them of 28 weeks in the fall/spring/summer semesters of to service learning experiences related to life-span your final graduate year at LIU Brooklyn (at which Humanities development and understanding of occupations. time students will be responsible for providing all English Composition 3 credits During the second of the curriculum students occupational therapy services to their own English Literature 6 credits participate in an enriched clinical component caseload, under the supervision of licensed Philosophy 6 credits (Fieldwork I) that includes several supervised part- occupational therapists). Foreign Language Not Required time experiences with clients and patients of all Many of our clinical/field experience affiliates Social Sciences ages, located in a variety of medical, educational now require the completion of criminal History 6 credits and community-based organizations. In the third background checks and/or drug testing for year, students participate for seven months in full- employees, volunteers and students affiliated with Psychology 3 credits time fieldwork (Fieldwork II) that includes 3 the site. Therefore, the LIU Brooklyn students who Social Sciences 3 credits rotations of 8-10 or 12 weeks in a variety of plan to participate in a clinical/field experience (ANT, SOC) clinical, educational, or community settings (focus may be asked to undergo a criminal background Science and Mathematics is on: mental health, physical disabilities, check and/or drug screen. A criminal conviction Mathematics 3 credits pediatrics). Students also have the unique and/or the use of illegal drugs may impede or bar Laboratory Science 8 credits opportunity to design and implement a four-credit your entry into your chosen field of study. (BIO 1 or 3 and BIO 2 or 4) research project in which they conduct a faculty Students desiring entrance into the School of (Grade C+ or greater required) mentored research project. Health Professions should be aware that our Communication, Visual & Performing Arts Community Service clinical/field affiliates can reject or remove a Communication 3 credits Students will be prepared to ultimately work in student from the site if criminal record is the urban environment, which presents unique discovered or if a drug test is positive. In the event Visual & Performing Arts Not Required challenges to health care provision. Consistent that a student is rejected from a clinical/field site (ART, DNC, MUS, THE) with the mission of LIU Brooklyn to provide due to information contained in the criminal Ancillary Course Requirements: service to the community, occupational therapy background check, or drug screen, you may be Must complete Both of the Following Psychology students will participate in the Common Ground, a unable to complete a required clinical/field Courses. unique community service-learning program experience. If you are unable to complete program PSY 107 Developmental 3.00 sponsored by the university. The curriculum requirements, you may be advised to withdraw Psychology I emphasizes the importance of community service from the program. PSY 110 Abnormal Psychology 3.00 learning, cultural competence and the relationship Accreditation of the environment to health and illness. It is The Occupational Therapy program is Choose One of the Following Stastics Courses critical that students have early and consistent accredited by the Accreditation Council for MTH 100 Introductory Stastics 3.00 exposure to the community facilitated through Occupational Therapy Education (ACOTE) of the PSY 150 Stastics in Psychology 3.00 developmental learning activities. The community- American Occupational Therapy Association based learning experiences will foster a deep (AOTA) located at 4720 Montgomery Lane, P.O. Pre-Professional Science Requirements appreciation of the broad spectrum of social, Box 31220, Bethesda, MD 20824-1220; (301) BIO 131 or Human Anatomy 4.00 cultural, political, and economic forces that shape 652-AOTA. The program is registered with the 137 this environment and influence the individual in New York State Education Department. Graduates BIO 132 or Human Physiology 3.00 his/her daily activities and valued occupations. will be eligible to sit for the national certification 138 During the course of the curriculum, students examination by the National Board for will have three placements in the community, and Certification in Occupational Therapy (NBCOT). Professional Phase Requirements will participate in a capstone project in which they After successful completion of that examination, Year 1 Requirements will develop a research project that promotes the individual will be an Occupational Therapist OT 100 Introduction to 2.00 occupational therapy in a community setting or Registered (OTR). Most states require licensure in Occupational Therapy emerging practice area. This project will order to practice; however, state licenses are OT 106 Therapeutic Skills 1: 2.00 contribute to the goal of the occupational therapy usually based on the results of the NBCOT Interpersonal Skills educational program to prepare students who can Certification Examination. effectively work in traditional and nontraditional OT 110 Human Development and 3.00 settings (including health, social, and community Occupation 1: Pediatrics agencies addressing health promotion, disease B.S./M.S. in Occupational OT 111 Human Development and 2.00 prevention and rehabilitation needs). Therapy Occupation 2: Fieldwork Education Adolescence/Adults Clinical practice constitutes an integral part of B.S. / M.S., Occupational Therapy the course of study. It provides an excellent OT 112 Human Development and 2.00 {Program Code: 21843] opportunity for students to acclimate themselves to Occupation 3: Geriatrics Graduation Requirements the health care setting, practice selected aspects of Students must satisfy the Placement, Proficiency, OT 119 Anatomy - Kinesiology 5.00 occupational therapy, observe various types of Orientation and Core Curriculum criteria outlined health care settings, and develop your professional OT 120 Theory 1: Introduction 2.00 in the Graduation Requirements section of this competence. bulletin. OT 121 Medical Conditions 1: 3.00 The clinical practice component begins with a Core Curriculum requirements for this major Physical Disabilities in ten week clinical experience in the fall of the are summarized below: Adolescents, Adults and second professional year. The following clinical Core Seminar 3 credits Geriatrics practice experiences gradually become more demanding and varied in nature. The program

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OT 129 Kinesiology 2 4.00 OT 430 Practice 2: 5.00 Neurorehabilitation OT 140 Neuroscience 5.00 Adolescents, Adults and OT 201 Professional 2.00 Geriatrics Development 1: OT 431 Practice 3: Orthopedic 4.00 Occupational Therapy Rehabilitation and Student Academic Orthotics: Adolescents Experience Adults and Geriatrics OT 202 Professional 1.00 OT 432 Practice 4: Medical and 2.00 Development 2: Surgical Rehabilitation: Communication Skills Adolescents Adult and OT 203 Professional 1.00 Geriatrics Development 3: OT 506 Therapeutic Skills 5: 2.00 Advocacy and Disability Technology and Assistive Perspectives Devices OT 206 Therapeutic Skills 2: 3.00 Year 3 Requirements Group Process OT 510 Level II: Fieldwork I 5.00 OT 220 Theory 2: Learning 2.00 OT 511 Level II: Fieldwork II 5.00 Theories Applied to Practice OT 512 Level II: Fieldwork III 4.00

OT 301 Skills for Living 1: Play 3.00 OT 513 Level II: Fieldwork IV 2.00 and Leisure (Elective)

OT 302 Skills for Living 2: Work 3.00 OT 520 Theory 5: Research 3.00

Year 2 Requirements OT 533 Medical Sciences 3: 3.00 OT 122 Medical Conditions 2: 3.00 Clinical Conditions in Mental Health in Pediatrics Adolescents, Adults and OT 535 Fieldwork Level I: 1.00 Geriatrics Practice 3: Pediatrics OT 200 Fieldwork Level I: 1.00 OT 620 Theory 6: Research 2.00 Geriatric Practice Proposal Development OT 205 Professional 1.00 OT 720 Theory 7: Community 2.00 Development 5: Health Practice Education and Promotion Health Promotion OT 210 Fieldwork Level I: 1.00 OT 820 Theory 8: Community 4.00 Mental Health Practice: Practice Research Project Adolescents and Adults Credit and GPA Requirements OT 215 Fieldwork Level I: 1.00 Minimum Total Credits: 150 Physical Disability Minimum Liberal Arts and Sciences Credits: 64 Practice: Adolescents and Minimum Major Credits Undergraduate: 84 Adults Minimum Major Credits Graduate: 33 OT 303 Skills for Living 3: Self 3.00 Minimum Credits of Courses > 100 Level: 48 Care Ancillary Course Requirements: See Above

OT 306 Therapeutic Skills 3: 2.00 Minimum Major GPA: 2.0 Teamwork and Minimum Overall GPA: 2.0 Leadership

OT 320 Theory 3: Comprehensive 4.00 Models and Mental Health Sets of Guidelines for Practice

OT 330 Practice 1: Mental Health 5.00 - Adolescents, Adults and Geriatrics

OT 420 Theory 4: Physical 5.00 Disabilities Sets of Guidelines for Practice

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Occupational Therapy Courses and development including the family, the social process of adaptation in elders. and physical environment, daily life experience, and The pre-requisite of OT 111 is required. the unique individual characteristics of the child Credits: 2 OT 100 Introduction to Occupational Therapy will be incorporated throughout the course. The Every Summer Introduction to the profession of occupational role of the occupational therapist in prevention and therapy including the history, philosophy, promotion of health and well being with pediatric OT 119 Anatomy - Kinesiology knowledge, skills and attitudes reflective of past, populations will be introduced. Through volunteer This course is an in depth study of the human body current and future practice. The course content work in a community service agency, students will structure, functions and abnormal motion, with introduces students to the nature of theory and the have opportunities to develop observation and emphasis on the neuro-musculoskeletal systems. evolution of the profession related to practice, interaction skills with children in a naturalistic Structural interrelationships shall be examined as standards of practice, core values and attitudes, setting. A comprehensive understanding of the basis for normal functions and as a means to ethical and legal issues, roles and tasks of childhood occupations is achieved through class understand structural and functional dysfunctions occupational therapists and certified occupational activities and community service.Community of body structures that affect body functions and therapy assistants, the organizational structure of service and course assignments also provide the occupational performance. The course facilitates the professional association and accreditation and opportunity for students to link classroom learning students'' understanding of neuro-motor substrates credentialing bodies and international resources. to both home and community practice settings. of human performance skills required to participate Trends are examined in health care and models of The pre-requisites of PSY 107, PSY 110 and in meaningful occupations. Directed laboratory practice including wellness and health maintenance admissions to the OT program are required. experiences are comprised of cadaver dissection, and health promotion in the context of social, Credits: 3 study of skeletal materials and anatomical models, economic, political, demographic and cultural Every Fall surface anatomy, palpation, joint, and muscle factors that influence the delivery of services are function as well computer-assisted learning and addressed. OT 111 Human Development and Occupation 2: video-tape presentation. Students obtain the The pre-requisites of PSY 107, 110 and COS 50 are Adolescence/Adults background knowledge that assists them to required. This course addresses human growth and understand, analyze and interpret neuro-motor Credits: 2 development for adolescents and adults in the areas body structures and functions that hinder Every Fall of neurosensory, motor, visual, perceptual, occupational performance. All students must cognitive, physical, physiological and psychosocial participate in cadaver dissection lab. OT 106 Therapeutic Skills 1: Interpersonal Skills skills. Principles of health promotion and disability Pre-requisite of OT 140 is required. This course will introduce the students to prevention and the influences of culture and Credits: 5 professional interpersonal skills and techniques diversity are examined as they interface with the Every Spring used by Occupational Therapists across treatment age-related needs and risks of this cohort. Students settings and age groups. Students will both learn will examine the influence age-related life stages and OT 120 Theory 1: Introduction and practice skills including: therapeutic use of self, development on occupations within the framework This course will provide the opportunity for interviewing/counseling skills, assertive professional of performance skills and patterns and contexts. students to learn about the theoretical foundations communication and therapeutic interaction. Students will be exposed to current research of the profession. Students will examine how Students will begin to appreciate factors relevant to protocols and findings related to adolescents/adults theoretical information largely developed by the disability perspectives, cultural sensitivity, client- development and their relationship to occupations disciplines is used to support the development of (a) centered care and advocacy. Students will develop and healthy lifestyle. This course is coupled with a sets of guidelines for occupational therapy practice in their identity as a "Helping Professional" and will community service learning experience in which and (b) screening and assessment tools. Both non- show sensitivity when using new interpersonal kills students have the opportunity to integrate course occupational therapy theories and occupational in the experiential setting. content through lectures, seminar discussions, and therapy theories will be explored. Students will also Prerequisites: PSY 107 and 110, 1 Sociology or community service experiences. Students also learn how to read, critique, interpret and Anthropology course and Admissions to the OT examine designated cultures and health related summarize research (basic and applied) regarding program. issues in depth using a problem based learning the reliability and validity of theories, and the The pre-requisites of PSY 107 and 110; one (PBL) approach. effectiveness of guidelines for occupational therapy Sociology or Anthropolgy course; and Admissions The pre-requisite of OT 110 is required. practice and screening assessment tools.The course to the OT program are required. Credits: 2 has a writing intensive component in which Credits: 2 Every Spring students develop professional writing skills related Every Fall to documenting evidence for practice. Language OT 112 Human Development and Occupation 3: structure, format and argument development are OT 110 Human Development and Occupation 1: Geriatrics empasized. Students complete progressive Pediatrics Human development and occupation for elders is assignments that are gradually revised using the This course focuses on bio-psycho-social the core interest of this course. Development in the professor's feedback, the assistance of writing tutors, development from infancy through childhood. areas of sensory, motor, perceptual, physical, and the use of googledocs. Finally students are Concepts and theories of typical human growth cognitive, physiological and psychosocial skills is introduced to clinical reasoning and decision and development across the life span will be examined. Principles of health promotion, disease making skills by assessing a client's occupational presented as a context for understanding behavior prevention and the influences of culture and role dysfunction identify the impact of cultural, and occupation. Age related occupations in infancy diversity are examined in depth. Assignments and socioeconomic and political factors on their and childhood will be examined in the context of community service experiences integrated in this disability and determine an appropriate developmental theories. Current research findings course examine the role of age-related occupations theoretically based OT intervention. Opportunities will be integrated in the course to inform on maturity, aging, death and dying, quality of life, to practice clinical reasoning, professional writing occupational therapists about human growth and and well-being. The course integrates performance and decision making skills are provided through development in sensory, motor, cognitive and skills, patterns and contexts as key factors in case studies, media (e.g., books, film, and video) psychosocial domains. Factors influencing growth understanding changing occupational roles and the and scientific literature.

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The pre-requisite of OT 100 and 201 are required. understanding of the neuroanatomical and occupational profile/evaluation in order to create Student must be admitted into the Occupational neurophysiologic substrates of normal and long /short-term goals, formulate an evidence based Therapy Program abnormal human behavior. The study of cortical treatment plan, progress note and discharge note. Credits: 2 and subcortical anatomy and physiology includes: The pre-requisites of OT 112, 121 and 129 are Every Spring cranial and peripheral nerves; the ventricular required. system; vascular brain anatomy; the neuron and The co-requisites of OT 303 and 420 are required. OT 121 Medical Conditions 1: Physical neural activity; neurotransmitters, enzymes, and Credits: 1 Disabilities in Adolescents, Adults and Geriatrics other neurochemicals; the autonomic nervous Every Fall This course is a study of the medical, neurological, system; spinal cord tracts; and proprioceptors and orthopedic conditions that commonly occur (muscle spindles and golgi tendon organs). The OT 201 Professional Development 1: during the life span of adolescents, adults, and the neuroanatomical and physiologic functions of Occupational Therapy Student Academic elderly. An understanding of the etiology, special senses include: the vestibular system, vision, Experience pathology, signs and symptoms, treatment, audition, olfaction, gustation, and proprioception. This course focuses on foundation skills to support psychosocial issues, and prognosis of common The neurologic substrates of motor control, professional education and personal development conditions and diseases are promoted. The stress/emotions/motivation, learning and memory, as an occupational therapy student. Course influence of culture, diversity, environmental the aging of the brain, and neuroplasticity is also content will include student work with self- context, and the impact of occupation and health reviewed. Students will learn to use their knowledge management and health promotion, learning styles promotion are considered. of neuroanatomical and physiologic functions of and learning skills, learning contracts, study skills, The co-requisites of OT 129 and 112 are required. the central nervous system (CNS) to understand test-taking skills, use of support groups and The pre-requisite of OT 119 is required. CNS disease, dysfunction, and injury (e.g., spinal refinement of active listening, and goal setting. Credits: 3 cord injury, traumatic brain injury, schizophrenia, Students develop e-portfolios and begin to Every Summer coma, Parkinson's, sensory integrative disorders). recognize themselves in their new professional

Students will also use their knowledge of roles. Students develop and expand skills in OT 122 Medical Conditions 2: Mental Health in neuroanatomy and physiology to begin to computer literacy, improve utilization of library and Adolescents, Adults and Geriatrics understand the neurologic theories underlying data bases for review of professional literature, and This course presents an overview of the medical, specific occupational therapy practices (e.g., NDT - start to develop experience with scientific and neurological and psychiatric conditions which Neurodevelopmental Treatment, PNF - professional writing and speaking. Students will commonly occur during the life span of Proprioceptive Neuromuscular Facilitation, SI - participate in writing groups with tutors from the adolescents, adults and the elderly, building upon Sensory Integration, and splinting and casting). Lab Writing Center to identify areas for skill prior course work in the basic science curriculum will provide the opportunities for students to development in writing and refine written and growth and development. Students develop an directly examine human brain specimens, practice communication skills, critical thinking and problem understanding of medical and psychiatric clinical neurologic exams, and develop clinical solving.This course is part of our enrichment conditions, the etiology, signs, symptoms and problem identification skills through case program. prognosis. Implication for the person's studies.During lab sessions students are also The pre-requisites of COS 50, ENG 16, SOC 3; occupational roles and performance are examined. exposed to real life clients with neurological Two from ENG 61, 62, 63 and or 64; and the Occupational therapy practice is discussed with damages and learn the functional impact of the student must be in the Occupation Therapy major focus on the process of screening, assessment, neurological problems (using the "clinic in the are required in order to register for this course. treatment and reassessment. In addition, the classroom" approach). Credits: 2 influence of culture, ethnicity, health care policies The pre-requisites of BIO 3, 4, 131 and 132 are Every Fall and gender and its impact on occupation and required and the student must be in the health promotion are examined across the life span. OT 202 Professional Development 2: Occupational Therapy major in order to register for The pre-requisite of OT 112 is required. The co- Communication Skills this course, requisite of OT 320 is required. Students will continue to refine professional Credits: 5 Credits: 3 communication skills in the areas of written, Every Fall Every Fall graphic, and oral presentation. Students will

OT 200 Fieldwork Level I: Geriatric Practice identify areas for refining professional behavior, OT 129 Kinesiology 2 This course provides the opportunity for students ongoing professional development, and continuing This lecture/lab course provides an introduction to to directly experience occupational therapy practice competency in academic and community contexts. the analysis of the human motion. It includes the with a geriatric population in a clinical or Students continue to assemble an ePortfolio study of muscle function and biomechanics of the community setting. Through fieldwork experience, reflective of their ongoing professional human body. The course content integrates students will begin to integrate and apply the development. They will formulate a professional principles of kinesiology with muscle testing and theoretical knowledge, and professional development goal and continue to identify their goniometry. Changes in movement patterns across behaviors/attitudes and clinical skills learned in the focus for personal wellness, study skills and stress the life span are included. It provides didactic and classroom. An integrative clinical reasoning management. Students will also review how to practical experience with examination of movement fieldwork seminar both in person and on-line present themselves in professional interviews for principles. The impact of biomechanics on accompanies the fieldwork experience to provide employment, scholarship applications, fieldwork functional performance is also discussed. Students students with an opportunity to analyze the experiences and to promote the profession through learn to apply principles of kinesiology, muscle professional and clinical practices observed in the community and legislative advocacy. Students will testing and goniometry in clinical cases. clinic/ community setting, and integrates this with expand knowledge of resources to research The pre-requisite of OT 119 is required. the clients' cultural background, health status, and professional and current literature content, broaden Credits: 4 valued occupations. Students will complete understanding of evidence-based practice and Every Summer literature reviews, further develop skills in using intensive documentation assignments that will help media, and creative arts for professional, patient, OT 140 Neuroscience facilitate their understanding and ability to analyze consumer, client and community education, This course provides students with an and synthesize a client's information in an

LIU Brooklyn Graduate Bulletin 2014 - 2015 Page 182 LIU Brooklyn practice and advocacy. promotion and quality of life. A range of The pre-requisites of OT 320 and 122 are required. The pre-requisite of OT 201 is required and the approaches supporting health promotion and The co-requisite of OT 330 is required. student must be in the Occupational Therapy disease prevention in various populations, in Credits: 1 major in order to register for this course. institutional, community and home settings will be Every Spring Credits: 1 examined. Students will begin to develop skills in Every Spring using occupational therapy interventions to OT 215 Fieldwork Level I: Physical Disability enhance the quality of life and well-being. A variety Practice: Adolescents and Adults OT 203 Professional Development 3: Advocacy of health-related occupations using traditional, This course provides the opportunity for students and Disability Perspectives alternative and complementary activities will be to directly experience occupational therapy practice The course provides principles of advocacy for demonstrated and practiced. Areas of focus include in adolescents/adults with physical disability in a Occupational Therapy and Advocacy for our enhancing coping and adaptation with stress clinical or community setting. Through fieldwork clients. Professional issues related to State and management, time management, pain management, experience, students will begin to integrate and National Advocacy groups for OT as well as, smoking cessation, and withdrawal from substances. apply the theoretical knowledge, and professional current professional topics for advocacy are Patterns of diet, physical activity, psychological behaviors/attitudes and clinical skills learned in the discussed. Students learn the importance and the states and attitude, social activities, and the role of classroom. An integrative clinical reasoning nature of participation in professional advocacy. In spirituality in practice reflecting fieldwork seminar accompanies the fieldwork this course students also examine psychosocial sociocultural/economic, diversity, cultural and life experience to provide students with an opportunity factors, stereotypes, and negative attitudes affecting span factors are examined. to analyze the professional and clinical practices people with disabilities, their families and The pre-requisites of PSY 107, 100 and COS 50 are observed in the clinic/community setting, and caregivers. Methods of instruction include required. The student must be admitted into the integrates this with the clients' cultural background, literature review, media resources, narratives, and Occupational Therapy Program. health status, and valued occupations. Students will in-class interviews with people with a range of Credits: 1 complete intensive documentation assignments that stigmatizing conditions. Major civil rights legislation Every Spring will help facilitate their understanding and ability and the disability rights movement will be explored to analyze and synthesize a client's information in and different models of viewing disability will be OT 206 Therapeutic Skills 2: Group Process an occupational profile/evaluation in order to reviewed. Students will enhance their A group process course for treatment, teamwork, create long /short-term goals, formulate an evidence understanding of the importance of practitioner, and community interventions. Introduction and based treatment plan, progress note and discharge consumer and patient advocacy to promote application of theories of group dynamics, task, and note. empathy and skills in client-centered practice. activity groups, including evaluation of The co-requisite of OT 430 is required. The pre- Students will increase sensitivity and skills required interpersonal style and group roles, therapeutic requisites of OT 121, 129, 303 and 420 are in the implementation of client-centered practice interaction and leadership skills, collaborative and required. with people with a wide range of physical, professional communication skills. Students learn Credits: 1 psychological, and socially stigmatizing conditions. to carry out groups, reflect on their experiences and Every Spring The pre-requisites of OT 100 and 201 are required. provide feedback to each other on the group Credits: 1 process. OT 220 Theory 2: Learning Theories Applied to Every Spring The pre-requisites of OT 100, 106 and 201 are Practice required and the student must be admitted into the This course provides students with an OT 204 Professional Development 4: Occupational Therapy Program. understanding of teaching and learning processes. Independent Study (Elective) Credits: 3 Students are prompted through class activities and An in-depth exploration of a topic of study through Every Spring the discussion of theories of learning (such as review of literature, field visits or community Bloom's) to reflect on their own learning process as service learning under the guidance of a faculty OT 210 Fieldwork Level I: Mental Health they pursue the OT degree. In addition students are mentor. Professional writing development is Practice: Adolescents and Adults introduced in how learning theories are used to emphasized. Students, with the instructor, define This course provides the opportunity for students support the development of occupational therapy the scope of the study, methods, and outcomes. to directly experience occupational therapy practice interventions that are designed to facilitate personal Professional development will be fostered through in mental health with adolescent/adult populations change. Learning theories that are studied include the identification of learning objectives for the in a clinical or community setting. Through Social Learning Theory (Bandura), The Health experience that will be assessed/monitored during fieldwork experience, students will begin to Belief Model (Becker), PRECEDE-PROCEED the course of the independent study process. integrate and apply the theoretical knowledge, Model, Theory of Reasoned Action (Fishbein & The pre-requisite or co-requisite of OT 100 is professional behaviors/attitudes and clinical skills Ajzen), Stages of Change Theory-Transtheoretical required. learned in the classroom. An integrative clinical Model (Prochaska & DiClemete), Theory of Credits: 1 reasoning fieldwork seminar accompanies the Multiple Intelligences (Gardner), Learning Styles On Demand fieldwork experience to provide students with an Model (Dunn & Dunn), Motor Learning, opportunity to analyze the professional and clinical Behaviorism and Model of Human Occupation OT 205 Professional Development 5: Health practices observed in the clinic/community setting, (MOHO). Characteristics of therapists and Promotion and integrates this with the clients' cultural environments that facilitate positive change are Consideration of current public health initiatives background, health status, and valued occupations. examined. Learning styles and learning contracts designed to improve the quality of health, eliminate Students will complete intensive documentation that are sensitive to multicultural concerns and disparities, and explore occupation-based assignments that will help facilitate their literacy levels of patients, clients, and caregivers are interventions to address major indicators of poor understanding and ability to analyze and synthesize explored. The course is also focused on professional health, to prevent disorders and to maintain a client's information in an occupational writing and the ability of the students to review wellness. The course will examine evidence-based profile/evaluation in order to create long/short- literature and summarize it in a logical and practice, intervention programs, evaluation and term goals, formulate an evidence based treatment comprehensive manner. outcome assessments for wellness, health plan, progress note and discharge note. The pre-requisite of OT 120 is required.

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Credits: 2 clinical techniques of grading and adaptation of practice is also presented. Each comprehensive Every Summer self-care activities in accordance with an individual's model will be examined with respect to its (a) disability status. There will be opportunity to author/source, (b) origin, (c) populations OT 301 Skills for Living 1: Play and Leisure practice grading and adaptation self-care skills, addressed, (d) theoretical foundations, (e) concepts This course has a dual focus: play and leisure across through case studies and problem-based learning and assumptions, (f) sensitivity to multicultural the life span and activity analysis and synthesis. activities. Students will have the opportunity to concerns of patients/clients, (g) principles of Meaningful occupation, with a specific focus on identify a variety of screenings, assessments, and assessment, (h) client-therapist relationship, and (i) play and leisure will be examined in a social and intervention methods for clients who have principles of intervention. These comprehensive cultural contexts and temporal contexts of age, disabilities, which interferes with self-care activities. models will be explored, analyzed and critiqued for developmental and life cycle stages, and disability The students will have the opportunity to practice the purpose of determining their adequacy as a status. Content includes the role of play and leisure documentation skills (goal and note writing) basis for practice. Health promotion and wellness in health promotion and disability prevention, and through case studies and problem-based learning. models are also presented and analyzed. Current the screening and assessment of play and leisure. The pre-requisites of OT 121 and 129 are required. practice issues such as reimbursement for services, Students develop skills in task and activity analysis, The co-requisite of OT 420 is required. the professions domain of concern, and research activity modification and adaptation based on an The student must be in the Occupational Therapy priorities will be discussed relative to contrasting occupational performance model. major in order to register for this course. assumptions about the way in which comprehensive The pre-requisites of COS 50; PSY 107 and 110; Credits: 3 models should be used to guide occupational and SOC 3 are required in order to register for this Every Fall therapy practice course. The co-requisites of OT 122 is required. The pre- Credits: 3 OT 306 Therapeutic Skills 3: Teamwork and requisites of OT 111 and 112 are required. The Every Fall Leadership student must be in the Occupational Therapy

This course will introduce students to the major in order to register for this course. OT 302 Skills for Living 2: Work conceptual, interpersonal and self-knowledge Credits: 4 This course focuses on the role of work/productive components of teamwork and leadership. Practice Every Fall activities across the life span and in occupational in applying theory and skills to teamwork will therapy. Content includes vocational and prepare students for developing competence in OT 330 Practice 1: Mental Health - Adolescents, functional capacity evaluation, work related interdisciplinary collaboration, client and family Adults and Geriatrics assessment tools, work programs for clients with centered intervention and health promotion. Roles This course addresses the sequence of practice in injury, developmental disabilities, cognitive deficits and contribution of the full range of participants occupational therapy: screening, evaluation, and mental health concerns. The influence of from various practice domains in institutional, reevaluation, formulation and implementation of unique client characteristics, the environment, professional and community settings will be intervention and discharge planning in mental culture, social, economic and political factors explored. Students will examine approaches to health practice with adolescents, adults and impacting work and work programs will be problem solving, ethical challenges and conflict- geriatrics in traditional and non-traditional settings. considered throughout the semester. Students will handling styles in leadership. Students will be The influence of culture and diversity, environment be introduced to ergonomics, cumulative work introduced to mentorship models and strategies context and psychological issues, as well as the injury and work hardening. Skill in activity analysis that support effective supervision. Students will impact of occupation and health promotion in will be expanded through a job analysis, analysis of design and implement wellness/health promotion practice are examined. Reflections on clinical work related behaviors and skills, tool analysis, and groups for a variety of populations in the reasoning are applied to practice via clinical an ergonomic seating evaluation. Lab activities link community (non-traditional settings). Students will fieldwork and field visits.Students are exposed to theory to clinical application. play an active role in developing educational health promotion, wellness and quality of life The pre-requisite of OT 119 is required. The co- presentations using technology for educational principles and practices. requisites of OT 129 and 121 are required. presentations on the reading material pertaining to The co-requisites of OT 210 is required. The pre- Credits: 3 teamwork and leadership. Work from this course requisites of OT 122 and OT 320 are required. Every Summer will be used to enrich students' e-portfolios The student must be in the Occupational Therapy

reflecting their continues professional development. major in order to register for this course. OT 303 Skills for Living 3: Self Care The pre-requisites of OT 106 and 206 are required Credits: 5 This course provides students with the opportunity and the student must be in the Occupational Every Fall to examine the meaning of self-care activities Therapy major in order to register for this course. throughout the life span and across various Credits: 2 OT 420 Theory 4: Physical Disabilities Sets of cultures. The course content emphases clinical Every Fall Guidelines for Practice reasoning/evidence-based practice research as it This course provides the opportunity for students relates to the engagement in self-care skills as part of OT 320 Theory 3: Comprehensive Models and to examine the primary theoretical information meaningful occupation, health promotion, Mental Health Sets of Guidelines for Practice underlying occupational therapy practice in physical prevention and wellness. The specific performance This course provides students with the opportunity disabilities (i.e., biomechanical, sensory processing, components of self-care activities (i.e., sensorimotor, to study the underlying theories of occupational neurodevelopmental, neurobehavioral, and cognitive and psychosocial components) will be therapy comprehensive models with an emphasis cognitive-perceptual). Each set of guidelines (or analyze. The way in which various performance on adaptation and the environment. The structure frame of reference) is studied with regard to (a) its contexts (i.e., age group, developmental stage, and content of theories, models, and frames of theoretical base, (b) the predominant screening and disability status, environmental conditions, and reference/sets of guidelines for practice in mental evaluation assessments used by therapists, (c) socio-cultural factors) influence self-care activities health will be described. The delineation between principles of intervention, (d) reassessment and will be explore. Students will have the opportunity basic and applied scientific inquiry will also be revision of treatment plans, (e) applicability to to practice activity analyses of self-care tasks (for presented. The role of occupation as described by specific client populations, and (f) studies reporting specific populations, age groups, socio-cultural occupational science, occupational adaptation, the the degree of efficacy of the practice approach. environments, etc.). Students will also practice the Model of Human Occupation, and client-centered Students are exposed to the theoretical

LIU Brooklyn Graduate Bulletin 2014 - 2015 Page 184 LIU Brooklyn underpinnings of occupational performance and in opportunity to apply modalities, such as, thermal, health promotion and wellness strategies that ultrasound, TENS, NMES, light and laser therapy. OT 507 Therapeutic Skills 6: Organization and promote engagement in meaningful occupation. Finally, students will focus on hand on evaluation Administration The co-requisite of OT 303 is required. The pre- and treatment skills for common hand problems. Application of the principles of management in the requisites of OT 129 and 121 are required. The co-requisites of OT 215 and 430 are required. provision of occupational therapy services to Credits: 5 The pre-requisites of OT 121, 303 and 420 are individuals and organizations including: planning, Every Fall required. marketing, organizing, fiscal management, Credits: 4 maintaining staffing, coordination, directing, OT 430 Practice 2: Neurorehabilitation Every Spring controlling, and evaluating programs. Students will Adolescents, Adults and Geriatrics develop an understanding of a variety of service This course addresses neurorehabilitation practice OT 432 Practice 4: Medical and Surgical delivery models and knowledge of the broad with adolescents, adults, and geriatrics within a Rehabilitation: Adolescents Adult and Geriatrics spectrum of influences that impact on health care variety of healthcare and community related This course addresses current occupational therapy delivery and ethical practice. Completion of a grant settings. Students will learn about the sequence of practice methods for clients having general medical application or business plan complete with a rehabilitative practice in occupational therapy and/or surgical diagnoses- in adolescent, adult, and literature review that includes evidence-based and specific to addressing the needs of clients with geriatric populations. Students will learn about the best practice, background/need, mission statement, neurological impairment, including: screening and most commonly seen medical/surgical diagnoses project description/implementation/evaluation, evaluation, reevaluation, intervention planning and treated by occupational therapists, as well as some budget, sources of income, foundation support, implementation, and discharge planning. The specialty diagnoses. The sequence of practice for staffing and job descriptions. course also acknowledges the influence of culture, this diagnostic population will be covered-including The pre-requisites of OT 430, 432, 432, 330 and diversity, environmental context, and their impact screening and evaluation, observation of 533 are required. The co-requisites of OT 530 and on occupation and health promotion in clients with contraindications and safety protocol, formulation 535 are required. neurological damages. Students will be expected to of treatment plans, implementation of treatment, Credits: 3 reflect on the clinical reasoning processes required family/caregiver education, re-evaluation, and Every Fall to provide competent and evidence based practice discharge planning. The impact of multicultural to this client population via class discussions, case sensitivity, cultural diversity, and environmental OT 510 Level II: Fieldwork I based assignments, and clinical fieldwork context ¿as they affect treatment will be explored. This course provides 10 to 12 weeks of full-time experiences. Students will be expected to appropriately grade supervised fieldwork. It provides in-depth initial The co-requisites of OT 215 and 431 are required. and analyze activities in the process of developing experience in delivering occupational therapy The pre-requisites of OT 121, 303 and 420 are treatment plans for patients having general services to various groups of clients across the life required. medical/surgical rehabilitation needs as well as span, persons with a variety of psychosocial and Credits: 5 some complex and less common diagnoses. physical performance deficits, in various service Every Spring Students will also enhance their clinical reasoning delivery models reflective of current and emerging and decision-making skills as they apply treatment practice and trends in the profession. Through this OT 431 Practice 3: Orthopedic Rehabilitation methods via review of fieldwork experiences and fieldwork experience, students will integrate and and Orthotics: Adolescents Adults and Geriatrics case studies.Students are asked to integrate the apply the theoretical knowledge, and professional This course is designed to provide students with the client's health status, occupational performance and behaviors/attitudes and clinical skills learned in the background and experience in splint fabrication develop treatment plans that take under classroom. A peer supervision process via and orthotic management for orthopedic consideration the client's values & routines and the Blackboard discussions will be incorporated for conditions. Furthermore, students will learn context of care. additional supervision amongst students and from evaluation and intervention principles with The pre-requisites of OT 430 and 431 are required. the faculty. adolescents, adults, and geriatrics. The lecture Credits: 2 The pre-requisites of OT 205, 430, 431, 432 and component will incorporate biological principles, Every Summer 330 are required. The co-requisites of OT 533, anatomical, kinesiological concepts, and bio- 530, 507 and 716 are required. mechanics relating to orthopedics and splinting. OT 506 Therapeutic Skills 5: Technology and Credits: 5 The class will be divided into two sections; a two- Assistive Devices Every Fall hour lecture followed by a four-hour lab. The The course provides a close look (hands on lecture component will incorporate biological experiences, clinical visits, in-class equipment OT 511 Level II: Fieldwork II principles, anatomical, kinesiological concepts, and presentations) at assistive devices, assistive This course provides 10 to 12 weeks of full-time bio- mechanics relating to orthopedics and technology, compensatory strategies and supervised fieldwork. It provides in-depth initial splinting. Common diagnoses and indications for environmental adaptations used in the treatment of experience in delivering occupational therapy selected splints will be reviewed as well as common children,adoloscents, adults and elders with a wide services to various groups of clients across the life protocols. In addition, students will be learning range of disabilities to promote functional span, persons with a variety of psychosocial and about the sequence of practice in occupational: adaptation and accessibility in the client's physical performance deficits, in various service screening and evaluation, reevaluation, formulation environment. Students explore the use of adaptive delivery models reflective of current and emerging of intervention plans and implementation, and equipment and the processes of assessment and practice and trends in the profession. Through this discharge planning. The lab portion will focus on intervention using adaptive equipment for clients fieldwork experience, students will integrate and splint design and fabrication as well as modality with a variety of disabilities. The role of adaptive apply the theoretical knowledge, and professional application. Students will be exposed to a variety of equipment in promoting occupational performance behaviors/attitudes and clinical skills learned in the splinting equipment, tools, supplies, and low and participation is integral to the course. classroom. A peer supervision process via temperature thermoplastics used in clinical settings, The pre-requisites of OT 430 and 431 are required. Blackboard discussions will be incorporated for and develop basic splinting skills. Furthermore, The co-requisites of OT 432 and 533 are required. additional supervision amongst students and from students will understand and demonstrate electrical Credits: 2 the faculty. safety standards. In addition, students will have the Every Summer The pre-requisite of OT 510 is required.

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Credits: 5 opportunity to implement and evaluate a research to directly experience occupational therapy practice Every Spring project. in children/adolescents with a variety of disabilities The pre-requisite of OT 205, 430, 431 and 330 are a clinical or community setting. Through fieldwork OT 512 Level II: Fieldwork III required. The co-requisites of OT 533, 520 and experience, students will begin to integrate and This course provides 8 to 12 weeks of full-time 620 are required. apply the theoretical knowledge, and professional supervised fieldwork. It provides in-depth initial Credits: 3 behaviors/attitudes and clinical skills learned in the experience in delivering occupational therapy Every Summer classroom. An integrative clinical reasoning services to various groups of clients across the life fieldwork seminar accompanies the fieldwork span, persons with a variety of psychosocial and OT 530 Practice 3: Pediatrics experience to provide students with an opportunity physical performance deficits, in various service A comprehensive review of best practices related to to analyze the professional and clinical practices delivery models reflective of current and emerging clinical decision making, interdisciplinary observed in the clinic/community setting, and practice and trends in the profession. Through this collaboration, client-centered practice and integrates this with the clients' cultural background, fieldwork experience, students will integrate and supervision is discussed in this course. The focus is health status, and valued occupations. Students will apply the theoretical knowledge, and professional primarily in pediatric practice. The role of complete intensive documentation assignments that behaviors/attitudes and clinical skills learned in the legislation, policy, and reimbursement are will help facilitate their understanding and ability classroom. A peer supervision process via extensively discussed. The students are exposed to to analyze and synthesize a client's information in Blackboard discussions will be incorporated for pediatric clinical cases from a variety of practice an occupational profile/evaluation in order to additional supervision amongst students and from settings. The occupational therapy process of create long /short-term goals, formulate an evidence the faculty. screening, assessment, reassessment, formulation of based treatment plan, progress note and discharge The pre-requisite of OT 511 is required. intervention plans, implementation and discharge note. Credits: 4 is carried out, while addressing the influence of The co-requisites of OT 530, 507 and 716 are Every Spring culture, diversity, and environment on occupation required. The pre-requisite of OT 533 is required.

and health promotion. Hands-on experiences Credits: 1 OT 513 Level II: Fieldwork IV (Elective) provide students with challenges in observation, Every Fall This elective course provides 6 to 12 weeks of full- clinical reasoning skills, communication skills, time supervised fieldwork. The number of credits professional writing and documentation skills. OT 620 Theory 6: Research Proposal awarded is prorated on the length of the fieldwork Students bring in examples from their clinical Development experience. It provides in-depth fourth experience experiences with children and their families. The course exposes the students to the process of in delivering occupational therapy services to Evidence based practices are reinforced through research proposal development. Students engage in various groups of clients across the life span, assigments and class activities, to support clinical mentored research projects with their faculty persons with a variety of psychosocial and physical decision making and advocacy needs of clients advisors. They are asked to development research performance deficits. It is taken place in various (pediatrics). questions and/or hypothesese pertaining to the service delivery models reflective of current and The co-requisites of OT 535 and 507 are required. research problem of interest. They explore plausible emerging practice and trends in the profession with The pre-requisite of OT 533 is required. theoretical frameworks that provide the conceptual a concentration in practice focus substantially Credits: 5 context of their research project. They complete a different than the setting and population in OT Every Fall research proposal that includes methods of 510, OT 511 & OT 512. Through this fieldwork assessment, relevant literature and theoretical base, experience, students will integrate and apply the OT 533 Medical Sciences 3: Clinical Conditions program implementation and evaluation. The theoretical knowledge, and professional in Pediatrics course has writing intensive component and behaviors/attitudes and clinical skills learned in the This course presents a study of the medical, requires advance library skills. classroom. A peer supervision process via neurological, psychiatric, orthopedic and The pre-requisites of OT 205, 430, 431 and 330 are Blackboard discussions will be incorporated for developmental conditions that occur in childhood required. The co-requisites of OT 533 and 520 are additional supervision amongst students and from and adolescence. Students develop an required. the faculty. understanding of the etiology, pathology, signs and Credits: 2 The pre-requisite of OT 512 is required. symptoms, medical treatment, prognosis of Every Summer Credits: 2 common conditions and the influence of the Every Spring clinical conditions on development, occupational OT 716 Professional Development 6: Student performance and adaptation of the child, and the Clinical Experience OT 520 Theory 5: Research client's family. The role of the occupational This course prepares for the transition from This course provides the opportunity for students therapist and the occupational therapy assistant in academic to clinical student roles and from student to learn the primary approaches of research design, assessment, intervention and ongoing management, to practitioner. Ethics, supervision, conflict methods, data collection, and analysis. Students will health promotion, and prevention relative to the resolution, documentation, evolution of clinical study (a) quantitative research designs conditions covered in the course,extensively reasoning skills, scientific inquiry, teamwork, and (experimental, quasi-experimental, and non- discussed. Students practice through clinical videos collaboration with certified occupational therapy experimental); (b) qualitative designs (ethnography, their clinical observation and clinical reasoning assistants will be covered. Students will have a phenomenology, grounded theory, etc.); and (c) skills. better understanding of national and state quantitative and qualitative data collection and The pre-requisites of OT 110, 111, 430, 431 and regulatory bodies and their effects on practice. The analysis methods. Students will develop an applied 330 are required. The co-requisites of OT 506, course gives students knowledge related to national research question based on the health promotion 520, 620 and 720 are required. and state requirements for credentialing and needs of individuals within a community service Credits: 3 licensing. Tools and information are also given to setting, and will begin the process of writing a Every Summer the students to prepare them for becoming research/grant proposal that will be refined fieldwork educators. throughout the remainder of the curriculum (in OT OT 535 Fieldwork Level I: Practice 3: Pediatrics The pre-requisites of OT 205, 430, 431, 330 and 620, 720, and 820). Students may also have the This course provides the opportunity for students 533 are required. The co-requisites of OT 530, 507

LIU Brooklyn Graduate Bulletin 2014 - 2015 Page 186 LIU Brooklyn and 535 are required. Credits: 1 Every Fall

OT 720 Theory 7: Community Practice Education and Health Promotion This course presents the theory and practice of community-based practice, education, health promotion and prevention services for the well population and populations at risk for specific physical, mental, social, or environmental problems. Foundation material includes community context, multicultural competence, and principles of prevention, use of evidence to plan and evaluate services, and consultation and collaboration. Utilizing a life-span developmental perspective, information is presented on the needs of each target group, settings to access the population, and empirical evidence supporting prevention services. The program development process is described in depth, with special emphasis on needs assessment and outcome evaluation. Students will participate in the process of identifying potential grant funding sources and understanding the requirements for grant submission. Occupational therapists and other professionals will present their experience with consultation, marketing, grant writing, implementation and evaluation. The co-requisites of OT 533, 520 and 620 are required. The pre-requisite of OT 205, 430, 431 and 330 required. Credits: 2 Every Summer

OT 820 Theory 8: Community Practice Research Project This course provides students with the opportunity to refine their research proposals (from OT 620) and carry out their project under the supervision of their research mentor. Students will continue to refine skills in professional and scientific writing through the production of successive drafts leading to the final manuscript. Students will expand knowledge of resources to research professional and current literature resources, expand understanding of evidence based practice and literature review, further develop skills in applying principles of theory and practice to formulating and implementing a viable capstone research project. Students will be guided in data coding, analysis, results and intepretation of findings as well as development of discussion that describes the scientific and clinical contributions of their projects. Students are asked to produce a manuscript and present their project in a poster format during OT research day. The pre-requisites of OT 520, 620 and 720 are required. Credits: 4 Every Spring

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DEPARTMENT OF PHYSICAL • Value individual diversity and respect the settings, including an inpatient and an human dignity of patients, family members and outpatient setting, with at least 18 hours in each THERAPY professional associates setting. • Provide physical therapy services as an • Submit two completed recommendation forms Professors: Marshall Hagins, PT, Ph.D., D.P.T., autonomous practitioner, who is able to (available at www.PTCAS.org after starting the OCS; Rebecca States, Ph.D., M.A. competently serve as a point of entry to, and PTCAS application – see below): Associate Professors: Department Chair and collaborate within, the health care environment - One from a physical therapist Associate Professor Ellen M. Godwin PT, Ph.D, • Integrate theory, academic knowledge and - One academic reference from an instructor of PCS, 718-488-1498, Fax 718-780-4002; Michael clinical skills to practice physical therapy an upper division course in the undergraduate Masaracchio, PT, Ph.D., D.P.T., OCS, SCS within the complexities of the current health major Assistant Professors: Wing Fu, PT, Ph.D., OCS; care environment • Submit an application for the D.P.T. Program Christiana Kahl Collins, PT, Ph.D., NCS, CFMT; • Assess the physical therapy or health care needs through the Physical Therapist Centralized Rosa Torres, PT, DPT, OCS, Director of Physical of a patient; establish optimum patient Application Service (see Submitting an Therapy Admissions; Megan Freeland, PT, DPT, outcomes based on examination, evaluation, Application to the PTCAS) PCS, Director of Clinical Education diagnosis and prognosis; and plan and All international and non-native applicants Adjunct Faculty: 16 implement interventions to address the must take the TOEFL examination. The minimum identified needs total score accepted is 79 on the Internet-based The professional-level Doctor of Physical • Communicate clearly and effectively with test, 213 on the computer-based test, or 550 for the Therapy (D.P.T.) program at LIU Brooklyn is patients, families, colleagues, policy makers, paper-based test. All international students who designed for the student seeking a career as a reimbursement representatives and community attended colleges and universities outside of the physical therapist. The D.P.T. program prepares members United States will need to submit a course-by- autonomous practitioners who can provide a full • Apply critical thinking strategies and self- course evaluation of their transcript(s) by an range of physical therapy services, including directed learning to the role of physical accepted international credential evaluation screening and referral, evaluation, diagnosis, therapist agency. To view accepted agencies, please intervention, consultation and education in diverse • Pursue and apply knowledge of the underlying download the accepted credential evaluator’s list, health care settings. Our faculty members are science on which physical therapy practice is available on our website: nationally recognized for excellence in their based www.liu.edu/Brooklyn/DPT/Admissions. clinical specializations. Our state-of-the-art • Understand the contributing economic, All applications will be reviewed and screened. teaching facilities include the Center for Physical medical, cultural and psychosocial issues that Quality applicants will be notified and scheduled Rehabilitation, an out-patient physical therapy impact delivery of health care services. for an interview. clinic, and a therapeutic pool. The department’s Application Requirements *Due to the fact that basic sciences form the diverse student body has a tradition of excellence All requirements must be fulfilled prior to the foundation for clinical decisions by physical and achievement on national licensing start date of the program. Applicants to the D.P.T. therapists, proficiency in all prerequisite science examinations. Merit-based scholarships are program must: courses is paramount. In addition to an applicant's available for students in the D.P.T. program. • Hold a baccalaureate degree in any major ability to demonstrate competency in the critical • Have a cumulative undergraduate grade point science disciplines, the Admissions Committee

average (GPA) of at least 3.0 on a scale of 4.0 takes into consideration their ability to do so Doctor of Physical Therapy • Have successfully completed the following without having to repeat courses. As a result, prerequisite science courses with a GPA of at applicants must be aware that while a minimum (D.P.T.) least 3.0 and no grades lower than C:* grade of C or better is mandatory for each and

The 118-credit Doctor of Physical Therapy — 1 semester of general biology with lab every science prerequisite, the Admissions (D.P.T.) is a professional entry-level degree (designed for science majors; at least 4 credits) Committee also reviews an "average" science program for students seeking a career as a physical — 2-semester sequence of general chemistry grade for any prerequisite course taken multiple therapist. The D.P.T. program has been designed with lab (preferably designed for science or times. In addition, any science prerequisite course to prepare highly competent professionals to act as health-related majors; at least 4 credits each) taken more than 10 years prior to the application autonomous practitioners in health care settings — 2-semester sequence of general physics with will not be accepted. that include direct access by the public to physical lab (preferably designed for science or health- **Visit www.gre.org for more information therapy services. Graduates will be prepared to related majors; at least 4 credits each) about the GRE. The LIU Brooklyn Doctor of provide a full range of physical therapy services — 1 semester of human anatomy or part 1 of a Physical Therapy PTCAS GRE code is 0333. This including screening and referral, evaluation, 2-semester sequence of combined anatomy- code is needed for the Department of Physical diagnosis, intervention, consultation and physiology (at least 4 credits; lab required) Therapy to receive your GRE results. Applicants education. — 1 semester of human physiology or part 2 of applying for the early decision cycle must have The D.P.T. program is fully accredited by the a 2-semester sequence of combined anatomy- taken the GRE general test or revised general test Commission on Accreditation in Physical Therapy physiology (at least 3 credits; lab preferred, but prior to July 31, 2014. Those who are applying for Education (CAPTE) and is registered with the not required for human physiology; lab the regular decision cycle must have taken the test New York State Education Department. It is a 3- required for combined anatomy-physiology) by March 1, 2015. year, full-time program that spans over 11 — 1 semester of statistics (at least 3 credits) Submitting an Application to the PTCAS academic terms and includes 35 weeks of clinical • Submit an official score report for the GRE The Department of Physical Therapy at LIU education. The program is a clinical doctorate that general test. ** A minimum composite (verbal Brooklyn participates in the Physical Therapist requires candidates to possess a baccalaureate and quantitative) score of 900 is recommended Centralized Application Service, known as degree upon entrance. The 1st year of the for the GRE general test and 290 for the revised PTCAS. In addition to submitting an application program begins in July. test. for admission to LIU Brooklyn, those applying to The D.P.T. program enables the graduate to: • Provide evidence of a minimum of 36 hours of the DPT program for the 2015 entering class work experience in 2 different physical therapy must:

LIU Brooklyn Graduate Bulletin 2014 - 2015 Page 188 LIU Brooklyn

• Visit www.ptcas.org to begin the PTCAS award provides an annual scholarship of up to PT 770 Psychological Issues 3.00 application process $10,000 per year ($5,000 per semester). The award PT 775 Clinical Seminar I 3.00 • Read the instructions available at the PTCAS is applied toward tuition charges (fees are not Web site carefully covered) provided that the recipient is registered as PT 780 Research Methods 3.00 • Logon to the 2014-15 PTCAS application to a full-time D.P.T. student, taking at least 12 credits PT 877 Teaching and Learning 2.00 complete the application process per term. The Award is renewable for up to six (6) Strategies • Select “LIU Brooklyn” as a designated physical semesters of study and is applied during the fall or therapy program. spring semesters only (summers excluded). PT 890 Foundations of 3.00 PROGRAM REQUIREMENTS The selection of award recipients is based on Therapeutic Exercise In order for a student to progress within the undergraduate cumulative grade point average Professional Phase Year 2. program, the following criteria must be met: (GPA), GRE scores and interview performance. A All Courses Required. Students Required to • Each course must be completed with a grade of minimum 3.2 undergraduate cumulative GPA at Pass Annual Exam II “C” or better the time of application to the D.P.T. program is • Each semester grade point average (GPA), must required for consideration. PT 785 Evidence-Based Practice 3.00 equal 2.75 or greater throughout the program Award recipients who have not yet completed PT 790 Musculoskeletal 3.00 As indicated in the LIU Brooklyn Graduate the baccalaureate degree will receive a provisional Pathology Bulletin, “a B average or a minimum 3.00 award. The provisional award will be activated PT 810 Physical and Mechanical 4.00 cumulative grade point average (GPA) is required upon receipt of the final transcript, indicating Modalities for awarding of the graduate degree of any conferral of the baccalaureate degree with a final graduate certificate.” undergraduate cumulative GPA of 3.2 or above. PT 820 Pulmonary: Pathology, 3.00 Curricular Coursework Students who are not eligible for federal student Diagnosis and The Doctor of Physical Therapy curricular aid will not be considered for the award. Management coursework includes learning in respect to: Students not selected for the award upon PT 822 Cardiac: Pathology, 3.00 • The foundational sciences (anatomy, admission, or those who are not eligible based on Diagnosis and physiology, pharmacology, psychology, their undergraduate GPA may be reconsidered for Management neuroscience and movement analysis) with the award on a merit basis, should scholarship emphasis on the human movement system to monies remain available after the start of the PT 830 Neuromuscular Pathology 3.00 increase the knowledge required by the program. For these students, a D.P.T. cumulative PT 832 Pediatric Neuromuscular 3.00 physical therapist as the primary provider of GPA of at least 3.5 is required for consideration. Diagnosis and health care intervention for movement In order to remain eligible for the award during the Management dysfunction program, all recipients are required to complete the • The clinical sciences (musculoskeletal, Free Application for Federal Student Aid (FAFSA) PT 834 Adult Neuromuscular 4.00 cardiopulmonary, neuromuscular, each year, must maintain a minimum cumulative Diagnosis and integumentary, urogenital, endocrine GPA of 3.0 and fulfill criteria for maintaining. Management pathology, nature of illness and movement Award recipients will lose their eligibility for the PT 850 Clinical Practice I 4.00 dysfunction through the lifespan) reward, and any opportunity of reinstating it, if • Evidence-based physical therapy examination, they are placed on academic probation and/or fail PT 875 Clinical Seminar II 2.00 diagnosis and intervention with emphasis on any course or clinical practice experience in the PT 880 Physical Therapy Across 2.00 clinical decision making D.P.T. program. the Lifespan • A clinical education model including 35 weeks Note: No combination of tuition awards may of full-time clinical experience in diverse exceed 100% of the cost of tuition each semester. PT 885 Specific System 4.00 practice settings. Participation of LIU Brooklyn Tuition awards include Physical Therapy Scholars Diagnosis and faculty members in the clinical education Award, graduate assistantship and any other Management program promotes a teaching/learning model award (from any source) covering tuition. PT 892 Musculoskeletal 4.00 that facilitates self-directed and collaborative Diagnosis and student learning and communication D.P.T., Physical Therapy Management • Emphasis on the new and expanding roles for [Program Code: 27657] physical therapists in cultural competence; Professional Phase Year 1. Professional Phase Year 3. health promotion and wellness; administration All Courses Required. Students Required to All Courses Required. Students Required to and management; health care financing; Pass Annual Exam I Pass Comprehensive Exam consultation in health care; and client education PT 750 Anatomy I 2.00 PT 879 Health Promotion and 2.00 on individual, community and public levels Wellness • Preparation for critical consumption of PT 752 Anatomy II 3.00 PT 910 Clinical Decision-Making 3.00 scientific and clinical literature in support of PT 755 Human Physiology 3.00 I evidence-based practice and future participation in research PT 757 Pharmacology 2.00 PT 915 Clinical Decision-Making 4.00 • The opportunity to participate in elective PT 759 Neuroscience 3.00 II courses in advanced topics in specialized PT 950 Clinical Practice II 5.00 practice areas. PT 760 Movement Analysis I 2.00 Physical Therapy Scholars Award Program PT 762 Movement Analysis II 2.00 PT 955 Clinical Practice III 8.00 For the Doctor of Physical Therapy (D.P.T.) PT 764 Movement Analysis III 4.00 PT 956 Clinical Practice IV 8.00 professional class entering in summer 2014, a considerable number of Physical Therapy Scholars PT 766 Tests and Measurements 4.00 Awards will be granted on a merit basis. Each

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PT 960 Instrumented Movement 1.00 Analysis

PT 975 Health Care Delivery 3.00

PT 995 Musculoskeletal 3.00 Diagnosis and Management II Credit and GPA Requirements Minimum Total Credits: 118 Minimum Major GPA: 3.0

LIU Brooklyn Graduate Bulletin 2014 - 2015 Page 190 LIU Brooklyn

Physical Therapy Courses effects of various medications on a variety of Credits: 3 normal and pathologic conditions through critical Every Fall analyses of clinical problems. PT 750 Anatomy I The co-requisites of PT 764, 766, 877 and 890 are PT 764 Movement Analysis III The first part of a two-course sequence for the required. The pre-requisites of PT 752, 759, 762, This course continues the analysis of functional detailed study of human structure using a regional 770, 775 and 780 are required. movements from Movement Analysis I and II, and approach with an emphasis on various systems, Credits: 2 introduces students to foundational issues in motor including nervous, pulmonary, endocrine, Every Spring learning and motor control of basic skills through integumentary, muscular, skeletal, genitourinary, problem-oriented exercises, lab activities, and gastrointestinal, and cardiovascular. The focus of PT 759 Neuroscience traditional lectures. Additional course content the course pertains to the relationship between The basic structure, organization, and function of includes theoretical perspectives on how to analyze anatomical structure and normal human movement the nervous system within the context of movements, cognitive skills underlying motor with lectures that supplement human dissection rehabilitation are presented in classroom setting learning and performance, and theoretical issues laboratories and problem-oriented exercises. An with an emphasis on problem-oriented learning to regarding the relationship between motor skills and introduction to the clinical reasoning process by encourage active student participation and clinical the disablement model. Upon course completion, applying anatomy to clinical cases will be discussed. decision-making. An emphasis is placed on students should demonstrate an understanding of The co-requisite of PT 760 is required and the neuroanatomy and neurophysiology of the sensory the fundamental skills and challenges required to student must be a PT major. and motor systems that govern posture and perform movement in both healthy and disabled Credits: 2 movement. A rehabilitation framework is built on populations. Prerequisites: PT 750 (Anatomy I), PT Every Summer the fundamental relationship between normal 752 (Anatomy II), PT 759 (Neuroscience), PT 760 structure and function, damage and dysfunction, and 762 (Movement Analysis I & II). This course PT 752 Anatomy II sensory processing and integration, motor control, has an additional fee. Continuation of a two-course sequence for the posture and balance. Prerequisites: PT 750 The co-requisites of PT 757, 766, 877 and 890 are detailed study of the structures of the human body (Anatomy I), PT 755 (Human Physiology), PT 760 required. The pre-requisites of PT 752, 759, 762, using a regional approach as described for PT 750 (Movement Analysis I). Corequisites: PT 752 770, 775 and 780 are required. (Anatomy I). In addition, a 15 hour surface (Anatomy II), PT 762 (Movement Analysis II), and Credits: 3 palpation lab is part of this course where students PT 780 (Research Methods). This course has an Every Spring will use their understanding of anatomy to palpate additional fee. various structures on each other, which will The co-requisites of PT 752, 762, 770, 775 and 780 PT 766 Tests and Measurements subsequently prepare students for the examination are required. The pre-requisites of PT 750, 775 and Tests and Measurements is a 4-credit course during and treatment courses in the upcoming semesters. 760 are required. the third semester of the first year of the Doctorate The pre-requisites of PT 750, 755 and 760 are Credits: 3 of Physical Therapy (DPT) curriculum and is required. The co-requisites of PT 759, 762, 770, Every Fall designed to provide the student an introduction 775 and 780 are required. and overview to the tests and measures used in Credits: 3 PT 760 Movement Analysis I patient examination in order to determine the need Every Fall The first part of a two-course sequence designed for for physical therapy intervention. The pedagogical a detailed regional study of human approach of the course includes an emphasis on PT 755 Human Physiology arthrokinematics and osteokinematics. Course problem-oriented learning in an effort to encourage The microscopic anatomy (histology) and function materials include biomechanics of human tissue active student involvement in the educational (physiology) of the cardiovascular, integumentary, and neurological regulation of movement with an process. Course content has been organized to nervous, pulmonary, skeletal, muscular, emphasis on the clinical relationship of joint provide the student with theoretical knowledge that genitourinary, gastrointestinal, metabolic, and structure and muscle function at individual joints. can be used for administration, analysis, and endocrine systems are studied. Emphasis is on the Lectures and laboratory sessions supplement interpretation of tests and measures. interaction of all systems relative to human problem-oriented learning exercises that cover Administration encompasses the development of movement and particularly as applied to exercise, palpation of anatomical structures, observation of psychomotor skills; analysis includes measurement rest, and immobility. Additional emphasis includes human movement with an emphasis on clinical theory; and interpretation involves the the principles of healing, the inflammatory process, problems, and their relationship to the mechanical implementation of foundational clinical decision- tissue plasticity, repair, and regeneration. Lectures and physiological concepts that direct foundations making skills. Students will be expected to recall are supplemented by problem-oriented learning of human movement. and apply information from the prerequisite exercises in a clinical context. The co-requisites of PT 750 and 755 are required. courses in a clinically relevant manner to critically The co-requisites of PT 750 and 760 are required. Credits: 2 analyze problems covering a variety of clinical Credits: 3 Every Summer scenarios. Upon completion of the course, Every Summer students will be expected to utilize a problem- PT 762 Movement Analysis II solving approach to the selection and application PT 757 Pharmacology A continuation of a two-course sequence for of tests and measures. Course content emphasizes the physiologic and detailed study of human arthrokinematics and The co-requisites of PT 757, 764, 877 and 890 are metabolic responses of the human body to osteokinematics using a regional approach as required. The pre-requisites of PT 752, 759, 762, commonly used medications. Classroom described for PT 760 (Movement Analysis I). AN in 770, 775 and 780 are required. presentations reinforce prerequisite information in depth discussion of normal and some pathological Credits: 4 anatomy and physiology and include a focus on a gait is presented towards the end of the course with Every Spring problem-oriented instruction to encourage active principles solidiied in a lab-based format. student involvement. Course content will provide The co-requisites of PT 752, 759, 770, 775 and 780 PT 770 Psychological Issues the student with a theoretical knowledge base that are required. The pre-requisites of PT 750, 755 and This course integrates the psychosocial, economic, can be used as a framework for understanding the 760 are required. vocational, cultural, familial, religious, sexual, and

Page 191 LIU Brooklyn Graduate Bulletin 2014 - 2015 Bulletin 2014 - 2015 illness/disability specific factors that may be Every Fall encountered by a professional physical therapist. PT 820 Pulmonary: Pathology, Diagnosis and An emphasis is placed on small group discussions, PT 785 Evidence-Based Practice Management problem-oriented learning, role-playing, simulation This course focuses on improving student skills This course is designed to provide the student an activities, and structured experiential learning regarding reading, understanding, and applying introduction and overview of commonly outside the classroom. The content will provide clinical research literature in physical therapy. encountered pulmonary conditions. Course theoretical and practical knowledge that can be Classroom experiences include lecture, group content has been organized to provide the student used during care of individuals with acute and discussion, Socratic questioning, group projects, with a theoretical knowledge base that can be used chronic disabilities, stress-related disorders, victims and student presentations. Students will practice to understand the pathophysiology of common of domestic violence, and mental disorders and develop skills in the formulation of clinical pulmonary disorders and to promote clinical requiring intervention and/or appropriate referral. research questions, search for evidence related to decision making skills in the examination, Students are expected to recall and apply those questions through various media, critically evaluation, and intervention design for information from previous and concurrent and systematically evaluate and write about current patients/clients with pulmonary dysfunction. coursework in psychology, ethics and literature and clinical research studies, and draw Students will be expected to recall and apply communication and synthesize course content to conclusions from the literature with regard to the information from previous coursework including demonstrate competency in the professional implications for physical therapy practice. the basic sciences of anatomy, physiology, and behaviors. The pre-requisites of PT 820, 834, 880 and 892 are pharmacology in a clinically relevant manner to The co-requisites of PT 752, 759, 762, 775 and 780 required. The co-requisites of PT 822, 832, 885 critically analyze problems covering a variety of are required. The pre-requisites of PT 750, 755 and and 960 are required. clinical scenarios. The pedagogical approach of the 760 are required. Credits: 3 course will include didactic lectures enhanced by Credits: 3 Every Spring the use of case studies with a problem oriented

Every Fall approach to encourage active student involvement PT 790 Musculoskeletal Pathology in the educational process. Laboratory sessions will PT 775 Clinical Seminar I This course functions as a survey of commonly focus on psychomotor skills, examination and Clinical Seminar I is a 2 credit course during the encountered musculoskeletal conditions with an treatment techniques. Clinical documentation Fall of the first year of the Doctorate of Physical emphasis on problem-oriented instruction in an skills and professional behaviors will also be therapy curriculum and is designed to provide the effort to encourage active student involvement. reinforced. student with an introductory exploration of Course content is organized to provide a theoretical The co-requisites of PT 834, 850, 880 and 892 are professional issues including the history, philosophy knowledge base as a framework to understand the required. and present status of the profession of physical pathophysiology, clinical signs and symptoms, Credits: 3 therapy, the role of the physical therapist in health diagnosis, prognosis, and therapeutic intervention Every Fall care delivery, the examination of human behavior of common musculoskeletal disorders. Students are as a basis for interaction between therapist and expected to recall and apply clinically relevant PT 822 Cardiac: Pathology, Diagnosis and client, including skills of cultural competence. information from previous coursework to critically Management Course content will include ethics, patient rights, analyze problems covering a variety of clinical This course will review normal and abnormal an introduction to the Guide to Physical therapist scenarios. cardiopulmonary and cardiovascular anatomy and Practice and the Disablement Model, use of The co-requisites of PT 810, 830 and 875 are physiology. Disease pathologies and their relevance portfolios, core values and generic abilities to foster required. The pre-requisites of PT 757, 764, 766, to clinical settings will be discussed. Additionally, professional development, and communication 877 and 890 are required. diagnostic procedures will be reviewed as they relate skills, including documentation. The pedagogical Credits: 3 to specific disease processes. Both medical and approach for the course will include didactic Every Summer surgical management will be discussed. The role of lecture, discussion, student presentation and the health care team will be discussed as well as PT 810 Physical and Mechanical Modalities demonstration. integration of data from the patient chart review, This course is designed to provide students with a The co-requisites of PT 752, 759, 762, 770 and 780 objective assessment and creation of a theoretical knowledge base and the psychomotor are required. The pre-requisites of PT 750, 755 and comprehensive plan of care including, goals, skills required for the therapeutic application of 760 are required. frequency setting and discharge recommendations. commonly used physical and mechanical Credits: 2 Laboratory sessions will focus on psychomotor modalities. Clinical reasoning and evidence-based Every Fall skills, examination and treatment techniques. practice will be fostered through traditional The co-requisites of PT 785, 832, 885 and 960 are PT 780 Research Methods lectures, group discussions, hands-on laboratory required. The pre-requisites of 820, 834, 880 and This course presents the theoretical and practical activities, case studies and review of literature. 892 are required. foundations of research design and measurement, Students will be expected to apply information Credits: 3 including descriptive and inferential statistical from previous coursework in a relevant manner to Every Spring techniques common to clinical research studies critically analyze a variety of clinical scenarios. through lectures, problem sets, problem-oriented Upon completion of the course, students will be PT 830 Neuromuscular Pathology learning experiences, and student presentations. expected to demonstrate sound clinical decision This course presents pathophysiology related to Upon course completion, students should have a making and competency in selecting, justifying and neuromuscular disorders with an emphasis on the clear understanding of a basic set of research administering physical and mechanical modalities. mechanisms of injury, surveys of epidemiology and designs and statistical tests common to clinical The co-requisites of PT 830, 790 and 875 are etiology, symptomology, pathology, acute research studies. required. The pre-requisites of PT 757, 764, 766, management, and prognosis of specific The co-requisites of PT 752, 759, 762, 770 and 775 877 and 890 are required. neuromuscular disorders. Lecture and case study are required. The pre-requisites of PT 750, 755 and Credits: 4 presentations focus on problem-oriented learning to 760 are required. Every Summer encourage active student participation and clinical decision-making. Course materials reinforce earlier Credits: 3

LIU Brooklyn Graduate Bulletin 2014 - 2015 Page 192 LIU Brooklyn course work in neuroanatomy and neurophysiology The co-requisites of PT 820, 850, 880 and 892 are designed to provide the student with the essential to provide students with an understanding of required. skills basic to the practice of physical therapy. The neuromuscular disorders such as multiple sclerosis, Credits: 4 psychomotor component of these essential skills spinal cord injury, peripheral neuropathy, Guillain- Every Fall include: body mechanics, positioning and draping, Barre Syndrome, cerebrovascular disease, bed mobility, transfers, wheelchair mobility and Parkinson's Disease, Alzheimer's Disease, muscular PT 850 Clinical Practice I management, and gait training. Patient safety will dystrophy, amyotrophic lateral sclerosis, cerebral Clinical Practice I is a 6-week, full time clinical be strongly emphasized. This course will also palsy, and the neurological implications of aging. practice course under the supervision of a licensed provide the student with an overview of the HIPPA The co-requisites of PT 810, 790 and 875 are physical therapist clinical instructor (CI). The and OSHA requirements for clinical practice. required. The pre-requisites of PT 757, 764, 766, student attends a clinical practice facility for six There will be a strong focus on professional 877 and 890 are required. consecutive weeks with specific hours arranged by behavior and communication skills. Clinical Credits: 3 each facility. This clinical experience is designed to documentation skills will also be reinforced. The Every Summer provide the student an opportunity to develop pedagogical approach for the course will include professional behaviors and communication skills, lecture, demonstration, case study, and discussion. PT 832 Pediatric Neuromuscular Diagnosis and apply the patient management model, develop gross The co-requisites of PT 810, 830 and 790 are Management and specific examination and intervention skills, required. The pre-requisites of PT 757, 764, 766, This course presents the patient management develop documentation skills, and begin to develop 877 and 890 are required. model of examination, evaluation, diagnosis, clinical decision-making and critical thinking skills Credits: 3 prognosis, intervention, and outcomes related to within the content of evidence-based practice. Every Summer neuromuscular disabilities of children and Emphasis during this clinical practice is on the adolescents. Course expectations include problem- evaluation and treatment of patients, including the PT 877 Teaching and Learning Strategies oriented learning, literature review for evidence- areas of basic examination and evaluation skills, This course presents an overview of the process of based practice, and live video demonstrations. ambulation training, transfer training, the teaching in settings relevant to physical therapy Principles of motor development, motor learning administration of modalities, and in administering practice. Presentation of the course materials and motor control are explored as students become therapeutic exercise. Students are expected to recall reinforces earlier coursework from Psychological familiar with different practice settings including and apply information from previous coursework in Issues, and Clinical Seminar with an emphasis on the Neonatal Intensive Care Unit, early a clinically relevant manner to critically analyze problem-oriented learning, small group discussions, intervention, and the school setting. Laboratory problems within a variety of clinical settings. Upon and simulation activities, and instructional unit sessions enable students to learn assessment and completion of the clinical experience, students are development. Course content has been organized to intervention strategies consisting of standardized expected to synthesize course content in such a way provide the student with theoretical and practical tests, outcome measures, handling techniques, and as to demonstrate development of the generic knowledge of curriculum design, as well as the neurophysiological and neurodevelopmental abilities and core values necessary for becoming a clinician as an educator in the academic, clinical, treatment techniques. Upon completion, students physical therapist. and community settings. will have entry-level clinical knowledge and skills to The pre-requisites of PT 790, 810, 830 and 875 are The co-requisites of PT 757, 764, 766 and 890 are manage a client with a developmental disability. required. required. The pre-requisites of PT 752, 759, 762, The co-requisites of PT 785, 822, 960 and 885 are Credits: 4 770, 775 and 780 are required. required. The pre-requisites of PT 820, 834, 880 Every Fall Credits: 2 an d892 are required. Every Spring Credits: 3 PT 857 Current Physical Therapy Practice Every Spring This course is designed to provide the student an PT 879 Health Promotion and Wellness introduction to recent fundamental changes that Health Promotion and Wellness is a 2-credit course PT 834 Adult Neuromuscular Diagnosis and have occurred in physical therapy practice relative designed to provide students with the theoretical Management to patient management model and the roles and and practical aspects of maintaining and promoting This course presents assessment procedures and responsibilities of the physical therapist including health. Students will examine theories of wellness therapeutic management techniques of adult relevance and procedures of medical screening, as well as the effects of lifestyle and the patients with neurological dysfunction and spinal systems review, and theories and concepts of environment on wellness. The patient-practitioner cord injuries through the use of case study clinical decision-making and diagnosis. The student collaborative model and approaches to facilitating presentations with an emphasis on problem- will also be oriented to the scientific basis of the adherence to healthy lifestyle behavior changes will oriented learning to encourage active student physical therapy profession and instructed in the be explored. Emphasis will be placed on social, participation and clinical decision-making. The methods of evidence-based practice. Students will epidemiological, and behavioral and environmental presentation of course materials reinforces earlier be instructed in the relevance and basic skills of assessment as well as educational and ecological course work in neuroanatomy, neurophysiology and cultural competence in patient management. The assessment of factors affecting health-related neuromuscular pathology. Laboratory sessions expanding role, responsibility, and accountability of behavior and environments. Students will also emphasize the development of specific psychomotor the physical therapist as a doctoring level profession become knowledgeable about patient education and skills necessary for assessment and treatment of the will be introduced and discussed. This course serves participation in community activities in the adult neurological client. Course content also as a prerequisite or corequisite for all other courses. promotion of health and healthy lifestyles and the provides an eclectic theoretical treatment rationale Offered every Fall and Spring. Three credits. prevention of illness and injury. Upon completion based on normal sensorimotor development, Student must be a Physical Therapy major in order of the course students are expected to understand neurophysiology, and motor control to include to register for this course. wellness theories and implement programs on the Neurodevelopmental Treatment (NDT), individual and community levels. Brunnstrom, Proprioceptive Neuromuscular PT 875 Clinical Seminar II The co-requisites of PT 910, 915, and 975 are Facilitation (PNF), and Motor Relearning Clinical Seminar II is a 3-credit course during the required. The pre-requisite of PT 950 is required. Programme (MRP) as a basis for clinical decision- Summer semester of the second year of the Credits: 2 making. Doctorate of Physical Therapy curriculum and is Every Fall

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and 892 are required. one of two courses running concurrently based on a PT 880 Physical Therapy Across the Lifespan Credits: 4 problem-oriented case study approach. The course Physical Therapy Across the Lifespan is a 2-credit Every Spring is intended to foster and enhance students' clinical course during the fall semester of the second year of reasoning in managing various types of patient the Doctorate of Physical Therapy curriculum and PT 890 Foundations of Therapeutic Exercise populations. The majority of the classes with be is designed to explore concepts of human growth This course will introduce students to the scientific case-based. Students will use a comprehensive and development from conception to senescence and theoretical basis as well as the clinical clinical reasoning framework to perform in-depth including physical, cognitive, social and emotional application of therapeutic exercises commonly used case analyses throughout the five elements of the development. Theories of aging including somatic by physical therapists such as range of motion, patient management model. Emphasis will be and other factors that influence wellness and stretching, resistance, and aerobic exercises. Specific placed on the pillars of evidence based practice- disability across the lifespan will be addressed. course content will include indications, clinical expertise, patient's values and preferences, Course content has been organized to provide the precautions, contraindications, principles and as well as best research evidence. students will need student with a theoretical knowledge base that can procedures for applying various types of therapeutic to apply and synthesize didactic knowledge covered be used in the diagnosis, prognosis, examination, exercise interventions. Clinical reasoning, evidence in previous and concurrent physical therapy courses and intervention of individuals with metabolic, based practice, and independent learning will be as well as clinical knowledge gained from prior endocrine, gastrointestinal, genitourinary, and fostered through traditional lectures, group clinical education experiences. At the conclusion of other pathologies. Students will be expected to discussions, laboratory activities, and case this course, students are expected to demonstrate recall and apply information from previous presentations. In order to critically analyze clinical sound clinical reasoning throughout the patient coursework in a clinically relevant manner to scenarios presented in this course, students will be management process. critically analyze problems covering a variety of expected to integrate and apply information learned The pre-requisites of PT 950 and 995 are required. clinical scenarios. Upon completion of the course, from any preceding physical therapy coursework in The co-requisite of PT 915 is also required. students will learn to understand and apply lifespan addition to those learned from this course. At the Credits: 3 theory to the examination, evaluation and completion of the course, students will be expected Every Fall treatment of various patient types and conditions to be able to design an exercise program aimed at based on information acquired in prior courses in improving physical impairments and functional PT 915 Clinical Decision-Making II the curriculum and their clinical practice limitations. Clinical Decision Making II is a 4-credit course experiences. The co-requisites of PT 757, 764, 766 and 877 are during the fall semester of the third year of the The co-requisites of PT 820, 834, 850 and 892 are required. The pre-requisites of PT 752, 759, 762, Doctorate in Physical Therapy curriculum. This is required. 770, 775 and 780 are required. the second of two courses that use a problem- Credits: 2 Credits: 3 oriented case study approach designed to provide Every Fall Every Spring opportunities to apply the wide range of cognitive skills physical therapists use to process information, PT 885 Specific System Diagnosis and PT 892 Musculoskeletal Diagnosis and reach decisions, and determine actions. Within the Management Management I context of the patient/client management model, Specific Systems Diagnosis and Management is a 4- This course is the first in the sequence of emphasis is on integration of all academic credit course offered during the spring semester of examination and management of musculoskeletal coursework and clinical experiences. Focus is also the second year of the Doctorate of Physical injuries, which applies information from Anatomy, on appropriate application of knowledge and Therapy curriculum. The course is designed to Movement Analysis, and Musculoskeletal Pathology experience, cognitive processing strategies, self- provide the student an overview of the pathology, to the regional examination of and intervention for monitoring strategies, and communication and examination, evaluation, and interventions of individuals with impairments and functional teaching skills. Case studies present greater patients with specific system pathologies. limitations of the musculoskeletal system. Students complexity of clinical problems and diagnoses. The Presentation of course material will reinforce earlier will augment skills learned in the prerequisite course also considers wellness and prevention, course work from anatomy, physiology, and courses to include advanced examination community outreach, evidence-based practice, and previous examination, evaluation, and intervention procedures such as: joint mobility, soft tissue issues in the literature that potentially impact courses. The pedagogical approach of the course mobility, functional assessments, and advanced patient management. will include an emphasis on problem-oriented treatment techniques of joint and soft tissue The pre-requisites of PT 950 and 995 are required. learning in an effort to encourage active student mobilization, functional training, and patient The co-requisites of 879, 910 and 975 are required. involvement in the education process. Course instruction. Classes will foster critical thinking, Credits: 4 content has been organized to provide the student independent learning, and problem solving skills Every Fall with a theoretical knowledge base that can be used through traditional lectures, small group in the diagnosis, prognosis, examination, and discussions, laboratory sessions, and independent PT 940 Alternative and Complementary intervention of individuals with metabolic, projects. Upon completion of the course, the Therapies endocrine, gastrointestinal, genitourinary, and student will be able to safely examine and treat This course is designed to introduce the student to integumentary pathologies. Students will be individuals with musculoskeletal dysfunctions of the theories, application, assumptions, and expected to recall and apply information from the extremities. outcomes of a wide variety of alternative and previous coursework in a clinically relevant manner The co-requisites of PT 820, 834, 850 and 880 are complementary therapies, including homeopathy, to critically analyze problems covering a variety of required. chiropracty, naturopathy, Tai Chi, yoga, and clinical scenarios. Upon completion of the course, Credits: 4 acupuncture, among others. This course addresses students will be expected to synthesize course Every Fall the importance of these therapies within the larger content in such a way as to demonstrate clinical framework of the current health care system. decision-making in regard to individuals with PT 910 Clinical Decision-Making I Students will discuss the expected growth of these specific system pathologies. Clinical Decision Making I is a 3 credit course therapies for the foreseeable future as well as the The co-requisites of PT 785, 822, 834, and 960 are during the Fall semester of the third year of the impact of these therapies on the profession of required. The pre-requisites of PT 820, 834, 880, Doctorate in Physical Therapy curriculum. This is physical therapy.

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Student must be a Physical Therapy major in order practice, collaboration with patients, family examination and management of musculoskeletal to register for this course. members and other health professionals, and injuries. Using a problem-oriented case study develop consultation, education, and approach, this course is designed to help students PT 950 Clinical Practice II administration skills. Students may also have the apply the theory and skills used by physical The student is supervised by the clinical instructor opportunity to engage in prevention/wellness therapists to assess, evaluate, diagnose and manage while applying the knowledge and skills acquired in programs, participate at Grand Rounds/Team movement-related patient problems of individuals previous coursework. This 9-week clinical Conference, and outcome assessments. Students are with musculoskeletal disorders. This course focuses experience is designed to provide the student expected to recall and apply information from primarily on the spine and temporomandibular opportunities to improve clinical decision-making previous coursework in a clinically relevant manner joint. Presentations will take place in both the and critical thinking skills through use of the to critically analyze problems covering a variety of classroom and laboratory settings, and will foster patient management model, evidence-based clinical settings. critical thinking, practice of new techniques practice, collaboration with patients, family The co-requisite of PT 955 is required. The pre- pertinent to orthopaedic physical therapy, members and other health professionals, and requisites of PT 915, 879, 975 and 995 are independent learning and problem solving through develop consultation, education, and required. traditional lectures and small group discussions. administration skills. Students also have the Credits: 8 Upon completion of the course, the student will be opportunity to engage in prevention/wellness Every Spring able to safely examine and treat individuals with programs, participate at Grand Rounds/Team spinal musculoskeletal problems. Conference, and outcome assessments. Students are PT 960 Instrumented Movement Analysis The pre-requisites of PT 790 and 892 are required. expected to recall and apply information from This course provides an opportunity for students to Credits: 3 previous coursework in a clinically relevant manner become familiar with instruments used in the study Every Summer to critically analyze problems covering a variety of of human movement. In addition to lecture clinical settings. Upon completion of the clinical presentations, this course includes discussions, experience, students are expected to synthesize demonstrations, and hands-on practice of course content in such a way as to demonstrate instrumentation typically found in a human competency in the professional behaviors necessary movement laboratory such as electromyography, for becoming an effective physical therapist. two-dimensional and three-dimensional motion The co-requisite of PT 910 is required. analysis, metabolic gas analysis, and dynamometry. Credits: 5 Upon course completion, students are expected to Every Summer describe the use of advanced instrumentation in the analysis of human movement, and be able to PT 955 Clinical Practice III perform basic setups using the equipment. Clinical Practice III is a 10-week, full time clinical The co-requisites of PT 785, 822, 834 and 885 are practice course under the supervision of a licensed required. The pre-requisites of PT 820, 834, 880 physical therapist. This clinical experience is and 892 are required. designed to provide the student opportunities to Credits: 1 improve clinical decision-making and critical Every Spring thinking skills through use of the patient management model, evidence-based practice, PT 975 Health Care Delivery collaboration with patients, family members and Health Care Delivery is a 3-credit course offered other health professionals, and develop during the fall semester of the third year of the consultation, education, and administration skills. Doctorate of Physical Therapy curriculum and is Students may also have the opportunity to engage designed to provide the student with the in prevention/wellness programs, participate at management theory and skills to use human Grand Rounds/Team Conference, and outcome resources effectively, understand the concepts assessments. Students are expected to recall and behind cost control, finance, and entrepreneurship. apply information from previous coursework in a The pedagogical approach of the course includes clinically relevant manner to critically analyze case studies and didactic lectures. Course content problems covering a variety of clinical settings. includes introducing the theory and practice of The co-requisite of PT 956 is required. The pre- managing and developing employees, interviewing, requisites of PT 915, 879, 975 and 995 are developing job position descriptions, performance required. evaluations, conflict resolution, budgeting practices, Credits: 8 financial reports, reimbursement concepts, guiding Every Spring employees through change, marketing, business plan, quality assurance, outcomes management, risk PT 956 Clinical Practice IV management, and federal/state laws and legal Clinical Practice IV is a 10 week, full time clinical issues. practice course under the supervision of a licensed The prerequisite of PT 950 is required and the co- physical therapist. The student attends a clinical requisites of PT 879, 915 and 995 are required. practice facility for 10 consecutive weeks with Credits: 3 specific hours arranged by each facility. This clinical Every Fall experience is designed to provide the student opportunities to improve clinical decision-making PT 995 Musculoskeletal Diagnosis and and critical thinking skills through use of the Management II patient management model, evidence-based The second course in the sequence of the

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DIVISION OF PHYSICIAN Certifying Examination administered by the prerequisite courses of 3.0. National Commission on the Certification of • A personal statement as to why the applicant ASSISTANT STUDIES Physician Assistants (NCCPA). wishes to become a physician assistant. The highest ethical and professional standards • Breadth and amount of patient care experience. Professor: Joanna Shulman, MD, FACOG are expected to be upheld throughout the physician • Three satisfactory recommendations included (Medical Director) assistant course of study. The program is in the CASPA application. Assistant Professor: Sharon Verity, PA-L, MPAS challenging and requires dedication, a high ethical • Completion of course work and above criteria (Division Director) standard, and professionalism in addition to within a specified time limit. Assistant Professors: Marion Masterson, PA-C, intelligence, skill and medical knowledge. • Successful completion of the GRE. There is not MPAS; Maria Compte, MD, MPH; James Eckert, Program Requirements currently a minimum score set by the Division PA-C, MA Students may attend LIU Brooklyn on a part- of Physician Assistant Studies for this Instructor: Camile Kiefer, RN, PA-C; Dwayne A. time or full-time basis while completing their examination. Williams, PA-C prerequisite courses. During this phase students • A recommendation for acceptance from the Adjunct Faculty: 14 are expected to: Division of Physician Assistant Studies

• Complete a minimum of 500 hours of direct Admissions Committee, based upon all entities patient care experience. Of these 500 hours, a as described above. M.S. in Physician Assistant minimum of 300 hours must be completed by Some applicants are selected for personal Studies the time of submission of CASPA application. interviews based on the strength of the written Acceptable types of direct patient care application. If an applicant is invited for a personal The 86-credit M.S. in Physician Assistant experience include: medical assistant; surgical interview, the interview itself is evaluated on the Studies is an intense, 28-month professional technologist; licensed practical or registered criteria of satisfactory performance based on program that prepares health practitioners to work nurse; dental assistant; dental hygienist; assessment of qualities such as interpersonal in a wide variety of clinical settings. Physician certified nursing assistant; home health aide; relations, concern for others, integrity, and an assistants take medical histories and perform residential aide; emergency medical technician; ability to communicate effectively and maturely. physical examinations, select and interpret paramedic; physical therapist; occupational The division is accredited to have 84 students diagnostic tests and manage the health problems of therapist; physical therapy assistant; physical enrolled in the curriculum, e.g., 42 students in the patients under the supervision of a physician. In therapy aide; occupational therapy assistant; didactic year and 42 students in the clinical year. general, PAs may perform 80-90% of the care occupational therapy aide; respiratory therapist; Course work and above criteria must be provided by physicians. Additionally, they may perfusionist; electrocardiographic (EKG) completed within a specified time limit. Applicants specialize in any area of medicine or surgery and technician; phlebotomist; ophthalmologic meeting all of the criteria above may be enjoy lateral mobility, meaning that they may technician; volunteer work involving direct considered for an interview. move from specialty to specialty without patient care; shadowing a physician, physician Initial application to the professional phase of additional formal training. assistant or dentist. Other types of experiences the program for transfer students should be made LIU Brooklyn's Physician Assistant Studies may be acceptable. If you are interested in through the Centralized Application Service for program was the first such program to be approved clinical experience that differs from those listed Physician Assistants (CASPA) by visiting by the New York State Education Department. The above, please contact the Division of Physician www.caspaonline.org. CASPA will collect and Accreditation Review Commission on Education Assistant Studies to determine if the proposed summarize all of the applicant's data (application for the Physician Assistant, Inc. (ARC-PA) has experience is acceptable. form, transcripts, recommendations), which will be granted Accreditation-Continued to the Physician • Obtain at least a baccalaureate degree from an forwarded to the Physician Assistant Studies Assistant Studies Program sponsored by LIU accredited college or university no later than at Program. When all materials have been received Brooklyn. Accreditation-Continued is an the time of matriculation to the Division of and reviewed, selected applicants will be invited to accreditation status granted when a currently Physician Assistant Studies. a personal interview. If the candidate is accepted accredited program is in compliance with the • Maintain a grade point average of 3.0 or above to the program, a deposit of $500 is required to ARC-PA Standards. (overall and in prerequisites) in courses taken at hold a seat in the incoming class. Accreditation remains in effect until the an accredited college or university. A supplemental application also must be filed program closes or withdraws from the • Demonstrate acceptable academic performance. through the Office of Admissions. Please apply accreditation process or until accreditation is • Complete all prerequisite coursework, which online at My LIU or use the Apply Now link in the withdrawn for failure to comply with the includes: one year (two courses) of not less top navigation bar. For more information on the Standards. The approximate date for the next than 4 credits each in general biology, with admissions process, visit the Office of Admissions validation review of the program by the ARC-PA laboratory; one year (two courses) of not less Web site. will be March 2020. The review date is contingent than 4 credits each in general chemistry, with Advanced Standing upon continued compliance with the accreditation laboratory; one semester (one course) of not The Division of Physician Assistant Studies Standards and ARC-PA policy. The program is a less than 4 credits in human anatomy, with does not offer advanced standing to any applicants, member of the Physician Assistant Education laboratory; one semester (one course) of not including those who have prior experience as a Association. less than 3 credits in human physiology, with or medical student or physician assistant student or During the didactic year, medical courses are without laboratory; one semester of who are foreign medical graduates. augmented with clinical experiences. During the microbiology; one semester of statistics. Technical Standards clinical year, students are assigned to clinical • Sit for the Graduate Record Examination Observation - The ability to observe is rotations for twelve months on a full-time basis, (GRE). The code for LIU Brooklyn is 2369. required for demonstrations, visual presentations returning to the program once every five weeks. The application to the Division of Physician in lectures and laboratories, laboratory evidence After meeting all campus and degree Assistant Studies is evaluated on the following and microbiological cultures, microscopic studies requirements, a certificate and the Master of criteria: of microorganisms and tissues in normal and Science degree are conferred upon the candidate. • A cumulative grade point average of 3.0. pathological states. A candidate must be able to This enables the candidate to sit for the National • A cumulative grade point average in the observe patients accurately and completely, both

LIU Brooklyn Graduate Bulletin 2014 - 2015 Page 196 LIU Brooklyn closely and from a distance. Observation requires health forms. The division’s health forms will be Clinical Year Courses (Year 2) functional vision and somatic sensation and is sent along with the package of materials that is MS 601 Internal Medicine 2.00 enhanced by a sense of smell. mailed out in May of the year in which the student Communication - A candidate should be able will enter the program, after the student is MS 602 Surgery 2.00 to speak, hear and observe patients in order to accepted into the program and after the student MS 603 Pediatrics 2.00 elicit information, perceive non-verbal submits the deposit to hold the seat. Additional communications and describe changes in mood, health forms are required for entry into the clinical MS 604 Family Medicine 2.00 activity and posture. The candidate must be able to year of the division’s curriculum. MS 605 Emergency Medicine 2.00 communicate effectively and sensitively with Clinical Year Clerkships patients through speech, and through reading and Each clinical year student completes ten (10) MS 606 Obstetrics and 2.00 writing. Communication in oral and written form clerkships of five (5) weeks in length. The faculty Gynecology with the health care team must be effective and creates an individual rotation schedule for each MS 607 Behavioral Medicine 2.00 efficient. clinical year student. The student must return to MS 608 Medical Elective 2.00 Motor - A candidate should have sufficient LIU Brooklyn campus at the end of each clerkship motor function to elicit information from patients for a two-day End-of-Rotation Meeting with the MS 609 Surgical Elective 2.00 by palpation, auscultation and percussion, as well faculty. MS 610 Clinical Elective 2.00 as to carry out diagnostic maneuvers. A candidate Students must rotate in each of the following should have motor function sufficient to execute clerkships during the clinical year: internal MS 611 Clinical Seminar I 1.00 movements reasonably required to provide general medicine, surgery, family medicine, emergency MS 612 Clinical Seminar II 1.00 care and emergency treatment to patients. Such medicine, pediatrics, obstetrics and gynecology, skills require coordination of gross and fine psychiatry, internal medicine elective, surgical MS 613 Clinical Seminar III 1.00 muscular movements, equilibrium and sensation. elective and clinical elective. MS 614 Summative Evaluation 1.00 Intellectual-Conceptual, Integrative and Quantitative Abilities - Problem solving is a M.S, Physician Assistant Studies MS 615 Capstone Project 2.00 critical skill demanded of physician assistants; this Program Code: 06928 Credit and GPA Requirements skill requires all of these abilities. The candidate Must complete all of the following courses: Minimum Total Credits: 86 must also be able to comprehend three- Didactic Year Courses (Year 1) Minimum Major GPA: 3.0 dimensional relationships as well as the spatial MS 500 Anatomy 3.00 relationship of structures. Behavioral and Social Attributes - A MS 501 Physiology 1.00 candidate must have sufficient emotional health to MS 502A Pharmacology I 3.00 fully use his or her intellectual ability, to exercise good judgment, to complete all responsibilities, MS 503A Art and Science of 4.00 and to attend to the diagnosis and care of patients. Medicine I A candidate must be able to develop mature, MS 504A Clinical Medicine I 4.00 sensitive and effective relationships with patients and colleagues. A candidate must be able to MS 505 Psychosocial Aspects of 1.00 tolerate physical and emotional stress and continue Medicine to function effectively. A candidate must possess MS 506 Pathology 2.00 qualities of adaptability, flexibility and be able to MS 502B Pharmacology II 3.00 function in the face of uncertainty. He/she must have a high level of compassion for others, MS 503B Art and Science of 2.00 motivation to serve, integrity and a consciousness Medicine II of social values. A candidate must possess MS 504B Clinical Medicine II 6.00 sufficient interpersonal skills to interact positively with people from all levels of society, all ethnic MS 507 Role Socialization 1.00 backgrounds and all belief systems. The MS 508A Research Methods I: 1.00 administration of the Physician Assistant Studies Epidemiology program recognizes its responsibility to present candidates who have the knowledge and skills to MS 509 Preventive Medicine 1.00 function in a broad variety of clinical situations MS 510 Clinical Laboratory 1.00 and to render a wide spectrum of patient care. The Science responsibility for these technical standards is primarily placed on the Physician Assistant MS 504C Clinical Medicine III 3.00 Admissions Committee to select entering MS 508B Research Methods II: 1.00 Physician Assistant Studies students who will be Evidence-Based Medicine the candidates for the degree. Health Requirements MS 511 Introduction to Medical 1.00 All students entering or re-entering the Literature professional phase of the M.S. degree in Physician MS 512 Medical Informatics 1.00 Assistant Studies must complete and submit a Health Examinations/Vaccinations form located in MS 513 Surgery 2.00 the Forms & Documents section of the Office of MS 514 Emergency Medicine 1.00 Admissions website, as well as the division’s

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Physician Assistant Courses prototypic drugs in each category, drug side effects in this semester include cardiology, pulmonology, and drug-drug interactions, the interaction of drugs otorhinolaryngology, ophthalmology, infectious with the disease state under treatment, diseases, HIV medicine, and gastroenterology. MS 500 Anatomy polypharmacy, and reputable sources of Prerequisites: admission to the graduate program in The study of the structure of the human body with information about drugs. Prerequisites: successful Physician Assistant Studies. a clinical emphasis. Lectures and labs will completion of the fall semester of the didactic year Four credits. emphasize anatomy and anatomic relationships of the graduate program in Physician Assistant In order to register for this course, the student must significant to common clinical medicine topics and Studies. Three credits. be a graduate student in the Physician Assistant surgical procedures. Includes cadaver lab. The pre-requisites of MS 500, 501, 502A, 503A, plan. Prerequisites: admission to the graduate program in 504A, 505 and 506 are all required. Credits: 4 Physician Assistant Studies. Credits: 3 Every Fall Four units. Every Spring In order to register for this course, the student must MS 504B Clinical Medicine II be a graduate student in the Physician Assistant MS 503A Art and Science of Medicine I Part two of a three-semester sequence in clinical plan. Part one of a two-semester sequence in the art and medicine. This course introduces the student to the Credits: 3 science of physical diagnosis. Students learn the epidemiology, incidence, pathophysiology, signs, Every Fall principles of patient interviewing, the components symptoms, pertinent laboratory studies, diagnosis, and practice of conducting the medical history, and treatment and prognosis of disease processes MS 501 Physiology the science and technique of performing a physical affecting the human body. Disciplines considered A study of organ systems, with presentations examination. Areas of the physical examination in this semester include rheumatology, radiology, emphasizing normal physiology of each system. considered in this semester include general survey, renal medicine, endocrinology, geriatrics, Lectures will discuss normal function, cellular vital signs, head, ears, eyes, nose and throat, neck, dermatology and hematology. changes and pathological changes where chest and heart. Students also learn the Prerequisites: successful completion of the fall appropriate. indications, contraindications, equipment, semester of the didactic year of the graduate Prerequisites: admission to the graduate program in technique, and complications of common clinical program in Physician Assistant Studies. Six credits. Physician Assistant Studies. procedures. This course contains both lecture and The pre-requisites of MS 500, 501, 502A, 503A, Three units. laboratory components. 504A, 505 and 506 are all required. In order to register for this course, the student must Prerequisites: admission to the graduate program in Credits: 6 be a graduate student in the Physician Assistant Physician Assistant Studies. Every Spring plan. Four credits. Credits: 1 In order to register for this course, the student must MS 504C Clinical Medicine III Every Fall be a graduate student in the Physician Assistant Part three of a three-semester sequence in clinical plan. medicine. This course introduces the student to the MS 502A Pharmacology I Credits: 2 epidemiology, incidence, pathophysiology, signs, Part one of a two-semester sequence in Every Fall symptoms, pertinent laboratory studies, diagnosis, pharmacology and clinical therapeutics. This course treatment and prognosis of disease processes introduces the principles of pharmacokinetics and MS 503B Art and Science of Medicine II affecting the human body. Disciplines considered pharmacodynamics, dosage forms and dose- Part two of a two-semester sequence in the art and in this semester include immunology, psychiatry, response relationships. Classes of pharmaceuticals science of physical diagnosis. Students learn the neuroanatomy, neurology, obstetrics and will be studied, with a focus on the mechanisms of principles of patient interviewing, the components gynecology, and pediatrics. drug action in different therapeutic classes, and practice of conducting the medical history, and Prerequisites: successful completion of the spring common side effects of prototypic drugs in each the science and technique of performing a physical semester of the didactic year of the graduate category, drug side effects and drug-drug examination. Areas of the physical examination program in Physician Assistant Studies. Six credits. interactions, the interaction of drugs with the considered in this semester include the abdominal, The pre-requisites of MS 502B, 503B, 504B, 507, disease state under treatment, polypharmacy, and male and female genitalia, breasts, rectal, 508A, 509 and 510 are all required. reputable sources of information about drugs. musculoskeletal, and neurological examinations. Credits: 3 Prerequisites: admission to the graduate program in This course contains both lecture and laboratory Every Summer Physician Assistant Studies. components. Three credits. Prerequisites: successful completion of the fall MS 505 Psychosocial Aspects of Medicine In order to register for this course, the student must semester of the didactic year of the graduate This course considers primarily the non-medical be a graduate student in the Physician Assistant program in Physician Assistant Studies. Three issues critical to caring for patients. Topics include: plan. credits. cultural competency; medical ethics; substance Credits: 3 The pre-requisites of MS 500, 501, 502A, 503A, abuse; human sexuality; and end of life care. Every Fall 504A, 505 and 506 are all required. Prerequisites: admission to the graduate program in Credits: 2 Physician Assistant Studies. Two credits. MS 502B Pharmacology II Every Spring In order to register for this course, the student must Part two of a two-semester sequence in be a graduate student in the Physician Assistant pharmacology and clinical therapeutics. This course MS 504A Clinical Medicine I plan. continues the consideration of the principles of Part one of a three-semester sequence in clinical Credits: 1 pharmacokinetics and pharmacodynamics, dosage medicine. This course introduces the student to the Every Spring forms and dose-response relationships. Additional epidemiology, incidence, pathophysiology, signs, classes of pharmaceuticals will be studied, with a symptoms, pertinent laboratory studies, diagnosis, MS 506 Pathology focus on the mechanisms of drug action in different treatment and prognosis of disease processes This course considers the pathophysiology of therapeutic classes, common side effects of affecting the human body. Disciplines considered disease states at a cellular, structural and systemic level, including cellular dynamics; modes of death;

LIU Brooklyn Graduate Bulletin 2014 - 2015 Page 198 LIU Brooklyn the cardiovascular, pulmonary, gastrointestinal, credits. 508A, 509 and 510 are all required. humoral, renal, neurological, endocrine and The pre-requisites of MS 502B, 503B, 504B, 507, Credits: 1 reproductive systems. Genetic disorders are also 508A, 509 and 510 are all required. Every Summer considered. Credits: 1 Prerequisites: admission to the graduate program in Every Summer MS 513 Surgery Physician Assistant Studies. Three credits. This course considers the approach to the surgical In order to register for this course, the student must MS 509 Preventive Medicine patient. The focus is on clinical diagnoses requiring be a graduate student in the Physician Assistant This course examines health promotion and disease a surgical management. Topics include: anesthesia; plan. prevention; infectious disease control and preoperative, intra-operative and postoperative care; Credits: 2 prevention; prevention of disease resulting from disorders of the upper gastrointestinal tract; Every Fall contaminated food sources and from poor disorders of the stomach, liver, spleen, pancreas, nutrition; occupational health; international health; and gallbladder; colorectal disorders; cardiothoracic MS 507 Role Socialization preventable injuries; and the importance of the role surgery; orthopaedic surgery; vascular surgery; This course examines the physician assistant of behavior, culture and society in the perception of urology; transplant surgery. Prerequisites: successful profession from its inception in the mid-1960s to health. completion of the spring semester of the didactic the present. Topics to be considered include: Prerequisites: successful completion of the fall year of the graduate program in Physician Assistant history of the profession; state licensure and semester of the didactic year of the graduate Studies. Four credits. regulation; maintenance of professional license and program in Physician Assistant Studies. Two The pre-requisites of MS 502B, 503B, 504B, 507, certification; regulation of physician assistant credits. 508A, 509 and 510 are all required. education; types of reimbursement through health The pre-requisites of MS 500, 501, 502A, 503A, Credits: 2 insurance plans; the physician-physician assistant 504A, 505 and 506 are all required. Every Summer relationship; other types of health care professionals Credits: 1 and their roles in caring for patients; interacting Every Spring MS 514 Emergency Medicine with other health care professionals; and This course considers the approach to the emergent professionalism. MS 510 Clinical Laboratory Science patient. Emphasis is placed on stabilization and Prerequisites: successful completion of the fall This course is designed to introduce students to the emergent care. Topics include: stabilization; semester of the didactic year of the graduate science of clinical laboratory medicine. Topics to be emergency ophthalmology; acute coronary program in Physician Assistant Studies. One credit. considered include: hematologic laboratory studies; syndrome; myocardial infarction; heart failure; The pre-requisites of MS 500, 501, 502A, 503A, chemistries; urinalysis; cardiac enzymes; and the poisoning; hyper- and hypothermia; fractures and 504A, 505 and 506 are all required. ways in which these laboratory tests inform the sprains; animal bites; burns; sexual assault; Credits: 1 understanding of the disease state. pneumonia; trauma; and other concerns. Every Spring Prerequisites: successful completion of the fall Prerequisites: successful completion of the spring semester of the didactic year of the graduate semester of the didactic year of the graduate MS 508A Research Methods I: Epidemiology program in Physician Assistant Studies. Three program in Physician Assistant Studies. Three This course is designed to give students an credits. credits. introduction to the fundamentals of clinical The pre-requisites of MS 500, 501, 502A, 503A, The pre-requisites of MS 502B, 503B, 504B, 507, epidemiology: measuring health statistics, how vital 504A, 505 and 506 are all required. 508A, 509 and 510 are all required. statistics are used in public health research and Credits: 1 Credits: 1 interventions, concepts of causality and risk. The Every Spring Every Summer relevance of epidemiologic concepts to public health and clinical work will be highlighted through MS 511 Introduction to Medical Literature MS 601 Internal Medicine the use of case studies and the examples of current This course considers methods of conducting This clinical course is a clinical clerkship in internal health research. medical database searches; the use of a personal medicine. All clinical clerkships are five (5) weeks in Prerequisites: successful completion of the fall computer in clinical medicine for data storage and length. Each student is assigned a clinical site and semester of the didactic year of the graduate access to medical databases; the variety of medical preceptor at the inception of the clinical year. program in Physician Assistant Studies. Two databases currently in use; use of medical Please see the Division of Physician Assistant credits. references; formulation and development of a Studies Clinical Year Handbook for further The pre-requisites of MS 500, 501, 502A, 503A, research topic. Prerequisites: successful completion information. Prerequisites: successful completion of 504A, 505 and 506 are all required. of the spring semester of the didactic year of the the didactic year of the Physician Assistant Studies Credits: 1 graduate program in Physician Assistant Studies. curriculum. Two credits. Every Spring One credit. The pre-requisites of MS 504C, 508B, 511, 512, The pre-requisites of MS 502B, 503B, 504B, 507, 513 and 514 are all required. MS 508B Research Methods II: Evidence-Based 508A, 509 and 510 are all required. Credits: 2 Medicine Credits: 1 Every Fall and Spring Part two of a two-semester sequence in research Every Summer methodology. This is a course in evidence-based MS 602 Surgery medicine. Topics include: study design, diagnostic MS 512 Medical Informatics This clinical course is a clinical clerkship in surgery. and screening tests, assessment of diagnostic This course considers electronic medical records; All clinical clerkships are five (5) weeks in length. studies, and medical practice as seen through the medical insurance, including Medicaid and Each student is assigned a clinical site and lens of evidence-based medicine. A component in Medicare; billing and coding; health insurance preceptor at the inception of the clinical year. clinical problem-solving is also included. fraud; and health literacy. Please see the Division of Physician Assistant Prerequisites: successful completion of the spring Prerequisites: successful completion of the spring Studies Clinical Year Handbook for further semester of the didactic year of the graduate semester of the didactic year of the graduate information. program in Physician Assistant Studies. Two program in Physician Assistant Studies. One credit. Prerequisites: successful completion of the didactic The pre-requisites of MS 502B, 503B, 504B, 507, year of the Physician Assistant Studies curriculum.

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Two credits. Credits: 2 Every Fall and Spring The pre-requisites of MS 504C, 508B, 511, 512, Every Fall and Spring 513 and 514 are all required. MS 611 Clinical Seminar I Credits: 2 MS 607 Behavioral Medicine In this seminar, students will draw on their clinical Every Fall and Spring This clinical course is a clinical clerkship in clerkship(s) in Internal Medicine and/or the behavioral medicine. All clinical clerkships are five Internal Medicine elective as well as all material MS 603 Pediatrics (5) weeks in length. Each student is assigned a previously learned in the entire PA Studies This clinical course is a clinical clerkship in clinical site and preceptor at the inception of the curriculum to produce and deliver a detailed pediatrics. All clinical clerkships are five (5) weeks clinical year. Please see the Division of Physician patient case presentation from Internal Medicine or in length. Each student is assigned a clinical site Assistant Studies Clinical Year Handbook for an Internal Medicine elective before a group of and preceptor at the inception of the clinical year. further information. Prerequisites: successful clinical year PA students and faculty member(s). Please see the Division of Physician Assistant completion of the didactic year of the Physician Prerequisites: successful completion of the didactic Studies Clinical Year Handbook for further Assistant Studies curriculum. Two credits. year of the Physician Assistant Studies curriculum. information. The pre-requisites of MS 504C, 508B, 511, 512, One credit. Prerequisites: successful completion of the didactic 513 and 514 are all required. The pre-requisites of MS 504C, 508B, 511, 512, year of the Physician Assistant Studies curriculum. Credits: 2 513 and 514 are all required. Two credits. Every Fall and Spring Credits: 1 The pre-requisites of MS 504C, 508B, 511, 512, Every Fall and Spring 513 and 514 are all required. MS 608 Medical Elective Credits: 2 This clinical course is a clinical clerkship in a MS 612 Clinical Seminar II Every Fall and Spring particular discipline of internal medicine. All In this seminar, students will draw on their clinical clinical clerkships are five (5) weeks in length. Each clerkship(s) in General Surgery and/or the Surgical MS 604 Family Medicine student is assigned a clinical site and preceptor at elective as well as all material previously learned in This clinical course is a clinical clerkship in family the inception of the clinical year. Please see the the entire PA Studies curriculum to produce and medicine. All clinical clerkships are five (5) weeks Division of Physician Assistant Studies Clinical deliver a detailed patient case presentation from in length. Each student is assigned a clinical site Year Handbook for further information. General Surgery or a Surgical elective before a and preceptor at the inception of the clinical year. Prerequisites: successful completion of the didactic group of clinical year PA students and faculty Please see the Division of Physician Assistant year of the Physician Assistant Studies curriculum. member(s). Studies Clinical Year Handbook for further Two credits. Prerequisites: successful completion of the didactic information. Prerequisites: successful completion of The pre-requisites of MS 504C, 508B, 511, 512, year of the Physician Assistant Studies curriculum. the didactic year of the Physician Assistant Studies 513 and 514 are all required. One credit. curriculum. Two credits. Credits: 2 The pre-requisites of MS 504C, 508B, 511, 512, The pre-requisites of MS 504C, 508B, 511, 512, Every Fall and Spring 513 and 514 are all required. 513 and 514 are all required. Credits: 1 Credits: 2 MS 609 Surgical Elective Every Fall and Spring Every Fall and Spring This clinical course is a clinical clerkship in a particular discipline of surgery. All clinical MS 613 Clinical Seminar III MS 605 Emergency Medicine clerkships are five (5) weeks in length. Each In this seminar, students practice the techniques This clinical course is a clinical clerkship in student is assigned a clinical site and preceptor at that will lead to successful completion of the emergency medicine. All clinical clerkships are five the inception of the clinical year. Please see the Physician Assistant National Certifying (5) weeks in length. Each student is assigned a Division of Physician Assistant Studies Clinical Examination (PANCE). Each student will draw on clinical site and preceptor at the inception of the Year Handbook for further information. all material previously learned in the entire PA clinical year. Please see the Division of Physician Prerequisites: successful completion of the didactic Studies curriculum and additional PANCE Assistant Studies Clinical Year Handbook for year of the Physician Assistant Studies curriculum. materials to prepare for this examination, which is a further information. Prerequisites: successful Two credits. prerequisite for PA licensure. Prerequisites: completion of the didactic year of the Physician The pre-requisites of MS 504C, 508B, 511, 512, successful completion of MS 601, 602, 603, 604, Assistant Studies curriculum. Two credits. 513 and 514 are all required. 605, 606, 607, 608, 609, 610, 611, and 612. The pre-requisites of MS 504C, 508B, 511, 512, Credits: 2 The pre-requisites of MS 504C, 508B, 511, 512, 513 and 514 are all required. Every Fall and Spring 513 and 514 are all required. Credits: 2 Credits: 1 Every Fall and Spring MS 610 Clinical Elective Every Spring This clinical course is a clinical clerkship in a MS 606 Obstetrics and Gynecology particular clinical discipline of the student¿s choice. MS 614 Summative Evaluation This clinical course is a clinical clerkship in All clinical clerkships are five (5) weeks in length. In this laboratory course, students will draw on all obstetrics and gynecology. All clinical clerkships are Each student is assigned a clinical site and material previously learned in the entire PA Studies five (5) weeks in length. Each student is assigned a preceptor at the inception of the clinical year. curriculum to complete a summative evaluation. clinical site and preceptor at the inception of the Please see the Division of Physician Assistant This evaluation will take place in the Division's clinical year. Please see the Division of Physician Studies Clinical Year Handbook for further Simulation Laboratory. The student will Assistant Studies Clinical Year Handbook for information. demonstrate his or her ability to evaluate, stabilize, further information. Prerequisites: successful completion of the didactic examine, diagnose, perform relevant clinical Prerequisites: successful completion of the didactic year of the Physician Assistant Studies curriculum. procedures, and treat the simulated patient (Sim- year of the Physician Assistant Studies curriculum. Two credits. Man 3G). The student will also demonstrate the Two credits. The pre-requisites of MS 504C, 508B, 511, 512, ability to work well with other members of the The pre-requisites of MS 504C, 508B, 511, 512, 513 and 514 are all required. health care team and to provide culturally 513 and 514 are all required. Credits: 2 competent care. Prerequisites: successful

LIU Brooklyn Graduate Bulletin 2014 - 2015 Page 200 LIU Brooklyn completion of . MS 601, 602, 603, 604, 605, 606, 607, 608, 609, 610 ,611, and 612. One credit. The pre-requisites of MS 504C, 508B, 511, 512, 513 and 514 are all required. Credits: 1 Every Spring

MS 615 Capstone Project Students will draw on all material previously learned in the entire PA Studies curriculum to complete a capstone project in partial fulfillment of the requirements of the Master's degree. The student will formulate a research paper based on a clinical issue of interest to the student from one of the student's clinical clerkships. The student will also use techniques learned in Research Methods I and II and in Introduction to Medical Literature in the didactic year. Prerequisites: successful completion of the didactic year of the Physician Assistant Studies curriculum. One credit. The pre-requisites of MS 504C, 508B, 511, 512, 513 and 514 are all required. Credits: 2 Every Fall and Spring

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DEPARTMENT OF PUBLIC working adults, seniors, hospital inpatients), on a Master of Public Health program faculty to particular setting (see above), the use of many or discuss particular aspects of their applications. HEALTH one or two particular skills (e.g., education, Applicants who are not able to participate in training, advocacy, community assessment, person, will be asked to call in or to Skype the Associate Professor and Chair: Bojana Beric, program planning, program evaluation, research, Master of Public Health program representative M.D., Ph.D. media campaign development), and/or a specific who is requesting the interview. Assistant Professor: Brian Gilchrist, Ph.D. health issue (e.g., infant mortality, pollution, Submitting an Application for Admission Undergraduate Practicum Coordinator: Scott obesity, HIV/AIDS, depression and suicide, All applicants must apply for admission to LIU Westervelt, M.S. terrorism, natural disasters). The challenges are Brooklyn. Please apply online at My LIU or use Director of Practicum: Joyce Hall, M.P.H. many, and change constantly. Public health the Apply Now link in the top navigation bar of Adjunct Faculty: 5 promotion is a dynamic and exciting profession the campus’ website. For more information on the with a myriad of traditional and “out-of-the box” admissions process, visit the Office of Admissions Public Health is the science of protecting and options for well-prepared professionals. website. improving the health of communities through In addition to earning the internationally Important Dates education, promotion of healthy lifestyles, and recognized M.P.H. degree, at the time of Application deadlines can be found on the research to prevent disease, injury, disability, and graduation, students are also eligible to apply for program website, www.liu.edu/brooklyn/mph premature death. Public health professionals the Certified Health Education Specialist Program Requirements analyze how genetics, personal choice, policies, examination administered by the National Continued enrollment in this program is systems and the natural and built environment Commission for Health Education Credentialing, contingent upon: effect health; then we work with the communities Inc. We urge students to take that exam in their • A cumulative 3.0 GPA must be maintained affected to develop products, programs, services, last semester or within six months of graduation. throughout the program policies, and messages that protect the health of Application Requirements • Completion of 30 credits of required courses people who are or could be affected. In traditional To apply for this program, prospective • Completion of 6 credits of an elective course clinical medicine, health care professionals candidates must submit all of the following to the • Completion of 6 credits of capstone and diagnose and treat one sick person at a time. In Office of Admissions: • Practicum experiences (MPH 798 and 799) public health, professionals focus on protecting • Official transcripts from all accredited entire communities or populations from becoming undergraduate and graduate institutions sick in the first place. Our three goals are to (1) attended; degrees from institutions earned Master of Public Health keep well people healthy, (2) keep people who are outside of the United States or Canada must be at-risk from becoming sick or disabled, and (3) to evaluated by an agency recommended by LIU M.P.H., Public Health prevent the reoccurrence of health problems Brooklyn [Program Code: 33024] among people who are already sick or injured. • Personal statement following the specific Required core courses: The 42-credit LIU Brooklyn Master of Public Master of Public Health Program guidelines. MPH 600 Foundations of Public 3.00 Health (M.P.H.) is a very practical/applied The guidelines are available on the Website. Health and Health professional degree program. The mission of the Standard/generic personal statements will not Education program is to inspire and prepare future public be accepted. MPH 610 Principles of 3.00 health practitioners for careers that focus on • At least two (2) current letters of Epidemiology collaborating with people and communities reference on agency/institutional letterhead affected to prevent illness, disability and completed by individuals who are qualified to MPH 615 Principles of Biostatistics 3.00 premature death. Our course work includes comment on MPH 620 Social and Behavioral 3.00 service-learning opportunities so that students (1) your academic background/achievements Sciences in Public Health have “real-world” experience long before they and potential and graduate. (2) your volunteer or paid community or health- MPH 625 Environmental Health 3.00 Our area of specialization, our “concentration,” related experience Issues in Public Health is Health Education, Policy and Communications, • A current resume. Highlight any health, MPH 735 Research Methods in 3.00 often referred to as Health Promotion. The health public health, medical, or community paid or Public Health and Health promotion and disease prevention strategies volunteer work experience, studies, or training. Education emphasized in our program are policy change, • Current Graduate Record Exam (GRE) test environmental change, education, and mass media scores. Test scores more than five years old MPH 740 Public Health Planning, 3.00 campaigns. In combination, these are very will NOT be accepted. Implementation and effective methods for improving the health status EXCEPTION: Applicants with official Evaluation of communities and populations at large. transcripts showing completed graduate degrees MPH 745 Principles and Methods of 3.00 People trained in public health have many are NOT required to submit GRE scores, though Health Education and career options. There is a great demand for public they are strongly urged to do so. Promotion health promotion specialists in local, state, federal • TOEFL test score: If you are an international and international government agencies (not all applicant who does not have an undergraduate MPH 750 Public Health Policy, 3.00 with “health” in their names), community-based degree from a regionally accredited US college Advocacy and Leadership organizations, schools and universities, not-profit or university, or if English is not your native MPH 755 Public Health Planning, 3.00 organizations, workplaces, health care settings, language, submit official scores for Test of Implementation and foundations, branches of the military, and English as a Foreign Language (TOEFL) Evaluation professional associations. exam or accepted equivalent tests. Graduates can find fascinating and challenging, • Interviews: Interviews are not required but are and meaningful public health work focusing on a desirable. Applicants may be invited to the particular population (e.g., school-age children, university for a personal interview with

LIU Brooklyn Graduate Bulletin 2014 - 2015 Page 202 LIU Brooklyn

MPH 798 Public Health Capstone 3.00 Seminar: Promoting Health Equity

MPH 799 Public Health Field 3.00 Practicum Of the following elective courses only two are required: MPH 500 Public Health Application 3.00 of Informatics

MPH 510 Public Health 3.00 Preparedness

MPH 515 Public Health 3.00 Implications of HIV/AIDS

MPH 520 Public Health Nutrition 3.00

MPH 525 Social Marketing 3.00 Strategies for Improving Public Health

MPH 530 Global Public Health 3.00 Challenges

MPH 535 Infectious Diseases and 3.00 Public Health Practice Credit and GPA Requirements Minimum Total Credits: 42 Minimum Major GPA: 3.00

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Public Health Courses history of social marketing applications to public interventions; and they will meet public health and health, differentiates social marketing from related health promotion leaders in these arenas and learn but significantly different strategies, and analyzes about their challenges and achievements. MPH 500 Public Health Applications of social marketing campaign requirements, Credits: 3 Informatics limitations, tips for success, typical challenges, and On Demand This course provides a basic understanding of expected outcomes. Three credits. public health informatics and its application in a Credits: 3 MPH 600 Foundations of Public Health and public health setting. The goal is for students to On Occasion Health Education understand the basic technological tools and This course is an introduction to public health and building blocks needed to develop and manage MPH 530 Global Public Health Challenges health education, specifically: academic public health data collection systems to meet This course is designed to give the student and foundations; key principles; priorities; values; analytical needs. introduction to the issues of global health and the concepts; vocabulary; key document; historic The pre-requisite of MPH 600 is required. factors controlling it. The basic principles of global milestones; pioneers and leaders; codes of ethics; Credits: 3 health, including measurement, determinants and professional organizations and associations; career On Occasion the relationship to socio-economic development and professional development options; future will be explored. The evolution of epidemics and trends. MPH 510 Public Health Preparedness the phenomena of endemic and pandemic disease Credits: 3 This course introduces students to major concepts will be considered. The understanding of burden Every Fall relevant to past and potential future disease of and determinants of morbidity and mortality are outbreaks including acts of bioterrorism. Students examined. MPH 610 Principles of Epidemiology receive a brief review infectious disease In order to register for this course, the student must This course introduces the distribution and epidemiology including investigation, control, be active in the Public Health plan. determinants of health and disease in defined prevention and surveillance. These fundamentals Credits: 3 populations. It also emphasizes the skills necessary are then used to construct a framework for assessing On Occasion to research, produce, utilize and critique threats to public health and recommending an epidemiologic literature. appropriate response. MPH 535 Infectious Diseases and Public Health In order to register for this course, the student must Credits: 3 Practice be active in the Public Health plan. On Occasion This is an introduction to the epidemiology and Credits: 3 control of infectious diseases. The course is taught Every Fall and Spring MPH 515 Public Health Implications of from the perspective of public health HIV/AIDS communicable disease containment: detection, MPH 615 Principles of Biostatistics This course will focus on public health issues investigation, control, and prevention of infectious This course is an introduction to the field of related to HIV/AIDS with an emphasis on diseases in communities. The course emphasizes biostatistics. Emphasis is on key concepts and HIV/AIDS epidemiology and prevention. Lectures core concepts in infectious disease transmission health data interpretation. Includes an will cover primary prevention (preventing HIV mechanisms, dynamics, and containment; evidence- introduction to data and data types; tools for infection in those who are uninfected), secondary based approaches to designing and implementing describing central tendency and variability in data; prevention (preventing development of HIV disease infectious disease control and prevention measures, methods for performing inference on population in those who are HIV-infected), and tertiary and an overview of epidemiologic methods for means and proportions via sample data; statistical prevention (preventing morbidity and mortality in investigating infectious disease transmission and hypothesis testing and its application to group those with HIV disease). containment. comparisons; issues of power and sample size in Credits: 3 The pre-requisite of MPH 710 is required. study designs; and random sample and other study On Occasion Credits: 3 types. Students are also taught the statistical On Occasion software SPSS. MPH 520 Public Health Nutrition In order to register for this course, the student must This course is an introduction to public health MPH 540 Current Issues in Public Health I be active in the Public Health plan. nutrition. It covers the prevention and solutions to The purpose of this course is to expose students to Credits: 3 diet-related conditions at the population level up to three current critical public health challenges. Every Fall and Spring rather than the individual level, with a focus on Students will learn about the epidemiology of current problems such as obesity and type 2 selected contemporary issues; the interdisciplinary MPH 620 Social and Behavioral Sciences in diabetes. It emphasizes the determining factors of workforce involved; key research findings; efforts to Public Health food intake and nutritional status including: integrate research findings into practice; current, This course introduces the role of well established economic, environmental, societal and institutional new, and emerging interventions. Students also and new and emerging social and behavioral factors. It introduces current nutrition programs will meet public health and health promotion science theories in shaping research and practice in and policies for improving the nutrition status of leaders in these arenas and learn about their on-the- public health and health promotion and education. various populations. Three credits. job challenges and achievements. Students will analyze and compare theories and Credits: 3 Credits: 3 review research that supports and/or challenges On Occasion On Demand different theories' contributions to health promotion and disease prevention at the individual, MPH 525 Social Marketing Strategies for MPH 545 Current Issues in Public Health II group, organizational, community, and public Improving Public Health This course exposes students to up to three current policy levels. Social marketing, the use of marketing principles, critical public health challenges. Students will learn In order to register for this course, the student must concepts, and theories to facilitate socially about the epidemiology of selected contemporary be active in the Public Health plan. beneficial behavior change, is an increasingly issues; the interdisciplinary workforce involved; key Credits: 3 popular though often misunderstood public health research findings; efforts to integrate research Every Fall and Spring intervention. This overview course reviews the findings into practice; current, new, and emerging

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MPH 625 Environmental Health Issues in Public policy levels. The pre-requisite of MPH 600 is required. Health In order to register for this course, the student must Credits: 3 The study of biological, physical, chemical, be active in the Public Health plan. Every Fall economic, political, and social factors that cause Credits: 3 environmental health problems, and traditional Every Fall and Spring MPH 755 Public Health Planning, and new and emerging approaches to help prevent Implementation and Evaluation and manage/control these problems. MPH 735 Research Methods in Public Health This course provides an overview of health In order to register for this course, the student must and Health Education promotion planning frameworks and issues in be active in the Public Health plan. This course is an introduction to publication-based planning, implementing and evaluating health Credits: 3 research design and methods, including the logic of promotion programs in a variety of settings. Every Spring scientific research, research ethics, causal inference, Students participate in a service learning project to hypothesis formation, measurement theory, survey assist a community-based organization or public MPH 710 Foundations of Public Health and research, experimental design, qualitative methods, health agency in developing an evidence-based Health Education sampling and data analysis applications. The public health promotion program. This course is an introduction to public health and bridges and barriers to the diffusion and The pre-requisites of MPH 600, 610 and 615 are health education, specifically: academic application of research results to practice will be required. The pre-requisite or co-requisite of MPH foundations; key principles; priorities; values; discussed. 615 is also required. concepts; vocabulary; key document; historic The pre-requisites of MPH 600, 610 and 620 are Credits: 3 milestones; pioneers and leaders; codes of ethics; required. The pre-requisite or co-requisite of MPH Every Spring professional organizations and associations; career 615 is also required. and professional development options; future Credits: 3 MPH 760 Global Public Health Challenges trends. Every Spring This course is designed to give the student and Credits: 3 introduction to the issues of global health and the Every Fall MPH 740 Public Health Planning, factors controlling it. The basic principles of global Implementation and Evaluation health, including measurement, determinants and MPH 715 Principles of Epidemiology This course provides an overview of health the relationship to socio-economic development This course introduces the distribution and promotion planning frameworks and issues in will be explored. The evolution of epidemics and determinants of health and disease in defined planning, implementing and evaluating health the phenomena of endemic and pandemic disease populations. It also emphasizes the skills necessary promotion programs in a variety of settings. will be considered. The understanding of burden to research, produce, utilize and critique Students participate in a service learning project to of and determinants of morbidity and mortality are epidemiologic literature. assist a community-based organization or public examined. In order to register for this course, the student must health agency in developing an evidence-based In order to register for this course, the student must be active in the Public Health plan. public health promotion program. be active in the Public Health plan. Credits: 3 The pre-requisites of MPH 600, 610 and 615 are Credits: 3 Every Fall and Spring required. The pre-requisite or co-requisite of MPH On Occasion 615 is also required. MPH 720 Principles of Biostatistics Credits: 3 MPH 765 Infectious Diseases and Public Health This course is an introduction to the field of Every Spring Practice biostatistics. Emphasis is on key concepts and This is an introduction to the epidemiology and health data interpretation. Includes an MPH 745 Principles and Methods of Health control of infectious diseases. The course is taught introduction to data and data types; tools for Education and Promotion from the perspective of public health describing central tendency and variability in data; This course examines the design, production and communicable disease containment: detection, methods for performing inference on population evaluation of health promotion and disease investigation, control, and prevention of infectious means and proportions via sample data; statistical programs and services rooted in health education diseases in communities. The course emphasizes hypothesis testing and its application to group theory, research, and best practices. Includes core concepts in infectious disease transmission comparisons; issues of power and sample size in support and work group facilitation; group mechanisms, dynamics, and containment; evidence- study designs; and random sample and other study presentations; community and professional group based approaches to designing and implementing types. Students are also taught the statistical training; community organizing; and coalition infectious disease control and prevention measures, software SPSS. building. Emphasizes the benefits of and and an overview of epidemiologic methods for In order to register for this course, the student must techniques for coordinating multiple, well- investigating infectious disease transmission and be active in the Public Health plan. integrated, and well-coordinated interventions. containment. Credits: 3 The pre-requisite of MPH 600 is required. The pre-requisite of MPH 710 is required. Every Fall and Spring Credits: 3 Credits: 3 Every Fall On Occasion MPH 725 Social and Behavioral Sciences in Public Health MPH 750 Public Health Policy, Advocacy and MPH 798 Public Health Capstone Seminar: This course introduces the role of well established Leadership Promoting Health Equity and new and emerging social and behavioral This course provides an overview of effective A culminating academic experience in which science theories in shaping research and practice in leadership principles that contribute toward students design a public health health promotion public health and health promotion and education. creating a shared vision among individuals, groups, program/strategy/intervention that involves the Students will analyze and compare theories and organizations and communities; the role of public application and integration the review research that supports and/or challenges health practitioners in advocating for programs and perspective/mindset, knowledge and skills acquired different theories' contributions to health policies that improve the public's health; strategies from the Program of Study to a local public health promotion and disease prevention at the individual, and techniques for participating effectively in the problem. Projects focus on the application of group, organizational, community, and public legislative process. health education, advocacy, and communication

Page 205 LIU Brooklyn Graduate Bulletin 2014 - 2015 Bulletin 2014 - 2015 strategies and reducing health disparities. The pre-requisites of MPH 600, 610, 615, 740 and 745 required. Credits: 3 Every Fall and Spring

MPH 799 Public Health Field Practicum A 200-hour field practicum/placement at a local health organization that involves the performance of health education, health advocacy, and health communication functions, and the collection and analysis of data as appropriate, under the supervision of a qualified health professional to determine or assess a response to an actual public health challenge. A practicum report is completed and presented in the form of an oral presentation and scientific poster. The pre-requisite or co-requisite of MPH 798 is required. Credits: 3 Every Fall and Spring

LIU Brooklyn Graduate Bulletin 2014 - 2015 Page 206 LIU Brooklyn

DEPARTMENT OF SOCIAL of generalist practice that distinguishes between Those who take the long-term care generalist and advanced content while supporting administration track will gain an in-depth WORK the integration of specialized knowledge and understanding of health care facility technologies into a generalist perspective. It also administration, health care financing, legal issues Professor and Chair: Susanna Jones, M.S.W., introduces the student to the principles of in health and personal management. The long-term Ph.D. interdisciplinary collaboration, preparing them for care administration track meets most of the Professor: Ilene Nathanson, M.S.W., D.S.W. work in interdisciplinary fields of practice. academic requirements for eligibility for the Program Director, LIU Post The second-year curriculum builds upon the Nursing Home Administrator’s licensing LIU Brooklyn Site first year by deepening the student’s understanding examination in New York State. Coordinator, M.S.W. Program and demonstrated mastery of psychosocial As an added benefit, graduates of either Associate Professor: Donna Wang, M.S.W., Ph.D. assessment, administrative theory and practice, Gerontology track may also qualify for a New Associate Professor: Samuel C. Jones, D.S.W., and diversity sensitive practice. Students select a York State Advanced Certificate by taking just one LIU Brooklyn specific area of concentration – not-for profit additional course, which is offered by LIU. Professor: Elissa Giffords, M.S.W., D.S.W. management, substance abuse, gerontology, child Non-Profit Management Concentration LIU Post and family welfare or forensic social work – for The concentration in non-profit management Associate Professor: Orly Calderon, M.S., Psy.D. more specialized education in a particular area of provides students with the knowledge, the values LIU Post practice. The research curriculum in the second and the skills to work effectively and to administer Associate Professor: Amanda Speakes-Lewis, year supports the concentrated study by programs in virtually any segment of the social M.S.W., Ph.D. demonstrating application of research service community – from child welfare to health LIU Brooklyn methodology to the student’s specialized area of and mental health – and in a variety of programs Assistant Professor: Kathryn Krase, M.S.W., concentration. Field experience in the second year that address a broad range of social issues from Ph.D., J.D. provides an opportunity for the student to apply hunger and homelessness to women at risk. Upon Assistant Professor: Jo Rees, Ph.D. generalist and specialized knowledge in the completion of the concentration in non-profit LIU Brooklyn selected area of concentration. The curriculum is management, graduates may also qualify for an Field Work Coordinators: Iris Mule, M.S.W. (LIU consistent with program goals insofar as the Advanced Certificate in Not-For-Profit Brooklyn), Renie Rondon Jackson, M.S.W. (LIU student receives a generalist background that Management by taking just one additional course, Brooklyn), Pamela Brodlieb, M.S.W. (LIU Post) includes a conception of generalist practice, an which is offered by the School of Business. Adjunct Faculty (LIU Brooklyn and LIU Post): 32 eclectic knowledge base and an understanding of Alcohol and Substance Abuse Concentration the relationship of values, diversity, populations at The alcohol and substance abuse concentration LIU is the first university to offer a fully risk and promotion of social justice to the social incorporates various methods and systems of accredited social work program in Brooklyn on work professional role with systems of all sizes. practice to prepare students to work with both the undergraduate and the graduate level. The An Interdisciplinary Approach individuals, families, groups and the community at Department’s Common Ground Service Learning The M.S.W. program brings an large. This concentration prepares graduates to Program provides students from all disciplines interdisciplinary approach to graduate social work work in settings ranging from school to with the opportunity to gain valuable volunteer studies, combining coursework not only across community-based organizations and from mental experience in a wide range of service venues campuses but also across departments within health clinics to the criminal justice system. throughout the greater New York area. Social campuses and across traditional social work Graduates of this program will have the work as a profession is an exciting growth area disciplines. Students who earn the Master of Social knowledge, the skills and the values to deliver that offers professional flexibility, longevity and Work degree from LIU will have the skills, alcohol and substance abuse counseling and to personal satisfaction. knowledge and values required to deliver direct perform assessment; clinical evaluation; treatment care to a broad population as well as in the field of planning; case management; and client, family and

their chosen concentration. They will be prepared community education. In addition, they will Master of Social Work (M.S.W.) to manage and administer social service programs become completely familiar with their professional and agencies within the fields of mental health, and ethical responsibilities as well as the LIU Brooklyn’s 60-credit Master of Social community service, social service, and case and documentation process. Work (M.S.W.) offers degree candidates five care management. The alcohol and substance abuse concentration different concentrations: gerontology, nonprofit Gerontology Concentration has been designed in conjunction with the New management, alcohol and substance abuse, child Students in the gerontology concentration will York State Department of Education’s and family welfare, and forensic social work. The show an intellectual mastery of and demonstrate requirements for the Certificate in Alcohol and program is collaboration between LIU Brooklyn the professional ability to competently respond to Substance Abuse Counseling (CASAC). Students and LIU Post (Brookville), and courses are the physical, psychological, social and spiritual can complete the requirements for CASAC by available at both locations. It is accredited by the needs of older people and the major issues, fulfilling additional internship hours after Council of Social Work Education (CSWE), concepts and theories related to late-age completing the M.S.W. degree. signifying that it meets the highest standards of functioning. Students who choose this Child and Family Welfare Concentration academic excellence. concentration may choose one of two tracks: direct The child and family welfare concentration will The program is integrated to provide a step- client service through senior community service, provide educational curriculum to students wise progression in student understanding of or leadership in long-term care administration. interested in working in an interdisciplinary generalist and specialized practice. The first-year The senior community service track context with children and their families. This curriculum includes content in the eight foundation incorporates both clinical and administrative concentration was developed with input from the areas of policy, practice, human behavior, field, content areas. Students in this track will learn to Nassau County Department of Social Services, the diversity, populations at risk, and promotion of plan and to develop community services for older Nassau County Coalition Against Domestic social justice and values. It introduces the student adults; perform intervention, develop treatment Violence, the Family and Children’s Association to the components of generalist practice with plans and understand and manage issues of death, and other community-based organizations’ systems of all sizes and provides an understanding bereavement and loss. personnel. It incorporates knowledge, values and

Page 207 LIU Brooklyn Graduate Bulletin 2014 - 2015 Bulletin 2014 - 2015 skills that professionals need to effectively work liberal arts education consisting of the humanities; with children and their families across a broad the social and behavioral sciences; the natural M.S.W., Social Work range of social issues and in multiple programs. sciences including biology and courses reflective Program Code: 29207 After completing their first-year M.S.W. of a basic interest in human services. Must Complete All Courses Listed Below. coursework, students will develop their Admissions Requirements SWK 601 Policy I: History and 3.00 understanding about policies and services specific To be admitted to this program, you must: Philosophy of Social to children and families, family violence across the • Hold a bachelor of arts degree from a Work Social Welfare lifespan, community-based practice with children regionally accredited university Policy and Services and families, and community mental health. • Have a minimum overall grade-point average SWK 602 Policy II: Social Welfare 3.00 Forensic Social Work Concentration of 2.8 or better Policies and Services: Forensic social workers perform a vital public • Have a B average or better in courses taken Social Provisions & service in guiding their clients through the during the final four semesters of Framework daunting and ever-changing legal system. These undergraduate study professionals possess a firm grasp of the civil, • Submit a minimum of three recommendations SWK 611 Social Work Practice I: 3.00 criminal and juvenile justice systems, along with a • Submit a personal narrative/autobiographical Working with Individuals profound understanding of how socioeconomic, statement and Groups cultural, religious, and other aspects of their • Submit an undergraduate transcript from all SWK 612 Social Work Practice II: 3.00 clients’ lives may impact access to legal services. colleges or universities previously attended Working with Families To meet a growing national interest in forensics • Possess the personal characteristics and (the application of physical science, mental health, qualifications essential for professional work SWK 613 Social Work Practice III: 3.00 technology and the legal system) and a growing with vulnerable individuals and with Social Work Practice with recognition of the complex interplay between populations at risk Organizations and social, clinical, and legal services, the Department • Submit an application to the Office of Communities of Social Work offers a forensics social work Admissions (see Submitting an Application for SWK 621 Human Behavior/Social 3.00 concentration within the 60-credit Master of Social Admission) Environment I: Birth Work (M.S.W.) program. Submitting an Application for Admission through Adolescence As a graduate of the Master of Social Work All applicants must apply for admission to LIU program with the concentration in forensic social Brooklyn. Please apply online at My LIU or use SWK 622 Human Behavior/Social 3.00 work, students will be exceptionally prepared to the Apply Now link in the upper right-hand corner Environment II: Young apply the principles of social work to the legal of the campus’ website. through Late Adulthood system, including applicable local, state and In addition to completing the graduate SWK 623 Human Service 3.00 federal laws; civil and criminal courts and the application, we request that you collect all required Organizations and juvenile justice system; law enforcement agencies; documents needed for admission and mail them Administrative Behavior: and correctional facilities. Clients may be children together in a single envelope to: A context for Soc Work or adults, individuals or families, organizations or LIU Brooklyn communities. Their legal difficulties may involve Admissions Processing Center SWK 650 Psychopathology 3.00 child custody and parental rights issues due to P.O. Box 810 SWK 701 Field Instruction I 3.00 domestic violence and neglect and crimes relating Randolph, MA 02368-0810 to mental illness and substance abuse. They may Please note that the program admits students for SWK 702 Field Instruction II 3.00 face arrest and incarceration, be imprisoned or the fall semester only. All applications and SWK 703 Field Instruction III: 3.00 hospitalized, or be on probation or parole. supporting documentation must be submitted by Specialization The forensic social work concentration prepares April 1st. students to serve all of these populations, by Program Requirements SWK 704 Field Instruction IV: 3.00 identifying societal issues and their impact on your Continued enrollment in this program is Research II and three clients; screening, assessing and counseling your contingent upon: courses in the clients; planning and implementing interventions; • Earning a grade of B or better in all field concentration. making client referrals; and otherwise serving as education courses SWK 790 Capstone Seminar 3.00 effective advocates for diverse and at-risk clients, • Maintaining a minimum grade-point average of who may range from individual children or adults 3.0 SWK 798 Research Methods I: 3.00 to organizations or communities. • Being in compliance with all program and Introduction to Social Admissions Criteria CSWE standards including Education Policy Research The admissions criteria reflect the program’s 2.1.1, which requires that students “Identify as SWK 799 Social Work Research II: 3.00 goals and objectives and support LIU’s mission of a professional social worker and conduct Advanced Research Access and Excellence. The program seeks oneself accordingly.” Methods for Practice students from varied backgrounds who reflect the • Earning the required 60 credits within a four- diversity of the populations its graduates will year period. Child and Family Welfare Concentration serve, including the suburban population of Must Complete All Courses Listed Below:

Nassau County and the multiethnic, urban SWK 660 Families and Children: 3.00 population of Brooklyn and New York City, as Policy and Services well as the greater tri-state area. Through direct SWK 661 Family Violence Across 3.00 care or leadership roles in the field of social work, the Lifespan students who apply to this program should be interested in working with populations at risk. The program seeks applicants who have a broad

LIU Brooklyn Graduate Bulletin 2014 - 2015 Page 208 LIU Brooklyn

SWK 662 Community Based 3.00 Credit and GPA Requirements Practice with Children Minimum Total Credits: 60 and Families Minimum Major GPA: 3.0

SWK 663 Child Psychopathology 3.00 Alcohol & Substance Abuse Concentration Must Complete All Courses Listed Below: SWK 674 Thrs/Prn:Al/Sub Cnsl 3.00

SWK 675 Intr:Tch Sub Ab Cnsl 3.00

SWK 677 Soclg/Psylg Aspects 3.00

SWK 678 Phys/Pharmlg Effects 3.00 Gerontology Concentration Must Complete All Courses Listed Below: MPA 602 Human Resources 3.00 Management

MPA 616 Legal Aspects of Health 3.00

PM 738 Gerontology: The Process 3.00 of Aging Must Complete One Course (3 Credits) Listed Below: MPA 616 Legal Aspects of Health 3.00

PM 739 Long-Term Care 3.00 Administration

PM 743 Aging Policy in the 3.00 Community Non-Profit Management Concentration Must Complete All Courses Listed Below: PM 741 Fundraising 3.00

MPA 624 Non Profit Management 3.00

MPA 602 Hyman Resource 3.00 Management

MPA 626 Legal, Etincal & Gov. 3.00 Issues Forensic Social Work Concentration Must Complete All Courses Listed Below: SWK 630 Forensic Social Work & 3.00 the Criminal and Juvenile Justice Systems

SWK 631 Interviewing, Evaluating 3.00 and Offering Treatment as a Forensic Social Worker

SWK 632 Forensic Social Work 3.00 with Drug and Alcohol Populations in the Criminal and Juvenile Justice Systems

SWK 634 Forensic Social Work and 3.00 Domestic Violence - Legal, Cultural, Ethnic and Religious Issues in the Criminal and Juvenile Justice Systems

Page 209 LIU Brooklyn Graduate Bulletin 2014 - 2015 Bulletin 2014 - 2015

Social Work Courses relationship-building exercises, a walkthrough of a process in communities. The course includes clinical interview and the stages of treatment, an material on value conflicts and value conflict integrated clinical approach to individual and resolution in social work practice with organizations SWK 601 Policy I: History and Philosophy of group practice and an application of generalist and and communities as well as strategies for evaluation Social Work Social Welfare Policy and Services advanced practice skills with groups in specific of practice. This introductory policy class provides information settings. The pre-requisites of SWK 611, 621 and 701 are about the development of social work as a The student must be active in the graduate Social required. The co-requisites of SWK 612, 702 and profession; historical and contemporary social Work plan in order to register for this course. 622 are required. welfare policies, services and institutions; and Credits: 3 Credits: 3 examines how economic, political, and Every Fall Every Fall organizational systems influence how services are created and provided. These themes are discussed SWK 612 Social Work Practice II: Social Work SWK 614 Advanced Principles of Administrative within a context of social issues and connect social Practice with Families and Clinical Practice within an Interdisciplinary welfare policy and social work practice. Students The second of three courses in the Practice Context will gain historical and contemporary knowledge of Sequence, this course focuses on working with The course is designed to orient advanced standing the various forms and mechanisms of oppression families and the individuals within the family students to advanced practice knowledge and discrimination and their relationship to social through the life span. Developing an understanding introduced in the first year of the two year MSE and economic justice for society in general and at- of the interplay between the developmental issues program to close a knowledge gap between risk/special populations. of the individual and the life stages of the family as advanced standing students and regularly The student must be active in the graduate Social a unit, through the life span, will be a primary focus matriculated students. As such, the course provides Work plan in order to register for this course. of the course. Another primary focus of the course a theoretical orientation to the interdisciplinary Credits: 3 is an exploration of the work of various family context of social work practice; identifies the Every Fall theorists and their varied methods of intervention. components of role conflict reolustion; and, Special emphasis will be placed on psychodynamic explores strategies for promoting interdisciplinary SWK 602 Policy II: Social Welfare Policies and systems and cognitive/behavioral theories and collaboration. Building upon the generalist model, Services: Social Provisions & Framework for techniques of intervention. this course demonstrates the linkages between a Policy Analysis The pre-requisites of SWK 611, 621 and 701 are generalist perspective and an integrated theoretical This course is the second class in the policy required. The co-requisites of SWK 702, 613 and perspective for advanced clinical practice with sequence. Students explore the modern welfare 622 are required. individuals and groups. The course also explores state from local, state, federal and national Credits: 3 commonalities and differences between a generalist perspectives and learn about those factors which Every Spring perspective for working with families and more contribute to the existence of social problems. specialized approaches. Special emphasis is placed Students are introduced to a framework for policy SWK 613 Social Work Practice III: Working with on psychodynamic systems and analysis and related concepts such as the basis of Organizations and Communities cognitive/behavioral theories and techniques of social allocations, and the nature of social This practice course focuses on macro social work intervention with individuals, groups and families. provisions. The course also helps students to practice within a systems perspective. The course The student must be active in the graduate Social develop a deeper understanding of the social work clarifies the common elements of practice with Work plan in order to register for this course. profession's role in advocacy and social action for systems of all sizes and identifies the application of Credits: 3 policy change. Information about government micro and mezzo strategies of intervention within On Demand benefits and programs including those that address the organizational and community context, e.g. income support, family and child welfare, disability, work with teams, coalitions, boards. SWK 621 Human Behavior/Social Environment aging, substance abuse, and health care are also The course provides an introduction to role theory I: Birth through Adolescence provided. and its application to collaboration and other forms This course, the first of two in this sequence, The pre-requisite of SWK 601 is required. of multi-disciplinary and interdisciplinary activity. provides the theoretical and empirical support for Credits: 3 The course begins with an analysis of the worker’s several social work values, practice skills, and ethical Every Spring role within the organization, starting with the standards. These values and standards include historical antecedents of social work practice in this respect for the dignity and uniqueness of the SWK 611 Social Work Practice I: Working with macro arena. individual, respect of a person''s right to self- Individuals and Groups determination, and respect for spirituality and the The first of four practice courses, this course Practice III demonstrates the relationship of the religious beliefs of others. In addition to biological, provides a foundation for social work practice on generalist intervention model (GIM) to work with psychological, and social development, the course micro and mezzo levels with diverse populations in organizations and the various tasks of the social covers moral development. a variety of settings. It provides an overview of the worker at different phases of intervention. The The co-requisite of SWK 601 is required. values, ethics and knowledge upon which social second half of the course focuses on social work Credits: 3 work practice is based.The course provides a practice with communities. The curriculum Every Fall generalist problem solving approach to the includes a systems perspective for understanding understanding of social work practice with communities with an emphasis on ecological and SWK 622 Human Behavior/Social Environment individuals and groups. Building upon the social systems, demographic development, social II: Young through Late Adulthood generalist model, this course demonstrates the stratification, and political and economic systems. The second in the sequence of two HBSE courses, linkages between a generalist perspective and an The course highlights the factors that define power this course continues to provide theoretical and integrated theoretical perspective for advanced in the community and the worker’s role in empirical support for social work values and ethics practice with individuals and groups. The course promoting social and economic justice. The course while providing the generalist practitioner with the includes historical content, person in-environment includes an analysis of the application of the knowledge necessary to work with individuals, and systems perspectives, communication and generalist intervention model (GIM) to the change groups, communities, and systems of all sizes. With

LIU Brooklyn Graduate Bulletin 2014 - 2015 Page 210 LIU Brooklyn the focus on early, middle, and late adulthood, the the forensic social work role, e.g. tasks and potential Ed. (DSM-IV) classified maladaptive behaviors that social work values that are emphasized in the course ethical conflicts. The principles of generalist and are exhibited by many social work clients. It embrace larger systems such as family relationships, clinical practice are applied to the assessment and provides an in-depth study of the etiology, course, communities, organizations, and socioeconomic treatment of individuals charged with a range of prognosis, and resolution of major psychological policies. criminal and juvenile offenses with special attention and psychiatric conditions. The DSM-IV multi-axial The pre-requisites of SWK 611, 621 and 701 are to the specific issues associated with sentencing, system will serve as a backdrop and context in required. diagnosis, incarceration, and release. Macro tasks which these conditions will be presented and The co-requisites of SWK 612, 613 and 702 are related to mediating the needs of individuals and studied. The Competency Based- Assessment required. the purposes of institutions are also addressed. Model, which follows a process of reviewing and Credits: 3 The student must be active in the graduate Social understanding an individual¿s past in order to Every Spring Work plan in order to register for this course. distinguish and interpret present concerns, (Zide & Credits: 3 Grey, 2001) is the theoretical and philosophical SWK 623 Human Service Organizations and Every Fall framework through which the course¿s information Administrative Behavior: A context for Soc Work will flow. Student will become familiar with DSM- This course provides students with a conceptual SWK 632 Forensic Social Work with Drug and IV diagnostic criteria and the empirical and framework for understanding human service Alcohol Populations in the Criminal and Juvenile epidemiological data that supports each diagnosis. organizations with a special emphasis on the social Justice Systems The course will also look at the behaviors that are work field. It explores the role and function of the This course focuses on the role of the forensic evaluated in the process of arriving at a differential agency-based social work practitioner and manager social worker in drug and alcohol related treatment diagnosis. The cultural context will play a major through the study of organizational behavior and and crime. Heroin, cocaine, marijuana, role in understanding these conditions. structural theory. Students also consider the prescription drugs, "club drugs" (i.e. MDMA, etc.), The pre-requisites of SWK 602, SWK 612, SWK function of human service organizations within the and alcohol will be placed under a clinical 613, SWK 622 and SWK 702 are required. context of economic, political, social and microscope. Different drugs are sought by different Credits: 3 technological factors and the ways in which they populations of people which generally lead to Every Fall influence administration and service delivery. The different types of criminal activity. The impact of course provides an overview of the responsibilities drugs and alcohol abusing ofenders'' behavior on SWK 660 Families and Children: Policy and necessary to support effective and efficient quality their children will also be explored. The legal and Services services to clients including how to manage ethical issues associated with the forensic social This course enables students to build upon their information, finances and people. work population are explored. Attention is focused knowledge of social welfare policy and services and The pre-requisites of SWK 601, 602, 611, 612, 613, on the relationship and potential role conflicts apply this knowledge t othe needs of children and 621, 622 701, 702 and 798 are required. between social work practice and 12 step self-help their families. It presents students with knowledge Credits: 3 programs. of concepts, policies and practices, which Every Spring The student must be active in the graduate Social characterize child welfare services in American Work plan in order to register for this course. society. It provides historical and legal information SWK 630 Forensic Social Work & the Criminal Credits: 3 about various policies and programs within family and Juvenile Justice Systems Every Spring and children''s services at the federal, state and local The course provides an overview of the specialty of levels and examines the multiple systems that forensic social work and its interface with the SWK 633 Frnsc SWK & Domstc Viol- influence the life of children and their families. In criminal justice systems, from arrest to sentencing Legl,Cultrl,Ethnc & Religious Issues in Criminl addition, it explores current trends, controversial and conviction. Legal and ethical aspects of & Juvenle Justice Systms and topical issues in child welfare and family professional practice, including issues associated the The course focuses on the role of the forensic social services and the social worker''s role in an competency of the accused as well as the worker in understanding, assessing, preventing, and interdisciplinary approach, and how to advocate for preparation of the presentence forensic evaluatio. managing domestic violence. The cyclical nature of individuals and families. The debate regarding punishment versus domestic violence and its association with alcohol The pre-requisites of SWK 602, SWK 612, SWK rehabilitation is explored along with a multi- and substance abuse is addressed with special 613, SWK 622 and SWK 702 are required. systemic perspective on the causes and prevention attention to the needs of adult children of Credits: 3 of crime and juvenile misconduct. Their interface alcoholics who often perpetuate a pattern of violent Every Fall with sexual, religious, racial and other sub-group behavior which leads to intergenerational involvement will also be discussed and realized. involvement with criminal and juvenile justice SWK 661 Family Violence Across the Lifespan The student must be active in the graduate Social systems. The course incorporates a multi-systemic This course examines the problem and Work plan in order to register for this course. perspective with an emphasis on assessing and consequences of family violence across the lifespan Credits: 3 treating the perpetrator, as well as the victims of and its impact on children. It presents theoretical, Every Fall domestic violence and also focuses on the forensic research, policy and practice issues involving intra- social worker''s role in impacting the institutions familial child abuse and neglect, intimate partner SWK 631 Interviewing, Evaluation, and Offering associated with the efforts to reduce domestic violence, child witnessing of intimate partner Treatment as a Forensic Social Worker violence. violence, and elder abuse. it explores individual The clinical overview leading to an accurate The student must be active in the graduate Social and group level interventions, structural influences understanding of the underpinnings of the Work plan in order to register for this course. on family violence, and policy implications in the pathology which led to the involvement in the Credits: 3 field of social work. In addition, the course will judicial system is a critical part to the successful Every Spring emphasize rights to safety and safety planning for practice of forensic social work. This course populations at-risk within the context of social scrutinizes this vital component of the forensic SWK 650 Psychopathology justice with an emphasis of how interdisciplinary social work process. The course also focuses on This course provides a bio-psycho-social perspective approach can assist in the empowerment of separating the various components associated with to a range of Diagnostic and Statistical Manual, 4th survivors of abuse.

Page 211 LIU Brooklyn Graduate Bulletin 2014 - 2015 Bulletin 2014 - 2015

The pre-requisites of SWK 602, SWK 612, SWK population. Students will receive a comprehensive The co-requisites of SWK 611 and 798 are 613, SWK 622 and SWK 702 are required. The co- overview of chemical dependency treatment and required. requisite of SWK 660 is required. explore various counseling intervention methods. Credits: 3 Credits: 3 The qualities and professional skills for competent Every Fall Every Fall and effective practice will also be thoroughly examined. SWK 702 Field Instruction II SWK 663 Social Work Practice with At-Risk The pre-requisites of SWK 602, 612, 613, 622 and Field Instruction II is the second course in the field Children & Youth 702 are required. practicum sequence and represents the culmination This course provides a bio-psycho-social Credits: 3 of the Foundation year. Field Instruction II developmental perspective to a range of childhood Every Fall provides students with the opportunity to further disorders as they are classified in the Diagnostic and integrate and build upon the knowledge, values and Statistical Manual, 4th Ed Text Revised. (DSM-IV- SWK 677 Sociological and Psychological Aspects skills assimilated during the previous semester. TR). It provides an in-depth study of the etiology, of Substance Abuse Students further their proficiency in intervening course, prognosis, and resolution of major This course will offer students a comprehensive with diverse problems and multiple sized systems, psychological and psychiatric conditions that are view of alcohol and drug use and alcohol and develop more intensive interactive helping skills, encountered by children with an emphasis on a addiction from a historical perspective. Utilizing become better adept at writing process records and family and system approach to the cultural attitudes, legal sanctions and normative other agency records, assume more responsibility in conceptualization and treatment of such values regarding alcohol and drug use, students will supervision and inter-professional collaboration, conditions. The DSM-IV multiaxial system will analyze what addiction is and who is an addict by and utilize research and the skills of policy practice serve as a backdrop and context in which these various disciplines (i.e., medicine, sociology, to benefit clients. They are increasingly expected to conditions will be presented and studies. A psychology, etc.) and systems 9i.e., family, criminal apply a multilayered understanding of generalist developmental-systems (Marsh and Barkley, 1996) justice, social services, etc.). Students will examine practice concepts and skills to their work with approach will guide the theoretical and ethnicity and its role in substance abuse and clients. Students gain greater awareness of their philosophical framework of this course as the counseling. Students should be prepared to think own value base and its compatibility to professional students become familiar with DSM-IV-TR critically and engage in a dialogue regarding the social work values, and can utilize more diagnostic criteria for childhood psychopathology complex bio-psycho-social issues that impact sophisticated expression of their dilemmas through and the empirical and epidemiological data that alcoholics and/or addicts as well as the substance the supervisory and self-evaluative process. They supports each diagnosis. The course will look at abuse counselor. must also demonstrate greater professional internalizing and externalizing disorders of The pre-requisites of SWK 674 and 675 are responsibility by preparing supervisory agendas; childhood that social workers are likely to required. monitor both learning and client goals by encounter in various settings of practice (e.g., Credits: 3 evaluating progress made toward both. Learning schools, hospitals, community centers, adoption Every Spring contracts are further refined, and tasks are agencies, ACS and DSS agencies). The students operationalized and tethered to the mid-semester will learn to consider issues such as adaptations, age SWK 678 Physical and Pharmacological Effects of field evaluation. Again, students are required to appropriateness, clusters and patterns of symptoms Substance Abuse participate in the self-evaluation process continually and behaviors that are instrumental in the process This course will examine how the abuse of alcohol throughout the semester both in oral and written of differential diagnosis. The cultural context will and other drugs affect the body with emphasis on evaluation sessions, as well as evaluating their field play a major role in understanding these conditions the central nervous system, organ systems and experience and supervisor. and the differential validity, to the extent to which general physical health. The physiological basis for The pre-requisites of SWK 611, 621 and 701 are it exists, in assessment and treatment of children. the disease concept of addiction will be reviewed. required. The co-requisites of SWK 612 and 613 The pre-requisites of SWK 660 and 661 are Psychoactive drug categories will be explored in are required. required. relation to the history of use, routes of Credits: 3 Credits: 3 administration and how the body processes licit Every Spring Every Spring and illicit substances. The effects of drugs and pharmacological interactions on metabolic SWK 703 Field Instruction III SWK 674 Theories and Principles of Alcohol and processes and neuropsychological functioning will This is the third course in a four semester Field Substance Abuse Counseling be discusses. Instruction sequence in the Master''s in Social This course will introduce students to the basic The pre-requisites of SWK 674 and 675 are Work program. The first two semesters of Field theories and principles of alcoholism and substance required. Instruction provide the Foundation and the second abuse counseling, as well as techniques for Credits: 3 two semesters provide the Specialization. The motivating the chemically dependent client to Every Fall Specialization year prepares students (1) to gain engage in treatment. Emphasis will be placed on expertise in gerontology, not-for-profit management the theories of vocational counseling and the SWK 701 Field Instruction I or substance and alcohol abuse (2) to function at an relationship between work, self-esteem, and This is the first course in a four semester Field advanced level of competence in a social service recovery. Instruction sequence in the Master''s in Social delivery system (3) to continue to practice problem- The pre-requisites of SWK 602, 612, 613, 622 and Work program. The first two semesters of Field solving and relationship-building skills, (4) and to 702 are required. Instruction provide the Foundation and the second continue to integrate and apply knowledge from Credits: 3 two semesters provide the Specialization. The Practice, Policy, HBSE and Research to work with Every Spring Foundation prepares students (1) to function at a client systems. beginning level of competence in a social service The prerequisites of SWK 602, SWK 612, SWK SWK 675 Introduction to the Techniques of delivery system (2) to develop generalist problem- 613, SWK 622 and SWK 702 are required. Substance Abuse Counseling solving and relationship-building skills and (3) to Credits: 3 This course provides students with a foundation in integrate and apply knowledge from Practice, Every Fall basic techniques of counseling the substance abuse Policy, HBSE and Research to work with clients.

LIU Brooklyn Graduate Bulletin 2014 - 2015 Page 212 LIU Brooklyn

SWK 704 Field Instruction IV ethical in an effort to help the student realize that a matter. Field Instruction IV is the second course in the personal moral code is the best defense against Credits: 3 Advanced Curriculum/ Specialization Year. It unacceptable and unethical conduct. The student is On Demand shares its objectives with Field Instruction III. encouraged to ponder the question of ethics with Applying social work knowledge, skills and values guidance from social work values and guiding in the practicum is understood as a developmental principles, and the NASW Code of Ethics. process. Students make a solid beginning in the Students are presented with practical examples of Foundation Year, continue to work towards these ethical dilemmas and required to address the objectives in the Specialization Year and continue situation using critical thinking skills, technical to grow and develop as master''s level practitioners training, and social work values. This course aims after earning their degree. In this spirit, in Field to improve students understanding of the place Instruction IV, students further their developing research plays and has played in social work expertise in their specialization as described above practice. Using the Code of Ethics as a foundation and deepen their understanding of allied for all research ventures, students will be taught the disciplines. Collaborations with professional basic concepts of research question formation, colleagues across disciplinary lines have the psychometrics and use of measurement opportunity to develop and mature over time. instruments. The course will introduce key The pre-requisite of SWK 703 is required. components of research including research design, Credits: 3 data collection, appropriate communication of Every Spring research findings, and its relevance to the evaluation of practice, programs, and policies. SWK 726 Interdisciplinary Assessment The co-requisites of SWK 611 and SWK 701 are The first half of this course will cover assessing required. mental health conditions commonly found in many Credits: 3 older adults, such as depression, dementia, Every Spring delirium, and anxiety. Caregiver and family roles will also be covered. The second half of the course SWK 799 Social Work Research II: Advanced will promote a clarification of the roles of different Research Methods for Practice practitioners and the purpose of different health, Social work values and ethics continue to guide the financial legal and social services organizations student¿s development of technical skills for serving the elderly in the community. generating social work knowledge and the Credits: 3 evaluation of social work practice. With a greater Every Fall emphasis on the sensitive development and use of technology with populations-at-risk, social work SWK 790 Capstone Seminar values and ethics continue to be the primary This course is intended to provide students with the components in the content of this course. academic framework within which they design and Accessing secondary data and the judicious and implement the capstone project. Students review ethical use of the data coupled with cultural their knowledge about role conflict within sensitivity will be woven into the fabric of the interdisciplinary setting that is related to their course and frequently discussed and practiced. This respective areas of concentration studies. course aims to develop students ability to apply Students then choose a topic related to the qualitative and quantitative research design to their concentration area and design and carry out a area of concentration. By offering students an research project that examines role conflict within opportunity to design appropriate measurement an interdisciplinary context of social work. Finally, instruments, identify appropriate sampling method students design a solution to the role conflict that is and differences between group research design and embedded in interdisciplinary collaborative practice case research design, students will gain knowledge of social work. The course focuses on application needed to evaluate research and apply its tenets to of skills that have been taught in previous semesters social work. Moreover, this course gives students an within a particular area of concentration. Such opportunity to practice implementing research by skills include: Critical thinking, ethical practice, familiarizing students with various data collection practice skills in systems of all sizes, research skills, methods, encouraging their use of secondary data, communication skills, organizational skills and and teaching them basic psychometric and data interdisciplinary collaboration. analysis processes. The pre-requisite of SWK 799 is required. The pre-requisites of SWK 602, SWK 612, SWK Credits: 3 613, SWK 622, SWK 702 and SWK 798 are Every Spring required.

Credits: 3 SWK 798 Research Methods I: Introduction to Every Fall Social Research This course places significant emphasis on the SWK 801 Special Topics: Social Work adherence to social work values and ethical This course allows faculty and students to explore standards in research and in practice evaluation. It supplemental topics to existing curriculum content requires the students to ask themselves Why be in a format that is most conducive to the subject

Page 213 LIU Brooklyn Graduate Bulletin 2014 - 2015 Bulletin 2014 - 2015

SCHOOL OF NURSING

The School of Nursing Graduate Program offers the Master of Science degree for the baccalaureate prepared registered nurse interested in pursuing a career as a nurse educator, a nurse executive or a nurse practitioner. Advanced certificate programs are available for the Master (in nursing) prepared registered nurse interested in practice as a nurse practitioner or as a nurse educator. The registered nurse with an associate degree is eligible for admission to one of the two dual degree programs culminating with a Master of Science degree. The graduate program is fully accredited by the Commission on Collegiate Nursing Education (C.C.N.E.) and all of its programs are registered with the New York State Education Department. Graduates of the Nurse Practitioner Program are eligible for New York State certification as either an adult or family nurse practitioner. For information, please contact the School of Nursing at 718-488-1059 fax 718-780-4019, email us at [email protected], or visit the website at www.liu.edu/brooklyn/son.

Dr. Judith M. Erickson Dr. Amy Ma Dean Director Graduate Programs [email protected] [email protected]

Dr. Hazel Sanderson Marcoux Ms. Corinne Reilly Associate Dean School of Nursing Administrative Assistant to the Graduate Programs [email protected] [email protected]

Ms. Latrice Solomon Administrative Assistant to the Dean [email protected]

LIU Brooklyn Graduate Bulletin 2014 - 2015 Page 214 LIU Brooklyn

School of Nursing preferred. Applicants to the Nurse Educator are August 1st and December 1st. Program can be accepted without the minimum Submitting an Application for Admission Professors: Levine-Brill 1-year of clinical experience. All applicants must apply for admission to LIU Associate Professors: Acee, Carr, Cleary, • Three professional references on School of Brooklyn. Please apply online at My LIU. For D'Antonio, Dropkin, Sanderson-Marcoux Nursing form. more information on the admissions process, visit (Associate Dean), O’Brien, Reynolds, Ma, • A personal statement of professional goals. the Office of Admissions website or call 718-488- Marrone, Marsala-Cervasio, Dobal, Sweeny • A personal interview, analytical writing and 1011. Assistant Professors: Broholm, Elie, Iacobellis, basic computer competency tests. Program Requirements Biray, Lall, Brennan, Hauck, Maydick, Paoletti, • Research and statistics courses and a health Completion of this program is contingent upon: Valenti assessment course or certificate are pre- 1. Maintaining a grade of B or better in all Adjunct Faculty: 85 requisites for the nurse practitioner programs. graduate nursing courses. Pre-requisites may be completed during the 2. Completion of the prescribed course of study. Graduates of the Master of Science or advanced first year of graduate work. 3. Adhere to the Essential Abilities and Behaviors certificate program will be prepared to • Read and sign the Essential Behaviors and the of the Graduate Nursing Program and the Code demonstrate mastery of the following objectives: School of Nursing Code of Honor document. of Honor of the School of Nursing. • Synthesize knowledge from conceptual Criteria for acceptance into any of the Post 4. Maintaining a current membership in a frameworks and empirical sciences relevant to Master’s Certificate programs: professional organization approved by the the advanced-practice nursing role. • M.S. from a CCNE or NLN accredited School director of their program. • Evaluate relevant data in the planning and of Nursing with a 3.0 GPA 5. Attending at least one meeting of the approved implementation of health care. • New York State R.N. License professional organization each semester. • Utilize the research process in the systematic • One-year current clinical experience, two years 6. Completing the online course Nurses on the investigation of factors that influence the health preferred. Front Line: Preparing for and Responding to and adaptation of client populations. • Three professional references on the School of Emergencies and Disasters at • Assume a collegial role in consultation with Nursing form. learning.nnepi.org/default.asp. other care providers to enhance the quality and • A personal statement of professional goals. Clinical Clearance accessibility of health care services to • A personal interview, analytical writing and Students must submit all of the following consumers. basic computer competency tests. documentation prior to starting the internship • Utilize the advanced practice role to exercise • Read and sign the Essential Behaviors and the experience: leadership responsibility, professional School of Nursing Code of Honor document. 1. A health history and physical examination on a accountability and scholarly approach to health Criteria for acceptance into the dual B.S./M.S. School of Nursing form. care. programs: 2. Up to date immunization requirement • Generate a personal philosophy and role • Registered Nurse with an associate degree in 3. Current New York State license to practice as a definition that reflects commitment to human nursing. registered professional nurse. values and contributes to the evolution of • Licensed in the U.S., eligible for licensure in 4. Malpractice insurance for graduate nursing nursing as a profession. New York State students with minimum coverage of $1,000,000 • Utilizes oral and written communication skills • Minimum GPA of 3.0 in science and nursing per claim and $6,000,000 aggregate. It is the to actualize the advanced practice of the courses. student’s responsibility to check with their nursing role. • A personal statement of professional goals. insurance carrier to confirm that their Dual Degree Programs • Three professional references on School of malpractice coverage includes activities as a • B.S./M.S. in Nursing/Adult Nurse Practitioner* Nursing form. nurse practitioner, nurse executive or nurse Graduate Programs • Personal interview, analytical writing and basic educator student. • M.S. in Adult Nurse Practitioner* computer competency tests. 5. Current basic life support certificate. • M.S. in Family Nurse Practitioner* • Read and sign the Essential Behaviors and the 6. Verification that mandatory fire, safety and • M.S. in Nurse Educator* School of Nursing Code of Honor document. infection control requirements have been met • Advanced Certificate in Adult Nurse Application for Admission within the past year. Practitioner* Applications are not considered until all of the 7. Current HIPPA privacy/confidentiality • Advanced Certificate in Family Nurse following have been received: certificate. Practitioner* • Completed LIU Brooklyn application form 8. Current health care insurance certificate. • Advanced Certificate in Education for Nurses* • A current resume 9. Background investigation within the past year. *These programs are presented in a blended • Three completed recommendation forms 10.Drug screen within the past year. format. • An official transcript. 11.Current résumé. • A copy of the applicant’s current New York 12.If a student is pregnant, she must have written Admission to the Degree and State registration/license as a Registered Nurse permission from her health care provider to • A 1-2 page personal statement of professional practice where there are infectious diseases Advanced Certificate Programs goals. 13.Current address, email address, mobile Deadlines for Submission of Application telephone number, home and work telephone Criteria for acceptance into any of the Master Students are accepted for classes starting in numbers on file with the clinical coordinator. of Science degree programs: September in the Nurse Educator Program and the • B.S. degree from a School of Nursing Nurse Practitioner Program and September and accredited by a nationally recognized January in the Executive Program for Nursing. The

accrediting body with a 3.0 GPA in the Nursing deadline for submitting a completed application to major and 3.0 overall GPA the Nurse Educator and the Nurse Practitioner • New York State R.N. License. programs is August 1st. The deadlines for • One-year current clinical experience, two years admission to the Executive Program for Nursing

Page 215 LIU Brooklyn Graduate Bulletin 2014 - 2015 Bulletin 2014 - 2015

be online. Basic computer skills are required. Practitioner program prepares nurse practitioners

The program is approved by the New York by integrating extensive clinical practice with Nurse Practitioner Programs State Education Department and is fully accredited foundational knowledge that is required of all by the Commission on Collegiate Nursing graduate nursing students. It is designed for the The Nurse Practitioner programs are designed Education (CCNE). Graduates are eligible for New registered nurse with a B.S. in nursing, who to prepare the Registered Nurse for an advanced York State certification as an adult nurse wishes to acquire the clinical knowledge and skills practice role in a primary care setting. The master practitioner and for national certification through needed for advance-practice nursing roles in the of science degree programs and the post-master’s the American Nurses Credentialing Center care of families in a variety of primary care certification programs prepare students to meet the (ANCC) or the American Academy of Nurse settings. requirements for New York State certification to Practitioners (AANP). This program is presented in a blended format. practice as an adult or family nurse practitioner. All courses are web-enhanced using Blackboard. Graduates also will be eligible for national M.S., Adult Nurse Practitioner Up to 49% of the content in any one course may certification by professional organizations. [Program Code: 20000] be online. Basic computer skills are required. The course of study for Adult Nurse Must complete all courses below: The program is approved by the New York Practitioner may be completed in six or seven NUR 610 Nursing Research 3.00 State Education Department and is fully accredited semesters of part time study; the Family Nurse by the Commission on Collegiate Nursing Practitioner may be completed in eight to nine NUR 611 Advanced Medical 3.00 Education (CCNE). Graduates are eligible for New semesters of part time study. Physiology York State certification as a family nurse The primary focus of both the Master of NUR 612 Pathophysiology of the 3.00 practitioner and for national certification through Science degree and the post-master’s certificate Adult for Advanced the American Nurses Credentialing Center program for nurse practitioners is expertise in the Practice Nursing (ANCC) or the American Academy of Nurse clinical role. The course of study for both has been Practitioners (AANP). developed with that goal in mind. Graduates of the NUR 614 Primary Health Care of 2.00 any of the nurse practitioner programs will be able the Adult M.S., Family Nurse Practitioner to: NUR 615 Health Care of the Older 2.00 [Program Code: 24686] • Use a wide range of theory and research from NUR 620 Adult 3.00 Must complete all courses below: nursing, medicine and the social and physical The Theoretical Basis of NUR 610 Nursing Research 3.00 sciences in formulating health care Advanced Practice management plans for individuals. NUR 611 Advanced Medical 3.00 Nursing • Assess, diagnose, monitor, coordinate and Physiology manage the health care of selected clients of all NUR 630 The Advanced Practice 2.00 NUR 612 Pathophysiology of the 3.00 ages in both primary and acute care settings. Role Adult for Advanced • Perform and interpret physical examinations NUR 634 Advanced Physical 3.00 Practice Nursing and laboratory tests in both the primary and Assessment acute care setting. NUR 614 Primary Health Care of 2.00 • Select and recommend appropriate diagnostic NUR 644 Pharmacology 4.00 the Adult and therapeutic interventions and regimes with NUR 670 Healthcare Issue Policies 2.00 NUR 620 The Theoretical Basis of 3.00 attention to safety and cost in keeping with and Ethics Advanced Practice collaborative protocols. Nursing • Select and prescribe appropriate drug therapy Specialty requirement: for common acute and chronic disorders in NUR 650 Diagnosis and 4.00 NUR 630 The Advanced Practice 2.00 keeping with collaborative protocols. Management of Illnesses Role and Physical Conditions • Prepare and submit practice protocols in order NUR 634 Advanced Physical 3.00 of the Adult I to meet the certification requirements of the Assessment New York State Education Department. NUR 654 Preceptored Practicum in 4.00 NUR 644 Pharmacology 4.00 • Articulate the role of the nurse practitioner as a Primary and Acute Care collaborative member of the health care team. of the Adult I NUR 670 Healthcare Issue Policies 2.00

and Ethics M.S. in Adult Nurse Practitioner NUR 660 Diagnosis and 4.00 Management of Illnesses Specialty requirement: (Blended Format) and Physical Conditions NUR 690 Diagnosis and 4.00 of the Adult II Management of Illness The 43-credit M.S. in Adult Nurse Practitioner and Physical Conditions NUR 664 Preceptored Practicum in 4.00 program prepares nurse practitioners by of Family I integrating extensive clinical practice with Adult Primary and Acute foundational knowledge that is required of all Care II NUR 691 Preceptored Practicum in 4.00 Primary Care of the graduate nursing students. It is designed for the Credit and GPA Requirements Family I registered nurse with a B.S. in nursing, who Minimum Total Credits: 43 wishes to acquire the clinical knowledge and skills Minimum Major GPA: 3.0 NUR 692 Diagnosis and 4.00 needed for advance-practice nursing roles in the Management of Illness care of adults in a variety of primary care settings. M.S. in Family Nurse and Physical Conditions This program is presented in a blended format. of Family II All courses are web-enhanced using Blackboard. Practitioner (Blended Format)

Up to 49% of the content in any one course may The 49-credit M.S. in Family Nurse

LIU Brooklyn Graduate Bulletin 2014 - 2015 Page 216 LIU Brooklyn

NUR 693 Preceptored Practicum in 4.00 NUR 664 Preceptored Practicum in 4.00 Credit and GPA Requirements Primary Care of the Primary Care of the Adult Minimum Total Credits: 41 Family II II Minimum GPA: 3.0

NUR 694 Diagnosis and 4.00 Credit and GPA Requirements Management of Illness Minimum Total Credits: 35 and Physical Conditions Minimum GPA: 3.0

of Family III

NUR 695 Preceptored Practicum In 4.00 Advanced Certificate in Family Primary Care of the Nurse Practitioner (Blended Family III Format) Credit and GPA Requirements Minimum Total Credits: 49 The 41-credit Advanced Certificate in Family Minimum Major GPA: 3.0 Nurse Practitioner offers master’s-prepared nurses the opportunity to qualify for New York State Advanced Certificate in Adult certification as a family nurse practitioner. Nurse practitioners certified by New York State Nurse Practitioner (Blended who wish to expand into another specialty can Format) have their academic preparation evaluated and an individualized program developed for them. The 33-credit Advanced Certificate in Adult Nurse Practitioner offers master’s-prepared nurses Advanced Certificate, Family Nurse the opportunity to qualify for New York State Practitioner (Post-Masters) certification as an adult nurse practitioner. [Program Code: 24687] Nurse practitioners certified by New York State Must complete all courses below: who wish to expand into this specialty can have NUR 611 Advanced Medical 3.00 their academic preparation evaluated and an Physiology individualized program developed for them. NUR 612 Pathophysiology of the 3.00 Advanced Certificate, Adult Nurse Adult for Advanced Practitioner (Post-Masters) Practice Nursing [Program Code: 20001] NUR 614 Primary Care of the Adult 2.00 Must complete all courses below: NUR 630 The Advanced Practice 2.00 NUR 611 Advanced Medical 3.00 Role Physiology NUR 634 Advanced Physical 3.00 NUR 612 Pathophysiology of the 3.00 Assessment Adult for Advanced Practice Nursing NUR 644 Pharmacology 4.00

NUR 614 Primary Health Care of 2.00 NUR 690 Diagnosis and 4.00 the Adult Management of Illness and Physical Conditions NUR 615 Health Care of the Older 2.00 of Family I NUR 630 Adult 2.00 The Advanced Practice NUR 691 Preceptored Practicum in 4.00 Role Primary Care of the Family I NUR 634 Advanced Physical 3.00 Assessment NUR 692 Diagnosis and 4.00 Management of Illness NUR 644 Pharmacology 4.00 and Physical Conditions NUR 650 Diagnosis and 4.00 of Family II Management of Illnesses NUR 693 Preceptored Practicum in 4.00 and physical Conditions Primary Care of the of the Adult I Family II NUR 654 Preceptored Practicum in 4.00 NUR 694 Diagnosis and 4.00 Primary and Acute Care Management of Illness of the Adult I and Physical Conditions NUR 660 Diagnosis and 4.00 of Family III Management of Illnesses NUR 695 Preceptored Practicum in 4.00 and Physical Conditions Primary Care of the of the Adult II Family III

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NUR 730 Teaching Strategies and 2.00 M.S. in Nurse Educator Methodologies (Blended Format) NUR 735 Use of Technology and 3.00 NUR 740 Simulation 2.00 The Master of Science Nurse Educator program NUR 745 Testing and Outcomes 2.00 is a 36-credit program presented in a blended Measurement learning format and provides the baccalaureate Academic Teaching graduate with a strong foundation in the Seminar knowledge and skills needed for a position in NUR 750 Teaching Practicum 2.00 academic teaching or staff development: curriculum development, theories of teaching and Credit and GPA Requirements learning, teaching methodologies, use of Minimum Total Credits: 36 stimulation and testing and outcomes Minimum GPA: 3.0 measurements. The curriculum includes advanced studies of Advanced Certificate in pathophysiology, physical assessment and pharmacology to assure the level of understanding Education for Nurses (Blended of these subjects to teach in a baccalaureate Format) nursing program. Graduates of this program will be able to: The 12-credit Advanced Certificate in • Use a wide range of theory and research from Education for Nurses offers master’s-prepared both general and nursing education to facilitate nurses the opportunity to augment their advanced learning in various educational environments. practice degrees with core nursing education • Develop and implement strategies to facilitate courses that will prepare them for the role of nurse learner development and socialization in educator in an academic or clinical setting. various educational environments. • Design courses and participate in curriculum Advanced Certificate, Education for development and evaluation of program Nurses outcomes. [Program Code: 30684] • Utilize the nurse educator role to exercise Must complete all courses below. leadership, professional accountability and a NUR 710 Theories of Teaching and 3.00 scholarly approach to nursing and healthcare. Learning • Select and develop appropriate assessment tools to evaluate classroom and clinical performance NUR 720 Curriculum Development 3.00 of nursing students and/or clinical staff. NUR 730 Teaching strategies and 2.00 • Use a wide range of modalities in classroom Methodologies and clinical teaching. • Articulate the role of the nurse educator as a NUR 740 Teaching and Outcomes 2.00 collaborative member of the academic and Measures healthcare teams. NUR 750 Teaching Practicum 2.00

M.S., Nurse Educator Credit and GPA Requirements Minimum Total Credits: 12 [Program Code: 33599] Minimum GPA: 3.0 Must complete all courses below:

NUR 610 Nursing Research 3.00

NUR 612 Pathophysiology for 3.00 NUR 620 Advanced Practice 3.00 Theoretical Basis of Advanced Practice Nursing

NUR 634 Advance Physical 3.00 NUR 645 Assessment 3.00 NUR 670 Pharmacology 2.00 Health Care Policy, Issues and Ethics

NUR 710 Theories of Teaching and 3.00 Learning

NUR 715 Role of the Nurse 2.00 Educator

NUR 720 Curriculum Development 3.00

LIU Brooklyn Graduate Bulletin 2014 - 2015 Page 218 LIU Brooklyn

Nursing Courses Credits: 2 Ethical considerations and cultural and financial Every Summer issues related to medication are also discussed. Students have the opportunity to apply knowledge NUR 610 Nursing Research NUR 620 The Theoretical Basis of Advanced and gain critical thinking skills with a variety of case The purpose of the course is to teach Practice Nursing studies. The course includes three hours of content knowledgeable consumers of nursing research at the The purpose of the course is to provide students on both New York State and Federal laws and graduate level to develop a basic research proposal with an in-depth examination of conceptual nursing regulations related to prescribing and record or state-of-the-science paper based on a topic of and behavioral models applicable to advanced keeping. interest and/or concern to the nursing profession. practice nursing. The course includes the discussion Pre-requisites of NUR 610 and NUR 612 are Additionally, it is stressed that critical evaluation of and comparison of various theoretical models from required. the scientific merit of nursing research and nursing and other disciplines with a major focus on Credits: 4 incorporation of relevant evidence-based findings their relevance and application to nursing practice, Every Spring into their practice will facilitate the integrity of research and theory development. practice as well as client health outcomes. The Credits: 3 NUR 645 Pharmacology importance of evidence-based practice and the Every Fall This course is designed for non-prescribing research process to the development of nursing advanced practice nursing students. The focus of NUR 630 The Advanced Practice Role knowledge and subsequent practice is discussed. this course is the acquisition of knowledge of The seminar provides an opportunity to critically Emphasis is placed on the application of advanced pharmacology as the basis for teaching examine the advanced practice role within the appropriate research methodology, and basic nursing pharmacology. The course provides context of a rapidly changing health care delivery development of a research proposal or state-of-the- the student with an advanced understanding of system. The role of the primary care nurse science paper from critically evaluated evidence in pharmaceutics, pharmacokinetics and practitioner is explored from historic, legal and the literature. This process occurs within a pharmacodynamics. The major classifications of professional perspective. The processes of culturally-diverse and collegial atmosphere. drugs used across the lifespan are emphasized. interdisciplinary collaboration and policy Pre-requisite of NUR 620 is required. Ethical considerations and cultural and financial development are discussed. Strategies for proactive Credits: 3 issues related to medication are also discussed. leadership and decision-making are also examined. Every Spring Students have the opportunity to apply knowledge Critical thinking, group dynamics, leadership skills, and gain critical thinking skills through the use of NUR 612 Pathophysiology of the Adult for and role of the APN as educator are studied and case studies and other online and classroom Advanced Practice Nursing modeled in classroom experiences, field activities. This course reviews the pathophysiology of disease experiences, and course assignments. Credits: 3 entities and foster the development of critical Pre-requisite of NUR 611 is required. Every Fall and Spring thinking in interpreting changes in function that Credits: 2 result in symptoms indicative of illness. Every Spring NUR 650 Diagnosis and Management of Illnesses

Pre-requisite of NUR 611 is required. and Physical Conditions of the Adult I NUR 634 Advanced Physical Assessment Credits: 3 This course is one of two courses that focus on The student is provided with knowledge, methods Every Fall clinical decision-making skills. Knowledge of and laboratory practicum experience to build upon advanced physical assessment, pathophsiology and NUR 614 Primary Health Care of the Adult and to refine physical assessment skills. pharmacology are the underpinnings for the course This course is an overview of common issues in Comprehensive physical examination of adults and content. Critical thinking and diagnostic reasoning primary care, including principles of screening, children as well as psychosocial, developmental, are reinforced as the basis of practice. The use of prevention, anticipatory guidance, patient occupational and cultural aspects of health evidence based practice protocols and guidelines is education techniques, multicultural issues, assessment is studied in depth, using an evidence- an integral part of this course. Common acute and occupational and alternative medicine. All issues based approach. Emphasis is placed on the chronic conditions of adolescents and adults in the are related to current best evidence as well as the collaborative aspects of being a member of an collaborative practice primary care setting are impact of health literacy on specific populations. interdisciplinary health care team in a primary care emphasized. The Healthy People 2020 goals are the basis for all setting. A laboratory practicum is incorporated into Pre-requisites of NUR 611, 612, 614, 630, 634 and discussions. this course to give students the opportunity to 644 are required. The pre-requisites of NUR 610, NUR 612 and integrate theoretical content into clinical Credits: 4 NUR 630 are required. experience. Emphasis is placed on developing a Every Fall Credits: 2 comprehensive and problem-oriented health Every Spring assessment of clients. NUR 654 Preceptored Practicum in Primary and NUR 614 must be taken as a pre-requisite or co- Acute Care of the Adult I NUR 615 Health Care of the Older Adult requisite This preceptored practicum provides an This course introduces the theories of aging, the Credits: 3 opportunity to practice skills and develop developmental tasks of the elderly, the normal Every Fall and Spring competency in the diagnosis and management of physiological changes that occur with aging and the common acute and chronic conditions of various assessment tools available for use with older NUR 644 Pharmacology adolescents and adults. Students, with the adults. The content provides students with the This course is designed for nurse practitioner supervision of their preceptor, develop skills in knowledge needed to apply the principles of students. The course provides the student with an diagnostic reasoning, learn to develop plans of care, primary care and diagnoses and management as advanced understanding of pharmaceutics, and gain experience in the selection and covered in other courses in the curriculum to the pharmacokinetics and pharmacodynamics. The prescription of drug therapy using practice care of the older adult client. major classifications of drugs used across the protocols. Students also focus on the health The pre-requisites of NUR 614 and NUR 630 are lifespan in primary care settings are emphasized in education needs of individual clients in their required. terms of therapeutic effects, adverse effects, clinical site. interactions, and patient and family teaching.

Page 219 LIU Brooklyn Graduate Bulletin 2014 - 2015 Bulletin 2014 - 2015

Pre-requisite of Co-requisite of NUR 650 is competency in the diagnosis and management of education and nursing and healthcare required. common acute and chronic conditions of administration. Credits: 4 adolescents and adults. Students, with the Credits: 2 Every Fall, Spring and Summer supervision of their preceptor, continue to refine Every Fall and Summer their skills in diagnostic reasoning, developing plans NUR 654A Preceptored Practicum in Primary of care, and to gain experience in the selection and NUR 690 Diagnosis and Management of Illness and Acute Care of the Adult I prescription of drug therapy using practice and Physical Conditions of Family I This segment, of a two-segment preceptored protocols. Students also focus on the health This course is one of three courses that focus on practicum, provides an opportunity to practice skills education needs of individual clients as well as the clinical decision-making skills in family oriented and develop competency in the diagnosis and needs of the community served by the clinical site practice. Knowledge of advanced physical management of common acute and chronic Pre-requisite or Co-requisite of NUR 660 is assessment, pathophysiology and pharmacology conditions of adolescents and adults. Students, required. provide the underpinning for the course content. with the supervision of their preceptor, develop Credits: 4 Critical thinking and diagnostic reasoning are skills in diagnostic reasoning, learn to develop plans Every Fall, Spring and Summer reinforced as the basic for practice. Family theory of care, and gain experience in the selection and concepts are presented to form the foundation for prescription of drug therapy using practice NUR 664A Preceptored Practicum in Adult practice. Physical assessment skills related to protocols. Students also focus on the health Primary and Acute Care II infants and children are reinforced. The use of education needs of individual clients in their This segment, of a two segment preceptored evidence based practice protocols and guidelines is clinical site. practicum, provides an opportunity to practice skills an integral part of this course. The student will Pre-requisite or Co-requisite of NUR 650 is and develop competency in the diagnosis and focus on the assessment, diagnosis and treatment of required. management of common acute and chronic pediatric and pregnancy health issues. Credits: 2 conditions of adolescents and adults. Students, The pre-requisites of NUR 612, 614, 630, 634 and Every Fall, Spring and Summer with the supervision of their preceptor, continue to 644 are required. refine their skills in diagnostic reasoning, Credits: 4 NUR 654B Preceptored Practicum in Primary developing plans of care, and to gain experience in Every Fall and Acute Care of the Adult I the selection and prescription of drug therapy using This segment, of a two-segment preceptored practice protocols. Students also focus on the NUR 691 Preceptored Practicum in Primary Care practicum, provides an opportunity to practice skills health education needs of individual clients as well of the Family I and develop competency in the diagnosis and as the needs of the community served by the clinical This preceptored practicum provides an management of common acute and chronic site opportunity to practice skills and develop conditions of adolescents and adults. Students, Pre-requisite or Co-requisite of NUR 660 is competency in the diagnosis and management of with the supervision of their preceptor, develop required. common acute and chronic conditions of infants, skills in diagnostic reasoning, learn to develop plans Credits: 2 children, adolescents and adults. Emphasis is on of care, and gain experience in the selection and Every Fall, Spring and Summer pediatrics and women’s health. Students, with the prescription of drug therapy using practice supervision of their preceptor, develop skills in protocols. Students also focus on the health NUR 664B Preceptored Practicum in Adult diagnostic reasoning, learn to develop plans of care, education needs of individual clients in their Primary and Acute Care II and gain experience in the selection and clinical site. This segment, of a two segment preceptored prescription of drug therapy using practice Pre-requisite or Co-requisite of NUR 650 is practicum, provides an opportunity to practice skills protocols. Students also focus on the health required. and develop competency in the diagnosis and education needs of individual clients in their Credits: 2 management of common acute and chronic clinical site. Every Fall, Spring and Summer conditions of adolescents and adults. Students, Pre-requisite or Co-requisite of NUR 690 is with the supervision of their preceptor, continue to required. NUR 660 Diagnosis and Management of Illnesses refine their skills in diagnostic reasoning, Credits: 4 and Physical Conditions of the Adult II developing plans of care, and to gain experience in Every Fall, Spring and Summer This course is one of two courses that focus on the selection and prescription of drug therapy using clinical decision-making skills. Knowledge of practice protocols. Students also focus on the NUR 691A Preceptored Practicum in Family advanced physical assessment, pathophsiology and health education needs of individual clients as well Primary Care I pharmacology are the underpinnings for the course as the needs of the community served by the clinical This segment, of a two segment preceptored content. Critical thinking and diagnostic reasoning site practicum, provides an opportunity to practice skills are reinforced as the basis of practice. The use of Pre-requisite or Co-requisite of NUR 660 is and develop competency in the diagnosis and evidence based practice protocols and guidelines is required. management of common acute and chronic an integral part of this course. Common acute and Credits: 2 conditions of infants, children, adolescents and chronic conditions of adolescents and adults in the Every Fall, Spring and Summer adults. Emphasis is on pediatrics and women’s collaborative practice primary care setting are health. Students, with the supervision of their emphasized. NUR 670 Healthcare Issue Policies and Ethics preceptor, develop skills in diagnostic reasoning, The pre-requisites of NUR 612, 614, 630, 634 and This course provides graduate nursing students with learn to develop plans of care, and gain experience 644 are required. the analytical tools and historical perspective to in the selection and prescription of drug therapy Credits: 4 actively influence policy development affecting the using practice protocols. Students also focus on the Every Spring delivery of nursing and health care in the United health education needs of individual clients in their States and the world. The course is designed to clinical site. NUR 664 Preceptored Practicum in Adult explore current factors, policy determinants, and The pre-requisite or co-requisite of NUR 690 is Primary and Acute Care II ethical issues affecting health care, specifically as required. This preceptored practicum provides an they affect nursing at all levels of practice, nursing Credits: 2 opportunity to practice skills and develop

LIU Brooklyn Graduate Bulletin 2014 - 2015 Page 220 LIU Brooklyn

Every Fall, Spring and Summer and develop competency in the diagnosis and adolescents and adults. Students, with the management of common acute and chronic supervision of their preceptor, continue to refine NUR 691B Preceptored Practicum in Family conditions of infants, children, adolescents and their skills in diagnostic reasoning, developing plans Primary Care I adults. Emphasis is on adolescents and adults. of care, and to gain experience in the selection and This segment, of a two segment preceptored Students, with the supervision of their preceptor, prescription of drug therapy using practice practicum, provides an opportunity to practice skills continue to refine their skills in diagnostic protocols. Students also focus on the health and develop competency in the diagnosis and reasoning, developing plans of care, and to gain education needs of individual clients as well as the management of common acute and chronic experience in the selection and prescription of drug needs of the community served by the clinical site conditions of infants, children, adolescents and therapy using practice protocols. Students also The pre-requisite or co-requisite of NUR 694 is adults. Emphasis is on pediatrics and women’s focus on the health education needs of individual required. health. Students, with the supervision of their clients as well as the needs of the community served Credits: 4 preceptor, develop skills in diagnostic reasoning, by the clinical site Every Fall, Spring and Summer learn to develop plans of care, and gain experience The pre-requisite or co-requisite of NUR 692 is in the selection and prescription of drug therapy required. NUR 695A Preceptored Practicum in Primary using practice protocols. Students also focus on the Credits: 2 Care of the Family III health education needs of individual clients in their Every Fall, Spring and Summer This segment, of a two segment preceptored clinical site. practicum, provides an opportunity to practice skills The pre-requisite or co-requisite of NUR 690 is NUR 693B Preceptored Practicum in Primary and develop competency in the diagnosis and required. Care of the Family II management of common acute and chronic Credits: 2 This segment, of a two segment preceptored conditions of infants, children, adolescents and Every Fall, Spring and Summer practicum, provides an opportunity to practice skills adults. Emphasis is on adolescents and adults. and develop competency in the diagnosis and Students, with the supervision of their preceptor, NUR 692 Diagnosis and Management of Illness management of common acute and chronic continue to refine their skills in diagnostic and Physical Conditions of Family II conditions of infants, children, adolescents and reasoning, developing plans of care, and to gain This course is one of three courses that focus on adults. Emphasis is on adolescents and adults. experience in the selection and prescription of drug clinical decision-making skills in family oriented Students, with the supervision of their preceptor, therapy using practice protocols. Students also practice. Knowledge of advanced physical continue to refine their skills in diagnostic focus on the health education needs of individual assessment, pathophsiology and pharmacology are reasoning, developing plans of care, and to gain clients as well as the needs of the community served the underpinnings for the course content. Critical experience in the selection and prescription of drug by the clinical site thinking and diagnostic reasoning are reinforced as therapy using practice protocols. Students also The pre-requisite or co-requisite of NUR 694 is the basis of practice. The use of evidence based focus on the health education needs of individual required. practice protocols and guidelines is an integral part clients as well as the needs of the community served Credits: 2 of this course. Common acute and chronic by the clinical site Every Fall, Spring and Summer conditions of adolescents and adults in the The pre-requisite or co-requisite of NUR 692 is collaborative practice primary care setting are required. NUR 695B Preceptored Practicum in Primary emphasized. Credits: 2 Care of the Family III The pre-requisites of NUR 612, 614, 630, 634 and Every Fall, Spring and Summer This segment, of a two segment preceptored 644 are required. practicum, provides an opportunity to practice skills Credits: 4 NUR 694 Diagnosis and Management of Illness and develop competency in the diagnosis and Every Fall and Physical Conditions of Family III management of common acute and chronic This course is one of three courses that focus on conditions of infants, children, adolescents and NUR 693 Preceptored Practicum in Primary Care clinical decision-making skills in family oriented adults. Emphasis is on adolescents and adults. of the Family II practice. Knowledge of advanced physical Students, with the supervision of their preceptor, This preceptored practicum provides an assessment, pathophsiology and pharmacology are continue to refine their skills in diagnostic opportunity to practice skills and develop the underpinnings for the course content. Critical reasoning, developing plans of care, and to gain competency in the diagnosis and management of thinking and diagnostic reasoning are reinforced as experience in the selection and prescription of drug common acute and chronic conditions of infants, the basis of practice. The use of evidence based therapy using practice protocols. Students also children, adolescents and adults. Emphasis is on practice protocols and guidelines is an integral part focus on the health education needs of individual adolescents and adults. Students, with the of this course. Common acute and chronic clients as well as the needs of the community served supervision of their preceptor, continue to refine conditions of adolescents and adults in the by the clinical site their skills in diagnostic reasoning, developing plans collaborative practice primary care setting are The pre-requisite or co-requisite of NUR 694 is of care, and to gain experience in the selection and emphasized. required. prescription of drug therapy using practice The pre-requisites of NUR 612, 614, 630, 634 and Credits: 2 protocols. Students also focus on the health 644 are required. Every Fall, Spring and Summer education needs of individual clients as well as the Credits: 4 needs of the community served by the clinical site Every Spring NUR 700 Independent Study The pre-requisite or co-requisite of NUR 692 is An opportunity for students to do advanced work required. NUR 695 Preceptored Practicum In Primary under the guidance of the faculty. Pass/Fail only. Credits: 4 Care of the Family III Open to graduate nursing students with the Every Fall, Spring and Summer This preceptored practicum provides an permission of their Program Director opportunity to practice skills and develop Credits: 1 NUR 693A Preceptored Practicum in Primary competency in the diagnosis and management of On Demand Care of the Family II common acute and chronic conditions of infants, This segment, of a two segment preceptored children, adolescents and adults. Emphasis is on NUR 700P Independent Study - Practicum practicum, provides an opportunity to practice skills This one credit independent study allows adult

Page 221 LIU Brooklyn Graduate Bulletin 2014 - 2015 Bulletin 2014 - 2015 nurse practitioner students who have not techniques to assess student learning. Standardized completed the clinical hours for a practicum NUR 715 The Role of the Nurse Educator tests, teacher made tests and other forms of experience in the semester in which they are This course is designed to explore the multiple roles measurement such as return demonstrations are registered to continue to work under the of the nurse educator in the academic and clinical explored. Statistical analysis of testing and supervision of their preceptor and their practicum settings. The roles of teacher, counselor, group measurement data, use of technology to both create advisor during the following semester. member, evaluator, curricular designer, advisor and and evaluate testing and measurement tools are Credits: 1 informatics expert are among those reviewed. The discussed. Students have the opportunity to design On Demand complexity of the role of the nurse educator is and evaluate test and measurement tools. discussed using case study and real-life scenarios. Credits: 2 NUR 701 Independent Study The process of academic progression to tenure is Every Fall An opportunity for students to do advanced work also considered. under the guidance of the faculty. Open to graduate Credits: 2 NUR 745 Academic Teaching Seminar nursing students with permission of their Program Every Spring The seminar serves as a capstone course for the Director. student to synthesize the information and skills Credits: 1 NUR 720 Curriculum Development acquired in other courses. Students discuss On Demand This course focuses on developing curricula for problems encountered in practicum and issues nursing education programs. Mission statements, related to academic and clinical teaching. A journal NUR 701P Independent Study - Practicum philosophy, terminal outcomes, course club approach is used to provide a common basis This one credit independent study allows family outcomes/objectives, are examined and students for discussion. Case studies both published and nurse practitioner students who have not critique curriculum examples as well as develop from students' experiences are used. The seminar is completed the clinical hours for a practicum their own model curriculum. Student projects may student directed with the instructor serving as a experience in the semester in which they are be focused on the student's area of teaching facilitator and clarifier. registered to continue to work under the interest. The developmental process and the Credits: 2 supervision of their preceptor and their practicum progression of curriculum are discussed. Every Spring advisor during the following semester. Curriculum, which is evidence-based and grounded Credits: 1 in professional standards, is explored. Use of NUR 750 Preceptored Practicum in Nursing On Demand technology in the development of high-order Education thinking skills is considered. Students have the opportunity to practice teaching- NUR 702 Independent Study Credits: 3 learning techniques. Students develop, plan, teach An opportunity for students to do advanced work Every Spring and evaluate teaching-learning projects appropriate under the guidance of the faculty. Open to graduate to their assigned practicum setting. Each student nursing students with permission of their Program NUR 730 Teaching Strategies and Methodologies has a mentor in the practice environment and an Director. This course discusses a variety of teaching instructor coordinating and overseeing the Credits: 1 modalities and strategies including lecture, experience. On Demand discussion, seminar, small group, one-to-one and Credits: 2

online methods. Writing behavioral objectives Every Spring NUR 703 Independent Study (affective, cognitive and psychomotor) and selecting An opportunity for students to do advanced work congruent teaching methods is stressed. Fostering under the guidance of the faculty. Open to graduate creativity and critical thinking skills are discussed. students with permission of their Program Director. The student develops teaching-learning plans for Credits: 1 learners in diverse settings. The student learns to On Demand use slide shows, chat rooms, learning management

systems, Internet resources and educational NUR 704 Independent Study software with hands-on experiences. An opportunity for students to do advanced work Credits: 2 under the guidance of the faculty. Open to graduate Every Fall nursing students with permission of their Program Director. NUR 735 The Utilization of Technology and Credits: 1 Simulations in Nursing Education On Demand This course focuses on informatics and the role of

technology and simulation in nursing education. NUR 710 Theories of Teaching and Learning Online databases as resources for evidence-based This course introduces the student to the theories practice and social media as tools in healthcare and principles of adult learning as applied to delivery are explored. The use of computer based nursing and client education. Theories of adult teaching platforms, such as Blackboard, and learning, as well as basic principles of learning learning modules are explored with hands-on theory, are the focus. Formal teaching in the experiences. The use of simulation as a primary and classroom setting, as well as client teaching, is adjunctive teaching tool is discussed. Students emphasized. Assessing learned needs, individual develop an information system and teaching plans teaching strategies, cultural implications and the based on technology and stimulation. place of technology are all discussed. Learning styles Credits: 3 are analyzed and tools for assessing learning skills Every Fall are discussed. Credits: 3 NUR 740 Testing and Outcomes Measurements Every Fall This course explores the use of evaluation

LIU Brooklyn Graduate Bulletin 2014 - 2015 Page 222 LIU Brooklyn

LIU PHARMACY

LIU Pharmacy (the Arnold & Marie Schwartz College of Pharmacy and Health Sciences) offers graduate curricula leading to the Master of Science degree in the following fields, as registered with the New York State Education Department: Pharmaceutics (with specializations in Industrial Pharmacy and Cosmetic Sciences), Pharmacology/Toxicology, and Drug Regulatory Affairs. The college also offers the Doctor of Philosophy in Pharmaceutics (Ph.D.) degree as well as an entry-level, six-year Doctor of Pharmacy (Pharm.D.) degree. Detailed information on the pharmacy programs is provided in the LIU Pharmacy bulletin. For information, please contact the Dean’s Office at 718-488-1004, fax 718-488-0628, email us at [email protected], or visit the website at www.liu.edu/pharmacy. For additional information:

Doctor of Pharmacy Professional Program Phone: 718-488-1234 Email: [email protected] Graduate Programs Phone: 718-488-1263 Email: [email protected] Continuing Professional Education Phone: 718-488-1248 Email: [email protected] Alumni Relations Phone: 718-488-1016 Email: [email protected]

Stephen M. Gross Dean

Martin E. Brown Associate Dean

Harold L. Kirschenbaum Associate Dean for Professional Affairs

Kenza Benzeroual Assistant Dean for Academic & Student Affairs

Page 223 LIU Brooklyn Graduate Bulletin 2014 - 2015 Bulletin 2014 - 2015

SCHOOL OF CONTINUING STUDIES

The School of Continuing Studies at LIU Brooklyn provides opportunities for adult, non-traditional and professional students to advance their careers and develop in mind, body and spirit. We strive to partner with adult learners who seek access to a superior educational experience. Under the auspices of the School of Health Professions, there are certificate programs in such career fields as surgical technology, central service technology and vascular technology. The School of Continuing Studies also offers programs in information technology and paralegal studies, coursework in ceramics, lifesaving skills training, conducts language classes and workshops and operates Children’s Academy. If you have questions, please contact the office at 718-488-1364, email: [email protected], or fax: 718-488- 1367.

Hazel Seivwright Director of Campus Operations & Continuing Education [email protected]

LIU Brooklyn Graduate Bulletin 2014 - 2015 Page 224 LIU Brooklyn

the physician with vital information toward the Surgical Technology Certificate Central Service Technology diagnosis and treatment of their patients. The program is accredited by the Commission Program Certificate Program on Accreditation of Allied Health Programs

(CAAHEP), through the Joint Review Committee Under the School of Health Professions Under the School of Health Professions on Education in Diagnostic Medical Sonography The Surgical Technology Certificate Program is The Central Service Technology Certificate (JRC-DMS). designed to give individuals the knowledge and Program is designed to train individuals to receive 1361 Park Street, Clearwater, FL 33756 skills required to function within an operating and process supplies and equipment from 727-210-2350 room environment. Students receive surgical operating rooms and nursing units throughout a [email protected] technology training during classroom lectures, hospital. The training includes decontamination, www.caahep.org practice in a mock surgical lab and get clinical sterilization, and the preparation and assembling of Program Director: Kerry E. Weinberg, experience in various hospitals’ operating rooms. surgical instruments for distribution. MA,MPA, RT(R), RDMS, RDCS, FSMS Surgical technologists are an important part of a Every Fall, Spring and Summer surgical team working closely with surgeons, Program Director: Kimberly Awuku, CST Admission Requirements anesthesiologists, registered nurses and other Applicants must provide a completed surgical personnel. Surgical technologists help Admission Requirements application form, proof of an education level of supply the operating room with the instruments, The criteria for entry into the School of GED, high school or greater, have satisfactorily equipment and supplies that will be needed during Continuing Studies Central Service Certificate completed a college level course in Anatomy and a surgical procedure. Program meets the requirements of CAAHEP's Physiology I & II, general physics, algebra, and The program prepares students for the National approved programs. All applicants must provide a communication with a minimum "C" final grade or Board of Surgical Technology and Surgical completed application form and proof of an better for each prerequisite course. Official Assisting (NBSTSA) certification exam. educational level of GED, high school diploma or transcripts and two reference letters with one from Successful candidates demonstrate their theoretical greater. a college professor are required. Please note that and practical knowledge of surgical technology students are required to pass a physical prior to and are granted the designation of Certified Vascular Technology Certificate attending clinical rotations. Upon meeting those Surgical Technologist (CST). The program has requirements, applications must participate in an been accredited through 2015 by the Commission Program in-person interview and receive a positive rating. on Accreditation of Allied Health Education Under the School of Health Professions Programs (CAAHEP), through the Accreditation The Vascular Technology Certificate Program is Review Committee on Education in Surgical Graduation Requirements a 12-month, full-time, daytime program that Technology (ARC-ST). A certificate in Vascular Technology is prepares the student for an entry-level position as a Every Fall, Spring and Summer conferred on those students who have completed vascular technologist. In performing ultrasound Program Director: Kimberly Awuku, CST all of the following: all required courses of the examinations of the cerebral, peripheral, and Clinical Coordinator: Zeando Thompson, CST Vascular Technology Certificate Program have abdominal vessels, vascular technologists provide been taken; all required courses are completed vital information to physicians toward the Admission Requirements within two academic years with a grade of "C" or diagnosis of disorders affecting circulation. The criteria for entry into the Surgical above; all documents relative to the off-site, A vascular technologist (sonographer) employs Technology Certificate Program meets the clinical experience (VASC 421 thru 424) are clinical skills such as pulse palpation; limb requirements of CAAHEP's approved programs. submitted with appropriate/complete signage; the pressure measurements; auscultation; description All applicants must provide a completed payment of all fees and obligations to LIU and the of trophic limb changes’ symptom analysis; and application form, current resume and proof of an program have been made and the return, in the gathering of findings from related testing educational level of GED, high school diploma or satisfactory condition, of all signed-out materials. procedures and historical information such as greater. Upon meeting those requirements, previous vascular or related interventions and risk applicants must participate in an in-person factor documentation. Paralegal Studies Certificate interview and receive a positive rating. Vascular technologists use performance and Program dynamic interpretation of computer-generated Graduation Requirements anatomic imaging and physiologic assessment of The Paralegal Studies Certificate Program A certificate in Surgical Technology is blood-flow to aid physicians. Students are provides students with the practical knowledge of conferred on those students who have completed responsible for having a physical exam and getting law, and prepares graduates with the skill-set that all of the following: all required courses of the the required immunizations. Students are eligible will enable them to carry out high-quality legal Surgical Technology Certificate Program have to take the American Registry of Diagnostic work. The program is a 328-hour, non-credit been taken; all required courses are completed Medical Sonography (ARDMS) examination to be certificate program designed to prepare the student within two academic years with a grade of "C" or a Registered Vascular Technologist (RVT) prior to to work at a law firm, a government agency (e.g., above; all clinical scrubs (as required by graduation. law enforcemennt), or a law department of a ARC/STSA) are attained; all students must take Vascular Technology is a sub-specialty of corporation, bank, real estate company or the CST examination at the scheduled time, in a Diagnostic Medical Sonography. It is primarily a insurance company. Through their course of study group sitting; the payment of all fees and non-invasive imaging modality with an indirect at LIU Brooklyn, paralegal students are provided a obligations to LIU and the program have been testing component. It is performed on the surface strong background in a variety of areas. made and the return, in satisfactory condition, of of the body, with no use of radiant ionizing The School of Continuing Studies’ Paralegal all signed-out materials. energy. Therefore, it is safe with no risks to the Certificate Program is approved by the American

patient or the sonographer when performed to Bar Association (ABA). Legal employers diagnostic industry standards. recognize the ABA’s role in establishing This clinical and technological data provides professional guidelines for paralegal programs. Of

Page 225 LIU Brooklyn Graduate Bulletin 2014 - 2015 Bulletin 2014 - 2015 more than 1,000 colleges, universities, and law courses ranging from robotics, movie making, schools that offer paralegal programs, Professional Continuing fashion design, comic book creation, language approximately 260 paralegal programs are immersion, ballet and or movement. LIU Brooklyn approved by the ABA. Education Units (CEUS) faculty is employed to lead class instruction and

Every Fall, Spring and Summer graduate and undergraduate students are employed Classes offering continuing education units are Program Director: Richard Olivieri, BA, JD to serve as camp counselors. designed to provide education requirements for Children's Academy, summer camp is fully licensed or certified professionals. LIU is a Admission Requirements licensed by the New York City Department of provider of CEUS in accordance with the The criteria for entry into the School of Health. respective accreditation and state agencies. Continuing Studies Paralegal Certificate Program During the fall and spring semesters, Children’s Courses run on occasion. meets the requirements for the American Bar Academy offers Saturday classes specifically Association. All applicants must provide a designed for children in the areas of swimming, completed application form and proof of 60 Accounting and Taxation robotics, fashion design and languages. college credits. Transcripts are required. Upon Continuing Professional Every Fall, Spring and Summer meeting those requirements, applications must participate in an in-person interview and receive a Education (CPE) Language and Creative Arts positive rating. In partnership with the LI Brooklyn Foreign Language Department of Finance, Law, Accounting and To learn a new language or improve your Graduation Requirements Taxation, the School of Continuing Studies current skills, we offer classes for all levels. A certificate in Paralegal Studies is conferred provides CPE credit that is required for Certified Whether you are in business, construction, legal or on those students who have completed all 13 Public Accountants to maintain their professional any of the health professions foreign language required courses in the program and have competence and provide a quality of professional ability will make you competitive in New York maintained a cumulative average of “C” or above. services. CPAs are responsible for complying with City. Further, as a requirement of graduation, tuition and all applicable CPE requirements, rules and On Occasion fees must be paid in full and all obligations to LIU regulations of state boards of accountancy, as well must be satisfied. as those of membership associations and other

professional organizations. Writing and Speech Building Construction LIU is registered with the National Association Communicating clearly and confidently is of the State Boards of Accountancy (NASBA) as a fundamental to both your personal and Certificate Program sponsor of continuing professional education on professional life. The classes offered in Writing &

Speech will provide you with the skills and The Building Construction Certificate Program the national registry of CPE sponsors. State boards practice to improve your professional writing, at the School of Continuing Studies is designed to of accountancy have the final authority on the academic writing and public speaking. attract individuals seeking an understanding of the acceptance of individual courses for CPE credits. On Occasion building construction industry, either as a NASBA CPE Sponsor Registry #108438 perspective apartment dweller or homeowner NYS Sponsor license #002180 looking to perform renovations or as an entry-level LIU Brooklyn Finance, Law, Accounting and ESL employee looking to begin a career in the industry. Taxation Department is a participating institution English as a Second Language at the School of The program is specially designed for those with the Association of Certified Fraud Examiners Continuing Studies is for those seeking a who need the building construction entry-level and (ACFE). comprehensive and practical knowledge of the small business start-up skills. Website: http://www.ACFE.com/Participating- English language. Classes will focus on reading, On occasion Institutions (search for Long Island University writing, grammar, listening, and conversation. or LIU Brooklyn) On Occasion

Information Technology Workshops Ceramics

Program Enjoy crafting unique pottery in a downtown Our workshops are designed to emphasize Brooklyn oasis. Some classes will take place in The Information Technology (IT) program is a interaction and exchange of information among our relaxed and welcoming ceramic studio and cutting-edge selection of courses led by skilled individuals who are seeking to learn a new skill or other classes on the west balcony overlooking the experts in the field, for those who wish to jump enhance their knowledge base. They range from city. start their career. The program is suitable for all violence prevention in school settings to fire safety levels: beginners, intermediate and advanced. For Every Fall, Spring and Summer measures for facilities. Courses run each semester. the beginners, courses include: Microsoft Office 2010™, Introduction to Microsoft Windows 7™, English Language Institute Open Enrollment Programs Introduction to Web Design and Development. Stanley J. Zelinski III, Associate Dean, ESL Offerings for those with intermediate skill levels Children’s Academy Phone: 718-488-1323 are: Web Development (ASP.NET), A+PC Children’s Academy at LIU Brooklyn creates Fax: 718-246-6313 Network Technician and Network +; and for an immersive, educational experience for The English Language Institute provides advanced students: CCNA™ and Security+ , youngsters between the ages of 3-12. Children’s English language instruction to foreign-born Microsoft Certified Systems Engineer™ Academy is a year round program for children students and members of the non-English-speaking Certification Prep (MCSE Core) and Programming with a focus on academics, athletics and creativity. community. It consists of the intensive program in with Visual C# for ASP.NET. During the summer months, Children’s English and the weekend program. The intensive On occasion Academy operates summer camp, where program in English is a full-time, noncredit college youngsters from across Brooklyn participate in program that offers English language instruction to

LIU Brooklyn Graduate Bulletin 2014 - 2015 Page 226 LIU Brooklyn foreign students who are matriculated at LIU Brooklyn but lack the minimum competency in How to Apply Request Materials English. The weekend program provides both native and non-native speakers of English with Our applicants come from unique backgrounds To contact us or for more information, please low-cost instruction in basic writing, vocabulary and diverse experiences and the School of choose: expansion, accent reduction, and TOEFL Continuing Studies values these qualifications. We Via email: preparation. carefully weigh all of the pieces of your [email protected] application to make a determination in your Via tlephone:

acceptance. Where an interview is required, it is 718-488-1364/1366 often the determining factor in your acceptance for In person: our more competitive programs. 9 Hanover Place, 2nd Floor, To apply to non-certificate programs Brooklyn, New York Please fill out the application form and submit. (between Fulton Mall & Livingston Street) To apply to certificate programs Via mail: Requirements for Surgical Technology School of Continuing Studies The criteria for entry into the Surgical LIU Brooklyn Technology Certificate Program meets the 1 University Plaza requirements of CAAHEP's approved programs. Brooklyn, NY 11201-5372 Applicants must provide: Via website: • a completed application form www.liu.edu/brooklyn/scs • proof of an educational level of GED, high school or greater Upon meeting the requirements above, applicants must participate in an in-person interview and receive a positive rating. Requirements for Vascular Technology The criteria for entry into the Vascular Technology Certificate Program meets the requirements of a CAAHEP accredited program. Applicants must provide: • a completed application form • proof of an educational level of GED, high school or greater • have satisfactorily completed college level courses with a C or greater in Anatomy & Physiology I & II, general physics, algebra, and communication. Transcripts and two reference letters with one from a college professor are required Upon meeting the requirements above, applicants must participate in an in-person interview and receive a positive rating. Requirements for Paralegal Studies The criteria for entry into School of Continuing Studies' Paralegal Studies Certificate Program meets the requirements for the American Bar Association. Applicants must provide: • a completed application form • proof of an 60 college credits, transcripts are required Upon meeting the requirements above, applicants must participate in an in-person interview and receive a positive rating.

Page 227 LIU Brooklyn Graduate Bulletin 2014 - 2015 Bulletin 2014 - 2015

BLENDED AND ONLINE LEARNING PROGRAMS AT LIU

Technology-enhanced, blended and online learning are an important part of fulfilling LIU’s mission of access and excellence in higher education. These courses and programs are delivered through the university’s Blackboard Learning Management System, which enables students to complete their online coursework at any time of day and at any place in the world there is an Internet connection. LIU’s blended learning programs feature both face-to-face and online components, reducing the amount of time students need to be physically present on campus, while still reaping the benefits of meeting in person with professors, fellow students, and other professionals. The university currently offers the following degree and certificate programs in the blended or online learning format:

LIU Brooklyn Computer Science, M.S. Educational Leadership, Advanced Certificate Bilingual Education, Advanced Certificate *** Nursing (R.N. to B.S. track), B.S. Adult Nurse Practitioner, B.S. / M.S. (dual degree) Adult Nurse Practitioner, M.S. Adult Nurse Practitioner, Advanced Certificate Family Nurse Practitioner, M.S. Family Nurse Practitioner, Advanced Certificate Nurse Educator, M.S.

LIU Post Accountancy, M.S. Taxation, M.S. *** Archives & Records Management, Advanced Certificate *** Environmental Sustainability, M.S. Library & Information Science/School Library Media, M.S. Mobile GIS Applications Development, Advanced Certificate *** Educational Technology, M.S. TESOL, M.A. Adolescence Education (Pedagogy Only), M.S. Health Information Management, B.S. Health Information Management, Certificate (undergraduate) *** Nursing Education, M.S. Nursing Education, Advanced Certificate

LIU Hudson Bilingual Extension, Advanced Certificate *** Bilingual Special Education (Intensive Teacher Institute), Advanced Certificate *** TESOL: Special Education (Intensive Teacher Institute), Advanced Certificate *** TESOL, Advanced Certificate +++

LIU Riverhead Homeland Security Management, M.S. *** Homeland Security Management, Advanced Certificate *** Cyber Security Policy, Advanced Certificate *** TESOL, Advanced Certificate +++

Our programs are accredited by the Middle States Commission on Higher Education and are registered with the New York State Education Department. For additional program information, please consult the appropriate academic department pages of the campus bulletin.

*** Denotes a fully online program. +++ Students are enrolled at LIU Hudson, and take their courses online with face-to-face courses taken at either LIU Riverhead or LIU Hudson.

LIU Brooklyn Graduate Bulletin 2014 - 2015 Page 228 LIU Brooklyn

LIU BROOKLYN APPROVED PROGRAMS Speech 1506 BA

Studio Art 1002 BFA New York State Education Department Inventory of Registered Programs Enrollment in other than registered or otherwise approved programs may Visual Arts 1099 BA jeopardize a student’s eligibility for certain student aid awards. Teacher of Visual Arts 0831 BFA

in Urban Schools Richard L. Conolly College of Liberal Arts and Social Science 2201 MS Sciences Social Science 4903 BA, BS Major Hegis Code Degree Social Science 5622 AA

Biology 0401 BS, MS United Nations 2210 Adv. Crt.

Biochemistry 0414 BS Urban Studies 2214 MA

Chemistry 1905 BS, MS Writing & Producing 0605 MFA for Television Communication 1220 BS Sciences and Disorders

Communication 1220 BS/MS School of Business, Public Administration and Sciences and Disorders / Information Sciences Speech-Language Pathology Major Hegis Code Degree

Speech-Language 1220 MS Accounting 0502 BS, BS/MS, MS, MBA Pathology Business Administration 5004 AAS (Bilingual Extension) Business Administration 0506 MBA Computer Art 1009 BFA Business Finance 0504 BS Creative Writing 1507 MFA Business Management 0506 BS Dance 1008 BFA, BS Computer Science 0701 BS, MS Economics 2204 BA Entrepreneurship 0501 BS English 1501 BA, MA Gerontology 2104 Adv. Crt. History 2205 BA Human Resources 0515 MS, Adv. Crt. Humanities 5649 AA Management Humanities 4903 BA Health Administration 1202 MPA Interdisciplinary Major 4901 BA, BS Marketing 0509 BS Journalism 0602 BA Not-for-Profit 2102 Adv. Crt. Mathematics 1701 BS Management

Media Arts 0601 BA Public Administration 2102 MPA

Media Arts 1009 MA Taxation 0502.1 MS

Media Arts 0605 MFA Technology 0507 BS Management Medical Technology 1223 BS

Music – Applied Music 1004 BA School of Education Music (Jazz Studies) 1004 BFA

Music Education in 0832 BS Major Hegis Code Degree Urban Schools Adolescence Urban 0401 BS Modern Languages – 1101 BA Education: Biology French, Spanish Adolescence Urban 0401.01 MSEd Philosophy 1509 BA Education: Biology 7- 12: 1st Initial Political Science 2207 BA, MA Adolescence Urban 0401.01 MSEd Psychology 2001 BA, MA Education: Biology 7- Clinical Psychology 2003 Ph.D. 12: 2nd Initial

Sociology-Anthropology 2208 BA

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Adolescence Urban 0401.01 MSEd Middle Childhood & Education: Biology 7- Adolescence Urban Ed: 1905.01 BS 12: Non-certification Chemistry

Adolescence Urban Middle Childhood & 1905.01 BS Education: Chemistry Adolescence Urban Ed: 1501.01 BA English Adolescence Urban 1905.01 MSEd Education: Chemistry 7- Middle Childhood & 12: 1st Initial Adolescence Urban Ed: 1701 BS Mathematics Adolescence Urban 1905.01 MSEd Education: Chemistry 7- Middle Childhood & 12: 2nd Initial Adolescence Urban Ed: 2201.01 BA Social Studies Adolescence Urban 1905.01 MSEd Education: Chemistry 7- Childhood Urban 0802 BS 12: Non-certification Education

Adolescence Urban Childhood Urban 00802 MSEd 1501.01 BA Education: English Education: 1st Initial

Adolescence Urban 1501.01 MSEd Childhood Urban 0802 MSEd Education: English 7-12: Education: 2nd Initial 1st Initial Childhood Urban 0802 MSEd Adolescence Urban 1501.01 MSEd Education: Non- Education: English 7-12: certification 2nd Initial Childhood/Early 0802 MSEd Adolescence Urban 1501.01 MSEd Childhood Urban Education: English 7-12: Education: 1st Initial Non-certification Childhood/Early 0802 MSEd Adolescene Urban Childhood Urban 1701.01 BS Education: Mathematics Education: 2nd Initial

Adolescence Urban 1701.01 MSEd Childhood/Early 0802 MSEd Education: Math 7-12: Childhood Urban 1st Initial Education: Non- certification Adolescence Urban 1701.01 MSEd Education: Math 7-12: Early Childhood Urban 0802.00 MSEd 2nd Initial Education: 1st Initial, 2nd Initial Adolescence Urban 1701.01 MSEd Education: Math 7-12: Early Childhood Urban 0802.00 MSEd Non-certification Education: Non- certification Adolescence Urban Education: Social 2201.01 BA Early Childhood Urban 0823 Adv. Crt. Studies Education

Adolescence Urban 2201.01 MSEd Teacher of Physical 0835 BS Education: Social Education in Urban Studies 7-12: 1st Initial Schools

Adolescence Urban 2201.01 MSEd Teacher of Visual Arts 0831 BFA Education: Social in Urban Schools Studies 7-12: 2nd Initial Music Education in 0832 BS Adolescence Urban 2201.01 MSEd Urban Schools Education: Social Teaching Urban 0808 MSEd Studies 7-12: Non- Adolescents with certification Disabilities: 1st Initial Adolescence Urban 1105.01 BA Teaching Urban 0808 MSEd Education: Spanish Adolescents with Middle Childhood & Disabilities: 2nd Initial Adolescence Urban Ed: 0401.01 BS Biology

LIU Brooklyn Graduate Bulletin 2014 - 2015 Page 230 LIU Brooklyn

Teaching Urban 0808 MSEd Sports Science 1299.3 BS Adolescents with Social Work 2104 BA, MSW Disabilities: Non-

certification School of Nursing Teaching Urban 0808 MSEd

Children with Disabilities: 1st Initial Major Hegis Code Degree Teaching Urban 0808 MSEd Children with Nursing 1203 BS Disabilities: 2nd Initial Adult Nurse Practitioner 1203.1 BS/MS, MS

Teaching Urban 0808 MSEd Adult Nurse Practitioner 1203.12 Adv. Crt. Children with Family Nurse Disabilities: Non- 1203.1 MS certification Practitioner

TESOL: 1st Initial 1508 MSEd Family Nurse 1203.12 Adv. Crt. Practitioner TESOL: 2nd Initial 1508 MSEd Nurse Educator 1203.1 MS TESOL: Non- 1508 MSEd certification Education for Nurses 1203.12 Adv. Crt.

Bilingual Education 0899 Adv. Crt. LIU Pharmacy Educational Leadership 0828 Adv. Crt.

Applied Behavior Major Hegis Code Degree 2099 Adv. Crt. Analysis Pharmacology/ 0409 MS School Counselor 0826.01 MSEd Toxicology

School Counselor 0826 Adv.Crt. Pharmaceutics 1211 MS, Ph.D.

Bilingual School 0826.01 MSEd Drug Regulatory Affairs 1211 MS Counselor Pharmacy 1211 PharmD Bilingual School 0899 Adv. Crt. Counseling LIU Global School Psychologist 0826.02 MSEd Major Hegis Code Degree Marriage & Family 2104.1 MS, Adv. Crt. Therapy Global Studies 2210 BA

Mental Health 2104.1 MS, Adv. Crt. Counseling

School of Health Professions

Major Hegis Code Degree

Athletic Training 1299.3 BS/MS

Diagnostic Medical 1225 BS Sonography

Exercise Science 1201 MS

Health Sciences 1201 BS

Health Sciences / 1201 / 1214 BS/MPH Public Health

Occupational Therapy 1208 BS/MS

Physical Therapy 1212 DPT

Physician Assistant 1299.1 MS Studies

Public Health 1214 MPH

Respiratory Care 1299 BS

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LIU BROOKLYN FACULTY Kiran Shahreen Kaur Arora Michael Bennett Anna Acee Associate Professor of Counseling and School Professor of English Associate Professor of Nursing Psychology B.A., Whitman College; B.S., M.A., New York University; B.A., Simon Fraser University; M.A., Ph.D., University of Virginia Ed.D., Columbia Teacher’s College M.A., City University; Ph.D., Syracuse University Azzedine Bensalem M. Radh Achuthan Professor of Chemistry and Biochemistry Professor of Physics Almas Babar B.S., École Supérieure de Mécanique; B.E., M.S., University of Madras, India; Professor of Pharmaceutics M.S., Ph.D., Université de Nantes M.S., University of Missouri; B.S., University of Punjab (Pakistan); Ph.D., Union Graduate School M.S., Ph.D., St. John’s University Kenza E. Benzeroual Assistant Dean for Academic and Student Affairs, Sutapa Aditya Gurprit S. Bains LIU Pharmacy; Assistant Professor of Marketing Associate Professor of Teaching, Learning and Assistant Professor of Pharmacology B.B.A., University of Dhaka, Bangladesh; Leadership B.S., Paul Sabatier University (France); M.B.A., Simon Fraser University; B.A., M.A., Punjab University (India); M.S., Toulouse Polytechnic Institute (France); Ph.D., York University, Canada Dip. TEFL, University of Wales, Institute of Ph.D., Montreal University (Canada) Science and Technology; Nicholas Agrait Dip. Ed., Nottingham University; Bojana Beric Assistant Professor of History M.A., Ph.D., New York University Department Chair; B.A., Yale University; Associate Professor of Public Health M.A., Ph.D., Fordham University Larry Banks M.A., Montclair State University; Department Chair; Ph.D., New York University; Syed Ali Associate Professor of Media Arts M.D., University of Novi Sad, Yugoslavia Associate Professor of Sociology/Anthropology B.A., Rutgers University; B.A., Binghamton, SUNY; M.F.A., LIU Post Mrinal K. Bhattacharjee M.A., Ph.D., University of Virginia Associate Professor of Chemistry and Isabelle Barriere Biochemistry James A. Allan Associate Professor Communication Sciences & B.S., M.S., The Indian Institute of Technology Associate Professor of Mathematics Disorders (Kharagpur, India); B.Sc., University of Durham (United Kingdom); Ph.D., University of London Ph.D., Ohio State University M.S., New York University; M.S., Ph.D., Polytechnic University of New York Robert Barry Evelyn Biray Division Coordinator, of Communications, Assistant Professor of Nursing Carol Allen Visual and Performing Arts; B.S., Philipine Women’s University; Professor of English Associate Professor of Visual Arts M.S., Pace University B.A., M.A., University of Virginia; B.A., Pitzer College; Ph.D., Rutgers University M.F.A., University of Delaware Mark G. Birchette Associate Professor of Biology Naoual Amrouche Halbert Barton B.A., Yale College; Associate Professor of Marketing Associate Professor of Sociology-Anthropology M.A., Ph.D., Harvard University B.B.A., IHEC, Carthage, Tunisia; B.A., University of California at Santa Cruz; M.S., Ph.D., HEC, Montreal, Canada M.A., Ph.D., Cornell University Donald Allport Bird Department Chair; Angelos Angeli Kenyatta Beaseley Professor of Journalism and Communication Assistant Professor of Accounting Associate Professor of Media Arts Studies B.S., Lehman College, CUNY; B.F.A.,The New School for Social Research; A.B., Rutgers University; M.B.A., St. John's University; M.F.A., New York University M.A., Ph.D., Indiana University CPA Debe Bednarchak Felicia Black Melissa Antinori Department Chair; Assistant Professor of Teaching, Learning & Associate Director of the Honors-Promise Associate Professor of Mathematics Leadership Initiative; B.A., Lehman College, CUNY; B.S., Cleveland State University; Assistant Professor of English Ph.D., Graduate Center, CUNY M.S.Ed., Ph.D., Kent State University B.A., Wittenberg University; M.A., Pennsylvania State University Robert A. Bellantone Julia Bock Professor of Pharmaceutics Acquisitions Librarian; Michael E. Arons B.S., Ph.D., University of Connecticut Associate Professor, Library Department Chair; B.A., M.A., Ph.D., Eötvös Loránd University Professor of Physics Lamar V. Bennett (Hungary); B.E.E., Cooper Union; Assistant Professor of Public Administration M.L.S., Columbia University Ph.D., University of Rochester B.A., M.P.A., Rutgers University; Ph.D., American University

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Michael Bokor Victor Cohen Assistant Professor of English Agnes Cha Associate Professor of Pharmacy Practice B.A., University of Cape Coast (Ghana); Assistant Professor of Pharmacy Practice B.S., Bouvé College of Pharmacy and Health M.A., Ph.D., Illinois State University Pharm.D., University of Illinois at Chicago Sciences, Northeastern University; Pharm.D., St. John’s University Lana T. Borno Tempii Champion Assistant Professor of Pharmacy Practice Department Chair; Maria Compte Pharm.D.; University of North Carolina at Chapel Associate Professor of Communication Sciences & Pre-Clinical Coordinator; Hill Disorders Assistant Professor of Physician Assistant Studies B.S., Northeastern University; M.P.H., Tulane University; Cindy Bravo-Sanchez M.S., Hampton University; M.D., University of Buenos Aires (Argentina) Director of Clinical Education, Respiratory Care Ph.D., University of Massachusetts B.S., LIU Brooklyn; Gloria Cooper M.P.H., Marist College; Denise Chung Associate Professor of Music Licensed Respiratory Therapist Professor of Biology; B.S., M.M.Ed., University of Missouri; Professor of Chemistry and Biochemistry Ed.D., Teachers College, Columbia University Donna Brennan B.A., M.S., Ph.D., New York University Assistant Professor of Nursing Margaret Cuonzo A.S.N., Nassau Community College; Ping-Tsai Chung Division Coordinator of Humanities; B.S, Adelphi University; Associate Professor of Computer Science Professor of Philosophy M.S.N., University of Phoenix Diploma, National Taipei University of B.A., Barnard College; Technology (Taiwan); M.Phil., Ph.D., Graduate Center, CUNY Dennis Broe M.S., Stevens Institute of Technology; Professor of Media Arts Ph.D., Polytechnic University of New York Anthony J. Cutie B.A., Indiana University; Professor of Pharmaceutics M.A., New York University Sam Y. Chung B.S., Brooklyn College of Pharmacy; Associate Professor of Finance M.S., Ph.D., Rutgers University Cindy Broholm B.A., Kyung Hee University (South Korea); Assistant Professor of Nursing M.B.A., Illinois State University; Jocelyn D’Antonio B.S.N., University of Massachusetts; M.S.F., Boston College; Associate Professor of Nursing M.S., M.P.H., Columbia University Ph.D., University of Massachusetts (Amherst) B.S., Molloy College; M.S., Adelphi University; Martin E. Brown Lorraine A. Cicero Ph.D., Walden University Associate Dean, LIU Pharmacy; Associate Professor of Pharmacy Practice Adjunct Associate Professor of Social and B.S., St. John’s University; Marta Daly Administrative Sciences M.S., LIU Pharmacy; Assistant Professor of Occupational Therapy B.S., M.S., University of Iowa Pharm.D., St. John’s University B.S., Thomas Jefferson University; M.A., New York University; Sabrina Brown Ann Cleary Registered Occupational Therapist Director of B.A. Social Work Field Associate Professor of Pharmacy Practice B.S., Buffalo State College, SUNY; B.S.N., University of The State of New York; Cynthia Dantzic M.S.W., Stony Brook University, SUNY D.N.S., The University of Adelaide (Australia) Senior Professor of Visual Arts B.F.A., Yale University; Nicole Cain Dale A. Coffin M.F.A., Pratt Institute Assistant Professor of Psychology Academic Field Work Coordinator; B.A., Cornell University; Assistant Professor of Occupational Therapy Rutesh Dave M.S., Ph.D., Penn State University B.A., Stony Brook, SUNY Director, Division of Pharmaceutical Sciences; M.S., Springfield College; Associate Professor of Pharmaceutics Nikki Carosone-Russo Registered Occupational Therapist B.S., K.L.E’s College of Pharmacy (India); Student Services Advisor, Division of Athletic Ph.D., LIU Pharmacy Training, Health and Exercise Science David Cohen B.S., M.S., LIU Brooklyn Dean, Richard L. Conolly College; Amy DeFelice Professor of Biology Visiting Instructor of Teaching, Learning and Suzanne M. Carr B.S., M.S., LIU Brooklyn; Leadership Associate Professor of Nursing Ph.D., New York University B.S., Fairfield University; B.S., Georgetown University; M.S.Ed., Canisius College; M.S., Texas Women’s University; Henry Cohen Ph.D., City University of New York Graduate Ph.D., University of Texas at Arlington Professor of Pharmacy Practice Center B.S., M.S., LIU Pharmacy; Leeja Carter Pharm.D., St. John’s University Marla Del Collins Assistant Professor of Athletic Training, Health Associate Professor of Journalism & and Exercise Science Communication Studies B.A., M.A., Fairleigh Dickinson University; B.F.A., West Virginia University; Ph.D., Temple University M.A., Ph.D., New York University

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Stanley Feifer Anthony DePass Joan Duncan Professor of Pharmacy; Professor of Biology Professor of Psychology B.S., Brooklyn College of Pharmacy; B.S., University of Connecticut; B.A., Howard University; M.S., St. John’s University M.S., Ph.D., University of Massachusetts M.A., Ph.D., Clark University Brooke D. Fidler Robert V. DiGregorio Bridget M. Dwyer Assistant Professor of Pharmacy Practice Professor of Pharmacy Practice Speech Clinic Administrator; Pharm.D., University of Rhode Island B.S., St. John’s University; Assistant Professor of Communication Sciences Pharm.D., School of Pharmacy, Virginia and Disorders (adjunct) Joseph D. Filonowicz Commonwealth University B.A., M.S., Brooklyn College, CUNY Department Chair; Professor of Philosophy Leah Dilworth Rebecca E. Dyasi B.A., Hope College; Professor of English Associate Professor of Teaching, Learning, and M.A., M. Phil., Ph.D., Columbia University B.A., Oberlin College; Leadership M.A., Ph.D., Yale University B.Sc., University of Sierra Leone (West Africa); Myrna L. Fischman M.S., Ph.D., University of Illinois at Professor of Accounting; Adva Dinur Urbana-Champaign B.S., M.S., The City College, CUNY; Associate Professor of Management Ph.D., New York University; B.A., Hebrew University of Jerusalem; Barry S. Eckert CPA Ph.D., Temple University Dean and Professor, School of Health Professions B.S., M.S., University of Albany, SUNY; Stuart Fishelson Richard DiShang Ph.D., University of Miami, School of Medicine Professor of Media Arts Assistant Professor of Computer Science B.A., M.A., LIU Brooklyn B.S., Shenyang University (China); James Eckert M.S., Ph.D., Baruch College, CUNY Assistant Professor of Physician Assistant Studies Megan I. Freeland B.A., Theological Seminary of Saint Charles Director of Clinical Education, Department of May Dobal Borromeo; Physical Therapy Associate Professor of Nursing B.A., Hahnemann University; B.A., B.S., Alma College; A.A.S., Queens College, CUNY; M.A., Loyola University; D.P.T., New York University; B.S., LIU Brooklyn; Certified Physician Assistant Licensed Physical Therapist M.N., Louisiana State University; Pediatric Clinical Specialist Ph.D., University of Texas, Austin John Ehrenberg Department Chair; Wing Fu Edward Donahue Senior Professor of Political Science Assistant Professor of Physical Therapy Division Coordinator of Science; B.A., Dartmouth College; B.S., Hong Kong Polytechnic University; Associate Professor of Chemistry and M.A., Ph.D., Stanford University M.A., New York University; Biochemistry Ph.D., Nova Southeastern University; B.S., St. Joseph’s College; Magalie Elie Licensed Physical Therapist; Ph.D., Polytechnic Institute of New York Assistant Professor of Nursing Pediatric Certified Specialist, OCS A.A.S., Marymount University; Joseph Dorinson B.S., College for Unique and Interdisciplinary Mohammed Ghriga Professor of History Studies, CUNY Chair, Department of Technology, Innovation & B.A., M. Phil., Columbia University M.A., Pace University; Computer Science; Ed.D., Nova Southeastern University Associate Professor of Computer Science Emily Drabinski Dipl. d’Ingénieur d’état, University of Sciences Assistant Professor; Ralph Engelman and Technology (Algiers); Reference and Instruction Librarian Senior Professor of Journalism & Communication M.S., Ph.D., Polytechnic University of New York B.A., Columbia University; Studies M.L.S. Syracuse University; B.A., Earlham College; Brian Gilchrist M.A., LIU Brooklyn M.A., Ph.D., Washington University in St. Louis Assistant Professor of Public Health B.S., Winston-Salem University; Mary Jo Dropkin Kristin L. Fabbio M.P.H., New York University; Associate Professor of Nursing Assistant Professor of Pharmacy Practice Ph.D., University of Maryland, College Park B.S., Cornell University; Pharm.D., St. John’s University M.S.N., University of Nebraska; Sealy Gilles Ph.D., New York University Dalia Fahmy Associate Professor of English Assistant Professor of Political Science B.A., Carleton College; Kevin Duffy B.A., M.A., New York University; M.Phil., Ph.D., Graduate Center, CUNY Director, Athletic Training Program; Ph.D., Rutgers University Assistant Professor of Athletic Training, Health Suzanna Gim and Exercise Science Associate Professor of Pharmacy Practice B.S., Brooklyn College; B.A., M.P.H., New York University; M.S., LIU Brooklyn Pharm.D., University of Maryland

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Marshall Hagins Christopher Ho Amy Patraka Ginsberg Professor of Physical Therapy Assistant Professor of Pharmacy Practice Associate Dean, School of Education; B.S., M.S., Ph.D., New York University; B.S., (Biochemistry), Stony Brook, SUNY Associate Professor of Counseling & D.P.T., St. Augustine University; Pharm.D., Massachusetts College of Pharmacy and School Psychology Licensed Physical Therapist; Health Sciences B.A., Tufts University; Orthopedic Clinical Specialist M.A., M.Ed., Ph.D., Columbia University Patrick Horrigan Joyce V. Hall Associate Professor of English Tamara Goldberg Director of Practicum and Career Development, B.A., Catholic University of America; Assistant Professor of Pharmacy Practice Masters of Public Health M.A., Ph.D., Columbia University Pharm.D., LIU Pharmacy B.A., Wesleyan University; M.P.H., University of Rochester Stacey Horstmann-Gatti Lisa Gordon-Handler Associate Professor of History Assistant Professor of Occupational Therapy Neil Harris B.A., Hamilton College; B.A., Albany, SUNY; Director, NYC Teaching Fellows Program; M.A., Ph.D., Emory University M.A.,, University of Southern California; Assistant Professor of Teaching, Learning & Ph.D., North Central University (Minnesota); Leadership Frances Iacobellis Registered Occupational Therapist B.S., Philadelphia Biblical University; Assistant Professor of Nursing M.S.Ed., Cambridge College; B.S., Hunter College, CUNY; Claire Goodman M.S.Ed., LIU Brooklyn M.S., Wagner College Associate Professor of Media Arts B.A., Exeter University (U.K.); Dana Hash-Campbell Linda Jacobs M.A., LIU Brooklyn Department Chair; Performing Arts; Associate Professor of Counseling & School Associate Professor of Dance Psychology Carole Griffiths B.F.A., LIU Brooklyn; B.A., Brooklyn College, CUNY; Professor of Biology M.F.A., University of Wisconsin (Milwaukee) M.S., Ph.D., New York University B.A., Sarah Lawrence College; M.A., Ph.D., The City College, CUNY Antoinette Hauck Thomas J. Johnson Assistant Professor of Nursing Division Director of Respiratory Care Stacy Jaffee Gropack A.A.S., Bronx Community College; B.A., Fordham University; Associate Dean, School of Health Professions; B.S., Hunter College, CUNY M.S., LIU Brooklyn; Associate Professor of Physical Therapy M.S., Adelphi University; L.A.P., Respiratory Therapist, New York; B.S., M.S., LIU Brooklyn; D.N.P., Case Western University L.R.C.P.., Registered Respiratory Therapist, New Ph.D., New York University Jersey Gale Stevens Haynes Stephen M. Gross Vice President and Chief Operating Officer, Legal Kimberly Jones Dean, LIU Pharmacy Counsel; Associate Professor of History B.S., Columbia University; Professor of Political Science B.A., Trinity College; M.A., Ed.D., Teachers College, Columbia B.A., M.A., LIU Brooklyn; M.A., Ph.D., University of California at Los University J.D., LL.D., St. John’s University Angeles

Nancy Grove Janet L. Haynes Samuel C. Jones Director of Galleries; Associate Professor of Biology Associate Professor of Social Work Associate Professor of Visual Arts B.S., M.S., LIU; B.A., Stony Brook, SUNY; B.A., Sarah Lawrence College; M.Phil., Ph.D., New York University M.S.W., D.S.W., Hunter College, CUNY M.A., University of Chicago; Ph.D., Graduate Center, CUNY Jonathan Haynes Susanna Jones Professor of English Professor of Social Work Charles Guarria B.A. McGill University; B.A., California State University, Northridge; Chair of the Brooklyn Library M.A., Ph.D., Yale University M.S.W., San Jose State University Acquisitions Librarian; Ph.D., Graduate Center, CUNY Assistant Professor, Library Hildi Hendrickson B.A., Stony Brook University, SUNY; Department Chair; Cecil K. Joseph M.L.I.S., Queens College, CUNY; Associate Professor of Sociology/Anthropology Assistant Professor of Biochemistry (Pharmacy) M.S., LIU Brooklyn B.A., M.A., M.Phil., Ph.D., New York University B.S., University of Toronto (Canada); Ph.D., Hunter College, CUNY Sara Haden John High Associate Professor of Psychology Associate Professor of English Yusuf McDadlly Juwayeyi B.A., University of Virginia; B.A., M.A., San Francisco State University Associate Professor of Sociolology/Anthropology M.A., University of Massachusetts, Dartmouth; B.Soc.Sci., University of Malawi (Africa); Ph.D., Virginia Polytechnic Institute & State M.A., C.Phil., Ph.D. University of California, University Berkeley

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Cristiana Kahl-Collins Troy Kish Kevin Lauth Assistant Professor of Physical Therapy Assistant Professor of Pharmacy Practice Associate Dean, Richard L. Conolly College; B.S., M.A., New York University; Pharm.D., University of Toledo Professor of Media Arts Ph.D., Nova Southeastern University; B.A., Lehman College, CUNY; Neurologic Certified Specialist; John E. Knight M.S., Brooklyn College, CUNY Licensed Physical Therapist Associate Professor of Mathematics B.A., Northwestern University; Valerie Lava Michael Kavic M.S., Ph.D., Polytechnic University of New York Associate Professor of Teaching, Learning, and Assistant Professor of Physics Leadership B.S., University of Minnesota, Twin Cities Laura L. Koenig B.A., Brooklyn College, CUNY; M.S., University of North Carolina, Chapel Hill Professor of Communication Sciences and M.S., Hunter College, CUNY; Ph.D., Virginia Tech Disorders Ed.D., Teachers College, Columbia University B.A., University of Chicago; Edward Keane M.A., University of Pennsylvania; Glen D. Lawrence Reference and Instruction Librarian; Ph.D., Graduate Center, CUNY Professor of Chemistry and Biochemistry Assistant Professor, Library B.S., Pratt Institute; B.A., Syracuse University; Gary Kose M.A., Plattsburgh State University, SUNY; M.A., Stony Brook University, SUNY; Director, M.A. Program; Ph.D., Utah State University M.L.A., Queens College, CUNY Professor of Psychology B.A., Temple University; Christopher League Patricia Keogh Ph.D., Graduate Center, CUNY Associate Professor of Computer Science Head of Cataloging; B.S., Johns Hopkins University; Assistant Professor, Library Cecilia Kovac M.S., University of Maryland; B.A., University of Virginia; Director of Molecular Biology; Ph.D., Yale University M.L.S., University of Texas; Associate Professor of Biology M.A., St. Mary’s University B.S., St. John’s University; Supawadee Cindy Lee M.S., New York University; Department Chair; Kathleen Kesson M.Ph., Ph.D., Columbia University Assistant Professor of Occupational Therapy Professor of Teaching, Learning, and Leadership B.S., Chiang Mai University (Thailand); M.S.Ed., Ed.D., Oklahoma State University Kathryn S. Krase M.S., Mahidol University (Thailand); Assistant Professor of Social Work M.A., Ph.D., New York University; Camille Kiefer B.S., Cornell University; Registered Occupational Therapist Coordinator of Admission and Recruitment, M.S.W., J.D., Ph.D., Fordham University Physician Assistant Studies Laurie Lehman A.A.S., Farmingdale State College, SUNY; Elizabeth Kudadjie-Gyamfi Department Chair; B.S., LIU Brooklyn; Department Chair; Associate Professor of Teaching, Learning, and R.N., Certified Physician Assistant Associate Professor of Psychology Leadership B.Sc., University of Ghana (Africa); B.A., Clark University; John Killoran M.A., Ph.D., Stony Brook University, SUNY M.A., Arizona State University; Associate Professor of English Ph.D., New York University B.A., Concordia University; Michal Kuklik M.A., Ph.D., University of Waterloo Assistant Professor of Economics Nancy Lemberger B.A., Stony Brook University, SUNY; Associate Professor of Teaching, Learning, and Haesook Kim M.A., Ph.D, University of Rochester Leadership Associate Professor of Sociology/Anthropology B.A., M.S., California State University; B.A., M.A., Ewha University (Korea); Su-Hwan Kwak Ed.M., Ed.D., Teachers College, Columbia M.A., M.Phil., Ph.D., Columbia University Assistant Professor of Biology University B.S., M.S., Ph.D., Yonsei University (South Rachel King Korea) Melissa Lent Head of Library Media Center; Coordinator of B.S., in Health Science Assistant Professor, Library Dong Kwon B.A., Stony Brook University, SUNY; B.A., Wellesley College; Associate Professor of Biology M.S. Ed., LIU Brooklyn M.A., Columbia University; B.S., M.S., Kangwon National University (Korea); M.S.I.S; Albany State College, SUNY Ph.D., Georgia State University Timothy Leslie Associate Professor of Biology Harold L. Kirschenbaum Seema Lall B.S., Ph.D., Penn State Associate Dean for Professional Affairs, LIU Assistant Professor of Nursing Pharmacy; B.S., University of Delhi (India); Helisse Levine Professor of Pharmacy Practice B.S.N., RAK College of Nursing, University of Program Director, M.P.A.; B.S., Brooklyn College of Pharmacy; Delhi (India); Associate Professor of Public Administration M.S., LIU Pharmacy; M.S.N., Lehman College, CUNY B.A., M.A., Fairleigh Dickinson University; Pharm.D., Massachusetts College of Pharmacy Ph.D., Rutgers University

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Esther Levine-Brill Carole Maccotta Diane R. Maydick Professor of Nursing Assistant Professor of Foreign Languages and Assistant Professor of Nursing B.S., M.S., Hunter College, CUNY; Literature B.S., Rutgers University; Post Master's Certificate, LIU Brooklyn; B.A., M.A., Universite Paul Velery (France); M.S., Hunter College, CUNY; Ph.D., New York University P.D., University of North Carolina Ed.D., Columbia University

Stephanie Liapis Fraidy N. Maltz Donald McCrary Assistant Professor of Performing Arts / Dance Assistant Professor of Pharmacy Practice Associate Professor of English B.F.A., New York University; B.S., M.S., Pharm.D., LIU Pharmacy B.A., M.A., University of Massachusetts at M.F.A., University of Washington Boston; Stephen Marrone Ph.D., New York University Celia Lichtman Associate Professor of Nursing; Professor of Foreign Languages and Literature B.S., LIU Brooklyn; Maria McGarrity B.A., Brooklyn College, CUNY; M.S., University of Delaware; Associate Professor of English M.A., Ph.D., New York University Ed.D., Teachers College, Columbia University B.A., Rutgers University; M.A., University of New Orleans; Aaron Lieberman Kathleen A. Marsala-Cervasio Ph.D., University of Miami Associate Professor of Counseling & School Associate Professor of Nursing Psychology B.S., Staten Island College, CUNY; Kate McLoughlin B.S., Brooklyn College, CUNY; M.S., Hunter College, CUNY; Instructor of Teaching, Learning & Leadership M.S.W., D.S.W., Yeshiva University Ph.D., Kennington University; B.A., LaSalle University; Ed.D., Northcentral University M.A., Teachers College, Columbia University; Andrew Livanis ABD, Syracuse University Department Co-Chair; Lorraine Marsh Associate Professor of Counseling & School Associate Professor of Biology Kevin Meehan Psychology A.B., University of California at Santa Cruz; Associate Professor of Psychology B.A., M.S., St. John’s University M.A., San Francisco State College; B.A., New York University; Ph.D., Graduate Center, CUNY Ph.D., Massachusetts Institute of Technology M.A., John Jay College of Criminal Justice, CUNY; John M. Lonie Nino Marzella Ph.D., Graduate Center, CUNY Associate Professor of Social and Administrative Associate Professor of Pharmacy Practice Sciences B.S., M.S., Pharm.D., LIU Pharmacy Yuko Minowa B.S., LIU Pharmacy; Professor of Marketing M.A., The New School for Social Research; Michael Masaracchio B.S., Ph.D., Rutgers University Ed.D., Teachers College, Columbia University Associate Professor of Physical Therapy B.S., M.S., LIU Brooklyn; Diana Mitrano Hilary Lorenz DPT, Creighton University; Cataloging Librarian; Department Chair; Ph.D., Nova Southeastern University; Assistant Professor, Library Associate Professor of Visual Arts and Media Arts Licensed Physical Therapist; B.A., New York University; B.S., Western Michigan University; Orthopedic Clinical Specialist; M.L.S., M.S.Ed., LIU Brooklyn M.A., M.F.A. University of Iowa Sports Clinical Specialist Marjan Moghaddam Hannia Lujan-Upton Marion Masterson Professor of Media Arts Associate Professor of Chemistry and Director of Clinical Education, Physician B.A., Empire State College, SUNY Biochemistry Assistant Studies B.S., St. Francis College; B.S., LIU Brooklyn; Jeanmaire Molina Ph.D., Polytechnic University of New York M.P.A.S., University of Nebraska; Assistant Professor of Biology Certified Physician Assistant B.S., University of the Philippines Beverly Lyons Ph.D., Rutgers University Professor of Public Administration Nikita Matsunaga B.A., Queens College, CUNY; Professor of Chemistry and Biochemistry Stephen Molton M.A., New York University; B.A., American International College; Assistant Professor of Writing & Producing for Ph.D., Fordham University Ph.D., Iowa State University Television B.F.A., Kansas City Art Institute Amy Ma Charles Matz Associate Professor of Nursing Professor of English Maxine Morgan-Thomas A.A.S., Kishwaukee College B.A., Rutgers University; Assistant Professor of Business Law B.S., M.S., East China University of Science and M.A., Columbia University; B.A., Queens College, CUNY; Engineering (Shanghai); Ph.D., University of Notre Dame J.D., Columbia Law School, Columbia University; M.S., Medical University of South Carolina; CPA DNP, Case Western Reserve University

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Joseph Morin Joseph Nathan Samuel Park Department Chair; Director, International Drug Information Center Professor of Mathematics Professor of Biology Associate Professor of Pharmacy Practice B.S., West Virginia Wesleyan College; B.S., Southeastern Massachusetts University; B.S., M.S., LIU Pharmacy; M.A., Ph.D., University of Pittsburgh Ph.D., University of Wisconsin Pharm.D., University of Arkansas for Medical Sciences Nagin K. Patel Nelson Moses Professor of Industrial Pharmacy Professor of Communication Sciences and Samuel Newsome B.Pharm., Gujarat University (India); Disorders Associate Professor of Music M.S., Temple University; B.A., M.A., The City College, CUNY; B.A., Berklee College of Music; Ph.D., University of Maryland Ph.D., New York University M.A., Purchase College, SUNY Sarsvatkumar Patel Iris Mule Timothy V. Nguyen Assistant Professor of Pharmaceutical Sciences Director of Master of Social Work Field Education Associate Professor of Pharmacy Practice B.Pharm., Shri BM Shah College of Pharmacy, B.S.W., Virginia Commonwealth University, B.S. in Pharm., Rutgers University, SUNJ; North Gujarat University (India); M.S.W., New York University Pharm.D., University of the Sciences in M.Pharm., Ph.D., National Institute of Philadelphia Pharmaceutical Education and Research (India) Christy Mulligan Assistant Professor of Counseling & School Anna I. Nogid Robert Pattison Psychology Director, Division of Pharmacy Practice; Professor of English B.S., Kutztown University; Associate Professor of Pharmacy Practice A.B., Yale University; M.S., Eastern College; B.S., Pharm.D., LIU Pharmacy M.A., University of Sussex (United Kingdom); Psy.D., Philadelphia College of Osteopathic Ph.D., Columbia University Medicine Patricia O’Brien Associate Professor of Nursing Ximara Peckham Marlene Munn-Joseph B.S., Hunter College, CUNY; Instructor of Biology Director, Field Experiences & Student Relations; M.A., New York University; M.D., Caldas University (Colombia) Associate Professor of Teaching, Learning & Ph.D., Adelhi University Leadership Linda S. Penn B.A., M.A., Albany State University, SUNY; Doris Obler Professor of Psychology Ph.D., Indiana University, Bloomington Associate Professor of Occupational Therapy B.A., University of Michigan; B.S., Downstate Medical Center, SUNY; Ph.D., Adelphi University Deborah Mutnick M.S.W., Adelphi University; Professor of English Ph.D., Trident University; Richard Perry B.A., University of Michigan; Registered Occupational Therapist Assistant Professor of Pharmacy Practice M.F.A., University of North Carolina; Pharm.D., University of Rhode Island Ph.D., New York University Joann Paoletti Assistant Professor of Nursing Natalie J. Peters Russell Myers B.S., St. Joseph's College; Assistant Director of Clinical Education, Professor of Mathematics M.S., Wagner College Department of Physical Therapy B.S., Ph.D., Penn State University; B.S., Florida A & M University; M.S., Stony Brook University, SUNY Nicholas Papouchis D.P.T., Rocky Mountain University of Health Professor of Psychology Professions; Jadwiga S. Najib B.S., Queens College, CUNY; Licensed Physical Therapist Professor of Pharmacy Practice Ph.D., Graduate Center, CUNY B.S., St. John’s University; Anthony Q. Pham Pharm.D., University of Minnesota, Twin Cities Louis Parascandola Assistant Professor of Pharmacy Practice Professor of English B.S., University of California, Irvine; Maureen Nappi B.A., Brooklyn College, CUNY; Pharm.D., University of California, Los Angeles Assistant Professor of Media Arts M.A., LIU Brooklyn; B.F.A., M.A., Ph.D., New York University M.L.S., Pratt Institute; Michael Pizzi Ph.D., Graduate Center, CUNY Assistant Professor of Occupational Therapy; Stanley Nass Pharmacy Diploma, University of Athens Professor of Counseling & School Psychology Barbara Parisi (Greece); B.A., The City College, CUNY; Professor of Communication Studies B.S., Elizabethtown University; M.A., New York University; B.A., Hunter College, CUNY; M.S., Towson University; M.A., Ed.D., Columbia University M.A., New York University; Ph.D., Union Institute & University; M.A., Brooklyn College, CUNY; Registered Occupational Therapist M.A., Graduate Center, CUNY; Ph.D., New York University Roda Plakogiannis Associate Professor of Pharmacy Practice B.S., Pharm.D., LIU Pharmacy

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Dovenia S. Ponnoth Diane Reynolds Elizabeth A. J. Salzer Assistant Professor of Pharmaceutical Sciences Associate Professor of Nursing Division Director of Physician Assistant Program B.S., Bharati Vidyapeeth's College of Pharmacy, B.S., Hunter College/Bellevue School of Nursing, A.B., Smith College; University of Mumbai (India); CUNY; B.S., LIU Brooklyn; Ph.D., West Virginia University M.S., Health Science Center at Brooklyn, SUNY; M.A., Columbia University; Ed.D., Teacher’s College, Columbia University Certified Physician Assistant Michael Pregot Assistant Professor of Counseling & School Anthony Ricci Lisa Samstag Psychology Assistant Professor of Athletic Training, Health Professor of Psychology B.A., M.A.T., Assumption College; and Exercise Science B.A., Queen’s University (Ontario, Canada); M.A., Framingham State College; B.S., LeTourneau University; M.A., M.Phil., Ph.D., The City College, CUNY Ed.D., Boston University M.S., United States Sports Academy; M.S., University of Bridgeport Jose Ramon Sanchez Eunice Y. Pyon Director, Urban Studies Department; Assistant Professor of Pharmacy Practice Klaudia Rivera Professor of Political Science B.S., University of California, Berkeley; Professor of Teaching, Learning, and Leadership B.A., Columbia University; Pharm.D., University of California, San Francisco B.S., Central America University (Managua, M.A., University of Michigan; Nicaragua); Ph.D., New York University Elaena Quattrocchi M.S., Bank Street College of Education; Associate Professor of Pharmacy Practice Ed.D., Teachers College, Columbia University Hazel Sanderson-Marcoux B.S., Pharm.D., St. John’s University Associate Dean of Nursing; Gustavo Rodriguez Associate Professor of Nursing; Gregary J. Racz Department Chair; B.S., LIU Brooklyn; Department Chair; Associate Professor of Economics M.Ed., Ed.D., Columbia University Associate Professor of Foreign Languages & B.S., Universidad de Buenos Aires (Argentina); Literature M.A., Ph.D., New York University John Sannuto B.A., Rutgers University; Associate Professor of Communication Studies, M.A., Ph.D., Princeton University Jose Rodriguez Performance Studies and Theatre Professor of Computer Science B.A., Brooklyn College, CUNY; Paul Michael Ramirez B.A., Rutgers University; M.A., D.A., New York University Professor of Psychology M.S., New York University; B.A., Herbert Lehman College, CUNY; Ph.D., Stevens Institute of Technology Michael Saraceno M.A., New York University; Associate Professor of Occupational Therapy M.A., The City College, CUNY; Renie Rondan-Jackson B.A., M.S., Touro College; M.Phil., Ph.D., Graduate Center, CUNY Director, M.S.W. Field Education Weekend & Registered Occupational Therapist Evening Programs Warren Ratna M.S.W., Hunter College, CUNY; Kimberly Sarosky Professor of Pharmacology Ph.D., New York University Assistant Professor of Pharmacy Practice B.Sc. Hons., University of Colombo (Sri Lanka); Pharm.D., Wilkes University (Pennsylvania) M.S., University of South Carolina; Jessica M. Rosenberg Ph.D., Stony Brook University, SUNY Associate Professor of Social Work Benjamin Saunders B.A., Sarah Lawrence College; Assistant Professor of Psychology Jennifer Rauch M.S.W., Hunter College, CUNY; B.A., University of Michigan; Associate Professor of Journalism Ph.D., Yeshiva University M.A., Ph.D., University of Illinois B.A., Penn State University; M.J., Temple University Amerigo Rossi Vincent Scerbinski Assistant Professor of Athletic Training, Health Chair of Finance, Law, Accounting and Tax; Tracye Rawls-Martin and Exercise Science Associate Professor of Accounting Director, Athletic Training Education Programs; B.A., Columbia University; B.A., Fairfield University; Assistant Professor of Athletic Training, M.S., California State University M.B.A., St. Johns University; Health and Exercise Science CPA, New York and New Jersey B.S., M.S., LIU Brooklyn Elizabeth A. Rudey Professor of Visual Arts Wayne Schnatter Jo Rees B.A., New York University; Associate Professor of Chemistry and Assistant Professor of Social Work M.A., M.Ed., Ed.D., Teachers College, Columbia Biochemistry B.Sc., University College (London); University B.S. in Chemistry, B.S. in Biology, Rensselaer Dip.S.W., University of Bristol (UK); Polytechnic Institute; M.S.C., London School of Economics (UK); Peter Salber M.A., Ph.D., Princeton University Ph.D., New York University Coordinator of User Services; Associate Professor, Library Elliott P. Schuman B.A., Canisius College; Professor of Psychology M.A., New York University; B.S., United States Naval Academy; M.S.L.I.S, Pratt Institute M.A., Ph.D., Columbia University

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Bernard Schweizer Meiyu Su Professor of English; Madiha B. Sidhom Associate Professor of Mathematics B.A., University of Minnesota; Associate Professor of Pharmaceutics B.S., M.S., Henan Normal University (China); Ph.D., Duke University B.S., M.S., University of Assiut (Egypt); Ph.D., Graduate Center, CUNY Ph.D., Moscow First Medical Institute (U.S.S.R.) Vikas Sehdev Srividhya Swaminathan Assistant Professor of Pharmacology Alvin Siegel Department Chair; B.S., M.J.P., Rohilakand University (India); Professor of Chemistry and Biochemistry Associate Professor of English Ph.D., Idaho State University B.S., The City College of New York, CUNY; B.A., University of Texas, Austin; Ph.D., Rutgers University M.A., Ph.D., Pennsylvania State University Keith Serafy Professor of Biology Billy Sin Theresa Sweeny B.A., University of South Florida; Assistant Professor of Pharmacy Practice Associate Professor of Nursing M.A., Ph.D., University of Maine Pharm. D., St. John's University A.A.S., Excelsior College; B.A., University of California; Bupendra K. Shah Michael Sohn M.S., Excelsior College; Associate Professor of Pharmaceutical Sciences Assistant Professor of English M.S., University of California; B.S., Poona College of Pharmacy (India); B.A., M.A., Ph.D., New York University D.P.H., University of California M.S., University of Toledo; Ph.D., University of Wisconsin, Madison Eugene Spatz David R. Taft Division Director of Athletic Training, Health, & Professor of Pharmaceutics Roopali Sharma Exercise Science; B.S., University of Rhode Island; Associate Professor of Pharmacy Practice Coordinator, Adapted Physical Education Track Ph.D., University of Connecticut B.S., University of Rhode Island; and Coaching and Conditioning Track Pharm.D., St. John’s University B.S., University of Michigan; Jose Tello M.S., LIU Brooklyn Assistant Professor of Biology Alexander Shedrinsky B.Sc., Universidad Ricardo Palma (Peru); Professor of Chemistry and Biochemistry Amanda Speakes-Lewis M.Sc., University of Missouri, St. Louis; M.S., Leningrad University (U.S.S.R.); Assistant Professor of Social Work Ph.D., University of Illinois at Chicago M.S., Ph.D., New York University B.A., M.S.W., Stony Brook University, SUNY; D.S.W., Adelphi University Theologia Ternas Simon Sheppard Assistant Professor of Pharmacy Practice Assistant Professor of Political Science David Spierer Pharm.D., College of Pharmacy, St. John’s B.A., Auckland University (New Zealand); Associate Professor of Athletic Training, Health University M.A., Victoria University of Wellington (New and Exercise Science Zealand); M.A., Ph.D., Columbia University Arpi Siran Terzian Ph.D., John Hopkins University Assistant Professor of Athletic Training, Health Grazia Stagni and Exercise Science Herbert Sherman Professor of Pharmaceutics B.A., Brown University; Department Chair, Managerial Sciences; B.S., Università Degli Studi di Bologna (Italy); M.P.H., Emory Rollins School of Public Health; Professor of Management M.S., Ph.D., University of Texas at Austin Ph.D., John Hopkins Bloomberg School of Public B.A., The City College of New York, CUNY; Health M.S., Polytechnic University; Rebecca A. States Ph.D., The Union Institute and University Associate Professor of Physical Therapy Yuliana Toderika (Cincinnati, OH) B.A., Barnard College, Columbia University; Assistant Professor of Pharmacy Practice; M.A., Teachers College, Columbia University; Pharm D., LIU Pharmacy Lu Feng Shi Ph.D., Columbia University Associate Professor of Communication Sciences & Rosa Torres Disorders Patricia Stephens Director of Physical Therapy Admissions B.M. Shanghai Medical University (China); Associate Professor of English B.S., M.S., D.P.T., LIU Brooklyn M.S., Ph.D., Syracuse University B.A., The City College, CUNY; M.A., Graduate Center, CUNY; Cecelia Traugh Ellen L. Short Ph.D., New York University Dean, School of Education; Associate Professor of Counseling & School Director, Center for Urban Educators; Psychology Brook Stowe Professor of Teaching, Learning and Leadership B.A., Lawrence University; Coordinator of Library Instruction; B.A., M.A., University of California, Riverside; M.A., Northwestern University; Assistant Professor, Library Ph.D., University of California, Berkeley Ph.D., New York University B.A., Vermont College; M.L.S., Queens College, CUNY; Ellen Tuchinsky Joanna Shulman M.A., LIU Brooklyn Director of Clinical Education, Diagnostic Medical Director, Physician Assistant Studies Medical Sonography; B.S., Swarthmore College; B.A., Queens College CUNY; M.S., Massachusetts Institute of Technology; Certificate in D.M.S., New York University M.D., New York Medical College

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Martha Tyrone Valerie C. Walker Kerry Weinberg Assistant Professor of Communication Sciences & Professor of Public Health Associate Professor of Diagnostic Medical Disorders B.S., Hunter College, CUNY; Sonography B.A., M.S., University of Chicago; M.S., M.P.H., Columbia University; Certificate., Maryland Institute of Ultrasound; M.S., Rutgers University; R.N., C.N.M. B.A., Fordham University; Ph.D., City University (London) M.P.A., New York University Colleen Walsh Hatice Uzun Assistant Director, Teaching Fellows Program; Scott Westervelt Associate Professor of Finance Instructor of Teaching, Learning, and Leadership Practicum Coordinator, B.S. in Health Sciences B.S., Hacettepe University (Turkey); B.A., University of Southern California; and Master of Public Health Programs M.B.A, Ph.D., Drexel University M.P.A., University of Pittsburgh B.S. Sienna College; M.S. Canisius College Sheila P. Vakharia Amy Wang Assistant Professor of Social Work Assistant Professor of Pharmacy Practice Dwayne A. Williams B.A., University of Rochester; Pharm.D., M.B.A., University of Kentucky Pre-clinical Coordinator, Physician Assistant M.S.W., Binghamton University, SUNY; Studies Ph.D., Florida International University Donna Wang B.S., LIU Brooklyn; Department Chair, Certified Physician Assistant Michael Valenti Assistant Professor of Social Work Assistant Professor of Nursing B.S., Shippensburg University; Shalonda Williams A.A.S., Long Island College Hospital; M.S.W., Temple University; Assistant Professor of Pharmacy Practice B.S., St. Francis College; Ph.D., Fordham University B.S., Pharm D., University of North Carolina at M.S. , New York University Chapel Hill Ingrid Wang Bryn Van Patten Director of the Brooklyn Library; Wendi Williams Assistant Professor of Athletic Training, Health Associate Professor, Library Department Co-Chair; and Exercise Science B.A., Nanjing Normal University (China); Associate Professor of Counseling & School B.S., Syracuse University; M.S.L.S., Clarion University of Pennsylvania; Psychology M.S., Cortland University, SUNY M.S., Brooklyn College, CUNY B.S., University of California, Davis; M.A., Pepperdine University; Nadarajah Vasanathan Joram Warmund Ph.D., Georgia State University Department Chair; Division Coordinator Social Sciences; Associate Professor of Chemistry Department Chair; Lester Wilson B.Sc., University of Jafna (Sri Lanka); Professor of History Director of United Nations Graduate Certificate M.A., Ph.D., City College of New York, CUNY B.A., Queens College, CUNY; Program; M.A., Columbia University; Professor of History Gail-Ann G. Venzen Ph.D., New York University A.B., University of Chicago; Associate Professor of Communication Studies, B.S., Roosevelt University; Performance and Theatre Lewis Warsh M.A., Ph.D., University of Illinois B.A., M.A., Brooklyn College, CUNY; Director of MFA Program; Ph.D., Howard University Professor of English Constance Woo B.A., M.A., City College of New York, CUNY Professor, Library Sharon Verity B.F.A., New York Institute of Technology; Associate Division Director, Physician Assistant Holly Wasserman B.A., M.A., C.Phil, Ph.D., University of Studies Academic Fieldwork, Director of Evening and California, Los Angeles; B.A., Binghamton University, SUNY; Weekend Program, Occupational Therapy C.A.S., M.L.S., LIU Post B.S., Stony Brook University, SUNY; B.S., Brooklyn College, CUNY; M.P.A.S., University of Nebraska; M.S., Boston University Elaine Wong Certified Physician Assistant Associate Professor of Pharmacy Practice Samuel Watson Pharm.D., LIU Pharmacy Susan Villegas Professor of Chemistry and Biochemistry Assistant Professor of Pharmacy Practice B.S., Stanford University; Philip Wong Pharm.D., West Virginia University M.S., San Francisco University; Director of Clinical Psychology Ph.D. Program; Ph.D., Princeton University Professor of Psychology Maria Vogelstein B.Sc., Brown University; Assistant Dean, Richard L. Conolly College; Wanda Watson M.A., Ph.D., University of Michigan Assistant Professor of Biology Instructor of Teaching, Learning & Leadership B.S., St. Joseph’s College; B.A., M.A., Stanford University; Yafeng Xia M.S., New York University A.B.D., Columbia University Professor of History B.A., M.A., Nanjing Normal University (China); Ph.D., University of Maryland

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Jun-Yen Yeh Assistant Professor of Pharmaceutical Sciences B.S., Taipei Medical University (China); M.S., National Taiwan University (Taiwan); M.S., Ph.D., University of Texas at Austin

Gina Youmans Associate Professor of Communication Sciences and Disorders B.S., M.S., Ph.D., Florida State University; M.S. University of North Carolina

Scott Youmans Associate Professor of Communication Sciences and Disorders B.S., College of Saint Rose; M.Ed., North Carolina Central University; Ph.D., Florida State University

Joel Zablow Assistant Professor of Mathematics B.S., Reed College; M.S., University of Oregon; Ph.D., Graduate Center, CUNY

Andreas A. Zavitsas Senior Professor of Chemistry and Biochemistry; B.S., City College of New York, CUNY; M.A., Ph.D., Columbia University

Tina Zerilli Associate Professor Pharmacy Practice Pharm.D., LIU Pharmacy

Yudan Zheng Associate Professor of Finance B.A., M.A., Xiamen University (China); M.B.A., Ph.D., Rutgers University

Martin Zimerman Electronic Services Librarian; Assistant Professor B.A., City College, CUNY; M.L.S., Queens College, CUNY; M.P.A., LIU Brooklyn

Hyam L. Zuckerberg Professor of Mathematics B.A., B.H.L., M.A., Ph.D., Yeshiva University

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LIU BROOKLYN Stacy Jaffee Gropack ’85 Buildings and Grounds B.S., M.S., Ph.D., FASAHP Wayne Hamilton ADMINISTRATION Associate Dean B.S., M.B.A. Director

SCHOOL OF NURSING Administration Admissions Judith M. Erickson Richard S. Sunday ’00 Gale Stevens Haynes ’72, ’76 B.S., M.A., Ph.D. B.A., M.A. B.A., M.S., J.D., LL.D. Dean Dean of Admissions Vice President, Chief Operating Officer and Legal Counsel Hazel Sanderson-Marcoux ’81 George Terry

B.S., M.Ed., Ed.D., R.N. B.S., M.S.Ed. Academic Deans Associate Dean Senior Associate Dean of Admissions

RICHARD L. CONOLLY COLLEGE OF LIU PHARMACY Athletics LIBERAL ARTS AND SCIENCES Arnold & Marie Schwartz College of Pharmacy Brad Cohen ’91, ’94 and Health Sciences B.A., M.A. David Cohen ’63, ’66 Interim Director B.S., M.S., Ph.D. Stephen M. Gross Dean B.S., M.A., Ed.D Campus Ministry Dean The Rev. Charles P. Keeney Kevin Lauth B.A., M.Div. B.A., M.S. Martin E. Brown Associate Dean B.S., M.S. Center for Urban Educators Associate Dean Cecelia Traugh Oswaldo Cabrera ’78, ’91 B.A., M.A., Ph.D. B.S., M.A. Harold L. Kirschenbaum ’74, ’79 Director Assistant Dean B.S., M.S., Pharm.D. Associate Dean for Professional Development Core Seminar Maria Vogelstein Bernice Braid B.S., M.S. Kenza Benzeroual B.A., M.A., Ph.D. Assistant Dean B.S., M.S., M.S., Ph.D. Director Assistant Dean for Academic and Student Affairs SCHOOL OF BUSINESS, PUBLIC Office of Development and Alumni Relations ADMINISTRATION AND INFORMATION LIU GLOBAL; Christine M. Lunsford SCIENCES INTERNATIONAL EDUCATION B.A., M.B.A. Director of Alumni Relations and Annual Fund Kenneth Colwell Jeffrey Belnap B.Sc., M.B.A., Ph.D. B.A., M.A., Ph.D. Kim Williams Clark Dean Dean, University Dean B.S., J.D. Executive Director of Development and Major Linette Williams Kathleen Modrowski Gifts B.S., M.S.Ed. B.A., M.A. Assistant Dean Assistant Dean English Language Institute Stanley J. Zelinski, III SCHOOL OF EDUCATION; Administrative Deans and B.A., M.A. CENTER FOR URBAN EDUCATORS Associate Dean Directors

Cecelia Traugh HEOP (Higher Education Opportunity Program) Office of Campus Operations B.A., M.A., Ph.D. Okarita Stevens ’84 Brad Cohen ’91, ’94 Dean, Director B.S., M.S. B.A., M.A. Director Executive Director of Campus Operations; Amy Ginsberg Director of Human Resources B.A., M.A., M.Ed., Ph.D. Information Technology

Associate Dean Kamel Lecheheb Hazel Seivwright ’95, ’97 B.S., M.S., Ph.D. B.Sc., M.S., M.P.A. SCHOOL OF HEALTH PROFESSIONS Deputy CIO, Dean Director of Campus Operations and Continuing

Education Barry S. Eckert Delicia M. B. Garnes ’92

B.S., M.S., Ph.D., FASAHP B.S., M.S., Ph.D. Campus Security Dean Director Selvin Livingston Director

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Information Technology Resource Center Office of Student Leadership and Development University Honors Program Devabrata Mondal ’92, ’01 Karlene Jackson Thompson James Clarke B.S., M.S., M.S., M.S. B.A., M.A., M.S. B.A., M.A., Ph.D. Director Director Director

Enrollment Services Office of Institutional Advancement Melissa Antinori Margaret Nelson James A. Cribbs B.A., M.A., M.S.L.I.S. B.A., M.B.A. B.B.A., J.D. Associate Director Executive Director Campus Grants Coordinator

Learning Center for Educators & Families Public Relations Charlotte Marchant Lindsey Amparo B.A., M.A. B.A. Director Office of Marketing and Public Relations

Learning Support Services Office of Campus Effectiveness and Academic Diana Voelker ’74, ’86 Support B.A., M.S. Gladys Palma de Schrynemakers ’90 Director B.A., M.S., P.D., Ed.M., Ed.D. Executive Director Library Zhonghong Ingrid Wang Writing Across the Curriculum and the Center B.A., M.S.L.S., M.S. for Learning and Academic Success Director William Burgos B.A., Ph.D. Student Support Services Director Joanne Hyppolite B.A., M.A., Ph.D. Mathematics Center Associate Director Dung Duong B.S. LIU Promise Assistant Director Gladys Palma de Schrynemakers ’90 B.A., M.S., P.D., Ed.M., Ed.D. Multimedia Language Laboratory Director Peter Kravsky ’98, ’04 B.A., M.S. Sabrina Spadafino Associate Director B.S., M.S.Ed. Associate Director Testing Center Andres Marulanda Melissa Ruiz B.S., M.B.A. B.A., M.S.W. Director Associate Director Writing Center Office of Career Services Patricia Stephens Amy Rothenberg B.A., M.A., Ph.D. B.S., M.S.Ed. Director Director Lynn Hassan Division of Student Affairs B.A., M.A., M.F.A. Jessica Hayes Associate Director B.S., M.S., Ed.D Dean Registrar Beth Wilkow ’91 Pia Stevens Haynes ’02, ’04, ’06 B.A., M.S. B.S.W., M.S.Ed., M.S.W. Associate Dean, Enrollment Services/Registrar Associate Dean LIU

International Students School of Continuing Studies Steve A. Chin ’90 Hazel Seivwright ’95, ’97 B.A., M.B.A. B.Sc., M.S., M.P.A. Director Director

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LIU TRUSTEES, OFFICERS AND ADMINISTRATION

Board of Trustees

CHAIRMAN Daniel B. Fisher ’ 67 Harvey Simpson Eric Krasnoff Peter Gibson ’82 Sharon Sternheim Michael Gutnick ’68 Ronald J. Sylvestri ’66 SECRETARY Steven S. Hornstein ’80 Edward Travaglianti H’14 Steven J. Kumble H’90 Alfred R. Kahn ’ 84, H’05 Charles Zegar '71 Shirley Strum Kenny MEMBERS Steven J. Kumble H’90 TRUSTEES EMERITI Linda Amper ’78, ’85 Leon Lachman H'12 William F. de Neergaard ’47, H’98 Rao Subba Anumolu Brian K. Land ’86 Donald H. Elliott H’85 Roger L. Bahnik Howard M. Lorber ’70, ’91, H’01 Eugene H. Luntey H’98 Stanley F. Barshay ’60 Michael Melnicke John M. May Mark A. Boyar ’65 Theresa Mall Mullarkey Richard Stark Michael Devine ’68 Salvatore Naro ’83 Rosalind P. Walter H’83 Michael N. Emmerman ’ 67 Richard P. Nespola ’67, ’73 William Nuti ’86 EX OFFICIO Joel Press ’68 Kimberly R. Cline Thomas L. Pulling Daniel Simmons, Jr. '85, H'12 H - indicates honorary doctorate from LIU.

Senior Leadership Team

Kimberly Cline Christopher Fevola Jeffrey Kane B.S., M.B.A., J.D., Ed.D. B.S., M.B.A. B.A., M.A., Ph.D. President Vice President and Chief Financial Officer Vice President for Academic Affairs

George Baroudi Michael Glickman Jackie Nealon B.S. B.A., M.A. B.A., M.S., Ed.D. Chief Information Officer Chief of Strategic Partnerships and University Chief of Staff and Vice President for Enrollment, Advancement Campus Life and Communications

Gale Stevens Haynes ’72, ’76 (M.S.) B.A., M.S., J.D., L.L.D. Vice President, Chief Operating Officer, and Legal Counsel ______

Mary M. Lai ’42, H’86 B.S., M.S., D.H.L., D.B. Senior Advisor and Treasurer Emerita

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University Administration Loretta Knapp Spencer S. Simon B.S.N., M.A., Ph.D. B.S., M.B.A. Jeffrey Belnap Deputy Vice President for Academic Affairs University Director of Academic Workload B.A., M.A., Ph.D. University Dean of International Education Kirk D. Lenga Matthew A. Siebel B.S., M.S. B.A., J.D. Alain Brussey Associate Vice President and Director of Budgets Associate Counsel B.A. & Procurement Director of University Systems David M. Sollors Kamel Lecheheb A.B., J.D. Claude Cheek B.S., M.S., Ph.D. Assistant Counsel & Compliance Officer B.A., M.A., M.B.A. Deputy CIO, Information Technology Executive Director of Institutional Research Elliott Sroka Jennifer Carpenter Low B.S., M.S. Esther Cho B.A. Associate Vice President and Director of Budgets P.M.P., M.S. Director of Marketing and Advancement & Procurement Director of Information Technology Operations Projects/Business Analyst Matilda Tazzi David Mainenti Director, University Mailing, Duplicating, and Lisa Conza B.S., M.S. Courier Services B.S. Associate Vice President for Student Director of Human Resources Administration & Financial Services and Compliance Peter Tymus Special Projects B.E. Catherine Murphy Associate Vice President for Capital Projects Theresa D’Antonio B.A., J.D. Associate Controller for CFS Associate Counsel Gail D. Weiner B.A., M.A., J.D. Virginia DeFrancesco S. Gavi Narra Director of Employee Relations B.A. B.S., M.S. Director of Academic Affairs Administration Deputy CIO, Information Systems Christopher A. Williams, Esq. B.A., J.D. Valeda Frances Dent Linda Noyes Director of Government Relations and B.A., M.S.W., M.I.L.S., Ph.D. C.P.P. Foundations

Dean of University Libraries Associate Controller for Compensation Operations and Tax Compliance John Doran B.A. Joy Paulsen Director of Employee Benefits B.S., M.S. Associate Controller, Accounting Projects Melodee A. Gandia ’00 B.S., M.S. Joseph Pelio Jr. ’93 Associate Vice President for Development B.S., M.S. Associate Controller for Accounting Services Heather Gibbs ’03 B.A., M.S. M. Peggy Riggs ’89 Director of Institutional Effectiveness & Shared B.S. Services Academic Budget Officer

Kathleen Gill Anthony J. Riso B.A., M.A., Ph.D. B.S., M.B.A. University Director of Assessment Assistant Controller

Salvatore Greco Kathryn Rockett B.S., M.S. B.A., M.A., M.B.A. Executive Director of Information Systems Director of Sponsored Research

Stephen Hausler ’02 Michael Schiavetta B.A. B.A., M.A. Director of Creative Services Director of Editorial Services

Lee Kelly Mark Schmotzer B.A., M.B.A., Ed.D. B.S., M.B.A., C.P.A. Interim Executive Director of Human Resources Associate Vice President and Controller

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