Graduate Academic Catalog • 06/07

www.rider.edu Rider University • 2083 Lawrenceville Road • Lawrenceville, New Jersey 08648-3099 • 609.896.5000

TABLE OF CONTENTS e

General Information ...... 1 our Lif

Westminster Choir College ...... 2

Business Administration ...... 3 Calendar ...... 4 Degree Programs ...... 4

e Learning Meets Y Application Procedures ...... 6

her Course Descriptions ...... 8 W

Y • Education and Human Services ...... 15 IT S

R Calendar ...... 16 E V

I Programs of Study ...... 18 N Course Descriptions ...... 35 R U E D I R Procedures and Policies ...... 53

Campus and Facilities ...... 57

Directories ...... 61

Index ...... 77

Guide to the Catalog ...... 79

Travel Directions ...... 80

For further information, contact: Rider University 2083 Lawrenceville Road Lawrenceville, New Jersey 08648-3099

Office of Graduate Admission 609-896-5036 Graduate Programs in Business Administration 609-896-5127 Graduate Programs in Education and Human Services 609-896-5353

or visit our Web site: www.rider.edu GENERAL INFORMATION

Rider’s Vision Historical Sketch ices program in the School of Education holds the Council for Accreditation of Rider University will be a leader in Rider University is an independent, private, Counseling and Related Education American higher education celebrated for institution founded in 1865 as Trenton Programs (CACREP) national accreditation. educating talented students for citizenship, Business College. Soon after the turn of the Rider University is regionally accredited by life and career success in a diverse and inter- century, teacher education was added to a the Middle States Association of Colleges dependent world. Rider will achieve dis- curriculum that had focused on training and Schools. tinctiveness by focusing on students first, by young men and women for business careers. cultivating leadership skills, by affirming The first baccalaureate degree was offered in teaching and learning that bridges the theo- 1922. In 1957 offerings in liberal arts, sci- Memberships retical and the practical and by fostering a ence and secondary education were added. W culture of academic excellence. Four separate schools emerged as a result of Rider is a member of the Association of a reorganization in 1962. The well-estab- American Colleges, the American Council W Rider’s Mission Toward 2010 lished schools of Business Administration on Education, the New Jersey Association of W

and Education were joined by two new Colleges and Universities, the National .R

Rider attracts and graduates talented and schools–Liberal Arts and Science and the Commission on Accrediting (not an accred- I motivated students with diverse back- Evening School. The schools of Business iting agency), the American Association of D Colleges for Teacher Education, the E grounds from across the nation and around Administration and Education have each R.E the world and puts them at the center of our since added a division of graduate studies and National Association of Business Teacher Education, the Middle Atlantic Association learning and living community. the Evening School has been reorganized into D

As a learner-centered University dedicated the College of Continuing Studies. In 1988, of Colleges of Business Administration, U to the education of the whole student, Rider the School of Education was renamed the AACSB International – The Association to provides students the intellectual resources School of Education and Human Services to Advance Collegiate Schools of Business, and and breadth of student life opportunities of reflect the scope of its curricula. In July 1992, the National Association of Schools of a comprehensive university with the person- Westminster Choir College in Princeton, NJ, Public Affairs and Administration. al attention and close student-faculty inter- merged with Rider to become Westminster Rider University is also a member of the actions of a liberal arts college. Choir College, The School of Music of Rider National Collegiate Athletic Association Through a commitment to high quality College. (NCAA) Division I for both men’s and teaching, scholarship and experiential On March 23, 1994, the New Jersey Board women’s athletics. The University offers 20 opportunities, faculty on both campuses of Higher Education designated Rider a varsity sports – 10 men’s and 10 women’s provide undergraduate and graduate stu- teaching university pursuant to N.J.A.C. teams – and is a member of the Metro dents rigorous and relevant programs of 9:1-3.1 et seq. On April 13, 1994, Rider’s Atlantic Athletic Conference (MAAC). study to expand their intellectual, cultural name was officially changed to Rider and personal horizons and develop their University. Today, the University’s academic leadership skills. Our highly regarded pro- units are the College of Business Professional Outreach grams in the arts, social sciences, sciences, Administration; the College of Liberal Arts, and Service Programs music, business and education challenge Education, and Sciences (including the students to become active learners who can School of Education and the School of Liberal In Rider’s efforts to fulfill one of its stated acquire, interpret, communicate and apply Arts and Sciences); the College of Continuing objectives, that of “seeking and implement- knowledge within and across disciplines to Studies; and Westminster Choir College. ing effective means for bringing the foster the integrative thinking required in a resources of the institution to bear on the complex and rapidly changing world. needs of the broader society,” Rider engages Rider attracts highly qualified faculty, staff Accreditations in activities that do so while providing addi- and administrators with diverse back- tional study and training opportunities for grounds who create an environment which The University’s many specialized accredita- both faculty and students. inspires intellectual and social engagement, tions attest to the quality of its academic The Business Advisory Board facilitates stimulates innovation and service and programs. Rider is among the select busi- the exchange of ideas and advice between encourages personal and professional devel- ness schools to have attained AACSB prominent leaders of the business communi- opment. As key members of our University International (Association to Advance ty and Rider faculty, students and staff. The community, it is their commitment to our Collegiate Schools of Business) accreditation board provides a range of current and values, vision and mission that will ensure and one of only two schools in New Jersey to emerging business insights as input to Rider’s success. hold the specialized AACSB accreditation in development and advancement of the Rider The University’s institutional identity will accounting. Elementary and secondary edu- business education experience. Similarly, the continue to reflect the strengths of its people, cation programs and their applicable gradu- Accounting Advisory Council works closely history, location and shared values, among ate programs on both campuses are accredit- with the accounting department on issues which are a commitment to diversity, social ed by the National Council for the specific to the M.Acc. program and account- and ethical responsibility and community. Accreditation of Teacher Education ing in general. A specific service function is The success of our graduates will be demon- (NCATE). The undergraduate and graduate performed by the accounting department’s strated by their personal and career achieve- music programs of Westminster Choir participation in the Volunteer Income Tax ments and by their contributions to the cul- College are accredited by the National Assistance (VITA) program. Each year, tural, social and economic life of their com- Association of Schools of Music (NASM). In accounting majors reach into the communi- munities, the nation and the world. addition, Rider’s graduate counseling serv- ty by helping (free of charge) elderly and

page 1

GENERAL INFORMATION

low-income persons complete their tax returns. The students, in turn, benefit from special IRS training and the opportunity for

e Westminster Choir College field experience. The Science Advisory Board provides a Westminster Choir College of Rider University is a professional college of our Lif unique interface between Rider and the scien- music located on a 23-acre campus in Princeton, NJ, seven miles north of tific and business communities. The board Rider’s Lawrenceville campus. The Master of Music degree is offered with was established to provide advice and counsel majors in sacred music, music education, choral conducting, voice peda- on the continuing development of undergrad- gogy and performance, organ performance, piano accompanying and coach- uate science education at Rider and to effect ing, piano pedagogy and performance, piano performance, and composi- cooperative efforts between the scientific and tion. Summer programs leading to the Master of Music Education and business communities. Master of Voice Pedagogy are also offered. e Learning Meets Y The Education Advisory Board makes con- Choral music performance lies at the heart of the Westminster program. nections with alumni, government, schools, her Preparation and performance of choral/orchestral works at times takes W professional agencies, business and industry, precedence over all facets of campus life. All graduate students sing for a and the general public to promote the inter-

Y • minimum of one year in the Westminster Symphonic Choir. They may also

IT ests of the professional programs and facilitate S audition to become members of the Westminster Choir, Williamson R

E support for them.

V Voices, Westminster Kantorei, Jubilee Singers, and Concert Handbell I

N Choir. R U

E The Symphonic Choir has performed hundreds of times and made many D I Office of Graduate Admission recordings with the principal orchestras of New York, Philadelphia, and R Washington. It has also performed in New York with many touring orches- Rider University offers several graduate tras such as the Atlanta Symphony, Los Angeles Philharmonic, Berlin degree and graduate-level certificate pro- Philharmonic, and Vienna Philharmonic. Virtually every major conductor grams. For graduate admission information, of the 20th century, from Toscanini and Walter through Bernstein, Muti, call the office of graduate admission, 609- and Masur, has conducted the Symphonic Choir during the 79 years of the 896-5036. college’s history. A Master of Business Administration, an More complete information about the Westminster program may be Executive Master of Business Administration found in its separate catalog or online at and a Master of Accountancy can be pursued http://westminster.rider.edu. through the College of Business Administration. Students pursuing these degrees may choose to concentrate their studies in the areas of entrepreneurial business, finance, global business, healthcare administration, management, or marketing. Many students elect to create a more diverse skill set or unique experience by selecting a variety of electives. For College of Business Administration academic assistance and guidance, call 609-896-5127. The School of Education and department of education and human services offers a Master of Arts in the fields of counseling services; curriculum, instruction and supervision; educational administration; human services administration; reading/language arts, and special education teaching, as well as educational specialist degrees in counseling services and school psychology. The School of Education also offers numerous graduate-level teaching certifications, early childhood education certification, teacher of students with disabilities certification, programs leading to certification as a school supervisor, assistant superintendent Williamson Hall, Princeton, NJ for business, director of student personnel services, reading specialist, school psychologist and several more. For School of Education and department of education and human services academic assistance and guidance, call 609-896-5353. page 2

e our Lif e Learning Meets Y her W Y • IT S R E V I N R U E D I R

Business Administration Graduate Academic Catalog • 06/07

College of Business Administration www.rider.edu/cba

Master of Accountancy www.rider.edu/macc

Master of Business Administration www.rider.edu/mba

Executive MBA www.rider.edu/emba

www.rider.edu

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BUSINESS ADMINISTRATION

Calendar April •Quality and continuous improvement in 15 Sunday everything we do. FALL SEMESTER 2006 Third deferred-tuition payment due e 28 Saturday The Executive MBA places particular September Spring semester classes end emphasis on leadership and advanced man- our Lif 6 Wednesday (at close of classes) agement skills. The Executive MBA is a Classes begin 30 Monday cohort-based program designed to meet the Spring semester exams begin needs of more experienced managers. October 1 Sunday May Objectives Last day for filing degree applications 5 Saturday The MAcc Program prepares individuals for for December 2006 Final exams end careers in the accounting profession. Those

e Learning Meets Y 15 Sunday 11 Friday students who wish to pursue a career in pub- Second deferred-tuition payment due Commencement lic accounting will be able to develop her

W required technical competencies and meet November SUMMER SESSION 2007 evolving credit-hour requirements for licen- Y •

IT sure. Career paths in areas outside of public

S 15 Wednesday R

E Third deferred-tuition payment due June accounting, to include corporate, financial or V I

N 22-25 Wednesday-Saturday 1 Friday governmental entities, are facilitated

R U No classes Last day for filing application to through the use of elective course offerings. E D

I Thanksgiving recess graduate in August 2007 Required courses emphasize an integration R 27 Monday and synthesis of accounting subject matter. Classes resume Course work assumes that students have Mission Statement established a basic foundation level of under- December standing of accounting at the undergraduate 9 Saturday The mission of the College of Business level. Students with nonaccounting under- Fall semester classes end Administration is to provide a quality graduate backgrounds will complete addi- (at close of classes) business education based on dynamic and tional preliminary course requirements. 11 Monday innovative curricula to build professional Graduate accounting courses are offered in Fall semester exams begin competencies that enable our graduates to be the evening with a limited offering also 15 Friday productive, socially responsible participants scheduled during afternoons. Graduate, non- Spring 2007 and summer 2007 in the rapidly changing global marketplace. accounting electives are available in the degree applications due We create a supportive academic environ- evening. 16 Saturday ment and provide our students opportunities The MBA Program prepares individuals Final exams end for experiential learning. Our programs for career advancement as managers and lead- develop communication, interpersonal, ers of organizations. Guided by this philoso- SPRING SEMESTER 2007 teamwork, leadership, critical-thinking and phy, the college has developed a flexible and problem-solving skills. forward-looking degree program built on a January We are committed to continuous improve- long tradition of business education excel- 22 Monday ment as we strive for excellence. We ensure lence. Classes begin an infusion of current theory and practice in The curriculum provides a distinctive and our curricula through scholarly research, pro- effective business learning environment that February fessional activity and extensive business part- emphasizes advanced business theory, critical 15 Thursday nering. interpersonal communication skills, a cross- Last day for filing application to functional integration of business theory and graduate in May 2007 Degree Programs processes, and the ability to manage in a Master of Accountancy (MAcc), Master of changing environment. Program flexibility is March Business Administration (MBA) and encouraged and supported by a variety of 1 Thursday Executive MBA degree programs are offered. MBA and MAcc electives. As a result, stu- Graduate students priority deadline The Rider University College of Business dents have the option to pursue a general for filing federal financial aid forms Administration has a distinctive approach to MBA program creating a personalized skill 10 Saturday business education and learning as defined set from the full menu of electives. Students Spring recess begins by the mission statement. With the guidance may also elect to concentrate in one of the (at close of classes) of our mission statement, graduate business functional disciplines of finance, manage- 15 Thursday programs strive for excellence through a par- ment or marketing, or pursue an interdisci- Second deferred-tuition payment due ticularly strong emphasis on: plinary concentration in entrepreneurship, 19 Monday •Providing an innovative, flexible and global business or health-care administration. Classes resume dynamic curriculum; The program is designed for students •Student development through experien- with full-time career track positions and/or tial learning; similar work experience. All courses are •Alliances with businesses locally and offered during evening hours, Monday internationally; through Thursday. A limited selection of page 4

BUSINESS ADMINISTRATION courses is also available on Saturdays. All Note: Accounting students preparing for basic requirements are offered during both Master of Accountancy the CPA exam will need up to six credits of fall and spring semesters and most are (M.Acc.) law course work. MBAD-682 Business Law offered in the summer. While most students may be used toward the CPA law require- pursue the program on a part-time basis, www.rider.edu/macc ment. However, the exact requirement is a courses are scheduled to allow a student to function of previous course work and state fast track a degree full-time by enrolling in Course Requirements jurisdiction. Similarly, the student may up to four courses in the fall and spring The MAcc program consists of 30 semester need additional course work in auditing. semesters and two in the summer. hours at the graduate level, (600-700 level Students are required to review the law and Courses are taught in small sections usu- only). Fifteen or 18 semester hours (five or six auditing requirements with the chairperson ally by full-time faculty holding doctorates. courses) are in accounting subjects and the of the accounting department (609-896- WWW Most faculty members are engaged in remaining 12 or 15 semester hours are to be 5032). W research in their fields, and many have busi- taken as graduate business electives. Please W ness experience as well. In addition, since refer to the MBA course descriptions for a Preliminary requirements W .RIDER.EDU most of the students are employed in profes- listing of MBAD-6xx elective courses. MAcc Nonaccounting .R students may elect to use the MBA electives sional or managerial positions, they bring a 12 semester hours (for nonbusiness under- I wealth of business experience to share with to create concentrations. See the “concentra- graduate degree or outdated coursework) D their peers. tion” section provided under the MBA policy E The Executive MBA program allows portion of this catalog. Required graduate MBAD-524 Fundamentals of Accounting R.E experienced business professionals to earn an accounting courses are offered each semester. MBAD-531 Economic Analysis Graduate accounting electives are typically D

MBA in less than two years (21 months), MBAD-560 Marketing Management U while continuing to work full time. It also offered on a three-semester rotational basis. MBAD-570 Management Theory and allows students to enter the program, com- Application plete classes and graduate with the same Required graduate accounting integrated group of up to 30 students. The courses Preliminary requirements program consists of two parts: the first half MACC-650 Seminar in Taxation Accounting delivers a solid foundation in business con- MACC-652 Analysis of Accounting Data 15 semester hours (for nonaccounting busi- cepts and basic leadership and team skills; MACC-654 Issues in Financial Reporting ness undergraduate degree or outdated the second half provides advanced executive MACC-656 International Dimensions of coursework) sessions. A series of skill sessions (generally Accounting held on Friday evenings) are also included in ACC-302 Cost Management the curriculum. In addition, there is a semi- Elective graduate accounting courses ACC-310 Accounting Theory and nar on international business, which (3 or 6 credits) Concepts I includes about two weeks of travel in MACC-658 Governmental and Not for ACC-311 Accounting Theory and Eastern Europe or Asia. Other program Profit Accounting Concepts II highlights include: learning advanced theo- MACC-660 Research in Financial ACC-400 Principles of Auditing ry from the faculty plus practical executive Accounting ACC-410 Fundamentals of Federal input from current business leaders who are MACC-662 Auditing Practice Taxation brought in to work alongside the faculty and Problems MACC-663 Fraud and Forensic lending their personal insight to the class- Master of Business room discussion; Convenient scheduling (all Accounting courses are on Saturdays - plus the Friday MACC-664 Issues in Managerial Administration (MBA) evening skills training sessions noted Accounting above); and, classes are held at a local MACC-666 Cases in Taxation www.rider.edu/mba or (Princeton area) executive conference center. MACC-667 Business Valuations: www.rider.edu/emba Please see the Executive MBA Web site at Fundamentals, Techniques www.rider.edu/emba for unique admission & Theory The MBA Program requires 15 semester requirements, program schedules and other MACC-668 Information Systems hours of advanced core courses, 12 to 15 relevant information. MACC-670 Accounting Internship semester hours of elective courses and 24 (requires prior approval of semester hours of core courses. A student Professional Accreditation the accounting department must complete between 30 and 51 semester chairperson) hours, depending on how many core courses Rider University College of Business MAcc students who do not have an are waived. Electives may be used to concen- Administration programs were accredited by accounting undergraduate background will trate in the areas of entrepreneurship, global AACSB International – The Association to need to complete 12 semester hours of nonbusiness, health-care administration, mar- Advance Collegiate Schools of Business in accounting and 15 semester hours of keting, management or finance or to enrich 1993 and reaffirmed in 2000. In addition, the accounting preliminary requirements. your degree from a variety of courses, accounting program was further recognized Waiver of these courses follows the same depending on professional needs and inter- for excellence with AACSB International guidelines as those defined for the MBA ests. The director of the MBA program is Accounting Accreditation in 2000. core courses discussed in the next section. available to advise students relative to maxi- mizing the effective selection of electives.

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page R I D E R UN I V E R S ITY • Where Learning Meets Your Life BD51Fundamentals of Statistical MBAD-501 graduate oroutdatedcoursework) (24 semesterhoursfornonbusiness under- Core Courses ar tives fr Note: Allstudentsar lieu ofaspecificconcentration. to pursueageneralmanagementoptionin up toatleasta3.20GPA. Studentsmayelect ter, andtheconcentrationelectivesshouldadd concentration aretocarryagradeofBorbet- administration). Electivescountedtowarda preneurship, globalbusinessorhealth-care interdisciplinary programcoordinators(entre- (finance, managementormarketing)by electives byeitherthefunctionaldepartment (nine credit)sequencesdefinedfromamenuof needs. Concentrationsarethree-courseelective uate educationalexperiencetofitindividual electives allowthestudenttotailorgrad- for allstudentsintheMBAprogram.The sistent advancedbusinessknowledgeplatfor The advancedcoreprovidesadistinctandcon- Management Options Concentr pr ber ofelectivecr tional requirementdoesnot requirement. However, waiveroftheinterna- tional businesswaivestheinternational business; anundergraduate courseininterna- the electivecr dir metandtheprogram course prerequisitesare by studentsintheMBAprogramaslong tives. MAcccoursesmaybetakenaselectives will needtotake12semesterhoursofelec- Students whotakeoneormorecorecourses achieve theprogramminimumof30credits. plete 15semesterhoursofelectivesto tocom- core courses(24credits)arerequired Students whowaiveand/ortestoutofallthe (12-15 semesterhours) Elective Courses StrategicPlanningandPolicy MBAD-780 MarketingAnalysis MBAD-770 AdvancedOrganizational MBAD-760 FinancialAnalysis MBAD-740 EconomicAnalysis MBAD-730 (15 semesterhours) Adv Requir BUSINESS ADMINISTRATIONBUSINESS 6 eas. ogram. ector approves.Aminimumofthree anced Core Courses om twoormor ements ations/General edits ar Analysis and DecisionMaking Behavior and DecisionMaking and DecisionMaking edits neededtocompletethe e r e tobeininter e dif equir fer change thenum- ed totakeelec ent functional national m - MBAD-730. the program.Calculusisrequiredfor the studentmaystartlast18creditsof course. Thisrequirementmustbemetbefore better) MSD-106oranequivalentcalculus cessfully completing(withagradeofCor requirement whileintheprogrambysuc- Admitted studentsmayalsomeetthis through priorundergraduate coursework. maybemet program. Thisrequirement foundation isapre-conditionoftheMBA Note: Asolidbusinessmathandcalculus ManagementTheoryand MBAD-570 MarketingManagement MBAD-560 FinancialManagement MBAD-540 EconomicAnalysis MBAD-531 FundamentalsofAccounting MBAD-524 InformationSystems MBAD-511 MBAD-502 of thefollowingconditions: be waivediftheapplicantmeetsoneormore Cor Waiver ofCore Courses al inpreparationofadvancedcourses. seek tutoringsupportforthewaived materi- necessar petency withtherepresentative material.If is responsibleforasatisfactory levelofcom- •The cor •With theapprovalofprogramdirec- •One ormor •The cor •One ormorecorecoursesmaybewaived When corecoursesarewaived, thestudent in asecondef student mayrepeattheproficiencyexam above criteriaarenotmet.Ifneeded,the exams totestoutofcor studentsmaytakeproficiency tor, cretion; education, attheprogramdirector’s dis- based onworkexperienceandcontinued years priortothesemesteradmitted; graduate majorwillbewaivedwithinsix years withagradeofBorbetter; management maybewaivedwithinfive admitted. Asanexception,financial course withinsixyearspriortosemester equivalent under if thestudenthaspassed(Corbetter)an the appropriatecourse; dent musthaveachievedaCorbetterin years priortosemesteradmitted.Thestu- accr student hasgraduatedfromanAACSB may berepeated. least sixweeksmustelapsebeforethetest e coursesfortheMBAandMAccmay edited businesspr y thestudentshouldr e course(s)inthestudent’ e coursesmaybewaivedifthe Application Operations Management e cor for e coursesmaybewaived t topass.However, at graduate or ogram withinfive e coursesifthe eview and/or s under - are: or ExecutiveMBAprogram,theprocedures T Application Procedures dentials ar The deadlinesforthesubmissionofallcre- Application Deadlines College ofBusinessAdministration. given considerationatthediscretion ofthe received aftertheofficialdeadlines maybe 1 forthesummersession. Applications December 1forthespringsemester andMay o applyforadmissiontotheMAcc,MBA, •Arrange tohaveanofficialtranscriptsent •Register andtaketheGMAT andfurnish •Complete theapplicationforadmission •Obtain anapplicationforadmissionfrom •Additional ExecutiveMBArequirements •A notarizedfinancialresourcestatement •International studentsareaskedtohave •Applicants whosenativelanguageisnot T official transcriptswillbeaccepted. course wastakenattheinstitution.Only transcript shouldbesentevenifonlyone attended (includingRiderUniversity).A ever to theofficeofgraduateadmissionby GMAT score; MBA applicantsmaynotneedtohavea cial notificationofyourscore.Executive office ofgraduateadmissionwithanoffi- Educational Testing the Servicetofurnish you havealreadytakenthistest,request cial notificationofyourGMAT scores.If the officeofgraduateadmissionwithoffi- fee totheofficeofgraduateadmission; with thenonrefundable$45application and applicationfeeform,returnthem the officeofgraduateadmission; York Cityissuggestedforthisevaluation. Pr Admission ortheExecutiveMBA may beobtainedfromGraduate ability topaythetotalcostofattendance. demonstrate theinter or notarizedbankstatementisrequiredto ser by arecognizedcredentialevaluation ed, ifnecessary)forprogramequivalency their transcriptsevaluated(andtranslat office ofgraduateadmissions; and havetheof English asaFor English ar of graduateadmission; original envelopewhenreceivedbyoffice acceptable unlesstheyaresealedinthe ranscripts senttothestudentar ogram director. vice. W y institutionofhigherlear e August1forthefallsemester orld EducationServicesinNew e requiredtotaketheTest of ficial r eign Language(TOEFL) national student’ esults senttothe e not ning s - , WWW.RIDER.EDU WWW.RIDER.EDU 7 page m . or Graduation ogram, and on the diploma. In all cases of dismissal, graduate business of dismissal, graduate In all cases students have the right of appeal. Academic the right of appeal. students have process is a progressive standing dismissal and advising participation with student good aca- help students regain designed to approaching the demic standing. Students request a time limit six-year time limit may actual dismissal. The extension prior to on unique work request should be based or other reasons. requirements, personal, and limit appeals will be reviewed Time program director. acted on by the appropriate Application f fill A student who expects to graduate must out and file an application for graduation the form no later than the date indicated on calendar for each semester Honors Graduates with an overall grade Students who graduate or better are designat- point average of 3.85 ed as graduating with distinction. This ter appears on the student’s official transcript, appears on the student’s name in the com- next to the student’s mencement pr - - - o ograms e default to The eceived grades of C+ ves the right to dis eser equest the transfer of a equest the essed her ogram will be subject to dis eer and related advising. The most significant policies and pr es for the graduate business pr required six years. a cumulative grade point average of less than 3.0; or below in graduate-level work; •Failure to complete the program in the •Completing graduate course work with •Receiving more than two grades of C+ Executive MBA students are admitted as miss any student when, in the judgment of such action the faculty or officers of Rider, seems advisable. A student in a graduate business pr or lower. Both grades will appear on the stu- Both grades or lower. but only the second grade transcript, dent’s will count in the GPA. Dismissal Rider University r missal for any of the following reasons: Note: Course Repeat Policy the written permission of the program With may repeat graduate students director, courses for which they r Advising is The director of each respective program the adviser to students in the MBA, and Executive MBA and MAcc programs tracks program progress. Students are also encouraged to contact members of the faculty for car A student may r A student cedur and are covered in this catalog. Questions issues not addr Transfer of Courses Transfer insti- taken at an accredited graduate course granted if the a request may be tution. Such a was passed with course was taken recently, and was taken before grade of B or higher program at Rider. admission to the MBA been admitted to the Once a student has courses taken at other program, graduate prior approval of the institutions must have studies before transfer director of graduate A maximum of six credit will be allowed. transfer credit will be semester hours of against the advanced granted for application core and/or elective requirements. Because this is a “full standing” only. cohort-based program, transfer courses will not apply. Source and other University-wide policy statements. ecog- ed. World . equir eign Language tain advanced core e courses that have . vice is r ovide a notarized financial equirement will be waived T r

’s degree in the United States. A ’s egister for any cor

For any applicant whose native language The GMA International students are required to

ogram equivalency evaluation by a r est of English as a For business courses at Rider student. been granted permission to take graduate not been waived or for cer courses, if those courses are needed by the program at another institution who have For those students enrolled in a graduate Special ted to r Students who have full standing are permit- classifications: Standing Full program is assigned to one of the following Each student admitted to the MBA or MAcc T Classification is not English, satisfactory results on the is not English, satisfactory results on bachelor pr cants must also pr total cost of attendance at Rider tifying exam such as the CPA, CMA, etc. tifying exam such as the CPA, a sity degree equivalent to, or higher than, gested for this service. International appli- the ment demonstrating their ability to pay for MAcc applicants who have passed a cer- (TOEFL) are also required. present evidence of completion of a univer- nized evaluation ser City is sug- Education Services in New York resource statement or notarized bank state- GMAT. average and the score achieved on the average and the score achieved on decisions are the undergraduate grade point decisions are the undergraduate mary criteria used in making admissions satisfactorily at the graduate level. The pri- learning and has the potential to perform from an accredited institution of higher from an accredited that he or she has earned a bachelor’s degree a bachelor’s that he or she has earned program, an applicant must show evidence program, an applicant learning attended. To be admitted to this learning attended. To transcript from every institution of higher transcript from every Admissions Test (GMAT) and an official (GMAT) Admissions Test achieved on the Graduate Management achieved on the Graduate Educational Testing Service as to the score Educational Testing cation fee, official notification by cation fee, official a completed application form, a $45 appli- a completed application dentials have been submitted. These include dentials have been submitted. ness administration until all required cre- until all ness administration admission to the graduate programs of busi- to the graduate programs admission No decision is made on an application for is made on an application No decision Admission Requirements Admission BUSINESS ADMINISTRATION

BUSINESS ADMINISTRATION COURSE DESCRIPTIONS

MACC-658 Governmental MACC-666 Cases in Taxation Master of Accountancy and Not for Profit Accounting 3 credits (E) (MACC) 3 credits (E) A capstone course in taxation, emphasizing a e This course provides an in-depth study of the comprehensive case study approach to feder- (R denotes REQUIRED, E denotes ELECTIVE) concepts, objectives and techniques of the al and New Jersey tax compliance and plan-

our Lif evolving field of accounting for nonprofit ning in the areas of individuals, businesses, MACC-650 Seminar in Taxation institutions and organizations. Areas empha- estates, gifts and trusts. Includes consolidat- 3 credits (R) sized include municipal and state govern- ed tax returns, tax research, computer appli- The course is designed (1) to expand a stu- mental units, hospitals, colleges and univer- cations, and estate and personal financial dent’s tax research skills, (2) to examine tax sities and service organizations. Problems, planning. compliance and basic planning concepts cases and selected readings are employed. available to C corporations, S corporations, MACC-667 Business Valuations: partnerships, gifts, estates, and trusts, (3) to

e Learning Meets Y MACC-660 Research in Fundamentals, Techniques & Theory explore the tax issues involved in the deci- Financial Accounting 3 credits (E) her sion to select a particular form of business W 3 credits (E) A course in the fundamentals of business val- organization, (4) to provide an introduction Students identify and define problem areas in uations including basic, intermediate, and Y • to fundamental concepts of interstate, inter- IT current accounting practice. Research some advanced concepts and methodologies S

R national, and New Jersey taxation, and (5) to

E methodologies are developed, leading to data required by accounting and finance profes- V

I expose the student to a variety of common

N collection and analysis using appropriate sta- sionals in valuing a closely held (privately- tax returns, applicable to the above topics.

R U tistical techniques. A project report is owned) business where there is no market E D

I required including findings, conclusions and price. R MACC-652 Analysis recommendations regarding theoretical and of Accounting Data practical issues. MACC-668 Information Systems 3 credits (R) 3 credits (E) Employs appropriate information technology MACC-662 Auditing Practice Examines the systems for collecting, process- and analytical techniques to pursue data col- and Problems ing and reporting accounting information lection and analysis needs commonly faced 3 credits (E) required for planning, decision-making and by accounting professionals. Uses cases and Uses cases to examine current auditing control in business organizations. Covers sys- projects to pursue such areas of decision con- issues, including professional ethics, internal tems analysis, design and implementation. cern as financial statement analysis, the eval- control, materiality and risk assessment. Students are exposed to the impact of emerg- uation of audit risk and selected additional Students will complete a simulated audit ing technology on accounting information topics. MACC-654 should be taken before from start to finish, including audit plan- systems. this course. ning, audit fieldwork and preparation of an audit opinion. Prerequisite: ACC-400. MACC-670 Accounting Internship MACC-654 Issues in 3 credits (E) Requires prior approval of the Financial Reporting MACC-663 Fraud and Forensic accounting department chairperson. 3 credits (R) Accounting This course provides on-site experiential Examines accounting theories and the devel- 3 credits (E) learning through supervised employment opment of a conceptual framework for finan- A course designed to provide a background with a participating company. Students will cial reporting. Theoretical and conceptual in all areas of forensic accounting including: be reviewed periodically by senior staff. assessments of current reporting issues per- fraudulent financial reporting and the detec- Academic assignments, including a formal taining to asset valuation and income meas- tion of fraud, money laundering and transna- report, will be developed in conjunction with urement are addressed through cases, read- tional flows, courtroom procedures and liti- a faculty member. Permission of the instruc- ings, and projects. Topics to be investigated gation support, as well as cybercrime. A wide tor is required. from term to term vary depending on their variety of teaching tools are employed importance and timeliness to the profession. including extensive use of the professional This course should be taken first or early in literature, case analysis, videos, role playing Master of Business the program. and text materials. Administration (MBAD) MACC-656 International MACC-664 Issues in Dimensions of Accounting Managerial Accounting (C denotes CORE LEVEL, AC denotes 3 credits (R) 3 credits (E) ADVANCED CORE, E denotes ELECTIVE.) This course examines the global applications Examines current management accounting of accounting principles and practices, practices with an emphasis on world class MBAD-501 Fundamentals of including the relationship between interna- developments and strategic implications to Statistical Analysis tional accounting issues and company strate- the firm. Integrates current management 3 credits (C) gy. Topics include theoretical and societal accounting literature with considerations of Covers basic statistical techniques useful in considerations of international accounting planning, control, decision-making and business decision-making. Includes descrip- issues, the identification of transnational information needs of the firm. tive statistics, event probability, random accounting practices, and attempts at harmo- variables, sampling distributions, regression nization. analysis and topics in statistical inference.

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BUSINESS ADMINISTRATION COURSE DESCRIPTIONS

MBAD-502 Operations Management MBAD-560 Marketing Management merce as the technology of the Internet, 3 credits (C) 3 credits (C) effective system strategies to attract and The methods used for the efficient operation Gives a broad view of the entire field of mar- maintain customers, security, and electronic of both manufacturing and service opera- keting. Introduces students to theories and payment systems. Prerequisite: Completion tions. Topics include product and process concepts of the marketing environment, of MBA core courses. design, facility location and capacity plan- buyer behavior, market segmentation, mar- ning, quality assurance, Just-In-Time sys- keting research, product development, dis- MBAD-614 Decision Support tems, inventory management, material tribution issues and alternatives, pricing Systems requirements planning, project manage- theory, and promotional methods. Uses 3 credits (E) ment, linear programming, forecasting, and explanatory lecture material, in-class exer- An in-depth study of the rapidly evolving applications of queuing models and simula- cises, and selected readings to endow the field of using computers to support deci- WWW tion. Prerequisite: MBAD-501. student with a basic understanding of the sion-making. It covers conceptual founda- W tools and practice of marketing. tions, and structure and development of W

MBAD-511 Information Systems decision support systems (DSS). Also W .RIDER.EDU

3 credits (C) MBAD-570 Management Theory included are the technology components of .R

Introduces the theory and practice related to and Application DSS. Focuses on the key factors of a success- I the planning, analysis, design and imple- 3 credits (C) ful system and on how to build effective D mentation of computer-based management A foundation course that provides a compre- DSS. Substantive and real case examples are E R.E information systems (MIS). Emphasizes the hensive introduction to the theory and prac- used to illustrate the organizational issues, technical concepts, and the development systems approach, managerial considera- tice of management. The management func- D

tions of MIS design, and the effect of infor- tions of planning, organizing, leading, and process of building a DSS. Prerequisite: U mation systems on the practice of manage- controlling provide an organizing frame- Completion of MBA core courses. ment. work for examining the inter-relationships among organization theory, individual MBAD-616 Selected Topics in CIS MBAD-524 Fundamentals behavior, interpersonal relations, and effec- 3 credits (E) of Accounting tive management practices. Attention is The study of a topic (or combination of top- 3 credits (C) given to current management challenges ics) that represents some dimensions of com- For those students having no previous throughout the course (e.g., globalization, puter information systems or has important knowledge of accounting. Subject is diversity, ethics, quality, and team-based and direct implications for CIS manage- approached from the point of view of the structures). ment. Theoretical foundations as well as user of accounting information rather than applications may be explored. Readings, that of the accountant who supplies the MBAD-604 Quality Assurance research, lectures, projects, discussions or information. Surveys mechanics of account- and Total Quality Management other appropriate methods are employed to ing as a means to an end, emphasizing 3 credits (E) stimulate student learning. Prerequisite: accounting as a tool of management and the Integrates the concepts of statistical quality Completion of MBA core courses. language of business. Problems and cases control and the practices of today’s leading bring out the managerial implications of companies in creating systems of total quali- MBAD-618 Healthcare accounting. ty management (TQM). Considers how vari- Information Systems ous business functions (e.g., production, 3 credits (E) MBAD-531 Economic Analysis engineering and design of products and serv- As the integration of clinical and adminis- 3 credits (C) ices, purchasing raw materials, providing trative systems at the local level continues, An intensive exposition of the essentials of technical assistance to customers, and statis- government and insurance company price theory and income and employment tical quality control) and their interrelation- involvement will increasingly require that theory. For students with less than a year of ships can be used to create high-quality the systems become externally linked as introductory economics at the undergradu- products, and, thus, high levels of customer well. The goals of this large-scale “health- ate level. satisfaction. Includes traditional statistical care information network” effort include methods for process control, acceptance sam- more accessible healthcare as well as higher MBAD-540 Financial Management pling, reliability and quality improvement, quality healthcare outcomes. As a result of 3 credits (C) as well as numerous examples of U.S. and this trend, new information systems An introduction to the concepts and tech- foreign firms at the cutting edge of TQM. requirements continue to emerge and niques of financial management. Topics Introduces current thinking of leading fig- demanding management issues arise. These include financial planning, analysis and con- ures in TQM (e.g., Deming, Juran and include organizational, technical, and ethi- trol; working capital management; risk and Crosby). Prerequisite: Completion of MBA cal issues. The focus of this course will be on return; time value of money; valuation; cost core courses. the critical management decision-making of capital; and capital budgeting. areas that are being realized by both health- Problem/case oriented. MBAD-611 Electronic Commerce care and information systems professionals 3 credits (E) in this dynamic industry. Prerequisite: Electronic commerce involves the use of Completion of MBA core courses. information technology to improve, enhance, simplify or enable business transactions. This course examines such business, social, and technical issues of electronic com-

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BUSINESS ADMINISTRATION COURSE DESCRIPTIONS

MBAD-624 Financial Reporting MBAD-635 International Trade MBAD-643 Investment Instruments 3 credits (E) and Investment and Strategies Focus is on analysis and evaluation of alterna- 3 credits (E) 3 credits (E) e tive accounting methods and their relationship A study of the international economy within Principles of investment analysis and portfo- to company policy. Insight is gained through which business firms operate, and public lio management. Includes analysis of stocks

our Lif the reading of articles in leading accounting policies that influence their activities. and fixed income securities, mutual funds, and financial periodicals and Internet sources. Include international trade theory, balance of international investing, margin trading and Cases demonstrating financial-reporting meth- payments analysis, the international mone- short sales, convertibles, stock options and ods are assigned and discussed in class. Term tary system, barriers to trade, and the role of financial futures. Hedging strategies, market project required. Topics include financial multinational corporations. Prerequisite: forecasting and tax advantaged investments instruments, earnings per share, deferred taxes, Completion of MBA core courses. are also discussed. Considerable use of prob- post-retirement benefits and the accounting lems to illustrate concepts. Prerequisite:

e Learning Meets Y rule-making process. Prerequisite: Completion MBAD-638 Healthcare Economics Completion of MBA core courses. of MBA core courses. 3 credits (E) her

W The course uses the tools of economics to MBAD-644 Financial Market MBAD-629 Tax Planning examine the many sectors of the healthcare Operations Y •

IT for Entrepreneurs industry and to analyze their interactions. The 3 credits (E) S R

E 3 credits (E) industry consists of many types of suppliers Flow of funds analysis is used to study finan- V I

N The business and personal finances of an and producers, consumers, and third parties, cial intermediation and interest rate determi-

R U entrepreneur are integrally related. Often which have a strong influence on the industry. nation in money and capital markets. E D

I personal resources fund business operations Each group of parties acts to form alliances Includes the flow of funds accounts, funds R and business resources fund individual neces- with others in order to gain control and power flow through financial institutions, the sities and obligations. This course is in the markets. In addition, the government demands for and supply of credit by econom- designed to familiarize the entrepreneur with plays a strong role in regulating the private ic sectors, and the impact of public policies wealth maximization and tax minimization sectors, in subsidizing some sectors, and in on financial market behavior. Prerequisite: strategies for business and personal activities. providing services to the poor and elderly. The Completion of MBA core courses. This course covers basic tax compliance con- course will move beyond description and cepts and includes personal financial plan- analyses of the current industry to an examina- MBAD-645 International Financial ning and estate planning issues. Restricted to tion of the many trends and potential direc- Management MBA students only. Prerequisite: tions the industry will take. Discussions will 3 credits (E) Completion of MBA core courses. focus on current practices and policy analysis. The techniques of multinational financial Prerequisite: Completion of MBA core courses. management are developed for enterprises MBAD-633 Business Conditions that do business in more than one country and Forecasting MBAD-641 Corporate Treasury and/or have assets and liabilities denominat- 3 credits (E) Management ed in more than one currency. The manage- Aggregate demand and supply theory is 3 credits (E) ment of foreign exchange and country risks is studied, leading to an analysis of business This course is designed to provide an under- applied to working capital, capital budgeting, conditions. Examines the conceptual and standing of modern principles and tech- and capital structure decisions. Prerequisite: practical problems and techniques of fore- niques for corporate treasury management. Completion of MBA core courses. casting within the framework of the national The course materials are useful for finance, income account sectors. Prerequisite: banking, accounting and information system MBAD-646 Computerized Completion of MBA core courses. professionals or small business owners. Financial Analysis Topics include analysis of liquidity and sol- 3 credits (E) MBAD-634 Industrial Organization vency, credit and accounts receivable man- Computerized spreadsheets are utilized to 3 credits (E) agement, cash collection and disbursement analyze problems and cases. Students receive This course examines the relationship systems, short-term investment and borrow- instruction in computer use beyond that between market structure, firm conduct, and ing, management of treasury information available in other finance courses. industry performance. The evaluation of and technology, multinational cash manage- Spreadsheet applications include valuation industry performance serves as the founda- ment, and other related topics. Success in models, cost of capital, capital budgeting, risk tion for the analysis of public policy through this course will help students preparing for the and return, portfolio analysis, stock market the enforcement of antitrust laws. This Certified Cash Manager (CCM) exam. analysis, and options and futures. Prerequisite: course relies heavily on case studies of many Prerequisite: Completion of MBA core courses. Completion of MBA core courses. major U.S. industries, including steel, petro- leum, automobile, computer, and agricul- MBAD-647 Portfolio Management ture. Prerequisite: Completion of MBA core 3 credits (E) courses. Real-world application of the concepts and techniques of investment analysis and portfolio theory. Students interact with and make recommendations to professional portfolio managers. Topics include stock valuation methods, major forces driving movements in current equity markets, international invest- page 10

BUSINESS ADMINISTRATION COURSE DESCRIPTIONS ment opportunities, industry analysis, tech- MBAD-665 International Marketing MBAD-671 Human Resource nical analysis and investment timing, evalu- Management Management ation of portfolio performance, analysis of 3 credits (E) 3 credits (E) business conditions and interest rates, and Examination of the nature and scope of This course is designed as an introduction to hedging portfolio risk with stock index global marketing activities, including the the field of human resource management. options and financial futures. Prerequisite: theoretical framework of international mar- The basic goal of the course is to provide stu- Either MBAD-643 or MBAD-740 plus keting, foreign marketing environments, dents with an understanding of current cor- investment knowledge and experience, or multinational markets, MNC information porate human resource practices. Common permission of MBA program director. systems, strategic marketing decisions, and human resource management problems and Completion of MBA core courses. organization for transnational marketing. the tools and procedures for dealing with

Prerequisite: Completion of MBA core them will be discussed. Contemporary top- WWW MBAD-648 Healthcare Finance courses. ics, such as human-resource planning, inter- W 3 credits (E) national staffing, career planning, workforce W

The goals of this course are (1) to provide a MBAD-668 Healthcare Marketing diversity, work/family balance and work W .RIDER.EDU description of how Americans pay for 3 credits (E) motivation, will be examined. EEO guide- .R

healthcare; (2) to explain why the payment The purpose of this course is to introduce lines and their implications for human I systems have taken their current form and students to the role, functions and tasks of resource functions will be discussed as well. D how those forms affect the system; (3) to healthcare marketing. Attention is devoted A combination of conceptual and experien- E R.E evaluate newly emerging arrangements; and to applying basic marketing principles to tial approaches will be used to facilitate the (4) to compare and contrast health financing the healthcare sector. Marketing decision practical application of the literature. D

systems in the United States and other making and analysis will be emphasized Methods will include discussions, case stud- U developed countries. Specifically, we will through the use of cases and current read- ies, exercises, small group activities and lec- focus on insurance (both public and private), ings that focus on a variety of healthcare tures. Prerequisite: Completion of MBA core managed care and the incentives of the par- organizations, including hospitals, assisted- courses. ties in these financing arrangements. In living facilities, MCOs and pharmaceutical addition, we will explore how these incen- companies. Prerequisite: Completion of MBAD-672 Management Skills tives impact cost containment in healthcare. MBA core courses. 3 credits (E) Prerequisite: Completion of MBA core This is a practicum in interpersonal skills courses. MBAD-669 Selected Topics that are useful for practicing managers. in Marketing Topics covered include such things as moti- MBAD-661 Business to Business 3 credits (E) vating oneself and others, persuasive com- Marketing The study of a topic (or combination of top- munication, creative problem-solving, man- 3 credits (E) ics) that represents some dimension of mar- aging conflict, using power constructively, The practices and policies used in the marketing or has important and direct implica- managing change, and team management. keting of goods and services to business and tions for marketing management. Students are given opportunities to practice industrial buyers are analyzed, focusing on Theoretical foundations as well as special these skills in class and are asked to apply the market and demand for products, mar- applications of marketing decision-making them to their current lives and report on the keting research, product planning, channels may be explored. Readings, research, lec- results of these applications. The course will of distribution, pricing policies and prac- tures, discussions or other appropriate provide students with a better understand- tices and the development of sales program methods are employed to stimulate student ing of the art of managing and of themselves and service policies. Prerequisite: learning. Prerequisite: Completion of MBA as current or future managers. Prerequisite: Completion of MBA core courses. core courses. Completion of MBA core courses.

MBAD-664 Marketing Research MBAD-670 Organization MBAD-673 Labor Relations 3 credits (E) Design and Culture and Collective Bargaining An overview of the subject matter which 3 credits (E) 3 credits (E) will assist students in developing an appre- An advanced organizational behavior and Considers both the principles and practices ciation for the use by marketing manage- theory course dealing primarily with the of labor/management relations. After cover- ment of marketing research and marketing relations among environment, tasks, tech- ing such basic issues as the causes of union- information systems in making marketing nology, and organization structure. ism and the legal environment, attention decisions. Topics include specific research Emphasizes the application of behavioral sci- shifts to the strategies and tactics used in procedures for gathering, processing, ana- ence research and theory to the design and both collective bargaining and contract lyzing and presenting information relevant management of large organizations. administration. Role-playing in actual to marketing problems in such areas as: Examines environmental influences on grievance cases and in a contract negotiation advertising effectiveness, product develop- organization design; alternative organization simulation increases understanding of the ment, distribution channels, sales tech- designs; environmental uncertainty; decision dynamics of labor relations. Prerequisite: niques, consumer behavior, and forecasting making; intergroup relations, including the Completion of MBA core courses. study of research planning, implementation, prevention and management of intergroup and interpretation of findings is facilitated conflict; the management of interorganiza- by the use of cases or projects. Prerequisite: tional relations; and the determination of Completion of MBA core courses. organizational effectiveness. Prerequisite: Completion of MBA core courses.

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BUSINESS ADMINISTRATION COURSE DESCRIPTIONS

MBAD-674 Power and Politics different from themselves. Some of these dif- MBAD-685 Legal and Ethical in Organizations ferences are obvious – gender, race, age, and Aspects of International Business 3 credits (E) physical characteristics. Other differences are 3 credits (E) e Examines the role of power and politics in not as easily observed – family structure, edu- A survey in issues affecting international organizations. Emphasizes especially the cational level, social class and sexual orienta- business and multinational corporate policy

our Lif impact of political action and coalition for- tion. Understanding and valuing diversity and worldwide strategy and planning. mation in management decision-making and requires attitudinal self-assessment and Considers globalization, international dis- organizational behavior. Individual, intraor- change. Values, stereotypes and prejudices pute resolution, laws and treaties on trade ganizational, and interorganizational factors will be explored through readings, reflective and foreign investment, international labor that influence political strategy formulation writing, and active involvement in discus- issues, marketing, licensing and technology are discussed. Other topics include negotia- sions, projects and activities. Prerequisite: transfer law, organizational design and issues tion strategies, bargaining theory, and polit- Completion of MBA core courses. of ethics and social responsibility. The stu-

e Learning Meets Y ical leadership. Prerequisite: Completion of dent is provided with an interdisciplinary MBA core courses. MBAD-682 Business Law approach to the law, policy and practical her

W 3 credits (E) issues governing doing business overseas. MBAD-675 International Considers in depth the law relating to the sale Emphasis on practical situations. Students Y •

IT Management of goods, commercial paper, and secured are expected to conduct outside readings and S R

E 3 credits (E) transactions as promulgated by the Uniform project/case development. Prerequisite: V I

N This course focuses on the complexities of Commercial Code. Explores warranties, guan- Completion of MBA core courses.

R U developing business relationships with peo- rantees, remedies, and product liability. Also E D

I ple from different cultures and backgrounds. considers the law of agency, partnerships and MBAD-686 Employment Law R Emphasis is placed on cross-cultural aware- corporations. International dimensions of for Business ness, international communication and nego- sales law and related topics are addressed. 3 credits (E) tiations and exploring the pervasive effect of Prerequisite: BUS-210 Introduction to Law: The course will present issues and case law culture on organizational behavior and man- Contracts or its equivalent at another college related to the commencement of the employ- agerial decision making. Prerequisite: or university. Students who have taken BUS- ment relationship, terms and conditions of Completion of MBA core courses. 211 Commercial Law or BUS-214 Advanced the relationship, discrimination in recruit- Business Law cannot take this course. Note: ment, employment and discharge, and MBAD-676 Organization This elective is particularly appropriate for wrongful termination. The course will ana- Development and Effectiveness students in the MAcc program and in antici- lyze these areas and their impact on business 3 credits (E) pation of CPA law requirement. Prerequisite: decisions. Prerequisite: Completion of MBA This course is about the profession and disci- Completion of MBA core courses. core courses. pline of organization development (OD) – a discipline concerned with improving organi- MBAD-683 Entrepreneurship MBAD-688 Health Law zational effectiveness by means of planned, 3 credits (E) 3 credits (E) systematic interventions. The primary objec- The course deals with new business venture The purpose of this course is to analyze the tive of this course is to acquaint students start-up. Topics include entrepreneurship role of the law in promoting the quality of with OD concepts, techniques and skills. concepts and characteristics, new venture health care, organizing the delivery of health The course provides students with opportu- types and pros/cons, choice of products/serv- care, assuring adequate access to health care nities to apply OD concepts and techniques ices, market study, marketing planning, and protecting the rights of those who are and to explore and enhance their personal financing, and business plan preparation. provided care within a health system. It will skills as change agents and consultants. To Practical exercises in developing business also include the regulation of new drug achieve course objectives, a variety of teach- plans for new business ventures. Prerequisite: development and advertising. This elective ing methodologies is employed with espe- Completion of MBA core courses. will fit into the health administration set of cially heavy emphasis on experiential learning electives. Prerequisite: Completion of MBA and case analysis. Students will be active par- MBAD-684 Ethical Issues core courses. ticipants in the learning process. Prerequisite: in Business Completion of MBA core courses. 3 credits (E) MBAD-689 Consulting for Small An introduction to identifying, analyzing and and New Businesses MBAD-677 Managing resolving ethical dilemmas in business. The 3 credits (E) Workforce Diversity course begins with a general introduction to This course provides experience-based learn- 3 credits (E) ethics, considers ethical issues connected with ing to students through the use of student Demographic shifts, changing patterns of the economic systems within which modern teams to assist area small businesses/organi- labor force participation, global competition, business takes place and heavily emphasizes zations. These small firms could have a vari- and a growing cultural emphasis on the “cele- contemporary cases that illustrate a wide ety of needs ranging from market research, bration of difference” have all contributed to range of ethical issues. Prerequisite: improving financial reporting and bookkeep- the changing management environment. This Completion of MBA core courses. ing, business planning, streamlining opera- course explores the opportunities and chal- tional procedures, etc. This course will pro- lenges of the increasingly diverse workforce vide students the opportunity to experience emerging in the United States today. It will in-depth analysis of an individual organiza- address the knowledge and skills managers tion. The emphasis is on student consultants must develop in working with others who are generating immediate, actionable recom- page 12

BUSINESS ADMINISTRATION COURSE DESCRIPTIONS mendations for the client. Thus, this course MBAD-697 Sports Management MBAD-760 Advanced is useful not only for those considering small 3 credits (E) Organizational Behavior business ownership, but provides an oppor- This course examines diverse managerial 3 credits (AC) tunity to students to learn entrepreneurial issues involving the sports industry. The A study of key individual, group and orga- thinking. Prerequisite: Completion of core course covers topics at the league level, the nizational processes. At the individual level, and permission of instructor. team level, the athlete-agent level and the the focus is on identifying different person- college level. The constituencies with inter- al styles that people bring to the workplace. MBAD-690, 1, 2, 3 or 4 Independent ests in sports issues are discussed along with The implications of different individual Study in Business Administration global aspects of sports enterprises. styles are then considered in a team context 3 credits (E) Valuation issues related to sports teams are focusing on the processes of communication,

Involves a program determined by the indi- also covered. The course is designed to inte- influence, conflict and leadership. Finally, WWW vidual faculty member and approved by the grate all aspects of businesses as they apply we examine the impact of organizational W program director. Written assignments are to sports with an emphasis on strategy, man- structure, culture, and change on workplace W required as part of this rigorous academic agement, marketing and finance. behavior. In order to integrate the individ- W .RIDER.EDU experience. Students are eligible for a maxi- ual, group, and organizational levels of .R

mum of one independent elective and MBAD-705 International study, the course emphasizes a team-based I should have completed at least three Business Seminar approach to learning. Prerequisite: D advanced core courses prior to the start of 3 credits (E) Completion of MBA core courses. E R.E the independent study. Prerequisite: This course provides a cross-cultural per- Permission of the program director and spective for conducting business outside of MBAD-770 Marketing Analysis D

completion of MBA core courses. the United States. Students will gain a bet- and Decision Making U ter appreciation of how culture, history, and 3 credits (AC) MBAD-695 Internship politics influence organizational dynamics, The purpose of the course is to provide the 3 credits (E) transactions and business customs. analytical skills required to understand com- In order to supplement in-class learning Prerequisite: Completion of MBA core plex marketing situations in order to devel- with practical training, an internship may courses. op and implement appropriate marketing be taken for three elective credits. The strategies. The decision-making processes in internship may not be done at a student’s MBAD-730 Economic Analysis the management of product planning, pric- current employer. An internship may only and Decision Making ing practices, selection of channels of distri- be taken if the student has been enrolled for 3 credits (AC) bution and development of effective promo- at least one full academic year and during Focuses on using economic methods for tion programs are investigated. This involves the semester he/she receives credit for the making managerial decisions affecting the identification and selection of appropriate internship is taking at least three graduate- value of the firm. Topics include demand target markets, the effective use of market- level classes (including the internship analysis, production and costs, employment ing research and recognition of organization- course). The course will be supervised by a decisions, project evaluation, profit-volume al dynamics. The case approach is used to full-time faculty member and will follow a analysis and pricing strategies under a vari- develop communication skills and further structure similar to that of independent ety of settings. The course emphasizes inte- build team skills as students interact with study. Course grades will be comprised of gration between economics, accounting, and peers in solving problems. Prerequisite: evaluations from the student’s on-site super- finance. Prerequisites: Completion of MBA Completion of MBA core courses. visor, as well as, the sponsoring faculty core courses. member. Prerequisite: Completion of MBA MBAD-780 Strategic Planning core courses and permission of program MBAD-740 Financial Analysis and Policy director. and Decision Making 3 credits (AC) 3 credits (AC) Deals with the analysis of the strategic MBAD-696, 7, 8, or 9 Selected Financial policies regarding acquisition and process of studying and forecasting the Topics in Business Administration investment of long-term funds and capital external environment of the firm, assessing 3 credits (E) structure decisions are discussed in detail. the present and future enterprise strengths The study of a timely topic that represents a Topics include cash flow analysis, economic and weaknesses, setting enterprise goals dimension of business administration not value added, capital budgeting, cost of capi- with recognition of personal and societal covered in a regular course. Such a topic may tal, financial and operating leverage, financial goals, and evaluating performance and be offered by any department of business forecasting, mergers and acquisitions, and progress toward those goals. Provides the administration. The nature of the course multinational financial management. The student with an integrated view of the func- will be described in the appendix of the reg- interactions between accounting and finance tional decisions and corporate strategy. istration materials for the semester when the are strongly emphasized and those between Prerequisite: all other advanced core courses. course will be offered. Prerequisites: to be economics and finance are also discussed announced and completion of MBA core throughout the semester. Prerequisites: Course descriptions for the Executive courses. Completion of core. MBA are provided under separate cover. They are available, on request, from Graduate Admission and from the Executive MBA Program director, College of Business Administration.

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e our Lif e Learning Meets Y her W Y • IT S R E V I N R U E D I R

Education and Human Services Graduate Academic Catalog • 06/07

www.rider.edu

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page R I D E R UN I V E R S ITY • Where Learning Meets Your Life Friday Friday 9 2 February 26 Monday 22 Sunday 21 January SEMESTER 2007SPRING 14 December Wednesday-Friday 22-24 Tuesday 21 11 November Tuesday 24 Monday 23 October Saturday 30 Tuesday 19 Tuesday 12 Wednesday Tuesday 6 5 September F Calendar EDUCATION AND HUMAN SERVICES 16 ALL SEMESTER 2006 ALL SEMESTER application deadline forfall2007exams Compr graduation inMay 2007 Graduate applicationdeadline for Matriculation applicationdeadline Last daytodr Last daytoaddclasses incomplete grades Deadline formakeupoffallsemester Friday registration fee) meeting requires$50late (Registration afterfirstclass Classes begin for classesonW Last daytor Thursday, Fallsemesterends Thanksgiving r with consentofinstructor Last daytowithdrawfr Compr Saturday with studentdiscretion Last daytowithdrawfromclasses semester Registration beginsforspring deadline forfall2006exams Comprehensive Examination for graduationinDecember2006 Graduate applicationdeadline Matriculation applicationdeadline Last daytodropclasses Last daytoaddclasses registration fee) meeting requires$50late (Registration afterfirstclass Classes begin Last daytoregisterforclassesonWeb ehensive Examination ehensive Exams egister op classes ecess eb om classes Friday 9 March 1Tuesday 31 19 Wednesday Wednesday Wednesday 12 4 July 30 Thursday 28 27 25 Sunday 24 Friday 8 June SESSION 2007SUMMER Friday Thursday 11 3 May Friday 13 April Saturday 31 Monday 26 Monday 19 Friday-Sunday 9-18 with studentdiscretion Last daytowithdrawfromclasses Summer Session2007ends Consent) Last daytowithdraw(Instr Discr Last daytowithdraw(Student Holiday Last daytodrop Satur Thursday class Last daytoaddforTuesday- W Last daytoaddforMonday- W requires $50lateregistrationfee) (Registration afterfirstclassmeeting Classes begin Monday on theWeb Last daytoregisterforclasses semester incompletegrades Deadline formakeupofspring Commencement Spring semesterends with consentofinstructor Last daytowithdrawfromclasses Comprehensive examination 9 a.m.-1p.m. registration First daysummerandfall2007 Classes resume Spring r ednesday class ednesday etion) day ecess uctor tices, whileestablishingbeneficialr for achievement,andbestprofessionalprac- mate ofscholarlyinquiry, highexpectations and profession. behavior andtheimpr reflective andwhovalueservice,ethical who are committed, knowledgeable,and highest academicandprofessionalstandards. ing andprovidingprogramsthatembodythe each studentforachangingworldbycreat- lectual, personal,andsocialdevelopmentof diverse Americansociety. tions, andagenciesinthe careers ineducation,organiza- uate studentsforprofessional pares undergraduate andgrad- The SchoolofEducationpr Mission Statement vant ideasandser ships withthepublicandexchangingrele- dents andgraduates. and expectstheirdevelopment inourstu- these professionalbehaviorsand encourages In teachingandpracticethefaculty models al behaviorsexpectedofdedicated educators. values, andbeliefsthatresultsinprofession- Commitment isasetofconnectedattitudes, cor School ofEducation,servingasanessential Commitment isavaluehighlyprizedbythe Commitment going independentandsuppor ence; byprovidingopportunitiesforon- r behaviors; byprovidingabalanceofclass- this growthbyfacultymodelingofdesirable sional oracademicrigor. Ourgoalistofoster make mistakeswithoutsacrificingpr which itissafetoexperiment,takerisks,and our studentsbyprovidinganenvironmentin University istofostercontinuousgrowthin The goaloftheSchoolEducationatRider Fostering F Education Conceptual Synopsis oftheSchool sional gr and behaviorsthatwillsupporttheirprofes- experienced educatorstodevelopattitudes on practice;andbyencouragingnovice ing needs. oom learningandsupervisedfieldexperi- r The SchoolofEducationpromotesacli- The SchoolofEducationdevelopsstudents The SchoolofEducationfosterstheintel- amew nerstone forourteachingandlearning. owth. ork vices thatspeaktoemer ovement ofone’s self e- ted r eflection elation ofes- g - - WWWWWW.RIDER.EDU.RIDER.EDU 17 page - - d ough edited vision. edits must ofessor. Such stu- ofessor. ts provided the stu- ts provided edit e of 3.0 or higher on the ch, advising and super edits not be accepted towar oval. All transfer cr e on the Matriculation Rating esear er of Cr edits completed at an accr ee. On recommendation of the recommendation ee. On ansf For all programs, the candidate must file a For all programs, the have completed nine The candidate must For students in the counseling services r Candidates with a GPA of 3.0 or higher and Candidates with a GPA an average scor a Matriculation Rating Form will undergo matriculation interview with their advisor, unless issues of professional competency have been raised by any pr a personal interview dents will undergo with a matriculation committee. Candidates whose scor below Form is below 3.0 and/or have a GPA a personal interview with 3.0 must undergo a matriculation committee. T Upon application to and before admission to any graduate degree program in education and human services, students may request transfer of up to 12 semester hours of grad uate cr degr and of Graduate Education Department be admitted a student may Human Services, Educational for the degrees of to candidacy Master of Ar Specialist or the following qualifications: dent meets admission to candida-formal application for the graduate depart- cy with the chair of group interview is then ment. A personal or candidate. Its purpose conducted with each formal application in is to supplement the department a satis-furnishing the graduate the candidate’s factory basis for evaluating fitness to continue personal and professional in the program. graduate-level courses (9) semester hours of or attaining an average grade of B (3.0) Application to degree candi- above at Rider. dacy may not be postponed beyond fifteen A student who (15) hours of graduate study. does not file for matriculation once he/she of has completed fifteen (15) semester hours graduate study at Rider risks having these additional cr degree completion. program, the following requirements exist: the matriculation rating form will be completed by all professors who have had professional contact with candidates thr courses, r institution. These credits must have been earned within six years of the date of credit transfer appr be approved by the advisor and the department chair by the time of being matriculat ed. Courses accepted for transfer must be similar to required or elective courses that are approved for the respective programs, and a grade of at least B must have been earned in each of these courses. - - - y om ding to ograms. eparator take grad . All programs edits accor graduate pr ogram under this classifi- ements or has not complet- tificate student applies for e moderate to small, and all e moderate e scheduled to enable those who e scheduled equir tification or endorsement fr tificate course cr ee, cer aduate Standing Classes ar offers Educational The department You may also apply to be a special student. You ofessional development not leading to a ofessional development not leading to Matriculation (admission to candidacy) Admission to graduate study does not guarantee admission to candidacy for an advanced requirements or both and may be permitted to engage in studies during a probationary period; Special Standing The student does not plan to matriculate in a Rider graduate degree. Certificate students enter the pr cation. (If a cer degree program and admission to a master’s is accepted, the student may apply for transfer of cer Upon completion of the steps in the appli the cation procedures described below, fol- applicant will be assigned to one of the lowing classifications once admitted: Gr The student is qualified to under Conditional Standing The student either has not satisfied all of the admission r ed all of the under the policy guidelines of the department.) Admission Status work full-time to complete their pr to complete their work full-time ar Class sizes have internships. degree programs degrees, and cer- Master’s Specialist degrees, in a variety of tifications and endorsements their areas. These degree programs of study, certifications associat- descriptions, and the first and the remaining ed with them appear Programs Certification and Endorsement they are in each category, Within follow. fol- Course descriptions alphabetical order. of all the programs. low the descriptions section contains The Procedures and Policies of general informa-many important pieces study tion about graduate require an application available from the require an application available from Office of Graduate Admission. Students enrolled in graduate programs else- for where or students seeking course work pr degr Rider University may take courses as a special student. Apply to the graduate admis must have a bachelor’s sion office. You degree and two letters of recommendation. uate study and must apply for matriculated status when eligible; - - riculum, ney toward edited by the , and systemati ofessionalism and d pr d for Educational , all of whom have doctoral ograms in Educational

tment of Graduate Education and

epare our students. We design class- students. We epare our -long path towar

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equires a career-long commitment to equires a career-long

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Leadership Constituent Council (ELCC). Administration and used by the Educational Policy Boar accreditation standards set by the National Instruction and Supervision meet the ship pr Administration and Cur Psychology (NASP) this year. The leader- Psychology (NASP) this year. National Accreditation of School Programs (CACREP). We are applying for Programs (CACREP). We Accreditation of Counseling and Related accr Master’s degree in Counseling Services is degree Master’s Teacher Education (NCATE) and our and Education (NCATE) Teacher higher levels of professional success. National Council for the Accreditation of

knowledge in their ongoing jour Our School of Education is accr begin and refine the acquisition of craft and begin and refine the acquisition of craft degrees, teach the majority of our courses. thoughtful, creative problem-solvers as they Our goal is to encourage students to become time faculty experienced professionals upon graduation. programs with personal attention. Our full- are not viewed as totally developed and are not viewed as totally developed Human Services strives to provide quality The Depar car Introduction obser journal writing. a enrolled in the School of Education are on cally through such activities as classroom ing. Novice and experienced educators r r when practiced consistently Professionalism Becoming an expert professional educator ence, has value for developing educators, that reflection, grounded in active experi- ing about professional practice. We believe ing about professional practice. We actively foster the exercise of in depth think- students or clients. understanding and to ately to promote room work, as well as that with their own room work, as well clearly and deliber- the process of thinking planning for or reflecting on their own class- planning for or reflecting defines reflection as The School of Education to reference relevant standardsto reference relevant either when Reflection nological expertise as a tool in learning and nological expertise as tice. Students are expected to use their tech- tice. Students are expected learn this knowledge and apply it in prac- knowledge and apply learn this r we pr both content and pedagogical knowledge as and pedagogical both content Knowledge emphasize of Education, we In the School EDUCATION AND HUMAN SERVICES HUMAN AND EDUCATION

page R I D E R UN I V E R S ITY • Where Learning Meets Your Life by thedepartmentchair. withdr grade lowerthanBoronefrom whichthey except acourseinwhichtheyhave receiveda for cr Students maynotrepeatanygraduatecourse Course RepeatPolicy 3. 2. 1. Alltransfercr f Guidelines for Transfer ofCredits following guidelines. number ofcreditstobetransferredgiventhe Department Chairpersonwilldeterminethe current degree.Theadvisorandthe graduate traininganditsapplicationtothe Consideration istypicallygiventotheirprior an appropriatemaster’s program. cialists programmayenteraftercompleting that studentsenrolledinaneducationalspe- Education andHumanServicesrecognizes Rationale: TheDepartmentofGraduate Transfer ofCredits: Ed.S.Students have notalreadybeenfiled. request forsuchtransferifthetranscripts ted fortransfermustaccompanythewritten Official transcriptscoveringcoursessubmit- requests forappropriatetransfercredits. human serviceswillconsiderspecificwritten The departmentofgraduateeducationand submit officialtranscriptsofthesecredits. uate creditsfromotherinstitutionsmust EDUCATION AND HUMAN SERVICES 5. Credits approvedfortransferwillbe Credits 5. 4. or Ed.S.Students 18 Students whoar cr Ser ferred. StudentsintheCounseling Pr For studentsintheSchoolPsychology gram objectives. tent overtimeandsupportscurrentpro- for courseswherecontentremainsconsis- Exceptions maybegrantedbytheadvisor six yearsfromthedateofreview. T grade ofatleastB. time ofadmissiontothepr added tothestudent’s transcriptatthe upon admission. must approvethecreditstobetransferred request fortransferofcredit.Theadvisor Of up to36credits. CACREP approvedprogrammaytransfer gram. Studentsadmittedfr ransfer cr edits fr ogram, upto36cr ficial transcriptsmustaccompanythe edit thattheyhavealr vices Programmaytransferupto48 ew . Anyexceptionsmustbeapproved om aCACREPappr edits mustbetakenwithinthe edits mustcar e eligibletotransfergrad- edits maybetrans ogram. eady taken, om anon- r y aletter oved pro- - Comprehensive Examination toward agraduatedegree: the automaticdismissalofastudentworking Any ofthefollowingsituationswillr Dismissal of graduateeducationandhumanservices. must befiledwiththechairofdepar dar forhisorherfinalsemester. Thisform before thedatespecifiedingraduatecalen- Examination andGraduationfor and fileanApplicationforCompr sive examinationandgraduatemustfillout A studentwhoplanstotakethecomprehen- Examination andGraduation Application for Comprehensive 3. 2. 1. Matriculated status. M.A. degreeareeligibletositforthisexam: achieved thefollowingrequirementsfor academic year. Onlythosestudentswhohave istered onceeachregularsemesterduringthe question(s) posed. quate communicationofideasinlightthe ed areasoffoundationsandresearch;ade- edge ofthespecializedfieldand/orrelat- niques forapplyingtoaproblemareaknowl- major concepts,theoriesandideas;tech- covering knowledgeofaspecializedfield; cessfully passacomprehensiveexamination guage arts;orspecialeducation,mustsuc- human servicesadministration;reading/lan- supervision; educationaladministration; seling services;curriculum,instructionand gram leadingtotheMasterofArtsincoun- Students whoar •Not achievingcandidacybecause ofa any gradeofC(C+,C,orC- •Receiving •Receiving twogradesofFingraduate The comprehensiveexaminationisadmin- The Depar In thelastsemesterofpr A cumulativeaverageof3.0orbetterby Rider, suchactionseemsadvisable. ment ofthefaculty ortheofficersof dismiss anystudentwhen,in thejudg and HumanServicesreservesthe rightto grade pointaverageoflessthan 3.0; lower) inmor course work; hensive exam. the timeofapplicationforcompre- advisor isrequired. in thesummer. Permissionofprogram only onecourser may taketheexaminationinspringif tment ofGraduateEducation e pursuingagraduatepro- e thantwograduatecourses; emains andwillbetaken ogram; or m onor ehensive esult in tment - , cational andhumanser teacher certificationandothertypesofedu- vides opportunityforstudyleadingto Human ServicesAdministration,page28 • Special Education,page30 • Reading/Language Arts,page29 • Teaching, page32 • EducationalAdministration,page26 • Curriculum, InstructionandSupervision, • Counseling Services,page23 • areas: The M.A.degreeisofferedinthefollowing • School Psychology • Counseling Services inthefollowingareas: offered The EducationalSpecialist(Ed.S.)degreeis Degr Programs ofStudy ScienceTeacher (BiologicalSciences, • SchoolPsychologist • SchoolCounselor • • SchoolAdministrator(Principal) • ReadingTeacher • • Preschool-Grade3Teacher (P-3) • MathematicsTeacher • • • • DirectorofCounselingServices • BusinessTeacher • following areas: other typesofeducationalcertificationinthe study leadingtoteachercer human servicesprovidesopportunityfor The depar Educational Certificates • Teacher-Coordinator ofCooperative • T • Preschool-Grade3Teacher (P-3) Certificates: Endorsement toExistingTeaching World LanguagesTeacher –French, • SupervisorofInstruction • • Vocation/Technical Education In addition,thegraduatedepartmentpro- page 24 Chemistr School BusinessAdministrator Reading Specialist English T English asaSecondLanguage(ESL) Elementary Teacher (K-5) German, Spanish(K-12) Social StudiesTeacher eacher ofStudentswithDisabilities ees andCertificationsOffered tment ofgraduateeducationand y eacher , Physics,Ear vices cer th Science) tification and tification. WWW.RIDER.EDU 19 page vices Administration (page 21) (page 29) (page 30) (page 34) Human Ser Guide to Programs Guide eacher tificate

eacher (page 33) eacher vices Administrator y T eacher

mation Systems and Data orld Languages Teacher eschool-Grade 3 T eacher of Students with Disabilities and subject specialties) School Counselor (Elem./Sec.) education (K-12 including business (page 23) T Elementar Mathematics Teacher Science T EducationVocational-Technical Human Ser Administration Certificate Administration Cer Administration Certificate Infor Education Vocational-Technical Administration Certificate Advancement (page 32) If you are interested in interested are If you - Counseling - Community Counselor- - Licensed Professional Counselor - Director of Counseling Services - School Psychologist- Curriculum Specialist - Supervisor of Instruction See section on - Educational Administrator- Principal Counseling Services -Administrator School Business - Reading Specialist - Special Education Educational Specialist in School Psychology Curriculum, Instruction and Supervision - (page 24) Business Teacher- - English Teacher - English as a Second Language Teacher Educational Administration - - Pr - Reading Teacher - - Social Studies Teacher - W Reading/Language Arts (page 26) - of Cooperative Teacher-Coordinator Special Education - Certification Level Teacher Graduate - Advanced Governmental - Budgeting and Financial - Health and Community Service of Cooperative Teacher-Coordinator - (page 28) - Teacher Development and Professional Development - Teacher Master of Arts in Teaching EDUCATION AND HUMAN SERVICES HUMAN AND EDUCATION

page R I D E R UN I V E R S ITY • Where Learning Meets Your Life counseling ser seling; communitycounseling and directorof Pennsylvania. academic r the LicensedProfessionalCounselor (LPC) level. TheEd.S.incounseling ser advanced terminaldegreebeyondthemaster’s The EducationalSpecialist(Ed.S.)isan P (66 semesterhours) Specialist (Ed.S.),thecandidatemust: To qualifyforthedegreeofEducational Degree Requirements General EducationalSpecialist due date: cultural backgroundstoapply. prospective studentsfromdiverseethnicand have beensubmitted.Thefacultyencourages admission onlywhenallrequiredcredentials A decisionismadeaboutanapplicationfor REQUIREMENTS APPLICATIONGENERAL fication requirements. psychology meetstheNewJerseystatecerti- Jersey andPennsylvania.TheEd.S.inschool (LPC) educationalrequirementsforNew meets theLicensedProfessionalCounselor ter’s level.TheEd.S.incounselingservices advanced terminaldegreebeyondthemas- The EducationalSpecialist(Ed.S.)isan Degrees Educational Specialist EDUCATION AND HUMAN SERVICES 20 Counseling Services Educational Specialistin R There arethreeconcentrations: school coun- The followingareduebytheapplication O • • transcriptsfromallcolleges Official • witha Acompleted applicationform, • Completetheprogramwithinsix • • G R Comply withthegeneralr ices programs. graduate educationandhumanserv- sion isappr in his/herfirstcourseunlessanexten- years ofthedatestudentenrolled ments concerninggraduatestudy; ments. specified withintheprogramrequire- If ther program towhichyouareapplying; as specifiedwithinthepar Other suchadmissionrequirements and universitiesattended; non-refundable $45applicationfee; AM DESCRIPTION equir e ar vices. Individualized advising ements forNewJerseyand e duedates,theywillbe oved bythechairpersonof vices meets equire- ticular 4. (30)creditsmustbecompleted Thirty 3. mustbecompleted Eighteen(18)credits 2. Aminimumof66graduatesemester 1. DEGREE REQUIREMENTS following criteriamustbemet: cations mustbereceivedbyNovember1.The by April1,andforthespringsemesterappli- received byMay1,forthesummersemester tance inthefallsemester summer, fallandspringsemesters.Foradmit- Admission intothepr AD Cer Supervisor bytheNationalBoardfor to becomelicensedasanApprovedClinical vides studentstheopportunitytobeeligible The Ed.S.inCounselingServicesalsopro- ally inthefollowingspecialtyareas: helps candidatesdevelopandgr Review andconsiderationfor matricula University; to be matriculated,amini pletion ofnine(9)credits atRider tion intotheprogramoccurs after com- graduates. Rider ornon-CACREPapproval program after admissiontotheEd.S.for allnon- grams. fr after admissiontotheEd.S.forcandidates level work. hours includingappropriatemaster’s tified Counselors(NBCC). M 6. A group orindividualinterview.A group 6. 5. One year(oritsequivalent)ofcoun- 4. 3. 2. Aminimumof3.25GPA (ona4.0 1. GrantWriting/Management • GriefandCrisisCounseling • FamilyandMaritalIssuesin • School Elementary/Secondary • Counseling Probation/Parole • Geriatrics/HospiceIssues • SubstanceAbuse • CounselingandDevelopment Career • LegalandEthicalIssuesin • SpecialNeedsofAt-RiskStudents • CounselingandProcess Group • CollegeCounselingandHigher • MulticulturalCounselingIssues • om CACREPappr I S counseling-r seling experience. cant’s professionalgoals. A writtenstatementoftheappli T scale) inallpr A master Counseling Counseling Counseling Education Affairs wo cur SION REQUIREMENTS rent professionalreferences. ’s degreeincounselingor elated discipline. evious graduatecourses. ogram occursinthe , applicationsmustbe oved master’s pro- ow profession- - - - DC50IntroductiontoResearch EDUC-500 EDPS-521 EDPS-520 HumanGrowthand Psychopathology EDPS-503 CNPY-514 CounselingPsychology CNPY-502 COUN-660 COUN-530 MulticulturalCounseling COUN-520 Vocational/Career COUN-505 GroupCounseling COUN-503 IntroductiontoCounseling COUN-500 (36 semesterhours) Psychological Foundations Group I-Professional and SERVICES COUNSELING IN AN ED.S. FOR COURSE REQUIREMENTS specialized area. provide in-depthtrainingandexperienceina students tomeettheircareergoalsand The programwillbeindividualizedtoallow completionrequiresaminimum Degree 5. COUN-590 GroupCounseling COUN-586 or IndividualCounseling COUN-585 or SecondarySchoolCounseling COUN-581 or ElementarySchool COUN-580 CounselingTechniques COUN-550 (15 semesterhours) Gr ON60InternshipinCounseling COUN-690 InternshipinCounselingII COUN-591 oup I of 3.3GPA. mum of3.3GP I -FieldExperience Data Analysis Statistics andQualitative Psychology Counseling/School Assessments in Measur Development Theories and Methods Issues, Concepts Counseling Super Psychotherapy Counseling and Legal andEthicalIssuesin Development and Relationship Development Services Inter Practicum Practicum Practicum Practicum Counseling Laboratory Specialty I A. nship inCounselingI ements, Tests, and vision: WWWWWW.RIDER.EDU.RIDER.EDU 21 page Y elopment edit hours must . ofessional competencies, ofessional oundations Foundations of Education Concepts of Educational Administration and Learning Development Biological Basis of Behavior ty of those cr CHOOL PSYCHOLOG CHOOL ogression in the School Psychology ogression in N S ogram. Program faculty will evaluate faculty will ogram. Program URSE REQUIREMENTS FOR AN FOR REQUIREMENTS URSE be completed at Rider University. chology during the first semester of internship, EDPS-590 Internship in School Psychology and report the score to Rider University. and pr pr pr the academic, characteristics of and professional work upon their portfolio each student based A recommenda- and personal statement. continuation with- tion for continuation, will be made remediation, or dismissal year. by June 15th of each alternative. or an acceptable planned standards, all stu- Based upon NASP residency require- dents must fulfill a a fulltime student ment by enrolling as graduate credits for (minimum of nine one semester) so as to develop an affilia- and the tion with colleagues, faculty, profession. An alternative planned experience may be designed in conjunction with a faculty member of 3.3 on a 4.0 with a minimum GPA scale. Thir O D.S. I oundations of Education Professional Core: School Core: Professional Practice Psychology (36 hours) 4. school psy- the PRAXIS II exam in Take C E F and Human Behavior (21 hours) Educational F (9 hours) EDSO-510 Sociological and Cultural EDAD-501 EDPS-508 Cognitive Processes Human Behavior and Dev (12 hours) EDPS-503 Human Growth and EDPS-535 CNPY-514SPED-530 Psychopathology Positive Behavior Support DEGREE REQUIREMENTS DEGREE 1. for retention satisfactory ratings Yearly 2. a residency Fulfillment of requirement 3. Completion of 66 graduate credit hours - e e, ar efor es in which the ee e at or above the 45th N REQUIREMENTS N olled. Applicants, ther O I eater than 950 OR a MAT score at eater than 950 OR a MAT S T scor psychology or related field, with a of 2.75 (on a 4.0 minimum GPA scale). the verbal and quantitative scores combined must be equal to or gr or above the 45th percentile. goals. Data-Based Decision Making and Decision Making Data-Based Accountability Skills of Cognitive/Academic Life Skills and Learning and Climate Policy Development, Mental Health Collaboration Home/School/Community Development S I 1. in background An undergraduate 2. letters of recommendation. Two 3. of GRE scores in which Submission 4. with program faculty. Interview 5. A written statement of learning • •and Collaboration Consultation • and Development Effective Instruction • and Development of Socialization •Development Student Diversity in •Organization, School and Systems • and Prevention, Crisis Intervention, • • Research and Program Evaluation •Psychology Practice and School • Information Technology M Submission of GRE scor verbal and quantitative scores combined must be equal to or greater than 950 OR a MA percentile. The program is approved by the state of ogram must maintain a specified student- Students entering with an advanced fields in related degree(s) 1. of 3.25 (on a 4.0 scale). A minimum GPA 2. letters of recommendation. Two 3. Students entering with only a bachelor’s degr 4. Interview with the program faculty. 5. A written statement of learning goals. AD Admission into the program occurs during the summer and fall semesters respectively. 1 Applications must be received by March or May 1. The review and acceptance process occurs immediately following each applica tion deadline. Since the school psychology pr to-staff ratio, the number of openings available is contr New Jersey and graduates will meet certification requirements in other states. as encouraged to apply for the earlier date so fol- to receive optimal consideration. The lowing criteria must be met: ces for Clients th by the National ral Sour riculum Development and Design Administration Supervision of the Child and Adolescent Community Agencies: Refer and Special Needs Students Sociological and Cultural Foundations of Education Introduction to Student Affairs in Higher Education Sociology and Psychology of Crime and Delinquency Research in Counseling Research in Counseling Services Methods Issues, Concepts and of the Adult and Aging Adolescents, and Their Families Consultation in School and Agency Settings Cur Foundations of Community Foundations (Community) Counseling to Family Approaches Counseling Treatment e to the domains of training and -515

ospective school psychologists are intro- Educational Specialist Degree Educational Specialist Degree In School Psychology

Association of School Psychologists (NASP). ing and practice set for across the following eleven domains of train- techniques. Professional skills are developed theories, models, empirical findings, and for psychology and education, including ed with a foundation in the knowledge base Psychologists (NASP). Students are provid- National Association of School professional practice presented by the ences adher ices in schools. Coursework and field experi- skills for the provision of psychological serv- PROGRAM DESCRIPTION PROGRAM Pr duced by a broad range of knowledge and

(66 semester hours) EDAD-501of Educational Concepts EDAD-505 Concepts of Instructional EDPS-502 Psychological Development EDSO-501 EDSO-510 EDUC-530 PPCS-501 CURR-531 COUN-660 Counseling Supervision: CNPY-503 Psychological Development CNPY-510 Counseling with Children, CNPY CNPY-516 Advanced Psychopathology COUN-600 Independent Study and COUN-516 Co-Dependency and COUN-535 Counseling Holistic Wellness COUN-510 COUN-515 Substance Abuse Counseling COUN-525 Gender Issues in Counseling COUN-508 (15 semester hours) (15 semester Group IIIGroup and Related Areas - Special EDUCATION AND HUMAN SERVICES HUMAN AND EDUCATION

page R I D E R UN I V E R S ITY • Where Learning Meets Your Life SPED-511 or SPED-510 (3 hours) of StudentswithSpecialNeeds Education andTreatment (9 hours) E InternshipinSchool EDPS-591 InternshipinSchool EDPS-590 ProfessionalIssuesinSchool EDPS-513 (9 hours) Professional Practice IntroductiontoResearch(3) EDPS-521 EDUC-500 (6 hours) Research PracticuminConsultation EDPS-583 CNPY (4 hours) Consultation PracticuminSocial-Emotional EDPS-582 PracticuminAssessmentof EDPS-581 AdvancedInterventionsfor EDPS-570 AssessmentandIntervention EDPS-510 AssessmentandIntervention EDPS-509 AssessmentandIntervention EDPS-515 EDPS-514 (17 hours) Assessment andIntervention EDUCATION AND HUMAN SERVICES 22 LE C TI -515 VES Needs (100hours)(1) Intelligence (100hours)(1) Families (3) Adolescents and Children, Emotional Needs(3) andSocial- IV: Behavioral Abilities (3) III: IntelligenceandCognitive Measures (3) II: Curriculum-Based Academics andBehavior(3) I: Standar Assessment andIntervention School andAgencySettings(1) Agency Settings(3) Consultation inSchooland Disabilities Students withSevere Instr Disabilities Students withMild Instructional Practicesfor Psychology II(600hours)(3) Psychology I(600hours)(3) Psychology (3) Analysis (3) Statistics andQualitative uctional Practicesfor dized Measuresof OPPORTUNITIES to determinehis/herspecificcourseofstudy. terms ofnationalcertificationrequirements cant’s andexperiencesareassessedin record cation asaschoolpsychologist.Theappli level psychologistwhowishestoseekcertifi- This programisdesignedforthedoctoral CNPY COUN-550 (6 hours) Counseling Psychology may berevisedbythetimeyouenroll. New JerseyCode,someoftheseprograms pr programs andrequirementsspecifictothe general requirementsforallmaster’s degree admission andgraduation,thereareboth and SpecialEducation.Forapplication, Services Administration;Reading,Teaching Educational Administration;Human Curriculum, InstructionandSupervision; the master’s degree:Counseling; Human Ser The DepartmentofGraduateEducationand Master’s Degrees Application isrequiredasaspecialstudent. ther developorupdatetheirskills. enr Cer P P ASASCHOOL RE-SPECIALIZATION two consecutiveyears. od ofoneyearORonapart-timebasisover ship occursonafull-timebasisovertheperi- rience consistingof1,200hours.Theinter faculty’s supervision. associated courseworkandunderprogram develop specificskillsinthefieldrelativeto During eachpracticum,thestudentswill practicum hourspriortotheirinternship. Students areexpectedtocomplete300 Practicum andInternship R S ogram. Duetomandator Internship servesastheculminatingexpe- oll incoursesoftheirownselectiontofur YCHOLOGIST tified schoolpsychologistsareinvitedto O F 58CounselingChildrenand -518 E S S I vices of O NAL D and Treatment Adolescents: Diagnosis Laborator Counseling Techniques fers sevenpr (Cer EV y tification only) ELOPMENT y changesinthe ograms for n- - - the applicationduedate: grounds toapply. Thefollowingaredueby dents fromdiverseethnicandculturalback- sideration pendingprogramcapacity. after theofficialdeadlinemaybegivencon- programs. Completedapplicationsreceived session unlessotherwisespecifiedforspecific 1 forfallsession,andNovemberspring r have beensubmitted.Applicationsmustbe admission onlywhenallrequiredcredentials A decisionismadeaboutanapplicationfor Requirements General Master’sDegree Application the candidatemust: T Gener eceived byApril1forsummersession,May o qualifyforthedegr •If theduedatesaredifferent,theywillbe •Other suchadmissionrequirementsas •Official transcriptsfromallcollegesand •A completedapplicationfor The facultyencouragesprospectivestu- •Comply withthegeneralr •Enroll ingraduatestudyatRiderforno •Meet matriculationrequirementsfora •Successfully passawrittencomprehen- •Complete aninter •Complete atleast33-48semesterhours •Maintain agradepointaverageofB(3.0) •Complete theprogramwithinsixyearsof non-refundable $45applicationfee; ments. specified withintheprogramrequire- to whichyouareapplying; specified withinthepar universities attended; concer equivalent thereof; fewer thantwoacademicsemestersorthe specific degr Ar sive examinationexceptfortheMasterof r gram ofstudies; of graduatecreditinanapprovedpro- ter’s degree;and or betterforworksubmittedthemas Education andHumanServices. appr first courseunlessanextensionis the datestudentenrolledinhis/her equir ts inTeaching degree; al Master’sDegree Requirements oved bytheDepartmentofGraduate ed byindividualpr ning graduatestudy; ee pr ogram; ee ofMasterArts, nship/practicum as ticular pr ograms; equir m, witha ements ogram - WWWWWW.RIDER.EDU.RIDER.EDU 23 page ch e to be taken ests and ogram advisor. y School y School ement, T om a pr oduction to Resear ee electives ar Measur Assessments in Counseling Intr Referral Sources for Clients and Special Needs Students Sociological and Cultural Foundations of Education Services Theories Laboratory Development Counseling or Psychotherapy Development Elementar Counseling Practicum Secondar Counseling Practicum Services I Services II mission fr equisites. er I ee (3) credit hours of free electives must oup I oup I Gr (6 semester hours) EDPS-520 EDUC-500 IIIGroup (6 semester hours) EDSO-501 Community Agencies: EDSO-510 IVGroup (3 semester hours) Thr be taken. These fr No with permission of the program advisor. elective is to be taken prior to COUN-500 without per Special note should be made of electives having pr COURSE REQUIREMENTS COURSE hours) (48 semester School Counseling Gr (33 semester hours) COUN-500 Introduction to Counseling CNPY-502 Counseling Psychology CNPY-514COUN-550 Psychopathology Counseling Techniques COUN-503 Group Counseling COUN-505 Vocational/Career COUN-530 Legal and Ethical Issues in EDPS-503 Human Growth and COUN-580 or COUN-581 COUN-590 Internship in Counseling COUN-591 Internship in Counseling ee is ement edits at ements. equir equir e r A of 3.0 in their ds Examination (GRE) or . equirements; om these test scor ements ogram by taking into consideration all General Recor (MAT). Miller Analogies Test pleted on the day of the group interview. The purpose of this writing activity is to assist faculty in assessing the applicant’s likelihood of success in meeting the written expression demands of the program; cants, in a group interview session facili- cants, in a group interview The services faculty. tated by counseling is to help deter- purpose of this meeting fitness and com- mine the applicant’s patability for a career in this field; ommendation; universities attended; application r application who have of 2.5. Applicants mum GPA level courses must completed graduate have a minimum GP graduate courses; equir Applicants who are unable to submit The counseling services faculty will eval- The following criteria must be met: criteria must be The following Meet general master’s degree Meet general master’s r examination Successful completion of all academic and field requirements. ogram until their GRE or MAT scores are ogram until their GRE or MAT Rider University these scores as part of their application may the be granted conditional admission by Such conditionally admit- program faculty. ted students must fulfill this requirement by the time they complete nine (9) cr Students who fail to fulfill this r shall not be permitted to continue taking courses in the M.A. in counseling services pr reviewed and evaluated by program faculty. A candidate who has an M.A. degr 7. Submission of results from either the exempt fr 6. be com- An on-site writing sample must 5. Participation, other appli- along with potential for success in uate each applicant’s the pr the factors listed above in arriving at admissions decisions. 4. rec- current professional letters of Two 3. Official all colleges and transcripts from 1. degree master’s the general Complete 2. a mini- degree with An undergraduate DEGREE REQUIREMENTS DEGREE 1. 2. A passing grade on the comprehensive 3. s d of ogram’ tification y, private y, . view ork. The pr edentials are not com- esults) cannot be guaranteed T r ed admissions inter

y and elementary schools, this pro- , fall and spring semesters. For

equir

All counseling services degree candidates

Individual advising, small classes and Individual advising,

. Individuals whose cr Master of Arts Master of Services in Counseling the r GRE and MA plete by the due date (with the exception of ty given consideration pending program capaci- received after the official deadline may be November 1. Completed applications semester applications must be received by semester by April 1, and for the spring must be received by May 1, for summer admittance in the fall semester, applications admittance in the fall semester, summer higher education student services. REQUIREMENTSADMISSION Admission into the program occurs in the students may choose a concentration in Counselors (NBCC). Within this option, Counselors (NBCC). Within of the National Board of Certified mental health agencies, industr course of study meets the core requirements rehabilitation hospitals, medical centers, hospitals, medical rehabilitation practice, and other community settings. The counseling positions in higher education, Community Counseling for This program prepares professionals sional liability insurance. tification by the New Jersey State Boar are strongly encouraged to purchase profes- secondar gram specifically has been approved for cer- 505 and EDPS-520. for Designed to prepare school counselors Pennsylvania and New Y essential in the following courses: COUN- School Counseling Education and meets the cer requirements in most other states including Computer literacy is expected and will be Computer literacy is expected and will group activities and in self-exploration. group activities and All students are required to participateAll students are required in ety of career goals as professional counselors. ety of career goals as experiences help students prepare for a vari- experiences help students Related Education Programs (CACREP). Related Education Programs selected fieldwork engagement in carefully Council for Accreditation of Counseling and Council for Accreditation options. Both programs are accredited by the options. Both programs emphasis is on developmental counseling. This master’s degree provides two program This master’s PROGRAM DESCRIPTION PROGRAM (48 semester hours) (48 semester EDUCATION AND HUMAN SERVICES HUMAN AND EDUCATION

page R I D E R UN I V E R S ITY • Where Learning Meets Your Life DD51Concepts ofEducational EDAD-501 Introduction toStudent EDUC-530 lowing inplaceofsix(6)credits ofelectives: Higher Eduction,studentswould takethefol- ing pr Special noteshouldbemadeofelectiveshav- out permissionfromaprogramadvisor. tive istobetakenpriorCOUN-500with- per taken. Thesefreeelectivesaretobetakenwith Six credithoursoffreeelectivesmustbe (6 semesterhours) Group IV Psychopathology CNPY-514 HumanGrowthand EDPS-503 (6 semesterhours) Group III IntroductiontoResearch EDUC-500 Measurements,Tests and EDPS-520 (6 semesterhours) Gr InternshipinCounseling COUN-591 InternshipinCounseling COUN-590 GroupCounseling COUN-586 or IndividualCounseling COUN-585 LegalandEthicalIssuesin COUN-530 MulticulturalCounseling COUN-520 FoundationsofCommunity COUN-508 Vocational/Career COUN-505 GroupCounseling COUN-503 CounselingTechniques COUN-550 CounselingPsychology CNPY-502 IntroductiontoCounseling COUN-500 (33 semesterhours) Gr (48 semesterhours) Community Counseling EDUCATION AND HUMAN SERVICES 24 For aconcentrationinStudentAffairs oup I oup I mission oftheprogramadvisor. Noelec- er equisites. I Administration Af Development Assessments inCounseling Services II Services I Practicum Practicum Psychotherapy Counseling and Development and Relationship Counseling Development Laboratory Theories Services fairs inHigherEducation PS50SeminarinProbationand PPCS-510 SociologyandPsychology PPCS-501 ing inplaceofsix(6)creditselectives: Counseling, studentswouldtakethefollow- For aconcentrationinPr lear of ar ance-based learningopportunities intheareas (ELCC). Thesestandar Educational LeadershipConstituent Council leadership standar one’ behavior andtheimprovementofself experiential innature,fosteringethical gram isdesignedtobedevelopmentaland capacities ineducationalsettings.Thepro- to developtheirinstr This degreeprogramseeksstudentswhowish PROGRAM DESCRIPTION (36 semesterhours) counseling skillsandabilities. tion tofur invited toenrollincoursesoftheirownselec- Those engagedinpr Dev P terms ofstatecertificationrequirements. ic andexperiencebackgroundsareassessedin counseling services.Theapplicant’s academ- selors whowishtobecer This programisdesignedforschoolcoun- Dir tification instatesotherthanNewJersey. Students ar certification requirementsinmoststates. This certificateprogrammeetsorexceeds Certificate Program School Counselor seeking professionalcounselinglicensure. courses offeredthatareappropriateforthose counseling areadvisedappropriatelyandtake Graduates ofmaster’s degreeprogramsin Licensure Series Professional Counselor (NON-DEGREE) Development Opportunities Professional Counselor pr success ofallstudents inanethicalmanner and community members,promotingthe ing environment, collaboratingwithfamilies Instruction andSupervision Master ofArtsinCurriculum, rofessional ogram, managingresourcesfor asafelearn- ector ofCounselingServices ning, pr s pr ticulating andimplementinga visionfor elopment Opportunities ofession. Thepr e r ther developortoupdatetheir omoting anef esponsible forapplyingcer- Parole CounselingServices of CrimeandDelinquency ds establishedbythe ofessional counselingar ds emphasizeperform- ogram isbasedupon uctional leadership fective instr tified asdir obation andParole uctional ector of e , 5. An interview withtheprogramcoordina- Aninterview 5. 4. 3. Aminimum2.5undergraduate GPA is 2. 1. AP Educational Administration. principal shouldenrollintheM.A. Instructional SupervisorCertificate. uates willqualifyfortheNewJersey rience. Uponcompletingthepr ship skillsinaculminatinginter practice anddeveloptheirsupervisoryleader- All studentswillbegivenanoppor candidates intheappr ous andsustainedaccomplishmentsofthe will besubmittedtodocumentthecontinu culture forlearning. grams; andtopromoteapositiveclimate pro- the staffthroughavarietyofin-service contribute totheprofessionaldevelopmentof coaching, andcollaborativeproblemsolving; other teachersthroughmentoring,peer outcomes ofinstruction;supportthework dards-based curricularprograms;assessthe following areas:coordinateandevaluatestan- called upontoplayaleadershiproleinthe teacher-leaders. Increasinglyteachersare develop theirprofessionalcapacitiesas dents whoseekagraduateprogramthatwill tiatives. Theprogramalsoservesthosestu- for schoolanddistrict-wideimprovementini- needed toassumeleadershipr ing theknowledge,skillsanddispositions rolesbyemphasiz- instructional supervisory context. political, social,economic,legal,andcultural and r Students seekingtoqualifyasaschool A LeadershipGrowthProjectsPortfolio The programpreparesstudentsforformal Submission ofaninitialpersonalleader- one letterofrecommendationfromacur- T required foradmission. Complete thegeneralmaster’s degree into thedegreeprogram. tor andarecommendationfor acceptance super ship platformstatementininstructional current supervisors. ting mustsupplyequivalentlettersfrom Students applyingfr diate supervisororateamleader. either anotheradministrator, oranimme- second letterofrecommendationfrom r application r P ent districtorschooladministratoranda wo lettersofrecommendation.Atleast LI ecognizing theinfluenceoflarger CATION REQUIREMENTS vision. equir ements. opriate worksetting. om anon-schoolset esponsibilities ogram, grad- nship expe tunity to - - -

EDUCATION AND HUMAN SERVICES

DEGREE REQUIREMENTS Area 2: Supervision and GLTP-520 Curriculum and Teaching in Degree requirements reference the Administration Sequence Secondary Schools Standards of the National Policy Board for (12 semester hours) CURR-600 Independent Study and Educational Administration, utilized by the EDAD-505 Supervisory Leadership Research in Curriculum, Educational Leadership Constituent Council for Improved Instruction Instruction and Supervision (ELCC): and Learning EDAD-501 Concepts of Educational 1. Meet general master’s degree require- EDAD-507 Educational Issues Administration ments. and the Law EDAD-513 Human Resource 2. Candidates will demonstrate course EDAD-510 Seminar and Practicum in Development in Educational understandings through actual classroom Supervision Settings

and school applications that are refer- EDAD-511 Applying Group EDAD-515 Mentoring Beginning WWW enced to state adopted core curriculum Processes in Supervision Teachers W

EDPS-503 Human Growth and W content standards and professional devel- Development opment standards, the Standards for School Group II-Research and Educational W

EDPS-507 Advanced Educational .RIDER.EDU Leaders of the Interstate School Leaders Foundations Courses Psychology .R

Consortium, and the candidate proficien- (6 semester hours) I

EDPS-508 Psychology of Cognitive D cies developed by the Educational

Processes and Learning E Leadership Constitutient Council. Area 1: Research EDPS-512 Psychology of Exceptionality R.E 3. Develop and refine the personal leader- (3 semester hours) EDSO-501 Community Agencies

ship platform statement througout the EDAD-521 Research Strategies and EDSO-510 Sociological and Cultural D

program. Data-Based Decision Making Foundations of Education U 4. Complete a nine to twelve hour stanfor Educational Leaders READ-501 Psychology and Pedagogy of dards and outcome-based growth project the Reading/Language Arts in each class and a 150 hour “capstone Area 2: Process internship” in the final Seminar and Foundations of Education READ-502 Curriculum, Instruction and Practicum Supervision course. (3 semester hours) Supervision in Reading/ 5. Complete all course and program EDUC-515 Issues in American Schools Language Arts Process requirements. and Society READ-503 Content Reading in High 6. Satisfy matriculation requirements in School, College and accordance with established procedures. Group III-Electives Continuing Education 7. Submit the Leadership Growth Projects (6 semester hours) READ-507 Survey of Curriculum and portfolio. BSED-504 Curriculum Strategies and Materials in Reading/ 8. Pass the required comprehensive exami- Evaluative Concepts in Language Arts nation in Curriculum, Instruction and Business Education READ-508 Literacy and the Supervision. BSED-506 Administration and Bilingual/Bicultural Child 9. Complete a comprehensive and sustained Supervision of Business and READ-510 Foundations of Linguistics internship throughout enrollment in the Vocational Education and Psycholinguistics program. BSED-519 Directed Study and Research READ-511 Research into and Survey of in Business Education Literature for Children READ-512 Adolescent Literature COURSE REQUIREMENTS BSED-525 Dynamics of the American SPED-530 Positive Behavior Support (36 semester hours) Free Enterprise System BSED-530 Emerging Instructional Strategies in Business SUPERVISOR CERTIFICATION Group I-Core Courses Education PROGRAM FOR NEW JERSEY (24 semester hours) CURR-533 Elementary School Curriculum This program is designed for experienced CURR-534 Secondary School Curriculum and fully-certified teachers and other related Area 1: Curriculum and Instruction CURR-535 Theory and Practice of instructional personnel to gain the necessary Sequence Bilingual Education skills and professional knowledge to become (12 semester hours) CURR-536 Special Studies in Curriculum, supervisors in a school system. It is a coher- CURR-531 Curriculum Development Instruction and Supervision ent program that develops the reflective and Design CURR-537 Early Childhood Curriculum capacities of students to perform a wide CURR-532 Strategies for Curriculum Models and Methods range of supervisory functions in accord Change CURR-544 Modern Developments in the with recognized professional standards, best CURR-538 Curricular and Teaching of Foreign Languages practices and values. Students should note Instructional Improvement CURR-545 The Middle School Curriculum that the recommended course sequence set CURR-548 Curriculum and Instruction CURR-546 Practicum in Classroom by Rider University has been approved by for Diverse Learners Inquiry the New Jersey Department of Education CURR-547 Practicum in Classroom for the New Jersey supervisor’s certificate Learning and meets the four course requirements GLTP-510 Curriculum and Teaching in established by the Department: a course in the Elementary School I the general principles of staff supervision GLTP-515 Curriculum and Teaching in (N-12); two courses in general principles of the Elementary School II curriculum development (N-12); and a

page 25

EDUCATION AND HUMAN SERVICES

practicum in supervision where students will discovery, personal growth and initiative, and option will be taken in a prescribed order that be expected to complete a mentored intern- professional development. Both Option is established with the student at the begin- ship in a school or appropriate work setting Sequences build upon and reference the ning of study at Rider University. Each degree e as a requirement of the culminating course in Interstate School Leaders Licensure Consortium program and certification option provides for the sequence. (ISLLC); Standards for School Leaders, and the internship experiences that extend throughout

our Lif Standards of the National Policy Board for the course of study. Portfolio projects docu- ADMISSION TO THE PROGRAM Educational Administration, utilized by the ment the continuous and sustained accom- Prospective students must meet the follow- Educational Leadership Constituent Council plishments of the candidate in the appropriate ing requirements to be admitted to the pro- (ELCC). work setting. All degree candidates must gram 1) a standard New Jersey instructional complete a comprehensive internship experi- certificate or educational services certificate The Option I Sequence prepares candidates for ence that is cooperatively developed between or its out-of-state equivalent, 2) complete leadership positions as a principal, assistant the candidate, a site-based mentor, and the three years of successful, full-time teaching

e Learning Meets Y principal, director, or supervisor. The Option university professor. Please contact the pro- experience under the appropriate certificate, I Sequence is approved by the State of New gram coordinator for any additional informa- her 3) a master’s degree from a regionally accred- W Jersey to meet the established degree require- tion needed. ited college or university, 4) present recom- ments for candidates for leadership positions Y • mendations from two educational leaders, IT in public schools. The supervisor certificate is ADMISSION REQUIREMENTS S

R with whom you are currently working, e.g.

E issued by the state to applicants upon gradua- 1. Complete the general master’s degree V I one’s department chair, supervisor, principal,

N tion. Passing the required state examination application requirements. and/or superintendent, and 5) an interview

R U for certification and fulfulling all mentorship 2. A minimum 2.5 undergraduate GPA is

E with the program coordinator. D

I experiences after graduation are requirements required for admission. R to achieve permanent certification as a school 3. Two letters of recommendation. At least COURSE REQUIREMENTS administrator in New Jersey. The Certificate one letter of recommendation from a cur- Curriculum Development of Advanced Study in Educational rent district or school administrator and a Requirements Administration and Supervision is a certifica- second letter of recommendation from (6 semester hours) tion program designed for candidates with a either another administrator, or an imme- CURR-531 Curriculum Development master’s degree and a supervisor’s license. diate supervisor or a team leader. and Design Certification in Pennsylvania as an Students applying from a non-school set- CURR-532 Strategies for Curriculum Elementary or Secondary Administrator cur- ting must supply equivalent letters from Change rently requires either a program of eight lead- current supervisors. or ership courses or completion of a Master of 4. Submission of an initial personal leader- CURR-538 Curricular and Instructional Arts Degree in Educational Administration. ship platform statement in educational Improvement Either a focused course sequence or the Option administration. I Degree Program Sequence taken at Rider 5. An interview with the program coordina- Staff Supervision Course Requirement meets Pennsylvania requirements. Passing the tor and a recommendation for acceptance (3 semester hours) required state licensure examination is an into a sequence of study. EDAD-505 Supervisory Leadership for additional requirement for Pennsylvania certi- Improved Instruction fication as a school administrator. DEGREE REQUIREMENTS and Learning (Required) The Option II Sequence at Rider is 1. Meet general master’s degree require- designed for the candidate seeking a career as ments. Supervision Practicum Requirement a school business administrator. The Option II 2. Candidates will demonstrate course under- EDAD-510 Seminar and Practicum in Sequence leads to the degree with a focus in standings through actual classroom and Supervision school business administration. A recent code school applications that are referenced to change in New Jersey now requires a master’s state adopted core curriculum content degree for the state school business adminis- standards and professional development Master of Arts in Educational trator certificate. Either a Master of Arts in standards, the Standards for School Leaders Administration Educational Administration, licensure as a of the Interstate School Leaders Licensure Certified Public Accountant, or completion of Consortium, and the candidate proficien- (36 semester hours) a sequence of courses beyond a master’s degree cies developed by the Educational PROGRAM DESCRIPTION will lead to eligibility for the state certificate. Leadership Constituent Council. The programs in Educational Administration A course sequence also exists at Rider as a pos- 3. Reference the ISLLC and ELCC Standards at Rider University prepare candidates for sible certification route in addition to the throughout the program; leadership positions at different administra- Option II Degree program. 4. Develop and refine the personal leader- tive levels in elementary and secondary Instructional strategies are utilized in the ship platform statement throughout the schools, colleges and related educational program sequences that promote personal ini- program. organizations. The programs have been tiative, pro-active engagement, and collabora- 5. Complete a 9-12 hour standards and out- designed to be developmental and experiential tive learning opportunities. This is accom- come-based growth project in each class in nature, fostering ethical behavior and the plished through scholarly inquiry in the and a 150 hour “capstone internship” in improvement of self and one’s profession. knowledge base of leadership and organiza- the Seminar/Practicum in Educational Candidates are prepared for leadership oppor- tional behavior, management strategy, and Leadership. tunities in a collegial and collaborative aca- best practice applications in curriculum and 6. Satisfy matriculation requirements in demic environment that promotes inquiry and instruction. The sequence of courses in each accordance with established procedures; page 26

EDUCATION AND HUMAN SERVICES

7. Submit the Leadership Growth Portfolio Group III - Curriculum EDAD-521 Research Strategies and Project. and Instruction Data-Based Decision 8. Pass the required comprehensive exami- (9 semester hours) Making for Educational nation in educational administration; CURR-531 Curriculum Development Leaders 9. Complete a comprehensive standards- and Design EDUC-515 Issues in American Schools based self-assessment. CURR-538 Curricular and and Society Instructional Improvement ADMINISTRATION AND CURR-548 Curriculum and Instruction SCHOOL BUSINESS SUPERVISION DEGREE PROGRAM for Diverse Learners ADMINISTRATION (OPTION I SEQUENCE) (OPTION II SEQUENCE)

The Master of Arts in Educational Group IV - Foundations (36 semester hours) WWW Administration is a program designed for (3 semester hours) The Master of Arts in Educational W candidates who aspire to school leadership EDUC-515 Issues in American Administration, Option II, is a program W positions as a supervisor, director, assistant Schools and Society designed for candidates who aspire to a lead- W .RIDER.EDU principal, or principal. The framework for ership position as a School Business .R

the program has been established to meet CERTIFICATE OF ADVANCED Administrator. The framework for the pro- I preparatory requirements as established in STUDY IN EDUCATIONAL gram has been established to meet prepara- D the New Jersey Administrative Code (6A:9- ADMINISTRATION AND tory requirements as established in the New E R.E 12.5) as well as the challenges, responsibili- SUPERVISION Jersey Administrative Code (6A:9-12.7) as ties, and opportunities inherent in educa- well as the challenges, responsibilities, and (Principal Certificate) D

tional leadership. The complete internship The Certificate of Advanced Study in opportunities inherent in educational lead- U experience begins and is documented from Educational Administration and Supervision ership. the first course, and the “capstone” intern- is a sequence option designed for candidates Candidates are expected to have complet- ship experience (EDAD-591) concludes the who aspire to school leadership positions as a ed state required coursework (undergraduate program. director, assistant principal, or principal. or graduate) in economics and accounting Candidates have completed a master’s degree prior to acceptance into the degree program. Group I - Administration and hold New Jersey certification as a super- A “conditional acceptance” into the pro- and Leadership visor. A second course in supervision (EDAD- gram can be given, requiring applicants (18 semester hours) 511) is required of candidates who have pre- without these two courses to complete them EDAD-501 Introduction to Educational viously taken only one course in a state- before beginning matriculation. The com- Leadership and approved supervisory certification sequence. plete internship experience begins with and Organizational Theory into An internship experience begins with and is is documented from the first course and con- Practice documented from the first course. The cludes with the “capstone” internship expe- EDAD-507 Educational Issues and approximately 60-70 hours of field-based rience (EDAD-591). the Law experience under the supervision of a mentor EDAD-513 Human Resources translates leadership theory into practice. The Group I - Administration Leadership in Educational frameworks for the program have been estab- (18 semester hours) Settings lished to meet preparatory requirements as EDAD-501* Introduction to Educational EDAD-514 Issues in Financing established in the New Jersey Administrative Leadership and Education and Fiscal Code (6A:9-12.5) as well as the challenges, Organizational Theory Operations responsibilities, and opportunities inherent into Practice EDAD-521 Research Strategies and in educational leadership. EDAD-507* Educational Issues Data-Based Decision and the Law Making for Educational Required Courses in the EDAD-513* Human Resources Leadership Leaders Certificate Sequence in Educational Settings EDAD-591 Internship/Practicum EDAD-501 Introduction to Educational EDAD-514 Issues in Financing in Educational Leadership Leadership and Education and Fiscal Organizational Theory Operations Group II - Supervision into Practice EDAD-521 Research Strategies and (6 semester hours) EDAD-507 Educational Issues Data-Based Decision EDAD-505 Supervisory Leadership and the Law Making for Educational for Improved Instruction EDAD-511 Applying Group Processes Leaders and Learning in Supervision EDAD-591 Seminar/Practicum in EDAD-511 Applying Group Process EDAD-513 Human Resources Leadership Educational Leadership in Supervision in Educational Settings EDAD-514 Issues in Financing Group II - Supervision Education and Fiscal and Curriculum Operations (6 semester hours) CURR-532 Strategies of Curriculum Change EDAD-511 Applying Group Processes in Supervision

page 27

EDUCATION AND HUMAN SERVICES

Group III - School Business Required Courses in the Certificate •use of strategic and long-range planning Administration Sequence as an analytical administrative tool; (9 semester hours) EDAD-501 Introduction to Educational •a proficiency in written and oral commu- e EDAD-508* Educational Leadership in Leadership and nication capabilities; School Business Organizational Theory •appropriate field experiences that link

our Lif Administration into Practice conceptual analysis with applied situa- EDAD-509* Financial Management EDAD-507 Educational Issues tions. and Accounting in Schools and the Law EDAD-512* Facility Planning and EDAD-508 Educational Leadership in ADMISSION REQUIREMENTS Development in School School Business Admission into the program occurs in the Communities Administration summer, fall, and spring semesters. The fol- EDAD-509 Financial Management lowing criteria must be met:

e Learning Meets Y Group IV - Foundations and Accounting in Schools 1. Complete the general master’s degree (3 semester hours) EDAD-512 Facility Planning and application requirements. her

W EDUC-515 Issues in American Schools Development in School 2. An undergraduate degree with a and Society Communities minimum GPA of 2.5. Applicants who Y •

IT *These courses meet the state approved cer- EDAD-513 Human Resources have completed graduate level courses S R

E tification program for School Business Leadership in Educational must have a minimum GPA of 3.0 in V I

N Administrator. Settings their graduate courses. R U E D

I SCHOOL BUSINESS Master of Arts in Human R ADMINISTRATOR CERTIFICATION Services Administration 3. Two current professional letters of PROGRAM recommendation. The letters should be (School Business Administrator certificate) (39 semester hours) from people who can evaluate your This program is designed for candidates who academic abilities, dependability and aspire to a leadership position as a school PROGRAM DESCRIPTION responsibility. business administrator. Candidates for the Built on a human relations foundation, 4. An interview with the program certification program have completed a mas- human services administration programs are coordinator. ter’s degree in an area of study other than designed for individuals from diverse educa- Educational Administration. the framework tional and employment backgrounds. DEGREE REQUIREMENTS for the program has been established to meet Programs foster and develop leadership skills 1. Meet general master’s degree preparatory requirements as established in in people who interact with other people requirements. the New Jersey Administrative Code (6A:9- toward the accomplishment of organization- 2. A passing grade on the comprehensive 12.7), as well as the challenges, responsibili- al goals. Letters of recommendation must be examination. ties, and opportunities inherent in educa- from qualified professionals and/or academics 3. Successful completion of all academic and tional leadership as a school business admin- from the applicant’s major field. field requirements. istrator. This degree is designed primarily for those Candidates are expected to have completed who seek to understand and practice the full COURSE REQUIREMENTS state required coursework (undergraduate or range of sound administrative concepts in graduate) in economics and accounting prior settings such as non-profit organizations and Group I - Core Courses - required to acceptance into the certification program. other non-school and non-corporate manage- (24 semester hours)* a “conditional acceptance” into the certifica- ment environments. HSAD-500 Concepts of Administration tion sequence can be given, requiring appli- Key to this program is the development of HSAD-516 Political and Legal cants without the two courses to complete a number of competencies, including: Environments of them before beginning the third course in •a comprehensive view of the theories, Organizations the six course certification sequence. An concepts and ideas related to organiza- HSAD-517 Economic Concepts of internship experience begins with and is doc- tional behavior; Administration umented from the first course. The field- •an understanding of the processes and HSAD-526 Concepts of Research based experiences under the supervision of a applications of decision-making; HSAD-527 Information Systems and mentor helps translate leadership theory into •a knowledge of human relations, legal Data Administration practice for the candidate. issues and application of the dynamics of HSAD-536 Group Process in Supervision interpersonal skills; HSAD-537 Human Resource •a proficiency in budgeting and financial Development management; HSAD-546 Concepts of Budget and •a broad analysis of the external political, Finance Systems economic and legal environment in which organizations function; Group II - Elective Courses •the ability to direct administrative (12 semester hours)** research and to use research findings in HSAD-509 Communications in Human decision-making and program evaluation; Service Administration •a capacity in organizational information HSAD-519 Long-Range Planning systems and data administration; HSAD-521 Data Analysis page 28

EDUCATION AND HUMAN SERVICES

HSAD-539 Labor Relations Students may elect to enter the certificate HSAD-547 Budgeting Applications programs to obtain the certificate only or to Master of Arts in Reading/ HSAD-549 Capital Budgeting/Long obtain the certificate and use the applicable Language Arts Term Financing certificate courses toward the master’s (36 semester hours) HSAD-560 Independent Study and degree in human services administration. Research in Human Services PROGRAM DESCRIPTION Administration CERTIFICATE IN BUDGETING This degree program prepares students to HSAD-563 The Administration AND FINANCIAL ADMINISTRATION become reading specialists and teachers of of Justice (9 semester hours) reading in schools and other settings. The HSAD-565 Seminar on Selected Topics HSAD-546 Concepts of Budget and program is approved by the New Jersey HSAD-569 Administering Health Finance Systems WWW

State Board of Education for preparation of W Systems HSAD-547 Budgeting Applications

certified reading specialists and teachers of W HSAD-575 Contemporary Ethics in HSAD-549 Capital Budgeting and reading. Because the program is nationally Human Services Long-Term Financing W

accredited, graduates qualify for reading .RIDER.EDU Organizations .R specialist certification in states across the

HSAD-580 Financial Administration in CERTIFICATE IN HEALTH AND I

country including Pennsylvania, New York, D Health and Community COMMUNITY SERVICES

and Delaware. E Services ADMINISTRATION The program incorporates a theory-based R.E HSAD-581 Human Resource (9 semester hours) curriculum that defines reading and writing Administration and Labor HSAD-565 Seminar on Selected Topics as language processes. Translation of the D

Relations in Health in Gerontology U theoretical base occurs in three practicum and Community Services HSAD-569 Administering Health experiences in the Rider University Center HSAD-582 Health and Community Systems for Reading and Writing, a learning center Services Supervisory HSAD-580 Financial Administration in considered one of the best in the nation. In Administration Health and Community this setting, students assess students with HSAD-583 Legal Issues in Health and Services disabilities in language, learning, reading Community Services HSAD-581 Human Resource and writing, listening and speaking, and Administration Administration and Labor also students who are gifted in these areas as ** Elective courses are open to students in Relations in Health well. Remedial, developmental and gifted human services administration program and and Community Services programs are used in the Center with chil- other programs. HSAD-582 Health and Community dren of all ages, grades, and abilities. The Services Supervisory experiences in the Center replicate, as much Group III - Capstone course - Administration as possible, a classroom as well as a basic required HSAD-583 Legal Issues in Health and skills and resource room setting. A profes- (3 semester hours) Community Services sional faculty trained in this integrated lan- HSAD-559 Seminar Project Administration guage arts approach and certified as reading specialists assist and supervise in the train- Group IV - Field Experience CERTIFICATE IN INFORMATION ing process. (determined by advisor) SYSTEMS AND DATA HSAD-570 Internship ADMINISTRATION ADMISSION REQUIREMENTS For those students admitted without signif- (9 semester hours) Admission into the program occurs in the icant administrative experience, there is an HSAD-521 Data Analysis summer, fall, and spring semesters. The fol- internship of three to six semester hours that HSAD-527 Information Systems and lowing criteria must be met: may be required. In addition, to be consid- Data Administration 1. Complete the general master’s degree ered for matriculation, a student must have HSAD-565 Seminar on Selected Topics application requirements. successfully completed either HSAD-500 or (Information System/Data 2. An undergraduate degree with a mini- HSAD-516 and either HSAD-536 or Administration in the mum GPA of 2.5. Applicants who have HSAD-537. DBMS Environment, and completed graduate level courses must Information Centers and the have a minimum GPA of 3.0 in their HUMAN SERVICES Administrator) graduate courses. ADMINISTRATION 3. Two current professional letters of rec- CERTIFICATE PROGRAMS CERTIFICATE IN ADVANCED ommendation. (9-15 semester hours) GOVERNMENTAL 4. An interview with the program coordi- For those who are interested in certificate ADMINISTRATION nator. programs connected with the human servic- (15 semester hours) es administration master’s degree program, HSAD-500 Concepts of Administration DEGREE REQUIREMENTS: four concentrations have been developed. HSAD-516 Political and Legal 1. Meet general master’s degree requirements. Successful completion of the following Environments of 2. A passing grade on the comprehensive sequence of courses in these options will Organizations examination. provide students certificates issued. HSAD-517 Economic Concepts of 3. Successful completion of all academic Administration and field requirements. HSAD-527 Information Systems and Data Administration HSAD-547 Budgeting Applications page 29

page R I D E R UN I V E R S ITY • Where Learning Meets Your Life DS52Psychologyof Exceptionality EDPS-512 (3 semesterhours) Gr Testing andMeasurement IntroductiontoResearch EDPS-506 EDUC-500 (6 semesterhours) Measur -ResearchGroup and IV been completed. sent ofadvisorifsimilarcourseworkhas May betakeninanothercategor (3 semesterhours) -EducationalFoundations Group III READ-512 READ-511 And oneofthefollowing: Foundations ofLinguistics READ-510 hours inLinguistics) (3 semesterhoursinLiteratur (6 semesterhours) Language Foundations -LiteratureGroup and II IndependentStudyand READ-600 AdvancedSupervised READ-509 Readingandthe READ-508 SupervisedPracticum/ READ-505 DiagnosisofReading/ READ-504 ContentReadinginHigh READ-503 Curriculum,Instructionand Supervision inReading/ READ-502 PsychologyandPedagogyof READ-501 (21 semesterhours) Reading/ Gr COURSE REQUIREMENTS EDUCATION AND HUMAN SERVICES 30 oup V-EducationalP oup I-Foundations of ement Foundations Language Arts Language Arts T Adolescent Literatur Literature forChildren Research IntoandSurveyof and Psycholinguistics Language Arts Research inReading/ Reading/Language Ar Practicum/Clinical Work in Bilingual/Bicultural Child Reading/Language Arts Clinical Work in Practicum Disabilities: Seminarand Language Abilitiesand Continuing Education School, Collegeand Language Arts the Reading/LanguageProcess echniques inReading/ e and3semester sy chology y withcon e ts - P P TEACHER ARTS AND LANGUAGE READING/ ARTS IN OF MASTER with DisabilitiesEndorsement. eligible foraNewJerseyTeacher ofStudents and successfullycompletetheprogramwillbe Jersey instr Students whocurrentlyholdaregularNew childr en theirpr credit coursesequenceisdesignedtostrength- to teachingeneraleducationsettings,a39- the fieldofspecialeducation. their knowledgebaseandbecomeexpertsin oppor 33-credit sequenceisavailabletoprovide of StudentswithDisabilitiescer Jersey Teacher oftheHandicappedorTeacher of diverseclassrooms. and becomeleadersinmeetingthechallenges ty toworkwithstudentsspecialneeds exper opportunities forteacherstodeveloptheir with avarietyofshar abilities. Thisknowledgebase,combined and materialsforteachingstudentswithdis sons withdisabilities,andlearnbestpractices familiar withagenciesandr natur oppor in avarietyofsettings.Thisprogramprovides teachers toteachstudentswithspecialneeds certified Program isdesignedtoprepare The MasterofAr PROGRAM DESCRIPTION (39 semesterhours) appropriately. sors willguidestudentstoselectcourses Programadvi- fill reciprocalrequirements. must makeapplicationtoeach.Somecourses interested inenrollingbothprograms the teachercertificationprogram.Astudent bine themasterofartsinlanguagewith cation (e.g.,NewJersey).Studentsmaycom- forthereadingspecialistcertifi- prerequisite Many statesr Special Education Master ofArtsin ROGRAM REPARATION COMBINED For individualswhoarecurrentlyprepared For individualswhoalr tise andbecomeconfidentintheirabili e andcausesofdisabilities,become tunities forthemtofur tunities forstudentstounderstandthe en, par eparation tomeettheneedsofall uctional certificateinanotherfield ticularly thosewithdisabilities. equire teachercertificationasa ts inSpecialEducation ed experiences,pr eady holdNew esources forper- ther develop tification, a ovides - - 6. Studentsmustsuccessfullypassacompre- 5. Successfulcompletionof100hours 4. Completionof39(33forthosewith 3. Successfulcompletionofallacademicand 2. Meetgeneralmaster’s degreerequirements. 1. DEGREE REQUIREMENTS Two currentprofessionallettersofrecom- 3. Anundergraduate degreewithamini- 2. 1. The followingcriteriamustbemet: summer Admission intotheprogramoccursin ADMISSION REQUIREMENTS waive upto9cr teacher ofthehandicappedmaybeableto as ateacherofstudentswithdisabilitiesor degree inspecialeducationandcertification, sor review ofpreviouscourseworkbytheiradvi- completed intheorderlisted.Basedupona courses inGroup2(CoreCourses)mustbe es ineacharealisted.Specialeducation will ber degree ineducationandteachercertification Students enteringwithanundergraduate COURSE REQUIREMENTS and demonstrationofprofessionalism. consider Applicants formatriculationwillbe , studentsenteringwithanundergraduate Satisfaction ofallr Complete thegeneralmaster’s degree pleted 9-15cr for matriculationwhentheyhavecom- matriculated status.Studentsmayapply education. and skillsrelatedtothefieldofspecial hensive examinationcoveringknowledge field experience. on a4.0scale. ter hourswithaminimumGP Disabilities certification)graduatesemes- Handicapped orTeacher ofStudentswith existing NewJerseyT field requirements. ate supervisor. trict orschooladministratorimmedi- mendation. Atleastoneletterfromadis- graduate courses. have aminimumGPA of3.0intheir completed graduatelevelcoursesmust mum GPA of2.75.Applicantswhohave application requirements. , fall,andspringsemesters. equir ed basedonacademicprogress ed totakethefollowingcours edits. edits inthepr equirements for eacher ofthe ogram. A of3.00 - WWWWWW.RIDER.EDU.RIDER.EDU 31 page tification, ee, but who ements for a certi- eacher Cer oom while they pur- esented in the section equir fers a six-credit sequence fers a six-credit ee of them are not associated dinator of Cooperative equirements. e not seeking a degr SEMENT PROGRAMS AL APPLICATION -Coor R R nate Route) O E D N e: Graduate Level T eparation program. ogram. Thr E ISABILITIES N eacher CERTIFICATION AND CERTIFICATION E offer a number of programs for individu- We als who ar want to fulfill state r cer- fication or endorsements. Some of these tifications have been pr degrees within the appropriate on Master’s pr degree and are presented with a Master’s her P-3 Certification and Endorsement and T Education Programs. Vocational-Technical G REQUIREMENTS level They are the same as the Master’s application r CERTIFICATE OF ELIGIBILITY FOR TEACHER OF STUDENTS WITH D (Alter of Rider University that enables candidates to apply for a that enables candidates of for Teacher Certificate of Eligibility from the New Students with Disabilities Education. Candidates Jersey Department of courses: must complete the following EDPS-512SPED-530 Psychology of Exceptionality Behavior Support Positive two courses are eligi- People who take these of Eligibility ble to apply for a Certificate Departmentfrom the New Jersey of a Education, which allows them to teach in special education classr it sue the remainder of a program, whether of Students with Disabilities (for be Teacher those who are already certified in another area) or initial certification, which is available through our Graduate Level Teacher Pr e 3 e ...... ogram sequence. e code. en with Mild en with Sever ea. Note: courses in bold equisite: EDPS-512) ed pr er erequisite: EDPS-531) oposed New Course) Multicultural Education . . . .3 Processes and Learning . . . . .3 Exceptionality ...... 3 Support ...... 3 Assessment for Instruction in Special Education (Pr Childr Disabilities ...... 3 (Pr Childr Disabilities ...... 3 (Prerequisite: EDPS-531) (Pr (Prerequisite: EDPS-512) equir At least one letter from a district or school least one letter from supervisor. administrator or immediate certificate in New Jersey instructional another field. application fee. application and from all colleges Official transcripts attended. universities ADDITIONAL COURSES ADDITIONAL The following supplemental courses ar offered for students who wish to expand their knowledge of students with special needs. These courses may be taken over and above the r CURR-548 Issues in Special Needs and EDPS-508 Psychology of Cognitive REQUIRED COURSES REQUIRED EDPS-512 Psychology of SPED-530 Positive Behavior EDPS-531 SPED-510 Instructional Practices for 4. hold a regular Applicants must currently REQUIREMENTS COURSE certification pro- The graduate education students with disabili- gram for teacher of cred- 21 semester-hour ties will require the for its required by the State of New Jersey endorsement as a teacher of students with disabilities. Students must possess an existing New Jersey Certificate of Eligibility (CE) in another ar APPLICATIONS REQUIREMENTS APPLICATIONS 1. with application form A completed 2. 3. current letters of recommendation. Two are courses required as the initial six credits for a Certificate of Eligibility (CE) as mandated by NJ licensur SPED-511 Instructional Practices for SPED-512 Inclusive Education Practices 3 SPED-525 to Adult Transition Life . . . .3 ning ts riculum, Instruction, and ofessional Seminar in ocesses of Lear ransition to Adult Life Pr Special Education Psychology of Cognitive Pr Foundations of Education Cur Supervision in Reading/ Language Ar Special Education* Students with Mild Disabilities Students with Severe Disabilities Practices and the Inclusive Classroom T Psychology of Exceptionality Psychology Support Positive Behavior F STUDENTS WITH R O

E H ed by the State of New Jersey for

edits)

TP-502 oup V - Capstone Course

ROGRAM DESCRIPTION ROGRAM equir

following sequence. courses be taken in order according to the certified as a teacher. It is recommended that certified as a teacher. disabilities for someone who is already fully r endorsement as a teacher of students with ties includes the 21 semester-hour credits ties includes the 21 semester-hour gram for teacher of students with disabili- The graduate education certification pro- P PROGRAM (21-27 semester hours) TEAC CERTIFICATION DISABILITIES SPED-590 (3 credits) Gr EDPS-508 Group IV Group - Electives (3 credits) GL EDSO-510 Sociological and Cultural EDUC-500 to Research Introduction (6 cr Group IIIGroup - Educational Foundations EDPS-531for Instruction in Assessment SPED-510 Practices for Instructional SPED-511 Practices for Instructional SPED-513 Inclusive Educational SPED-520 Collaboration, Consultation, SPED-525 are EDPS-512 and SPED-530) (Prerequisites section for all courses in this (21 semester hours) SPED-530 IIGroup Courses - Core EDPS-512 (6 semester hours) (6 semester Group I - Introductory Courses Courses I - Introductory Group EDUCATION AND HUMAN SERVICES HUMAN AND EDUCATION

EDUCATION AND HUMAN SERVICES

COURSE SEQUENCE Educational Research Sequence Master of Arts in Teaching GROUP I - Educational Foundations (3 semester hours) (MAT) (9 to 12 semester hours) EDUC-500 Introduction to Research e MAT-580 Action research on teaching (36 semester hours) Curriculum, Instruction, and and learning

our Lif Assessment Sequence ME-685 Research in music education PROGRAM DESCRIPTION (3 to 6 semester hours) READ-600 Independent study and The MAT degree program offers participat- CURR-531 Curriculum development research in reading/language ing teachers the opportunity to acquire, and design arts enrich, and expand their professional knowl- CURR-532 Strategies for curriculum edge so they will become effective agents for change Group II - Pedagogical Content positive change in their classrooms and CURR-533 Elementary school curriculum Knowledge schools. Each MAT student will engage in

e Learning Meets Y CURR-534 Secondary school curriculum (12 to 15 semester hours) critical reflection and research on his or her CURR-536 Special studies in curriculum, CURR-535 Theory and practice of her own teaching practice. The MAT program is

W instruction, and supervision bilingual education highly individualized allowing candidates to CURR-537 Early childhood curriculum CURR-544 Modern developments in the

Y • tailor their own courses of study that blend

IT models and methods teaching of foreign languages S pedagogy and discipline content knowledge. R

E CURR-538 Instructional improvement GLTP-502 Curriculum and Instruction V

I The course of study is comprised of three

N CURR-545 The middle school curriculum in reading/language arts: complementary strands: 1) psychological,

R U CURR-548 Curriculum and instruction early literacy

E social, and philosophical foundations of edu- D

I for diverse learners GLTP-503 Curriculum and Instruction

R cation, 2) pedagogical content knowledge, ME-694 Curriculum development in reading/language arts: and 3) content knowledge. Secondary and and evaluation literacy and learning in elementary teachers will feel equally at home SPED-510 Instructional practices for content area with the flexibility that the MAT program children with mild disabilities GLTP-504 Teaching English language & affords in selecting content courses from a SPED-511 Instructional practices arts in secondary schools wide range of disciplines. for students with severe GLTP-505 Teaching social studies disabilities in secondary schools ADMISSION REQUIREMENTS SPED-520 Collaboration, consultation, GLTP-506 Teaching science in 1. Complete the general master’s degree and the inclusive classroom secondary schools application requirements; SPED-525 Transition to adult life GLTP-507 Teaching mathematics 2. A minimum 2.75 undergraduate GPA is SPED-530 Positive behavior support in secondary schools required for admissions; GLTP-510 Curr/Teaching elementary 3. Official transcripts from all colleges and Social and Psychological school: mathematics universities attended; Foundations Sequence GLTP-515 Curr/Teaching elementary 4. Two letters of recommendation. At least (3 semester hours) school: science, social one letter of recommendation from a dis- EDPS-503 Human growth and studies and the arts trict or school administrator, or an imme- development GLTP-520 Curriculum and teaching diate supervisor or team leader; and, EDPS-507 Advanced educational in secondary schools 5. An interview with the program coordina- psychology ME-540 Choir training for tor and a recommendation for acceptance. EDPS-508 Cognitive processes and young singers learning ME-591 Choral music: Grades 5-12 DEGREE REQUIREMENTS EDPS-512 Psychology of exceptionality ME-681 Music in elementary 1. Meet general master’s degree require- EDSO-510 Sociological and cultural education ments; foundations of education ME-682 Music in secondary 2. Complete all course and program require- EDUC-515 School and society education ments; GLTP-500 Conceptual frameworks ME-693 Seminar in music education 3. Satisfy matriculation requirements in for teaching and learning ME-698 Teaching college accordance with established procedures; ME-692 History and philosophy READ-502 Curriculum, instruction and and of music education supervision in reading 4. Successfully complete the program exit ME-695 Psychology for music /language arts requirement(s). teachers READ-503 Content reading in high READ-501 Psychology and pedagogy of school, college and the reading/language process continuing education SPED-513 Inclusive educational READ-508 Reading and the practice bilingual/bicultural child READ-510 Foundations of linguistics and psycholinguisitics READ-511 Children’s literature READ-512 Adolescent literature

page 32

EDUCATION AND HUMAN SERVICES

Group III - Content Knowledge and wise for students to contact the certification appropriate distribution of courses in the Practicum office (Memorial Hall, 116) for assistance in field related to the certification). (minimum 12 semester hours) determining out-of-state certification 5. Nine undergraduate or graduate credits requirements and state reciprocity agree- in courses from the behavioral sciences Content Knowledge Sequence ments. Each subject specialty has a prerequi- (psychology, educational psychology, (minimum 9 semester hours) site equivalent of a liberal arts and science sociology, educational sociology, social undergraduate major or a subject-area major. psychology, or cultural anthropology). Courses available from Liberal Arts and The elementary education prerequisite is any 6. A passing score on the Praxis exam des- Sciences, and Westminster Choir College. liberal arts and science major (or 60 semester ignated for the New Jersey state certifi- hours that comprise the equivalent of a cation being sought.

Practicum Sequence major). Subject specializations (for “second- 7. Evidence of interest in teaching through WWW (3 semester hours) ary” level subject area teaching) require at such experiences as parent-teacher MAT-585 Practicum in conducting least 30 semester hours in the appropriate organization activities, substitute teach- classroom research disciplines. ing, serving as a teaching aide, camp ME-680 Internship in music teaching Students will be able to transfer 12 of their counseling, coaching, etc. .RIDER.EDU READ-505 Supervised practicum course credits from the Graduate Level 8. A formal interview with admission per- /clinical work in reading Teacher Preparation program into the MAT sonnel. /language arts degree if they choose to continue their teacher education. COMPLETION REQUIREMENTS We offer the following programs which 1. Completion of all courses before internship Graduate-Level Teacher will lead to teacher certification in the State with a 3.0 grade point average. Certification Program of New Jersey: 2. Completion of GLTP-570 with a C+ grade Business Education (K-12) or better. Elementary Education (K-5) 3. Completion of a teaching portfolio. PROGRAM DESCRIPTION English as a Second Language The Department of Graduate Education and English Language Arts Education (K-12) COURSE REQUIREMENTS Human Services offers a graduate-level pro- Mathematics Education (K-12) All programs consist of three core require- gram suited for college graduates seeking the Preschool-Grade 3 (certification) ments, including a full-time seminar and intial teaching certificate. The Graduate- (for endorsement, see P-3 Endorsement) internship experience (student teaching in a Level Teacher Certification Program is Science Education (K-12) school setting plus a seminar on campus) appropriate for applicants who have a proven Social Studies (K-12) (Biological Sciences, and 2-4 specialized courses in your area of record of academic performance, who are Chemistry, Physics, Earth Sciences) specialization. All courses are 3 credits committed to the ideals of the teaching pro- World Languages unless otherwise indicated. fession and who have the potential to succeed (French, German, Spanish; K-12) as a teacher. Rider offers a streamlined, rig- GRADUATE-LEVEL TEACHER orous, and sequential program of profession- APPLICATION REQUIREMENTS CERTIFICATION PROGRAM (GLTP) al studies that combines the best of theory, Each candidate will be reviewed for both 1. GLTP-500 Conceptual Frameworks for research, and practice. It is designed for part- academic and personal qualifications to Teaching and Learning. time enrollees who take one or two courses judge potential for success as a teacher. 2. GLTP-502 Curriculum and Instruction per semester. The teaching internship Admission is competitive; therefore, the in Reading/Language Arts: Early requires full-time enrollment. points listed below represent minimum crite- Literacy; or GLTP-503 Curriculum and People who complete all the requirements ria for acceptance and do not guarantee Instruction in Reading/Language Arts: of this State approved and nationally accredit- acceptance. Admission requirements for the Literacy and Learning in Content Areas; ed Graduate Level Teacher Preparation pro- Graduate-Level Teacher Certification or READ-502 or ECED-540 Emergent gram are eligible to receive a New Jersey Program include the following criteria: Literacy P-3. Certificate of Eligibility with Advanced 1. A completed application form with 3. GLTP-570 Seminar and Internship in Standing, which authorizes the holder to seek application fee. Teaching. (9 credits) and accept offers of employment in New 2. A bachelor’s degree from an accredited In addition to these general require- Jersey schools. After a year of mentorship on institution. ments, you need specific courses for your the job in a New Jersey school, the certificate 3. A 2.75 cumulative grade point average area of specialization: becomes valid for the lifetime of its holder. or above from undergraduate studies. New Jersey has directed other states to accept 4. The elementary education certification Elementary Education Certification the Certificate of Eligibility with Advanced prerequisite is any liberal arts and science (6 semester hours) Standing as evidence of completion of an major or its equivalent (60 semester GLTP-510 Curriculum and Teaching in approved college teacher education program. hours). Each subject specialty certifica- the Elementary School I: Mathematics, Students seeking out-of-state certification tion (English Language Arts, for exam- and will find that completing an NCATE ple) has a prerequisite equivalent of a GLTP-515 Curriculum and Teaching in the (nationally) approved program will enable corresponding liberal arts and science Elementary School II: Science, Social them to become certified immediately in undergraduate major or equivalent (that Studies, & the Arts many states. Since each state has its own is, a minimum of 30 semester hours and or requirements for teacher certification, it is

page 33

page R I D E R UN I V E R S ITY • Where Learning Meets Your Life ethnolinguistic minoritylearners. basic understandingoftheproblemsfacing demonstrate, bylifeexperiencesorstudy, a Cross-Cultural Sensitivity. OPI/WPT scor demonstrate Englishlanguageproficiency. Language Proficiency:Candidatesmust Diverse Learners CURR-548 Cur or EDSO-510 Social/CulturalFoundations Bilingual/Bicultural Child READ-508 Literacyandthe and EDUC-521 T Second LanguageLear EDUC-520 Instr (12 semesterhours) Certification ESL or Materials inEarlyChildhoodEducation ECED-540 DevelopmentalCurriculumand and Early ChildhoodEducation, ECED-522 ObservationandAssessmentin (6 semesterhours) P-3 Certification or Strategies inBusinessEducation BSED-530 Emerging Instructional and Evaluative ConceptsinBusinessEducation, BSED-504 CurriculumStrategiesand or Secondary Schools GLTP-520 CurriculumandTeaching in (6 semesterhours) Business EducationCertification or in aspecializedarea) EDUC-521(all areteachingmethods GLTP-504, 505,506,507or and Secondar GL (6 semesterhours) Specialization Subject Matter(Secondary) EDUCATION AND HUMAN SERVICES COURSE DESCRIPTIONS 34 TP-520 CurriculumandTeaching in y Schools, eaching aSecondLanguage, e ofatleastAdvancedLow riculum andInstr uctional Linguisticsand ning, and Candidates must uction for . C TEACHER GRADUATE LEVEL IN RETENTION SELECTIVE . Valid in NewJersey teachingcertificate 3. 2. Gradepointaverageof2.75ona4.0scale 1. Bachelor’s degreefromaregionallyaccred- Admission Requirements Endorsement P Preschool-Grade 3(P-3) They ar REQUIREMENTS G degr They leadonlytoendorsements,notany Business, W mentar valid NewJerseyteachingcer Endorsement programsrequireyoutohavea the pr academic andprofessionalrequirementsof respect tostudentswhofailmaintainthe the committeetakesappr human servicesprograms.Whennecessary, students enrolledingraduateeducationand evaluations oftheacademicperformance screening ofallstudents,includingperiodic Academic Standingconductsacontinuous teacher educationprograms. fession willbeallowedtocontinueinthe show promiseofsuccessintheteachingpro- must ensurethatonlythosestudentswho teacher educationprograms.Thecommittee a specialevaluationofindividualsenrolledin Teacher Educationwhosecharge istoconduct Committee onProfessionalDevelopmentin program mayreferastudenttotheFaculty sional growththroughouttheprogram.The Pr The Graduate-LevelT cation requirements. Endorsement P ERTIFICATION PROGRAM ENERAL APPLICATIONENERAL ogram conductsreviewsofstudents’profes- The SchoolofEducation’s Committeeon elementary education. in thebachelor’s degree ited institution ees. ogram. y orsubjectmatter(e.g.English, e thesameasMaster orld Languages,etc.)education. r ogr am r eacher Certification ogr opriate actionwith ams tificate inele- ’ s levelappli - 3. Hold a standard instructionalcertificate Holdastandard 3. 2. Bachelor’s fromaregionally degree 1. Admission Requir make arrangementstomeettheothercriteria. applicant willneedtocontactthestate graduate coursesforthiscertificate.The Rider Universityoffersthetworequired Program Description Cooperative EducationCoordinator PracticuminClassroom CommunityAgencies CURR-547 EDSO-501 DevelopmentalCurriculum Emergent LiteracyP-3 ECED-540 ECED-507 ECED-522 Fifteen semesterhoursasfollows: Courses the r plete bytheduedatecannotbeguaranteed Individuals whosecredentialsarenotcom- pending programcapacityavailability. of Completed applicationsreceivedafterthe have alreadybeenmetbytheseduedates. before thesedates,asprogramcapacitymay are urged tosubmittheircredentialswell admission consideration;however sion consideration,andApril1forsummer tion, November1forspringsemesteradmis- May 1forfallsemesteradmissionconsidera- The datesforsubmissionofallcr Application Dates COUN-505 BSED-508 The pr Courses ficial duedatemaybegivenconsideration in anyfield. with avocational-technicalendorsement in thebachelor’s degree Grade pointaverageof2.75ona4.0scale accredited institution equir ogram requiressixsemesterhours. ed admissionsinter Development V Work ExperiencePrograms Administering Cooperative Or Learning Childhood Education and MaterialsinEarly Education in EarlyChildhood Observation andAssessment ocational/Car ganizing and ements eer view. edentials ar , applicants e WWW.RIDER.EDU 35 page - eer , and other dings, demonstrations, and eer development programs at ecor fectiveness in business education fectiveness ogram are stressed. N-503 Counseling Group edits edits U O Counseling (COUN) life roles. Computer literacy is required in this course. students’ own group experiences as counseling group members. Prerequisites: COUN- 500, CNPY-502. information, educational planning, vocational planning, and individual and group processes are stressed. Includes concepts of career/life planning and counseling techniques, lifespan transitions, and the interre- lationships among work, family ing and their applications to professional services. Emphasizes self-awareness as related to becoming a facilitator of helping skills. The team approach to counseling services and the contribution of the various specialties within the total counseling services pr C 3 credits of Analyzes the historical development group treatment methods, theories, prac- of tices, methods for appraising outcomes treatment, and research findings. Includes critique of r COUN-505 Vocational/Career Development 3 credits Preparation for planning and presenting vocational/car all levels. Analyzes vocational development theories, research, and the literature in the field. The problems and techniques of presenting and using occupational and car BSED-530 Instructional Emerging Business Education in Strategies 3 cr of is placed on the enhancement Emphasis teaching ef strategies are instructional as emerging Special attention is reviewed and studied. and its use in devoted to the new technology focusing attention business education while future needs of the to the present and Current instructional materials employer. Master practic-are presented and utilized. teachers will aug- ing business education presentations. ment the instructor’s COUN-500 to Introduction Counseling Services 3 cr Educational, social, and psychological foundations of counseling services. Basic theories, principles, and techniques of counsel - mation ofessional ganizations and vision of a senior oject. Pr uction in infor ocessing e acquainted with up-to- ected Study and r , follows a planned sequence 9 Dir ovides an opportunity to receive D-51 ovement of instr edits E ormation P Developmental/reflective evaluative tech- Developmental/reflective S ole of vocational student or date research on equipment, instructional strategies, business applications, employment opportunities and evaluative practices. The classroom/laboratory phase of instruction pr acquaintance-level instruction on modern word and data processing equipment. Professional teacher development and impr processing are the primary goals. Prerequisite: 4 credits in keyboarding and/or computer applications. BSED-521 Issues and Trends in BSED-521 Issues and Trends Inf 3 credits A state-of-the-art experience relative to the instructional field of information processing. Students ar advisory committees. B Education in Business Research 1-3 credits to Provides the student with an opportunity or complete a project, resolve a problem, a pursue a major activity that will make in contribution to the teaching profession business or marketing education. Each par ticipant, under the super faculty member 3 cr courses in one of the specialized Designed as and marketing the preparation of business teacher-coordinators education teachers and experience programs. of cooperative work history of education for The philosophy and are technology, and about work, including principles and strate- studied along with the voca- and administering gies for organizing programs. tional cooperative education for the assessment of niques will be applied and selected case self, students, instruction studies. Current instructionalconcepts, and administrative strategies, organizational legislative enactments, and regulations per- are taining to the employment of youth the included. Special attention is given to r a of professional activity that culminates in completed written pr BSED-509 Strategies and Principles Cooperative and of Vocational Education teacher development is the primary goal. e elated ners, r y goal. ovement strategies ar eviewed and evaluated. ovement of administration rograms e r y impr

visor vision of student lear

oblems associated with business and

edits edits

Business Education (BSED)Business ocational Education y pr

evise and assess instruction and programs. evise and assess instruction elations. Impr ence programs is the primary goal. administration of cooperative work experi- Improvement in the organization and Improvement in the organization materials ar student organizations. Current instructional student organizations. instruction, student wages, and vocational super agreements, labor laws, funding, reporting teacher coordinator certification, work are reviewed relative to program approval, post-secondary levels. Up-to-date concepts experience programs at the secondary and ing and administering cooperative work and instructional strategies used in organiz- An overview of the current administrative Experience P 3 credits Administering Cooperative Work Administering Cooperative BSED-508 Organizing and

super state, and federal levels. Administrative and state, and federal levels. Administrative vocational education at the local, county, r education is the primar is the primary goal. V 3 cr A study of the administrative and superviso- and supervision of business and vocational Improvement of curriculum and evaluation Supervision of Business and r BSED-506 and Administration els designed to plan, organize, implement, organize, els designed to plan, r appropriate curriculum and evaluation mod- appropriate curriculum conduct; funding procedures; and public schools. Students are acquainted with schools. Students tion; certification; personnel policies; ethical and post-secondary public and private and post-secondary visor of instruction; state and federal legisla- cation programs in elementary, secondary, elementary, cation programs in administrative structures; role of the super- concepts relative to business and office edu- concepts relative to business explored. Major topics include: educational Business Education 3 cr and evaluative tive curriculum strategies and Evaluative Concepts in Concepts and Evaluative the student with effec- Designed to provide BSED-504 Strategies Curriculum EDUCATION AND HUMAN SERVICES COURSE DESCRIPTIONS COURSE SERVICES HUMAN AND EDUCATION

EDUCATION AND HUMAN SERVICES COURSE DESCRIPTIONS

COUN-508 Foundations of COUN-515 Substance Abuse lence and sexual abuse, the feminization of Community Counseling Counseling poverty, and the importance of relationship for 3 credits 3 credits women. Presents an overview of feminist psy- e This course will provide the foundation of Analyzes the development, intervention, and chotherapy and explores the context of the community counseling including roles, poli- treatment of drug abuse and alcoholism. behavioral, emotional and biological problems

our Lif cies, history, diversity, systems, programs, Designed to assist counselors in identifying that impact on mental health. Also discusses interventions, fiscal issues, community drug abuse and alcoholism, examining the the emerging men’s movement and trends in resources, consultation, advocacy, and assess- specialized approaches of counseling with counseling men; introduces gay and lesbian ment that are unique to community coun- these clients and reviewing the related ele- issues, the issues of minority women, and fac- selors. Projects include searching for govern- ments; i.e., family participation, physical tors in counseling the HIV/AIDS client. ment and foundation funding, writing a problems, effects on school or job, etc. grant proposal, developing a resource direc- COUN-530 Legal and Ethical Issues in Counseling and Psychotherapy e Learning Meets Y tory, visiting and writing reports evaluating COUN-516 Co-Dependency community agencies. This course also meets and Treatment 3 credits her

W Council for Accreditation of Counseling and 3 credits Examines and analyzes the legal, ethical, and Related Educational Programs (CACREP) Analyzes the development, intervention and professional parameters of counseling and Y •

IT standards for Community Counseling treatment of co-dependents. Designed to psychotherapy. Discusses legal liabilities and S R

E Programs. focus on the characteristics of co-dependency malpractice cases arising from constitutional, V I

N and how they were initiated in alcoholic fam- tort, contract, family, privacy, and criminal

R U COUN-508 Foundations of ilies as well as other dysfunctional families. laws. Examines client rights and counselor E D

I Community Counseling Symptoms will be discussed in terms of prob- duties and responsibilities. Explores legal, R 3 credits lems with intimacy, trust, eating disorders, ethical, and professional implications of third This course will provide the foundation of assertiveness, love relationships and party payment, informed consent, medica- community counseling including roles, poli- the differences among co-dependents. tion, case documentation, client termination cies, history, diversity, systems, programs, Specialized approaches to treating these areas and abandonment. Advertisement of coun- interventions, fiscal issues, community will be discussed. (Classes will involve lec- seling services, crisis and case management, resources, consultation, advocacy, and assess- ture, discussion and students will learn and consultation and supervision, “duty-to- ment that are unique to community coun- experience group exercises for co-dependency warn” and court appearances of an expert selors. Projects include searching for govern- treatment.) Prerequisite: COUN-515 or per- witness will be explored. Special attention ment and foundation funding, writing a mission of instructor. will be given to child abuse reporting issues, grant proposal, developing a resource direc- dual relationships and to regional legal and tory, visiting and writing reports evaluating COUN-520 Multicultural Counseling ethical developments. community agencies. This course also meets and Relationship Development Council for Accreditation of Counseling and 3 credits COUN-535 Holistic Wellness Related Educational Programs (CACREP) Introduces, examines, and critically analyzes Counseling standards for Community Counseling and reflects upon major origins and dimen- 3 credits Programs. sions of human similarities and differences. Based on current methods and research, stu- Explores and personalizes the social-psycho- dents will explore holistic wellness (e.g., spir- COUN-510 Approaches to logical and behavioral implications of these ituality, self-direction, work and leisure, Family Counseling similarities and differences. Examines issues friendship, and love) positive psychology (e.g., 3 credits of racism, reverse racism, age and handi- hope, foregiveness, etc.), and human change Presents a basic understanding of major capped discrimination, sexism, sexual orien- from personal and interpersonal perspectives. approaches of family counseling. Family tation, etc., in the light of theories of indi- Counseling Theories is a prerequisite. counseling approaches covered include struc- vidual and group identity development and tural, systems, Ackerman, Satir, and analyti- the impact of these on, between and within COUN-550 Counseling cal. These approaches are presented as related group relationships. Each student is expected Techniques Laboratory to major problem centered family concerns-- to utilize this knowledge for the develop- 3 credits child-rearing concerns, alcohol, drugs, child ment of healthy multicultural skills. A A basic laboratory pre-practicum for counsel- abuse, dysfunctional marriage, divorce, etc. semester-long engagement in a multicultur- ing services majors which provides opportu- Emphasizes self-awareness as related to fami- al interaction and a presentation of a multi- nities for both observation of and participa- ly development. Prerequisite: COUN-500, cultural discovery project are required. tion in counseling activities. The purpose of CNPY-502, or permission of instructor or this course is to provide students with their advisor. COUN-525 Gender Issues in initial counseling experience under closely Counseling supervised conditions. The focus of this 3 credits course is the development of basic counseling Examines the psychological, physiological, skills through an emphasis on techniques historical, and socio-cultural factors that (basic and advanced listening and helping affect the development of women and men skills), strategy (the counseling process), and across the life span and discusses implica- self development (the student as counselor) tions for counseling. Focuses on relevant gen- grounded in professional counseling theories. der issues including gender bias and equity, Prerequisites: COUN-500 and CNPY-502, misdiagnosis, self-esteem, depression, vio- or EDPS-513. page 36

EDUCATION AND HUMAN SERVICES COURSE DESCRIPTIONS

COUN-580 Elementary School Students registering for this course should agency counselors who supervise interns Counseling Practicum contact the instructor the semester prior to determine the structure and the content of 3 credits the course being offered. Prerequisite: To be the internship in cooperation with the facul- A 100-hour supervised experience in coun- taken semester prior to COUN-590. ty supervisor. The approval and cooperation seling and consultation in an elementary of the intern’s agency or school field super- school setting. Students will obtain a mini- COUN-586 Group visor must be obtained the semester prior to mum of forty (40) contact hours with Counseling Practicum the actual placement. Prerequisite: COUN- clients. The course will also provide an his- 3 credits 590 and all other required course work must torical overview of the school guidance and A supervised experience in group counsel- be completed or in progress and permission counseling function. Current practices for ing. Each student is expected to screen and of the faculty supervisor must be obtained. assessing, organizing, implementing and select prospective clients and do group Any exceptions must be approved by the WWW evaluating school counseling services will be counseling for two groups of clients. faculty supervisor. reviewed. Students will develop knowledge Individual and group supervision is provid- and skills in the development of primary, ed throughout the semester. Each student is COUN-600 Independent Study and secondary, and tertiary interventions expected to critique at least one audio Research in Counseling Services .RIDER.EDU designed to promote the academic and social recording each week with a fellow student. 3 credits development of children of elementary Besides making and critiquing audio school age. Students apply knowledge and recordings, students periodically are asked COUN-660 Counseling Supervision: skills developed in pre-practicum experi- to make and critique video recordings of Issues, Concepts and Methods ences in addressing the needs of school chil- their group counseling sessions. Students 3 credits dren. Prerequisite: To be taken semester registering for this course should contact the This course introduces and critically exam- prior to COUN-590. instructor the semester prior to the course ines issues and concepts that arise in the being offered. Prerequisite: COUN-503 or supervision of counseling and psychotherapy COUN-581 Secondary School permission of instructor or advisor. practitioners and trainees. Methods and Counseling Practicum techniques of supervision are presented to 3 credits COUN-590 Internship in Counseling I enable students to become knowledgeable A 100-hour supervised experience in coun- 3 credits and skilled providers of proficient clinical seling and consultation in a secondary An internship that provides 300 hours of supervision. Psychotherapeutic, behavioral, school setting. Includes seminar discussions, on-the-job experience, including all activi- integrative, systems, experiential, and devel- interview analyses, videotape observations, ties that a regularly employed staff member opmental models of supervision are studied. and individual supervision with the faculty would be expected to perform. The intern- The unique problems encountered in group, supervisor. Provides the counselor-in-train- ship placement is selected on the basis of the family, and couples counseling supervision ing with the opportunity to develop and student’s career goals. School and agency are raised as well as legal, ethical, and multi- practice skills and techniques necessary for counselors who supervise interns determine cultural issues. Administrative and contem- the effective delivery of counseling services the structure and the content of the intern- porary issues such as inter- and intra-agency in the secondary school setting. Reviews ship in cooperation with the Rider supervi- supervision, inter-agency communication, current practices for assessing, developing, sor. The approval and cooperation of the stu- record keeping, evaluation, and taping of organizing, implementing, evaluating, and dent’s superintendent, principal, or other counseling sessions are examined. reflecting on counseling services as they appropriate administrative personnel must address the special needs of secondary school be obtained the semester before the coun- COUN-690 Internship students. Prerequisite: To be taken semester selor candidate’s internship is scheduled. in Counseling Specialty I prior to COUN-590. Prerequisite: all other required course work 3 credits must be completed or in progress and per- This internship provides on-the-job clinical COUN-585 Individual mission of the Rider supervisor must be experience in approved settings. Placement Counseling Practicum obtained. Any exceptions must be approved is selected based on students’ specialty area 3 credits by the instructor. goals and must be approved by the faculty A supervised experience in counseling and advisor the semester prior to actual place- consulting techniques in mental health COUN-591 Internship ment. Students must also submit in writing facility, community counseling agency, or in Counseling II a description of clinical activities available college setting. Includes seminar discus- 3 credits in the field site before the placement is sions, interview analyses or audiotape/video- The continuation of an internship that pro- approved. Students will be required to tape observations, and individual supervi- vides a 300-hour field experience including attend a weekly seminar during which time sion with the instructor. For the experienced all activities that a regularly employed staff each student will present and/or discuss counselor or the advanced counselor in member would be expected to perform legal, ethical, multicultural, contemporary, training who desires to review and/or (n.b., a regularly employed staff member is and clinical issues in her/his specialty area. strengthen individual counseling and con- defined as a person occupying the profes- sulting techniques. A field placement of sional role to which the student is aspiring). 100 hours is required with a minimum of The internship placement is selected on the 40 direct contact hours with clients. basis of the intern’s career goals. School and

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EDUCATION AND HUMAN SERVICES COURSE DESCRIPTIONS

CNPY-516 Advanced CURR-532 Strategies Counseling Psychology Psychopathology for Curriculum Change (CNPY) 3 credits 3 credits e An in-depth study of psychopathology with This course will examine organizational emphasis on developmental and personality skills and knowledge necessary to effect cur- CNPY-502 Counseling our Lif disorders, and physiological disturbances. riculum development and change, K-12. The Psychology Theories Includes assessment, classification, and treat- course will address the socio-political context 3 credits ment with emphasis on utilization in a vari- of curriculum change along with alternative Introduces the theoretical constructs of the ety of counseling and school settings. strategies for initiating, implementing and primary contemporary counseling psycholo- Biological, pathological, pharmacological sustaining standards-based curriculum gy theories being used in the counseling pro- bases of mental disorders are introduced and improvements. Topics of study include fession today. The theoretical constructs will discussed in relationship to specific disorder strategic planning, problem–solving strate- be explored for use for self-reflection and

e Learning Meets Y classifications. Prerequisite: CNPY-514 or gies, needs assessments, curriculum align- self-development and to serve as the basis for permission of instructor. ment, program evaluation, staff development her development of psychological maps for W and the organization of staff members for col- understanding purposes of clients’ behaviors. CNPY-518 Counseling with Children, laborative deliberation and decision making Y • Prerequisite: COUN-500. IT Adolescents, and Their Families as essential means for promoting successful S R

E 3 credits curriculum change at all levels of schooling. V I CNPY-503 Psychological

N This course will emphasize counselor and Students will demonstrate course under- Development of the Adult and Aging

R U consultant behaviors that facilitate the help- standings through actual classroom and E 3 credits D

I ing process with children, adolescents, and school applications that are referenced to R Surveys psychological principles applied to their families. Information and activities will state adopted core curriculum content stan- counseling services with emphasis on devel- be provided that address age, ethnic, and dards and professional development stan- opmental processes, individual differences, developmental considerations in counseling dards, the Standards for School Leaders of the and mental health. Concepts and theoretical children and adolescents. Issues and practices Interstate School Leaders Licensure Consortium, orientations to human adult development related to crisis intervention will be and the candidate proficiencies developed by and transitions throughout the adult life explored. Prerequisite: EDPS-503. the Educational Leadership Constitutient span. The analysis, interpretation, and prac- Council. Prerequisite: CURR-531. tical implications of significant research that has contributed most to the knowledge of Curriculum, Instruction CURR-533 Elementary human development of the adult and aging and Supervision (CURR) School Curriculum will be examined. 3 credits A review of principles, curriculum, and CNPY-514 Psychopathology CURR-531 Curriculum methodology in elementary education, 3 credits Development and Design examined in the framework of social, cultur- A survey of the study of abnormal psychology. 3 credits al, and psychological developments. Recent Includes classification, assessment, and treat- This course will address the importance of developments in theory and empirical ment and prevention of psychopathology. philosophy, historical precedents, learning knowledge are analyzed. Emphasizes devel- Characteristics of healthy psychological func- theory, developmental theory, emerging oping the content and organization of an tioning are examined. Biological, psychologi- social trends and issues, and recent trends in integrated curriculum with a concern for cal, and sociocultural bases of well-adjusted content knowledge as bases for designing individual differences with provision for and maladjusted behavior patterns are consid- and developing the K-12 curriculum. The social environments best adapted to fulfill ered. Stress, anxiety, and milder forms of psy- articulation of curriculum aims and goals, basic needs and interests. Prerequisite: chopathology are considered, as are more the development and selection of learning CURR-531. severe psychopathological conditions. experiences, the organization of learning experiences, and plans for evaluating curricu- CURR-534 Secondary CNPY-515 Consultation in School lum outcomes are used as steps for develop- School Curriculum and Agency Settings ing the curriculum. Students investigate the 3 credits 3 credits roles teachers, supervisors and administrators A survey of the changing aims and programs This course provides an introduction to play in implementing curriculum designs in of the secondary school. General, specialized, school and agency based consultation theo- school settings. Students will demonstrate vocational, and activity programs are dis- ries and practices. Contemporary models of course understandings through actual class- cussed with an analysis and evaluation of consultation are presented with students’ room and school applications that are refer- recent curriculum developments and emphasis on mental health, behavioral, and enced to state adopted core curriculum con- projects. Current issues and controversies, systems approach. In addition to the study of tent standards and professional development in addition to research findings affecting sec- conceptual models, the development of skills standards, the Standards for School Leaders of ondary curriculum, are studied. Prerequisite: in the consultation process in school and/or the Interstate School Leaders Licensure CURR-531. agency settings is emphasized. Students Consortium, and the candidate proficiencies engage in behavioral consultations with con- developed by the Educational Leadership sultees in approved placements. Constitutient Council.

page 38 WWW.RIDER.EDU 39 page - ofi- ricu ricular and Standards for Standards esponsibility of oup learning by oup learning taining to cur . The r and the candidate pr ricular possibilities and oduced within the context oom and school applications e Consortium, edits ogram to the needs and abilities of diverse ejudice and school climate and culture This course is designed to allow students to is designed to allow This course and gr focus on individual as a basis for observa-using the classroom action. Through peer tion, insight and video recordings, jour- coaching, audio and and group meetings, nal writing, individual researchdirected readings, library and the of observation application of a variety will gain an under- instruments, students learning as a basis for standing of classroom The classroom will improving instruction. for testing hypotheses become a laboratory and students will about learning problems report on their findings. CURR-547 Practicum Learning in Classroom 3 cr CURR-548 Curriculum Learners Diverse and Instruction for 3 credits This course will examine the cur instructional issues that educational leaders must address in accommodating the school pr be learners. A historical perspective will developed with an emphasis on how schools the have responded to meet the needs of exceptional child. Legal issues and program- matic trends will be examined and assessed since the inception of the Individuals with Disabilities Education Act. Multicultural issues will be intr of school and society the educational leader in fostering a multicultural perspective per and lum and instruction, governance, bias pr will be emphasized. Students will identify and develop cur solutions in school settings to accommodate learners’ diverse needs. Students will demonstrate course understandings through actual classr that are referenced to state adopted core curriculum content standards and professional development standards, the ciences developed by the Educational Leadership Constitutient Council. Prerequisites: CURR-531 and CURR-538. School Leaders of the Interstate School Leaders Licensur ob- ner and . ch to gain insights ogram evaluation. esear y r ough actual classroom and ough actual ograms of the middle school. Standards for School Leaders for School Standards of the uction. Students identify a pr oom Inquiry elated to the organization, opera- elated to the organization, ed to enroll. equisite: CURR-531. edits er URR-546 Practicum oom instr equir lem or concern arising out of their own classroom and investigate possible solutions through the aid of a peer coach. Students will use video and audio recordings, journal writing, individual and small group meetings, and librar Pr C in Classr 3 cr This course is designed to promote reflective inquiry and decision-making about class- r about and develop solutions to the identi- fied problem. Permission of the instructor is r CURR-545 Middle The School Curriculum 3 credits Emphasizes the place of the middle school in modern American education. Considers and the purpose, administrative problems, practices r tion, and pr and the candidate proficiencies developed by and the candidate proficiencies Constitutient the Educational Leadership CURR-531 Council. Prerequisite: CURR-544 Modern Developments Languages of Foreign in the Teaching 3 credits and instructional Curricular development to the foreign lan- strategies as they pertain explored. Includes a re- guage classroom are approach, evaluation of the audio-lingual individualized instruction, and the construction of learning packets, computerized in- instruction, English as a foreign language, for- service training, and the supervision of a eign language department. Recently published materials are reviewed and attention given to motivating the language lear standings thr standings stating goals and instructional strate- teacher, gies and methods of pr school applications that are referenced to that are school applications content stan- core curriculum state adopted stan- professional development dards and dards, the Interstate School Leaders Licensure Consortium, Interstate School Leaders - - oom ricu oom and e-school to high equisite: CURR-531. f development agendas, ning styles, classr om pr er ents in the classr en’s developmental levels and en’s ds fr en. Pr ess; development of educational

opriate staf ogr

oduces the rationale and research as a rationale and research oduces the edits edits

EDUCATION AND HUMAN SERVICES COURSE DESCRIPTIONS COURSE SERVICES HUMAN AND EDUCATION Students will demonstrate course under ing appr to optimize learning and achievement. tent standar classroom to diverse learner needs, establish- and providing forms of supervisory support curriculum goals and core curriculum con- izing curriculum standards, adapting the meet the learning expectations embodied in research findings on effective practices, real- and using various instructional models to strategies from the perspectives of assessing poses. Emphasis will be placed on analyzing school. Students will examine instructional tional strategies needed to realize those pur- between curriculum goals and the instruc- curriculum by establishing the relationship 3 cr This course establishes the implemented gifted childr and Instructional Improvement low-income minority, special needs, and low-income minority, CURR-538 Curricular inclusion of par methods for special populations – bilingual, lum materials and the design of new ones; of program policy-making; adaptation

ation of childr development. Issues included will be: evalu- and practices of early childhood curriculum their pr This course covers theories, philosophies, teaching and lear Curriculum Models and Methods 3 credits provided. Topics such as global education, provided. Topics and serve as the focus of course content. CURR-537 Early Childhood lum, instruction and/or supervision will be lum, instruction and/or supervision will management, etc., are announced in advance objectives; examination of existing cur lems, concerns, or developments in curricu- offering. In-depth treatment of issues, prob- The content of this course varies for each The content of this and Supervision 3 credits issues of bilingual/bicultural programs. issues of bilingual/bicultural in Curriculum, Instruction ered as they apply to the needs, goals, and ered as they apply to CURR-536 Special Studies tic problems of bilingual learners are consid- tic problems of bilingual from the social, psychological, and linguis- from the social, psychological, menting programs. Implications drawn menting programs. varied and current approaches to imple- varied and current basis for bilingual education as well as the education as basis for bilingual of Bilingual Education of Bilingual 3 cr Intr CURR-535 and Practices Theory

page R I D E R UN I V E R S ITY • Where Learning Meets Your Life recognition. ment, vocabular guage play, literarygenres,spellingdevelop- the alphabet,phonologicalawareness,lan- including conceptsofprint,knowledge Explores thecomponentsoftheseprocesses phonic, syntactic,semantic,andpragmatic. systems forwrittenlanguage:thegrapho- sion andcompositionthroughthelanguage tive. Examinestheprocessesofcomprehen- including thesocial-constructivistperspec- Examines perspectivesonliteracyacquisition (3 cr EmergentLiteracy P-3 ECED-507 vision. tent ofcurriculum,instructionand/orsuper- independent studyrelatedtotheoverallcon- inter Course contentvarieswithacademicresearch 1-3 cr and Supervision Research inCurriculum,Instruction IndependentStudyand CURR-600 EDUC-500, permissionofinstructor. paper. allcourseworkincluding Prerequisite: ed researchprojectandthefinished ect inprogress,andtoevaluatethecomplet- ect. Theinstructorisfreetoobservetheproj- tial fortheeffectivecompletionofthisproj- staff ofthestudent’s schooldistrictisessen- tion. Thecooperationoftheadministrative dent’s schooldistrict,orinanapprovedloca- assistance inaselectedsegmentofthestu- experience involvesworkwithsupervisory individualized fieldexperience.Typically the supervision. Eachstudentisinvolvedinan general ar ion thecurrentliteratureandresearchin the program.Studentsstudyinseminarfash- Taken atthecompletionofallcourseworkin 3 credits Supervision in Curriculum,Instructionand SeminarandPracticum CURR-590 EDUCATION AND HUMAN SERVICES COURSE DESCRIPTIONS 40 (ECED) Early ChildhoodEducation edits) ests ofstudentswhowishtoengagein edits eas ofcurriculum,instructionand y development,andwor d and selectedspecialstudents. ness education,educationaladministration, researchers. Designedforstudentsinbusi- of journalarticlesandcommunicationwith cepts forthepurposeoffacilitatingreading Education Assessment inEarlyChildhood Observation and ECED-522 505, orEDPS-506, andREAD-501. advisors. Prerequisites:EDPS-504, EDPS- ual basisinconsultationwiththeir respective Intr 3 cr E classr children inpreschoolthroughthirdgrade developmental characteristicsofindividual needs, homeandcommunitycultur standards, and(4)thestrengths,interests, tent ar of childdevelopmentandlearning,(2)con- grade settingsbydrawingon:(1)knowledge ing decisionsinpreschoolthroughthird culturally responsivecurriculumandteach- and assessdevelopmentallyappropriate In thiscourse,studentswilllearntomake 3 credits Education and MaterialsinEarlyChildhood Developmental Methods ECED-540 matched tostatedpurposesandaudiences. a child’s individualneedsandstrengths appropriate, culturallysensitive,responsiveto ment strategiesthataredevelopmentally Emphasis willbeplacedonselectingassess- tional experiencesprovidedforthem. appr dren’s andneeds,the growth,interests, record, andinterpretinformationaboutchil- In thiscourse,studentswilllearntocollect, 3 credits the r is required.Studentswhowish tocomplete tools. Thecompletionofar the useofresearchdataandother appropriate educational andpsychologicalresearch, r research. Includesthenatureandtypesof for planning,conducting,andevaluating tion, methods,procedures,andtechniques Acquaints studentswithinsights,informa- 3 credits Instruments ofResear Methods and EDUC-501 esear DUC-500 Introduction toResearch DUC-500 Education (E edits oduces basicr opriateness andeffectivenessoftheeduca- esear ooms. ch, methods,andpr ea knowledge,(3)curriculumcontent ch pr oject maydosoonanindivid- esearch andevaluationcon- D U C) ch ocedur esearch proposal es usedin es, and tent reports are required. tent reportsare ical background.Atermpaperandintermit- treated withintheframeworkoftheirhistor- on astudyoftopicalissuesineducation intermittent reports andtermpapers. intermittent reports own philosophyofeducationbypreparing Students areencouragedtodeveloptheir ism, realism,existentialism,etc.,aremade. and thephilosophiesofpragmatism,ideal- evaluations ofvariouseducationaltheorists education inademocraticsociety. Critical Considers thenature,aims,andobjectivesof 3 credits PhilosophyofEducation EDUC-503 times tothepr cation’s evolutionintheU.S.fromcolonial in properperspective.Concentrationonedu- and appreciatecurrenteducationalpractices tion’s heritagesothatstudentsunderstand The necessaryknowledgeofmoderneduca- 3 credits HistoryofEducation EDUC-502 issues andthedemandsforr will explorecurrentandemerging policy schooling inademocraticsociety. Students schools andtore-examinethepurposesof porar This courseisdesignedtoexaminecontem- 3 cr Schools andSociety IssuesinAmerican EDUC-515 reports andtermpapers.spring of educationbypreparingintermittent encouraged todeveloptheirownphilosophy ism, realism,existentialism.Studentsare tional practicesbasedonpragmatism,ideal gr work oftheirphilosophical/historicalback emphasis ontopicalissueswithintheframe- al practicesinproperperspective.Major standing andappreciatingcurrenteducation- tional heritageforthepurposeofunder tions totheevolutionofAmerica’s education ofphilosophicalandhistoricalcontribu times tothepresent.Synthesisandintegra- American educationalhistoryfromcolonial Major thoughtsandsignificantactionsin 3 credits Philosophical/ EducationalFoundations: EDUC-511 cies andprograms willbeemphasized. ty stakeholders inthedevelopmentofpoli best-practice strategies toinvolvecommuni- culture andclimatetheidentification of development ofacollaborative institutional The roleoftheleaderinpromoting the problems facingeducational leaders today. ble responsestopolicyissuesand procedural identifying anddevelopingpolitically feasi- and districts.Emphasiswillbeplacedon ounds. Criticalevaluationsmadeofeduca- edits y educationalissuesimpactingon esent, withamajoremphasis Historical Perspectives efor m inschools - - - - -

EDUCATION AND HUMAN SERVICES COURSE DESCRIPTIONS

Effective communication models for use EDUC-560 Educating and EDAD-503 School/Community within the school, district and greater com- Evaluating the Bilingual Child Relations munity and the use of different media and 3 credits 3 credits technology formats will be examined and An examination of the historical, legal and Examines the constitutional, legal, profes- evaluated. Students will demonstrate course pedagogical aspects of the education of lan- sional, and ethical relationship of the school understandings through actual classroom guage minority students. Considers the and the community in depth. The student is and school applications that are referenced design of school programs for minority stu- introduced to the many external and inter- to state adopted core curriculum content dents including legal mandates, testing, nal publics with which modern school standards and professional development staffing and funding. Emphasis is placed on administration must deal. The importance standards, the Standards for School Leaders of the evaluation of bilingual students as they of a sound public relations process and poli- the Interstate School Leaders Licensure enter, develop and exit from special pro- cy for the successful operation of a school is WWW Consortium, and the candidate proficiencies grams of study. detailed. Areas with school and community developed by the Educational Leadership relations implications such as fiscal con- Constituent Council. straints, the economy, autonomy of the Educational schools, special education considerations, .RIDER.EDU EDUC-520 Instructional Linguistics Administration (EDAD) and the public character of the schools are and Second Language Learning highlighted. 3 credits A general linguistics course that stresses a EDAD-501 Introduction to EDAD-505 Supervisory Leadership contrastive study of English phonology and Educational Leadership and for Improved Instruction and Learning morphology, and application to instruction- Organizational Theory into Practice 3 credits al materials and teaching techniques. Also 3 credits This course will explore the supervisory and included is a review of recent research in sec- This introductory course will provide leader- evaluation practices in K-12 settings by ond language Prerequisite: one foreign lan- ship candidates with a framework for under- examining and identifying the relationships guage course. standing the complexity of organizational among collegiality and collaboration, educa- behavior in an educational setting. Theories tional leadership, and the improvement of EDUC-521 Teaching and issues in the technical core of teaching instruction. This course will emphasize the a Second Language and learning, educational governance, leader- development of practical observation skills 3 credits ship, communication patterns, decision-mak- and approaches and the development of Focuses on standard and innovative methods ing, school culture, organizational problem appropriate professional growth plans to of teaching language skills, as well as cross- solving and school change will be presented, enhance staff performance and bring about cultural understanding. Includes theoretical examined and applied through a series of case increased student learning. Multi-track positions on language learning and teaching, studies and student initiated inquiry/research evaluation programs will be examined as the use and evaluation of currently popular projects and presentations. Students will well as an analysis of current observation instructional materials, the design of new demonstrate course understandings through and supervisory approaches used in school materials, and field experiences on the lan- actual classroom and school applications that districts. Participants in the course will guage to be taught. Open to prospective for- are referenced to state adopted core curricu- develop a personal supervisory platform. eign language, ESL, bilingual teachers, as lum content standards and professional devel- This course will emphasize the development well as practicing teacher desiring certifica- opment standards, the Standards for School of collaborative and clinical supervision tion. Leaders of the Interstate School Leaders Licensure approaches as well as communication skills Consortium, and the candidate proficiencies and interpersonal qualities of the effective EDUC-530 Introduction to Student developed by the Educational Leadership supervisor. Students will demonstrate course Affairs in Higher Education Constitituent Council. understandings through actual classroom 3 credits and school applications that are referenced This course is designed to cover a variety of EDAD-502 School Management to state adopted core curriculum content issues associated with the management and 3 credits standards and professional development administration of student services and pro- The conceptual knowledge acquired in standards, the Standards for School Leaders of grams in higher education. The course will EDAD-501 is applied to the problems of begin with an overview of historical and the Interstate School Leaders Licensure management experienced by the school Consortium, and the candidate proficiencies philosophical foundations of the profession, principal. Reviews the major schools of especially its goal of addressing students’ developed by the Educational Leadership management thought and studies the major Constituent Council. economic, social, developmental, and aca- management techniques. Specific attention demic needs. Understanding the character- directed to the following management areas: istics and changing demographics of student computer utilization, special education, populations will be contrasted with the evaluation, budget, facilities, personnel, and appropriate preparation and continued pro- students. Practical applications of theory, fessional development of the practitioner. research, and literature in the field of management are provided.

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EDUCATION AND HUMAN SERVICES COURSE DESCRIPTIONS

EDAD-506 Collective and issues related to the effective and effi- school district surplus and debt regulations; Negotiations in Education cient operation of school district, will be current and emerging fiscal concerns in 3 credits reviewed. Specific legal and code require- school budget planning and development; e Presents an understanding of the developments and best-practice organizational and and, the role of the school fiscal structure in ment of the field of negotiations in educa- management procedures critical to the relation to the local, state, and federal gov-

our Lif tion. The negotiation process and technical administration of a public school district will ernments are other important topics to be preparation needed by administrators in be examined. Among the topics of study in developed. Advanced study in double entry working with staff and the board of educa- the course will be: the organization and man- accounting procedures will be a major com- tion in this process are studied. Legal trends, agement of the district business office; the ponent in the course. Students will demon- evolving issues, and grievance handling are development of strategic planning models; strate course understandings through actual among the specific negotiation areas treated. traditional and program oriented budgets; classroom and school applications that are Considers the relationship of principal and and, the application of technology to instruc- referenced to state adopted core curriculum

e Learning Meets Y teachers in the process of negotiations. tion and the management of school and dis- content standards and professional develop- Sample contracts are reviewed. The negotia- trict fiscal operations. Special emphasis will ment standards, the Standards for School her

W tion process is simulated. be given to the importance of “generally Leaders of the Interstate School Leaders Licensure accepted accounting procedures” in district Consortium, and the candidate proficiencies Y •

IT EDAD-507 Educational Issues operations. Other topics to be addressed will developed by the Educational Leadership S R

E and the Law include: personnel, enrollment, and resource Constituent Council. V I

N 3 credits forecasting; debt service and insurance

R U This course will address legal issues and expenses; food services, transportation, and EDAD-510 Seminar and Practicum E D

I requirements confronting educational leaders facility operations; supply management and in Supervision R in school settings. Students will be intro- facility maintenance; and temporary finan- 3 credits duced to varied legal requirements that per- cial investments. Students will demonstrate This course requires the student to self-assess tain to educational settings. Legal concepts course understandings through actual class- supervisory leadership strengths for the pur- and issues, and policies and procedures relat- room and school applications that are refer- pose of establishing an agenda for an exten- ing to students, parents, teachers and admin- enced to state adopted core curriculum con- sive site-based internship. The internship istrators, the board of education, and the tent standards and professional development agenda is guided by national leadership stan- community will be introduced and exam- standards, the Standards for School Leaders of dards that ensure a comprehensive exposure ined. Some of the topics referenced will the Interstate School Leaders Licensure to supervisory responsibilities. Students include: regulations and the key concepts in Consortium, and the candidate proficiencies deepen their understanding of supervisory the Individuals with Disabilities Education Act developed by the Educational Leadership theory and best practice and apply this and the Americans with Disabilities Act; No Constituent Council. knowledge to the development and refine- Child Left Behind legislation; church-state ment of a personal leadership platform. issues; free-speech rights of students, teach- EDAD-509 Financial Management Considerable attention is placed on under- ers and extracurricular groups; curriculum and Accounting in Schools standing the ethical basis of supervisory development and implementation; rules gov- 3 credits practice. Students will demonstrate course erning student and staff conduct; creating This course examines the historical prece- understandings through actual classroom and maintaining a safe school environment; dents and current procedures that regulate and school applications that are referenced to child abuse; search and seizure procedures; and control the funding and financial opera- state adopted core curriculum content stan- affirmative action requirements; and, due tions of school districts. The leadership role dards and professional development stan- process procedures. Students will demon- of the school business administrator, ensur- dards, the Standards for School Leaders of the strate course understandings through actual ing the operation of the district in compli- Interstate School Leaders Licensure Consortium, classroom and school applications that are ance with policy, procedure, and code, is a and the candidate proficiencies developed by referenced to state adopted core curriculum central theme. Judicial decisions, federal and the Educational Leadership Constituent content standards and professional develop- state legislation, the planned curriculum, Council. Prerequisites: CURR-531, CURR- ment standards, the Standards for School and generally accepted business practices 532 or CURR-538, and EDAD-505. Leaders of the Interstate School Leaders Licensure that impact on the operation of the total edu- Consortium, and the candidate proficiencies cational program in school districts will be EDAD-511 Applying Group developed by the Educational Leadership reviewed. Some specific topics of study will Processes in Supervision Constituent Council. include: the leadership role of the school 3 credits business administrator in monitoring, assess- This course will apply theory and research to EDAD-508 Educational Leadership in ing and reporting on fiscal operations; deter- the supervisory function of developing group School Business Administration mining taxation rates; and, developing non- capacity in educational settings. Students 3 credits public sources of revenue. The impact of will identify group process “best practices” The educational leadership required to estab- state imposed “cap” regulations and negoti- to be modeled by educational leaders. lish an effective relationship between school ated bargaining unit benefit packages and Candidates will develop and refine tech- business services and the success of the total agreements will be assessed with regard to niques, strategies, and personal skills facili- educational program is the primary focus of possible budget growth and development. tating the development of helping and car- this course. The professional and legal Enrollment, revenue, and cash flow projec- ing relationships with faculty and staff, while responsibilities of the school business admin- tions; the fiscal controls used to approve, promoting interactive communication with istrator to manage the organization and manage and track expenditures; regulations stakeholders concerned with improving resources, identifying and solving problems and restrictions on the use of school funds; teaching and learning. Students will demon- page 42 WWW.RIDER.EDU 43 page - et, ning of the enced to efer e r oups; the appli ding the frame- et data and make egar ds for School Leaders ds for School Leaders of the ds for School ove teaching and lear ferent research strategies. Standar Standar uctional programs and practices med decisions r edits AD-521 Research Strategies and Strategies AD-521 Research ds, the ds, the D Data-Based Decision Making for Educational Leaders Interstate School Leaders Licensure Consortium, and the candidate proficiencies developed by the Educational Leadership Constituent Council. Prerequisites: EDAD-501 and EDAD-514. E 3 cr by This course will develop the skills needed educational leaders at all levels to interpr designed to impr Interstate School Leaders Licensure Consortium, Leaders Licensure Interstate School developed by proficiencies and the candidate Constituent Leadership the Educational EDAD-501. Council. Prerequisite: EDAD-515 Mentoring Beginning Teachers 3 credits requires that This field-based practicum with a novice teacher each student work teacher) while (student teacher or beginning Through reading, enrolled in the course. stu- and interview, observation, biography how novice teachers dents will explore and skill. By acquire teaching knowledge practice as mentors, researching their own reading relevant literature and participating in critical dialogue in seminars, students will explore and evaluate methods of facili- tating and supporting novice teachers’ professional growth. use, and apply statistical concepts and research methodologies in critical administrative and supervisory functions. Statistical methodology will be used to further understanding of dif Students will interpr infor of works, implementation, and evaluation instr in school, district, and national settings. Course activities and field work will include: scenario and case study analyses; the use of critical friends’ discussion gr cation and use of different technologies and software programs; and, the identification of appropriate problem solving and resolution strategies. Students will demonstrate course understandings through actual classroom and school applications that ar state adopted core curriculum content standards and professional development standar dar opriate oom and ations Standards for Standards and the candidate pro- es” and the appr ough actual classr ofessional development stan- ocedur oom and school applications ces administration or required by fed- etical knowledge of the human of the etical knowledge equisites: EDAD-505 and EDAD-511. edits ds and pr er esour School Leaders of the Interstate School Leaders Licensure Consortium, state budgeting codes. Students will study school budgeting procedures as a tool for program and school improvement. The class will examine the financial implications associated with site-based management models and whole school reform. Legislation per- taining to the financing of short and long term debt will be examined. Students will use technology to gather data; identify non- tax based resources; create presentations for specific audiences; and, work with models of data driven indicators to examine issues of resource efficiencies and deployment. equity, Students will demonstrate course understandings thr ficiencies developed by the Educational Leadership Constituent Council. Pr EDAD-514 Issues in Financing Education and Fiscal Oper 3 credits and This course will examine the principles court decisions involved in shaping the legal framework of school finance. Students will examine the historical spending patterns of a school district budget and develop new budget proposals using “generally accepted accounting pr that are referenced to state adopted core curriculum content standards and professional development standards, the school applications that are referenced to state adopted core curriculum content standar 3 cr practical and will develop the This course theor the educational set- resources function in be placed on under- ting. Emphasis will human resources standing and utilizing to identify needs functions and processes both instructional and and address issues in The student non-instructional positions. of the inter-rela- will gain an understanding between organizational tionship that exists and the estab- climate, strategic planning, of the human lished policies and regulations will develop a resources function. Students of the impor- comprehensive understanding tance of recruitment, selection, mentoring and evaluation of faculty and support staff. Emphasis will be to continuously identify issues that are legal requirements in human r eral or state regulations. Students will demonstrate course understandings through actual classr EDAD-513 Human Resources Settings in Educational Leadership - - e etical ching uction. ficials; the equired site neys, demogra- om both theor Standards for School Standards oposed facilities, and ed fr oval process; and, the inte- oposed school constr Standards for School LeadersStandards of evision of long-range facility and the candidate proficiencies and the candidate proficiencies chitects, financial consultants, pub mation agencies, etc.) will be dis fective supervisory behaviors in class behaviors in fective supervisory

eater community will be overar ucts and practical applications. Major eviews by state and local of oom and school applications that ar

endum appr

ogram is consider

efer classr ment standards, the strate course understandings through actual content standards and professional develop- themes developed. Students will demon- referenced to state adopted core curriculum the gr and the utilization of school buildings by incorporating energy conservation measures, incorporating energy siderations, ensuring barrier-free access, siderations, ensuring barrier-free addressing health, safety, and security con- addressing health, safety, Planning for new and emerging technology, Planning for new and emerging siderations in pr opinion consultants, attor socio-political, financial, and ecological con- r gral role of professional services (public phers, ar lic infor cussed. Students will evaluate geographic, specifications. In addition, r plan r and, the process of drafting educational ciples, existing and pr of state proposed “model” school buildings; The essential linkage between guiding prin- pr ment and r Development Authority; the critical review ity planning, renovation, and expansion. the implementation of the total educational constr topics of study will include: the develop- plans; the role of the state Economic of the school business administrator in facil- Communities This course will examine the leadership role Development in School Development 3 credits EDAD-512 Planning and Facility standards, the tent standards and professional development tent standards and professional enced to state adopted core curriculum con- enced to state adopted room and school applications that are refer- room and school applications course understandings through actual class- through course understandings school settings. Students will demonstrate Students will school settings. challenges and opportunities present in and opportunities challenges sessions and simulations that represent daily simulations that represent sessions and strate ef EDUCATION AND HUMAN SERVICES COURSE DESCRIPTIONS COURSE SERVICES HUMAN AND EDUCATION

Constituent Council. developed by the Educational Leadership

Consortium, Leaders of the Interstate School Leaders Licensure

505. Constituent Council. Prerequisite: EDAD- Constituent Council. developed by the Educational Leadership developed by the Educational Consortium, the Interstate School Leaders Licensure the Interstate School

page R I D E R UN I V E R S ITY • Where Learning Meets Your Life overall contentofeducationaladministration. engage inindependentstudyrelatedtothe r Course contentvarieswiththeacademic 1-3 credits Administration and Resear IndependentStudy EDAD-600 sion ofinstructor. Constituent Council.Enrollmentbypermis- developed bytheEducationalLeadership Consor the InterstateSchoolLeadersLicensure standar tent standardsandprofessionaldevelopment enced tostateadoptedcorecurriculumcon- room andschoolapplicationsthatarerefer- course understandingsthroughactualclass- institutions. Studentswilldemonstrate ferent leadershippositionsineducational patter personnel willpr practicing administratorsandotherschool in othergraduateprograms.Presentationsby and caseanalyses,interactwithstudents and otherresources,engageinsimulations topics andscenariosderivedfromreadings ship platfor tives, finalizethedevelopmentofaleader- best-practiceperspec- ship performancefrom solve inter will cooperativelyevaluateandproblem- tained, andbeethicallyinformed.Students growth experiences,besubstantialandsus- internship willbuildonstrengths,develop based mentor, andinstructor. Thecapstone eratively plannedbythecandidate,site- specific internshipexperienceswillbecoop- self-assessment completedbythecandidate, analysis ofaleadershipstrengths,basedon gram inEducationalAdministration.After rience forcandidatesintheleadershippro- Leadership isthe“capstone”inter The Seminar/PracticuminEducational 3 credits in EducationalLeadership Seminar/Practicum EDAD-591 EDUCATION AND HUMAN SERVICES COURSE DESCRIPTIONS esear 44 ch inter ns ofinteractionthatoccuramongdif tium, ds, the nship experiences,assessleader- m statement,reviewanddiscuss and thecandidatepr ch inEducational ests ofstudentswhowishto Standar ovide understandingofthe ds forSchoolLeadersof nship expe- oficiencies - lems encounteredbyclassroomteachers. of educationandtraining;personalityprob- physiological, andsociologicalfoundations thought andpractice.Thepsychological, learning theoryasappliedtoeducational A criticalexaminationofcontemporar 3 credits P E by readingspecialists. scores. Coversbasicstatisticaltoolsneeded marking pr ing ofitemsteacher-made tests,school tude, andinterests;thewritingedit- urement ofachievement,intelligence,apti- administration, andscoringoftests;meas- including: r Studies basiccharacteristicsoftestscor 3 credits Arts T Testing andMeasurementEDPS-506 opmental issuesacrossthelifespan. Includes strategiesforworkingwithdevel- individual differencesandmentalhealth. special emphasisondevelopmentalprocesses, research appliedtocounselingserviceswith ing oflifespandevelopmentaltheoriesand understand- Provides anoverviewandbroad 3 credits and Dev HumanGrowth EDPS-503 development ofthechildandadolescent. tributed mosttotheknowledgeofhuman cations ofsignificantresearchthathascon- analysis, interpretation,andpracticalimpli- adolescence.The from conceptionthrough oretical orientationstohumandevelopment ences, andmentalhealth.Conceptsthe- developmental processes,individualdiffer- to counselingserviceswithemphasison Surveys ofpsychologicalprinciplesapplied 3 credits and Adolescent Development oftheChild Psychological EDPS-502 echniques inReading/ D (EDPS) Educational Psychology sychology P S-5 0 elopment 7 Adv eliability andvalidity, selection, ocedur anced Educational es, interpr Language eting oftest es, y EDPS-513, andEDPS-520. Pr from culturallydiversebackgrounds. assessment instr ontheuseof ine contemporaryresearch WJ-III, V Intelligence Scales,Stanfor assessment instruments(e.g.,Wechsler tion, scoring,andinterpr gain intensiveexperienceintheadministra- Supervised byprogramfaculty, studentswill str Introduces studentstothetheoreticalcon- 3 credits Intelligence Assessmentof EDPS-509 through empiricalevidence. content willbeexploredandconfirmed reading, writing,mathematics,andother cific educationaltaskssuchastheteachingof problem solving.Theirrelationshiptospe- relative toconceptformation,reasoning,and storage. Cognitiveprincipleswillbestudied through theprocessesofintegrationand information isfollowedfromwhereitbegins and theirapplicationtolearning.Theflowof tive totheprinciplesofcognitivepsychology This coursedealswithwhatisknownrela- 3 credits and Learning Cognitive Processes EDPS-508 and EDPS-520. 503, SPED-530,CNPY adolescents. Prerequisites:EDPS-502or social/emotional problemsofchildrenand questions soastoevaluatethebehavioraland assessment toolstomatchindividualr tion. Studentslearntoselectappropriate solving modelthatlinksdirectlytointerven- studied fr and academicdevelopment.Assessmentis ical modelofsocial-emotional,behavioral, fr The assessmentofpersonalityisr 3 cr and Social-EmotionalNeeds AssessmentofBehavioral EDPS-510 om thecontextofacompr er ucts ofintelligenceandadaptivebehavior edits equisites: EDPS-502or503,EDPS-508, om anempiricallybased,problem- ineland). Studentswillalsoexam- uments withindividuals -515, EDPS-513, d-Binet IV etation ofmajor ehensive, ecolog- eviewed , DAS, efer ral . WWW.RIDER.EDU 45 page - essed. y and appli- or ovides super s referral problem vention will be oblem-solving model entions f ficulties. ed. Inter om a pr 0 Interv 7 en and Adolescents with S-5 oached fr edits P fective instruction in the classroom. An fective instruction in D Childr Special Needs will be explor appr and based on current assessment data. Case studies will be used to link theor cation. Prerequisites: SPED-530, CNPY- 515, EDPS-531, EDPS-509, EDPS-510. E 3 cr This course provides opportunity to expand knowledge and skills in the each student’s to development of effective interventions meet academic, behavioral, and social-emotional needs. Currently accepted practices based upon the individual’ EDPS-581 Practicum in Assessment of Intelligence 1 credit This practicum experience pr EDPS-535 Basis of Biological Behavior 3 credits a biological This course will emphasize of psychology and approach to the study will include the studied Topics behavior. of human psycho- following: 1) the genetics logical differences; 2) the anatomy of the 4) nervous system; 3) psychopharmacology; neuropsychological diseases (e.g., epilepsy, & autism, multiple sclerosis); 5) memory amnesia; 6) sleeping, dreaming, and circa- of dian rhythms; and 7) the biopsychology mental health dif vised practice in the administration, scoring, and interpretation of an array of indi- vidually administered intelligence tests. Students will be expected to successfully and intrepret score, each of the administer, tests introduced in EDPS-509 Assessment of Intelligence and produce a written report to explain the findings. Prerequisites: EDPS-502 or EDPS-503, EDPS-508, EDPS-513, and EDPS-520. mal assessments will be addr will be mal assessments using assess- will be placed on Emphasis about to make decisions ment information envi- placement and learning appropriate decisions for as well as making ronments, ef will enable students experience in the field in a realistic classroom to apply knowledge setting. - - - - tu vey ns of stu eting and ning disabil- mance is consid for mat in an area of interest ning disabilities, includ esses the origins, concepts, etation of formal and infor- equisites: EDPS-520, EDUC- er view for eas of language, reading, attention, edits ered. Legal/ethical issues are addressed as are developmental aspects of learning disabilities. and theories of lear EDPS-531 Assessment for Instruction in Special Education 3 credits This course will give students the oppor to them. Inferential statistics and qualitative techniques for analyzing, interpr 3 cr This course addr nity to evaluate, select, develop and adapt assessment materials for children with special needs. The legal, cultural, and ethical implications of assessment will be discussed. Interpr EDPS-521 Statistics Analysis Data and Qualitative 3 credits Prior to the beginning of this course, the student should have designed both a sur and an inter to reporting research data will be applied this data. Pr 500. EDPS-530 Psychology of Learning Disabilities 3 credits sequence on in a two-course The first course It will develop measurement and research. descriptive statistics, the ability to calculate evaluate and interpret and administer, commonly used in assessment instruments include Topics the counseling profession. reliability and validi- descriptive statistics, considerations in test- social and ethical ty, selection and usage of ing, the appropriate the communication standardized tests, and literacy is of their results. Computer fall, spring, summer required in this course. ing cognitive and academic patter EDPS-520 Measurement, Tests and EDPS-520 Tests Measurement, in Counseling/School Assessments Psychology dent behavior indicative of learning disabilities. The course emphasizes characteristics that distinguish students with disabilities in the ar Identification of social, and organization. emotional, and learning characteristics of children diagnosed as learning disabled is addressed. The course content explores per- ceptual, language, motivational, and behavioral aspects of children who have learning disabilities. Assessment and intervention strategies for students with lear ities are presented. The influence of emotional and sociocultural factors on self- image and academic per - - efer dized uments in informing ease students’ under 4 Assessment and ations eviewed. ention I: Standar S-515 Assessment and S-51 ole of these instr edits P P D D Intervention II:Intervention Curriculum-Based Measures 3 credits This course will build upon students’ knowledge and skills in individual-r E 3 cr This course will incr Interv enced assessment based upon the standards and general curriculum. Students will be score, and inter- able to design, administer, pret curriculum-based assessment and link these data to intervention. Prerequisite: EDPS-514. E Measures of Academics and of Academics Measures Behavior standing of the standardized assessment process, measurement issues, psychometric properties of assessment instruments, and the r academic, behavioral, and social-emotional interventions. 3 credits This course is designed to provide an intro- an duction to school psychology through analysis of the contemporary roles and functions of school psychologists. Professional issues are explored in the context of the his- a tory and evolution of school psychology as In specialty area of professional psychology. addition, the study of professional ethics, of best practices, and standards for delivery school psychological services that have been repre- adopted by national organizations senting the profession of school psychology will be r EDPS-513 Professional Practice of EDPS-513 Practice Professional Issues and School Psychology: Historical, Ethical, and Legal Consider EDPS-512 of Psychology Exceptionality 3 credits for the provides opportunities This course associat- psychological issues study of school exceptionalities, ed with specific educational mental retar- including learning disabilities, physical handi- dation, behavior disorders, The characteristics, caps, and giftedness. and current inter- identification procedures, examined from a psy- vention strategies are perspective. An chological and sociocultural will enable students experience in the field in a realistic classroom to apply knowledge setting. EDUCATION AND HUMAN SERVICES COURSE DESCRIPTIONS COURSE SERVICES HUMAN AND EDUCATION

page R I D E R UN I V E R S ITY • Where Learning Meets Your Life nars thatdealwith issuesrelatedtoprofes- Additionally, students attend weeklysemi- students with developmental disabilities. includes atleast50hoursofassessment with occur onahalf-timebasis.This experience inter psychologist. Atleast50percent ofthe under thesupervisionofacertified school gist ina600-hourappr The studentfunctionsasaschoolpsycholo- 3 credits E EDPS-582, andEDPS-583. student’s EDPS-581, program.Prerequisites: internship occursatorneartheendof tion design,andgroupsupervision.The sional ethics,pr nars thatdealwithissuesrelatedtoprofes- Additionally, studentsattendweeklysemi- students withdevelopmentaldisabilities. includes atleast50hoursofassessmentwith occur onahalf-timebasis.Thisexperience inter psychologist. Atleast50percentofthe under thesupervisionofacertifiedschool gist ina600-hourappr The studentfunctionsasaschoolpsycholo- 3 cr P InternshipinSchool EDPS-590 EDPS-502 orEDPS-503andSPED-530. mented inafor intervention. Theconsultationwillbedocu- sultation pr successfully initiateandleadthe4-stepcon- agency settings.Studentswillbeexpectedto to provideconsultationacrossschooland and evaluationofaproblem-solvingmodel vised practiceinthestudy, implementation, This practicumexperienceprovidessuper- 1 credit in SchoolandAgencySettings Practicum inConsultation EDPS-583 513, CNPY-515, EDPS-513,EDPS-520. EDPS-502 orEDPS-503,SPED-530,CNPY- target student’s progress.Prerequisites: plan andameanstomonitorevaluatethe recommendations forabehaviorintervention Functional BehavioralAssessmentincluding Students willbeexpectedtocompletea Behavioral andSocial-EmotionalNeeds. ods taughtinEDPS-510Assessmentof vised practiceusingthetechniquesandmeth- This practicumexperienceprovidessuper- 1 credit and Social-EmotionalNeeds Assessment ofBehavior E EDUCATION AND HUMAN SERVICES COURSE DESCRIPTIONS Psychology II 46 D Practicum inthe DPS-582 sy P edits chology I nship mustoccurinaschoolsetting and nship mustoccurinaschoolsettingand S-5 91 InternshipinSchool ocess resultinginadatabased oblem-solving andinterven- mal r oved fieldplacement oved fieldplacement eport. Prerequisites: al enable studentsputthefutureinperspective. of thesechangesinahistoricalcontextto tions. Aperceptiveandreflectiveplacement ing fr educational problemsandchallengesresult- education. Anexplorationofcontemporary sometimes deter sis ofthevibrantmulticulturalissuesthat cultural evolution.Anexpositionandanaly enced bylocal,nationalandinter organization whichinfluencesandisinflu- The Americanpublicschoolasasocial 3 credits Foundations ofEducation E social agencies.Repr Reviews principlesandmethodsutilizedby able toclientsandspecialneedsstudents. Addresses communitysocialservicesavail- 3 credits Students withSpecialNeeds Referral Sources for Clientsand CommunityAgencies: EDSO-501 overall contentofschoolpsychology. engage inindependentstudyrelatedtothe research interestsofstudentswhowishto Course contentvarieswiththeacademic 1-3 credits and Research inSchoolPsychology IndependentStudy EDPS-600 student’ internship occursatorneartheendof tion design,andgroupsupervision.The sional ethics,problem-solvingandinterven- gram. Thecourse developsknowledge,skills, fessional development throughouttheirpro- these perspectives toguidetheirreflectivepro- opment ofcr learning. Within the themeofoptimaldevel- disciplinar This courseprovidespsychological andinter- 3 cr f GLTP-500 ConceptualFrameworks agencies andreportontheirwork. r the roleandfunctionofagenciesthey community agenciesar or T epr D (EDSO) Educational Sociology P Gr reparation (GLTP) S edits esent. Studentsvisitvariouscommunity aduate Lev eaching andLearning O-51 om changingsocialandculturalcondi- s program. Prerequisite: EDPS-590. s program.Prerequisite: y perspectivesonteaching and 0 SociologicalandCultur eative intelligence,studentsuse mine theoutcomeofpublic el T esentatives ofvarious e invitedtodiscuss eacher national al - er-order creativeandcriticalthinking. plinary influencesoneducation,and(e)high- Content Areas Arts: Literacy andLearningin Instruction inReading/ GLTP-503 Curriculum and GLTP-500. preschool andprimarygrades.Prerequisite: through contentareasingeneraleducation learners. Howtomanageliteracyinstruction learners, rangingfromgiftedtodiverse sition, andlanguagestudy. Pedagogyforall learners vocabulary, comprehension,compo- Current strategiesforteachingbeginning 3 credits Arts: EarlyLiteracy Instruction inReading/Language GLTP-502 Curriculumand GL which teachersareconfronted. Prerequisite: sented. Considerstypicalpr Demonstration lessonsareprepared andpre- techniques ar tion ar Basic goalsandaimsofsocialstudies instruc- studies injuniorandseniorhighschools. The theoreticalfoundationsofteachingsocial 3 cr in SecondarySchools GLTP-505 Teaching SocialStudies explor alternative methodsofassessmentare variety ofteachingmaterials.T the selection,development,anduseofawide matic units,analyzecur Students r processes, vocabulary, andorallanguageuse. erature, poetry, drama,grammar, composing strategies fortheimaginativeteachingoflit- dle schoolsandseniorhighexplor Students preparingtoteachEnglishinmid- 3 credits Schools Language &ArtsinSecondary GLTP-504 Teaching English GLTP-500.Prerequisite: ed todiverselear Pedagogy foralllearners,rangingfromgift- elementar and languagestudyincontentareasupper in vocabulary, comprehension,composition Current strategiesforprovidinginstruction 3 cr education, (d)sociocontextualandinter philosophical andhistoricalperspectiveson lescent development,(b)learningtheories,(c) and dispositionspertinentto(a)childado- TP-520. edits edits ed. Pr e studied,andspecificmethodological y gradesthroughhighschool. esear erequisite: GLTP-520. e describedandpracticed. ch, develop,andcritiquethe ners ingeneraleducation. riculum, andstudy Language raditional and oblems with disci- e - WWW.RIDER.EDU 47 page - e, m ent r e the e and opinion uctur onments that ar egulation and privatiza e of communications, atti- tant segments include: laissez-fair edits edits Human Services Human (HSAD) Administration HSAD-516 Political and Legal Political HSAD-516 of Administration Environment 3 cr Presents the uniquely American political/legal envir contextual settings for contemporary administrators. The subject matter will consider both the historical and cur at perspectives of the political/legal systems all levels. Furthermore, the implications for administrators of both interacting with and impacting on the systems will be discerned. The approach will be multi-dimensional: institutional; procedural; and behavioral. Economic Concepts HSAD-517 of Administration 3 cr This course investigates the roles and functions of government and nonprofit administration within the context of long-ter American economic development. Impor welfare liberalism and neo-conservatism; macro and microeconomies; and supply and demand. Furthermore, the recent changes in concepts of der HSAD-500 of Concepts Administration 3 credits the Human Service An overview of its goals, and its Administration program, also develops an component. This course terminology understanding of organizational sci- classic bureaucracy, and analysis, such as and human relations. entific management, and applied contribu- The major theoretical are explored. behavior tors of organizational HSAD-509 in Communications Human Services Administration 3 credits Examines natur tudes, values and perceptions, organizational aspects, social str formation, frames of reference, contexts and paradigms, communication and influence, persuasion and decision making. tion to study their impacts upon human considered. are services organizations - - - equisite: tification er esponsibil fered in fall es full-time super . eaching ticipation in a school uctor equir eaching ns seeking teacher cer tification, r vised daily par edits ning, and traditional/non-traditional ning, and mission of instr acticum in T LTP-571 Supervised LTP-571 r setting. After a brief period of orientation to the school and classroom, the intern assumes a full load of teaching r and spring semesters only). Pr G P 3 cr This practicum is a condensed version of It is only avail- the Internship in Teaching. able to inter who already have a year of successful, full- time teaching experience or its equivalent. A special application must be made and approved for enrollment in the course. The practicum requires six weeks of full-time, super GLTP-570 Seminar GLTP-570 and Internship in T 9 credits This course, designed for those seeking ini tial cer vised daily participation in a school setting. of The student gradually assumes a full load teaching responsibility at the school. The experience will test the translation of edu- A cational theory into meaningful practice. for this student-teaching fee is charged course. (nine semester hours; of Per ity at the school. The experience finetunes the teaching abilities of interns and enables them to demonstrate competence in the specialty for which they seek certification. Prerequisite: Permission of instructor. lear will strategies. Field experience assessment of a unit and analysis consist of observation field site as time in at least one of study over lessons to teaching of well as continued groups of children. individual and/or Prerequisite: GLTP-502. Curriculum GLTP-520 Schools in Secondary and Teaching 3 credits for students seeking This course is designed and introduces the initial teaching certificate instruction in mid- them to curriculum and high schools. The his- dle, junior and senior secondary-level educa- tory and rationale for acquire skills in tion is developed. Students instructional planning and classroom management. Field experiences will supplement classroom instruction. Prerequisite: GLTP- 503. - - om ning ds, emphasis is riculum approach, discov- TP-520. opriate for students fr , lesson planning, and tradition y curriculum and focuses on the riculum, theme cycles, unit planning, oom interaction analysis systems are analysis systems oom interaction equisite: GL edits edits er LTP-515 Curriculum and Teaching LTP-515 EDUCATION AND HUMAN SERVICES COURSE DESCRIPTIONS COURSE SERVICES HUMAN AND EDUCATION 3 cr This course focuses on methods and materials of instruction in science, social studies, and the arts that are developmentally appropriate for students in preschool through grade eight. Emphasis is placed on integrated cur hands-on learning experiences, discovery G in the Elementary School II: Science, Social Studies, and the Arts mentally appr nursery to grade eight. In keeping with NAEYC and NCTM standar placed on planning for and implementing an integrated cur of ery learning, hands-on experiences, use technology al and non-traditional assessment strategies. Students will also explore positive models for classroom management and discipline. Field experiences will consist of classroom observations and teaching individuals and/or small groups of students. Prerequisite: GLTP-502. 3 credits This course introduces students to the elementar teaching of mathematics that is develop GLTP-510 Curriculum and Teaching GLTP-510 in the Elementary School I: Mathematics 3 credits of the aims of teaching The critical analysis school; review mathematics in the secondary of recent research in the content and teaching of mathematics by individuals and groups; demonstration lessons (reflective teaching) to illustrate techniques of teaching; the planning of lessons; selection and of materials and subject matter; organization and evaluation of lesson presentation. Pr GLTP-507 Teaching Mathematics Mathematics Teaching GLTP-507 in Secondary Schools process. Students develop their own reper- process. Students develop Emphasis is on toire of teaching strategies. interpretation of the investigation and and the recent curriculum developments, in science instruction. use of the laboratory Prerequisite: GLTP-520. GLTP-506 Teaching Science Teaching GLTP-506 Schools in Secondary 3 cr Classr the study of the teaching-lear utilized in

EDUCATION AND HUMAN SERVICES COURSE DESCRIPTIONS

HSAD-519 Long-Range Planning HSAD-537 Human Resource HSAD-559 Project Seminar 3 credits Development 3 credits Consideration of the interests, institutions, 3 credits An original investigation is designed and e and issues critical to strategic and long-range Covers a broad range of personnel concepts completed by the student. The project planning and administration. This includes and problems: training, recruitment, com- involves: the identification of an organiza-

our Lif an examination of public/private sector rela- pensation, employer/employee relations, tional problem; the delineating of several tions, metropolitan and intergovernmental unions, collective bargaining, strikes, per- courses of action; the establishing of criteria; problems and issues of resource development sonnel systems, equal employment opportu- an analysis selecting the optimum course of and growth administration in the context of nity, human resource development, personnel action; the setting forth of steps for imple- human resources, policy and management. policies and affirmative action. mentation; and the outlining of the indices for evaluation. The project is developed and HSAD-521 Data Analysis HSAD-539 Labor Relations carried out in multiple direct, interactive 3 credits e Learning Meets Y 3 credits guidance sessions with the instructor. An advanced course for those with a back- Advanced personnel course that analyzes the Prerequisite: Completion of all coursework. her

W ground in information systems and data development and practice of labor relations administration. The concerns are on tech- in the human services sectors. Recent legal HSAD-560 Independent Study Y •

IT niques of developing, analyzing and applying and legislative developments as they affect 3 credits S

R statistics to the administrative process; meas- E all sectors. Also focuses on the broad policy Independent study with a faculty member V I urements; research and statistical needs of

N issues arising out of the emergence of labor who specialized in an appropriate field. administrators; data sources; wage and pro-

R U activities and the prospects for resolving Students may take this course with approval E ductivity statistics; and use of statistical data D

I these disputes. of their academic advisor and the particular R in policy formulation and persuasion. faculty member who is to be the counselor Prerequisite: HSAD-527. HSAD-546 Concepts of Budget for the specific independent study project. HSAD-526 Concepts of Research and Finance Systems 3 credits 3 credits HSAD-563 The Administration Examination of research design and research An overview of the historical, institutional, of Justice techniques with an emphasis on application economic and decision-making contents of 3 credits of research to the concerns of administrators. budgeting and finance in domestic human Study of the system of criminal justice in the Evaluative and action design, survey service organizations. Managerial account- United States at all levels of government and methodology sampling, questionnaire ing, debt management, budgeting control in relation to other organizations and institu- design, interview procedures, observational and forecasting is considered in both govern- tions. Attention to the policies, practices, techniques and the use of computers in ment and nonprofit settings. problems and proposals for reform of the var- research are considered. ious elements of the criminal justice system HSAD-547 Budgeting Applications from the arrest through the trial procedure, HSAD-527 Information Systems 3 credits penalties including imprisonment and post- and Data Administration An advanced course in budget systems and incarceration. 3 credits processes. Provides the opportunity of apply- Develops the capacity to understand the use ing in actual situations budgeting techniques HSAD-565 Seminar and impact of management information and of both governmental and nonprofit sectors. of Selected Topics data systems on the organization and the Involves strategies and tactics of planning, 3 credits implications for its administration. Identifies controlling, evaluating in budget develop- A special interest seminar for persons work- and explains the function and use of essential ment, enactment and implementation. ing in fields of administration that require components of PCs and the use of a variety of Considers decision making in conditions on tailoring to specialized areas. The course con- computer languages and software. uncertainty. Prerequisite: HSAD-546. tent would deal with the nature and develop- Furthermore, management support systems ment of field, trends, structure, budget and and tools such as electronic mail, bulletin HSAD-549 Capital Budgeting/ personnel issues, special problems, societal boards, scheduling, massive mail merge, use Long-Term Finance context and challenges for those managing in of telecommunications and computer net- 3 credits or desirous of entering these fields. works are considered. An advanced course with the focus on long- range (multi-year) outlays for construction, HSAD-569 Administering HSAD-536 Group Process expansion, replacement, and retirements of Health Systems in Supervision capital facilities, equipment and projects as 3 credits 3 credits distinguished from current year operations of This course is an overview of the document Examines group process theory, research and governmental and nonprofit sector entities policy issues, important terminology, and literature in relation to the supervisory func- including methods of financing by borrow- major components, actors and processes in tion in the work setting. The primary objec- ing, grants, special assessments, gifts and/or the health system of the United States. The tive is to help supervisory personnel develop revenues of a noncurrent character. topics to be addressed include manpower and their techniques and individual capacities in technology, the internal structure of hospi- the area of helping relationships with their tals, planning and marketing in health care. staffs. Procedures and techniques in both The perspective of historical development individual and group relationships and and future alternative health service methods dynamics are studied. Class sessions present and settings are to be considered. opportunities to apply concepts under study. page 48 WWW.RIDER.EDU 49 page - oba- , including lan ent strategies for r ocess r ehension and cognition, y of community services. sychology and sychology Language Arts esponsibilities for the pr 01 P . The course is to be taken in the en in mainstream classrooms is studied. etical r EAD) EAD-5 Reading/ Probation and Parole and Probation (PPCS)Counseling (R sychology of Crime and sychology 3 credits Reading and literacy pedagogy for ALL learners, gifted, average, and diverse learners is the course content. Cur teaching comprehension, composition, study are learned in and language vocabulary, a workshop setting. How to manage literacy instruction through content areas for all aged childr Delinquency R of the Reading/ Pedagogy Language Arts P 3 credits Studies the communication process from a componential point of view READ-502 Curriculum, Instruction and Supervision in Reading/ Reading/ Language Arts (For Language Arts Majors) PPCS-501 Sociology and P 3 credits methods, and an Emphasizes the concepts, of sociology, interdisciplinary framework and polit- social anthropology, psychology, to crime, delinquen- ical science as related and the criminal justice system. cy, will be developed as Particular applications impinge on these concepts and disciplines policy and practice. probation and parole PPCS-510 Seminar in Probation Services Counseling and Parole 3 credits Examines the various roles of the probation and parole officer with particular reference to the deliver Allows for discussion of the practical and theor court tion or parole officer as investigator, and administrator, law enforcer, officer, counselor last quarter of the program. guage acquisition and development, per- ception, compr composition, and language systems. A review of the literature in each area as well as a survey of models of reading and language is included. e ning, eas of ch on esear t decisions, esearch, how eaching vice agency profession- vice agency eed presentation and/or esearch in their own class- efer y to conduct action r edits Master of Arts in T (MAT) eaching and Learning publication. Prerequisite: MAT-580. MAT-585 Practicum in Conducting Practicum MAT-585 Action Research 3 credits students with This course provides MAT and mentor- framework, the opportunity, ing necessar MAT-580 Action Research on Action Research MAT-580 T 3 credits to This course prepares practicing teachers conduct action r students with the rooms. It provides MAT opportunity to learn about the goals and methodologies of action r action research is situated in the broader context of educational research, and the implications of action research for changing students educational practice. Additionally, will identify and examine potential ar inquiry for their own action research designs. their own classroom practice. Students will design an action research project, collect and analyze data on teaching and lear and document their work in a paper submitted for r especially in New Jersey, are examined. especially in New Jersey, 3 cr health car for a range of A course designed ser and community supervision in a vari- als that will focus on and settings. Topics ety of service locations context, will include the organizational motivation, produc- leadership styles and performance tivity and time management, training. appraisal and in-service HSAD-583 in Health Legal Issues and Community Services Administration 3 credits the major legal/ethical This course explores concerns of health and community service of administrators. There is a building legal/medical terminology and the estab- for lishing of the boundaries of liability of facilities and practitioners. The issues consent, record keeping and confidentiality the bioethics of medical are included. Lastly, technology and landmark cour HSAD-582 Health and Community Administration Service Supervisory - - - est vice e, Medicaid and y and evaluative ea of concentration. , conflicts of inter ojection and the development ation and Labor Relations e precounseling, on-site supervi-e precounseling, vices budgeting and financial esponsibility nout. f bur egulations such as Medicar EDUCATION AND HUMAN SERVICES COURSE DESCRIPTIONS COURSE SERVICES HUMAN AND EDUCATION HSAD-581 Human Resource Administr 3 credits This course focuses on the major dynamic issues in the field of personnel administration in health and community ser in Health and Community Services prospective payment. are the topics of Included organizations. interviewing, training staff, disciplinary procedures, grievance handling, unions and staf HSAD-580 Financial Administration in Health and Community Services 3 credits An advanced course in health and commu and preparation of an annual and a capital budget. Emphasis will be on limitations imposed from state and federal government r nity ser tings, regulation of rate-setting procedures, financial pr administration, concentrating on rate set 3 credits selected major frame- A critical study of works in recent ethical theory together with in their application to important issues public and nonprofit administration. An examination and evaluation of utilitarian- ism, pragmatism, emotivism and other the HSAD-575 Contemporary Ethics Contemporary HSAD-575 Organizations in Human Service ories to determine their relevance to such issues as human rights, individual and collective r HSAD-570 Internship HSAD-570 (determined by advisor) 3-6 credits in a special ar Field work Included ar summar sion, periodic of appropriate reading reporting, covering of pertinent materials and the fulfillment of work and the research activities. Nature career experience opportunity to substitute fac- of the student’s are subject to approval to the Credit is not applicable ulty advisor. 39-credit program minimum. and obligation, conflicts between social justice, personal liberty and the public interest.

page R I D E R UN I V E R S ITY • Where Learning Meets Your Life instruction are suggested anddiscussed. and materials for secondlanguager children andtheirreadingprocess. Strategies nary perspectivesonbilingual/bicultural Pr 3 credits Child Bilingual/Bicultural Literacy and the READ-508 READ-501andREAD-502. Prerequisites: r week period.Videotapes ofteachingwillbe the scheduledseminar, fora10- arerequired will alsobeafocus.T how towriteconstructiveprogressreports when teachinggroupsofchildren.Learning will learntomanagepersonalizedinstruction Writing isthethrustofthiscourse.Students literacy skillsintheCenterforReadingand gifted, average,andspecialneedsstudents Implementation ofstrategiesforteaching 3 credits Reading/ R READ-505 andEDPS-506. to thescheduledseminar weekly foreightweeksar well asdir Reading andWriting andwritecasestudies,as work withclientsintheRiderCenterfor teaching forassessmentarestressed.Students Observational techniquesanddiagnostic abilities andstandar Studies reading/languageartsabilitiesanddis- 3 cr Seminar andSupervisedP Language AbilitiesandDisabilities: R from middleschoolthroughadulteducation. ing programsineducationalsettingsranging gates thecontentandmethodologyofread- lessons withinvariousfields.Alsoinvesti- ties, studentswillbothexperienceandcreate demonstrations, andworkshop-typeactivi- Throughlectures, areas canincreaselearning. and writingactivitieswithinallcurricular integration oflistening,speaking,reading areas. Emphasisisonthewaysinwhich incontent arts astheyeffectinstruction language, andmethodologyofthelanguage Familiarizes teacherswiththephilosophy, 3 credits Education School, College,andContinuing ContentReadinginHigh READ-503 and Writing isarequirement. tions ofactivitiesintheCenterforReading included incoursecontent.Selectedobserva- Par EDUCATION AND HUMAN SERVICES COURSE DESCRIPTIONS eviewed withsuper 50 EAD-5 EAD-5 esents multidisciplinar ent educationandinservicetrainingarealso edits 05 SupervisedP DiagnosisofReading/ 04 ect aparentconference.Two hours Language Arts dized andinfor wo hoursweekly e r y andinter equired inaddition . Pr visory staff. racticum in r acticum er mal tests. equisites: discipli eading , plus - Language Arts Practicum inReading/ Advanced Supervised READ-509 learners. agement system workswithALLtypesof between theagesofsixand16, howtheman classroom. Teachers willbetaughtbyachild context ofaportfolio-based mainstream organize personalizedinstructionwithin the Center forReadingandWriting, howto Students learninone-week,firsthandatthe 1 cr Learners Mainstream Classroom for ALL Language ArtsProgram inthe R authors areexplored. erature arethefocus.Popularyoungadult society iscovered.Surveyandhowtouselit- Literatur 3 credits AdolescentLiterature READ-512 can beintegratedintotheschoolcur process, andexplorewaysinwhichliterature fur ture anditsrelationshiptoyoungreaders, explor of children’s literature.Candidateswill theor Students willbecomeknowledgeablewith for childr Surveys developmentaltrendsinliterature 3 credits of Literature for Children Research intoandSurvey READ-511 linguistic theor Structural andtransformational-generative 3 credits Linguistics andPsycholinguistics Foundations of READ-510 mission ofinstructor. the advancedpracticumexperiencewithper- ing andlearningsituationsmaybebuiltinto dents’ individualneeds.Otherspecialteach- vate sessionswithsupervisorfocusonstu- 505) arerecommended.Videotapes andpri- not includedininitialpracticum(READ- learning disorders,orothertypeoflearners children whoaregifted,thosewithmultiple experts withliteracyskills.Experience teach inordertobecomemoreefficient Students selectspecifictypesoflear 3 cr to theliteracyprocess. aspects oflanguageacquisitionastheser study psychological,social,andlinguistic munication processarecovered.Students EAD-513 ManaginganIntegrated ther theirknowledgeofthereading edit edits etical andpracticalaspectsofthestudy e theirownassumptionsaboutlitera e fortheyoungadultinachanging en ofpreschoolthroughsixthgrade. y , andthenatureofcom- ricula. ners to elate - - Reading andWriting. childr through observationsandtransactionswith Participants willfocusonthetopicofstudy to addresscurrenttrendsininstruction. in thesummer. Thetopicchangeseachyear This one-weekworkshopisofferedannually 1 credit in Literacy III SpecialTopicsREAD-515 for ReadingandWriting. strategies usedbyALLchildrenattheCenter itoring portfoliosystemandinstructional a childwhowillteachhim/hertheself-mon- Each teacherwhoattendswillbeadoptedby folio-based, mainstreamliteracyclassroom. include studentswithspecialneedsinaport- This one-weekcoursefocusesonhowto 1 cr Classr the Integrated LanguageArts PortfolioREAD-514 Assessmentin Research in Reading/Language Arts Research inReading/Language r will enablestudentstoapplyknowledgeina experience withchildrendisabilities tion aspartofaneducationalteam.Afield tive pr sions. Studentswillexperiencethecollabora- tion tomakeappropriateinstructionaldeci- Program andsynthesizeassessmentinforma- to developanIndividualizedEducational studies, studentswillhavetheoppor children withdisabilities.Usingvariouscase instructional andassessmentmaterialsfor ty toevaluate,select,developandadapt This coursewillgivestudentstheoppor 3 credits Childr InstructionalPractices for SPED-510 study relatedtoliteracyeducation. students whowishtoengageinindependent meet specificacademicneedsorinterestsof Course contentisdesignedspecificallyto 1-3 credits R EDPS-531. ealistic classr Special Education(S EAD-6 edit en andteachersintheCenterfor ocess anddeveloptheirabilitytofunc- en withMildDisabilities oom 00 IndependentStudyand oom setting.Pr PED) erequisite: tunity tuni -

EDUCATION AND HUMAN SERVICES COURSE DESCRIPTIONS

SPED-511 Instructional Practices SPED-520 Collaboration, SPED-530 Positive Behavior for Students with Severe Disabilities Consultation, and the Inclusive Support 3 credits Classroom 3 credits The course will provide students with the 3 credits This course is designed to provide extensive knowledge and skills needed to provide sys- This course is designed to provide students knowledge and practice in meeting the tematic, individualized instruction to stu- with the knowledge and skills to facilitate behavioral challenges of individuals. dents with moderate to severe disabilities. successful inclusion programs. Students will Students will receive instruction in a prob- Knowledge and training in the use of task develop the ability to design and manage lem-solving approach to identify the possible analysis, prompting hierarchies, discrete tri- the instructional environment in an inclu- function(s) of problem behavior and in the als, systematic instructional plans and rou- sive classroom setting. Through the use of design of proactive, positive behavior inter- tines will be offered across all domains of a research, case studies, and classroom interac- vention plans that emphasize the teaching of WWW life skills curriculum. Based upon a stu- tions, students will develop effective com- appropriate alternative skills. An emphasis is dent’s assessment data, students will be able munication, conflict resolution, and collab- placed upon behavior change strategies, to develop an appropriate individual educa- oration skills for professional interactions. which intervene on antecedent events, teach tional plan with specific goals and objec- Students will become familiar with appro- appropriate alternative skills, and provide .RIDER.EDU tives. In addition, strategies to modify priate models for collaborative consultation. supports in the natural environment. and/or adapt goals to provide instruction in Attitudes and behaviors that influence the Multicomponent interventions also are an inclusive setting will be explored. An success of children with special needs in the designed to include the interest and prefer- experience in the field will enable students general education classroom will be ences of the target student. Legal and ethical to apply knowledge in a realistic classroom addressed. An experience in the field with considerations are considered. An experience setting. Prerequisite: EDPS-531. children with disabilities will enable stu- in the field will enable students to apply dents to apply knowledge in a realistic class- knowledge in a realistic classroom setting. SPED-513 Inclusive Educational room setting. Practices SPED-590 Seminar and Practicum 3 credits SPED-525 Transition to Adult Life in Special Education This course will emphasize planning and 3 credits 3 credits instructional strategies that maximize the This course is designed to provide students This course addresses the current issues in learning of all students including those with with an understanding of theoretical and the field of special education. Students will exceptional learning needs in the general applied models of transition in special edu- identify these issues through directed read- education classroom. Students will consider cation. Information on the application and ings and through a direct, supervised field their role as curriculum makers and how to interpretation of specialized assessment experience. Students will need to document effectively plan a course, a unit, and a lesson tools will be presented. Transition planning, a minimum of 100 hours in a field setting. for a wide array of diverse learners. The including understanding, formulating and The instructor will provide group supervi- organization of the learning environment implementing the ITP, will be taught. sion in the weekly seminars. Students also also will be discussed so as to guide learn- Knowledge of and collaborative interactions will obtain experience developing and deliv- ing. Teaching methods that enhance content with the wide variety of school and commu- ering a professional presentation on a cur- for all learners and the design of learning nity personnel and agencies with a role in rent issue in the field. Prerequisite: strategies to help students learn how to transition will be emphasized. Strategies for Permission of instructor. learn will be introduced. An experience in developing student self-advocacy and inde- the field will enable students to apply pendence in the transition process will be knowledge in a realistic classroom setting. presented. Legal information and ethical Prerequisites: EDPS-512 & SPED-530. issues will be noted. An experience in the field will enable students to apply knowledge in a realistic classroom setting. Prerequisite: EDPS-531.

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NOTES e our Lif e Learning Meets Y her W Y • IT S R E V I N R U E D I R

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e our Lif e Learning Meets Y her W Y • IT S R E V I N R U E D I R

Procedures & Policies Graduate Academic Catalog • 06/07

www.rider.edu

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PROCEDURES AND POLICIES

The information in this chapter pertains to Registration Grades and Transcript Notations the graduate programs in business adminis- Students admitted to graduate study are A cumulative grade point average of 3.0 or tration and education and human services. encouraged to select courses during conven- better must be achieved in all graduate e For complete information, including appli- ient early registration periods. Students who course work attempted at Rider. The letter cation procedures and degree requirements, miss the early registration periods may regis- designations used to grade the quality of

our Lif consult the relevant graduate program chapter on specified days immediately preceding achievement in graduate courses and the ter. Information about the graduate program the start of each semester. quality points assigned to these letter desig- at Westminster Choir College may be found Graduate students enrolled in the business nations to complete grade point averages are: in the Westminster Choir College academic administration programs register via the A Excellent catalog. mail or online during the early registration A- period. After beginning to take graduate B+ courses, students may not take undergradu- B Good

e Learning Meets Y General Information ate business courses to meet core business B- course requirements. C+ her

W Time Limitation Graduate students enrolled in education C Fair All of the requirements for the master’s and human services receive registration C- Y •

IT degree must be completed within six years of information via mail, but they are strongly F Failing academic work; failing to S R

E the date of first registration for graduate encouraged to meet with advisors to select abide by standards of academic V I

N course work. courses and develop plans for future study. honesty and integrity;

R U unauthorized withdrawal; or E

D Course Load in Graduate Business I failing to complete course work in R A full-time program consists of nine (9) or Academic Policies prescribed time period. more semester hours of graduate course work. Part-time students who are employed Attendance The related quality points for the purpose full-time will generally be limited to six It is the policy of Rider University that stu- of computing grade points are: semester hours of graduate work in a given dents shall regularly attend all scheduled A 4.0 C+ 2.3 semester. During the evening summer ses- class meetings. Failure to comply with this A- 3.7 C 2.0 sion, the recommended course load is one- policy will be considered justifiable cause for B+ 3.3 C- 1.7 half that of a regular semester. imposing penalties (e.g., reduction of grade, B 3.0 F 0.0 failure, etc.) at the discretion of the professor B- 2.7 Course Load in Graduate Education teaching the course. Each professor is expect- A full-time program during the Fall and ed to exercise judgment in determining the Other designations are as follows: Spring semesters consists of nine (9) or more validity of any absence and the nature of the I Incomplete semester hours of graduate course work. A penalty to be assessed. All registration and P Passing full-time program during the Summer financial arrangements for graduate courses S Satisfactory progress Sessions consists of six (6) or more semester must be completed and the student must be U Unsatisfactory hours of graduate course work. Students in attendance no later than the second meet- W Withdrew enrolled in the Graduate-Level Teacher ing of each course. X Audit Certification program are restricted to two courses (6 semester hours) per semester until Adding, Dropping and Withdrawing Policy for Grade of Incomplete the point of student teaching. from Courses Students who, as a result of extenuating cir- A student may add a course through the first cumstances, are unable to complete the General Requirements week of the semester provided the course is required work of a course within the normal A student must comply with the general still open for registration. Dropping a course time limits for the term may request an requirements of Rider University concerning may occur through the second week of the extension of time from the faculty member. graduate study. Graduate students must semester. After the second week of the semes- Such extensions of time should be granted demonstrate the ability to express their ter, a withdrawal from the course is necessary only in cases in which illness or other serious thoughts in writing and in speaking in clear, and a W is recorded on the transcript. emergency has prevented the student from correct English for class reports, research A graduate student who wishes to with- completing the course requirements or from papers, theses and examinations. draw officially from one or more graduate or taking a final examination. The request for undergraduate courses must submit a writ- extension of time must be made prior to the ten request and must obtain the approval of last scheduled class meeting except in those the associate dean or department chair of unusual situations in which prior notifica- graduate studies, or dean of the respective tion is not possible. The faculty member school. Withdrawals are not permitted dur- shall determine whether or not to grant the ing the last two weeks of class except for rea- request for a time extension and the type of sons of validated physical or psychological verification (if any) required to support the incapacitation as approved by the dean of the request. The faculty member shall specify the college. Students who do not withdraw offi- time, up to four weeks from the last date of cially from courses they fail to complete, will the term, by which work must be completed receive a grade of F for those courses. by the student. If the faculty member agrees to the request, the notation “I” (incomplete) page 54

PROCEDURES AND POLICIES is submitted on the grade roll. In those sit- Expenses Students are asked to carefully consider uations where the faculty member has not the published payment deadlines. Prompt received a request for an extension of time, Typical graduate expenses for the 2006- payment of student account balances ensures the notation “I” (incomplete) may be sub- 2007 academic year are estimated as follows: students keep the classes they selected in mitted on the grade roll by the faculty advance registration, and their advance member when, in his or her judgment, such Graduate Tuition: housing assignments. Balances unpaid after a determination appears justified. Upon Tuition fee (per 3-credit course): the deadlines or paid with checks returned submission of completed required work, the Business Administration . . . . .$2,040 by the student’s bank will result in courses faculty member will submit a change-of- Education and Human Services $1,575 and housing reservations being cancelled. grade form to the registrar. Audit fee (per course) ...... $240 Students who, as a result of extenuating Student teaching fee Deferred Payment Plan WWW circumstances, are unable to submit the (academic year) ...... $245 Students may subscribe to the deferred pay- required work at the end of the four-week Technology fee ...... $35/course ment plan that provides for three equal pay- period may request an extension of the ments for the fall and spring semesters on incomplete grade. The request for an exten- Other Fees: the following basis: .RIDER.EDU sion of the incomplete must be made prior Application fee (nonrefundable) . .$45 to the expiration of the four-week period. If Readmission fee (nonrefundable) . .$30 At registration ...... 1/3 the faculty member agrees to the request for I.D. card replacement fee ...... $30 October 15 (fall) an extension, the faculty member shall spec- Deferred payment fee ...... $25 and March 15 (spring) ...... 1/3 ify the time, up to a maximum of two weeks Proficiency examination November 15 (fall) from the date of expiration of the four-week (per examination) ...... $30 and April 15 (spring) ...... 1/3 period (i.e., six weeks from the last date of Late registration fee ...... $50 the term) by which work must be complet- Late payment fee deferred plan . . .$25 A $25 deferred payment fee will be added ed by the student and shall submit an exten- Dishonored check fee, first time* .$30 to the student’s account payable at registra- sion-of-incomplete form to the registrar. Dishonored check fee, tion. Any student who pays in installments Upon submission of completed required after first time ...... $50 and fails to return the completed deferred work, the faculty member shall submit a payment plan form will be assessed a $25 change-of-grade form to the registrar. Note: On-campus graduate student hous- deferred payment plan participation fee. Failure of the registrar to receive from the ing is available in Ridge House. To be eligi- Any student who defaults on the deferred faculty member a change-of-grade form or ble for student housing, a student must be payment plan will be assessed a late pay- an extension-of-incomplete form at the end enrolled in two or more graduate courses. ment fee of $25 and will be considered inel- of the four-week period, or a change-of- The cost is approximately $3,370 per igible for further participation in the plan. grade form at the end of the six-week peri- semester, plus a security deposit of $100. There is no deferred payment plan for sum- od, shall result in the automatic assignment The university meal plan is approximately mer session. of the grade F. $2,030 per semester and is optional. Commuter meal plans are also available. Financial Obligations Interruption of Studies *Returned checks that have not been Students can meet their financial obliga- Students who interrupt their studies must redeemed or made good by the due date will tions to the University by paying their notify the appropriate graduate program be assessed the late payment fee in addition account balances in full or enrolling in an office. If studies are interrupted for up to to the dishonored check fee. approved deferred payment plan. Inquiries one year, students may return with the The fees and charges set forth herein are about account balances and payment options approval of the advisor. However, if two subject to adjustment at any time. should be directed to the bursar’s office in calendar years elapse between the last date of Questions regarding rates and fees should be the Student Center, 609-896-5020. attendance and the next registration, directed to the bursar’s office. Students must also be in good financial students must submit an application status with all organizations with which for readmission together with a nonrefund- Terms of Payment Rider has declared an official relationship, able readmission fee. Students will be Tuition, fees and charges for room and board such as the New Jersey Higher Education responsible for the application and degree are due and payable in two installments: Assistance Authority in order to be official- requirements in force at the time of August, for fall 2006 and January, for spring ly registered. readmission. 2007. Students should mail their payments Students with unmet obligations are not For students to remain in good standing to be received by the due dates stated on the considered to have valid registrations. They with the division, they must file a notifica- invoice.. may be prevented from attending classes, tion of non-attendance form announcing Payments may be made by check, cash, receiving transcripts, participating in their intention to not attend any semester VISA, MasterCard, in person or by mail advance registration for upcoming semes- prior to the beginning of that semester. The addressed to: Cashier’s Office, Rider ters, and under certain conditions, from form may be procured from the approved University, 2083 Lawrenceville Road, graduating. graduate office. Lawrenceville, NJ 08648-3099. Checks Liability for tuition costs will not be should be made payable to RIDER UNI- waived unless the student officially drops or VERSITY. International students should withdraws from the course(s) for which he or make payments in U.S. dollars. The stu- she registered (see Refunds). dent’s name and Social Security number should be included on the check.

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page R I D E R UN I V E R S ITY • Where Learning Meets Your Life about theseand otherloanpossibilities. financial services (609-896-5360)toinquire dents shouldcontact theofficeofstudent include theStaffordLoan.Interested stu- loan programs.Examplesof loansources ate studentsunderseveralstate andfederal Financial aidisavailabletoqualified gradu Financial Aid priate graduateprogram. should bedirectedtothechairofappro- Appeals duetoextenuatingcir adherence tothepolicyregardingrefunds. dance. drawal date,notthedateoflastclassatten- the fourthscheduledmeetingofclass. On thefour After thethirdscheduledmeetingofclass After thesecondscheduledmeetingofclass After thefirstscheduledmeetingofclass Until thefirstscheduledmeetingofclass schedule: made inaccor from theopeningdateofclassesandwillbe the fourthweekofanysemester. . . . During thefourthweekofanysemester During thethir During thesecondweekofanysemester During thefirstweekofanysemester Before theofficialopeningofclasses semesters: following scheduleforthefallandspring attended willbemadeinaccordancewiththe official withdrawaldateandnotthelastclass tion foranyrefund.Allrefundsbasedonthe draw, officiallywaivestherighttoconsidera- ate program.Astudentwhofailstowith- form withthechairofappropriategradu- course(s) mustfiletheofficialwithdrawal courses. Allotherfeesar fees forr The refundpolicyappliestotuitionandaudit Refunds PROCEDURES AND POLICIES PROCEDURES 56 Budgetary commitmentsrequirestrict All r No refundsaremadeforwithdrawalsafter Students whowishtowithdrawfr Summer sessionrefundsarecalculated No refundsaremadeforwithdrawalsafter ..25% ..40% ..60% ..80% . . ..40% ..60% ..80% ..100% efunds ar egularly scheduledsemester-long th scheduledmeetingofclass d weekofanysemester dance withthefollowing e basedontheof e nonrefundable. cumstances ficial with 100% . om a 25% - - ual naturewhen: and otherverbalorphysicalconduct ofasex- sexual advances,requestsfor sexual favors, harassment. investigate anycomplaintalleging sexual University ceptable andwillnotbetoleratedatRider ing, andlearning,sexualharassmentisunac- a safeenvironmentforemployment,teach- In keepingwithitscommitmenttoprovide Sexual Harassment ic/work envir itsdesiretocreateanacadem- Rider reaffirms Har permission ofthatperson. vidual willber the FamilyPrivacyActof1974(asamended): according tothesepoliciesincompliancewith released tootheragenciesandindividuals interest intherecords.Informationmaybe Rider personnelwithalegitimateeducational Access tostudentrecordsmaybeaccorded Protection ofPersonal Privacy Personal Policies istration andeducationhumanservices. respective graduateofficesinbusinessadmin- assistantships shouldbedirectedtothe ships isalsoavailable.Inquiriesaboutthese characteristics asageorphysicalhandicap. ethnic, orreligiousidentitybecauseofsuch of individualsbecausetheirracial,sexual, coerces, orintimidatesanindividualaclass ence. Harassmentisanyactionthatthreatens, full benefitsoftheirworkorlearningexperi- environment thatallowsthemtoenjoythe and administratorshavetherighttoexpectan and performance.Allstudents,faculty, staff, on thebasisofsuchrelevantfactsasability the achievementofeducational/car responsible butsupportiveandconduciveto staff, andadministratorsthatisnotonly Sexual harassmentisdefinedas unwelcome No otherinfor • Ridermayreleasethefollowinginforma- •Rider mayr A limitednumberofgraduateassistant and homelocaltelephonenumber. released: name,homeandlocaladdress, writing thattheinformationnotbe tion unlessthestudenthasrequestedin awarded, andmajorfield. enr student: factofenrollment,dates tion withoutwrittenpermissionfromthe assment ollment, degreecandidacy, degree . TheUniversitywillpr onment forallstudents,faculty elease thefollowinginforma- eleased withoutthewritten mation concerninganindi- eer goals omptly - , which arespelledoutindetail and urged toabidebytheseregulations, of thecommunity possible freedom,consistentwiththewelfare designed toalloweachstudentthegr academic andsocialmatters.Thesehavebeen policies togovernstudentconductinboth ples, Riderhasestablishedr honesty, andrespect.To definetheseprinci- abide bythebasicprinciplesofintegrity, Students atRiderUniversityareexpectedto Student ConductPolicy of theRidercommunity. upon theacademicfreedomofanymember cise oftherightfreespeechortoinfringe construed eithertolimitthelegitimateexer- suchconduct unreasonablyinterferes (3) submissiontoorrejectionofsuchcon- (2) (1) University eventorpaymentforpar no righttopaymentforparticipationinany each studentacknowledgesthatheorshehas istering inandattendingtheUniversity, ities ofanartisticorathleticnature.Byreg- events oractivities,includingactiv- ment, pr payment orproceedsfromanyentertain- student shallhavenorightorclaimtoany pr University includingsituationsforwhich in eventsorpr Students mayfromtimetoparticipate Compensation f r failure toabidebythecodeofconductmay the studenthandbook.Insomeinstances, assigns allsuchrightstotheUniversity. rights toanypaymentmayexist,heorshe University event;andtotheextentthatany tion insoundorsightreproductionsofany esult indismissalorsuspension. oceeds ar Nothing containedinthispolicyshallbe submission tosuchconductismade environment. hostile, oroffensiveworkeducational anintimidating, performance bycreating with anindividual’s workoreducational employment oreducationaldecisions; duct byanindividualisusedasabasisfor tion; of anindividual’s employmentoreduca- explicitly orimplicityatermcondition omotional, orpublicityitems, e r eceived bytheUniversity omotions sponsoredbythe . Allstudentsar or P erf ormances egulations and e expected The Source ticipa eatest . A - ,

e our Lif e Learning Meets Y her W Y • IT S R E V I N R U E D I R

Campus & Facilities Graduate Academic Catalog • 06/07

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CAMPUS AND FACILITIES

Rider University’s 280-acre Lawrenceville Lawrenceville Campus multiple print editions of many music titles campus is in Lawrence Township, New Jersey, The collection includes a wide variety of for comparison of editing practices and mul- on Route 206, a quarter-mile south of I-95, materials to meet a broad range of learning tiple recordings of many titles for compari- e five miles south of Princeton, and three miles styles. Access to more than 425,000 print son of performance practices. north of Trenton. The modern facilities, volumes, 616,000 microform volumes, Talbott Library shares in Rider

our Lif designed to meet the academic, social, and 12,000 periodical titles in a mix of print and University’s online library system. About recreational needs of the Rider community are electronic formats, and a wide variety of elec- two-thirds of Talbott Library’s materials – clustered and within easy walking distance of tronic research tools make up the library. approximately 40,000 items – are represent- one another. Ample parking is available. Housed in the Franklin F. Moore Library, ed in the online catalog and are available on Memorial Hall, the Science and Technology these resources are available to students, fac- the Web (http://library.rider.edu). An on- Center, the Fine Arts Center, the Joseph P. ulty, staff, and visiting researchers. going project includes entering data for Vona Academic Annex, the Stephen A. Access to the Internet, the online catalog, extensive choral music holdings into the

e Learning Meets Y Maurer Physical Education Building, and a vast array of databases and other finding international choral music databases, Musica Anne Brossman Sweigart Hall contain the aids are provided in public areas as well as (http://www.MusicaNet.org). her

W classrooms and laboratories for all curricula. two instructional facilities in the library. A In the fall of 2005, the university commu- laptop loan program provides additional Y •

IT nity celebrated to opening of a new residence computing resources for use in the library. Bart Luedeke Center S R

E hall and a 42,000-square-foot Student A strong service program includes cus- V I

N Recreation Center. The new residence hall tomized individual and group information Located on the lower level of the Bart Luedeke Center are the cashier’s office, the University R U and three-story additions to Hill and Ziegler literacy instruction, a vigorous reference E

D store, a snack bar opening onto the Bart I Halls on the north side of the main mall pro- service, and an inter-library loan program, as R vide a sweep of attractive brick façade that well as on-site access programs to many other Luedeke Center patio, the Rider Pub, the stretches more than 550 feet. Across the libraries. campus radio station (WRRC), and the offices campus mall, the Student Recreation Center A newly refurbished Reference and of the College of Continuing Studies. Both the features a state-of-the-art fitness center, three Periodical Reading Room provides comfort- snack bar and campus pub have select evening multi-purpose courts, elevated jogging track able seating in an attractive environment hours. and new locker rooms. A glass-fronted conducive to reading and study. More than On the second floor are the campus infor- 9,000-square foot atrium/lobby links the 700 current periodicals in paper formats are mation desk, a 370-seat theater, the Cavalla SRC with Alumni Gymnasium and is a gath- attractively displayed, along with a large Room (a multipurpose room adjacent to a ter- ering place for students. The new structures selection of current newspapers. race), and a TV lounge. The remainder of the on both sides of the mall complement each Viewing and listening rooms are available floor houses some of the major student organ- other in look and style and are a visual exam- to complement the collection of moving izations in recently renovated offices – the ple of the renewal taking place at Rider. image materials. In addition, the Amy Student Government Association, the Silvers Study Room is equipped to support Residence Hall Association, the Association of the needs of students with special needs. Commuter Students, the Student The University Libraries Entertainment Council, the Interfraternity Princeton Campus Council, the Panhellenic Council, and the Rider’s libraries are at the center of intellec- The library at Westminster Choir College is Minority Greek Council. Also located on the tual life of the University, stimulating pur- housed in the Katherine Houk Talbott second floor of the Bart Luedeke Center is the suit of free and critical intellectual inquiry Library Learning Center. These collections Dean of Students Office along with many stu- through collaborative intellectual partner- comprise more than 60,000 books, music dent affairs offices, including the Office of ships. A well-qualified faculty and staff sup- scores and periodicals, approximately 5,000 Campus Activities, the Multicultural Center, ports the information needs of students, fac- choral music titles in performance quantities, the Office of Residence Life, the Office of ulty, staff, alumni, and friends by offering a choral music reference collection of over Student Administrative Services, the photo access to scholarly collections and informa- 80,000 titles, 200 current periodical titles in I.D. room, and the University ticket booth. tion sources. Fostering the development of print, as well as access to more than 12,000 These groups are all housed together in a the information literacy and enhancing connec- titles electronically, and more than 13,000 Student Affairs Suite. tions between teaching and learning for life- sound and video recordings. Exceptional The University Art Gallery is located on the long success is heavily emphasized. The holdings are found in the library’s special third floor of the Bart Luedeke Center. The libraries seek to provide welcoming sur- collections. Office of Student Financial Services and the roundings conducive to the use and conserva- Talbott Library’s score and sound record- Bursar are also found on the third floor. The tion of the diverse collections. ing collections cover all musical styles, gen- Career Services Center is housed here along res, and periods at a basic level, but are con- with the Fireside Lounge (Room 245). centrated more heavily in the areas of choral, vocal, keyboard, and sacred music. Of note are collected works of many individual com- posers, monuments of music, an extensive piano pedagogy collection, instructional material for music education in primary and intermediate schools, and holdings both broad and deep in choral music, keyboard music, and hymnals. The library collects page 58 WWW.RIDER.EDU 5959 page page - unswick New Br Levittown mation hotline at m Center will iden- fices are open Monday fices are open ea radio stations cooperat 1450-AM 94.5-FM Princeton 1490-AM In addition, the cancellation of classes for Philadelphia ar Moore Library hours during the academic Moore Library hours financial services is The office of student KYWWBUD 1060-AMWCHR 1260-AMWCTC Philadelphia 1040 AM Trenton WMGQ Flemington WHWH 98.3-FM 1350-AMWPST New Brunswick WTHK Princeton WBCB 97.5-FMWKXW Princeton WIMG 101.5-FM Trenton 1300-AM Trenton Ordinarily Rider will remain open and fully operational during snowstorms and other under situations. However, emergency extreme conditions it may become necessary to close Rider and to cancel classes. If such the circumstances should arise, please call Rider University infor 609-219-2000, and select option 1. The site will also announce cancella- Rider Web tions. will be broad- emergencies weather-related cast on: Hours of Operation Hours of of All administrative to 5 p.m. (4:30 8:30 a.m. through Friday, office of the summer). The p.m. during open Monday through graduate admission is 8:30 a.m. to 5 p.m., and until 8 p.m. Friday, by appointment. on Thursday, midnight, Monday year are 8 a.m. to 8 a.m. to 10 p.m., through Thursday; to 7 p.m., Saturday. Friday; and 10 a.m. to 11 p.m. Summer Sunday hours are noon vary; see sched- sessions and other periods ules as posted. 5 8:30 a.m. to open Monday through Friday, and p.m. (4:30 p.m. during the summer), Saturday from 9 to 11:30 a.m. by appointment when Rider is in session. Cancellation of Classes ing with the KYW Stor tify Rider by the number 923 for day classes and 2923 for evening classes. - e oper tunities. eferences ged to make estricted at all egister a vehicle e ur ea. Students ar esumes and cover let- mation are available ch for suitable employ e to r ehicle ged to gather r ough Thursday, 8:30 a.m. ough Thursday, e ur eparing r fice and must display the pr fice of career services, located in the services, located fice of career ograms and financial aid oppor General information on planning for The career services office assists students arking and V and properly display the decal will result in a fine. Student parking is r times to the student parking lots. The conduct of official Rider business by a student will not be considered a valid reason for parking in any other ar to 8 p.m., and until 5 p.m. on Friday. Rider provides ample parking for students. All vehicles operated on the campus by Rider students must be registered with the security of identification decal. The cost for vehicle registration and a parking permit is included in tuition. Failur from faculty members at several points during their college careers. The office is open daily Monday thr P Regulations responsible for adhering to the campus traf- fic regulations. These regulations and further vehicular infor ters. Students ar from the offices of the dean of students and the College of Continuing Studies. The of serves sev- students in Center, Bart Luedeke counseling, Through individual eral ways. the career services small group sessions, career site and assistance in the Web this office seeks to help stu- resource library, information on which dents gather realistic and to begin mak- to base curricular choices Current information on ing career decisions. as well as general infor- specific occupations a career field and job mation on choosing online at hunting is maintained and in the career resource www.rider.edu Early attention to realistic career library. alternatives and requirements can often prove helpful in planning satisfactory college programs. graduate study and fellowship announce- ments is located in this office. Students considering graduate work ar in planning their sear ment. On-campus interviews are scheduled the for seniors with representatives from corporate world, not for profit, education are and government. Recruiting interviews is held in the fall and spring. Assistance available in pr Career Services Career initial inquiries early in their college career in order to become aware of the wide variety of pr - ch sup ety enceville esear y located at ts Center, Science ts Center, e available to aid in ublic Saf t Luedeke Center, the Center, t Luedeke mation technologies is uctional and r albott Librar ge. , including holidays. Public

gency or a serious incident. The fice of infor

fice of Information Technologies Web fice of Information Technologies

Central computer systems provide elec-

The store is open Monday-Thursday, 8:30 The store is open Monday-Thursday,

In addition to both new and used required In addition to both new

is 896-5321. hours a day telephone number students. The emergency The Department of Public Saftey is open 24 an emer transportation for disabled vide emergency ices without char Department of P Safety should be contacted whenever there is Public Safety department personnel can pro- day. All Rider students can access these serv- All Rider students day. port. These systems are available 24 hours a available for instr lab. Student assistants ar guages, utilities, and statistical packages are lab hours may vary and are posted for each tools. A wide range of programming lan- Westminster Choir College. Departmental Westminster the use of both equipment and software. tronic mail, conferencing, and Internet access Memorial Hall, Fine Ar ed in Anne Brossman Sweigart Hall, and Princeton campuses. Other labs are locat- Hall and the T various locations on both the Lawr there are kiosks containing PC computers in there are kiosks containing PC computers the Of page. In addition to these general access labs, Open lab hours and locations are posted on Open lab hours and locations are posted Center, and one in the Bart Luedeke Center. Center, The of and laser printers, one in the Fine Arts ning of each semester. general access lab containing PC computers tional weekday evening hours at the begin- Office of Information Technologies There are two located in the Fine Arts Center. of each fall and spring semester and addi- during the weekend prior to the beginning and Saturday 10 a.m. to 2 p.m., as well as and Saturday 10 a.m. and weekly newspapers. 8:30 a.m. to 5 p.m., a.m. to 7 p.m., Friday, snacks, health and beauty aids, and daily snacks, health and magazines, a wide assortment of food, magazines, a wide a complete line of greeting cards, gifts, and a complete line of greeting imprinted items is available. The store offers imprinted items is available. and reference books, supplies, and Rider and reference books, books, a large selection of general reading selection of general books, a large the Rider community. the Rider Located in the Bar Located in facility for Store is a full-service University Rider University Store Rider University CAMPUS AND FACILITIES

page R I D E R UN I V E R S ITY • Where Learning Meets Your Life NOTES 60

e our Lif e Learning Meets Y her W Y • IT S R E V I N R U E D I R

Directories Graduate Academic Catalog • 06/07

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DIRECTORIES

Board of Trustees Mordechai Rozanski, ex officio, Robert L. Willis ’63 President, Rider University President James Busterud William M. Rue ’69, (Vice Chair) Eastern Highway Corporation e First Vice President, Morgan Stanley President Richard Wines Christopher Carothers ’91, ’94 Rue Insurance Company Former President our Lif President & CEO Gary L. Shapiro ’72 Capital Consultants of Princeton Millennium Consulting Solutions Owner and President James Dickerson ’69 Tropico Management, LP Executive Vice President, CEO and Treasurer John Spitznagel ’63 Administration HealthNow New York, Inc. Chairman and CEO Bonnie Dimun ’67, ’71 Esprit Pharma, Inc. Senior Administration President Filbert E. Spizzirro ’53 Mordechai Rozanski, Ph.D., President Business Consultant Vacant, Vice President for e Learning Meets Y Dynamics for Change, Inc. Harry T. Gamble ’52 Louis Dreyfus International Group Academic Affairs and Provost her

W Retired President and General Manager Arthur J. Stainman ’65 Jonathan D. Meer, B.A., Vice President for Philadelphia Eagles Football Club Senior Managing Director University Advancement and Secretary Y •

IT Ernestine Lazenby Gast WCC ’68 (Secretary) First Manhattan Company Julie A. Karns, B.A., C.P.A., Vice President S

R Christy Stephenson ’87 for Finance and Treasurer E Associate Buyer Agent V I President and CEO James P. O’Hara, B.A., Vice President for N The Mercer Real Estate Team Robert Wood Johnson Enrollment Management R U at Prudential Fox and Roach E

D University Hospital at Hamilton I The Honorable Peter Inverso ’60 R President, Roma Savings Bank and Howard B. Stoeckel ’67 New Jersey State Senator, District 14 President and CEO Office of the President Daniel Kaplan ’65 Wawa, Inc. President, Daniel Kaplan Associates Mordechai Rozanski, Ph.D., President Michael B. Kennedy ’72, ’75 Emeriti Debora Z. Stasolla, M.B.A., Associate Vice Partner, PFS National Practice Leader Charles E. Altmeyer President for Planning and Assistant to PricewaterhouseCoopers, LLP Retired President the President Paul J. Lang ’68 (Chair) Tec Tran Corporation Christine Messina-Boyer, M.A., Assistant to the Retired Vice President William J. Baumol President The Prudential Insurance Company of America Department of Lindsay Augustyniak Csogi, B.S., Special Events Dennis N. Longstreet ’69 Economics, Princeton University & Projects Coordinator, President’s Office Retired, Company Group Chairman Donald Bixby Ann Difranchi, B.S., Secretary to the President Johnson & Johnson Retired/Former Chairman of Thomas Lynch ’75 the Board Transamerica DeLaval, Inc. Institutional Analysis and Registrar President Dr. James E. Carnes Ronald M. Walker, M.B.A., Associate Vice Tyco Engineered Products and Services Retired President and CEO President for Institutional Analysis Alphonse Mattia ’64 Sarnoff Corporation Susan Stefanick, B.A., Registrar Senior Partner/Director Frank N. Elliott Patricia Tritt, M.B.A., Institutional Research Amper, Politziner & Mattia Retired Presiden Analyst Terry K. McEwen ’98 Rider University Joanne Ceres, B.A., Associate Registrar Senior Vice President John P. Hall First Washington State Bank Retired Vice President Athletics Judithanne Scourfield McLauchlan ’90 Johnson & Johnson Donald Harnum, M.S., Interim Director of Assistant Professor of Government Paul J. Hanna Athletics and Pre-Law Advisor, Former CEO Chester W. Dalgewicz, M.A., Associate Director University of South Florida-St. Petersburg GEICO of Athletics for Compliance and Academic Nelson S. Mead Jr. Elsie Hillman ’45 Support Manager, Windknot Partners Republication Future Fund Nancy Roberts, M.A., Associate Director of Thomas M. Mulhare ’70 Frank J. Hoenemeyer Athletics for Internal Operations and Officer-in-Charge of Insurance Industry Services Retired Vice Chairman Senior Woman Administrator Amper, Politziner & Mattia The Prudential Insurance Corporation Karin Torchia, M.S., Associate Director of Gerald P. Nagy ’63 Marcia G. Kjeldsen ’66 Athletics for External Operations Retired Vice President, Taxes Former Director of Recruitment Anthony M. Focht, B.A., Sports Information Salomon Inc. J. Crew Inc. Director Judith Persichilli ’80 J. Barton Luedeke Brian Solomon, B.S., Assistant Sports Information Executive Vice President, Mid-Atlantic Retired President Director. Division, Catholic Health East Rider University Gerard K. Green, M.B.A., Strength and George Pruitt John D. Wallace Conditioning Coordinator. President Former President Lucy Sech, Manager of Athletics Business Thomas Edison State College NJ National Bank Operations

page 62 WWWWWW.RIDER.EDU.RIDER.EDU 63636363 page page page page ector of y ning Center ogram ogram/Dir M.Ed., Associate , Continuing Education M.Ln., C.A.L., M.S., Librarian A.A., Manager of B.A., Assistant Registrar M.Ed., Assistant M.S.L.S., Librarian M.L.I.S., Librarian M.L.S., Librar M.L.S., Chair of the M.L.S., Librarian Ph.D., Associate Director of Manager of Library M.L.S., Librarian Ed.D, Director of M.M., Chair of the Manager Ed.D., Chair of the Ed.D., Chair M.M., Piano Coordinator M.M., Piano M.L.I.S., Librarian M.M., Chair of the M.Ed., Professional Tutor, M.Ed., Professional Tutor, B.A., Director Performance B.A., Production Coordinator M.S., Librarian B.M., Executive Director of B.M., Executive Director M.M., Assistant Director ector of Rider Lear , M.Ed., Director of the Math e, Ph.D., Chair of the Department Ph.D., Chair eeks. vices D.Ed., Chair of the vices D.L.S., Librarian B.A., Director of External Affairs t Ser tment of Music Education tment of Music e Library Department t J. Lackie, formance Management & eative Ser ogram/Dir y Ann Dayton, Dean of University Libraries Moor Systems Administrator Education Enhancement Pr Education Enhancement Pr Services for Students with Disabilities Director of Education Enhancement Pr and Tutoring Services and Tutoring Director of Rider Learning Center and Services Tutoring Rider Learning Center Skills Lab/Professional Tutor Department of Piano and Voice Department of Piano and Sciences Department of Arts and Management and Organ Department of Conducting, Sacred Music and Continuing Conservatory Westminster Education Per Box Office Coordinators Cr Suppor Depar Music History of Theory and Library - Lawrenceville Library Chickering, William F. John E. Buschman, Mar Diane K. Campbell, Robert Congleton, Kathryn A. Holden, Rober Marilyn D. Quinn, Dorothy Anne Warner, Meghan M. W Samuel Weigh, Sharon Yang, Education Enhancement Program Jacqueline Simon, Barbara Blandford, Kendall Andersen Friedman, Mary Beth Carstens, Christine Cassel, Barbara Ricci, Ronald Filler, Jacob B. Foster James C. Moor Steve Pilkington, Scott R. Hoerl, Annette R. Ransom, Carren Klenke, Elizabeth S. Rush, Anne Sears, Rosemary Therkelson, Frank Abrahams, Barton Bartle, Ingrid Clarfield, Thomas Faracco, tment eate Ph.D., Lead Ph.D., Academic B.A., Assistant to eign Languages D.M.A., Professor Ph.D., Director of Ph.D., Chair of the Ph.D., Director of Ph.D., Assistant Dean Ph.D., Assistant Ph.D., Chair of the M.F.A., Director of M.F.A., Ph.D., Director of Law Ph.D., Chair of the M.F.A., Director of M.F.A., Ph.D., Chair of the Ph.D., Associate Dean Ph.D., Chair of the M.M., Dean and Director Ph.D., Chair of the B.A., Administrative ector Ph.D., Chair of the Ph.D., Chair Ph.D., Chair of the Ph.D., Chair of the M.M., Academic Coordinator ne, Ph.D., Director of the Center for Ph.D., Assistant Dean for Liberal Ph.D., Assistant Dean Ph.D., Chair of the Ph.D., Chair of the eaching and Learning Center own, na, Ph.D., Director of Ph.D., Chair of the Department Ph.D., Chair of the Department D.M.A., Director of Choral Activities , T tment of Philosophy tment of English tment of For tment of Chemistry, Biochemistry, Biochemistry, tment of Chemistry, ning Center d Alexander, ector ry Truchil, of Geological and Marine Sciences of Geological of Fine Arts Department of Arts and Chair of the Department Sociology Department of History Department of Fine Arts of Psychology Department of Political Science and Learning Director of the Teaching Center Dir and Teaching Instructional Technologist, Lear Department of Mathematics for Science and Chair of the Depar for Science Depar Dean and Dir Theatre Facilities Depar Emeritus, Conductor Laur Depar Gender Studies Department of Biology Multicultural Studies Baccalaureate Honors American Studies Depar and Physics Department of Communication and Justice Program the Development of Leadership Skills Westminster Choir College Westminster Robert L. Annis, Peter D. Wright, Judy Kirschenbaum, Marc N. Boots-Ebenfield, Patrick Chmel, Patrick Chmel, Bar Burgh, Richard W. Patrick Chmel, Anne Law, David Rebovich, Kathleen M. Browne, Jean L. Kutcher, Charles Schwartz, Tharyle J. Prather, Anne R. Osbor Richar Joe Miller, Joe Miller, Marjory Klein, Seiwoong Oh, Linda Mater Joseph Flummerfelt, Jonathan Millen, Pamela A. Br Bosah Ebo, Carol J. Nicholson, Rebecca Basham, James Riggs, John R. Sullivan Jr., Alexander Grushow, Carol Watson, Carol Watson, onment and M.A., Assistant Dean Director of International Ph.D., Chair of the B.S., Assistant Dean J.D., Ph.D., Associate J.D., Ph.D., Ed.M., Academic alker, B.A., Academic Coordinator eacher Education B.A., Assistant Dean M.B.A., Associate Dean Ph.D., Chair of the Assistant to the Dean Ed.D., Professor of Education, M.A., Director of Field B.A., Executive Assistant to the B.A., Executive Assistant M.P.A., Academic Budget M.P.A., Ph.D., Chair of the Director of EMBA Program Ed.D., Chair of Graduate Ph.D., Dean Ph.D., Chair of the Ph.D., Dean , Ph.D., Director of MBA Program B.A., Senior Academic Ph.D., Associate Dean Ph.D., Chair of the Ph.D., Chair of the Department of M.Acc., Assistant Dean Ph.D., Chair of the Department of Ph.D., Chair of the Department of M.B.A., Academic Coordinator M.B.A., Associate Dean, Director of owell, , ogan, ovost riott, ovost tment of Management Sciences tment of T tment of Finance Vice President for Academic Affairs President for Vice . Bentley otzer

ograms en J. Cr y T and Pr ri Mar r Department of Accounting Depar Director of Business Honors Program Business Policy and Envir Officer Vice President for Academic Affairs Vice and Pr Education Director of the Center for Reading and Writing Placement and Chairperson of the Depar Coordinator Coordinator University Outreach Depar Management and Human Resources Computer Information Systems Department of Marketing for Undergraduate Studies for Undergraduate Department of Economics Provost and Associate Counsel Provost and Associate Pr

er Marge O’Reilly-Allen, Marge Cengiz Haksever, Patricia M. Lutz, David G. Oliver, Carol Brown, Barbara H. Fruscione, Sandra L. Stein, Education, and Sciences Joseph Nadeau, T M. Podgorski, Teresa Susan M. Glazer, College of Liberal Arts, College of Liberal Angela Gonzalez W Kar Christine DeFrehn, College of Continuing Studies Boris Vilic, Ira Spr Maury Randall, Larry Newman, Thomas C. Kelly, Steve Lorenzet, Lauren Eder, Jer Ruble, Tom College of Business Administration College of Business Julie Luster, Paul Benchener, Jaime Hall, Diane Bednarski, Jean Darian, James O. Castagnera, Vacant, Vacant, Joseph MacAde, M.ed, Michael Br Academic Affairs Academic DIRECTORIES

DIRECTORIES

Isabel Baker, Ed.D., Professional Tutor, Peter Tamuzza, Administrator: E-mail Advancement Services Rider Learning Center Enterprise Services Melissa Anderson, M.B.A., Director of Nichole Bennett, M.A., Professional Tutor, Vacant, Academic Technology Specialist Advancement Services e Rider Learning Center Mike Muhler, Media Support Specialist II Thomas P. LoPresti, B.A., Associate Katharine Hoff, Ph.D., Professional Tutor, Matt Wade, B.A., Media Support Specialist II Director of Advancement Services

our Lif Rider Learning Center Joyce Zogott-Onsted, M.S., Assistant Karen Bognar, M.A., Gift Accounting and Shirley Mersky, M.Ed., Professional Tutor, Director, Application and Web Services Reporting Coordinator Services for Students with Disabilities Dave Weise, Senior Technical Support Amy B. Lansky, B.A., Manager of Gift and Diane Romulus, M.A., Professional Tutor, Specialist Record Processing Rider Learning Center Jonathon Winger, B.S., M.S.& I.S., Judy Wendell, M.Ed., Assistant Director of Technical Support Specialist II Public Relations Services for Students with Disabilities Erik Wolf, Technical Support Specialist Earle S. Rommel, B.A., Director of Public Susanne Worthington, Executive Assistant Relations e Learning Meets Y Educational Opportunity Program Brenda Payne Whiteman, M.S., Associate her

W Rubin Joyner, M.Ed., Director, Educational Student Support Services Program Director of Public Relations Opportunity Program (TRIO Program) Peter G. Borg, A.A., University Photographer Y •

IT Ida Tyson, M.S., Associate Director, Queen S. Jones, M.Ed., NCC, LPC, Director Lauren L. Adams, B.A., Staff Assistant S

R Educational Opportunity Program of Student Support Services Program E V I Amber Henley, M.A., Academic Counselor, Dana Lopes, M.A., Assistant Director/Counselor Publications N Educational Opportunity Program of the Student Support Services Program Catherine Carter-Romero, A.A., Director of R U E

D Sally Martinez, B.A., Counselor/Educational Publications I R Information Technologies Specialist of Student Support Services Program Brian J. Kelley, B.A., Associate Director of Carol Kondrach, B.A., Associate Vice Marsha Freedman, M.Ed., Professional Tutor Publications President for Information Technologies of Student Support Services Program Michael A. Scott, B.A., Graphic Design Christopher Blanos, Manager, Application Patricia S. Dell, B.A., Secretary for the Assistant and Web Services Student Support Services Program Virginia Breza, B.A., Application Programmer Bruce Sommons, B.S., Senior Programming Finance Analyst University Advancement Martin VanWinkle, B.S., Application Developer Julie A. Karns, B.A., C.P.A., Vice President Andrew Dempsky, Operation Specialist Jonathan D. Meer, B.A., Vice President for for Finance and Treasurer Tim Fairlie, Director, Network and University Advancement William Roell, B.S., C.P.A., Associate Vice Communication Services Diane C. Carter, Assistant to the Vice President for Finance and Controller Linda Gold, B.S., Senior Programmer/Analyst President for University Advancement Michele Tritt Evanchik, B.S., C.P.A., Theodore Durst, B.S., Student Support Patricia A. Witkowski, B.A., Staff Assistant Associate Controller and Grants Manager Specialist for Stewardship Darryl Blusnavage, Manager of Environmental Vacant, Tech Support Specialist Health & Safety Fred Housel, Network Technician Alumni Relations Elaine M. Rafferty, A.A., Assistant to the Theresa Hvisdock, B.A., Director, Natalie M. Pollard, M.A., Director of Vice President for Finance Applications and Web Services Alumni Relations Helen I. Carroll, Executive Assistant to the Jonathan Jones, B.A., Manager, Media and Patrick F. Corrigan, M.A., Associate Director Vice President for Finance Instructional Tech Support Services of Alumni Relations, Lawrenceville Igor Jonjic, Manager, Help Desk/Training Joseph Capone, M.M., Associate Director of Facilities Management Vacant, Tech Support Specialist I Alumni Relations, WCC Phillip Voorhees, Assistant Vice President for John LeMasney, B.F.A., Manager of Facilities Operations and Construction Instructional Technology/WWW Development Management E. Rick Crossley, M.A., Manager, Database Elyce Teitelman, M.Ed., Executive Director Michael Reca, M.A., Assistant Vice President for Administration of Development Facilities Planning and Auxiliary Services Dayne Lewis, Media Coordinator I Vacant, Director of Planned Giving Diane Bozak, B.S., Director of Michele Sochalski, Administrative Secretary Keith W. Richardson, B.S., Associate Business Conferences and Camps Susan Pierce, B.A., Manager of Voice Director of Major Gifts Michael Maconi, B.A., Director of Facilities Communications Christopher Feltham, B.A., Associate Operations Sean Piotrowski, B.S., Help Desk Specialist Director of WCC Major Gifts Jill Nowicki, M.A., Manager of Event Operations Sandro Pirone, Senior Operations Specialist Julie Carew, M.F.A., Director of Nancy Caplinger, Manager of Facilities Monica Pollich, M.S., Manager of Systems, Annual Giving Business Operations and Purchasing Operations, and Database Steve Spinner, B.S., Associate Director Sam Suliamon, B.A., Manager of Krystyna Rykowski, B.A., Director of of Annual Giving Academic/Public Building Operations Support Services Jaclyn Levi, B.A., Assistant Director of Steve Hitzel, Manager of Facilities David Shane Smith, Manager, User Support Annual Giving Operations-Princeton Campus Services Barbara Jacobs, B.A., Director of Ricardo Stella, B.S., Manager of Unix/Security Development Research Angel Brady, M.S., Instructional Technologist Linda Dahl, B.A., Prospect Research Associate page 64 WWWWWW.RIDER.EDU.RIDER.EDU 65656565 page page page page Islamic Imam Jewish otestant Catholic M.A., Assistant vices Pr , M.Ed., Director of the Center Public Safety Coordinator R.N., B.C., Registered Nurse Psy.D., Director of Psy.D., vices M.A., Associate Director M.A., Associate M.S., Assistant Director of M.S., Assistant Director Captain M.A., NCC, Counselor M.P.H., B.S.N., Director of M.P.H., J.D., Service Learning M.A., Director of Public Safety M.A., Area Director M.A., Director of Campus M.S., Director of Residence Life M.S., Director M.A., Area Director M.A., Area A.A., Manager Campus A.A., Manager Campus , Ph.D., Counselor , R.N., B.A., Registered Nurse M.S., Director of Greek Life M.A., Director of M.A., Ed.S., Counselor M.S., Area Director B.A., Intramural Coordinator own, o, ucker eaver dinator d System . Nancy Schluter ole Christian, Community Standards Counseling Ser Student Health Ser of Residence Life of Residence Car Dean for Campus Life Activities Recreation Programs Campus Activities and for Multicultural Affairs and Community Service Coor ickie W Imam Abdul-Malik R. Ali, Father Bruno Ugliano, Counseling Services Car Nadine Marty, Rose Sorier Corinne Zupko, Health Services Kamin, Valerie Regina Gillespie, Pat Sheridan, Affairs Multicultural Center for and Community Service Donald L. Br Safety Department of Public V Chaplains, Campus Ministry Residence Life Residence Cindy Threatt, Stephanie Polak, Jamiyl Mosley, Jane Ferrick, Dennis Renno, Gregory Hanf, Campus Life Kathleen A. Iacovelli, David Keenan, Bridget Weikel, Ada Badgley, Jason Miller, Office of Community Standards Keith Kemo, Jessica Januzzi, Rabbi Daniel Grossman, Rev Frank Scharibone, Thomas T ice fairs and Dean of M.A., Assistant B.A., Part-time B.A., Part-time Admission Staff Admission M.Ed., Director of Ph.D., Associate V esident for Student ning , J.D., Associate Dean of M.L.A., Senior Associate M.L.A., Senior Associate M.A., Associate Director M.Ed., Director B.S., Assistant Director M.B.A., Associate Director M.Ed., New Student M.B.A., Assistant Director M.A., Student Life Coordinator esentative upnick, B.S., Assistant Director B.M., Staff Assistant, Executive Assistant to the Ph.D., Associate Director yler M.A., Westminster M.A., Westminster M.A., Associate Director of cantonio, M.A., Associate Director of A.A., Assistant Director ice Pr A.A., Staff Assistant ter, M.A., Coordinator of M.B.A., Associate Dean of Freshmen Assistant Director of Admission ence Johnson, esident for Student Af Vice President for Student Affairs Vice Assistant Dean of Students Students Affairs and Dean of Students Students Coordinator Pr Associate V Director of Admission Regional Repr Assistant Career Services of Career Services Career Services Career Services Experiential Lear Career Services estminster Admission Wilda Bleakley, Wilda Melissa Dennis, Jan Friedman-Kr Ira Mayo, Lawr Laura Seplaki, Career Services Career Gwendolyn J. T New Student Resource Center New Student Resource Christine Car Student Affairs President Office of the Associate Vice and Dean of Student Affairs for Students Anthony Campbell, W Katherine Shields, Vacant, Student Financial Services John J. Williams, Dennis P. Levy, Dennis P. Lindsay DiMar Allison Cunningham, Shirley K. Turner, Sylvia Hauser, Claire Hamm, Jean Falvo, Nancy Silvester, Genevieve Finley, Drew Aromando, Elizabeth Sandy, Judith Wood, Mini Joseph, Nancy Kennedy, ector of ector M.A., Dir ector of Graduate B.A., Coordinator of B.A., Director of Budget B.A., Assistant Director B.A., Assistant B.A., Assistant Bursar M.B.A., Grants Coordinator M.Ed., Associate B.A., Dean of Enrollment B.A., Dean of Enrollment B.B.A., Assistant Controller M.Ed., Director, Student M.Ed., Director, WCC Assistant Bursar Ed.D., Director of Human B.A., Assistant Director of B.A., Assistant Director of B.A., Vice President for B.A., Vice B.S., Manager of Employment B.A., Admission Counselor B.A., Associate Dir M.S. Ed., Director of Enrollment B.A., Dir , B.S., Senior Assistant B.A., Admission Counselor B.S., Bursar vices B.S., Director of Disbursements B.S., Director C.P.A., B.S., Accountant C.P.A., B.A., Associate Director and Assistant Manager of Benefits ojects M.A., Part-time Regional B.S., Accountant , M.M., Manager of Human Cashier’s Office Supervisor Cashier’s , oodhull, B.A., Senior Assistant Director of . W net Pr ector of Admission ector of Admission

Admission of Undergraduate Admission of Undergraduate Dir Admission Admission Admission Dir Financial Ser Inter Planning and Reporting and Internet Projects Admission Enrollment Management Resources and Affirmative Action Benefits Manager Resources Information Systems of Disbursements

Representative Laurie Kennedy Rotundo, Kevin Holloway Marianne C. Kollar, Derek Fox, Monica Butera, Susan Makowski, Aimee Thomson, Jamie Mitchell, Susan C. Christian, Lawrenceville Admission Lawrenceville Bursar Anna Robbins, Maryann J. Perkins, Maricruz Lawson, Joseph F John J. Williams, John Cicchetti, James P. O’Hara, James P. Susan C. Christian, Stephen Jackson, Peter Finger Enrollment Management Enrollment Jennifer Cafiero, Linda Kerner, Mona Marder, Thomas Phillips, David Perry, Ellen C. LaCorte, Human Resources Barry J. Sulzberg, Stacy Fischler Sophia Song, Michael Rutkowski, Clara Melas, Elizabeth McErlean, General Accounting General Debbie Farris, Disbursements DIRECTORIES Deborah Berkowitz,

DIRECTORIES

Emeriti Radha Chaganti, Professor of Business Policy Judith Fraivillig, Associate Professor of and Environment; B.A., M.A., Osmania Education; B.A., M.S.E., University of Walter A. Brower, Ed.D., Dean Emeritus of University; M.B.A., Indian Institute of Pennsylvania; Ph.D., Northwestern e the School of Education Mangi; Ph.D., State University of New York University John H. Carpenter, Ph.D., Dean Emeritus at Buffalo Zhihong Gao, Assistant Professor of Marketing; our Lif of the College of Continuing Studies Judy F. Cohen, Associate Professor of B.A., Peking University; M.A., Wake Earl L. Davis, B.A., Director Emeritus of Marketing; B.A., M.A., M.B.A., University University; Ph.D., University of illinois at Admissions and Financial Aid of Chicago; Ph.D., University of Syracuse Urbana-Champaign (IUIC) Frank N. Elliott, Ph.D., President Emeritus Ronald G. Cook, Professor of Management of Ralph Gallay, Associate Professor of Marketing; George W. Hess, M.B.A., Vice President Human Resources; B.S., SUNY at Oswego; B.E., McGill University; M.B.A., M.S., Ph.D., Emeritus for Finance and Controller M.B.A., Ph.D., Syracuse University New York University J. Barton Luedeke, Ph.D., President Emeritus Lewis Coopersmith, Associate Professor of Herbert E. Gishlick, Professor of Economics; Management Sciences; B.A., University of A.B., Muhlenberg College; M.A., Ph.D., e Learning Meets Y Christina B. Petruska, B.A., Vice President Emerita for Institutional Planning Pennsylvania; M.S., Ph.D., New York University of Pennsylvania her

W Mark Sandberg, Ph.D., Dean Emeritus of University Susan M. Glazer, Professor of Education; the College of Business Administration Hope Corman, Professor of Economics; Director of the Center for Reading and Y •

IT B.A., University of Illinois; Ph.D., City Writing; B.S., Syracuse University; M.A., S

R University of New York New York University; Ed.D., University E V I James W. Dailey, Associate Professor of of Pennsylvania N Graduate Faculty Computer Information Systems; B.A., Leonard R. Goduto, Assistant Professor of R U E

D Boston College; M.S., Ph.D., Case Graduate Education; B.A., Ramapo College; I C. Emmanuel Ahia, Associate Professor of R Education; B.A., M.A., Wheaton College; Western Reserve University Ed.M., Rutgers University; Ed.D., Columbia J.D., University of Arkansas; Ph.D., Jean C. Darian, Associate Professor of Marketing; University Southern Illinois University Graduate B.A., M.C.D., University of Liverpool; Ph.D., Ilene V. Goldberg, Associate Professor of Mohammad Ahsanullah, Professor of University of Pennsylvania Business Policy and Environment; B.A., Management Sciences; B.S.C., Presidency Marvin E. Darter, Associate Professor of Pennsylvania State University; J.D., College; M.S.C., Calcutta University; Computer Information Systems; B.A., Temple University Ph.D., North Carolina State University University of California, Los Angeles; M.B.A., Linguo Gong, Associate Professor of William J. Amadio, Associate Professor of University of Maine; Ph.D., Georgia State Management Sciences; B.S., M.S., Tsinghua Computer Information Systems; B.S., University University; Ph.D., The University of Texas Brooklyn College; M.S., Ph.D., Jesse B. DeEsch, Associate Professor of William D. Guthrie, Professor of Education; Polytechnic Institute of New York Education; B.S., East Stroudsburg State B.S., M.A., Trenton State College; Ph.D., Don Ambrose, Professor of Education; B.A., College; M.A., Ohio State University; New York University B.Ed., University of Saskatchewan; M.S., Ph.D., Indiana State University Cengiz Haksever, Professor of Management Ph.D., University of Oregon Susan Denbo, Associate Professor of Business Sciences; B.S., M.S., Middle East Technical Gary E. Barricklow, Associate Professor of Policy and Environment; B.S., Cornell University, Ankara; M.B.A., Texas A&M English; B.A., M.A., California State University; J.D., Villanova Law School University; Ph.D., University of Texas, University, Sacramento; Ph.D., Jie Joyce Ding, Associate Professor of Austin University of New Mexico Management Sciences; B.S., M.S., Xi'an Mary Elizabeth Haywood-Sullivan, Assistant Paul Benchener, Lecturer, Department of Jiaotong University; Ph.D., University Professor of Accounting; B.S., College of Marketing; B.S., California State University, of Texas at Austin Charleston; M.P.A., The University of Texas at Long Beach; M.Div., Southwestern Baptist Stefan C. Dombrowski, Associate Professor Austin; Ph.D., The University of Georgia Theological Seminar of Graduate Education; B.A., College of Sigfredo Hernandez, Associate Professor of Jerome T. Bentley, Associate Professor of William and Mary; M.B.A., University Marketing, B.A., University of Puerto Economics; B.A., St. Vincent College; of Connecticut; Ph.D., University of Georgia Rico; M.A., Boston University; Ph.D., M.A., Ph.D., University of Pittsburgh Kathleen Dunne, Associate Professor of Temple University Edward H. Bonfield, Professor of Marketing; Accounting; B.A., State University of New Michele Wilson Kamens, Associate Professor of B.S., M.S., University of Alabama; Ph.D., York at Buffalo; Ph.D., Temple University Education; B.S., M.Ed., Rutgers University; University of Illinois, Urbana-Champaign Lauren Eder, Associate Professor of Computer Ed.D., Temple University Carol Brown, Associate Professor of Information Systems; B.S., Boston University; Joe H. Kim, Associate Professor of Marketing; Education; B.A., Muhlenberg College; M.B.A., Ph.D., Drexel University B.A., Union Christian College; M.B.A., M.S., Ph.D., University of Pennsylvania Benjamin H. Eichhorn, Associate Professor of Yon-sei University; Ph.D., Saint Louis Dennis C. Buss, Associate Professor of Management Sciences; B.S., Hebrew University Education; A.B., University of Pennsylvania; University; Ph.D., University of California at Gerald D. Klein, Associate Professor of M.A.T., Brown University; Ed.D., Rutgers Berkeley Organizational Behavior and Management; University Phyllis Fantauzzo, Assistant Director of the B.S., Drexel University; M.B.A., Harvard Anne M. Carroll, Associate Professor of Center for Reading and Writing and Senior Graduate School of Business; Ph.D., Case Finance; B.S., Miami University (Ohio); Reading Clinician, B.A., Trenton State; M.A., Western Reserve University M.S., Ph.D., University of Pennsylvania Rider College; Certified School Psychologist, Steven Klein, Associate Professor of Rider University Management Sciences; B.S., Cornell University; M.B.A., New York University; M.S., Ph.D., Rutgers University page 66 WWWWWW.RIDER.EDU.RIDER.EDU 67676767 page page page page exel ork .A., New Jersey ofessor and Chair Professor of TCL, ABSM, ALCM Assistant Professor of Pr , Professor of Education; Professor of Education; ofessor of Mathematics; Associate Professor of ut; Ph.D., Dr Assistant Professor of , Associate Professor of Associate Professor Associate Professor of Associate Professor of Pr mation Systems; B.S., Professor of Management Professor of Management Associate Professor of Associate Professor of ork University inther Associate Professor of Finance; Associate Professor Professor of Sociology; B.A., Professor of Education; B.A., . Bahri, d University; L on, d R. Alexander ol D. Watson, B.A., Sogang University; M.A., Ph.D., University; M.A., Ph.D., B.A., Sogang University Ohio State M.B.A., B.S., Rider College, Accounting; C.P Seton Hall University; of Michigan; Economics; A.B., University of California, M.A., Ph.D., University Berkeley and Organizational Behavior; B.A., Behavior; B.A., and Organizational Stanford University of Akron; M.A., University University; Ph.D., Columbia B.A., Holy Family College; M.S., Chestnut State Hill College; Ph.D., Indiana University Polytechnic Marketing; B.S., Virginia Institute and State University; M.B.A., D.B.A., University of Tennessee Education; B.A., Illinois Institute of M.S.Ed., Ph.D., Southern Technology; Illinois University at Carbondale Accounting; B.A., Slippery Rock State College; M.B.A., Ph.D., University of Pittsburgh Finance; B.B.A., M.B.A., American University of Beir University (Performance) Cert. Ed. Computer Infor Brooklyn College; M.S., Ph.D., Polytechnic Institute of New Y University; M.A., Hood College; Yale M.S., Ph.D., Rutgers University of Geological and Marine Sciences; B.S., University of Cincinnati; M.A., Ph.D., Indiana University Music; D. Phil. (Oxon); Ph.D., Oxfor Management Sciences; B.S.C., Presidency College; M.S.C., Calcutta University; Ph.D., North Carolina State University B.Sc., University of Sydney; M.Sc., D.Phil., University of Oxford M.A., Brooklyn College, C.U.N.Y.; Ph.D., New Y va Bar David Suk, Alan R. Sumutka, Leonore S. Taga, Car Nancy G. Westburg, Alan R. Wiman, Austin A. W Donald E. Wygal, Zaher Z. Zantout, William J. Amadio, William John Baer, Anthony P Stephen Arthur Allen, Undergraduate Faculty Undergraduate Mohammad Ahsanullah, Richar A o State n exel University illanova University; exel University Assistant Professor of Professor of Finance; B.A., Dean Emeritus and Associate Professor of Associate Professor of Associate Professor of Associate Professor Associate Professor of Associate Professor of Assistant Professor of Associate Professor of Finance; Associate Professor of Associate Professor g, Professor of Political Science Professor of Education; B.S., Professor of Management and Associate Professor of Business Assistant Professor of ofessor of Management and ork University; M.A., University of College; M.Ed., Rutgers University; Ph.D., College; M.Ed., Rutgers University of Pennsylvania of Delaware; Accounting; B.S., University Massachusetts; M.S., M.B.A., University of C.P.A., University; Ph.D., Temple Pennsylvania Computer Information Systems; B.A., Ursinus College; B.S., M.B.A., Rider University; Ph.D., Dr B.A., Lafayette College; M.B.A., Ph.D., Drexel University Associate Pr New Y University Chicago; Ph.D., New York Management; B.S., M.B.A., Ph.D., University of California, Los Angeles Behavior; B.S., M.B.A., Organizational Drexel University; Ph.D., Cornell University Accounting; B.S., V M.B.A., Ph.D., Dr Accounting; B.A., Chulalongkor Accounting; of Ph.D., University M.P.A., University; State Washington C.P.A., Texas, Glassbor Graduate Education; B.A., Education; B.A., Rider College; M.A., Ed.S., Education; B.A., Rider Peabody College at Vanderbilt George of Georgia University; Ed.D., University Organizational Behavior; B.A., Barnard Organizational College, Columbia University; M.B.A., Ph.D., Baruch College, CUNY Management Sciences; A.B., University of Rochester; M.S., Ph.D.,University of Chicago Business Policy and Environment; B.B.A., College of Insurance; M.B.A., Ph.D., University of Houston M.S., Ed.D., University of Wisconsin; Northern Illinois University and American Studies; B.A., M.A., City Ph.D., Rutgers College of New York; University Policy and Environment; B.A., State Binghamton; J.D., University of New York, Boston College Law School; M.B.A., Miami University of Ohio Larry M. Prober, J. Drew Procaccino, Maury R. Randall, Thomas L. Ruble, Mitchell Ratner, Maria Sanchez, Joy A. Schneer, Mark E. Sandber Obeua S. Persons, David A. Pierfy, Kathleen Pierce, Harold Schneider, Harold Schneider, Barry B. Seldes, Ira B. Sprotzer, Wayne J. Smeltz, Wayne Sandra L. Stein, ork ve ces; B.S., n Reser ester Associate Professor of n School of Business, ganizational Behavior; ganizational Associate Professor of exel University, C.P.A., C.P.A., exel University, Associate Professor of Professor of Management Associate Professor of Assistant Professor of Assistant Professor of Assistant Professor of Assistant Professor of Associate Professor of Associate Professor Associate Professor of Professor of Finance; B.S., Professor of Associate Professor of Associate Professor of Associate Professor of Finance; Associate Professor of aiwan University; M.B.A., aiwan University; M.B.A., Professor of Finance; B.A., Ankara enzet, ork University

B.S., M.B.A., Ph.D., University of Arkansas B.S., M.B.A., Ph.D., University Marketing; B.S.B.A., M.B.A., Rider University; Ph.D., University of Pennsylvania Management Sciences; B.S., Denison University; Ph.D., Rutgers University University Education; B.A., Iona College; M.S., D.Ed., Pennsylvania State University Marketing; B.S., Pennsylvania State University; M.B.A., Drexel University; Ph.D., Pennsylvania State University Economics; B.A., State University of New at Albany; M.A., Ph.D., State York at StonyUniversity of New York Brook University; Accounting; B.B.A., Temple M.B.A., Ph.D., Dr New Jersey Sciences; B.A., New York University; Sciences; B.A., New York M.B.A., Iona College; Ph.D., New Y University; M.S., Ph.D., Lehigh University Management Sciences; M.S., Renmin University of China;M.A., Ohio State University; Ph.D., Ster New Y Management and Or Management National T Accounting; B.S., LaSalle University; M.B.A., C.P.A., Ph.D., Drexel University, Pennsylvania B.A., Drexel University; M.S., Ph.D., University; M.S., Ph.D., B.A., Drexel University Northwestern Ph.D., Drexel University Resour Management and Human University University; Ph.D., M.A., Towson of New York, State University at Albany, Albany Systems, B.A., Nizam Computer Information of Pittsburgh College; Ph.D., University University Economics; B.A., Lycoming College; Economics; B.A., Lycoming University M.A., Ph.D., Temple College; Accounting; B.A., Baldwin-Wallace M.Acc., Ph.D., Case W

Larry Newman, John Moussourakis, James Murphy, Cynthia Newman, Kelly Noonan, O’Reilly-Allen, Margaret Regina H. Mladineo, Lan Ma Nygren, Christine Lentz, DIRECTORIES Ilhan Meric, Steven J. Lor Feng-Ying Liu, Feng-Ying Charmen Loh, Biju Mathew, McCall, Charles W. Dorothy McMullen, Evelyn McDowell,

DIRECTORIES

Gary E. Barricklow, Associate Professor of Sally Carei-Martinez, Athletic Staff, B.A., Susan Denbo, Associate Professor of Business English; B.A., M.A., California State Florida International University Policy and Environment; B.S.,Cornell University, Sacramento; Ph.D., University Anne M. Carroll, Associate Professor of University; J.D., Villanova Law School e of New Mexico Finance, B.S., Miami University (Ohio); Richard L. Deni, Professor of Psychology; B.A., Rebecca Basham, Assistant Professor of M.S., Ph.D., University of Pennsylvania American International College; M.A.,

our Lif English; B.A., M.A., Southeastern Patricia Carroll, Athletic Staff; B.S., University of Hartford; Ph.D., George Louisiana University; M.F.A., University University of Maryland Peabody College, Vanderbilt University of New Orleans Radha Chaganti, Professor of Business Mercedes Diaz, Assistant Professor of Paul Benchener, Lecturer, Department of Policy and Environment; B.A., M.A., Communication; A.B., Mount Holyoke Marketing; B.S., California State University, Osmania University; M.B.A., Indian College; M.J., Temple University Long Beach; M.Dir., Southwestern Baptist Institute of Mangi; Ph.D., State James M. Dickinson, Professor of Sociology; Theological Seminary University of New York at Buffalo B.A., University of Kent at Canterbury; Jerome T. Bentley, Associate Professor of Kim Chandler-Vaccaro, Assistant Professor of M.A., American University; Ph.D., e Learning Meets Y Economics; B.A., St. Vincent College; Dance; B.A., R.D.E., University of University of Toronto her

W M.A., Ph.D., University of Pittsburgh California, Santa Barbara; M.A., University Jie Joyce Ding, Associate Professor of Kelly A. Bidle, Assistant Professor of of California–Los Angeles; Ed.D., Temple Management Sciences; B.S., M.S., Xian Y •

IT Biology; B.S., Rutgers University; Ph.D., University Jiaotong University; Ph.D., University of S

R University of Maryland Feng Chen, Associate Professor of Chemistry; Texas E V I Edward H. Bonfield, Professor of B.S., Hunan University; Ph.D., Northeastern Chrystina A. Dolyniuk, Assistant Professor N Marketing; B.S., M.S., University of University of Psychology; B.A., University of R U E

D Alabama; Ph.D., University of Illinois, Patrick J. Chmel, Professor of Theatre; B.S., California, Los Angeles; M.A., I R Urbana-Champaign Bemidji State University; M.A., Ph.D., California State University, Northridge; Ciprian S. Borcea, Professor of Mathematics; University of Missouri at Columbia Ph.D., University of Calgary Ph.D., University of Bucharest Daria Cohen, Assistant Professor of Foreign Julie Drawbridge, Associate Professor of Gary M. Brosvic, Professor of Psychology; Languages; B.A., Douglass College; M.A., Biology; B.S., University of Maine at B.S., John Carroll University; M.A., Ph.D., Rutgers University Orono; Ph.D., University of Texas at Austin Ph.D., American University Judy F. Cohen, Associate Professor of Marketing; Kathleen Dunne, Associate Professor of Carol Brown, Associate Dean, College of B.A., M.A., M.B.A., University of Chicago; Accounting; B.A., State University of New Liberal Arts, Education, and Sciences and Ph.D., Syracuse University York at Buffalo; Ph.D., Temple University Associate Professor of Education, B.A., Robert J. Congleton, Assistant Professor II- Bosah Ebo, Professor of Communication, Muhlenberg College; M.A., Ph.D., Librarian; B.A., Rider University; M.A., B.S., M.A., University of Wisconsin; University of Pennsylvania University of Connecticut; M.L.S., Rutgers Ph.D., University of Iowa Pamela A. Brown, Professor of Journalism; University Lauren Eder, Associate Professor of Computer B.A., Rider College; M.A., Ohio State Ronald Cook, Professor of Management of Information Systems; B.S., Boston University; Ph.D., University of Iowa Human Resources; B.S., SUNY at Oswego, University; M.B.A., Ph.D., Drexel University Kathleen M. Browne, Associate Professor of M.B.A., Ph.D, Syracuse University Benjamin H. Eichhorn, Associate Professor of Geological and Marine Sciences; B.A., Lewis W. Coopersmith, Associate Professor Management Sciences; B.S., Hebrew Colgate University; M.A., SUNY at of Management Sciences; B.A., University University; Ph.D., University of California at Binghamton; Ph.D., University of Miami of Pennsylvania; M.S., Ph.D., New York Berkeley Sylvia Bulgar, Associate Professor of University Michael L. Epstein, Professor of Psychology; Education; B.A., Brooklyn College; M.A., Hope Corman, Professor of Economics; B.S., B.A., Ph.D., University of Washington Ed.D., Rutgers University B.A., University of Illinois; Ph.D., City Russell J. Fager, Athletics Staff; B.S., Slippery Richard W. Burgh, Professor of Philosophy; University of New York Rock State College; M.A., Rider College B.A., Rider College; M.A., Ph.D., Michael G. Curran, Jr., Associate Professor Phyllis Fantauzzo, Assistant Director of the University of Wisconsin of Education; B.S., M.A., Rider College; Center for Reading and Writing and Senior Bruce Burnham, Assistant Professor of Ed.D., Temple University Reading Clinician; B.A., Trenton State Chemistry and Biochemistry; B.S., Ph.D., James W. Dailey, Associate Professor of College; M.A., Rider College, Certified School University of North Carolina at Chapel Hill Computer Information Systems; B.A., Psychologist, Rider University John E. Buschman, Professor-Librarian; Boston College; M.S., Ph.D., Case Joel Feldman, Assistant Professor of Philosophy; B.S., M.L.S., Ball State University; M.A., Western Reserve University B.A., Hampshire College; Ph.D., University St. Joseph’s University Jean C. Darian, Associate Professor of Marketing; of Texas at Austin Richard Butsch, Professor of Sociology; B.A., M.C.D., University of Liverpool; Ph.D., Kenneth L. Fields, Associate Professor of B.S., M.S., University of Cincinnati; University of Pennsylvania Mathematics; S.B., Massachusetts Institute of M.S., Ph.D., Rutgers University Marvin E. Darter, Associate Professor of Technology; Ph.D., University of California at Thomas Callahan Jr., Professor of History; Computer Information Systems; B.A., Berkeley B.A., State University of New York at University of California at Los Angeles; Dominick L. Finello, Professor of Spanish; Albany; M.A., Ph.D., University of M.B.A., University of Maine; Ph.D., B.A., Brooklyn College; M.A., Ph.D., Connecticut Georgia State University University of Illinois Barry Davis, Athletics Staff, B.A., Stephen Fletcher, Athletics Staff; B.A., Lafayette Bridgewater College College; M.A., Rider University

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DIRECTORIES

Phyllis M. Frakt, Associate Professor of William D. Guthrie, Professor of Education; Paul Jivoff, Assistant Professor of Biology; Political Science; B.A., Douglass College; B.S., M.A., Trenton State College; Ph.D., B.A., Hartwick College; M.S., Ohio State M.A., Ph.D., Rutgers University New York University University; Ph.D., University of Maryland Barbara Franz, Assistant Professor of Political Myra G. Gutin, Professor of Speech; B.A., Judith Johnston, Professor of English; B.A., Science; M.A., Ph.D., Syracuse University M.A., Emerson College; Ph.D., Rice University; Ph.D., Stanford University Lucien Frary, Assistant Professor of History; University of Michigan Michele Wilson Kamens, Associate Professor of B.A., University of St. Thomas, Minnesota; Cengiz Haksever, Professor of Management Education; B.S., M.Ed., Rutgers University; M.A., Ph.D., University of Minnesota, Sciences; B.S., M.S., Middle East Technical Ed.D., Temple University Twin Cities University; M.B.A., Texas A&M University; Ludmila Kapschutschenko-Schmitt, Professor Ralph Gallay, Associate Professor of Marketing; Ph.D., University of Texas at Austin of Spanish; B.A., M.A., Temple University;

B.E., McGill University; M.B.A., M.S., Jeffrey R. Halpern, Associate Professor of Ph.D., University of Pennsylvania WWW Ph.D., New York University Sociology; B.A., City College of New Jonathan D. Karp, Associate Professor of W

Zhihong Gao, Assistant Professor of York; Ph.D., University of Pittsburgh Biology; B.A., Colgate University; Ph.D., W

Marketing; B.A., Peking University; M.A., Donald P. Harnum, Athletic Staff; B.A., Vanderbilt University W .RIDER.EDU

Wake Forest University; Ph.D., University Susquehanna University; M.S., Trenton Joe H. Kim, Associate Professor of Marketing; .R of Illinois at Urbana-Champaign (UIUC) State College B.A., Union Christian College; M.B.A., I Suzanne Gespass, Associate Professor of Tori Harrison, Athletic Staff; B.A., Yon-sei University; Ph.D., Saint Louis D Education; B.A., Sarah Lawrence College; Louisiana Tech University University E M.Ed., Ph.D., University of Arizona Mary Elizabeth Haywood-Sullivan, Assistant Gerald D. Klein, Associate Professor of R.E Diane Giannola, Assistant Professor of Professor of Accounting; B.S., College of Management and Human Resources; B.S., D Education; B.A., M.S., State University of Charleston; M.P.A., The University of Texas Drexel University; M.B.A., Harvard U New York at Albany; Ed.D., New York at Austin; Ph.D., The University of Georgia Graduate School of Business; Ph.D., Case University Wendy P. Heath, Professor of Psychology; Western Reserve University Herbert E. Gishlick, Professor of Economics; B.A., Boston University; M.S., Ph.D., Steven Klein, Associate Professor of A.B., Muhlenberg College; M.A., Ph.D., University of Texas at Arlington Management Sciences; B.S., Cornell University of Pennsylvania Sigfredo Hernandez, Associate Professor of University; M.B.A., New York University; Sharon Gittens, Athletics Staff; B.S. Marketing; B.A., University of Puerto Rico; M.S., Ph.D., Rutgers University Trenton State College M.A., Boston University; Ph.D., Temple Harvey R. Kornberg, Associate Professor of Nydia Rivera Gloeckner, Professor of Spanish; University Political Science; B.B.A. (Public B.A., Hunter College; M.A., Ph.D., Peter R. Hester, Assistant Professor of Administration), City College of New Pennsylvania State University Education; B.S., California Polytechnic State York; M.A., Ph.D., Brown University Ilene Goldberg, Associate Professor of Business University; M.A.T., Northern Arizona Robert J. Lackie, Associate Professor- Policy and Environment, B.A., Pennsylvania University; Ph.D., University of Colorado at Librarian; B.S., University of the State of State University; J.D., Temple University Boulder New York; M.L.I.S., University of South Matthew Boyd Goldie, Assistant Professor of John W. Hillje, Associate Professor of History Carolina; M.A., Rider University English; B.A., Victoria University; M.F.A., and American Studies; B.J., M.A., Ph.D., Anne Law, Professor of Psychology; B.A., Brooklyn College; Ph.D., Graduate Center, University of Texas M.A., Ph.D., University of New Hampshire City University of New York William J. Hodge, Athletics Staff; B.S., Christine Lentz, Associate Professor of Marvin W. Goldstein, Associate Professor of Brooklyn College Management and Human Resources; B.A., Psychology; B.A., M.A., Hofstra University; Kathryn A. Holden, Associate Professor- Drexel University; M.S., Ph.D., Ph.D., New School for Social Research Librarian; B.A., William Smith College; Northwestern University Stephanie Golski, Assistant Professor of M.A., Pennsylvania State University; Feng-Ying Liu, Professor of Finance; B.S., Psychology; B.A., Western Maryland M.S.L.S., University of Kentucky National Taiwan University; M.B.A., College; Ph.D., The Johns Hopkins Richard L. Homan, Professor of Theatre; Ph.D., Drexel University University B.A., University of Notre Dame; M.A., Charmen Loh, Associate Professor of Finance; Linguo Gong, Associate Professor of Ph.D., University of Minnesota B.S.I.E., M.B.A., Ph.D., University of Management Sciences; B.S., M.S., Tsinghua John F. Hulsman, Professor of English; B.A., Arkansas University; Ph.D., The University of Texas St. Vincent College; Ph.D., Ohio University Steven J. Lorenzet, Assistant Professor of Robert C. Good, Professor of Philosophy; Brooke Hunter, Assistant Professor of History; Management and Human Resources; B.S., A.B., Princeton University; M.A., B.A., University of California at Irvine; M.A., Towson University; Ph.D., University Ph.D., University of Wisconsin M.A., Ph.D., University of Delaware of Albany, State University of New York, Joseph M. Gowaskie, Professor of History and Jonathan M. Husch, Professor of Geological Albany, New York American Studies; B.A., St. Norbert College; and Environmental Sciences; B.A., Colgate Cynthia A. Lucia, Assistant Professor of English; M.A., Ph.D., Catholic University of America University; M.A., Ph.D., Princeton B.S., Indiana University of Pennsylvania; Alexander Grushow, Associate Professor of University M.A., Ph.D., New York University Chemistry; B.A., Franklin and Marshall Laura Hyatt, Assistant Professor of Biology; Andrew Markoe, Professor of Mathematics; B.S., College; Ph.D., University of Minnesota B.A., Smith College; Ph.D., University of City College of New York; Ph.D., Brown James K. Guimond, Professor of English and Pennsylvania University American Studies; B.A., Kalamazoo College; Barry Janes, Professor of Communication; Linda S. Materna, Professor of Spanish; B.A., M.A., Ohio Wesleyan University; Ph.D., B.A., M.A., Rutgers University; Ph.D., Beloit College; M.A., Ph.D., University of University of Illinois New York University Wisconsin-Madison

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Biju Mathew, Associate Professor of Computer Carol J. Nicholson, Professor of Philosophy; Maury R. Randall, Professor of Finance; B.A., Information Systems, B.A., Nizam College; B.A., Earlham College; Ph.D., Bryn New York University; M.A., University of Ph.D., University of Pittsburgh Mawr College Chicago; Ph.D., New York University e Katherine Kearney Maynard, Professor of Kelly Noonan, Associate Professor of Economics; Mitchell Ratner, Associate Professor of English; B.S., State University of New York at B.A., State University of New York at Albany; Finance; B.A., Lafayette College; Ph.D.,

our Lif Brockport; M.A., Ph.D., University of M.A., Ph.D., State University of New York Drexel University Rochester at Stony Brook David Rebovich, Associate Professor of Charles W. McCall, Associate Professor of Lan Ma Nygren, Assistant Professor of Political Science; A.B., Johns Hopkins Economics; B.A., Lycoming College; Management Sciences; M.S., Renmin University; M.A., Ph.D., Rutgers University M.A., Ph.D., Temple University University of China; M.A., Ohio State Jerry E. Rife, Professor of Music; B.S., M.M., Roderick A. McDonald, Professor of History; University; Ph.D., Stern School of Business, Kansas State University; Ph.D., M.A., University of Aberdeen; M.A., M.Phil., New York University Michigan State University Ph.D., University of Kansas Seiwoong Oh, Associate Professor of English; James E. Riggs, Professor of Biology; B.S., e Learning Meets Y Evelyn McDowell, Assistant Professor of B.A. Chung-Ang University, Seoul; M.A., Delaware Valley College; M.S., Ph.D., her

W Accounting; B.A., Baldwin-Wallace College; West Texas A&M University; Ph.D., University of Massachusetts M.Acc., Ph.D., Case Western Reserve University of North Texas George Ritchie, Jr., Professor of Physics; Y •

IT University David G. Oliver, Director of Field Placement B.S., Hampden-Sydney College; Ph.D., S

R E. Graham McKinley, Professor of Journalism; and Chairman of the Department of Teacher University of Pennsylvania E V I M.M., Westminster Choir College; Ph.D., Education; School of Education; B.A., Juniata Nancy Lee Roberts, Athletic Staff, B.S., East N Rutgers University College; M.A., Newark State College (Kean Stroudsburg University; M.A., Wilkes College R U E

D Sharon S. McKool, Assistant Professor of Teacher University) Deborah Rosenthal, Professor of Art; A.B., I R Education; B.S., M.Ed., Southwest Texas State Margaret O’Reilly-Allen, Associate Professor of Barnard College; M.F.A., Pratt Institute University; Ph.D., University of Texas at Accounting; B.B.A., Temple University; Thomas L. Ruble, Associate Professor of Austin M.B.A., Ph.D., Drexel University, C.P.A., Management and Human Resources; B.S., Dorothy McMullen, Associate Professor of New Jersey M.B.A., Ph.D., University of California at Accounting; B.S., LaSalle University; M.B.A., Anne Osborne, Professor of History, B.A., New Los Angeles Ph.D., Drexel University; C.P.A., York University; M. Phil., Ph.D., Frank L. Rusciano, Professor of Political Pennsylvania Columbia University Science; B.A., Cornell University; M.A., Jonathan Mendilow, Professor of Political Gary Pajer, Assistant Professor of Ph.D., University of Chicago Science, B.A., M.A., Ph.D., Hebrew Chemistry/Physics; B.S., Massachusetts Anne Salvatore, Professor of English; B.A., University, Jerusalem Institute of Technology; Ph.D., Chestnut Hill College; M.A., College of Ilhan Meric, Professor of Finance; B.A., Ankara University of Pennsylvania New Jersey; Ph.D., Temple University University; M.S., Ph.D., Lehigh University Obeua S. Persons, Associate Professor of Maria Sanchez, Assistant Professor of Jonathan H. Millen, Professor of Speech; Accounting; B.A., Chulalongkorn University; Accounting; B.S., Villanova University; B.A., University of New Hampshire; M.P.A., Ph.D., University of Texas at Austin, M.B.A., Ph.D., Drexel University M.A., Ph.D., University of Massachusetts C.P.A., Washington State Mark E. Sandberg, Associate Professor of Regina H. Mladineo, Associate Professor of Pearlie M. Peters, Professor of English; B.S., Management and Human Resources; Management Sciences; B.S., Denison Grambling State University; Ph.D., State B.S., M.B.A., Drexel University; Ph.D., University; Ph.D., Rutgers University University of New York at Buffalo Cornell University Mary Morse, Associate Professor of English; David A. Pierfy, Associate Professor of Margaret Schleissner, Professor of German; B.A., B.A., St. Olaf College; M.A., University of Education; B.A., Rider College; M.A., Ed.S., Kirkland College; M.A., Ph.D., Princeton Minnesota; Ph.D., Marquette University George Peabody College at Vanderbilt University John Moussourakis, Professor of Management University; Ed.D., University of Georgia Joy Schneer, Professor of Management and Sciences; B.A., New York University; M.B.A., Mary L. Poteau-Tralie, Associate Professor of Organizational Behavior; B.A., Barnard Iona College; Ph.D., New York University French; B.A., Temple University; College; M.B.A., Baruch College; Ph.D., Harry I Naar, Professor of Art and Gallery M.A., Ph.D., Princeton University Columbia University, City University of Director; B.F.A., Philadelphia College of Tharyle J. Prather, Lecturer in Theatre; New York Art; M.F.A., Indiana University B.S., Manchester College; M.F.A., Harold Schneider, Associate Professor of Joseph E. Nadeau, Professor of Geological and Mason Gross School, Rutgers University Management Sciences; A.B., University of Marine Sciences; B.S., University of Illinois; Larry Prober, Associate Professor of Accounting; Rochester; M.S., Ph.D., University of Chicago M.S., University of Tennessee; Ph.D., B.S., University of Delaware, M.B.A., Charles F. Schwartz, Professor of Washington State University University of Massachusetts; M.S., Ph.D., Mathematics; B.A., University of Cynthia Newman, Assistant Professor of Temple University; C.P.A., Pennsylvania Pennsylvania; Ph.D., Rutgers University Marketing; B.S.B.A., M.B.A., Rider J. Drew Procaccino, Assistant Professor of Reed Schwimmer, Assistant Professor of University; Ph.D., University of Computer Information Systems; B.S., Geological and Marine Sciences: B.S., Rider Pennsylvania Rider University; B.A., Ursinus College; College; M.A., Bryn Mawr College; Ph.D., Larry Newman, Associate Professor of M.B.A., Rider University; Ph.D., Drexel University of Delaware Marketing; B.S., Pennsylvania State University Barry B. Seldes, Professor of Political Science University; M.B.A., Drexel University; Marilyn D. Quinn, Associate Professor- and American Studies; B.A., M.A., City Ph.D., Pennsylvania State University Librarian; B.A., Clark University; M.A., College of New York; Ph.D., Rutgers Brown University; M.L.S., Drexel University University page 70

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Robbie Clipper Sethi, Professor of English; Gary W. Taylor, Athletics Staff; B.S., East Donald E. Wygal, Associate Professor of B.A., Indiana University; M.A., Ph.D., Stroudsburg State College; M.A., Rider Accounting; B.A., Slippery Rock State University of California at Berkeley College College; M.B.A., Ph.D., University of Prakash C. Sharma, Professor of Sociology; Alison Thomas-Cottingham, Assistant Pittsburgh B.S., M.S., Agra University; M.S., Professor of Psychology; B.S., University of Sharon (Qianqian) Yang, Associate University of Guelph; Ph.D., University Maryland at College Park; M.A., Ph.D., Professor-Librarian; B.A., Beijing Foreign of Georgia State University of New York at Studies University; M.S., C.A.L., D.L.S., John E. Sheats, Professor of Chemistry; B.S., Binghamton Columbia University Duke University; Ph.D., Massachusetts June F. Tipton, Lecturer of Music; B.M., Jonathan Yavelow, Professor of Biology; Institute of Technology Westminster Choir College; M.A., B.S., American University; Ph.D.,

Nikki Shepardson, Assistant Professor of Trenton State College University of Southern California WWW History; B.A, University of Rochester; Barry E. Truchil, Associate Professor of Yun Xia, Assistant Professor of M.A., Ph.D., Rutgers University Sociology; B.A., M.A., American Communication; B.A., M.A., Sichuan Thomas S. Simonet, Professor of University; Ph.D., State University of University; Ph.D., Southern Illinois Journalism; B.A., Georgetown New York at Binghamton University .RIDER.EDU University; M.S., Columbia University; Frederick H. Turner Jr., Professor of Speech; Zaher Zantout, Associate Professor of Finance; Ph.D., Temple University B.S., Millersville State College; B.B.A., M.B.A., American University of Gabriela Wiederkehr Smalley, Assistant M.A., Ph.D., Temple University Beirut; Ph.D., Drexel University Professor of Geological and Marine Joanne P. Vesay, Assistant Professor of Sciences; B.S., Ph.D., University of Education; B.S., West Chester University; Maryland at College Park M.S., Pennsylvania State University; Adjunct Faculty Wayne J. Smeltz, Associate Professor of Ph.D., George Mason University Business Policy and Environment; Marc A. Wallace, Assistant Professor of John Adamovics, Adjunct Professor of Biology; B.B.A., College of Insurance; M.B.A., Political Science; B.A., Rider University; B.A., Portland State University; Ph.D., Ph.D., University of Houston M.A., Ph.D., American University Colorado State University Ira B. Sprotzer, Associate Professor of Minmin Wang, Professor of Communication; Edward Adams, Adjunct Assistant Professor of Business Policy and Environment; B.A., B.A., Xian Foreign Languages University; Finance; B.S.C., Rider College; M.B.A., St. State University of New York at M.A., Ph.D., Bowling Green State John’s University Binghamton; J.D., Boston College Law University Kunle Adamson, Adjunct Associate Professor School; M.B.A., Miami University of Dorothy Anne Warner, Associate of Management Sciences; B.S., University of Ohio Professor-Librarian; B.A., University of London/University of Ibadan, Nigeria; David Suk, Associate Professor of Finance; Arizona; M.A., M.S., Pratt Institute M.Soc., Ph.D., University of Birmingham B.A., Sogang University; M.A., Ph.D., Jean R. Warner, Associate Professor of Gaya Agrawal, Adjunct Instructor of The Ohio State University Education; B.S., M.A., Rider College; Computer Information Systems; B.Com., John R. Suler, Professor of Psychology; Ph.D., New York University M.Com., LL.B., M.B.A. University of B.A., State University of New York at Carol Watson, Director, Center for the Calcutta; M.S. of Library and Information Stony Brook; Ph.D., State University of Development of Leadership Skills (C.D.L.S.) Science, The Catholic University of America New York at Buffalo and Professor of Management and Human Mary Amato, Adjunct Instructor of English; John R. Sullivan, Professor of English and Resources; B.A., University of Akron; M.A., B.S., St. Peter’s College; M.A., Drew American Studies; B.A., Furman University; Stanford University; Ph.D., Columbia University M.A., Ph.D., Columbia University University Derek Arnold, Adjunct Instructor of Alan R. Sumutka, Associate Professor of E. Todd Weber, Assistant Professor of Communication; B.A., LaSalle University; Accounting; B.S., Rider College; M.B.A., Biology; B.S., Slippery Rock University; M.A., Purdue University Seton Hall University; C.P.A., New Jersey M.S., Ph.D., University of Illinois- Barry D. Ashmen, Adjunct Assistant Hongbing Sun, Assistant Professor of Urbana/Champaign Professor of Management; B.S., M.A., Geological and Marine Sciences; B.S., Samuel Weigh, Assistant Professor- Rider College; Ed.D., Temple University Nanjing University; Ph.D., Florida Librarian; B.A., Hong Kong Baptist Susan J. Ashworth-McManimon, Adjunct State University College; M.S., Columbia University; Instructor of Communication; B.A., Kean Richard O. Swain, Associate Professor of Art; M.A., Rider College College of New Jersey; M.A., Montclair B.A., Oberlin College; Ph.D., Arlene Wilner, Professor of English, B.A., State College University of Michigan Cornell University; M.A., Ph.D., Thomas Barclay, Adjunct Instructor of Leonore S. Taga, Associate Professor of Columbia University Graduate Education; B.A., M.Ed., Economics; A.B., University of Michigan; Alan R. Wiman, Associate Professor of Trenton State College; M.A., Rider M.A., Ph.D., University of California at Marketing; B.S., Virginia Polytechnic University Berkeley Institute and State University; M.B.A., Thomas Barnes, Adjunct Assistant Arthur Taylor, Lecturer, Department of D.B.A., University of Tennessee Professor of Graduate Education; B.A., Computer Information Systems; B.A., Robert J. Winter, Associate Professor of University of Delaware; M.A., Ph.D., University of South Florida; M.I.S., Russian; B.A., University of Minnesota; Northeastern University George Mason University M.A., Ph.D., Columbia University

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Richard L. Beach, Adjunct Professor of Diane Curry, Adjunct Instructor of Graduate Edward Greenblat, Adjunct Associate Professor Chemistry/Physics; B.S., Muhlenberg Education, B.A., Wilkes College; M.A. of Economics; B.S., New York University; College; M.S., Lehigh University; Rider University Ph.D., New York University e Ph.D., Rutgers University Michele D’Angelo-Long, Adjunct Assistant Kelly Griffin, Adjunct Instructor of Journalism; Paul Belliveau, Adjunct Instructor of Professor of English and Composition B.A., Rider University; M.A., Central

our Lif Management and Organizational Behavior; Coordinator; B.A., M.A.T., The College of Michigan University BSME, University of Notre Dame; M.B.A., New Jersey W. Les Hartman, Adjunct Assistant Professor of Tuck School of Business, Dartmouth Fekru Debebe, Adjunct Assistant Professor of Law and Justice; B.S., Rider University; J.D., University Economics; B.S., M.S., New Mexico State University of Baltimore School of Law Nicole Bennett, Adjunct Instructor of History; University; Ph.D., Colorado State University Carol G. Heines, Adjunct Assistant Professor of B.A., Rider University; M.A., Marquette Doris DeYoung, Adjunct Instructor of English; Mathematics; A.B., Douglass College; M.S., University B.S., Fordham University; M.A., Columbia New York University; Ph.D., The City Thomas A. Brettell, Adjunct Professor of Law University University of New York e Learning Meets Y and Justice; B.A., Drew University; M.S., Kathleen Dominick, Adjunct Assistant Professor Gerard T. Hirsch, Adjunct Assistant Professor of her

W Lehigh University; Ph.D., Villanova of Marketing; B.S., M.B.A., Philadelphia Communication; B.A., Rider College University University; D.B.A., Nova Southeastern Ann S. Hoffenberg, Adjunct Professor of Y •

IT Terry Brownschidle, Adjunct Assistant University Biology; B.S., New York University; S

R Professor of Economics; B.S., Cornell Donald Duffy, Adjunct Assistant Professor M.S., Rutgers University E V I University; M.S., The Pennsylvania of Management and Organizational Behavior; Thomas Holt, Adjunct Assistant Professor N State University; Ph.D., University of B.S., M.B.A., University of Michigan of Finance; B.A., Glassboro State R U E

D Minnesota Walter Eliason, Adjunct Professor of Education College; M.B.A., Monmouth College I R Walter A. Brower, Adjunct Professor of Emeritus; B.A., LaSalle College; M.A., Dorothy Horber, Adjunct Assistant Education, B.S., Rider College; Ed.M., Villanova University; Ed.D., Temple Professor of Graduate Education; B.S., Ed.D., Temple University University M.A., Ph.D., Fordham University Nicholas Caprio, Adjunct Assistant Professor; David Epstein, Adjunct Assistant Professor; Richard J. Inzana, Adjunct Assistant Department of Accounting; B.S., Trenton Department of Economics; B.A., Brown Professor of Social Work; B.A., Rutgers State College; M.Acc., Rider University University; M.B.A., Columbia University University; M.A., Northwestern Kathleen Capuano, Adjunct Instructor of Lance Esplund, Adjunct Associate Professor of University; M.S.W., Rutgers University Communication; B.A., Queens College, Fine Arts; B.F.A., Kansas City Art Institute; Carol Johnson, Adjunct Assistant CUNY; M.A., West Chester University M.F.A., Queens College, CUNY Professor of Computer Information Suzanna Carbonaro, Adjunct Instructor of Richard Fair, Adjunct Instructor of Graduate Systems; B.A., M.A., Rider University Communication; B.A., SUNY Plattsburgh; Education; B.S.C., Rider College Cindy Kelly, Adjunct Instructor of M.S., Boston University Gary Falcone, Adjunct Assistant Professor of Communication; B.A., M.A., Rutgers Laurence Chausson, Adjunct Instructor of Management and Organizational Behavior; University Foreign Languages, French; M.A., Universite B.A., Monmouth College; M.S., Stevens Robert Kenny, Esq., Adjunct Associate Paris VI, Ph.D., Universite Paris VI Institute of Technology; Ed.D., Rutgers Professor of Accounting; B.A., Manhattan T. William Chien, Adjunct Professor of University College; J.D., Northeastern University School Management Sciences; B.S., National Chiao Roberta Fiske-Rusciano, Adjunct Assistant of Law, CPA – New York State Tung University; Ph.D., Purdue University Professor of Multicultural Studies and Randy Kertes, Adjunct Instructor of Gwendy Cobun, Adjunct Assistant Professor of Women’s Studies; B.A., Simmons College; Geological and Marine Sciences; B.S., Rider Psychology; B.A., Florida Atlantic M.A., University of Chicago; Ph.D., University; M.S., University of Cincinnati University; M.S., Psy.D., Nova Southeastern Rutgers University Shawn P. Kildea, Video Technologies University Michael Friel, Adjunct Instructor of Fine Arts, Coordinator in Communication; Adjunct Louis J. Colombo, Adjunct Instructor of Theatre; M.A., Villanova University; Assistant Professor of Communication; B.A., Philosophy; B.A., Rider University; M.F.A., Temple University M.A., Rider University M.A., New School for Social Research Carla Gentilli, Adjunct Instructor of Computer Arkady K. Kitover, Adjunct Assistant Guy Cook, Adjunct Assistant Professor; Information Systems; B.A., Rider University; Professor of Mathematics; M.S., Ph.D., Department of Finance; B.A., Loyola College M.S., University of Phoenix Leningrad State University (Maryland); M.B.A., LaSalle University John Gerace, Adjunct Assistant Professor of Peter Labriola, Adjunct Associate Professor of William H. Copperthwaite Jr., Adjunct Economics; B.S., State University of New Mathematics; B.S., Stevens Institute of Assistant Professor of Business Policy and York Maritime College; M.B.A., St. John’s Technology; M.S., Adelphia University Environment; B.A., Villanova University; University, Graduate Faculty of Political and Mark W. Lamar, Adjunct Assistant Professor of M.B.A., M.S. in Taxation, Drexel University; Social Science; Ph.D., New School for Social Business; B.A., Boston University; M.S.W., J.D., Temple University School of Law; Research – The Graduate Faculty of Political M.B.A., Rutgers University L.L.M., Temple University School of Law and Social Science Fred Lasser, Adjunct Instructor of English; B.A., Lisa Coryell, Adjunct Instructor of Caroline Germond, Adjunct Assistant Professor B.R.E., Yeshiva University; M.A., City Communication; B.A., Rider University of Graduate Education; B.A., Livingston University of New York; Ph.D., Rutgers Everard Cowan, Adjunct Assistant Professor of College; M.Ed., Ed.D., Rutgers University University Economics; B.B.A., Texas Tech University; Jeffrey P. Gossner, Adjunct Instructor of Howard Lax, Adjunct Assistant Professor of Ph.D., University of Texas at Austin Management Sciences; B.S., Rider Marketing; B.A., Union College; M.A., Ph.D., College; M.B.A., St. Joseph’s University City University of New York

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Dennis P. Levy, Adjunct Professor of Biology; Beverly Offenberg, Adjunct Instructor of Jane Rosenbaum, Adjunct Instructor of B.S., Muhlenberg College; Ph.D., Rutgers Spanish; B.A., Queens College; M.A., English; B.A., City College of New York; University Hunter College M.A., Ph.D., University of Pittsburgh Julie Autumn Luster, Adjunct Assistant Gerard F. O’Malley, Adjunct Associate Arthur T. Russomano, Adjunct Associate Professor of Accounting; B.A., University of Professor of Education; B.S., University Professor of Undergraduate Education; Richmond; M.Acc., Rider University of Scranton; Ed.M., D.Ed., Pennsylvania B.A., Kean University; M.A., Seton Hall Nina Malone, Adjunct Instructor of State University University; Ed.D., Rutgers University Journalism; B.A., M.A., Rider University Philip Orr, Adjunct Assistant Professor of Anita Sands, Adjunct Instructor of Sociology; Stephanie Mandelbaum, Adjunct Assistant Music; B.M., M.M., Westminster Choir B.A., Rider University; M.A., Temple Professor of Management Sciences; B.S., College of Rider University University

Queens College; M.A.T., Montclair State Stephen Payne, Adjunct Assistant Professor of Michael G. Saraceno, Adjunct Instructor of WWW University; M.F.A., Pratt Institute Management and Human Resources; B.S., Management and Human Resources; B.S., W

Nadine Marty, Adjunct Assistant Professor of Ph.D., University of Aston in Birmingham, Siena College; M.B.A., State University of W

Graduate Education; B.S., Wheaton College; U.K. New York at Albany W .RIDER.EDU

M.S., Rider College; Ed.D., Rutgers Peter A. Peroni II, Adjunct Assistant Professor Carol Satz, Clinician; B.A., Queens College; .R University of Graduate Education; B.A., LaSalle M.Ed., Trenton State College I James R. Matey, Adjunct Assistant Professor of University; MAT, M.A., Trenton State Robert S. Schimek, Adjunct Assistant Professor D Physics; B.S., Carnegie Mellon; M.S., Ph.D., College; Ed.D., Rutgers University of Accounting; B.S.C., Rider University; E University of Illinois Ronald D. Perry, Adjunct Instructor of M.B.A., University of Pennsylvania R.E Shaikh M. Matin, Adjunct Professor of Physics; Management and Human Resources; George O. Schneller IV, Adjunct Associate D B.S., Karachi University; A.M., Ph.D., B.S.B.A., M.B.A., Rider University Professor of Mathematics; B.A., Mount U Columbia University Julie Piper, Adjunct Assistant Professor of Union College; M.S., Ph.D., Lehigh Carol Anne Massi, Adjunct Assistant Professor Computer Information Systems; B.A., University of Mathematics; B.A., Gettysburg College; Adelphi University; M.Ed., Penn State Harriett Schwartz, Adjunct Assistant Professor M.A., Trenton State College University of Communication; B.A., University of Ira Mayo, Adjunct Instructor of Management Jeffrey R. Post, Adjunct Assistant Professor of Maryland; M.S., Purdue University Sciences; B.A., Queens College; M.B.A., Philosophy; B.A., Rider University; M.A., Donald Shaw Jr., Adjunct Instructor of Adelphi University University of Louisville; Ph.D., Southern Accounting; B.A., Rutgers University; Thomas McCabe, Adjunct Assistant Professor of Illinois University at Carbondale M.B.A., Monmouth College; M.S., Accounting; B.S., M.B.A., Rider University Marie R. Power-Barnes, Adjunct Instructor of Widener University George McClosky, Adjunct Assistant Professor Journalism; B.A., M.A., Rider University Carl F. Shultz, CPA, Adjunct Assistant of Graduate Education, Ph.D., Penn State William Quirk, Adjunct Instructor of English; Professor of Accounting; B.S., LaSalle University B.A., University of Colorado; M.A., University; M.B.A., Drexel University Douglas J. McDowell, Adjunct Lecturer of University of Washington Diane Smallwood, Adjunct Assistant Professor Sociology; B.A., Grove City College; Howard D. Rees, Adjunct Associate Professor of Graduate Education; A.B., Douglass M.A., Penn State University of Computer Information Systems and College, M.A., Glassboro State College; Daniel B. McKeown, Adjunct Associate Mathematics; B.S., Ohio State University; Psy.D., Rutgers University Professor of Education; B.S., King’s M.S., Ph.D., University of Michigan Kelly Statmore, Adjunct Instructor of College; M.Ed., Rutgers University; Charles O. Richardson, Adjunct Professor of Journalism; B.A., Albright College J.D., Seton Hall University History; B.A., Lafayette College; M.A., Mary Lou Steed, Adjunct Associate Professor Carole Messersmith, Adjunct Associate Professor University of Pennsylvania; Ph.D., of Sociology; Ph.D., Duke University of Undergraduate Education; B.S., Glassboro Georgetown University Raymond Stein, Adjunct Assistant Professor of State College; M.A., Trenton State College James Rigel, Adjunct Assistant Professor of Accounting; B.A., M.B.A., Long Island Miriam Mills, Adjunct Assistant Professor of Social Work; A.B. Anderson College; University Theatre; B.A., M.F.A., Rutgers University, M.S.W., Rutgers University; M.Div., Madelon V. Stewart, Adjunct Assistant Mason Gross School of Arts Princeton Theological Seminary Professor of Education; B.A., George Laurence L. Murphy, Adjunct Associate Professor Ruben Rivera, Adjunct Instructor, Department Washington University; M.S., Bank Street of Philosophy; B.A., University of Oregon; of Management and Human Resources; College; M.Ed., Ed.D., Teachers College, M.A., Ph.D., Rutgers University B.A., Trenton State College Columbia University Evelyn C. Myers, Adjunct Instructor of George Robinson, Adjunct Associate Professor Jeffrey S. Stoolman, Adjunct Assistant Management Sciences; B.A., M.A., Trenton of Chemistry/Physics; B.A., Centre College; Professor of Management and Human State College Ph.D., Duke University Resources; B.A., Temple University; M.B.A., Rita Neer, Adjunct Assistant Professor of John V. Roche, Adjunct Instructor of English Rutgers University; J.D., University of Management and Organizational Behavior; and Fine Arts; Ed.D., St. Joseph’s Dayton Law School B.S., Rider University; M.A., Fairleigh University; M.A., Villanova University; Susan Strom, Adjunct Lecturer of English; Dickinson University B.A., LaSalle University; Fine Arts, B.A., University of Toronto; M.A., Chee Ng, Adjunct Associate Professor, Mt. St. Mary’s College University of Cincinnati; M.Ed., Department of Finance; B.E., National Peggy Rolfsmeyer, Adjunct Assistant Professor Temple University University of Singapore; M.B.A., of Undergraduate Education; B.S., Clarion Patrick Summers, Adjunct Instructor of Northern Arizona University; Ph.D., State College; M.Ed., University of Management Science; B.A., M.A., Arizona State University Pittsburgh Cambridge University, England

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DIRECTORIES

Mindy Treceno, Adjunct Assistant Professor of Inez G. Calcerano, Professor Emerita of Speech; E. Cureton Harris, Professor Emerita of Business Policy, B.A., New York University; A.B., Kalamazoo College; M.A., Economics; B.S., New York University; M.A., J.D., Rutgers University School of Law Miami University of Ohio Columbia University; Ph.D., New York e Donald Trucksess, Adjunct Assistant Professor; James H. Carlson, Professor Emeritus of University Department of Management and Human Biology, B.S., Fenn College; M.S., Ph.D., Belmont F. Haydel Jr., Associate Professor

our Lif Resources; B.S., Seton Hall University; M.A., Ohio State University Emeritus of Business Policy and Environment; Kean College Richard A. Coppola, Aquatic Director Emeritus; B.S., Loyola University of Chicago; B.A., Ellen Walsh, Adjunct Assistant Professor of B.A., M.A., Trenton State College American Institute for Foreign Trade; M.S., Economics; B.A., Queens College; M.B.A., Marion C. Cosenza, Professor Emerita of Louisiana State University; Ph.D., North St. John’s University Secretarial Studies; B.Ed., B.S., Rider Texas State University Shawn Barwick Wild, Adjunct Professor of College; Ed.M., Rutgers University Jane S. Hettrick, Professor Emerita of Music; Biology; B.S., Appalachian State University; Charles Gordon Crozier, Professor-Librarian B.A., Queens College; M.M., D.M.A., Ph.D., East Carolina University, School of Emeritus; B.S., Columbia University; M.S., University of Michigan e Learning Meets Y Medicine Drexel University; M.A., School for Social Katharine T. Hoff, Professor Emerita of English her

W Rick Williams, Adjunct Assistant Professor of Research and American Studies; A.B., Oberlin College; Business Policy and Environment; B.A., Violet K. Devlin, Professor - Librarian Emerita; M.A., Ph.D., Yale University Y •

IT California State University, Los Angeles; B.A., Hunter College; M.S., Drexel University C. Howard Hopkins, Professor Emeritus of S

R M.B.A., University of Phoenix Laurence Eisenlohr, Professor Emeritus of History and American Studies; B.A., E V I Fred Wojtowicz, Adjunct Assistant Professor of English; A.B., Harvard College; A.M., University of Redlands; B.D., Ph.D., N Accounting; B.S., Rider University; M.B.A., Harvard University; Ph.D., University Yale University R U E

D New York University of Pennsylvania Rodney G. Jurist, Professor Emeritus of I R Wei-ling Wu, Adjunct Instructor of Graduate Mervin L. Dissinger, Associate Professor Education; B.S., Duquesne University; Education; B.A., Shanghai Institute of Emeritus of Psychology; B.S., Millersville M.A., Rider College; Ed.D., Rutgers Education; M.A., Rider College State College; M.A., Ph.D., Temple University Peter Yacyk, Adjunct Professor Emeritus of University Gerald J. Kent, Professor Emeritus of Chemistry; Graduate Education; B.S., Pennsylvania Walter J. Eliason, Associate Professor Emeritus B.S., Upsala College; M.A., Ph.D., Princeton Military College; Ed.M., University of of Education; B.A., LaSalle College; M.A., University Delaware; Ed.D., Temple University Villanova University; Ed.D., Temple Walter L. Klotz, Professor Emeritus of Paul Zikmund, Adjunct Assistant Professor, University Secretarial Studies; B.S., Rider College, Department of Accounting; B.S., Henry J. Frank, Professor Emeritus of Ed.M., Rutgers University University of Pittsburgh; M.B.A., Finance; B.S., Columbia University; Michael A. Kole, Associate Professor Emeritus of University of Connecticut M.A., Rutgers University; Ph.D., Accounting; B.M.E., Rensselaer Polytechnic Columbia University Institute; Ph.D., University of Massachusetts Marguerite J. Frank, Professor Emerita of Willard E. Lally, Professor Emeritus of Emeriti Decision Sciences and Computers; B.A., Journalism; B.A., Midland College; A.M., University of Toronto; M.A., Ph.D., Colorado State College; A.M., University of Peter Aberger, Associate Professor Emeritus of Radcliffe College Missouri French; M.A., Staatsexamen, Dr. phil. Norman T. Gates, Professor Emeritus of Patricia L. Leonard, Associate Professor Emerita University of Würzburg, Germany English; B.A., M.A., Ph.D., University of Business Education; B.S., Eastern Michigan John D. Allison, Professor Emeritus of of Pennsylvania University; M.A., Central Michigan Marketing; B.S.C., Temple University; Walter H. Gebhart, Lecturer Emeritus of University; Ed.S., Michigan State University; M.B.A., Harvard University; Ph.D., Business Law; B.S., University of Ph.D., University of Tennessee New York University Pennsylvania; J.D., Temple University Marilyn Levitt, Professor Emerita of Art; Sherman M. Ancier, Associate Professor School of Law; CPA, Pennsylvania A.B., M.A., Syracuse University Emeritus of Accounting; B.S., M.B.A., Victor Gerdes, Professor Emeritus of Finance; Thomas A. Leyden, Professor Emeritus of Rutgers University; CPA, New Jersey B.S., Texas Technological College; M.S., J.D., Accounting; B.S.C., Duquesne University; Marianne E. Battista, Associate Professor Ph.D., University of Wisconsin M.A., University of Mississippi Emerita of Accounting; B.S., M.A., Rider John J. Gorman, Assistant Professor Emeritus of A. James Lemaster, Professor Emeritus of College; Ed.D., Temple University; CPA, Accounting; B.S., Rider University; M.B.A., Education; B.B.A., North Texas State New Jersey Drexel University; CPA, New Jersey University; M.A., Sul Ross State University; Richard L. Beach, Professor Emeritus of Jean M. Gray, Professor Emerita of Finance; Ed.D., North Texas State University Chemistry; B.S., Muhlenberg College; M.S., B.A., Michigan State University; M.A., Ph.D., Lynn W. Livingston, Associate Professor- Lehigh University; Ph.D., Rutgers University of California at Berkeley Librarian Emerita; B.A., Denison University; University Mary Jo Hall, Associate Professor Emerita of M.A., Stanford University, M.A.L.S., Carol A. Beane, Assistant Professor- Geological and Marine Sciences; B.S., University of Missouri Librarian Emerita; B.A., Fairleigh Dickinson Pennsylvania State University; M.Ed., West Karl O. Mann, Professor Emeritus of University; M.L.S., Rutgers University Chester State College; Ph.D., Lehigh Industrial Relations; B.S., American Walter A. Brower, Professor Emeritus of University University; M.A., University of Education; B.S., Rider College; Ed.M., Henry Halpern, Assistant Professor-Librarian Wisconsin; Ph.D., Cornell University Ed.D., Temple University Emeritus; B.A., City College of New York; M.A., New York University; M.L.S., Pratt Institute page 74 WWWWWW.RIDER.EDU.RIDER.EDU 75757575 page page page page emple exel emple Associate Professor Emeritus of Professor Emeritus of Associate Professor Emeritus Associate Professor Associate Professor Emeritus Associate Professor Emeritus Associate Professor Emeritus Associate Professor Emeritus of Associate Professor Emeritus Professor Emeritus of Professor Emeritus eski, Associate Professor Emeritus Professor Emeritus of Professor Emeritas of Sociology; emple University d University; M.A., Ph.D., . Zakr var d Temkin, ogel, t Sternberg, Business Education; B.S., Rider College; Ed.M., Rutgers University Brandeis University of Accounting; B.S., M.B.A., Dr New Jersey, University; CPA, Pennsylvania Education; B.S., Pennsylvania Military College; Ed.M., University of Delaware; Ed.D., T Professor Emeritus of History and American Studies; B.S., A.M., T University; Ph.D., University of Delaware of Management Sciences; B.S., M.B.A., of Management Sciences; University of University; Ph.D., Temple Pennsylvania M.A., College; Education; B.S., Wilkes Ed.D., Lehigh Seton Hall University; University of Education; A.B., M.A., Seton Hall University; Ed.D., Lehigh University A.B., Radcliffe College; A.M., Ph.D., Har of Education; B.A., M.Ed., Ed.D., T B.A., M.Ed., Ed.D., of Education; University A.B., A.M., Ph.D., Princeton Philosophy; University University; Biology; A.B., New York Sc.D., University Johns Hopkins Albright G. Zimmerman, James Volpi, Peter Yacyk, Chester F Alber Donald J. Tosh, Donald B. Veix, Lise V Guy W. Stroh, Guy W. Marvin B. Talmadge, Sanfor ooklyn own; Ph.D., Professor Emeritus of Professor Emeritus ofessor Emeritus of Associate Professor Associate Professor Associate Professor Pr g College; M.A., Lehigh Associate Professor Emerita Professor Emeritus of Speech; Professor Emeritus of Speech; Professor Emeritus of Professor Emeritus of Professor Emerita of English; dson, Professor Emeritus of English; Professor Emeritus Professor Emeritus of English; ero, ensen, Associate Professor Emeritus of Associate Professor Emeritus ork emple University; C.P.A., New Jersey emple University; C.P.A., y; B.A., Lafayette College; M.A., y; B.A., Lafayette t C. Sor man E. Stander, othy E. Snow, College; Ph.D., New York University College; Ph.D., New York Histor of Pennsylvania; Ph.D., University University Georgetown B.S., Long Island University; M.A., Br B.S., Long Island University; College; L.L.B., Business Law; B.S., Rider J.D., T English; A.B., A.M., Ph.D., University English; A.B., A.M., Ph.D., of Chicago B.S., M.S., Emerson College; Ph.D., B.S., M.S., Emerson College; Purdue University Marketing; A.B., M.A., Ph.D., University of Marketing; A.B., M.A., Ph.D., University of Chicago Emeritus of Management and Organizational Behavior; B.B.A., City College of New York; M.A., Columbia University; Ph.D., Ohio State University Emeritus of Human Resources; B.S., M.S., University of Pennsylvania; Ed.D., Temple University Geological and Marine Sciences; B.Sc., M.Sc., University of Cape T Princeton University A.B., Muhlenber B.A., Keuka College; M.A., State University of New Y University; Ph.D., University of Pennsylvania of Psychology; A.B., Roberts Wesleyan University College; A.M., Ph.D., Temple Emerita of Sociology; B.A. Hunter College; M.A., Columbia University; Ph.D., City University of New York Robert Ross, Stewart Rodnon, Charles O. Richar Charles O. Elliot M. Schr Howard Schwartz, Stanley J. Schwartz, Nor Marcia K. Steinberg, Reginald Shagam, Paul C. Sherr, Rober Ruth E. Simpkins, Dor f Emeritus; ennessee; New Brunswick; University y and University; Professor Emeritus of Professor Emeritus Athletic Staf Professor Emeritus of Associate Professor ., Associate Professor Emeritus Associate Professor Emeritus Professor Emeritus of Professor Emeritus Professor Emeritus of History; emple University; Ph.D., emple University; Ph.D., , s Seminar Professor Emeritus of English o Jr y’ Professor-Librarian Emerita; B.S., Professor-Librarian Professor Emeritus of Political Professor Emeritus of English; Associate Professor Emeritus of Athletics Staff Emeritus; B.S., y; B.A., M.S., Ph.D., University of y; B.A., M.S., Ph.D., University . Phillips,

oy Oddis, Biology; B.A., University of T Biology; B.A., of Decision Sciences and Computers; B.A., Dickinson College; M.S., Ph.D., Lehigh University of Education; B.S., Newark State College; University; Ed.D., Yeshiva M.A., New York University Biology; B.A., Syracuse University; M.S., Ph.D., Rutgers University Science; B.A., Marian College; M.A., University of Detroit; Ph.D., University of Denver M.A., Johns Hopkins University; Ph.D., Hopkins University; M.A., Johns University Louisiana State Chemistr Connecticut University; Psychology; B.A., St. Dustan’s of B.Ed., M.Ed., University B.A., St. Mar and Speech; B.A., M.A., Dip.Ed., University and Speech; B.A., M.A., of Melbourne; of Sydney; B.Ed., University University Ph.D., Pennsylvania State M.A., Ph.D., T University of Ottawa M.A., Ph.D., University of Washington Emeritus of Education; B.S., Ithaca College; M.Ed., Ed.D., Rutgers University B.A., Brown University; M.Ed., Temple B.A., Brown University; M.Ed., Temple University State University of New York A.B., M.A., Ph.D., Rutgers M.A., Pennsylvania State University

Thomas C. Mayer Thomas C. DIRECTORIES Chau T. Phan, Chau T. Ler Francis C. Oglesby, Stephen P William A. McCarroll, William Derrill I. McGuigan, Bernard W. Miller, Miller, Bernard W. Alan L. McLeod, Francis A. Pittar Ruth Podesva, James H. Poivan, Robert Reilly, Eldon Price,

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INDEX

A E N Academic Policies and Regulations . . . . .54 Early Childhood Education Courses . . . . 40 New Jersey Certification ...... 25 Accreditations ...... 1 Education Courses ...... 40-45 e Admission Requirements Educational Administration ...... 26-28 P Business Administration ...... 7 Courses ...... 41-44 Parking ...... 59 our Lif Education ...... 33 Educational Psychology Courses ...... 44 Personal Policies ...... 56 Administrative Staff ...... 62-66 Educational Sociology Courses ...... 46 Probation Application Procedures Education Specialist Degree (Ed.S.) . . . . 20 and Parole Counseling Courses ...... 49 Business Administration ...... 6 Counseling Services ...... 20 Procedures and Policies ...... 53-56 Education and Human Services ...... 18 School Psychology ...... 21 Psychology Courses, Counseling ...... 38 B

e Learning Meets Y F Educational ...... 43-45 Business Administration ...... 3-13 Faculty Public Safety, Department of ...... 59 her

W Courses ...... 7-13 Adjunct ...... 71-74 Business Education Courses ...... 35

Y • Graduate ...... 66-67 R IT

S Undergraduate ...... 67-71 Reading/Language Arts ...... 29-30 R

E C V Financial Aid ...... 56 Courses ...... 49-50 I N Calendar Refunds ...... 56 R U E Business Administration ...... 4 G Registration ...... 54 D I

R Education and Human Services ...... 16 Grades ...... 54 Requirements Campus and Facilities ...... 57-59 Graduate Admissions, Office of ...... 2 MAcc ...... 5 Cancellation of Classes ...... 59 MBA ...... 5-6 Career Services ...... 59 H M.A...... 22 Certification Programs Honors ...... 7 Educational ...... 18 Hours of Operation ...... 59 S Graduate Level Teacher ...... 33-34 Human Services Administration ...... 28 Sociology Human Services Administration . . . . . 29 Certificate Programs ...... 29 Educational ...... 46 NJ Supervisor ...... 25 Courses ...... 47 Special Education ...... 30-31 School Business Administrator . . . . 27-28 Courses ...... 50-51 Computer Center ...... 59 I Students with Disabilities, Teacher of . . .31 Cooperative Education Coordinator . . . . 34 Information Technologies, Office of . . . . 59 Summer Session ...... 4, 16 Counseling Services ...... 23-24 Courses ...... 35-38 L T Counseling Psychology ...... 22 Library ...... 58 Teacher Certification and Placement . 34-35 Courses ...... 38 Teacher Preparation courses ...... 46-47 Course Descriptions M Transfer ...... 17-18 Business Administration ...... 8-13 M.A. Degree ...... 22 Travel Directions ...... 80 Education and Human Services . . . 35-51 Counseling Services ...... 23-24 Trustees ...... 62 Curriculum, Instruction Curriculum, Instruction and Supervision Tuition and Fees ...... 55 and Supervision ...... 24-26 ...... 24-25 Courses ...... 38-40 Educational Administration ...... 26-27 U Human Services Administration . . .28-29 University Store ...... 59 D Reading/Language Arts ...... 29-30 Degree Programs Special Education ...... 30-31 V MAcc ...... 5 Teaching ...... 32-33 Vehicle Regulations ...... 59 MBA ...... 5-6 Courses ...... 49 M.A...... 22-33 MAcc Degree ...... 5 W Disabled, Facilities for ...... 58 MAcc Courses ...... 8 Westminster Choir College ...... 2 MBA Degree ...... 5-6 MBA Courses ...... 8-13 Music ...... 2

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Guide Graduate Academic Catalog • 06/07

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page R I D E R UN I V E R S ITY • Where Learning Meets Your Life time. change anypr Rider University ir of thecatalogar the changeonthosestudents.Theprovisions and willclearlyestablishtheapplicabilityof impact oncurrentlymatriculatedstudents tion schedulethatwilltakeintoaccountthe major changewillincludeanimplementa and itsdegreerequirementsatanytime.Any nance process,changeitsacademicpolicies mation inthecatalog. r the catalogdoesnotexcuseastudentfr the informationinthiscatalog.Notreading Catalog. Westminster ChoirCollegeAcademic Westminster ChoirCollegeareinthe academic calendars. gram’s chapter, coursedescriptionsand asare cation andhumanservicesisineachpro- bybusinessadministrationandedu- offered dents. Informationspecifictoprograms published bytheofficeofdeanstu- in detail judicial systemandsocialcode,aredescribed and procedures,includingtheUniversity’s Procedures andPolicieschapter. Allpolicies the deans. Continuing Studiesoffice,andtheofficesof available intheofficeofadmission, grams isavailableinaseparatepublication, full-time andpar for graduatestudents.Informationabout of RiderUniversity(Lawrencevillecampus) GUIDE esponsibility forther 80 r Rider may Students areexpectedtobefamiliarwith Details aboutgraduateprogramsat Graduate studentsshouldrefertothe This catalogcontainscurricularofferings evocable contractbetweenthestudentand For amapoftheRiderUniversity CampusesinLawrenceville andPrinceton, The Source, , thr ovisions orr . Riderr e nottoberegardedasan t-time undergraduate pro- ough itsacademicgover ules andotherinfor- a studenthandbook eserves therightto equirements atany om - - please gotowww.rider.edu. 9:1-3.1 etseq. suant toNewJerseyAdministrativeCode university inthestateofNewJerseypur- Library. of humanresourcesinroom108theMoore resources andaffirmativeactionintheoffice compliance isthedirectorofhuman employees. Thedesignatedcoordinatorfor promotion, evaluation,andterminationof and activitiesinthehiring,treatment, employees inRiderUniversity’s programs the admissionandtreatmentofstudents ination onthebasisofsexualorientationin mandated, thispolicyalsoprohibitsdiscrim- programs andactivities.Whilenotfederally employees andstudentsinRiderUniversity’s and admissionto,accesstreatmentof all aspectsoftheemploymentrelationship and activities.Thispolicystatementcovers ment ofpersonsininstructionalprograms admission, participation,access,andtreat- status inemployment,ortheapplication, ability orgin, sex,sexualorientation,handicap/dis- the basisofrace,color, religion,national Rider Universitydoesnotdiscriminateon Rider Universityisdesignatedateaching , age,orVietnam-era disabledveteran the right. South/Trenton). Riderisaquartermileon South, takeExit7A(Route206 I-95 SouthtowardPhiladelphia.From the right. South/Trenton). Riderisaquartermileon South. Take Exit7A(Route206 Princeton. I-295NorthwillbecomeI-95 West totheexitforI-295Northtoward Take Exit98(I-195West). FollowingI-195 From theNewJerseyTurnpike: (Lawrenceville Campus) Directions toRider trains stopatTrenton. New York. AmtrakandNewJerseyTransit service toTrenton fromPhiladelphiaand Suburban Transit. Greyhoundprovidesbus pus. Schedulesshouldbecheckedwith Lawrenceville, withastopattheRidercam- Y the right. South/Trenton). Riderisaquartermileon NJ, takeExit7A(Route206 Philadelphia andintoNewJersey I-95 North(nottheNJTurnpike) through the right. South/Trenton). Riderisaquartermileon become I-95South.T the right. South/Trenton). Riderisaquartermileon South. Take Exit7A(Route206 exit 60B.I-295NorthwillbecomeI-95 the exitforI-295NorthtowardPrinceton, Exit 7A(I-195W ork City’s PortAuthorityTerminal to F From Route1South: Regular busserviceisavailablefromNew F From I-295North: rom theGarden StateParkway: rom PhiladelphiaandSouth: est). FollowI-195West to ake Exit7A(Route206 I-295 Northwill Take theexitfor . Oncein T Take ake

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