Bloomfield College Catalog 2019-2020 2

Non-Discrimination Policy Bloomfield College admits students of any race, creed, age, sex, or national origin to all the rights, privileges, programs, and activities generally available at the College. It does not discriminate on the basis of race, creed, age, physical handicap, sex, sexual orientation, or national origin in the administration of educational or admissions policies, scholarship and loan programs, or athletic or other College-administered programs. Bloomfield College is committed to the principle of non-discrimination, as set forth in the regulations of Title IX of the Educational Amendments of 1972. Americans with Disabilities Act Policy Assurance of equal educational opportunity rests upon legal foundations established by federal law, specifically the Rehabilitation Act of 1973 including Section 504, and the Americans with Disabilities Act of 1990. Family Educational Rights and Privacy Act The Family Educational Rights and Privacy Act of 1974–also called the Buckley Amendment–provides that colleges and schools may NOT release information about students or provide access to student records (with certain exceptions listed in the statute) without students' written consent. This law makes it possible for students to examine their records by making an appointment with the Registrar. Those who wish to see their student personnel records should contact the Dean of Students. Students who wish to challenge the contents of academic files should contact the Registrar. Those who wish to contest student personnel records should contact the Judiciary Board. Academic Regulations and Procedures The Academic Regulations and Procedures set forth in this Catalog constitute student rights and responsibilities. The College assumes every student is acquainted with them. Failure to note the regulations will never excuse non-compliance. Bloomfield College Campus Photography and Film Policy Bloomfield College reserves he right to photograph or film its constituent groups while they are on campus. Imagery will be utilized in publications, catalogs, posters, advertisements, recruitment materials, promotional materials, event materials, development materials, social media, the college’s website, and various other purposes. Groups the college will film or take photographs of include faculty, staff, and students. Photogra- phy and filming will include teaching, learning, clinical courses, campus life, additional activities, as well as casual and portrait imagery. Photographs and film may be distributed to local, state, or national media for promotional purposes. Bloomfield College will archive photographs and film, including digital media, and they will remain available for use by the college with- out time limitations or restrictions. The college reserves the right to alter photography and film for creative purposes. Faculty, staff, and students who wish for their images to not be used in the manner described in this policy should contact the Department of Marketing ([email protected]). Faculty staff, and students are advised that individuals in public places legally have no expectation of privacy and are subject to being photographed by third parties. Bloomfield College has no control over the use of images taken by third parties, including the news media covering college activities. The College reserves the right to change its regulations, schedule of classes, procedures, courses of study, and schedule of fees without previous notice. Note: The procedures outlined in this Catalog shall be followed by all students irrespective of first date of attendance at Bloomfield College. 3

Table of Contents

Introduction 4 College’s Mission 5 Academic Calendars 7 Admission, Tuition, Scholarships & Financial Aid 12 Admission 13 Tuition 20 Scholarships & Financial Aid 23 Awards 42 The Educational Program 45 The Educational Goals of the College 46 Competencies Across the Curriculum 47 Academic Programs 48 Advising/Coaching & Registration 51 Summer Session 52 Undergraduate Studies Graduation Requirements 53 Academic Programs & Majors 60 Index to Academic Majors & Concentrations 61 Minors 64 Departmental Academic Programs 65 Course Descriptions 156 Academic Regulations & Procedures 254 Graduate Studies Departmental Academic Programs 311 Index to Academic Programs & Certificates 312 Departmental Academic Programs 313 Course Descriptions 324 Academic Regulations & Procedures 333 The Enrichment Programs 268 Special Programs 271 Alternative Credit Programs 275 High School/College Credit Programs 278 Academic Resources 279 Standards of Conduct 281 Bloomfield College Acceptable Use Policy 297 Student Affairs 298 Student Affairs Mission 299 Center for Career Development 301 Center for Student Leadership & Engagement 303 The Wellness Center 305 Residential Education 309 Directory 337 Board of Trustees 338 Administration 339 Faculty 343 Directions to the Campus 357 Bloomfield, NJ Map 358 Campus Map 359 Department of Security 360 Index 361 4

Introduction COLLEGE’S MISSION 5

College’s Mission

Bloomfield College, founded in 1868, edge, and values they need to become is an independent college historically empowered, active individuals engaged related to the Presbyterian Church in renewing themselves, their relation- (U.S.A.) and strategically located in ships, their workplaces, and their com- the New Jersey-New York metropolitan munities. region. The College offers academic Programs are designed to help students programs leading to a Bachelor of Arts, think critically and quantitatively, speak Bachelor of Science, Master of Arts, effectively, write clearly, develop aesthet- Master of Fine Arts, and a Master of ic appreciation, and integrate feelings Science degrees. The curriculum is and values. We believe students must designed to provide students with a gain a greater understanding of and sound liberal arts grounding as well as appreciation for other cultures and for with the expertise they will need in the unique racial and cultural their careers. diversity of the United States. The mission of Bloomfield College is: One of the strengths of the College is To prepare students to attain the rich diversity of its students. The academic, personal and professional College is committed to this richness excellence in a multicultural and because it provides an ideal context global society. for personal growth and a basis for a The College is committed to enabling better society. In joining Bloomfield students, particularly those who have College, each person assumes a person- traditionally been excluded from higher al responsibility to strive to achieve education, to realize their intellectual academic excellence, to take full and personal goals. Programs of study advantage of the resources offered, are rooted in the liberal arts and assist and to contribute to the quality of students in obtaining the skills, knowl- the College community.

HISTORICAL BACKGROUND The roots of the College and its mission and German by the four full-time faculty. can be traced back to 1868. With the influx Classes were also conducted in Hebrew, of nearly two million German immigrants Latin, and Greek. following the European Revolution of In 1872, the school relocated to 1848, it became necessary to establish a Bloomfield, occupying the home of the training school for German-speaking former Bloomfield Academy at Franklin ministers “who would be acceptable to and Liberty Streets. This structure the immigrant German communities in stands today as Seibert Hall. the eastern metropolitan area of the United States and who would lead their German As the German immigrants assimilated members out of their German-oriented into American society, the need for a culture into the American ways of the special theological school diminished. new fatherland.” The Seminary soon opened its doors to students from other foreign countries. Thus was born the German Theological In 1913, the year it was renamed Seminary of Newark, New Jersey. The insti- Bloomfield Theological Seminary, the tution’s first four students met on Septem- institution was serving students from ber 16, 1869, in a room in the First German some 15 different language groups. Presbyterian Church. Courses in theologi- cal instruction, Biblical history, pastoral In 1923, the State Board of Education work, natural philosophy, and United approved a four-year college course lead- States history were taught in both English ing to the Bachelor of Arts degree, thereby 6 INTRODUCTION

establishing Bloomfield College as an inde- BLOOMFIELD COLLEGE pendent division of the Seminary. Eight STATEMENT OF SHARED VALUES years later, in 1931, the State Legislature We, the members of the Bloomfield approved the change of the institution’s College Community, take pride in our- name to Bloomfield College and Seminary. selves and in our Institution. To that end, In 1958, the College came under the spon- we are committed to upholding the high- sorship of the United Presbyterian Church est standards of ethics, integrity, and pro- through its New Jersey Synod, now the fessionalism in all that we do. We recognize Synod of the Northeast. that excellence in teaching and learning The term “Seminary” was dropped from flourishes in an environment where the institution’s name in 1961, and was each of us is free to express our ideas replaced with the term “Institute.” This in ways that recognize and respect our dif- term was quickly phased out, leaving the ferences. We are committed to celebrating institution’s name as it is known today: the rich diversity of all members of the Bloomfield College. campus community and the community More than 55 nationalities are represented at large. on the College’s 11-acre campus, reflecting Therefore, in an effort to attract and retain the College’s commitment to diversity exceptional students, faculty, staff, admin- and to the advancement of its distinctive istrators, and trustees who will continue mission: the wonderful tradition of the College, we “To prepare students to attain actively support behavior that is consistent academic, personal and professional with the values shared by the Bloomfield excellence in a multicultural and College Community. global society.” Honesty ACCREDITATION AND The College promotes an intellectually stimulating environment where all interac- AFFILIATION tions are open, honest and free of bias and Bloomfield College is chartered by the where the responsibility for all individuals State of New Jersey and accredited by the is to be straightforward and trustworthy. Middle States Commission on Higher Education. Its academic programs are Respect approved by the New Jersey Commission • for Person on Higher Education. The mailing address The College embraces the high diver- and telephone numbers of the Middle sity and culture of its faculty, staff, States Association of Colleges and students, administrators and trustees, Schools is including but not limited to their 3624 Market Street race, ethnicity, gender, religion, sexual Philadelphia, PA 19104. orientation, ability, and socio- (267) 284 5020 economic status. The Nursing Program at Bloomfield is • for Property accredited by the New Jersey Board of The College seeks to provide an envi- Nursing and the Commission on Collegiate ronment that is safe, one in which indi- Nursing Education. The Program is a mem- vidual and institutional property are ber of the National League for Nursing. respected and protected. The College The mailing address and telephone number also values the integrity of intellectual of the New Jersey Board of Nursing is work that is creative, resourceful and 124 Halsey Street, 6th floor, P.O. Box 45010, innovative and, therefore, enforces strict Newark, NJ 07101, (973) 504-6430. policies against plagiarism, cheating and Bloomfield College is related to the the misuse of traditionally published Presbyterian Church, USA, through the and/or Internet resources. Synod of the Northeast and is a member Commitment to Achieving of the Association of Presbyterian Excellence Colleges and Universities. The College encourages excellence in intellectual, personal, professional and social development, and an appreciation for spiritual wellness while fostering a commitment to excellence in teaching, learning, and all aspects of work. ACADEMIC CALENDAR 2019 7 Academic Calendar 2019

FALL SEMESTER 2019 August 26–December 16

Freshman and Transfer Student Orientation August 23-24 First Day of Classes August 26 Labor Day–(No Classes) September 2 Last Day for New and Continuing Students to Register Weekday Courses September 4 Weekend Courses September 7 Last Day for Registered Students to be Added to an Open Course (Instructor Approval Required) September 9 Last Day to Drop a Course (With 100% Refund of Tuition) September 9 Last Day to Drop a Course (With 75% Refund of Tuition) September 16 Last Date for Removal of Incomplete Grades from the Spring & Summer 2019 Terms September 16 Last Day to Drop a Course (With 50% Refund of Tuition) September 23* *Courses dropped after September 23 are not eligible for any refund of tuition. Fall Break October 14-15 Mid-Term Grades Due October 18 Last Date to Withdraw with a Grade of “W” November 1 Advising and Registration for Spring 2020 Begins November 4 Thanksgiving Recess Begins at 10:00 P.M. November 26 Classes Resume December 2 Last Day of Classes December 9 Final Examination Period December 10-16 Grades Due in Registrar’s Office December 18 8 ACADEMIC CALENDAR 2020

Academic Calendar 2020

SPRING SEMESTER 2020 January 16–May 11

First Day of Classes January 16 Martin Luther King Holiday–(No Classes) January 20 Last Day for New and Continuing Students to Register Weekday Courses January 24 Weekend Courses January 25 Last Day for Registered Students to be Added to an Open Course (Instructor Approval Required) January 30 Last Day to Drop a Course (With 100% Refund of Tuition) January 30 Last Day to Drop a Course (With 75% Refund of Tuition) February 6 Last Day to Drop a Course (With 50% Refund of Tuition) February 13* *Courses dropped after February 13 are not eligible for any refund of tuition. Last Day for Removal of Incomplete Grades. February 13 from the Fall 2019 Term March 9 Spring Break Begins at 8:00 A.M. March 16 Classes Resume Mid-Term Grades Due March 27 Last Day to Withdraw with April 3 Grade of “W” April 9 Easter Break Begins at 8:00 A.M. April 13 Classes Resume Last Day of Classes May 4 Final Examination Period May 5-11 Grades Due in Registrar’s Office May 13 Commencement May 21 ACCELERATED COLLEGE CALENDAR 2019-2020 9 Accelerated College Calendar 2019-2020

ACCELERATED COLLEGE SESSION I 2019

August 26 First Day of Class September 2 Labor Day – No Classes 4 Last Day for Registration or Adding an Open Course with Instructor’s Approval 4 Last Day to Drop a Course 9 Removal of Incompletes from Previous Session 23 Last Day for Withdrawal with a Grade of “W” October 16 Last Day of Classes 18 Grades Due in Registrar’s Office

ACCELERATED COLLEGE SESSION II 2019

October 21 First Day of Class October 28 Last Day for Registration or Adding an Open Course with Instructor’s Approval 28 Last Day to Drop a Course November 4 Removal of Incompletes from Previous Session 11 Last Day for Withdrawal with a Grade of “W” 27-29 Thanksgiving Break December 11 Last Day of Classes 13 Grades Due in Registrar’s Office

ACCELERATED COLLEGE SESSION III 2020

January 13 First Day of Class 20 Dr. King Day – No Classes 21 Last Day for Registration or Adding an Open Course with Instructor’s Approval 21 Last Day to Drop a Course 27 Removal of Incompletes from Previous Session February 10 Last Day for Withdrawal with a Grade of “W” March 2 Last Day of Classes 4 Grades Due in Registrar’s Office 10 ACCELERATED COLLEGE CALENDAR 2020

ACCELERATED COLLEGE SESSION IV 2020

March 16 First Day of Class 23 Last Day for Registration or Adding an Open Course with Instructor’s Approval 23 Last Day to Drop a Course 30 Removal of Incompletes from Previous Session April 13 Last Day for Withdrawal with a Grade of “W” 9-10 Easter Break May 5 Last Day of Classes 7 Grades Due in Registrar’s Office

ACCELERATED COLLEGE SESSION V 2020

May 18 First Day of Class 25Memorial Day Holiday – No Classes 26 Last Day for New Registration or Adding an Open Course with Instructor’s Approval 26 Last Day to Drop a Course June 1 Removal of Incompletes from Previous Session 8 Last Day for Withdrawal with a Grade of “W” July 3 Last Day of Classes 5 Grades Due in Registrar’s Office

ACCELERATED COLLEGE SESSION VI 2020

July 6 First Day of Class 13 Last Day for New Registration or Adding an Open Course with Instructor’s Approval 13 Last Day to Drop a Course 20 Removal of Incompletes from Previous Session August 3 Last Day for Withdrawal with a Grade of “W” 21 Last Day of Classes 24 Grades Due in Registrar’s Office ACADEMIC CALENDAR SUMMER 2020 11 Academic Calendar Summer 2020

INTENSIVE SESSION SUMMER SESSION II MAY 18 – JUNE 8 JULY 7 – AUGUST 24

First Day of Class May 18 First Day of Class July 7 Last Day for New Registration Last Day for New Registration and Adding a Course with and Adding a Course with Open Seats (Instructor’s Open Seats (Instructor’s Approval Required) May 18 Approval Required) July 17 Last Day to Drop a Course May 18 Last Day to Drop a Course July 17 Memorial Day Holiday – Last Day for Withdrawal No Classes May 23-25 with a Grade of “W” Aug. 4 Last Day for Withdrawal Last Day of Classes Aug. 24 with a Grade of “W” May 26 Grades Due in Registrar’s Make-up Day Office Aug. 26 (for Memorial Day) June 8 Last Day of Classes June 8 Grades Due in Registrar’s Office June 10

SUMMER SESSION I SUMMER TRIMESTER MAY 18 – JULY 6 MAY 18 – AUGUST 21

First Day of Class May 18 First Day of Class May 18 Memorial Day Holiday – Memorial Day Holiday – No Classes May 23-25 No Classes May 23-25 Last Day for New Registration Last Day for New Registration and Adding a Course with and Adding a Course with Open Seats (Instructor’s Open Seats (Instructor’s Approval Required) May 26 Approval Required) June 1 Last Day to Drop a Course May 26 Last Day to Drop a Course June 1 Last Day for Withdrawal Independence Day – No Classes July 4 with a Grade of “W” June 15 Last Day for Withdrawal Make-up Day with a Grade of “W” July 17 (for Memorial Day) July 6 Last Day of Classes Aug. 21 Last Day of Classes July 6 Grades Due in Registrar’s Grades Due in Registrar’s Office Aug. 24 Office July 8 12

Admission, Tuition, Scholarships & Financial Aid ADMISSION 13

Admission

ADMISSION WITH 3. An official transcript of all high school FRESHMAN STATUS work completed, including courses, grades and rank in class if applicable. Candidates Degree candidates with freshman status should direct their Guidance Department are admitted each year for the fall, spring, to forward transcripts directly to the and summer semesters. Office of Enrollment Management and An application for admission may be Admission. Normally, transcripts must obtained by emailing or calling: indicate the completion or expected Office of Enrollment Management completion of at least fourteen academic and Admission units, which should include: English, Bloomfield College mathematics, history, and laboratory 1 Park Place science. Foreign language is strongly Bloomfield, New Jersey 07003 recommended but not required. (973) 748-9000, Ext. 1230 4. Scholastic Assessment Test (SAT-I) Fax: (973) 748-0916 or American College Test (ACT) scores Email: [email protected]. (optional). Bloomfield College contin- Applications are also available online at ues to consider only the critical reading www.bloomfield.edu/apply. and math sections of the SAT and/or Applicants should feel free to address ACT exams in admission decisions. questions to the Office of Enrollment You can obtain information about Management and Admission at any time. SAT/ACT test dates from your high All candidates are encouraged to visit the school Guidance Department. College for a personal interview and a 5. Two letters of recommendation. tour of the campus. You must submit statements concerning Freshman candidates must submit the your potential for college study from your following forms and credentials to high school guidance counselor, principal the Office of Enrollment Management or teachers. and Admission: 6. All freshman applicants are required 1. A completed application for admission. to submit an essay. Please refer to the 2. A $40 non-refundable application fee application for topics and for guidelines. made payable to Bloomfield College. 7. Interview is strongly recommended.

Students are encouraged to visit the College’s website: www.bloomfield.edu To schedule an interview with an Admission Counselor and a tour of the campus, or for additional information regarding admission policies and procedures, please email or call: Office of Enrollment Email: Management and Admission [email protected] Bloomfield College 1 Park Place Fax: (973) 748-0916 Bloomfield, NJ 07003 (973) 748-9000, Ext. 1230 Text: (973) 233-5059 14 ADMISSION, TUITION, SCHOLARSHIPS & FINANCIAL AID

FRESHMAN ENRICHMENT is not. Remedial course credits and PROGRAM English as a Second Language credits will not be transferable. Educational Opportunity Fund (EOF) The Educational Opportunity Fund (EOF) Bloomfield College accepts credit for Program is a comprehensive support pro- transfer from institutions approved by the American Council of Education and listed gram funded by the State of New Jersey in Accredited Institutions of Postsecondary that provides academic and financial assis- Education. These courses must be similar tance for New Jersey residents to attend in nature or content to those offered by college. The program targets students from Bloomfield College. Any questions concern- academically and financially challenged ing the evaluation of these courses are backgrounds who show academic promise referred to the appropriate division and have a desire to succeed. chairperson for review and/or acceptance. To be considered for the EOF program, a student must provide appropriate infor- Students from institutions not accredited mation and meet certain criteria: by the above agencies will receive credit upon recommendation of the appropriate • Must submit a Bloomfield College division chairperson and completion of application, high school transcript, six courses at Bloomfield College with a two letters of recommendation, cumulative GPA index of 2.0 or better. a personal essay and SAT or ACT scores for admission. In addition, the International Baccalaureate degree as well as courses may be accepted • Must be a legal resident of New Jersey from approved institutions in foreign coun- for at least one year. tries. International students and those who • Must be from a low-income family have completed university level studies in demonstrating historic poverty and foreign countries must have their academic meet the financial guidelines established records evaluated before an admission decision by the State of New Jersey. can be made. Such students should apply • Must be interviewed by the EOF for a Course-by-Course Report from World Admission Counselor. Education Services, Inc. Contact WES: • Must participate in an intense five-week World Education Services, Inc. residential summer program if accepted P. O. B ox 5 0 8 7 , Bowling Green Station to the program. New York, NY 10274-5087 Tel: 212-966-6311, Fax: 212-739-6100, or ADMISSION WITH TRANSFER Email: [email protected]. STATUS A copy of the WES Course-by-Course Report Degree candidates with transfer status are should be sent to the Office of Enrollment admitted each year for the fall, spring and Management and Admission. Costs for the summer semesters. report are the responsibility of the applicant. Transfer applicants are required to provide The evaluation of courses for transfer credit official academic transcripts from all col- will be completed by the Office of Advising leges or other postsecondary institutions and Registration upon receipt of transcripts previously attended. Transfer applicants and the WES Report. who have met the GPA requirement and completed more than 15 college level cred- DIRECT TRANSFER PROGRAM its are not required to submit high school Candidates with A.A., A.S., A.A.S./RN (only transcripts and SAT or ACT scores, for students seeking BSN), B.A., B.S., or although all transfer applicants are encour- M.A., degrees from regionally accredited aged to provide them, if available, so that institutions will have the general education we have the best possible understanding courses of the approved transfer programs of each student’s educational needs. accepted by the College as stated in the Transcripts of prior collegiate work are NJ Transfer Articulation Agreement. Grades evaluated by the Office of Advising and accepted in the major are subject to a Registration. In general, only courses for minimum grade requirement. This program which a grade of C (or its equivalent) or presupposes that a candidate has received better earned will be considered for transfer the degree with a cumulative average of 2.0 credit. The Bloomfield College GPA is based or better. Students who have not received a solely on courses taken at this institution, degree will be considered on an individual while credits are transferable the GPA basis. It should be noted that because of pro- gram requirements and course cycling, the ADMISSION 15

College cannot guarantee that those who INTERNATIONAL STUDENTS enter with junior standing will complete Bloomfield College welcomes academically degree requirements in two years. qualified international students. An NEW JERSEY TRANSFER international student is a non-immigrant who usually enters the U.S. on a student Bloomfield College is a participating insti- tution in New Jersey Transfer, an online visa (F1) or an exchange visa (J1). All program that provides detailed informa- international students must complete the tion on articulation agreements and course application form. They must also complete equivalences for New Jersey’s two-year and special international student supplement four-year colleges. Students enrolled at, or forms available from the Office of planning to attend, a New Jersey commu- Enrollment Management and Admission. nity college can plan a seamless transfer The Bloomfield College admission process into Bloomfield College by choosing a for International Students is as follows: program of study and selecting courses 1. Submit an application for admission (in- that have been pre-approved for transfer. cluding the $40.00 (USD) application fee) New Jersey Transfer is an initiative of the made payable to Bloomfield College. State of New Jersey Commission on 2. Provide official documents that certify Higher Education and evolved from the the equivalent of a U.S. high school Rutgers University transfer pilot program, education. If you are a transfer student ARTSYS. For more information from another college, you must also send visit www.njtransfer.org. official college transcripts. If your high ADMISSION FOR ADULT/ school or college-level course work was NON-TRADITIONAL STUDENTS completed outside of the U.S., these tran- An adult student is one that is 25 years of age scripts must be evaluated at your own or above at the start of their first term. This expense by World Education Services includes first-time freshmen that have (WES). For college-level courses, the acquired a high school diploma or GED and translation must be completed on a students transferring from another two or course-by-course basis. four-year college or university. The admis- 3. Applicants’ whose native languages is sion procedure at Bloomfield College is more not English must submit results of the flexible for adult/non-traditional applicants. Test Of English as a Foreign Language Freshmen applicants are not required to sub- (TOEFL) with a minimum score of 550 mit SAT or ACT scores, nor is it necessary for the paper-based test, 213 for the com- for adult applicants to provide recommenda- puter-based test, or 79 for the internet- tions from high school teachers or a guid- based test; or completion of APIEL level ance counselors. The acceptance of freshmen #3 is required. U.S. Embassies and adult students is based primarily on verifica- Consulates have information about these tion of a high school transcript/diploma or tests so your scores can be sent directly GED (with scores), postsecondary activities to us from the testing organization. and achievements, results of a mandatory In addition, Items 4-5 are required of interview with an Admission Counselor and students already in the United States: assessment of a required essay. Adult/Non- 4. Submit copies of I-20 Forms from all Traditional transfer students are evaluated U.S. institutions previously attended using the criteria described under the (if applicable). ADMISSION WITH TRANSFER STATUS section. 5. Submit a copy of visa, and unexpired I-94 Form. ADMISSION TO CAT AND For more information please visit NURSING MAJORS our international webpage at For information about the CAT and www.bloomfield.edu/international. Nursing majors see pages 85 and 133 respectively. 16 ADMISSION, TUITION, SCHOLARSHIPS & FINANCIAL

Obtaining the Form I-20 for issuance ADMISSION TO GRADUATE of a student visa: PROGRAMS Bloomfield College is required by the Types of Admission Decisions: United States Immigration and Naturaliza- Regular – student meets all standards for tion Service to determine that international admission, gains full matriculation. applicants have sufficient financial resources to cover their expenses while studying in the Deferred – student does not meet the United States. In order to receive your I-20 standard for admission – needs to send Form, you must complete the Bloomfield additional materials. College Form I-20 application with proof of Non-Matriculated – student does not your ability to pay for all education and liv- meet standard for admission-can take two ing expenses. Documentation of sufficient courses as a non-matriculated student funds to cover the educational and living and will be reviewed upon completion expenses for the duration of study is of the courses. A student who passes both required to obtain a student visa. Required courses with a grade of B or higher will be documents include: notarized affidavit admitted as matriculating students upon of support, bank statements, proof of completion of the two courses. A student income (employer letter, pay stub, etc.) who does not earn a grade of B or higher as well as a copy of your passport. must leave the program after completion ADMISSION TO ACCELERATED of two courses. RN/BSN PROGRAM Rejection – student does not meet the RN/BSN Program offers adult students standard for admission under any of the the opportunity to complete courses and other three categories of admission. certificate programs at a fast pace. Courses Master of Science in are run in 7-week sessions, and students Accounting–Admission requirements may complete as many as 12 courses Applicants for Admission to the program during a 12-month period. must meet the following criteria: Admission Requirements: Applicants with a bachelor’s degree in • RN/BSN Degree Program accounting All adults, 23 years of age and older, who • GMAT minimum score of 450 for have a high school diploma or high school applicants with an accounting degree equivalency diploma and documentation of OR consistent and relevant work experience • GMAT +(200 x GPA) of 1000 or higher will be considered for admission. Applicants with a bachelor’s degree To apply, please: in a non-accounting business degree, • Complete the Accelerated College non-business field application • GMAT minimum score of 450 for • Mail application and application fee applicants with an accounting degree of $40 to OR Office of Enrollment • GMAT +(200 x GPA) of 1000 or higher Management and Admission • Prerequisite courses completed follows: Bloomfield College -Non-accounting degree: 1 Park Place Cost Accounting Bloomfield, NJ 07003 Taxation I (Make checks payable to Intermediate Accounting I and II Bloomfield College) Auditing • Have an official high school transcript -Non-business degree: or GED sent to the Office of Enrollment Cost Accounting Management and Admission Taxation I • Have official transcripts of previous Intermediate Accounting I and II college work, if any, sent to the Auditing Office Enrollment Management Business Law and Admission Microeconomics Macroeconomics • RN/BSN Degree Program Candidates Statistics must meet requirements for certificates Introduction to Finance as listed and additional requirements on page 136. ADMISSION 17

International Applicants A Bachelor’s degree with 60 or more • GMAT minimum score of 450 for • applicants with an accounting degree credits in the liberal arts or sciences, a OR cumulative grade point average of 3.0 GMAT +(200 x GPA) of 1000 or higher or higher (official transcripts from all • higher education institutions attended); • TOEFL score of 550 or higher on the paper-based test, 213 or higher on the • Two professional letters of recom- computer-based test, 79 or higher on mendation from supervisors, teachers, the Internet-based test or co-workers; • Prerequisite courses completed A personal statement describing the (determined by degree) •applicant’s philosophy of education For applicants with a bachelor’s degree and reasons for applying to this gradu- plus a CPA or CFA, the GMAT exam is ate program at Bloomfield College waived. (between 250-500 words); For applicants with a masters or doctoral Professional resume/Curriculum degree, the GMAT exam is waived but •Vitae; prerequisite courses must be completed. • Prerequisite courses: • Current NJ teacher certification(s) Cost Accounting if applicable; Taxation I • The Test Of English as a Foreign Intermediate Accounting I and II Language (TOEFL) with a minimum Auditing score of 550 for the paper-based test, Business Law 213 for the computer-based test or Microeconomics completion of APIEL level #3 is Macroeconomics required for applicants whose Statistics native language is not English; Introduction to Finance Candidates will be interviewed by For Bloomfield College alumni of the BS •the faculty. in Accounting program with a GPA of 3.0 or higher, the GMAT exam is waived. Master of Arts in Special Education–Admission requirements It is suggested that applicants with a bache- lor’s degree in accounting, a non-account- • A Bachelor’s degree with 60 or more ing field, or a non-business field and inter- credits in the liberal arts or sciences, a national applicants take th GMAT exam. cumulative grade point average of 3.0 However, in lieu of the GMAT exam a stu- or higher (official transcripts from all dent may be enrolled on a probationary higher education institutions attended); basis for no more than two courses. • Two professional letters of recom- Achievement of at least a B in both courses mendation from supervisors, teachers, may be substituted for the GMAT score. or co-workers; Master of Fine Arts–Admission Personal statement describing the requirements •applicant’s philosophy of education • A B.A., B.S., or B.F.A. Degree; and reasons for applying to this gradu- • An essay describing the personal arts ate program at Bloomfield College practices; (between 250-500 words); • An e-portfolio or personal website Professional resume/Curriculum (portfolio review for all disciplines); •Vitae; • A current Curricula Vitae; Current NJ teacher certification(s) • An interview by phone or Skype; •in Special Education; • 3 recommendations from supervisors, teachers, and/or co-workers; The Test Of English as a Foreign •Language (TOEFL) with a minimum • Short-list candidates come in March for a personal interview; score of 550 for the paper-based test, • Accepted students notified by 213 for the computer-based test or first week of April. completion of APIEL level #3 is required for applicants whose Master of Arts in Early Childhood native language is not English; Education–Admission requirements Candidates will be interviewed by •the faculty. 18 ADMISSION, TUITION, SCHOLARSHIPS & FINANCIAL AID

BS/MS in Accounting–Admission NOTE 2: Students who do not meet requirements BOTH of the following criteria Applicants for admission to the five- must change their major to the BS year BS/MS in Accounting program in Accounting: must meet the following criteria: • Cumulative GPA of 3.0 or higher at Individuals currently enrolled at the end of the sophomore year Bloomfield College: • Grades of B or better in ACC 201 • Must be an Accounting major; and ACC 204 • Must have freshman, sophomore, or GRADUATE CERTIFICATE IN first-semester junior standing; POST-BACCALAUREATE TEACHER • Must have a cumulative grade point EDUCATION average of 3.0 or higher; Individuals with a bachelor’s degree with • Must have grades of B or higher in a cumulative grade point average of 3.0 and ACC 201 and ACC 204; at least 60 credits in the liberal arts are eligi- • Must submit the Five-Year BS/MS in ble for admission. To apply, please: Accounting application (available on the Portal under the Registrar • Complete the Graduate application Department, Documents section), • Mail application and application fee of including a letter of recommendation $40 to: from a Bloomfield College faculty Office of Enrollment member other than the Accounting Management and Admission Program Coordinator Bloomfield College 1 Park Place Individuals who are applying to Bloom- Bloomfield, NJ 07003 field College as new freshman: (Make checks payable to • Must submit a completed undergrad- Bloomfield College) uate application, noting the BS/MS • Have official transcripts from all in Accounting as your area of interest previous colleges sent to the • Must have a high school grade point Office of Enrollment Management average of 3.0 or higher on a scale of and Admission 4.0 • Submit an essay explaining why you wish to become a teacher Individuals applying as transfer stu- Once your application materials have dents: been received, the Teacher Education • Must have an Associate’s degree in Advisor will contact you to arrange an Accounting*; interview and discuss the program in detail. • Must submit a completed undergrad- uate application, noting the BS/MS For more information about the in Accounting as your area of inter- Accelerated Program, please see page 273. est; • Must have a cumulative grade point NOTIFICATION AND TUITION average of 3.0 or higher on a scale of DEPOSIT 4.0; Candidates normally receive official • Must have a grade point average of notification of admission decisions within 3.0 or higher in major courses; two weeks of the completion of their files. The Office of Enrollment Management and *Students who have not completed an Admission adheres to the policy of “rolling Associate’s degree in Accounting may admissions”; that is, the Committee on apply for the five-year BS/MS in Admission considers applicants as soon as it Accounting if they have completed receives their required credentials. Candi- Intermediate Accounting with a grade dates accepted for full-time programs must of B or higher. submit an Intent to Enroll Form and non- refundable tuition deposit by May 1st (Fall Semester) or December 15th (Spring Semes- NOTE 1: The GMAT is not required ter) to reserve space in the entering class. for admission to the five-year BS/MS Students who wish to live on-campus must in Accounting program. submit an On-Campus Housing Deposit and Resident Information Form by May 1st. ADMISSION 19

Priority for housing is given to students UNDERGRADUATE living outside of commuting distance. NON-MATRIC POLICY Students who deposit early and then decide Students who apply to credit bearing not to enroll at Bloomfield College can programs and are deemed not eligible request a full refund by contacting the Office for admission will not be allowed to enroll of Enrollment Management and Admission as a non-matriculated student at no later than May 1st (Fall Semester) or Bloomfield College. December 15th (Spring Semester). After the stated deadlines, no refunds will be granted. HEALTH SERVICES OFFICE– REQUIRED IMMUNIZATION PLACEMENT TESTS The State of New Jersey requires all All Freshmen are required to take students enrolled in a program leading Writing and Mathematics placement tests to a degree to submit proof of immunity for advising and registration purposes to measles, mumps and rubella (MMR) unless their SAT scores is a 570 or higher and Hepatitis B. Two doses of MMR and on the Reading and Writing and/or Math three doses of Hepatitis B or blood titers sections or their ACT score is a 23 in the are necessary to document immunity. English and/or Math sections which will Students born before 1957 are exempt opt them out of one or both tests. Transfer from the MMR requirement. All students students who have not successfully com- must be vaccinated for Hepatitis B within pleted the required English/Mathematics nine months of attendance as a condition courses at their prior institutions will be of continued attendance at Bloomfield required to take the appropriate placement College. test(s). Test scores will expire after 2 years. Medical Exemptions REACTIVATING AN APPLICATION A written statement submitted to the An acceptance decision is effective only Health Services Office by a licensed for the semester for which the student physician indicating that the vaccine is is applying. If a student is accepted but medically contraindicated for a specific chooses not to attend for that semester, the period of time and the reasons for the Office or Enrollment Management and medical contraindication, based upon Admission will retain the application for valid medical reasons as determined two years. Within that period of time, stu- by regulation of the Commissioner dents may request that their applications be of Health and Senior Services. reactivated. If a student has attended other Other Exemptions institutions since the date of the last appli- cation, academic transcripts of this work Exemptions may also include documented must be submitted. After two years have religious, philosophical or moral reasons. elapsed, students will have to submit A general philosophical or moral objection a new application, supporting documents shall not be sufficient for an exemption on and application fee. religious grounds. Resident Students FORMER BLOOMFIELD COLLEGE All health records are to be submitted to STUDENTS the Health Services Office prior to moving If a student discontinued his/her studies in to campus housing. at Bloomfield College and decides to In addition to the requirements listed, re-enroll, the student must complete an all students enrolling in a program leading application for reinstatement. The Office of to an academic degree, who reside in a Enrollment Management and Admission campus residence, or campus sponsored will process it within two weeks. Former housing, must receive a meningococcal students who have been away for 3 or vaccination as a condition of attendance at more years must submit a new admission that institution. application, proof of high school gradua- tion, and/or official transcripts from any A negative Tuberculosis (Mantoux) test, no other college previously attended besides more than 6 months old, is also required. Bloomfield College, and application fee. Follow-up as recommended by the Center for Disease Control and a negative chest x-ray report must be submitted prior to moving in. 20 ADMISSION, TUITION, SCHOLARSHIPS & FINANCIAL AID

Tuition Rates

Bloomfield College is a private, non- This commitment is rooted in our profit, Presbyterian-related college. belief that all students should have Committed to affordability and trans- the opportunity to attend the institution parency we do not have additional that is right for them via access, afford- fees outside of tuition, room, board, ability, and excellence. and textbooks.

TUITION AND HOUSING RATES 2019-2020

TUITION Traditional Undergraduate Full-time Students (3-5 course units) $ 15,115 per semester Part-time Students (less than 3 course units) $ 3,760 per course Audit $ 1,880 per course SUMMER TUITION $ 1,524 per course ACCELERATED UNDERGRADUATE, AND GRADUATE Full and Part Time Students $ 1,960 per course Student Insurance Premium $ 536.50 per semester (All Full-Time Students) International Insurance Premium $ 536.50 per semester ROOM AND BOARD – Franklin Street $ 6,850 per semester ROOM AND BOARD – 23 Park Place $ 6,350 per semester ROOM AND BOARD – 225 Liberty $ 6,650 per semester ROOM AND BOARD – Clee, Schweitzer $ 6,150 per semester ROOM AND BOARD – Theme Houses $ 6,350 per semester

SPECIAL TUITION RATES Alumni Bloomfield Police, Fire and Bloomfield College graduates who return Emergency Personnel to take additional undergraduate courses • Offered tuition cost at 15% of and Bloomfield students who have full-time undergraduate tuition. completed graduation requirements are offered a 35% reduction in tuition. TUITION 21

OTHER COSTS

Admission Application Fee (one-time) $ 40 Deferred Payment Set-Up (per semester) $ 25 ID Card–Replacement (per occurrence) $ 10 Late Bill Settlement (per semester) $ 100 Lifelong Learning Assessment (per occurrence) $ 500 New Student Tuition Deposit-Commuter (one-time) $ 150 Applied to semester bill upon enrollment New Student Tuition Deposit-Resident (one-time) $ 250 Applied to semester bill upon enrollment Parking Permit-Commuter (annual) $ 107 Parking Permit-Resident (annual) $ 100 Room Insurance (Mandatory, Residents Only) (annual) $ 60 Summer Housing (No Meal Plan) (weekly) $ 100 Text Books (per semester estimate) $ 625 Transcript Request (by mail) $ 5 Transcripts Request (same day) $ 8

RESIDENCE FEE SCHEDULE OF PAYMENTS Double rooms are available for students on Tuition is charged per semester. campus. Resident students must engage All students are required to pay, and/or their rooms for a full academic semester submit evidence of financial aid and participate in one of the available meal arrangements to pay semester charges plans. Some single rooms are available at on or before the first day of classes. an additional $150 per semester. Fall/Spring semester accounts are to be Students who wish to reserve space in the settled by posted settlement deadline or a residence halls must submit a $100 security $100 late fee will be charged. deposit prior to registration. This deposit The Office of Student Financial Services becomes a damage deposit upon occupan- accepts MasterCard, VISA, Discover and cy, refundable upon withdrawal or gradua- American Express. tion provided no damage has occurred and proper notice has been given to the In addition, a payment plan is offered. Director of Residential Education and Please contact the Office of Student Housing. Financial Services for more information. 22 ADMISSION, TUITION, SCHOLARSHIPS & FINANCIAL AID

STUDENT MEDICAL INSURANCE Three week intensive summer session All full-time students are charged an students who file written notice of with- amount to be determined per semester for drawal with the Registrar during the first medical insurance. Options will be com- two days of classes will receive 50% credit municated by the College and based on of tuition only. After the second day of the current regulatory requirements. Students three-week summer session, no adjustment who have their own insurance may waive is made if a student withdraws. this fee. Request for waivers must be In the event of withdrawal book-store received in the Office of Student Financial charges will be billed at 100%. Services by the start of the term. Student Any student asked to withdraw for Medical Insurance brochures are available disciplinary reasons will receive no in the Office of Student Financial Services. adjustment of tuition or fees. The waiver must be submitted online In the event of withdrawal from the through the Bloomfield College Portal. College, the food service fee is prorated. TUITION ADJUSTMENT The dormitory fee is not refundable in any part after registration. If a student files written notice of with- drawal with the Registrar according to the FINANCIAL OBLIGATION schedule below, tuition for the fall, spring, Any unpaid balance constitutes a financial or 14-week summer term will be credited obligation which students must meet in as follows, if all other obligations to the full before securing transcripts, diplomas College have been discharged in full: or recommendations. During the first two weeks Bloomfield College reserves the right to 100% of tuition only withhold transcripts or diplomas for 10 During the third week business days from date of payment when 75% of tuition only payment is made by check. During the fourth week Unpaid balances remaining 60 days 50% of tuition only after the last official class could include After the fourth week of the semester, no collection agency and attorney fees. adjustment of tuition will be made. Seven week accelerated and summer session students who file written notices of withdrawal with the Registrar during the first week of classes will receive 50% credit of tuition only. After the first week of a session, no adjustment of tuition is made if a student withdraws. SCHOLARSHIPS & FINANCIAL AID 23

Scholarships & Financial Aid

HOW TO APPLY your Expected Family Contribution (EFC). Bloomfield College recognizes that many This is the amount of money you and/or families need assistance in meeting the cost your parents can be expected to contribute of a college education. While the College to your college costs. The EFC figure which expects that students and their parents will is calculated by the Federal Government contribute to the fullest extent of their takes the size of the family, number in ability from their income and assets, the college, parent and student income and financial aid programs administered by assets into consideration. Bloomfield College can provide financial Bloomfield College will then try to meet assistance to students who would be your need through a financial aid package unable to attend college without it. which can include a combination of grants, Students are encouraged to seek advice and/or scholarships, (do not have to be and assistance from the Student Financial repaid), loans (must be repaid), and Services Office whose staff can provide employment These awards that make up detailed information regarding federal, State the financial aid package come from and College financial aid programs. Federal, State and Institutional Resources. The Student Financial Services Office In order to receive aid from most is located in Knox Hall can be reached at programs, you must meet the following (973) 748-9000, Ext. 1212. criteria: The following are steps in applying for • Have financial need (not a criteria for scholarships and financial aid: some scholarships and some loans) 1. Apply for admission to Bloomfield Have a high school diploma College. The final decision regarding • your eligibility for financial aid will • Be working toward your first under- be made after you are accepted for graduate degree at Bloomfield College admission and your FAFSA application and be enrolled in an academic program is on file. that is approved by the federal govern- ment 2. File a Free Application for Federal Student Aid (FAFSA). Use the • Be a U.S. citizen or eligible noncitizen Bloomfield College federal code (not a criteria for all scholarships or number of 002597 when completing institutional work-study) the form online by accessing the • Have a valid Social Security number www.fafsa.ed.gov website. • Be registered with the Selective Service 3. Complete the State Grant Questionnaire (if applicable) with HESAA. Apply online at • Maintain satisfactory academic progress http//www.hesaa.org/Pages/NJGrants Home.aspx Both Direct and Indirect expenses, which comprise a student’s total Cost of HOW BLOOMFIELD COLLEGE Attendance (COA), are considered in DETERMINES ELIGIBILITY awarding loans. Jobs provide funds as they are earned and students usually The College makes every effort to assist apply for these funds to non-direct costs. needy students, to provide financial aid which approximates or equals demonstrat- After a student files the appropriate appli- ed financial need and attempts to provide cations, the data is reviewed and evaluated. a financial aid package which is sensitive Notice of results is sent to the applicant to the student’s circumstances. with additional instructions. These instruc- tions should be read and carefully followed Students are encouraged to apply by in order to ensure receipt of the award. November 15th in order to ensure a time- The amount of financial aid granted to any ly response based on availability of funds. student is based on the extent of need, Using the information you supply on the funds available and demonstrated FAFSA, the federal processor determines academic progress toward a degree. 24 ADMISSION, TUITION, SCHOLARSHIPS & FINANCIAL AID

Total aid–including scholarships, grants, Changes in financial circumstances often federal work-study, loans, and other educa- make it necessary to update and re-evalu- tional resources (such as tuition remission ate an aid application. Parents and students and veteran’s benefits–)cannot exceed the with altered family situations should notify total COA, whether the student aid was the Office of Student Financial Services administered through financial aid or some regarding such changes. other source. In cases where a student Financial aid is awarded annually and, receives funds from certain federal student- therefore, new applications must be com- aid programs, total financial aid may not pleted each year. Continuation of aid will be exceed his or her demonstrated financial based on documented financial need, aca- need. demic standing, and availability of funds. Tuition is charged per semester. All students are required to pay, and/ STANDARDS OF ACADEMIC or have financial aid arrangements to PROGRESS (SAP) pay semester charges on or before the Academic Progress is a requirement for all first day of classes. students receiving federal, state, or institu- Students that do not have satisfactory pay- tional aid. Specifically, financial aid recipi- ment arrangements and/or financial aid by ents must meet both a qualitative and a the clearance deadline, will be subject to a quantitative standard to maintain eligibili- $100 Late Fee. ty for financial aid. The qualitative measure is a cumulative Grade Point Average. Students are eligible for deferments based In addition to maintaining a certain on evidence of financial assistance (such cumulative grade point average, students as an application for a Federal Direct must successfully earn minimal numbers Student Loan). Financial aid is disbursed of degree credits for each term of each semester as a credit to the student’s attendance. See the Student Financial account. Services Webpage for more details.

Grade Qualitative Quantitative Maximum Level Measure Measure Amount Requirement Requirement of Course (CPGA) (Completion Unit Rate) Attempts

______Freshmen 1.7 66.67% 48 CU Sophomore ______Junior 2.0 66.67% 48 CU Senior

The completion rate is evaluated by adding the total number of attempted courses and dividing by the total number of completed courses. An attempted course is any course that is transcripted. Withdrawals and failures are considered an attempted course. Completed______Courses Completion Rate= Attempted Courses

If a student fails to meet either the qualitative or quantitative measure of completion (or both), the student will be placed on Financial Aid Suspension. Once notified of Financial Aid Suspension, the student has the option to appeal the suspension. If the appeal is approved, the student’s place on Financial Aid Probation for one payment period/term. If at the end of the payment period/term, the students is still not meeting SAP, the student will again be placed on Financial Aid Suspension. The student will now be required to submit an Academic Plan. If a student chooses not to appeal, or the appeal is denied, the student may continue to attend academically but is ineligible to receive financial aid. Without an approved appeal, a student cannot regain Financial Aid eligibility until the standards of academic progress are met. SCHOLARSHIPS & FINANCIAL AID 25

FINANCIAL AID POLICIES • Students in their final semester needing • Students receiving financial aid must be fewer than three course units to com- making satisfactory academic progress plete degree requirements will be consid- according to the College’s policy and ered full-time students for state aid only. be matriculated in an eligible program (Note: Federal Student Aid Regulations of study. supersede this policy when determining • Students who are United States citizens eligibility for federal aid.) For additional (including U.S. nationals) or permanent information please call the Office of Stu- residents of the U.S. (possessing an alien dent Financial Services (973) 748-9000, registration, Form I-551) may be consid- Ext. 1212. ered for financial aid. Other individuals • Undergraduate students must be regis- who may be eligible for aid are those tered for a minimum of 1.5 course units possessing a conditional permanent in order to receive Financial Assistance resident (I-551C) or an I-94 Arrival- from federal sources. A student must be Departure Record (I-94) from the registered full-time (3.0 course units) in U.S. Immigration and Naturalization order to receive financial assistance Service showing any one of the through state and/or Bloomfield College following designations: “Refugee,” sources. or “Asylum Granted,” or “Indefinite Graduate matriculated students must Parole,” “Humanitarian Parole,” or • be registered for a minimum of 1 course “Cuban-Haitian Entrant.” Students on unit in order to receive Financial Assis- F1 or F2 student visa, or only a J1 or J2 tance from federal sources. exchange visitor visa, or a G series visa (pertaining to international organiza- VERIFICATION POLICIES tions) are, by definition, in this country on a temporary basis and are not eligible All students who are selected by the federal to receive any federal or State assistance. or State agency or the College for verifica- Documentation of permanent residency tion will be required to provide additional status may be required prior to the documentation which demonstrates the awarding of financial aid. accuracy of the data which was previously provided on a financial aid application. • Students must not owe refunds on a Students will be given approximately one Federal Pell Grant, a Federal Supple- month to provide the information once it mental Educational Opportunity Grant, is requested. Failure to complete the verifi- or a New Jersey Tuition Aid Grant in cation process may result in cancellation order to receive financial aid. of financial aid which has been awarded. • Students will not be eligible to receive For complete information on all financial financial assistance from any source aid programs, please call the Office of Stu- (federal, state and college) if they are dent Financial Services (973) 748-9000, in default on a student loan received Ext. 1212 or 1383. through any federal program (Federal Perkins Loan, Federal Direct Student FINANCIAL AID REFUND POLICY Loan, and/or Federal PLUS Loan). Bloomfield College will provide a fair and • Students awarded grants/scholarships equitable refund to all students who with- from Bloomfield College may not draw from school before the completion of receive total grants/scholarships from all an enrollment period for which they are sources (institutional, federal, state and charged. The federal government mandates external aid) in excess of the total cost that Bloomfield College perform the of attendance, and, if applicable, room appropriate refund calculation based on and board. the student’s registration and financial aid status at the time of withdrawal. Each formula is described as follows: 1. Students Not Receiving Funding from Any Source The tuition refund policy as described in the “Tuition” section of this catalog will apply. 26 ADMISSION, TUITION, SCHOLARSHIPS & FINANCIAL AID

2. Students Receiving Bloomfield College If you plan to withdraw from any of Funding Only (Grants, Scholarships your courses during an academic term, and/or Waivers) it is important that you contact the The tuition refund policy as described Office of Student Financial Services for in the “Tuition” section of this catalog advice regarding your financial aid. If will apply. The amount of Bloomfield you are not properly enrolled at the College funding retained by the student time the funds disburse, you could jeop- will be based on the same percentage as ardize receipt of particular types of aid. the institutional refund policy. (Exam- Withdrawing from courses may also ple: A student who is billed 80% of prevent you from making satisfactory tuition for the semester will receive 80% academic progress, which will affect of the Bloomfield your eligibility for future assistance. If College semester award). you want to withdraw from all your 3. Federal Financial Aid Recipients courses, it is imperative that you follow the withdrawal procedure with the Reg- Current federal regulations require that istrar to obtain an official withdrawal students who withdraw from classes date. before 60% of the semester has passed will be subject to the federal govern- 6. Treatment of Bloomfield College ment Return of Title IV Funds formula. Financial Aid for Total Withdrawal Bloomfield College is allowed to Adjustments to institutional financial retain only that portion of aid which aid follow Bloomfield College’s corresponds to the actual length of policy on refunds for tuition due to attendance in the enrollment period withdrawal. minus any of the student’s unpaid If you withdraw from all courses on scheduled cash payments. or before completing 60 percent of an Excess Federal Financial Aid Funds will academic term, your financial aid will be returned in the following order: be reviewed to determine whether funds Unsubsidized Federal Direct Student must be adjusted in accordance with Loan, Subsidized Federal Direct Student college, state, and federal policies gov- Loan, Federal Plus Loan, Federal Pell erning total withdrawals. Office of Grant, Federal Supplemental Education- Student Financial Services calculates al Opportunity Grant, other Title IV your refund of tuition for total with- programs, other federal sources of aid, drawals according to the college’s policy. state aid programs, private aid pro- The policies on treatment of financial aid grams, institutional aid, refund to the for total withdrawals, however, are specif- student. ic to each designated fund program and 4. State of New Jersey Grant(s) Recipients are applicable only if you were awarded that particular type of fund. If you were Refunds may be due to the State of awarded various types of financial aid, New Jersey when a student withdraws more than one policy may apply in or is terminated or drops to less than determining your revised aid eligibility. full-time status during the institu- tional refund period. Students may request an example of the refund calculations from the Office of Student Financial Services. 5. Financial Aid–Withdrawal from Bloomfield College If you fail to enroll or to begin atten- dance for the award period indicated on your financial aid award letter, the Office of Student Financial Services must cancel all financial aid that was offered to you. Upon your re-enroll- ment, you can request financial assis- tance again, but any assistance you receive will be based on the availability of funds at the time. SCHOLARSHIPS & FINANCIAL AID 27

FEDERAL PROGRAMS FEDERAL DIRECT LOAN PROGRAMS Federal Pell Grants Eligibility for a Pell Grant is based on the Federal Direct Loan Program Expected Family Contribution that is (Subsidized) calculated from the information provided This loan program enables students on the Free Application for Federal Student enrolled on at least a half-time basis to Aid (FAFSA). The Central Processor sends apply for loans up to $3,500 yearly for the student a Student Aid Report in students in the first year of study, $4,500 response to the submission of the FAFSA. The Expected Family Contribution is listed for the second year of study, and up on the Student Aid Report if the FAFSA to $5,500 for students in their third or was properly completed. A Federal Pell fourth year of study. Grant, unlike a loan, does not have to be All students applying for a Direct Student repaid. Pell Grants are restricted to student Loan must file the Free Application for pursuing their first undergraduate degree Federal Student Aid (FAFSA). Undergradu- and are prorated if a student is enrolled for ate students demonstrating financial need fewer than 12 credits each semester. are eligible for a federally subsidized loan A student may not receive a Pell Grant for the entire period of at least half-time from more than one college for the same study and throughout a six month grace period of time. Funding for the Pell Grant period. The loan matures six months after program is subject to congressional appro- a student ceases at least half-time study priations. Therefore, the range of specific and is repayable in minimum installments award amounts may change each academic of $50 monthly over a period of up to year. Beginning July 1, 2012, students ten (10) years. The annual interest rate are limited to 12 semesters of Pell Grant as of July 1, 2016 is fixed at 3.76% for eligibility during their lifetime. Undergraduate Students and 5.31% for Federal Supplemental Educational Graduate Students. Opportunity Grant (FSEOG) Students must use the loan money This federal program provides grants for authorized educational expenses at on the basis of need to undergraduate Bloomfield College for the time period students. Awards range from $100 to shown on the application. Authorized $4,000. Only students eligible to receive a expenses include: tuition, room, board, Federal Pell Grant will be considered for fees, books, supplies, equipment, the FSEOG award. Students who begin dependent child care, transportation their undergraduate studies at Bloomfield and/or commuting expenses. Loan College will be limited to eight semesters proceeds may not be used to purchase of eligibility; transfer students will be or lease an automobile. limited to four semesters of eligibility. By endorsing a Federal Direct Loan prom- Federal Work-Study Program issory note, the borrower is confirming This federal program provides employ- his/her agreement to repay the Federal ment opportunities to full-time students Direct Loan(s). Borrower dissatisfaction demonstrating financial need. Students with, or nonreceipt of, the educational who receive funding through this program services being offered by Bloomfield may be assigned jobs on campus or with a College does not excuse the borrower cooperating non-profit community-orient- from repayment of any loan made for ed agency. Work-study provides an oppor- enrollment at the institution. tunity for students to learn professional skills while working for financial assis- tance. Students earn funds as they work. Paychecks are issued every two weeks. Students interested in additional employ- ment programs should consult the Career Development section of this catalog. 28 ADMISSION, TUITION, SCHOLARSHIPS & FINANCIAL AID

Federal Direct Loan Program Federal Direct PLUS Loan Program (Unsubsidized) Federal Plus loans are available to parents Students who do not demonstrate finan- of dependent undergraduate students who cial need are eligible for an unsubsidized have a valid FAFSA on file, are enrolled Federal Direct Loan. This loan program at least half-time, and are maintaining enables students enrolled on at least a half- satisfactory academic progress. Parents time basis to apply to participating lending must be a U.S. Citizen or eligible non- institutions for loans up to $2,000 yearly. citizens. The interest rate is fixed at 6.31% Payment is due on interest only after as of July 1, 2016 and borrowers are the institution has received the first loan responsible for all interest on the loan. disbursement, unless the borrower has Please be advised that there is an origina- requested that the interest be capitalized. tion fee on these loans. Repayment general- Students begin repayment on principal ly begins 60 days after the second disburse- six months after a student ceases at least ment on this loan, however, principal and half-time study. The annual interest rate interest can now be deferred. Please be is fixed at 4.66%. The annual interest rate advised that these loans are subject to cred- as of July 1, 2016 is fixed at 3.76% for it approval. Undergraduate Students and 5.31% for Please visit our Plus Loan web link for Graduate Students. more information. Students must use the loan money for authorized educational expenses at Bloomfield College for the time period shown on the application. Authorized expenses include: tuition, room, board, fees, books, supplies, equipment, depend- ent child care, transportation and/or commuting expenses. Loan proceeds may not be used to purchase or lease an automobile. By endorsing a Federal Direct Loan prom- issory note, the borrower is confirming his/her agreement to repay the Federal Direct Loan(s). Borrower dissatisfaction with, or nonreceipt of, the educational services being offered by Bloomfield College does not excuse the borrower from repayment of any loan made for enrollment at the institution. SCHOLARSHIPS & FINANCIAL AID 29

STATE OF NEW JERSEY State Scholarships Not Based on Need PROGRAMS Grants Based on Need Edward J. Bloustein Distinguished Scholars Program New Jersey Tuition Aid Grant (TAG) Students demonstrating the highest level The Tuition Aid Grant is awarded to New of academic achievement based upon their Jersey residents of at least twelve (12) secondary school records and SAT scores consecutive months. The parent(s) of a will be selected for consideration by their dependent student must also be New Jersey high schools. The State of New Jersey will Residents for the prescribed period of time. offer a $1,000 Distinguished Scholar award In addition, recipients must be or intend to to New Jersey residents who intend to be enrolled as full-time undergraduates enroll at a New Jersey college or university and must demonstrate financial need. TAG as a full-time undergraduate student. awards are renewable annually and are set Additional information can be obtained by the state the summer prior to the new from the high school guidance office. academic year. Students are notified of their New Jersey World Trade Center award by the HESAA. You may receive the Scholarship award for nine (9) semesters if financial need is demonstrated. You must reapply to Recipients of this scholarship are the HESAA for funds each year by submitting a dependent children and surviving spouses Free Application for Federal Financial Aid of New Jersey residents who died as a (FAFSA) by April 15 for renewal students result of the terrorist attacks against the and September 15 for new students. In United States on September 11, 2001. addition to answering additional questions Student may attend an eligible post- by directly linking off the FAFSA or by visit- secondary school in New Jersey or may ing www.hesaa.org., you must be working also attend an out-of-state institution of towards your first undergraduate degree. higher learning. You must be a full time Educational Opportunity Fund (EOF) undergraduate student. Established by the New Jersey Legislature Urban Scholars in 1968, Educational Opportunity Fund Additional high achieving students Grants (EOF) are awarded to undergradu- attending public secondary schools in the ates from educationally disadvantaged State’s urban and economically distressed backgrounds who also demonstrate finan- areas (Type A and B school districts as cial need. Students and the parent(s) of defined by the New Jersey Department of dependent students must be residents of Education) may be selected as Edward J. New Jersey for twelve (12) consecutive Bloustein Distinguished Scholars under months prior to receiving this award funding provided through the Urban and maintain full-time attendance. The Scholars Program. Students who rank in application deadline is October 1 for the the top 10% of their class and have a academic year and March 1 for Spring grade point average of at least 3.0 (on a 4.0 only. or equivalent scale) at the end of their jun- A student is academically eligible if ior year are considered for Urban Scholar he/she exhibits evidence of the potential to awards. An Academic Index (AI) for each succeed in college, but does not demon- of these students is computed based on strate sufficient academic preparation to class ranking and grade point average, gain admission to an approved institution and offers are made to candidates with of higher education under its regular the highest AI. Each participating Type standards of admission (where applicable) A and B school receives a share of the and shall have standardized test scores total awards available based on class size. that are below the institutional norms. Scholarship offered under the Urban Financial eligibility for EOF is based on Scholars Program are valued at $1,000 the size of the student’s household and annually without regard to financial need. the total family income. 30 ADMISSION, TUITION, SCHOLARSHIPS & FINANCIAL AID

NJCLASS Loan Program Non-Need Based Aid for All Students New Jersey College Loans to Assist State Students (NJCLASS) is a loan program Family Scholarships intended for the middle-income families Family scholarships are awarded when of college undergraduate or graduate more than one family member is enrolled students. Under the program, a student, as a full-time traditional undergraduate parent, legal guardian, spouse, or relative student at Bloomfield College during the may borrow up to the student’s cost of same semester. education. NJCLASS Loan funds may be A family member is defined as someone used to pay for school-related expenses living in the same household with one (tuition, fees, books, supplies, room and of the following relationships: board, etc.) and should supplement other A. Siblings who are both dependent sources of financial aid. The program is students administered by the New Jersey Higher B. Parent/dependent child Education Assistance Authority (NJHEAA) C. Husband/wife which also acts as lender. D. Grandparent/grandchild To be eligible, family members must be BLOOMFIELD COLLEGE U.S. citizens or permanent residents. PROGRAMS After one family member is enrolled full- Institutional Need Based Aid time, each additional family member who for All Students enrolls full-time will be awarded a Family Scholarship after submitting a financial aid Bloomfield College Tuition application. The scholarship will be deter- Scholarships mined based on the amount of tuition the family is required to pay beyond the grants Bloomfield College Tuition scholarships for which the student is eligible. are awarded to full-time traditional under- The following percentages will be applied graduate students on the basis of financial to the tuition cost they are required need and financial aid packaging guidelines. to pay: These scholarships are awarded to offset the Second family member to enroll 50% increased costs of tuition and fees. Students Third family member to enroll 75% must have filed a FAFSA application and Fourth family member to enroll 100% be a U.S. citizen or eligible Non-citizen to Children of Alumni Scholarships be considered for these scholarships. Dependent children of Bloomfield College Bloomfield College Study Abroad alumni are awarded $500 scholarships Grants each year they are enrolled as full-time traditional undergraduate students Bloomfield College students who enroll pursuing their first undergraduate degree. in a study abroad program approved by The scholarship is awarded for up to four the College will be considered for a Study years (eight semesters). Awards will not Abroad Grant up to $1,000 for one semes- be given if the parent or the recipient are ter only. Students must have demonstrated in default on any student loan made by financial need and have utilized the maxi- the College or the federal government. mum eligibility under the Federal Direct Student Loan Program. No separate application is required. Eligible students should contact the Office of Student Financial Services to receive the award. SCHOLARSHIPS & FINANCIAL AID 31

BLOOMFIELD COLLEGE awards are presented. The Presidential PROGRAMS Scholar Awards are renewable for up to four years (eight semesters) of full-time Institutional Scholarships and Grants study at Bloomfield College. Recipients Not Based on Need must maintain a cumulative grade point average of 3.0 or better, show evidence of A scholarship in combination with other good citizenship in the Bloomfield College grants cannot exceed the cost of tuition community and demonstrate satisfactory at the College. progress toward the bachelor’s degree. Trustees Scholar Awards Transfer Scholarships Annual awards from $9,000–full tuition are Annual awards from $6,000–full tuition to available to students in the top quarter of full-time traditional undergraduate trans- their high school class with a minimum fer students from two-year colleges who high school grade point average of 3.6, 980 present a grade point average of at least 2.5. SAT scores, College Prep Curriculum 4 + Students must be admitted to the College. AP and/or Honor courses. Students must Renewal of the scholarship (maximum of be admitted to Bloomfield College as full- six semesters of full-time study) requires a time traditional undergraduate freshmen. minimum 3.0 grade point average. Stu- Bloomfield College continues to consider dents with a previous bachelor’s degree are only the Reading and Writing and Math not eligible. Candidates are not required to sections of the SAT and/or ACT. Students demonstrate financial need; however, they for admission decisions must be U.S. citi- are required to file the Free Application for zens or permanent residents of the United Federal Student Aid (FAFSA) before States. Candidates are not required to awards are presented. demonstrate financial need; however, they are required to file the Free Application for Phi Theta Kappa Transfer Federal Student Aid (FAFSA) before the Scholarships awards are presented. The Trustee Scholar Annual awards of up to full tuition are Awards are renewable for up to four years available to traditional undergraduate (eight semesters) of full-time study at transfer students from two-year colleges Bloomfield College. Recipients must who present a grade point average of at maintain a cumulative grade point least 3.5 and are members of Phi Theta average of 3.0 or better, show evidence of Kappa, the international honor society of good citizenship in the Bloomfield College the two-year colleges. community and demonstrate satisfactory Students must have earned an Associate progress toward the bachelor’s degree. in Arts or Associate in Science degree and Presidential Scholar Awards must be admitted to Bloomfield College and enrolled immediately following receipt Annual awards from $7,000–full tuition of their degree from the two-year college. are available to students in the top third of their high school class with a minimum Renewal of the scholarship (maximum of high school grade point average of 3.0, SAT six semesters of full-time study) requires score of 980 or higher, College Prep Cur- a minimum 3.0 grade point average. riculum 2 + Honor or AP. Students must Part-time students and students with a have been admitted to Bloomfield College previous bachelor’s degree are not eligible. as full-time traditional undergraduate Candidates are not required to demon- freshmen and must be U.S. citizens or strate financial need; however, they are permanent residents of the United States. required to file the Free Application for Candidates are not required to demon- Federal Student Aid (FAFSA) before the strate financial need; however, they are awards are presented. required to file the Free Application for Federal Student Aid (FAFSA) before the 32 ADMISSION, TUITION, SCHOLARSHIPS & FINANCIAL AID

Cicely Tyson School of Fine and Bloomfield College Campus Animation Performing Arts Scholarships at the East Orange Campus High In recognition of Cicely Tyson School’s School Scholarships outstanding contribution to education In recognition of East Orange Campus in the arts and its collaboration with High School’s outstanding contribution to Bloomfield College’s Creative Arts and education in the arts and its collaboration Technology Program, the College has with Bloomfield College’s Creative Arts established the Bloomfield College-Cicely and Technology Program, the College has Tyson School of Performing and Fine established the Bloomfield College East Arts Scholarship (CTSPFA). Up to two Orange Campus High School’s (EOCHS) scholarships shall be awarded each year Scholarship. Up to two scholarships shall to CTSPFA graduates who enroll as full- be awarded each year to EOCHS graduates time traditional undergraduate freshmen who complete the joint BC/EOCHS ani- at Bloomfield College. The scholarship mation program and enroll as full-time shall cover up to 50% of annual tuition. traditional undergraduate freshmen at Candidates for the scholarship must have a Bloomfield College. The scholarship shall minimum 3.0 grade point average and a SAT cover up to 50% of annual tuition. of 950 or higher to qualify. They must be Candidates for the scholarship must have admitted to Bloomfield College and be nom- a minimum grade point average of 3.0 and a inated by the High School. The Bloomfield minimum SAT of 950 to qualify. They must College scholarship committee shall select be admitted to Bloomfield College and the recipients based on academic records, be nominated by the High School. The standardized test scores, recommendations Bloomfield College scholarship committee from Cicely Tyson School faculty and shall select the recipients based on administrators, and an interview with the academic records, standardized test scores, scholarship committee. Artistic talent and recommendations from EOCHS achievement, motivation, and industry will faculty and administrators, and an interview also be considered in the selection process. with the scholarship committee. Artistic Candidates are not required to demon- talent and achievement, motivation, and strate financial need; however they are industry will also be considered in the required to file the Free Application for selection process. Federal Student Aid (FAFSA) before the Candidates are not required to demonstrate scholarships are awarded, if they are U.S. financial need; however they are required to citizens or permanent residents of the U.S. file the Free Application for Federal Student The scholarship is renewable for a Aid (FAFSA) before the scholarships are maximum of four years of full-time awarded if they are U.S. citizens or perma- study; renewal of the scholarship requires nent residents of the U.S. The scholarship is recipients to maintain a grade point aver- renewable for a maximum of four years of age of 3.0. full-time study; renewal of the scholarship requires recipients to maintain a GPA of 3.0. SCHOLARSHIPS & FINANCIAL AID 33

Bloomfield High School Scholarship Candidates are not required to demon- Bloomfield College will award scholarships strate financial need; however, they are to Bloomfield High School graduates based required to file the Free Application for on academic achievement once they are Federal Student Aid (FAFSA) before the admitted to the College. Awards are renew- scholarships are awarded if they are able for four years and are not based on U.S. citizens or permanent residents financial need. Three criteria are consid- of the U.S. ered in determining the amount of the The Scholarship is renewable for a award: combined SAT score, high school maximum of four-years of full-time grade point average, and rank in class. Full study; renewal of the Scholarship requires tuition scholarships will be awarded up to recipients to maintain a grade point a maximum of five students per class. average of 3.0. Award Amounts: Bloomfield College Athletic Full Tuition and Books— Scholarships • SAT scores: 1270+ Athletic Scholarships in both men’s • High School grade point average: and women’s sports are awarded by the 90 (3.5) Director of Student Financial Services, • Rank in class: top fifth based on recommendations made by the Athletic Department to students admitted Full Tuition— to Bloomfield College. • SAT scores: 1100-1260 • High School grade point average: Athletic Scholarships awarded to students 90 (3.5) cannot exceed the total cost of tuition, • Rank in class: top fifth fees, and room and board, if applicable. Scholarships are renewable on an annual $4,500— basis for up to four(4) years of undergrad- • SAT scores: 990-1090 uate study at Bloomfield College. • High School grade point average: To apply, contact the Director of Athletics. 85 (3.0) • Rank in class: top third $2,500— • SAT scores: 910-980 • High School grade point average: 80 (2.7 or 2.8) • Rank in class: top half 34 ADMISSION, TUITION, SCHOLARSHIPS & FINANCIAL AID

BLOOMFIELD COLLEGE Bloomfield College mission. Applications PROGRAMS will be available in the Office of Residential Life, the Office of the Dean of Students, Merit Scholarships for the Academic Advising Office and the Continuing Students Office of the Vice President for Academic Affairs during the spring semester. Bloomfield College President’s The deadline date is usually in early May. Scholarship The Bloomfield College President’s Scholarship is awarded to outstanding Restricted and Endowed Scholarships students in the areas of social and behav- Based on Financial Need and/or ioral sciences, excluding physical educa- Academic Merit tion. Awards will be based on academic achievement and potential for growth. These scholarships are assigned by the The number and amounts of awards are Office of Student Financial Services determined annually by the President according to the scholarship stipulations of the College in consultation with the established by the donor. Division of Social and Behavioral Sciences. The donors of several scholarship funds Deans’ Scholarship have placed restrictions as to residence, This award recognizes academic excellence place of birth, and other qualifications of and service. To be eligible, a student must applicants. have a minimum cumulative grade point Applicants who meet the qualifications in average of 3.8, have achieved at least soph- addition to College scholarship requirements omore status, be enrolled full-time in will be considered for scholarships from the traditional undergraduate program these funds. All financial aid applicants are and have demonstrated service in an considered for restricted scholarships. area of appropriate need, be it to family, However, those receiving need-based aid community or College. are subject to the College’s financial aid Academically eligible students are contact- packaging policy as well as regulations ed in January and invited to apply for governing the awarding of federal and state the scholarship which, if granted, will be programs. Therefore, receipt of a restricted credited to the following academic year scholarship may result in the reduction tuition. Students who believe they are of previously awarded aid. Awarding of eligible, but have not received an applica- restricted scholarships is based on the tion package by the end of January, availability of funds. should contact the Special Assistant to Joseph Alexander Foundation the Vice President of Student Affairs. Scholarship Division Scholarships Funds are given to students with financial Each academic division offers scholarships need based on academic performance. to students. The selection of the scholar- Elizabeth J. Ballard Annual ship recipients is based on both academic Scholarship merit and financial need. The candidates Scholarships are awarded to full-time are required to file the Free Application for junior and senior students based on Federal Students Aid (FAFSA) before the financial need and a minimum GPA of scholarship is awarded. Students must be 3.0. Qualified students must be natives of U.S. citizens or permanent residents of the Newark, NJ. United States. These scholarships are eligible for renewal (for a maximum of C.R. Bard Scholarship four years or eight semesters) at the This annual scholarship will be awarded to discretion of the academic division. freshman, sophomore, junior and senior Residence Life Scholarship students majoring in nursing, biology, chemistry, clinical laboratory science, allied All Bloomfield College resident students health technologies or pre-chiropractic who are of sophomore status or better and studies. The C.R. Bard Foundation Schol- who have achieved a grade point average of arship is based on financial need and aca- at least 3.00 are invited to apply. Applicants demic merit.Students must maintain a must have a history of good citizenship, minimum GPA of 3.0. a record of service in the community, and demonstrate a strong commitment to the SCHOLARSHIPS & FINANCIAL AID 35

Jacqueline M. Bartley and Margaux ship capacity and financial need. The Jade Oxle Annual Scholarship Fund Office of Student Financial Services, in Scholarships are awarded to full-time cooperation with the Dean of Students, undergraduate students involved in at least will select recipients based on both two student organizations/community financial need and merit. Award amounts service activities based on financial need are determined annually. and academic merit. Carle C. Conway Scholarship Katherine and K. Roald Bergethon The Carle C. Conway Scholarship Founda- Financial Aid Fund tion and the Continental Can Company, Inc. endowed this scholarship to be Funds from this program will be made awarded on the basis of financial need available to worthy students based on and academic merit. Students must have financial need and academic promise. a minimum GPA of 3.0 Bestfoods Educational Foundation Alice Marilyn Cross Scholarship for Endowed Scholarship Psychology Students Funds are awarded to full-time sophomores, The scholarship was established by Walter juniors and seniors with a minimum GPA Phillips ’81 in memory of his wife. Funds of 3.0, based on financial need. from the endowment will provide scholar- Bloomfield College Alumni ship assistance to a junior or senior psy- Association Annual Scholarship Fund chology major who is in good academic standing and in need of financial aid. Scholarships are awarded to full-time undergraduate students with a minimum Dendrite Endowed Scholarship GPA of 2.6. Preference will be given to This scholarship, which is awarded based direct descendants of Bloomfield College on merit and need, will assist promising, alumni. at-risk students majoring in Computer S. Jervis Brinton and Endowed Information Systems. Applicants must Scholarships have a minimum 3.0 grade point average. Scholarships are awarded to full-time Dr. Ernst Derendinger Scholarship undergraduate students based on financial Funds from the Derendinger estate provide need and academic merit. Scholarship scholarships for juniors and seniors who recipients must have been selected as a have proficiency in the use of at least one Portrait of Excellence honoree within the foreign language and who have a majority last twelve months and actively involved in of A’s in the subjects carried in the preced- community service. ing scholastic year. Scholarship recipients Katherene E. Carretta Endowed must be Creative Arts and Technology Nursing Scholarship majors. Funds given annually to students in the Nurs- Drinker Biddle and Reath/Bernard ing Program, based on financial need and/or M. Shanley Endowed Scholarship grade point average. This endowed scholarship is awarded to John L. Carey Scholarship full-time and part-time students from the Scholarships are awarded to students major- freshman, sophomore, junior and senior ing in English, based on academic promise. class. Selection is based on academic merit. Raymond and Theresa Castro Susan and Thomas Dunn/TEAM Annual Scholarship Schools Alumni Annual Scholarship Scholarships are awarded to full-time under- Scholarships are awarded to full-time graduate Social and Behavioral Science majors undergraduates who are alumni of TEAM based on financial need, academic merit schools based on financial need and aca- and community service. Recipients must demic merit. have completed at least 50 hours of communi- Josean Fernandez ’06 ty service over the past 12 months with Annual Scholarship documentation. Scholarships are awarded to full-time first Lester H. Clee Scholarship generation Hispanic undergraduate finance The purpose of the Clee Scholarship is students based on financial need and aca- to provide awards to students who have demic merit. demonstrated academic promise, leader- 36 ADMISSION, TUITION, SCHOLARSHIPS & FINANCIAL AID

Dorothea B. Frank (Hon. ’11) Finance and enrolled in the Honors Annual and Endowed Scholarships Program with preference given to Scholarships are awarded to full-time those on the Bloomfield College undergraduate students majoring in Eng- Fed Challenge Team. lish with a concentration in writing and/or Maureen Grant Endowed minor in creative writing and based on Scholarship financial need and academic merit as This scholarship, established to honor determined by the Program Administrator. Maureen C. Grant, the former Vice Ambrose and Ida Frederickson President for Academic Affairs, will assist Foundation Scholarship students in the Bloomfield College Awards are given to freshmen and first year Honors Program who wish to study transfer students with a minimum 2.7 abroad. Applicants must have a min- grade point average; based on academic imum 3.3 grade point average, and must merit and financial need. have achieved sophomore standing. Clarence Fuller Endowed Scholarship William Randolph Hearst The Clarence Fuller Endowed Scholarship Endowed Scholarship is awarded to full-time undergraduate The William Randolph Hearst Foundation students based on financial need and established this endowed scholarship to academic merit. Preference will be given assist students based on financial need and to students enrolled in the Study Abroad academic merit. Preference will be given to Program. students who intend to reside in the United States upon completion of their studies at Lucy C. Galioto Scholarship Bloomfield College. This award is given to an upperclass student who has demonstrated leadership abilities Cyrus H. Holley Scholarship at the College or in the community. Scholarships are provided to full-time Preference is given to residents of the town students who demonstrate academic prom- of Bloomfield. ise but whose financial circumstances would prevent continuation in their Paul Genega Endowed Scholarship degree program. A grade point average in Creative Writing of 3.0 or higher is required. This scholarship is awarded to one under- Angelina and Salvatore Iannelli graduate English/writhing major or a creative writing minor based on financial Endowment need and academic merit. An annual scholarship will be awarded from the Iannelli to assist a Gilmore Family Scholarship Bloomfield College full-time or part-time The Gilmore Family Scholarship provides student with a minimum GPA of 2.5. annual scholarships to Bloomfield College Preference will be given to a returning students. “Gilmore Scholars” will be mature woman majoring in business or nominated by a member of the Science sociology. The award will be based on and/or related field faculty. Recipients financial need and academic merit. will be chosen on the basis of academic performance, potential for contribution to Alfred and Rosemary Iversen the betterment of society through science, Freshman Scholarship and financial need. The Alfred and Rosemary Iversen Freshman Scholarship is awarded to an Glasser Family Scholarship Fund incoming full-time undergraduate In Honor of Esther and Melvin freshman student based on financial Glasser need and academic merit. Mr. and Mrs. Stephen A. Glasser and Mrs. Alfred and Rosemary Iversen Study Esther Glasser established this scholarship to assist students on the basis of merit Abroad Scholarship and need. The Alfred and Rosemary Iversen Study Abroad Scholarship is awarded to a full- Grandy Endowed Scholarship time undergraduate student who wishes Scholarships are awarded to full-time to study abroad and is based on financial undergraduate students majoring in need and academic merit. SCHOLARSHIPS & FINANCIAL AID 37

Investors Bank Endowed Scholarship C.E. Lummus-William P. Orr Fund in Memory of Patrick Grant Scholarship Scholarships are awarded to full-time Scholarships will be awarded to outstand- undergraduate students based on financial ing students in the field of business and need and academic merit with preference science and/or students involved in inter- given to Accounting majors. national education on the basis of academ- Scott H. Kaplan ’02 Endowed ic performance, campus leadership and future promise. The President of the Scholarship College or his designee shall determine Established by Ellen and Marc Kaplan, this the number and amount of the awards. scholarship provides critical support to deserving Bloomfield College students in Martin and Toni McKerrow memory of their son, Scott H. Kaplan, a 2002 Endowed Scholarship Bloomfield College graduate. Preference is The Martin and Toni McKerrow Endowed given to physically challenged Creative Arts Scholarship will be awarded to part-time and Technology/graphic arts majors of or full-time undergraduate students based sophomore, junior or senior standing who on financial need and academic merit. have a minimum 3.2 grade point average. Preference will be given to Liberal Scholarship awards are based on merit Arts majors. and need. William Kerr McKinney Dr. Martin Kellman Memorial Scholarship Scholarship Funds from the estate of Margaret G. The Kellman Scholarship is awarded to McKinney provide scholarships in memory students who have successfully completed of her late husband, the former Pastor of the Kellman Course in Humanities and Westfield Presbyterian Church. who choose to enroll in Bloomfield Richard C. Larsen ’66 Endowed College. Scholarship Devra and Jeffrey Karger Annual Scholarships are awarded to full-time Scholarship Fund undergraduate students enrolled in business Scholarships are awarded to full-time administration based on financial need and education majors based on financial need academic merit. and academic merit. Dr. Maryann Mercer ’69 Annual Gertrude and Raymond Levao Scholarship Endowed Scholarship Scholarships are awarded to full-time Scholarships are awarded to full-time undergraduate math majors with a juniors or seniors studying piano or minimum GPA of 3.0 based on financial keyboard arts and is based on financial need and academic merit. need and academic merit. P. Henry Mueller Scholarship Ronald Levao and Susan Wolfson P. Henry Mueller, a trustee emeritus of the Endowed Scholarship College, has made a scholarship available Scholarships are awarded to full-time to a deserving student on the basis of sophomore, junior or senior students academic achievement and financial need. with a minor in Creative Writing based on Dr. Kurt Munchheimer Endowed financial need and academic merit. Scholarship William Limmer Scholarship Scholarships are awarded to full-time William Limmer Scholarships are awarded undergraduate students who were born to residents of the City of Passaic to aid outside of the United States based on and encourage young people of promise financial need and academic merit. in obtaining a formal education. Eleanor G. Nensteil ’34 Endowed Nursing Scholarship This scholarship is awarded to freshman, sophomore, junior and senior nursing majors. Preference will be given to single mothers. 38 ADMISSION, TUITION, SCHOLARSHIPS & FINANCIAL AID

Charlotte W. Newcombe Foundation who reside in Essex County. Students must Annual Scholarship and have a minimum GPA of 3.0 and demon- Charlotte W. Newcombe Endowed strate financial need and academic merit. Scholarship Presbyterian Nursing Alumnae Both the annual and endowed scholarship Scholarship funds are awarded to full-time or part-time Funded through contributions by gradu- junior or senior mature women (age 25 ates of the Presbyterian Hospital School and over). Candidates must complete the of Nursing and the Presbyterian Division Charlotte W. Newcombe Scholarship appli- of Nursing at Bloomfield College, these cation and possess a 2.5 GPA at the time of scholarships are awarded to nursing application. Students must demonstrate students who demonstrate high academic financial need and have completed at least performance and financial need. 60 credit hours towards an intended bach- elor's degree by the start of the semester in Alice W. Price Endowed which the scholarship is awarded. Scholarship Award This scholarship award is given to a John F. Noonan Endowed student who demonstrates improvement Scholarship and excellence in written and oral An eligible student for this scholarship communication. must show demonstrated financial need; be a full- or part-time sophomore, junior Provident Bank Foundation or senior with a minimum 2.8 grade Endowed Scholarship point average. Students selected as Provident Bank Founda- tion Scholars will be business and accounting William A. Olson Scholarship majors with a minimum GPA of 3.0 Scholarships have been established for students in the teacher education pro- PSEG Endowed Honors Scholarship gram. Awards will be given to juniors Scholarships are awarded to full-time and seniors with a minimum GPA of undergraduate sophomore, junior or 3.0 and are based on financial need and senior students enrolled in the Division of academic merit. Natural Science and Mathematics and Mabel E. Pennick ’95 in the Honors Program. Annual Scholarship Fund Rath Family Scholarship Scholarships are awarded to full-time The Rath Family Endowment provides sophomore, junior and senior students scholarships of $500 per year to junior based on financial need, academic merit and senior nursing students who are and community service. Recipients must in good academic standing and who have completed at least 100 hours of com- are in need of financial aid. munity service over the past 10 months; Glenn M. and Marilyn B. Reiter have a minimum cumulative GPA of 2.3; Endowed Scholarship Fund have submitted the scholarship application, two letters of recommendation in support Scholarships are awarded to full-time of community service activities, and a one- undergraduate students based on financial page essay on community service and citi- need and academic merit. zenship. Max Roach (H’93) Endowed Dr. Maxwell Platt Fund Scholarship Mildred ’88 and Max Platt established this This scholarship was endowed to honor fund to assist handicapped and physically legendary percussionist/composer and impaired students at Bloomfield College Bloomfield College friend Max Roach. who demonstrate financial need. Awards are to assist motivated students on the basis of merit and need. Students Presbyterian Church of Upper must have a minimum grade point Montclair Annual Scholarship average of 2.5. Annual scholarships will be awarded to students with funds provided by the Presbyterian Church of Upper Montclair. Preference will be given to single parents SCHOLARSHIPS & FINANCIAL AID 39

Donald A. Ross ’52 Annual Renee ’82 and Ralph Selitto Annual Athletic Scholarship and Endowed Scholarships Scholarship recipients will be chosen Scholarships are awarded to full-time stu- based on financial need and academic dents in the accounting master’s program performance. Recipients can be full-time or their junior or senior year of accounting or part-time students from the freshman, undergraduate program. Recipients must sophomore, junior and senior classes. have a minimum 3.5 GPA and financial This academic scholarship will be available need is to be taken into consideration for to all students who meet the criteria, those that meet the GPA requirement. with 75% distributed to student who have Mern Shafman Memorial Nursing a GPA of 3.0 or higher, and 25% to students with a GPA between 2.5 and 3.0. Scholarship A $500 scholarship will be awarded to Donald A. Ross ’52 Endowed a junior nursing major who is in good Scholarship academic standing and has financial need. Scholarship recipients will be chosen based The scholarship is renewable during on financial need and academic perform- the senior year, provided the recipient ance. The Fund is intended to support continues to make normal progress student-athletes and veterans. toward a degree. Alfred E. Rowe Scholarship Karen Elizabeth Stager The estate of Alfred E. Rowe has estab- Upper Class Emergency Fund lished scholarships for graduating nursing Funds are given to sophomore, junior and students who have demonstrated the senior students in good academic standing; highest achievement in academics and based on financial need. community service. Dr. Bobby Short (H’90) Scholarship Sarah, Earl and Donald Ryan Scholarships are provided to full and part- Memorial Scholarship time students who demonstrate academic This memorial scholarship awards students promise and have financial need. based on merit and need. Arthur A. Simon Endowment Alice Ann Sayler and The estate of Arthur A. Simon endowed Frank V. Zaccaria Pre-Chiropractic this scholarship to provide support to Endowed Scholarship full- or part-time students based upon Scholarships are awarded to part-time or academic performance and potential. full-time pre-chiropractic students with a Scholarships may be awarded to incoming minimum GPA of 2.75 and have completed a freshmen, who in the judgment of the minimum of two science classes required for Dean of Admission indicate academic the pre-chiropractic major. promise. Elena J. Scambio Annual Scholarship John B. Skowronski ’91 The Elena J. Scambio Scholarship is Annual Scholarship awarded to full-time undergraduate Scholarships are awarded to full time jun- students based on financial need and ior, senior or masters in accounting majors academic merit. Preference will be given to with a Bloomfield College undergraduate education majors during the semesters in degree based on financial need and aca- which they are student teaching. demic merit. Schering-Plough Scholarship Dorothy A. Snyder Nursing The Schering-Plough Corporation has Endowment Scholarship established scholarships for minority Income from the fund, established by students majoring in nursing and the bequest by the husband of Dorothy A. health sciences. Snyder, is awarded each year to a junior or senior nursing major with high academic performance and demon- strated financial need. 40 ADMISSION, TUITION, SCHOLARSHIPS & FINANCIAL AID

St. John’s Episcopal Church Robert V. Van Fossan Scholarship Scholarship This scholarship benefits a student who This scholarship was established to assist exemplifies the values of the late Robert single parents who wish to earn a degree, V. Van Fossan, a fervent champion of on the basis of need and merit. Montclair civic leadership and community service. residents are preferred, but awards may The scholarship will go to a student who, be extended to residents of other areas because of unusual circumstances, is in Essex County. ineligible for financial aid according to standard guidelines but who still has a Walter and Louise Sutcliffe significant need for financial support and Foundation Nursing Scholarship demonstrates academic achievements Scholarships are awarded to students and service to the community. majoring in Nursing and based on finan- cial need and academic performance. Edward and Stella Van Houten Memorial Nursing Scholarship Adebola A. Taiwo ’09 Annual Scholarships are awarded to students Scholarship majoring in Nursing and based on finan- This scholarship is awarded to a full-time cial need and academic performance. junior or senior accounting major with the highest GPA in accounting. Joel M. Weiner ’66 Annual Honors Program Scholarship H. Seely and Anne Thomas Endowed Scholarships are awarded to full-time Scholarship Fund undergraduate students enrolled in the Scholarships are awarded to full-time Honors Program. undergraduate majors with a concentration Joel M. Weiner ’66 Annual in Journalism based on financial need and Scholarship academic merit. Scholarships are awarded to full-time Sandra and Monroe Trout undergraduate students based on Scholarship financial need and academic merit. Scholarships are awarded to junior and Westminster Foundation Annual senior disadvantaged students based on financial need. Scholarship Scholarships are awarded to full-time Board of Trustees Scholarship students based on financial need and The Board of Trustees Scholarship is academic achievement with preference awarded annually to one or more students given to religion majors. who exemplify high standards of leader- ship and academic quality. Full-time Phyllis S. and Wayne A. Witte students who have completed their fresh- Annual and Endowed Scholarships man year are eligible for consideration. Scholarships are awarded to part-time or full-time undergraduate students majoring Alan Turtletaub Endowed in education during the semester in which Scholarship s/he is engaged in college-sponsored This scholarship was endowed to assist student-teaching. Preference will be given students on the basis of merit and need. to students who are student-teaching or Students must have a minimum grade intend to pursue a teaching career point average of 2.5 to qualify. in districts that are currently or were Union County Endowed formally designated as Abbott. Scholarship The scholarship has been established to provide assistance to financially needy stu- dents who are Union County residents. SCHOLARSHIPS & FINANCIAL AID 41

OTHER SCHOLARSHIPS AND PROGRAMS OFFERED OUTSIDE FINANCIAL AID BLOOMFIELD COLLEGE ______Programs Offered Through National Presbyterian College the Independent College Fund of Scholarships New Jersey For superior young people preparing to enter The Independent College Fund of New full-time as incoming freshmen at one of the Jersey (ICFNJ) administers a variety of participating colleges related to the Presbyte- scholarships funded by various founda- rian Church (U.S.A.). Applicants must be tions and available to Bloomfield College high school seniors, U.S. citizens or perma- students. The Office of Student Financial nent residents, received by the Session of a Services will identify potential candidates Presbyterian Church (U.S.A.) and take the for each scholarship and contact those stu- SAT/ACT no later than November 30th of dents regarding the application process. their senior year in high school. Additional The deadline for all the applications is qualifications are listed in the application March 31 prior to the start of school form, which is available after September 1st. in September. Range of Awards: $500 to $1,400 per academ- UPS Scholarship ic year depending on need and available funds. Awards are renewable. Deadline for fil- UPS Employees are eligible for a 25% ing application is December 1 of a student’s tuition discount on all courses and programs. senior year in high school. For information Interested students should contact their HR or forms, call (502) 569-5776 or write: representative at UPS. Presbyterian Church (U.S.A.) Pfizer/Pharmacia Scholarship Office of Financial Aid for Studies This scholarship is available for disadvan- 100 Witherspoon Street taged minority students with an interest Louisville, KY 40202-1396 in science, based on academic merit and Presbyterian Church (U.S.A.) financial need. Student Opportunity Scholarships BD Scholarship Designed to assist racial/ethnic undergradu- BD Scholarship is awarded to students ate students (Asian, Black, Hispanic, Native majoring in the fields of science, healthcare American) finance their undergraduate and nursing– based on academic merit education. Applicant must be a member of and financial need. the Presbyterian Church (U.S.A.), a U.S. Coca-Cola Foundation citizen or permanent resident of the U.S.; First Generation Scholarship must be a high school senior who will be entering college full time as an incoming This is a scholarship for students with freshman and must apply to the college for a minimum 3.0 grade point average who financial aid. Applications are available after demonstrate involvement and leadership January 1st and must be submitted by April in campus and community activities. 1st of student’s senior year in high school. Range of Awards: $100 to $1,400 per aca- demic year depending upon demonstrated need and available funds. Applicants accept- ed on a first-come, first-served basis. Renewal of award during student’s under- graduate years is possible depending on continuing financial need and satisfactory academic progress. For information or forms, call (502) 569-5776 or write: Presbyterian Church (U.S.A.) Office of Financial Aid for Studies 100 Witherspoon Street Louisville, KY 40202-1396 42 AWARDS

Awards

William P. and Bloomfield College Award in Carolyn A. Anderson Fund Government and International Dr. William P. Anderson, ’61, established Studies this award for the graduating class The Political Science Department selects salutatorian. a graduating senior who has demonstrated Bloomfield College Educational outstanding excellence in scholarship Opportunity Fund Awards and character in Political Science. EOF students are recognized each spring Bloomfield College Award in for their leadership abilities, academic Sociology excellence and community service. The graduating Sociology major who Bloomfield College Freshman demonstrates excellence in scholarship, Achievement Award character and commitment to social justice is presented this award in the spring. A freshman is selected each spring to receive this award which is based on Bloomfield College Leadership and academic achievement, and demonstrated Service Award leadership. Faculty, staff and administration nominate Bloomfield College Award in students for this award which is presented Psychology to those students who have made an outstanding contribution to the College This award is given in the spring to a and/or Community by participating graduating Psychology major on the basis in activities or service programs and of excellence in scholarship and character. who have a minimum GPA of 2.8. The nominees’ names are reviewed by the Service Selection Committee and the Office of Student Affairs. AWARDS 43

Bloomfield College Scholar Joyce Carol Oates Award Athlete Award for Outstanding Work in The Department of Athletics selects a Creative Writing student athlete who has maintained Awarded to a senior English major who academic and athletic excellence to receive demonstrates extraordinary promise in this honor during the spring semester. fiction, poetry, play writing, or creative Charles Gross Award for Outstanding non-fiction. The chairperson of the Work in Science Division of Humanities will make the selection based on the recommendation Awarded to a senior natural sciences major of the creative writing faculty. who has demonstrated extraordinary promise through their work in their disci- Albert E. Roberts, Jr. pline. The chairperson for the Division of Memorial Award Natural Science and Mathematics will This award is presented at the Spring make the selection based upon the recom- Awards Ceremony to a graduating mendation of the division faculty. senior, preferably of minority background, Excellence in Science Award who has a grade point average of 3.0 or better and has displayed leadership The Science Department selects an and involvement in campus life. outstanding senior in Science to receive this highest honor each spring. Student Organization Award George E. Jones Creative Writing This award is presented to the Student Organization that has demonstrated Award excellence in leadership and service This award is presented each year in to the Bloomfield College community. the spring in memory of Professor The selection is made through the George E. Jones, who died in 1981, Office of Co-curricular Programming for the best three poems and short and is presented in the spring. stories submitted by students. Martha and Irving Weinberg Award Ella Handen Humanities Award A prize of will be awarded in the spring The Ella Handen Humanities Award semester to a CAT major who presents a was established to honor the memory senior project that meets the highest pro- of a distinguished Bloomfield College fessional standards. Projects will be judged Professor and is awarded annually to full- on creativity, daring, originality, and tech- time students majoring in Humanities. nical and aesthetic merit. Recipients must be a junior or senior Who’s Who Among Students and have attained a grade point average in American Universities of 3.0 or higher. and Colleges New Jersey Institute of Chemists This honor is awarded yearly to juniors Award and seniors who have demonstrated outstanding scholarship ability, participa- The Chemistry Department makes tion and leadership in academic and this award each spring to the outstanding extracurricular activities, citizenship senior in this major. and service to the College as well as their potential for future achievement. 44 AWARDS 45

The Educational Program 46 THE EDUCATIONAL PROGRAM The Educational Goals of the College

The primary goal of any program effectively. They must also develop in a liberal arts college is to foster the specific career-oriented skills. personal growth of its students. This Personal development implies increased goes beyond imparting information or emotional maturity, and the ability to developing certain narrowly-defined make decisions effectively and responsi- skills. The program at Bloomfield bly. A liberal arts-based education College also has the aim of helping should prepare people to assume the students learn how to learn, so that responsibilities of leadership and serv- they are prepared to face change and ice, and to be sensitive to the depths are confident in their ability to and complexities of human experience. grow and adapt. Not least, it should help them develop To accomplish this goal, College pro- the capacity for aesthetic appreciation. grams aid students in acquiring certain By shaping its programs to meet these important qualities and skills. Students needs and satisfy these goals, Bloom- should learn to think clearly and field College affirms its commitment productively, and to integrate feelings to a comprehensive objective: helping and values within their thinking. its students learn to live more satisfy- They must learn to communicate ing, humane, and productive lives.

ACADEMIC FREEDOM FOR In keeping with these mutual rights and FACULTY AND STUDENTS responsibilities, instructors should make it clear, preferably in the course syllabus, The freedom of instructors to organize how a course is structured pedagogically their courses according to the highest aca- and the means whereby students will be demic standards of pedagogical excellence evaluated. This evaluation and learning is basic to the academic freedom of both process may or may not include a final faculty and students.1 examination. The 1967 “Joint Statement on Rights and Freedom of Students” makes it clear that ACADEMIC INTEGRITY students should have the right to freedom Academic integrity, in its simplest defini- of expression and proper academic tion, is the trust that exists among mem- evaluation: bers in the academic community. It is A. Protection of Freedom of Expression only as strong as the behavior of the Students should be free to take reasoned individuals within that community. exception to the data or views offered Any attempt by a student to communicate in any course of study and reserve judg- misleading and false information as to the ment about matters of opinion, but they student’s achievement and understanding are responsible for learning the content of the course work is an act of plagiarism of any course of study in which and a violation of academic integrity. The they enroll. full policy is outlined on page 284. B. Protection against Improper Academic Evaluation 1 “Academic Freedom in its teaching aspect Students should have protection through is fundamental for protection of the rights orderly procedures against prejudiced of the teacher in teaching and of the student in or capricious academic evaluation. At learning.” See AAUP 1940 Statement of Princi- the same time, they are responsible for ples, Academic Freedom and Tenure. maintaining standards of academic per- 2 2 Joint Statement on Rights and Freedoms formance established for each course. of Students, June, 1967. COMPETENCIES ACROSS THE CURRICULUM 47 Competencies Across the Curriculum he list of competencies, approved by the 6. Problem Solving and Critical Bloomfield College faculty is as follows: Thinking Skills (PST) 1. Aesthetic Appreciation (AAC) The ability to examine, analyze and The ability to engage and connect with a interpret information, to question creative work as a complex, multi-lay- assumptions; to use inductive and ered, and transformative experience. deductive reasoning; to use informal 2. Communication Skills (CSC) logic to develop arguments; and to apply logic and reasoning to understand The ability to read, view and compre- relationships, develop values, draw hend ideas and arguments from diverse verifiable conclusions, and develop perspectives, and the ability to express a viable solution to an identifiable ideas and arguments effectively in oral, problem. and visual or written forms. 7. Professional Skills (PSC) 3. Community Orientation and Citizenship (COC) The development of professionalism, including interpersonal skills and the An appreciation of communities and ability to work with others as part of a environments in all their diversity –local, team; time and activity management; national, and global –connected to a self-discipline and the pursuit of excel- sense of service, civic engagement, and lence; leadership skills; the understand- social responsibility. ing of diversity in the workplace; the 4. Information Literacy (IFC) ability to market one’s skills and An awareness of the practical skills develop workplace etiquette; and the involved in the effective use of informa- development of professional ethics. tion technology and print and electronic 8. Scientific and Technological Skills information resources, as well as critical (STS) reflection on the nature of information The awareness of advances in science itself, its technical infrastructure, and its and technology and the ethical and social and philosophical context and social understanding of the implications impact. of these advances; the understanding 5. Multi/Transcultural and Global of quantitative analysis, scientific Awareness (MGA) methodology and concepts; the An understanding of the diversity and development of research skills; and the fluidity of cultures and cultural identi- awareness of the general functions, ties, and values across boundaries and capabilities and impact of technology. borders in ‘global’ society; the develop- ment of a global historical perspective; These competencies are the central theme and knowledge of diverse religious and of the Educational Program. Bloomfield spiritual traditions, values, beliefs, artis- College courses and student activities are tic expressions and philosophies. designed to reflect or address one or more of these competencies, and students are expected to demonstrate proficiency in the competency areas. 48 THE EDUCATIONAL PROGRAM

Academic Programs

MAJOR PROGRAMS Bloomfield College offers major programs in the following disciplinary areas: BACHELOR OF ARTS (B.A.) BACHELOR OF SCIENCE (B.S.) Broadcast Journalism Accounting Creative Arts & Technology Allied Health Technologies Creative Writing Applied Mathematics Education Biology English Business Administration History Chemistry Interdisciplinary Studies Clinical Laboratory Sciences Philosophy Computer Science Government & Game Programming International Studies Network Engineering Psychology Nursing Religion Sociology BACHELOR OF BUSINESS ADMINISTRATION (BBA) Human Resource Management MASTER OF ARTS (M.A.) Early Childhood Education Special Education MASTER OF FINE ARTS (M.F.A.) Creative Arts and Technology MASTER OF SCIENCE (M.S.) Accounting

Some majors have defined courses Creative Arts & Technology which concentrate on one aspect of a Education (some co-concentrations discipline. Students should consult the and student teaching) detailed descriptions of major pro- Mathematics grams contained in the section entitled Network Engineering “Academic Programs and Courses” to Nursing (Generic) see if a variation which falls within their interests has been defined. The following programs are available through the Accelerated Program: Not all majors are offered totally in both day and evening sessions. Students Certificate in Network Engineering may need to attend both day and Certificate in Supply Chain evening classes to complete degree Management requirements. The following majors are Graduate Certificate in Post- available primarily in the day session Baccalaureate Teacher Education only:

CAPSTONES The courses require students to demon- Capstone experiences are offered in strate skills learned through their courses students’ majors across the disciplines. in General Education and their majors, Capstones require the demonstration of most specifically their competencies in mastery of the competencies through for- Critical Thinking, Communications Skills mal and informal presentations or projects. (oral and written) and Professional Skills. ACADEMIC PROGRAMS 49

CERTIFICATE PROGRAMS THE CONTRACT MAJOR Students may use two courses of transfer The Contract Major provides the opportu- credit toward certificates and may earn two nity to structure a cross-disciplinary set of courses of credit through life/learning major requirements to take the place of a assessment toward certificates. Any traditional disciplinary major. Students may Bloomfield College student who has use any discipline or combination of disci- completed the requirements for a certifi- plines which suits their academic needs to cate program in the course of his/her create the contract. Students earn a Bachelor regular studies may apply to the Registrar of Arts degree in Interdisciplinary Studies. for a certificate. Unless a contract specifically modifies To receive credit toward a certificate existing college requirements, students in any course, a student must earn a must be in good academic standing and minimum grade of “C.” meet all graduation requirements stated The following certificate programs are elsewhere in this Catalog. described in the section “Academic In order to structure a contract major, the Programs and Majors:” student should speak to his/her academic • Digital Media advisor or to the Registrar who will suggest Diversity Training a faculty member to advise the student in • establishing requirements. The Registrar • Supply Chain Management will submit the requirements to the • Network Engineering appropriate faculty committee for approval. CLASS STANDING The approved requirements will be consid- ered the student’s “major” requirements Class standing is determined by the number for graduation. of course units (c.u.) successfully completed at Bloomfield College and elsewhere: COURSE LOAD Freshman: 1–6.25 course units A full-time course load is three course Sophomore: 6.5–14 course units units (c.u.) or more per semester. Junior: 14.25–23 course units During the fall and spring semesters, Senior: More than 23.25 students with a minimum GPA of 2.0 will be allowed to take a maximum of 5 course CONCENTRATION units (c.u.) per semester. A concentration is an area of specialization Students who are on probation will not be within a major. permitted to take more than 4.5 course units (c.u.s) per semester. CO-CONCENTRATION During the summer, the maximum num- (EDUCATION MAJOR) ber of course units (c.u.) for all students The co-concentrations in the Education is four, including all courses taken in Major are liberal arts co-concentrations the trimester, intensive, and seven-week in these fields: Art, Biology, Chemistry sessions. (Physical Science), English, History, Students who seek to take more than the Mathematics, Philosophy, Psychology, maximum number of courses, but not to Religion, Sociology, and Visual and exceed six(6) course units (c.u.) in fall or Performing Arts. See the Education spring semester, must receive permission Major for details. from the Registrar. Permission is granted on the basis of academic and/or class standing. For certification purposes, students in their final semester needing fewer than three course units to complete degree requirements will be considered full-time students even if they are taking fewer than three course units. 50 THE EDUCATIONAL PROGRAM

COURSE VALUE MINOR Each course carries a course value of A minor is a set of related courses taken 3, 2, 1.5, 1, .75, .5, or .25 c.u. For individu- in a discipline or area other than the major als whose transcripts will be evaluated by discipline to provide an experience which other institutions, the College recommends goes substantially beyond the introductory that triple courses worth 3 c.u. be consid- level. ered the equivalent of 12 credits, double courses worth 2 c.u. be evaluated as the PREREQUISITE, COREQUISITE equivalent of 8 credits, courses carrying AND PRE/COREQUISITES 1.5 c.u. as the equivalent of 6 credits, stan- • Prerequisite-you must take course A dard courses of 1 c.u. as the equivalent of before course B. 4 credits, half courses of .5 c.u. as the equiv- • Corequisite-you must take course A at alent of 2 credits, and quarter courses of .25 the same time as course B. c.u. as the equivalent of 1 credit. • Prerequisite/Corequisite-you must take DOUBLE MAJOR course A either before, or at the same A student may complete a double major time as course B. by satisfying major requirements in both disciplines which must include at least three course units in the second major. Some courses required by one of the two disciplines may normally satisfy the General Education Elective requirements. Both majors must be completed prior to the awarding of the degree. ELECTIVES Electives are courses in the major field or in other disciplines which are not specifically required for completion of the major or general education. ACADEMIC ADVISING/COACHING & REGISTRATION 51 Academic Advising/Coaching & Registration

MISSION: The mission of the College Registrar is to provide the Bloomfield College community with high quality services related to academic programs, regis- tration, advising, records, and graduation. We are committed to ensuring the integrity of academic records, maintaining the integrity of its institu- tional and educational records, enforcing policies and facilitating a culture that preserves the values and mission of Bloomfield College.

Our core functions are to serve as the • Evaluate and process finalization of College’s central service and academic transfer credit for incoming under- support unit to: graduate students • Collect and record student and • Provide data services to collect, instructional academic program process and provide access to infor- information, including conducting mation in support academic advis- and managing processes related to ing, instruction, and institutional registration (e.g. class rosters, course decision-making offerings, grades, registration, sched- • Officially respond to requests for uling, verifications) information about students and pro- • Coordinate and produce official grams, and serve as the official man- enrollment and academic certifica- ager for access to and release of stu- tion from academic records (e.g. dent academic and educational infor- transcripts/verifications, student-ath- mation (e.g. requests for information lete and veteran certifications) about individual and groups of stu- • Provide support for determining aca- dents, including all issues related to demic eligibility and academic FERPA). progress (e.g. degree audits, suspen- sions, dismissals and probations, commencement certification)

ACADEMIC ADVISING/COACHING While students are responsible for In a flexible learning environment planning their schedules to meet all re- where there is a choice among educa- quirements for graduation, the academ- tional programs and course offerings, ic advisor/coaching counselor is expect- it is important for students to prepare ed to review with them the academic their schedules carefully each semester regulations, graduation requirements, in consultation with an academic advi- curricular programs and course offer- sor/coaching counselor. A professional ings, the registration process, and the academic advisor/coaching counselor student’s academic responsibilities as a assists students in planning schedules. member of the College community. After the student has formally declared Meeting with your academic a major, an advisor who is familiar with advisor/coaching counselor at least the programmatic requirements of the twice per semester will help you stay on major will be assigned. track so that you can start and finish strong! 52 THE EDUCATIONAL PROGRAM

REGISTRATION If a student attends class without Students must officially enroll for each having completed these procedures, course taken. Registration is conducted even if he/she has completed assign- in the fall for spring courses and in the ments, credit will not be awarded. spring for summer and fall courses. Late registration or total change of academic program is possible only Official registration includes: during the first week of the semester. A.Completion of all financial It is the student’s responsibility to obligations with the Office of be registered for classes and cleared Student Financial Services. through the Office of Student Financial B. Students without holds may register Services. Students who attend classes on-line using web advisor or Student and who are not properly registered Planning. and cleared will not be reinstated into Failure to complete the above the class and will not receive credit. procedures will result in the student No change of program will be receiving no credit for courses. permitted after the end of the second week of classes.

Summer Session

Bloomfield College operates on a twelve- The rules governing withdrawals from month schedule. Summer Session is an the College, as well as the dropping integral part of the College program. and adding of courses, follow the same The Summer Session permits the evening principles as in the fall and spring student to complete degree requirements semesters, with dates modified as in the traditional four-year time span. appropriate to the shorter term. Day students have the opportunity to The Summer Session is open to all accelerate their progress toward comple- students regularly enrolled in Bloomfield tion of their degree. The Summer Session College and to students in good academic consists of one 3 week intensive session, standing at other institutions. A student two consecutive seven-week sessions, and who wishes to attend the Summer Session a full fourteen-week session running from on a visiting basis must submit a statement May to August. These sessions provide of eligibility signed by the Academic Dean flexibility for students to arrange their or Registrar of his or her own institution summer schedule. (see Visiting Student, page 273). Students may enroll in up to two c.u.s A Summer Session student pays in each short Summer Session and up to a part-time registration fee of $125 four c.u.s over the entire summer. During per term and course fees as listed. registration, students are encouraged to integrate the Summer Session into long- range plans for the achievement of curricular goals. 53

Graduation Requirements for Undergraduate Programs 54 GRADUATION REQUIREMENTS

I. COURSE REQUIREMENTS decision of the Committee, petitions should be submitted no later than two weeks after All degree candidates must successfully final grade posting. complete at least 32 course units (c.u.s) at After completing the Core, students will the 100 level or above. At least 16 of these master certain skills through the General course units must be at an advanced level Education Electives, which will also expose (200 or above). students to the introductory knowledge of These course units include General Education specific disciplines. The College has identi- Core Courses, General Education Electives, fied sets of skills necessary for an educated Required Major and Minor Courses and other person in the twenty-first century (see Electives. It is possible that some majors or page 47 for the list and description of these combinations of majors may need more competencies). These competencies are the than 32 course units for successful comple- basis of the College’s General Education tion of degree requirements. Electives, and students will take a variety of courses to be introduced to these skills. II. GENERAL EDUCATION The combination of courses students take PROGRAM in the General Education Program and in the major is designed to help students At the heart of Bloomfield College’s educa- reach a high level of competence in each of tional program is the General Education these areas. Program. This program challenges students When students successfully complete the to engage in intellectual discovery and fos- General Education Program, they will have ters a passion for life-long learning. the skills necessary to succeed in upper Through the General Education Program, division courses and continue learning students will be prepared to evaluate and throughout their lives. apply new information, to make reasoned judgments about the complex and diverse A. COMMON CORE: contemporary world, to express ideas 5 course units effectively, and to be public citizens. The 1. MTH 130 Transition to Collegiate College’s General Education Program is Mathematics built around two elements: 2. MTH140* College Algebra- • The Core Enhanced/ • The Electives MTH 141 College Algebra The Core is designed to introduce students or to the foundational skills and information needed for success in college and beyond. MTH160* Precalculus-Enhanced/ These skills include writing, mathematical MTH 161 Precalculus knowledge, and, through the First Year Expe- *As determined by the major’s rience (FYS 100) course, a grounding in the requirements. scientific, cultural, and historical processes 3. WRT 102 Enhanced Argumentative & Analytic Writing that have shaped the world. Based on experi- or ential learning and the integration of field WRT 105 Argumentative & Analytic trips with classroom work, the FYS course Writing provides a common immersion experience or in culture, art, ecology, and science. By WRT 106 Accelerated Argumentative exposing students to the richness of the & Analytic Writing physical and cultural landscapes of the 4. WRT 108 Enhanced Synthesis & region. FYS is intended to broaden students’ Research Writing knowledge, stimulate their curiosity, and or spark their imaginations. WRT 109 Synthesis & Research Successful completion of FYS is necessary Writing to progress in all majors at the college and, 5. FYS 100 First Year Seminar therefore, is a graduation requirement. Students who fail to achieve the necessary grade in FYS for a second time must seek permission from the Committee on Academ- ic Standards to take the course for a third time, by filing a formal petition. In the event this petition is denied, the denial will serve as a dismissal from Bloomfield College. To expedite the processing of the petition and GRADUATION REQUIREMENTS 55

B. GENERAL EDUCATION • Two course units addressing the Problem Solving/Critical Thinking ELECTIVES: competency. 8 course units • One course unit addressing the 1. Candidates for the Bachelor of Arts Community Orientation/Citizenship (B.A.) degree must take a total of 4 competency. course units from the following: • Two course units addressing the 3. Candidates for the Bachelor of Aesthetic Appreciation competency. Business Administration (BBA) in • One course unit addressing the Human Resource Management must Communication Skills competency. take a total of 6 course units from • One course unit addressing the the following: Scientific and Technical Skills • Aesthetic Appreciation competency competency. (1 c.u.) AND • Communication Skills competency A total of 4 course units from the (1 c.u.) following: • Multi/Transcultural and Global • Two course units addressing the Awareness competency Multi/Transcultural and Global (1 c.u.) Awareness competency. • Problem Solving/Critical Thinking • Two course units addressing the competency (2 c.u.s) Problem Solving/Critical Thinking • Scientific and Technical Skills competency. competency (1 c.u.) OR Note: Three course units of the major’s • One course unit addressing the list of requirements may count as General Multi/Transcultural and Global Education Electives. Awareness competency. 4. Restrictions on and exemptions from • Two course units addressing the General Education Electives: Problem Solving/Critical Thinking • Two course units may be from the competency. major’s list of requirements and will • One course unit addressing the count as two general education Community Orientation/Citizenship electives. When basic competencies competency. are clearly taught and practiced 2. Candidates for the Bachelor of throughout the student’s major disci- Science (B.S.) degree must take a pline course, students in that major total of 4 course units from the may have substitutions for similar following: courses of general education credit. • One course unit must be a lab • One course unit addressing the science. Aesthetic Appreciation competency. • Four course units must be at the • One course unit addressing the 200-level or above. Communication Skills competency. • Many students, depending upon • Two course units addressing the their major, may have additional Scientific and Technical Skills substitutions for General Education competency. Electives. AND A total of 4 course units from the following: • One course unit addressing the Multi/Transcultural and Global Awareness competency. • Three course units addressing the Problem Solving/Critical Thinking competency. OR • One course unit addressing the Multi/Transcultural and Global Awareness competency. 56 GRADUATION REQUIREMENTS

• Students in the three-year plus ENG 271 Intermediate Poetry Writing programs may count two of the ENG 274 Children’s Literature course units in their list of major *ENG 278 American Literature Survey I requirements as general education *ENG 279 American Literature Survey II electives. *ENG 281 Literature, Film, & Theory • General education courses may list JOU 213 Oral Interpretation of up to two primary competencies, Literature but each course will only satisfy one of a students general education or COMMUNICATION SKILLS (CSC) competency requirements. CAT 244 Visual Communications 5. Writing Intensive Requirements: ENG 120 Introduction to Creative Writing • Two course units must be Writing ENG 150 Introduction to Intensive (WI).* These courses can Western Literature be in the General Education ENG 249 Advanced Grammar & Electives, the list of Major/Minor Editing requirements and/or the electives ENG/HIS 267 History of the English students take to complete 32 c.us. Language For students in the three-year plus FRN/LAC 115 Spanish Language & programs, only one course unit must Culture II be Writing Intensive (WI).* JOU 122 Public Speaking JOU 128 Introduction to GENERAL EDUCATION COURSES Mass Communication * Signifies course is also Writing Intensive SPA/LAC 110 Spanish Language & Culture I AESTHETIC APPRECIATION (AAC) SPA/LAC 120 Spanish Language & Culture II CAT 101 Creative Arts Workshop CAT 124 Dance Jam I WRT 205 Introduction to Professional CAT 189 Bloomfield College & Technical Writing Concert Choir WRT/PHL 229 Language & Society: CAT 190 Movement Theatre Project Western Rhetoric in CAT 191 Beginning Piano I Contemporary Use CAT 192 Beginning Piano II WRT 233 Selected Topics in Writing CAT 193 Introduction to Acting WRT/CAT 256 Digital Media Writing CAT 207 Art Appreciation CAT 211 20th Century Artists COMMUNITY ORIENTATION & CAT 213 Musical Improvisation CITIZENSHIP (COC) CAT 214 Modern Art of Latin EDC 202 Teaching as a Profession: America Meeting the Needs of All CAT 218 Painting Learners CAT 222 Global Art History EDC 217 Understanding Family & *CAT 230 History of Animation Community CAT/WRT 256 Digital Media Writing GIS 200 American Politics *CAT 259 Media Histories HIS/WMS 102 Introduction to CAT 289 Bloomfield College Choir Public History CMP 130 Introduction to Data HIS/WMS 104 Introduction to Women’s Visualization Studies ENG 150 Introduction to Western Literature *ENG 203 British Literature Survey I *ENG 204 British Literature Survey II *ENG/WMS 223 Women’s Literature ENG/REL 227 Religion & Literature *ENG 229 Literature and Medicine *ENG 251 The Art of Fiction *ENG 252 The Art of Drama ENG 253 The Art of Poetry ENG 257 Intermediate Fiction Writing *ENG/WMS 258 Gothic Literature ENG 364 Studies in Shakespeare GRADUATION REQUIREMENTS 57

MULTI/TRANSCULTURAL & REL 204 New Testament Literature, GLOBAL AWARENESS (MGA) History, & Religion AFS/HIS 105 Introduction to REL 208 Religion in America Africana Studies REL 211 Religion & Society AFS/CAT 113 African-American REL 230 Traditional Religions Tradition Workshop of the World AFS/CAT 216 History of African- REL 233 Selected Topics in Religion American Art REL 237 Introduction to Buddhism AFS/ENG/WMS 222 African-American REL 238 Introduction to Hinduism Literature REL 333 Selected Topics: Religion *AFS/ENG/WMS 226 Literature of Race, REL 370 Mythology Class, & Gender PROBLEM SOLVING/ AFS/REL 232 Introduction to Islam CRITICAL THINKING (PST) AFS/ENG/PHL 259 Contemporary African-American Thought AFS/HIS 207 African-American History AFS/ENG/LAC 268 Haitian Literature to 1877 *AFS/ENG 363 Major Writers of the *AFS/HIS 225 African-American History African Diaspora from 1877-present APG/LAC 111 Cultural Anthropology AFS/ENG/PHL 248 Harlem Renaissance: CAT 203 World Art I Reflection on Art & Society CAT 204 World Music BUS 107 Personal Financial Planning CAT 232 Japanese Culture & CAT 237 Group Game Project I Language CAT 247 Design Thinking & Practice CAT 233 Korean Culture & CAT 308 Group Game Project II Language CAT 365 Art in Interdisciplinary CAT 235 World Art II Space CAT 251 Hip Hop Theory CAT 368 Interactive Installation CAT/WMS 302 Patchwork: A Quilters CMP 126 Programming I Look at the World CMP 130 Introduction to Data ENG 125 Introduction to Literature: Visualization World Literature CMP 226 Programming II ENG/LAC 232 Latin American Literature ECN 200 Introduction to Economics Survey EDC 120 Robotics as a Learning Tool ENG/WMS 258 Gothic Literature EDC/PSY 210 Educational Psychology ENG/LAC 264 Caribbean Literature ENG 202 Selected Topics in ENG 368 Classics of Non-Western Contemporary Literature Literature ENG 263 Fantasy Literature GIS 102 International Studies I *ENG/WMS 361 Shakespeare’s Women GIS 202 International Studies II *ENG/WMS 362 Shakespeare’s Men GIS 203 Comparative Politics GIS 100 Government Studies GIS 208 International Relations GIS 204 Ancient Political Theory GIS 210 Human Rights GIS 205 Modern Political Ideologies GIS 215 Modern Chinese Politics GIS/LAC 224 American Foreign Policy GIS 230 American Political Thought GIS 318 Contemporary Political GIS 322 East Asian Politics Theory HIS 106 Introduction to Geography *HIS/LAC 216 Colonial Latin America & HIS/LAC 116 Introduction to Latin the Caribbean, 1500-1825 American & Caribbean *HIS 219 Writing History Studies HIS/LAC 226 Modern Latin American & HIS 215 History & Problems of the Caribbean, 1825-present Globalization HIS 233 Selected Topics in History HIS 227 Global History I *HIS 244 The Making of the United HIS 237 Global History II States to 1877 HIS 254 The United States in the JOU 370 Media Ethics World, 1877-Present PHL 100 Introduction to Philosophy PSY/WMS 335 Psychology of Gender PHL 101 Contemporary Moral Issues REL 110 Ways of Understanding PHL 110 Effective Reasoning Religion PHL 200 Logic REL 201 Old Testament Literature, PHL 226 African-American History, & Religion Philosophy PHL 230 Biomedical Ethics 58 GRADUATION REQUIREMENTS

PHL 305 Philosophy of Religion ENG/AFS/WMS 226 Literature of Race, PSY 100 Introduction to Psychology Class, & Gender PSY/SOC 230 Social Psychology ENG 229 Literature and Medicine SOC 100 Introduction to Sociology ENG 251 Art of Fiction SOC/WMS 234 Social Inequality ENG 252 The Art of Drama SOC 235 Urban Sociology ENG/WMS 258 Gothic Literature SOC/WMS 251 Gender & Globalization ENG 278 American Literature Survey I ENG 279 American Literature Survey II SCIENTIFIC/TECHNICAL SKILLS (STS) ENG 281 Literature, Film, & Theory ENG 332 Selected Topics in British BIO 115 Selected Topics in Biology: Literature Infectious Diseases ENG 333 Selected Topics in Literature BIO 115 Selected Topics in Biology: ENG 348 Creative Non-Fiction Nutrition ENG 356 Major Latin American BIO 115 Selected Topics in Biology: Writers Biology in a Changing ENG 359 Major Asian Writers World ENG/WMS 361 Shakespeare’s Women BIO 211 Human Biology ENG/WMS 362 Shakespeare’s Men CAT 115 Media Tools ENG/AFS 363 Major Writers of the CAT 364 Motion Capture with African Diaspora Motion Builder ENG 460 Senior Thesis in Creative CHM 100 Chemistry for Everyone Writing CMP 100 Computer Literacy HIS/AFS 207 African-American History CMP 120 Cyber Crime to 1877 EDC 120 Robotics as a Learning Tool HIS/LAC 216 Colonial Latin American & NTW 101 Data Representation & Caribbean History, Digital Logic 1500-1825 NTW 115 Introduction to HIS 219 Writing History Computer Networks HIS/AFS 225 Ideas of Freedom, African- SCI 100 Integrated Science American History from SCI 101 Applied Science I 1877-Present SCI 102 Applied Science II HIS/LAC 333 Selected Topics in History SCI 103 Astronomy HIS 244 The Making of the SCI 200 Introduction to Forensic United States to 1877 Science HIS 254 United States in the World, 1877-Present WRITING INTENSIVE COURSES HIS 300 History of Social Policy & (WI) the Poor BIO/CHM 402 Biochemistry II HIS/WMS 353 Women’s History BIO/CHM 404 Biochemistry I Lab HIS 361 Comparative Revolutions BIO 450 Bioseminar JOU 224 Journalism I BUS 332 International Financial JOU 234 Journalism II Management NUR 355 Nursing Research CAT 230 History of Animation NUR 460 Capstone Project I CAT/WRT 256 Digital Media Writing NUR 461 Capstone Project II CAT 259 Media Histories PSY 205 Developmental Psychology CAT 360 Selected Topics in Creative PSY 310 Research Methods I Arts & Technology PSY 311 Research Methods II CAT 369 Game Theory & Analysis REL 227 Religion & Literature CAT 400 Pre-Capstone Graphics SOC 433 Selected Topics in Sociology CHM 303 Organic Chemistry I-Lab SOC 490 Fall Internship in Sociology CHM 304 Organic Chemistry II-Lab SOC 491 Spring Internship in CHM 404 Biochemistry I-Lab Sociology CHM 450 Chemistry Seminar WRT 205 Introduction to Professional CMP 300 System Analysis & Design & Technical Writing ENG 202 Selected Topics in WRT/PHL 229 Language & Society: Contemporary Literature Western Rhetoric in ENG 203 British Literature Survey I Contemporary Use ENG 204 British Literature Survey II ENG/CAT 206 Screenwriting ENG/WMS 223 Women’s Literature GRADUATION REQUIREMENTS 59

III. GRADE REQUIREMENTS or concentration, must formally declare the new major or concentration prior to A minimum cumulative quality point aver- registration for the last four courses age (based on courses and credit earned at required for graduation. Bloomfield College) of 2.0 is required for Students should acquaint themselves graduation when grades are recorded in with the major and general education the letter- grade system. requirements as defined in the section (See “Grading–Evaluation System”). “Academic Programs and Majors”. The Students must achieve a grade point Registrar can answer questions about average of 2.0 or better in major required variations in major requirements. courses. No more than two of these may be in the range of C- to D-. VI. ELIGIBILITY TO PARTICIPATE IN COMMENCEMENT Students who declare a minor in a subject area must achieve a grade point average In order to participate in the Commence- of 2.0 or better in the required courses. ment Program, students must be within No more than one of these may be in their final two course units needed for the range of C- to D-. graduation by the end of the Spring semes- To remain in the Education Programs stu- ter, and have been cleared for graduation dents must maintain a cumulative 3.0 by the Office of Advising and Registration. grade point average and must earn a “C” or Students must be registered for these better in all education courses. courses prior to commencement and The nursing major also has a different must complete these courses by August 31 set of standards: of the same year. Students may participate A. All major and required courses MUST in only one Commencement Exercise. have grades of “C” or better and Honors for the Baccalaureate Ceremony will be based on courses completed prior B. Students may not progress into any to Commencement. Final honors will be NUR course unless the prerequisite awarded upon completion of all course courses have been passed with grades work. If students have academic dishonesty of “C” or better. charges, this may affect their ability to IV. RESIDENCY REQUIREMENTS participate in Baccalaureate and Com- mencement. A minimum residency period of eight course units (the last eight) including a VII. WRITTEN COMMUNICATION minimum of three courses required by the COMPETENCY STANDARD given major. Students taking courses at an A Written Communication Competency off-campus site must fulfill the residency is required for graduation. Students in requirements at the Bloomfield College WRT 109 are expected to pass an Exit campus. Essay Exam. Students wishing to take any of their Students who transfer in credit for WRT last eight course units elsewhere must peti- 106 and WRT 109 will not have to take the tion the Faculty Committee on Academic Exit Essay Exam. Standards. Students with upperclass stand- ing (i.e., those who have completed 14.25 Successful completion of writing courses courses or more) may not take courses at (WRT) is necessary to progress in all a community college or other two-year majors at the College and, therefore, is a college for transfer to Bloomfield College. graduation requirement. Students who fail to achieve the necessary grade in a writing V. MAJOR REQUIREMENTS course for a second time must seek permission from the Faculty Committee Each student must declare a major field or on Academic Standards to take the course area of concentration, prior to registering for a third time, by filing a formal petition. for the 17th course unit by completing the In the event this petition is denied, the “Declaration of Major” form available in denial will serve as a dismissal from the Office of Advising and Registration. Bloomfield College. To expedite the The appropriate major advisor or division processing of the petition and decision chairperson must sign the completed form. of the Committee, petitions should be The student will return the form to the submitted no later than two weeks after Office of Advising and Registration. final grade posting. A student who wishes to change a major or concentration or to declare a second major 60

Undergraduate Academic Programs & Majors

• For assistance with Academic programs and Majors students should reference Degree Audit on WebAdvisor. • For assistance with course sequencing students should reference the two year Course Cycles and Program Ladders on the Bloomfield College website. INDEX TO UNDERGRADUATE ACADEMIC MAJORS & CONCENTRATIONS 61 Index to Undergraduate Academic Majors & Concentrations

DIVISION OF ACCOUNTING, BUSINESS, COMPUTER SCIENCE & ECONOMICS

MISSION: To prepare students to realize intellectual and professional goals by teaching current, ethical, relevant and marketable business and professional skills, which incorporate technology and instill a desire for lifelong learning. Accounting Computer Science General Accounting Network Engineering BS/MS Accounting Business Administration Economics Finance Human Resource Management, BBA International Business Management Management Management Information Systems Marketing Supply Chain Management

DIVISION OF CREATIVE ARTS & TECHNOLOGY

MISSION: Creative Arts & Technology is dedicated to developing socially conscious, creative individuals with the skills to make an impact on our global and multicultural society. Creative Arts & Technology cultivates an interdiscipli- nary, collaborative environment that prepares them for an evolving world that needs creative problem-solvers.

Creative Arts & Technology Graphic Design Animation Interactive Multimedia & (2D or 3D) the World Wide Web Expanded Media Music Technology Game Design Bachelor of Science Game Programming 62 ACADEMIC PROGRAMS & MAJORS

DIVISION OF EDUCATION

MISSION: To provide a comprehensive academic experience built upon high academic and professional standards. The ultimate goal of the program is to produce teachers who understand the needs of diverse learners, are effective in multicultural environments, have a solid liberal arts background to support their teaching effectiveness and utilize a broad array of instructional strategies to help students become responsible citizens in a changing world. Elementary & Early Childhood Subject Area/Secondary* Biology Biology Chemistry Chemistry Chemistry (Physical Science) Chemistry (Physical Science) English English History History Mathematics Mathematics Philosophy Psychology Religion Sociology Elementary with Subject Matter Specialization* Biology Chemistry Chemistry (Physical Science) English History Mathematics

DIVISION OF HUMANITIES

MISSION: To introduce students to the ever expanding, ever changing, ever fulfilling life of the mind, initiating them in the enchantment and excitement of lifelong learning in the Humanities. Creative Writing Philosophy* English* Religion* History* Broadcast Journalism*

*See Education major for Co-Concentrations for the above majors. INDEX TO UNDERGRADUATE ACADEMIC MAJORS & CONCENTRATIONS 63

DIVISION OF NATURAL SCIENCE & MATHEMATICS

MISSION: Through its courses and programs, the Division of Natural Science and Mathematics seeks to provide its majors with the scientific and mathematical knowledge and technological facility to function competitively in the scientific marketplace, and to provide all students with the basic scientific and mathematical literacy to make reasoned judgments and positive contributions to society in the 21st century. Biology* Clinical Laboratory Sciences General Biology Medical Laboratory Science Pre-Chiropractic Studies (formerly Medical Technology) Pre-Podiatry Studies Mathematics* Chemistry* Medical Imaging Sciences Biochemistry Pre-Med Program General Chemistry

DIVISION OF NURSING

MISSION: To engage in a collaborative educational process that prepares caring, reflective, and socially committed professional nurses, who act with ethical regard and informed awareness as they influence and shape health care delivery to culturally diverse individuals, families, and communities. Generic Nursing Program RN/BSN Track

DIVISION OF SOCIAL & BEHAVIORAL SCIENCE

MISSION: To educate our students to apply theory and research in the social and behavioral sciences to everyday life in order to see the world in a broader perspective. The Division’s goal is to prepare students for graduate school and careers. We accomplish this by emphasizing the development of skills including critical thinking and analysis, effective communication, and sensitivity to other individuals and cultures. Government & International Studies* Psychology* (formerly Political Science) General Psychology Global Civil Society & Human Services Studies Human Rights Sociology* Government Criminal Justice Human Services Studies General Sociology Public Administration Human Services Studies

*See Education major for Co-Concentrations for the above majors. 64 ACADEMIC PROGRAMS & MAJORS

Minors

DIVISION OF ACCOUNTING, DIVISION OF NATURAL SCIENCE BUSINESS, COMPUTER SCIENCE & MATHEMATICS & ECONOMICS Biology Computer Science Chemistry Network Engineering Mathematics DIVISION OF CREATIVE ARTS DIVISION OF SOCIAL & & TECHNOLOGY BEHAVIORAL SCIENCE Art History Psychology Game Programming Public Policy Music Technology Sociology (Digital Audio Engineering INTERDISCIPLINARY STUDIES & Sound Design or Africana Studies Production, Writing Latin American & Caribbean Studies & Artist Development) Women’s Studies Expanded Media DIVISION OF HUMANITIES Creative Writing English French History Professional Writing & Rhetoric Philosophy Religion Spanish

INTERDISCIPLINARY PROGRAMS

Africana Studies Latin American & Caribbean Studies Honors Program Women’s Studies

UNDERGRADUATE CERTIFICATE PROGRAMS

Digital Media Network Engineering Diversity Training Supply Chain Management DISCIPLINARY PROGRAMS

Anthropology Physical Education Economics Physics Interdisciplinary Studies Science 65

Undergraduate Departmental Academic Programs 66 A Guide to the Undergraduate Departmental Academic Programs

The following pages present the course Departmental Academic Programs and listing for the academic program in course listings are listed alphabetically detail. This section provides informa- by title for the reader’s convenience. tion which will make the total program easier to understand. Many courses have prerequisites which Each course has a three-digit course are listed in the course description. number. Courses below 100 level are Please be sure that necessary prerequi- pre-college and do not carry degree sites have been taken before enrolling credit. in any course. First Digit Designation 1–Beginning Level 2 or 3–Intermediate Level 4–Advanced Level 5–Graduate 6–Graduate Advanced 67

DIVISION OF ACCOUNTING, BUSINESS, COMPUTER Accounting SCIENCE & ECONOMICS

Students in the Accounting major The required courses are: are required to take the following ACC 201 Principles of Accounting I General Education courses. ACC 204 Principles of Accounting II FYS 100 First Year Seminar ACC 301 Intermediate Accounting I MTH 130 Transition to Collegiate ACC 302 Intermediate Accounting II Mathematics ACC 318 Taxation I MTH 160 Precalculus Enhanced/ ACC 323 Cost Accounting: MTH 161 Precalculus A Managerial Emphasis ACC 404 Advanced Accounting WRT 102 Enhanced Argumentative & ACC 421 Auditing Analytic Writing or BUS 200 Introduction to Management WRT 105 Argumentative & Analytic BUS 312 Managerial Finance Writing BUS 314 Principles of Marketing or BUS 316 Business Law I WRT 106 Accelerated Argumentative & BUS 401 Business Policy Analytic Writing CMP 100 Computer Literacy†† WRT 108 Enhanced Synthesis & ECN 210 Principles of Economics I: Research Writing or Microeconomics†† WRT 109 Synthesis & Research Writing ECN 211 Principles of Economics II: Macroeconomics†† 8 c.u.s required from the following: ECN 310 Managerial Economics Aesthetic Appreciation Competency (1 c.u.) ECN 309 Money & Banking Communication Skills Competency (1 c.u.) or Scientific & Technical Skills Competency BUS 332 International Financial (2 c.u.s) Management AND MTH 200 Applied Statistics I Multi/Transcultural & Global Awareness Competency (1 c.u.) †† Note: Three course units of the Problem Solving & Critical Thinking major’s list of requirements may count Competency (3 c.u.s) as General Education Electives. OR Multi/Transcultural & Global Awareness Competency (1 c.u.) Problem Solving & Critical Thinking Competency (2 c.u.s) Community Orientation/Citizenship Competency (1 c.u.)

Undergraduate Accounting course descriptions begin on page 157. 68 Africana INTERDISCIPLINARY PROGRAMS Studies

MINOR IN AFRICANA STUDIES

Requiring a total of 5 c.u.s of which AFS/CAT 216 The History of students must select courses from at least African-American Art three different disciplines with the follow- AFS/ENG/WMS 222 African- ing course of study. American Literature Students must take: AFS/CAT 224 Music of the United States: The African- AFS/HIS 105 Introduction to American Influence Africana Studies AFS/REL 232 Introduction to Islam GROUP I AFS 233 Selected Topics in Students must take three courses from Africana Studies the following: AFS/LAC/SOC/WMS 241 Minority Groups & Race Relations AFS/CAT 113 African-American AFS/ENG/PHL 259 African-American Tradition Workshop Thought AFS 121 African Civilizations AFS/CAT 266 African-American AFS/HIS 207 African-American Performance History History to 1877 AFS/HIS 225 Ideas of Freedom, GROUP II African-American History from Students must take one(1) course 1877-present from the following: AFS/APG 213 Peoples & Cultures of AFS 333 Selected Topics in Africa South of the Sahara Africana Studies AFS/SOC 369 Sociology of African- American Families

Undergraduate Africana Studies course descriptions begin on page 158. 69

DIVISION OF NATURAL SCIENCE Biology AND MATHEMATICS

Students in the Biology major are required to take the following Students wishing New Jersey Teaching General Education courses. Certification must be admitted to the B.A. in Education and satisfy the courses FYS 100 First Year Seminar listed in the biology co-concentration MTH 130 Transition to Collegiate (see page 101). Should a student decide Mathematics to major in the discipline exclusively, MTH 160 Precalculus Enhanced/ he/she will need to submit a change of major MTH 161 Precalculus declaration and satisfy all the requirements. WRT 102 Enhanced Argumentative & Students who wish to double major must Analytic Writing complete the requirements of both majors. or A student majoring in Biology may enter WRT 105 Argumentative & Analytic Writing any of three concentrations: or General Biology WRT 106 Accelerated Argumentative & • Analytic Writing • Pre-Chiropractic • Pre-Podiatry WRT 108 Enhanced Synthesis & Research Writing (For Biochemistry major, please see or CHEMISTRY). WRT 109 Synthesis & Research Writing (For Pre-Med Program, see page 142). 8 c.u.s required from the following: (2 Science courses will satisfy the STS The following core of common courses is competency) required of all Biology majors: Aesthetic Appreciation Competency (1 c.u.) BIO 111 General Biology: Cell Communication Skills Competency (1 c.u.) BIO 121 General Biology: Diversity Scientific & Technical Skills Competency (2 c.u.s) The following courses are recommended AND for all Biology majors: Multi/Transcultural & Global Awareness CHM 303 Organic Chemistry I Laboratory Competency (1 c.u.) CHM 304 Organic Chemistry II Laboratory Problem Solving & Critical Thinking Computer Science Course Competency (3 c.u.s) MTH 200 Applied Statistics I OR Multi/Transcultural & Global Awareness Many courses have prerequisites which are Competency (1 c.u.) listed in the course description. Please be Problem Solving & Critical Thinking sure that necessary prerequisites have been Competency (2 c.u.s) taken before enrolling in any course. Community Orientation/Citizenship Competency (1 c.u.) Note: The required two c.u.s addressing the Scientific and Technical Skills competency are waived because the major’s introductory courses address this competency but are not general education courses.

Undergraduate Biology course descriptions begin on page 161. 70 DIVISION OF NATURAL SCIENCE AND MATHEMATICS

GENERAL BIOLOGY CONCENTRATION

The General Biology concentration is Plus three additional courses selected satisfied by successfully completing the from the following Biology courses following additional courses: and the recommendation of the BIO 200 Microbiology Biology Advisor: BIO 205 Human Anatomy & BIO 208 Advanced Zoology Physiology I BIO 214 Issues in Human Ecology BIO 206 Human Anatomy & BIO 304 Developmental Biology Physiology II BIO 305 Comparative Vertebrate BIO 213 Molecular & Cellular Morphology Biology BIO 309 Genetics BIO 320 Ecology BIO 317 Immunology BIO 450 Bioseminar BIO 326 Histology CHM 111 General Chemistry I BIO 390 Science Internship CHM 112 General Chemistry II BIO 401 Biochemistry I CHM 301 Organic Chemistry I BIO 402 Biochemistry II (no lab required) BIO 412 General Mammalian Physiology CHM 302 Organic Chemistry II BIO 430 Advanced Topics in Biology (no lab required) BIO 460 Bioresearch MTH 221Calculus & Analytic Geometry I PHY 105 General Physics I PHY 106 General Physics II BIOLOGY PRE-CHIROPRACTIC CONCENTRATION

(See page 139) BIOLOGY PRE-PODIATRY CONCENTRATION

(See page 143) MINOR IN BIOLOGY

A minor in Biology consists of: And four(4) additional Biology course units BIO 111 General Biology: Cell chosen in consultation with a member of BIO 121 General Biology: Diversity the Biology Faculty. One of these courses must be numbered 300 or higher.

In conjunction with Rutgers University, a four-year degree is offered in Clinical Laboratory Sciences. Specialization is available in: • Medical Laboratory Sciences For further details, see CLINICAL LABORATORY SCIENCES. 71 72 Broadcast DIVISION OF Journalism HUMANITIES

Students in the Journalism major are Students in the Journalism major are required to take the following General required to take the following Core Education courses: Courses: FYS 100 First Year Seminar JOU 114 Utilizing Tablet Computers MTH 130 Transition to Collegiate JOU 122 Public Speaking Mathematics JOU 128 Introduction to MTH 140 College Algebra-Enhanced/ Mass Communication MTH 141 College Algebra JOU 212 Voice & Speech Production WRT 102 Enhanced Argumentative & or Analytic Writing or JOU 213 Oral Interpretation of Literature WRT 105 Argumentative & Analytic JOU 224 Journalism I Writing JOU 231 Radio & Television or JOU 234 Journalism II WRT 106 Accelerated Argumentative & JOU 243 Media Writing Analytic Writing JOU 244 News Gathering WRT 108 Enhanced Synthesis & JOU 247 Writing for Radio & Research Writing or Television Radio Production WRT 109 Synthesis & Research Writing JOU266 Radio Production I JOU 280 Sports Journalism Aesthetic Appreciation Competency (1 c.u.) JOU 357 Broadcast Journalism Communication Skills Competency (1 c.u.) JOU 366 Radio Production II Scientific & Technical Skills Competency (2 c.u.s) JOU 370 Media Ethics JOU 375 Mass Media Research AND Multi/Transcultural & Global Awareness JOU 390 Communication Internship Competency (1 c.u.) JOU 440 Communication Capstone Problem Solving & Critical Thinking Competency (3 c.u.s) Many courses have prerequisites which are OR listed in the course description. Please be Multi/Transcultural & Global Awareness sure that necessary prerequisites have been Competency (1 c.u.) taken before enrolling in any course. Problem Solving & Critical Thinking Competency (2 c.u.s) Community Orientation/Citizenship Competency (1 c.u.)

Undergraduate Broadcast Journalism course descriptions begin on page 164. 73 Business DIVISION OF ACCOUNTING, BUSINESS, COMPUTER Administration SCIENCE & ECONOMICS

Students in the Business A student majoring in Business Administration major are Administration must choose a field of required to take the following concentration from among the nine fields General Education courses. offered: FYS 100 First Year Seminar • Economics MTH 130 Transition to Collegiate • Finance Mathematics • Human Resource Training MTH 160 Precalculus Enhanced/ • International Business Management MTH 161 Precalculus • Management WRT 102 Enhanced Argumentative & • Management Information Systems Analytic Writing or • Marketing WRT 105 Argumentative & Analytic • Supply Chain Management Writing or The student will normally select one field WRT 106 Accelerated Argumentative & of concentration toward the end of the Analytic Writing sophomore year or early in the WRT 108 Enhanced Synthesis & junior year. Research Writing or Core courses for WRT 109 Synthesis & Research Writing Business Administration majors: 8 c.u.s required from the following: ACC 201 Principles of Accounting I Aesthetic Appreciation Competency (1 c.u.) ACC 204 Principles of Accounting II Communication Skills Competency (1 c.u.) BUS 152 TQM for Everyone *† (0.5 c.u.) Scientific & Technical Skills Competency BUS 200 Introduction to Management (2 c.u.s) BUS 312 Managerial Finance AND BUS 314 Principles of Marketing Multi/Transcultural & Global Awareness BUS 316 Business Law I Competency (1 c.u.) CMP 100 Computer Literacy†† Problem Solving & Critical Thinking ECN 210 Principles of Economics I: Competency (3 c.u.s) Microeconomics†† OR ECN 211 Principles of Economics II: Multi/Transcultural & Global Awareness Macroeconomics†† Competency (1 c.u.) ECN 310 Managerial Economics* † Problem Solving & Critical Thinking MTH 200 Applied Statistics I Competency (2 c.u.s) Many courses have prerequisites which Community Orientation/Citizenship are listed in the course description. Please Competency (1 c.u.) be sure that necessary prerequisites † BUS 152 TQM for Everyone and have been taken before enrolling in any ECN 310 Managerial Economics course. are not required for the Management Information Systems concentration. †† Note: Three course units of the major’s list of requirements may count as General Education Electives. * BUS 152 TQM for Everyone is not required for the Supply Chain Management and Interna- tional Business Management concentrations.

Undergraduate Business Administration course descriptions begin on page 160. 74 DIVISION OF ACCOUNTING, BUSINESS, COMPUTER SCIENCE & ECONOMICS

BUSINESS ADMINISTRATION ECONOMICS CONCENTRATION

The courses required for the Elective Courses Economics concentration in addition Students select 2 courses (at the 300 to the core courses are: or 400 level) from any economics, BUS 353 Operations Management finance, management, accounting, ECN 309 Money & Banking human resource training or marketing ECN 311 Monetary & Macroeconomic courses and select one 0.5 c.u. course Theory from within the College. ECN 320 Intermediate Macroeconomics ECN 410 History of Economic Thought

BUSINESS ADMINISTRATION FINANCE CONCENTRATION

The courses required for the Finance Elective Courses concentration in addition to the core Students select 3 courses from the courses are: following and one 0.5 c.u. course BUS 401 Business Policy from within the College. BUS 412 Security Analysis BUS 308 Entrepreneurship ECN 309 Money & Banking BUS 333 Issues in Contemporary Business BUS 332 International Financial & Management Management BUS 352 Total Quality Management BUS 353 Operations Management BUS 3XX/4XX Any Division 300 or 400 level course PSY 317 Organizational Behavior BUSINESS ADMINISTRATION 75

BUSINESS ADMINISTRATION INTERNATIONAL BUSINESS MANAGEMENT CONCENTRATION

The courses required for the Interna- Elective Courses tional Business Management concentra- Students select two(2) courses from the tion in addition to the core courses are: following: BUS 300 Introduction to International HIS 106 Introduction to Geography Business HIS 227 Global History I BUS 332 International Financial HIS 237 Global History II Management GIS 102 International Studies I BUS 353 Operations Management GIS 208 International Relations BUS 365 International Human Resource GIS 224 American Foreign Policy Management SOC 251 Gender & Globalization BUS 401 Business Policy ECN 305 International Economics & Trade Advanced level foreign language course (200 level or above) or Two(2) 100 level courses in a single foreign language

BUSINESS ADMINISTRATION MANAGEMENT CONCENTRATION

The courses required for the Elective Courses Management concentration in Students select two(2) courses from the addition to the core courses are: following: BUS 313 Human Resource Management BUS 308 Entrepreneurship BUS 353 Operations Management BUS 333 Issues in Contemporary Business BUS 401 Business Policy & Management PSY 317 Organizational Behavior BUS 341 Project Management And students select 1 course at the 300 or 400 level from any ACC, BUS, CIS or ECN course and one 0.5 course unit from within the College. 76 DIVISION OF ACCOUNTING, BUSINESS, COMPUTER SCIENCE & ECONOMICS

BUSINESS ADMINISTRATION MANAGEMENT INFORMATION SYSTEMS CONCENTRATION

The courses required for the Elective Courses Management Information Students select one(1) course from the concentration in addition to following: the core courses are: CMP 225 Programming Languages CMP 126 Programming I CMP 322 Introduction to Operating CMP 226 Programming II System CMP 300 Systems Analysis & Design CMP 324 Multimedia Programming CMP 330 Database Management CMP 334 Web Programming CMP 324 Multimedia Programming CMP 336 Database Implementation or CMP 431 Data Communication & CMP 431 Data Communication & Networks Networks CMP 433 Selected Topics in Computer CMP 430 Management Information Information Systems Systems CMP 490 Internship CMP 460 Applied Systems Development ECN 310 Managerial Economics Project

BUSINESS ADMINISTRATION MARKETING CONCENTRATION

The courses required for the Marketing Elective Courses concentration in addition to the core Students select three(3) courses courses are: (at the 300 or 400 level) from any BUS 354 Marketing Research economics, finance, accounting, BUS 355 Consumer Behavior management or marketing courses and BUS 356 Business (Industrial) Marketing PSY 224 Industrial/Organizational BUS 414 Marketing Management & Psychology or PSY 317 Organizational Strategies or Behavior. BUS 401 Business Policy And one(1) of the following two: BUS 325 Principles of Advertising BUS 337 Sales & Sales Management BUSINESS ADMINISTRATION 77

BUSINESS ADMINISTRATION SUPPLY CHAIN MANAGEMENT CONCENTRATION

A Bachelor of Science degree in BUS 346 Principles of Physical Business Administration with a Distribution concentration in Supply Chain BUS 347 Purchasing Management requires successful BUS 348 Traffic & Warehouse completion of the following courses Management in addition to the common core: BUS 349 Quality Control Fundamentals BUS 445 Supply Chain Management Policy BUS 245 Supply Chain Management Overview BUS 345 Production & Inventory Control

CERTIFICATE IN SUPPLY CHAIN MANAGEMENT

The certificate in Supply Chain A student wishing a certificate in Management is intended for those Supply Chain Management must who seek training and certification successfully complete the following: in current technologies. The program BUS 245 Supply Chain Management results from close cooperation with the Overview corporate sector. Guidance was provid- BUS 345 Production & Inventory ed by an Advisory Committee repre- Control senting the American Production and BUS 346 Principles of Physical Inventory Control Society (APICS), Distribution the National Association for Purchasing BUS 347 Purchasing Management (NAPM), the Internation- BUS 348 Traffic & Warehouse Management al Supply Chain Management Society BUS 349 Quality Control Fundamentals (IMMS), the National Council for BUS 445 Supply Chain Management Policy Physical Distribution Management (NCPDM) the Delta Nu Alpha Transportation Fraternity, Inc. (DNA), and the American Society for Quality Control. 78

DIVISION OF NATURAL SCIENCE AND MATHEMATICS Chemistry

Students in the Chemistry major are required to take the following Students wishing New Jersey Teaching General Education courses. Certification must be admitted to the B.A. in Education and satisfy the courses FYS 100 First Year Seminar listed in the Chemistry co-concentration MTH 130 Transition to Collegiate (see page 102). Should a student decide Mathematics to major in the discipline exclusively, MTH 160 Precalculus Enhanced/ he/she will need to submit a change of MTH 161 Precalculus major declaration and satisfy all the WRT 102 Enhanced Argumentative & requirements listed below. Students who Analytic Writing wish to double major must complete or the requirements of both majors. WRT 105 Argumentative & Analytic Writing or There are two Chemistry WRT 106 Accelerated Argumentative & concentrations: Analytic Writing • General Chemistry WRT 108 Enhanced Synthesis & • Biochemistry Research Writing or Both majors are required to take the WRT 109 Synthesis & Research Writing following core courses: 8 c.u.s required from the following: CHM 111 General Chemistry I (2 Science courses will satisfy the STS CHM 112 General Chemistry II competency) CHM 211 Chemical Analysis & Aesthetic Appreciation Competency (1 c.u.) Instrumentation Communication Skills Competency (1 c.u.) CHM 212 Chemical Analysis & Scientific & Technical Skills Competency Instrumentation Laboratory (2 c.u.s) (0.5 c.u.) CHM 301 Organic Chemistry I AND CHM 302 Organic Chemistry II Multi/Transcultural & Global Awareness CHM 303 Organic Chemistry I Laboratory Competency (1 c.u.) (0.5 c.u.) Problem Solving & Critical Thinking CHM 304 Organic Chemistry II Laboratory Competency (3 c.u.s) (0.5 c.u.) OR CHM 311 Physical Chemistry I Multi/Transcultural & Global Awareness CHM 313 Physical Chemistry I Laboratory Competency (1 c.u.) (0.5 c.u.) Problem Solving & Critical Thinking CHM 401 Biochemistry I Competency (2 c.u.s) CHM 404 Biochemistry I Laboratory Community Orientation/Citizenship (0.5 c.u.) Competency (1 c.u.) CHM 450 Chemistry Seminar (0.5 c.u.) Note: The required two c.u.s addressing MTH 221 Calculus & Analytic Geometry I the Scientific and Technical Skills MTH 222 Calculus & Analytic competency are waived because the Geometry II major’s introductory courses address this competency but are not general PHY 105 General Physics I PHY 106 General Physics II education courses. or PHY 210 University Physics I PHY 211 University Physics II

Undergraduate Chemistry course descriptions begin on page 171. CHEMISTRY 79

GENERAL CHEMISTRY CONCENTRATION

The General Chemistry concentration is satisfied by successfully completing the following additional courses: CHM 312 Physical Chemistry II CHM 414 Advanced Inorganic Chemistry CHM 314 Physical Chemistry II Laboratory CHM 415 Advanced Inorganic Chemistry (0.5 c.u.) Laboratory (0.5 c.u.)

BIOCHEMISTRY CONCENTRATION

The Biochemistry concentration is satisfied by successfully completing the following additional courses: BIO 111 General Biology: Cell CHM 402 Biochemistry II BIO 121 General Biology: Diversity CHM 405 Biochemistry II Laboratory BIO 213 Molecular & Cellular Biology (0.5 c.u.) MINOR IN CHEMISTRY

A minor in Chemistry requires 6.5 course units: CHM 111 General Chemistry I And three(3) additional upper-level CHM 112 General Chemistry II courses, two of which have laboratory CHM 301 Organic Chemistry I components, chosen in consultation CHM 303 Organic Chemistry I Laboratory with the chemistry faculty. (0.5 c.u.) 80 81 Clinical DIVISION OF NATURAL SCIENCE Laboratory AND MATHEMATICS Sciences

Students in the Clinical Laboratory The Bachelor of Science degree in Sciences major are required to take Clinical Laboratory Sciences BS–CLS the following General Education is a joint degree offered with Rutgers courses. University. FYS 100 First Year Seminar Bloomfield College, in conjunction MTH 130 Transition to Collegiate with Rutgers University, offers a Mathematics program leading to a B.S. degree in MTH 160 Precalculus Enhanced/ Clinical Laboratory Sciences. MTH 161 Precalculus • Medical Laboratory Science WRT 102 Enhanced Argumentative & (formerly Medical Technology) Analytic Writing or As a joint degree between Bloomfield WRT 105 Argumentative & Analytic College and Rutgers University, the CLS Writing or major depends upon the cooperation of WRT 106 Accelerated Argumentative & two institutions. Analytic Writing Students must complete a three-year, WRT 108 Enhanced Synthesis & (24 course units) pre-professional Research Writing component at Bloomfield College and or a 15-month professional component at WRT 109 Synthesis & Research Writing Rutgers University. 8 c.u.s required from the following: Bloomfield College students who (2 Science courses will satisfy the STS have earned 24 course units by competency) completing the General Education Aesthetic Appreciation Competency (1 c.u.) courses, as well as the professional Communication Skills Competency (1 c.u.) courses listed under each specialty, Scientific & Technical Skills Competency may be admitted to Rutgers University (2 c.u.s) for the remaining professional courses AND provided they have: Multi/Transcultural & Global Awareness A. been in residence at Bloomfield Competency (1 c.u.) College for a minimum of 8 Problem Solving & Critical Thinking courses; Competency (3 c.u.s) B. achieved an overall grade point OR average of 2.85, and; Multi/Transcultural & Global Awareness C. received grades of C or better in all Competency (1 c.u.) required Science and Mathematics Problem Solving & Critical Thinking courses. Competency (2 c.u.s) Community Orientation/Citizenship Note: The required two c.u.s addressing Competency (1 c.u.) the Scientific and Technical Skills competency are waived because the Many courses have prerequisites which major’s introductory courses address are listed in the course description. this competency but are not general educa- Please be sure that necessary prerequi- tion courses. Also, as a three-year-plus sites have been taken before enrolling program, majors in CLS may count two of in any course. the course units in their list of major requirements as general education electives and take only one Writing Intensive course in the general education electives. 82 DIVISION OF NATURAL SCIENCE AND MATHEMATICS

MEDICAL LABORATORY SCIENCE (formerly Medical Technology)

Students interested in Medical In addition, the following courses Laboratory Sciences must take the are recommended to strengthen the following courses: student’s background (Electives): BIO 111 General Biology: Cell BIO 205 Human Anatomy & BIO 121 General Biology: Diversity Physiology I BIO 200 Microbiology BIO 309 Genetics BIO 206 Human Anatomy & BIO/CHM 404 Biochemistry I Laboratory*** Physiology II CHM 302 Organic Chemistry II BIO 213 Molecular & Cellular Biology CHM 304 Organic Chemistry II Laboratory BIO 317 Immunology (0.5 c.u.) BIO/CHM 401 Biochemistry I CMP 100 Computer Literacy CHM 111 General Chemistry I PHY 105 General Physics I CHM 112 General Chemistry II PHY 106 General Physics II CHM 301 Organic Chemistry I CHM 303 Organic Chemistry I Laboratory *** Required for licensure to work in the (0.5 c.u.) State of New York MTH 200 Applied Statistics I 83 Computer DIVISION OF ACCOUNTING, BUSINESS, COMPUTER Science SCIENCE & ECONOMICS

Students in the Computer Science The required courses are: major are required to take the following GENERAL BUSINESS, General Education courses. MATHEMATICS & SCIENCE FYS 100 First Year Seminar CORE COURSES MTH 130 Transition to Collegiate BUS 200 Introduction to Management Mathematics MTH 221 Calculus & Analytic MTH 160 Precalculus Enhanced/ Geometry I MTH 161 Precalculus or MTH 332 Discrete Mathematics WRT 102 Enhanced Argumentative & Analytic Writing or CIS CORE COURSES WRT 105 Argumentative & Analytic CMP 126 Programming I Writing CMP 226 Programming II or CMP 228 Data Structures WRT 106 Accelerated Argumentative & CMP 235 Web Programming Analytic Writing CMP 300 System Analysis & Design WRT 108 Enhanced Synthesis & CMP 322 Introduction to Research Writing Operating Systems or CMP 330 Database Management WRT 109 Synthesis & Research Writing CMP 430 Management Information 8 c.u.s required from the following: Systems CMP 460 Applied Systems Development Aesthetic Appreciation Competency (1 c.u.) Project Communication Skills Competency (1 c.u.) NTW 101 Data Representation & Digital Scientific & Technical Skills Competency Logic (2 c.u.s) NTW 115 Introduction to Computer AND Networks Multi/Transcultural & Global Awareness And three(3) courses selected from the Competency (1 c.u.) Problem Solving & Critical Thinking following: Competency (3 c.u.s) BUS 341 Project Management OR CAT 242 FLEX for Web & Games Multi/Transcultural & Global Awareness CAT 328 Artificial Intelligence for Games Competency (1 c.u.) Any Computer Science course 200-level or Problem Solving & Critical Thinking higher Competency (2 c.u.s) Any Network Engineering course Community Orientation/Citizenship Competency (1 c.u.) †† Note: Three course units of the major’s list of requirements may count as General Education Electives. Many courses have prerequisites which are listed in the course description. Please be sure that necessary prerequi- sites have been taken before enrolling in any course.

Undergraduate Computer Science course descriptions begin on page 174. 84 DIVISION OF ACCOUNTING, BUSINESS, COMPUTER SCIENCE & ECONOMICS

MINOR IN COMPUTER SCIENCE

The Computer Information Systems Two(2) additional elective courses Minor consists of six required courses selected from the following: and two electives. The six(6) required CAT 320 Multimedia II: Interactive courses are: Design & Programming BUS 200 Introduction to Management CMP 225 Programming Languages CMP 126 Programming I CMP 334 Web Programming CMP 226 Programming II CMP 430 Management Information Systems CMP 300 Systems Analysis & Design CMP 431 Data Communications or & Networks CAT 108 Introduction to Game Design and CAT 209 Creating Your Game Design Document CMP 324 Multimedia Programming CMP 330 Database Management 85 Creative Arts & DIVISION OF CREATIVE ARTS & Technology TECHNOLOGY

Students in the Creative Students wishing New Jersey Teaching Arts & Technology major are Certification must be admitted into the required to take the following B.A. in Education and satisfy the cours- General Education courses. es listed in the Arts and Visual and FYS 100 First Year Seminar Performing Arts co-concentrations MTH 130 Transition to Collegiate (see page 108). Should a student decide Mathematics to major in the discipline exclusively, MTH 140 College Algebra-Enhanced/ he/she will need to submit a change MTH 141 College Algebra of major declaration and satisfy the or requirements. Students who wish MTH 160 Precalculus Enhanced/ to double major must complete the MTH 161 Precalculus requirements of both majors. WRT 102 Enhanced Argumentative & Analytic Writing or Admissions Procedure and Standards WRT 105 Argumentative & Analytic Writing Freshmen Admission to the CAT Major: or • Admission to CAT is based on WRT 106 Accelerated Argumentative & successful completion of 2 CAT Analytic Writing courses, an admissions essay, portfolio WRT 108 Enhanced Synthesis & review and an interview with a CAT Research Writing or Discipline Coordinator. WRT 109 Synthesis & Research Writing • A student applying to CAT must have earned a minimum 2.7 average in two Aesthetic Appreciation Competency (2 c.u.s) full-course unit CAT 100 level courses, Communication Skills Competency (1 c.u.) 1 of which will be outside of the chosen Scientific & Technical Skills Competency CAT concentration. (1 c.u.) AND • The admissions essay topic is Multi/Transcultural & Global Awareness "Describe yourself as a creative person. Competency (2 c.u.s) What are your creative ambitions and Problem Solving & Critical Thinking what do you want to learn as a CAT Competency (2 c.u.s) major?" This essay may describe work OR submitted in the portfolio. Multi/Transcultural & Global Awareness • The portfolio must be the applicant’s Competency (1 c.u.) best work. Problem Solving & Critical Thinking Please contact the Creative Arts and Competency (2 c.u.s) Technology Division (Ext. 1507) to Community Orientation/Citizenship receive instructions for portfolio Competency (1 c.u.) submissions. Many courses have prerequisites which are listed in the course description. Please be sure that necessary prerequi- sites have been taken before enrolling in any course.

Undergraduate Creative Arts & Technology course descriptions begin on page 177. 86 DIVISION OF CREATIVE ARTS & TECHNOLOGY

Transfer Students and Admission Required of all majors: (except those to CAT: enrolled in the Art and Visual and Transfer students are not automatically Performing Arts Teacher Education admitted to the CAT major. All transfer programs) students must write an essay describing Two(2) Full-course unit CAT 100-level their creative work and aspirations. courses and: They must meet with a discipline CAT 121 Foundation Studio coordinator for portfolio review, (Minimum Grade of C or better)* which is used to assess technical and CAT 380 Internship I artistic proficiencies. or Transfer students with an AA degree, CAT 430 Internship II a minimum 2.7 average in a CAT CAT 420 Capstone concentration, and a successful *Students who receive a C- or lower in CAT interview and good portfolio will 121 have to petition to take it again. be admitted to the major. In addition, each student will specialize in Since transfer students often work in a one of the following areas and be required new concentration, it may take more to take the additional course units listed than four years total (junior college and under their chosen area of specialization. Bloomfield College) to graduate with All courses listed below are worth one the B.A. in CAT. course unit unless otherwise indicated.

ANIMATION CONCENTRATION • 2D Animation • 3D Animation

Animation Core: 2D Track: CAT 107 Music Technology CAT 241 Pre-Production & Animation CAT 116 Movement for Animator’s CAT 329 Character Design (.5 c.u.) CAT 134 Drawing for 2D Animation CAT 336 Designing Environments CAT 228 Stop Motion Animation for Story CAT 230 History of Animation CAT 257 Video I 3D Track: CAT 264 Computer Imaging CAT 329 Character Design (.5 c.u.) CAT 332 Life Drawing for Animation CAT 372 3D Animation CAT 361 3D Modeling CAT 364 Motion Capture I CAT 366 Motion Design CAT 471 Advanced 3D Animation CAT 403 Pre-Capstone: Animation (0.5 c.u.) CAT 406 Preparing A Demo Reel CREATIVE ARTS & TECHNOLOGY 87

EXPANDED MEDIA CONCENTRATION

Expanded Media broadens the scope of photo, And four(4) courses from the following: video and related media across time and CAT 116 Movement for Animators & space, creating socially engaging experiences Filmmakers for the screen, web and physical realm. CAT 228 Stop Motion Animation* The required courses are: CAT 247 Design, Thinking and Practice* CAT/WRT 256 Digital Media Writing CAT 107 Music Technology CAT 261 Physical Computing CAT 126 Digital Photography CAT 264 Computer Imaging CAT/ENG 206 Screenwriting CAT 270 Web Design CAT 257 Video I CAT 286 Sound Design: Audion for Video CAT 258 Video II CAT 368 Interactive Installation* CAT 259 Media Histories or *Note: Only one of the following can count ENG 281 Literature, Film & Theory towards the Expanded Media Core: CAT 228, CAT 247, CAT 368. The other two CAT 366 Motion Design may count towards Expanded Media Core Choices CAT 409 Pre-Capstone: Expanded Media ENG 120 Creative Writing

GAME DESIGN

GAME DESIGN TRACK CAT 253 Digital Game Design The required courses are: CAT 237 Group Game Project I CAT 108 Introduction to Game Design CAT 238 Introduction to CAT 120 Drawing I Game Programming or CAT 264 Computer Imaging CAT 217 Drawing II CAT 308 Group Game Project II or CAT 408 Game Capstone CAT 134 Drawing for 2D Animation CAT 198 Design I or CAT 194 3D Design

BACHELOR OF SCIENCE GAME PROGRAMMING

(See page 111)

GRAPHIC DESIGN CONCENTRATION

The required courses are: CAT 120 Drawing CAT 270 Web Design CAT 194 3D Design CAT 278 Digital Publishing CAT 244 Visual Communication CAT 311 Business of Graphics CAT 247 Design Thinking & Practice CAT 362 Typography CAT 263 2D & 3D Design Drawing for CAT 363 Advertising Concepts & Design Graphics Production CAT 304 Motion Graphics CAT 264 Computer Imaging CAT 400 Pre-Capstone Studio 88 DIVISION OF CREATIVE ARTS & TECHNOLOGY

INTERACTIVE MULTIMEDIA AND THE WORLD WIDE WEB CONCENTRATION

The required courses are: CAT 270 Web Design I CAT 107 Introduction to Music Technology CAT 286 Sound Design I: CAT 108 Introduction to Game Design Audio for Video I CAT 117 Multimedia for CD-ROM, DVD CAT 361 3D Modeling & the World Wide Web CAT 368 Interactive Installation CAT 134 Drawing for 2D Animation CAT 370 Advanced Web Design CAT 241 Pre-Production & 2D Animation CAT 385 Visual Effects CAT 257 Video I

MUSIC TECHNOLOGY CONCENTRATION

The required courses are: CAT 107 Introduction to Music Technology CAT 286 Sound Design I: CAT 189 Bloomfield College Concert Audio for Video I Choir (0.5 c.u.) CAT 300 Composition & MIDI CAT 200 Music Theory I Programming I CAT 201 Music Theory II CAT 301 Composition & MIDI Programming II CAT 204 World Music CAT 305 Sound Design II: or Audio for Video II (0.5 c.u.) CAT 224 Music in the United States: CAT 310 Digital Audio Engineering II The African-American Influence (Mixing) CAT 205 Basic Sequencing CAT 323 Music Industry Essentials CAT 210 Digital Audio Engineering I CAT 401 Advanced Synthesizer (Recording) Programming & Electronic Music CAT 213 Musical Improvisation (0.5 c.u.) CAT 402 Developing a Record Project CAT 257 Video I (0.5 c.u.) CAT 410 Digital Audio Engineering III: Practicum

MINOR IN ART HISTORY

The minor in Art History required 5.5 And three(3) course units selected course units. At least four(4) courses from the following: must be at the 200 or 300-level. CAT 207 Art Appreciation The required courses are: CAT 211 Artists of the 20th Century CAT 214 Modern Arts of Latin America CAT 203 World Art I CAT 216 African-American Art CAT 235 World Art II CAT 222 Global Art History CAT 230 History of Animation CAT 248 History of Cinema CAT 313 Topics in Arts & Western Culture CAT 333 Global Arts CAT 350 Selected Topics in Fine & Performing Arts CREATIVE ARTS & TECHNOLOGY 89

MINOR IN GAME PROGRAMMING

The courses required for the And three(3) courses selected from the Creative Arts & Technology following: Game Programming Minor are: CMP 225 Programming Languages CMP 126 Programming I CMP 226 Programming II CAT 237 Group Game Project I CMP 228 Data Structures CAT 238 Introduction to Game CMP 300 System Analysis & Design Programming CMP 322 Introduction to Operating MTH 160 Precalculus Systems CAT 308 Group Game Project II CAT 318 Game Architecture CAT 328 Artificial Intelligence for Games MTH 221 Calculus & Analytical Geometry I MINOR IN MUSIC TECHNOLOGY

The courses required for the Creative Arts & Technology Music Technology Minor are: DIGITAL AUDIO ENGINEERING PRODUCTION, WRITING AND AND SOUND DESIGN TRACK ARTIST DEVELOPMENT TRACK CAT 107 Introduction to Music CAT 107 Introduction to Music Technology Technology CAT 205 Basic Sequencing CAT 200 Music Theory I CAT 210 Digital Audio Engineering I CAT 201 Music Theory II (Recording) CAT 205 Basic Sequencing CAT 286 Sound Design I: CAT 210 Digital Audio Engineering I Audio for Video I (Recording) CAT 310 Digital Audio Engineering II CAT 310 Digital Audio Engineering II (Mixing) (Mixing) CAT 410 Digital Audio Engineering III (Practicum) MINOR IN EXPANDED MEDIA

The courses required for the Creative Arts & Technology Expanded Media Minor are: CAT 126 Digital Photography CAT 257 Video I CAT 258 Video II CAT 259 Media Histories CAT 366 Motion Design CAT 368 Interactive Installation 90 DIVISION OF CREATIVE ARTS & TECHNOLOGY

CERTIFICATE IN DIGITAL MEDIA

To earn the Certificate in Digital Media, CAT 300 Composition & MIDI the student must successfully complete Programming I any six of the following 35 courses. CAT 301 Composition & MIDI Students must, however, adhere to Programming II course prerequisites or demonstrate CAT 304 Motion Graphics CAT 305 Sound Design II: comparable experience. Audio for Video II (0.5 c.u.) CAT 106 Experiments in Digital/ CAT 310 Digital Audio Engineering II Analog Media (Mixing) CAT 107 Introduction to Music Technology CAT 318 Game Architecture & the 2D CAT 108 Introduction to Game Design Game Engine CAT 117 Multimedia for CD-Rom, DVD & CAT 328 Artificial Intelligence for Game the World Wide Web Development CAT 134 Drawing for 2D Animation CAT 338 Adapting to the Game Industry CAT 194 3D Design CAT 352 Special Topics in Technology CAT 205 Basic Sequencing CAT 360 Special Topics in Technology CAT 209 Game Design Methodology CAT 361 3D Modeling CAT 210 Digital Audio Engineering I CAT 362 Typography (Recording) CAT 363 Advertising Concepts & Design CAT 236 Visual Design for Games CAT 366 Motion Design CAT 241 Pre-Production for 2D Animation CAT 368 Interactive Installation CAT 257 Video I CAT 370 Advanced Web Design CAT 263 Graphics I CAT 372 3D Animation CAT 264 Computer Imaging CAT 401 Advanced Synthesizer CAT 268 Graphics II Programming & Electronic Music CAT 270 Web Design I CAT 408 Group Game Project III CAT 286 Sound Design I: CAT 409 Pre-Capstone: Audio for Video I Expanded Media Practices CAT 471 Advanced 3D Animation 91

DIVISION OF Creative Writing HUMANITIES

Students in the Creative Writing major Many courses have prerequisites which are required to take the following are listed in the course description. General Education courses. Please be sure that necessary prerequi- FYS 100 First Year Seminar sites have been taken before enrolling MTH 130 Transition to Collegiate in any course. Mathematics MTH 140 College Algebra-Enhanced/ MTH 141 College Algebra WRT 102 Enhanced Argumentative & Analytic Writing or WRT 105 Argumentative & Analytic Writing or WRT 106 Accelerated Argumentative & Analytic Writing WRT 108 Enhanced Synthesis & Research Writing or WRT 109 Synthesis & Research Writing Aesthetic Appreciation Competency (2 c.u.s) Communication Skills Competency (1 c.u.) Scientific & Technical Skills Competency (1 c.u.) AND Multi/Transcultural & Global Awareness Competency (2 c.u.s) Problem Solving & Critical Thinking Competency (2 c.u.s) OR Multi/Transcultural & Global Awareness Competency (1 c.u.) Problem Solving & Critical Thinking Competency (2 c.u.s) Community Orientation/Citizenship Competency (1 c.u.)

Undergraduate Creative Writing course descriptions begin on page 191. 92 DIVISION OF HUMANITIES

MAJOR IN CREATIVE WRITING

The courses required for the Creative ENG 248 The Harlem Renaissance: Writing major are: Reflection on Art & Society CRW 120 Introduction to Creative Writing ENG 256 Changing Women’s Lives ENG 259 Contemporary African-American CRW 325 Literary Magazine Production Thought or ENG 264 Caribbean Literature ENG 405 Internship in English ENG 268 Haitian Literature CRW 460 Senior Thesis in Creative Writing ENG 359 Major Asian Writers ENG 249 Advanced Grammar & Editing ENG 363 Major Writers of the African Diaspora And one(1) Introduction to Literature And one(1) course in genre studies: course selected from: ENG 251 The Art of Fiction ENG 125 Introduction to World ENG 252 The Art of Drama Literature ENG 253 The Art of Poetry ENG 150 Introduction to Western And four(4) course units selected from the Literature following: And one(1) Literature Survey course CRW 206 Screenwriting selected from: CRW 215 Playwriting ENG 203 British Literature Survey I CRW 234 Selected Topics in Writing ENG 204 British Literature Survey II CRW 257 Intermediate Fiction Writing ENG 278 Survey of American Literature I CRW 271 Intermediate to Poetry Writing ENG 279 Survey of American Literature II CRW 309 Advanced Fiction Writing CRW 325 The Literary Magazine And three(3) Literature of Diversity cours- CRW 341 Advanced Poetry Writing es selected from: CRW 348 Creative Non-Fiction JOU 224 Journalism I ENG 222 African-American Literature WRT 205 Introduction to Professional & ENG 223 Women’s Literature Technical Writing ENG 226 Literature of Race, Class & WRT 256 Digital Media Writing Gender ENG 232 Latin American Literature Survey

MINOR IN CREATIVE WRITING

A minor in Creative Writing must CRW 341 Advanced Poetry Writing take the following courses: CRW 348 Creative Non-fiction CRW 120 Introduction to Creative Writing CRW 460 Senior Thesis in Creative Writing ENG 249 Advanced Grammar & Editing JOU 224 Journalism I WRT 205 Introduction to Professional & And four(4) writing course units Technical Writing selected from the following: WRT 256 Digital Media Writing CRW 206 Screenwriting Plus one(1) Literature course selected CRW 215 Playwriting from the following: CRW 234 Selected Topics in Writing CRW 257 Intermediate Fiction Writing ENG 251 The Art of Fiction CRW 271 Intermediate Poetry Writing ENG 252 The Art of Drama CRW 309 Advanced Fiction Writing ENG 253 The Art of Poetry CRW 325 The Literary Magazine 93

DIVISION OF Education EDUCATION

The Bloomfield College B.A. in SUBJECT AREA/SECONDARY Education degree program provides The Subject Area/Secondary a comprehensive academic experience program requires 13 course units in with high academic and professional General Education, 13-15 course units standards. Upon graduation, our in the Liberal Arts Subject Area students will: field (Art, Biology, Chemistry, 1. be reflective teachers who Chemistry (Physical Science), understand the nature and needs English, History, Mathematics), of diverse learners 12.5 course units in Professional 2. be knowledgeable about, and Education, which includes student effective in educating students in teaching. urban, multicultural environments 3. have a solid Liberal Arts background MIDDLE SCHOOL WITH to support and enhance their SUBJECT MATTER SPECIALIZATION teaching effectiveness and ENDORSEMENT 4. be practitioners with a broad array of The elementary with subject matter instructional strategies, including specialization program requires 13 instructional technology, to help stu- course units in General Education, 9-11 dents to become active learners and courses units in the Core Curriculum responsible citizens in a changing world Content Standard areas (Biology, There are three(3) programs in the Chemistry, Chemistry (Physical Education major: Science), English, History, Mathematics,) 1. Early Childhood (P-3) and 15.5 course units in professional 2. Elementary (K-6) education, which includes student teach- 3. Subject Area/Secondary ing. Students completing this program will have fulfilled the coursework to And two(2) endorsements: qualify for three certifications: Preschool 1. Middle School with Subject through third grade (P-3) and Elemen- Matter Specialization tary, Kindergarten through grade 6 2. Special Education (K-6), and Elementary with Subject ELEMENTARY OR EARLY CHILDHOOD Matter Specialization (grades 5-8). Any student wishing to teach above The elementary and early childhood grade 5 must enroll in this program. programs each require 13 course units in General Education, 8-11 course units SPECIAL EDUCATION ENDORSEMENT in the Liberal Arts co-concentration (Biology, Chemistry, Chemistry The Special Education Program is an (Physical Science), English, endorsement program in which students Government & International Studies, take four(4) more courses (EDC 322, 323, History, Mathematics, Philosophy, 324, and 325) in addition to all required Psychology, Religion, Sociology), course for the Early Childhood Elementary MTH 106, and 13.5 course units in pro- or Secondary, subject area program to fessional education, which includes student obtain the Special Education Endorsement teaching and one course unit elective. certification. Students seeking this endorse- Students completing the Elementary ment so not take EDC 320. Program have fulfilled the course work to qualify for Elementary (K-6) certification. Students completing the Early Childhood Program have fulfilled the course work to qualify for Pre-School Certification (P-3).

Undergraduate Education course descriptions begin on page 195. 94 DIVISION OF EDUCATION

Students enrolling in the B.A. in Education may choose from the following co-concentrations:

BA EDUCATION PROGRAMS ENDORSEMENTS Early Elementary Secondary/ Middle School/ Special Childhood (K-6) Subject Subject Matter Education (P-3) Area Specialization Endorsement Endorsement Co-Concentrations: Biology xx x x x Chemistry xx x x x Chemistry (Physical Science) x xx x x English xx x x x History xx x x x Mathematics xx x x x Philosophy xx x Psychology xx x Religion xx x Sociology xx x Visual & Performing Arts x

NEW JERSEY STATE “Clinical Practice” means the culminat- REQUIREMENTS ing field based experience or internship. In this hands-on experience in a P-12 New Jersey State requires all Education setting, candidates demonstrate their Majors to complete clinical components as knowledge, skill, and dispositions to part of the program: become effective educators. 1. Clinical Experience – Duration of 50 hours prior to Clinical Practice; CRITERIA FOR ADMISSION TO THE 2. Clinical Practice – Duration of 175 EDUCATION MAJOR hours, a minimum of 100 hours Admission to the education major formally occurs throughout the semester begins with entry into EDC 330 Curricu- prior to full time practice (during lum Design I. In order to qualify for the clinical 1). major, all students must have completed “Clinical Experience” means the the following requirements: diverse, guided hands-on practical 1. Earned a cumulative GPA of at least applications and demonstrations a 3.0. in educator’s preparations, program of professional knowledge, skills and 2. Attained the minimum score set by dispositions throughout integrated the New Jersey Department of Edu- collaborative and facilitated learning in cation on the Praxis Core Academic early field, practicum, and other Skills Battery for Educators or SAT/ opportunities that occur prior to ACT Exam no later than the semester clinical practice. The activities and prior to admission into EDC 330. responsibilities take place across a 3. Earned a grade of C or better in MTH variety of settings and are integrated 130 and MTH 140, 141, 160 or 161 throughout the educator preparation and WRT 102 or WRT 105 or WRT program.” 106 and WRT 108 or WRT 109, and all education courses. EDUCATION 95

Students who are awaiting formal acceptance into the education major Required General Education Courses: should take their general education (13 c.u.s) courses, co-concentration courses, and FYS 100 First Year Seminar the following education courses: MTH 130 Transition to Collegiate EDC 202 Teaching as a Profession: Mathematics Meeting the Needs of All Learners MTH 140 College Algebra Enhanced/ EDC 217 Understanding Family & MTH 141 College Algebra Community or EDC 314 The Development of the Pre- MTH 160 Precalculus Enhanced/ MTH 161 Precalculus Adolescent & Adolescent Learner & Implications for Teaching WRT 102 Enhanced Argumentative & Analytic Writing EDC 316 Early Childhood Development & or Learning WRT 105 Argumentative & Analytic PSY 100 Introduction to Psychology Writing PSY/EDC 210 Educational Psychology or WRT 106 Accelerated Argumentative & CRITERIA FOR CONTINUATION Analytic Writing AND GRADUATION IN A TEACHER WRT 108 Enhanced Synthesis & EDUCATION PROGRAM Research Writing or To remain in the Education program and WRT 109 Synthesis & Research Writing to be eligible to student teach, students must maintain a minimum GPA of 3.0. Students who have been accepted into the Common Core Required General Education program will have their GPA’s Education Courses: (13 c.u.s) reviewed each semester: Candidates for the Bachelor of Arts(B.A.) 1. Students who do not achieve a 3.0 degree must take a total of 4 course units GPA will be given a warning the first from the following: semester their GPA is lower than • Two course units addressing the required. After the second semester, Aesthetic Appreciation competency. students with a GPA below 3.0 will • One course unit addressing the be asked to declare another major. Communication Skills competency. 2. To student teach and become certi- • One course unit addressing the fied to teach in New Jersey, students Scientific and Technical Skills must pass the required PRAXIS II competency. exam for their certification area. AND 3. To student teach and become certi- A total of 4 course units from the fol- fied to teach in New Jersey, students lowing: must pass the required ed.TPA for • Two course units addressing the their certification area. Multi/Transcultural and Global Awareness competency. These curricula meet the current require- • Two course units addressing the ments of the New Jersey Department of Problem Solving/Critical Thinking Education; any changes in laws and/or reg- competency. ulations will result in revisions of curricu- OR lar requirements that may take effect • One course unit addressing the before the publication of the next Catalog. Multi/Transcultural and Global Awareness competency. • Two course units addressing the Problem Solving/Critical Thinking competency. • One course unit addressing the Community Orientation/Citizenship competency. 96 DIVISION OF EDUCATION

Required Professional Education Courses

BA BA BA Early Elementary Secondary Credits Childhood Education Education (c.u.s) (PreK-3) (K-6 License) (K-12 License)

EDC 202 4(1) xx x Teaching as a Profession: Meeting the Needs of All Learners EDC 210 4(1) xx x Educational Psychology EDC 217 4(1) xx x Family & Community EDC 314 4(1) x The Development of the Pre-Adolescent & Adolescent Learner EDC 316 4(1) xx x Child Development & Learning EDC 318 4(1) x Early Childhood Curriculum & Assessment EDC 320 2(0.5) xx x Educating the Child with Disabilities in the Regular Classroom EDC 321 4(1) xx x Developing Literacy Across the Grades: Methods & Strategies EDC 330 4(1) xx x Introduction to Curriculum Design I: Research-Based Practice EDC 332 4(1) xx Introduction to Curriculum Design II: Effective Teaching Methods in the Content Areas EDC 334 4(1) xx Instructional Design & Analysis of Classroom Assessment EDC 336 4(1) xx x Introduction to Educational Technology EDC 342 4(1) x Early Childhood Learning Environments & Assessment EDC 410 4(1) xx x Clinical Practice I EDC 412 10(2.5) xx x Clinical Practice II EDC 414 2(0.5) xx x Clinical Practice Seminar MTH 106 4(1) xx Math for Elementary Teachers Credits (c.u.s) 58(14.5) 58(14.5) 50(12.5)

To obtain a Middle School/Subject Matter Specialization Endorsement, students must take EDC 314 in addition to the Elementary Education required courses. EDUCATION 97

Note: Students whose co-concentrations are biology, chemistry or mathematics Required Co-Concentration Courses must take Precalculus (MTH 160) or (Listed with the individual common core requirements, one c.u. Co-Concentrations) addressing Aesthetic Appreciation, one To remain in the Education Programs c.u. addressing Communication Skills, students must maintain a cumulative and two c.u.s addressing 3.0 grade point average and must earn a Scientific and Technical Skills. “C” or better in all education courses. Students in all other co-concentra- To obtain a Special Education tions take College Algebra (MTH Endorsement, students must take the 140) for Common Core requirements, required initial certification courses two c.u.s addressing Aesthetic Apprecia- and the following four(4) courses: tion, one c.u. addressing Communica- EDC 322 Instructional Planning & Assess- tion Skills, and one c.u. addressing Sci- ment for Students with High entific and Technical Skills. Incidence Disabilities (1 c.u.) EDC 323 Instructional Planning & Assess- * BACHELOR OF ARTS: ment for Students with Low Aesthetic Appreciation Competency (2 c.u.s) Incidence Disabilities (1 c.u.) Communication Skills Competency (1 c.u.) EDC 324 Consultation & Curriculum Scientific & Technical Skills Competency Adaptation for Students with (1 c.u.) Special Needs in Inclusive AND Settings (1 c.u.) Multi/Transcultural & Global Awareness EDC 325 Classroom Management (0.5 c.u.) Competency (2 c.u.s) Problem Solving & Critical Thinking Competency (2 c.u.s) OR Multi/Transcultural & Global Awareness Competency (1 c.u.) Problem Solving & Critical Thinking Competency (2 c.u.s) Community Orientation/Citizenship Competency (1 c.u.) * Determined by the co-concentrations. Students whose co-concentrations are biology, chemistry or mathematics must take Precalculus, one c.u. addressing Aesthetic Appreciation, and two(2) c.u.s addressing Scientific and Technical Skills; students in all other co-concen- trations take College Algebra, two(2) c.u.s addressing Aesthetic Appreciation, and one c.u. addressing Scientific and Technical Skills. 98 EDUCATION 99

BIOLOGY CO-CONCENTRATION FOR BACHELOR’S DEGREE IN EDUCATION

Early Childhood Subject Area/Secondary Education (14.5 course units) (12.5 course units): or BIO 111 General Biology: Cell Elementary BIO 121 General Biology: Diversity (14.5 course units) BIO 200 Microbiology or BIO 205 Human Anatomy & Middle School with Subject Matter Physiology I Specialization Endorsement BIO 206 Human Anatomy & (15.5 course units): Physiology II BIO 213 Molecular & Cellular Biology BIO 111 General Biology: Cell BIO 309 Genetics BIO 121 General Biology: Diversity BIO 320 Ecology BIO 200 Microbiology BIO 450 Bioseminar BIO 205 Human Anatomy & CHM 111 General Chemistry I Physiology I CHM 112 General Chemistry II BIO 206 Human Anatomy & PHY 105 General Physics I Physiology II PHY106 General Physics II BIO 309 Genetics BIO 320 Ecology And two(2) course units to be selected CHM 111 General Chemistry I from BIO/CHM/MTH/PHY courses CHM 112 General Chemistry II designated for majors and/or SCI 103 Astronomy, SCI 200 Introduction to And two(2) course units to be selected Forensic Science depending on students’ from BIO/CHM/MTH/PHY courses interest. Courses to be selected with the designated for majors and/or SCI 103 approval of a Biology Advisor. Astronomy, SCI 200 Introduction to Forensic Science depending on students’ Note: MTH 130 Transition to Collegiate interest. Courses to be selected with the Mathematics and MTH 160 Precalculus approval of a Biology Advisor. Enhanced/MTH 161 Precalculus are Note: MTH 106 Mathematics for required as part of the General Education Elementary School Teachers is required Core for the Biology Co-Concentration. for the Elementary and Early Childhood and Special Education and Early Childhood Co-Concentrations. 100 DIVISION OF EDUCATION

CHEMISTRY AND CHEMISTRY (PHYSICAL SCIENCE) CO-CONCENTRATIONS FOR BACHELOR’S DEGREE IN EDUCATION

Early Childhood Subject Area/Secondary Education (14.5 course units) (15 course units): or CHM 111 General Chemistry I Elementary CHM 112 General Chemistry II (14.5 course units) CHM 301 Organic Chemistry I or CHM 302 Organic Chemistry II Middle School with Subject Matter CHM 303 Organic Chemistry I Specialization Endorsement Laboratory (0.5 c.u.) (15.5 course units): CHM 304 Organic Chemistry II Laboratory (0.5 c.u.) CHM 111 General Chemistry I CHM 311 Physical Chemistry I CHM 112 General Chemistry II CHM 313 Physical Chemistry I CHM 301 Organic Chemistry I Laboratory (0.5 c.u.) CHM 303 Organic Chemistry I CHM 401 Biochemistry I Laboratory (0.5 c.u.) MTH 221 Calculus & Analytic CHM 302 Organic Chemistry II Geometry I CHM 304 Organic Chemistry II MTH 222 Calculus & Analytic Laboratory (0.5 c.u.) Geometry II CHM 401 Biochemistry I PHY 210 University Physics I PHY 105 General Physics I PHY 211 University Physics II PHY 106 General Physics II And 3.5 course units to be selected from And three(3) course units to be selected BIO/CHM/MTH/PHY courses designated from BIO/CHM/MTH/PHY courses for majors and/or SCI 103 Astronomy, designated for majors and/or SCI 103 SCI 200 Introduction to Forensic Science Astronomy, SCI 200 Introduction to depending on students’ interest. Forensic Science depending on students’ Courses to be selected with the approval interest. Courses to be selected with the of a Chemistry Advisor. approval of a Chemistry Advisor. Note: MTH 130 Transition to Collegiate Note: MTH 106 Mathematics for Mathematics and MTH 160 Precalculus Elementary School Teachers is required Enhanced/MTH 161 Precalculus are for the Elementary and Early Childhood required as part of the General Education and Special Education and Early Core for the Chemistry Co-Concentration Childhood Co-Concentrations. Subject Area/Secondary Education. Students must select either the Students must select either the Chemistry or Chemistry (Physical Chemistry or Chemistry (Physical Science) Co-Concentration when they Science) Co-Concentration when they prepare for the PRAXIS Exam and prepare for the PRAXIS Exam and Student Teaching. Student Teaching. EDUCATION 101

ENGLISH CO-CONCENTRATION FOR BACHELOR’S DEGREE IN EDUCATION

Early Childhood Note: MTH 130 and MTH 140/ (14.5 course units) MTH 141 will satisfy the Mathematics or requirement of the General Education Core. Elementary (14.5 course units) Subject Area/Secondary Education or (13 course units): Middle School with Subject Matter CRW 120 Introduction to Creative Specialization Endorsement Writing†† (15.5 course units): ENG 249 Advanced Grammar & Editing CRW 120 Introduction to Creative ENG 125 Introduction to World Literature Writing†† or ENG 249 Advanced Grammar & Editing ENG 150 Introduction to ENG 125 Introduction to Western Literature†† World Literature or ENG 203 British Literature Survey I ENG 150 Introduction to ENG 204 British Literature Survey II Western Literature†† ENG 278 Survey of American Literature I JOU 122 Public Speaking†† ENG 279 Survey of American JOU 213 Oral Interpretation of Literature II Literature And two(2) courses selected from the ENG 402 Literary Criticism and Advanced Research following: or ENG 203 British Literature Survey I ENG 403 Major Writing in Depth ENG 204 British Literature Survey II JOU 122 Public Speaking†† ENG 278 Survey of American Literature I JOU 213 Oral Interpretation of ENG 279 Survey of American Literature Literature II And one(1) course in Shakespeare And one(1) course selected from the selected from the following: following: ENG/WMS 361 Shakespeare’s Women ENG/AFS/WMS 222 African-American ENG/WMS 362 Shakespeare’s Men Literature†† ENG 364 Selected Topics in Shakespeare ENG/WMS 223 Women in Literature ENG/AFS/WMS 226 Literature of Race, Plus one(1) course selected from the Class & Gender following: ENG/LAC 232 Latin American Literature ENG 222 African-American Literature†† Survey ENG 223 Women in Literature ENG/AFS/PHL 248 The Harlem Renaissance: ENG 226 Literature of Race, Class & Gender Reflection on Art & Society ENG 232 Latin American Literature Survey ENG 264 Caribbean Literature ENG 248 The Harlem Renaissance: ENG/AFS/LAC 268 Haitian Literature Reflection on Art & Society ENG 351 Major African & Asian Writers ENG 264 Caribbean Literature ENG/AFS 356 Major Latin American & ENG 351 Major African & Asian Writers Caribbean Writers ENG 356 Major Latin American & ENG 363 Major Writers of the African Caribbean Writers Diaspora ENG 363 Major Writers of the African ENG 368 Classics of Non-Western Diaspora Literature ENG 368 Classics of Non-Western Plus one Literature elective Literature One literature course at the 300-level or higher Note: MTH 106 Mathematics for Elementary School Teachers is required †† Two(2) course units from the Education for the Elementary and Early Childhood major’s list of requirements and two(2) and Special Education and Early course units from the co-concentration’s Childhood Co-Concentrations. lists of requirements may count as General Education Electives. 102 DIVISION OF EDUCATION

HISTORY CO-CONCENTRATION FOR BACHELOR’S DEGREE IN EDUCATION

Early Childhood Subject Area/Secondary Education (14.5 course units) (13 course units): or Elementary GIS 200 American Politics (14.5 course units) or GIS 244 Local & State Government or Middle School with Subject Matter HIS 105 Introduction to Africana Studies†† Specialization Endorsement HIS 106 Introduction to Geography†† HIS 219 Writing History†† (15.5 course units): HIS 227 Global History I†† HIS 106 Introduction to Geography†† HIS 237 Global History II HIS 219 Writing History†† HIS 244 The Making of the United States HIS 244 The Making of to 1877 the United States-1877 HIS 251 Topics in New Jersey History†† or HIS 254 The United States in the World, HIS 254 The United States in the World, 1877-Present 1877-Present HIS 400 Capstone HIS 227 Global History I Plus two history courses at the 300 level HIS 237 Global History II And one course from the following: HIS 251 Topics in New Jersey History†† HIS 400 Capstone HIS 207 African-American History to 1877 HIS 216 Colonial Latin American & the Plus two courses at the 300 level Caribbean, 1500-1825 Note: MTH 106 Mathematics for HIS 224 Introduction to Latin American & Elementary School Teachers is required Caribbean Studies for the Elementary and Early Childhood HIS 225 Ideas of Freedom, African-American History from and Special Education and Early 1877-Present Childhood Co-Concentrations. Note: MTH 130 and MTH 140/ †† Two(2) course units from the MTH 141 will satisfy the Mathematics Education major’s list of requirements requirement of the General Education Core. and two(2) course units from the co- concentration’s lists of requirements may count as General Education Electives. EDUCATION 103

MATHEMATICS CO-CONCENTRATION FOR BACHELOR’S DEGREE IN EDUCATION

Early Childhood Subject Area/Secondary Education (14.5 course units) (15 course units): or MTH 130 Transition to Collegiate Elementary Mathematics* (14.5 course units) MTH 160 Precalculus Enhanced/ or MTH 161 Precalculus* Middle School with Subject Matter MTH 200 Applied Statistics I Specialization Endorsement MTH 221 Calculus & Analytic Geometry I MTH 222 Calculus & Analytic Geometry II (15.5 course units): MTH 223 Calculus & Analytic MTH 130 Transition to Collegiate Geometry III Mathematics* MTH 320 Differential Equations MTH 106 Mathematics for Elementary MTH 330 Geometry School Teachers* MTH 331 Foundations of Mathematics MTH 160 Precalculus Enhanced/ MTH 337 Linear Algebra MTH 161 Precalculus* CMP 100 Computer Literacy†† MTH 200 Applied Statistics I CMP 126 Programming I MTH 221 Calculus & Analytic Geometry I CMP 226 Programming II MTH 222 Calculus & Analytic Geometry II And one of the two course sequences in MTH 330 Geometry Physics: MTH 331 Foundations of Mathematics MTH 332 Discrete Mathematics PHY 105 General Physics I CMP 100 Computer Literacy†† PHY 106 General Physics II or And one of the two course sequences in PHY 210 University Physics I Physics: PHY 211 University Physics II PHY 105 General Physics I And one(1) course unit to be taken from PHY 106 General Physics II BIO/CHM/CMP/INT/MTH/PHY/SCI or depending on students’ interest. PHY 210 University Physics I Courses to be selected with the approval PHY 211 University Physics II of a Mathematics Advisor. And one(1) course unit to be taken from * MTH 130 and MTH 160/MTH 161 are BIO/CHM/CMP/INT/MTH/PHY/SCI required as part of the General Education depending on students’ interest. Core for Mathematics Co-Concentration. Courses to be selected with the approval of a Mathematics Advisor. †† Two(2) course units from the * MTH 106 Mathematics for Elementary Education major’s list of requirements School Teachers is required for the and two(2) course units from the co- Elementary and Early Childhood and concentration’s lists of requirements may Special Education and Early Childhood count as General Education Electives. Co-Concentrations. * MTH 130 and MTH 160/MTH 161 are required as part of the General Education Core for Mathematics Co-Concentration. 104 DIVISION OF EDUCATION

PHILOSOPHY CO-CONCENTRATION FOR BACHELOR’S DEGREE IN EDUCATION

Early Childhood GROUP II (14.5 course units) PHL 228 Philosophy, Technology, & or Environment Elementary PHL 230 Bio-Medical Ethics (14.5 course units): PHL 231 Business Ethics PHL 100 Introduction to Philosophy†† GROUP III PHL 101 Contemporary Moral Issues PHL 306 Philosophy of Science/Social PHL 102 Philosophy in Literature†† Science PHL 110 Effective Reasoning†† PHL 309 Aesthetics (Philosophy of Art) PHL 200 Logic†† GROUP IV Plus one(1) course from each of the PHL 307 Philosophy of Mind four(4) groups: PHL 313 Theory of Knowledge GROUP I Note: MTH 106 Mathematics for Elementary School Teachers is required PHL 221 Philosophy of Education for the Elementary and Early Childhood PHL 225 Philosophical Perspectives Co-Concentration. on Women PHL 226 African-American Philosophy MTH 130 and MTH 140/MTH 141 will satisfy the Mathematics requirement of the General Education Core.

PSYCHOLOGY CO-CONCENTRATION FOR BACHELOR’S DEGREE IN EDUCATION

Early Childhood And one(1) course selected from the (14.5 course units) following: or PSY 209 Health Psychology Elementary PSY 306 Adolescence (14.5 course units): PSY 309 Adulthood & Aging PSY 100 Introduction to Psychology†† PSY 325 Cross-Cultural Psychology PSY 201 Human Cognition/Learning PSY 333 Selected Topics in Psychology PSY 205 Developmental Psychology PSY 335 Psychology of Gender PSY/SOC 230 Social Psychology†† PSY 418 Principles of Psychotherapy & PSY 245 Statistics for the Behavioral Counseling Sciences PSY 420 Group Dynamics PSY 450 Senior Research Seminar PSY 307 Theories of Personality PSY 495 Practicum in Applied or Psychology PSY 305 Abnormal Psychology PSY 310 Research Methods I Note: MTH 106 Mathematics for PSY 311 Research Methods II Elementary School Teachers is required for the Elementary and Early Childhood †† Two(2) course units from the Education major’s list of requirements Co-Concentration. and two(2) course units from the co- MTH 103 and MTH 140/MTH 141 will concentration’s lists of requirements may satisfy the Mathematics requirement of the count as General Education Electives. General Education Core. EDUCATION 105

RELIGION CO-CONCENTRATION FOR BACHELOR’S DEGREE IN EDUCATION

Early Childhood REL 232 Introduction to Islam†† (14.5 course units) REL 237 Introduction to Buddhism or REL 238 Introduction to Hinduism†† Elementary REL 333 Selected Topics in Religion (14.5 course units): Note: MTH 106 Mathematics for REL 110 Ways of Understanding Elementary School Teachers is required Religion†† for the Elementary and Early Childhood REL 201 Old Testament Literature, Co-Concentration. History & Tradition REL 204 New Testament Literature, MTH 130 and MTH 140/MTH 141 will History, & Tradition†† satisfy the Mathematics requirement of the REL 208 Religion in America†† General Education Core. REL 230 Traditional Religions of the World

SOCIOLOGY CO-CONCENTRATION FOR BACHELOR’S DEGREE IN EDUCATION

Early Childhood GROUP II (14.5 course units) Two(2) courses selected from the or following: Elementary PSY 317 Organizational Behavior (14.5 course units): SOC 213 Women & Work SOC 100 Introduction to Sociology†† SOC 316 Sociology of Health & Illness SOC 215 Statistics for Sociologists SOC 333 Selected Topics in Sociology SOC 320 Classical Sociological Theory SOC 336 Sociology of Sex, Gender & SOC 325 Methods of Social Research Sexuality SOC 450 Senior Research Seminar* SOC 351 Sociology of Religion SOC 370 Sociology of Latin America Plus four(4) courses selected from the and the Caribbean groups shown: GROUP III GROUP I One(1) course selected from the One(1) course selected from the following: following: SOC 412 Contemporary Social SOC 211 Juvenile Delinquency Problems SOC 212 Sociology of Education SOC 413 Social Change SOC/PSY 230 Social Psychology†† SOC 414 Social Movements SOC 236 Deviance & Social Control SOC 415 Criminal Justice & Gender SOC 241 Minority Groups & Race SOC 416 Criminal Justice & Race Relations SOC 417 Feminism: Theory & Practice SOC 243 Criminology SOC 433 Selected Topics in Sociology SOC 249 Sociology of the Family SOC 251 Gender & Globalization Note: MTH 106 Mathematics for Elementary School Teachers is required * Must be taken the semester prior for the Elementary and Early Childhood to student teaching. Topic must Co-Concentration. be related to education. MTH 130 and MTH 140/MTH 141 will satisfy the Mathematics requirement of the General Education Core. 106 DIVISION OF EDUCATION

VISUAL AND PERFORMING ARTS CO-CONCENTRATION FOR BACHELOR’S DEGREE IN EDUCATION

Early Childhood And five(5) course unites selected (14.5 course units) from the following: Required courses: CAT 101 Creative Arts Workshop (0.5 c.u.) CAT 106 Experiments in Digital/Analog CAT 115 Media Tools Media CAT 207 Art Appreciation CAT 113 African-American Tradition CAT 257 Basic Video Production Workshop And one(1) course selected from the CAT 134 Drawing for 2D Animation following: CAT 194 3D Design CAT 218 Painting CAT 116 Movement for Animators & CAT 227 Silkscreen Filmmakers (Required for CAT 279 Studio Sculpture Animation Concentration) CAT 292 Printmaking CAT 124 Dance Jam I CAT 332 Life Drawing for Motion CAT 125 Dance Jam II CAT 190 Movement Theater Project Note: MTH 106 Mathematics for CAT 193 Introduction to Acting (0.5 c.u.) Elementary School Teachers is required CAT 195 Circus Arts for the Special Education and CAT 213Music Improvisation (0.5 c.u.) Early Childhood Co-Concentration. (Required for Music Technology Concentration) MTH 130 and MTH 140/MTH 141 will CAT 299 Performing Arts Production I satisfy the Mathematics requirement of the General Education Core. 107

DIVISION OF English HUMANITIES

Students in the English major Students wishing New Jersey Teaching are required to take the following Certification must be admitted into General Education courses. the B.A. in Education and satisfy FYS 100 First Year Seminar the courses listed in the English MTH 130 Transition to Collegiate co-concentration (see page 103). Mathematics Should a student decide to major MTH 140 College Algebra-Enhanced/ in the discipline exclusively, he/she will MTH 141 College Algebra need to submit a change of major WRT 102 Enhanced Argumentative & declaration and satisfy all the require- Analytic Writing ments. Students who wish to double or WRT 105 Argumentative & Analytic major must complete the requirements Writing of both majors. or WRT 106 Accelerated Argumentative & Analytic Writing WRT 108 Enhanced Synthesis & Research Writing or WRT109 Synthesis & Research Writing Aesthetic Appreciation Competency (2 c.u.s) Communication Skills Competency (1 c.u.) Scientific & Technical Skills Competency (1 c.u.) AND Multi/Transcultural & Global Awareness Competency (2 c.u.s) Problem Solving & Critical Thinking Competency (2 c.u.s) OR Multi/Transcultural & Global Awareness Competency (1 c.u.) Problem Solving & Critical Thinking Competency (2 c.u.s) Community Orientation/Citizenship Competency (1 c.u.) Many courses have prerequisites which are listed in the course description. Please be sure that necessary prerequi- sites have been taken before enrolling in any course.

Undergraduate English course descriptions begin on page 199. 108 DIVISION OF HUMANITIES

MAJOR IN ENGLISH

The courses required for the And four(4) Literature course units English major are: selected from the following, of which ENG 125 Introduction to two units must be at the 300-level: World Literature or ENG 202 Issues in Contemporary ENG 150 Introduction to Literature Western Literature ENG 222 African-American Literature ENG 223 Women’s Literature ENG 203 British Literature Survey I ENG 226 Literature of Race, Class & ENG 204 British Literature Survey II Gender ENG 249 Advanced Grammar & Editing ENG/REL 227 Religion & Literature ENG 278 Survey of American Literature I ENG 229 Literature & Medicine ENG 279 Survey of American Literature II ENG 232 Latin American Literature Survey ENG 402 Literary Criticism & Advanced ENG/AFS/PHL 248 The Harlem Renaissance: Research Reflection on Art & Society or ENG 251 The Art of Fiction ENG 403 Major Writers in Depth ENG 252 The Art of Drama And one(1) course in Shakespeare ENG 253 The Art of Poetry selected from the following: ENG 258 Gothic Literature ENG 259 Contemporary African-American ENG 361 Shakespeare’s Women Thought ENG 362 Shakespeare’s Men ENG 263 Fantasy Literature ENG 364 Studies in Shakespeare ENG 264 Caribbean Literature And two(2) course units selected from ENG 268 Haitian Literature ENG 274 Children’s Literature the following: ENG 281 Literature, Film, & Theory ENG 222 African-American Literature ENG 313 Selected Topics in Arts & Western ENG 223 Women in Literature Civilization ENG 226 Literature of Race, Class & ENG 331 Selected Topics in American Gender Literature ENG 232 Latin American Literature Survey ENG 332 Selected Topics in British ENG/AFS/PHL 248 The Harlem Renaissance: Literature Reflection on Art & Society ENG 333 Selected Topics in Literature ENG 259 Contemporary African-American ENG 352 Major Writers of Europe Thought ENG 356 Major Latin American & ENG 264 Caribbean Literature Caribbean Writers ENG 268 Haitian Literature ENG 361 Shakespeare’s Women ENG 356 Major Latin American & ENG 362 Shakespeare’s Men Caribbean Writers ENG 363 Major Writers of the African ENG 359 Major Asian Writers Diaspora ENG 363 Major Writers of the African ENG 364 Selected Topics in Shakespeare Diaspora ENG 368 Classics of Non-Western ENG 368 Classics of Non-Western Literature Literature DIVISION OF HUMANITIES 109

MINOR IN ENGLISH LITERATURE

A minor in English must successfully One(1) course selected from the complete six(6) course units. following: Two courses selected from the ENG/REL 227 Religion & Literature following: ENG 361 Shakespeare’s Women ENG 362 Shakespeare’s Men ENG 203 British Literature Survey I ENG 364 Selected Topics in Shakespeare ENG 204 British Literature Survey II ENG 278 American Literature Survey I One(1) course selected from the ENG 279 American Literature Survey II following: One(1) course selected from the ENG 302 Children’s Literature following: ENG 302 Religion & Literature ENG 313 Selected Topics in Arts & Western ENG 251 The Art of Fiction Civilization ENG 252 The Art of Drama ENG 331 Selected Topics in American ENG 253 The Art of Poetry Literature ENG 332 Selected Topics in British One(1) course selected from the Literature following: ENG 333 Selected Topics in Literature ENG 202 Selected Topics in Contemporary ENG 352 Major Writers of Europe Literature ENG 356 Major Latin American & ENG 222 African-American Literature Caribbean Writers ENG 223 Women’s Literature ENG 359 Major Asian Writers ENG 226 Literature of Race, Class & ENG 361 Shakespeare’s Women Gender ENG 362 Shakespeare’s Men ENG 227 Religion & Literature ENG 363 Major Writers of the ENG 229 Literature & Medicine African Diaspora ENG 232 Latin American Literature Survey ENG 364 Selected Topics in Shakespeare ENG/AFS/PHL 248 The Harlem Renaissance: ENG 368 Classics of Non-Western Reflection on Art & Society Literature ENG 249 Advanced Grammar ENG 401 Major Writers in Depth ENG 251 The Art of Fiction ENG 402 Literary Criticism & Advanced ENG 252 The Art of Drama Research ENG 253 The Art of Poetry ENG 258 Gothic Literature ENG 259 Contemporary African-American Thought ENG 263 Fantasy Literature ENG 264 Caribbean Literature ENG 268 Haitian Literature ENG 281 Literature, Film, & Theory 110

DIVISION OF HUMANITIES French

MINOR IN FRENCH

A minor in French must With the written consent of the successfully complete: French Faculty, students may FRN 205 Advanced Conversation, substitute other courses, especially Composition & Phonetics I those numbered 300 or higher. FRN 206 Advanced Conversation, Students are encouraged to request Composition & Phonetics II and take independent study FRN 210 Survey of French Literature I courses in French. FRN 211 Survey of French Literature II FRN 310 Advanced Grammar & Expression I FRN 311 Advanced Grammar & Expression II

Undergraduate French course descriptions begin on page 207. 111 Game DIVISION OF CREATIVE ARTS Programming AND TECHNOLOGY

Students in the Bachelor of Science The required courses are: Game Programming Major CAT CORE COURSES are required to take the following CAT 108 Introduction to Game Design General Education courses. CAT 237 Group Game Project I FYS 100 First Year Seminar CAT 238 Introduction to MTH 130 Transition to Collegiate Game Programming Mathematics CAT 253 Digital Game Design MTH 160 Precalculus with Algebraic CAT 308 Group Game Project II Support/ CAT 380 Internship I MTH 161 Precalculus CAT 408 Group Game Project III CAT 420 Capstone Project WRT 102 Enhanced Argumentative & Analytic Writing or CIS CORE COURSES WRT 105 Argumentative & Analytic CMP 126 Programming I Writing CMP 226 Programming II or CMP 228 Data Structures WRT 106 Accelerated Argumentative & CMP 300 System Analysis & Design Analytic Writing CMP 322 Introduction to WRT 108 Enhanced Synthesis & Operating Systems Research Writing or MATHEMATICS CORE COURSES WRT 109 Synthesis & Research Writing MTH 221 Calculus & Analytic Geometry I Eight(8) c.u.s required from the or following: MTH 332 Discrete Mathematics Aesthetic Appreciation Competency (1 c.u.) Communication Skills Competency (1 c.u.) Scientific & Technical Skills Competency (2 c.u.s) AND Multi/Transcultural & Global Awareness Competency (1 c.u.) Problem Solving & Critical Thinking Competency (3 c.u.s) OR Multi/Transcultural & Global Awareness Competency (1 c.u.) Problem Solving & Critical Thinking Competency (2 c.u.s) Community Orientation/Citizenship Competency (1 c.u.) 112

DIVISION OF Government & SOCIAL & BEHAVIORAL SCIENCE International Studies

Students in the Government & A student wishing to major in International Studies major are Government & International Studies required to take the following may choose either of the following General Education courses. concentrations: FYS 100 First Year Seminar • Global Civil Society and MTH 130 Transition to Collegiate Human Rights Mathematics –Track A MTH 140 College Algebra-Enhanced/ –Track B MTH 141 College Algebra • Public Administration WRT 102 Enhanced Argumentative & Government Analytic Writing • or • Human Services Studies WRT 105 Argumentative & Analytic The Core Courses required of Writing or all majors consist of the following WRT 106 Accelerated Argumentative & seven(7) courses: Analytic Writing ECN 210 Principles of Economics I– WRT 108 Enhanced Synthesis & Microeconomics Research Writing ECN 211 Principles of Economics II– or Macroeconomics WRT 109 Synthesis & Research Writing GIS 102 International Studies I Aesthetic Appreciation Competency (2 c.u.s) GIS 202 International Studies II Communication Skills Competency (1 c.u.) GIS 203 Comparative Political Systems Scientific & Technical Skills Competency GIS 208 International Relations (1 c.u.) HIS 106 Introduction to Geography AND In addition, students must demon- Multi/Transcultural & Global Awareness strate third year proficiency six(6) c.u.s Competency (2 c.u.s) Problem Solving & Critical Thinking with a grade of C or better in a single Competency (2 c.u.s) foreign language. OR Multi/Transcultural & Global Awareness Competency (1 c.u.) Problem Solving & Critical Thinking Competency (2 c.u.s) Community Orientation/Citizenship Competency (1 c.u.) Many courses have prerequisites which are listed in the course description. Please be sure that necessary prerequi- sites have been taken before enrolling in any course.

Undergraduate Government & International Studies course descriptions begin on page 208. GOVERNMENT & INTERNATIONAL STUDIES 113

Students may also fulfill the language b. Students whose native language requirement for Government and in not English, or students who International Studies via one of these have studied a language previous- methods: ly, may be exempt from the lan- guage requirement by earning a a. Successfully completing one year rating of “Intermediate Mid” on of study abroad in the target lan- the Oral Proficiency Interview guage (provided that course work administerd by Language Testing or other programs of study are International in accordance with conducted in the target lan- the American Council on the guage). Courses or other studies Teaching of Foreign Languages. conducted in English will not be accepted in fulfillment of this c. CLEP requirement. 114 DIVISION OF SOCIAL & BEHAVIORAL SCIENCE

GLOBAL CIVIL SOCIETY & HUMAN RIGHTS CONCENTRATION

There are two Tracks students may In addition, select one(1) from select from which are dependent on the following: fulfillment of language criteria. GROUP III Track A of the Global Civil Society GIS 205 Modern Political Ideologies and Human Rights concentrations GIS 224 American Foreign Policy specifically geared to placement in GIS 305 International Conflict graduate studies programs as it is TRACK B modeled on the Master of Arts degree Required courses for this criteria of member programs affiliated concentration: with the Association of Professional GIS 210 Introduction to Human Rights Schools and International Affairs GIS 400 Globalization & Poverty (APSIA). GIS 402 Ethics & International Relations Track B of the Global Civil Society In addition, select two(2) from and Human Rights concentration is the following: also geared toward placement in APSIA graduate studies programs, yet GROUP I offers an opportunity for students to GIS 322 East Asian Politics HIS 216 Colonial Latin America & study their selected foreign language the Caribbean, 1500-1825 in-country. HIS 226 Modern Latin America & TRACK A the Caribbean, 1825-Present Required courses for this LAC/APG 210 Cultures of the Anglo & concentration: French Caribbean GIS 210 Introduction to Human Rights GIS 320 International Political Economy In addition, select one(1) from GIS 400 Globalization & Poverty the following: GIS 402 Ethics & International Relations GROUP II REL 232 Introduction to Islam In addition, select two(2) from REL 236 Religions of East Asia the following: REL 237 Introduction to Buddhism GROUP I REL 238 Introduction to Hinduism GIS 322 East Asian Politics In addition, select two(2) from HIS 216 Colonial Latin America & the Caribbean, 1500-1825 the following: HIS 226 Modern Latin America & GROUP III the Caribbean, 1825-Present GIS 205 Modern Political Ideologies LAC/APG 210 Cultures of the Anglo & GIS 224 American Foreign Policy French Caribbean GIS 305 International Conflict In addition, select one(1) from the following: GROUP II REL 232 Introduction to Islam REL 236 Religions of East Asia REL 237 Introduction to Buddhism REL 238 Introduction to Hinduism GOVERNMENT & INTERNATIONAL STUDIES 115

HUMAN SERVICES STUDIES CONCENTRATION

(See pages 123)

PUBLIC ADMINISTRATION CONCENTRATION

In addition to the Common Core GROUP I courses, a student in the Public Any two(2) courses from the Administration concentration following: will take the following required GIS 205 Modern Political Ideologies courses: GIS 224 American Foreign Policy BUS 200 Introduction to Management GIS 244 Local & State Government BUS 300 Introduction to International GIS 305 International Conflict Business GIS 312 The Theory & Practice of ECN 305 International Economics & Trade Non-profit Management or GIS 322 East Asian Politics ECN 321 Public Finance & Expenditure GIS 402 Ethics & International Relations GIS 223 Problems in Public Policy In addition, students must demon- GIS 244 Local & State Government strate second year proficiency four(4) GIS 310 Public Administration c.u.s with a grade of C or better in a GIS 311 Public Economics & Finance single foreign language. PSY 245 Statistics for Behavioral Sciences or SOC 215 Statistics for Sociologists 116 DIVISION OF SOCIAL AND BEHAVIORAL SCIENCE

GOVERNMENT CONCENTRATION

Required courses for this concentra- For example, a student could tion include: complete: GIS 100 Government Studies SPA 110 Spanish Language & Culture I GIS 200 American Politics SPA 120 Spanish Language & Culture II GIS 204 Ancient Political Philosophy SPA 205 Advanced Conversation, Composition & Phonetics I In addition, select three(3) from SPA 206 Advanced Conversation, the following: Composition & Phonetics II GROUP I or GIS 205 Modern Political Ideologies FRN 115 French Language & Culture I GIS 210 Introduction to Human Rights FRN 125 French Language & Culture II GIS 230 American Political Thought FRN 205 Advanced Conversation, GIS 235 Contemporary Political Theory Composition & Phonetics I GIS 400 Globalization & Poverty FRN 206 Advanced Conversation, Composition & Phonetics II In addition, select three(3) from the following: Students may also fulfill the language GROUP II requirement for Government via one of GIS 208 International Relations– these methods: (Prerequisite for GIS 402) a. Successfully completing one year GIS 224 American Foreign Policy of study abroad in the target GIS 305 International Conflict language (provided that course GIS 333 Special Topics in Government work or other programs of study GIS 402 Ethics & International Relations are conducted in the target In addition, select one(1) from language). Courses or other the following: studies conducted in English will not be accepted in fulfillment of GROUP III this requirement. GIS 308 Theory & Practice in Human Services b. Students whose native language REL 232 Introduction to Islam in not English, or students who REL 236 Religions of East Asia have studied a language previous- ly, may be exempt from the lan- In addition, students must demon- guage requirement by earning a strate second year proficiency four(4) rating of “Intermediate Mid” on c.u.s with a grade of C or better in a the Oral Proficiency Interview single foreign language. administerd by Language Testing International in accordance with the American Council on the Teaching of Foreign Languages. c. CLEP MINOR IN PUBLIC POLICY

A minor in Public Policy must success- Plus three(3) courses chosen in fully complete eight(8) courses: conjunction with a Government and GIS 223 Problems in Public Policy International Study Advisor. GIS 224 American Foreign Policy GIS 242 Science & Public Policy GIS 244 Local & State Government GIS 310 Public Administration 117

DIVISION OF History HUMANITIES

Students in the History major Students wishing New Jersey Teaching are required to take the following Certification must be admitted into General Education courses. the B.A. in Education and satisfy FYS 100 First Year Seminar the courses listed in the History co-concentration. Should a student MTH 130 Transition to Collegiate decide to major in the discipline Mathematics exclusively, he/she will need to submit MTH 140 College Algebra-Enhanced/ a change of major declaration and MTH 141 College Algebra satisfy all the requirements listed below. WRT 102 Enhanced Argumentative & Students who wish to double major Analytic Writing or must complete the requirements of WRT 105 Argumentative & Analytic both majors. Writing or WRT 106 Accelerated Argumentative & A student wishing to major in History Analytic Writing must take the following courses: WRT 108 Enhanced Synthesis & HIS 219 Writing History Research Writing HIS 244 The Making of the or United States-1877 WRT109 Synthesis & Research Writing HIS 254 The United States in the World, 1877-Present Aesthetic Appreciation Competency (2 c.u.s) HIS 400 Senior Capstone Project Communication Skills Competency (1 c.u.) Scientific & Technical Skills Competency Two(2) 100 level History courses (1 c.u.) or AND 200 level History courses Multi/Transcultural & Global Awareness Two(2) 300 level History courses Competency (2 c.u.s) Problem Solving & Critical Thinking Select one(1) course from the following: Competency (2 c.u.s) HIS 227 Global History I OR HIS 237 Global History II Multi/Transcultural & Global Awareness Competency (1 c.u.) Select one(1) course from the following: Problem Solving & Critical Thinking HIS 216 Colonial Latin America & the Competency (2 c.u.s) Caribbean, 1500-1825 Community Orientation/Citizenship HIS 207 African-American History to 1877 Competency (1 c.u.) HIS 220 Introduction to Latin American & Caribbean Studies HIS 225 Ideas of Freedom, African- American History from 1877-Present MINOR IN HISTORY

A minor in History must success- Students must take four(4) additional fully complete at least six(6) courses in History courses two(2) at the 300 level. History. Two(2) courses are required: HIS 106 Introduction to Geography HIS 219 Writing History

Undergraduate History course descriptions begin on page 212. 118

INTERDISCIPLINARY PROGRAMS Honors

Courses for Honors credit: All College Honors Seminars Four(4) course units at the 200 level or Honors Seminars are interdisciplinary, above must be taken for Honors credit team-taught courses developed within the 32 course requirement, especially for the All-College Honors exclusive of the Honor Seminars. program. Students must take one Approval of the Director of the full-course unit of an Honors Seminar Honors program and the Instructor as partial fulfillment of the Honors of these four courses is required, program requirements, usually in the with notification to the Registrar sophomore or junior year and prior within the first three weeks of class. to beginning the Honors thesis. Enrollment is limited to students participating in the Honors program. A detailed description of the program appears on page 271 of the Catalog.

Undergraduate Honors course descriptions begin on page 216. 119 Human

Resource DIVISION OF ACCOUNTING, BUSINESS, COMPUTER Management SCIENCE & ECONOMICS

Bloomfield College offers a Bachelor in Business Administration degree (BBA) Students in the Human Resource in Human Resource Management. The Management Major are required to area of Human Resource Management take the following General Education is a growing and dynamic field offering courses: a myriad of opportunities for gradu- MTH 130 Transition to Collegiate Math ates. This program will provide stu- MTH 160 Precalculus Enhanced/ dents with a broad overview of organi- MTH 161 Precalculus zational management with an emphasis WRT 102 Enhanced Argumentative & Analytic Writing on how to best harness energies to or build a better functioning workforce. WRT 105 Argumentative & Analytic The student will learn skills needed to Writing creatively meet the needs of workers or within the context attaining organiza- WRT 106 Accelerated Argumentative & tional objectives. Students will gain Analytic Writing experience in staffing, training, per- WRT 108 Enhanced Synthesis & Research Writing formance management, dispute resolu- or tion, compensation, organizational WRT 109 Synthesis & Research Writing behavior and leadership strategies in business. The BBA in Human Resource 6 c.u.s are required from the following: Management prepares you to enter and Aesthetic Appreciation Competency (1 c.u.) excel in the human resources arena by Communication Skills Competency (1 c.u.) Multi/Transcultural & Global Awareness generating approaches and solutions for Competency (1 c.u.) managing an organization’s most valu- Problem Solving & Critical Thinking able resource: its employees. Competency (2 c.u.s) Scientific & Technical Skills Competency (1 c.u.) Note: Three(3) course unites of the major’s list of requirements may count as General Education Electives.

The required Business Core courses are: ACC 201 Principles of Accounting I ACC 204 Principles of Accounting II BUS 200 Introduction to Management BUS 312 Managerial Finance BUS 314 Principles of Marketing BUS 316 Business Law I CMP 100 Computer Literacy ECN 210 Principles of Economics I: Microeconomics ECN 211 Principles of Economics II: Macroeconomics MTH 200 Applied Statistics I 120 HUMAN RESOURCE MANAGEMENT

Select 1(one) course from the The required Human Resource following: Management courses are: BUS 333 Selected Topics in Management BUS 313 Human Resource Management BUS 366 Workplace Issues in Human BUS/PSY 317 Organizational Behavior Resource Management (Business Division course) PSY 224 Industrial/Organizational BUS 322 Employee Benefit Administration Psychology BUS 365 International Human Resource PSY 337 Diversity Training** Management BUS 362 Ethics & Leadership in ** Selecting this course will result in comple- Organizations tion of the Diversity Training Certificate. BUS 364 Conflict Management & Resolution BUS 368 Labor Relations & Collective Bargaining BUS 415 Problems & Cases in Human Resource Management BUS 423 Training & Development BUS 421 Compensation Management Human 121 Services Studies DIVISION OF SOCIAL & Concentration BEHAVIORAL SCIENCE

Students in the Human Services A student wishing to major in Studies Concentration are Human Services Studies Concentration required to take the following may choose from three majors: General Education courses. • Government & International FYS 100 First Year Seminar Studies MTH 130 Transition to Collegiate • Psychology Mathematics Sociology MTH 140 College Algebra-Enhanced/ • MTH 141 College Algebra The following eight(8) common core WRT 102 Enhanced Argumentative & courses are required for Human Analytic Writing or Services Studies Concentration: WRT 105 Argumentative & Analytic GIS /PSY/SOC 308 Theory & Practice in the Writing or Human Services WRT 106 Accelerated Argumentative & PSY 100 Introduction to Psychology Analytic Writing PSY 230 Social Psychology WRT 108 Enhanced Synthesis & or Research Writing PSY 418 Principles of Psychotherapy or WRT 109 Synthesis & Research Writing PSY 305 Abnormal Psychology or Aesthetic Appreciation Competency (2 c.u.s) PSY 307 Theories of Personality Communication Skills Competency (1 c.u.) SOC 100 Introduction to Sociology Scientific & Technical Skills Competency SOC 236 Deviance & Social Control (1 c.u.) or AND SOC 249 Sociology of the Family Multi/Transcultural & Global Awareness Competency (2 c.u.s) SOC 341 Social Problems Problem Solving & Critical Thinking and Public Solutions Competency (2 c.u.s) Internship course in the student’s Major OR (GIS 490; PSY 495; SOC 490 or 491) Multi/Transcultural & Global Awareness In addition, students will select three(3) Competency (1 c.u.) Problem Solving & Critical Thinking courses chosen from within one of the Competency (2 c.u.s) concentrations within GIS in conjunction Community Orientation/Citizenship with a Government and International Competency (1 c.u.) Studies Advisor. Many courses have prerequisites which are listed in the course description. Please be sure that necessary prerequisites have been taken before enrolling in any course. 122 DIVISION OF SOCIAL & BEHAVIORAL SCIENCE

SOCIOLOGY MAJOR HUMAN SERVICES STUDIES CONCENTRATION

In addition to the eight(8) common GROUP III core courses, a student in Sociology Two(2) courses selected from the major will take the following eight following: required courses: PSY 317 Organizational Behavior SOC 215 Statistics for Sociologists SOC 305 Beyond Black & White: SOC 320 Classical Sociological Theory Latinos in the United States SOC 325 Methods of Social Research SOC 314 Sociology of Madness & Marginality GROUP II SOC 316 Sociology of Health & Illness Two(2) courses selected from the SOC 333 Selected Topics in Sociology following: SOC 336 Sociology of Sex, Gender, & GIS 235 Gay & Lesbian Politics Sexuality PSY/SOC 230 Social Psychology SOC 351 Sociology of Religion SOC 211 Juvenile Delinquency SOC 369 Sociology of African/ SOC 212 Sociology of Education American Families SOC 213 Women & Work SOC 370 Sociology of Latin America SOC 234 Social Inequality & the Caribbean SOC 235 Urban Sociology GROUP IV SOC 236 Deviance & Social Control SOC 241 Minority Groups & Two(2) courses selected from the Race Relations following: SOC 243 Criminology SOC 412 Contemporary SOC 249 Sociology of the Family Social Problems SOC 251 Gender & Globalization SOC 413 Social Change SOC 414 Social Movements SOC 415 Criminal Justice & Gender SOC 416 Criminal Justice & Race SOC 417 Feminism: Theory & Practice SOC 418 Drugs, Crime, & Social Policy SOC 433 Selected Topics in Sociology HUMAN SERVICES STUDIES CONCENTRATION 123

GOVERNMENT & INTERNATIONAL STUDIES MAJOR HUMAN SERVICES STUDIES CONCENTRATION

In addition to the eight(8) common core courses, a student in Government & International Studies major will take the following seven(7) required courses: GIS 100 Introduction to Government Studies GIS 200 American Politics GIS 230 American Political Thought GIS 244 Local & State Government GIS 310 Public Administration GIS 311 Public Economics & Finance SOC 215 Statistics for Sociologists 124

PSYCHOLOGY MAJOR HUMAN SERVICES STUDIES CONCENTRATION

In addition to the eight(8) common GROUP III core courses, a student in the Psychol- Two(2) courses from the following: ogy major will take the following PSY 230 Social Psychology ten(10) required courses: PSY 305 Abnormal Psychology PSY 205 Developmental Psychology PSY 307 Theories of Personality PSY 245 Statistics for the PSY 337 Diversity Training Behavioral Sciences PSY 310 Research Methods I GROUP IV PSY 311 Research Methods II One(1) course from the following: PSY 402 History of Psychology: GROUP I A Global Perspective One(1) course from the following: PSY 418 Principles of Psychotherapy PSY 221 Career Development, PSY 420 Group Dynamics Theory & Practice PSY 425 Cross Cultural Psychology* PSY 224 Industrial/Organizational PSY 433 Selected Topics in Psychology Psychology PSY 450 Senior Research Seminar PSY 317 Organizational Behavior GROUP II Two(2) courses from the following: PSY 201 Human Cognition/Learning PSY 209 Health Psychology PSY 231 Animal Behavior PSY 319 The Psychology of Motivation PSY 323 Biopsychology Latin 125 INTERDISCIPLINARY American & PROGRAMS Caribbean Studies

MINOR IN LATIN AMERICAN AND CARIBBEAN STUDIES

GROUP I LAC/APG 210 Cultures of the Anglo Students must take one(1) of the & French Caribbean following: LAC/GIS 224 American Foreign Policy LAC/HIS 116 Introduction to Latin LAC 233 Selected Topics in Latin American & Caribbean Studies American & Caribbean Studies LAC/ENG/SOC 257 Peoples & LAC/SOC 241 Minority Groups & Cultures of Latin America & the Race Relations Caribbean LAC/ENG/SOC/ 257 Peoples & GROUP II Cultures of Latin America & the Students must take three(3) of the Caribbean following: GROUP III LAC/SPA 110 Spanish Literature & Students must take one(1) of the Culture following: LAC/APG 111 Cultural Anthrology LAC/SOC 305 Beyond Black & White: LAC/FRN 115 French Language & Latinos in the United States Culture I LAC 333 Selected Topics in Latin LAC/SPA 120 Spanish Language & American & Caribbean Studies Culture II LAC/ENG 356 Major Latin American LAC/FRN 125 French Language & & Caribbean Writers Culture II LAC/SOC 370 Sociology of Latin LAC/HIS 216 Colonial Latin American America & the Caribbean & Caribbean, 1500-1825 LAC/HIS 226 Modern Latin American & the Caribbean, 1825-present LAC/GIS 203 Comparative Political Systems

Undergraduate Latin American & Caribbean Studies course descriptions begin on page 217. 126

DIVISION OF NATURAL SCIENCE AND MATHEMATICS Mathematics

Students in the Mathematics major Note: The required two c.u.s addressing are required to take the following the Scientific and Technical Skills General Education courses. competency are waived because the FYS 100 First Year Seminar major’s introductory courses address MTH 130 Transition to Collegiate this competency but are not general Mathematics education courses. MTH 160 Precalculus Enhanced/ Bloomfield College offers a BS degree in MTH 161 Precalculus Applied Mathematics. WRT 102 Enhanced Argumentative & Analytic Writing The required courses are: or MTH 200 Applied Statistics I WRT 105 Argumentative & Analytic MTH 221 Calculus & Analytic Geometry I Writing or MTH 222 Calculus & Analytic Geometry II WRT 106 Accelerated Argumentative & MTH 223 Calculus & Analytic Geometry III Analytic Writing MTH 310 Number Theory WRT 108 Enhanced Synthesis & or Research Writing MTH 332 Discrete Mathematics or MTH 320 Differential Equations WRT 109 Synthesis & Research Writing MTH 330 Geometry 8 c.u.s required from the following: MTH 331 Foundations of Mathematics (2 Science courses will satisfy the STS MTH 337 Linear Algebra competency) MTH 415 Abstract Algebra Aesthetic Appreciation Competency (1 c.u.) MTH 423 Advanced Calculus Communication Skills Competency (1 c.u.) CMP 100 Computer Literacy Scientific & Technical Skills Competency CMP 126 Programming I (2 c.u.s) CMP 226 Programming II AND PHY 105 General Physics I Multi/Transcultural & Global Awareness PHY 106 General Physics II Competency (1 c.u.) or Problem Solving & Critical Thinking PHY 210 University Physics I Competency (3 c.u.s) PHY 211 University Physics II OR Multi/Transcultural & Global Awareness Competency (1 c.u.) Problem Solving & Critical Thinking Competency (2 c.u.s) Community Orientation/Citizenship Competency (1 c.u.)

Students wishing New Jersey Teaching need to submit a change of major Certification must be admitted into declaration and satisfy all the require- the B.A. in Education and satisfy the ments. Students who wish to double courses listed in the Mathematics major must complete the requirements co-concentration (see page 105). of both majors. Should a student decide to major Bloomfield College offers a BS degree in in the discipline exclusively, he/she will Applied Mathematics.

Undergraduate Mathematics course descriptions begin on page 220. MATHEMATICS 127

MINOR IN MATHEMATICS

The Mathematics minor consists of Students are required to take two(2) three(3) required courses and two(2) additional courses from the options electives. below: Students are required to take the OPTION 1 following three(3) courses: MTH 337 Linear Algebra and MTH 200 Applied Statistics I 300/400 level Mathematics course MTH 221 Calculus & Analytic or Geometry I OPTION 2 MTH 222 Calculus & Analytic (recommended for Chemistry majors) Geometry II MTH 223 Calculus and Analytic Geometry III and MTH 320 Differential Equations 128 Medical DIVISION OF NATURAL SCIENCE AND MATHEMATICS Imaging Sciences

B.S. in Medical Imaging Sciences with Note: The required two(2) c.u.s address- concentration in: ing the Scientific and Technical Skills • Sonography (Cardiac/Echo) competency are waived because the Sonography (Diagnostic Medical) major’s introductory courses address • this competency but are not general • Sonography (Vascular) education courses. Also, as a three-year- plus program, majors in MIS may Students in the Medical Imaging count two of the course units in their list Sciences major are required to take the of major requirements as general educa- following General Education courses. tion electives and take only one Writing FYS 100 First Year Seminar Intensive course in the general education electives. MTH 130 Transition to Collegiate Mathematics The Bachelor of Science degree in MTH 160 Precalculus Enhanced/ Medical Imaging Sciences is a joint MTH 161 Precalculus degree offered with Rutgers University. WRT 102 Enhanced Argumentative & Bloomfield College, in conjunction Analytic Writing or with Rutgers University, offers a WRT 105 Argumentative & Analytic program leading to a B.S. degree in Writing or Medical Imaging Sciences. WRT 106 Accelerated Argumentative & Students must complete a three-year Analytic Writing (24 course units) pre-professional WRT 108 Enhanced Synthesis & component at Bloomfield College and Research Writing a 15-month professional component or at Rutgers University. WRT 109 Synthesis & Research Writing 8 c.u.s required from the following: Bloomfield College students who have (2 Science courses will satisfy the STS competency) earned 24 c.u.s by completing the Aesthetic Appreciation Competency (1 c.u.) General Education courses, as well as the Communication Skills Competency (1 c.u.) professional courses listed, may be Scientific & Technical Skills Competency admitted to Rutgers University for the (2 c.u.s) remaining professional courses provided AND they have: Multi/Transcultural & Global Awareness A. been in residence at Bloomfield Competency (1 c.u.) College for a minimum of 8 courses, Problem Solving & Critical Thinking B. achieved a minimum overall grade Competency (3 c.u.s) point average of 2.85, and OR Multi/Transcultural & Global Awareness C.received grades of C or better in Competency (1 c.u.) all required science and mathematics Problem Solving & Critical Thinking courses. Competency (2 c.u.s) Community Orientation/Citizenship Competency (1 c.u.) MEDICAL IMAGING SCIENCES 129

MEDICAL IMAGING SCIENCES

BIO 111 General Biology: Cell And two(2) courses selected from the BIO 121 General Biology: Diversity following: BIO 205 Human Anatomy & BIO 200 Microbiology Physiology I BIO 213 Molecular & Cellular Biology BIO 206 Human Anatomy & BIO 304 Developmental Biology Physiology II BIO 305 Comparative Vertebrate BIO/CHM 401 Biochemistry I Morphology CHM 111 General Chemistry I BIO 309 Genetics CHM 112 General Chemistry II BIO 317 Immunology CHM 301 Organic Chemistry I BIO 326 Histology CMP 100 Computer Literacy BIO/CHM 402 Biochemistry II MTH 200 Applied Statistics I BIO 412 General Mammalian Physiology PHY 105 General Physics I PHY 106 General Physics II ** Students are required to be certified in CPR prior to enrollment at Rutgers University. Students in the Medical Imaging Sciences major must take the following professional courses prior to matriculation at Rutgers University.** 130 Network DIVISION OF ACCOUNTING, BUSINESS, COMPUTER SCIENCE AND ECONOMICS Engineering

Students in the Network Engineering 8 c.u.s required from the following: major are required to take the (2 Science courses will satisfy the STS following General Education courses. competency) FYS 100 First Year Seminar Aesthetic Appreciation Competency (1 c.u.) MTH 130 Transition to Collegiate Communication Skills Competency (1 c.u.) Mathematics Scientific & Technical Skills Competency MTH 160 Precalculus Enhanced/ (2 c.u.s) MTH 161 Precalculus AND WRT 102 Enhanced Argumentative & Multi/Transcultural & Global Awareness Analytic Writing Competency (1 c.u.) or Problem Solving & Critical Thinking WRT 105 Argumentative & Analytic Competency (3 c.u.s) Writing or OR WRT 106 Accelerated Argumentative & Multi/Transcultural & Global Awareness Analytic Writing Competency (1 c.u.) WRT 108 Enhanced Synthesis & Problem Solving & Critical Thinking Research Writing Competency (2 c.u.s) or Community Orientation/Citizenship WRT 109 Synthesis & Research Writing Competency (1 c.u.)

Undergraduate Network Engineering course descriptions begin on page 222. NETWORK ENGINEERING 131

NETWORK ENGINEERING MAJOR

The required courses are: NTW 218 Wireless Networks CMP 126 Programming I NTW 305 Scaling Networks CMP 226 Programming II NTW 312 Connecting Networks CMP 322 Introduction to Operating NTW 415 Cyber Security Systems NTW 420 Network System MTH 221 Calculus I Development Project or And two(2) courses selected from the MTH 332 Discrete Mathematics following: NTW 101 Data Representation & Digital Logic CMP 228 Data Structures NTW 115 Introduction to Computer CMP 235 Web Programing Networks CMP 330 Database Management NTW 205 Routing & Switching Essentials NTW 225 Managing LAN Devices NTW 210 Windows Network Operating NTW 315 Voice Over IP Systems NTW 325 Internetwork Programming II NTW 215 Introduction to Computer NTW 391 Network Engineering Internship Security

MINOR IN NETWORK ENGINEERING

A minor in Networking Engineering NTW 210 Windows Network Operating requires the following six(6) courses: System NTW 215 Introduction to Computer NTW 115 Introduction to Computer Security Networks NTW 305 Scaling Networks NTW 205 Routing & Switching Essentials NTW 315 Voice Over IP

CERTIFICATE IN NETWORK ENGINEERING

A Certificate in Networking Engineering requires the following six(6) courses: NTW 115 Introduction to Computer NTW 215 Introduction to Computer Networks Security NTW 205 Routing & Switching Essentials NTW 305 Scaling Networks NTW 210 Windows Network Operating NTW 315 Voice Over IP System 132

FRANCES M. McLAUGHLIN DIVISION OF NURSING Nursing

Students in the Nursing major Many courses have prerequisites which are required to take the following are listed in the course description. General Education courses. Please be sure that necessary prerequi- FYS 100 First Year Seminar sites have been taken before enrolling MTH 130 Transition to Collegiate in any course. Mathematics MTH 140 College Algebra-Enhanced/ MTH 141 College Algebra The College accepts freshman WRT 102 Enhanced Argumentative & applicants, transfer students, and Analytic Writing R.N.’s who are graduates of Associate or degree and diploma programs. WRT 105 Argumentative & Analytic Writing Freshmen and transfer students may or apply to the Nursing major. WRT 106 Accelerated Argumentative & Listed are the admission criteria Analytic Writing which apply to freshman applicants WRT 108 Enhanced Synthesis & and transfer applicants. Research Writing or WRT109 Synthesis & Research Writing 8 c.u.s required from the following: (2 Science courses will satisfy the STS competency) Aesthetic Appreciation Competency (1 c.u.) Communication Skills Competency (1 c.u.) Scientific & Technical Skills Competency (2 c.u.s) AND Multi/Transcultural & Global Awareness Competency (1 c.u.) Problem Solving & Critical Thinking Competency (3 c.u.s) OR Multi/Transcultural & Global Awareness Competency (1 c.u.) Problem Solving & Critical Thinking Competency (2 c.u.s) Community Orientation/Citizenship Competency (1 c.u.) Note: The required two c.u.s addressing the Scientific and Technical Skills competency are waived because the major’s introductory courses address this competency but are not general education courses. In addition, two other course units in the major’s list of requirements may count as general education electives.

Undergraduate Nursing course descriptions begin on page 224. NURSING 133

The Nursing major grade requirements are: A. All major and required courses MUST have a grade of “C” or better. B. Students may not progress into any NUR course unless the prerequisite courses have been passed with a grade of “C” or better. *Includes clinical component. Students are responsible for own transportation to clinical sites. Some community-based clinicals require own vehicle for visiting nurse/home care experiences. Criteria for Admission to the Nursing Major Admission to the nursing major formally begins with entry into NUR 215 Foundations of Professional Practice. In order to qualify for the major, all students must have completed the following requirements: 1. GPA of 2.75 required to enter the major. 2. The following seven courses: WRT 102 or WRT 105 or WRT 106, WRT 108 or WRT 109, MTH 130, MTH 140/MTH 141, BIO 205, BIO 206, and NUR 105, all with minimum grade of C. 3. A student who repeats more than three of the required courses (WRT 106, WRT 109, MTH 130, MTH 140/MTH 141, BIO 205, BIO 206, and NUR 105) cannot enter the major. 4. Students must be eligible to enter the nursing major within two years of initial enrollment as an undeclared-nursing student. If the student is not eligible for entry to the nursing major within two years, then the students must declare a different major. 5. A pre-entry standardized examination is required for admission into the nursing major. The examination must be taken in the semester prior to admission into NUR 215. The standardized examination may only be taken for a total of two(2) times. The selection process is competitive and may result in students being placed on a waiting list for admission into the major. 134 DIVISION OF NURSING

Criteria for Admission to the Nursing Major for College Transfer Students Students may transfer course credits from other colleges or universities. The following stipulations apply: A. Students must be eligible to enter the nursing major within two years of initial enrollment as a pre-nursing student. If the student is not eligible for entry to the nursing major within two years then the student must declare a different major B. Minimum GPA of 2.75. C. Transfer of nursing courses subject to evaluation by the Division of Nursing. Transfer of non-nursing courses subject to College policy. See policy on page 266. D. Refer to criteria for Admission to the Nursing Major in 2, 3, & 4 on page 133. Additional Requirements for the Nursing Major

1. Health clearance must be obtained from the College Health Service every year. Students are not eligible to participate in clinical nursing experiences if health requirements are not met. 2. Students enrolled in clinical courses must provide evidence of current American Heart Association CPR certification. 3. All Nursing students are required to have criminal history background checks.* Clinical agencies accredited by JCAHO require criminal back- ground checks for all individuals engaged in patient care. If a student is denied clinical placement by any clinical agency due to criminal history information, that student will be withdrawn from the Nursing major. * Additional fees may be required. Requirements for Progression in the Nursing Major

Students may progress to successive courses based upon their ability to demonstrate: A. Satisfactory academic achievement of grades of C or better in nursing courses. B. Satisfactory completion of clinical objectives as measured by the clinical evaluation tool. A clinical failure constitutes a failure in the entire course! C. Once a student is admitted to the major, if the student must repeat a fourth course (including prerequisites, corequisites, or course designated as NUR), the student cannot continue in the major. D. Only one nursing course (NUR designation) may be repeated once. A withdrawal or grade of C- or below on the second attempt necessitates withdrawal from the major. E. All nursing courses must be taken in sequence (completion of all sophomore level courses before beginning junior level, completion of all junior level courses before beginning senior level). NURSING 135

Requirements for Licensure

• Senior level nursing students must successfully complete all course requirements of the major in order to obtain the BS degree. In order to be endorsed by the College to sit for the NCLEX (licensure) examination, the students must fulfill the following additional requirements. If these requirements are not met, the Division of Nursing reserves the right to deny endorsement to sit for the NCLEX examination. • Astandardized comprehensive exam will be given to all graduating seniors at the end of the spring semester in order to assess readiness to sit for the NCLEX. Students who perform satisfactorily will be endorsed by the Nursing Division. Unsuccessful students may repeat the standardized comprehensive exam until they are successful. • All students must provide the documentation of successful completion of a Division-approved NCLEX review course before receiving endorsement to sit for the NCLEX. New Jersey Board Requirements

The State Board of Nursing determines who is eligible to take the Registered Nurse examination (NCLEX-RN). Graduation from the Nursing program satisfies one of the eligibility requirements. There are other eligibility requirements as well. Since eligibility requirements may vary, candidates should consult with the Board of Nursing of the state in which they plan to take the Registered Nurse examination. Nursing Major Requirements

The courses for the major, in addition to the General Education requirements, consist of the following: BIO 200 Microbiology MTH 130 Transition to Collegiate BIO 205 Human Anatomy & Mathematics Physiology I MTH 140 College Algebra-Enhanced/ BIO 206 Human Anatomy & MTH 141 College Algebra Physiology II MTH 200 Applied Statistics I CHM 120 Fundamentals of Inorganic, PSY 100 Introduction to Organic, & Biochemistry Psychology NUR 105 Nutrition (0.5 c.u.) NUR 341 Adult Health II* (1.5 c.u.s) NUR 215 Foundations of NUR 349 Growth & Professional Practice Development (0.5 c.u.) NUR 235 Health & Physical NUR 355 Nursing Research Assessment NUR 404 Management & NUR 236 Pathophysiology Leadership NUR 241 Adult Health I (1.5 c.u.s) NUR 441 Adult Health III (1.5 c.u.s) NUR 323 Psychiatric/Behavioral NUR 454 Community Nursing (1.5 c.u.s) Health Nursing NUR 460 Capstone Project I (0.5 c.u.) NUR 351 Maternity & NUR 461 Capstone Project II (0.5 c.u.) Pediatric Nursing NUR 358 Pharmacology SOC 100 Introduction to Sociology 136 DIVISION OF NURSING

RN Student Applicants

Bloomfield College will accept coursework taken at other accredited institutions for credit toward the degree, provided it meets the College criteria. A maximum of 16 course units may be earned through CLEP, Excelsior College Examinations, and evaluation of previous nursing courses. The Nursing Core requires that each RN must enroll in the following courses: NUR 305RN Bridge to the Profession NUR 404RN Management & NUR 335RN Health & Physical Leadership Assessment* NUR 454RN Community Nursing NUR 345RN Foundations in NUR 460RN Capstone Project I (0.5 c.u.) Community NUR 461RN Capstone Project II (0.5 c.u.) NUR 355RN Nursing Research All College and General Education requirements MUST be met, even if additional courses may be required. Students must adhere to course prerequisites or demonstrate comparable experience. We encourage students to complete the statistics requirement before beginning the BSRN program. In accordance with the Bloomfield College residency policy, a transfer student must take at least eight course units at Bloomfield College to graduate.

Criteria for Admission to the Nursing Major for RNs 1. Minimum GPA of 2.75. 2. Nursing courses completed that result in completion of nursing program resulting in RN licensure will be accepted for transfer credit. Transfer of non-nursing courses subject to College policy. See policy on page 266. 3. Show proof of RN licensure in the State of New Jersey. RNs licensed in other states must obtain New Jersey licensure. 4. Forward copies of liability/malpractice insurance with minimum coverage of $1,000,000/$3,000,000. 5. RN applicants must have completed WRT 106/109 or equivalent to be eligible for entry as an RN to BSN student. 137

DIVISION OF Philosophy HUMANITIES

Students in the Philosophy major Students wishing New Jersey Teaching are required to take the following Certification must be admitted into General Education courses. the B.A. in Education and satisfy the FYS 100 First Year Seminar courses listed in the Philosophy MTH 130 Transition to Collegiate co-concentration (see page 106). Mathematics Should a student decide to major MTH 140 College Algebra-Enhanced/ in the discipline exclusively, he/she will MTH 141 College Algebra need to submit a change of major WRT 102 Enhanced Argumentative & declaration and satisfy all the require- Analytic Writing or ments listed below. Students who WRT 105 Argumentative & Analytic wish to double major must complete Writing or the requirements of both majors. WRT 106 Accelerated Argumentative & Analytic Writing The following courses are required WRT 108 Enhanced Synthesis & for the Philosophy major: Research Writing or PHL 100 Introduction to Philosophy WRT 109 Synthesis & Research Writing PHL 101 Contemporary Moral Issues PHL 110 Effective Reasoning Aesthetic Appreciation Competency (2 c.u.s) PHL 200 Logic Communication Skills Competency (1 c.u.) PHL 220 Great Ideas of Philosophers Scientific & Technical Skills Competency PHL 2XX * (1 c.u.) PHL 2XX * AND PHL 3XX * Multi/Transcultural & Global Awareness PHL 3XX * Competency (2 c.u.s) PHL 405 Internship in Philosophy Problem Solving & Critical Thinking or Competency (2 c.u.s) PHL 451 Senior Thesis OR (Recommended for those Multi/Transcultural & Global Awareness intending to pursue graduate Competency (1 c.u.) study in Philosophy) Problem Solving & Critical Thinking or Competency (2 c.u.s) HON 499 Honors Seminar Community Orientation/Citizenship * Selection of courses dependent on a Competency (1 c.u.) student’s special interests in consultation with the Philosophy Advisor.

Undergraduate Philosophy course descriptions begin on page 227. 138 DIVISION OF HUMANITIES

MINOR IN PHILOSOPHY

The following courses are required PHL 200 Logic for the Philosophy minor: or PHL 110 Effective Reasoning PHL 100 Introduction to Philosophy or PHL 2XX or over* PHL 102 Philosophy in Literature PHL 2XX or over* An Ethics Course * Dependent on a student’s special interest. 139 Pre- DIVISION OF NATURAL SCIENCE Chiropractic & MATHEMATICS Programs

The Pre-Chiropractic concentration preparation and the second is offers a sequence of courses designed for students who also wish to to prepare students for entry into make substantial progress toward programs leading to the Doctor of the Baccalaureate degree. Chiropractic degree. The third option is a program There are three versions of the designed for students wishing Pre-Chiropractic program. The first admissions to a Chiropractic college is for students who wish basic requiring a Bachelor’s degree.

BASIC PROGRAM OPTION (22.5 c.u.s)

Those students who want Basic 8 c.u.s required from the following: Pre-Professional Training should (2 Science courses will satisfy the STS take the following: competency) BIO 111 General Biology: Cell Aesthetic Appreciation Competency (1 c.u.) BIO 121 General Biology: Diversity Communication Skills Competency (1 c.u.) CHM 111 General Chemistry I Scientific & Technical Skills Competency CHM 112 General Chemistry II (2 c.u.s) CHM 301 Organic Chemistry I AND CHM 302 Organic Chemistry II Multi/Transcultural & Global Awareness CHM 303 Organic Chemistry I Laboratory Competency (1 c.u.) (0.5 c.u.) Problem Solving & Critical Thinking CHM 304 Organic Chemistry II Laboratory Competency (3 c.u.s) (0.5 c.u.) OR MTH 130 Transition to Collegiate Multi/Transcultural & Global Awareness Mathematics Competency (1 c.u.) MTH 160 Precalculus Enhanced/ Problem Solving & Critical Thinking MTH 161 Precalculus Competency (2 c.u.s) PHY 105 General Physics I Community Orientation/Citizenship PHY 106 General Physics II Competency (1 c.u.) PSY Psychology Elective (PSY 100 recommended) Four courses chosen from the SCI 153 Seminar in Pre-Chiropractic General Education Electives Studies (0.25 c.u.) Electives (3 c.u.s) SCI 263 Pre-Chiropractic Forum The following electives are (0.25 c.u.) recommended: WRT 102 Enhanced Argumentative & BIO 205 Human Anatomy & Physiology I Analytic Writing or BIO 206 Human Anatomy & Physiology II WRT 105 Argumentative & Analytic Students may chose to modify Writing the program in consultation with or an Advisor in order to better meet WRT 106 Accelerated Argumentative & the entrance requirements of Analytic Writing the specific Chiropractic college WRT 108 Enhanced Synthesis & to which the student will apply. Research Writing or WRT 109 Synthesis & Research Writing 140 DIVISION OF NATURAL SCIENCE & MATHEMATICS

BACHELOR’S DEGREE OPTION (24 c.u.s)

Those students who wish to The following courses are required of prepare for entrance to Chiropractic the Pre-Chiropractic major: college and obtain the Bachelor’s BIO 111 General Biology: Cell degree while completing the BIO 121 General Biology: Diversity Doctor of Chiropractic degree BIO 205 Human Anatomy & Physiology I should take the following BIO 206 Human Anatomy & Physiology II 24 courses: CHM 111 General Chemistry I CHM 112 General Chemistry II FYS 100 First Year Seminar CHM 301 Organic Chemistry I MTH 130 Transition to Collegiate CHM 302 Organic Chemistry II Mathematics CHM 303 Organic Chemistry I Laboratory MTH 160 Precalculus Enhanced/ (0.5 c.u.) MTH 161 Precalculus CHM 304 Organic Chemistry II Laboratory WRT 102 Enhanced Argumentative & (0.5 c.u.) Analytic Writing PHY 105 General Physics I or PHY 106 General Physics II WRT 105 Argumentative & Analytic PSY Psychology Elective Writing or (PSY 100 recommended) WRT 106 Accelerated Argumentative & SCI 153 Seminar in Pre-Chiropractic Analytic Writing Studies (0.25 c.u.) SCI 263 Pre-Chiropractic Forum WRT 108 Enhanced Synthesis & (0.25 c.u.) Research Writing or Electives (0.5 c.u.) WRT 109 Synthesis & Research Writing 8 c.u.s required from the following: Bloomfield College students who have (2 Science courses will satisfy the STS completed the prescribed courses and competency) have: Aesthetic Appreciation Competency (1 c.u.) 1. been in residence for a minimum Communication Skills Competency (1 c.u.) of 8 courses, Scientific & Technical Skills Competency 2. successfully completed a minimum (2 c.u.s) of 3 Science courses at Bloomfield AND College, Multi/Transcultural & Global Awareness Competency (1 c.u.) 3. completed General Education Problem Solving & Critical Thinking courses including MTH 130, Competency (3 c.u.s) MTH 160/MTH 161, WRT 102 or OR WRT 105 or WRT 106 and WRT 108 Multi/Transcultural & Global Awareness or WRT 109, Competency (1 c.u.) 4. attended a CCE-accredited Problem Solving & Critical Thinking Chiropractic college, will be eligible Competency (2 c.u.s) for a B.S. degree in Biology with Community Orientation/Citizenship concentration in Pre-Chiropractic Competency (1 c.u.) Studies. Note: The required two(2) c.u.s address- Bloomfield College will accept Science ing the Scientific and Technical Skills com- credits from the Chiropractic college petency are waived because the major’s (the equivalent of nine courses or 36 introductory courses address this compe- credits) to complete the degree require- tency but are not general education cours- ments. Members of the Science Faculty es. Also, as a three-year-plus program, will evaluate the Science courses to majors in Pre-Chiropractic may count two determine which credits are transferable. of the course units in their list of major requirements as general education electives and take only one Writing Intensive course in the general education electives. PRE-CHIROPRACTIC PROGRAMS 141

B.S. BIOLOGY– PRE-CHIROPRACTIC STUDIES OPTION (32 c.u.s)

Students who wish to obtain the The following courses are required of Bachelor’s degree before entering the Pre-Chiropractic major: a Chiropractic college should elect BIO 111 General Biology: Cell this major. Students must take BIO 121 General Biology: Diversity the following 32 courses: BIO 205 Human Anatomy & Physiology I FYS 100 First Year Seminar BIO 206 Human Anatomy & Physiology II MTH 130 Transition to Collegiate CHM 111 General Chemistry I Mathematics CHM 112 General Chemistry II MTH 160 Precalculus Enhanced/ CHM 301 Organic Chemistry I MTH 161 Precalculus CHM 302 Organic Chemistry II WRT 102 Enhanced Argumentative & CHM 303 Organic Chemistry I Laboratory Analytic Writing (0.5 c.u.) or CHM 304 Organic Chemistry II Laboratory WRT 105 Argumentative & Analytic (0.5 c.u.) Writing PHY 105 General Physics I or PHY 106 General Physics II WRT 106 Accelerated Argumentative & PSY Psychology Elective Analytic Writing (PSY 100 recommended) WRT 108 Enhanced Synthesis & SCI 153 Seminar in Pre-Chiropractic Research Writing Studies (0.25 c.u.) or SCI 263 Pre-Chiropractic Forum (0.25 c.u.) WRT 109 Synthesis & Research Writing Electives (3.5 c.u.s) 8 c.u.s required from the following: And four(4) additional courses selected (2 Science courses will satisfy the STS from the following: competency) Aesthetic Appreciation Competency (1 c.u.) BIO 200 Microbiology Communication Skills Competency (1 c.u.) BIO 213 Molecular & Cellular Biology Scientific & Technical Skills Competency BIO 304 Developmental Biology (2 c.u.s) BIO 305 Comparative Vertebrate Morphology AND BIO 309 Genetics Multi/Transcultural & Global Awareness BIO 317 Immunology Competency (1 c.u.) BIO 326 Histology Problem Solving & Critical Thinking BIO 412 General Mammalian Physiology Competency (3 c.u.s) BIO/CHM 401 Biochemistry I OR BIO/CHM 402 Biochemistry II Multi/Transcultural & Global Awareness BIO 450 Bioseminar Competency (1 c.u.) BIO 460 Bioresearch Problem Solving & Critical Thinking Competency (2 c.u.s) Community Orientation/Citizenship Competency (1 c.u.) Note: The required two(2) c.u.s address- ing the Scientific and Technical Skills competency are waived because the major’s introductory courses address this competency but are not general education courses. 142 PRE-CHIROPRACTIC PROGRAMS

POST-CHIROPRACTIC PROGRAM

The Post-Chiropractic program Admission to the program is offers holders of the D.C. degree an based on the D.C. degree and opportunity to complete the require- two years of college credit from ments for the B.S. degree. an accredited institution. Post-Chiropractic students must For further information, contact complete the General Education the office of the Pre-Chiropractic and residency requirements. Coordinator.

PRE-MED PROGRAM

Students interested in pursuing medi- Each professional school has very spe- cine (as well as dentistry, optometry, cific requirements and timelines. Since veterinary medicine, physical therapy, having the appropriate prerequisites pharmacy, etc.) can select any major, and timing are especially critical for provided they meet the prerequisites successful entry into these prestigious of the professional school. However, and competitive professional pro- most pre-med (and related) students grams, interested students are urged to major in biology, biochemistry, or consult with the Pre-Professional chemistry. In general, all of these pro- Coordinator (Ext. 1318) as soon as fessions require a minimum of two they make a decision to pursue medi- years of chemistry, one year of biology, cine or a related profession. one year of physics, and one year of English, all at the college level. The competitive applicant is expected to achieve a grade point average of at least 3.0 (B’s or better) in all science classes. 143 Pre- DIVISION OF NATURAL SCIENCE Podiatry & MATHEMATICS Programs

BIOLOGY PRE-PODIATRY CONCENTRATION (24 c.u.s)

Bloomfield College has an articulation Note: The required two c.u.s addressing agreement with the New York College the Scientific and Technical Skills of Podiatric Medicine (NYCPM). competency are waived because the major’s Students who wish to prepare for introductory courses address this competency entrance to NYCPM and obtain the but are not general education courses. Also, Bachelors degree while completing the as a three-year-plus program, majors in Pre- Doctor of Podiatric Medicine degree Podiatry may count two of the course units must complete: in their list of major requirements as general education electives and take only one Writ- FYS 100 First Year Seminar ing Intensive course in the general education MTH 130 Transition to Collegiate electives. Mathematics MTH 160 Precalculus Enhanced/ The following courses are required of MTH 161 Precalculus the Prepodiatry major: WRT 102 Enhanced Argumentative & BIO 111 General Biology: Cell Analytic Writing or BIO 121 General Biology: Diversity WRT 105 Argumentative & Analytic BIO 205 Human Anatomy & Physiology I Writing BIO 206 Human Anatomy & Physiology II or CHM 111 General Chemistry I WRT 106 Accelerated Argumentative & CHM 112 General Chemistry II Analytic Writing CHM 301 Organic Chemistry I WRT 108 Enhanced Synthesis & CHM 302 Organic Chemistry II Research Writing CHM 303 Organic Chemistry I Laboratory or (0.5 c.u.) WRT 109 Synthesis & Research Writing CHM 304 Organic Chemistry II Laboratory 8 c.u.s required from the following: (0.5 c.u.) (2 Science courses will satisfy the STS PHY 105 General Physics I competency) PHY 106 General Physics II Two course units from SOC and/or PSY Aesthetic Appreciation Competency (1 c.u.) Communication Skills Competency (1 c.u.) Scientific & Technical Skills Competency (2 c.u.s) AND Multi/Transcultural & Global Awareness Competency (1 c.u.) Problem Solving & Critical Thinking Competency (3 c.u.s) OR Multi/Transcultural & Global Awareness Competency (1 c.u.) Problem Solving & Critical Thinking Competency (2 c.u.s) Community Orientation/Citizenship Competency (1 c.u.) 144 PRE-PODIATRY PROGRAM

Bloomfield College students who have earned 96 credits by completing the above courses may receive a Bachelor’s degree from Bloomfield College if they have: 1. been in residence at Bloomfield College for a minimum of 8 courses; 2. successfully completed a minimum of 3sciencecoursesatBloomfieldCollege; 3. completed the General Education courses including MTH 130 and MTH 160/MTH 161, WRT 102 or WRT 105 or WRT 106, WRT 108 or WRT 109; 4. successfully completed 36 designated credits from NYCPM. 145

B.S. BIOLOGY– PRE-PODIATRY STUDIES OPTION (32 c.u.s)

Students who wish to obtain the The following courses are required of the Bachelor’s degree before entering Pre-Chiropractic major: NYCPM should elect this major. BIO 111 General Biology: Cell In addition to the courses required BIO 121 General Biology: Diversity under the 96-credit option, students BIO 205 Human Anatomy & Physiology I must take the following courses: BIO 206 Human Anatomy & Physiology II FYS 100 First Year Seminar CHM 111 General Chemistry I MTH 130 Transition to Collegiate CHM 112 General Chemistry II Mathematics CHM 301 Organic Chemistry I MTH 160 Precalculus Enhanced/ CHM 302 Organic Chemistry II MTH 161 Precalculus CHM 303 Organic Chemistry I Laboratory WRT 102 Enhanced Argumentative & (0.5 c.u.) Analytic Writing CHM 304 Organic Chemistry II Laboratory or (0.5 c.u.) WRT 105 Argumentative & Analytic PHY 105 General Physics I Writing or PHY 106 General Physics II WRT 106 Accelerated Argumentative & Electives 3 c.u.s Analytic Writing Two(2) course units from SOC and/or PSY WRT 108 Enhanced Synthesis & And four(4) additional courses selected Research Writing or from the following: WRT 109 Synthesis & Research Writing BIO 200 Microbiology BIO 213 Molecular & Cellular Biology 8 c.u.s required from the following: BIO 304 Developmental Biology (2 Science courses will satisfy the STS BIO 305 Comparative Vertebrate competency) Morphology Aesthetic Appreciation Competency (1 c.u.) BIO 309 Genetics Communication Skills Competency (1 c.u.) BIO 317 Immunology Scientific & Technical Skills Competency BIO 326 Histology (2 c.u.s) BIO 412 General Mammalian Physiology AND BIO/CHM 401 Biochemistry I Multi/Transcultural & Global Awareness BIO/CHM 402 Biochemistry II Competency (1 c.u.) BIO 450 Bioseminar Problem Solving & Critical Thinking BIO 460 Bioresearch Competency (3 c.u.s) OR Multi/Transcultural & Global Awareness Competency (1 c.u.) Problem Solving & Critical Thinking Competency (2 c.u.s) Community Orientation/Citizenship Competency (1 c.u.) Note: The required two c.u.s addressing the Scientific and Technical Skills competency are waived because the major’s introductory courses address this competency but are not general education courses. 146 Professional DIVISION OF HUMANITIES Writing

PROFESSIONAL WRITING AND RHETORIC MINOR

A minor in Professional Writing must One additional writing course chosen successfully complete: in consultation with an advisor. This ENG 249 Advanced Grammer and Editing could be WRT 233, Selected Topics in WRT 205 Introduction to Professional and Professional Writing, a Creative Writing Technical Writing course,or an approved writing/compo- WRT 229 Language and Society: sition course in another discipline such Western Rhetoric in as CAT. Contemporary Use WRT 256 Digital Media Writing 147

DIVISION OF SOCIAL & Psychology BEHAVIORAL SCIENCE

Students in the Psychology major Students wishing New Jersey Teaching are also required to take the following Certification must be admitted into General Education courses. the B.A. in Education and satisfy the FYS 100 First Year Seminar courses listed in the Psychology MTH 130 Transition to Collegiate co-concentration. Should a student Mathematics decide to major in the discipline MTH 140 College Algebra-Enhanced/ exclusively, he/she will need to submit MTH 141 College Algebra a change of major declaration and WRT 102 Enhanced Argumentative & satisfy all the requirements. Students Analytic Writing or who wish to double major must com- WRT 105 Argumentative & Analytic plete the requirements of both majors. Writing or WRT 106 Accelerated Argumentative & A student wishing to major in Analytic Writing Psychology may choose from two(2) WRT 108 Enhanced Synthesis & concentrations: Research Writing or • General Psychology WRT 109 Synthesis & Research Writing • Human Services Studies Aesthetic Appreciation Competency (2 c.u.s) Communication Skills Competency (1 c.u.) Many courses have prerequisites which Scientific & Technical Skills Competency are listed in the course description. (1 c.u.) Please be sure that necessary prerequi- AND sites have been taken before enrolling Multi/Transcultural & Global Awareness in any course. Competency (2 c.u.s) Problem Solving & Critical Thinking Competency (2 c.u.s) OR Multi/Transcultural & Global Awareness Competency (1 c.u.) Problem Solving & Critical Thinking Competency (2 c.u.s) Community Orientation/Citizenship Competency (1 c.u.)

Undergraduate Psychology course descriptions begin on page 233. 148 DIVISION OF SOCIAL & BEHAVIORAL SCIENCE

GENERAL PSYCHOLOGY CONCENTRATION

The courses required for the GROUP IV Psychology major are: Two(2) courses from the following area: CORE COURSES PSY 402 History of Psychology: PSY 100 Introduction to Psychology Global Perspective PSY 205 Developmental Psychology PSY 405 Sport Psychology PSY 245 Statistics for the Behavioral PSY 418 Principles of Psychotherapy Sciences** PSY 420 Group Dynamics PSY 310 Research Methods I PSY 425 Cross Cultural Psychology PSY 311 Research Methods II PSY 433 Selected Topics in Psychology PSY 450 Senior Research Seminar GROUP I PSY 495 Psychology Internship One(1) course from the following area: GROUP V PSY 221 Career Development, Theory & 200+-level Elective from list below or Practice course not taken from groups: PSY 224 Industrial/Organizational Psychology PSY/EDC 210 Educational Psychology PSY 313 Positive Psychology PSY 306 Adolescence PSY 317 Organizational Behavior PSY/GIS/SOC 308 Theory & Practice in Human Services GROUP II PSY 309 Adulthood & Aging Two(2) courses from the following area: PSY 332 Death and Dying PSY 333 Selected Topics in Psychology PSY 201 Human Cognition/Learning PSY 335 Psychology of Gender PSY 209 Health Psychology PSY 430 Diversity Certificate Internship PSY 231 Animal Behavior (Open only to students enrolled PSY 319 The Psychology of Motivation in the Diversity Certificate PSY 323 Biopsychology Program) PSY 350 Drugs and Behavior

GROUP III Two(2) courses from the following area: PSY 230 Social Psychology PSY 305 Abnormal Psychology PSY 307 Theories of Personality PSY 337 Diversity Training ** Students declaring/changing to one of the majors in the division (GIS, PSY, SOC) must take the discipline-specific statistics course if they have not previ- ously taken another statistics course. If a student has taken a statistics course in another discipline prior to declaring the major, and earned a C or better in that course, they do not have to take the discipline-specific statistics course. Under no circumstances can MTH 200 be substituted for PSY 245 or SOC 215. Note: Government & International Studies majors are required to take SOC 215. PSYCHOLOGY 149

HUMAN SERVICES STUDIES CONCENTRATION

(See page 124)

MINOR IN PSYCHOLOGY

A minor in Psychology requires the PSY 310 Research Methods I is strongly completion of PSY 100 plus five recommended as one of the additional additional course units in Psychology. courses for anyone who is considering Two of the five(5) additional courses graduate study in Psychology. must be at the 300 or 400 level. Note: PSY 245 Statistics for Behavioral Science is a prerequisite for PSY 310.

CERTIFICATE IN DIVERSITY TRAINING

To earn the certificate in Diversity GROUP II Training, the student must successfully One(1) course from the following list: complete three(3) course units from BUS 415 Problems & Cases in Human the courses listed below: Resource Management GROUP I BUS 366 Workplace Issues in Human Resource Management One course from the following list: NUR 454 Community Nursing BUS 300 Introduction to International PSY/WMS 425 Cross Cultural Psychology Business PSY/SOC 230 Social Psychology BUS 365 International Human Resource PSY/GIS/SOC 308 Theory & Practice in Management Human Services PSY 100 Introduction to Psychology* SOC 336 Sociology of Sex, Gender & PSY 317 Organizational Behavior Sexuality SOC 100 Introduction to Sociology* SOC 305 Beyond Black & White: SOC 235 Urban Sociology Latinos in the United States SOC 241 Minority Groups & Race SOC 369 Sociology of African-American Relations Families SOC 251 Gender & Globalization GROUP III SOC 236 Deviance & Social Control PSY 337 Diversity Training *Only counts for non-psychology and non- sociology majors. 150

DIVISION OF HUMANITIES Religion

Students in the Religion major Students wishing New Jersey Teaching are also required to take the following Certification must be admitted into General Education courses. the B.A. in Education and satisfy FYS 100 First Year Seminar the courses listed in the Religion MTH 130 Transition to Collegiate co-concentration (see page 107). Mathematics Should a student decide to major MTH 140 College Algebra-Enhanced/ in the discipline exclusively, he/she will MTH 141 College Algebra need to submit a change of major WRT 102 Enhanced Argumentative & declaration and satisfy all the require- Analytic Writing ments listed below. Students who or wish to double major must complete WRT 105 Argumentative & Analytic Writing the requirements of both majors. or WRT 106 Accelerated Argumentative & Analytic Writing The courses required for the Religion major are: WRT 108 Enhanced Synthesis & Research Writing REL 110 Ways of Understanding Religion or WRT 109 Synthesis & Research Writing And ten additional courses in Religion selected in consultation with the Aesthetic Appreciation Competency (2 c.u.s) student’s Advisor. Communication Skills Competency (1 c.u.) Scientific & Technical Skills Competency Many courses have prerequisites which (1 c.u.) are listed in the course description. AND Please be sure that necessary prerequi- Multi/Transcultural & Global Awareness sites have been taken before enrolling Competency (2 c.u.s) in any course. Problem Solving & Critical Thinking Competency (2 c.u.s) OR Multi/Transcultural & Global Awareness Competency (1 c.u.) Problem Solving & Critical Thinking Competency (2 c.u.s) Community Orientation/Citizenship Competency (1 c.u.)

MINOR IN RELIGION

Students selecting a minor in Religion Courses will be chosen in must successfully complete: consultation with the Discipline REL 110 Ways of Understanding Religion Coordinator of Religion. And four(4) courses from the 200 or 300 level.

Undergraduate Religion course descriptions begin on page 237. 151

DIVISION OF SOCIAL & Sociology BEHAVIORAL SCIENCE

Students in the Sociology major Students wishing New Jersey Teaching are also required to take the following Certification must be admitted into General Education courses. the B.A. in Education and satisfy FYS 100 First Year Seminar the courses listed in the Sociology MTH 130 Transition to Collegiate co-concentration (see page 107). Mathematics Should a student decide to major MTH 140 College Algebra-Enhanced/ in the discipline exclusively, he/she will MTH 141 College Algebra need to submit a change of major WRT 102 Enhanced Argumentative & declaration and satisfy all the require- Analytic Writing ments. Students who wish to double or major must complete the requirements WRT 105 Argumentative & Analytic Writing of both majors. or WRT 106 Accelerated Argumentative & Analytic Writing A student wishing to major in Sociology may choose from three WRT 108 Enhanced Synthesis & concentrations: Research Writing or General Sociology WRT 109 Synthesis & Research Writing • • Criminal Justice Aesthetic Appreciation Competency (2 c.u.s) • Human Services Studies Communication Skills Competency (1 c.u.) Scientific & Technical Skills Competency Many courses have prerequisites which (1 c.u.) are listed in the course description. AND Please be sure that necessary prerequi- Multi/Transcultural & Global Awareness sites have been taken before enrolling Competency (2 c.u.s) in any course. Problem Solving & Critical Thinking Competency (2 c.u.s) OR Multi/Transcultural & Global Awareness Competency (1 c.u.) Problem Solving & Critical Thinking Competency (2 c.u.s) Community Orientation/Citizenship Competency (1 c.u.)

Undergraduate Sociology course descriptions begin on page 240. 152 DIVISION OF SOCIAL & BEHAVIORAL SCIENCE

GENERAL SOCIOLOGY CONCENTRATION

The courses required of the General GROUP III Sociology concentration are: Two(2) courses from the specialized SOC 100 Introduction to Sociology courses at the 300 level: SOC 215 Statistics for Sociologists* PSY 317 Organizational Behavior SOC 320 Classical Sociological Theory SOC/LAC 305 Beyond Black & White: Latinos SOC 325 Methods of Social Research in the United States Plus either: SOC/GIS/PSY 308 Theory & Practice in Human Services SOC 450 Senior Research Seminar SOC 309 Global Crime or SOC 314 Sociology of Madness & SOC 490 Fall Internship in Sociology Marginality or SOC 316 Sociology of Health & Illness SOC 491 Spring Internship in Sociology SOC 333 Selected Topics in Sociology And the following: SOC 336 Sociology of Sex, Gender, & Sexuality GROUP I SOC 369 Sociology of African-American One(1) course selected from the following: Families PHL 100 Introduction to Philosophy SOC 370 Sociology of Latin America & PHL 110 Effective Reasoning the Caribbean GROUP II GROUP IV Three(3) courses selected from the follow- Two(2) courses from the 400 level courses: ing courses at the 200 level: SOC 412 Contemporary Social Problems GIS 235 Gay & Lesbian Politics SOC 413 Social Change PSY/SOC 230 Social Psychology SOC 414 Social Movements SOC 211 Juvenile Delinquency SOC 415 Criminal Justice & Gender SOC 212 Sociology of Education SOC 416 Criminal Justice & Race SOC 213 Women & Work SOC 417 Feminism: Theory & Practice SOC 234 Social Inequality SOC418 Drugs, Crime, & Social Policy SOC 235 Urban Sociology SOC 433 Selected Topics in Sociology SOC 236 Deviance & Social Control * Students declaring/changing to one of SOC 241 Minority Groups & Race Relations SOC 243 Criminology the majors in the division (GIS, PSY, SOC 249 Sociology of the Family SOC) must take the discipline-specific SOC 251 Gender & Globalization statistics course if they have not previ- SOC/ENG/LAC 257 Peoples & Cultures of ously taken another statistics course. Latin America & the Caribbean If a student has taken a statistics course in another discipline prior to declaring the major, and earned a C or better in that course, they do not have to take the discipline-specific statistics course. Under no circumstances can MTH 200 be substituted for PSY 245 or SOC 215. Note: Government & International Studies majors are required to take SOC 215. SOC 450 and SOC 490/491 cannot be substituted with portfolio assessment. SOCIOLOGY 153

CRIMINAL JUSTICE CONCENTRATION

The courses required of the Criminal GROUP III Justice concentration are: Two(2) courses selected from the following: CORE COURSES GIS 310 Public Administration SOC 100 Introduction to Sociology PSY 317 Organizational Behavior SOC 215 Statistics for Sociologists SOC309 Global Crime SOC 236 Deviance & Social Control SOC 310 Sociology of Capital Punishment SOC 243 Criminology SOC 314 Sociology of Madness & SOC 320 Classical Sociological Theory Marginality SOC 325 Methods of Social Research SOC 333 Selected Topics in Sociology SOC 336 Sociology of Sex, Gender, & Plus either: Sexuality SOC 450 Senior Research Seminar SOC 345 The Police or SOC 347 Corrections SOC 490 Fall Internship in Sociology SOC 348 Victimology or SOC 353 Criminal Law SOC 491 Spring Internship in Sociology GROUP IV And the following: Two(2) courses from the following GROUP II 400 level courses, one of which must Two(2) courses selected from the following: focus specifically on Criminal Justice: GIS 235 Gay & Lesbian Politics SOC 412 Contemporary Social Problems PSY/SOC 230 Social Psychology SOC 413 Social Change SOC 211 Juvenile Delinquency SOC 414 Social Movements SOC 212 Sociology of Education SOC 415 Criminal Justice & Gender SOC 234 Social Inequality SOC 416 Criminal Justice & Race SOC 235 Urban Sociology SOC 418 Drugs, Crime, & Social Policy SOC 241 Minority Groups & Race SOC 419 Community & Corrections Relations SOC 433 Selected Topics in Sociology SOC 249 Sociology of the Family SOC 251 Gender & Globalization

HUMAN SERVICES STUDIES CONCENTRATION

(See page 122)

MINOR IN SOCIOLOGY

Students electing a minor in SOC 234 Social Inequality Sociology will take: SOC 235 Urban Sociology SOC 236 Deviance & Social Control SOC 100 Introduction to Sociology SOC 241 Minority Groups & Race SOC 320 Classical Sociological Theory Relations SOC 325 Methods of Social Research SOC 249 Sociology of the Family And two(2) courses selected from the Plus two(2) electives chosen in following: consultation with a major Advisor PSY/SOC 230 Social Psychology in Sociology. SOC 212 Sociology of Education 154

DIVISION OF HUMANITIES Spanish

MINOR IN SPANISH

A minor in Spanish must complete: With the written consent of SPA 205 Conversation, Composition & the Spanish Faculty, other courses Phonetics I may be substituted, especially those SPA 206 Conversation, Composition & courses numbered 300 or higher. Phonetics II All student are encouraged to SPA 212 Masterpieces of Spanish Literature request and take independent study SPA 231 Civilization of Spain & Spanish courses in Spanish. America Many courses have prerequisites which SPA 301 Advanced Grammar & are listed in the course description. Expression I Please be sure that necessary prerequi- SPA 302 Advanced Grammar & Expression II sites have been taken before enrolling in any course.

Undergraduate Spanish course descriptions begin on page 246. 155 Women’s INTERDISCIPLINARY Studies PROGRAMS

MINOR IN WOMEN’S STUDIES

Students must select courses from at least GROUP I three different disciplines (AFS/HIS/LAC). Students must take two(2) courses from: Students must take the following: WMS 200 level WMS/HIS 104 Introduction to GROUP II Women’s & Gender Studies Students must take two(2) courses from: WMS/ENG/HIS/SOC 256 Changing Women’s Lives WMS 300/400 level WMS/SOC 417 Feminism: Theory & Practice

Undergraduate Women’s Studies course descriptions begin on page 247. 156

Course Descriptions Undergraduate UNDERGRADUATE COURSES 157

Accounting Courses

ACC 201 PRINCIPLES OF ACC 323 COST ACCOUNTING: ACCOUNTING I A MANAGERIAL EMPHASIS I Basic accounting concepts, fundamentals of A study of the fundamentals of cost determina- accounting procedures, development of account- tion, allocation, cost analysis and costing for ing principles and practices, and the determina- decisions. Topics include break-even analysis, tion, valuation, and presentation of accounting cost-profit-volume analysis, job order costing, information. Emphasis on accounting theory and process costing, and basic standard cost analysis. its relationship to the preparation of finan- Prerequisite: ACC 204. 1 c.u. cial accounting statements. Use of a computer- ized practice set will be required. 1 c.u. ACC 404 ADVANCED ACCOUNTING Prerequisites: BUS 200; CMP 100; An in-depth study of business combinations MTH 160. and consolidations and partnerships. 1 c.u. ACC 204 PRINCIPLES OF Prerequisite: ACC 302. ACCOUNTING II ACC 421 AUDITING To continue the study of basic accounting con- A study of external auditing theory, practice cepts, fundamentals of accounting procedures, and administration. topics include auditing development of accounting principles and standards, ethics, disclosures required for pub- practices, and the determination, valuation, lic reporting, auditing techniques, auditor and presentation of accounting information. client relationships. 1 c.u. Emphasis on the use of accounting informa- Prerequisite: ACC 404, tion as it pertains to management. 1 c.u. or consent of the Instructor. Prerequisite: ACC 201. ACC 454 MANAGERIAL ACCOUNTING ACC 301 INTERMEDIATE ACCOUNTING I SEMINAR Review of basic financial statements and an in- An in-depth study of managerial practices and depth study of accounting principles including: procedures. Topics include: discussion models, disclosure classification and presentation. 1 c.u. linear programming, specialized variancy Prerequisite: ACC 204 with a grade analysis, budgetary control, transfer pricing of C or better. and cost allocations. 1 c.u. ACC 302 INTERMEDIATE ACCOUNTING II Prerequisites: ACC 323; BUS 312. A continuation of ACC 301. 1 c.u. ACC 455 FINANCIAL ACCOUNTING Prerequisite: ACC 301. SEMINAR ACC 318 TAXATION I An in-depth study of APB opinions and FASB statements as they pertain to financial state- A study of taxation as it applies to the typical ment presentations. Topics include consolidat- routine tax return for an individual tax payer. ed statements, pro forma statements, state- Topics will include determination of tax, ments required by regulatory bodies, state- income inclusions, capital gains and losses, ments for stockholders and statements for man- itemized deductions and tax credits. 1 c.u. agement. Emphasis on statement preparation, Prerequisite: ACC 204, presentation, and predictions. Accounting for or consent of the Instructor. non-profit organizations will also be covered. Prerequisite: ACC 404. 1 c.u. 158 UNDERGRADUATE COURSES

Africana Studies Courses

AFS 105 INTRODUCTION TO AFS 213 PEOPLES AND CULTURES OF AFRICANA STUDIES AFRICA SOUTH OF THE SAHARA (Also HIS 105) (Also APG 213) ■ Multi/Transcultural & Global Awareness An anthropological study of the cultures and This course will offer a broad survey of African social structures, ethos, and configurations of peoples and the African Diaspora in the world, sub-Sahara Africa. The cultures of Black Africa beginning with their African origins. Special are examined in order to provide an under- attention will be paid to the enslavement of standing of Black Africa and its contributions Africans, colonization, and the resultant free- to the Americas. 1 c.u. dom struggles undertaken by Africans and the African Diaspora. 1 c.u. AFS 216 THE HISTORY OF AFRICAN- AMERICAN ART AFS 113 AFRICAN-AMERICAN (Also CAT 216) TRADITION WORKSHOP (Writing Intensive) (Also CAT 113) ■ Multi/Transcultural & Global Awareness ■ Multi/Transcultural & Global Awareness Emma Amos, Betty Saar, Sam Gilliam, Jacob Hand, heart and spirit have been an intrinsic Lawrence. Do you recognize the names of these part of the process of creativity, survival and artists? Study the achievements of artists of color. enthusiasm in the African-American commu- How have they integrated their cultural identity nity. This studio course will draw inspiration with their self-expression? Where and when have from the rich artistic traditions in the African, European, Latino and Caribbean influ- African-American visual arts. We will engage ences affected their art? How have African-Amer- in creative processes such as improvisation, ican artists established strong, creative communi- quilting, and collage –concepts and techniques ties? Visits to museums, galleries, and cultural used by Betye Saar, Faith Ringgold, and centers in New Jersey and New York. 1 c.u. Romare Bearden. We will study narrative in Prerequisite: WRT 108 or WRT 109 the works of Ringgold, Jacob Lawrence and with a final grade of C- or better. others. With this foundation, students will cre- ate their own personal narratives. 1 c.u. AFS 222 AFRICAN-AMERICAN LITERATURE AFS 121 AFRICAN CIVILIZATIONS (Also ENG/WMS 222) Socio-economic, political and cultural trends ■ Multi/Transcultural & Global Awareness in the African continent from earliest times to Selected poetry, drama, fiction, autobiography, the beginnings of European colonialism. and essays by African-American authors, with Emphasis on the development of agriculture, emphasis on literary excellence. Authors range the great empires, the movement of people from Phillis Wheatley to Frederich Douglas, and ideas, Islam and emergence of the Swahili Imamu Amiri Baraka, Alice Walker, and Ishmael culture in East Africa. 1 c.u. Reed. Lecture, discussion. 1 c.u. AFS 207 AFRICAN-AMERICAN HISTORY Prerequisite: WRT 108 or WRT 109 TO 1877 with a final grade of C- or better. (Also HIS 207) AFS 224 MUSIC IN THE UNITED STATES: (Writing Intensive) THE AFRICAN-AMERICAN INFLUENCE This course begins with the history of Africans (Also CAT 224) in continental Africa and their forced removal Musical traditions brought to our country and enslavement in North America and contin- from abroad. The development of American ues through the Abolition movement, Emanci- musical culture from colonial times to the pation, and Reconstruction. This course will present, including a survey of African/ examine the creolization of Africans in what American music from its tribal and colonial became the United States, and the resultant reli- origins to the present. The sociological impact gious, cultural, and political traditions. This is of jazz upon Western music and culture. 1 c.u. the first course in the African-American History Prerequisite: WRT 102 or WRT 105 or sequence. 1 c.u. WRT 106 with a final grade of C- Prerequisite: WRT 102 or WRT 105 or or better. WRT 106 with a final grade of C- or better. UNDERGRADUATE COURSES 159

AFS 225 IDEAS OF FREEDOM, AFS 248 THE HARLEM RENAISSANCE: AFRICAN-AMERICAN HISTORY FROM REFLECTIONS 1877-PRESENT (Also ENG/PHL 248) (Also HIS 225) ■ Problem Solving & Critical Thinking Skills (Writing Intensive) Broad review of the literary period known as ■ Problem Solving & Critical Thinking Skills the Harlem Renaissance or the New Negro This course explores the African American Movement. An examination of poetry, fiction, struggle for freedom after Reconstruction. critical essays, art and music for social and aes- Of particular concern will be the economic, thetic values projected in the artistic produc- political, social and cultural struggles that tion of the day. Highlighting the transnational, African-Americans waged to secure freedom transethnic texture of African-American social and justice in the face of racial segregation and consciousness. 1 c.u. injustice. This is the second course in the Prerequisite: WRT 108 or WRT 109 African-American survey. 1 c.u. with a final grade of C- or better. Prerequisite: WRT 108 or WRT 109 AFS 259 CONTEMPORARY AFRICAN- with a final grade of C- or better. AMERICAN THOUGHT AFS 226 LITERATURE OF RACE, (Also ENG/PHL 259) ■ CLASS AND GENDER Multi/Transcultural & Global Awareness (Also ENG 226) Contemporary African-American Thought (Writing Intensive) explores the intellectual contributions of ■ Multi/Transcultural & Global Awareness prominent African-American writers and philosophers from the late twentieth centu- Varied works of western and/or non-western lit- ry to the present. Through literary analysis, erature that illustrates how different races, eth- discussion, and participation in a class nic groups, genders, and classes view themselves. conference, students investigate the cultual, Prerequisite: WRT 108 or WRT 109 1 c.u. political, aesthetic, and philosophic dilem- with a final grade of C- or better. mas of the African Americans in the AFS 232 INTRODUCTION TO ISLAM cotemporary age. 1 c.u. (Also REL 232) Prerequisite: WRT 108 or WRT 109 ■ Multi/Transcultural & Global Awareness with grade of C- or better. This course will introduce the student to the AFS 266 AFRICAN-AMERICAN basic beliefs and practices of Islam. It will also PERFORMANCE HISTORY survey major historical, cultural, theological, (Also CAT 266) and social developments. Special attention will An overview of the contributions African/ be given to the Arabian origins of Islam and to Americans have made to American perform- its subsequent growth into a dynamic global ance culture. Exploration of black performance tradition. The role of Islam in the modern traditions and the social contexts in which they world and its impact on American society will were developed. A useful sampling of informa- also be considered. 1 c.u. tion for students interested in American Stud- Prerequisite: WRT 108 or WRT 109 ies, African-American Studies, Theatre, Dance, with a final grade of C- or better. Drama, History, Music, Popular Culture and AFS 233 SELECTED TOPICS IN related areas. 1 c.u. AFRICANA STUDIES Prerequisite: WRT 108 or WRT 109 Selected topics with Africana Studies focus. with a final grade of C- or better. Prerequisite: As defined by the AFS 268 HAITIAN LITERATURE department offering the course. 1 c.u. (Also ENG/LAC 268) AFS 241 MINORITY GROUPS AND RACE ■ Multi/Transcultural & Global Awareness RELATIONS Haitian literature explores the literary con- (Also LAC/SOC/WMS 241) tributions of prominent writers, artists, This course examines race, ethnicity, racism, and filmmakers from Haiti and the Haitian prejudice, discrimination, majority-minority Diaspora. All course texts are in translated relations, and other intergroup relations from to English. Using the literature as a lens, the a sociological perspective, paying close atten- course investigates Haitian history and tion to the experiences of the major Haitian cultural discourses. Haiti’s historic racial/ethnic groups in the United States, and cultural impact in the Caribbean namely, American Indians, European Amer- region and throughout the Americas is also icans, African-Americans, Latinos, and Asian considered. 1 c.u. Americans. 1 c.u. Prerequisite: WRT 108 or WRT 109 Prerequisite: SOC 100 or PSY 100. with a final grade of C- or better. 160 UNDERGRADUATE COURSES

AFS 333 SELECTED TOPICS IN AFS 369 SOCIOLOGY OF AFRICAN- AFRICANA STUDIES AMERICAN FAMILIES Selected topics with Africana Studies focus. (Also SOC 369) Prerequisite: As defined by the This course seeks to examine Black families in department offering the course. 1 c.u. the United States by exploring the social and AFS 363 MAJOR WRITERS OF THE cultural factors that have shaped them. It AFRICAN DIASPORA begins with an overview of the historical and (Also ENG 363) anthropological roots of Black families, and (Writing Intensive) then focuses on an in-depth analysis of their ■ Multi/Transcultural & Global Awareness contemporary formations. 1 c.u. Distinguished writers of African, Afro-Caribbean, Prerequisites: SOC 100, SOC 215. Afro-Latin and African-American heritage. Emphasis is upon the theory and practice of diaspora, and how it has shaped the literary voices of writers of African descent. 1 c.u. Prerequisite: A 200-level literature course with a grade of C or better, or the consent of the Instructor. Anthropology Courses

APG 111 CULTURAL ANTHROPOLOGY APG 213 PEOPLES AND CULTURES OF (Also LAC 111) AFRICA SOUTH OF THE SAHARA ■ Multi/Transcultural & Global Awareness (Also AFS 213) An analysis of the theory and universality of An anthropological study of the cultures and culture from the historical, functional and social structures, ethos, and configurations of structural approaches. Emphasis on cross-cul- sub-Sahara Africa. The cultures of Black Africa tural comparisons as a basis for understanding are examined in order to provide an under- contemporary society. 1 c.u. standing of Black Africa and its contributions APG 210 CULTURES OF THE ANGLO AND to the Americas. 1 c.u. FRENCH CARIBBEAN (Also LAC 210) Cultural traditions of the Anglo and French Caribbean will be explored. Each cultural area will be examined in terms of its history of slav- ery and plantation life, race and ethnic rela- tions, socio-economic and political change, and family and community organization. 1 c.u. Prerequisite: WRT 108 or WRT 109 with a final grade of C- or better. UNDERGRADUATE COURSES 161

Biology Courses

BIO 111 GENERAL BIOLOGY: CELL BIO 206 HUMAN ANATOMY AND This course is one of two introductory general PHYSIOLOGY II biology courses. Topics include the origin of This course is a study of the structure and life, the cellular level of organization, the physiology of the human circulatory (hema- chemical/physical basis of life, genetics, and the tology), respiratory, nervous, “special senses”, molecular biology of gene expression. 1 c.u. digestive, urinary, endocrine, reproductive, BIO 115 SELECTED TOPICS IN and integumentary systems. General informa- BIOLOGY tion on cells and tissues will be presented. It ■ Scientific & Technological Skills is the second part of a two part sequence. The laboratory experience will include experi- This course presents selected topics in biology. ments in physiology. 1 c.u. Topics may include evolution, biomechanics Prerequisite: BIO 205 or BIO 121. (e.g. flight), emerging diseases (e.g. AIDS, Ebola virus), history of biological science, BIO 208 ADVANCED ZOOLOGY antibiotic resistant pathogens, cancer, nutri- This course is a study of the major invertebrate tion, biotechnology and human affairs, etc. As taxa. Course topics include an overview of ani- topics change, this course may be repeated for mal diversity, evolution, behavior, morpholo- credit. 1 c.u. gy, and physiology. Additional topics include Science majors may not enroll in this current techniques in phylogenetics, and the course without the consent of the Instructor. interrelationships of form, function, ecology, BIO 121 GENERAL BIOLOGY: and behavior. Laboratory exercises emphasize DIVERSITY current techniques and instruments used in the study of zoology; museum visits and field This course is one of two introductory general work may also be offered. 1 c.u. biology courses. Topics will include the evolu- Prerequisites: BIO 111, BIO 121. tion, diversity, development, reproduction, physiology, ecology, and behavior of living BIO 209 ENVIRONMENTAL ISSUES AND organisms. Laboratory work will include natu- HUMAN SURVIVAL ralistic observation as well as experimentation This is an introductory course focusing on and will emphasize the analysis, organization, man's environment. The organism, popula- and presentation of data. 1 c.u. tion, community, ecosystem, and biosphere BIO 200 MICROBIOLOGY levels of organization will be studied with respect to the interrelationships occurring in This course describes the structure, physiology the natural world. Aspects of air, water, solid and culture of bacteria and related organisms, waste, and noise pollution, population prob- their importance in nature and their relation- lems, our energy dilemma, use of pesticides, ship to human problems of food preservation, and the state of our natural resources will also sanitation, disease, and immunity. 1 c.u. be discussed. This course is designed for non- BIO 205 HUMAN ANATOMY AND science majors. 1 c.u. PHYSIOLOGY I Science majors may not enroll in this course without the consent This course is a study of the organization of of the Instructor. the human body, and the anatomy and physi- ology of the skeletal, muscular, and circulatory BIO 211 HUMAN BIOLOGY (heart and circulation) systems. It is the first ■ Scientific & Technological Skills part of a two part sequence. The laboratory This course is a study of the life history of man experience will include study of mammalian from birth to death including a discussion of anatomy. 1 c.u. all major organ systems and how they function Prerequisite: High School Biology. to maintain the organism in the environment. It will include the biology of sex and heredity of man. This course is designed primarily for majors other than biology, and will not count toward the biology major. 1 c.u. Science majors may not enroll in this course without the consent of the Instructor. 162 UNDERGRADUATE COURSES

BIO 213 MOLECULAR AND CELLULAR BIO 320 ECOLOGY BIOLOGY This course is a study of the relationships This course is an in-depth treatment of nucle- between animals and plants and their environ- ic acid metabolism and cellular architecture. ment. Population growth and species interac- The lecture emphasizes the relationships tions, organization of biological communities, between structure and function at the cellular ecosystem structure and function (energy flow level, while the laboratory component high- and biogeochemical cycles) will be discussed. lights recent developments in recombinant Current examples (“case studies”) of environ- DNA technology. 1 c.u. mental problems will be examined to show the Prerequisite: BIO 111 or BIO 200. real application of basic ecological principles. Laboratory consists of experimental and BIO 304 DEVELOPMENTAL BIOLOGY descriptive laboratories with experience in field This course is a study of developmental techniques. 1 c.u. processes in animals, including fertilization, Prerequisites: BIO 121; MTH 130. cleavage, cellular differentiation, and organo- genesis. Current techniques in experimental BIO 326 HISTOLOGY embryology are used to study the major This is a course describing microscopic human changes that accompany the development of anatomy as it relates to organs and organ sys- various organisms. 1 c.u. tems. The physiological consequences of Prerequisite: BIO 121. structure will be emphasized. Students will be given the opportunity to learn how to distin- BIO 305 COMPARATIVE VERTEBRATE guish between slide preparations of the vari- MORPHOLOGY ous tissues. 1 c.u. This course explores the relationship between Prerequisite: BIO 213. form and function in selected vertebrate taxa. Emphasis is placed on trends in vertebrate evo- BIO 390 SCIENCE INTERNSHIP lution that allowed vertebrates to move from This course is a combined work-study experi- aquatic to terrestrial habitats. Lectures integrate ence in which students work in an approved data from topics such as locomotion, feeding, scientific environment doing relevant job- size and scaling, with issues of historical impor- related functions. Students will also attend tance and current interest. Labs include dissec- seminars in which they report on their work tion of preserved vertebrate animals, field work, assignments, discuss experiences, study and a visit to a museum. 1 c.u. employment demands, and receive counsel. A Prerequisites: BIO 111, BIO 121. faculty committee assesses the internship report. 1 c.u. BIO 309 GENETICS Prerequisites: Junior or senior standing This course introduces the student to the fun- with a GPA of at least 2.5 in the Biology damental principles of mendelian, population, or Chemistry major and consent of the and molecular genetics. The biochemistry of appropriate program director. genetic material, the physical basis of inheri- tance as well as the mode of expression of BIO 401 BIOCHEMISTRY I genetic material in individuals and popula- (Also CHM 401) tions will be covered. Laboratory experiments The course presents proteins, lipids, and carbo- with statistics will demonstrate the principle hydrates from the perspective of organic func- of molecular, mendelian, and population tional group chemistry, physical chemistry, genetics. 1 c.u. analytical chemistry, and biochemistry. The Prerequisite: MTH 130 or MTH 200. acid-base properties, kinetics, thermodynamics Pre/Corequisite: BIO 213. and reactions of these biomolecules will be cov- ered. Structure correlated to function will be BIO 317 IMMUNOLOGY integral component of the discussion. The This courses is an introduction to the rapidly course consists of lecture and recitation. 1 c.u. expanding field of immunology covering such Prerequisite: CHM 301. topics as the immune response, (cellular and CHM 302, 303 and 304 are strongly humoral) immunoglobulins, antigen-anti- recommended. body reactions, immunohematology comple- BIO 402 BIOCHEMISTRY II ment and cytotoxicity, immunopathology (Also CHM 402) (hypersensitivity and autoimmune diseases), transplantation and oncoimmunology. 1 c.u. This course covers the biochemistry of the Pre/Corequisite: BIO 213. nucleic acids and proteins. Topics include DNA replication, transcription, translation, gene regulation, and protein function. The overall regulation of metabolic pathways will also be addressed. 1 c.u. Prerequisite: BIO 213. UNDERGRADUATE COURSES 163

BIO 404 BIOCHEMISTRY I BIO 450 BIOSEMINAR LABORATORY (Writing Intensive) (Also CHM 404) The seminar is designed to bring upperclass- (Writing Intensive) men in all biology concentrations together so The course considers the qualitative and quan- that they can discuss the major principles of titative aspects of protein, lipid, and carbohy- this discipline. The preparation of a literature drate analyses. The laboratory includes appli- research paper and its oral presentation devel- cations of wet chemistry, as well as analytical op the ability to critically assess the research techniques such as chromatography [column, literature, expose students to subject areas not thin layer, paper, and high performance liquid encountered in previous courses, develop chromatography (HPLC)], colorimetric and communication skills, and serve as a basis for spectorphotometric analyses, polarimetry, continued learning in individual students’ titrimetry and statistical data analysis. 0.5 c.u. particular areas of interest. 1 c.u. Prerequisite: CHM 303. Prerequisites: Biology major–Junior/Senior Corequisite: BIO/CHM 401. level standing and five(5) Biology courses and WRT 108 or WRT 109. BIO 405 BIOCHEMISTRY II BIO 460 BIORESEARCH LABORATORY (Also CHM 405) This course is an opportunity for advanced students to design and conduct experimental The course covers basic techniques for the research with the assistance of a faculty mem- extraction, purification, and characterization ber. Students will learn the techniques involved of DNA, RNA, and protein molecules. 0.5 c.u. in carrying out a research project including: lit- Prerequisites: BIO 213; erature search, experimental design and imple- WRT 108 or WRT 109. mentation, data collection and analysis, and Corequisite: BIO/CHM 402. presentation of results. 1 c.u. BIO 412 GENERAL MAMMALIAN Prerequisites: Junior level standing PHYSIOLOGY and five Biology courses. Students in this course study the biological function of mammals (especially humans) from cell to system with emphasis on nervous, endocrine, muscular, circulatory, respiratory, urinary, digestive, and reproductive systems. These systems are examined with reference to their regulation and role in maintenance of homeostasis. Pathophysiology (“clinical case studies”) will be integrated into discussions. In the laboratory, students will gain hands-on experience learning techniques and working with instruments while applying fundamental physiological concepts. 1 c.u. Prerequisite: Junior level standing. BIO 430 ADVANCED SELECTED TOPICS IN BIOLOGY Topics will include advanced subjects in major areas of the biological sciences. Topics may vary or be repeated. As topics vary, students may repeat the course for credit. Course unit value will be announced with the topic. Prerequisite: Junior level standing. 164 UNDERGRADUATE COURSES

Broadcast Journalism Courses

JOU 114 UTILIZING TABLET JOU 213 ORAL INTERPRETATION COMPTERS OF LITERATURE This course is designed to introduce students to ■ Aesthetic Appreciation tablet computers as a communication tool. The Oral interpretation is defined as the study of tablet will be used to access news information, literature through performance. The course is create PowerPoint presentations, conduct tele- designed to train students to use their bodies prompter readings, record interviews, create and voices to interpret poetry, drama and video presentations and conduct research, Use of prose, children’s literature, world literature apps and hardware is a critical component of the and documentary material. Students will pres- course. Students will be required to have a table ent literature in individual and ensemble per- computer, keyboard, and microphone. 0.5 c.u. formances. 1 c.u. This course is for communication majors only. Prerequisites: WRT 108 or WRT 109 with a final grade of C- or better JOU 122 PUBLIC SPEAKING and 200 level HUM. ■ Communication Skills This course focuses on the theory and skills of JOU 224 JOURNALISM I preparing and presenting public speeches. The (Writing Intensive) emphasis in this course is on practice and eval- This course focuses on the basics of journalism uation of classroom presentations and profes- reporting and writing. It will introduce stu- sional speeches. 1 c.u. dents to the fundamentals as well as modern Corequisite: WRT 102 or WRT 105 or techniques in news gathering and writing. Stu- WRT 106. dents will report and wite stories as an entry level journalist. Sessions will involve class writ- JOU 128 INTRODUCTION TO MASS ing as well as discussions and analysis of news COMMUNICATION coverage. 1 c.u. (Formerly ENG 228) Prerequisite: WRT 108 or WRT 109. ■ Communication Skills The nature and effect of contemporary mass JOU 231 RADIO AND TELEVISION media; history of the mass media; regulations This course traces the history of radio and tel- regarding present and future uses; economic evision. It includes criticism, production, pro- restraints and social control. 1 c.u. gramming issues and ethics. 1 c.u. Prerequisites: JOU 128; JOU 212 VOICE AND SPEECH WRT 108 or WRT 109. PRODUCTION JOU 234 JOURNALISM II Improvement of the speaking voice is the focus (Writing Intensive) of this course. Attention will be paid to develop- ing a pleasing tone, strong articulation, proper The course builds on journalism basics and pronunciation, and correct breathing. Students applies these to writing for digital media and will also learn the International Phonetic Alpha- producting multimedia journalism. Students bet. The course is highly recommended for those will learn how to report, write, and produce students interested in radio, television, teaching for digital publications, and how to effectively and business. 1 c.u. utilize 21st century journalism applications Prerequisite: JOU 122. and technology including blogging, social media, and multimedia. 1 c.u. Prerequisite: WRT 108 or WRT 109. JOU 243 MEDIA WRITING (Formerly ENG 140) This course explores the various media writing styles. Students will be exposed to fundamental writing skills common to all media and will learn how to apply those skills to different formats. 1 c.u. Prerequisite: JOU 122, JOU 128; WRT 108 or WRT 109 or consent of the Instructor. UNDERGRADUATE COURSES 165

JOU 244 NEWS GATHERING JOU 375 MASS MEDIA RESEARCH The course is designed to enable students to This course is designed to help students learn gain proficiency in gathering information the different research approaches used in mass from reliable sources through conducting media research and to apply those approaches interviews, researching on the internet and to a research project. 1 c.u. examining public documents. 1 c.u. Prerequisite or Corequisite: JOU 370. Prerequisites: ENG 128, ENG 243; WRT 108 or WRT 109. JOU 390 COMMUNICATION INTERNSHIP JOU 247 WRITING FOR RADIO AND Field study in newspapers, television and radio TELEVISION stations, advertising and public relations firms, This course is designed to introduce students to and other communications institutions. Field the mechanics of writing for the electronic placement required. 1 c.u. media of radio and television. Primarily devot- Prerequisites: JOU 112, JOU 128, and ed to broadcast news writing, students will also at least three other courses in the learn how to create special formats such as Communication concentration. sports, specials and commentary. 1 c.u. Junior standing and consent of the Instructor. Prerequisites: JOU 244; This course may be repeated once for credit WRT 108 or WRT 109. and either a 200-level literature course with a grade of C or better, or the JOU 266 RADIO PRODUCTION I consent of the Instructor. This course introduces students to the basic operation of a radio studio. It includes writing, JOU 440 COMMUNICATION producing and announcing. 1 c.u. CAPSTONE Prerequisite: WRT 108 or WRT 109 A final major independent project undertaken with a final grade of C- or better. by communication major under the supervi- sion of a department faculty member. 1 c.u. JOU 280 SPORTS JOURNALISM Prerequisite: JOU 357 or consent This course will focus on all aspects of sports of the Instructor and either a 200-level journalism, including reporting, editing, writ- literature course with a grade of C or ing, and producing. Students learn skills need- better, or the consent of the Instructor. ed for digital, print, and broadcast. 1 c.u. Prerequisites: WRT 108 or WRT 109; JOU 266. Prerequisite or Corequisite: JOU 366. JOU 357 BROADCAST JOURNALISM This course is designed to involve students in the writing, reporting and producing of news for radio and television. They will develop skills and techniques needed to work in broad- cast news. 1 c.u. Prerequisites: JOU 247 and either a 200- level literature course with a grade of C or better, or the consent of the Instructor. JOU 366 RADIO PRODUCTION II This is an advanced radio production course which focuses on producing and directing programs which well be aired on the campus radio station. 1 c.u. Prerequisites: JOU 266 and either a 200- level literature course with a grade of C or better, or the consent of the Instructor. JOU 370 MEDIA ETHICS ■ Problem Solving & Critical Thinking Skills The purpose of this class is to help students understand the need for ethics in society espe- cially as it pertains to the media. They will also learn how to make ethical decisions using the principles they have learned. 1 c.u. Prerequisite: JOU 247. 166 UNDERGRADUATE COURSES

Business Administration Courses

BUS 102 MANAGEMENT ESSENTIALS BUS 201 INTRODUCTION TO This course will help students build a strong E-MARKETING knowledge base and develop management skills The purpose of this course is to introduce as they study forms of business ownership, func- students to the basic concepts of Internet tions of management, communications, legisla- marketing. The course will include traditional tion, leadership and teamwork, marketing and marketing concepts such as market segmenta- economics. Learning will take place through tion, target marketing, differentiation and con- project-based discussions and activities. 0.5 c.u. sumer behavior. Course content will cover Internet marketing, Internet business models, BUS 107 PERSONAL FINANCIAL Internet distribution strategies, blogs, social PLANNING networking and Internet customer relation- ■ Problem Solving & Critical Thinking Skills ship management. 1 c.u. This course helps individuals understand per- Prerequisite: WRT 108 or WRT 109. sonal financial planning. Specifically, the con- tent of this course is geared to teach students BUS 245 SUPPLY CHAIN MANAGEMENT how to prepare personal budgets and how to OVERVIEW evaluate insurance requirements. The funda- Introduction to the field of supply chain man- mentals of investment decisions will also be agement, physical distribution, production covered. Any student who has taken or is tak- and inventory control, purchasing, transporta- ing BUS 312 cannot take BUS 107 for credit. tion, warehousing and materials handling, 1 c.u. order processing, communications, and prob- lems and issues related to the field. 1 c.u. BUS 110 INTRODUCTION TO BUSINESS Prerequisite: Industry experience in Basic knowledge of business, its components supply chain management field, and the environment in which it operates, or BUS 200, or consent of including an understanding of business oper- the Business Advisor. 1 c.u. ations and business vocabulary. 1 c.u. BUS 300 INTRODUCTION TO BUS 120 FUNDAMENTALS OF PERSONAL INTERNATIONAL BUSINESS FINANCIAL MANAGEMENT TOOLS Introduction to the dynamic field of interna- The objectives of this course are to: a) introduce tional business. Students will learn the basics of students to the use of financial services in the international business transactions, with par- economy; b) help develop personal financial ticular regard to the differences between inter- management skills and plans; c) introduce national and domestic transactions. Students students to the fundamentals of invest- will also be introduced to the range of career ments–mutual funds, stocks. Students will be opportunities available in international busi- exposed to the fundamentals of portfolio man- ness and in related fields such as international agement. 0.5 c.u. law and civil service. Topics to be covered will include: international business contracts; BUS 152 TOTAL QUALITY international business negotiations; interna- MANAGEMENT (TQM) FOR EVERYONE tional marketing; international public affairs TQM for everyone addresses the role of qual- and lobbying; international arbitration and lit- ity in consumer satisfaction, continuous im- igation; international transport; multicultural provement and employee involvement. The management; and international electronic basic tenets of TQM will be discussed as they commerce. 1 c.u. relate to each of us in a personal as well as in Prerequisite: BUS 200. a business setting. 0.5 c.u. BUS 308 ENTREPRENEURSHIP BUS 200 INTRODUCTION TO Applying the principles of management to MANAGEMENT small business and entrepreneurship in retail- Introduction to the world of a manager, the ing, wholesaling, manufacturing, and service knowledge needed, the process of managing, industries. The importance of small business, its the actual practice of managing, and the adjust- status, problems, and requirements for success. ments to change that are important in the mod- Prerequisites: ACC 201, ACC 204; 1 c.u. ern world. 1 c.u. BUS 200, BUS 314. Prerequisite: WRT 102 or WRT 105 or WRT 106. UNDERGRADUATE COURSES 167

BUS 312 MANAGERIAL FINANCE BUS 317 ORGANIZATIONAL Introduction to the principles of financial BEHAVIOR management. Topics include: analysis of (Also PSY 317) financial statements, roles of financial man- The study of individual and group behavior in agers, financial functions, preparation of cash organizations. Key topics include job satisfac- budgets, pro forma financial statements, intro- tion; motivation; group dynamics, leadership; duction to working capital management, capi- conflict and change; communication; job tal budgeting, valuation theory. 1 c.u. design; power and influence; organization con- Prerequisites: ACC 204; cepts and design; organizational development. ECN 210, ECN 211 and BUS 200 or Prerequisites: Junior standing. 1 c.u. consent of the Business Advisor. For Business majors, BUS 110 or 200, and BUS 313. BUS 313 HUMAN RESOURCE For Sociology majors, at least one prior MANAGEMENT Sociology course. Analysis of the principles and practices of per- For Psychology majors, PSY 224 or PSY 230. sonnel (human resources) management, For other majors, consent of the Instructor. including personnel policy, selection, training and development, wages and salary adminis- BUS 322 EMPLOYEE BENEFIT tration, labor and employee relations, benefits ADMINISTRATION administration and performance appraisal, (Formerly BUS 373) how human resources departments function Major classifications and related costs of and their contribution to the organization. employee benefits; principal laws governing Prerequisite: BUS 200 for Business 1 c.u. employee benefits; typical features of benefit majors or consent of the Business Advisor. plans including group health, disability, sur- PSY 100 for others. vivor and retirement protection, capital accu- mulation, time off with pay. Basic planning BUS 314 PRINCIPLES OF MARKETING techniques. Approaches for communicating Introduction to marketing of products and with employees. 1 c.u. services. Topics covered include: external Prerequisite: BUS 313 or consent analysis, target market identification, market of the Business Advisor. research, consumer behavior, product devel- opment, demand estimation and forecasting, BUS 325 PRINCIPLES OF ADVERTISING pricing, distribution channels, advertising, Introduction to the role of advertising and sales promotion and public relations. 1 c.u. sales promotion strategies and practices. Top- Prerequisites: BUS 200; ECN 210, ics include: strategy development, creative ECN 211. design, copy development, media selection, the role of advertising agencies and campaign BUS 315 INTERNET LAW execution and evaluation. 1 c.u. The purpose of this course is to explore the Prerequisite: BUS 314. legal, policy, and socio-political issues about the global technology and information mar- BUS 332 INTERNATIONAL FINANCIAL ket. In this course we will identify and explain MANAGEMENT those issues and think critically about how (Writing Intensive) they can best be resolved. We will also analyze A course intended for junior-level students. U.S. practice, policy and law; discuss how ideas Will examine: foreign currency, accounting about trade and innovation circulate. Students principles, foreign exchange, (SPOT, Forward will discuss both broad theoretical questions Rates) the International monetary system, for- and narrower issues, from how the First eign exchange risk management, work in cap- Amendment applies to the Internet to how ital management in international operations, children can be protected from potentially sources of funds for working capital and long- harmful Internet content. 1 c.u. term investments in international markets. Prerequisite: BUS 200. Prerequisite: WRT 108 or WRT 109. Corequisite: BUS 312. 1 c.u. BUS 316 BUSINESS LAW I Fundamental principles of business law and BUS 333 SELECTED TOPICS IN practice and the Constitutional setting in CONTEMPORARY BUSINESS AND which they are implemented. Structure of the MANAGEMENT law and the state and federal court systems, A study of a major business issue, person or contract law, agency law, and the law of sales. activity occurring in the contemporary busi- Prerequisite: BUS 200 or consent of the 1 c.u. ness world. Possible topics: government dereg- Business Advisor. ulation; environment; social responsibilities; mergers; conglomerates; world trade; etc. May be repeated for credit as topics change. 1 c.u. Prerequisite: To be announced with topic. 168 UNDERGRADUATE COURSES

BUS 337 SALES AND SALES BUS 348 TRAFFIC AND WAREHOUSE MANAGEMENT MANAGEMENT Covers the fundamentals of professional sell- The management of the physical storage, ing and management of the selling function. retrieval and inbound/outbound shipment of Topics covered include: selling theories, materials. Cube utilization, materials handling recruiting, demand forecasting, account man- hardware, automatic storage/retrieval systems agement, motivation, territory design and organization, transportation mode selection management, compensation and profitability. and rate analysis. The impact of transporta- Prerequisite: BUS 314. 1 c.u. tion deregulation will also be discussed. 1 c.u. Prerequisite: BUS 245 or consent BUS 341 PROJECT MANAGEMENT of the Business Advisor. Managing projects introduces new challenges to professionals and managers. This course BUS 349 QUALITY CONTROL examines the environmental factors which FUNDAMENTALS affect project management, and provides an An introduction to quality control, its basic exposure to the key tools and techniques concepts, organization/management of quali- which have been developed for this unique ty, quality costs, problem solving techniques, type of management. 1 c.u. fundamentals of statistics, acceptance sam- Prerequisites: BUS 200; MTH 140. pling, control charts, reliability, quality audits, and quality improvement. 1 c.u. BUS 345 PRODUCTION AND Prerequisite: BUS 245 or consent INVENTORY CONTROL of the Business Advisor. The development, scope and objectives of pro- duction control, as well as the dynamics of BUS 350 JUST-IN-TIME (JIT) managing inventory in the changing industri- MANUFACTURING TECHNIQUES al and commercial environment. Scheduling, Provides the history, and philosophy, and basic control, critical path, machine loading and requirements of JIT operations. The course materials requirements planning, forecasting will dispel current myths about the techniques sales and inventory requirements, computer and responsibilities of arriving at the JIT man- applications to inventory control problems, ufacturing environment as well as providing a building inventory models, simulation, and road map for starting the journey to “world the relationships of inventory control to mar- class” manufacturing excellence. 1 c.u. keting management and production control. Prerequisite: BUS 245 or consent Prerequisite: BUS 245 or consent 1 c.u. of the Business Advisor. of the Business Advisor. BUS 352 TOTAL QUALITY BUS 346 PRINCIPLES OF PHYSICAL MANAGEMENT (TQM) DISTRIBUTION The literature discusses many definitions of The movement of goods from production to Total Quality Management (TQM). However. delivery to distribution channel intermedi- the common theme is that (TQM) is a man- aries. Distribution channels, traffic manage- agement process utilizing customer satisfac- ment, warehousing, inventories, organization, tion, continuous improvement and employee control, and communication. Heavy emphasis involvement as its basic tenets. A model is given to distribution system design and (TQM) program, including all the integral ele- analysis. 1 c.u. ments, will be presented through lectures, class Prerequisite: BUS 245 or consent discussion, reading assignments, student pre- of the Business Advisor. sentations, group activity and current quality journal articles. Examples will be presented BUS 347 PURCHASING and students encouraged to discuss situa- The nature and importance of the procurement tions/examples from their own background or function in modern business organizations. company 1 c.u. Principles, tools, methods, and techniques Prerequisite: BUS 349 Quality Control employed for the acquisition of materials, sup- Fundamentals and/or consent plies and equipment. 1 c.u. of the Business Advisor. Prerequisite: BUS 245 or consent of the Business Advisor. UNDERGRADUATE COURSES 169

BUS 353 OPERATIONS MANAGEMENT BUS 364 CONFLICT MANAGEMENT AND Techniques and strategies for managing man- RESOLUTION ufacturing and service sectors. Provides per- Conflict is unavoidable in the workplace. spectives for the production areas which Whether collaborating with peers, managing include product planning, product/process direct reports, or dealing with difficult supervi- design, facility layout, capacity planning, sors, conflict exists at all levels of an organiza- aggregate planning, materials, inventory con- tion. This course will provide tools for manag- trol, scheduling and quality control. 1 c.u. ing interpersonal dynamics that may be Prerequisite: BUS 200. encountered during performance reviews, Corequisite: MTH 200. interdepartmental collaboration, and partner- ing with external organizations. 1 c.u. BUS 354 MARKETING RESEARCH Prerequisite: BUS 200. Basic concepts needed for marketing research. Students will study problem formulation, BUS 365 INTERNATIONAL HUMAN research design, data collection, questionnaire RESOURCE MANAGEMENT construction sampling techniques, analysis The course will examine such issues as the glob- and reporting. Students will design and imple- alization of the human resource strategy, the ment a marketing research project. 0.5 c.u. management and structure of global organiza- Prerequisites: BUS 314; PSY 245 or tion and the compensation of the expatriates. A MTH 200. framework for analyzing global human resource management issues will be developed within the BUS 355 CONSUMER BEHAVIOR context of the critical issues. 1 c.u. Principles of behavioral and social science con- Prerequisites: BUS 300 , BUS 313. cepts applied to marketing situations. The BUS 366 WORKPLACE ISSUES IN importance of understanding consumer behav- HUMAN RESOURCE MANAGEMENT ior in demand, brand, pricing, advertising, motivation and positioning decisions will be This course will provide a comprehensive explored. 1 c.u. overview of contemporary issues faced by Prerequisite: BUS 314. human resource professionals. Topics will include such areas as employee rights, employ- BUS 356 BUSINESS (INDUSTRIAL) ment discrimination, wrongful discharge, em- MARKETING ployment-at-will, workplace violence, employ- Application of marketing principles to indus- ee deception and theft, employee assistance trial (Business-to-business) situations. Stu- programs, QWL (quality of worklife) programs dents will study the unique marketing situa- and the future director of the human resource tions found in non-consumer product, price, function. 1 c.u. distribution and promotional decisions. Prerequisite: BUS 313. Demand for industrial products will be stud- BUS 368 LABOR RELATIONS AND ied. Intermediaries and distribution channels COLLECTIVE BARGAINING will be evaluated. 1 c.u. This course provides an overview of the labor Prerequisite: BUS 314. relations process in which management deals BUS 362 ETHICS AND LEADERSHIP IN with employees who are represented by a union. ORGANIZATIONS The history of major labor unions and primary This course will explore varied ethical issues labor laws and court cases are explored, along from the business world in conjunction with with the general structure and operational models of leadership leading to how those eth- aspects of today’s labor organizations. Union cer- ical issues are resolved. The intent is to deepen tification, collective bargaining, and dispute reso- and broaden student’s learning about theories, lution are discussed in detail. Students may also models, and constructs related to the study and participate in a mock labor contract negotiation practice of ethics and leadership. This includes project and analyze sample grievances. 1 c.u. experiential learning activities and discussions Prerequisite: BUS 313. that connect formal knowledge with real world BUS 401 BUSINESS POLICY experiences and includes one credit of experi- A capstone course which stresses the basic con- ential learning. 1 c.u. cepts of strategic planning and strategic man- Prerequisite: BUS 200. agement, the strategic planning process, and why it is necessary. Students will analyze situa- tions from a top management viewpoint and determine recommended solutions to organiza- tion-wide problems through the use of actual company cases and a simulation game. 1 c.u. Prerequisites: BUS 312, BUS 314, BUS 353 or ACC 323; ECN 310. 170 UNDERGRADUATE COURSES

BUS 412 SECURITY ANALYSIS BUS 445 SUPPLY CHAIN MANAGEMENT Introduction to portfolio selection, technical POLICY analysis, brokers, description of securities, Capstone seminar integrates supply chain mutual fund investment and short term management concepts developed throughout investments. In-depth introduction to funda- the program. Strategic management concerns mental analysis of securities investment valua- and current topics relevant to the supply chain tion theory–expanded coverage of the capital management function are developed. 1 c.u. asset pricing model, option pricing theory, Prerequisite: Any three of preceding derivatives investments, diversification and courses in the Supply Chain Management risk, statistical measures of risk, return, capital program. market behavior. 1 c.u. Prerequisite: BUS 312. BUS 480 RESOURCES IN THE TRAINING FIELD BUS 414 MARKETING MANAGEMENT AND STRATEGIES A capstone course to bring together the broad and constantly growing range of products, serv- A marketing capstone course designed to ices, equipment, journal and trade publications, explore contemporary marketing theories; commercial distributors, systems, information develop and analyze marketing strategies; and, networks, and professional and trade organiza- explore successful and unsuccessful company tions in the training field. Focus on techniques marketing strategies through case studies. 1 c.u. to locate, review, evaluate and match resources Prerequisites: BUS 312, BUS 314. to specific training needs and questions, BUS 415 PROBLEMS AND CASES IN emphasizes strategies necessary to manage HUMAN RESOURCE MANAGEMENT information overloads. 0.5 c.u. Cases in personnel including the resolution of BUS 491 INTERNSHIP IN BUSINESS complex problems in the procurement, devel- A combined work-study experience in which opment, maintenance and utilization phases students work in an approved business organ- of personnel. Discussion of and selection from ization while also attending weekly classes in alternate solutions to actual business and industry problems. 1 c.u. which they report on their work assignments Prerequisite: BUS 313. and receive counsel, advice and appropriate academic learning. 1 c.u. BUS 416 BUSINESS LAW II Prerequisite: Second Semester Junior A continuation of the examination of specific standing with a GPA of at least 2.5. areas of business law principles and their Con- stitutional setting. Specific topics covered include property law, commercial paper, part- nerships, corporations and bankruptcy. 1 c.u. Prerequisite: BUS 316. BUS 421 COMPENSATION MANAGEMENT Theory and practice of wage and salary ad- ministration. Job analysis and evaluation methods, survey techniques, economic and behavioral aspects of managing compensa- tion, policy issues and current controversies in the field. 1 c.u. Prerequisite: BUS 313. BUS 423 TRAINING AND DEVELOPMENT Principles and methods of employee, supervi- sory and management training and develop- ment. Includes needs assessment, program/ course development, training techniques, eval- uation methods. 1 c.u. Prerequisites: BUS 313; PSY 100. UNDERGRADUATE COURSES 171

Chemistry Courses

CHM 100 CHEMISTRY FOR EVERYONE CHM 211 CHEMICAL ANALYSIS AND ■ Scientific & Technological Skills INSTRUMENTATION This course, an introduction to the structure, The course covers the theoretical and experi- properties, and behavior of materials, is mental principles of chemical analysis and intended for non-science majors. Principles of ionic equilibria. Gravimetric, volumetric, elec- chemistry are illustrated through demonstra- trometric, and instrumental methods are cov- tions, laboratory exercises, and applications to ered from the quantitative point of view. The everyday life. Prior study of chemistry is not course consists of lecture and recitation. 1 c.u. required. 1 c.u. Prerequisite: CHM 112. Science majors may not enroll in this CHM 212 CHEMICAL ANALYSIS AND course without the consent of the Instructor. INSTRUMENTATION LABORATORY Not open to students who have received credit for another college chemistry course. This four hour laboratory is associated with CHM 211. The course emphasizes wet chemistry CHM 111 GENERAL CHEMISTRY I techniques which include gravimetric and volu- This is a comprehensive introduction to the metric methods of analysis. Separation methods principles of chemistry. The course is intended such as chromatography are also discussed along primarily for students who are majoring in the with some spectroscopy. Instrumental tech- natural sciences or enrolled in science-based niques of IR, UV-VIS, HPLC and Atomic pre-professional programs. Topics include Absorption may also be explored. 0.5 c.u. atomic structure, chemical bonding, stoichiom- Prerequisite: CHM 112. etry, patterns of reactivity, gas laws, thermo- Corequisite: CHM 211. chemistry, and quantum theory. The course CHM 301 ORGANIC CHEMISTRY I consists of lecture, recitation, and one three- hour laboratory per week. 1 c.u. This course is intended to be a year long study Prerequisite: CHM 110 or one year of the structure and reactions of organic of high school Chemistry. compounds. The course focuses on functional Corequisite: MTH 160/MTH 161. groups and reaction mechanisms. Applica- tions to compounds of general public interest CHM 112 GENERAL CHEMISTRY II are discussed. The course consists of lecture This course is a continuation of CHM 111. and recitation. 1 c.u. Topics covered include theories of covalent Prerequisite: CHM 112. bonding, the liquid and solid states, physical CHM 302 ORGANIC CHEMISTRY II properties of solutions, kinetics, equilibria, chemical thermodynamics, oxidation-reduc- This course is a continuation of CHM 301. 1 c.u. tion, and electrochemistry. The course consists Prerequisite: CHM 301. of lecture, recitation, and one three-hour lab- CHM 303 ORGANIC CHEMISTRY I oratory per week. 1 c.u. LABORATORY Prerequisites: CHM 111; (Writing Intensive) MTH 160/MTH 161. This four hour laboratory is associated with CHM 120 FUNDAMENTALS OF CHM 301. The course can (but doesn’t have INORGANIC, ORGANIC AND to) be taken concurrently with CHM 301. The BIOCHEMISTRY course includes basic organic chemical instru- This course covers selected principles of inor- mentation, analysis, and techniques. 0.5 c.u. ganic, organic and biochemistry in application Prerequisite: CHM 301 or to living systems. The course includes lecture, concurrent registration. one hour of recitation, and three hours of lab- oratory per week. This course cannot be used to help fulfill the chemistry requirement for science majors. 1 c.u. Prerequisite: MTH 140 or MTH 141. Corequisite: WRT 102 or WRT 105 or WRT 106. 172 UNDERGRADUATE COURSES

CHM 304 ORGANIC CHEMISTRY II CHM 390 SCIENCE INTERNSHIP LABORATORY (Also BIO 390) (Writing Intensive) This course provides a combined work-study This four hour laboratory is associated with experience in which students work in an CHM 302 and is a continuation of CHM 303. approved scientific environment doing rele- In addition to wet chemistry, the course vant job-related functions while also attending includes lectures and laboratory exercises on seminars in which they report on their work the topics of nuclear magnetic resonance and assignments, discuss experiences, study employ- infrared spectroscopies. 0.5 c.u. ment demands, and receive counsel. A faculty Prerequisites: CHM 301, CHM 303, committee (including one member outside the CHM 302 or concurrent registration major) assesses the internship report. 1 c.u. in CHM 302. Prerequisites: Junior or Senior standing with a GPA of at least 2.5 in the Biology CHM 311 PHYSICAL CHEMISTRY I or Chemistry major and consent of the This course is a formal development of ther- appropriate program Director. modynamic and equilibrium principles and their application to both chemical reactions CHM 401 BIOCHEMISTRY I and a variety of physical, biological, and engi- (Also BIO 401) neering processes. The course includes The course presents proteins, lipids, and carbo- lecture and recitation. 1 c.u. hydrates from the perspective of organic func- Prerequisites: CHM 112; MTH 222; tional group chemistry, physical chemistry, PHY 210. analytical chemistry, and biochemistry. The Corequisite: PHY 211. acid-base properties, kinetics, thermodynamics and reactions of these biomolecules will be CHM 312 PHYSICAL CHEMISTRY II covered. Structure correlated to function will This course presents a formal development of be integral component of the discussion. The kinetics and theories of molecular structure course consists of lecture and recitation. 1 c.u. with applications to chemical reactivity as well Prerequisite: CHM 301. as physical and biological properties. The CHM 302, 303, and 304 is strongly course includes lecture and recitation. 1 c.u. recommended. Prerequisites: CHM 311; PHY 211. CHM 402 BIOCHEMISTRY II CHM 313 PHYSICAL CHEMISTRY I (Also BIO 402) LABORATORY This course covers the biochemistry of the This four hour laboratory is associated with nucleic acids and proteins. Topics include CHM 311. Laboratory work emphasizes meas- DNA replication, transcription, translation, urement of thermodynamic data such as heats gene regulation, and protein function. The of combustion, heat capacities, enthalpies, and overall regulation of metabolic pathways will free energies. Physical properties of materials also be addressed. 1 c.u. are also explored and data are presented with Prerequisite: BIO 213. construction of phase diagrams. 0.5 c.u. Prerequisites: CHM 112; MTH 222; CHM 403 ADVANCED SELECTED TOPICS PHY 210. IN CHEMICAL CONCEPTS Corequisites: CHM 311; PHY 211. This course includes selected advanced topics in analytical, physical, inorganic, and organic CHM 314 PHYSICAL CHEMISTRY II chemistry. As topics change, the students can LABORATORY take the course again for credit. This four hour laboratory is associated with Course unit value will be announced CHM 312. Laboratory work emphasizes meas- with the topic. urement of kinetic data and properties of mate- Prerequisite: Four courses in Chemistry rials associated with structure and bonding. above the 110 level. Rate laws and proposed mechanisms are deter- mined by initial rate or integrative methods. Spectroscopic and other instrumental methods are used to determine structures. 0.5 c.u. Prerequisites: CHM 311, CHM 313; PHY 211. Corequisite: CHM 312. UNDERGRADUATE COURSES 173

CHM 404 BIOCHEMISTRY I CHM 450 CHEMISTRY SEMINAR LABORATORY (Writing Intensive) (Also BIO 404) The seminar is intended to serve as a capstone (Writing Intensive) experience for chemistry and biochemistry The course considers the qualitative and quan- majors. Students will learn how to search the lit- titative aspects of protein, lipid, and carbohy- erature in their area of concentration, prepare drate analyses. The laboratory includes appli- two well-researched papers (one short, one long), cations of wet chemistry, as well as analytical and present those papers in front of their peers, techniques such as chromatography [column, as well as faculty in the discipline. 0.5 c.u. thin layer, paper, and high performance liquid Prerequisites: Chemistry or chromatography (HPLC)], colorimetric and Biochemistry major with Junior or spectrophotometric analyses, polarimetry, Senior standing in the major. titrimetry and statistical data analysis. 0.5 c.u. Two semesters of Organic Chemistry Prerequisite: CHM 303. are required. Corequisite: BIO/CHM 401. CHM 461 CHEMISTRY RESEARCH CHM 405 BIOCHEMISTRY II This is a one or two semester course consisting LABORATORY of library and laboratory research. Credit may (Also BIO 405) be arranged in advance by the advisor, but may The course covers basic techniques for the not exceed one course each term. 1 c.u. extraction, purification, and characterization of Prerequisite: Consent of major Advisor. DNA, RNA, and protein molecules. 0.5 c.u. Prerequisite: BIO 213. Corequisite: BIO/CHM 402. CHM 414 ADVANCED INORGANIC CHEMISTRY The course approaches modern inorganic chemistry by integrating descriptive and phys- ical principles using molecular orbital theory to describe chemical bonding and reactivity. Structures, magnetic properties, and spectra of transition metal complexes are described using the crystal and ligand field theories. Spe- cial topics, such as, catalysis, organometallics, and bioinorganics are included. The course includes lecture and recitation. 1 c.u. Prerequisite: CHM 211. CHM 415 ADVANCED INORGANIC CHEMISTRY LABORATORY This four hour laboratory is associated with CHM 414. Laboratory work emphasizes the syntheses and characterization of transition metal complexes. 0.5 c.u. Prerequisites: CHM 211, CHM 212. Corequisite: CHM 414. 174 UNDERGRADUATE COURSES Computer Science Courses

CMP 100 COMPUTER LITERACY CMP 130 INTRODUCTION TO DATA (For Business Majors) VISUALIZATION ■ Scientific & Technological Skills ■ Aesthetic Appreciation Primarily through self-study and computer ■ Problem Solving & Critical Thinking Skills based training, students will develop essential This class will discuss contemporary visual- skills in software for word processing, presen- izations and critique their effectiveness in tations, and spreadsheets. The bulk of the conveying information. Students will learn course will be devoted to preparing students to techniques for visualizing multivariate, be able to leverage current, emerging, and temporal, text-based, geospatial, hierarchi- future technologies. Topics include the appli- cal, and network-based data. Students will cation of computers to major career disci- learn how to acquire, parse, and analyze plines, the internet, Web 2.0, the impact of datasets and the process of encoding data computers on society, and emerging and dis- visualizations to achieve aesthetically pleas- ruptive technologies. 1 c.u. ing, effective communication. 1 c.u. Prerequisite: MTH 140/141 or MTH 160/161. CMP 106 E-COMMERCE TECHNOLOGY E-Commerce Technology is an essential CMP 211 DEVELOPING APPLICATIONS course for anyone looking to take the next FOR MOBILE DEVICES steps in launching a successful online business This course will provide instruction on devel- technological implementation. This is a oping, deploying and maintaining applica- hands-on, survey and introductory course to tions for mobile devices that use the Android bridge students into the different fields in the and IOS platforms. Students will develop E-Commerce program. The topics include applications that function solely on the web site design tools and models, networking device and applications that integrate with and security, and implementation and devel- Web Services. 1 c.u. opment tools. 1 c.u. Prerequisite: CMP 126. Prerequisite: CMP 100. CMP 225 PROGRAMMING LANGUAGES CMP 120 CYBER CRIME This course covers important program- ■ Scientific & Technological Skills ming languages other than Java, which is This course provides an overview of the vari- utilized in Programming I, II, III. Students ous forms of cyber crime and the methods, will learn language syntax and develop thought process and tools used by criminals. programs in C++, C#, Pearl, and Python. Criminology theories such as conflict, control Prerequisites: CMP 100, CMP 126. 1 and strain will also be discussed. The impact c.u. of cyber crime and public policy implications CMP 226 PROGRAMMING II will also be explored. ■ Problem Solving & Critical Thinking Skills 1 c.u. A continuation of CMP 126. Continued devel- CMP 126 PROGRAMMING I opment of design, coding, debugging, and doc- ■ Problem Solving & Critical Thinking Skills umentation. Topics covered include Servlet, An introduction to the problem solving Java Server Pages, Web Application, polymor- process, numerical methods, algorithms phism, overloading along with the most com- and algorithm design. Basic principles of mon aspects of Java. 1 c.u. software engineering, program design, cod- Prerequisite: CMP 126 with a grade ing, debugging, and documentation are of C or higher. introduced. Structured and object-oriented programming is taught using the Java plat- form. 1 c.u. UNDERGRADUATE COURSES 175

CMP 228 DATA STRUCTURES CMP 324 MULTIMEDIA Emphasis is placed on the importance of effi- PROGRAMMING cient data structures and algorithms in design A multimedia development environment and a and implementation. The classic data struc- scripting language valuable in combining text, tures include arrays, strings, list, linked lists, sound, graphics, and animation into an interac- stacks, queues, trees, and graphs and iterative tive application are studied. Design concepts and recursive programming techniques. Algo- (user interface design and the integration of rithms include sorting and searching with media), problem decomposition, and program- emphasis on complexity and efficiency. 1 c.u. ming concepts (abstractions, control mecha- Prerequisite: CMP 226 with a grade nisms, data structures), are discussed and uti- of C or higher. lized to produce a multimedia course project. Prerequisite: CMP 126. 1 c.u. CMP 235 WEB PROGRAMMING An introduction to web design concepts and CMP 328 PROGRAMMING III technology, this course covers the fundamen- A continuation of CMP 226. Additional topics tals of the Internet, browsers, web servers, and in the programming theory are discussed web programming languages. Students will using object-oriented programming languages gain extensive practical experience using platform. Students develop business-related HTML and CSS. 1 c.u. projects using standard objects ranging from Pre/Corequisite: CMP 226. low level data structures to high level graphical user interface objects. 1 c.u. CMP 248 INTRODUCTION TO Prerequisite: CMP 226. MICROPROCESSORS CMP 330 DATABASE MANAGEMENT An introduction to microprocessors. This course will study the basic theory and operation An introduction to the concepts of database processing. An understanding of the physical of microprocessors with their logical and pro- and logical organization of data relationships gramming characteristics. It will introduce a such as trees, hierarchies, networks, and flat study of architecture, instruction sets, machine files are presented via data models. Methods to language programming, input/output, inter- achieve these logical relationships such as rupts and interfacing techniques. 1 c.u. linked lists, chains, pointers, and inverted files Prerequisite: CMP 126. are evaluated. Operational requirements of CMP 300 SYSTEMS ANALYSIS AND data base management systems are discussed DESIGN as are characteristics of hierarchical, network, and relational systems. 1 c.u. An introduction to the fundamental concepts Prerequisite: CMP 300. of systems analysis and design. The role of the system analyst and the training skills required CMP 333 SELECTED TOPICS IN to function in this position are presented. Stu- COMPUTER SCIENCE dents will do application analysis, including Special topics of current interest in computer modeling of processes and data and transfor- and information systems. Topics may include mation of analysis results into a design for a Expert Systems, Data mining, Computer specific computer environment. Design of pro- graphics, Assembly language, etc. Content grams, system testing, evaluation, conversion varies each offering. Course may be repeated and documentation will also be discussed. The for credit as topics change. 1 c.u. life cycle concept and its application to busi- Prerequisite: Consent of the Instructor. ness systems are also discussed. 1 c.u. Prerequisite: CMP 126. CMP 336 DATABASE IMPLEMENTATION This course offers students an extensive intro- CMP 322 INTRODUCTION TO duction to data server technology. The class OPERATING SYSTEMS covers the concepts of both relational and Introduction to the organization, design and object relational databases and the powerful implementation of operating systems covering: SOL programming language. Students are basic concepts and considering examples of taught to create and maintain database objects current systems, structure, process manage- and to store, retrieve, and manipulate data. ment, scheduling; interaction of concurrent Students learn to retrieve data by using processes; I/O; device handling; memory and advanced techniques such at ROLLUP, CUBE, virtual memory management, file manage- set operators, and hierarchical retrieval. They ment; communication, synchronization, pro- also learn to write SOL and SOL Plus script cessor allocation, and distributed file systems. files to generate report-like output. Demon- Prerequisite: CMP 225 or CMP 226. 1 c.u. strations and hands-on practice reinforce the fundamental concepts. 1 c.u. Prerequisite: CMP 330. 176 UNDERGRADUATE COURSES

CMP 428 INFORMATION AND CMP 460 APPLIED SYSTEMS NETWORK SECURITY DEVELOPMENT PROJECT This course will cover main concepts of infor- Students function as teams of analysts and mation and network security. Students will programmers to complete a comprehensive learn how to deal with security issues for the system development project(s). Teams analyze whole life cycle of a system. Students will also selected programs, design a system to solve the learn how to design and develop a security problem including project specifications, sys- system, implement and maintain a system tem flow-chart and time line for completion. security. 1 c.u. Systems analysis and programming skills will Prerequisite: CMP 431. be emphasized. Teams will make formal pre- sentations of their results. 1 c.u. CMP 430 MANAGEMENT INFORMATION Prerequisites: Consent of the Instructor SYSTEMS and second semester Junior standing. Analysis of business information systems using the case study method. Information require- CMP 490 INTERNSHIP ments, planning, design, implementation, facil- A semester-long field experience affording prac- ities, equipment, replacement of equipment, tical application of computer systems. A mini- and control. Analysis of cost/benefit relation- mum of 10 hours per week of field work. Atten- ships to the total management effort. 1 c.u. dance at weekly on-campus seminar required. Prerequisites: Junior standing; CMP 300. Internships arranged by appropriate faculty or approved by the faculty if arranged by the stu- CMP 431 DATA COMMUNICATIONS dent. Credit for this course may not be obtained AND NETWORKS through life/learning assessment. 1 c.u. (Formerly CMP 331) Prerequisite: Second semester Junior Introduces the basic concepts, principles, standing in the CS major. design procedures and applications of com- puter networks and data communication sys- tems. This course also introduces students to other important issues in data communica- tions including network security, network management, etc. 1 c.u. Prerequisite: CMP 334. CMP 433 ADVANCED SELECTED TOPICS IN COMPUTER INFORMATION SYSTEMS Topics may include the continuation of CMP 333, Data Warehouse Implementation, etc. Content varies with each offering. The course may be repeated for credit as topics change. Prerequisites: Junior standing and 1 c.u. consent of the Instructor. UNDERGRADUATE COURSES 177

Creative Arts & Technology Courses

CAT 101 CREATIVE ARTS WORKSHOP CAT 108 INTRODUCTION TO GAME ■ Aesthetic Appreciation DESIGN Come alive as a dancer, singer, actor or artist in This course covers the broader aspects of the a short course where you collaborate with oth- games industry such as its history, its current ers, try out a new art form, develop your tal- state and potential future evolution, and the ents, and learn a great deal about being cre- team-based development environment. It then ative and expressive. This is a rotating series of focuses on core game design concepts and half-courses that fulfill the Arts as Catalyst their application as students create documen- requirement for General Education. May be tation and work in collaborative groups to repeated for credit. 0.5 c.u. develop analog games. 1 c.u CAT 105 FRIDA KAHLO AND THE CAT 113 AFRICAN-AMERICAN MEXICAN FOLK TRADITION TRADITION WORKSHOP (Also AFS 113) This is a studio art course that focuses on making ■ things from simple materials: papier-maché, Multi/Transcultural & Global Awareness wire, clay, wood, string, paper, cloth, cardboard Hand, heart and spirit have been an intrinsic and everyday objects that are often thrown away. part of the process of creativity, survival and It is the ultimate re-cycling, green course. So, you enthusiasm in the African-American commu- should bring in anything that you think can be nity. This studio course will draw inspiration used to make art. 1 c.u. from the rich artistic traditions in the African-American visual arts. We will engage CAT 106 EXPERIMENTS IN in creative processes such as improvisation, DIGITAL/ANALOG MEDIA quilting, and collage –concepts and techniques Explore ways to bring “real” media into your used by Betye Saar, Faith Ringgold, and computer and how to bring your computer-gen- Romare Bearden. We will study narrative in erated work to life in the studio. Use scanners, the works of Ringgold, Jacob Lawrence and digital cameras, printers, paint, clay, and found others. With this foundation, students will cre- objects to push your creative envelope. 1 c.u. ate their own personal narratives. 1 c.u. CAT 107 INTRODUCTION TO MUSIC CAT 115 MEDIA TOOLS TECHNOLOGY Whether you are a scientist or a small business This course will provide hands-on experience owner, a teacher or a journalist, you need to recording, editing and mixing digital audio. communicate with your target audience as Pro Tools and Digital Performer will be the pri- effectively as possible. This course offers mary software programs used on the Macin- hands-on training in the latest new media tosh computer platform. The student will work tools including digital photography, DVD pro- with files that contain spoken work, sound duction, web design, blogging, internet radio, effects and music files. In addition the student and podcasting. 1 c.u. will be given the opportunity to work with Corequisite: WRT 102 or WRT 105 or audio files and QuickTime movie files. 1 c.u. WRT 106. Students should be prepared to spend lab time out of class. For CAT majors only. CAT 116 MOVEMENT FOR ANIMATORS AND FILMMAKERS This course explores the movement of both humans and inanimate objects through the study of Commedia Dell Arte, mime, acrobat- ics, stage combat and street theatre. This knowledge is used in the creation of animation and film pieces, with special attention to such advanced technologies as motion capture and green screen. 1 c.u. Prerequisite: CAT major or consent of the Instructor. 178 UNDERGRADUATE COURSES

CAT 117 PROCESS AND INTERACTION: CAT 125 DANCE JAM II AN INTRODUCTION An intensive level class, building upon tech- This course is an introduction to the con- nique learned in Dance Jam I. It will include cepts and methodologies in the field of knowledge of the muscular skeletal system, interactivity and interdisciplinary practice. student choreography and improvisation. At Exploring the experimental and dynamic end of the semester, students will be required world of interaction: people with people, to complete a performance project for faculty people and the digital world, and people and students. 1 c.u. with analog or “real” environments. Images, Prerequisites: CAT 124. audio, cameras, sensors (Arduino), 3D printers, laser cutters and the software that CAT 126 DIGITAL PHOTOGRAPHY connects them (Processing) are part of our Study the history of photography and explore toolkit. 1 c.u. the aesthetic opportunities of digital cameras. Practice storytelling through the development CAT 118 TAP DANCE of single and sequential images. Learn about Learn the basics of tap dancing. Steps and rou- the operational functions of a digital single tines will be taught along with some history of lens reflex (SLR) camera, digital editing, digi- this American art form. Film clips of legendary tal retouching, color management and output, tap performers will be shown in class. No dance and lighting for studio shots. 1 c.u. experience necessary, beginners are welcome. Tap shoes will be needed. 1 c.u. CAT 134 DRAWING FOR 2-D ANIMATION CAT 120 DRAWING I This hands-on studio course will emphasize the This course teaches basic drawing skills. Stu- importance of drawing skills specifically used in dents will develop keener powers of observa- the animation and cartooning industry. Basic tion by drawing still lifes, live models and construction, line of action, exaggerated per- nature. By analyzing the contours, surfaces, spective, force, rhythm, gravity, design, volume bone structures–by measuring the curves and and physics will all be addressed along with the angles of the objects and people they draw, 12 principles of animation. 1 c.u. students will gain an appreciation of the world around them. 1 c.u. CAT 189 BLOOMFIELD COLLEGE CONCERT CHOIR CAT 121 CAT FOUNDATION STUDIO ■ Aesthetic Appreciation This is a team-taught freshman foundation Introduces students to basic choral participa- class, a platform for experimentation, collabo- tion which will enable them to: find their ration and networking. After meeting as a singing voice; match pitches in specific ranges large group, the class divides into rotating sec- and learn to follow a score of written music. tions. Each professor creates a teaching envi- The repertoire will include music from all ronment to broaden students’ background periods from European classical to contempo- knowledge, connect them to a personal cre- rary American popular styles 0.5 c.u. ative path and welcome them as members of This course may be repeated once for credit. the CAT community. 1 c.u. Students must receive a grade of “C” CAT 190 MOVEMENT THEATER or better to continue as a CAT major. PROJECT This course may not be repeated without ■ Aesthetic Appreciation an approved petition from the Academic This course offers a semester-long project in Standards Committee. one particular form of movement theatre, ranging from ballet to modern dance to stage CAT 124 DANCE JAM I combat to mime to physical comedy. All proj- ■ Aesthetic Appreciation ects involve full participation of mind, body, A participatory class offering an introduction to and spirit and culminate in a small public per- beginning jazz, hip-hop and theater dance tech- formance. 1 c.u. nique. The technique focuses on yoga breathing This course may be repeated once for credit. through movement as fundamentals of ballet, jazz and modern elements are combined in class CAT 191 BEGINNING PIANO I to reflect dance styles ranging from the street to ■ Aesthetic Appreciation the Broadway stage. The art of dance develops Group instruction offered in the electronic self-confidence in a fun, supportive environ- piano lab for students who have had no previous ment. 1 c.u. piano training. The emphasis will be on playing simple pieces, reading, basic keyboard harmony and elementary keyboard technique. 0.5 c.u. This course does not carry General Education elective credit. UNDERGRADUATE COURSES 179

CAT 192 BEGINNING PIANO II CAT 200 MUSIC THEORY I ■ Aesthetic Appreciation The fundamentals of music including: nota- A continuation of CAT 191. 0.5 c.u. tion, intervals, scales and chords are explored. Prerequisite: CAT 191. Emphasis is placed on demonstrating the This course does not carry General results of study realized through the successful Education elective credit. completion of projects designed to exhibit the students’ understanding of the topics present- CAT 193 INTRODUCTION TO ACTING ed. The following software packages will be (Formerly CAT 291) used: Pro Tools, Reason, Digital Performer and ■ Aesthetic Appreciation Finale. 1 c.u. A hands-on practical introduction to basic Prerequisite: CAT 107 and placement exam techniques and concepts of acting. Theater given in keyboard and musical literacy. games, movement exercises, and character Student without any previous musical improvisations serve as a foundation for later experience in notated music may be work on scripted scenes. Attendance, partici- required to take CAT 191. pation, and energy are essential, as most of the work and grade are based on what happens in CAT 201 MUSIC THEORY II the class. 0.5 c.u. A continuation of Music Theory I. 1 c.u. Prerequisite: CAT 200. CAT 194 3D DESIGN The study of sculpture begins with an under- CAT 202 WORLD THEATRE standing of three-dimensional forms in space: The history of the theater, as both a literary how to imagine, draw, construct or shape form and as a living, breathing art. Major them using a range of scale and materials. We styles of theater are surveyed and plays by such will explore the concepts of volume, shape, great writers as Shakespeare, Sophocles, form, time, and light, and sound in a series of Moliere, and Beckett are read, discussed, and group and individual creative design projects. viewed on film or in live performance. 1 c.u. 1 c.u. Prerequisite: WRT 108 or WRT 109. CAT 195 CIRCUS ARTS CAT 203 WORLD ART I Learn physical skills and performance skills in ■ Multi/Transcultural & Global Awareness this participatory crash course in basic circus Great works of art give clues to the meanings technique. Skills may include juggling, unicy- and values of a culture. We will explore and cling, wirewalking, tumbling, rolling globe, compare the obvious and the hidden mean- rola-bola, object balancing and partner acro- ings of the art and architecture of the world’s batics. This course ends with a public per- great cultures, from prehistoric time to the formance. No experience needed, just a sound Gothic (12th century) period of European art. body and rugged determination. 1 c.u. Special attention to the ancient cultures of This course does not carry Egypt, Greece, Rome, India, China, Africa, General Education elective credit. Mexico, and Peru. 1 c.u. Prerequisite: WRT 105 or WRT 106. CAT 198 DESIGN I Design is the study of how to organize the for- CAT 204 WORLD MUSIC mal art elements of color, line, space, texture, ■ Multi/Transcultural & Global Awareness time and motion into a unified whole. This A survey course designed to stimulate the inter- course trains your eye and develops your aes- est in and understanding of the music of repre- thetic appreciation of excellent design in fine sentative world cultures including: Native art and commercial art forms. Using tradition- American, Sub-Sahara Africa, India and China. al art materials and the computer, it taps your The focus will be on the comparison and con- creativity and develops your ability to commu- trast of both classic fold forms and more the nicate effectively through organizing structure. contemporary forms as they continue to evolve Prerequisite: CAT or 1 c.u. and function in their individual cultures. The E-Commerce majors only. student is responsible for outside listening, research projects and field trips. 1 c.u. CAT 199 DESIGN II Corequisite: WRT 105 or WRT 106. Building on the studio concepts introduced in CAT 198, Design II challenges you to develop your design sense and to build your graphics portfolio. You will learn about design theory and the history of graphics. 1 c.u. Prerequisite: CAT 198. 180 UNDERGRADUATE COURSES

CAT 205 BASIC SEQUENCING CAT 211 ARTISTS OF THE (Formerly CAT 109) 20th CENTURY Explores the MIDI programming language as it ■ Aesthetic Appreciation applies to digital music production on the Mac- Paris as the bustling artistic and cultural nexus intosh system platform. Course content and and the birthplace of Modernism. A study of projects are designed to aid students in estab- the art and culture of France from 1870 to lishing both a comprehensive and creative 1945, with focus on artists who changed our approach to computer music composition. Soft- way of seeing: Manet, Degas, Monet, Renoir, ware applications include Reason, Live, Pro Cezanne, Morisot, Cassatt, Van Gogh, Gau- Tools and Logic. 1 c.u. guin, Rodin, Claudel, Vuillard, Bonnard, Prerequisite : CAT 107. Braque, Matisse, and Picasso. 1 c.u. Prerequisite: WRT 108 or WRT 109. CAT 206 SCREENWRITING (ALSO ENG 206) CAT 213 MUSICAL IMPROVISATION (Writing Intensive) ■ Aesthetic Appreciation The focus is on writing a feature-length film Focus on the musical ensemble skills associated and the basic elements of plot, protagonist, with improvisation. Course will be participato- turning point, and resolution. You will be ry, and the bulk of the time in class will be spent expected to complete a step outline of your playing music. Diverse cultural approaches to story and the first act of your screenplay. improvisation –African-American, South Indi- Prerequisites: WRT 105 or WRT 106. 1 c.u. an, and European –will be explored. 0.5 c.u. This course may be repeated for credit for CAT 207 ART APPRECIATION a total of 3 semesters. (Formerly CAT 100) ■ Aesthetic Appreciation CAT 214 MODERN ART OF LATIN To appreciate art, it helps to know it first- AMERICA: 1900-1950 hand by making art yourself: some sculp- ■ Aesthetic Appreciation ture, painting, printmaking, drawing, and Important works of Latin American painting new experimental forms. It also helps to hear and sculpture from 1900-1950, emphasizing what artists have to say about their work, to stylistic analysis and the relationship of the art know some art history, and to leave a course to its socio-cultural context. 1 c.u. knowing whose work you enjoy and why. Prerequisite: WRT 108 or WRT 109. This course provides you with this kind of first-hand experience. 1 c.u. CAT 215 LEVEL DESIGN I Corequisite: WRT 102 or WRT 105 or Like a good game, level design is easy to learn WRT 106 and difficult to master. There are many aspects to consider such as player ergonomics, flow, CAT 210 DIGITAL AUDIO difficulty, boundaries, storytelling, tension, ENGINEERING I (RECORDING) risk/reward, and game balancing. This course (Formerly CAT 119) teaches you the basics, and helps you develop Working in a critical and collaborative envi- the requisite skills of good level design. 1 c.u. ronment, students learn and put to use the Prerequisite: CAT 209. fundamentals of sound recording. Acoustics, microphone usage, studio techniques, and CAT 216 THE HISTORY OF AFRICAN- advanced sequencing are stressed. Students AMERICAN ART achieve proficiency in equalization, compres- (Also AFS 216) sion and reverb. CAT 210 is a hands-on audio ■ Multi/Transcultural & Global Awareness recording course which emphasizes, listening, Emma Amos, Betty Saar, Sam Gilliam, Jacob creativity, and critical discourse around the Lawrence. Do you recognize the names of past, present and future of recorded sound. these artists? Study the achievements of artists Prerequisite: CAT 107. 1 c.u. of color. How have they integrated their cul- Prerequisite or Corequisite: CAT 205. tural identity with their self-expression? Where and when have African, European, Latino and Caribbean influences affected their art? How have African-American artists estab- lished strong, creative communities? Visits to museums, galleries, and cultural centers in New Jersey and New York. 1 c.u. Prerequisite: WRT 108 or WRT 109. UNDERGRADUATE COURSES 181

CAT 217 DRAWING II CAT 228 3D STOP-MOTION ANIMATION Drawing is often considered a preliminary step This course will explore the basics of motion towards achievement of an artist’s final work animation using clay, puppets and many other in sculpture or painting. However, drawing is 3D objects. Students will learn how to pitch an also an independent art form and is valued as idea, develop a concept and work up a pro- the most direct, personal expression of the duction schedule for exercises using cutouts, artist. Both aspects of drawing are studied in collage and clay, in 3D stop-motion techniques works by the world’s old and modern masters. with digital cameras. 1 c.u. Students will gain greater understanding of CAT 230 HISTORY OF ANIMATION drawing materials and formal problems by (Writing Intensive) experimentation with chalk, charcoal, pen and ■ Aesthetic Appreciation ink, pencil, and pastels. 1 c.u. This is a more advanced course This class will explore the history and develop- than CAT 120-Drawing I. ment of animation throughout the 20th cen- tury. Major social and technological move- CAT 218 PAINTING ments and the effects they had on animators ■ Aesthetic Appreciation working at the time will be analyzed and dis- Studio work in composition and color in acrylic cussed. This work will be examined to see how or oils. 1 c.u. animation has developed as an art form. The class will read related texts and view historic CAT 222 GLOBAL ART HISTORY and contemporary animation work. ■ Aesthetic Appreciation Prerequisite: WRT 108 or WRT 109. 1 c.u. The course includes at least a week of intensive group travel and study abroad. Our goal is to CAT 231 CHINESE CULTURE AND increase your appreciation of art history, to LANGUAGE develop your communication with the enjoy- It is often said that we have just finished the ment of people in another country, and to American Century, and that the 21st will be make you an experienced traveler. The best the Chinese Century. With 1.3 billion people, way to understand works of art and architec- the longest and arguably richest history of any ture is to see the originals in their country of country ever to exist, and the fastest growing origin. This course prepares you to study art economy in the world, China is poised to play history abroad by familiarizing you in advance a dominant role in shaping your future. This in class with art in its cultural context. Students course will provide an overview of Chinese have found this course to be a life-changing culture within the context of Chinese history experience. 1 c.u. and politics, including such topics as calligra- Corequisite: WRT 108 or WRT 109. phy, king fu, Beijing Opera, cuisine, literature, architecture, and contemporary film and CAT 224 MUSIC IN THE UNITED STATES: music. Each class session will include lessons THE AFRICAN-AMERICAN INFLUENCE in speaking basic conversational Mandarin. (Also AFS 224) Corequisite: WRT 108 or WRT 109. 0.5 Musical traditions brought to our country c.u. from abroad. The development of American musical culture from colonial times to the CAT 232 JAPANESE CULTURE AND LANGUAGE present, including a survey of African/ ■ American music from its tribal and colonial Multi/Transcultural & Global Awareness origins to the present. The sociological impact Be it anime, judo, sushi, the films of Kurosawa, of jazz upon Western music and culture. 1 c.u. the cars of Toyota, or the latest game from Nin- Prerequisite: WRT 102 or WRT 105 or tendo, Japanese culture is very much a part of WRT 106. the American way of life. This course offers a fascinating look at both traditional and con- CAT 227 SILKSCREEN temporary Japanese art forms within the con- A water-based ink, environmentally friendly text of Japanese politics, history, and lifestyle. course that teaches the stencil method, mono- Test, film, multimedia, guests, and class trips print approach, and photo-emulsion based will inspire and prepare you for a visit to Japan, processes for creating images in silkscreen. and each class session will include lessons in Historical and contemporary examples of speaking basic conversational Japanese. silkscreen as art works. Students are encour- Corequisite: WRT 108 or WRT 109. 0.5 c.u. aged to develop art ideas that begin in This course may be repeated for credit. silkscreen or ideas previously explored in other media. 1 c.u. 182 UNDERGRADUATE COURSES

CAT 233 KOREAN CULTURE AND CAT 241 PRE-PRODUCTION AND 2D LANGUAGE ANIMATION ■ Multi/Transcultural & Global Awareness The basic concepts and techniques of storyboard On the cutting edge of new media innovation and layout including visualization and script- yet drawing upon a rich cultural heritage, Korea writing are important to the pre-production is clearly a country on the move. The land of process of animation and are emphasized in this Buddhist temples, tae kwon do, kim chee, hanji course. The student will learn continuity and papermaking, and other exquisite traditional basic story structure in a storyboard form, from crafts is also Asia’s most wired nation. Readings, rough sketches to a finished presentation. 1 c.u. movies, guest speakers, and class trips provide an overview of Korean culture within a histori- CAT 243 MUSIC AND THE MOVING cal and political context. Each class session will IMAGE include lessons in speaking basic conversation- This course explores the history, theory and prac- al Korean, which is accessible to Westerners tice of collaborations between music and moving because it uses a conventional alphabet image artists. The major focus is on the works of (han’geul) of vowels and consonants rather the 20th century up to the present. Topics include than pictographic characters. 0.5 c.u. music and film, video, and performance arts, Corequisite: WRT 108 or WRT 109. exploring image-driven as well as music-driven works. 1 c.u. CAT 235 WORLD ART II Corequisite: WRT 108 or WRT 109. ■ Multi/Transcultural & Global Awareness European art and architecture from the Renais- CAT 244 VISUAL COMMUNICATIONS sance to the late nineteenth century, taught ■ Communication Skills from the perspective of international travel, Understanding the ways in which visual ideas trade, and cultural interactions. We will study function and what they represent in our media works of art first-hand in New York and local landscape of advertising, news and popular museums and see the influence of key artists on culture requires important navigational tools each other, the evolution of their styles, techni- and critical thinking skills. This class will cal practices, and content. 1 c.u. explore a range of concepts and theories used Corequisite: WRT 108 or WRT 109. to acquire analytical approaches towards the achievement of visual literacy. 1 c.u. CAT 236 VISUAL DESIGN FOR GAMES Prerequisite: WRT 108 or WRT 109. Techniques derived both from traditional illustration, comic books, and the latest com- CAT 247 DESIGN THINKING AND puter graphics software to create visual repre- PRACTICE sentations of characters, environments, props, ■ Problem Solving & Critical Thinking Skills and textures. 1 c.u. Students will collaborate across disciplines to Prerequisite: CAT 108. identify a project, topic, or design idea of social significance they explore, question, research, CAT 237 GROUP GAME PROJECT I and analyze leading to resolution. They will ■ Problem Solving & Critical Thinking Skills extend their learning experience through trips This course focuses on the core processes for and virtual worlds to help them design and making a game as a collaborative group. communicate their work with a public they Learn valuable preproduction and documen- identify. Discussing, collaboration, innovative tation skills that go beyond the initial Game research and varied technologies that accom- Design Document. Manage the project with pany design practice will be tools for learning schedules, milestones, and an iterative devel- and expression in this course. 1 c.u. opment process that includes intensive test- ing, version control, and effective communi- CAT 250 SELECTED TOPICS IN cation strategies. 1 c.u. TECHNOLOGY Prerequisite: CAT 108 or CMP 126. Student team work on collaborative projects using the latest technology, software and social CAT 238 INTRODUCTION TO GAME media. 1 c.u. PROGRAMMING Prerequisite: Completion of two Learn the fundamentals of programing 100-level CAT courses. through the tools used to create games and interactive experiences. Collaborate and apply game design practices through an interactive design and development process. 1 c.u. Prerequisite: CMP 126 or CAT 209. UNDERGRADUATE COURSES 183

CAT 251 HIP HOP THEORY CAT 259 MEDIA HISTORIES ■ Multi/Transcultural & Global Awareness ■ Aesthetic Appreciation An in-depth study of the elements of the vari- (Writing Intensive) ous styles of American music that were to This course examines the evolution of become hip-hop. Includes examination of mechanically reproduced media and its how to formulate hip-hop lyrics and beats. inevitable application by the aesthetic com- Hands-on experience with sequencing soft- munity, beginning with the invention of ware, computers and samplers and opportuni- the film camera (1800s) to digital technology ties to rhyme and free-style to beats made by (1940s), through to contemporary field of class members will also be provided. 1 c.u. interactivity, sound and image. This course Prerequisites: CAT 107, CAT 205. discusses the convergence of the scientific, military, and political environments that CAT 253 DIGITAL GAME DESIGN spawned the employment of technology. Game design is an interdisciplinary process of Prerequisite: WRT 108 or WRT 109. 1 c.u. rapid prototyping and interactive design, and develop a practice for conductive playtests, cri- CAT 261 INTERACTION AND tiquing design, and presenting work to others. INTERFACE: INTRODUCTION 1 c.u. TO PHYSICAL COMPUTING Prerequisite: CAT 108. The division between the physical and the digital is becoming increasingly blurred. This course CAT 256 DIGITAL MEDIA will investigate the concept and design of interac- WRITING tive objects. Using an open-source platform such (Also WRT 256) as Arduino, a series of hand-on exercises will ■ Communication Skills expose the students to various techniques and Writing in 21st century workplaces does not encourage them for further inquiry. The basics of only involve typing emails and documents. In electricity and electronics, hardware hacking and this class you will learn to compose in a variety prototyping will be explored. 1 c.u. of digital platforms by drawing upon both technical and rhetorical skills that you will CAT 263 2D & 3D DIGITAL DRAWING develop over the course of the semester. You FOR GRAPHICS PRODUCTION will deploy design processes with purpose, The foundation course for the study of graph- audience input, and revision in mind, building ic design. Students conceptualize visual solu- on your previous writing courses while com- tions to communications problems by con- posing for real audiences. 1 c.u ducting research and creating preliminary sketches. Students participate in peer/instructor CAT 257 VIDEO I project review sessions. 1 c.u. ■ Aesthetic Appreciation A portfolio of printed projects is produced An introduction to video as a creative visu- at semester end. al, auditory, and spatial medium. Students Prerequisite: CAT 198. learn the fundamentals of video produc- tion with the goal of making original work CAT 264 COMPUTER IMAGING in a the genres of single-channel, perform- Students will use the latest version of Adobe ance, and installation. Works by filmmakers PhotoShop, an essential tool for any visual and video artists are viewed and discussed. artist working with computers-animators, It is highly recommended that students graphic designers, web makers, special effects take CAT 126 Digital Photography prior to artists, multimedia and design professionals. enrolling in this class. 1 c.u. This course teaches the advance principles of digital imaging and manipulation, including CAT 258 VIDEO II digitizing, editing, color correction, special Students expand their video production effects and transformation techniques used by skills while increasing their knowledge of PhotoShop Pros. It will emphasize the methods the history and theory of video. The course used to scan and collage images from photo- focuses on advanced camera techniques, graphs, to retouch and alter these images and video installation and alternative video to create complex design solutions and illustra- practices. The grammar and aesthetics of tions. 1 c.u. editing in the visual storytelling process will Students are required to register for also be emphasized. 1 c.u. laboratory time. Prerequisite: CAT 121. 184 UNDERGRADUATE COURSES

CAT 265 TABLETOP GAME DESIGN discussed throughout the semester, and at the Explore games as systems to learn to solve end, students will compile a reel of their work. increasingly difficult problems that require Prerequisite: CAT 107. 1 c.u. exploratory design and extensive testing to CAT 288 IMPROVISATIONAL ENSEMBLE find a combination of mechanics that effec- ACTING tively solves each problem. Work individually and in groups to design, test, and build table- Students in this course become better members top games. of the College’s improvisational acting troupe. Prerequisite: CAT 108. 1 c.u. They develop improvisational approaches to acting that are then put to use in performing a CAT 266 AFRICAN-AMERICAN wide variety of scenarios–some involving audi- PERFORMANCE HISTORY ence participation–on current issues of partic- (Also AFS 266) ular concern to college students. There are An overview of the contributions African/ frequent performances during the semester Americans have made to American perform- both on and off campus. 0.5 c.u. ance culture. Exploration of black performance This course may be repeated for credit. traditions and the social contexts in which they CAT 289 BLOOMFIELD COLLEGE were developed. A useful sampling of informa- CHAMBER CHOIR tion for students interested in American Stud- ies, African-American Studies, Theatre, Dance, A continuation of Elementary Chorus, the Drama, History, Music, Popular Culture and experience will provide the student basic choral related areas. 1 c.u. participation enabling them to: develop the Prerequisite: WRT 108 or WRT 109. quality of their singing voice, match pitches in specific ranges, learn to follow a score of writ- CAT 270 WEB DESIGN I ten music, improve their concentration, per- The foundation course for the study of form more complex harmonies and rhythms. graphic design for the World Wide Web. This The repertoire will include music from all peri- course teaches the student the language of ods from European classical to contemporary the WWW (XHTML), its visual presentation American popular styles. 0.5 c.u. (CSS), and how to communicate with one’s This course may be repeated once for credit. audience. Focus is placed on including mul- Prerequisite: CAT 189. timedia information in an interactive envi- CAT 292 PRINTMAKING ronment. 1 c.u. Printmaking allows artists to change and devel- CAT 278 DIGITAL PUBLISHING op images in stages, creating a visual record of This course provides students with the oppor- creativity. This course will introduce many tunity to learn the basics of layout design, techniques, both traditional and experimental. typesetting, printing and binding a booklet, 1 c.u. and how to create a webpage from an InDesign CAT 293 STUDIO MUSIC I file with ease. Students choose their own Private instruction in piano, voice, other orches- research theme for the booklet. 1 c.u. tral instruments such as trumpet, saxophone Prerequisite: WRT 108 or WRT 109. and guitar. At least one year of prior instruction on the selected instrument or the consent of the CAT 279 STUDIO SCULPTURE instructor is required. Enrollment on the basis Students will explore the potential of tradi- of audition. This course may be repeated twice tional sculptural media and new digital media for a total of three semesters 0.5 c.u. to create three-dimensionally. They will work to develop a technical skill base, a critical CAT 294 STUDIO MUSIC II sense, and a personal creative vision. 1 c.u. Continuation of Studio Music I; course may be Prerequisite: CAT major or consent repeated twice for a total of three semesters. of the Instructor. Prerequisite: CAT 293. 0.5 c.u. CAT 286 SOUND DESIGN I: CAT 299 PERFORMING ARTS AUDIO FOR VIDEO I PRODUCTION I Through project-based work, students will Rehearsal for and actual production of a full- learn the process of creating audio for multi- length play, to be performed at the College and media productions including film television, perhaps elsewhere as well. Students may games, and the web. Topics include recording, become involved as performers or as stage mixing, editing, foley, worldizing, and dialogue managers, designers, costumers, or any combi- replacement. The class will also examine the nation thereof. 1 c.u. interplay between sound design and music and how to successfully create scores and ambi- ences. Aesthetics as well as technology will be UNDERGRADUATE COURSES 185

CAT 300 MIDI COMPOSITION AND CAT 308 GROUP GAME PROJECT II PRODUCTION I ■ Problem Solving & Critical Thinking Skills Students will explore compositional tech- This course continues the focus on core method- niques through a survey of strategies of vari- ologies for collaborative game development. The ous musical parameters, through analysis and interactive development process will be original composition and production proj- enhanced through online communication ects. Students will create original compositions strategies, version control and a rigorous review and these will be critiqued in class and revised. process. In addition, students will gain a better Orchestration and arranging techniques will understanding of the art pipeline for both 2D also be addressed. 1 c.u. and 3D game engine environments. 1 c.u. Prerequisite: CAT 201 Prerequisite: CAT 237. or consent of the Instructor. CAT 310 DIGITAL AUDIO ENGINEERING II CAT 301 COMPOSITION AND MIDI (MIXING) PROGRAMMING II (Formerly CAT 229) A continuation of CAT 300, focusing on form Working in a critical and collaborative environ- and arrangement, including song form. 1 c.u. ment students develop advanced recording proj- Prerequisite: CAT 300 ects and learn the art of mixing. Through focused or consent of the Instructor. listening, reading, discussion, group critique and CAT 302 PATCHWORK: A QUILTER’S disciplined studio practice, students begin to LOOK AT THE WORLD achieve professional quality in their work. Stu- (Also WMS 302) dents learn advanced mixing techniques includ- ■ Multi/Transcultural & Global Awareness ing customized effect, 3D listening, and precision editing. CAT 310 is a hands-on studio produc- A hands-on quilting bee and a global look at tion course which emphasizes development of women, past and present, as artists and work- the ear, attention to detail, creativity, and critical ers in fabric. 1 c.u. discourse in sonic manipulation. 1 c.u. Prerequisite: WRT 108 or WRT 109. Prerequisite: CAT 210. CAT 303 TELEVISION AND FILM ACTING CAT 311 BUSINESS OF GRAPHICS Acting for film and television places different This course was designed to provide you with demands upon an actor. Working in conjunc- the information and tools needed to begin a tion with the video classes and the course in TV freelance or full-time career. Some of these Studio, aspiring performers experiment with include a comprehensive overview of business such areas as drama, commercials, and news practices, systems and interpersonal skills. broadcasting. 1 c.u. Among the subjects to be covered are the stu- Prerequisite: CAT 193. dio set-up, portfolio, résumé, how to research and identify markets, promotion, taxes, copy- CAT 304 MOTION GRAPHICS right, negotiation and contracts. 1 c.u. Be a part of the motion graphics craze – learn Prerequisite: CAT 268. how to create bugs, lower thirds, opening anima- tions – all the elements that are in demand for CAT 313 SELECTED TOPICS IN the NYC Metropolitan broadcast industry. Work ARTS AND WESTERN CIVILIZATION on projects and become proficient at using (Also ENG 313) AfterEffects, the state-of-the-art special effects (Formerly CAT/ENG 255) digital video editing software. 1 c.u. The period between the end of the 19th centu- Prerequisite: CAT 264 or consent ry and the end of the 20th century is a time- of the Instructor. frame whose events, images, and words res- onate with our experience of the world now. CAT 305 SOUND DESIGN II: Wars, political decisions, industrialization, AUDIO FOR VIDEO II globalization, and the emergence of what we (Formerly CAT287) call “modern” life in the West–all affect our A continuation of the first semester, this course present. Themes like “War and Peace,” “Art as is focused on longer, more in-depth work. Social Protest,” “Revolution” are chosen as a Through individual development as well as way of studying the work of American and group projects, students will gain insight into the European artists, playwrights, and writers who experience of working on a production team lived and worked during this time. 1 c.u. that will carry into the workplace. Further dis- Prerequisite: WRT 108 or WRT 109 cussion of aesthetics and the role of sound in our with a final grade of C-or better and visual world and sound and music in media will either one 200-level literature class be explored. 0.5 c.u. with a grade of C or better or Prerequisite: CAT 286. consent of Instructor. 186 UNDERGRADUATE COURSES

CAT 314 LEVEL DESIGN II CAT 329 CHARACTER DESIGN The core skills learned in Level Design I are Character Design is a "drawing-heavy" course further refined and used to create a more that covers character development and design imersive player experience. Advanced skills are techniques, models sheets and current soft- taught such as controlling world physics, cre- ware to achieve character creation for a variety ating particle effects, building custom user of platforms. These genres include comics, the interfaces, generating real-time camera effects, graphic novel, illustration, game, children's using post-processes to transform a scene’s books, as well as 2D, 3D and Stop-Motion ani- aesthetic, and creating in-game cinematics. mation. Students will create characters that are Prerequisite: CAT 215. 1 c.u. unique, relatable, and experimental. The his- CAT 315 ART METHODS PREK-12 tory of character design and character anima- tion will be discussed as it applies to the course This course prepares future K-12 art teachers. each week. 0.5 c.u. It focuses on methods to create a stimulation Prerequisite: CAT 134. creative environment that is appropriate to students at different stages of their develop- CAT 330 ADVANCED PAINTING ment. It investigates educational methods and WORKSHOP curriculum content and engages the future Intensive studio work in students’ choice of teacher in hands-on studio work to develop painting media and style. Teachers continue to his/her own technical and aesthetic skills. How develop students’ technical mastery and “eye” to manage a studio class, assessment strategies, and assist them in defining their unique goals and educational theories and practices are as painters. Drawing and painting from obser- examined. 1 c.u. vation, memory, model (the figure, still life), Prerequisite: EDC 304. frequent individualized critiques, required museum and gallery trips. 1 c.u. CAT 317 STUDIO DRAWING For CAT and Fine Arts Education You will learn how to see and how to draw majors only. This course may be from direct observation of nature and life. You repeated for credit. will use a variety of media to create self-por- Prerequisite: CAT 317 traits, figure drawings, object studies, still lifes, or consent of the Instructor. interior scenes, landscapes, depending on Instructor. Use drawing as part of the planning CAT 331 LIFE DRAWING/PAINTING process for prints, paintings, and digital works, A systematic study of drawing from the live and as a finished work in its own right. model at rest and in motion. We examine Prerequisite: CAT 217. 1 c.u. the body as a working system, while draw- CAT 323 MUSIC INDUSTRY ESSENTIALS ing the main skeletal, muscular and struc- tural forms. Demonstrations and individu- Exploration of the function, responsibilities and alized critiques enable the student to see entitlements of an artist manager. Consideration and to draw the figure with growing of artist, producer, management contracts and knowledge, self-assurance, and mastery of master recording leases. Overview of the copyright line, perspective, light, and shading. Inform- law and how it applies to the arts. Application ative for science and nursing students, for copyright registration, mechanical and syn- essential for artists. 1 c.u. chronization licenses, music publishing, perform- Prerequisites: CAT 217, CAT 317, ing rights organizations and the issue of or consent of the Instructor. public domain will also be discussed. 1 c.u. Prerequisite: WRT 108 or WRT 109. CAT 332 LIFE DRAWING FOR MOTION CAT 327 GAME PROGRAMMING STUDIO Through a series of critical concerns in the analysis of an action and motion drawing, What are the strengths and limitations of the student will be able to understand the game engines? Further examine the tools used difference between drawing for animation for game development to go beyond the fun- and drawing for illustration. The art of damentals of programming. 1 c.u. conveying gestures while learning the con- Prerequisite: CAT 238. struction and mechanics of the human fig- CAT 328 ARTIFICIAL INTELLIGENCE ure will be examined. 1 c.u. FOR GAMES This is the all-important element that breaths life into those seemingly thinking creatures found in today’s games. See how state machines, decision making, path finding, and both construction all play a role in making them believable. 1 c.u. UNDERGRADUATE COURSES 187

CAT 333 GLOBAL ARTS: UP-CLOSE AND CAT 360 SELECTED TOPICS IN IN PERSON TECHNOLOGY Each spring semester, this course will study in (Writing Intensive) depth the classical art and the contemporary arts In-depth study of the latest developments in the scene of a major international city, and then visit technical aspects of communications and the that city during spring break. A broad spectrum of arts (e.g., virtual reality, hypertext, etc.). 1 c.u. arts will be covered, including whenever possible This course may be repeated once for credit. music, film, painting, literature, sculpture, archi- tecture, photography, animation, theatre, and new CAT 361 3D MODELING media, as well as cuisine and traditional crafts. (Formerly Computer Imaging II and 3-D Artistic creativity will be examined in relationship Graphics and Animation) to the history, politics and culture that shape it. Students will learn to construct CG 3D mod- Cities to study and visit will be selected from such els by breaking down complex shapes into art centers as Paris, Berlin, Rome, Barcelona, simpler components that can be modified, Mexico City, Athens, London, Beijing, Kyoto, transformed and animated using the industry Marrakesh, and Rio de Janeiro. Each student standard software in 3D computer generated will choose a specific topic to focus on and will model building and animation. 1 c.u. conduct their own research on it during their visit to the city. 1 c.u. CAT 362 TYPOGRAPHY Prerequisite: Grade of “B” or better Study the historical development of type, typeface in a Humanities course and with consent of design, and the use of type as an expressive image. the Instructors. This course will teach you the typographical skills to succeed as a graphic designer. 1 c.u. CAT 336 DESIGNING ENVIRONMENTS Prerequisite: CAT 268. FOR STORY Designing Environments for Story will focus CAT 363 ADVERTISING CONCEPTS on developing core skills used for layout and AND DESIGN background design for animation production, Learn the methods graphic designers use to give drawing from life, perspective, composition, products a brand identity. Explore ways to cre- staging, understanding scripts, translating sto- atively and effectively execute the brand con- ryboards to layout, color theory, mood, cam- cept in print and digital design. Invent your era movements, lenses, traditional and digital own product and produce an ad campaign painting. 1 c.u. for it. 1 c.u. Prerequisite: CAT 134. CAT 364 MOTION CAPTURE WITH CAT 343 SELECT ENSEMBLE MOTIONBUILDER ■ This course is an ensemble, open by audition only, Scientific/Technical Skills in which students perform on an advanced level, This course is a practical approach to learning potentially for public performance. Ensembles Motion Capture and the fundamentals of may be based on instrumentation (guitar, voice, MotionBuilder. Students will learn how to work electronics) or repertoire (Improvisation Ensem- with the motion capture data on a professional ble, Chamber Ensemble, etc). 1 c.u. level with an emphasis on navigating the inter- May be repeated for credit. face, importing and applying motion capture data to a virtual actor and virtual character. CAT 350 SELECTED TOPICS IN Concepts of character retargeting, filters, f- THE FINE AND PERFORMING ARTS curves, plotting 3D data, constraints, cameras, In-depth study of a topic in the fine and per- rendering, lights, materials, and shades will also forming arts. Topics may be interdisciplinary be addressed. 1 c.u. or focus on one field in the arts (e.g., Far East- Prerequisite: CAT 361 or permission of ern Art; Rock & Rap; The 60s). Some atten- the Animation Coordinator. dance at performances and art exhibits required. 1 c.u. CAT 365 ART IN AN This course may be repeated INTERDISCIPLINARY SPACE once for credit. ■ Problem Solving & Critical Thinking Skills Corequisite: WRT 108 or WRT 109. This course is a collaborative interdisciplinary art class, which concentrates on the development of CAT 352 SELECTED TOPICS IN concepts through research and practice. As a TECHNOLOGY semester long project, students will be asked to In-depth study of the latest developments in write and invent a creation myth, do research technology and the arts (digital video, 3-D around their project and implement their story animation, the Internet). 0.5 c.u. through artworks. 1 c.u. This course may be repeated once for credit. 188 UNDERGRADUATE COURSES

CAT 366 MOTION DESIGN CAT 380 INTERNSHIP I Students explore the fundamentals of time-based A semester-long internship required of CAT motion for animation, video and game using a majors in their junior year. Placement will be combination of motion design, image composit- in professional settings appropriate to the stu- ing and Adobe After Effects. Emphasis will be on dent’s area of specialization and where the stu- design, composition, conceptualization and ability dent will have ample opportunity to actually to communicate ideas. Students also apply basic use their new skills: theatres, art galleries, principles of storytelling to create shor sequences music production companies, television, and narrative works. 1 c.u. video, and radio studios, design firms, service Prerequisite: CAT 257 or CAT 264. bureaus, publishing houses, community serv- ice organizations, small businesses, and corpo- CAT 368 INTERACTIVE INSTALLATION rations. Field placement is required. 1 c.u. ■ Problem Solving & Critical Thinking Skills Prerequisite: Permission of the Instructor What does it mean to create meaningful interactive experiences? Students will create interactive instal- CAT 392 STUDIO MEDIA WORKSHOP lations and environments. Contemporary software In stimulating workshop atmosphere, students and hardware will be covered, with students creat- are free to experiment and to combine their ing physic projects. A variety of mechanisms (edge work in mixed media: traditional and digital. detection, color tracking, capacitance sensors, The goal of the course is to create works that presence sensors, custom switches, etc) will be cov- expand and eventually represent the student’s ered. Class discussions include topics of interactiv- creative outlook. There will be frequent indi- ity, art, media, design, space, and installation. vidual and group critiques. Experimental, col- Prerequisite: WRT 108 or WRT 109. 1 c.u. laborative, and interdisciplinary projects are possible and are encouraged. Highly recom- CAT 369 GAME THEORY AND ANALYSIS mended as a pre-Capstone prep elective for This course introduces game theory concepts and CAT majors. 1 c.u. critical analysis with a focus on European game This course may be repeated once for credit. mechanics. 1 c.u. Prerequisites: CAT major, certificate Prerequisite: CAT 108. candidate, or permission required. CAT 370 ADVANCED WEB DESIGN CAT 399 PERFORMING ARTS This course provides the web site Creative PRODUCTION II Director with a working knowledge of the latest Continuation of CAT 299. 1 c.u. Internet technologies necessary for sophisticat- Course may be repeated for credit. ed interactivity and business-related functions. Prerequisite: CAT 299. Topics include managing a web server, DHTML, XML, Java Script, CGI, FTP, Telnet, and data- CAT 400 PRE-CAPSTONE–GRAPHICS bases. This course will keep pace with the most This is an advanced imaging/print production recent developments in the field. 1 c.u. class, designed to prepare students to concep- Prerequisite: CAT 270. tualize a Capstone project. Students tackle advanced creative challenges, acquire advanced CAT 371 ACTING II: SCENE STUDY production skills, and write and gain approval A continuation of Introduction to Acting. Stu- of a Capstone proposal. 1 c.u. dents work extensively with texts, both classic Prerequisites: CAT 264, CAT 268, and contemporary. The course develops prac- CAT 270. tical skills in script analysis, developing a char- acter, study and training methods, working CAT 401 ADVANCED SYNTHESIZER with a director, rehearsal technique, and per- PROGRAMMING & ELECTRONIC MUSIC formance. 1 c.u. (Formerly CAT 321) Prerequisite: CAT 193. Students lean the history, musical impact, and technical fundamentals of electronic music CAT 372 3D ANIMATION with an emphasis on analog synthesizers and (Formerly CAT 334 Character Animation II) their digital counterparts. Through directed This course continues with the latest industry listening, reading, and sonic experimentation, standard software exploring more advanced students become conversant in the history of 3D modeling construction along with a strong electronic music and skillful in the exploration emphasis on the theories and principles of of sonic possibilities. 0.5 c.u. motion for animation. 1 c.u. This course may be taken three times Prerequisite: CAT 361. for credit for a maximum 1.5 c.u.s. Prerequisite: CAT 310. Prerequisite or Corequisite: CAT 201. UNDERGRADUATE COURSES 189

CAT 402 DEVELOPING A RECORDING CAT 407 ADVANCED LIFE DRAWING PROJECT FOR MOTION (Formerly CAT 351) The study of drawing the human anatomy, espe- This is a project based class, and can serve as a cially with concerns in articulating expressive preparation for the capstone preparation. Stu- gesture poses for motion, requires much prac- dents focus on creativity and logistics of an tice. This course will elevate a students’ under- audio production, through process of class- standing of complex mechanics in the human critiques. 0.5 c.u. figure, while continuing to emphasize the Prerequisite or Corequisite: importance of sound construction in drawing. CAT 300, CAT 410. It is designed for experienced students, who are interested in additional attention on capturing CAT 403 PRE PRODUCTION CAPSTONE: the observed effects of light and movement on ANIMATION the human form. 1 c.u. This is an advanced animation pre-production class, designed to prepare students to concep- CAT 408 PRE-CAPSTONE: tualize and write the proposal for their senior GAME DEVELOPMENT Capstone project. Before students can advance This is the culmination course for collabora- to CAT 420 Capstone, an approved proposal, tive game development methodologies. It is including the treatment, a script/screenplay, also the first half of the Capstone experience storyboard and production schedule must be and incorporates several new preproduction completed. 0.5 c.u. tasks. Students will enter into a develop- Prerequisites: CAT 228, CAT 241 or er/publisher relationship with their faculty CAT 372. advisor and go through to the necessary steps to get their projects green lighted. CAT 404 ADVANCED PROJECT Then they will utilize all of their skills to cre- SEMINAR ate a working game prototype that is ready This class will allow seniors working on original for detail and polish. 1 c.u. creative projects to share ideas with other stu- Prerequisite: CAT 308. dents who may or may not be working in the same media or genre. Students shall explore the CAT 409 PRE-CAPSTONE: creative process and the shared concept among EXPANDED MEDIA the arts, as well as the distinct differences. Stu- Students will build upon the basic skills intro- dents shall discuss the progress of the projects duced in CAT 257 by working in teams on over the course of the semester. Related con- challenging assignments. A chance to experi- temporary works shall be discussed and ana- ment and develop ideas for the Capstone work lyzed as well. In addition to creating original that the students will begin to execute. 1 c.u. projects, students will be expected to clearly articulate their ideas in a final essay. 1 c.u. CAT 410 DIGITAL AUDIO ENGINEERING III (PRACTICUM) CAT 406 PREPARING THE DEMO REEL Working in a critical and collaborative environ- The function of getting your work ready to be ment students develop and complete a semes- seen at festivals by enthusiasts and/or industry ter-long recording project of professional cal- professionals, with the intention of getting iber. As a culmination of the DAE series, CAT your “foot in the door”, is the basis of this 410 emphasizes project management, problem course. We will address the most important solving, originality and technical precision. Stu- factors for introducing yourself to the industry dents direct the flow of the course which is tai- by preparing a diverse, high quality demo reel, lored to meet the specific needs of their projects. featuring quality animation that shows you Group critique, student-to-student feedback have a strong and clear understanding of ani- and collaboration are essential elements of the mation principles. Whether your path is 2D, course. CAT 410 is a hands-on studio produc- 3D or a more experimental Stop Motion, in a tion course which serves as a bridge to a creative large commercial studio, an independent ani- and professional working dynamic. 1 c.u. mator, or within the festival circuit, this course Prerequisite: CAT 310. will investigate the current resources, and prepare you to take the best steps for that direction. 1 c.u. 190 UNDERGRADUATE COURSES

CAT 420 CAPSTONE PROJECT CAT 430 INTERNSHIP II A final, major independent project undertaken This course has the same goals and require- by senior CAT majors under the supervision of ments as Internship I, but the intention is to departmental faculty. The intention is to cre- place the student in a situation at a higher ate a work that will in some shape become part technical level and with even more profession- of the student’s portfolio, to be used to market al responsibility. 1 c.u. themselves after graduation from the pro- Prerequisite: Consent of the Instructor required. gram. Projects take many forms, depending on the student’s talents and area of specialization: CAT 471 ADVANCED 3D ANIMATION e.g., production of a videotape or audio tape; This course is a continuation of CAT 372 3D design and construction of a book; gallery Animation, with further explanation and exhibition of a significant number of works; detailed understanding of the advanced func- performance of a solo show. The student must tioning within industry standard 3D software. not only complete the project, but also publi- The emphasis will be on constructing intricate cize and market it in true entrepreneurial fash- 3D models and complex animated scenes. The ion. This course is required of departmental student will be required to produce, from start majors and all projects must be approved by a to finish, an original collaborated short ani- meeting of the departmental faculty. May be mation utilizing technical and experimental repeated for credit for total of 2 semesters. effects learned throughout the semester. 1 c.u. Prerequisites: Music majors must 1 c.u. Prerequisite: CAT 372. complete CAT 410; all other CAT majors must have permission from their Advisor. CAT 421 CAPSTONE PROJECT II For students with a double major in CAT, a second capstone may be required. 1 c.u. Prerequisite: Permission from their Advisor. UNDERGRADUATE COURSES 191

Creative Writing Courses

CRW 120 INTRODUCTION TO CRW 257 INTERMEDIATE FICTION CREATIVE WRITING WRITING ■ Communication Skills ■ Aesthetic Appreciation Introduction to the craft of writing. Frequent Through the study and practice of reading and in-class and home assignments to explore vari- writing fiction, students will analyze the work ous writing techniques and hone developing of published authors and apply established skills. This course culminates in a final portfolio narrative techniques to their own writings. In of completed fiction, poetry and short drama. instructor-led workshops, students will give as Designed primarily for freshmen. 1 c.u. well as take constructive criticism, in order to Corequisite: WRT 102 or WRT 105 generate a revised portfolio of their won works or WRT 106. of fiction. 1 c.u. Prerequisite: CRW 120. CRW 206 SCREENWRITING (ALSO CAT 206) CRW 271 INTERMEDIATE POETRY (Writing Intensive) WRITING The focus is on writing a feature-length film ■ Aesthetic Appreciation and the basic elements of plot, protagonist, Through the student and practice of reading turning point, and resolution. You will be and writing poetry, students will analyze the expected to complete a step outline of your works of published poets and apply estab- story and the first act of your screenplay. lished poetic techniques to their won writings. Prerequisites: WRT 102 or WRT 105 In instructor-led workshops, students will give or WRT 106 and CRW 120. 1 c.u. as well as take constructive criticism, in order CRW 215 PLAYWRITING to generate a revised portfolio of their own poems. 1c.u. A seminar in the art and craft of playwrighting. Through classroom discussions, selected read- Prerequisite: CRW 120. ings, writing assignments and critical feedback, CRW 309 ADVANCED FICTION WRITING each student creates a one-act play which is Intensive work in fiction writing within the presented to the College community in an context of contemporary fiction. Study of informal program of staged readings. 1 c.u. modernist and post-modernist techniques. Prerequisites: CRW 120 or Frequent writing assignments designed to help consent of the Instructor; students gain technical control of their writing WRT 108 or WRT 109 with a final and find their individual writer’s voice. This grade of C- or better. course culminates in a portfolio of original fic- CRW 219 CONTEMPORARY WRITING tion (short stories or a novel in-progress) and Introduction to the writing professions and to a public reading of original fiction for the important contemporary practitioners of the College community. 1 c.u. craft. Frequent appearances by guest poets, fic- Prerequisites: WRT 108 or WRT 109 tion writer, journalists and editors who will with a final grade of C- or better, discuss their work and the professional con- CRW 120 or consent of the Instructor texts within which they work. Specially design- and either a 200-level literature ed workshops will allow students to explore a course with a grade of C or better, range of genres and writing styles. 0.5 c.u. or the consent of the Instructor. Prerequisites: CRW 120; CRW 325 THE LITERARY MAGAZINE WRT 108 or WRT 109 with a final grade of C- or better. A project-centered course in which students learn the editorial, proofreading and produc- CRW 234 SELECTED TOPICS IN WRIT- tion sills necessary to produce a professional lit- ING erary magazine. Some discussion also of the Special focus in the study of writing, such as chil- role of the literary magazine in contemporary dren’s literature, sports writing, travel writing writing and in the history of American letters. and memoir. Can be repeated for credit. 1 c.u. Culminates in the production of Blink, Bloom- Prerequisite: WRT 108 or WRT 109. field College’s literary magazine. Can be repeat- ed once for credit. 1 c.u. Prerequisites: CRW 120 and either a 200- level literature course with a grade of C or better, or the consent of the Instructor. 192 UNDERGRADUATE COURSES

CRW 341 ADVANCED POETRY WRITING CRW 460 SENIOR THESIS IN CREATIVE Intensive work in poetry writing within the WRITING context of contemporary poetry. Study of the (Writing Intensive) competing schools of modern poetry, from the For English/Writing Concentration majors New Formalists to the Nuyoricans. Frequent only. Preparation of a final undergraduate writing assignments designed to help students portfolio of original poetry or fiction. In- find their individual poetic voice. This course depth study of one craft element in a twentieth culminates in a portfolio of original poetry century writer’s work. Solo reading of original and a public reading of original poetry for the work for the Humanities Division and the College community. 1 c.u. College community. 1 c.u. Prerequisites: CRW 120 or Prerequisites: CRW 309 or consent of the Instructor; CRW 341; WRT 108 or WRT 109 WRT 108 or WRT 109 with a final with a final grade of C- or better, grade of C- or better, and either a 200- and either a 200-level literature level literature course with a grade course with a grade of C or better, of C or better, or the consent of the Instructor. or the consent of the Instructor. CRW 348 CREATIVE NON-FICTION (Writing Intensive) Intensive work in creative non-fiction, includ- ing the memoir, personal essay, epistolary forms and travel writing. Frequent writing assignments designed to help students find an individual writing voice and hone their skills in prose. Culminates in a portfolio of original prose and a public reading for the college community. 1 c.u. Prerequisites: CRW 120 or consent of the Instructor; WRT 108 or WRT 109 with a final grade of C- or better, and either a 200- level literature course with a grade of C or better, or the consent of the Instructor. UNDERGRADUATE COURSES 193

Economics Courses

ECN 105 CONSTITUTIONAL POLITICAL ECN 210 PRINCIPLES OF ECONOMY ECONOMICS I: MICROECONOMICS (Also GIS 105) Tasks of economic organization; the main In this course we study the American polit- institutions of the economy; demand and ical and economic systems; we explore their supply analysis and applications; the opera- interdependence and investigate the nature tion of a price-directed economy; distribu- of their integration. Since the United States tion theory–the pricing of the factors of Constitution is the single common unifying production. 1 c.u. legal force of the American Society, we Prerequisites: MTH 160, MTH 161; study the structure of the Constitution first. WRT 102 or WRT 105 or WRT 106. Then, we focus on the commercial and eco- nomic provisions of the Constitution. Next, ECN 211 PRINCIPLES OF we investigate the relationship between eco- ECONOMICS II: MACROECONOMICS nomics and politics and finally we discuss The determinants of national income, out- the social philosophies of the main political put, employment, and price level; introduc- groups that compete for political power in tion to money and banking and to mone- America today. 1 c.u. tary and fiscal policy; introduction to pub- Corequisite: WRT 102 or WRT 105 or lic finance and international trade; review WRT 106. of supply and demand analysis with some applications. 1 c.u. ECN 200 INTRODUCTION TO Prerequisite: ECN 210. ECONOMICS ■ Problem Solving & Critical Thinking Skills ECN 305 INTERNATIONAL This course provides the students with the ECONOMICS AND TRADE rudiments of economic literacy and under- This course will examine the economic theo- standing. The course is mainly descriptive ry of international trade, trade regulation, of the present-day economy, partly theoret- protectionism, and international trade poli- ical and partly speculative in discussing cy. International economic integration, for- possible remedies to current economic eign exchange, balance of payments, interna- problems. The main focus of the course is tional institutions, and policy issues of cur- the role of government, the Federal Reserve and the operation of the free markets in rent interest will also be investigated. 1 c.u. determining National Income, employ- Prerequisite: ECN 310. ment, wages, interest rates and prices of goods and services. 0.5 c.u. Prerequisites: MTH 140, MTH 141, MTH 160 or MTH 161; WRT 102 or WRT 105 or WRT 106 with a final grade of C- or better. 194 UNDERGRADUATE COURSES

ECN 309 MONEY AND BANKING ECN 320 INTERMEDIATE Functions of money; role of financial insti- MICROECONOMICS tutions; roles of Federal Reserve Banks and This course is designed to provide the student monetary policy. Introduction to the deter- with a thorough understanding of the mod- mination of interest rates, the stock of ern microeconomic theory and its applica- money and other monetary theory concepts tions. The approach used for this purpose is as they relate to economic activity. 1 c.u. rigorous but mathematically simple. In par- Prerequisites: ECN 210, ECN 211. ticular, the course will study the different market structures and the corresponding ECN 310 MANAGERIAL ECONOMICS: market mechanisms through which scarce APPLICATIONS OF productive resources are used to produce MICROECONOMICS TO goods and services and distribute them MANAGEMENT among the members of the society. 1 c.u. Application of microeconomic principles to Prerequisites: ECN 210, ECN 211. management decision-making. The con- cepts of production transformation and cost ECN 321 PUBLIC FINANCE AND of output; sales or revenue side of produc- EXPENDITURE tion; demand for product under different Definition and meaning of public finance market structures and the implications for and expenditures. The impact of govern- selling price. Overall application of the above ment expenditures, taxation, and debt on to management decision-making: breakeven resource allocation, income distribution, analysis, maximization of net income, mark- economic stabilization, and growth. 1 c.u. up pricing, target return pricing, advertising, Prerequisites: ECN 210, ECN 211. estimation of market demand curves, and other case studies. 1 c.u. ECN 410 HISTORY OF ECONOMIC Prerequisites: ECN 210, ECN 211. THOUGHT This course surveys the major trends in eco- ECN 311 MONETARY AND nomic thought since the 19th century. MACROECONOMIC THEORY Schools of economic thought to be discussed A rigorous but mathematically simple treat- and critically analyzed include: classical polit- ment of modern macroeconomic theory and ical economics, neoclassical economics, its applications. The determinants of nation- Marxian, Austrian institutionalists, Keyne- al income, employment, and inflation; the sian and Post-Keynesian economics. 1 c.u. Keynesian, post-Keynesian and monetarist Prerequisites: ECN 311, ECN 320. models discussed and compared; the effec- tiveness of fiscal and monetary policies eval- uated in the context of the above models. The applied aspect of macroeconomics will be emphasized and recent American economic experience discussed. 1 c.u. Prerequisites: ECN 210, ECN 211. ECN 315 MONETARY POLICY AND AN ANALYSIS OF CURRENT ECONOMIC CONDITIONS An examination of economic indicators and analysis of the current state of the U.S. econo- my. the Federal Reserve actions, open market operations, monetary policy options, and appropriate policy will also be investigated. Students must abe available to participate in the College Fed Challenge. 0.5 c.u. This course may be repeated for credit. Prerequisites: ECN 210, ECN 211. Corequisite: ECN 309. UNDERGRADUATE COURSES 195

Education Courses

EDC 120 ROBOTICS AS A LEARNING EDC 217 UNDERSTANDING FAMILY TOOL AND COMMUNITY ■ Problem Solving & Critical Thinking Skills ■ Community Orientation & Citizenship ■ Scientific & Technological Skills This course is designed to foster under- This interdisciplinary methodology course standing of the significant roles of families will introduce students to the use of educa- and communities in the growth and edu- tional robotics as an alternative means of cation of children. Topics include recog- fostering learning in children. The main nizing children at-risk; recognizing and focus of the course will be a hands-on expe- accepting diverse family units; the impact rience through which students will learn of home, community, health, and cultural concepts of mathematics and science while experience on development and learning working with the LEGO MINDSTORMS and understanding social, historical, polit- Robotics Intervention System and RoboLab ical, legal and philosophical constructs programming software. This course is a that impact children, families and com- strongly recommended Arts-as-Catalyst munities. Identification and collaboration course for Education majors. Other students with community agencies and resources to may register as well. 1 c.u. support individuals with special needs and Prerequisite: WRT 102 or WRT 105 their families will be addressed. 1 c.u. or WRT 106. Prerequisite: WRT 102 or WRT 105 or WRT 106. EDC 202 TEACHING AS A Students cannot take EDC 202 and PROFESSION: MEETING THE NEEDS EDC 217 simultaneously. OF ALL LEARNERS ■ Community Orientation & Citizenship EDC 314 THE DEVELOPMENT OF THE This course introduces the teaching pro- PRE-ADOLESCENT AND ADOLESCENT fession by panoramically exploring both LEARNER AND IMPLICATIONS FOR general education and special education TEACHING settings. It includes the study of American This course is designed to examine young ado- schools and considers diversity, multicul- lescents, their development and issues related to turalism, equity, and inclusive educational their educational needs during the period of practices for students with and without growth from childhood through adolescence. disabilities. 1 c.u. Students will learn how to use developmental A field component in general education characteristics in the instructional design and and special education classrooms is planning process. Students will also learn how required. This course is designed for schools should be structured to maximize undergraduates only. learning for this population. 1 c.u. Students cannot take EDC 202 and Prerequisite: EDC 202 and EDC 217; EDC 217 simultaneously. PSY100. EDC 210 EDUCATIONAL EDC 316 CHILDHOOD PSYCHOLOGY DEVELOPMENT AND LEARNING (Also PSY 210) This course is designed to foster under- ■ Problem Solving & Critical Thinking Skills standing of the dynamic continuum of The role of psychological concepts in educa- development and learning in children tional practices, focusing on the nature and from birth through Pre-Adolescent. Top- sources of intellectual development and readi- ics include cognitive and linguistic fac- ness according to Piagetian, psychometric, and tors affecting development and learning, information process perspectives. Beyond these nurturing diversity and equity, address- approaches to cognitive development, learning ing multiple intelligences and diverse theory, motivation, and the role of emotion in learning styles, integrating play, and lan- learning will be discussed. This course will also guage and literacy across the curriculum. include a section on individual differences in Prerequisites: EDC 202 and EDC 217; learning; exceptional students and social, eth- PSY 100. 1 c.u. nic, cultural, and gender differences. The relat- ed topics of measurement and evaluation of learning will round out the course. 1 c.u. Prerequisite: PSY 100. 196 UNDERGRADUATE COURSES

EDC 318 EARLY CHILDHOOD EDC 322 INSTRUCTIONAL CURRICULUM AND ASSESSMENT PLANNING AND ASSESSMENT FOR The course is designed to foster implement- STUDENTS WITH HIGH- ing developmentally appropriate principles INCIDENCE DISABILITIES and practices. Topics include integration (Formerly EDC 222) across all core curriculum areas, respon- This course offers a variety of instructional siveness to cultural and linguistic differ- strategies and techniques to assist students ences, fostering intellectual stimulation with mild to moderate high-incidence dis- through play, implementing appropriate abilities, including learning disabilities, guidance and management techniques to mental retardation, behavioral and emo- create a safe environment, and assessment tional disabilities, and speech or language that is multidimensional, ongoing and impairments. It will address curriculum performance based. 1 c.u. planning, program development, assess- This course is not to be taken with ment, and the use of technology. Develop- EDC 310. ing literacy and effective Individual Educa- This course requires successful tional Plans (IEPs), designing effective completion of 30-hour field practicum. learning environments, and preparing stu- Prerequisite: EDC 304. dents for transition will also be addressed. This course requires successful 1 c.u. EDC 320 EDUCATING THE CHILD completion of 16-hour field practicum. WITH DISABILITIES IN THE Prerequisite: EDC 310. REGULAR CLASSROOM (Formerly EDC 207) EDC 323 INSTRUCTIONAL PLANNING A course designed to provide cross train- AND ASSESSMENT FOR STUDENTS ing for the teacher in the regular class- WITH LOW-INCIDENCE DISABILITIES room in order to be able to work as part of (Formerly EDC 223) a collaborative interprofessional team. This course offers a variety of instructional Through study, observation, and field strategies and techniques to assist students experiences the pre-service teacher will with mild to severe low-incidence disabili- gain valuable training and resources for ties, including autism, pervasive develop- inclusion of special needs students in the mental disorders, severe-profound mental regular classroom. 1 c.u. retardation, physical and multiple disabili- Students are required to do a ties, health impairments, and traumatic 11⁄2 hour application session. brain injury. It will address adaptive and Prerequisite: EDC 330. functional curriculums, the use of assistive technology, interventions and transdiscipli- EDC 321 DEVELOPING LITERACY nary teaming and assessment, effective ACROSS THE GRADES: learning environments, and elective Individ- METHODS AND STRATEGIES ual Educational Plans (IEPs). 1 c.u. This course serves as an introduction to the This course requires successful teaching of literacy in grades Preschool-12 completion of 16-hour field practicum. and focuses on both theoretical and practi- Prerequisite: EDC 330. cal approaches to assessing, teaching, and incorporating literacy into classroom. EDC 324 CONSULTATION AND Teacher candidates wil explore and learn to CURRICULUM ADAPTATIONS FOR apply teaching practices related to balanced, STUDENTS WITH SPECIAL comprehensive literacy including, phone- NEEDS IN INCLUSIVE SETTINGS mic awareness, phonics, comprehension, (Formerly EDC 312) fluency, vocabulary development, and moti- This course provides the necessary knowl- vation. These approaches will be discussed edge and skills for working with special in the context of special needs and ELL stu- needs students placed in inclusive educa- dents, multicultural education, technology tional settings, addressing collaborative integration, and differentiated strategies. relationships with various professionals Connections to the New Jersey Student Learn- and agencies serving special needs students. ing Standards will be integral. This course It will offer various models, materials, and will also expose teacher candidates to devel- instructional adaptations including tech- oping/analyzing lesson plans, evaluating nology, to promote inclusion. It will also case studies, and reading/discussing con- emphasize implementing Individual temporary issues in literacy. 1 c.u. Education Plans (IEPs) within regular Prerequisite: EDC 330. education settings.This course contains a field experience and requires successful completion of a thirty(30) hour practicum. This course is not to be taken 1 c.u. concurrently with EDC 318. Prerequisite: EDC 330. UNDERGRADUATE COURSES 197

EDC 325 CLASSROOM MANAGEMENT EDC 336 INTRODUCTION TO (Formerly EDC 313) EDUCATIONAL TECHNOLOGY This course describes the principles under- The objective of this course is to introduce var- laying effective classroom management, ious forms of educational technology through offers techniques and strategies to promote hand-on project based learning to preservice an effective learning environment for all stu- teacher candidates. This course provides var- dents in both inclusive and self-contained ious opportunities for engagement and reflec- settings. Also provides specific strategies and tion on the role these technology tools can play techniques for conducting functional behav- in teaching/learning processes in a classroom. ioral assessment and designing positive Students will become skilled in some of many behavioral support plans for students with digital tools available for schools to use in their challenging behavior. This course contains a classrooms. In addition, students will learn cur- field experience. 0.5 c.u. rent issues in technology use in classrooms and Prerequisite: EDC 330. will become familiar with basic learning theo- ries which will help in determining appropriate EDC 330 INTRODUCTION TO applications of educational technology in edu- CURRICULUM DESIGN I: cational settings. Students will become familiar RESEARCH-BASED PRACTICE with virtual schooling and learn how to assist (Formerly EDC 304) online learning of their students. 1 c.u. This course focuses on the study of curricu- This course is required for all lum development and principles of teaching. Education majors. The course will introduce the skills to design Corequisites: EDC 330, EDC 332, and deliver interdisciplinary curricula utiliz- EDC 334, EDC 318 or EDC 321. ing differentiated instruction, technology integration, as well as accommodating for EDC 342 EARLY CHILDHOOD special needs and ELL students. 1 c.u. LEARNING ENVIRONMENTS AND Prerequisite: EDC 314 or EDC 316. ASSESSMENT Corequisite: EDC 336. (Formerly EDC 327) Students will be introduced to the elements EDC 332 INTRODUCTION TO of a quality early childhood learning envi- CURRICULUM DESIGN II: ronment. Building on their knowledge of EFFECTIVE TEACHING METHODS child development, students will learn IN THE CONTENT AREAS appropriate assessment tools and tech- (Formerly EDC 309) niques, both formal and informal, to be able This course focuses on the further develop- to evaluate young children’s learning and ment of curriculum design and principles of development. 1 c.u. teaching. The course reinforces the skills of Prerequisite: EDC 330. differentiated instructional design and deliv- Corequisite: EDC 410. ery, integration of technology, and adapting lessons to address diverse learners including EDC 410 CLINICAL PRACTICE I special needs and ELL Students. 1 c.u. Students who have satisfied requirements Prerequisite: EDC 330. will be assigned two full days per week in an approved pre-school, elementary, middle EDC 334 INSTITUTIONAL school, or high school setting. Students will DESIGN AND ANALYSIS OF spend time observing, participating, and CLASSROOM ASSESSMENT teaching in an assigned class under the (Formerly EDC 310) direction of a Cooperating Teacher and a This course is designed to provide a founda- College Supervisor. The student is expected tion for classroom methodology of stan- to begin to fulfill the role of teacher, includ- dards-based instructional activities and ing attendance at faculty meetings, profes- assessments. One purpose of this course is to sional development opportunities, and duty introduce teacher candidates to the elements assignments. This course will include of assessment that ae a part of good teaching monthly seminar meetings (four(4) times and best practice. 1 c.u. throughout the semester) where students Prerequisite: EDC 332. are provided with guidance to complete their clinical practice assignments including the preparation for edTPA performance assessment 1 c.u. Corequisite:s EDC 327, EDC 334. 198 UNDERGRADUATE COURSES

EDC 412 CLINICAL PRACTICE II EDC 414 CLINICAL PRACTICE (Formerly EDC 401) SEMINAR Students who have successfully completed all (Formerly EDC 402) academic requirements will be assigned to This seminar utilizes group discussions to full-time teaching in an approved school set- assist in the analysis and evaluation of iden- ting relevant to the area of intended certifica- tified classroom problems, best practices, tion. Students will observe, interact and teach classroom behavior management techniques under the direction of a Cooperating Teacher and coping strategies. Efforts are made to and College Supervisor. Student teaching socialize the student teacher to the profes- applications must be submitted by April 1st sion of teaching. Attention is given to career for Fall placement and by October 1st for placement tools and strategies. 0.5 c.u. Spring placement. 2.5 c.u.s. Prerequisite: Consent of the Instructor. Prerequisite: Consent of the Corequisite: EDC 412. Instructor and submission of student teaching application. Prerequisite: EDC 410. Corequisite: EDC 414. UNDERGRADUATE COURSES 199

English Courses

ENG 125 INTRODUCTION TO WORLD ENG 204 BRITISH LITERATURE LITERATURE SURVEY II ■ Multi/Transcultural & Global Awareness (Formerly ENG 304) An introduction to the various literary genres: (Writing Intensive) poetry, drama and fiction. Specific syllabus at ■ Aesthetic Appreciation the discretion of the instructor, but texts will Selected works in English literature with come from the continents of Africa, Asia, Cen- emphasis on historical, cultural, and aesthetic tral and South America and from the Pacific values, including material from the romantic Islands. 1 c.u. period to the Second World War. Lecture, dis- Prerequisite: WRT 105 or WRT 106 cussion. 1 c.u. or WRT 109 with a final grade of C- Prerequisite: WRT 108 or WRT 109 or better. with a final grade of C- or better. ENG 150 INTRODUCTION TO WESTERN ENG 222 AFRICAN-AMERICAN LITERATURE LITERATURE ■ Communication Skills (Also AFS/WMS 222) ■ Aesthetic Appreciation ■ Multi/Transcultural & Global Awareness An introduction to various literacy genres: Selected poetry, drama, fiction, autobiography, poetry, drama and fiction. Specific syllabus at and essays by African-American authors, with the discretion of the instructor. Emphasis on emphasis on literary excellence. Authors range the literature of western Europe and the Unit- from Phillis Wheatley to Frederich Douglas, ed States. Focus on literature and its relation to Imamu Amiri Baraka, Alice Walker, and Ishmael society. 1 c.u. Reed. Lecture, discussion. 1 c.u. Prerequisite: WRT 105 or WRT 106 Prerequisite: WRT 108 or WRT 109 or WRT 109 with a final grade of C- with a final grade of C- or better. or better. ENG 223 WOMEN’S LITERATURE ENG 202 SELECTED TOPICS IN (Also WMS 223) CONTEMPORARY LITERATURE (Writing Intensive) ■ (Writing Intensive) Aesthetic Appreciation Selected works of English and American litera- This course focuses on literature in English ture, in all three major genres, focusing on a par- written by women. We study themes and ticular issue or topic of contemporary interest, techniques common to the literature by such as sports, women in literature, science fic- women. From the late Middle Ages until tion, popular culture, existentialism, religion. the present, we examine texts that chal- Emphasis on how the various writers present lenge beliefs about female inferiority, pro- these problems in styles peculiar to their genres. mote a women’s perspective on gender and Students may repeat this course once for credit allow for a discussion of self-esteem, moth- with consent of discipline coordinator. 1 c.u. erhood, privacy and women’s power. 1 c.u. Prerequisite: WRT 108 or WRT 109 Prerequisite: WRT 108 or WRT 109 with a final grade of C- or better. with a final grade of C- or better. ENG 226 LITERATURE OF RACE, ENG 203 BRITISH LITERATURE CLASS AND GENDER SURVEY I (Also AFS/WMS 226) (Formerly ENG 303) (Writing Intensive) (Writing Intensive) ■ Aesthetic Appreciation ■ Multi/Transcultural & Global Awareness Selected works in English literature with empha- Varied works of western and/or non-western lit- sis on historical, cultural, and aesthetic values, erature that illustrates how different races, eth- including material from Beowulf to Boswell. nic groups, genders, and classes view themselves. Lecture and discussion. 1 c.u. Prerequisite: WRT 108 or WRT 109 1 c.u. Prerequisite: WRT 108 or WRT 109 with a final grade of C- or better. with a final grade of C- or better. 200 UNDERGRADUATE COURSES

ENG 227 RELIGION AND LITERATURE ENG 249 ADVANCED GRAMMAR (Also REL 227) AND EDITING (Writing Intensive) ■ Communication Skills ■ Aesthetic Appreciation This course is designed as an intensive study in Selected poetry, fiction, drama, and non-fiction English grammar, punctuation, and usage. that explore such topics as faith, the nature and After reviewing the intricacies of English presence of God, death and immortality, spiri- grammar, students will be required to apply tuality, sin, and salvation. The course invites their knowledge by revising and editing their students to examine and reflect on the interre- own written work. 1 c.u. lationship of literary expression and a theologi- Prerequisite : WRT 105 or WRT 106 cal understanding of the world. 1 c.u. or WRT 109 with a final grade of C- Prerequisite: WRT 108 or WRT 109 or better. with a final grade of C- or better. ENG 251 THE ART OF FICTION ENG 229 LITERATURE AND MEDICINE (Writing Intensive) ■ Aesthetic Appreciation ■ Aesthetic Appreciation (Writing Intensive) A study of the entire genre of fiction, including An introduction to fiction, drama, poetry, some novels. Emphasis will be placed on fic- memoir and other literary non-fiction, through tion of the 19th and 20th centuries. 1 c.u. works that deal with health-and medicine- Prerequisite: WRT 108 or WRT 109 related themes. Emphasis on how writers with a final grade of C- or better. explore their themes in their particular genres, on the structures and styles of their works. ENG 252 THE ART OF DRAMA Prerequisite: WRT 108 or WRT 109 (Writing Intensive) with a final grade of C- or better. 1 c.u. ■ Aesthetic Appreciation Selected plays representing the major periods ENG 232 LATIN AMERICAN LITERATURE of the drama from the Greeks to the present, SURVEY with attention to the religious, social, and the- (Also LAC 232) atrical forces that shaped these works. Lecture ■ Multi/Transcultural & Global Awareness and discussion. 1 c.u. Survey of Latin American literatures from the Prerequisite: WRT 108 or WRT 109 sixteenth century to the present. Emphasis is with a final grade of C- or better. upon literary discourses the reflect and shape the diverse array of Latin American cultural ENG 253 THE ART OF POETRY identities throughout the region. 1 c.u. (Formerly Modern Poetry) Prerequisite: WRT 108 or WRT 109 ■ Aesthetic Appreciation with final grade of C- or better. A study of the genre of poetry with emphasis on formal innovations and evolution of the art ENG 248 THE HARLEM RENAISSANCE: form. Focus will vary according to instructor’s REFLECTIONS discretion. 1 c.u. (Also AFS/PHL 248) Prerequisite: WRT 108 or WRT 109 ■ Problem Solving & Critical Thinking Skills with a final grade of C- or better. Broad review of the literary period known as ENG 256 CHANGING WOMEN’S LIVES the Harlem Renaissance or the New Negro (Also HIS/SOC/WMS 256) Movement. An examination of poetry, fiction, critical essays, art and music for social and aes- This course explores the ways in which tradi- thetic values projected in the artistic produc- tion, myth, social stereotypes and social forces tion of the day. Highlighting the transnational, shape American women’s lives. We will study transethnic texture of African-American social the influence of gender from several disciplinary consciousness. 1 c.u. perspectives to help illuminate large subject Prerequisite: WRT 108 or WRT 109 areas, such as work, love, creativity, pornogra- phy, the family, communication, personal iden- with a final grade of C- or better. tity and self-worth. Any study of women recog- nizes that gender roles affect both women and men; thus, discussion includes issues related to male and female social development. Readings balance women’s common realities, such as bio- logical functions and sex role training, with individual realities influenced by class, race, age and sexual orientation. Central to this course are choices and constraints contemporary women and men face as we make our way into the twenty-first century. 1 c.u. Prerequisite: WRT 108 or WRT 109 with a final grade of C- or better. UNDERGRADUATE COURSES 201

ENG 258 GOTHIC LITERATURE ENG 267 THE HISTORY OF THE (Also WMS 258) ENGLISH LANGUAGE ■ Aesthetic Appreciation (Also HIS 267) ■ Multi/Transcultural & Global Awareness ■ Communication Skills (Writing Intensive) This course will examine the evolution of the There is more to Gothic literature than ghosts English language by reading texts (e.g. Beowulf, and spooky houses. This course examines how Chaucer, the King James Bible) to trace the the genre dramatizes and explores the dark development of the language from Old to Mod- impulses that arise in the human psyche; it ern English. In order to explore the debates also studies how gender and sexuality shape about language in modern America, we will also the writing of this literature and the attitudes examine the evolution of the controversies sur- that it expresses. The course may focus on rounding African-American English. 1 c.u. American Gothic literature or British Gothic Prerequisite: WRT 108 or WRT 109 literature, and may be repeated for credit when with a final grade of C- or better. that focus changes. 1 c.u. Prerequisite: WRT 108 or WRT 109 ENG 268 HAITIAN LITERATURE with a final grade of C- or better. (Also AFS/LAC 258) ■ Multi/Transcultural & Global Awareness ENG 259 CONTEMPORARY AFRICAN- Haitian literature explores the literary con- AMERICAN THOUGHT tributions of prominent writers, artists, (Also AFS/PHL 259) and filmmakers from Haiti and the Haitian ■ Multi/Transcultural & Global Awareness Diaspora. All course texts are in translated Contemporary African-American Thought to English. Using the literature as a lens, the explores the intellectual contributions of course investigates Haitian history and prominent African-American writers and Haitian cultural discourses. Haiti’s historic philosophers from the late twentieth centu- and cultural impact in the Caribbean ry to the present. Through literary analysis, region and throughout the Americas is also discussion, and participation in a class considered. conference, students investigate the cultual, Prerequisite: WRT 108 or WRT 109 political, aesthetic, and philosophic dilem- with a final grade of C- or better. 1 c.u. mas of the African Americans in the cotemporary age. 1 c.u. ENG 274 CHILDREN’S LITERATURE Prerequisite: WRT 108 or WRT 109 ■ Aesthetic Appreciation with a final grade of C- or better. This course offers traditional and recent approaches to studying various genres, themes, ENG 263 FANTASY LITERATURE national and global traditions, historical peri- ■ Problem Solving & Critical Thinking Skills ods, and critical issues in children’s literature. The course explores the world of fantasy creat- Topics and texts vary from semester to semes- ed by writers of the most imaginative form of ter. As topics change, this course may be repeat- fiction. We will explore contemporary and ed for credit. 1 c.u. classic novels and short works and our focus Prerequisites: WRT 108 or WRT 109 will be to differentiate this genre from others. with a final grade of C- or better. Students will try out story-telling techniques and analyze underlying meanings of works.. ENG 278 AMERICAN LITERATURE Prerequisite: WRT 108 or WRT 109 1 c.u. SURVEY I with a final grade of C- or better. (Writing Intensive) ■ Aesthetic Appreciation ENG 264 CARIBBEAN LITERATURE An historical and cultural survey of major Ameri- (Also LAC 264) can figures of the 19th century, including new ■ Multi/Transcultural & Global Awareness research on women and African-American fig- Study of Caribbean literature with emphasis ures. Writers may include Emerson, Thoreau, upon the oral and literary traditions of the Whitman, Melville, Dickinson, Poe, Hawthorne English-speaking Caribbean. Consideration is and Frederick Douglass. 1 c.u. also given to creole Caribbean languages and Prerequisite: WRT 108 or WRT 109 the ways in which they have shaped the devel- with a final grade of C- or better. opment of Caribbean literatures and cultures. Prerequisite: WRT 108 or WRT 109 1 c.u. with a final grade of C- or better. 202 UNDERGRADUATE COURSES

ENG 279 AMERICAN LITERATURE ENG 332 SELECTED TOPICS IN SURVEY II BRITISH LITERATURE (Writing Intensive) (Writing Intensive) ■ Aesthetic Appreciation This course offers traditional and recent A study of literature of the United States in the approaches to studying various genres, first half of the 20th century. Writers may themes, historical periods, and critical issues include Faulkner, Cather, O’Neil, Elliot, Pound, in British literature. Topics and texts vary from Hughes, Hurston and Hemingway. 1 c.u. semester to semester. As topics change, this Prerequisite: WRT 108 or WRT 109 course may be repeated for credit. 1 c.u. with a final grade of C- or better. Prerequisites: WRT 108 or WRT 109 with a final grade of C- or better, ENG 281 LITERATURE, FILM, AND and either a 200-level literature course THEORY with a grade of C or better, (Also HIS 267) or the consent of the Instructor. ■ Aesthetic Appreciation (Writing Intensive) ENG 333 SELECTED TOPICS IN This course examines the relationship between LITERATURE literature, film and theory. More specifically, it (Writing Intensive) examines how literature and film can encapsu- This course offers traditional and recent late crucial aspects of a theoretical text, enriching approaches to studying various genres, and expanding our experience and understand- themes, historical periods, and critical issues ing of it. 1 c.u. in the texts from more than one national liter- Prerequisite: WRT 108 or WRT 109 ature. Topics and texts vary from semester to with a final grade of C- or better. semester. As topics change, this course may be ENG 313 SELECTED TOPICS IN ARTS repeated for credit. 1 c.u. AND WESTERN CIVILIZATION Prerequisites: WRT 108 or WRT 109 (Also CAT 313) and either a 200-level literature course (Formerly CAT/ENG 255) with a grade of C or better, or the consent of the Instructor. The period between the end of the 19th centu- ry and the end of the 20th century is a time- ENG 352 MAJOR WRITERS OF EUROPE frame whose events, images, and words res- Some of the major writers of continental onate with our experience of the world now. Europe of different eras and cultures studied in Wars, political decisions, industrialization, the context of their cultures. Writers will globalization, and the emergence of what we include Homer, Dante, Cervantes, Racine, Dos- call “modern” life in the West–all affect our toevsky, Yourcenar, Duras and Kafka. 1 c.u. present. Themes like “War and Peace,” “Art as Prerequisites: WRT 108 or WRT 109 Social Protest,” “Revolution” are chosen as a with a final grade of C- or better, way of studying the work of American and and either a 200-level literature European artists, playwrights, and writers who course with a grade of C or better, lived and worked during this time. 1 c.u. or the consent of the Instructor. Prerequisites: WRT 108 or WRT 109 with a final grade of C- or better ENG 356 MAJOR LATIN AMERICAN and either a 200-level literature course WRITERS with a grade of C or better, Major figures in the literature of Latin America or the consent of the Instructor. in translation. Majors figures will include, Allende, Borges, Carpentier, Garcia Marquez, ENG 331 SELECTED TOPICS IN Neruda, and Vargas Llosa. 1 c.u. AMERICAN LITERATURE Prerequisites: WRT 108 or WRT 109 This course offers varying approaches to the with a final grade of C- or better, study of different topics within American Lit- and either a 200-level literature erature. The course material may focus on course with a grade of C or better, specific themes, genres or major innovations or the consent of the Instructor. to style within the literature of the U.S. at any period. Topics and texts will change depending upon the focus for the semester. As the topics change, the course may be repeated for credit. Prerequisites: WRT 108 or WRT 109 1 c.u. with a final grade of C- or better, and either a 200-level literature course with a grade of C or better, or the consent of the Instructor. UNDERGRADUATE COURSES 203

ENG 359 MAJOR ASIAN WRITERS ENG 363 MAJOR WRITERS OF THE (Writing Intensive) AFRICAN DIASPORA A study of major figures of Asian literatures in (Also AFS 363) their own cultural contexts, as well as the ways ■ Multi/Transcultural & Global Awareness in which their writings have engaged with (Writing Intensive) Western literary traditions. Emphasis will be Distinguished writers of African, Afro-Caribbean, upon modern writers from East and South Afro-Latin and African-American heritage. Asia, and may include R.K. Narayan, Anita Emphasis is upon the theory and practice of Desai, Bel Dao and Mishima Yukio. 1 c.u. diaspora, and how it has shaped the literary Prerequisites: WRT 108 or WRT 109 voices of writers of African descent. 1 c.u. with a final grade of C- or better, Prerequisites: WRT 108 or WRT 109 and either a 200-level literature with a final grade of C-or better, course with a grade of C or better, and a 200 level literature course or the consent of the Instructor. with a final grade of C or better, or the consent of the Instructor. ENG 361 SHAKESPEARE’S WOMEN (Also WMS 361) ENG 364 SELECTED TOPICS IN ■ Problem Solving & Critical Thinking Skills SHAKESPEARE (Writing Intensive) ■ Aesthetic Appreciation The course analyzes women characters and This course offers traditional and recent attitudes about women in the plays of Shake- approaches to studying Shakespeare’s drama speare. We will consider and read in depth his- and poetry. Topics and texts vary from semes- tories, comedies, and tragedies of Shakespeare ter to semester. As topics change, course may to learn how to read the Bard’s plays through a be repeated for credit. Topics may include: literary criticism lens. The course also trains genre studies, Shakespeare in performance, students in the practice of feminist analysis of Shakespeare and his contemporaries. 1 c.u. literature, and thus is also a Women’s Studies Prerequisites: WRT 108 or WRT 109 course. 1 c.u. with a final grade of C- or better, Prerequisites: WRT 108 or WRT 109 and either a 200-level literature with a final grade of C- or better, course with a grade of C or better, and either a 200-level literature or the consent of the Instructor. course with a grade of C or better, or the consent of the Instructor. ENG 368 CLASSICS OF NON-WESTERN LITERATURE ENG 362 SHAKESPEARE’S MEN ■ Multi/Transcultural & Global Awareness (Also WMS 362) Classic non-Western texts from antiquity ■ Problem Solving & Critical Thinking Skills through the nineteenth century. Emphasis is (Writing Intensive) upon the philosophical ideas conveyed The course analyzes the role of masculinity through the literatures on non-Western cul- and concepts of manhood in the plays of tures, particularly those with literary traditions Shakespeare. We will consider and read in dating to antiquity. While many literatures may depth histories, comedies and tragedies of potentially be included, the focus is on classic Shakespeare to learn how to read the Bard’s texts from the Middle East, the Maghreb and plays through a literary criticism lens. The Asia. 1 c.u. course also trains students in the practice of Prerequisites: WRT 108 or WRT 109 feminist analysis of literature, and thus is also with a final a Women’s studies course. 1 c.u. grade of C-or better, and a 200 level Prerequisites: WRT 108 or WRT 109 literature course with a final grade with a final grade of C- or better, of C or better, or the consent of and either a 200-level literature the Instructor. course with a grade of C or better, or the consent of the Instructor. ENG 402 LITERARY CRITICISM AND ADVANCED RESEARCH A capstone course for English majors in the Literature Concentration. Students will read major texts of literary theory and they will con- duct original and advanced literary research resulting in a long writing project. 1 c.u. Prerequisites: WRT 108 or WRT 109 with a final grade of C-or better, and a 200 level literature course with a final grade of C or better, or the consent of the Instructor. 204 UNDERGRADUATE COURSES

ENG 403 MAJOR WRITERS IN DEPTH A capstone course for English majors in the Literature Concentration. Students will read the work of one major writer, or the work of 2- 3 related major writers whose works form a coherent field of study. Possible writers include Jane Austen, the Bronte Sisters, Willa Cather, Gabriel Gasrcia Marquez, Herman Melville, Toni Morrison. As topics change, this course may be repeated for credit. 1 c.u. Prerequisite: WRT 108 or WRT 109 with a final grade of C- or better and either a 200-level literature course with a grade of C or better, or the consent of the Instructor. ENG 405 INTERNSHIP IN ENGLISH Field experience in the Humanities allowing majors to gain hands-on experience in such professional settings as the publishing industry, museums, and the ministry. Open to juniors and seniors majoring in English. Prerequisite: Humanities major 1 c.u. with junior or senior standing and either a 200-level literature course with a grade of C or better, or the consent of the Instructor. UNDERGRADUATE COURSES 205 206 UNDERGRADUATE COURSES

First Year Seminar Courses

FYS 100 FIRST YEAR SEMINAR The goal of the First-Year Seminar is to wel- come the student to Bloomfield College by providing support in transition to college life; understanding the value of a liberal arts educa- tion; furthering the development of student career, college and life success skills; and build- ing the expectation of academic and life success. 1 c.u. UNDERGRADUATE COURSES 207 French Courses

FRN 115 FRENCH LANGUAGE AND FRN 210 SURVEY OF FRENCH CULTURE I LITERATURE I (Also LAC 115) A basic course in French literature including ■ Communication Skills the study of representative works chosen from Introductory course to French Language and various periods. Conducted in the French lan- Culture. Basic language skills for the student guage. 1 c.u. who has no previous knowledge of the lan- Prerequisite: FRN 203 or the equivalent; guage. Course will cover different language FRN 205 may be taken concurrently functions, basic vocabulary, simple grammati- with FRN 210. cal structures, oral recitation and written com- position. In addition to language studies, the FRN 211 SURVEY OF FRENCH course will compare French and French dias- LITERATURE II poric cultures in the Caribbean, Africa and A continuation of FRN 210. 1 c.u. elsewhere. 1 c.u. Prerequisite: FRN 210; FRN 206 may be taken concurrently FRN 125 FRENCH LANGUAGE AND with FRN 211. CULTURE II (Also LAC 125) FRN 310 ADVANCED GRAMMAR Further development of language skills to AND EXPRESSION I broaden awareness and increase appreciation Principles of French grammar and expression of the culture. 1 c.u. as found in the spoken language and the more Prerequisite: FRN/LAC 115 or two years difficult literary works. Practical application of High School French or consent of through the writing of original essays and the Instructor. translations. 1 c.u. Prerequisites: FRN 206, FRN 211, FRN 203 FRENCH CULTURE III or the equivalent. Intensive study of language and cultural her- itage through readings and discussions of lit- FRN 311 ADVANCED GRAMMAR erary works to give imaginative insight into AND EXPRESSION II thought, ideas, feelings, and doings of the peo- A continuation of FRN 310. 1 c.u. ple and the language. 1 c.u. Prerequisite: FRN 310. Prerequisite: FRN/LAC 125 or three years FRN 410 FRENCH LITERATURE OF of High School French or consent THE NINETEENTH CENTURY I of the Instructor. Various literary movements from Pre-Roman- FRN 205 ADVANCED CONVERSATION, ticism to Naturalism. Conducted in the French COMPOSITION, AND PHONETICS I language. 1 c.u. Fundamentals of French usage, oral and writ- Prerequisite: FRN 211. ten. An introduction to French diction and FRN 411 FRENCH LITERATURE OF phonetics. The student acquires a fluency in THE NINETEENTH CENTURY II the reading of selections from literary works and through training in correct pronunciation. A continuation of FRN 410. 1 c.u. Conducted in the French language. 1 c.u. Prerequisite: FRN 410. Prerequisite: FRN 203 or the equivalent; FRN 415 FRENCH LITERATURE FRN 210 may be taken concurrently IN THE SEVENTEENTH AND with FRN 205. EIGHTEENTH CENTURIES I FRN 206 ADVANCED CONVERSATION, Poetic, dramatic, and philosophical works of COMPOSITION, AND PHONETICS II the Classical Age and the Age of Enlightenment. A continuation of FRN 205. 1 c.u. Conducted in the French language. 1 c.u. Prerequisite: FRN 205; Prerequisite: FRN 211. FRN 211 may be taken concurrently FRN 416 FRENCH LITERATURE with FRN 206 . IN THE SEVENTEENTH AND EIGHTEENTH CENTURIES II A continuation of FRN 415. 1 c.u. Prerequisite: FRN 415. 208 UNDERGRADUATE COURSES

Government and International Studies

GIS 100 INTRODUCTION TO GIS 202 INTERNATIONAL STUDIES II GOVERNMENT STUDIES ■ Multi/Transcultural & Global Awareness ■ Problem Solving & Critical Thinking Skills The course is a continuance of the issues pre- The nature and use of political power. Political sented in International Studies I but can be analysis of social institutions and behavior and taken without previously taking that course. In their impact upon the distribution of social this course we contend with how critical theo- values. Current political problems. 1 c.u. rists look anew at how social power reproduces itself. This course examines historically how dif- GIS 102 INTERNATIONAL STUDIES I ferent ideas regarding development, modernity, ■ Multi/Transcultural & Global Awareness modernization and progress evolved in Europe International Studies is an interdisciplinary field and in the United States and how these ideas drawing from disciplines such as anthropology, guided economic and social policies around the economics, geography, history, political science, world. Additional topics covered include post- and sociology. This first part of the course modernism, post-Fordism, post-colonialism, addresses questions regarding modernity and and post-structuralism. One of a the major the- state sovereignty, along with the struggle of crit- oretical shifts of this century has been the calling ical social theory to make sense of historical into question of the authoritativeness of knowl- changes in the mode of capitalist societies–par- edge. This course will delve into a critical analy- ticularly modernization theories focus on devel- sis of such key concepts as the ‘world-system’, opment and its counter argument of under- ‘hegemony’, and ‘empire’. The purpose of the development. Other questions raised by critical course is gaining literacy, devising critiques and theory concern relationships between time, deriving inspiration in some areas of overlap space and capital/class formations and ideology, among political economy, geopolitics and stud- along with heightened concerns over how ideol- ies of representations of inferiorized otherness. ogy figures in the reproductions of power rela- 1 c.u. tions and how science and technology con- tribute to emancipation or domination. 1 c.u. GIS 203 COMPARATIVE POLITICS (Also LAC 203) GIS 105 CONSTITUTIONAL POLITICAL ■ Multi/Transcultural & Global Awareness ECONOMY General problems of comparative analysis. (Also ECN 105) Political communication, political culture, In this course we study the American political modernization and nation-building, conflict and economic systems; we explore their inter- and revolution. 1 c.u. dependence and investigate the nature of their integration. Since the United States Constitu- GIS 204 ANCIENT POLITICAL THEORY tion is the single common unifying legal force ■ Problem Solving & Critical Thinking Skills in the American Society, we study the structure Concepts and questions that are the basis of of the Constitution first. Then, we focus on the Western political thought. Conflicting notions commercial and economic provisions of the of justice, the nature and role of authority, Constitution. Next, we investigate the relation- individualistic and majoritarian principles in ship between economics and politics and modern political life. Emphasis on the role of finally we discuss the social philosophies of the these principles in resolving issues of contem- main political groups that compete for politi- porary significance. 1 c.u. cal power in America today. 1 c.u. Corequisite: WRT 102 or WRT 105 GIS 205 MODERN POLITICAL or WRT 106. IDEOLOGIES ■ Problem Solving & Critical Thinking Skills GIS 200 AMERICAN POLITICS Modern political thought with emphasis on ■ Community Orientation & Citizenship political movements of this century: conser- Analysis of national government and politics. vatism, liberalism, socialism, statism and radi- The branches of government, political parties calism. The role of political ideologies in and pressure groups, voting behavior and the modern political systems. The examination distribution of power in the American politi- of competing ideologies in the light of con- cal system. Particular attention to contempo- temporary issues. 1 c.u. rary problems and issues. 1 c.u. UNDERGRADUATE COURSES 209

GIS 208 INTERNATIONAL RELATIONS change has created major problems for the CCP. ■ Multi/Transcultural & Global Awareness We discuss the ability of the Party to respond to This course aims to introduce you to several of the challenges of political reform, such as the more prominent IR theories that now per- whether and/or how to become more demo- vade the discipline: Realism, Liberalism, Marx- cratic, as well as the problems facing continued ism, Critical Theory, Normative Theory, Femi- CCP rule. 1 c.u. nism, Historical Sociology, Post-Modernism, GIS 223 PROBLEMS IN PUBLIC POLICY Social Constructivism, Green Political Theory, and Evolutionary Biology. In this sense, IR theo- An introduction to public policy in the United ry is the language that you need to learn in order States. Public policy is studied as choices made to make sense of much, if not all, of the wide by political leaders, and governed by who does range of discourse and debate that transpire in and who does not have power. Policy topics IR circles. The course operates primarily in the vary. 1 c.u. ‘system’ level and gives special attention to polit- GIS 224 AMERICAN FOREIGN POLICY ical realism (Realpolitik)–the oldest and, (Also LAC 224) arguably, the most popular theoretical perspec- ■ Problem Solving & Critical Thinking Skills tive in the field–and recent ‘constructivist’ work. In the broadest terms, the course explores the American foreign policy today. American rela- place(s) of power, institutions, and values in tions with major allies, the Communist coun- international relations. 1 c.u. tries and the Third World. Current problems in American foreign policy such as detente, GIS 210 HUMAN RIGHTS national security, disarmament, the global ■ Multi/Transcultural & Global Awareness allocation of resources. 1 c.u. This course provides a theoretical and histori- GIS 230 AMERICAN POLITICAL cal introduction to human rights, on the THOUGHT premise that a sound understanding of con- ■ Multi/Transcultural & Global Awareness temporary practice and debates requires grounding in their historical and theoretical Modern American political thought. Conser- roots and foundations. We will focus especial- vatism and liberalism in the American context. ly on the practical and political implications of The ideologies of the left and the right in con- human rights in an attempt to understand temporary American politics as well as an analy- how and why they matter for what actually sis of their respective constituencies. The role of happens in world politics as opposed to what ideology in American political life. 1 c.u. one might wish would happen. We will ask GIS 242 SCIENCE AND PUBLIC POLICY questions such as: What obligations do states Analysis of science as a political system com- have to defend and guarantee human rights at peting for resources in the American political home? How are those obligations enforced, if arena. The impact of science and technology at all? To what degree do such obligations upon policy making. Science as a political extend internationally? Who decides when resource in problem solving as well as a politi- international intervention is justified and what cal competitor and problem creator. 1 c.u. are the pitfalls associated with humanitarian action? Is religion compatible to secular views GIS 244 LOCAL AND STATE of universal rights? Did the industrial revolu- GOVERNMENT tion and socialist tradition contribute to Introduction to State and local Government. human rights? And, are there tensions between Topics include the role of states and localities security and universal rights?. 1 c.u. in American Federalism, the rejuvenation of GIS 215 MODERN CHINESE POLITICS State and Local Authority, budgetary alloca- ■ Multi/Transcultural & Global Awareness tion within the political process and the poli- tics of State, local and Federal relations. 1 c.u. We examine the social and political currents which first gave rise to the Chinese Communist GIS 305 PEACE IS WAR Party (CCP) and how these helped it to come to An analysis of violent conflict within the inter- power in 1949. We look at how the CCP consol- national political system. General theories of con- idated its power and began its attempt to make flict, problems of strategy; the consequences of China, strong, prosperous and socialist. This war; the process of conflict resolution. 1 c.u. includes tracing the evolution of CCP ideology, Prerequisites: Two courses in any of the development and ultimate failure of Mao- the following areas: Political Science, ism (e.g. the Great Leap Forward and Great Pro- Sociology, Psychology, Economics letarian Cultural Revolution). We examine how or History. the CCP initiated a process of reform under Deng Xiaoping, a process which continues to have profound effects on the development of Chinese society and politics. Subsequent social 210 UNDERGRADUATE COURSES

GIS 308 THEORY AND PRACTICE IN GIS 318 CONTEMPORARY POLITICAL HUMAN SERVICES THEORY (Also PSY/SOC 308) ■ Problem Solving & Critical Thinking Skills This course considers several different cross- Our contemporary political world is a complex disciplinary theoretical frameworks that are one, characterized by both tremendous promise relevant to understanding social problems and enduring human misery. Political theory is (e.g., HIV/AIDS, poverty and homelessness, a realm of intellectual inquiry where we exam- teenage motherhood, hunger, domestic vio- ine our most basic concepts and definitions, lence, alcohol and drug abuse, aging, child engage in normative judgment of our existing welfare issues, etc.). The course investigates the systems of government, and articulate and ways in which these social problems and peo- defend a vision of the system of political organ- ple’s needs are addressed by our social welfare ization we envision to be ideal. The goal of this and human service institutions, both public course is to familiarize students with important and private. Ethical issues surrounding the themes within contemporary political theory provision of care and services in the human and the ways in which they relate to the world in services are emphasized. Principles of group which we reside. We will accomplish this dynamics, needs assessment, participant through surveying the most influential political observation and evaluative research methods theorists of our time. To the extent that this are also studied. 1 c.u. course has an overarching theme, it is a the issue Prerequisite: Junior standing. of difference in contemporary political societies whether that difference is encountered in the GIS 310 PUBLIC ADMINISTRATION form of ascriptive identities such as gender and The impact of government bureaucracies on ethnicity, or simply deep disagreements in a the policy-making process. Internal processes more ideological sense. 1 c.u. of the federal administrative units including recruitment, budgetary conflicts, formal and GIS 320 INTERNATIONAL POLITICAL informal rules and rule making; regulatory ECONOMY distributive and control functions. Interaction This course provides an introduction to the pol- between bureaucracies and state and local gov- itics of international economic relations. The erning agencies. 1 c.u. primary purpose is to give an overview of the Prerequisites: Two courses in any field by exploring the theories that political sci- of the Social Sciences, Business entists have traditionally used to analyze the ori- Administration or Accounting. gins of particular international economic arrangements. Much of the class is therefore GIS 311 PUBLIC ECONOMICS AND devoted to lectures and readings that delve into FINANCE these issues. The course has a second, equally Major issues in macroeconomic Public important intellectual project, however. there is Finance. The course examines the process by a significant difference between most econo- which government provides and allocates mists and political scientists on the one hand public goods. Major topics include the impact and many sociologists on the other about what of Federalism upon fiscal policy, voting and each filed believes drives human behavior. Based interest group behavior impact upon Finance on those different assumptions, the social sci- policy as well as the empirical and normative ence tend to diverge on questions concerning issues of taxation. 1 c.u. how we can study the social world. We will also Prerequisites: ECN 200; GIS 200. spend considerable time discussing the various assumptions that underpin theory. Finally, we GIS 312 THE THEORY AND PRACTICE will debate which of the approaches presented OF NONPROFIT MANAGEMENT in the readings and lectures are the most con- This course explores the theoretical basis of the vincing in their assesment of problems. 1 c.u. nonprofit sector in the Untied States, both his- torically and in today’s society. Differences in theory and practices in the nonprofit sector which distinguish it from private for-profit and government sectors will also be studied. 1 c.u. Prerequisite: Junior status. UNDERGRADUATE COURSES 211

GIS 322 EAST ASIAN POLITICS GIS 402 ETHICS & INTERNATIONAL ■ Multi/Transcultural & Global Awareness RELATIONS As a region, East Asia looms large in internation This course provides a theoretical and historical politics. Four of the world’s fifteen most popu- analysis of the ethical permutation of interna- lous countries (China, Indonesia, the Philip- tional relations discourse based on the premise pines and Vietnam) occupy the region, as do that a sound understanding of contemporary three of the world’s fifteen richest countries by practice and debates requires grounding in their nominal GDP (China, Japan, and South Korea). historical and theoretical roots and foundations. At the same time, international politics in East To help close the gap between theory and prac- Asia is complex and at time volatile. The pri- tice we explore issues that integrate rigorous mary objectives of this class are to help enhance thinking about principles of justice and morali- the students analytic ability for the study of ty into discussions of practical dilemmas related political dynamics and policy behaviors of the to current policy developments, global institu- most intriguing systems of East Asia (two Chi- tional arrangements, and the conduct of impor- nas, two Koreas, and Japan). The course exam- tant international actors. Theoretical discus- ines and compares the major aspects and func- sions that originate in philosophy, religion, or tions of political systems, processes, and changes the social science should connect with the inter- (general patterns of similarities and differences) ests of journalist, activists, policy-makers, and in each of these countries. Major contemporary citizens who are primarily concerned with issues and policies of the East Asian systems are assessing and reforming specific policies, as well also surveyed, with particular emphasis on how as existing rule and institutions such as the Unit- (in what ways) each government enhances its ed Nations, the World Bank, and the Interna- regime’s claim to political legitimacy. 1 c.u. tional Monetary Fund; arrangements governing trade, environmental protection, and the use of GIS 333 SELECTED TOPICS IN force; and the International Criminal Court and GOVERNMENT & INTERNATIONAL ad hoc tribunals that address genocide and past STUDIES societal injustices. 1 c.u. Depending on the instructor, topics may be suited for General Political Science or the Pub- GIS 490 INTERNSHIP IN GOVERNMENT lic Administration concentrations or the & INTERNATIONAL STUDIES minor in Public Policy. As topics change, this Supervised placement in an agency or organ- course may be repeated for credit. 1 c.u. ization which is part of, or related to, the public sector. 1 c.u. GIS 400 GLOBALIZATION & POVERTY Prerequisite: Application procedure The purpose of this course is to understand the and consent of Instructor required. conceptual and empirical issues underlaying the Criteria for entering GIS 490 Internship in political economy of global poverty and human Political Science: rights. What is poverty? What are the global 1. Class standing (Seniors have preference over dimensions of poverty? How does the discourse Juniors) of human rights relate to underlying political 2. Political Science GPA economy of global capitalism? How does the 3. Satisfactory completion of the Internship discourse of human rights relate to the underly- Program Application Procedure which includes: ing causes of inequality and poverty in the A. The application form and personal essay world? In order to do this, we will look at the in which the student’s goals and objec- relationship between human rights, economic tives, motivations, interests, interpersonal growth, poverty and inequalities in several dif- skills and previous relevant experiences ferent dimensions. After an initial exploration of are clearly articulated. these issues we will focus on the more recently B. Two letters of recommendation from developed social capabilites approach developed Faculty who are familiar with the stu- by Amartya Sen and others. We will explore the dent’s interests and performance in related courses. limits of policies under the existing institutional C. Interview with the Internship Coordina- arrangements and examine the need for funda- tor. The interview will help the Coordina- mental changes in the global political economy. tor to assess students readiness and 1 c.u. degree of motivation for the internship experience, and help students explore options regarding the most suitable placements. 212 UNDERGRADUATE COURSES

History Courses

HIS 102 INTRODUCTION TO PUBLIC HIS 116 INTRODUCTION TO LATIN HISTORY AMERICAN AND CARIBBEAN STUDIES ■ Community Orientation & Citizenship (Also LAC 116) This course will introduce students to the dis- ■ Multi/Transcultural & Global Awareness cipline of Public History including museum This course will offer a broad overview of his- studies, oral history, and public commemora- torical and contemporary issues in Latin tion, among other avenues for the preserva- American and Caribbean Studies. Special tion and dissemination of history to and for attention will be paid to the experiences of the public. Special attention will be paid to Latin American and Caribbean peoples; public debates over the commemoration of national, ethnic, and racial identities; waves historical events. 1 c.u. of migration within the region and beyond; and US-Latin American and Caribbean rela- HIS 104 INTRODUCTION TO tions. The course will draw on interdiscipli- WOMEN’S STUDIES nary materials, including scholarly articles, (Also WMS 104) and fiction. 1 c.u. ■ Community Orientation & Citizenship HIS 207 AFRICAN-AMERICAN HISTORY This course surveys some of the major themes relevant to a gendered understanding of poli- TO 1877 tics, society, and culture. The course intro- (Also AFS 207) ■ duces gender as a central category of analysis, Problem Solving & Critical Thinking Skills among others, for critical inquiry, and it (Writing Intensive) examines the experiences of women and men This course begins with the history of to offer a conceptualization of what gender Africans in continental Africa and their means for individuals both as citizens and as forced removal and enslavement in North community members. 1 c.u. America and continues through the Aboli- tion movement, Emancipation, and Recon- HIS 105 INTRODUCTION TO struction. This course will examine the cre- AFRICANA STUDIES olization of Africans in what became the (Also AFS 105) United States, and the resultant religious, ■ Multi/Transcultural & Global Awareness cultural, and political traditions. This is the This course will offer a broad survey of African first course in the African American Histo- peoples and the African Diaspora in the world, ry sequence. 1 c.u. beginning with their African origins. Special Prerequisite: WRT 108 or WRT 109 attention will be paid to the enslavement of with a final grade of C- or better. Africans, colonization, and the resultant free- HIS 215 HISTORY AND PROBLEMS dom struggles undertaken by Africans and the OF GLOBALIZATION African Diaspora. 1 c.u. ■ Multi/Transcultural & Global Awareness HIS 106 INTRODUCTION TO This course will address the historical back- GEOGRAPHY ground for current problems of globalization ■ Multi/Transcultural & Global Awareness in areas selected from the following: histories of globalization, colonialisms, the unequal dis- This course will introduce students to the tribution of wealth, global health, including a myriad forms of geography: physical, cultural, history of plagues, world trade, ethnic wars social, religious, and economic, around the and their consequences, terrorism, culture and globe at various points in time. Of particular globalization. 1 c.u. concern will be the various movements lead- Prerequisites: HIS 106, HIS 227; ing to modern globalization. 1 c.u. WRT 108 or WRT 109 with a final grade of C- or better. UNDERGRADUATE COURSES 213

HIS 216 COLONIAL LATIN AMERICA HIS 227 GLOBAL HISTORY I AND THE CARIBBEAN, 1500-1825 ■ Multi/Transcultural & Global Awareness (Also LAC 216) (Writing Intensive) This course studies the major world commu- ■ Problem Solving & Critical Thinking Skills nities in their independent development before European exploration. Students will This course explores the history of Latin compare the social and political structures, America and the Caribbean from Conquest to family structures, economics and technology, Independence. Special attention will be paid to religious belief systems, and cultures of the encounters between various peoples; the eco- major societies of Africa, Asia, the Middle nomic, political, and cultural institutions of East, and the Americas. 1 c.u. the colonial period; and the wars for inde- Prerequisite: WRT 108 or WRT 109 pendence that ended colonialism. This is the with a final grade of C- or better. first course offered in the latin American- Caribbean survey. 1 c.u. HIS 230 HISTORICAL MEDIA Prerequisite: WRT 108 or WRT 109 This course will engage students in the various with a final grade of C- or better. types of media used to document/record histo- HIS 219 WRITING HISTORY ry. Students will explore traditional, electronic, (Writing Intensive) and digital archives. The ongoing preservation ■ Problem Solving & Critical Thinking Skills and dissemination of historical materials through various media will be critically analyzed. 1 c.u. This course will introduce students to the fun- Prerequisite: HIS 102; damentals of writing history. Students will WRT 108 or WRT 109 learn to both identify and make historical with a final grade arguments, use primary and secondary of C- or better. sources to appropriately support an argument and successfully sustain an argument through- HIS 233 SELECTED TOPICS IN HISTORY out academic papers of varying lengths. Stu- ■ Problem Solving & Critical Thinking Skills dents will develop their writing by editing and This course provides for the in-depth study of revising multiple drafts of papers. 1 c.u. the people, society, culture, or movements Prerequisite: WRT 108 or WRT 109 during a particular historical period or for with a final grade of C- or better. comparative analysis of societies, cultures or HIS 225 IDEAS OF FREEDOM, movements of people or ideas during particu- AFRICAN AMERICAN HISTORY FROM lar periods, or other historical moments. This 1877-PRESENT course also allows for the in-depth study of (Also AFS 225) particular historical events. The topic and (Writing Intensive) methods of evaluation will be defined by the ■ Problem Solving & Critical Thinking Skills instructor of the course. Offered most Spring and Fall semesters. 1 c.u. This course explores the African American Prerequisite: WRT 108 or WRT 109 struggle for freedom after Reconstruction. Of with a final grade of C- or better. particular concern will be the economic, polit- ical, social and cultural struggles that African- HIS 234 ORAL HISTORY METHODS Americans waged to secure freedom and jus- This course will introduce students to best tice in the face of racial segregation and injus- practices in collecting and analyzing oral histo- tice. This is the second course in the African- ry interviews. The traditional role of oral histo- American survey. 1 c.u. ry interviews in historical preservation will be Prerequisite: WRT 108 or WRT 109 explored as will the oral tradition in many his- with a final grade of C- or better. torically underrepresented cultures. 1 c.u. HIS 226 MODERN LATIN AMERICA Required for Public History concentrations. AND CARIBBEAN, 1825-PRESENT Prerequisites: HIS 102; (Also LAC 226) WRT 108 or WRT 109 ■ Problem Solving & Critical Thinking Skills with a final grade of C- or better. This course explores the history of Latin America and the Caribbean since Independ- ence. It will pay particular attention to the colonial legacy; the abolition of slavery; eco- nomic development; twentieth-century social movements and revolutions; and relations with the United States. This is the second course offered in the Latin American- Caribbean survey. 1 c.u. Prerequisite: WRT 108 or WRT 109 with a final grade of C- or better. 214 UNDERGRADUATE COURSES

HIS 237 GLOBAL HISTORY II HIS 267 THE HISTORY OF THE ■ Multi/Transcultural & Global Awareness ENGLISH LANGUAGE This course surveys both˙ Western and non- (Also ENG 267) Western civilizations and cultures from 1500 ■ Communication Skills to the present. Emphasis is on the political, This course will examine the evolution of the social, and cultural developments of the major English language by reading texts (e.g. Beowulf, civilizations; the interactions between those Chaucer, the King James Bible) to trace the civilizations; and the development of a global development of the language from Old to Mod- community since 1500. 1 c.u. ern English. In order to explore the debates Prerequisite: HIS 227 with a final about language in modern America, we will also grade of C- or better. examine the evolution of the controversies sur- WRT 108 or WRT 109 rounding African-American English. 1 c.u. with a final grade of C- or better. Prerequisite: WRT 108 or WRT 109 with a final grade of C- or better. HIS 244 THE MAKING OF THE UNITED STATES TO 1877 HIS 300 HISTORY OF SOCIAL POLICY (Writing Intensive) AND THE POOR ■ Problem Solving & Critical Thinking Skills (Writing Intensive) This course examines the colonization process This course will examine the treatment of peo- of early North America through the making ple monetarily impoverished by public and and near unmaking of the United States in the private institutions from the colonial period to Revolutionary and Civil Wars respectively. the modern ear. Changing theories, practices, Special attention will be paid to competing and attitudes about the poor and about pover- notions, definitions, and laws regarding citi- ty are the focus of study. Of central concern to zenship and exclusion. This is the first course this course is the response of poor peoples to in the United State survey. 1 c.u. these policies and the ways in which they resis- Prerequisite: WRT 108 or WRT 109 ted and organized. Each student will write a with a final grade of C- or better. major (20 page) research paper for the course. This course will alternate between a United HIS 251 SELECTED TOPICS IN States history course and a Latin America NEW JERSEY HISTORY Caribbean history course. 1 c.u. This course examines selected aspects of the Prerequisites: WRT 108 or WRT 109; history of the United States and its people as HIS 219 or permission of the Instructor. reflected in the experience of New Jersey and New Jerseyans. Topics include immigra- HIS 302 APPLIED PUBLIC HISTORY tion and ethnicity, cultural expression, This course will advance student knowledge political change, religion, urbanization, of, and experience with, public history. Stu- business and technology, architecture, dents will engage with local museums, church- and landscape transformation.. 1 c.u. es, preservation societies, governmental Prerequisite: WRT 108 or WRT 109 offices, libraries and townships to undertake a with a final grade of C- or better. mutually agreed upon project, to provide a service to the agency and hands-on skills to the HIS 254 THE UNITED STATES students. Each student will write a major (20 IN THE WORLD, 1877-PRESENT page) research paper for this course. 1 c.u. (Writing Intensive) Prerequisites: HIS 219 with prior ■ Multi/Transcultural & Global Awareness permission of the Instructor; This course will focus on the social, political, WRT 108 or WRT 109. and economic changes that took place between Reconstruction and the present,thus propelling the United States into a position of global dominance. This course is the third and final course in the United States History sequence. 1 c.u. Prerequisite: WRT 108 or WRT 109 with a final grade of C- or better. UNDERGRADUATE COURSES 215

HIS 333 SELECTED TOPICS IN HISTORY HIS 400 SENIOR CAPSTONE PROJECT (Writing Intensive) This course provides and opportunity for stu- This course provides for the in-depth study of dents to demonstrate what they have learned the people, society, culture, or movements dur- about historical thinking, historical research, ing a particular historical period or for compar- and historical writing. History majors and ative analysis of society's, cultures, or move- Eduction co-concentrations will develop and ments of people or ideas during particular peri- complete a research project that requires a ods, or other historical moments. This course (25-35 page) paper based on both primary also allows for the in-depth study of particular and secondary sources in their concentration. historical events. Each student will write a major While the course will be taught by one profes- (20 page) research paper for this course. The sor, students are required to consult the head topic and methods of evaluation will be defined of their concentration in planning and carry- by the instructor of the course. 1 c.u. ing out their research. All students will present Prerequisites: HIS 219 with prior the results of their project to the college com- permission of the Instructor; munity. This course is the final major require- WRT 108 or WRT 109. ment undertaken by History majors and Edu- cation co-concentrations. 1 c.u. HIS 353 WOMEN’S HISTORY Prerequisites: HIS 219 and (Also WMS 353) a 300 level history course; (Writing Intensive) WRT 108 or WRT 109; This course will examine the role of women permission of the instructor required. and women’s movements n various times and places. Special attention will be paid to the HIS 405 INTERNSHIP IN HISTORY social, economic, cultural, and political options This course is designed to give students a available to women. The course will also exam- semester long experience working with a com- ine the efforts of women to achieve equality. munity organization or agency. Selected stu- Each student will write a major (20 page) dents doing a History internship will design a research paper for the course. This course will program with the head of their concentration alternate between a United States history and the selected agency. This experience is course a Latin America Caribbean history intended to give students professional experi- course, and a Global History course. 1 c.u. ence in the discipline. 1 c.u. Prerequisites: HIS 219 with prior Prerequisite: Permission of instructor. permission of the Instructor; WRT 108 or WRT 109. HIS 361 COMPARATIVE REVOLUTIONS (Also LAC 361) (Writing Intensive) This course will examine the “democratic” Revolutions in the United States, France, and Haiti. Precipitating events, choices, and out- comes will be analyzed through the process of comparing and contrasting the revolutions in each location. The treatment of racial, ethnic, and religious minorities will be given special consideration when considering ideas of citi- zenship and nationhood. Each student will write a major (20 page) research paper for this course. 1 c.u. Prerequisites: HIS 219 with prior permission of the Instructor; WRT 108 or WRT 109. 216 UNDERGRADUATE COURSES

Honors Courses

HON 101 OUT OF THE BOX when appropriate, by submission to the Gen- This interdisciplinary seminar is for honors- eral Education Committee. 0.5 c.u. level freshmen who want to explore theories of This course may be repeated multiple intelligences, diverse learning styles, for credit as topics change. the campus resources, and off-campus learning HON 499 HONORS SEMINAR activities. Discussions and activities connect freshmen with professors, scholars and artists An interdisciplinary course on topics that arise in and outside the classroom, on and off cam- from any of the academic disciplines. Specific pus. Students reflect on their own work and tal- topics may include culture, art, identity, socio- ents and the goals for their education. 0.5 c.u. biology, and literature, among others. Divi- sions can elect to offer major and/or General HON 498 HONORS SEMINAR Education elective credit for a given seminar An interdisciplinary course on topics that arise when appropriate, by submission to the Gen- from any of the academic disciplines. Specific eral Education Committee. 1 c.u. topics may include culture, art, identity, socio- This course may be repeated biology, and literature, among others. Divi- for credit as topics change. sions can elect to offer major and/or general education elective credit for a given seminar For additional information, see pages 118 & 271. Interdisciplinary Studies Courses

IDS 125 CAREER PLANNING SEMINAR IDS 221 RESEARCH METHODS USING This course will develop students' self-aware- THE LIBRARY AND INTERNET ness in terms of values, interests, and skills and Methods applied in retrieving and evaluating provide information about occupations print and electronic information. This course through studies of career areas. It also aims to includes lecture, hands on experience, and indi- help students connect self-awareness with vidual and group projects involving library information about the world of work and collections and on-line data bases. 0.5 c.u. helps develop communication skills needed Corequisite: WRT 105 or WRT 106. for interviewing and careers. Teaching meth- ods will include lectures, class discussions, and IDS 250 SEMINAR IN videotaping. 0.5 c.u. INTERDISCIPLINARY STUDIES This course does not carry General Selected topics to be announced. 1 c.u. Education elective credit. IDS 361 CAREER PLANNING IDS 155 PATHWAYS TO LABORATORY ADULT LEARNING Seniors will have the opportunity to identify This entry level, multidisciplinary course is career possibilities as they are related to individ- recommended of all evening and weekend ual skills, interests, and aptitudes. Career and freshmen. It is designed to help adult learners employment outlook will be investigated. Cre- make the transition to formal learning by ative job search strategies, including effective strengthening skills and acquiring new knowl- resume writing and interview techniques, will edge. The course also aims to help students be covered. Teaching methods will include lec- learn to balance personal, professional and ture, discussion, independent study, role-play- academic schedules. 0.5 c.u. ing, and videotaping. 0.5 c.u. Prerequisite: Senior standing. This course does not carry General Education elective credit. UNDERGRADUATE COURSES 217

Latin American & Caribbean Studies Courses

LAC 110 SPANISH LANGUAGE AND LAC 120 SPANISH LANGUAGE AND CULTURE I CULTURE II (Also SPA 110) (Also SPA 120) ■ Communication Skills ■ Communication Skills Introductory course to Spanish Language and Further development of language skills to Culture. Basic language skills for the student broaden awareness and increase appreciation of who has no previous knowledge of the language. the culture. 1 c.u. Course will cover different language functions, Prerequisite: LAC/SPA 110 or basic vocabulary, simple grammatical structure, two years of high school Spanish or oral recitation and written composition. In addi- consent of the Instructor. mpare tion to language studies, the course will co LAC 125 FRENCH LANGUAGE AND and contrast American, Latin American, Latino CULTURE II and Spanish cultures. 1 c.u. (Also FRN 125) LAC 111 CULTURAL ANTHROPOLOGY ■ Communication Skills (Also APG 111) Further development of language skills to ■ Multi/Transcultural & Global Awareness broaden awareness and increase appreciation of An analysis of the theory and universality of cul- the culture. 1 c.u. ture from the historical, functional and structural Prerequisite: FRN/LAC 115 or two approaches. Emphasis on cross-cultural compar- years of high school French or consent isons as a basis for understanding contemporary of the Instructor. society. 1 c.u. LAC 203 COMPARATIVE POLITICAL SYSTEMS LAC 115 FRENCH LANGUAGE AND (Also GIS 203) CULTURE I General problems of comparative analysis. (Also FRN 115) Political communication, political culture, ■ Communication Skills modernization and nation-building, conflict and Introductory course to French Language and revolution. 1 c.u. Culture. Basic language skills for the student who has no previous knowledge of the language. LAC 210 CULTURES OF THE ANGLO AND Course will cover different language function, FRENCH CARIBBEAN basic vocabulary, simple grammatical structures, (Also APG 210) oral recitation and written composition. In addi- Cultural traditions of the Anglo and French tion to language studies, the course will compare Caribbean will be explored. Each cultural area French and French diasporic cultures in the will be examined in terms of its history of slav- Caribbean, Africa and elsewhere. 1 c.u. ery and planation life, race and ethnic relations, socio-economic and political change, and family LAC 116 INTRODUCTION TO LATIN and community organization. 1 c.u. AMERICAN AND CARIBBEAN STUDIES Prerequisite: WRT 108 or WRT 109. (Also HIS 116) This course will offer a broad overview of his- LAC 216 COLONIAL LATIN AMERICA torical and contemporary issues in Latin AND THE CARIBBEAN, 1500-1825 American and Caribbean Studies. Special (Also HIS 216) attention will be paid to the experiences of (Writing Intensive) Latin American and Caribbean peoples; ■ Problem Solving & Critical Thinking Skills national, ethnic, and racial identities; waves This course explores the history of Latin of migration within the region and beyond; America and the Caribbean from Conquest to and US-Latin American and Caribbean rela- Independence. Special attention will be paid to tions. The course will draw on interdiscipli- encounters between various peoples; the eco- nary materials, including scholarly articles, nomic, political, and cultural institutions of and fiction. 1 c.u. the colonial period; and the wars for inde- pendence that ended colonialism. This is the first course offered in the latin American- Caribbean survey. 1 c.u. Prerequisite: WRT 108 or WRT 109 with a final grade of C- or better. 218 UNDERGRADUATE COURSES

LAC 224 AMERICAN FOREIGN POLICY LAC 241 MINORITY GROUPS AND (Also GIS 224) RACE RELATIONS American foreign policy today. American rela- (Also SOC 241) tions with major allies, the Communist coun- This course examines race, ethnicity, racism, tries and the Third World. Current problems in prejudice, discrimination, majority-minority American foreign policy such as d’etente, nation- relations, and other intergroup relations from a al security, disarmament, the global allocation of sociological perspective, paying close attention resources. 1 c.u. to the experiences of the major racial/ethnic groups in the United States, namely, American LAC 226 MODERN LATIN AMERICA Indians, European Americans, African-Amer- AND CARIBBEAN, 1825-PRESENT icans, Latinos, and Asian Americans. 1 c.u. (Also HIS 226) Prerequisite: PSY 100 or SOC 100. ■ Problem Solving & Critical Thinking Skills This course explores the history of Latin LAC 257 PEOPLES AND CULTURES OF America and the Caribbean since Independ- LATIN AMERICA AND THE CARIBBEAN ence. It will pay particular attention to the (Also ENG/HIS/SOC 257) colonial legacy; the abolition of slavery; eco- This interdisciplinary core course is designed to nomic development; twentieth-century social introduce students to the richness and diversity movements and revolutions; and relations of Latino/Latin American and Caribbean cul- with the United States. This is the second tures by examining the geography and ecology of course offered in the Latin American- the region, its history, politics and economics, its Caribbean survey. 1 c.u. literature, music and arts, and contemporary Prerequisite: WRT 108 or WRT 109 issues like migration and globalization. 1 c.u. with a final grade of C- or better. Prerequisite: WRT 108 or WRT 109 LAC 232 LATIN AMERICAN LITERATURE with a final grade of C- or better. SURVEY LAC 264 CARIBBEAN LITERATURE (Also ENG 232) (Also ENG 264) ■ Multi/Transcultural & Global Awareness ■ Multi/Transcultural & Global Awareness Survey of Latin American literatures from the sixteenth century to the present. Emphasis is Study of Caribbean literature with emphasis upon literary discourses the reflect and shape upon the oral and literary traditions of the the diverse array of Latin American cultural English-speaking Caribbean. Consideration is identities throughout the region. 1 c.u. also given to creole Caribbean languages and Prerequisite: WRT 108 or WRT 109 the ways in which they have shaped the devel- with a final grade of C- or better. opment of Caribbean literatures and cultures. Prerequisite: WRT 108 or WRT 109 LAC 233 SELECTED TOPICS IN LATIN with a final grade of C- or better. 1 c.u. AMERICAN AND CARIBBEAN STUDIES (Also HIS 233) LAC 268 HAITIAN LITERATURE (Also AFS/ENG 268) This course provides for the in-depth study of ■ Multi/Transcultural & Global Awareness the people, society, culture, or movements during a particular historical period or for Haitian literature explores the literary con- comparative analysis of societies, cultures or tributions of prominent writers, artists, movements of people or ideas during particu- and filmmakers from Haiti and the Haitian lar periods, or other historical moments. This Diaspora. All course texts are in translated course also allows for the in-depth study of to English. Using the literature as a lens, the particular historical events. The topic and course investigates Haitian history and methods of evaluation will be defined by the Haitian cultural discourses. Haiti’s historic instructor of the course. Offered most Spring and cultural impact in the Caribbean and Fall semesters. 1 c.u. region and throughout the Americas is also Prerequisite: 200-level history course. considered. 1 c.u. Prerequisite: WRT 108 or WRT 109 with a final grade of C- or better. UNDERGRADUATE COURSES 219

LAC 305 BEYOND BLACK AND WHITE: LAC 361 COMPARATIVE REVOLUTIONS LATINOS IN THE UNITED STATES (Also HIS 361) (Also SOC 305) (Writing Intensive) Latinos, or Hispanic Americans, constitute the This course will examine the “democratic” largest minority in the United States today. Yet, Revolutions in the United States, France, and in a society that continues to focus on the Black- Haiti. Precipitating events, choices, and out- White racial divide, Latinos are often ignored. comes will be analyzed through the process of This course explores the experiences of Latinos comparing and contrasting the revolutions in from a sociological perspective. Topics include each location. The treatment of racial, ethnic, immigration trends, the meaning of race in the and religious minorities will be given special construction of Hispanic ethnicity, educational consideration when considering ideas of citi- attainment, work, health, media representations, zenship and nationhood. Each student will and family life. 1 c.u. write a major (20 page) research paper for this Prerequisite: SOC 100. course. 1 c.u. Prerequisites: HIS 219 with prior LAC 333 SELECTED TOPICS IN LATIN permission of the Instructor; AMERICAN AND CARIBBEAN STUDIES WRT 108 or WRT 109. Selected topics with Latin American and LAC 370 SOCIOLOGY OF LATIN Caribbean focus. 1 c.u. Prerequisites defined by department AMERICA AND THE CARIBBEAN offering course. (Also SOC 370) The richness and diversity of Latin American cul- LAC 356 MAJOR LATIN AMERICAN AND tures, the region’s turbulent history of conquest CARIBBEAN WRITERS and colonization, the politics of development and (Also ENG 356) underdevelopment, and national struggles for Major figures in the literature of Latin America reform and revolution are examined. 1 c.u. and the Caribbean in translation. Writers will Prerequisite: SOC 100. include: Allende, Borges, Vargas, Llosa, Fuentes, Hijuelos, Wolcott, Marquez, and Paz. 1 c.u. Prerequisite: 200 level HUM or consent of the Instructor. 220 UNDERGRADUATE COURSES

Mathematics Courses

MTH 106 MATHEMATICS FOR MTH 141 COLLEGE ALGEBRA ELEMENTARY SCHOOL TEACHERS The concept of functions and their properties A course designed to develop an understand- form a central theme. Multiple representations ing of the mathematical concepts supporting of function properties are made possible topics taught at the elementary level. Central through the use of the TI-84+ graphing calcu- to these is the number sense required to teach lator. Polynomial, quadratic, exponential, and basic operations (addition, subtraction, multi- logarithmic functions are considered. The plication and division) with non-negative inte- course also includes an introduction to matri- gers. Fractions, decimals, mental calculation ces as a method of solving systems of equa- tions and the study of descriptive statistics in and estimation are also considered. Students order to interpret data and make informed will use visualization, diagrams, manipulatives, decisions. Students may not receive credit for and engaging in mathematical conversation to both MTH 140 and MTH 141. 1 c.u. explore alternative ways of understanding and Prerequisite: An appropriate score communicating required concepts. 1 c.u. on the mathematics placement test This course does not satisfy the or an SAT Mathematics score of mathematics requirement of the 550 or higher. General Education Core. MTH 160 PRECALCULUS: ENHANCED MTH 130 TRANSITION TO COLLEGIATE This is an enriched pre-calculus course sup- MATHEMATICS ported by structured activities to promote stu- (Formally MTH 103) dent success. The concept of functions and A course designed to develop a transition from their properties form a central theme. Multiple high school expectations to the study of math- representations of function properties are made ematics at the collegiate level made easier possible through the use of the TI-84+ calcula- through the use of the TI-84+ graping calcula- tor. Polynormal, quadrantic, rational, exponen- tor as an aid to understanding of mathematical tial, logarithmic and trigonometric functions concepts. Critical thinking will be a central are considered. In addition MTH 160 includes theme woven through the concepts of number an introduction to statistics through the study sense; using percents to show change and com- of descriptive statistics and an overview of parison; solving simple equations through the matrices as a method of solving systems of application of interest, discount, and sales price; equations, applications of vectors and polar and introductory algebra including applica- coordinates, and an introduction to limits and tions of linear and quadratic functions. This tangent lines. Students may not receive credit course will be waived if the student’s mathe- for both MTH 160 and MTH 161. 1 c.u. matical preparation is sufficient. Students who Prerequisite: MTH 130 or an have received credit for a higher level mathe- appropriate score in the mathematics matics may not take this course. 1 c.u. placement test. MTH 140 COLLEGE ALGEBRA: MTH 161 PRECALCULUS ENHANCED The concept of functions and their properties This is an enriched college algebra course sup- form a central theme. Multiple representations ported by structured activities to promote stu- of function properties are made possible dent success. The concept of functions and through the use of the TI-84+ graphing calcu- their properties form a central theme. Multiple lator. Polynormal, quadrantic, rational, expo- representations of function properties are nential, logarithmic and trigonometric func- made possible through the use of the TI-84+ tions are considered. In addition, MTH 161 graphing calculator. Polynomial, quadratic, includes an introduction to statistics through exponential, and logarithmic functions are the study of descriptive statistics, an overview of considered. The course also includes an intro- matrices as a method of solving systems of duction to matrices as a method of solving sys- equations, applications of vectors and polar tems of equations and the study of descriptive coordinates, and an introduction to limits and statistics in order to interpret data and make tangent lines. Students may not receive credit informed decisions. Students may not receive for both MTH 160 and MTH 161. 1 c.u. credit for both MTH 140 and MTH 141. Prerequisite: An appropriate score Prerequisite: MTH 130 or an 1 c.u. on the mathematics placement test appropriate score in the mathematics or an SAT Mathematics score of placement test. 550 or higher. UNDERGRADUATE COURSES 221

MTH 200 APPLIED STATISTICS I MTH 330 GEOMETRY This course covers the methodology of organ- This is an axiomatic approach to geometry izing, summarizing, and presenting statistical which compares various analyses of Euclid’s data. Students calculate and interpret the fifth postulate resulting in non-Euclidian measures of central tendency and dispersion geometries. Several finite geometries are and are introduced to probability and distri- studied. 1 c.u. bution theory (Normal, Binomial, Poisson). Prerequisite: MTH 222. They use distribution and sampling theory to make statistical inferences. 1 c.u. MTH 331 FOUNDATIONS OF ADVANCED Prerequisite: MTH 140, or MTH 141, 160, or MATHEMATICS MTH 161. This is a study of the development of concepts and tools used in abstract mathematics. MTH 221 CALCULUS AND ANALYTIC Emphasis is on writing proofs, logic, set theory, GEOMETRY I formal axiom systems, and the real number sys- Basic theory of differential calculus through tem from an axiomatic point of view. 1 c.u. the concepts of limits and continuity are the Prerequisite: MTH 221. goals of this course. Necessary analytic geom- etry is developed as required. Algebraic and MTH 332 DISCRETE MATHEMATICS trigonometric functions, curve sketching and Topics in this course include: elementary set applications to real world problems (including theory, permutations and combinations, dis- maximum/minimum problems). The Mean crete functions, relations and graphs, trees, Value Theorem, and its consequences are cov- counting procedures and Boolean Algebra. ered. 1 c.u. Application of these topics in computer sci- Prerequisite: MTH 160 or MTH 161 ence will be covered. 1 c.u. with a grade of C or higher. Prerequisite: MTH 160 or MTH 161 with a grade of C or better. MTH 222 CALCULUS AND ANALYTIC GEOMETRY II MTH 337 LINEAR ALGEBRA This is an introduction to the integral calculus This is a course in the abstract mathematics and its application to the solution of real sequence. Topics include: systems of linear world problems. Integration of exponential, equations, matrices, vectors, linear transfor- logarithmic and trigonometric functions, mations, bases, linear independence, orthogo- techniques of integration, and an introduction nality, eigenvectors and eigenvalues. 1 c.u. to differential equations are covered. 1 c.u. Prerequisite: MTH 331. Prerequisite: MTH 221. MTH 415 ABSTRACT ALGEBRA MTH 223 CALCULUS AND ANALYTIC This is the final course in the abstract mathe- GEOMETRY III matics sequence. Topics include: groups, rings, The study of calculus is continued through fields, integral domains, isomorphisms, sequences and series, multivariable functions homomorphisms, sub group structure of and their derivatives, multiple integrals and finite groups. 1 c.u. vector valued functions, Green’s Theorem, and Prerequisite: MTH 331. Stokes’ Theorem. Applications using the graphing calculator are included. 1 c.u. MTH 423 ADVANCED CALCULUS Prerequisite: MTH 222. This course is a rigorous treatment of the basic concepts of calculus including limits, continu- MTH 310 NUMBER THEORY ity, differentiation, and the Riemann integral. This is a formal study of the integers through Properties of the real number system, and prime numbers, divisibility, congruencies, Euler’s extensions of the Mean Value Theorem are function and quadratic reciprocity. 1 c.u. also considered. 1 c.u. Prerequisite: MTH 222. Prerequisite: MTH 223. MTH 320 DIFFERENTIAL EQUATIONS The focus of this course is the solution of differ- ential equations. Topics include: separation of variables, homogeneous equations, integrating factors, linear and higher order equations and applications via classical and computer based methods. 1 c.u. Prerequisite/Corequisite: MTH 223. 222 UNDERGRADUATE COURSES

Network Engineering Courses

NTW 101 DATA REPRESENTATION AND NTW 205 ROUTING AND SWITCHING DIGITAL LOGIC ESSENTIALS ■ Scientific & Technological Skills This course is based on Cisco Networking The course explores how computers repre- Academy CCNA curriculum. This is the second sent different types of data; numeric, text, of two courses to prepare students for the image, and audio. Students learn about the CCENT/ICDN1 certification test. The course difference between analog and digital signals, introduces students to basic switching and rout- finite precision, Boolean logic and simplifica- ing concepts, configurations and troubleshoot- tion of digital circuits using Boolean algebra. ing. Topics include VLANs, InterVLAN routing, In addition, they learn how computers per- static and dynamic routing protocols RIP2 form arithmetic using adders, and how bit and OSPF. Students will also be introduced to storage is implemented using latches and firewalls, DHCP and NAT. 1 c.u. flip-flops. At a higher level, students also Prerequisite: NTW 115. learn how computer components interact to NTW 210 WINDOWS NETWORK achieve computing; memory hierarchy, OPERATING SYSTEM chipset and system clock, bus system archi- tecture, storage device organization, and Introduces students to the basic operation and motherboard/CPU. 1 c.u. management of a Microsoft NOS (Network Laboratory work is integrated Operating System) LAN. Students will be able within the class. to install a server, and a workstation software in Students possessing CompTIA A+ a LAN environment. Troubleshooting and net- certification will be granted credit for work security will be emphasized. Topics will NTW 101. also include policy loan controllers, perform- ance monitoring, and troubleshooting tech- NTW 115 INTRODUCTION TO niques. Students will be able to configure NOS COMPUTER NETWORKS features and utilities for upgrades and interop- ■ Scientific & Technological Skills erability with other NOSs and clients. 1 c.u. This course is based on Cisco Networking Laboratory work is integrated Academy CCNA curriculum. This is the first within the class. of two courses to prepare students for the Includes one two-hour laboratory per week. CCENT/ICDN1 certification test. The course Prerequisite: NTW 205. introduces students to LANs, WANs and the Internet. Topics include the seven-tier OSI NTW 215 INTRODUCTION TO mode. TCP/IP, transmission media, Ethernet COMPUTER SECURITY and IPv4/IPv6 addressing. Students will also This course provides students with the be introduced to routing and switching and knowledge and skills to secure and safeguard the use of IOS to build and troubleshoot a applications and services from the threat and small network. 1 c.u. vulnerabilities of unauthorized acess. The Laboratory work is integrated course covers the majority of the Security+ within the class. certification. Topics discussed include Prerequisite: NTW 101. authentication methodologies, forms of cyber-attacks, virtual private networks, fire- walls, cryptography, web security, and physi- cal security. 1 c.u. Prerequisite: NTW 115. NTW 218 WIRELESS NETWORKS Introduces students to Wireless Networks con- figurations, maintenance, and troubleshooting with strong emphasis on design, security vulner- abilities and management. Students gain insight on emerging Wireless LAN protocols, Media Access standards and Radio Frequency funda- mentals. Configuration and troubleshooting of Access Points and hosts to a wired network will be emphasized in a lab-environment. 1 c.u. Prerequisite: NTW 210. UNDERGRADUATE COURSES 223

NTW 225 MANAGING LAN DEVICES NTW 415 CYBER SECURITY The course is intended to introduce students to This course is the first of two Cyber Security tasks involved in implementing, managing, and courses based on the CCNA Security curricu- maintaining server-based networks. These tasks lum. It provides advanced skills and techniques include implementing routing; implementing, to mitigate common security vulnerabilities managing, and maintaining DHCP, DNS, and and threats. Students will be able to implement WINS; securing Internet Protocol (IP) traffic security techniques and configure devices to with Internet Protocol security (IPSec) and cer- secure LANs and WANs, implement AAA tificates; implementing a network access infra- (Authentication, Authorization and Account- structure by configuring the connections for ing) and configure firewalls. Students will also remote access clients; and managing and mon- be able to implement zone-based firewalls and itoring network access. 1 c.u. Intrusion Prevention systems. 1 c.u. Prerequisite: NTW 200. Prerequisites: NTW 215, NTW312. NTW 305 SCALING NETWORKS Laboratory work is integrated within the class. The course is based on Cisco Networking Academy CCNA curriculum. This is the first of NTW 420 NETWORK SYSTEM two courses to prepare student for the DEVELOPMENT PROJECT CCNA/ICDN2 certification test. The course A final, major independent project, under the introduces student to scaling networks with supervision of Department faculty members LAN Redundancy and LAN aggeration, config- forms a capstone experience for senior Net- uration and troubleshooting of wireless LANs, work Engineering major students. 1 c.u. Multi-area OSPF and advanced EIGRP are Prerequisite: Senior standing or covered. Students will also be able to manage consent of the Program Coordinator. IOS systems imaging and licenship. 1 c.u. Prerequisite: NTW 210. NTW 430 SELECTED TOPICS IN NETWORK ENGINEERING NTW 312 CONNECTING NETWORKS This course covers advanced topics in Network This course is based on Cisco Networking Engineering. It is offered only when there is an Academy CCNA curriculum. This is the sec- opportunity to present material not included ond of two courses to prepare students for the in the curriculum. 1 c.u. CCNA/ICDN2 certification test. The course Course may be repeated for credit introduces student to designing and connect- as topics change. ing a WAN. Topics include point-to-point Laboratory work is integrated connections, frame relay, broadband solutions within the class. and how to secure a site-to-site connection. Prerequisite: Announced for each offering. Students will also be able to monitor and trou- bleshoot a network using various hardware/ software tools. 1 c.u. Laboratory work is integrated within the class. Prerequisite: NTW 305. NTW 391 NETWORK ENGINEERING INTERNSHIP This is an elective course designed to provide field experience in establishing, maintaining, and troubleshooting local area networks. Placements may include business settings, school districts, and the College’s laboratories, administrative systems, and Advanced Tech- nology Institute. 1 c.u. Prerequisite: NTW 200 or current CCNA certification. May be repeated once for credit. Credit may not be earned by life learning assessment. 224 UNDERGRADUATE COURSES

Nursing Courses

NUR 105 NUTRITION NUR 241 ADULT HEALTH I Study of nutrition in relation to nutrients Introduces basic medical surgical concepts inte- throughout the life cycle. Nursing assessment, gral to care of the adult client. Develops critical planning and evaluation of diet, and food thinking and basic technical skills. Applies the beliefs are explored. 0.5 c.u. nursing process and prioritize care to selected Prerequisite: Pre-Nursing major students interventions. Requires extensive independent only and Prerequisite or Corequisite practice. Requires laboratory and clinical days. WRT 102 or WRT 105 or 106 Prerequisites: CHM 120; 1.5 c.u.s and BIO 205 NUR 215, NUR 235; PSY 100; SOC 100. Corequisites: BIO 200; NUR 358. NUR 215 FOUNDATIONS OF PROFESSIONAL PRACTICE NUR 323 PSYCHIATRIC/BEHAVIORAL Introduces the students to the knowledge base HEALTH NURSING of professional nursing. Presents theoretical Focuses on therapeutic use of self with individ- foundations that support practice such as criti- uals, families, and communities to promote cal thinking, communication, ethics and law, behavioral health. Uses a research based and nursing theorists and health and illness. Intro- holistic approach to provide nursing care for duces professional values of caring, altruism, clients exhibiting behavioral disorders within a autonomy, human dignity, integrity and social cultural context including anxiety, mood and justice. Explores the history of nursing creating psychotic disorders in acute care and commu- an understanding for current nursing practice nity settings. Requires 1 clinical day. 1 c.u. and education. Initiates the socialization of the Prerequisite: All 200 level Nursing courses. student to the expectations of the profession of Corequisites: NUR 236, NUR 349, nursing. Includes a weekly laboratory to foster NUR 355. success in the major. 1 c.u. Prerequisites: BIO 206; MTH 140/ NUR 341 ADULT HEALTH II MTH 141; NUR 105; WRT 108 or WRT 109. Builds on Adult Health I. Reinforces contem- Corequisites: CHM 120; NUR 235. porary medical-surgical concepts integral to the NUR 235 HEALTH AND PHYSICAL care of the client. Focuses on acute and chron- ASSESSMENT ic diseases and related nursing interventions in Introduces selected foundational nursing con- the acute care setting. Reinforces organizational cepts. Develop skills in health and physical skills and ability to prioritize client care found- assessment and apply it to well adult popula- ed on evidence based practice. Requires 2 clini- tions. This course includes a lecture component cal days. 1.5 c.u.s as well as a laboratory component which Prerequisites: NUR 236, NUR 323, requires extensive practice time. Requires suc- NUR 349, NUR 355. cessful achievement of practicum to demon- Corequisite: NUR 351. strate mastery of skills. Limited clinical experi- NUR 349 GROWTH AND DEVELOPMENT ences may be included. 1 c.u. Prerequisites: BIO 206; MTH 140/ Focuses on growth and development from MTH 141; NUR 105; WRT 108 or WRT 109. newborn to senescence. Provides the frame- Corequisites: CHM 120; NUR 215. work for understanding the person and factors that predispose individuals to health-wellness NUR 236 PATHOPHYSIOLOGY and disease-illness. Includes understanding of Overview of principles of physiology and com- physical, cognitive, emotional, social and envi- mon pathology found in humans. Clinical situ- ronmental factors influencing development. ations and case studies used to analyze and dis- Cultural influences on the person emphasized cuss the etiology of disease processes. Develop through discussion and case studies. 0.5 c.u. rationales for management of clients experienc- Prerequisites: NUR 236, NUR 323, ing abnormal bodily function. 1 c.u. NUR 355. Prerequisites: NUR215 and NUR 235 . Corequisites: NUR 341, NUR 351. Corequisites: BIO 200 and NUR 241. Prerequisite/Corequisites: CHM 120. UNDERGRADUATE COURSES 225

NUR 351 MATERNITY AND PEDIATRIC NUR 441 ADULT HEALTH III NURSING Introduces critical care nursing theory, empha- Uses concepts of growth and development, sizes and reinforces adult nursing principals. family theory, and the nursing process to Focuses on clients with multi-system problems. interact with children and families for health Designs, implements, and evaluates nursing promotion and illness prevention. Course care of clients with complex health care issues. centers on care of women during antepar- Requires 2 clinical days. 1.5 c.u.s tum; birth; postpartum: newborns and chil- Prerequisite: All 300 level Nursing courses. dren during wellness and illness. Focuses on Corequisite: NUR 460. priority setting strategies for family centered NUR 454 COMMUNITY NURSING education. Requires1clinical day. 1 c.u. Prerequisites: NUR 236, NUR 323, Applies primary and secondary prevention, expands focus from the nurse client interaction NUR 349, NUR 355. to the nurse-community relationship. Intro- Corequisites: NUR 341. duces the community as a client, as well as NUR 355 NURSING RESEARCH strategies to promote health and prevent dis- (Writing Intensive) ease. Clinical experiences provide students the opportunity to explore the roles of nurses in the Focuses on research as a foundation for community and the diverse populations they practice, education, and health care policy. serve. Requires two (2) clinical days each week. Introduces the concepts and processes of nurs- Prerequisites: NUR 441, NUR 460. 1.5 c.u.s ing research and evidence-based practice to Corequisite: NUR 461. enable students to become critical consumers and evaluators of research findings for use in NUR 460 CAPSTONE PROJECT I practice. Includes weekly laboratory session that (Writing Intensive) focus on different styles of writing and the effec- Opportunities to apply previous course content tiveness of the writing as a means of professional and major concepts of the nursing curriculum communication. 1 c.u. in a culminating project that demonstrates Prerequisites: All 200 Level Nursing courses; integration of college competencies. Students MTH 200. create an original patient/health-oriented proj- Corequisites: NUR 236, NUR 323, ect in areas such as: Clinical Practice, Evidence- NUR 349. Based Practice (EBP), Political Activism, Research, and Certification in health-related NUR 358 PHARMACOLOGY specialty area. 0.5 c.u. Students study the science of pharmacology to Prerequisite: All 300 level Nursing courses. develop an understanding of drugs and their Corequisite: NUR 441. interactions in humans. Drug classifications provide the framework for nursing interven- NUR 461 CAPSTONE PROJECT II tions and client education. Dimensional analy- (Writing Intensive) sis is used to solve a variety of medication cal- Students implement projects designed in culation problems. 1 c.u. NUR 460 Capstone I, such as Clinical Practice, Prerequisites: CHM 120; Evidence-Based Practice (EBP), Research, NUR 215, NUR 235. Political Activism, Research or Certification in Corequisites: BIO 200; NUR 241. a Specialty Area. This will involve off-campus NUR 404 MANAGEMENT AND field experiences depending upon specific LEADERSHIP individual/team project. 0.5 c.u. Prerequisite: NUR 460. Theory provides the framework for under- Corequisites: NUR 404, NUR 454. standing leadership role performance and man- agement principals. Course promotes develop- ment of personal attributes for leadership and management. Clinical settings may be used to foster application of theory to practice. 1 c.u. Prerequisite: NUR 441. Corequisite: NUR 461. 226 UNDERGRADUATE COURSES

Nursing Courses–RNto BSN

NUR 305RN BRIDGE TO THE NUR 404RN MANAGEMENT AND PROFESSION–RN LEADERSHIP–RN Course introduces the RN student to current Course provides the essential and founda- concepts and theories of professional nursing. tional leadership skills necessary for the RN Explores theoretical foundations that support student to progress in complex clinical critical thinking, communication skills, ethics environments. Content explores the com- and law, professional values and the health/ill- plexity of organizational cultures and sys- ness continuum. Examines the dynamics of the tems for the emerging leader. Concepts of evolving healthcare delivery system and the change and innovation, personal attributes impact on health policies. Course focuses on of leaders, conflict skills, patient care deliv- the core healthcare professional competencies ery models, interdisciplinary practice, established by the Health and Medicine Divi- healthcare economies, and ethical chal- sion of the National Academies of Sciences, lenges prepare the RN student for leader- Engineering and Medicine. 1 c.u. ship roles in this time of significant health Prerequisite: WRT 108 or WRT 109. transformation. 1 c.u. Prerequisite: All 300 level Nursing courses. NUR 335RN HEALTH AND PHYSICAL ASSESSMENT–RN NUR 445RN COMMUNITY NURSING–RN RN students develop comprehensive physical Builds on NUR 345-RN, expanding the focus assessment techniques and apply them in from the nurse-client interaction to the nurse- assessing the health status of people across the community relationship. Content includes con- life span. This course includes a lecture com- cepts essential for the community/public health ponent as well as a laboratory component nurse. Clinical experiences provide students the which requires extensive practice time. opportunity to explore the roles of nurses in the Requires successful achievement of practicum community and the diverse populations they to demonstrate mastery of skills. 1 c.u. serve. Includes one (1) clinical practice day each Prerequisite: WRT 108 or WRT 109. week. 1.5 c.u.s Prerequisite: All 300 level nursing courses. NUR 345RN FOUNDATIONS IN COMMUNITY–RN NUR 460RN CAPSTONE PROJECT I–RN Focuses on health promotion for the individual (Writing Intensive) and family in the community. Explores com- Opportunities to apply previous course content munity health risk across the lifespan and and major concepts of the nursing curriculum strategies effective in risk reduction. 1 c.u. in a culminating project that demonstrates Prerequisites: NUR 305RN, NUR 335RN. integration of college competencies. Student creates an original patient/health-oriented NUR 355RN NURSING RESEARCH–RN project in areas such as: Clinical Practice, Evi- (Writing Intensive) dence-Based Practice (EBP), Political Activism, Introduces the concepts and processes of nurs- Research, and Certification in a health-related ing research and evidence based practice to specialty area. 0.5 c.u. enable students to become critical consumers Prerequisite: All 300 level Nursing courses. and evaluators of research findings. Focuses on the utilization and application of research and NUR 461RN CAPSTONE PROJECT II–RN evidence based findings in practice. Spends sig- (Writing Intensive) nificant amount of course time on different Students implement projects designed in NUR styles of writing and the effectiveness of the 460RN Capstone I-RN, such as Clinical Prac- writing as a mode of communication. 1 c.u. tice, Evidence-Based Practice (EBP), Research, Prerequisites: NUR 305RN, NUR 335RN; Political Activism, and Certification in a Spe- PSY 245 or MTH 200. cialty Area. This will envolve off-campus field experiences dependent upon specific individ- ual/team project. 0.5 c.u. Prerequisite: NUR 460RN. UNDERGRADUATE COURSES 227

Philosophy Courses

PHL 100 INTRODUCTION TO PHL 211 PHILOSOPHY OF EDUCATION PHILOSOPHY Changing attitudes and approaches to educa- ■ Problem Solving & Critical Thinking Skills tion in Europe and America in the context of A survey of perennial issues and problems of an understanding of philosophical develop- philosophy addressed from historical or con- ments. The course includes works from Plato temporary perspectives. Such problems may to Sartre, from Mather to Mann, and from include: freedom and determinism, personal Dewey to B. F. Skinner. 1 c.u. identity, the existence of God, right and Prerequisite: WRT 108 or WRT 109 wrong, reason and sensation, problems of with a final grade of C- or better. knowledge, etc. 1 c.u. Corequisite: WRT 102 or WRT 105 PHL 214 HISTORY OF PHILOSOPHY: or WRT 106. ANCIENT/MEDIEVAL A representative survey beginning with the PHL 101 CONTEMPORARY MORAL pre-Socratics (e.g. Parmenides-Heraclitus, ISSUES Pythagoras, the Atomists) and, continuing ■ Problem Solving & Critical Thinking Skills through the major theories of Plato and Aris- Contemporary moral issues in the light of tradi- totle, ending with Plotinus and representative tional and contemporary philosophical analysis. medieval philosophers such as Anselm, Racial discrimination, violence, poverty and Aquinas, Augustine, etc. Typically a focus on affluence, changing moral standards, the values issues of metaphysics and epistemology. 1 c.u. of a business society, and the rights, responsibil- Prerequisite: WRT 108 or WRT 109 ities and problems of the individual with respect with a final grade of C- or better. to his society. 1 c.u. Corequisite: WRT 102 or WRT 105 PHL 215 HISTORY OF PHILOSOPHY: or WRT 106. MODERN Beginning with the early Renaissance, a repre- PHL 102 PHILOSOPHY IN LITERATURE sentative survey of developments in science and Examination of the philosophical content of philosophy, including the Rationalist philo- works of both literary and philosophical merit. sophical systems of Descartes, Leibnitz and Writers such as Hesse, Dostoyevsky, Camus, Tol- Spinoza, and later the common sense philoso- stoy, Kafka, Bellow, Steinbeck, Brecht, Orwell, phies of the 17th, 18th Century British Empiri- Murdoch, Charles Johnson, Toni Morrison, cists Locke, Berkeley and Hume, culminating in among others, will be read and discussed. 1 c.u. the synthesizing efforts of Kant. 1 c.u. Corequisite: WRT 102 or WRT 105 Prerequisite: WRT 108 or WRT 109 or WRT 106. with a final grade of C- or better. PHL 110 EFFECTIVE REASONING PHL 216 HISTORY OF PHILOSOPHY: ■ Problem Solving & Critical Thinking Skills CONTEMPORARY Effective Reasoning is a general introduction Examination of late 19th- and 20th-Century to the principles of reasoning and logical contributions to philosophy through study of analysis. The main focus of this course will be one or more of the following styles or schools on the nature of arguments, the critical eval- of philosophy: existentialism, analytic philoso- uation of arguments, and the evaluation of phy, phenomenology, American pragmatism, theories. 1 c.u. post-modernism, etc. 1 c.u. Corequisite: WRT 102 or WRT 105 Prerequisite: WRT 108 or WRT 109 or WRT 106. with a final grade of C- or better. PHL 200 LOGIC PHL 220 GREAT IDEAS OF ■ Problem Solving & Critical Thinking Skills PHILOSOPHERS The principles of reasoning, both deductive A survey of the history of philosophy, focus- and inductive, immediate inference, the syllo- ing on Plato, Aristotle, St.Thomas Aquinas, gism, fallacies, doctrine of probability and Descartes, Hume, Nietzsche, Wittgenstein, experimental method. The course acquaints Russell, Dewey. Variable content. This course the student with the conditions of valid may be repeated for credit, as long as the con- thought and scientific inquiry. 1 c.u. tent is varied. 1 c.u. Prerequisite: WRT 108 or WRT 109 Prerequisite: WRT 108 or WRT 109 with a final grade of C- or better. with a final grade of C- or better. 228 UNDERGRADUATE COURSES

PHL 225 PHILOSOPHICAL (Petrus Ramus and Erasmus) and Enlighten- PERSPECTIVES ON WOMEN ment (Sir Francis Bacon and John Locke), and (Also WMS 225) beyond to the 20th and 21st Centuries. This A critical analysis of traditional and contempo- tradition constitutes a Western historical narra- rary conceptions of the nature of women and tive that has shaped what we think rhetoric is their social roles and obligations. Readings from and what it does, and is by no means Gospel. classical and contemporary philosophical, psy- Other rhetorics are interrupting this dominant chological and literary sources. Topics include: narrative about what the rhetorical tradition is. concepts of sexual equality, natural sex differ- The field of rhetoric is much too broad to sur- ences, sex roles, self-respect and the reflection of vey, even superficially, in one semester. Conse- sexual stereotypes in linguistic usage. 1 c.u. quently, the lens (or to borrow a term from Prerequisite: WRT 108 or WRT 109 Burke, the terministic screen) we will use to with a final grade of C- or better. examine the field will focus on the theories of those rhetoricians who have been most influen- PHL 226 AFRICAN-AMERICAN tial in a Western tradition. 1 c.u. PHILOSOPHY Prerequisite: WRT 108 or WRT 109 ■ Problem Solving & Critical Thinking Skills with a final grade of C- or better. Philosophical reflection upon African/ American social experience, African-American PHL 230 BIO-MEDICAL ETHICS intellectual history, modern and contem- ■ Problem Solving & Critical Thinking Skills porary oppositional discourse. Caribbean Moral problems confronted by both the pro- presence, Pan-Africanism, African heritage, fessional and the lay person in health-care value systems, aesthetics, political theology. institutions and in biological research. Abor- Prerequisite: WRT 108 or WRT 109 tion and infanticide, eugenics, euthanasia and with a final grade of C- or better. 1 suicide, allocation of scarce resources, experi- c.u. mentation, and general criticisms directed at the medical establishment. 1 c.u. PHL 228 PHILOSOPHY, TECHNOLOGY Prerequisite: WRT 108 or WRT 109 AND ENVIRONMENT with a final grade of C- or better. Philosophical, ethical and humanistic issues emerging from the impact of modern technol- PHL 231 BUSINESS ETHICS ogy on society. Comparative philosophies of Moral issues in business arising from the the natural environment and consideration of actions and decisions in production, advertis- technology’s effects on the environment, ing, marketing, etc. Justification of profit and human well-being and the future. 1 c.u. private property, truth-telling and social Prerequisite: WRT 108 or WRT 109 responsibility, privacy, the role of the law in with a final grade of C- or better. competition and trade, and the morality of worker-owner relations. Problems and per- PHL 229 LANGUAGE AND SOCIETY: spectives raised by the advent of globalization WESTERN RHETORIC IN in international enterprise. 1 c.u. CONTEMPORARY USE Prerequisite: WRT 108 or WRT 109 (Also WRT 229) with a final grade of C- or better. ■ Communication Skills This course surveys the highlights of the West- PHL 248 THE HARLEM RENAISSANCE: ern rhetorical tradition and what they can teach REFLECTIONS ON ART AND SOCIETY us about how we communicate in contempo- (Also AFS/ENG 248) ■ rary society. Generally speaking, rhetoricians Problem Solving & Critical Thinking Skills study verbal and nonverbal language and com- Broad review of the literary period known as munication. Certainly, language affects every- the Harlem Renaissance or the New Negro thing we do: how we think, learn, identify our- Movement. An examination of poetry, fiction, selves, and interact with others. According to critical essays, art and music for social and aes- American rhetorician Kenneth Burke (1897- thetic values projected in the artistic produc- 1993), language “reflects, deflects, and selects” tion of the day. Highlighting the transnational, reality. In this course, we will look carefully at transethnic texture of African-American social how this occurs and how the Western rhetorical consciousness. 1 c.u. tradition has influenced our current knowledge Prerequisite: WRT 108 or WRT 109 of what language does. Rhetoric is perhaps one with a final grade of C- or better. of the oldest disciplines. What we know of its history has been shaped by Western rhetori- cians over the ages-from the ancient Greeks, (Isocrates, Plato and Aristotle), to the Romans, (Quintilian and Cicero), through Medieval Times, (St Augustine) to the Renaissance UNDERGRADUATE COURSES 229

PHL 259 CONTEMPORARY AFRICAN- PHL 309 AESTHETICS AMERICAN THOUGHT (PHILOSOPHY OF ART) (Also AFS/ENG 259) An analysis of the work of art, of aesthetic ■ Multi/Transcultural & Global Awareness experience and judgements of aesthetic value Contemporary African-American Thought in which representative art works and philoso- explores the intellectual contributions of promi- phies of art are studied. May have an historical nent African-American writers and philoso- or contemporary problems orientation. 1 c.u. phers from the late twentieth century to the Prerequisite: 200 level HUM or present. Through literary analysis, discussion, consent of the Instructor. and participation in a class conference, students investigate the cultual, political, aesthetic, and PHL 313 THEORY OF KNOWLEDGE philosophic dilemmas of the African Americans Study of classical theories of knowledge, in the cotemporary age. 1 c.u. including Plato, Aristotle, Descartes, Locke, Prerequisite: WRT 108 or WRT 109 Berkeley, Hume and Kant. Treatment of pri- with a final grade of C- or better. mary texts both for the sake of themselves as great moments in western thought and for the PHL 304 SOCIAL AND POLITICAL sake of establishing a knowledge base for PHILOSOPHY understanding contemporary problems of A study of classical, modern and contemporary knowledge. 1 c.u. theory about social well being. Political obliga- Prerequisite: 200 level HUM or tion, social justice, privacy, collective good, consent of the Instructor. international rights, sovereignty, power. 1 c.u. Prerequisite: 200 level HUM or PHL 333 SELECTED TOPICS IN consent of the Instructor. PHILOSOPHY PHL 305 PHILOSOPHY OF RELIGION An in-depth study of a major figure, move- The meaning of faith and revelation, reason ment, or issue in philosophy. Ethics and meta- and faith, types of religious knowledge, proofs ethics; quantification and axiomatic logic, for the existence of God, and comparative medieval philosophy; 19th century philoso- philosophical study of native American and/or phy; recent and contemporary philosophy; non-western religions. 1 c.u. Eastern philosophy, etc. 1 c.u. Prerequisite: 200 level HUM or Course may be repeated for credit. consent of the Instructor. Prerequisite: 200 level HUM or consent of the Instructor. PHL 306 PHILOSOPHY OF SCIENCE / SOCIAL SCIENCE PHL 405 INTERNSHIP IN PHILOSOPHY An examination of the basic presuppositions Field experience in the Humanities allowing and methods of physical and/or social sci- majors to gain hands-on experience in such ences, including a historical presentation of professional settings as the publishing industry, major scientific theories in the appropriate museums, and the ministry. Open to juniors areas. 1 c.u. and seniors majoring in, Philosophy. 1 c.u. Prerequisite: 200 level HUM or Prerequisite: Humanities major consent of the Instructor. with junior or senior standing. PHL 307 PHILOSOPHY OF MIND PHL 451 SENIOR THESIS Classical theories on the nature of conscious- An independent study in a topic chosen in ness, on the possible being and nature of the consultation with the philosophy faculty. An soul, on the relation of mind and matter. Read- extended paper will be developed under the ings include Plato, Aristotle, Descartes, Gilbert mentorship of a faculty member in philosophy Ryle followed by selected contemporary theo- and defended before the entire Humanities Divi- ries. Dual purpose to appreciate the great con- sion. Open only to philosophy majors. 1 c.u. tributions of the classics and to establish a knowledge base for understanding theories of consciousness. 1 c.u. Prerequisite: 200 level HUM or consent of the Instructor. 230 UNDERGRADUATE COURSES Physical Education Courses

PED 191 OFFICIATING I AND II PED 194 BEGINNING TENNIS Basic skills and techniques of sports officiating Explanation, demonstration and participation with emphasis on both the theory and the in the basic skills. Emphasis given to grip, foot- practical aspects. 0.5 c.u. work, forehand, backhand and serve. Termi- Each nology and playing tactics of tennis. Offered This course does not carry during the second semester. 0.5 General Education elective credit. c.u. Course may be repeated for credit. PED 192 FIGURE AND FORM I AND II This course does not carry Figure and Form I combines “keep fit” exercises General Education elective credit. through elements of calisthenics, dance and aerobics. Movement awareness is extended PED 196 SPORTS APPRECIATION I AND II through class observations and live perform- The spectator viewpoint regarding football, bas- ances. Figure and Form II combines group ketball, baseball, and soccer. The courses empha- leadership opportunities and personal evalua- size greater understanding and appreciation for tions in addition to movement awareness. team sports as a nonparticipant. 0.5 c.u. Each 0.5 c.u. Each This course does not carry This course does not carry General Education elective credit. General Education elective credit. PED 233 SELECTED TOPICS IN PED 193 WEIGHT TRAINING I AND II FITNESS AND HEALTH Fundamentals of weight lifting, isometrics, and Learning about fitness and health and apply- exercises. Individual progressive programs are ing it to life. Topics will require classroom- available for interested students. 0.5 c.u. Each centered activities, study of This course does not carry science/cultures/history and may include General Education elective credit. physical exercise. Examples: Yoga, Tai Chi, Nutrition and Fitness, Meditation, Intra- mural Sports, Self-Image: Strength, Beauty and Brains. 0.5 c.u. May be repeated as topics change. This course does not carry General Education elective credit. UNDERGRADUATE COURSES 231 Physics Courses

PHY 105 GENERAL PHYSICS I PHY 210 UNIVERSITY PHYSICS I This is an algebra-based course covering some This is a calculus-based course covering some of the fundamental principles and laws of of the fundamental principles and laws of nature. Topics include Newtonian mechanics, nature. Topics include Newtonian mechanics, fluids, kinetic theory of gases, heat and ther- fluids, periodic phenomena and wave motion. modynamics, periodic phenomena and wave The course consists of lecture and one three- motion. This course consists of lecture and hour laboratory per week. 1 c.u. one three-hour laboratory per week. 1 c.u. Prerequisite: MTH 221 or consent Prerequisite: MTH 160 /MTH 161 of the Instructor. or consent of the Instructor. Corequisite: MTH 222 or consent of the Instructor PHY 106 GENERAL PHYSICS II This course is a continuation of PHY 105. Top- PHY 211 UNIVERSITY PHYSICS II ics include electricity, magnetism, light, geo- This course is a continuation of PHY 210. Top- metric and wave optics, quantum and atomic ics include kinetic theory of gases, heat and physics. The course consists of lecture and one thermodynamics, electricity, magnetism, light, three-hour laboratory per week. 1 c.u. geometric and wave optics, quantum and Prerequisite: PHY 105 or consent atomic physics. The course consists of lecture of the Instructor. and one three-hour laboratory per week. 1 c.u. Prerequisites: PHY 210 or consent of the Instructor. PHY 312 SELECTED TOPICS IN PHYSICS This course includes selected advanced topics in physics. As topics change, the students can take the course again for credit. Course unit value and prerequisites will be announced with the topic. 232 UNDERGRADUATE COURSES 233

Psychology Courses

PSY 100 INTRODUCTION TO PSY 210 EDUCATIONAL PSYCHOLOGY PSYCHOLOGY (Also EDC 210) ■ Problem Solving & Critical Thinking Skills ■ Problem Solving & Critical Thinking Skills Introduction to psychological research meth- The role of psychological concepts in educa- ods, biological foundations, sensation and tional practices, focusing on the nature and perception, states of consciousness, learning, sources of intellectual development and readi- memory, human development, personality, ness according to Piagetian, psychometric, and social behavior, psychological disorders and information process perspectives. Beyond these treatment, and applied psychology. 1 c.u. approaches to cognitive development, learning Prerequisite: WRT 102 or WRT 105 theory, motivation, and the role of emotion in or WRT 106. learning will be discussed. This course will also include a section on individual differences in PSY 201 HUMAN COGNITION/LEARNING learning; exceptional students and social, eth- An examination of various topics including nic, cultural, and gender differences. The relat- classical conditioning, operant conditioning, ed topics of measurement and evaluation of memory, language, thinking, creativity and learning will round out the course. 1 c.u. problem-solving. 1 c.u. Prerequisite: PSY 100. Prerequisite: PSY 100. PSY 214 SELECTED TOPICS IN PSY 203 PSYCHOLOGY OF THE PSYCHOLOGY INTERNET An in-depth study of a single topic in psychol- An exploration of the applications of sever- ogy. The course may be repeated for credit as al theories of psychology to human interac- topics change. 0.5 c.u. tion via the Internet, including impression Prerequisite: PSY 100. formation and impression management, PSY 221 CAREER DEVELOPMENT aggression, group dynamics, and attraction, with a focus on how the concepts and theo- THEORY AND PRACTICE ries of psychology describe, explain and (Formerly PSY 314) predict how people behave online. 0.5 c.u. An introduction to theory, research, and prac- Prerequisite: PSY 100. tice in the field of career development. Career development is a major aspect of human PSY 205 DEVELOPMENTAL development. Students will use the theories PSYCHOLOGY and research discussed in class to craft their (Writing Intensive) own career development plans. 1 c.u. An introduction to the study of human develop- Prerequisite: GIS 100, or ment across the lifespan. The course focuses on PSY 100, or SOC 100. research methodology and current literature in PSY 224 INDUSTRIAL/ the areas of physical, cognitive, social, and per- sonality changes from conception to death. ORGANIZATIONAL PSYCHOLOGY Stress is placed on evaluating the relative (Formerly PSY 324) contributions of nature and nurture to these The application of the methods, facts, and prin- changes. 1 c.u. ciples of the science of psychology to people at Prerequisites: PSY 100; work. Topics include: employee selection, train- WRT 108 or WRT 109. ing, performance appraisal, leadership, motiva- tion, job satisfaction, working conditions, PSY 209 HEALTH PSYCHOLOGY workplace safety, violence in the workplace, An examination of the specialization in psy- health issues at work, stress, engineering psy- chology that focuses on physical health. In chology and consumer psychology. 1 c.u. particular, health psychology describes the Prerequisite: BUS 200 or PSY 100. interrelationships between behavior, psycho- logical states, and physical health. 1 c.u. PSY 230 SOCIAL PSYCHOLOGY Prerequisite: PSY 100. (Also SOC 230) ■ Problem Solving & Critical Thinking Skills Human behavior as the interaction of individ- ual and social processes. Recent research on top- ics such as interpersonal attraction, perception, and small group behavior; analysis of events and environments of current interest. 1 c.u. Prerequisite: PSY 100 or SOC 100. 234 UNDERGRADUATE COURSES

PSY 231 ANIMAL BEHAVIOR PSY 308 THEORY AND PRACTICE IN An introductory survey of the following top- HUMAN SERVICES ics covering a diverse range of species: Senso- (Also GIS/SOC 308) ry/perceptual abilities, communication, This course considers several different cross- learning, mating behavior, parental behavior, disciplinary theoretical frameworks that are rel- kin selection, organization of animal soci- evant to understanding social problems (e.g., eties, and interactions between species. Labo- HIV/AIDS, poverty and homelessness, teenage ratory exercises and class demonstrations will motherhood, hunger, domestic violence, alco- be included. 1 c.u. hol and drug abuse, aging, child welfare issues, Prerequisite: PSY 100 or any etc.). The course investigates the ways in which 100 or 200 level Biology course. these social problems and people’s needs are PSY 245 STATISTICS FOR THE addressed by our social welfare and human BEHAVIORAL SCIENCES service institutions, both public and private. Ethical issues surrounding the provision of care Introduction to statistical methods as applied to and services in the human services are empha- the behavioral sciences. Emphasis on the basic sized. Principles of group dynamics, needs assumptions underlying statistical concepts, assessment, participant observation and evalua- selection of appropriate analyses, and the role of tive research methods are also studied. 1 c.u. statistics in the analysis and interpretation of Prerequisite: Junior Status. quantitative data. Topics include frequency distri- butions, measures of central tendency and vari- PSY 309 ADULTHOOD AND AGING ability, probability and sampling, correlation and An in depth analysis of development from regression, and hypothesis testing. 1 c.u. early adulthood through old age. The course Prerequisites: MTH 130. focuses on current literature in areas such as PSY 305 ABNORMAL PSYCHOLOGY physical, cognitive, and personality changes, relationships, parenthood, work and retire- An introduction to psychological issues in ment. Central questions: Is adulthood a period mental health including understanding of the of decline or development? How is the experi- DSM-IV. Issues of diversity in diagnosis, treat- ence of aging affected by cultural attitudes ment, and research will be addressed. 1 c.u. toward the aged? 1 c.u. Prerequisite: PSY 100. Prerequisite: PSY 100. PSY 306 ADOLESCENCE PSY 310 RESEARCH METHODS I An in depth analysis of that transitional period (Writing Intensive) known as adolescence. The course will focus on This combined lecture and laboratory course research methodology and current literature in includes research projects based on traditional areas such as pubertal changes, cognitive devel- research designs as well as archival, observa- opment, academic achievement, identity tional, correlational, and quasi-experimental achievement, sexuality and intimacy. Issues methods. 1 c.u. will be viewed through the contexts of devel- A laboratory component is included opment–peers, families, employment, school, in the course. and culture. 1 c.u. Prerequisites: PSY 100, PSY 245; Prerequisite: PSY 100. WRT 108 or WRT 109. PSY 307 THEORIES OF PERSONALITY PSY 311 RESEARCH METHODS II Approaches to the study of personality including (Writing Intensive) psychoanalytic, developmental, behavioristic This combined lecture and laboratory course and other theories. Emphasis on research design primarily focuses on qualitative and applied and assessment techniques in the field. 1 c.u. research methods used in educational, social Prerequisite: PSY 100. services and corporate settings. Methods cov- ered will include focus groups, structured interviews, archival research and program evaluation. 1 c.u. Prerequisite: PSY 310 or SOC 325; WRT 108 or WRT 109. UNDERGRADUATE COURSES 235

PSY 313 POSITIVE PSYCHOLOGY PSY 333 SELECTED TOPICS IN This course provides an introduction to Posi- PSYCHOLOGY tive Psychology. We will explore the concepts Topics may include relationships and divorce, and research of Positive Psychology and com- history and systems, self in contemporary psy- plete exercises that will enhance your own chology among others. 1 c.u. understanding of well-being. Positive Psychol- (Course may be repeated for ogy is the scientific study of what makes life credit as topics change.) most worth living. It is a call for psychological Prerequisites: PSY 100 and an science and practice to be as concerned with additional prerequisite to be strength as with weakness; as interested in announced when course is offered. building the best things in life as in repairing PSY 335 PSYCHOLOGY OF GENDER the worst; and as concerned with making the (Also WMS 335) lives of “normal” people fulfilling as with heal- ■ Multi/Transcultural & Global Awareness ing pathology. 1 c.u. Prerequisite: PSY 100. An analysis of present research finding and the- ory pertaining to gender-related issues. Social PSY 317 ORGANIZATIONAL and intellectual development, gender differ- BEHAVIOR ences and gender role socialization will be (Also BUS 317) examined. This course will provide students The study of individual and group behavior in with a basis for understanding the role of gen- organizations. Key topics include job satisfac- der in research and clinical applications. 1 c.u. tion; motivation; group dynamics, leadership; Prerequisite: PSY 100. conflict and change; communication; job PSY 337 DIVERSITY TRAINING design; power and influence; organization con- This course is the culmination of the Diversity cepts and design; organizational development. Training Certificate program. In a world of Prerequisites: Junior standing. 1 c.u. increasing cultural contact, globalization, For Business majors, BUS 110 or immigration, and ethnic tensions, it is increas- 200, and BUS 313. ingly important to learn how to succeed in For Sociology majors, at least one prior diversity. With its practical approach, the course Sociology course. develops skills that are essential to effectively For Psychology majors, PSY 224 or PSY 230. and harmoniously function in diverse social For other majors, consent of the Instructor. environments. Through case studies, exercises PSY 319 THE PSYCHOLOGY OF and role-playing, students acquire multicultur- MOTIVATION al competency ready to be used in workplace (Formerly PSY 215) situations. 1 c.u. Analysis of the development of motivation Prerequisite: Junior or Senior standing. from simple drives to complex social needs, PSY 350 DRUGS AND BEHAVIOR including the nature of emotion, attitudes and Widespread use of psychoactive substances motives. Emphasis on current research in moti- was a component of human behavior before vation and its theoretical implications. 1 c.u. the advent of civilization. In this course, we Prerequisite: PSY 100. will examine the how and why of human drug PSY 323 BIOPSYCHOLOGY use. We will focus on the biological mecha- (Formerly Physiological Psychology) nisms of drug action and how this in turn The study of the biological bases of behavior. affects human behavior. We will also explore The focus is on the role of genetics, neruo- drug use/abuse from a societal perspective physiology, hormones and drugs on sensa- across different times and cultures. Taking a tion, perception, learning, consciousness, social justice perspective, we will examine how emotion, motivation, sexual behavior and current drug laws affect society at-large, how psychopathology. 1 c.u. the enforcement of certain drug laws affects Prerequisite: PSY 100. under-represented groups, and whether/how anti-drug laws are effective at curbing drug PSY 332 DEATH & DYING abuse and its associated criminal behaviors. This course provides an overview of the ways Prerequisite: PSY 100 1 c.u. that we are touched by death and dying. Top- ics include the death system, hospice, suicide, violent death, death in childhood, bereave- ment, grief, mourning, and the funeral process. We will discuss ways of handling the psychological, sociological, cultural and reli- gious implications of death. 1 c.u. Prerequisite: PSY 100. 236 UNDERGRADUATE COURSES

PSY 402 HISTORY OF PSYCHOLOGY: PSY 425 CROSS-CULTURAL A GLOBAL PERSPECTIVE PSYCHOLOGY (Formerly PSY 302) (Also WMS 425) This course will explore the roots of psycholo- A study of cultural differences in psychological gy as a science in the United States and global- functioning. In a world of increasing cultural ly. In this course we will consider views on the contact, globalization, immigration, and eth- major issues in psychology, definitions of psy- nic tensions, it is increasingly important to chology, and the influence of historical figures learn about cultural differences and intercul- and events, and compare and contrast Ameri- tural communication. Are there any psycho- can and indigenous psychologies. 1 c.u. logical universals? How can intercultural rela- Prerequisites: PSY 100, PSY 310; tions be improved? These are some of the two additional Psychology courses questions cross-cultural psychology seeks to and Junior or Senior standing. address. 1 c.u. Prerequisites: PSY 230, PSY 310, PSY 404 MENTORING AND COACHING PSY 305, or PSY 307 and The purpose of this course is to examine the Junior or Senior standing. theoretical frameworks guiding the effective practice of coaching and mentoring. Students PSY 433 SELECTED TOPICS IN will also experience a mentoring relationship. PSYCHOLOGY Prerequisite: Psychology major with 1 c.u. Advanced selected topics in Psychology. Junior or Senior standing and PSY 310. Depending upon the instructor, topics may be suited for any group in the psychology major PSY 405 SPORTS PSYCHOLOGY or a psychology elective. As topics change, this This course will examine the psychological course may be repeated for credit. 1 c.u. concepts that are relevant to sport. Students Prerequisite: Psychology major with will learn about the science of sport psycholo- Junior or Senior standing and PSY 310. gy, examining various topics such as arousal, motivation, competition, group and team PSY 450 SENIOR RESEARCH SEMINAR cohesion, communication, self-confidence, and Students will participate in the entire research concentration. 1 c.u. process including hypotheses development, lit- Prerequisite: PSY 100, PSY 310 erature review, data collection and analysis, and communicating the results to others. The class PSY 418 PRINCIPLES OF will also discuss several contemporary and clas- PSYCHOTHERAPY sic articles in psychology to further their knowl- (Formerly PSY 318) edge of the field and their ability to critique An upper level integrating course that focuses research. 1 c.u. on theoretical and practical models of psy- Prerequisites: PSY 310 with a chotherapy and counseling in applied settings. grade of C or better and The focus is on current research and practices permission of the Instructor. in the field of clinical psychology. A back- ground in personality theory and abnormal PSY 495 PSYCHOLOGY INTERNSHIP psychology is highly recommended. 1 c.u. This course requires a weekly seminar, as well Prerequisites: PSY 305 or PSY 307 and as placement in an approved clinical, devel- PSY 310 and Junior or Senior standing. opmental, industrial/organizational, or edu- cational setting for a total of 96 hours over PSY 420 GROUP DYNAMICS the course of the semester. The course will The study of the theory and research of group permit students to apply what they have behavior. Students will examine group dynam- learned to new situations. Acceptance into ics through readings in industrial/organ- the internship program requires an applica- izational and social psychology. In addition, tion procedure, interview with the instructor students will participate in experiential and two letters of recommendation. 1 c.u. group exercises. 1 c.u. Prerequisite: Psychology major Prerequisite: Psychology major with with Junior or Senior standing. Junior or Senior standing and PSY 310. and PSY 310. UNDERGRADUATE COURSES 237

Religion Courses

REL 110 WAYS OF UNDERSTANDING REL 211 RELIGION AND SOCIETY RELIGION ■ Multi/Transcultural & Global Awareness ■ Multi/Transcultural & Global Awareness This course seeks to develop in the student an This course will introduce the student to the awareness of sociological approaches to the academic study of religion and show how dif- study and understanding of religion. It will con- ferent world religions express their beliefs and sider the various ways of defining and articulat- values through culture. Students will consider ing the sociological dimensions of religion. how religions provide their followers with dis- Included will be an exploration of how Ameri- tinctive views of reality, and how those views can and other societies have been influenced by can have a great influence upon art, literature religious factors as well as an investigation of and social values. 1 c.u. how society itself can shape religion. The rela- Prerequisite: WRT 102 or WRT 105 tionship of religion to politics, economics, class or WRT 106 structures, sexual roles and other vital areas of with a final grade of C- or better. human life will be examined. 1 c.u. Prerequisite: WRT 108 or WRT 109 REL 201 OLD TESTAMENT LITERATURE, with a final grade of C- or better. HISTORY AND RELIGION ■ Multi/Transcultural & Global Awareness REL 212 RELIGION AND CULTURE A study of the Old Testament against the back- Religion is an integral part of human culture ground of the ancient Near East emphasizing the and society; as such, it has exerted an enor- history and religion of the Hebrew people. 1 c.u. mous influence upon the course of history, the Prerequisite: WRT 108 or WRT 109 formation of civilization, and the develop- with a final grade of C- or better. ment of literature, art, music, and philosophy. The aim of this course is to acquaint the stu- REL 204 NEW TESTAMENT LITERATURE, dent with the diversity and complexity of reli- HISTORY AND RELIGION gious phenomena in Western and selected ■ Multi/Transcultural & Global Awareness non-Western cultures. The student will be The writings of the New Testament will be introduced to the “language” of religion studied in terms of their historical context, lit- (mythology, symbolism, ritual) and will exam- erary style, purpose, authorship, and religious ine the influence of religion upon a range of teachings. A variety of approaches to the read- humanistic concerns. These may include: art ing and understanding of this literature will be and architecture, music and dance, drama and considered. 1 c.u. literature, and philosophy. 1 c.u. Prerequisite: WRT 108 or WRT 109 Prerequisite: WRT 108 or WRT 109 with a final grade of C- or better. with a final grade of C- or better. REL 208 RELIGION IN AMERICA REL 227 RELIGION AND LITERATURE ■ Multi/Transcultural & Global Awareness (Also ENG 227) The history of religion in the United States (Writing Intensive) from the colonial period to the present day. ■ Aesthetic Appreciation Topics will include: the religious situation in Selected poetry, fiction, drama, and non-fiction Europe during the 16th and 17th centuries; that explore such topics as faith, the nature and immigration patterns of the colonists; frontier presence of God, death and immortality, spiri- expansion and the industrial revolution; the tuality, sin, and salvation. The course invites growth of denominationalism; religion and student to examine and reflect on the interrela- science; liberal and conservative ends; civil tionship of literary expression and a theological religion; "cults’’ and other contemporary understanding of the world. 1 c.u. issues. 1 c.u. Prerequisite: WRT 108 or WRT 109 Prerequisite: WRT 108 or WRT 109 with a final grade of C- or better. with a final grade of C- or better. REL 230 TRADITIONAL RELIGIONS OF THE WORLD ■ Multi/Transcultural & Global Awareness This course will deal with the so-called "primi- tive’’ religious traditions of the Americas (e.g. Navaho), Polynesia, Australia, and Africa. The course will examine the basic beliefs, practices, world views, and mythologies of these disappear- ing societies. It will also reconsider the usage of terms such as "primitive,’’ "advanced,’’ etc. 1 c.u. Prerequisite: WRT 108 or WRT 109 with a final grade of C- or better. 238 UNDERGRADUATE COURSES

REL 232 INTRODUCTION TO ISLAM REL 333 SELECTED TOPICS IN RELIGION (Also AFS 232) ■ Multi/Transcultural & Global Awareness ■ Multi/Transcultural & Global Awareness This course provides for an in-depth study of This course will introduce the student to the major issues in the history of religions, espe- basic beliefs and practices of Islam. It will also cially the academic study of religion. Possible survey major historical, cultural, theological, topics may include: mythology; cosmology; and social developments. Special attention will theology; religion and science, etc. 1 c.u. be given to the Arabian origins of Islam and to This course may be repeated for credit. its subsequent growth into a dynamic global Prerequisite: Announced with topic. tradition. The role of Islam in the modern world and its impact on American society will REL 370 MYTHOLOGY also be considered. 1 c.u. ■ Multi/Transcultural & Global Awareness Prerequisite: WRT 108 or WRT 109 In modern scholarship, the term “myth” refers with a final grade of C- or better. to a range of sacred stories told by cultures through the ages to describe the origins of the REL 233 SELECTED TOPICS IN RELIGION universe and the human place in that cosmic ■ Multi/Transcultural & Global Awareness structure. These stories are not just about gods This course provides for the study of various and goddesses. This course will survey differ- religious traditions and topics not covered in ent ways of studying mythology, consider the regular course offerings. Possible topics myths from different culture, and explore the may include: contemporary issues in religion; ongoing roles of myth in modern literature, “new” religious movements; religion and art; games, and religion. 1 c.u. religion in ancient Egypt, etc. 1 c.u. Prerequisites: WRT 108 or WRT 109 and This course may be repeated for credit. one Humanities or Social Science course. Prerequisite: Announced with topic. REL 405 INTERNSHIP IN RELIGION REL 236 RELIGIONS OF EAST ASIA Field experience in the Humanities allowing An in-depth exploration of the major religious majors to gain hands-on experience in such traditions of China, Korea, and Japan includ- professional settings as the publishing ing Taoism, Confucianism, Buddhism, Shinto, industry, museums, and the ministry. Open and the ``new’’ religions of Japan. The cultural to juniors and seniors majoring in Religion. and social dimensions of each tradition will be Prerequisite: Humanities major 1 c.u. examined, as well as its beliefs, practices, with junior or senior standing. mythology, and world view. The course will also consider the influence of China, Japan REL 451 SEMINAR IN SPECIAL and Korea upon Western cultures. 1 c.u. PROBLEMS Prerequisite: WRT 108 or WRT 109 A selected topic such as mysticism, scriptures with a final grade of C- or better. of a world religion or of particular religious movements, leaders and thinkers. 1 c.u. REL 237 INTRODUCTION TO BUDDHISM ■ Multi/Transcultural & Global Awareness An in-depth exploration of the beliefs, prac- tices, and social institutions of Buddhism. Stu- dents will explore the history of Buddhism from its origin in India through its develop- ments in China, Japan, and more recently in Europe and North America. We will also con- sider increasing importance of Buddhism in modern America culture society. 1 c.u. Prerequisite: WRT 108 or WRT 109 with a final grade of C- or better. REL 238 INTRODUCTION TO HINDUISM ■ Multi/Transcultural & Global Awareness An in-depth exploration of the beliefs, prac- tices, and social institutions of Hinduism. Stu- dents will explore the history of Hinduism from its origin in India through its develop- ments in recent centuries as Hindus have migrated around the globe. We will also con- sider the increasing importance Hinduism in modern American culture and society. 1 c.u. Prerequisites: WRT 108 or WRT 109 with a final grade of C- or better; REL 333. UNDERGRADUATE COURSES 239

Science Courses

SCI 100 INTEGRATED SCIENCE SCI 103 ASTRONOMY ■ Scientific & Technological Skills ■ Scientific & Technological Skills Integrated Science is an introductory course The introductory course in astronomy explains that deals with the fundamental behavior of how physical laws prescribe natural processes matter and energy in living and nonliving sys- in the universe. It includes discussions on the tems. It is intended to serve the needs of non- motion, composition and evolution of the science majors who are required to complete planets, stars and interstellar matter and, science courses as part of the general educa- examines the structure and evolution of the tion requirements. It introduces basic con- universe using the Big Bang theory. Some lab is cepts and key ideas while providing opportu- an integral part of this course. 1 c.u. nities for students to learn reasoning skills and Science majors may not enroll in this a new way of thinking about their environ- course without the consent of the Instructor. ment. Laboratory work is an integral part of the course. 1 c.u. SCI 153 SEMINAR IN PRE-CHIROPRACTIC Science majors may not enroll in this STUDIES course without the consent of the Instructor. This biweekly seminar is designed for pre-chi- ropractic students. The seminar examines the SCI 101 APPLIED SCIENCE I breath and depth of the chiropractic profession ■ Scientific & Technological Skills including methods of treatment, types of ther- This course is a survey of classical mechanics, apy, scope of practice and diversity of the pro- thermodynamics, wave motion (including fession. Topics also include admission require- light and sound), electromagnetism and the ments to accredited chiropractic schools, state physics of the atom and the nucleus. The licensing procedures and other relevant con- emphasis is on those aspects of physical sci- cerns. Field trips to chiropractic colleges, clin- ence which underlay modern technology. ics and/or offices are required. Students will be Some laboratory work is integrated with the required to prepare and present research class work. 1 c.u. papers. Students may repeat the course for Science majors may not enroll in this credit. 0.25 c.u. course without the consent of the Instructor. SCI 200 INTRODUCTION TO SCI 102 APPLIED SCIENCE II FORENSIC SCIENCE ■ Scientific & Technological Skills ■ Scientific & Technological Skills This course is a survey of electronics with This course is an integrated lecture/laboratory emphasis on devices used in the acquisition of course designed to introduce non-science data and the processing of information. Tran- majors to the fundamental principles of sci- sistors, power supplies, logic gates, transduc- ence and to teach them to apply these princi- ers, analog-digital conversion. Interfacing of ples to forensic science. Topics will include computers and data acquisition devices, with properties of matter, analysis of physical evi- practical applications. Laboratory work is an dence (glass, soils, hairs, fibers, paint, drugs), integral part of the course. 1 c.u. toxicology, serology, fingerprinting, arson, and Prerequisite: SCI 101. firearms. 1 c.u. Science majors may not enroll in this Science majors may not enroll in this course without the consent of the Instructor. course without the consent of the Instructor. SCI 263 PRE-CHIROPRACTIC FORUM This course is a biweekly forum for pre-chiro- practic students. Topics of current interest in the chiropractic profession will be discussed. Forums will be given by guest speakers and by students who will organize and moderate some of the discussion sessions. Students may repeat the course for credit. 0.25 c.u. 240 UNDERGRADUATE COURSES

Sociology Courses

SOC 100 INTRODUCTION TO SOCIOLOGY techniques used to describe social science data, ■ Problem Solving & Critical Thinking Skills examines probability theory and sampling This course provides an introduction to the theory, and introduces students to statistical basic concepts, theories, and methods in soci- inference techniques. 1 c.u. ology. It explores the interactions between self A grade of C or better is required in order and society by examining social structure, to advance in all subsequent core courses in social consciousness, and social change. It Sociology. These include: SOC 320, SOC 325, takes the perspective that individuals both SOC 450 and SOC 490 or SOC 491. affect and are affected by values, norms, Consistent with college-wide policy groups, and institutions. 1 c.u. regarding repeating courses, students who Prerequisite : WRT 102 or WRT 105 or receive below a C may retake SOC 215 once. WRT 106 with a grade of C or better. Prerequisites: MTH 130; SOC 100. GIS 100 for Political Science majors. SOC 211 JUVENILE DELINQUENCY Corequisite: MTH 140/MTH 141. This course examines the organization and function of social institutions in our society SOC 230 SOCIAL PSYCHOLOGY (Also PSY 230) and how they relate to producing particular ■ patterns of juvenile delinquency. Delinquency Problem Solving & Critical Thinking Skills theories and analysis of the three primary Human behavior as the interaction of individ- components of the juvenile justice system; ual and social processes. Recent research on top- police, courts, and corrections, are included in ics such as interpersonal attraction, perception, the course. 1 c.u. and small group behavior; analysis of events Prerequisites: SOC 100, SOC 215 and environments of current interest. 1 c.u. with a grade of C or better. Prerequisite: SOC 100 or PSY 100. SOC 212 SOCIOLOGY OF EDUCATION SOC 234 SOCIAL INEQUALITY (Also WMS 234) Gender, race, and class dimensions of school- ■ ing, and current debates in education includ- Problem Solving & Critical Thinking Skills ing bilingual education, multiculturalism, val- This course examines inequalities in power, ues, religion, tracking, and special education. privilege, and opportunities, which character- The history of education and schooling as a ize the structure of most societies. It explores process of socialization, custodial care, selec- the role of ideology in legitimizing and sus- tion and allocation, and training and certifica- taining unequal treatment due to differences in tion are also examined. 1 c.u. class, race, ethnicity, and gender. Topics include Prerequisites: SOC 100, SOC 215 legal systems and the relation between educa- with a grade of C or better. tional attainment and social mobility. 1 c.u. Prerequisite: PSY 100 or SOC 100. SOC 213 WOMEN AND WORK (Also WMS 213) SOC 235 URBAN SOCIOLOGY ■ This course examines the effects of gender, Problem Solving & Critical Thinking Skills race and class on women’s employment This course studies cities as physical settings opportunities and labor force participation which shape and are shaped by social life, and rates. Topics may include: access to education also the social experiences that such settings and training, women in the military, profes- produce. The course focuses on cities in histo- sional women, women and poverty, prostitu- ry, theories of urbanization, the impact of tion and sex work, occupational health and race, ethnicity, class, and gender on cities, and safety, sexual harassment on the job, materni- worldwide urbanization. 1 c.u. ty leave, factory work, immigrant women, Prerequisite: PSY 100 or SOC 100. unemployment, unionization, and the chang- SOC 236 DEVIANCE AND SOCIAL ing structure of work and occupations CONTROL throughout the world. 1 c.u. Prerequisites: SOC 100, SOC 215 This course emphasizes the social reactions with a grade of C or better. perspective, analyzes how people are differen- tially labeled, the experience of stigma, SOC 215 STATISTICS FOR SOCIOLOGISTS attempts at neutralization, and explores differ- This course provides an introduction to statis- ent social control strategies across time and tics for sociologists. It uses lectures and exer- place. 1 c.u. cises to familiarize students with descriptive Prerequisites: SOC 100, SOC 215 and inferential statistics. It explores the basic with a grade of C or better. UNDERGRADUATE COURSES 241

SOC 241 MINORITY GROUPS AND SOC 256 CHANGING WOMEN’S LIVES RACE RELATIONS (Also ENG/HIS/WMS 256) (Also AFS/LAC/WMS 241) This course explores the ways in which tradi- This course examines race, ethnicity, racism, tion, myth, social stereotypes and social forces prejudice, discrimination, majority-minority shape American women’s lives. We will study relations, and other intergroup relations from a the influence of gender from several discipli- sociological perspective, paying close attention nary perspectives to help illuminate large sub- to the experiences of the major racial/ethnic ject areas, such as work, love, creativity, pornog- groups in the United States – American Indians, raphy, the family, communication, personal European Americans, African-Americans, identity and self-worth. Any study of women Latinos, and Asian Americans. 1 c.u. recognizes that gender roles affect both women Prerequisites: SOC 100, SOC 215 and men; thus, discussion includes issues related with a grade of C or better or PSY 100. to male and female social development. Read- ings balance women’s common realities, such SOC 243 CRIMINOLOGY as biological functions and sex role training, This course examines the classical and modern with individual realities influenced by class, theories of crime, analysis of different crimes race, age and sexual orientation. Central to and criminals and the various responses to this course are choices and constraints con- them by victims, their families, the media, and temporary women and men face as we make society as a whole. 1 c.u. our way into the twenty-first century. 1 c.u. Prerequisites: SOC 100, SOC 215 Prerequisite: WRT 108 or WRT 109 with a grade of C or better. with a final grade of C- or better. SOC 249 SOCIOLOGY OF THE FAMILY SOC 257 PEOPLES AND CULTURES OF (Also WMS 249) LATIN AMERICA AND THE CARIBBEAN From the perspective of the family as the most The interdisciplinary core course is designed basic social institution in human society and to introduce students to the richness and as a focus of social change, this course discuss- diversity of Latino/Latin American and es the major trends in the past forty years that Caribbean cultures by examining the geogra- have called attention to the diversity of Amer- phy and ecology of the region, its history, pol- ican family life. Themes include the family life itics and economics, its literature, music and cycle, couple interaction, subcultural varia- arts, and contemporary issues like migration tions, and work-family interaction. 1 c.u. and globalization. 1 c.u. Prerequisite: SOC 100. Prerequisite: WRT 108 or WRT 109. SOC 251 GENDER AND GLOBALIZATION SOC 305 BEYOND BLACK AND WHITE: (Also WMS 251) LATINOS IN THE UNITED STATES ■ Problem Solving & Critical Thinking Skills (Also LAC 305) Globalization may be conceptualized as the Latinos, or Hispanic Americans, constitute the constellation of transformations and crises largest minority in the United States today. Yet, with local and global consequences. Global in a society that continues to focus on the crises are social, economic and political. Driv- Black-White racial divide, Latinos are often en by networks of power, capital and technol- ignored. This course explores the experiences ogy, global processes are changing the struc- of Latinos from a sociological perspective. ture and meaning of the nation-state, institu- Topics include immigration trends, the mean- tions, communities, family, culture and the self ing of race in the construction of Hispanic worldwide. 1 c.u. ethnicity, the socioeconomic characteristics of Prerequisites: SOC 100, SOC 215 the major Latino groups and issues of citizen- with a grade of C or better. ship, politics, gender, and religion. 1 c.u. Prerequisites: SOC 100, SOC 215 with a grade of C or better. 242 UNDERGRADUATE COURSES

SOC 308 THEORY AND PRACTICE IN SOC 310 SOCIOLOGY OF HUMAN SERVICES CAPITAL PUNISHMENT (Also GIS/PSY 308) The course addresses issues relating to the This course considers several different cross- death penalty, including its history as well as disciplinary theoretical frameworks that are its level of effectiveness, costs, and discrimi- relevant to understanding social problems natory application. In addition, the course will (e.g., HIV/AIDS, poverty and homelessness, analyze data on miscarriages of justice and teenage motherhood, hunger, domestic vio- public opinion and the effect of Supreme lence, alcohol and drug abuse, aging, child Court decisions. 1 c.u. welfare issues, etc.). The course investigates the Prerequisites: SOC 100, SOC 215 ways in which these social problems and peo- with a grade of C or better. ple’s needs are addressed by our social welfare and human service institutions, both public SOC 314 SOCIOLOGY OF MADNESS AND and private. Ethical issues surrounding the MARGINALITY provision of care and services in the human (Also WMS 314) services are emphasized. Principles of group Using historical documents, social statistics, dynamics, needs assessment, participant works of literature, anthropology, and social observation and evaluative research methods and psychoanalytic theory, this course exam- are also studied. 1 c.u. ines the process of marginalization, compares Prerequisite: Junior standing. conceptions of sanity and insanity among dif- ferent cultures and sub-cultures, and analyzes SOC 309 GLOBAL CRIME the consequences of institutionalization, “Global Crime” examines the growth of stigmatization, and marginalization. 1 c.u. transnational crime and criminal behavior Prerequisites: SOC 100, SOC 215 carried out by cartels, mafias, corporations, with a grade of C or better. institutions and governments. We will analyze the integration of the global criminal economy SOC 316 SOCIOLOGY OF HEALTH AND into the formal economies of nations through- ILLNESS out the world. Emphasizing critical thinking (Also WMS 316) skills and introducing students to a diversity of This course examines the social correlates of perspectives and frameworks, this course is health and illness (gender and sexuality, “race,” intended to expand our definitions and cate- ethnicity and social class), the structure of gories of criminal activities. In addition to health care and the medical establishment, international crimes such as money launder- institutions of medial research and training, ing, the trafficking of drugs and weapons, and the pharmaceutical industry, government terrorism, we will include crimes against policies regarding disease control, public humanity–genocide, “ethnic cleansing,” war, health, and health care practices. 1 c.u. slavery, human trafficking (for labor, prostitu- Prerequisites: SOC 100, SOC 215 tion, organs and adoptions)–and against the with a grade of C or better. environment–ecocide, oil spills, the dumping of toxic wastes, nuclear disasters and the traf- SOC 320 CLASSICAL SOCIOLOGICAL ficking of endangered species –which threaten THEORY the very existence of the planet. Readings, dis- This course provides a basic survey of classical cussions, films and research projects will help sociological theory. It explores the method- us to make sense of the word in which we live ological and substantive concerns in the writ- and come to understand that global social jus- ings of classical theorists, including Emile tice is possible through both individual and Durkheim, Karl Marx, and Max Weber. It collective action. 1 c.u. examines those theorists’ views on science, Prerequisites: SOC 100, SOC 215 social structure and social change. 1 c.u. with a grade of C or better. Prerequisites: SOC 215 with a C or better and two 200-level Sociology courses. SOC 325 METHODS OF SOCIAL RESEARCH This course provides an introduction to research methods used by sociologists. It reviews the guidelines, principles, and tech- niques for collecting social science data, including measurement, sampling, survey in - strumentation, and field research. 1 c.u. Prerequisite: SOC 215 with a C or better. UNDERGRADUATE COURSES 243

SOC 333 SELECTED TOPICS IN SOC 353 CRIMINAL LAW SOCIOLOGY This course concerns statutory and case law This course descriptions will be announced pertaining to crime. Both substantive and pro- when the course is offered. As topics change, cedural law will be considered. 1 c.u. this course may be repeated for credit. 1 c.u. Prerequisites: Junior standing or Prerequisites: SOC 100, SOC 215 consent of Instructor; SOC 215 with a grade of C or better. with a grade of C or better. SOC 336 SOCIOLOGY OF SEX, GENDER, SOC 369 SOCIOLOGY OF AFRICAN/ AND SEXUALITY AMERICAN FAMILIES (Also WMS 336) (Also AFS 369) This course will analyze the social, cultural This course seeks to examine Black families in and political construction of sex, sexuality and the United States by exploring the social and gender by examining “western” and “non- cultural factors that have shaped them. It western” conceptions of masculinity, feminin- begins with an overview of the historical and ity, male and female, heterosexuality, homo- anthropological roots of Black families, and sexuality, bisexuality, transvestitism, transsex- then focuses on an in-depth analysis of their uality and transgenderism. 1 c.u. contemporary formations. 1 c.u. Prerequisites: SOC 100, SOC 215 Prerequisites: SOC 100, SOC 215 with a grade of C or better. with a grade of C or better. SOC 341 SOCIAL PROBLEMS AND SOC 370 SOCIOLOGY OF LATIN PUBLIC SOLUTIONS AMERICA AND THE CARIBBEAN This is an interdisciplinary course that pro- (Also LAC 370 vides students with a social sciences frame- The richness and diversity of Latin American work relevant to the study of social problems, cultures, the region’s turbulent history of the programs designed to remedy them, and conquest and colonization, the politics of the actions of individuals and groups to development and underdevelopment, and address gaps between problems and policy. national struggles for reform and revolution Prerequisite: Junior Standing. 1 c.u. are examined. 1c.u. Prerequisites: SOC 100, SOC 215 SOC 345 THE POLICE with a grade of C or better. The history of the police will be examined as well as types of organization, recruitment and SOC 412 CONTEMPORARY SOCIAL training of personnel and patrol tactics and PROBLEMS innovations. The course will also explore new This course focuses on the problems we face in laws and technology which affect law enforce- society today, how we recognize and attempt ment as well as viewing federal law enforce- to solve them, and the political, economic, and ment agencies and foreign police forces from a cultural institutions that construct and shape comparative perspective. 1 c.u. social problems. 1 c.u. Prerequisite: SOC 243. Prerequisites: SOC 325 and two 200-level Sociology courses. SOC 347 CORRECTIONS The historical and philosophical foundations SOC 413 SOCIAL CHANGE of contemporary corrections are the focus of This course examines changes in technology, this course. Topics will include institutional culture, economy, political structure, and and community-based corrections and cross social consciousness which contributed to and cultural comparisons. 1 c.u. were consequences of colonization, industrial- Prerequisite: SOC 243. ization, and revolution. Historical and com- parative analysis of theories of social change SOC 348 VICTIMOLOGY are studied. 1 c.u. This course offers an in depth examination of the Prerequisites: SOC 325 and two nature and scope of victimization; current 200-level Sociology courses. research and policy trends; the victim’s role with- in the criminal justice system and the criminal justice system’s response to victimization. 1 c.u. Prerequisite: SOC 243. 244 UNDERGRADUATE COURSES

SOC 414 SOCIAL MOVEMENTS SOC 418 DRUGS, CRIME, AND SOCIAL (Also WMS 414) POLICY This course examines the nature of social This course analyzes the research literature protest and resistance to oppression and social regarding drug policy formation and imple- injustice, the ways in which individuals have mentation in the United States within a social organized to challenge the limitations and and political context. Topics include: drug boundaries imposed upon them in order to cre- trafficking, drug law reform, controlling sub- ate the conditions necessary for a dignified life, stance abuse, and drug policy on various seg- and the consequences of social protest. Top- ments of the population. 1 c.u. ics may include: revolutionary, human rights, Prerequisites: SOC 325 and two civil rights, black power, labor, and women’s 200-level Sociology courses. movements around the world. 1 c.u. Prerequisites: SOC 325 and two SOC 419 COMMUNITY AND 200-level Sociology courses. CORRECTIONS This course examines reintegrating prisoners SOC 415 CRIMINAL JUSTICE AND back into the community. Topic areas include GENDER the role of community corrections, the social (Also WMS 415) economic and political forces influencing suc- This course involves a comprehensive examina- cessful reintegration, programs designed to tion of the particular situation of women when rehabilitate prisoners, and working with spe- confronting the criminal justice system. Topics cial offender populations (e.g. drug offenders, include: the history of women’s imprisonment, sex offenders, mentally ill offenders). 1 c.u. responses to female crime, theories of female Prerequisites: SOC 325 and two criminality, crime statistics pertaining to women, 200-level Sociology courses. and the criminal justice system’s response to women when they encounter it as victims. 1 c.u. SOC 433 SELECTED TOPICS IN Prerequisites: SOC 325 and two SOCIOLOGY 200-level Sociology courses. (Writing Intensive) Advanced selected topics in Sociology. SOC 416 CRIMINAL JUSTICE AND RACE Depending upon the instructor, course topics This course examines the racial representation may be suited for either General Sociology or of victims and offenders in the criminal justice Criminal Justice Concentration students. As system. Various perspectives and theories topics change, this course may be repeated for about the race-crime correlation are exam- credit. 1 c.u. ined. Topics include: theories about race and Prerequisites: SOC 325 and two crime, racial profiling, race riots, multicultur- 200-level Sociology courses. al law enforcement, race and sentencing, and bias related crimes. 1 c.u. SOC 450 SENIOR RESEARCH SEMINAR Prerequisites: SOC 325 and two (Writing Intensive) 200-level Sociology courses. A graduation requirement (as an alternative to SOC 490/491), SOC 450 is an in-depth exami- SOC 417 FEMINISM: THEORY AND nation of a central issue in contemporary soci- PRACTICE ology. Examples of issues, which vary from (Also WMS 417) semester to semester, are the media and social A requirement for the WMS minor, this course change; culture and identity; masculinities; focuses on contemporary feminist theories social class and African-American status; Lati- regarding culture, identity, class “race”/ no/Hispanic ethnicity; and sociology of infor- ethnicity, gender and sexuality. Relation- mation technologies. Students conduct their ships between social theory and praxis, own research in consultation with the faculty. and research methodology and the creation Prerequisites: Senior majors only, 1 c.u. of knowledge are explored. 1 c.u. Cannot be substituted with portfolio Prerequisites: SOC 325 and two assessment. 200-level Sociology courses. SOC 215 with a C or better, SOC 320, SOC 325. SOC 490 FALL INTERNSHIP IN SOCIOLOGY (Also WMS 490) (Writing Intensive) See “Internships in Sociology” for course description, prerequisites and application pro- cedure. 1 c.u. UNDERGRADUATE COURSES 245

SOC 491 SPRING INTERNSHIP IN Acceptance into the internship SOCIOLOGY classes is based on the following criteria: (Also WMS 491) 1. Class standing (Seniors have preference (Writing Intensive) over Juniors) See “Internships in Sociology” below for 2. Sociology GPA course description, prerequisites and applica- tion procedure. 1 c.u. 3. Satisfactory completion of the Internship Cannot be substituted with portfolio Program Application Procedure which assessment. includes: A. The application form and personal essay INTERNSHIPS IN SOCIOLOGY in which the students’ goals and objec- (Fall and Spring) tives, motivations, interests, interper- Prerequisites: SOC 215 with a C or better, sonal skills and previous relevant experi- SOC 320, SOC 325, application, ences are clearly articulated. and consent of the Instructor. B. Two letters of recommendation from Students majoring in Sociology are required to Faculty who are familiar with the take either SOC 450 Senior Research Seminar, students’ interests and performance or an internship. Students may take both in related courses. internship classes for credit. The Internships in C. Interview with the Internship Coordina- Sociology involve weekly class meetings and a tor. The interview will help the Coordi- minimum of 96 hours of internship experience nator to assess students’ readiness and over the course of the semester in an approved degree of motivation for the internship appropriate agency, institute, or organization. experience, and help students explore The courses integrate students’ “hands-on” options regarding the most suitable experiences as interns, with theory and case placements. 1 c.u. study analysis of social issues, problems and institutions. Each class is limited to 12 students. Cannot be substituted with portfolio assessment. 246 UNDERGRADUATE COURSES

Spanish Courses

SPA 110 SPANISH LANGUAGE AND SPA 212 MASTERPIECES OF SPANISH CULTURE I LITERATURE (Also LAC 110) Outstanding work of Spanish literature from ■ Communication Skills the Middle Ages through the twentieth Introductory course in Spanish Language and century with emphasis on those of universal Culture. Basic language skills for the student influence. 1 c.u. who has no previous knowledge of the lan- guage. Course will cover different language SPA 230 HISPANIC SHORT STORY functions, basic vocabulary, simple grammatical The short story genre as seen through the structures, oral recitation and written composi- works of major Spanish and Hispanic-Ameri- tion. In addition to language studies, the course can writers. 1 c.u. will compare and contrast American, Latin SPA 231 CIVILIZATION OF SPAIN AND American, Latino and Spanish cultures. 1 c.u. SPANISH AMERICA SPA 120 SPANISH LANGUAGE The principal characteristics of the civilizations AND CULTURE II of Spain and Spanish America through a study (Also LAC 120) of the evolution of their political and social insti- ■ Communication Skills tutions and an examination of representative lit- Further development of language skills to erary, philosophical and artistic works. 1 c.u. broaden awareness and increase appreciation SPA 241 SPANISH FOR SOCIAL of the culture. 1 c.u. WORKERS, MEDICAL PERSONNEL Prerequisite: LAC/SPA 110 or two years of high school Spanish or consent A practical course that includes the special of the Instructor. vocabulary and idiomatic structures needed for communicating with Spanish-speaking SPA 203 SPANISH CULTURE III people in their daily work. 0.5 c.u. Cultural heritage through readings and dis- SPA 301 ADVANCED GRAMMAR AND cussions of literary works to give imaginative EXPRESSION I insight into the thought, ideas, feelings, and doings of the people. 1 c.u. An intensive study of Spanish grammar. Prac- Prerequisite: LAC/SPA 120 or three years tical application through the writing of essays, of high school Spanish or translations, and oral reports. 1 c.u. consent of the Instructor SPA 302 ADVANCED GRAMMAR AND SPA 205 ADVANCED CONVERSATION, EXPRESSION II COMPOSITION AND PHONETICS I Continuation of SPA 301. 1 c.u. Fundamentals of Spanish usage, oral and written. Prerequisite: SPA 301. An introduction to Spanish diction and phonet- SPA 313 TWENTIETH CENTURY ics. The student acquires fluency in the reading of SPANISH LITERATURE selections from the literary works as well as from training in correct pronunciation. 1 c.u. A study of the leading writers of the twentieth representative novels, poems, Prerequisite: SPA 203 or the equivalent. century through and dramas. 1 c.u. SPA 206 ADVANCED CONVERSATION, SPA 410 CERVANTES COMPOSITION AND PHONETICS II A study of El Quixote. Selections from the Continuation of SPA 205. 1 c.u. “Entremeses” and the “Novelas ejemplares.”1 c.u. Prerequisite: SPA 205. SPA 411 LITERATURE OF THE GOLDEN AGE Analysis of the literary and social background of the sixteenth and seventeenth centuries with emphasis on the drama from Lope de Vega to Calderon de la Barca. 1 c.u. UNDERGRADUATE COURSES 247

Women’s Studies Courses

WMS 104 INTRODUCTION TO WMS 225 PHILOSOPHICAL WOMEN’S STUDIES PERSPECTIVES ON WOMEN (Also HIS 104) (Also PHL 225) ■ Community Orientation & Citizenship A critical analysis of traditional and contem- This course surveys some of the major themes porary conceptions of the nature of women relevant to a gendered understanding of poli- and their social roles and obligations. Read- tics, society, and culture. The course intro- ings from classical and contemporary philo- duces gender as a central category of analysis, sophical, psychological and literary sources. among others, for critical inquiry, and it Topics include: concepts of sexual equality, examines the experiences of women and men natural sex differences, sex roles, self-respect to offer a conceptualization of what gender and the reflection of sexual stereotypes in means for individuals both as citizens and as linguistic usage. 1 c.u. community members. 1 c.u. Prerequisite: WRT 108 or WRT 109 with a final grade of C- or better. WMS 213 WOMEN AND WORK (Also SOC 213) WMS 226 LITERATURE OF RACE, This course examines the effects of gender, CLASS, GENDER race and class on women’s employment (Also AFS/ENG 226) opportunities and labor force participation ■ Multi/Transcultural & Global Awareness rates. Topics may include: access to education Varied works of western and/or non-western lit- and training, women in the military, profes- erature that illustrates ow different races, ethnic sional women, women and poverty, prostitu- groups, genders, and classes view themselves. tion and sex work, occupational health and safety, sexual harassment on the job, materni- Prerequisite: WRT 108 or WRT 109 ty leave, factory work, immigrant women, with a final grade of C- or better. 1 c.u. unemployment, unionization, and the chang- ing structure of work and occupations WMS 233 SELECTED TOPICS IN throughout the world. 1 c.u. WOMEN’S STUDIES Prerequisites: SOC 100, SOC 215 Selected topics with women’s studies focus. with a grade of C or better. Prerequisite: As defined by the 1 c.u. department offering the course. WMS 222 AFRICAN-AMERICAN LITERATURE WMS 234 SOCIAL INEQUALITY (Also AFS/ENG 222) (Also SOC 234) ■ ■ Multi/Transcultural & Global Awareness Problem Solving & Critical Thinking Skills Selected poetry, drama, fiction, autobiography, This course examines inequalities in power, and essays by African-American authors, with privilege, and opportunities, which characterize emphasis on literary excellence. Authors range the structure of most societies. It explores the from Phillis Wheatley to Frederich Douglas, role of ideology in legitimizing and sustaining Imamu Amiri Baraka, Alice Walker, and Ish- unequal treatment due to differences in class, mael Reed. Lecture, discussion. 1 c.u. race, ethnicity, and gender. Topics include legal systems and the relation between educa- Prerequisite: WRT 108 or WRT 109 tional attainment and social mobility. 1 c.u. with a final grade of C- or better. Prerequisite: SOC 100 or PSY 100. ENG 223 WOMEN’S LITERATURE WMS 241 MINORITY GROUPS AND (Also WMS 223) RACE RELATIONS (Writing Intensive) (Also AFS/SOC 241) ■ Aesthetic Appreciation This course examines race, ethnicity, racism, This course focuses on literature in English prejudice, discrimination, majority-minority written by women. We study themes and relations, and other intergroup relations from a techniques common to the literature by sociological perspective, paying close attention women. From the late Middle Ages until to the experiences of the major racial/ethnic the present, we examine texts that chal- groups in the United States – American Indians, lenge beliefs about female inferiority, pro- European Americans, African-Americans, mote a women’s perspective on gender and Latinos, and Asian Americans. 1 c.u. allow for a discussion of self-esteem, moth- Prerequisites: SOC 100, SOC 215 erhood, privacy and women’s power. 1 c.u. with a grade of C or better. Prerequisite: WRT 108 or WRT 109 with a final grade of C- or better. 248 UNDERGRADUATE COURSES

WMS 249 SOCIOLOGY OF THE FAMILY American Gothic literature or British Gothic (Also SOC 249) literature, and may be repeated for credit when From the perspective of the family as the most that focus changes. 1 c.u. basic social institution in human society and Prerequisite: WRT 108 or WRT 109 as a focus of social change, this course discuss- with a final grade of C- or better. es the major trends in the past forty years that WMS 300 HISTORY OF SOCIAL POLICY have called attention to the diversity of Amer- AND THE POOR ican family life. Themes include the family life (Also HIS 300) cycle, couple interaction, subcultural varia- (Writing Intensive) tions, and work-family interaction. 1 c.u. Prerequisite: SOC 100. This course will look at the treatment of poor people by public and private institutions from WMS 251 GENDER AND the colonial period to the modern era. Chang- GLOBALIZATION ing theories, practices, and attitudes about the (Also SOC 251) poor and about poverty are the focus of study. ■ Problem Solving & Critical Thinking Skills We will also examine poor peoples’ response Globalization may be conceptualized as the to this treatment and the ways in which they constellation of transformations and crises shaped social policy. 1 c.u. with local and global consequences. Global Prerequisites: HIS 219; crises are social, economic and political. Driv- WRT 108 or WRT 109 or en by networks of power, capital and technol- consent of the Instructor. ogy, global processes are changing the struc- WMS 302 PATCHWORK: A QUILTER’S ture and meaning of the nation-state, institu- LOOK AT THE WORLD tions, communities, family, culture and the (Also CAT 302) self worldwide. 1 c.u. ■ Multi/Transcultural & Global Awareness Prerequisites: SOC 100, SOC 215 with a grade of C or better. A hands-on quilting bee and a global look at women, past and present, as artists and work- WMS 256 CHANGING WOMEN’S LIVES ers in fabric. 1 c.u. (Also ENG/HIS/SOC 256) Prerequisite: WRT 108 or WRT 109. This course explores the ways in which tradition, WMS 314 SOCIOLOGY OF MADNESS myth, social stereotypes and social forces shape AND MARGINALITY American women’s lives. We will study the influ- (Also SOC 314) ence of gender from several disciplinary perspec- tives to help illuminate large subject areas, such as Using historical documents, social statistics, work, love, creativity, pornography, the family, works of literature, anthropology, and social communication, personal identity and self- and psychoanalytic theory, this course exam- worth. Any study of women recognizes that gen- ines the process of marginalization, compares der roles affect both women and men; thus, dis- conceptions of sanity and insanity among dif- cussion includes issues related to male and female ferent cultures and sub-cultures, and analyzes social development. Readings balance women’s the consequences of institutionalization, common realities, such as biological functions stigmatization, and marginalization. 1 c.u. and sex role training, with individual realities Prerequisites: SOC 100, SOC 215 influenced by class, race, age and sexual orienta- with a grade of C or better. tion. Central to this course are choices and con- WMS 316 SOCIOLOGY OF HEALTH straints contemporary women and men face as AND ILLNESS we make our way into the twenty-first century. (Also SOC 316) Prerequisite: WRT 108 or WRT 109 1 c.u. with a final grade of C- or better. This course examines the social correlates of health and illness (gender and sexuality, “race,” WMS 258 GOTHIC LITERATURE ethnicity and social class), the structure of (Also ENG 258) health care and the medical establishment, ■ Aesthetic Appreciation institutions of medial research and training, ■ Multi/Transcultural & Global Awareness the pharmaceutical industry, government (Writing Intensive) policies regarding disease control, public There is more to Gothic literature than ghosts health, and health care practices. 1 c.u. and spooky houses. This course examines how Prerequisites: SOC 100, SOC 215 the genre dramatizes and explores the dark with a grade of C or better. impulses that arise in the human psyche; it WMS 333 SELECTED TOPICS IN also studies how gender and sexuality shape WOMEN’S STUDIES the writing of this literature and the attitudes that it expresses. The course may focus on Special topics with a women’s studies focus. Prerequisite: As defined; by 1 c.u. the department offering the course. UNDERGRADUATE COURSES 249

WMS 335 PSYCHOLOGY OF GENDER plays through a literary criticism lens. The (Also PSY 335) course also trains students in the practice of ■ Multi/Transcultural & Global Awareness feminist analysis of literature, and thus is also An analysis of present research finding and the- a Women’s Studies course. 1 c.u. ory pertaining to gender-related issues. Social Prerequisite: WRT 108 or WRT 109 and intellectual development, gender differ- with a final grade of C- or better. ences and gender role socialization will be WMS 414 SOCIAL MOVEMENTS examined. This course will provide students (Also SOC 414) with a basis for understanding the role of gen- der in research and clinical applications.1 c.u. This course examines the nature of social Prerequisite: PSY 100. protest and resistance to oppression and asocial injustice, the ways in which individuals have WMS 336 SOCIOLOGY OF SEX, GENDER organized to challenge the limitations and AND SEXUALITY boundaries imposed upon them in order to cre- (Also SOC 336) ate the conditions necessary for a dignified life, This course will analyze the social, cultural and the consequences of social protest. Topics “non-western” conceptions of masculinity, include: revolutionary, human rights, civil femininity, male and female, heterosexuality rights, black power, labor, and women’s move- and homosexuality, bisexuality, transvestitism, ments around the world. 1 c.u. transsexuality and transgenderism. 1 c.u. Prerequisites: SOC 325 and Prerequisite: One 200 level two 200 level Sociology courses. Sociology course. WMS 415 CRIMINAL JUSTICE AND WMS 353 WOMEN’S HISTORY GENDER (Also HIS 353) (Also SOC 415) (Writing Intensive) This course involves a comprehensive exami- This course will examine the role of women and nation of the particular situation of women women’s movements in various times and when confronting the criminal justice system. places. Special attention will be paid to the social, Topics include: the history of women’s impris- economic, cultural, and political options avail- onment, responses to female crime, theories of able to women. The course will also examine the female criminality, crime statistics pertaining efforts of women to achieve equality. Each stu- to women, and the criminal justice system’s dent will write a major (20-page) research paper response to women when they encounter it for this course. The course will alternate between as victims. 1 c.u. a US History course, a LAC History course, and Prerequisites: Junior standing and a Global History course.. 1 c.u. one course in Sociology. Prerequisites: HIS 219; WMS 417 FEMINISM: THEORY AND WRT 108 or WRT 109 or PRACTICE consent of the Instructor. (Also SOC 417) WMS 361 SHAKESPEARE’S WOMEN A requirement for the WMS minor, this course (Also ENG 361) focuses on contemporary feminist theo- (Writing Intensive) ries regarding culture, identity, class, “race”/ The course analyzes women characters and atti- ethnicity, gender and sexuality. Relationships tudes about women in the plays of Shakespeare. between social theory and praxis, and research We will consider and read in depth histories, methodology and the creation of knowl- comedies, and tragedies of Shakespeare to learn edge are explored. 1 c.u. how to read the Bard’s plays through a literary Prerequisites: SOC 325 and criticism lens. The course also trains students in two 200 level Sociology courses. the practice of feminist analysis of literature, and WMS 425 CROSS-CULTURAL thus is also a Women’s Studies course. 1 c.u. PSYCHOLOGY Prerequisite: WRT 108 or WRT 109 (Also PSY 425) with a final grade of C- or better. A study of cultural differences in psychological WMS 362 SHAKESPEARE’S MEN functioning. In a world of increasing cultural (Also ENG 362) contact, globalization, immigration, and ethnic (Writing Intensive) tensions, it is increasingly important to learn ■ Problem Solving & Critical Thinking Skills about cultural differences and intercultural The course analyzes the role of masculinity communication. Are there any psychological and concepts of manhood in the plays of universals? How can intercultural relations be Shakespeare. We will consider and read in improved? These are some of the questions depth histories, comedies and tragedies of cross-cultural psychology seeks to address. 1 c.u. Shakespeare to learn how to read the Bard’s Prerequisites: PSY 230, or PSY 305 or consent of the Instructor. 250 UNDERGRADUATE COURSES

Writing Courses

WRT 102 ENHANCED ARGUMENTATIVE WRT 108 ENHANCED SYNTHESIS AND ANALYTIC WRITING AND RESEARCH WRITING This course is designed for students in need of This course continues to develop students’ extended instruction in college-level writing. It competency in thesis-based writing with an teaches writing as a process by requiring a num- emphasis on information literacy and the writ- ber of written drafts per essay. The focus is on ing process. It is designed for students in need developing students’ college-level competence of enhanced instruction in the college-level in analytic and argumentative, thesis-based research. The course teaches students to syn- writing. This class meets four times a week; thesize source material into a variety of genres. twice in a traditional college setting, and twice Some classes are held in the writing/computer in a computer lab/studio setting. Much of your labs, and some out-of-class tutoring may be written work will be done in the studio. 2 c.u.s assigned. 1.5 c.u.s Successful completion of this course Successful completion of this course requires a grade of C- or better. requires a grade of C- or better; Students who successfully pass this Nursing and Education students class take WRT 108 the next semester must receive a C or better. WRT 105 ARGUMENTATIVE WRT 109 SYNTHESIS AND ANALYTIC WRITING AND RESEARCH WRITING This course is designed for students in need of (Formerly WRT 107) enhanced instruction in college-level writing. It This course continues to develop students’ teaches writing as a process by requiring a competency in thesis-based writing with an number of written drafts per essay. The focus is emphasis on information literacy and the writ- on developing students’ college-level compe- ing process. The course introduces students to tence in argumentative, thesis-based writing. the college-level research process and teaches Many classes are held in the computer lab to them to synthesize source material into a vari- enable intensive writing instruction, and some ety of written genres. Some classes are held in out-of-class tutoring may be assigned. 1.5 c.u.s the writing/computer labs, and some out-of- Students must receive a grade of class tutoring my be assigned. Required of all C- or better to advance to WRT 109. students. 1 c.u. Successful completion of this course WRT 106 ACCELERATED requires a grade of C- or better ARGUMENTATIVE and passing the WRT 109 Exit Exam. AND ANALYTIC WRITING Prerequisite: WRT 105A or WRT 106A This course teaches writing as a process by with a grade of C- or better. requiring a number of written drafts per essay and short in-class written assignments, all of WRT 205 INTRODUCTION TO which are based on critical reading source PROFESSIONAL AND TECHNICAL WRITING materials. The focus is developing students’ ■ college-level competence in analytic and argu- Communication Skills mentative, thesis-based writing. Some classes (Writing Intensive) are held in the writing/computer labs, and In this class, you will learn and practice genres some out-of-class tutoring may be assigned. for professional and technical writing. You will Students must receive a grade of 1 c.u. extend your knowledge of planning, revising, C- or better to advance to WRT 109. and editing text and adjusting rhetorical strate- gies for different audiences from first-year writ- ing. We will emphasize collaborative writing, technical skills for designing documents, edit- ing for clarity and consistency, and exhibiting a professional ethos in writing, information design, and online communications. 1 c.u. UNDERGRADUATE COURSES 251

WRT 229 LANGUAGE AND SOCIETY: WRT 233 SELECTED TOPICS IN WESTERN RHETORIC IN WRITING STUDIES CONTEMPORARY USE This course offers different approaches to (Also PHL 229) studying rhetoric and integrating it into vari- ■ Communication Skills ous types of writing in different media. Topics This course surveys the highlights of the West- and texts vary from semester to semester. As ern rhetorical tradition and what they can teach topics change, this course may be repeated for us about how we communicate in contempo- credit. 1 c.u. rary society. Generally speaking, rhetoricians Prerequisite: WRT 108 or WRT 109 study verbal and nonverbal language and com- munication. Certainly, language affects every- WRT 256 DIGITAL MEDIA thing we do: how we think, learn, identify our- WRITING selves, and interact with others. According to (Also CAT 256) American rhetorician Kenneth Burke (1897- ■ Communication Skills 1993), language “reflects, deflects, and selects” (Writing Intensive) reality. In this course, we will look carefully at Writing in 21st century workplaces does not how this occurs and how the Western rhetorical only involve typing emails and documents. In tradition has influenced our current knowledge this class you will learn to compose in a variety of what language does. Rhetoric is perhaps one of digital platforms by drawing upon both of the oldest disciplines. What we know of its technical and rhetorical skills that you will history has been shaped by Western rhetori- develop over the course of the semester. You cians over the ages-from the ancient Greeks, will deploy design processes with purpose, (Isocrates, Plato and Aristotle), to the Romans, audience input, and revision in mind, building (Quintilian and Cicero), through Medieval on your previous writing courses while com- Times, (St Augustine) to the Renaissance posing for real audiences. 1 c.u (Petrus Ramus and Erasmus) and Enlighten- ment (Sir Francis Bacon and John Locke), and beyond to the 20th and 21st Centuries. This tradition constitutes a Western historical narra- tive that has shaped what we think rhetoric is and what it does, and is by no means Gospel. Other rhetorics are interrupting this dominant narrative about what the rhetorical tradition is. The field of rhetoric is much too broad to sur- vey, even superficially, in one semester. Conse- quently, the lens (or to borrow a term from Burke, the terministic screen) we will use to examine the field will focus on the theories of those rhetoricians who have been most influen- tial in a Western tradition. 1 c.u. Prerequisite: WRT 108 or WRT 109 with a final grade of C- or better. 252 253

Academic Regulations & Procedures– Undergraduate 254 UNDERGRADUATE ACADEMIC REGULATIONS & PROCEDURES Academic Regulations & Procedures– Undergraduate

The academic regulations and proce- petition to the Faculty Committee on dures set forth in this section constitute Academic Standards. Petition forms are a student’s rights and responsibilities. available in the Office of Advising and Thorough acquaintance with them is Registration and in the Center for presumed in the case of every student. Adult Learning. Failure to understand the regulations The College reserves the right to is no excuse for non-compliance. change regulations, procedures, Exceptions to stated academic courses, and fees without previous regulations may be obtained through notice to students.

PROCEDURES FOR APPEAL FOR EXCEPTIONS TO ACADEMIC POLICIES Students may appeal all academic policies and regulations when special circum- stances exist or they believe a decision was incorrect or unfair. Exceptions would be when a policy is set by the State of New Jersey or federal government, Middle States Commission on Higher Education, or a professional accrediting body. To appeal an academic policy or regulation, students must submit a petition in writ- ing to the appropriate individual and/or committee, as indicated in the chart below.

TYPE OF APPEAL APPEAL PROCEDURE FINAL DECISION ______RESTS WITH… Repeating a course for Step 1 Standards Committee Standards Committee the third (or more) time ______Academic suspension Step 1 Standards Committee VPAA Step 2 VPAA ______College dismissal for Step 1 Standards Committee Standards Committee academic reasons ______Adding/dropping/ Step 1 Standards Committee VPAA withdrawing from a Step 2 VPAA course after the deadline ______Academic Program Step 1 Standards Committee VPAA dismissal (no external Step 2 VPAA standards/exams) ______Academic Program Step 1 Division Chairperson dismissal (external Division Chairperson standards/exams, such as Education major) ______Taking courses at Step 1 Division Chairperson Standards another institution Step 2 Standards Committee (Study in Absentia) Step 3 VPAA ______Standards of Academic Step 1 Financial Aid Financial Aid Progress / Financial Aid Appeals Committee Appeals Committee (p 24) Suspension ______Academic dishonesty Step 1 Instructor VPAA (p 284) Step 2 VPAA or designee Judiciary Board, p. 291)* ______Withdrawal from class Step 1 Instructor VPAA due to misconduct in Step 2 VPAA or designee class or directly related to class ______Grade appeals Refer to policy in Bloomfield VPAA (follow process outlined in College Catalog Bloomfield College Catalog) UNDERGRADUATE ACADEMIC REGULATIONS & PROCEDURES 255

ACADEMIC PROBATION AND the 60% point of the semester. After the 60% DISMISSAL point a grade of “WF” will be recorded. Guidelines for probation and dismissal Once the 60% of the semester is completed depend upon the student’s cumulative students who fail to officially withdraw grade point average (G.P.A.). New first- can appeal to the Faculty Committee time freshmen in the first semester at the on Academic Standards to receive a “W” College who fall below a cumulative GPA grade instead of an “WF” grade for any of of 1.7 will be placed on academic proba- the following reasons: tion. All continuing and transfer students – unavoidable change in work hours with who fall below a cumulative GPA of 2.0 documented letter from the employer; will be placed on academic probation. If, – serious personal or family problems with after two semesters of probation, a student authentication when available. fails to raise the cumulative GPA to 2.0, the Inability to perform satisfactorily in a student may be suspended. If, in the judg- course will not acceptably support such a ment of the Faculty Committee on Academic petition. No course may be withdrawn Standards, it is in a student’s best interest from after the date of the last officially to continue to take classes, rather than be scheduled class. suspended for a semester, a student may be There will be no refunds in tuition or fees placed on academic probation for a third after the fourth week of classes, even if consecutive semester. If the student fails to part-time status is apparently achieved achieve a 2.0 cumulative GPA during that by withdrawing from courses. semester, the student may be dismissed. In the event that the student has been suspended A student who does not officially withdraw for one semester, the student may apply to the from a course is responsible for all work Office of Admission for reinstatement. If upon missed. reinstatement to the College a student fails There is no charge for schedule changes to achieve a 2.0 cumulative GPA in one during the first week of classes; a fee of semester, the Faculty Committee on $10 is charged for each subsequent sched- Academic Standards may dismiss that ule change after the first week of classes. student from Bloomfield College. If in a national emergency students are ACADEMIC STATUS called to active duty, they will be with- drawn from classes without academic or Decisions on academic status financial penalty. Alternative arrangements (i.e., probation, dismissal and honors) may be made with the instructor in special are made twice each year at the end of circumstances. Documentation must be the fall and spring semesters. provided. ADD AND DROP PROCEDURES AMERICANS WITH DISABILITIES A student may change a schedule (add ACT POLICIES AND PROCEDURES and/or drop course) during the first week FOR STUDENTS WITH of a semester by completing an official DISABILITIES change of schedule form available in the Office of Advising and Registration. A Preamble student should follow the same procedure Assurance of equal educational opportuni- to drop a course from the schedule during ty rests upon legal foundations established the second week of the semester. A course by federal law, specifically the Rehabilita- section may be changed during the second tion Act of 1973 including Section 504, week only with the instructor’s approval. and the Americans with Disabilities Act After the end of the second week of classes, of 1990. By federal law, a person with a no course may be changed unless the disability is any person who has a physical Faculty Committee on Academic or mental impairment, which substantially Standards makes an exception. However, limits one or more major life activities a student may withdraw from a course such as self-care, walking, seeing, hearing, up to two weeks after the official date speaking, breathing or learning. of mid-semester by completing the withdrawal form. A grade of “W” will be Bloomfield College is committed to achiev- recorded for students who withdraw from ing equal educational opportunity and full classes from the 2nd week of classes up to participation for persons with disabilities. 256 UNDERGRADUATE ACADEMIC REGULATIONS & PROCEDURES

It is the College’s policy that no qualified Every student with a disability has the person be excluded from participating in responsibility to: any College program or activity, be denied 1. Meet the College’s qualifications and the benefits of any College program or essential technical, academic, and activity, or otherwise be subjected to institutional standards. discrimination with regard to any College 2. Identify himself or herself in a timely program or activity. This policy derives manner, prior to the beginning of the from the College’s commitment to nondis- academic semester as an individual crimination for all persons in employment, with a disability when seeking an access to facilities, student programs, accommodation. activities and services. 3. Provide documentation from an appro- A person with a disability must be ensured priate medical or professional source the same access to programs, opportuni- that verifies the nature of the disability ties, and activities at the College as all and the functional limitations. Provide others. Existing barriers, whether physical, documentation from an appropriate programmatic or attitudinal, must be medical or professional source that removed. There must be ongoing vigilance identifies the specific accommodations to ensure that new barriers are not erected. sought. The College’s efforts to provide reasonable 4. Follow specific procedures for obtaining accommodations to people with disabilities reasonable accommodations, academic must be measured against the goal of full adjustment, and/or auxiliary aids. participation and integration. Services and programs to promote these benefits for Institutional Rights and people with disabilities shall complement Responsibilities and support, but not duplicate, the College’s regular services and programs. Bloomfield College, through its Disability Contact Person, has the right to: Achieving full participation and integra- 1. Maintain the College’s academic tion of people with disabilities requires the standards. cooperative efforts of all of the College’s 2. Request current documentation from a departments, offices, and personnel. To this student completed by an appropriate end, the College will continue to strive to medical or professional source to verify achieve excellence in its services and to the need for reasonable accommoda- assure that its services are delivered tions, academic adjustments, and/or equitably and efficiently to all of its auxiliary aids. members. 3. Discuss a student’s need for reasonable Adopted (May 16, 2002) accommodations, academic adjust- Student Rights and Responsibilities ments, and/or auxiliary aids with the professional source of his/her documen- Every student with a documented tation with the student’s signed consent disability has the following rights: authorizing such discussion. 1. Equal access to courses, programs, 4. Select among equally effective and services, jobs, activities, and facilities reasonable accommodations, adjust- available through the College. ments, and/or auxiliary aids in consulta- 2. Reasonable accommodations, academic tion with students with disabilities. adjustments, and or auxiliary aids 5. Deny a request for accommodations, determined on a case-by-case basis. academic adjustments, and/or auxiliary 3. Appropriate confidentiality of all infor- aids if the documentation does not mation pertaining to his/her disability identify a specific disability, the docu- with the choice of whom to disclose mentation fails to verify the need for the their disability to except as required requested services, or the documenta- by law. tion is not provided in a timely manner. 4. Information reasonably available in 6. Refuse to provide an accommodation, accessible formats. adjustment, and/or auxiliary aid that is inappropriate or unreasonable including any that: • pose a direct threat to health and safety of others; UNDERGRADUATE ACADEMIC REGULATIONS & PROCEDURES 257

• constitute a substantial change or requirements with an academic advisor for alteration to an essential element of a their respective program. A financial aid course or program; or counselor can determine how a reduced • pose undue financial or administra- course load will affect their aid. tive burden on the College. Students should be aware that Federal law 7. Eligibility for reasonable accommoda- requires that Federal Pell Grand funds be tions will be determined on a case-by- prorated based on the number of credits case basis. taken, and that the student’s financial aid budget will also be reduced accordingly. Bloomfield College, through its Disability In addition, under the Federal Stafford Loan Contact Person, has the responsibility to: Program, or to have a previous loan deferred, 1. Ensure that College courses, programs, the student must take at least two course services, jobs, activities, and facilities, units. when viewed in their entirety, are Students whose disabilities warrant the offered in the most integrated and adjustment of carrying less that a full-time appropriate settings. load per semester should contact the 2. Provide information regarding policies Disability Contact Person for details. and procedures to students with disabil- Students should be aware that, as always, ities and assure its availability in accessi- eligibility for Financial Aid depends upon ble formats upon request. satisfactory academic progress. 3. Evaluate students on their abilities, not their disabilities. Grievance Procedures 4. Provide reasonable accommodations, Details regarding specific ADA grievance academic adjustments, and/or auxiliary procedures are available from the aids for students with documented Disability Contact Person. disabilities upon a timely request Discrimination Complaint Procedures by a student. College policy prohibits discrimination on 5. Maintain appropriate confidentiality the basis of sex, sexual orientation, race, of records and communication concern- color, and national/ethnic origin in admin- ing students with disabilities except istration of its educational policies, schol- where disclosure is required by law arship and loan programs, or athletic and or authorized by the student. other College-administered programs. Policies regarding access for persons with Discrimination means unequal treatment disabilities apply to the College’s campus or harassment based upon any of these and off-campus sites. Individuals seeking group characteristics. services should contact the College’s Any employee, student or other member designated Disability Contact Person: of the College community injured by the discriminatory behavior of an employee Bloomfield College Disability may file a complaint under the Grievance Contact Personnel: Procedure. Similar complaints against Learning Needs Specialist students should be filed with the Bloomfield College Office of the Dean of Students under Learning Resource Center Standards of Conduct. Bloomfield, NJ 07003 AUDITING 971-748-9000, Ext. 1654 Fax 973-748-9761 A student may take any course on an audit basis, participate fully in the class Eligibility for Financial Aid and take any examinations given. No credit is earned through the audit Students with documented disabilities may of a course, but the student’s transcript enroll in a less than full-time course load carries an appropriate entry. A grade of as an academic adjustment to accommo- “EX” indicates regular attendance. date their disability under the Americans with Disabilities Act of 1990 and the A degree candidate or a provisional degree regulations accompanying Section 504 of candidate in good academic standing may the Rehabilitation Act of 1973. Students are audit one course each semester with the encouraged to discuss full-time course load approval of the instructor and permission of the advisor. Certain students may audit 258 UNDERGRADUATE ACADEMIC REGULATIONS & PROCEDURES

up to two courses each semester with the Attendance may be required in all types approval of the appropriate instructors of laboratory, special programs, clinical and the Registrar. The audit course must study and in studio and physical education be selected at the time of registration. classes. Students taking the course for credit have Students may be permitted to attend priority for classroom space. College-sponsored activities, given ade- At the time of registration, students quate notification, and their absence will auditing courses, except full-time students not count towards the permitted number 1 enrolled for 3-4 ⁄2 courses or three evening of absences. College-sponsored activities courses (excluding the audited course), may include lectures, field trips, etc. pay a fee for each audit course as indicated under “Special Fees” (see Index). Last Date of Attendance Policy Students may change audit courses to Bloomfield College will determine a credit courses by requesting the change current/enrolled student’s date of last prior to the official date of mid-semester. attendance when: This request is made in the Office of The student communicates to the Regis- Advising and Registration and must be trar’s Office either in person, in writing, accompanied by the instructor’s written emailing, faxing Bloomfield College that approval. When an audit changes to a he/she withdraws or intends to with- credit course, an additional fee will be draw from any or all courses currently charged to the student’s account. registered for or withdraws from Part-time students who become full-time Bloomfield College. The date that due to the change in courses from audit to this communication is received by the credit must pay the balance of full-time Registrar will be the official date of last tuition at the time of the change. attendance. In cases where the student has taken no CLASS ATTENDANCE official action to withdraw from his/her Attendance at scheduled class meetings is course(s), Bloomfield College will deter- expected. The requirements for attendance mine a student’s last date of attendance for each course will be stated by the when: instructor in each syllabus at the College. 1. The Office of the Registrar distributes Instructors may define attendance differ- to the faculty of Bloomfield College a ently depending on the type of course student roster for his/her class after the and whether it is offered in a traditional add/drop period (2nd week) for the classroom or online. Instructors may current semester. The faculty returns penalize absences in various ways, the roster to the Registrar’s Office including lowering of students’ grades, no later than two weeks following the or entering failing grades for the course. disbursement of the roster, indicating Bloomfield College will enforce the policy whether the student is currently in each instructor sets for each course. attendance. Instructors will keep track of all students’ • If the student has never attended, the academic activity, including but not limit- faculty member indicates this on the ed to class attendance, to be able to docu- roster and the Registrar’s Office then ment such activity and determine the last drops the student from the class. date of attendance in accordance with Fed- • If the student has attended one or eral Title IV Regulations. If students with- more class meetings, but has stopped draw themselves or are administratively attending, the faculty will indicate the withdrawn from classes up to the last date last date of attendance on the roster. of withdrawal, they will receive a grade of The student remains enrolled in the “W”. It will be the student’s responsibility course unless they formally withdraw. to read each course syllabus and take note If the student is determined to be of the policy regarding attendance for that never in attendance, the registration class. and financial charges will be deleted Please note that withdrawing from a class or and the full amount of the Title IV being administratively withdrawn can affect funds will be returned to the U.S. students’ financial aid and housing status. Department of Education. UNDERGRADUATE ACADEMIC REGULATIONS & PROCEDURES 259

2. Faculty submits attendance information DECLARATION OF MAJOR again when submitting midterm grades th Each student must declare a major or (7 week) for the current semester. If a area of concentration formally prior to currently enrolled student has stopped registering for the 17th course unit. attending, the faculty member will indi- cate the last date of attendance and will A student who wishes to change a major enter the student’s earned midterm or concentration, or to declare a second grade. The student remains enrolled in major or concentration or add a minor, the course unless they formally with- must formally declare the new major or draw. concentration prior to registration for the last four courses required for graduation. • A student wishing to withdraw from a course must complete a withdrawal When a current student declares or form in the Office of Advising and changes a major or concentration, the stu- Registration. The Registrar will then dent becomes subject to the current major assign a grade of “W” if the student requirements at the time of declaration. last attended prior to the withdrawal However, the general education require- deadline. The “W” grade does not ments remain unchanged if the student affect the student’s GPA. entered under the 1994 Catalog or prior 3. When entering final grades (15th week), to that year. Transfer students will be faculty will indicate the last date of considered on an individual basis. attendance only for enrolled students who have stopped attending. No final DEGREE AUDIT grade will be entered. Based on the dates Students can view their program entered, the Registrar will assign grades evaluation (aka Degree Audit) by as follows: logging into Student Planning via the • The student will receive a grade of Bloomfield College Portal. “WF” if they last attended after the withdrawal deadline. The “WF” grade DEGREE CANDIDATE is equivalent to an “F” grade in terms A student formally accepted by the of GPA calculation. College to pursue a degree on a part-time • If the faculty member cannot record or full-time basis is a degree candidate, the last date of attendance or if the or a matriculated student. date is left blank, Bloomfield College will determine the midpoint of DIRECTORY INFORMATION the period of enrollment as the Based on the Family Educational Right withdrawal date. and Privacy Act (FERPA), Bloomfield College may release the following directory DEAN’S LIST information without written permission Students with superior academic records are of the student: name, address, telephone named to the Dean’s List, published at the number, date and place of birth, class end of each semester. Students who attain level, registered credit for the current Dean’s List both the fall and spring semesters term, major field of study, dates of are honored at a ceremony in October. attendance, degrees and awards received A student with a quality point average and participation in recognized activities of 3.5 or better receives “Honors” designa- and sports. The student may request tion. A quality point average of 3.8 or that the directory information be kept better earns “High Honors.” Full-time confidential by filling out a form at the students are eligible for inclusion every Office of Advising and Registration. semester. Part-time students are eligible after two consecutive semesters during which Academic information, including they complete at least four course units. grades, GPA and graduation information, Part-time students may only count the same can be discussed only with the student semester for inclusion on the Dean’s List unless the student has signed a release once. Summer courses will not be considered giving permission to discuss this when determining a student’s eligibility for information with a third party. Dean’s List. A student who receives a grade of incomplete may not be considered for honors in that semester. 260 UNDERGRADUATE ACADEMIC REGULATIONS & PROCEDURES

DIRECT TRANSFER PROGRAM/ (including law enforcement unit person- NJ TRANSFER nel and health staff); a person or com- pany with whom the College has con- (For details, see section on ADMISSION.) tracted (such as an attorney, auditor, or THE FAMILY EDUCATIONAL collection agent); a person serving on RIGHTS AND PRIVACY ACT (FERPA) the Board of Trustees; or a student serving on an official committee, such The Family Educational Rights and Privacy as a disciplinary or grievance commit- Act (FERPA) affords students certain rights tee, or assisting another school official with respect to their education records. in performing his or her tasks. These rights include: A school official has a legitimate 1. The right to inspect and review the educational interest if the official needs student’s education records within 45 to review an education record in order days of the day the College receives to fulfill his or her professional a request for access. Students should responsibility. submit to the registrar, dean, head of 4. The right to file a complaint with the the academic department, or other U.S. Department of Education concern- appropriate official, written requests ing alleged failures by the College that identify the record(s) they wish to comply with the requirements of to inspect. The College official FERPA. The name and address of the will make arrangements for access and Office that administers FERPA is: notify the student of the time and place where the records may be inspected. Family Policy Compliance Office If the records are not maintained by the U.S. Department of Education College official to whom the request 400 Maryland Avenue, SW was submitted, that official shall advise Washington, DC 20202-4605 the student of the correct official to GRADE APPEAL POLICY whom the request should be addressed. If you think you have received a final grade 2. The right to request the amendment of that you did not deserve, you must begin the student’s education records that the the appeal process within the first two student believes is inaccurate. Students weeks of the next semester (spring appeals may ask the College to amend a record may be initiated the following fall). If the that they believe is inaccurate. They final grade for the course depends in any should write the College official respon- part upon charges of academic dishonesty sible for the record, clearly identify the against the student, those charges must be part of the record they want changed, resolved following the process detailed in and specify why it is inaccurate. If the the section of the catalog devoted to College decides not to amend the record Academic Integrity before a grade appeal as requested by the student, the College can take place. If the grade you are appeal- will notify the student of the decision ing is for a course that is part of a sequence, and advise the student of his or her it is the student’s responsibility to initiate right to a hearing regarding the request the grade appeal as soon as possible. Failure for amendment. Additional information to do so may prevent you from taking the regarding the hearing procedures next course in the sequence. Efforts will be will be provided to the student when made to accelerate the process in such cases. notified of the right to a hearing. 3. The right to consent to disclosures • Step 1 Speak to your instructor. Ask the of personally identifiable information reason for the grade and discuss your contained in the student’s education work in the course. (If the instructor is no records, except to the extent that FERPA longer with the College, then address your authorizes disclosure without consent. appeal to the Division Chair—see Step 4.) One exception, which permits disclosure • Step 2 If you still wish to appeal the without consent, is disclosure to school grade, you must continue the appeal officials with legitimate educational process within one week after speaking with the instructor. You must write a interests. A School official is a person letter to the instructor stating your employed by the College in an reasons for appealing and send copies administrative, supervisory, academic of the letter to the Registrar and the or research, or support staff position Chairperson of the Division in which the course is listed. UNDERGRADUATE ACADEMIC REGULATIONS & PROCEDURES 261

Note: If the student fails to respond in Vice President for Academic Affairs will time, the instructor’s grade stands. render a decision regarding the grade. • Step 3 Your instructor must respond The decision will be final. within one week of receiving your Note: After each step, if there is failure to letter. Copies of this letter are forwarded respond, within one week the student is to the Registrar and the Chairperson free to go to the next level. In the case of of the Division. graduating seniors, efforts will be made to • Step 4 If you wish to appeal further, you accelerate the appeal procedure. must send a letter to the Chairperson of GRADE CHANGES the Division within one week of receiv- ing the instructor’s response stating Once an instructor submits a final grade your intention to appeal further, with to the Office of Advising and Registration, copies to your instructor and to the it may be changed for only two reasons: a Registrar. mathematical error calculation or a transcription error in the recording on If the instructor of the course is the the official grade sheet. Instructors who Division Chair, he or she will request that request change of a particular grade must the Vice President for Academic Affairs secure the written approval of the Registrar. and/or designee appoint an appropriate member of the Division to respond THE GRADING EVALUATION to your appeal. SYSTEM • Step 5 The Chairperson of the Division or the appointed designee, must respond Evaluation in writing within one week of receipt of Evaluation takes several forms, depending your letter. Copies of the Chairperson’s on particular course objectives. Regular letter are sent to your instructor and to evaluations should occur throughout the the Registrar. term as well as upon completion. • Step 6 If the student does not accept the Specifically: recommendation of the Chairperson of A. The instructor should state course the Division, the student can appeal by objectives in writing during the first sending a formal petition to the Faculty week of classes, in clear, comprehensive, Committee on Academic Standards with- in one week of receipt of the decision of specific terms. the Chairperson of the Division involved B. The stated objectives should include: in the appeal. Copies of the petition must 1. Any prerequisite skills or knowledge; be sent to the instructor, the Registrar, and 2. Time factors for classroom contact the Chairperson of the Division. The and out-of-class study and preparation; Faculty Committee on Academic Stan- 3. The methods to be utilized; dards will respond within one week after its next regularly scheduled meeting. 4. Desirable behavioral, cognitive, or • Step 7 If the students wishes to appeal effective changes; and further, within one week of the decision 5. Standards against which the of the Committee on Academic Stan- instructor will evaluate. dards, the student must send a letter to C. Evaluative reports to the student will the Vice President for Academic Affairs include both a grade or score and com- and/or designee with copies to the ments or suggestions for improvement; instructor, the Registrar, the Chairper- D. Evaluations should be made as soon son of the Division and the Chairperson as possible after an assignment is com- of the Faculty Committee on Academic pleted and reported to the student when Standards. The Vice President for the work is returned, with opportunity Academic Affairs and/or designee shall for extensive discussion of evaluative receive a folder assembled by the Divi- comments; sional Office Secretary containing a E. All original written work submitted record of previous appeals and shall for evaluation will be returned to the respond in writing to the student within student with the instructor reserving one week of his/her letter. Following the right to retain a copy if so desired. consultation with the student, the instructor, the Division Chairperson, and the Chairperson of the Faculty Committee on Academic Standards, the 262 UNDERGRADUATE ACADEMIC REGULATIONS & PROCEDURES

THE GRADING SYSTEMS– QUALITY LETTER GRADE SYSTEM SYMBOL POINTS Excellent ...... A ...... 4.0 A- 3.7 B+ 3.3 Good ...... B ...... 3.0 B- 2.7 C+ 2.3 Satisfactory*...... C ...... 2.0 Less than Satisfactory ...... C-...... 1.7 D+ 1.3 D 1.0 D- 0.7 Passing ...... P ...... 0.0 Satisfactory ...... S ...... 0.0 Unsatisfactory ...... U ...... 0.0 Failing & ...... F...... 0.0 Official Withdrawal ...... W ...... 0.0 Administrative Withdrawal...... WN ...... 0.0 Unofficial Withdrawal . . . . . WF ...... 0.0

*C (Satisfactory) is the minimum quality of work expected from students qualifying for a baccalaureate degree.

GRADING C. Mid-term and final grades are A grade or score on a specific assignment submitted to the Office of Advising should represent a fair and competent and Registration for each course. evaluative judgment. The grade or score, as Incomplete Grades well as accompanying comments, should A grade of Incomplete may be reported be understandable and based only on the only when illness or other serious stated course objectives. emergency occurs during the semester to Specifically: prevent the student from completing the work for the marking period. A student A. With the exception of final course who misses the final exam must notify the grades, which must be selected from instructor or the departmental office with- among a standardized set of grading in 48 hours. An Incomplete may not be symbols, individual instructors may use reported because of negligence or procras- a variety of evaluative methods and tination. If the student’s academic standing symbols based on their course objectives is in question when Incomplete grades are and standards. submitted, the Faculty Committee on B. Grading standards and criteria should Academic Standards reserves the right to reflect at least the following factors: consult appropriate instructors and to base 1. The level of the course (i.e., 100, 200, its decision on the student’s anticipated 300, or 400); course grade(s). 2. Student performance in accordance A student who receives an Incomplete with the instructor’s stated expectations grade must arrange with the instructor to and the stated objectives of the course; make up the incomplete coursework. The College strongly encourages the stu- 3. A general understanding of the mini- dent to make up incomplete work before mum quality of academic achievement the beginning of the succeeding semester. acceptable for graduation credit. Students must complete all incomplete work by the end of the third week of the UNDERGRADUATE ACADEMIC REGULATIONS & PROCEDURES 263 semester following the one in which the all stated academic prerequisites and must Incomplete was incurred. Any request for have a cumulative quality point average of extension must be made by the instructor 2.3 or above. In special cases, the student to the Registrar’s Office no later than the may petition the Faculty Committee on end of the third week of classes. If an Academic Standards to waive this mini- incomplete remains by the end of the mum grade point average. Statements from third week of classes in the semester fol- the internship coordinator and the division lowing the one in which the Incomplete chairperson must support such a petition. was incurred, and there is no official Two faculty and/or employment references request for an extension by the instructor, (as approved by the internship coordina- it will be officially converted to an “F” tor) attesting to the student’s ability to and affect semester and cumulative function effectively in an internship must averages accordingly. accompany application for admission to A student who receives a grade of an internship program. The admission incomplete may not be considered for decision will be based on factors which honors in that semester. include access to transportation and the availability of a suitable position. Grade Point Average and Quality Points These are the minimal institutional Quality points are determined by multiply- ing the respective grade weight by the value standards for all internship programs. of the course. The internship coordinator will provide information regarding special additional Grade point average is determined by requirements for admission to any dividing the total quality points earned in particular internship. a set of courses by the sum of the total courses attempted for credit. LEAVE OF ABSENCE GRADUATION WITH HONORS A student may voluntarily request a leave of To be considered for Honors at graduation, absence at any time during the semester by a student must have successfully completed completing the form available in the Office at least sixteen (16) course units on the of Enrollment Management, Ext. 1230. letter grade system (no S’s or P’s) at Upon request, leaves may be granted for up Bloomfield College. A student who has to one year subject to extension. No credit is earned a cumulative grade point average granted for courses which are in progress of 3.5 and a 3.5 average in the major is when the leave is granted. Any course eligible for cum laude; both averages credits earned elsewhere while the student must be 3.65 for magna cum laude and is on leave may not be accepted upon 3.8 for summa cum laude. Students may readmission. also be considered for Honors at gradua- To be eligible for a leave of absence, tion by membership in the Bloomfield a student must be in good academic stand- College Honors Program or Bloomfield ing. For students, not in good academic College chapters of the honor societies standing, see the withdrawal policy. The listed below. Dean of Faculty may require a student to take up to a one-semester leave of absence HONOR SOCIETIES if such action is in the best interest • Alpha Chi–National Academic Honor of the student or the College. Society. • Chi Alpha Sigma–Honor Society for NON-MATRICULATED POLICY Scholar Athletes. Non-matriculated students are those who: • Delta Mu Delta–Business Honor Society. 1. may take up to six(6) undergraduate • Psi Chi–National Honor Society for courses at Bloomfield College Psychology Majors. • Kappa Delta Pi–Education Honor 2. are members of a special population Society. defined as: senior citizens, students Sigma Theta Tau-International. seeking a certificate, or students who • already have an undergraduate degree INTERNSHIP PROGRAMS Before registering for a seventh course, To enroll in any Bloomfield College intern- students, with the exception of members ship, a student must file timely application of special populations, must matriculate. through an internship coordinator. The In order to matriculate, a non-matriculated applicant must have successfully completed student must: 264 UNDERGRADUATE ACADEMIC REGULATIONS & PROCEDURES

• have a G.P.A. of 2.0; major. Classes taken previously must be • complete an application with Admission evaluated by the Discipline Coordinator to be accepted as a matriculated student. for inclusion in the major. Other students who may be enrolled but *Unpaid balances must be paid in full not pursuing a degree, include those taking to be considered for reinstatement. individual courses for personal interest, enrichment, certification or professional REPEATING COURSES advancement; visiting students; high Students may repeat no more than three school scholars; and those taking classes courses in their major in which any combi- as part of the High School/College nation of grades of C- or lower, W, or WF Credit Program. has been received. If a grade of W, WF, or less than C is earned in the course for the ONLINE ENROLLMENT second time, the course may not be repeated Student enrollment in online courses is again. The highest grade achieved in the defined as active participation in the course course will be counted in the GPA. All as described by the individual course courses regardless of weight in CUs will be syllabus. Students enrolled in these courses counted as one course. In the event that a must maintain active Bloomfield College student is unsuccessful after repeating email and Blackboard accounts to permit three courses in the major, the student correspondence about the course. Students must change majors. must download the course syllabus from For any course that a student wishes to their own Bloomfield College Blackboard repeat (grade in course is C- or lower), accounts by the end of the Add/Drop period or they will be withdrawn from the course MUST be repeated at Bloomfield the course. College. A student wishing to repeat a course may only repeat at the highest level REGISTRATION attained in that discipline. Credit for courses that must be repeated may not be earned It is the student’s responsibility to be regis- through CLEP testing. tered for classes through the Registrar’s Office and cleared through the Bursar’s A course in which the student has received Office. Students who attend classes and a grade of C or better may not be repeated who are not properly registered and for additional credits or quality points. cleared will not be reinstated into the class Students with extenuating circumstances and will not receive credit. who wish to challenge the above policy may petition the Faculty Committee on REINSTATEMENT Academic Standards. All measures will be A student who has withdrawn from the taken to maintain confidentiality. College or who has been academically To expedite the processing of the petition suspended and who wishes to be consid- and decision of the Committee, petitions ered for reinstatement must complete should be submitted no later than two the reinstatement application available weeks after final grade posting. in the Office of Enrollment Management and Admission.* REPEAT POLICY FOR NURSING The faculty of Bloomfield College recog- MAJORS nizes that a maturation process will have An undeclared Nursing interest student who occurred in a student who has been out of needs to repeat more than three required college for several years. In view of this, courses (BIO 205, BIO 206, MTH 130, and the fact that a student may be seriously MTH 140, NUR 105, WRT 105 or compromised by previous failures on WRT 106, WRT 108 or WRT 109) will not his/her academic record, the faculty be allowed to enter the major. Once a stu- has directed that a student seeking dent is admitted to the major, if the student reinstatement after five (5) years will must repeat a fourth course (including pre- not have any grades of “F” counted in the requisites, corequisites, or courses designed cumulative index. These courses will as NUR), the student may not continue in remain on the student’s permanent record. the major. Only one nursing course (NUR designation) may be repeated once. A with- Students returning to the College after drawal of grade of C- or below on the sec- an absence of three years or more will ond attempt necessitates withdrawal from be subject to any new graduation the major. requirements, including those in the UNDERGRADUATE ACADEMIC REGULATIONS & PROCEDURES 265

SECOND BACCALAUREATE appropriate department or the DEGREE Division Chairperson. A student who holds a baccalaureate Appeals of the requirements should degree from Bloomfield College or another be directed to the Faculty Committee on accredited institution may register for Academic Standards. courses at Bloomfield College in order to Procedure: complete a second academic major and/or Students should pick up a course approval earn a second baccalaureate degree. form in the Registrar’s Office and have Candidates for second baccalaureate the course approved by a faculty member degrees must successfully complete at least in the appropriate department or the eight courses beyond the normal under- Division Chairperson. The student should graduate requirement, including at least return the signed form to the Registrar’s three courses in the second major appro- Office. The current GPA and the number priate to the degree. A student who holds of completed courses will be checked and a baccalaureate or graduate degree from final approval will then be given. another institution is eligible to earn a The student will be given a letter confirm- Bloomfield degree in the same major only ing that the course has been approved and if he or she is pursuing a defined concen- that Bloomfield College will accept credit tration which includes at least four courses provided that a grade of C or better is that are recognizably different from any of earned and an official copy of the tran- the courses taken while earning the previ- script is received by the Registrar’s Office. ous degree. The Office of Advising and A copy of the letter will be placed in the Registration will examine the transcript of student’s permanent file. courses leading to the first baccalaureate degree to determine whether these courses TRANSCRIPT REQUESTS meet General Education and major • All transcript requests require the signa- requirements appropriate to the second ture of the student, and must include degree. These requirements must be met, the full address of the recipient. even if this necessitates more than the minimal eight courses. • Official transcripts are normally mailed directly to the recipient or the student STUDY IN ABSENTIA within 3-5 working days. However, official transcripts will be issued directly Students may study at other colleges by to students in a sealed envelope for an requesting permission to study in absentia. additional charge. No same day requests This status may be granted for up to one will be accepted after 4:00 pm. full year through application and approval from the Faculty Committee on Academic • Transcripts will not be prepared Standards. Students may submit credits for students who owe money to earned as transfer credits if the Office Bloomfield College. of Advising and Registration has given • Students can fax signed requests to the prior approval for such work. Office of Advising and Registration at 973-748-2767. TAKING COURSES AT ANOTHER • Students can scan signed requests to INSTITUTION [email protected]. Requirements: • Transcripts will not be faxed to a 1. Only students with a cumulative GPA of student or any other recipient. 2.0 or better can take classes off campus. • Telephone requests will not be 2. The requested course cannot be a repeat honored. of a course already taken at Bloomfield College. TRANSFER CREDITS FOR 3. Students with junior or senior UPPERCLASSMEN status must take courses at a four-year Students with upperclass standing institution. (i.e., those who have completed 16 c.u.s 4. The Residency Requirement (page 59) or more) may not take courses at a states that students must take their community or other two-year college for last eight course units on campus. transfer to Bloomfield College. 5. The requested course must have the approval of a faculty member in the 266 UNDERGRADUATE ACADEMIC REGULATIONS & PROCEDURES

TRANSFER STUDENTS To be reimbursed the student must comply The Office of Advising and Registration will with the following procedures: evaluate transcripts of prior collegiate work Initial Enrollment by students who enter as transfer students. In general, only courses in which a grade of Once admitted to the College, the student C (or its equivalent) or better was earned must obtain an Application for Program of will be considered for transfer credit. Education or Training (VA Form 22-1990) from either the Department of Veterans The Bloomfield College GPA is based sole- Affairs or from the College. The completed ly on courses taken at this institution, application along with a certified copy of while credits are transferable, the GPA is the DD-214, is sent to Annette Raymond, not. Office of the Registrar, 467 Franklin Street, Students wishing to transfer in courses that Bloomfield, New Jersey, 07003. were taken more than three years ago must Students transferring from another univer- have them evaluated and approved by the sity or college will need to obtain a Request Discipline Coordinator. Courses that are for Change of Place of Training (VA Form not approved are not transferable. 22-1995) from either the Department of Students who have received A.A., A.S., Veterans Affairs or from the College. A.A.S./RN (only for students seeking The completed form should be sent to BSN), B.A., B.S., or M.A. degrees from Annette Raymond, Office of the Registrar, regionally-accredited institutions will 467 Franklin Street, Bloomfield, be admitted under the Direct Transfer New Jersey, 07003. Program. For further information, see Direct Transfer Program on page 14. Re-enrollment Students who have received the bachelor’s Students who receive veteran’s benefits at degree in a given discipline from other the College the preceding semester and institutions are eligible for admission as plan to re-enroll with no change of objec- candidates for Bloomfield College degrees tive should inform the Registrar’s Office at in other disciplines. Prior academic work is the time of registration that they which to treated much the same as prior academic be recertified under the provisions of their work of any transfer student. For further original VA Form 22-1990. information, see Second Baccalaureate Students receiving veteran’s benefits must Degree. take courses that lead toward the exact objective (usually a specific degree) on the UNOFFICIAL WITHDRAWAL original VA application. Otherwise, they A grade of “WF” designates unofficial must submit a Request for Change of withdrawal from class. This is the grade Program (VA Form 22-1995). Students given to a student who is not in attendance utilizing veteran’s benefits must let Annette after the time permitted for official with- Raymond know immediately of any drawal from the course. change in their status or program that might affect the amount of their monthly VETERAN’S BENEFITS payment from the VA. If they fail to do Bloomfield College is approved for the so, the Department of Veterans Affairs training of veterans and the widows and will seek reimbursement from the children of deceased veterans under the student for any overpayment. provisions of the various federal laws The Office of Adult Student Services pro- pertaining to veteran’s educational bene- vides academic support and guidance for fits. Information about veteran’s benefits student veterans at Bloomfield College. For and enrollment procedures may be assistance, please contact Marissa McYeng obtained at the Registrar’s Office at by email [email protected] 229 Liberty Street or by calling Annette or by calling 973-748-9000. Raymond at 973-748-9000, Ext. 1271. Students eligible for veteran’s benefits Yellow Ribbon Program register and pay their College bills in the Bloomfield College has partnered with the same manner as non-veteran students. Yellow Ribbon GI Education Enhancement Reimbursement is made by the Depart- Program (Yellow Ribbon Program), a pro- ment of Veteran’s Affairs on a monthly vision of the Post-9/11 Veterans Educa- basis. The amount of reimbursement is tional Assistance Act of 2008. This pro- governed by the student’s program and gram allows institutions of higher learning the student’s course load. UNDERGRADUATE ACADEMIC REGULATIONS & PROCEDURES 267

(degree-granting institutions) in the Medical Withdrawal United States to voluntarily enter into an Bloomfield College students who experience agreement with Veterans Affairs to fund physical and/or psychological circumstances tuition expenses that exceed the highest that substantially impair their ability to public in-state undergraduate tuition rate. function successfully or safely as a student Bloomfield College has agreed to match may be eligible for a medical withdrawal. dollar for dollar with the Yellow Ribbon To qualify for a medical withdrawal, the Program to cover the difference in tuition student must submit to the Registrar and fees for qualifying veterans. Therefore, under this program, veterans can earn a (a) a description of the medical degree at Bloomfield College at no cost. circumstances and (b) documentation from a licensed This new benefit was created for those who healthcare provider that addresses served in the military on active duty for at those circumstances and supports least 90 days beginning on or after Septem- withdrawal as medically appropriate. ber 10, 2001. For more information about Documentation or a detailed letter from eligibility, please visit the U.S. Veterans the treatment provider must include Affairs website. the following: Standards of Progress • Diagnosis Continuation of VA payments depends • Date of onset on the student’s meeting the College’s • Effect of medical condition on your academic standards for all students. ability to perform academically The student must also meet any • Prognosis standards of progress which may be Treatment plan established by VA regulations. • Time frame for treatment and recovery If in a national emergency students • Based on the documentation provided, are called to active duty, they will be with- the Registrar then approves or denies the drawn from classes without academic or request for medical withdrawal. If approved, financial penalty. Alternative arrangements the student will receive a WN for all courses may be made with the instructor in special during the requested semester. In addition, circumstances. Documentation must be the student must submit documentation provided to the certifying official. to return to classes following a medical WITHDRAWAL FROM COLLEGE withdrawal semester. A student may officially withdraw from the College prior to the end of classes in a given semester. W-grades will be recorded if the voluntary withdrawal is made between the beginning of the third week of classes and last day to withdraw (See Calendar). After that date, an “WF” grade will be recorded. Students who feel that there are mitigating (non-medical) circumstances may file an appeal with the Faculty Committee on Aca- demic Standards. Those students with med- ical documentation should utilize medical withdrawal process below. In order to with- draw, the student must complete a with- drawal form available in the Office of Advis- ing and Registration. Failure to withdraw officially will lead to failing grades and may limit chances of reinstatement at a later date. Students who have withdrawn and who wish to be considered for reinstatement must complete the reinstatement application available in the Office of Enrollment Management and Admission. 268

Enrichment Programs ENRICHMENT PROGRAMS 269

Enrichment Programs

EDUCATIONAL OPPORTUNITY The EOF Program provides financial FUND PROGRAM support for college tuition to eligible students. A preliminary decision will be The Educational Opportunity Fund (EOF) made regarding eligibility after students Program is a comprehensive support pro- complete the Bloomfield College EOF gram funded by the State of New Jersey Program Preliminary Financial that provides academic and financial assis- Information Form. tance for New Jersey residents to attend college. Students must also complete the Free Application for Federal Student Aid The Program targets students from aca- (FAFSA) and the Bloomfield College demically and financially challenged back- Application for Financial Assistance by the grounds, who show academic promise and recommended deadline of April 1st. A copy have the desire to succeed but do not meet of the family’s federal income tax return or the College’s regular admission criteria. a letter from the agency providing support The main goals of the EOF Program are: of the family is also required. Financial aid • To promote a positive adjustment and applications are available at Bloomfield assimilation into the College; College. Students who need assistance may • To involve students in the total life of contact the Financial Aid Office at the College, by making the most of (973) 748-9000 Ext. 1212 or 1383. campus resources; FIRST YEAR SUMMER BRIDGE • To assist students to learn and develop a set of decision making, critical This program offers incoming First Year thinking, problem solving skills; Students a FREE college course in healthy • To involve students in leadership and lifestyles and customized math tutorials co-curricular activities; that address student math skill needs. • To prepare students to face new Through this four week program students challenges with hope, optimism, and will enhance math skills making them self confidence. better prepared for their college level math courses. Students will also meet To be considered for the EOF Program, faculty and professional advising/coaching a student must provide appropriate staff who will facilitate transitioning information and meet certain criteria: challenges to college. • Must submit a Bloomfield College Application, high school transcript, two letters of recommendation, and SAT or ACT scores for admission; • Must be a legal resident of New Jersey for at least one year; • Must be from a low-income family demonstrating historic poverty and meet the financial guidelines estab- lished by the State of New Jersey; • Must be enrolled as a full-time college student; • Must be interviewed by a member of the EOF staff; • Must participate in an intense five- week residential summer program. • Student must have a high school diploma or Graduate Equivalent Diploma (GED). 270 ENRICHMENT PROGRAMS

TRIO SSS-STAR . . . STUDENT The activities or services of the program SUPPORT SERVICES include, but are not limited to the following: The TRIO Student Support Services (SSS) grant was awarded to Bloomfield College • Monitoring of academic progress in the 2000-2001 academic year. Referred • Assistance in exploration of course offer- to on campus as Trio SSS-STAR (Students ings To Achieve Renown), the program’s focus • Academic and personal coaching is to empower Bloomfield College under- • Career Counseling graduate students enrolled in the SSS Pro- • Summer internships gram to develop the skills necessary to • In-house tutoring services graduate college. Eligible participants • Financial aid assistance and advocacy include enrolled students who are first- with Student Financial Services generation and/or meet federal income Financial literacy education guidelines and have a need for academic • support. • Financial aid advising and award letter review • Assistance in completing federal and state financial aid applications • Financial assistance through the SSS Grant • First Year Mentor Program • Student computer lab • Graduate school and professional school planning • Cultural and social events and activities • Textbook, Laptop and Calculator Loans SPECIAL PROGRAMS 271

Special Programs

BLOOMFIELD COLLEGE Currently enrolled students must have HONORS PROGRAM completed between 3 and 18 college-level courses with a cumulative grade point The purpose of the Bloomfield College average of 3.3 or higher, submit two rec- Honors Program is to create an academic ommendations from faculty, and interview environment that encourages and motivates with the Director of the Honors Program. students to be challenged and excel in their Incoming transfer students must have a academic work, leadership activities, and social responsibility. The program embraces cumulative incoming grade point average our mission and is committed to interdisci- of 3.3 or higher, submit two recommenda- plinary, multicultural perspectives as tions from faculty at their previous institu- a foundation for scholarship in the 21st tion, and interview with the Director of the century. Honors Program. Requirements The curriculum consists of interdisciplinary Honors seminars which are grounded To remain in the Honors Program in the arts and sciences, courses of the and graduate with the Honors Program student’s choice taken for Honors credit designation: (“Honors Options”), and an honors cap- 1. Honors students must maintain a stone project. Honors students work with cumulative grade point average of faculty mentors in their discipline and on 3.3 or higher. the Honors Council to develop the honors 2. Honors students must successfully com- element of the capstone project in their plete at least four “Honors Options” major. during their regular academic program. The selection of these honors options The curriculum will be enriched by must be made in consultation with, co-curricular experiences such as atten- the student’s academic advisor and the dance at the national and regional honors approval of the Director of the Honors conferences, activities that take advantage Program, and instructor. The Honors of the cultural opportunities both on cam- Option designation means that the pus afforded by the New York/New Jersey student will perform honors work that metropolitan area community service and involves greater depth and academic social activities. challenge than that assigned other Students enrolled in the Program are students in the course. Specific require- encouraged to participate in an interna- ments will be established by the instruc- tional academic experience, which is tor of the course in collaboration supported by the Maureen Grant Study with the student and Honors Program Abroad Scholarship. Director. 3. Honors students must take at least one Eligibility Honors Seminar (HON 498 or HON The Honors Program is open to new fresh- 499), normally in junior or senior year. men, continuing, and transfer students. Note: as topics vary, HON 498 and New freshmen are admitted based upon HON 499 may be repeated for credit. their high school academic record (a HON 498 and HON 499 will count as combination of AP courses, honors elective credit. However, these honors courses, high school grade point average, seminars may be used as a substitution international baccalaureate degree, for a major course with approval by the letters of recommendation from teachers) appropriate discipline coordinator and and participation in community service the Honors Director. and leadership activities. 4. Part-time students must meet the same criteria and be enrolled in a minimum of two college-level courses. 272 ENRICHMENT PROGRAMS

5. Honors students are encouraged to To be eligible for the McNair Scholars Pro- actively participate in the intellectual life gram, students must: of the College community and to serve • Have completed the Sophomore year as leaders and role models for other (in some cases Sophomores will be students by serving on the Honors Council, assisting in the planning and admitted to the program under the organizing of co-curricular events, classification of a junior McNair Scholar) mentoring other students and partici- • Have a minimum cumulative GPA of 3.0 pating in community service activities. or above • Hold U.S. Citizenship or permanent U.S. DR. RONALD E. MCNAIR residency POST-BACCALAUREATE • Come from a low-income family and be ACHIEVEMENT PROGRAM the first generation to complete a bac- The Dr. Ronald E. McNair Scholars calaureate degree or be a member of a Program is a federally-funded TRIO group that is underrepresented in gradu- program that prepares income-eligible, ate education (African American, Native first-generation and/or underrepresented American or Chicano/Latino). students for graduate and doctoral study. N.B. There are limited slots for admis- The program was named after the sion as an underrepresented Scholar NASA astronaut, Dr. Ronald E. McNair, the second African-American to fly • Intend to pursue graduate studies leading into space, who was committed to to a Ph.D. (This program is not open to educational access and opportunity. students pursuing medical, law or an MBA degree.) The goal of the McNair Scholars Program is to increase the number of Ph.D.s among For additional information, including an underrepresented segments of our society. application, please view the McNair web- The Bloomfield College McNair Scholars site: www.bloomfield.edu/mcnair. Program’s objectives are to provide and To speak with McNair staff and set up facilitate research opportunities, increase an appointment or learn more about retention and graduation rates, increase the the program, please send an email to number of scholars matriculating into [email protected] or call graduate programs (doctoral and masters), (973) 748-9000, Ext. 1663. and increase the number of Scholars receiving Ph.D.’s within 10 years of gradu- POST-CHIROPRACTIC PROGRAM ating with a Bachelor’s degree. The post-chiropractic program offers Scholars can expect to receive the following holders of the D.C. degree an opportunity benefits and activities as participants in the to complete the requirements for the Program: B.S. degree. Post-chiropractic students must complete • Seminars on the research and graduate the General Education and residency school admissions process; requirements. Admission to the program • Workshops on library and academic is based on the D.C. degree and two years research, finding funding and fellowships of college credit from an accredited for graduate school, improving technical institution. writing skills, preparing personal state- For further information, contact the office of ments, and effective interviews and the Pre-Chiropractic Coordinator. research presentations; • Access to faculty mentors to supervise and guide Scholars' research work; • Individual and group academic advise- ment; • Support for travel to and participation in McNair Research Conference and national academic conferences; • GRE preparatory workshops; • Financial literacy workshops; • Unlimited referrals to fellowships, gradu- ate school fairs and summer research opportunities; • Up to $2,200 in stipend to support research efforts. SPECIAL PROGRAMS 273

THE SENIOR CITIZENS PROGRAM VISITING STUDENTS Senior citizens, aged 65 and above, are Bloomfield College welcomes bona fide welcome to enroll in any course that is not visiting students who submit statements filled, on a space-available basis (2) weeks of eligibility signed by the Dean or Regis- before the beginning of the term. See trar of their own institutions. Statements page 20 for tuition and fees. While many of eligibility are submitted to the Office senior citizens at Bloomfield College take of Admission who arranges registration classes for audit only, they may take appointments. The usual application fee courses for credit toward degrees. Through is waived as a courtesy to the sending their presence on campus, and especially institution. Visiting students are responsi- through their active participation, the ble for tuition and appropriate fees. seniors enrich the learning experience of all students. The College is pleased to ACCELERATED PROGRAMS have them. Our Accelerated Program offers accelerated, credit-bearing programs to meet the needs STUDY ABROAD of adult students who wish to complete Study Abroad opportunities in European, their program in a minimum amount of Asian, African and Latin American countries time without compromising quality or are available through Bloomfield College’s standards. Recognizing the demands made membership in the College Consortium for on full-time working adults, the Accelerated International Studies (CCIS). Program provides an opportunity for seri- Applicants for CCIS programs must have ous academic pursuit within a schedule that attained sophomore status with a minimum provides for balance in their lives. Courses cumulative G.P.A. of 2.5. Information on are offered in a variety of delivery CCIS programs and assistance in the modes –traditional face-to-face, hybrid, and application process is available from fully online –on weekdays and Saturdays. Ext. 1322. Bloomfield College has small, personal Bloomfield College also offers credit classes, as well as expert, caring faculty. through Wroxton College, located between The adult learner will find an opportunity to Stratford-on-Avon and Oxford, England. work with faculty with professional experi- While Wroxton is owned and operated by ence who draw upon their student’s strengths Fairleigh Dickinson University, it is techni- while, at the same time, recognize their cally treated as a branch of Bloomfield distinctiveness as nontraditional students. College under a special agreement. The Accelerated Program offers the Students entering the Wroxton program following programs of study: must have attained sophomore status, with • Certificate in Network Engineering a cumulative G.P.A. of 2.7 or higher. Formal The certificate in Network Engineering application may be made by completing prepares students with or without a bache- the Wroxton application forms which lor’s degree to meet the growing demands are available from Ext. 1322. of the Internet Technology industry as These programs provide the opportunity network consultants, LAN and WAN for students to spend a semester of study engineers, IP telephony support engineers, abroad without the problems often network security architects. Students will associated with the transfer of credit. develop skills required by large and small While enrolled at Wroxton or other CCIS corporations, government, and the non- program, students are entitled to continue profit sector. For those already in the Inter- receiving all federal, State and Bloomfield net Technology field, this certificate will College financial aid. Students will be con- help accelerate your career. sidered for an increase in Bloomfield For curriculum information, see page 131. College Supplemental Grants to help meet the additional costs of attending the over- seas program. Additional grants of up to $1,000 are available for one semester only to students who have demonstrated financial need and have utilized maximum eligibility under the Stafford Student Loan Program. 274 ENRICHMENT PROGRAMS

• Certificate in Supply Chain • RN/BSN Program Management The accelerated RN/BSN degree program The certificate prepares students with and provides a fast-track to the BSN for without a bachelor’s degree for the growing RN–prepared nurses who wish to expand fields of physical distribution, inventory their skills beyond the clinical aspects of control, traffic, warehouse management nursing, be a leader in the nursing profes- and more. The program is designed to sion, and be better prepared for today’s meet the needs of the working professional health care challenges. and fulfill corporate training objectives. For more information on the RN/BSN For curriculum information, see page 77. program, contact the Chairperson of the For more information on Certificates in Frances M. McLaughlin Division of Nursing Network Engineering or Supply Chain at 973-748-9000, Ext. 1324. Management, contact the Chairperson of the Division of Accounting, Business, Computer Information Systems and Economics at 973-748-9000, Ext. 1389. ALTERNATIVE CREDIT PROGRAMS 275

Alternative Credit Programs

ADVANCED PLACEMENT Note: Internships will be treated as Bloomfield College participates in regular courses with student participa- the Advanced Placement Program tion dependent on faculty/Division administered by the College Entrance Chairperson recommendation. Examination Board. It grants advanced To register a student must obtain an standing (placement and credit) to the application for Internship form in the student who earns a grade of 3, 4, or 5 Registrar’s Office. in an Advanced Placement Examination. In order to determine eligibility for inde- In the case of a student who earns a grade pendent study, students should contact the of 3, advanced standing may be granted Division Chairperson. They must then only upon the recommendation of the secure the sponsorship of an appropriate faculty within the discipline involved. faculty advisor who will assist in preparing Additional information concerning a program prospectus. The prospectus the Advanced Placement Program must include the learning goals, the may be obtained from: method of study, and the means by College Board which the faculty member will evaluate the Advanced Placement Examination student's progress. If approved by the Box 592 faculty member, the Division Chairperson, Princeton, NJ 08540 and the Registrar, the prospectus will constitute a contract between the student INDEPENDENT STUDY and the College. The Independent Study Program provides Independent studies will normally begin and the opportunity to study individually with end with the regular semester. The faculty a member of the College faculty. Students member will assign a grade upon comple- may use it for unique, creative projects not tion of the project, and the student will found in the standard course offerings or receive the academic credit agreed upon if for requirements which the student cannot the project is completed satisfactorily. meet through scheduled course offerings. More information can be obtained 1. Only juniors and seniors are allowed from the Office of Advising and Registra- to take an Independent Study unless it tion at 229 Liberty Street (973) 748-9000, is in a Foreign Language. Ext. 1759. 2. The following G.P.A. is required for taking an Independent Study: Juniors – 3.0 Seniors – 2.5 3. An Independent Study may not be used to repeat a course. 4. A student may take only one Independent Study per semester and no more than a total of four. Certain majors may have other restrictions. 5. An Independent Study may not be taken during a semester that the course is offered. 6. Students may petition the Faculty Committee on Academic Standards for exceptions to this policy. 276 ENRICHMENT PROGRAMS

LEARNING ASSESSMENT • All CLEP and DSST tests are taken Because not all college-level learning takes online; there are no pencil-and-paper place in the classroom, Bloomfield College tests. accepts credit through the College Level • Successfully completed CLEP and DSST Examination Program (CLEP and DSST) exams will be recorded on the student’s and Prior Learning Assessment (PLA). transcript as transfer credit and will not be used in calculating the grade point A maximum of 16 course units may be average. earned through CLEP, DSST and PLA. FOR CLEP AND DSST: CLEP BLOOMFIELD COLLEGE EXAM EQUIVALENT • Examination credit is applicable to the ACC 201 Financial Accounting I 1 cu fulfillment of the major and General Education requirements, subject to the BUS 200 Principles of Management1 cu approval of the major advisor. BUS 314 Principles of Marketing 1 cu BUS 316 Introductory Business • In accordance with scoring recommen- Law 1 cu dations of the American Council on ENG 202 Analysis & Interpretating Education, credit will be granted for Literature 1 cu students who score 50 and above (59 ENG 203 English Literature 1 cu and 63 for French II and Spanish II, ENG 204 1 cu respectively) on CLEP exams and 46 Biology and above on the DSST Lifespan Chemistry Development exam. Natural Science • Bloomfield College is a CLEP testing GIS 200 American Government 1 cu center. MTH 140/141 College Algebra 1 cu • Students must register in advance MTH 160/161 Precalculus 1 cu for CLEP exams via email to MTH 221 Calculus 1 cu [email protected]. PSY 100 Introductory Psychology 1 cu • Test dates and registration deadlines PSY/EDC 210 Educational Psychology 1 cu are available from the Center for Inno- SOC 100 Introductory Sociology 1 cu vation to Enhance Learning (CITEL) or SOC 247 Human Growth & Aging 1 cu online at http://www.bloomfield. French Language edu/academics/academic-centers/citel/ FRN 115 French Language & testing-services/clep Culture I 1 cu • There is a non-refundable registration FRN 125 French Language & fee of $25 in addition to the cost of the Culture II 1 cu exam. Spanish Language • To register for CLEP exams, Bloomfield SPA 110 Spanish Language & College students must have Culture I 1 cu SPA 120 Spanish Language & • completed a minimum of one Culture II 1 cu semester at the College before taking a CLEP exam. DSST BLOOMFIELD COLLEGE • completed any necessary foundation EXAM EQUIVALENT courses. PSY 205 Lifespan Developmental • completed the prerequisite(s) for Psychology 1 cu the course they wish to CLEP. • a cumulative GPA of 2.0 or higher. PRIOR LEARNING ASSESSMENT (PLA) • CLEP and DSST exams cannot be taken • Assessment may be requested in any as a repeat of a course already taken at course found in this Catalog except any institution. Education and Nursing courses and some • CLEP and DSST credits accepted in internship courses. transfer are subject to evaluation criteria • Prior learning acquired through spon- established by Bloomfield College. sored or non-sponsored experiences will • Each exam is 90 minutes long and is be considered (for example –work made up primarily of multiple-choice experiences, volunteering, non-credit questions. Some exams have fill-ins, and certification courses, and other life the English Composition exam contains experiences). an essay. ALTERNATIVE CREDIT PROGRAMS 277

• Prior learning is assessed through the b. The Division Chairperson will development of a portfolio, which is arrange for a faculty mentor. accomplished with the guidance of a c. The student will be enrolled in and faculty mentor. must complete the free, non-credit • If the course to be assessed is a prerequi- PLA workshop (PDC 150). site for later courses, these courses may not be taken until the assessment d. Upon enrollment in PDC 150, process has been successfully completed. student will receive a tuition bill ($500) for the 2018-2019 academic • Students must apply for portfolio year. assessment through the Associate Vice President for Academic Affairs, e. The student receives a list of the 73 Oakland Avenue, Ext. 1352. course outcomes to address in • Costs are set each year and can be the portfolio. obtained from the Vice President for • The student develops the portfolio with Academic Affairs guidance from the faculty mentor. The • To apply for portfolio assessment, portfolio must be completed by the end students must have completed a mini- of the semester after the portfolio appli- mum of 6 course units at the College cation was approved. (4 course units for transfer students • Portfolio is submitted to the Vice Presi- holding the AA or AS degree) Students dent of Academic Affairs. may apply for portfolio assessment prior • The portfolio evaluation will be com- to completing 6 course units and credits pleted within one month and submitted will be recorded on the transcript after to the Vice President for Academic the 6 course units have been completed. Affairs who will report the evaluation PRIOR LEARNING ASSESSMENT (PLA) results to the student and Registrar. PROCESS: • If awarded credit, the Registrar adds the • Submit PLA application to the Associate course to the student’s transcript with a Vice President for Academic Affairs. grade of “S” (satisfactory). The grade • Associate Vice President for academic will not be used in calculating the grade Affairs forwards applications to the point average. appropriate division Chairperson for ASSESSMENT OF WRT 106/109 CREDIT review and approval. For a student who tests out of WRT 105/ • Application may be approved, denied, or 106 through placement testing at Bloom- returned for additional information. field College, assesment of credit for these • Application decisions will be made courses can be done via Prior Learning within 3 weeks of receipt. Assessment. • If additional information is needed, • Students submit applications along with the Associate Vice President for several of their best writing samples. Academic Affairs requests this • Completed applications are forwarded information from the applicant. to the Writing and analysis Program • Application decisions will be reported Coordinator by the Associate Vice Presi- to the student immediately by the dent for Academic Affairs. Associate Vice President for • If the application is approved, the Academic Affair student receives credit for WRT 106. • If an application is approved, • If the student has not yet taken WRT a. The Division Chairperson will 109, s/he will take the WRT 109 exit arrange for a faculty mentor and exam through arrangement with the students will be notified of the Writing and Analysis Program Coordi- name and contact information nator. for the mentor by the Associate • The exit exam is evaluated by the Vice President for Academic Writing Analysis Coordinator. Affairs. • If a student passes the exit exam, s/he receives credit for WRT 109. • If a student does not pass the exit exam, s/he must take the WRT 109 course. 278 ENRICHMENT PROGRAMS

High School/College Credit Programs

COLLEGE CREDIT IN THE HIGH SCHOOL SCHOLARS HIGH SCHOOLS PROGRAM Through a cooperative arrangement with High school students completing the local high schools, freshman-level College junior year with excellent records may elect courses are made available to qualified up to two day or evening summer courses. high school seniors. Courses offered under These courses carry full college credit and this program carry full college credit. can either be applied toward degrees for students later admitted to Bloomfield SUMMER SESSION OPTION College or as transfer credit. Tuition PROGRAM scholarships of up to 50% are available This option is open to incoming freshman to qualified students. students who may enroll for two regular Summer Session courses on a transitional SPECIAL PROGRAM basis. They may withdraw from either or • Educational Opportunity Fund both courses without academic penalty at (E.O.F.) Summer Program any time prior to the final examination. Courses taken under the Summer Session Options are not included in the calculation of academic progress. ACADEMIC RESOURCES 279

Academic Resources

CENTER FOR INNOVATION • Academic Support Coaching IN TEACHING TO ENHANCE Meet one on one with an academic LEARNING support coach to map out a plan for The Center for Innovation in Teaching academic success. You can locate indi- to Enhance Learning provides Bloomfield vidual coaching scheduler on starfish. College students with a wide variety of • Adult, Transfer and Veteran support activities designed to improve Learning Support academic achievement. These activities Adult, transfer and veteran students are include: provided with necessary resources and • Placement Testing tools to succeed and attain their educa- Reading, writing and mathematics tional goals. tests are administered to incoming Fall and Spring Hours: students to determine appropriate course placement. Take your placement Monday 10:00 A.M. to 5:00 P.M. online at: bloomfield/placement. Tuesday 10:00 A.M. to 7:00 P.M. • Summer Bridge Program Wednesday 10:00 A.M. to 7:00 P.M. The Summer Bridge Program affect: Thursday 10:00 A.M. to 5:00 P.M. incoming freshmen an opportunity to Friday 10:00 A.M. to 5:00 P.M. get a head start on their college courses Saturday 12 P.M. to 3:00 P.M. with a course focused on college readi- ness, writing and math preparation. Students may access CITEL services • Workshops, Study Groups and by visiting the LRC, calling 748-9000, Recitations Ext. 1256, emailing [email protected] Supplementary instructional sessions or via our website at are led by professional tutors to www.bloomfield.edu/citel. support specific courses. Group study hub is located in LRC 005. • Tutoring Center and Writing Center Individual and small group tutorial sessions are available in most subject individual areas and online. • Preparation for Standardized Exams Preparation sessions for the TEAS, PRAXIS and GRE are offered. You may register here: testcenter.bloomfield.edu. • Peer Mentor Tutor Program (PMT) Highly qualified students work as workshop assistants, tutors and mentors to peers. • Disability Services We provide academic support services and accommodations for students with disabilities. • Graduate School Preparation A specially designed graduate prep program that begins freshmen year (sophomores, juniors and seniors also welcome). Learn about various gradu- ate programs and career opportunities, receive mentoring and application/test prep assistance. 280 ENRICHMENT PROGRAMS

THE LIBRARY Air-conditioned reading rooms and study The new, state-of-the-art Bloomfield group rooms, equipped with comfortable College Library is the intellectual nerve study stations provide a pleasant center of curricular activities. With its atmosphere for concentrated study, continuously expanding instructional as well as for recreational reading. materials and facilities, it is an indispen- The Library hosts poetry readings sable learning resource center of the and book discussions throughout the College. academic year. The Library also provides The Library has a collection of over meeting space for students and faculty. 64,000 volumes, 385 periodical subscriptions covering all segments of the expanding curricula, approximately 3,000 volumes in an up-to-date reference collection, subscriptions to over 80 CD’s and on-line reference sources, internet connections to dozens of data banks, over 4,200 reels of microfilm and fiche, over 4,100 musical and non-musical phonograph records, scores, albums, films, and video tape. 281

Standards of Conduct 282 STANDARDS OF CONDUCT

Standards of Conduct

Because Bloomfield College is rich with educational community. Abusive or human diversity, it provides a unique harassing behavior, verbal or physical, setting for students, employees and which demeans, intimidates, threatens, alumni to learn to advance ideals of or injures another because of his or her human worth and dignity. The College personal characteristics or beliefs, which is committed to safe-guarding condi- include but are not limited to race, sex, tions which will foster mutual respect. sexual orientation, national origin, The mission of the College, "to prepare religion, disability, and age, will not be students to attain academic, personal tolerated at Bloomfield College. Nor and professional excellence in a multi- will persons who commit such deeds cultural and global society" clearly artic- be entitled to continue their membership ulates our respect for the rights, privacy in this academic community. and sensibilities of each member of this

President Marcheta P. Evans, Ph.D.

Bloomfield College is a multi-racial, Bloomfield College’s program is in keeping multi-cultural institution of higher with that of other major institutions of education. Part of the learning experience higher education. includes learning about and respecting those norms of society that are designed I. BILL OF RIGHTS to promote, protect and respect the rights The following rights shall not be construed of all members of society. to deny or diminish other rights retained by students as citizens of the local commu- If Bloomfield College is to operate nity, the state, or the nation. harmoniously and efficiently, the students must be assured of certain fundamental A. In the free pursuit of their educational rights and the College must have basic goals, students are entitled to: rules which are respected and enforced. 1. Competent, professional instruction The failure to behave in accordance with at all times, and the right to ask existing standards may result in the relevant questions and receive administration of discipline that is con- coherent answers. sistent with, and related to, the College’s 2. Accurate, concerned advising from objective of learning and growth. assigned advisors. What follows is a list of student rights and 3. All reasonable respect for their responsibilities, followed by the Code of characters, opinions, abilities, sinceri- Conduct and an explanation of the College ty and integrity as human beings. Judiciary Program. Nothing in this Student performance is to be evalu- document is to be construed as interfering ated solely on academic achievement, with the academic freedom of faculty and including adherence to the traditional students. These statements of policy canons of scholarly honesty and integri- originated with the Faculty Committee ty, and not on unrelated matters. on Student Affairs and were approved by 4. Freedom from verbal and/or the Faculty of Bloomfield College. physical abuse. STANDARDS OF CONDUCT 283

5. Fair grading based on standards that are affiliated with organizations outside are clearly articulated by the instruc- Bloomfield College, the relationships tor in the syllabus distributed by the must not interfere with the objectives second class meeting. and activities of the College. College 6. The right to appeal to the head of policy will take precedence over the the division or the Vice President rules of any national, state, or local for Academic Affairs and Dean of affiliate organization. Faculty/designee any grade that E. Bloomfield College regards student the student believes is based on publications as central to the creation of a prejudiced, capricious, or an atmosphere of free and responsible erroneous academic evaluation. discussion and of intellectual exploration 7. Confidentiality concerning matters on campus. Bloomfield College is firmly both personal and academic. committed to freedom of expression in 8. Equality in the administration of order that student publications may College codes and administrative due maintain their integrity of purpose. process in the handling of all charges The freedom of student editors and against the student; and the right to managers entails allegiance to the appeal to an appropriate body as canons of responsible journalism, such defined in the appeals procedures as the avoidance of libel, slander, of Section VI of the Standards of obscenity, and undocumented allega- Conduct. tions. Students must recognize the legal 9. The right to control the release and fiduciary obligations incumbent of information contained in their upon them and the College in all publi- student records, as specified in the cation matters. There also must be a Family Educational Rights and Privacy recognition that freedom of expression Act of 1974 (also known as the with opportunities for responsible Buckley Amendment). replies is one of the characteristics of B. Free inquiry and expression are encour- higher education in the United States. aged. All constituents of the College All student publications must explicitly Community are free, individually and state on the editorial page that the opin- collectively, to express their views on ions that are expressed are not necessar- issues of College policy and on matters ily those of the College or student body. of interest to the student body. Editors and managers of the student However, such expression must not: press shall not be arbitrarily disciplined Disrupt the operation of the College. because of student, faculty, administra- • tive, alumni, or community disapproval • Threaten the safety of individuals of editorial policy or content. Discipline and/or their property, individual may result for failure to adhere to the rights, or the continuity of the canons of responsible journalism, educational process. as discussed above. • Cause damage to College property. F. No student shall be discriminated • Harass or threaten others. against on the basis of sex, race, color, C. Students have the right to be secure in creed, national or ethnic origin, sexual their persons, campus living quarters, orientation, age, or disability. papers, and personal property. Informa- Each student shall be guaranteed fair tion on the Family Educational Rights treatment under College rules and regu- and Privacy Act (Buckley Amendment) lations in the securing and protection of is available in the Office of the Registrar. aforesaid rights. Alleged violations of D. Students can organize and join associa- the student’s rights should be referred tions to promote their common interest to the Office of the Vice President for as designated by College rules and pro- Academic Affairs and Dean of the vided they are consistent with the mis- Faculty/designee for academic matters sion of the College. Student organiza- or to the Office of the Vice President tions may be afforded use of College for Student Affairs and Dean of facilities and resources when available so Students/designee for other matters, long as such interests and use are com- or to the Affirmative Action Officer. patible with the purposes and functions The appropriate Officer will respond, of the College. If student organizations in writing, to the student’s concern. 284 STANDARDS OF CONDUCT

II. ACADEMIC INTEGRITY online exams before you are scheduled A. Plagiarism to take the exam; searching the web for information without permission Plagiarism is the copying of a passage during an online exam. or idea from a book, article, notebook, laboratory report, video, Internet, or Collusion is a form of cheating that other source, published or unpublished, involves working with another without acknowledging the source of person/persons to prepare separate the passage or idea. Text extracted from course assignments (including papers, another source without substantial par- projects, and presentations) in ways not aphrasing must be cited as a quotation, authorized by the instructor. Penalties or it too will be considered plagiarism. for cheating on an examination or Finally, any replication of another collusion can include a written warn- student’s work or a student’s own work ing/reprimand and a combination of from prior semesters or other courses one or more of the following actions will be considered as plagiarism, unless administered by a faculty member or the instructor’s approval for such usage if necessary by the Vice President for has been obtained. Penalties for plagia- Academic Affairs and Dean of the rism can include a combination of one Faculty/designee: or more of the following actions • Failing the examination. administered by a faculty member. the • Obtaining a failing grade on the • Redoing the assignment. assignment. • Obtaining a failing grade for the • Failing the course. assignment. Suspension or expulsion from the • Obtaining a failing grade in the College if deemed necessary, will be course. administered by the Vice President for • Vice President for Academic Affairs Academic Affairs and Dean of the and Dean of the Faculty/designee may Faculty/designee. issue a written warning/reprimand C. Other Forms of Dishonesty and/or impose additional sanctions All forms of dishonesty, including up to and including suspension or knowingly furnishing false information, expulsion from the college. In addi- forgery, (college written/online docu- tion, students who have committed ments, records, timesheets, identifica- acts of academic dishonesty maybe tion cards/or other material) alteration ineligible for academic honors. or use of College documents or instru- B. Cheating ments of identification with the intent Cheating on an examination (whether to defraud; theft or misappropriation of in-class, take-home or online) includes property or services; knowingly furnish- the following: attempting to look at ing false information to the College; another student’s examination for the helping others to give such false infor- purpose of obtaining answers; commu- mation, are prohibited. Violations of nicating any information about the this provision will subject all individuals examination, either during or after the who participate in or otherwise aid or testing period, to someone who has not abet in any form of academic dishonesty yet taken the exam; using any materials, to the full range of disciplinary actions. including books and/or notes, techno- D. Protocol/Appeal Process/Sanctions logically based communication devices If the instructor has sufficient evidence (including but not limited to cell phones, to believe that a violation of the pagers, personal digital assistants, academic integrity policy has taken laptops, hard drives, disks, or student’s place, the instructor must discuss the personal space on the computer) issue, as well as the penalty, with the during the examination that have not student. If the supportive evidence is been authorized by the instructor; not definitive and the student denies engaging in any other activity for the guilt, the case is referred to the Vice purpose of obtaining assistance not President for Academic Affairs and authorized by the instructor; opening Dean of Faculty/designee. STANDARDS OF CONDUCT 285

Depending upon the circumstances President for Academic Affairs and Dean of surrounding the incident, as assessed the Faculty/designee according to the by the instructor, following discussion procedures set forth herein. The determi- with the student, and, if necessary, nation of the appropriate discipline to be following discussion with the Vice applied in all other cases shall be made by President for Academic Affairs and Dean the Vice President for Student Affairs and of Faculty/designee, any one of the Dean of Students/designee according to penalties below could be enforced: the procedures set forth in Section IV (J), • Student is issued a written Emergency Powers and according to warning/reprimand. Section V, The Judiciary Program. • Student must resubmit the assignment. A. Endangering Health or Safety of Others • Student obtains a failing grade Any conduct in any College facility, on for the assignment. any College grounds, or at any on or off- • Student obtains a failing grade for campus College-sponsored or College- the examination. related event or activity, which harms or • Student fails the course. threatens to harm the physical, emotion- Suspension or expulsion from the al or mental well-being of any person is College if deemed necessary, will be grounds for discipline, up to and includ- administered by the Vice President for ing expulsion from the College. Prohib- Academic Affairs and Dean of the ited conduct includes, but is not limited Faculty/designee. to, fighting, physical assault, acts of The instructor will place a written physical violence against others, holding record of the infraction in a permanent or confining another against his or her file maintained in the Office of the will, and taking actions for the purpose Vice President for Academic Affairs and of inflicting emotional, mental or physi- Dean of Faculty. A copy of the record cal harm on another. must also be given to the student. The possession, storing or use of any If plagiarism, cheating or other types type of weapon in any form (including of academic dishonesty are discovered but not limited to firearms, general after final grades have been submitted knives/blades, ammunition, fireworks, to the Registrar’s office, final grades may and incendiary devices), or any object be lowered accordingly. that can be construed to be a weapon is prohibited. The possession, use or stor- III. CODE OF CONDUCT ing of firearms, air guns/rifles, ammu- The primary purpose of regulations and nition, explosives, dangerous chemicals discipline at the College is to protect the or other dangerous weapons on campus well-being of the community and in contravention of federal, state or to advance its educational mission by local laws or College regulations will defining and establishing certain norms of result in immediate dismissal from the behavior. Institutional discipline may be College. applied to conduct that adversely affects Such actions also include interfering the College community’s pursuit of its with local police authorities and educational objectives. Campus Security Officers while they are Conduct of the following kind may result acting in the performance of their duties in the imposition of institutional discipline on the College premises or intentionally in the form of one or more ignoring citations issued by local police of the disciplinary actions listed in authorities and Campus Security, fail- Section IV, Official College Sanctions. Any ure to comply with evacuation proce- other misconduct deemed a threat to the dures, and/ or tampering with fire pro- well-being of the community or to the tection equipment or inappropriate use safety of any person might also result in of open flame devices or combustible the imposition of institutional discipline as materials. Intentionally initiating or well. In cases involving academic miscon- causing to be initiated any false report, duct (cheating, plagiarism, collusion), the warning or threat of fire, explosion, determination of the appropriate discipline or other emergency. to be applied shall be made by the Vice 286 STANDARDS OF CONDUCT

B. Lack of Respect for Others dation, embarrassment, or ridicule as a The College does not tolerate abusive precondition for membership, including or harassing behavior, verbal or physical but not limited to: or written, which demeans, intimidates, • extended deprivation of sleep or rest; threatens, coerces, or injures another • forced consumption of food, liquor, because of his or her personal character- beverage, or drugs; istics or beliefs which include but are • paddling, beatings or brandings and not limited to disability, ethnic and exposure to the elements; national origin, race, age, religion, • participation in sexual rituals or sex and sexual orientation. assaults; Actions which are intended to humiliate, • any other such conduct that discredit and/or interfere with a violates local, state, or federal laws person in the conduct of his or her is prohibited. customary or usual affairs, such as send- Violation of this provision will subject ing, tweeting or posting threatening or all individuals and organizations who harassing messages (via email, voicemail, participate in the hazing to the full text messages, U.S. Mail, postings on range of disciplinary actions (see Twitter, Face Book, Instagram, My Space Section IV, Official College Sanctions). or any other Internet/student profile In general, however, pledge(s) will not websites) explicitly or by inference be subject to disciplinary action unless directed to the person, use of inappro- they have taken an active part in plan- priate/threatening language directed at ning or carrying out hazing activities. another, or vandalism or misappropria- Pledge(s) may, though, be encouraged tion of a person’s property, including to attend counseling sessions or any theft, handling or mishandling of a other support-based interventions person’s personal property without per- deemed appropriate by the College. mission, attempted theft or damage of personal property, theft of academic D. Damage to Property work in electronic format or hard copy, Willful or grossly negligent damage or theft, of academic supplies including destruction of the property of others, or textbooks, laptops, i-pads or other tech- of the College, including but not limited nical equipment, disks/CDs, stationery, to the deliberate defacement of library etc.; or vandalism damage of a person’s materials, equipment, buildings, room or car (e.g. by graffiti) are prohib- vehicles, sidewalks, walls, trees, landscap- ited. When necessary and appropriate, ing or littering is prohibited. Violation payment of replacement or repair costs of this provision will subject the person will be required in addition to discipli- or persons responsible to the full range nary actions ranging from written of disciplinary actions (see Section IV, reprimand to suspension or expulsion. Official College Sanctions), and in (See Section IV, Official College addition will ordinarily also include Sanctions). payment for the cost of replacement C. Hazing or repair. Hazing, including organizing, engaging A first offense involving replacement in, facilitating, or promoting any con- or repair costs of less than $25.00 will duct that places or may place another result in disciplinary reprimand and person in danger of bodily harm or seri- payment of the cost; if the damage was ous emotional or psychological distress caused by a resident student to residence is prohibited. (The consent of those hall facilities/college property, that hazed will not be accepted as a defense.) student will in addition be suspended Hazing and aggravated hazing are from College housing for a minimum crimes punishable under the provisions of seven (7) days. of Title 2C of the Statutes of the State of A first offense involving replacement or New Jersey. repair costs of $25.00 or more will result Any action taken or situation created in conduct probation for a minimum intentionally whether on or off College of 30 days, payment of replacement or premises to produce mental or physical repair costs and possibly suspension discomfort, harassment, personal degra- for a minimum of seven (7) days or dis- STANDARDS OF CONDUCT 287

missal from the College; if the damage ment of any form, sexual misconduct in was caused by a resident student to any form, etc. residence hall facilities/college property, G. Excessive Noise that student will, in addition, be suspended from College housing Any noise above a reasonable level for a minimum of two (2) weeks. whether produced by an individual or a group, will be considered excessive. A second offense involving any replace- Excessive noise will not be allowed. At ment or repair cost will result in con- any social event where live or recorded duct probation for a minimum of one entertainment is a part of the event, the semester, payment of replacement or student group sponsoring such a social repair costs and possibly suspension for event must maintain the sound of any a minimum of fourteen (14) days or entertainment at a reasonable level dismissal from the College. A second and must obey local regulations with offense by a resident student to resi- respect to its termination. The Office of dence hall facilities/college property Residential Education and Housing will result in suspension from College reserves the right to reject radio/stereo housing for a minimum of thirty (30) systems that can create a disturbance days, payment of replacement or (see the publication "A Guide to repair costs and possible dismissal Residential Education and Housing"). from the College. If noise from a College-sponsored social Further offenses on the part of any event causes the College’s neighbors to student can range from partial suspen- complain, College officials will ask the sion for one semester to dismissal from sponsors and/or attendees of the event the College for all students and perma- to reduce the noise; if the noise contin- nent dismissal from housing for ues or resumes, the event will be shut resident students. down. In cases of repeated reports of E. Violations of the Alcohol and excessive noise from a sponsoring Drug Policy organization, that organization and its All students are subject to local, state, members may be subjected to a full and federal laws. Infraction of the range of disciplinary actions ranging Alcohol and Drug Policy may therefore from written reprimand to dismissal also result in prosecution by such author- from the College. (See Section IV, ities. In cases involving prosecution by Official College Sanctions) federal, local and state authorities, the H.Disruption or Obstruction of College reserves the right to impose College Activities disciplinary actions whether infractions Any behavior that disrupts or obstructs occurred on or off the College campus. teaching, tutoring, social/recreation Students with concerns about drugs programs, research, administration, or alcohol may contact the Office of learning, studying, invited speakers, Student Affairs for counseling and disciplinary proceedings, fire, police or referrals. emergency services or any other normal For more details please refer to the College activity is prohibited. Discipli- Bloomfield College 2015-2016 Policies nary actions can be initiated by the Brochure. person in charge of the activity or by F. Violations of Local, State and any College staff and/or faculty mem- Federal Law ber who observes such behavior. Violations of local ordinances or of Disruption or Obstruction of state or federal laws while on campus or Classroom Teaching: off the college campus are subject to • In circumstances wherein a student’s College sanctions as well as any legal conduct disrupts the ongoing penalties. Such violations include, but educational purposes of any College are not limited to, possession, sale and/ class, that student will be subject to or distribution of controlled substances, sanctions which can include, but are possession of unlawful weapons, use of not limited to, written warnings, an item as a weapon to commit harm to written reprimands, failing course others, terrorist threats in any form, grades, suspension and/or dismissal. robbery of any form, assault or harass- 288 STANDARDS OF CONDUCT

• For disruptive behavior on the part L. Unauthorized Use of College of a student enrolled in the class, the Facilities and Resources person in charge of the classroom at All areas of the College campus, includ- the time of the disruption can initiate ing classroom, residential facilities, the student’s withdrawal from the administrative buildings, the library, classroom due to misconduct. recreational buildings, the quad and • For disruptive behavior on the part parking lots, are open to students only of a student who is not enrolled in according to published use schedules or the class, any College staff or faculty other sanctioned use. In addition, unau- member who observes such behavior thorized student access to and/or use of can initiate disciplinary action via the College’s property, equipment, submission of a written report to the resources and documents are prohibit- Vice President for Student Affairs ed. Student groups, unless authorized by and Dean of Students/designee. a College Official, may not grant any nonmember of the College Community I. Violation of College-Promulgated any level of access to resources and facil- Rules and Regulations ities exclusively available to members of All students are subject to the range the College Community (i.e., meeting of disciplinary actions (see Section IV, rooms, library, quad, cafeteria, common Official College Sanctions) when they fail spaces, computer labs, video equipment, to obey College-promulgated rules and etc.). Facilities and equipment must be regulations, including those applicable returned in their pre-use condition to residents. Violations include, but are unless otherwise authorized. All other not limited to, failure to respect the use is considered unauthorized. confidentiality of judicial hearings and Additionally, the unauthorized use of willfully preventing a College official the College’s computer system, College’s from properly discharging his or her name, finances, materials and supplies lawful responsibilities. College-promul- (including College letterhead) and gated rules and regulations are available unlawful entry into or use of College to all students through the Office of facilities and offices is prohibited. Student Affairs. M.Unauthorized Posting J. Failure to Honor Agreements and All student posting of notices on Contracts College property must be: All students can be subject to discipli- • Stamped by the Director of the nary actions when they fail to honor Center for Student Leadership and agreements or contracts relating to Engagement located in the Student official College activities or processes, Center or an academic Division academic and disciplinary sanctions. Chair; K. Sexual Harassment • Posted in pre-approved designated Sexual harassment of another student, areas. See the Center of Student faculty member, administrator, staff Leadership and Engagement for a member, or guest of the College is pro- list of pre-approved areas; hibited. Sexual assaults or any other • Posted by authorized student uninvited behavior of a sexually explicit organizations recognized by nature are likewise prohibited. Students Bloomfield College. are referred to the College’s official Sex- Unauthorized postings and notices ual Harassment Policy in the Bloomfield posted in unauthorized locations will be College 2012-2013 Policies Brochure. removed. Unauthorized and inappropri- ate posting which demeans or infringes on the rights of any member of the College Community will be removed, and person(s) responsible will be subject to a full range of disciplinary actions ranging from written reprimand to dismissal from the College. STANDARDS OF CONDUCT 289

IV. OFFICIAL COLLEGE SANCTIONS Office for behavioral misconduct and Whenever appropriate, sanctions may the Registrar and Academic Affairs include a learning component in an Offices for academic misconduct. attempt to prevent future offenses. In C. Remuneration addition to the sanctions listed below, a In the case of personal injury, damage to fine or activity related to the infraction College property, or damage to personal may be imposed by the appropriate Vice property, students shall be required to President/Dean or designee or one of pay for all expenses incurred because of the College’s Judiciary Boards. Both the their actions. fine and the activity would require the approval of the respective Vice President/ D. Conduct Probation Dean or designee who can modify the This action involves a period of time, sanction or request that the respective normally not exceeding one year, during Board modify the sanction. which a student is given reasonable Sanctions involving total suspension from opportunity to show that he/she can the College for a specific period of time become a responsible and effective will be imposed by both the Vice President member of the College community. for Student Affairs/Dean of Students and In addition, conditions and restrictions the Vice President for Academic Affairs/ may be imposed, including revocation Dean of Faculty, unless otherwise consid- of specific privileges and recommends- ered a severe infraction which warrants tions for counseling. enforcement of the “Emergency Powers” Individuals and Organizations on con- as defined in Section IV, item J. duct probation will be restricted from The disciplinary actions defined below are participating in College activities with- examples of the kind of sanctions that may out prior permission from the Office of be imposed, but are not intended to limit the Vice President for Student Affairs the discretion of the College to impose any and Dean of Students. These restrictions other sanction it deems appropriate. may include, but are not limited to, While in most instances the following attending, sponsoring or co-sponsoring sequence of procedure is followed, the social events or events intended to raise severity of the student infraction may funds for that organization, recruiting preclude this progression. new members, and freezing the organi- zation’s budget for up to one semester. A. Disciplinary Warning A warning is a formal admonition, At the end of the probation period, if all either oral or written, that may be taken conditions of the action have been met into account in judging the seriousness satisfactorily, the student will be consid- of any future violation. For purposes of ered in good conduct standing and will assessing additional, concurrent offens- be so informed in writing by the respec- es, a disciplinary warning will be in tive Vice President/Dean or designee. effect for one semester. Any pertinent Any pertinent material associated with material associated with a written the sanction of probation as well as the warning, as well as the warning itself are sanction itself are placed in the student’s placed in the student’s permanent file permanent file with the Student Affairs with the Student Affairs Office for Office for behavioral misconduct and behavioral misconduct and the Registrar the Registrar and Academic Affairs and Academic Affairs Offices for aca- Offices for academic misconduct. demic misconduct. E. Withdrawal from Class Due to B. Disciplinary Reprimand Misconduct A reprimand is a written notification A student may be withdrawn from a to a student containing a warning that class or classes due to disruptive or repeated infractions of regulations may obstructive behavior by a faculty mem- result in more severe disciplinary action. ber or instructor. For this particular For purposes of assessing additional, sanction, any conduct withdrawal may concurrent offenses, a disciplinary repri- be appealed to the Vice President for mand will be in effect for one semester; Student Affairs and Dean of Students/ and will be placed in the student’s designee, and the appeal will be heard permanent file with the Student Affairs within 48 hours. 290 STANDARDS OF CONDUCT

If an appeal is granted by the Vice Presi- privileges of students in good conduct dent for Student Affairs, the appeal must standing, including presence on be endorsed by the Vice President for College property, and the student may Academic Affairs and the course instruc- not participate in any College activity tor before a decision is reached to allow or College-sponsored activity. the student to return to class. In such a I. Dismissal from the College case, the student may be placed on spe- This is the most serious penalty and cial behavioral contract with the Office results in a permanent separation of of Student Affairs and placed on conduct the relations between the College and probation. Any pertinent materials asso- the student. Permanent notification ciated with the withdrawal are placed in appears in the official permanent the student’s permanent file with the record. Registrar. Dismissal must be approved by the F. Suspension from Housing President of the College. A student may be suspended from J. Emergency Powers College housing for a specified period of time, normally not to exceed one In the case of infractions which, in the year. During this period of suspension, opinion of the College, constitute one or the student will be denied all rights and more of the following: privileges of resident students in good • A serious violation of College rules or conduct standing, including presence regulations; or in any residence facility, or off-campus • Circumstances seriously affecting the College-sponsored housing facility; or health or well-being of any person; areas immediately surrounding any such facility including entrances, driveways, • Circumstances where the ability of the walkways and other general common College to carry out its essential oper- areas. Any pertinent material associated ations is seriously impaired or threat- with a suspension from housing will be ened; or placed in the student’s file with the • Circumstances which disrupt or pose Student Affairs Office. a threat to the College community G. Dismissal from College Housing and where the infraction is one that may constitute violation of a local In the case of a serious violation of resi- ordinance, state or federal law, or rule dence rules or regulations, or in the case or regulation promulgated pursuant of repeated minor infractions of these rules, a student may be dismissed from to law, or violation of the legal rights College housing for a specified period of of another. time. Any pertinent material associated The appropriate Vice President/Dean or with a dismissal from housing will be his/her designee, at his/her sole discretion, placed in the student’s file with the following a preliminary investigation of the Student Affairs Office. matter, may invoke "Emergency Powers" and summarily suspend, dismiss, bar from H.Suspension from the College campus or take any other disciplinary 1. Partial Suspension action deemed necessary against any per- Under partial suspension, a student son. Except where the appropriate Vice may attend classes only. Any other President/Dean or his/her designee, at presence by the student on campus his/her sole discretion, elects to do so, will require an appointment and incidents of misconduct falling within the prior permission from the Office of scope of this section shall not be referred the Vice President for Student Affairs to a judiciary board. Sanctions imposed and Dean of Students. Resident under this section are to be considered students under partial suspension temporary, pending the outcome of an may be allowed to attend classes and independent investigation or review by use the residence hall and cafeteria. College legal counsel. Permanent sanctions 2. Total Suspension are to be imposed by the appropriate Vice A student may be suspended from President/Dean or his/her designee after the College for a specified period of the conclusion of that independent time, normally not to exceed one investigation/review. Notice to appropriate year. During this period of suspension, persons is to be given following the the student will be denied all rights and imposition of sanctions in accordance STANDARDS OF CONDUCT 291

with the procedures set forth in the The purpose of discipline is to correct "Assessment of Discipline" section of improper conduct. To that end, the Section V, "The Judiciary Program". disciplinary process will provide oppor- Disciplinary action taken and sanctions tunity for the individual to: imposed under this section, whether by • reassess and correct his/her the Vice President for Student Affairs/ behavior that led to the disciplinary Dean of Students or by a judiciary board, action; are subject to the "Appeals Procedure" • increase his/her awareness of the established in Section V, "The Judiciary expectations and standards which the Program", except that the original College holds for a student; disciplinary decisions shall be and accept responsibility for modifying remain fully implemented pending • his/her behavior to better meet these the outcome of the appeal. expectations; Any hearings conducted under this section, as well as the findings of the independ- • perceive him/her as an individual ent investigation of the matter, are to capable of guiding his/her own remain confidential to the extent personal development. required by law. Reporting Incidents of Misconduct K. Banishment In cases involving academic misconduct In circumstances seriously affecting the in the classroom setting, (workshop, lab, health or well-being of any person, or lecture, tutoring, etc.) a charge may be where the ability of the College to carry brought forward by the instructor, or out its essential operations is seriously Vice President for Academic Affairs and impaired or seriously threatened, the Dean of Faculty/designee. The adminis- President or his representative, or a tration of appropriate disciplinary senior officer of the College authorized course of action is at the discretion of by the President, may summarily the Vice President for Academic Affairs suspend, dismiss, or bar any person and Dean of the Faculty/designee. from the College. In cases involving behavioral miscon- duct on campus, a charge of violation of V. JUDICIARY PROGRAM college policy may be brought forward The administration of the College’s by any member of the College commu- disciplinary process is the responsibility nity or by the College itself. Charges of the Office of the Vice President for involving student misconduct must be Student Affairs and Dean of Students. channeled through the Student Affairs The judiciary standards and procedures Office. Charges must be submitted that are established by the College are in written form to the Vice President intended to protect the educational for Student Affairs and Dean of purpose of the institution, provide for Students/designee within ten (10) busi- orderly conduct of its activities, protect ness days of observed infraction; unless the victims of crime, and safeguard the the nature of the violation involves a interest of the College’s community. criminal prosecution in which case, The disciplinary procedures adopted written charges beyond ten (10) days by the College are considered part of would be acceptable. The determina- the educational process and reflect the tion of appropriate disciplinary actions philosophy of peer education and is at the discretion of the Vice President evaluation. Formal hearings and appeals for Student Affairs and Dean of included in the judiciary process are not Students/designee. courts of law, and are not subject to rules of civil or criminal hearings. As violations of College’s Standards of Conduct may also account for violations of law, students may be accountable for both civil authori- ties and the College for their actions. However, outcomes of Legal Court proceedings will not guide the College’s administrative processes or disciplinary decisions. 292 STANDARDS OF CONDUCT

Investigative Processes B. that if he/she chooses not to Pursuant to the receipt of a written appear at the scheduled hearing, charge of violation of the Standards of the hearing will be heard in his/her Conduct from a member of the absence, and a decision will College Community; the investigative be made based on the relevant process will begin with the review of said evidence presented. charge by the Vice President for Academ- C. of the range of discipline the ic Affairs and Dean of Faculty/designee; student may be subject to by the or the Vice President for Student Affairs respective judiciary board. and Dean of Students/designee. Based on the type of infraction, whether academic Hearings or behavioral misconduct, the respective For cases referred to it, the role of any Vice President/Dean and/or designee of the judiciary board is to determine by will meet individually with all parties way of a hearing whether the accuser involved in the infraction. The respective has proved, by a preponderance of Vice President/Dean or designee may evidence, that the student in question reach a resolution on the matter based has in fact violated one or more of the on the review of all pertinent evidence provisions of this Catalog, or any other associated with the infraction; and rules, regulation or standard of behavior impose one or more of the disciplinary set by the College and to recommend an sanctions listed in Section IV, Official appropriate punishment. In the interest College Sanctions. If a resolution is not of confidentiality, hearings are closed reached at this level, the appropriate Vice unless an open hearing is requested President/Dean or designee will deter- by the accused. However, the College mine whether or not the case is deferred reserves the right to deny a request to one of the judicial hearing panels. for an open hearing. Some cases, based on their nature may warrant involvement of the College’s In closed meetings, only the person Counsel, local or state authorities bringing charges, the person represent- and immediate implementation of the ing the College, the student charged, the College’s emergency powers. hearing advisor chosen by the student, the ombudsman, members of the judici- Formal Notification of a Charge ary board and its staff, and witnesses of Misconduct called by the board to testify may be If a charge of student misconduct is present at the hearing. Board members referred to any of the judiciary boards, who violate the confidentiality of judi- the respective Vice President/Dean or cial hearings shall be dismissed immedi- designee will provide the student ately from the board and may be subject involved with a copy of the charge, to disciplinary action. Any member who which will include the substance of the violates the confidentiality of a judicial matter charged and the date, time, and hearing may also be subject to further place the matter will be heard. Such penalties or liability under state and notification shall be made in person or federal law. During open meetings, by means of a registered letter, return persons attending the hearing who are receipt requested. not witnesses are there as observers The student will be informed: and not as participants and are expected A. of the right to: to observe proper decorum. • have access to all records of Disciplinary hearings are not adversary charges and all supporting doc- proceedings in the legal sense; they are uments to be used in the case; conducted in an atmosphere of infor- • have an advisor present mality and interested understanding. who is a current member of the At the start of a hearing, the chairperson College community (neither the shall advise those present of the proce- College nor the student may be dures and read the statement of the represented by an attorney); charge. At that time, the parties should • present a statement on his/her present their lists of any witnesses they behalf; want the board to call. The chairperson • present witnesses who have of the board shall call the witnesses. relevant information. STANDARDS OF CONDUCT 293

All witnesses may be questioned by all the individual by certified letter, return parties in a case and by any member receipt requested, or by-hand with provi- of the board. The chairperson may, with sions for a signed receipt, from the appro- an explanation, rule any inappropriate priate Vice President/Dean or designee question or response out of order. All within 72 hours of the close of hearings. information upon which the decision It explains both the nature of the action will be based must be introduced at the and the period during which it is effective. hearing. The board will only hear or If the sanction imposed involves suspen- review evidence which is germane sion or dismissal from the College, the to the charge. Vice President/Dean or designee will When the board members are satisfied inform the appropriate faculty members that they have heard all pertinent and and campus security personnel of this available information and that the stu- decision. The right of the student to appeal dent has been given an opportunity to and the appeals procedure is again set make his/her final statement, they forth in the letter. then deliberate in private. If the board Appeal Procedure members decide that the student is not If a student chooses to exercise his/her responsible of the stated charge(s), the right to appeal, he/she must state board chairperson informs the appro- the intent in writing to both the Vice priate Vice President/Dean or designee President for Student Affairs and Dean of this decision orally at the conclusion of Students or designee and to the of the board’s deliberations, and in writ- chairperson of the board that originally ing within 24 hours. The respective Vice heard the case within one week of President/Dean or designee shall notify the student of the decision as soon as receipt of written notification of the practicable. original judiciary decision against the student. Assessment of Discipline The basis for any appeal to any and all If the board members decide that the disciplinary decisions must be clearly in- student is responsible of the charge(s), dicated, following the guidelines below: the chairperson is to submit the findings • The student must present new to the appropriate dean in writing with- evidence and/or show that inade- in 24 hours, including the following quate attention was given to certain information: facts at the initial hearing, and/or . . . • the essential facts, and the major • The student must provide evidence evidence, as determined by the board; that he/she was denied basic • the severity of the offense procedural fairness, and/or . . . (Is it considered a minor or major • The student may attempt to show infraction?); the inapplicability of the regulation • the sanction that they consider is under which the charge was brought appropriate for the nature of the inci- to the particular case, and/or . . . dent and for the continued growth of The student may attempt to show the student. (At the time the decision • that the original punishment was is reached that the student is responsi- unduly severe. ble–but not before–they may ask the appropriate dean to provide them The Office of the Vice President with appropriate academic and for Student Affairs has the discretion conduct records of the student in to decide whether to hear an appeal of question.) student behavioral non-academic infrac- The board presents its findings and recom- tions. The Office of the Vice President mendations to the appropriate Vice Presi- for Academic Affairs has the discretion dent/Dean or designee. The imposition of to decide whether to hear an appeal of discipline is the responsibility of and with- an academic infraction. If a hearing is in the discretion of the Vice President for granted, it is to take place within 14 Academic Affairs and Dean of Faculty or working days and will be called by the designee or the Vice President for Student Vice President for Student Affairs Affairs and Dean of Students or designee, and Dean of Students or designee or the if appropriate. Official notification of disci- Vice President for Academic Affairs plinary action to be taken is provided to and Dean of the Faculty or designee. 294 STANDARDS OF CONDUCT

The appeal will be deferred to the alternate. The Chairperson will be a Bloomfield College Board of Appeal. faculty member of the Board. A quorum Until the appeal is heard, no provision of four (4) and the appropriate Vice of the original disciplinary decision President/Dean or designee, (an ex officio will be implemented. The appellate member) must be present to conduct body upon hearing the evidence and business at a hearing; a majority of those argument presented shall make a present and voting is required to reach a recommendation to the appropriate final decision. The Chairperson or his/her Vice President/Dean or designee. designate shall vote only in case of ties, The final imposition of discipline is the shall serve as spokesperson for the Board, responsibility of and within the discre- and shall be responsible for submitting tion of the Vice President for Academic the written findings and recommenda- Affairs and Dean of the Faculty or the tions. Written findings, recommendations Vice President for Student Affairs and and related material will be submitted to Dean of Students or designee, as appro- the Vice President for Student Affairs priate. At an appellate hearing, the indi- and Dean of Students or designee in vidual is entitled to be accompanied by cases regarding behavioral conduct and no more than two(2) advisors of their to the Vice President for Academic Affairs choice from the College community. and Dean of the Faculty or designee in cases regarding academic irregularities. VI. THE JUDICIARY BOARDS Whenever possible, hearings will be The College maintains three Judiciary recorded. Mechanical failure and/or Hearing Boards as components of the related problems with tape recording disciplinary administrative process. are not sufficient for invalidating or post- The Boards are the College Judiciary poning the hearing. A tape recording, Board, the Peer Resident Judiciary Board when available, will be submitted to and the Board of Appeals. No student or the appropriate Vice President or Dean faculty member may serve simultaneously or designee with the written findings on more than one judiciary board. and recommendation. The College’s Judiciary Boards convene The Peer Resident Judiciary Board at the request of the Vice President for Academic Affairs and Dean of the The Peer Resident Judiciary Board (PRJB) Faculty or designee or the Vice President at the recommendation of the Director of for Student Affairs and Dean of Students Residence Life will only hear violations of or designee. Resident Student Terms of Agreement; violation of Standards of Conduct; general Bloomfield College Judiciary Board College policies; and violation of Residence The Bloomfield College Judiciary Board, at Life Guide policies and procedures – while the recommendations of the Vice President in a College sponsored residential facility. for Student Affairs and Dean of Students The Board will also hear cases involving or designee or the Vice President for violation in areas in surrounding Academic Affairs and Dean of the Faculty residential building entrances and or designee will hear all cases involving internal/external common areas student violations of the College’s (driveways, porches, sitting areas, etc.). Standards of Conduct, unrelated to The PRJB will not hear matters relating incidents occurring in any on/off campus to academic dishonesty or any other College sponsored residential program. violations related to student’s conduct This Board has original jurisdiction in all in a classroom setting. cases involving the alleged violation of all Membership of the PRJB College rules and regulations and all alle- gations of academic misconduct. All cases The PRJB is comprised of five(5) resident involving the interpretation of the student students and one(1) administrator not government’s Constitutions or policies employed by the Residence Life & Housing will be referred to this Board. Department. One student must be a Veter- an Resident Advisor (at least one full year Membership of the Bloomfield College on Resident Advisor Staff). The resident Judiciary Board advisor staff will nominate and elect a Membership consists of three(3) faculty representative to serve a full academic year plus alternate and two(2) students plus at the annual August training program. STANDARDS OF CONDUCT 295

The Senator for Resident Students shall Membership of the Board of Appeals appoint three (3) full time resident Membership consists of four (4) faculty students of at least sophomore year plus alternate and three (3) students status to serve on the Board and shall plus alternate. The Chairperson will be personally serve on the Board for the a faculty member of the Board. entire academic year. A quorum of six members and the The Board shall meet monthly to hear resi- Vice President of Student Affairs and dential disciplinary cases between the 1st Dean of Students or designee (an ex and 10th day of each month, and should officio member) must be present to con- not exceed 4 hearings per semester unless duct business. A majority of those present called to order at the request of the Vice and voting is required to reach a final deci- President for Student Affairs and Dean of sion. The same quorum requirement shall Students or designee. A quorum of four also apply to the review of written requests and the appointed administrator or for appeal. The Chairperson or his/her designee must be present to conduct busi- designee shall vote only in case of ties, ness at a hearing; a majority of those pres- shall serve as spokesperson for the Board, ent and voting is required to reach a final and shall be responsible for submitting decision. The Chairperson or his/her desig- the written findings and decisions to nate selected at the first meeting of the the appropriate Vice President/Dean or PRJB in September shall vote only in case designee. A tape recording shall be made of ties, shall serve as spokesperson for the of all hearings and submitted to the appro- Board, and shall be responsible for submit- priate Vice President/Dean or designee ting the written findings and recommenda- with the written findings and decision. tions. Disciplinary hearings facilitated by There shall be no copy made of the tape the PRJB shall be informal, fair, and expe- recording. All decisions of this Board are ditious. These hearings are not subject to final. Official notification to the student rules of courts of law and are not subject of the decision of the Board shall be to civil or criminal court proceedings. The made in writing by the Chairperson Board will render a decision and recom- within 72 hours of the close of the mendations based on facts presented and review of the request for the appeal articulated policies and procedures of the or the appeal hearing. College. Recommendations of the Board Note: The Vice President for Academic will be channeled through the office of the Affairs and Dean of the Faculty or designee Director of Residence Life in written form will serve in place of the Vice President within 24 business hours of hearing. for Student Affairs and Dean of Students The enforcement of appropriate sanctions or designee for appeals related for violations is at the discretion of the to academic irregularities. Director of Residence Life. Election of Members to the Judiciary Bloomfield College Board of Appeals With the exception of the Peer Resident This Board has no original jurisdiction. Judiciary Board, student membership The primary responsibility of the Board is pool of nine students shall be elected to review written requests for appeal of an at the time of the regularly scheduled initial decision, including all pertinent spring student elections run by the information related to the initial decision. Office of Student Affairs. Students must The hearing of an appeal is at the discre- have an overall grade point average tion of the Vice President for Student of 2.3 for eligibility. Affairs and Dean of Students or designee or the Vice President for Academic Affairs With exception to the Peer Resident and Dean of the Faculty or designee based Judiciary Board, faculty membership on nature of infraction, and criteria pool of nine faculty members shall be specified under the sub-heading Appeal elected at the regular spring faculty Procedure. This Board may also review election. Four/five faculty members and make recommendations concerning each year will be elected to serve for the total Judiciary Program, including two year terms. No member shall serve statements of policy, rules and regulations, more than two successive years. and the functioning of the judiciary boards of original jurisdiction. 296 STANDARDS OF CONDUCT

Alternate Members Student Member Vacancies As noted, it is imperative that each board Vacant student positions on judiciary have alternate members who can be called boards can be filled by appointment. The on to serve in the absence of a regular Appointment Committee shall consist of member(s), when a regular member must one representative from each of the follow- excuse himself/ herself because of bias, ing: Student Government, the Faculty, and prejudice, or direct involvement in the appropriate Vice President/Dean’s the case, and during periods when the Office (for student conduct issues the Vice convening of a particular board is difficult. President for Student Affairs and Dean of The alternate members are selected from Students or designee and for academic the student pool and from the faculty issues the Vice President for Academic pool of Judiciary Board members. Affairs and Dean of Faculty or designee). Assignment of Elected Members to Cases Ombudsman Faculty and student members will be The Office of Student Affairs shall appoint assigned to cases by the Vice President for an ombudsman, an expert in the College Student Affairs and Dean of Students or judicial process, who will serve in an designee using a rotation system. impartial and confidential role in guiding No member may serve as both a witness the student through the judicial process, and as a voting member for the same case. and who will also be available to counsel No member may hear the same case the advisor chosen by the student. on both the Judiciary Board and the The ombudsman may be present at the Appeals Board. hearing, even if it is otherwise closed. The ombudsman shall in no way be involved in the prosecution of the case, in the determination of responsibility, or in the sanctioning. The ombudsman may not offer testimony in the case, nor in any other way violate the confidentiality of the student. BLOOMFIELD COLLEGE ACCEPTABLE USE POLICY 297

Bloomfield College Acceptable Use Policy

BLOOMFIELD COLLEGE BLOOMFIELD COLLEGE ACCEPTABLE USE OF PASS IDENTITY VERIFICATION COMPUTING RESOURCES POLICY POLICY Bloomfield College recently revised its The BCPass card is the College’s official policy on usage of computing resources means of identification, enabling stu- on campus. The revisions to the policy dents, faculty, and staff to access essential aimed to ensure an information services and facilities on campus, includ- technology infrastructure that promotes ing dining halls, libraries, events, recre- the basic mission of Bloomfield College ation centers, campus building access in teaching, learning, research, and and more. As an official ID card, the administration. BCPass card will also be accepted by This policy reflects the critically impor- Bloomfield College to verify your identi- tant institutional values salient to cam- fication when conducting personal pus technology which include: integrity; business with the College where personal reliability; availability; superior perform- and confidential information will be ance of IT Systems; appropriate usage of exchanged. The BCPass card is also used IT Systems; and revised procedures to for monetary transactions for BC Flex, address policy violations and sanctions BC Bucks, and BC Books. for violators. Bloomfield College has a responsibility All users of the College’s campus to protect the identity of its students, technology are expected to be familiar faculty, and staff and must ensure the with all contents of the Acceptable Use personal information is not shared of Computing Resources Policy. unless appropriate identification is provided. As an institution Bloomfield The complete version of the Acceptable College is bound by Federal FERPA Use of Computing Resources Policy (Family Educational Rights Privacy Act) is available on the College’s Website at regulations that are intended to protect http://campus.bloomfield. the privacy of students’ education edu/it/AcceptableUsePolicy.pdf. records and Federal HIPPA (Health Insurance Portability and Accountability Act) regulations that are intended to protect the privacy of health records. Therefore, the identification verification process required to issuance of the BCPass ID card requires official forms of identification as outlined in this policy. The complete version of BCPass Identity Verification Policy is available on the College’s website at http://bloomfield. edu/resources/helpdesk/BCPass_Identi- ty_Verification_Policy. 298

Student Affairs STUDENT AFFAIRS 299

Student Affairs Mission

Student learning and personal partnerships with students, faculty, development are the primary goals of academic administrators and outside undergraduate education. As Student agencies to help students recognize Affairs professionals, we believe that their talents and use them to attain fostering this learning and development high levels of measurable learning and is our primary mission and purpose. personal development. Our objective is We are engaged in creating a seamless to graduate intellectually and socially learning environment in which activi- competent individuals who will attain ties outside the classroom are integrated academic, personal and professional with the instruction taking place in excellence in a multicultural and the classroom. We seek to strengthen global society.

ORIENTATION “The goal of New Student Orientation is to support the continuous process of integrating new students into the academic, cultural, and social climate of Bloomfield College” We offer a comprehensive New Student Orientation Program for first-year and transfer students prior to the beginning of the fall semester and continuing pro- grams throughout the academic year. At New Student Orientation, students will become familiar with the campus culture and will be introduced to student services, requirements and expectations, first-year planning, and diversity education. They will have the opportunity to network and make friends with other incoming students, faculty and staff and student orientation leaders, who support and mentor new students. In support of this goal, fun and engaging activities will be included. 300 STUDENT AFFAIRS

EDUCATIONAL OPPORTUNITY • Must be a legal resident of New Jersey FUND PROGRAM for at least one year; The Educational Opportunity Fund (EOF) • Must be from a low-income family Program is a comprehensive support pro- demonstrating historic poverty and gram funded by the State of New Jersey meet the financial guidelines established that provides academic and financial assis- by the State of New Jersey; tance for New Jersey residents to attend • Must be enrolled as a full-time college college. student; The Program targets students from aca- • Must participate in an intense six-week demically and financially challenged back- residential summer program. grounds, who show academic promise and • Student must have a high school have the desire to succeed but do not meet diploma or Graduate Equivalent the College’s regular admission criteria. Diploma (GED). The main goals of the EOF Program are: The EOF Program provides financial • To promote a positive adjustment and support for college tuition to eligible assimilation into the College; students. A preliminary decision will be • To involve students in the total life of made regarding eligibility after students the College, by making the most of cam- complete the Bloomfield College EOF pus resources; Program Preliminary Financial • To assist students to learn and develop a Information Form. set of decision making, critical thinking, Students must also complete the Free and problem solving skills; Application for Federal Student Aid (FAFSA) • To involve students in leadership and by the recommended deadline of April 1st. co-curricular activities; A copy of the family’s federal income • To prepare students to face new tax return or a letter form the agency challenges with hope, optimism, and providing support of the family is also self confidence. required. Students who need assistance To be considered for the EOF Program, a may contact the Financial Aid Office at student must provide appropriate (973) 748-9000 Ext. 1212 or 1383. information and meet certain criteria: • Must submit a Bloomfield College Application, high school transcript, two letters of recommendation, and SAT or ACT scores for admission; THE CENTER FOR CAREER DEVELOPMENT 301 The Center for Career Development

The Center for Career Development • Workshops on skill identification, majors assists students with their professional and careers, professionalism, dining and development needs through: internet etiquette • Individual professional career coaching • Training in job search strategies, appointments including networking and using social • Assistance with exploring and networking sites for job search investigating career options • Professional resume preparation and • Opportunities for on and off campus review work experiences in order to develop and • Interview skill instruction and practice enhance professional skills and behavior interviews • Administration of the CWR/BEST and • Panels and presentations on professional Internship Program (not-for-credit, paid development and career management internship experiences) topics • Information about attaining internships • Information about transitioning from in specific career fields of interest college to career or graduate school • Administration of assessment tools • On-campus Career Fairs for full time, to enable students to better understand part time and summer jobs, as well as their skills, values, and abilities as they internships and volunteer positions relate to majors and careers • 24/7 on-line access to: self-assessment tools, a resume and cover letter prepara- tion system, and job posting systems.

Students are encouraged to call for 30 • Bloomfield College Career minute appointments or to stop by the Connections, a web-based job database office during drop in hours to meet with and career information system exclu- one of the career coaches. sively for Bloomfield College students: When students visit the office, they will https://bloomfield-csm.symplicity.com. find a state of the art computer lab, Career • Big Interview, an on-line tool that Library Research room and conference allows students to practice their inter- area. The staff provides instruction in viewing skills by recording themselves developing and formatting resumes and answering interview questions from any cover letters, and in using the internet for computer. interview questions are pro- job, internship, and volunteer searches, vided for all industries and areas of as well as researching careers, graduate study, and students can send the videos schools, and company/labor market to professors and administrators for information. feedback. The following are some of the available • Part-time and summer off-campus resources: employment listings. • A library of reference materials and list The staff makes classroom presentations, of on-line sites covering all areas of runs workshops throughout the year, professional development. and hosts information tables around cam- • FOCUS-2, 24/7 interactive web pus to enable students to become familiar service for career exploration and with the staff and the career development identification. services that are available to them. For more information, please contact The Center for Career Development, Phone 973-748-9000, Ext. 1250, or email: career_development@ bloomfield.edu 302 STUDENT AFFAIRS

STUDENT EMPLOYMENT PROGRAM CWR/BEST Interns “Bloomfield Educates Students A limited number of Internships are avail- for Tomorrow through able to qualified juniors and seniors at Career Experiences Today!” approved on and off campus sites, such as, The Bloomfield Educates Students for non-profit organizations, CAT, Enrollment Tomorrow Program, CWR/BEST, Management, Institutional Advancement, provides eligible students the opportunity and WBCR and some faculty offices. to work on or off campus throughout the The Federal Work Study Program academic year. If eligible, students can apply for on-cam- The purpose of CWR/BEST is to help pus jobs or for off-campus positions with students develop pre-professional skills approved organizations. Students earn and to assist them in developing a these funds if they attain a position and network of connections within the larger work. When students are approved for community. This program is financed Federal Work Study by Student Financial through Federal Work Study Awards Services, then they should come to the and the Bloomfield College Student Center for Career Development to sign up Employment Fund. for an introductory workshop and/or to speak with the Coordinator of Student Students enjoy working with members of Employment who will explain the job the Bloomfield College faculty and staff application process. that they may not otherwise have the opportunity to meet. The students’ Positions are not guaranteed. supervisors value the opportunity to work Students who are not eligible for Federal with, mentor, and get to know the Work Study funding may apply for on or students outside of the classroom. off campus positions funded through the Students work on-campus in offices such Bloomfield College Student Employment as Student Affairs, Health Services, Center budget. This program was established to for Career Development, Information assist students who do not demonstrate Technology, Athletics, the Library, Center financial need but who are interested in for Student Leadership and Engagement, an employment experience. Therefore, all Office of Enrollment Management, as well students may utilize the services and as Academic Affairs. Divisions such as: resources of the Center for Career Communication, Humanities, Creative Development to find employment Arts and Technology, and Science. through the CWR/BEST Program. What do student employees do? The goal is to help students gain work and Students serve in many capacities. They career related experience. monitor labs, conduct tours, prepare Excel In addition, the Bloomfield College spreadsheets, tutor, conduct research, serve Career Connections job board, as receptionists, work at athletic events, bloomfield-csm.symplicity.com, and peer mentor. All students are welcome provides 24/7 access to part-time, to apply for employment. seasonal, internship, community services, and full time positions posted by area employers and organizations. For more information, please contact the Center for Career Development, 973-748-9000, Ext. 1250. CENTER FOR STUDENT LEADERSHIP & ENGAGEMENT 303

Center for Student Leadership & Engagement

The Center for Student Leadership and other student activities. There are a Engagement (CSLE) provides program- variety of active student organizations ming to strengthen initiatives to engage serving a wide variety of student inter- students in all aspects of campus life ests. These interests might focus on and create an exciting campus atmos- social activities, academic advancement, phere which connects students to the ethnic pride and exploration, leadership College and its mission. The CSLE aims development, or other issues of special to centralize leadership development interest to students. Involvement with and training programs and community student organizations adds to the col- service programs available to student in lege experience and co-curricular one location. In addition, the CSLE advancement. Students are invited to oversees all student organizations investigate, join and participate in the including the student government, fra- organizations that interest them. ternities and sororities, and other inter- est groups. The office also manages the Student Center and hosts a variety of

ACTIVE STUDENT ORGANIZATIONS • Resident Student Senator • African Student Association • Senior Class • ALAS–Association of Latin American • Show Your Colors (GLBT Group) Students • Sophomore Class • BCAESNJ–Bloomfield College • T.I.–Team Infinite Alliance of Educational Opportunity • Women of Success Fund Students of New Jersey FRATERNITIES & SORORITIES • BC Impact–Christian Fellowship • BIO–Beauty Inside and Out • Alpha Kappa Alpha Sorority • Black Student Union • Alpha Phi Alpha Fraternity • BloomBox TV • Beta Kappa Sigma Sorority • Bloomfield College Dance Team • Chi Phi Sigma Fraternity • Bloomfield College N’ Control • Chi Upsilon Sigma Sorority • Bloomfield College Student Government • Delta Sigma Theta Sorority • BMW–Bloomfield Meets World • Groove Phi Grove Social Fellowship International Club • Iota Phi Theta Fraternity • CARIBSO–Caribbean Student Association • Lambda Sigma Upsilon Fraternity • Cheerleading Club • Lambda Tau Omega Sorority • Commuter Council • Lambda Theta Alpha Sorority • First Ladies of Bloomfield College • Lambda Theta Phi Fraternity • Freshmen Class • Mu Sigma Upsilon Sorority • Game Development Club • Omega Psi Phi Fraternity • Greek Council • Phi Beta Sigma Fraternity • Green Hearts Environmental Club • Sigma Gamma Rho Sorority • Haitian Student Association • Swing Phi Swing Social Fellowship • Junior Class • Zeta Phi Beta Sorority • MEN–Male Empowerment Network • National Society of Leadership & Success • Negativity Opposed 304 STUDENT AFFAIRS

COMMUNITY SERVICE Den Pizza and Grill, food venue is available SERVE, Students Engaging in Real in the Student Center for the community Volunteer Experiences, is a clearinghouse during scheduled operating hours in the for community service and volunteerism, morning, afternoon and early evening. benefiting students, non-profit organiza- Lockers are available in the Student Center tions, and the citizens of Bloomfield for commuter students for daily use. College, Essex County and beyond. CSLE Commuters may check out a locker free of functions as a resource for the develop- charge. Commuter students are encour- ment of service-learning partnerships aged to participate in all student activities between Bloomfield College students and as well as take advantage of the full range community organizations, promoting an of services described in this section. Check ethic of civic engagement and public the bulletin boards, email, and/or stop by service. SERVE helps prepare students as the CSLE Information Booth to find out socially responsible citizens, who can what is going on around campus. There become leadership and decision makers are several NJ Transit buses which come in their chosen fields continuing the within one or two blocks of the campus: volunteerism they experience at Bloomfield Among these are: College. #34 Market Street #92 Orange Crosstown STUDENT CENTER #72 Paterson/Newark The Student Center serves as the primary #28 Bloomfield Avenue social, recreational and out-of-classroom student learning and development center. #94 Belleville The building houses the Center for Student #11 Bloomfield Avenue Leadership and Engagement (CSLE), For information as to specific schedules Student Government Offices, Greek Coun- and discounts call NJ Transit at cil Office, Wellness Center (including (800) 772-3606. Health Services, Counseling Services, and Spiritual Life and College Chaplain), the ATHLETICS Relaxation Station, a prayer room, student The Intercollegiate Sports Program lounges Deacon’s Den Pizza and Grill. The Intercollegiate athletics have traditionally Deacon’s Den provides students with a been an integral part of the College place to socialize and connect. experience. Bloomfield’s Athletic Program During the academic year the Student offers men and women a wide range of Center is open: sports opportunities and compete in the Monday through Friday NCAA Division II level. These include full 8:30am – 12:00am schedules in men’s and women’s soccer, Saturdays and Sundays men’s baseball, men’s and women’s 12:00pm – 8:00pm basketball, women’s volleyball, softball, Meeting rooms, conference room, and pro- bowling, men’s and women’s cross gramming space in the Student Center can country and men’s and women’s outdoor be reserved by filling out an Events & track and field. Room Reservation Form which can be All are welcome to try out for the varsity obtained from the CSLE Office. teams. The athletic staff gives athletes the chance to prove their skills with the result COMMUTER STUDENTS that Bloomfield teams often include talent- CSLE aims to provide creative, innovative ed “walk-on.” Prior to the beginning of the and engaging programs for our commuter season, contact the coaches at the gymnasi- students by providing various activities, um for information on how to try out for a services, and trips for our students. team in which you have an interest. Commuter students can visit our com- muter lounge located in the lower level of the Talbot Hall Student Center, equipped with sofas, TV, computer stations, printers, and study areas to accommodate com- muter students. There are a number of locations and services popular among our commuter student. Study areas are avail- able in College Hall and Library. Deacon’s WELLNESS CENTER 305

The Wellness Center

Promoting Physical, Spiritual and need requested. The Chaplain’s priority is Emotional Health the well-being of the students and staff of “It is the mission of the Wellness Center Bloomfield College. In order to ensure the to encourage the pursuit of healthier health of everyone, the chaplain is here to lifestyles, promote balance in all of life, provide spiritual resources to those who and create a campus environment that feel a need to discern their relationship fosters positive change and integrates with their personal as well as community- wellness into the community culture.” based spirituality. Wellness is not simply the absence of Spiritual Life at Bloomfield College illness. At Bloomfield College, we see well- To help enrich your college experience the ness as a physical, spiritual and emotional Director of Spiritual Life and College wholeness. A holistic approach to wellness Chaplain can: is one in which mind, body and spirit are • Provide leadership, support and direc- seen as interconnected. Just as physical tion for student organizations based in a illness can result in a person feeling number of different faith traditions and emotionally drained, improving one’s serve as advisor to groups focused more health can result in increased motivation, generally on the pursuit of spiritual productivity, and openness. As individuals development. focus on and nurture any one aspect of Counsel individuals and groups on their being, all other aspects are enhanced. • issues related to faith and spirituality. The Bloomfield College Wellness Center Supervise events related to religious is comprised of the Health Services Office, traditions and spiritual life. the Office of Spiritual Life and College • Plan and present programs with speak- Chaplain, and the Personal Counseling ers, performers and other activities Office. As a team, we are all here to help designed to educate the campus about reach your full potential. On the following different religious and spiritual practices pages you will learn more about the role and celebrate a variety of traditions. each office plays in promoting wellness and the specific services offered. Together our • Work toward strengthening and main- goal is to foster your growth as a whole taining the relationship between the person. College and the Presbyterian Church (USA) and other religious groups. DIRECTOR OF SPIRITUAL • Organize and sponsor student trips LIFE/COLLEGE CHAPLAIN to conferences, events and volunteer The Director of Spiritual Life and College mission work. Chaplain provides for the enrichment and Office of the Chaplain support of the spiritual life of students and The Director of Spiritual Life and College staff at Bloomfield College. The Chaplain Chaplain is responsible for fostering and is available as a resource for individuals of nurturing spiritual growth and wholeness all faith backgrounds or no faith-affiliation during your years of living and learning at at all. The Chaplain is available as a Bloomfield College. The chaplain can pro- resource for campus faith-based organiza- vide support for individuals and groups tions and serves as the moderator of sever- engaged in religious activities related to al spiritual life programs on campus open specific faith traditions and those explor- to both staff and students. The Chaplain is ing personal spiritual development. This also available for one-on-one or group includes activities, programs, and classes counseling and spiritual direction for those related to the understanding and apprecia- seeking resolution to personal spiritual tion of a variety of cultures and beliefs, the dilemmas as well as guidance in regards to examination of personal values, and the how their faith may play a role in their life pursuit of justice and contribution to the at Bloomfield College and beyond. The common good. Chaplain can provide direction to individ- uals as well as refer people to resources on and off campus that may meet the spiritual 306 STUDENT AFFAIRS

Spiritual Direction and Pastoral Accidents Counseling with the Chaplain Any accident or illness occurring on cam- The Director of Spiritual Life and pus should be reported immediately to College Chaplain is available for one-on- the Health Services Office, Ext. 1360, one or group sessions of counseling for during the hours the nurse is on duty or those students and staff who wish to. to Security, Ext. 1366, at all other times. The Campus Chaplain For more information please see the Student Center, 3rd Floor, Health Services section of this Catalog, Phone: 973-748-9000, Ext. 1393. under Student Affairs. COUNSELING PATIENT RIGHTS AND The Personal Counseling Office aims to RESPONSIBILITIES sort out stressors, which if unresolved As a patient, you have certain choices, might impact their academic achievement. rights and responsibilities. The Health Our goal is to help students reach personal Services Office asks that you participate growth through supportive services and a in your own health care by being an nurturing environment. Counseling ses- active and informed consumer. sions will explore challenges that might Patients have the right to: impact optimal functioning, explore areas to enhance coping skills and can assist stu- 1. Respect, consideration and dignity. dents to develop a plan of action. 2. Privacy. Registered Bloomfield College Students 3. Confidentiality of records. can schedule a meeting with a counselor 4. Clear explanations. and they can develop a plan to coordinate 5. Knowledge of service availability. on-going meetings throughout their aca- 6. Knowledge of all fees for services. demic experience at the College, as needed. 7. Knowledge of the names and positions Also, referrals to off campus providers can of people serving you. be facilitated for those student who might 8. Refusal of treatments or procedures. require additional services. 9. Seek a second opinion. Personal counseling is available free-of- charge and is confidential. Personal coun- Patients have the responsibility to: seling sessions are not documented on an 1. Be honest about your medical history. academic record. 2. Report any changes in your health. To meet with a Personal Counselor, email 3. Cooperate in the treatment plan [email protected] or call recommended by the Health Services 973-748-9000, Ext. 1403. Personal Coun- Office doctor or nurse. seling is located in the Wellness Center 4. Accept personal responsibility if they which is on the 2nd floor of Talbott Hall. refuse treatment. Walk-ins are welcome as well. 5. Abide by the polices of the College. HEALTH SERVICES OFFICE 6. Accept financial responsibility for services received. Health Services is located on the second 7. Respect the rights of other patients floor of the Student Center. It is staffed and Health Services staff. by Robert Martinez (Ext. 1360), RN-BC, Director of Health Services. Commuter and residential students are eligible for all services. The part-time nurse is Carissa Kison. THE WELLNESS CENTER 307

CONFIDENTIALITY Non-Emergencies: The Wellness services • All services provided by the Health of the Health Services/Wellness Center Services Office are confidential. are free to the College community. No appointment is necessary for the nurse’s • Medical records are strictly confidential evaluation. Location of Health Services is and are not part of the academic record. in the Student Center, second floor. • There are limited confidentiality A Registered Nurse is on duty exceptions required by law, such Monday 8:30 am to 6:00 pm as certain communicable diseases, Tuesday – Friday 8:30 am to 4:30 pm or situations which threaten your during the Fall and Spring semesters. own safety or safety of others, No appointment is necessary. and age of consent. Immunization requirements: • No information will be released without the written permission New Jersey State Department of Health of the student. requires ALL students enrolled in a program leading to a degree supply proof of immu- SERVICES nization to Measles, Mumps and Rubella (MMR). Exceptions are allowed for students Assessment and treatment of common • born prior to 1957 and students with health problems and injuries. documented medial or religious reasons. • Blood Pressure and Weight Monitoring. All others must supply documentation • Pregnancy testing. for the following vaccinations: • Health Education and Monitoring. • Two doses of MMR (given after your • Wellness Services. first birth date and at least 30 days • TB screening when needed – annual apart) or blood titers to prove you are testing is encouraged. immune to the three diseases; • Wellness sessions are provided for the • Hepatitis B–Three doses of vaccine or College Community. two doses of adult vaccine in adoles- • Referrals to campus and community cents 11-15 years of age are required. resources. The series is given over 6 months. A • Free HIV and STD testing is available positive Hepatitis B surface antibody regularly – check the website. also meets the requirement; Emergencies: The health and well being • A Mantoux (TB) test administered no of our students, faculty and staff are of more than 12 months prior to starting paramount importance. In the event a college must be submitted to the Health person is found to be: Services Office for all resident students, nursing majors and high risk students. • unconscious Students with a positive reaction must • complaining of chest pain provide proof of a negative chest x-ray • bleeding profusely and treatment plan. Nursing majors • or having difficulty breathing must be screened annually; Call 911. Health Services (Ext. 1360), Secu- • The Meningococcal Meningitis vaccine rity (Ext. 1366) or the operator should also is required for first time resident stu- be called if possible. Always stay with the dents. All resident students are required victim until professional help has arrived. to provide proof of a Meningitis vaccine Automatic External Defibrillators (AED) after their sixteenth birthday prior to are located in the gym, the mobile security moving into College sponsored housing; vehicle, and in Health Services. There is • Tetanus and Varicella vaccines are highly no other emergency equipment on the recommended for all incoming students. campus. All members of the College community are encouraged to take CPR and AED training. The official position of the HEALTH SERVICES Office is SUPPORT TO TRANSPORT. 308 STUDENT AFFAIRS

Health Holds are placed on all students Meningococcal bacteria are transmitted who have not complied with the New through air droplets and by direct contact Jersey State Department of Health’s with infected persons. It occurs often in immunization requirements after 60 the late winter and early spring – when days of start of classes. most college students are away at school. New Jersey State Law requires all incoming Symptoms include high fever, severe new and transfer students to take the headache, stiff neck, confusion, nausea, MENACTRA vaccine after their sixteenth vomiting, exhaustion and/or a rash. birthday prior to moving into the Resident Parents and students should be aware of Halls or other College sponsored housing. the relative risks of meningococcal menin- Causes of meningitis among teens and gitis on campus and that a vaccine is young adult 15-24 years of age – the age of required that could help prevent the dis- many college students – have more than ease. The vaccine, MENACTRA is indicat- doubled since 1991. The disease strikes ed for active immunization against invasive about 3,000 Americans each year and meningococcal disease caused by N menin- claims 300 lives. It is estimated that gitides serogroups A, C, Y, and W-135 in between 100 and 125 meningitis cases persons 11 to 55 years of ages. You can visit occur on college campuses and as many the following website at Centers for as 15 students will die from the disease. Disease Control and Prevention (CDC), hhtp://www.cic.gov/ncidod/dbmd/ diseaseinfo. RESIDENTIAL EDUCATION 309

Residential Education

THE OFFICE OF RESIDENTIAL Housing Accommodations EDUCATION AND HOUSING All campus housing accommodations The Office of Residential Education and are equipped with High Optic Cable Housing at Bloomfield College provides Television/Internet connection, 24 hour on-campus housing to full-time students access to building computer labs and laun- who reside beyond a reasonable commut- dry facilities. All bedrooms are furnished ing distance. As residential living is a privi- with a twin size bed, desk, chair, dresser lege and not a right, so when students and closet/wardrobe per student. choose to accept to reside on campus, they Traditional and Suite Style Halls agree to live with each other in an atmos- • Clee Hall & Schweitzer Hall: phere conducive for attaining academic, The traditional halls are co-ed, multi- personal and professional excellence. Fail- level halls that house first year and ure to do so will result in conduct meetings transfer students; 114 students reside in and sanction rendered accordingly. Clee Hall and 80 students reside in The Residential Education and Housing Schweitzer Hall. Students housing Offices are located on the 1st floor of the assignments and floor placement are Franklin Street Residence Hall and is open gender specific and will range from Mon – Fri 8: 30 am – 4:30 pm. The Office double to triple accommodations. of Residential Education and Housing is • 225 Liberty: comprised of 7 professional staff members; This mix class suite style facility is co-ed a Director of Residential Education Hous- by suite and have a maximum of 4 stu- ing, a Housing Coordinator, 5 Resident dents who share a common area and Directors, and a team of 24 undergraduate bathroom. students who serve in the capacity of Resi- dent Advisors. The staff is responsible for • Campus Houses: the 14 College housing facilities for 680 19, 21, 23, 25 Austin students which makes up the residential 58, 60, 68 Spruce community at Bloomfield College. 61 Fremont 23 Park The Resident Directors reside in the halls 61 Oakland: and supervise the Resident Advisors. All The ten houses are co-ed style with a residence halls close during Thanksgiving, shared living room, kitchen and bath- Christmas/Winter Break, Spring Break and rooms amongst 8-18 upperclassmen Easter Recess for special cleaning, repairs students depending on the house. All and general maintenance. Students may houses are located within a 2 minute leave their belongings in their residence walking vicinity from main campus. during non-class breaks but at their own • Apartment Style: risk. The College accepts no responsibility Franklin Street Residence Hall for personal belongings left in one’s room. The only apartment style hall is located Housing is available during the summer on Franklin Street. This hall is home to session for students who are taking classes upperclassmen students with a shared at Bloomfield College at an additional cost. living room, kitchen, and two(2) bath- Students who will be taking classes at rooms amongst 4-8 students. Bloomfield College are required to com- plete and return an Immunization Form including a meningococcal vaccination, vaccination to Health Services prior to their arrival on campus. This information must be provided as a condition of atten- dance as a residential student at the col- lege, except as otherwise exempt pursuant to P.L. 203, c. 284, s.3. For more informa- tion see the section on Health Services and immunization requirement for resident students. 310 STUDENT AFFAIRS

Residential Meal Plan The Main Dining Hall is located in Schweitzer Hall which is managed and operated by Gourmet Dining. Schweitzer Dining Hall provides unlimited dining during the academic year for all residential students. All residential students receive flex dollars in the amount of $50 per semester which can be used on campus at the Liberty Pizza & Grill Café. Residents may increase their flex dollars by visiting the main cafeteria and purchasing addi- tional flex dollars. OTHER STUDENT SERVICES Akademos Virtual Bookstore The College is partnering with Akademos as our Virtual Bookstore, a full-service bookstore providing new, used, rental, and e-book options with free shipping. The Akademos platform will be accessible via the Bloomfield College Portal using your BC email address. Textbooks and other course materials should be ordered online using the Akademos platform. Students can order books online and pick up their books at the College mailroom or other location of their choosing. INTERNATIONAL STUDENT LIFE Each year, the College enrolls a large international student population. These students, from diverse bilingual and bicultural backgrounds, considerably enrich our campus life. The College offers a number of services and activities designed to meet their special needs. Students with F-1 visas are encouraged to meet with the College’s Foreign Student Advisor, in The Admission Office, Ext. 1230. This person provides assistance in interpreting College policies and customs, and local, state and national laws, accepted standards of conduct, and the expectations of other students and citi- zens who the international student meets. Hospitality visits to American homes on major holidays can also be arranged. 311

Graduate Departmental Academic Programs 312 INDEX TO GRADUATE ACADEMIC PROGRAMS Index to Graduate Academic Programs & Certificates

DIVISION OF ACCOUNTING, BUSINESS, COMPUTER SCIENCE, & ECONOMICS

Accounting B.S./M.S. Accounting Computer Science BS/MS Computer Science

DIVISION OF CREATIVE ARTS & TECHNOLOGY

Master of Fine Arts

DIVISION OF EDUCATION

Master of Arts in Education Graduate Certificate in M.A. Early Childhood Education Post Baccalaureate Teacher Education M.A. Special Education Initial Teacher Certification Alternate Route Program Programs: Grades Preschool Through 3 Grades Preschool Through 3 (Early Childhood) (Early Childhood) Grades Kindergarten Through 6 (Elementary) Grades Kindergarten Through 8 (Elementary and Middle School) Grades Kindergarten Through 12 (Secondary) Teacher Endorsement Programs: Grades Preschool Through 3 (Early Childhood) Teacher of Students with Disabilities (TOSD) 313

DIVISION OF Master of Science ACCOUNTING, BUSINESS, COMPUTER in Accounting SCIENCE & ECONOMICS

The MS in Accounting degree BUS 505 Corporate Financial Management program is designed to provide BUS 510 The Legal Environment* students with a more effective and ECN 505 International Economics efficient way to obtain an advanced ECN 510 Economic Statistics degree and to meet the Certified Pub- To facilitate the transition of current lic Account (CPA) licensure require- Professional Accounting Students, ments. The program will be delivered an additional conversion course (ACC through a combination of traditional, 500) will be offered. Upon successful hybrid, and fully online courses. Upon completion of the conversion course, completion of the program, students students will be given graduate credit will be prepared to sit for the CPA for certain equivalent undergraduate examination and possess the funda- courses. mental knowledge for a career as an accounting professional. Courses marked with an (*) will be eligible for credit. The requirements for the Master of Science Degree in Accounting are the following: ACC 505 Advanced Taxation* ACC 510 Advanced Auditing* ACC 515 Managerial Accounting Seminar* ACC 520 Financial Accounting Seminar* ACC 525 Selected Topics in Accounting ACC 630 Accounting Research

B.S./M.S. ACCOUNTING

The BS/MS in Accounting program In addition to the general education is designed to enable outstanding and major core courses listed, students Bloomfield College students to com- wishing to complete the B.S./M.S. in plete the graduate degree in fewer Accounting must take the following years than enrolling in the traditional courses: MS program. The goals of the five- ACC 505 Advanced Taxation year program are to increase the rate ACC 510 Advanced Auditing at which students are prepared to sit ACC 515 Managerial Accounting Seminar for the CPA exam and enable students ACC 520 Financial Accounting Seminar to enter the workforce sooner than in ACC 525 Selected Topics in Accounting the traditional route. ACC 630 Accounting Research BUS 505 Corporate Financial Management Students in the BS/MS in Accounting BUS 510 The Legal Environment degree program must meet the follow- ECN 505 International Economics ing criteria to remain in the program: ECN 510 Economic Statistics Maintain a GPA of 3.0 or higher Earn grades of B or better in ACC 201 and ACC 204

Graduate Masters Degree in Accounting course descriptions begin on page 324. 314 DIVISION OF ACCOUNTING, BUSINESS, COMPUTER SCIENCE & ECONOMICS

B.S./M.S. COMPUTER SCIENCE CONCENTRATION

Students in the B.S./M.S. Computer In cooperation with the New Jersey Science major are required to take the Institute of Technology (N.J.I.T.), following General Education courses. Bloomfield College students will have FYS 100 First Year Seminar the opportunity to receive a B.S. in MTH 130 Transition to Collegiate Computer Science from Bloomfield Mathematics College, and a M.S. in Information WRT 102 Enhanced Argumentative & Systems (I.S.) from N.J.I.T. Analytic Writing CS majors at Bloomfield College who or WRT 105 Argumentative & want to further their education Analytic Writing by earning a Master’s degree in the or field will be given special acceptance WRT 106 Accelerated Argumentative & into N.J.I.T.’s M.S. program. The stu- Analytic Writing dent must have a minimum cumulative WRT 108 Enhanced Synthesis & GPA of 3.0 of 12 course units in the Research Writing or major and a minimum cumulative WRT 109 Synthesis & Research Writing GPA of 3.0 overall at the end of the junior year. A qualified and interested 8 c.u.s required from the following: student should file an application with Aesthetic Appreciation Competency (1 c.u.) the CS coordinator at Bloomfield Communication Skills Competency (1 c.u.) Scientific & Technical Skills Competency College by the end of his/her junior (2 c.u.s) year. Students meeting this require- AND ment who want to enter the program Multi/Transcultural & Global Awareness will be guaranteed admittance Competency (1 c.u.) by N.J.I.T. and bypass the typical Problem Solving & Critical Thinking application and GRE testing process. Competency (3 c.u.s) Students in the program will complete OR 32 of their 34 required courses at Multi/Transcultural & Global Awareness Bloomfield College. The remaining Competency (1 c.u.) two(2) courses will be completed in Problem Solving & Critical Thinking their Bloomfield College senior year Competency (2 c.u.s) at N.J.I.T. Community Orientation/Citizenship Competency (1 c.u.) Note: Three course units of the major’s list of requirements may count as General Education Electives. Many courses have prerequisites which are listed in the course description. Please be sure that necessary prerequi- sites have been taken before enrolling in any course. MASTER OF ARTS IN ACCOUNTING 315

Students who wish to complete the And two(2) courses taken at N.J.I.T.: M.S. program must complete CIS 251 Computer Organization the following: CIS 333 Introduction to UNIX Operating GENERAL BUSINESS COURSES Systems or BUS 200 Introduction to Management CIS 456 Open Systems Networking BUS 314 Principles of Marketing MTH 221 Calculus & Analytic Geometry I In addition to the courses listed above COMPUTER COURSES students must take the following courses before beginning the Masters’ degree CMP 126 Programming I CMP 226 Programming II courses at N.J.I.T.: CMP 228 Data Structures MTH 200 Applied Statistics I CMP 300 Systems Analysis & Design MTH 222 Calculus & Analytic Geometry II CMP 322 Introduction to ACT 515 Accounting for Managerial Operating Systems Control (at N.J.I.T.) CMP 328 Programming III Masters’ degree courses are to be taken CMP 330 Database Management at N.J.I.T. CMP 334 Web Programming CMP 430 Management Information Systems CMP 431 Data Communications & Networks (formerly CMP 331) CMP 460 Applied Systems Development Project NTW 100 Computer Configurations & Maintenance 316 Master of DIVISION OF CREATIVE ARTS & TECHNOLOGY Fine Arts

The Master of Fine Arts degree is The course requirements for the designed to meet the need for students Master of Fine Arts are as follows: who seek a culturally and statistically CAT 500 Seminar, Salon, Lecture l divers program and seek to define their (0.5 c.u.) roles as artists in the pursuit of a viable CAT 502 Seminar, Salon, Lecture II society. This low-residency program (0.5 c.u.) allows students to pursue a professional CAT 504 Intercession I (1.5 c.u.s) degree while continuing to work and CAT 508 Fall Independent Study I maintain other aspects of their personal (0.5 c.u.) lives. CAT 510 Fall Independent Study II (0.5 c.u.) CAT 512 Spring Independent Study I (0.5 c.u.) CAT 514 Spring Independent Study II (0.5 c.u.) CAT 516 Group Meeting I (1 c.u.) CAT 518 Group Meeting II (1 c.u.) CAT 520 Group Meeting III (1 c.u.) CAT 522 Conferences I (1 c.u.) CAT 524 Conferences II (1 c.u.) CAT 552 Group Meeting IV (1 c.u.) CAT 600 Master’s Project & Thesis (3 c.u.s)

Graduate Masters Degree in Fine Arts course descriptions begin on page 326. MASTER OF IN FINE ARTS 317 318 Masters of Arts DIVISION OF EDUCATION in Education

MASTER OF ARTS IN EARLY CHILDHOOD EDUCATION

The Master of Arts in Early Childhood Required Coursework (total of 10 Education program is designed for course units-equivalent to 40 credits): applicants who hold the early child- EDC 516 Childhood Development & hood (p-3) certification in Early Learning Childhood Education in order to foster EDC 517 Understanding Family & professionals dedicated to working Community with young children and their families EDC 519 Educating the Child with and advance their understanding of Disabilities in the Regular educating young children. Classroom EDC 528 Childhood Environment & Assessment EDC 538 Instructional Strategies for Creative Arts and Play in Early Childhood EDC 552 Language & Literacy in Early Childhood EDC 554 Instructional Strategies for Children’s Literature EDC 556 Instructional Strategies for STEM in Early Childhood EDC 626 Introduction to Action Research EDC 628 Leadership, Advocacy & Administration in Early Childhood

Graduate Masters Degree in Education course descriptions begin on page 328. MASTER OF ARTS IN SPECIAL EDUCATION 319

MASTER OF ARTS IN SPECIAL EDUCATION

The Master of Arts in Special Education Required Coursework (total of 10 program is intended for applicants course units-equivalent to 40 credits): who hold the Special Education EDC 530 Introduction to Special Education certification interested in developing & Inclusion advanced skills for teaching K-12 EDC 532 Assessment in Special Education learners with disabilities, in particular EDC 534 Educational Strategies in teaching learners with autism and Inclusive Settings other developmental disabilities. EDC 536 Educational Strategies for Learners with Autism & other Developmental Disabilities EDC 539 Transition Planning & Collaborative Partnerships (0.5c.u.) EDC 540 Assistive Technology for Learners with Disabilities (0.5c.u.) EDC 560 Clinical Experience for Endorsement in Special Education EDC 602 Basic Applied Behavior Analysis for Students with Autism & other Developmental Disabilities EDC 604 Advanced Clinical Experience/Seminar Positive Behavioral Support EDC 606 Advanced Educational Programming for Learners with Autism & other Developmental Disabilities EDC 608 Advanced Assessment for Learners with Autism & other Developmental Disabilities 320 Graduate Certificate DIVISION OF EDUCATION in Teacher Education

The Graduate Certificate in Teacher Education prepares students to teach at EARLY CHILDHOOD the following grade levels: Preschool (GRADES PreK-3) through Third grade (P-3), Elementary Required Coursework (total of 11.25 (K-6), Middle School, or Secondary course units-equivalent to 45 credits): School. We also offer two endorsement EDC 516 Childhood Development & certificate programs for teachers who Learning have already completed a teacher EDC 517 Understanding Family & education program and passed the Community EDC 528 Early Childhood Environments & appropriate New Jersey Praxis certifica- Assessment tion exam: a Preschool through Third EDC 538 Instructional Strategies grad endorsement (P-3) and a Special for Creative Arts & Play Education endorsement (K-12). in Early Childhood Additionally Alternate Route students EDC 550 Introduction to the Profession may fulfill their P-3 coursework (0.25 c.u.) requirements at Bloomfield College. EDC 552 Language & Literacy in Early Childhood Bloomfield College operates on a course EDC 554 Instructional Strategies unit system. One course unit (c.u.) equals for Children’s Literature four(4) credits. EDC 556 Instructional Strategies for STEM in Early Childhood EDC 620 Clinical Practice I ENTRANCE REQUIREMENTS FOR EDC 622 Clinical Practice II (2.5 c.u.s) INITIAL TEACHER CERTIFICATION EDC 624 Clinical Practice Seminar PROGRAMS: (0.5 c.u.) 1. Undergraduate degree with a mini- mum grade point average of 3.0 on ~Masters Option~ a scale of 4.0 at an accredited college Early Childhood Initial Certification or university. students may continue on to complete 2. Minimum of sixty (60) liberal arts a Master of Arts Degree in Early credits successfully completed. Childhood Education, by taking the 3. Passing score on the Praxis Core following additional three(3) courses: Academic Skills for Educators EDC 519 Educating the Child with Test(s). Must pass all three areas- Disabilities in the Regular Reading, Writing, and Math. Classroom EDC 626 Introduction to Action Research EDC 628 Leadership, Advocacy, & Administration in Early Childhood

Graduate Certificate in Teacher Education course descriptions begin on page 328. GRADUATE CERTIFICATE IN TEACHER EDUCATION 321

ELEMENTARY (GRADES K-6), CRITERIA FOR STUDENT MIDDLE SCHOOL, OR SECONDARY TEACHING, AND FOR NEW JERSEY SCHOOL TEACHER CERTIFICATION Required Coursework (total of 11.25 1. To be eligible to student teach, stu- course units-equivalent to 45 credits): dents must maintain a minimum EDC 506 Introduction to Curriculum GPA of 3.0 and earn a grade of C or Design I: Research Based Practice better in all education courses. EDC 508 Introduction to Curriculum a. Students will have their GPAs Design II: Effective Teaching reviewed each semester. Methods in the Content Area b. Students who do not achieve a 3.0 EDC 511 Instructional Design & Analysis GPA will be given a warning for of Classroom Assessment the first semester in which their EDC 514 The Development of the GPA is lower than required. After Pre-Adolescent & Adolescent the second semester, students with Learner & Implications a GPA below 3.0 will be asked for Teaching (for Middle to leave the program. The or Secondary Certification) Chairperson of the Division or will hear student appeals. EDC 516 Childhood Development 2. To student teach and become certi- & Learning fied to teach in New Jersey, students (for Elementary Certification) must pass the required PRAXIS II EDC 519 Educating the Child with exam for their certification area. Disabilities in the Regular 3. To student teach and become certi- Classroom fied to teach in New Jersey, students EDC 521 Developing Literacy Across must pass the required edTPA for the Grades: Methods & Strategies their certification area. EDC 550 Introduction to the Profession These curricula meet the current (0.25c.u.) requirements of the New Jersey EDC 553 School & Society Department of Education; any EDC 620 Clinical Practice I changes in laws and/or regulations EDC 622 Clinical Practice II (2.5 c.u.s) will result in revisions of curricular EDC 624 Clinical Practice Seminar requirements that may take effect (0.5 c.u.) before the publication of the next Catalog. 322 DIVISION OF EDUCATION

Teacher of Students with Disabilities ENTRANCE REQUIREMENTS FOR Endorsement TEACHER CERTIFICATION ENDORSEMENT PROGRAMS: Required Coursework (total of 6 course units-equivalent to 24 credits): P-3 endorsement applicants must hold a Certificate of Eligibility to teach EDC 530 Introduction to Special Education & Inclusion grades P-3 and/or K-6. Teacher of EDC 532 Assessment in Special Education Students with Disabilities (TOSD) EDC 534 Educational Strategies in endorsement applicants must hold Inclusive Settings any New Jersey Instructional Teaching EDC 536 Educational Strategies certificate. for Learners with Autism & other P-3 Endorsement Developmental Disabilities EDC 539 Transition Planning & Required Coursework (total of 7 Collaborative Partnerships course units-equivalent to 28 credits): (0.5c.u.) EDC 516 Childhood Development & EDC 540 Assistive Technology for Learners Learning with Disabilities (0.5 c.u.) EDC 517 Understanding Family & EDC 560 Clinical Experience for Community Endorsement in Special EDC 528 Early Childhood Environments & Education Assessment EDC 538 Instructional Strategies ~Masters Option~ for Creative Arts & Play Special Education endorsement in Early Childhood students may continue on to complete EDC 552 Language & Literacy in Early Childhood a Master of Arts Degree in Special EDC 554 Instructional Strategies Education, by taking the following for Children’s Literature additional four(4) courses: EDC 556 Instructional Strategies EDC 602 Basic Applied Behavior Analysis for STEM in Early Childhood for Students with Autism & other Developmental Disabilities EDC 604 Advanced Clinical ~Masters Option~ Experience/Seminar Positive P-3 endorsement students may contin- Behavioral Support ue on to complete a Master of Arts EDC 606 Advanced Educational Degree in Early Childhood Education, Programming for Learners by taking the following additional with Autism & other three(3) courses: Developmental Disabilities EDC 519 Educating the Child EDC 608 Advanced Assessment for Learners with Autism & other with Disabilities in the Developmental Disabilities Regular Classroom EDC 626 Introduction to Action Research EDC 628 Leadership, Advocacy, & Administration in Early Childhood GRADUATE CERTIFICATE IN TEACHER EDUCATION 323

ADMISSION REQUIREMENTS FOR ALTERNATE ROUTE P-3 PROGRAM: Alternate Route students must hold a Certificate of Eligibility to teach grades P-3 and provide a letter from the school district in which they are employed, verifying their enrollment in the Alternate Route Program. Required Coursework (total of 7.25 course units-equivalent to 29 credits): EDC 516 Childhood Development & Learning EDC 517 Understanding Family & Community EDC 528 Early Childhood Environments & Assessment EDC 538 Instructional Strategies for Creative Arts & Play in Early Childhood EDC 550 Introduction to the Profession (0.25 c.u.) EDC 552 Language & Literacy in Early Childhood EDC 554 Instructional Strategies for Children’s Literature EDC 556 Instructional Strategies for STEM in Early Childhood

~Masters Option~ P-3 Alternate Route Certification stu- dents may continue on to complete a Master of Arts Degree in Early Child- hood Education, by taking the follow- ing additional three(3) courses: EDC 519 Educating the Child with Disabilities in the Regular Classroom EDC 626 Introduction to Action Research EDC 628 Leadership, Advocacy, & Administration in Early Childhood 324

Course Descriptions Graduate GRADUATE COURSES 325

Masters in Accounting Courses

ACC 500 BRIDGE CONVERSION COURSE ACC 630 ACCOUNTING RESEARCH This course is to be taken by students who have The course covers current techniques of research completed all the requirements of the Profes- and preparation of a research project. Student sional Accounting program and need a waiver will select a topic for research that will require a for ACC 505, ACC 510, ACC 515, ACC 520 and formal paper and a presentation. This is the cap- BUS 510. The course is an update course and stone project. 1 c.u. it will require the student to do case study work. Prerequisite: Completion of seven It will provide a waiver for any combination of graduate courses. the five classes listed above. 1 c.u. BUS 505 CORPORATE FINANCIAL ACC 505 ADVANCED TAXATION MANAGEMENT The course will include a study of corporate tax, The course will continue the study of time value taxation for partnerships and advanced topics in methodology, cash flow applications and employ accounting for individuals. The course will use a the traditional evaluation techniques of capital case study format to apply these topics to real life budgeting analysis in business. 1 c.u. situations. 1 c.u. BUS 510 THE LEGAL ENVIRONMENT ACC 510 ADVANCED AUDITING The course will be the study of business law The course will review topics in external auditing beyond contract law. Topics to be included are: theory such as auditing standards, ethics, disclo- commercial paper, secured transactions, real sures required for public reporting, auditing property, bankruptcy, securities regulations, techniques and auditor/client relationships and accountants legal liability and insurance. 1 c.u. use a case study format to apply them to real life situations. 1 c.u. ECN 505 INTERNATIONAL ECONOMICS The course will examine the economics of inter- ACC 515 MANAGERIAL ACCOUNTING national trade and international finance. Topics SEMINAR will include absolute advantage, comparative The course is an in-depth study of managerial advantage, protectionism, trade regulation, the accounting including topics such as discussion balance of payments, international financial models, quantitative techniques, specialized vari- markets, and the causes for movements in the ance analysis, budgetary control, transfer pricing currency exchange rates. 1 c.u. and cost allocations. The course will use a case Prerequisite: Undergraduate courses study format to apply these topics to real life sit- in Microeconomics, Macroeconomics uations. 1 c.u. and Managerial Economics. ACC 520 FINANCIAL ACCOUNTING ECN 510 ECONOMIC STATISTICS SEMINAR The course provides the student with a hands-on The course is an in-depth study of financial approach to data presentation and analysis. Top- accounting including topics such as consolidated ics will include statistical inference, least-squares statements, pro-forma statements, statements regression, multiple regression, one-way analysis required by regulatory bodies, and accounting of variance, and two-way analysis of variance. fiduciaries. The course will use a case study for- Prerequisite: An undergraduate course 1 c.u. mat to apply these topics to real life situations. in Statistics. 1 c.u. ACC 525 SELECTED TOPICS IN ACCOUNTING Topics will include current accounting areas that will confront graduates from both the public and private sectors. 1 c.u. 326 GRADUATE COURSES

Masters of Fine Arts Courses

CAT 500 SEMINAR, SALON, LECTURE I CAT 508 FALL INDEPENDENT STUDY I Seminars meet after the second the fourth, and Students and an advisor meet remotely to decide during the eighth week of the first two Summer what the student should accomplish during this Terms. Attendance at Seminar is voluntary for 3 month term (September through November). third year students. Critiques involve student Progress is discussed in weekly remote meetings peers, MFA director(s) and faculty, and provide by phone call or Skype, with new work posted on constructive criticism during the first two meet- the e-Portfolio site. 0.5 c.u. ings. The Third meeting is reserved for evaluat- ing the progress of the work done during the CAT 510 FALL INDEPENDENT STUDY II Summer Term. By participating in informal Students and an advisor meet remotely to decide Salon discussions, students practice and develop what the student should accomplish during this into fluent and persuasive contributors during 3 month term (September through November). critiques. Attendance at the Lectures provides Progress is discussed in weekly remote meetings students with the opportunity to hear profes- by phone call or Skype, with new work posted on sionals explain their working methods and con- the e-Portfolio site. 0.5 c.u. cept development to an audience. 0.5 c.u. Attendance at all art lectures and CAT 512 SPRING INDEPENDENT STUDY I two salon dinners is required. Students and an advisor meet remotely to decide May be repeated for credit. what the student should accomplish during this 3 month term. Progress is discussed in weekly CAT 502 SEMINAR, SALON, LECTURE II remote meeting by phone or Skype, with new Seminars meet after the second the fourth, and work posted in the e-Portfolio site. This term is during the eighth week of the first two Summer devoted to enriching the conceptual thinking of Terms. Attendance at Seminar is voluntary for the student through reading and writing, an third year students. Critiques involve student attending exhibits, screenings and performances. peers, MFA director(s) and faculty, and provide It is a time to experiment and explore one’s craft constructive criticism during the first two meet- through work in the studio while still receiving ings. The Third meeting is reserved for evaluat- feedback from an advisor in the program. ing the progress of the work done during the 0.5 c.u. Summer Term. By participating in informal Salon discussions, students practice and develop CAT 514 SPRING INDEPENDENT STUDY II into fluent and persuasive contributors during Students and an advisor meet remotely to decide critiques. Attendance at the Lectures provides what the student should accomplish during this 3 students with the opportunity to hear profes- month term. Progress is discussed in weekly sionals explain their working methods and con- remote meeting by phone or Skype, with new cept development to an audience. 0.5 c.u. work posted in the e-Portfolio site. This term is Attendance at all art lectures and devoted to enriching the conceptual thinking of two salon dinners is required. the student through reading and writing, an attending exhibits, screenings and performances. CAT 504 INTERSESSION I It is a time to experiment and explore one’s craft An intensive 2 week session in which students through work in the studio while still receiving and faulty meet all day to discuss Independent feedback from an advisor in the program. Study readings, attend critiques, and have indi- 0.5 c.u. vidual evaluation conferences. 1.5 c.u.s. CAT 516 GROUP MEETING I CAT 506 INTERSESSION II Groups meet every day and post their discussion An intensive 2 week session in which students topics on their blog. Group meeting times are and faulty meet all day to discuss Independent staggered so that students and faculty from other Study readings, attend critiques, and have indi- groups are able to attend. This staggered sched- vidual evaluation conferences. 1.5 c.u.s. ule reinforces the benefit of being in an interdis- ciplinary program. 1 c.u. GRADUATE COURSES 327

CAT 518 GROUP MEETING II CAT 526 CONFERENCE III Groups meet every day and post their discussion Conferences are individual discussions between topics on their blog. Group meeting times are one faculty member and one student. Conferences staggered so that students and faculty from other are where teaching takes place and represent the groups are able to attend. This staggered sched- core or “heart” of the program, and are scheduled ule reinforces the benefit of being in an interdis- every day of the Summer terms. Conference top- ciplinary program. 1 c.u. ics include, but are not restricted to, technique, conceptualization of the student’s work, discus- CAT 520 GROUP MEETING III sion of cultures and social issues and their relation Groups meet every day and post their discussion to artistic practice, possible new or tangential topics on their blog. Group meeting times are directions, and theoretical perspectives. 1 c.u staggered so that students and faculty from other groups are able to attend. This staggered sched- CAT 600 MASTERS PROJECT AND THESIS ule reinforces the benefit of being in an interdis- The master’s project is a professional-level exhi- ciplinary program. 1 c.u. bition or performance of work created and pro- duced during the latter part of the student’s CAT 522 CONFERENCE I experience in the program. The concept under- Conferences are individual discussions between pinning the project has been defended and pro- one faculty member and one student. Confer- nounced foundationally sound and fully devel- ences are where teaching takes place and represent oped by the fault. The exhibition or performance the core or “heart” of the program, and are sched- of the master’s project demonstrates evidence of uled every day of the Summer terms. Conference exemplary craft, execution and presentation of topics include, but are not restricted to, technique, the concept. The written master’s thesis defends conceptualization of the student’s work, discus- the aesthetic direction of the arts practice, and sion of cultures and social issues and their relation describes how research, skill acquisition and to artistic practice, possible new or tangential process were combined in the development of directions, and theoretical perspectives. 1 c.u. the concept supporting the master’s project. May be repeated for credit. 3 c.u.s CAT 524 CONFERENCE II Conferences are individual discussions between one faculty member and one student. Confer- ences are where teaching takes place and represent the core or “heart” of the program, and are sched- uled every day of the Summer terms. Conference topics include, but are not restricted to, technique, conceptualization of the student’s work, discus- sion of cultures and social issues and their relation to artistic practice, possible new or tangential directions, and theoretical perspectives. 1 c.u. 328 GRADUATE COURSES

Graduate Education Courses

EDC 506 INTRODUCTION TO EDC 514 THE DEVELOPMENT OF THE CURRICULUM DESIGN I: PRE-ADOLESCENT AND ADOLESCENT RESEARCH BASED PRACTICE LEARNER AND IMPLICATIONS FOR This course focuses on the study of curriculum TEACHING development and principles of teaching, empha- This course is designed to examine young ado- sizing the background content research needed lescents, their development and issues related to to develop curricula. The course will introduce their educational needs during the period of the skills to design and develop interdisciplinary growth from childhood through adolescence. curricula that is based on research and the appli- Exploration and application of research-based cation of theat research through best practices findings will be pursued to investigate the devel- utilizing; multiple intelligences, diverse learning opmental differences between the stages of pre- styles, dimensions of learning, the Bloom’s tax- adolescence and high school adolescents and its onomy. The curricula will facilitate the integra- impact on education. Students will learn how to tion of standardized and alternative assessment use developmental characteristics in the instruc- measures to meet the New Jersey Student Learn- tional design and planning process. Students will ing Outcomes. 1 c.u. also learn how schools should be structured to maximize learning for this population. 1 c.u. EDC 508 INTRODUCTION TO CURRICULUM DESIGN II: EDC 516 CHILDHOOD DEVELOPMENT EFFECTIVE TEACHING METHODS AND LEARNING IN THE CONTENT AREAS This course is designed to foster understanding This course focuses on the further development of the dynamic continuum of development and of curriculum design and principles of teaching. learning in children from birth through PreAdo- The course reinforces the skills of differentiated lescence. Topics include cognitive and linguistic instructional design and delivery, integration of factors affecting development and learning, nur- technology, and adapting lessons to address turing diversity and equality, addressing multiple diverse learners including special needs and ELL intelligences and diverse learning styles, integrat- students. The essential elements of instruction, ing of play and language, and literacy across the assessment, grouping strategies and effective curriculum. Knowledge of early childhood questioning will be illustrated to effectively plan development and how it is related to the learning instruction for diverse learners in English of children is the foundation upon which all language arts, mathematics, social studies, and effective teaching and learning decisions are science. 1 c.u. built. Without this knowledge, a teacher cannot design an appropriate program or meet the EDC 511 INSTRUCTIONAL DESIGN AND learning needs of each student. Students will ANALYSIS OF CLASSROOM ASSESSMENT learn to be able to apply their knowledge about This course will enable teacher candidates to early child development and learning to adapt demonstrate their teaching skills in the designed the learning environment to meet the needs of delivery of curricula addressing the needs of children with atypical development in the affect- diverse learners. Teacher candidates will design, ed developmental domain(s). Students will also differentiated instructional lessons and demon- obtain the research skills to find and analyze strate skills in the delivery of lessons based on the research articles to explain children’s develop- understanding tha learners have differing needs. ment and show their deeper understanding of Students present their lessons using a variety of early child development and learning. 1 c.u. strategies, integrating diagnostic, formative and summative assessment data. 1 c.u. GRADUATE COURSES 329

EDC 517 UNDERSTANDING FAMILY EDC 528 CHILDHOOD ENVIRONMENT AND COMMUNITY AND ASSESSMENT This course is designed to foster understanding This course will focus on the learning environ- of the significant roles of families and communi- ment of pre-kindergarten through third grade ties in the growth of young children. Topics classrooms. The classroom environment is often include recognizing children at risk; establishing referred to as the “third” teacher. The structure, linkages with community resources to support design, and choice of materials in the classroom families; recognizing and accepting diverse fami- influence how teaching and learning in all devel- ly units; the impact of home, community, health, opmental domains take place. Students will also and cultural experience on development and learn how to design a supportive, intellectually learning; and understanding social, historical, stimulating classroom environment; how to political, legal, and philosophical constructs that develop daily and weekly plans that reflect and impact children, families, and communities. support children’s growth in all areas, especially Identification and collaboration with communi- the development of self-regulation. In addition, ty agencies and resources to support individuals they will learn how a well-designed environment with special needs and their families will be supports classroom management, by exploring addressed. In addition, students will consult research based best practices to accommodate databases to summarize peer-reviewed research and adapt the classroom environment for success studies and form an argument around a contem- for each individual student and incorporating porary issue in education. 1 c.u. these accommodations into their classroom design. 1 c.u. EDC 519 EDUCATING THE CHILD WITH DISABILITIES IN THE REGULAR EDC 530 INTRODUCTION TO SPECIAL CLASSROOM EDUCATION AND INCLUSION A coursed designed to provide cross training for This course introduces graduate students to the the teacher in the regular classroom in order to field of special education and provides the histo- be able to work as part of a collaborative, inter- ry of the field and to the federal and state regula- professional team. Through study, observation, tions and laws mandating special services to field experiences, and research exploring profes- learners with disabilities, including an overview sional journals, books and other resource mate- of the disability regulations defined in federal rials, as well as peer reviewed research, for the special education legislation. The course includes pre-service teacher to gain valuable training and research on the progress of inclusion and current resources by applying research based best prac- inclusive education practices. 1 c.u. tices to implement strategies, modifications and accommodations for special needs students in EDC 532 ASSESSMENT IN SPECIAL the regular classroom. 1 c.u. EDUCATION This course enables graduate students to develop EDC 521 DEVELOPING LITERACY competencies for assessing learning of students ACROSS THE GRADES: METHODS with disabilities. Course participants will gain AND STRATEGIES knowledge on how to assess, analyze, and inter- The course serves as an introduction to the pret data from formal (standardized) and infor- teaching of literacy in grades Preschool-12 and mal (traditional and alternative) testing sources focuses on both theoretical and practical and measurement including functional assess- approaches to assessing teaching, and incorpo- ment. Course participants will be taught how to rating literacy into the classroom. Teacher candi- interpret reports as relevant to student from date will explore and learn to apply teaching diverse learning backgrounds and use these practices related to balanced, comprehensive lit- interpretative results along with behavioral eracy including phonemic awareness, phonics, observation, task analysis and other types of comprehension, fluency, vocabulary, develop- measurement to design instruction. 1 c.u. ment, and motivation. These approaches will be discussed in the context of special needs and ELL students, multicultural education, technology integration, and differentiated strategies. Con- nections to the New Jersey State Learning Stan- dards will be integral. This course will also expose teacher candidates to developing/analyz- ing lesson plans, evaluating case studies, and reading/discussing contemporary issues in litera- cy through a review and synthesis of peer reviewed, scientific-based reading research (SBRR) studies.. 1 c.u. 330 GRADUATE COURSES

EDC 534 EDUCATIONAL STRATEGIES EDC 540 ASSISTIVE TECHNOLOGY FOR IN INCLUSIVE SETTINGS LEARNERS WITH DISABILITIES This course prepares gradate students to provide This course is a broad introduction to assistive effective instruction to learners with disabilities technology (AT) used for instruction of learn- in inclusive settings. Course participants will ers with disabilities. Course participants will gain knowledge to plan, implement, and assess examine strategies for creating supportive effective instruction and positive learning envi- environments for learners with disabilities to ronments aligned with students’ academic, social effectively use high and low AT devices includ- and behavioral needs with an emphasis in devel- ing augmentative/alternative communication opment of literacy skills. Course participants will systems. 0.5 c.u. engage in research and reflective teaching prac- tices to select effective teaching strategies to EDC 550 INTRODUCTION TO THE teacher literacy for learners in need of supports PROFESSION in general education. 1 c.u. This 15-hour course introduces students to the Early Childhood Teaching Profession and pro- EDC 536 EDUCATIONAL STRATEGIES vides an overview of the P-3 Program, the FOR LEARNERS WITH AUTISM AND required performance assessment edTPA, ethics OTHER DEVELOPMENTAL DISABILITIES in the field of early childhood, the importance of This course offers an overview on history, causes, family, developmentally appropriate practice, characteristics, assessment and instruction of and the standards of Pre-K, Kindergarten, and learners with autism and other developmental grades 1-2. 0.25 c.u. disabilities. Course participants will gain knowl- edge and skills necessary to support the learning EDC 552 LANGUAGE AND LITERACY of learners with autism and other developmental IN EARLY CHILDHOOD developing positive behavioral supports and This 15-hour course introduces students to the interventions. 1 c.u. Early Childhood Teaching Profession and pro- This course includes 10 hours vides an overview of the alternate route program, of clinical experiences. the required performance assessment edTPA, ethics in th e field of early childhood, the impor- EDC 538 INSTRUCTIONAL STRATEGIES tance of family, developmentally appropriate FOR CREATIVE ARTS AND PLAY IN practice, and the standards for PreK, Kinder- EARLY CHILDHOOD garten, and grades 1-3. 1 c.u. Using emergent curriculum as the approach to curriculum development, this course introduces EDC 553 SCHOOL AND SOCIETY students to what STEM learning in early child- The teacher candidate will learn about the class- hood classrooms looks like. The basic learning room as a social unit and the management/orga- goals of early childhood STEM education are 1) nization skills needed to create an effective learn- knowledge and understanding 2)skills 3)disposi- ing environment. The prospective teacher will tions, and 4)feelings. In-depth investigations of become familiar with the organizational, social, phenomena lead children to achieve all four of economic, and political forces that impact upon the above learning goals, this course focuses on schools. 1 c.u. pedagogical approaches and strategies that help young children explore, observe, inquire, predict, EDC 554 INSTRUCTIONAL STRATEGIES investigate and integrate their learning through FOR CHILDREN’S LITERATURE hands-on projects. 1 c.u. This course is designed to help students recog- A field component is required nize the importance of books and reading in the as part of this course. life of the young child and to develop knowledge and appreciation of the wide variety and scope of EDC 539 TRANSITION PLANNING reading material available for young people AND COLLABORATIVE PARTNERSHIPS through grade 3. The course will incorporate Legal, historical influences, agencies and pro- strategies for evaluation and finding the best gram factors impacting the transition process books, learning about authors and illustrators, across the life span of learners with disabilities and using books to ignite a lifelong love of read- are discussed in this cours. Process of transition ing as well as strategies to integrate good chil- planning is covered with emphasis on developing dren’s literature, both nonfiction and fiction, relationships. 0.5 c.u. across the curriculum. 1 c.u. A field component is required as part of this course. GRADUATE COURSES 331

EDC 556 INSTRUCTIONAL STRATEGIES EDC 606 ADVANCED EDUCATIONAL FOR STEM IN EARLY CHILDHOOD PROGRAMMING FOR LEARNERS WITH Unsing emergent curriculum as the approach to AUTISM AND OTHER DEVELOPMENTAL curriculum development, this course introduces DISABILITIES students to what STEM learning in early child- This course provides an overview of the evidence- hood classrooms looks like. The basic learning based practices for teaching learners with autism goals of early childhood STEM education are 1) and other developmental disabilities. A focus of knowledge and understanding )skills )disposi- the course is on evidenced based practices such tions, and )feelings. In-depth investigations of as antecedent-based interventions, visual sup- phenomena lead children to achieve all four of ports, systemic instruction, and interventions to the above learning goals, this course focuses on promote social and communication skills. This pedagogical approaches and strategies that help course is taken concurrently with the Advanced young children explore, observe, inquire, predict, Clinical experiences course. 1 c.u. investigate and integrate their learning through hands-on projects. 1 c.u. EDC 608 ADVANCED ASSESSMENT FOR A field component is required LEARNERS WITH AUTISM AND OTHER as part of this course. DEVELOPMENTAL DISABILITIES In this course graduate students will acquire EDC 560 CLINICAL EXPERIENCE FOR the ability to appropriately assess the skills and ENDORSEMENT IN SPECIAL EDUCATION abilities of learners with autism and other In this course graduate students will complete 30 developmental disabilities and translate assess- hours of clinical experiences. These experiences ment results into meaningful educational will be completed in classroom environments interventions in least restrictive environments. where students with disabilities are receiving The process of functional behavioral assess- services. Course participants are provided the ment and functional behavior analysis will be opportunity to apply content learned in prior covered in this course. This course is taken courses in real classroom settings. Student will concurrently with the Advanced Clinical expe- complete clinical experience in classrooms for riences course. 1 c.u. students with disabilities. Students will observe and under the supervision of a cooperating EDC 620 CLINICAL PRACTICE I teacher will practice strategies learned in the Students who have satisfied requirements will be courses. 1 c.u. assigned to two full-days per week in an approved pre-school, elementary, middle, or EDC 602 BASIC APPLIED BEHAVIORAL high school setting. Students will spend time ANALYSIS FOR STUDENTS WITH observing, participating, and teaching in an AUTISM AND OTHER DEVELOPMENTAL assigned class under the direction of a Cooperat- DISABILITIES ing Teacher and a College Supervisor. The stu- In this course graduate students will acquire the dent is expected to begin to fulfill the role of a basic applied behavior analysis (ABA) principles teacher, including attendance at faculty meet- and its application to classroom settings. In this ings, professional development opportunities, course participants will be introduced to ABA and duty assignments. This course will include based programs to increase, maintain and monthly seminar meetings (four times through- decrease behaviors in classroom settings. out the semester) where students are provided Emphasis is given to the se of these strategies in with guidance to, complete their clinical practice the instruction of learners with autism and other assignments including the preparation for developmental disabilities. 1 c.u. edTPA performance assessment. 1 c.u. EDC 604 ADVANCED CLINICAL EDC 622 CLINICAL PRACTICE II EXPERIENCE/SEMINAR POSITIVE The Clinical Practice Intershop is a sixteen-week BEHAVIORAL SUPPORT teaching experience in a field placement for stu- In this course graduate students will implement dents. It is designed to apply learning about pro- evidence based instructional strategies in class- fessional knowledge of Pedagogy, child develop- rooms for learners with Autism and other devel- ment, and reflective thinking to classroom situa- opmental disabilities and attend seminar to learn tions on a full-time basis for one semester. Stu- to prepare behavioral intervention plans. This dents are observed and evaluated a minimum of course requires the completion of 50 clinical seven times by a College supervisor. 2.5 c.u.s experience house in classroom for learners with autism and other developmental disabilities (including seminar hours). 1 c.u. 332 GRADUATE COURSES

EDC 624 CLINICAL PRACTICE SEMINAR EDC 628 LEADERSHIP, ADVOCACY, The Clinical Practice Intershop is a sixteen- AND ADMINISTRATION IN EARLY week teaching experience in a field placement CHILDHOOD for students. It is designed to apply learning This course introduces the principles of leader- about professional knowledge of Pedagogy, ship, advocacy and adminstration in early child- child development, and reflective thinking to hood programs and classrooms. This course classroom situations on a full-time basis for focuses on the knowledge, skills, and dispositions one semester. Students are observed and evalu- necessary to develop leadership and administra- ated a minimum of seven times by a College tive abilities needed in the field of Early Child- supervisor. 0.5 c.u. hood Education. The course will address a vari- Corequisite: EDC 620. ety of facets of administration including enroll- ment, staffing, supervision, policy development, EDC 626 INTRODUCTION TO ACTION communication, budgeting and evaluation of RESEARCH early childhood programs. 1 c.u. This course introduces the theoretical and prac- tical dimensions of action research. The primary objective of the course is to prepare students to conduct action research in centers. Topics include an analysis of collaborative and spectator forms of research, ways to identify problems to investigate, the selection of appropriate research methods, collecting and analyzing data, and ways to draw conclusions from the research. 1 c.u. 333

Academic Regulations & Procedures– Graduate 334 ACADEMIC REGULATIONS & PROCEDURES–GRADUATE

Academic Regulations & Procedures– Graduate

ACADEMIC PROGRESS GRADE APPEAL POLICY Students in the Graduate Program are If you think you have received a final expected to complete all requirements grade that you did not deserve, you must for the degree in five years. begin the appeal process within the first two weeks of the next semester (spring COURSE LOAD appeals may be initiated the following Students will be considered as full-time fall). If the final grade for the course graduate students if they are enrolled in depends in any part upon charges of aca- two graduate courses per semester. demic dishonesty against the student, those charges must be resolved following DEGREE REQUIREMENTS AND the process detailed in the section of the CONTINUATION OF ENROLLMENT catalog devoted to Academic Integrity To qualify for the Master’s Degree or Grad- before a grade appeal can take place. If the uate Certificate, a student must complete grade you are appealing is for a course that all requirements prescribed by the College is part of a sequence, it is the student’s with a cumulative GPA of 3.0 or higher and responsibility to initiate the grade appeal no more than two grades of C. A grade of as soon as possible. Failure to do so may C- or below is considered failing and will prevent you from taking the next course be reflected as an F on the transcript. in the sequence. Efforts will be made to accelerate the process in such cases. A student completing the Graduate Certifi- • Step 1 Speak to your instructor. Ask the cate will receive a printed certificate of reason for the grade and discuss your completion upon written notification of work in the course. (If the instructor is completion by the Education Division no longer with the College, then address Chairperson to the Registrar and Graduate your appeal to the Division Chair— Dean. see Step 4.) A student anticipating completion of the • Step 2 If you still wish to appeal the Master’s degree should meet with the Reg- grade, you must continue the appeal istrar to have a review and to fill out a process within one week after speaking diploma application. Only students who with the instructor. You must write a have completed all Master’s degree require- letter to the instructor stating your ments may participate in commencement. reasons for appealing and send copies of the letter to the Registrar and the A student whose cumulative GPA is below Chairperson of the Division in which 3.0 after the completion of two(2) or more the course is listed. courses will be dismissed. Note: If the student fails to respond in time, the instructor’s grade stands. • Step 3 Your instructor must respond within one week of receiving your letter. Copies of this letter are forward- ed to the Registrar and the Chairperson of the Division. GRADUATE ACADEMIC REGULATIONS & PROCEDURES 335

• Step 4 If you wish to appeal further, you GRADE CHANGES must send a letter to the Chairperson of Once an instructor submits a final grade the Division within one week to the Office of Advising and Registration, of receiving the instructor’s response it may be changed for only two reasons: stating your intention to appeal further, a mathematical error calculation or a with copies to your instructor and to the transcription error in the recording on Registrar. If the instructor of the course is the Division Chair, he or she will the official grade sheet. Instructors who request that the Vice President for Aca- request change of a particular grade demic Affairs and/or designee appoint must secure the written approval of the an appropriate member of the Division Assistant Vice President for Academic to respond to your appeal. Services and Registrar. • Step 5 The Chairperson of the Division THE GRADING EVALUATION or the appointed designee, must respond SYSTEM in writing within one week of receipt of your letter. Copies of the Chairperson’s Evaluation letter are sent to your instructor and to Evaluation takes several forms, depending the Registrar. on particular course objectives. Regular • Step 6 If the student does not accept the evaluations should occur throughout the recommendation of the Chairperson of term as well as upon completion. the Division, the student can appeal by Specifically: sending a formal petition to the Faculty Committee on Academic Standards with- A. The instructor should state course in one week of receipt of the decision of objectives in writing during the first the Chairperson of the Division involved week of classes, in clear, comprehensive, in the appeal. Copies of the petition must specific terms. be sent to the instructor, the Registrar, and B. The stated objectives should include: the Chairperson of the Division. The 1. Any prerequisite skills or knowledge; Committee on Academic Standards will 2. Time factors for classroom contact respond within one week after its next and out-of-class study and preparation; regularly scheduled meeting. 3. The methods to be utilized; • Step 7 If the students wishes to appeal further, within one week of the decision 4. Desirable behavioral, cognitive, or of the Committee on Academic Stan- effective changes; and dards, the student must send a letter to 5. Standards against which the the Vice President for Academic Affairs instructor will evaluate. and/or designee with copies to the C. Evaluative reports to the student will instructor, the Registrar, the Chairper- include both a grade or score and com- son of the Division and the Chairperson ments or suggestions for improvement; of the Committee on Academic Stan- D. Evaluations should be made as soon dards. The Vice President for Academic as possible after an assignment is com- Affairs and/or designee shall receive a folder assembled by the Divisional pleted and reported to the student when Office Secretary containing a record of the work is returned, with opportunity previous appeals and shall respond in for extensive discussion of evaluative writing to the student within one week comments; of his/her letter. Following consultation E. All original written work submitted with the student, the instructor, the for evaluation will be returned to the Division Chairperson, and the Chair- student with the instructor reserving person of the Committee on Academic the right to retain a copy if so desired; Standards, the Vice President for F. While attendance, by itself, cannot be a Academic Affairs will render a decision criterion for grading, class participation regarding the grade. The decision may be an integral part of the course will be final. objectives and evaluated accordingly. Note: After each step, if there is failure to In no instance, however, should mere respond, within one week the student is classroom presence or absence serve free to go to the next level. In the case of as a basis for evaluation. graduating seniors, efforts will be made to accelerate the appeal procedure. 336 GRADUATE ACADEMIC REGULATIONS & PROCEDURES

THE GRADING SYSTEMS– QUALITY LETTER GRADE SYSTEM SYMBOL POINTS Excellent ...... A ...... 4.0 A- 3.7 B+ 3.3 Good* ...... B ...... 3.0 B- 2.7 C+ 2.3 C ...... 2.0 Failing ...... F ...... 0.0 Official Withdrawal ...... W ...... 0.0 Unofficial Withdrawal ...... WF ...... 0.0 Incomplete ...... I Research in Progress ...... RP *B is the minimum quality of work expected from students qualifying for a graduate degree or certificate.

NON-MATRICULATION POLICY TAKING COURSES AT ANOTHER Only two courses can be taken as a INSTITUTION Non-matriculated student. At the end Students in the graduate program must of the second courses, students must have permission from the Chairperson to matriculate into the program. take graduate courses at another institu- tion. No more than two courses can be PLAGIARISM transferred into the graduate program. Plagiarism, cheating or any Violation of Grades must be a “B” or better. Academic Integrity should be reported to Exceptions to stated academic regulations the Vice President of Academic Affairs. The may be requested through petition to allegation will be investigated by the Office the Faculty Committee on Academic of Academic Affairs. A confirmed case will standards. Petition forms are available result in the dismissal of the student from in the office of Advising and Registration. the program. REPEAT POLICY Students in the graduate programs may repeat one course. Both grades will appear on the transcript, but only the best grade will be included in the cumulative GPA that applies to the degree. Students who need to repeat a second course will be dismissed from the program in which they are enrolled. A graduate student may with- draw from a class at the 80% point of the program and receive a grade of “W”. This will be considered an attempt at the course. 337

Directory 338 DIRECTORY Board of Trustees 2019-2020

OFFICERS OF THE BOARD

WILLIAM H. TURNER, III JOANNE T. MARREN Chair Secretary JOHN J. DELUCCA ’66 CHRISTINA M. NOLAN Vice Chair Assistant Secretary

CLASS OF 2020 JOSEAN FERNANDEZ ’06 GLENN M. REITER CAROLYN ROBERSON GLYNN ’69 JOANNE T. MARREN

CLASS OF 2021 HECTOR O. BANEGAS VERNON M. ENDO MELISSA BASTAN STEPHEN A. GLASSER CARMEN AMALIA CORRALES SANFORD B. PRATER JOHN J. DELUCCA ’66 JOEL M. WEINER ’66

CLASS OF 2022 JIM AXELROD JOHN G. PANAGAKIS ’85 NICHOLAS CARLOZZI STEVEN M. ROSE JACQUIE COLGAN ADRIAN A. SHELBY, LL.D. (hon.’98) GEOFFREY M. CONNOR LARRY I. SILLS BRIAN F. DORAN JOHN SKOWRONSKI ’91 MAUREEN C. GRANT ADEBOLA A. TAIWO ’09 EDWARD C. HEFTMAN ’67 WILLIAM H. TURNER, III STEPHANIE LAWSON-MUHAMMAD HANK UBEROI CRAIG B. LINDSAY ’76 NANCY VAN DUYNE ALISA C. NORRIS

EMERITI EX-OFFICIO BERNARD S. BERKOWITZ MARCHETA P. EVANS JAMES R. GILLEN President ROSEMARY T. IVERSEN NANCY L. LANE MARTIN MCKERROW, LL.D. (hon.’15) PETER A. OLSON ALICE W. PRICE ADMINISTRATION 339 Administration

OFFICE OF THE PRESIDENT

MARCHETA P. EVANS CHRISTINA M. NOLAN President Administrative Assistant to the President

OFFICE OF ACADEMIC AFFAIRS TRESMAINE R. GRIMES CAROLYN I. SPIES Vice President for Associate Vice President for Academic Affairs and Dean of Faculty Academic Affairs and Dean of Graduate Studies, DENISE SMITH Professor of Psychology Administrative Assistant to the Vice President for Academic Affairs and Staff Supervisor

ADVISING/COACHING AND REGISTRATION ANNETTE RAYMOND ’97 Registrar and Director of Academic Services

CENTER FOR INNOVATION IN TEACHING TO ENHANCE LEARNING LEAH BROWN-JOHNSON Director

CENTER FOR TEACHING AND LEARNING WITH TECHNOLOGY YIFENG BAI Director

LIBRARY AND MEDIA CENTER R. GREG REID Library Director BARBARA ISACSON Media Center Director 340 DIRECTORY

OFFICE OF STUDENT AFFAIRS PATRICK LAMY KEISHA NEWELL Vice President for Administrative Assistant to the Student Affairs and Vice President and Dean of Students Community Relations ROSE MITCHELL ’91 Assistant Vice President for Student Affairs

ATHLETICS SHEILA WOOTEN ’85 JENNIFER VIRGIL Director of Athletics Compliance Coordinator

CAREER SERVICES D. ELAINE FRAZIER Director for Career Services

CHAPLAINCY REV. ANITA R. WRIGHT Director of Spiritual Life and College Chaplain

EDUCATIONAL OPPORTUNITY FUND KRISTINA JONES Director of EOF

HEALTH SERVICES LAUREN JOY TINIDAD Registered Nurse

FOOD SERVICES MICHAEL ST. BLANCARD Director of Gourmet Dining Services PERSONAL COUNSELING NICOLE PALAGANO Director of Personal Counseling RESIDENTIAL EDUCATION AND HOUSING SANDY DAWOUD Housing Coordinator DEPARTMENT OF PUBLIC SAFETY JACK CORTEZ Director of Security ADMINISTRATION 341

OFFICE OF FINANCIAL AFFAIRS

WILLIAM MCDONALD ’84 PETER DOYLE Vice President for Finance Director of Custodial Services and Administration JACK McGRANE SUSAN DACEY Superintendent of Buildings and Grounds Director of Human Resources Heinz Nordmann ANDREW GERSTMAYR Maintenance Supervisor Director of Enterprise Information Services LASZLO MARSHALL ’97 Director of Telecommunications & Networks

OFFICE OF ENROLLMENT MANAGEMENT & ADMISSION

KEVIN CAVANAUGH Vice President for Enrollment Management RICK BURCHFIELD Director of Marketing NICOLE CIBELLI Director of Admission

OFFICE OF STUDENT FINANCIAL SERVICES QUINCINA LITTLEJOHN Acting Director of Financial Aid DEBBIE VIAUD Director of Student Accounts Receivable 342 DIRECTORY

OFFICE OF INSTITUTIONAL ADVANCEMENT NICOLE QUINN JONI FRASCATI Interim Vice President for Office Manager Institutional Advancement Institutional Advancement RICH BASLER NICOLE QUINN Director of Major Gift Development and Director of Donor Relations and Advancement Services Campaign Manager ALICIA COOK Director of Institutional Communication and Campaign Marketing

OFFICE OF INTERNATIONAL TRAINING AND PROFESSIONAL STUDIES PETER K. JEONG SOYUN PARK Vice President for Assistant Director Global Programs and Global Programs Professional Studies LISA RICHLAN Program Coordinator RAJESH MISTRY Director of Technology DAVID KANG Director of Global Education and Curriculum FACULTY 343

Faculty

MARCHETA P. EVANS–2019 President. B.S., M.A., Ph.D., University of Alabama; M.A.Ed., University of Alabama-Birmingham;

TRESMAINE R. GRIMES–2015 Vice President for Academic Affairs and Dean of Faculty. Professor of Psychology. B.A. Yale University; M.A., New School for Social Research; M.Phil., Ph.D., Teachers College, Columbia University.

CAROLYN I. SPIES–1993 Associate Vice President for Academic Affairs and Dean of Graduate Studies. Professor of Psychology. B.S., Ramapo College; Ph.D., Temple University. 344 DIRECTORY

FULL-TIME FACULTY

ZACHARY AIDALA–2014 CHRISTIE L. CRUSE-COHEN–2015 Assistant Professor of Psychology. Assistant Professor of Business B.S., Binghamton University; Management. M.A., Hunter College, A.A., Rockland Community College; City University of New York; B.S., State University of New York at Geneseo; M.Phil., Ph.D. The Graduate Center, M.S., Mercy College; City University of New York. Ed.D., Nova Southeastern University. NANCY BACCI–1988 DEBRA CURTIS–1991 Professor of Computer Graphics. Professor of Mathematics. B.A., University of Delaware; B.S., M.S., Long Island University; M.A., Montclair State University. M.S., Ph.D., Stevens Institute of Technology. NATASCIA BOERI–2017 K. DENISE DENNIS–1999 Assistant Professor of Sociology. Professor of Psychology. B.A., Warren Wilson College; B.A., University of California at Berkeley; M.A., Queens College, M.S., Ph.D., North Carolina City University of New York; State University. Ph.D., The Graduate Center, City University of New York. MARYANN J. FOGARTY DI LIBERTO–1999 Professor of Economics. TAMMY CASTRO–2003 A.B., Barnard College, Columbia University; Professor of Biology. M.A., M.Phil., Ph.D., Columbia University. B.S., New Jersey City University; Ph.D., University of Medicine and ESTHER L. DILLARD–2014 Dentistry of New Jersey. Assistant Professor of Communications. B.A., State University of New York at Buffalo; JULIA MORRISON CHAMBERS–1987 M.S., Syracuse University. Professor of Business. A.S., Graham Junior College; GREGORY J. EDENS–2013 B.S., Seton Hall University; Associate Professor of Chemistry. M.B.A., Fairleigh Dickinson University; B.S., Oregon State University; Ph.D., New York University. M.S., University of Illinois at Chicago; Ph.D., Purdue University. NIXON SHABALOM CLEOPHAT–2018 Associate Professor of Religion. AMY EGUCHI–2006 B.A., Salem State University; Associate Professor of Teacher Education. M.Div, Harvard University; B.A., Keio University; M.Phil., PhD., Union Theological Seminary. M.A., Pacific Oaks College; M.A., Harvard University; ROBERT D. COLLMIER ’74–1982 Ph.D., University of Cambridge. Professor of Accounting. B.A., Bloomfield College; KAREN FASANELLA–2016 M.B.A., Fairleigh Dickinson University; Associate Professor of Education. C.P.A., New Jersey, C.M.A. B.A., M.A., New Jersey City University; Ed.D., Seton Hall University. GRACE E. COOK–2014 Assistant Professor of Mathematics. BRANDON FRALIX–2007 B.S., M.S., Stevens Institute of Technology; Associate Professor of Ph.D., Walden University. Writing and Analysis. B.A., Presbyterian College; M.A., Clemson University; Ph.D., Drew University. FACULTY 345

HARRY FRANQUI-RIVERA–2017 PETER KARDOS–2015 Associate Professor of History. Assistant Professor of Psychology. B.A., University of Puerto Rico; M.A., Budapest University of Economic M.A., Temple University; Science, Budapest; PhD., University of Massachusetts, Amherst. M.A., Ph.D., New School for Social Research. DOREEN M. GAGNON ’84–2004 LEILA KOEPP–1981 Associate Professor of Nursing. Professor of Biology. B.A., William paterson University; B.A., Messiah College; B.S., Bloomfield College; M.S., North Texas State University; M.S.N., Felician College; Ph.D., The University of Medicine and D.N.P., Rutgers University. Dentistry of New Jersey. Registered Microbiologist, JONTERRI GADSON–2014 National Registry of Microbiology. Assistant Professor of English. B.A., Florida International University; ELISSA KOPLIK–1990 M.F.A., University of Virginia. Professor of Psychology. B.S., Brooklyn College of C.U.N.Y.; ABRAHAM L. GOMEZ-DELGADO–2012 M.A., Ph.D., Fordham University. Associate Professor of Creative Arts and Technology. CLAUDIA KOWALCHYK–1994 B.F.A., Massachusetts College of Arts; Associate Professor of Sociology. M.F.A., Bard College. B.S., M.A., M.Phil., Ph.D., New York University. PETER L. GORDON–2007 Professor of Music. STEVEN E. KREUTZER–2011 B.A., University of California–San Diego; Professor of Computer Science and Net- M.F.A., Mills College. work Engineering. B.S., Union College; FIONA HARRIS-RAMSBY–2014 M.S., Ph.D., Northwestern University. Assistant Professor of Writing. B.A., M.A., California State University; GYONG JU LEE–2017 Ph.D., University of Utah. Assistant Professor of Creative Arts and Technology. LAURA WARREN HILL–2010 B.F.A., New Jersey City University; Associate Professor of History. M.P.S., ITP, Tish School of Arts. B.A., State University of New York at Geneseo; KAREN ANN LUCHKA ’99–2011 M.A., State University of Assistant Professor of Accounting. New York at Brockport; B.S., Bloomfield College; Ph.D., Binghamton University, M.B.A., Regis University. State University of New York. NORMA MCCOOK–2017 MARK JACKSON–2000 Assistant Professor of Writing. Associate Professor, References and B.A., Belmont University; Online Resources Librarian. M.A., University of Delaware; B.A., Thomas Edison State College; Ph.D., The Ohio State University. M.L.S., M.A.L.S., Rutgers University. LAZAROS MICHAILIDIS–1978 Professor of Economics. B.A., Athens School of Economics and Business Administration; M.A., Purdue University; Ph.D., State University of New York, Buffalo. 346 DIRECTORY

ISMAT F. MIKKY–2009 SUHAIB OBEIDAT–2014 Professor of Nursing. Associate Professor of Computer Science B.S.N., Bethlehem University; and Network Engineering. M.S.N., University of Hartford; B.S., Philadelphia University; Ph.D., University of Connecticut M.S., Monmouth University; School of Nursing. Ph.D., Arizona State University. KEVIN MORAN–2015 LYNNE ODDO–1999 Assistant Professor of Criminology/ Professor of Animation. Sociology. B.A., State University College of Potsdam; B.A., Trinity College, Dublin; M.A., New York Institute of Technology. M.Sc., University of Glasgow; M.Phil., Ph.D., Graduate Center, LORI ANN PALMIERI–2007 City University of New York. Associate Professor of Nursing. B.S.N., Seton Hall University; PHYLLIS MORE–1977 M.S.N., William Paterson University. Professor of Nursing. B.S.N., Cornell University; ANITA B. PASMANTIER–2008 M.A., Ph.D., New York University. Professor of Finance. B.A., M.A., Ph.D., Fordham University. JAMES MURPHY–1994 Professor of Biology. VÂNIA PENHA-LOPES–1998 B.S., Manhattan College; Professor of Sociology. M.S., Ph.D., New York University B.A., Universidade Federal do School of Medicine. Rio de Janeiro, Brazil; M.A., M.Phil., Ph.D., New York University. KENNETH MYERS–2000 Associate Professor of Mathematics. KAREN PEZZOLLA–2017 B.S., Michigan State University; Assistant Professor of Early Childhood M.A., Ed.D., Teachers College, Education. Columbia University. B.A., Caldwell University; M.Ed., College of St. Elizabeth; ESMAIL NAJMI–1995 M.Ed., Education Leadership; Professor of Sociology. Ed.D., Northcentral University. B.A., M.A., Ph.D., University of Wisconsin. ELLEN L. POWLEY–1991 DEMETRIS NICOLAIDES–1996 Professor of Business. Professor of Physics. B.S., Montclair State College; B.S., M.A., Queens College; M.B.A., D.P.S., Pace University. M.Phil., Ph.D., City University of New York. PAUL M. PUCCIO–2004 YUICHIRO NISHIZAWA–2011 Professor of English. Associate Professor of Creative Arts A.B., St. Joseph’s University; and Technology. Ph.D., University of Massachusetts B.F.A., Rhode Island School of Design; at Amherst. M.F.A., The School of the Art Institute of Chicago. ROSITA RODRIGUEZ–2012 Associate Professor of Nursing. LAURA NOVA–2005 B.S., William Paterson University; Associate Professor of Creative Arts M.S., Ph.D., University of Medicine and and Technology. Dentistry of New Jersey. B.F.A., B.A., Cornell University; M.F.A., The School of the Art Institute PAUL M. RUSSO–1994 of Chicago. Professor of Biology and Computer Information Systems. JEANNE DOLORES NUTTER–2001 B.A., Brooklyn College; Professor of Communications. Ph.D., Rutgers University. B.A., M.A., University of Cincinnati; Ph.D., Howard University. FACULTY 347

NEDDIE SERRA–2004 THOMAS L. TOYNTON ’03–2003 Professor of Nursing Associate Professor of A.A.S., Bronx Community College; Creative Arts and Technology. B.S.N., M.S.N., Pace University; B.A., Bloomfield College; Ed.D., Nova Southeastern University. M.S., Capella University. DANIEL SKINNER–2006 DUNJA LUND TRUNK–2007 Professor of Political Science. Professor of Psychology. B.A., State University of New York B.A., Indiana University of Pennsylvania; College at Cortland; M.S., Ph.D., University of Florida. M.A., University of Adelaide; Ph.D., University of Denver. MARIA VOGT–1986 Professor of Chemistry. JACQUELYN SVERCAUSKI–2015 B.S., M.S., Ph.D., Assistant Professor of Nursing. University of Wisconsin–Milwaukee. B.S.N., M.S.N.,D.N.P., William Patterson College. REBECCA WALTER–2012 Associate Professor of Biology. ADA C. MCKENZIE THOMAS–2013 B.S., Alma College; Associate Professor of World Literature. M.S., Ph.D., University of Utah. B.A., Columbia University; M.A., Ph.D., University of Massachusetts Amherst. 348 DIRECTORY

ADJUNCT FACULTY

ANDREW ABDUL–2005 CHANTA J. BLUE–2013 Lecturer in Chemistry. Lecturer in Psychology. B.S., Fairleigh Dickinson University. B.A., Spellman College; M.A., Rutgers University. LISA R. AMES–2017 Lecturer in Mathematics. DAVID BOKIL–2009 B.A., Bucknell University; Lecturer in Creative Arts and Technology. M.Ed., William Paterson University. B.A., Manhattanville College; M.M., New York University. MELISSA A. ANDERSON–2012 Lecturer in Sociology. KADRI BROGI–2012 B.A., M.A., Rutgers University. Lecturer in Network Engineering. B.S., Military University “Skenderbej”, MUTASEM AWWAD–2013 Tirana, Albania; Lecturer in Network Engineering. M.S., Stevens Institute of Technology. B.S., M.S., New Jersey Institute of Technology; IRISHA BROWN–2010 Ph.D., Bernelly University. Lecturer in Psychology. B.A., Elmira College; GLENMORE BEMBRY, JR.–1991 M.A., M.Ed., Columbia University. Lecturer in Religion. B.S., Montclair State College; CAROL BRUZZANO–2017 M.Div., Colgate Rochester Divinity School; Lecturer in Writing. D.Min., New York Theological Seminary. B.A., Fairleigh Dickinson University; M.Ed., Saint Peters University. PHILIP M. BENJAMIN–2014 Lecturer in Mathematics. STEVEN BUTLER–1976 B.A., State University of New York Lecturer in English. at Binghamton;. B.A., City College of the M.A., City College of New York; City University of New York; M.S., Rutgers University J.D., St. John’s University School of Law; L.L.M., New York University School of Law. JAMES BETTS–2016 Lecturer in Business Administration. JOAN A. BUZICK–2010 B.S., Kean University; Lecturer in Teacher Education and M.B.A., Strayer University; Psychology. J.D., University of Detroit B.A., Kean University; Mercy School of Law; M.A., Rider University; Ph,D., Northcentral University. M.A., New York University.

DARWIN L. BHARATH–2015 ANTON A. CAMPBELL–2016 Lecturer in Creative Arts and Technology. Lecturer in Creative Arts and Technology. A.A.S., Monroe College; B.A., Art Institute of Philadelphia. B.F.A., M.A., Fashion Industry of Technology. ROBERT S. CANCIELLO–2018 ROBERTA BLENDER–1992 Lecturer in Creative Arts and Technology. Lecturer in Writing and B.A., B.S., The College of New Jersey. Teacher Education. B.A., Fairleigh Dickinson University; M.A., Montclair State College. FACULTY 349

CARLOS CARBAJAL–2015 LINDA COLUCCI–2015 Lecturer in Spanish. Lecturer in Teacher Education. B.S., San Marcos university, Lima, Peru; B.A., Rutgers University; M.A., Salamanca University of Spain; M.S., University of Scranton. M.Ed., William Paterson University. VIRGINIA CORNUE–2012 DENNIS F. CARR–2019 Lecturer in Sociology. Lecturer in Creative Arts and Technology. B.F.A., University of North Carolina; B.F.A., School of the Art Institute of Chicago; M.A., New School fo Social Research M.F.A., New York University. Ph.D., Rutgers University.

ADRIANA CATAGENA–2014 KELLEI COSBY ’03–2003 Lecturer in Accounting. Lecturer in Creative Arts and Technology. B.S., M.S., Bloomfield College. B.A., Bloomfield College.

QUASSAN T. CASTRO ’12–2015 JEANNIE E. CROICHY–2014 Lecturer in Writing. Lecturer in Writing. B.A., Bloomfield College; B.A., William Patterson University; M.F.A., Fairleigh Dickinson University. M.A., Ashford University.

ROBERT J. CERCO–2010 WANDA R. CROUDY–2015 Lecturer in Teacher Education. Lecturer in Broadcast Journalism. B.A., Thomas Edison State College; A.A.S., Fashion Institute of Technology; M.A., Jersey City State College; B.A., Richard Stockton College of New Jersey; M.A., New Jersey City University; M.A., University of Phoenix. Ed.D., Nova Southeastern University. LENA DELGADO DE TORRES–2015 MICHAEL L. CHAVIS–2018 Lecturer in History. Lecturer in First Year Seminar. B.A., Bryn Mawr College; B.A., William Paterson University; M.A., Ph.D., Binghamton University. M.S., Drexel University. MOUHAMADOU DIALLO–2016 TED COHEN–1999 Lecturer in Mathematics. Lecturer in Psychology. B.S., University of Strasbourg, France; B.A., Fairleigh Dickinson University; M.S., University of Rennes I, France. M.A., Kean College. BRENDA D. DONALD–2016 FRED COLLINS–1989 Lecturer in Mathematics. Lecturer in Creative Arts and Technology. B.S., St. Joseph’s College; A.D., Rhode Island Community College. M.B.A., Long Island University; M.S., Mercy College. KARYN D. COLLINS–2011 Lecturer in Broadcast Journalism. CARROLE DORCENT ’99–2008 B.A., Howard University Lecturer in Nursing. School of Communications. B.S., Seton Hall University; B.S., Bloomfield College; STEVE COLSON–1989 M.S.N., University of Medicine and Lecturer in Creative Arts and Technology. Dentistry of New Jersey. B.M.Ed., Northwestern University School of Music. 350 DIRECTORY

DOUGLAS P. DOYLE–2014 CLAIRE R. GRANDE–1993 Lecturer in Broadcast Journalism. Lecturer in Nursing. B.A., Pennsylvania State University. B.S.N., Felician College; M.S., Rutgers University. TAKIYAH L. DRINKARD ’06–2017 Lecturer in English. CHERYL M. GROSS–2010 B.A., Bloomfield College; Lecturer in Creative Arts and Technology. M.F.A., National University. B.F.A., M.F.A., Pratt Institute.

REMOUN R. ESTFANOUS–2009 JOHN GUERRIERO–2015 Lecturer in Mathematics. Lecturer in Computer Science. B.S., Alexandria University; B.A., Ramapo College; M.A., New Jersey City University. M.A.S., Fairleigh Dickinson University.

DANIEL L. EVANS–2005 JOHN D. HAMMOND–2018 Lecturer in Creative Arts and Technology. Lecturer in Economics. B.A., Montclair State University. B.A., University of Cape Coast, Ghana; M.P.A., Kean University. DAVID N. FERRARA–2014 Lecturer in Business. DANIELLE N. HAMPTON–2017 B.S., Seton Hall University; Lecturer in Philosophy. M.B.A., Fairleigh Dickerson University. B.A., Mansfield University of Pennsylvania; M.A., Colorado State University; SARAH E. FILLMAN–2018 Ph.D., University of Nebraska-Lincoln. Lecturer in Education. B.A., Rutgers State University; RANDI D. HAWKINS–2001 M.A., Montclair State University. Lecturer in Writing and Economics. B.A., M.A., Rutgers University; NANCY FISCHER–2007 M.S., Duquesine University. Lecturer in Creative Arts and Technology. B.F.A., William Paterson College. PAMELA HUGHES–1991 Lecturer in English. MARIA ALCINA FONSECA–2012 B.A., Fairleigh Dickinson University; Lecturer in Nursing. M.F.A., Brooklyn College. B.S., Kean College; M.S., M.B.A., Rutgers University. STEVEN F. INSOLERA–1991 Lecturer in Writing. SCOTT A. FUCHS–2014 B.A., Montclair State College; Lecturer in Mathematics. M.F.A., Rutgers University. B.S., Kean University; M.A., Montclair State University. JAHARI E. JACOBS–2018 Lecturer in First Year Seminar. CASANDRA GABRIELE, ’05 – 2005 B.S., Temple University; Lecturer in Chemistry. M.A., Kean University. B.S., Bloomfield College. EUN JIN JANG–2014 DORA GOODWILL–2014 Lecturer in Creative Arts and Technology. Lecturer in Nursing. B.F.A., sungshin Women’s University; A.A.S., Raritan Valley Community College; M.F.A., College of Fine Art in Boston B.A., American Intercontinental University; University. M.S.N., University of Phoenix. MARVIN KAZEMBE JEFFERSON–1995 Lecturer in Creative Arts and Technology. FACULTY 351

VADNEE JEFFERSON–2011 MICHAEL A. LANTZ–2015 Lecturer in Biology. Lecturer in Creative Arts and Technology. B.A., Ramapo College; B.A., University of California; D.C., New York Chiropractic College. M.F.A., Rutgers University.

NANCY JOA–2016 PAUL L. LATORRE ’11–2016 Lecturer in Spanish. Lecturer in English. B.A., Universidad B.A., Bloomfield College; Catolica Madre Y Maestra (PUCMM); M.F.A., William Paterson University. M.A., Ponatificia Universidad Catolica Madre Y Maestra; RACHEL Y. LEE–2018 Ph.D., Universidad Nactinal e Educacion Lecturer in Mathematics. a Distancia. B.A., B.A., M.A., New York University.

JENNIFER CAMILLE JOHNSON–2009 PAUL M. LEWANDOWSKI–1992 Lecturer in Writing. Lecturer in Biology. B.A., M.A., North Carolina State University. B.A., St. Francis College; M.A., Montclair State College; ART JONES–2015 D.C., New York Chiropractic College. Lecturer in Creative Arts and Technology. A.E.S., USN Engineering School; GAIL LIGHTHIPE–1997 B.F.A., State University of New York, Lecturer in Writing. Purchase. B.A., Cedar Crest College; M.A., New York University. NICHOLE JONES–2018 Lecturer in Writing. GEORGE LY–2013 B.A., Virginia Wesleyan College; Lecturer in Mathematics. M.A., University of Baltimore. B.A., New Jersey City University; M.A., New York University. KEVIN J. JUDGE–2015 Lecturer in computer Science. BRIAN S. LYDELL–2014 B.A., George Washington University; Lecturer in Creative Arts and Technology. M.B.A., Fairleigh Dickinson University, B.M., Berklee College of Music.

AMANDA S. KIBLER ’12–2016 JENNIFER MAGALHAES–2015 Lecturer in Writing. Lecturer in Biology. B.A., Bloomfield College; B.S., Montclair State University. M.F.A., Fairleigh Dickinson University. ANN MASTERSON–2014 KEVIN R. KLINE–2013 Lecturer in Nursing. Lecturer in Mathematics. B.A., Jersey City State College; B.S., State University of New York, Purchase; B.S.N., University of the State of New York; M.Ed., M.B.A., Rutgers University. M.P.H., Columbia University; Ed.D., Columbia University BRIAN SANG-CEUL KONG–2012 Teachers College. Lecturer in Computer Science. B.A., Cornell University; BERNEARD T. MCCLOSKEY–2004 M.S., Polytechnic Institute of New York. Lecturer in Spanish and Religion. B.Phil., Sacred Heart Seminary; VICTORIA A. LANE–2004 M.Theo., University of Detroit; Lecturer in Biology. D.Min., St. Mary’s Seminary and University. D.C., Cleveland Chiropractic College. 352 DIRECTORY

CATHY MCCORMACK–2009 JANE J. PARK–2010 Lecturer in Nursing. Lecturer in Anthropology. B.S., University of Scranton; B.A., Yonsei University; M.S., Columbia University. B.A., Randolph-Macon Woman’s College; M.A., Rutgers University. MAGALI MCDONALD–2018 Lecturer in Creative Arts and Technology. JILLIAN KIM PATERNO–2017 B.A., Monterrey Institute of Technology Lecturer in Writing. and Higher Education; B.A., University of Massachusetts; M.F.A., Pratt Institute. M.A., Montclair State University.

JACKLYN E. MEDICA–2018 ROYDON A. PELLEW ’14–2017 Lecturer in Mathematics. Lecturer in First Year Seminar. B.S., Montclair State University; B.A., Bloomfield College; M.Ed., Montclair State University. M.S., Drexel University.

CLUNY C. MENDEZ–2019 CHRISTOPHER J. POLLATI ’07–2009 Lecturer in Mathematics. Lecturer in Creative Arts and Technology. B.S., Moravian College; B.A., Bloomfield College. M.Ed., Montclair State University. TANYA L. POTEAT–2009 ALYSSA C. MENES–2016 Lecturer in Broadcast Journalism. Lecturer in Creative Arts and Technology. B.A., Rider University; B.M., Montclair State University. M.A., Kean University.

EHAB N. MINA–2014 JOEL M. REGALADO–2007 Lecturer in Mathematics. Lecturer in Nursing. B.S., Ph.D., Zagazig University, Cairo Egypt; B.S., M.S.N., Western Mindanao M.S., Cairo University, Cairo Egypt. State University; D.N.P., University of Southern Indiana. KHAIRUL AZMAN B. MOHD RAHIMI–2017 TAMMIE A. REID–2018 Lecturer in Creative Arts and Technology. Lecturer in First Year Seminar. B.S., Depaul University; B.A., Connecticut College; M.F.A., Pratt Institute. M.S., University of Pennsylvania.

NEREIDA MONTIJO–2017 DAVID MICHAEL REILLY ’01–2004 Lecturer in First Year Seminar. Lecturer in Sociology. B.A., Rider University; B.A., Bloomfield College; M.S., Drexel University. M.A., William Paterson University. MARCIA REYNOLDS, ’94 – 1994 ROBERTO A. OSTI–2003 Lecturer in Chemistry. Lecturer in Creative Arts and Technology. B.S., Bloomfield College; B.A., Bologna University, Bologna, Italy; M.A., Marygrove College. M.F.A., New York Academy of Art. KEITH ROBINSON–2011 MELISSA A. PACE–2011 Lecturer in Creative Arts and Technology. Lecturer in Psychology. B.S., New York Institute of Technology. B.A., Manhattan College; M.S., St. John’s University. BENJAMIN H. RUBIN–2013 Lecturer in History and Writing. RIDHI A. PANCHAL–2015 B.A., Hanover College; Lecturer in Mathematics. M.A., Western Carolina University. B.S., M.Phil., Ph.D., Devi Ahilya Vishwavidyala, Indore, India. FACULTY 353

RASHEEDA S. SAMPSON-JEFFERSON– STEPHEN A. TARAS–2014 2005 Lecturer in Mathematics. Lecturer in Creative Arts and Technology. B.S., M.S., St. John’s University. B.A., Rutgers University. GREG R. THOMAS–2015 SHAUN V. SAUNDERS–2013 Lecturer in Mathematics. Lecturer in Writing. B.S., The College of New Jersey B.A., M.A., Seton Hall University; (Trenton State); M.Div., Duke University; M.A., Grand Canyon University. Th.M., Princeton Theological Seminary. KENT A. THOMPSON–2018 VICKRAM S. SAWH–2001 Lecturer in Writing. Lecturer in Computer Science. B.A., New Jersey City University; B.S., Jersey City State College; M.A., M.A., Ed.D., Seton Hall University. M.S., New Jersey Institute of Technology. BETH M. TIPPENREITER–2018 ELIZABETH SEATON–2000 Lecturer in Writing. Lecturer in Creative Arts and Technology. B.A., M.A., Montclair State University. B.A., Rutgers University; M.F.A., Vermont College. JASON PAUL TORREANO–2017 Lecturer in Broadcast Journalism. CLAUDIA C. SERNA, ’16 – 2017 B.S.,State University of New York at Lecturer in Biology. Brockport; B.S., Bloomfield College, M.A., State University of New York at Empire State College. ABRAHAM I. SHABAN–2011 Lecturer in Mathematics. PHILIP K. VANDERHYDEN–2017 B.S., M.S., St. Louis University. Lecturer in Creative Arts and Technology. MICHAEL SHERIDAN–2015 B.F.A., University of Wisconsin; Lecturer in Creative Arts and Technologies. M.F.A., Northwestern University. B.A., Westfield State University; AMY J. WARSHAWSKY–2018 M.M., Mannes College of Music/ Lecturer in First Year Seminar. The New School University. B.A., Cornell University; PAMELA J. SMIRCICH–2016 M.A., Northwestern University. L ecturer in Writing. EMILY R. WASHINGTON–2005 B.A., The College of New Jersey; Lecturer in Writing. M.A., Montclair State University; B.A., University of Illinois; Ed.D. Kean University. M.A., Fairleigh Dickinson University.

JUAN B. SOTO ’14–2015 LAVON WILLIAMS–2017 Lecturer in Biology. Lecturer in First Year Seminar. B.S., Bloomfield College. A.S., State University of New York at Canton; B.A., Plattsburgh State University of BEATRICE SPITZER–2015 New York; Lecturer in Business Administration. M.S., State University of New York at B.S., M.B.A., Montclair State University. Cortland; Ed.D., Rowan University. WILLIAM J. SWENSON–2012 Lecturer in Economics. B.A., Bethel University; M.A., The Johns Hopkins University. 354 DIRECTORY

PATRICIA D. WILLIAMSON–2017 Lecturer in First Year Seminar. B.A., Hampton University; M.S., Howard University. M.A., The George Washington University.

GEORGE WRIGHT–2008 Lecturer in Psychology. B.S., University of Massachusetts; M.S., Radford University.

TAMARA L. YADAO–2005 Lecturer in Creative Arts and Technology. B.A., University of Michigan; M.F.A., Photography and Related Media School of Visual Arts.

SCOTT ZANGER–1988 Lecturer in Sociology and Religion. B.A., Roanoke College; M. Div., D. Min., Lutheran Theological Seminary. FACULTY 355

EMERITI

ILONA H. ANDERSON RASHMI JAIPAL Professor Emerita of Communications. Professor Emerita of Music. B.A., New York University; B.S., London University; M.A.T., Harvard University; M.A., Teachers College, Columbia University Ed.M., Ed.D., Teachers College, M.A., Ph.D., New School for Social Research. Columbia University. NORA J. KRIEGER PAUL M. BERNSTEIN Associate Professor Emerita Professor Emeritus of Political Science. of Early Childhood Education. A.B., Boston University; B.A., M.S., Queens College, M.A., Ph.D., University of Pennsylvania. City University of New York; Ph.D., New York University. CHERYL EVANS Professor Emerita of Education. GLENDA KIRKLAND B.S., University of Massachusetts; Associate Professor Emerita M.A., Emerson College; of Public Administration. Ph.D., Old Dominion University. M.B.A., Boston University; Graduate School of Arts and Sciences; MARYANNE FLOOD Ph.D., Rutgers University. Professor Emerita of Nursing. B.S., University of New Hampshire; MARTHA J. LABARE M.A., Ph.D., New York University. Associate Professor Emerita of English. B.A., Vanderbilt University; PAUL GENEGA M.A., University of Tulsa. Professor Emeritus of English. A.B., Georgetown University; FRANCES McLAUGHLIN, N’45, M.A., John Hopkins University. Ped.D. (Hon ’90) Professor Emerita of Nursing. TERRY GLOVER B.S., Seton Hall University; Professor Emerita of Psychology. M.S., New York University. B.A., Allegheny College; Ph.D., The City University of New York. JOSEPH M. MOST Professor Emeritus of Chemistry. STEVE GOLIN A.B., Rutgers College; Professor Emeritus of History. M.S., New Jersey Institute of Technology; A.B., Wesleyan University; Ph.D., Rutgers University. Ph.D., Brandeis University. JOHN F. NOONAN RICHARD HART President Emeritus, Professor Emeritus of Philosophy. Professor Emeritus. B.G.S., Ohio University; B.A., Wheeling College; Ph.D., State University of New York, M.A., Ph.D., Bowling Green Stoney Brook. State University. GLEN A. HAYES FRANK OGDEN Professor Emeritus of Religion. Professor Emeritus of B.A., Lehigh University; Business Administration. M.A., Ph.D., University of Chicago. B.S., Case Institute of Technology; JOAN W. CONKLIN HIGGINS, N’56 M.B.A., Harvard University. Professor Emerita of Nursing. R.N., Presbyterian Hospital School of Nursing; B.S., M.A., Teachers College, Columbia University; Ed.D., Rutgers University. 356 FACULTY

ERICA POLAKOFF MARION TERENZIO Professor Emerita of Sociology. Dean Emerita. B.S., Ph.D., Cornell University. A.B., Vassar College; M.A., Texas Women’s University; LISA RABINOWITZ M.A., Sage Graduate School, Professor Emerita of Fine Arts. The Sage Colleges; B.A., Oberline College; Ph.D., Michigan State University. M.A., Ed.M., Ed.D., Columbia University. ALBERT R. TOMLINSON ALICE ANN SAYLER Associate Professor Emeritus Professor Emerita of Chemistry and of Accounting. Computer Information Systems. B.B.A., University of Massachusetts; B.S., Juniata College; M.S., Columbia University; M.S., Stevens Institute of Technology; C.P.A., New Jersey; C.M.A.; C.I.A. Ph,D., Worcester Polytechnic Institute. JOHN TOWSEN MICHAEL A. SCHIRO Professor Emeritus Professor Emeritus of Mathematics. of Theater/Multimedia Arts. B.A., M.A., Montclair State College; B.A., M.A., Ph.D., New York University. Ph.D., New York University. CAROLYN TUELLA ROBYN ELAINE SERVEN Professor Emerita of Nursing. Associate Professor Emerita of Mathematics. B.S., Fairleigh Dickinson University; B.A., Portland State University; Ed.M., Teachers College, M.A., Ph.D., University of Oregon. Columbia University; THOMAS FREEMAN SLAUGHTER, JR. Ed.D., Rutgers University. Professor Emeritus of Philosophy. SANDRA VAN DYK B.A., Knoxville College; Associate Professor Emerita of History and B.A., Southern Illinois University; Africana Studies. Ph.D., State University of New York, B.A., Ramapo College; Stoney Brook. M.A., State University of New York, Albany; HENRY SMITH Ph.D., Temple University. Associate Professor Emeritus of Digital Video. B.A., M.A., New York University. DIRECTIONS TO THE CAMPUS 357

Directions to the Campus

BY AUTOMOBILE: From New York City and Points East: From the North: Garden State Parkway George Washington Bridge to Route 80 South, to Exit 149. Turn left at stop sign West or Lincoln Tunnel to Route 3 onto John F. Kennedy Memorial Drive. West, to Garden State Parkway South, Proceed two blocks to traffic light. Turn to Exit 149. Turn left onto John F. right onto Liberty Street and proceed Kennedy Memorial Drive. Proceed one block to the campus. two blocks to traffic light. Turn right onto Liberty Street and proceed From the South: Garden State Parkway one block to the campus. North, to Exit 148. Continue north on John F. Kennedy Memorial Drive to BY PUBLIC TRANSPORTATION: 4th traffic light. Turn left onto Liberty From New York City, Port Authority Street and proceed two blocks Terminal: DeCamp bus lines Nos. 33 to the campus. or 88, to Broad and Liberty Streets, From the West: Route 78 East or Bloomfield. Walk one block east Route 280 East to Garden State Parkway on Liberty Street to College. North, to Exit 148. Continue north on From Newark: New Jersey Transit John F. Kennedy Memorial Drive to 4th bus lines Nos. 11, 27, 28, 29, 72, 93, traffic light. Turn left onto Liberty Street to Broad Street, Bloomfield. Walk one and proceed two blocks to the campus. block north on Broad Street to College. 358 BLOOMFIELD, N.J. MAP

Bloomfield, N.J. Map Bloomfield College Campus bloomfield.edu

MONROE PLACPLACE

PARK PLACE

7

2

* Employee Only Parking 6 4 TOWN 1 3 GREEN 5 LIBERLIBERTY STREET 33 AUSTIN 32 39 16 30 31 8

JFK MEMORIAL DRIVE 15 OAKLAND AVENUE 17 21 38 34

9

22 29 37

FRANKLIN STREET 23

BROAD STREET BROAD 10 18 36 BLOOMFIELD AVE 38 24 SPRUCE STREET BROAD STREET 40 14 35 11 19 28

PLACE 41 12 20 25 26 27 13 FREMONT STREET

1. 1 Park Place 12. Jarvie Hall O ce of Enrollment Academic Aairs 28. Oce of Institutional Advancement Management & Admission Division of Education Alumni Aairs 2. 23 Park Place Residence Hall 13. Robert V. Van Fossan eatre Development 3. 229 Liberty 14. Learning Resource Center Communications O ce of Academic Advising Disability Services 29. Francis M. McLaughlin Division of Registrar SSS - Star O ce Nursing 4. 225 Liberty Street Residence Hall Center for Innovation in Teaching 30. Student Aairs Security O ce to Enhance Learning (CITEL) 31. Center for Technology + Creativity Upperclassmen Residence 15. College Quad Division of Creative Arts and Technology 5. 185 Liberty 16. Clee Hall 32. College Library Information Technology First-Year Residence Center for Teaching & Learning with Help Desk 17. Talbott Hall - Student Center Technology 6. College Hall Center for Student Leadership & Learning Hub Adjunct Faculty Lounge Engagement Media Center Classrooms/Labs Deacon’s Den Scott H. Kaplan Art Gallery Division of Natural Science & Meeting Rooms 33. Gymnasium/Athletics Mathematics Wellness Center 34. 73 Oakland 7. 102 Spruce 18. Schweitzer Hall 35-38. Upperclassmen Student Residences Visiting Professor Residence Dining Hall 61 Oakland 8. Seibert Hall First-Year Residence 58 Spruce Division of Humanities 19. Center for Career Development 60 Spruce President’s O ce Student Employment O ces 68 Spruce 9. Knox Hall 20. Westminster Hall 39. 164 Liberty Business O ce Classrooms 40. Franklin Street Residence Hall Information Services O ce 21-25. Upperclassmen Student Residences Residential Education & Housing Institutional Research & 19 Austin Test Center Assessment O ce 21 Austin Upperclassmen Residence Student Financial Services 23 Austin 41. 2 Broad Street 10. Richards Hall 25 Austin Classrooms/Labs Physical Plant 61 Fremont PBI Grant O ce Mail Room 26. Division of Social & Behavioral Science International Training & Professional 11. Voorhees Hall 27. Division of Business Studies EOF O ce/Liberty Academy Marketing O ce 360 DEPARTMENT OF SECURITY

Department of Security

225 LIBERTY STREET, LOWER LEVEL

Security Main Number: 973-748-9000, Ext. 1366

Toll Free Security Number: 800-809-2222

TIPS Line: 973-748-9000, Ext. 1466

Immediate Contact with Police, Fire, EMT Services: 911

Bloomfield College recognizes the importance of a safe and secure campus environment and strives to maintain a campus security program that provides protection for students, faculty and administrative employees. The Office of Security is primarily responsible for providing a program of campus security and reports to the Vice President of Student Affairs. The campus security staff is provided through a contract with a professional security agency. Superviso- ry personnel is provided jointly by Bloomfield College and this professional agency. This combination provides unarmed security coverage 24 hours per day, 7 days per week through foot patrols, enforcement of parking regulations, and building access control where applicable. In addition, there is a roving foot patrol officer 24 hours a day. Jurisdiction of the security officers is limited to the property at the Bloomfield College campus and grounds. INDEX 361

Index

Alternative Credit Programs...... 275 a Americans with Disabilities Academic Advising/Coaching...... 51 Act Policy ...... 2, 255 Academic Freedom for Faculty Anthropology Courses ...... 160 and Students ...... 46 Appeal Procedure ...... 254 Academic Integrity ...... 46, 284 Application Fee...... 13 Undergraduate Academic Majors/ Assessment of WRT 106/109 Credit...... 277 Concentrations...... 60-64 Athletics ...... 304 Academic Probation and Dismissal...... 255 Attendance Policy...... 258 Academic Programs ...... 48 Auditing ...... 257 Academic Progress, Graduate ...... 334 Awards...... 42 Academic Progress, Undergraduate ...... 24 Academic Regulations and Procedures, Graduate ...... 333 b Academic Regulations and Bill of Rights ...... 282 Procedures, Undergraduate...... 2, 254 Biology Co-concentration for Academic Resources ...... 279 Bachelor’s Degree in Education...... 99 Academic Status ...... 255 Biology Courses...... 161 Accelerated Program ...... 16, 273 Biology Major...... 69 Acceptable Use Policy...... 297 General Concentration...... 70 Accounting Courses, Undergraduate ...... 157 Pre-Chiropractic Concentration...... 139 Accounting Courses, Masters...... 325 Pre-Med...... 142 Accounting Major BS/MS...... 313 Pre-Podiatry Concentration ...... 143 Accounting Major, Masters...... 313 Bloomfield College Campus Accounting Major, Undergraduate...... 67 Photography and Film Policy ...... 2 Accreditation...... 6 Bloomfield, NJ Map ...... 358 Add and Drop Procedures ...... 255 Bookstore ...... 310 Admission ...... 13 Broadcast Journalism Courses...... 164 Accelerated Programs...... 16 Broadcast Journalism Major...... 72 Accounting BS/MS ...... 18 Business Administration Courses...... 160 Adult /Non-Traditional Students ...... 15 Business Administration Major...... 73 Creative Arts & Technology Economics Concentration ...... 74 Major...... 85 Finance Concentration...... 74 Direct Transfer...... 14 International Business Management Former Students ...... 19 Concentration...... 75 Freshman Status ...... 13 Management Concentration...... 75 International Students...... 15 Management Information Systems Masters Degree, Accounting ...... 16 Concentration...... 76 Masters Degree, Education ...... 17 Marketing Concentration ...... 76 Masters Degree, Fine Arts ...... 17 Supply Chain Management New Jersey Transfer...... 15 Concentration...... 77 Notification and Deposit ...... 18 Nursing Major ...... 16 Reactivating an Application...... 19 c Required Immunization...... 19 Calenders...... 7-11 Transfer Status ...... 14 Campus Map ...... 359 Tuition Deposit...... 18 Capstones...... 48 Advanced Placement ...... 275 Center for Innovation in Teaching Advising/Coaching and Registration ...... 51 to Enhance Learning ...... 279 Africana Studies...... 68 Center for Career Development ...... 301 Africana Studies Courses ...... 158 Center for Student Leadership Akademos (Books)...... 310 and Engagement ...... 303 362 INDEX

Certificate Programs...... 49, 64 Digital Media ...... 90 Diversity Training...... 149 d Network Engineering ...... 131 Dean’s List...... 259 P3 Certification...... 322 Declaration of Major...... 259 Supply Chain Management ...... 77 Degree Audit...... 259 Teacher of Students with Degree Candidate ...... 259 Disabilities ...... 322 Directions to Campus ...... 357 Chaplain...... 305 Director of Spiritual Life...... 305 Cheating...... 284 Directory...... 337 Chemistry Courses ...... 171 Administration ...... 339 Chemistry Major ...... 78 Board of Trustees...... 338 Biochemistry Concentration ...... 79 Faculty...... 343 General Chemistry Concentration...... 79 Directory Information ...... 259 Chemistry Concentration for Bachelor’s Degree in Education...... 100 Direct Transfer Program/ Chemistry (Physical Science) NJ Transfer...... 14, 260 Co-concentration for Bachelor’s Disciplinary Programs ...... 64 Degree in Education...... 100 Division of Accounting, Business, Class Attendance...... 258 Computer Science and Economics...... 61 Class Standing...... 49 Division of Creative Arts and CLEP-College Level Technology...... 61 Examination Program...... 276 Division of Education ...... 62 Clinical Laboratory Sciences Program...... 81 Division of Humanities...... 62 Medical Laboratory Science...... 82 Division of Natural Science and Co-concentration ...... 49 Mathematics ...... 63 Code of Conduct...... 285 Division of Nursing...... 63 College’s Mission ...... 5 Division of Social and Commuter Students...... 304 Behavioral Science...... 63 Competencies ...... 47 Double Major ...... 50 Computer Science Courses...... 174 Computer Science Joint Degree B.S., M.S...... 314 e Computer Science Major ...... 83 Economics Courses ...... 193 Concentration...... 49 Education Courses, Undergraduate ...... 195 Contract Major...... 49 Education Courses, Graduate...... 328 Counseling...... 306 Education, Certification for Teachers Course Descriptions Graduate ...... 325 of Students with Disabilities...... 322 Course Descriptions Undergraduate...... 156 Education Major, Undergraduate...... 93 Course Load, Graduate ...... 334 Academic Requirements...... 93 Course Load, Undergraduate...... 49 Criteria Admission ...... 94 Elementary/Early Childhood Course Value...... 50 Concentration...... 94 Creative Arts & Technology Middle School Subject Matter Courses...... 177 Specialization Endorsement ...... 94 Creative Arts & Technology Major...... 85 Special Education/ Endorsement ...... 94 Animation Concentration...... 86 Subject Area/Secondary Expanded Media Concentration ...... 87 Education Concentration ...... 94 Game Design ...... 87 Education Major Co-concentration Graphics Design Concentration...... 87 Biology ...... 99 Interactive Multi-Media and The Chemistry ...... 100 World Wide Web Concentration...... 88 Chemistry (Physical Science)...... 100 Master of Fine Arts...... 316 English...... 101 Master of Fine Arts Courses ...... 326 History ...... 102 Music Technology Concentration ...... 88 Mathematics ...... 103 Creative Arts & Technology Major Philosophy ...... 104 Admission, Transfer...... 85 Psychology ...... 104 Creative Writing Major ...... 91 Religion ...... 105 Creative Writing Courses...... 191 Sociology...... 105 Visual & Performing Arts ...... 106 INDEX 363

Education Endorsement Programs Grading Evaluation System, Graduate ...... 335 Alternate Route...... 323 Grading Evaluation System, P-3 Endorsement...... 322 Undergraduate...... 261 TOSD...... 322 Graduate Certificate in Post-Baccalaureate Education, Graduate Certificate in Teacher Education ...... 18, 320 Post-Baccalaureate Teacher...... 320 Graduation-Honors, Undergraduate ...... 263 Education, Graduate Early Childhood...... 318 Graduation Requirements, Education, Graduate M.A...... 318 Aesthetic Appreciation ...... 56 Education, Graduate Special Education ....319 Graduate...... 334 Educational Goals of the College ...... 46 Undergraduate...... 53 Educational Program ...... 45 Commencement ...... 59 Common Core...... 54 Electives...... 50 Communication Skills...... 56 English Co-concentration for Community Orientation & Bachelor’s Degree in Education...... 101 Citizenship...... 56 English Courses ...... 199 Course Requirements...... 54 English Major ...... 107 General Education Electives ...... 55 Enrichment Programs...... 14, 269 General Education Program...... 54-58 EOF-New Jersey Educational Grade Requirements...... 59 Opportunity Fund Program ...... 269, 300 Major Requirements...... 59 Mathematics Requirements ...... 54 Multi/Transcultural & Global f Awareness...... 57 Family Educational Rights Problem Solving/Critical Thinking ...... 57 and Privacy Act...... 2, 260 Scientific/Technical Skills...... 58 Federal Programs...... 27 Residency Requirements ...... 59 Written Communication Financial Aid...... 23 Competency Standard...... 59 Application...... 23 Eligibility...... 23 Writing Intensive Courses...... 58 Policy...... 25 Refund Policy...... 25 Financial Obligation...... 22 h Verification Policy...... 25 Health Holds...... 308 Fine Arts Masters...... 316 Health Services ...... 306 First Year Seminar ...... 206 Required Immunization...... 307 French ...... 110, 207 High School/College Credit Program ...... 278 Historical Background ...... 5 History Co-concentration for g Bachelor’s Degree in Education...... 102 Game Programming, B.S...... 111 History Courses...... 212 General Education Program ...... 54-58 History Major ...... 117 Government & International Studies Honors Program...... 118, 271 Courses ...... 208 Honors Courses...... 216 Government & International Studies Honor Societies ...... 263 Major...... 112 Human Resources Management Major .....119 Global Civil Society & Human Rights Human Services Studies ...... 121-124 Concentration...... 114 Government Concentration...... 116 Human Services Studies i Concentration...... 123 I.D. Cards ...... 297 Public Administration Concentration....115 Immunizations ...... 307 Grade Appeal Policy, Graduate...... 334 Incomplete Grades ...... 262 Grade Appeal Policy, Undergraduate ...... 260 Independent Study ...... 275 Grade Changes, Graduate ...... 335 Grade Changes, Undergraduate ...... 261 Interdisciplinary Programs...... 64 Grade Point Average and Quality Points ...263 Interdisciplinary Studies Courses ...... 216 Grade Requirements...... 59 International Student Life...... 310 Grading, Graduate...... 335 International Students ...... 15 Grading, Undergraduate ...... 262 Internship Programs ...... 263 Introduction to Bloomfield College ...... 4 364 INDEX

j n Judiciary Board...... 294 Network Engineering Courses...... 222 Judiciary Program ...... 291 Network Engineering Major...... 130 N.J. Transfer...... 15 Non-Degree Programs ...... 49 k Non-Discrimination Policy ...... 2 Non-Matriculated Policy, Graduate ...... 336 Non-Matriculated Policy, l Undergraduate...... 19, 263 Last Date of Attendance Policy...... 258 Nursing Courses, Generic ...... 224 Latino/Latin American and Licensure ...... 135 Caribbean Studies ...... 125, 217 Nursing Major ...... 132 Learning Assessment ...... 276 Nursing Major Admission ...... 133 Leave of Absence...... 263 Nursing Major Progression...... 134 Library...... 280 Nursing Requirements ...... 135 Loans ...... 28 Nursing Courses Repeat Policy...... 264 m Nursing RN/BSN Major...... 136 Major Programs, Undergraduate, List of ...... 48, 61-63 o Official College Sanctions...... 289 Major Requirements...... 59 Online Enrollment ...... 264 Mathematics Co-concentration for Bachelor’s Degree in Education...... 103 Orientation ...... 299 Mathematics Courses...... 220 Mathematics Major ...... 126 p McNair Program...... 272 Patient Rights and Responsibilities ...... 306 Medical Imaging Sciences Major...... 128 Philosophy Co-concentration Medical Insurance ...... 22 for Bachelor’s Degree in Education...... 104 Medical Withdrawal ...... 267 Philosophy Courses...... 227 Minor ...... 50 Philosophy Major ...... 137 Minor, List of ...... 64 Physical Education Courses...... 230 Minors Physics Courses ...... 231 Africana Studies...... 68 Placement Tests...... 19 Art History...... 88 Biology ...... 70 Plagiarism, Graduate...... 336 Chemistry...... 79 Plagiarism, Undergraduate ...... 284 Computer Science ...... 84 Portfolio Assessment Procedure...... 277 Creative Writing...... 92 Post-Chiropractic Program...... 142, 272 English/Literature...... 111 Pre-Chiropractic Program ...... 139 Expanded Media...... 89 Pre-Med Program...... 142 French...... 110 Pre-Podiatry Program...... 143 Game Programming...... 89 Prerequisite, Corequisite and History ...... 117 Pre/Corequisite ...... 50 Latin American and Prior Learning Assessment (PLA) ...... 276 Caribbean Studies ...... 125 Privacy Act – Directory Information ...... 259 Mathematics ...... 127 Psychology Co-concentration for Music Technology...... 89 Bachelor’s Degree in Education...... 104 Network Engineering ...... 131 Philosophy ...... 138 Psychology Courses...... 233 Professional Writing ...... 146 Psychology Major ...... 147 Psychology ...... 149 Diversity Training Certificate ...... 149 Public Policy ...... 116 General Concentration ...... 148 Religion ...... 150 Human Services Studies Sociology...... 153 Concentration...... 124 Spanish...... 154 Women’s Studies...... 155 INDEX 365

Study Abroad ...... 273 Study in Absentia...... 265 r Summer Bridge Program (LEAP) ...... 269 Reactivating Application...... 19 Summer Session ...... 52 Registration...... 52, 264 Supply Chain Management Certificate...... 77 Reinstatement ...... 264 Release of Information – Directory Information ...... 259 t Religion Co-concentration for Taking Courses at Another Institution Bachelor’s Degree in Education...... 105 Graduate...... 336 Religion Courses...... 237 Taking Courses at Another Institution Religion Major...... 150 Undergraduate...... 265 Repeating Courses, Graduate...... 336 Transcript Requests ...... 265 Repeating Courses, Undergraduate...... 264 Transfer Credits for Upperclassmen...... 265 Repeat Policy for Nursing Majors ...... 264 Transfer Students...... 266 Residence Fee...... 21 Tuition Residency Requirements ...... 59 Alumni, Bloomfield Police, Residential Education ...... 309 Fire, Emergency Personnel RN/BSN Curriculum...... 136, 274 Senior Citizen ...... 20 Tuition Adjustment ...... 22 s Tuition and Fees ...... 20 Schedule of Payments ...... 21 Scholarships...... 23-41 u Bloomfield College Programs Unofficial Withdrawal...... 266 Need-Based...... 30 Undergraduate Academic No Need...... 31 Programs & Majors ...... 61 Science Courses ...... 239 Undergraduate Guide...... 66 Second Baccalaureate Degree ...... 265 Security ...... 360 Senior Citizens Program ...... 273 v Sociology Co-concentration Veteran’s Benefits...... 266 for Bachelor’s Degree in Education...... 105 Visiting Students ...... 267 Sociology Courses ...... 240 Visual & Performing Arts Sociology Major...... 151 Co-concentration for Criminal Justice Concentration...... 153 Bachelor’s Degree in Education...... 106 General Concentration...... 152 Human Service Studies Concentration...... 122 w Spanish Courses ...... 246 Wellness Center ...... 305 Special Programs ...... 271 Withdrawal from College...... 267 SSS★STAR...... 270 Women’s Studies Courses ...... 247 Standards of Conduct ...... 281 Writing Courses...... 273 Standards of Progress...... 24 Written Communication Competency State of New Jersey Programs...... 29 Standard...... 59 Statement of Shared Values...... 6 Student Affairs...... 298 Student Center...... 304 Y Student Employment ...... 302 Yellow Ribbon Program...... 266 Bloomfield Employment Student Team Program (CWR/BEST) ...... 302 Federal Work Study ...... 302 Student Medical Insurance ...... 22 Student Organizations ...... 303 Student Support Services Program (SSS★STAR)...... 270