G R a D U a T E Academic Catalog G R a D U a T2 0E 0 5 - 2 0 0 6 TABLE of CONTENTS

G r a d u a t e Academic Catalog G r a d u a t2 0e 0 5 - 2 0 0 6 TABLE OF CONTENTS

General Information ...... 1

Westminster Choir College ...... 2

Business Administration ...... 3 Calendar ...... 4 Degree Programs ...... 4 Application Procedures ...... 6 Course Descriptions ...... 8

Education and Human Services ...... 15 Calendar ...... 16 Programs of Study ...... 17 Course Descriptions ...... 34

Procedures and Policies ...... 51

Campus and Facilities ...... 56

Directories ...... 59

Index ...... 75

Guide to the Catalog ...... 77

Travel Directions ...... 78

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

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

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

Mission Statement Historical Sketch School of Education holds the Council for Accreditation of Counseling and Related Rider University enables its students to Rider University is an independent, private, Education Programs (CACREP) national acquire knowledge, think critically, com- institution founded in 1865 as Tre n t o n accreditation. Rider University is regionally municate clearly, and lead effectively so they Business College. Soon after the turn of the accredited by the Middle States Association may enjoy fulfilling lives and successful c e n t u ry, teacher education was added to a of Colleges and Schools. careers. A challenging and caring institu- c u rriculum that had focused on training tional environment encourages and supports young men and women for business care e r s . students as they recognize and develop their The first baccalaureate degree was off e red in Memberships unique potentials. Through its curricula, 1922. In 1957 offerings in liberal arts, sci- s u p p o r t services and activities, the ence and secondary education were added. Rider is a member of the Association of University meets the distinctive needs of its Four separate schools emerged as a result of American Colleges, the American Council undergraduate and graduate students. a re o rganization in 1962. The well-estab- on Education, the New Jersey Association of The Rider University community fulfills lished schools of Business Administration Colleges and Universities, the National this mission by: and Education were joined by two new Commission on Accrediting (not an accred- • p r oviding educational opport u n i t i e s schools–Liberal Arts and Science and the iting agency), the American Association of through rich and varied curricula that Evening School. The schools of Business Colleges for Teacher Education, the encourage students to learn deeply and Administration and Education have each National Association of Business Teacher broadly in response to their particular since added a division of graduate studies and Education, the Middle Atlantic Association needs and interests; the Evening School has been re o rganized into of Colleges of Business Administration, •encouraging caring, compassion, and the College of Continuing Studies. In 1988, AACSB International - The Association to justice in a stimulating learning com- the School of Education was renamed the Advance Collegiate Schools of Business, and munity that embraces and values the School of Education and Human Services to the National Association of Schools of diversity of its members; reflect the scope of its curricula. In July 1992, Public Affairs and Administration. •motivating students of varying back- Westminster Choir College in Princeton, NJ, Rider University is also a member of the grounds, interests, and abilities to fulfill m e rged with Rider to become We s t m i n s t e r National Collegiate Athletic Association the special potential in each of them; Choir College, The School of Music of Rider (NCAA) Division I for both men’s and •guiding students in the practical appli- C o l l e g e . women’s athletics. The University offers 20 cation of knowledge in preparation for On March 23, 1994, the New Jersey Board varsity sports – 10 men’s and 10 women’s the workplace; of Higher Education designated Rider a teams – and is a member of the Metro •introducing students, through a variety teaching university pursuant to N.J.A.C. Atlantic Athletic Conference (MAAC). of educational experiences, to institu- 9:1-3.1 et seq. On April 13, 1994, Rider’s tional resources and services that enable name was officially changed to Rider them to make early and effective use of U n i v e r s i t y. To d a y, the University’s academic Professional Outreach the many learning opportunities avail- units are the College of Business and Service Programs able to them; Administration; the College of Liberal Art s , • o ffe ring each student curricular and Education, and Sciences (including the In Rider’s efforts to fulfill one of its stated extra-curricular opportunities to develop School of Education and the School of Liberal objectives, that of “seeking and implement- leadership and interpersonal skills; A rts and Sciences); the College of Continuing ing effective means for bringing the •fostering an awareness and understand- Studies; and Westminster Choir College. resources of the institution to bear on the ing of social issues and global concerns needs of the broader society,” Rider engages to encourage students to be responsible in activities that do so while providing addi- contributors to their communities; Accreditations tional study and training opportunities for •promoting inquisitiveness, openness to both faculty and students. change, and a commitment to life-long The University’s many specialized accredita- The Business Advisory Board facilitates learning; tions attest to the quality of its academic the exchange of ideas and advice between •holding teaching excellence paramount programs. Rider is among the select busi- prominent leaders of the business communi- while balancing the complementary ness schools to have attained AACSB ty and Rider faculty, students and staff. The commitments to scholarly activity and (Association to Advance Collegiate Schools b o a rd provides a range of current and service; of Business) accreditation and one of only emerging business insight as input to devel- • recruiting, retaining, and developing a two schools in New Jersey to hold the spe- opment and advancement of the Rider busi- superior faculty and staff dedicated to cialized AACSB accreditation in account- ness education experience. Similarly, the the intellectual and personal growth of ing. Elementary and secondary education Accounting Advisory Council works closely students; and programs and their applicable graduate pro- with the accounting department on issues • adhering to sound fiscal and managerial grams on both campuses are accredited by specific to the M.Acc. program and account- policies and practices as an essential pre- the National Council for the Accreditation ing in general. A specific service function is condition to the realization of each of the of Teacher Education (NCATE). The under- performed by the accounting department’s foregoing. graduate and graduate music programs of participation in the Volunteer Income Tax The mission statement was adopted by Westminster Choir College are accredited Assistance (VITA) program. Each year, the Rider Board of Trustees on December 2, by the National Association of Schools of accounting majors reach into the communi- 1993, and amended on April 7, 1994. Music (NASM). In addition, Rider’s gradu- ty by helping (free of charge) elderly and ate counseling services program in the low-income persons complete their tax

p a g e 1 GENERAL INFORMATION

returns. The students, in turn, benefit from arts, and special education, as well as educa- Philadelphia, and Washington. It has also special IRS training and the opportunity for tional specialist degrees in counseling servic- performed in New York with many touring field experience. es and school psychology. orchestras such as the Atlanta Symphony, Los The Science Advisory Board provides a The School of Education also offers numer- Angeles Philharmonic, Berlin Philharmonic, unique interface between Rider and the scien- ous graduate-level teaching cert i f i c a t i o n s , and Vienna Philharmonic. Virtually every tific and business communities. The board early childhood education cert i f i c a t i o n , major conductor of the 20th century, from was established to provide advice and counsel teacher of students with disabilities certifica- Toscanini and Walter through Bern s t e i n , on the continuing development of underg r a d- tion, programs leading to certification as a Muti, and Masur, has conducted the uate science education at Rider and to eff e c t school supervisor, assistant superintendent Symphonic Choir during the 78 years of the cooperative eff o rts between the scientific and for business, director of student personnel college’s history. business communities. services, reading specialist, school psycholo- M o re complete information about the The Education Advisory Board meets twice gist and several more. For School of Westminster program may be found in its a year. It makes connections with alumni, Education and department of education and separate catalog or online at g o v e rnment, schools, professional agencies, human services academic assistance and http://westminster.rider.edu. business and industry, and the general public guidance, call 609-896-5353. to promote the interests of the pro f e s s i o n a l p rograms and facilitate support for them. Westminster Choir College

Office of Graduate Admission Westminster Choir College of Rider University is a professional college of music Rider University offers several graduate located on a 23-acre campus in Princeton, degree and graduate-level certificate pro- NJ, seven miles north of Rider’s grams. For graduate admission information, Lawrenceville campus. The Master of Music call the office of graduate admission, 609- degree is offered with majors in sacred music, 896-5036. music education, choral conducting, voice A Master of Business Administration, an pedagogy and performance, organ perform- Executive Master of Business Administration ance, piano accompanying and coaching, and a Master of Accountancy can be pursued piano pedagogy and performance, piano per- t h r ough the College of Business formance, and composition. Summer pro- Administration. Students pursuing these grams leading to the Master of Music d e g rees may choose to concentrate their Education and Master of Voice Pedagogy are studies in the areas of entrepreneurial busi- also offered. ness, finance, global business, healthcare Choral music performance lies at the heart administration, management, or marketing. of the Westminster program. Preparation Many students elect to create a more diverse and performance of choral/orchestral works skill set or unique experience by selecting a at times takes precedence over all facets of variety of electives. For College of Business campus life. All graduate students sing for a Administration academic assistance and minimum of one year in the Westminster guidance, call 609-896-5127. Symphonic Choir. They may also audition to The School of Education and department become members of the Westminster Choir, of education and human services offers a Williamson Voices, Westminster Kantorei, Master of Arts in the fields of counseling Jubilee Singers, and Concert Handbell Choir. services; curriculum, instruction and super- The Symphonic Choir has performed hun- vision; educational administration; human dreds of times and made many recordings s e r vices administration; re a d i n g / l a n g u a g e with the principal orchestras of New York,

p a g e 2 Business Administration Business AdministrGraduateation 2005-2006

p a g e 3 BUSINESS ADMINISTRATION

Calendar April • P roviding an innovative, flexible and 15 Saturday dynamic curriculum; Fall Semester 2005 Third deferred-tuition payment due •Student development through experien- 29 Saturday tial learning; September Spring semester classes end •Alliances with businesses locally and 7 Wednesday (at close of classes) internationally; Classes begin •Quality and continuous improvement in May everything we do. October 1 Monday 1 Saturday Spring semester exams begin The Executive M.B.A. places part i c u l a r Last day for filing degree applications 6 Saturday emphasis on leadership and advanced man- for December 2005 Final exams end agement skills. The EMBA is a cohort-based 15 Saturday 12 Friday program designed to meet the needs of more Second deferred-tuition payment due Commencement experienced managers.

November Summer Session 2006 Objectives 15 Tuesday The M.Acc. Program prepares individuals for Third deferred-tuition payment due June c a reers in the rapidly changing field of 23-27 Wednesday-Saturday 1 Thursday accounting. Those students who wish to pur- No classes Last day for filing application to sue a career in public accounting will be able Thanksgiving recess graduate in August 2006 to develop required technical competencies 28 Monday and meet evolving credit hour requirements Classes resume for licensure. Career paths in areas outside of Mission Statement public accounting, to include corporate, December financial or governmental entities, are facili- 10 Saturday The mission of the College of Business tated through the use of elective course offer- Fall semester classes end Administration is to provide a quality busi- ings. (at close of classes) ness education based on dynamic and innova- Required courses emphasize an integration 12 Monday tive curricula to build professional compe- and synthesis of accounting subject matter. Fall semester exams begin tencies that enable our graduates to be pro- Course work assumes that students have 16 Friday ductive, socially responsible participants in established a basic foundation level of under- Spring 2006 and summer 2006 the rapidly changing global marketplace. standing of accounting at the undergraduate degree applications due We create a supportive academic environ- level. Students with non-accounting under- 17 Saturday ment and provide our students opportunities graduate backgrounds will complete addi- Final exams end for experiential learning. Our pro g r a m s tional preliminary course requirements. develop communication, interpersonal, Graduate accounting courses are offered in Spring Semester 2006 teamwork, leadership, critical thinking and the evening with a limited offering also problem solving skills. scheduled during afternoons. Graduate, non- January We are committed to continuous improve- accounting electives are available in the 23 Monday ment as we strive for excellence. We ensure evening. Classes begin an infusion of current theory and practice in The M.B.A. Program prepares individuals our curricula through scholarly research, pro- for career advancement as managers and lead- fessional activity and extensive business part- ers of organizations. Guided by this philoso- February nering. phy the college has developed a flexible and 15 Wednesday forward looking degree program built on a Last day for filing application to Degree Programs long tradition of business education excel- graduate in May 2006 Master of Accountancy (M.Acc.), Master of lence. Business Administration (M.B.A.) and The curriculum provides a distinctive and March Executive M.B.A. degree programs are effective business learning environment that 1 Wednesday offered. emphasizes advanced business theory, critical Graduate students priority deadline The Rider University College of Business interpersonal and communications manage- for filing federal financial aid forms Administration has a distinctive approach to ment skills, a cross-functional integration of 11 Saturday business education and learning as defined business theory and processes, and the abili- Spring recess begins by the mission statement. With the guidance ty to manage in a rapidly changing environ- (at close of classes) of our mission statement, graduate business ment. Program flexibility is encouraged and 15 Wednesday programs strive for excellence through a par- supported by a variety of M.B.A. and M.Acc. Second deferred-tuition payment due ticularly strong emphasis on: electives. As a result, students have the 20 Monday option to pursue a general M.B.A. program Classes resume creating a personalized skill set from the full menu of electives. Students may also elect to concentrate in one of the functional disciplines of finance, management or marketing, p a g e 4 BUSINESS ADMINISTRATION or pursue an interdisciplinary concentration Professional Accreditation M.Acc. students who do not have an in entre p reneurship, global business or accounting undergraduate background will health care administration. Rider University College of Business need to complete 12 semester hours of non- The program is designed for students Administration programs were accredited by accounting and 15 semester hours of with full-time career track positions and/or AACSB International – The Association to accounting pre l i m i n a r y re q u i re m e n t s . similar work experience. All courses are Advance Collegiate Schools of Business in Waiver of these courses follows the same o f f e r ed during evening hours, Monday 1993 and re a ff i rmed in 2000. In addition, the guidelines as those defined for the M.B.A. through Thursday. A limited selection of accounting program was further re c o g n i z e d core courses discussed in the next section. courses is also available on Saturdays. All for excellence with AACSB Intern a t i o n a l basic requirements are offered during both Accounting Accreditation in 2000. Note: Accounting students preparing for fall and spring semesters and most are the CPA exam will need up to six credits of offered in the summer. While most students law course work. MBAD-682 Business Law pursue the program on a part-time basis, Master of Accountancy may be used toward the CPA law require- courses are scheduled to allow a student to (M.Acc.) ment. However, the exact requirement is a fast track a degree full-time by enrolling in function of previous course work and state up to four courses in the fall and spring Course Requirements jurisdiction. Similarly, the student may semesters and two in the summer. The M.Acc. program consists of 30 semester need additional course work in auditing. Courses are taught in small sections usu- hours at the graduate level, (600 or 700 level Students are required to review the law and ally by full-time faculty holding doctorates. only). Fifteen or 18 semester hours (five or six auditing requirements with either the direc- Most faculty members are engaged in courses) are in accounting subjects and the tor of graduate business programs (609- research in their fields, and many have busi- remaining 12 or 15 semester hours are to be 896-5127) or the chairperson of the ness experience as well. In addition, since taken as graduate business electives. Please accounting department (609-896-5032). most of the students are employed in profes- refer to the Master of Business sional or managerial positions, they bring a Administration course descriptions for a list- Preliminary requirements - wealth of business experience to share with ing of MBAD-6xx elective courses. M.Acc. Non-accounting their peers. students may elect to use the MBA electives 12 semester hours (for non-business under- to create concentrations. See the “concentra- graduate degree or outdated coursework) The Executive M.B.A. program allows expe- tion” section provided under the MBA policy rienced business professionals to earn an p o rtion of this catalog. Required graduate MBAD-524 Fundamentals of Accounting M.B.A. in less than two years (21 months) accounting courses are off e red each semester. MBAD-531 Economic Analysis while continuing to work full time. It also Graduate accounting electives are typically MBAD-560 Marketing Management allows students to enter the program, com- o ff e red on a three-semester rotational basis. MBAD-570 Management Theory and plete classes, and graduate with the same Application integrated group of up to 30 students. The Required graduate accounting program consists of two parts: the first half courses Preliminary requirements – delivers a solid foundation in business con- MACC-650 Seminar in Taxation Accounting cepts and basic leadership and team skills; MACC-652 Analysis of Accounting Data 15 semester hours (for non-accounting busi- the second half provides Advanced MACC-654 Issues in Financial Reporting ness undergraduate degree or outdated Executive Sessions. A series of five skill ses- MACC-656 International Dimensions of coursework) sions (held on Fridays) are also included in Accounting the curriculum. In addition, there is a semi- ACC-302 Cost Management nar on international business, which E l e c t i ve graduate accounting courses ACC-310 Accounting Theory and includes approximately two weeks travel in (3 or 6 credits) Concepts I Eastern Europe or Asia. Other program MACC-658 Governmental and Not for ACC-311 Accounting Theory and highlights include: learning advanced theo- Profit Accounting Concepts II ry from the faculty plus practical executive MACC-660 Research in Financial ACC-400 Principles of Auditing input from current business leaders who are Accounting ACC-410 Fundamentals of Federal brought in to work alongside the faculty to MACC-662 Auditing Practice Taxation lend their personal insight to the classroom and Problems discussion, convenient scheduling (all cours- MACC-663 Fraud and Forensic es are on Saturdays - plus the Friday skills Accounting Master of Business training sessions noted above) and classes MACC-664 Issues in Managerial Administration (M.B.A.) held at a local (Princeton area) executive Accounting conference center. MACC-666 Cases in Taxation The M.B.A. Program re q u i res 15 semester MACC-667 Business Valuations: hours of advanced core courses, 12 to 15 Fundamentals, Techniques semester hours of elective courses and 24 & Theory semester hours of core courses. A student MACC-668 Information Systems must complete between 30 and 51 semester MACC-670 Accounting Internship hours, depending on how many core courses (requires prior approval of a re waived. Electives may be used to concen- the accounting department trate in the areas of entre p ren eurship, global chairperson) business, health care administration, mar-

p a g e 5 BUSINESS ADMINISTRATION

keting, management, or finance or to enrich Core Courses When core courses are waived the student your degree from a variety of courses, depend- (24 semester hours for non-business under- is responsible for a satisfactory level of com- ing on professional needs and interests. The graduate or outdated course work) petency with representative material. If nec- d i rector of the graduate studies program is essary the student should review and/or seek available to advise students relative maximiz- MBAD-501 Fundamentals of Statistical tutoring support for the waived material in ing the effective selection of electives. Analysis preparation of advanced courses. MBAD-502 Operations Management Requirements MBAD-511 Information Systems Advanced Core Courses MBAD-524 Fundamentals of Accounting Application Procedures (15 semester hours) MBAD-531 Economic Analysis MBAD-730 Economic Analysis MBAD-540 Financial Management To apply for admission to the M.Acc., and Decision Making MBAD-560 Marketing Management M.B.A., or Executive M.B.A. program, the MBAD-740 Financial Analysis MBAD-570 Management Theory and procedures are: and Decision Making Application •Obtain an application for admission from MBAD-760 Advanced Organizational the office of graduate admission; Behavior Note: A solid business math and calculus •Complete the application for admission MBAD-770 Marketing Analysis foundation is a pre-condition of the M.B.A. and application fee form, and return them and Decision Making p rogram. This re q u i rem ent may be met with the non-refundable $45 application MBAD-780 Strategic Planning and Policy through prior undergraduate course work. fee to the office of graduate admission; Admitted students may also meet this •Register and take the GMAT and furnish Elective Courses requirement while in the program by suc- the office of graduate admission with offi- (12-15 semester hours) cessfully completing (with a grade of C or cial notification of your GMAT scores. If Students who waive and/or test out of all the better) MSD-106 or an equivalent calculus you have already taken this test, request core courses (24 credits) are required to com- course. This requirement must be met before Educational Testing Service to furnish the plete 15 semester hours of electives to the student may start the last 18 credits of office of graduate admission with an offi- achieve the program minimum of 30 credits. the program. Calculus is re q u i red for cial notification of your score; Students who take one or more core courses MBAD-730. •Arrange to have an official transcript sent will need to take 12 semester hours of elec- to the office of graduate admission by tives. M.Acc. courses may be taken as elec- Waiver of Core Courses e v e r y institution of higher learn i n g tives by students in the M.B.A. program as Core courses for the M.B.A. and the M.Acc. attended (including Rider University). A long as course prerequisites are met and the may be waived if the applicant meets one or transcript should be sent even if only one program director approves. A minimum of more of the following conditions: course was taken at the institution. Only three of the elective credits are to be in inter- •The core courses may be waived if the o f ficial transcripts will be accepted. national business; an undergraduate course in student has graduated from an AACSB Transcripts sent to the student are not international business waives the interna- accredited business program within five acceptable unless they are sealed in the tional requirement. However, waiver of the years prior to semester admitted. The stu- original envelope when received by office international requirement does not change dent must have achieved a C or better in of graduate admission; the number of elective credits needed to the appropriate course; •Applicants whose native language is not complete the programs. •One or more core courses may be waived English are required to take the Test of if the student has passed (C or better) an English as a Foreign Language (TOEFL) Concentrations/General equivalent undergraduate or graduate and have the official results sent to the Management Options course within six years prior to semester office of graduate admissions; The advanced core provides a distinct and con- admitted. As an exception, financial •International students are asked to have sistent advanced business knowledge platform management may be waived within five their transcripts evaluated (and translat- for all students in the M.B.A. program. The years with a grade of B or better; ed, if necessary) for program equivalency electives allow the student to tailor the grad- •The core course(s) in the student’s under- by a recognized credential evaluation uate educational experience to fit individual graduate major will be waived within six service. World Education Services in New needs. Concentrations are three course elective years prior to the semester admitted; York City is suggested for this evaluation. (nine credit) sequences defined from a menu of •One or more core courses may be waived •A notarized financial resource statement electives by either the functional depart m e n t based on work experience and continued or notarized bank statement is required to (finance, management or marketing) or by education, at the program director’s dis- demonstrate the international student’s i n t e rd i s c i p l i n a ry program coordinators (entre- cretion; ability to pay the total cost of attendance. p reneurship, global business, or health care •With the approval of the program direc- •Additional Executive M.B.A. re q u i re- administration). Electives counted toward a tor, students may take pro f i c i e n c y ments may be obtained from Graduate concentration are to carry a grade of B or bet- exams to test out of core courses if the Admission or the CBA Director of ter and the concentration electives should add above criteria are not met. If needed, the Graduate Business Programs. up to at least a 3.20 GPA. Students may elect student may repeat the proficiency exam to pursue a general management option by in a second effort to pass. However, at taking electives from two or more diff e re n t least six weeks must elapse before the test functional are a s . may be repeated. Note: All students are required to take electives from two or more different functional areas. p a g e 6 BUSINESS ADMINISTRATION

Application Deadlines Classification Course Repeat Policy The deadlines for the submission of all credentials are August 1 for the fall semester, Each student admitted to the M.B.A. or With the written permission of the director December 1 for the spring semester, and M.Acc. program is assigned to one of the of graduate business studies, students may May 1 for the summer session. Applications following classifications: repeat graduate courses for which they received after the official deadlines may be received grades of C+ or lower. Both grades given consideration at the discretion of the Full Standing will appear on the student’s transcript, but College of Business Administration Students who have full standing are permit- only the second grade will count in the Graduate Studies Committee. ted to register for any core courses that have GPA. not been waived or for certain advanced core courses, if those courses are needed by the Admission Requirements student. Dismissal

No decision is made on an application for Special Rider University reserves the right to dis- admission to the graduate programs of busi- For those students enrolled in a graduate miss any student when, in the judgment of ness administration until all required cre- program at another institution who have the faculty or officers of Rider, such action dentials have been submitted. These include been granted permission to take graduate seems advisable. A student in the graduate a completed application form, a $45 appli- business courses at Rider. business programs will be subject to dis- cation fee, official notification by missal for any of the following reasons: Educational Testing Service as to the score Transfer of Courses •Receiving more than two grades of C+ achieved on the Graduate Management A student may request the transfer of a or below in graduate-level work; Admissions Test (GMAT), and an official graduate course taken at an accredited insti- •Completing graduate course work with transcript from every institution of higher tution. Such a request may be granted if the a cumulative grade point average of less learning attended. To be admitted to this course was taken recently, was passed with a than 3.0; program, an applicant must show evidence grade of B or higher and was taken before •Failure to complete the program in the that he or she has earned a bachelor’s degree admission to the M.B.A. program at Rider. required six years. from an accredited institution of higher Once a student has been admitted to the In all cases of dismissal, graduate business learning and has the potential to perform program, graduate courses taken at other students have the right of appeal. Academic satisfactorily at the graduate level. The pri- institutions must have prior approval of the standing dismissal is a progressive process mary criteria used in making admissions director of graduate studies before transfer with student participation and advising decisions are the undergraduate grade point credit will be allowed. A maximum of six designed to help students regain good aca- average and the score achieved on the semester hours of transfer credit will be demic standing. Students approaching the GMAT. granted for application against the advanced six-year time limit may request a time limit The GMAT requirement will be waived core and/or elective requirements. extension prior to actual dismissal. The for M.Acc. applicants who have passed a cer- Executive M.B.A. students are admitted request should be based on unique work tifying exam such as the CPA, CMA, etc. as “full standing” only. Because this is a requirements, personal, or other reasons. For any applicant whose native language cohort-based program, transfer courses will Time limit appeals will be reviewed and is not English, satisfactory results on the not apply. acted on by the director of graduate business Test of English as a Foreign Language studies. (TOEFL) are also required. Advising I n t e rnatio nal students are re q u i red to The director of graduate business studies is present evidence of completion of a univer- the advisor to students in the M.B.A., Honors Graduates sity degree equivalent to, or higher than, a Executive M.B.A. and M.Acc. programs and bachelor’s degree in the United States. A tracks program progress. Students are also Students who graduate with an overall grade program equivalency evaluation by a recog- encouraged to contact members of the facul- point average of 3.85 or better are designat- nized evaluation service is required. World ty for career and related advising. ed as graduating with distinction. This term Education Services in New York City is sug- appears on the student’s official transcript, gested for this service. International appli- Note: The most significant policies and pro- next to the student’s name in the com- cants must also provide a notarized financial cedures for the graduate business programs mencement program, and on the diploma. resource statement or notarized bank state- are covered in this catalog. Questions and ment demonstrating their ability to pay the issues not addressed here default to The total cost of attendance at Rider. S o u r c e and other University-wide policy Application for Graduation statements. A student who expects to graduate must fill out and file an application for graduation form no later than the date indicated on the calendar for each semester.

p a g e 7 BUSINESS ADMINISTRATION COURSE DESCRIPTIONS

Master of Accountancy MACC-658 Governmental MACC-666 Cases in Taxation (MACC) and Not for Profit Accounting 3 credits (E) 3 credits (E) A capstone course in taxation, emphasizing a (R denotes REQUIRED, E denotes ELECTIVE) This course provides an in-depth study of the comprehensive case study approach to feder- concepts, objectives and techniques of the al and New Jersey tax compliance and plan- MACC-650 Seminar in Taxation evolving field of accounting for non-profit ning in the areas of individuals, businesses, 3 credits (R) institutions and organizations. Areas empha- estates, gifts and trusts. Includes consolidat- The course is designed (1) to expand a stu- sized include municipal and state govern- ed tax returns, tax research, computer appli- dent’s tax research skills, (2) to examine tax mental units, hospitals, colleges and univer- cations, and estate and personal financial compliance and basic planning concepts sities and service organizations. Problems, planning. available to C corporations, S corporations, cases and selected readings are employed. partnerships, gifts, estates, and trusts, (3) to MACC-667 Business Valuations: explore the tax issues involved in the deci- MACC-660 Research in Fundamentals, Techniques & Theory sion to select a particular form of business Financial Accounting 3 credits (E) organization, (4) to provide an introduction 3 credits (E) A course in the fundamentals of business val- to fundamental concepts of interstate, inter- Students identify and define problem areas in uations including basic, intermediate, and national, and New Jersey taxation, and (5) to c u rrent accounting practice. Researc h some advanced concepts and methodologies expose the student to a variety of common methodologies are developed, leading to data required by accounting and finance profes- tax returns, applicable to the above topics. collection and analysis using appropriate sta- sionals in valuing a closely held (privately- tistical techniques. A project re p o r t is owned) business where there is no market MACC-652 Analysis required including findings, conclusions and price. of Accounting Data recommendations regarding theoretical and 3 credits (R) practical issues. MACC-668 Information Systems Employs appropriate information technology 3 credits (E) and analytical techniques to pursue data col- MACC-662 Auditing Practice Examines the systems for collecting, process- lection and analysis needs commonly faced and Problems ing and reporting accounting information by accounting professionals. Uses cases and 3 credits (E) required for planning, decision-making and projects to pursue such areas of decision con- Uses cases to examine current auditing control in business organizations. Covers sys- cern as financial statement analysis, the eval- issues, including professional ethics, internal tems analysis, design and implementation. uation of audit risk and selected additional c o n t rol, materiality and risk assessment. Students are exposed to the impact of emerg- topics. MACC-654 should be taken before Students will complete a simulated audit ing technology on accounting information this course. from start to finish, including audit plan- systems. ning, audit fieldwork, and preparation of an MACC-654 Issues in audit opinion. MACC-670 Accounting Internship Financial Reporting 3 credits (E) Requires prior approval of the grad - 3 credits (R) MACC-663 Fraud and Forensic uate program director and the accounting depart - Examines accounting theories and the devel- Accounting ment chairperson. opment of a conceptual framework for finan- 3 credits (E) This course provides on-site experiential cial reporting. Theoretical and conceptual A course designed to provide a background l e a rning through supervised employment assessments of current reporting issues per- in all areas of forensic accounting including: with a participating company. Students will taining to asset valuation and income meas- fraudulent financial reporting and the detec- be reviewed periodically by senior staff . urement are addressed through cases, read- tion of fraud, money laundering and transna- Academic assignments, including a formal ings, and projects. Topics to be investigated tional flows, courtroom procedures and liti- report, will be developed in conjunction with from term to term vary depending on their gation support, as well as cybercrime. A wide a faculty member. Permission of the instruc- importance and timeliness to the profession. variety of teaching tools are employed tor is required. This course should be taken first or early in including extensive use of the professional the program. literature, case analysis, videos, role playing and text materials. Master of Business MACC-656 International Administration (MBAD) Dimensions of Accounting MACC-664 Issues in 3 credits (R) Managerial Accounting (C denotes CORE LEVEL, AC denotes This course examines the global applications 3 credits (E) ADVANCED CORE, E denotes ELECTIVE.) of accounting principles and practices, Examines current management accounting including the relationship between interna- practices with an emphasis on world class MBAD-501 Fundamentals of tional accounting issues and company strate- developments and strategic implications to Statistical Analysis gy. Topics include theoretical and societal the firm. Integrates current management 3 credits (C) considerations of international accounting accounting literature with considerations of Covers basic statistical techniques useful in issues, the identification of transnational planning, control, decision-making and business decision-making. Includes descrip- accounting practices, and attempts at harmo- information needs of the firm. tive statistics, event pro b a b i l i t y, random nization. variables, sampling distributions, regression analysis and topics in statistical inference. p a g e 8 BUSINESS ADMINISTRATION COURSE DESCRIPTIONS

MBA D - 502 Operations Management MBAD-560 Marketing Management pling, re l i a b i l i t y, and quality impro v e m e n t 3 credits (C) 3 credits (C) as well as numerous examples of U.S. and The methods used for the efficient operation Gives a broad view of the entire field of mar- f o reign firms at the cutting edge of TQM. of both manufacturing and service opera- keting. Introduces students to theories and I n t roduces current thinking of leading fig- tions. Topics include product and process concepts of the marketing enviro n m e n t , u res in TQM (e.g., Deming, Juran and design, facility location and capacity plan- buyer behavior, market segmentation, mar- C rosby). Pre requisite: MBAD-501. ning, quality assurance, Just-In-Time sys- keting research, product development, dis- tems, inventory management, material tribution issues and alternatives, pricing MBAD-606 Operations Research re q u i rements planning, project manage- t h e o r y, and promotional methods. Uses 3 credits (E) ment, linear programming, forecasting, and explanatory lecture material, in-class exer- Surveys several topics in management sci- applications of queuing models and simula- cises, and selected readings to endow the ence, emphasizing modeling of re a l i s t i c tion. Prerequisite: MBAD-501. student with a basic understanding of the applications. PC computer software is used tools and practice of marketing. extensively to obtain solutions. Technical MBAD-511 Information Systems topics covered include linear programming, 3 credits (C) MBAD-570 Management Theory t r a n s p o r tation networks, goal pro g r a m - Introduces the theory and practice related to and Application ming, and queuing theory. Applications the planning, analysis, design, and imple- 3 credits (C) include production planning, inventory mentation of computer-based management A foundation course that provides a compre- control, portfolio management, and waiting information systems (MIS). Emphasizes the hensive introduction to the theory and prac- line systems. Prerequisite: MBAD-501. systems approach, managerial considera- tice of management. The management functions of MIS design, and the effect of infor- tions of planning, organizing, leading, and MBAD-611 Electronic Commerce mation systems on the practice of manage- controlling provide an organizing frame- 3 credits (E) ment. work for examining the inter-relationships E l e c t ronic commerce involves the use of among organization theory, individual i n f o rmation technology to impro v e , MBAD-524 Fundamentals behavior, interpersonal relations, and effec- enhance, simplify or enable business transac- of Accounting tive management practices. Attention is tions. This course examines such business, 3 credits (C) given to current management challenges social, and technical issues of electronic com- For those students having no pre v i o u s throughout the course (e.g., globalization, m e rce as the technology of the Intern e t , knowledge of accounting. Subject is diversity, ethics, quality, and team-based e ffective system strategies to attract and approached from the point of view of the structures). maintain customers, security, and electro n i c user of accounting information rather than Generally, all core courses are to be com- payment systems. Pre requisite: MBAD-511. that of the accountant who supplies the pleted before the student may take advanced information. Surveys mechanics of account- c o re courses and/or electives. Exceptions MBAD-614 Decision Support ing as a means to an end, emphasizing may be made at the program director’s dis- Systems accounting as a tool of management and the cretion. 3 credits (E) language of business. Problems and cases An in-depth study of the rapidly evolving bring out the managerial implications of MBAD-603 Statistical Methods field of using computers to support deci- accounting. 3 credits (E) sion-making. It covers conceptual founda- Studies statistical procedures applicable to tions, and structure and development of MBAD-531 Economic Analysis the solution of common problems in busi- decision support systems (DSS). Also 3 credits (C) ness and industry beyond those covered in included are the technology components of An intensive exposition of the essentials of MBAD-501. Techniques include multiple DSS. Focuses on the key factors of a success- price theory and income and employment regression, analysis of variance, sampling, ful system and on how to build effective theory. For students with less than a year of nonparametric methods, and statistical deci- DSS. Substantive and real case examples are introductory economics at the undergradu- sion theory. Prerequisite: MBAD-501. used to illustrate the organizational issues, ate level. technical concepts, and the development MBAD-604 Quality Assurance process of building a DSS. Prerequisite: MBAD-540 Financial Management and Total Quality Management MBAD-511. 3 credits (C) 3 credits (E) An introduction to the concepts and tech- Integrates the concepts of statistical quality MBAD-616 Selected Topics in CIS niques of financial management. To p i c s c o n t r ol and the practices of today’s leading 3 credits (E) include financial planning, analysis, and companies in creating systems of total quali- The study of a topic (or combination of top- control; working capital management; risk ty management (TQM). Considers how vari- ics) that represents some dimensions of com- and return; time value of money; valuation; ous business functions (e.g., pro d u c t i o n , puter information systems or has important cost of capital; and capital budgeting. engineering and design of products and serv- and direct implications for CIS manage- Problem/case oriented. ices, purchasing raw materials, pro v i d i n g ment. Theoretical foundations as well as technical assistance to customers, and statis- applications may be explored. Readings, tical quality control) and their interre l a t i o n- research, lectures, projects, discussions, or ships can be used to create high-quality other appropriate methods are employed to p roducts, and, thus, high levels of customer stimulate student learning. Pre re q u i s i t e : satisfaction. Includes traditional statistical MBAD-511. methods for process control, acceptance sam-

p a g e 9 BUSINESS ADMINISTRATION COURSE DESCRIPTIONS

MBAD-618 Healthcare MBAD-635 International Trade forecasting, and tax advantaged investments Information Systems and Investment are also discussed. Considerable use of prob- 3 credits (E) 3 credits (E) lems to illustrate concepts. Prerequisites: As the integration of clinical and administra- A study of the international economy within MBAD-501, MBAD-540. tive systems at the local level continues, gov- which business firms operate, and public ernment and insurance company involve- policies that influence their activities. MBAD-644 Financial Market ment will increasingly require that the sys- Include international trade theory, balance of Operations tems become externally linked as well. The payments analysis, the international mone- 3 credits (E) goals of this large-scale “healthcare informa- tary system, barriers to trade, and the role of Flow of funds analysis is used to study finan- tion network” effort include more accessible multinational corporations. Pre re q u i s i t e : cial intermediation and interest rate determi- healthcare as well as higher quality health- MBAD-531. nation in money and capital markets. care outcomes. As a result of this trend, new Includes the flow of funds accounts, funds information systems requirements continue MBAD-638 Healthcare Economics flow through financial institutions, the to emerge and demanding management 3 credits (E) demands for and supply of credit by econom- issues arise. These include organizational, The course uses the tools of economics to ic sectors, and the impact of public policies technical, and ethical issues. The focus of this examine the many sectors of the healthcare on financial market behavior. Prerequisite: course will be on the critical management i n d u s t ry and to analyze their interactions. The MBAD-540. decision-making areas that are being realized i n d u s t ry consists of many types of suppliers by both healthcare and information systems and producers, consumers, and third part i e s , MBAD-645 International Financial p rofessionals in this dynamic industry. which have a strong influence on the industry. Management Prerequisite: MBAD-511. Each group of parties acts to form alliances 3 credits (E) with others in order to gain control and power The techniques of multinational financial MBAD-629 Tax Planning in the markets. In addition, the govern m e n t management are developed for enterprises for Entrepreneurs plays a strong role in regulating the private that do business in more than one country 3 credits (E) sectors, in subsidizing some sectors, and in and/or have assets and liabilities denominat- The business and personal finances of an p roviding services to the poor and elderly. The ed in more than one currency. The manage- entrepreneur are integrally related. Often course will move beyond description and ment of foreign exchange and country risks is personal resources fund business operations analyses of the current industry to an examina- applied to working capital, capital budget- and business resources fund individual neces- tion of the many trends and potential dire c- ing, and capital stru c t u r e decisions. sities and obligations. This course is tions the industry will take. Discussions will Prerequisite: MBAD-540. designed to familiarize the entrepreneur with focus on current practices and policy analysis. wealth maximization and tax minimization P re requisite: MBAD-531. MBAD-646 Computerized strategies for business and personal activities. Financial Analysis This course covers basic tax compliance con- MBAD-641 Corporate Treasury 3 credits (E) cepts and includes personal financial plan- Management Computerized spreadsheets are utilized to ning and estate planning issues. Restricted to 3 credits (E) analyze problems and cases. Students receive MBA students only. This course is designed to provide an under- instruction in computer use beyond that standing of modern principles and tech- available in other finance courses. MBAD-633 Business Conditions niques for corporate treasury management. Spreadsheet applications include valuation and Forecasting The course materials are useful for finance, models, cost of capital, capital budgeting, 3 credits (E) banking, accounting and information system risk and return, portfolio analysis, stock mar- A g g regate demand and supply theory is p rofessionals or small business owners. ket analysis, and options and future s . studied, leading to an analysis of business Topics include analysis of liquidity and sol- Prerequisite: MBAD-540. conditions. Examines the conceptual and vency, credit and accounts receivable man- practical problems and techniques of fore- agement, cash collection and disbursement MBAD-647 Portfolio Management casting within the framework of the national systems, short-term investment and borrow- 3 credits (E) income account sectors. Pre re q u i s i t e : ing, management of treasury information Real-world application of the concepts and MBAD-531. and technology, multinational cash manage- techniques of investment analysis and portfo- ment, and other related topics. Success in lio theory. Students interact with and make MBAD-634 Industrial Organization this course will help students preparing for recommendations to professional portfolio 3 credits (E) the Certified Cash Manager (CCM) exam. managers. Topics include stock valuation This course examines the re l a t i o n s h i p Prerequisite: MBAD-540. methods, major forces driving movements in between market structure, firm conduct, and current equity markets, international invest- i n d u s t ry perf o rmance. The evaluation of MBAD-643 Investment Instruments ment opportunities, industry analysis, tech- industry performance serves as the founda- and Strategies nical analysis and investment timing, evalu- tion for the analysis of public policy through 3 credits (E) ation of portfolio performance, analysis of the enforcement of antitrust laws. This Principles of investment analysis and portfo- business conditions and interest rates, and course relies heavily on case studies of many lio management. Includes analysis of stocks hedging portfolio risk with stock index major U.S. industries, including steel, petro- and fixed income securities, mutual funds, options and financial futures. Prerequisite: leum, automobile, computer, and agricul- international investing, margin trading and Either MBAD-643 or MBAD-740 plus ture. Prerequisite: MBAD-531. short sales, convertibles, stock options and investment knowledge and experience, or financial futures. Hedging strategies, market permission of program director. p a g e 10 BUSINESS ADMINISTRATION COURSE DESCRIPTIONS

MBAD-648 Healthcare Finance MBAD-670 Organization MBAD-673 Labor Relations 3 credits (E) Design and Culture and Collective Bargaining The goals of this course are (1) to provide a 3 credits (E) 3 credits (E) description of how Americans pay for An advanced organizational behavior and Considers both the principles and practices healthcare; (2) to explain why the payment theory course dealing primarily with the of labor/management relations. After cover- systems have taken their current form and relations among environment, tasks, tech- ing such basic issues as the causes of union- how those forms affect the system; (3) to n o l o g y, and organization stru c t u r e . ism and the legal environment, attention evaluate newly emerging arrangements; and Emphasizes the application of behavioral shifts to the strategies and tactics used in (4) to compare and contrast health financing science research and theory to the design both collective bargaining and contract systems in the United States and other and management of large org a n i z a t i o n s . administration. Role-playing in actual developed countries. Specifically, we will Examines environmental influences on grievance cases and in a contract negotiation focus on insurance (both public and private), organization design; alternative organiza- simulation increases understanding of the managed care and the incentives of the par- tion designs; environmental uncert a i n t y ; dynamics of labor relations. ties in these financing arrangements. In decision making; interg roup re l a t i o n s , addition, we will explore how these incen- including the prevention and management MBAD-674 Power and Politics tives impact cost containment in healthcare. of intergroup conflict; the management of in Organizations Prerequisite: MBAD-540. interorganizational relations; and the deter- 3 credits (E) mination of organizational eff e c t i v e n e s s . Examines the role of power and politics in MBAD-664 Marketing Research Prerequisite: MBAD-570. o rganizations. Emphasizes especially the 3 credits (E) impact of political action and coalition for- An overview of the subject matter which MBAD-671 Human Resource mation in management decision-making will assist students in developing an appre- Management and organizational behavior. Individual, ciation for the use by marketing manage- 3 credits (E) intraorganizational, and interorganizational ment of marketing research and marketing This course is designed as an introduction to factors that influence political strategy for- information systems in making marketing the field of human re s o u rce management. mulation are discussed. Other topics include decisions. Topics include specific research The basic goal of the course is to provide stu- negotiation strategies, bargaining theory, procedures for gathering, processing, ana- dents with an understanding of current cor- and political leadership. Pre r e q u i s i t e : lyzing, and presenting information relevant porate human re s o u r ce practices. Common MBAD-570. to marketing problems in such areas as: human re s o u rce management problems and advertising effectiveness, product develop- the tools and pro c e d u res for dealing with MBAD-675 International ment, distribution channels, sales tech- them will be discussed. Contemporary top- Management niques, consumer behavior, and forecasting ics, such as human re s o u rce planning, inter- 3 credits (E) study of research planning, implementation, national staffing, career planning, workforc e This course focuses on the complexities of and interpretation of findings is facilitated d i v e r s i t y, work/family balance, and work developing business relationships with peo- by the use of cases or projects. Prerequisite: motivation, will be examined. EEO guide- ple from diff e r ent cultures and back- MBAD-560. lines and their implications for human grounds. Emphasis is placed on cross-cul- re s o u rce functions will be discussed as well. tural awareness, international communica- MBAD-665 International Marketing A combination of conceptual and experien- tion and negotiations and exploring the per- Management tial approaches will be used to facilitate the vasive effect of culture on organizational 3 credits (E) practical application of the literature . behavior and managerial decision making. Examination of the nature and scope of Methods will include discussions, case stud- Prerequisite: MBAD-570. global marketing activities, including the ies, exercises, small group activities and lec- theoretical framework of international mar- t u res. Pre requisite: MBAD-570. MBAD-676 Organization keting, foreign marketing enviro n m e n t s , Development and Effectiveness multinational markets, MNC information MBAD-672 Management Skills 3 credits (E) systems, strategic marketing decisions, and 3 credits (E) This course is about the profession and dis- organization for transnational marketing. This is a practicum in interpersonal skills cipline of organization development (OD) – Prerequisite: MBAD-560. that are useful for practicing managers. a discipline concerned with improving orga- Topics covered include such things as moti- nizational effectiveness by means of MBAD-669 Selected Topics vating oneself and others, persuasive com- planned, systematic interventions. The pri- in Marketing munication, creative problem-solving, man- mary objective of this course is to acquaint 3 credits (E) aging conflict, using power constructively, students with OD concepts, techniques and The study of a topic (or combination of top- managing change, and team management. skills. The course provides students with ics) that represents some dimension of mar- Students are given opportunities to practice opportunities to apply OD concepts and keting or has important and direct implica- these skills in class and are asked to apply techniques and to explore and enhance their tions for marketing management. them to their current lives and report on the personal skills as change agents and consult- Theoretical foundations as well as special results of these applications. The course will ants. To achieve course objectives, a variety applications of marketing decision-making provide students with a better understand- of teaching methodologies is employed with may be explored. Readings, research, lec- ing of the art of managing and of themselves especially heavy emphasis on experiential t u r es, discussions, or other appro p r i a t e as current or future managers. learning and case analysis. Students will be methods are employed to stimulate student active participants in the learning process. learning. Prerequisite: MBAD-560. Prerequisite: MBAD-570.

p a g e 11 BUSINESS ADMINISTRATION COURSE DESCRIPTIONS

MBAD-677 Managing MBAD-684 Ethical Issues MBAD-689 Consulting for Small Workforce Diversity in Business and New Businesses 3 credits (E) 3 credits (E) 3 credits (E) Demographic shifts, changing patterns of An introduction to identifying, analyzing This course provides experience-based learn- labor force participation, global competition, and resolving ethical dilemmas in business. ing to students through the use of student and a growing cultural emphasis on the “cele- The course begins with a general introduc- teams to assist area small businesses/organi- bration of diff e rence” have all contributed to tion to ethics, considers ethical issues con- zations. These small firms could have a vari- the changing management environment. This nected with the economic systems within ety of needs ranging from market research, course explores the opportunities and chal- which modern business takes place and heav- improving financial reporting and bookkeep- lenges of the increasingly diverse workforc e ily emphasizes contemporary cases that illus- ing, business planning, streamlining opera- e m e rging in the United States today. It will trate a wide range of ethical issues. tional procedures, etc. This course will pro- a d d ress the knowledge and skills managers vide students the opportunity to experience must develop in working with others who are MBAD-685 Legal and Ethical in-depth analysis of an individual organiza- d i ff e rent from themselves. Some of these dif- Aspects of International Business tion. The emphasis is on student consultants f e rences are obvious – gender, race, age, and 3 credits (E) generating immediate, actionable re c o m- physical characteristics. Other diff e rences are A survey in issues affecting international mendations for the client. Thus, this course not as easily observed – family stru c t u re, edu- business and multinational corporate policy is useful not only for those considering small cational level, social class and sexual orienta- and worldwide strategy and planning. business ownership, but provides an oppor- tion. Understanding and valuing diversity Considers globalization, international dis- tunity to students to learn entrepreneurial re q u i r es attitudinal self-assessment and pute resolution, laws and treaties on trade thinking. Prerequisite: completion of core change. Values, stereotypes and pre j u d i c e s and foreign investment, international labor and permission of instructor. will be explored through readings, re f l e c t i v e issues, marketing, licensing and technology writing, and active involvement in discus- transfer law, organizational design and issues MBAD-690, 1, 2, 3 or 4 Independent sions, projects and activities. Pre re q u i s i t e : of ethics and social responsibility. The stu- Study in Business Administration M B A D - 5 7 0 . dent is provided with an interdisciplinary 3 credits (E) approach to the law, policy and practical Involves a program determined by the indi- MBAD-682 Business Law issues governing doing business overseas. vidual faculty member and approved by the 3 credits (E) Emphasis on practical situations. Students program director. Written assignments are Considers in depth the law relating to the sale are expected to conduct outside readings and required as part of this rigorous academic of goods, commercial paper, and secure d project/case development. experience. Students are eligible for a maxi- transactions as promulgated by the Uniform mum of one independent elective and should C o m m e rcial Code. Explores warranties, guar- MBAD-686 Employment Law have completed at least three advanced core antees, remedies, and product liability. Also for Business courses prior to the start of the independent considers the law of agency, partnerships and 3 credits (E) study. Prerequisite: permission of the pro- corporations. International dimensions of The course will present issues and case law gram director. sales law and related topics are addre s s e d . related to the commencement of the employ- P re requisite: BUS-210 Introduction to Law: ment relationship, terms and conditions of MBAD-696, 7, 8, or 9 Selected Topics Contracts or its equivalent at another college the relationship, discrimination in recruit- in Business Administration or university. Students who have taken BUS- ment, employment and discharge, and 3 credits (E) 211 Commercial Law or BUS-214 Advanced wrongful termination. The course will ana- The study of a timely topic that represents a Business Law cannot take this course. Note: lyze these areas and their impact on business dimension of business administration not This elective is particularly appropriate for decisions. covered in a regular course. Such a topic may students in the M.Acc. program and in antic- be offered by any department of business ipation of CPA law re q u i re m e n t . MBAD-688 Health Law administration. The nature of the course will 3 credits (E) be described in the appendix of the registra- MBAD-683 Entrepreneurship The purpose of this course is to analyze the tion materials for the semester when the 3 credits (E) role of the law in promoting the quality of course will be offered. Prerequisites: to be The course deals with new business venture health care, organizing the delivery of health announced. s t a rt-up. Topics include entre p re n e u r s h i p care, assuring adequate access to health care concepts and characteristics, new venture and protecting the rights of those who are MBAD-705 International types and pros/cons, choice of products/serv- provided care within a health system. It will Business Seminar ices, market study, marketing planning, also include the regulation of new drug 3 credits (E) financing, and business plan preparation. development and advertising. This elective This course provides a cross-cultural perspec- Practical exercises in developing business will fit into the health administration set of tive for conducting business outside of the plans for new business ventures. electives. United States. Students will gain a better appreciation of how culture, history, and politics influence organizational dynamics, transactions and business customs.

p a g e 12 BUSINESS ADMINISTRATION COURSE DESCRIPTIONS

MBAD-730 Economic Analysis MBAD-770 Marketing Analysis and Decision Making and Decision Making 3 credits (AC) 3 credits (AC) Focuses on using economic methods for The purpose of the course is to provide the making managerial decisions affecting the analytical skills re q u i red to understand com- value of the firm. Topics include demand plex marketing situations in order to devel- analysis, production and costs, employment op and implement appropriate marketing decisions, project evaluation, profit-volume strategies. The decision-making processes in analysis, and pricing strategies under a vari- the management of product planning, pric- ety of settings. The course emphasizes inte- ing practices, selection of channels of distri- gration between economics, accounting, and bution, and development of effective pro m o- finance. Prerequisites: calculus, completion tion programs are investigated. This involves of core. identification and selection of appro p r i a t e t a rget markets, the effective use of market- MBAD-740 Financial Analysis ing re s e a rch , and recognition of org a n i z a- and Decision Making tional dynamics. The case approach is used 3 credits (AC) to develop communication skills and furt h e r Financial policies re g a rding acquisition and build team skills as students interact with investment of long-term funds and capital peers in solving pro b l e m s . s t ru c t u re decisions are discussed in detail. Topics include cash flow analysis, economic MBAD-780 Strategic Planning value added, capital budgeting, cost of capi- and Policy tal, financial and operating leverage, financial 3 credits (AC) f o recasting, mergers and acquisitions, and Deals with the analysis of the strategic multinational financial management. The p r ocess of studying and forecasting the interactions between accounting and finance external environment of the firm, assessing a re strongly emphasized and those between the present and future enterprise strengths economics and finance are also discussed and weaknesses, setting enterprise goals t h rou ghout the semester. Pre requisites: cal- with recognition of personal and societal culus, completion of core . goals, and evaluating perf o rmance and progress toward those goals. Provides the MBAD-760 Advanced student with an integrated view of the func- Organizational Behavior tional decisions and corporate strategy. 3 credits (AC) Prerequisite: all other advanced core courses. A study of key individual, group, and organizational processes. At the individual level, Course descriptions for the Executive the focus is on identifying different person- M.B.A. are provided under separate cover. al styles that people bring to the workplace. They are available, on request, fro m The implications of diff e r ent individual Graduate Admission and from the Director styles are then considered in a team context of Graduate Business Programs, College of focusing on the processes of communication, Business Administration. influence, conflict, and leadership. Finally, we examine the impact of organizational structure, culture, and change on workplace behavior. In order to integrate the individual, group, and organizational levels of study, the course emphasizes a team-based approach to learning.

p a g e 13 NOTES

pa ge 14 Education and Human Services Education and HumanGr aduateServices 2005-2006

p ag e 15 EDUCATION

Calendar February Mission Statement 3 Friday Fall Semester 2005 Last day to drop classes The School of Education 10 Friday p r e p a res underg r a d u a t e September Matriculation application deadline and graduate students for 6 Tuesday Graduate application deadline for professional careers in edu- Last day to register for classes graduation in May 2006 cation, organizations, and on Web Comprehensive Examination agencies in the diverse 7 Wednesday application deadline for American society. Classes begin fall 2006 exams The School of Education fosters the intel- (Registration after first class lectual, personal, and social development of meeting requires $50 late March each student for a changing world by creat- registration fee) 10 Friday ing and providing programs that embody the 14 Wednesday Last day to withdraw from classes highest academic and professional standards. Last day to add classes with student discretion The School of Education develops students 21 Wednesday 10-19 Friday-Sunday who are committed, knowledgeable, and Last day to drop classes Spring recess reflective and who value service, ethical 30 Friday 20 Monday behavior and the improvement of one’s self Matriculation application deadline Classes resume and profession. Graduate application deadline 27 Monday The School of Education promotes a cli- for graduation in December 2005 First day summer and fall 2006 mate of scholarly inquiry, high expectations Comprehensive Examination registration for achievement, and best professional prac- deadline for fall 2005 exams tices, while establishing beneficial relation- April ships with the public and exchanging rele- October 1 Saturday vant ideas and services that speak to emerg- 24 Monday 9 a.m.-1 p.m. ing needs. Registration begins for spring Comprehensive examination semester 14 Friday 26 Wednesday Last day to withdraw from classes Synopsis of the School of Last day to withdraw from classes with consent of instructor Education Conceptual with student discretion May Framework November 4 Thursday 12 Saturday Spring semester ends Fostering Comprehensive Exams 12 Friday The goal of the School of Education at Rider 23 Wednesday Commencement University is to foster continuous growth in Last day to withdraw from classes our students by providing an environment in with consent of instructor Summer Session 2006 which it is safe to experiment, take risks, and 23-25 Wednesday-Friday make mistakes without sacrificing profes- Thanksgiving recess June sional or academic rigor. Our goal is to foster 9 Friday this growth by faculty modeling of desirable Deadline for makeup of spring behaviors; by providing a balance of class- December semester incomplete grades room learning and supervised field experi- 15 Thursday, Fall semester ends 25 Sunday ence; by providing opportunities for on- Last day to register for classes going independent and supported reflection on the Web on practice; and by encouraging novice and Spring Semester 2006 26 Monday experienced educators to develop attitudes Classes begin and behaviors that will support their profes- January (Registration after first sional growth. 22 Sunday class meeting Last day to register requires $50 late registration fee) Commitment for classes on Web Commitment is a value highly prized by the 23 Monday July School of Education, serving as an essential Classes begin 4 Tuesday cornerstone for our teaching and learning. (Registration after first class Holiday Commitment is a set of connected attitudes, meeting requires $50 late values, and beliefs that results in profession- registration fee) August al behaviors expected of dedicated educators. 27 Friday 1 Tuesday In teaching and practice the faculty models Deadline for makeup of fall semester Summer Session 2006 ends these professional behaviors and encourages incomplete grades and expects their development in our students and graduates.

pa ge 16 EDUCATION

Knowledge The department offers Educational Educational Certificates In the School of Education, we emphasize Specialist degrees, Master’s degrees, and cer- The department of graduate education and both content and pedagogical knowledge as tifications and endorsements in a variety of human services provides opportunity for we prepare our students. We design class- areas. These degree programs of study, their study leading to teacher certification and room and field experiences to help students descriptions, and the certifications associat- other types of educational certification in learn this knowledge and apply it in prac- ed with them appear first and the remaining the following areas: tice. Students are expected to use their tech- C e rtification and Endorsement Pro g r a m s • Business Teacher nological expertise as a tool in learning and follow. Within each category, they are in • Director of Counseling Services to reference relevant standards when either alphabetical order. Course descriptions fol- • Elementary Teacher (K-5) planning for or reflecting on their own class- low the descriptions of all the programs. • English as a Second Language (ESL) room work, as well as that with their own The Procedures and Policies section contains • English Teacher students or clients. many important pieces of general informa- • Mathematics Teacher tion about graduate study. All programs • Preschool-Grade 3 Teacher (P-3) Reflection require an application available from the • Reading Specialist The School of Education defines reflection as Office of Graduate Admission. • Reading Teacher the process of thinking clearly and deliber- The State of New Jersey changed the code • School Business Administrator ately to promote understanding and to for all educational certifications in 2004, so • School Counselor actively foster the exercise of in depth think- all educational programs in the State of New • School Psychologist ing about professional practice. We believe Jersey must be resubmitted to the state. We •Science Teacher (Biological Sciences, that reflection, grounded in active experi- are doing this at the present time, but check Chemistry, Physics, Earth Science) ence, has value for developing educators, the Web site for any changes in programs • Social Studies Teacher when practiced consistently, and systemati- which may occur. (www.rider.edu/172_619.htm). • Supervisor of Instruction cally through such activities as classroom You may also apply to be a special student. •World Languages Teacher – French, observation, continuous self-assessment, and Students enrolled in graduate programs else- German, Spanish (K-12) journal writing. w h e re or students seeking course work for p rofessional development not leading to a Endorsement to Existing Teaching Professionalism d e g ree, certification or endorsement fro m Certificates: Becoming an expert professional educator Rider University may take courses as a spe- • Preschool-Grade 3 Teacher (P-3) re q u i r es a care e r-long commitment to cial student. Apply to the graduate admis- • Teacher of Students with Disabilities reflective experimentation and skill build- sion office. You must have a bachelor’s • Teacher-Coordinator of Cooperative ing. Novice and experienced educators d e g ree and two letters of re c o m m e n d a t i o n . Vocation/Technical Education enrolled in the School of Education are on a career-long path toward professionalism and are not viewed as totally developed and experienced professionals upon graduation. Programs of Study Our goal is to encourage students to become thoughtful, creative problem-solvers as they Degrees and Certifications Offered begin and refine the acquisition of craft and The Educational Specialist (Ed.S.) degree is knowledge in their ongoing journey toward offered in the following areas: higher levels of professional success. • Counseling Services • School Psychology Introduction The Department of Graduate Education and The M.A. degree is offered in the Human Services strives to provide quality following areas: programs with personal attention. Our full- • Counseling Services time faculty, all of whom have doctoral • Curriculum, Instruction and Supervision degrees, teach the majority of our courses. • Educational Administration Our School of Education is accredited by the • Reading/Language Arts National Council for the Accreditation of • Special Education Teacher Education (NCATE) and our • Human Services Administration Master’s degree in Counseling Services is a c c r edited by the Council for the In addition, the graduate department pro- Accreditation of Counseling and Related vides opportunity for study leading to Programs (CACREP). We are applying for teacher certification and other types of edu- National Accreditation of School cational and human services certification. Psychology (NASP) this year. Classes are scheduled to enable those who work full- time to complete their programs. Class sizes are moderate to small, and all degree programs have internships.

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Guide to Programs

If you are interested in See section on

- Counseling - Community Counselor Counseling Services - School Counselor (Elem./Sec.) (page 21) - Licensed Professional Counselor - Director of Counseling Services

- School Psychologist Educational Specialist in School Psychology (page 20)

- Curriculum Specialist Curriculum, Instruction and Supervision - Supervisor of Instruction (page 23) (K-12 including business education and subject specialties)

- Educational Administrator Educational Administration - Principal (page 25) - School Business Administrator

- Reading Specialist Reading/Language Arts (page 28)

- Special Education Special Education Teacher of Students with Disabilities (page 29)

- Business Teacher Graduate Level Teacher Certification - Elementary Teacher (page 30) - English Teacher - English as a Second Language Teacher - Mathematics Teacher - Preschool-Grade 3 Teacher - Reading Teacher - Science Teacher - Social Studies Teacher - World Languages Teacher

- Teacher-Coordinator of Cooperative Teacher-Coordinator of Cooperative Vocational-Technical Education Vocational-Technical Education (page 32)

- Human Services Administrator Human Services Administration - Advanced Governmental (page 27) Administration Certificate - Budgeting and Financial Administration Certificate - Health and Community Service Administration Certificate - Information Systems and Data Administration Certificate

pa ge 18 EDUCATION

Educational Specialist • Multicultural Counseling Issues The program will be individualized to allow Degrees • College Counseling and Higher students to meet their career goals and to Education Affairs provide in-depth training and experience in • Group Counseling and Process a specialized area. The Educational Specialist (Ed.S.) is an • Special Needs of At-Risk Students advanced terminal degree beyond the mas- • Legal and Ethical Issues in Counseling Course Requirements ter’s level. The Ed.S. in counseling services • Career Counseling and Development meets the Licensed Professional Counselor • Substance Abuse Group I - Professional and (LPC) educational requirements for New • Geriatrics/Hospice Issues Psychological Foundations Jersey and Pennsylvania. The Ed.S. in school • Probation/Parole Counseling (36 semester hours) psychology meets the New Jersey state cer- • Elementary/Secondary School Counseling COUN-500 Introduction to Counseling tification requirements. • Family and Marital Issues in Counseling Services • Grief and Crisis Counseling COUN-503 Group Counseling General Application Requirements • Grant Writing/Management COUN-505 Vocational/Career A decision is made about an application for The Ed.S. in Counseling Services also pro- Development admission only when all required credentials vides students the opportunity to be eligible COUN-520 Multicultural Counseling have been submitted. The faculty encour- to become licensed as an Approved Clinical and Relationship ages prospective students from diverse eth- S u p e r visor by the National Board for Development nic and cultural backgrounds to apply. Certified Counselors (NBCC). COUN-530 Legal and Ethical Issues in The following are due by the application Counseling and due date: Admission Requirements Psychotherapy • A completed application form, with a Admission into the program occurs in the COUN-660 Counseling Supervision: non-refundable $45 application fee; s u m m e r, fall, and spring semesters. For Issues, Concepts • Official transcripts from all colleges and admittance in the fall semester, applications and Methods universities attended; must be received by May 1, for the summer CNPY-502 Counseling Psychology • Other such admission requirements as semester by April 1, and for the spring Theories specified within the particular program to semester applications must be received by CNPY-514 Psychopathology which you are applying; November 1. The following criteria must be EDPS-503 Human Growth and • If there are due dates, they will be specified m e t : Development within the program re q u i re m e n t s . EDPS-520 Measurements, Tests, and 1. A master’s degree in counseling or in Assessments in General Educational Specialist counseling-related discipline. Counseling/School Degree Requirements 2. A minimum of 3.25 GPA (on a 4.0 scale) Psychology To qualify for the degree of Educational in all previous graduate courses. EDPS-521 Statistics and Qualitative Specialist (Ed.S.), the candidate must: 3. Two current professional references. Data Analysis • Comply with the general requirements 4. A written statement of the applicant’s EDUC-500 Introduction to Research concerning graduate study; professional goals. • Complete the program within six years of 5. One year (or its equivalent) of counseling Group II - Field Experience the date the student enrolled in his/her experience. (15 semester hours) first course unless an extension is 6. A group or individual interview. COUN-550 Counseling Techniques approved by the chairperson of graduate Laboratory education and human services programs. Degree Requirements COUN-580 E l e m e n t a ry School 1. A minimum of 66 graduate semester C o u n s e l i n g Practicum Educational Specialist in hours including appropriate master’s or Counseling Services level work. COUN-581 Secondary School Counseling (66 semester hours) 2. Eighteen (18) credits must be completed Practicum after admission to the Ed.S. for candidates or Program Description from CACREP approved master’s COUN-585 Individual Counseling The Educational Specialist (Ed.S.) is an programs. Practicum advanced terminal degree beyond the mas- 3. Thirty (30) credits must be completed or t e r’s level. The Ed.S. in counseling serv i c e s after admission to the Ed.S. for all non- COUN-586 Group Counseling meets the Licensed Professional Counselor Rider or non-CACREP approval program Practicum (LPC) academic re q u i rements for New Jersey graduates. COUN-590 Internship in Counseling I and Pennsylvania. 4 . Review and consideration for COUN-591 Internship in Counseling II There are three concentrations: school coun- matriculation into the program occurs COUN-690 Internship in Counseling seling; community counseling and director of after completion of nine (9) credits at Specialty I counseling services. Individualized advising Rider University; to be matriculated, a helps candidates develop and grow profession- minimum of 3.3 GPA. ally in the following specialty areas: 5. Degree completion requires a minimum of 3.3 GPA.

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Group III - Special and Related Areas • Socialization and Development 2. Fulfillment of a residency requirement or (15 semester hours) of Life Skills an acceptable planned alternative. Based COUN-510 Approaches to Family • Student Diversity in Development and upon NASP standards, all students must Counseling Learning fulfill a residency requirement by COUN-515 Substance Abuse Counseling • School and Systems Organization, Policy enrolling as a fulltime student (minimum COUN-516 Co-Dependency and Development, and Climate of nine graduate credits for one semester) Treatment • Prevention, Crisis Intervention, so as to develop an affiliation with COUN-525 Gender Issues in Counseling and Mental Health colleagues, faculty, and the profession. COUN-535 Holistic Wellness Counseling • Home/School/Community Collaboration An alternative planned experience may be COUN-600 Independent Study and • Research and Program Evaluation designed in conjunction with a faculty Research in Counseling • School Psychology Practice member. Services and Development 3. Completion of 66 graduate credit hours COUN-660 Counseling Supervision: • Information Technology with a minimum GPA of 3.3 on a 4.0 Issues, Concepts and Methods The program is approved by the state of scale. Thirty of those credit hours must be CNPY-503 Psychological Development New Jersey and graduates will meet certifi- completed at Rider University. of the Adult and Aging cation requirements in other states. 4. Take the PRAXIS II exam in school CNPY-515 Consultation in School and psychology during the first semester of Agency Settings Admission Requirements internship, EDPS-590 Internship in CNPY-516 Advanced Psychopathology Admission into the program occurs during School Psychology and report the score to CURR-531 Curriculum Development the summer and fall semesters respectively. Rider University. and Design Applications must be received by March 1 or EDAD-501 Concepts of Educational May 1. The review and acceptance process Course Requirements for an Ed.S. Administration occurs immediately following each applica- Degree in School Psychology EDAD-505 Concepts of tion deadline. Since the school psychology Foundations of Education Instructional Supervision program must maintain a specified student- and Human Behavior EDPS-502 Psychological Development to-staff ratio, the number of openings avail- (24 hours) of the Child and Adolescent able is controlled. Applicants, therefore, are EDSO-501 Community Agencies: encouraged to apply for the earlier date so as Educational Foundations Referral Sources for Clients to receive optimal consideration. The follow- (12 hours) and Special Needs Students ing criteria must be met: EDSO-510 Sociological and Cultural EDSO-510 Sociological and Cultural Foundations of Education Foundations of Education Students entering with only a EDAD-501 Concepts of Educational EDUC-530 Introduction to Student bachelor’s degree Administration Affairs in Higher Education 1. An undergraduate background in CURR-531 Curriculum Development PPCS-501 Sociology and Psychology of psychology or related field, with a and Design Crime and Delinquency minimum GPA of 2.75 (on a 4.0 scale). or 2. Two letters of recommendation. CURR-538 Instructional Improvement Educational Specialist Degree 3. Submission of GRE scores in which the EDPS-508 Cognitive Processes In School Psychology verbal and quantitative scores combined and Learning (66 semester hours) must be equal to or greater than 950 OR a MAT score at or above the 45th Human Behavior and Development Program Description percentile. (12 hours) Prospective school psychologists are intro- 4. Interview with program faculty. EDPS-502 Psychological Development duced by a broad range of knowledge and 5. A written statement of learning goals. of the Child and Adolescent skills for the provision of psychological serv- or ices in schools. Coursework and field experi- Students entering with an advanced EDPS-503 Human Growth and ences adhere to the domains of training and degree(s) in related fields Development p rofessional practice presented by the 1. A minimum GPA of 3.25 (on a 4.0 scale). EDPS-535 Biological Basis of Behavior National Association of School Psychologists 2. Two letters of recommendation. CNPY-514 Psychopathology (NASP). Students are provided with a foun- 3. Interview with the program faculty. SPED-530 Positive Behavior Support dation in the knowledge base for psychology 4. A written statement of learning goals. and education, including theories, models, empirical findings, and techniques. Degree Requirements Professional skills are developed across the 1. Yearly satisfactory ratings for retention following eleven domains of training and and progression in the School Psychology practice set forth by the National Association program. Program faculty will evaluate of School Psychologists (NASP). the academic, professional competencies, • Data-Based Decision Making and and professional work characteristics of Accountability each student based upon their portfolio • Consultation and Collaboration and personal statement. A recommenda- • Effective Instruction and Development of tion for continuation, continuation with Cognitive/Academic Skills remediation, or dismissal will be made by June 15th of each year. pa ge 20 EDUCATION

Professional Core: School Practicum and Internship The following are due by the application Psychology Practice Students are expected to complete 300 due date: (42 hours) practicum hours prior to their internship. •A completed application form, with a During each practicum, the students will non-refundable $45 application fee; Assessment and Intervention develop specific skills in the field relative to •Official transcripts from all colleges and (17 hours) associated coursework and under program universities attended; EDPS-520 Measurement, Tests, and faculty’s supervision. •Other such admission requirements as Assessment in Counseling/ I n t e r nship serves as the culminating specified within the particular program School Psychology (3) experience consisting of 1200 hours. The to which you are applying; EDPS-531 Assessment for Instruction internship occurs on a full-time basis over •If the due dates are different, they will in Special Education (3) the period of one year OR on a part-time be specified within the program require- EDPS-509 Assessment of Intelligence basis over two consecutive years. ments. and Cognitive Abilities (3) EDPS-581 Practicum in Assessment of Respecialization as a School General Master’s Degree Requirements Intelligence and Cognitive Psychologist To qualify for the degree of Master of Arts, Abilities (1) (Certification only) the candidate must: EDPS-510 Assessment of Behavioral This program is designed for the licensed •Comply with the general requirements and Social-Emotional Needs (3) psychologist who wishes to seek certifica- concerning graduate study; EDPS-582 Practicum in the tion as a school psychologist. The appli- •Meet matriculation requirements for a Assessment of Behavioral cant’s record and experiences are assessed in specific degree program; and Social-Emotional Needs (1) terms of national certification requirements •Enroll in graduate study at Rider for no EDPS-570 Interventions for Children to determine his/her specific course of study. fewer than two academic semesters or and Adolescents with the equivalent thereof; Special Needs (3) Professional Development •Complete at least 33-48 semester hours Opportunities of graduate credit in an approved pro- Consultation Certified school psychologists are invited to gram of studies; (4 hours) enroll in courses of their own selection to •Complete an internship/practicum as CNPY-515 Consultation in School and f u r ther develop or update their skills. required by individual programs; Agency Settings (3) Application is required as a special student. •Successfully pass a written comprehen- EDPS-583 Practicum in Consultation in sive examination except for the School School and Agency Settings (1) Master’s Degree Psychology degree; •Maintain a grade point average of B Research We offer six programs in the (3.0) or better for work submitted for the (6 hours) master’s degree: Counseling, Curriculum, master’s degree; and EDUC-500 Introduction to Research (3) Educational Administration, Human •Complete the program within six years EDPS-521 Statistics and Qualitative S e r vices Administration, Reading, and of the date the student enrolled in Analysis (3) Special Education. For application, admis- his/her first course unless an extension is sion and graduation, there are both general a p p r oved by the Department of Professional Practice requirements for all master’s degree pro- Graduate Education and Human (9 hours) grams and requirements specific to the pro- Services. EDPS-513 Professional Issues in School gram. Due to mandatory changes in the Psychology (3) New Jersey Code, some of these programs Master of Arts EDPS-590 Internship in School may be revised by the time you enroll. in Counseling Services Psychology I (600 hours) (3) (48 semester hours) EDPS-591 Internship in School General Master’s Degree Psychology II (600 hours) (3) Application Requirements Program Description A decision is made about an application for This master’s degree provides two pro g r a m Education and Treatment admission only when all required credentials options. Both programs are accredited by the of Students with Special Needs have been submitted. Applications must be Council for Accreditation of Counseling and (3 hours) received by April 1 for summer session, May Related Education Programs (CACREP). SPED-510 Instructional Practices for 1 for fall session, and November 1 for spring Individual advising, small classes and Students with Mild session unless otherwise specified for specif- engagement in carefully selected fieldwork Disabilities ic programs. Completed applications experiences help students prepare for a vari- SPED-511 Instructional Practices for received after the official deadline may be ety of career goals as professional counselors. Students with Severe given consideration pending pro g r a m All students are required to participate in Disabilities capacity. g roup activities and in self-exploration. The faculty encourages prospective stu- Computer literacy is expected and will be Counseling Psychology dents from diverse ethnic and cultural back- essential in the following courses: COUN- (3 hours) grounds to apply. 505 and EDPS-520. COUN-550 Counseling Techniques All counseling services degree candidates Laboratory are strongly encouraged to purchase professional liability insurance.

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School Counseling Applicants who are unable to submit Group II Designed to prepare school counselors for these scores as part of their application (6 semester hours) secondary and elementary schools, this pro- may be granted conditional admission by EDPS-520 Measurement, Tests and gram specifically has been approved for certi- the program faculty. Such conditionally Assessments in Counseling fication by the New Jersey State Board of admitted students must fulfill this EDUC-500 Introduction to Research Education and meets the cert i f i c a t i o n requirement by the time they complete requirements in most other states including nine (9) credits at Rider University. Group III Pennsylvania and New York. The program’s Students who fail to fulfill this requirement (6 semester hours) emphasis is on developmental counseling. shall not be permitted to continue taking EDSO-501 Community Agencies: courses in the M.A. in counseling services Referral Sources for Clients Community Counseling program until their GRE or MAT scores are and Special Needs Students This program pre p a r es professionals for reviewed and evaluated by program faculty. EDSO-510 Sociological and Cultural counseling positions in higher education, Foundations of Education rehabilitation hospitals, medical centers, The counseling services faculty will evalu- mental health agencies, industry, private ate each applicant’s potential for success in Group IV practice, and other community settings. The the program by taking into consideration all (3 semester hours) course of study meets the core requirements the factors listed above in arriving at admis- Three (3) credit hours of free electives must of the National Board of Certified Counselors sions decisions. be taken. These free electives are to be taken (NBCC). Within this option, students may with permission of the program advisor. No choose a concentration in higher education Degree Requirements elective is to be taken prior to COUN-500 student services. 1. Meet general master’s degree without permission from a program advisor. requirements Special note should be made of electives hav- Admission Requirements 2. A passing grade on the comprehensive ing prerequisites. Admission into the program occurs in the examination s u m m e r, fall and spring semesters. For admit- 3. Successful completion of all academic and Community Counseling tance in the fall semester, applications must be field requirements. (48 semester hours) received by May 1, for summer semester by Group I April 1, and for the spring semester applica- Course Requirements (30 semester hours) tions must be received by November 1. (48 semester hours) COUN-500 Introduction to Counseling Completed applications received after the off i- Services cial deadline may be given consideration School Counseling CNPY-502 Counseling Psychology pending program capacity. Individuals whose Group I Theories c redentials are not complete by the due date (33 semester hours) COUN-550 Counseling Techniques (with the exception of GRE and MAT re s u l t s ) COUN-500 Introduction to Counseling Laboratory cannot be guaranteed the re q u i red admissions Services COUN-503 Group Counseling i n t e rv i e w. CNPY-502 Counseling Psychology COUN-505 Vocational/Career The following criteria must be met: Theories Development 1. Complete the general master’s degree CNPY-514 Psychopathology COUN-520 Multicultural Counseling application requirements; COUN-550 Counseling Techniques 2. An undergraduate degree with a and Relationship Laboratory minimum GPA of 2.5. Applicants who Development COUN-503 Group Counseling have completed graduate level courses COUN-530 Legal and Ethical Issues in must have a minimum GPA of 3.0 in COUN-505 Vocational/Career Counseling and their graduate courses; Development Psychotherapy 3. Official transcripts from all colleges and COUN-530 Legal and Ethical Issues in COUN-585 Individual Counseling universities attended; Counseling or Psychotherapy Practicum 4. Two current professional letters of EDPS-503 Human Growth and or recommendation; Development COUN-586 Group Counseling 5. Participation, along with other COUN-580 Elementary School Practicum applicants, in a group interview session Counseling Practicum COUN-590 Internship in Counseling facilitated by counseling services faculty. or Services I The purpose of this meeting is to help COUN-581 Secondary School COUN-591 Internship in Counseling determine the applicant’s fitness and Counseling Practicum Services II compatability for a career in this field; COUN-590 Internship in Counseling 6. An on-site writing sample must be Services I Group II completed on the day of the group COUN-591 Internship in Counseling (6 semester hours) interview. The purpose of this writing Services II EDPS-520 Measurements, Tests and activity is to assist faculty in assessing the Assessments in Counseling applicant’s likelihood of success in EDUC-500 Introduction to Research meeting the written expression demands of the program; 7. Submission of results from either the General Records Examination (GRE) or Miller Analogies Test (MAT). pa ge 22 EDUCATION

Group III Professional Application Requirements (6 semester hours) Development Opportunities 1. Complete the general master’s degree EDPS-503 Human Growth and Those engaged in professional counseling application requirements. Development are invited to enroll in courses of their own 2. A minimum 2.5 undergraduate GPA is CNPY-514 Psychopathology selection to further develop or to update required for admission. their counseling skills and abilities. 3. Two letters of recommendation. At least Group IV one letter of recommendation from a (6 semester hours) Master of Arts in Curriculum, current district or school administrator Six credit hours of free electives must be Instruction and Supervision and a second letter of recommendation taken. These free electives are to be taken (36 semester hours) from either another administrator, or an with permission of the program advisor. No immediate supervisor or a team leader. elective is to be taken prior to COUN-500 Program Description Students applying from a non-school without permission from a program advisor. This degree program seeks students who setting must supply equivalent letters Special note should be made of electives hav- wish to develop their instructional leader- from current supervisors. ing pre re q u i s i t e s . ship capacities in educational settings. The 4. Submission of an initial personal For a concentration in Student Affairs in p rogram is designed to be developmental leadership platform statement in Higher Eduction, students would take the fol- and experiential in nature, fostering ethical instructional supervision. lowing in place of six (6) credits of electives: behavior and the improvement of self and 5. An interview with the program o n e ’s profession. The program is based upon coordinator and a recommendation for EDUC-530 Introduction to Student leadership standards established by the acceptance into the degree program. Affairs in Higher Education Educational Leadership Constituent Council EDAD-501 Concepts of Educational (ELCC). These standards emphasize perf o rm- Degree Requirements Administration ance-based learning opportunities in the D e g ree re q u i r ements re f e r ence the a reas of articulating and implementing a Standards of the National Policy Board for For a concentration in Probation and Parole vision for learning, promoting an eff e c t i v e Educational Administration, utilized by the Counseling, students would take the follow- i n s t ructional program, managing re s o u rc e s Educational Leadership Constituent Council ing in place of six (6) credits of electives: for a safe learning environment, collaborat- (ELCC): ing with families and community members, PPCS-501 Sociology and Psychology 1 . Meet general master’s degree p romoting the success of all students in an of Crime and Delinquency re q u i re m e n t s . ethical manner, and recognizing the influ- PPCS-510 Seminar in Probation and 2 . Candidates will demonstrate course ence of the larger political, social, economic, Parole Counseling Services understandings through actual classroom legal, and cultural context. The pro g r a m p re p a res students for formal instru c t i o n a l and school applications that are re f e renced Professional Counselor s u p e rv i s o ry roles by emphasizing the knowl- to state adopted core curriculum content Development Opportunities edge, skills and dispositions needed to s t a n d a rds and professional development (NON-DEGREE) assume leadership responsibilities for school s t a n d a rds, the S t a n d a rds for School Leaders of and district-wide improvement initiatives. the Interstate School Leaders Consortium, and Professional Counselor The program also serves those students who the candidate proficiencies developed by Licensure Series seek a graduate program that will develop the Educational Leadership Constitutient Graduates of master’s degree programs in their professional capacities as teacher- l e a d- C o u n c i l . counseling are advised appropriately and take ers. Increasingly teachers are called upon to 3. Develop and refine the personal courses off e red that are appropriate for those play a leadership role in the following are a s : leadership platform statement throug seeking professional counseling licensure . c o o r dinate and evaluate standards-based cur- out the program. ricular programs; assess the outcomes of 4. Complete a nine to twelve hour standards School Counselor i n s t ruction; support the work of other teach- and outcome-based growth project in Certificate Program ers through mentoring, peer coaching, and each class and a 150 hour “capstone This certificate program meets or exceeds collaborative problem solving; contribute to internship” in the final Seminar and certification requirements in most states. the professional development of the staff Practicum Supervision course. Students are responsible for applying for t h rough a variety of in-service programs; and 5. Complete all course and program certification in states other than New Jersey. to promote a positive climate and culture for requirements. l e a rning. A Leadership Growth Pro j e c t s 6. Satisfy matriculation requirements in Director of Counseling Services P o rtfolio will be submitted to document the accordance with established procedures. This program is designed for school coun- continuous and sustained accomplishments 7. Submit the Leadership Growth Projects selors who wish to be certified as director of of the candidates in the appropriate work portfolio. counseling services. The applicant’s academ- setting. All students will be given an oppor- 8. Pass the required comprehensive ic and experience backgrounds are assessed tunity to practice and develop their superv i- examination in Curriculum, Instruction in terms of state certification requirements. s o r y leadership skills in a culminating and Supervision. i n t e rnship experience. Upon completing the 9. Complete a comprehensive and sustained p rogram, graduates will qualify for the New internship throughout enrollment in Jersey Instructional Supervisor Certificate. the program.

p ag e 23 EDUCATION

Course Requirements CURR-533 Elementary School Supervisor Certification Program (36 semester hours) Curriculum for New Jersey CURR-534 Secondary School Curriculum This program is designed for experienced Group I-Core Courses CURR-535 Theory and Practice of and fully-certified teachers and other related (24 semester hours) Bilingual Education instructional personnel to gain the necessary CURR-536 Special Studies in skills and professional knowledge to become Area 1. Curriculum, Instruction and supervisors in a school system. It is a coher- Curriculum and Instruction Sequence Supervision ent program that develops the re f l e c t i v e (12 semester hours) CURR-537 Early Childhood Curriculum capacities of students to perform a wide CURR-531 Curriculum Development Models and Methods range of supervisory functions in accord with and Design CURR-544 Modern Developments in the recognized professional standards, best prac- CURR-532 Strategies for Curriculum Teaching of Foreign tices and values. Students should note that Languages Change the recommended course sequence set by CURR-545 The Middle School Rider University has been approved by the CURR-538 Curricular and Curriculum Instructional Improvement New Jersey Department of Education for the CURR-546 Practicum in Classroom New Jersey supervisor’s certificate and meets CURR-548 Curriculum and Instruction Inquiry for Diverse Learners the four course requirements established by CURR-547 Practicum in Classroom the Department: a course in the general prin- Learning Area 2. ciples of staff supervision (N-12); two cours- GLTP-510 Curriculum and Teaching in es in general principles of curriculum devel- Supervision and Administration the Elementary School I Sequence opment (N-12); and a practicum in supervi- GLTP-515 Curriculum and Teaching in sion where students will be expected to com- (12 semester hours) the Elementary School II plete a mentored internship in a school or EDAD-505 Supervisory Leadership GLTP-520 Curriculum and Teaching in appropriate work setting as a requirement of for Improved Instruction Secondary Schools the culminating course in the sequence. and Learning CURR-600 Independent Study and EDAD-507 Educational Issues Research in Curriculum, and the Law Instruction and Supervision Admission to the Program EDAD-510 Seminar and Practicum in EDAD-501 Concepts of Educational Prospective students must meet the following requirements to be admitted to the pro- Supervision Administration gram 1) a standard New Jersey instructional EDAD-511 Applying Group EDAD-513 Human Resource certificate or educational services certificate Processes in Supervision Development in Educational Settings or its out-of-state equivalent, 2) complete three years of successful, full-time teaching Group II-Research and Educational EDAD-515 Mentoring Beginning Teachers experience under the appropriate certificate, Foundations Courses 3) a master’s degree from a regionally accred- (6 semester hours) EDPS-503 Human Growth and Development ited college or university, 4) present recom- EDPS-507 Advanced Educational mendations from two educational leaders, Area 1 with whom you are currently working, e.g. Research (3 semester hours) Psychology EDPS-508 Psychology of Cognitive one’s department chair, supervisor, principal, EDAD-521 Research Strategies and Processes and Learning and/or superintendent, and 5) an interview Data-Based Decision Making EDPS-512 Psychology of Exceptionality with the program coordinator. for Educational Leaders EDSO-501 Community Agencies EDSO-510 Sociological and Cultural Course Requirements Area 2 Foundations of Education Foundations of Education READ-501 Psychology and Pedagogy of Curriculum Development (3 semester hours) the Reading/Language Arts Requirements EDUC-515 Issues in American Schools Process (6 semester hours) and Society READ-502 Curriculum, Instruction and CURR-531 Curriculum Development Supervision in Reading/ and Design Group III-Electives Language Arts Process CURR-532 Strategies for Curriculum (6 semester hours) READ-503 Content Reading in High Change BSED-504 Curriculum Strategies and School, College and or Evaluative Concepts in Continuing Education CURR-538 Curricular and Instructional Business Education READ-507 Survey of Curriculum and Improvement BSED-506 Administration and Materials in Reading/ Supervision of Business and Language Arts Staff Supervision Course Require m e n t Vocational Education READ-508 Literacy and the (3 semester hours) BSED-519 Directed Study and Research Bilingual/Bicultural Child EDAD-505 Supervisory Leadership for in Business Education READ-510 Foundations of Linguistics Improved Instruction BSED-525 Dynamics of the American and Psycholinguistics and Learning (Required) Free Enterprise System READ-511 Research into and Survey of Supervision Practicum Requirement BSED-530 Emerging Instructional Literature for Children EDAD-510 Seminar and Practicum in Strategies in Business READ-512 Adolescent Literature Supervision Education SPED-530 Positive Behavior Support pa ge 24 EDUCATION

Master of Arts in Educational m a s t e r’s degree for the state school business lum content standards and professional Administration administrator certificate. Either a Master of development standards, the Standards for (36 semester hours) A rts in Educational Administration, licen- School Leaders of the Interstate School Leaders s u re as a Certified Public Accountant, or Licensure Consortium, and the candidate Program Description completion of a sequence of courses beyond a p r oficiencies developed by the The programs in Educational Administration m a s t e r’s degree will lead to eligibility for the Educational Leadership Constituent at Rider University pre p a re candidates for state certificate. A course sequence also exists Council. leadership positions at diff e rent administra- at Rider as a possible certification route in 3. R e f e r ence the ISLLC and ELCC tive levels in elementary and secondary addition to the Option II Degree program. Standards throughout the program; schools, colleges and related educational I n s t ructional strategies are utilized in the 4. Develop and refine the personal leader- o rga nizations. The programs have been p rogram sequences that promote personal ship platform statement throughout the designed to be developmental and experien- initiative, pro-active engagement, and collab- program. tial in nature, fostering ethical behavior and orative learning opportunities. This is accom- 5. Complete a 9-12 hour standards and the improvement of self and one’s pro f e s s i o n . plished through scholarly inquiry in the outcome-based growth project in each Candidates are pre p a red for leadership oppor- knowledge base of leadership and org a n i z a- class and a 150 hour “capstone intern- tunities in a collegial and collaborative aca- tional behavior, management strategy, and ship” in the Seminar/Practicum in demic environment that promotes inquiry best practice applications in curriculum and Educational Leadership. and discovery, personal growth and initiative, i n s t ruction. The sequence of courses in each 6. Satisfy matriculation re q u i r ements in and professional development. Both Option option will be taken in a prescribed ord e r accordance with established procedures; Sequences build upon and re f e rence the that is established with the student at the 7. Submit the Leadership Growth Portfolio Interstate School Leaders Licensure Consort i u m beginning of study at Rider University. Each Project. (ISLLC); S t a n d a rds for School Leaders, and the d e g ree program and certification option pro- 8. Pass the required comprehensive exami- S t a n d a rds of the National Policy Board for vides for internship experiences that extend nation in educational administration; Educational Administration, utilized by the t h rou ghout the course of study. Port f o l i o 9. Complete a comprehensive standards- Educational Leadership Constituent Council p rojects document the continuous and sus- based self-assessment. ( E L C C ) . tained accomplishments of the candidate in the appropriate work setting. All degree can- A d m i n i s t ration and Supervision The Option I Sequence pre p a res candidates didates must complete a compre h e n s i v e D e g ree Pro g ram – Option I for leadership positions as a principal, assis- i n t e rnship experience that is cooperatively S e q u e n c e tant principal, dire c t o r, or superv i s o r. The developed between the candidate, a site- The Master of Arts in Educational Option I Sequence is approved by the State of based mentor, and the university pro f e s s o r. Administration is a program designed for New Jersey to meet the established degre e Please contact the program coordinator for candidates who aspire to school leadership re q u i rements for candidates for leadership any additional information needed. positions as a supervisor, director, assistant positions in public schools. The superv i s o r principal, or principal. The framework for c e rtificate is issued by the state to applicants Admission Requirements the program has been established to meet upon graduation. Passing the re q u i red state 1. Complete the general master’s degree preparatory requirements as established in examination for certification and fulfulling application requirements. the New Jersey Administrative Code (6A:9- all mentorship experiences after graduation 2. A minimum 2.5 undergraduate GPA is 12.5) as well as the challenges, responsibili- a re re q u i rements to achieve permanent cert i- required for admission. ties, and opportunities inherent in educa- fication as a school administrator in New 3. Two letters of recommendation. At least tional leadership. The complete internship J e r s e y. The Certificate of Advanced Study in one letter of recommendation from a experience begins and is documented from Educational Administration and Superv i s i o n current district or school administrator the first course, and the “capstone” intern- is a certification program designed for candi- and a second letter of recommendation ship experience (EDAD-591) concludes the dates with a master’s degree and a superv i s o r’s from either another administrator, or an program. license. Certification in Pennsylvania as an immediate supervisor or a team leader. E l e m e n t a ry or Secondary Administrator cur- Students applying from a non-school set- Group I:–Administration rently re q u i res either a program of eight lead- ting must supply equivalent letters from and Leadership ership courses or completion of a Master of current supervisors. (18 semester hours) A rts Degree in Educational Administration. 4. Submission of an initial personal leader- EDAD-501 Introduction to Educational Either a focused course sequence or the ship platform statement in educational Leadership and Option I Degree Program Sequence taken at administration. Organizational Theory into Rider meets Pennsylvania re q u i re m e n t s . 5. An interview with the program coordi- Practice Passing the re q u i red state licensure examina- nator and a recommendation for accept- EDAD-507 Educational Issues and tion is an additional re q u i r ement for ance into a sequence of study. the Law Pennsylvania certification as a school admin- EDAD-513 Human Resources i s t r a t o r. Degree Requirements Leadership in Educational The Option II Sequence at Rider is 1. Meet general master’s degree require- Settings designed for the candidate seeking a career as ments. EDAD-514 Issues in Financing a school business administrator. The Option 2. Candidates will demonstrate course Education and Fiscal II Sequence leads to the degree with a focus understandings through actual class- Operations in school business administration. A re c e n t room and school applications that are code change in New Jersey now re q u i res a referenced to state adopted core curricu-

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EDAD-521 Research Strategies and Required Courses in the Group II - Supervision Data-Based Decision Certificate Sequence and Curriculum Making for Educational EDAD-501 Introduction to Educational (6 semester hours) Leaders Leadership and CURR-532 Strategies of Curriculum EDAD-591 Internship/Practicum Organizational Theory Change in Educational Leadership into Practice EDAD-511 Applying Group Processes in EDAD-507 Educational Issues Supervision Group II - Supervision and the Law (6 semester hours) EDAD-511 Applying Group Processes Group III - School Business EDAD-505 Supervisory Leadership in Supervision Administration for Improved Instruction EDAD-513 Human Resources Leadership (9 semester hours) and Learning in Educational Settings EDAD-508* Educational Leadership in EDAD-511 Applying Group Process EDAD-514 Issues in Financing Education School Business in Supervision and Fiscal Operations Administration EDAD-521 Research Strategies and EDAD-509* Financial Management Group III - Curriculum Data-Based Decision and Accounting in Schools and Instruction Making for Educational EDAD-512* Facility Planning and (9 semester hours) Leaders Development in School CURR-531 Curriculum Development EDUC-515 Issues in American Schools Communities and Design and Society CURR-538 Curricular and Group IV - Foundations Instructional Improvement School Business Administration (3 semester hours) CURR-548 Curriculum and Instruction (Option II Sequence) EDUC-515 Issues in American Schools for Diverse Learners (36 semester hours) and Society The Master of Arts in Educational *These courses meet the state approved cer- Group IV - Foundations Administration, Option II, is a pro g r a m tification program for School Business (3 semester hours) designed for candidates who aspire to a leader- Administrator. EDUC-515 Issues in American ship position as a School Business Schools and Society A d m i n i s t r a t o r. The framework for the pro- School Business Administrator gram has been established to meet pre p a r a t o ry Certification Program Certificate of Advanced Study in re q u i rements as established in the New Jersey (School Business Administrator certificate) Educational Administration and Administrative Code (6A:9-12.7) as well as This program is designed for candidates who Supervision the challenges, responsibilities, and opport u n i- aspire to a leadership position as a school (Principal Cert i f i c a t e ) ties inherent in educational leadership. business administrator. Candidates for the The Certificate of Advanced Study in Candidates are expected to have completed certification program have completed a mas- Educational Administration and Superv i s i o n state re q u i red coursework (undergraduate or ter’s degree in an area of study other than is a sequence option designed for candidates graduate) in economics and accounting prior Educational Administration. the framework who aspire to school leadership positions as a to acceptance into the degree program. A “con- for the program has been established to meet d i re c t o r, assistant principal, or principal. ditional acceptance” into the program can be preparatory requirements as established in Candidates have completed a master’s degre e given, requiring applicants without these two the New Jersey Administrative Code (6A:9- and hold New Jersey certification as a superv i- courses to complete them before beginning 12.7), as well as the challenges, responsibili- s o r. A second course in supervision (EDAD- matriculation. The complete internship expe- ties, and opportunities inherent in educa- 511) is re q u i red of candidates who have pre v i- rience begins with and is documented from the tional leadership as a school business admin- ously taken only one course in a state- first course and concludes with the “capstone” istrator. a p p roved superv i s o ry certification sequence. i n t e rnship experience (EDAD-591). Candidates are expected to have completed An internship experience begins with and is state required coursework (undergraduate or documented from the first course. The Group I - Administration graduate) in economics and accounting prior a p p roximately 60-70 hours of field-based (18 semester hours) to acceptance into the certification program. experience under the supervision of a mentor EDAD-501* Introduction to Educational a “conditional acceptance” into the certifica- translates leadership theory into practice. The Leadership and tion sequence can be given, requiring appli- frameworks for the program have been estab- Organizational Theory cants without the two courses to complete lished to meet pre p a r a t o ry re q u i rements as into Practice them before beginning the third course in established in the New Jersey Administrative EDAD-507* Educational Issues the six course certification sequence. An Code (6A:9-12.5) as well as the challenges, and the Law internship experience begins with and is doc- responsibilities, and opportunities inherent in EDAD-513* Human Resources Leadership umented from the first course. The field- educational leadership. in Educational Settings based experiences under the supervision of a EDAD-514 Issues in Financing Education mentor helps translate leadership theory into and Fiscal Operations practice for the candidate. EDAD-521 Research Strategies and Data- Based Decision Making for Educational Leaders EDAD-591 Seminar/Practicum in Educational Leadership pa ge 26 EDUCATION

Required Courses in the Certificate •a capacity in organizational information Group II - Elective Courses Sequence systems and data administration; (12 semester hours)** EDAD-501 Introduction to Educational •use of strategic and long-range planning HSAD-509 Communications in Human Leadership and as an analytical administrative tool; Service Administration Organizational Theory •a proficiency in written and oral com- HSAD-519 Long-Range Planning into Practice munication capabilities; HSAD-521 Data Analysis EDAD-507 Educational Issues •appropriate field experiences that link HSAD-539 Labor Relations and the Law conceptual analysis with applied situa- HSAD-547 Budgeting Applications EDAD-508 Educational Leadership in tions. HSAD-549 Capital Budgeting/Long School Business Term Financing Administration Admission Requirements HSAD-560 Independent Study and EDAD-509 Financial Management Admission into the program occurs in the Research in Human Services and Accounting in Schools summer, fall, and spring semesters. The fol- Administration EDAD-512 Facility Planning and lowing criteria must be met: HSAD-563 The Administration Development in School 1. Complete the general master’s degree of Justice Communities application requirements. HSAD-565 Seminar on Selected Topics EDAD-513 Human Resources 2. An undergraduate degree with a HSAD-569 Administering Health Leadership in Educational minimum GPA of 2.5. Applicants who Systems Settings have completed graduate level courses HSAD-575 Contemporary Ethics in must have a minimum GPA of 3.0 in Human Services Master of Arts in Human Services their graduate courses. Organizations Administration 3. Two current professional letters of HSAD-580 Financial Administration in (39 semester hours) recommendation. The letters should be Health and Community from people who can evaluate your Services Program Description academic abilities, dependability and HSAD-581 Human Resource Built on a human relations foundation, responsibility. Administration and Labor human services administration programs are 4. An interview with the program Relations in Health designed for individuals from diverse educa- coordinator. and Community Services tional and employment backgro u n d s . HSAD-582 Health and Community P rograms foster and develop leadership Degree Requirements Services Supervisory skills in people who interact with other peo- 1. Meet general master’s degree Administration ple toward the accomplishment of organiza- requirements. HSAD-583 Legal Issues in Health and tional goals. Letters of re c o m m e n d a t i o n 2. A passing grade on the comprehensive Community Services must be from qualified professionals and/or examination. Administration academics from the applicant’s major field. 3. Successful completion of all academic and ** Elective courses are open to students in This degree is designed primarily for field requirements. human services administration program and those who seek to understand and practice other programs. the full range of sound administrative con- Course Requirements cepts in settings such as non-profit organi- Group I - Core Courses - required Group III - Capstone course - zations and other non-school and non-corpo- (24 semester hours)* required rate management environments. HSAD-500 Concepts of Administration (3 semester hours) Key to this program is the development HSAD-516 Political and Legal HSAD-559 Seminar Project of a number of competencies, including: Environments of •a comprehensive view of the theories, Organizations Group IV - Field Experience concepts and ideas related to organiza- HSAD-517 Economic Concepts of (determined by advisor) tional behavior; Administration HSAD-570 Internship •an understanding of the processes and HSAD-526 Concepts of Research For those students admitted without signif- applications of decision-making; HSAD-527 Information Systems and icant administrative experience, there is an •a knowledge of human relations, legal Data Administration internship of three to six semester hours that issues and application of the dynamics of HSAD-536 Group Process in Supervision may be required. In addition, to be consid- interpersonal skills; HSAD-537 Human Resource ered for matriculation, a student must have •a proficiency in budgeting and financial Development successfully completed either HSAD-500 or management; HSAD-546 Concepts of Budget and HSAD-516 and either HSAD-536 or •a broad analysis of the external political, Finance Systems HSAD-537. economic and legal environment in which organizations function; •the ability to direct administrative research and to use research findings in decision-making and program evaluation;

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Human Services Administration Certificate in Advanced 3. Two current professional letters of Certificate Programs Governmental Administration recommendation. (9-15 semester hours) (15 semester hours) 4. An interview with the program For those who are interested in certificate HSAD-500 Concepts of Administration coordinator. programs connected with the human services HSAD-516 Political and Legal administration master’s degree program, four Environments of Degree Requirements: concentrations have been developed. Organizations 1. Meet general master’s degree Successful completion of the following HSAD-517 Economic Concepts of requirements. sequence of courses in these options will pro- Administration 2. A passing grade on the comprehensive vide students certificates issued. HSAD-527 Information Systems and examination. Students may elect to enter the certificate Data Administration 3. Successful completion of all academic and programs to obtain the certificate only or to HSAD-547 Budgeting Applications field requirements. obtain the certificate and use the applicable certificate courses toward the master’s degree Master of Arts in Reading/ Course Requirements in human services administration. Language Arts Group I - Foundations of (36 semester hours) Reading/Language Arts Certificate in Budgeting Program Description (21 semester hours) and Financial Administration This degree program prepares students to READ-501 Psychology and Pedagogy of (9 semester hours) become reading specialists and teachers of the Reading/Language Pro c e s s HSAD-546 Concepts of Budget and reading in schools and other settings. The READ-502 Curriculum, Instruction and Finance Systems program is approved by the New Jersey State Supervision in Reading/ HSAD-547 Budgeting Applications Board of Education for preparation of certi- Language Arts HSAD-549 Capital Budgeting and fied reading specialists and teachers of read- READ-503 Content Reading in High Long-Term Financing ing. Because the program is nationally School, College and accredited, graduates qualify for reading spe- Continuing Education Certificate in Health and cialist certification in states across the coun- READ-504 Diagnosis of Reading/ Community Services Administration try including Pennsylvania, New York, and Language Abilities and (9 semester hours) Delaware. Disabilities: Seminar and HSAD-565 Seminar on Selected Topics in The program incorporates a theory-based Practicum Gerontology curriculum that defines reading and writing READ-505 Supervised Practicum/ HSAD-569 Administering Health as language processes. Translation of the the- Clinical Work in Systems oretical base occurs in three practicum expe- Reading/Language Arts HSAD-580 Financial Administration in riences in the Rider University Center for READ-508 Reading and the Health and Community Reading and Writing, a learning center con- Bilingual/Bicultural Child Services sidered one of the best in the nation. In this READ-509 Advanced Supervised HSAD-581 Human Resource setting, students assess students with disabil- Practicum/Clinical Work in Administration and Labor ities in language, learning, reading and writ- Reading/Language Arts Relations in Health ing, listening and speaking, and also stu- READ-600 Independent Study and and Community Services dents who are gifted in these areas as well. Research in Reading/ HSAD-582 Health and Community Remedial, developmental and gifted pro- Language Arts Services Supervisory grams are used in the Center with children of Administration all ages, grades, and abilities. The experi- Group II - Literature and HSAD-583 Legal Issues in Health and ences in the Center replicate, as much as pos- Language Foundations Community Services sible, a classroom as well as a basic skills and (6 semester hours) Administration resource room setting. A professional faculty (3 semester hours in Literature and 3 semester trained in this integrated language art s hours in Linguistics) Certificate in Information Systems approach and certified as reading specialists READ-510 Foundations of Linguistics and Data Administration assist and supervise in the training process. and Psycholinguistics (9 semester hours) And one of the following: HSAD-521 Data Analysis Admission Requirements READ-511 Research Into and Survey of HSAD-527 Information Systems and Admission into the program occurs in the Literature for Children Data Administration summer, fall, and spring semesters. The fol- READ-512 Adolescent Literature HSAD-565 Seminar on Selected Topics lowing criteria must be met: (Information System/Data 1. Complete the general master’s degree Group III - Educational Foundations Administration in the DBMS application requirements. (3 semester hours) Environment, and 2. An undergraduate degree with a May be taken in another category with con- Information Centers and the minimum GPA of 2.5. Applicants who sent of advisor if similar course work has Administrator) have completed graduate level courses been completed. must have a minimum GPA of 3.0 in their graduate courses.

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Group IV - Research and another field and successfully complete the Group 1 - Introductory Courses Measurement Foundations p rogram will be eligible for a New Jersey (6 semester hours) (6 semester hours) Teacher of Students with Disabilities EDPS-512 Psychology of Exceptionality EDUC-500 Introduction to Research E n d o r s e m e n t . SPED-530 Positive Behavior Support EDPS-506 Testing and Measurement Techniques in Reading/ Admission Requirements Group 2 - Core Courses Language Arts Admission into the program occurs in the (21 semester hours) summer, fall, and spring semesters. (Prerequisites for all courses in this section Group V - Educational Psychology The following criteria must be met: are EDPS-512 and SPED-530) (3 semester hours) 1. Complete the general master’s degree EDPS-531 Assessment for Instruction in EDPS-512 Psychology of Exceptionality application requirements. Special Education* 2. An undergraduate degree with a SPED-510 Instructional Practices for Master of Arts in Reading/ minimum GPA of 2.75. Applicants who Students with Mild Language Arts and Teacher have completed graduate level courses Disabilities Preparation Combined Program must have a minimum GPA of 3.0 in SPED-511 Instructional Practices for Many states require teacher certification as a their graduate courses. Students with Severe prerequisite for the reading specialist certi- 3. Two current professional letters of Disabilities fication (e.g., New Jersey). Students may recommendation. At least one letter from SPED-513 Inclusive Educational combine the master of arts in language arts a district or school administrator or Practices with the teacher certification program. A immediate supervisor. SPED-520 Collaboration, Consultation, student interested in enrolling in both pro- and the Inclusive Classroom grams must make application to each. Some Degree Requirements SPED-525 Transition to Adult Life courses fill re c i p r ocal re q u i r e m e n t s . 1. Meet general master’s degree re q u i re m e n t s . Program advisors will guide students to 2. Successful completion of all academic and select courses appropriately. field requirements. Group 3 - Educational Foundations 3. Completion of 39 (33 for those with (6 credits) Master of Arts Degree in existing New Jersey Teacher of the EDUC-500 Introduction to Research Special Education Handicapped or Teacher of Students with EDSO-510 Sociological and Cultural (39 semester hours) Disabilities certification) graduate Foundations of Education semester hours with a minimum GPA of Program Description 3.00 on a 4.0 scale. Group 4 - Electives The Master of Arts in Special Education 4. Successful completion of 100 hours of (3 credits) P rogram is designed to pre p a re cert i f i e d field experience. EDPS-508 Psychology of Cognitive teachers to teach students with special needs 5. Students must successfully pass a Processes of Learning in a variety of settings. This program pro- comprehensive examination covering GLTP-502 Curriculum, Instruction, and vides opportunities for students to under- knowledge and skills related to the field Supervision in Reading/ stand the nature and causes of disabilities, of special education. Language Arts become familiar with agencies and re s o u rc e s 6. Satisfaction of all requirements for for persons with disabilities, and learn best matriculated status. Students may apply Group 5 - Capstone Course practices and materials for teaching students for matriculation when they have (3 credits) with disabilities. This knowledge base, com- completed 9-15 credits in the program. SPED-590 Professional Seminar in bined with a variety of shared experiences, Applicants for matriculation will be Special Education p rovides opportunities for teachers to develop considered based on academic progress their expertise and become confident in their and demonstration of professionalism. Teacher of Students with Disabilities ability to work with students with special Certification Program needs and become leaders in meeting the Course Requirements (21-27 semester hours) challenges of diverse classro o m s . Students entering with an undergraduate For individuals who already hold New degree in education and teacher certification Jersey Teacher of the Handicapped or Te a c h e r Program Description will be required to take the following cours- of Students with Disabilities certification, a The graduate education certification pro- es in each area listed. Special education 3 3 - c red it sequence is available to pro v i d e gram for teacher of students with disabili- o p p o rtunities for them to further develop courses in Group 2 (Core Courses) must be ties includes the 21 semester-hour credits their knowledge base and become experts in completed in the order listed. Based upon a required by the State of New Jersey for the field of special education. review of previous coursework by their advi- endorsement as a teacher of students with For individuals who are currently pre p a re d sor, students entering with an undergradu- disabilities for someone who is already fully to teach in general education settings, a 39- ate degree in special education and certifica- certified as a teacher. It is recommended that c r edit course sequence is designed to tion, as a teacher of students with disabili- courses be taken in order according to the s t rengthen their preparation to meet the ties or teacher of the handicapped may be following sequence. needs of all children, particularly those with able to waive up to 9 credits. disabilities. Students who currently hold a regular New Jersey instructional certificate in

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Applications Requirements Certificate of Eligibility for Teacher of and practice. It is designed for part - t i m e 1. A completed application form with Students with Disabilities e n rollees who take one or two courses per application fee. (Alternate Route) s e m e s t e r. The teaching internship re q u i re s 2. Official transcripts from all colleges and Rider University offers a six-credit sequence full-time enro l l m e n t . universities attended. that enables candidates to apply for a People who complete all the re q u i rements of 3. Two current letters of recommendation. At C e rtificate of Eligibility for Teacher of this State approved and nationally accre d i t e d least one letter from a district or school Students with Disabilities from the New Graduate Level Teacher Preparation pro g r a m administrator or immediate supervisor. Jersey Department of Education. Candidates a re eligible to receive a New Jersey Cert i f i c a t e 4. Applicants must currently hold a regular must complete the following courses: of Eligibility with Advanced Standing, which New Jersey instructional certificate in authorizes the holder to seek and accept off e r s another field. EDPS-512 Psychology of Exceptionality of employment in New Jersey schools. After a SPED-530 Positive Behavior Support year of mentorship on the job in a New Jersey Course Requirements school, the certificate becomes valid for the People who take these two courses are eligible The graduate education certification pro- lifetime of its holder. New Jersey has dire c t e d to apply for a Certificate of Eligibility fro m gram for teacher of students with disabilities other states to accept the Certificate of the New Jersey Department of Education, will require the 21 semester-hour credits Eligibility with Advanced Standing as evi- which allows them to teach in a special edu- dence of completion of an approved college required by the State of New Jersey for cation classroom while they pursue the endorsement as a teacher of students with teacher education pro g r a m . remainder of a program, whether it be disabilities. Students must possess an exist- Students seeking out-of-state cert i f i c a t i o n Teacher of Students with Disabilities (for ing New Jersey Certificate of Eligibility (CE) will find that completing an NCATE (nation- those who are already certified in another in another area. Note: courses in bold are ally) approved program will enable them to a rea) or initial certification, which is available courses required as the initial six credits for a become certified immediately in many states. t h rough our Graduate Level Te a c h e r Since each state has its own re q u i rements for Certificate of Eligibility (CE) as mandated by P reparation pro g r a m . NJ licensure code. teacher certification, it is wise for students to contact the certification office (Memorial Certification and Endorsement Required Courses Hall, 116) for assistance in determining out- Programs EDPS-512 Psychology of of-state certification re q u i rements and state We offer a number of programs for individu- re c i p rocity agreements. Each subject specialty Exceptionality ...... 3 als who are not seeking a degree, but who has a pre requisite equivalent of a liberal art s SPED-530 Positive Behavior want to fulfill state re q u i rements for a cert i f i- and science undergraduate major or a subject- Support ...... 3 cation or endorsements. Some of these cert i f i- a rea major. The elementary education pre re q- EDPS-531 Assessment for Instruction in cations have been presented in the section on uisite is any liberal arts and science major (or Special Education ...... 3 M a s t e r’s degrees within the appropriate pro- 60 semester hours that comprise the equiva- (Prerequisite: EDPS-512) gram. Three of them are not associated with a SPED-510 Instructional Practices for M a s t e r’s degree and are presented here : lent of a major). Subject specializations (for Children with Mild Graduate Level Teacher Certification, P-3 “ s e c o n d a r y” level subject area teaching) Disabilities ...... 3 C e rtification and Endorsement and Te a c h e r- re q u i re at least 30 semester hours in the (Prerequisite: EDPS-531) C o o rdinator of Cooperative Vo c a t i o n a l - a p p ropriate disciplines. SPED-511 Instructional Practices for Technical Education Pro g r a m s . In addition, we are creating a Master of Art s Children with Severe in Teaching Program. When this pro g r a m Disabilities ...... 3 General Application Requirements receives state approval, students will be able to (Prerequisite: EDPS-531) They are the same as the Master’s level appli- transfer 12 of their course credits from the SPED-512 Inclusive Education Practices .3 cation requirements. Graduate Level Teacher Preparation pro g r a m (Proposed New Course) into the MAT degree if they choose to contin- SPED-525 Transition to Adult Life . . . . .3 ue their teacher education. (Prerequisite: EDPS-512) Graduate-Level Teacher We offer the following programs which will lead to teacher certification in the State of Additional Courses Certification Program New Jersey: The following supplemental courses are Business Education (K-12) Program Description offered for students who wish to expand their Elementary Education (K-5) The Department of Graduate Education and knowledge of students with special needs. English as a Second Language Human Services offers a graduate-level pro- These courses may be taken over and above English Language Arts Education (K-12) gram suited for college graduates seeking the Mathematics Education (K-12) the required program sequence. intial teaching certificate. The Graduate- Preschool-Grade 3 (certification) Level Teacher Certification Program is appro- (for endorsement, see P-3 Endorsement) C U R R - 5 4 8 Issues in Special Needs and priate for applicants who have a proven re c o rd Science Education(K-12) Multicultural Education . . . . .3 of academic perf o rmance, who are committed EDPS-508 Psychology of Cognitive to the ideals of the teaching profession and Social Studies (K-12) (Biological Sciences, Processes and Learning ...... 3 who have the potential to succeed as a teacher. Chemistry, Physics, Earth Sciences) Rider offers a streamlined, rigorous, and World Languages sequential program of professional studies (French, German, Spanish; K-12) that combines the best of theory, re s e a rc h ,

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Application Requirements Graduate-Level Teacher EDSO-510 Social/Cultural Foundations Each candidate will be reviewed for both Certification Program (GLTP) or academic and personal qualifications to 1. GLTP-500 Conceptual Frameworks for CURR-548 Curriculum and Instruction for judge potential for success as a teacher. Teaching and Learning. Diverse Learners Admission is competitive; there f o re, the 2. GLTP-502 Curriculum and Instruction in Cross-Cultural Sensitivity. Candidates must points listed below represent minimum crite- Reading/Language Arts: Early Literacy; demonstrate, by life experiences or study, a ria for acceptance and do not guarantee or GLTP-503 Curriculum and Instruction basic understanding of the problems facing acceptance. Admission requirements for the in Reading/Language Arts: Literacy and ethnolinguistic minority learners. Graduate-Level Teacher Cert i f i c a t i o n Learning in Content Areas; or READ-502 Program include the following criteria: or ECED-540 Emergent Literacy P-3. Selective Retention in Graduate 3. GLTP-570 Seminar and Internship in Level Teacher Certification 1. A completed application form with appli- Teaching. (9 credits) The Graduate-Level Teacher Cert i f i c a t i o n cation fee. In addition to these general requirements, P rogram conducts reviews of students’ pro- 2. A bachelor’s degree from an accredited you need specific courses for your area of fessional growth throughout the pro g r a m . institution. specialization: The program may refer a student to the 3. A 2.75 cumulative grade point average or Faculty Committee on Pro f e s s i o n a l above from undergraduate studies. Elementary Education certification Development in Teacher Education whose 4 . The elementary education certification (6 semester hours) c h a rge is to conduct a special evaluation of p re requisite is any liberal arts and science GLTP-510 Curriculum and Teaching in individuals enrolled in teacher education pro- major or its equivalent (30 semester hours). the Elementary School I: Mathematics, grams. The committee must ensure that only Each subject specialty certification and those students who show promise of success (English Language Arts, for example) has GLTP-515 Curriculum and Teaching in the in the teaching profession will be allowed to a prerequisite equivalent of a Elementary School II: Science, Social continue in the teacher education pro g r a m s . corresponding liberal arts and science Studies, & the Arts The School of Education’s Committee on undergraduate major or equivalent (that or Academic Standing conducts a continuous is, a minimum of 30 semester hours and Subject Matter (Secondary) screening of all students, including periodic appropriate distribution of courses in the Specialization evaluations of the academic performance of field related to the certification field). (6 semester hours) students enrolled in graduate education and 5. Nine undergraduate or graduate credits in GLTP-520 Curriculum and Teaching in human services programs. When necessary, courses from the behavioral sciences Secondary Schools, the committee takes appropriate action with (psychology, educational psychology, and respect to students who fail to maintain the sociology, educational sociology, social GLTP-504, 505, 506, 507 or academic and professional requirements of psychology, or cultural anthropology). EDUC-521(all are teaching methods the program. 6. A passing score on the Praxis exam in a specialized area) designated for the New Jersey state or Endorsement Programs certification being sought. Business Education certification Endorsement programs require you to have 7. Evidence of interest in teaching through (6 semester hours) a valid New Jersey teaching certificate in such experiences as parent-teacher GLTP-520 Curriculum and Teaching in elementary or subject matter (e.g. English, organization activities, substitute Secondary Schools Business, World Languages, etc.) education. teaching, serving as a teaching aide, camp or They lead only to endorsements, not to any counseling, coaching, etc. BSED-504 Curriculum Strategies and degrees. 8. A formal interview with admission Evaluative Concepts in Business Education, personnel. and General Application Requirements BSED-530 Emerging Instructional They are the same as the Master’s level Completion Requirements Strategies in Business Education application requirements. 1. Completion of all courses before internship or with a 3.0 grade point average. P-3 certification Preschool-Grade 3 (P-3) 2. Completion of GLTP-570 (6 semester hours) Endorsement Program with a C+ grade or better. ECED-522 Observation and Assessment in 3. Completion of a teaching port f o l i o . Early Childhood Education, Admission Requirements and 1. Bachelor’s degree from a regionally Course Requirements ECED-540 Developmental Curriculum and accredited institution All programs consist of three core require- Materials in Early Childhood Education 2. Grade point average of 2.75 on a 4.0 ments, including a full-time seminar and or scale in the bachelor’s degree internship experience (student teaching in a ESL certification 3. Valid New Jersey teaching certificate in school setting plus a seminar on campus) (12 semester hours) elementary education. and 2-4 specialized courses in your area of EDUC-520 Instructional Linguistics and specialization. All courses are 3 cre d i t s Second Language Learning, and unless otherwise indicated. EDUC-521 Teaching a Second Language, and EDUC-560 Educating and Evaluating the Bilingual Child, and

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Courses Admission Status For students in the counseling services Fifteen semester hours as follows: program, the following requirements exist: ECED-522 Observation and Assessment Upon completion of the steps in the applica- the matriculation rating form will be com- in Early Childhood tion procedure described above, the applicant pleted by all professors who have had profes- Education will be assigned to one of the following clas- sional contact with candidates thro u g h ECED-507 Emergent Literacy P-3 sifications once admitted: courses, research, advising and supervision. ECED-540 Developmental Curriculum Candidates with a GPA of 3.0 or higher and and Materials in Early Graduate Standing an average score of 3.0 or higher on the Childhood Education The student is qualified to undertake gradu- Matriculation Rating Form will undergo a EDSO-501 Community Agencies ate study and must apply for matriculated matriculation interview with their advisor, CURR-547 Practicum in Classroom status when eligible; unless issues of professional competency have Learning been raised by any professor. Such students Conditional Standing will undergo a personal interview with a Cooperative Education Coordinator The student either has not satisfied all of the matriculation committee. Candidates whose admission requirements or has not complet- score on the Matriculation Rating Form is Program Description ed all of the undergraduate pre p a r a t o r y below 3.0 and/or have a GPA below 3.0 must Rider University offers the two re q u i re d requirements or both and may be permitted undergo a personal interview with a matric- graduate courses for this certificate. The to engage in studies during a probationary ulation committee. applicant will need to contact the state to period; make arrangements to meet the other criteria. Special Standing Transfer of Credit Admission Requirements The student does not plan to matriculate in a 1. Bachelor’s degree from a regionally Rider graduate degree. Certificate students Upon application to and before admission to accredited institution enter the program under this classification. any graduate degree program in education 2. Grade point average of 2.75 on a 4.0 (If a certificate student applies for admission and human services, students may request scale in the bachelor’s degree to a master’s degree program and is accepted, transfer of up to 12 semester hours of gradu- 3. Hold a standard instructional certificate the student may apply for transfer of certifi- ate credits completed at an accredited insti- with a vocational-technical endorsement cate course credits according to the policy tution. These credits must have been earned in any field. guidelines of the department.) within six years of the date of credit transfer a p p r oval. All transfer credits must be Courses Matriculation approved by the advisor and the department The program re q u i res six semester hours. (admission to candidacy) chair by the time of being matriculated. BSED-508 Organizing and Admission to graduate study does not guar- Courses accepted for transfer must be similar Administering Cooperative antee admission to candidacy for an advanced to re q u i red or elective courses that are Work Experience Programs d e g ree. On recommendation of the approved for the respective programs, and a COUN-505 Vocational/Career D e p a rtm ent of Graduate Education and grade of at least B must have been earned in Development Human Services, a student may be admitted each of these courses. to candidacy for the degrees of Educational Students who are eligible to transfer grad- Application Dates Specialist or Master of Arts provided the stu- uate credits from other institutions must The dates for submission of all credentials are dent meets the following qualifications: submit official transcripts of these credits. May 1 for fall semester admission considera- For all programs, the candidate must file a The department of graduate education and tion, November 1 for spring semester admis- f o rmal application for admission to candidacy human services will consider specific written sion consideration, and April 1 for summer with the chair of the graduate department. A requests for appropriate transfer cre d i t s . admission consideration; however, applicants personal interview is then conducted with Official transcripts covering courses submit- are urged to submit their credentials well each candidate. Its purpose is to supplement ted for transfer must accompany the written before these dates, as program capacity may the formal application in furnishing the grad- request for such transfer if the transcripts have already been met by these due dates. uate department a satisfactory basis for evalu- have not already been filed. Completed applications received after the ating the candidate’s personal and pro f e s s i o n- official due date may be given consideration al fitness to continue in the pro g r a m . Transfer of Credits: Ed.S. Students pending program capacity availability. The candidate must have completed nine Rationale: The Department of Graduate Individuals whose credentials are not com- (9) semester hours of graduate-level courses Education and Human Services recognizes plete by the due date cannot be guaranteed attaining an average grade of B (3.0) or above that students enrolled in an educational spe- the required admissions interview. at Rider. Application to degree candidacy cialists program may enter after completing may not be postponed beyond fifteen (15) an appropriate master’s pro g r a m . hours of graduate study. A student who does Consideration is typically given to their prior not file for matriculation once he/she has graduate training and its application to the completed fifteen (15) semester hours of c u r rent degree. The advisor and the graduate study at Rider risks having these Department Chairperson will determine the additional credits not be accepted toward number of credits to be transferred given the degree completion. following guidelines.

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Guidelines for Transfer of Credits The comprehensive examination is for Ed.S. Students a d m i n i s t e r ed once each regular semester 1. All transfer credits must carry a letter during the academic year. Only those stu- grade of at least B. dents who have achieved the following 2. Transfer credits must be taken within the requirements for the M.A. degree are eligi- six years from the date of review. ble to sit for this exam: Exceptions may be granted by the advisor 1. Matriculated status. for courses where content remains 2. A cumulative average of 3.0 or better by consistent over time and supports current the time of application for the compre- program objectives. hensive exam. 3. For students in the School Psychology 3. In the last semester of the program; or, Program, up to 36 credits may be may take the examination in the spring transferred. Students in the Counseling if only one course remains and will be Services Program may transfer up to 48 taken in the summer. Permission of pro- credits from a CACREP approved gram advisor is required. program. Students admitted from a non-CACREP approved program may transfer up to 36 credits. Application for Compre h e n s i ve 4. Official transcripts must accompany the Examination and Graduation request for transfer of credit. The advisor must approve the credits to be transferred A student who plans to take the comprehen- upon admission. sive examination and graduate must fill out 5. Credits approved for transfer will be and file an Application for Comprehensive added to the student’s transcript at the Examination and Graduation form on or time of admission to the program. before the date specified in the graduate calendar for his or her final semester. This form must be filed with the chair of the depart- Course Repeat Policy ment of graduate education and human services. Students may not repeat any graduate course for credit that they have already taken, except a course in which they have received Dismissal a grade lower than B or one from which they withdrew. Any exceptions must be approved Any of the following situations will result in by the department chair. the automatic dismissal of a student working toward a graduate degree: Comprehensive Examination •Receiving two grades of F in graduate course work; Students who are pursuing a graduate pro- •Receiving any grade of C (C+, C, or C- gram leading to the Master of Arts in coun- or lower) in more than two graduate seling services; curriculum, instruction and courses; s u p e r vision; educational administration; •Not achieving candidacy because of a human services administration; reading/lan- grade point average of less than 3.0; guage arts; or special education must suc- The Department of Graduate Education cessfully pass a comprehensive examination and Human Services reserves the right to covering knowledge of a specialized field; dismiss any student when, in the judg- major concepts, theories and ideas; tech- ment of the faculty or the officers of niques for applying to a problem are a Rider, such action seems advisable. knowledge of the specialized field and/or the related areas of foundations and research; adequate communication of ideas in light of the question(s) posed.

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Business Education (BSED) BSED-509 Principles and Strategies BSED-530 Emerging Instructional of Vocational and Cooperative Strategies in Business Education BSED-504 Curriculum Strategies and Education 3 credits Eva l u a t i ve Concepts in Business 3 credits Emphasis is placed on the enhancement of Education Designed as one of the specialized courses in teaching effectiveness in business education 3 credits the preparation of business and marketing as emerging instructional strategies are Designed to provide the student with effec- education teachers and teacher-coordinators reviewed and studied. Special attention is tive curriculum strategies and evaluative of cooperative work experience programs. devoted to the new technology and its use in concepts relative to business and office edu- The philosophy and history of education for business education while focusing attention cation programs in elementary, secondary, and about work, including technology, are to the present and future needs of the and post-secondary public and private studied along with the principles and strate- employer. Current instructional materials are schools. Students are acquainted with appro- gies for organizing and administering voca- presented and utilized. Master practicing priate curriculum and evaluation models tional cooperative education programs. business education teachers will augment the designed to plan, organize, implement, Developmental/reflective evaluative tech- instructor’s presentations. revise and assess instruction and programs. niques will be applied for the assessment of Improvement of curriculum and evaluation self, students, instruction and selected case is the primary goal. studies. Current instructional concepts, orga- Counseling (COUN) nizational and administrative strategies, leg- BSED-506 Administration and islative enactments, and regulations pertain- COUN-500 Introduction to Supervision of Business and ing to the employment of youth are includ- Counseling Services Vocational Education ed. Special attention is given to the role of 3 credits 3 credits vocational student organizations and adviso- Educational, social, and psychological foun- A study of the administrative and supervisory committees. dations of counseling services. Basic theories, ry problems associated with business and principles, and techniques of counseling and vocational education at the local, county, BSED-519 Directed Study and their applications to professional services. state, and federal levels. Administrative and Research in Business Education Emphasizes self-awareness as related to s u p e r v i s o ry improvement strategies are 1-3 credits becoming a facilitator of helping skills. The explored. Major topics include: educational Provides the student with an opportunity to team approach to counseling services and the administrative structures; role of the supervi- complete a project, resolve a problem, or contribution of the various specialties within sor of instruction; state and federal legisla- pursue a major activity that will make a con- the total counseling services program are tion; certification; personnel policies; ethical tribution to the teaching profession in busi- stressed. conduct; funding pro c e d u res; and public ness or marketing education. Each partici- relations. Improvement of administration pant, under the supervision of a senior facul- COUN-503 Group Counseling and supervision of business and vocational ty member, follows a planned sequence of 3 credits education is the primary goal. professional activity that culminates in a Analyzes the historical development of group completed written project. Pro f e s s i o n a l t r eatment methods, theories, practices, BSED-508 Organizing and teacher development is the primary goal. methods for appraising outcomes of treat- Administering Cooperative Work ment, and research findings. Includes cri- Experience Programs BSED-521 Issues and Trends in tique of recordings, demonstrations, and stu- 3 credits Information Processing dents’ own group experiences as counseling An overview of the current administrative 3 credits group members. Prerequisites: COUN-500, and instructional strategies used in organiz- A state-of-the-art experience relative to the CNPY-502. ing and administering cooperative work instructional field of information processing. experience programs at the secondary and Students are acquainted with up-to-date COUN-505 Vocational/Career post-secondary levels. Up-to-date concepts research on equipment, instructional strate- Development are reviewed relative to program approval, gies, business applications, employment 3 credits teacher coordinator certification, work agree- opportunities and evaluative practices. The P r eparation for planning and pre s e n t i n g ments, labor laws, funding, reporting super- c l a s s ro o m / l a b o r a t o ry phase of instru c t i o n vocational/career development programs at vision of student learners, related instruc- provides an opportunity to receive acquain- all levels. Analyzes vocational development tion, student wages, and vocational student tance-level instruction on modern word and theories, research, and the literature in the organizations. Current instructional materi- data processing equipment. Pro f e s s i o n a l field. The problems and techniques of pre- als are reviewed and evaluated. Improvement teacher development and improvement of senting and using occupational and career in the organization and administration of instruction in information processing are the information, educational planning, vocation- cooperative work experience programs is the p r i m a ry goals. Pre requisite: 4 credits in al planning, and individual and gro u p primary goal. typewriting. processes are stressed. Includes concepts of c a reer/life planning and counseling techniques, lifespan transitions, and the interre- lationships among work, family, and other life roles. Computer literacy is required in this course.

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COUN-510 Approaches to ed to utilize this knowledge for the develop- COUN-550 Counseling Family Counseling ment of healthy multicultural skills. A Techniques Laboratory 3 credits semester-long engagement in a multicultur- 3 credits Presents a basic understanding of major al interaction and a presentation of a multi- A basic laboratory pre-practicum for coun- a p p roaches of family counseling. Family cultural discovery project are required. seling services majors which provides oppor- counseling approaches covered include tunities for both observation of and partici- structural, systems, Ackerman, Satir, and COUN-525 Gender Issues in pation in counseling activities. The purpose analytical. These approaches are presented as Counseling of this course is to provide students with related to major problem centered family 3 credits their initial counseling experience under c o n c e r n s - - c h i l d - rearing concerns, alcohol, Examines the psychological, physiological, closely supervised conditions. The focus of drugs, child abuse, dysfunctional marriage, historical, and socio-cultural factors that this course is the development of basic coun- divorce, etc. Emphasizes self-awareness as affect the development of women and men seling skills through an emphasis on tech- related to family development. Prerequisite: across the life span and discusses implica- niques (basic and advanced listening and COUN-500, CNPY-502, or permission of tions for counseling. Focuses on relevant helping skills), strategy (the counseling instructor or advisor. gender issues including gender bias and process), and self development (the student equity, misdiagnosis, self-esteem, depres- as counselor) grounded in professional coun- COUN-515 Substance Abuse sion, violence and sexual abuse, the femi- seling theories. Prerequisites: COUN-500 Counseling nization of poverty, and the importance of and CNPY-502, or EDPS-513. 3 credits relationship for women. Presents an Analyzes the development, interv e n t i o n , o v e r view of feminist psychotherapy and COUN-580 Elementary School and treatment of drug abuse and alcoholism. explores the context of the behavioral, emo- Counseling Practicum Designed to assist counselors in identifying tional and biological problems that impact A 100-hour supervised experience in coun- drug abuse and alcoholism, examining the on mental health. Also discusses the emerg- seling and consultation in an elementary specialized approaches of counseling with ing men’s movement and trends in counsel- school setting. Students will obtain a mini- these clients and reviewing the related ele- ing men; introduces gay and lesbian issues, mum of forty (40) contact hours with ments; i.e., family participation, physical the issues of minority women, and factors in clients. The course will also provide an his- problems, effects on school or job, etc. counseling the HIV/AIDS client. torical overview of the school guidance and counseling function. Current practices for COUN-516 Co-Dependency COUN-530 Legal and Ethical Issues assessing, organizing, implementing and and Treatment in Counseling and Psychotherapy evaluating school counseling services will be 3 credits 3 credits reviewed. Students will develop knowledge Analyzes the development, intervention and Examines and analyzes the legal, ethical, and skills in the development of primary, t reatment of co-dependents. Designed to and professional parameters of counseling s e c o n d a ry, and tert i a ry interv e n t i o n s focus on the characteristics of co-dependency and psychotherapy. Discusses legal liabili- designed to promote the academic and social and how they were initiated in alcoholic ties and malpractice cases arising from con- development of children of elementary families as well as other dysfunctional fami- stitutional, tort, contract, family, privacy, school age. Students apply knowledge and lies. Symptoms will be discussed in terms of and criminal laws. Examines client rights skills developed in pre-practicum experi- p roblems with intimacy, trust, eating disor- and counselor duties and responsibilities. ences in addressing the needs of school chil- ders, assertiveness, love relationships and E x p l o r es legal, ethical, and pro f e s s i o n a l dren. Prerequisite: To be taken semester the diff e rences among co-dependents. implications of third party payment, prior to COUN-590. Specialized approaches to treating these are a s informed consent, medication, case docu- will be discussed. (Classes will involve lec- mentation, client termination and abandon- COUN-581 Secondary School t u re, discussion and students will learn and ment. Advertisement of counseling services, Counseling Practicum experience group exercises for co-dependen- crisis and case management, consultation A 100-hour supervised experience in coun- cy treatment.) Pre requisite: COUN-515 or and supervision, “duty-to-warn” and court seling and consultation in a secondary p e rmi ssion of instru c t o r. appearances of an expert witness will be school setting. Includes seminar discussions, explored. Special attention will be given to interview analyses, videotape observations, COUN-520 Multicultural Counseling child abuse reporting issues, dual relation- and individual supervision with the faculty and Relationship Development ships and to regional legal and ethical devel- supervisor. Provides the counselor-in-train- 3 credits opments. ing with the opportunity to develop and Introduces, examines, and critically analyzes practice skills and techniques necessary for and reflects upon major origins and dimen- COUN-535 Holistic Wellness the effective delivery of counseling services sions of human similarities and differences. Counseling in the secondary school setting. Reviews Explores and personalizes the social-psycho- 3 credits current practices for assessing, developing, logical and behavioral implications of these Based on current methods and re s e a rch, stu- organizing, implementing, evaluating, and similarities and differences. Examines issues dents will explore holistic wellness (e.g., spir- reflecting on counseling services as they of racism, reverse racism, age and handi- i t u a l i t y, self-direction, work and leisure , address the special needs of secondary school capped discrimination, sexism, sexual orien- friendship, and love) positive psychology students. Prerequisite: To be taken semester tation, etc., in the light of theories of indi- (e.g., hope, foregiveness, etc.), and human prior to COUN-590. vidual and group identity development and change from personal and interpersonal per- the impact of these on, between and within spectives. Counseling Theories is a pre re q u i- group relationships. Each student is expect- s i t e .

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COUN-585 Individual COUN-591 Internship a weekly seminar during which time each Counseling Practicum in Counseling II student will present and/or discuss legal, eth- 3 credits 3 credits ical, multicultural, contemporary, and clini- A supervised experience in counseling and The continuation of an internship that pro- cal issues in her/his specialty area. consulting techniques in mental health facil- vides a 300-hour field experience including ity, community counseling agency, or college all activities that a regularly employed staff setting. Includes seminar discussions, inter- member would be expected to perform (n.b., Counseling Psychology view analyses or audiotape/videotape obser- a regularly employed staff member is defined (CNPY) vations, and individual supervision with the as a person occupying the professional role to instructor. For the experienced counselor or which the student is aspiring). The intern- CNPY-502 Counseling the advanced counselor in training who ship placement is selected on the basis of the Psychology Theories desires to review and/or strengthen individ- intern’s career goals. School and agency coun- 3 credits ual counseling and consulting techniques. A selors who supervise interns determine the Introduces the theoretical constructs of the field placement of 100 hours is required with structure and the content of the internship in primary contemporary counseling psycholo- a minimum of 40 direct contact hours with cooperation with the faculty supervisor. The gy theories being used in the counseling pro- clients. Students registering for this course a p p roval and cooperation of the intern ’s fession today. The theoretical constructs will should contact the instructor the semester agency or school field supervisor must be be explored for use for self-reflection and prior to the course being off e re d . obtained the semester prior to the actual self-development and to serve as the basis for Prerequisite: To be taken semester prior to placement. Prerequisite: COUN-590 and all development of psychological maps for COUN-590. other required course work must be complet- understanding purposes of clients’ behaviors. ed or in progress and permission of the facul- Prerequisite: COUN-500. COUN-586 Group ty supervisor must be obtained. Any excep- Counseling Practicum tions must be approved by the faculty super- CNPY-503 Psychological 3 credits visor. Development of the Adult and Aging A supervised experience in group counseling. 3 credits Each student is expected to screen and select COUN-600 Independent Study and Surveys psychological principles applied to prospective clients and do group counseling Research in Counseling Services counseling services with emphasis on devel- for two groups of clients. Individual and 3 credits opmental processes, individual differences, group supervision is provided throughout and mental health. Concepts and theoretical the semester. Each student is expected to cri- COUN-660 Counseling Supervision: orientations to human adult development tique at least one audio recording each week Issues, Concepts and Methods and transitions throughout the adult life with a fellow student. Besides making and 3 credits span. The analysis, interpretation, and prac- critiquing audio recordings, students period- This course introduces and critically exam- tical implications of significant research that ically are asked to make and critique video ines issues and concepts that arise in the has contributed most to the knowledge of recordings of their group counseling sessions. s u p e rvision of counseling and psychotherapy human development of the adult and aging Students registering for this course should practitioners and trainees. Methods and tech- will be examined. contact the instructor the semester prior to niques of supervision are presented to enable the course being off e r ed. Pre re q u i s i t e : students to become knowledgeable and CNPY-510 Counseling with Children, COUN-503 or permission of instructor or skilled providers of proficient clinical super- Adolescents, & Their Families advisor. vision. Psychotherapeutic, behavioral, inte- 3 credits grative, systems, experiential, and develop- This course will emphasize counselor and COUN - 590 Internship in Counseling I mental models of supervision are studied. The consultant behaviors that facilitate the help- 3 credits unique problems encountered in group, fam- ing process with children, adolescents, and An internship that provides 300 hours of on- i l y, and couples counseling supervision are their families. Information and activities will the-job experience, including all activities raised as well as legal, ethical, and multicul- be provided that address age, ethnic, and that a regularly employed staff member tural issues. Administrative and contempo- developmental considerations in counseling would be expected to perform. The intern- r a ry issues such as inter- and intra-agency children and adolescents. Issues and practices ship placement is selected on the basis of the s u p e rvision, inter-agency communication, related to crisis intervention will be student’s career goals. School and agency re c o rd keeping, evaluation, and taping of explored. Prerequisite: EDPS-503. counselors who supervise interns determine counseling sessions are examined. the structure and the content of the intern- CNPY-514 Psychopathology ship in cooperation with the Rider supervi- COUN-690 Internship 3 credits sor. The approval and cooperation of the stu- in Counseling Specialty I A survey of the study of abnormal psycholo- dent’s superintendent, principal, or other 3 credits gy. Includes classification, assessment, and appropriate administrative personnel must This internship provides on-the-job clinical treatment and prevention of psychopatholo- be obtained the semester before the counselor experience in approved settings. Placement is gy. Characteristics of healthy psychological c a n d i d a t e ’s internship is scheduled. selected based on students’ specialty area functioning are examined. Biological, psy- Prerequisite: all other required course work goals and must be approved by the faculty chological, and sociocultural bases of well- must be completed or in progress and per- advisor the semester prior to actual place- adjusted and maladjusted behavior patterns mission of the Rider supervisor must be ment. Students must also submit in writing are considered. Stress, anxiety, and milder obtained. Any exceptions must be approved a description of clinical activities available in forms of psychopathology are considered, as by the instructor. the field site before the placement is are more severe psychopathological condi- approved. Students will be required to attend tions. pa ge 36 EDUCATION COURSE DESCRIPTIONS

CNPY-515 Consultation in School CURR-532 Strategies CURR-535 Theory and Practices and Agency Settings for Curriculum Change of Bilingual Education 3 credits 3 credits 3 credits This course provides an introduction to This course will examine organizational skills Introduces the rationale and research as a school and agency based consultation theo- and knowledge necessary to effect curr i c u l u m basis for bilingual education as well as the ries and practices. Contemporary models of development and change, K-12. The course varied and current approaches to imple- consultation are presented with students’ will address the socio-political context of cur- menting programs. Implications drawn emphasis on mental health, behavioral, and riculum change along with alternative strate- from the social, psychological, and linguis- systems approach. In addition to the study gies for initiating, implementing and sus- tic problems of bilingual learners are consid- of conceptual models, the development of taining standards-based curriculum impro v e- ered as they apply to the needs, goals, and skills in the consultation process in school ments. Topics of study include strategic plan- issues of bilingual/bicultural programs. and/or agency settings is emphasized. ning, problem–solving strategies, needs Students engage in behavioral consultations assessments, curriculum alignment, pro g r a m CURR-536 Special Studies with consultees in approved placements. evaluation, staff development and the org a n- in Curriculum, Instruction ization of staff members for collaborative and Supervision CNPY-516 Advanced deliberation and decision making as essential 3 credits Psychopathology means for promoting successful curr i c u l u m The content of this course varies for each 3 credits change at all levels of schooling. Students offering. In-depth treatment of issues, prob- An in-depth study of psychopathology with will demonstrate course understandings lems, concerns, or developments in curricu- emphasis on developmental and personality t h rou gh actual classroom and school applica- lum, instruction and/or supervision will be disorders, and physiological disturbances. tions that are re f e renced to state adopted core provided. Topics such as global education, Includes assessment, classification, and c u rriculum content standards and pro f e s s i o n- teaching and learning styles, classro o m treatment with emphasis on utilization in a al development standards, the S t a n d a rds for management, etc., are announced in advance variety of counseling and school settings. School Leaders of the Interstate School Leaders and serve as the focus of course content. Biological, pathological, pharm a c o l o g i c a l L i c e n s u re Consort i u m , and the candidate pro f i- bases of mental disorders are introduced and ciencies developed by the Educational CURR-537 Early Childhood discussed in relationship to specific disorder Leadership Constitutient Council. Curriculum Models and Methods classifications. Prerequisite: CNPY-514 or P re requisite: CURR-531. 3 credits permission of instructor. This course covers theories, philosophies, CURR-533 Elementary and practices of early childhood curriculum School Curriculum development. Issues included will be: evalu- Curriculum, Instruction 3 credits ation of children’s developmental levels and and Supervision (CURR) A review of principles, curriculum, and their progress; development of educational methodology in elementary education, objectives; examination of existing curricu- CURR-531 Curriculum examined in the framework of social, cultur- lum materials and the design of new ones; Development and Design al, and psychological developments. Recent inclusion of parents in the classroom and 3 credits developments in theory and empirical p rogram policy-making; adaptation of This course will address the importance of knowledge are analyzed. Emphasizes devel- methods for special populations – bilingual, philosophy, historical precedents, learning oping the content and organization of an low-income minority, special needs, and t h e o r y, developmental theory, emerg i n g integrated curriculum with a concern for gifted children. Prerequisite: CURR-531. social trends and issues, and recent trends in individual diff e rences with provision for content knowledge as bases for designing social environments best adapted to fulfill CURR-538 Curricular and developing the K-12 curriculum. The basic needs and interests. Pre r e q u i s i t e : and Instructional Improvement articulation of curriculum aims and goals, CURR-531. 3 credits the development and selection of learning This course establishes the implemented experiences, the organization of learning CURR-534 Secondary curriculum by establishing the relationship experiences, and plans for evaluating cur- School Curriculum between curriculum goals and the instruc- riculum outcomes are used as steps for 3 credits tional strategies needed to realize those pur- developing the curriculum. Students inves- A survey of the changing aims and pro g r a m s poses. Emphasis will be placed on analyzing tigate the roles teachers, supervisors and of the secondary school. General, specialized, and using various instructional models to administrators play in implementing cur- vocational, and activity programs are dis- meet the learning expectations embodied in riculum designs in school settings. Students cussed with an analysis and evaluation of curriculum goals and core curriculum con- will demonstrate course understandings recent curriculum developments and tent standards from pre-school to high through actual classroom and school appli- p rojects. Current issues and controversies, school. Students will examine instructional cations that are referenced to state adopted in addition to re s e a rch findings affecting sec- strategies from the perspectives of assessing core curriculum content standards and pro- o n d a r y curriculum, are studied. Pre re q u i s i t e : research findings on effective practices, real- fessional development standards, the C U R R - 5 3 1 . izing curriculum standards, adapting the Standards for School Leaders of the Interstate classroom to diverse learner needs, establish- School Leaders Licensure Consortium, and the ing appropriate staff development agendas, candidate proficiencies developed by the and providing forms of supervisory support Educational Leadership Constitutient to optimize learning and achievement. Council. Students will demonstrate course under-

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standings through actual classroom and individual and group meetings, dire c t e d ect in progress, and to evaluate the complet- school applications that are referenced to readings, library research and the application ed research project and the finished project state adopted core curriculum content stan- of a variety of observation instruments, stu- paper. Prerequisite: all course work includ- dards and professional development stan- dents will gain an understanding of class- ing EDUC-500, permission of instructor. dards, the Standards for School Leaders of the room learning as a basis for impro v i n g Interstate School Leaders Licensure Consortium, instruction. The classroom will become a CURR-600 Independent Study and and the candidate proficiencies developed by l a b o r a t o ry for testing hypotheses about Research in Curriculum, Instruction the Educational Leadership Constitutient learning problems and students will report and Supervision Council. Prerequisite: CURR-531. on their findings. 1-3 credits Course content varies with academic research CURR-544 Modern Developments CURR-548 Curriculum interests of students who wish to engage in in the Teaching of Foreign and Instruction for Diverse Learners independent study related to the overall con- Languages 3 credits tent of curriculum, instruction and/or super- 3 credits This course will examine the curricular and vision. C u rricular development and instru c t i o n a l instructional issues that educational leaders strategies as they pertain to the foreign lan- must address in accommodating the school guage classroom are explored. Includes a re - program to the needs and abilities of diverse Early Childhood evaluation of the audio-lingual appro a c h , learners. A historical perspective will be Education (ECED) individualized instruction, and the constru c- developed with an emphasis on how schools tion of learning packets, computerized have responded to meet the needs of the ECED-507 Emergent Literacy P-3 i n s t ruction, English as a foreign language, in- exceptional child. Legal issues and program- (3 credits) s e rvi ce training, and the supervision of a for- matic trends will be examined and assessed Examines perspectives on literacy acquisition eign language department. Recently pub- since the inception of the Individuals with including the social-constructivist perspec- lished materials are reviewed and attention Disabilities Education Act. Multicultural tive. Examines the processes of comprehen- given to motivating the language learner and issues will be introduced within the context sion and composition through the language t e a c h e r, stating goals and instructional strate- of school and society. The responsibility of systems for written language: the grapho- gies and methods of program evaluation. the educational leader in fostering a multi- phonic, syntactic, semantic, and pragmatic. cultural perspective pertaining to curriculum Explores the components of these processes CURR-545 The Middle and instruction, governance, bias and preju- including concepts of print, knowledge of School Curriculum dice and school climate and culture will be the alphabet, phonological awareness, lan- 3 credits emphasized. Students will identify and guage play, literary genres, spelling develop- Emphasizes the place of the middle school in develop curricular possibilities and solutions ment, vocabulary development, and word modern American education. Considers the in school settings to accommodate learners’ recognition. purpose, administrative problems, and prac- diverse needs. Students will demonstrate tices related to the organization, operation, course understandings through actual class- ECED-522 Observation and and programs of the middle school. room and school applications that are refer- Assessment in Early Childhood Prerequisite: CURR-531. enced to state adopted core curriculum con- Education tent standards and professional development 3 credits CURR-546 Practicum standards, the Standards for School Leaders of In this course, students will learn to collect, in Classroom Inquiry the Interstate School Leaders Licensure re c o rd, and interpret information about chil- 3 credits Consortium, and the candidate proficiences d re n ’s growth, interests, and needs, and the This course is designed to promote reflective developed by the Educational Leadership a p p ropriateness and effectiveness of the educa- inquiry and decision-making about class- Constitutient Council. Pre re q u i s i t e s : tional experiences provided for them. room instruction. Students identify a prob- CURR-531 and CURR-538. Emphasis will be placed on selecting assess- lem or concern arising out of their own class- ment strategies that are developmentally room and investigate possible solutions CURR-590 Seminar and Practicum a p p ropriate, culturally sensitive, responsive to through the aid of a peer coach. Students will in Curriculum, Instruction and a child’s individual needs and strengths and use video and audio recordings, journal writ- Supervision matched to stated purposes and audiences. ing, individual and small group meetings, 3 credits and library research to gain insights about Taken at the completion of all course work in and develop solutions to the identified prob- the program. Students study in seminar fash- lem. Permission of the instructor is required ion the current literature and research in the to enroll. general areas of curriculum, instruction and supervision. Each student is involved in an CURR-547 Practicum individualized field experience. Typically the in Classroom Learning experience involves work with supervisory 3 credits assistance in a selected segment of the stu- This course is designed to allow students to dent’s school district, or in an approved loca- focus on individual and group learning by tion. The cooperation of the administrative using the classroom as a basis for observation, staff of the student’s school district is essen- insight and action. Through peer coaching, tial for the effective completion of this proj- audio and video recordings, journal writing, ect. The instructor is free to observe the proj- pa ge 38 EDUCATION COURSE DESCRIPTIONS

ECED-540 Developmental Methods EDUC-503 Philosophy of Education the Interstate School Leaders Licensure and Materials in Early Childhood 3 credits Consortium, and the candidate proficiencies Education Considers the nature, aims, and objectives of developed by the Educational Leadership 3 credits education in a democratic society. Critical Constituent Council. In this course, students will learn to make evaluations of various educational theorists and assess developmentally appropriate and and the philosophies of pragmatism, ideal- EDUC-520 Instructional Linguistics culturally responsive curriculum and teach- ism, realism, existentialism, etc., are made. and Second Language Learning ing decisions in preschool through third Students are encouraged to develop their 3 credits grade settings by drawing on: (1) knowl- own philosophy of education by preparing A general linguistics course that stresses a edge of child development and learning, (2) intermittent reports and term papers. contrastive study of English phonology and content area knowledge, (3) curriculum con- morphology, and application to instruction- tent standards, and (4) the strengths, inter- EDUC-511 Educational Foundations: al materials and teaching techniques. Also ests, needs, home and community cultures, P h i l o s o p h i c a l / Historical Pe r s p e c t i ve s included is a review of recent research in sec- and developmental characteristics of indi- 3 credits ond language Prerequisite: one foreign lan- vidual children in preschool through third Major thoughts and significant actions in guage course. grade classrooms. American educational history from colonial times to the present. Synthesis and integra- EDUC-521 Teaching tion of philosophical and historical contri- a Second Language Education (EDUC) butions to the evolution of America’s educa- 3 credits tional heritage for the purpose of under- Focuses on standard and innovative methods EDUC-500 Introduction to Research standing and appreciating current educa- of teaching language skills, as well as cro s s - 3 credits tional practices in proper perspective. Major cultural understanding. Includes theore t i c a l I n t roduces basic re s e a rch and evaluation emphasis on topical issues within the frame- positions on language learning and teaching, concepts for the purpose of facilitating read- work of their philosophical/historical back- the use and evaluation of currently popular ing of journal articles and communication grounds. Critical evaluations made of educa- i n s t ructional materials, the design of new with researchers. Designed for students in tional practices based on pragmatism, ideal- materials, and field experiences on the lan- business education, educational administra- ism, realism, existentialism. Students are guage to be taught. Open to prospective for- tion, and selected special students. encouraged to develop their own philosophy eign language, ESL, bilingual teachers, as of education by preparing interm i t t e n t well as practicing teacher desiring cert i f i c a- EDUC-501 Methods and reports and term papers. spring t i o n . Instruments of Research 3 credits EDUC-515 Issues in American EDUC-530 Introduction to Student Acquaints students with insights, informa- Schools and Society Affairs in Higher Education tion, methods, procedures, and techniques 3 credits 3 credits for planning, conducting, and evaluating This course is designed to examine contem- This course is designed to cover a variety of research. Includes the nature and types of p o r a ry educational issues impacting on issues associated with the management and research, methods, and procedures used in schools and to re-examine the purposes of administration of student services and pro- educational and psychological research, and schooling in a democratic society. Students grams in higher education. The course will the use of research data and other appropri- will explore current and emerging policy begin with an overview of historical and ate tools. The completion of a research pro- issues and the demands for reform in schools philosophical foundations of the profession, posal is required. Students who wish to and districts. Emphasis will be placed on especially its goal of addressing students’ complete the research project may do so on identifying and developing politically feasi- economic, social, developmental, and aca- an individual basis in consultation with ble responses to policy issues and procedur- demic needs. Understanding the character- their respective advisors. Pre r e q u i s i t e s : al problems facing educational leaders today. istics and changing demographics of student EDPS-504, EDPS-505, or EDPS-506, and The role of the leader in promoting the populations will be contrasted with the READ-501. development of a collaborative institutional appropriate preparation and continued pro- culture and climate and the identification of fessional development of the practitioner. EDUC-502 History of Education best-practice strategies to involve communi- 3 credits ty stakeholders in the development of poli- EDUC-560 Educating and The necessary knowledge of modern educa- cies and programs will be emphasized. Evaluating the Bilingual Child tion’s heritage so that students understand E ffective communication models for use 3 credits within the school, district and greater com- and appreciate current educational practices An examination of the historical, legal and munity and the use of different media and in proper perspective. Concentration on pedagogical aspects of the education of lan- technology formats will be examined and education’s evolution in the U.S. from colo- guage minority students. Considers the evaluated. Students will demonstrate course nial times to the present, with a major design of school programs for minority stu- understandings through actual classro o m dents including legal mandates, testing, emphasis on a study of topical issues in edu- and school applications that are referenced cation treated within the framework of their staffing and funding. Emphasis is placed on to state adopted core curriculum content the evaluation of bilingual students as they historical background. A term paper and s t a n d a rds and professional development intermittent reports are required. enter, develop and exit from special pro- standards, the Standards for School Leaders of grams of study.

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Educational EDAD-505 Supervisory Leadership ined. Some of the topics referenced will Administration (EDAD) for Improved Instruction and include: regulations and the key concepts in Learning the Individuals with Disabilities Education Act and the Americans with Disabilities Act; No EDAD-501 Introduction to 3 credits Child Left Behind legislation; church-state Educational Leadership and This course will explore the supervisory and issues; free-speech rights of students, teach- Organizational Theory into Practice evaluation practices in K-12 settings by ers and extracurricular groups; curriculum 3 credits examining and identifying the relationships development and implementation; rules gov- This introductory course will provide leader- among collegiality and collaboration, educa- erning student and staff conduct; creating ship candidates with a framework for under- tional leadership, and the improvement of and maintaining a safe school environment; standing the complexity of organizational instruction. This course will emphasize the behavior in an educational setting. Theories development of practical observation skills child abuse; search and seizure procedures; and issues in the technical core of teaching and approaches and the development of affirmative action requirements; and, due and learning, educational governance, leader- a p p ropriate professional growth plans to process procedures. Students will demon- ship, communication patterns, decision- enhance staff performance and bring about strate course understandings through actual making, school culture, organizational prob- increased student learning. Multi-track eval- classroom and school applications that are lem solving and school change will be pre- uation programs will be examined as well as referenced to state adopted core curriculum sented, examined and applied through a an analysis of current observation and super- content standards and professional develop- series of case studies and student initiated visory approaches used in school districts. ment standards, the S t a n d a rds for School inquiry/research projects and presentations. Participants in the course will develop a per- Leaders of the Interstate School Leaders Licensure Students will demonstrate course under- sonal supervisory platform. This course will Consortium, and the candidate proficiencies standings through actual classroom and emphasize the development of collaborative developed by the Educational Leadership school applications that are referenced to and clinical supervision approaches as well as Constituent Council. state adopted core curriculum content stan- communication skills and interpersonal dards and professional development stan- qualities of the effective supervisor. Students EDAD-508 Educational Leadership in dards, the Standards for School Leaders of the will demonstrate course understandings School Business Administration Interstate School Leaders Licensure Consortium, through actual classroom and school applica- 3 credits and the candidate proficiencies developed by tions that are referenced to state adopted core The educational leadership required to estab- the Educational Leadership Constitituent curriculum content standards and profession- lish an effective relationship between school Council. al development standards, the Standards for business services and the success of the total School Leaders of the Interstate School Leaders educational program is the primary focus of EDAD-502 School Management Licensure Consortium, and the candidate profi- this course. The professional and legal 3 credits ciencies developed by the Educational responsibilities of the school business admin- The conceptual knowledge acquired in Leadership Constituent Council. istrator to manage the organization and EDAD-501 is applied to the problems of resources, identifying and solving problems management experienced by the school prin- EDAD-506 Collective and issues related to the effective and effi- cipal. Reviews the major schools of manage- Negotiations in Education cient operation of school district, will be ment thought and studies the major manage- 3 credits reviewed. Specific legal and code requirement techniques. Specific attention directed Presents an understanding of the developments and best-practice organizational and to the following management areas: comput- ment of the field of negotiations in educa- management pro c e d u r es critical to the er utilization, special education, evaluation, tion. The negotiation process and technical administration of a public school district will budget, facilities, personnel, and students. p reparation needed by administrators in be examined. Among the topics of study in Practical applications of theory, research, and working with staff and the board of educa- the course will be: the organization and man- literature in the field of management are pro- tion in this process are studied. Legal trends, agement of the district business office; the vided. evolving issues, and grievance handling are development of strategic planning models; among the specific negotiation areas treated. traditional and program oriented budgets; EDAD-503 School/Community Considers the relationship of principal and and, the application of technology to instruc- Relations teachers in the process of negotiations. tion and the management of school and dis- 3 credits Sample contracts are reviewed. The negotia- trict fiscal operations. Special emphasis will Examines the constitutional, legal, profes- tion process is simulated. be given to the importance of “generally sional, and ethical relationship of the school accepted accounting procedures” in district and the community in depth. The student is EDAD-507 Educational Issues operations. Other topics to be addressed will introduced to the many external and internal and the Law include: personnel, enrollment, and resource publics with which modern school adminis- 3 credits f o r ecasting; debt service and insurance tration must deal. The importance of a sound This course will address legal issues and expenses; food services, transportation, and public relations process and policy for the requirements confronting educational leaders facility operations; supply management and successful operation of a school is detailed. in school settings. Students will be intro- facility maintenance; and temporary finan- Areas with school and community relations duced to varied legal requirements that per- cial investments. Students will demonstrate implications such as fiscal constraints, the tain to educational settings. Legal concepts course understandings through actual class- economy, autonomy of the schools, special and issues, and policies and procedures relat- room and school applications that are refer- education considerations, and the public ing to students, parents, teachers and admin- enced to state adopted core curriculum con- character of the schools are highlighted. istrators, the board of education, and the tent standards and professional development community will be introduced and exam- standards, the Standards for School Leaders of pa ge 40 EDUCATION COURSE DESCRIPTIONS the Interstate School Leaders Licensure EDAD-510 Seminar and Practicum EDAD-512 Facility Planning and Consortium, and the candidate proficiencies in Supervision Development in School developed by the Educational Leadership 3 credits Communities Constituent Council. This course requires the student to self- 3 credits assess supervisory leadership strengths for This course will examine the leadership role EDAD-509 Financial Management the purpose of establishing an agenda for an of the school business administrator in facil- and Accounting in Schools extensive site-based internship. The intern- ity planning, renovation, and expansion. 3 credits ship agenda is guided by national leadership The essential linkage between guiding prin- This course examines the historical prece- standards that ensure a comprehensive expo- ciples, existing and proposed facilities, and dents and current procedures that regulate sure to supervisory responsibilities. Students the implementation of the total educational and control the funding and financial opera- deepen their understanding of supervisory program is considered from both theoretical tions of school districts. The leadership role theory and best practice and apply this constructs and practical applications. Major of the school business administrator, ensur- knowledge to the development and refine- topics of study will include: the developing the operation of the district in compli- ment of a personal leadership platform . ment and revision of long-range facility ance with policy, procedure, and code, is a Considerable attention is placed on under- plans; the role of the state Economic central theme. Judicial decisions, federal standing the ethical basis of supervisory Development Authority; the critical review and state legislation, the planned curricu- practice. Students will demonstrate course of state proposed “model” school buildings; lum, and generally accepted business prac- understandings through actual classro o m and, the process of drafting educational tices that impact on the operation of the and school applications that are referenced specifications. In addition, re q u i red site total educational program in school districts to state adopted core curriculum content plan reviews by state and local officials; the will be reviewed. Some specific topics of s t a n d a r ds and professional development referendum approval process; and, the inte- study will include: the leadership role of the standards, the Standards for School Leaders of gral role of professional services (public school business administrator in monitor- the Interstate School Leaders Licensure opinion consultants, attorneys, demogra- ing, assessing and reporting on fiscal opera- Consortium, and the candidate pro f i c i e n c i e s phers, architects, financial consultants, pub- tions; determining taxation rates; and, developed by the Educational Leadership lic information agencies, etc.) will be dis- developing non-public sources of revenue. Constituent Council. Pre requisites: CURR- cussed. Students will evaluate geographic, The impact of state imposed “cap” regula- 531, CURR-532 or CURR-538, and socio-political, financial, and ecological con- tions and negotiated bargaining unit benefit E D A D - 5 0 5 . siderations in proposed school construction. packages and agreements will be assessed Planning for new and emerging technology, with regard to possible budget growth and EDAD-511 Applying Group addressing health, safety, and security con- development. Enrollment, revenue, and cash Processes in Supervision siderations, ensuring barr i e r- f ree access, flow projections; the fiscal controls used to 3 credits incorporating energy conservation measures, approve, manage and track expenditures; This course will apply theory and re s e a rch to and the utilization of school buildings by regulations and restrictions on the use of the superv i s o ry function of developing gro u p the greater community will be overarching school funds; school district surplus and capacity in educational settings. Students themes developed. Students will demon- debt regulations; current and emerging fis- will identify group process “best practices” to strate course understandings through actual cal concerns in school budget planning and be modeled by educational leaders. classroom and school applications that are development; and, the role of the school fis- Candidates will develop and refine tech- referenced to state adopted core curriculum cal structure in relation to the local, state, niques, strategies, and personal skills facili- content standards and professional develop- and federal governments are other impor- tating the development of helping and caring ment standards, the S t a n d a rds for School tant topics to be developed. Advanced study relationships with faculty and staff, while Leaders of the Interstate School Leaders Licensure in double entry accounting procedures will p romoting interactive communication with Consortium, and the candidate proficiencies be a major component in the course. stakeholders concerned with impro v i n g developed by the Educational Leadership Students will demonstrate course under- teaching and learning. Students will demon- Constituent Council. standings through actual classroom and strate effective superv i s o ry behaviors in class school applications that are referenced to sessions and simulations that re p resent daily EDAD-513 Human Resources state adopted core curriculum content stan- challenges and opportunities present in Leadership in Educational Settings dards and professional development stan- school settings. Students will demonstrate 3 credits dards, the Standards for School Leaders of the course understandings through actual class- This course will develop the practical and Interstate School Leaders Licensure Consortium, room and school applications that are re f e r- t h e o retical knowledge of the human and the candidate proficiencies developed by enced to state adopted core curriculum con- resources function in the educational set- the Educational Leadership Constituent tent standards and professional development ting. Emphasis will be placed on under- Council. s t a n d a rds , the S t a n d a rds for School Leaders of the standing and utilizing human re s o u rc e s Interstate School Leaders Licensure Consort i u m , functions and processes to identify needs and the candidate proficiencies developed by and address issues in both instructional and the Educational Leadership Constituent n o n - i n s t ruct ional positions. The student Council. Pre requisite: EDAD-505. will gain an understanding of the inter-relationship that exists between organizational climate, strategic planning, and the established policies and regulations of the human resources function. Students will develop a comprehensive understanding of the impor-

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tance of recruitment, selection, mentoring erature and participating in critical dialogue in other graduate programs. Presentations by and evaluation of faculty and support staff. in seminars, students will explore and evalu- practicing administrators and other school Emphasis will be to continuously identify ate methods of facilitating and supporting personnel will provide understanding of the issues that are legal requirements in human novice teachers’ professional growth. patterns of interaction that occur among dif- resources administration or required by fed- ferent leadership positions in educational eral or state regulations. Students will EDAD-521 Research Strategies and institutions. Students will demonstrate demonstrate course understandings through Data-Based Decision Making for course understandings through actual class- actual classroom and school applications that Educational Leaders room and school applications that are refer- are referenced to state adopted core curricu- 3 credits enced to state adopted core curriculum con- lum content standards and pro f e s s i o n a l This course will develop the skills needed by tent standards and professional development development standards, the S t a n d a rds for educational leaders at all levels to interpre t , standards, the Standards for School Leaders of School Leaders of the Interstate School Leaders use, and apply statistical concepts and the Interstate School Leaders Licensure Licensure Consortium, and the candidate profi- re s e a rch methodologies in critical administra- Consortium, and the candidate proficiencies ciencies developed by the Educational tive and superv i s o ry functions. Statistical developed by the Educational Leadership Leadership Constituent Council. methodology will be used to further under- Constituent Council. Enrollment by permis- Prerequisites: EDAD-505 and EDAD-511. standing of diff e rent re s e a rch strategies. sion of instructor. Students will interpret data and make EDAD-514 Issues in Financing i n f o rmed decisions re g a rding the frame- EDAD-600 Independent Study Education and Fiscal Operations works, implementation, and evaluation of and Research in Educational 3 credits i n s t ruc tional programs and practices Administration This course will examine the principles and designed to improve teaching and learning in 1-3 credits court decisions involved in shaping the legal school, district, and national settings. Course Course content varies with the academic framework of school finance. Students will activities and field work will include: scenario re s e a rch interests of students who wish to examine the historical spending patterns of a and case study analyses; the use of critical engage in independent study related to the school district budget and develop new friends’ discussion groups; the application overall content of educational administration. budget proposals using “generally accepted and use of diff e rent technologies and software accounting procedures” and the appropriate p rograms; and, the identification of appro p r i- state budgeting codes. Students will study ate problem solving and resolution strategies. Educational Psychology school budgeting procedures as a tool for Students will demonstrate course understand- (EDPS) program and school improvement. The class ings through actual classroom and school will examine the financial implications asso- applications that are re f e renced to state EDPS-502 Psychological ciated with site-based management models adopted core curriculum content standard s Development of the Child and whole school reform. Legislation pertain- and professional development standards, the and Adolescent ing to the financing of short and long term S t a n d a rds for School Leaders of the Interstate 3 credits debt will be examined. Students will use School Leaders Licensure Consort i u m , and the Surveys of psychological principles applied technology to gather data; identify non-tax candidate proficiencies developed by the to counseling services with emphasis on based resources; create presentations for spe- Educational Leadership Constituent Council. developmental processes, individual differ- cific audiences; and, work with models of P re requisites: EDAD-501 and EDAD-514. ences, and mental health. Concepts and the- data driven indicators to examine issues of oretical orientations to human development equity, efficiencies and resource deployment. EDAD-591 Seminar/Practicum from conception through adolescence. The Students will demonstrate course under- in Educational Leadership analysis, interpretation, and practical impli- standings through actual classroom and 3 credits cations of significant research that has con- school applications that are referenced to The Seminar/Practicum in Educational tributed most to the knowledge of human state adopted core curriculum content stan- Leadership is the “capstone” internship expe- development of the child and adolescent. dards and professional development stan- rience for candidates in the leadership pro- dards, the Standards for School Leaders of the gram in Educational Administration. After EDPS-503 Human Growth Interstate School Leaders Licensure Consortium, analysis of a leadership strengths, based on a and Development and the candidate proficiencies developed by self-assessment completed by the candidate, 3 credits the Educational Leadership Constituent specific internship experiences will be coop- Provides an overview and broad understand- Council. Prerequisite: EDAD-501. eratively planned by the candidate, site- ing of life span developmental theories and based mentor, and instructor. The capstone research applied to counseling services with EDAD-515 Mentoring internship will build on strengths, develop special emphasis on developmental processes, Beginning Teachers growth experiences, be substantial and sus- individual diff e rences and mental health. 3 credits tained, and be ethically informed. Students Includes strategies for working with devel- This field-based practicum requires that each will cooperatively evaluate and pro b l e m - opmental issues across the life span. student work with a novice teacher (student solve internship experiences, assess leader- teacher or beginning teacher) while enrolled ship performance from best-practice perspec- in the course. Through reading, observation, tives, finalize the development of a leader- biography and interv i e w, students will ship platform statement, review and discuss explore how novice teachers acquire teaching topics and scenarios derived from readings knowledge and skill. By researching their and other resources, engage in simulations own practice as mentors, reading relevant lit- and case analyses, and interact with students pa ge 42 EDUCATION COURSE DESCRIPTIONS

EDPS-506 Testing and EDPS-510 Assessment of EDPS-515 Assessment and Measurement Techniques in Behavioral and Social-Emotional Intervention II: Curriculum-Based Reading/Language Arts Needs Measures 3 credits 3 credits 3 credits Studies basic characteristics of test scores, The assessment of personality is reviewed This course will build upon students’ including: reliability and validity, selection, from the context of a comprehensive, eco- knowledge and skills in individual-refer- administration, and scoring of tests; meas- logical model of social-emotional, behav- enced assessment based upon the standards urement of achievement, intelligence, apti- ioral, and academic development. and general curriculum. Students will be tude, and interests; and the writing and Assessment is studied from an empirically able to design, administer, score, and inter- editing of items of teacher-made tests, based, problem-solving model that links pret curriculum-based assessment and link school marking procedures, interpreting of directly to intervention. Students learn to these data to intervention. Pre re q u i s i t e : test scores. Covers basic statistical tools select appropriate assessment tools to match EDPS-514. needed by reading specialists. individual referral questions so as to evaluate the behavioral and social/emotional EDPS-520 Measurement, Tests and EDPS-507 Advanced Educational p roblems of children and adolescents. Assessments in Counseling/School Psychology Prerequisites: EDPS-502 or 503, SPED- Psychology 3 credits 530, CNPY-515, EDPS-513, and EDPS- 3 credits A critical examination of contemporary 520. The first course in a two-course sequence on learning theory as applied to educational measurement and research. It will develop thought and practice. The psychological, EDPS-512 Psychology of the ability to calculate descriptive statistics, physiological, and sociological foundations Exceptionality and administer, evaluate and interpre t of education and training; personality prob- 3 credits assessment instruments commonly used in lems encountered by classroom teachers. This course provides opportunities for the the counseling profession. Topics include study of school psychological issues associat- descriptive statistics, reliability and validity, EDPS-508 Cognitive Processes ed with specific educational exceptionali- social and ethical considerations in testing, and Learning ties, including learning disabilities, mental the appropriate selection and usage of stan- re t a rdation, behavior disorders, physical dardized tests, and the communication of 3 credits handicaps, and giftedness. The characteris- their results. Computer literacy is required This course deals with what is known rela- tics, identification procedures, and current in this course. fall, spring, summer tive to the principles of cognitive psycholo- intervention strategies are examined from a gy and their application to learning. The psychological and sociocultural perspective. EDPS-521 Statistics flow of information is followed from where and Qualitative Data Analysis it begins through the processes of integra- EDPS-513 Professional Practice of 3 credits tion and storage. Cognitive principles will School Psychology: Issues and Prior to the beginning of this course, the stu- be studied relative to concept formation, Historical, Ethical, and Legal dent should have designed both a survey and reasoning, and problem solving. Their rela- Considerations an interview format in an area of interest to tionship to specific educational tasks such as 3 credits them. Inferential statistics and qualitative the teaching of reading, writing, mathemat- This course is designed to provide an intro- techniques for analyzing, interpreting and ics, and other content will be explored and duction to school psychology through an re p o rting re s e a rch data will be applied to this confirmed through empirical evidence. analysis of the contemporary roles and func- data. Pre requisites: EDPS-520, EDUC-500. tions of school psychologists. Professional EDPS-509 Assessment of issues are explored in the context of the his- EDPS-530 Psychology Intelligence tory and evolution of school psychology as a of Learning Disabilities 3 credits specialty area of professional psychology. In 3 credits Introduces students to the theoretical con- addition, the study of professional ethics, This course addresses the origins, concepts, structs of intelligence and adaptive behav- best practices, and standards for delivery of and theories of learning disabilities, includ- ior. Supervised by program faculty, students school psychological services that have been ing cognitive and academic patterns of stu- will gain intensive experience in the admin- adopted by national organizations represent- dent behavior indicative of learning disabili- istration, scoring, and interpretation of ing the profession of school psychology will ties. The course emphasizes characteristics major assessment instruments (e.g., be reviewed. that distinguish students with disabilities in Wechsler Intelligence Scales, Stanford-Binet the areas of language, reading, attention, and IV, DAS, WJ-III, Vineland). Students will EDPS-514 Assessment and o rganization. Identification of social, emo- also examine contemporary research on the Intervention I: Standardized tional, and learning characteristics of chil- use of assessment instruments with individ- Measures of Academics and d r en diagnosed as learning disabled is uals from culturally diverse backgrounds. Behavior a d d ressed. The course content explores per- Prerequisites: EDPS-502 or 503, EDPS- 3 credits ceptual, language, motivational, and behav- 508, EDPS-513, and EDPS-520. This course will increase students’ under- ioral aspects of children who have learn i n g standing of the standardized assessment disabilities. Assessment and interv e n t i o n process, measurement issues, psychometric strategies for students with learning disabili- properties of assessment instruments, and ties are presented. The influence of emotion- the role of these instruments in informing al and sociocultural factors on self-image and academic, behavioral, and social-emotional academic perf o rmance is considere d . interventions. Legal/ethical issues are addressed as are developmental aspects of learning disabilities. p ag e 43 EDUCATION COURSE DESCRIPTIONS

EDPS-531 Assessment for EDPS-582 Practicum in the sional ethics, problem-solving and interven- Instruction in Special Education Assessment of Behavioral tion design, and group supervision. The 3 credits and Social-Emotional Needs internship occurs at or near the end of the This course will give students the opport u n i t y 1 credit student’s program. Prerequisite: EDPS-590. to evaluate, select, develop and adapt assess- This practicum experience provides super- ment materials for children with special needs. vised practice using the techniques and meth- EDPS-600 Independent Study The legal, cultural, and ethical implications of ods taught in EDPS-510 Assessment of and Research in School Psychology assessment will be discussed. Interpretation of Behavioral and Social-Emotional Needs. 1-3 credits f o rmal and informal assessments will be Students will be expected to complete a Course content varies with the academic a d d ressed. Emphasis will be placed on using Functional Behavioral Assessment including research interests of students who wish to assessment information to make decisions recommendations for a behavior interv e n t i o n engage in independent study related to the about appropriate placement and learn i n g plan and a means to monitor and evaluate the overall content of school psychology. e n v i ron ments, as well as making decisions for t a rget student’s pro g ress. Pre re q u i s i t e s : e ffective instruction in the classro o m . EDPS-502 or EDPS-503, SPED-530, CNPY- 513, CNPY-515, EDPS-513, EDPS-520. Educational Sociology (EDSO) EDPS-535 Biological Basis of Behavior EDPS-583 Practicum in Consultation EDSO-501 Community Agencies: 3 credits in School and Agency Settings Referral Sources for Clients and This course will emphasize a biological 1 credit Students with Special Needs approach to the study of psychology and This practicum experience provides super- 3 credits behavior. Topics studied will include the fol- vised practice in the study, implementation, Addresses community social services avail- lowing: 1) the genetics of human psycholog- and evaluation of a problem-solving model able to clients and special needs students. ical differences; 2) the anatomy of the nerv- to provide consultation across school and Reviews principles and methods utilized by ous system; 3) psychopharmacology; 4) neu- agency settings. Students will be expected to social agencies. Representatives of various ropsychological diseases (e.g., epilepsy, successfully initiate and lead the 4-step con- community agencies are invited to discuss autism, multiple sclerosis); 5) memory & sultation process resulting in a databased the role and function of the agencies they amnesia; 6) sleeping, dreaming, and circadi- intervention. The consultation will be docu- represent. Students visit various community an rhythms; and 7) the biopsychology of mented in a formal report. Prerequisites: agencies and report on their work. mental health difficulties. EDPS-502 or EDPS-503 and SPED-530. EDPS - 570 Interventions for Childre n EDSO-510 Sociological and Cultural and Adolescents with Special Needs EDPS-590 Internship in School Foundations of Education 3 credits Psychology I 3 credits This course provides opportunity to expand 3 credits The American public school as a social org a n- each student’s knowledge and skills in the The student functions as a school psycholo- development of effective interventions to gist in a 600-hour approved field placement ization which influences and is influenced by meet academic, behavioral, and social-emo- under the supervision of a certified school local, national and international cultural evo- tional needs. Currently accepted practices psychologist. At least 50 percent of the lution. An exposition and analysis of the based upon the individual’s re f e rral pro b l e m internship must occur in a school setting and vibrant multicultural issues that sometimes will be explored. Intervention will be occur on a half-time basis. This experience d e t e rmi ne the outcome of public education. a p p roached from a problem-solving model includes at least 50 hours of assessment with An exploration of contemporary educational and based on current assessment data. Case students with developmental disabilities. p r oblems and challenges resulting fro m studies will be used to link theory and appli- Additionally, students attend weekly semi- changing social and cultural conditions. A cation. Pre requisites: SPED-530, CNPY- 5 1 5 , nars that deal with issues related to profes- p e rceptive and reflective placement of these EDPS-531, EDPS-509, EDPS-510. sional ethics, problem-solving and interven- changes in a historical context to enable stu- tion design, and group supervision. The dents put the future in perspective. EDPS-581 Practicum internship occurs at or near the end of the in Assessment of Intelligence student’s program. Prerequisites: EDPS-581, 1 credit EDPS-582, and EDPS-583. Graduate Level Teacher This practicum experience provides super- Preparation (GLTP) vised practice in the administration, scoring, EDPS-591 Internship in School and interpretation of an array of individually Psychology II GLTP-500 Conceptual Frameworks administered intelligence tests. Students will 3 credits for Teaching and Learning be expected to successfully administer, score, The student functions as a school psycholo- 3 credits and intrepret each of the tests introduced in gist in a 600-hour approved field placement This course provides psychological and inter- EDPS-509 Assessment of Intelligence and under the supervision of a certified school disciplinary perspectives on teaching and produce a written report to explain the find- psychologist. At least 50 percent of the learning. Within the theme of optimal devel- ings. Prerequisites: EDPS-502 or EDPS-503, internship must occur in a school setting and opment of creative intelligence, students use EDPS-508, EDPS-513, and EDPS-520. occur on a half-time basis. This experience these perspectives to guide their reflective includes at least 50 hours of assessment with professional development throughout their students with developmental disabilities. program. The course develops knowledge, Additionally, students attend weekly semi- skills, and dispositions pertinent to (a) child nars that deal with issues related to profes- and adolescent development, (b) learning pa ge 44 EDUCATION COURSE DESCRIPTIONS theories, (c) philosophical and historical assessment strategies. Field experience will perspectives on education, (d) sociocontex- consist of observation and analysis of a unit tual and interd i s c i p l i n a ry influences on GLTP-506 Teaching Science of study over time in at least one field site as education, and (e) higher-order creative and in Secondary Schools well as continued teaching of lessons to critical thinking. 3 credits individual and/or groups of childre n . C l a s s room interaction analysis systems are P re requisite: GLT P - 5 0 2 . GLTP-502 Curriculum and utilized in the study of the teaching-learn i n g Instruction in Reading/Language p rocess. Students develop their own re p e r- GLTP-520 Curriculum Arts: Early Literacy t o i re of teaching strategies. Emphasis is on and Teaching in Secondary Schools 3 credits the investigation and interpretation of re c e n t 3 credits Current strategies for teaching beginning c u rriculum developments, and the use of the This course is designed for students seeking learners vocabulary, comprehension, com- l a b o r a t o ry in science instru c t i o n . the initial teaching certificate and intro d u c e s position, and language study. Pedagogy for P re requisite: GLT P - 5 2 0 . them to curriculum and instruction in mid- all learners, ranging from gifted to diverse dle, junior and senior high schools. The his- learners. How to manage literacy instruc- GLTP-507 Teaching Mathematics t o ry and rationale for secondary-level education through content areas in general edu- in Secondary Schools tion is developed. Students acquire skills in cation in preschool and primary grades. 3 credits i n s t ructional planning and classroom man- Prerequisite: GLTP-500. The critical analysis of the aims of teaching agement. Field experiences will supplement mathematics in the secondary school; re v i e w c l a s s room instruction. Pre requisite: GLT P - GLTP-503 Curriculum and of recent re s e a rch in the content and teach- 5 0 3 . Instruction in Reading/Language ing of mathematics by individuals and Arts: Literacy and Learning in g roups; demonstration lessons (re f l e c t i v e GLTP-570 Seminar Content Areas teaching) to illustrate techniques of teach- and Internship in Teaching 3 credits ing; the planning of lessons; selection and 9 credits Current strategies for providing instruction o rganization of materials and subject matter; This course, designed for those seeking ini- in vocabulary, comprehension, composition and evaluation of lesson pre s e n t a t i o n . tial certification, requires full-time super- and language study in content areas in P re requisite: GLT P - 5 2 0 . vised daily participation in a school setting. upper elementary grades through high The student gradually assumes a full load of school. Pedagogy for all learners, ranging GLTP-510 Curriculum and Teaching teaching responsibility at the school. The from gifted to diverse learners in general in the Elementary School I: experience will test the translation of edu- education. Prerequisite: GLTP-500. Mathematics cational theory into meaningful practice. A 3 credits student-teaching fee is charged for this GLTP-504 Teaching English This course introduces students to the ele- course. (nine semester hours; offered in fall Language & Arts in Secondary mentary curriculum and focuses on the and spring semesters only). Prerequisite: Schools teaching of mathematics that is develop- Permission of instructor. 3 credits mentally appropriate for students fro m Students preparing to teach English in nursery to grade eight. In keeping with GLTP-571 Supervised middle schools and senior high schools NAEYC and NCTM standards, emphasis is Practicum in Teaching explore strategies for the imaginative teach- placed on planning for and implementing 3 credits ing of literature, poetry, drama, grammar, an integrated curriculum approach, discov- This practicum is a condensed version of composing processes, vocabulary, and oral ery learning, hands-on experiences, use of the Internship in Teaching. It is only avail- language use. Students research, develop, technology, lesson planning, and tradition- able to interns seeking teacher certification and critique thematic units, analyze cur- al and non-traditional assessment strate- who already have a year of successful, full- riculum, and study the selection, develop- gies. Students will also explore positive time teaching experience or its equivalent. ment, and use of a wide variety of teaching models for classroom management and dis- A special application must be made and materials. Traditional and alternative meth- cipline. Field experiences will consist of approved for enrollment in the course. The ods of assessment are explore d . classroom observations and teaching indi- practicum requires six weeks of full-time, Prerequisite: GLTP-520. viduals and/or small groups of students. supervised daily participation in a school Prerequisite: GLTP-502. setting. After a brief period of orientation GLTP-505 Teaching Social Studies to the school and classroom, the intern in Secondary Schools GLTP-515 Curriculum and Teaching assumes a full load of teaching responsibil- 3 credits in the Elementary School II: ity at the school. The experience finetunes The theoretical foundations of teaching Science, Social Studies, and the the teaching abilities of interns and enables social studies in junior and senior high Arts them to demonstrate competence in the schools. Basic goals and aims of social stud- 3 credits specialty for which they seek certification. ies instruction are studied, and specific This course focuses on methods and materi- Prerequisite: Permission of instructor. methodological techniques are described als of instruction in science, social studies, and practiced. Demonstration lessons are and the arts that are developmentally appro- p re p a red and presented. Considers typical priate for students in preschool thro u g h p roblems with which teachers are confro n t- grade eight. Emphasis is placed on integrated. Pre requisite: GLT P - 5 2 0 . ed curriculum, theme cycles, unit planning, hands-on learning experiences, discovery l e a r ning, and traditional/non-traditional p ag e 45 EDUCATION COURSE DESCRIPTIONS

Human Services HSAD-519 Long-Range Planning HSAD-536 Group Process Administration (HSAD) 3 credits in Supervision Consideration of the interests, institutions, 3 credits and issues critical to strategic and long-range Examines group process theory, research and HSAD-500 Concepts of literature in relation to the supervisory func- Administration planning and administration. This includes an examination of public/private sector re l a- tion in the work setting. The primary objec- 3 credits tive is to help supervisory personnel develop An overview of the Human Serv i c e tions, metropolitan and interg o v e rn m e n t a l p roblems and issues of re s o u rce development their techniques and individual capacities in Administration program, its goals, and its the area of helping relationships with their component. This course also develops an and growth administration in the context of human re s o u r ces, policy and management. staffs. Procedures and techniques in both understanding of organizational terminology individual and group relationships and and analysis, such as classic bureaucracy, sci- HSAD-521 Data Analysis dynamics are studied. Class sessions present entific management, and human relations. 3 credits opportunities to apply concepts under study. The major theoretical and applied contribu- An advanced course for those with a back- tors of organizational behavior are explored. g round in information systems and data HSAD-537 Human Resource administration. The concerns are on tech- Development HSAD-509 Communications in niques of developing, analyzing and applying 3 credits Human Services Administration statistics to the administrative process; meas- Covers a broad range of personnel concepts 3 credits urements; research and statistical needs of and problems: training, recruitment, com- Examines nature of communications, atti- administrators; data sources; wage and pro- pensation, employer/employee re l a t i o n s , tudes, values and perceptions, organizational ductivity statistics; and use of statistical data unions, collective bargaining, strikes, per- aspects, social structure and opinion forma- in policy formulation and persuasion. sonnel systems, equal employment opportu- tion, frames of reference, contexts and para- Prerequisite: HSAD-527. nity, human resource development, personnel digms, communication and influence, per- policies and affirmative action. suasion and decision making. HSAD-526 Concepts of Research 3 credits HSAD-539 Labor Relations HSAD-516 Political and Legal Examination of research design and research 3 credits Environment of Administration techniques with an emphasis on application Advanced personnel course that analyzes the 3 credits of research to the concerns of administrators. development and practice of labor relations P r esents the uniquely American Evaluative and action design, surv e y in the human services sectors. Recent legal political/legal environments that are the con- methodology sampling, questionnaire and legislative developments as they affect textual settings for contemporary adminis- design, interview procedures, observational all sectors. Also focuses on the broad policy trators. The subject matter will consider techniques and the use of computers in issues arising out of the emergence of labor both the historical and current perspectives research are considered. activities and the prospects for resolving of the political/legal systems at all levels. these disputes. Furthermore, the implications for adminis- HSAD-527 Information Systems trators of both interacting with and impact- and Data Administration HSAD-546 Concepts of Budget ing on the systems will be discerned. The 3 credits and Finance Systems approach will be multi-dimensional: institu- Develops the capacity to understand the use 3 credits tional; procedural; and behavioral. and impact of management information and An overview of the historical, institutional, data systems on the organization and the economic and decision-making contents of HSAD-517 Economic Concepts implications for its administration. Identifies budgeting and finance in domestic human of Administration and explains the function and use of essential service organizations. Managerial account- 3 credits components of PCs and the use of a variety of ing, debt management, budgeting control This course investigates the roles and func- computer languages and software . and forecasting is considered in both govern- tions of government and nonprofit adminis- Furthermore, management support systems ment and nonprofit settings. tration within the context of long-term and tools such as electronic mail, bulletin American economic development. Important boards, scheduling, massive mail merge, use HSAD-547 Budgeting Applications segments include: laissez-faire, welfare liber- of telecommunications and computer net- 3 credits alism and neo-conservatism; macro and works are considered. An advanced course in budget systems and microeconomies; and supply and demand. p rocesses. Provides the opportunity of apply- Furthermore, the recent changes in concepts ing in actual situations budgeting techniques of deregulation and privatization to study of both governmental and nonprofit sectors. their impacts upon human services organiza- Involves strategies and tactics of planning, tions are considered. c o n t rolling, evaluating in budget development, enactment and implementation. Considers decision making in conditions on u n c e rt a i n t y. Pre requisite: HSAD-546.

pa ge 46 EDUCATION COURSE DESCRIPTIONS

HSAD-549 Capital Budgeting/ HSAD-565 Seminar HSAD-580 Financial Administration Long-Term Finance of Selected Topics in Health and Community Services 3 credits 3 credits 3 credits An advanced course with the focus on long- A special interest seminar for persons work- An advanced course in health and commu- range (multi-year) outlays for construction, ing in fields of administration that require nity services budgeting and financial expansion, replacement, and retirements of tailoring to specialized areas. The course administration, concentrating on rate set- capital facilities, equipment and projects as content would deal with the nature and tings, regulation of rate-setting procedures, distinguished from current year operations development of field, trends, stru c t u re , financial projection and the development of governmental and nonprofit sector enti- budget and personnel issues, special prob- and preparation of an annual and a capital ties including methods of financing by bor- lems, societal context and challenges for budget. Emphasis will be on limitations rowing, grants, special assessments, gifts those managing in or desirous of entering imposed from state and federal government and/or revenues of a noncurrent character. these fields. regulations such as Medicare, Medicaid and prospective payment. HSAD-559 Project Seminar HSAD-569 Administering 3 credits Health Systems HSAD-581 Human Resource An original investigation is designed and 3 credits Administration and Labor Relations completed by the student. The pro j e c t This course is an overview of the document in Health and Community Services involves: the identification of an organiza- policy issues, important terminology, and 3 credits tional problem; the delineating of several major components, actors and processes in This course focuses on the major dynamic courses of action; the establishing of crite- the health system of the United States. The issues in the field of personnel administra- ria; an analysis selecting the optimum topics to be addressed include manpower tion in health and community serv i c e course of action; the setting forth of steps and technology, the internal structure of o rganizations. Included are the topics of for implementation; and the outlining of hospitals, planning and marketing in i n t e rviewing, training staff, disciplinary the indices for evaluation. The project is health care. The perspective of historical p ro c e d u res, grievance handling, unions and developed and carried out in multiple development and future alternative health s t a ff burn o u t . direct, interactive guidance sessions with service methods and settings are to be con- the instructor. Prerequisite: Completion of sidered. HSAD-582 Health and Community all coursework. Service Supervisory Administration HSAD-570 Internship 3 credits HSAD-560 Independent Study 3-6 credits (determined by advisor) A course designed for a range of health care 3 credits Field work in a special area of concentration. and community service agency profession- Independent study with a faculty member Included are precounseling, on-site superv i- als that will focus on supervision in a vari- who specialized in an appropriate field. sion, periodic summary and evaluative ety of service locations and settings. Topics Students may take this course with re p o rting, covering of appropriate re a d i n g will include the organizational context, approval of their academic advisor and the materials and the fulfillment of pert i n e n t leadership styles and motivation, produc- particular faculty member who is to be the re s e a rch activities. Nature of work and the tivity and time management, performance counselor for the specific independent o p p o rtu nity to substitute career experience appraisal and in-service training. study project. a re subject to approval of the student’s faculty advisor. Credit is not applicable to the HSAD-583 Legal Issues in Health HSAD-563 The Administration 3 9 - c redi t program minimum. and Community Services of Justice Administration 3 credits HSAD-575 Contemporary Ethics 3 credits Study of the system of criminal justice in in Human Service Organizations This course explores the major legal/ethical the United States at all levels of govern- 3 credits c o n c e rns of health and community serv i c e ment and in relation to other organizations A critical study of selected major frame- administrators. There is a building of and institutions. Attention to the policies, works in recent ethical theory together with legal/medical terminology and the estab- practices, problems and proposals for their application to important issues in lishing of the boundaries of liability for reform of the various elements of the crim- public and nonprofit administration. An facilities and practitioners. The issues of inal justice system from the arrest through examination and evaluation of utilitarian- consent, re c o rd keeping and confidentiality the trial pro c e d u re, penalties including ism, pragmatism, emotivism and other the- a re included. Lastly, the bioethics of medical imprisonment and post-incarceration. ories to determine their relevance to such technology and landmark court decisions, issues as human rights, individual and col- especially in New Jersey, are examined. lective re s p o n s i b i l i t y, conflicts of intere s t and obligation, conflicts between social justice, personal liberty and the public intere s t .

p ag e 47 EDUCATION COURSE DESCRIPTIONS

Probation and Parole READ-503 Content Reading in High READ-509 Advanced Supervised Counseling (PPCS) School, College, and Continuing Practicum in Reading/ Education Language Arts PPCS - 501 Sociology and Ps yc h o l o g y 3 credits 3 credits of Crime and Delinquency Familiarizes teachers with the philosophy, Students select specific types of learners to 3 credits language, and methodology of the language teach in order to become more efficient Emphasizes the concepts, methods, and an arts as they effect instruction in content experts with literacy skills. Experience with i n t e r d i s c i p l i n a ry framework of sociology, areas. Emphasis is on the ways in which the children who are gifted, those with multiple psychology, social anthropology, and politi- integration of listening, speaking, reading learning disorders, or other type of learners cal science as related to crime, delinquency, and writing activities within all curricular not included in initial practicum (READ- and the criminal justice system. Particular areas can increase learning. Through lectures, 505) are recommended. Videotapes and pri- applications will be developed as these con- demonstrations, and workshop-type activi- vate sessions with supervisor focus on stu- cepts and disciplines impinge on probation ties, students will both experience and create dents’ individual needs. Other special teach- and parole policy and practice. lessons within various fields. Also investi- ing and learning situations may be built into gates the content and methodology of read- the advanced practicum experience with per- PPCS-510 Seminar in Probation ing programs in educational settings ranging mission of instructor. and Parole Counseling Services from middle school through adult education. 3 credits READ-510 Foundations of Examines the various roles of the probation READ-504 Diagnosis of Reading/ Linguistics and Psycholinguistics and parole officer with particular reference to Language Abilities and Disabilities: 3 credits the delivery of community services. Allows Seminar and Supervised Practicum S t ructural and transform a t i o n a l - g e n e r a t i v e for discussion of the practical and theoretical 3 credits linguistic theory, and the nature of the com- responsibilities for the probation or parole Studies reading/language arts abilities and munication process are covered. Students o f ficer as investigator, court off i c e r, law disabilities and standardized and informal study psychological, social, and linguistic enforcer, administrator, and counselor. The tests. Observational techniques and diagnos- aspects of language acquisition as these relate course is to be taken in the last quarter of the tic teaching for assessment are stre s s e d . to the literacy process. program. Students work with clients in the Rider Center for Reading and Writing and write READ-511 Research into and Survey case studies, as well as direct a parent confer- of Literature for Children Reading/Language Arts ence. Two hours weekly for eight weeks are 3 credits required in addition to the scheduled semi- S u rveys developmental trends in literature for (READ) nar. Prerequisites: READ-505 and EDPS- c h i l d ren of preschool through sixth grade. 506. Students will become knowledgeable with READ-501 Psychology and t h e o retical and practical aspects of the study Pedagogy of the Reading/ READ-505 Supervised Practicum in of childre n ’s literature. Candidates will Language Arts Process Reading/Language Arts e x p l o re their own assumptions about litera- 3 credits 3 credits t u re and its relationship to young re a d e r s , Studies the communication process from a Implementation of strategies for teaching f u rther their knowledge of the re a d i n g componential point of view, including lan- gifted, average, and special needs students p rocess, and explore ways in which literature guage acquisition and development, percep- literacy skills in the Center for Reading and can be integrated into the school curr i c u l a . tion, comprehension and cognition, compo- Writing is the thrust of this course. Students sition, and language systems. A review of the will learn to manage personalized instruction READ-512 Adolescent Literature literature in each area as well as a survey of when teaching groups of children. Learning 3 credits models of reading and language is included. how to write constructive progress reports Literature for the young adult in a changing will also be a focus. Two hours weekly, plus society is covered. Survey and how to use lit- READ-502 Curriculum, Instruction the scheduled seminar, are required for a 10- erature are the focus. Popular young adult and Supervision in Reading/ week period. Videotapes of teaching will be authors are explored. Language Arts (For Reading/ reviewed with superv i s o r y staff . Language Arts Majors) Prerequisites: READ-501 and READ-502. READ-513 Managing an Integrated 3 credits Language Arts Program in the Reading and literacy pedagogy for ALL READ-508 Literacy and the Mainstream Classroom for ALL learners, gifted, average, and diverse learners Bilingual/Bicultural Child Learners is the course content. Current strategies for 3 credits 1 credit teaching comprehension, composition, P resents multidisciplinary and interd i s c i p l i- Students learn in one-week, first hand at the vocabulary, and language study are learned in n a ry perspectives on bilingual/bicultural chil- Center for Reading and Writing, how to a workshop setting. How to manage literacy d ren and their reading process. Strategies and organize personalized instruction within the instruction through content areas for all aged materials for second language re a d i n g context of a portfolio-based mainstre a m children in mainstream classrooms is stud- i n s t ruction are suggested and discussed. classroom. Teachers will be taught by a child ied. Parent education and inservice training between the ages of six and 16, how the man- are also included in course content. Selected agement system works with ALL types of observations of activities in the Center for learners. Reading and Writing is a requirement. pa ge 48 EDUCATION COURSE DESCRIPTIONS

READ-514 Portfolio Assessment in SPED-511 Instructional Practices SPED-525 Transition to Adult Life the Integrated Language Arts for Students with Severe 3 credits Classroom Disabilities This course is designed to provide students 1 credit 3 credits with an understanding of theoretical and This one-week course focuses on how to The course will provide students with the applied models of transition in special edu- include students with special needs in a knowledge and skills needed to provide cation. Information on the application and portfolio-based, mainstream literacy class- systematic, individualized instruction to i n t e r p r etation of specialized assessment room. Each teacher who attends will be students with moderate to severe disabili- tools will be presented. Transition plan- adopted by a child who will teach him/her ties. Knowledge and training in the use of ning, including understanding, formulat- the self-monitoring portfolio system and task analysis, prompting hierarchies, dis- ing and implementing the ITP, will be instructional strategies used by ALL chil- crete trials, systematic instructional plans taught. Knowledge of and collaborative d ren at the Center for Reading and and routines will be off e r ed across all interactions with the wide variety of school Writing. domains of a life skills curriculum. Based and community personnel and agencies upon a student’s assessment data, students with a role in transition will be empha- READ-515 Special Topics will be able to develop an appropriate indi- sized. Strategies for developing student in Literacy III vidual educational plan with specific goals self-advocacy and independence in the tran- 1 credit and objectives. In addition, strategies to sition process will be presented. Legal This one-week workshop is offered annual- modify and/or adapt goals to pro v i d e i n f o rmation and ethical issues will be ly in the summer. The topic changes each instruction in an inclusive setting will be noted. Prerequisite: EDPS-531. year to address current trends in instruc- explored. Prerequisite: EDPS-531. tion. Participants will focus on the topic of SPED-530 Positive Behavior study through observations and transac- SPED-513 Inclusive Educational Support tions with children and teachers in the Practices 3 credits Center for Reading and Writing. 3 credits This course is designed to provide extensive This course will emphasize planning and knowledge and practice in meeting the READ-600 Independent Study and instructional strategies that maximize the behavioral challenges of individuals. Research in Reading/Language learning of all students including those Students will receive instruction in a prob- Arts with exceptional learning needs in the gen- lem-solving approach to identify the possi- 1-3 credits eral education classroom. Students will ble function(s) of problem behavior and in Course content is designed specifically to consider their role as curriculum makers the design of proactive, positive behavior meet specific academic needs or interests of and how to effectively plan a course, a unit, i n t e r vention plans that emphasize the students who wish to engage in independ- and a lesson for a wide array of diverse teaching of appropriate alternative skills. ent study related to literacy education. learners. The organization of the learning An emphasis is placed upon behavior environment also will be discussed so as to change strategies, which intervene on guide learning. Teaching methods that antecedent events, teach appropriate alter- Special Education (SPED) enhance content for all learners and the native skills, and provide supports in the design of learning strategies to help stu- natural environment. Multicomponent SPED-510 Instructional Practices dents learn how to learn will be introduced. interventions also are designed to include for Children with Mild Disabilities Prerequisites: EDPS-512 & SPED-530. the interest and preferences of the target 3 credits student. Legal and ethical considerations This course will give students the opportu- SPED-520 Collaboration, are considered. nity to evaluate, select, develop and adapt Consultation, and the Inclusive instructional and assessment materials for Classroom SPED-590 Seminar and Practicum children with disabilities. Using various 3 credits in Special Education case studies, students will have the oppor- This course is designed to provide students 3 credits tunity to develop an Individualized with the knowledge and skills to facilitate This course addresses the current issues in Educational Program and synthesize assess- successful inclusion programs. Students the field of special education. Students will ment information to make appro p r i a t e will develop the ability to design and man- identify these issues through directed read- instructional decisions. Students will expe- age the instructional environment in an ings and through a direct, supervised field rience the collaborative process and develop inclusive classroom setting. Through the experience. Students will serve a minimum their ability to function as part of an educa- use of research, case studies, and classroom of 100 hours in a field setting, 40 of which tional team. A field experience with chil- interactions, students will develop effective will be in providing direct service to per- dren with disabilities will enable students communication, conflict resolution, and sons with special needs. A field-based certi- to apply knowledge in a realistic classroom collaboration skills for professional interac- fied special education teacher will supervise setting. Prerequisite: EDPS-531. tions. Students will become familiar with this experience. The instructor will provide appropriate models for collaborative con- group supervision in the weekly seminars. sultation. Attitudes and behaviors that Students also will obtain experience devel- influence the success of children with spe- oping and delivering a professional presen- cial needs in the general education class- tation on a current issue in the field. room will be addressed. Prerequisite: Permission of instructor.

p ag e 49 NOTES

pa ge 50 Procedures & Policies Procedures & PGraduateolicies 2005-2006

p ag e 51 PROCEDURES AND POLICIES

The information in this chapter pertains to Registration Grades and Transcript Notations the graduate programs in business adminis- Students admitted to graduate study are A cumulative grade point average of 3.0 or tration and education and human services. encouraged to select courses during conven- better must be achieved in all graduate For complete information, including appli- ient early registration periods. Students who course work attempted at Rider. The letter cation procedures and degree requirements, miss the early registration periods may regis- designations used to grade the quality of consult the relevant graduate program chapter on specified days immediately preceding achievement in graduate courses and the ter. Information about the graduate program the start of each semester. quality points assigned to these letter desig- at Westminster Choir College may be found Graduate students enrolled in the business nations to complete grade point averages are: in the Westminster Choir College academic administration programs register via the A Excellent catalog. mail or online during the early registration A- period. After beginning to take graduate B+ courses, students may not take undergradu- B Good General Information ate business courses to meet core business B- course requirements. C+ Time Limitation Graduate students enrolled in education C Fair All of the requirements for the master’s and human services receive re g i s t r a t i o n C- degree must be completed within six years of information via mail, but they are strongly F Failing academic work; failing to the date of first registration for graduate encouraged to meet with advisors to select abide by standards of academic course work. courses and develop plans for future study. honesty and integrity; unauthorized withdrawal; or Course Load in Graduate Business failing to complete course work in A full-time program consists of nine (9) or Academic Policies prescribed time period. m o re semester hours of graduate course work. Part-time students who are employed Attendance The related quality points for the purpose full-time will generally be limited to six It is the policy of Rider University that stu- of computing grade points are: semester hours of graduate work in a given dents shall regularly attend all scheduled A 4.0 C+ 2.3 semester. During the evening summer ses- class meetings. Failure to comply with this A- 3.7 C 2.0 sion, the recommended course load is one- policy will be considered justifiable cause for B+ 3.3 C- 1.7 half that of a regular semester. imposing penalties (e.g., reduction of grade, B 3.0 F 0.0 failure, etc.) at the discretion of the professor B- 2.7 Course Load in Graduate Education teaching the course. Each professor is expect- A full-time program during the Fall and ed to exercise judgment in determining the Other designations are as follows: Spring semesters consists of nine (9) or more validity of any absence and the nature of the I Incomplete semester hours of graduate course work. A penalty to be assessed. All registration and P Passing full-time program during the Summer financial arrangements for graduate courses S Satisfactory progress Sessions consists of six (6) or more semester must be completed and the student must be U Unsatisfactory hours of graduate course work. Students in attendance no later than the second meet- W Withdrew e n rolled in the Graduate-Level Te a c h e r ing of each course. X Audit Certification program are restricted to two courses (6 semester hours) per semester until Adding, Dropping, and Withdrawing Policy for Grade of Incomplete the point of student teaching. from Courses Students who, as a result of extenuating cir- A student may add a course through the first cumstances, are unable to complete the General Requirements week of the semester provided the course is required work of a course within the normal A student must comply with the general still open for registration. Dropping a course time limits for the term may request an requirements of Rider University concerning may occur through the second week of the extension of time from the faculty member. graduate study. Graduate students must semester. After the second week of the semes- Such extensions of time should be granted demonstrate the ability to express their ter, a withdrawal from the course is necessary only in cases in which illness or other serious thoughts in writing and in speaking in clear, and a W is recorded on the transcript. emergency has prevented the student from correct English for class reports, research A graduate student who wishes to with- completing the course requirements or from papers, theses and examinations. draw officially from one or more graduate or taking a final examination. The request for undergraduate courses must submit a writ- extension of time must be made prior to the ten request and must obtain the approval of last scheduled class meeting except in those the associate dean or department chair of unusual situations in which prior notifica- graduate studies, or dean of the respective tion is not possible. The faculty member school. Withdrawals are not permitted dur- shall determine whether or not to grant the ing the last two weeks of class except for rea- request for a time extension and the type of sons of validated physical or psychological verification (if any) required to support the incapacitation as approved by the dean of the request. The faculty member shall specify the college. Students who do not withdraw offi- time, up to four weeks from the last date of cially from courses they fail to complete, will the term, by which work must be completed receive a grade of F for those courses. by the student. If the faculty member agrees to the request, the notation “I” (incomplete) pa ge 52 PROCEDURES AND POLICIES is submitted on the grade roll. In those sit- Expenses Students are asked to carefully consider uations where the faculty member has not the published payment deadlines. Prompt received a request for an extension of time, Typical graduate expenses for the 2005- payment of student account balances ensures the notation “I” (incomplete) may be sub- 2006 academic year are estimated as follows: students keep the classes they selected in mitted on the grade roll by the faculty advance registration, and their advance member when, in his or her judgment, such Graduate Tuition: housing assignments. Balances unpaid after a determination appears justified. Upon Tuition fee (per 3-credit course): the deadlines or paid with checks returned submission of completed required work, the Business Administration . . . . .$1,920 by the student’s bank will result in courses faculty member will submit a change-of- Education and Human Services $1,440 and housing reservations being cancelled. grade form to the registrar. Audit fee (per course) ...... $240 Students who, as a result of extenuating Student teaching fee Deferred Payment Plan circumstances, are unable to submit the (academic year) ...... $245 Students may subscribe to the deferred pay- required work at the end of the four-week Technology fee ...... $35/course ment plan that provides for three equal pay- period may request an extension of the ments for the fall and spring semesters on incomplete grade. The request for an exten- Other Fees: the following basis: sion of the incomplete must be made prior Application fee (nonrefundable) . .$45 to the expiration of the four-week period. If Readmission fee (nonrefundable) . .$30 At registration ...... 1/3 the faculty member agrees to the request for I.D. card replacement fee ...... $30 October 15 (fall) an extension, the faculty member shall spec- Deferred payment fee ...... $25 and March 15 (spring) ...... 1/3 ify the time, up to a maximum of two weeks Proficiency examination November 15 (fall) from the date of expiration of the four-week (per examination) ...... $30 and April 15 (spring) ...... 1/3 period (i.e., six weeks from the last date of Late registration fee ...... $50 the term) by which work must be complet- Late payment fee deferred plan . . .$25 A $25 deferred payment fee will be added ed by the student and shall submit an exten- Dishonored check fee, first time* .$30 to the student’s account payable at registra- sion-of-incomplete form to the registrar. Dishonored check fee, tion. Any student who pays in installments Upon submission of completed re q u i re d after first time ...... $50 and fails to return the completed deferred work, the faculty member shall submit a payment plan form will be assessed a $25 change-of-grade form to the registrar. Note: On-campus graduate student hous- d e f e rred payment plan participation fee. Failure of the registrar to receive from the ing is available in Ridge House. To be eligi- Any student who defaults on the deferred faculty member a change-of-grade form or ble for student housing, a student must be payment plan will be assessed a late pay- an extension-of-incomplete form at the end enrolled in two or more graduate courses. ment fee of $25 and will be considered inel- of the four-week period, or a change-of- The cost is approximately $3,190 per igible for further participation in the plan. grade form at the end of the six-week peri- semester, plus a security deposit of $100. There is no deferred payment plan for sum- od, shall result in the automatic assignment The university meal plan is approximately mer session. of the grade F. $1,950 per semester and is optional. Commuter meal plans are also available. Financial Obligations Interruption of Studies *Returned checks that have not been Students can meet their financial obliga- Students who interrupt their studies must redeemed or made good by the due date will tions to the University by paying their notify the appropriate graduate program be assessed the late payment fee in addition account balances in full or enrolling in an office. If studies are interrupted for up to to the dishonored check fee. approved deferred payment plan. Inquiries one year, students may return with the The fees and charges set forth herein are about account balances and payment options approval of the advisor. However, if two subject to adjustment at any time. should be directed to the bursar’s office in calendar years elapse between the last date of Questions regarding rates and fees should be the Student Center, 609-896-5020. attendance and the next registration, directed to the bursar’s office. Students must also be in good financial students must submit an application status with all organizations with which for readmission together with a nonrefund- Terms of Payment Rider has declared an official relationship, able readmission fee. Students will be Tuition, fees and charges for room and board such as the New Jersey Higher Education responsible for the application and degree are due and payable in two installments: Assistance Authority in order to be official- re q u i r ements in force at the time of August 20, 2005, for fall 2005 and January ly registered. readmission. 17, 2006, for spring 2006. Students should Students with unmet obligations are not For students to remain in good standing mail their payments to be received by these considered to have valid registrations. They with the division, they must file a notifica- due dates. may be prevented from attending classes, tion of non-attendance form announcing Payments may be made by check, cash, receiving transcripts, participating in their intention to not attend any semester VISA, MasterCard, in person or by mail advance registration for upcoming semes- prior to the beginning of that semester. The a d d r essed to: Cashier’s Office, Rider ters, and under certain conditions, from form may be procured from the approved U n i v e r s i t y, 2083 Lawrenceville Road, graduating. graduate office. L a w r enceville, NJ 08648-3099. Checks Liability for tuition costs will not be should be made payable to RIDER UNI- waived unless the student officially drops or V E R S I T Y. International students should withdraws from the course(s) for which he or make payments in U.S. dollars. The stu- she registered (see Refunds). dent’s name and Social Security number should be included on the check.

p ag e 53 PROCEDURES AND POLICIES

Refunds A limited number of graduate assistant- (1) submission to such conduct is made The refund policy applies to tuition and audit ships is also available. Inquiries about these explicitly or implicity a term or condition fees for regularly scheduled semester- l o n g assistantships should be directed to the of an individual’s employment or educa- courses. All other fees are nonre f u n d a b l e . respective graduate offices in business admin- tion; Students who wish to withdraw from a istration and education and human serv i c e s . (2) submission to or rejection of such con- course(s) must file the official withdrawal duct by an individual is used as a basis for f o rm with the chair of the appropriate gradu- employment or educational decisions; or ate program. A student who fails to with- Personal Policies (3) such conduct unreasonably interf e r e s d r a w, officially waives the right to considera- with an individual’s work or educational tion for any refund. All refunds based on the Protection of Personal Privacy performance by creating an intimidating, o fficial withdrawal date and not the last class Access to student re c o rds may be accorded to hostile, or offensive work or educational attended will be made in accordance with the Rider personnel with a legitimate educational environment. following schedule for the fall and spring i n t e rest in the re c o rds. Information may be s e m e s t e r s : released to other agencies and individuals Nothing contained in this policy shall be a c c o rding to these policies in compliance with construed either to limit the legitimate exer- Before the official opening of classes the Family Privacy Act of 1974 (as amended): cise of the right of free speech or to infringe ...... 100% upon the academic freedom of any member During the first week of any semester •Rider may release the following informa- of the Rider community...... 80% tion without written permission from the During the second week of any semester student: fact of enrollment, dates of Student Conduct Policy ...... 60% e n rollment, degree candidacy, degre e Students at Rider University are expected to During the third week of any semester . . . . awarded, and major field. abide by the basic principles of integrity, ...... 40% • Rider may release the following informa- honesty, and respect. To define these princi- During the fourth week of any semester . . . tion unless the student has requested in ples, Rider has established regulations and ...... 25% writing that the information not be policies to govern student conduct in both released: name, home and local address, academic and social matters. These have been No refunds are made for withdrawals after and home and local telephone number. designed to allow each student the greatest the fourth week of any semester. possible freedom, consistent with the welfare Summer session refunds are calculated No other information concerning an indi- of the community. All students are expected from the opening date of classes and will be vidual will be released without the written and urged to abide by these regulations, made in accordance with the following permission of that person. which are spelled out in detail in The Source, schedule: the student handbook. In some instances, Harassment failure to abide by the code of conduct may Until the first scheduled meeting of class Rider re a ff i rms its desire to create an academ- result in dismissal or suspension...... 100% ic/work environment for all students, faculty, After the first scheduled meeting of class s t a ff, and administrators that is not only Compensation for Performances ...... 80% responsible but supportive and conducive to Students may from time to time participate After the second scheduled meeting of class the achievement of educational/career goals in events or promotions sponsored by the ...... 60% on the basis of such relevant facts as ability University including situations for which After the third scheduled meeting of class and perf o rmance. All students, faculty, staff , proceeds are received by the University. A ...... 40% and administrators have the right to expect an student shall have no right or claim to any On the fourth scheduled meeting of class e n v i ronment that allows them to enjoy the payment or proceeds from any entertain- ...... 25% full benefits of their work or learning experiment, promotional, or publicity items, ence. Harassment is any action that thre a t e n s , events or activities, including events or activ- No refunds are made for withdrawals after c o e rces, or intimidates an individual or a class ities of an artistic or athletic nature. By reg- the fourth scheduled meeting of class. of individuals because of their racial, sexual, istering in and attending the University, All refunds are based on the official with- ethnic, or religious identity or because of such each student acknowledges that he or she has drawal date, not the date of last class atten- characteristics as age or physical handicap. no right to payment for participation in any dance. University event or payment for participa- B u d g e t a ry commitments re q u i re strict Sexual Harassment tion in sound or sight reproductions of any adherence to the policy regarding refunds. In keeping with its commitment to provide University event; and to the extent that any Appeals due to extenuating circumstances a safe environment for employment, teach- rights to any payment may exist, he or she should be directed to the chair of the appro- ing, and learning, sexual harassment is unac- assigns all such rights to the University. priate graduate program. ceptable and will not be tolerated at Rider Financial Aid University. The University will promptly Financial aid is available to qualified gradu- investigate any complaint alleging sexual ate students under several state and federal harassment. loan programs. Examples of loan sources Sexual harassment is defined as unwelcome include the Stafford Loan. Interested stu- sexual advances, requests for sexual favors, dents should contact the office of student and other verbal or physical conduct of a sex- financial services (609-896-5360) to inquire ual nature when: about these and other loan possibilities. pa ge 54 Campus & Facilities Campus & FacilitiesGraduate 2005-2006

p ag e 55 CAMPUS AND FACILITIES

Rider University’s 280-acre Lawre n c e v i l l e Access to the Internet, the online catalog, the Web (http://library.rider.edu). An on- campus is in Lawrence Township, New Jersey, a vast array of databases and other finding going project includes entering data for on Route 206, a quart e r-mile south of I-95, aids are provided in public areas as well as extensive choral music holdings into the five miles south of Princeton, and three miles two instructional facilities in the library. A international choral music databases, Musica n o rth of Trenton. The modern facilities, laptop loan program provides additional (http://www.MusicaNet.org). designed to meet the academic, social, and computing resources for use in the library. re c reational needs of the Rider community are A strong service program includes cus- c l u s t e red and within easy walking distance of tomized individual and group information Bart Luedeke Center one another. Ample parking is available. literacy instruction, a vigorous re f e r e n c e Memorial Hall, the Science and Te c h n o l o g y service, and an inter-library loan program, as Located on the lower level of the Bart Luedeke C e n t e r, the Fine Arts Center, the Joseph P. well as on-site access programs to many other Center are the cashier’s office, the University Vona Academic Annex, the Stephen A. libraries. s t o re, a snack bar opening onto the Bart M a u rer Physical Education Building, and A newly refurbished Reference and Luedeke Center patio, the Rider Pub, the Anne Brossman Sweigart Hall contain the Periodical Reading Room provides comfort- campus radio station (WRRC), and the off i c e s c l a s s rooms and laboratories for all curr i c u l a . able seating in an attractive environment of the College of Continuing Studies. Both the This fall, the completion of a new resi- conducive to reading and study. More than snack bar and campus pub have select evening dence hall and three-story additions to Hill 700 current periodicals in paper formats are h o u r s . and Ziegler Halls on the north side of the attractively displayed, along with a large On the second floor are the campus infor- main mall provide a sweep of attractive brick selection of current newspapers. mation desk, a 370-seat theater, the Cavalla façade that stretches more than 550 feet. Viewing and listening rooms are available Room (a multipurpose room adjacent to a ter- Across the mall, the 42,000 square foot to complement the collection of moving race), and a TV lounge. The remainder of the Student Recreation Center with a state-of- image materials. In addition, the Amy floor houses some of the major student org a n- the-art fitness center, three basketball courts, Silvers Study Room is equipped to support izations in newly renovated offices – the elevated jogging track and new locker rooms, the needs of students with special needs. Student Government Association, the also opens this fall. A glass-fronted 9,000- Residence Hall Association, the Association of square foot atrium/lobby links the SRC with Princeton Campus Commuter Students, the Student Alumni Gymnasium and is a gathering place The library at Westminster Choir College is E n t e rta inment Council, the Interf r a t e rn i t y for students. The new structures on both housed in the Katherine Houk Ta l b o t t Council, the Panhellenic Council, and the sides of the mall complement each other in Library Learning Center. These collections Minority Greek Council. Also located on the look and style and are a visual example of the comprise more than 60,000 books, music second floor of the Bart Luedeke Center is the renewal taking place at Rider. scores and periodicals, approximately 5,000 Dean of Students Office along with many stu- choral music titles in performance quantities, dent affairs offices, including the Office of a choral music reference collection of over Campus Activities, the Multicultural Center, The University Libraries 80,000 titles, 200 current periodical titles in the University scheduler, the Office of print, as well as access to more than 12,000 Residence Life, the Office of Student Rider’s libraries are at the center of intellec- titles electronically, and more than 13,000 Administrative Services, the photo I.D. ro o m , tual life of the University, stimulating pur- sound and video re c o rdings. Exceptional and the University ticket booth. These gro u p s suit of free and critical intellectual inquiry holdings are found in the library’s special a re all housed together in a newly cre a t e d through collaborative intellectual partner- collections. Student Affairs Suite. ships. A well-qualified faculty and staff sup- Talbott Library’s score and sound record- The University Art Gallery is located on the ports the information needs of students, facing collections cover all musical styles, gen- t h i rd floor of the Bart Luedeke Center. The ulty, staff, alumni, and friends by offering res, and periods at a basic level, but are con- O ffice of Student Financial Services and the access to scholarly collections and informa- centrated more heavily in the areas of choral, Bursar are also found on the third floor. The tion sources. Fostering the development of vocal, keyboard, and sacred music. Of note new Career Services Center is housed here information literacy and enhancing connec- are collected works of many individual com- along with the Fireside Lounge (Room 245). tions between teaching and learning for life- posers, monuments of music, an extensive long success is heavily emphasized. The piano pedagogy collection, instru c t i o n a l libraries seek to provide welcoming sur- material for music education in primary and Rider University Store roundings conducive to the use and conserva- i n t e rmediate schools, and holdings both tion of the diverse collections. broad and deep in choral music, keyboard Located in the Bart Luedeke Center, the music, and hymnals. The library collects University Store is a full-service facility for Lawrenceville Campus multiple print editions of many music titles the Rider community. The collection includes a wide variety of for comparison of editing practices and mul- In addition to both new and used required materials to meet a broad range of learning tiple recordings of many titles for compari- books, a large selection of general reading styles. Access to more than 425,000 print son of performance practices. and reference books, supplies, and Rider volumes, 616,000 micro f o rm volumes, Talbott Library shares in Rider imprinted items is available. The store offers 12,000 periodical titles in a mix of print and University’s online library system. About a complete line of greeting cards, gifts, and electronic formats, and a wide variety of elec- two-thirds of Talbott Library’s materials – magazines, a wide assortment of food, snacks, tronic research tools make up the library. approximately 40,000 items – are represent- health and beauty aids, and daily and weekly Housed in the Franklin F. Moore Library, ed in the online catalog and are available on newspapers. these resources are available to students, faculty, staff, and visiting researchers. pa ge 56 CAMPUS AND FACILITIES

The store is open Monday and Tuesday, 8:30 field and job hunting is kept in the career other periods vary; see schedules as posted. a.m. to 7 p.m., and Wednesday through resource library. Early attention to realistic The office of student financial services is Friday, 8:30 a.m. to 4:45 p.m., as well as c a r eer alternatives and re q u i rements can open Monday through Friday, 8:30 a.m. to 5 during the weekend prior to the beginning often prove helpful in planning satisfactory p.m. (4:30 p.m. during the summer), and of each fall and spring semester and addi- college programs. Saturday from 9 to 11:30 a.m. by appoint- tional weekday evening hours at the begin- General information on planning for ment when Rider is in session. ning of each semester. graduate study and fellowship announce- ments is located in this office. Students considering graduate work are urged to make Cancellation of Classes Office of Information initial inquiries early in their college career Technologies in order to become aware of the wide variety Ordinarily Rider will remain open and fully of programs and financial aid opportunities. operational during snowstorms and other The office of information technologies is The career services office assists students e m e rgency situations. However, under located in the Fine Arts Center. There are two in planning their search for suitable employ- extreme conditions it may become necessary general access lab containing PC computers ment. On-campus interviews are scheduled to close Rider and to cancel classes. If such and laser printers, one in the Fine Art s for seniors with representatives from the circumstances should arise, please call the C e n t e r, and one in the Bart Luedeke Center. corporate world, not for profit, education Rider University information hotline at Open lab hours and locations are posted on and government. Recruiting interviews are 609-219-2000, and select option 1. The the Office of Information Technologies We b held in the fall and spring. Assistance is Rider Web site will also announce cancella- page. In addition to these general access labs, available in preparing resumes and cover let- tions. t h e re are kiosks containing PC computers in ters. Students are urged to gather references In addition, the cancellation of classes for various locations on both the Lawre n c e v i l l e from faculty members at several points dur- weather-related emergencies will be broad- and Princeton campuses. Other labs are locat- ing their college careers. The office is open cast on: ed in Anne Brossman Sweigart Hall, daily Monday through Thursday, 8:30 a.m. Memorial Hall, Fine Arts Center, Science to 8 p.m., and until 5 p.m. on Friday. KYW 1060-AM Philadelphia Hall and the Talbott Library located at WBUD 1260-AM Trenton Westminster Choir College. Depart m e n t a l WCHR 1040 AM Flemington lab hours may vary and are posted for each Parking and Vehicle WCTC 1450-AM New Brunswick lab. Student assistants are available to aid in Regulations WMGQ 98.3-FM New Brunswick the use of both equipment and software . WHWH 1350-AM Princeton Central computer systems provide elec- Rider provides ample parking for students. WPST 94.5-FM Princeton t ronic mail, conferencing, and Internet access All vehicles operated on the campus by WTHK 97.5-FM Princeton tools. A wide range of programming lan- Rider students must be registered with the WBCB 1490-AM Levittown guages, utilities, and statistical packages are security office and must display the proper WKXW 101.5-FM Trenton available for instructional and re s e a rch sup- identification decal. The cost for vehicle WIMG 1300-AM Trenton p o rt. These systems are available 24 hours a registration and a parking permit is includ- d a y. All Rider students can access these serv- ed in tuition. Failure to register a vehicle Philadelphia area radio stations cooperat- ices without charg e . and properly display the decal will result in ing with the KYW Storm Center will iden- a fine. Student parking is restricted at all tify Rider by the number 923 for day class- times to the student parking lots. The con- es and 2923 for evening classes. Security Office duct of official Rider business by a student will not be considered a valid reason for The security office is open 24 hours a day, parking in any other area. Students are including holidays. Security should be con- responsible for adhering to the campus traf- tacted whenever there is an emergency or a fic regulations. These regulations and fur- serious incident. The security department ther vehicular information are available personnel can provide emergency trans- from the offices of the dean of students and portation for disabled students. The emer- the College of Continuing Studies. gency telephone number is 896-5321. Hours of Operation Career Services All administrative offices are open Monday The office of career services, located in the through Friday, 8:30 a.m. to 5 p.m. (4:30 Bart Luedeke Center, serves students in sev- p.m. during the summer). The office of eral ways. Through individual counseling, graduate admission is open Monday through small group sessions and assistance in the Friday, 8:30 a.m. to 5 p.m., and until 8 p.m. career resource library, this office seeks to on Thursday, by appointment. help students gather realistic information on Library hours during the academic year which to base curricular choices and to are 8 a.m. to midnight, Monday through begin making career decisions. Curre n t Thursday; 8 a.m. to 8 p.m., Friday; and 10 information on specific occupations as well a.m. to 7 p.m., Saturday. Sunday hours are as general information on choosing a career 11 a.m. to midnight. Summer sessions and p ag e 57 NOTES

pa ge 58 Directories DirectoriesGraduate 2005-2006

p ag e 59 DIRECTORIES

Board of Trustees Arthur J. Stainman ’65, Senior Managing Lindsay Augustyniak Csogi, B.S., Special Director, First Manhattan Company Events & Projects Coordinator James Busterud, First Vice President, Christy Stephenson ’87, President and CEO, President’s Office Morgan Stanley Robert Wood Johnson University Ann Difranchi, B.S., Secretary to the Christopher Carothers ’91, ’94, President & Hospital at Hamilton President CEO, Millennium Consulting Howard B. Stoeckel ’67, President and CEO, René de la Cruz ’65, CEO, de la Cruz Group Wawa, Inc. Institutional Analysis and Registrar James Dickerson ’69, Retired President & Ronald M. Walker, M.B.A., Associate Vice CEO, Caremark R Inc. Emeriti President for Institutional Analysis Bonnie Dimun ’67, ’71, Executive Director, Charles E. Altmeyer, Retired Former Susan Stefanick, B.A., Registrar The Comedy Cures Foundation President, Tec Tran Corporation Joanne Ceres, B.A., Assistant Registrar Harry T. Gamble ’52, Retired Coordinator of William J. Baumol, Department of Football Operations and Club Relations, NFL Economics, Princeton University Public Relations Ernestine Lazenby Gast WCC ’68, (Secretary) Donald Bixby, Retired/Former Chairman of Earle S. Rommel, B.A., Director of Public Associate Buyer Agent, Prudenitial fox the Board Transamerica DeLaval, Inc. Relations and Roach, The Mercer Real Estate Team Dr. James E. Carnes, Retired President & Brenda Payne Whiteman, M.S., Associate (effective October 2005) CEO, Sarnoff Corp. Director of Public Relations The Honorable Peter Inverso ’60, President, Frank N. Elliott, Retired President, Rider Peter G. Borg, A.A., University Roma Savings Bank and New Jersey State University Photographer Senator, District 14 John P. Hall, Retired Vice President, Lauren L. Adams, B.A., Staff Assistant Daniel Kaplan ’65, President, Daniel Kaplan Johnson & Johnson Associates Paul J. Hanna, Former CEO, GEICO Publications Michael B. Kennedy ’72, ’75, Partner, PFS Elsie Hillman ’45, Republication Future Catherine Carter-Romero, A.A., Director of National Practice Leader, Fund Publications PricewaterhouseCoopers, LLP Frank J. Hoenemeyer, Retired Vice Brian J. Kelley, B.A., Associate Director of Paul J. Lang ’68, (Chair) Retired Vice Chairman, The Prudential Insurance Corp. Publications President, The Prudential Insurance Marcia G. Kjeldsen ’66, Former Director of Michael A. Scott, B.A., Graphic Design Company of America Recruitment, J. Crew Inc. Assistant Dennis N. Longstreet ’69, Company Group J. Barton Luedeke, Retired President, Rider Chairman, Johnson & Johnson University Athletics Thomas Lynch ’75, President, Tyco John D. Wallace, Former President, NJ Curtis Blake, M.S., Director of Athletics Engineered Products and Services National Bank Chester W. Dalgewicz, M.A., Associate Terry K. McEwen ’98, Senior Vice President, Robert L. Willis ’63, President, CSB Director of Athletics for Compliance First Washington State Bank Management Group and Academic Support Judithanne Scourfield McLauchlan ’90, Richard Wines, Former President, Capital Nancy Roberts, M.A., Associate Director of Assistant Professor of Government and Consultants of Princeton Athletics for Internal Operations and Pre-Law Advisor, University of South Senior Woman Administrator Florida-St. Petersburg Karin Torchia, M.S., Associate Director of Nelson S. Mead Jr., Manager, Windknot Administration Athletics for External Operations Partners Anthony M. Focht, B.A., Sports Information Thomas M. Mulhare ’70, O ff i c e r- i n - C h a rge of Senior Administration Director Insurance Industry Services, Amper, Mordechai Rozanski, Ph.D., President Gerard K. Green, M.B.A., Director of the Politziner & Mattia Phyllis M. Frakt, Ph.D., Vice President for Fitness Center Gerald P. Nagy ’63, Retired Vice President, Academic Affairs and Provost Lucy Sech, Manager of Athletic Business Taxes, Salomon Inc. Jonathan D. Meer, B.A., Vice President for Operations Judith Persichilli ’80, Executive Vice Development and Alumni Relations President Mid-Atlantic Division, Catholic and Secretary Health East Julie A. Karns, B.A., C.P.A., Vice President Academic Affairs George Pruitt, President, Thomas Edison for Finance and Treasurer State College James P. O’Hara, B.A., Vice President for Phyllis M. Frakt, Ph.D., Vice President for Mordechai Rozanski, ex officio, President, Enrollment Management Academic Affairs and Provost Rider University James O. Castagnera, J.D., Ph.D., Associate William M. Rue ’69, (Vice Chair) President, Office of the President Provost and Associate Counsel Rue Insurance Company Carol Kondrach, B.S., Associate Vice Robert Santos, Retired Senior Vice Mordechai Rozanski, Ph.D., President President for Information Technologies President, Computer Horizons Debora Z. Stasolla, M.B.A., Associate Vice Michael Brogan, M.P.A., Academic Budget Gary L. Shapiro ’72, President, Tropico President for Planning and Assistant to Officer Management, LP the President Patricia M. Lutz, B.A., Executive Assistant John Spitznagel ’63, Chairman, IRX Ronald M. Walker, M.B.A., Associate Vice to the Vice President for Academic Affairs Therapeutics & Barbeau Pharma President for Institutional Analysis and Provost Filbert E. Spizzirro ’53, Business Consultant, Christine Messina-Boyer, M.A., Louis Dreyfus International Group Assistant to the President pa ge 60 DIRECTORIES

College of Business Administration Department of History Scott R. Hoerl, B.M., Executive Director of Larry Newman, Ph.D., Dean Patrick Chmel, Ph.D., Chair of the Westminster Conservatory and Thomas C. Kelly, M.B.A., Associate Dean Department of Fine Arts Continuing Education for Undergraduate Studies Anne Law, Ph.D., Chair of the Department Julie Luster, M.Acc., Assistant Dean of Psychology Steve Lorenzet, Ph.D., Director of MBA David Rebovich, Ph.D., Chair of the Anne Sears, B.A., Director of External P ro g r a m Department of Political Science Affairs Paul Benchener, D i rector of EMBA Pro g r a m Kathleen M. Browne, Ph.D., Academic Rosemary Therkelson, A.A., Manager of Tom Ruble, Ph.D., Chair of the Department Director of the Teaching and Learning Creative Services of Management and Human Resources Center Cathy Caruso O’Neill, M.B.A., Director of Jaime Hall, M.B.A., Academic Coordinator Jean L. Kutcher, B.A., Administrative Concerts and Special Events Diane Bednarski, Assistant to the Dean Director, Teaching and Learning Center Carren Klenke, M.M., Assistant Director of L a u ren Eder, Ph.D., Chair of the Department Marc N. Boots-Ebenfield, Ph.D., Lead Concerts and Special Events of Computer Information Systems Instructional Technologist, Teaching and Jerry T. Bentley, Ph.D., Chair of the Learning Center Library - Lawrenceville Department of Economics Charles Schwartz, Ph.D., Chair of the F. William Chickering, M.Ln., C.A.L., Jean Darian, Ph.D., Chair of the Department of Mathematics Dean of University Libraries Department of Marketing Tharyle J. Prather, M.F.A., Director of John E. Buschman, M.L.S., Chair of the Maury Randall, Ph.D., Chair of the Theatre Facilities Moore Library Department Department of Finance Seiwoong Oh, Ph.D., Chair of the Mary Ann Dayton, Manager of Library Ira Sprotzer, Ph.D., Chair of the Department of English Support Services Department of Business Policy and Howard Schwartz, Ph.D., Chair of the Carol A. Beane, M.L.S., Librarian Environment and Director of Business Department of Communication Robert Congleton, M.L.S., Librarian Honors Program Alexander Grushow, Ph.D., Chair of the Edward M. Corrado, M.L.S., Library Donald Wise, Ph.D., Chair of the Department of Chemistry, Biochemistry, Systems Administrator Department of Management Sciences and Physics Kathryn A. Holden, M.S.L.S., Librarian Marge O’Reilly-Allen, Ph.D., Chair of the John R. Sullivan Jr., Ph.D., Director of Robert J. Lackie, M.L.I.S., Librarian Department of Accounting American Studies Marilyn D. Quinn, M.L.S., Librarian James Riggs, Ph.D., Chair of the Dorothy Anne Warner, M.S., Librarian College of Continuing Studies Department of Biology Samuel Weigh, M.S., Librarian Karen J. Crowell, B.A., Assistant Dean Bosah Ebo, Ph.D., Director of Sharon Yang, D.L.S., Librarian Angela Gonzalez Walker, M.A., Assistant Multicultural Studies Dean Carol J. Nicholson, Ph.D., Director of Education Enhancement Program Christine DeFrehn, B.A., Academic Baccalaureate Honors Jacqueline Simon, Ed.D, Director of Coordinator Rebecca Basham, M.F.A., Director of Education Enhancement Program Gender Studies Barbara Blandford, Ph.D., Associate College of Liberal Arts, Pamela A. Brown, Ph.D., Director of Law Director of Education Enhancement Education, and Sciences and Justice Program Program/Director of Disability Services Joseph Nadeau, Ph.D., Dean Carol Watson, Ph.D., Director of Center for Kendall Andersen Friedman, M.Ed., Carol Brown, Ph.D., Associate Dean the Development of Leadership Skills Associate Director of Education Barbara H. Fruscione, B.S., Assistant Dean Enhancement Program/Director of Rider Terri Marriott, B.A., Senior Academic Westminster Choir College Learning Center and Tutoring Services Coordinator Robert L. Annis, M.M., Dean and Director Mary Beth Carstens, M.Ed., Assistant Teresa M. Podgorski, Ed.M., Academic Peter D. Wright, Ph.D., Associate Dean Director of Rider Learning Center and Coordinator Judy Kirschenbaum, B.A., Assistant to Tutoring Services Susan M. Glazer, Ed.D., Professor of Dean and Director Barbara Ricci, M.Ed., Director of the Math Education, Director of the Center for Marjory Klein, M.M., Academic Skills Lab/Professional Tutor Reading and Writing Coordinator Isabelle Baker, Ed.D., Professional Tutor, Sandra L. Stein, Ed.D., Chair of Graduate Joseph Flummerfelt, D.M.A., Professor Rider Learning Center Education Emeritus, Conductor Laureate Nichole Bennett, M.A., Professional Tutor, David G. Oliver, M.A., Director of Field Frank Abrahams, Ed.D., Chair of the Rider Learning Center Placement and Chairperson of the Department of Music Education Mare Adams Fallon, M.Ed., Professional Department of Teacher Education Barton Bartle, Ph.D., Chair of the Tutor, Rider Learning Center Richard Alexander, Ph.D., Assistant Dean Department of Theory and Music History Katharine Hoff, Ph.D., Professional Tutor, for Science and Chair of the Department Ingrid Clarfield, M.M., Piano Coordinator Rider Learning Center of Geological and Marine Sciences Thomas Faracco, M.M., Chair of the Shirley Mersky, M.Ed., Professional Tutor, Barry Truchil, Ph.D., Assistant Dean for Department of Piano and Voice Services for Students with Disabilities Liberal Arts and Chair of the Ronald Filler, D.Ed., Chair of the Judy Wendell, M.Ed., Assistant Director of Department of Sociology Department of Arts and Sciences Disability Services Richard W. Burgh, Ph.D., Chair of the Steve Pilkington, M.M., Chair of the Department of Philosophy Department of Conducting, Organ and Educational Opportunity Program Anne R. Osborne, Ph.D., Chair of the Sacred Music Rubin Joyner, M.Ed., Director, Educational

p ag e 61 DIRECTORIES

Opportunity Program Karen Bognar, M.A., Gift Accounting and Ida Tyson, M.S., Associate Director, Reporting Coordinator Educational Opportunity Program Amy B. Lansky, B.A., Manager of Gift and Amber Henley, M.A., Academic Counselor, Record Processing Educational Opportunity Program Information Technologies Student Support Services Program Finance Carol Kondrach, B.A., Associate Vice (TRIO Program) President for Information Technologies Queen S. Jones, M.Ed., NCC, LPC, Director Julie A. Karns, B.A., C.P.A., Vice President Christopher Blanos, Manager, Application of Student Support Services Program for Finance and Treasurer and Web Services Dana Lopes, M.A., Assistant William Roell, B.S., C.P.A., Associate Vice Virginia Breza, B.A., Senior Director/Counselor of the Student Support President for Finance and Controller Programmer/Analyst (Benefactor) Services Program Michele Tritt Evanchik, B.S., C.P.A., Vacant, Senior Programmer/ Sally Martinez, B.A., Counselor/Educational Associate Controller and Grants Manager Analyst (Finance/HR) Specialist of Student Support Services Elaine M. Rafferty, A.A., Assistant to the Andrew Dempsky, Operation Specialist Program Vice President for Finance Tim Fairlie, Director, Network and Marsha Freedman, M.Ed., Professional Tutor Helen I. Carroll, Executive Assistant to the Communication Services of Student Support Services Program Vice President for Finance Linda Gold, B.S., Senior Patricia S. Dell, B.A., Secretary for the Programmer/Analyst (Colleague) Student Support Services Program Facilities Management Theodore Durst, B.S., Student Support Phillip Voorhees, Assistant Vice President Specialist for Facilities Operations and Construction David Frost, B.S., Tech Support Specialist Development and Alumni Management Fred Housel, Network Technician Relations Michael Reca, M.A., Assistant Vice Theresa Hvisdock, B.A., Director, President for Facilities Planning and Applications and Web Services Jonathan D. Meer, B.A., Vice President for Auxiliary Services Jonathan Jones, B.A., Manager, Media and Development and Alumni Relations Diane Bozak, B.S., Director of Instructional Tech Support Services Diane C. Carter, Assistant to the Vice Business Conferences and Camps Igor Jonjic, Manager, Help Desk/Training President for Development Michael Maconi, B.A., Facilities Operations Ross Kovelman, Tech Support Specialist at and Alumni Relations Manager WCC Patricia A. Witkowski, B.A., Staff Assistant Jill Nowicki, M.A., Manager of Event John LeMasney, B.F.A., Manager of for Stewardship Operations Instructional Technology/WWW Anne Petchel, A.A., Manager of Facilities Dayne Lewis, Media Services Technical Alumni Relations Business Operations and Purchasing Coordinator Natalie M. Pollard, M.A., Director of Sam Suliamon, B.A., Manager of Melissa Mack, Sr. Administrative Secretary Alumni Relations Academic/Public Building Operations Susan Pierce, B.A., Manager of Voice Patrick F. Corrigan, M.A., Associate Director Steve Hitzel, Manager of Facilities Communications of Alumni Relations, Lawrenceville Operations-Princeton Campus Sean Piotrowski, B.S., Help Desk Specialist Vacant, Associate Director of Alumni Sandro Pirone, Senior Operations Specialist Relations, WCC Disbursements Monica Pollich, M.S., Manager of Systems, Debbie Farris, B.S., Director of Operations, and Database Development Disbursements Krystyna Rykowski, B.A., Director of Vacant, Director of Planned Giving Deborah Berkowitz, B.A., Assistant Director Support Services Vacant, Director of Major Gifts of Disbursements David Shane Smith, Manager, User Support Keith W. Richardson, B.S., Associate Services Director of Major Gifts General Accounting Ricardo Stella, B.S., Manager of Jessica Besler, B.S., Director of Elizabeth McErlean, B.A., Director of Unix/Security Annual Giving Budget James Takacs, Ed.D., Instructional Vacant, Assistant Director of Barry J. Sulzberg, B.B.A., Assistant Technologist Annual Giving Controller Peter Tamuzza, Administrator: E-mail Christopher Feltham, B.A., Associate Stacy Fischler, C.P.A., B.S., Accountant Enterprise Services Director of Major Gifts Sophia Song, B.S., Accountant Byron Veale, Academic Technology and WCC Annual Fund Michael Rutkowski, M.B.A., Grants Specialist Barbara Jacobs, B.A., Director of Coordinator Matt Wade, B.A., Media Services Operations Development Research Clara Melas, Cashier’s Office Supervisor Specialist Steve Spinner, System Implementation Joyce Zogott-Onsted, M.S., Assistant Specialist Human Resources Director, Application and Web Services Ellen C. LaCorte, Ed.D., Director of Human Dave Weise, Senior Technical Support Development Information Services Resources and Affirmative Action Specialist/Unix Administrator Melissa Anderson, M.B.A., Director of Linda Kerner, Assistant Manager of Benefits Vacant, Lab Coordinator Information Services Mona Marder, B.A., Associate Director and Erik Wolf, Technical Support Specialist Thomas P. LoPresti, B.A., Associate Director Benefits Manager Susanne Worthington, Executive Assistant of Information Services Thomas Phillips, B.S., Manager of pa ge 62 DIRECTORIES

Employment Judith Wood, A.A., Assistant Director Ada Badgley, M.S., Director of Greek Life David Perry, M.M., Manager of Human Genevieve Finley, A.A., Staff Assistant Resources Information Systems

Enrollment Management Student Affairs Office of Community Standards Keith Kemo, M.A., Director of James P. O’Hara, B.A., Vice President for Office of the Associate Vice Community Standards Enrollment Management President for Student Affairs and Jennifer Cafiero, M.S. Ed., Director of Dean of Students Counseling Services Enrollment Planning and Reporting Anthony Campbell, Ph.D., Associate Vice Carole Christian, Psy.D., Director of Susan C. Christian, B.A., Dean of President for Student Affairs and Dean of Counseling Services Enrollment Students Nadine Marty, Ph.D., Counselor John J. Williams, M.Ed., Director, Student Jan Friedman-Krupnick, M.A., Assistant Rose Soriero, M.A., Ed.S., Counselor Financial Services Vice President for Student Affairs Corinne Zupko, M.A., NCC, Counselor Tara Laposa, B.S., Director of Internet Wilda Bleakley, Executive Assistant to the Projects Associate Vice President for Student Health Services Affairs and Dean of Students Valerie Kamin, M.P.H., B.S.N., Director of Bursar Ira Mayo, M.B.A., Associate Dean of Student Health Services Anna Robbins, B.S., Bursar Freshmen Regina Gillespie, R.N., B.C., Registered Maryann J. Perkins, B.A., Assistant Bursar Lawrence Johnson, J.D., Associate Dean of Nurse Maricruz Lawson, WCC Assistant Bursar Students Pat Sheridan, R.N., B.A., Registered Nurse Laura Hubbard, M.A., Westminster Lawrenceville Admission Assistant Dean of Students Center for Multicultural Affairs Susan C. Christian, B.A., Dean of Melissa Dennis, M.A., Student Life and Community Service Enrollment Coordinator Donald L. Brown, M.Ed., Director of the Christine A. Zelenak, M.A., Director of Center for Multicultural Affairs and Graduate Admission New Student Resource Center Community Service Laurie Kennedy Rotundo, M.A., Director Christine Carter, M.Ed., New Student Jessica Januzzi, J.D., Coordinator of of Undergraduate Admission Coordinator Community Service Marianne C. Kollar, M.Ed., Associate Director of Admission Career Services Safety and Security Vacant, Associate Director of Gwendolyn J. Tyler, M.Ed., Director of Vickie Weaver, M.A., Director of Safety Admission Career Services and Security Derek Fox, B.A., Assistant Director of Shirley K. Turner, M.A., Associate Director Frank Scharibone, Safety and Security Admission of Career Services Coordinator Monica Butera, B.S., Senior Assistant Sylvia Hauser, M.A., Associate Director of Thomas Tucker, Captain Director of Admission Career Services Stephen Jackson, B.A., Admission Claire Hamm, M.A., Associate Director of Environmental Health and Safety Counselor Career Services Darryl Blusnavage, Manager Susan Makowski, B.S., Admission Jean Falvo, M.A., Coordinator of Counselor Experiential Learning Chaplains, Campus Ministry Aimee Thomson, B.A., Admission Nancy Silvester, B.M., Staff Assistant, Father Bruno Ugliano, Catholic Counselor Career Services Rev. Nancy Schluter, Protestant Peter Finger, M.A. Part-time Regional Rabbi Daniel Grossman, Jewish Representative Residence Life Imam Abdul-Malik R. Ali, Islamic Imam Evelyn Spradley, B.S., Admission Staff Cindy Threatt, M.S., Director of Residence Assistant Life Stephanie Polak, M.A., Associate Director Emeriti Westminster Admission of Residence Life Katherine Shields, M.L.A., Senior Associate Jamiyl Mosley, M.A., Area Director Walter A. Brower, Ed.D., Dean Emeritus of Director of Admission Vacant, Area Director the School of Education Joseph Capone, M.M., Assistant Director of Dennis Renno, M.A., Area Director John H. Carpenter, Ph.D., Dean Emeritus Admission Gregory Hanf, A.A., Manager Campus of the College of Continuing Studies Card System Earl L. Davis, B.A., Director Emeritus of Student Financial Services Admissions and Financial Aid John J. Williams, M.Ed., Director Campus Life Frank N. Elliott, Ph.D., President Dennis P. Levy, Ph.D., Associate Director Kathleen A. Iacovelli, M.A., Assistant Emeritus Drew Aromando, M.B.A., Associate Dean for Campus Life George W. Hess, M.B.A., Vice President Director David Keenan, M.A., Director of Campus Emeritus for Finance and Controller Kayra Melvin, B.A., Assistant Director Activities and Student Center J. Barton Luedeke, Ph.D., President Elizabeth Sandy, B.S., Assistant Director Bridget Weikel, M.S., Assistant Director of Emeritus Judith A. Wolf, B.A., Assistant Director Campus Activities Christina B. Petruska, B.A., Vice President p ag e 63 DIRECTORIES

Emerita for Institutional Planning University of New York New York University; Ed.D., University Mark E. Sandberg, Ph.D., Dean Emeritus of James W. Dailey, Associate Professor of of Pennsylvania the College of Business Administration Computer Information Systems; B.A., Boston College; M.S., Ph.D., Case Western Reserve University Graduate Faculty Jean C. Darian, Associate Professor of Leonard R. Goduto, Assistant Professor of Marketing; B.A., M.C.D., University of Graduate Education; B.A., Ramapo C. Emmanuel Ahia, Associate Professor of Liverpool; Ph.D., University of College; Ed.M., Rutgers University; Education; B.A., M.A., Wheaton College; Pennsylvania Ed.D., Columbia University J.D., University of Arkansas; Ph.D., Marvin E. Darter, Associate Professor of Ilene V. Goldberg, Associate Professor of Southern Illinois University Graduate Computer Information Systems; B.A., Business Policy and Environment; B.A., Mohammad Ahsanullah, Professor of University of California, Los Angeles; Pennsylvania State University; J.D., Management Sciences; B.S.C., Presidency M.B.A., University of Maine; Ph.D., Temple University College; M.S.C., Calcutta University; Georgia State University Linguo Gong, Associate Professor of Ph.D., North Carolina State University Jesse B. DeEsch, Associate Professor of Management Sciences; B.S., M.S., William J. Amadio, Associate Professor of Education; B.S., East Stroudsburg State Tsinghua University; Ph.D., The Computer Information Systems; B.S., College; M.A., Ohio State University; University of Texas Brooklyn College; M.S., Ph.D., Ph.D., Indiana State University William D. Guthrie, Professor of Polytechnic Institute of New York Susan Denbo, Associate Professor of Education; B.S., M.A., Trenton State Don Ambrose, Professor of Education; B.A., Business Policy and Environment; B.S., College; Ph.D., New York University B.Ed., University of Saskatchewan; M.S., Cornell University; J.D., Villanova Law Cengiz Haksever, Professor of Ph.D., University of Oregon School Management Sciences; B.S., M.S., Gary E. Barricklow, Associate Professor of Jie Joyce Ding, Associate Professor of Middle East Technical University, English; B.A., M.A., California State Management Sciences; B.S., M.S., Xi'an Ankara; M.B.A., Texas A&M University, Sacramento; Ph.D., University Jiaotong University; Ph.D., University of University; Ph.D., University of Texas, of New Mexico Texas at Austin Austin Jerome T. Bentley, Associate Professor of Stefan C. Dombrowski, Assistant Professor James J. Hayden, Assistant Professor of Economics; B.A., St. Vincent College; of Graduate Education; B.A., College of Graduate Education; B.A., Sacred Heart M.A., Ph.D., University of Pittsburgh William and Mary; M.B.A., University of University; M.A.T., Fordham Edward H. Bonfield, Professor of Connecticut; Ph.D., University of University; Ed.M., Ed.D., Rutgers Marketing; B.S., M.S., University of Georgia University Alabama; Ph.D., University of Illinois, Kathleen Dunne, Associate Professor of Mary Elizabeth Haywood-Sullivan, Urbana-Champaign Accounting; B.A., State University of Assistant Professor of Accounting; B.S., Carol Brown, Associate Professor of New York at Buffalo; Ph.D., Temple College of Charleston; M.P.A., The Education; B.A., Muhlenberg College; University University of Texas at Austin; Ph.D., M.S., Ph.D., University of Pennsylvania Lauren Eder, Associate Professor of The University of Georgia Dennis C. Buss, Associate Professor of Computer Information Systems; B.S., Sigfredo Hernandez, Associate Professor of Education; A.B., University of Boston University; M.B.A., Ph.D., Drexel Marketing, B.A., University of Puerto Pennsylvania; M.A.T., Brown University; University Rico; M.A., Boston University; Ph.D., Ed.D., Rutgers University Benjamin H. Eichhorn, Associate Professor Temple University Anne M. Carroll, Associate Professor of of Management Sciences; B.S., Hebrew Michele Wilson Kamens, Associate Finance; B.S., Miami University (Ohio); University; Ph.D., University of Professor of Education; B.S., M.Ed., M.S., Ph.D., University of Pennsylvania California at Berkeley Rutgers University; Ed.D., Temple Radha Chaganti, Professor of Business Phyllis Fantauzzo, Assistant Director of the University Policy and Environment; B.A., M.A., Center for Reading and Writing and Joe H. Kim, Associate Professor of Osmania University; M.B.A., Indian Senior Reading Clinician, B.A., Trenton Marketing; B.A., Union Christian Institute of Mangi; Ph.D., State State; M.A., Rider College; Certified College; M.B.A., Yon-sei University; University of New York at Buffalo School Psychologist, Rider University Ph.D., Saint Louis University Judy F. Cohen, Associate Professor of Judith Fraivillig, Associate Professor of Gerald D. Klein, Associate Professor of Marketing; B.A., M.A., M.B.A., Education; B.A., M.S.E., University of Organizational Behavior and University of Chicago; Ph.D., University Pennsylvania; Ph.D., Northwestern Management; B.S., Drexel University; of Syracuse University M.B.A., Harvard Graduate School of Ronald G. Cook, Professor of Management Ralph Gallay, Associate Professor of Business; Ph.D., Case Western Reserve of Human Resources; B.S., SUNY at Marketing; B.E., McGill University; University Oswego; M.B.A., Ph.D., Syracuse M.B.A., M.S., Ph.D., New York Steven Klein, Associate Professor of University University Management Sciences; B.S., Cornell Lewis Coopersmith, Associate Professor of Herbert E. Gishlick, Professor of University; M.B.A., New York Management Sciences; B.A., University of Economics; A.B., Muhlenberg College; University; M.S., Ph.D., Rutgers Pennsylvania; M.S., Ph.D., New York M.A., Ph.D., University of Pennsylvania University University Susan M. Glazer, Professor of Education; Christine Lentz, Associate Professor of Hope Corman, Professor of Economics; Director of the Center for Reading and Management and Organizational B.A., University of Illinois; Ph.D., City Writing; B.S., Syracuse University; M.A., Behavior; B.A., Drexel University; M.S., pa ge 64 DIRECTORIES

Ph.D., Northwestern University Obeua S. Persons, Associate Professor of Sandra L. Stein, Professor of Education; Feng-Ying Liu, Professor of Finance; B.S., Accounting; B.A., Chulalongkorn B.S., University of Wisconsin; M.S., National Taiwan University; M.B.A., University; M.P.A., Ph.D., University of Ed.D., Northern Illinois University Ph.D., Drexel University Texas, C.P.A., Washington State

Charmen Loh, Associate Professor of David A. Pierfy, Associate Professor of Marcia B. Steinhauer, Associate Professor of Finance; B.S., M.B.A., Ph.D., Education; B.A., Rider College; M.A., Human Services Administration; B.A., University of Arkansas Ed.S., George Peabody College at M.A., Ph.D., University of Florida Steven J. Lorenzet, Assistant Professor of Vanderbilt University; Ed.D., David Suk, Associate Professor of Finance; Management and Human Resources; University of Georgia B.A., Sogang University; M.A., Ph.D., B.S., M.A., Towson University; Ph.D., Kathleen Pierce, Assistant Professor of Ohio State University University at Albany, State University Graduate Education; B.A., Glassboro Alan R. Sumutka, Associate Professor of of New York, Albany, New York State College; M.Ed., Rutgers Accounting; B.S., Rider College, Biju Mathew, Associate Professor of University; Ph.D., University of M.B.A., Seton Hall University; C.P.A., Computer Information Systems, B.A., Pennsylvania New Jersey Nizam College; Ph.D., University of Larry M. Prober, Associate Professor of Leonore S. Taga, Associate Professor of Pittsburgh Accounting; B.S., University of Economics; A.B., University of Charles W. McCall, Associate Professor of Delaware; M.B.A., University of Michigan; M.A., Ph.D., University of Economics; B.A., Lycoming College; Massachusetts; M.S., Ph.D., Temple California, Berkeley M.A., Ph.D., Temple University University; C.P.A., Pennsylvania Carol D. Watson, Professor of Management Dorothy McMullen, Associate Professor of J. Drew Procaccino, Assistant Professor of and Organizational Behavior; B.A., Accounting; B.S., LaSalle University; Computer Information Systems; B.A., University of Akron; M.A., Stanford M.B.A., Ph.D., Drexel University, Ursinus College; B.S., M.B.A., Rider University; Ph.D., Columbia University C.P.A., Pennsylvania University; Ph.D., Drexel University Nancy G. Westburg, Professor of Kathleen McQuillan, Assistant Professor Maury R. Randall, Professor of Finance; Education; B.A., Holy Family College; of Education; B.S., Bloomsburg B.A., New York University; M.A., M.S., Chestnut Hill College; Ph.D., University; M.S., Long Island University of Chicago; Ph.D., New Indiana State University University, C.W. Post College; Ph.D., York University Alan R. Wiman, Associate Professor of Lehigh University Mitchell Ratner, Associate Professor of Marketing; B.S., Virginia Polytechnic Ilhan Meric, Professor of Finance; B.A., Finance; B.A., Lafayette College; Institute and State University; M.B.A., Ankara University; M.S., Ph.D., Lehigh M.B.A., Ph.D., Drexel University D.B.A., University of Tennessee University Thomas L. Ruble, Associate Professor of Donald Wise, Associate Professor of Regina H. Mladineo, Associate Professor Management; B.S., M.B.A., Ph.D., Management Sciences; B.A., California of Management Sciences; B.S., Denison University of California, Los Angeles State College of Los Angeles; M.A., University; Ph.D., Rutgers University Maria Sanchez, Assistant Professor of Ph.D., Claremont Graduate School Susanna Monseau, Assistant Professor of Accounting; B.S., Villanova University; Donald E. Wygal, Associate Professor of Business Policy and Environment; M.B.A., Ph.D., Drexel University Accounting; B.A., Slippery Rock State L.S.F., Guilford College of Law, UK; Mark E. Sandberg, Associate Professor of College; M.B.A., Ph.D., University of L.L.B., Exeter University, UK Management and Organizational Pittsburgh John Moussourakis, Professor of Behavior; B.S., M.B.A., Drexel Zaher Z. Zantout, Associate Professor of Management Sciences; B.A., New York University; Ph.D., Cornell University Finance; B.B.A., M.B.A., American University; M.B.A., Iona College; Joy A. Schneer, Professor of Management University of Beirut; Ph.D., Drexel Ph.D., New York University and Organizational Behavior; B.A., University James Murphy, Associate Professor of Barnard College, Columbia University; Education; B.A., Iona College; M.S., M.B.A., Ph.D., Baruch College, CUNY D.Ed., Pennsylvania State University Barry B. Seldes, Professor of Political Undergraduate Faculty Cynthia Newman, Assistant Professor of Science and American Studies; B.A., Marketing; B.S.B.A., M.B.A., Rider M.A., City College of New York; Ph.D., Peter Aberger, Associate Professor of University; Ph.D., University of Rutgers University French; M.A., Staatsexamen, Dr. phil. Pennsylvania Wayne J. Smeltz, Associate Professor of University of Würzburg, Germany Larry Newman, Associate Professor of Business Policy and Environment; Mohammad Ahsanullah, Professor of Marketing; B.S., Pennsylvania State B.B.A., College of Insurance; M.B.A., Management Sciences; B.S.C., Presidency University; M.B.A., Drexel University; Ph.D., University of Houston College; M.S.C., Calcutta University; Ph.D., Pennsylvania State University Robert Sopko, Assistant Professor of Ph.D., North Carolina State University Kelly Noonan, Assistant Professor of Graduate Education; B.A., The College Richard R. Alexander, Professor and Chair Economics; B.A., State University of of New Jersey; M.A., Rider College; of Geological and Marine Sciences; B.S., New York at Albany; M.A., Ph.D., Ed.D., Nova University University of Cincinnati; M.A., Ph.D., State University of New York at Stony Ira B. Sprotzer, Associate Professor of Indiana University Brook Business Policy and Environment; B.A., Stephen Arthur Allen, Assistant Professor Margaret O’Reilly-Allen, Associate State University of New York, of Music; D. Phil. (Oxon); Ph.D., Oxford Professor of Accounting; B.B.A., Binghamton; J.D., Boston College Law University; LTCL, ABSM, ALCM Temple University; M.B.A., Ph.D., School; M.B.A., Miami University of (Performance) Cert. Ed. Drexel University, C.P.A., New Jersey Ohio William J. Amadio, Associate Professor of p ag e 65 DIRECTORIES

Computer Information Systems; B.S., B.S., M.L.S., Ball State University; M.A., Georgia State University Brooklyn College; M.S., Ph.D., St. Joseph’s University Polytechnic Institute of New York Richard Butsch, Professor of Sociology; B.S., M.S., University of Cincinnati; M.S., Ph.D., Rutgers University John Baer, Professor of Education; B.A., Thomas Callahan Jr., Professor of History; Susan Denbo, Associate Professor of Yale University; M.A., Hood College; B.A., State University of New York at Business Policy and Environment; B.S., M.S., Ph.D., Rutgers University Albany; M.A., Ph.D., University Cornell University; J.D., Villanova Law Anthony P. Bahri, Professor of Mathematics; of Connecticut School B.Sc., University of Sydney; M.Sc., Anne M. Carroll, Associate Professor of Richard L. Deni, Professor of Psychology; D.Phil., University of Oxford Finance, B.S., Miami University (Ohio); B.A., American International College; Ava Baron, Professor of Sociology; B.A., M.S., Ph.D., University of Pennsylvania M.A., University of Hartford; Ph.D., Brooklyn College, C.U.N.Y.; M.A., Patricia Carroll, Athletic Staff; B.S., George Peabody College, Vanderbilt Ph.D., New York University University of Maryland University Gary E. Barricklow, Associate Professor of Radha Chaganti, Professor of Business Mercedes Diaz, Instructor of English; B.A., M.A., California State Policy and Environment; B.A., M.A., Communication; A.B., Mount Holyoke University, Sacramento; Ph.D., University Osmania University; M.B.A., Indian College; M.J., Temple University of New Mexico Institute of Mangi; Ph.D., State James M. Dickinson, Professor of Sociology; Rebecca Basham, Assistant Professor of University of New York at Buffalo B.A., University of Kent at Canterbury; English; B.A., M.A., Southeastern Feng Chen, Associate Professor of M.A., American University; Ph.D., Louisiana University; M.F.A., University Chemistry; B.S., Hunan University; University of Toronto of New Orleans Ph.D., Northeastern University Jie Joyce Ding, Associate Professor of Carol A. Beane, Assistant Professor- Patrick J. Chmel, Professor of Theatre; B.S., Management Sciences; B.S., M.S., Xian Librarian; B.A., Fairleigh Dickinson Bemidji State University; M.A., Ph.D., Jiaotong University; Ph.D., University of University; M.L.S., Rutgers University University of Missouri at Columbia Texas Jerome T. Bentley, Associate Professor of Daria Cohen, Assistant Professor of Foreign Chrystina A. Dolyniuk, Assistant Professor Economics; B.A., St. Vincent College; Languages; B.A., Douglass College; M.A., of Psychology; B.A., University of M.A., Ph.D., University of Pittsburgh Ph.D., Rutgers University California, Los Angeles; M.A., California Kelly A. Bidle, Assistant Professor of Judy F. Cohen, Associate Professor of State University, Northridge; Ph.D., Biology; B.S., Rutgers University; Ph.D., Marketing; B.A., M.A., M.B.A., University of Calgary University of Maryland University of Chicago; Ph.D., Syracuse Julie Drawbridge, Associate Professor of Edward H. Bonfield, Professor of University Biology; B.S., University of Maine at Marketing; B.S., M.S., University of Robert J. Congleton, Assistant Professor II- Orono; Ph.D., University of Texas at Alabama; Ph.D., University of Illinois, Librarian; B.A., Rider University; M.A., Austin Urbana-Champaign University of Connecticut; M.L.S., Kathleen Dunne, Associate Professor of Ciprian S. Borcea, Professor of Mathematics; Rutgers University Accounting; B.A., State University of Ph.D., University of Bucharest Ronald Cook, Professor of Management of New York at Buffalo; Ph.D., Temple Gary M. Brosvic, Professor of Psychology; Human Resources; B.S., SUNY at University B.S., John Carroll University; M.A., Oswego, M.B.A., Ph.D; Syracuse Bosah Ebo, Professor of Communication, Ph.D., American University University B.S., M.A., University of Wisconsin; Carol Brown, Associate Dean, College of Lewis W. Coopersmith, Associate Professor Ph.D., University of Iowa Liberal Arts, Education, and Sciences and of Management Sciences; B.A., University Lauren Eder, Associate Professor of Associate Professor of Education, B.A., of Pennsylvania; M.S., Ph.D., New York Computer Information Systems; B.S., Muhlenberg College; M.A., Ph.D., University BostonUniversity; M.B.A., Ph.D., University of Pennsylvania Hope Corman, Professor of Economics; Drexel University Pamela A. Brown, Professor of Journalism; B.A., University of Illinois; Ph.D., City Benjamin H. Eichhorn, Associate Professor B.A., Rider College; M.A., Ohio State University of New York of Management Sciences; B.S., Hebrew University; Ph.D., University of Iowa Michael G. Curran Jr., Associate Professor University; Ph.D., University of Kathleen M. Browne, Associate Professor of of Education; B.S., M.A., Rider College; California at Berkeley Geological and Marine Sciences; B.A., Ed.D., Temple University Michael L. Epstein, Professor of Colgate University; M.A., SUNY at James W. Dailey, Associate Professor of Psychology; B.S., B.A., Ph.D., Binghamton; Ph.D., University of Miami Computer Information Systems; B.A., University of Washington Sylvia Bulgar, Associate Professor of Boston College; M.S., Ph.D., Case Russell J. Fager, Athletic Staff; B.S., Education; B.A., Brooklyn College; M.A., Western Reserve University Slippery Rock State College; M.A., Ed.D., Rutgers University Jean C. Darian, Associate Professor of Rider College Richard W. Burgh, Professor of Philosophy; Marketing; B.A., M.C.D., University of Phyllis Fantauzzo, Assistant Director of B.A., Rider College; M.A., Ph.D., Liverpool; Ph.D., University of the Center for Reading and Writing and University of Wisconsin Pennsylvania Senior Reading Clinician; B.A., Trenton B ruce Burn h a m , Assistant Professor of Marvin E. Darter, Associate Professor of State College; M.A., Rider College, C h e m i s t ry and Biochemistry; B.S., Ph.D., Computer Information Systems; B.A., Certified School Psychologist, Rider University of North Carolina at Chapel Hill University of California at Los Angeles; University John E. Buschman, Professor-Librarian; M.B.A., University of Maine; Ph.D., Joel Feldman, Assistant Professor of pa ge 66 DIRECTORIES

Philosophy; B.A., Hampshire College; University; Ph.D., New School for State University; M.A.T., Northern Ph.D., University of Texas at Austin Social Research Arizona University; Ph.D., University of Colorado at Boulder

Kenneth L. Fields, Associate Professor of Stephanie Golski, Assistant Professor of John W. Hillje, Associate Professor of Mathematics; S.B., Massachusetts Psychology; B.A., Western Maryland History and American Studies; B.J., Institute of Technology; Ph.D., College; Ph.D., The Johns M.A., Ph.D., University of Texas University of California at Berkeley Hopkins University William J. Hodge, Athletic Staff; B.S., Dominick L. Finello, Professor of Spanish; Linguo Gong, Associate Professor of Brooklyn College B.A., Brooklyn College; M.A., Ph.D., Management Sciences; B.S., M.S., Kathryn A. Holden, Associate Professor- University of Illinois Tsinghua University; Ph.D., The Librarian; B.A., William Smith College; Stephen Fletcher, Athletics Staff; B.A., University of Texas M.A., Pennsylvania State University; Lafayette College; M.A., Rider Robert C. Good, Professor of Philosophy; M.S.L.S., University of Kentucky University A.B., Princeton University; M.A., Richard L. Homan, Professor of Theatre; Phyllis M. Frakt, Associate Professor of Ph.D., University of Wisconsin B.A., University of Notre Dame; M.A., Political Science; B.A., Douglass Joseph M. Gowaskie, Professor of History Ph.D., University of Minnesota College; M.A., Ph.D., Rutgers and American Studies; B.A., St. Norbert John F. Hulsman, Professor of English; University College; M.A., Ph.D., Catholic B.A., St. Vincent College; Ph.D., Ohio Barbara Franz, Assistant Professor of University of America University Political Science; M.A., Ph.D., Syracuse Kyra Greene, Assistant Professor of Brooke Hunter, Assistant Professor of University Sociology; B.A., Simon’s Rock College of History; B.A., University of California Lucien Frary, Assistant Professor of Bard; M.A., Ph.D., Stanford University at Irvine; M.A., Ph.D., University of History; B.A., University of St. Thomas, Alexander Grushow, Associate Professor of Delaware Minnesota; M.A., Ph.D., University of Chemistry; B.A., Franklin and Marshall Jonathan M. Husch, Professor of Minnesota, Twin Cities College; Ph.D., University of Minnesota Geological and Environmental Sciences; Ralph Gallay, Associate Professor of James K. Guimond, Professor of English B.A., Colgate University; M.A., Ph.D., Marketing; B.E., McGill University; and American Studies; B.A., Kalamazoo Princeton University M.B.A., M.S., Ph.D., New York College; M.A., Ohio Wesleyan Laura Hyatt, Assistant Professor of University University; Ph.D., University of Illinois Biology; B.A., Smith College; Ph.D., Zhihong Gao, Assistant Professor of William D. Guthrie, Professor of University of Pennsylvania Marketing; B.A., Peking University; Education; B.S., M.A., Trenton State Barry Janes, Professor of Communication; M.A., Wake Forest University; Ph.D., College; Ph.D., New York University B.A., M.A., Rutgers University; Ph.D., University of Illinois at Urbana- Myra G. Gutin, Professor of Speech; B.A., New York University Champaign (UIUC) M.A., Emerson College; Ph.D., Paul Jivoff, Assistant Professor of Biology; Suzanne Gespass, Associate Professor of University of Michigan B.A., Hartwick College; M.S., Ohio Education; B.A., Sarah Lawrence Cengiz Haksever, Professor of State University; Ph.D., University of College; M.Ed., Ph.D., University of Management Sciences; B.S., M.S., Maryland Arizona Middle East Technical University; Judith Johnston, Professor of English; Diane Giannola, Assistant Professor of M.B.A., Texas A&M University; B.A., Rice University; Ph.D., Stanford Education; B.A., M.S., State University Ph.D., University of Texas at Austin University of New York at Albany; Ed.D., New Jeffrey R. Halpern, Associate Professor of Mildred L. Rice-Jordan, Associate York University Sociology; B.A., City College of New Professor of Education; B.S., Temple Herbert E. Gishlick, Professor of York; Ph.D., University of Pittsburgh University; M.A., Beaver College; Economics; A.B., Muhlenberg College; Donald P. Harnum, Athletic Staff; B.A., Ed.D., Temple University M.A., Ph.D., University of Pennsylvania Susquehanna University; M.S., Trenton Michele Wilson Kamens, Associate Sharon Gittens, Athletic Staff; B.S. State College Professor of Education; B.S., M.Ed., Trenton State College Mary Elizabeth Haywood-Sullivan, Rutgers University; Ed.D., Temple Nydia Rivera Gloeckner, Professor of Assistant Professor of Accounting; B.S., University Spanish; B.A., Hunter College; M.A., College of Charleston; M.P.A., The Ludmila Kapschutschenko-Schmitt, Ph.D., Pennsylvania State University University of Texas at Austin; Ph.D., Professor of Spanish; B.A., M.A., Temple Ilene Goldberg, Associate Professor of The University of Georgia University; Ph.D., University of Business Policy and Environment, B.A., Wendy P. Heath, Associate Professor of Pennsylvania Pennsylvania State University; J.D., Psychology; B.A., Boston University; Jonathan D. Karp, Associate Professor of Temple University M.S., Ph.D., University of Texas at Biology; B.A., Colgate University; Matthew Boyd Goldie, Assistant Professor Arlington Ph.D., Vanderbilt University of English; B.A., Victoria University; Sigfredo Hernandez, Associate Professor of Joe H. Kim, Associate Professor of M.F.A., Brooklyn College; Ph.D., Marketing; B.A., University of Puerto Marketing; B.A., Union Christian Graduate Center, City University of Rico; M.A., Boston University; Ph.D., College; M.B.A., Yon-sei University; New York Temple University Ph.D., Saint Louis University Marvin W. Goldstein, Associate Professor Peter R. Hester, Assistant Professor of Gerald D. Klein, Associate Professor of of Psychology; B.A., M.A., Hofstra Education; B.S., California Polytechnic Management and Human Resources;

p ag e 67 DIRECTORIES

B.S., Drexel University; M.B.A., English; B.S., State University of New Larry Newman, Associate Professor of Harvard Graduate School of Business; York at Brockport; M.A., Ph.D., Marketing; B.S., Pennsylvania State Ph.D., Case Western Reserve University University of Rochester University; M.B.A., Drexel University; Ph.D., Pennsylvania State University

Steven Klein, Associate Professor of Charles W. McCall, Associate Professor of Carol J. Nicholson, Professor of Philosophy; Management Sciences; B.S., Cornell Economics; B.A., Lycoming College; B.A., Earlham College; Ph.D., Bryn University; M.B.A., New York M.A., Ph.D., Temple University Mawr College University; M.S., Ph.D., Rutgers Roderick A. McDonald, Professor of Kelly Noonan, Assistant Professor of University History; M.A., University of Aberdeen; Economics; B.A., State University of New Harvey R. Kornberg, Associate Professor of M.A., M.Phil., Ph.D., University of York at Albany; M.A., Ph.D., State Political Science; B.B.A. (Public Kansas University of New York at Stony Brook Administration), City College of New E. Graham McKinley, Associate Professor of Lan Ma Nygren, Assistant Professor of York; M.A., Ph.D., Brown University Journalism; M.M., Westminster Choir Management Sciences; M.S., Renmin Robert J. Lackie, Associate Professor- College; Ph.D., Rutgers University University of China; M.A., Ohio State Librarian; B.S., University of the State of Sharon S. McKool, Assistant Professor of University; Ph.D., Stern School of New York; M.L.I.S., University of South Teacher Education; B.S., M.Ed., Southwest Business, New York University Carolina; M.A., Rider University Texas State University; Ph.D., University Seiwoong Oh, Associate Professor of Anne Law, Professor of Psychology; B.A., of Texas at Austin English; B.A. Chung-Ang University, M.A., Ph.D., University of New Dorothy McMullen, Associate Professor of Seoul; M.A., West Texas A&M Hampshire Accounting; B.S., LaSalle University; University; Ph.D., University of North Young Au Lee, Assistant Professor of M.B.A., Ph.D., Drexel University; C.P.A., Texas Undergraduate Education; B.S., M.S., Pennsylvania David G. Oliver, Director of Field Hyo-Sung Women’s University; M.Ed., Jonathan Mendilow, Professor of Political Placement, School of Education; B.A., Indiana State University; Ph.D., Ohio Science, B.A., M.A., Ph.D., Hebrew Juniata College; M.A., Newark State State University University, Jerusalem College (Kean University) Christine Lentz, Associate Professor of Ilhan Meric, Professor of Finance; B.A., Margaret O’Reilly-Allen, Associate Management and Human Resources; Ankara University; M.S., Ph.D., Lehigh Professor of Accounting; B.B.A., Temple B.A., Drexel University; M.S., Ph.D., University University; M.B.A., Ph.D., Drexel Northwestern University Jonathan H. Millen, Professor of Speech; University, C.P.A., New Jersey Patricia L. Leonard, Associate Professor of B.A., University of New Hampshire; Anne Osborne, Professor of History, B.A., Business Education; B.S., Eastern M.A., Ph.D., University of Massachusetts New York University; M. Phil., Ph.D., Michigan University; M.A., Central Regina H. Mladineo, Associate Professor of Columbia University Michigan University; Ed.S., Michigan Management Sciences; B.S., Denison Gary Pajer, Assistant Professor of State University; Ph.D., University of University; Ph.D., Rutgers University Chemistry/Physics; B.S., Massachusetts Tennessee Susanna Monseau, Assistant Professor of Institute of Technology; Ph.D., Feng-Ying Liu, Professor of Finance; B.S., Business Policy and Environment; L.S.F., University of Pennsylvania National Taiwan University; M.B.A., Guilford College of Law, UK; L.L.B., Obeua S. Persons, Associate Professor of Ph.D., Drexel University Exeter University, UK Accounting; B.A., Chulalongkorn Charmen Loh, Associate Professor of Mary Morse, Assistant Professor of English; University; M.P.A., Ph.D., University of Finance; B.S.I.E., M.B.A., Ph.D., B.A., St. Olaf College; M.A., University Texas at Austin, C.P.A., Washington University of Arkansas of Minnesota; Ph.D., Marquette State Steven J. Lorenzet, Assistant Professor of University Pearlie M. Peters, Professor of English; Management and Human Resources; B.S., John Moussourakis, Professor of B.S., Grambling State University; M.A., Towson University; Ph.D., Management Sciences; B.A., New York Ph.D., State University of New York at University of Albany, State University of University; M.B.A., Iona College; Ph.D., Buffalo New York, Albany, New York New York University David A. Pierfy, Associate Professor of Cynthia A. Lucia, Assistant Professor of Harry I Naar, Professor of Art and Gallery Education; B.A., Rider College; M.A., English; B.S., Indiana University of Director; B.F.A., Philadelphia College of Ed.S., George Peabody College at Pennsylvania; M.A., Ph.D., New York Art; M.F.A., Indiana University Vanderbilt University; Ed.D., University Joseph E. Nadeau, Professor of Geological University of Georgia Andrew Markoe, Professor of Mathematics; and Marine Sciences; B.S., University of Mary L. Poteau-Tralie, Associate Professor B.S., City College of New York; Ph.D., Illinois; M.S., University of Tennessee; of French; B.A., Temple University; Brown University Ph.D., Washington State University M.A., Ph.D., Princeton University Linda S. Materna, Professor of Spanish; Ryan Netzley, Assistant Professor of Tharyle J. Prather, Lecturer in Theatre; B.A., Beloit College; M.A., Ph.D., English; B.A., Ohio Northern University; B.S., Manchester College; M.F.A., University of Wisconsin-Madison M.A., University of Illinois at Chicago; Mason Gross School, Rutgers University Biju Mathew, Associate Professor of Ph.D., Pennsylvania State University Larry Prober, Associate Professor of Computer Information Systems, B.A., Cynthia Newman, Assistant Professor of Accounting; B.S., University of Nizam College; Ph.D., University of Marketing; B.S.B.A., M.B.A., Rider Delaware, M.B.A., University of Pittsburgh University; Ph.D., University of Massachusetts; M.S., Ph.D., Temple Katherine Kearney Maynard, Professor of Pennsylvania University; C.P.A., Pennsylvania pa ge 68 DIRECTORIES

Chicago J. Drew Procaccino, Assistant Professor of Charles F. Schwartz, Professor of Hongbing Sun, Assistant Professor of Computer Information Systems; B.S., Mathematics; B.A., University of Geological and Marine Sciences; B.S., Rider University; B.A., Ursinus Pennsylvania; Ph.D., Rutgers Nanjing University; Ph.D., Florida College; M.B.A., Rider University; University State University Ph.D., Drexel University Howard Schwartz, Professor of Speech; Richard O. Swain, Associate Professor of Marilyn D. Quinn, Associate Professor- B.S., M.S., Emerson College; Ph.D., Art; B.A., Oberlin College; Ph.D., Librarian; B.A., Clark University; M.A., Purdue University University of Michigan Brown University; M.L.S., Drexel Reed Schwimmer, Assistant Professor of Leonore S. Taga, Associate Professor of University Geological and Marine Sciences: B.S., Economics; A.B., University of Maury R. Randall, Professor of Finance; Rider College; M.A., Bryn Mawr Michigan; M.A., Ph.D., University of B.A., New York University; M.A., College; Ph.D., University of Delaware California at Berkeley University of Chicago; Ph.D., New Barry B. Seldes, Professor of Political Gary W. Taylor, Athletic Staff; B.S., East York University Science and American Studies; B.A., Stroudsburg State College; M.A., Rider Mitchell Ratner, Associate Professor of M.A., City College of New York; Ph.D., College Finance; B.A., Lafayette College; Ph.D., Rutgers University Alison Thomas-Cottingham, Assistant Drexel University Robbie Clipper Sethi, Professor of English; Professor of Psychology; B.S., David Rebovich, Associate Professor of B.A., Indiana University; M.A., Ph.D., University of Maryland at College Park; Political Science; A.B., Johns Hopkins University of California at Berkeley M.A., Ph.D., State University of New University; M.A., Ph.D., Rutgers Prakash C. Sharma, Professor of Sociology; York at Binghamton University B.S., M.S., Agra University; M.S., June F. Tipton, Lecturer of Music; B.M., Jerry E. Rife, Professor of Music; B.S., University of Guelph; Ph.D., University Westminster Choir College; M.A., M.M., Kansas State University; Ph.D., of Georgia Trenton State College Michigan State University John E. Sheats, Professor of Chemistry; Barry E. Truchil, Associate Professor of James E. Riggs, Professor of Biology; B.S., B.S., Duke University; Ph.D., Sociology; B.A., M.A., American Delaware Valley College; M.S., Ph.D., Massachusetts Institute of Technology University; Ph.D., State University of University of Massachusetts Nikki Shepardson, Assistant Professor of New York at Binghamton George Ritchie, Jr., Professor of Physics; History; B.A, University of Rochester; Frederick H. Turner, Jr., Professor of B.S., Hampden-Sydney College; Ph.D., M.A., Ph.D., Rutgers University Speech; B.S., Millersville State College; University of Pennsylvania Thomas S. Simonet, Professor of M.A., Ph.D., Temple University Nancy Lee Roberts, Athletic Staff, B.S., Journalism; B.A., Georgetown Marc A. Wallace, Assistant Professor of East Stroudsburg University; M.A., University; M.S., Columbia University; Political Science; B.A., Rider Wilkes College Ph.D., Temple University University; M.A., Ph.D., American Deborah Rosenthal, Professor of Art; A.B., Gabriela Wiederkehr Smalley, Assistant University Barnard College; M.F.A., Pratt Institute Professor of Geological and Marine Minmin Wang, Professor of Thomas L. Ruble, Associate Professor of Sciences; B.S., Ph.D., University of Communication; B.A., Xian Foreign Management and Human Resources; Maryland at College Park Languages University; M.A., Ph.D., B.S., M.B.A., Ph.D., University of Wayne J. Smeltz, Associate Professor of Bowling Green State University California at Los Angeles Business Policy and Environment; Dorothy Anne Warner, Associate Frank L. Rusciano, Professor of Political B.B.A., College of Insurance; M.B.A., Professor-Librarian; B.A., University of Science; B.A., Cornell University; M.A., Ph.D., University of Houston Arizona; M.A., M.S., Pratt Institute Ph.D., University of Chicago Ira B. Sprotzer, Associate Professor of Jean R. Warner, Associate Professor of Anne Salvatore, Professor of English; B.A., Business Policy and Environment; B.A., Education; B.S., M.A., Rider College; Chestnut Hill College; M.A., College of State University of New York at Ph.D., New York University New Jersey; Ph.D., Temple University Binghamton; J.D., Boston College Law Carol Watson, Director, Center for the Maria Sanchez, Assistant Professor of School; M.B.A., Miami University of Development of Leadership Skills Accounting; B.S., Villanova University; Ohio (C.D.L.S.) and Professor of Management M.B.A., Ph.D., Drexel University David Suk, Associate Professor of Finance; and Human Resources; B.A., University Mark E. Sandberg, Associate Professor of B.A., Sogang University; M.A., Ph.D., of Akron; M.A., Stanford University; Management and Human Resources; The Ohio State University Ph.D., Columbia University B.S., M.B.A., Drexel University; Ph.D., John R. Suler, Professor of Psychology; E. Todd Weber, Assistant Professor of Cornell University B.A., State University of New York at Biology; B.S., Slippery Rock University; Margaret Schleissner, Professor of German; Stony Brook; Ph.D., State University of M.S., Ph.D., University of Illinois- B.A., Kirkland College; M.A., Ph.D., New York at Buffalo Urbana/Champaign Princeton University John R. Sullivan, Professor of English and Samuel Weigh, Assistant Professor- Joy Schneer, Professor of Management and American Studies; B.A., Furman Librarian; B.A., Hong Kong Baptist Organizational Behavior; B.A., Barnard University; M.A., Ph.D., Columbia College; M.S., Columbia University; College; M.B.A., Baruch College; University M.A., Rider College Ph.D., City University of New York Alan R. Sumutka, Associate Professor of Arlene Wilner, Professor of English, B.A., Harold Schneider, Associate Professor of Accounting; B.S., Rider College; Cornell University; M.A., Ph.D., Management Sciences; A.B., University M.B.A., Seton Hall University; C.P.A., Columbia University of Rochester; M.S., Ph.D., University of New Jersey

p ag e 69 DIRECTORIES

School of Law Alan R. Wiman, Associate Professor of Thomas Barnes, Adjunct Assistant Professor Patrick Corrigan, Adjunct Instructor of Marketing; B.S., Virginia Polytechnic of Graduate Education; B.A., University Communication; B.A., M.A., Rider Institute and State University; M.B.A., of Delaware; M.A., Ph.D., Northeastern University D.B.A., University of Tennessee University Lisa Coryell, Adjunct Instructor of Robert J. Winter, Associate Professor of Richard L. Beach, Adjunct Professor of Communication; B.A., Rider University Russian; B.A., University of Minnesota; Chemistry/Physics; B.S., Muhlenberg Everard Cowan, Adjunct Assistant Professor M.A., Ph.D., Columbia University College; M.S., Lehigh University; Ph.D., of Economics; B.B.A., Texas Tech Donald Wise, Associate Professor of Rutgers University University; Ph.D., University of Texas at Management Sciences; B.A., California Paul Benchener, Adjunct Instructor, Austin State College at Los Angeles; M.A., Department of Marketing; B.S., California Diane Curry, Adjunct Instructor of Ph.D., Claremont Graduate School State University Long Beach; M.Div., Graduate Education, B.A., Wilkes Donald E. Wygal, Associate Professor of Southwestern Baptist Theological College; M.A. Rider University Accounting; B.A., Slippery Rock State Seminary Michele D’Angelo-Long, Adjunct Instructor College; M.B.A., Ph.D., University of Richard Bernasco, Adjunct Assistant of English and Composition Coordinator; Pittsburgh Professor; Department of Accounting; B.A., M.A.T., The College of New Jersey Sharon (Qianqian) Yang, Associate B.S., M.Acc., Rider University Fekru Debebe, Adjunct Assistant Professor Professor-Librarian; B.A., Beijing Foreign Gina Brescacin, Adjunct Instructor of of Economics; B.S., M.S., New Mexico Studies University; M.S., C.A.L., D.L.S., Marketing; B.S., West Virginia State University; Ph.D., Colorado State Columbia University University; M.B.A., Fairleigh Dickinson University Jonathan Yavelow, Professor of Biology; University Doris DeYoung, Adjunct Instructor of B.S., American University; Ph.D., Thomas A. Brettell, Adjunct Professor of English; B.S., Fordham University; M.A., University of Southern California Law and Justice; B.A., Drew Columbia University Yun Xia, Assistant Professor of University; M.S., Lehigh University; Kathleen Dominick, Adjunct Assistant Communication; B.A., M.A., Sichuan Ph.D., Villanova University Professor of Marketing; B.S., M.B.A., University; Ph.D., Southern Illinois Terry Brownschidle, Adjunct Assistant Philadelphia University; D.B.A., Nova University Professor of Economics; B.S., Cornell Southeastern University Zaher Zantout, Associate Professor of University; M.S., The Pennsylvania State Walter Eliason, Adjunct Professor of Finance; B.B.A., M.B.A., American University; Ph.D., University of Education Emeritus; B.A., LaSalle University of Beirut; Ph.D., Drexel Minnesota College; M.A., Villanova University; University Walter A. Brower, Adjunct Professor of Ed.D., Temple University Education, B.S., Rider College; Ed.M., David Epstein, Adjunct Assistant Ed.D., Temple University Professor; Department of Economics; Adjunct Faculty Nicholas Caprio, Adjunct Assistant B.A., Brown University; M.B.A., Professor; Department of Accounting; Columbia University John Adamovics, Adjunct Professor of B.S., Trenton State College; M.Acc., Rider Lance Esplund, Adjunct Associate Biology; B.A., Portland State University; University Professor of Fine Arts; B.F.A., Ph.D., Colorado State University Kathleen Capuano, Adjunct Instructor of Kansas City Art Institute; M.F.A., Edward Adams, Adjunct Assistant Professor Communication; B.A., Queens College, Queens College, CUNY of Finance; B.S.C., Rider College; CUNY; M.A., West Chester University Richard Fair, Adjunct Instructor of M.B.A., St. John’s University Kim Chandler-Vaccaro, Adjunct Assistant Graduate Education; B.S.C., Rider Gaya Agrawal, Adjunct Instructor of Professor of Dance; B.A., R.D.E., College Computer Information Systems; B.Com., University of California, Santa Barbara; Roberta Fiske-Rusciano, Adjunct M.Com., LL.B., M.B.A. University of M.A., University of California–Los Assistant Professor of Multicultural Calcutta; M.S. of Library and Information Angeles; Ed.D., Temple University Studies and Women’s Studies; B.A., Science, The Catholic University of T. William Chien, Adjunct Professor of Simmons College; M.A., University of America Management Sciences; B.S., National Chicago; Ph.D., Rutgers University Derek Arnold, Adjunct Instructor of Chiao Tung University; Ph.D., Purdue Carla Gentilli, Adjunct Instructor of Communication; B.A., LaSalle University; University Computer Information Systems; B.A., M.A., Purdue University Louis J. Colombo, Adjunct Instructor of Rider University; M.S., University of Barry D. Ashmen, Adjunct Assistant Philosophy; B.A., Rider University; Phoenix Professor of Management; B.S., M.A., M.A., New School for Social Research John Gerace, Adjunct Assistant Professor Rider College; Ed.D., Temple University Guy Cook, Adjunct Assistant Professor; of Economics; B.S., State University of Susan J. Ashworth-McManimon, Adjunct Department of Finance; B.A., Loyola New York Maritime College; M.B.A., St Instructor of Communication; B.A., Kean College (Maryland); M.B.A., LaSalle John’s University, Graduate Faculty of College of New Jersey; M.A., Montclair University Political and Social Science; Ph.D., New State College William H. Copperthwaite Jr., Adjunct School for Social Research – The Thomas Barclay, Adjunct Instructor of Assistant Professor of Business Policy and Graduate Faculty of Political Graduate Education; B.A., M.Ed., Environment; B.A., Villanova University; and Social Science Trenton State College; M.A., Rider M.B.A., M.S. in Taxation, Drexel Caroline Germond, Adjunct Assistant University University; J.D., Temple University Professor of Graduate Education; B.A., School of Law; L.L.M., Temple University Livingston College; M.Ed., Ed.D., pa ge 70 DIRECTORIES

Rutgers University Jeffrey P. Gossner, Adjunct Instructor of Fred Lasser, Adjunct Instructor of English; Beverly Offenberg, Adjunct Instructor of Management Sciences; B.S., Rider B.A., B.R.E., Yeshiva University; M.A., Spanish; B.A., Queens College; M.A., College; M.B.A., St. Joseph’s University City University of New York; Ph.D., Hunter College Kelly Griffin, Adjunct Instructor of Rutgers University Gerard F. O’Malley, Adjunct Associate Journalism; B.A., Rider University; Dennis P. Levy, Adjunct Professor of Professor of Education; B.S., University M.A., Central Michigan University Biology; B.S., Muhlenberg College; of Scranton; Ed.M., D.Ed., Pennsylvania W. Les Hartman, Adjunct Assistant Ph.D., Rutgers University State University Professor of Law and Justice; B.S., Rider Nina Malone, Adjunct Instructor of Philip Orr, Adjunct Assistant Professor of University; J.D., University of Journalism; B.A., M.A., Rider Music; B.M., M.M., Westminster Choir Baltimore School of Law University College of Rider University Carol G. Heines, Adjunct Assistant Stephanie Mandelbaum, Adjunct Assistant Stephen Payne, Adjunct Assistant Professor of Mathematics; A.B., Professor of Management Sciences; B.S., Professor of Management and Human Douglass College; M.S., New York Queens College; M.A.T., Montclair Resources; B.S, Ph.D., University of University; Ph.D., The City State University; M.F.A., Pratt Institute Aston in Birmingham, U.K. University of New York Nadine Marty, Adjunct Assistant Professor Louis Penge, Adjunct Instructor of Gerard T. Hirsch, Adjunct Assistant of Graduate Education; B.S., Wheaton Management Sciences; B.A., LaSalle Professor of Communication; B.A., College; M.S., Rider College; Ed.D., University; M.Ed., The College of New Rider College Rutgers University Jersey Ann S. Hoffenberg, Adjunct Professor of James R. Matey, Adjunct Assistant Peter A. Peroni II, Adjunct Assistant Biology; B.S., New York University; Professor of Physics; B.S., Carnegie Professor of Graduate Education; B.A., M.S., Rutgers University Mellon; M.S., Ph.D., University of LaSalle University; MAT, M.A., Trenton Thomas Holt, Adjunct Assistant Professor Illinois State College; Ed.D., Rutgers University of Finance; B.A., Glassboro State Shaikh M. Matin, Adjunct Professor of Ronald D. Perry, Adjunct Instructor of College; M.B.A., Monmouth College Physics; B.S., Karachi University; A.M., Management and Human Resources; Dorothy Horber, Adjunct Assistant Ph.D., Columbia University B.S.B.A., M.B.A., Rider University Professor of Graduate Education; B.S., Carol Anne Massi, Adjunct Assistant Julie Piper, Adjunct Assistant Professor of M.A., Ph.D., Fordham University Professor of Mathematics; B.A., Computer Information Systems; B.A., Richard J. Inzana, Adjunct Assistant Gettysburg College; M.A., Trenton Adelphi University; M.Ed., Penn State Professor of Social Work; B.A., Rutgers State College University University; M.A., Northwestern Ira Mayo, Adjunct Instructor of Jeffrey R. Post, Adjunct Assistant Professor University; M.S.W., Rutgers University Management Sciences; B.A., Queens of Philosophy; B.A., Rider University; Carol Johnson, Adjunct Assistant College; M.B.A., Adelphi University M.A., University of Louisville; Ph.D., Professor of Computer Information George McClosky, Adjunct Assistant Southern Illinois University at Systems; B.A., M.A., Rider University Professor of Graduate Education, Ph.D., Carbondale Cindy Kelly, Adjunct Instructor of Penn State University Marie R. Power-Barnes, Adjunct Instructor Communication; B.A., M.A., Rutgers Douglas J. McDowell, Adjunct Lecturer of of Journalism; B.A., M.A., Rider University Sociology; B.A., Grove City College; University Robert Kenny, Esq., Adjunct Associate M.A., Penn State University William Quirk, Adjunct Instructor of Professor of Accounting; B.A., Daniel B. McKeown, Adjunct Associate English; B.A., University of Colorado; Manhattan College; J.D., Northeastern Professor of Education; B.S., King’s M.A., University of Washington University School of Law, CPA – New College; M.Ed., Rutgers University; Howard D. Rees, Adjunct Associate York State J.D., Seton Hall University Professor of Computer Information Randy Kertes, Adjunct Instructor of Carole Messersmith, Adjunct Associate Systems and Mathematics; B.S., Ohio Geological and Marine Sciences; B.S., Professor of Undergraduate Education; State University; M.S., Ph.D., University Rider University; M.S., University of B.S., Glassboro State College; M.A., of Michigan Cincinnati Trenton State College Allan Reichenbach, Adjunct Instructor of Shawn P. Kildea, Video Technologies Miriam Mills, Adjunct Assistant Professor Management Sciences; B.S., Trenton Coordinator in Communication; of Theatre; B.A., M.F.A., Rutgers State College; M.S., Bucknell Adjunct Instructor of Communication; University, Mason Gross School of Arts University B.A., M.A., Rider University Laurence L. Murphy, Adjunct Associate Charles O. Richardson, Adjunct Professor Arkady K. Kitover, Adjunct Assistant Professor of Philosophy; B.A., of History; B.A., Lafayette College; Professor of Mathematics; M.S., Ph.D., University of Oregon; M.A., Ph.D., M.A., University of Pennsylvania; Leningrad State University Rutgers University Ph.D., Georgetown University Peter Labriola, Adjunct Associate Evelyn C. Myers, Adjunct Instructor of James Rigel, Adjunct Assistant Professor of Professor of Mathematics; B.S., Stevens Management Sciences; B.A., M.A., Social Work; A.B. Anderson College; Institute of Technology; M.S., Adelphia Trenton State College M.S.W., Rutgers University; M.Div., University Chee Ng, Adjunct Associate Professor, Princeton Theological Seminary Mark W. Lamar, Adjunct Assistant Department of Finance; B.E., National Ruben Rivera, Adjunct Instructor, Professor of Business; B.A., Boston University of Singapore; M.B.A., Department of Management and Human University; M.S.W., M.B.A., Rutgers Northern Arizona University; Ph.D., Resources; B.A., Trenton State College University Arizona State University

p ag e 71 DIRECTORIES

George Robinson, Adjunct Associate Madelon V. Stewart, Adjunct Assistant Emeriti Professor of Chemistry/Physics; B.A., Professor of Education; B.A., George Centre College; Ph.D., Duke University Washington University; M.S., Bank John D. Allison, Professor Emeritus of John V. Roche, Adjunct Instructor of Street College; M.Ed., Ed.D., Teachers Marketing; B.S.C., Temple University; English and Fine Arts; Ed.D., St. Joseph’s College, Columbia University M.B.A., Harvard University; Ph.D., New University; M.A., Villanova University; Jeffrey S. Stoolman, Adjunct Assistant York University B.A., LaSalle University; Fine Arts, Mt. Professor of Management and Human Sherman M. Ancier, Associate Professor St. Mary’s College Resources; B.A., Temple University; Emeritus of Accounting; B.S., M.B.A., Peggy Rolfsmeyer, Adjunct Assistant M.B.A., Rutgers University; J.D., Rutgers University; CPA, New Jersey Professor of Undergraduate Education; University of Dayton Law School Marianne E. Battista, Associate Professor B.S., Clarion State College; M.Ed., Susan Strom, Adjunct Lecturer of English; Emerita of Accounting; B.S., M.A., Rider University of Pittsburgh B.A., University of Toronto; M.A., College; Ed.D., Temple University; Jane Rosenbaum, Adjunct Instructor of University of Cincinnati; M.Ed., Temple CPA, New Jersey English; B.A., City College of New York; University Richard L. Beach, Professor Emeritus of M.A., Ph.D., University of Pittsburgh Patrick Summers, Adjunct Instructor of Chemistry; B.S., Muhlenberg College; Arthur T. Russomano, Adjunct Associate Management Science; B.A., M.A., M.S., Lehigh University; Ph.D., Rutgers Professor of Undergraduate Education; Cambridge University, England University B.A., Kean University; M.A., Seton Hall Mindy Treceno, Adjunct Assistant Professor Walter A. Brower, Professor Emeritus of University; Ed.D., Rutgers University of Business Policy, B.A., New York Education; B.S., Rider College; Ed.M., Anita Sands, Adjunct Instructor of University; J.D., Rutgers University Ed.D., Temple University Sociology; B.A., Rider University; M.A., School of Law Inez G. Calcerano, Professor Emerita of Temple University Donald Trucksess, Adjunct Assistant Speech; A.B., Kalamazoo College; M.A., Michael G. Saraceno, Adjunct Instructor of Professor; Department of Management Miami University of Ohio Management and Human Resources; B.S., and Human Resources; B.S., Seton Hall James H. Carlson, Professor Emeritus of Siena College; M.B.A., State University of University; M.A., Kean College Biology, B.S., Fenn College; M.S., Ph.D., New York at Albany Ellen Walsh, Adjunct Assistant Professor of Ohio State University Carol Satz, Clinician; B.A., Queens College; Economics; B.A., Queens College; Richard A. Coppola, Aquatic Director M.Ed., Trenton State College M.B.A., St. John’s University Emeritus; B.A., M.A., Trenton State Robert S. Schimek, Adjunct Assistant Shawn Barwick Wild, Adjunct Professor of College Professor of Accounting; B.S.C., Rider Biology; B.S., Appalachian State Marion C. Cosenza, Professor Emerita of University; M.B.A., University of University; Ph.D., East Carolina Secretarial Studies; B.Ed., B.S., Rider Pennsylvania University, School of Medicine College; Ed.M., Rutgers University George O. Schneller IV, Adjunct Associate Wei-ling Wu, Adjunct Instructor of Charles Gordon Crozier, Professor-Librarian Professor of Mathematics; B.A., Mount Graduate Education; B.A., Shanghai Emeritus; B.S., Columbia University; Union College; M.S., Ph.D., Lehigh Institute of Education; M.A., Rider M.S., Drexel University; M.A., School for University College Social Research Harriett Schwartz, Adjunct Assistant Peter Yacyk, Adjunct Professor Emeritus of Violet K. Devlin, Professor - Librarian Professor of Communication; B.A., Graduate Education; B.S., Pennsylvania Emerita; B.A., Hunter College; M.S., University of Maryland; M.S., Purdue Military College; Ed.M., University of Drexel University University Delaware; Ed.D., Temple University Laurence Eisenlohr, Professor Emeritus of Geoffrey Scott, Adjunct Assistant Professor Paul Zikmund, Adjunct Assistant Professor, English; A.B., Harvard College; A.M., of Management Sciences, Computer Department of Accounting; B.S., Harvard University; Ph.D., University Information Systems; Sc.B., Brown University of Pittsburgh; M.B.A., of Pennsylvania University; M.S.E, Ph.D., University of University of Connecticut Mervin L. Dissinger, Associate Professor Pennsylvania Jeffrey Ziment, Adjunct Assistant Professor Emeritus of Psychology; B.S., Donald Shaw Jr., Adjunct Instructor of of Accounting; B.S., The Wharton School Millersville State College; M.A., Ph.D., Accounting; B.A., Rutgers University; of the University of Pennsylvania; Temple University M.B.A., Monmouth College; M.S., M.B.A., Harvard Graduate School of Walter J. Eliason, Associate Professor Widener University Business Administration Emeritus of Education; B.A., LaSalle Carl F. Shultz, CPA, Adjunct Assistant College; M.A., Villanova University; Professor of Accounting; B.S., LaSalle Ed.D., Temple University University; M.B.A., Drexel University Henry J. Frank, Professor Emeritus of Diane Smallwood, Adjunct Assistant Finance; B.S., Columbia University; Professor of Graduate Education; A.B., M.A., Rutgers University; Ph.D., Douglass College, M.A., Glassboro State Columbia University College; Psy.D., Rutgers University Marguerite J. Frank, Professor Emerita of Kelly Statmore, Adjunct Instructor of Decision Sciences and Computers; B.A., Journalism; B.A., Albright College University of Toronto; M.A., Ph.D., Raymond Stein, Adjunct Assistant Professor Radcliffe College of Accounting; B.A., M.B.A., Long Island Norman T. Gates, Professor Emeritus of University English; B.A., M.A., Ph.D., University pa ge 72 DIRECTORIES

of Pennsylvania Walter H. Gebhart, Lecturer Emeritus of Michael A. Kole, Associate Professor Stephen P. Phillips, Associate Professor Business Law; B.S., University of Emeritus of Accounting; B.M.E., Emeritus of Education; B.S., Ithaca Pennsylvania; J.D., Temple University Rensselaer Polytechnic Institute; Ph.D., College; M.Ed., Ed.D., Rutgers School of Law; CPA, Pennsylvania University of Massachusetts University Victor Gerdes, Professor Emeritus of Willard E. Lally, Professor Emeritus of Francis A. Pittaro Jr., Athletic Staff Finance; B.S., Texas Technological Journalism; B.A., Midland College; Emeritus; B.A., Brown University; College; M.S., J.D., Ph.D., University A.M., Colorado State College; A.M., M.Ed., Temple University of Wisconsin University of Missouri Ruth Podesva, Professor-Librarian John J. Gorman, Assistant Professor Marilyn Levitt, Professor Emerita of Art; Emerita; B.S., State University of New Emeritus of Accounting; B.S., Rider A.B., M.A., Syracuse University York University; M.B.A., Drexel University; Thomas A. Leyden, Professor Emeritus of James H. Poivan, Professor Emeritus of CPA, New Jersey Accounting; B.S.C., Duquesne History; A.B., M.A., Ph.D., Rutgers Jean M. Gray, Professor Emerita of University; M.A., University of University Finance; B.A., Michigan State Mississippi Eldon Price, Athletic Staff Emeritus; B.S., University; M.A., Ph.D., University of A. James Lemaster, Professor Emeritus of M.A., Pennsylvania State University California at Berkeley Education; B.B.A., North Texas State Robert Reilly, Professor Emeritus of Mary Jo Hall, Associate Professor Emerita University; M.A., Sul Ross State English; B.A., St. Mary’s Seminary and of Geological and Marine Sciences; B.S., University; Ed.D., North Texas State University; M.A., Ph.D., University of Pennsylvania State University; M.Ed., University Washington West Chester State College; Ph.D., Lynn W. Livingston, Associate Professor- Charles O. Richardson, Professor Emeritus Lehigh University Librarian Emerita; B.A., Denison of History; B.A., Lafayette College; Henry Halpern, Assistant Professor- University; M.A., Stanford University, M.A., University of Pennsylvania; Librarian Emeritus; B.A., City College M.A.L.S., University of Missouri Ph.D., Georgetown University of New York; M.A., New York Karl O. Mann, Professor Emeritus of Stewart Rodnon, Professor Emeritus of University; M.L.S., Pratt Institute Industrial Relations; B.S., American English; B.S., Long Island University; E. Cureton Harris, Professor Emerita of University; M.A., University of M.A., Brooklyn College; Ph.D., New Economics; B.S., New York University; Wisconsin; Ph.D., Cornell University York University M.A., Columbia University; Ph.D., Thomas C. Mayer, Professor Emeritus of Robert Ross, Associate Professor Emeritus New York University Biology; B.A., University of Tennessee; of Business Law; B.S., Rider College; Belmont F. Haydel, Jr., Associate Professor M.A., Johns Hopkins University; Ph.D., L.L.B., J.D., Temple University; C.P.A., Emeritus of Business Policy and Louisiana State University New Jersey Environment; B.S., Loyola University of William A. McCarroll, Professor Emeritus Elliot M. Schrero, Professor Emeritus of Chicago; B.A., American Institute for of Chemistry; B.A., M.S., Ph.D., English; A.B., A.M., Ph.D., University Foreign Trade; M.S., Louisiana University of Connecticut of Chicago State University; Ph.D., North Texas Derrill I. McGuigan, Professor Emeritus of Stanley J. Schwartz, Associate Professor State University Psychology; B.A., St. Dustan’s Emeritus of Human Resources; B.S., Jane S. Hettrick, Professor Emerita of University; B.Ed., M.Ed., University of M.S., University of Pennsylvania; Ed.D., Music; B.A., Queens College; M.M., New Brunswick; M.A., Ph.D., Temple Temple University D.M.A., University of Michigan University; Ph.D., University of Ottawa Reginald Shagam, Professor Emeritus of Katharine T. Hoff, Professor Emerita of Alan L. McLeod, Professor Emeritus of Geological and Marine Sciences; B.Sc., English and American Studies; A.B., English and Speech; B.A., M.A., M.Sc., University of Cape Town; Ph.D., Oberlin College; M.A., Ph.D., Yale Dip.Ed., University of Sydney; B.Ed., Princeton University University University of Melbourne; Ph.D., Paul C. Sherr, Professor Emeritus of C. Howard Hopkins, Professor Emeritus of Pennsylvania State University English; A.B., Muhlenberg College; History and American Studies; B.A., Bernard W. Miller, Associate Professor M.A., Lehigh University; Ph.D., University of Redlands; B.D., Ph.D., Emeritus of Education; B.S., Newark University of Pennsylvania Yale University State College; M.A., New York Ruth E. Simpkins, Associate Professor Stanley S. C. Huang, Professor Emeritus of University; Ed.D., Yeshiva University Emerita of Psychology; A.B., Roberts Finance; B.A., St. John’s University, Leroy Oddis, Associate Professor Emeritus Wesleyan College; A.M., Ph.D., Temple China; M.A., University of Illinois; of Biology; B.A., Syracuse University; University M.B.A., Ph.D., New York University M.S., Ph.D., Rutgers University Dorothy E. Snow, Professor Emerita of Rodney G. Jurist, Professor Emeritus of Francis C. Oglesby, Associate Professor English; B.A., Keuka College; M.A., Education; B.S., Duquesne University; Emeritus of Decision Sciences and State University of New York M.A., Rider College; Ed.D., Rutgers Computers; B.A., Dickinson College; Robert C. Sorensen, Professor Emeritus of University M.S., Ph.D., Lehigh University Marketing; A.B., M.A., Ph.D., Gerald J. Kent, Professor Emeritus of Chau T. Phan, Professor Emeritus of University of Chicago Chemistry; B.S., Upsala College; M.A., Political Science; B.A., Marian College; Norman E. Stander, Associate Professor Ph.D., Princeton University M.A., University of Detroit; Ph.D., Emeritus of Management and Walter L. Klotz, Professor Emeritus of University of Denver O rganizational Behavior; B.B.A., City Secretarial Studies; B.S., Rider College, College of New York; M.A., Columbia Ed.M., Rutgers University University; Ph.D., Ohio State University

p ag e 73 DIRECTORIES

University Marcia K. Steinberg, Associate Professor Lise Vogel, Professor Emeritus of Sociology; Emerita of Sociology; B.A. Hunter A.B., Radcliffe College; A.M., Ph.D., College; M.A., Columbia University; Harvard University; M.A., Ph.D., Ph.D., City University of New York Brandeis University Albert Sternberg, Associate Professor James Volpi, Associate Professor Emeritus Emeritus of Education; B.A., M.Ed., of Accounting; B.S., M.B.A., Drexel Ed.D., Temple University University; CPA, New Jersey, Guy W. Stroh, Professor Emeritus of Pennsylvania Philosophy; A.B., A.M., Ph.D., Princeton Peter Yacyk, Professor Emeritus of University Education; B.S., Pennsylvania Military Marvin B. Talmadge, Professor Emeritus of College; Ed.M., University of Delaware; Biology; A.B., New York University; Ed.D., Temple University Sc.D., Johns Hopkins University Chester F. Zakreski, Professor Emeritus of Sanford Temkin, Associate Professor Business Education; B.S., Rider College; Emeritus of Management Sciences; B.S., Ed.M., Rutgers University M.B.A., Temple University; Ph.D., Albright G. Zimmerman, Associate University of Pennsylvania Professor Emeritus of History and Donald J. Tosh, Associate Professor American Studies; B.S., A.M., Temple Emeritus of Education; B.S., Wilkes University; Ph.D., University of Delaware College; M.A., Seton Hall University; Ed.D., Lehigh University Donald B. Veix, Associate Professor Emeritus of Education; A.B., M.A., Seton Hall University; Ed.D., Lehigh

pa ge 74 Index IndexGraduate 2005-2006

p ag e 75 INDEX

A E N Academic Policies and Regulations . .52-54 Early Childhood Education Courses . 38-39 New Jersey Certification ...... 24 Accreditations ...... 1 Education Courses ...... 38-49 Admission Requirements Educational Administration ...... 25-26 P Business Administration ...... 7 Courses ...... 39-42 Parking ...... 57 Education ...... 32 Educational Psychology Courses . . . . 42-44 Personal Policies ...... 54 Administrative Staff ...... 60-63 Educational Sociology Courses ...... 44 Probation Application Procedures Education Specialist Degree (Ed.S.) . . . . 19 and Parole Counseling Courses ...... 47 Business Administration ...... 6 Counseling Services ...... 19 Procedures and Policies ...... 52-54 Education and Human Services ...... 19 School Psychology ...... 20 Psychology Courses, Counseling ...... 36-37 B F Educational ...... 42-44 Business Administration ...... 4-13 Faculty Courses ...... 8-13 Adjunct ...... 70-72 R Business Education Courses ...... 34 Graduate ...... 64-65 Reading/Language Arts ...... 28-29 Undergraduate ...... 66-70 Courses ...... 47-48 C Financial Aid ...... 54 Refunds ...... 54 Calendar Registration ...... 52 Business Administration ...... 4 G Requirements Education and Human Services ...... 16 Grades ...... 52 M.Acc...... 5 Campus and Facilities ...... 56-57 Graduate Admissions, Office of ...... 2 M.B.A ...... 5-6 Cancellation of Classes ...... 57 M.A...... 21 Career Services ...... 57 H Certification Programs Honors ...... 7 S Educational ...... 17 Hours of Operation ...... 57 Security Office ...... 57 Graduate Level Teacher ...... 31-32 Human Services Administration ...... 27 Sociology Human Services Administration . . . . . 27 Certificate Programs ...... 28 Educational ...... 44 NJ Supervisor ...... 24 Courses ...... 45-47 Special Education ...... 29-30 School Business Administrator . . . . 26-27 Courses ...... 48-49 Computer Center ...... 57 I Summer Session ...... 4, 16 Cooperative Education Coordinator . . . . 32 Information Technologies, Office of . . . . 57 Counseling Services ...... 21-23 T Courses ...... 34-36 L Teacher Certification and Placement . 30-31 Counseling Psychology ...... 20 Library ...... 56 Teacher Preparation courses ...... 44-45 Courses ...... 36-37 Transfer ...... 32-33 Course Descriptions M Travel Directions ...... 78 Business Administration ...... 8-13 M.A. Degree ...... 21 Trustees ...... 60 Education and Human Services . . . 34-49 Counseling Services ...... 21-23 Tuition and Fees ...... 53 Curriculum, Instruction Curriculum, Instruction and Supervision and Supervision ...... 23-24 ...... 23-24 U Courses ...... 37-38 Educational Administration ...... 25-26 University Store ...... 56 Human Services Administration . . .27-28 D Reading/Language Arts ...... 28-29 V Degree Programs Special Education ...... 29 Vehicle Regulations ...... 57 M.Acc...... 5 M.Acc. Degree ...... 5 M.B.A...... 5-6 M.Acc. Courses ...... 8 W M.A...... 21-30 M.B.A. Degree ...... 5-6 Westminster Choir College ...... 2 Disabled, Facilities for ...... 56 M.B.A. Courses ...... 8-13 Music ...... 2

pa ge 76 Guide GrGuideaduate 2005-2006

p ag e 77 GUIDE

This catalog contains curricular offerings Rider University does not discriminate on Directions to Rider of Rider University (Lawrenceville campus) the basis of race, color, religion, national (Lawrenceville Campus) for graduate students. Information about orgin, sex, sexual orientation, handicap/dis- full-time and part-time undergraduate pro- ability, age, or Vietnam-era disabled veteran grams is available in a separate publication, status in employment, or in the application, From the New Jersey Turnpike: Take available in the office of admission, the admission, participation, access, and treat- Exit 7A (I-195 West). Follow I-195 West to Continuing Studies office, and the offices of ment of persons in instructional programs the exit for I-295 North toward Princeton, the deans. and activities. This policy statement covers exit 60 B. I-295 North will become I-95 Graduate students should refer to the all aspects of the employment relationship South. Take Exit 7A (Route 206 Procedures and Policies chapter. All policies and admission to, access to, and treatment of South/Trenton). Rider is a quarter mile on and procedures, including the University’s employees and students in Rider University’s the right. judicial system and social code, are described programs and activities. While not federally From Route 1 South: Take the exit for in detail in The Source, a student handbook mandated, this policy also prohibits discrim- I-95 South toward Philadelphia. From I-95 published by the office of the dean of stu- ination on the basis of sexual orientation in dents. Information specific to pro g r a m s the admission and treatment of students and South, take Exit 7A (Route 206 offered by business administration and edu- employees in Rider University’s programs South/Trenton). Rider is a quarter mile on cation and human services is in each pro- and activities and in the hiring, treatment, the right. gram’s chapter, as are course descriptions and promotion, evaluation, and termination of From the Garden State Parkway: academic calendars. employees. The designated coordinator for Take Exit 98 (I-195 West). Following I-195 Details about graduate programs at compliance is the director of human West to the exit for I-295 North toward Westminster Choir College are in the resources and affirmative action in the office Princeton. I-295 North will become I-95 Westminster Choir College Academic of human resources in room 108 of the Moore South. Take Exit 7A (Route 206 Catalog. Library. South/Trenton). Rider is a quarter mile on Students are expected to be familiar with Rider University is designated a teaching the right. the information in this catalog. Not reading university in the state of New Jersey pur- From I-295 North: I-295 North will the catalog does not excuse a student from suant to New Jersey Administrative Code responsibility for the rules and other infor- 9:1-3.1 et seq. become I-95 South. Take Exit 7A (Route 206 mation in the catalog. South/Trenton). Rider is a quarter mile on Rider may, through its academic gover- the right. nance process, change its academic policies From Philadelphia and South: Take and its degree requirements at any time. Any I-95 North (not the NJ Turnpike) through major change will include an implementa- Philadelphia and into New Jersey. Once in tion schedule that will take into account the NJ, take Exit 7A (Route 206 impact on currently matriculated students South/Trenton). Rider is a quarter mile on and will clearly establish the applicability of the right. the change on those students. The provisions Regular bus service is available from New of the catalog are not to be regarded as an York City’s Port Authority Te r minal to irrevocable contract between the student and Rider University. Rider reserves the right to Lawrenceville, with a stop at the Rider cam- change any provisions or requirements at any pus. Schedules should be checked with time. Suburban Transit. Greyhound provides bus service to Trenton from Philadelphia and New York. Amtrak and New Jersey Transit trains stop at Trenton.

pa ge 78 NOTES

p a g e 79 NOTES

pa ge 80